Realistic fiction The Real McCoy – Rigby

Realistic fiction
Links to the theme
You Don’t Say!
Additional Resources
Pages 15, 31, 35, 41, 55
Pages 21–23
F
50 Fiction, Grade 4
The Real McCoy
by Susan McCloskey
Overview
This realistic fiction book tells the story of Devin McCoy, who
volunteers to spend his summer helping Mom and Gram rescue
a failing business. But Devin’s good intentions sometimes backfire,
causing Gram’s Diner to lose money. How does Devin redeem
himself ?
Teaching Focus
★ COMPREHENSION STRATEGY
Synthesizing:
Retelling in order to clarify
Vocabulary Opportunities
advertise (p. 8)
incident (p. 18)
replenished (p. 24)
discouraged (p. 32)
rummage (p. 38)
secure (p. 41)
anxiously (p. 44)
solemnly (p. 47)
poring over (p. 54)
profit (p. 87)
Suggested Trade Titles
Blume, Judy. Tales of a Fourth Grade
Nothing. Dell Publishing Co., 1991.
Costain, Meredith. Errol the Peril.
Rigby, 1995.
Konigsberg, E. L. Jennifer, Hecate,
Macbeth, William McKinley, and Me,
Elizabeth. Yearling Books, 1985.
★ LITERACY SKILLS
• Distinguishing types of genre
• Identifying character
• Identifying author’s style of writing
• Distinguishing fantasy from reality
•Identifying diphthongs
Individual Needs
•understanding colloquialisms, dialect,
idioms, and slang
Park, Barbara. Skinnybones. Random
House, 1997.
Smith, Robert Kimmel. The War With
Grandpa. Yearling Books, 1984.
Spinelli, Jerry. Fourth Grade Rats.
Scholastic, 1996.

Day 1
1
Setting the Scene
Using your best judgment, adapt the
following to meet the needs of each
group.
1. To introduce the topic, have students
listen as you read aloud the
synopsis from the back cover.
Have you ever made a big mistake when
trying to help your parents? What happened?
How did you feel about yourself?
Did you eventually have a chance
to prove that you were responsible?
2. Introduce the book by showing
the cover illustration. Have students
describe the setting. Encourage
them to predict why Devin might
be alone on the dock.Then read
the title aloud.
Have you ever heard this expression?
How might it relate to the story?
Have students write down their
predictions for future reference.
3. Discuss elements of realistic fiction.
(See pages T36 and T37.) Ask
students to think of books they
have read that have fictional characters
who behave as people do
in real life.
4. Review the comprehension strategy,
synthesizing, with students.
Focus on the importance of being
able to retell what you have read.
Encourage students to think about
what is essential to include in a
summary or a retelling.
Model a think-aloud Illustrate
this strategy by reading Chapter 1
aloud.Then model a retelling of
Chapter 1.
This is what has happened so far: Devin
reacts to a “mean kid.” Gram offers
advice, but the encounters between
Devin and “the mean kid” don’t
improve. Devin worries that he made
a big mistake by coming to Maine.
Reading the Text
Chapters 1–3 (pages 1–18)
Below Grade Level Readers
1. Have students reread Chapter 1
with a partner.Ask each student to
select key events that should be
included in a chapter summary.
Discuss the chapter.
Why do Devin and the “mean kid”
avoid eye contact? Is it a problem for
Devin that he is not very daring?
Explain. Did Gram give Devin good
advice? Why or why not? Devin thinks
he made a big mistake. Do you agree?
2. Read Chapter 2 aloud. Remind
students to listen for key events
that may be used in a summary of
the chapter. Stop at the break on
page 8 and ask students to write
predictions about how Devin’s life
might change.
3. Continue reading the remainder of
Chapter 2 to students as they follow
along in their own copies.Then
have them state key events from
the chapter and retell what has happened
so far. Discuss the chapter by
using open-ended questions.
What might the expression “the real
McCoy” mean? How could changing
the menu help Gram’s Diner? How
could it hurt? How is John’s advice
about making friends helpful?
