READ FIRST Teacher - Guide Shiloh

TEACHER GUIDE
GETTING STARTED
Thank you for choosing this novel unit on Shiloh to use with your students.
View the video below to help you get started in using this teacher guide and
all of the resources this unit has to offer.
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guide
© 2018. The Classroom Nook. ALL RIGHTS RESERVED.
UNIT OVERVIEW
Easily navigate to each lesson by
clicking on the lesson titles below.
Lesson Title Learning Target

Students will be able to describe what the realistic
Meet the Author &
1 fiction genre is. Students will be able to describe the
Novel Introduction
author.
Students will be able to explain what round and flat
Flat and Round
2 characters are and apply it to the characters in
Characters
Shiloh.
Students will be able to explain point of view.
3 Point of View Students will be able to explain the difference
between 1st and 3rd person.
Pairing Fiction & Students will be able to make connections between
4
Nonfiction fiction and nonfiction literature on the same topic.
Students will be able to explain what theme is.
5* Exploring Theme Students will be able to identify important themes in
Shiloh.
Students will be about to describe the four types of
6* Types of Conflicts conflicts found in fiction. Students will be able to give
examples of conflict found in Shiloh.
Students will be able to describe the parts of a story
Story Mountain &
7 mountain. Students will be able to place specific
Critical Event
events from Shiloh on the story mountain.
Students will be able to discuss new themes that are
8 Unraveling Lies
developing in the novel.
Students will be able to discuss the novel in small
9 Group Discussions
groups.
Character Students will be able to discuss how a character has
10
Development changed over time.
Character vs. Students will be able to describe the conflict between
11 Character: two major characters in the novel and then act out
Picking a Side the conflict.
Students be able to discuss the solution to the
problems in the novel. Students will be able to discuss
12 Finding Solutions
character development and determine how a
character has changes by the end of the story.
End of Novel Students finish the novel unit by completing one or
13
Projects & Activities more culminating activities.
* indicates a lesson that may take more than one day
STUDENT OBSERVATIONS
Download the observation sheet by clicking on the PDF

icon on the right. Use the sheet to conduct informal
observations on students during this unit. This observation
sheet works great inside guided reading/strategy groups.
Use the space for each

student to record things
that you are noticing
about their reading
fluency, expression,
comprehension, or
application of the
skill/strategy that you
are teaching in each
lesson.
Create an informal
assessment by checking
a box indicating the
student’s performance
level.

Meet the Author &
Lesson 1: Novel Introduction
Learning Target
Students will be able to describe what the realistic fiction genre is.
Students will be able to describe the author.
Common Core Standards
3rd Grade >> RI.3.10 ; RL.3.10
4th Grade >> RI.4.10 ; RL.4.10
5th Grade >> RI.5.10 ; RL.5.10
Materials (click icon next to each material to access directly from the guide)
Anchor slides (AS) 2-5
Student activity packet (SAP) pages 1-2
“Meet Phyllis Reynolds Naylor” Article
Bulletin Board Pieces (BB): Picture of Author Header (with fun facts
cards); What is Realistic Fiction? Header (with definition
cards)
bag or basket
Enough copies of Shiloh for each student in the class
Shiloh bookmark for each student
Teacher Preparation
1. Print off a SAP for each student. This packet will be used throughout the
unit.
2. Print off a “Meet Phyllis Reynolds Naylor” article for each student.
Alternatively, the article can be viewed inside of google slides.
3. Prepare bulletin board pieces. Laminate if able. Place the “fun facts”
cards in a bag or basket.
4. Print off a bookmark for each student.
Lesson Introduction
1. Display the focus learning target on AS 2. AS 2
2. Explain to students that you are beginning a new
novel unit on Shiloh.
3. Tell students that you are going to begin by
getting to know the author. Provide each
student with a “Meet Phyllis Reynolds Naylor”
article. Read it through together as a class and
discuss important key points of the article.
4. After reading the article, have student
volunteers pull out a fun fact card from your
bag or basket and read to the class. Article fun fact cards
SAP Page 1
Lesson 1:
AS 3
Lesson Introduction (cont.)
4. Explain that one genre that Naylor writes in is realistic
fiction. Have students share out anything they know
about this genre, or examples of books they may have The characters and events come
read in this genre. Clear up any misconceptions of the from the author’s imagination
genre. The story’s events are realistic

and could happen in real life.
5. Display AS 3 to give students the definition of the genre. The characters and their lives
might remind us of real people
and situation.
Have students complete the 3 part definition of what
realistic fiction is on page 1 of their SAP.
Lesson Activity student
1. Provide each student with a copy of the book: Shiloh as well as bookmark
a student bookmark.
2. Have students read (together or independently) the summary of
the story found on the inside flap or the back of the book AS 4
(depending on the version of the book you have)
3. Have students explain why this summary sounds like it would fit
in the realistic fiction genre. Also, have students make their
first predictions about what they think will happen in the story.
4. Display AS 4 showing the map of West Virginia while students
turn back to page 1 in their SAP. Explain that the setting is in
real town in West Virginia, specifically Friendly and Shiloh, WV.
Identify Friendly and Shiloh on the map.
5. Finally, without having the students following along, read aloud to SAP Page 1
them the first couple pages of chapter 1. This way the
students can get used to hearing the type of language and
dialect that the narrator uses in the story. Ask students to pay
special close attention to the way the narrator talks. How is it
like/unlike how they (your students) talk. Stop after the
sentence that says “You ask me the best place to live, I’d say
right where we are, a little four-room house with hills on three
sides.”
6. After reading the first section, have students share out what they notice about how
the characters speak so far. (informal, southern..etc…)
7. Finish the rest of chapter 1 together stopping to discuss these key points/questions:
• Discuss how hunting is a popular sport in WV.
• Why do you think the dog is acting scared?
• How does Marty’s (the narrator) parents respond to the dog following him home
from the woods.
• How does Marty come up with the name “Shiloh” for the dog?

