Professional Documents
Culture Documents
Melissa Oliver
RED 311, Spring 2015
Language Objectives:
The student will be able to clearly and effectively share
his or her opinions, ideas, and thoughts,
The student will be able to object to an idea with which
he or she disagrees in a respectful manner during
group discussion.
Schedule for Lesson Plans
4/06 Mon: Launch Lesson
4/08 Wed: Day One (Introductions, Expectations, &
Anticipations)
4/13 Mon: Day Two pg. 8 47 (Media/Text
Comparison)
4/15 Wed: Day Three pg. 48 80 (Imagery)
4/20 Mon: Day Four pg. 81 114 (Dream Catchers)
4/22 Wed: Day Five pg. 115 146 (Character Traits &
Map)
4/27 Mon: Day Six pg. 147 175 (BFG Language 101)
4/29 Wed: Day Seven pg. 176 208 (Dream Jar)
Materials
Day 1
(5) Bookmarks
(5) The BFG by Roald Dahl
(5) Literature Circle Packets
(everyday)
(5) Writing journals
Book Talk orange question
cards
Pencil
Markers/Colored
Pencils/Crayons
Day 2
iPad (YouTube clip of The BFG
movie)
(5) Comparison writing
prompt sheet
Day 3
(5) Sensory Imagery
worksheet
Melissa Oliver
RED 311, Spring 2015
Day 5
Crayons/markers/colored
pencils
Day 4
Day 7
(1) Mason jar
Dream events cards
(1) Dream Jar label
(5) Dream Plan worksheet
Pencils
Evaluation (Assessment)
Informal Daily Assessment
For each meeting, the students will have a different role
assigned to them to complete for group discussion. The roles
are as follows:
Chief Connector: During reading, you will look for parts of the
story that trigger connections. There are three types of
connections that we will use: 1. Text-to-Text: Reminds you of
something you read in another book.
2. Text-to-Self:
Reminds you of something that has happened to you or
someone you know.
3. Text-to-World: Reminds you of something you have read in a
magazine or newspaper, or something you watched on TV or in
a movie.
Purposeful Predictor: Before reading, make a prediction about
what will happen next. You may be able to find clues to what
will happen in the title of the chapter or in an illustration. If
these arent available, think back on what you have already
read. After reading, record whether or not your prediction was
correct. Finally, predict what will happen next.
Imagery Inspector: During reading, look for examples of
imagery and figurative language. Record the example and the
page number it is found on. Describe how this imagery or
figurative language helps tell the story.
Teacher: Those are some fun ones! What did you believe them
to mean?
Student A: Well, the frobscottle is like soda but a Giant Country
version and it sounds like telly-telly bunkum box means
TV.
Teacher: Did anyone think of something different for those
words when you were reading?
Student B: I thought the same things. He talks really weird!
Task (15 20 minutes)
After the literature circle roles and BFG Dictionary discussion, I
will implement a task or activity. The tasks and activities will
vary each day. Each one will enrich the students
understanding of the whole text or a portion of it. Please see
individual daily plan for further details.
Discourse (5 10 minutes)
Once the task or activity is finished, we will discuss it in greater
depth. For any writings or graphic organizers, I will ask each
student to take a moment and explain their answers or
thoughts. For any crafts or drawings, I will ask each student to
elaborate why they drew what they did and what textual clues
made them imagine it.
We will then prepare for our next meeting by reviewing their
upcoming roles. Students will also fill out their daily reflection.
Teacher: Take a moment to look at your role for next time.
What questions, if any, do you have about what you
need to do? (Answer any questions that arise and refer
to the instructions on the page so they see the
description if they need it.) It sounds like you all know
what to do for next time now so Id like you each to
take the last couple minutes and fill out your daily
reflection. If there are areas that you dont score
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Teacher: What did you see, hear, smell, and feel from what I
just read?
Student A: I saw sausages because they said his lips looked
like them.
Teacher: Good! What else?
Student B: I smelled his bad breath! Yuck!
