Teacher: Nora and April Date: 3/31/10

Class (grade) and Subject:

th
! The Su""er o# $ile%: &esson '
Topic: (ntroduction ti"e
Goals and Outcomes
a) re*ie+ ho"e+or, chapters and
journals
b) Students +ill read chapter - and
c) Students +ill be able to discuss the
di##erent e"otions presented in boo,
d) Students +ill +rite their responses
to .uestions using in#erence and o+n
e/periences)
R.CM.05.02 retell through
concise su""ari0ation grade le*el
narrati*e
R.CM.05.01 connect personal
,no+ledge about ho+ 1illia" is
#eeling in the chapters read)
R.CM.05.03 anal%0e global
the"es2 uni*ersal truths3to create
deeper understanding

Materials
4oo,s 1riting 5tensils
6ournals Stic,% Notes
7"oto8"eters 9olders
Procedure
1) Revie Chapters ' and 3 and go o*er 6ournal responses)
:pen discussion !
Ch ': ;1h% do people get pets<=
;1hat +ould 1illia" rather ha*e than a dog<=
$elationships ! "o"2 grandpa2 rile%2 dad2 grace
;1hat did $ile% do +hen 1illia" #ell in the ri*er<=
;Do %ou thin, $ile% +ould be a good dog to ha*e< 1h%<=
>ocab: sedatel%
Ch 3: Describe 1illia"?s 7a*esdropping) @a*e %ou e*er
ea*esdropped<
>ocab: ea*esdrop2 elegant
Ans+er an% o# their .uestions the% ha*e
10
2) !ntroduce "oca#
Tal, about Arace and ho+ she lo*es ;i"portant= +ords) Aoal ! to broaden
our o+n *ocabs and use the +ords +e learn throughout discussion) @a*e
students +rite do+n ne+ +ords in journals as +e encounter the")
'
3) $plit into Readin% Groups
Aabe Barta
Baria Sa"
@annah Bar,
$ead Chapters - and together ! read page b% page ! and discuss
reactions/e"otions/.uestions/"onitor co"prehension)
Ch - ! *ocab: enraptured
Cuestions: @o+ did 1illia" and Arace thin, that Deachie +ould
react to $ile%<
7/plain the Sultan o# Eaboor +hen he +as %oung and
no+)
'0
@o+ +ould %ou #eel is %our dog attac,ed another
person?s horse or pet<
Ch ! .uestions: @o+ i"portant +as Sultan to Deachie and 1h%<
1ho +as 1oodie<
@o+ +as Arace #eeling to+ards $ile%<
@o+ did Deachie tal, to her neighbors a#ter the attac,<
(n#er: 1h% do %ou thin, $ile% attac,ed the Sultan<

3) To%et&er '%ain
Share responses and thoughts +ith other group) Tal, about 7"oto8"eters 3
() )ournals
@o"e+or, Assign"ent ! $ead Chapter F
;1hat usuall% ta,es 1illia"?s "ind o## o# troubles< Did it help toda%<
1hat do %ou do to distract %ou #ro" %our +orries<=
;1ho do %ou thin, is at the door< ! don?t read aheadG=
;@o+ +ould %ou #eel i# %ou +ere 1illia"<=

*i++erentiation
1e are splitting up the groups into di##erent reading le*els) The stronger
readers are Sa"2 Bar,2 Barta and then the lo+er le*els are Baria2 Aabe2
@annah (+e do not ,no+ about @annah because she +as absent)) This
should be less #rustrating #or the students ! Aabe +as getting #rustrated #ro"
+hole group reading)
6ournals are so that students do not #eel inti"idated +ith +riting and other
people reading it e/cept #or "e)
'ssessment
a) reading ! able to hear each student read a page)
b) co"prehension ! .uestioning) 1e +ill be able to see i# students ha*e a
grasp on the concept o# e"otions and i# the% are recogni0ing the" in the
boo,) 5se o# 7"oto8"eters) $e*ie+ o# journals
c) +riting ! journal .uestions2 re#lections2 and responses)