Unit Information Unit Title: Unit 7 Readers Roleplay Subject/Topic: Length (in weeks/days): English Language Arts 4 weeks Developers Curriculum Design Team Grade Level: 1 Unit Overview In this unit, readers will learn to dramatize characters that they meet in books. CCSS requires that students develop knowledge and understanding of characters in text. This unit will help readers envision as they read, read with increased fluency and comprehension and share their understanding through dramatization. Readers will learn the roles and tasks of both, actors and directors, as they explore a variety of characters and storylines. They will accomplish this through rereading, collaborative conversation with partners, developing theories, finding patterns, and acting out stories in a variety of ways. Balanced Literacy Framework Connections Interactive Read Aloud: Provide opportunities for students to participate in conversations about text on or above grade level to develop more complex thinking. For this unit, be sure to read aloud books with beloved or dynamic characters. These selections will sustain students’ interest and help them become more invested in the characters and their storylines. Shared Reading & Interactive Writing: In this unit, it is important to model acting out different parts and to show what you are thinking. This should also be a time to share books with dynamic characters and model marking places in a book where there are changes in characters’ feelings. Guided Reading Workstations: In literacy workstations, Buddy Reading Station and Storytelling Station are important in practicing conversation about characters, fluency, and role-­‐play. What’s The Big Idea (s)? • Differences in characters make them special. • We notice differences in characters’ thoughts and feelings. • We talk about characters’ special moments. • Books have patterns. 1.
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Essential Questions How do we grow as individuals from reading books? How do I find important parts of a book? Why should I have to reread? How do different parts of books show how characters change? How can I become the characters that I read about? Priority Standards 1.RL.2: Key Ideas and Details Retell stories, including key details, and demonstrate understanding of their central message or lesson. 1.RL.4: Craft and Structure Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. 1.RL.6: Craft and Structure Identify who is telling the story at various points in a text. 1.RF4: Fluency a. Read grade level text with purpose and understanding. b. Read on-­‐level text orally with accuracy, appropriate rate, and expression on successive readings. 1.RF4b: Fluency Read grade-­‐level text orally with accuracy, appropriate rate, and expression Supporting Standards 1.RF.1a: Print Concepts Recognize the distinguishing features of a sentence (e.g., first word, capitalization ending punctuation). 1.RF.2: Phonological Awareness Demonstrate understanding of spoken words, syllables, and sounds (phonemes). 1.L.5: Vocabulary Acquisition and Use d. Distinguish shades of meaning among verbs di7ering in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 1.SL.1b: Comprehension and Collaboration Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. 1.SL.1c: Comprehension and Collaboration Ask question to clear up any confusion about the topics and texts under discussion. Possible Readers Statement Part I: Readers Read and Reread, Paying Attention to What Characters Are Thinking and Feeling, and Use Smooth Storytelling Voices to Bring Out Characters’ Thoughts and Feelings 1. Readers retell a story by act out different parts. (1.RL.2 Key Ideas and Details) 2. Readers think about characters and try to become the characters as they are reading. (1.RL.2: Key Ideas and Details) (1.RL.4: Craft and Structure) (1.RL.6: Craft and Structure) 3. Readers notice places in stories where characters feelings change. (1.RL.4: Craft and Structure) 4. Readers make sure the voice in their head changes as characters’ feelings change. (1.RL.4: Craft and Structure) 5. Readers reread a story multiple times to make their voice is smooth. (1.RL.6: Craft and Structure); 1.RL.4 Fluency 6. Readers read to a partner, listen to their partner read, and talk with their partner to better understand the story. (1.RL.2: Key Ideas and Details); (1.SL.1 Comprehension and Collaboration) 7. Readers can tell the difference between a narrator and the characters in the story. (1.RL.6: Craft and Structure) 8. Readers use signals (quotation marks) to determine when a character is talking. (1.RL.6: Craft and Structure) Part II: Readers—Like Actors and Directors—Find the Important Moments in Stories and Talk and Think More Deeply about Them 9. Readers choose important scenes in their stories to retell and act out. (1.RL.2: Key Ideas and Details) 10. Readers use details from the text as they envision, make mental images to help them hold on to meaning as they read longer texts. (1.RL.2 Key Ideas and Details) 11. Readers consider setting, characters’ expression, tone and body language when they envision and act out a scene. (1.RL.2: Key Ideas and Details) (1.RL.4: Craft and Structure) (1.RL.6: Craft and Structure) (1.RF.1b: Fluency) 12. Readers use words and phrases to create vivid mental pictures. (1.RL.4: Craft and Structure) 13. Readers take on the roles of actors and directors to help retell the story as best they can. They help each other by going back to the book to look for clues/evidence on how to act out particular parts. (1.RL.2: Key Ideas and Details) (1.RF.1b: Print Concepts) 14. Directors find different ways to act out the same scene and together with the actors they use evidence from the text to decide which way is best. (1.RL.4: Craft and Structure) 15. Directors and actors work together to identify key ideas and details from the story to help them interpret the characters’ feelings and motives. (1.RL.2: Key Ideas and Details) 16. Readers pay attention to the way characters talk by using evidence from the text. (word choice, tone, emotional cues) (1.RL.4: Craft and Structure) (1.RF4b: Fluency); (1.L.5: Vocabulary Acquisition and Use) Part III: Readers Pay Attention to Patterns to Predict and Understand Characters—And We Share Our Discoveries to Grow Our Understandings 17. Readers are aware of patterns in characters’ behavior and recognize when something changes, it may mean something important is happening or about to happen to the character. For example: When a character’s feelings change suddenly or when the character gets something in the middle of the book that he has wanted since the beginning of the story. 18. Readers look for important parts in the story by finding places where something big happens, where a character has or solves a problem, where something funny or surprising happens to help them understand the characters’ point of view.
