Title: Because of Winn-Dixie
Author: Kate DiCamillo
Subject: Writing
Grade Level: 4th
State
Standard(s): CCSS.ELA-Literacy.W.4.2: Write
informative/explanatory texts to examine a topic and convey ideas and
information clearly.
Lesson Goals: My goal for this
lesson is for students to be able to find information from a text and use it in
their writing.
Objectives: The students will write informative text to examine a topic
using the information they find in the book with 80% accuracy.
Instructional
Methods:
Anticipatory Set:
·
Prior
Knowledge: The students will need to have read Because of Winn-Dixie and they will need to know how to find
information from the text and how to document where they found it.
1.
I
will pass out the graphic organizer for the students to see what they will be
doing.
2.
The
students are to find clues from the text to answer the question, “Why do Miss
Fanny and Opal decide to become friends?”
3.
We
will look at the graphic organizer as a class and we will discuss how we will
use it.
4.
We
will look at the first column and we will discuss what they think will go into
the column.
5.
Then
we will look at the second and third column and we will discuss what goes in
that column.
6.
I
will then discuss with the students that the graphic organizer will help us to
pick out specific examples from the book, so they can write about it later.
Inference
They both...
|
Evidence
I know this because...
|
Pages
|
Used in your piece?
|
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
2.1 Clarify vocabulary and symbols.
I
will define what inference and evidence and give the students examples of
each.
|
4.1 Vary the methods for response and
navigation.
The
students will answer the questions by writing them down and telling a partner
what they thought the answer was.
|
8.3 Foster collaboration and
communication.
By
working together as a class to discuss how we will use the graphic organizer,
it allows everyone a chance to communicate how they think it will be used.
|
Introduce
and Model New Knowledge:
1. We
will then re-read the story.
2. As
we are reading the story, the students are to raise their hand when they think
they hear something that belongs in the graphic organizer.
3. We
will then stop and discuss as a class to decide whether we should add that
evidence to the story or not.
4. I
will teach the students how to “take notes” and use just the key details from
the text to put in their graphic organizer.
5. As
the students are taking notes, I will let them know how important it is that
they get the right page number from where they got their information from.
6. Once
the students have taken notes, they will look back at their assignment.
7. They
will get out their writing journals and they will write the question at the top
of their journal. (“Why do Miss Fanny and Opal decide to become friends?)
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
1.1 Customize the display of
information.
I
will have to students fill out the evidence they find from the story on the
graphic organizer.
|
6.3 Facilitate managing information
and resources.
I
will have the students fill out their graphic organizer by taking notes and
using the key details from the text for their evidence.
|
8.4 Increase mastery-oriented
feedback.
The
students will provide feedback on what they think the evidence is to be able
to answer the question.
|
Guided
Practice:
1. They
will think about the evidence that they just found. I will then ask them, “How
could you answer the question into one sentence?”
2. After
thinking about how to answer the question, as a class we will come up with a
sentence to answer the question. This sentence will be the focus statement for
their paragraph.
3. I
will then give the students an example of how to write the first evidence
paragraph of the response.
4. The
students will then look back at your graphic organizer and check off the box
that has the evidence in that I used for the example.
5. I
will guide the students as a class to write a conclusion.
6. I
will explain to the students to restate their focus statement, but use
different words.
7. I
will then lead them in a discussion about what this tells us about friendship
and the students are to add these couple of sentences at the end of their piece
along with the conclusion sentence.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
3.1 Activate or supply background
knowledge.
I
will have the students use the information that they have just gathered to
come up with a focus statement that answers the question.
|
6.1 Guide appropriate goal-setting.
I
will give the students an example of how I want them to write their paragraph
with their evidence, so they will know how to write it.
|
9.3 Develop self-assessment and
reflection.
As
the students are working on their paragraphs, they will be self-reflecting on
what they have learned and you can see this through their writing.
|
Independent
Practice:
1. The
students will then use the graphic organizer to write their own paragraphs
using the evidence they found in their book.
2. They
will write a paragraph using each piece of evidence they have found.
3. Once
they have used one piece of evidence, then they will check off the box on their
graphic organizer.
4. The
students are to add the concluding sentence along with what it tells them about
friendship at the end of their piece.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
2.3 Support decoding text,
mathematical notation, and symbols.
The
students will use information from the text to support their focus statement.
|
5.3 Build fluencies with graduated
levels of support for practice and performance.
I
will have the students use the information that they had just learned to do
the same work on their own for more practice. I will help them where help is
needed.
|
7.1 Optimize individual choice and
autonomy.
By
having the students work on their own to finish the paragraphs, I am having
them choose what they want to write about and how they want to add the
evidence.
|
Wrap-up:
1. I
will talk to the students about how important it is to collect key details from
a text to be able to write an informative text.
2. I
will tell them that the information should always come from the text and if it
does then they need to make sure that they site it by putting the page number
next to the information that they had used.
3. I
will explain to them that by not citing the page number, it shows that it is
their own work even though it is not. I will then explain that they are copying
someone else’s work and that that is not acceptable. I will explain to them
that it is plagiarism.
4. I
will then show them the video about plagiarism.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
2.2 Clarify syntax and structure.
I
will make sure the students know and understand how important it is to cite
the evidence that they have found from the story.
|
5.1 Use multiple media for
communication.
I
will use the YouTube video to show the students why they shouldn’t plagiarize.
|
7.3 Minimize threats and distractions.
Telling
the students how bad plagiarism is, takes away any threats that the students
still may plagiarize.
|
Assessment:
Formative
(Informal - written):
· The students will do the same thing that
they did above, except this time they are to write about the different friends
that Winn-Dixie made in the book. They will write the evidence on the back of
their writing paper that I will be providing for them. They will find evidence
from the book with the page numbers on where they found it.
Recognition
“What”
Multiple means
of Representation
|
Strategic
“How”
Multiple means
of Action and Expression
|
Affective
“Why”
Multiple means
of Engagement
|
3.1 Activate or supply background knowledge.
The
students will use what they had just learned to find evidence from the story
to support the question, use that question to make a focus statement, write
in the evidence they had found and cite it with the page number, and come up
with a concluding statement.
|
5.2 Use multiple tools for
construction and composition.
The
students will use everything they had just learned to complete a different
question, but they will use the same method we had just done together.
|
9.1 Promote expectations and beliefs
that optimize motivation.
By
the students using what they had just learned and writing their own paragraph
with a different question, I am expecting that they know what they are doing
and know how to do it.
|
Materials:
·
The book, Because of Winn-Dixie by Kate DiCamillo
·
Graphic organizer
·
Writing journals
·
Writing sheet
·
Pencil
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