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Book Club Lesson Plan

Information
Calvin Book Club Leader: Rachel Vos
Grade: 4th
Date: November 13, 2017
Subject area: ELA.
1. Main Focus: How to Steal a Dog, Chapters 6-7 (p. 41-55), Georgina’s family moves
into their house and things take a turn for the worse
Preparation
Common Core Standard: RL.4.1 Refer to details and examples in a text
when explaining what the text says explicitly and when drawing
inferences from the text.
Teaching and Learning Outcomes (Goals. SWBAT): Students will be able
1 to use their knowledge of the text to make predictions about what
might happen next. Students will be able to use their knowledge of the
text to answer comprehension questions with evidence from the text.
Assessment: Read students’ predictions. Listen to how they answer the
comprehension questions.
Common Core Standard: SL.4.1 Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’ ideas
and expressing their own clearly.
Teaching and Learning Outcomes (Goals. SWBAT): Students will be able
2
to work with a partner to write down key information about a character.
Students will be able to present their ideas on their character to the
whole group.
Assessment: Observe students working with their partners. Listen to
students present to the whole group.
Common Core Standard: RL.4.3 Describe in depth a character, setting,
or event in a story or drama, drawing on specific details in the text (e.g.,
a character's thoughts, words, or actions).
Teaching and Learning Outcomes (Goals. SWBAT): Students will be able
3
to use evidence from the text to describe characteristics of main
characters.
Assessment: Look at the character traits section of students’ journals to
ensure that students are using evidence to support their descriptions.
Differentiation (UDL)
For content: Allow each student to list their own characteristics and
definitions so they can use vocabulary that they are familiar with. With trivia
game, allow students to choose which card they would like to answer
(different color cards represent questions about different things—who,
what, when, where, why—so students can choose the kind of question they
feel best about answering).
The process: Give students a graphic organizer to fill out to reduce the
amount they will have to write. Allow students to write as much or as little as
they would like.
Book Club Lesson Plan
Student outcomes: Students will complete a graphic organizer, vocabulary
cards, and work on character pages and the timeline in their notebooks.
These activities allow for differentiation as students are able to write at their
own level. Have students share at least once in the group discussion, but do
not make them share more than that if they do not want to.
Materials and other preparation
- Books, notebooks, folders, trifold board, index cards, markers,
crayons, pencils, PowerPoint, graphic organizers, journal prompt
- Place an index card with each student’s name on it in the place they
should sit. Seat the students in this order: Elaine, Lily, Abby, Mariella,
Chase (Chase should be sitting closest to me.)
The Lesson
TIME TEACHER ACTIVITY STUDENT ACTIVITY
Motivating, Engaging. (Introduction)
- Ask students to remind me what has been
1 happening in the book. Ask the students what
they think of the book so far.
- Show students the word yonder. Ask students - Guess what
what they think this word might mean. yonder
- Show students pictures of the word and ask if means.
that helps them think about the meaning.
- Explain that the word yonder means: over
there.
- Have students fill out their vocabulary - Fill out
notecards with the information for the word. vocabulary
- Show students the word etched. Ask students card.
what they think this word might mean. - Guess what
- Show students pictures of the word and ask if etched
5 that helps them think about the meaning. means.
- Explain that the word etched means: some - Fill out
mark or design made on a surface. vocabulary
- Have students fill out their vocabulary cards card.
for the word.
Development (Process)
- Remind students that last time we read, - Make a
Georgina and her family were about to move prediction
into their house. Ask the students how they about what
think that is going to go for them. What do they think will
they think will happen today? happen.
- Explain that we are going to work on writing
7 things we learn about our characters today.
Tell students that they are going to work in
partners to write down things about the
characters after reading the chapter. Assign
partners (Elaine & Lily, Abby & Mariella, Chase
& Miss Vos).
Book Club Lesson Plan
- Tell students we are going to read the chapter
silently. When you finish reading, work on filling
out information in your graphic organizer with
evidence to support your ideas. When both
partners are done reading, they will work
together to write down what they know.
Students can include information from any
part of the book up to this point. The goal is to
write down three different things you have
learned.
10 - Read Chapter 6. - Read Chapter
- Give students time to work with partners to 6 silently.
write down things they know about the - Work with a
characters. partner to
10 - Call students back together and have each write down
group share what they wrote down. The other what they
groups can add those ideas to their know about
notebooks. the
- Ask students if there is any important event characters.
they would like to add to the timeline before - Share their
we keep going. (They could choose to add ideas with the
the family moving into the house.) group.
- Explain that we are going to read Chapter 7 a - Add to the
little differently. We are going to be like actors. timeline.
Everybody will play a different part and read
what their character says. Give students a
nametag with the character they will be
portraying (Chase-Toby, Mariella-Luanne,
Abby-Mama, Elaine-Georgina, Lilly-Liza, Miss
Vos-Narrator).
- Read Chapter 7 this way. - Read the lines
- Stop on page 53 at the end of the last full of their
paragraph. Ask students what they think character.
about Georgina deciding to steal the dog - Answer what
10 after all. If you were in her shoes, would you they would
do the same thing? do.
- Finish reading the chapter.
- Explain to students that we are going to play
a game. Show them the different color cards
with questions and finish-the-sentence. Show
students that each color represents a different
kind of question (Yellow-who, purple-what,
green-when, red-where, blue-why). Tell them
that they can pick whichever card they want
to answer.
Book Club Lesson Plan
- Use the spinner to call on students to pick and - Answer the
10 answer a question. Allow them to “phone a questions.
friend” if they get stuck and need help.
- Play two rounds of the game. Tell students
that we will play this game again another
time with more questions.
- Ask students if there is any important event in - Add to the
this chapter that they would like to put on the timeline.
timeline.
Closure.
- Reread the last sentence of Chapter 7. Ask
students to think about what might happen
next time.
- Have them write down their predictions in - Write down
5 their notebooks. their
- Ask students what they would do if they were prediction.
in Georgina’s shoes. Would they steal a dog? - Think about
- Collect materials, pray, and say goodbye. what they
would do.

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