Melissa Oliver

RED 311, Spring 2015

Literature Circle Unit [The BFG]

Grade Level: 4th Grade
Benchmarks:
4.1.1.1 Refer to details and examples in a text when
explaining what the text says explicitly and when drawing
inferences from the text.
4.1.3.3 Describe in depth a character, setting, or event in
a story or drama, drawing on specific details in the text
(e.g., a characters thoughts, words, or actions).
4.1.7.7 Make connection between the text of a story or
drama and a visual or oral presentation of the text,
identifying where each version reflects specific
descriptions and directions in the text.
4.8.1.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on
others ideas and expressing their own clearly.
4.10.4.4 Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based on grade
4 reading and content, choosing flexibly from a range of
strategies.
4.10.5.5 Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings to develop word consciousness.
Content Objectives:
The student will be able to draw from details and
examples in the text to support his or her own ideas,
predictions, and opinions.
The student will be able to engage collaboratively with
others during group discussion and activities, with
minimal guidance from teacher.
The student will arrive for the literature circle prepared
by completing his or her roles and duties outlined in
packet.

Melissa Oliver
RED 311, Spring 2015

Language Objectives:
The student will be able to clearly and effectively share
his or her opinions, ideas, and thoughts,
The student will be able to object to an idea with which
he or she disagrees in a respectful manner during
group discussion.
Schedule for Lesson Plans
4/06 Mon: Launch Lesson
4/08 Wed: Day One (Introductions, Expectations, &
Anticipations)
4/13 Mon: Day Two pg. 8 47 (Media/Text
Comparison)
4/15 Wed: Day Three pg. 48 80 (Imagery)
4/20 Mon: Day Four pg. 81 114 (Dream Catchers)
4/22 Wed: Day Five pg. 115 146 (Character Traits &
Map)
4/27 Mon: Day Six pg. 147 175 (BFG Language 101)
4/29 Wed: Day Seven pg. 176 208 (Dream Jar)
Materials
Day 1
(5) Bookmarks
(5) The BFG by Roald Dahl
(5) Literature Circle Packets
(everyday)
(5) Writing journals
Book Talk orange question
cards
Pencil

Markers/Colored
Pencils/Crayons
Day 2
iPad (YouTube clip of The BFG
movie)
(5) Comparison writing
prompt sheet
Day 3
(5) Sensory Imagery
worksheet

Melissa Oliver
RED 311, Spring 2015

(5) Drawing paper

Day 5

Crayons/markers/colored
pencils

(5) Character traits list

Day 4

(5) Venn Diagram (Sophie v.

BFG)

(5) Paper plates

Yarn
Scissors
Tape
Markers/crayons/colored
pencils
Single hole punch
(5) Long sticks (paint sticks)

(5) Character map worksheet

(5) Venn Diagram (BFG v.

Other Giants)
Day 6
(5) The BFG Translator
worksheet
(5) The BFG Word Scramble
worksheet
Open-Ended Question cards

Day 7
(1) Mason jar
Dream events cards
(1) Dream Jar label
(5) Dream Plan worksheet
Pencils
Evaluation (Assessment)
Informal Daily Assessment
For each meeting, the students will have a different role
assigned to them to complete for group discussion. The roles
are as follows:
Chief Connector: During reading, you will look for parts of the
story that trigger connections. There are three types of
connections that we will use: 1. Text-to-Text: Reminds you of
something you read in another book.
2. Text-to-Self:
Reminds you of something that has happened to you or
someone you know.
3. Text-to-World: Reminds you of something you have read in a
magazine or newspaper, or something you watched on TV or in
a movie.
Purposeful Predictor: Before reading, make a prediction about
what will happen next. You may be able to find clues to what
will happen in the title of the chapter or in an illustration. If
these arent available, think back on what you have already
read. After reading, record whether or not your prediction was
correct. Finally, predict what will happen next.
Imagery Inspector: During reading, look for examples of
imagery and figurative language. Record the example and the
page number it is found on. Describe how this imagery or
figurative language helps tell the story.

