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|Unit Title: Reading in Book Clubs: Adventure/Survival Stories |Duration: 4 weeks |
|Concepts: |
|Readers learn how to read adventure/survival stories with deep comprehension in book clubs. |
|Readers learn how to interpret the important ideas in adventure/survival stories. |
|Readers become more complex thinkers because they read. |
|Materials to be provided by the teacher: |Professional Resources: |
|Multiple copies of adventure stories and nonfiction texts related to the |Lucy Calkins and Mary Ehrenworth, Units of Study for Teaching Reading: A |
|settings in the books (see suggestions on the following page) |Curriculum for the Reading Workshop, Grades 3-5, Tackling Complex Texts: |
|Map for each book club that relates to the setting in their adventure/survival|Historical Fiction in Book Clubs, Heinemann, 2010. |
|story (world map, United States map, state map, etc.) |Ardith Davis Cole, Knee to Knee, Eye to Eye, Heinemann, 2003. |
|Nonfiction texts related to the setting of the adventure/survival story being |Jennifer Serravallo & Gravity Goldberg, |
|read in each book club (books or internet sources) |Conferring with Readers: Supporting Each Student’s Growth & Independence, |
|White 11” X 18” construction paper and markers for each group |Grades 3-6, Heinemann, 2007. |
|Reader’s notebooks |Franki Sibberson and Karen Szymusiak, Still Learning to Read: Teaching Students|
|Sticky notes |in Grades 3-6, Stenhouse, 2003. |
|Materials to be produced by the teacher: |Read-Aloud Texts: |
|Enlarged copy of the following class charts: |Hatchet, by Gary Paulsen |
|Creating a Constitution for Our Book Club |Two Bad Ants, by Chris Van Allsburg |
|Growing Powerful Book Club Conversations | |
|Making Our Way through Adventure/Survival Stories | |
|Thinking Deeply about Important Passages in a Book | |
|Thought Prompts for Generating Quick Writes | |
|Individual copies of the following for each student: | |
|(Optional) Personal-sized class charts for students who would benefit from | |
|having their own copies | |
|Adventure/Survival Stories Conferring Checklist | |
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|Please read these notes before beginning this unit as they provide integral information |
|for completing this unit with success. |
|Notes: |
|This unit is for students who have previous experience reading and discussing books in book clubs. The materials used will be multiple copies of |
|adventure/survival stories and related nonfiction texts pertaining to the setting of each novel. The teacher will read aloud a novel and related nonfiction |
|texts as students, in groups of four (two partnerships grouped together), read other adventure/survival stories and related nonfiction texts. The unit is |
|designed to foster the capacity and the desire toward independent learning. Flexibility is an important factor in effective implementation of this unit. |
|Use the following website to help you identify adventure/survival stories that are appropriate for the students in your class: |
|. Listed below are suggestions of adventure/survival stories that you can use in |
|your classroom. You will want to have four copies of several adventure/survival stories at various reading levels and related nonfiction texts. You will be |
|reading aloud one adventure/survival story for demonstration purposes while students will be reading two novels during this unit (unless you prefer to have one|
|or more groups read only one book). |
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|Adventure/Survival Stories at Third Grade Level |
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|Just Tell Me When We’re Dead!, by Eth Clifford |
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|Marven of the Great North Woods (picture book), by Kathy Lasky |
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|Night of the Full Moon, by Gloria Whelan |
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|Ninth Ward, by Jewell Parker Rhodes |
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|An Outlaw Thanksgiving (picture book), by Emily Arnold McCully |
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|Runaway Pony, by Jeanne Betancourt |
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|Tracks in the Snow, by Lucy Jane Bledsoe |
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|The Very Last First Time (picture book), by Jan Andrews |
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|Adventure/Survival Stories at Fourth Grade Level |
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|Danger on Midnight River: World of Adventure series, by Gary Paulsen |
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|Escaping the Giant Wave, by Peg Kehret |
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|Everest series: Books One, Two, and Three, by Gordon Korman |
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|Island series: Books One, Two, and Three, by Gordon Korman |
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|Kensuke’s Kingdom, by Michael Morpurgo |
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|Nim’s Island, by Wendy Orr |
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|Riding Freedom, by Pam Munoz Ryan |
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|The Wanigan, by Gloria Whelan |
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|Titanic Series: Books One, Two, and Three, by Gordon Korman |
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|Adventure/Survival Stories at Fifth Grade Level |
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|Frozen Stiff, by Sherry Shahan |
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|Williwaw, by Tom Bodett |
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|My Side of the Mountain, by Jean Craighead George |
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|On the Far Side of the Mountain, by Jean Craighead George (sequel to My Side of the Mountain) |
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|Island of the Blue Dolphins, by Scott O’Dell |
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|Woodsong, byGary Paulsen |
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|The River, by Gary Paulsen (sequel to Hatchet) |
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|Students will make decisions in their book clubs about the pacing of their independent reading. It should be expected that students can read between 30 and 40|
|pages a day between school and home reading. They will need to continue to keep track of the books they are reading on a reading log. Students who finish |
|their reading assignments each day will continue to read other books at school and at home. 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. |
|During this unit, students will read independently and then get together in their book clubs to discuss their reading daily at first, and then every other day.|
|Plan to have students read about 20-30 minutes each day during independent reading time. You might want to adjust the amount of time for reading to suit your |
|schedule. |
|If you or your students have little experience with book clubs, you will want to read the introduction to the Reading in Book Clubs unit for third grade. |
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|Comprehension skyrockets when students talk about their books with others. This unit provides an opportunity to join two partnerships together for the purpose|
|of involving four students in the book club discussions. |
|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. |
|Create permanent classroom charts by adding new strategies as you go. If you choose to use a document camera to share the classroom charts from this unit, |
|also create classroom anchor charts so students can refer to them later. |
|Use the Conferring Checklist located at the end of this unit. |
|Spend more than one day for a session if necessary. |
|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 learn how to read adventure/survival stories with deep comprehension in book clubs.
CCSS: RL.4.1, RL.4.2, RL.4.3, RL.4.6, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 1: Readers envision the setting in a story.
CCSS: RL.4.1, RL.4.2, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 2: Readers support each other in book club conversations.
CCSS: SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 3: Readers build their understanding by tracking the elements in a story.
CCSS: RL.4.1, RL.4.3, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 4: Readers notice when time jumps back and forth in a story.
CCSS: RL.4.1, RL.4.3, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 5: Readers analyze how characters face challenges in a story.
CCSS: RL.4.1, RL.4.3, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 6: Readers envision the descriptive passages in a story.
CCSS: RL.4.1, RL.4.3, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Concept: Readers learn how to interpret the important ideas in adventure/survival stories.
CCSS: RL.4.1, RL.4.3, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 7: Readers read significant passages extra carefully to grow ideas.
CCSS: RL.4.1, RL.4.3, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 8: Readers build important ideas from small details in a story.
CCSS: RL.4.1, RL.4.3, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 9: Readers carry important ideas forward as they read.
