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Previewing: Probable Passages for BoyOn day one of the                             I will explain to them that            ...
Questioning: “I Wonder” Statements                         for BoyAs we continue to read Boy, I will use the   6th and 7th...
Making Connections: Bio-Pyramid                          For Roald Dahl                                    Roald Dahl     ...
Visualizing: Photographs of the Mind for “The               Crocodile” poem                        I will begin by first, ...
Science: Venn Diagram Comparing Crocodiles and                   Alligators• Students will be set up in pairs and asked to...
How Words Work: Diamante for           Charlie and the Chocolate Factory                               Charlie            ...
Evaluating: Contrast Charts for             Charlie and the Chocolate FactoryUsing the                                    ...
Geography: “Candy Quakes” ActivityAs a lesson on the different types of plate boundaries that exist in the Earth’s crust, ...
Monitoring: Mind Portraits for The Twits and George’s               Marvelous MedicineStage 1: I will begin by explaining ...
Summarizing: Comic Strip Summary                       for James and the Giant Peach  I would use the GCM to teach the cla...
Biocrostic - Summary   Students will write another biocrostic for acharacter from any Roald Dahl book that includes  infor...
“L i t e r a c y i s a b o u t       c o mp r e h e n s i o n .C o mp r e h e n s i o n i s a b o u t   ma k i n g c o n n...
Roald dahl unit plan   ryne - edrl 443
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Roald dahl unit plan ryne - edrl 443

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Roald dahl unit plan ryne - edrl 443

