by John Reynolds Gardine A Novel Study Standards addressed by this Module

Chapters 1 and 2-Character and Physical Traits

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

Stone Fox

Chapter 3- Character and Physical Traits

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

Chapters 4 and 5- Point of View

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Chapter 6- Inference
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Chapters 7-10
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Stone Fox Chapters 1 and 2 Objectives: TSWBAT tell the difference between a character trait and a physical trait. TSWBAT list a physical trait and a character trait for each of the main characters in chapter 1 Standards Addressed:
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

1. Mini-lesson Characterization Right there Character descriptions Inferred Character descriptions 2. Reading- Chapter 1- Read aloud (Listen to reading) Chapter 2- Read independently (Read to self) I will conference with a few students at this time. Shoot for 3 each day. 3. Lesson work/Word work Lesson Work: Character Sheets. Grandfather, Willy, Doc Smith, and Searchlight. TSW write what they think the character is like and use evidence from the text to support. Pg. number for right there descriptions and I infer this because statements Word Work: Vocabulary Chart TSW Fill in a vocabulary chart. They should use context clues or prior knowledge to decide what they think it means. Then consult another resource like a dictionary or thesaurus to decipher the actual meaning of the word. I will provide the word and the page number from the story that the word can be found on 4. Work on writing Journal Prompts TSW respond to a prompt in their journals. I expect 4-6 complete sentence with capital letters at the beginning of a sentence and periods at the end. Students should respond to the prompt fully. Give examples from the story to help justify your answer Choose one prompt. Respond to both if you have time. 1. In Chapter 1, do you think it was a good idea for Little Willy to go to Doc. Smith? Explain your answer. 2. Judge if it was valuable for willy to harvest the potatoes in Chapter 2. 5. Wrap up Pull the students back together to briefly talk about how the time went.

Mini-Lesson Characterization
1. Introduction Before we start reading our new book, I first want to talk about characters of a story. Turn and talk to your neighbor, what are characters? Generate a list on smartboard. The characters are the who of the story. They are the people (or animals) in the story that the events happen to. When you first start reading a story do you know the characters right away? 2. Define Characterization Authors use a process called characterization. Lets say that together. Characterization is how the author helps us to know the characters. There are 2 kinds of traits. There are physical traits and character traits. Physical traits tell us what the person looks like. Character traits tell us other important things like what the character acts like, what they believe in, or what they like to do. Character traits tells us what kind of a person On your boards, write one of your physical traits and one of your character traits. 3. Right there and inferred traits Sometimes the author tells us the traits in his or her words very plainly. Mrs. Swan is a medium height lady, with light brown hair and glasses Mrs. Swan is a nice teacher who tries to be fun, but works hard too. We call character descriptions like this right there characterization Sometimes we learn things about the character by their actions in the story. The author doesnt just come out and say what the character is like, but they leave it to you, the reader to decide what the character is like. What can you infer about this character? Before he went over to the field to play ball, Josh milked the cows and fed the pigs. He also helped his older brother unload the bags of feed from the back of the pickup truck. After the game, Josh helped his dad repair

the fence in the south pasture. Later that day, before going over to Chucks house, he loaded the dishwasher. From Joshs actions, you can tell that he is ______. A. truthful B. hardworking C. fun-loving D. lazy

The answer is B. If Josh milked the cows, fed the pigs, helped unload a truck, loaded the dishwasher, and helped repair a fence, then he is most likely hardworking. The article doesnt show that Josh is truthful, fun-loving, or lazy. So A, C, and D are not correct. Dr. Allison McKenna shuddered as she glanced at the valley far below. Looking down, even for a second, was a mistake. Now she was more afraid than ever. But she still kept climbing. Near the top of the mountain was an injured forest ranger. He was too badly hurt to be carried down the mountain. Because of heavy fog, there was no way a helicopter could land to take him to Valley Hospital. It was up to Dr. McKenna to do the emergency operation the man needed so badly. Biting her lip, she carefully inched her way across the ice and snow on the mountain. From Dr. McKennas actions, you can tell that she is ______. A. brave B. angry C. stubborn D. foolish

The answer is A. Even though she was afraid to climb the slippery mountain, Dr. McKenna kept going because she knew the injured forest ranger needed her. Answers B, C, and D are not correct because the article doesnt show the doctor being angry, stubborn, or foolish.

Stone Fox Chapters 1 and 2 Word Work: Vocabulary: Vocabulary Word Palomino (pg.7) What I think it means What it really means

Irrigation (pg. 12)

Determined (18)

Acre (pg 21)

Chapters 1 and 2: Characterization Write in the traits or descriptions you find for each character. If it is a right there description, write the page number next to it. If you inferred it, write I next to it.

