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Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
In Unit 2, A Life in Stories: Kate DiCamillo, Because of Winn Dixie is used as a shared text. Students also read an additional Kate DiCamillo text. The scaffolding group may read The Tiger Rising. Both texts are used to support discussion and exploration of how a character in a challenging setting perseveres, and the essential questions:
How do family and friends shape the people we become? How does an author’s life influence his or her writing?
The Tiger Rising may be used with students in the scaffolding group for small group instruction and meaningful independent work. The instructional goals and suggested learning tasks have been aligned with the following CCSS:
RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL. 4.3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a
character's thoughts, words, or actions). RL.4.5: Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g.,
verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.4.6: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
RL.4.7: Make connections 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.
RL.4.9: Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
Suggested vocabulary, figurative language for analysis, discussion questions, tasks, and activities are included in this planner. Teachers may modify the pacing and tasks to reflect students’ needs. Sample discussion questions may be used for monitoring comprehension and facilitating collaborative discussions. Suggested tasks are provided as options for instruction and application of target standards. Completion of every suggested task is not necessary. Teachers should be responsive to the needs of the students and should preview each lesson to determine which tasks students should complete, which tasks may require teacher facilitation, and which tasks may be completed independently.
BCPS Office of English Language Arts PreK – 12 1 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
Suggested Pacing Guide
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Chapters 1 - 3
Chapter 1: harboredastoundedsullen
Chapter 2: lurched swaggeringJohn Deere
Chapter 3: Sistine Chapel
Chapter 1: "To Rob, it seemed as if the tiger was some magic trick, rising out of the mist."
"He specifically did not think about Norton and Billy Threemonger waiting for him like chained and starved guard dogs, eager to attack."
"Rob had a way of not-thinking about things. He imagined himself as a suitcase that was too full, like the one that he had packed when they left Jacksonville after the funeral......"
"The pages of the book were slick and shiny. And
Chapter 1 What is the purpose of the author
including the flashback to Rob's mother's funeral? (RL.4.1, RL.4.5?)
Why does Kate DiCamillo use the metaphor of a suitcase to describe Rob's feelings? How does this figurative language influence your understanding of Rob? (L.4.5, RL.4.3)
Chapter 2 Mr. Nelson, the bus driver, stops
the bus suddenly to pick up Sistene. What are the effects of this stop, and what might this symbolize for effect of Sistene on the plot and characters? (RL.4.1, RL.4.3)
Chapter 3 What does Rob mean when he
says, "He kept the suitcase closed" at the end of Chapter 3?
RL.4.2, 4.3, 4.4, W.4.2Kate DiCamillo uses sensory details to describe the people and settings in The Tiger Rising. Closely read sections of the text in order to create a visual representation of the town and of the characters. Use evidence from the novel to create a list of details to support your visual representation. Students may begin a lap book to track the characters, settings, developing theme, vocabulary throughout the novel.*
*Students may continue to add to and refer to their lap books throughout the course of the novel. (Students may want to use the lapbook template/example in BCPS One.)
RL.4.6 After reading chapter 1 of both
BCPS Office of English Language Arts PreK – 12 2 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
each picture made Rob feel cool and sweet inside, like a drink of water on a hot day."
Why did he make this choice? (RL.4.3, L.4.5)
Describe what you learn about Rob and the town in Florida from the first three chapters. (RL.4.3, W.4.2)
Because of Winn Dixie and of The Tiger Rising, identify the point of view of each text and compare and contrast those points of view using the Comparing and Contrasting Point of View Graphic Organizer provided in the unit materials.
Chapters
4-6
Chapter 4: gravellydefiantlyglaredwhittle
Chapter 5: astonishing contagious
Chapter 6: buoyedmuttered
Chapter 4 Describe the interaction between
Sistene and the other sixth-graders. What do you learn about Sistene through this interaction? (RL 4.3)
How do you think Sistene and Rob would describe their experiences at school that day if the story was told from each of their points of view instead of being told from third person? (RL.4.6)
Chapter 5
RL.4.3, 4.6, W.4.3Write a blog/journal entry from Sistene’s perspective. Describe the events in Chapters 2 - 4. Develop Sistene’s thoughts, words, and actions in order to explain the events within this section of the novel.
W.4.7, W.4.1, RL.4.2Kate DiCamillo made a deliberate choice to have Rob find a tiger. Research tigers as symbols in literature. After your research,
BCPS Office of English Language Arts PreK – 12 3 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Chapter 5 ends with Rob's thoughts, "he was free." What does this reaction show you about Rob's character? (RL.4.3)
Chapter 6 Summarize the events from
Chapter 6. How does these events represent a turn of events in the plot? (RL 4.2)
Why does Rob keep the picture of the tiger with him? What might this discovery symbolize to him? (RL.4.1)
At the end of Chapter 6, Rob questions, "Why he would want to save somebody who hated him." What do you think is the answer to his question? (RL.4.3)
write a brief opinion about why you believe Kate DiCamillo chose to include a tiger as a symbol in The Tiger Rising.
Chapters
7 - 9
Chapter 7: frescoespolicyastounding
Chapter 7: "It was as if a magician had cast a spell over him. He opened his mouth and the words fell out, one on top of each
Chapter 7Consider the following quotations from Chapter 7 regarding Rob and his interactions with Sistene. What can you infer about Rob's character
RL.4.3, W.4.7Sistene and Rob discuss the Sistene Chapel throughout the novel. Conduct research on this landmark using multiple sources.
BCPS Office of English Language Arts PreK – 12 4 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
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Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Chapter 8: “running me ragged”slathered
other, like gold coins."
Chapter 9: "Rob leaned on his elbow and stared at the star and listened to the rain gently drumming its fingers on the roof."
"Or they said, 'You got your mam's hair – that cobwebby blond,' and they ran their fingers through his hair and patted his head like he was a dog."
based on these quotations? (RL.4.3) "It was his policy not to say
things, but it was a policy he was having a hard time maintaining around Sistine."
"It was as if a magician had cast a spell over him."
"He was glad, almost, that Norton and Billy were there to beat him into silence."
Chapter 8 What may Rob's dream, at
the end of Chapter 8, represent? Why would Rob be having this dream at this point in the story? (RL.4.2)
Chapter 9 What is the purpose of the
flashback to Rob's mother's funeral in Chapter 9? What additional details about Rob's character do you learn here? (RL.4.2)
Describe what it is and why it is a famous landmark.
RL.4.2, RL.4.3Read the lyrics of "Mining for Gold." Determine and explain why Kate DiCamillo would choose to include this song in The Tiger Rising when the setting of the novel is Florida. What may this song symbolize for Rob's father?
BCPS Office of English Language Arts PreK – 12 5 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Chapters 10 - 11
Chapter 10: rhythm
Chapter 11: leprosysputtered squatfierce “towering over him”
Chapter 10: "Her face was smooth and dark, like a beautiful piece of wood."
"'Don't be moving your shoulders up and down in front of me, acting like some skinny old bird trying to fly away.'"
Chapter 10 What does Willie May's advice
to Rob about healing his legs show you about her character? Based on what you know about Rob's character, do you think he agrees? (RL.4.3)
What does Willie May's thoughts about Rob's principal reveal about her belief about common sense/intelligence? (Rl.4.3)
Chapter 11 When Rob tells Sistine about
the tiger, she doesn't think twice. She asks Rob, "'A real one?'" instead of asking, "'Are you crazy?'" What does this show about her character? (RL.4.3)
W.4.3Rob reflects that Willie May's directions, “To let the sadness rise," sound "as if they were part of a poem." Use this advice to create a poem that would verbalize what Rob is feeling.
L.4.5, W.4.2Kate DiCamillo uses a variety of figurative language and sensory details to describe characters and settings. Choose a few examples to draw based what is written and then explain your interpretation of the language and details.
Chapters 12 - 14
Chapter 12: tatteredTV dinnerdefiant stance
Chapter 12: "He stared at the star and felt the hope and need and fear course through him in a hot neon
Chapter 12 What does Sistine see in Rob
that others may not? Why is Sistine able to see this?
RL. 4.7Create a collage of images from the last few chapters that represents the characters, the
BCPS Office of English Language Arts PreK – 12 6 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Michelangelorelief
Chapter 13: palmettosscrubprotested
Chapter 14: waryexertion
arc."
Chapter 13: "Rob felt a familiar loneliness rise up and drape its arm over his shoulder."
"Because she was wearing his jeans and his shirt, it was like looking into a funhouse mirror. It was like watching himself walk away."
Chapter 14: "It was an impossibly small and bony hand, as delicate as the skeleton of a baby bird.
"It was as if his soul had grown and was pushing everything up higher in his body."
(RL.4.1, RL.4.3) Why does Sistine often
surprise Rob with her reactions? (RL.4.3)
What may Sistine's clothes symbolize? (Rl.4.2)
Chapter 13 Why is Sistine so hopeful?
