Standards

Georgia Standards of Excellence ELA:

• ELAGSE3RL3: Describe characters and explain how their actions contribute to the sequence of events.
• ELAGSE3SL1: Engage effectively in a range of collaborative discussions with diverse partners.
• ELAGSE3SL4: Report on a topic or text, telling a story with appropriate facts and relevant descriptive details.
• ELAGSE3L1: Demonstrate command of the conventions of standard English grammar and usage.
• ELAGSE3L6: Acquire and use grade-appropriate vocabulary, including domain-specific words relevant to reading.

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Objectives and "I Can" Statements

Learning Objectives:

• Students will identify and describe characters from The BFG by Roald Dahl.
• Students will practice receptive language skills by answering "yes/no" and descriptive questions during the game.
• Students will express thoughts using social language and appropriate phrases.
• Students will use target vocabulary correctly in social exchanges.

"I Can" Statements:

• I can listen carefully and answer questions about characters from The BFG.
• I can use describing words to ask questions and find out about a character.
• I can take turns and use polite language during a group activity.
• I can use new words from The BFG when I talk about the characters.

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Success Criteria

• I listened carefully and understood my partner’s clues.
• I used words like "tall," "funny," and "friendly" correctly when describing characters.
• I waited my turn and said “please” and “thank you” in the game.
• I asked at least three different questions during the game.

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Language Function Focus

• Asking and answering yes/no and WH- (who, what, where, when, why) questions.
• Describing characters using adjectives.
• Expressing agreement and disagreement politely.
• Using social phrases (e.g., “Can I ask a question?”, “I think it is…”).

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Content Vocabulary

• Character, name, big, small, friendly, scary, tall, short, guess, question, describe, listen, turn
• Specific character names and traits from The BFG (e.g., BFG, Sophie, friend, giant)

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Syntax and Discourse Focus

• Sentence forms: “Is the character…?”, “Does the character have…?”, “What color is…?”, “I think it is…”
• Use of polite requests and responses: “Can I ask you…?”, “Please answer my question.”
• Turn-taking language and conversational phrases.
• Sequencing events through characters’ actions.

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Materials and Resources

• The BFG by Roald Dahl (picture book or dyslexia-friendly edition with audio support)
• Printed "Guess Who" game boards customized with pictures and names of The BFG characters.
• Word cards with key vocabulary and simple sentence prompts.
• Visual supports: pictures, gesture cards, sentence strips.
• Tablets with text-to-speech apps for reading support.
• Whiteboard and markers.
• Timer or sand timer.

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Learning Styles and Multiple Intelligences Addressed

• Visual: Character images on game boards and cards.
• Auditory: Listening to story excerpts and partner questions.
• Kinesthetic: Handling game pieces and acting out character traits.
• Interpersonal: Collaborative partner game.
• Linguistic: Question formation and storytelling.
• Intrapersonal: Reflecting on character traits.

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Differentiation Strategies

• English Language Learners (ELLs): Use bilingual word cards, sentence frames, and visual supports. Provide sentence starters.
• Students with Dyslexia: Use dyslexia-friendly texts and audiobooks. Allow oral responses or drawing for answers.
• Students with Social Expression Difficulties: Provide modeled examples and social scripts. Use role-play before the game.
• Advanced Learners: Ask these students to create new descriptive questions or write a short character summary using new vocabulary.

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Lesson Layout

Time	Activity	Details
10 minutes	Introduction & Vocabulary Preview	Read aloud a brief excerpt from The BFG focusing on a key character. Introduce content vocabulary using visuals and gestures. Students repeat and define words.
10 minutes	Modeling & Guided Practice	Demonstrate the "Guess Who" game with a volunteer. Show how to form questions and answer politely. Use sentence strips as prompts. Guide the class in asking/answering.
25 minutes	Independent Practice: Guess Who Game	Students play in pairs (or small groups) using the BFG character boards. Teacher and aides circulate, prompting language use, turn-taking, and question formation.
10 minutes	Closure & Reflection	Group discussion: “What did you learn about the characters?” and “How did you use new words?” Use sentence starters on board for sharing. Highlight polite phrases.
5 minutes	Assessment & Extension Options	Observe student participation and language use. Collect oral responses or short written descriptions for those ready. Offer extra descriptive question creation for advanced learners.

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Step-by-Step Instructions for Playing Guess Who Targeting Language Skills

1. Setup: Each pair gets a BFG character board and word cards with character traits.
2. Select Character: Each player secretly picks a character from their board without telling their partner.
3. Taking Turns Asking Questions: Players ask yes/no or specific WH- questions to guess the character.
   • Example: “Is your character tall?” or “Does your character have a big nose?”
4. Answering Questions: Player can only answer “yes” or “no.”
5. Eliminating Characters: Players flip down characters or mark off those who don’t match the answers.
6. Guessing: When confident, a player says, “Is your character ___?” If correct, they win the round.
7. Practice Politeness: Teach students to say “Please” before asking and “Thank you” after answering.
8. Wrap Up & Repeat: After a few rounds, players switch roles.

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Assessment Methods

• Formative: Observation of students’ ability to ask and answer questions during game play. Checklist of vocabulary and polite language use.
• Summative: Exit ticket where students write or verbalize 2–3 describing sentences about a chosen character.
• Self-Assessment: Students mark an “I did it!” checklist for turn-taking and using new words.

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Extension Activities for Advanced Learners

• Create new character cards with original descriptions.
• Write a short dialogue between two BFG characters using learned vocabulary.
• Illustrate a scene from the book with descriptive captions.

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Teacher Tips:

• Use gestures and visuals to clarify new vocabulary.
• Model social scripts repeatedly.
• Provide alternative response methods for students facing expressive difficulties.
• Celebrate all attempts to communicate to build confidence.

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This engaging lesson blends a classic story with a fun social game to build language skills and foster social interaction, while meeting Georgia’s Common Core standards with strong supports for diverse learners.