Unit Name Fictional Book Club

Unit Length: Four 90 minute lessons

California Content Standards/ Common Core:
- CCSS.ELA-LITERACY.RL.3.1-Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis
for the answers.
- CCSS.ELA-LITERACY.RL.3.3-Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions
contribute to the sequence of events
- CCSS.ELA-LITERACY.RL.3.4-Determine the meaning of words and
phrases as they are used in a text, distinguishing literal from
nonliteral language.
- CCSS.ELA-LITERACY.RL.3.5-Refer to parts of stories, dramas, and
poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds
on earlier sections.
- CCSS.ELA-LITERACY.RL.3.6-Distinguish their own point of view from
that of the narrator or those of the characters.
English Language Development
Standards

College and Career Readiness Standards

- CCSS.ELA-LITERACY.CCRA.R.1-Read
- ELD.3.1.B.6-Reading closely
closely to determine what the text
literary and informational
says explicitly and to make logical
texts and viewing multimedia
inferences from it; cite specific textual
to determine how meaning is
evidence when writing or speaking to
conveyed explicitly and
support conclusions drawn from the
implicitly through language
text.
- ELD.3.1.B.7-Evaluating how
- CCSS.ELA-LITERACY.CCRA.R.2well writers and speakers use
Determine central ideas or themes of
language to support ideas
a text and analyze their development;
and opinions with details or
summarize the key supporting details
reasons depending on
and ideas.
modality, text type, purpose, - CCSS.ELA-LITERACY.CCRA.R.5-Analyze
audience, topic, and content
the structure of texts, including how
area
specific sentences, paragraphs, and
- ELD.3.1.B.8-Analyzing how
larger portions of the text (e.g., a
writers and speakers use
section, chapter, scene, or stanza)
vocabulary and other
relate to each other and the whole.
language resources for
- CCSS.ELA-LITERACY.CCRA.R.10-Read
specific purposes (to explain,
and comprehend complex literary and
persuade, entertain, etc.)
informational texts independently and
depending on modality, text
proficiently.
type, purpose, audience,
topic, and content area

- ELD.3.2.A.1-Understanding
text structure
- ELD.3.2.A.2-Understanding
cohesion
Essential Understandings/ Guiding Questions
What are ways readers effectively engage with a longer text?
How do readers think critically about the elements of literature (plot,
characters, problems/solution)?
Characters: What do they do? What do they say? What do these actions tell
us about them?
Plot: How does the story build? What choices does the author make in the
beginning/end of the story? How do the characters influence and change
the plot?
Unit Goals:
SWBAT:
1. To state an opinion about a text and provide evidence to back it up,
by completing relative response questions in an interactive journal.
2. To analyze complex text by looking for statements with literal and
figurative statements by completing a worksheet with 85% accuracy.
3. To analyze characters by examining their actions and dialogue, by
filling in a character profile sheet and questions, after finishing
chapter 9..
Instructional Considerations
Instructional Strategies and Activities
Active Participation Strategies:
Prior knowledge from Second
- Turn &Talk/Timed Pair Share
grade:
- Asking/answering 5 Ws &
how to demonstrate
understanding key details in
text.
- Describe characters
reactions, how words/phrase
have meaning.
- Story Structure
(Beginning/Middle/End)
- Differences in Point of View of
characters

Students think about how topic

relates to them or what they know
already and share with a partner.
- Student Questions
- Think-Pair-Share
- Pairs Compare/Check- Students will
work together and help each other
answer questions on last lesson Any
Questions
Ideas for Enriching Learning Environment:
- Technology: use the internet,
computer, movie, and other media to
explain or are related to lesson
- Graphic Organizers: Worksheet
samples; and visuals on the board
Structuring Interaction for English Learners:
- Differentiation by reading Lexiles
- Provides definition for vocabulary
- Instructions are verbal and written
- Constantly checking for

understanding and allows practice &

help during guided practice
Most activities have the option to
work with partner.
Student keep text and materials with
them at desk

Assessment Connections
Formative Assessment:
- Teacher will observe and monitor student learning and
engagement during each lesson.
- Classwork activities/worksheets will be collected and assessed
for understanding.
- Checks for understanding and opportunities to practice will be
given throughout lesson.
- Students are encouraged to develop questions, discuss their
thinking, and analyze problems in groups.
Summative Assessment:
- Collect their reflection packet at the end of each week to check
comprehension of material as well as for completion of daily
activity questions.
- Quiz after reading a certain number of chapters.
- An opinion essay, with evidential support.
- understanding of what literal and figurative statements are or if I
need to reteach with another lesson

Materials and Resources

- How To Eat Fried Worms
books for each student
- Literature Reflection
Journal
- Pencil
- Independent student
fictional books
- Highlighters
- Post-It notes
- Character profile sheets
- Quiz
- Literal/Figurative Worksheet
- Projector
- Computer
- YouTube
- Blind Spot dividers
- Worm Facts sheet
- Any Questions worksheet
- Movie

Unit Vocabulary
Content Vocab: Opinion; evidence,
support, analyze
Academic Vocab: Characters, Plot,
problem/solution,

Name: Jai Oni Sly____________________

CCS: CCSS.ELA-LITERACY.RL.3.1-Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the
answers.
Lesson Objective: Students will be able to state an opinion about a text and
provide evidence to back it up, by completing relative response questions in
an interactive journal.
Engage and
If you had to eat worms, how would you eat them.
Connect to Prior
Knowledge
(Hook student
interests)

Teacher Input
(can include
presentations, videos,
pictures, etc.) and
Modeling (teacher
demonstrates how to use
the input to achieve the
objective).
I Do part of Gradual
Release.
Can also be referred to
as Direct Instruction

Guided Practice
(We Do part of
Gradual
Release)

Start by reading the back of the book as a teaser.

Following reading the back of the book, look at the table
of contents. Give students 2 minutes to think about a
prediction. Have students turn and talk to discuss what
their predictions are. Cold Call students to share
predictions and have them provide evidences to support
their predictions.
Ask students:
1. What do we need to know about a first chapter? What
things do we expect to read/learn in the first chapter?
2.What is a bet?
Teacher reads Chapter 1. Ask the students after reading
pg. 5 What is the bet? What us Billys motive for taking
the bet? (Write answer in interactive journal).
In Chapter 2, after reading state The bet hasnt even

started at this point, and the boys are already fighting

over the terms of the bet. What does this tell you about
how the rest of the bet will go? Turn & Talk with your
partner. Cold call students to share answers.
Last question: Would you participate in the bet- on either
side? Why or why not? Have students think for 1 minute
then share with partner. Cold call students for answers
Independent
Practice (You Do
part of Gradual
Release)

Formative
Assessment
(checks for
understanding teacher
will use to guide
instruction-should occur
throughout the lesson).

Summative
Assessment (If
applicable)
Closure (reinforces
Key points; organize
student learning;
eliminate confusion; can
sometimes be combined
with assessment)

Once finished with Chapter 2, have students respond to

reflection response question, Who do you predict will win
the bet and why? (3 Minutes)
Today in your own reading, pay attention to your thinking.
Jot downs your thinking on a post-it note to share with a
partner. (30 Minutes)
After Turn & Talk sessions, cold call students and ask them
to share their answers.
Listen for answers for examples/support from the text
Will walk around, looking at the reflection response
answers
Response questions will be checked and graded for
comprehension and evidential support for answers
After students have jotted down thoughts on post-its and
have shared with partner, students put away interactive
journal, H.T.E.F.W. book and personal fictional book in desk
for reading session following day.

