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. RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text. 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 characters thoughts, words, or actions). RL.4.4 Determine the meaning of words and phrases as they are used in a text. RL.4.6 compare/contrast the point of view from which different stories are narrated. RL.4.9 compare/contrast the treatment of similar themes and topics in stories. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. Day 1 Intro/Ch. 1 (before) Ask students to think about the novel we read earlier in the year How to Steal a Dog. Ask them to think about a theme that ran through the entire book. A problem the main character had? (elicit responses that lead the conversation to homelessness). Explain that we are going to start a new novel called Room One by Andrew Clements. We will be looking for similar themes in the two novels and also looking for ways to compare important characters and events. Pass out the novel assign numbers.

Encourage students to examine the cover of the book and read the back of the book to get an idea of what it will be about. Discuss genre Room One mystery/fiction and HSD realistic fiction.

Vocabulary: To introduce vocabulary, post list of words and definitions. Have students copy into their vocabulary notebook. Novel Study: (during) Read chapter one aloud as a class.

Purpose for reading: As you read, be looking for things that help you get to know the main character, identify the setting, and help you make predictions about future events in the novel. Discuss point of view (third person) and compare to HSD (first person) (provide sticky notes for taking notes as they read) (during/after) Discuss in small independent or teacher led guided reading groups:

* What point of view is this story written? Provide evidence. * Give the chapter an alternate title. Explain why you chose this. *Make predictions about the face in the window. (after) Students answer readers response question #1.

 Facilitate a class discussion to reiterate the purpose for reading and discussion questions. Allow students to ask questions in order to clarify anything they were confused about.

Day 2: Ch. 2/3 (before) Have students discuss what they remember from yesterdays reading of chapter one to review what they read. Vocabulary activity: foldable Novel Study: Read chapters 2 and 3 independently or small group, as needed. Students reading independently: Students reading with teacher: Students reading with assistant:

(during) Purpose for reading: (chapter 2) Be looking for details that explain the name of the book Room One and how that relates to Teds school situation. Also, be looking for details that explain Teds mystery solving system. Take note of characteristics Ted has that are similar to Georginas (in HSD) or in another book you may have read. (chapter 3) Be looking for clues that help you make an inference about why the Andersons abandoned their farm. (provide sticky notes for taking notes as they read) (during/after) Discuss:

* Why has Teds school and town become so small? * Why do you think the Andersons abandoned their farm? *What was the interaction like between Ted and the girl at the house? (after) Students answer readers response question #2. Facilitate a class discussion to reiterate the purpose for reading and discussion questions. Allow students to ask questions in order to clarify anything they were confused about.