Calvin Book Club Leader: Yvonne Boeskool Grade: 4th Date: November 7, 2018

Your information is clearly given.

Subject area ELA. Main Focus:
How to Steal a Dog, Ch. 3-4, Wealth vs. living in a car, how to pretend you aren’t homeless
Write the title of the book, pages to be read, main activity/issue to be reviewed.
In a ‘typical’ lesson plan (ELA) you should show about 3-4 common core standards in progress.
● Common Core Standard: CCSS.ELA-LITERACY.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)
1
Refer to details in the text about the Whitmore house as well as the layout of the car.
Use the text to evaluate the how-to list making style.
● Assessment:
Diagram of car, how-to list in journal
● Common Core Standard: CCSS.ELA-LITERACY.RF.4.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
● Teaching and Learning Outcomes (Goals):
2
Students are able to read out loud and take turns reading to the group. They are able
to read with fluency.
● Assessment:
Popcorn reading out loud.
● Common Core Standard CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
● Teaching and Learning Outcomes (Goals):
3 Students create a how-to list of how to pretend you aren’t homeless. Have students
mimic the way Georgina writes her tutorial, and have them take cues from Georgina’s
actions in hiding her homelessness.
● Assessment:
Journal entry: How to pretend you aren’t homeless
Differentiation (UDL)
Content: Students are not just having to read the book, but discussing it, reading it
themselves or can listen to someone else read it out loud.
Process: Provide multiple ways to learn a vocab word, viewing pictures and diagrams to go
along with vocabulary terms.
Outcomes: They are drawing pictures and diagrams based on the reading. In their journal
entry, they are able to create their own how-to list.
Materials and other preparation
Folders, notebooks, How to Steal a Dog, pencils, markers/colored pencils, white computer
paper, vocab dog bones, tri-fold, tape
(Ready to Teach and the environment is considered)

TEACHER ACTIVITY STUDENT ACTIVITY

Motivating, Engaging. (Introduction)
1. Have students write down one 1. Add to list of main ideas of
thing they can remember that Chapter 3, review main ideas.
happened in Chapter 3 to
refresh their memory. Then,
review main ideas from it.
Development (Process)
1. Teach Vocab 1. Students write down the words
Flea collar (page 30) discuss rummage and laundromat in
using dog bone and tape on their notebooks on their Vocab
poster. page.
○ Show pictures on a. Try and figure out
Google and use this link definition from the
for more info sentence.
○ a collar for a cat or dog b. Write something to
that is treated with help you remember the
insecticide in order to words in your
keep the pet free of notebooks.
fleas.
bumper (page 34) discuss using
dog bone and tape on poster.
○ Show pictures on
Google and use this car
diagram
○ a horizontal bar fixed
across the front or back
of a motor vehicle to
reduce damage in a
collision or as a trim.
2. Popcorn-read Chapter 4. 2. Popcorn-read Chapter 4
3. Discuss main points of Chapter 4 3. Think and discuss main points of
and students’ thoughts on what Chapter 4.
will happen next. Potential ideas
○ Georgina writes out
step 2
○ went down to willy’s
house to scope it out
4. Ask if any characters should be 4. Add characters to character map
added to character map. if needed.
5. Ask questions: 5. Discuss why they keep moving
○ Why do they keep around at night, what Georgina
moving around a lot to knows about the dog, and her
sleep at night? plan.
○ What did Georgina
learn about the dog and
where he lived?
 ○ If she did steal the dog
how do you think she
could take care of it?
○ What other questions
do you have?
6. Popcorn-read Chapter 5. 6. Popcorn-read Chapter 5.
7. Have students draw an aerial 7. Draw an aerial view/map of the
view/map of the car based on car based on the text. Imagine
the text. Model this for yourself in this setup.
students. Have students
imagine themselves in this set-
up.
Closure.
1. Writing project: have students 1. Create a how-to list of how to
create a how-to list of how to pretend you aren’t homeless.
pretend you aren’t homeless. Refer to the text to mimic the
Have students mimic the way way Georgina writes her tutorial,
Georgina writes her tutorial, and and take cues from Georgina’s
have them take cues from actions in hiding her
Georgina’s actions in hiding her homelessness.
homelessness.
2. If students finish early, have 2. Write a few things in your
them write a few things in their journal to help you remember
journal to help them remember what happened in Chapters 4
what happened in Chapters 4 and 5.
and 5.
3. Discuss what students think will 3. Discuss what you think will
happen next. happen next.
(TURN IN YOUR REFLECTIONS ASAP!!)

Reflection

The thing that stuck out to me the most about today’s session was the difficulty in
getting students to refer back to their text to find details to draw and/or write about. I was
working towards a Common Core Standard for this concept, but we did not achieve it to my
desire, so I think I may try again next week. The drawing of Georgina’s new home will be a
great opportunity for this as well. Today I asked students to page back through their books
to find details about the Whitmore house, but they were so eager to start drawing that this
did not go well. What I ended up doing, in order to make sure that they were drawing
correctly based on the book, was read sections that described the car while they were
drawing. This did actually seem to spark good ideas and conversation.
 This interaction made think about teacher modeling. In a way, me reading and
looking for details as the students drew was a way for me to model what I’m expecting of
them in referring back to the text. I think this is important to do and a great way to scaffold
an activity. Unfortunately, I think I still need to do this more deliberately so that I can build
my students’ familiarity with eventually doing it on their own.