Grade Level Planning Lesson Plans
WEEK OF: Nov. 14 – 18 , 2011
GRADE: 8th
DATE
GOALS/OBJECTIVES
STRATEGIES/ACTIVITIES
Nov. 14
1.02 … Journaling
…Actively engaged in
note-taking while reading
2.01…Generating questions, drawing
conclusions/making inferences
3.01…Author’s purpose
5.01 …Increase fluency/
comprehension of fiction
...Analyzing theme, dialogue &
Symbolism
6.01…Vocabulary development
Class Starter (Journal – teacher created topic related to in-class novel); AR
testing before class, or DEAR. Flexible library rotation, first 20 minutes.
Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll—
TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE
PEARL
~Native American Heritage Presentation in the gym: 9am

Students organize into collaborative groups.

Teacher will provide comprehension exercises for students to complete,
using their novels.

Students will preview the day’s activities, discuss and complete.

Students will complete reading the novel

Teacher will monitor and assess comprehension

Students will continue with vocabulary development

Teacher will assign homework: Read; Teacher-selected assignment or
Native American nonfiction and study notes/vocab

Teacher will review/introduce the 5-paragraph essay modeling and
giving examples of well constructed sentences and well thought out
paragraphs

Teacher will introduce Native American related writing assignment
Class Starter (Journal – teacher created topic related to in-class novel); AR
testing before class, or DEAR. Flexible library rotation, first 20 minutes.
Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll—
TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE
PEARL

Students will review Vocabulary Word Maps, novel Graphic
Organizers and Monday’s activities.

Teacher will refer to the 12 Reading Strategies for students, isolating
use of Compare/Contrast, Author’s Purpose, and Context Clues in
the novel.

Students will continue reading aloud, teacher assessing fluency/
comprehension as they do.

Students will continue to add to the plot line, differentiating between
what is relevant and what is not.

Teacher and students continue making connections, drawing inferences.

Teacher will assign homework: sentence construction activity and
students will compare/contrast two elements of their novel, using their
notes and study notes/vocab

Continue developing writing assignment
Class Starter (Journal – teacher created topic related to in-class novel); AR
testing before class, DEAR. Flexible library rotation, first 20 minutes.
Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll—
TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE
Nov. 15
Nov. 16
1.02 … Journaling
…Actively engaged in
note-taking while reading
2.01…Generating questions, drawing
conclusions/making inferences
3.01…Author’s purpose
5.01 …Increase fluency/
comprehension of fiction
...Analyzing main idea,
fact/opinion, recalling details
and summarizing
6.01…Vocabulary development
1.02 … Journaling
…Actively engaged in
note-taking while reading
SUBJECT: English Language Arts
EVALUATION/
ASSESSMENT



















RESOURCES
Journals
Class Participation
Teacher
Observation
Homework
Quizzing (oral or
paper)
Independent
Practice
Group Interaction
Formal & Informal
Assessment


Journals
Class Participation
Teacher
Observation
Homework
Quizzing (oral or
paper)
Independent
Practice
Group Interaction
Formal & Informal
Assessment


Journals
Class Participation
Teacher










Lit. Series
Teacher
Created
Materials
Teacher
selected
materials
Thinking Maps
Critical
Thinking Cards
Foldables
Lit. Series
Teacher
Created
Materials
Teacher
selected
materials
Thinking Maps
Critical
Thinking Cards
Foldables
Lit. Series
Teacher
Created
Grade Level Planning Lesson Plans
2.01…Generating questions, drawing
conclusions/making inferences
3.01…Author’s purpose
5.01 …Increase fluency/
comprehension of fiction
... Analyzing main idea,
fact/opinion, recalling details
and summarizing
6.01…Vocabulary development
Nov. 17
Nov. 18
1.02 … Journaling
…Actively engaged in
note-taking while reading
2.01…Generating questions, drawing
conclusions/making inferences
3.01…Author’s purpose
5.01 …Increase fluency/
comprehension of fiction
... Analyzing main idea,
fact/opinion, recalling details
and summarizing
6.01…Vocabulary development
1.02 … Journaling
…Actively engaged in
note-taking while reading
2.01…Generating questions, drawing
conclusions/making inferences
3.01…Author’s purpose
5.01 …Increase fluency/
comprehension of fiction
... Analyzing main idea,
fact/opinion, recalling details
and summarizing
6.01…Vocabulary development
PEARL

