LESSON PLANS
Date: September 29-October 3
Subject :
6th grade ELA/Reading
Learning Goal: Students will be able to describe how events in the story
influence the character’s response and how the character’s response impacts the
plot and moves towards a resolution. Students will summarize how a plot unfolds.
Monday
SPECIAL NOTES
Bell Ringer
Tuesday
Prepared by: B. Veatch
Daily Objective:
1. Students will describe the events in the story through an objective
summary.
2. Students will become familiar with specific types of figurative language
that affect the meaning of the text.
3. Students will know how to use the relationship between particular words.
Wednesday
Thursday
Substitute teacher
AR Reading
AR Reading
Teacher will review the
plot structure of Percy
Jackson and the Lightning
Thief.
Teacher will reread the
excerpt from Percy
Jackson and the Lightning
Thief.
Teacher/students will read
the passages together and
check for understanding.
Teacher/ students will
review students’ notes
from yesterday.
Reread the passage and
make notes on main idea,
theme, characters and any
other point that you would
like to add.
You will write an objective
summary using your notes,
describing the events from
when James first enters the
peach to when he sleeps.
Friday
.
AR Reading
AR Reading
Procedure:
I DO:
WE DO:
YOU DO:
Teacher will review plot
development.
Teacher/student’s will
discuss the assignment for
Reader’s Theatre: Plot
Elements.
Students will be places in
groups for
1. story element skits
2.plot
3. conflict
4. characters
5. theme
6. setting
Teacher will reread the
excerpt from Percy
Jackson and the Lightning
Thief.
Teacher will introduce sets
of commonly confused
words. If there is time we
will do a small Percy
Jackson reading with notes
Teacher/ students will
review students’
summaries from yesterday.
Teacher/Student will work
together on definitions of
each of the CCW’s.
Students will work
together in groups to create
questions from the
passages read to be used in
a speed round game. Play
game!
Student’s will use their
definitions to complete 2
worksheets on CCW’s
Students will practice and
perfume the skits.
Essential
How do the actions of the
How does the author’s use
How does word choice
How does word choice
Question
characters in the text move
the plot towards a
resolution?
Assessment
Completion of notes
Materials
Textbook
of specific types of
figurative language and
connotation affect the
meaning of the text?
Completion of written
summary.
impact the tone and mood
of the text?
impact the tone and mood
of the text?
Presentation of skit to class
Completion of questions
and game.
Textbook
Reader’s Theatre book
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s LEP and IEP’s in the Lesson
Plan folder.
Content and Context Clues/ Gestures
Multi media
Individual Instruction
Peer Tutoring/grouping
Alternative Assessments
Adapted Assignments
Read aloud while students follow along
Seating
Visual Aids
Strategies
Key Vocabulary:
Completion of CCW
worksheets.
2 CCW worksheets
LESSON PLANS
Date: September 29-October 3
Subject ELA/Reading 7th grade
Prepared by: B. Veatch
Learning Goal: Students will identify supporting details an author use to
Daily Objectives:
convey ideas and analyze relevant information throughout the text. Students will
be able to identify a primary source, cause and effect relationship, and interactions
between individuals, events and ideas within the text and complete an objective
summary of the text.
1. Compose appropriate phrases to show where information came from.
2. Analyze ideas in a nonfiction text.
Monday
SPECIAL NOTES
Bell Ringer
Tuesday
Wednesday
Thursday
Friday
Substitute teacher
AR Reading
AR Reading
AR Reading
AR Reading
AR Reading
Review central idea with
students.
Review lists students made
from yesterday.
. Teacher will review plot
development.
Teacher will reread the
excerpt from Percy
Jackson and the Lightning
Thief.
Teacher will introduce sets
of commonly confused
words. If there is time we
will do a small Percy
Jackson reading with notes
Procedure:
I DO:
WE DO:
YOU DO:
Read Percy Jackson and
the Lightning Thief with
the students.
Students will work in pairs
to create a list of main
characters and what they
think the central idea of the
passages read today.
Read a few passages from
Percy Jackson and the
Lightning Thief.
