GRCES: 4th Grade.

Lesson Plans for Book Club: NOVEL NAME

Teacher: ________Kate Streelman_____________________________

Date_____11/3/14_________

Objectives and Common Core Standards

Objectives
1. Participate in review discussion of
previous reading.
2. Read: chapters 2-4
3. Write: letter to Marty or how does that
make you feel (ch.2 p.12)
4. Vocabulary Development:
- Vet p.11
- Flustered p.13
- Disappointed p. 18
- Froggy p. 19

1.
2.
3.

4.

CCSS.ELA-Literacy.SL.4.1d Review the key ideas

expressed and explain their own ideas and
understanding in light of discussion.
CCSS.ELA-Literacy.RL.4.2. Describe in depth a
character or setting
CCSL.ELA-Literacy.W.4.10 Write routinely over
extended time frames
CCSS.ELA-Literacy.L.4.4a Use context as a clue to
the meaning of a word or phrase.

Preparation for Teaching

Materials and
site
Assessment

Differentiatio
n

Novel, Writing implements, vocabulary

books, notebooks, contract
Assess for: Knowledge of past events,
reading ability, comprehension, vocabulary
Children:
1. Know about what occurred in
chapter 1 (characters and events)
2. Reading of chapters 2-4 (round
robin, teacher reading, based on
student speed/progress)
3. Comprehension of todays reading
(questioning and graphic
organizer)
4. Write reading response
5. Write graphic organizer
6. Vocabulary development

What are students doing that make that

assessment possible?
How are you going to know children read along
with you?
How are you going to check their
comprehension?
How are you going to know they are
participating with you? (conversation, writing,
reading)
How do you know they have (begun) learning
new words?

What strategies allow for variation of ability, dispositions and interests?

Students will do different types of reading for the three chapters (based on what I find out
about their reading level or ability

Teaching Plan
Section
Introductory

Teacher Actions
1. Review contract from last time.

Student Activity
1. Students act out or practice rules.
2. Students participate in answering questions
whole group

Development

2. Review reading from last time by:

- Asking questions (Why cant Marty keep
Shiloh? Why do you think Shiloh follows
him home? What do you remember from
our reading last week?)
- Look at map of the setting
1. Hand out vocabulary books. Explain
how they will be used.
2. Introduce next chapter, have students
start reading
3. Pause on p.13. Ask students what they
the work flustered means. Have students
use word and write it in book

1. Children look through vocab books.

2. Children open to next chapter.
3. Write vocab word in book along with
definition and/or picture.

Time
12

10

4. Pair students up to partner read from p.

13 to end of chapter. Fill out graphic
organizer

4. Partner read. Fill out organizer

10

5. Share predictions.

2-3

6. Read (in whole group and/or teacher led).

Fill out organizer

4-5

5. Discuss what they think will happen

next
6. Read chapter 3. Pause occasionally for
discussion questions. Fill out graphic
organizer.
TIME PERMITTING:
7. Read chapter 4, discuss
7/8. Write in notebooks (letter to Marty
about making money or response to Judds
actions)

Closing and
dismissal
Reflections

7. Read
8. Students write in notebooks.

5
6-8

2
Collect the notebooks and texts. Give
Children return to their classrooms
students something to think about or
look forward to for next time.
A few notes for next time
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Response needed:
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