Because of Winn-DixieUnit PlanUnit by Miss Jennifer LuchtWednesday, September 25, 2013- Friday, October 11, 2013Mrs.Hostetler’sFourthGradeClassHillview Intermediate CenterGrove City, PA

Table of ContentsSection One:13 Day Block PlanSection Two:General Unit Plan InformationSection Three:Daily Teaching ProceduresSection Four:AppendixStudent MaterialsAssessment ToolsTeacher Materials

Block Plan

Because of Winn-Dixie Block PlanMrs.Hostetler’sFourthGradeClassDay 1:09/25/13Day 2: 09/26/13Day 3: 09/27/13Introduction: Timeto share storiesabout petsReview HWReview HWVocabularyVocabularyInformation aboutKate DiCamillo,authorMini-Lesson: Pointof View andSee”TreeforPredictionsRead Chapters 3-4Character Analysisfor Franny BlockVocabularyActivity: Writeletter from Opal toher byEdgar GuestIntroduce ThemeActivity throughoutnovel“Wanted: rventionStart readingchapters 1-2HW: Finish readingchapters 1-2;Journal ResponseHW: Read Ch. 5;Character Analysesfor Opal and thePreacherHW: Read Ch. 8

Day 4: 9/30/13Day 5: 10/1/13Day 6: 10/2/13Day 7: 10/3/13Day 8: 10/4/13Review HWReview HWReview HWVocabularyQuizQuizContent IntegrationMini-Lesson:Thunderstormsand FloridaVocabularyRead Ch. 15-17Read Chapter zing/MainIdeaVocabularyMini-Lesson: Causeand ionHW: Read Ch. 11;Character Analysisfor Gloria DumpHW: Read Chapters12-13; CharacterAnalysis: OtisMini-Lesson:ThemeActivity:“Goal”Tree- decoratebottles and put agoal inside(inspired by GloriaDump’smistaketree)ReadingInterventionNo HWRead “TheCivilWar”poemandcompare to whatwe learn in thenovelReadingInterventionNo HWIntroduce ProjectOptionsReadingInterventionHW: Read Chapters20-21; choose aproject option

Day 9: 10/7/13Day 10: 10/8/13Day 11: 10/9/13Day 12:10/10/13Day 13:10/11/13Review HWRead Chapters 2427Collect ProjectsAnswer anystudent questionsPartyMini-Lesson:CharacterizationReview Story Plotand plot elementsRead Chapters 2223“Missing!”Activity10 Things aboutWinn-DixiePass out PartyInvitationsReadingIntervention(Use time toconference withstudents abouttheir projectselections)HW: Work onProject (dueWednesday)ReadingInterventionHW: Work onProject (duetomorrow)DiscussionQuestions inGroupsTestReview Themesthroughout bookProjectpresentations intable groupsTest Review:JeopardyNo HWActivity: Decoratepaper bag toMovie: Studentscomplete VennDiagram comparingmovie and novelNo HWHW: Study for Test

General Unit PlanInformation

Jennifer LuchtBecause of Winn-Dixie4th Grade Unit PlanI.II.Introductiona. Titlei. Because of Winn-Dixie by Kate DiCamilloii. Genre: Contemporary Realistic Fictionb. Grade Leveli. This unit plan is intended for Mrs.Hostetler’s4th Grade class at HillviewIntermediate Centerii. Interest Level: Grades 3-5c. Durationi. 13 class daysii. See block planContenta. Goalsi. The students will read the entire novel through independent and large-groupreading.ii. This unit will help the students to better develop their concepts of narrativeelements such as characters, points of view, plot, sequencing, and theme.iii. Through reading silently and out loud, students will improve their readingfluency.iv. The students will take away a greater understanding and appreciation ofothers around them. The students will gain an understanding that people aremolded by their backgrounds and experiences and it is important to get toknow others before making judgments about them.b. Conceptsi. Students will study narrative elements: characters, theme, plot, andnarration.ii. Students will practice reading comprehension strategies such as makingconnections, retelling, and sequencing,iii. Students will build their vocabulary throughout the unit.c. Vocabularyi. New Terms1. Exception: someone or something that is different from others2. Relieved: feeling relaxed or happy after a difficult situation haspassed; feeling relief3. Trembling: shaking uncontrollably (usually due to anxiety or fear)4. Prideful: having a feeling of superiority over others5. Pathological: extreme in a way that is not normal; extreme andirrational6. Abiding: continuing for a long time; not changing7. Notion: an opinion or idea

