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Character Education Novel Unit Schooled by Gordon Korman

Character Education Novel Unit Schooled by Gordon Korman . Day 1: Bellringer Assemble Your Learning Journal. Essential Questions. How can we show others “ respect? ” Is “ change ” positive?  Negative?. Day 1: Chapters 1-3. Learning Targets

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Character Education Novel Unit Schooled by Gordon Korman

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  1. Character Education Novel UnitSchooled by Gordon Korman

  2. Day 1: BellringerAssemble Your Learning Journal

  3. Essential Questions • How can we show others “respect?” • Is “change” positive?  Negative?

  4. Day 1: Chapters 1-3 • Learning Targets • Write your learning targets on the LEFT side of your learning journal. • I can use active reader strategies to gain meaning from the text.  (predicting, questioning, clarifying, connecting, commenting, inferring, etc.). • Are there any words that you do not understand in the learning targets?

  5. Inside your Learning Journal, assess yourself on each of these learning targets. • Here is an example…

  6. Day 1: Say Something Strategy • Read as much as your hand will cover, then “Say Something” (see below) about what you just read before moving on. • Make a prediction • Ask a question • Clarify your thoughts • Make a comment • Make a connection • If you can do one of these things about what you read, then keep reading. If not, then re-read.

  7. Day 1: Chapters 1-3 • Listen as I read Chapters 1-2 aloud to you. • Purpose for Reading: • pg. 8, par.7 “We talk it out, think it out, work it out” is one of Rain’s sayings. Is this good advice for problem solving? Why or why not? • Your Job: • Think about the purpose question. • Try to identify when I use the “Say Something” Strategy. • Make a note in your Learning Journal when you hear me do one of these things.

  8. Day 1: Chapters 1-3 • Read Chapter 3 with a partner* or independently • Practice using the “Say Something” strategy as you read. • Chapter 3 Purpose Question • Zach ends his chapter by saying, “This was my year.” What does he mean by that? How do you predict Zach’s “year” will turn out?

  9. Day 1: Homework Read Chapters 4-6 • Purpose for Reading: What does the author tell us about Cap, Hugh, or Zach’s characters? • Choose a character to focus on for tomorrow’s analysis: Cap, Hugh, or Zach • Come to class ready to describe that character and have an example from the book to support your description. • Think about the character from multiple points of view: the character’s point of view and the other characters’ view of that person

  10. Day 2: Bellringer • Write your learning targets on the LEFT side of your learning journal. • I can analyze a character using the FAST strategy. • I can write to reflect on and explain my thinking. • Are there any words that you do not understand in the learning targets?

  11. Day 2: Chapters 4-6

  12. Day 2: Chapters 4-6

  13. Day 2: Chapters 4-6

  14. Day 2: Chapters 4-6 • Expert Groups • Use the FAST approach to analyze a character (see handout). • FYI: • Feelings/Thoughts must come from the character’s point of view, but Actions/Saying can also be observed by other characters. • Use text evidence (quote or example from the text; page number included) to support your analysis. • Use the back of the character map to write explanations using text evidence (quotes or examples). • You will use the back page as your present your character to another group.

  15. Day 2: Homework • Read Chapters 7-9 (Don’t forget to use the “Say Something” Strategy!) • Purpose for Reading: • What do you think the author is trying to tell the reader so far? Why do you think that? Find examples in the text to support your answer.

  16. Day 3: Bellringer • Write your learning targets on the LEFT side of your learning journal. • Chapters 4-6 • I can analyze a character using the FAST approach. • I can analyze how the author develops the theme through characters. • Chapters 7-9 • I can determine the theme (author’s message) in a paragraph, chapter, and novel. • I can write to reflect on and explain my thinking. • Are there any words that you do not understand in the learning targets?

  17. Day 3: Chapters 4-6 • Jigsaw- 12-15 minutes (4-5 minutes each person) • Get into new groups (teacher-chosen) • Share your character map with your new group members and learn about the other characters as well. • Presenting Student - • Share Character Map and text-evidence • Have group members go to page/paragraph to reread the evidence. • Listening Students- • Determine if the text evidence supports the FAST analysis

  18. Day 3: Chapters 4-6 • Self-Assessment (2-3 minutes) • Look back at your learning targets for Chapters 4-6 • Chapters 4-6 • I can analyze a character using the FAST approach. • I can analyze how the author develops the theme through characters. • Check= I got it. • Star = I’m getting there. • Circle = I need help with this one.

