Character Education Novel Unit Schooled by Gordon Korman

1
Character Education Novel UnitSchooled by Gordon
Korman
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Day 1 BellringerAssemble Your Learning
Journal
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Essential Questions

• How can we show others respect?
• Is change positive?  Negative?

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Day 1 Chapters 1-3

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• I can use active reader strategies to gain
  meaning from the text.  (predicting, questioning,
  clarifying, connecting, commenting, inferring,
  etc.).
• Are there any words that you do not understand in
  the learning targets?

5

• Inside your Learning Journal, assess yourself on
  each of these learning targets.
• Here is an example

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Day 1 Say Something Strategy

• Read as much as your hand will cover, then Say
  Something (see below) about what you just read
  before moving on.
• Make a prediction
• Ask a question
• Clarify your thoughts
• Make a comment
• Make a connection
• If you can do one of these things about what you
  read, then keep reading. If not, then re-read.

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Day 1 Chapters 1-3

• Listen as I read Chapters 1-2 aloud to you.
• Purpose for Reading
• pg. 8, par.7 We talk it out, think it out, work
  it out is one of Rains sayings. Is this good
  advice for problem solving? Why or why not?
• Your Job
• Think about the purpose question.
• Try to identify when I use the Say Something
  Strategy.
• Make a note in your Learning Journal when you
  hear me do one of these things.

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Day 1 Chapters 1-3

• Read Chapter 3 with a partner or independently
• Practice using the Say Something strategy as
  you read.
• Chapter 3 Purpose Question
• Zach ends his chapter by saying, This was my
  year. What does he mean by that? How do you
  predict Zachs year will turn out?

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Day 1 Homework

• Read Chapters 4-6
• Purpose for Reading What does the author tell us
  about Cap, Hugh, or Zachs characters?
• Choose a character to focus on for tomorrows
  analysis Cap, Hugh, or Zach
• Come to class ready to describe that character
  and have an example from the book to support your
  description.
• Think about the character from multiple points of
  view the characters point of view and the other
  characters view of that person

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Day 2 Bellringer

• Write your learning targets on the LEFT side of
  your learning journal.
• I can analyze a character using the FAST
  strategy.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

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Day 2 Chapters 4-6
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Day 2 Chapters 4-6
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Day 2 Chapters 4-6
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Day 2 Chapters 4-6

• Expert Groups
• Use the FAST approach to analyze a character (see
  handout).
• FYI
• Feelings/Thoughts must come from the characters
  point of view, but Actions/Saying can also be
  observed by other characters.
• Use text evidence (quote or example from the
  text page number included) to support your
  analysis.
• Use the back of the character map to write
  explanations using text evidence (quotes or
  examples).
• You will use the back page as your present your
  character to another group.

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Day 2 Homework

• Read Chapters 7-9 (Dont forget to use the Say
  Something Strategy!)
• Purpose for Reading
• What do you think the author is trying to tell
  the reader so far? Why do you think that? Find
  examples in the text to support your answer.

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Day 3 Bellringer

• Write your learning targets on the LEFT side of
  your learning journal.
• Chapters 4-6
• I can analyze a character using the FAST
  approach.
• I can analyze how the author develops the theme
  through characters.
• Chapters 7-9
• I can determine the theme (authors message) in a
  paragraph, chapter, and novel.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

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Day 3 Chapters 4-6

• Jigsaw- 12-15 minutes (4-5 minutes each person)
• Get into new groups (teacher-chosen)
• Share your character map with your new group
  members and learn about the other characters as
  well.
• Presenting Student -
• Share Character Map and text-evidence
• Have group members go to page/paragraph to reread
  the evidence.
• Listening Students-
• Determine if the text evidence supports the FAST
  analysis

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Day 3 Chapters 4-6

• Self-Assessment (2-3 minutes)
• Look back at your learning targets for Chapters
  4-6
• Chapters 4-6
• I can analyze a character using the FAST
  approach.
• I can analyze how the author develops the theme
  through characters.
• Check I got it.
• Star Im getting there.
• Circle I need help with this one.

