Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Reading Literature Core Text: Because of Winn Dixie by: Kate DiCamillo
Materials: chart paper or butcher paper, folders or construction paper folded for
Informational Core Text: California Science, Harcourt, 3rd Grade, Unit 3
character book and setting book, multiple copies of “character description” pages,
Animal Adaptations
multiple copies of “setting description” pages, composition books, journals, stapled
paper or a Thinking Map for chapter summaries, folder or construction paper folded
Supporting Texts: library books on plant, animal, and environmental
for Unit folder
adaptations
Supporting Standards:
Reading Literature Standards:
Reading Informational Text
Writing Standards:
Standards:
RL 1: Ask and answer questions to
W 1: Write opinion pieces on topics or texts,
RL 4,5,6,7,9
demonstrate understanding of a text,
RI 1: Ask and answer questions to
supporting a point of view with reasons.
RI 4,5,6,7,8,9
referring explicitly to the text as the
demonstrate understanding of a text,
a. Introduce the topic or text they are writing
L 4,5,6
basis for the answers.
referring explicitly to the text as the
about, state an opinion, and create an
RL 2: Recount stories, including
basis for the answers.
organizational structure that lists reasons.
fables, folktales, and myths from
RI 2: Determine the main idea of a
b. Provide reasons that support the opinion.
diverse cultures; determine the central
text, recount the key details and
c. Use linking words and phrases (e.g.,
message, lesson or moral and explain
explain how they support the main
because, therefore, since, for example) to
how it is conveyed through key details idea.
connect opinion and reasons.
in the text.
RI 3: Describe the relationship
d. Provide concluding statement or section.
RL 3: Describe characters in a story
between a series of historical events,
(e.g. their traits, motivations, or
scientific ideas or concepts, or steps
feelings) and explain how their actions in technical procedures in a text,
contribute to the sequence of events.
using language that pertains to time,
sequence, and cause/effect.
Essential Questions:
 RL 1/RI 1: How does participating in group discussions help the readers understand the text?
 RL 3: How can writing about words, actions, thoughts and feelings help you understand a character in a story?
 RL 2: What kind of moral or message could we learn from the book? How do authors convey the moral or message in stories?
 RI 1/RI 2: How does asking questions about a story or text help me determine key details and the main idea?
 RL 3: How are characters in a story and the sequence of events connected?
 RL 2: Why is adaptation important? How is adaptation a part of everyday life?
 W 1: Why is it important to have reasons to support your opinion? How do you connect your reasons to your opinion?
1
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Summative Unit Assessments:
 W 1: The title of the main text is Because of Winn Dixie. Do you think this is a good title for the story? Why or why not? Use specific evidence from the text
to support your opinion and reasons. Use Smarter Balanced Opinion Writing Rubric for scoring. (Found on District Website)
 RI 1: Students create several questions in writing and provide answers that refer explicitly to the text for evidence to demonstrate understanding of pages
228/229 in student Science text. Use RI 1 rubric for scoring. (Rubric Appendix page 1)
 RL 1: Students will create a final “one-pager” or other student written application wherein they create several questions about the story and provide answers
that refer explicitly to the text for evidence. Use RL 1 rubric for scoring. (Rubric Appendix page 1)
 RL 2: Students will use their chapter summaries, classroom charts, and notes to briefly write a recount of the story and explain how the central message was
conveyed through the key details of the story. Use RL 2 rubric for scoring. (Rubric Appendix page 4)
 RL 3: Students will use the notes and descriptions within their “character” book as well as classroom charts to briefly write about any two characters of their
choice . . .their writing must describe the characters’ traits, motivations, or feelings and explain how their actions contributed to the sequence of events. Use RL
3 rubric for scoring. (Rubric Appendix page 5)
2
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Week 1:
Learning Targets:
RI 1: ask and answer 5 W’s & H questions to determine key details of
informational text orally and in writing by using the explicitly stated evidence
from the text with sentence frames and question stems when necessary.
RI 2: identify the main idea of a text and retell key details orally and in
writing
RI 3: describe the connection between a series of science ideas or concepts
(e.g. adaptations of habitats) orally and in writing using language that pertains
to time, sequence, and cause/effect when applicable.
TEACHER BACKGROUND KNOWLEDGE FOR WEEKS 1-3:
Grade: 3rd
Standards:
RI 1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RI 2: Determine the main idea of a text, recount the key details and explain how they
support the main idea.
RI 3: Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to
time, sequence, and cause/effect.

You will need to take some time to directly teach students about informational text features (the types of features and how they help aid comprehension). An
instructional power point on text features can be found on the Palmdale School District website. Instructions on how to access the power point are listed below
under Text Features.

The Harcourt Brace Science textbook will be used to cover the reading informational text standards within the first three weeks of this unit. The Science text
will only be used for those RI 1,2 & 3 standards during the reading block of time. The experiments and other items within the Science textbook can be
completed during the science block of time. This Science unit was chosen because it fits the universal theme of Adaptation. As you go along in the first few
weeks connect the universal theme of adaptation to humans, when possible, in preparation for the main literary text beginning in Week 4.

During weeks 1-3 of this unit you will be using the Science text for the bulk of the tasks listed. As you do each of those tasks, whenever applicable, you will
need to instructionally point out and discuss any illustrations, charts, maps, insets, etc. and the information that is gained from each. This standard becomes a
priority standard in Quarters 3 and 4 so you will want to use Quarters 1 and 2 to do as much frontloading and mastery building (through whole-class discussions
and charting) as you can.

During weeks 1-3 of this unit you will be using the Science text for the bulk of the tasks listed. As you do each of those tasks, whenever applicable, you will
need to instructionally point out and have a whole class discussion on cause/effect, sequence, and compare/contrast relationships as they are introduced in each
science lesson. This standard becomes a priority standard in Quarters 3 and 4 so you will want to use Quarters 1 and 2 to do as much frontloading and mastery
building (through whole-class discussions and charting) as you can.

A cause/effect point (cause/effect.ppt) is available to access on the Palmdale School District website. This is a nice resource to help illustrate this type of text
organization to your students.

Planning considerations for specific Opinion writing can be found on Page 6 of the Unit Planning Guide.
3
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship

Timeframe: 8 weeks
Grade: 3rd
Based on your students’ needs review how to ask and answer questions. Useful strategies include QAR, sentence frames, question stems, question word anchor
chart, partner/group work (asking and answering questions are first and second grade standards, so this should just be a quick review). Please refer to Unit
Planning Guide pages 10/11 for more specific instructional planning for RL 1 and RI 1.
Science Unit 3: Adaptations.
Before beginning the lessons in the Science text, introduce the universal theme of this unit Adaptations/Friendship.
Pre-Reading Activities

Theme Concept Development (Adaptations/Friendship) using I Notice/I Wonder protocol (Appendix C) and I Notice/I Wonder recording chart (optional if you
don’t have butcher or chart paper)-(Appendix C). Photographs for this activity are attached as Appendix C. During whole group discussion make sure to point
out to students that adaptations can be structural as well as behavioral (this is important to frontload for Because of Winn Dixie).

Theme Scavenger Hunt
 Building an awareness of the theme is a prerequisite to studying it. Have students bring in pictures, models, quotes, stories, anecdotes, things that make
them think of adaptation and friendship. Post them on a bulletin board. Discuss the why.

Adaptation Information Websites
 www.climatechange.ca.gov (information on climate adaptation)
 www.scholastic.com/teachers/lesson-plan/animal-adaptations (go to Dirtmeister’s science reporters: animal adaptations)
 www.desertusa.com/animal.html (information on adaptations for desert specific plants and animals)

www.ecokids.ca (games and activities on adaptations)
Informational Text Features
 Use the power point on the District website titled Text Features to introduce and teach text features to students. (On the website homepage, Click on
Departments, Click on Educational Services, Click on Common Core Standards, Click on ELA Units, Click on grade level and you will see the link to click on
the power point).
 Post a Text Features anchor chart that students can refer to all year.
 Using the Science textbook, point out and discuss the text features (headings, pictures with captions, diagrams), as well as their function in helping us
understand the text. How is the text organized? Why? How is the organization and non-print information useful in comprehension? You may want to have a
focus wall that incorporates the key text features and vocabulary associated with informational text. A sample text features/structure reference page is attached
as Appendix B-15.
4
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Tasks:
 Read Science Unit 3, Lessons 1 and 2. Students will read each lesson three times. The purpose of the first read is to determine main idea and key details. The
purpose of the second read is to generate questions and answers. The purpose of the third read is to identify text structure (cause/effect, sequencing,
compare/contrast).

Review Big Idea & Essential Questions for Lessons 1 and 2 (T.E. page 190).
 Introduce Lesson 1 T.E. page 192/Introduce and Discuss key vocabulary T.E. page 193. Read and Discuss as a whole class pages 196-201. Use all the
opportunities in those pages to have students determine the main idea and key details (use sentence frames and question stems along the way to have students
create questions and answer them about main idea and key details of the text). Sample sentence frames and question stems are on Appendix B-1 & B-2
 Keep a classroom chart of the main ideas and key details that are found through class discussion and answering of questions. A graphic organizer that could be
used for a classroom chart and/or individual student use is attached as Appendix A-1
 Have students complete questions 1 & 2 on page 202 and use as a CFA for learning target RI2. (sample CFA page attached in Rubric Appendix page 6)
 Introduce Lesson 2 T.E. page 204/Introduce and discuss key vocabulary T.E. page 205.
 Read and discuss as a whole class pages 208-213. Use all the opportunities in those pages to have students determine the main idea and key details (use
sentence frames and question stems along the way to have students create questions and answer them about main idea and key details of the text). Sample
sentence frames and question stems are on Appendix B-1 & B-2
 Keep a classroom chart of the main ideas and key details that are found through class discussion and answering of questions.
 Revisit the theme of adaptation and have students look for and discuss ways that adaptation affects the lives of animals (RI3 cause/effect). A sample graphic
organizer to use for cause/effect is attached as Appendix A-2
 Have students complete question #1 on page 214 as a CFA for RI3 and question #2 on page 214 as a CFA for RI2. (sample CFA page attached in Rubric
Appendix page 7)
5
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Week 2:
Learning Targets:
RI 1: ask and answer 5 W’s & H questions to determine key details of
informational text orally and in writing by using the explicitly stated evidence
from the text with sentence frames and question stems when necessary.
RI 2: identify the main idea of a text and retell key details orally and in
writing
RI 3: describe the connection between a series of science ideas or concepts
(e.g. adaptations of habitats) orally and in writing using language that pertains
to time, sequence, and cause/effect when applicable.
Grade: 3rd
Standards:
RI 1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RI 2: Determine the main idea of a text, recount the key details and explain how they
support the main idea.
RI 3: Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to
time, sequence, and cause/effect.
W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create
an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example)
to connect opinion and reasons.
d. Provide concluding statement or section.
Tasks:
 Read Science Unit 3, Lessons 3 & 4. Students will read each lesson three times. The purpose of the first read is to determine main idea and key details. The
purpose of the second read is to generate questions and answers. The purpose of the third read is to identify text structure (cause/effect, sequencing,
compare/contrast).
 Review Big Idea & Essential Questions for Lessons 3 & 4 (T.E. page 190).
 Introduce Lesson 3 T.E. page 216/Introduce and discuss key vocabulary T.E. page 217.
 Read and discuss as a whole class or do a “jigsaw” activity for reading pages 220-225. Use all the opportunities in those pages to have students determine the
main idea and key details (use sentence frames and question stems along the way to have students create questions and answer them about main idea and key
details of the text). Sample sentence frames and question stems are on Appendix B-1 & B-2
 Keep a classroom chart of the main ideas and key details that are found through class discussion and answering of questions. Make sure to point out the text is
organized in compare/contrast structure and why that is important (T.E. 220).
 Have students complete question #1 on page 226 as a CFA for RI3 and question #2 as a CFA for RI2. (sample CFA page is in Rubric Appendix page 8)
 Have students create questions from the text pages 220-225 and collect them as a CFA for RI1. (RI 1 Rubric can be found in Rubric Appendix page 9)
 Introduce Lesson 4 T.E. page 230/Introduce and discuss key vocabulary T.E. page 231.
 Read and discuss as a whole class pages 234-237. Use all the opportunities in those pages to have students determine the main idea and key details (use
sentence frames and question stems along the way to have students create questions and answer them about main idea and key details of the text). Sample
sentence frames and question stems are on Appendix B-1 & B-2
 Keep a classroom chart of the main ideas and key details that are found through class discussion and answering of questions. Make sure to point out the text is
organized in sequence structure and why that is important (T.E. 234). A sample graphic organizer to use for sequence structure is attached as Appendix A-3
 Have students complete question #1 on page 238 as a quick assessment for RI3, and question #2 as a quick assessment for RI2.
6
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Extension Task - Opinion Writing:

