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GRES: 4th Grade.

Lesson Plans for Book Club: Snow Treasure

Teacher: ____Joline Andrews______________________ Date__Monday 4/11___ 10:40 11:40 (60 min.)


Preparation: Objectives, Common Core Standards, Assessment, Differentiation and Materials.
Time
Objectives

Students will:
1. Meet with their group for the first time
and create a contract together.
2. Fill out an interest survey
3. Demonstrate understanding of the
novels time period in discussion.
Discuss what is known about Norway
and World War II

1.

Assessment

NOTE: ASSESSMENT ITEMS MATCH


OBJECTIVES
1. Contract is written and posted.
2. Observe children writing and
sharing their responses to the
interest survey.
3. Participation in discussion shows
comprehension.

Differentiation:
Written contract supports comprehension and
will serve as a visual reminder of the rules
Students will be supported to demonstrate
their current knowledge through group
discussion

Students will write at their own level in


response to the interest survey

Materials
and site

Novel, nametags, markers, chart paper for


contract, marker, computer powerpoint,
lined paper for interest survey, pencils,
folders for students.

Students will sit on the floor in a circle. We will


need a place to put our chart paper.

Teacher Actions
Because this is the first session teacher
and children need to learn about each other.
1. Welcome the students, introduce self,
have student make name cards.
2. Do name/animal/food ice breaker (My
name is Miss Joline and I like jaguars
and jelly beans). Give out the interest
survey. Ask children to fill it out. Then
go around the circle; each child invited
to tell about one of the categories.
3. Create a contract: How well do our
Book Club

Student Activity

2.

CCSS.ELA-Literacy.SL.4.1b. Follow agreed-upon


rules for discussions and carry out assigned roles.
CCLL.ELA-Literacy.SL.5.1.Engage effectively in a
range of collaborative discussions with diverse partners
on grade 4 topics and texts, building on others ideas
and expressing their own clearly.

Teaching Plan
Section
Introductory

Motivation
Introduction
to the unit and
engaging
students
interest

4. Ask students what they know about the


novel, Norway and World War II.
5. Introduce the context of the book.
Power point, maps, pictures.
6. After presentation each child writes two
questions on a piece of paper

1. Students make their nametags.


2. Children participate in ice breaker and then
fill out the interest survey. With the
teachers help, they each give one of their
answers and explain it a little.

Time

3
15

3. Students discuss 3-5 behaviours &


dispositions that will help make the book
club a good time of reading, talking and
learning for everyone.
4. Children discuss current knowledge.
5. Children seat themselves so they can see the
laptop screen
6. Children discuss the presentation, ask and
answer questions; make comments.

5
10
7

Development

Closing and
dismissal

7. Distribute the novel.


8. Ask child to find the author of the book.
9. Give a little more information about the
author. A picture; a quirky thing you
have found out about the author; other
books and/or awards received for
writing (take a minute or less).
10. Child locates publisher? (be sure you
have the answer too! Note publish/
copy-right. Date; how often printed.
11. Give the children their folders.
Children personalize. Name of novel,
author and their own names

7. Children receive the novel.


8. Children read the name of the author.
9. Children learn about the author snapshot.

1
1
1

10. Children find the name of the publisher.


Together look at the copyright page.

12. Collect folders, nametags, and texts.


Express appreciation. Dismiss precisely
at 11:40.

12. Children return materials and return


themselves to their classrooms

Lesson Plans for Book Club: Write the novel name

11. Children receive their notebooks.

GRES: 4th Grade.

Teacher: _Joline Andrews______________________ Date__Monday 4/18___ 10:40 11: 40 (60 min.)


Preparation: Objectives, Common Core Standards, Assessment, Differentiation and Materials.
Time
Objectives

Students will:
4. Start a vocab book for new words from
the reading Scandanavian, fjord,
bullion, krone and be able to use them
correctly in conversation and writing.
5. Start to identify characters and main
events
6. Make sensible predictions

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.
CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to
support comprehension.
CCSS.ELA-LITERACY.W.4.1
Write opinion pieces on topics or texts,
supporting a point of view with reasons and
information.

CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and
texts, building on others' ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly
from a range of strategies.
Differentiation:
Group discussion supports weaker reading
comprehension.