Grandfather
Draw a picture of Grandfather Draw a picture of Little Willy

Little Willy

Physical Traits:

Physical Traits

Character Traits

Character Traits

____________________________ ____________________________

Chapters 1 and 2: Characterization Write in the traits or descriptions you find for each character. If it is a right there description, write the page number next to it. If you inferred it, write I next to it.

Searchlight
Draw a picture of Searchlight. Draw a picture of Doc Smith

Doc Smith

Physical Traits:

Physical Traits:

Character Traits:

Character Traits

____________________________ ____________________________

Stone Fox Day 2 Objectives:

TSWBAT tell the difference between a character trait and a physical trait. TSWBAT compare and contrast their school with Willys school.

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-Literacy.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

1. Mini-lesson Characterization Review the difference between physical and character traits 2. Reading- Finish chapter 2 and the accompanying work (vocab, character sheets) Read chapter 3. (read to self/ read to someone) 3. Lesson work/Word work Lesson Work: Finish the worksheet from yesterday. Answer new questions. Word Work: Trait Sort Students will decide if a trait is a physical trait or a character trait. They will sort the words into the two categories 4. Work on writing Journal Prompts TSW respond to a prompt in their journals. I expect 4-6 complete sentence with capital letters at the beginning of a sentence and periods at the end. Students should respond to the prompt fully. Give examples from the story to help justify your answer Choose one prompt. Respond to another if you have time. 3. In Chapter 1, do you think it was a good idea for Little Willy to go to Doc. Smith? Explain your answer. 4. Judge if it was valuable for Willy to harvest the potatoes in Chapter 2. 5. What do you think Willy did on the farm to earn that $50.00 5. Wrap up Pull the students back together to briefly talk about how the time went.

Character Traits

Physical Traits

Stone Fox Chapter 3 Use the Venn Diagram to compare and contrast your school to Willys school. My School Willys School

List what Willy does to get ready for winter.

Black hair Tan skinned Boy Curious Smart Helpful Wears glasses

Fat Curly hair Muscular Hardworking Funny Strong Has a scar

Tall Green eyes Skinny Lazy Dull foolish Bossy

Mini-Lesson Characterization
1. Introduction Yesterday we talked about Characterization What are characters? Who are the characters we met yesterday? 2. Review We learned there can be physical traits and character traits. What do physical traits tell us? What someone/ something looks like What do character traits tell us? What someone thinks or feels What they believe What they like 3. Practice On you board write two of YOUR physical Traits and two of your character traits Generate a list of traits on the white board with student examples 4. Today you will continue your work with characterization. If you come across more information about the four characters we talked about yesterday, go ahead and add to your character sheet. I expect that you have a lot to add to that sheet!

Stone Fox Day 4 Objective: TSWBAT describe a characters point of view and explain how that makes him or her think, feel, or act a certain way. Standards:
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

Materials:

Lesson Work page (attached) Word Work page (attached) Stone Fox book

Evaluation: Students will turn in Lesson work and occasionally word work for a grade Instruction 1. Mini-lesson Point of View 2. Reading- Chapters 4-5 3. Lesson work/Word work Lesson Work: Different points of view on events Word Work: What is the meaning of the phrase where there is a will theres a way? Find 5 prepositional phrases in the story. Write the sentence they appear in and the page number you found it on. Circle the preposition. Underline the prepositional phrase 4. Work on writing Journal Prompts TSW respond to a prompt in their journals. I expect 4-6 complete sentences with capital letters at the beginning of a sentence and periods at the end. Students should respond to the prompt fully. Give examples from the story to help justify your answer. Choose one prompt. Respond to another if you have time. Do you think Little Willy should sell the farm? What do you think Grandfather would say? Predict: What do you think Little Willy will do? 5. Wrap up Pull the students back together to briefly talk about how the time we

Mini-Lesson --- Point of view

1. Does anyone know what point of view means?

Point of view is how someone sees something. It can mean how they see something with their eyes or what they think and feel about something.

2. Modeling: Have some three-dimensional object that is different on each side. Put it
between you and a student. Take turns describing what you see. Ask; why did we have different descriptions? We were talking about the same thing?

3. Another way we talk about point of view in reading, is when the characters in the

story think or feel something different about a situation. As readers we should make judgments about why the character feels the way he or she does. We should also think about our point of view; what we think and feel

Brett and Carl were going out for recess. Brett ran out to the playground and got the good swing. It had the nicest seat and the chains felt nice in your hands. Carl felt sad. Yesterday, Brett was on the good swing the whole time. Carl said, Brett, you were on yesterday. Its my turn now. Brett replied, You should have gotten here faster. I got here first. The boys have different ideas, or different points of view, about how someone should get the swing. Turn and talk to your neighbor, What is Carls point of view? What is Bretts point of view? What is YOUR point of view?

