Word Splash
I would show this word scramble/splash to the class and ask them to write down their predictions about the story.
The purpose it to get students thinking about what they are going to be reading. This activety gets students engaged in what we are doing in class becasue they are going to want to know if they were right or how the story goes. This gives a purpose for reading
4.RL.1 Refer to [[#|details]] and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
The teacher will help Tavares by assisting him in reading the words in the word splash and then helping him to verbally predict the story and the translating that into simple writing.
KWL about Giants
I will ask students to come sit on the floor and as a class we will do a KWL chart of what the students know and what they think they know about giants. I will then ask them what they want to know about giants. After reading we will come back and look at what they knew to see how correct they were, look to see if we answered their questions, and we will fill in what they have learned.
The purpose in this activity is to activate their prior knowledge in order to give them something to connect the story to. This fiction story can be hard to grasp so the students need something concrete to tie the story to.
4.SL.1- Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
During Reading The BFG [[#|Dictionary]]
Students will use context clues to come up with defintions of the nonsense words. We will then make a [[#|dictionary]] of all the nonsense words in The BFG.
The purpose in this activity is to help students to learn to use context clues to help them identify unknown words.
4.RL.4- Determing the meaning of words and phrases as they are used in text, including those that allude to significant characters found in mythology (e.g., Herculean)
4.RFS.3- Know and [[#|apply]] grade-level phonics and word analysis skills in decoding words
a. use combinded knowledge of all letter-sound correspondences, syllabication patters, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
4.L.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
The teacher will help Tavares come up with a definition and then to record it into his dictionary along with the help of his peers at his table.
Journal
At the end of each chapter students will be required to write in their journals. Each day they will have to write about their prediction and tell how close they were or how far off they were. Students will also have to write their reactions to each chapter.
The purpose of this activity is to get students practicing writing and analyzing what they have read. It gives students a purpose for reading which, then makes them pay closer attention to the reading.
4.W.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
The students will complete the worksheet after reading the book.
The purpose of the worksheet is to be sure that students understand the words that are found in the book.
4.L.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whinned, stammered) and that are basic to a particualr topic (e.g., wildlife, consercation, and endagnered when discussing animal preservation).
4.L.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies
Recipe for Dreams
Remind the children of the story and read the "Dreams" chapter to give the children some ideas. Ask them to make a recipe for a dream. They could set it out like a cooking recipe with ingredients and mixing instructions and there should also be a short description of the dream.
The purpose in writing dreams is to have a fun activity tied to the book in which children can be creative and use their writing skills at the same time
4.W.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.W.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
I will allow Tavares to use a speech to text device to help him write his recipe for his dream and to write the explaniation of his dream.
Commercial for Snozzcumbers or Frobscottle
I will divide the class into groups of 4 or 5 and let them write, and produce a commercial for either Snozzcumbers or Frobscottle. They will be allowed to use different means of technology to create this including but not limited to, the internet, cameras, videocamera, and web 2.0 tools such as animoto to put their commercial together.
This activity gets students using technology and involves them in a process that they see everyday, the media. There are possible job oppourtunities in the media doing just this and I will explain this to the class.
4.W.6- With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.
Extension
The BFG for Governor
A project designed to teach the students about the election process by staging a mock contest between their favorite literary characters for the office of Govner of Never Never Land. The students will nominate candidates, designe platforms, and compose songs and speeches to sway voters. The students will be required to pick one character from The BFG.
The purpose is to teach students about the election process through a fun means.
4.RL.3- Describe a character, setting, or event, in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions)
4.C&G.1.2- Compare the roles and responsibilities of state elected leaders
The BFG
Pre reading activities
Word Splash
I would show this word scramble/splash to the class and ask them to write down their predictions about the story.
The purpose it to get students thinking about what they are going to be reading. This activety gets students engaged in what we are doing in class becasue they are going to want to know if they were right or how the story goes. This gives a purpose for reading
4.RL.1 Refer to [[#|details]] and examples in a text when explaining what the text says explicitly and when drawing inferences from the text
The teacher will help Tavares by assisting him in reading the words in the word splash and then helping him to verbally predict the story and the translating that into simple writing.
KWL about Giants
I will ask students to come sit on the floor and as a class we will do a KWL chart of what the students know and what they think they know about giants. I will then ask them what they want to know about giants. After reading we will come back and look at what they knew to see how correct they were, look to see if we answered their questions, and we will fill in what they have learned.
The purpose in this activity is to activate their prior knowledge in order to give them something to connect the story to. This fiction story can be hard to grasp so the students need something concrete to tie the story to.
4.SL.1- Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
During Reading
The BFG [[#|Dictionary]]
Students will use context clues to come up with defintions of the nonsense words. We will then make a [[#|dictionary]] of all the nonsense words in The BFG.
The purpose in this activity is to help students to learn to use context clues to help them identify unknown words.
4.RL.4- Determing the meaning of words and phrases as they are used in text, including those that allude to significant characters found in mythology (e.g., Herculean)
4.RFS.3- Know and [[#|apply]] grade-level phonics and word analysis skills in decoding words
a. use combinded knowledge of all letter-sound correspondences, syllabication patters, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
4.L.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies.
The teacher will help Tavares come up with a definition and then to record it into his dictionary along with the help of his peers at his table.
Journal
At the end of each chapter students will be required to write in their journals. Each day they will have to write about their prediction and tell how close they were or how far off they were. Students will also have to write their reactions to each chapter.
The purpose of this activity is to get students practicing writing and analyzing what they have read. It gives students a purpose for reading which, then makes them pay closer attention to the reading.
4.W.10- Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Post Reading
Vocab Worksheet
The students will complete the worksheet after reading the book.
The purpose of the worksheet is to be sure that students understand the words that are found in the book.
4.L.6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whinned, stammered) and that are basic to a particualr topic (e.g., wildlife, consercation, and endagnered when discussing animal preservation).
4.L.4- Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies
Recipe for Dreams
Remind the children of the story and read the "Dreams" chapter to give the children some ideas. Ask them to make a recipe for a dream. They could set it out like a cooking recipe with ingredients and mixing instructions and there should also be a short description of the dream.
The purpose in writing dreams is to have a fun activity tied to the book in which children can be creative and use their writing skills at the same time
4.W.4- Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
4.W.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
I will allow Tavares to use a speech to text device to help him write his recipe for his dream and to write the explaniation of his dream.
Commercial for Snozzcumbers or Frobscottle
I will divide the class into groups of 4 or 5 and let them write, and produce a commercial for either Snozzcumbers or Frobscottle. They will be allowed to use different means of technology to create this including but not limited to, the internet, cameras, videocamera, and web 2.0 tools such as animoto to put their commercial together.
This activity gets students using technology and involves them in a process that they see everyday, the media. There are possible job oppourtunities in the media doing just this and I will explain this to the class.
4.W.6- With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.
Extension
The BFG for Governor
A project designed to teach the students about the election process by staging a mock contest between their favorite literary characters for the office of Govner of Never Never Land. The students will nominate candidates, designe platforms, and compose songs and speeches to sway voters. The students will be required to pick one character from The BFG.
The purpose is to teach students about the election process through a fun means.
4.RL.3- Describe a character, setting, or event, in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions)
4.C&G.1.2- Compare the roles and responsibilities of state elected leaders