| Lesson Plan ID: |
10077 |
| Title: |
Because of Winn-Dixie: A New Point of View |
| Overview/Annotation: |
This is a language arts lesson concentrating on point of view and narrative writing. Using the novel Because of Winn-Dixie, by Kate DiCamillo, students practice retelling part of a story from another point of view.
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| Content Standard(s): |
| ELA(3) | 9. Compose narrative texts using an introductory paragraph, specific time frames, clear sequencing of events, and a conclusion. | | ELA(3) | 10. Apply mechanics in writing, including capitalization of proper nouns and titles of people and appropriate end marks, abbreviations, and commas with dates. | | TC2(3-5) | 1. Use input and output devices of technology systems. | | TC2(3-5) | 2. Use various technology applications, including word processing and multimedia software. | | TC2(3-5) | 5. Practice safe use of technology systems and applications. | | TC2(3-5) | 8. Collect information from a variety of digital sources. | | TC2(3-5) | 10. Use digital environments to collaborate and communicate. | | TC2(3-5) | 11. Use digital tools to analyze authentic problems. | | TC2(3-5) | 12. Create a product using digital tools. |
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| Local/National Standards: |
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| Primary Learning Objective(s): |
Students will visits websites with discussion forums, games, and information about Because of Winn-Dixie.
Students will demonstrate an understanding of point of view through narrative writing.
Students will use a computer and word processing software for expression.
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| Additional Learning Objective(s): |
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| Approximate Duration of the Lesson: |
Greater than 120 Minutes |
| Materials and Equipment: |
Class set of Because of Winn-Dixie by Kate DiCamillo
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| Technology Resources Needed: |
Computer with Internet access, floppy disks, word processing software, printer |
| Background/Preparation: |
Students should be familiar with point of view, the narrative writing process, the basics of using the Internet, and word processing software. |
| Procedures/Activities: |
1.)Teacher will read aloud one chapter of Because of Winn-Dixie a day to the class. The class will be assigned to read two chapters a night until the book is complete. This would be a great way to get parents involved in their children's reading. Give students the option to read it themselves or have a parent read it to them. The class will discuss each chapter the day after it is read.
2.)Students will use the computer to visit websites. It will take around two weeks to read and review the book with the class. This will allow time for everyone to visit the websites.
( Because of Winn-Dixie) This website gives an overview of the book Because of Winn Dixie by Kate Dicamillo. It also has several activities and quizzes about the book.
3.)Links to additional websites with information and activities, including an Educator's Guide, relating to the book are listed on the website below. The teacher should preview and bookmark the sites she wishes the students to visit in order to structure their time on the computer. ( Because of Winn-Dixie, a Book Nut's Review) Review of the book and links to numerous other sources relating to the book
4.)Throughout the reading the teacher should review point-of-view and discuss how it relates to the book.
5.)Once the book is completed instruct the students to review chapters twenty-three, twenty-four, twenty-five, and twenty-six. After reviewing these chapters have students rewrite the ending from Winn-Dixie's point of view rather than Opal's. The teacher determines the length of work. Students will use a word processing program to create the work.
6.)Divide students into small groups to peer-review others' work. Students may use suggestions to rewrite.
7.)Students will share their final drafts orally with the class. Elicit student discussion of the ways in which the dog's point of view differs from Opal's.
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| Attachments:**Some files will display in a new window. Others will prompt you to download. |
Rubric_Because of Winn Dixie.doc
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| Assessment Strategies: |
The attached rubric will be used for assessing this lesson. |
| Extension: |
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| Remediation: |
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Each area below is a direct link to general teaching strategies/classroom
accommodations
for students with identified learning and/or behavior problems such as: reading
or math performance below grade level; test or classroom assignments/quizzes at
a failing level; failure to complete assignments independently; difficulty with
short-term memory, abstract concepts, staying on task, or following directions;
poor peer interaction or temper tantrums, and other learning or behavior problems.
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| Presentation of Material
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Environment |
| Time Demands |
Materials |
| Attention |
Using Groups and Peers |
| Assisting the Reluctant Starter
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Dealing with Inappropriate
Behavior |
Be sure to check the student's IEP for specific accommodations. |
| Variations Submitted by ALEX Users: |
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