Exploring Friendships: Sample Unit Overview for Students

Lessons

Instructional Practices Talking Circle sustained silent reading Reader Response discussion Assessment Suggestions Use a brief checklist to observe students' discussion abilities. Make anecdotal notes about students' listening abilities. Possible Mini-lesson Topics Explain the concept of Talking Circles. Explain how students are expected to structure and use their Vocabulary Logs. Discuss effective listening behaviours

Introduce the friendship theme through a Talking Circle in which students feel safe expressing and exploring ideas about friendship. Students could discuss such questions as What makes a good friend? or What does friendship mean to you? (15-20 min.) Divide the class into small groups (three or four students per group) and provide one short story and one poem to be read silently. Give each group a different short story and poem. (15-20 min.) Some possible selections include the following, although the teacher might choose others: "The Bracelet" (short story), Friends (p. 12) "The Trouble With Friends" (short story), In Context: Anthology One (p. 10) "A Secret for Two" (short story), Breaking Ground (p. 66) "G. Trueheart Man's Best Friend" (short story), Cycles (p. 15) "Telephone Talk" (poem), Friends (p. 28) "Two Girls of Twelve" (poem), In Context: Anthology One (p. 26) "Mending Wall" (poem), Side by Side (p. 31) Rosie and Michael (picture book) The Friendship (picture book) Have students record any unfamiliar or unusual words in their Vocabulary Logs. Have groups briefly discuss their selections using a teacher-provided checklist to guide this first discussion. (E.g., Who were the friends in the story? What was their situation? How did the story end? What was your reaction to the ending? What particular aspect of friendship was explored? How did the poem add to your understanding of friendship?) (10 min.) Instruct each group to choose a recorder and a spokesperson. Have each spokesperson briefly report to the whole class regarding the discussion in his or her group. Make class members aware that it is very important to listen attentively to what each spokesperson is saying because they may wish to ask appropriate questions, choose some of the selections for independent reading, or use some of the ideas as a place to begin with their own writing. (10-15 min.) Teacher Reflection Was the introduction effective? Did the Talking Circle strategy encourage students to share their thoughts, feelings, and experiences about friendship? What might I change next time? Are students clear about the procedure for recording their new words in their Vocabulary Logs? Will they be able to manage the procedure? Do they understand that their use of these words will be monitored within their own writing? Are picture books effective with my students? Why or why not? Where can I find other appropriate picture books (e.g., public or elementary school libraries)?

Instructional Practices writing process Assessment Suggestions Use the Writing Strategies Questionnaire to determine students' strengths and needs regarding their writing abilities and their knowledge about writing process. Use a brief checklist to collect data about students' understanding of sentences and paragraphs. Possible Mini-lesson Topics Discuss pre-writing (purposes and methods). Explain paragraph structure. Discuss self-monitoring of spelling and use of personal spelling lists.

Provide students with a unit overview. Explain the expectations for assessment and evaluation of this unit (e.g., number and type of Response Journal entries, Reading Logs, number of pieces and which genres must be in their writing folders/portfolios, peer/teacher/self checklists, personal spelling lists, and Vocabulary Logs). Writing Process: Introduction Guide students through the completion of the Writing Strategies Questionnaire (see Writing section of this curriculum guide) to encourage thinking about their present and past writing strategies. (10 min.) Use this questionnaire as a basis for beginning to understand each student writer. The students should find it valuable for self-reflection and assessment of growth throughout the year. Writing Process: Paragraph Pre-writing: Involve students in a pre-writing activity to generate "the characteristics of a good friend" or to list their ideas about a topic related to friendship. (E.g., What does it mean to be or have a friend? What are different kinds of friendship? How can friendships change?) (5-10 min.) Planning: Explain the structure of a paragraph and have students read several examples. (5-10 min.) Drafting: Have students create a first draft of a paragraph about some aspect of "friendship". They can begin by writing several sentences, then arrange them into an effective paragraph. (20-25 min.) The teacher may wish to write at this time as well. Teacher Reflection Have I clearly explained the unit expectations? Do students understand the importance and purposes of pre-writing? If not, is a mini-lesson necessary for the whole class or individual students?

Instructional Practices writing process Assessment Suggestions Use a brief checklist or anecdotal notes to collect data about students' conferencing strengths and needs. Evaluate completed paragraphs according to previously stated criteria. Possible Mini-lesson Topics Explain procedures for peer conferencing groups or partners. Provide samples of dialogue and criteria for punctuating dialogue. Explain procedures for use of personal spelling lists.

