GRCES: 4th

Lesson Plans for Book Club: Shiloh

Grade

Teacher: ___Kate Streelman_____________________________________ Date____10/27/14__________

Objectives and Common Core Standards
Objectives

1. Get acquainted with students by means

of an interest survey and introductions
2. Introduce and develop context for the
Novel Study
3. Read: CHAPTER ONE
4. Write: interest survey (p.266)
5. Vocabulary Development: list words
and page numbers

1.

2.

3.
4.

5.

CCSS.ELA-Literacy.SL.4.1.b. Follow agreed-upon

rules for discussions
CCSS.ELA-Literacy.SL.4.1.c.Pose and respond to
specific questions to clarify or follow up on
information and make comments that contribute to the
discussion and link to the remarks of others.
CCSS.ELA-Literacy.RL.4.1. Refer to details and
examples in a text
CCSL.ELA-Literacy.W.4.8. Gather relevant
information from print take notes and categorize
information
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, interest survey

Notebooks, chart paper and masking tape
(contract), blanket
Assess for: In this space, write what you
will be assessing from within the LA
Strands:
Children:
1. Know about author
2. Start analyzing characters
3. Guided reading of chapter one by
teacher
4. Comprehension of Ch.1 by filling
out graphic organizer as a group
5. Write interest survey
6. Vocabulary development new
word

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?

NOTE: ASSESSMENT ITEMS MATCH

OBJECTIVES
What strategies allow for variation of ability, dispositions and interests?
Teacher read aloud supports a wide level of reading abilities.

Teaching Plan
Section
Introductory

Motivation
Introduction

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 selfMs. Streelman
2. Give out the interest survey. Ask
children to fill it out, using just a few
words. Then go around the circle; each
child invited to tell about one of the
categories.
3. Create a contract: How well do our
Book Club
4. Introduce the context of the book
(Power point, storytelling to

Student Activity

Time
12

1. Students put on their nametags or set up

their name cards.
2. Children fill out the interest 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 laptop screen listen to the story

10

to the unit and

engaging
students
interest

Development

prepare for the reading).

5. Introduce a main word, important to
the first chapter. (You will only
introduce it in this lesson. Next session
you will introduce the vocabulary
activity.)
6. Distribute the novel. (You will be
keeping the copies. Have students put
a book mark or their vocab books
ready in it.)
7. Ask child to find the author of the
book.
8. Give a little more information about
the author. A picture; a quirky thing
you have found out about the author;
other books and/or awards received for
writing (take a minute or less).
9. Child locates publisher (be sure you
have the answer too! Note publish/
copyright. Date; how often printed.
10. Ask children to turn to the first chapter/
page. Prepare them for purposeful
reading. For example:

Add characters to graphic organizer

What did we learn about Marty? (This
question needs to relate to #13 below)

11. At the end of the chapter, ask children

what was one thing they could imagine
best from the first chapter. What
is/was a favorite person or activity?
12. Give the children their notebooks.
Children write the title of the novel and
the authors name and date of
publication.
13. Summarize the main points of the story
using a graphic organizer on chart
paper.

Closing and
dismissal
Reflections

activity

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

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

Novel
rect
3-4

7. One child reads the name of the author.

8. Children learn about the author.

9. On child finds the name of the publisher.

Together look at the copyright page.
10. 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.

11. Children imagine and describe their most

easily imagined part of the story.
Something they liked, or know about
12. Children receive their notebooks. They
write the authors name and date.
13. Children participate in summarizing the
events/ people dilemma of the story by
means first answering questions and then,
with the teacher, drawing a graph (or other)
in their notebooks and filling it in.

Rdg
15-17

Post
Rdg
Disc.
10
Work
in
notebk
10

3-5
14. Collect the notebooks and texts.
Children leave the book club.
Express appreciation.
A few notes for next time
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Response needed:
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