Key Vocabulary: Bet

Narrator

Materials: How to Eat Fried Worms

Interactive Journal
Independent student fictional books

Name: Jai Oni Sly_______________________________________

CCS: CCSS.ELA-LITERACY.RL.3.3-Describe characters in a story (e.g., their
traits, motivations, or feelings) and explain how their actions contribute to
the sequence of events
CCSS.ELA-LITERACY.RL.3.5-Refer to parts of stories, dramas, and poems when
writing or speaking about a text, using terms such as chapter, scene, and
stanza; describe how each successive part builds on earlier sections

Lesson Objective: Students will be able to analyze characters by examining

their actions and dialogue by filling in a character profile sheet and questions
, after finishing chapter 9.
Engage and
Connect to Prior
Knowledge
(hook student
interests)
Teacher Input
(can include
presentations, videos,
pictures, etc.) and
Modeling (teacher
demonstrates how to use
the input to achieve the
objective).
I Do part of Gradual
Release.
Can also be referred to
as Direct Instruction

Guided Practice
(We Do part of
Gradual
Release)

Independent
Practice (You Do
part of Gradual
Release)
Formative
Assessment
(checks for
understanding teacher
will use to guide
instruction-should occur
throughout the lesson).

Summative
Assessment (If
applicable)
Closure (reinforces
Key points; organize
student learning;
eliminate confusion; can
sometimes be combined

Chapter 9 was only two pages! What is up with that?

Lets see what these pages say

Read chapter 9. Well I guess it is time to take a break and

reflect! Have students pull out interactive journals. As a
whole group we will summarize each chapter. Students
will use their interactive journals to remember what the
chapters were about. Once we have summarized the
chapters, I will bring up the character profile sheet. I will
fill out a sheet for Billy.
Once the sheet for Billy is complete, students will work in
groups of three to fill out character profile sheets for Tom,
Alan and Joe. Students will have individual sheets they
need to fill out but work together to fill them out. The
students will turn in the character profile sheets when
complete, or if 20 minutes has passed, put them under
their pencil box.
Then I will pass put a quiz sheet. Students will put up
their blind spot dividers at their desk. Students will
complete a quiz with questions on chapters 1 through 9.
Having students summarize the chapters 1 through 9.
Walking around looking at and checking off character
profile sheets.

Quiz sheet on chapters 1-9, checking for comprehension.

Turn in your quiz sheet when you are finished, this is your
exit ticket. If you have not finished your character profile
sheet, please complete them during free time and give

with assessment)

Key Vocabulary:

them to me to get checked off.

Materials: How to Eat Fried Worms
Interactive Journal
Character profile sheets
Quiz
Blind Spot dividers

Name: Jai Oni Sly_______________________________________

CCS: CCSS.ELA-LITERACY.RL.3.4-Determine the meaning of words and

phrases as they are used in a text, distinguishing literal from nonliteral

language.
Lesson Objective: Students will be able to analyze complex text by looking for

statements with literal and figurative statements by completing a worksheet

with 85% accuracy.
Engage and
Connect to Prior
Knowledge

Play a video clip with famous figurative statements.

https://www.youtube.com/watch?v=vMSLgxj2dxk

(hook student
interests)

Teacher Input (can

include presentations,
videos, pictures, etc.)

and Modeling
(teacher demonstrates
how to use the input to
achieve the objective).
I Do part of Gradual
Release.
Can also be referred to
as Direct Instruction

Guided Practice
(We Do part of Gradual
Release)

Independent
Practice (You Do part
of Gradual Release)

Formative
Assessment

(checks
for understanding
teacher will use to guide

Ask the class did the actor/a mean those statements. Explain
that those statements are what we call figurative statements.
Ask students, cold call, what they think figurative means. Once
I receive a few answers, Ill ask what literal means. Ill pull up
dictionary.com and look up the definitions. On the board Ill
write down the definitions for literal and figurative.
I will write some figurative statements down and give them the
literal meaning.
Together we will work on the literal meaning for the figurative
statement Put a sock in it! Students will have a few minutes
to work with their shoulder partner to discuss. When
conservation seems to be reaching its peak, I will have students
share their answers.
Students will have the rest of the session to answer literal and
figurative statements for quotes pulled from the book. They
may work with their shoulder partner or individually. Gate
students are encouraged to complete the challenge question.
I will check to see if students have 5 literal statements for Put
a sock in it & will check it off.
During the independent portion, I will walk around looking at

instruction-should occur
throughout the lesson).

papers to make sure they are on the right track.

