Madeline Hunter Lesson Plan
Teachers: Kristin Cummings and Rachel Fitz
Subject Area: English
Grade Level: 3
Unit Title: Because of Winn-Dixie
Lesson Title: Because of Winn-Dixie Book Report
Objectives: Students will be able to
● Describe character in a story and explain how their actions contribute to the sequence of
events.
● Determine the central message, lesson, or moral and explain how it is conveyed through
key details in the text.
● Summarize key parts of the text (chapter) and describe how each successive part builds
on earlier sections.
● Distinguish literal phrases from figurative phrases.
● Utilize Voicethread to convey the information for an assigned chapter.
Materials/Resources Needed:
● Because of Winn-Dixie book
● Voicethread
● Computer/iPad
Anticipatory Set:
● Remind students we just finished our book, Because of Winn-Dixie, yesterday.
● Review the Plot Mountain using the SMART Board
● Assign chapter to each student
● Encourage the use of computers
● Pass out rubric for Voicethread
Objective/Purpose:
The objective of this lesson is to make an online book report using Voicethread. In this
book report, you will be assigned a chapter from the book Because of Winn Dixie. In the book
report, you will be responsible for:
● Describing the characters in the chapter
● Describing the sequence of events
● Summarize key parts of the chapter and describe how the events relate to
what happened in the chapters before and after your chapter
●
Find an example of one literal phrase and one figurative phrase. Describe
the meaning of the figurative phrase.
By doing this assignment, you will be able to recognize the sequence of your chapter
and understand the importance of characters, events, and literal vs. figurative language.
Input: Students will need to reread their assigned chapter in order to thoroughly complete the
book report. The teacher will place all of the chapters in a hat and have the students randomly
select a chapter to complete their book report on. Students will need their Voicethread
usernames and passwords and will use this online tool to create their report. The required
content of the report will be provided in a rubric format for the students.
Model: The teacher will provide an example of a Voicethread book report on a book that the
class has previously read. Each section will provide an explanation of what is expected and
examples from the other book.
Check for Understanding: The students will have an opportunity to ask questions about each
of the required sections in the book report after the example is presented. The teacher will then
ask the students to raise their hands to summarize each section that the book report will cover
and provide an example from Because of Winn-Dixie, without going into too much detail.
Guided Practice
■ Students will review “plot mountain” and the definition of figurative language (Day 1)
■ Terms such as “Character” and “Sequence” will be reviewed (Day 1)
■ Students will have time to read their respective chapters (Days 1-7)
■ Guided worksheet will help students gather and organize their chapter information (Days
1-7)
■ Students will be introduced to voicethread and will be allowed to have a day to explore
using voicethread (Day 7)
■ Students will have time in the computer lab over the course of a week to work on their
project (Day 7-14)
■ Students will comment on three other student voicethreads about how the information in
their chapter connects to the information in the other students chapter (Days 14-15)
■ Students will present their Voicethread to the entire class, summarizing the characters,
sequence of events, and figurative language example. (Day 16)
Closure: All students will present their chapter, noting the characters, events, and an example
of figurative language from the chapter. They should also connect how the events in their
chapter connect to the events of the previous chapters.
Independent Practice: The students will be given an assigned chapter in the book Because of
Winn-Dixie, to independently make a Voicethread book report. They will be graded according to
their understanding of each section and the accuracy of the content provided.
Backwards Design Template
Stage 1-Desired Results
Content Standard(s):
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
Understanding(s):
Students will understand . . .
●
●
●
●
●
Who the characters in a story are and explaining how
their actions contribute to the sequence of events.
The central message, lesson, or moral in a story and
explain how it is conveyed through key details in the
text.
How to summarize key parts of the text (chapter) and
describe how each successive part builds on earlier
sections.
How to distinguish literal phrases from figurative
phrases.
How to utilize Voicethread to convey the information
for an assigned chapter.
Essential Question(s):
What do you want your
presentation to accomplish?
The presentation should show
the characters, sequence of
events, and an example of
figurative language from an
assigned chapter.
Are you speaking to inform
your audience facts about
your topic?
Yes, the teacher is informing the
class about the different
characteristics in summarizing a
story.
Are you speaking to explain
how to do something?
Yes, the teacher is explaining
how to incorporate the
information from their assigned
chapter into a formal online book
report by providing an example.
Are you speaking to describe
a problem and propose a
solution to the problem?
No.
Are you speaking to persuade
your audience to change their
opinions or get your listeners
to take action?
No.
Are you speaking to share a
funny or interesting story or
event?
Yes, the teacher will provide an
example of an previously read
book to share with the class.
Students will know . . .
● The characters in their chapter
● The sequence of events in their chapter
● How the sequence of events in their chapter connects to
the sequence of events in the other chapters
● The difference between literal and figurative language
● How to identify an example of figurative language.
Students will be able to . . .
●
●
●
●
●
Describe character in a story and explain how their
actions contribute to the sequence of events.
Determine the central message, lesson, or moral and
explain how it is conveyed through key details in the
text.
Summarize key parts of the text (chapter) and
describe how each successive part builds on earlier
sections.
Distinguish literal phrases from figurative phrases.
Utilize Voicethread to convey the information for an
assigned chapter.
Stage 2-Assessment Evidence
Performance Task(s):
● Using Voicethread to summarize the chapter
● Finding characters, sequence of events, and figurative
language in chapter text
● Connecting events in chapter to the proceeding
chapters.
