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Fish in a tree

Lessons to model routines, habits and higher level thinking of proficient readers through an engaging read aloud experience.

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Designed by Lauren Bakian Aaker of

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Resources: The Reading Strategies Book by Jennifer Serravallo and

50 Literacy Strategies by Gail E. Tompkins.

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Fish in a Tree by Lynda Mullaly Hunt

Reading Celebration Projects

Students engaged in an interactive read aloud to learn new strategies for independent reading and to deepen their thinking around characters, plot, and theme. Students learned to:

-Use plot profiles, double-entry journals, character motivation charts, character/event timelines and more.

-Listen and respond to one another during daily discussion around the big ideas and events of the chapters read aloud.

-Record daily goals to help them focus their thinking tracks and make sense of the text.

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Key Ideas and Details:

CCSS.ELA-LITERACY.RL.5.1

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

CCSS.ELA-LITERACY.RL.5.2

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize 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).

Craft and Structure:

CCSS.ELA-LITERACY.RL.5.4

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

CCSS.ELA-LITERACY.RL.5.5

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

CCSS.ELA-LITERACY.RL.5.6

Describe how a narrator's or speaker's point of view influences how events are described.

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Note: This read aloud and the accompanying lessons are meant to support students in long-term independent reading goals throughout the course of the year. The read aloud unit will focus on higher-order thinking as well as routines and habits of readers such as goal-setting and more. Through explicit modeling, students will have a solid foundation of expectations as they align with the provided rubrics and assessments.

Standards:

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.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize 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 text (e.g., a character's thoughts, words, or actions).

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Long-term goals:

  • FRONT LOADING Habits and Routines of readers: Model and teach effective independent reading practices such as goal-setting, thinking/comprehension strategies, and logging as you read.
  • -Noticing clues about theme/message within each chapter with plot profile
  • -Notice how characters’ actions and major events contribute to the main theme

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Fish in a tree

Written by Lauren Bakian Aaker of

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Resources: The Reading Strategies Book by Jennifer Serravallo and

50 Literacy Strategies by Gail E. Tompkins.

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  • Each day students will hear Fish in a Tree read aloud.
  • With the class, the teacher models setting a goal for reading using the goal timeline. If using the Flipmarks for IR, model using that resource (not included). If using full-page goal sheets, model with that.
  • The teacher will also model and teach comprehension strategies such as:
    • Creating a plot-profile to track theme topics at the end of each day’s reading
    • Using a double-journal entry to connect the text with predictions, analysis, character development, theme, questions
    • Creating character webs to show connections between characters and their traits, actions and motivations
    • Tracking character changes and lessons with a character chart that includes actions, motivations, mistakes and lessons
  • On average the class will read three chapters a day. There are different components to the read aloud. It is not necessary to do them all or you could spread across :
    • Intro: telling a story or analogy to help students understand the lesson/chapters that will be read that day
    • Vocabulary elaboration: highlight interesting words before or during reading and add them to a class word wall or “Shades of meaning” list
    • Questioning: in partnerships, small groups or a whole-class conversation
    • Comprehension strategies: Taught through think alouds by the teacher as well as modeled and tried out in student notebooks or graphic organizers.
  • Additional experiences:
    • Figurative Language excerpts (add to notebooks as you get to each page number)
    • End Projects (at the end of lessons)

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Overview of read aloud “unit”

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Date

What am I working on today?

What is my learning target?

Did I meet my learning goal?

Focus Level

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Name __________________________________ Independent Reading

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How can I think deeply about the texts I’m reading to

better understand the characters or topic?

Focus levels: 3: Independent 2: Somewhat distracted 1: NOT on task

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#1

p. 55 Suki is rubbing one of her blocks with her thumb. I wonder if she is thinking about her grandfather.

I see a mind movie of me walking through a forest of alphabet blocks stacked on top of each other. They sway like trees in the wind and I worry that they will come crashing down on me.

#2

p. 83 “Can you help me?”

“With that book stuff you’re doing?” He (Travis) points using the carton.

“Yeah. I have to write something…”

“Whoa, Ally. I can give you new spark plugs. Change your oil…”

“Please? You have to be better at it than me.”

“Look. You know I’d love to help you out, but the whole school thing... It’s like asking a blind man to drive a bus.”

#3

p. 83 “Can you help me?”

“With that book stuff you’re doing?” He (Travis) points using the carton.

“Yeah. I have to write something…”

“Whoa, Ally. I can give you new spark plugs. Change your oil…”

“Please? You have to be better at it than me.”

“Look. You know I’d love to help you out, but the whole school thing... It’s like asking a blind man to drive a bus. Besides,” he says, sipping again, “I’d rather eat a bag of hair.”

#4

p. 85 “Wait! That reminds me,” he (Albert) says. “During our class party, I hid a Halloween cookie somewhere in my desk.”

“The Halloween party?” Keisha asks. “That was weeks ago.”

“Yeah!” He starts digging for it, things falling to the floor as he searches. If it’s there, it’s probably as hard as concrete.

#5

p. 105

Keisha’s voice is no longer soft. “I just don’t get it, Albert. What in the world would it take for you to fight back?”

Albert looks upset. I know Keisha is trying to help him, but I think it’s like throwing him an anchor for a life jacket.

#6

p. 213 After Mr. Daniels finishes with the boring morning stuff, he says, “One more thing. Our new class president, Ally Nickerson, has her first student government meeting today. So, if you have any suggestions for her, please let her know. If you have ideas of changes, she’s the one in charge.”

I know that I shouldn’t smile, but keeping my mouth from smiling is like trying to keep Travis from loving cars.

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I can determine the meaning of words and phrases as they are used in the text.�Directions:

  • Glue your text into your reader’s notebook.
  • Independently read the text and determine the meaning of the underlined phrase.
  • Write the meaning and explain using evidence from the text.
  • When ready, share with your group and decide on a common meaning.
  • Be prepared to share with the class.�

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�p. 105 �Keisha’s voice is no longer soft. “I just don’t get it, Albert. What in the world would it take for you to fight back?”� Albert looks upset. I know Keisha is trying to help him, but I think it’s like throwing him an anchor for a life jacket.��

#1

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I can determine the meaning of words and phrases as they are used in the text.�Directions:

  • Glue your text into your reader’s notebook.
  • Independently read the text and determine the meaning of the underlined phrase.
  • Write the meaning and explain using evidence from the text.
  • When ready, share with your group and decide on a common meaning.
  • Be prepared to share with the class.

