Calvin Book Club Leader: Libby Engle Grade: 4th Date: Wednesday, November 20

Subject area ELA. Main Focus: Chapter 8

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.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.

1
Teaching and Learning Outcomes (Goals)
 Students are able to write for 6 minutes without significant stopping points.
Assessment:
 Students respond to questions in reading journal.
Common Core Standard: CCSS.ELA-LITERACY.L.4.4.A
Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a
word or phrase.

2 Teaching and Learning Outcomes (Goals):

 Students are able to use context clues to try and guess what vocabulary words
mean.
Assessment:
 Students responses to what the think the vvocabulary word means and why.
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.

3
Teaching and Learning Outcomes (Goals):
 Students are able to find examples from the text that support statements about
what has happened in the novel thus far.
Assessment:
 Dice roll game – students respond to question based off of what nuber they rolled
Differentiation (UDL)
Content: Assisting students with words they cannot pronounce/do not know, even if not
on vocabulary list. Focusing on fewer vocab words to put on list.
Process: Allow students to listen to reading if they cannot read aloud.
Outcomes: Allow students to write bulllets, respond verbally, tell teacher what to write, or
draw picture if writing stamina is not strong yet. If students are struggling with prompt,
allow them to write about their own ideas for Ch. 8.
Materials and other preparation
(Ready to Teach and the environment is considered)
Rules sheet displayed, student folders: important words, reading journals, word search,
dice review game, dice; Ch. 8 recording, vocabulary words & matching definitions, Guess
the Chapter worksheet & key
 TEACHER ACTIVITY STUDENT ACTIVITY
Motivating, Engaging. (Introduction)
1. Pre-select students’ seats, lay
out materials/folders
2. Welcome students back, check-
in
3. Students participate in Dice 3. Students take turns rolling dice and
Review Game: based off of answering appropriate prompts
what number each student
rolls, they answer the
corresponding questions.
5 *See Game Sheet & Key
4. Students work on Guess the 4. Students work indepdently or with a
Chapter worksheet with a partner on Guess the Chapter worksheet
partner or indepdendently.
5. As a group, review Guess the
chapter worksheet – ask for
volunteers to report their
answers to each question.
*See Key
1
5
Development (Process)

6. Listen Ch. 8 recording 6. Students read along with recording.

*Remind students to use
notecard to follow along
2
0 7. After reading, ask: 7. Students respond appropriately
-Why do you think Captain Bill took the to comprehension questions.
FOR SALE sign down?
-How accurate were your predictions
about what Captain Bill and Otter would
do next?
-What did Captain Bill do to make sure
Otter would not drown if she jumped
overboard?
2
5 8. As a group match vocabulary words 8. Students work as a group to
with definitions: ask students to use match vocabulary words with
their books to help them discover the the proper definitions.
word’s meaning
*See Key
35
 Closure.

4 11. Ask students to write for 6 minutes 11. Students respond to reading journal
5 in their reading journals – How do you prompt.
think Kyle is feeling while he’s listening
to Captain Bill’s story? Do you think he’s
changing his mind about wanting to
keep Treasure?

12. Collect books, remind students

not to read ahead
(TURN IN YOUR REFLECTIONS ASAP!!)