1 6. Daily, the teacher will model quality responses to literature by providing mini-lessons on writing a reader’s notebook entry and/or 2 what to write on a Post It before reading group, completing a graphic organizer, writing a book review, and on some of the following 3 examples: 4 Describing a Character, Inner Life (personality)of Character, Describing Character Through His/Her Actions, Predicting What a 5 Character Will Do Next, Sketching the Character’s Thoughts/Feeling in a Picture, Comparing Themselves to the Character, Support 6 Inferences with Evidence from the text, Infer How the Character Will or Has Changed Across the Text, Explain Why or How that Character Has Changed. 7 7. Often, the teacher will assign students to share (using the form of their choice) written book reviews and/or a book review graphic 8 organizer over the nonfiction literature selections the teacher has provided stating their opinion and reasons why they feel that way using the text as supporting evidence. This can serve as brainstorming for the student to share their thoughts on the book orally with the class. 9 8. For the conclusion of the unit, the teacher will organize a guest speaker to share his/her education, career and skills needed for the career in the area of mysteries. (Community helpers such as Police officer, private investigator, detective etc.) For example: a local detective or police officer can share his/her job description and ask/answer questions from the students. Other activities could include student fingerprinting, solving a around school, a field trip to the police station. Using funds “crime” available (Title 1, PTO, local grants etc.) or other sources of funding, a Parent/Student Game Night with games that involve using clues or questioning techniques would be beneficial for both students and parents. Board games like Clue, Clue Jr., Headbanz, Guess Who? and interactive Smartboard games like Clue as well as other Internet websites make this a meaningful Parent Involvement Night. Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 1. throughout the unit, students will listen to, read independently and respond to a variety of mystery texts within the reading 2 workshop block (guided reading, independent reading, and teacher read aloud) and writing workshop block. These texts need to 3 include some independent level and challenging level texts as well as instructional/on level texts. 4 5 6 7 10
1 2 3 4 5 6 6. Daily, the teacher will model quality responses to literature by providing mini-lessons on writing a reader’s notebook entry and/or what to write on a Post It before reading group, completing a graphic organizer, writing a book review, and on some of the following examples: Describing a Character, Inner Life (personality)of Character, Describing Character Through His/Her Actions, Predicting What a Character Will Do Next, Sketching the Character’s Thoughts/Feeling in a Picture, Comparing Themselves to the Character, Support Inferences with Evidence from the text, Infer How the Character Will or Has Changed Across the Text, Explain Why or How that Character Has Changed. 7 8 7. Often, the teacher will assign students to share (using the form of their choice) written book reviews and/or a book review graphic organizer over the nonfiction literature selections the teacher has provided stating their opinion and reasons why they feel that way using the text as supporting evidence. This can serve as brainstorming for the student to share their thoughts on the book orally with the class. 9 8. For the conclusion of the unit, the teacher will organize a guest speaker to share his/her education, career and skills needed for the career in the area of mysteries. (Community helpers such as Police officer, private investigator, detective etc.) For example: a local detective or police officer can share his/her job description and ask/answer questions from the students. Other activities could include student fingerprinting, solving a “crime” around school, a field trip to the police station. Using funds available (Title 1, PTO, local grants etc.) or other sources of funding, a Parent/Student Game Night with games that involve using clues or questioning techniques would be beneficial for both students and parents. Board games like Clue, Clue Jr., Headbanz, Guess Who? and interactive Smartboard games like Clue as well as other Internet websites make this a meaningful Parent Involvement Night. Obj. # INSTRUCTIONAL ACTIVITIES: (What Students Do) 1 2 3 4 5 6 7 10 1. throughout the unit, students will listen to, read independently and respond to a variety of mystery texts within the reading workshop block (guided reading, independent reading, and teacher read aloud) and writing workshop block. These texts need to include some independent level and challenging level texts as well as instructional/on level texts.