Name of Unit: Narrative Unit

Time Frame: 9 Weeks

Rationale Behind Unit/Purpose: Students will learn about three systems: respiratory, circulatory, and
digestive. Teachers will be digging deep into these three systems comparing the rabbitbrush and blacktailed jackrabbit modeling the research students will be doing later in the unit/expedition plan.
Students will choose one animal and plant that live in our ecosystem and one specific system of that
animal and plant. Within their story, students will demonstrate their understanding of how the system of
the animal and plant work together and compare the functions and how they work. In their stories,
students will explain the interdependence of the systems and how they depend on one another.
Within their stories, students will demonstrate their understanding of narrative story structure,
characters, setting, problem, solution, and conflict.

Guiding Questions And Big Ideas

Product or Performance Assessment

Magic School Bus format story comparing similar systems of an animal and plan that live in our local
ecosystems. Students will also show in their stories how these systems depend on one another.
English Language Arts Outcomes
CCSS: Reading
CCSS.ELA-LITERACY.RI.4.1
Refer to details and

Long Term Targets

Supporting Targets

Assessments

examples in a text when

explaining what the text
says explicitly and when
drawing inferences from the
text
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures,
ideas, or concepts in a
historical, scientific, or
technical text, including
what happened and why,
based on specific
information in the text
CCSS.ELA-LITERACY.RI.4.4
Determine the meaning of
general academic and
domain-specific words or
phrases in a text relevant to
a grade 4 topic or subject
area.
CCSS.ELA-LITERACY.RI.4.5
Describe the overall
structure (e.g., chronology,
comparison, cause/effect,
problem/solution) of events,
ideas, concepts, or
information in a text or part
of a text.
CCSS.ELA-LITERACY.RI.4.7

Interpret information
presented visually, orally, or
quantitatively (e.g., in
charts, graphs, diagrams,
time lines, animations, or
interactive elements on Web
pages) and explain how the
information contributes to
an understanding of the text
in which it appears.
CCSS.ELA-LITERACY.RI.4.9
Integrate information from
two texts on the same topic
in order to write or speak
about the subject
knowledgeably.
CCSS.ELA-LITERACY.RI.5.3
Explain the relationships or
interactions between two or
more individuals, events,
ideas, or concepts in a
historical, scientific, or
technical text based on
specific information in the
text.
CCSS.ELA-LITERACY.RL.4.3
Describe in depth a
character, setting, or event
in a story or drama, drawing
on specific details in the

I can describe a setting

using sensory details.
(Reading)
I can compare and

text (e.g., a character's

thoughts, words, or actions).

CCSS.ELA-LITERACY.RL.4.1
Refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from the
text.
CCSS.ELA-LITERACY.RL.5.3
Compare and contrast two
or more characters,
settings, or events in a story
or drama, drawing on
specific details in the text
(e.g., how characters
interact).

contrast settings using

precise details.
(Reading)
I can develop a setting
for my narrative using
key details. (Writing)
I can identify character
traits based on how
characters interact in
a story. (Reading)
I can distinguish
between internal and
external conflict.
(Reading)

CCSS: Writing

CCSS.ELA-LITERACY.W.4.2
Write
informative/explanatory texts
to examine a topic and
convey ideas and information
clearly.
CCSS.ELA-LITERACY.W.5.2.A
Introduce a topic clearly,
provide a general observation
and focus, and group related
information logically; include
formatting (e.g., headings),
illustrations, and multimedia
when useful to aiding
comprehension.
CCSS.ELA-LITERACY.W.5.2.B

LongTerm
Learn
Target
s

Supporting Targets

Assessments

Develop the topic with facts,

definitions, concrete details,
quotations, or other
information and examples
related to the topic.
CCSS.ELA-LITERACY.W.5.2.C
Link ideas within and across
categories of information
using words, phrases, and
clauses (e.g., in contrast,
especially).
CCSS.ELA-LITERACY.W.5.2.D
Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.
CCSS.ELA-LITERACY.W.5.2.E
Provide a concluding
statement or section related

to the information or
explanation presented.
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop
real or imagined experiences
or events using effective
technique, descriptive
details, and clear event
sequences.
CCSS.ELA-LITERACY.W.5.2
Write
informative/explanatory texts
to examine a topic and
convey ideas and information
clearly.
CCSS.ELA-LITERACY.W.5.3
Write narratives to develop
real or imagined experiences
or events using effective
technique, descriptive
details, and clear event
sequences.
CCSS.ELA-LITERACY.W.5.3.A
Orient the reader by

establishing a situation and

introducing a narrator and/or
characters; organize an event
sequence that unfolds
naturally.
CCSS.ELA-LITERACY.W.5.3.B
Use narrative techniques,
such as dialogue, description,
and pacing, to develop
experiences and events or
show the responses of
characters to situations.
CCSS.ELA-LITERACY.W.5.3.C
Use a variety of transitional
words, phrases, and clauses to
manage the sequence of
events.
CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and

phrases and sensory details to

convey experiences and
events precisely.
CCSS.ELA-LITERACY.W.5.3.E
Provide a conclusion that
follows from the narrated
experiences or events.

Central Texts
Magic School Bus: Inside the Human Body
Magic School Bus: Plants Seeds
Magic School Bus Explores the Senses
KKD books
Calendared Curriculum Map--Week at a Glance:
Week

Instructional Focus

Targets

Vocabulary

Resources

Expedition
Calendar

Oct
13-16

Setting
-In depth setting
-Compare and
contrast
-Developing a setting

Tues, Wed, Thurs-Pull out setting from

KKD anchor texts
Friday-Ecosystem
book developing own
setting

Oct
20-23

Characters
-Character traits
-Internal and
external conflict

I can describe a
setting using
sensory details.
(Reading)
I can compare
and contrast
settings using
precise details.
(Reading)
I can develop a
setting for my
narrative using
key details.
(Writing)

I can identify
character traits
based on how
characters
interact in a

setting
physical
surroundi
ngs
time
place
sensory
details

internal
conflict
external
conflict
personality

CirculatoryRabbitbrush and
Jackrabbit

character
character
character
character
character

vs.
vs. self
vs. nature
vs. society

CirculatoryRabbitbrush and
Jackrabbit
Oct. 21, 22 -Fieldwork on the

story. (Reading)
I can distinguish
between internal
and external
conflict.
(Reading)

traits
physical
traits

Monument
Pre-Lessons from
Monument taught to
classes before
fieldwork (Tuesday
in expedition) ?
Oct. 23 -- Dr. Smith
for circulatory

in
resource
Oct.
27-30

Characters
-Compare and
contrast
-Developing a
character

I can distinguish
between internal
and external
conflict.
(Reading)
I can develop a
character using
traits and
conflicts to

