Weekly Planning Sheet
Day
Day 1
2
Day 3
Day 4
Day 5
The students will evaluate
the story plot by
completing a sequencing
chain.
Add words from Ch.2 to
TM3. Complete an
illustration about the
setting with captions
from book.
The students will
demonstrate an
understanding of reading
strategies by discussing
strategies and completing
an organizer.
Look at illustrations.
Review reading strategies
up in room. Remind them
that we have just used
imagery with illustrations.
Discuss which strategies
we have used so far and
which we plan to use.
Discuss how you use
reading strategies.
Read chapter 3 and 4
independently. Complete
TM 4 using the strategy
“relating to what was
read.”
Create an illustration
using Story Book Weaver
or KidPix.
Alternate: Brainstorm
strategies using
Inspiration Web.
The students will
complete a story web
using plot, setting and
character elements.
The students will identify
the characteristics of
realistic fiction by Hot
Spotting terms in chapter
1.
The students will identify
the setting and its
importance by illustrating
the setting.
Create a web utilizing
Inspiration about the
read aloud. Review terms
plot, setting and
characters.
Read aloud realistic
fiction picture book.
Discuss. Recall familiar
realistic fiction stories.
Identify major
components. Complete
chart TM2 together.
Preview book and decide
together that this is also
realistic fiction.
Read Ch. 1 independently.
Hot Spot key phrases
that show this story is
realistic fiction. HW:
complete TM2 about Ch.1.
Review homework TM2.
Review time and place Ask
to skim and leave
hotspots that show
evidence of setting..
Complete TM3 from ch.1.
Read Ch. 2 together.
Complete chart TM1. The
students will sort words
under correct headings;
Plot, Setting, Character,
Other.
None
Vocabulary TR1
Journal Predictions TR 4
Renaming Chapters TR2
Stance and Discussion
Questions TR3
Inspiration Web
Journal entries could be
entered in a computer
program.
Renaming chapters could
be done also.
Ginger Brown: The Nobody Boy
Created by Amanda Campbell BPES
Review term Plot. Model
completion of TM5 of
previous chapter using
Hot Spots.
Partner read CH.5. Use
Hot Spots to identify
plot. Complete your
sequence chain TM5
NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools
1
Weekly Planning
Day 6
Day 7
Day 8
Day 9
Day 10
The student will evaluate
the author’s decision the
plot change by writing a
paragraph explaining an
event from Chapter 5.
The student will compare
the character actions and
traits of Ginger and
Ronald to themselves by
completing character
trait diagram.
The student will identify
problem and solution
throughout the book by
recording them on an
organizer.
The student will create a
triarama showing the
setting, a favorite event,
the characters and a
short summary of the
book.
The student will share
personal triarama
projects with the class.
Discuss how the change in
the plot affected our
ideas of the mood and
characterization. Record
ideas on board/chart
paper. Emphasize proper
listening skills.
Emphasize speaking and
listening techniques.
Discuss Ch.6 and plot
change.
Identify traits for Ronald
and Ginger using
Kidspiration. Use 2
groups and 2 computers.
TM6
Show the directions for a
triarama. TM9 Emphasize
use of reading strategies to
read directions. Create one
together using various
stories. Model using preplaced hot spots and
organizers to look for ideas.
Students will be sharing
triarama with the group.
Emphasize
characteristics of a good
listener. Give each
student a note-taking
device. Model its use.
In a well developed
paragraph, explain why or
why not you think the
fight between Ginger and
Ronald is an important
part of the plot in the
story.
Vocabulary
Journal Writing
Renaming Chapters
Complete a Venn Diagram
between Ronald or Ginger
and yourself. TM7
HW Read CH. 7 and 8
Ch. 7 and 8 oral review.
Discuss problem and
solution. Refer back to
picture book. Complete
TR5 on picture book. May
be more than one
scenario. Do one or more
examples together
before you go back to
your seat.
Complete TM8 with
problem and solution
scenarios from the novel.
The students will pair
share during this
independent time.
Complete individual
triarama projects. This
will require extra time.
Orally explain their
chosen event and
illustration.
Ginger Brown: The Nobody Boy
Created by Amanda Campbell BPES
NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools
2
Weekly Planning Sheet
Computer Lab
Day
Day
Day
Day
The student will gather
information and conduct
research using electronic
sources by completing an
Inspiration organizer.
Introduce the students
to the web bookmark TR6.
Show them TM10 and how
to get to it again and
again. Discuss the
information they are
looking for.
Complete TM10 with
information from Random
House author help.
Ginger Brown: The Nobody Boy
Created by Amanda Campbell BPES
NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools
3