Guided Reading Lesson Plan (Levels M-Z)

Guided Reading Lesson Plan (Levels M-Z)

Title: Double Fudge Level: Q ISBN: 0-439-58549-X Publisher: Scholastic
Chapters: #1-#2

Before Reading: (5-7 min.) *Discuss pictures (M)
*Summarize plot (M) *Draw upon students’ experiences (M)
*Unfamiliar book language/character names (S)

Today we begin a book called Double Fudge by Judy Blume. You may have encountered Fudge in your
reading of some other Judy Blume books. What do you know about Fudge? In this book, Fudge is the five year
old younger brother of Pete, the character who is telling this story. Pete is entering the seventh grade. Do you
sometimes get annoyed with your younger siblings? Pete does get annoyed with Fudge sometimes. Younger
kids sometimes have some interesting ideas about how things work and it difficult to explain the way things
actually work. In this book, Fudge is obsessed with money. He makes his own money, called Fudge Bucks and
tried to use them while the family is shopping for shoes. That will be quite an adventure! In these first two
chapters, we are also introduced to Pete’s family and a few of his friends. Pete is about to find out some
upsetting news about one of his closest friends.

Words/Text Layout:
*New or important words (V): p9 doled
*Unusual aspect of text layout (V): italics on page 12 tell the reader what Pete is thinking

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance

Readers make connections (text-self, text-text, text-world).

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)

-Who are the characters we’ve been introduced to so far? What can you tell me about them?
-What do you suppose it means to be a miser? What do you think Fudge thinks it means to be a miser?
-What does Pete think might be the reason for Pete’s obsession with money?
*How does Pete feel about Fudge’s meltdown at the shoe store? What evidence do you have to support your
thinking? What were some of the instances you found humorous in this chapter?
*How does Pete feel about the news he received from his friend Jimmy.
*How did Fudge get inside Pete’s head, make him question himself? How do we know was readers?
*What connections can you make to the characters in the story? Have you ever found yourself in similar
situations?

Writing Connection (optional):
Pick one character from the story that you have something in common with. Write about what you have in
common. OR Write about your favorite funny event from what you’re read so far.

Guided Reading Lesson Plan (Levels M-Z)

Title: Double Fudge Level: Q ISBN: 0-439-58549-X Publisher: Scholastic

Chapters: #3-#4

Before Reading: (5-7 min.) *Discuss pictures (M)
*Summarize plot (M) *Draw upon students’ experiences (M)
*Unfamiliar book language/character names (S)

So we’ve met most of the Hatcher family and even some of their friends and neighbors. Who are you thinking
will be the main characters in our story? What makes you think that? What are the big ideas we’ve been able

to pick up in our reading so far? In other words, what events or details have we read about that you think will

continue to play a big role in our book? Why? Fudge is obsessed with money. What are some things that he
has done that help us to know that he is obsessed with it? Another big detail is that Pete’s friend Jimmy is
moving to SoHo. It’s still part of the same town the Hatcher family lives in, but Jimmy will have to ride the

subway to school each day because it is so far away. In these next couple of chapters, the boys will be

preparing for and beginning a new school year. How do you usually feel on the first day of school?

Words/Text Layout:
*New or important words (V): p17 barefooted, p18 chaotic, hygienist, p31 mature; p42 neurosurgeon,
p45 moustache, p48 primavera
*Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance

Readers make connections (text-self, text-text, text-world).

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)

-How did Turtle, Pete’s dog, come to get his name?
-Explain Fudge’s mixed-up group at school. Who thinks it’s mixed-up? (Fudge and Melissa, his new friend
who will be in his class) What is the mixed group, really?
*What were the good things and bag things about Pete’s new school year?
*Describe Fudge’s first day of school.
*What were some of the funny things that came up when Richie was over to Fudge’s house?
*How would you describe Fudge’s new friend, Rich? What are some of the things Rich infers about Fudge’s
family?

Writing Connection (optional):
Are you enjoying reading this text? Write about why or why not.

Guided Reading Lesson Plan (Levels M-Z)

Title: Double Fudge Level: Q ISBN: 0-439-58549-X Publisher: Scholastic

Chapters: #5-#6

Before Reading: (5-7 min.) *Discuss pictures (M)
*Summarize plot (M) *Draw upon students’ experiences (M)
*Unfamiliar book language/character names (S)

Pete and Fudge have started school and we’ve met Fudge’s new friend, Richie. We also know that Pete’s

friend, Jimmy has moved into a new apartment with his dad and he lives quite a distance from Pete, now. In
this next chapter, Pete finally gets to take the subway to see Jimmy’s new apartment, but he doesn’t go alone.
As you can imagine, any trip with Fudge and Tootsie is bound to be an adventure. Also, Fudge’s parents get a
call from the school about Fudge. What are some reasons that the school might call home? Well, Fudge isn’t in

trouble, but the school is very concerned about his obsession with money. Do you thinking the way that Fudge

sees money or thinks about money is a problem? Why or why not?

Words/Text Layout:
*New or important words (V): p49 turnstile, p52 nowadays, p56 unanimous, moccasin
*Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance

Readers make connections (text-self, text-text, text-world).

