Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day One (Ch. 1-2)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Book Introduction: This book is called The Janitor’s Boy by Andrew Clements. Jack is a fifth grader at
the same school where his dad is a janitor. Jack doesn’t like his dad’s job. His plan to get back at his
dad for being a janitor backfires, so Jack has to spend several weeks as a janitor’s assistant.
Day One: Today you will meet the main character named Jack. Jack becomes very interested in gum.
Read to find out why.
Words/Text Layout:
*New or important words (V) sensitive nose (pg. 1)- really good sense of smell
caper (pg. 2)- adventure
vandalize (pg. 7)- damage or wreck
amused (pg. 9)- pleased, happy
*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 inferences about the motives behind characters’ words and actions. In today’s reading,
Jack will do something against the rules at school. What does Jack do? What motivates Jack to do it?
In other words, why does Jack do it? Explain your thinking. Be ready to share during our discussion
time.
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)
What were these pages about?
What is your opinion of Jack?
What does Jack do with the gum?
What motivates Jack to do that?
How do you think Jack’s dad would feel if he finds out Jack put the gum under the desk?
How did Jack’s second grade classmate change his feelings about his dad’s job?
Some people say, “Sticks and stones may break my bones, but words will never hurt me.” Is that
true? Was it true for Jack?
Writing Connection: Do you think Jack will get caught? Explain.
Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day Two (Ch. 3-4)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Two: Several students make fun of Jack because his dad is the janitor. Read to find out how Jack
responds.
Words/Text Layout:
*New or important words (V) cringed (pg. 14)- flinched, winced
reputation (pg. 17)- what you are known for
collision (pg. 18)- crash, clash
humiliation (pg. 19)- embarrassment, shame
*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 point out and discuss strategies the author uses to make the text more interesting. The author,
Andrew Clements, uses the strategy of flashback in the first part of the third chapter. After you finish
reading today, write down why you think the author used flashback. Then answer this question: How
did the flashback make this part of the book more interesting? Be ready to share during our discussion
time.
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)
What were these pages about?
Why did the author use flashback in the first part of the third chapter?
How did the flashback make this part of the book more interesting?
What good descriptive words did the author use to describe the collision between Jack and his dad?
Several students tease Jack. Who does Jack ultimately get angry at? Why?
Do you think Jack’s dad knows Jack is embarrassed by him? Explain using text details.
Have you ever embarrassed someone else? What happened?
Writing Connection: Write a 3-sentence summary of these chapters.
Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day Three (Ch. 5-6)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Three: Jack’s crime with the gum gets found out. Read to find out what his punishment is and what
his dad says.
Words/Text Layout:
*New or important words (V) innocent (pg. 25)- not guilty
steadiness (pg. 32)- calmness
gallows (pg. 35)- place where people get hanged
relieved (pg. 38)- comforted, reassured
*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 put themselves in the shoes of the characters they read about to better understand how
characters feel. The vice principal figures out that Jack put the gum on the chair. What do you think
Jack was feeling as he talked to the vice principal? Think of time when you did something wrong and
your parents or another adult found out. What happened? How did you feel? Be ready to share during
our discussion time.
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)
What were these pages about?
What do you think Jack was feeling as he talked to the vice principal?
When was a time you did something wrong and your parents or another adult found out?
Did you tell them what happened or did you let them figure it out?
How did you feel?
What do you think about the way Jack’s dad responded?
How would your parents have responded if it was you?
Writing Connection: Predict: What will Jack’s mom say?
Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day Four (Ch. 7-9)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Four: Jack cleans the gum off the desk. When his mom gets home, he shows her the note from the
vice principal. Read to find out how she responds.
Words/Text Layout:
*New or important words (V) irony (pg. 39)- when something happens that you don’t expect
haggle (pg. 44)- barter, negotiate
sorrow (pg. 45)- feeling sad about something
sympathetic (pg. 46)- understanding, compassionate
*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 predictions as they read. Based on what you read in the chapters today, predict what good
things might come out of Jack working with his dad, John. Also, write down lessons Jack or John might
learn. Be ready to share during our discussion time.
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)
What were these pages about?
What is your opinion of Jack’s little sister Lois?
What is Boy Territory?
How do you think Jack’s dad felt when he found out Jack is embarrassed by him?
The author gave us a little information about John’s background. How do you think he ended up being
the school’s janitor?
What good could come out of Jack working with his dad?
What lessons might Jack learn?
What lessons might John learn?
Writing Connection: Did Jack’s mom do a good job bringing up Jack’s situation to Jack’s dad? Explain
your thinking.
Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day Five (Ch. 10-11)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Five: Rumors about what Jack did are spreading through the school. While Jack is in the janitor’s
workshop, he notices a cabinet with an unlocked padlock. Read to find out what he finds inside.
Words/Text Layout:
*New or important words (V) intact (pg. 56)- not changed
deceiving (pg. 58)- misleading
expelled (pg. 59)- kicked out of school
*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 ask questions and search for answers while they read. While you are reading today, write down
three questions you have. Also, write down any answers you find to your questions. Be ready to share
during our discussion time.
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)
What were these pages about?
Infer: Why didn’t Jack’s parents punish him?
Do you think Jack’s parents will punish him later, or do they think the after-school duty is enough
of a punishment for him?
What would your parents have done?
What would you have done if you found the unlocked cabinet of keys?
What do you think Jack will do with the two keys he took?
What questions did you ask?
What answers did you find?
Writing Connection: What kind of friend is Pete? Explain using text details.
Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day Six (Ch. 12-13)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Six: After Jack cleans gum off desks in the library, he goes to the fourth floor to find the bell tower
door. Read to find out if he is successful.
