Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 63324
The Tiger Rising: A Book Study Using Literature Circles
The Tiger Rising, written by the award winning author Kate DiCamillo, is an engaging story of two children whose lives are thrown together in a small
town in Florida. Even though their personalities are in sharp contrast, they become friends who support each other through life's challenges of grief,
pain, acceptance and their adventures with the tiger. Kate DiCamillo works her magic through her skilled use of figurative language to develop the
characters in a way that engages readers in her character's adventures. Short chapters make this a perfect choice for literature circles. In this
lesson, students will answer text-dependent questions as they analyze the two main characters in the story.
Subject(s): English Language Arts
Grade Level(s): 5
Intended Audience: Educators
Suggested Technology: Document Camera, Microsoft
Office
Instructional Time: 12 Hour(s)
Freely Available: Yes
Keywords: literature circles, figurative language, simile, metaphor, symbolism, character analysis, close reading, The
Tiger Rising, Kate DiCamillo, text-dependent questions
Instructional Design Framework(s): Direct Instruction, Writing to Learn, Cooperative Learning
Resource Collection: CPALMS Lesson Plan Development Initiative
ATTACHMENTS
Norms for Literature Circles.docx
Literature Circle Daily Progress Monitoring Sheet.docx
The Tiger Rising Literature Circle Questions with Possible Answers.docx
The Tiger Rising Literature Circle Questions.docx
The Tiger Rising_Chapter One Text Excerpt.docx
Summative Response Rubric_The Tiger Rising.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will understand:
Stories include problems that need to be solved.
There may be more than one problem in a story.
Characters change and evolve throughout a story and their actions and interactions contribute to the story.
Authors use descriptive language to create mood.
Figurative language has literal and non-literal meaning.
An author's use of words can create mental images and deepen understanding about the text.
Contextual clues help the reader to make sense of similes and metaphors.
Students will be able to:
Locate and analyze the elements of plot structure within a text, including character development and problem/resolution.
Identify how events in the text contribute to problem/resolution.
page 1 of 6 Express the evolution of a character in a story.
Compare and contrast two or more characters, settings, or events in a story with text-based details.
Identify the literal and non-literal meaning of figurative language.
Explain how the author uses specific types of figurative language to describe people, feelings, or events.
Participate in discussions having read or studied the required material.
Follow agreed-upon rules for discussion, reading, and writing assignments.
Pose and respond to specific questions.
Review the key ideas expressed and draw conclusions in light of information and knowledge gained from discussions.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should know:
That fiction has story structure that includes setting, character development, and problem/resolution.
How to use the format of a compare/contrast essay.
How to identify text-based details related to characters, setting, and events.
The five different kinds of conflicts in literature and how t identify them.
The difference between inside character traits and outside character traits.
How to analyze characters and their interactions.
How to respond to text-based questions using text evidence.
That literature contains figurative and descriptive language.
That figurative language includes similes, metaphors, and symbolism.
That descriptive language enhances imagery or mood.
That authors use figurative and descriptive language to describe people, feelings and events.
How to use context clues as a strategy for clarifying unfamiliar words or phrases.
How to use a rubric.
How to write in response to text using grade-appropriate organization, grammar, and conventions.
Guiding Questions: What are the guiding questions for this lesson?
Essential Question: How does Kate DiCamillo use character development and figurative language to help the reader have a better understanding of the story?
The concluding question for the summative writing assignment is, "What did your character study reveal as the major conflict in the story The Tiger Rising"?
Focus Questions
How are the main characters alike and how are they different?
Why is it important to ask questions about a story while reading?
What does the reader learn about the characters' personalities and how they interact with other people and events?
What is the problem of this story?
Is there more than one problem? How does the reader know?
How does the reader use text to interpret figurative language?
What imagery is created by the descriptive language, the characters' actions, or the events?
How is symbolism used in this story?
Teaching Phase: How will the teacher present the concept or skill to students?
Day 1
1. Review story elements of literary texts (character development, plot development, setting, and problem/resolution). Lead the discussion by asking pertinent review
questions and assessing student understanding. Provide feedback and adjust the instruction as needed.