Have students answer question number 3 on page 238 (make sure to introduce opinion piece writing structure to them and explain that they need an
introduction that states the opinion, they need to have reasons and supporting detail sentences for each reason that use linking words to connect their
opinion to their reasons, and a closing statement. This can be a paragraph at this time if you choose it to be. See Planning Guide Week 2 for planning
strategies and see Appendix A-4 for a sample graphic organizer to use.
7
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Week 3:
Learning Targets:
RI 1: ask and answer 5 W’s & H questions to determine key details of
informational text orally and in writing by using the explicitly stated evidence
from the text with sentence frames and question stems when necessary.
RI 2: identify the main idea of a text and retell key details orally and in
writing
RI 3: describe the connection between a series of science ideas or concepts
(e.g. adaptations of habitats) orally and in writing using language that pertains
to time, sequence, and cause/effect when applicable.
Grade: 3rd
Standards:
RI 1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RI 2: Determine the main idea of a text, recount the key details and explain how they
support the main idea.
RI 3: Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to
time, sequence, and cause/effect.
W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create
an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example)
to connect opinion and reasons.
d. Provide concluding statement or section.
Tasks:
 Read Science Unit 3, Lessons 5 & 6. Students will read each lesson three times. The purpose of the first read is to determine main idea and key details. The
purpose of the second read is to generate questions and answers. The purpose of the third read is to identify text structure (cause/effect, sequencing,
compare/contrast).
 Review Big Idea & Essential Questions for Lessons 5 & 6 (T.E. page 190).
 Introduce Lesson 5 T.E. page 240/Introduce and discuss key vocabulary T.E. page 241.
 Read and discuss as a whole class or do a “jigsaw” activity for reading pages 244-249. Use all the opportunities in those pages to have students determine the
main idea and key details (use sentence frames and question stems along the way to have students create questions and answer them about main idea and key
details of the text). Sample sentence frames and question stems are on Appendix B-1 and a sample Question Creation Chart is on Appendix B-2
 Keep a classroom chart of the main ideas and key details that are found through class discussion and answering of questions. Make sure to point out the text is
organized in cause/effect form and why that is important (T.E. 244).
 Have students complete question #1 on page 250 as a CFA for RI3 and question #2 as a CFA for RI2. (sample CFA page is in Rubric Appendix page 10)
 Have students create questions from the text pages 244-249, and collect them as a CFA for RI1. (RI 1 rubric is in Rubric Appendix)
 Introduce Lesson 6 T.E. page 254/Introduce and discuss key vocabulary T.E. page 255.
 Read and discuss as a whole class pages 258-263. Use all the opportunities in those pages to have students determine the main idea and key details (use
sentence frames and question stems along the way to have students create questions and answer them about main idea and key details of the text). Sample
sentence frames and question stems are on Appendix B-1 & B-2
 Keep a classroom chart of the main ideas and key details that are found through class discussion and answering of questions. Make sure to point out the text is
organized in compare and contrast structure and why that is important (T.E. 258).
 Have students complete question #2 as a CFA for RI2. (sample CFA page is in Rubric Appendix page 11)
 Discuss and chart as a whole group how all the adaptations discussed in Lessons 1-6 are similar? How are they different?
8
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Extension Task - Opinion Writing:
 Have students think of ways their community could protect its plants and animals. Have them write an opinion piece in which they tell their ideas for
changes so that living things in their community will not have to adapt, move or die. (make sure to review opinion piece writing structure to them
and explain that they need an introduction that states the opinion, they need to have reasons and supporting detail sentences for each reason that use
linking words to connect their opinion to their reasons, and a closing statement. See Planning Guide Week 2 for planning strategies and see Appendix
A-4 for a sample graphic organizer to use.
SUMMATIVE READING INFORMATIONAL TEXT ASSESSMENTS:

RI 1 - Have students create several questions in writing and provide answers that refer explicitly to the text for evidence to demonstrate understanding of page
228 and 229 Joshua Tree National Park in student Science textbook. (Use RI 1 rubric attached in Rubric Appendix page 1)
9
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Week 4:
Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details orally
and in writing with sentence frames and question stems when necessary; -refer
explicitly to the text as the evidence to support their answers.
RL 2: recount the story and determine the central message/lesson/or moral; explain how the central/message is conveyed through key details in the text.
RL 3: identify the characters’ traits, motivations, and feelings by actively
participating in whole class discussions orally and in writing
W 1: Students will write an opinion piece by:
-completing graphic organizers/Thinking Maps that plan out all sections
mentioned below for their opinion piece; - introduce the book or topic and state
an opinion on it an introductory paragraph; - supply reasons that support their
opinion; - use linking words such as because, also, furthermore, for example
that connect their opinions to the reasons in body paragraphs; - write a
concluding paragraph; - use the completed graphic organizers/Thinking Maps
to write their opinion piece in correct multi-paragraph structure
TEACHER BACKGROUND KNOWLEDGE FOR WEEKS 4-8:
Grade: 3rd
Standards:
RL 1: Ask and answer questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for the answers.
RL 2: Recount stories, including fables, folktales, and myths from diverse cultures;
determine the central message, lesson or moral and explain how it is conveyed through
key details in the text.
RL 3: Describe characters in a story (e.g. their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.
W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create
an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because, therefore, since, for example)
to connect opinion and reasons.
d. Provide concluding statement or section.

Tasks during weeks 4-8 will focus around the novel Because of Winn Dixie by: Kate DiCamillo.

Frontload background knowledge on Florida terrain, climate, and weather. Some specific things include, swamp, hurricanes, thunderstorms in this area, Winn
Dixie market, as well as local terrain.

Resources for the above: www.netstate.com (terrain of Florida); http://m.youtube.com/watch?v=EIIvidBLuMU; (hurricane video),
http://m.youtube.com/watch?v=5WgHTXMswGO (thunderstorm video); Google and project an image of a Winn Dixie market, a swamp, a thunderstorm, a
hurricane, Florida terrain.

Be sure to refer to Unit Planning Guide, page 8 for specific instructional planning on RL 3.

Be sure to refer to Unit Planning Guide, pages 9/10 for specific instructional planning on RL 2.

A task that will help provide your students with an introduction to Opinion writing/discussion is “Would you Rather” type questions (e.g., “Would you rather
roller blade or skate board?” “Give two reasons why to support your opinion.” You can do these “Would you Rather” discussions and/or writings as frequently
as needed because they only take a short amount of time. These types of discussions also help prepare EL students to take the CELDT test.

