Winn Dixie Student Materials

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Student Resource Location Section 1: Lessons 1-4

Text: Because of Winn Dixie by Kate DiCamillo Text Portal

Lesson handouts Pages 2-11

Section 2: Lessons 5-7

Text: The Cricket in Times Square by George Selden Text Portal

Text: Wild Wings by Gill Lewis Text Portal

Text: Paint the Wind by Pam Munoz Ryan Text Portal

Text: Charlotte’s Web by E.B. White Text Portal

Text: How to Steal a Dog by Barbara O’Connor Text Portal

Text: The One and Only Ivan by Katherine Applegate Text Portal

Text: The Miraculous Journey of Edward Tulane by Kate DiCamillo Text Portal

Text: Shiloh by Phyllis Reynolds Naylor Text Portal

Text: The Tiger Rising by Kate DiCamillo Text Portal

Literary Analysis Task (LAT) and Research Simulation Task Scoring Rubric Digital Access

Section 3: Lessons 8-12

Text: See Independent Reading text list from Section 2 Text Portal

Text: Owen & Mzee by Isabella Hatkoff, Craig Hatkoff, and Dr. Paula Kahumbu Text Portal

Text: Unlikely Friendships for Kids by S. Holland Text Portal

Section 5: Lessons 21-23

Text: Amos and Boris by William Steig Text Portal

Section 7: Lessons 27-31

Section 8: Lessons 32-35 (Culminating Writing Task)

Literary Analysis Task (LAT) and Research Simulation Task Scoring Rubric Digital Access

Section 9: Lessons 36-37 (Cold Read Task) Section 10: Lessons 38-40 (Extension Task)

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Summarization Chart

Organize your story by writing the events of it in the chart below.

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Vocabulary Chart: Keep a list of words you have learned throughout the unit.

Word Part of

Speech

Context Clues from Text to help with understanding (if

available)

Synonyms, Antonyms, and

Similar Words (Word Family) My Definition/Picture

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Word Part of Speech

Context Clues from Text to help with understanding (if

available)

Synonyms, Antonyms, and

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Fluency Tracker

My name: _________________________ My partner’s name: ________________________

Self-Assessment

Accuracy - I read all of the words correctly.

Rate - I read at a good speed, like when I talk

Expression - I made my reading sound interesting, like

when I tell a story.

Phrasing and Punctuation - I read the punctuation.

Partner Assessment

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Dialogue Chart

Dialogue Spoken

Dialogue Tag used

Who is speaking?

Who is being

spoken to?

“Wait a minute!” I hollered. “That’s my

dog. Don’t call the pound.”

hollered

Opal

Winn Dixie store

manager and

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H-chart

Directions: Compare and contrast Opal’s point of view of the events in chapters 1-4 with your point of view of the events.

Opal’s Point of view

My Point of View

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Directions: List words that are synonyms of happy in the box. Then sort those words from weakest to

strongest connotation and write a brief description of the meaning. Then choose one word to write a sentence

in the final box to share with the class.

List words that mean “Happy”:

Shades of Meaning

Words in order from weakest to

strongest

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Character Analysis Chart

Character’s

Name: ___________________

Example or Quote What the example reveals about the character

Character’s Words

Character’s Appearance

Character’s Thoughts and/or Feelings

What other characters say or feel about this character

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Character Trait List Resource

Directions: Use these charts as a resource when analyzing characters.

Positive Traits

Nice

cheerful, caring, charming, considerate, concerned, delightful, encouraging, giving, friendly, kind, likable,

loving, peaceful, pleasant, polite, respectful, sensitive, sincere, sweet, thoughtful

Happy

carefree, cheerful, eager, easygoing, excited, jovial, loving, optimistic, peaceful, satisfied, tolerant

Does A Lot

active, adventurous, ambitious, bold, busy, eager, energetic, generous, hardworking, helpful, leader,

meticulous, talkative

Confident

assertive, brave, bold, certain, courageous, daring, determined, decisive, fearless, independent, proud,

self-reliant, sure, sociable, tenacious

Smart

brilliant, bright, brainy ,clever, curious, cunning, efficient, intelligent, sly, sharp, strong, studious, witty, wise