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p. 83 “Can you help me?”� “With that book stuff you’re doing?” He (Travis) points using the carton.� “Yeah. I have to write something…”� “Whoa, Ally. I can give you new spark plugs. Change your oil…”� “Please? You have to be better at it than me.”� “Look. You know I’d love to help you out, but the whole school thing... It’s like asking a blind man to drive a bus.”�����

#2

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I can determine the meaning of words and phrases as they are used in the text.�Directions:

  • Glue your text into your reader’s notebook.
  • Independently read the text and determine the meaning of the underlined phrase.
  • Write the meaning and explain using evidence from the text.
  • When ready, share with your group and decide on a common meaning.
  • Be prepared to share with the class.

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p. 83 “Can you help me?”� “With that book stuff you’re doing?” He (Travis) points using the carton.� “Yeah. I have to write something…”� “Whoa, Ally. I can give you new spark plugs. Change your oil…”� “Please? You have to be better at it than me.”� “Look. You know I’d love to help you out, but the whole school thing... It’s like asking a blind man to drive a bus. Besides,” he says, sipping again, “I’d rather eat a bag of hair.”������

#3

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I can determine the meaning of words and phrases as they are used in the text.�Directions:

  • Glue your text into your reader’s notebook.
  • Independently read the text and determine the meaning of the underlined phrase.
  • Write the meaning and explain using evidence from the text.
  • When ready, share with your group and decide on a common meaning.
  • Be prepared to share with the class.�

�p. 85 “Wait! That reminds me,” he (Albert) says. “During our class party, I hid a Halloween cookie somewhere in my desk.”� “The Halloween party?” Keisha asks. “That was weeks ago.”� “Yeah!” He starts digging for it, things falling to the floor as he searches. If it’s there, it’s probably as hard as concrete.���

#4

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I can determine the meaning of words and phrases as they are used in the text.�Directions:

  • Glue your text into your reader’s notebook.
  • Independently read the text and determine the meaning of the underlined phrase.
  • Write the meaning and explain using evidence from the text.
  • When ready, share with your group and decide on a common meaning.
  • Be prepared to share with the class.

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p. 55 Suki is rubbing one of her blocks with her thumb. I wonder if she is thinking about her grandfather.� I see a mind movie of me walking through a forest of alphabet blocks stacked on top of each other. They sway like trees in the wind and I worry that they will come crashing down on me.�������

#5

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I can determine the meaning of words and phrases as they are used in the text.�Directions:

  • Glue your text into your reader’s notebook.
  • Independently read the text and determine the meaning of the underlined phrase.
  • Write the meaning and explain using evidence from the text.
  • When ready, share with your group and decide on a common meaning.
  • Be prepared to share with the class.

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p. 213� After Mr. Daniels finishes with the boring morning stuff, he says, “One more thing. Our new class president, Ally Nickerson, has her first student government meeting today. So, if you have any suggestions for her, please let her know. If you have ideas of changes, she’s the one in charge.”� I know that I shouldn’t smile, but keeping my mouth from smiling is like trying to keep Travis from loving cars.��������

#6

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I can determine the meaning of words and phrases as they are used in the text.�Directions:

  • Glue your text into your reader’s notebook.
  • Independently read the text and determine the meaning of the underlined phrase.
  • Write the meaning and explain using evidence from the text.
  • When ready, share with your group and decide on a common meaning.
  • Be prepared to share with the class.

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�������

#_

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Resources you can find on tpt

Reading Comprehension Log: https://www.teacherspayteachers.com/Product/Monthly-Reading-Comprehension-Logs-Literature-3-5-3096082

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Genre Flipmarks:

https://www.teacherspayteachers.com/Product/nofrillsFLIPMARK-Reading-Flipmarks-for-6-Genres-3324339

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Goal Timeline: https://www.teacherspayteachers.com/Product/nofrillsclassroom-Goal-Timeline-for-Fictional-Texts-3355954

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Independent Reading Rubric: https://www.teacherspayteachers.com/Product/nofrillsclassroom-Independent-Reading-Rubric-LINK-included-for-EDITS-3185984

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  • Each lesson includes specific questions that can be used for partner discussions or whole-class discussions.
  • Examples of questions include:
    • Why did the author choose to leave us thinking about having low expectations of yourself?
    • What does the following line mean from the text: p. 29 “I wish she could understand my world. But it would be like trying to explain to a whale what it’s like to live in the forest.”
    • At the end of p. 118. What are you thinking/feeling? *if necessary, read quote to guide conversation: “Sometimes a person will do just about anything for a wish to come true.” What does Ally want to happen? What is her deepest wish?
    • Let’s look back at our double journal entry and share what we’re noticing and thinking about the important events and ideas from these chapters. How are they connecting to other key events? What do you think will happen next?
    • How are Travis and Ally fighting the same battle? Who is feeling hopeful now and who is feeling hopeless? Why? (p 173)

questioning

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  • Some students benefit from having their own copy of the read aloud text to follow along as the teacher reads aloud
  • Teachers are modeling multiple strategies to offer different access points to deeper thinking and understanding:
    • Plot profile is more visual for students to follow the ups and downs of the characters emotions matched with theme topics
    • A character web is messy and chaotic, but can allow a student to think freely about characters and how they relate and change over time
    • A double-journal entry can be used with almost any text to organize how students have ideas based on quotes, words, or chapters from a given text and what it makes them think. This can also involve sketching.
    • The character chart gives space for each category: actions, motivations, mistakes and lessons
    • Event timeline can also be used
  • All of the above strategies can be taught to students by showing them how to create their own graphic organizers as well as providing templates for those who need them

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Reading strategies and more

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  • This is a whole-class experience. During this unit teachers are administering the F/P fiction assessment.
  • Discussion checklist on next page.
  • Possible change: Add in the “Monthly Assessment Log” for 6 of the readings to assess comprehension at the start of the year.
  • Another idea for an assessment of the goal-setting is to to use the goal timeline to see how students have understood that part of the teaching.

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Assessment

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  • During this “unit” teachers are teaching the expectations of an independent reading rubric. Categories include:
    • Student records all books read on his/her reading log.
    • Student reads an appropriate amount of pages or books based on their reading level.
    • Student accurately identifies the genre for each book recorded
    • Student is reading a variety of genres.
    • Student sets reading goals that will help him/her become a better reader.
    • Student takes time to leave thinking tracks before, during and after reading.
    • Student uses reading tools strategically—sticky notes, notebook, graphic organizers, etc.
    • Student’s notebook is organized and in good condition.

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Assessment

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First Name

Last Name

star= starts conversation

N= new topic

B=builds on others’ ideas

E= evidence

R=repeats ideas

Q=asks a question

C= challenge

S=silent signals

P=prompted by teacher or others to share

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Date and Topic

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Discussion checklist & Tracker

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Friday Fish in a Tree Thinking

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What big events happened in Fish in a Tree this week?

