TEACHER
Wilson
COURSE
Language Arts
PERIOD(S)
WEEK BEGINNING
4,5,6
SWIFT CREEK MIDDLE SCHOOL
WEEKLY LESSON PLANS
2100 Pedrick Road
Tallahassee, FL 32317
February 10, 2014
STANDARDS
CCSS.ELA-Literacy.RL.6.6 Explain how an author develops the point of view of the narrator
or speaker in a text.
ESSENTIAL QUESTION
How do internal and external factors influence one’s self-perception?
OBJECTIVE(S)
Students will be able to review the importance of minor characters and demonstrate
knowledge of plot.
PROCEDURES AND INSTRUCTIONAL STRATEGIES
KEEP IN MIND
WHEN
PLANNING
INSTRUCTION:
RIGOR
STUDENT
ENGAGEMENT
OPPORTUNITIES
TO EXPLORE
GROUP
PRACTICE
INDIVIDUAL
PRACTICE
USE OF TIME
5 min: Record the weekly agenda on the planner
5 min: Bell-ringer: Identify the part of speech of the underlined word in the following
sentence: My favorite sport in the Winter Olympics is skiing (noun).
3 min: Lead a class discussion on what constitutes the truth and what the difference
between a half and whole truth is.
7 min: First, have students use two colored highlighters to mark the text of Stanley’s
letter (#1, pg. 233), indicating in one color when Stanley tells his mother the whole
truth and indicating in the second color when he does not. Then have students
discuss why Stanley is not entirely truthful when writing to his mother about Camp
Green Lake.
8 min: Have students reread the letter from Stanley’s mother in Chapter 16. Ask
students what kind of relationship Stanley and his mother seem to have, based on the
letters and any other information they have gleaned from their reading. Write this
response in the space provided for #2 (pg. 233). Share responses with the class.
17 min: As students complete the graphic organizer on pg. 234, deciding what Stanley
might share with his mother at Camp Green Lake, they are considering the characters
and events through Stanley’s eyes. This process will help them write in Stanley’s
voice when they respond to the letter from his mother. Step 3 could be time
consuming if each student looks up information on all the characters. Use small
groups with a jigsaw arrangement in each group. Individual students become experts
on one character or incident and share their information with the group. Students will
need to include page numbers when they include the whole truth about their
character. Complete Mr. Pendanski as a class, including the whole truth (He makes
Stanley dig holes in the desert even as Stanley develops blistered hands, Chapter 7)
and half-truth (Mr. Pendaski encourages us to work hard so that we can build
character).
ACCOMODATIONS (IF NECESSARY)
Accommodations – ESE / ESOL /504: 1. Daily agenda and assignments on
board 2. Oral and written notes & directions 3.Structured schedule for assignment
completion 4. Extended time on tests and class work if needed 5. Planner signed
daily if needed 6.Flexible format for responses 7. Retakes of tests/quizzes to show
mastery of skill 8. Outlines & notes provided if needed 9. Other accommodations as
listed on IEP or 504
ASSESSMENT AND HOMEWORK
Collect students’ double entry journals for Chapter 1-16 to grade and check for
comprehension
STANDARDS
CCSS.ELA-Literacy.RI.6.4 Determine the meaning of words and phrases as they are used in
a text, including figurative, connotative, and technical meanings.
ESSENTIAL QUESTION
KEEP IN MIND
WHEN
PLANNING
INSTRUCTION:
RIGOR
STUDENT
ENGAGEMENT
OPPORTUNITIES
TO EXPLORE
GROUP
PRACTICE
INDIVIDUAL
PRACTICE
USE OF TIME
How does technology facilitate learning?
OBJECTIVE(S)
Students will be able read texts on their Lexile level and answer reading
comprehension questions.
PROCEDURES AND INSTRUCTIONAL STRATEGIES
50 min: Students will meet in Reading Lab and log onto computers. Students will read
articles on Achieve 3000 and answer reading comprehension questions.
ACCOMODATIONS (IF NECESSARY)
Accommodations – ESE / ESOL /504: 1. Daily agenda and assignments on
board 2. Oral and written notes & directions 3.Structured schedule for assignment
completion 4. Extended time on tests and class work if needed 5. Planner signed
daily if needed 6.Flexible format for responses 7. Retakes of tests/quizzes to show
mastery of skill 8. Outlines & notes provided if needed 9. Other accommodations as
listed on IEP or 504
ASSESSMENT AND HOMEWORK
N/A
STANDARDS
CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details,
and sensory language to convey experiences and events.
ESSENTIAL QUESTION
KEEP IN MIND
WHEN
PLANNING
INSTRUCTION:
How do internal and external factors influence one’s self-perception?
OBJECTIVE(S)
Students will be able to consider audience when writing.
RIGOR
STUDENT
ENGAGEMENT
OPPORTUNITIES
TO EXPLORE
GROUP
PRACTICE
INDIVIDUAL
PRACTICE
USE OF TIME
PROCEDURES AND INSTRUCTIONAL STRATEGIES
5 min: Bell-ringer: Identify the part of speech of the underlined word in the following
sentence: I thought Divergent was good, but wow! Insurgent is proving to be better
interjection).
20 min: Instruct students to make note of four important incidents (including page
numbers) that have occurred since Stanley’s first day on the graphic organizer on pg.
235. Again, think about the whole truth versus what Stanley would tell his mother.
Note whether Stanley would tell his mother the whole truth or a half-truth. After 15
minutes of working, discuss as a class.