Summative
Assessment

Collect the work sheet, check if their literal and figurative

answers for the questions are correct with 85% accuracy, to
see if they have an understanding of what literal and figurative
statements are or if I need to reteach with another lesson
Make sure you turn in your Literal Figurative statement
worksheet, youll get million As

(If

applicable)

Closure (reinforces
Key points; organize
student learning;
eliminate confusion; can
sometimes be combined
with assessment)

Key Vocabulary: Figurative statements

Literal statements

Materials: How to Eat Fried Worms

Interactive Journal
Literal/Figurative Worksheet
Projector
Computer
YouTube

Name: Jai Oni Sly_______________________________________

CCS: CCSS.ELA-LITERACY.RL.3.6-Distinguish their own point of view from that

of the narrator or those of the characters

Lesson Objective: Students will be able to analyze the notes to create and answer
questions related to the characters and story, by using their notes and skimming
the chapters for their post-its.
Engage and
Today we are going to watch the movie!
Connect to Prior
Knowledge
(hook student
interests)

Teacher Input (can

include presentations,
videos, pictures, etc.)

and Modeling
(teacher demonstrates
how to use the input to
achieve the objective).
I Do part of Gradual
Release.
Can also be referred to
as Direct Instruction

Guided Practice
(We Do part of Gradual
Release)

Independent
Practice (You Do part

But before we do that I will review the book, asking if the

students have any questions about the book. Write on the
board some unanswered questions that a few students have. Ill
pass out the Any Questions worksheet and have them write
down any questions they have. Ask if any student have opinion
answers for the questions (will take hands for these questions).

Students will turn and talk with their partner about their own
questions they have written down. We will look at the first two
questions written on the Any Questions sheet and answer.
Will allow volunteers to answer and then cold call students to
get answers.
Students will work in groups or by yourself to prepare

some possible answers for the questions you asked above

of Gradual Release)

and those written below. When you have finished, hold a

class forum to share your ideas with the rest of the group.

Formative
Assessment

Check Worm Facts sheet for notes written down. Look around
to see if students have post-its in their books. Walk around and
check papers to see if questions have been written down.

(checks
for understanding
teacher will use to guide
instruction-should occur
throughout the lesson).

Summative
Assessment

(If

applicable)

Closure (reinforces
Key points; organize
student learning;
eliminate confusion; can
sometimes be combined
with assessment)

Key Vocabulary:

Will read the answers to the second portion of the questions to

see if the student wrote down logical answers, and if they had
some evidence to prove their opinion to be true. Will collect
interactive journals to check for complete and thoughtful
responses; check for comprehension and textual support in
answers.
Please staple your Worm Fact sheets to your interactive
journal. Turn in that packet and your question responses as
your exit ticket. We will start the movie after recess.
Materials: How to Eat Fried Worms
Interactive Journal
Worm Facts sheet
Any Questions worksheet
Movie
Projector

Section 1: Chapters 19
How to Eat Fried Worms

Quiz Time
1. On the back of the paper, write a one-paragraph summary of the major
events in this section. Then complete the rest of the questions on this
page.
2. Describe the events that lead up to the boys making the bet. What are
the boys discussing?
________________________________________________________________________
________________________________________________________________________
3. What does Billy have to do to win the bet? What will he win?
________________________________________________________________________
________________________________________________________________________
4. What does Billy decide to buy with the money if he wins the bet?
________________________________________________________________________
________________________________________________________________________
5. Describe Billys personality and the way he looks.
________________________________________________________________________
________________________________________________________________________
6. What other dares has Billy been involved in? What does this tell you
about his personality?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7. Will the limbering up Billy does before eating the first worm help? Why
does he do this?
________________________________________________________________________
________________________________________________________________________
8. Why does Billy get mad at the boys before he eats the first worm?
________________________________________________________________________
________________________________________________________________________
9. How does Tom help convince Billy to eat the third worm?
________________________________________________________________________

