Trousdale County Schools Weekly Lesson Plan
Teacher: Miss Walczyk
Pacing Guide Week #: 10
Dates: October 6-10
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.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script,
evaluating the choices made by the director or actors.
SL.8.1c Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant
evidence, observations, and ideas.
SL.8.1d Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the
evidence presented.
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)
0801.1.10 Identify the correct use of appositives/appositive phrases and infinitive/ infinitive phrases within context.
0801.5.5 Choose a logical word to complete an analogy, using synonyms, antonyms, homonyms, categories/subcategories,
whole/part, functions, verb forms, rhymes, scrambled words, homophones.
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). After they are through writing, 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.
Students will constantly be required to provide evidence to support their claims. They will have to explain their textual evidence and
how it applies to their claims.
I Can Statements :
Student Agenda:
 I can read and comprehend grade-level texts.
 Posted daily but NOT included in Lesson Plan
 I can analyze a literary character’s moral dilemma.
 I can identify an appositive.
 I can choose a logical word to complete an analogy.
 I can analyze why a director may have changed parts of
the film version of a novel.
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.
Day 1
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Benchmark Review Game
1. Review questions that were most missed in each class.
2. Show two examples of high-scoring essays
Formative Assessment:
Benchmark Review Game
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Day 2
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Moral Dilemma
1. Story Exercise
2. Define “moral dilemma”
3. Discuss moral dilemmas Bruno faced in The Boy in the Striped Pajamas
 Begin watching “The Boy in the Striped Pajamas”
1. Determine how the movie is different/similar to the novel.
2. Evaluate why the director may have changed some of the story.
i. Accountable Talk
Day 3
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Lesson on appositives
1. Notes and examples
2. Student examples
3. Practice problems from grammar book
 Watch “The Boy in the Striped Pajamas”
1. Determine how the movie is different/similar to the novel.
2. Evaluate why the director may have changed some of the story.
i. Accountable Talk
Moral Dilemma Exercise
Accountable Talk
Day 4
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Analogies
1. PowerPoint
2. Student examples
3. Practice sheet
 Watch “The Boy in the Striped Pajamas”
1. Determine how the movie is different/similar to the novel.
2. Evaluate why the director may have changed some of the story.
ii. Accountable Talk
Day 5
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Analogies
1. Game Competition
 “The No-Guitar Blues”
1. Reader’s Theatre
2. Comic Strip comprehension check
3. Accountable Talk over Fausto’s moral dilemma
Student examples
Practice sheet
Accountable Talk
Student examples
Practice Problems
Accountable Talk
Analogies Game
Comic Strip
Accountable Talk
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 We will discuss moral dilemma with any new story we read in class.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 PowerPoint- This allows me to walk around the room as students are taking notes instead of standing at the board.
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