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)

-Describe the family’s trip to see Jimmy. What were the major events?
-Do you think the downstairs neighbor knew they were playing sock hockey?
-What do you suppose happened to Fudge’s shoe?
*Why do you think mom was asking Pete so many questions when Fudge is the one who is obsessed with
money?

Writing Connection (optional):
Write about how you would try to explain or help Fudge have a better understanding of money.

Guided Reading Lesson Plan (Levels M-Z)

Title: Double Fudge Level: Q ISBN: 0-439-58549-X Publisher: Scholastic

Chapters: #7-#8

Before Reading: (5-7 min.) *Discuss pictures (M)
*Summarize plot (M) *Draw upon students’ experiences (M)
*Unfamiliar book language/character names (S)

So the school is now aware of Fudge’s fascination with money. I’m inferring that it’s a topic that is discussed a
lot, but I’m not sure anyone really knows what to do about it. What were some of your ideas about how to
explain the concept of money to Fudge? In this next chapter, Muriel, Fudge’s grandma, plants the idea that

maybe a trip to the Bureau of Printing and Engraving might help Fudge to understand more about money. Do

you know what they do at the Bureau of Printing and Engraving? Here, Fudge can see where and how money is

printed. So part of the family, Fudge, Pete, Mom and Dad are headed to Washington D.C. Not only does the

Hatcher family get the see where and how money is made, they also meet some long lost family members. This

is a really interesting encounter!

Words/Text Layout:
*New or important words (V): p66 engrossed, omen; p74 motif, p75 counterfeit, p78 coincidence, p80

maturity, p81 hysterically, p85 bloodcurdling
*Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance

Readers make connections (text-self, text-text, text-world).

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)

-Describe the family’s adventure to the Bureau of Printing and Engraving. Whose idea was this trip? How did
they get there? What was the train ride like? How did the tour go with Rosie? How did Rosie feel about
Fudge? How do we know? What were the big things that Fudge learned during the trip? (play money=big
trouble, explanation of the real world (p72)
-What are some of Fudge’s thoughts about money? How does this compare to how things really work?
*What happened with cousin Howie of Honolulu, Hawaii in the gift shop? What were some of the ironic things
about the exchange between Warren and Howie? (tubby, personally connected, Farley Drexel)
*Why do you think Pete was so embarrassed by the exchange with his long lost cousins, Flora and Fauna?

Writing Connection (optional):
What do you predict is in store next with the new additions to the Hatcher family, the long lost cousins?

Guided Reading Lesson Plan (Levels M-Z)

Title: Double Fudge Level: Q ISBN: 0-439-58549-X Publisher: Scholastic
Chapters: #9-#10

Before Reading: (5-7 min.) *Discuss pictures (M)
*Summarize plot (M) *Draw upon students’ experiences (M)
*Unfamiliar book language/character names (S)

Pete, Fudge, and the rest of the family have just met up with Cousin Howie and his family from Hawaii. How

do the two families feel about on another? How can we tell? The two families are about to have some more

adventures together. Do you think the two families will finally get along or will there continue to be tension

between them? What makes you think that? In chapter #10, the two Hatcher families have separated,
temporarily, and the New York Hatchers have returned home. They’ve come to realize that something in wrong
with Uncle Feather. Uncle Feather isn’t talking anymore, or at least not talking to everyone. There are lots of
different ideas about why he isn’t talking. What do you think might cause a bird to stop talking?

Words/Text Layout:
*New or important words (V): p91 commercial, diplomatic, p95 parachute; p102 couscous,

p105 thoroughly inappropriate, laryngitis, planetarium, p112 acupuncturist, p117 guarantees
*Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance

Readers make connections (text-self, text-text, text-world).

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)

-On page 92, Eudora said, “…let’s remember it takes all kinds to make the world go round.” What do you
suppose she meant by that comment? What does it reveal about how the Hawaii Hatcher’s feel about the New
York Hatchers? Is there other evidence in the text to support this?
-Describe the trip to the zoo. How were they able to do this?
*What does Fudge suspect is the reason Uncle Feather has stopped talking? How/who disproves this idea?
What are some other theories for what Uncle Feather stopped talking? What were some things that the family
tried to see if they could figure out what made Uncle Feather stop talking? Do they get any real answers?
*What did the family decide they were going to try for a while? Why do they think this might be the answer?

Writing Connection (optional):
At the end of chapter #9, we learn that the Hawaii Hatcher’s are headed to New York in a few weeks. They

plan to stay with the New York Hatcher family. How do you predict this will work?

Guided Reading Lesson Plan (Levels M-Z)

Title: Double Fudge Level: Q ISBN: 0-439-58549-X Publisher: Scholastic

Chapters: #11-#12

Before Reading: (5-7 min.) *Discuss pictures (M)
*Summarize plot (M) *Draw upon students’ experiences (M)
*Unfamiliar book language/character names (S)

Tootsie has been involved in helping Frank Fargo with some of his artwork. It all started out as an accident, but

turned into some art, on purpose. In this next chapter, the family is going to a show displaying this artwork.
Jimmy, Pete’s best friend will be there and there is some more exciting new revealed. The Hawaii Hatchers also
come to visit and stay with the New York Hatchers. Pete isn’t thrilled about this. Just when he thinks it can’t

get any worse, it does.

