Giant Adventures Unfold

Standards

Georgia Standards of Excellence (GSE) – English Language Arts

• ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for answers.
• ELAGSE3RL3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
• ELAGSE3L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Learning Objectives

• I can ask and answer questions about The BFG by Roald Dahl using details from the story.
• I can describe the BFG’s character traits and explain how his actions affect the story.
• I can use new vocabulary words from the story correctly in sentences.

Success Criteria

• Students will answer questions with specific references to the text.
• Students will articulate at least two character traits of the BFG and support them with story events.
• Students will use 3+ new vocabulary words in their writing or speaking.

Language Function

• Questioning and answering to demonstrate comprehension.
• Describing character and events using supporting details.
• Using story-based vocabulary and structuring simple sentences.

Content Vocabulary

• Giant
• Dream
• Whisper
• Friend
• Helpful
• Scary

(Vocabulary cards with pictures and dyslexia-friendly font will be provided.)

Syntax and Discourse

• Focus on simple sentences and compound sentences (e.g. "The BFG is friendly, but he is very tall.")
• Practice using question words (who, what, where, why, how).
• Encourage use of story sequencing (first, next, then, finally).

Materials and Resources

• Copies of The BFG (dyslexia-friendly editions and read-aloud audio)
• Vocabulary picture cards with dyslexia-friendly font
• Graphic organizer for character traits and story events
• Chart paper and markers
• Comprehension question cards
• Individual whiteboards and markers
• Visual timer to maintain pacing

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Detailed Lesson Layout (10 minutes)

1. Opening/Activate Prior Knowledge (2 minutes)

• Briefly introduce The BFG and show the book cover.
• "I can ask questions about a story."
• Ask: “Have you ever met someone very different from you? What was he or she like?”
• Show vocabulary cards with images and read aloud slowly.

2. Guided Reading and Questioning (4 minutes)

• Read aloud 1-2 short paragraphs from The BFG featuring introduction to the Giant. Use dyslexia-friendly reading tools and audio support.
• Model thinking aloud to demonstrate asking questions: “Why do you think the BFG is called friendly?”
• Ask students to answer with partners or groups using question cards.
• On chart paper write student answers with simple sentence starters, e.g. "The BFG is friendly because..."

3. Character Trait Graphic Organizer (2 minutes)

• Introduce a simple graphic organizer divided into "Trait," "Evidence from Story," and "My Sentence."
• Fill out one example together: Trait = Friendly; Evidence = Helps Sophie; Sentence = "The BFG is friendly because he helps the girl."
• "I can describe characters and use sentences from the story."

4. Independent Practice (1.5 minutes)

• Students complete one more character trait on their own or with a buddy using graphic organizers.
• Walk around to offer support and encourage use of vocabulary cards and sentence starters.

5. Closure/Share and Reflect (0.5 minutes)

• Invite 2-3 students to share their sentences aloud.
• Review success criteria and self-assess.
• "I can talk about the story and answer questions with help."

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Differentiation Strategies

• English Language Learners: Use visuals, sentence frames, and partner talk. Provide bilingual glossary if needed.
• Students with Dyslexia: Use dyslexia-friendly fonts and high-contrast color-coded vocabulary cards. Provide audio recordings.
• Kinesthetic Learners: Use movement by having students act out parts of the story or character traits.
• Advanced Learners: Encourage them to create their own questions or write a short paragraph describing the BFG’s feelings.

Extension Activities

• Create a “Dream Jar” based on the story’s theme. Students write or draw their own dreams and share with the class.
• Write a short dialogue between Sophie and the BFG using new vocabulary words.
• Explore sequencing by putting story events in order using picture cards.

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This integrated, text-rich teaching approach promotes receptive language skills through vivid storytelling and meaningful interaction. It honors language acquisition needs, supports diverse learners, and fosters engagement with a beloved literary classic.