Because of Winn-Dixie

DiCamillo, K. (2000). Because of Winn Dixie. Cambridge, Ma: Candlewich Press.

Genre: Realistic Fiction/Chapter Book

Age Level: 8-12

Book Talk

Audience: Third grade students

Have you ever moved to a new town?  Have you ever wanted a pet?  Well if so, you’ve got to read this great book.  It’s about a girl named India Opal Buloni (funny name, right?).  Opal is spending her first summer in a new town and is lonely and hasn’t yet made new friends.  One day, when visiting a local Winn Dixie, she stumbles upon a lone dog.  When a store associate is upset about the dog, India claims it.  Although she isn’t sure how her father (the preacher) will fill about the dog, she takes him home and luckily is able to keep it.  The book tells the story of a friendship that leads to much more.  I think that you would really, really love this book!  You could easily connect with the friendship that Opal and Winn Dixie have. 

 Reflection

This story is realistic fiction because it is a very realistic, believable text.  This means that all of the events in this text could happen.  The events in this story and the characters are easily relateable and life-like.  This text has emotional realism, meaning that the emotions and feelings in this text seem real.  This story captures the struggles of an alternative family, as Opal’s mother is not present in this text.  The text portrays a growing relationship between a father, his daughter and a family pet. 

Ideas for teaching/comprehension strategies that can be used with this text:   This text would be great for types of characters, especially protagonist.  Opal is such a well-developed character that would be great for understanding protagonist.  This text would also be great for summarizing.  Students could use the SWBST (somebody, wanted, but, so, then) strategies to synthesize through the important points in the text (see chart). 

Questions to pose:

How does Opal change throughout the text? 
What impact does Winn-Dixie have on Opal? The Preacher?

Additional Resources:

Resource guide: http://www.candlewick.com/book_files/0763607762.btg.1.pdf

Esperanza Rising

Ryan, P. M. (2007). Esperanza rising. New York: Scholastic Inc.

Age Level: 11-13

Genre:  Multicultural/Historical Fiction

This story is about a family who must move from their riches in Mexico to poor conditions in the United States.  Esperanza, who has lived in luxury in Mexico, is forced to hard labor and tough times during the Great Depression in America.  Esperanza deals with many rough times while growing up and learns to enjoy the simple things in life rather than spending time thinking of the things she can no longer have.  When her mother becomes very ill, Esperanza must get a job and take care of her mother.  Times are tough and through the years Esperanza grows into a self-sufficient young lady.  The text states “Do not be afraid to start over” (p. 15).  I feel that this is a powerful statement that sums up what Esparanza must do in this text. 

This text has a prologue introducing the necessary background of the story.  I see hints of foreshadowing in the text.  This is especially seen in the beginning when Esperanza cuts a rose vine and pricks her finger.  She says when this happens that she feels this is a sign of bad luck to come.  She soon finds out her father has been murdered.

The text is a multicultural text because the main character is Esperanza, a young Hispanic girl.  It is also considered multicultural because the setting is very diverse.  Part of the story takes place in Mexico and part of it takes place in America.  This story is also considered historical fiction because it takes place during the Great Depression.  The Great Depression plays a very important role in the plot of this text.  The text is filled with historical perspective on the times of the Great Depression.  I feel that this text could easily be incorporated into history lessons on the past and on lessons about reasons why people migrate. 

I absolutely loved this book and have already recommended it to two of my advanced readers in my class.  Although I know this text is advanced, I really think some of my third graders would love it.  They could connect with the struggles of Esperanza as many of them have struggles also.

Ideas for teaching/comprehension strategies that can be used with this text:   Since this is a longer text, I’d like to allow my students to use post-it notes to track their thinking.  This would be great to make predictions, inferences or connections.  These would be great skills because this story has a very rich plot.  I also think this story is great for setting as it changes during this text and is very important.  The setting sets the mood of the text and is essential to the times and struggles addressed in this text. 

Questions to pose:

What connections can you make with this text?  Explain.

What character trait would you say best defines Esperanza?  How does she change throughout the story?  Explain? 

Additional Resources:

Teacher’s Guide: http://www.scholastic.com/teachers/lesson-plan/esperanza-rising-teachers-guide

Charlotte's Web

White, E. B. (1980). Charlotte's web. New York: Harper Collins.

Age Level: 7 - 13

Genre:  Animal Fantasy

This modern fantasy is about the trials and tribulations of farm animals.  Wilbur, a pig saved by the farmer’s daughter, is worried about what will happen to him when he is older.  When Wilbur meets Charlotte, a farm spider, she joins the mission to save him.  So what will happen to Wilbur?  Read this book and you will see!

I loved this animal fantasy because the characters (farm animals) are personified to be ‘brought to life.’  Wilbur and the other animals can talk and many of them have feelings very similar to humans.    This story is considered a modern fantasy because it has animal characters that are personified.  This means that the animal characters do things that only humans are able to do (walking, talking, having feelings, etc…).

I decided to read this book with my class as we are going to see the play in late April.  I am so excited to connect the literature experience to the production experience.  I would absolutely recommend this book to students and colleagues.   My students were able to relate to this book and were very excited to read it.  Many of them told me that they thought their animals could talk to other animals also.  

Ideas for teaching/comprehension strategies that can be used with this text:  This book would be great to use when teaching setting because this book has an integral setting, meaning the setting is essential to this story.  It would also be great for plot as the story is very rich in events.  The chronological plot is easy to track for young children.

Questions to pose:

How would this story be different if the setting were in New York City?
Can you make a connection with this story?  Explain.
How would you describe Wilbur?  Give details from the text.

Additional Resources:

Great units on www.teacherspayteachers.com

 

http://www.cape.k12.mo.us/Blanchard/hicks/Reading%20Pages/Charlotte's%20Web/Charlottes_Web.htm