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What was surprising to you?

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What character revealed something about him/herself? What evidence do you have?

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What lingering questions do you have? What do you want to find out?

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Do you have any predictions? What makes you think that?

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ON BACK: Choose a character (that you haven’t picked before). Thinking back over all the chapters we’ve read, come up with three traits to describe that character. Provide as much evidence as you can remember.

Name __________________________________

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Read Aloud Lesson

Learning Target

Chapter Intro, Think aloud, Turn/talk and Convo

Materials

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PREVIEW BOOK

LESSON 1

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(Do this the afternoon before starting the book)

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Secondary goal:

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I can Identify the genre. Use this information to get my mind ready for what I should expect as a read.

Intro:

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First ask/discuss: Who are heroes?

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Read the dedication together (as a class or copy and give to small groups)

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OR First give out the two lines:

“...the importance of standing out rather than fitting in.”

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“...find their grit to conquer life’s challenges.’’

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Vocabulary Elaboration:

  • Repeat.
  • Say definition.
  • Use in a different context:
  • Reread sentence in text.

Dedication: grit, hero

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Class conversation:

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Discussion:

Based on the author’s dedication page, what can you infer about the book will be about?

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Has there been a time in your life you have faced a challenge?

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Who can be hero?

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What is the genre of this book based on the blurb? How do we know? What should we expect from reading this type of text?

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Fish in a Tree

Copies of dedication (optional)

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Lesson 1

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Lesson 2 (Chapters 1, 2, and 3)

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1. In Trouble Again

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2. Yellow Card

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3. Never Up to Me

I can:

Get to know characters

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(Model filling out goal sheet)

Intro:

Today as we’re reading, we want to get to know the main character, Ally, and notice her actions, feelings and thoughts. This story is told from Ally’s point of view, so we get the chance to know her inner thinking that she doesn’t tell anyone else.

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Read Aloud:

Possible think alouds with embedded modeling of using sticky notes:

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P. 5 “Scrub off the dumb.”

P. 6 second paragraph about yellow card

P. 7 “I like Keisha. She isn’t afraid. And I’m afraid of so much.”

P. 10 “...trying to make sense of a can of alphabet soup that’s been dumped on a plate.”

P.12 “...craziest, strangest, most unbelievable thing I could ever draw is me doing something right.”

P. 13 “How can you cure dumb?”

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Vocabulary Elaboration:

  • Repeat.
  • Say definition.
  • Use in a different context:
  • Reread sentence in text.

P. 27 humiliating

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Turn/Talk or Class Convo:

Discussion Questions:

-Why does Ally think she deserves to walk and to be alone?

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  • Plot Profile--1
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Hopeless
    • Failure
    • Bullying
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

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Lesson 2

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Lesson 3 (Chapters 4, 5, 6)

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4. Bird in a Cage

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5. SIlver Dollars and Wooden Nickels

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6. Triple-Sided Coin

I can:

Notice relationships between characters

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(Model filling out goal sheet)

Intro:

Let’s set our goal for today as readers. We’re going to get to know her family a bit better as we read and also how she interacts with some kids from school. Pay attention to what Ally thinks about herself compared with others.

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Read Aloud:

Possible think alouds with embedded modeling of using sticky notes:

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P. 17 “There is a tray full of glass sundae dishes…” shows she is creative

P. 18 “You’re funny, you know that?”--shows she has a good sense of humor and her mother has affection for her

P. 19 “I miss Grandpa...Dad got stationed...”

P. 20 “Oh Ally...You’re too smart for this…”--Mom praises her, thinks of her as smart, but Ally doesn’t see herself in this way

P. 28 “Third-grade teacher...I felt sad and embarrassed for her having to be my mom.” --how others view her, how she feels guilty or embarrassed for her mother, affection and family

P. 33 “Look I wasn’t born yesterday.” Travis is smart with negotiations and coins

P. 34 EXPECTATIONS PARAGRAPH (OR GOOD CONVERSATION STARTER)

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Turn/Talk or Class Convo:

Discussion Questions:

-Why did the author choose to leave us thinking about having low expectations of yourself?

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-What does the following line mean from the text: p. 29 “I wish she could understand my world. But it would be like trying to explain to a whale what it’s like to live in the forest.”

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  • Plot Profile--3
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Family
    • Self-confident
    • Failure
    • Giving up
  • Discuss the evidence for the big idea word in partners or as a class
  • Choose the best
  • Add to plot profile

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

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Lesson 3

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Lesson 4 (Chapters 7, 8, and 9)

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7. No Grandpas Here

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8. Real Trouble

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9. Bag Full of Nothing

I can:

Notice relationships between characters

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*Opportunity to show that you can have the same goal from one day to the next

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(Model filling out goal sheet)

Intro:

As we read you’ll notice that all three chapters are set at school. Since we only know a little bit about Ally’s relationships with teachers and students from school, we want to find out more as she meets Mr. Daniels so our goal will be the same today.

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Read Aloud:

Possible think alouds with embedded modeling of using sticky notes:

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P. 36 “I look over and my eyes are pulled to the bruises on his arms.” --infer, perspective

P. 37 “I’m going to do better…” --wants to overcome her challenge, she thinks she can persevere if she just tries hard enough

P. 37 “That isn’t cool.” --Mr. Daniels doesn’t stand for that kind of talk about others

P.41-42 Mr. Daniels wants to help her-- two points of view: Ally can get out of school, but now is panicking, but Mr. Daniels might be trying to be supportive, helpful

P. 45 “Shay has gotten even better at being mean.”

P. 46 hint at theme: “Yes, it’s plain on the outside...but it’s the inside that matters.”

P. 48 “....you can’t measure the stuff that makes us human…” big moment, possibly just use a symbol here to model that you know it’s important, and want to come back to this moment at some point.

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Turn/Talk or Class Convo:

Questions:

-How does Mr. Daniels differ from other teachers Ally has had?

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-What are you noticing about the different characters: Shay, Jessica, Albert, Max, Keisha. What do we know about them from Ally’s perspective?

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  • Plot Profile--5
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Uniqueness
    • Respecting differences
    • Friendship?
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

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Lesson 4

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Lesson 5 (Chapters 10, 11, and 12)

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10. Promises, promises

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11. Scrambled Egg

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12. What’s your problem, Albert?

I can:

Notice choices characters make and how they affect the story

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(Model filling out goal sheet)

Intro:

Everyday we make choices. Some are good, some are bad, some are in between. Ally is faced with decisions everyday and as we are reading today, you’ll notice that each one reveals more about who she is and who she wants to be.

