Weekly Planning Sheet
Day
1
Day
2
Day
3
Day
4
Day
5
The students will identify
characteristics and strategies
used for reading a biography.
The students will identify
facts in story by using Hot
Spots.
The students will summarize
events by identifying the main
idea of a passage and
completing a sequence chain.
The students will make a
critical decision by
completing a decision tree.
The students will use imagery
to create a picture of the
setting.
Brainstorm characteristics of
a biography.
Review strategies TM1
Discuss strategies used to
read a biography.
Read a biography with
students.
Discuss strategies used.
Students will brainstorm
chores they perform around
the house TM2
Read chapter 1 to students
(pp. 3 – 7)
Students will Hot Spot chores
performed by Deborah as the
teacher reads the story.
Discussion questions (TR2a)
Students will read pages 15 –
22 with a partner.
Discuss using discussion
questions (TR2b)
Students will work in pairs or
groups and highlight one
main idea sentence per entry.
TM3
Choose a problem or concern
the students can relate to.
Complete a Decision Tree as
a group.
Explain Pros and Cons
Include 3 for each.
Read pages 23 – 29
Discussion questions (TR2c)
Students will listen to teacher
read passage about Boston
Tea Party on page 17.
Students will complete
Imagery Chart after reading.
(L/A Handbook Resource 46)
Discuss (TR2d)
The students will read a
biography independently
about Ann McGovern and
identify the reading strategies
used. TR1
Students will read
independently chapter 2
(pp. 8 - 14).
Hot Spot chores performed by
Deborah in this chapter.
List 5 chores.
Students will use a decision
tree to help Deborah decide
whether she should join the
army or become a wife and
mother. TM5
Journal
Write about 3 facts you read
about Ann McGovern
Journal
- Think about the Deborah’s
life and your life. How are
they the same? How was life
different during the novel
from today?
Students will read pp. 30-36.
Students will create a picture
of what Boston looked like to
Deborah the first time.
Imagery Chart (L/A
Handbook Resource 46)
Students can write a
paragraph to describe the
setting in Boston.
Journal
Write a summary of the
chapter; The Fortune Teller,
pp. 30-32
On-line site for biography see
Teacher Resources Links
TR1a
Claris Works
Word
Students will take the
highlighted sentence and copy
it onto the sequence chain. Be
sure to include page number
where the sentence was
found. TM4
Students will write a
paragraph using the sequence
chain
Journal
- Create a timeline for
your life. Write the year
and an important event
for the ages of 5, 7, 10.
- Compare your timeline
to Deborah’s life.
Inspiration
Claris Works or Student
Writing Center or Word
Name of Novel,
The Secret Soldier
Created by
Joanna Beaty
Journal
- What decision did you
make?
- Support your decision.
- What do you think
Deborah will do?
Inspiration
Kid Pix
Student Weaver
NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools
Weekly Planning Sheet
Day
6
Day
7
Day
8
Day
9
Day
10
The students will demonstrate
comprehension by asking
relevant questions
The students will make
predictions based on prior
knowledge
The students will select and
use relevant and supportive
information by writing a
persuasive speech.
The students will identify new
information in an article and
compare the information to
the biography of Deborah
Sampson.
The students will present
speeches to persuade General
Washington to allow women
to join the army.
Teacher read aloud pages
37 –45.
Students will ask relevant
questions.
Discuss (TR2e)
Read to students pages 57 –
62.
Make list of predictions of
what Dr. Binney might have
put in the letter.
Discuss (TR2g)
Discuss elements of
persuasive writing (L/A
handbook Resource 74)
Review graphic organizer.
Discuss reason/evidence.
Read writing prompt TM6
Begin graphic organizer as a
group – identify 1 reason and
evidence.
Students will read an article
about Deborah Sampson.
The students will work with a
partner to compare and
contrast the biography and the
article using Student Writing
Center.
Students will present
speeches.
Students will complete a
checklist while listening to
the speeches. TM7
Model appropriate listening
and speaking skills TR3 TR4
Students will read
independently pp. 46 –56.
Students will write 3-5
relevant questions.
Students will identify reading
strategies used. TM1
Discuss (TR2f)
Students will pretend they are
the doctor. Write a letter to
General Paterson explaining
what you have discovered.
Students will write s speech to
persuade General Washington
to allow women in the
Continental Army. TM6
Identify reading strategies
used TM1
Identify 3 ways the article and
the biography were different.
The students will write a note
to a classmate explaining the
positive parts of his/her
speech and parts that could be
improved. (You can have
students pull a name out of a
hat.)
Students will create a poster
or brochure to persuade
young men to join the
Continental Army using
Student Writing Center.
Students will compare writing
a letter to writing a summary.
Identify how they are the
same and how they are
different.
Students will write 2 or 3
relevant questions about
another part of the story.
The students will continue
working on the speech. The
students can practice with a
partner.
Students will critique their
own speech by completing
Thinking About My Speaking
TM8
Student Writing Center
Claris Works
Word
Kid Pix
Student Writing Center
Internet
Student Writing Center
Video tape speeches
Name of Novel,
The Secret Soldier
Created by
Joanna Beaty
NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools