Understanding Characters: Grade 3

Understanding Characters: Grade 3

Reading Unit 2

Unit Title: Understanding Characters / Duration: 4 weeks
Concepts:

1. Readers connect to characters, empathize, envision, and predict.
2. Readers grow theories about the characters in the stories they read.
3. Readers learn how stories relate to their own lives.

Materials to be provided by the teacher:

1. Pocket folders with blank reading logs for each student
2. Reader’s notebooks
3. Sticky notes

/ Professional Resources:

1. Constructing Curriculum: Alternate Units of Study, Mary Ehrenworth, Hareem Atif Khan, and Julia Moody
2. A Curricular Plan for the Reading Workshop, Grade 3, 2011/2012, Lucy Calkins
3. Knee to Knee, Eye to Eye, Ardith Davis Cole
4. Teaching with Intention: Defining Beliefs, Aligning Practice, Taking Action, Debbie Miller
5. Conferring with Readers: Supporting Each Student’s Growth & Independence, Jennifer Serravallo & Gravity Goldberg
6. Grades 3-6, Still Learning to Read: Teaching Students in Grades 3-6, Franki Sibberson and Karen Szymusiak

Materialsto be produced by the teacher:

1. Enlarged copy of the following anchor chart:

Bringing Characters to Life

1. Individual copies of the following for each student:

(Optional) Personal-sized anchor charts for students who would benefit from having their own copies
My Daily Reading Log
Bringing Characters to LifeConferring Checklist / Read-Aloud Texts:

1. Because of Winn-Dixie, by Kate DiCamillo
2. The Miraculous Journey of Edward Tulane, by Kate DiCamillo

Notes:

1. This unit is designed to be taught alongside the writing unit of study Improving the Quality of Personal Narratives. The teacher will read aloud two chapters from the book Because of Winn-Dixie by Kate DiCamillo each day. Each session is based on the reading for that day. Many sessions in this unit will refer back to the text and provide opportunities to demonstrate the reading strategies that are a part of this unit. The read-aloud text from Unit 1: Launching a Reading Life, The Miraculous Journey of Edward Tulane, by Kate DiCamillo, will also be referenced in this unit. Feel free to substitute another rich text at your discretion.
2. Refer to the anchor chart(s) from Unit 1 as necessary.
3. Maintaining a daily reading log for reading at school and reading at home is essential to promote reading growth. Continue to expect students to complete their daily reading logs throughout the year. Accountability occurs when reading logs and books being read are out on the table every day during reading time. Refer to students’ reading logs every day in conferences. Once or twice a month, encourage students to study their own reading logs in order to find patterns in their reading habits.
4. You will notice that students are asked to read for 30 minutes during independent reading time. You might want to adjust the amount of time for reading to suit your schedule.
5. When you confer with readers, you will want to observe them as they read, compliment them on something that you notice they are doing as readers, and teach one new skill, strategy, or tip to help them grow as readers. You might ask students to tell you about how reading is going for them. You will want to learn if they are following the story, putting the pieces together, problem-solving when they don’t understand, etc. in addition to the skills and strategies that students are learning each day in this unit.
6. Partnerships are crucial to success in reading. Comprehension skyrockets when students talk about their books with others, even briefly. In partnerships, students have opportunities to build on others’ ideas and to express their own ideas clearly and persuasively.
7. Partner relationships will shape your students’ experiences as readers throughout the year. It would be ideal if both partners read the same books, progressing through the book together. This is especially true of the most at-risk readers who will benefit as they co-construct their understandings, problem-solve together, and share reading goals. However, partners can also take turns reading the same book or read different books with the same character. Once partnerships are established, reading partners will meet to talk about their books at the end of almost every session.
8. Provide students with composition books for use as reader’s notebooks, or have them bring their own from home. Allow them time to personalize their notebooks at home or at school. You might want to have students divide their notebooks with tabs to mark sections such as reading response, strategies, observations, reflections, etc.
9. Students will use sticky notes almost every day and should have easy access to them. You might put sticky notes on your supply list or indicate in your weekly parent notes that contributions for the classroom would be appreciated.
10. Create permanent classroom anchor charts by adding new strategies as you go. If you choose to use a document camera to share the anchor charts from this unit, also create classroom anchor charts so students can refer to them later.
11. Use the Conferring Checklist located at the end of this unit.
12. Spend more than one day for a session if necessary.
13. A special thank you goes out to all authors of professional resources cited in this unit for their insights and ideas.

