Title Of Lesson Description

Fantastic Mr. Fox This lesson covers the reading and study of the book, Fantastic Mr. Fox by Roald Dahl. Students will be able to identify and comprehend the five literary components of this novel. (character, plot, setting, conflict and theme) Intervention based reading group Eleven 30-minute sessions 5.5 hours total 5th Grade Reading level P Iowa Common Core Reading Standard: Key Ideas and Details: A.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.5.6. Describe how a narrators or speakers point of view influences how events are described.

Subject Instructional Time Students Level by Grade Standards to be addressed

Resources Used Learning Objectives

Fantastic Mr. Fox by Roald Dahl, post-it notes, writing utensils and organizers. Students will correctly identify the five literary components of the novel. (Character, Plot, Conflict, Setting and Theme)

Students will be able to cite specific passages from the text, which influenced their opinion about the characters from the story. Provide students a framework and understanding of how to summarize a written text. Provide students a framework and understanding of how to compare and contrast two or more characters from the story. 1. How do character traits help a reader identify authors intent and theme? 2. Why is it important to be able to summarize a chapter, section or entire story? 3. How can making notes help me become a better reader? Students were allowed to vote as a group for which book they wished to read. Fantastic Mr. Fox was the majority choice. Students will only be expected to read during reading group time. Primarily the teacher will think alouds, read alouds and modeling during instruction, including how the teacher uses the graphic organizers along with the students. The scaffolding of how to process information within the text and identify authors intent will be the focus of each lesson. Afterwards the students will be expected to show reflection upon their learning both verbally and in writing. Note: Prior to lesson one students will be asked to fill out an index card stating what they are anticipating before the begin. (i.e. nervousness, excitement, etc.) Lesson One Book walk through the text identifying key features of the book including the Cover, Table of Contents, and key illustrations. Students will read Chapters 1-3. Teacher instructs how to summarize chapters utilizing the graphic organizers provided. Teacher brings special attention on identifying the setting where the events take place.

Essential Questions

Motivational Strategies

Type of Instructional Model/Method

Lesson Procedures

Lesson Two Character Traits. Students will identify the four major characters introduced into the first three chapters, (Mr. Fox, Farmer Bunce, Farmer Boggis, and Farmer Bean) and give justification behind their assumptions with text citations. The three farmers character traits will be compared and contrasted. Lesson Three Read chapters 4-6. Add to their graphic organizers for character traits. Students work in groups to compare their summaries for the first 6 chapters and begin combining and condensing the sequence of events and key ideas into shorter summaries. Lesson Four Main Idea and conflict discussed. Teacher reads chapter 6 aloud and models thinking behind how to identify main idea from what we know so far from character traits and plot. Using their summaries, students identify the major conflict that sets off the initial chain reactions of events in the story. Lesson Five Students read chapters 7-9, continue summarizing and condensing. Students will turn in their condensed summaries of the first half of the book. Lesson Six Opening activity involves each student making predictions for the second half of the book. Students will make their own prediction in writing then discuss in pairs before the entire group shares out. Students next begin to read chapters 10 12. Lesson Seven Teacher reads aloud chapter twelve, Badger. Teacher models thinking behind what the authors intent was behind adding a new character so late in the text. Group discussion of how characters actions (i.e. farmers) have on surrounding characters and community. Badgers character traits are identified and examined. Lesson Eight Students read chapters 13-

15, continue summaries, revise any predictions. Students given extra time to assure that each student is caught up in their reading so the entire group can end the book together. Lesson Nine Teacher reviews Chapter 14 with whole group. Models thinking and class discusses the topic of stealing. Class discuss in pairs and with whole group their thoughts on this philosophical topic based upon the motivation of each character utilizing the character traits organizer as reference. Exit slip involves individual opinion on if they believe Mr. Fox is right to steal the food from the farmers and cite specific reasoning incorporating details from the text Lesson Ten Students finish reading the book (chapters 16-18). Students complete matching worksheet to identify characters with character traits and events. Lesson Eleven: Assessment - Students will discuss in pairs and with the whole group their opinions and reflections on the book. Students are asked to complete an organizer which identifies the five literary components of the text. 1. Characters - Students may turn in their character traits organizers to demonstrate understanding) 2. Plot Students will turn in their chapter summaries to demonstrate their understanding. 3. Conflict Students will identify the major conflict(s) in the text. 4. Setting Students will identify the setting(s) of the story. 5. Theme As a group the teacher will lead a discussion on theme. Students will think/pair/share and the teacher will model thinking so that students are able to understand the difference between a main idea and a major theme of the story. Teacher will look for understanding from students about family and/or friendship being a major theme of the story. Before leaving students will turn in their

completed five literary components and an exit slip. Exit Slip Students will be provided an index card and on the front will be asked to reflect upon What they learned from the story? On the back of the index card students will be asked to reflect upon, What I learned about myself as a reader? Adaptations Differentiation Students will be allowed extra time outside of group to complete the reading assignments. Students will be allowed to work in groups to assist in completing their summaries. Students will be allowed to verbally make their predictions or demonstrate understanding if writing is an exempted physical challenge. Students who finish their reading early will be presented with a choice of opportunities to extend their understanding of the text. Activities include connecting with the motivation of certain characters by imagining yourself as one of the characters in a reflective writing piece. Also a chance for the students to create their own illustration of one of the events from the chapters they were reading.

Assignment or Activity Assessment of Lesson Objectives

Students will complete the reading of the entire book, identify main characters traits with citation, and summarize each chapter. Once completed the students will be asked to identify the five literary components of the novel correctly. (i.e. Theme, Plot, Characters, Setting and Conflict) by using cited sources from the text.