Students will work in pairs
to complete a vocabulary
game from the book.
Teacher/student’s will
discuss the assignment for
Reader’s Theatre: Plot
Elements.
Students will be places in
groups for
1. story element skits
2.plot
3. conflict
4. characters
5. theme
6. setting
Teacher/ students will
review students’
summaries from yesterday.
Students will work
together in groups to create
questions from the
passages read to be used in
a speed round game. Play
game!
Teacher/Student will work
together on definitions of
each of the CCW’s.
Student’s will use their
definitions to complete 2
worksheets on CCW’s
Students will practice and
perfume the skits.
Essential
Question
How can supporting details
sustain the development of
How can supporting details
sustain the development of
How can supporting details
sustain the development of
How can supporting details
sustain the development of
How can supporting details
sustain the development of
Assessment
central ideas throughout
the text?
Completed list
central ideas throughout
the text?
Completed vocab game.
central ideas throughout
the text?
Completed skit
central ideas throughout
the text?
Completed game
Materials
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s IEP
Content and Context Clues/ Gestures
Multi media
Individual Instruction
Peer Tutoring/grouping
Alternative Assessments
Adapted Assignments
Read aloud while students follow along
Seating
Visual Aids
Strategies
Key Vocabulary:
Central idea, supporting details, development, sumary
central ideas throughout
the text?
Completed worksheets
LESSON PLANS
Date: September 29-October 3
Subject ELA/Reading 8th grade
Learning Goal: Students will be able to analyze the structure of a paragraph in a text
and write an informational/explanatory text conveying ideas and relevant information within
the text. Students will learn how to classify information and support each category with a
variety of details.
Monday
SPECIAL NOTES
Bell Ringer
Tuesday
Prepared by: B. Veatch
Daily Objectives:
1. Students will learn how to write a classification essay.
2. Students will use the computers to research how animals protect themselves and
record their findings on tree maps.
3. Students will use their tree maps to write classifications essays.
Wednesday
Thursday
Friday
Substitute teacher
AR Reading
AR Reading
AR Reading
AR Reading
Introduce classification to
students.
Review research topic,
check for understanding.
Teacher will review plot
development.
Teacher will reread the
excerpt from Percy
Jackson and the Lightning
Thief.
Procedure:
I DO:
WE DO:
YOU DO:
Read a portion of Percy
Jackson and the Lightning
Thief. Discuss how we can
classify parts of the
passages.
Pick a topic from the book.
Get approval first before
you begin your research.
Review current research
and tree map progress.
Complete research and tree
map.
Teacher/student’s will
discuss the assignment for
Reader’s Theatre: Plot
Elements.
Students will be places in
groups for
1. story element skits
2.plot
3. conflict
4. characters
5. theme
6. setting
Teacher/ students will
review students’
summaries from yesterday.
Students will work
together in groups to create
questions from the
passages read to be used in
a speed round game. Play
game!
Teacher will introduce sets
of commonly confused
words. If there is time we
will do a small Percy
Jackson reading with notes
Teacher/Student will work
together on definitions of
each of the CCW’s.
Student’s will use their
definitions to complete 2
worksheets on CCW’s
Students will practice and
perfume the skits.
Essential
Question
How do I classify
How do I classify
How can chronological
How can chronological
How can chronological
Assessment
Materials
information into
appropriate categories?
Working on research and
tree map.
information into
appropriate categories?
Completion of tree map
and research
Computer, tree map, other
resources as needed.
Computer, tree map, other
resources as needed.
ESOL/ESE MODIFICATIONS: Also see hard copy of student’s IEP
Content and Context Clues/ Gestures
Multi media
Individual Instruction
Peer Tutoring/grouping
Alternative Assessments
Adapted Assignments
Read aloud while students follow along
Seating
Visual Aids
Strategies
order help me organize my
ideas?
Beginning
of
essay
completed, all components
drafted.
Computer, tree map, other
resources as needed.
order help me organize my
ideas?
Middle of writing process.
Computer, tree map, other
resources as needed.
Key Vocabulary:
Chronological, classification essay, tree map
order help me organize my
ideas?