Because of Winn-Dixie by Kate DiCamillo

Title:  Because of Winn Dixie (DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, Mass.: Candlewick Press.)

Author:  Kate DiCamillo

Copyright 2000 Kate DiCamillo

Published by:  Scholastic Inc., New York

Reading level: Grades 3 – 5, Grade level Equivalent: 4.1, Lexile Measure^®: 610L, DRA: 40, Guided Reading: R, Type of Book: Chapter Book (http://www.scholastic.com/teachers/book/because-winn-dixie)

2001 Newbery Honor Book

Suggested Delivery:  Independent Reading or Read Aloud

Comforting, Motivational, Fundamental, Joyful, Enchanting

Electronic resources to support reading:

1.      https://www.youtube.com/watch?v=3LbEeMnAep4

a.      This video should be used for an introduction or pre reading strategy to the text for the whole class.  It will give students a brief synapsis of the story and give them pictures of characters they will encounter throughout the story.  Videos can be extremely engaging for students and create the desire to read more and learn about the characters they view in the video.

2.      http://www.bookrags.com/studyguide-because-of-winn-dixie/

a.      This is a phenomenal website designed to give students a number of ways to increase comprehension throughout and following the reading of the text.  The students can gain informative facts about the author, Kate DiCamillo, and an overview of each chapter complete with questions for engagement, plot, character, theme, and setting analyses. 

Teaching Suggestions

1.      Vocabulary:

a.      Green thumb (pg 69)

b.      Pathological (pg 75)

c.      Ignorant (pg 91)

d.      Convince (pg 105)

e.      Melancholy (pg 121)

f.       Knuckle (pg 141)

2.      Strategies to increase comprehension:

a.      Before reading:  YouTube video above can be shown to introduce students to this heartfelt novel and create a desire to learn more about the characters.  Students can also write down a few words prior to reading that they might feel if they were to move to a new town and knew no one.  Students can be asked to share these with the class and talk about why it may be difficult to be the new student who moves into a new school and why it is important to offer assistance and be kind to new students in their own school.

b.      During reading:  Students can be asked to keep a journal during their read and write down one question they may have about the book’s characters or themes after each chapter.  These will be used later as discussion questions post reading.  In addition, some great questions can be found in the actual book on the last page for teachers to create worksheets to guide literature discussions for students throughout the read.  Some examples of these questions include: 

                                                    i.     “Opal’s dog is called Winn-Dixie.  Tell why Opal decides to give her dog that name.”

                                                   ii.     “As Opal gives her new dog a bath, she tells him they are a lot alike.  In what ways are Opal and her dog alike?”

                                                  iii.     “Opal wants to make Sweetie-Pie happy by coming up with a theme for Gloria’s party.  What theme might Opal choose and why?” (DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, Mass.: Candlewick Press).

c.      After reading:  Students could participate in a literature discussion with small groups of 4-5 students using their own chapter summaries and questions they may have about characters actions or possible themes.  There are also a few suggested activities on the last page of the book to increase post reading comprehension.  One example of an activity includes:

                                                    i.      “Opal wants to create a dog-care handbook for her class based on her experiences caring for Winn-Dixie.  What would the handbook say?  Create a handbook and make sure to include tips on feeding, grooming, and other important information” (DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, Mass.: Candlewick Press).

3.      Writing activities:  These activities are suggested by the book itself on the last page to increase students understanding of the book.

a.      “Write a list of ten qualities that describe who you are.  As models, use the lists describing Opal’s mother and Winn-Dixie.”

b.      “Imagine Miss Frannie, the librarian, has asked you to tell a story about something amazing that happened to you.  Think about something that’s happened in your life that would make a great story.  Then write your story and share it with the group.  Make sure your story has a beginning, a middle, and an end.” (DiCamillo, K. (2000). Because of Winn-Dixie. Cambridge, Mass.: Candlewick Press).

A Season of Gifts by Richard Peck

Title:  A Season of Gifts (Peck, R. (2009). A season of gifts. New York: Dial Books for Young Readers.)

Author:  Richard Peck

Copyright 2009 by Richard Peck

Published by:  The Penguin Group

Reading level: ages 10 and up, Grade level equivalent:  4.3, Lexile level 690L

Suggested Delivery:  Read aloud

Uplifting, Suspenseful, Encouraging, Fascinating, Engrossing

Electronic resources to support reading:

1.      http://www.edhelper.com/books/A_Season_of_Gifts.htm

a.      This website will provide students and teacher with a word wall to focus on vocabulary words throughout the text students will encounter.  A daily reading journal specific to the text is also provided for teachers to print up to share with the students.  Students can paste this handout into their daily journals to further digest and reflect on the text.

2.       http://www.richardepeck.com/biography/

a.      This is a website for students to learn more about the author, Richard Peck, through a page dedicated to his biography.  It is important students learn about popular writers, such as Peck, an established author, playwright, and retired academic who has written many popular novels, including the 2000 Newbury medal winner A Year Down Yonder and 1998 Newbery Honor winner A Long Way From Chicago.  Students can write their own one paragraph interpretation of Pecks biography, using this website as a guide for facts and relevant information, to look at Pecks’ life and how he became such a well-known author.   

Teaching suggestions:

1.      Vocabulary:

a.      Arsenal (pg3)

b.      Parsonage (pg 7)

c.      Sieve (pg 8)

d.      Consolation (pg 13)

e.      Sentry (pg 47)

f.       Staggered (pg 132)

2.       

a.      Before reading: Students could be asked to write a short paragraph about what it would be like to move to a new town and school where they do not know anyone.  They will be asked to think about what the first day of school would be like, if they think it would be difficult or easy to make new friends, and what life would be like in a new and unfamiliar neighborhood.  This will give students insight into what it would be like for the Barnharts in A Season of Gifts prior to reading the novel.

b.      During reading:  A discussion guide could be provided to the students to complete during and post the read aloud.  A discussion guide which could be printed out in the form of a worksheet can be found on the following website:  http://www.teachervision.fen.com/tv/printables/penguin/season-of-gifts_dg.pdf  Some of these questions can be asked orally by teacher throughout the read aloud to engage student’s comprehension.  Some great questions for oral engagement throughout read aloud:

                                                                        i.     What does Bob think of Mrs. Dowdel when he first moves in next door?

                                                                       ii.     How does his opinion of her change?

                                                                      iii.     Why does Ruth Ann idolize Mrs. Dowdel?

                                                                      iv.     What does Ruth Ann learn from Mrs. Dowdel and what does Mrs. Dowdel gain from having Ruth Ann around?

                                                                       v.     How have the Barnharts changed by the end of the story as a result of their interactions with Mrs.Dowdel? (http://www.teachervision.fen.com/tv/printables/penguin/season-of-gifts_dg.pdf)

c.      After reading:  Students can create a graphic organizer to become more aware of sequence of events throughout the text.  They will be asked to outline the sequence of significant events in the order that they happen in the text. Students will be asked to look at their outline and describe which events are cause and effect relationships (i.e.: Cause:  Barnhart family moves to an unknown neighborhood and Ruth does not have any friends in town.  Effect:  Ruth Ann takes an interest in Mrs. Dowdel and spends a great deal of time with her throughout the novel.)

3.      Writing activity:

a.      Students will be given the following prompt for writing a  one page typed narrative essay: 

                                                                        i.     Who are the Cowgills, the Flukes, the Leapers, and the Burdicks? How do their interactions with the Barnharts, Mrs. Dowdel, and the rest of the town shape the story? What is Mrs. Dowdel’s relationship to the other families in the neighborhood and how does Mrs. Dowdel give them all what they deserve? Modified from:  (http://www.teachervision.fen.com/tv/printables/penguin/season-of-gifts_dg.pdf) Students can complete this essay following the outline of sequence of events activity described above, which can be used as a guide for this essay.

Swindle by Gordon Korman

Title:  Swindle (Korman, G. (2008). Swindle. New York: Scholastic Press.)