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Day 3 Chapters 7-9

• Think-Write- Pair-Share (12-15 minutes)
• When you are unkind to others, it is usually
  because you dont believe that you, yourself,
  deserve kindness (pg. 48)
• Think (1 minute)
• Is the quote on page 48 an appropriate theme
  (message from the author) for the story so far?
  Why or why not?
• Write Write your response to the above prompt (5
  minutes)
• Pair Share your thoughts with a partner (1
  minute)
• Share with the group (2-3 minutes)

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Day 3 Chapters 7-9

• Self-Assessment (2-3 minutes)
• Look back at your learning targets for Chapters
  4-6
• Chapters 7-9
• I can determine the theme (authors message) in a
  paragraph, chapter, and novel.
• I can write to reflect on and explain my
  thinking.
• Check I got it.
• Star Im getting there.
• Circle I need help with this one.

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Day 3 Exit Ticket Homework

• Exit Ticket
• Respond to this question on the sticky note
  before you leave. Put them on the board and sort
  them by character.
• Which character is the author using to develop
  this theme? Why do you think this?
• Homework
• Read Chapters 10-12 (Dont forget to use the Say
  Something strategy while you read.)
• Purpose for reading
• What is the authors message (theme) in these
  chapters?
• How does the author use the characters decisions
  to develop the theme?

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Day 4 Bellringer

• Writing Prompt (5 minutes)
• Draw a bus that uses the whole page.
• Draw 5 lines inside the bus. Choose one of these
  two quotes from Rain (Rain isms) and write 5
  sentences to describe what you think about her
  ideas.
• You always know what you are doing when youre
  doing the right thing.
• A Community thrives when each member does what
  he/she is good at.

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Day 4 Chapters 10-12

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• Chapters 10-12
• I can analyze how the author develops the theme
  through dynamic characters.
• I can evaluate to make an informed decision.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

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Day 4 Chapters 10-12

• Focus Question
• How does the author use the characters decisions
  to develop the theme?
• Decisions, Decisions
• Thinking Critically about Characters Decisions
• Chalk Talk
• Human Likert Scale

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Day 4 Homework

• Read Chapters 13-16 (Dont forget to use the Say
  Something Strategy while you read.)
• Purpose for Reading Sophies Dad, Rain, and Cap
  choose to act a certain way in these chapters.
  Are these positive or negative actions? Why do
  you think so? Be prepared to discuss.

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Day 5 Bellringer

• Writing Prompt (5 minutes)
• Draw a ladder that takes up the whole page with
  at least 5 rungs.
• Choose one of these Rain isms and write 5
  sentences on the rungs to describe what you think
  about her ideas
• Following rules is more important than living
  your life
• When people are negative, they are trying to put
  duct tape on their own damaged souls.
• When we judge others, we are really judging
  ourselves.

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Day 5 Chapters 13-16

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• Chapters 13-16
• I can analyze how the author develops the theme
  through dynamic characters.
• I can evaluate to make an informed decision.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

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Day 5 Chapters 13-16

• Steps for Decision-Making
• Alternatives Think of many, varied things you
  could do.
• Criteria Think of the varied questions you need
  to ask about these things you could do. Samples
  are below
• Weighing Use your answers to help you make a
  decision.
• Is it safe?
• Will anyone get hurt?
• What does my conscience say?
• What would my parents think?
• Decision State your final decision.
• Reasons Give many, varied reasons for your
  decision.

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Day 5 Chapters 13-16

• Independently
• Choose a character from Chapters 13-16.
• Identify a decision that character made.
• Use the decision making foldable to evaluate
  whether the character made a good decision or a
  poor decision.
• Be prepare to explain your thoughts.
• Whole Class Discussion
• How does the author use these decisions to
  develop the character and affect the theme?

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Day 5 Homework

• Read Chapters 17-20 (Dont forget to use the Say
  Something Strategy while you read.)
• Purpose for Reading
• How does the author use Hughs decision in these
  chapters to communicate his character trait?

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Day 6 Bellringer

• Writing Prompt (5 minutes)
• Draw a picture of a bracelet (a circle with with
  5 sparkles coming from the jewels of the
  bracelet).
• Choose one of the two Rain isms below, and
  write 5 sentences the sparkles to explain whether
  you agree with Rain or not...
• 1)There should be no limit on giving. Only
  taking
• 2) Popularity has nothing to do with the truth

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Day 6 Chapters 17-20

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• Chapters 17-20
• I can analyze how the author develops the theme
  through characters.
• I can analyze a character using the FAST
  approach.
• I can write to reflect on and explain my
  thinking.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

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Day 6 Chapters 17-20

• Independently, analyze Hugh using the Character
  Map (see handout)
• When you finish, get with a partner to discuss
  these questions
• Has Hugh changed any since the beginning of the
  book? If so... how? If not, explain.