4. Have students read Chapter 3 with
a partner. Remind them that they
are to select key events to include
Talk about local restaurants
and diners. Discuss
job titles and responsibilities
of the people who
work there. Compare
and contrast various
restaurant menus.
Use a map to show
students the location of
Maine and New York.
Discuss the definitions of
rural, urban, and suburban.
Compare and contrast
these settings.
A vocabulary notebook
may be helpful for students
to keep track of
new words they learn in
this story.
You can create a classroom
chart of literary
terms with definitions so
students can use them
when discussing the
book (include conflict,
resolution, character
traits, dialogue, narration,
setting, foreshadowing,
imagery, and so on).
The author uses phrases
that cannot be understood
in a literal sense.
You may need to explain
idioms such as to take up
the slack (p. 6).
If students mention
details when retelling,
explain the difference
between a key event and
a detail.
The Real McCoy 51 F

The word gobsmacked
(p. 14) is a slang word.
Explain this word to students
by replacing it with
a word that may have
more meaning to them.
Invite students to use
gobsmacked in a sentence.
Indicate the author’s use
of foreshadowing on
page 3: …his experience
with the unfriendly kid
made him wonder if he
had made a big mistake.
Encourage students to
look for other examples
of foreshadowing as the
book progresses.
An additional example of
foreshadowing can be
found on page 8:
Hearing their voices,
Devin knew that something
was in the air. Ask
students what they think
this might mean.
✔Assessment
Observe and informally
assess students as they
read, asking individuals
to quietly read aloud a
portion of the text.
F
52 Fiction, Grade 4
in a brief retelling of the day’s
reading. Discuss the chapter’s key
events. Ask students to give their
rationale for identifying specific
events as noteworthy. ✔
Why would Mom want Devin to be
more “outgoing”?
On Grade Level Readers
1. Have students reread Chapter 1.
Then discuss key events.
What do we learn about Devin’s character
based on his reaction to the “mean
kid”? How do you think things might
have been different if Devin had spoken
up? If Devin finds his own fishing
spot, do you think this problem will be
solved or do you think he’ll continue to
have conflicts with the “mean kid”?
2. Have students read Chapter 2.
Remind them to select key events
for a retelling. After reading
Chapter 2, have students jot down
their predictions about how
Devin’s life might change.Then
discuss the chapter.
What does the expression “the real
McCoy” mean? Even though Gram’s
approach to running a diner may be old
fashioned, why would her style entice
the people in Blue Harbor to visit her
restaurant often?
3. Have students read Chapter 3.
Remind them to select key events
to include in a retelling of the
day’s reading. ✔
4. Discuss Chapter 3’s key events. Ask
students to provide their rationale
for identifying specific events as
noteworthy.
Why is Mom concerned about leaving
Devin at the pier this year? Why does
Mom point out the kids to Devin?
Above Grade Level Readers
1. Review Chapter 1 with students.
Encourage them to refer back to
the text to help them discuss key
events.
How else could Devin have reacted to
the “mean kid’s” claim of ownership?
Do you think this one incident is enough
to cause Devin to doubt his decision, or
could there be other factors involved?
2. Have students read Chapter 2.
Remind them to select key events
for a retelling. After reading
Chapter 2, have students jot down
their predictions about how
Devin’s life might change.Then
discuss the chapter.
What does the expression “the real
McCoy” mean? What are Gram’s
motives for keeping the restaurant the
way it is? How might Mom and Dad’s
approach to running a business be
threatening to Gram?
3. Have students read Chapter 3
individually. Remind them to
select key events to include in a
retelling of the day’s reading. ✔
4. Discuss Chapter 3’s key events. Ask
students to provide their rationale
for identifying specific events as
noteworthy.
What is Mom’s motive for telling Devin
about the kids on the pier? How does
Devin try to live up to her expectations?
How is Devin like the “mean kid”?
Returning to the Text
All Groups
1. Discuss the first three chapters.
What character traits does Devin have?
How has the author helped you to
get to know Devin? How do Devin’s

encounters with the “mean kid” support
what we already know about
him? Would Devin be a friend of yours?
Explain.
2. Discuss the genre and how elements
of this story fit that genre.
How does the author’s use of dialogue
fit the genre? How does the use of
slang add to the realism of the story?
How does the setting in Chapter 1 differ
from that in Chapter 2? How are
they both realistic?
3. Depending on students’ success
with the book, address one or
more of the following teaching
points each day during the fiveday
teaching sequence.
★ COMPREHENSION STRATEGY
★ Synthesizing: Retelling in order
to clarify Ask students to express
the benefits of retelling a story by
engaging them in a discussion.
How does retelling refresh your memory
of what happened in a story? How
does it help you focus on key events?
How do you use the elements in a
story (such as setting, characters, plot)
to help you retell it?
Invite students to begin filling in a
Story Elements Chart (See the
Rigby Literacy Graphic Organizer
Book,p.15).They can add to their
charts as they progress through the
book. At the completion of the
book, ask volunteers to use their
charts to retell the story, focusing
on key events and main characters.
★ LITERACY SKILLS
★ Distinguishing types of genre
Review the characteristics of realistic
fiction. Discuss the setting and
characters. How are they realistic?
Talk about the dialogue used
throughout the book. How does
it give readers insight about the
characters’ personalities?
★ Identifying character Present
students with the definitions for
“main” character and “minor”
character. Can they identify the
main characters and the minor
characters in The Real McCoy?
Have them justify their answers.
Then ask students to find evidence
in the text that describes these
characters.
★ Identifying author’s style of
writing Point out how the author’s
style (which incorporates figurative
language, modern dialogue,
imagery, and so on) makes The
Real McCoy realistic and entertaining.
Can students find examples of
the author’s literary style as they
read? Which elements of this
author’s style might students want
to incorporate in their own writing?
★ Distinguishing fantasy from
reality Read aloud from the
bottom of page 12 (“So it’ll be just
me and Mom…”) to the end of
page 13.Then engage students in a
discussion about Devin’s one-sided
conversation with Squeezie.
Did you expect Squeezie to respond to
Devin’s inquiry about the future? Why
or why not? In your opinion, could the
author have added a fantasy element
to the story by having Squeezie
respond? Would the story still be considered
realistic fiction?
★ Identifying diphthongs The
diphthongs ou and ow, as pronounced
in the words out and cow,
The Real McCoy 53 F

You may want to model
a retelling of the first
three chapters in order to
help students review the
key events.
Remind students to look
for context clues to define
unfamiliar words and
phrases, such as watch
caps on pages 19 and 20.
If necessary, briefly discuss
the first half of
Chapter 5 with students.
Focus on Devin’s problem
of talking to others on
the dock.
Throughout the text, the
author includes examples
of onomatopoeia, such
as plunk (p. 27). Make
sure students know that
onomatopoeia means the
sound of a word echoes
the word’s meaning.
Can students find other
examples?
✔Assessment
Observe and informally
assess students as they
read, asking individuals
to quietly read aloud a
portion of the text.
F
54 Fiction, Grade 4
represent a combination of two
sounds. The Real McCoy contains a
number of words containing these
diphthongs: hourglass (p. 4), mouthed
(p. 5), doubtful (p. 6), outgoing (p. 11),
roughhousing (p. 15), crowded (p. 16),
Gloucester (p. 20), flowers (p. 25),
frown (p. 29), whereabouts (p. 48),
allowed (p. 51), and hounds (p. 85).
Invite students to find words containing
the diphthongs ou and ow
as they read The Real McCoy. Can
they find examples of these diphthongs
in their own writing?
Responding to the Text
See activities listed on Day 5.These
may be used on any day throughout
the five-day teaching sequence.
Day 2
Reading the Text
Chapters 4–6 (pages 19–36)
Below Grade Level Readers
1. Briefly review key events in
Chapters 1–3.
2. Read Chapter 4 aloud and then
discuss the key point (Mom and
Gram have differing opinions
about the menu).
Why does Gram think the diner’s menu
should offer simple foods rather than
fancy foods?
3. Have student pairs read Chapter 5
through the third paragraph on
page 29. Ask them to predict why
the diner might be closed.
4. Have students finish reading
Chapter 5 with their partners.