Illuminating Illustrator: After reading, choose one scene,

character, or event and illustrate it. Make sure to include lots of
details and color. Make your illustration as close to the books
description as possible.
Literary Luminary: After reading, you will go back to the story
and select 2 sections that stand out. These sections could be
puzzling, funny, well constructed, interesting, etc. Make sure to
record the page number of your selections.
I will listen to the students present their role each day and see
how well they comprehended the reading through the way they
complete their tasks and the depth in response they give to
questions or other students comments.
Literature Response Cards (small yellow cards)
Occasionally, I will use these cards either as discussion starters
or writing prompts. I will make observations during group
discussions and make note of the depth the responses I hear. If
they are used as writing prompts, I will read over the written
work and see if the students are able to respond thoughtfully
and critically. This activity/assessment will only be utilized if
time permits on a given day.
Open-Ended Question Cards (large multicolored cards)
Occasionally, I will have each student select from a pile, a card
that poses a question or has fill-in-the-blank wording that will
encourage the students to think about the text in a new light.
This will allow students to think carefully about the authors
writing and thought process, as well as connect to the text in a
more meaningful manner. Although these cards may not
always be used, open-ended questions will be used throughout
the unit.
Written Responses

There will be several written responses throughout the packet

and day-to-day activities. These will allow me to assess the
students abilities to personally connect to the text, analyze
the plot, characters, setting, and authors writing style and
purpose, and use evidence from the text to strengthen their
reasoning behind their position.
Rubric & Evaluations
I will utilize a rubric to reflect and analyze the literature circles
progress, the students abilities and participation, and my own
abilities to facilitate the group effectively. I will also use both
self and teacher evaluations to make the students aware of
what is expected of them as well as encourage them to reflect
daily in order to make appropriate adjustments or
improvements for our next meeting.
Daily Literature Circle Instructional Plan:
Prep Time (5 minutes)
I will allow students a short period of prep time to ensure their
roles are completed for the days discussion and to ask any
questions they may have for me or the other students
regarding the literature circle.
Teacher: Im going to give you all a few minutes to make sure
that you have your roles ready to discuss. If you are all
ready, go ahead and take some time to flip through the
pages that were assigned for today to help refresh your
memory about what happened.
Getting Ready (25 30 minutes)
I will select a different student each day to briefly summarize
that days reading selection.

Teacher: (Student name), please remind us what happened in

todays reading section.
When the student is done, he or she will begin our discussion
by presenting his or her assigned role for that days meeting.
Students will be allowed to respectfully comment, agree or
disagree, or add to the thoughts of the presenter once he or
she is finished. Students will take turns sharing what he or she
prepared for their role and open discussion will continue with
each. I will prompt additional deeper thought when necessary.
Example:
Teacher: Great detail and summary, (Student name). So what
have you prepared for your role today?
Student A: I was the Illuminating Illustrator this time and I drew
the BFG eating a snozzcumber with a disgusted look on
his face. I drew this because the book described them
as really gross but the BFG still ate them anyway
because he would rather put up with eating yucky food
than killing humans.
Student B: Yeah, I dont know if I could stand eating those
snozzcumbers but I wouldnt want to kill anyone either
by eating them. I would probably just take food from
the different countries Id visit if I were the BFG.
Teacher: That is an interesting alternative. Why do you think
the BFG doesnt do that?
I will close this portion of the lesson by asking the students if
they had any words to add to our BFG Dictionary. We will
discuss the meaning of the new words and I will see if anyone
came up with a different definition. Students will compare
definitions to come up with the most fitting one.
Teacher: What silly words did you come across during this
section of reading?
Student A: I found frobscottle and telly-telly bunkum box.

Teacher: Those are some fun ones! What did you believe them
to mean?
Student A: Well, the frobscottle is like soda but a Giant Country
version and it sounds like telly-telly bunkum box means
TV.
Teacher: Did anyone think of something different for those
words when you were reading?
Student B: I thought the same things. He talks really weird!
Task (15 20 minutes)
After the literature circle roles and BFG Dictionary discussion, I
will implement a task or activity. The tasks and activities will
vary each day. Each one will enrich the students
understanding of the whole text or a portion of it. Please see
individual daily plan for further details.
Discourse (5 10 minutes)
Once the task or activity is finished, we will discuss it in greater
depth. For any writings or graphic organizers, I will ask each
student to take a moment and explain their answers or
thoughts. For any crafts or drawings, I will ask each student to
elaborate why they drew what they did and what textual clues
made them imagine it.
We will then prepare for our next meeting by reviewing their
upcoming roles. Students will also fill out their daily reflection.
Teacher: Take a moment to look at your role for next time.
What questions, if any, do you have about what you
need to do? (Answer any questions that arise and refer
to the instructions on the page so they see the
description if they need it.) It sounds like you all know
what to do for next time now so Id like you each to
take the last couple minutes and fill out your daily
reflection. If there are areas that you dont score