Be sure to refer to Unit Planning Guide, page 6 for specific instructional planning for Opinion Writing W 1 (also listed under Opinion Writing Process).

The main character, Opal, creates several new friendships during the story. Each time she makes a new friend it will be helpful to have students do re-reads of
the specific text that is “critical evidence” that will help them support their opinion in the final summative assessment for this unit.
10
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship

Timeframe: 8 weeks
Grade: 3rd
The following are some additional prompts for Opinion writing and/or discussion (use these throughout the unit if and when your students need more practice
with the formation of Opinions and providing reasons for their opinions with support from the text):
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Which kind of pet is best, a cat or a dog? Give 3 reasons why.
From Chapter 1 Discussion Question: Do you think Opal’s decision to claim the dog as her own was a good idea or a bad idea? Explain your answer
with specific reasons and supporting details for those reasons.
Do you think the trailer park should allow pets? Children?
Do you think it was a good idea for Opal to ask the Preacher to tell her 10 things about her Mama?
Do you think it is a good idea that Opal works at the pet store?
Do you think the Preacher would be okay with Opal working at the Pet Store?
Do you think it was a good idea for Opal to chase Winn-Dixie into Gloria Dump’s yard?
Do you think it was a good idea for Littmus to enlist in the military?
Would you like Opal as a friend?
Do you think it as a good idea for the Preacher to let Opal keep Winn-Dixie?
Who would you rather spend time with, Franny, Otis, or Gloria?
Should Opal invite the Dewberry boys to her party?
Should Opal apologize to the Dewberry boys for calling them “bald-headed babies”?
What is your opinion about Otis letting the animals out of their cages?
Who do you think changed more over time, Opal or Winn-Dixie?
What do you think would be the best title for this chapter?
OPINION WRITING PROCESS (W1):
Specific instruction will need to be planned within the weeks of this unit to allow for students to learn each part of the
structure of an opinion piece.

You will want to specifically instruct what the introduction paragraph needs to include (introduce the topic or text they are writing about and state an opinion)

The body paragraph(s) need to include (several specific reasons that support the opinion, linking words that connect the reasons to the opinion (i.e. supporting
detail sentences for each reason)

The concluding paragraph needs to include (a concluding statement(s)).

You can collaboratively plan with your grade level team to add this specific instruction within the unit wherever there is an opinion writing opportunity. Also,
decide if you will have the students initially write a single paragraph opinion piece while they are learning the structure, and then gradually work up to a multiparagraph opinion piece by the end of the unit. If your team decides this is a good option for instruction, then you need to specifically plan that for each
opinion writing opportunity within the unit (deciding will the students be writing a single paragraph or multi-paragraph piece).
11
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Possible pre-reading tasks for Because of Winn Dixie options include:





Ask students to journal their response to the prompt: Have you ever been lonely? How did you handle this situation?
Have you ever judged someone in a bad way, but then come to change your mind as you got to know them? Describe the situation in detail.
Have students preview the book by examining the cover and back of the book. Discuss the cover and back, the author, and the setting of the story. Discuss
how they think the picture on the cover helps to explain the setting.
Discuss the connection of over-arching theme in this book (Friendship Helps) to the universal unit theme Adaptation.
 discuss sample generalizations for adaptation: 1) adaptation occurs over time 2) adaptation can be positive or negative 3) adaptation leads to change 4)
adaptation can be planned or spontaneous 5) adaptation is necessary for growth See Planning Guide for more details
Read the first page of text aloud. Ask students to think about who is telling the story. Introduce the word narrator.
Read Chapters 1-5 over the course of the week (have students silent read each chapter for a bit each day before you read as a whole group/teacher read aloud). After
each chapter, have the students provide a brief summary of the chapter. These summaries can simply be a four box Flow Map or other graphic organizer where
students write four sentences about the chapter. These should be kept in a folder. See samples on Appendix B-3 as well as more specific strategies for these summaries
in the planning guide.
Chapter 1 (Key Vocabulary: hind, concerned, trotting)
Discussion Questions:




Who is telling the story? How do you know?
Where do the events of this chapter take place?
Describe the physical appearance of the dog, using specific examples from the text to support.
What might be India Opal’s motive for telling the manager, “That’s my dog. Don’t call the pound,” even though the dog did not belong to her? Do you think
India Opal’s decision to claim the dog as her own was a good idea or a bad idea? Explain your answer with specific reasons and supporting details for those
reasons.
Tasks:





Introduce the term narrator; use text directly from the story to teach the students who is the narrator and how you tell. See planning guide page 3 (RL 6 & RI 6)
for more detailed strategies for introducing narrator (RL6.
2. Students will start a “setting” book which they will add to throughout the unit as they come to new settings within the story. Have the students describe the
setting in words and pictures if time allows. See a sample setting page in Appendix B-4 or just use blank paper stapled together.
3. Students will each start a “character” book which they will add to throughout the unit as each new character is introduced. Have them describe the physical
appearance, actions, thoughts, feelings, and motivations (as they get details for each of those). See a sample character page in Appendix B-5.
4. Start a class chart listing traits and motivations (you may need to spend a few days instructing students on how to use the character’s words, actions, and
thoughts to determine their character traits and motivations) – see instructional ideas in the planning guide page 6 (RL 3)
Hand out Character Trait/Theme resource page to students to keep in their Unit folder. Resource page is attached as Appendix B-6
12
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Chapter 2 (Key Vocabulary: missionary, exception, fortunate, limping, matted)
Discussion Questions:





Why did Opal and her father move to Naomi, Florida?
Explain the significance and origins of India Opal Buloni’s first and second names.
How does Opal feel about her father?
Describe the preacher. (make note of how Opal compares him to a turtle on page 16)
Describe their home.
Tasks:

Students can add India Opal and the preacher to their “character” books and they can add the trailer park to their “setting” book. Make sure they use explicit
text evidence to support their descriptions.
Chapters 3 and 4 (Key Vocabulary: situation, twitched, intended, nudge, judge, constellations)
Discussion Questions (read these chapters together):





How does Opal clean up Winn Dixie? Describe the steps in detail.
What similarity does Opal notice between herself and Winn Dixie?
In this chapter Opal says, “I don’t have a mama,” and “I don’t even have any friends.” Based on this, what conclusion can you draw about Opal?
Explain why Opal writes down the information about her mother and works on memorizing it.
Summarize the ten things that Opal learns about her mother.
Tasks:

Students can add any new character details to Opal’s page in the “character” book making a point to delineate Opal’s words, actions, and thoughts as well as
any new traits they can infer from these chapters.
Chapter 5 (Key Vocabulary: howled, motto, pews, ought, skidding)
Discussion Questions:




Describe the church with details from the text.
How does Opal know that Winn Dixie doesn’t like to be left alone?
Describe in detail the sequence of events that happens when Opal brings Winn Dixie to church.
How is Opal feeling at the end of this chapter? Use specific text evidence to support your answer in your “character” book.
13
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Tasks:








Students add details about the church to their “setting” book.
Students describe in detail (using a Flow Map or other graphic organizer) the sequence of events that happens when Opal brings Winn-Dixie to church.
Students add any new character details to Opal’s page in the “character” book making a point to delineate Opal’s words, actions, and thoughts as well as any
new traits they can infer from this chapter.
Add any new character traits thus far to the classroom character trait chart.
Discuss and complete the Characterization activity page attached as Appendix B-10
Discuss how Winn Dixie’s actions are contributing to the sequence of events within the story (RL3) and create a classroom chart (use chart paper or butcher
paper) that lists specific character actions and how those specific actions contribute to the sequence of events (you will add to this chart throughout the chapter
readings whenever applicable). See a sample chart on Appendix B-7
Have students use their summaries from these five chapters to create a “one-pager” or other similar product where they create several questions of varying
levels along with answers (as a key) to then switch with a partner or group member to answer. (This will be a regular activity at the end of each week and
the work product will be used as a CFA in a later week to assess RL 1) See a sample “one pager” on Appendix B-16
Start a classroom chart (use chart paper or butcher paper) that lists key details from the students’ summaries and how those particular key details help convey
the central message/lesson (theme) (you will add to this chart throughout the chapter readings whenever applicable) See a sample chart on Appendix B-8/9
Also, see planning guide page 7 for more specific strategies to teach central/message (theme) RL 2.
14
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Week 5:
Standards:
RL 1: Ask and answer questions to demonstrate understanding of a text, referring
Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details orally
explicitly to the text as the basis for the answers.
and in writing with sentence frames and question stems when necessary; -refer RL 2: Recount stories, including fables, folktales, and myths from diverse cultures;
explicitly to the text as the evidence to support their answers.
determine the central message, lesson or moral and explain how it is conveyed through
RL 2: recount the story and determine the central message/lesson/or moral; key details in the text.
explain how the central/message is conveyed through key details in the text
RL 3: Describe characters in a story (e.g. their traits, motivations, or feelings) and
RL 3: identify the characters’ traits, motivations, and feelings by actively
explain how their actions contribute to the sequence of events.
participating in whole class discussions orally and in writing
W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
W 1: Students will write an opinion piece by:
a. Introduce the topic or text they are writing about, state an opinion, and create
-completing graphic organizers/Thinking Maps that plan out all sections
an organizational structure that lists reasons.
mentioned below for their opinion piece; - introduce the book or topic and state
b. Provide reasons that support the opinion.
an opinion on it an introductory paragraph; - supply reasons that support their
c. Use linking words and phrases (e.g., because, therefore, since, for example)
opinion; - use linking words such as because, also, furthermore, for example
to connect opinion and reasons.
that connect their opinions to the reasons in body paragraphs; - write a
d. Provide concluding statement or section.
concluding paragraph; - use the completed graphic organizers/Thinking Maps
to write their opinion piece in correct multi-paragraph structure
Read Chapters 6-10 over the course of the week (have students silent read each chapter for a bit each day before you read as a whole group/teacher read aloud). After
each chapter have the students provide a brief summary of the chapter. These summaries can simply be a four box Flow Map or other graphic organizer where
students write four sentences about the chapter. See sample on Appendix B-3 These should be kept in a folder.
Chapter 6 and 7 Key Vocabulary: selecting, positive, trembling, consisted, prideful, peculiar, snatched, recalls, grand
Discussion Questions (read these chapters together):






Describe Ms. Franny Block. Do you think this new character will change the story? How?
Describe the Herman W. Block Memorial Library.
What does Miss Franny Block think she sees in the window? Describe her reaction.
When she was a child, what did Miss Franny Block request from her father for her birthday? Why did she want this?
How does Opal compare herself to Miss Franny Block beginning at the bottom of page 49?
Why do you think Opal wants to become friends with Miss Franny? Use specific examples from the text to support your answer.
15
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Tasks:





Students will add Miss Franny to the “character” book and use explicit text evidence for her appearance, words, actions, thoughts/feelings, and
traits/motivations to support)
Have students do a re-read of the specific text where Miss Franny tells the bear story. Discuss how Winn-Dixie’s action of being in the window contributes to
the sequence of events (it prompts Miss Franny to tell the bear story which eventually leads to Opal and her becoming friends). Chart the specific text
evidence.
Students will add the description of the Library to the “setting” book and use explicit text evidence to support.
Students will add any new details to Opal’s “character” page.
Opinion writing: Usually dogs are not allowed in public places like libraries. What is your opinion of this policy? Should dogs be allowed to go into libraries?
Explain your thinking by writing an opinion essay. See planning guide page 4 for specific strategies for this opinion writing task.
Chapter 8 (Key Vocabulary: handsome, installment plan, irritating, trustworthy)
Discussion Questions:




How has Winn-Dixie’s appearance changed from when Opal first met him? Use specific examples from the text to support your answer.
Describe Gertrude’s Pet Store.
Describe what happens when Winn-Dixie and Gertrude, the parrot, meet.
Compare how Opal feels at the end of this chapter with how she felt earlier in the book. What has caused Opal’s feelings to change?
Tasks:




Students start a graphic organizer or Thinking Map wherein they start using explicit evidence to describe and support their description of how Opal is
“changing over time.” See a sample organizer in Appendix A-5 Use the following question as a discussion to start their description: Which of the following do
you think has been the biggest contributor to Opal’s new happiness: finding Winn-Dixie, meeting Miss Franny Block, getting a new job at the pet store, or
being invited to Sweetie Pie’s birthday party? Explain your reasoning. (make sure to point out during this discussion how each characters’ actions, thoughts,
feelings, and/or motivations contributed to the sequence of events thus far in the story and add new information gained during the discussion to the classroom
chart).
Students will add Sweety Pie and Otis to “character” book, although there is minimal description of each in this chapter, but there will be more in the chapters
to come.
Students will start a setting page for Gertrude’s Pet Store
Start theme practice pages See planning guide page 8 for information about this theme practice packet.
Chapters 9 and 10 (Key Vocabulary: hollered, overgrown, crinkly, thumped, busted, nodding, amazed)
Discussion Questions:



