Trousdale County Schools Weekly Lesson Plan
Teacher: Miss Walczyk
Pacing Guide Week #: 1
Dates: August 5-9
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.
W.8.1a Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons
and evidence logically.
W.8.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an
understanding of the topic or text.
SL.8.1a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
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.
SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add
interest.
L.8.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking
L.8.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to
the meaning of a word or phrase.
L.8.4c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find
the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.8.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to comprehension or expression.
SPI(s) to be taught: (Write the entire SPI)
0801.1.1 Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives,
direct/indirect objects, predicate nouns) and pronouns (i.e., reflexive, interrogative, demonstrative) within context.
0801.1.2 Identify the correct use of verbs (i.e., action/linking, regular/irregular, agreement, perfect tenses, verb phrases) within
context.
0801.1.11 Select the correct pronoun-antecedent agreement for personal pronouns within context.
0801.1.16 Use context clues and/or knowledge of roots and affixes to determine the meaning of unfamiliar words.
0801.1.19 Recognize and use grade appropriate and/or content specific vocabulary.
0801.2.4 Determine the most effective methods of engaging an audience during an oral presentation (e.g., making eye contact,
adjusting speaking rate).
0801.3.3 Select an appropriate thesis statement for a writing sample.
0801.5.9 Make inferences and draw conclusions based on evidence in text.
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), then they will turn to a
partner and have a mini discussion. After the partner discussion, 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.
I Can Statements :
Student Agenda:
 I can identify nouns and pronouns in a sentence.
 Posted daily but NOT included in Lesson Plan
 I can distinguish between nouns and pronouns.
 I can find and label the antecedent of a pronoun.
 I can identify verbs in a sentence.
 I can effectively engage an audience during a
presentation.
 I can select an appropriate thesis statement for a piece of
writing.
 I can make an inference and draw a conclusion based on
evidence in a text.
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.
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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.
 Summer Reading Presentations- Before presentations are given, I will briefly
review the qualities of a good speech that we went over on Friday.
1. Students will then present their presentations.
 Lesson on nouns and pronouns.
1. Write definition on the board.
2. Give examples.
3. Have students write examples on the board.
4. Partner work.
5. “Toss the ball” review activity.
Day 2
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation. (What might be some of the challenges in getting away with a
“perfect murder”? Consider both external and internal forces that might prevent
someone from getting away with murder, even if it were “perfectly planned and
executed.” Which might be the most difficult of these forces to overcome?)
 Read “The Tell-Tale Heart”.
1. Have students write a response to the following question:
a. The narrator makes no point at the beginning to prove his
innocence; he’s only interested in proving his sanity. Discuss
the many contradictions in the narrator’s “proof.” Do you think
he is sane or insane? What might lead you to believe he is
sane, and what might lead you to believe he is insane? How do
these elements frequently contradict each other?
i. Students will then discuss their responses with a partner.
ii. Have an accountable talk with students over the
discussion questions, making sure students cite
textual evidence to back up their opinions. Students
should take notes during the accountable talk to use
in the “trial” that will follow.
Day 3
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Read Reality Central page 52-55. Answer Wrap It Up questions on page 55.
 Have a “Guilty of Innocent” trial with students regarding the narrator from “The TellTale Heart”. Students will end up determining if the narrator of “The Tell-Tale
Heart” should be innocent or guilty based on whether they rule him sane or
insane.
1. Appoint a judge, defense attorney, prosecutor, narrator, and jury.
2. Explain the rules of the trial and the jobs of each position.
 Lesson recap on nouns and pronouns.
1. Practice problems from grammar workbook.
Formative Assessment:
Summer Reading Presentations
Day 4
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Students will imagine the world of “The Tell-Tale Heart” and illustrate one of the
scenes from the short story. They will be required to cite at least three pieces of
textual evidence to back up their illustrations.
 Students will watch a short film version of “The Tell-Tale Heart”
(http://vimeo.com/37018388).
1. Compare the similarities and differences between the story and the film’s
interpretation of the story. Which was more unsettling? Why?
 BrainPop video on nouns (http://www.brainpop.com/english/grammar/nouns/).
Student illustrations
Partner Work
Student Examples
Toss the Ball
Accountable Talk
“The Tell-Tale Heart” vocabulary
“Guilty or Innocent” Trial
Exit Slip (for nouns and
pronouns/antecedents)
Discussion over film
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Day 5
 Bell Ringer- Students will have 5-10 minutes to write to the bell ringer
question/quotation.
 Lesson on narrative essays.
1. Have students practice writing a narrative essay by retelling “The Tell-Tale
Heart” from a third-person perspective.
a. How would this shift change the meaning and impact of the
story? What perspective would be gained from this switch in
point of view? What would be lost?
 BrainPop video on personal pronouns
(http://www.brainpop.com/english/grammar/personalpronouns/).
Student examples of narratives
Student narratives
Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.
 I will be going over the different types of essays throughout the year, so there will be many different ways I choose to teach
them. I will show students how to create a graphic organizer to aid in their prewriting.
 This week has several different activities that require students to cite textual evidence so that they may become familiar with
it.
 For the different parts of speech, I can write sentences on the board that are missing a particular part of speech (like a verb):
went to the store. Students would then be able to tell me what word(s) could complete the sentence.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.
 Prezi- Students will use Prezi for their summer reading projects as a way to make their presentations come to life.
 Powerpoint- Students will use Powerpoint for their summer reading projects to give their presentations a visual aspect.
 BrainPop- This will allow students a visual lesson on nouns and pronouns.
“The Tell-Tale Heart” Vocabulary
1. acute (adj.) – Sharp, sensitive
2. hearken (v.) – (old-fashioned) To listen
3. dissimulation (n.) – The act of concealing or hiding the truth
4. sagacity (n.) – The quality of being clever and sharp
5. stifled (adj.) – Restrained, suffocated
6. fancy (v.) – (chiefly British) To imagine or to like something
7. supposition (n.) – An idea or theory without proof
8. crevice (n.) – A narrow crack or opening
9. dissemble (v.) – To hide your feelings or truths
10. audacity (n.) – The state of being daring and overtly confident, often too much so
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