Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
Unit 2 Table of Contents
Following Characters into Meaning
Section




Page #
Unit Goals and Standards
Unit 2 at a Glance
English/Spanish/Russian Monthly Planner
Assessment Checklist
Lesson
Lesson Title
Lesson 1
Good readers deepen their understanding by walking in their character’s
shoes.
Lesson 2
Readers deepen their understanding of the text by making connections with
their characters. (p. 46)
Readers create mental movies while they read and revise them when
information changes. (p.35 36, 46)
Los lectores crean películas en la mente mientras leen, y las revisan cuando la
información cambia.
Readers can anticipate what a character will do next by using what they
know about the character. (Characteristics and past actions)
Readers will predict what will happen next and anticipate how it will happen
by drawing on all they know about the character
Readers connect with characters, when visualizing, predicting and thinking
about a character, all at the same time.
Los lectores conectan con los personajes, al visualizar, predecir y pensar en
un personaje, todo al mismo tiempo.
Readers pull back from reading to think about their story.
Los lectores a veces retroceden un poco de su lectura para pensar en la
historia.
Readers pause after a character has done something and say, “let me use
what just happened as a window to help me understand this person.”
Los lectores pausan después de que un personaje ha hecho algo para decir,
“voy a usar ese evento como una ventana para ver dentro del personaje y
entenderlo mejor.”
Readers understand characters are complicated by noticing that they act out
of character at times .
Lesson 3
Lesson 4
Lesson 5
Lesson 6
Lesson 7
Lesson 8
Lesson 9
3-5
6-8
9-11
12
Page #
13-14
15-16
17-19
20-22
23-25
26-28
29-31
32-35
36-38
Los lectores entienden que los personajes son complejos. A veces actúan
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Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
diferente que lo normal.
Lesson 10
Lesson 11
Lesson 12
Lesson 13
Lesson 14
Lesson 15
Lesson 16
Readers understand their characters more deeply by paying attention to
what the character keeps closest to them. Los lectores entienden mejor sus
personajes al notar los objetos que el personaje siempre tiene consigo
mismo.
Readers sharpen ideas about characters by using precise language to
describe them and their actions. They support these ideas with
excerpts from text.
Los lectores afilan sus ideas sobre los personajes al utilizar lenguaje preciso
para describir a ellos y sus acciones. Apoyan estas ideas usando extractos
(partes específicas ) del texto.
Readers form more precise theories about a character by beginning with
simple ideas and growing them as they read.
Readers pay attention to characters’ motivations and struggles to
understand them more deeply.
Los lectores prestan atención a las luchas y motivaciones de los
personajes, para entenderlos más profundamente.
Readers notice recurring themes to understand the critical essence of
the character and the story.
Los toman en cuenta los temas repetidos para entender la esencia del
personaje y la historia.
Readers take a piece of the book with them that has shaped or
changed who they are and how they think about the world.
Los lectores llevan con ellos un pedazo del libro que los ha formado y
cambiado su manera de pensar sobre el mundo.
Readers reflect on themselves as readers and create goals to extend
themselves as readers.
Los lectores se reflexionan acerca de qué tipo de lectores son, y crean
metas para extenderse como lectores.
39-41
42-45
46-48
49-51
52-54
55-58
59-61
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Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
Grade 4 Reading Unit 2
Unit of Study Planning Template
Dates:
Oct. 1-29
Unit: Following Characters into Meaning
Goals:
(These should align with
Essential Questions. Each goal
is developed in the following
planning pages- one per
goal.)



Envisioning, prediction and inference
Building theories about characters
From inference toward interpretation
Essential Questions:
(These should be aligned with
Goals.)
Standards:
4.RF.4
Read with sufficient accuracy and fluency to support
comprehension.
a. Read grade-level text with purpose and understanding.
4.RL.1
Refer to details and examples in a text when explaining what the
text says explicitly and when drawing inferences from the text.
4.RL.2
Determine a theme of a story, drama, or poem from details in the
text; summarize the text.
4.RL.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).
4.RL.6
Compare and contrast the point of view from which different stories
are narrated, including the difference between first- and thirdperson narrations.
4.RL.10
By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
4.L.3
Use knowledge of language and its conventions when writing,
speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.*
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Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
4.SL.1
Engage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4
topics and texts, building on others’ ideas and expressing their own
clearly.
a. Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation and other
information known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions and carry out assigned
roles.
c. Pose and respond to specific questions to clarify or follow up on
information, and make comments that contribute to the
discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and
understanding in light of the discussion.
4.SL.2
Paraphrase portions of a text read aloud or information presented in
diversemedia and formats, including visually, quantitatively, and
orally.
Key Vocabulary:











Anchor Texts:
The Tiger Rising-Kate DiCamillo
Because of Winn Dixie- Kate DiCamillo
Thank You Mr. Faulker/Gracias Sr. Faulker- Patricia Polacco
La colcha de los recuerdos- Patricia Polacco
Shiloh- Phyllis Reynolds Naylor
Bridge to Teribithia- Katherine Paterson
Visualization/visualizar
Precisely/precisamente
Anticipate/anticipar
Predict/predecir
Empathize/empatizar
Connect/conectar
Provocative/provocativo
Protagonist/protagonista
Recurring/recorriendo
Revise/modificar
Excerpts/extractos
Other Resources:
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Grade 4
Unit 2: Following Characters into Meaning
Assessment:
(Including CCSS
performance task.)
FORMATIVE
TABLE OF CONTENTS
SUMMATIVE
Assessment checklist
Reading journals
Anecdotal/conference notes
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Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
Unit of Study At A Glance Planner
UNIT: Following Characters into Meaning
GOAL: 1
Envisionment, Prediction, and Inference
(walking in a character’s shoes)
GOAL: 2
Building Theories about Characters
(frontload partner
GOAL:
From Inference toward
Interpretation
work during read aloud)
MINILESSONS:

Good readers deepen their understanding
by walking in their character’s shoes..
(p.31, 35,46)
o MWTP-readers notice when they
step out of their characters shoes,
and get back in them. (p. 46)
4.RML.2-1

MINILESSONS:


4.RML.2-7
Readers begin with simple ideas
about a character to grow a
theory about them. (p.41-43, 48)
o Readers develop theories
about characters knowing
they may change. (p. 4143, 48)
4.RML.2-12
Readers make connections with their
characters to deepen their understanding
of the text. (p. 46)
o Remembering to use all strategies
we’ve learned so far.

4.RML.2-2

Readers pull back from reading to
think about their story. (p. 47)
o MWTP- readers act like
their characters to
understand them more
deeply. (p.36)
MINILESSONS:
Readers create mental movies while they
read and revise them when information
changes. (p.35 36, 46)
o MWTP- stories tend to have a
predictable road map. Readers
Readers pause after a character
has done something and say, “let
me use what just happened as a
window to help me understand
this person.” (p.47, 38)
o MWTP- readers use writing
to pretend we are the
characters. (p.36)

4.RML.2-13

4.RML.2-8

Readers pay attention to
characters’ motivations and
struggles to understand them
more deeply. (p. 43, 48)
Readers notice recurring themes
to understand the critical essence
of the character and the story. (p.
43, 48)
4.RML.2-14
Readers understand characters
are complicated. Sometimes they

Readers take a piece of the book
with them that has shaped or
6
Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
UNIT: Following Characters into Meaning
GOAL: 1
Envisionment, Prediction, and Inference
(walking in a character’s shoes)
GOAL: 2
Building Theories about Characters
(frontload partner
GOAL:
From Inference toward
Interpretation
work during read aloud)
MINILESSONS:
MINILESSONS:
read expecting to be surprised and
revise their predictions based on
new information
act out of character. (p.38-39,47)
o Partners grow their ideas
by listening to each other’s
thinking. (p. 38)
4.RML.2-3

Readers empathize and can anticipate
what a character will do next. (p. 37, 46)
4.RML.2-9

4.RML.2-4

Readers not only predict what may
happen next they also anticipate how it
will happen. (p. 37, 46)
4.RML.2-5

Readers connect with characters, when
visualizing, predicting and thinking about
a character, all at the same time.
4.RML.2-6
Readers understand their
characters more deeply when they
pay attention to what the
character keeps closest to them.
(p. 38, 47)
o MWTP- Readers examine
the ways other characters
interact with their
character. (p 38, 47)
MINILESSONS:
changed who they are and how
they think about the world. (p. 44,
48)
4.RML.2-15

Readers reflect themselves as
readers and create goals to
extend themselves as readers.
4.RML.2-16
4.RML.2-10