Lesson 1:
Lesson Activity (cont.)
8. Display AS 5. Have students share out the responsibilities that are required for
taking care of a dog. Jot the students’ responses on the slide, while students record
the responses on page 2 of the SAP. SAP Page 2
Possible Ans.
• walking the dog
• feeding the dog
• giving baths
• take to the vet
AS 5
Lesson Reflection
1. Have students complete the journal response and self-
evaluation of the learning target on page 2 of their
SAP. Students will need to circle “I’ve Got it,” “I’m Bulletin Board Pieces
Still Working On It,” or “I Need Help” to show their
level understanding of the learning target for the
lesson.
2. Place up the bulletin board pieces: Picture of Author
Header (with fun facts cards); What is Realistic
Fiction? Header (with definition cards)

Lesson 2: Flat & Round Characters
Learning Target
Students will be able to explain what round and flat characters are and
apply it to the characters in Shiloh.
3rd Grade >> RL.3.3 ; RL.3.10
4th Grade >> RI.4.3 ; RL.4.10
5th Grade >> RI.5.3 ; RL.5.10
Bulletin Board (BB) Pieces: Round and Flat Character header and
name cards of characters met so far; vocabulary word
cards: stoop, peering, veterinarian, abandoned
Enough copies of Shiloh for each student in the class.
Teacher Preparation
1. Prepare bulletin board pieces. Laminate if able.
Lesson Introduction
AS 6
1. Display AS 6 to introduce the learning target.
2. Review the key points of chapter 1. Have students AS 7
share out the characters (both humans and animals)
that they met in the first chapter.
3. Display AS 7 to explain what round and flat
characters are. Have students open to page 3 of
their SAP and record the definitions for both round
and flat characters in their SAP.
4. Have students discuss the characters they have met SAP Page 3
so in the novel. Have students share out which
category they believe the character belongs in. Tell
students that on your novel BB you will be placing
character names in the correct category as you
meet them. (NOTE: It is ok if at this point some of the students
incorrectly identify the category for certain characters. For
example, the students may put Judd in the flat character category a lot
at first because they have not really met this character yet, he has
think
just been mentioned. However, as the students keep reading, feel
act
continue to refer back to the flat vs. round character categories to say
discuss if any character needs to move categories.)
Lesson 2:
AS 8
5. Before reading chapter 2, introduce important

vocabulary. Use AS 8 to introduce the words: stoop,
peering, veterinarian, and abandoned. Have students
copy down definitions onto the vocabulary section of
their SAP. (Alternatively or in addition to – See
VOCABULARY EXTENSION of this lesson for details)
Lesson Activity
1. Explain that today, the students are going to be AS 9

focusing on the different round characters in the
story. Ask them to be thinking about the different
ways that they would describe that character using
specific examples from the book. SAP Page 4
2. Either as a whole class, in partners, or as individuals,
have students read chapter 2 of Shiloh. Tell students
that you would like them to focus specifically on Marty
and Judd. Have students find evidence that proves
Marty doesn’t like Judd.
3. After finishing chapter 2, display AS 9 to discuss
different ways that a character can be described.
Explain to students that readers take evidence from
the story (what the character says, does, thinks,
wants, and feels) to help us give a
characteristic/quality to describe a specific
character. SAP
4. Break students into partners. Have students turn to Page 5
page 4 of their SAP. Assign one partner of each pair
to complete a character map for Judd and the other
partner to complete the character map for Marty.
5. Next, have students look at the list of characteristics
on page 5 of their SAP while you refer back to AS 9.
Read off several of the characteristics listed on the
slide and tell students to think about which words they
would use to describe Marty or Judd. Have students
circle words that describe their assigned character.
6. Then, have students complete the evidence chart on
page 6 of their SAP. SAP Page 6
7. When both partners are complete, have the students
share their character maps and evidence charts with
each other. © 2018. The Classroom Nook. ALL RIGHTS RESERVED.
Lesson 2: AS 10-13
Lesson Reflection
1. Have several partner groups share out their
character maps with the class. Make a master
character map and evidence chart for both Judd and
Marty using information from the students’ SAP on AS
10-13.
2. Add other BB pieces: Round and Flat Character
header and name cards of characters met so far;
vocabulary word cards: stoop, peering, veterinarian,
abandoned to novel bulletin board.
3. Have students complete the journal response and self
evaluation on page 7 of their SAP. SAP Page 7
Bulletin Board Pieces
Vocabulary Extension
Learning Target
Students will be able to determine the meaning and pronunciation of a
word by looking at reference materials such as a dictionary.
3rd Grade >> L.3.2.G
4th Grade >> L.4.4.C
Vocabulary Anchor slides (VAS) 1-4
Student activity packet (SAP) vocabulary section
Class set of dictionaries
Teacher Preparation
1. Gather enough dictionaries for student use.
Lesson 2: Article
Vocabulary Extension (cont.)
Teach the Skill
1. Display VAS 1 to introduce the learning target.

2. Begin the lesson by asking students what they know
about dictionaries: what they are used for, what
information they have, and why they would use a
dictionary.
3. Display VAS 2. Go over all the different pieces
of information that a dictionary can give on a
word.
4. By looking at VAS 3 introduce the different
features found on a dictionary page. Have
students look at how the words are organized in
alphabetical order. Review how to find words in
alphabetical order.
Practice the Skill

1. Display AS 4. Provide each student, or pair of
students with a dictionary. Have students
open up to the vocabulary section of their SAP
and have them find the definitions to the
following words using a dictionary:
• stoop
• peering
• veterinarian
• abandoned
2. After students have had a chance to find the
definition to each word, have a few volunteers
model and explain how they found the words in
the dictionary.

Lesson 3: Point of View
Learning Target
Students will be able to explain point of view.
Students will be able to explain the difference between 1st and 3rd
person.
3rd Grade >> RL.3.6 ; RL.3.10
4th Grade >> RL.4.6 ; RL.4.10
5th Grade >> RL.5.6 ; RL.5.10
Bulletin Board (BB) Pieces: Point of View header (1st and 3rd person
definition cards)
Enough copies of Shiloh for each student in the class.
Teacher Preparation
Lesson Introduction
1. Begin the lesson by showing AS 14 to introduce the AS 14
focus learning target of the day.
2. Review the key points from the previous lesson
(round/flat characters). Have students share out the
difference between round and flat characters.
3. Explain to students that today they are going to learn
about Point of View (POV).
4. Display AS 15 to help explain POV and 1st person vs. AS 15
3rd person.
5. Have students record the definition for each POV on SAP Page 8
page 8 of their SAP.
6. Read the 1st paragraph of chapter 3 and have
students identify what POV the novel is written in (ans.
1st person). Have students explain how they know the
the perspective that the story is told
story is written in 1st person. Assist as needed by from
helping students to see the evidence supporting 1st
person. The story is told by one
of the characters in
The story is told by
someone outside of the
the story. We can only story. We can only
know the thoughts and know what characters
feelings of that say and do, not what
character. they think or feel.
Lesson 3:
7. Discuss reasons as to why the author might have chosen to write the story in 1st
person.
ASK:
• How would the story be different if it was written from Judd’s POV or another
character, even Shiloh’s POV?
• What things might we learn about the other characters if it was written from
their POV.
• How would the story be different if it was written in 3rd person instead of
1st?
Lesson Activity
1. Begin reading chapter 3 of Shiloh together as a group with POV in mind. Stop to focus
on portions of the story where Marty is thinking to himself.
ASK:
• What are we learning from the plot based on what Marty is thinking here?
• What might we be missing from the plot since we can only know what is going on
based on Marty’s POV.
Lesson Reflection
SAP Page 9
evaluation on page 9 of their SAP.
2. Add BB pieces to novel bulletin board: Point of View
header (1st and 3rd person definition cards)

Pairing Fiction with
Lesson 4: Nonfiction
Learning Target
Students will be able to make connections between fiction and nonfiction
literature on the same topic.