(RL.4.3) Why is Sistine's choice to call
Rob's whittling sculptures important? (RL.4.2)
Chapter 14 Explain how "the mere thought
of letting the tiger go" made Rob's "legs itch like crazy." (Rl.4.2)
What causes the happiness Rob is feeling at the end of Chapter 14? (RL.4.2)
setting, their thoughts, actions, and feelings. Consider using found images from the internet or magazines.
RL.4.3, W.4.2Rob has a talent for carving people and animals out of wood. If Rob taught another character how to carve, consider what would that character carve first and why? Create a model of that carving and brief explanation of why that object was carved first.
BCPS Office of English Language Arts PreK – 12 7 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Chapters 15 - 16
Chapter 15: seepedsquintingcommanded Chapter 16: wobbledstalkedmuttered
Chapter 15: "His happiness had evaporated."
"And the motel room, he knew, would be as dark as a cave, lit only by the gray light of the TV."
"Every night, the house lit up like a constellation, and they were all inside it together, the three of them."
Chapter 16: "'It's like – I don't know – it's like looking at firewords, kind of.'"
"The word was as sweet as forbidden candy on his tongue."
Chapter 15 When Rob's father meets him
and Sistene in the motel parking lot, he tells Rob it's time to put medicine on his legs. What might this medicine represent? Why would his father put it on him now? (RL.4.2)
Chapter 16 Sistine's mother refers to her
as Sissy. Why do you think she doesn't Sistine normally go by this name? (RL.4.3)
Why does Rob describe the name Caroline as "sweet as forbidden candy on his tongue"? (RL.4.2)
RL.4.3, RL.4.6, W.4.2Imagine that Rob's father kept a journal or diary about his thoughts. What thoughts may he confess to other people if he could? Compose a series of Notecard Confessions from Rob's father’s point of view. Include an explanation of the details from the novel that support your notecards, as well as a brief explanation of how Rob’s father’s point of view differs from his. Here is an example of a Notecard Confession from Charlie and the Chocolate Factory.
BCPS Office of English Language Arts PreK – 12 8 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Chapters 17 - 19
Chapter 17: flittingbillowed
Chapter 18: fervently
Chapter 19: mockingmuzzleinsist
Chapter 17: "'You let him go?' Rob repeated, his heart sinking inside him like a stone."
Chapter 17 Why is Rob struggling with
the decision to free the tiger? What other struggles may this represent? What theme is developed in this chapter? (RL.4.2)
Chapter 18 When Beauchamp asks if he
likes wild animals, Rob's heart skips and he knows where Beauchamp is going with his questions. How do you think Rob would have reacted if he didn't already know about the tiger? (RL.4.3)
Chapter 19 Why did Beauchamp give
Rob the job of feeding the tiger? Do you think this is a responsible decision? (RL.4.2)
What do you learn about
RL.4.2, RL.4.3, W.4.3Imagine that Rob could leave Another character (Sistine, his dad, Willie May) agreeting card. Whatwould he say in the card? Consider expressing histhoughts with prose, a song, orpoetry. Consider a drawing forthe card that Rob would give that character.
W.4.1, SL.4.1, W.4.7In Chapter 17, Rob and WillieMay discuss keeping animals in cages versus setting them free. Using gathered and organizedevidence from the text andany other evidence outsideresearch, conduct a debate onwhich is the best environment foranimals. You may conduct adebate online or face to face.
BCPS Office of English Language Arts PreK – 12 9 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Beauchamp's character in Chapters 18 - 19 because of his words and actions? How similar is he to Rob's father? (RL.4.3)
Chapters 20 - 22
Chapter 20: “date palms” peltingblurted
Chapter 21: materialized “cranked the engine” prophetess
Chapter 22: reproachful
Chapter 20: "The bus door opened and Sistine came running toward him, dodging the dates, looking as serious as a soldier on a battlefield."
Chapter 21: "Her glasses winked in the light from the falling Kentucky Star."
"'And you,' -she pointed her cigarette at Sistine- 'you are full of anger, got it snapping out of you like lightning.'"
Chapter 22: "Outside the
Chapter 20: Why do you think Rob is
"dismayed" when Sistine exits the bus in his shirt and jeans? (RL.4.3)
Why do you think Rob describes the keys to the tiger cage as feeling "heavy in his pocket"? (RL.4.2)
How do the views of Sistene and Rob differ regarding setting the tiger free? Is each view consistent with each character? (RL.4.3)
Why does Sistene start crying at the end of the chapter? (RL.4.2, RL.4.3)
Chapter 21
RL.4.2Consider the theme(s) of The Tiger Rising so far. Locate a photograph – either one that you took or from a collection such as Wikimedia Commons – that you think illustrates the theme of the novel. Create a pretend Instagram post – use hashtags (#) to tag the theme topic(s). Comment on the photo, and in your comment discuss how the photograph illustrates the theme statement. Include details from the novel to support your chosen theme. (Students may want to use the Instagram template/example in BCPS One.)