Graphic organizers support visual learners


and comprehension

Varied ways of reading helps support


different levels of readers.

Assessment

NOTE: ASSESSMENT ITEMS MATCH


OBJECTIVES
4. Vocab book definitions are
accurate, students can use the words
in conversation.
5. Participation in discussion will
show whether they can do this
6. Justification for predictions shows
how sensible their predictions are

Materials
and site

Novel, pencils, chart paper (2)


folders (with childs name, book, author and
publ.date entered), note cards for vocab

Chairs arranged around the table

Teacher Actions
12. Lead review about what we did last time
(contract, intro powerpoint)

Student Activity

Teaching Plan
Section
Introductory

13. Ask what the students know about the


book we will be reading
Motivation
Introduction
to the unit and
engaging
students
interest

14. Finish decorating folders


15. Ask students about their experiences
sledding biggest hill, longest time
spent sledding, how heavy the sled is,
how they get to the top of the hill.
16. Tell students that as we read, were
going to be hearing a lot about sledding.
Tell students that as I read, they will be
following along in their books and
writing down questions they have on
sticky notes. We will be keeping a list
of characters too, so each time they hear
about a new character, we will stop and
write it down.

13. Students review the contract and what they


learned about Norway and WWII
14. Students answer

Time
3
2

15. Finish decorating folders

16. Students share

17. Students take sticky notes and prepare

Development

18. Read the first chapter.

17. Students follow along in their book

19. Introduce Scandinavian and fjord.


Show map of Scandinavia and a picture
of a fjord.

18. Students write the word and definition, and


draw a picture

20. Go around the circle.


-What questions do you have about what I

19. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

read?
-Who do you think the main character is?
Why?
-Why do you think uncle Victor is acting
strange?
-Why do you think Mr. Lundstrom left as
soon as he heard his brother was back

21. What was the main event? Write it


down on the summary chart. Who were
the characters? Write it down on the
character chart.

20. Students share.

22. Tell students we will take turns reading


chapter 2. This time we will just go in a
circle and read a page each.

21. Students read chapter 2

23. Discuss bullion and krone. Show


pictures.

22. Students write down bullion and krone, draw


pictures, and write definitions.

24. Draw attention to the illustration in the


book. What do you notice? What do you
wonder? How do you think Peter feels?
Why?

23. Students answer

25. What was the main event? Write it


down on the summary chart. Who were
the characters? Write it on the character
chart.

24. Students share

26. Read chapter 3 assigned characters

25. Students read. Peter, Mother, Father, Lovisa,


Uncle Victor, Mr. Anders
26. Students answer

27. Students answer and create a poster.

27. What was the main event? Write it


down on the summary chart. Who were
the characters? Write it on the character
chart.

Closing and
dismissal
Reflections

28. What does defense mean? What do we


think the defense club is? What will
they do? Do you have any questions
about what we read? Lets make a
banner for the defense club. You can
make a poster for it with a drawing or
symbol. Be sure to include a description
of what they will do.
29. Collect notebooks and texts. Express
appreciation. Dismiss at 11:40

18. Children return notebooks and texts and


then go back to their classrooms

Lesson Plans for Book Club: Snow Treasure

GRES: 4th Grade.

Teacher: _Joline Andrews______________________ Date__Wednesday 4/20___ 10:40 11: 40 (60 min.)


Preparation: Objectives, Common Core Standards, Assessment, Differentiation and Materials.
Time
Objectives

Students will:
7. Start a vocab book for new words from
the reading Scandanavian, fjord,
bullion, krone and be able to use them
correctly in conversation and writing.
8. Start to identify characters and main
events
9. Make sensible predictions

1. CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly
from a range of strategies.
2. CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
2. CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
3. 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. CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to
support comprehension.

Assessment

NOTE: ASSESSMENT ITEMS MATCH


OBJECTIVES
7. Vocab book definitions are
accurate, students can use the words
in conversation.
8. Participation in discussion will
show whether they can do this
9. Justification for predictions shows
how sensible their predictions are

Differentiation:
Group discussion supports weaker reading
comprehension.

Graphic organizers support visual learners


and comprehension

Varied ways of reading helps support


different levels of readers.