Other Positive Attributes

ambitious, apologetic, cooperative, calm, creative, dependable, fair, fortunate, funny, honest, humble,

humorous, loyal, mature, obedient, outspoken, patient, responsible, strong willed, talented thrifty,

trustworthy, silly

Negative Traits

Mean

angry, argumentative, bossy, cross, cruel, dangerous, dark, disrespectful, evil, greedy, harsh, hateful,

impolite, insensitive, mischievous, naughty, raging, rude, selfish, spoiled, thoughtless, uncaring, unfriendly,

unpleasant, violent

Sad

antisocial, annoyed, comfortless, depressed, down, friendless, frustrated, gloomy, glum, grouchy,

heartbroken, heavy-hearted, hopeless, isolated, lonely, lonesome, miserable, moody, scared, sorrowful,

unhappy, withdrawn

Does Very Little

bored, boring, dull, indifferent, lazy, neglectful, selfish, sluggish, spoiled, uninterested

Uncertain

anxious, concerned, confused, fearful, hesitant, mysterious, nervous, uneasy, unsure, worried

Other Negative Attributes

afraid, arrogant, babyish, cowardly, conceited, demanding, dishonest, foolish, harsh, immature, impatient,

irresponsible, jealous, messy, neglected, picky, reactive, sneaky, stingy, untrustworthy, uncooperative,

undependable, unfair, unintelligent

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Fluency Tracker

Self-Assessment

Phrasing and Punctuation - I read the punctuation.

Partner Assessment

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Directions: List words that are synonyms of happy in the box. Then sort those words from weakest to

strongest connotation and write a brief description of the meaning. Then choose one word to write a sentence

in the final box to share with the class.

List words that mean “said”:

Shades of Meaning

Words in order from weakest to

strongest

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Extension Task Directions

1. Select a book from the text list (below) to read and discuss in student-led literature circles.  Wild Wings, Gill Lewis

 Paint the Wind, Pam Muñoz Ryan  The Tiger Rising, Kate DiCamillo  Charlotte’s Web, E. B. White

 How to Steal a Dog, Barbara O’Connor

 Shiloh, Phyllis Reynolds Naylor (advanced readers)  The One and Only Ivan, Katherine Applegate

 The Miraculous Journey of Edward Tulane, Kate DiCamillo

2. Follow the schedule for completing your reading (independently and in groups) and track your progress in a reading log or journal.

3. After every four chapters, complete a graphic organizer by summarizing your reading, identifying and defining two unknown words, and creating two questions to discuss with your classmates.

4. During the group discussion, you will be assigned a role to lead the discussion based on a part of the graphic

organizer. The roles may rotate for each discussion and may include:

 Summarizer: Presents the summary portion of the graphic organizer to begin the discussion.

 Vocabulary Finder: Gathers the words all group members selected, verifies the word meanings, and

teaches the new words to the group.

 Question Writer: Gathers the questions each member wrote and selects three to five questions for the

group to discuss After the discussion, the group will write a formal response to two of the group’s questions.)

 Story Mapper: Maps the story using a character map or story elements map, or creates an illustration of

an important point in the story. Shares the map or illustration with the group and explains each component.

2. After your final discussion, write a paragraph summarizing the book. Remember to include the title and author, important characters, setting, plot events, problem, solution, and theme.

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Literature Circle Assignments

Decide as a team who will be assigned each role:



Summarizer: Presents the summary portion of the graphic organizer to begin the discussion.



Vocabulary Finder: Gathers the words all group members selected, verifies the word meanings, and



Question Writer: Gathers the questions each member wrote and selects three to five questions for

the group to discuss. After the discussion, the group will write a formal response to two of the

group’s questions.



Story Mapper: Maps the story using a character map or story elements map, or creates an

illustration of an important point in the story. Shares the map or illustration with the group and

explains each component.

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Signpost

What it Means

Questions & Sentence

Stems

A character’s thoughts or actions are opposite of what you would expect, or they surprise you..

An event or setting feels like it doesn’t belong. This might help you to identify the problem or conflict in the story.

What did you think would happen? How is this different from what happened?

Why did the character act or feel that way?

Why is the character doing this?

The moment when a character suddenly figures out something important that changes them or the plot. The character figures out the problem, which leads you to solve the conflict. The character recognizes or learns a lesson, leading you to important clues to determine the theme.

“{Character} now knows…” “{Character} realized…” “{Character} suddenly understood…”

Why might this realization be important?