  19. Day 3: Chapters 7-9 • Think-Write- Pair-Share (12-15 minutes) • “When you are unkind to others, it is usually because you don’t believe that you, yourself, deserve kindness” (pg. 48) • Think: (1 minute) • “Is the quote on page 48 an appropriate theme (message from the author) for the story so far? Why or why not?” • Write: Write your response to the above prompt (5 minutes) • Pair: Share your thoughts with a partner (1 minute) • Share with the group (2-3 minutes)

  20. Day 3: Chapters 7-9 • Self-Assessment (2-3 minutes) • Look back at your learning targets for Chapters 4-6 • Chapters 7-9 • I can determine the theme (author’s message) in a paragraph, chapter, and novel. • I can write to reflect on and explain my thinking. • Check= I got it. • Star = I’m getting there. • Circle = I need help with this one.

  21. Day 3: Exit Ticket & Homework • Exit Ticket • Respond to this question on the sticky note before you leave. Put them on the board and sort them by character. • “Which character is the author using to develop this theme? Why do you think this?” • Homework • Read Chapters 10-12 (Don’t forget to use the “Say Something” strategy while you read.) • Purpose for reading • What is the author’s message (theme) in these chapters? • How does the author use the characters’ decisions to develop the theme?

  22. Day 4: Bellringer • Writing Prompt (5 minutes) • Draw a bus that uses the whole page. • Draw 5 lines inside the bus. Choose one of these two quotes from Rain (Rain “isms”) and write 5 sentences to describe what you think about her ideas. • “You always know what you are doing when you’re doing the right thing.” • “A Community thrives when each member does what he/she is good at.”

  23. Day 4: Chapters 10-12 • Learning Targets • Write your learning targets on the LEFT side of your learning journal. • Chapters 10-12 • I can analyze how the author develops the theme through dynamic characters. • I can evaluate to make an informed decision. • I can write to reflect on and explain my thinking. • Are there any words that you do not understand in the learning targets?

  24. Day 4: Chapters 10-12 • Focus Question: • How does the author use the characters’ decisions to develop the theme? • Decisions, Decisions • Thinking Critically about Character’s Decisions • Chalk Talk • Human Likert Scale

  25. Day 4: Homework • Read Chapters 13-16 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for Reading: Sophie’s Dad, Rain, and Cap choose to act a certain way in these chapters. Are these positive or negative actions? Why do you think so? Be prepared to discuss.

  26. Day 5: Bellringer • Writing Prompt: (5 minutes) • Draw a ladder that takes up the whole page with at least 5 rungs. • Choose one of these Rain “isms” and write 5 sentences on the rungs to describe what you think about her ideas: • “Following rules is more important than living your life” • “When people are negative, they are trying to put duct tape on their own damaged souls.” • “When we judge others, we are really judging ourselves.”

  27. Day 5: Chapters 13-16 • Learning Targets • Write your learning targets on the LEFT side of your learning journal. • Chapters 13-16 • I can analyze how the author develops the theme through dynamic characters. • I can evaluate to make an informed decision. • I can write to reflect on and explain my thinking. • Are there any words that you do not understand in the learning targets?

  28. Day 5: Chapters 13-16 • Steps for Decision-Making • Alternatives: Think of many, varied things you could do. • Criteria: Think of the varied questions you need to ask about these things you could do. Samples are below: • Weighing: Use your answers to help you make a decision. • Is it safe? • Will anyone get hurt? • What does my conscience say? • What would my parents think? • Decision: State your final decision. • Reasons: Give many, varied reasons for your decision.

  29. Day 5: Chapters 13-16 • Independently • Choose a character from Chapters 13-16. • Identify a decision that character made. • Use the decision making foldable to evaluate whether the character made a good decision or a poor decision. • Be prepare to explain your thoughts. • Whole Class Discussion: • How does the author use these decisions to develop the character and affect the theme?

  30. Day 5: Homework • Read Chapters 17-20 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for Reading: • How does the author use Hugh’s decision in these chapters to communicate his character trait?

  31. Day 6: Bellringer • Writing Prompt: (5 minutes) • Draw a picture of a bracelet (a circle with with 5 sparkles coming from the jewels of the bracelet). • Choose one of the two Rain “isms” below, and write 5 sentences the sparkles to explain whether you agree with Rain or not... • 1)”There should be no limit on giving. Only taking” • 2) “Popularity has nothing to do with the truth”

  32. Day 6: Chapters 17-20 • Learning Targets • Write your learning targets on the LEFT side of your learning journal. • Chapters 17-20 • I can analyze how the author develops the theme through characters. • I can analyze a character using the FAST approach. • I can write to reflect on and explain my thinking. • I can write to reflect on and explain my thinking. • Are there any words that you do not understand in the learning targets?

  33. Day 6: Chapters 17-20 • Independently, analyze Hugh using the Character Map (see handout) • When you finish, get with a partner to discuss these questions: • Has Hugh changed any since the beginning of the book? If so... how? If not, explain.

