Trousdale County Schools Weekly Lesson Plan
Teacher: Keeton
Pacing Guide Week #: 9
Dates: September 30-4
Subject: English III
Common Core Standard(s) to be taught: (Write the entire standard)
RI 11.4 - Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings;
analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in
Federalist No. 10).
W 11.9b - Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts,
including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents]
and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).
SPI(s) to be taught: (Write the entire SPI)
3003.6.1 - Discern the stated or implied main idea and supporting details of a complex informational or technical passage.
3003.6.3 - Analyze the ways in which the organizational structure of a complex informational or technical text supports or confounds its
meaning or purpose.
Daily practice activity for citing text based evidence in conversation and/or writing:

Responding to text-based questions and guiding questions with textual evidence.
I Can Statements :
Student Agenda:

I can discern the theme of an informational text.

Posted daily but NOT included in Lesson Plan

I can analyze the organizational structure of an
informational 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.
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 – B Day

Bell-Ringer: English p.393 (1-10)

Federalist No.10 (Excerpts)

Text-Based Questions
Day 2 – A Day

Bell-Ringer: English p.394 (1-10)

Straw into Gold – p.159-164

Critical Reading p.164 (1-5)

Unit 1 Resource –p.224

Extended Study p.165 (2, 3, 4)
Day 3 – B Day

Bell-Ringer: English p.396 (1-10)

Unit 1 Resource – p.227-228 (1-10) – Quiz

ACT Practice
Day 4 – A Day

Bell-Ringer: English p.397 (1-5)

Various Letter – p.180-185

Critical Reading – p.185 (1-5)

Unit 1 Resource – p.249
Formative Assessment:
Putting it on the Table
Student Responses to Extended Study
Student Responses on Quiz
Exit Slips
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Day 5 – B Day

Bell-Ringer: English p.397 (6-10)

Unit 1 Resource – p.251-252 (1-10)
Write an essay in which you explain
Madison’s use of the term faction in
Federalist No. 10. Use at least three
pieces of textual evidence to support an
original thesis statement.
Day 6

Day 7

Alternate Instructional Interventions: Provide a specific plan for alternate instructional interventions, or re-teaching.

I will provide interrelated activities that are based on student needs for the purpose of ensuring that all students come to a similar grasp
of a skill or idea. The ideas, concepts, and standards intended to have been taught each day will be measured through the formative
assessments. Results of the assessments will dictate when re-teaching needs to occur. For students requiring intervention, I will model
strategies while guiding students in completing the activities and prompts. As students complete the selections, I will monitor comprehension
frequently with group questions and individual instruction.
Instructional technologies to enhance learning: List how each will enhance the effectiveness of the lesson.

iPad – Used to access internet sources to read a variety of subject matter not found in the text book.

eBackpack – Used to give students access to workbook pages and online texts.
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