CCSS: RL.4.1, RL.4.2, RL.4.3, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 10: Readers turn important ideas into claims that apply to other stories.
CCSS: RL.4.1, RL.4.2, RL.4.3, RL.4.5, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 11: Readers keep an open mind as they read and listen to ideas from others.
CCSS: RL.4.1, RL.4.3, RL.4.5, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Concept: Readers become more complex thinkers because they read.
CCSS: RL.4.1, RL.4.2, RL.4.3, RL.4.5, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, RI.4.1, RI.4.2, RI.4.7
Session 12: Readers experience a story through the perspective of secondary characters.
CCSS: RL.4.2, RL.4.3, RL.4.5, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 13: Readers analyze the critical choices that characters make.
CCSS: RL.4.2, RL.4.3, RL.4.5, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
Session 14: Readers read relevant nonfiction alongside their adventure/survival stories.
CCSS: RL.4.3, RL.4.5, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, RI.4.1, RI.4.2, RI.4.7
Session 15: Readers apply universal ideas from stories they read to real life.
CCSS: RL.4.3, RL.4.5, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d, RI.4.8
Session 16: Readers reflect on their reading and learning to help them live their lives differently.
CCSS: RL.4.3, RL.4.5, SL.4.1, SL.4.1a, SL.4.1b, SL.4.1c, SL.4.1d
|Session 1 |
|Concept |Readers learn how to read adventure/survival stories with deep comprehension in book clubs. |
|Teaching Point |Readers envision the setting in a story. |
|References |Materials |
|Two Bad Ants, by Chris Van Allsburg |Multiple copies of several adventure/survival stories |
| |Class chart: |
| |Characteristics of an Adventure/Survival Story |
|Notes |Prior to this session, begin to think about group assignments (join two partnerships together based on interests, personalities, |
| |reading levels, or other measures) to form groups of four. You will provide book introductions for each adventure/survival story at |
| |the end of this session and ask students to choose the titles they like the best. You might also ask students to respond to who they |
| |would feel comfortable working with in a small group. Keep students’ reading levels in mind as you create group assignments (which |
| |you will need to have completed before Session 2). Reading levels should be similar among students in each book club, although not |
| |necessarily identical, for clubs to work effectively. |
| |Combine two partnerships for temporary group assignments for today’s session. You will observe these groups working together today, |
| |and make any adjustments in the groupings before Session 2 if necessary. |
| |Collect enough multiple copies of adventure/survival stories for the number of book clubs you plan to have. A list of suggestions is |
| |provided in the Notes section at the beginning of this unit. Preview each book in preparation for introductions that you will provide|
| |in Session 1. |
| |Prepare to talk about a time when an adventure/survival story that you read seemed to take you to another time and place. Explain how|
| |it caused you to see your life and the world in a new way. |
| |Session 1 does not follow the typical workshop model in that, although there will be a demonstration and active involvement, there |
| |will be no independent work time. |
|Introduction |Readers, today I want to tell you about a time when I read an adventure/survival story that seemed to take me away to another place. |
| |(Share one of your experiences.) Adventure/survival stories are thrilling, exciting, and sometimes scary. We are afraid for the |
| |hero, and we hope for the best. We learn what it was like to face challenges that we hope we’ll never encounter in our lifetime. We|
| |already know what a setting is in a story. It is the place where the story happens. But today, I want to teach you that in |
| |adventure/survival stories, it is even more important to envision the setting. We need to read to find out not only what the place |
| |looks like, but what it feels like – its emotional atmosphere. |
|Demonstration |Introduce the class chart Characteristics of an Adventure/Survival Story. |
| |Explain that you want students to get that feeling of being taken away to another place by a book. You will read the picture book Two|
| |Bad Ants as a way to help students experience an adventure story – and what it means to really envision the setting by paying |
| |attention to the details that tell what the place looks and feels like. |
| |Explain that when we read adventure/survival stories, we need to get ourselves ready to read. We remind ourselves that the story will |
| |be set in a particular place, so we are alert to details about what the place is like. Usually, the setting creates a sense of danger|
| |or provides an obstacle to overcome. |
| |Read the story aloud until the two bad ants stay behind and begin their adventure. |
| |Describe the setting as you envision it. Be sure to include what the scene looks like and what it feels like. |
|Guided Practice |Continue reading to the end of the book. Have students envision the setting by paying close attention to what this place looks like |
| |and feels like. |
| |Have students turn and talk about their ideas with a partner about the details of the setting. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, we are doing things a little differently today. You are going to spend the whole workshop with this story and this small |
| |group. Begin by retelling the story in your groups. Then, review and discuss the characteristics of adventure stories from the |
| |anchor chart alongside the story. Discuss how you envision the setting. Really pay attention to the details so that you can see and |
| |feel what the place is like. |
|Independent |Closely observe the interactions within each group to double-check your groupings before assigning students to book clubs in Session |
|Practice/Small Group |2. |
|Work |Resist the temptation to become really involved in the group interactions. |
|Lesson Closure |Debrief on the work the students did to analyze the elements of adventure/survival stories. |
| |Provide a book talk for each adventure/survival story for which you have collected multiple copies. Have the students choose two or |
| |three of the books they want to read, and then use this information to help you make group assignments prior to Session 2. Consider |
| |personalities, interests, book levels, and book choices when forming groups. |
|Session 2 |
|Concept |Readers learn how to read adventure/survival stories with deep comprehension in book clubs. |
|Teaching Point |Readers support each other in book club conversations. |
|References |Materials |
| |Class chart: |
| |Creating a Constitution for Our Book Club |
| |One sheet of 11” X 18” white construction paper and markers for each group |
| |Map for each book club that relates to the setting in their adventure/survival |
| |story (world map, United States map, state map, etc.) |
|Note |Plan to distribute adventure/survival stories to book clubs in the Lesson Closure at the end of this Session. |
|Introduction |Readers, we know already that adventure/survival stories demand readers who have active imaginations because we will need to walk in |
| |the shoes of people who are in the middle of adventure or danger. There is so much to notice and figure out in these stories that you|
| |are going to want to share your ideas with others in a book club. Each of you will bring something special to your club, and |
| |together, you will see more in the books than you ever would alone. Today I want to teach you that it is important to make sure that |
| |we support each other in book club conversations. |
|Demonstration/ |Explain that you have already grouped students into clubs (based on their prior input). Announce club assignments and the book each |
|Teaching |club will read. Students can rearrange themselves in the meeting area and sit near other members of their book club. |
| |Interview students who are already in clubs of any kind about what is important about being part of a club and what are some ideas for|
| |creating clubs. Record ideas on a chart that will transfer to building club relationships in school (rules, naming the club, working |
| |together, helping each other, etc.) Include ways in which students support each other in clubs. |
| |Introduce the class chart, Creating a Constitution for Our Book Club. |
|Active Involvement |Have students refer to the chart you created and the anchor chart as they talk in their clubs about ideas for creating their own club |
| |constitution. |
| |Share the responses that you overheard from one or two club members. |
|Recap |So readers, today you will continue to meet in your clubs and use your ideas to create your own club constitution. Remember that you |