Other Evidence:
The students will comment on
their classmates Voicethread
book reports. They will need
to be able to connect the
sequence of events in their
Pretest and Post test
The students will review “climax mountain” as a pretest to this
assignment. The teacher will have the students volunteer to
write out the answers on the SMART Board. The Post test
for the students will be their Voicethread book report and their
final presentation of it. It must convey accurate content for
each specified section.
Speech to modeling specified purpose
assigned chapter to the other
students’ chapters. They will
also comment on whether
they agree or disagree with
the examples of figurative
and literal phrases that their
classmates provide in their
book reports.
Stage 3- Learning Plan
Learning Activities:
■ Students will review “plot mountain” and the definition
of figurative language (Day 1)
■ Terms such as “Character” and “Sequence” will be
reviewed (Day 1)
■ Students will have time to read their respective
chapters (Days 1-7)
■ Guided worksheet will help students gather and
organize their chapter information (Days 1-7)
■ Students will be introduced to voicethread and will be
allowed to have a day to explore using voicethread
(Day 7)
■ Students will have time in the computer lab over the
course of a week to work on their project (Day 7-14)
■ Students will comment on three other student
voicethreads about how the information in their
chapter connects to the information in the other
students chapter (Days 14-15)
■ Students will present their Voicethread to the entire
class, summarizing the characters, sequence of
events, and figurative language example. (Day 16)
Adapted from Grant Wiggins and Jay McTighe-Understanding by Design
ADDIE Instructional Design Lesson
Planning
Worksheet
1.A—What are your goals for your lesson?
The goal of this lesson is to have students reflect on their assigned chapter and apply
their knowledge of the chapter to complete an online book report. The students will understand
the character’s purpose, the central message, the difference between literal and figurative, and
how to use Voicethread in an effective manner.
1.B—What are the relevant characteristics of your learners that you will consider?
The reading abilities of the students should be taken into consideration during this
project. ELL students and students using IEP’s may need extra guidance or more time in order
to complete the project up to the teacher’s standards. The content of each chapter should also
be taken into account because one may be more complicated than the other. In addition, some
chapters may contain more or less of the required sections that are to be included in the book
report.
Step 2—Design
2.A—What are your specific learning objectives?
Students will be able to . . .
●
●
●
●
●
Describe character in a story and explain how their actions contribute to the sequence of
events.
Determine the central message, lesson, or moral and explain how it is conveyed through
key details in the text.
Summarize key parts of the text (chapter) and describe how each successive part builds
on earlier sections.
Distinguish literal phrases from figurative phrases.
Utilize Voicethread to convey the information for an assigned chapter.
2.B—How will you measure if students have achieved these objectives? What
assessment tools and processes will you use?
The students will be pretested on “plot mountain” by having them volunteer to write the
steps on the SMART Board at the beginning of class. Throughout the class, the students will be
asked to summarize in their own words each section that will be required in the book report.
The final evaluation will be their Voicethread book report and their final presentation. In addition,
the students will also have to comment on their classmates book reports. They will need to link
their chapter to others and also decide whether they disagree or agree with the figurative and
literal examples that are provided in their classmates’ reports.
Step 3—Develop
3.A—What instructional strategies will you use?
To start, the teacher will review “plot mountain”on the SMART Board as a pretest to gain
an understanding of where the students are on the content area. Terms such as
“Character”,“Sequence”, and figurative language will be reviewed. The teacher will provide the
student with a guided worksheet to help students gather and organize their chapter information.
Students will then be introduced to Voicethread and will be allowed to have a day to explore
using Voicethread. An example Voicethread will also be shown to the class that will provide as
a model for their book reports. Students will be able to complete their Voicethreads in the
designated computer lab time frame and also comment on three other student voicethreads.
Students will then be given a time slot to present their Voicethread to the entire class,
summarizing the characters, sequence of events, and figurative language example.
3.B—What logistical issues impact your lesson?
Each chapter will be different and may be more or less difficult than other chapters that
students will be assigned to. The students that receive the more complicated lessons may
struggle more than the other students with easier chapters. More direction should be given to
these students. In addition, if students do not finish their Voicethreads in class and do not have
access to a computer at home, they need to be given extra time to complete the book report.
Step 4—Implement
You will be sharing your lesson for feedback.
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Students will review “plot mountain” and the definition of figurative language (Day 1)
Terms such as “Character” and “Sequence” will be reviewed (Day 1)
Students will have time to read their respective chapters (Days 1-7)
Guided worksheet will help students gather and organize their chapter information (Days
1-7)
Students will be introduced to voicethread and will be allowed to have a day to explore
using voicethread (Day 7)
Students will have time in the computer lab over the course of a week to work on their
project (Day 7-14)
■
■
Students will comment on three other student voicethreads about how the information in
their chapter connects to the information in the other students chapter (Days 14-15)
Students will present their Voicethread to the entire class, summarizing the characters,
sequence of events, and figurative language example. (Day 16)
Step 5—Evaluate
What feedback did you receive? What would you change about your plan? What would
you need to watch out for when you implement it?
The students would enjoy working with the computers and creating a Voicethread. They
would be more interested and motivated to complete the project accurately using technology. A
Change that may need to be made is assigning chapters according to difficulty to students who
are more accelerated in reading instead of randomly choosing chapters for the students. This
way, the chapters will be more evenly displaced throughout the class. Something to watch out
for is students’ different abilities in reading, using computers (specifically Voicethread), and
presenting in front of the class. For example, some students may understand the content well
but have a hard time creating an online book report that demonstrates this information.