Overview of Sessions – Teaching and Learning Points Aligned with the Common Core

Concept: Readers connect to characters, empathize, envision, and predict.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 1: Readers envision so they can learn about the characters in the stories they read.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 2: Readers create ideas about what the characters are really like in the stories they read.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 3: Readers empathize with characters by connecting with their experiences.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 4: Readers notice details to help them better understand their characters.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 5: Readers use their empathy for characters to make predictions.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 6: Readers predict not only what will happen, but how it will happen in their stories.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 7: Readers notice and reflect on places in stories that evoke strong emotion.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Concept: Readers grow theories about the characters in the stories they read.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 8: Readers look for patterns in a character’s behavior to grow a theory about the character.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 9: Readers sometimes revise their theories about characters as they continue to read.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 10: Readers notice when characters act in surprising ways.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 11: Readers anticipate that characters will struggle and grow.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Concept: Readers learn how stories relate to their own lives.

CCSS: RL.3.1, RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 12: Readers understand that characters face challenges that become turning points.

CCSS: RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 13: Readers understand that characters have what it takes to overcome challenges.

CCSS: RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 14: Readers understand that secondary characters also have important roles in stories.

CCSS: RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 15: Readers learn vicariously alongside the characters in stories.

CCSS: RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 16: Readers celebrate the characters in their books and the lessons these characters have learned that apply to their own lives.

CCSS: RL.3.3, RL.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d

Session 1
Concept / Readers connect to characters, empathize, envision, and predict.
Teaching Point / Readers envision so they canlearn aboutthe characters in the stories they read.
References / Materials

• Constructing Curriculum: Alternate Units of Study, Mary Ehrenworth, Hareem Atif Khan, and Julia Moody
• A Curricular Plan for the Reading Workshop, Grade 3, 2011/2012, Lucy Calkins

/

• Because of Winn-Dixie, by Kate DiCamillo
• Personalized reader’s notebooks for each student
• Anchor chart:

Bringing Characters to Life

• Sticky notes

Note /

• Begin reading the chapter book Because of Winn-Dixie, by Kate DiCamillo. Read two chapters aloud each day. Read chapters 1 and 2aloud before this session. You will be referring back to this story throughout this reading unit and the companion writing unit, Improving the Quality of Personal Narratives.

Connection / Readers, I want to tell you that I have come to know you in these first few weeks of school because I have been paying attention to what you say, what you do, and what is important to you. All of this helps me get to know you. The same thing has happened to you, too. You came into this class not knowing everyone, and you have made new friends by noticing when someone is helpful and when someone is kind. It works the same with characters in book. We get to know the characters in the stories we read because we envision, we notice the little things like how a character talks and acts and the choices he makes because these are signs that let reader know the kind of person he is.
Demonstration/
Teaching /

• Explain how readers envision the characters by showing how you notice things about main character in the book, Because of Winn-Dixie. Remind students about meeting the new girl, Opal, in the story and feeling as if we already are getting to know who she is. The things she does and the things she says tell us a lot about what kind of person she is on the inside. We not only read words; we also read people.
• Reread the bottom of page 9 where the manager is yelling and Opal hollers back. Indicate that this shows that Opal has courage. It takes courage to holler something that isn’t true in the midst of upset grown-ups who are strangers, all to save a stray dog.
• Refer to the anchor chart, Bringing Characters to Life.

Active Involvement /

• Explain that you are going to continue to read aloud and this time the students are going to envision and notice more things about Opal and think about what this says about her on the inside.
• Continue rereading from the last paragraph on page 11 to the end of the chapter.
• Ask students to think for a minute about what Opal was doing and saying and what this tells them about what Opal is like on the inside (Opal seems to have fallen in love with Winn-Dixie already. She probably has a soft spot in her heart for animals). Have partners turn and talk.
• Have one or two students share their ideas with the class.

Link / So readers, today you are going to get out your independent reading books and continue reading where you left off last night. Remember, whenever you are reading, envision the things your character does and says, and let your observations spark ideas about what your character is like on the inside. As you read, mark places where you made good observations. These are parts that you will want to share with your partners. You will need to take a moment to fill out your log when you get to your reading spot before you begin reading.
Reading and
Conferring /

• Conduct table conferences to encourage students to envision and make good observations about the characters in their stories.
• After students have been reading for a total of 30 minutes, have them record their reading on their daily reading logs.
• Have students turn to one of the places they marked with a sticky note and write in their reader’s notebooks what their observation tells them about what their characters are like on the inside.

