Lesson Plans for Book Club: The Dead Man In Indian Creek Mary Downing Hahn GRCMS: 5th

h Grade
Teacher: ______________Julia Dixon__________________

Date_____October 27, 2014_________

Objectives and Common Core Standards

Objectives

1. Get acquainted with students by means

of an interest survey and introductions
2. Read Chapters 1-3
3. Write in vocabulary book, and small
writing response, and in prediction
book.
4. Vocabulary Development:
-Natural-born (p. 3)
-Word of choice (Ch. 1)
-Icebox (p. 9)
-Reluctantly (p.9)
-VCR (p. 18)
-Eligible (p.19)
-Trudging (p.20)

1.
2.

3.
4.
5.

CCSS.ELA-Literacy.SL.5.1b. Follow agreed-upon

rules for discussions and carry out assigned roles.
CCLL.ELA-Literacy.SL.5.1.Engage effectively in a
collaborative discussion with diverse partners on grade
5 texts
CCSS.ELA-Literacy.RF.5.4a. Read Grade level text
with purpose and understanding
CCSS.ELA-Literacy.W.5.2a. Group related
information logically aid comprehension
CCSS.ELA-Literacy.RL.5.4.Determine the meaning of
words as they are used in a text. (CCSS.ELALiteracy.L.5.4a. Use context as a clue to the meaning
of a word or phrase.)

Preparation for Teaching

Materials and
site
Assessment

Folders with vocab book and journal book,

laptop for the video for book talk, book.,
chart paper
Assess for: Fluency, and comprehension
Children:
1. Know about each character and
their personalities.
2. Guided reading of chapter 1, 2
3. Comprehension of chapter 1, 2, and
3
4. Write predictions
5. Vocabulary development

Students are writing their vocabulary words in

their vocab books. Students will also be writing
on their prediction books about the characters
and what their predictions are.
We will know that students are reading along and
participating by finishing a sentence when the
teacher stops reading.
Prediction book assignment.

NOTE: ASSESSMENT ITEMS MATCH

OBJECTIVES

We will know students are learning vocabulary

words by asking them what they think the word
means and write it in their own words.

Differentiation Teachers will be reading out loud and giving instructions out loud (AUDITORY)
Teachers will be writing key words on a small white board or paper that the whole class will be
able to read/see (SPATIAL)
Students will be writing (FINE-MOTOR)
Students will be paired off with other classmates and will move next to a specific partner
between chapter (GROSS MOTOR)

Teaching Plan
Section
Introductory

Teacher Actions
Because this is the first session teacher
and children need to learn about each other.
1. Welcome the students, giving out name
cards. Introduce: Ms. Julia, Pam, Yuri.

Student Activity
1. Students put on their name tags or set up
their name cards.

Time
5

Motivation
Introduction
to the unit and
engaging
students
interest

Development

2. Give out the interest survey. Students

will receive a index cards and will write
one word that describe themselves, they
will turn in their cards to the teacher and
teacher will guess who they are.
3. Create a contract: How well do our
Book Club
-Raise hands
-Respect your neighbor (dont talk when
no one is reading)
-Bathroom before book club.
4. Introduce the context of the book
(Video introduction and paragraph book
reading).
5. After presentation allow questions.
Then question to assure understanding
of key points: Discuss:

Have you ever been camping?

Have you ever gotten in trouble

before?
6. Introduce a main word (Natural-born),
important to the first chapter.
7. Distribute the novel.
8. Ask child to find the author of the book
(Mary Downing Hahn).
9. Give a little more information about the
author:
-wrote 30+ childrens books, 19792012.
-Author sold million books
-fell in love with childrens books
because she was a librarian.
-Writes fantasy, fiction, and mysteries!
10. Child locates publisher? (Sandpiper,
1990).
11. Ask children to turn to the first chapter/
page. Prepare them for purposeful
reading. For example:

write a list together of the people you met in

the book (Parker, Matt, Pam, Evans, Otis)
Whats the main problem the character is
facing (Found a dead man in the creek!)
What did we learn about Parker and Matt? (

2. Children fill out the index card survey. With

the teachers help, they each give one of their
answers and explain it a little.
3. Students discuss 3-5 behaviors &
dispositions that will help make the book
club a good time of reading, talking and
learning for everyone.

4. Children seat themselves so they can see the 10

laptop screen listen to the story activity
5. Children discuss the presentation, ask and
answer questions; make comments.

6. Think about, hear, say, read a word that

matters to the reading. Learn its meaning
and significance.
7. Children receive the novel. Asked not to
open it yet.

8. One child reads the name of the author.

9. Children learn about the author snapshot.

10. On child finds the name of the publisher.

Together look at the copyright page.
11. Begin reading together. At several points the
teacher will pause and engage children in
questions. Children answer questions,
contribute to the group discussion to support
comprehension and engagement.

Rdg
15-17

12. Children talk about the image, idea that most

captured their thinking.

Post
Rdg
Disc.
2-5

14. Children participate in summarizing the

events/ people and with the teacher, draw
a graph (or other) in their notebooks and
filling it in.

Work
in
notebk

12. Go round the circle. Begin with

yourself: What part or person or idea
most captures your imagination at this
point?
13. Children receive their notebooks.
13. Give the children their notebooks.
14. Summarize the main points of the story
using a graph or list. Model this on
chart paper. Students make it in their
notebooks
-Ch 1: Who is Parker and Matt?
-Ch 2: Camping Trip/ Parker does not

Novel
rect
2

like Evans
-Ch 3: Dead man found!

Closing and
dismissal
Reflections

15. Collect the notebooks and texts.

15. Children return to their classrooms
Express appreciation. Dismiss to their
classrooms.
A few notes for next time
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Response needed: ____________________________________________________________________
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