GOAL:
For students to recognize additional character traits or changes that are occurring with the characters as they continue to read the story
ASSIGNED READING:
Chapter 4, pp. 94-106
WRITING PROMPT:
As the story continues to unfold, we have learned much more about Noah, Nadia, Ethan, and Julian. Add to your character maps and graphic organizer (compare/contrast) and put a star next to your additions.
ONLINE PROMPT:
Use the Student Comment Form to share ideas and questions with your online peers. Check yesterday's Student Comments page to see if there are any comments you want to respond to.
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Ask students to think about all the points of view about Noah, Nadia, Ethan, and Julian that they have heard. It might be helpful to make a graphic organizer on the board and write down what they are saying.
Remind students that it is important to keep thinking about what they have learned about various characters as they continue to read a story. For this reason, they should think about and write down what they have learned about each character since those initial assignments (character maps/graphic organizers). Putting a star next to the new information will indicate those things that they learned later on in the reading.
At the start of Chapter 4, students will read about a scene that they have heard about already. First it was told through Ethan's POV; now we are hearing it through Mrs. Olinski's. Tell students to mentally compare/contrast the two points of view. What does one tell them that the other does not?
This might be a good time to talk about the story structure (flashbacks). This could be causing confusion because students are trying to figure out exactly when the scene happened. It might be helpful to suggest to students that as the setting changes, they think mostly about where it is taking place. That is the most important thing.
To help put this scene in perspective, ask them to think (really hard) about a time when something very funny or embarrassing happened to them. Ask a couple of students to share their stories. If they don't mention it, ask them where their situation took place (because that is important for picturing their situation). Then ask them specific questions about exactly when it happened, what happened before and what happened after it. It is likely that they won't remember, and at that point tell them that they probably forgot because it is not important. The same thing holds true for stories told in flashback. It is not essential which event happened first, second, third, and so on.
Possible thoughts for discussion in community share:
- Does Mrs. Olinski think that Julian erased "paraplegic" and wrote "cripple"? Support your response.
- Julian suggests that The Souls work on a "project." He believes that they can help Mrs. Olinski. Who tries to keep Mrs. Olinski "off balance" (and what does that mean)? How will they try to help her?
Click to go to Lesson 8.
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