Partnerships /

• Refer to the anchor chart, Bringing Characters to Life.
• Have partnerships share their observations and what that tells them about their characters on the inside.
• Have one or two students share their observations with the class.

Teaching Share /

• Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point.

My Daily Reading Log Reader______

Date / Title / Home or School / Page started / Page ended / Total #
pages read / Total #
minutes read / Level

Session 2
Concept / Readers connect to characters, empathize, envision, and predict.
Teaching Point / Readers create ideas about what the characters are really like in the stories they read.
References / Materials

• Constructing Curriculum: Alternate Units of Study, Mary Ehrenworth, Hareem Atif Khan, and Julia Moody
• A Curricular Plan for the Reading Workshop, Grade 3, 2011/2012, Lucy Calkins

/

• Because of Winn-Dixie, by Kate DiCamillo
• Anchor chart:

Bringing Characters to Life

• Sticky notes

Note /

• Read chapters 3 and 4during the demonstration and Active Involvement portion of this session.

Connection / Readers, once I watched an ice sculptor start with a block of ice. At first I thought it would be a bird, but the longer I watched, it gradually became a sea lion. Sometimes when we first look at something, whether it’s a block of ice or a character in a book, we are likely to make some ideas about it, but then the more we observe and notice, it is likely that as we accumulate observations, our ideas will grow, and maybe even change. This happens often when we read. At first, the character isn’t clear, like a block of ice, but as we turn the pages, we really get to know the character. Today I want to teach you that as we read and gather new information about characters, we continually grow theories about what our characters are really like. We use all this as we read to help us figure out characters’ traits, knowing that our first impressions will grow and might even change as we keep reading. We pay attention to a character’s words, actions, thoughts, and decisions throughout the story, because they can reveal so much about that character’s personality and relationships.
Demonstration/
Teaching /

• Explain how readers continually pay attention to the characters in the stories so they can build ideas about these characters and revise their ideas whenever the characters seem to change.
• Read aloud the first two full paragraphs on page 14 in chapter 2 of Because of Winn-Dixie. Opal tells Winn-Dixie everything about herself right away. It seems like since she is new in town, she has no one to talk to. She is probably lonely. Also, she tells Winn-Dixie about her dad being so distracted by work that he doesn’t really take care of her, but she doesn’t seem upset with him. This part makes me think that she is nice. More specifically, she is forgiving.
• Refer to the anchor chart, Bringing Characters to Life.

Active Involvement /

• Explain that you are going to continue reading on page 14 through the first complete paragraph on page 15. Ask students to help you pay attention to what Opal says and does so that you can develop more ideas about her.
• Ask students to think for a minute about what Opal was doing and saying and what this tells them about what Opal is like on the inside. Explain that usually it takes more than one simple word (nice or mean) to say what you notice about a character.
• Have students jot some ideas about what Opal is like in their reader’s notebooks.
• Have partners turn and talk about about what Opal is like. Partner 2 can talk first and Partner 1 can listen and respond. (Opal is the kind of person who looks beyond appearances and appreciates what someone is like on the inside. Opal is desperate for someone to spend time with.)
• Have one or two students share their ideas with the class.

Link / So readers, today try to read your book like we have been reading Because of Winn-Dixie. Try toreally notice everything you can about her. You can do this with any book, any character. Today, as you read on your own, see if you can dig deeply. Really see what makes your character special. Hear how she talks. See how she acts and what choices she makes. Ask yourself, “What does this tell me about who my character is?” Mark a place in your reading where you stepped inside the story that you will share with your partners later.
Reading and
Conferring /

• Conduct table conferences to encourage students to read their independent books as if they were stepping inside the story, noticing details about the characters.
• After students have been reading for a total of 30 minutes, have them record their reading on their daily reading logs.
• Have students turn to one of the places they marked with a sticky note and write in their reader’s notebooks what their observation tells them about what their characters are like on the inside.

Partnerships /

• Refer to the anchor chart, Bringing Characters to Life.
• Have partnerships share their observations and what that tells them about their characters on the inside.
• Have one or two students share their observations with the class.

Teaching Share /

• Bring closure to today’s workshop by summarizing and reinforcing the focus of the day’s teaching point.