| |will want to support each other in your book club conversations. Refer to the anchor chart, Creating a Constitution for Our Book |
| |Club, to help you. You might want to create your constitution as a series of promises to one another (We promise …). Remember that |
| |all members need to feel that they are part of the group and each member must always feel supported by the group. |
|Conferring and Small |Distribute construction paper and markers to each group to record their club constitution. |
|Group Work |Closely observe the interactions within each group and encourage group members to really listen to each other. |
|Lesson Closure |Have students from different clubs share one or two of their ideas for their club constitutions with the class. Explain that club |
| |members will keep their club constitutions out during every book discussion. |
| |Distribute the adventure/survival stories to each club. Have club members preview their books and try to identify one or more of the |
| |settings in their book on the maps. |
|Session 3 |
|Concept |Readers learn how to read adventure/survival stories with deep comprehension in book clubs. |
|Teaching Point |Readers build their understanding by tracking the elements in a story. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Class chart: |
| |Making Our Way through Adventure/Survival Stories |
|Note |Have students bring their reader’s notebooks and a pencil to the meeting area. |
|Introduction |Readers, often when we read adventure/survival stories, we begin by paying attention to the elements of story as we encounter them in |
| |the first chapter. We might think of a mental bulletin board, and how we might tack up information about the story as we read. We |
| |need to be alert for the “who, what, where, when, and why” of the book. Sometimes this information comes quickly, so we have to read |
| |carefully so we can build our understanding of the elements in a story as we read. |
|Demonstration |Introduce the class chart Making Our Way through Adventure/Survival Stories to guide the reading and discussions of these stories |
| |throughout this unit. |
| |Explain that when you begin a new story, you need to be extra alert and focused on getting the information straight. We can’t read |
| |too quickly at the start of a new book. When we meet a character, we tack that character up on our mental bulletin board, and then we|
| |meet another character and do the same. Then we read on and find ourselves coming back to fill in a few details about the first |
| |character and the next one. We learn the place in which the story was set, and that information goes up on our mental bulletin |
| |boards, too. Later, we fill in information about that place. There is so much information at the start of a book that a good deal of|
| |our mind work needs to be spent keeping track of the story elements and pinning them onto our mental bulletin board. |
| |Introduce the book Hatchet. Read the first page through the first paragraph on page 2 in chapter 1 and demonstrate how you begin |
| |tacking things up on your mental and physical bulletin board (your reader’s notebook). Use the idea/detail framework to jot details |
| |about Brian in your reader’s notebook: |
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| |Add the words “Hampton, New York” to your notebook in a line as the place where Brian lives. Explain that when you come to the name |
| |of place, you write it down along with any other information you might know about this place next to numbers below the line. If you |
| |don’t know where it is located, use the map to find it. |
|Guided Practice |Continue reading aloud through the first paragraph on page 6, asking students to record information on their own physical bulletin |
| |boards in their reader’s notebooks about Brian. |
| |Have club members turn and talk about their ideas. |
| |If you overhear students just reading from their notes, stop the class and remind them to compare and combine their ideas. Then have |
| |club members turn and talk again. |
| |Resume reading through the end of the chapter on page 12 and have students take mental notes only, thinking about where in their notes|
| |they would have recorded these new details. From now on, only record things that seem especially important or are confusing. |
|Recap |So readers, today you will begin reading your own adventure/survival stories. Get together in your clubs and decide how many pages |
| |you are going to read today in 20 minutes. You will want to set goals to complete 30 to 40 pages of reading per day. Some of this |
| |reading will be done in school, and the rest will be done at home. Including today, you will have about five days to read your books.|
| |Figure out how many pages or chapters you intend to read each day to reach this goal. Then read independently, keeping track of the |
| |“who, what, where, when, and why” of your book on your mental bulletin board. Do not record your ideas in your reader’s notebook just|
| |yet, just read to your goal, but not beyond. When you finish reading, jot some of your ideas about your story in your reader’s |
| |notebooks in preparation for your book club discussions. Remember to complete your reading logs for your reading today. |
|Independent Practice |Keep students productively engaged in the task of reading and note-taking. Confer with students about the characters and setting in |
| |their books. |
|Small Group Work |Set students up to talk in important ways about the story elements in their adventure/survival stories and encourage them to create |
| |club notes about their stories. |
| |As you observe group discussions, focus primarily on how their talk reveals what they learned from the text rather than the skills |
| |they use as they converse. |
|Lesson Closure |Have students decide how many pages/chapters they will read tonight, and keep a second book on hand with them at home and at school so|
| |that they don’t skimp on reading time. Encourage them NOT to read past the page they decide upon. |
|Session 4 |
|Concept |Readers learn how to read adventure/survival stories with deep comprehension in book clubs. |
|Teaching Point |Readers notice when time jumps back and forth in a story. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |One sheet of 11” X 18” white construction paper and markers for each group |
| |Class charts: |
| |Making Our Way through Adventure/Survival Stories |
| |Growing Powerful Book Club Conversations |
|Introduction |Readers, yesterday we learned that so much happens in the beginning of a story, we need to be alert to the details. As we read |
| |stories that are more and more complex, we notice that time is one of the elements in the story that can be complicated. The story |
| |does not continually move forward. Sometimes the story flashes back to events that have already occurred, earlier in the story or |
| |even before the story began. As readers of complex texts, we must be alert to signals that the element of time might be changing. |
| |Today I want to teach you that readers of adventure/survival stories notice when time jumps back and forth in a story. |
|Demonstration |Demonstrate how time often jumps back and forth as you reread the sixth paragraph on page 5 through the first paragraph on page 7 in |
| |chapter 1. Explain how you have to be alert to the way in which the story starts with what is happening now and then moves back in |
| |time as if the author is revealing a flashback memory of Brian’s from the past. |
| |Introduce the idea that a story timeline can keep track of the order of events in a story. Demonstrate how to create one for some of |
| |the events in chapter one. |
| |Brian’s mother drops him off at the small airport. |
| |The pilot tells Brian to get into the copilot’s seat. |
| |Brian looks out the window. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Continue reading aloud at the beginning of page 5 through the end of the first paragraph on page 7, asking students to listen for |
| |information about how time jumps back and forth. |
| |Have club members turn and talk about their ideas. Have them put into words what they are noticing about Brian’s flashback memories. |
| | |
| |Have students contribute events to add to the story timeline you began in the demonstration portion of this session. |
|Recap |So readers, today as you read, you will notice that sometimes time jumps back and forth in stories, and the author doesn’t come right |
| |out and warn you to pay attention when this happens. One thing is very important: You will need to get the plotline straight, so it |
| |helps to keep a timeline as you read or make a quick list of important events, in order. When you get into your clubs, you might make|
| |a story timeline for your story – maybe one person will do this or the whole club will do this together. |
|Independent Practice |Confer with students about how the element of time jumps back and forth in the books they are reading. |