Readers sharpen ideas about
characters by using precise
language to describe them and
their actions. They support these
ideas with excerpts from text.
(chart) (p. 39-40, 47)
o MWTP Partners use their
7
Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
UNIT: Following Characters into Meaning
GOAL: 1
Envisionment, Prediction, and Inference
(walking in a character’s shoes)
GOAL: 2
Building Theories about Characters
(frontload partner
GOAL:
From Inference toward
Interpretation
work during read aloud)
MINILESSONS:
MINILESSONS:
MINILESSONS:
reading journals to “talk
long” about their
characters. (p.40)
4.RML.2-11
8
Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
WORKSHOP CALENDAR FOR:
4th Grade Reading Unit 2
Unit of Study: Unit 2
Following characters into Meaning
MONDAY
TUESDAY
WEDNESDAY
1
Readers walk in their
character’s shoes. (p.31,
35,46)
MWTP-readers notice when
they step out of their
characters shoes, and get
back in them. (p. 46)
4.RML.2-1
2
Readers make connections
with their characters to
deepen their
understanding of the text.
(p. 46)
MWTP-Remembering to
use all strategies we’ve
learned so far.
4.RML.2-2
8
Readers not only predict
what may happen next they
also anticipate how it will
happen. (p. 37, 46)
4.RML.2-5
9
Readers connect with
characters, when
visualizing, predicting and
thinking about a character,
all at the same time.
4.RML.2-6
3
Readers create mental
movies while they read and
revise them when
information changes. (p.35
36, 46)
MWTP- stories tend to have a
predictable road map.
Readers read expecting to be
surprised and revise their
predictions based on new
information
4.RML.2-3
10
No school
Date: Oct 1-29
THURSDAY
4
Mini lesson choice day
FRIDAY
5
Readers empathize and
can anticipate what a
character will do next. (p.
37, 46)
4.RML.2-4
11
No school
12
No school
9
Grade 4
Unit 2: Following Characters into Meaning
15
Readers pull back from
reading to think about their
story. (p. 47)
MWTP- readers act like
their characters to
understand them more
deeply. (p.36)
4.RML.2-7
22
Readers sharpen ideas about
characters by using precise
language to describe them
and their actions. They
support these ideas with
excerpts from text. (chart) (p.
39-40, 47)
MWTP-Partners use their
reading journals to “talk long”
about their characters. (p.40)
4.RML.2-11
16
Readers pause after a
character has done
something and say, “let me
use what just happened as
a window to help me
understand this person.”
(p.47, 38)
MWTP- readers use
writing to pretend we
are the characters.
(p.36)
4.RML.2-8
23
Readers begin with simple
ideas about a character to
grow a theory about them.
(p.41-43, 48)
MWTP-Readers develop
theories about characters
knowing they may change.
(p. 41-43, 48)
TABLE OF CONTENTS
17
Mini lesson choice day
24
Readers pay attention to
characters’ motivations and
struggles to understand them
more deeply. (p. 43, 48)
18
Readers understand
characters are complicated.
Sometimes they act out of
character. (p.38-39,47)
MWTP-Partners grow
their ideas by listening to
each other’s thinking. (p.
38)
4.RML.2-9
19
Readers understand their
characters more deeply
when they pay attention to
what the character keeps
closest to them. (p. 38, 47)
MWTP- Readers examine
the ways other characters
interact with their
character. (p 38, 47)
4.RML.2-10
25
Readers notice recurring
themes to understand the
critical essence of the
character and the story. (p.
43, 48)
26
Readers take a piece of the
book with them that has
shaped or changed who
they are and how they
think about the world. (p.
44, 48)
4.RML.2-13
4.RML.2-14
4.RML.2-15
4.RML.2-12
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Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
29
Readers reflect themselves as
readers and create goals to
extend themselves as
readers.
4.RML.2-16
11
Name
●=
Beginning
√= Developing
4.SL.1 Pose and respond to specific
questions to clarify or follow up on
information, and make comments that
contribute to the discussion and link to the
remarks of others.
4.L.3 Use knowledge of language and its
conventions when writing, speaking, reading,
or listening
4.SL.1 Come to discussions prepared,
having read or studied required material;
explicitly draw on that preparation and
other information known about the topic
to explore ideas under discussion
4.RL.3 Describe in depth a character, setting,
or event in a story or drama, drawing on
specific details in the text
Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
Unit of Study Assessment Checklist
Unit 2: Following Characters into Meaning
Notes
X= Secure
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Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
Unit 2 Mini Lesson 1
Unit of Study:
Following Characters into Meaning
Goal:
Envisioning, predicting and inference
Teaching point:
Good readers deepen their understanding by walking in their character’s shoes.
Text:
The Giving Tree/El árbol generoso AND another familiar text
Chart(?):
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
4.RL.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).
4.RL.6
Compare and contrast the point of view from which different stories are
narrated, including the difference between first- and third- person
narrations.
Mini Lesson: (7-10 minutes total)
Connection:
We’re going to start a new unit today about characters. As we read these next week’s we are going to use our
characters to help us understand what we read.
We are going to be learning how to “walk in our characters’ shoes”. How to not just watch the story, but to
actually be part of the story, as if we ARE the character.
We can read about how they are feeling or what they are going through and feel as if we are there, walking in
their shoes.
Good readers deepen their understanding by walking in their character’s shoes.
Teach:
Watch me as I show you what this looks like. Remember we read The Giving Tree? We all enjoyed that book.
I’m going to use the apple tree as an example of me walking in characters shoes.
(flip through the book and talk as if you are the tree recalling how you felt throughout the book)
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Unit 2: Following Characters into Meaning
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I loved the boy so much; we spent so much time together when he was young. So when the boy asked for
some apples I was happy to share, I care so much about him. Then it was a long time before I saw him.
Eventually, he came to ask for my branches and again, I was eager to help. He kept coming back and wanting
more and more. I had less and less to give him. By the end, I had nothing left to give him; all I ever wanted
was his friendship.
Do you see how I put myself in the apple tree’s shoes? I pretended I was the tree. Everything I felt and did was
what the character felt and did. When we become the character we can understand what is happening more
clearly in our books.
Good readers deepen their understanding by walking in their character’s shoes
Active Involvement:
(use another text previously read to/by students)
Now it’s your turn! We read _________ the other day. You are going to get a chance to walk in your
character’s shoes.
Partner A, turn to partner B and talk about how you as that character felt and why you felt that way.
Now partner B, and talk about how you as that character felt and why you felt that way.
Good readers deepen their understanding by walking in their character’s shoes
Link: As you go off to read, remember to read as if you are the character, to walk in your characters shoes. In
your reading journals jot down your thoughts and feelings as that character. You will get to share with your
partner.
Mid-Workshop Teaching Point:
MWTP-readers notice when they step out of their characters shoes, and get back in them.
Share:
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Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
Unit 2 Mini Lesson 2
Unit of Study:
Following Characters Into Meaning
Goal:
Envisioning, prediction, and inference
Teaching point:
Readers deepen their understanding of the text by making connections with their characters.
(p. 46)
Text:
The Giving Tree/El árbol generoso, AND another familiar text
Chart(?):
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection:
Yesterday we began to walk in our character’s shoes by feeling how they were feeling and thinking their
thoughts. That really helped us understand our characters better.
Another strategy we can use is to make connections with our characters. That’s kind of like when you have a
friend who has been through something, and you really understand how they feel.
For example I had a friend who had to move to a new school. She was really sad to leave her friends behind
and nervous to start at a new school. I knew how she felt because, I had to move once and go to a new school
too. Readers can understand their characters better by making connections to how they feel or what they
think.
Good readers deepen their understanding of the text by making connections with their characters.
Teach:
Now watch me as I show you how this works. Remember when I was the apple tree? I felt used. I really
wanted to be friends with the boy, but what he could get from me was more important than my friendship.
This reminds me of when I was in school. There was a girl who acted really nice to me when she wanted to
borrow (glitter pens/mechanical pencils). But then at recess, she never wanted to play with me. That’s just
what happened between the boy and the tree in the book. The boy only came to visit the tree when he
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Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
wanted something, but never just to spend time with the tree.
Do you see how I really understood how my character felt because I thought about a time something like that
happened to me?
Good readers deepen their understanding of the text by making connections with their characters.
Active Involvement:
Now you get to try it. Think about our character from yesterday (the other book read yesterday) and take just
a moment, make a connection to something that character felt or did. Got it? Great!
I want you to use this sentence frame to help you out.
This reminds me of __________ because in the book, the character________.
Ok, now partner B, share your connection to the character. Make sure you explain WHY it’s like what
happened to the character. Use the sentence frame to help you.
Now switch. Partner A it’s your turn.
I heard __________ say _________. Did you hear how they really made a connection and explained the
reason why?
Remember good readers deepen their understanding of the text by making connections with their characters.
Link: Now, as you read today remember to be thinking about how to make a connection to how your
character is feeling or what they are doing. Good readers deepen their understanding of the text by making
connections with their characters.
Mid-Workshop Teaching Point:
Remembering to use all strategies we’ve learned so far.
Share:
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Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
Unit 2 Mini Lesson 3
Unit of Study:
Following Characters Into Meaning
Goal:
Envisioning, prediction, and inference
Teaching point:
Readers create mental movies while they read and revise them when information changes.
(p.35 36, 46)
Los lectores crean películas en la mente mientras leen, y las revisan cuando la información
cambia.
MWTP- stories tend to have a predictable road map. Readers read expecting to be surprised
and revise their predictions based on new information.
Catchy Phrase:
Text:
Oops, I better change the movie in my mind!
¡Cuidado! ¡Hay que cambiar la película en mi mente!
The Giving Tree
Chart(?):
On-going chart: How to really understand the character
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection:
The last couple of days we’ve been talking about The Giving Tree and using it to really be the character and
also make connections between what the character is feeling and what we have felt in our own lives.
Today, I want to show you another strategy for really understanding the characters in our books, and that’s to
make a mental movie in our minds; to envision what’s happening in the story. You guys have been making a
movie in your minds for a few years now. Your teachers in 3 rd grade, 2nd grade, even 1st grade taught you
about making a movie in your mind as you read.
Now, we’re going to talk about how important it is to take details from the text and revise your mental movie
as you read, because sometimes things happen that we weren’t expecting!
Readers create mental movies while they read and revise them when information changes.
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Grade 4
Unit 2: Following Characters into Meaning
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Teach:
Now watch me as I show you how this works. When I first started to read this book, I was expecting this nice
story about a friendship between a boy and a tree. I created a movie in my mind. I saw the little boy swinging
on the branches of this great big apple tree. The boy was laughing and the tree’s branches were moving a bit
as the boy swung happily. He was a nice boy and he appreciated the tree. In my movie, the boy is hanging
upside down on the branch, kind of like I did in a big oak tree in my yard when I was a kid. It’s a late summer
day and I can hear the leaves rustle a little, and the light breeze.
OK, now I’m going to read on. (Teacher reads the next page, about the boy returning as an adolescent).
That’s a little different than I was expecting. The boy seems a little selfish to me, not exactly the friend that I
was expecting him to be to the tree.
Oops, I better change the movie in my mind! (Teacher closes her eyes and envisions). Now I’m envisioning a boy who’s
a little bit older, like a teenager. He’s not interested in playing or talking very much. He quickly tells the tree that he
needs to make some money. Then he picks the apples and goes and sells them. He doesn’t even say goodbye. The tree
is left all alone. She understands and is happy to help the boy but, in my movie, she’s thinking that it would be nice if he
spent a little more time with her, like in the old days. The setting in my movie now isn’t quite so happy. I’m not hearing
the birds singing, and there might be a few more clouds in the sky.
Did you see how I had to change the movie in my mind? At first, my movie was happy and carefree. The tree loved the
boy and the boy loved the tree. But then things changed in the book. I had to change my mental movie too.
Readers create mental movies while they read and revise them when information changes.
Active Involvement:
OK, now it’s your turn. Let me read the next part (teacher reads the next part about the boy coming back as
an adult and taking the branches to build his house).
He actually cut off part of the tree?! Does that make you have to change your mental movie of this story?
Oops, I better change the movie in my mind!
Partner A, tell partner B what you are seeing in your mind right now. I want to hear details! What are you
envisioning?
That was good! I heard _________________ give some good details about what was happening in the movie
in her mind. She described what the boy (now a man) looked like, what he was wearing, what his voice
sounded like and how he cut the branches and carried them off, without even looking back.
Ok, now partner B your job is to tell how partner A’s mental movie was different from my mental movie. How
did they have to change it based on what we just read in the book?
This time I heard _________________ say that the boy was a man now, that the tree gave up her branches,
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Grade 4
Unit 2: Following Characters into Meaning
TABLE OF CONTENTS
instead of just her apples, and that she was still happy to be able to help the boy, but she looked a little sad,
standing there without her branches.
So remember, it’s important that we take the details from the story and use them to adjust, or change the
movie in our mind as we read. Because Readers create mental movies while they read and revise them when
information changes.
When we do this we can say: Oops, I better change the movie in my mind!
Link: Now, as you read today and every day from now on, remember how important it is to make that movie
in your mind! And pay attention to details in the book or changes in the plot that cause you to adjust your
mental movie. When you do, you can think (or say) Oops! I better change the movie in my mind!
Mid-Workshop Teaching Point:
Remember that authors keep their stories interesting by throwing in surprises. Readers learn this and start
expecting to be surprised. So, as you read, be looking for big events or small details that are different than
what you were expecting. Make sure you adjust your mental movie to include those new details!
Share: During the reader’s workshop or at the end, have students share with a partner one way in which they
had to change the movie in their mind as they read their book. Pick 2-3 students to share out for the class.
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Unit 2 Mini Lesson 4
Unit of Study:
Following Characters into Meaning
Goal:
Envisionment, Prediction, and Inference
(walking in a character’s shoes)
Teaching point:
Readers can anticipate what a character will do next by using what they know about the
character. (Characteristics and past actions)
Catchy Phrase:
Good readers can anticipate what a character will do next.
Text:
Previously partially read book
Chart(?):
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection:
We’ve been learning how to see the story through the eyes of the character. We’ve been creating mental
movies to really walk in the shoes of our character.
Today we’re going to use what we know about characters to anticipate what a character will do next.
Because, good readers can anticipate what a character will do next by using what they know about the
character.
Teach: (Demonstration, Shared Example/Explanation, Inquiry, or Guided Practice)
Watch me as I anticipate what the character in our read aloud will do next. First I ‘m going to think about
what I know about ___(Character). He’s shy; he has big dreams of starring in the school play. How can this
help me anticipate what he will do next?
Let me think, He is shy, but he is determined and he really, REALLY want to be in the play. I anticipate that
even though he is shy he is going to try out for the play. He is determined so he is going to practice and do a
great job and get a role in the play. (Point to sentence starter while)
Did you notice what I did? I used what I already knew about the character to anticipate what will happen
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next.
Because, good readers can anticipate what a character will do next by using what they know about the
character.
Active Involvement:
(Choose a character from the book, possibly the protagonist)
OK, now you try. First think about what you know about _____ (The character’s name)
Partner A shares characteristics and past actions about _____