III.8. Manufactured: something that was produced/made (usually in afactory or by large machines)9. Melancholy: a sad mood or feelingii. Students will look for words with prefixes and suffixes to correspond to theircurrent spelling/vocabulary unit on prefixes and suffixesd. Skillsi. Story elements1. Characterization: character sketching, analyzing characterdevelopment2. Themes: big messages about life; students will identify and trackthemes throughout the novel3. Point of view and narration4. Plot: summarization, main idea, sequencing, plot elementsii. Making Connectionsiii. Making predictionsiv. VocabularyObjectives/Standardsa. Objectivesi. Overall1. Given a meaningful sentence with strong context support, TSWBATidentify word meaning for new vocabulary words to teachersatisfaction.2. Given a theme in the story, TSWBAT identify evidence of pertinentthemes while reading to teacher satisfaction.3. TSWBAT use prior knowledge and critical thinking skills to makepredictions as they read to teacher satisfaction.ii. Daily1. Day One:a. Given classroom instruction, TSWBAT correctly identify hestory.b. Through classroom instruction and introductory activities,TSWBAT identify the conflict of Opal being lonely in a newtown and identify her finding Winn-Dixie as a possible solutionto teacher satisfaction.2. Day Two:a. Given classroom instruction, TSWBAT accurately identify ointofview is important to the story.b. ersatisfaction.3. Day Three: Given classroom instruction on sequencing, TSWBAT workin a group to accurately sequence the events of two chapters inBecause of Winn-Dixie to at least 83% accuracy (10 out of 12 events inthe correct order).

4. Day Four: Given classroom instruction and reading in Because ofWinn-Dixie, TSWBAT identify causes to events in the story to teachersatisfaction.5. Day Five:a. Given classroom instructions and a visual dients”necessaryforathunderstorm to occur.b. Given classroom instructions and a visual demonstration,TSWBAT explain why thunderstorms occur more often inFlorida than in any other state to teacher satisfaction.6. Day Six: Given classroom discussion of theme and prior work withthemes in the novel, TSWBAT identify at least one theme present inthe story not previously discussed and provide evidence of that themethroughout the novel to teacher satisfaction.7. Day Seven: Given classroom instruction, TSWBAT make text-to-textand text-to-world connections with a poem about the Civil War andwith their prior knowledge of the Civil War to teacher satisfaction.8. Day Eight: Given instruction on retelling and summarizing, TSWBATwork in a group to summarize two chapters of Because of Winn-Dixieto teacher satisfaction.9. Day Nine: Given classroom discussion, TSWBAT look back at characteranalyses from earlier in the book and identify character growth andaccurately identify one piece of evidence of character growth for allmain characters.10. Day Ten:a. Given classroom instruction, TSWBAT identify conflict, risingaction, climax, falling action, and resolution as elements of plotand understand what each is to teacher satisfaction.b. Given classroom instruction, TSWBAT work with the rest of theclass to identify each of the plot elements in Because of WinnDixie to teacher satisfaction.11. Day Eleven: Given group discussion, TSWBAT recall informationabout the novel to 80% accuracy.12. Day Twelve: Given prior instruction on and reading of the novel,TSWBAT demonstrate understanding by scoring at least a 30/35 ontheir end of unit test.13. Day Thirteen: While watching the Because of Winn-Dixie movie,TSWBAT activate prior knowledge of the novel to accurately identifyat least three similarities about the book and movie as well as at leastthree differences.b. Standardsi. PDE Reading, Writing, Speaking, and Listening Standards1. R4.A.1.: Understand fiction appropriate to grade level.2. R4.A.1.1.1: Identify and/or interpret meaning of multiple-meaningwords used in text

