Lesson Plan Template
Teacher: Miss Stephanie Morris
I.
Week: Term 2 Week 8
Instructional Goals (Monday-Tuesday) Case 21 Testing
 The student will read and comprehend literature, including stories, dramas, and poems, in the grades
6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
 The student will determine the meaning of unfamiliar words.
 The student will demonstrate command of the conventions of standard English grammar and usage
when writing.
II.
Performance Objectives
The student will complete the online Case 21 assessment on reading and language arts.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Context Clues/ Affixes
 B. Vocabulary Words for the Week: barrage, bigot, designate, diversity, enigma, gloat, global, illusion,
infuriate, and pacifist
 C. Word of the Week: Monday (Arduous) and Tuesday (Botany)
III.
Teaching/Learning Procedures
 A. Motivational/Introduction: Review the procedures for taking the Case 21 test and explain how
important the test is when it comes to placement and classroom activities.

Concept Application Phase: The student will complete the online Case 21 assessment on reading and
language arts. After completing the Case 21 assessment, the students will read their AR books.
 B. Closure: The students will discuss their thoughts about the test. The teacher will encourage the
students to do better on the remaining portions of the Case 21 assessment.
 C. Homework: Use the guide from the previous week to complete the Frayer Model.
(Monday) Complete the Frayer model using the Word of the Day (Arduous)- definition, context
sentence, part of speech, synonym/antonym, and things that it remind you of.
(Tuesday) Complete the Frayer model using the Word of the Day (Botany)- definition, context
sentence, part of speech, synonym/antonym, and things that it remind you of.
IV.
Material/Media
Computer
V.
Differentiating Instruction
Independent Instruction
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island and Moby
Max for remediation.
Lesson Plan Template
Teacher: Miss Stephanie Morris
VI.
Week: Term 2 Week 8
Instructional Goals (Wednesday)
The student will cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
VII.
Performance Objectives
The students will read a passage. Identify the character traits. Decide which words or phrases helped them
figure out what the character is like. Explain if the author used direct or indirect characterization.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Context Clues
 B. Vocabulary Words for the Week: barrage, bigot, designate, diversity, enigma, gloat, global, illusion,
infuriate, and pacifist
 C. Word of the Day: Charismatic
VIII.
Teaching/Learning Procedures

B. Motivational/Introduction: Watch a short video clip. Use the events of the clip to characterize the people in the
video.

Exploration Phase- The teacher will explain why identifying character traits helps readers to understand why
characters act in a certain way and to predict how they will act in other situations. First, read what the author tells
you about the character’s words, thoughts, feelings, look, and actions. Next, see what the other characters in the
story say and think about him or her. Model reading passages that give direct and indirect characterization. Use a
think-aloud to show the difference between direct and indirect and to make inferences.

Concept Development Phase- Before continuing, ask students to explain how to identify character traits. Have
them work with a partner and use the strategy to identify what character trait each character demonstrates. Then,
cite evidence from the text to support the trait. (Intrapersonal)

Concept Application Phase- The students will identify character traits as they read the short story “What Do Fish
Have to Do with Anything?” Have students underline/highlight the clue words in each passage that helped them
understand each character’s trait.
 D. Closure: Exit Ticket- Ask students why they identify character traits and what kinds of clues readers use to
identify traits. Have them to look at a picture and identify the person’s character trait and explain why. (Visual)
IX.
Material/Media
computer, projector, textbook(Elements of Literature), graphic organizer (T-Chart)
X.
Differentiating Instruction
Accommodations / Modifications:
 Use of memory aids, fact charts, or resource sheets
 Clue student to stay on task
 Shortened assignments
Peer Partner
Direct Teaching
Independent Instruction
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island and Moby
Max for remediation.
Lesson Plan Template
Teacher: Miss Stephanie Morris
Week: Term 2 Week 8
XI.
Instructional Goals (Thursday)
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text.
XII.
Performance Objectives
Read an informational text. Then, make a logical inference and cite textual evidence to support the analysis.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Suffixes and Context Clues
 B. Vocabulary Words for the Week: barrage, bigot, designate, diversity, enigma, gloat, global, illusion,
infuriate, and pacifist
 C. Word of the Day: Churlish
XIII.
Teaching/Learning Procedures

A. Motivational/Introduction: Show a short interactive video. Ask the students to make inferences between each section of the video and
discuss. (Linguistic)

B. Teaching/Learning Activities:

Exploration Phase- Explain why inferences are important. Review a strategy for making inferences. Introduce the clues we use to make
inferences- facial expressions, body language, tone of voice, spoken words/conversations, sounds, smells, title/headings, or pictures. Model
reading the text “What Do Fish Have to Do with Anything?” Pick out sentences. Then, demonstrate a think aloud and discuss the inference
you might make and cite evidence to support their analysis. While reading, infer location, people, time, actions, problem/solution, or
feelings. Essential Questions- What inferences can I draw based on evidence from the text? How are observations and know information
useful in making an inference? What role does background knowledge play in making an inference?