DigestiveRabbitbrush and
Jackrabbit
Oct. 29 -- Dr. Smith
for digestive

define them.
(Writing)
Nov. 36

Events
-Sequence of events
-Problem/Solution
-Cause and effect

I can identify the

correct sequence
of events in a
story. (Reading)
I can organize
the events in my
story in a logical
order. (Writing)
I can describe
the problem and
solution in a text.
(Reading)
I can determine
the relationship
between cause
and effect.
(Reading)

Problem
Solution
Solve
Sequence

RespiratoryRabbitbrush and
Jackrabbit
Nov. 4 -- Dr. Smith
for respiratory

Nov.
10-13

Events
-Begin developing
events in story
-Connecting
research to narrative
story
-Adding facts and
concrete details to

I can create
accurate events
in my story.
Criteria:
-Facts
-Concrete Details
-Use domain
specific

Vocabular
y from
resear
ch

Research--Bring
research to literacy
(computers reserved
all morning)

Develo
p- ing
of
stories
-

Diagram out system

for animal and plant
chosen

Develo
p
charac
ter
setting
,
conflic
t
Nov.
17-20

Dec. 14

plans
-Domain specific
vocabulary into
plans

vocabulary

Sensory details
-to describe where
they are in their
animal/plants system

I can add
sensory detail to
my story that
accurately
describe events
in my story.
(writing)
I can identify
sensory details in
text that
accurately
describe events
in a story.
(reading)

Dialogue
Transition
words/phrases to

*Diagram will help

students plan out
story

I can properly
add dialogue to
my narrative.

sensory
details
descriptiv
e
details

https://pershingrock
s.files.wordpress.co
m/2014/09/sensorydetails-word-list.pdf

Final Product-Write
stories

http://fcw.needham.k
12.ma.us/~cristina_
malinn/S02B36079.0
/
http://www.jisk8.com
/wpcontent/uploads/201
2/11/23-SENSORYDETAILS1.pdf

http://www.smartwords.org/linkingwords/transition-

Final Product-Write
stories

support sequence of
events

Dec. 811

Dec.
15-18

(writing)
I can use a
variety of
transition words
to support the
sequencing of
events in my
story. (writing)

words.html
http://www.melissafo
rney.com/sites/defau
lt/files/pdf/YoungWri
tersSurvivalKit2009.
pdf (page 39)

Narrative story
writing
Revising
Editing
Publishing
Leave open

Mid-Unit Assessment

Final Product-Write
stories

Leave open

Leave
open

Leave open

Leave open-Present
to CFL?

Assessments throughout the process

Plans will be assessed to see how well students are applying their
understanding of narrative elements by developing their own to apply to their
story.
Students will be assessed on narrative elements in reading throughout the
unit.

End of Unit Assessment

Narrative story

Lesso
n

Lesson
Title

Lesson Description

Oct.
13

Introduce
Setting,
model
using KKD
read alouds
I do

G-I can describe a setting using sensory

details.
A-Discuss with students where we are
headed in writing a Magic School Bus. Let
students ask questions.
N- Now that we know where we are headed
we are going to start this week by looking
into setting, analyzing how the author uses
the setting and how we can develop a
setting for our story. Read aloud The
Summer My Father Was Ten. While reading
identify sensory details that the author uses
to describe the setting using anchor chart
(graphic organizer in resource page).
A-Have students share out sensory details to
describe the playground ecosystem.
G- Revisit target.

Long Term
Learning
Targets

Anchor Charts,
Resources,
Protocols
KKD Anchor Text
for personal
narratives: The
Summer My
Father Was Ten
by Pat Brisson

*Working on systems writing*

Oct.
14

Setting
using KKD
read aloud
We do
Compare

G-I can describe a setting using sensory

details.
A-Revisit sensory detail organizer from
yesterday.
N- and A-Read aloud to students another

KKD Anchor Text

for personal
narratives: My
Rotten
Redheaded Older

and contrast
read aloud
settings

story; My Rotten Redheaded Older Brother.

Students will work in partners to identify
sensory details about the setting. Read the
text in chunks, allowing the students time to
discuss what they have heard. Have the
partners write their thoughts on a paper
copy of the graphic organizer.
G-Share out at the end and add to anchor
chart as needed.

Brother by
Patricia Polacco

*Working on systems writing

Oct.
15

Independen
t ReadersIdentifying
setting
You do

G-I can describe a setting using sensory

details.
A- Revisit the anchor chart/graphic
organizer we have been using this week.
N- Review sensory details.
A- Using leveled readers, students will read
their assigned leveled reader and complete
the sensory graphic organizer explaining the
setting.
G- Revisit target.
*Working on System writing

Oct.
16

Ecosystem
booksDeveloping
own setting

I can use sensory details to describe a

known setting.
*Ideas for Friday*
Using the graphic organizer, practice

We may need to
have students
read with
partners. We
might not have
enough small
books to read
individually.
They can still fill
in the graphic
organizer
independently.

Journeys Unit 4:
Lesson 20
Below: The Deer
On: Wilderness
Rangers
Above: Day of
the Coyotes

planning out setting in one of the

ecosystems. Practice free writing using
these sensory details.
*Systems writing needs to be done today*
Grade systems writing for organization,
conventions, and word choice.
Spelling Test
Below Level: real, seem, screen, today, trail,
leave, speed, dream, treat, afraid
At Level: crime, chill, build, district, decide,
split, remind, fright, brick, sigh
Above Level: tiniest, happiest, noisier,
butterflies, spied, studied, busier, copied,
hobbies, friendlier
Oct.
20

G - I can describe character traits based on

how characters interact using evidence from
the text.
A- Sit in a circle and have students use one
word to describe themselves. After everyone
shares, have this lead into a conversation
about what traits are and that we just
described ourselves using a trait.
N-To introduce character traits we will be
looking back at The Summer my Father was
Ten and My Rotten Redheaded Older Brother
to see what the different character traits

were for the father, Mr. Bellovista, Tricia, and

Richard. When making a list of the different
traits, students will need to pull evidence
from the text to describe why the character is
portraying that trait. (T-Chart: Trait column
and evidence column)
AGOct.
21
Fieldwork

Thornton
Kelley

G- I can create a character that displays a

given trait.
A- Remind the students of how they identified
character traits yesterday, based on evidence
from text. Today they will be given a trait
and will create evidence through role playing
to substantiate that trait.
N-Have two students model acting out a
given character trait from a hat. Then pair up
students to work together to create a skit or
role play displaying that trait.
A-Students will work with a partner, practice,
and then present to the group that will get
three guesses to identify the trait. When
answering the students will need to give
evidence from the role play to support their
character trait.
G-Revisit the target and ask how the
displaying of the trait went and how they
knew what trait it was.

