Unit Introduction: Because of Winn Dixie

Lesson Teacher: Teresa Gleason Date: TBD - Days 1 - 4 of Unit

Lesson Grade Level: 5 Timeframe: 90 minutes per day

Content Area: Language Arts Grouping Strategy: Whole group, small group,
individual work

Preparing for Lesson Development

1. What does your pre-assessment observation indicate about your students needs and current
performance and educational needs?

Realistic Fiction Genre: Exposure to realistic fiction has been primarily easy reader novels for most
students. A few students are avid readers and have read other realistic fiction texts. Few students understand
what qualifies a novel as realistic fiction.

Vocabulary: Most of the words targeted for vocabulary instruction are in students current listening
vocabularies. They are not able to consistently discern the specific meanings of vocabulary words as used
in the text. Instruction will focus on enhancing understanding of word meanings to transfer targeted
vocabulary words to students reading vocabularies.

Comprehension: Students have mixed abilities in terms of being able to summarize texts. Selecting the
most relevant events is a consistent issue.

2. How will you design the lesson to meet the needs of all learners in your classroom?

Genre and Vocabulary: Activities at the genre and vocabularies center are tiered and goals are set for
individual students.

Comprehension: Struggling students will have the opportunity to read the text 2-3 times. They will hear
the story first in a whole group setting as read aloud; they will have a second reading to determine what
information to include in their summaries. As needed, students may also access an eBook version of the
story with narration to allow for further exposure to the story.

A student with a broken arm will be allowed to use magazine picture or printed images instead of drawing
for his comprehension matchbook images. If the student feels comfortable doing so, he may also choose to
draw with his non-dominant hand. Assessment criteria will be adjusted accordingly.

Lesson Plan Development

Lesson Title: Introduction: Because of Winn-Dixie

Common Core and/or State Standard:

Lesson Objective: Students will be able to
summarize major story elements of a realistic
fiction story.
Assessment of Learning: Students will complete story maps
for Chapters 1 -4.
Students will receive 1 pt. each for accurately including each
of the following story components: characters, setting, plot,
problem, resolution (if applicable).

Students will create matchbook comprehension slips for

Chapters 1 -6. Upon completion of the project, scoring will
be performed as follows:
 Scores for specific requirements and components (up to 4
pts. may be earned).
1 pt. per chapter summary accurately indicates what
happened in the chapter.
1pt. per chapter summary uses primarily big ideas instead of
superfluous details.
1 pt. per chapter the image depicted pertains to the correct
chapter.
1 pt. summary and image are reasonably neat and legible.

Scores for overall presentation/completeness (Up to 5 pts.

may be earned).
5 pts. if all chapter events and slips are present and placed in
the correct order./3 pts. if only 1 or 2 chapter slips are out of
order or missing/ 1 pt. if 3-5 chapter slips are out of order or
missing / 0 pts. if more than 5 chapter slips are out of order or
missing.

Assessment of Learning: Students will keep a record of

author/genre activities completed. During weekly
Lesson Objective: Students will be able to explain
conferencing, the teacher will verbally assess understanding
what makes a story realistic fiction.
of this genre and assign additional goals for next week.
Anecdotal records will be kept to monitor student progress.
Based on the lesson objectives, select an appropriate teaching model Madeline Hunter

Indian Education For All (IEFA) X No Yes. If yes, please describe

Classroom
Lesson Procedures/Activities Materials
Management Needs
Day 1 Copy of Kate Make sure students are
Anticipatory Set DiCamillos Because not crowding each other
of Winn-Dixie (plus 6 in work areas. Students
Unit Introduction: Students have been studying animals in additional copies for may work at desks or
different cultures in Social Studies. They have been gathering small group work). on the floor. Direct
newspaper clippings, pictures of students pets, magazine images EBook copy of book students about how to
or web images of interesting animals in our community or on Kindle with text to get art supplies and
animals from our region or pets theyd like to have. speech function or remind them to return
narrated audiobook. them in good order.
The teacher will provide each student with a 2X2 sheet of
butcher paper. Students will write on the butcher paper one Author/Genre Center
statement about Animals in my life to show how a specific board set up.
animal/pet or just animals in general impact their lives. Students
will also create a group collage by adding found images and Story Map copies for
information on animals. Students need not fill their paper as the class.
more pictures or information may be added throughout the unit
as more connections are made. Students need to put their names Tape or push pins to
somewhere on their own collage, as the papers will be combined post completed
to make a class collage outside our classroom door. collages outside of
classroom.

Teacher Input Physical items for Small groups at kidney

explicit teaching of table to be done as
Pre-teach vocabulary words relevant to Chapters 1 -4 in small vocabulary words (see other students complete
groups. Specific words taught and small group composition is attached sheet for independent or other
based on pre-assessment results and individual student goals specific instructions project work. Students
(See attached sheets for instructions on teaching specific words and supplies). not at the small group
relevant to Unit Days 1 -4 and the vocabulary frame activity need to keep a 1 level
used during this mini-lesson). Index cards, crayons, voice.
writing tools for vocab
Pass out Literacy Activity Folders during small group frame activity. When teaching the last
vocabulary instruction. Explain to students that all assignments group vocabulary, give
completed in relation to this unit are to be kept in this folder. Pre-printed story maps students a 2 minute
These will be used for individual student teacher conferences for students to practice warning. During this
and will serve as a source of material to include in the learning on for Chapter 1. time they will clean up
portfolio. Strongly suggest to students that they put their names and go to the class
on EVERYTHING related to this unit and keep it in their folders Naomi, Florida map meeting area (carpet at
unless they are working on it. (see attached). back of the room).

Introduce Book with a Pre-read: Have students bring a

1. Show the cover art and tell students the title and author. pencil to the meeting
2. Based on the title, what is the story about? area.
3. What questions come up from the title?
* If the title is Because of Winn-Dixie, WHAT is
because of Winn-Dixie?
* Who is Winn-Dixie? Is it the dog, a person, or
something else?
*Where do you think the story takes place?
* Tell students that Winn-Dixie is a grocery store that is
located in the Southern United States primarily in the
state of Florida.

Show students the map of Naomi (see attached). Ask

students to identify the specific places we have seen in
the text so far.

Show students a map of Florida. Note that the specific

towns in the story are fictional.

4. Based on how the dog looks on the cover, do you think the
dog is a pet or a stray? (Refer back to SS unit on
animals/cultural connections).

List vocabulary words that were pre-taught that appear in

Chapter 1. Have students give a definition (they may use their
vocabulary frames if needed, for support.)

Read Chapter 1 aloud. At the end of chapter 1, prompt students

to recount what happened in the story.

Key points for the summary:

We meet Opal. She is at the grocery store. Her father is the
preacher. She sees a rough-looking dog in the grocery store.
He is running around and getting into trouble. She claims the
dog is hers. She takes him home to meet her father. She knows
she loves the dog with all her heart.

After students recount the story, model the difference between

information that is most important to a summary versus the
details that probably wouldnt be included in the summary. Give
several examples from the text of things that would be less
important details.
Next, introduce the story map worksheet. Completing a story
map on their own for Chapter 2 will be the students first center
assignment this week at the Author/Genre Center.

Show students the sections of the Story map and model filling it
out as students fill it out as well.

Guided Practice/Check for Understanding Same as above Same as above

Students will fill out the story map sections as the teacher
models what to do. Ask questions to check for understanding:
What are characters? Who are the characters we have met so
far in the book? Do we know who or what Winn-Dixie is
referring to yet? What specific settings have we seen? Has the
author told us the city or state where the story is happening yet?

Teacher Input/Guided Practice/Check for Genre/Author Center Students may stay at the
Understanding ready to go. class meeting area. You
will physically point
Physically show students the center board and where the story Literacy Activity out where the center is
map section is located. Explain that by the end of the day, every folders for each located and where the
student needs a story map for Chapters 1 and 2 completely filled student. story map section is
out. located.

Read Chapter 2 aloud.

Independent Practice Students work

independently. Monitor
Students spend the remaining time exploring the author/genre for on-task behavior.
center. Story maps must be completed first. They may then read Provide support in
the information posted about the author or investigate on of the completing tasks, as
other texts at the center. needed.