|Small Group Work |Begin recording ideas on an anchor chart Growing Powerful Book Club Conversations about ways to interact in positive ways in groups. |
| |Add ideas one or two at a time. Recap them to work you have observed in a particular group. |
| |Distribute construction paper and markers so students can create story timelines for their stories in their clubs. |
|Lesson Closure |Explain that students should create timelines, not because you told them to, but because it is a powerful way to push their thinking. |
| |Suggest that students ask themselves how this can help them think more deeply about their stories. Think of charts like these as |
| |temporary tools for thinking, not as art projects or materials for display. The work that students do on paper today will become the |
| |work they do mentally as they grow over time as readers. |
| |Have club members turn and talk about how time jumps back and forth in their stories and how story timelines can help them think about|
| |their stories. |
|Note |Finish reading chapter 2 of Hatchet before Session 5. |
|Session 5 |
|Concept |Readers learn how to read adventure/survival stories with deep comprehension in book clubs. |
|Teaching Point |Readers analyze how characters face challenges in a story. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Class charts: |
| |Making Our Way through Adventure/Survival Stories |
| |Growing Powerful Book Club Conversations |
|Note |Prior to this session, finish reading chapter 2 of Hatchet aloud. |
|Introduction |Readers, as we read, we get to know the characters in our books. When we read adventure/ survival stories, we pay close attention to |
| |how the characters face challenges and ask ourselves, “How do these challenges influence the character’s behaviors, actions, and |
| |decisions?” We can learn a lot about our characters if we analyze how they deal with these challenges. |
|Demonstration |Explain that characters in adventure/survival stories face many difficult challenges, and it is important to pay close attention to |
| |the ways in which these characters deal with their challenges. |
| |Have students listen carefully to the challenges that Brian faces as you read aloud all of chapter 3. |
| |Explain the challenges that Brian faced and analyze how he dealt with them. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Have students turn and talk in their book clubs about the challenges their characters faced so far in their adventure/survival stories|
| |and how they are dealing with their challenges. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, when we read adventure/survival stories about characters facing challenges, we analyze the ways in which they deal with |
| |these challenges. We remember what our characters are living through and push ourselves to ask, “Why did my character react this way |
| |in the face of this challenge?” Today as you read, keep track of the challenges and the ways in which your characters deal with those|
| |challenges. Then ask, “What does this say about my character?” |
|Independent Practice |Confer with students to help them analyze the ways in which their characters face their challenges. Guide students to understand what|
| |the characters’ actions say about the characters. |
|Small Group Work |Continue recording ideas on the anchor chart Growing Powerful Book Club Conversations about ways to interact in positive ways in |
| |groups. Recap these ideas to work you have observed in a particular group. |
| |Remind students to analyze how the characters face their challenges and what their actions seem to say about the characters. |
|Lesson Closure |Have one or two students bring their conversations to the larger group. |
|Note |Finish reading chapter 4 of Hatchet before Session 6. |
|Session 6 |
|Concept |Readers learn how to read adventure/survival stories with deep comprehension in book clubs. |
|Teaching Point |Readers envision the descriptive passages in a story. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Class charts: |
| |Making Our Way through Adventure/Survival Stories |
| |Growing Powerful Book Club Conversations |
|Note |Prior to this session, finish reading chapter 4 of Hatchet aloud. |
|Introduction |Readers, as we read there are parts that are action parts where lots of things are happening and there are other parts where the |
| |author takes the time to describe something in great detail. Particularly in adventure/survival stories, I find myself slowing down |
| |and paying close attention to these descriptive passages to help me gather details about the setting. The characters are going to |
| |face challenges in this place, and they will be depending on their environment to survive. When the plot slows down and becomes more |
| |descriptive, we need to slow down as readers, to envision these descriptive passages and deepen our understanding of the story. |
|Demonstration |Explain that you are going to reread the last paragraph on page 36 through the first paragraph on page 37 in chapter 4 of Hatchet. As|
| |you read, ask students to envision this descriptive passage to deepen their understanding of the environment and the feeling of the |
| |place. |
| |Share your ideas about how this descriptive passage pulls you in as a reader. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Read aloud the second paragraph on page 38 through the first paragraph on page 39. Have students listen and envision this descriptive|
| |passage. |
| |Have students turn and talk about how the description of the setting pulls them in as readers and helps them imagine the challenges of|
| |this setting. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, remember to envision descriptive passages in your books to deepen your understanding of the story so that you can talk |
| |about it when your club meets. The characters are in an unfamiliar place, so they need to learn about their new environment and find |
| |ways to survive. If we read the descriptive passages too quickly, we skip important parts of these stories. As you read today, |
| |choose a descriptive passage that you want to talk about in your book clubs. |
|Independent Practice |Confer with students about how to envision descriptive passages in their books and how this helps to deepen their understanding of the|
| |story. |
|Small Group Work |Continue recording ideas on the anchor chart Growing Powerful Book Club Conversations about ways to interact in positive ways in |
| |groups. Recap these ideas to work you have observed in a particular group. |
| |Remind students to include descriptive passages in their discussions. |
|Lesson Closure |Have club members turn and talk about how they envisioned descriptive passages in their books and how it helped to deepen their |
| |understanding of their stories. |
| |Have one or two students bring their conversations to the larger group. |
|Note |Finish reading chapters 5 and 6 of Hatchet before Session 7. |
|Session 7 |
|Concept |Readers learn how to interpret the important ideas in adventure/survival stories. |
|Teaching Point |Readers read significant passages extra carefully to grow ideas. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Anchor charts: |
| |Making Our Way through Adventure/Survival Stories |
|Notes |Prior to this session, finish reading chapters 5 and 6 of Hatchet aloud. |
| |Although you are reading Hatchet at a slower pace, your students should be completing their first adventure/survival story today. |
| |They will begin a new book tomorrow. |
|Introduction |Readers, yesterday we learned to slow down and read descriptive passages carefully because this helps deepen our understanding of the |
| |story. Today I want to teach you that readers often need to press the pause button when they are reading so we can take time to |
| |reflect on the significance of what we are reading. We linger for a moment when we come to parts that seem to be especially |
| |important, parts that seem to hold particular significance. We read these significant passages extra carefully, letting them push us |
| |to grow ideas about what they mean. |
|Demonstration |Explain that you are going to reread aloud from Hatchet and then you are going to stop and jot when the text seems to be written in |
| |bold, when it seems to hold a particular significance. Read aloud beginning with the first paragraph on page 43 up to the last |
| |paragraph on page 44. |
| |Share your ideas about why this passage seems to hold a particular significance. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Read aloud from the beginning of the first paragraph on page 46 through the last full paragraph on page 48. Have students listen for |
| |a part that seems to be written in bold, a part that seems particularly significant. |