Materials
and site

Novel, pencils, chart paper (2)


folders (with childs name, book, author and
publ.date entered), note cards for vocab

Chairs arranged around the table

Teacher Actions
28. Lead review about what happened last
time.
29. Tell students to think about their
experiences in a club. Whos in charge?
Why? What does being in charge mean?

Student Activity
30. Students write down a one or two sentence
review.
31. Students think and reflect.

Time
3

32. Students take sticky notes and prepare

Teaching Plan
Section
Introductory
Motivation
Introduction
to the unit and
engaging
students
interest

30. Tell students that as we read, we will be


writing down questions they have on
sticky notes. We will also be looking for
main events.

Development
33. Discuss vocab words krone,
appoint, and confidentially. Tell
students to raise their hands if they see
them as we read.

31. Students write the words and definition, and


draw a picture

34. Read chapter 3 assigned characters:


-Peter
-Mrs. Lundstrom
-Mr. Lundstrom
-Lovisa
-Uncle Victor
-Mr. Anders

32. Students read when their assigned character


is reading.

35. What does defense mean? What do we


think the defense club is? What will
they do? Do you have any questions
about what we read?

33. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

36. Read chapter 4 partners


I will pair slower readers with faster
readers, and I will read with one
student.

34. Read in partners

37. Do you have any questions?

35. Ask questions and answer each others


questions.

38. Read chapter 5 popcorn

36. Students read when called upon. The rest of


the students follow along.

39. What do you think the ship, the tree, etc


look like? Draw them (if we have time)

37. Discuss landforms and draw.

40. Read chapter 6 silent reading

38. Students read to themselves

41. What was the main event this session?


Why do you think everything was
blacked out? How would that make you
feel?

39. Students write a one to three sentence


summary of what happened in what weve
read today. Students discuss questions and
share answers.

42. If theres time, read chapter 7 teacher


reads

40. Students follow along.

43. What do you think will happen to Uncle


Victor? Will he be safe? Would you
want to be in that situation or have a
loved one in that situation?

41. Students think and discuss

7
2-5

7
3

Closing and
dismissal
Reflections

44. Collect notebooks and texts. Express


appreciation. Dismiss at 11:40

Lesson Plans for Book Club: Snow Treasure

18. Children return notebooks and texts and


then go back to their classrooms

GRES: 4th Grade.

Teacher: _Joline Andrews______________________ Date__Monday 4/24___ 10:40 11: 40 (60 min.)


Preparation: Objectives, Common Core Standards, Assessment, Differentiation and Materials.
Time
Objectives

Students will:
10. Continue their vocab book, adding
shrubbery, sepulchers, lashing and be
able to use them correctly in
conversation and writing.
11. Read chapters 6-10
12. Summarize main events and discuss the
texts themes
13. Make evidence based predictions

1. CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly
from a range of strategies.
2. CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to
support comprehension.
3. CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
3. CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
4. 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.

Assessment

NOTE: ASSESSMENT ITEMS MATCH


OBJECTIVES
10. Vocab book definitions are
accurate, students can use the words
in conversation.
11. Reading as a group and individually
12. Participation in discussion will
show whether they can do this
13. Justification for predictions shows
how sensible their predictions are

Differentiation:
Group discussion supports weaker reading
comprehension.

Graphic organizers support visual learners


and comprehension

Varied ways of reading helps support


different levels of readers.

Materials
and site

Novel, pencils, chart paper,


folders, note cards for vocab

Chairs arranged around the table

Teacher Actions
42. Lead review about what happened last
time.
43. Tell students to think about what they
would do in a similar situation how
would they move the gold? Would you
want to be president of the defense
club?

Student Activity
45. Students write down a one or two sentence
review.
46. Students think and reflect.

44. Tell students that as we read, we will be

47. Students take sticky notes and prepare

Teaching Plan
Section
Introductory
Motivation
Introduction
to the unit and
engaging
students
interest

Time
3
2

looking for ways that Peter acts like a


leader or the kids show bravery. We can
write these down on sticky notes.
Development

Closing and
dismissal
Reflections

48. Introduce vocabulary words

45. Students write the words and definition, and


draw a picture

49. Read chapter 6 audio recording, start


at 42:00

46. Students read when their assigned character


is reading.