Oct.
22
Fieldwork

Darr
Callister

G-I can create a character that displays a

given trait.
A- Remind the students of how they
identified character traits on Tuesday, based
on evidence from text. Today they will be
given a trait and will create evidence through
role playing to substantiate that trait.
N-Have two students model acting out a
given character trait from a hat. Then pair up
students to work together to create a skit or
role play displaying that trait.
A-Students will work with a partner, practice,
and then present to the group that will get
three guesses to identify the trait. When
answering the students will need to give
evidence from the role play to support their
character trait.
G-Revisit the target and ask how the
displaying of the trait went and how they
knew what trait it was.

Oct.
23

Protocol
Think Pair
Share
What were
the
problems
the father
faced when

G-I can distinguish between internal and

external conflict.
A- Engage the students in discussion
regarding the main characters from the two
anchor texts. TPS protocol
Post the conflict poster. (see below)
https://docs.google.com/drawings/d/1Qm798v
mI8tMyzLPl-

New Term/
Concepts:
character vs self,
character vs
nature,
character vs
technology,
character vs.

To introduce
conflict video
https://www.yout
ube.com/watch?
v=rM5cp_YL77k
Exit Ticket:
option

he was ten
and what
were the
problems
faced by
the brother
and sister
in the My
Rotten Red
Headed
Brother
book?

Oct.
27

WrITTDwvqFSs7lVTnKerP29qOk/edit
N- Play video (4 min) to explain conflict types
then use the poster of the 6 types of conflict.
(character vs self, character vs nature,
character vs technology, character vs.
society, character vs. character, character vs.
supernatural) Students will give examples of
each type. (brainstorm and guide them)

society,
character vs.
character,
character vs.
supernatural,
internal,
external conflict

A- Conflict Circle Activity --Literacy game

https://docs.google.com/document/d/1QRILjr
VeZauKV7zEm3sBQkvnGvNDylq5t122iVEuOY/edit
G- have students fill out reflection ticket from
the Conflict Circle activity and also fill out
the exit ticket sheet.
G-Learning Target: I can prove if a text has
an internal or external conflict.(Reading)
N-Review internal and external conflict
A-Internal and External Gallery Walk
Procedure
(https://docs.google.com/document/d/r1b3rc
zLbDudhcoAXfXGgUqDFDDKdU4ryhGgG04
xyi-lk/edit) Directions, excerpts, and graphic
organizer are on the link.
As a whole group, each day read one of our
exemplars we created for the writing

Concepts to
review:
character vs self,
character vs
nature,
character vs
technology,
character vs.
society,
character vs.
character,

http://www.educa
tion.com/downloa
d/worksheet/131
787/conflict-inliterature.pdf *
will need
students to write
internal or
external in the
answers too.

project. Identify setting, character traits,

and conflict (internal or external) Darr
Writing: Revisit shared write from Friday.
Practicing internal and external conflict.
Oct.
28

Exemplar Reading: Copy Nicoles story. First

time reading it (read together), look for
setting (sensory details), character traits, and
conflict. Nicole will star spots to stop reading
out loud.
Reread outloud in partners. After reread,
introduce STEAL and fill out blank back side
together.
Look at Rubric: Print rubric: Character and
conflict focus

character vs.
supernatural,
internal,
external conflict
I can describe
how the author
uses traits and
conflict to
develop a
character.
I can determine
the criteria for
success when
developing a
character using
a rubric.

Independently Reread Andreas Story and fill

out graphic organizer (blank) about the main
character
Oct.
29

Stories-Sarah and Elaine: Identify setting

(sensory details), Character traits, and
conflict in their literacy notebooks.
Read aloud Sarahs story and have students
fill out graphic organizers with setting,
character traits, and conflict in notebooks.

I can identify
setting,
character traits,
and conflict in a
narrative story.
I can determine

Developing
Characters
Organizer
(See at the end
of the lesson
plans.)

Oct.
30

Introduce Rubric:
When reading Elaines story, have the
students look at conflict and characters to
see where she would score on the rubric.

the criteria for

Magic School Bus Digestive:

https://www.youtube.com/watch?
v=ZqId8H6W67U
Students will fill out STEAL indirect
characterization organizer about Arnold or
Frizzle.
Based on the indirect characterization, what
traits would you give Arnold or Frizzle?

a rubric.

Common Assessment:
https://docs.google.com/document/d/1mfVD5
OMlhM1Jv0NUh5JGba07GwT4xuJGhl4WvWR
5Mvo/edit
The students will read the excerpt
independently and fill out the common
assessment page.

I can determine
the sensory
details the
author uses to
describe the
setting.

Scoring Activity:
Have students use the rubric to score one of
the ecosystem narratives that they have not
scored yet using character conflict and

success when
developing a
character using

I can identify the

indirect
characterization
traits that
describe the
personality of a
character in a
story (Arnold or
Ms. Frizzle).

I can determine
and provide
evidence about
the conflict
within a text.

characters. (Andreas, Nicoles, or Sarahs)

Spelling Test
I can demonstrate proficiency by spelling
words according to patterns.
Below Level: load, yellow, sold, almost,
follow, told, shadow, window, soak, throat
At Level: remote, locate, wrote, shock, globe,
shown, scold, online, known, solve
Above Level: earthquake, public, mistake,
stomach, question, equal, electric, monkey,
risky, ache

Nov. 3

I can determine
and provide
evidence about
the character
traits in a text.
I can determine
the criteria for
success when
developing a
character using

With extra time with the AM, have students

free write and brainstorm ideas for their
Ecosystem Narratives (character traits,
conflict, and setting: sensory details of
ecosystem)

a rubric.

Catch-up Day/Tie-up-Loose-Ends Day

Spelling:
Below Level: Grade 3 Lesson 5
On Level: Grade 4 Lesson 5
Above Level: Grade 4 Lesson 17

I can sort words

based on
spelling
patterns.

