Trousdale County Schools Weekly Lesson Plan
Teacher: Miss Walczyk / Pacing Guide Week #: 6Dates: September 9-13
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.
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)
0801.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives,
direct/indirect objects, predicate nouns) and pronouns (i.e., reflexive, interrogative, demonstrative) within context.
0801.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within context.
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 :
· I can identify nouns and pronouns in a sentence.
· 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 distinguish between action and linking verbs.
· I can identify flashbacks and foreshadowing in a story.
· I can analyze how an author reveals character traits. / Student Agenda:
· Posted daily but NOT included in Lesson Plan
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
· Bell Ringer- Students will have 5-10 minutes to write to the bell ringer question/quotation.
· Lesson on demonstrative pronouns
1. Write definition on the board
2. Give examples
3. Have students come up with examples
4. Toss the ball
· The Boy in the Striped Pajamas
1. Read
2. Discuss flashbacks and possible foreshadowing (accountable talk)
3. Chapter summaries / Toss the ball
Chapter Summaries
Accountable Talk
Day 2
· Bell Ringer- Students will have 5-10 minutes to write to the bell ringer question/quotation.
· Review of interrogative and demonstrative nouns
1. Toss the ball
2. Grammar book practice questions
· The Boy in the Striped Pajamas
1. Read
2. Discuss character traits of different characters (accountable talk)
3. Chapter summaries / Toss the ball
Chapter Summaries
Accountable Talk
Day 3
· Bell Ringer- Students will have 5-10 minutes to write to the bell ringer question/quotation.
· Lesson on verbs
1. Write definition on the board
2. Give examples
3. Have students come up with examples
4. Toss the ball
· The Boy in the Striped Pajamas
1. Read
2. Discuss flashbacks and possible foreshadowing (accountable talk)
3. Chapter summaries / Toss the ball
Chapter Summaries
Accountable Talk
Day 4
· Bell Ringer- Students will have 5-10 minutes to write to the bell ringer question/quotation.
· Lesson on action and linking verbs
1. Write definitions on the board
2. Give examples
3. Have students come up with examples
4. Toss the ball
· The Boy in the Striped Pajamas
1. Read
2. Discuss flashbacks and possible foreshadowing (accountable talk)
3. Chapter summaries / Toss the ball
Chapter summaries
Accountable Talk
Day 5 (Sub Plan)
· Bell Ringer- Students will have 5-10 minutes to write to the bell ringer question/quotation.
· AR STAR testing on iPads
· Verb review worksheet
· Read AR books
· Word Splat with last ten minutes of class / STAR Tests
Verb review worksheet
Word Splat
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.
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.
· PowerPoint- The flashback and foreshadowing PowerPoint provides some awesome examples of the two literary elements. Instead of me having to stand at the board and write the long examples, they are immediately projected on the board so students can read and decipher them.
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