Nasty, Stinky Sneakers Chapter 3

by
Alyssa Carmona

1. Learning Outcomes:
Throughout the course of this lesson, students will focus on Nasty, Stinky Sneakers
by Eve Bunting. During the previous days lesson, students will have read chapters 1
and 2 of the text. For this lesson, students will recall what happened in chapters 1
and 2, and will also recall their predictions. Then, working with the teacher, the
students will read and discuss chapter 3. They will then interact with various
components of the chapter.

2. Common Core Standards:

CC.1.3.3.B: Ask and answer questions about the text and make inferences from text;
refer to text to support responses.
CC.1.3.3.C: Describe characters in a story and explain how their actions contribute
to the sequence of events.
CC.1.4.3.F: Demonstrate a grade-appropriate command of the conventions of
standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.3.S: Draw evidence from literary or informational texts to support analysis,
reflection, and research, applying grade-level reading standards for literature and
informational texts
CC.1.5.3.A: Engage effectively in a range of collaborative discussions on grade-level
topics and texts, building on others ideas and expressing their own clearly.

3. Lesson Objectives:
Students will be able to recall the events of chapters 1 and 2 of Nasty Stinky
Sneakers, as well as their previous predictions.
Students will be able to interpret and discuss various aspects of the text as chapter 3
is read by responding to questions posed by the teacher.
Students will be able to identify and use information within chapter 3 to complete
the first page of their Nasty, Stinky Sneakers packet.
Students will be able to share and discuss their packet responses with one another.

4. Anticipatory Set:
In order to begin, the teacher will have all of the students come to the classroom
carpet and sit in a circle. He/she will then have each student obtain a copy of Nasty,
Stinky Sneakers.
For this lessons anticipatory set, the teacher will have students recall and discuss
information from the previous days lesson.
o During the previous days lesson, students will have read and discussed
chapters 1 and 2 of Nasty, Stinky Sneakers. They will have also made
predictions about what happened to Colins sneakers (once discovered that
they were missing).
First, the teacher will ask students to recall what they read yesterday (in chapters 1
 and 2).
o The teacher will allow for the students to share their responses with one
another.
Next, the teacher will ask students what happened/what was discovered at the end
of chapter 2.
o Colins sneakers were missing.
Once this detail has been recalled, the teacher will ask the students to recall their
predictions about what happened to the sneakers.
o The teacher will have students share the previously made predictions with
the entire group.
At this point in time, the teacher will tell the students that, today, they are going to
read chapter 3 of Nasty, Stinky Sneakers in order to see what they can find out!

5. Procedures:
The teacher will have students turn to page 15 (the start of chapter 3).
He/she will make sure all students are on the correct page, and ready to begin. The
teacher will then begin reading chapter 3 aloud.
During this portion of the lesson, the teacher will stop during a number of instances.
Such instances (stopping points and topics/discussions) include the following:
o Page 14: faint Ask students what they think this might mean (slight;
barely/hardly there anymore).
o Page 15: Mr. Sabaton and Bruno, still on his leash, were coming in the front
door. Ask students what they think is going to happen next.
o Page 15: vile Ask students what they think this might mean (nasty; gross;
disgusting).
o Page 15: Hey, he said. I have an idea. Ask students what they think
Colins idea might be.
o Page 16: scent Ask students to try to pronounce this word.
o Page 16: staggered and revived Ask students what they think these words
mean (stumbled; wobbled/came back to life; woke up; came to). Tell
students to make a movie in their minds; ask them how this might look.
o Page 17: reinforcing sniff Ask students what they think this means (Colin
was trying to give him a boost). Ask students what Colin was trying to get
Bruno to do (keep going).
o Page 17: neglected Ask students to trade a word (forgot).
o Page 18: heavenward Ask students what Amy did/how she would have
looked (closed her eyes and then looked toward the sky).
o Page 19: second paragraph Tell students to try to picture how Bruno
looked/make a movie in their minds (limp; loose; heavy; tongue sticking
out).
Limp: soft/weak spaghetti analogy (uncooked versus cooked)
Rhinoceros: ask students why they compared Bruno to a rhino (big;
really heavy)
Lolled: hung loosely
Dangled: hung loosely
 o Page 19: Mr. Sabaton ordered -- Ask students how Mr. Sabaton wanted them
to put Bruno down (tenderly in a loving, soft, and gentle way).
o Page 20: slack jowls Ask students if they have any idea what this might
mean (loose flesh on the cheeks, or lower jaw, or throat).
If students are having trouble, discuss the word slack. Then have
students look at the illustration of Bruno on the cover (to identify the
location of his slack jowls).
o Page 20: stiffened -- Ask students to try to pronounce this word.
o Page 20: Rin Tin Tin and Lassie Come Home Ask students if they know
anything about RTT or LCH.
Even if they dont, tell them they can use their context clues to figure
something outAsk them what they think.
If theyre struggling, give them a hint (Rin Tin Tin and Lassie are both
dogs).
Ask them what Colin said that could help them to figure it out.
Rin Tin Tin and Lassie are both dogs who were considered to
be heroes.
Once chapter 3 has been read (and discussed along the way), the teacher will have
students go back to their seats, taking their books with them. He/she will then move
onto the closure portion of the activity.