Nov. 4

A-Common everyday problem

Give the following example:
I was hungry.
I called Dominoes.
I ordered a pizza.
I paid the delivery driver.
I ate pizza.
What do you notice about my problem and
solution?
(They have events that connect the problem
and solution, they are in sequential order)
Use the following problems and solutions as
examples. In groups as a carousel around to
tables, students will brainstorm (orally) about
the events that connect the problems and
solutions.
Problem: Sarah missed the bus.
Solution: Her mom had to drive her to school.
Problem: My family was running late to the
movies.
Solution: We had to wait for a later showing
of Hunger Games.
Problem: My mom locked her keys in the car.
Solution: The locksmith opened her car.

I can describe
the events that
connect the
problem and
solution of story.
Writing if time: I
can explore
problem and
solution by
including it in a
story.
I can make
connections
between plants
and animals in
Western
Colorado
Ecosystems.

Problem: I did not do my homework.

Solution: My mom grounded me for a week.
Go around with a partner (or group) and
orally discuss the events that connect the
problem and the solution. They need to be in
sequential order. Whole group discussion:
What did you talk about with your partner
(group) as the events for each example? Pull
popsicle sticks to share out.
N- Modeling:
Orally reread Flying through the Digestive
System
Model Problem/Solution organizer
(https://docs.google.com/document/d/1B9pjw
6tl-BHDZT4DF-k-sNAwJgZexpyj0dNyYChuuA/edit) with Nicoles
Story
Problem #1: Molecule got sucked into plant
Events 1: Photosynthesis: got turned into
sugar
Events: 2: Moved to a different part of the
plant trying to escape
Solution #1: The molecule was eaten by the
jackrabbit

Problem #2: The molecule was eaten by the

jackrabbit
Event 1: Broken down in the mouth
Events 2: Went down the esophagus
Event 3: Landed into the stomach
Solution #2: Burped out of the rabbit and
went back up the esophagus in an air bubble.
A-Independent Work: Students will read
Sarahs Story and identify the problem,
solution, and events that connect the
problem and solution using the graphic
organizers:
(https://docs.google.com/document/d/1B9pjw
6tl-BHDZT4DF-k-sNAwJgZexpyj0dNyYChuuA/edit). This is
independent. Fluency checks as students are
reading.
G-Reflect on target using rubric:
https://docs.google.com/document/d/1YBbED
E8147hDY49T_mzfq8Vp5obReNPnktWltWMA
bmo/edit
----------------------------------------------------------------------Have students read their Colorado Ecosystem
Readings and look for possible plant and

animal relationships, that they are interested

in writing on.
Nov. 5

https://docs
.google.co
m/documen
t/d/1TPoAS
duc2m3XV
mais0I1ss3pJRG34mKi
OYbLZ3Pcd
E/edit

G- I can demonstrate how events connect the

problem and solution of a story.
A- Problem and solution matching game:
https://docs.google.com/document/d/1JIcez7h
oHdAqGEKlLN2FkxbFBVWAyVSK_linlr_gFY/edit
N-Model the below procedure.
A- Today, students will be showing their
knowledge of problem, solution and events in
their writing. Students will choose one
problem or one solution card. Using the
graphic organizer, students can begin
planning out their free write:
https://docs.google.com/document/d/1B9pjw6
tl-BHDZT4DF-k-sNAwJgZexpyj0dNyYChuuA/edit
(They will need to plan in the missing parts
for their free write on their graphic
organizer)
With this card and their graphic organizer,
students will write a free write that meets

I can
demonstrate
how events
connect the
problem and
solution of a
story.
Criteria:
Specific
problem
Multiple
events lead
to the
solution
Events are
in
sequence
Specific
solution

the criteria for our target using their problem

or their solution. Students can share out their
free write to a partner and have the partner
identify the problem, solution, and events.
G-Reflect on target using rubric:
https://docs.google.com/document/d/1YBbED
E8147hDY49T_mzfq8Vp5obReNPnktWltWMA
bmo/edit
-------------------------------------------------------------------Have students read their Colorado Ecosystem
Readings and look for possible plant and
animal relationships, that they are interested
in writing on.
Nov. 6
G- Unpack the target. I can identify the
correct sequence of events.
A- Students will be put into groups. They will
be given sequence strips that includes the
steps of the digestive system, respiratory
system, and circulatory systems in both
animals and plants. (Different color papers
for animal and plant):
https://docs.google.com/document/d/14_yqlX
8CFK85SlzfgvoLyRvgMch2pClGKf8r0CgJaDQ

I can identify the

correct sequence
of events.

I can develop a
piece of writing
with sequence ,
a problem, and a
solution.
Criteria:

/edit

N- Project two images on the board from

Flotsam

Discuss with students about the sequence of

events that happen within these two pictures.

Specific
problem
Multiple
events lead
to the
solution
Events are
in
sequence
Connection
s exist
between
events
Specific
solution

-Which one do you think came first? (Turn

and Talk)
-What in the pictures proves to you that you
have the correct sequence? (Turn and talk to
a new partner, What evidence can you use to
justify your thinking?)
A- Students will look at the pictures from the
story Tuesday. The students will brainstorm
what the sequence of events are for those
pictures. They will write in their Literacy
notebooks their plans that include a problem
and solution and the pictures will become
their events (or the graphic organizer):
https://docs.google.com/document/d/1B9pjw6
tl-BHDZT4DF-k-sNAwJgZexpyj0dNyYChuuA/edit ).
They put the pictures in the sequence that
they want their events to be in. The pictures
can be put in any order, as long as it makes
sense in their story. After they have written
out their plans of the problem, solution, and
events, they will discuss their sequence of
the pictures with a partner. They will need to
have evidence in order to prove that is the
sequence of events.

As a brain break, have the students discuss

what they remember about transition words
from our last piece of writing (Try to stay
away from the first, next, last, etc.). Here are
some transition resources to help:
http://www.melissaforney.com/sites/default/fil
es/pdf/transitional-phrases.pdf
http://www.readingrockets.org/content/pdfs/t
ransition%20words.pdf
Using our plans and transition words,
students will now write a free write using the
Tuesday pictures. Their stories will include
the problem, solutions, and events that they
planned earlier in their notebook or
organizer.
https://docs.google.com/document/d/1INCzPy
CGlEIJPZmr89YzxD6uonTVWGQuk0hoIANls
MM/edit
G- Re-visit writing target and tie that into the
reading target of what they are going to do
next.
N- Introduce that students will be switching
notebooks with a partner. In their partners
notebooks, the students will read the story
that they wrote. When they are reading their

partner's story they will be thinking about

the problem, solution, and the sequence of
events. Once partners are done reading each
others stories they will use the provided
sentence discussion starters below to reflect
on each others writing as an oral discussion.
Sentence discussion starters:
I noticed
I know your problem was _______ because you
said
I know your solution was _______ because you
said
I know your events are in a proper sequence
because
I liked when you
G- Once students finish with their oral
reflection with their partners, the individual
student will reflect on today's target.
https://docs.google.com/document/d/1PkM2O
Pu5rwt0jS7a8OTmZJQD-jS1P9KhDYY0gaBQMA/edit
Need to choose animal, plant, and
systems today. Students will be
developing their stories next week.
Get plant and animal pictures for all

students printed for art and production

next week. Call students up to a
computer one at a time to choose
pictures. (Use Sams technique for free
pictures using research and two-finger
tap.) Place the pictures in a Google doc.
While choosing pictures, the other kids
will take turns reading their stories from
yesterday to classmates. Be sure to
share the documents (one morning, one
afternoon) with Kathy H., Mindy and
Shelly S.
Nov.
10

