Wurtland Middle School Lesson Plan
Teacher:___Wilson____________________
Standards:
CCSS.ELA-LITERACY.RL.8.3
Analyze how particular lines of dialogue or
incidents in a story or drama propel the action,
reveal aspects of a character, or provoke a
decision.
CCSS.ELA-LITERACY.RL.8.6
Analyze how differences in the points of view of
the characters and the audience or reader (e.g.,
created through the use of dramatic irony) create
such effects as suspense or humor.
CCSS.ELA-LITERACY.RL.8.7
Analyze the extent to which a filmed or live
production of a story or drama stays faithful to or
departs from the text or script, evaluating the
choices made by the director or actors.
I Do/Before
Day 1:
~Bell-ringer
~Speed Reading
Strategies/ Procedures
CORE
Unit: Narrative/Point-of-View
Day 2:
~EXPLORE
Day 3:
~Bell-ringer
~Speed Reading
Duration: 1 Week
Progression: Weekly Plan
I Can:
…use details from a story to support how a character changes within a story.
…compare/contrast details from The Outsiders novel to the movie.
We Do/ During
Day 1:
~Progression of Ponyboy and Charlie
Gordan’s characters from the novels The
Outsider’s and Flowers for Algernon.
Day 2:
~EXPLORE
Day 4:
~Bell-ringer
~Speed Reading
Day 3:
~Point-of-View Placemat Activity
reviewing: First-Person Omniscient;
First-Person Limited; Second Person;
Third-Person. Groups of Four per group.
(Add words to Word-Wall)
Day 5:
Day 4:
You Do/After
Day 1:
~Students will write a reflection on
how the author developed the
characters throughout the story, and
how they can implement their
techniques in their own short-story
writing.
Day 2:
~EXPLORE
Day 3:
Students will write a brief paragraph
about a certain topic, taking on all
aspects of P.O.V.
Wurtland Middle School Lesson Plan
Teacher:___Wilson____________________
~Summative Assessment
Agenda:
Daily Agenda related to day’s activities.
Assessment
Formative: observation; daily activities;
questioning
Summative Assessment: Reading
comprehension/analysis on The Outsiders
and Flowers for Algernon (Day 5);
~Answer 2 short answer responses as a
class and 1 constructive response
(similar to set-up of summative
assessment on Friday.)
Day 4:
Study key points for Summative
Assessment
Day 5:
Day 5:
Summative Assessment
Summative Assessment
Anticipated Shortfalls:
I anticipate students will have difficulty with the writing portion of the
assessment. This is why I wanted to spend a day reviewing and going over my
expectations, so that students know exactly what is expected based upon the
rubric.
Extra Practice:
~Reflection on reading through writing;
Literacy/Writing Strategies
~Constructed Response on Assessment; reflection of learning;; reading passages independently;
1
7
0
3
0
2
6
1
1
7
1
1
#GT
0
0
27
0
R
T
I
Period
# IEP
# 504
Reading Strategy:
Accommodations
Extended time; prompting/cueing;
Hearing; typing on lengthy assignments; extended
time
Challenging extensions (relevant)
Gap Reduction Strategies
I will ensure that students receive the
appropriate accommodations needed, along with
collaborating with special education staff to
assist our students that need help.
Wurtland Middle School Lesson Plan
Teacher:___Wilson____________________
5th
Agenda:
Day 1: Speed-Reading
Day 2: Speed-Reading
Day 3: Evaluating Questions with Reading Prompts
Day 4: Evaluating Questions with Reading Prompts
Day 5: Independent Reading
Class: Journalism
Learning Target: I can publish a piece of writing.
Agenda:
Students will be in the lab putting the final touches
on their articles for the “Weekly Wildcat.” This will
be published on Friday.
Notes:
Successes:
Improvements:
Assessments:
Day 1: 10 questions MC
Day 2: 10 question MC
Day 4: 10 question MC based upon Timed Reading
Day 5: 1 paragraph reflection
Assessments:
Students will be scored based upon their article and whether or not it
addresses the 5 W’s of writing.
Wurtland Middle School Lesson Plan
Teacher:___Wilson____________________