4.

Today in our story, we hear about many different peoples points of view. Pay attention to the people who disagree with Willy as you read today. Think about why they might want Willy to do the things they tell him to

Chapter 4 and 5 Lesson Work Skill: Point of View In chapter 4, we learn about a big problem. What was the problem? How did Little Willy find out about the problem?

In chapter 5, Doc Smith still thinks Willy should live with Mrs. Peacock and let her take care of Grandfather. Willy wants to stay and work the farm and take care of Grandfather I think Doc Smith wants Willy to let Mrs. Peacock help him because

I think Willy wants to stay and work the farm because.

In chapter 5, many people think Willy should sell the farm, but Willy wants to try and save it. I think people think Willy should sell the farm because

I think Willy wants to save the farm because

Chapters 4 and 5 Word Work At the beginning of chapter 5, Little Willy remembers Grandfather had always said, Where theres a will, theres a way. What do you think Grandfather means by this?

Find 5 prepositional phrases in the story. 1. Write the sentence they appear in and the page number you found it on. 2. Circle the preposition. 3. Underline the prepositional phrase 4. If your sentence has two prepositional phrases in it, it counts as 2. Example:

The man stood in the opening. Page 30

Stone Fox ch. 6 Objective: TSWBAT draw conclusions/make inferences based on evidence from the text. Standards Addressed 3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 3.1.2.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text 3.1.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. 3.1.7.7 Explain how specific aspects of a texts illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Materials Lesson Work Page Word Work Page Stone Fox book collect the worksheets to gauge how students are doing.

Evaluation Instruction

1. Mini-lesson Inferences 2. Reading- Chapters 6 3. Lesson work/Word work Lesson Work: Inference Worksheet Word Work: Create a vocabulary Crossword puzzle 4. Work on writing Journal Prompts: Do you think it is a good idea for Little Willy to race against Stone Fox? Explain

Mini-Lesson-Inferring and drawing conclusion Objective: the story Materials: Evaluation: Instruction 1. Introduction Does anyone know what inferring means? Making an inference or drawing conclusions means we think of details about the story that the author didnt include. 2. Begin smartlesson To make an inference we use to things, evidence from the story and schema. Lets talk about evidence. What is evidence? To draw a conclusion or make and inference, we use clues from the story or pictures as evidence. Its what the author says. We all have a schema. Lets say that together; Schema. Schema is the background knowledge we have about something. So when you think of a book, its everything that comes to your mind when you think about a book. What are things you think of when I say the word book? That is you schema about book Sometimes we call inferring reading between the lines. They are things we can guess from the details the author gave us. Lets be reading detectives today and use our schemas and the evidence from some stories to make inferences! 3. Examples from slides Go through examples on slides. Use sticks to increase involvement I can use evidence from a story and my own schema to draw conclusions or infer about

http://exchange.smarttech.com/search.html?q=%22inferring%22 Lesson Work: Chapter 6 page

4. Introduce tasks for the day Today while youre reading, try to stop after every page or so and evaluate what youve read. Try to make some inferences about the characters or the story from the evidence from the text and pictures and your background knowledge or schema.

Word Work: Chapter 6

On the back of this sheet, create a word search using 6 words from chapter 6. The words could be characters or other important words At the bottom where it says word bank you should write clues so the person doing the puzzle know what words to look for. Write a description of the character or what the word means. Write the page number from the book that the word is on. If the word appears on many of the pages, just put the first page it is on. Leave the Words Im looking for section blank. That will help the person doing the puzzle remember what words to find. When youre done, trade puzzles with another person and do each others puzzle. Keep the puzzle you made in your Red reading folder.

Word Bank: Clues The word Im looking for

Lesson Work: Chapter 6 Inferences Evidence from the story (text or pictures) Schema or Background knowledge; what I already know Inference

Stone Fox Objective: TSWBAT use context clues and prior knowledge to determine the meaning of figurative language in chapters 7-10. Standards
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. CCSS.ELA-Literacy.RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

CCSS.ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

1. Mini-lesson Figurative language 2. Reading- Chapters 7-10 3. Lesson work/Word work Lesson Work: Questions Worksheet Word Work: Figurative language 4. Work on writing Journal Prompts: Do you think it is a good idea for Little Willy to race against Stone Fox? Explain Mini Lesson: Figurative Language Figurative Language is when an author says things that mean one thing but sound like another. Sometimes an author might use a metaphor The boy was so quiet and still he was invisible. Was the boy really invisible? What does this sentence mean? She gave an answer but it was dead wrong. Is someone really dying here? What does it mean? Sometimes authors use personification. This is where the author uses traits a person would have to describe a thing. It can also be when things do something a person would do. My computer hates me. Does it really hate me? What could this mean?