3. R4.A.1.1.2: Identify and/or interpret a synonym or antonym of a wordused in text.4. R4.A.1.2.1: Identify how the meaning of a word is changed when anaffix is added; identify the meaning of a word from the text with anaffix. Note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-,mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment. Target wordsshould have either a prefix or a suffix but not both.5. R4.A.1.4.1: Identify and/or explain stated or implied main ideas andrelevant supporting details from text.6. R4.A.1.5.1: Summarize the key details and events of a fictional text asa whole.7. R4.B.1.1.1: Identify, explain, interpret, compare, and/or describecomponents of fiction and literary nonfiction. Character (may also becalled narrator, speaker, subject of a biography): Identify, explain,interpret, compare, and/or describe character actions, motives,dialogue, emotions/feelings, traits, and relationships amongcharacters within fictional or literary nonfictional text. Identify,explain, interpret, compare, and/or describe the relationship betweencharacters and other components of text. Setting: Identify, explain,interpret, compare, and/or describe the setting (when or where astory or personal narrative takes place); Plot (may also be calledaction): Identify, explain, interpret, compare, and/or describeelements of the plot (conflict/problem, sequence of events, cause andeffect relationships in the plot, how the problem was solved). Note:Items may use the terms event or solution. Items will not use theword plot. Items will ask what happened first, next, last, etc. Theme:Identify, explain, compare, and/or describe the message or lesson offiction or literary nonfiction. Identify, explain, compare and/ordescribe the relationship between the message or lesson and othercomponents of text.8. R4.B.1.2.1: Identify, explain, interpret, compare, and/or describeconnections between texts.9. 1.5.4.E.: Revise writing to improve detail and order by making wordsmore exact and varying sentence length and structure, wherenecessary.10. 1.5.4.F: Use grade appropriate conventions of language when writingand editing.ii. PDE Science Standards1. S4.A.3.2.2: Use models to make observations and explain how systemswork (e.g. water cycle, Sun-Earth-Moon system).2. S4.A.3.3.1: Identify and describe observable patterns (e.g., growthpatterns in plants, weather, water cycle).iii. Common Core English Language Arts Standards1. CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text whenexplaining what the text says explicitly and when drawing inferencesfrom the text.

2. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, orpoem from details in the text; summarize the text.3. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, orevent in a story or drama, drawing on specific details in the text (e.g., acharacter’sthoughts,words,oractions).4. CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words andphrases as they are used in a text, including those that allude tosignificant characters found in mythology (e.g., Herculean).5. CCSS.ELA-Literacy.RL.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 directions) when writing or speakingabout a text.6. CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of viewfrom which different stories are narrated, including the differencebetween first- and third-person narrations.7. CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imaginedexperiences or events using effective technique, descriptive details,and clear event sequences.IV.Learning Experiences (see attached)V.Evaluation Instruments and Methodsa. Formativei. Classwork and homework assignments collectedii. Participation in classroom discussionsiii. Reading fluency monitored during times reading as a class, in partners, orout loud in groupsiv. Small group/Centers time during Reading Intervention Blockb. Summativei. Quiz 1ii. Quiz 2iii. Culminating Projectiv. End of Book Testc. Point Allocation: 100 pointsi. Chapters 1 and 2 Journal: 5 pointsii. Letter from Opal to her mom: 5 pointsiii. Quiz 1: 10 pointsiv. See Me With Your Heart: 5 pointsv. Alliteration Candy: 5 pointsvi. Quiz 2: 10 pointsvii. Culminating Project: 25 pointsviii. End of Book Test: 35 points

VI.Resourcesa. Bibliographyi. Thunderstorm Content and Activity1. s.htm2. Various Comprehension worksheets inspired by The Reading Lady: /winndixie story.pdfiv. Bottles Activity Inspiration: use-winn-dixie-teachers-guidevi. Jeopardy Game: Playable mes/Sep201339/game1379976488.phpvii. Crosswords and Word Searches: www.puzzlemaker.discoveryeducation.comb. Materialsi. Every Day1. Because of Winn-Dixie2. “Wait and See” Prediction Tree3. Leavesfor“WaitandSee”Prediction Tree4. Command Hooks and Rope (for theme papers)5. Theme Papersii. Centers Materials