How does Devin punish himself when
he discovered he turned off the freezer?
Have you ever felt like Devin? Why
do you think Devin took his stuffed
python to bed?
5. Have students read Chapter 6 with
a partner and retell events in the
chapter. ✔
Why does Devin sometimes wish he
never came to Maine? How does Devin
feel when the “mean kid” passes by?
Why? Why would Gram admire the
“mean kid’s” behavior on the pier?
On Grade Level Readers
1. Have students read Chapter 4
individually or with a partner. As
they read, invite them to notice
details about Gram’s Diner.Then
have volunteers retell what happened
in this chapter.
Mom wants to add fancy things to the
menu, but Gram argues with her. What
do you think of Gram’s response to
Mom’s suggestion? Why does Devin
feel obligated to help at the diner?
2. Ask students to note Chapter 5’s
title and make a prediction.Then
have them read Chapter 5 individually
or with a partner. Students
can check their predictions and
discuss the characters’ reactions to
the mishap.
Gram and Mom have a half smile, half
frown on their faces (p. 29). How does
this facial expression reveal their
mood? Why doesn’t Mom scold Devin?
How will he scold himself instead?
3. Have students read Chapter 6 individually
or with a partner.After
retelling, discuss Devin’s feelings. ✔

Why does Devin seem lonelier now
than before? What makes Gram think
the “mean kid” might be Danny Costa?
Above Grade Level Readers
1. Have students read Chapter 4.
After a volunteer retells what happens
in the chapter, discuss new
details students learned about
Gram’s Diner.
How do you think Gram’s regular customers
are reacting to Mom’s menu
changes? Why does Devin feel obligated
to help Mom and Gram? What does
this reveal about his character?
2. Have students read Chapter 5.Ask
them to note Chapter 5’s title and
make a prediction. Have students
check their predictions and discuss
the effects of the mishap on Devin.
Devin’s inner dialogue reveals a conflict
(p. 28). Have you ever felt like Devin?
Explain. Why is Devin so disheartened
by his shyness? How does the mishap
further upset Devin?
3. Have students read Chapter 6
individually or with a partner.
Have a volunteer do a retelling of
the day’s reading.Then discuss
Chapter 6. ✔
Why does Devin hide his feelings from
Gram? Why does Devin seem lonelier
now than before? Why is Devin convinced
he will never have any friends
in Blue Harbor?
Returning to the Text
All Groups
1. Have students participate in creating
a Character Traits Web of
Devin. (See the Rigby Literacy
Graphic Organizer Book, page 31.)
What character traits does Devin have?
What have we learned about Devin
through his thoughts and behavior?
Justify your responses using specific
examples from the story.
2. Depending on students’ success
with the book, address one or
more of the teaching points listed
on Day 1. Use these teaching
points as appropriate during the
five-day teaching sequence.
Responding to the Text
See activities listed on Day 5.These
may be used on any day throughout
the five-day teaching sequence.
Day 3
Reading the Text
Chapters 7–10 (pages 37–60)
Below Grade Level Readers
1. Ask volunteers to state the key
events in Chapters 4–6.
2. Model a think-aloud As you
read Chapter 7, help students
identify key events. Pause at the
break on page 39.
In this chapter, Devin is still worrying
about approaching the “mean kid.”
Then I read that Devin finds a knife,
but he’s too shy to ask the boy if he
lost something. Finally, Devin forces
himself to speak to the “mean kid.”
Continue to read to the bottom of
page 43.Ask students to predict
what might happen next.Then
have them read the rest of the
chapter and check their predictions.
Explain the meaning of
thinking himself into a
box, (p. 37). How does
Devin jump to conclusions?
Cite examples.
✔Assessment
Observe and informally
assess students as they
read, asking individuals
to quietly read aloud a
portion of the text.
The Real McCoy 55 F

Use a map to show students
where Siberia is.
Explain why Devin thinks
he’ll be exiled.
The author’s use of
“diner lingo” adds a realistic
flair to the story.
Discuss how this and the
author’s use of modern
dialogue suits realistic
fiction as a genre.
Throughout the story,
“diner lingo” is defined
in context. Have students
look for context clues as
they come across this
lingo.
