Lesson Plan for - Quarter 3
WEEK 10 (March 5th to March 9th)

Monday, March 5th, 2012
Literature (Pds. 1,2,3)
Bell Work: Word of Thee Day (TBD)
Objective: students will be able to read fluently and employ strategies to comprehend text as well as acquire and
use new vocabulary in relevant contexts
Activity: #1 Introduction to Weekly Vocabulary Words: Week # 10: Students will write down assigned words, their
parts of speech, and word origin (if applicable) on a clean full sheet of paper. *Students will be given THG
Vocabulary
- Activity #2 Class will be reading Hunger Games by Suzanne Collins Chp. 21 (pgs. 257-267). Students will be
instructed to take notes [Main Events in Chapter, Characters, Setting, Primary Conflict, Vocabulary per chapter,
Connections/predictions, Summarize] << Student will be provided w/ a Chapter Comprehension Worksheet
- Activity #3 Journal #27 After reading is completed, student will summarize in a minimum of 5 sentences as to
what they’ve read (who, what, where, why, and when)… [time permitting]
Assessment: class discussion to check for understanding
Homework: students will be responsible for having their definitions to Weekly Vocabulary Words
(10pts – student’s work will be checked in class) DUE 3/6/2012
Standards: Strand 1 Reading Process Concept 4: Vocabulary PO1, PO2, PO5 Concept 5: Fluency PO1, Concept 6:
Comprehending Strategies PO2, Strand 2: Comprehending Literary Text - Concept 1: Elements of Literature PO1,
PO3, PO5
Writing (Pds. 4, 5, 6)
Bell Work: Journal entry will be prompted: TBD
Objective: students will be able to distinguish among ways of getting and giving peer responses, respond as a peer
reader to other’s writing, and to use ideas and information from a peer reader to improve a piece of writing.
- Activity: #1 Language Arts Workbook: Page 94 on “Using Vivid Language.” Students will be given instructions
and be expected to complete task in allotted amount of time. Students will then participate in collaborative group
work involving call/response w/ dry erase boards to insure comprehension(printout handout). USE THESAURUS
- Activity #2 Students will be reintroduced to Writing Process: Peer Response in “The Writer’s Craft” on pages
281-284. Students will be given direct instruction (audio & visual) on How Can Others Help Me Write. Specifically,
student will be taking notes on four main points of a Peer Response: What To Ask Your Peer Reader, How To Help
Your Peer Reader, How To Respond To The Writing of Others, and Ways of Responding.
- Activity: #3 Students will participate on page 284’s “Practice Your Skills.” Students will do A, B, and C during
an allotted amount of time. Once students are finished each individual section, students will come back together for
a comprehension check led by teacher. Completed work is ticket out of class.
Assessment: class participates in “Practicing Your Skills” to check for comprehension
Homework: none
Standards: Strand 1: Writing Process Concept 1: Prewriting PO2, PO6 Concept 2: Drafting PO2, Concept 3: Revising PO1,
PO4 & PO7, Concept 4: Editing PO1, PO2 & PO4, Strand 2 Writing Components – Concept 1: Ideas and Content PO1, PO2,
Concept 3: Voice PO4, Concept 4: Word Choice PO1, PO2, PO3