When an image, word, or situation is repeated often. You begin to wonder why the author is repeating the image, word, or situation. It must be important!

What is being repeated? Why might the author bring this up again and again?

What other details help us to understand the

importance of this repeated information?

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The moment when a character stops and asks themselves or someone they trust a tough

question. Usually a “I wonder…” or a “Why…” type of question. These questions sometimes cannot be answered. The answers will tell you about the conflict in the text and might give you ideas about what will

happen next in the story.

What does this tough question make me wonder?

How might this decision change what happens in the story?

When an older and wiser character offers a life lesson of some sort to the main character. Whatever this lesson is, might be the theme of the story.

What event prompted the character giving this advice?

How could this advice affect the character? How did the main character react to the advice given?

When you read a flashback or pause in the story. The character might reflect back on a memory. These moments usually hold important information, even if it hasn’t been revealed why it is important yet.

What event triggered the memory?

Why might this memory be important?

How does the main character react to the memory?

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Notice and Note Signposts Chart

Using the text Because of Winn Dixie, find the signpost moments in the story and complete the chart below.

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Summarization Chart

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Notice and Note Signposts Chart

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Character Analysis Chart

Character’s

Name: ___________________

Example or Quote What the example reveals about the character

Character’s Words

Character’s Appearance

Character’s Thoughts and/or Feelings

What other characters say or feel about this character

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Group Work Self Assessment

My group members: __________________ ___________________ __________________ __________________ ___________________ __________________ G - Get along R - Respect others O - On task

U - Use time productively

P - Participate

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Literature Circle Preparation

Title: ______________________________________________________________________________________________ Pages: _______________________________

Summarizer:

Summary (what happened?)

__________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Vocabulary Finder:

New Words Page # My Best Guess Dictionary Definition

Question Writer Question #1: _______________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Answer #1: ________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Question #2: _______________________________________________________________________________________ __________________________________________________________________________________________________ Answer #2: ________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________

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Story Mapper

Draw a picture or use a graphic organizer to show something important about the story. Be ready to tell about your work.

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Textual Evidence Sentence Stems



According to the text…



...because...



On page ___ I noticed…



The author stated…



For instance…



For example…



One example of this from the text is on page ___ (the character)...



On page ___ it says _________________________, so…



The author states… so I think…



In chapter ___ it says ________________________, so I know…



One reason why…

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Focusing on the Texts

Directions: For each text, determine the main idea, gather the evidence, and explain how the illustrations in the text contribute to this understanding.

Text Title

Main Idea

Key Details

Elaborations

1.

“Owen was stranded alone on a reef”

2.

“Dr. Paula, Stephen, and Sabine were eager to help the orphaned hippo”

3.

“At first Mzee crawled away, but Owen wouldn’t give up”

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Fluency Tracker

Self-Assessment

Rate - I read at a good speed, like when I talk

Partner Assessment

when I tell a story.

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Linking Words and Phrases

Keep a list of words you have learned throughout the unit.

Word or Phrase Ideas Connected Together Importance for the Reader

Over the next few days...

Mzee crawled away Owen followed Mzee Owen followed Mzee for a long time, not just for a few minutes. It helps me see that Owen was persistent.

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Jigsaw Directions

Each group will read a part of Unlikely Friendships, for Kids by Jennifer S. Holland and then share their information with the class. See the group assignments below.

Group One

Read Chapter One: The Dog and the Piglet on pages 10-19. As you read, think about the following questions and answer them on your illustrations chart and evidence chart handouts.

1. What visuals did the author include to help you understand the text (illustrations, photographs, and other graphics)?

2. How do the visuals help you to understand the text? 3. What are the important details in the text?

4. What makes Katjinga and Paulinchen’s friendship unlikely?

5. How are Katjinga and Paulinchen similar to Opal and her friends in Because of Winn Dixie?

Group Two

Read Chapter Two: The Orangutan and the Cat on pages 20-28. As you read, think about the following questions and answer them on your illustrations chart and evidence chart handouts.

9. What makes Tonda and T.K.’s friendship unlikely?

10. How are Tonda and T.K. similar to Opal and her friends in Because of Winn Dixie?

Group Three

Read Chapter Three: The Hippopotamus and the Goat on pages 28-33. As you read, think about the following questions and answer them on your illustrations chart and evidence chart handouts.

