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1. The teacher makes one or two teaching points based on strategies used or neglected during reading.
• Look at the character of Clementine. How would you describe her? Go back to the text and find
specific examples to support your ideas.
• Look at the cause and effect of Margaret cutting her hair. Make a chart to add to in future days.
What are some other effects that might happen as a result of this event? Make predictions what
might happen next to Clementine? To Margaret?
2. Conversation: Would you want to have Clementine as a friend? Why or why not?
Guided Reading Lesson Plan Template
Teacher_________________ Grade____ Date _________Text Clementine Level Q--40
1. The teacher restates title, Clementine, and discusses genre, realistic fiction.
2. The teacher assists the students in activating background knowledge:
• Bring in a dandelion (is possible) or show a picture of one and ask group how this connects to
what we were reading in the first chapter of Clementine.
3. The teacher gives a main idea or establishes a purpose for reading (guiding question).
• Ask the group what it is like to have a younger brother or sister. What problems can having a
sibling sometimes cause? What does it mean if one is called “the easy one” and one is called”the
hard one?” Which one do you think Clementine is? We will find out today.
4. The teacher discusses unfamiliar concepts, vocabulary, and/or text features.
• What are ways that people can color their hair? Is it something that your parents would approve of
or not approve of? What can you predict might happen in the story if Clementine is involved?
3. Students may use Post-it notes, index cards, or organizers to record information or questions.
• While reading, students may use highlighter tape or Post-it notes to mark an unknown word, a point
of confusion, or a "tricky" part in order to revisit after reading.
After Reading - approximately 5 minutes
1. The teacher makes one or two teaching points based on strategies used or neglected during reading.
• Do you agree that Clementine is “the hard one?” Find evidence from the story to support your
opinion.
• Add to the effects of Margaret cutting her hair chart from yesterday. What are some other effects
that might now happen as a result of the new event of coloring Margaret’s hair? Make predictions
what might happen next to Clementine? To Margaret?
2. Conversation: Would you be considered “the hard one” in your family or “the easy one?” Why?
Guided Reading Lesson Plan Template
Teacher_________________ Grade____ Date _________Text Clementine Level Q--40
1. The teacher restates title, Clementine, and discusses genre, realistic fiction.
2. The teacher assists the students in activating background knowledge:
• Bring in a red marker and ask group how this connects to what we were reading in the second
chapter of Clementine.
3. The teacher gives a main idea or establishes a purpose for reading (guiding question).
• Ask the group where is a place they go or a thing that they do when they are upset? In today’s
chapter, we will learn what Clementine does when she gets upset.
6. The teacher reviews reading strategies with students (a visual reference should be posted until
students have them internalized).
• The teacher will remind the students of the strategies they know how to use when they experience
difficulty. The teacher might say, "When you are reading, remember that if you come to words that
you don’t understand, use your strategies to figure them out. You can chunk the word, look for
familiar patterns in the word, or use the context clues around the word to read it."
3. Students may use Post-it notes, index cards, or organizers to record information or questions.
• While reading, students may use highlighter tape or Post-it notes to mark an unknown word, a point
of confusion, or a "tricky" part in order to revisit after reading.
After Reading - approximately 5 minutes
1. The teacher makes one or two teaching points based on strategies used or neglected during reading.
• Do you agree with Margaret’s mother that Margaret should not be left alone with Clementine?”
Why or why not?
• The author always has a purpose for including information. Why did the author include the part
about Clementine and her mother looking out the basement window?
2. Conversation: Why do you think the author included the information about Mrs. Jacobi in this chapter?
Guided Reading Lesson Plan Template
Teacher_________________ Grade____ Date _________Text Clementine Level Q--40
3. The teacher gives a main idea or establishes a purpose for reading (guiding question).
• What are some things you can do to make a friend feel better? Discuss and then connect to the
story. Margaret is feeling bad, so Clementine is going to try to make her feel better—predict what
she might do.
6. The teacher reviews reading strategies with students (a visual reference should be posted until
students have them internalized).
• The teacher will remind the students of the strategies they know how to use when they experience
difficulty. The teacher might say, "When you are reading, remember to listen to yourself read and,
if what you read does not make sense, go back to reread and think about what is happening in the
story."