Character Traits
A- Character trait memory at table groups:
https://docs.google.com/a/garfield16.org/doc
ument/d/1n7AfcHAT2ROyf75KZHY2dBDC8TA
RRgq4f8Au3Defz40/edit?
usp=sharing_eid&ts=5640c9f9
After groups have had enough time with the
memory cards, review what direct character
traits are and what indirect character traits
are. Have groups sort their memory matches
into direct and indirect character traits. Have
groups explain to each other what makes
traits direct or indirect.
N- Introduce criteria. Model pulling out

I can defend a
characters trait
using evidence
from the text.
Criteria:
-Accurate Trait
-Specific
evidence from
the text
-Reasoning to
defend

I can develop a
character with

One sheet of
construction
paper (9x12) or
large printer
paper (8.5x14)
per student. This
will become their
large story map as
the process
continues.

evidence from Andreas story and including it

in the graphic organizer.
Check your work against the criteria. At table
groups, have students share their traits and
the evidence they found to support their
thinking. (Graphic organizer: Three
columns-- Character, Trait, Defend)
G-Reflection on character traits: Students
will reflect on how well they were able to
identify direct and indirect character traits in
a text and if they were able to use evidence
from the text to justify their thinking:
https://docs.google.com/document/d/1ua8BAa
NAe128mzF21bA4J3OV2tPtEAfOIqKk0E739R
Y/edit Just use the first row for this first
reflection.
**Progress Monitoring assessments as
students are working. 4th grade: The Park,
pg. 11
5th grade: A Thanksgiving to Remember, pg.
14
A- Introduce the idea that students will be
developing their own characters for their
systems story. They will use direct and
indirect character traits to begin the

direct and
indirect
character traits.
Criteria:
-Identify
character trait
-Evidence to
support trait

development of their characters for their

story. Use narrative rubric while developing
characters. Have the students identify which
external conflict best fits their character and
story idea. Have them identify an internal
conflict if theyre looking at a 4 on the rubric.
Place this information on a separate note
card.
Model with Mindys character traits from her
story:
https://docs.google.com/document/d/1CDZ4O
mVK69MDn8lnqGy9tO15dLEJy4mhfiWecHQ3
S2Q/edit.
Students will brainstorm their character
development on a notecard. This will later be
put into their story maps at the end of the
week. Tape the notecard to the back of their
large story map to stay organized.
G-Reflection on character development. How
well were you able to develop your
character? Use the last row the reflection
sheet from earlier for this part of the lesson.
Nov.
11

Setting with Sensory Details

G- Introduce and Unpack the target

I can locate
sensory details

By Friday,
realign the

A-In their notebooks, students will create

the sensory details organizer (looks like,
sounds like, smells like, feels like-touch, and
feels like-emotion), in which they will
describe the setting of the Colorado
National Monument.
N- Introduce jigsaw protocol and criteria.
A-Students will jigsaw the 4 teachers
stories to identify the sensory details in each
of the stories. Each group will present to the
class the sensory details they located in the
story they jigsawed.
**Progress Monitoring assessments as
students are working. 4th grade: The Park,
pg. 11
5th grade: A Thanksgiving to Remember, pg.
14
Introduce to the students that today they
will start to develop their own setting in
their systems story using sensory details to
describe the setting. Model using Mindys
story on how to develop a setting.
Students will develop the sensory details for
their setting of the ecosystem. Students will

that describe
the setting in a
story.
-Details
describe how
the setting
feels, smells,
sounds, or
looks.
-Specific details
I can develop a
setting using
accurate
sensory details.
-Details
describe how
the setting
feels, smells,
sounds, or
looks.
-Specific details

students into
new writing
buddy pairs.
They will work
with these
buddies
throughout this
unit.

need their ecosystem books to develop the

sensory details to describe their setting.
Students will brainstorm sensory details on
a notecard. Tape the notecards to the back
of the large story map to keep things
organized.
G- Reflect on their targets for the day.
https://docs.google.com/document/d/1N3mO
8hH4lKBnP88pUiibvUVqh4DOcg6i18L0JtDrN
U/edit
Nov.
12

Introduce Plot Maps

A-Watch Adelle Plot Songhttps://www.youtube.com/watch?
v=TpfbSJjOQxc
Have students talk about the parts of the
plot that they already knew and any that are
new to them.
N- Introduce the sections of the plot map
and have the students define the different
parts. Use Nicoles story to read aloud while
pulling out the beginning, the build up,
the problem, the resolution, and the
ending. Talk about how the parts that you
pulled out connect to the different sections.
Use the following headings as the parts of

I can sequence
the events in a
story using a
story map.
-Events are
clearly
identified
-Events are
sequenced

the story map:

https://docs.google.com/document/d/1Tgpai
5Eqhu28qNQznzhFLWZhcted6SXQcpHuIpc
QKi8/edit . Model explaining each heading
on a notecard and tape them on a wholegroup story map for visual understanding.
Model from Nicoles story (on notecards)
what information would be listed under each
heading.
A- Using the same format as above, partners
or small groups will be mapping out the
parts of Sarahs story on the story map. Use
on tables, this does not need to be glued to
paper. Make this a very tactile activity. :)
Collect back the heading cards to be used
on subsequent days.
**Progress Monitoring assessments as
students are working. 4th grade: The Park,
pg. 11
5th grade: A Thanksgiving to Remember, pg.
14
G- Reflection on todays target:
https://docs.google.com/document/d/1bFWZ
sWr_kAr_9zgQRJEPFGcK9Mv8B2dyWhCNLi
705y0/edit