14. What makes Humphrey and the goat’s friendship unlikely?

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Group Four

Read Chapter Four: The Deer and the Dog on pages 34-37. As you read, think about the following questions and answer them on your illustrations chart and evidence chart handouts.

19. What makes Dilly and Lady’s friendship unlikely?

20. How are Dilly and Lady similar to Opal and her friends in Because of Winn Dixie?

Group Five

Read Chapter Five: The Iguana and the Cat on pages 38-45. As you read, think about the following questions and answer them on your illustrations chart and evidence chart handouts.

24. What makes Sobe and Johann’s friendship unlikely?

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Illustrations Chart

Page # Detail from Graphic My Thinking Questions

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Main Idea Guided Writing

The main idea of the text is that __________________________________

____________________________________________________________

A key detail that shows this main idea is ____________________________

____________________________________________________________

This shows the main idea because ________________________________

____________________________________________________________

Another key detail that shows this main idea is _______________________

____________________________________________________________

This shows the main idea because ________________________________

____________________________________________________________

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Jigsaw Note-taker

The Dog and the Piglet The Orangutan and the Cat

The Hippopotamus and the Goat

The Deer and the Dog The Iguana and the Cat

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Point of View Handout

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Literature Circle Preparation

Title: ______________________________________________________________________________________________ Pages: _______________________________

Summarizer:

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Story Mapper

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Fluency Tracker

Self-Assessment

Partner Assessment

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Amos and Boris Fluency Practice

Partner 1

One night, in a phosphorescent sea, he marveled at the sight of some whales spouting luminous water; and later, lying on the deck of his boat gazing at the immense, starry sky, the tiny mouse Amos, a little speck of a living thing in a vast universe, felt thoroughly akin to it all. Overwhelmed by the beauty and mystery of everything, he rolled over and over and right off the deck of his boat and into the sea.

“Help!” he squeaked as he grabbed desperately at the Rodent. But it evaded his grasp and went bowling along under full sail, and he never saw it again.

(Steig, page 7)

Partner 2

Swimming along, sometimes at great speed, sometimes slowly and leisurely, sometimes resting and exchanging ideas, sometimes stopping to sleep, it took them a week to reach Amos’s home shore. During that time, they developed a deep admiration for one another. Boris admired the delicacy, the quivering daintiness, the light touch, the small voice, the gemlike radiance of the mouse. Amos admired the bulk, the grandeur, the power, the purpose, the rich voice, and the abounding friendliness of the whale.

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Fluency Tracker

Self-Assessment

Partner Assessment

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Companionship in Because of Winn Dixie Notetaker

Chapters 15-19 reinforce the value of companionship, a central theme in Because of Winn Dixie. The characters explore their own sorrow and how coming together in the face of it brings them together as friends. For each character listed, record an example of companionship between that character and Opal.

Character

Chapter and Page #

Example of Companionship

Winn Dixie Miss Franny Amanda Wilkinson Gloria Dump Dewberry Boys Otis

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RACER Strategy

R

Read the PromptList (or circle) the words from the prompt to be used in “A.”

How does Because of Winn Dixie teach a

lesson about the value of companionship and

show that friends come from unexpected

places?

A

My answer is...Flip the question to form a topic

sentence. Avoid using “I think / I believe / I feel”

etc.

C

Cite evidence from the text.The author / text / passage says…

E

Elaborate, or explain the evidence.This quote proves/shows/explains _____ because…

1. 1.

2. 2.

3. 3.

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Sentence Frames

Sentence frames can help you improve your writing. Use at least two of the following sentence frames in your writing.

Compound Sentences

A compound sentence is formed when two independent clauses are joined together by a coordinating conjunction, such as and, but, or, yet, so. Here are examples of compound sentence frames.

1. Because of Winn Dixie says Opal _________________, and Owen and Mzee also says Owen __________. 2. Because of Winn Dixie says Opal _________________, but Amos and Boris says Amos ______________. 3. Opal ____________________________________, and she ___________________________________. 4. Opal ____________________________________, but she ___________________________________. 5. Opal ____________________________________, so she ____________________________________. 6. At first, Opal ______________________________, but then she ______________________________.