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Day 6 Homework

• Read Chapters 21-24 (Dont forget to use the
  Say Something Strategy while you read.)
• Purpose for reading How does looking the other
  way communicate that you approve of something?

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Day 7 Bellringer

• Writing Prompt (5 minutes)
• Draw a large swirl represent Caps tie-dye
  shirt.  
• Write 5 sentences to describe what you believe
  Rain means when she says, We always try to save
  the world, but sometimes the world doesnt want
  to be saved.

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Day 7 Chapters 21-24

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• Chapters 21-24
• I can determine the theme (authors message) in a
  paragraph, chapter, and novel.
• I can analyze how the author develops the theme
  characters.
• I can analyze a character using the FAST
  approach.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

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Day 7 Chapters 21-24

• Poll Everywhere
• Poll 1
• On pg. 156 Mr. Kasigi says, When I chose to look
  the other way, I was sort of putting a stamp of
  approval on it. What does he mean by this?
• Poll 2
• Make a list of many, varied characters that
  looked away.

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Day 7 Chapter 21-24

• RAFT Activity
• Choose one of the characters that looked away
  listed in Poll 2.
• Create a product that communicates why the person
  looked away and if it was a good decision or not.
  
• Role- Character of Choice (one that looked away
  in the story)
• Audience- The person that they looked away from
• Format- poem, song/rap, skit, monologue
• Topic- looking away
• The product should somehow be tied to the
  authors message about looking away.

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Day 7 Homework

• Read Chapters 25-27 (Dont forget to use the Say
  Something Strategy while you read.)
• Purpose for reading Rain makes several broad,
  stereotypical statements about the world outside
  of Garland on page 180 -181. Are these
  statements fair?

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Day 8 Bellringer

• Writing Prompt (5 minutes)
• Draw an outline of a picture of a T-shirt that
  takes up the whole page. Draw 5 lines inside the
  T-shirt.
• On page 169, Zach and Hugh describe their status
  situations as well as Caps.
• Explain why the use of a natural guidance
  system or book of instructions is a good
  metaphor for their descriptions.

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Day 8 Chapters 25-27

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• Chapters 25-27
• I can determine the theme (authors message) in a
  paragraph, chapter, and novel.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

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Day 8 Chapters 25-27

• Contamination is defined as the process of being
  contaminated. According to the Merriam-Webster
  Dictionary, contaminated means to soil, stain,
  corrupt, or infect by contact or association.
• Discussion Appointments
• Make appointments with three different
  classmates. Record this in their learning
  journals.
• Garland Partner-
• C Average Partner-
• Donnelly House Partner-

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Day 8 Chapters 25-27

• Garland Partner (5 minutes)
• With this partner, explain what contamination
  means.
• Re-read page 181. Identify how Cap was
  contaminated from Rains point of view.
  Identify how Cap realizes that he he was
  contaminated.

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Day 8 Chapters 25-27

• C Average Partner (5 minutes)
• Share what you discussed with your Garland
  Partner.
• By showing these contrasting opinions about being
  contaminated, what is the author trying to tell
  the reader (theme)?
• Is the contamination a good thing or a bad
  thing in this situation?

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Day 8 Chapters 25-27

• Donnelly House Partner (5 minutes)
• Discuss what was discovered while with Garland
  and C Average Partners.
• Based on this discussion
• What would a better word be for contamination
  that would better communicate the authors
  message?
• With this partner, prepare to use this word to
  explain the theme of the novel in your own words
  to the group.

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Day 8 Chapters 25-27
Share your thoughts with the class after the
Donnelly House rotation.
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Day 8 Homework

• Read Chapters 28-31 (end)
• Purpose for reading Why does the author title
  the novel Schooled?

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Day 9 Bellringer

• Writing Prompt (5 minutes)
• Draw a circle, then the 3 lines inside to make a
  peace sign.
• Then write 3 reactions on the lines to Rains
  statement, I used to think change was a choice.
  That you could avoid it if you stuck with your
  convictions.

