Lesson Plan Template
Teacher :
I.
Miss Stephanie Morris
Week: Term 1 Week 2
Instructional Goals (Monday)
The student will analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
text and contributes to the development of the theme, setting, or plot.
II.
Performance Objectives
After reading several scenes in the narrative, the students will explain how they contribute to the character,
theme, setting, or plot of a story.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Context Clues
 B. Vocabulary Words for the Week: bystander, harass, slur, stereotype, ally, antagonizer, and coerce
III.
Teaching/Learning Procedures
 A. Motivational/Introduction: Ask the students to think back to the story “Mattie and Angel” from the
previous week. Ask students to explain how the story would be different if the setting was in a park
instead of school. Share with the class.
 B. Teaching/Learning Activities:

Exploration Phase- The teacher will review the elements of a story. Explain how scenes or sentences
contribute to a story. Model reading the introduction to a short narrative on bullying. Then, select
scenes or sentences from the story. Model demonstrating a think-aloud to show how they help
contribute to the character, theme, setting, or plot.

Concept Development Phase- The students will work with a partner by reading paragraphs 3-4 of the
narrative. Next, select sentences or scenes from the short narrative on bullying. Then, show how they
help the character, theme, setting, or plot develops. (Linguistic)

Concept Application Phase- The students will work independently by reading the remaining passages
of the narrative. Highlight key sentences or scenes in the narrative. Write in the margins how each
highlighted area helps the character, theme, setting, or plot.
 C. Closure- The students will complete an exit ticket. The teacher will display a scene on the board.
The students will explain how the scene contributes to setting.
IV.
Material/Media
board, computer, projector, plot diagram, narrative, and highlighter
V.
Differentiating Instruction
Whole Group
Peer Partner
Independent Instructions
Accommodations / Modifications:
1) Use of memory aids, fact charts, or
resource sheets
2) Shortened assignments
3) Extended Time to complete assignments
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 for
remediation.
Lesson Plan Template
Teacher :
VI.
Miss Stephanie Morris
Week: Term 1 Week 2
Instructional Goals (Tuesday)
The student will compare and contrast texts in different forms or genres (e.g., stories and poems; historical
novels and fantasy stories) in terms of their approaches to similar themes and topics.
VII.
Performance Objectives
After reading an article on bullying, the students will compare it to the narrative that was read on Monday.
They will explain how the themes and topics are similar. The students will complete a Venn Diagram. Then,
use it to write a comparison paragraph.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Context Clues
 B. Vocabulary Words for the Week: bystander, harass, slur, stereotype, ally, antagonizer, and coerce
VIII.
Teaching/Learning Procedures
 A. Motivational/Introduction: Allow the students to watch a short clip on bullying and ask them to
compare it to a scene from “Mattie and Angel” or the narrative essay from the previous day. (Visual)
 B. Teaching/Learning Activities:

Exploration Phase- The teacher will explain why comparisons are important. Then, introduce the
strategy for recognizing comparisons. First, look for clue words that tell how things, people, or events
are similar or different. If there are no clue words, use what the characters say or how they act to
identify differences or similarities between the texts. Use two different texts to make the comparison.
Model the strategy on the board.

Concept Development Phase- The students will read the introduction to an article on bullying. Then,
have the students to work in small groups to compare it to the short story “Mattie and Angel” or the
narrative essay from the previous day. The groups will share their responses with the entire class.
(Interpersonal)

Concept Application Phase- The students will continue reading the article and making their
comparison with their selected text on a Venn diagram.
 C. Closure- The teacher will draw a Venn diagram on the board and have the students to share their
remaining responses.
IX.
Material/Media
computer, video, board, Venn Diagram, short story “Mattie and Angel” and the narrative essay
X.
Differentiating Instruction
Whole Group
Small Group
Independent Instruction
Accommodations / Modifications:
1) Use of memory aids, fact charts, or resource
sheets
2) Shortened assignments
3) Extended Time to complete assignments
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 for
remediation.
Lesson Plan Template
Teacher :
XI.
Miss Stephanie Morris
Week: Term 1 Week 2
Instructional Goals (Wednesday)
The student will determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
XII.
Performance Objectives
After given the vocabulary words, the students will determine the meaning and tone of each word- bystander,
harass, slur, stereotype, ally, antagonizer, and coerce- using the context clue strategies.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Context Clue
 B. Vocabulary Words for the Week: bystander, harass, slur, stereotype, ally, antagonizer, and coerce
XIII.
Teaching/Learning Procedures
 A. Motivational/Introduction: Give the students a sentence and have them decide how they figured out
the meaning to the word and what tone the author was trying to convey.
 B. Teaching/Learning Activities:

Exploration Phase- The teacher will discuss different ways to figure out the meaning of words and
what tone the author is trying to convey in the text with the word. Model how to find the meaning to
the words using synonyms, antonyms, definitions, examples, and sentences before and after.
Demonstrate how the author sets a tone with each word for the text.