50. Why do you think everything was


blacked out? How would that make you
feel? Why does Uncle Victor say there
isnt a day to lose?

47. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

51. Read chapter 7 silent reading

48. Read in silently

52. What do you think will happen to Uncle


Victor? Will he be safe? How would
you feel if you were in that situation or
have a loved one in that situation?

49. Students think and discuss.

53. Read chapter 8 and 9 readers theatre

50. Students read their assigned part Lovisa,


Michael, Peter, Helga, Per Garson, Narrator

12

54. Why was Per Garson making the crazy


tracks in the snow? From what you
know about the town, do you think their
plan will work? Why or why not?

51. Students answer

55. Read chapter 10 teacher reads


demonstrate goose-stepping

52. Students follow along

56. The kids discuss three choices before


going down the hill. Which would you
have chosen? Why?

53. Students answer

57. Collect notebooks and texts. Express


appreciation. Dismiss at 11:40

Lesson Plans for Book Club: Snow Treasure

18. Children return notebooks and texts and


then go back to their classrooms

GRES: 4th Grade.

Teacher: _Joline Andrews______________________ Date__Monday 5/10___ 10:40 11: 40 (60 min.)


Preparation: Objectives, Common Core Standards, Assessment, Differentiation and Materials.
Time
Objectives

Students will:
14. Continue their vocab book, adding
epidemic and quarantine and be able to
use them correctly in conversation and
writing.
15. Read chapters 16-19

1. CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly
from a range of strategies.
2. CCSS.ELA-LITERACY.RF.4.4

16. Summarize main events and discuss the


texts themes
17. Make evidence based predictions

Read with sufficient accuracy and fluency to


support comprehension.
3. CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
3. CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
4. 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.

Assessment

NOTE: ASSESSMENT ITEMS MATCH


OBJECTIVES
14. Vocab book definitions are
accurate, students can use the words
in conversation.
15. Reading as a group and in partners
16. Participation in discussion will
show whether they comprehend
17. Finding evidence in the text for
predictions shows how sensible
their predictions are

Differentiation:
Group discussion supports weaker reading
comprehension.

Graphic organizers support visual learners


and comprehension

Varied ways of reading helps support


different levels of readers.

Materials
and site

Novel, pencils, chart paper,


folders, note cards for vocab

Chairs arranged around the table

Teacher Actions
54. Lead review about what happened in
Chapters 14-15, which they read for
silent reading. Per Garson, being old,
predicted rain based on the way his
body felt. What would happen if it
snowed? (their plan would be ruined,
theyd be out of snow to finish the runs
of gold) Why did Per Garsons mood
suddenly improve? (his body told him
the rain would turn to snow). Why did
they take a few days off from sled runs?
(too much snow, too cold). Who made
all the snowshoe tracks? Why? (Ole and
Miles, to throw off the Nazis). Why was
the German commandant grumpy? (the
barracks had been damaged in the
storm. What was the last thing the
commandant said to Peter? (go back to
school). What would that mean? (no
more sled runs). How would you feel?

Student Activity
58. Students discuss review questions and fill out
a chain of events worksheet.

Time
6

55. Ask students to think about what they


would do in the situation how they
would solve the problem

59. Students think and reflect.

Teaching Plan
Section
Introductory

Motivation
Introduction
to the unit and
engaging
students

interest

56. Tell students that as we read, we will be


looking for ways that the people of
Riswyk work together to solve the
problem

60. Students prepare

61. Read chapter 16 assigned characters


German soldier Elise
Peter Madison
Mrs. Lundstrom Hanna
Dr. Aker Sofia
Narrator Hanea

57. Students follow along and read their assigned


part

62. Introduce vocabulary word epidemic.

58. Students write down definition and draw


picture

63. Would you have thought of creating an


epidemic? Do you predict this will
work? Why or why not?

59. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

64. Read chapter 17 partner reading.


Madison and Sofia
Hanea and Hanna
Elise and Me
While were reading, think of a question
youd like to ask your partner it can be
about something that happened or it can
go deeper what they think or how they
feel about something that happened or
might happen.