Choosing Words and Phrases for Effect

Writers choose words and phrases that will create a sensory-rich experience for their readers. They are aware of the power and effect of language choices. Writers may use figurative language to create this effect, or they may choose specific nouns, adjectives, and verbs to create an effect for the reader. Look at the following examples from Because of Winn Dixie. Identify all the parts of speech in each sentence below:

1. I looked around the room at all the different faces, and I felt my heart swell up inside me with pure happiness. 2. Outside, the rain had stopped and the clouds had gone away and the sky was so clear that it seemed like I could

see every star ever made.

3. Otis laughed and strummed his guitar, and the flavor of the Littmus Lozenge opened in my mouth like a flower blooming, all sweet and sad.

Sentence Challenge

Use the following mentor sentences from texts in this lesson to create similar sentences in your writing.

Mentor Sentence

“But they were all singing now and laughing, and Winn Dixie was snoring.”

Sentence Frame

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Summarization Chart

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Literature Circle Preparation

Title: ______________________________________________________________________________________________ Pages: _______________________________

Summarizer:

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Story Mapper

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Because of Winn Dixie Text-Dependent Questions Notetaker

As your classmates present their “Best Answers” to the questions below, take notes in the box with each

question.

At the party, why do you think Opal felt surprisingly

happy to see Amanda?

What does Gloria Dump tell Opal about loving

something? What do you think that means?

What was the real reason Opal was so upset when

her father said they would have to stop looking for

Winn-Dixie?

After the party, Opal goes to Gloria’s mistake tree

and tells her mother she won’t miss her as much

because her heart feels full. How has Opal’s life

changed to make her feel this way?

What did Dunlap do that surprised Opal? Why was

this surprising to her?

How did Opal show that she wanted to be friends

with Amanda?

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Culminating Writing Task Directions

How do Opal and another character from Because of Winn-Dixie interact and change through the series of events in the novel? What central message or lesson can we learn by reading Because of Winn-Dixie?

Write an essay that answers the questions and demonstrates an understanding of the text. Provide examples from the story to support your explanation. Be sure to use proper grammar, conventions, spelling, and grade-appropriate words and phrases, including linking words like because, since, and for example.

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Because of Winn Dixie Culminating Writing Task: Brainstorming Graphic Organizer

Writing Prompt:

How do Opal and another character from Because of Winn-Dixie interact and change through the series of events in the novel? What central message or lesson can we learn by reading Because of Winn-Dixie?

Introduction Statement: _____________________________________________________________________

Use the following chart to document your thinking.

Idea 1

Opal

-

Idea 2

Another

Character

-

Idea 3

Central Message

-

Concluding Statement:

__________________________________________________________________________________________

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Name ________________________________ Date_________________________

How do Opal and another character from Because of Winn-Dixie interact and change through the series of

events in the novel? What central message or lesson can we learn by reading Because of Winn-Dixie?

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Extension Task Directions

1. Select a book from the text list (below) to read and discuss in student-led literature circles.  Wild Wings, Gill Lewis

 Paint the Wind, Pam Muñoz Ryan  The Tiger Rising, Kate DiCamillo  Charlotte’s Web, E. B. White

 How to Steal a Dog, Barbara O’Connor

 Shiloh, Phyllis Reynolds Naylor (advanced readers)  The One and Only Ivan, Katherine Applegate

 The Miraculous Journey of Edward Tulane, Kate DiCamillo

2. Follow the schedule for completing your reading (independently and in groups) and track your progress in a reading log or journal.

3. After every four chapters, complete a graphic organizer by summarizing your reading, identifying and defining two unknown words, and creating two questions to discuss with your classmates.

4. During the group discussion, you will be assigned a role to lead the discussion based on a part of the graphic

organizer. The roles may rotate for each discussion and may include:

 Summarizer: Presents the summary portion of the graphic organizer to begin the discussion.

 Vocabulary Finder: Gathers the words all group members selected, verifies the word meanings, and

 Question Writer: Gathers the questions each member wrote and selects three to five questions for the

group to discuss After the discussion, the group will write a formal response to two of the group’s questions.)

 Story Mapper: Maps the story using a character map or story elements map, or creates an illustration of

an important point in the story. Shares the map or illustration with the group and explains each component.

2. After your final discussion, write a paragraph summarizing the book. Remember to include the title and author, important characters, setting, plot events, problem, solution, and theme.

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Extension Task Presentations

Complete the chart below as your classmates present their book posters.

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Text Portal

Digital Access