6. Differentiated Instruction:
The teacher will provide differentiation by having students recall and discuss the
previous days lesson/reading before beginning chapter 3. This will ensure that all
students are prepared, and will be ready to move on with this days lesson.
Differentiation will also be provided due to the fact that the text will be read as a
class. The teacher will be reading chapter 3, so all students will be able to follow
along. Moreover, for those students who are and are not yet reading books at this
level, the text will be made more comprehensible via different talking points and
discussions. Because of this, the lesson will be more accessible for all students.
This lesson also provides students with differentiation due to the fact that students
will be working on the first page of the Nasty, Stinky Sneakers packet at their desks.
Because students sit in pods (groups of 4-5), they will be able to seek help from one
another if needed. In addition, the teacher will be circulating throughout the
classroom during this portion of the lesson. As a result, he/she will also be able to
provide students with additional support and guidance as needed.

7. Closure:
During the closure portion of this lesson, the teacher will distribute the Nasty, Stinky
Sneakers packets to the students.
He/she will have all students put their names on their packets, and will then have
the students turn to the first page (for chapter 3).
o The teacher will also use the classroom whiteboard to display this.
The teacher will then go over the components of this page with the students.
o Character Traits: The students will complete this section for both Colin and
 Webster. They will need to determine an appropriate trait for each character,
and will need to cite a corresponding quote from chapter 3.
o Instead of Said: Looking back at the chapter, the students will search for
words that the author used instead of said.
o Bruno reminds me of: Students will make a connection and complete the
given sentence frame (with who and why).
o Prediction: Students will make a prediction for what they think is going to
happen in chapter 4.
Once the teacher has reviewed this with the students, he/she will allow them to
begin recording their responses.
As the students are working, the teacher will circulate around the room in order to
check in and provide additional guidance/support as needed.
Once students have finished working, the teacher will have the class come back
together as a whole.
Going section by section, he/she will ask if any students would like to share their
responses.
Once each section has been reviewed, and the students have received the
opportunity to share, the teacher will tell the students that, tomorrow, they will be
reading chapter 4.

8. Assessment (Formative and Summative):

Formative Assessment
o Formative assessment for this lesson will occur upon various instances. It
will be ongoing, and each instance will drive the teachers instruction. Each
instance of formative assessment will provide the teacher with the
opportunity to decide how to change his/her instruction in order to best
meet the students needs.
o The teacher will assess the students ability to recall the events of chapters 1
and 2 of Nasty Stinky Sneakers, as well as their previous predictions, during
the lessons anticipatory set. As he/she asks questions, and as the students
respond to said questions, the teacher will be able to engage in the process of
formative assessment as he/she actively listens and responds.
o The teacher will assess the students ability to interpret and discuss various
aspects of the text as chapter 3 is read and as additional questions are both
posed and responded to. This instance of formative assessment will occur
throughout the entire duration of the lessons procedures. Not only will the
teacher actively listen and respond as students discuss the posed questions,
but he/she will also use students responses in order to guide his/her
instruction.
o The teacher will assess each students ability to identify and use information
within chapter 3 to complete the first page of their Nasty, Stinky Sneakers
packet during the closure portion of this lesson. This assessment will occur
as the teacher circulates around the room while students are working. The
teacher will be actively monitoring the students, but will also be providing
additional support and guidance as needed. In doing so, the teacher will
 again be able to use this formative assessment to guide his/her instruction.
o The teacher will also be able to assess each students ability to share and
discuss their packet responses with one another during the closure portion
of the lesson. As each section of the packet page is reviewed, the students will
receive the opportunity to share their responses. This will provide the
teacher with yet another opportunity to actively listen and respond to
students and guide his/her instruction, both for the remainder of this days
lesson, as well as the proceeding days lessons.
Summative Assessment
o Summative assessment for this lesson will occur via a book quiz, given to the
students once Nasty, Stinky Sneakers has been completed.

9. Materials/Equipment:
Nasty, Stinky Sneakers (one copy per student)
Nasty, Stinky Sneakers packet (one per student)
Pencils

10. Technology:
The teacher will use the classrooms interactive whiteboard in order to display the
first page of the Nasty, Stinky Sneakers packet. This will facilitate not only the
explanation, but also the discussion, of this handout and its content.

11. Reflection on Planning:

When planning for this lesson, it was important for me to consider both where
students were coming from, as well as where they were going to be headed. During
the previous days lesson, being that I knew the students would be reading chapters
1 and 2 (and making predictions), it was important for me to incorporate that into
this days lesson. Not only would this prepare the students for the current lesson,
but it would also allow them to make the connection between their past and
present/future learning.
When preparing to start reading Nasty, Stinky Sneakers with the students, my
cooperating teacher proved to be an invaluable resource. She provided me with a
great deal of information regarding the reading of a chapter book with the students
in general, as well as input concerning this exact text. Nasty, Stinky Sneakers is a
book that she has read with her classes in years past, so she had lots of specific
information that she was able to provide. We worked on creating the packet
together, and also discussed some of the specific strategies that I could use when
reading the book aloud with the students. I have also received numerous
opportunities to watch her engage in the process of reading with the students,
which has been so eye-opening and beneficial.
When reading chapters 1 and 2 with the students, they were highly engaged. This
became especially apparent at the end of chapter 2 when it had been discovered
that Colins sneakers were missing. They were very eager to make predictions about
what happened to them, and I think that this will keep them interested as we
continue to read Nasty, Stinky Sneakers. It also proved to be a very relatable topic of
 the students in the class, so I think that this initially interested them, but will also
continue to engage them along the way. Based on the way that the lesson for
chapters 1 and 2 went, I am very hopeful about this lesson for chapter 3. Being that
chapter 3 also ends on somewhat of a cliffhanger, I think that the students will be
just as eager as we move on to chapter 4.

12. Reflection on Instruction (once the lesson has been taught):