Words/Text Layout:
*New or important words (V) excavation (pg. 70)- dig
summit (pg. 78)- top
resisted (pg. 79)- stopped himself
panorama (pg. 79)- a wide view of an area in all directions
*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 visualize what is happening to the characters to better understand the story. Today, Jack cleans
the library and explores the bell tower. The author uses many good descriptive words in these chapters.
After you read, sketch a picture of something from the text. Be sure to label your picture and describe it
using at least one sentence. Be ready to share during our discussion time.
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)
What were these pages about?
What does Jack find out about the gum in the library?
The author used the metaphor, “It was an education graveyard” on page 76. What does that mean?
On page 80, the author wrote, “It was all there- his past, his present, his future. And that made Jack feel
good.” Why?
What would it feel like to be up in the bell tower?
Would you have the nerve to go up that high?
What picture did you sketch?
What sentence describes your picture?
Writing Connection: Does Jack have more similarities or more differences than his dad? Explain.
Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day Seven (Ch. 14-15)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Seven: Jack’s dad tells him about his past. It makes Jack curious to learn more. At school, Luke
makes fun of Jack. Read to find out what Jack does.
Words/Text Layout:
*New or important words (V) antique (pg. 82)- belonging to the past
razzed (pg. 84)- made fun of, teased
totaled (pg. 87)- to wreck or demolish completely
stingy (pg. 88)- ungenerous
*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 think about how one character’s words can affect another character. In today’s reading, Jack’s
dad tells him about when he was younger. What is a similarity you find out about Jack and his dad?
How does John’s story about his past affect Jack? Use text details to explain your answer. Be ready to
share during our discussion time.
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)
What were these pages about?
What does Jack’s dad tell him about his past?
What similarity did you find out about Jack and his dad?
How does John’s story about his past affect Jack?
What does Jack notice about the winter and school that he might not have noticed before?
Is Jack changing? Explain.
Do you like the way Jack handled the situation with Luke? Explain.
Writing Connection: Why do you think it has taken John so long to tell his son about his past? Explain.
Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day Eight (Ch. 16-17)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Eight: Jack starts cleaning gum off the bottom of the chairs in the auditorium. He discovers the
steam tunnel door that he has been looking for. Read to find out what is on the other side of the door.
Words/Text Layout:
*New or important words (V) compliment (pg. 97)- saying something nice about someone else
defiance (pg. 99)- disobedience, rebellion
vast (pg. 99)- big, massive
*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 point out and discuss strategies the author uses to make the text more interesting. The author,
Andrew Clements, uses the strategy of suspense at the end of chapter 17. What happens at the end of
that chapter? How did Clements create suspense for the reader? Explain using details from the text. Be
ready to share during our discussion time.
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)
What were these pages about?
Did you predict that the door that fit Key 73 was in the auditorium?
What happens at the end of chapter 17?
How did Clements create suspense for the reader?
What details showed suspense?
Predict: What should Jack do?
What will Jack’s dad do when Jack doesn’t show up at 5:00?
Writing Connection: Would you have gone in the steam tunnel? Why or why not?
Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day Nine (Ch. 18-19)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Nine: Jack tries to find a way out of the tunnel. While he is in the tunnel, he meets a boy named
Eddie. Read to find out what Eddie tells him.
Words/Text Layout:
*New or important words (V) panic (pg. 111)- a sudden, overwhelming fear
junction (pg. 116)- connection, place where two things meet
verdict (pg. 117)- decision
sociable (pg. 124)- friendly
*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 think about what role characters play in a story. In today’s reading, Jack meets a boy named
Eddie. Why did the author introduce this new character? What did Eddie help Jack realize? Use details
from the text to answer these questions. Be ready to share during our discussion time.
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)
What were these pages about?
How did Jack’s sense of smell become important?
What did you think about the room down in the tunnels?
Who is Eddie?
Why did the author introduce this new character?
What did Eddie help Jack realize?
How is Jack’s dad similar to Jack’s grandpa (John’s dad)?
Writing Connection: Have you ever felt panicked before? What happened?
Guided Reading Lesson Plan (Levels M-Z)
Title: The Janitor’s Boy
Level: S
ISBN: 978-0-689-83585-8
Before Reading: (5-7 min.)
*Summarize plot (M)
*Unfamiliar book language/character names (S)
Publisher: Simon & Schuster
Day Ten (Ch. 20-21)
*Discuss pictures (M)
*Draw upon students’ experiences (M)
Let’s review from yesterday…
Day Ten: Jack heads back toward the school. His dad picks him up and tells Jack that he figured out
where he was. Read to find out what Jack and his dad talk about on the way home.
Words/Text Layout:
*New or important words (V) frantic (pg. 134)- wild
infantry (pg. 135)- soldiers that fight on foot
*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 inferences about how and why the relationship between characters changes. As you finish
reading today, think about Jack’s relationship with his dad. How did Jack’s relationship with his dad
change from the beginning of the book to the end of the book? Use evidence from the text to support
your answer. Be ready to share during our discussion time.
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)
What were these pages about?
How did Jack’s relationship with his dad change from the beginning of the book to the end of the book?
What evidence did you use that supports your answer?
What lessons did Jack learn in this book?
What did Jack learn about his dad?
Do you think things will be different between Jack and his dad at school now? Why?
Were you satisfied with the ending of this book? Explain.
Would you have done anything differently? Explain.
Do you have any questions that still need to be answered?
Writing Connection: Explain why The Janitor’s Boy is a good title for this book. If you could rename the
book, what would you call it? Why?