Kalonikae Drenckhahn

RED 311 Ethnographers of Language

Literature Circle Unit: James and the Giant

Peach by Roald Dahl
Grade Level: 4th Grade
Benchmarks:
1. 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.
2. 4.1.2.2 Determine a theme of a story, drama, or
poem from details in the text; summarize the text.
3. 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. 4.3.0.4 Read with sufficient accuracy and fluency
to support comprehension.
a. Read grade-level text with purpose and
understanding.
b. Read grade-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.
c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.
5. 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.

a. Come to discussions prepared, having read or

studied required material; explicitly draw on
that preparation and other information known

Kalonikae Drenckhahn
RED 311 Ethnographers of Language

about the topic to explore ideas under

discussion.
b. Follow agreed-upon rules for discussions and
carry out assigned roles.
c. Pose and respond to specific questions to
clarify or follow up on information, and make
comments that contribute to the discussion
and link to the remarks of others.
d. Review the key ideas expressed and explain
their own ideas and understanding in light of
the discussion.
e. Cooperate and problem solve as appropriate
for productive group discussion.
Content Objectives:
After being assigned and introduced to a literature
circle, students will understand and explain the
expectations, roles, and responsibilities of being
part of one.
After discussing and hearing examples of
visualizing, making connections, and predicting,
students will be able to utilize those strategies
during their reading.
After discussing and hearing example of asking
questions, synthesizing, and inferring, students
will be able to utilize those strategies during their
reading.
After participating in literature circle discussions,
students will be able to understand how
characters, setting, and plot are essential to wellcrafted writing.
After discussing and hearing examples of thick
questions, students will be able to ask them and
understand the significance of them during
discussion.

Kalonikae Drenckhahn
RED 311 Ethnographers of Language

After finishing James and the Giant Peach,

students will be able to review and/or recommend
the book.
After finishing James and the Giant Peach,
students will be able to summarize using the
elements of character, setting, and plot.
Language Objectives:
The student will be able to describe their roles
and responsibilities in the literature circle.
The student will be able to give examples of
reading strategies such as visualizing,
predicting, and making connections.
The student will be able to give examples of
reading strategies such as inferring,
synthesizing, and asking questions.
The student will be able to describe character,
setting, and plot from the book, James and the
Giant Peach.
The student will be able to explain thick
questions.
The student will be able to review and/or
recommend James and the Giant Peach.
The student will be able to summarize the story.
My role for next time is _____________.
One responsibility I have is ____________.
One reading strategy I like the best is __________.
One reading strategy I need help with is ____________.
My favorite character is ______________.
The setting is __________________.
An example of a thick question is ______________.
I would or would not recommend this book because
___________.
I can summarize the story by ____________.
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Kalonikae Drenckhahn
RED 311 Ethnographers of Language

Schedule for Lesson Plans

4/06 Mon: Launch Lesson

4/08 Wed: Day 1: What Is a Literature Circle: Introduction
4/13 Mon: Day 2: Now Try This Part 1: Reading Strategies
4/15 Wed: Day 3: Now Try This Part 2: Reading Strategies
4/20 Mon: Day 4: What Makes Up a Story: Character, Setting,
and Plot
4/22 Wed: Day 5: Ill Have to Think About That: Thick
Questions
4/27 Mon: Day 6: So, What Do You Think: Review and
Recommend
4/29 Wed: Day 7: Lets Put It All Together: Summarizing
Materials

Multiple copies of James and the Giant Peach

Readers Response journals
Literature Circle Discussion Packets
Worksheets (depending on lesson)
Book Check-out sheet
Role Guide
Examples of book reviews

Instructional Plan: Day 1: What Is a Literature Circle?