Writing Process: Paragraph Conferencing: Determine, with students, how peer conferencing groups/partners are to be chosen and structure these. If students are unfamiliar with this process, they may be most comfortable working with a friend for their first conference; however, make them aware that this configuration will change to provide them with a variety of responses to their written work. (5-10 min.) Support and guide students as they conference with peers about their draft paragraphs. (10-20 min.) Students may use a short peer conferencing checklist or a set of questions to guide their responses. Revising and Editing: Have students revise their first drafts, taking into consideration their conference group's/partner's suggestions. The teacher may wish to use some of this time to revise his or her own writing or to have extended conferences with individual students. Instruct students to edit their paragraphs for spelling and mechanical errors. A proofreading checklist which lists specific criteria is useful during this stage of the writing process. Post-writing: Have students share their completed paragraphs with a partner. Pre-writing: If time permits, involve students in a pre-writing activity (e.g., clustering or webbing of ideas) for their next pieces about friendship. Explain that they will write a dialogue between friends. They will need to decide such things as the topic around which the dialogue revolves, who the friends are, and the type of friendship the characters have. Teacher Reflection Are students able to have productive writing conferences? Is it necessary to conduct mini-lessons about conferencing or model the process for students? How can I support students as they revise and edit their writing?

Instructional Practices teacher read-aloud discussion writing process Assessment Suggestions Record anecdotal notes about students' predicting abilities. Observe students during their writing process and collect anecdotal information about their strengths and needs (a rubric or checklist of criteria may be useful). Possible Mini-lesson Topics Explain the purposes of pre- and post-reading activities. Outline the expectations for sustained silent reading. Discuss predicting as a strategy for making meaning of what is read.

Pre-reading: Prepare students for the read-aloud by asking them to reflect upon the title of the selection and make predictions about how it might relate to the friendship theme. Read aloud from one or two selected resources that give students another perspective on friends or friendship. (10-15 min.) Some possible selections include the following, although teachers might choose others: "My Life on the Reservation" (nonfiction), Just Talking About Ourselves (p. 54) "Secret Talk" (poem), Relationships (Perspectives Series) (p. 102) "When Someone I Love is Hurt" (poem), In Context: Anthology One (p. 26) "Skate Secrets" (dialogue), On Common Ground (p. 83) "Play With Me" (short story), Achimoona (p. 32) Draw students' attention to the dialogue in the reading selection. Encourage students to record unusual or interesting words in their Vocabulary Logs. These words may be teacher or self-selected. Post-reading: Have pairs of students respond orally to the read-aloud selections and the perspectives each one presents about friendship. Encourage them to talk about whether they agree or disagree with those perspectives, and explain why. Have students reflect upon their earlier predictions about the title and its relationship to the theme. (15 min.) Writing Process: Dialogue Drafting: Allow students to draft their friendship dialogues. (20 min.) Conferencing: Conduct informal teacher conferences, giving assistance where needed, and making anecdotal notes about needs to address in future mini-lessons. Encourage students to engage in peer conferences about their dialogue drafts. Teacher Reflection Are students able to identify different perspectives about friendship in what is read? What can I do to help them think critically about the various perspectives?

Instructional Practices writing process independent reading Assessment Suggestions Use a checklist to record data about students' writing abilities during informal conferences. Possible Mini-lesson Topics Model a peer conferencing situation. Discuss the punctuation of dialogues. Read excerpts of dialogue from a variety of resources and discuss how character is revealed through dialogue. Discuss independent reading expectations and procedures.

Writing Process: Dialogue Conferencing: Direct students to exchange and share their written drafts with a peer. Have partners read and suggest revisions for each other's work, commenting encouragingly on content, using the Writing Conference Revision Sheet (see the Writing section of this curriculum guide) or an adaptation of it. (15-20 min.) Revising and Editing: Instruct students who have completed peer conferences to revise and edit their drafts, taking into consideration suggestions made by their conference partners. Conferencing: Conduct informal conferences as students are peer conferencing or provide for extended student-teacher conferences with individuals as required. Independent Reading Make students aware of independent reading requirements for this unit so they can make reading selections for the unit, and plan to record and comment about them in their Reading Logs. For example, in addition to the guided reading requirements, they may be expected to read and respond to one other novel, three short stories, six poems, and two nonfiction pieces during the course of the unit. (5-7 min.) (See the Reading section of this curriculum guide for information regarding independent reading, Reading Logs, and guided reading.) If time permits, allow students to select material for independent reading. Teacher Reflection Do students understand the peer conferencing process? Would it be helpful if I modelled the process for the entire class? (E.g., I could have another teacher come to class and conference with me about a piece of my own writing.) Are students thoughtfully considering their conference partners' suggestions and using them to improve their written work? During informal conferences, am I able to build effective scaffolds for students so that they can continue their writing processes with confidence?

Instructional Practices writing process Assessment Suggestions Have students complete self-assessments of their completed dialogues. Develop a rubric to evaluate completed dialogues according to previously established criteria. Possible Mini-lesson Topics Review criteria by which completed dialogues will be assessed and have students review their own dialogues to see if they meet the criteria. Offer students the opportunity to revise if they feel that their piece does not meet the criteria.

Writing Process: Dialogues Revising/Editing: Have students complete revising and editing their draft dialogues. (20-30 min.) Arrange for individual student-teacher conferences to discuss students' writing as they complete their revisions. A conferencing checklist similar to those in the Writing section of this curriculum guide might be used or adapted for this purpose. The checklist should be based upon the criteria established for the format in which the students are writing. Students who are not conferencing should be writing; however, independent reading is an option for those who feel their final revisions are complete. Post-writing: As students complete their drafts, have them exchange these with a partner or read them aloud in small groups. (20-30 min.) Inform students that all pre-writing and drafts should be kept in their writing folders or portfolios. Remind students to bring their Response Journals to next class. Teacher Reflection Are students clear about the way that they should use their writing folders and portfolios? Are there individuals for whom a review of procedures would be helpful? Is the way that I have decided to have students use their writing folders and portfolios effective or do I need to change some things? Are the extended conferences that I have with the students providing effective models for their peer conferences?

Instructional Practices Book Talks sustained silent reading Reader Response Assessment Suggestions Observe students as they read silently to identify the reading strategies that they use effectively and those that require instruction. Possible Mini-lesson Topics Discuss reading strategies for making meaning and understanding unfamiliar words. Model and explain Reader Response, including types of responses they might make and the procedure for using Response Journals.

Pre-reading: Present brief Book Talks about five or six different novels. Explain that students will form Literature Circles in groups of 3-5, with each group studying a different title. Assist students, as needed, in choosing novels appropriate to their reading levels and interests; their choices will determine their Literature Circle groups. Ensure that the novels are diverse in nature and that they address various aspects of friendship. (20-30 min.) Sustained Silent Reading: Allow students to read their novels silently. The teacher also should be reading a novel about friendship and model silent reading at times when the students are reading. The teacher's novel should be different from those selected by the students and need not necessarily be a young adult novel. (20-30 min.) Post-reading: Direct students to record the titles of their novels in their Reader Response Journals along with a brief personal response to their reading. Suggest to students that they may respond by considering such questions as the following: How do you like this novel so far? Can you make any prediction about possible future events? Who does the main character appear to be and what is he or she like? Do you like the main character? Why or why not? (5-10 min.) Explain to students that details about their Literature Circles will be provided next class. Teacher Reflection Were the Book Talks effective and interesting? What would I do differently next time? Have students chosen novels appropriate to their reading levels? Are they interested in their chosen novels? If not, how can I assist them? Did I model sustained silent reading effectively? What impact did my modelling have on the students? Do we need to discuss what it means to read silently for extended periods of time?

Instructional Practices sustained silent reading Reader Response discussion Assessment Suggestions Observe students in their Literature Circles, using a checklist to identify their group skills and needs. Possible Mini-lesson Topics Present students with information about the purposes and organization of Literature Circles, along with expectations for the activity. Provide each group with a folder containing the necessary information and Role Sheets. (See the Reading section of this curriculum guide for examples of student information and Role Sheets that teachers may include in the folder.)

Sustained Silent Reading: Have students read silently in their novels. (20-25 min.) Post-reading: Have students respond to their reading in their Response Journals. (10-15 min.) Explain Literature Circle procedures and expectations, and instruct Literature Circles to meet and decide upon a reading schedule for their novels so that they are completed by a set date, determined by the teacher. They will need to determine how many pages or chapters must be read each day in order to complete the novel by the due date. (It is useful for each group member and the teacher to keep a copy of the agreed upon reading schedule for future reference.) Circulate to ensure that each group sets realistic goals for their reading. (15-20 min.) Teacher Reflection Were all instructions about the organization and expectations of Literature Circles clear? What details will I need to review with individuals, specific groups, or the entire class? How will I deal with students who have not read the number of pages or chapters agreed upon by the group? Will they be expected to participate in the group discussions? Will they sign an agreement with their group to be up to schedule by next class? Should I make audiotapes of any novels to help some students keep up with their group reading schedules?