Tuesday, March 6th, 2012
Literature (Pds. 1,2,3)
Bell Work: Word of Thee Day (TBD)
Objective: students will be able to read fluently and employ strategies to comprehend text as well as acquire and
use new vocabulary in relevant contexts
Activity: #1 Weekly Vocabulary Words: Week #10: students will bring written vocabulary study sheet to class
with the following completed: #1) word definition, #2) one original sentence for each word (Teacher will
perform comprehension check as well as homework check for pts)
- Activity #2 Class will be reading Hunger Games by Suzanne Collins Chp. 21 & 22 (pgs. 267 - 275). Students will
be instructed to take notes [Main Events in Chapter, Characters, Setting, Primary Conflict, Vocabulary per chapter,
Connections/predictions, Summarize] << Student will be provided w/ a Chapter Comprehension Worksheet
- Activity #3 Journal # 28 After reading is completed, student will summarize in a minimum of 5 sentences as
to what they’ve read (who, what, where, why, and when)… [time permitting]
Assessment: class discussion to check for understanding
Homework: Study The Hunger Games Vocabulary Quiz on 3/9/2012
Standards: Strand 1 Reading Process Concept 4: Vocabulary PO1, PO2, PO5 Concept 5: Fluency PO1, Concept 6:
Comprehending Strategies PO2, Strand 2: Comprehending Literary Text - Concept 1: Elements of Literature PO1,
PO3, PO5
Writing (Pds. 4, 5, 6)
Bell Work: Journal entry will be prompted: TBD
Objective: students will be able to recognize the two basic types of revision, revising for ideas and revising for
form as well as to revise writing for ideas and for form.
- Activity: #1 Language Arts Workbook: Page 113 on “Using Formal & Informal Language.” Students will be
given instructions and be expected to complete task in allotted amount of time.
- Activity #2 Students will be reintroduced to Writing Process: Revising in “The Writer’s Craft” on pages 285-287.
Students will be given direct instruction (audio & visual) on How Do I Improve My Draft. Specifically, student will
be taking notes on the main points the Types of Revisions: Revising For Ideas & Revising for Form.
-Activity: #3 Students will participate on page 287’s “Practice Your Skills.” Students will do part A & B during an
allotted amount of time. Once students are finished section, students will come back together for a comprehension
check led by teacher. Completed work is ticket out of class. Students will then participate in collaborative group
work involving call/response w/ dry erase boards to insure comprehension (printout handout).
Assessment: class discussion to check for understanding via classroom discussion & “practicing skills”
Homework: n/a
Standards: Strand 1: Writing Process Concept 1: Prewriting PO2, PO6 Concept 2: Drafting PO2, Concept 3:
Revising PO1, PO4 & PO7, Concept 4: Editing PO1, PO2 & PO4, Strand 2 Writing Components – Concept 1:
Ideas and Content PO1, PO2, Concept 3: Voice PO4, Concept 4: Word Choice PO1, PO2, PO3

Wednesday, March 7th, 2012
Literature (Pds. 1,2,3)
Bell Work: Word of Thee Day (TBD)
Objective: students will be able to read fluently and employ strategies to comprehend text.
Activity: #1 Buckle Down AIMS Reading Activity – Lesson (pass out books)
Activity # 2 TBD (Hunger Games Vocabulary Activity)
Assessment: class discussion to check for understanding
Homework: Study for Chapter 19 & 20 The Hunger Games Quiz on 3/2/2012
Standards: Strand 1 Concept 5: Fluency PO1, Concept 6: Comprehending Strategies PO2, Strand 2:
Comprehending Literary Text - Concept 1: Elements of Literature PO1, PO3, PO5
Writing (Pds. 4, 5, 6)
Bell Work: Journal entry will be prompted: TBD
Objective: students will be able to generate, plan, and organize ideas for specific purposes.
Activity: #1 Present Bell work
Activity #2: a writing activity to be determined
Assessment: class discussion to check for understanding via worksheets
Homework: none
Standards: Strand 1 Concept 2: Drafting PO2, Concept 1: Prewriting PO6, PO2, Strand 2 Writing
Components – Concept 1: Ideas and Content PO1, Concept 3: Voice PO1, PO2, PO4, Concept 4: Word
Choice PO1, PO2, PO3, PO4

