Lesson Plan Template s33

Trousdale County Schools Weekly Lesson Plan

Teacher: Miss Walczyk Pacing Guide Week #: 9 Dates: September 30-October 4

Subject: RLA

Common Core Standard(s) to be taught: (Write the entire standard) RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. W.8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. SPI(s) to be taught: (Write the entire SPI) 0801.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context. 0801.1.9 Identify the appropriate use of gerund and participial phrases. 0801.8.5 Analyze the development of similar themes across two or more literary texts. 0801.8.6 Identify and analyze how the author reveals character (i.e., what the author tells us, what the other characters say about him or her, what the character does, what the character says, what the character thinks). 0801.8.7 Identify and analyze examples of literary elements that shape meaning within context (i.e., flashback, foreshadowing, irony, mood, symbolism, tone). 0801.8.11 Identify and analyze a literary character’s moral dilemma. Daily practice activity for citing text based evidence in conversation and/or writing:  We will be having accountable talks at least once a week after reading a short story, an excerpt, a poem, etc. Students will be required to answer the discussion questions on paper first (in order to get their thoughts in order), then they will turn to a partner and have a mini discussion. After the partner discussion, we will come together as a class and have a discussion. Students will be required to back up their reasoning with evidence from the text. I Can Statements : Student Agenda:  I can identify nouns and pronouns in a sentence.  Posted daily but NOT included in Lesson Plan  I can distinguish between nouns and pronouns.  I can find and label the antecedent of a pronoun.  I can identify verbs in a sentence.  I can identify verb phrases in a sentence.  I can identify gerunds in a sentence.  I can identify flashbacks and foreshadowing.  I can identify similar themes in different texts. Assessment Strategies (for Stage 1 teachers ONLY): Assessment used to determine mastery daily: If a quiz or test is given, include in the Teacher’s Lesson Plan Notebook.

Instructional Materials (for Stage 1 teachers ONLY): All instructional materials are to be included in the Teacher’s Lesson Plan Notebook.

Instruction: In outline form, describe each day of instruction. Formative Assessment: Day 1 Verb worksheet  Bell Ringer- Students will have 5-10 minutes to write to the bell ringer Word Splat question/quotation. Chapter Summaries  Review verbs 1. Ask students for definition and examples 2. Have students write/label example sentences 3. Practice sheet  The Boy in the Striped Pajamas 1. Read 2. Discuss flashbacks and possible foreshadowing (accountable talk) 3. Chapter summaries  Word Splat

1 Day 2 Verb phrases worksheet  Bell Ringer- Students will have 5-10 minutes to write to the bell ringer Word Splat question/quotation. Accountable Talk on theme  Review verb phrases 1. Ask students for definition and examples 2. Have students write/label example sentences 3. Practice sheet  Lesson on theme 1. Definition of theme 2. Cinderella example 3. Read two children’s stories i. Students pick out similar themes 4. Discuss possible theme for “The Boy in the Striped Pajamas” i. Accountable Talk  Word Splat Day 3 Gerunds worksheet  Bell Ringer- Students will have 5-10 minutes to write to the bell ringer Word Splat question/quotation. Accountable Talk  Review gerunds 1. Ask students for definition and examples 2. Have students write/label example sentences 3. Practice sheet  Read “The Bracelet” 1. Accountable Talk i. What could a possible theme be for this story? ii. How is the theme similar to or different from the theme in “The Boy in the Striped Pajamas”?  Word Splat

Day 4 Word Splat  Bell Ringer- Students will have 5-10 minutes to write to the bell ringer USATestPrep Benchmark Review question/quotation. Game  Word Splat  USATestPrep Benchmark Review Game Day 5 Accountable Talk over movie  Bell Ringer- Students will have 5-10 minutes to write to the bell ringer question/quotation.  Begin watching “The Boy in the Striped Pajamas” 1. Determine how the movie is different/similar to the novel. 2. Evaluate why the director may have changed some of the story. i. Accountable Talk Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.  For foreshadowing and flashback, I can pick a children’s story and read it to the class. Students could then pick out any flashback or foreshadowing within the story. I also plan on reading “The Lottery” with students to further teacher foreshadowing.  We will be discussing the themes of different stories throughout the year, providing me with ample opportunities to re- teach. Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.  Mobi- I will be able to walk around the room as students take notes instead of standing at the board. This will allow me to more effectively monitor student behaviour.  USATestPrep- This website has a fun game in which you can choose what standards are to be reviewed. It’s an excellent way to prepare students for standardized testing, plus the kids have fun since it’s a competition.