Great job! I noticed how __________ (student’s name) stated what (s)he knew about the character.
Now Partner B, use that information that you and your partner know about _____ to anticipate what _____
will do next. Tell your partner “I anticipate ____ will ______ because…”
(Listen in to student responses, teacher share 1-2 responses)
WOW! What great predictions!
I noticed how __________ (student’s name) made a strong prediction using what her partner said about the
character. She/he said __________________.
She did what good readers do. Good readers can anticipate what a character will do next by using what they
know about the character.
Link:
Today and everyday when you are reading remember to think about all you know about the character to
anticipate (or make predictions) about what they will do next. Because, good readers can anticipate what a
character will do next by using what they know about the character.
In journals, as you are reading your books, I would like you to write down what you know about a character
and what you anticipate your character will do next.
Mid-Workshop Teaching Point:
Remember, good readers can anticipate what a character will do next.
Share:
Remember, good readers can anticipate what a character will do next.
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In groups of 3, students share their strong predictions. Then have 2-4 students share to the whole class.
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Unit 2 Mini Lesson 5
Unit of Study:
Following Characters into Meaning
Goal:
Envisionment, Prediction, and Inference
(walking in a character’s shoes)
Teaching point:
Readers will predict what will happen next and anticipate how it will happen by drawing on all
they know about the character.
Catchy Phrase:
Good readers can anticipate what a character will do next and how they’ll do it.
Text:
Previously partially read book
Chart(?):
Standard:
4.RL.1 Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection:
Friday we learned how to anticipate what a character will do next. We used all we knew about a character to
create our predictions.
Today we’re going to continue predicting what we think may happen next and also anticipate how it will
happen. When good readers do this they have a deeper understanding of that character.
Because, good readers can anticipate what a character will do next and how they’ll do it.
Teach: (Demonstration, Shared Example/Explanation, Inquiry, or Guided Practice)
Boys and girls, people in real life and in books don’t just do one thing, then another, then another in an
automated way. There are reasons behind their motivations and actions, and usually these are linked to who
they are as people.
Watch me as I anticipate what Trish (character in a book) will do next and how she will do it.
First I ‘m going to think about what I know about Trish (Character). She’s a great artist. She is in 5th grade and
she can’t read. She thinks she’s dumb. She is bullied.
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How can this help me anticipate what she will do next and how she will do it?
Let me think, will she ever learn to read? Will she use her art work to prove she is special? Will someone
help her learn to read? Will she ever stop being bullied?
I’m going to use these questions to help me anticipate what will happen next and how it will happen.
I think she will learn to read by asking her teacher for help. I think she will stop being bullied because she will
become friends with the bully.
Did you notice what I did? I used what I already knew about the character to anticipate what will happen next
and how it will happen.
Because, good readers can anticipate what a character will do next and how they’ll do it.
Active Involvement:
(Choose a character from the book, possibly the protagonist)
OK, now you try. First think about what you know about Mr. Faulker (The character’s name).
Partner A shares characteristics and past actions about Mr. Faulker.
Great job! I noticed how __________ (student’s name) stated what (s)he knew about the character.
How can this help you anticipate what he will do next and how he will do it?
Now Partner B, use what your partner stated about Mr. Faulker to anticipate what he will do next and how he
will do it.
Tell your partner “I think Mr. Faulker will ______ by (because)…”
(Listen in to student responses, teacher share 1-2 responses)
WOW! What great predictions!
I noticed how __________ (student’s name) made a strong prediction using what her partner said about the
character to anticipate what will happen next and how.
She/he said __________________.
She/he did what good readers do. Because, good readers can anticipate what a character will do next and
how they’ll do it.
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Link:
Today and everyday when you are reading remember to think about all you know about the character to
anticipate (or make predictions) about what they will do next and how it will happen. Because, good readers
can anticipate what a character will do next and how they’ll do it.
In journals, as you are reading your books, I would like you to write down what you know about a character
and what you anticipate your character will do next and how they will do it. When good readers do this they
have a deeper understanding of that character.
Mid-Workshop Teaching Point:
Readers read expecting to be surprised, knowing that they will sometimes have to revise their predictions-or
grow new ones-based on new information they learn as they read on.
Share:
Remember, good readers can anticipate what a character will do next and how they will do it.
In groups of 4, students share their strong predictions. Then have 2-4 students share to the whole class.
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Unit 2 Mini Lesson 6
Unit of Study:
Following Characters Into Meaning
Goal:
Envisioning, prediction, and inference
Teaching point:
Readers connect with characters, when visualizing, predicting and thinking about a character,
all at the same time.
Los lectores conectan con los personajes, al visualizar, predecir y pensar en un personaje, todo
al mismo tiempo.
Catchy Phrase:
Text:
I visualize! I predict! I think about my character…whoosh! All at once!
¡Visualizo! ¡Predigo! ¡Pienso en mi personaje…zuuum! ¡Todo al mismo tiempo!
Thank you Mr. Falker (Without having the read the ending yet, so you can make a
prediction).
Chart(?):
On-going chart: How to really understand the character
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection:
In this unit, we have talked a lot about different strategies to use to really get to know our characters (refer to chart).
We are getting pretty good at making movies in our mind as we read. We’ve also made predictions about what a
character in our books is going to do next, and how they will do it.
We’ve been doing this in order to really connect with the character, to really get to know them, just like a good friend.
As we get better at these strategies we’ll find that we do them all at the same time, as we read, maybe without even
realizing we’re doing it!
Readers connect with characters, when visualizing, predicting and thinking about a character, all at the same time.
Teach:
We do this in real life all the time, whenever we are thinking about a friend or family member that we can’t be
with right at that moment. We visualize what they’re doing now, and predict what they will do or what will
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happen next.
For example, I had a friend who just ran the Portland Marathon not too long ago. He was training really hard
for the race, running a lot to get in shape. But 3 weeks before the race, he hurt his knee. He rested his knee
for a couple of weeks and then he decided to still run the marathon.
I couldn’t go watch him run the actual marathon but I was really thinking about him during the race. I made a
movie in my mind and tried to visualize where he was on the race course. In my mental movie I could see him
run but also see the buildings of downtown Portland and all the thousands of runners who were around him. I
could see the knee brace that he wore to support his knee, and I could even hear some of his favorite songs
playing on his iPod as he ran.
I really wondered how his knee was feeling and if he was going to be able to finish the race. At the same time
I was visualizing him running, I also predicted that he wouldn’t hurt his knee again in the marathon and that
he would finish the race. My friend is pretty sensible and careful. If his knee really started hurting, he would
slow down, and even walk if he had to. But he’s also really determined. I was pretty sure he would find some
way to finish the race.
I used what I already knew about my friend to help make my prediction. And did you see how I just did all
three strategies at once? While I was thinking about my friend I was visualizing everything that was going on
around him and how he must have been feeling.
At the same time, I predicted that he would finish the race, even if he had to slow down, but he wouldn’t push
it so hard that he hurt his knee again. I did these three things: visualize, predict and think about my friend all
at the same time….whoosh!
This is exactly what we do when we’re reading. The character becomes our friend, and we think about her or
him while we read. Even if we can’t actually be in the story with them, just like I couldn’t be at the marathon
with my friend.
Readers connect with characters, when visualizing, predicting and thinking about a character, all at the same time.
Active Involvement:
Now you’re going to help me show how we do this when we read. We’ve read most of Thank you, Mr. Falker.
We got to the part where Mr. Falker has just had Trisha write a bunch of letters and numbers on the
chalkboard with a wet sponge. (Teacher reads those two pages).
Partner A, tell partner B what you are seeing in your mind right now. Visualize the classroom, what do you see,
hear and smell around you? How does Trisha feel inside?
OK! _________________ had a really detailed movie in her mind. She said she could smell the chalk dust, see
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the wet chalkboard and Trisha crying, and hear Mr. Falker trying to calm her down.
Ok, now partner B your job is to make a prediction. Will Trisha finally learn to read? How will she do it?
This time I heard _________________ say that she will learn to read because she has been smart enough to
trick so many teachers into thinking that she could read, so she must be smart enough to actually learn how to
read, with Mr. Falker’s help. Also that she REALLY wants to learn to read because reading so important in her
family. Plus, she doesn’t want kids to make fun of her anymore. Good job using what you know about Trisha
to make your prediction.
I also heard _________________say that the book is called Thank you Mr. Falker, so she must be thanking him
for teaching her how to read.
Did you see how we visualized, predicted, and thought about Trisha all at the same time? Whoosh!
Readers connect with characters, when visualizing, predicting and thinking about a character, all at the same time.
Link: Now, as you read today and every day from now on, remember to think of your character as a good
friend. Visualize, predict and think about them all at once. You’ll get faster and faster the more you do it!
Mid-Workshop Teaching Point:
Share: Choose 2 or so students to share how they visualized and predicted all while thinking about their
character as they read.
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Unit 2 Mini Lesson 7
Unit of Study:
Following Characters Into Meaning
Goal:
Building theories about characters
Teaching point:
Readers pull back from reading to think about their story.
Los lectores a veces retroceden un poco de su lectura para pensar en la historia.
Text:
We pull in to read and pull back to think. (hand motions: bring the imaginary book to your
your face to read, pull it back and put hand to chin or finger to head to think).
Nos acercamos para leer, retrocedemos para pensar.
Sentence frames: Hmm. Let me think about this. I noticed… I wonder…Maybe…
Hmm. Déjame pensar en esto. Noté (observe)… Me pregunto… A lo mejor…
Thank you Mr. Falker , The Giving Tree
Chart(?):
New chart: Making Theories about a Character
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.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).
Catchy Phrase:
Mini Lesson: (7-10 minutes total)
Connection:
So far we’ve been trying to really get to know the characters in our books. We’ve done this by using a number of
strategies (refer to “How to Really Get to Know Your Character” chart). Now we’re going to take all of this information
we know about them and make theories about our characters. We’re going to describe what type of person they are
based on their actions and feelings.
As we’ve been reading and making movies in our minds, we’ve really been getting into our stories, like if you’ve ever
read in bed with the covers over your head and the flashlight on. You get so into the book you can’t put it down! You’re
in that book, like the character! But sometimes you need to turn the imaginary lights on, pull back from reading for a
minute, and think about the book and the characters.
Readers pull back from reading to think about their story.
We pull in to read and pull back to think.
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Teach:
In Thank you, Mr. Falker, I really pulled in to read this page, when Trisha is 1st grade. (Teacher reads this page).
I could imagine Trisha sitting there looking at her book, with her teacher and the other kids watching her. Her
face getting hot and red as she tried to read the words but they didn’t make any sense to her. I pulled in to
read this page, now let me pull back (hand motions, described above) to think about the story and Trisha. I
wonder if she is going to get so frustrated that she won’t try anymore? I noticed that she used to love school
in kindergarten, but I wonder if she is going to hate it now that she’s having such a hard time reading.
Did you see how I pulled in to read, and really imagined that I was in the story, and then pulled out to think
about it? We pull in to read and pull back to think.
Readers pull back from reading to think about their story.
Here’s another example (Teacher reads the page where it says Trisha’s mom got a teaching job in California).
They’re moving to California because Trisha’s mom got a teaching job? She’s a teacher? Hmm, let me think
about this. If Trisha’s mom is a teacher, I wonder if she has noticed that Trisha can’t read. Maybe she knows
but just doesn’t know how to help her. Or maybe Trisha is so ashamed that she can’t read, that she has
hidden it from her mom. Maybe Trisha is getting good at pretending to read be able to read. So good that she
fooled her teacher mom! So, even though she can’t read very well maybe she is pretty smart in other ways
(teacher’s theory!!).
Did you see how I pulled back from reading to form a theory about Trisha? Readers pull back from reading to
think about their story.
Active Involvement:
In order to show you that we can use this strategy with any book, I’m going to get out The Giving Tree again.
I’m going to read a page and I want you to pull back (hand motion for pulling back from the book) and think
about the either the boy or the tree. See if you can form a theory about them!
(Teacher reads any page, for example, the one where the boy comes and needs money).
Partner A, you’ve been imagining yourself in the story but now I want you to pull back out of the story and
think about either the boy or the tree. We pull in to read and pull back to think. Use our sentence frames!
I heard _________________ say “I noticed that the boy didn’t even say hi to the tree. He just said he
couldn’t play because he really just needed money. It seems like he’s pretty selfish.” Great theory! The boy is
kind of selfish or self-centered. And great use of evidence too! She gave her theory and told her partner why
she thought that.
Now I’m going to read another page. Pull in while I’m reading and get the movie in your mind. But then
remember to pull back to think about the characters. We pull in to read and pull back to think. (Teacher reads
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the next page). Try to think of a theory about the tree this time. What is she like?
Ok, now partner B your job is to pull back and think about the story. Tell partner A your theory about the tree.
Good theories! I heard _________________ say “I noticed that the tree is very generous because she lets the
boy cut her branches, and he doesn’t even thank her for them.” I also heard ____________say that she is
forgiving, because she just wants to help him even though he isn’t that nice to her. Good theories! I like the
way you are pulling back out of the story to think about it, like a professor studying the story! We pull in to
read and pull back to think.
Remember, readers pull back from reading to think about their story.
Link: Now, as you read today and every day from now on, remember to pull yourself into the story as you
read, making a movie in your mind and pretending like you’re actually in the story. But sometimes you need
to pull back to think about the story, like a professor studying it. You can come up with theories about the
characters when you pull back to think. We pull in to read and pull back to think, because readers pull back
from reading to think about their story.
Mid-Workshop Teaching Point:
Readers, remember when we talked about becoming the character in our stories, back at the beginning of this
unit? We “walked in the characters shoes.” You may even remember from last year when you said “Poof! I’m
the character!” and pretended to be that character.
Readers act like their characters to understand them more deeply.
One way to do this is to act like the character. Let me show you. I’m going to pretend to be Trisha, trying to
read but nothing is making sense (teacher reads a very short sentence very slowly, with many errors. She gets
frustrated, puts her face in her hands in frustration, etc.). When I act like the character I understand her
better. I feel how frustrated and hopeless she must feel.
Readers act like their characters to understand them more deeply.
Right now, pick a character in your book. I’ll give you a minute to find something that they say in the book and
decide how they would act when they say it. Then, in your book club (or with a partner) take turns acting like
your character.
Share: Choose 2 or so students to share how they pulled back from the story to wonder something, observe
something, form a theory about a character, etc.
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Unit 2 Mini Lesson 8
Unit of Study:
Following Characters Into Meaning
Goal:
Building theories about characters
Teaching point:
Readers pause after a character has done something and say, “let me use what just
happened as a window to help me understand this person.”
Catchy Phrase:
Los lectores pausan después de que un personaje ha hecho algo para decir, “voy a usar ese