3rd Grade >> RI.3.9 ; RL.3.10
4th Grade >> RI.4.9 ; RL.4.10
5th Grade >> RI.5.9 ; RL.5.10
Animal Rights Article - “Taking Action!”
Bulletin Board Pieces: vocabulary word cards: warden, lean-to
Teacher Preparation
1. Print out the article for each student. Alternatively, the article is
available inside of google slides.
Lesson Introduction
AS 16
1. Display AS 16 to introduce the focus learning target for
the lesson.
2. Review the point of view lesson. Discuss how through
the 1st person narration the reader learns how Marty
feels about how Judd cares for his dogs.
3. Give students a copy of the Animal Rights Article.
Explain that animal cruelty is a real-life issue, just like it
is an issue for Judd. This is a good time to review how Article
Shiloh is realistic fiction again, explaining how this is an
example of made-up characters with real-life issues).
4. In chapter 4, students read how Marty questions Judd
about the way he treats his animals. Have the
students read the article in partners. Once they’ve
completed the article, use AS 17 to guide student
discussion by either allowing students to discuss the
questions in their partner groups, or bring the class
back together to discuss as a whole. AS 17
AS 18-19
Lesson 4:
5. Using AS 18-19, work together to write down

evidence that Judd may be mistreating his animals,
according to Marty. Students fill out the same
chart on pages 10-11 of the SAP.
6. Before beginning chapter 4, use AS 20 to review
vocabulary words warden and lean-to. Students
record in vocabulary section of their SAP.
(Alternatively or in addition to – See VOCABULARY
EXTENSION of this lesson for more instruction)
AS 20
SAP
Pages
10-11
Lesson Activity
1. Either as a whole group, in partners, or as individuals, have students read chapter 4
of Shiloh.
2. As students read, invite them to add any new learned information about Judd’s
mistreatment of animals to their SAP and on the AS. If students are reading the
chapter individually, direct them to do this on their own, and review as a class at the
end of the lesson.
SAP
Lesson Reflection Page
1. Have students complete the journal response and self 12
evaluation of the learning target on page 12 of their SAP.
2. Add BB pieces to novel bulletin board: vocabulary word
cards: warden, lean-to
Lesson 4:
Learning Target
Students will be able to show their understanding of new words in a
variety of ways including through visual representation, synonyms,
identifying parts of speech, and written in a sentence.
3rd Grade >> L.3.1.I ; L.3.4.D
4th Grade >> L.4.4.C ; L.4.3 ; L.4.5.C
5th Grade >> L.5.4.C ; L.5.5.C
Concept Map Graphic Organizer
Several dictionaries for students to use (optional)
Teacher Preparation
1. Print enough copies of the concept map graphic organizer for each
student. Alternatively, the graphic organizer is available in google slides.
2. Collect dictionaries for each student, or pair of students. (optional)
Teach the Skill
1. Display VAS 5. Introduce the learning VAS 5

standard. Explain that one way we
can remember and full understand new
vocabulary words is to make a
VAS 6
concept map.
2. Display VAS 6. Introduce the format
of a concept map to the students.
With the class, create a concept map
with the word: stoop from yesterday’s
lesson.
3. Display VAS 7 showing the new words
for the next chapter. Have students
look up the words warden and lean-to
in the dictionary as a review of
vocabulary lesson 1 in order to learn
the definitions. VAS 7
Lesson 4:
Practice the Skill Concept Map

Graphic Organizer
1. Provide each student a concept map graphic
organizer and have them create a concept map for
the following words:
• lean-to
• warden
2. Have several students share out their concept maps
with the rest of the class.
3. Have students record the definitions in the vocabulary
section of their SAP, if they haven’t already.

Lesson 5: Exploring Theme
Learning Target
Students will be able to explain what theme is.
Students will be able to identify important themes in Shiloh.
3rd Grade >> RL.3.2 ; RL.3.10
4th Grade >> RL.4.2 ; RL.4.10
5th Grade >> RL.5.2 ; RL.5.10
Bulletin Board (BB) pieces: “What is Theme?” header and definition
card; “Themes Found in Shiloh” cards vocabulary word cards:
nuzzling, unfasten, commence, humble;
Teacher Preparation
2. Optional: View THIS VIDEO to help you think about how to effectively
teach theme.
Lesson Introduction
Note: This lesson may take more than one day
1. Use AS 21 to introduce the focus learning target AS 21

for the lesson.
2. Review the previous lesson on animal rights and
comparing fiction with nonfiction.
3. Have students share their thoughts about what
will happen now that Marty is trying to hide Shiloh
without anyone finding out. Discuss the difficulties
of keeping a secret from everyone.
4. Discuss with students how Marty is in a tough
situation at this point in the story because he
wants to save Shiloh, but it requires him to lie
about where Shiloh is.

Lesson 5: AS 22
5. Display AS 22 to define what theme is.

Help students to see the difference
between theme and main idea.
Students will fill out page 13 of their
SAP using information from the slide.
6. Preview AS 23 and page 14 of the AS 23
SAP. Explain that as they explore the
theme of the book, they will complete SAP
this sheet to help them focus on their Page
thinking. Explain that as they read, 13-14
you want them to think about words or
phrases that come to mind when they
think about the events and characters
central
in the book. message
7. Before having students read, use AS not
24 to review vocabulary words. lesson summary

Students record in the vocabulary moral applies to the story
section of the SAP. (Alternatively or in author’s own beliefs
characters
and events
addition to – See VOCABULARY applied to our own
life
EXTENSION of this lesson for more
instruction)
Lesson Activity AS 24
1. Instruct students to read chapters 5 and 6 of

Shiloh. This can be done individually, in partners, or
as a whole group.
2. After reading, bring the class back together.
Display AS 23 while students open back up to page Sample AS 23
14 of their SAP. Together as a class, review the
major events so far as well as discuss what you’ve
learned about the characters. As you review the honesty separating right from wrong
lies animal rights loyalty
story, have students discuss words or phrases that sacrifice
come to mind when you think about the events of the
honesty is important, but life
story. Some of these words might include: honesty, isn’t always black and white.
once you start telling lies, you have
lies, separating right from wrong, animal rights, to keep covering up with more lies.
it’s difficult to separate right from
wrong.
loyalty (Marty’s struggle with being loyal to the dog, it’s important to protect animal
rights.
or his family), sacrifice (Marty’s sacrifice for the you sometimes have to make
sacrifices for those you are loyal to.
dog). Create as many words or phrases as needed.