| |Have students turn and talk about the part they though was significant. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, remember as you read today to pause at passages that seem to have been written in bold print, parts that you think are |
| |significant to the story in some way. Press the pause button and take time to think about these parts and why you feel that they hold|
| |significance to the story. |
|Independent Practice |Confer with students about the passages that seem to hold particular significance in the stories they are reading. |
|Small Group Work |Remind students to discuss passages where they paused to think deeply about parts that seemed to hold a particular significance and |
| |explain their thinking. |
| |Have students decide on a second adventure/survival story to read in their clubs, preview the books, and map out a schedule for |
| |reading the books in six days (by Session 13). |
|Lesson Closure |Have club members turn and talk about how pausing to reflect helps them think deeply about their stories. |
| |Have one or two students bring their conversations to the larger group. |
|Note |Finish reading chapter 7 of Hatchet before Session 8. |
|Session 8 |
|Concept |Readers learn how to interpret the important ideas in adventure/survival stories. |
|Teaching Point |Readers build important ideas from small details in a story. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Class charts: |
| |Thinking Deeply about Important Passages in a Book |
| |Making Our Way through Adventure/Survival Stories |
|Notes |Prior to this session, finish reading chapter 7 of Hatchet aloud. You will read aloud all of chapter 8 quickly and with intensity, |
| |demonstrating for students the kind of reading we do when we encounter a part that is intense and begs us to read it quickly. |
| |Students will not meet in their book clubs today. |
|Introduction |Readers, the next part of Hatchet is special, so I’m going to start our mini-lesson simply by reading aloud to you. Sometimes we come|
| |to a place in our reading where the text is written in ways that say, “Don’t stop! Keep reading!” Chapter 8 is a chapter that is |
| |just like that. I am going to read it all without stopping and show you how you can build important ideas from small details in a |
| |story. Listen carefully. |
|Demonstration |Read aloud chapter 8, swiftly and dramatically. |
| |Refer to the anchor chart, Thinking Deeply about Important Passages in a Book. |
| |Explain how you really held onto the detail on page 80 of how Brian discovered that the hatchet was the key to getting fire. |
| |Explain how this small detail seems to be important and might help you build an important idea about it. Fire is essential for |
| |Brian’s survival. And Brian is determined to survive. |
| |Explain that readers pay attention to different details in a book. Things that seem significant to one reader might be different from|
| |what seems significant to others. In a powerful book, the important ideas often hide in the small details. When we pay attention to |
| |certain small details, we find ourselves building important ideas. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Explain that students will now have a chance to do their own thinking about the small details that they felt were significant in |
| |chapter 8. |
| |Have students refer to the anchor chart and use the checklist to think about another small detail that they think seems significant. |
| |Then have them turn and talk with their club members about how the detail can be used to build an important idea. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, whenever you notice small details in your stories that seem to be pulling you in, it might be that they are significant in|
| |some way. Remember that if you come to a part that feels important, you’re going to want to mark that passage and think really hard |
| |about it. Think about how you can build important ideas from small details. Today you will spend all of your work time reading, |
| |thinking deeply, and writing about the small details and the important ideas in the books you are reading. You will not meet in your |
| |groups today, so by tomorrow when you meet you will be ready to share. |
|Guided Practice |Confer with students about how small details that seem significant can be used to build important ideas. |
|Lesson Closure |Share a few examples of student writing in which the student used a detail from the story to represent an important idea, and explain |
| |that this is symbolic thinking. |
|Note |Finish reading chapters 9 and 10 of Hatchet before Session 9. |
|Session 9 |
|Concept |Readers learn how to interpret the important ideas in adventure/survival stories. |
|Teaching Point |Readers carry important ideas forward as they read. |
|References |Materials |
|• Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Sticky notes |
| |Class chart: |
| |Making Our Way through Adventure/Survival Stories |
|Note |Prior to this session, finish reading chapters 9 and 10 of Hatchet aloud. |
|Introduction |Readers, yesterday we noticed how the important ideas in stories are often found in the small details. There are important ideas |
| |hiding in our books, but to find them, we need to pause and reread and think. Today I want to tell you that when we continue reading,|
| |we carry our important ideas forward as we read. We look at the rest of our book through the lens of the important idea, asking |
| |ourselves questions such as, “How does the rest of the book support this important idea?” We read on with our important idea in mind |
| |and think about whether or not it fits as we continue reading. Doing this is one way that we continue to develop our ideas. |
|Demonstration |Explain that one important idea you have about Brian is that he is determined. Demonstrate how you carry that important idea forward |
| |as you reread from the first paragraph of page 85 through the sixth paragraph on page 86. |
| |Explain how you carried the idea that Brian is determined as you continued reading, and realized how determined he is at making a |
| |fire. |
| |Explain that when we read with our important idea in mind, we can make sure that it fits with our earlier understanding of the |
| |character. Sometimes when we carry our important ideas forward, we have to change our ideas if they don’t continue to fit with the |
| |ongoing story. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Reread the first full paragraph on page 93 through the last full paragraph on page 94. Have students carry this idea forward by |
| |listening for an example of how Brian is showing determination to survive. |
| |Have students turn and talk in their clubs about details that build on this important idea. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, whenever you pause to grow important ideas about the books you are reading, carry your ideas forward as you continue |
| |reading. Sometimes as you read, you find evidence that supports and even grows those ideas. And sometimes you find evidence that |
| |suggests you are on the wrong track. You might have to change the important idea that you are holding onto as you read. Remember, |
| |stories are about ideas, and we need to answer the questions, “What important idea is coming across to me in this story?” and “What |
| |important idea am I carrying forward as I read?” I will give each of you one sticky note where you can write your important idea and |
| |leave it out where you and I can see it. Then keep reading. If your important idea changes, you can write a new one on another |
| |sticky note to carry forward with you as you continue reading. |
|Independent Practice |Confer with students about the important ideas that they are carrying forward as they continue reading. |
|Small Group Work |Remind students to discuss their important ideas that they carried forward with them as they continued reading. |
|Lesson Closure |Share a few examples of student thinking in which the students carried forward an important idea and developed it further as they |
| |read. |
|Note |Finish reading chapters 11, 12, and 13 of Hatchet before Session 10. |
|Session 10 |
|Concept |Readers learn how to interpret the important ideas in adventure/survival stories. |
|Teaching Point |Readers turn important ideas into claims that apply to other stories. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Class chart: |
| |Making Our Way through Adventure/Survival Stories |
|Notes |Prior to this session, finish reading chapters 11, 12, and 13 of Hatchet aloud. |
| |Have students bring their books, their reader’s notebooks, and a pencil to the meeting area. |
| |Students will not meet in their book clubs today. |
|Introduction |Readers, for the past several days, we have been thinking and talking and writing about the important ideas in our books. Sometimes, |
| |you are recording important ideas on your sticky notes using just one or two words, such as “bravery.” But an important idea is not |
