This lesson uses a think-aloud procedure to model how to infer character traits and recognize a character's growth across a text. Students also consider the underlying reasons of why the character changed, supporting their ideas and inferences with evidence from the text.
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In this lesson, which is meant to be conducted each Monday, students are asked to write about one "newsworthy" event or activity from their weekend. Each session includes a 10-minute writing minlesson based on what students have demonstrated that they need to know from the previous week. Students then write for approximately 20 minutes, applying their knowledge about spelling and grammar as they work. Students become reviewers as they assess their writing before sharing it with the class.
In this lesson, students use a timeline to break a larger topic into several events or moments; then, each student selects an event to write about from the timeline. Students first work with a whole-class topic, then apply this strategy to self-selected topics. Students share their writing and respond constructively to one another's efforts. Finally, teacher–student conferences help students incorporate feedback and work on specific weaknesses.