UNIT: READ ALOUD NOVEL, POPPY BY AVI

INTRODUCTION:
Poppy is about a young mouse, the titular character, who although shy and passive
chooses to go up against the tyrant who has been ruling over her family for longer
than they can remember. Through questioning the status quo and pushing herself to
start an adventure, Poppy starts to become similar to her deceased fianc. Poppy
starts to meet interesting friends such as Ereth the Porcupine who speaks in simile
and metaphor. The book itself uses colourful language and does a great job at
describing characters and setting to bring in students. There is a character for
everyone to identify with. We will be reading this novel aloud everyday and using it
to make connections with other subjects.

OBJECTIVES:

Students will
Students will
from reading
Students will
Students will

become familiar with characters and track their development

predict upcoming events in the story using knowledge gained
make cross-curricular connections between texts.
describe characters and setting.

OUTCOMES

connect the thoughts and actions of characters portrayed in oral, print and
other media texts to personal and classroom experiences
identify and explain connections among events, setting and main characters
in oral, print and other media texts
identify and discuss main characters, plots, settings and illustrations in oral,
print and other media texts from diverse cultures and communities
identify the main events in oral, print and other media texts; explain their
causes, and describe how they influence subsequent events
produce oral, print and other media texts that follow a logical sequence, and
demonstrate clear relationships between character and plot
identify quotation marks in passages of dialogue, and use them to assist
comprehension
describe similarities and differences between personal experiences and the
experiences of people or characters from various cultures portrayed in oral,
print and other media texts
identify and discuss differences in language use in a variety of school and
community contexts
identify other perspectives by exploring a variety of ideas, opinions,
responses and oral, print and other media texts

comprehend new ideas and information by responding personally and

discussing ideas with others
monitor understanding by confirming or revising inferences and predictions
based on information in text

CONTENT AREA
INTEGRATION ACROSS CURRICULUM
Science Plant Growth and Changes
Social Studies A Sense of the Land
Art- Using different mediums to represent parts of the book

STUDENT ACTIVITIES/PROCESSES
STUDENT PRODUCTS

Daily Classroom Activities

Journal reflections

MATERIALS

AND RESOURCES
iPads in the classroom
Art journals
Writing journals
Paint
Pastels
Poppy by Avi copies

TENTATIVE TIMELINE
Week
Sept. 14

Sept. 811

Sept.
14-18

Sept.

Activities
Ch. 1 -2
Start reading Poppy
Predictions
Collect traits from characters
Ch. 2-4
Paint the map (scene)
Practice writing
Courage vs. Cowardly lesson (theme)
Ch. 4-5
Writing Clausal sentences
Make predictions
Put up map
Chapter 6-7

Outcome
To keep this novel
read aloud fluid and
interesting, I have
reviewed and studied
the ELA 4 Program of
Studies and the
above outcomes will
be blended into many
of these lessons as
class discussion and
the story has lead it.
I will review which

21-25

Sept.
28-Oct.
2

Oct. 5-8

Oct. 1316

Oct. 1923
Oct. 2630

Practice with writing

Vocabulary activities
Writing Subject and Prepositional sentence
openers
Alliteration and Questions
Chapter 8-9
Literal similes and metaphor (connection to
art)
Decorations 1 &2
Character development
Practice with writing
Starting with ly and ing
Writing VVS, 3 short staccato sentences.
Chapter 10-12
Plot graph
Practice with writing
Dramatic opening and closing
Chapter 13-14
Blending our sentences into good
paragraph.
Review of previous work.
Chapter 15-17
Chapter 18-20

ASSESSMENTS

Daily writing assignments

Daily contributions to conversations
Art assignments with Poppy

above outcomes were

met after each lesson
and then make goals
to reach another
outcome.