Nov.
13

Developing the Beginning-Step 1

I can develop the beginning of my story
using the criteria.
-I can analyze the beginning of a text for
character introduction and descriptive
setting.
Habit Target: I can communicate respectfully
with my peers. (Collaboration)
A-Students get their story map plans out
from yesterday and share what happens in
the different parts. They use the cards as
support if needed, using academic
vocabulary from the word wall or the story
map plan.
N-Introduce criteria to meet the target
today.
Beginning-Introduce characters, introduce
character traits, and introduce setting using
sensory detail (We are introducing, not
covering all character traits and setting
details)
Begin by modeling with with the I Do, Rip
Van Winkle. Read aloud to students and
model analyze the text looking for our
criteria. Circle character introductions and
traits and underline the details about
setting.
We Do-Read aloud the introduction of Wild

I can develop
the beginning
and the buildup of my story.
Beginning
(Exposition)
Criteria
-Introduce
characters
-Introduce
character traits
-Introduce
setting using
sensory details
Build-Up
(Rising Action)
Criteria
-Events lead
towards the
problem (climax)
-Events build up
to the
excitement of
the story
-Events are in
sequence
-Conflict is

Before today,
assign students
to new writing
buddies. These
will be their
buddies
throughout this
writing unit.

Christmas Reindeer. Have students discuss

in their tables. Circle the character
introduction and underline the setting
descriptions they find. Rove and support.
Silent Gallery Walk-You may only
communicate with hand signals. Talk and
revise as tables. Ask students did the author
meet the criteria? Yes or no? What is your
evidence?
You Do-Students independently read aloud
introduction of system writing. Teachers
walk and support students as needed.
Transition to writing. Review the target and
how we will use the lesson we just did to
now write.
N-Model planning of beginning (using
bulleted note card) check yourself against
the criteria.)
A- Kids will create their own notecards
using the criteria. They will check each
other against the criteria using the campfire
protocol. Remind students of collaboration
norms. Habit assessment.
Beginning Criteria
-Introduce characters
-Introduce character traits
-Introduce setting using sensory details

described

Spelling Test
Below Level: pie, tight, blind, midnight,
slight, pilot, lie, fight, mild, might
At Level: wait, heal, cent, daze, vein, heard,
weight, heel, sent, days
Above Level: message, bandage, package,
twice, since, office, chance, judge, ridge,
palace
**Progress Monitoring assessments as
students are working. 4th grade: The Park,
pg. 11
5th grade: A Thanksgiving to Remember, pg.
14
PM must be finished today. Data should be
entered into spreadsheets and ready to share
by Monday, Nov 16.
Nov.
17

Step 3 and 5 on story map

G- Unpack Target
A-Listen to the song again and pause at the
climax and resolution. Discuss the purposes
of those parts of the plan.
https://www.youtube.com/watch?
v=TpfbSJjOQxc
N-Read Andreas story as a read aloud.
Have students focus on what the problem
and solution are in her story. Turn and talk
with partners around them about what they

I can develop
the problem
(climax) and
solution
(ending) of my
story.
Problem
(Climax)
Criteria:
-Most exciting

Note: Resolution
is the steps and
the ending is the
solution

*Poster of
criteria as we
talk about each
part. Make this

think the problem and solution is and using

criteria to back it up.
Model with Mindys story on how to develop
the problem and resolution in a story.
A- Students will do a back to back face to
face to brainstorm about what their problem
and solution are going to be in their story.
They will exchange with 5 different partners
for this. After they do their back to back and
face to face, they will go and work on their
problem and solution on a notecard for their
plot map.
G- Students will reflect on their target and
criteria in their reading notebooks (freedom
with this).
Spelling -- No spelling this week.
Resume after Thanksgiving Break.
Nov.
18

Step 2 and 4 on story map

A- Listen to the song again and pause at the
rising action and falling action. Discuss what
the purpose are for these parts of the story
and what they do for the story.
https://www.youtube.com/watch?
v=TpfbSJjOQxc

moment has
been identified
-Major problem
is explained
Ending
(Resolution)
Criteria:
-Problem is
solved
-Conflict is
solved
-The reader is
left with no
questions
-Character
learns and
grows.

I can develop
the build-up
(rising action)
and the
resolution
(falling action).
Build-Up

available for
students to
reference.
https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967

*Poster of
criteria as we
talk about each
part. Make this
available for
students to
reference.

N- Look at Elaines story map model of her

story.
https://docs.google.com/document/d/1lsfOXs
cS5Boe13xbAHv2eDKn5Rt7tJbfghVepMNrwo/edit
What do you notice about steps 2 and 4 of
her story map? How do the two parts of her
plan meet the criteria?
Model planning out rising action and falling
action with Mindys story plan. Use bullet
points to plan out the rising and falling
action to show the students how to use the
bullet points.
A- Students will plan out their rising action
and falling action in their stories on their
plans using bullet points on their notecards.
G- Reflect on the target and criteria in
notebooks (freedom with this).

Nov.

Draft 1-

(Rising
Action)
Criteria
-Events lead
towards the
problem (climax)
-Events build up
to the
excitement of
the story
-Events are in
sequence
-Conflict is
described
Resolution
(Falling
Action)
Criteria
-Events lead
towards
resolution.
-Events are the
steps to solve
the problem
-Problem is
attempted to be
solved.
I can apply my

https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967

19

G-Unpack Target

understanding
of the 5 step
story map to
write a detailed
narrative.

A- Voice Mini-lesson -https://www.youtube.com/watch?

v=dKeq5ICmVHo
Go over Voice checklist with students
https://docs.google.com/document/d/14ZvYN Criteria:
OHkP9smuEgzd391kxQ Plan is
1SiPF5sCdyJZdb9ZkII/edit Have students
expanded
glue the checklist into their notebooks.
into
complete
Have students share their plan with their
ideas
I am using
writing partner, asking each other clarifying
the story
questions. Use sentence starters for
map
support.
criteria is
-This is confusing because...
included
-I like this part because...
No
-Im wondering
dialogue
-How does your climax meet the criteria?
until
-Is there a sequence of events between your
revising
climax and your solution?
and editing
of draft.
N-Start by taking one or two details from
the plan and expanding upon them. Model
I can use voice
reading Vision Quest until the climax
(Remember to pull in examples of voice from in my narrative
draft.
her writing). Underline the bullet points in
Original
the plan as you come across them in the
voice

*Poster of
criteria as we
talk about each
part. Make this
available for
students to
reference.
https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967

story. Discuss with students on how she

expanded the bullet points into more than
just that one sentence. When did she use
voice in her writing?