Thursday, March 8th, 2012
Literature (Pds. 1,2,3)
Bell Work: Word of Thee Day (TBD)
Objective: students will be able to read fluently and employ strategies to comprehend text as well as
acquire and use new vocabulary in relevant contexts
- Activity #1 Class will be reading Hunger Games by Suzanne Collins Chp. 21 & 22 (pgs. 275 - 284). Students will
be instructed to take notes [Main Events in Chapter, Characters, Setting, Primary Conflict, Vocabulary per chapter,
Connections/predictions, Summarize] << Student will be provided w/ a Chapter Comprehension Worksheet
- Activity #2 Journal # 29 After reading is completed, student will summarize in a minimum of 5 sentences as
to what they’ve read (who, what, where, why, and when)… [time permitting]
-Activity # 3 Chapter 21 & 22 The Hunger Games Vocabulary Quiz Review
Assessment: class discussion to check for understanding
Homework: Study The Hunger Games Vocabulary Quiz on 3/9/2012
Standards: Strand 1 Reading Process Concept 4: Vocabulary PO1, PO2, PO5 Concept 5: Fluency PO1, Concept 6:
Comprehending Strategies PO2, Strand 2: Comprehending Literary Text - Concept 1: Elements of Literature PO1,
PO3, PO5
Writing (Pds. 4, 5, 6)
Bell Work: Journal entry will be prompted: TBD
Objective: students will be to recognize the benefits of sharing and publishing written work as well as identify
strategies for sharing and publishing one’s work.
- Activity: #1 Language Arts Workbook: Page 70 & 71 on “Clichés & Figurative Language.” Students will be given
instructions and be expected to complete task in allotted amount of time.
- Activity #2 Students will be reintroduced to Writing Process: Sharing & Publishing in “The Writer’s Craft” on
page 291. Students will be given direct instruction (audio & visual) on How Can I Present My Writing? Specifically,
student will be taking notes on the main points the Ways To Share Your Writing.
-Activity: #3 Students will participate on page 292’s “Sketch Book Activity.” Students will do participate during an
allotted amount of time. Once students are finished section, students will come back together for a comprehension
check led by teacher. Completed work is ticket out of class…
Assessment: class discussion to check for understanding via classroom discussion & “practicing skills”
Homework: none
Standards: Strand 1: Writing Process Concept 1: Prewriting PO2, PO6 Concept 2: Drafting PO2, Concept 3:
Revising PO1, PO4 & PO7, Concept 4: Editing PO1, PO2 & PO3, Strand 2 Writing Components – Concept 1:
Ideas and Content PO1, PO2, Concept 3: Voice PO4, Concept 4: Word Choice PO1, PO2, PO3

Friday, March 9th, 2012
Literature (Pds. 1,2,3)
Bell Work: Word of Thee Day (TBD)
Objective: students will be able to read fluently and employ strategies to comprehend text.
-Activity: #1 Bell Work Due
- Activity #2 Study The Hunger Games Vocabulary Quiz for 14pts
- Activity #3 Educational Game or optional Hunger Games Activity…
Assessment: The Hunger Games assessment to check for comprehension
Homework: None
Standards: Strand 1 Reading Process Concept 4: Vocabulary PO1, PO2, PO5 Concept 5: Fluency PO1,
Concept 6: Comprehending Strategies PO2, Strand 2: Comprehending Literary Text - Concept 1:
Elements of Literature PO1, PO3, PO5
Writing (Pds. 4, 5, 6)
Bell Work: Journal entry will be prompted: TBD
Objective: students will be to understand and use a variety of strategies for proofreading as well as to proofread
and correct written passages using standard proofreading symbols.
- Activity: #1 Bell Work Due
- Activity: #2 Students will be reintroduced to Writing Process: Proofreading in “The Writer’s Craft” on pages
288-290. Students will be given direct instruction (audio & visual) on How Do I Correct My Writing. Specifically,
student will be taking notes Proofreading Checklist & Proofreading Symbols. Also, will review COPS Strategy with
students…
- Activity #3 Language Arts Fundamental Worksheets: Page 185 & 191 on “Descriptive: Story Proofreading”
Students will be given instructions and be expected to complete task in allotted amount of time. Students will then
participate in collaborative group work involving call/response w/ dry erase boards to insure comprehension
(printout handout).
-Activity: #4 Students will participate on page 290 “Practice Your Skills.” Students will do part A & possibly B
during an allotted amount of time. Once students are finished each individual section, students will come back
together for a comprehension check led by teacher. Completed work is ticket out of class.
Assessment: n/a
Homework: None
Standards: Strand 1: Writing Process Concept 1: Prewriting PO2, PO6 Concept 2: Drafting PO2, Concept 3 PO1
& PO 4 Concept 4: Editing PO1 & PO2, Strand 2 Writing Components – Concept 1: Ideas and Content PO1, PO2,
Concept 3: Voice PO4, Concept 4: Word Choice PO1, PO2, PO3 Strand 3: Writing Applications Concept 2 –
Expository PO1