Concept Development Phase- Pair the students. Give them a passage to read. Invite students to
come up to the whiteboard and underline unfamiliar words and surrounding context clues. Have
students share their thinking and discuss. Repeat the process for one or two more words. Ask the
students to discuss the tone of each word and why it was used. Have students share their answers
and prompt them to explain their process. (Linguistic/Interpersonal)

Concept Application Phase- Have the students to continue reading the passage and determine the
meaning and the tone for each word.
 C. Closure- Have the students to list 2 ways to determine the meaning of an unfamiliar word on an
index card. Write a sentence using each strategy.
XIV.
Material/Media
Board, short passage, markers, and index cards
XV.
Differentiating Instruction
Whole Group
Peer Partner
Independent Instruction
Accommodations / Modifications:
1) Use of memory aids, fact charts, or resource sheets
2) Shortened assignments
3) Extended Time to complete assignments
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 for
remediation.
Lesson Plan Template
Teacher :
XVI.
Miss Stephanie Morris
Week: Term 1 Week 2
Instructional Goals (Thursday)
The students will analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of
a text and contributes to the development of the theme, setting, or plot.
XVII.
Performance Objectives
After reading the short story “All Summer in a Day”, the students will identify the character, theme, setting and
plot using a plot diagram. Next, find sentences that contribute to each one. Then, explain how it contributes.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Context Clues
 B. Vocabulary Words for the Week: savagely, resilient, savored, tumultuously, and immense
XVIII.
Teaching/Learning Procedures
 A. Motivational/Introduction: Have students to watch a short video clip of the story “All Summer in a
Day.” Explain what the author is trying to convey with this scene. (Visual)
 B. Teaching/Learning Activities:

Exploration Phase- The teacher will review the elements of a story using a story map. Explain how
this text relates to the articles and narrative that were read earlier in the week. Model reading aloud
the introduction to the story “All Summer in a Day.” Pick out sentences or scenes from the text and
write them on the board. Explain how it helps the character, setting, and theme. Then, explain the
tone the author was trying to set.

Concept Development Phase- Have the students to work in small groups to continue reading the next
two pages. Next, explain how it helps the character, setting, and theme. Then, explain the tone the
author was trying to set with each scene or sentence. (Linguistic)

Concept Application Phase- Have the students to read the remaining passages. Next, explain how it
helps the character, setting, and theme. Then, explain the tone the author was trying to set.

 C. Closure- The students will share their responses within the whole group and the students will make
comments on the responses.
XIX.
Material/Media
“All Summer in a Day” short story, character & plot development chart, computer, projector, and video clip
XX.
Differentiating Instruction
Direct Instruction
Small Group
Independent Instruction
Accommodations / Modifications:
1) Use of memory aids, fact charts, or resource
sheets
2) Shortened assignments
3) Extended Time to complete assignments
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 for
remediation.
Lesson Plan Template
Teacher :
XXI.
Miss Stephanie Morris
Week: Term 1 Week 2
Instructional Goals (Friday)




XXII.
The students will cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
The students will describe how the plot unfolds as well as how the character respond or change.
The students will analyze how the sentence or scene contributes to the development of the theme,
setting, or plot.
The students will determine the meaning of words and phrases as they are used in a text.
Performance Objectives

After the students are given the test, they will read paired texts to determine the meaning of unfamiliar
words, characterize the people in the text, cite evidence to support it, describe how the characters
change, and analyze how a scene contribute to the setting and character.
Vocabulary Words and Word Analysis
 A. Word Analysis Instructional Strategy: Context Clue
 B. Vocabulary Words for the Week: bystander, harass, slur, stereotype, ally, antagonizer, coerce,
immense, resilient, and savagely.
XXIII.
Teaching/Learning Procedures (Test)
 A. Motivational/Introduction:
 B. Teaching/Learning Activities:

Exploration Phase- The teacher will unpack the learning targets.

Concept Development Phase- The teacher will lead the students in a review of the study guide.

Concept Application Phase- The students will read the paired texts to determine the meaning of
unfamiliar words, characterize the people in the text, cite evidence to support it, describe how the
characters changed, and analyze how a scene contribute to the setting and character. (Linguistic)
 C. Closure- The students will discuss their thoughts about the test.
XXIV.
Material/Media
Study guide and test
XXV.
Differentiating Instruction
Accommodations / Modifications:
1) Use of memory aids, fact charts, or resource sheets
2) Clue student to stay on task
3) Shortened assignments
4) Extended Time to complete assignments
Whole Group and 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 for
remediation.