________________________________________________________________________
________________________________________________________________________
10.
How does Billy behave after he eats the first worm? How does
this behavior affect the other boys
________________________________________________________________________
________________________________________________________________________
_______________________________________________________________________
Section 1: Chapters 19 How to Eat Fried Worms

Character Profile
Develop one of the main characters in the story into a real person. As you fill
in these blanks, try to be the character you have chosen. If you cannot
answer a question with information, which is given in the book, make up an
answer about the character that you imagine he/she would give. When you
have finished describing the character, draw a photograph below of how
you imagine his/her appearance.
My Name ___________________________ Name of Character
__________________________
Age _____ Height _________ Weight ___________ Male or Female
____________________ Hair Color ___________________ Eye Color ______________
Skin Color _________________
1. Where does he/she live?
________________________________________________________
2. Who is his/her best friend?
______________________________________________________
3. Describe his/her personality.
___________________________________________________________________________
________________________________________________________
4. Does this characters personality remind you of yourself or anyone else
you know? Who? Why?
___________________________________________________________________
__________________________________________________________________________

5. Describe the way you imagine he/she looks.

___________________________________________________________________________
_________________________________________
6. Fill in the favorites of your character as you imagine them.
Color __________________Animal ____________________Sport
______________________
Place to go__________________________Thing to do
______________________________
Food ___________________ Hobby__________________ Music __________________
7. Would you like to have this character as a friend? _________ Why or why
not?
___________________________________________________________________________
_______________

Literal and Figurative

Statements
Throughout the book there are several plays on words or figurative
statements, which are not to be taken literally. Look up the words literal and
figurative in the dictionary. Write the definitions below.

Literal___________________________________________________________
Figurative_______________________________________________________
_
Now think of five figurative statements. An example of a figurative statement
is, Put a sock in it! The literal meaning would be to put a sock into your
mouth. The figurative meaning would be to tell someone to stop talking.
1.____________________________________________________________________________
2.____________________________________________________________________________
3.____________________________________________________________________________
4.____________________________________________________________________________
5.____________________________________________________________________________

The following are examples of figurative statements from the book. On the
lines provided, write the literal meaning and the figurative meaning of each
statement.
1. Billy said Joe and Alan couldnt lick a flea.
Literal_________________________________________________________________
_Figurative_____________________________________________________________
__
2. Alan said Billy was chicken.
Literal_________________________________________________________________
_Figurative_____________________________________________________________
__
3. Tom wanted to make a break for it.
Literal_________________________________________________________________
_Figurative_____________________________________________________________
__
4. Billy said Joe and Alan were weaseling.
Literal_________________________________________________________________
_Figurative_____________________________________________________________
__
5. Billy said that the night crawler was as big as a souvenir pencil.
Literal_________________________________________________________________
_Figurative_____________________________________________________________
__
6. Challenge: See if you can find any other figurative statements in the
story and write them on the back of this page.

_____________________
_____________________

_____________________
_____________________

Gay Miller ~Book Units Teacher

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

Worm
Facts

Any Questions?
When you finished reading How to Eat Fried Worms, did you have some
questions that were left unanswered? Write your questions here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Work in groups or by yourself to prepare some possible answers for the
questions you asked above and those written below. When you have finished,
hold a class forum to share your ideas with the rest of the group.
Why are the chapters named as they are?
How do the titles reflect what the chapters are about?
Are the boys really best friends? Why or why not?
Why did Alan and Joe try to trick Billy?
What problems does the bet cause among the boys?
How are these problems resolved in the end?
How does Tom help, or not help, Billy throughout the story?
Describe Toms personality.
Do Billys parents react in a predictable way?
What do Billys parents do throughout the bet?
Is it unusual that Billy would be involved in such a bet? Why or why not?
Would Tom ever involve himself in such a bet? Why or why not?
What could the boys have done very early on to avoid some of the
problems they had? What are the conditions of the bet?
Who are the unlikely heroes at the end of the story?
Are these characters critical to Billys winning of the bet?
Do the boys remain friends at the end of the story? How do you know?
What do you think happened to Alan? W as he punished?
What unexpected event occurs in the Epilogue?