Close Reading How Dorothy Saved the Scarecrow

Lesson 1: First Reading: Identifying Key Events

Common Core Content Standards:
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.
RL.4.2- Determine a theme of a story, drama, or poem from details in the text; summarize the
text.
Learning Objectives:
Content Objectives Students will be able to identify the key events in a fantasy story.
Language Objectives Students will achieve the content objective by annotating key
events within the text.
Social Objectives Students will collaborate with others to share ideas and improve
understanding.
English Language Development (ELD) Standards and Proficiency Levels:
ELD.PI.4.1
o Expanding: Adjust language choices according to purpose, task, and audience,
with moderate support.
o Bridging: Adjust language choices according to purpose, task, and audience, with
light support.
ELD.PI.4.6a
o Expanding: Describe ideas, phenomena (e.g., animal migration), and text
elements (main idea, central message, and the like) in greater detail based on
close reading of a variety of grade-level texts, with moderate support
o Bridging: Describe ideas, phenomena (e.g., pollination), and text elements (main
idea, character traits, event sequence, and the like) in detail based on close
reading of a variety of grade-level texts, with light support.
Academic Language Requirements:
Specialized Vocabulary and/or Tier 2 Words: Key event, context clues, annotate,
character traits, think-pair-share, evidence
Text Types/Structures (and related vocabulary):
Text type: Fantasy
o Events occur out of the ordinary.
o Includes magic.
o Involves journey/quest
Language Frames/Supports (and linking words):
 Close Reading How Dorothy Saved the Scarecrow

o I think the genre is ____ because _____.

o On her journey ___ meets a Scarecrow.
o The ___ asks Dorothy if he can go with her to see the ___.
o He tells Dorothy he does not have a ___, and Dorothy says ___.
Formal and Informal Assessments:
Informal Assessment: Students will demonstrate their understanding of the text by writing a
paragraph summarizing why the Scarecrow wants to join Dorothy on her journey. Students will
use their annotations of the key events as reference.
Procedure:
Anticipatory Set: Before passing out a copy of this weeks reading, How Dorothy Saved the
Scarecrow, I will ask students to reflect on the previous readings and discuss the essential
question: How do we reveal ourselves to others? (If students are struggling, ask: How were the
characters personalities revealed in the previous readings?) Students should respond
characters personalities were revealed through their dialogue, thoughts, and actions. Then, I
will pass out the reading, How Dorothy Saved the Scarecrow, and have students to preview by
quickly skimming and scanning the entire students. Students will discuss the genre of the story
and how the text and image support the genre (fantasy).
I DO: I will read aloud How Dorothy Saved the Scarecrow without interruptions and have the
students follow along as I read. Students are tasked to circle words or phrase that they are
unfamiliar with.
WE ALL DO: After reading the story, I will ask students to do a Think-Pair-Share about what
happened in the story. Then we will discuss the unfamiliar words or phrases and decode the
meaning. Students will use context clues and word analysis strategies to support their
understanding of the unfamiliar word. Following this, we will move on to finding the key events in
the story. Before I model using think aloud, I will tell students that we will be looking at key events.
Students will be asked to differentiate key events and key details.
I DO: I will model a think aloud and annotate the first three paragraphs. I will underline the key
events and make notes on the margins of the story. Students will be writing what I am writing.
1: In the first paragraph, a key even is that Dorothy sees the Scarecrow for the first time.
2-3: There arent any key events here, but I noticed that there is a description of the
Scarecrow. This will help me visualize what the character looks like.
WE ALL DO: Students and I will read paragraphs 4-18 and find key events. I will do a combination
of asking text-dependent questions (TDQ) and use of Think-Pair-Share (TPS) to guide students.
Students and I will continue underlining the key events and making annotations.
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4-8: The Scarecrow winks at Dorothy and then speaks to her, is this a key event? Why or
why not? (TPS); How can we describe Dorothy and the Scarecrow based on their first
interaction? (TDQ)
9: How does the Scarecrow feel being perched up here night and day to scare away
crows. (TDQ)
11-12: Is there a key event happening here? (TPS)
YOU DO TOGETHER: Students will work with their table and continue to underline key events
and make annotations for paragraphs 15-31. While they are working with their group, I will be
walking around and providing feedback and assistance as they look for the key events.
SOME DO (Differentiated Instruction):
ELL and Students with IEP: More support will be provided for English Language Learners,
such as providing sentence frames and text-dependent questions.
Sentence Frames:
On her journey ___ meets a Scarecrow.
The ___ asks Dorothy if he can go with her to see the ___.
He tells Dorothy he does not have a ___, and Dorothy says ___.
Text-Dependent Questions:
Where is Dorothy going?
Why doesnt the Scarecrow know about the Wizard and Emerald City?
What key event happens in paragraphs 21-22?
What do you learn about the characters from the dialogue in paragraphs 22-
25?
Why might the information in paragraph 31 be important to the story?
YOU DO ALONE: After students have completed annotating the key events, they will write a
paragraph summarizing why the Scarecrow wants to join Dorothy on her journey.
Closure: I will remind students that the next few days we will continue our focus on analyzing
characters, Think about the characters in the books you are reading, how are their personalities
revealed to other characters in the story and to the reader?
Resources and Materials:
How Dorothy Saved the Scarecrow? text
 Close Reading How Dorothy Saved the Scarecrow

Lesson 2: Make Connections Between a Text and a Movie

Common Core Content Standards:
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.
RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation
of the text, identifying where each version reflects specific descriptions in the text.
Learning Objectives:
Content Objectives Students will be able make connections between text and video
versions of a story.
Language Objectives Students will achieve the content objective by comparing and
contrasting how characters are portrayed in different media.
Social Objectives Students will share ideas through collaborative conversation.
English Language Development (ELD) Standards and Proficiency Levels:
ELD.PI.4.5
o Expanding: Demonstrate active listening of read-alouds and oral presentations by
asking and answering detailed questions, with occasional prompting and moderate
support.
o Bridging: Demonstrate active listening of read-alouds and oral presentations by
asking and answering detailed questions, with minimal prompting and light
support.
ELD.PI.4.6a
o Expanding: Describe ideas, phenomena (e.g., animal migration), and text
elements (main idea, central message, and the like) in greater detail based on
close reading of a variety of grade-level texts, with moderate support
o Bridging: Describe ideas, phenomena (e.g., pollination), and text elements (main
idea, character traits, event sequence, and the like) in detail based on close
reading of a variety of grade-level texts, with light support.
Academic Language Requirements:
Specialized Vocabulary and/or Tier 2 Words: Connections, similarities, differences,
compare, think-pair-share, evidence
Text Types/Structures (and related vocabulary): Fantasy
Language Frames/Supports (and linking words): Compare/Contrast Chart, Sentence
Frame: In the text/ film, Scarecrow _____.; Reading the text is similar/different from
viewing the filmed version because ____.
 Close Reading How Dorothy Saved the Scarecrow

Formal and Informal Assessments:

Informal Assessment: Students will demonstrate they have met the lesson objectives by writing a
short response on the question: How is reading How Dorothy Saved the Scarecrow the same
and different from viewing the filmed version? Students must use examples from each version to
support their answer.
Procedure:
Anticipatory Set: I will begin the lesson by introducing the content and learning objectives and
have students read and repeat so we all know that we will be learning how to make connections
between movies and the books they are based upon. I will then discuss that many films are based
on literature and ask students for examples (Harry Potter series, A Series of Unfortunate Events,
Diary of a Wimpy Kid). After discussing the examples, I will ask a follow-up question: Why do
filmmakers often look to literature for inspiration? and have students do a Think-Pair-Share. Once
students have shared their ideas, I will remind students that the film version of a story might be
different from the literary version, and then ask students to come up with reasons why they are
different.
I DO: After engaging the students thinking, I will remind students: Yesterday, as we were looking
at key events in the story, we were also looking at the dialogue from Scarecrow and Dorothy.
Using dialogue is one way the readers can infer how the character reveals themselves. As I reread
aloud paragraphs 19-23, I want you to review your annotations that you made from previous
lesson and add any new characteristics, if any. Following the students quick review, I will
announce to the students that we will be watching a short clip of Dorothy meeting the Scarecrow
from the film The Wizard of Oz, in which the Scarecrow sings the song If I Only Had a Brain. As
they are watching, they are instructed to think about the similarities and differences between the
text and the movie. Before students share their ideas, I will model a think aloud comparing the
literary and film versions.
Model: The first difference I noticed is that the Scarecrow sings a song in the move that
is not in the book. When I was listening to his song, there were parts that were not in the
book. I wonder why he does this?
WE ALL DO: We will continue the discussion of the similarities and differences they noticed. I will
show the clip again, with the addition of providing If I Only Had a Brain lyrics. Students are
instructed to circle unfamiliar words or phrases because we will discuss afterwards. We will look
at each of the stanza and review the unfamiliar vocabulary. After this, students will be introduced
the Compare/Contrast Chart where we will be looking at different questions about what the
Scarecrow does in the text and in the film: 1) how the Scarecrow communicates with Dorothy, 2)
 Close Reading How Dorothy Saved the Scarecrow

how the Scarecrow is shown (personality/ actions), 3) why the Scarecrow wants a brain, 4) why
the Scarecrow wants to go with Dorothy.
We will do the first two questions together:
o How does the Scarecrow communicate with Dorothy? In the text, he talks to her;
In the movie, he sings and talks to her. *example answers*
o How is the Scarecrow shown? (personality/actions)? In the text, he is calm and
curious; In the movie, he is clumsy and curious. *example answers*
YOU DO TOGETHER: Students will continue working on the compare and contrast chart with
their partners. Once students are done, they will come together as a table and confer if they have
learned anything about the Scarecrow in the film that we did not learn in the text.
YOU DO ALONE: Students will write a short response on the question: How is reading How
Dorothy Saved the Scarecrow the same and different from viewing the filmed version? Students
will use examples from each version to support their answer.
SOME DO (Differentiated Instruction): I will provide additional support to students when
needed, specifically ELL and Students with IEP, by asking guiding questions:
Look at paragraph 23 from the text. The Scarecrow says he does not want people to call
him a fool.
How is the film version different from paragraph 23 in the story?
How is the film version the same as paragraph 21-23 in the story?
Look at the story, why does the Scarecrow say he wants a brain?
In the film, why does the Scarecrow say he wants a brain?
Closure: To conclude the lesson, I will ask the students, Do we learn anything about the
Scarecrow in the film that was not shown in the text?
Resources and Materials:
How Dorothy Saved the Scarecrow
A video clip of the song If I Only Had a Brain
If I Only Had a Brain lyrics
Compare/Contrast Chart
 Close Reading How Dorothy Saved the Scarecrow