3. Record these words and phrases in the “Key Words
& Phrases” box on AS 23 while students do the same
on page 14 of their SAP.
Lesson 5:
Lesson Activity (cont.)
4. Have students decide on 2-3 key words or phrases that stand out the most; the most
important words to represent the whole book so far. Words and phrases can be
combined, if appropriate. Remind students that the theme comes from the central
message that the author is trying to get across to the reader. Explain that the
central message is often rooted in what the author believes and wants the reader to
believe in as well. For example, if “honesty” was a key word, students could write
“The author believes that honesty is important, but life isn’t always black and white.”
The second half of this sentence (the underlined part) becomes a theme for the book.
Using the sentence starter “the author believes that…” helps students to expand a
key word into a theme sentence.
5. Explain that it is important to support the theme
of the book with text evidence. As a class,
choose up to 4 of the strongest themes and
rewrite each theme sentence under the word SAP
“theme” on AS 25. Students will write these Page
theme sentences on page 15 of their SAP. 15
(Choose the themes sentences that have the
most textual evidence from the story.)
6. Have students work individually at their seats to
write text evidence to support any of the themes
in their SAP. Help students as needed.
7. Once all students have had a chance to complete
their graphic organizer, go over each piece of
evidence. Students should record additional
pieces of evidence on page 15 of their SAP as
other students share theirs.
AS 25
Lesson Reflection
SAP Page 16
2. Choose a few students to complete a theme card for
each of the themes found.
cards: nuzzling, unfasten, commences, humble; “What is
Theme?” header and definition card; and theme cards
filled out by students. NOTE: You may want to have
additional theme cards on hard throughout the unit for
any new themes that arise.

Lesson 5:
Learning Target
Students will be able to show their understanding of new words through
visual representation.
3rd Grade >> L.3.4.D
Mental Picture Activity Sheet
Several dictionaries for students to use (optional)
Teacher Preparation
1. Print enough copies of the mental picture activity sheet for each student.
Alternatively, the activity can be accessed in google slides.
2. Collect dictionaries for each student, or pair of students. (optional)
Teach the Skill

VAS 8
1. Display VAS 8. Introduce the learning target. Say:
VAS 9
Sometimes we can remember new words by
visualizing the word.
2. Display VAS 9. Use the word flammable as an
example. If this is a new word to students, look it
up in the dictionary with them. Then, draw an
image in the thought bubble to model this strategy.
3. Introduce the new words on VAS 10. (Use the
dictionaries if needed) VAS 10
Practice the Skill
1. Provide each student with a mental picture activity sheet.

Students will create a visual for each word from the novel
shown on the sheet.
Mental Picture Activity Sheet
Lesson 5:
2. Possible picture ideas for struggling students:

• commences - draw a picture of runner standing at the starting line of a race.
• nuzzling - a dog rubbing his nose against his owner
• unfasten - a seat belt unhooked
• humble - someone praying, a trophy with a line crossing it out (not being too
proud) or several people holding ribbons that all say “1st place.”
3. Have several students share out their mental pictures with the rest of the class.
4. Have students record the definitions in the vocabulary section of their SAP, if they
haven’t already.

Lesson 6: Types of Conflict
Learning Target
Students will be able to describe the four types of conflicts found in
fiction.
Students will be able to give examples of conflict found in Shiloh.
3rd Grade >> RL.3.3 ; RL.3.10
4th Grade >> RL.4.3 ; RL.4.10
5th Grade >> RL.5.3 ; RL.5.10
Bulletin Board (BB) pieces: Types of Conflict” Header with the 4
conflict posters and example cards; vocabulary word cards:
envy, defeated, tuckered and remedy
Teacher Preparation
Lesson Introduction
Note: This lesson may take more than one day
AS 26
1. Use AS 26 to introduce the focus learning
target for the lesson.
2. Review what theme is from the previous lesson.
Refer to bulletin board as needed.
3. Ask students to think back to the major events
so far. ASK: How are the lies that Marty is AS 27
telling to family and friends getting harder and
harder to cover up?
4. Explain that throughout the novel, we have
gotten to know the characters pretty well by
reading the different events in the plot.
5. Discuss how in the plot of a fiction story, we
learn about a character’s struggles and another character a force of nature
challenges. Use AS 27 to introduce students to

the 4 types of conflicts that can be found in a something in the him/herself
community
fictional plot.

SAP Page 17
Lesson 6:
6. Have students use page 17 of their SAP a problem that a character

faces in the story.
to follow along and fill in.
7. Have students turn to page 18 of their
SAP while you display the chart of AS 28. other characters a force of nature
Work together to record the types of

conflicts found already in the plot so far. something in the
community him/herself
Tell students that as they continue to
read today, you want them to continue
AS 28
adding to this chart by recording new
conflicts found in the story.
8. Before having students read chapters 7-
8, review new vocabulary words on AS
29. Have students record word in the
vocabulary section of their SAP.
(Alternatively or in addition to – See
SAP Page 18
VOCABULARY EXTENSION of this lesson
for more instruction)
AS 29
Lesson Activity
1. Have the students read through chapters 7-8 of Shiloh as
a whole class, partners, or individually. Instruct them to
continue to look for the 4 types of conflict found in these 2 SAP Page 19
chapters.
2. When students have completed reading, turn back to AS
28. Add to the list of conflicts already listed with the new
conflicts students read about in chapters 7-8.
3. Ask students to identify the conflicts that they feel have the
greatest effect on the characters in the story and why.
Lesson Reflection
1. Have students complete the journal response and
self evaluation of the learning target on page 19 of
their SAP.
2. Choose a few students to complete a conflict card
for each of the types of conflicts found in the book.
3. Add BB pieces to novel bulletin board: “Types of
Conflict” Header with the 4 conflict posters and
conflict cards completed by students; vocabulary
Bulletin Board
cards: envy, defeated, tuckered and remedy
Pieces
Lesson 6:
Learning Target
Students will be able to show their understanding of new words by relating
them to other words.
3rd Grade >> L.3.5.C
“Shades of Meaning” activity sheet
Teacher Preparation
1. None.
Teach the Skill