25 min: Now that students have thought about the people and incidents that Stanley
might write about, write a letter to his mother to persuade her not to worry. Make sure
students choose their words carefully, using emotional language to convince her that
you, Stanley, are being treated well and are having fun. The RAFT and outline of the
letter can guide students as they draft their letters. Go over the Role (Stanley, who
does not want his mother to worry), Audience (Stanley’s mother), Format (letter), and
Topic (people he has met and activities he does at camp). Remind them to maintain
Stanley’s attitude in the letter, trying to sound as much like Stanley as possible and
reflecting on his relationship with his mother. Direct students back to pg. 215 to
review the letter format.
ACCOMODATIONS (IF NECESSARY)
Accommodations – ESE / ESOL /504: 1. Daily agenda and assignments on
board 2. Oral and written notes & directions 3.Structured schedule for assignment
completion 4. Extended time on tests and class work if needed 5. Planner signed
daily if needed 6.Flexible format for responses 7. Retakes of tests/quizzes to show
mastery of skill 8. Outlines & notes provided if needed 9. Other accommodations as
listed on IEP or 504
ASSESSMENT AND HOMEWORK
N/A
STANDARDS
CCSS.ELA-Literacy.W.6.3d Use precise words and phrases, relevant descriptive details,
and sensory language to convey experiences and events.
ESSENTIAL QUESTION
How do internal and external factors influence one’s self-perception?
OBJECTIVE(S)
KEEP IN MIND
WHEN
PLANNING
INSTRUCTION:
RIGOR
STUDENT
ENGAGEMENT
OPPORTUNITIES
TO EXPLORE
GROUP
PRACTICE
INDIVIDUAL
PRACTICE
USE OF TIME
Students will be able to master the friendly letter format and consider audience when
writing.
PROCEDURES AND INSTRUCTIONAL STRATEGIES
5 min: Bell-ringer: The pep rally today will showcase winter sports (verb).
15 min: Have students use the given information on pg. 237 to practice addressing an
envelope. Then, have them use any relevant information provided in the book (e.g.
Camp Green Lake is located in Texas) and invent the rest of the information to label
the envelope provided. Have students put their letter in the envelope when done and
deposit it to the “mailbox” at the front of the classroom.
15 min: Allow each student to draw a letter from the box and then write a letter of
response in the voice of Stanley’s mother.
15 min: Read Chapters 17-18 as a class; have students complete a double entry
journal entry for each chapter.
ACCOMODATIONS (IF NECESSARY)
Accommodations – ESE / ESOL /504: 1. Daily agenda and assignments on
board 2. Oral and written notes & directions 3.Structured schedule for assignment
completion 4. Extended time on tests and class work if needed 5. Planner signed
daily if needed 6.Flexible format for responses 7. Retakes of tests/quizzes to show
mastery of skill 8. Outlines & notes provided if needed 9. Other accommodations as
listed on IEP or 504
ASSESSMENT AND HOMEWORK
N/A
KEEP IN MIND
WHEN
PLANNING
INSTRUCTION:
RIGOR
STUDENT
STANDARDS
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a
series of episodes as well as how the characters respond or change as the plot moves
toward a resolution.
ESSENTIAL QUESTION
How do internal and external factors influence one’s self-perception?
ENGAGEMENT
OPPORTUNITIES
TO EXPLORE
OBJECTIVE(S)
Students will be able to continue to trace a character’s development through an
extended text.
PROCEDURES AND INSTRUCTIONAL STRATEGIES
GROUP
PRACTICE
INDIVIDUAL
PRACTICE
USE OF TIME
5 min: Bell-ringer: Identify the part of speech of the underlined word in the following
sentence: Some think today, Valentine’s Day, is a cheesy holiday (adjective).
5 min: Use a jigsaw to move students through this activity. Create home-base groups,
each with four students. Assign each student one of the four pairs of chapters on the
graphic organizer on page 238. He or she will become an expert on the
characterization of Stanley in those two chapters.
10 min: Give students time to take notes on the graphic organizer. Students will
notice that this graphic organizer is the same as the one they complete for Chapters
1-10 in activity 3.14.
10 min: Have students change their groups so that they are now grouped with other
students who are working to become experts on the same chapters. They should
change their note, listening attentively to one another so that they can add to their
notes where appropriate and prepare to present their findings to their home-base
group.
10 min: Send students back to their home-base groups and have them complete the
other rows of their graphic organizer, using the information provided by the experts in
their group.
10 min: Bring discussion to the whole class to discuss the characterization of Stanley
and add to their character bookmark.
ACCOMODATIONS (IF NECESSARY)
Accommodations – ESE / ESOL /504: 1. Daily agenda and assignments on
board 2. Oral and written notes & directions 3.Structured schedule for assignment
completion 4. Extended time on tests and class work if needed 5. Planner signed
daily if needed 6.Flexible format for responses 7. Retakes of tests/quizzes to show
mastery of skill 8. Outlines & notes provided if needed 9. Other accommodations as
listed on IEP or 504
ASSESSMENT AND HOMEWORK
N/A
THIS SPACE RESERVED
FOR:
Research, Lesson Plan
reflections, changes you
may employ the next time
you teach a concept, and
successes and difficulties
Consider these resources when planning:
 Webb’s Depth of Knowledge
 Revised Bloom’s Taxonomy
 Rigor/Relevance Framework
 NGSSS
 Common Core ELA
 Common Core Mathematics
experienced by students.
REFLECTIONS ON TEACHING LEARNING
This week has primarily focused on character, specifically appearance, actions, what
the character says, and what others say about the character. As we read, we add to our
character bookmark for Stanley, which comprises of internal thinking and external
features. The internal/external part is a little confusing for some. When I teach this
next year, I will need to include more lessons on the difference before having them
apply these concepts to a character in a novel. Right now I am focusing them on
internal vs. external within themselves. Once you can apply a concept to yourself, it is
easier to apply to scholastics.