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Read Aloud:

Possible think alouds with embedded modeling of using sticky notes:

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P.56 “It’s a picture of a dark room…” Ally is choosing to be honest with Mr. Daniels.

P. 60 “But I’m tired of sitting alone...Shay is overly happy that I’ve said yes.” Doesn’t really like Shay, but would rather sit with her than be alone.

P. 62 “They’re pretty dopey,” I say, “What a weirdo, huh?” Ally makes the choice to be mean to Albert even though she could stick up for him.

P.65 “I am wondering how I can make things right with Albert.” Chooses to admit her wrongdoing (on p. 66) and leads to her having a realization about her wanting to break free

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Vocabulary Elaboration:

P. 68 muck

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Turn/Talk or Class Convo:

Questions:

-How did Ally’s choices in these chapters affect the story?

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-What does Ally mean when she thinks, “I’d like to help her break free from that?”

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-How is Ally like the woman on the train?

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  • Plot Profile--3
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Bullying
    • Stay true to yourself
    • Courage
    • Overcoming obstacles
    • Adversity
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

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Lesson 5

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Lesson 6 (Chapters 13, 14, and 15)

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13. Trouble with Flowers

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14. Boxed in and Boxed Out

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15. Ungreased Gears

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Starting a double-journal entry instead of using sticky notes, could continue with turn and talks but could use the double journal entry as a way to have them stop and jot. Print out the left side of the column and invite students to fill in their reactions on the right side.

I can:

Notice how characters change

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(Model filling out goal sheet)

Intro:

Today we’re going to continue our reading and thinking tracks. As we’re reading, instead of using sticky notes, because we might have run out or we want to do something a bit different, we’re going to use a double-entry journal (this may have been previously taught during a mini-lesson for IR). We can use our reader’s response notebook to keep track of our thinking and today we’ll work on it together with Fish in a Tree.

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Read Aloud:

Possible think alouds with embedded modeling using DOUBLE JOURNAL ENTRY. (P. 366 in Serravallo):

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Turn/Talk or Class Convo:

Questions:

-How is Ally changing? What is causing these changes? What do you predict will happen?

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- p.74 “But we had bigger smiles than anyone else.” Why are they smiling? What does this mean?

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  • Plot Profile--7
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Self-worth
    • Thinking outside the box
    • Tolerance
    • Courage
    • Bullying
    • Friendship
    • Kindness
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

*Optional: copies of double entry sheets for students (with blank right-side)

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Lesson 6

P. 72 “I wish I could be braver” QUOTE

Explanation: Ally wants to be different, but doesn’t know how--wants to fit in, but also wants to be herself.

P. 73-74 Ally gives half of her flowers to Keisha and then they both get them taken away :)

KEY EVENT

Theory: Keisha and Ally will become friends because Ally showed an act of kindness and they both had huge smiles at the end of the chapter.

P.75 “Boxed In and Boxed Out”

Interesting Language

Idea: This makes me think some people are outsiders and some are insiders

P. 80-81 “Wow, Ally Nickerson...He comes over and does something a teacher has never done even once--He high fives me.” Key event

Reaction: THis feels really important because Ally always feels “dumb” compared to others, and now she is the only one to figure it out, and she is praised for it.

P. 87 Ally and Keisha’s friendship grows, Mr. Daniels questions Ally about her homework and it worries her. MAIN IDEA

Ally is changing as a character--she is making a true friend who likes her for her and she is continuing to be more honest with her teacher.

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Lesson 7 (Chapters 16, 17, and 19)

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16. What I’ve Got

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17. Misfit Lunch

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18. Truths and Untruths

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I can:

Notice how characters change (or not changing)

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(Model filling out goal sheet)

Intro:

Sometimes characters, just like real people, have the motivation to change. I always want to be healthy and I have the motivation to eat veggies and go to the gym. Some days are hard and I just want give up--but I know what to do. Sometimes people don’t know how to change--so they get people to help them. At the gym I could get a trainer or I could take a cooking class. Ally knows she wants to change, and sometimes she knows how to do--like with Keisha and Albert, and other times, she doesn’t know how--like with reading.

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Read Aloud:

Possible think alouds with embedded modeling using DOUBLE JOURNAL ENTRY. (P. 366 in Serravallo). Support for students on following page. Goal is to get them independently creating but this can be a scaffold for some or for all. :

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Turn/Talk or Class Convo:

Questions:

-p.95 “There’s lots of stuff about the soup inside that they can’t put on the label, like how it smells and tastes and makes you feel warm when you eat it.” What does this quote make you think? How does it connect to the characters or the big ideas of the other chapters?

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  • Plot Profile--5
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Tolerance
    • Accepting Differences
    • Empathy
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

*Optional: copies of double entry sheets for students (with blank right-side)

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P. 89 “I’m nervous and embarrassed.”

Reaction: Can’t believe Ally still feels this way about herself and that she continues to come up with a “plan”

P. 90 “I even try to read some. I really do.”

Theory: Burdens on the inside are not seen on the surface. She wants to change, but can’t.

P.94 Ally continues to have an inner conflict--doesn’t want to be jealous of Shay, but is

Explanation: Ally wants to fit in! She continues to see her differences as bad even though Keisha doesn’t care what others think--very confident.

P. 95 “misfits”

Reaction: WOW! I’m rethinking how I look at things that are different--just because something that has a different name or brand, or something works in an abnormal way doesn’t make it bad! IT’S JUST DIFFERENT

P. 100 “Retreat from the unpleasantness of Earth and company of people.” QUOTE

Theory: Because the way Albert has been treated by others,, he is a little “stand offish” about making new friends and he’d rather be alone, but slowly, like Ally, he is opening up.

Lesson 7

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From the text…

(What’s happening?)

From my mind…

(What does this make me think?”

P. 89 “I’m nervous and embarrassed.”

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P. 90 “I even try to read some. I really do.”

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P.94 Ally continues to have an inner conflict--doesn’t want to be jealous of Shay, but is

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P. 95 “misfits”

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P. 100 “Retreat from the unpleasantness of Earth and company of people.” QUOTE

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Double-entry journal

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From the text…

(What’s happening?)

From my mind…

(What does this make me think?”

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Double-entry journal

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P. 103 “I think this is like that. Those boys just think I’m a fighter, so they...well, fight me.”

Connection: Can’t judge a book by it’s cover just like Ally said you can’t judge a soup can just by it’s list of ingredients.

P.105-107 We learn more about Shay from Keisha and Ally’s stories.

Theory--Shay isn’t always mean just to be mean--she is jealous of others (Keisha) or feels “wronged” by others--when Ally takes her cake.

P.112 “You’re the losers. You. Not him.”

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P. 113 “I nod, but I have to admit that I’m getting awfully tired of walking away.”

Reaction: Wow! Ally is fed up! She’s finally realizing that just sitting back and taking Shay’s bullying is not the right thing to do. I predict that in the future she might begin accepting herself for who she is just like she accepts Travis and Albert for who they are.

Lesson 8 (Chapters 19, 20, and 21)

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19. Not-So- Sweet Secret

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20. Is this a good thing?

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21. Butterfly Wishes

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I can:

Notice how characters’ relationships change as characters reveal themselves

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(Model filling out goal sheet)

Intro:

We’ve noticed that Ally is developing friendships with Albert and Keisha and little by little we learn more about these characters even though they are not the main character. Or how Shay is not friendly to Ally and it affects Ally’s choices. As we read today let’s take special note of these relationships and how they might help us understand something we already read or predict what might happen later.

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Read Aloud:

Possible think alouds with embedded modeling using DOUBLE JOURNAL ENTRY. (P. 366 in Serravallo):

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Vocabulary Elaboration:

P.

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Turn/Talk or Class Convo:

Questions:

-At the end of p. 118. What are you thinking/feeling?

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*if necessary, read quote to guide conversation: “Sometimes a person will do just about anything for a wish to come true.” What does Ally want to happen? What is her deepest wish?

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  • Plot Profile--3
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Desperation
    • Bullying
    • Friendship
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

*Optional: copies of double entry sheets for students (with blank right-side)

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Lesson 8

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P. 125 “The worst kind of lonely is when you’re in a room full of people…”

Idea: Ally is so lonely and has felt so alone that she can understand the differences in these two words. :(

P.129 “It’s a good thing to be an out-of-the box thinker. People like that are world-changers.”

Meaning: Ally has a unique way of thinking--she doesn’t think it’s a good thing, but Mr. Daniels does.

P. 132 Ally realizes she has been a “dope” and is really lucky

Explanation: She thought Shay had tons of friends who all wore the same bracelets. Now she is realizing that they are not true friends like the true friendship she has with Albert and Keisha.

Lesson 9 (Chapters 22, 23, and 24)

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22. No Way to Treat a Queen

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23. Words That Breathe

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24. Imaginary Hero

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I can:

Notice how characters’ relationships change as characters reveal themselves

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(Model filling out goal sheet)

Intro:

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Read Aloud:

Possible think alouds with embedded modeling using DOUBLE JOURNAL ENTRY. (P. 366 in Serravallo):

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Vocabulary Elaboration:

P. 131 Eavesdrop

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Turn/Talk or Class Convo:

Questions:

-Let’s look back at our double journal entry and share what we’re noticing and thinking about the important events and ideas from these chapters. How are they connecting to other key events? What do you think will happen next?

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  • Plot Profile--
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Loneliness
    • Stay true to yourself
    • Self-worth
    • Friendship
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

*Optional: copies of double entry sheets for students (with blank right-side)

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Lesson 9

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Lesson 10 (Chapters 25, 26, and 27)

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25. Celebration or Devastation

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26. Stalling

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27. Half-Baked Afternoon

I can:

Track key events and character reactions

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(Model filling out goal sheet)

Intro:

Very often in life the same situation happens over and over again but you react in different ways. I know that if I went to bed late last night, I am going to have a hard time in the morning when my alarm goes off. But when my house is in order and I can get to bed on time, I know that the next morning is going to run a lot smoother. Sometimes as you are reading a book you read a part and say to yourself Oh no not again. But then you realize that something has changed with in the character and this time it is going to be different. Let’s see what happens to Ally today and how she reacts. Why is today so different?

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Read Aloud:

Possible think alouds with embedded modeling using

P. 136 (Stop after “They all know but figure I don’t). This entire chapter has been just one moment--one key moment in Ally’s life, especially with Mr. Daniels. What do they all know? T/T or jot and share. Do you agree with her or what do you predict will happen?

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P. 138 Hmm...this feels like a big moment for Ally. Why is she talking about riding a bike? T/T or jot (Also, what does that have to do with the title of the chapter, Stalling?)

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Serravallo - Pg. 370 – character connections web – Ally - Keisha

We just had an important interaction between these characters. What ideas do you have about them? Keisha is supportive, friendly, doesn’t care about Shay; Ally is self conscious, feels dumb

How does Keisha affect Ally? Keisha helps her feel better about herself

How does Ally seem different with Keisha now? Ally is happy to have a friend who supports her and understands her.

What new ideas do you have?

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Vocabulary Elaboration:

p. 137 Embarrassed, humiliated

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Turn/Talk or Class Convo:

Discussion Questions:

Open up the conversation to the students. Ask them to think about how Keisha and Shay might be alike, or how Keisha, Shay and Ally might be connected in similar or different ways. As students talk, create a character web to showcase after the discussion.

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Also, there may be some benefit to quickly highlighting the end of chapter 26, especially the discussion of fitting in and being different if it doesn’t come up in the web discussion

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  • Plot Profile--7
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Friendship
    • Support
    • Stay true to yourself (evidence p. 140 “We’re not going to fit in, but we’re going to stand out)
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

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Pre-created character web with Shay, Ally and Keisha.

Lesson 10

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Lesson 11 (Chapters 28, 29 and 30)

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28. Deal of a Lifetime

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29. Fish in a Tree

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30. Miserable King

I can:

Track key events and characters responses. Think, “is this how I would expect this character to respond or is it unexpected?”

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Another goal might be: notice when character act/respond in unexpected ways?

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(Model filling out goal sheet)

Intro:

We know that Ally is starting to open up to Keisha and is so happy to have a friend that she can relate to. As we read today, let’s continue noticing if Ally continues to change and become open to sharing with people she cares about, or if she continues to be fearful of what they think about her. We know Mr. Daniels seems to be particularly interested in her ideas and gives her compliments, which she rarely believes. I wonder if that will ever change. Let’s read and see what happens

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Read Aloud:

Possible think alouds with embedded modeling using

P. 149. This chapter was called “Deal of a Lifetime” Why do you think the author chose this title? (if more prompting is needed, ask “What else could make it a deal of a lifetime--besides no homework?”)

