Weekly Planning Sheet
Day
1
Day
2
Day
3
Day
4
Day
5
Identify setting and its
importance.
Identify characters and
character development.
Identify conflict and how it is
resolved.
Identify characteristics of
historical fiction.
Identify conflict and how it is
resolved.
Teacher uses USA map to trace
possible routes from
Philadelphia, Pa. to just below
Baltimore, Maryland. Discuss the
form of transportation that you
would have used in 1861, and
compare it to today’s form of
transportation. Teacher reads
Chapter 1, pages 1-5.
Class will set purposes for
reading Chapter 2-3.
Teacher models character
traits for Toby. Chapters 1-3.
Students will identify
character traits for Melanie.
Support traits from the text.
Teacher asks students how
they resolve conflicts with
their friends and family.
Students read in DRTA to
discover the conflict in
Chapter 4.
Teacher directed KWL chart
about the Civil War.
Students “partner read”
chapters 5-6 pages 29-44.
Teacher reads chapter 7 pages
45-51.
Meet in literature response
groups. Students will discuss
and support with text.
Students reread Chapter 1.
Students read Chapter 2-3.
Complete graphic organizer to
compare transportation of
1861 to transportation of
today. TM1
Students reread Chapters 2-3
to discover the character traits
of Constance.
Students use CP Chart TM2
to compare the characters.
Divide class into cooperative
groups to discuss Melanie’s,
Constance’s, and Toby’s
reaction to the loss of the
watch.
Students will work in pairs to
write historical facts from
story.
Write how you think
Constance and Toby feel
about Hattie and Ezra being
sold.
Create a timeline of historical
events that impact on this
story.
Journal: Write about a trip
you have taken.
Journal: Tell about a visit
with our aunt and uncle.
Begin work on play, Mary
Chestnut and Her Diary
Journal: How do you and your
family resolve conflicts?
Work on play, Mary Chestnut
and Her Diary
Journal: Whom do you
suspect? Be sure to support
you guess.
Work on play, Mary Chestnut
and Her Diary
Journal: If Ezra did not steal
the money how did it get into
his pocket?
Work on play, Mary Chestnut
and Her Diary
Visit Scholastic.com
(http://teacher.scholastic.com/
lessonrepro/reproducibles/pro
fbooks/chestnutplay.pdf )
Make a copy of the play for
student use.
“The South Breaks Away,
Mary Chestnut and Her
Diary”
Use Inspiration to complete a
character analysis of Melanie
and Constance.
TM3.1
TM3.2
Use Inspiration to complete a
template comparing the threecharacter reaction to the thief
of the watch. TM4
Use an electronic resource
such as Encarta or
worldbookonline to research
information about the
Underground Railroad and the
Civil War.
Use Inspiration to create a
Graphic organizer for a
persuasive letter asking Father
to change his mind about
selling the slaves. TM5
A Thief on Morgan’s Plantation Created by Janice McDowell
NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools
Weekly Planning Sheet
Day
Day _____9_____
Day
Write a convincing dialogue
between character and
someone else.
6
Day
Identify setting and its
importance.
7
Compare conflict to in the
selection to one’s own
experience.
Listen with respect to all
speakers.
Identify and evaluate author’s
decision about setting and
characterization.
Teacher models the steps to
follow when writing to
persuade.
Teacher directs discussion
about setting. Where? When?
Why? Students cite from the
text details about the setting
and its importance to the plot.
Teacher directs discussion
about pawnshops. What are
pawnshops, and how can they
be useful? How could a
pawnshop be useful to the
characters in the story?
Teacher asks students to
predict just who stole father’s
watch. Students should
support their answers using
details from the story.
Students may be allowed to
read their predictions.
Teacher will read a 2-Minute
Mystery about an object that
is stolen. Ask students to
identify setting and
characters. (Another short
mystery with a missing object
selection from Encyclopedia
Brown.) Teacher will then
ask whether this mystery
would work during the Civil
War. Why or why not?
Students cite examples from
the novel to support their
position.
Using their graphic organizer
(TM5) students will write to
the father persuading him to
reconsider selling Hattie and
Ezra.
Self selected reading
Students work in pairs to think
about things they own.
What things might be taken to a
pawnshop to sell? How would
you use the money? What other
ways might you have to earn
money?
Self selected reading
Students will reread Chapters
5-7.
Self selected reading
Student will do quick write
letter to the author. This letter
should let the author know
whether the student agrees or
disagrees with the ending.
Self selected reading
Student will think/pair/share
and discusses the setting for
the story.
Self selected reading
Journal: How would you try
to change your parent’s mind
about a decision?
Journal: Write about a trip to
Baltimore. Why did you go,
and describe what you saw.
Work on play Mary Chestnut
and Her Diary
Journal: Write about an object
that you have had stolen.
Work on play Mary Chestnut
and Her Diary
Journal: Write a letter to
Wood Morgan.
Design posters and invite
class to attend play Mary
Chestnut and Her Diary
Journal: Where would you set
a mystery story?
Present play Mary Chestnut
and Her Diary
Use SWC to create a
persuasive letter to write to
father about his decision to
sell Hattie and Ezra.
Use SWC to create a poster to
advertise something you want
to sell.
Use Inspiration to list the
different clues for each
character. Do a quick write
accusing the character that
you believe did it.
Use a word processor to
create a friendly letter to the
author.
Use Inspiration to create story
map on the story, Thief on
Morgan’s Plantation.
TM6
A Thief on Morgan’s Plantation Created by Janice McDowell
Day
8
Teacher will read pages 6263. Students will read 64-70
Meet in Literature Response
Groups to discuss the novel.
10
NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools