Lesson Plan Template - Trousdale County Schools



Trousdale County Schools Focused Lesson Plan 2015-16

|Teacher: Miss Walczyk |Unit Name: Informational Writing and Literary Elements |

|Unit #: 2 |Unit Length: 6 weeks |

|Week: 9 |Week __5__ of ___6___ |

|Subject: RLA |

|Tennessee State 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.8.2- Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, |

|setting, and plot; provide an objective summary of the text. |

|RL.8.3- Analyze how particular lines or dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |

|RL.8.4- Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific |

|word choices on meaning and tone, including analogies or allusions to other texts. |

|RL.8.6- Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such|

|effects as suspense or humor. |

|L.8.2- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |

| I Can Statements : |

|I can cite textual evidence that most strongly supports inferences drawn from the text. |

|I can analyze how particular incidents in a story reveal aspects of a character. |

|I can demonstrate command of commas and semicolons. |

|I can analyze how differences in points of view can create suspense. |

|I can provide objective summaries of a text. |

|I can analyze how different points of view can create irony within a story. |

|I can analyze the impact of specific word choices on tone. |

|Accommodations for students, both regular and special populations : |

|Redo opportunities |

|Extra time |

|Peer tutoring |

|Unit Vocabulary: |

|Textual Evidence |

|Narrator |

|Cite |

|Summarize |

|Inference |

|Comma |

|Coordinating Conjunction |

|Close Read |

|Point of View |

|Plot Elements: Exposition, Rising Action, Climax, Falling Action, Resolution |

|Dialogue |

|Characterization |

| |Resources, Technology, Formative and/or Summative Assessments, Assignments, and|

|Daily Agenda |a Daily Activity for citing text based evidence in conversations and/or writing|

|Monday | |

|Bell Ringer |iPads |

|Mica |The Boy in the Striped Pajamas |

|Using iPads, students will log onto micatime using their usernames and |Google Drive |

|passwords. They will go to the “Practice” tab and practice the different types|Text-Based Discussion Questions |

|of technology used for the question types. |Accountable Talk with Toss the Ball |

|The Boy in the Striped Pajamas | |

|Read chapter 15. Students will write an objective summary of the chapter. |Sasquatch Olympics |

|Using their iPads and Google Drive, students will write and share responses to |Chapter Summary |

|the following questions: “What signs reveal that Lieutenant Kotler is getting | |

|close to Bruno’s mother?” and “Do you think there is any justification for | |

|Bruno denying his friendship with Shmuel?” and “What does Shmuel’s forgiveness | |

|of Bruno suggest about Shmuel?” and “Why is it significant that the boys touch | |

|for the first time?” Students will incorporate textual evidence in their | |

|answers. | |

|Accountable Talk over discussion questions. | |

|USATestPrep | |

|Sasquatch Olympics on iPads | |

|Tuesday | |

|Bell Ringer |iPads |

|Mica | |

|Using iPads, students will log onto micatime using their usernames and |Conventions and Textual Evidence Test |

|passwords. They will do a mini-assessment (3 questions) to get an idea of how |Test |

|the questioning has changed. | |

|Test 2 | |

|Students will take another test over conventions and textual evidence to see | |

|how they have progressed since the last test. | |

|Wednesday |The Boy in the Striped Pajamas |

|Bell Ringer |iPads |

|The Boy in the Striped Pajamas |Google Drive |

|Read chapter 16. Students will write a summary of the chapter. |Text-Based Character Trait Analysis |

|Using their iPads and Google Drive, students will write and share a paragraph |Text-Based Discussion Question |

|outlining a character trait of Bruno’s. They will name the trait, provide |Accountable Talk with Toss the Ball |

|textual evidence, and elaborate on how the textual evidence supports Bruno’s | |

|trait. |Sasquatch Olympics |

|Students will also use their iPads and Google Drive to answer and share the |Chapter Summary |

|following question: “How does the dialogue at the end of chapter 16 add | |

|suspense to the story?” | |

|Accountable Talk over character trait analysis and discussion question. | |

|USATestPrep | |

|Sasquatch Olympics on iPads | |

|Thursday |The Boy in the Striped Pajamas |

|Bell Ringer | |

|Irony |Chapter Summary |

|Lesson over verbal, dramatic, and situational irony | |

|Ereading worksheet practice | |

|Irony within The Boy in the Striped Pajamas | |

|Read chapter 17. Students will write a summary over the chapter. | |

|Students will look for any of the three types of irony within the chapter. | |

|“How has Bruno’s point of view added to the suspense of the overall story so | |

|far?” | |

|Accountable Talk over discussion question. | |

|Friday |Benchmark Review Game |

|Bell Ringer |Schoolnet |

|Benchmark Review Game |Projector |

|I will assign students into groups. Each group will have two paper copies of | |

|the benchmark. The benchmark will also be projected on the screen. We will | |

|review any questions each individual class was not proficient in. Score will | |

|be kept between the groups. The winning group will receive candy. | |

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