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P. 155 sticky note sketch of Ally against the fence with Mr. Daniels in front of him--where have we seen this before?? (Keisha and Ally in the bathroom stall)

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P. 159--we’ve seen a lot of what has happened in this chapter before--did Ally respond how you expected to Mr. Daniels? Why or why not? (The next chapter is short, but definitely come back to this idea!) Transition into character web after

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Vocabulary Elaboration:

P. 149 unfortunate (un-not, fortune-luck)

P. 151 bulging (swell or protrude)

P. 153 scoundrel (a dishonest or unscrupulous person)

p. 157 desperate

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Turn/Talk or Class Convo:

Discussion Questions:

Today students will engage in an interactive character web discussion. On a large chart paper write the names Ally and Mr. Daniels. Students can do one of two things:

  1. Students can add to the character boxes with information they know
  2. Students can make connections between characters, even adding in supporting characters if necessary

As students come up, they jot and explain what they plan to write, then call on the next person and jot quickly. Students can reference specific evidence from specific chapters or can discuss in general terms. As the web becomes more developed, push beyond the text to infer and synthesize what has been read so far.

  • Plot Profile— 4
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • desperate
    • Making a difference
    • Accepting differences or bullying
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

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Large chart paper with character web and chart markers.

Lesson 11

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Lesson 12 (Chapters 31, 32, and 33)

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31. Lots of Ways Home

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32. Screen Time

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33. Possibilities

I can:

Track key events and characters responses. Think, “is this how I would expect this character to respond or is it unexpected?”

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Another goal might be: notice when character act/respond in unexpected ways?

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(Model filling out goal sheet)

Intro:

Sometimes, especially when you’re a kid, it feels like there is only one way to do things--especially when you want to fit in. I’m thinking of Bee-Wigged and how Jerry has to look like all the other kids for people to accept him. Just like in life, characters often realize that doing something only one way doesn’t always make sense. Let’s see how this idea affects Ally and her brother Travis.

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Read Aloud:

P. 167 THINK ALOUD--this last line feels important. She’s finally filled with more hope than fear. This seems big for Ally.

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P. 173. I feel like we’ve uncovered more clues about Travis and the challenges he faces. Think back to what we know about Travis and what we’ve learned this chapter. What predictions or inferences could you make about him and how does it relate to Ally?

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Vocabulary Elaboration:

p. 165 grateful

p. 175 impossible

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Turn/Talk or Class Convo:

Discussion Questions:

Today invite students to make their own character web in their notebook. On the doc cam, model using two or more characters, but they have the option of choosing whoever they like.

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To mix up partnerships, students can either meet at Table Talk groups OR can do hands up, stand up, pair up to find someone when they are finished.

- How are Travis and Ally fighting the same battle? Who is feeling hopeful now and who is feeling hopeless? Why? (p 173)

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  • Plot Profile— 7
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • HOPE “I’m filled with fear and happiness and questions. But I’m mostly filled with hope.”
    • Making a difference (Ally wants to make a difference to Travis, and Mr. Daniels is making a difference to Ally)
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

Closing:

Did we meet our goal?

Focus level

IMPOSSIBLE to show students during chapter 33

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Plot profile sheet

Goal sheet

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Students need notebooks

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Lesson 12

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Lesson 13 (Chapters 34, 35, and 36)

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Chapter 34 – Birth of a Star

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Chapter 35 – A Picture is Worth a Gazillion Years

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Chapter 36 – In the Game of Life…

I can:

Compare how a character’s actions, feelings and thoughts change over time.

Pre-Reading: Yesterday we were once again noticing how far Ally has come since the start of the book. It got me thinking that sometimes we need to get all the information we know out in the open to really understand the changes that have occurred. One way to do this is to create a “character timeline” that lets us track characters actions and mistakes, their feelings and thoughts and key events. Since each student doesn’t have a book to read, we’ll have to work together to think about key moments from Ally’s journey so far. Good thing we’ve been leaving our thinking tracks! Let’s go back and look at some.

  • Action: sympathy card
  • Action: writing “why” over and over
  • thought: low self-esteem
  • Action: drawing her mind-movies (shows creativity)
  • Key event: new teacher, not going to send her to principal
  • Thoughts: “can full of dirt or a bag full of nothing”
  • Action: giving half her flowers to keisha
  • Feeling/action: scared to tell the truth about reading, lies about being hurt so she doesn’t have to do her work
  • Action: grabbing Shay’s cake, reveals more about their history
  • Feeling: desperation, wanting to whisper her secret to the butterfly
  • Action: explaining the difference btw alone and lonely
  • Feeling: pride in her hero presentation, Roy G. Biv
  • Thoughts: Mr. D giving her a pity award for her poem
  • Thought: IM/POSSIBLE

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Pre- Reading Lesson 13

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Action: sympathy card

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Thought: “can full of dirt or a bag full of nothing”

Action: giving half her flowers to keisha

Feeling: pride in her hero presentation, Roy G. Biv

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Thoughts: Mr. D giving her a pity award for her poem

Action: explaining the difference btw alone and lonely

Thought: IM/POSSIBLE

Action: writing “why” over and over

Action: drawing her mind-movies (shows creativity)

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Action: grabbing Shay’s cake, reveals more about their history

Key event: new teacher, not going to send her to principal

Feeling: desperation, wanting to whisper her secret to the butterfly

Feeling/

action: scared to tell the truth about reading, lies about being hurt so she doesn’t have to do her work

thought: low self-esteem

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Lesson 13 (Chapters 34, 35, and 36)

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Chapter 34 – Birth of a Star

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Chapter 35 – A Picture is Worth a Gazillion Years

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Chapter 36 – In the Game of Life…

I can:

Compare how a character’s actions, feelings and thoughts change over time.

Intro: There are times in our lives when we feel really good about something but then deep down are not really sure about it. Like when I started my new diet, I was all excited that I was going to eat healthy and make only good choices. Deep down, though, I know that I still like to snack on chocolate and cookies, so I wonder if it will really work this time. Ally is starting to feel better about herself, but she still is not completely sure that everything is going to go the way she hopes.

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Read Aloud:

During this read aloud, invite student to meet the goal for today’s reading:

-leaving thinking tracks on sticky notes during reading (or provided “sticky note paper”

-using a double-entry journal or character web to guide thinking during reading

-quick jots at the end of each chapter

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Scaffolding/support if needed:

p. 183 – Double Entry Journal

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Homework extension? – bottom p. 184 – what is author saying here?

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Vocabulary Elaboration:

P.190 relieved: no longer feeling distressed or anxious; reassured.

p. 192 - invincible: too powerful to be defeated or overcome.

