Melissa B. McCarty
We will read the book in sections throughout the entire week, and by day four we will have finished the story. The students will have been working every day in their independent reading books to search for clues that indicate how the character is feeling as well as noticing Arthur's feelings throughout the story. As a formative assessment I will be checking their independent reading slips, as well as meeting with guided reading groups.
On day five, the students will re-read the entire story and discuss how Arthur handled the problem in the story. (The problem in the story is that Arthur and Muffy planned their birthday parties on the same day and all of their friends don't know which party to go to.) I will ask the class to connect to the problem first and ask, "What would you do if your friend planned a birthday party on the same day as yours?" And then I will also ask the class, "How did Arthur handle the problem? How did Arthur react? What does that say about Arthur as a boy?" I will have a drawing of Arthur on a piece of chart paper and start writing down words around his face that describe Arthur as a character. For example, words like responsible, good friend, and kind. (Note to label this chart Arthur TRAITS and not feelings. The lesson in the beginning of the unit might need to be revisited.) This chart will also remain on the wall throughout the unit.