Devin considers himself
both a hero and a villain
in this chapter. Talk about
how these labels fit him.
Have students stop at the
break on p. 57 and discuss
how Devin’s character
is changing.
✔Assessment
Observe and informally
assess students as they
read, asking individuals
to quietly read aloud a
portion of the text.
F
56 Fiction, Grade 4
3. Have students read Chapter 8 with
a partner. Then discuss the disappearance
of Squeezie.
Why would a python on the loose
cause the diner to close? What makes
Devin think it will take weeks to find
Squeezie? Why is family approval so
important to Devin?
4. Have students read Chapter 9 with
a partner.Ask them to make a prediction
based on the title.After they
check predictions and retell key
events, discuss the chapter. ✔
How does Devin prove he really is
courageous? How is Devin feeling
about himself at the end of this chapter?
Do you think two shy kids will be
able to run a booth?
5. Read aloud Chapter 10 as students
follow along. Encourage them to
think about how Devin’s character
is changing.
Why is it important for Gram’s Diner
to have a booth at the Festival? How
has Devin changed? Find examples in
the text that illustrate this change.
How is Devin’s opinion of Blue Harbor
changing?
On Grade Level Readers
1. Have a volunteer briefly review
key events in Chapters 4–6.
2. Before students read Chapter 7,
have them predict what will be
lost and found. A volunteer can
retell the key events after reading.
Devin is disappointed in himself. Why?
How does he resolve this conflict? Why
doesn’t Devin mention the earlier incident
at the pier? What was lost in this
chapter? found? What remains to be
found?
3. Invite students to read Chapter 8
with a partner. After retelling, discuss
the lost python.
What problems could have occurred
had the diner remained open with a
python on the loose? How is Devin
guilty of “thinking himself into a box”
again? Why is Devin reluctant to hear
his parents’ telephone conversation?
4. Have students read Chapter 9.
How does Devin prove his bravery?
How has Devin changed in this chapter?
Instead of thinking about having
fun, Devin sees the Lobster Festival as
a way to save the diner. What does this
say about him?
5. Have students read Chapter 10 on
their own. ✔
Why is Devin trying to attract kids to
the booth? Why does Devin want the
ice-cream caper to be kept secret from
Mom? What does this say about his
self-confidence? his compassion?
Above Grade Level Readers
1. Invite students to make a prediction
based on Chapter 7’s title.
Have them read Chapter 7,
checking their predictions.
Devin is very disappointed in himself.
How does he resolve this disappointment?
Why didn’t Devin mention the
earlier incident with Danny at the pier?
Gram admits the “last thing [she wants]
is a python on the loose” (p. 41). How
might this be an example of foreshadowing?
2. Have students read Chapter 8.
How is Devin guilty of “thinking himself
into a box” again? Why is Devin
reluctant to hear his parents’ telephone
conversation? Why is Gram’s answer to
Devin’s request on page 47 solemn?

3. Ask students to read Chapter 9. As
they read, encourage them to look
for evidence that Devin’s character
may be changing.
How does Devin prove his bravery? The
key is symbolic of a turning point in
the story. How has Devin changed since
turning that key? What do you think of
Devin’s idea for a booth at the Lobster
Festival?
4. Have students read Chapter 10 on
their own. ✔
What makes Devin think his vanilla ice
cream will be extraordinary? Why does
Devin want the ice-cream caper to be a
secret? What does this plan reveal
about how he is changing?
Returning to the Text
All Groups
1. Students can discuss how Devin’s
self-confidence is beginning to
improve.
In what ways has Devin changed in the
last three chapters? Find specific examples
from the story.
2. Depending on students’ success
with the book, address one or
more of the teaching points listed
on Day 1. Use these teaching
points as appropriate during the
five-day teaching sequence.
Responding to the Text
See activities listed on Day 5.These
may be used on any day throughout
the five-day teaching sequence.
Day 4 Discuss symbolism in literature.
Can students
think of examples from
Reading the Text
Chapters 11–14 (pages 61–83)
Below Grade Level Readers
1. Read page 61 to the middle of
page 63.