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Turn/Talk or Class Convo:

Discussion Questions:

- p 184 (Show quote) “And I think of words. The power they have. How they can be waved around like a wand--sometimes for good, like how Mr. Daniels uses them. How he makes kids like me and Oliver feel better about ourselves. And how words can also be used for bad. To hurt. My grandpa used to say to be careful with eggs and words, because neither can ever be fixed. The older I get, the more I realize how smart my grandpa was.”

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-p.192 Explain/discuss this line: “And isn’t it funny--I’ve gone from invisible to invincible.”

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Mini-lesson (next page from Jennifer Seravallo)

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  • Plot Profile—5
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Believing in yourself
    • Perseverance
    • Accept differences
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

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p. 183 –Quote - “You say that you’ll grow up to be a nobody. But logically…if nobody’s perfect, then you must be perfect.”

Connection: Hmmm...this seems like a play on words in a way. Like we’re all the same because we’re all unique.

p. 189 – Interesting Language – “I want to think that Mr. Daniels doing something mean to anyone is like a fish swimming upside down and backward.”

Sketch? Meaning: very unlikely for a fish to do that. Very unlikely for Mr. Daniels to do something mean

P. 192 – Quote - “I’ve gone from invisible to invincible.”

Theory: She’s always had the potential within her, but now she’s realizing it’s possible with the help of Mr. Daniels

Lesson 13

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Text/Chapter

Character Mistake

Possible Lessons

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Mistakes lesson

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From Jennifer Serravallo’s The Reading Strategies Book

It’s good to reflect, just like in our own lives, on the past. Why might we do that? Mistakes are lessons. Even when Ally seems to know what to do or what she needs, sometimes she still makes mistakes.

Sentence starters:

  • When you (or people), ________, you (or they) should/shouldn’t learn____
  • You don’t have to _______ to _____.
  • It takes _____ to ______.
  • Try to (or not to) _________ when you _______

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Questions: What mistake did the character make?

Look for a place where the character feels badly about what he or she did--that might clue you to a mistake.

Let’s think about how the character acted right after.

Do you think the character learned?

Try to say it like a lesson.

Try to say it like a lesson that is not just about this book

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Mistakes Lesson

By Jennifer serravallo

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Lesson 14 (Chapters 37,38, 39 )

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Chapter 37 A Chicken, a wolf and a problem

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Chapter 38 Loser for President

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Chapter 39 To-shay

I can:

Compare how a character’s actions, feelings and thoughts change over time.

Pre-Reading: Give students the puzzle that Mr. Daniels gives his students. A river with a chicken, a wolf, and a bag of grain on one side of the water with a boat. You need to get all the items across but can only take one at a time. You can’t leave the wolf with the chicken and you can’t leave the chicken with the grain. Only one item across at a time.

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Intro: Sometimes you are told something over and over and over. So many times that you begin to believe it even when it’s not true. People might feel dumb, fat, stupid, nerdy, goofy only because others use those words to describe them so often that it feels true. Ally seems to be seeing things aren’t always true just because someone says it. She’s seeing more and more than she needs to believe in herself. Let’s continue to see if her actions, feelings and thoughts are changing from the beginning of the story.

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Read Aloud:

During this read aloud, invite student to meet the goal for today’s reading:

-leaving thinking tracks on sticky notes during reading (or provided “sticky note paper”

-using a double-entry journal or character web to guide thinking during reading

-quick jots at the end of each chapter

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Scaffolding/support if needed:

Double Entry Journal

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Vocabulary Elaboration:

P.202: to-shay, play on words--touche- used as an acknowledgment during a discussion of a good or clever point made at one's expense by another person.

P. 202 ally: side with or support (someone or something).

Turn/Talk or Class Convo:

Discussion Questions:

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  • Plot Profile—9
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • perseverance
    • Accept differences (learning differences)
    • Belief in yourself
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

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Closing:

Did we meet our goal?

Focus level

Plot profile sheet

Goal sheet

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Lesson 14

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Character

Motivations

Actions/ Mistakes

Ally

Wants to read

Wants to be normal

Begins working with Mr. D.

Makes friends with K and A

Shay

Wants to be liked

Wants to feel better than everyone

*new today: mom treats her how she treats others

Puts people down

Sells friendship bracelets

**Plays a mean joke on Ally

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Lesson 15 (Chapters 40, 41, 42 )

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Chapter 40 Tears of different kinds

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Chapter 41 Not-So-Secret Letter

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Chapter 42 The Gifts of No Excuses, Scotch Tape and Antibiotics

I can:

Track characters motivations, decisions and actions.

Intro: Really smart authors do not just have a character act without reason or thought. As readers we might not know all the information about a character, but little by little we begin to see what motivates a character to make decisions and pursue certain actions. This is true for Ally, Keisha, Albert and even Shay. As we read today, you’ll continue to learn new information as Ally learns it--since this story is from her perspective.

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Read Aloud:

Today invite students to create a character tracking chart.

During this read aloud, invite student to meet the goal for today’s reading:

-leaving thinking tracks on sticky notes during reading (or provided “sticky note paper”

-using a double-entry journal or character web to guide thinking during reading

-quick jots at the end of each chapter

Vocabulary Elaboration:

P.216 “stumbling over her words” visual of this would be great --make a mistake or repeated mistakes in speaking.

Turn/Talk or Class Convo:

Discussion Questions:

- It seems like the author keeps leaving us little crumbs at the end of each chapter to help us see the bigger point of this book. This line made me stop and think:

“We are all different. You care about some things and Oliver cares about others. We have to work to accept each other. Even though we may not agree.”

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Is this the first time we’ve heard something like this? Can you find evidence or other “crumbs” the author left that support this idea?

  • Plot Profile--8/9
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Be true to yourself
    • Accept differences (learning differences)
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

Closing:

Did we meet our goal?

Focus level

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Plot profile sheet

Goal sheet

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Lesson 15

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Lesson 16 (Chapters 43, 44, 45 )

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Chapter 43 Set the World on Fire

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Chapter 44 Tales of a Sixth Grade Nothing

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Chapter 45 My Brother’s Question

I can:

Track characters motivations, decisions and actions.

Intro: Before we start today I want to talk to you about a literary device many authors use. It’s called an allusion and it is a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance. It does not describe in detail the person or thing to which it refers. (show chart with common allusions).

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  • You're a regular Einstein. (allusion to a historical figure)
  • When your parents learn about your new plan to raise money, it's going to sink like the Titanic. (allusion to a historical event)
  • Don't be a Scrooge! (reference to A Christmas Carol by Charles Dickens)

There aren’t an abundance of allusions in these chapters. But one chapter does allude to another book called “Tales of a Fourth Grade Nothing” that many of you have read. It’s about a fourth grader named Peter who has trouble with his little brother fudge.