VAS 11
1. Display VAS 11. Introduce the learning
target.
2. Display VAS 12 to discuss the concept of
“shades of meaning.” Explain that authors
want to use strong and powerful words in
their writing to help readers understand their VAS 12
story better. Some words are stronger than
others. Discuss the shading continuum on the
slide and discuss how with each word (from
yellow to red) the word conveys a stronger
meaning. Have students share out mental
images that they get from each word. For
example, a person might be frowning if they
are upset, but a person might be red in the
face and sweating if they are enraged.
3. Display the vocabulary words on VAS 13.
Explain that students will be looking at similar
words to the ones on the clip board and then
putting them on to a shading continuum.
VAS 13
Lesson 6:
Practice the Skill

VAS 14-17
1. Provide students with a “Shades of
Meaning” activity sheet. Have them
work individually or in partners putting
each set of words on the continuum. Tell
students to be prepared to discuss the
reasoning for their ordering. Note: The
ordering is subjective and there is not
just one way of ordering the words. See
sample ordering below.
2. Go over each set of words using VAS 14-
17.
3. Have students record the definitions in
the vocabulary section of their SAP, if
they haven’t already.
Sample “Shades of Meaning” Sheet
fix solution cure remedy wishful hopeful jealous envious

desirous
treatment
won defeated sleepy tired weary tuckered drained

succeeded victorious
triumphed

Story Mountain & Critical
Lesson 7: Event
Learning Target
Students will be able to describe the parts of a story mountain.
Students will be able to place specific events from Shiloh on the story
mountain.
3rd Grade >> RL.3.3 ; RL.3.10
4th Grade >> RL.4.3 ; RL.4.10
5th Grade >> RL.5.3 ; RL.5.10
Bulletin Board (BB) pieces: Story Mountain poster with blank event
cards word cards: stroking and hunched
Teacher Preparation
Lesson Introduction
1. Display AS 30 to introduce the focus AS 30
learning target for the lesson. SAP Page 20
2. Review types of conflict from the
previous lesson. Refer to bulletin board
as needed. SAP
3. Discuss the final event that happened in Page
chapter 8 (Marty’s mom found him with 21
Shiloh on the hill). Have students share out
what they think Marty is thinking/feeling
about what will happen next. ASK: Will his
mom be mad? Feel bad for the dog? Will
Marty have to give the dog back? events
4. As a warm-up activity, have students
solved
answer questions on page 20 of their main
problem
SAP. Have a few students share their
responses.
5. Display the story mountain on AS 31. characters wraps up
Have students refer to page 21 in their setting
SAP. AS 31
AS 32
Lesson 7:
5. Explain that a story mountain helps the reader to

see how the main events of the story fit together to
create the larger plot.
6. Now, display the blank story mountain on AS 32
while students turn to page 22 of their SAP.
Discuss the story mountain as it applies to the
events of Shiloh leading up to when Marty’s mom
discovers him with Shiloh. (so far all events should
fit into the “background knowledge” and “rising SAP
action” of the story mountain) and complete the Page
story mountain with students. 22
7. While filling in the story mountain, review any previously taught concepts as you
summarize what has already happened in the plot such as characters (round and
flat), setting, theme, types of conflicts...etc…
8. After completing the first sections of the story mountain, have students turn back to
the last few paragraphs of chapter 8. Discuss with students the importance of
Marty’s mom finding out about Shiloh. ASK: How do you think this this event is going
to effect the rest of the story?
9. Draw students attention to the “critical event/climax” of the story mountain. Explain
that when an event happens in the story that changes the course the main character
is on, this is called a “critical event.” Discuss how Marty’s mom finding out about
Shiloh is the critical event of the story. Have students fill in the critical event section
in their SAP.
10. Explain that today they will be reading chapter 9 to read about how this critical event
is going to change the course of the story.
11. Before having students read, review the vocabulary
words stroking and hunched on AS 33. (There is no
specific vocabulary lesson for these words.) Students
record word in the vocabulary section of their SAP.
AS 33
Lesson Activity
1. Have students read chapter 9 of Shiloh as a whole class, in partners or individually.
Instruct them to look for how Marty’s plans for Shiloh have changed now that his
mom knows about Shiloh.
2. When students have completed reading, discuss how the critical event has changed
the story.
3. Discuss how the plot has thickened as Shiloh has now gotten hurt by the German
shepherd. Have students make predictions about what will happen in chapter 10.
Lesson 7:
Lesson Reflection
SAP Page 23
1. Have students complete the journal response
and self evaluation of the learning target on
2. Invite several students to complete event
cards to be placed on the story mountain.
Assign students which events to record.
3. Add BB pieces to novel bulletin board: Story
Mountain poster with completed event cards;
vocabulary word cards: stroking and hunched

Lesson 8: Unraveling Lies
Learning Target
Students will be able to describe how lies told by the main character are
begin to surface and discuss the impact of those lies.
3rd Grade >> RL.3.3 ; RL.3.10
4th Grade >> RL.4.3 ; RL.4.10
5th Grade >> RL.5.3 ; RL.5.10
post-it notes (one per student)
Bulletin Board (BB) pieces: vocabulary word cards: gunnysack,
obliged, and warble, blank event card
Teacher Preparation
2. Have one post-it note for each student on hand.
Lesson Introduction
AS 34
1. Display AS 34 to introduce the focus learning
target for the lesson. AS 36
2. Give each student 1 post-it note. Have the
students write down one lie that Marty has
had to tell in order to keep Shiloh a secret
and safe. Have students put their post-it
notes up on a board or wall where all can be
seen and read. Overlap any post-it notes
that have the same lie on it. Read off as a
class the different lies that have been told so AS 35
far.
SAP Page 24-25
3. Explain that now that Marty’s family knows
about Shiloh, all the lies are begin to unravel.
4. Display the chart on AS 35-36 while students
turn to page 24-25 of their SAP. Fill in the
first column using the information from post-
it notes.
Lesson 8:
5. Refer to each major lie that Marty told to keep AS 37

Shiloh a secret. Explain that as they read
chapters 10-11, they are going to look for the
different events that unravel the lies that Marty
has told.
6. Before having students read, use AS 37 to
introduce vocabulary words gunnysack, obliged,
and warble. Students record words in the
vocabulary section of their SAP. (Alternatively or
in addition to – See VOCABULARY EXTENSION
of this lesson for more instruction)
Lesson Activity
1. Have students read chapters 10-11 of Shiloh as a whole class, in partners or
individually to fill in the lies chart in their SAP.
2. When students are done reading, bring students back together and discuss how the
lies have been found out by different characters in the book.
3. Review AS 35-36 and fill in the chart based on chapters 10-11.
Lesson Reflection
SAP Page 26
cards: gunnysack, obliged, and warble
3. Add any major events to the story mountain on the BB with
blank cards.
Bulletin Board
Pieces