2. Reveal the essential question and the academic vocabulary from the standards being taught. Lead a discussion to engage students in creating student-friendly
definitions of the predetermined academic vocabulary, explaining the importance of understanding the question and terminology. The following is a list of academic
vocabulary that the teacher may choose to include the lesson: story elements, character development, plot development, simile, metaphor, symbolism, and mood. The
student-friendly responses can be recorded on chart paper (Chart #1) to create an anchor chart for future reference or include them on a word wall. Use teacher
discretion as to which words need to be recorded. Additional vocabulary can be added to the chart while reading The Tiger Rising by Kate DiCamillo.
3. The Hook: Begin the lesson with a concrete example that will help students to connect to the concept of symbolism. The teacher will need to prepare and bring in
materials from home to use for the "Hook" activity. The idea is to have a concrete example of the items used in the book as symbols. Bring in a suitcase that is stuffed
full of clothes, a cage of some type (a dog box, animal carrier, or bird cage) and a Tasmanian devil doll (something that looks wild or untidy). Introduce the items to
the class and explain that they will begin to make sense of these items as they read the story. Lead a discussion on "What is a symbol?" and chart the definition on the
anchor chart or word wall. Make sure that all students can identify the names of the items brought from home. Leave the "Hook" items in the classroom until the class
has completed reading the book. By using a concrete example and discussion strategy, students will process the concept of symbolism and engage in deeper
understanding of the essential question: How does Kate DiCamillo use character development and figurative language to help the reader have a better understanding
of the story?
4. Introduce the book to the class and explain that they are going to begin the lesson using a close reading strategy. Explain that each step will be modeled for the
class, making sure students understand the expectations. The first reading will be a read aloud by the teacher, the second reading will be a handout for students to
mark their text and then students will finish reading the book and answer text-dependent questions in cooperative literature circle groups. Remind the students of their
learning goals for the lesson: an analysis of character development, plot development, figurative language, and a comparative character study of the two main
characters. Explain that the character study will enable them to compare and contrast the character traits of the two main characters and help them to analyze how
and why the characters interact and react the way they do in certain situations. This learning focus will help students gain a better understanding of the major conflict
in the story The Tiger Rising.
5. First Reading: Pass out the text excerpt of Chapter 1. The teacher will read aloud as the students follow along with their copy. Tell them that Kate DiCamillo is a
master of using words to paint a picture and that they will learn a lot about the story in Chapter 1. Use voice while reading aloud to accentuate character and plot
development. After the excerpt has been read, have students assist in the completion of a Main Events graphic organizer to retell the key events that have occurred in
the excerpt. This will ensure their overall understanding of what is happening in the text.
6. Second Reading: Pass out highlighters to each student. Explain the steps for marking the text using the highlighters. Students are to reread Chapter 1 and
highlight the following:
page 2 of 6 the characters that are identified
the problem in this chapter
the setting of the story
any of the items from the "Hook" activity (concrete examples)
7. After students have completed marking the texts, lead a group discussion on what the students marked or identified. Answers will vary as some students may think
that the tiger is one of the characters and others may think finding the tiger is a problem.
8. Explain the documentation and expectations for literature circles. Model how to complete the first section of the Daily Progress Monitoring Sheet using details from
the first and second readings. Then model how to complete the first couple of questions on the Literature Circle Questions Handout. Review attached Norms for
Literature Circles.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Literature Circle Tips:
Begin with an overview of the lesson objectives, essential question, and norm expectations for literature circles.
Explain that the class will continue reading The Tiger Rising in small groups. Model expectations and be an active participant the first week in order to scaffold
group needs. Release more control to the groups for week two and week three but remain an active facilitator as needed.
Begin each session with a review and end each session with a discussion and summary of the day's reading. Always keep the focus on the lesson objectives as the
students read the chapters that emphasize character development, plot development, and figurative language.
Allow students to share any connections they may have with the concrete examples from the "Hook" during discussions to tie in the symbolism focus.