BCPS Office of English Language Arts PreK – 12 10 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
motel room, the world creaked and sighed."
What does Willie May mean by "'Ain't that just like God.....throwing the two of you together?'" How accurate is her description of Rob's sorrow, "keeping it down low in his legs" and Sistene being "full of anger....snapping out of you like lightning"? (RL.4.3)
What is Willie May's role in this story? How could the story be different if her character had not been written into the plot? (RL.4.3)
What does Willie May mean when she tells Sistene, "'Aint nobody going to come and rescue you.....You got to rescue yourself." Is this fitting advice for Sistene given her character so far? (RL.4.2, RL.4.3)
RL.4.3Pick three of Rob's or Sistine's negative or positive character traits and place them on a character continuum with the opposite character traits. Then place an x along the continuum to show how he/she exhibited these traits at the beginning of the novel, and a y to show how he/she exhibited these traits at the end of the novel. Explain why you think he/she changed or did not change.
RL.4.3, W.4.2, SL.4.5Compare Willie May and a character from Because of Winn Dixie who is somewhat similar. Explain (in a visual or written format) how the characters are similar and different, as well as how their character advances the plot in each story.
BCPS Office of English Language Arts PreK – 12 11 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Chapter 22 What does Rob's father's
reaction to the bag of meat show you about his character? (RL.4.3)
What is the purpose of the flashback in this chapter? Why does Rob think back to this memory? (RL.4.2)
Chapters 23 – 26
Chapter 23: shifty-eyed
Chapter 24: purposefully“shag carpet” disapproval
Chapter 26: miraculously cautioning
Chapter 24:"Willie May whirled around with her fist clenched, like a boxer."
Chapter 25: "she turned and walked away, and Rob stood and considered her words. He felt them on his skin like shards of broken glass. He was afraid to move. He was afraid of how deep they might go inside him."
Chapter 23 Why do you think Rob puts
the keys in his pockets? Was this out of habit or intentional? (RL.4.2)
How would you describe Rob's behavior when he gives Willie May the wooden bird? What does this behavior show you about his character? What does this behavior show you about his relationship with Willie May? (RL.4.3)
RL.4.1, 4.3, 4.7Create a collage of images from this section that represents the characters, the setting, their thoughts, actions, and feelings. Consider using found images from the internet or magazines. Label the collage with details and descriptions from the text.
RL.4.3 Create a sociogram of as many characters as possible in The Tiger Rising. Use symbols that
BCPS Office of English Language Arts PreK – 12 12 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
"And when he thought about the two things together, the tiger and his sadness, the truth circled over and above him and then came and landed lightly on his shoulder."
Chapter 24 Sistine tells Rob that she got
in trouble for vising Rob and was told not to visit her anymore. Why do you think she showed up after getting in trouble? Is this consistent with her character? (RL.4.3)
Why do you think Sistine likes getting in fights? (RL.4.3)
What does the interaction in this chapter between Sistine, Rob, and Willie May show you about their relationship? (RL.4.2)
Chapter 25 What mood is created at the
beginning of this chapter? (RL.4.2)
What does Willie May mean when she says, "'Sometimes right don't count.'" Do you agree? (RL.4.2)
represent each character’s thoughts/words/ actions. (Students may want to use the sociogram template/example in BCPS One.)
BCPS Office of English Language Arts PreK – 12 13 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Why does Sistine speak such hurtful words to Rob? How does Rob react? How consistent are these actions with each character? (RL.4.2, RL.4.3)
What does the tiger seem to symbolize? How does this symbol relate to Rob and his feelings? (RL.4.2)
Chapter 26 Summarize the events of
Chapter 26. It seems as if Beauchamp interrupted Rob and Sistine's plan. What purpose does this event serve in the overall plot? (RL.4.2, RL.4.3)
Chapters 27 – 29
Chapter 27: gratitudeemancipators oblivious furious
Chapter 27: "The tiger stopped pacing and turned to stare at them both clinging like monkeys to the cage."
Chapter 27 What mood is created in this
chapter and what choices does the author make to develop this mood? (RL.4.2,
RL.4.2, 4.5, 4.9Sistene references the poem, "The Tyger," multiple times. Read the poem and summarize it on your first read. Reread the poem to
BCPS Office of English Language Arts PreK – 12 14 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
grace delicacyblazing Chapter 28: stunned“coiled and explosive “turpentine
Chapter 29: flickered marveled
Last two paragraphs
Chapter 28: "He opened his suitcase. And the words sprang out of it, coiled and explosive."