Expresses
an emotion
Invites the
reader to
read on

A-Review the rubric and review what is

needed in our drafts. Remind students that
character traits and character descriptions
and setting sensory details needs to be
constantly described throughout the story.
Tell students that today they will be
developing this part of the story using their
plan while adding voice into their writing..
Remind students that the bullet points are
just a plan and that they need to be
expanded upon using sensory details and
well defined events.
G- Students will reflect on their drafting
using the rubric (setting, characters, and
conflict) in their reading notebook (freedom
with this).
Nov.
20

Draft 3-5
G- Unpack the Target
A- Students will share their reflection from
the day before with their writing buddy and

I can apply my
understanding
of the 5 step
story map to
write a detailed

*Poster of
criteria as we
talk about each
part. Make this

set a goal for what they are going to

accomplish that day.

narrative.

N-Start by taking one or two details from

the plan and expanding upon them. Model
reading Vision Quest from the climax until
the solution. Underline the bullet points in
the plan as you come across them in the
story. Discuss with students on how she
expanded the bullet points into more than
just that one sentence.

Criteria:
Plan is
expanded
into
complete
ideas
I am using
the story
map
criteria is
included
No
dialogue
until
revising
and editing
of draft.

A- Students will continue to draft out their

stories using their story maps from the
climax to the solution (ending). Remind
students that the bullet points are just a
plan and that they need to be expanded
upon using sensory details and well defined
events.
G-Reflect on their drafts using the rubric
(conflict and resolution) and their goal from
the beginning of the lesson in their reading
notebooks (freedom with this).
I met my goal today because
I did not meet my goal today becauseand I
can improve by...
Dec. 1

G- Review todays target

I can apply my

available for
students to
reference.
https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967

A- Word Choice game-Have students write a

boring sentence on a sentence strip. The
paper will stay at their table and they will
rotate to another sentence strip. When they
get to their new sentence strip, they will
rewrite the sentence improving the word
choice. Do 5 rotations of this. Go back to
your original sentence. Talk about noticings
of their improved sentence.
Review what we have been doing with our
story map before break. Have students take
a few minutes to review their story maps
and their drafts. Then, have students share
their maps and drafts with their writing
partner. Have them respond to the following
sentence starters with their writing buddy:
So far, I think that I am doing _______ well
because
Today, my goal is to improve ________ in my
writing because
*Make sure students have their rubrics and
criteria out while they discuss the above
with their writing buddy
N- Review modeling we did before break
and discuss the process we went through to
use our story map to draft out our stories.

understanding
of the 5 step
story map to
write a detailed
narrative.

Criteria:
Plan is
expanded
into
complete
ideas
I am using
the story
map
criteria is
included
No
dialogue
until
revising
and editing
of draft.
I can use strong
word choice in
my narrative
draft.

*Poster of
criteria as we
talk about each
part. Make this
available for
students to
reference.
https://docs.goog
le.com/document
/d/1tHneGgYSHf
pqWZiTLC9jLXm
6v5BpYd5UkzTE
FECODQc/edit?
ts=564a0967
Begin goal
setting with
students
regarding their
iReady scores
from September.
Testing is
December 8.

Model revising word choice and model using

the 6 trait rubric and narrative rubric.
A- Students will continue drafting their
stories using the criteria and referencing
their rubrics (6 trait and narrative rubrics)
and criteria list.
G- Students will reflect on their drafting
using their rubrics and their goal in their
reading notebook (freedom with this).
-I met my goal today because.
-I did not met my goal today because and I
can improve by...
*New word sorts
Below: Grade 3 Lesson 7
-three, scrap, street, spring, thrill, scream,
strange, throw, string, scrape, spray, threw,
strong, scratch
On: Grade 4 Lesson 6
-bunch, fruit, argue, crumb, crew, tune,
juice, refuse, truth, young, clue, trunk,
amuse, suit, rude, trust, dew, stuck, rescue,
brush
Above: Grade 4 Lesson 19
-colorful, weakness, movement, endless,
truthful, illness, cheerful, useless, beautiful,

Strong
verbs
Words
capture
the
readers
attention

restless, clumsiness, pavement, peaceful,

fondness, neatness, speechless, statement,
wasteful, penniless, treatment
Dec. 2

Revising and Editing: Mini-lesson review on

Conventions and Organization
A- Mini-lesson of Conventions:
https://docs.google.com/document/d/1wKaU
NMpSlpUeeSnF3Q6xtx1grfSK5v9q1kq8zeur
Zhg/edit#
Mini-lesson of Organization: Herding cats
video https://www.youtube.com/watch?
v=Pk7yqlTMvp8
and Mindys Alien sequence video
N- Model revising Mindys story for
conventions and organization. Also model
using the rubrics as a reference.
A-Students will revise for conventions and
organization. Have students use the 6 trait
rubric to guide them in their revision. They
also need to be constantly referring to the
narrative rubric and the criteria lists.

I can revise my
narrative draft
for conventions
and
organization.
Conventions
criteria:
Correct
spelling
Correct
punctuatio
n
Paragraph
s are
indented
Proper
grammar
Organization
Criteria:
Thoughts
are in a
correct
sequence

Begin goal
setting with
students
regarding their
iReady scores
from September.
Testing is
December 8.

 Events
flow from
one to the
next
Transition
words are
used
correctly
Dec. 3

David Spies grammar observation -- had to

cancel
Revising and editing: Mini Lesson on
Sentence Fluency
Write the sentence: The girl opened the door
for the mother. Circle the first the in the
sentence. Discuss with students about if
that is an interesting or engaging way to
start a sentence. Model for them changing
the sentence to have different starts to
increase how interesting or engaging the
sentence is. The different ways to fix a
sentence is:
*Can start with a noun: Sally went to open
the door for her mother.
*Can start with a verb also: Opening the
door, Sally saw her mother.
*Clause for time: Before she went to open
the door, Sally heard a knock.

I can revise my
narrative draft
for sentence
fluency.
Sentences
start in a
variety of
ways
Sentences
flow from
one to the
next.

Begin goal
setting with
students
regarding their
iReady scores
from September.
Testing is
December 8.