Words/Text Layout:
*New or important words (V); p126 scrawny; p146 announcements, p147 coincidence, p148 quizzical
*Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance

Readers make connections (text-self, text-text, text-world).

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)

-How did Fudge and Pete feel about Tootsie joining the family for the show? How do we know? Can you
relate to Pete or Fudge here? In what way?
-What idea do Fudge and Pete have about Tootsie and Frank Fargo’s art work?
-How would you describe Jimmy’s feelings about the engagement between his dad and Giraffe Neck? What
changes do you anticipate are in store with this new development?
-At the end of the chapter, we are lead to believe that Pete is feeling sick when some guests arrive? What can
we infer from his final words in this chapter?
*How did Pete’s meltdown compare to Howie’s meltdown earlier at the zoo? What was the same? What was
different?
*How were each of the New York Hatchers feeling about their guests? What evidence do we have to support
our thinking?
*Why is Pete pretending to be sick at the end of the chapter? Do you predict it will be like Pete thinks it will
be?

Writing Connection (optional):
Write about how you think the Heavenly Hatchers’ performance will be received.

Guided Reading Lesson Plan (Levels M-Z)

Title: Double Fudge Level: Q ISBN: 0-439-58549-X Publisher: Scholastic
Chapters: #13-#14

Before Reading: (5-7 min.) *Discuss pictures (M)
*Summarize plot (M) *Draw upon students’ experiences (M)
*Unfamiliar book language/character names (S)

So, how are you thinking that the Heavenly Hatchers’ performance went? We’re about to find out! It turns out
that Sheila really likes Flora and Fauna and even asks them to spend the night with her. Flora and Fauna’s
parents aren’t too sure about the idea. How do you suppose Pete feels about the idea? Not only does the
sleepover bring about some interesting events, but there is also another HUGE event in this next chapter. It’s a

real nail biter!

Words/Text Layout:
*New or important words (V): p154 assurances, lovelorn, p158 intrigued,
*Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance

Readers make connections (text-self, text-text, text-world).

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)

-Do you suppose Fudge’s comments about the Tubman family hurt or helped the girls’ chances of spending the
night with Sheila? What makes you think that?
-What conclusions can we draw about the Hawaii Hatchers from the way they behave? Use evidence to support
your thinking.
-What does the incident with Uncle Feather reveal about how Pete feels about Fudge? How do we know?
*What happened to Uncle Feather as a result of the crash? (broken wing and talking again)
*Why do you think Cousin Howie was so certain that Farley understood he was not to let the bird out of the
cage again?
*On page 169, Pete said that playing Monopoly with Fudge was like playing basketball with your dog. Explain
what that means.

Writing Connection (optional):
What is next for the Hawaii Hatcher family?

Guided Reading Lesson Plan (Levels M-Z)

Title: Double Fudge Level: Q ISBN: 0-439-58549-X Publisher: Scholastic

Chapters: #15-#16

Before Reading: (5-7 min.) *Discuss pictures (M)
*Summarize plot (M) *Draw upon students’ experiences (M)
*Unfamiliar book language/character names (S)

So the Hawaii Hatcher family is staying in an apartment in the same building as the New York Hatchers. Some

people are more excited about this than others. Who is excited? Who is not excited? The whole Hatcher clan
is involved in the upcoming Halloween experiences. As with every other event in this book, it’s exciting.

Animals are lost. People are lost. Elevators stop working. Things in these final chapters get a little crazy.

Words/Text Layout:
*New or important words (V): p180 humanities, p193 nightingale, p194 entrepreneur,

p200 resourcefulness
*Unusual aspect of text layout (V)

Suggested Teaching Point (Behaviors to Notice and Support) or focus on a Comprehension Strategy:
connections, questions, inferences, visualizing, summarizing, synthesizing, determining importance

Readers make connections (text-self, text-text, text-world).

During Reading: (10-15 min.)
Students silently read the text. You may choose to listen to a few students whisper read the text, if reading
fluency is a concern. While students are silently reading, you can start another group or conference with
students who are independently reading.

After Reading: (8-10 min.)
*Discuss the story
-clarify confusion, revisiting parts of the text that posed problems for readers
-acknowledge partially correct responses, seeking to understand students’ perspectives
*Connect discussion to the teaching point and/or a comprehension strategy (see above)

-Describe how Fudge, Farley, and Olivia came to be stuck in the elevator. What did they do to pass the time?
-Compare Halloween for the New York Hatchers to the Hawaii Hatchers. How is it the same? How is it
different? What are the special requirements of the Hawaii Hatchers?
-How have the Hawaii Hatchers changed since spending time with the New York Hatchers?
*How have the New York Hatchers changed since meeting the Hawaii Hatchers?
*Do you think this story is realistic? Could these events really happen? Are these some events that seem more
realistic than others? Which character in this book would you say you are most like? What makes you say
that?

Writing Connection (optional):
Write about an event in the book where you could really relate to or connect with one of the characters.