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Day 9 Chapters 28-end

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• Chapters 28-end
• I can determine the theme (authors message) in a
  paragraph, chapter, and novel.
• I can analyze how the author develops the theme
  through characters.
• I can analyze a character using the FAST
  approach.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

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Day 9 Chapters 28-end

• Chalk Talk
• Respond to these questions by writing your answer
  or responding to another.
• Why would the author title the book this way?
• What does it mean to be schooled?
• Who got schooled?
• What does getting schooled have to do with the
  theme of this novel?

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Day 9 Chapters 28-end

• Character Analysis (independent see Character
  Map)
• Analyze a character that changed (or didnt
  change) throughout the book.
• Write an ACES paragraph to explain your analysis.
• How does the characters transformation
  communicate theme of the book?
• Did the character's change help communicate the
  author's message?
• Did the character's lack of change help
  communicate the author's message?

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Day 10 Bellringer

• Bellringer (5 minutes)
• Draw a picture of a large box to represent a TV.
  Draw 5 lines inside the box.
• Respond to this Rain-ism by explaining what she
  means and whether you believe this statement is
  true. TV is a vast wasteland that lowers our
  standards until we cant tell the difference
  between bad and good.

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Day 10 After Reading

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• I can analyze how the author develops the theme
  through characters.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

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Day 10 After Reading
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Day 10 After Reading

• Static vs. Dynamic Foldable Coordinate Grid (see
  handout)
• To get you started think about these characters
• Cap- He didnt change but remained who he was.
  However, he gained new perspective... where would
  he be placed on this coordinate grid? Is this
  positive or negative?
• Student Body- They changed... how much did they
  change? Was it positive or negative change?

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Day 11 Bellringer

• Writing Prompt (10 minutes)
• Read the article from How to Beat Social
  Alienation pg 4-5 and pages 34-36.
• Draw a picture of 5 spitballs with an arrow
  (line) coming from each one.
• Respond to the article with five sentences on the
  lines to express how you feel about social
  alienation.

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Day 11 After Reading

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• Chapters 28-end
• I can analyze how the author develops the theme
  through characters.
• I can write to reflect on and explain my
  thinking.
• Are there any words that you do not understand in
  the learning targets?

58
Day 11 After Reading

• Types of Bullying
• Relational
• trying to destroy a persons relationship with
  other by effecting how others feel about that
  person
• Verbal
• bullying by relentless teasing and insults
• Physical
• bullying with physical violence

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Day 11 After Reading

• Novel Hunt
• Find examples of your assigned type of bullying
  in the book.
• Post your examples on your class Wallwisher.
• Sort the examples into the three different types
  of bullying.
• Relational
• Verbal
• Physical

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Day 11 After Reading

• Exit Ticket
• What is the authors message about bullying?
   Create a Rain-ism  to explain his message.  
•  Write the saying/advice you think Rain would say
  on the Exit Ticket before you leave.
• Short (one sentence)
• Profound
• Thought-provoking

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Day 12 Bellringer

• Writing Prompt (5 minutes)
• Draw a picture of a large sun with 5 beams.
• Write 5 sentences to respond to this Rain ism
  by explaining what she means and whether you
  believe this is true
• Authority is a power trip. A community thrives
  when each member does what he or she is best at.

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Day 12 Performance Task

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• I can explain, examine, and exhibit the theme of
  respect others as I work on a project with a
  small group of peers.
• Are there any words that you do not understand in
  the learning targets?

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Day 12 Performance Task
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Day 12 Performance Task
Work with your Agency Partner to complete this
performance task.
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Day 13 Bellringer

• Writing Prompt (5 minutes)
• Draw the outline of a car (to cover the page).
• Draw 5 lines inside the car.
• Sophie describes her father with a metaphor when
  she says, He could make conversation with a
  brick wall--part of his salesman DNA. What does
  she mean by that?
• Write 5 sentences to explain.

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Day 13 Performance Task

• Learning Targets
• Write your learning targets on the LEFT side of
  your learning journal.
• I can explain, examine, and exhibit the theme of
  respect others as I work on a project with a
  small group of peers.
• Are there any words that you do not understand in
  the learning targets?

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Day 13 Performance Task
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Day 13 Performance Task
Work with your Agency Partner to complete this
performance task.