yourself very high today, think about what you can do

next time to feel like you gave it your best effort.
Instructional Plan: Day One (Introductions, Expectations,
and Anticipations)
Prep Time
For day one, there will be no prep time.
Getting Ready (40 minutes)
I will begin by quickly going through introductions once again.
Teacher: Hello again! My name is Mrs. Oliver and I am so
excited that we are together for this exciting book. A
little bit about myself that I shared last time: I love
realistic fiction books; my favorite book is Are You
There God? Its Me, Margaret by Judy Blume, who is
also my favorite author. Lets go around the circle and
take turns introducing ourselves. Say your name and
the three things you put on your nametag.
Next, I will ask the Book Talk Questions from the yellow cards
to understand each students background regarding their
literary interests.
Teacher: I have some cards that Im going to fan out face
down and I want you to select two cards. Take a
moment and read what is on the other side. These
questions are to help us get to know one another
better as readers and members of this group.
Then, I will hand out a book, a folder with the packet and other
worksheets, and a journal to every student. As a group, we will
go over my expectations of their participation and
collaboration for each meeting, and all the parts of the
literature circle roles and what they entail. I will explain the

sheets that I would like them to work on continuously

throughout the book and which sheets to ignore until we work
on them during our sessions.
Teacher: Each of you now has a book and a folder with some
fun stuff inside that we will be working on throughout
our time together. Dont worry, a lot of these things
will be done together as a group. The journal is for you
to write anything you want while you are reading that
you want to remember or that stood out to you. The
BFG Dictionary is where you write down some of the
silly things the BFG says throughout the book and the
definition you think fits best to the word he says.
Lastly, there is a packet that has different roles in it.
Each of you will be assigned a different role for every
meeting we have so you will have a chance to do all of
them.
Finally, the students will make predictions of what they think
the book will be about and explain how they came to their
predictions. I will have them follow along with me as I read the
first chapter or two.
Teacher: Take a moment to look at the back cover of the book
and flip through the pages quickly. What do you think
the book will be about?
Student: I think its about a giant who helps humans.
Task (15 minutes)
Students will decorate their folders with their names and what
they imagine the story to be about or anything else related to
the book.
Teacher: I want you to make these folders more personalized
so you use this time to decorate them. Make sure you
put your name on them and draw some things related

to the book to help you start thinking about what it will

be about.
Discourse (5 minutes)
I will open up this time to any questions they may have about
the packets, their roles, the book, or the literature circle
process.
Instructional Plan: Day Two (Media/Text Comparison)
Prep Time (5 minutes)
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Getting Ready (25 30 minutes)
Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (15 minutes)
I will show a YouTube clip of the opening scene of The BFG
cartoon movie to have them compare and contrast the movie
to the book. The students will write down their observations on
the corresponding writing prompt page in their packets.
Teacher: Raise your hands if youve read a book and then
watched a movie based on that book? (Hands go up.)
Ok, so most of you. Which one did you like better? The
book or the movie?
Students: The book!
Teacher: Why did you like the book better, (Student name)?
Student A: The movie skipped a bunch of stuff and you didnt
know as much.
Student B: Yeah, but the movies are cool because you can see
whats happening.
Teacher: Those are all interesting points. So we just read the
beginning of the book. I want you to keep in mind
what you read and what you imagined while I show

you a clip of the opening of the movie from this book.