IMPORTANT: Books at the center are for use by students

during center time only. If the student is interested in checking
the book out over a weekend, please see the teacher. PLEASE
do not take books from the classroom without permission.

Day 2 Index Cards, crayons, Students come to the

Teacher Input writing tools story area (carpet) and
bring their literacy
Pre-teach vocabulary relevant to Chapters 5-8 in small groups in Student Literacy activity folders.
accordance with students individual vocabulary goals. (See Activity Folders
attached sheets for instructions on teaching specific words Blank paper/pens
relevant to Unit Days 1 -4 and the vocabulary frame activity (students bring)
used during this mini-lesson).

Ask students about their experiences with the Author/Genre

Board. Can they tell what genre our author frequently writes in?
From the story Because of Winn-Dixie so far, what genre do they
think the story falls under? Why do they think so?

Have students compare their story maps form Chapters 1 and 2

yesterday. Randomly call on some students to tell you what has
happened so far.
Ask students to make a prediction about what will happen in
Chapter 3.

This time we will read Chapter 3, students will make their own
Story Maps on blank paper. (Tell students this is not just to
save copying costs, but because maps they create themselves
will stick better in their brains!)

Read Chapter 3 Students complete maps after the reading.

(Observe and check for understanding of including the parts of
the story map to be included.)

Recount what has happened so far. Make up one question that

you think will be answered by Chapter 4.

Read Chapter 4.

Have students look at the vocabulary word goals in the Literacy

Activities Folders. Instruct students to recall whether they heard
their vocabulary words in todays chapter. Have students call out
the words they heard and put a check mark by the word on the
white board. We will keep a tally of how often the words are
mentioned as we read the book.

Introduce the Vocabulary Center.

Explain that students have options for the activities. The teacher
has assigned an initial goal for this week. If the student
completes the goal, other activities on the board may be tried as
well. Remind students that their priority has to be their
vocabulary word goals for the activity.

Guided Practice/Check for Understanding Vocab Center board Students move to center
Take students over to the center and model/explain each center ready to go with in an orderly fashion.
activity: copies of related Gather around, but
activity handouts at make sure everyone can
Activity 1: Find that Word. the center. see.

Students will use highlighters to look for the words from the
novel in other types of text. Old newspapers and magazines are
provided. If the student hears the word used in conversation or
in media, this may also be included, but the student will need to
record the context in which the word was seen/heard.

Students will find a sentence or other context with the word,

highlight the word, cut out the sentence and paste or tape it into
the appropriate spot on the worksheet. There are three sections
on the form:

Section 1 is for vocabulary words that are used with the same
definition and form as seen in the novel. These will appear in the
same form as the vocabulary words posted on the center.

Section 2 is for vocabulary words that have almost the same

meaning, but that appear in a different form. For example,
students might find the word pathology instead of
pathological.

Section 3 is for vocabulary words that have either the same form
or a different form, but that seem to have a different meaning or
use than the way the word is used in the novel. An example of
this might be the word produce used to mean to make
something instead of produce used to mean fruits or
vegetables.

Please note: If students have been assigned this activity as part

of their goals, they must complete the activity with the specific
vocabulary words they are studying. After this initial activity has
been completed, they may choose any vocabulary word they
want from the board.

Activity 2: Vocabulary Cootie Catcher

Ask students if they are familiar with how to make a cootie

catcher. Have a student volunteer who is familiar with how to
make one model the process as you explain it step by step.
(Make sure students can see the process those who already
know how can allow those who dont to come to the front.)
Point out that the instructions for how to make one are on the
board as well in case they forget.

Explain parts of the cootie catcher and how to play the game.
Students will need to write their specific vocabulary word son
the outside four squares of the cootie catcher. They then
choose a word, spell out the word or say the syllables of the
word to move the cootie catcher to the next step. (Have a
student demonstrate this.) They then choose a number inside the
cootie catcher and follow the instructions underneath for a
vocabulary practice activity. This game may be played alone or
with a partner, but remember that you need to study your
assigned words, so if you play with a partner, exchange cootie
catchers and allow the other person to choose from the
selections available on their own cootie catcher.