Read Aloud:

Today invite students to create a character tracking chart.

During this read aloud, invite student to meet the goal for today’s reading:

-leaving thinking tracks on sticky notes during reading (or provided “sticky note paper”

-using a double-entry journal or character web to guide thinking during reading

-quick jots at the end of each chapter

Vocabulary Elaboration:

P.

Turn/Talk or Class Convo:

Discussion Questions:

- at the end of these three chapters I’m trying to figure out what’s going on with Travis. Let’s discuss and theorize.

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  • Plot Profile--8/9
  • Think aloud/Ask: What’s the big idea?
  • Choose ONE Theme/Message word to represent the chapters:
    • Be true to yourself
    • Accept differences (learning differences)
  • Discuss the evidence for the theme word in partners or as a class
  • Choose the best

Closing:

Did we meet our goal?

Focus level

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Plot profile sheet

Goal sheet

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Character

Motivations

Actions/ Mistakes

Ally

Wants to read

Wants to be normal

Wants to be kind, have friends

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Begins working with Mr. D.

Makes friends with K and A

Makes a shirt to match Albert

Shay

Wants to be liked

Wants to feel better than everyone

mom treats her how she treats others

Puts people down

Sells friendship bracelets

Plays a mean joke on Ally

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Lesson 16

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Lesson 17 (Chapters 46, 47, 48 )

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Lesson 18 (Chapters 49, 50, 51)

I can:

(reflect on the events, characters theme, etc.)

Intro:

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We’ve been learning a lot of strategies for reading as well as habits like setting goals to help us monitor our progress. As an adult you might not sit down everyday and write out a goal, but you will surely be thinking about each of these different goals throughout a text. For the rest of the book I want to invite you to bring your reader’s notebook or other reading tools to the rug to jot or leave your thinking tracks when you feel you need to. This is what you’ll do as you independently read using your flipmark and notebook or sticky notes. I can’t wait to see what you notice and track as we finish the rest of the book!

Turn/Talk or Class Convo:

Discussion Questions:

Open up the conversation to the class. Invite students to lead and ask questions. If needed, prompt them.

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Students should bring appropriate materials or teacher should provide graphic organizers as needed to promote independence with some support.

Reading Celebration Ideas

Intro: Sometimes when we are finished reading a text that has touched us and taught us something that will help us in our own lives, it’s fun to take time at the conclusion of the book to stop, think and reflect. Today, I’m going to invite you to do just that. Ideas for reflection:

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  • Open-mind portrait
  • Write your own scene/chapter
  • Visual timeline
  • Comic
  • Poem or theme song

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Include a checklist for each project and invite students to complete in partnerships or independently. Present the work in a Gallery Showcase or presentations as appropriate.

Lesson 17 & 18

Reading celebration Projects

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Type of Project

Materials

Open-Mind Portrait

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  • Mind Templates (or make your own!)
  • Crayons/ Markers/Pencil

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Write Your Own Scene/ Chapter

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  • Lined paper
  • Narrative checklist

Visual Timeline with Captions

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  • Chart paper or construction paper
  • Crayons/Markers/Pencil

Comic

imagining a new chapter OR the

MOST IMPORTANT moment of the book

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  • Comic Strip or Graphic Novel Template
  • Crayons/Markers/Pencil
  • Narrative Checklist

Poem or Theme Song

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  • Lined Paper
  • Crayons/Markers/Pencil

Research and Report

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  • Computer/Books for research
  • Lined Paper
  • Crayons/Markers/Pencil

Name _______________________________________

Directions: Select a project to celebrate our reading of Fish in a Tree. Then, use the checklist on the back to guide your work time and set your goals.

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Project

Expectations and “How-Tos” for Fourth Grade Level!

Open-

Mind Portrait

I can:

  • Choose 1 important character from the text.
  • FIRST, Design the mind page (the sheet behind the top page). Be very clear and include text evidence. Organize the page! Include:
    • Character motivations, traits, actions, etc.
    • Details about relationships with others
    • Big decisions the character made
    • Changes over time
  • SECOND, Color the top sheet how you envision the character looking based on text evidence.
  • Add more “mind pages” if you need more space.

Write your own Scene/

Chapter

I can:

  • Write a beginning that introduces the characters and/or establishes the setting.
  • Clearly sequence events to build to a problem or challenge.
  • Write details to make my writing vivid:
    • Show, not tell feelings, actions, thoughts, etc.
    • Use sensory details (5 senses).
    • Use concrete words and phrases to make my writing precise.
    • Use dialogue to show the characters’ response to events in the story.
  • Use transitional words to sequence my story.
  • Write an ending that resolves the problem.
  • Write in complete sentences with capital letters and punctuation.

Visual Timeline

I can:

  • Create a visual timeline with captions to show a clear summary of the beginning, middle and ending
  • Draw graphics related to the text that make it easier to understand the characters and events.
  • Include specific details to show, not tell about the events and characters based on text evidence.
  • Design my timeline to utilize my personal style, layout, and neatness.
  • Include at least 5 major events or turning points

Comic

I can:

  • Create a comic that allows for the reader to get a full summary of the text.
  • Draw graphics related to the text that make it easier to understand the characters and events.
  • Include specific details to show, not tell about the events and characters based on text evidence.
  • Design my comic to utilize my personal style, layout, and neatness.
  • Include speech and thought bubbles, as well as captions in most boxes to show how the scene is unfolding.

Poem or Theme Song

I can:

  • Identify a theme that brings the entire text together.
  • Support the theme with text evidence in the beginning, middle and end of the text (make a quick graphic organizer to show your ideas!).
  • Write a poem or theme song to
  • OPTION 1: Express the theme of the book in a unique and interesting way OR
  • OPTION 2: Summarize the text including characters and main events
  • Include creative details and/or descriptions that contribute to the reader’s enjoyment (shows imagination)

Directions: Select an option to think deeper about the characters, ideas and key events of Fish in a Tree.

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These resources were created with my students in mind so they might need tweaking to be just right for yours. If you have a question on printing or suggestion to make the product better for your students, please email me at laurenaaker@gmail.com and I’ll do my best to help you out. In my experience, different printers (inkjet, laser, different brands) can sometimes have different results so a test print is helpful. I like to make things in black and white and use colored paper to add some frills. :)

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Thank you to Littlered , Red Pepper Papers, Erin Bradley Designs, Zip-A-Dee Doo-Dah Designs, Teacher Karma, Krista Wallden from Creative Clips, Jana’s Bananas, Trioriginals, Speach Cobbler, Ashley Hughes, Tales from Miss D

and Cara Carroll for their creative fonts, clipart & borders.

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