  1. 1. Previewing: Probable Passages for BoyOn day one of the I will explain to them that we are going to begin theRoald Dahl unit, we unit about Roald Dahl.will begin reading Before they are able toBoy, which is a converse amongst theirstory he wrote group, I will use theabout his Guided Comprehensionchildhood. Model (GCM) to showThis will give the them how to usestudents an idea of probable passages withwhere he came the 1st chapter (“Papa and Mama”) beforefrom as well as let Sample words from the reading it, then havethem see where story: them try it for the 2ndmuch of his • chocolate bars chapter (“Kindergarten”)creative writing • old people with their partners. I willcame from. • tragedy then have them create probable passages for • Catholic school the 4th and 5th on their DAY 1 • 1920’s own. • Britain
  2. 2. Questioning: “I Wonder” Statements for BoyAs we continue to read Boy, I will use the 6th and 7th chapters (“Mrs. Pratchetts Revenge” & “Going to Norway”) to demonstrate how to create “I Wonder” statements. I will explain to them that these statements help us to create questions that we think of as we arereading. I will pause throughout readingthese chapters and ask questions aloud as I write them on the board. I will then have them practice using the following two chapters (8th & 9th) as I read aloud and pause for them to write theirquestions. They will then be completing the 10th through 15th chapters on their own. DAY 2
  3. 3. Making Connections: Bio-Pyramid For Roald Dahl Roald Dahl Creative author Born in Wales Father died of pneumonia Has written over sixty stories Continued writing well into his seventies Many of his books have become movies Children everywhere keep his stories close at heart This activity will take place after we have finished reading Boy. In whole group, I will beginwriting the Bio-Pyramid with things that I come up with about Roald Dahl. After explaining whateach of the lines are supposed to entail, I will finish lines 2-3. I will ask the class for suggestions of what to write for lines 4-6 and write them on the board. Then I will have them write the last2 lines at their desk. I will have them share their answer and we will vote on the ones to write in our pyramids. This will follow up with the students writing Bio-Pyramids about themselves.DAY 3
  4. 4. Visualizing: Photographs of the Mind for “The Crocodile” poem I will begin by first, reading the poem aloud to the class. I will then explain that I will be creating a drawing on a piece of paper of what I am visualizing as I read the poem again. I will ask them to close their eyes and imagine what they think is going on, and to sketch their drawings on their own paper. Rather than do a complete GCM lesson for this, they would really just be “winging” it, because I think this is one of the more simple activities. When I am done with the poem, I will wait for them to finish their drawings, and then we will share what we have drawn on the Elmo projector as we compare the different visualizations that each person has. DAY 4-5
  5. 5. Science: Venn Diagram Comparing Crocodiles and Alligators• Students will be set up in pairs and asked to do their own researchin the library, to find interesting differences and similarities betweencrocodiles and alligators Crocodiles: Alligators: BOTH: Crocodylidae Alligatoridae Amphibians Narrow V-shaped snout Broad U-shaped snout Thick scaly hides Teeth overlap Upper jaw overlaps Integumentary sense organs Salt glands on tongue Fresh water Salt water DAY 5
  6. 6. How Words Work: Diamante for Charlie and the Chocolate Factory Charlie Dark, mysterious Plotting, chanting, winning Dentist, Explanations, Music, Questions Singing, laughing, eating Bright, childish Willy After reading Charlie and the Chocolate Factory, I will have my students take notes on things that they found are different betweenthe book as they watch Willy Wonka and the Chocolate Factory. Afterthe movie is complete, they will be creating Diamantes examining the differences between the book and the movie. DAY 6-10
  7. 7. Evaluating: Contrast Charts for Charlie and the Chocolate FactoryUsing the I would thenstories The 3 explain to themLittle Pigs and that there is aThe True Story very bigof the Big Bad differenceWolf as my between the wayexample and we see Willymodel in Stage Wonka in the1, I would create book comparedthe 1st 2 to the way he isdifferences portrayed in thebetween the movie. Theystories. Then I would follow upwould guide the Stage 2 withstudents to creating theirfinish the chart own usingwith 4 more these, thendifferences. reflecting in DAY 6-10 Stage 3.
  8. 8. Geography: “Candy Quakes” ActivityAs a lesson on the different types of plate boundaries that exist in the Earth’s crust, studentswill each be given a Milky Way candy bar. I will model to them (as they follow along) how theplates move during earthquakes.1. Divergent Plate Boundaries: I will model slowly pulling the bar apart from the ends, emphasizing that they should not pull the bar completely in two pieces. The chocolate is the brittle lithosphere, the caramel that is stretching is the material that would be used to form the new crust.2. Convergent Plate Boundaries: I would again model pulling the bar apart. When pushing back together this time, I would explain that there are 2 possibilities in the Earth’s crust: they will forma a mountain or one piece will get pushed underneath the other (showing both of these on the candy bar). I would then ask them to try the same thing.3. Transform Plate Boundaries: Again, modeling and then having them practice, I would show them how to slide the 2 parts of the candy bar past each other. This shows that there is minimal damage and no new material would appear or form.Activity idea borrowed from: K. Halford, Spring 2011 DAY 11
  9. 9. Monitoring: Mind Portraits for The Twits and George’s Marvelous MedicineStage 1: I will begin by explaining how we can use Mind Portraits as a way tomonitor ourselves as we read. I will then read part of George’s MarvelousMedicine and model for them a sketch of George’s head and the Mind Portrait forhim. Then I will then guide the students to complete a mind portrait for George’sgrandmother. Following this I will read more of the book, and have them choosetheir own character to practice creating a Mind Portrait for on their own. Stage 2: Students will have began reading The Twits; the next day in circle I will review what the learned the previous day about Mind Portraits and how they help us to monitor our reading. At their seats, I will have them then create Mind Portraits on any character they choose from the story. As a center activity, I will have them break into their reading groups and continue to read the book and then they will create Mind Portraits for another character. Stage 3: I will again reflect with the class on how Mind Portraits can help to monitor our comprehension of the stories we read by letting us “into the minds” of the characters. Depending on students’ understanding, I will move on to explaining how Mind Portraits differ from Thinking Hats. DAY 11-12
  10. 10. Summarizing: Comic Strip Summary for James and the Giant Peach I would use the GCM to teach the class how to create Comic Strip Summaries. I would model with the first chapter of the book, then as we read the entire story, they would beable to use drawings, computer graphics, magazine cut-outs or anything else to create their own. James’ parents were killed in a car A magical man gave him a magical The beans fell in the peach and it grew accident, so he was forced to live with bean to help change his life… bigger than a house! He climbed his horrible aunts! inside and met his new bug friends. They all remained friends, in fact they A giant robot shark tried to kill them They had lots of fun times, but all became a family & never forgot their all! But they got away and made it towanted to move to America, so they adventure! set sail. America. DAY 13
  11. 11. Biocrostic - Summary Students will write another biocrostic for acharacter from any Roald Dahl book that includes information about their story. This will be a summarization activity. Rotten adults in every story Outside the normal children’s author’s box Always writing about kids that struggle Loud, rambunctious characters Descriptions that touch all senses Dives right into the character’s mind Action surrounding every story Hard to believe his biography is true Laugh in shock of what happens DAY 14
  12. 12. “L i t e r a c y i s a b o u t c o mp r e h e n s i o n .C o mp r e h e n s i o n i s a b o u t ma k i n g c o n n e c t i o n s . Co n n e c t i o n s a r e d e mo n s t r a t e d t h r o u g ha u t h e n t i c a c t i v i t i e s .” “I f y o u c a n ’t l e a r n t h e wa y I t e a c h ,

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