  34. Day 6: Homework • Read Chapters 21-24 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for reading: How does “looking the other way” communicate that you approve of something?

  35. Day 7: Bellringer • Writing Prompt: (5 minutes) • Draw a large swirl represent Cap’s “tie-dye” shirt.   • Write 5 sentences to describe what you believe Rain means when she says, ”We always try to save the world, but sometimes the world doesn’t want to be saved.”

  36. Day 7: Chapters 21-24 • Learning Targets • Write your learning targets on the LEFT side of your learning journal. • Chapters 21-24 • I can determine the theme (author’s message) in a paragraph, chapter, and novel. • I can analyze how the author develops the theme characters. • I can analyze a character using the FAST approach. • I can write to reflect on and explain my thinking. • Are there any words that you do not understand in the learning targets?

  37. Day 7: Chapters 21-24 • Poll Everywhere • Poll #1: • On pg. 156 Mr. Kasigi says, “When I chose to look the other way, I was sort of putting a stamp of approval on it.” What does he mean by this? • Poll #2: • Make a list of many, varied characters that “looked away.”

  38. Day 7: Chapter 21-24 • RAFT Activity • Choose one of the characters that “looked away” listed in Poll #2. • Create a product that communicates why the person looked away and if it was a good decision or not. • Role- Character of Choice (one that “looked away” in the story) • Audience- The person that they “looked away” from • Format- poem, song/rap, skit, monologue • Topic- “looking away” • The product should somehow be tied to the author’s message about “looking away.”

  39. Day 7: Homework • Read Chapters 25-27 (Don’t forget to use the “Say Something” Strategy while you read.) • Purpose for reading: Rain makes several broad, stereotypical statements about the world outside of Garland on page 180 -181. Are these statements fair?

  40. Day 8: Bellringer • Writing Prompt: (5 minutes) • Draw an outline of a picture of a T-shirt that takes up the whole page. Draw 5 lines inside the T-shirt. • On page 169, Zach and Hugh describe their status situations as well as Cap’s. • Explain why the use of a “natural guidance system” or “book of instructions” is a good metaphor for their descriptions.

  41. Day 8: Chapters 25-27 • Learning Targets • Write your learning targets on the LEFT side of your learning journal. • Chapters 25-27 • I can determine the theme (author’s message) in a paragraph, chapter, and novel. • I can write to reflect on and explain my thinking. • Are there any words that you do not understand in the learning targets?

  42. Day 8: Chapters 25-27 • Contamination is defined as “the process of being contaminated.” According to the Merriam-Webster Dictionary, contaminated means “to soil, stain, corrupt, or infect by contact or association.” • Discussion Appointments: • Make “appointments” with three different classmates. Record this in their learning journals. • Garland Partner- • C Average Partner- • Donnelly House Partner-

  43. Day 8: Chapters 25-27 • Garland Partner: (5 minutes) • With this partner, explain what “contamination means.” • Re-read page 181. Identify how Cap was “contaminated” from Rain’s point of view. Identify how Cap realizes that he he was “contaminated.”

  44. Day 8: Chapters 25-27 • C Average Partner: (5 minutes) • Share what you discussed with your Garland Partner. • By showing these contrasting opinions about being contaminated, what is the author trying to tell the reader (theme)? • Is the “contamination” a good thing or a bad thing in this situation?

  45. Day 8: Chapters 25-27 • Donnelly House Partner: (5 minutes) • Discuss what was discovered while with Garland and C Average Partners. • Based on this discussion: • “What would a better word be for “contamination” that would better communicate the author’s message?” • With this partner, prepare to use this word to explain the theme of the novel in your own words to the group.

  46. Day 8: Chapters 25-27 Share your thoughts with the class after the Donnelly House rotation.

  47. Day 8: Homework • Read Chapters 28-31 (end) • Purpose for reading: Why does the author title the novel Schooled?

  48. Day 9:Bellringer • Writing Prompt: (5 minutes) • Draw a circle, then the 3 lines inside to make a peace sign. • Then write 3 reactions on the lines to Rain’s statement, “I used to think change was a choice. That you could avoid it if you stuck with your convictions.”

  49. Day 9: Chapters 28-end • Learning Targets • Write your learning targets on the LEFT side of your learning journal. • Chapters 28-end • I can determine the theme (author’s message) in a paragraph, chapter, and novel. • I can analyze how the author develops the theme through characters. • I can analyze a character using the FAST approach. • I can write to reflect on and explain my thinking. • Are there any words that you do not understand in the learning targets?

  50. Day 9: Chapters 28-end • Chalk Talk • Respond to these questions by writing your answer or responding to another. • Why would the author title the book this way? • What does it mean to be “schooled?” • Who got “schooled?” • What does getting “schooled” have to do with the theme of this novel?

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