Instructional Practices sustained silent reading Reader Response discussion Assessment Suggestions Observe individual students for abilities to contribute meaningful, relevant ideas during Literature Circles. Possible Mini-lesson Topics Model the ways in which students might interact to discuss their novels in their Literature Circles. Brainstorm possible discussion questions with students and demonstrate their value by applying them to the teacher's novel.

Sustained Silent Reading: Allow students to read their novels silently. (15-20 min.) Post-reading: Arrange for Literature Circles to meet and respond to and discuss what they have read so far in their novels. If necessary, provide discussion questions for each group (limit these to two or three). Suggestions include the following: What is the connection between your novel and the theme of friendship? What kinds of friendships are emerging? In what ways does the author show the reader that characters are forming friendships? Has anything similar happened to you? Groups should continue to discuss other aspects in their novels after the initial questions have been adequately addressed. (20 min.) Circulate to observe and assist groups as they discuss their novels. Have the whole class discuss the questions considered by each group and other ideas that arose during the discussion. Facilitate the large group exchange by helping students see relationships, make comparisons, and identify themes. (20 min.) Teacher Reflection Are students fulfilling their roles within their Literature Circle groups? Do they need more instruction about their role expectations? Would it be helpful to them if I modelled the process?

Instructional Practices sustained silent reading Reader Response discussion Assessment Suggestions Read students' Partner Dialogues to determine the depth of their responses. Possible Mini-lesson Topics Present guidelines for Partner Dialogue responses. Explain one or two elements of novel structure using examples and having students find examples within their novels (e.g., conflict, rising action, dialogue used to show character development).

Sustained Silent Reading: Allow silent individual reading of novels. (25 min.) Post-reading: Reader Response through Partner Dialogues Explain Partner Dialogues, using examples to model the exchange of ideas and the connections between responses (see Reading section of this curriculum guide). Have each student write a brief individual response to his/her reading. (5-10 min.) This may be an opportunity for the teacher to model silent reading and Reader Response. Allow students to exchange their Response Journals and respond to their partner's response. (15-20 min.) Have students meet in their Literature Circles to discuss their responses. (15-20 min.) Teacher Reflection Do students understand the concept of Partner Dialogues as a method of Reader Response? Are they able to move their responses beyond the personal? If not, do I need to discuss critical response with them?

Instructional Practices sustained silent reading brainstorming role play Assessment Suggestions Observe students during brainstorming to determine who does and who does not contribute, and observe the connections that students make between the various ideas. Use a brief checklist or rubric to determine students' strengths and needs during role play. Possible Mini-lesson Topics Discuss elements of character and how authors develop character through dialogue.

Sustained Silent Reading: Allow students to read their Literature Circle novels silently. (15 min.) Post-reading/Speaking and Listening: Role Play Have students meet in their Literature Circles to discuss the main character of their novel (e.g., physical and mental characteristics, strengths, needs, attitudes, relationships). Ask students to imagine that they will have the opportunity to speak on the telephone with the main characters in their novels. Students may wish to imagine that they and their characters are good friends who have not spoken for some months or years. Have them prepare for their telephone conversations by brainstorming what they might say (e.g., questions they would ask, advice they would give, information or ideas they would like to share). Instruct students to meet with a peer who has read the same novel and knows the same character. In pairs, have students take turns in front of the class role playing their main characters, using the brainstormed ideas to help them through their conversations. Teacher Reflection Do students understand the concept of role play or do they need further instruction? Are all students willing participants? How can I help those who find it a difficult process?

Instructional Practices sustained silent reading Reader Response discussion Readers Theatre Assessment Suggestions Observe individuals during Literature Circle discussions to assess their abilities in their group roles. Possible Mini-lesson Topics Explain and model Readers Theatre.

Sustained Silent Reading: Have students read in their novels silently. (15-20 min.) Post-reading: Provide time for individual Reader Response and for Literature Circles to meet. (15-20 min.) Speaking and Listening: Readers Theatre Explain Readers Theatre to the students and have groups of students perform brief one-page examples (see the bibliography for resources that contain examples or write examples to use as models). (20-30 min.) If time permits, have students write short Readers Theatre examples based on ideas or words that they brainstorm in small groups. Have them perform these for the class. Teacher Reflection Did I provide the students with enough examples of Readers Theatre before asking them to write their own? Did they feel confident or overwhelmed by the process and experience? Are Literature Circles functioning appropriately and effectively? Is there a need to instruct individuals or small groups about some aspect of response and discussion within their Literature Circles?