Use teacher discretion to determine how each group will read: read aloud (taking turns) or silently. The teacher should create student groups based on the needs
of each student. Struggling readers should be in a group where they can be supported and should be part of a group that will read aloud.
After each session, each group will turn in their progress report for the day and their text-based questions. This is a way for the teacher to do a daily check for
understanding with documentation. The teacher may want to identify a group leader for each literature circle group to be responsible for writing the group
response, gathering materials and turning in all materials. Use teacher discretion to select a new group leader each day, or each week.
There are 30 chapters in The Tiger Rising which are relatively short. Within a 45 minute to one hour time frame, students should be able to read three chapters per
day and answer the questions. This should allow them to finish the book within approximately 10-12 days. Therefore this may not be the entire lesson for a 90
minute reading block. Some teachers may consider this as center time.
Students may not finish all three chapters each day, but they will begin the next day where they left off. However, remind them that the whole group at the table
will all be in the same place. No one in a group goes ahead. Use teacher discretion as to the necessity of changing the dynamics of a group. Continue to monitor,
roving and interacting with discussions or questions the groups may have.
Day Two (Read Chapters 2, 3 & 4. Take the assignment in steps to model the expectations.)
1. Ask students to read Chapter 2 and then discuss as a whole group. Hand out a Daily Progress Monitoring Sheet to each group. Students are to write the main
idea/key details from the chapter in one or two short sentences. All students are expected to participate and agree upon the written responses. An example for a
response for Chapter 2 might be: Rob is being bullied on the bus and there is a new character entering the story. A new problem was identified in Chapter 2. (Be sure
and add the new problem to the anchor chart and include this in the discussion.)
2. Ask student groups to continue by reading Chapter 3. Repeat the progress monitoring documentation by adding to the summary section. Add any new story
elements to the anchor chart.
3. Ask student groups to continue by reading Chapter 4. Repeat the progress monitoring documentation by adding the the summary section. Students are to write
where they stopped reading on their progress monitoring sheet.
4. Hand out the Literature Circle Questions. Have students complete the text-based questions for Chapters 1-4. Remember to remain an active participant with
each group, constantly moving among the student groups based on need and to support the discussions.
5. Tell the class that the purpose for reading beginning in Chapter 4, is to look for details about the two characters' (Rob & Sistine) personality traits. (Teacher may
want to review the concept of inside and outside character traits) Begin a T-chart for the class and have students draw a T-chart on the back of the progress
monitoring paper. On one side of the T they will write Rob and on the other side Sistine. Have students assist in adding information about Rob and Sistine to the class
chart, then copy it to their chart.
NOTE: Proceed step by step as students are learning the procedures: read a chapter, respond in two short sentences on the progress monitoring sheet, add to the Tchart, and answer text-based questions that apply to the chapters read. End each session with a group conversation about written and oral responses, adding to the
anchor chart.
Day 3
1. Review the previous days' focus, the essential question, and the learning objectives to focus learning.
2. Have the group leader retrieve the group materials and paperwork. Remind students that they are to:
Read one chapter and then respond on the progress monitoring sheet.
Add to their T-chart.
Answer any text-dependent questions for the chapter.
Repeat the procedures with the next two chapters.
3. After students have completed the reading, open a discussion with these questions: "How does Rob interact with Sistine and how does Sistine interact with Rob and
the other students? What character traits are evident?" As students respond, add their comments to the T-Chart. These character traits will tie into the concrete items
from the "hook", but let the students discover that on their own.
4. Ask for volunteers from each group to read their summary responses from each chapter. Remind students that learners, build understanding through sharing ideas.
Provide verbal feedback based on individual needs throughout the activity.
5. Discuss the students' responses to the text-dependent questions.
Day 4
1. This book is an excellent example of how authors convey information and add to the mood of the story through the use of descriptive and figurative language. Begin
page 3 of 6 the lesson by reading aloud a section of chapter 8 on page 28 paragraph four. Read several paragraphs and ask the class to concentrate on imagery. Open the short
discussion by asking what students visualized while listening to these paragraphs. Have the students share their thoughts.