1. Mini-lesson: Introduction to James and the Giant Peach and
its author Roald Dahl (15 minutes)
a. Agree/Disagree survey pertaining to book (worksheet)
b. Quick facts about Roald Dahl (hand out fact sheet)
2. Discussion (30 minutes)
a. Hand out packets and readers response journals
b. Briefly go over agenda for the unit
c. Discuss expectations and responsibilities
d. Discuss roles and rotation of roles, give initial role
assignment
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Kalonikae Drenckhahn
RED 311 Ethnographers of Language

e. Book check-out
3. Readers Response Journal: Predictions (10 minutes)
RR Question: After looking at the front and back of the book
and browsing through the pages, what are some predictions
about this book?
4. Assign reading and prepare for next meeting (5 minutes)
a. Assign pg 1-24 and roles
b. Plan for discussion about reading strategies
Before reading prompt: By looking at the front and back of the book, what do
you predict about James and the Giant Peach?
During reading prompt: Look at the picture on page 6. What are some
external character traits of those two characters?
After reading prompt: Can you think of any other books by Roald Dahl? What
genre are they?

Evaluation: observation, notes, RR Journal

Instructional Plan: Day 2 Now Try This Part 1

1. Follow-up from last meeting (5 minutes)
(briefly discuss the predictions from the last meeting)
2. Mini-lesson: Reading Strategies: Visualizing, Making
Connections, Predicting (10 minutes)
a. Give example of visualizing (see pg 13-14)
b. Give example of making connections (see pg 8)
c. Give example of predicting (see pg 2)
3. Discussion (30 minutes)
a. Model how the literature circle works by playing the role
of discussion director, facilitate as needed
b. Encourage students to discuss any reading strategies
used
4. Worksheet with different reading strategies (10 minutes)
(hand out worksheets)
5. Assign reading and prepare for next meeting (5 minutes)
a. Assign pg 24-49 and assign roles
b. Advise students to think about the reading strategies
they used for the last meeting and any other new ones
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Kalonikae Drenckhahn
RED 311 Ethnographers of Language

Before reading prompt: Knowing what weve learned about visualization so

far, describe in your own words, how the peach grows.
During reading prompt: As you read, try to predict what will happen to the
aunts.
After reading prompt: How do you compare to James?

Evaluation: observation, notes, reading strategies worksheets

Instructional Plan: Day 3 Now Try This Part 2
1. Follow-up from last meeting (5 minutes)
(briefly discuss the reading strategies from the last meeting)
2. Mini-lesson: Reading Strategies: Asking Questions,
Synthesizing, and Inferring (10 minutes)
a. Give example of asking questions (see pg 28)
b. Give example of synthesizing
c. Give example of inferring (see pg 34)
3. Discussion (30 minutes)
a. Allow students to discuss assigned reading, assist as
needed
b. Encourage students to discuss any reading strategies
used
4. Worksheet with different reading strategies (10 minutes)
(hand out worksheets)
5. Assign reading and prepare for next meeting (5 minutes)
a. Assign pg 49-72 and assign roles
b. Plan to discuss character, setting, and plot
Before reading prompt: What questions could you be asking yourself as you
read?
During reading prompt: By inferring, try to complete the sentence at the end
of chapter 20, page 73.
After reading prompt: Think and describe one of your own hassles youve
encountered while traveling.

Evaluation: observation, notes, reading strategies worksheets

Kalonikae Drenckhahn
RED 311 Ethnographers of Language

Instructional Plan: Day 4- What Makes Up a Story?

1. Follow-up from last meeting (5 minutes)
(briefly discuss any reading strategies used in reading)
2. Mini-lesson: Character, Setting, Plot Review (15 minutes)
a. Positive/negative, round/flat characters
b. Where and when, setting
c. BME, plot
3. Discussion (25 minutes)
a. Allow students to discuss assigned reading, assist as
needed
b. Encourage students to discuss character, setting, and
plot
4. Character Sketch (10 minutes)
Prompt: Choose one character that weve read about so far
and put together a character sketch of him or her.
(provide worksheet for character sketch and assist)
5. Assign reading and prepare for next meeting (5 minutes)
a. Assign pg 73-97 and roles
b. Plan for discussion about thick questions
Before reading prompt: Connect to self using something youve done that
was courageous.
During reading prompt: Each of the insects had something that made them
valuable. What are some things that make you valuable?
After reading prompt: The insects discuss their talents, what do you think
the author is trying to do?