Describe the relationship between Opal and the Dewberry boys. Use specific examples from the text to explain your answer.
Describe Gloria Dump using details from the text.
What does Opal find Winn-Dixie doing in Gloria Dump’s yard?
16
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship




Timeframe: 8 weeks
Grade: 3rd
Evaluate Opal’s decision to tell Gloria Dump about herself. Do you think this was a good choice?
What does Gloria Dump mean when she says, “Why don’t you go on and tell me everything about yourself, so as I can see you with my heart”?
Summarize what Opal says about her own life to Gloria Dump. Opal says, “I could feel her listening with all her heart, and it felt good.” What do you think a
person looks like when he/she is listening this way?
On a scale of one to ten, where one is miserable and ten is incredibly happy, rate Opal’s happiness level at the end of this chapter. Explain your rating with
evidence from the text.
Tasks:








This is a good time to review the chapter summaries and discuss everything that has happened so far, the characters that have been described so far, and the
settings described so far.
Have students add any new character details to Opal’s page (make sure they quote her words in the very first sentence of the chapter as this will be a key piece
of text evidence for support in their final opinion writing assessment)
Students will add Dewberry boys to “character” book.
Students will add Gloria Dump to the “character” book.
Have students do a re-read of the specific text where Gloria Dump tells Opal to tell her everything about herself. Discuss how Winn-Dixie’s action of running
into her backyard contributes to the sequence of events (it leads to Opal and her becoming friends). Chart the specific text evidence.
Add to the classroom chart of how character’s actions contribute to sequence of events: Winn-Dixie’s action of running into Gloria Dump’s yard and how that
action contributes to the sequence of events (Opal meets Gloria who becomes another new friend).
Have students use their summaries from these five chapters to create a “one-pager” or other similar product where they create several questions of varying
levels along with answers (as a key) to then switch with a partner or group member to answer. (This will be a regular activity at the end of each week and
the work product will be used as a CFA in a later week to assess RL1)
Students will add any key details about how Opal is changing after these chapters to the graphic organizer they started in the last chapter.
17
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Week 6:
Standards:
RL 1: Ask and answer questions to demonstrate understanding of a text, referring
Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details orally
explicitly to the text as the basis for the answers.
and in writing with sentence frames and question stems when necessary; -refer RL 2: Recount stories, including fables, folktales, and myths from diverse cultures;
explicitly to the text as the evidence to support their answers.
determine the central message, lesson or moral and explain how it is conveyed through
RL 2: recount the story and determine the central message/lesson/or moral; key details in the text.
explain how the central/message is conveyed through key details in the text
RL 3: Describe characters in a story (e.g. their traits, motivations, or feelings) and
RL 3: identify the characters’ traits, motivations, and feelings by actively
explain how their actions contribute to the sequence of events.
participating in whole class discussions orally and in writing
W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
W 1: Students will write an opinion piece by:
a. Introduce the topic or text they are writing about, state an opinion, and create
-completing graphic organizers/Thinking Maps that plan out all sections
an organizational structure that lists reasons.
mentioned below for their opinion piece; - introduce the book or topic and state
b. Provide reasons that support the opinion.
an opinion on it an introductory paragraph; - supply reasons that support their
c. Use linking words and phrases (e.g., because, therefore, since, for example)
opinion; - use linking words such as because, also, furthermore, for example
to connect opinion and reasons.
that connect their opinions to the reasons in body paragraphs; - write a
d. Provide concluding statement or section.
concluding paragraph; - use the completed graphic organizers/Thinking Maps
to write their opinion piece in correct multi-paragraph structure
Read Chapters 11-15 over the course of the week (have students silent read each chapter for a bit each day before you read as a whole group/teacher read aloud). After
each chapter have students provide a brief summary of the chapter. These summaries can simply be a four box Flow Map or other graphic organizer where students
write four sentences about the chapter. See samples on Appendix B-3 These should be kept in a folder.
Chapters 11 (Key Vocabulary: whimpering, barreling, pathological, terrorized)
Discussion Questions:


Explain what Winn-Dixie does in reaction to the thunderstorm.
At the end of the chapter what is it that makes Opal say, “I loved the preacher so much”?
Tasks:



Students will add any actions/motivations/traits to Winn-Dixie’s character page.
Add to the classroom chart Winn-Dixie’s actions in this chapter and how those actions contribute to the sequence of events (Preacher is starting to care about
him).
Possible extension activity: Create a plan of action that Opal and her father can follow if there is another thunderstorm.
18
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Chapter 12 (Key Vocabulary: snake charmer, criminal, arrange, figured, cooped up, shame, refresh, ignorant, roundabout)
Discussion Questions (read chapters 12 and 13 together):



What is Otis doing when Opal walks into Gertrude’s Pets?
Why does Otis say, “I take them out. I feel sorry for them being locked up all the time. I know what it’s like, being locked up”?
After chasing the animals, Opal says, “This is silly. . . play some more music, Otis.” Why does Opal ask Otis to play more music? What does this action tell us
about the type of person Opal is?
Tasks:

Have students add Otis’ thoughts, feelings, words, traits, and actions to his character page and add to the classroom chart how his actions contribute to the
sequence of events and any details that help convey the central message/lesson.
Chapter 13
Discussion Questions:




Where is Opal’s favorite place to be over the summer?
Describe Opal’s daily routine.
Compare and Contrast how Dunlap and Stevie each treat Opal. Do both boys treat her the same way, or are there differences between the two of them?
What effect does fighting with the Dewberry boys have on Opal?
Tasks:


Students will add any key details about how Opal is changing after these chapters to the graphic organizer they started in previous chapters.
Have students write an opinion piece to answer: Do you agree with Gloria that the Dewberry boys are trying to become friends with Opal in a “roundabout
way?” Explain their answer with reasons and support for the reasons. See planning guide page 4 for specific strategies for this opinion writing piece.
Chapter 14 (Key Vocabulary: imitated, meantime, harsh)
Discussion Questions (read chapters 14 and 15 together):




Why can’t Gloria read stories by herself?
Why does Opal ask Gloria, and not any other adult, about Otis?
Why do you think that Gloria has bottles hanging from a tree in her backyard?
Do you agree with Gloria’s advice that you shouldn’t “. . . .judge people by the things they done. You got to judge them by what they are doing now”?
19
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Tasks:




Have students add to their setting book (Gloria’s backyard), as well as Gloria’s and Opal’s character page for thoughts/feelings, traits/motivations,
words/actions, etc.
Have students do a re-read of this text if necessary. Add to the classroom chart specific text evidence/details that help convey the message/lesson as well as to
the classroom chart that lists these actions and how they contribute to the sequence of events.
Discuss and complete the Theme Practice page attached as Appendix B-12
Have students write a quick write or some other short writing to explain how the details in these chapters help convey the central message (theme). See
planning guide page 8 for specific strategies for this quick write.
Chapter 15 (Key Vocabulary: hogged, fit, protecting, chattering)
Discussion Questions:



What does Winn-Dixie do when Miss Franny has a fit?
What war did Miss Franny’s great-grandfather fight in? What was her great-grandfather’s name?
Opal says, “I wanted to comfort Gloria Dump.” What inference can you make about the type of person that Opal is?
Tasks:

Have students add new details about Miss Franny and Opal to their character pages as well as start a character page for Amanda Wilkinson.
CFA ASSESSMENT RL 1:
 Have students use their summaries from these five chapters to create a “one-pager” or other similar product where they create several questions of varying
levels along with answers (as a key). Collect this and use as a CFA for RL1 at this time. (RL 1 Rubric can be found in Rubric Appendix page 1)
20
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Week 7:
Standards:
RL 1: Ask and answer questions to demonstrate understanding of a text, referring
Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details orally
explicitly to the text as the basis for the answers.
and in writing with sentence frames and question stems when necessary; -refer RL 2: Recount stories, including fables, folktales, and myths from diverse cultures;
explicitly to the text as the evidence to support their answers.
determine the central message, lesson or moral and explain how it is conveyed through
RL 2: recount the story and determine the central message/lesson/or moral; key details in the text.
explain how the central/message is conveyed through key details in the text
RL 3: Describe characters in a story (e.g. their traits, motivations, or feelings) and
RL 3: identify the characters’ traits, motivations, and feelings by actively
explain how their actions contribute to the sequence of events.
participating in whole class discussions orally and in writing
W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
W 1: Students will write an opinion piece by:
a. Introduce the topic or text they are writing about, state an opinion, and create
-completing graphic organizers/Thinking Maps that plan out all sections
an organizational structure that lists reasons.
mentioned below for their opinion piece; - introduce the book or topic and state
b. Provide reasons that support the opinion.
an opinion on it an introductory paragraph; - supply reasons that support their
c. Use linking words and phrases (e.g., because, therefore, since, for example)
opinion; - use linking words such as because, also, furthermore, for example
to connect opinion and reasons.
that connect their opinions to the reasons in body paragraphs; - write a
d. Provide concluding statement or section.
concluding paragraph; - use the completed graphic organizers/Thinking Maps
to write their opinion piece in correct multi-paragraph structure
Read Chapters 16-20 over the course of the week (have students silent read each chapter for a bit each day before you read as a whole group/teacher read aloud). After
each chapter have the students provide a brief summary of the chapter. These summaries can simply be a four box Flow Map or other graphic organizer where
students write four sentences about the chapter. See samples on Appendix B-3. These should be kept in a folder.
Chapters 16 (Key Vocabulary: enlisted, abiding, vermin, sensation, fortune, manufactured, lozenge, sorrow)
Discussion Questions (read chapters 16 and 17 together):

What did Littmus find when he returned home after the war? What had happened to his family during the war? How must Littmus have been feeling when he
returned from the war?
Tasks:



Have students add descriptions to Miss Franny’s and Amanda’s character page.
Have a class discussion and add key details to the classroom chart from Chapter 16 that help convey the central message/lesson (theme).
Have a class discussion and add key details to the classroom chart that lists the characters’ actions and how they contribute to the sequence of events (Franny
telling story about the war and the Littmus Lozenge).
21
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Chapter 17
Discussion Questions:




What did Littmus decide to do after returning home from the war?
Describe the taste of the Littmus Lozenges.
Amanda tastes the sorrow in the Littmus Lozenge and says, “it makes me miss Carson.” Who do you think Carson is? Why can Amanda taste the sorrow in
the candy?
How does Opal’s relationship with the Dewberry boys change at the end of this chapter? What caused this change?
Tasks:




Have students create a character page for the Littmus Lozenge.
Have a class discussion and add to the classroom chart the key details from Chapter 17 that help convey the central message/lesson (theme).
Have a class discussion and add to the classroom chart that lists the characters’ actions and how they contribute to the sequence of events (Opal and Amanda
tasting the lozenge and describing the sadness they feel).
Have students do a quick write to explain how the key details/character’s actions help contribute to the sequence of events in these chapters.
Chapter 18 (Key Vocabulary: mentioned, hunching, melancholy, idle)
Discussion Questions:





What does Opal learn about Carson?
What is Opal’s motive for reading Gone With the Wind to Gloria Dump? (add to character page)
How do you think Opal will treat Amanda Wilkinson now that she knows about Carson?
How does the Littmus Lozenge make the preacher feel?
Why does Opal compare the Littmus Lozenge to life?
Tasks:



Students add new details to Amanda Wilkinson’s character page.
Students add melancholy to description of the Littmus Lozenge.
Quick opinion write: Do you think Opal should apologize to the Dewberry boys like her dad asked her to? Why or why not?
22
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Chapter 19 (Key Vocabulary: nerve, on account of, aching, slammed, theme)
Discussion Questions (read chapters 19 and 20 together):




How does the Littmus lozenge effect Otis?
Explain why Otis went to jail.
Describe Sweetie Pie’s reaction to the Littmus Lozenge.
Why wouldn’t Otis stop playing music?
Tasks:



Have students do a re-read of the text where Opal and Otis have a discussion. Have students add new details to Otis’ character page. Cite specific text
evidence on class chart and/or student note pages to use for W1 summative assessment.
Quick opinion write: Opal says, “sometimes it seemed like everybody in the world was lonely.” Do you agree? Why? Why not?
Have a class discussion and add any details or characters’ words or actions to the classroom chart that contribute to the sequence of events and/or central
message or lesson.
CFA ASSESSMENT RL 3:

Have students do a quick write explaining how those character’s words or actions contribute to the sequence of events (collect as a CFA for RL3). (RL 3
Rubric can be found in Rubric Appendix page 5).
Chapter 20
Discussion Questions:



How does Opal get the idea to throw a party? Why does she want to throw a party?
Opal tells Gloria about Otis’s crime and Amanda’s brother who passed away. What is Opal beginning to realize about loneliness and difficult times?
Why do you think Gloria Dump insists that Opal invite the Dewberry boys?
Tasks:


Have a class discussion and add to the classroom chart the characters’ actions and words that help contribute to the sequence of events.
Have students use their summaries from these five chapters to create a “one-pager” or other similar product where they create several questions of varying
levels along with answers (as a key) to then switch with a partner or group member to answer.
CFA ASSESSMENT RL 2:

Have students do a quick write to explain how the central message/lesson (theme) is conveyed through the details from these five chapters (collect as a CFA
for RL2). (RL 2 Rubric can be found in Rubric Appendix page 4).
23
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Week 8:
Standards:
RL 1: Ask and answer questions to demonstrate understanding of a text, referring
Learning Targets:
RL 1: ask and answer 5 W’s & H questions to determine key details orally
explicitly to the text as the basis for the answers.
and in writing with sentence frames and question stems when necessary; -refer RL 2: Recount stories, including fables, folktales, and myths from diverse cultures;
explicitly to the text as the evidence to support their answers.
determine the central message, lesson or moral and explain how it is conveyed through
RL 2: recount the story and determine the central message/lesson/or moral; key details in the text.
explain how the central/message is conveyed through key details in the text
RL 3: Describe characters in a story (e.g. their traits, motivations, or feelings) and
RL 3: identify the characters’ traits, motivations, and feelings by actively
explain how their actions contribute to the sequence of events.
participating in whole class discussions orally and in writing
W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons.
W 1: Students will write an opinion piece by:
a. Introduce the topic or text they are writing about, state an opinion, and create
-completing graphic organizers/Thinking Maps that plan out all sections
an organizational structure that lists reasons.
mentioned below for their opinion piece; - introduce the book or topic and state
b. Provide reasons that support the opinion.
an opinion on it an introductory paragraph; - supply reasons that support their
c. Use linking words and phrases (e.g., because, therefore, since, for example)
opinion; - use linking words such as because, also, furthermore, for example
to connect opinion and reasons.
that connect their opinions to the reasons in body paragraphs; - write a
d. Provide concluding statement or section.
concluding paragraph; - use the completed graphic organizers/Thinking Maps
to write their opinion piece in correct multi-paragraph structure
Read Chapters 21-26 over the course of the week (have students silent read each chapter for a bit each day before you read as a whole group/teacher read aloud). After
each chapter have the students provide a brief summary of the chapter. These summaries can simply be a four box Flow Map or other graphic organizer where
students write four sentences about the chapter. See samples on Appendix B-3. These should be kept in a folder.
Chapter 21, 22 & 23 (Key Vocabulary: frilly, swollen, shimmery, screechy, shuffled, amuse, appreciate, teeter, squawked)
Discussion Questions 21 (read chapters 21, 22 and 23 together):



Describe Opal and Gloria’s party preparations in detail (add details to Gloria Dump’s backyard setting description page).
Opal notices, “It did look pretty. It looked so pretty that it made my heart feel funny, all swollen and full.” What do you think Opal means by this statement?
Why does Opal choose not to tell Amanda Wilkinson that she knows what it feels like to lose people?
Tasks:

Students will complete a Character Change page for Opal. See sample page in Appendix B-13.
Chapter 22
Discussion Questions:

What problem threatens to ruin the party at the end of this chapter? What do you think will happen next?
24
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Chapter 23
Discussion Questions:


Who helps Miss Franny into the house? What does this tell you about this character?
What did Opal forget when the rain started? How does this make her feel?
Tasks:
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
Students add any new character descriptions to the characters on their character page (they should the action where Amanda helps Miss Franny).
Have students do a quick write to explain how Gloria Dump’s statement, “There ain’t no way you can hold on to something that wants to go, you understand?
You can only love what you got while you got it.” helps convey the central message/lesson (theme).
Chapter 24 (Key Vocabulary: drizzle)
Discussion Questions:


Why does Opal create a list of 10 things about Winn-Dixie? What does she realize after she creates the list? Why is that realization important?
Why does the preacher start to cry?
Tasks:
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
Have students summarize the list of 10 things about Winn-Dixie.
Close Read chapter 24 with the purpose of preparing the students for the summative assessment on RL 3. Have them cite specific evidence on classroom chart
and/or their note pages.
Students add key details and characters’ actions to both Opal’s and the Preacher’s character pages.
Discuss how the conversation between the preacher and Opal was “because of Winn-Dixie” (which is more textual evidence/support for the final Opinion
writing assessment.) Document on this evidence on the classroom key details chart and how they convey the theme as well as have the students add to the
character pages where necessary.
Chapter 25 (Key Vocabulary: plumb, settled, leaning, echoed)
Discussion Questions (read chapters 25 and 26 together):


How does Opal feel when she first returns to the party? Why does she feel this way?
What affect does finding Winn-Dixie have on Opal? (text evidence on page 176).
25
adapted from CCGPS 3/7/13
Language Arts Unit Theme: Adaptations/Friendship
Timeframe: 8 weeks
Grade: 3rd
Chapter 26
Discussion Questions:


What does Opal say to her mom when she is outside?
What does Opal notice when she goes to look at the tree she had planted earlier in the summer?
SUMMATIVE UNIT READING LITERATURE AND WRITING ASSESSMENTS:
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


W 1 - Opinion Writing assessment – Have the students write a formal opinion piece for the following prompt: Do you think Because of Winn-Dixie is a good
title for this book? Why or Why not? Use all of the explicit textual evidence you have gathered throughout classroom discussions as reasons and support for
your reasons. Use Smarter Balanced Opinion Writing rubric to score.
RL 3 - Students will use the notes and descriptions within their “character” book as well as classroom charts to briefly write about any one character of their
choice . . .their writing must describe the characters’ traits, motivations, or feelings and explain how their actions contributed to the sequence of events.
RL 2 - Students will use their chapter summaries, classroom charts, and notes to briefly write a summary of the story and explain how the central message was
conveyed through the key details of the story.
RL 1 – Students will create a final “one-pager” or other student written application wherein they create several questions about the story and provide answers
that refer explicitly to the text for evidence.
ALL RUBRICS FOR THE SUMMATIVE ASSESSMENTS CAN BE FOUND IN THE RUBRIC APPENDIX, PAGES 1-5.
26
adapted from CCGPS 3/7/13