Mrs. Costa realizes the boys are in for a
lot of work, and she volunteers to help
them. I wonder if this will ensure the
success of their ice-cream caper.
Ask students what effect they
think Mrs. Costa’s help will have
on the boys’ success.
2. Have students continue reading
Chapter 11 with a partner.
How does the diner lingo fit the foods
mentioned in this chapter?
3. Invite students to read Chapter 12
with a partner.
What important lesson did the boys
learn in the early stages of making ice
cream?
4. Read page 69 through the fourth
paragraph on page 71 in Chapter
13 to students. Have them predict
how Danny will respond to
Devin’s questioning about their
first encounter.Then have students
finish Chapter 13 with a partner.
Were you surprised by Danny’s reaction
to Devin’s questioning? Why or why
not? Predict the boys’ success at the
festival. Does Chapter 14’s title provide
a clue to their success?
5. Have students read the first three
paragraphs of Chapter 14 on page
75. Ask them to predict how
Devin will react to Mom’s news.
other literary works they
have read?
Have students stop at
the break on p. 57 and
discuss how Devin’s
character is changing.
Mrs. Costa uses diner
lingo to describe supper.
Ask students to predict
what it means.
✔Assessment
Observe and informally
assess students as they
read, asking individuals
to quietly read aloud a
portion of the text.
The Real McCoy 57 F

Attire (p. 76) is defined in
context. Remind students
to look for context clues
when they come across
unfamiliar words.
Have students pause
after reading the fourth
paragraph on p. 71 and
predict Danny’s reaction
to Devin’s questioning.
✔Assessment
Observe and informally
assess students as they
read, asking individuals
to quietly read aloud a
portion of the text.
F
58 Fiction, Grade 4
Have students finish reading the
chapter and then discuss. ✔
Why doesn’t Devin let his shyness get
in the way of getting his booth back?
What might Mr. Gomez mean when he
says that Devin’s ice cream is “the real
McCoy”?
On Grade Level Readers
1. Have students read Chapter 11
with a partner. Ask them to identify
the key events in the chapter.
Why does the author tell us about
Danny’s job of holding the yarn? How
does this information affect Devin’s
feelings about himself?
2. Invite students to read Chapters 12
and 13. A volunteer can retell what
happened in these chapters.
How did Devin and Danny misread
each other? What have they learned?
Danny tells Devin that when something
really matters, he will be brave enough
to defend it. Predict what might happen
in the next chapter.
3. Have students read Chapter 14. A
volunteer can retell the chapter
events. ✔
Devin refrains from “thinking himself
into a box.” Explain what happens, and
what it reveals about Devin’s character.
What might Mr. Gomez mean when he
says that Devin’s ice cream is “the real
McCoy”?
Above Grade Level Readers
1. Ask students to read Chapters 11
and 12. Have a volunteer retell key
events.Then discuss the chapter.
How does the diner lingo add a realistic
touch to this story? Are the events and
characters’ behaviors realistic in these
two chapters? Explain.
2. Invite students to read Chapter 13.
Encourage them to be aware of any
changes in Devin’s character.
How did Devin and Danny misread
each other? What have they learned?
How does the saying, “You shouldn’t
judge a book by its cover” apply here?
Danny tells Devin that when something
really matters, he will be brave enough
to defend it. How might this foreshadow
something to come in the next
chapter?
3. Have students read Chapter 14,
noting evidence that Devin’s character
is gaining self-confidence. ✔
Danny seemed to know that Devin
would be courageous enough to
defend what was important to him. At
this point in the story, how might
Devin agree with Gram’s perspective,
that Danny was to be admired for
defending his fishing spot? What might
Mr. Gomez mean when he says that
Devin’s ice cream is “the real McCoy”?
Returning to the Text
All Groups
1. Engage students in a discussion
about the boys’ friendship.
How is Devin’s friendship with Danny
leading to changes in how he thinks
and behaves? Would you evaluate
Danny’s influence on Devin—as
positive or negative? Why?
2. Students can discuss how Devin’s
self-confidence is improving.