Activity 3: Story Cubes Vocabulary

Students will choose between 1 -3 story cubes from the small

white basket. They roll the story cube dice and make up a story
using the images using as many of their assigned vocabulary
words as they can. Write the vocabulary words you used for the
story, your name, and words Story Cubes onto a slip of paper
(provided in the pocket near the instructions) and place it into
your Literacy Activities Folder.

Ask students to reiterate what is done for the activities. Can they
choose any they want? (No, they have to complete their goal
first.)

Independent Practice Several copies of the Remind students of

text at the small group expectations during
Release students to complete their story maps and vocab goals at table. eBook version center work (whisper
the centers. Remind students that the Author/Genre center is of text. Pre-printed voices, focused
always open as well. story maps, as needed. activity)
As students work independently, provide support in small
groups for students struggling with creating story maps. To
make this task easier, the pre-printed maps may be used.
Scaffold to remove a portion of the map each day and have
students begin to draw their own maps.

Day 3 Students will need Small groups at kidney

Teacher Input their Literacy Activity table to be done as
Folders. other students complete
Ask students about their experience with the Vocabulary Center independent or other
Activities. Completed sample of project work. Students
matchbook not at the small group
Pre-teach vocabulary relevant to Chapters 5 and 6 in small comprehension need to keep a 1 level
groups in accordance with students individual vocabulary goals. activity. voice.
(See attached sheets for instructions on teaching specific words
relevant to Unit Days 1 -4 and the vocabulary frame activity Supplies for student When teaching the last
used during this mini-lesson). matchbook group vocabulary, give
comprehension students a 2 minute
When all students are at the class meeting area: activities. (Manila warning. During this
Have students pair share what they think the most important folders, matchbook time they will clean up
event that has happened in the novel so far. What do they think slips pre-cut and and go to the class
will happen next? placed into a labeled meeting area (carpet at
bucket in a prominent back of the room).
Share out predictions. Have students give a thumbs up if they place in the
agree with a prediction or a thumbs down if they disagree. classroom.)

Read Chapters 5 and 6 aloud. After each chapter, asks students

what elements they would include in the story map we
completed the other day.

Introduce the Matchbook Comprehension activity. Show

students an actual matchbook. Note the size and shape of the
matchbook and how the bottom folds up to hold the matches.
Show students your finished sample of the matchbook
comprehension activity (a copy has been provided.

Explain that students will be practicing the skill of summarizing.

Ask students to explain what summarizing is (they have done
this before). How is summarizing different than telling
everything that happens in a story? What elements need to be
included in a summary (e.g. who, what, when, where, and how
questions are answered by a summary).

Guided Practice/Check for Understanding Supplies for Walk around to ensure

matchbook all students see how the
Model how to fold the slips into the matchbook form and show comprehension folding is done.
how it is placed into a manila folder. activity as noted
above.
Pass out one slip per student and have them fold it along with
you. Have them make a label for Chapter 1 on the lip of the
matchbook.

Have students pull out their story maps from chapters 1 -4. Ask
one student to summarize each chapter based on what is written
on their story maps. Ask other students if the proposed summary
is complete. Add to it, if needed. (Students may add to their
story maps at this point).

Read the summary from the sample for each chapter after this
discussion for each chapter. Explain to students that they will
take a slip of construction paper (show students the bucket
labeled Comprehension Matchbook Slips where these will be
kept).

Students will summarize each chapter on the inside of the

matchbook. Students will draw a picture of the most important
event in that chapter on the front of the matchbook. Tell students
that this might be different for different students. Students
should consider the following when choosing the image to
portray:

What was the focus or highlight of the

chapter?
What image would remind you of what
happened in that chapter?

Give students the following tips for success:

Write your name on the back of the manila

folder.
Store the manila folders in your Literacy
Activities Folders when they are not working on them.
Recommend using colored pencils or crayons
for pictures. Markers bleed through the paper and you
wont be able to read the summaries!
If you are only partially done with a summary
or picture, put it into a baggie labeled with your name
and keep it in your Literacy Activity Folder.
Tape each chapters matchbook into place as
you complete it.
Any extra time may be spent decorating the
cover of your folder with the title of our novel, the
author of our novel, and an image which you feel
captures the meaning of the book.

