Lesson Plan
Date: Week of Sept. 14
Class: English/Language Arts
Reading Standards:
Cite the textual evidence that most strongly supports
an analysis of what the text says explicitly as well as
inferences drawn from the text. (8.RL.1)
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.
(8.RL.2)
Writing Standards:
Grade 8, Standard 5 (W.8.5)
With some guidance and support from peers and
adults, develop and strengthen writing as needed
by planning, revising, editing, rewriting, or trying a
new approach, focusing on how well purpose and
audience have been addressed
Teacher: Egnew
Mastery Objective
Students will create a flow chart helping them recall
important details that will then lead them
to making inferences from the story. They will use
this flowchart to develop a double bubble chart where
they compare their inferences to the main plot of the
story. They summarize their information explaining
how making inferences in a story helps the plot,
conflict, and characters progress throughout all stages
of plot.
Mastery Objective
Using a circle map students will brainstorm ideas for
Personal Narrative #2: They will then use a flow
chart to plan paper. Rough Drafts will be written and
edited by the author and 3 peers. Revisions will be
made and a final copy for publication will be
completed and turned in by Friday.
Reading Topic: Plot Development--Inferences
Reading Level: Remember, Understand, Analyze,
Reading Do: Flow Map, Read Story highlighting important information related to plot, Analyze Inferences
for implied meaning and contribution to plot
Writing Topic: Personal Narrative….This piece of literature reminds me about a time in my life when .
..
Writing Level: Create
Writing Do: After reading Raymond’s Run, create a story from your life that this piece of literature
helps you remember.
“I Do.” Introduction to New Material: Circle Map: Flow Map: Inferences: Review of stages of Plot/Review
stages of planning a paper.
Student Engagement Strategies: Circle Map: “What I know about Inferences”; Flow Map example for
predicting the outcome of Raymond’s Run to introduce Flow Map;
Lesson Plan: Step by step modeling of maps that will be used during the
week’s activities, predict outcome based on pictures, titles, subtitles of the
story (flow map) do together, Circle map of inferences…define and explain
what they know about inferences.
Differentiation for Tier 1 and
Tier 3 students:
Tier 1: Basic circle map
Tier 3: Define, draw picture,
use in sentence, do “big
picture” map in square
around circle map
“We Do.” Guided Practice: Build Prior Knowledge for piece of literature to be read by discussing What’s
Worth the Effort and motivation/
Student Engagement Strategies: Group Choral Reading, flow map for sequencing events,
Lesson Plan: Have you ever wanted something so badly you’d do anything to
achieve it? If so, you’ve felt motivation, the drive that causes people to strive
toward a goal. In the story you are about to read, a spunky young girl does
what it takes to be the fastest runner in her neighborhood.
Reading: 1st Reading: The teacher will read the story to the class. They will
just sit and listen.
2nd Reading: Groups will read, alternating at paragraphs. They will mark the
text, for Main Idea, Character Development, Setting, and Plot.
Quickwrite: Circle Map: Things that motivate me—take to flow map to do as
quick write activity. Choose a favorite and write a short paragraph telling
what motivates you.(information will be used with writing prompt)
Differentiation for Tier 1 and
Tier 3 students:
Tier 1: Circle Map on
motivation, definition, use in
sentence, one complete
sentence on what motivates
me.
Tier 3: Detailed maps—
complete 10 sentence
paragraph describing what
motivates them and why?
“You Do.” Independent Practice: Partner Reading of “Raymond’s Run/Writing of Paper
Student Engagement Strategies: Flow map for important information related to plot to help answer
inference questions,
Lesson Plan: 3rd Reading: Students will partner read the story and a new
reader will take over each line to keep kids engaged. They will answer the
questions from the text as it comes along. Teacher will monitor partners to
be sure they are following directions and on task.
When answering questions students will rephrase the question within the
answer and will use evidence from the text to support their answers.
Writing: Student will develop a thesis statement, and introduction to their
paper using information from their flow maps. Papers will be edited daily and
by Friday students will have a paper ready for publication.
Personal Narrative: After reading this story, I am reminded of a time in my
life when I……..
Differentiation for Tier 1 and
Tier 3 students:
Tier 1: Story read aloud to
them so that they can follow
and not struggle. Put as
podcast and load to their ipods/phones, or computers
Tier 3: Will be required to
complete the higher level
questions that go along with
the text at the end of the
story. They will complete
the research part of the
questions.
Closing – Student Synthesis of their Learning
Flow maps, circle maps, turned in each day so teacher can monitor where students are at and what gaps
need to be covered the next day. Students will take a test on the story and on inferences related to the
story to see what they have learned and what needs to be covered with the next piece of literature we
read.