In what ways has Devin changed in the
last four chapters? Cite specific examples
from the text that show how
Devin is growing up.

3. Depending on students’ success
with the book, address one or
more of the teaching points listed
on Day 1. Use these teaching
points as appropriate during the
five-day teaching sequence.
Responding to the Text
See activities listed on Day 5.These
may be used on any day throughout
the five-day teaching sequence.
Day 5
Reading the Text
Chapters 15–19 (pages 84–106)
Below Grade Level Readers
1. Read Chapter 15, stopping at the
break on page 86.
Model a think-aloud Identify
key events for a retelling.
Devin’s homemade ice cream was a big
success. They sold all of it, and even
sooner than they thought. It seems
they are pleasantly surprised at the
profit they made.
2. Have students read the rest of
Chapter 15 with a partner.
What do you think Mom and Dad
talked about on the phone? How might
Devin’s idea affect the diner’s future?
What is Mom’s definition of “the real
McCoy”? How did your prediction from
Chapter 2 compare with her definition?
3. Have students read Chapter 16
with a partner.
What is the meaning of the chapter
title? How does the phrase, “the real
McCoy” suit Devin’s ice cream? What is
Devin hoping for now? Judging from
Chapter 17’s title, predict whether his
wish will come true.
4. Read Chapter 17 to students.
How is Devin about to play the role of
hero again? Do you think Devin is acting
in a realistic way by suggesting
that Mrs. Costa work for nothing?
Explain your thoughts.
5. Invite students to read Chapter 18
with a partner. ✔
Why does Danny’s mom agree to work
at Gram’s Diner? How is Gram’s Diner
like Devin’s ice cream?
6. Read Chapter 19 with students.
Pause after the second full paragraph
on page 103 and discuss
how Devin must be feeling at this
point in the story.
Are you surprised by the crowd at the
diner? by the popularity of Devin’s ice
cream? Why or why not?
Finish reading the chapter with
students.
How does Gram’s Diner menu reflect
the chapter’s title?
On Grade Level Readers
1. Read Chapter 15, stopping at the
break on page 86. Engage students
in a think-aloud as they identify
key events for a retelling.
2. Invite students to read the rest of
Chapter 15.
Do you think the boys have earned
enough to get the diner out of debt?
Why or why not?
3. Have students read Chapter 16.
How does the phrase, “the real McCoy”
suit Devin’s ice cream? Where did that
expression come from? What is Devin
Ask students to apply the
phrase, “the real McCoy”
to things that are genuine
and not imitations.
Have students predict
what is in the package
on page 97.
Have students predict
what the surprise is on
page 99.
Have students think back
to their original predictions
from Chapter 2
about the meaning of
“the real McCoy.” How
does their prediction
compare with Mom’s
definition (p. 87)?
✔Assessment
Observe and informally
assess students as they
read, asking individuals
to quietly read aloud a
portion of the text.
The Real McCoy 59 F

Have students stop at
the break on page 94
and make a prediction.
What might happen
next?
Have students predict
what is in the package
on page 97.
Have students predict
what the surprise is on
page 99.
Have students think back
to their original predictions
from Chapter 2
about the meaning of
“the real McCoy.” How
does their prediction
compare with Mom’s
definition (p. 87)?
You may want to discuss
the theme You Don’t
Say! Ask students how
this book fits into the
theme.
✔Assessment
Observe and informally
assess students as they
read, asking individuals
to quietly read aloud a
portion of the text.
F
60 Fiction, Grade 4
hoping for now? Judging from Chapter
17’s title, do you think his wish will
come true? What might happen next?
4. Ask students to read Chapter 17.A
volunteer can retell key events for
the group. Check predictions and
then discuss the chapter.
How does the author’s use of foreshadowing
help you predict what might
happen? Why does Mom think she
must close Gram’s Diner? How might
Devin be living up to his role of
hero again?
5. Have students read Chapter 18.
A volunteer can retell key
events.
What did you think was in the package?
Why? How might the book help
Gram’s Diner stay in business?
6. Have students read Chapter 19.
After checking predictions and
retelling, discuss the chapter. ✔
Devin has grown taller, but is the
change in Devin just physical? How else
has Devin grown over the summer in
Maine? What matters most to Devin
right now? What does this say about
his character?