Lesson 3: Make Connections Between a Story and a Visual Presentations

Common Core Content Standards:
RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation
of the text, identifying where each version reflects specific descriptions in the text.
Learning Objectives:
Content Objectives Students will be able to connect the content of How Dorothy Saved
the Scarecrow and different visual presentation/image types.
Language Objectives Students will achieve the content objective by comparing and
contrasting the details of the text and the images.
Social Objectives Students will share ideas and insights using collaborative
conversation.
English Language Development (ELD) Standards and Proficiency Levels:
ELD.PI.4.1
o Expanding: Adjust language choices according to purpose, task, and audience,
with moderate support.
o Bridging: Adjust language choices according to purpose, task, and audience, with
light support.
ELD.PI.4.3
o Expanding: Negotiate with or persuade others in conversations using an expanded
set of learned phrases (e.g., I agree with X, but . . .), as well as open responses,
in order to gain and/or hold the floor, provide counterarguments, and so on.
o Bridging: Negotiate with or persuade others in conversations using a variety of
learned phrases (e.g., Thats a good idea. However . . .), as well as open
responses, in order to gain and/or hold the floor, provide counterarguments,
elaborate on an idea, and so on.
Academic Language Requirements:
Specialized Vocabulary and/or Tier 2 Words:
o Compare, contrast, illustrations, text features, similarities, differences, opinion,
think-pair-share, evidence
Text Types/Structures (and related vocabulary):
o Fantasy
Language Frames/Supports (and linking words):
o In the photo from the movie, the Scarecrow looks ___.
o In the original illustrations from the book, the Scarecrow looks ___.
 Close Reading How Dorothy Saved the Scarecrow

o In the new illustrations from the book, the Scarecrow looks ____.
o I think the image type that matches the description of the characters the best is
____ because ____.
Formal and Informal Assessments:
Informal Assessment: Students will demonstrate they have met the lesson objectives by writing a
short response on the question: How do these image types show the Scarecrow revealing himself
to others? Students must use examples from each version to support their answer.
Procedure:
Anticipatory Set: We will review our previous lesson: Yesterday, we watched a scene from the
movie The Wizard of Oz and we compared the similarities and differences between the text and
the movie. Then, I will ask students, What are some differences in the ways that books and
movies tell stories? I will lead students into discussing the visual presentations.
WE ALL DO: I will ask students, What visual presentations do we see in this story? Look at the
text features. Students will respond with pictures/illustrations and photo from the movie. I will
distribute the Compare/Contrast Images to Text Chart to students and tell them, The story we
have been reading includes photographs and illustrations of different versions of The Wizard of
Oz: an original book illustration, a new text illustration, and a scene from the movie. Were going
to compare and contrast the text with the different types of visuals and form an opinion on which
image type matches the description of the Scarecrow the best. Students and I will do the original
book illustration:
Similarities to Text The Scarecrow has the same features and clothes.
Differences from Text The Scarecrow does not interact with Dorothy as he does in the
text.
YOU DO TOGETHER: Students will work with their table to complete the chart by comparing text
evidence to, and contrasting it with, the different types of visuals. I will be walking around
observing students conversations and providing support.
WE ALL DO: After students complete the chart, we will come back together as a whole group
and discuss what they found.
YOU DO ALONE: Students will reflect on their chart and form their opinion on which is the best
image type that matches the description of the Scarecrow. They will share with their partner their
opinion, then write an explanation why they chose the text image. Following these, students will
answer the following question and provide a short response: How do these image types show the
Scarecrow revealing himself to others?
 Close Reading How Dorothy Saved the Scarecrow

SOME DO (Differentiated Instruction): Students, specifically ELL and students with an IEP, will
be given additional support (text-dependent questions and sentence frames):
Look at paragraph 2, what is the Scarecrow wearing? Does it have the same details in
any of the images of the Scarecrow?
Look at paragraph 4, how does the Scarecrow interact with Dorothy? Are the same actions
being shown in any of the image types?
Sentence Frames:
In the photo from the movie, the Scarecrow looks ___.
In the original illustrations from the book, the Scarecrow looks ___.
In the new illustrations from the book, the Scarecrow looks ____.
Closure: We will come back together as a whole group and reflect on this weeks lessons and
the essential question: How do we reveal ourselves to others? Students will discuss with their
table any new ideas and questions that they have about the essential question.
Resources and Materials:
How Dorothy Saved the Scarecrow?
Compare/Contrast Images to Text Chart
Colored copies of the visual presentations