Day

Day
Predict ideas and
events
Activate prior
knowledge about
drought

Read aloud final
chapter of Sarah, Plain
and Tall.
Use TM1 to predict
events from the story.
Discuss family.
List/web ideas using
Inspiration. Show
students preview of
pioneer web center.

Pioneer Life Web
Center – continue
during week until all
have read.
Journal – “How are
people affected by the
weather?”










Skylark
1
2
Weekly Planning Sheet
Day
3
Establish a purpose for
reading
Identify characteristics
of historical fiction

Use TM3 to establish
purpose and discuss
strategies.
List/discuss
characteristics of
historical fiction (see
LA handbook page 19).
Teacher read aloud
chapter 1.



Students reread
chapter 1 , then silent
read chapter 2,
thinking about
strategies they used.
Add to bottom of TM3
Begin family journal (at
home).

Pioneer Web Center
Inspiration (webbing)




Day
Relate what is read to
personal experience
Determine the value of
daily writing

Review characteristics
of historical fiction,
using what has already
been read.
Teacher read aloud
page 11 & 12.
Preview/discuss TM5




Reread pages 11 & 12,
discuss quotes with
partner.
Complete TM5 on own.
Family Journal

Family Journal

Pioneer Web Center

Pioneer Web Center



Created by Kevin Callaghan



4
Day
5
Identify main
problem/solution
Modify predictions
based on new
information


Infer character traits
Respond to stance
questions using RARE
Guided reading of
chapters 3 – 5. Focus
on problem and
possible solution.
Begin story schema (LA
handbook, resource
page 124)

Preview character trait
worksheet (TM7) –
begin in group
Read chapters 6 – 7
HOT SPOTS
TM6 – Family
slideshow directions.
Also see rubric TM6a.
Reread chapters 3 – 5
Modify predictions on
TM4
Journal (word
processing) – Why do
you think Sarah didn’t
want to read her letter
out loud?
Family Journal




Family Journal
HOMEWORK:
Brainstorm ideas for
slideshow – “What
is Family?” (TM6)
Word Processing for
journal


Word Processing OR
Inspiration



Reread chapters 6 – 7
Stance/discussion
questions (see
chunking summary)
Complete TM7
NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools
1
Day


Day
Day
Identify techniques
used by the author to
influence readers’
feelings and attitudes
Identify story schema


Discussion questions
Read chapters 10 – 11,
thinking about
discussion question:
“Describe the emotions
you feel while reading
the story. How does
the author allow you to
experience these
feelings?”

Complete story schema
(LA handbook,
resource 124)
Journal – “Write down
the emotions that you
have felt while reading
the story. Details.”

7
Use imagery
Identify techniques
used by the author to
influence readers’
feelings and attitudes

Read chapters 8 – 9
Reread pages 52 – 54
where barn burns
down.
Use TM 2 (Inspiration
template) for imagery
activity about barn fire.
Discuss MacLachlan’s
description of the fire.


Reread pages 52 – 54
Use KidPix to create an
illustration of the
burning barn scene


Family Journal
(combine with
slideshow)

Family Journal
(combine with
slideshow

Inspiration Template
on fire (TM 2)
KidPix

Slideshow







Skylark
6
Weekly Planning
Day
8


Infer character feelings
9
Summarize what has
been read
Day
CHOICE:
Performance Task
OR
Poetry Activity (TM13)



Read chapters 12 – 13,
to infer character
feelings
Discuss self-to-text
connections.

Journal – “Why do you
think people have bad
dreams?”
Read chapters 14 - 15



Created by Kevin Callaghan



Family Journal
(combine with
slideshow
Slideshow

Review idea of writing
a summary – MAIN
POINTS ONLY. Use
TM10 as organizer.
Model/Think-Aloud
beginning
Complete summary
using text and any
materials from novel
unit
Prediction (TM12)
HOMEWORK –
Character Connection
(TM11)
 Slideshow
Slideshow
10
Write acrostic poetry

Discuss examples of
acrostic poems using
class names.
 Write at least 3
acrostics based on
Skylark
Movie: “Sarah, Plain
and Tall:Winter’s End”
which is sequel to Skylark
can be used to verify TM12
predictions. Movie can be
found at amazon.com
 Complete poetry on
KidPix or word
processing
 Add graphics




Slideshow
Slideshow
KidPix
Performance
Assessment uses:
Graphers, Internet,
Word Processing
NATT(e) MTA Satellite Program, 2001 Anne Arundel County Public Schools
2