During Reading - approximately 10-15 minutes
1. Students read Chapter 4-5, pages 45-63, independently
Each student reads at his or her own pace. Students read simultaneously, but not chorally.
2. Post these questions for students to answer while they are reading:
1. Why does Clementine not want to go to school on Wednesday?
2. Why does Clementine ask Principal Rice if she has a tattoo?
3. Why does Clementine describe Margaret’s mouth as the most beautiful place in the world?
4. What lies to Margaret and Clementine tell in these chapters? Why?
3. Students may use Post-it notes, index cards, or organizers to record information or questions.
• While reading, students may use highlighter tape or Post-it notes to mark an unknown word, a point
of confusion, or a "tricky" part in order to revisit after reading.
After Reading - approximately 5 minutes
1. The teacher makes one or two teaching points based on strategies used or neglected during reading.
• Clementine says that she is responsible at the end of chapter 5. Do you agree or disagree? Find
evidence from the chapter to support your opinion.
• Add to the effects of Margaret cutting her hair chart from day 1. Do you think that we are finally
finished with all of the effects or will there be more? Predict what else could happen as a result of
the first event.
2. Conversation topic: Would you want Clementine as a sister? Why or why not?
3. The teacher gives a main idea or establishes a purpose for reading (guiding question).
• Clementine starts the chapter by saying that she has a “spectacularful” idea. It involves Margaret
and her hair, so what do you think it could be? Make a prediction.
6. The teacher reviews reading strategies with students (a visual reference should be posted until
students have them internalized).
• The teacher will remind the students of the strategies they know how to use when they experience
difficulty. The teacher might say, "When you are reading, remember to listen to yourself read and,
if you come to a word that you don’t understand, one strategy to use it to read the words around it
and try to determine the meaning based on the context of the sentence or paragraph."
During Reading - approximately 10-15 minutes
1. Students read Chapter 6, pages 65-79, independently
Each student reads at his or her own pace. Students read simultaneously, but not chorally.
2. Post these questions for students to answer while they are reading:
1. Why does Clementine end up in the office first thing in the morning?
2. What happened at Clementine’s birthday party that upset her?
3. How does Clementine grow a beard?
4. What idea does Clementine have for the Great Pigeon War?
3. Students may use Post-it notes, index cards, or organizers to record information or questions.
• While reading, students may use highlighter tape or Post-it notes to mark an unknown word, a point
of confusion, or a "tricky" part in order to revisit after reading.
After Reading - approximately 5 minutes
1. The teacher makes one or two teaching points based on strategies used or neglected during reading.
• How do you know that Clementine’s dad loves her? What evidence from the story do you have to
support this belief.
• Do you think that Clementine and Margaret are going to stay friends or not? What evidence from
the story do you have to support this belief.
2. Conversation topic: How might you fight the Great Pigeon War?
3. The teacher gives a main idea or establishes a purpose for reading (guiding question).
• Clementine has mentioned Polka Dottie several times. What experiences do you have that you
can relate to regarding Clementine and her cat? How does it feel to lose a pet? What are some
things that you can do to help you feel better? Today we’ll see what happens with Clementine and
her feelings about her cat.
4. The teacher discusses unfamiliar concepts, vocabulary, and/or text features.
• A Black Hole is a concept from outer space that is used to refer to a place where things can get
sucked in and never return. Why might Clementine’s dad use this phrase to refer to her bedroom?
• Psychological warfare—discuss the word psychology as the study of the mind (look at baseword
and suffix) and think about this in relation to the pigeon war. How might her dad try to mess with
the pigeons’ minds?
6. The teacher reviews reading strategies with students (a visual reference should be posted until
students have them internalized).
• The teacher will remind the students of the strategies they know how to use when they experience
difficulty. The teacher might say, "When you are reading, remember to monitor the meaning by
synthesizing the material. You can say to yourself, That makes me think of….or I know that
because….."
3. Students may use Post-it notes, index cards, or organizers to record information or questions.
• While reading, students may use highlighter tape or Post-it notes to mark an unknown word, a point
of confusion, or a "tricky" part in order to revisit after reading.