Teacher and students will review homework

Teacher will help model the design of a Foldable to serve as a study
guide for the novel. Students create their own.

Students will continue reading aloud as teacher assesses
fluency/comprehension, pausing for discussion as necessary

Teacher will model correct placement of facts/information on
plotline/notes/foldable

Students will work independently, adding further information to each
section of the foldable.

Teacher will assign homework: read/take notes for AR book; continue
developing the foldable using class notes and study notes/vocab

Continue developing writing assignment
Class Starter (Journal – teacher created topic related to in-class novel); AR
testing before class, DEAR. Flexible library rotation, first 20 minutes.
Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll—
TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE
PEARL

Teacher and students review homework.

Update foldables as necessary, ensuring everyone has sufficient notes to
study for test. Review essential vocabulary and novel vocabulary

Some teachers may continue reading novel in class. Students will read
aloud as teacher assesses fluency/ comprehension, pausing for discussion
as necessary

Teacher and students update student foldables,

Teacher will assign homework: read AR book/take notes; complete
foldables and study notes

Continue developing writing assignment
Class Starter (Journal – teacher created topic related to in-class novel); AR
testing before class, DEAR. No Library Rotation on Fridays
Novels: Broughton—THE EDUCATION OF LITTLE TREE, Doll—
TOUCHING SPIRIT BEAR, Sweat—RACING THE SUN, Oxendine—THE
PEARL

Teacher and students will review homework

Teacher will help model the design of a Foldable to serve as a study
guide for the novel. Students create their own.

Students will continue reading aloud as teacher assesses
fluency/comprehension, pausing for discussion as necessary

Teacher will model correct placement of facts/information on
plotline/notes/foldable

Students will work independently, adding further information to each
section of the foldable.

Teacher will assign homework: read/take notes for AR book; continue
developing the foldable using class notes and study notes/vocab
Have a nice weekend

Continue developing writing assignment





















Observation
Homework
Quizzing (oral or
paper)
Independent
Practice
Group Interaction
Formal & Informal
Assessment




Journals
Class Participation
Teacher
Observation
Homework
Quizzing (oral or
paper)
Independent
Practice
Group Interaction
Formal & Informal
Assessment


Journals
Class Participation
Teacher
Observation
Homework
Quizzing (oral or
paper)
Independent
Practice
Group Interaction
Formal & Informal
Assessment










Materials
Teacher
selected
materials
Thinking Maps
Critical
Thinking Cards
Foldables
Lit. Series
Teacher
Created
Materials
Teacher
selected
materials
Thinking Maps
Critical
Thinking Cards
Foldables
Lit. Series
Teacher
Created
Materials
Teacher
selected
materials
Thinking Maps
Critical
Thinking Cards
Foldables
Grade Level Planning Lesson Plans
Teacher’s Signature__________________________
Modifications/Acceleration
Peer collaboration
Audio for less fluent readers (optional)
Teacher-modeled oral reading
Graphic organizers
Independent Reading
Principal’s Signature: _________________________
Technology
Audio
Smartboard
Internet
Literacy Strategies
12 Reading Strategies
Writing & Grammar
Summary
Analyzing & Critical Thinking
Creating plot line
Essential Vocabulary
“Think Aloud” Modeling
3-2-1 Response Sheet
Writing Effective Sentences
Short Answer Responses
Paragraph development
5-Paragraph Essay