Instructional Practices sustained silent reading Reader Response discussion writing process Readers Theatre Assessment Suggestions Observe specific students who have been struggling with their Literature Circle roles to determine if further modelling or instruction is required. Possible Mini-lesson Topics Discuss how authors develop character (e.g., based upon what they say and do, and upon what the narrator or other characters say about them).

Sustained Silent Reading: Allow students to read silently in their Literature Circle novels (or independent reading selections if they are up to date in the group novel). (15-20 min.) Writing Process: Readers Theatre Have Literature Circles meet to plan and write Readers Theatre presentations based on a short excerpt from their novels. (30-40 min.) Each group should pre-write, plan, and draft the Readers Theatre based upon the dialogue of their main and supporting characters. Teacher Reflection Have students grasped the concept of Readers Theatre? Was Readers Theatre, combined with Literature Circles, an effective strategy for response and discussion? What would I do differently next time? Why?

Instructional Practices sustained silent reading discussion writing process Assessment Suggestions Observe and interview students during sustained silent reading to determine reading strategy use and required instruction. Possible Mini-lesson Topics Discuss effective reading strategies. Review Literature Circle roles if necessary. Discuss revision and editing.

Sustained Silent Reading: Allow students to read silently in their Literature Circle novels. (20-25 min.) Post-reading: Have Literature Circle groups meet to respond to and discuss what they have read. Writing Process: Readers Theatre Drafting and Revising: Have Literature Circles meet to complete drafts of their Readers Theatre projects in preparation for presentation next class. Editing: Encourage students to use previously developed criteria to edit their Readers Theatre pieces. Teacher Reflection Have I supported students enough so that they are successful in their collaboration when writing their Readers Theatre projects? What would I do differently next time?

Instructional Practices Readers Theatre sustained silent reading Assessment Suggestions Provide students with self-assessment checklists to monitor their own listening abilities and strategies. Observe selected students and record their speaking or listening abilities and strategies using checklists or anecdotal notes. Possible Mini-lesson Topics Discuss criteria for effective listening. Remind students of procedures for using Vocabulary Logs and personal spelling lists.

Speaking and Listening: Readers Theatre Inform students that each of them will complete a listening self-assessment checklist during Readers Theatre presentations. Teachers may construct or adapt examples from the Speaking and Listening section of the curriculum guide. Have groups take turns presenting their Readers Theatre dialogues. (30-35 min.) Allow time for the completion of the listening self-assessment checklists following each presentation. Sustained Silent Reading: If time permits, allow students to continue reading in their Literature Circle novels or their independent reading selections. Remind students to continue using their Vocabulary Logs and personal spelling lists as previously instructed. Teacher Reflection Are students using their Vocabulary Logs and personal spelling lists as instructed? Is this an effective way to build their vocabulary and spelling abilities? Are there changes that I should make in these procedures?

Instructional Practices writing process Reader Response discussion sustained silent reading Assessment Suggestions Observe students during peer conferencing to determine the effectiveness of their interactions. Have students complete a peer or self-evaluation of their bulletin boards according to previously agreed upon criteria (e.g., checklist or rubric). Possible Mini-lesson Topics Review the writing conference process using teacher-drafted bulletin board design (on overhead, chart paper, or chalkboard). Discuss representing ideas visually as one type of Reader Response.

Writing Process/Reader Response: Bulletin Boards Drafting: Instruct students each to draft a bulletin board design that reflects one or more aspects of friendship revealed in the incidents, ideas, or characters of their Literature Circle novels. (20 min.) Peer Conferencing: Have students partner with someone from their own Literature Circle and take turns conferencing about their draft bulletin board designs. Encourage them to make statements regarding something they like, something they think was well done, and something that could be improved or clarified. (5-10 min.) Post-writing: Instruct students to complete their bulletin boards and allow them to post their displays on walls in the classroom and, if possible, the school hallways. (30-40 min.) Encourage those who complete their bulletin boards to read silently or engage in some stage of the writing process on a piece of their choice. Teacher Reflection Have I made students aware of the criteria by which their bulletin board designs will be evaluated? Would it have been advantageous to involve the students in developing the criteria for the next project? Have I helped students to determine audience and purpose for their bulletin board displays?