After Reading - approximately 5 minutes
1. The teacher makes one or two teaching points based on strategies used or neglected during reading.
• What have you learned about Clementine’s relationship with her parents? What conclusions can
you draw based on the events of this chapter?
2. Conversation topic: What is a phrase you could use to describe your bedroom?
3. The teacher gives a main idea or establishes a purpose for reading (guiding question).
• In this chapter, Clementine starts by feeling bad for herself because she has nothing to do on
Saturday, then feels great because she helped her dad, but finally feels bad again because she
used something that doesn’t belong to her. When reading today, look for the ways that
Clementine’s feelings change in the story and what causes each shift.
6. The teacher reviews reading strategies with students (a visual reference should be posted until
students have them internalized).
• The teacher will remind the students of the strategies they know how to use when they experience
difficulty. The teacher might say, "When you are reading, remember to listen to yourself read and,
if what you read does not make sense, go back to reread and think about what is happening in the
story."
During Reading - approximately 10-15 minutes
1. Students read Chapter 8, pages 93-107, independently
Each student reads at his or her own pace. Students read simultaneously, but not chorally.
2. Post these questions for students to answer while they are reading:
1. What does Clementine do during the day while she waits for the picture to be ready?
2. What is her plan with the picture of Polka Dottie?
3. How does Clementine help her dad?
4. What causes Clementine to feel bad at the end of the chapter?
3. Students may use Post-it notes, index cards, or organizers to record information or questions.
• While reading, students may use highlighter tape or Post-it notes to mark an unknown word, a point
of confusion, or a "tricky" part in order to revisit after reading.
After Reading - approximately 5 minutes
1. The teacher makes one or two teaching points based on strategies used or neglected during reading.
• What surprised you about Clementine’s plan to help her dad with the pigeons? What does this tell
us about her?
• What conclusions can you draw about Clementine’s mother based on her actions in this chapter?
2. Conversation topic: How does the author show you that Clementine is good at math?
3. The teacher gives a main idea or establishes a purpose for reading (guiding question).
• What are some things that you can do to make up with someone you are having an argument with?
In this chapter, we will see how Clementine tries to make up with Margaret. As always, she has the
best intentions but she doesn’t always think of the effects of her actions.
3. Students may use Post-it notes, index cards, or organizers to record information or questions.
• While reading, students may use highlighter tape or Post-it notes to mark an unknown word, a point
of confusion, or a "tricky" part in order to revisit after reading.
After Reading - approximately 5 minutes
1. The teacher makes one or two teaching points based on strategies used or neglected during reading.
• Do you think that Margaret and Clementine have made up? What evidence supports this opinion?
• What do you predict will happen in the last chapter? What do you base your opinion on?
2. Conversation topic: What items would you have put on Margaret’s hat? What would you have kept
off?
3. The teacher gives a main idea or establishes a purpose for reading (guiding question).
• What are some things that you think Clementine should change about herself? Think about all of
the things that she did or that she got in trouble for in the story and think about how she could act
differently.
6. The teacher reviews reading strategies with students (a visual reference should be posted until
students have them internalized).
• The teacher will remind the students of the strategies they know how to use when they experience
difficulty. The teacher might say, “When you are reading, remember to ask yourself questions to
help you make inferences about what you read. Think about why the author has included certain
details and what clues this gives us about the story.”
During Reading – approximately 10-15 minutes
1. Students read Chapter 10, pages 121-136, independently
Each student reads at his or her own pace. Students read simultaneously, but not chorally.
2. Post these questions for students to answer while they are reading:
1. How does Clementine try to convince her parents to keep her?
2. What do you think are funniest 2 things she finds under her bed?
3. Why did her parents say “one is all we need”?
4. How does Clementine react to the surprise?
3. Students may use Post-it notes, index cards, or organizers to record information or questions.
• While reading, students may use highlighter tape or Post-it notes to mark an unknown word, a point
of confusion, or a "tricky" part in order to revisit after reading.
After Reading - approximately 5 minutes
1. The teacher makes one or two teaching points based on strategies used or neglected during reading.
• Do you think that Clementine has changed at the end of the story? What evidence can support
your opinion?
2. Conversation topic: There is a second book about Clementine called The Talented Clementine.
Would you want to read it? Why or why not?