Character Series Unit- Lucy Calkins- SMART NOTEBOOK Edition- ALL SESSIONS
Dawn Vogelfang
108 Followers
Grade Levels
2nd - 5th
Subjects
Resource Type
Formats Included
- NOTEBOOK (SMARTboard) File
Pages
75 pages
Dawn Vogelfang
108 Followers
What educators are saying
I used this resource while in a leave replacement position for fifth grade. The fifth graders really enjoyed the slides and the lessons.
Description
READY TO TEACH - Just open it up and start to teach!
Launching Writing Workshop - Writing - 22 sessions - 3rd - 5th Grade - SMART NOTEBOOK version
**This unit follows the Series Books unit written by Lucy Calkins and the Teacher’s College Reading and Writing Project (TCRWP).
*** While this unit is “ready to teach”, it cannot be taught without first purchasing the unit and utilizing its extensive notes, essays, and digital resources. It is meant to be a supplement to - not a replacement for - Lucy’s unit. In developing this unit for my classroom, I wanted something that I could use that would give a visual representation of Lucy’s lessons, be easy enough that a sub could teach it, and give my special education an ELL’s something to refer to.
Each session has a full range of slides that follow the “ mini lesson”. They include a connection, active engagement, Watch me try, you try, Link
This is the complete bundle of all the SMART Board presentations - from Lesson 1 through Lesson 22(see below).
The Teaching Points for each day are:
BEND 1 - GETTING TO KNOW A CHARACTER AS A FRIEND
• Series book readers get to know the world of their main character by paying attention to where the book takes place, who lives there, and what is most important about this series. (pg. 76 book club riles, and book club “to do” list)
• Series book readers get to know their main character, just like we get to know our friends, by making observations. Pay attention to how our main character talks and acts making sure to cite the evidence (lift the precise words and jot down the page number) so that we may share it with our book club.
• Series book readers continue to make observations about their main character and then reflect/think about the kind of character their main character is by using the observations as evidence.
• Series book readers get to know their main character by thinking, “How does my main character spend most of their time?” and “What does that tell me about them?”
• Series book readers GROW THEORIES about their main character by noticing patterns in the way the main character talks, acts, or spends their time. Tip - In order to do this you have to look across pages/chapters of your book.
• Series book readers develop “more deeper” theories about their main character by asking WHY? Why is the character this way? What do they want? (Use anchor chart on page 40 to help students write long about a theory. Use ice berg comparison/pg. 38 post it).
• Series book readers make predictions by using what they know about the kind of person their main character is.
BEND 2 – FOLLOWING A CHARACTER ACROSS A STORY
• Series book readers follow the journey of their main character, in their fiction book, by using a story mountain to track the character.
• Series book readers follow the journey of their main character, in their fiction book, by noticing when they face a problem and how they react to the problem.
• Series book readers follow the journey of their main character, in their fiction book, by identifying the secondary (supporting/helping) character and thinking, “In what way (positive/negative) does the secondary character affect my main character?” (advisor, sidekick (friend), challenger)
• Series book readers follow the journey of their main character, in their fiction book, by paying close attention to parts where their main character is being tested, noticing how the main character is reacting, and thinking, “Why might this part be important in the main character’s journey in life?”
• To learn alongside our main character by thinking, after the main character has resolved a problem, “What did the main character learn about life that they didn’t know before?” and “What lessons can they teach others about life?”
• When we are done with a book we don’t just put it back but instead we think about the different scenes/parts in the book and how they fit together by thinking about the elements of a story (Use chart page 121/ characters, setting, problem, resolution)
BEND 3 – COMPARING/CONTRASTING CHARACTERS ACROSS BOOKS
• To compare/contrast characters across books by paying attention to their actions, likes/dislikes (Use scaffold on page 134).
• To compare/contrast characters across books by paying attention to the problems they encounter and how they react to them.
Launching Writing Workshop - Writing - 22 sessions - 3rd - 5th Grade - SMART NOTEBOOK version
**This unit follows the Series Books unit written by Lucy Calkins and the Teacher’s College Reading and Writing Project (TCRWP).
*** While this unit is “ready to teach”, it cannot be taught without first purchasing the unit and utilizing its extensive notes, essays, and digital resources. It is meant to be a supplement to - not a replacement for - Lucy’s unit. In developing this unit for my classroom, I wanted something that I could use that would give a visual representation of Lucy’s lessons, be easy enough that a sub could teach it, and give my special education an ELL’s something to refer to.
Each session has a full range of slides that follow the “ mini lesson”. They include a connection, active engagement, Watch me try, you try, Link
This is the complete bundle of all the SMART Board presentations - from Lesson 1 through Lesson 22(see below).
The Teaching Points for each day are:
BEND 1 - GETTING TO KNOW A CHARACTER AS A FRIEND
• Series book readers get to know the world of their main character by paying attention to where the book takes place, who lives there, and what is most important about this series. (pg. 76 book club riles, and book club “to do” list)
• Series book readers get to know their main character, just like we get to know our friends, by making observations. Pay attention to how our main character talks and acts making sure to cite the evidence (lift the precise words and jot down the page number) so that we may share it with our book club.
• Series book readers continue to make observations about their main character and then reflect/think about the kind of character their main character is by using the observations as evidence.
• Series book readers get to know their main character by thinking, “How does my main character spend most of their time?” and “What does that tell me about them?”
• Series book readers GROW THEORIES about their main character by noticing patterns in the way the main character talks, acts, or spends their time. Tip - In order to do this you have to look across pages/chapters of your book.
• Series book readers develop “more deeper” theories about their main character by asking WHY? Why is the character this way? What do they want? (Use anchor chart on page 40 to help students write long about a theory. Use ice berg comparison/pg. 38 post it).
• Series book readers make predictions by using what they know about the kind of person their main character is.
BEND 2 – FOLLOWING A CHARACTER ACROSS A STORY
• Series book readers follow the journey of their main character, in their fiction book, by using a story mountain to track the character.
• Series book readers follow the journey of their main character, in their fiction book, by noticing when they face a problem and how they react to the problem.
• Series book readers follow the journey of their main character, in their fiction book, by identifying the secondary (supporting/helping) character and thinking, “In what way (positive/negative) does the secondary character affect my main character?” (advisor, sidekick (friend), challenger)
• Series book readers follow the journey of their main character, in their fiction book, by paying close attention to parts where their main character is being tested, noticing how the main character is reacting, and thinking, “Why might this part be important in the main character’s journey in life?”
• To learn alongside our main character by thinking, after the main character has resolved a problem, “What did the main character learn about life that they didn’t know before?” and “What lessons can they teach others about life?”
• When we are done with a book we don’t just put it back but instead we think about the different scenes/parts in the book and how they fit together by thinking about the elements of a story (Use chart page 121/ characters, setting, problem, resolution)
BEND 3 – COMPARING/CONTRASTING CHARACTERS ACROSS BOOKS
• To compare/contrast characters across books by paying attention to their actions, likes/dislikes (Use scaffold on page 134).
• To compare/contrast characters across books by paying attention to the problems they encounter and how they react to them.
Total Pages
75 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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