Lesson 8:
Learning Target
Students will be able to figure out the meaning of new words using context
clues.
3rd Grade >> L.3.4.A
4th Grade >> L.4.4.A
Dictionaries for each student (optional)
Teacher Preparation
1. Have on hand several dictionaries.
VAS 18
Teach the Skill
1. Display VAS 18. Introduce the learning target. Explain
that we don’t always have a dictionary near us to look up
new words, so we need other strategies to help us figure
out unknown words.
2. Display VAS 19 to teach how to use context clues. Use
the sentence “The little boy was so petrified of the bear
at the campsite, that he hid under the bed in the
camper.” Think out loud using the slide to help students
understand how you use the words around the unknown
word to figure out the meaning.
VAS 19
Practice the Skill VAS 20

1. Help teach this concept with AS 20 using the words from
Shiloh.
2. Have students help point out context clues that will help
them. Have the student explain why they chose that
word or phrase.
3. If desired, have students confirm the definitions that
they come up with using dictionaries.
4. Have students record the definitions in the vocabulary
section of their SAP, if they haven’t already.
Lesson 9: Group Discussions
Learning Target
Students will be able to discuss the novel in small groups.

3rd Grade >> SL.3.1 ; SL.3.3 ; SL.3.4 ; SL.3.6
4th Grade >> SL.4.1 ; SL.4.4
5th Grade >> SL.5.1 ; SL.5.3 ; SL.5.4
Discussion Cards (1 set for each small group)
Teacher Preparation
1. Print and cut out 1 set of the discussion cards per small group of 4-5
students. Alternatively, the discussion cards are available in google slides.
Lesson Introduction
1. Display AS 38 to introduce the focus AS 38
learning target for the lesson.
2. Explain to students that so much has
happened in the story that it is time to
pause and discuss all that has happened.
Explain that they will be getting into small
groups to share their thoughts and
feelings about the story so far.
3. To prepare for their group discussion, SAP
give students several minutes and have Page
them use page 27 of their SAP to jot 27
down their thoughts and questions that
they would like to ask their group
members before meeting with their
groups.
4. Use AS 39 to go over guidelines and
expectations for their small group
discussions.
AS 39
Lesson 9:
Lesson Activity Discussion Cards
1. Provide each group with a set of discussion cards to use in

their groups, or have groups view them inside of google slides.
2. Give students several minutes to meet with their group to
complete their discussion. Students should use their notes from
page 27 of the SAP to contribute to their discussions. Monitor
and help out struggling groups who need assistance in keeping
their conversations relevant and continuous.
Lesson Reflection
1. When conversations have wrapped up, bring

students back together. Have groups share out
some of their conversations with the whole class.
If desired, go through some of the discussion
questions to help guide the whole-group discussion.
2. Have students complete the journal response and
self evaluation of the learning target on page 28 of
their SAP.
SAP Page 28

Lesson 10: Character Development
Learning Target
Students will be able to discuss how a character has changed over time.

3rd Grade >> RL.3.3 ; RL.3.10
4th Grade >> RL.4.3 ; RL.4.10
5th Grade >> RL.5.3 ; RL.5.10
Bulletin Board Pieces: “What is Character Development?” header
with definition card and character example cards; vocabulary
word cards: crouching, mournful, padlock, quarrel, and
quaver ; blank event card
Teacher Preparation
1. Prepare bulletin boards pieces listed above. Laminate, if able.
Lesson Introduction
Note: This lesson may take more than one day.
AS 40
1. Use AS 40 to introduce the focus learning target for the
lesson.
2. Quickly review what happened last in chapter 11 with
students.
3. Review the lesson on types of characters (use BB as a
reference) and how we learn more and more about a
character based on how they act and what they say.
Explain that different events in a story can change the way
a character acts and effects what the character says.
4. Read the last 4 paragraphs of chapter 11 and have students share out how Marty’s
mom and sisters are beginning to act differently toward Shiloh. Now that Shiloh is
staying at Marty’s house until he gets better, have students predict how the attitude
toward Shiloh will change with Marty’s family - particularly his dad. (Students can
share out their journal question from chapter 11)

Lesson 10: AS 41
5. Use AS 41 to discuss what character

development is. Have students follow along with
6. Discuss the reasons and ways that a character
may change. influences him or her mind about something
7. Preview the chart of AS 42. Explain that as difficult time actions
students read chapters 12-13, you would like them older and more feel
to focus on how Marty and Marty’s mom and dad mature differently about an issue
change.
8. Before having students read, use AS 43 to
introduce vocabulary words crouched, mournful, SAP Page 29
padlock, quarrel, and quaver. Students record
words in the vocabulary section of their SAP
(Alternatively or in addition to – See
VOCABULARY EXTENSION of this lesson for
more instruction). AS 42 how a character changes from the
beginning of the book to the end of the book
influences him
or her mind about something
difficult time actions

older and more feel
mature differently about an issue
AS 43
Lesson Activity
SAP Page 30
1. Have students open up to page 30 of their SAP.
Before, during, and after reading, students can add to
the character development chart on this page.
Students can even continue to add to this chart after
completing the novel.
2. Have students begin reading chapters 12-13 of Shiloh
as a whole class, in partners, or independently.

Lesson 10:
Lesson Reflection
SAP Page 31
1. If students are reading in partners or independently,
bring class back together to discuss their chart. Use AS
42 to create a master chart on the character
development of Marty, Mom, and Dad. Discuss the
changes that each character has gone through.
3. Add BB pieces to novel bulletin board: “What is Character
Development?” header with definition card and
character example cards; vocabulary word cards:
crouched, mournful, padlock, quarrel, and quaver
4. Add any major events to the story mountain on the BB
with blank cards.
Bulletin Board
Pieces

Lesson 10:
Learning Target
Students will be able to think about new words and use previously taught
strategies to help them learn new words.
3rd Grade >> L.3.4.A ; L.3.4.D
4th Grade >> L.4.4.A; L.4.4.C
5th Grade >> L.5.4.C ; L.5.5.C
“Thinking About New Words” sheet
Enough copies of the book Shiloh for each student.
Dictionaries
Teacher Preparation
1. Make enough copies of the “Thinking About New Words” sheet for each
student.
2. Collect several dictionaries for student use.
3. Ahead of time, you will want to find what page each of the following
vocabulary words are on in chapters 12-13: crouch, mournful, padlock,
quarrel, and quaver. Record these page numbers on VAS 24 where the
students can refer to them. (Depending on the version of the book you
have, they can be on different pages)
VAS 21
Teach the Skill
1. Display VAS 21 to introduce the learning target for the
lesson.
2. Explain that we have learned a few strategies for
figuring out and remembering new words like using a
dictionary, creating a concept map, and using context
clues. We can use one of more of these strategies to
help us, but first we have to think about what we already
know about a word.
3. Display VAS 22 to show the rating scale students should
use to think about new words.
4. Read off each phrase and the strategy that works best
for each stage of understanding.
VAS 22
Lesson 5:
Practice the Skill Thinking About New