Students will be looking at their draft to see

how their sentences begin. They will then
either highlight or circle their first word of
each of the sentences in their draft. After
they highlight or circle students will look at
their paper to see if they have a recurring
sentence starters.
After students reflect on this themselves,
they will then get with their writing buddy
to look at each other's papers and the
sentence start. The students will discuss
with each other ways that they can correct
their sentences. Students will then be able
to fix their own sentences.
Students will then continue to revise and edit
their papers. They will be focusing on the
beginnings of their sentences.
At the end (as time allows) students will
share their favorite sentence that they fixed.
They will share the original and the revised
sentence.
Dec. 4

Sentence fluency-length of sentences, runons

For grammar mini lesson on run ons. Start
by modeling writing a run on sentence on

I can revise my
draft for
sentence
fluency:

Begin goal
setting with
students
regarding their

the board, that has multiple nouns and

verbs.
Such as:
Violet ran into the valve of the heart
bumping her head while Mindy was yelling
to catch the attention of the class who were
looking at Mindy and Violet with a
pondering looks on their faces.
Violet ran into the valve of the heart,
bumping her head. Mindy was yelling to
catch the attention of the class. The
students were all looking at Mindy and
Violet, with pondering looks on their faces.
Pondering their actions, the students stared
at Violet and Mindy. Violet had run into the
valve of the heart, bumping her head.
Mindy was yelling just to get attention from
the class.
Model circling the verbs and nouns to
demonstrate how to identify run ons. Tell
students that when there are multiple verbs
or nouns in a sentence they need to
separate that sentence with the correct
punctuation.
Show how to do this with the sentence
above.
With their table groups have them circle the
verbs and nouns in this run on sentence

Sentences
have a
smooth
flow
Complete
sentences
Edited runon
sentences
Sentences
are
different
lengths
Sentences
sound
musical

iReady scores
from September.
Testing is
December 8.

below and then add the needed punctuation.

As a small air molecule I had spent most of
my life floating among the clouds and when
I was just a wee little molecule my grand
pappy rocked me to sleep in his cloudy
cottage.
Have students look at their paper for long
sentences. In those sentences have them
check for a run on by circling nouns and
verbs.
Revising and editing
Dec. 8

Dec. 9

Dec.
10

Expedition time: Revising and editing

Literacy: iReady Testing

All students iReady testing -- no computers during

to the gym
Expedition or Literacy
for pm
Complete final illustrations.
specials.
Create cover pages.
Type final copies in Expedition and Literacy.
Math teachers need computers during their
Expedition time.
Spelling Test
Below: three, strong, string, throw, spring,

I can
demonstrate my
reading skills
on my iReady
test by taking
my time.
I can produce a
high quality
narrative story.
I can produce a
high quality
narrative story.

spray, threw, scratch, scream, scrape

On: rescue, rude, trust, young, trunk,
crumb, fruit, argue, juice, clue
Above: clumsiness, statement, cheerful,
colorful, speechless, penniless, peaceful,
illness, beautiful, wasteful
Dec.
11
1 hour
each
literac
y time

8:45 to
9:40 (Block
1)
9:45 to
10:40
(Block 2)
10:45 to
11:40
(Expedition
)

Final typed copies are DUE !!!!

Dec.
15
1 hour
each
literac
y time

8:45 to
9:40 (Block
1)
9:45 to
10:40
(Block 2)
10:45 to
11:40
(Expedition
)

Share stories within the classroom with a

partner.

Dec.

Music Performance Practice

12:30 - 2:00 in our gym

Music Performance Practice

12:30 - 2:00 at GVHS
Music Performance -- be at GVHS at 6:00

Share with CFL 9:00-10:30 (Lit teachers;

I can produce a
high quality
narrative story.

I can share my
narrative story
with a partner.
I can be an
active listener
by respectfully
listening to the
speaker.

Make sure you

have permission
slips for
tomorrows
practice.

16

Math tomorrow)
10:40-11:40 Story reflection, score
themselves on rubric, and presentation
reflection
Afternoon: Creative writing
https://docs.google.com/document/d/1o_hBT
zKdG_sfKr2izIQ9S3hwDUotu23X50qnOgmOoI/edit (see bottom of the
document for the prompts)

Dec.
17

Work on parent Christmas presents 9:0010:30

(Math teachers at CFL)
10:40-11:40 Creative writing
https://docs.google.com/document/d/1o_hBT
zKdG_sfKr2izIQ9S3hwDUotu23X50qnOgmOoI/edit
Afternoon: Story reflection, score
themselves on rubric, and presentation
reflection
With extra time, have students write a letter
to parents, persuading them as to why the
students should receive the gifts they want.

Dec.
18
End of
Quart

Morning is open for whatever :-)

Field Trip to St John Elementary!
See Samanthas shared document with
schedules and duties

Report Cards are

due by January 8.
Going home in
the Tuesday

er

envelope on Jan.
12.

Rubrics

Preparation and Materials

Name _____________________

Date _________________

How Do Authors Develop Characters?

ELA 8R1c. Analyzes a characters traits, emotions, or motivations and gives supporting evidence from the
text(s).
Characterization is the process by which the writer reveals the personality of a character.
Characterization is revealed through direct characterization and indirect characterization.

 Direct Characterization tells the audience what the personality of the character is.
Example: The patient boy and quiet girl were both well-mannered and did not disobey their
mother.
Explanation: The author is directly telling the audience the personality of these two
children. The boy is patient and the girl is quiet.
Indirect Characterization shows things that reveal the personality of a character. There are five
different methods of indirect characterization:
Indirect Characterization
Speech

What does the character say? How does the character speak?

Thoughts

What is revealed through the characters private thoughts and feelings?

Effect on Other
Characters
Actions
Looks

What is revealed through the characters effects on other characters? How

do other characters feel or behave in reaction to the character?
What does the character do? How does the character behave?
What does the character look like?

Adapted from: http://www.readwritethink.org/classroom-resources/lesson-plans/superego-seuss-800.html

Indirect Characterization
Speech

What does the character say? How does the character speak?

Thoughts

What is revealed through the characters private thoughts and feelings?

Effect on
Other
Characters

What is revealed through the characters effects on other characters? How do other
characters feel or behave in reaction to the character?

Actions

What does the character do? How does the character behave?

Looks

What does the character look like?

Plot Map
G- Unpack Target
A- Mini-Lesson-What is cause and effect https://www.youtube.com/watch?v=bWK0PF_-fc8

N- Introduce graphic organizer with causes and effects with Elaines story.
C- The leaders voice was boring
E/C- The student fell asleep
E/C- The student had a dream about a deers digestive system
E/C- The student experienced the 4 different sections of the digestive system of a deer
A- Use organizer on the right to do a quick whip around with partners.
Students will do a chalk talk with a partner creating a cause and effect between them. One partner will
write a cause in their notebooks then they will pass it to their partner where they will then write the
effect to that cause. The effect that the partner wrote then turns into the cause, the partner then writes
an effect to that cause.
G-Revisit Targets
Have students read their Colorado Ecosystem Readings and look for possible plant and animal
relationships, that they are interested in writing on.