evento como una ventana para ver dentro del personaje y entenderlo mejor.”
Hey, that’s a window that helps me see into the character! (hand motion : hold hands in
front of you as if you’re framing something).
¡Oye! Eso es una ventana que me ayuda ver dentro del personaje.
Text:
Sentence frames: I think ______________(the character) is ______________
because….(evidence )
Yo pienso que ______________es/está__________________porqué……..(evidencia del texto)
The Miraculous Journey of Edward Tulane (page number references are in the Spanish
version).
Chart(?):
-Ongoing chart: Making Theories about a Character. Add “look for ‘windows’ that help us
understand what character is like inside.”
--Other chart paper to begin a boxes and bullets organizer with theories about Edward Tulane
--Visual tools poster for boxes and bullets (for reference and to introduce the format). 2-3
blank boxes drawn, each with a few bullets underneath.
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.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).
4.SL.2
Paraphrase portions of a text read aloud or information presented in
diversemedia and formats, including visually, quantitatively, and orally.
Mini Lesson: (7-10 minutes total)
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Connection:
Yesterday we learned that we can’t always pull in and put ourselves inside the books that we’re reading. Sometimes we
have to pull back and think about the story and the characters. One really important thing that we do when we think
about the characters is form a theory about them. Today we’re going to talk more about that.
Readers pause after a character has done something and say, “let me use what just happened as a window
to help me understand this person.”
When I was in college there was a study room on campus that was called the “fishbowl.” It was called that
because if you walked by it, especially at night, you could see really well what everybody was doing inside.
The walls were made of glass, all windows, just like a fishbowl is all glass. You could easily see who was inside,
who they were studying with, and if they were actually studying, or talking with friends, checking their phone,
whatever (teacher will her/his own comparison from own life).
Today I want to show you that our characters do things that give us clues into who they really are, what they
are like inside. Just like the windows in the fishbowl let everyone see what was happening inside.
When we come to one of these events in our books, we can stop and say “Hey, that’s a window that helps me
see into the character!”
Teach: In The Miraculous Journey of Edward Tulane, we are introduced, in the beginning of the story, to
Edward. We know how Edward looks on the outside, a porcelain rabbit, with real rabbit-fur ears and tail. The
girl, Abilene, takes excellent care of him and always dresses him in fine clothes and hats. Now let’s look for a
window into what he’s like on the inside. What’s his personality like?
At the bottom of page 13 (Spanish version), I think I found my first window. Let me read it to you (teacher
reads the last paragraph ).
Hey, that’s a window that helps me see inside Edward! (with window hand motion). It says that Edward’s
favorite season was winter, because it got dark earlier and Edward could see his own reflection in the
darkened windows of the house. He loved to admire his own reflection and think about how good he looked!
That tells me Edward is vain, meaning that he thinks he’s really good-looking and special. He’s very proud of
the way he looks.
Let me use our sentence frame: I think Edward is vain because….He loved to admire his own reflection in the
window when it was dark outside.
Let me look for one more window to help me understand Edward. Here, remember when Edward gets
vacuumed by the maid? And then she puts him back in the wrong spot? Let me read you this part where
Abilene comes home from school and finally finds him (teacher reads first 3 paragraphs on p. 22).
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So, Abilene is so happy to finally find him, she gives him a huge hug, tells him she loves him and that she never
wants them to be apart. Edward, instead of being happy to be reunited with Abilene, is mostly still furious
about being mistreated and disrespected by the maid. Again: Hey! That’s a window that helps me see into
the character (Edward)!
You would think that Edward would just be happy that Abilene found him, but this event shows me that he just wants to
be respected as a good-looking and important rabbit. At least at this point in the book, this is more important to him
than being loved by Abilene.
Readers pause after a character has done something and say, “let me use what just happened as a window
to help me understand this person.”
Active Involvement:
There’s a way we can show our theories about a character on paper, using our boxes and bullets visual tool. (Teacher
has a chart paper up, and also shows the template version of a boxes and bullets organizer, maybe on construction
paper). You guys are going to help me start this one about Edward, using the events, or windows, that we’ve seen so
far.
I want you all to think for 30 seconds of private think time, what is a theory, or a description of Edward Tulane, so far in
this book? Use our sentence frame: I think ______________(the character) is ______________ because….(evidence )
OK, partner A, tell partner B what your theory, or description, of Edward is so far.
Well done! I heard ______________say “I think Edward is vain because he loved to look at his own reflection in the
window.” That was what I said, so it proves she was listening during the lesson!
But now, we have this boxes and bullets paper where we are going to write our theory at the top and draw a box around
it. So, partner A again, tell partner B what I’m going to write up at the top. Just say this part of the sentence (teacher
points to the “I think _____________ is____________” part of the sentence frame.
Good. I heard ____________ say that his theory is “I think Edward is vain and just wants people to think he’s important
and good looking.” Let’s write that at the top and draw a box around it. That’s our theory.
Now, we have to do the bullets. Those are our evidence, or the windows that we found in the story to prove our theory
in the box. They helped us understand what Edward is like.
Readers pause after a character has done something and say, “let me use what just happened as a window
to help me understand this person.”
Everyone think about one bullet that we’ll put under our theory. What is one event that helped us understand Edward a
window into what he’s like inside?
Partner B, turned to partner A and tell them what your window, or event from the story is. This is the thing that proves
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or shows that Edward is vain and just wants everyone to know how special he is.
I heard _______________ talk about the time that Edward got vacuumed by the maid and put him in the wrong place.
Edward was so mad that he didn’t even care that Abilene told him she loved him.
Let’s add that to our boxes and bullets chart. (Under theory at the top, teacher puts the bullet of “He got so mad after
the maid vacuumed him that he didn’t care that Abilene was telling him that she loved him.
I also heard ______________ say that Edward is vain because he loves to look at his own self in the window, to see how
handsome he is.
Let’s add this evidence, or window, as another bullet (teacher writes it on the boxes and bullets chart).
Link: Now, as you read today and every day from now on, remember to look for when a character says or does
something that gives you a window into what they’re like. You can pause and think, “ Let me use what just
happened as a window to help me understand this person.”
From time to time I will be asking you to write your theories and evidence (“windows” from the story) on a boxes and
bullets visual tool.
Mid-Workshop Teaching Point:
Remember yesterday when we acted like the characters in our books? Another way to understand our
characters is to jot down our thoughts as if we were the character. So, as I read this book, I would say, “OK,
I’m Edward. I’m going to jot my thoughts. What do you think Edward would be thinking as Rosita was picking
him up in her mouth?
I might write something like “Oh no! She’s sniffing me! Wait a second. Ahhhhh!, I’m in her mouth!!”
Readers use writing to pretend we are the characters.
(Teacher may want to run a strategy group that focuses on jotting your thoughts as if you were the character,
or just continue to model it at times during the read-aloud).
Share: Choose 2 or so students to share what their theory about their character was, and what the event or
“window” was that showed them what the character was really like.
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Unit 2 Mini Lesson 9
Unit of Study
Following Characters into Meaning
Goal:
Building theories about characters
Teaching point (Kid
language!):
Readers understand characters are complicated by noticing that they act out of character at
times .
Los lectores entienden que los personajes son complejos. A veces actúan diferente que lo
normal.
Catchy Phrase:
“Wait, that’s not what s/he is normally like!”
--¡Espera! Él/ella normalmente no es así.
Text:
Because of Winn Dixie
Chart(?):
Standard:
3.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others’ ideas and expressing their own clearly.
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection: We’ve been doing a lot of work on studying the characters in our books. We’ve tried to visualize what’s
happening in the story, and empathized with them and how they might be feeling. Now we’re starting to form theories
about our characters. Based on what they do, we can describe them. A person might be generous, or kind, or grumpy.
But characters don’t always act the same way. Characters are complicated and sometimes they act a little differently
than normal. So today we’re going to learn that:
Readers understand characters are complicated by noticing that they act out of character at times .
When this happens, we can stop and say “Wait, that’s not what s/he is normally like!”
Teach:
When we read Because of Winn Dixie we studied the main character, Opal. If I were to describe Opal I would say that
she’s personable and friendly, because she’s pretty good at making new friends, with the help of Winn-Dixie, of course.
She’s also respectful. She’s always nice to Otis and Sweetie Pie Thomas, Gloria Dump and Franny Block. But, on pages
52-53, Opal says some disrespectful things to the Dewberry boys. (Teacher reads p. 52 and 53). So, even though Opal is
normally kind and respectful, here she tells the Dewberry boys to shut up and calls them bald babies. That’s out of
character for her. “Wait, that’s not what s/he is normally like!” Readers understand characters are complicated by
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noticing that they act out of character at times.
Opal is a complicated character. Most of the time she is respectful and kind but sometimes, and to some people, she
isn’t. But why? It’s important to think about why a character might act the way they do. Here, Winn Dixie is running
away into a scary unknown house. Opal is afraid that she will lose someone else that’s important to her. Remember,
she already lost her mom. And the whole time she is super worried about Winn Dixie getting lost, the Dewberry boys
are shouting at her saying that the house belongs to a witch and that she’s going to eat Winn Dixie if he goes in there.
And the Dewberry boys have never been very nice to Opal. So, we have a pretty good idea why Opal is acting out of
character here.
Remember, characters don’t always act the same way. Readers understand characters are complicated by noticing
that they act out of character at times. When they do, we stop and think, “Wait, that’s not what s/he is normally
like!” And then we can think about why they might be acting out of character.
Active Involvement:
Let’s try it again but this time it’s your turn to practice.
(Teacher reads p. 109, where Otis is telling Opal about going to jail for hitting a police officer).
So, partner A, tell partner B if you think Otis was acting out of character when he hit the police officer. If so, say “Wait,
that’s not what he is normally like!” and then tell your partner how Otis is acting out of character and why it is out of
character for him.
OK, that was great. I heard ____________ say that that was out of character for Otis because is usually so quiet and shy,
and he doesn’t seem like the kind of person that would call attention to himself by hitting a police officer.
Now, partner B, I want you to try to explain why Otis was acting out of character. What was going on to make him get
so mad and hit the police officer?
Great! I heard ___________ say that it was because the officer was making him stop playing his guitar for people, which
was what he really loved to do.
So, Otis is a complicated character. Normally he’s really shy but when something really important was about to be taken
away from him, he got really angry and hit a police officer.
Readers understand characters are complicated by noticing that they act out of character at times. When they do this
we stop and think, “Wait, that’s not what s/he is normally like!”
Link: So, today and every day as you read, notice characters that are complicated. When they act out of character stop
and think “Wait, that’s not what s/he is normally like!” And then think about why they are acting out of character.
When we do this, we understand our characters better in the books that we read.
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Mid-Workshop Teaching Point:
Now I want you to take the ideas about your characters as you’ve been reading, and share them with your book-club
partner. Have you noticed any complicated or complex characters? Has anyone acted out of character? One way to
grow our ideas about characters is to listen to others’ ideas about them.
(Teacher guides a fishbowl discussion between two members of a group that has been reading the same book. Try to
pick a book that has a character who acts out of character at some point).
Do you see how they talked about the characters. ______________ described how _________________acted out of
character and then ___________ talked about why he might have acted that way.
Share: Teacher picks a student or two who has done a good job of identifying complicated characters who act out of
character. Students share how the character is complicated and why may have acted out of character.
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Unit 2 Mini Lesson 10
Unit of Study
Following Characters into Meaning
Goal:
Building theories about characters
Teaching point (Kid
language!):
Readers understand their characters more deeply by paying attention to what the character
keeps closest to them. Los lectores entienden mejor sus personajes al notar los objetos que el
personaje siempre tiene consigo mismo.
Catchy Phrase:
“Why does ________ ALWAYS have that _________ with her / him? What clues does this tell
us about ____________(character)?”
--¿Por qué __________SIEMPRE tiene ese __________? ¿Qué pistas no da sobre________
(personaje)?
Text:
Esperanza Rising, Any book from The Magic Treehouse series. Example Mummies in the
Morning
Chart(?):
Standard:
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection: We’ve been talking a lot about the characters in our books, looking at what they say and what they do, and
even how they dress. All of these strategies help us form theories about our characters, so we can really understand
them better. Today we’re going to use another strategy, and that is noticing what a character keeps close to them. This
is usually an object of some kind. Lots of times these things that characters keep near and dear to them give us clues to
understand the character, so we can make a more accurate theory about him or her.
Readers understand their characters more deeply by paying attention to what the character keeps closest to them.
We can think “Why does ________ ALWAYS have that _________ with her / him? What clues does this tell us about
____________(character)?””
And then we can think about what that object means to them.
Teach:
In Esperanza Rising we read that Esperanza had to leave her home in Aguascalientes and escape to the United States.
She didn’t have many clothes or other objects to take with her. But one thing that she took with her was the doll that
her father gave her for her birthday. He didn’t get to see her open it because he was killed right before her birthday.
She kept that doll with her constantly, during her journey, frequently checking her suitcase to make sure that it was still
there. She refused to let the poor girl on the train look at it because she was afraid that the girl would get it dirty.
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(Teacher reads p. 70-71).
The doll is an example of an object that Esperanza keeps near and dear to her. I read this and I think “Why does
Esperanza ALWAYS have that doll with her?” What clues does this tell us about her?
Remember, Readers understand their characters more deeply by paying attention to what the character keeps closest
to them.
So, it seems pretty obvious why Esperanza always keeps that doll with her. It’s from her father, who was killed, and it’s
important to her. It helps her remember her father, who she loved very much.
But it also helps her remember her old way of life, when she had everything she wanted: lots of clothes, a loving family,
servants, a pretty easy life. That doll represents that happy life that she used to live, and now she doesn’t have
anymore. The thing is, she desperately WANTS to live that life still. So I think that’s why she keeps that doll so close to
her. She misses her father and her old, privileged way of life.
Active Involvement:
Let’s try it again but this time it’s your turn to practice.
I’m going to read this Magic Treehouse book, Mummies in the Morning, (Teacher reads an excerpt from this or
another one of these books, where Jack gets out his notebook and jots something down. For example, #3, Mummies in
the Morning, p. 12 and 13).
Partner B, you’re going first this time. I want you to turn to partner A and say “Why does ______ ALWAYS have that
_________with her / him? What clues does this tell us about ____________(character)?” You’re going to fill in the
blanks.
OK, that was great. I heard ____________ say “Why does Jack always have that notebook with him?” And then her
partner _____________ agreed that Jack is always pulling out his notebook.
So, now, partner B, it’s your turn. You’re going to answer the question. Why does Jack always have his notebook with
him and what clues does this tell us about Jack?
Nice job, I heard ______________ say that Jack is always using the notebook to write down his observations; things he
sees, reads, hears, etc. These notes might help him solve a problem that he and Annie might get into.