Instructional Practices interviewing brainstorming writing process Assessment Suggestions Assess and/or evaluate letters according to previously established criteria. Possible Mini-lesson Topics Provide students with information about conducting interviews and model an interview for them. Review the criteria for writing a letter and for the content of these particular letters.

Speaking and Listening: Interview Explain to students that they will be interviewing someone in their community about a friendship experience. Discuss what an interview is and have students make a list of potential interviewees (e.g., parents, grandparents, peers). (5-10 min.) Writing Process: Letter Pre-writing: As a large group, have students brainstorm a list of possible interview questions. Each student should select and record eight or ten of the questions, applicable to his/her interview situation, to be used during the interviews. As well, have students brainstorm about the possible contents of letters to their interviewees. Drafting: Have students draft a letter to their potential interviewees requesting an interview and stating on what date they will telephone to confirm and arrange a time and place for the interview. (20 min.) Teacher Reflection Would it have been helpful for students to have viewed a model interview? Can this be arranged for next time?

Instructional Practices writing process Assessment Suggestions Use checklists to assess some component of language study (e.g., sentences, verb tense, subject-verb agreement). Possible Mini-lesson Topics Focus on some aspect of language study (e.g., sentence combining, subject-verb agreement) depending upon students' needs.

Writing Process: Letter Drafting: Have students complete drafts of their letters. (10 min.) Conferencing: Have students engage in peer conferences regarding editing of their letters and their lists of interview questions. (20 min.) Conduct extended teacher conferences by appointment to discuss letters and interview questions. While some students are meeting with the teacher, others may be reading independently or updating their own Vocabulary Logs or personal spelling lists. (30 min.) Post-writing: Remind students to hand deliver their letters after school today. Teacher Reflection Have I adequately monitored students' language abilities (e.g., sentence structures, grammatical accuracy)? Have I provided effective language study mini-lessons which are immediately applicable by the students?

Instructional Practices discussion sustained silent reading Reader Response Assessment Suggestions Monitor individuals in their Literature Circle groups for specific aspects of group interaction and roles. Have students use checklists to self-assess their telephone conversations with the interviewees. Possible Mini-lesson Topics Discuss telephone etiquette.

Speaking and Listening: Telephone Use Discuss telephone etiquette. With students' assistance, generate a checklist such as the one in the Speaking and Listening section of this curriculum guide. (10 min.) Explain that students are expected to telephone their interviewees from their own homes and must complete a telephone etiquette self-assessment checklist immediately following their telephone call. Set a date by which calls must be completed so that interviews can be done on schedule. Sustained Silent Reading: Allow students to continue reading in their Literature Circle novels and remind them of the date by which they should complete the novel. (20-30 min.) Have students engage in Reader Response and meet in their Literature Circles to discuss their responses. (15-20 min.) Teacher Reflection Have I set realistic time lines for the reading of Literature Circle novels? If not, what adjustments can be made at this point?

Additional Lesson Suggestions

• Remind students to make telephone calls and complete their telephone self-assessment checklists today.

• Remind students about their writing portfolios and Reader Response Journals explaining such details as the following: What should now be in their portfolios? How many pieces? Which genres will be considered for final evaluation? How should self-assessment checklists be organized and where should they be kept? How many entries should be in Response Journals? (15 min.)

• Remind students of the unit-end due date. Have students prepare to submit portfolios and journals for unit-end assessment and evaluation (e.g., polish pieces of writing, update journal entries, organize portfolios). (45 min.)

• Have students form small groups (different ones from their Literature Circles) in order to converse informally about their telephone calls. (10 min.) Guidelines for encouraging conversation are included in the Speaking and Listening section of this curriculum guide.

• Ask students to inform you of the times each of their interviews will take place (after school or during the evening today). (10 min.)

• Have students update records of their Reading Logs and responses to their independent reading. How many and what titles were read? Are comments included about their favourite(s)? What would they now like to read? Students also need to double check their Vocabulary Logs and personal spelling lists for completeness. Remind them that they will continue to use these in the next unit. (40 min.)

• Organize small groups for students to share their interview experiences. The teacher may provide discussion guidelines in the form of questions: What did you learn about friendship through the interviews? What ideas did you gather for future written work? How do you feel about the way you expressed yourself during the interview? In what areas do you need improvement? (30 min.)

• Have each student create a friendship visual in the form of a thank you card to be sent to the interviewee in appreciation of the interview. This may be done using a computer or by hand. It is important that the cards are signed and sent. (30 min.)