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Because of Winn Dixie (Day 2 (Read aloud Chapters 1 and 2 as students…
Because of Winn Dixie
Day 1
Remediation: Discuss the three themes of the books which are: friendship, loneliness, and courage
Friendship: Write a paragraph about all the great qualities of a friend (provide sentence stems for scaffolding)
Courage: Write a letter to yourself about a time you were afraid and needed courage
Loneliness: "Find a Friend" Worksheet:
RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Day 3
Group readers (one more able and one less able) to conduct a paired reading of chapters 3-4, taking turns reading alternate sentences and providing assistance until the entire text has been read. Circulate to monitor students’ oral reading to ensure accuracy, appropriate rate, and expression. Students will fill out discussion questions individually and we will go over answers at the end of class.
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
R.L. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Day 5
Students will learn how to analyze a character. Students will create a character analysis chart with a partner. Students will also create an H-chart comparing and contrasting the Opal and the preacher.
R.L. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Day 8
EXPRESS UNDERSTANDING:
Have students write one or two paragraphs in response to the following question: If you were telling Opal’s story, how would you tell it differently? Would you share the same opinions as her? Would you act the same way toward other characters? Introduce your opinion and develop it with reasons and examples from the text. Be sure to link your opinion and reasons with words like because or therefore and provide a conclusion. Provide students with an answer frame to support their writing. Have students share their written paragraph with a partner, who reviews the writing with a student-developed rubric.
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
R.L. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Day 2
Read aloud Chapters 1 and 2 as students follow along so that they can model reading with accuracy, appropriate rate, and expression
Students will fill out worksheet (ABOVE^) on discussion question for chapters 1-2 and we will go over answers at the end of class
Students will create a Vocabulary Semantic Map using the following words: produce, concerned, trotting, distracted, suffering, exception, specifically, fluttered
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
R.L. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Day 6/ Day 7
Starting on Day 6: Working in pairs, have students record on a Character Analysis Graphic Organizer instances where the author reveals information about Opal. Prompt them to keep track of character descriptions, details or examples from the text that reveal her thoughts, and what these details reveal about Opal.
Engage students in a discussion in which they explain how DiCamillo develops Opal’s point of view. Ensure that students use accountable talk and their graphic organizers throughout the discussion to pose and respond to the questions of others and refer to specific examples in the text. Encourage students to ask questions by providing question frames or sentence stems written on the board and developing a routine to ensure that all students are participating in the question asking and answering.
Sample discussion questions:What does Opal think about her situation and others around her? , What does Opal believe and feel? , How is Opal’s opinion about others and her situation different from your own? , How does DiCamillo use dialogue tags to reveal the thoughts and attitude of Opal and other characters in the text? , This story is told from a different point of view than yours. What is the impact of having Opal as the main character?
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
R.L. 4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
Starting on Day 7: Students will be given the writing prompt: Tell a story about a time when you or another person tried to convince an adult to let you keep an unusual pet as a companion.
W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences
Day 4
Create a class vocabulary word wall to add words discussed throughout the unit and for students to rely on for writing. For Because of Winn-Dixie, the shades of meaning among words are important to the setting, characters, and theme.
Have the students read the poem provided on the left, and have a class discussion about the theme of friendship, and how it relates to "Because of Winn Dixie".
R.L. 4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage
Day 10
Take a formal summative assessment on Chapter 1-4 of "Because of Winn Dixie" with inclusion of comparing and contrasting questions about Movie vs. Book
R.L. 4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text.
Day 9
Watch "Because of Winn Dixie" up to the point where students have read (Chapter 1-4). While watching the movie, students are instructed to fill out a graphic organizer comparing and contrasting the book and the movie.
SEE LESSON PLAN
R.L. 4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text.