Words Activity Sheet
1. Display VAS 23 and have students complete
the word knowledge rating scale on their
“Thinking About New Words” activity sheet for
each vocabulary word.
2. Provide students with the page numbers
where each word can be found on using VAS
24. Then, have students find the words within
the context of the novel.
3. Have students choose at least one vocabulary
strategy (use a dictionary, context clues,
create a mental picture and draw it, or
create a concept map) for each word based VAS 23
on how well they know the word. They will use
this strategy on their activity sheet. For
example, if a student has never heard of the
word crouch before, he/she will look it up in
the dictionary and record the definition on
their sheet. However, if another student
knows the word and can explain it, he/she will
complete the concept map for that word.
4. Have dictionaries available for students who
need it.
5. Have students share out the strategies they VAS 24
used to learn the new words.
6. Have students record the definitions in the
vocabulary section of their SAP, if they
haven’t already.

Character vs. Character:
Lesson 11: Picking a Side
Learning Target
Students will be able to describe the conflict between two major
characters in the novel and then act out the conflict.
3rd Grade >> RF.3.4 ; RL.3.3 ; RL.3.10
4th Grade >> RF.4.4 ; RL.4.3 ; RL.4.10
5th Grade >> RF.5.4 ; RL.5.3 ; RL.5.10
Reader’s Theater Script
Bulletin Board Pieces: vocabulary word cards: camouflage,
snitching, and regulation ; blank event card
Teacher Preparation
1. Print off enough copies of the reader’s theater script for each student.
Alternatively, the script can be viewed inside of google slides.
2. Prepare bulletin board pieces as listed above.
AS 44
Lesson Introduction
lesson.
2. Review with students the types of conflict from lesson 6. AS 45
Refer back to bulletin board as needed. Discuss that
character vs. character has been a major type of conflict
in the novel. Have students look at page 32 in their SAP
while you display AS 45. Together as a class, review some
of the major problems between Judd and Marty. Fill in the
chart together.
3. Have a discussion about how Marty is placed in difficult SAP Page 32
situation now that he has witnessed Judd shooting a deer
out of season. Have students make predictions about what
they think Marty will do.
4. Explain that today, students are going to read chapter 14
and find out about a new conflict between Judd and Marty.
Explain that both Marty and Judd think that they are right in
the conflict. Tell students that you would like them to focus
on how each character wants to handle the problem.
Lesson 11: AS 46
5. Before having students read, use AS 46 to review

vocabulary words camouflage, snitching, and regulation.
Students record words in the vocabulary section of their
SAP. (There is not specific vocabulary lesson for this day.
If desired, have students look up words in dictionary, or
review context clues lesson.)
Lesson Activity
1. Have students read chapter 14 of Shiloh as a whole class, in partners, or
independently to learn about the character vs. character conflict between Judd
and Marty. (Note to teacher: the new conflict is whether or not Marty will tell on
Judd for shooting a deer out of season, or if Judd will let him have Shiloh instead.)
2. After students have read the chapter, provide each student with a Reader’s
Theater Script, or view inside of google slides. Have students get into pairs to
read the script together. The purpose of this activity is to have students practice
fluency and expression to illustrate the conflict between the two characters. AS 47
3. After giving students enough time to read Reader’s
through the script a couple times (each student Theater
should have a chance to play both characters)
have a couple pairs volunteer reading in front
of the class.
4. Also, discuss whether the students think that
Judd and Marty have made a fair deal, or if
Judd is just using Marty and treating him too
harshly.
5. Display AS 47 while students turn to page 33 of
the SAP. Work with students to identify the new SAP
major conflict between Marty and Judd. Record Page
on the slide while students record in their SAP. 33
Lesson Reflection
1. Have students complete the journal Bulletin Board
response and self evaluation of the Pieces
learning target on page 34 of their
SAP.
2. Add BB pieces to novel bulletin board:
vocabulary word cards: camouflage,
snitching, and regulation.
3. Add any major events to the story
mountain on the BB with blank cards. SAP Page 34
Lesson 12: Finding Solutions
Learning Target
Students be able to discuss the solutions to the problems in the novel.
Students will be able to discuss a final theme that arises in the story.

3rd Grade >> RL.3.3 ; RL.3.10
4th Grade >> RL.4.3 ; RL.4.10
5th Grade >> RL.5.3 ; RL.5.10
Anchor slides (AS) 31, 48-51
Student activity packet (SAP) pages 22, 35-37
Bulletin Board Pieces: vocabulary word cards: omission, lame, and
kindling; blank event card, blank theme card
Teacher Preparation
1. Prepare bulletin board pieces as listed above.
Lesson Introduction
AS 48

lesson.
2. Review the previous lesson on the conflict between Judd
and Marty.
3. Revisit AS 31 and review the parts of a story mountain.
Have students volunteer to describe the background,
rising actions, and critical event. Explain that since AS 31
they have read about the critical event in chapter 9, a
lot has happened in Marty’s quest to get Shiloh. Have
students share some of the falling action that has
happened (ex. Marty keeps Shiloh while he’s healing, the
family changes their feelings about having Shiloh, more
and more people have found out about Shiloh...etc…)
Have students return to their own story mountain on
page 22 of their SAP to fill in the falling action of the
story mountain.
SAP Page 22
Sample AS 49
Lesson 12:
4. Next, display AS 49 and explain that Marty is

determined to keep Shiloh forever as his own dog.
Work together to complete this chart. Have students
fill out page 35 of their SAP with examples of how
Marty was determined in previous chapters. Help that anything can be possible if
you have the determination.
students to understand that determination is part of