| |just one or two words. Think of important ideas as claims, or statements, that you make based on what you’re thinking, just like the |
| |thesis of an essay. To do this, ask yourselves, “What does this story make me think about “bravery?” And when you use words in your |
| |claims like “kids” or “people” instead of the names of the characters in your stories, it is much more sophisticated thinking that you|
| |are doing. You are talking about ideas that apply to other stories rather than just the story you are reading. Today I want to teach|
| |you how to turn our important ideas into claims so they apply to other stories. |
|Demonstration |Explain how in the story Hatchet, Brian is determined. We can think about this idea and ask ourselves, “What does this story make me |
| |thing about determination?” I want to elaborate on this idea. We talked before about how Brian is determined to survive. Maybe we |
| |can say that “Sometimes kids have to grow up quickly when they are facing very difficult challenges.” |
| |Explain that when you use words like “kids” or “people” rather than character names, it sort of cracks open your claim, and suddenly |
| |you can more easily see how it applies to characters in other stories, too. |
| |Explain how this claim applies to Little Willy in Stone Fox and Rob in The Tiger Rising. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Have students reflect back onto the important idea that they have been carrying forward. Have them ask themselves. “What does this |
| |story make me think about this important idea?” Have students write their important ideas as claims, using words like “kids” or |
| |“people” rather than specific character names in their reader’s notebooks. |
| |Have students turn and talk in their clubs about their claims and how they can apply to characters in other stories. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, some of us might need more time to turn our important idea into a claim that can apply to other stories. So before you |
| |begin reading, make sure that your important idea is really a claim, a statement of something you think, not just one word or idea. |
| |You might have to try different ways of saying it, just like we did when we wrote our essays. If you need help, turn to someone in |
| |your book club and work together to create your claim. Whenever you are stating the important idea in a text, you will want to try to|
| |turn it into a claim. With practice, this will get easier and easier. You will not meet in your groups today, so spend extra time |
| |reading today and thinking about how to turn your important ideas into claims. |
|Independent Practice |Confer with students about how they can turn their important ideas into claims that might apply to other stories. |
|Lesson Closure |Explain that students will need to carry their claims forward as they continue reading. |
|Note |Finish reading chapters 14 and 15 of Hatchet before Session 11. |
|Session 11 |
|Concept |Readers learn how to interpret the important ideas in adventure/survival stories. |
|Teaching Point |Readers keep an open mind as they read and listen to ideas from others. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Class chart: |
| |Thought Prompts for Generating Quick Writes |
|Note |Prior to this session, finish reading chapters 14 and 15 in Hatchet aloud. |
|Introduction |Readers, we have been working hard to think deeply about important ideas in the stories we are reading. When we have a chance to talk|
| |with others about our reading, we often dig in and hold fast to our ideas. However, an important reason to be in a conversation is to|
| |have the chance to broaden our ideas and perhaps even change our minds. Today I want to teach you that although it is really |
| |important to care about the ideas we have created, it is also important to keep an open mind as we read and as we listen to ideas from|
| |others. You don’t want to read, or to talk, like you are determined to not let your mind budge even an inch. One reason to talk and |
| |to read is to learn. In a good book, as in a good conversation, you can feel your thinking growing or being changed. |
|Demonstration |Explain how sometimes you have one idea – a really good one – and then after talking to someone else, you find that now you have |
| |another idea, sometimes an even better one. Maybe this new idea is a little different, or maybe it is very different. But when read |
| |and when we listen to others, one idea leads to another if we keep an open mind. |
| |You might decide to discuss how Brian made a decision to keep the Secret from his dad. Explain that there are times when it is |
| |important to share the details and other times when it is important not to share the details. Your thinking about this might lead you|
| |to consider this idea from both perspectives – to be open to new ideas in conversations with others who might think differently. |
|Guided Practice |Reread page 91 in the story Hatchet and have students turn and talk in their clubs about this example of how there are times when it |
| |is important to share the details and other times when it is important not to share the details. Encourage students to consider and |
| |discuss both sides of this statement so they can learn from others by listening and extending their ideas. Remind students to be open|
| |to new ideas. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, remember that it is important to keep an open mind as you read and as you listen to ideas from others. Let’s remember |
| |this kind of listening, this kind of talking, when we are in our clubs later today. It is this kind of respect and interest that you |
| |will need to grow ideas together. |
|Independent Practice |Confer with students about keeping up their pace as they read. |
|Small Group Work |Have students discuss their ideas and listen to the ideas of others with an open mind. Students come with their own important ideas, |
| |but they might be growing their ideas or changing them or growing other important ideas. |
|Lesson Closure |Demonstrate how you do a quick write about Hatchet, using the class chart Thought Prompts for Generating Quick Writes. Have students |
| |choose a prompt and take three minutes to do their own quick writes based on their book club discussions. |
| |Have students write without stopping. |
| |Share the ideas of one or two students and explain how quick writes are another way of growing your thoughts or ideas. |
|Note |Finish reading chapters 16 and 17 of Hatchet before Session 12. |
|Session 12 |
|Concept |Readers become more complex thinkers because they read. |
|Teaching Point |Readers experience a story through the perspective of secondary characters. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Anchor chart: |
| |Making Our Way through Adventure/Survival Stories |
|Notes |Prior to this session, finish reading chapters 16 and 17 in Hatchet aloud. |
| |Students will not meet in their book clubs today. |
| |Have students bring the books they are reading to the meeting area. |
|Introduction |Readers, we have been listening to the story Hatchet and thinking about it from the perspective of one character. We have access to |
| |one character’s thoughts, to one perspective. Other characters are mentioned in the book, but Gary Paulsen tells the story through |
| |the point of view of one character. Brian is not only the main character, but practically the only character in the story. In your |
| |adventure/survival stories, there are probably other, secondary characters. If we want to develop a sense of what this story is |
| |really about, one way to do this is to experience the story through the perspective of one of the secondary characters, inferring his |
| |inner thinking. To do this, we will do a little bit of imagining. |
|Demonstration |Explain that we learn some things about the mother through Brian’s thoughts and memories. Demonstrate how you are reading through the|
| |perspective of his mother and inferring her inner thinking and motivations. In this way, you are experiencing the story through his |
| |mother’s perspective. Reread the second paragraph on page 9 in chapter 1. In this part, Brian’s mother is showing that she cares |
| |about Brian. This detail seems to show that she loves him, despite how much she hurt him. |
| |Explain that imagining this part of the story from Brian’s mother’s perspective helps you to infer that Brian was cared for and loved |
| |as he was growing up. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Have students turn and talk in their book clubs about one of the secondary characters in the story they are reading. Have them talk |
| |about one of the events in the story from the perspective of this character, inferring his inner thinking. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, remember that in all stories, it is natural to think about the story from the perspective of a main character because the |
