Utah State Core Objectives:
Develop language through listening and speaking.
Apply strategies to comprehend text.
Compose a written draft.
Use fluent and legible handwriting to communicate.
Examine civic responsibility and demonstrate good citizenship.
Personal Objectives: I want the students to explore and write about empathy and about taking
an active stance. I want to work toward this through teaching the comprehension strategy of
Materials: The Hallo-wiener, by Dav Pilkey
Before the lesson:
1. Call the students together and ask the students to review rules.
2. Give a summary of the lesson. Briefly explain what students will be doing in Phase II, so
they will have a focus: “After we explore a book together, you will all write about how
you would feel and what you would do if you saw someone being bullied.”
Phase I: Exploration and Explanation
1. Assess prior knowledge on inferring and on bullying.
a. Explain that they’ll be learning what an inference is, so try to figure it out as
we go along.
2. Introduce the book. Ask for any predictions. Ask why the students are predicting
what they are predicting (scaffold for responses including prior knowledge and book
During the reading:
3. After “Oscar did not like it one bit.”
“Raise your hand if you want to tell us how you think Oscar feels?”
Take several responses and ask each responder, “Why do you think that?”
Scaffold toward their understanding that their inferences came from blending their
prior knowledge and textual clues.
4. Repeat #5 (above) after: “And the other dogs laughed and laughed.”
5. Repeat #5 after: “It was a giant hot dog bun complete with mustard. And guess
who was supposed to fit in the middle?” Also, ask a text-to-self question before
showing the next page: “What would you do if you were Oscar?”
6. After “Look at Oscar,” they cried. “He really is a Wiener Dog!” Poor Oscar was so
embarrassed: “Raise your hand if you want to tell us how the bullies feel. Why do
they feel like that?” Again, scaffold toward responses including textual information
blended with prior knowledge.
7. After the text on top of the page with the bullies in the water, “Raise your hand if
you want to tell us how Oscar feels now….Why do you think that?
8. At the end of the story, ask if anybody knows what an inference is? Scaffold toward
how they made each inference by combining textual clues with prior knowledge.
9. Go back to the page where they are all laughing at his costume. Say, “Raise your
hand if you can tell us how you would feel if you walked past when the bullies were
all laughing at Oscar.”
10. How do you know how you’d feel? (Blending prior knowledge with clues in the
11. Think—pair—share : “If you felt sad, what would you do?”
12. Discuss responses (get an adult, stand up for Oscar, etc.).
Transition to Phase II:
1. Show the students the writing paper they will all be using.
2. Explain that they need to write about how they would feel if they walked past Oscar
and the bullies when they are laughing at Oscar. They also need to write about what
they would do to help Oscar. After they write, they can illustrate their drawing.
3. Model how to start the writing.
4. Remind students of the importance of using their best handwriting so their writing
can be read by others.
5. Ask a student or two to explain what the assignment is.
6. Scaffold as needed until most of the group demonstrates enough understanding to
be successful in Phase II.
Phase II: Guided Practice/Differentiation
1. Take a quick pass through the room to make sure that the group understood the
directions. If not, back up to Phase I and clear up any confusion.
2. Roam the room scaffolding in individual zones of proximal development—as
Phase III: Independent Practice/Assessment
1. In the writing center the next day will be a copy of the pages in the book where the
bullies are laughing at Oscar for his size. The students will need to figure out how
they would feel if they walked past the scene. They need to write about how they
would feel and what they would do.
2. Assess the writing for an inference regarding how they would feel and for what
they would do in a similar situation. Also, assess writing according to a
developmental writing continuum, documenting strengths and next steps.
DAP: Use the DAP handout (e.g., assess prior knowledge, integrated, interactive, etc.)
Accommodations for students acquiring a second language: Fill this out according to
Accommodations for students with special needs: Fill this out according to classroom needs.