Evaluation: Observation, notes, and character sketch

Instructional Plan: Day 5 Ill Have to Think About That
1. Follow-up from last meeting (5 minutes)
(briefly discuss the students character sketches from the
last meeting)
2. Mini-lesson: Thick Questions (10 minutes)
a. Explain what thick questions are
b. Give example of thick questions
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Kalonikae Drenckhahn
RED 311 Ethnographers of Language

c. Ask thick questions pertaining to James and the Giant

Peach
3. Discussion (30 minutes)
a. Allow students to discuss assigned reading, assist as
needed
b. Encourage students to ask thick questions
4. Readers Response Journal (10 minutes)
RR Question: If you could write the ending for James and the
Giant Peach, what would it be?
5. Assign reading and prepare for next meeting (5 minutes)
a. Assign pg 98-120 and roles
b. Plan for discussion about reviewing and recommending
Before reading prompt: Weve gotten fairly far in our reading. At this point,
what would you say the theme is? (give examples of themes if necessary)
During reading prompt: What are some consequences of not being careful
near the edge of the peach?
After reading prompt: Have your feelings for any of the characters changed
as youve progressed through the book?

Evaluation: observation, notes, RR Journal

Instructional Plan: Day 6 So, What Do You Think?
1. Follow-up from last meeting (5 minutes)
(briefly discuss the students own endings to the story)
2. Mini-lesson: Review and Recommend (10 minutes)
a. Provide examples of book reviews and
recommendations from other books
3. Discussion (30 minutes)
a. Allow students to discuss assigned
reading, assist as needed
4. Readers Response Journal (10 minutes)
RR Question: Would you recommend this book to others?
Why or why not?
5. Assign reading and prepare for next meeting (5 minutes)
a. Assign pg 121-146 and roles
b. Plan for discussion about summarizing
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Kalonikae Drenckhahn
RED 311 Ethnographers of Language

Before reading prompt: At this point, what is the favorite part of the book?
During reading prompt: What are some details that are especially funny?
After reading prompt: Would you recommend this book?

Evaluation: observation, notes, RR journal

Instructional Plan: Day 7 Lets Put It All Together
1. Follow-up from last meeting (5 minutes)
(briefly discuss the students recommendations)
2. Mini-lesson: Summarizing (10 minutes)
a. Review character, setting, and plot
b. Review BME
3. Discussion: (30 minutes)
a. Allow students to discuss assigned reading, assist as
needed
b. Finish up any unresolved business or questions
4. Readers Response Journal (10 minutes)
RR Prompt: Summarize James and the Giant Peach using
BME.
5. Goodbye :(
Before reading prompt: If you could change one thing about this book, what
would it be?
During reading prompt: What do you like or dislike about Roald Dahls
writing style?
After reading prompt: If Roald Dahl had wanted to write a sequel, what
would you ask him to add or change?

Evaluation: observation, notes, RR Journal, participation rubric

Evaluation
Assessments will include observation, readers response
journals, my notes, various worksheets, and a participation
rubric.
Extension
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Kalonikae Drenckhahn
RED 311 Ethnographers of Language

1. Visit the library and check out more books by Roald Dahl
such
as Matilda, Charlie and the Chocolate
Factory, or The Twits.
2. If you have the opportunity, watch the movie version of
James and the
Giant Peach on Netflix.
Roles and Descriptions
Discussion Director: to develop a list of questions the group can
discuss, these questions should be thick questions
Literary Luminary: to go back in the text and choose passages of
particular interest and present them to the group, there should be
a reason and purpose for choosing them
Connection Conductor: to identify connections from the story to
outside experiences, these should include text-to-self, text-totext, and text-to-world
Character Captain: to help the group understand the characters in
the text, they should be able to identify growth and how others
characters react and feel towards each other
Word Detective: to search for words that have special meaning to
the story, they should include a definition and reasoning behind
choosing them

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Kalonikae Drenckhahn
RED 311 Ethnographers of Language

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