Concept Development Phase- Check for understanding. Have students to explain how to make inferences. Show the students a short video
clip (YouTube) to support this strategy. Have the students to work with a partner to use the strategy to make inferences about the topic in the
passage. Pause the video and discuss word and experience clues that helped them infer the unstated information. (Interpersonal & Visual)

Concept Application Phase- The students will read a grade leveled informational text. Ask learners to brainstorm other inferences that might
be made based on this information from the text.

C. Closure: Group the students based on their text. Have the students to share their inferences and cite evidence to support their analysis.
(Interpersonal)
 D. Homework: The students will complete an inference activity sheet. Highlight the clues that helped them determine the inference.
XIV.
Material/Media
Grade Leveled Text, Board, Inference Strategy Notes, Short Story (“What Do Fish Have to Do with Anything?” and
Worksheet
XV.
Differentiating Instruction
Accommodations / Modifications:
 Use of memory aids, fact charts, or resource sheets
 Clue student to stay on task
 Shortened assignments
Whole Group
Independent Instruction
Peer Partner
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island and Moby
Max for remediation.
Lesson Plan Template
Teacher: Miss Stephanie Morris
XVI.
Week: Term 2 Week 8
Instructional Goals (Friday)
CCSS.ELA-Literacy.CCRA.R.2
Determine the central idea of a text and summarize the key supporting details and ideas.
XVII.
Performance Objectives
The students will summarize a text. Then, highlight the central idea in pink and highlight the details in yellow.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Suffixes and Context Clues
 B. Vocabulary Words for the Week: barrage, bigot, designate, diversity, enigma, gloat, global, illusion,
infuriate, and pacifist
 C. Word of the Day: Decrepitude (Friday)
XVIII.
Teaching/Learning Procedures

A. Motivational/Introduction: Use a unknown passage to discuss summarization. Ask the students to listen to a passage and
figure out what it is about. (Linguistic)


B. Teaching/Learning Activities:
Exploration Phase- Explain what a summary is and why summarizing improves understanding. Point out the steps for
summarizing on the board. The teacher will use these steps to summarize an article after reading it. With the class, preview the
article by reading titles, headings, graphics, captions, and the first paragraph. Model using the graphic organizer to summarize
the article.
Concept Development Phase- Before continuing, ask the students to explain what a summary should include and give reasons
for summarizing. Then, ask the students to read the article and agree on the central idea and supporting details. Have the
students to underlines the central idea in red and supporting details in blue. Tell students to compose a group summary with the
ideas highlighted. When all groups complete their summaries. Reporters share the group summaries with the class. Lead a
brief discussion of the similarities and differences among the group summaries. Emphasize that each summary may state the
information in a different way but all should include the essential information. (Linguistic & Interpersonal)


Concept Application Phase- Tell students that it is time to read the whole article. Remind them that they need to read the whole
article before they can summarize it. The summary must include key information in the beginning, the middle, and the end in
the graphic organizer. Explain that when you read the article, you will do the following: (Visual)
a.
b.
c.
Monitor your understanding of the important ideas.
Mark places in the article where you find important ideas.
Highlight the central idea in pink and highlight the details in yellow.

C. Closure: Ask students to discuss how summarizing help to understand the text better.
 D. Homework: The students will read an informational text and determine the central idea, supporting details, and summarize
the article.
XIX.
Material/Media
Computer, TV Screen, Article, and Graphic Organizer
XX.
Differentiating Instruction
Accommodations / Modifications:
 Use of memory aids, fact charts, or resource sheets
 Clue student to stay on task
 Shortened assignments
Whole Group
Independent Instruction
Small Group
REMEDIATION/RETEACHING NOTES: The teacher will work with the struggling students using the GPS
flashcards in a small group. The students will also be assigned an activity on Study Island and Moby
Max for remediation.