Write down the differences you notice on the movie
prompt sheet in your folder. (Start movie clip.)
Discourse (5 10 minutes)
We will discuss the observations they made. I will ask them
why they think the movie is so different and if they have seen
other movies about books they read and have observed the
same differences. I will also ask them why they think their
responses may differ from one another. **Written Response
Assessment**
Teacher: What are some of the things you noticed?
Student C: I noticed the owl. It wasnt in the book.
Student B: I noticed the BFG was like a ghost because you
could see through him and he wasnt in the book.
Teacher: You were all very observant! You must have been
paying close attention while you were reading. There
is a lot of detail about what the characters are thinking
as well that we get from a book that we dont know
during a movie. Why do you think that some of you
had different observations than others?
Student A: Because we all think different things when we
watch movies and read books.
Teacher: Yes, we have different thoughts based on what
stands out to us.
We will then go over their roles and prep them for the next
time we meet and students will fill out their daily reflection.
*For homework: I will ask the students to go home and discuss
how books and movies are so different. I will have them ask
their parents if they ever read a book and then watched a
movie. Were they very different or very similar?
Instructional Plan: Day Three (Imagery)
Prep Time (5 minutes)

Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.

Getting Ready (25 30 minutes)

Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (15 minutes)
I will review what imagery is and how it helps the reader to
visualize the events, characters, and settings in a book. I will
refer to the imagery chart they are working on throughout
their readings each time.
Then I will read a passage to the group from The BFG on page
57 describing one of the giants. While I am reading the
passage, the students will be drawing what they imagine as
they hear the description from the book. I will reread it several
times.
Teacher: What did we discuss yesterday after the movie clip
comparison?
Student: That there are words in the book that help us
understand it better and give us details.
Teacher: Yes, and many of those words help us to form our
own images in our mind when we read. They describe
things to help us feel like we are really there in the
book. This is called imagery. Im going to read this
part of the book and draw for me what you imagine.
(Read passage)
Discourse (10 minutes)
Students will take turns showing off their pictures and
explaining what imagery words they heard to help them create
their drawings. Once everyone has had a turn, I will ask why
each picture is a little bit different if everyone heard the same
passage. We will discuss this question in detail.

Teacher: What did you see, hear, smell, and feel from what I
just read?
Student A: I saw sausages because they said his lips looked
like them.
Teacher: Good! What else?
Student B: I smelled his bad breath! Yuck!
Teacher: (laughs) Me too! You really seem to understand
imagery. Use this skill when you are reading and when
you do your imagery role whenever its your turn for
that.
After this discussion, we will then go over their roles and prep
them for the next time we meet and students will fill out their
daily reflection.
Instructional Plan: Day Four (Dream Catchers)
Prep Time (5 minutes)
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Getting Ready (25 30 minutes)
Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (20 minutes)
I will have a premade dream catcher done to show the
students what the desired end result should sort of look like.
Then I will walk them through each step, as they make their
own and decorate it, if they so desire.
Teacher: Today, I have a craft for us to do. We will be making
dream catchers just like the BFG uses when he
catches dreams. We will use these materials and
follow the directions in your packet. Heres one that I
made so you know what it will look like when youre
done.

Discourse (5 minutes)
Once the craft is complete, I will ask the students what kinds
of dreams they would catch and give other people if they
could make them up.
Teacher: What types of dreams would you catch?
Student: I would catch nightmares!
Teacher: Why nightmares?
Student: That way I could keep them from making their way to
little kids and I would use them on bad people.
Teacher: Thats thoughtful of you to keep the kids from having
them.
After this discussion, we will then go over their roles and prep
them for the next time we meet and students will fill out their
daily reflection.
Instructional Plan: Day Five (Character Traits & Map)
Prep Time (5 minutes)
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Getting Ready (25 30 minutes)
Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (20 minutes)
I will go over the character traits list in the packet. I will ask
the students which of these traits they see in some of the
characters in the book. Once they have a chance to share
some responses, I will have them turn to the character trait
map in their packets. They will choose one character from the
book and complete the map by selecting four traits that
describe their character and drawing evidence from the book
that supports their opinions.

Teacher: What are character traits?

Student: They are words that describe a person on the inside.
Teacher: Thats very good. On the first page you will see a list
of character traits. I want you to pick one character
from the book so far and select four character traits
that describe that character. Then I want you to give
evidence from the book as to what leads you to
believe that it describes the character. Go ahead and
take some time to work on that.
Once they have completed the character map, we will discuss
the other characters as well and think about how the character
they chose differs from and is similar to the others. After one
or two students shares what they think in response to the
question, they then will all fill out the Venn diagrams in their
packets comparing and contrasting different characters.
Teacher: (Student) Which character did you choose and how
did you describe him or her?
Student: I picked Sophie and I said she is educated, brave,
curious, and kind.
Teacher: Those are all very well selected traits.
Discourse (5 10 minutes)
I will have students share the characters they chose for the
map and what traits they thought the characters possessed
and what evidence they found to support that thought. Then
they will discuss the Venn diagrams and compare amongst
themselves in pairs how their diagrams differed from one
another. After the partners have observed some differences, I
will ask them to share what they found. Then I will ask about
what traits neither character possesses and have them think
about which character traits would have gone outside the
circles. **Written Response Assessment**
Teacher: What are some of the differences and similarities that
you noted between the two characters in the Venn
diagram: the BFG and Sophie?