| |author usually tells us what these are straight on. We don’t need to wonder what Brian is thinking because his thoughts are all over |
| |the page anyway. But we don’t always know what the other characters are thinking. We know what they are doing, but we don’t know |
| |what they are thinking. So we have to guess. And when we try to guess and imagine the thoughts of a character where these aren’t |
| |explicitly stated, we see totally new angles of what this story might really be about. As you read your own books, remember that in |
| |addition to pausing and reflecting on significant parts of the book, you might consider perspectives other than those of the main |
| |character. If you do this, expect that your idea of what your book is really about might grow or change. You will not meet in your |
| |groups today, so spend extra time reading today through the perspective of the secondary characters in your stories. |
|Independent Practice |Confer with students about reading a part of their stories through the perspective of a secondary character. |
|Lesson Closure |Share the work of one or two students who effectively read through the perspective of a secondary character, inferring his inner |
| |thinking. |
|Note |Finish reading chapters 18, 19, and the epilogue of Hatchet before Session 13. |
|Session 13 |
|Concept |Readers become more complex thinkers because they read. |
|Teaching Point |Readers analyze the critical choices that characters make. |
|References |Materials |
|Hatchet, by Gary Paulsen |Reader’s notebooks |
| |Class chart: |
| |Making Our Way through Adventure/Survival Stories |
|Notes |Prior to this session, finish reading chapters 18, 19, and the epilogue in Hatchet aloud. |
| |Although you just finished reading Hatchet today, your students should be completing their second adventure/survival story today. |
| |Have students bring the books they are reading to the meeting area. |
|Introduction |Readers, today we finished reading Hatchet. When we read a book and think really hard about the messages that the book carries, the |
| |ending is always a special time. We look back over the whole story and think about how things fit together. One of the most |
| |important elements in an adventure/survival story is when characters face critical moments of choice. We can learn from characters in|
| |books just as we learn from people in our lives, and we can especially learn from the moments of choice that characters face. Today I|
| |want to teach you that readers analyze the critical choices that characters make and how these choices help them survive. |
|Demonstration |Explain that when we study the critical choices that a character makes, we learn not just what kind of character this is. We also |
| |learn about human nature – about how humans might choose to survive tough times. When a character’s path opens out into a crossroad, |
| |we see that he or she might choose to go either this way or that way. |
| |Refer to the critical choice that Brian made when he realized that in order to survive, he must swim to the plane (page 152). Explain|
| |how this critical choice helped him survive. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Have club members discuss one of critical choices that the characters in their books had to make. Then have them analyze how these |
| |choices helped them survive. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |Readers, whenever we read, it is important that we analyze the critical choices that the characters make. As you read today, keep in |
| |mind the choices your characters are making and think about how these choices help them survive. |
|Independent Practice |Confer with students about the critical choices that characters make in the books they are reading. |
|Small Group Work |Have students discuss how the critical choices the characters make help them survive. |
| |Explain that when students reach the end of their books, they should look back over the story and discuss new ideas they have about |
| |the stories. Perhaps characters changed and learned lessons. Maybe the students learned lessons, too. Students should plan to go on|
| |journeys of thought as they discuss the important ideas in their stories. |
|Lesson Closure |Have each club share one character that faced a critical choice and how it helped him or her survive. |
|Session 14 |
|Concept |Readers become more complex thinkers because they read. |
|Teaching Point |Readers read relevant nonfiction alongside their adventure/survival stories. |
|References |Materials |
| |Nonfiction texts (books or internet articles) |
| |Reader’s notebooks |
| |Class chart: |
| |Making Our Way through Adventure/Survival Stories |
|Notes |Prior to this session, collect some nonfiction texts for your students that relate to the settings of Hatchet and of their |
| |adventure/survival stories. Invite students to locate additional nonfiction materials, as well. Students may have read |
| |adventure/survival stories from two different settings, so they might want to divide the task in their clubs – two students can |
| |research nonfiction texts related to the first story, and the other two students can research nonfiction texts related to the second |
| |story. |
| |Students will not meet in their book clubs today. |
|Introduction |Readers, when I am reading an adventure/survival story, I always look for nonfiction texts that relate to the setting of my book to |
| |help me learn more about the setting in which my book is located. These texts really help me envision the environment of my |
| |adventure/survival story. Today you will read relevant nonfiction texts that will help to deepen your understanding about the setting|
| |of your adventure/survival stories. |
|Demonstration |Read aloud a nonfiction text about the Canadian wilderness. Connect some of the facts to the setting of the story Hatchet. |
| |Explain how related nonfiction texts can help to deepen our understanding about the setting of adventure/survival stories. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Have students read a nonfiction text related to the setting of one of their adventure/survival stories, or have them divide the task. |
| |Ask students to read over the facts and find one that relates to the adventure/survival story they are reading. Have students turn |
| |and talk about how this information helps to deepen their understanding of one of the stories. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |So readers, I have collected some nonfiction texts related to the settings of each of your adventure/survival stories. Today, read |
| |one or more of these texts and try connecting some of these facts with the stories that your book club is reading to deepen your |
| |understanding about the setting in these stories. You will not meet in your groups today, so you can spend extra time reading |
| |nonfiction texts to learn more about the setting of your stories. |
|Independent Practice |Confer with students about how they can use nonfiction texts to learn more about the setting of their adventure/survival stories. |
| |Guide students who might want additional information to gather it from various sources. |
|Lesson Closure |Have students turn and talk in their book clubs about what new information they are learning about the setting of their |
| |adventure/survival stories. |
| |Have one or two students bring their conversations to the larger group. |
|Session 15 |
|Concept |Readers become more complex thinkers because they read. |
|Teaching Point |Readers apply universal ideas from stories they read to real life. |
|References |Materials |
| |Reader’s notebooks |
| |Class chart: |
| |Making Our Way through Adventure/Survival Stories |
|Note |Have students bring the books they are reading and their reader’s notebooks to the meeting area. |
|Introduction |Readers, we have been reading stories about characters that lead us to thinking about important ideas. Today I want to teach you that|
| |many important ideas we think about as we read can be found in real life. When an idea in stories we read also applies to real life, |
| |some people call it a theme, or universal idea. This idea could be true almost any place in the world. Readers apply universal ideas|
| |from the stories they read to real life. |
|Demonstration |Explain how one important idea that you had about Hatchet was that kids have to grow up fast when they are facing difficult |
| |challenges. |
| |Provide an example of this universal idea using a personal or other real world situation. |
| |Refer to the class chart, Making Our Way through Adventure/Survival Stories. |
|Guided Practice |Have club members think about one of the universal ideas in one of the adventure/survival stories they read in this unit. Have them |
| |think about how the universal idea applies to their own lives or to the real world. |
