Diary of a Wimpy Kid
A Novel Study
Michael Willems
ELL LFS
November – December 2014
Winston Churchill
1
Table of Contents
Overview, Bibliography
Page 3
Essential Questions, Intended Learner Outcomes, Learning Activities
Page 4
Evaluation, Differentiated Instruction & Accommodations, Calendar
Page 5
Chapter Exam Exemplar
Page 8
Character Sketch Exemplar
Page
10
Other Worksheet Exemplars
Page 11
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OVERVIEW
This unit is a novel study of Jeff Kinney’s Diary of a Wimpy Kid.
Reading: Reading is the most integral part of a novel study. Reading will take
many forms throughout the unit—group, individual, choral, audiobook—to ensure
that the students are grasping the concepts of the story.
Novel Terms: Throughout the unit we will go over important terms regarding
comic books and a book study. Terms will include definitions, examples, and in
some cases, larger projects based around the terms.
Vocabulary: As we progress through the book the students will pick out the words
that they find difficult to understand. They will use the jigsaw technique by
defining the words online and submitting them to the class website where
everyone will be able to access them.
Website: There will be an active class website that the students can access that
contains lesson reviews, access to audiobooks, their featured word lists, character
lists, and chapter questions. (www.dwimp.weebly.com)
Take-Home Questions: For every chapter, students will receive 10 to 15 take
home questions to ensure that the reading, and comprehension, has occurred.
BIBLIOGRAPHY
Elsasser, Danielle. “Diary of a Wimpy Kid Book Study.” Teachers Pay
Teachers. Dec. 2013. Web. 15 Oct. 2014. <
http://www.teacherspayteachers.com/Product/Diary-of-a-Wimpy-Kid-BookStudy-983901>.
Gutierrez, Peter. "Diary of a Wimpy Kid: A Teaching Guide to the Series."
Wimpy Kid. Teachers College Press, Jan. 2013. Web. 15 Oct. 2014.
<http://www.wimpykid.com/wp-content/uploads/2014/04/WimpyKidSeriesTeachingGuide.pdf>.
Kinney, Jeff. Diary of a Wimpy Kid: Greg Heffley's Journal. New York:
Amulet, 2007. Print.
Safford, Dani. “Diary of a Wimpy Kid Reading Comprehension Student
Workbook.” Teachers Pay Teachers. Dec. 2012. Web. 15 Oct. 2014.
<http://www.teacherspayteachers.com/Product/Diary-of-a-Wimpy-Kid-ReadingComprehension-Student-Workbook-363535>.
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ESSENTIAL QUESTIONS
How do we read a novel? How do pictures in a novel help give us context?
What is the purpose of self-expression?
INTENDED LEARNER OUTCOMES
All of our students are aiming to achieve the Levels 1-2 Alberta ESL
Benchmarks. These benchmarks address four of the six Language Arts; listening,
speaking, reading, and writing. Interactions with the book will improve their
vocabulary, grammar, syntax, comprehension and fluency. The use of a book
interspersed with pictures will increase their socio-linguistic awareness as we
study the context that pictures bring to the story.
LEARNING ACTIVITIES
On top of the vocabulary words we learn every day, we will also feature comic
book and novel terms:
.
- Character - people in the story.
- Slang – informal, not proper words.
- Protagonist – the main, good character.
- Antagonist – the main, bad character.
- Plot – the events of the story
- Summary – telling what has all happened in the story
- Journaling – writing down one’s own stories
- Context – the parts surrounding the event
- Irony – the opposite of what you expect happens
- Prediction – guessing what will happen
Students will participate in different activities encourage their own selfexpression, that analyze body language and inflection in storytelling, that dissect
characters and their attributes, and that predict possible outcomes.
EVALUATION
Students will be taking home questions for each chapter to ensure reading
and comprehension is taking place. Pop quizzes will occur throughout the novel to
ensure that the students are grasping the concepts at an individual level. These will
act as summative evaluations. Another form of summative assessment will be the
small assignments, such as the character sheet and cover page, that will
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accompany the chapters. There will be daily review of the events of the story and
large group comprehension questions that will act as formative assessment.
DIFFERENTIATED INSTRUCTION & ACCOMODATIONS
Reading and understanding the story is a large focus of the ESL curriculum.
Students will have many differentiated opportunities to take in the story. They
will:
- have the book read to them by the teacher
- read the books independently out loud
- read the books independently silently
- have access to audiobooks online
- watch the accompanying movie following the reading
- read in groups
Students will be asked in morning pages if they are requiring any specific
assistance and their progress will be judged by the formative and summative
evaluations.
CALENDAR
Lesson
Date
#
1
Oct 29
Main Concept
Activities
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Novel Overview
2
Nov 3
Chapter 1 Review
3
Nov 4
Characters
4
Nov 5
Vocabulary
5
Nov 7
Plot/Summary
6
Nov 12
Pictures
7
Nov 13
8
Nov 17
Protagonist and
Antagonist
Setting
9
Nov 18
Self-Expression

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
5
Comic book vs. novel
Introduce the website
Ch. 1 Done
Test on Ch. 1
Correct test responses
Character sketches
Website featured
words
Go over defined words
Summarize Chapter 1
Group reading
Discuss ‘representing’
Summarizing pictures
Ch. 2 Done
Discuss novel terms
Independent reading
Ch. 3&4 Done
Discuss setting
Journaling assignment
Assessment
Formative
Summative
Formative
Formative
Formative
Formative
Formative
Formative
Formative
10
Nov 19
Group Reading
11
Nov 24
Narrative
12
Nov 25
Context
13
Nov 26
Context
14
Nov 27
Irony
15
Nov 28
Predictions
16
Dec 1
Self Expression
17
Dec 2
Group Reading
18
Dec 3
Character
19
Dec 4
20
Dec 5
Movie
Comparison
Final Exam
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









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Group discussion
Journaling assignment
Ch. 5 Done
Narrative assignment
Acting out scenes
Discussing body
language
Ch. 6 Done
Acting out scenes
Discussing inflection
Discuss irony
Comparisons
Ch. 7 Done
Predicting what will
happen on picture
prompts
Ch. 8 Done
Journaling assignment
Group discussion
Reading as groups
Ch. 9 & 10 Done
Character sketches and
discussion
Watch the movie
 Final Exam
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Formative
Formative
Formative
Formative
Formative
Formative
Formative
Formative
Formative
Formative
Summative
Diary of a Wimpy Kid
Ch. 1 Exam
1. Whose idea was it to write in the journal?
a. Greg’s dad
b. Greg
c. Greg’s mom
d. Greg’s teacher
2. Why does he call it a ‘journal’ not a ‘diary’?
3. Why did Ronnie McCoy get the attention of all the cute girls in 5th grade?
a. He was cute
b. He had cooties
c. He had a girlfriend
d. He was a fast runner
4. In middle school, what does Greg think are things that make it easier to get
the girls’ attention,?
a. Lots of money
b. Nice clothes
c. A cute butt
d. All of the answers above are right
5. What do you have to do to stop yourself from the Cheese Touch?
6. What trick did Rodrick pull on Greg during the summer?
7. What does it mean to have a ‘screw loose’?
8. Which book was for the smarter group, ‘Einstein As a Child’ or ‘Bink Says
Boo’?
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9. What name does Greg’s little brother Manny call Greg?
10. Greg is good at video games. What would his father like him to do instead
of play video games?
a. His homework
b. Eat his dinner
c. Read a book
d. Play sports
11. Greg’s mom thinks Rodrick’s rock-n-roll band is a good idea. Is this true or
false?
12. Why was Greg grounded from playing video games for two weeks?
13. What reason did Vice Principal Roy have for taking Greg’s posters down?
a. They were ugly
b. They were too big
c. They were not true
d. They were too funny
14. What is Greg’s friend’s name?
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Diary of a Wimpy Kid Characters
Character
Name
Picture
Adjectives
Character
Name
Picture
Adjectives
Character
Name
Picture
Adjectives
Pick a picture from this chapter that best represents (is a symbol for) the chapter.
ससस ससससस सससससस सससससस सससससससससससस यस
सससससससस सससस एक सससससस ससससससस
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Draw the picture here:
Why did you pick this picture? Why does it represent the chapter?
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Diary of a Wimpy Kid Novel Study Unit Plan