60. Students read with their partner share


thoughts and develop questions. They ask
and answer each others questions

10

65. Define the word quarantine

61. Students write definition and draw a picture

66. How would you have handled the


conversation with the German doctor if
you were Dr. Aker? Would you have
been nervous? Why do you think
theyre feeling watched?

62. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

67. Read chapter 18 teacher reads

63. Students follow along

68. Why do you think the German soldier is


there? Whats going to happen? Why do
you think that?

64. Students make predictions, using the text as


evidence to support their predictions.

69. Read chapter 13 popcorn

65. Students follow along and read when they


are called on

70. Did your prediction come true? Where


do you think the German soldier went?
Why was he there? Would you go out
after curfew?

66. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

Development

Closing and
dismissal
Reflections

71. Collect notebooks and texts. Express


appreciation. Dismiss at 11:40

18. Children return notebooks and texts and


then go back to their classrooms

Lesson Plans for Book Club: Snow Treasure

GRES: 4th Grade.

Teacher: _Joline Andrews______________________ Date_ Wednesday 5/2___ 10:45 11: 45 (60 min.)
Preparation: Objectives, Common Core Standards, Assessment, Differentiation and Materials.
Time
Objectives

Students will:
18. Continue their vocab book, adding
eagerly and absurd and be able to use
them correctly in conversation and
writing.
19. Read chapters 20-23 readers theatre,
audio, popcorn
20. Summarize main events and discuss the
themes of chapters 20-23
21. Make evidence based predictions about
the events in chapters 20-23

1. CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly
from a range of strategies.
2. CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to
support comprehension.
3. CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
3. CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
4. 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.

Assessment

NOTE: ASSESSMENT ITEMS MATCH


OBJECTIVES
18. Vocab book definitions are
accurate, students can use the words
in conversation.
19. Reading as a group and in partners
20. Participation in discussion will
show whether they comprehend the
text
21. Finding evidence in the text for
predictions shows how sensible
their predictions are

Differentiation:
Group discussion supports weaker reading
comprehension.

Graphic organizers support visual learners


and comprehension

Varied ways of reading helps support


different levels of readers.

Materials
and site

Novel, pencils, chart paper,


folders, note cards for vocab

Chairs arranged around the table

Teacher Actions
67. Lead review about main events that
happened last session the Norwegians
made up an epidemic, Dr. Aker talked
to the Germans about it so the kids
wouldnt have to return to school, the
kids feel like theyre being watched,
they see a German soldier, Herr Holm
went out past curfew to see Mrs.
Lundstrom to get word to Uncle Victor
about the kids being watched. Mrs.

Student Activity
72. Students review what happened last session.

Teaching Plan
Section
Introductory

Time
3

Lundstrom decides to go down to the


beach to find Uncle Victor.
Motivation
Introduction
to the unit and
engaging
students
interest

68. Ask students to think about whats


going to happen now that Mrs.
Lundstrom is going down past the
Germans too. Will they find Uncle
Victor? Will the Nazis be suspicious?

73. Students think and reflect.

69. Tell students that as we read, we will be


looking for ways that the people of
Riswyk work together to solve the
problem .

74. Students prepare

75. Read chapter 20 readers theatre


Narrator 1: Joline
Narrator 2: Madison
Peter: Elise
Mrs. Lundstrom: Hanna
Uncle Victor: Sophia
Commandant/Rolls: Hanea

70. Students follow along and read their assigned


part

76. Break from reading who do you think


is talking? Why do you think that? If
you were Mrs. Lundstrom, would you
be able to ignore the Commandant?

71. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

72. Students follow along and read their assigned


part

Development

77. Read chapter 21 readers theatre


Narrator 1: Joline
Narrator 2: Madison
Peter: Elise
Mrs. Lundstrom: Hanna
Uncle Victor: Sophia
Commandant/Rolls: Hanea

10

73. Students write down definition and draw


picture

79. Last time we made predictions about


who was watching the kids. Did your
prediction come true? Knowing what
you know now, would you change it?
Why would someone be watching
them?

74. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

80. Read chapter 22 audio. Start at


2:51:50

75. Students follow along in their books.

81. What do you think the person was doing


in the Holms barn? Do you think the
German knows what theyre up to?
What would you say to him if you were
Peter right now?

76. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

82. Read chapter 23 - popcorn

77. Students follow along and read when theyre

78. Introduce vocabulary word eagerly.

called on.

Closing and
dismissal

83. Introduce vocabulary word - absurd

78. Students write definition and draw a picture

84. Do you think the soldier is telling the


truth? Why or why not?

79. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

85. Assign chapters 24 and 25 for in-class


silent reading. Collect notebooks and
texts. Express appreciation. Dismiss at
11:45

14. Students take sticky note with assignment


and put it in their books. Children return
notebooks and texts and then go back to their
classrooms

2
3

Reflections

Lesson Plans for Book Club: Snow Treasure

GRES: 4th Grade.

Teacher: _Joline Andrews______________________ Date_ Wednesday 5/2___ 10:45 11: 45 (60 min.)
Preparation: Objectives, Common Core Standards, Assessment, Differentiation and Materials.
Time
Objectives

Students will:
22. Continue their vocab book, adding
eagerly and absurd and be able to use
them correctly in conversation and
writing.
23. Read chapters 20-23 readers theatre,
audio, popcorn
24. Summarize main events and discuss the

1. CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly
from a range of strategies.
2. CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to
support comprehension.

themes of chapters 20-23


25. Make evidence based predictions about
the events in chapters 20-23

3. CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
3. CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
4. 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.

Assessment

NOTE: ASSESSMENT ITEMS MATCH


OBJECTIVES
22. Vocab book definitions are
accurate, students can use the words
in conversation.
23. Reading as a group and in partners
24. Participation in discussion will
show whether they comprehend the
text
25. Finding evidence in the text for
predictions shows how sensible
their predictions are

Differentiation:
Group discussion supports weaker reading
comprehension.

Graphic organizers support visual learners


and comprehension

Varied ways of reading helps support


different levels of readers.

Materials
and site

Novel, pencils, chart paper,


folders, note cards for vocab

Chairs arranged around the table

Teacher Actions
80. Lead review about main events that
happened last session the Norwegians
made up an epidemic, Dr. Aker talked
to the Germans about it so the kids
wouldnt have to return to school, the
kids feel like theyre being watched,
they see a German soldier, Herr Holm
went out past curfew to see Mrs.
Lundstrom to get word to Uncle Victor
about the kids being watched. Mrs.
Lundstrom decides to go down to the
beach to find Uncle Victor.

Student Activity
86. Students review what happened last session.

Time
3

81. Ask students to think about whats


going to happen now that Mrs.
Lundstrom is going down past the
Germans too. Will they find Uncle
Victor? Will the Nazis be suspicious?

87. Students think and reflect.

82. Tell students that as we read, we will be


looking for ways that the people of
Riswyk work together to solve the
problem .

88. Students prepare

Teaching Plan
Section
Introductory

Motivation
Introduction
to the unit and
engaging
students
interest

Development
89. Read chapter 20 readers theatre
Narrator 1: Joline
Narrator 2: Madison
Peter: Elise
Mrs. Lundstrom: Hanna
Uncle Victor: Sophia
Commandant/Rolls: Hanea

83. Students follow along and read their assigned


part

90. Break from reading who do you think


is talking? Why do you think that? If
you were Mrs. Lundstrom, would you
be able to ignore the Commandant?

84. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

85. Students follow along and read their assigned


part

91. Read chapter 21 readers theatre


Narrator 1: Joline
Narrator 2: Madison
Peter: Elise
Mrs. Lundstrom: Hanna
Uncle Victor: Sophia
Commandant/Rolls: Hanea

86. Students write down definition and draw


picture

93. Last time we made predictions about


who was watching the kids. Did your
prediction come true? Knowing what
you know now, would you change it?
Why would someone be watching
them?

87. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

94. Read chapter 22 audio. Start at


2:51:50

88. Students follow along in their books.

95. What do you think the person was doing


in the Holms barn? Do you think the
German knows what theyre up to?
What would you say to him if you were
Peter right now?

89. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

96. Read chapter 23 - popcorn

90. Students follow along and read when theyre


called on.

97. Introduce vocabulary word - absurd

91. Students write definition and draw a picture

98. Do you think the soldier is telling the


truth? Why or why not?

92. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

92. Introduce vocabulary word eagerly.

Closing and
dismissal

10

99. Assign chapters 24 and 25 for in-class


silent reading. Collect notebooks and
texts. Express appreciation. Dismiss at
11:45

14. Students take sticky note with assignment


and put it in their books. Children return
notebooks and texts and then go back to their
classrooms

Reflections

Lesson Plans for Book Club: Snow Treasure

GRES: 4th Grade.

Teacher: _Joline Andrews______________________ Date_ Monday 5/9___ 10:45 11: 45 (60 min.)
Preparation: Objectives, Common Core Standards, Assessment, Differentiation and Materials.
Time
Objectives

Students will:
26. Continue their vocab book, adding
submit and sodden and be able to use
them correctly in conversation and
writing.
27. Read chapters 26-29 assigned
characters, partner read, teacher reads,
popcorn
28. Summarize main events and discuss the
themes of chapters 26-29
29. Make evidence based predictions about
the events in chapters 26-29

1. CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly
from a range of strategies.
2. CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to
support comprehension.
3. CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem
from details in the text; summarize the text.
3. CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
4. 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.

Assessment

NOTE: ASSESSMENT ITEMS MATCH


OBJECTIVES
26. Vocab book definitions are
accurate, students can use the words
in conversation.
27. Reading as a group and in partners
28. Participation in discussion will
show whether they comprehend the
text
29. Finding evidence in the text for
predictions shows how evidencebased their predictions are

Differentiation:
Group discussion supports weaker reading
comprehension.

Graphic organizers support visual learners


and comprehension

Varied ways of reading helps support


different levels of readers.

Materials
and site

Novel, pencils, chart paper,


folders, note cards for vocab

Chairs arranged around the table

Teacher Actions
93. Lead review about main events that
happened last session Mrs. Lundstrom
and Peter find the Cleng Peerson and go
on it to talk to Uncle Victor about the
German soldier Peter saw, Uncle Victor
tells them to keep the gold coming
because he wants to leave soon, Holms
saw the German soldier lurking around
their barn, the women and children

Student Activity
100.
Students review what happened last
session, write a one or two sentence
summary.

Teaching Plan
Section
Introductory

Time
5

starting taking gold down too, a German


soldier approaches Peter as hes making
the snowman on top of some buried
gold, Uncle Victor and Rolls capture
him and take him on the ship, the
German soldier is from Poland and
wants to go to America too.
Motivation
Introduction
to the unit and
engaging
students
interest

94. Ask students to think about whats


going to happen with the German
soldier?
95. Tell students that as we read, we will be
looking for ways that the people of
Riswyk work together to solve the
problem of the German spy

101.

Students think and reflect.

102.

Students prepare

Development
103.
Read chapter 26 assigned
characters
Uncle Victor: Elise
Peter: Hanna
Lovisa: Hanea
Narrator 1: Madison
Narrator 2: Sofia
Narrator 3: Elise
104.
What would you have done if you
saw German troops coming? How
would you have alerted your friends?
Do you think is going to happen when
the Commandant comes? Why?
105.
Read chapter 27 partner reading
Joline and Sofia
Hanae and Madison
Hanna and Elise
106.
Would you have been able to not
respond to the German commandant if
he were yelling at you? What would you
have done when he started kicking
down the snowman?

108.

97. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

98. Students read either pages or paragraphs,


taking turns with their partner

99. Students share thoughts, answer questions,


contribute to the group discussion to support
comprehension and engagement.

Students follow along in their books.

Read chapter 28 teacher reads


Introduce vocabulary word submit

101.
Students write definition and draw a
picture

109.
What would you be feeling if you
were Peter? Many of you have said that
the plan will work because its a book
and will have a happy ending do you
still think so? Even though Peter has
been taken by them?

102.
Students share thoughts, answer
questions, contribute to the group discussion
to support comprehension and engagement.

110.

103.

Read chapter 29 popcorn

96. Students read their assigned part and follow


along when theyre not reading

100.
107.

10

7
2
3

10

Students follow along and read when

they are called on


111.

Introduce vocabulary word - sodden

112.
Did you think Jan was going to
rescue Peter? Why or why not? What
would have happened if he didnt? Do
you think there will be a happy ending?
Why or why not?