| |Have one or two students bring their conversations to the larger group. |
|Recap |Readers, the universal ideas from the stories that we read often apply to real life. This means that when you want to grow ideas |
| |about a text, you can be on the lookout for ideas that already exist in the world that you can Recap to your book. As you read today,|
| |think about the themes – the universal ideas – that seem to be true of some of your books that you read in this unit and across the |
| |whole year. You might ask yourselves, “Have I read other books that are really about the same idea? How do the messages in these |
| |books compare with each other? To my life? To the real world?” In your club meetings today, you will have a lot to talk about. |
|Independent Practice |Confer with students about how the universal ideas in the books they are reading apply to their own lives and to the real world. |
|Small Group Work |Have students discuss how the universal ideas in the books they are reading apply to their own lives and to the real world. |
|Lesson Closure |Have one or two students bring their conversations to the larger group. |
| |Remind students that whenever they read texts, they will want to think about ways in which the themes apply across texts and to real |
| |life. |
|Session 16 |
|Concept |Readers become more complex thinkers because they read. |
|Teaching Point |Readers reflect on their reading and learning to help them live their lives differently. |
|References |Materials |
| |An assortment of materials for students to create end-of-unit projects |
| | |
|Note |Have students sit in a circle in the meeting area today. |
|Introduction |Throughout this unit, we learned so much about the characters in the adventure/survival stories we were reading. We explored the |
| |important themes in our stories and we learned how to think in more complex ways so that now we read books differently. |
| | |
| |Books can help us not only read differently but live differently. When we feel afraid to do the hard thing, the right thing, we can |
| |think of ourselves as standing alongside Brian, and we can remember how brave he was. We can do the right thing because we can |
| |remember the critical choices made by the characters in our books. We can choose to live our lives in better ways. Books can inspire|
| |us to reach toward becoming the kind of person we want to become. |
| | |
| |So readers, today is for you. I am going to ask you to talk with your club members about the lessons that pertain not just to your |
| |reading, but to your lives. And then each group will have just today’s reading workshop time to find a way to take all you have been |
| |thinking and learning and share it with the rest of the class. It might be a poster, a picture, a poem, or a play. Be creative. |
| |Decide together how you want to share your ideas as a way to honor what you have learned in this unit. |
|Celebration |Give students time to prepare, and then have them share their ideas with the whole group. |
|Conferring Checklist: Adventure/Survival Stories |
|Student Name: |
|1: Reading with deep comprehension: | |
|Envisions the setting. | |
|2: Reading with deep comprehension: | |
|Supports each other in book clubs. | |
|3: Reading with deep comprehension: | |
|Tracks the elements in a story. | |
|4: Reading with deep comprehension: | |
|Notices when time jumps back and forth/creates story | |
|timeline. | |
|5: Reading with deep comprehension: | |
|Analyzes how characters face challenges. | |
|6: Reading with deep comprehension: | |
|Envisions descriptive passages. | |
|7: Interpreting important ideas: | |
|Reads significant passages carefully to grow ideas. | |
|8: Interpreting important ideas: | |
|Builds important ideas from small details. | |
|9: Interpreting important ideas: | |
|Carries important ideas forward in reading. | |
|10: Interpreting important ideas: | |
|Turns important ideas into claims. | |
|11: Interpreting important ideas: | |
|Keeps an open mind as they read and listen to others. | |
|12: Becoming complex thinkers: | |
|Experiences a story through the perspective of secondary | |
|characters. | |
|13: Becoming complex thinkers: | |
|Analyzes the critical choices that characters make. | |
|14: Becoming complex thinkers: | |
|Reads relevant nonfiction texts. | |
|15: Becoming complex thinkers: | |
|Applies universal ideas from stories they read to real | |
|life. | |
|16: Becoming complex thinkers: | |
|Reflects on reading and learning to help them live their | |
|lives differently. | |
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Characteristics of an Adventure/Survival Story
Adventure/survival stories are thrilling, exciting, and sometimes scary. We are afraid for the character and hope for the best. The story may start slowly, but pacing often accelerates at the end.
➢ A character has courage and ingenuity.
➢ The setting is often remote or unfamiliar but realistic.
➢ The setting often creates a sense of danger and/or provides an obstacle to be overcome.
➢ The character survives danger, learns a lesson, solves a problem, and most often changes for the better.
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Creating a Constitution for Our Book Club
Use the following ideas to help you create a constitution for your club:
➢ Create a name for your club
➢ Prepare for book discussions
➢ Write thoughtfully in your reader’s notebooks
➢ Come to club discussions prepared
➢ Share your ideas and listening to others
➢ Include your feelings and reactions to the book
➢ Respond to others
➢ Include everyone in the discussion
➢ Keep focused on the book
➢ Ask open-ended questions
➢ Connect ideas during the discussion
➢ Have respect for others’ ideas
➢ Keep voices at a reasonable level
➢ Settle differences
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1.
2.
3.
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Making Our Way through Adventure/Survival Stories
➢ Envision the setting.
➢ Track the elements of the story.
➢ Notice when time jumps back and forth.
➢ Analyze how characters face challenges.
➢ Envision descriptive passages.
➢ Read significant passages extra carefully to grow ideas.
➢ Build important ideas from small details.
➢ Carry important ideas forward as you read.
➢ Turn important ideas into claims that apply to other stories.
➢ Keep an open mind as you read and as you listen to ideas from others.
➢ Experience the story through the perspective of secondary characters.
➢ Analyze the critical choices that characters make.
➢ Read relevant nonfiction alongside your adventure/survival story.
➢ Apply universal ideas from the story to real life.
[pic]
Growing Powerful Book Club Conversations
➢ Be a good listener by leaning in, making eye contact, and letting the person speaking finish his or her thought. You might make notes as someone speaks.
➢ Be aware of any member who has not spoken. Invite him or her into the conversation.
[pic]
Growing Powerful Book Club Conversations
➢ Be a good listener by leaning in, making eye contact, and letting the person speaking finish his or her thought. You might make notes as someone speaks.
➢ Be aware of any member who has not spoken. Invite him or her into the conversation.
➢ Listen to the conversation to understand what each member is saying.
➢ Allow disagreements to generate more thinking. It can help to say:
“That may be true, but I see it differently.” or “Another way of thinking about that is …”
[pic]
Growing Powerful Book Club Conversations
➢ Be a good listener by leaning in, making eye contact, and letting the person speaking finish his or her thought. You might make notes as someone speaks.
➢ Be aware of any member who has not spoken. Invite him or her into the conversation.
➢ Listen to the conversation to understand what each member is saying.
➢ Allow disagreements to generate more thinking. It can help to say:
“That may be true, but I see it differently.” or “Another way of thinking about that is …”
➢ Reread an excerpt from the text and look together to discover ideas that seem to be hiding in the text.
[pic]
Thinking Deeply about Important Passages in a Book
➢ What is significant about his part? How does it fit with the whole text?
➢ How do all the parts of the story fit together and contribute to the message of the book?
➢ Why might the author have included these details, using these words?
➢ What might the character be learning about life and the world?
➢ What might I be learning about life and the world?
[pic]
Thought Prompts for Generating Quick Writes
➢ I used to think …,
But now I realize …
➢ When I first read this, I thought …,
But now, rereading it, I realize …
➢ On the surface, this is the story of …
But when you look deeper, it’s really about …
➢ Some people think this is a story about …
But I think it is really a story about …
➢ My ideas about … are complicated.
In a way I think …,
But on the other hand, I also think …
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