I heard ________________ answer the question: what clues does this tell us about Jack? He said that it tells us that
Jack is very observant. He knows that his observations are important and he needs to write them down so he doesn’t
forget them. Someone who writes everything down like Jack does might be called “meticulous” as well. There’s a
precise adjective for you!
You’re getting the hang of this! We’re understanding our characters more deeply by paying attention to what the
character keeps closest to them.
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Link: So, today and every day as you read, notice the objects that characters keep near and dear to them. When we
find something we can think “Why does ________ ALWAYS have that _________ with her / him? What clues does this
tell us about ____________(character)?” Because, Readers understand their characters more deeply by paying
attention to what the character keeps closest to them.
Mid-Workshop Teaching Point:
Share: Teacher picks a student or two who has done a good job of identifying objects that the character keeps close to
them, and shares out with the whole class.
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Unit 2 Mini Lesson 11
Unit of Study:
Following Characters Into Meaning
Goal:
Building theories about characters
Teaching point:
Readers sharpen ideas about characters by using precise language to describe them
and their actions. They support these ideas with excerpts from text.
Catchy Phrase:
Los lectores afilan sus ideas sobre los personajes al utilizar lenguaje preciso para describir a
ellos y sus acciones. Apoyan estas ideas usando extractos (partes específicas ) del texto.
How can I be more precise?
¿Cómo puedo ser más preciso(a)?
Text:
The Miraculous Journey of Edward Tulane, through at least page 84, if possible. (page
number references are in the Spanish version). Have page 83 enlarged.
Chart(?):
-Ongoing chart: Making Theories about a Character. Add “Use precise language to sharpen
your ideas about a character.”
--Other chart paper to begin a boxes and bullets organizer with theories about Edward Tulane
--Visual tools poster for boxes and bullets (for continued reference ).
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.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).
4.SL.1
Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known about the
topic to explore ideas under discussion.
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Mini Lesson: (7-10 minutes total)
Connection:
When I was a kid I really loved to color. I had the box of 64 Crayola crayons and I would draw and color for hours. Now
my daughter loves to color, and we often sit down together and draw and color. But one thing I have always hated was
when I have to use a dull crayon. They’re the worst! You can’t stay inside the lines very with them, and if you try to
draw with them the line is too fat and you just can’t put in details with a dull crayon. I like sharp crayons much better.
You can draw and color, even write pretty precisely with them. You can add a lot more details too!
Today we’re going to continue creating theories about our characters, using the boxes and bullets organizer. Just like
that sharp crayon, we want to sharpen our ideas, or theories, about our character. No dull theories! For crayons, you
can use a special crayon sharpener, or maybe a pair of scissors (if you’re careful!). To sharpen our ideas and theories
about characters, we have to use precise language and excerpts, or specific details, from the text.
Readers sharpen ideas about characters by using precise language to describe them and their actions. They
support these ideas with excerpts from text.
Teach: First, I want to show you how we make theories all the time about people we know in real life. For
example I have a theory about Perla. She’s a nice girl. Hmm. That’s a dull theory, just like that crayon! How
can I be more precise?
Remember, Readers sharpen ideas about characters by using precise language to describe them and their actions.
They support these ideas with excerpts from text.
OK, I’ll try using more precise language and using specific examples of things Perla does. (She’s a real person so my
excerpts from the text are examples of things Perla does in real life). I said Perla was nice, but what I really meant was
that she is always listening to me and thinking about what I’m saying when I’m talking, and she does the same thing
when other members of her book club are talking.
So, maybe a sharper theory about Perla would be that she is a good listener. Oh and I’ve seen her help other people in
her book club when they weren’t sure how to use a certain reading strategy. So now my new, sharper theory is that
Perla is a good listener who helps her classmates learn.
(Teacher writes this theory up at the top of the chart paper, draws a box around it, and puts the first bullet down
underneath).
For my bullets, I’m going to use precise, specific examples of things Perla does. (Teacher jots down two bullets: “Listens
and focuses when teacher or group members are talking” and “helps explain reading strategies to classmates when they
need help”). Do you see how this theory is more precise and sharper than just saying Perla is “nice?”
Readers sharpen ideas about characters by using precise language to describe them and their actions. They support
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these ideas with excerpts from text.
Last week we described Edward in The Miraculous Journey of Edward Tulane. We said he was vain, because
he liked to admire his own reflection in the window, and he got mad when the maid disrespected him by
vacuuming him and putting him back in the wrong spot. After reading a little more of the story, how can we
be more precise?
Now that we’ve read a little more about Edward maybe we can sharpen our theory a little more with some
more precise language. How about this? “At the beginning, Edward just loved himself because he had never
lost anyone he had cared about before.” (Teacher writes this on the top of another blank piece of paper, and
draws a box around it). This is good precise language. Now I need you guys to help me put the bullets under
this new sharper theory.
Because, Readers sharpen ideas about characters by using precise language to describe them and their actions. They
support these ideas with excerpts from text.
Active Involvement:
Now I need to think of some excerpts from the text that support my theory, like evidence or proof. Here’s
one: (Teacher reads the top half of page 83 where Edward is thinking about having lost Abilene, Lawrence and
Nellie).
I want you all to think for 30 seconds of private think time, what is the evidence from this excerpt that backs up my
theory, that Edward didn’t love or care about anyone but himself until he lost someone?
OK, partner A, tell partner B, what is Edward thinking here?
I heard ______________say that he’s thinking about how much he misses Abilene, Lawrence and Nellie and he wants
to be with them again.
So what should we put here, as a bullet, as evidence to support this theory? Partner B, take a crack at it. Tell
partner A what we should write as an example from the text to support our theory?
I heard _______________ say that we should write that when Edward is buried in the landfill, he realizes how much he
misses Abilene, Lawrence and Nellie. He wonders if that is love.
This is a very convincing example from the book. I also heard ________________ say that we should put the page
number next to our bullet. That’s called citing evidence! (Teacher writes the evidence under the theory, and puts the
page number.
I also heard _____________________say something that could be another bullet. She said that, until Edward got
thrown into the ocean, he had never lost anyone or been through a really hard time. Maybe that’s why he was only
interested in how good he looked. I think I could write that as another bullet point to prove my theory. (Teacher
writes it down on the boxes and bullets organizer.
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Readers sharpen ideas about characters by using precise language to describe them and their actions. They support
these ideas with excerpts from text.
Link: Now, as you read today and every day from now on, remember to look for ways to make your ideas and
theories about characters as sharp as possible. No dull crayons, or dull theories!! Sharpen your theories with
precise language and back them up with excerpts from the text.
As you work today, I want you to create a boxes and bullets organizer that has a sharp theory about one of
your characters. Remember to write the specific evidence from the book in the bullets section. You will use
these organizers later to “talk long” about your characters, using your boxes and bullets.
Mid-Workshop Teaching Point: Now that we’ve been jotting down some sharper theories about our
characters, and backing them up with evidence, or excerpts from the text, it’s time to “talk long” about our
characters with our reading groups (or partners). (Teacher picks a student to be her partner). Let me model
“talking long” about Edward with Janet. (Teacher models using her boxes and bullets organizer to guide her in
telling her partner her partner her theory about Edward, along with her evidence. She shows her partner the
pages where she got the evidence, and even reads some excerpts).
Now it’s your turn. Use your boxes and bullets, and refer to your book, to talk long with your book club about
your character. Make sure you are referring to excerpts from the book, and even reading the parts to your
club members that back up your theory.
Share: Teacher chooses 1 or 2 groups or pairs that did a good job of creating sharp, precise theories with
evidence from the text. She has them share a little about their theories, or she describes to the class what she
saw them do.
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Unit 2 Mini Lesson 12
Unit of Study
Unit 2 – Following Characters into Meaning
Goal:
From Inference toward Interpretation
Teaching point (Kid
language!):
Readers form more precise theories about a character by beginning with simple ideas and
growing them as they read.
Catchy Phrase:
“Okay, now I think…”
--Bueno, ahora pienso…
Text:
Esperanza Rising, or other previously-read book
Chart(?):
Character theory chart (referred to on p. 41). Three headings at the top: page #, observation,
theory / lesson / idea (all in one column)
Standard:
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection: We’ve been talking for a while now about the characters in our books, forming theories about them based
on how they act and look, and what they say. Today I want to show you how our theories change over time and move
from being general to more precise, the more we read the book. Think of your theories as growing, like plants, as you
read more about your character. By the end you have a pretty good idea of what your character is like, and how
complex he or she is.
Readers form more precise theories about a character by beginning with simple ideas and growing them as they read.
As different things happen that make us change and grow our theory, we can stop and think (refers to sentence strip)
“Okay, now I think…” because our thinking has changed.
Teach:
Let me show how we can grow our theories as we read. In Esperanza Rising, at the beginning of the story, Esperanza
lives a privileged life: a huge hacienda, lots of clothes, a loving family, servants, a pretty easy life. She has servants that
work for her and her family so she doesn’t have to work at all. Miguel and his parents work for Esperanza’s family.
Esperanza and Miguel are good friends, but Esperanza tells Miguel, on p. 17, that they could never get married because
they are “on opposite banks of a river,” because she is from a higher class and he is from a lower class (teacher reads p.
17).
So, at this point, my theory about Esperanza is that she’s spoiled. She thinks that she’s better than people with less
money, and she doesn’t have to work. (Teacher begins jotting on the character theory chart: p. 17 / “ (observation)
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Esperanza tells Miguel they are on opposites banks of the river and can’t be together” /
(theory) “Esperanza is
spoiled; doesn’t have to work; can’t mix with people of lower class). This is a pretty simple idea. Let’s see if it grows as
we read on.
Later in the story, when Esperanza and her family are on the train, Esperanza doesn’t let the poor girl play with her doll,
even though Esperanza’s mother says she should. She tells Esperanza that they too are poor as well. This was on page
70. So this still supports my theory that Esperanza is spoiled and thinks she’s better than people of a lower class, even
though now Esperanza has lost all of her money and nice things.
(Teacher adds to the theory chart. “Page 70 / (observation) On the train, Esperanza doesn’t let the poor girl play with
her doll. Mom says they are poor now too. / ( theory, idea, etc.) Esperanza still thinks she is better than poor people,
even though she is poor now too).
So things are changing for Esperanza but my theory about her still hasn’t changed that much, because she still acts the
same toward other people. Let’s see if my theory changes as I keep reading.
On pages 120-123 Miguel teaches Esperanza how to sweep the floor, so that she can do her chores in the labor camp in
California. This is the first time she ever really has to work. She tried to sweep but she didn’t know how. Now Miguel is
showing her. She starts practicing and doing it herself.
I’m going to form more precise theories about a character by beginning with simple ideas and growing them as they
read. I thought that Esperanza was spoiled and that she thought only poor people had to work.
“Okay, now I think…” …that she’s changing a little bit. Maybe she can work if she has to. She’s learning how to work a
little, so she can help out in the camp.
(Teacher jots more on the theory chart: Page 120-123 /(observation) Esperanza learns how to sweep from Miguel. She
starts working around the camp / (theory, idea, lesson) Esperanza learns that she needs to work to help her mom and
the Miguel’s family. She learns how to work a little).
Readers form more precise theories about a character by beginning with simple ideas and growing them as they read.
It’s no longer precise enough to say that Esperanza is too spoiled to work, because she’s starting to work to help her
family. I had to grow my theory as I read more. As I did this I thought, “Okay, now I think…” and I changed my theory
to make it more precise.
Active Involvement:
Now it’s your turn to try this. Let’s look at another part of Esperanza Rising. I’m going to read part of pages 168 – 170.
You are going to think about if we should grow our theory, or ideas, about Esperanza even more.
(Teacher reads excerpts from 168 – 170 talking about Esperanza deciding that she needs to work in her mom’s job to
make money to bring Abuelita up to California).
(After some private think time…) Partner A, turn to your partner and tell them what happened in this part.
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What’s your observation about Esperanza?
OK, that was great. I heard ____________ say “In this part, Esperanza is deciding on her own to take her mom’s job and
make money to send to Abuelita.“ That’s a good observation about what Esperanza on these pages.
So, now, let’s all think about how this changes our theory to make it more precise. Because Readers form more precise
theories about a character by beginning with simple ideas and growing them as they read.
(After some private think time) Now, partner B, it’s your turn. Turn to partner A and say “Okay, now I think…” and tell
them what your current theory or idea is about Esperanza.
Nice job, I heard ______________ say that Esperanza is getting more and more responsible. She decided on her own to
go to work to make money to bring Abuelita to California.” Then, I heard _______________ say that she’s learning that
she can come through for her family when they need her. (Students may also say that she realized that she’s got the
same needs as the other poor farm workers, when , at the beginning, she didn’t think she was like them and shouldn’t
mix with them).
These are great theories, and much more precise than just to say that she’s spoiled, because the more we’ve read the
more we found out that Esperanza’s not spoiled anymore. She’s changed and so has our theory about her!
Link: So, today and every day as you read, don’t be afraid to grow and change your theory about a character.
Remember: Readers form more precise theories about a character by beginning with simple ideas and growing them
as they read. Simple ideas at the beginning get more and more complex and precise as we read. As we do this we can
think: “Okay, now I think…”
(Teacher may have students make their own character theory charts as they read independently or in groups).
Mid-Workshop Teaching Point:
Share: Teacher picks a student or two who has done a good job of growing their theory as they read. They can share
their own character theory charts in small groups or with the class.
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Unit 2 Mini Lesson 13
Unit of Study:
Following Characters Into Meaning
Goal:
From Inference Toward Interpretation
Teaching point:
Readers pay attention to characters’ motivations and struggles to understand them
more deeply.
Los lectores prestan atención a las luchas y motivaciones de los personajes, para
entenderlos más profundamente.
Catchy Phrase:
What does this character want? What obstacles are in the way? What do they do about it?”
¿Qué quiere el personaje? ¿Cuáles obstáculos tiene en su camino? ¿Cómo los enfrenta?
Text:
The Miraculous Journey of Edward Tulane, or other previously-read book.
Chart(?):
-Ongoing chart: Making Theories about a Character. Add “pay attention to their struggles
and motivations (What do they want? What’s in the way? What do they do about it?)”
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection: We’ve been working a lot on making theories about the characters in our books. Today, I want
to remind you that stories are built around a problem that the character has to struggle with and overcome,
and a solution, usually at the end of the story. We can learn a lot about a character by studying what they
want, and what they have to overcome to get it. These things that stand in the character’s way are called
obstacles. Just like a big rock that’s in the middle of the road and you have to find a way to get around it.
That’s an obstacle. The characters in our books have to get around or over obstacles in order to get what they
want, and solve the problem in the story.
We understand our characters better when we notice not only what the character’s struggles are but how
they respond to them.
Readers pay attention to characters’ motivations and struggles to understand them more deeply.
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Teach: Let’s see if we can find what Edward Tulane’s struggles and motivations are. To make this easier, I’m
going to ask myself some questions:



What does Edward want?
What obstacles are in the way?
What does he do about it?”
Let me read this page again and see if I can find what Edward is really looking for (Teacher reads page 83). What does
Edward want? He wants to be with the people that have loved him. Abilene, Nellie and Lawrence. He misses them and
wants to be with them again.
What obstacles are in the way? Well, he’s just a porcelain rabbit who can’t move by himself. He can’t get up and go find
them. Also, whenever he does get to know someone, he gets taken away from them and gets lost again.
What does he do about it? As we just said, there’s not much he can do to go find the people who have loved him
because he’s made of porcelain and can’t move on his own. But what he does do is think about them. At night he lies
under the stars, looks for constellations and says the names of Abilene, Nellie, and Lawrence. This must help him deal
with the pain of losing all of his close friends. It also says here that he wondered if missing them terribly meant that he
loved them. It seems like he’s learning how to love others!
Readers pay attention to characters’ motivations and struggles to understand them more deeply.
So, now I know that Edward, who pretty much loved only himself at the beginning of the story, is learning how to love
others now. He started doing it because he’s had some big struggles, or obstacles in his way. He gets to know someone,
like Nellie and Lawrence, and they really love him, and then he gets taken from them and gets lost again. Now I
understand why he misses them so much, and I see that he’s finally learning how to love too!
Did you see how I now have a better understanding of Edward because I asked myself:
 What does Edward want?
 What obstacles are in the way?
 What does he do about it?
Ready to help me look for more of Edward’s motivations and struggles? Let me reread you this part (teacher
reads page 136, Spanish version, where Sara Ruth dies).
Turn and talk to your partner. Partner A, tell partner B the answer to this question:

What does Edward want?
Great! I heard _______________ say that Edward still wants to be loved and he especially wants to be with Sara Ruth.
Now, partner B, tell partner a the answer to this question (teacher refers to questions written on the easel or white
board):

What obstacles are in the way? Why can’t Edward be with Sara Ruth anymore?
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I heard lots of people get this one right away! _____________ said that the big obstacle is that Sara Ruth just died.
Edward can’t be with Sara Ruth, just like he can’t be with Abilene, Nellie, Lawrence, or Bull and Lucy. He’s lost another
good friend!
OK, partner A again. Ready? What does he do about it? How does he react? Before you answer, let me read you this
part. (Teacher reads bottom of 141 and first paragraph on 142).
That time I heard _____________say that he felt hurt all over. He was in pain because Sara Ruth died. I also heard
_____________ say that he wasn’t just sad, that he felt empty. He felt like nothing mattered anymore. Kind of like he
was giving up.
Very interesting observations! Now I have one more question for you. I want all of you to think about this.
Remember: Readers pay attention to characters’ motivations and struggles to understand them more
deeply.
So, now that we know some of Edwards motivations and struggles, what do we better understand about him?
(Teacher gives private think time).
Now, tell your partner the answer. What do we understand now about Edward, after looking at these struggles?
I heard some very deep understandings from some of you! ________________ said that Edward is learning how to love
others, but he’s also learning that love hurts because sometimes you lose the people you love. It might even make him
not want to love anymore.
Link: Now, as you read today and every day from now on, remember that, in every story you read, the
character is going to have struggles and motivations. Asking yourself:
“What does this character want? What obstacles are in the way? What do they do about it?” is going to help you
understand a lot more about your character.
Because: Readers pay attention to characters’ motivations and struggles to understand them more deeply.
Mid-Workshop Teaching Point:
Share: Teacher chooses 1 or 2 students that did a good job asking themselves the 3 questions about the
characters’ struggles and motivations to share with the class.
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Unit 2 Mini Lesson 14
Unit of Study:
Following Characters Into Meaning
Goal:
From Inference Toward Interpretation
Teaching point:
Readers notice recurring themes to understand the critical essence of the character
and the story.
Los toman en cuenta los temas repetidos para entender la esencia del personaje y la
historia.
Catchy Phrase:
“That happened again. It must be important!”
Eso pasó otra vez. ¡Debe ser importante!
Text:
The Miraculous Journey of Edward Tulane, or other previously-read section from a read-aloud
book.
Chart(?):
-Ongoing chart: Making Theories about a Character. Add “Pay attention to things that
happen again and again (recurring themes)”
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.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).
Mini Lesson: (7-10 minutes total)
Connection: Today we’re going to keep looking for clues, or evidence that help us understand our characters,
and the story as well. This evidence is what we use to make our theories about characters, something that
we’ve been working very hard to do.
Have you ever noticed that, in stories, often there’s something that keeps happening again and again? It
might be something that the character keeps thinking, or doing, or something that many different characters
in the story do. If it happens again and again, we call it a recurring theme. And authors don’t do this by
accident. They do it because they want you to notice. It’s a key to understanding the essence, or what’s really
important, about character or the story.
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Readers notice recurring themes to understand the critical essence of the character and the story.
Teach:
As we’ve been reading Edward Tulane, I’ve been noticing that Edward does something again and again. Let me read you
a couple of parts and then I’ll see if I can identify the recurring theme. (Teacher reads the bottom of page 77 and the
top of p. 78. Also p. 94, second paragraph, and the top of p. 175).
I’ve noticed a few times that Edward thinks about the names of the people that have loved him. It’s as simple as that,
he just says their names to himself. Sometimes while he’s looking at the constellations at night.
I can say: “That happened again! It must be important!”
Readers notice recurring themes to understand the critical essence of the character and the story
Why is this a key to understanding the critical essence of the character and the story?
I think it’s important because it means that Edward is learning how to love people. He repeats the names of the people
who have loved him, but also, that he has loved. At the beginning of the book, he didn’t repeat Abilene’s name because
he didn’t really love her. Over time in the story, however, things have happened to Edward. He has been taken from
the people that he has spent time with, and has come to love. By repeating their names, he shows that he misses them
and loves them. Why is this an important recurring theme? Because Edward’s big problem at the beginning of the story
was that he didn’t love others, just himself. That’s why Pellegrina told him she was disappointed. Now, after losing
them, he realizes he loves these people.
Active Involvement:
Now I want you to think to yourself about this story and other things that have happened again and again.
Could they help us understand the critical essence of the character and the story? I’m going to give you 30
seconds of private think time to think about this…
Now turn and talk to your partner. Partner A, tell partner B one event that has happened again and again in
this story.
Great! I heard _______________ say that Edward has been taken away from people that were special to him again and
again. (Teacher jots this, and any other recurring themes kids volunteer, on chart paper or white board.
Now, partner B, tell partner A about something that has happened again and again in his story. Can you think of one
that we haven’t mentioned yet?
This time I heard __________________ say that _______________ (possibilities include: people keep giving Edward a
new name, Edward imagines what it would be like to have wings and fly, Edward travels around to new places, etc.).
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(Teacher jots down repeated themes / events that students share).
You’ve done a good job picking out repeated themes in the story!
Readers notice recurring (or repeated) themes to understand the critical essence of the character and the story.
(If time, do this next part. If not, save it for the mid workshop teaching point).
Now can you think about how these events that happen over and over show us something important about Edward and
the story? Remember in my example, I said that it’s important that Edward repeats the names of the people he has
been with, because it shows that he is realizing that he loves them, and is learning how to love.
Why do you think these other recurring themes are important? What do they tell us about the character and the story,
because: Readers notice recurring (or repeated) themes to understand the critical essence of the character and the
story.
Turn and talk with your partner. (Possibilities include: His name changes with every person who needs him in a little
different way; his thoughts about wings show that he feels helpless in real life, can’t walk, can’t talk, close his eyes, etc.
If he had wings he would be able to get himself out of trouble, return to find the people he has lost, etc.).
(Teacher shares out what she heard the students discussing).
Link: Now, as you read today and every day from now on, remember that if something keeps happening or if
the character says or does something again and again, you can think:
“That happened again! It must be important!” Because:
Readers notice recurring (or repeated) themes to understand the critical essence of the character and the story.
Mid-Workshop Teaching Point: Do the last part of active involvement here, if you decide not to do it in the
minilesson.
Share: Teacher chooses 1 or 2 students that did a good job finding recurring themes and stating why the
theme is important (what it means).
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Unit 2 Mini Lesson 15
Unit of Study:
Following Characters Into Meaning
Goal:
From Inference Toward Interpretation
Teaching point:
Readers take a piece of the book with them that has shaped or changed who they are
and how they think about the world.
Los lectores llevan con ellos un pedazo del libro que los ha formado y cambiado su
manera de pensar sobre el mundo.
Catchy Phrase:
This part changed the way I think!
¡Esta parte cambió mi manera de pensar!
I’m going to take this piece with me and learn from it!
¡Llevo este pedazo conmigo para ensenarme en la vida!
Text:
The Miraculous Journey of Edward Tulane, or other previously-read section from a read-aloud
book.
Also have ready 1-2 previously-read books that the whole class is familiar with, and that have
useful lessons / themes (Because of Winn Dixie, Esperanza Rising, Thank you, Mr. Falker,
Charlotte’s Web).
Chart(?):
You may already have, or want to start, a wall / chart of book lessons or themes for the read
alouds you’ve done. List the title and the lessons / themes / message.
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.2
Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
4.RL.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).
Mini Lesson: (7-10 minutes total)
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Connection: We’ve followed the characters in our books through lots of adventures. They have had
problems and struggles, and had to find solutions. They’ve learned lessons along the way. Today I want to
teach you that the lessons that our characters learn are lessons we learn as well. You might learn a lesson in a
book this year that you will use throughout your life! It might make you say “Hmmm, I’ve never thought about
that before” or “That changed the way I think!” That’s why it’s important that we pay attention to the
lessons that change the characters in our books. They can change us too!
Readers take a piece of the book with them that has shaped or changed who they are and how they think about the
world.
Teach:
We talked earlier about how Edward Tulane changed as he learned how to love others. At the beginning of the book, he
only loves himself. He thinks about how good looking and special he is and gets annoyed when others disrespect him.
In the middle of the book, he learns to love people (Lawrence, Nellie, Bull, Lucy, Sarah Ruth, and Abilene) but he loses
them and misses them terribly. He’s so tired and sad from losing people he loves that he becomes disillusioned,
meaning that he doesn’t even want to love anymore. He says he’ll never do it again. He learns that love can be very,
very hard and can break your heart.
But at the very end of the story, Abilene comes into the doll store with her daughter, after all those years, and she
recognizes Edward. (Teacher rereads the last page of the book, along with the epilogue). I can see from these pages
that Edward decided to love again, to love Abilene and her daughter, and it made him very happy.
(Teacher refers to catchy phrases on white board) I’m going to take this piece with me and learn from it! Because
Readers take a piece of the book with them that has shaped or changed who they are and how they think
about the world.
I think I will use this lesson, or piece, of The Miraculous Journey of Edward Tulane whenever I lose a person or a pet that
I have loved. For example, I have a cat that’s getting kind of old. Our whole family loves this cat and we’ll be
heartbroken when he dies.
I might be tempted not to get another cat because it’s so hard when they die maybe it’s not worth it to love a pet like
that. But I’m going to have this piece of this book with me. I’m going to think of Edward Tulane and how it’s worth it in
the end to love someone because of the joy that it gives you, even if it’s so hard when you lose them.
Active Involvement:
Now I want you to think to yourself about some of the lessons we’ve learned in other books this year (or in an
earlier year). In Because of Winn Dixie , Opal learned a lot of lessons. She learned how important it is to have
a good group of friends to support each other, she learned not to judge people before getting to know them,
and she learned (like Edward learned) that you need to love the people around you while you have them,
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because you might lose them. (Teacher jots a couple of these down on the board).
Now, I want everyone to think about how to take these lessons, or pieces of the book, with you to change the
way you think.
Readers take a piece of the book with them that has shaped or changed who they are and how they think
about the world.
How can you use one of these pieces of the book in your life? (Teacher gives a few seconds of private think
time).
Now turn and talk to your partner. Partner A, tell partner B which lesson, or piece, of Winn Dixie you can use
in your life and how you might use it.
You can use this sentence frame: “I can use this lesson about __________________ when ____________.”
Great! I heard _______________ say they can use the lesson about not judging someone because of what somebody
says about them. When someone in school is gossiping about another person, she can still be that person’s friend and
not judge her. Way to take that piece of the story with you!
Now, partner B, tell partner A which lesson, or piece, of Winn Dixie you can use in your life and how you
might use it.
Remember, you can use this sentence frame: “I can use this lesson about __________________ when
____________.”
This time I heard __________________ say that he can use the lesson about supporting your friends when someone is
upset he can listen to their problem and help them solve it. I bet you will use that piece of the story over and over again
in your life!
Readers take a piece of the book with them that has shaped or changed who they are and how they think about the
world.
Link: Now, as you read today and every day from now on, remember to pay attention to those lessons that
your characters learn. Often those are lessons for you too. Take those pieces of the story with you to use in
your own life.
Readers take a piece of the book with them that has shaped or changed who they are and how they think
about the world.
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Mid-Workshop Teaching Point:
Share: Teacher chooses 1 or 2 students to share the lesson, or piece, of the book that they can take with
them, and also how they might use it in their own lives.
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Unit 2 Mini Lesson 16
Unit of Study:
Following Characters Into Meaning
Goal:
From Inference Toward Interpretation
Teaching point:
Catchy Phrase:

Readers reflect on themselves as readers and create goals to extend
themselves as readers.
Los lectores se reflexionan acerca de qué tipo de lectores son, y crean metas para
extenderse como lectores.
I can always grow as a reader! (Hand motions for grow, maybe hands coming up and out like a
plant growing).
¡Yo siempre puedo crecer como lector!
I am a reader who_____________
Soy un lector que _____________
Now I want to focus more on_______________
Ahora quiero enfocarme más en ________________
Text:
The Miraculous Journey of Edward Tulane, or other previously read-aloud book, for reference.
Chart(?):
Bulleted list of some of the types of thinking we have done we have done about our
characters in this unit:
Connections, mental movies about what’s happening, think like the character, precise
theories with evidence, predict character’s actions, finding motivations and struggles, taking a
lesson / piece to use in your life.
Gather other example charts from the unit where you demonstrated some of this thinking.
Or prepare some sticky notes that show some of this thinking (or some sketchy thinking as a
non-example) and put them in the read-aloud, for reference during the lesson.
Standard:
4.RL.1
Refer to details and examples in a text when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.2
Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
4.RL.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).
4.SL.2
Paraphrase portions of a text read aloud or information presented in
diversemedia and formats, including visually, quantitatively, and orally.
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Mini Lesson: (7-10 minutes total)
Connection: Well, we’ve reached the end of our character unit. We have done so much great thinking about
our characters. Look at all of the skills we’ve been working on! (shows students the bulleted list, above). But
that doesn’t mean we’re experts on all of these. We’ll keep reading and practicing for the rest of our lives!
Readers reflect on themselves as readers and create goals to extend themselves as readers.
This means that sometimes we need to make a theory about ourselves as readers, to say “I’m the kind of
reader who is good at one kind of thinking but needs to focus a little more on another kind of thinking (refers
to chart).
Today we’re going to look at the work we’ve done in our sticky notes and readers’ notebooks. Then we’ll
reflect on ourselves as readers by making a theory about ourselves and the kind of thinking we do when we
read.
Active Involvement:
Now I want you all to think about yourselves as readers. Look up at our list of the types of thinking we have
practiced as we have read in this unit. I want you to think about the sticky notes and journal entries you’ve
written and pick one of these types of thinking that you are pretty good at.
(Teacher gives a few seconds of private think time).
Now, partner A, use this sentence frame and tell partner B something you do well as a reader:
I am a reader who_____________...and fill in the blank with something from this list.
I heard _______________say that she is a reader who makes mental movies about what is happening while she reads.
Great!
Now, partner B, use the sentence frame to tell partner A what you do well as a reader.
I heard___________________....
OK, this time I want you to think about one of these areas that you need more work in. We all have things we’re trying
to get better at. This is going to be your goal. Take 30 seconds of private think time to come up with one area in which
you need to focus more to improve as a reader.
Now, Partner B, use this sentence frame to tell partner B what you’re goal is as a reader :
Now I want to focus more on_______________
I heard _________________ say that now he wants to focus more on picking a lesson or piece of the book to take with
him and use in his life. That’s pretty important, and a good goal to have!
Partner A, it’s your turn. Use the sentence frame to tell partner B your goal as a reader.
I heard ___________________ say…
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Great goal-setting, everybody! This is important because:
Readers reflect on themselves as readers and create goals to extend themselves as readers.
Link: Now, before you start reading your books today, I first want you to look at the sticky notes and journal
entries you’ve written. Make sure that the goal you set is something that you really need to work on. Just I
did when I looked at my sticky notes, and boxes and bullets, see what you have done pretty well and what is
still a little sketchy. Then, when you’re sure about your goal, write it down in your reader’s notebook, because
Readers reflect on themselves as readers and create goals to extend themselves as readers.
Note: You may want to have students just jot their strength and goal in a special section of their notebook, or create a
bookmark, poster, etc. that has their strength and goal on it, as a celebration of their learning from the unit.
Mid-Workshop Teaching Point:
Share: Teacher chooses 1 or 2 students to share their strengths and goals as readers.
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