Closing and
dismissal
Reflections

113.
Collect notebooks and texts.
Express appreciation. Dismiss at 11:45

Lesson Plans for Book Club: Snow Treasure

104.
Students write definition and draw a
picture

2
3

105.
Students share thoughts, answer
questions, contribute to the group discussion
to support comprehension and engagement.

14. Children return notebooks and texts and


then go back to their classrooms

GRES: 4th Grade.

Teacher: _Joline Andrews______________________ Date_ Wednesday 5/11___ 10:45 11: 45 (60 min.)
Preparation: Objectives, Common Core Standards, Assessment, Differentiation and Materials.
Time
Objectives

Students will:
30. Continue their vocab book, adding
grave and be able to use the word
correctly in conversation and writing.
31. Read chapter 30 - popcorn
32. Summarize main events and discuss the
themes of chapter 30 and the novel
33. Make evidence based inferences about
the events in chapter 30
34. Make a comic book about the main

1. CCSS.ELA-LITERACY.L.4.4
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 4 reading and content, choosing flexibly
from a range of strategies.
2. CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to
support comprehension.
3. CCSS.ELA-LITERACY.RL.4.2
Determine a theme of a story, drama, or poem

events in the book

Assessment

Materials
and site

from details in the text; summarize the text.


3. CCSS.ELA-LITERACY.SL.4.2
Paraphrase portions of a text read aloud or
information presented in diverse media and
formats, including visually, quantitatively, and
orally.
4. 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.
5. CCSS.ELA-LITERACY.RL.4.3
Describe in depth a character, setting, or event in
a story or drama, drawing on specific details in
the text (e.g., a character's thoughts, words, or
actions).

NOTE: ASSESSMENT ITEMS MATCH


OBJECTIVES
30. Vocab book definitions are
accurate, students can use the words
in conversation.
31. Reading as a group and in partners
32. Participation in discussion will
show whether they comprehend the
text
33. Finding evidence in the text for
predictions shows how evidencebased their infereces are
34. The students being able to pick out
the main events and capture it in a
one page picture will be evidence of
this.
Novel, pencils, chart paper, paper, markers,
folders, note cards for vocab

Differentiation:
Group discussion supports weaker reading
comprehension.

Graphic organizers support visual learners


and comprehension

Varied ways of reading helps support


different levels of readers.

Teacher Actions
106.
Lead review about main events that
happened last session The German
soldiers search for Jan, the children get
the rest of the gold to the Snake, the
Germans come over and the
commandant is very angry. He kicks
down Lovisas snowman and is getting
close to the gold, so Peter throws a
snowball at him. They catch Peter and
take him to the barracks. Jan rescues
him and they swim out to the lifeboat.

Student Activity
114.
Students review what happened last
session, write a one or two sentence
summary.

Time
5

107.
Ask students to think about how the
story will be resolved in this last chapter

115.

Students think and reflect.

108.
Tell students that as we read, we
will be thinking about how all of the
characters played a part in the book

116.

Students prepare

Chairs arranged around the table

Teaching Plan
Section
Introductory

Motivation
Introduction
to the unit and
engaging
students
interest

Development
117.

Read chapter 30 popcorn

109.
Students read when asked to and follow
along when theyre not reading

118.

Introduce vocabulary word - grave

110.
Students write definition and draw a
picture

119.
Is this the ending you expected?
Why or why not? How would you feel if
you were Peter? Lovisa? Mrs.
Lundstrom?
120.
Ask how we know whether this
story really happened. Read the forward
(teacher reads)
121.
Ask why the author wrote the book
and what we can learn from it,
especially about WWII.
122.
Tell students its time to work on
our graphic novel. Provide paper,
markers, and help to students who need
ideas. During this time, I will tie
together the students vocab books

Closing and
dismissal
Reflections

123.
Collect notebooks and texts.
Express appreciation. Dismiss at 11:45

111.
Students share thoughts, answer
questions, contribute to the group discussion
to support comprehension and engagement.
112.
Students share thoughts, answer
questions, contribute to the group discussion
to support comprehension and engagement.
113.
Students share thoughts, answer
questions, contribute to the group discussion
to support comprehension and engagement.
114.

26

Work on graphic novel

14. Children return notebooks and texts and


then go back to their classrooms