(1.RL.2: Key Ideas and Details) (1.RL.6: Craft and Structure) 19. Readers grow theories/ideas about the kind/type of person a character is in their books. (1.RL.2: Key Ideas and Details) 20. Readers sometimes revise/change their ideas about a character as they gather more information across the book. (1.RL.2 Key Ideas and Details) Part IV: Readers Read and Reread More Challenging Books with Our Partners 21. Readers choose just-­‐right books. (1.RF.4a: Fluency) 22. Readers use learned strategies to help them read unknown words. (1.RF.2: Phonological Awareness) Possible I Can Statements •
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I can retell important parts of a story by acting them out. (1.RL.2 Key Ideas and Details) I can show what a character is like by becoming/acting like the characters I am reading about. (1.RL.4: Craft and Structure) (1.RL.6: Craft and Structure) I can change my voice to match a character’s feelings. (1.RL.4: Craft and Structure) I can find/locate/identify places in a story that character’s feeling change. (1.RL.4: Craft and Structure) I can reread a story to make it sound smooth and give characters a voice. (1.RL.6: Craft and Structure); 1.RL.4 Fluency I can work and talk with a partner and ask and answer questions to understand a story. (1.RL.2: Key Ideas and Details); (1.SL.1 Comprehension and Collaboration) I can find/explain the difference between a narrator and a character. . (1.RL.6: Craft and Structure) I can use/locate quotation marks to tell when a character talks. . (1.RL.6: Craft and Structure) I can find/locate/identify the most important scenes in a story. (1.RL.2: Key Ideas and Details) I can imagine/describe a scene in a story by thinking of the setting, characters’ expression, and tone. (1.RL.2: Key Ideas and Details) (1.RL.4: Craft and Structure) (1.RL.6: Craft and Structure) (1.RF.1b: Fluency) I can use/identify words and phrases to make mental pictures of a story. (1.RL.4: Craft and Structure) I can take on the role of an actor or director. (1.RL.2: Key Ideas and Details) (1.RF.1b: Print Concepts) I can act out a scene in different ways. (1.RL.4: Craft and Structure) I can infer a character’s traits by pay attention to the way characters talk. (1.RL.4: Craft and Structure) (1.RF4b: Fluency); (1.L.5: Vocabulary Acquisition and Use) I can find/locate/identify and explain patterns in a characters’ behavior. (1.RL.2: Key Ideas and Details) I can form my own thoughts (explain/describe what I think a character is like) about characters. (1.RL.2: Key Ideas and Details) I can infer the kind/type a person a character is by paying attention to details in the text. (1.RL.2: Key Ideas and •
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Details) I can choose books that are just right for me and I can tell/explain why. (1.RF.4a: Fluency) I can use strategies to read hard words. (1.RF.2: Phonological Awareness) Essential Vocabulary Key details point of view Tone Expression patterns Central message Narrator Voice scenes Lessons (moral) Director Actor Resources Professional Text A Curricular Plan for the Reading Workshop by Lucy Calkins -­‐ Unit Seven Dramatizing Characters and Deepening Our Comprehension in Reading Clubs Sing a Song of Poetry by Gay Su Pinnell and Irene C. Fountas Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-­‐8 by Irene C. Fountas and Gay Su Pinnell Text to Use with Students Readers Theater Charts Memorable Characters Feelings Roles of Actor Roles of Director Websites http://bms.westport.k12.ct.us/mccormick/rt/RTHOME.htm (readers theater overview) http://www.thebestclass.org/rtscripts.html (for reader’s theater) http://www.scholastic.com/librarians/programs/whatisrt.htm Achievement Targets-­‐ Assessment What are the tasks implied by the verbs in the standards? What will the student be able to do? Diagnostic Informal Formal