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Calvin Book Club Leader: _Kaitlyn DeWindt Grade: 4 Date: November 28

Subject area ELA Main Focus: The Summer of Riley, Chapters 13-14, Advocating

PREPARATION:

1 Common Core Standard:


CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized
manner, using appropriate facts and relevant, descriptive details to support main
ideas or themes; speak clearly at an understandable pace.

Teaching and Learning Outcomes (Goals. SWBAT):


Students will be able to provide answers to the jeopardy questions about the book and
draw from specific details of the text.
Assessment:
Jeopardy responses.

2 Common Core Standard:


CCSS.ELA-LITERACY.RF.4.4.A
Read grade-level text with purpose and understanding.
Teaching and Learning Outcomes (Goals. SWBAT):
Students will be able to read with expression and accuracy while taking on a character.
Assessment:
Expression and accuracy of reading during readers theatre.

3 Common Core Standard:


CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the
topic.
Teaching and Learning Outcomes (Goals. SWBAT):
Students will be able to explain and summarize chapters 13-14
Assessment:
Summary writing.
Differentiation (UDL)
For content: Summarizing the first half of chapter 13 for the students rather than
having them read it and comprehend it themselves, but also letting them read the
content themselves when we get to chapter 14.
The process: Text presented in storytelling, readers theatre, partner reading, and
teacher reading.
Student outcomes: Oral (reader’s theatre), written (summary worksheet), and visual,
(vocabulary worksheet).

Materials and other preparation


(What do you need to have with you? How will you arrange the
environment? Groupings?)
 Student folders
o Summary worksheet
o Vocabulary worksheet
 Poster
 Vocabulary Words
 Readers theatre scripts (6)
 Laptop for jeopardy
 Colored Pencils
 Tape
 Note Card name tags
 Talking stick
 The Summer of Riley book
 Pencils

CLASSROOM TEACHING:

TEACHER ACTIVITY STUDENT


ACTIVITY
What are
students doing?

Introduction
How are you getting children ready for the upcoming reading? How will you review
previous readings?

 Tell the students that we will play a game of Jeopardy to  Playing the
review what we have read so far in the book since we game and
haven’t read in a long time. taking turns.
 Go to the website:
https://www.playfactile.com/thesummerofriley
 Each student will be on their own team
 Start the game and act as the host, using the dog bone as
microphone.
Development (Process)
 Tell students that we are going to pick up in the middle of
the next chapter for readers theatre but first they must
know what happened before that point in the book.
 “Riley and Grace worked hard to hang up posters
everywhere they could along the street. The next day, all
 Listening
of their signs were down! Guess who it was… Ellis and
Duane! As William and Grace walked down the sidewalk quietly.
handing out flyers to people, it was very clear that most Raising
people had already taken sides on the matter. Some hands with
people crumpled up the flyer and threw it away while questions.
saying mean things like, “your dog is a killer!” and others
were supportive. One women even gave William a
twenty-dollar bill to help him pay for the materials he was
using such as the paper and ink. Just as we think it
couldn’t get any worse, William discovers flyers that Ellis
and Duane made. It had a picture of the Sultan on it with
the caption, “This horse was chased almost to death by a
vicious, unleased dog, name of Riley. Uphold the death
penalty for all dogs that chase our livestock. Call 555-
6432 and demand that the law is obeyed!”. Grace and
William decided that the next step would be a petition.
They walked up and down the streets, and the hallways at
school trying to get people to sign their petition to save
Riley. It is while they are out walking around that they
came across a big crowd, and a lady name Trixie who is a  Writing in
TV broadcaster/news reporter” their
 Hand out the scripts and assign parts. vocabulary
 Introduce vocabulary ant put them on the poster. journals.
o jostling (p. 99): pushing against someone. (used in
readers theatre, last quote by the narrator)
o muddle (p. 105): a confused mess  Either
 Read chapter 14 until the middle of page 110 listening or
 If there is time, have the students partner read the rest of reading with
the chapter, if not much time left, continue reading to the partner
students.

Closure:  Summarizing
Plan the conclusion (reminders, reading, summary… goodbyes). the chapters.
 If there is time, have the students fill out their summary
worksheets on chapters 13-14.
 Thank the students for their hard work and dismiss them
for recess.

(TURN IN YOUR REFLECTIONS ASAP!!)

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