"And with that word, with the small sound of his mother's name, the world lurched back into motion; like an old merry-go-round, it started to spin again."
Chapter 29: "To Rob, the words sounded like music, but better."
"And he marveled, too, at how different he felt inside, how much lighter, as if he had set something heavy down and walked away
RL.4.4) Describe Rob's reaction to
freeing the tiger. Is this consistent with his character? (RL.4.2, RL.4.3)
Chapter 28 Why does Rob see "a flash of
green" after he frees the tiger? Why did he not remember what happened to Cricket before now? (RL.4.2, RL.4.3)
What lead Rob to open his suitcase? Is this consistent with his character? What has led to this change? (RL.4.2, RL.4.3)
Sistine and Rob are sad that an animal, the tiger, died. What else has died? Why would this be upsetting? (RL.4.2)
Summarize the events leading up to the killing of
determine the theme(s). Create a visual representation which compares the structure, details, language, and theme(s) in the poem and in the novel. (Teacher Resource #1, Teacher Resource #2)
RL.4.3, RL.4.5Select an event from these chapters, using the correct structural features of poetry, write a poem to represent that event. Then, explain how your poem uses details from the poem as well as the features of poetry to represent the event.
RL.4.3, W.4.3Write a memorial poem for the tiger to be spoken at his funeral. Include details from the novel that celebrate what he represented to Sistine and Rob.
BCPS Office of English Language Arts PreK – 12 15 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
from it, without bothering to look back."
the tiger. (RL.4.2)Chapter 29
Why does Rob worry "that now that he had started crying, he might never stop"? (RL.4.3)
How have Sistine and Rob changed from the beginning of the book? (RL.4.3)
Chapter 30
Chapter 30: complicatedadmiring“on account of”considered
Chapter 30: "He lay in bed and watched the sun poke its way through his curtain."
"He lay in bed and considered the future, and outside his window, the tiny neon Kentucky Star rose and fell and rose and fell, competing bravely with the light of the morning sun."
Chapter 30 What does Rob's dream
mean? (RL.4.2) What are the consequences
Rob has to face after letting the tiger go? (RL.4.2)
What do you think the future will look like for Rob and Sistine? (RL.4.3)
Consider the front cover (or covers) of The Tiger Rising. What details from the front cover reflect details from the text? Why was this
RL 4.2, W.4.3Create a found poem of powerful quotations from the novel related to one of the essential questions. Have the title of the found poem be a theme statement for the novel. Include lines in the poem explaining how the quotations support your theme.
RL.4.3, W.4.2
BCPS Office of English Language Arts PreK – 12 16 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
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Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
illustration or picture chosen for the front cover? (RL.4.7)
Imagine that a movie studio is creating a film version of The Tiger Rising. Pick the actors you would choose to play either Rob, Sistine, Willie May, Beauchamp, and Rob's father. In order to help one of the actors prepare for his or her role in the film, write a letter to him or her explaining in depth the character based on details from the novel that reveal her thoughts, words, and actions.
RL.4.2, 4.3, 4.9Compare and contrast the themes of Because of Winn Dixie and The Tiger Rising. Imagine Rob is reading Because of Winn Dixie. What would Rob learn from reading that novel that he could apply to his own life? Create a book review or trailer as though you are Rob applying the life lessons from Because of Winn
BCPS Office of English Language Arts PreK – 12 17 June 2016
Unit 4.2 Small Group Suggested Planning GuideScaffolding Group: The Tiger Rising
The Tiger Rising
Reading
Suggested Vocabulary
Figurative Language Examples* Suggested Discussion Questions Instructional Goals and
Suggested Tasks
Dixie to your own life (as Rob).
* The Figurative Language Examples column of this planner contains examples of similes, metaphors, idioms and personification found in the novel. The analysis of figurative language aligns with CCRS L.4.5, demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Analysis of similes, metaphors and idioms are specifically referenced in the 4th grade standard (L.4.5.a and 4.5.b); however, personification (when authors give human characteristics or qualities to objects or animals) is not referenced until grade 6. However, since DiCamillo uses personification often in her description, examples of personification are included in this planner as a point of discussion related to the meaning of the author’s words. This connects directly to RL.4.4 in which students are asked to determine the meaning of words and phrases as they are used in a text.
BCPS Office of English Language Arts PreK – 12 18 June 2016