another theme of Shiloh because throughout the story,
SAP Page 35
Marty worked hard to keep Shiloh safe. Have students
help you craft a new “the author believes” sentence
using the word “determine/determination.”
5. Explain that today as the students read the final
chapter, they will be discovering how Marty’s
determination will lead to the solution of the problem.
6. Preview AS 50 with the chart that students will
complete while reading. Tell students that as they see
more evidence of Marty’s determination, they will fill in
the information on the chart.
5. Use AS 51 to review vocabulary words omission, lame,
and kindling. Students record words in the vocabulary
section of their SAP. (Alternatively or in addition to – AS 51
See VOCABULARY EXTENSION of this lesson for more
instruction).
Lesson Activity
AS 50
1. Have students read chapter Anything can be possible if you
15 of Shiloh as a whole class, have the determination.
in partners, or independently
and record evidence they find
that proves Marty is
SAP
determined. Students record
Page
their evidence on page 36 of
their SAP. 36
SAP Page 37
Lesson Reflection
1. Display AS 50. Create a master chart with evidence of
Marty’s determination.
2. Have a volunteer complete a blank theme card to place on BB.
3. Invite a volunteer to add any event cards for the falling
action and the solution on the story mountain of the BB.
evaluation of the learning target on page 37 of their SAP. Bulletin Board Pieces
Lesson 12:
Learning Target
Students will be able to use context clues to determine the meanings of
new words and eliminate meanings that don’t make sense in the
context of the sentences.
3rd Grade >> L.3.4.A
Teacher Preparation
1. None.
VAS 25
Teach the Skill
1. Display VAS 25. Introduce the learning target. Explain
that one way we can figure out the meaning of a word is
to try several possible meanings in place of the unknown
word to see what makes sense. When we eliminate
definitions that don’t make sense in the sentence, we can
call this “slash the trash.”
Practice the Skill

VAS 26
1. Display VAS 26. Introduce the three new words
from chapter 15; kindle, lame, and omission. Read
the possible 3 choices of what the word could mean.
2. Orally have students use the Word Knowledge Rating
Scale from lesson 6.
3. Read the sentence with the vocabulary word. Have
students plug in the possible definitions provided.
Have an in-depth conversation as to why the
definitions fit or don’t fit. Students should be giving
reasons as to why they chose certain definitions.
4. Have students record the definitions in the
vocabulary section of their SAP.
End of Unit
Novel Projects
& Activities

To Lie or Not to Lie
Access the graphic organizer as
a PDF or in google slides using
Honesty was a major theme in Shiloh. In the icons below.
this activity, students will be defending
whether or not it was right for Marty to lie
about finding and hiding Shiloh.
Students will use the graphic organizer to

bring together their thoughts. They will
write their opinion in the center of the paw
and 4 supporting details to support their
opinion on the outer part of the paw.
There are a number of ways you can
extend this graphic organizer activity:
1. Have a Debate: Divide students up into two teams and give each team a
side to defend:
• Group one will defend the opinion that it was OK to lie because it was
saving Shiloh.
• Group two will defend the opinion that it was NOT OK to lie because
lying is never right.
Have the two groups fill out the graphic organizer together and then
use their organizer to create a poster illustrating their opinion and
support details.
2. Write About it: Students can use their graphic organizer to write a
persuasive writing piece to support their personal opinion about whether
or not it was OK to lie.
3. Create a Poster: Have students use their graphic organizer to create

individual posters that illustrate their opinion. Their poster can be
somewhat of a campaign poster to try to convince others of their
opinion. The poster should include their opinion statement, supporting
details, and illustrations to make their poster come alive. When the
posters are complete, students can get into small groups to share their
posters their classmates.
Board Game Review
Have students review important events, characters, and lessons learned
from the book Shiloh with a small group board game. Download the game
using the PDF icon below.
Assemble the game board by gluing the board pages on the inside of a file
folder and glue the directions on the front of the file folder.
Provide each group with the spinner and question cards, and each player
with any type of moving piece (cube, bingo chip...etc…).

Who Said It?
In this activity, students will read
character quotes from the book and
try to determine which main character
said it. Download the activity using the
PDF icon on the right. There are two
ways to do this activity:
1. Whole Class:
• Cut out and laminate the name cards for each character.
• Tape the name cards on a blank wall or chalk/white board in a
horizontal row with plenty of space in between each name.
• Cut out, laminate, and place all the quote cards on a paper bag.
• Divide students up into teams (3-4 teams are ideal) and give each
team a fly swatter, or some other pointer tool.
• To begin the game, one person from each team holds the fly swatter
standing close to the board at equal distance.
• The teacher reads out a quote from the bag. After the quote is
read in its entirety, the team members holding the fly swatter races
up to the name card and swats the name that tells who said the
quote. The first person to reach the card gets one point for their
team.
2. Partners or Individual Center Activity:

• Cut out and laminate the quote cards.
• Cut out and laminate the character name cards.
• Provide each student with a recording sheet.
• Students line up the character name cards in a row. Then, they read
each quote card and place the card under the correct picture of the
character who said the quote.
• After all of the cards have been placed under the correct character,
students record the number of each quote card in the correct column
on their recording sheet.
• If desired, provide students with the “Answer Sheet” for students to
check their answers.
You May Also Like: Check out these
other reading
units:
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TEACHER GUIDE

Lesson Title Learning Target

Download the observation sheet by clicking on the PDF

Use the space for each

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genre. The story’s events are realistic

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5. Before reading chapter 2, introduce important

1. Explain that today, the students are going to be AS 9

Bulletin Board Pieces

Teach the Skill

1. Display VAS 1 to introduce the learning target.

Practice the Skill

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Bulletin Board Pieces

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Common Core Standards

5. Using AS 18-19, work together to write down

Teach the Skill

1. Display VAS 5. Introduce the learning VAS 5

Practice the Skill Concept Map

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1. Use AS 21 to introduce the focus learning target AS 21

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5. Display AS 22 to define what theme is.

7. Before having students read, use AS not

24 to review vocabulary words. lesson summary

1. Instruct students to read chapters 5 and 6 of

dog). Create as many words or phrases as needed.

Bulletin Board Pieces

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Teach the Skill

Practice the Skill

1. Provide each student with a mental picture activity sheet.

2. Possible picture ideas for struggling students:

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challenges. Use AS 27 to introduce students to

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6. Have students use page 17 of their SAP a problem that a character

Work together to record the types of

Teach the Skill

Practice the Skill

Sample “Shades of Meaning” Sheet

fix solution cure remedy wishful hopeful jealous envious

won defeated sleepy tired weary tuckered drained

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5. Explain that a story mountain helps the reader to

Bulletin Board Pieces

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5. Refer to each major lie that Marty told to keep AS 37

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Practice the Skill VAS 20

Common Core Standards

Lesson Activity Discussion Cards

1. Provide each group with a set of discussion cards to use in

1. When conversations have wrapped up, bring

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Common Core Standards

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5. Use AS 41 to discuss what character

7. Preview the chart of AS 42. Explain that as difficult time actions

difficult time actions