2. Have each group gather team materials and ask students to begin the literature circle reading activity for the next three chapters. Note the gradual release of
running the literature circles. This is becoming more student driven. The teacher is very much a crucial player in the progress, but begins to step back so that students
take more responsibility for their learning.
3. End each session with a summary of the days' reading and discussion of some of the text-based questions. Clarify any questions that students may have, giving
feedback throughout the activity. Repeat these procedures the following week until students have finished reading the book. Remember to chart any connections (aha
moments) concerning the "Hook" items with symbolism from the text.
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Student Guidelines to support the Summative Assessment:
1. Read the required chapters each day and record progress.
2. Use individual recording note page for text-based questions.
3. Follow guidelines for cooperative literature circles.
4. Contribute ideas for the compare and contrast T- Chart.
5. Use grade-level writing format for the summative assessment.
6. Follow the writing standard and rubric requirements for proficiency on the summative assessment. (Go over the rubric before students begin writing to ensure
understanding of the writing expectations.)
Students will complete a compare and contrast writing piece for their summative assessment. They will draw evidence from the literary text, their text-based questions,
class discussions, anchor charts, and the concrete items that represent symbolism to support their character analysis to compare and contrast the two focal characters
in The Tiger Rising. The concluding question for the summative writing assignment is, "Compare and contrast the character traits of Rob and Sistine and how the traits
of these two characters helped to develop the major conflict in the story."
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
1. Review and summarize the response to the essential question: How does Kate DiCamillo use character development and figurative language to help the reader have
a better understanding of the story?
2. Go back to the beginning "Hook" for this lesson to remind students of how authors use figurative and descriptive language as well as symbolism to paint a picture
and convey messages to the reader.
3. Ask the group for their opinion: Would you recommend using Literature Circles to other classes? Why or why not?
Summative Assessment
Students will complete a compare and contrast writing piece to show an understanding of the anchor standard: analyze how and why individuals, events, and ideas
develop and interact over the course of a text. Students will draw evidence from the literary text to support their character analysis to compare and contrast the focal
characters in The Tiger Rising. The objective of the character study is for students to see how character development and plot development are intertwined. Insight into
how characters react to events in the story helps the reader to better understand the true plot (conflicts) and author's purpose. The concluding question for the
summative writing assignment is, "Compare and contrast the character traits of Rob and Sistine and how the traits of these two characters helped to develop the major
conflict in the story."
Student guidelines to support the Summative Assessment:
1. Read the required chapters each day and record progress summary charting.
2. Use individual recording note page for text-based questions.
3. Follow guidelines for cooperative literature circles.
4. Complete a compare and contrast T-Chart comparing the two main characters.
5. Use grade-level writing format.
6. Follow the writing standard and rubric requirements for proficiency.
Formative Assessment
The initial formative assessment occurs as the teacher reviews the essential question and academic vocabulary of the focus standard. Based on student responses, the
teacher can adjust instruction as needed to provide more support. The next step in introducing the lesson is in the hook. One purpose of a "hook" is to introduce the
concept of symbolism and how it is used throughout the book. The teacher can assess understanding of the student's prior knowledge by analyzing student responses.
After reading the first chapter of The Tiger Rising aloud, the teacher leads a discussion about the important details that the author chose to present in chapter one.
Focus questions concerning story structure and story elements give the teacher insight to assess student's prior knowledge of the author's use of text structure and
how the characters, setting and plot are introduced. Use an anchor chart to record responses and to create and place to record future responses. Explain to the class
that they will re-read the same text, but for a different purpose. There is an additional observational assessment for the teacher as students mark their text using
highlighters to identify the characters, setting and plot in the beginning of the story as they reread this section of the text. You may receive varying responses as
students attempt to identify the problem at this point. Respect all responses and record them to prove or disprove as you continue reading the story.
During the small group literature circles, the teacher will move throughout the room, participating with each group. The teacher will use Socratic questioning to check
for understanding and to guide thinking and discussions as students read. Based on student responses, the teacher will be able to determine if students need more
support and scaffold the instruction based on their needs before moving on to other cooperative groups and independent practice.