Teacher: (laughs) Me too! You really seem to understand
imagery. Use this skill when you are reading and when
you do your imagery role whenever its your turn for
that.
After this discussion, we will then go over their roles and prep
them for the next time we meet and students will fill out their
daily reflection.
Instructional Plan: Day Four (Dream Catchers)
Prep Time (5 minutes)
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Getting Ready (25 30 minutes)
Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (20 minutes)
I will have a premade dream catcher done to show the
students what the desired end result should sort of look like.
Then I will walk them through each step, as they make their
own and decorate it, if they so desire.
Teacher: Today, I have a craft for us to do. We will be making
dream catchers just like the BFG uses when he
catches dreams. We will use these materials and
follow the directions in your packet. Heres one that I
made so you know what it will look like when youre
done.
Discourse (5 minutes)
Once the craft is complete, I will ask the students what kinds
of dreams they would catch and give other people if they
could make them up.
Teacher: What types of dreams would you catch?
Student: I would catch nightmares!
Teacher: Why nightmares?
Student: That way I could keep them from making their way to
little kids and I would use them on bad people.
Teacher: Thats thoughtful of you to keep the kids from having
them.
After this discussion, we will then go over their roles and prep
them for the next time we meet and students will fill out their
daily reflection.
Instructional Plan: Day Five (Character Traits & Map)
Prep Time (5 minutes)
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Getting Ready (25 30 minutes)
Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (20 minutes)
I will go over the character traits list in the packet. I will ask
the students which of these traits they see in some of the
characters in the book. Once they have a chance to share
some responses, I will have them turn to the character trait
map in their packets. They will choose one character from the
book and complete the map by selecting four traits that
describe their character and drawing evidence from the book
that supports their opinions.
Student: The BFG and Sophie are the same because they are
both kind and caring. They are different because
Sophie is educated and the BFG is shy.
Teacher: Those are very good comparisons.
After this discussion, we will then go over their roles and prep
them for the next time we meet and students will fill out their
daily reflection.
Instructional Plan: Day Six (BFG Language 101)
Prep Time (5 minutes)
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Getting Ready (25 30 minutes)
Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (10 minutes)
Students will be given some time to complete a word scramble
containing words associated with the book. They will also
complete a translator worksheet to illustrate their
comprehension of the silly language within the text.
Teacher: For todays activity, I have a few activity sheets to
work on. One is a work scramble and the other is a
translator. The word scramble has words that the BFG
uses so it might be more challenging. The translator is
kind of like the BFG Dictionary we do so you might be
more familiar with that.
Discourse (15 minutes)
From a pile, students will each draw 2 cards that contain openended questions or thought prompts related to the book.
Within the group, they will verbally respond to the cards. The
other students will be able to share their own thoughts once
the card recipient has had a chance to complete his or her
original response. **Open-Ended Question Assessment**
Teacher: I have some cards that I want you to pick two from.
Think about the question on the card and we will take
turns giving our answers. These questions will get you
to think about the book a little differently and imagine
what it would be like if different things wouldve
happened or maybe if it were written from a different
point of view. Lets get started.
After this discussion, we will then go over their roles and prep
them for the next time we meet and students will fill out their
daily reflection.
Instructional Plan: Day Seven (Dream Jar)
Prep Time (5 minutes)
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Getting Ready (20 25 minutes)
Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (15 minutes)
Students will pick three dream events cards out of the jar and
create a dream based on the ones they chose. They will use
the dream recipe outline in their packet to complete this task.
Teacher: Take out your sheet that says My Dream Recipe at
the top. In this jar I have lots of random events that
you will use to create a dream just like the BFG did for
the Queen. Each of you will select three of these
events and write the down on the paper. Then imagine
what it would take to mix up the dream. Would you
use a traditional mixing bowl and spoon? Would you
have to add any extra ingredients to finish making the
recipe? Think big because it can be anything you
imagine. Then I want you to write down the steps you
need to follow to mix the recipe together. Lastly,