Above Grade Level Readers
1. Have students read Chapter 15.
Both Mom and Gram think Devin’s ice
cream was a big hit. How do you think
Devin’s success makes him feel?
2. Invite students to read Chapter 16.
How does the phrase, “the real McCoy”
suit Devin’s ice cream? Where did that
expression come from? What is Devin
hoping for now? Judging from Chapter
17’s title, do you think his wish will
come true?
3. Have students read Chapters 17
and 18. A volunteer can retell key
events.
How did the author’s use of foreshadowing
on page 94 help you predict
what would happen? Identify the problem
on page 95. How did Devin resolve
it? Was his solution a realistic one?
Explain. Which menu would suit a diner
considered to be “the real McCoy”—an
old-fashioned menu, or a modern one?
Why?
4. Ask students to read Chapter 19.
Then discuss the chapter. ✔
How has Devin grown over the summer?
How do you think Devin felt
when his family walked into the busy
diner? Have you ever felt that way?
Explain.
Returning to the Text
All Groups
1. On page 12, Devin thinks about
his brother’s baseball team, and
how much the team relies on
John. On page 99, Devin wonders
whether his brother feels like he
let the team down, as John’s injury
will keep him from playing baseball.
Have students reread both
sections of the text. Discuss why
Devin thinks John would feel like
he let the team down.
How might Devin feel if he were in
John’s place? Would Devin’s character,
as portrayed at the beginning of the
story, have a different reaction than
Devin’s character as portrayed at the
end? How?

2. Have students read the second and
third full paragraphs on page 105.
What really matters to Devin at the
end of this story? How have his character
traits changed over the course of
the summer?
3. Depending on students’ success
with the book, address one or
more of the teaching points listed
on Day 1. Use these teaching
point as appropriate during the
five-day teaching sequence.
Responding to the Text
Optional independent or smallgroup
response activities are listed
below.
Reread the book. Invite students
to reread a portion of The Real
McCoy.They may reread a chapter
or two that show the biggest
changes in Devin.They can also
listen to the CDs that accompany
this book.
✔Write about the book Invite
students to write about The Real
McCoy in their reading logs, or
have them choose an activity listed
below. You may also encourage
students to suggest their own writing
projects related to the book.
Below Grade Level Readers
• Students can complete a Fact or
Opinion Chart about Squeezie the
python. (See the Rigby Literacy
Graphic Organizer Book, page 55.)
What facts and opinions can they
gather from The Real McCoy and
other sources? What opinions can
they gather from conducting a survey
of classmates’ feelings about
having a python as a pet?
• Invite students to create a menu of
dishes that they might serve at
their own diner.What diner lingo
would they assign to each item?
On Grade Level Readers
• Throughout The Real McCoy,
Devin McCoy changes. Have students
find examples of his character
trait changes and complete a
Character Change Story Map. (See
the Rigby Literacy Graphic Organizer
Book, page 35.) Encourage students
to explore how the character
has grown physically and emotionally
over his summer in Maine.
• Have students write a few paragraphs
about Devin’s shyness and
his tendency to “think himself into
a box” (jump to conclusions). How
did this cause a big misunderstanding
between Devin and Danny?
When does the turning point
occur? What is the outcome?
Above Grade Level Readers
• The author includes examples of
foreshadowing in The Real McCoy.
Have students write their own
definitions of this literary term.
Then have them cite examples
of foreshadowing from the story.
How did foreshadowing help
students make predictions?
• At the end of each chapter, students
can complete a Problems-
Solutions Chart to list Devin’s
problems and how they were
resolved. (See the Rigby Literacy
Graphic Organizer Book, page 41.)
Then have students sum up how
these problems lead Devin to grow
as a character.
✔Assessment
Also, see the Features of
Fiction Assessment on
pages 21–23 of the
Reading Workshop
Blackline Master
Assessment Book.
When you reread a
classic, you do not see
more in the literature
than you did before;
you see more in
yourself than there
was before.
—Clifton Fadiman
The Real McCoy 61 F