Author:  Gordon Korman

Copyright 2008 Gordon Korman

Published by:  Scholastic Press- New York

Reading level: ages 9-12, Grades 4-7, Lexile level 710L

Suggested Delivery:  Read aloud

Exhilarating, Entertaining, Delightful, Motivating, Captivating

Summary:            Swindle by Gordon Korman is a 4th to 7th grade fiction novel that captivates its audience with suspense as a group of elementary students devise a plan to take back what is rightfully theirs- a rare million dollar baseball card which was they were cheated out of when sold to a pawn shop owner.  The students lead the reader through their well thought out plan while they try to prove to adults in Cedarville, NY that kids are just as capable as adults when they work together and put their minds to it.  This novel is a great entertaining read while the pages keep the reader intrigued by the students plan to accomplish one of the most challenging burglaries in all the history of the quaint little town of Cedarville.

Electronic resources to support reading:

1.      http://www.gordonkorman.com/  the official Gordon Korman website.

a.      Here students can visit this website either before or during their reading adventures to learn more about the author who wrote Swindle.  Gordon Korman has a biography, guestbook, and reviews for the students to read to engage with the author.  This website will also lead children to other books in the series and provide them with the titles of book written by Gordon Korman.  It is also a good idea to teach students to become more familiar with the author, and Korman is known for his engaging texts, even for students who do not favor reading.

2.      http://www.scholastic.com/gordonkorman/swindle.htm

a.      This is a website for students to visit during or after reading Swindle.  By navigating through this website, students are able to read a quick summary of the text, answer questions to deepen engagement in the text, play games and participate in quizzes related to Swindle, and learn more about the author himself.  This is the most unique and helpful website I have found to encourage student engagement with technology.  Through the use of technology, students are able to use entertaining ways to further their literacy learning.

Teaching suggestions:

1.      Vocabulary:

a.      Illuminated

b.      Admonished

c.      Tantalizing

d.      Dilapidated

e.      Cadaverous

f.       Beseechingly

g.      Rapt

h.      Dubiously

i.       Flitted

j.       Trepidation

k.      Converged

l.       Malevolent

m.    Flanked

2.      Teaching suggestions:

a.      Before reading:  The teacher can have students imagine something that they value greatly in their possession.  Then have the students imagine that item was stolen.  The students can write a brief paragraph reflecting on what it would feel like to have their valuable stolen from them.  The students will be able to think about what emotions they may feel and what it means to have something stolen from them.  This is a great pre-reading activity because it encourages students to think about the moral aspect of stealing and encourages them to relate to the characters and emotions they may have felt throughout the story as they attempt to steal something that they feel was mischievously “stolen” from them.

b.      During reading:  Engage in oral questions throughout the text during read aloud.  Encourage all students to participate in these questions by randomly calling on students.  Questions for engagement:

                                                    i.     Pg 26:  Why would Palomino put the card in the safe?

                                                   ii.     Pg 41:  What should Griffin have done with the card?  What do you think he will do now?

                                                  iii.     Pg 51:  Why is Ben declining his faithfulness to Griffin?  What could he be afraid of?

                                                  iv.     Pg 73:  What made Griffin think Palomino was a Star Trek fan?

                                                   v.     Pg 117:  What do you think Ben is thinking?  What caught his attention?

                                                  vi.     Pg 181:  Where is Melissa?  Why does Logan think she is in the bushes?

                                                vii.     Pg 187:  What did Ben see?

c.      After reading:  Have students participate in a literature discussion by dividing the students into groups of 4-5 students. Give them specific questions to discuss, such as: What was the plot of the story?  Outline the characters and their job functions throughout the story? Describe Griffin and Ben’s relationship throughout the text.  Have each group tape record their discussion and provide a time limit of 20 minutes to discuss the story.  By collaborating with other peers who have also heard the story in the read aloud, students can deepen their understanding of the text.  One student should take notes for the group.  After the literature discussion each group will orally share their notes with the class to conclude with a whole class discussion lead by the teacher.

3.      Writing activity:

a.      Students will write a one page, three paragraph essay about how they might change the ending of the story.  This narrative writing assignment will provide students the opportunity to broaden their storytelling creative skills and practice their literary writing skills.  The students should provide a well thought out and thorough conclusion to the original plot of the text.