The wind howled during the storm. Is the wind really howling? What does this mean? Sometimes authors use hyperbole. That means they exaggerate to make a point. The boys were starving after their soccer game. Were they really starving? What does it mean? It is so hot out today, it must be a million degrees! Even when its hot, is it really a million degrees? Authors also use similes. Similes use like or as to compare one thing to anoth er. Similes are used to describe something. His hands were as rough as sand paper. Were they really that rough? Her eyes sparkled like diamonds. Did they really sparkle like diamonds? During our reading time, I have a worksheet that asks about different phrases that are figurative language. They dont really mean what they sound like. Your job is to use context clues to tell what the phrase really means. If you get stuck, you can ask.

Chapters 7-10 Word Work Figurative Language

Below is listed some figurative language the author uses. Figurative language sounds like one thing, but means another. Write what the phrase means. Example his eye was killing him (Ch. 7, p.61) His eye wasnt really killing him. The phrase means his eye hurt really badly. Lost in his thoughts (Ch. 8, p. 63)
Was he really lost?

dead even (ch. 8, p. 67)

Was someone really dead?

his face was frozen like ice (Ch. 8, p. 67)

Was it really frozen?

picking up speed (Ch 9 p. 71)

Was he really picking it up? Like with his hands?

He passed the others as if they were standing still. (Ch 9, p. 73)

Were they really standing still?

she poured on the steam (Ch 9, p. 76)

Did she really pour something?

right on his tail (Ch10, p 77) Was he really standing on his tail?

Chapter 7-10 Questions Earlier in the story, the people of the town thought Willy was foolish to think he could win the money and he should sell the farm. Did they change their minds or not? Explain

Infer. Why do you think Stone Fox did what he did at the end of the story?

What are you still wondering after the end of our story?

Write another page to the story. What do you think happened after the race?

Literacy Sequencing and Persuasive Writing Objectives: TSWBAT submit a piece of writing that retells the story of Stone Fox and attempts to persuade the reader to read or not to read Stone Fox.

Materials:

Stone Fox Writing Paper See rubric attached

Evaluation: Instruction:

1. Mini lesson on sequencing and persuasive writing Dont spend a lot of time on sequencing. They know how to tell a story in order. Persuasive Writing What is persuasive writing? Why do authors use persuasive writing? How do we convince someone to do something? (Brain storming activity) In your writing you should remember OREO State your Opinion Give a Reason Provide Examples Restate your Opinion Giving several reasons or examples of why you hold an opinion makes your argument stronger. 2. Model with Pre-writing activity 3. Give overview of literacy time today Students should keep working on the pages they are missing to turn in Students should do prewriting activity. They should use complete sentences Go over rubric for writing task

Persuasive Writing Rubric 1 Student made many mistakes in capitalization or punctuation. 2 Student made a few (1 or 2) mistakes in capitalization or punctuation. 3 Student always used capital letters at the beginning of a sentence and correct punctuation. Students told Student recalled the story out of the important order OR left out events from the a very important story in order. detail.

Mechanics Usage Good writers are sure to use correct capitalization and punctuation.

Sequencing Stories should be retold following the correct order of events. Use words like first, next, then, and finally to tell the story. Persuasive Persuasive authors state their opinion and provided details to support their opinion.

Student told the story out of order

Student did not state their opinion OR did not give reasons to support their opinion. Writing is hard to read. Paper is messy. Student did not do their best work.

My final copy is neat and readable.

Student stated their opinion but gave few examples or reasons to support their opinion Writing is kind of hard to read. Looks rushed.

Student stated their opinion and gave several examples or reasons to support their opinion. Writing is very neat and easy to read. Student used their best writing.

Prewriting Activity: Paragraph 1: Retell the story Stone Fox is a story about First, Next, Then, Finally, At the end, (optional) Paragraph 2: Persuade your reader to read Stone Fox or not read Stone Fox. **Remember OREO** State your Give

Opinion: I think you should read Stone Fox because

-OR- I dont think you should read Stone Fox because

Reasons: 1.
2.

Provide

Examples. 1.
2.

Restate your

Opinion: I think you should read Stone Fox because

-OR- I dont think you should read Stone Fox because