Feedback to Students
Students will receive immediate verbal feedback during the introductory discussion, hook, marking their text, and the anchor chart activity.
Students will complete a progress monitoring summary sheet after each reading session to organize their thoughts and to record the characteristics of the two focal
characters and how they interact with each other and with other characters in the story. This focuses their reading on the objective for this lesson: to analyze how
and why individuals, events, and ideas develop and interact over the course of a text.
The teacher will conduct individual conferences with small groups and individual students as needed for scaffolding comprehension and before they move to the
independent practice.
The students will participate and receive immediate feedback from the teacher, as well as other students, during collaborative discussions.
page 4 of 6 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations: The teacher will make accommodations for students with special needs and differentiate instruction based on individual student data.
Differentiated Instruction will include scaffolding throughout the lesson with the designed check for understanding checkpoints: discussion and text-based questions. The
teacher will scaffold student learning by offering additional help through group and individual support. The teacher may feel that it is necessary to differentiate the
learning process or the concluding product. Students will be supported by other students in the group to review and help with comprehension.
Students that have difficulty with written response will be allowed to dictate responses or may be allowed to use a computer rather than paper/pencil.
English Language Learners may use the support of Spanish/English dictionaries, student partners, word walls, and the teacher to help them determine meanings of
unfamiliar words or definitions.
The teacher will utilize different strategies such as repeating, paraphrasing, charting and summarizing key details to scaffold student learners.
Scaffolding for reading comprehension will be conducted during Literature Circles for individual students who need additional support.
Extensions: The teacher may choose to extend the lesson by having students:
Read other books by Kate DiCamillo.
Write a book report to present to another class.
Write a different ending to the story.
Conduct a book study with a book that has a similar theme or same author.
Create persuasive writing posters for students to promote others to read the book.
Suggested Technology: Document Camera, Microsoft Office
Special Materials Needed:
A class set of The Tiger Rising for the Literature Circle groups (if that is not available then enough copies so that students can share in each group)
Copies of the attached handouts
Chart paper and markers
Highlighters for students to mark their text
Further Recommendations: Throughout the Literature Circle sessions, the teacher should circulate to each small group to check in and give immediate feedback
and validate their work. The teacher may choose to take anecdotal notes on individual as well as group progress. The teacher will always monitor on-task behavior.
Other behaviors that she may wish to document are:
Specific individual progress
Specific speaking and listening progress for individual students in whole and small group setting (be sure to give immediate positive feedback when positive
progress is made)
Specific individual cooperative progress
Notes of engagement and comments made by students
Remember to summarize the day's work and chart the events from the focus chapters of the day from The Tiger Rising on chart paper and add vocabulary words
from the story as determined based on text-based questions. Begin each day by summarizing the previous day's work, reviewing the learning objectives and anchor
charts.
Additional Information/Instructions
By Author/Submitter
Even though the lexile level of The Tiger Rising is 520L, it is a good fit for fifth grade due to the content (death, divorce) and the use of symbolism and figurative language.
As a close reading activity, this lesson focuses on the application of targeted skills, not as an introduction.
SOURCE AND ACCESS INFORMATION
Contributed by: Sandra Roberts
Name of Author/Source: Sandra Roberts
District/Organization of Contributor(s): Levy
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
LAFS.5.L.3.5:
LAFS.5.RL.1.1:
LAFS.5.RL.1.3:
Description
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figurative language, including similes and metaphors, in context.
b. Recognize and explain the meaning of common idioms, adages, and proverbs.
c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand
each of the words.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in
the text (e.g., how characters interact).
page 5 of 6 LAFS.5.RL.2.4:
LAFS.5.SL.1.1:
LAFS.5.W.3.9:
Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners
on grade 5 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 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 by making comments that contribute to the discussion and elaborate on the
remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or
events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to
support particular points in a text, identifying which reasons and evidence support which point[s]”).
page 6 of 6