Independent Practice Students work

independently. Monitor
For the remainder of the time, students may work on their for on-task behavior.
matchbook covers for Chapters 1 6. Pull struggling students Provide support in
aside and work with them to complete story maps on chapters 5 completing activities, as
and 6. Assist them in creating a summary answering the Who, needed.
What, When, Where, How framing questions.

Day 4 Add Sample a Book Gather students around

Closure activity to the Author/Genre center.
Author/Genre Center Make sure everyone
Show students the Sample a Book and Genre activities on the Board. can see.
Author/Genre Board.

These activities will be specifically assigned as a goal for some

students, but are available to everyone if they finish other work
early. Completing an activity on this board above those required
for your goals will get you a ticket to a genre genius drawing.
At the end of our unit, there will be a drawing for a Realistic
Fiction book of the students choice.

Point out the qualifying activities and sections of the center.

SAMPLE A BOOK ACTIVITIES

Types of books available for sampling:

Books by Kate DiCamillo students can

sample other books from these categories. Students will
determine the genre of the book, why it falls under that
genre, and write it on the provided slip for a chance at the
drawing.

Books recommended by Kate DiCamillo: our

author was the 2014-2015 Good Reads ambassador. She
spent time traveling to schools and talking about reading
and writing. She generated this list of recommended reads
for students ages 8 13.

Books you might like if you liked Because of

Winn-Dixie. These are books are recommended for kids
who liked our novel by Good Reads.

Note to teacher: books are provided across multiple reading

levels. There should be at least one book accessible to every
reader. Students who struggle may also talk with the teacher
about getting an audio book version of some of the books.
Remind students that books are to be used in class only and kept
at the center when not being read (students may put sticky notes
in the book to mark their places and should not remove other
students bookmarks.). If students want to check out a book for a
longer period, discuss this with the teacher and we can look into
a weekend checkout or a checkout from the school library.

ADDITIONAL GENRE ACTIVITES

1) Genre Genius Puzzle match the puzzle pieces to find the

characteristics of different genres. Make a note of the date you
completed this activity in your Literacy Activities Folder. This is
a qualifying activity for our drawing. Note that the activity has
two levels of difficulty. One side has colors on the puzzle pieces
to help you match them. The other side does not is will be more
challenging.

2) Create a Book Cover for a Realistic Fiction Story The

student will fold a piece of paper horizontally to make a book.
They will make up the basic plot and characters of a story that
would fall under realistic fiction. On the cover of the book, draw
a picture that depicts something about the story. On the inside,
students may either write a summary of their story or simply
record the major elements (character, setting, plot, problem,
solution, etc.) Makes sure the cover and story are realistic (i.e.
no space aliens, magic powers, etc.)
Make sure to put your completed activity into your Literacy
Activities Folder.

3) Create a Story Map of a Realistic Fiction Story or Map one of

the realistic fiction stories from the sampling section of this
center.

Make sure to put your completed activity into your Literacy

Activities Folder.

Students will continue to work independently on completing

their comprehension matchbooks for Chapters read so far
(Chapters 1 -6).

Students complete other agenda items for Chapters 1 -6, as

needed.

Evidence of Lesson Effectiveness/Student Learning: Students will conference individually with the teacher on
Day 5 of the unit. The student and teacher will review together the activities from the author/genre and vocabulary
activities centers, as well as the matchbook comprehension slips completed at this time. The teacher will ask students
comprehension questions during this time about the novel and will verbally assess for understanding of the
vocabulary definitions at this time.

Reflection and Recommendations for Next Time: Some students had difficulty creating summaries for their
matchbook comprehension activities from earlier chapters. It might be beneficial to begin with this activity with the
first chapter instead of waiting several days. Students could use the story map as a pre-writing activity for writing
the mini-summaries in their matchbooks. After chapter 6, this lesson intended to have the story maps be option or
support materials for students. It might actually be important to require students to use them as part of their goals if
the student needs that additional support. Another option might be to work as a class to create the story map
immediately after reading the chapter and posting an enlarged version of the story map in the classroom. This would
allow students to refer back to the map as needed for support in completing their comprehension matchbooks.

Attachments, if required.