Student: The BFG and Sophie are the same because they are
both kind and caring. They are different because
Sophie is educated and the BFG is shy.
Teacher: Those are very good comparisons.
After this discussion, we will then go over their roles and prep
them for the next time we meet and students will fill out their
daily reflection.
Instructional Plan: Day Six (BFG Language 101)
Prep Time (5 minutes)
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Getting Ready (25 30 minutes)
Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (10 minutes)
Students will be given some time to complete a word scramble
containing words associated with the book. They will also
complete a translator worksheet to illustrate their
comprehension of the silly language within the text.
Teacher: For todays activity, I have a few activity sheets to
work on. One is a work scramble and the other is a
translator. The word scramble has words that the BFG
uses so it might be more challenging. The translator is
kind of like the BFG Dictionary we do so you might be
more familiar with that.
Discourse (15 minutes)
From a pile, students will each draw 2 cards that contain openended questions or thought prompts related to the book.
Within the group, they will verbally respond to the cards. The
other students will be able to share their own thoughts once
the card recipient has had a chance to complete his or her
original response. **Open-Ended Question Assessment**

Teacher: I have some cards that I want you to pick two from.
Think about the question on the card and we will take
turns giving our answers. These questions will get you
to think about the book a little differently and imagine
what it would be like if different things wouldve
happened or maybe if it were written from a different
point of view. Lets get started.
After this discussion, we will then go over their roles and prep
them for the next time we meet and students will fill out their
daily reflection.
Instructional Plan: Day Seven (Dream Jar)
Prep Time (5 minutes)
Students will have about 5 minutes to make sure their roles for
the days discussion are complete and ready.
Getting Ready (20 25 minutes)
Refer to Getting Ready portion of Daily Literature Circle
Instructional Plan.
Task (15 minutes)
Students will pick three dream events cards out of the jar and
create a dream based on the ones they chose. They will use
the dream recipe outline in their packet to complete this task.
Teacher: Take out your sheet that says My Dream Recipe at
the top. In this jar I have lots of random events that
you will use to create a dream just like the BFG did for
the Queen. Each of you will select three of these
events and write the down on the paper. Then imagine
what it would take to mix up the dream. Would you
use a traditional mixing bowl and spoon? Would you
have to add any extra ingredients to finish making the
recipe? Think big because it can be anything you
imagine. Then I want you to write down the steps you
need to follow to mix the recipe together. Lastly,

describe what the dream will end up being. This can

be as silly as you want because its your recipe!
Discourse (15 20 minutes)
The students will share their dream recipes and respectfully
comment on one anothers ideas.
To wrap up, students will fill out their final daily reflection, as
well as their self-evaluation. I will fill out one for each of the
students as a final grade from me using the evaluation as
well as a rubric. **Rubric & Evaluations Assessment**
Teacher: Thank you all for participating in our literature circle. I
hope you enjoyed the book and the experience, and
that you were able to learn more about reading deeper
into the book. I want you to take some time now and fill
out the final evaluation on your participation and
efforts while I fill out one as well for each of you. You all
did a great job for your first time through one of these!
We will discuss what we liked about the book, what we would
have liked to see different, and whether or not we would
recommend the book to someone else.
Teacher: Did you enjoy the book?
Students: Oh yeah!
Teacher: What did you like about the book?
Student A: I liked that the BFG and Sophie got to have
awesome houses at the end of the book!
Student B: I liked the ending when the author was actually the
BFG. That was really cool!
Teacher: Im glad you liked the book!
I will thank them for their participation and hard work and tell
them that they can do this type of deeper thinking any time

they read a book, even if they dont have worksheets and

packets to work with. Then I will dismiss them.