Daily Structure

Time Segment Instructional Focus5 minutes Fluency Journal Writing:

Uninterrupted time to write in response to a prompt - The writing is NOT graded. The purpose is to allow students to gradually build their writing stamina and their ability to think and write quickly. This time will increase incrementally over the course of the school year. Resources for Prompts:http://www.dailyteachingtools.com/journal-writing-prompts.html#1http://teens.lovetoknow.com/High_School_Journal_Topicshttp://www.educationworld.com/a_curr/curr144.shtmlhttp://education.depaul.edu/student-resources/academic-success-center/Documents/501writingprompts.pdf

25 – 30 minutes Strategy/Skill Work:The portion of the class containing explicit instruction and gradual release of responsibility – This time is spent specifically teaching and allowing students to practice reading and writing skills.

10 minutes Independent Reading:Uninterrupted time to read - Students are to choose their own books. Teacher should regularly conference with students to monitor their comprehension and reading fluency.Resources for Conferencing:https://threeteacherstalk.wordpress.com/2015/02/16/5-reasons-why-reading-conferences-matter-especially-in-high-school-english/

Language Arts Lab

Quarter 1 Pacing & Resources

2016-2017

Pacing Guide & Resources

Week Skill Focus Corresponding Standard(s)

Week 1Aug. 1 – 5

Developing context clue strategies Using context clues to determine meaning of unfamiliar

words Sentence fragments & run-on sentences Punctuation review

*** All skills from week 1 to be spiraled throughout Quarter 1 as appropriate and/or necessary

9-10.RV.2.1: Use context to determine or clarify the meaning of words and phrases.9-10.W.6.1: Demonstrate command of English grammar and usage 9-10.W.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling

Resources:Context Clues:o http://www.vocabulary.co.il/context-and-definitions/ o http://www.readwritethink.org/classroom-resources/student-interactives/word-matrix-30071.html o http://www.brighthubeducation.com/high-school-english-lessons/6323-teaching-context-clues-activity/ o http://www.brighthubeducation.com/high-school-english-lessons/105855-use-context-clues-to-

understand-nonsense-words/

Sentence fragments & run-ons:o http://www.webenglishteacher.com/sentence-fragments-lesson-plans.html o http://www.writingsimplified.com/2011/04/big-3-comma-splices-fragments-and-run.html o http://faculty.ccp.edu/dept/viewpoints/s01v2n3/strips.htm Punctuation Review:o http://www.webenglishteacher.com/conventions.html o http://www.storyboardthat.com/articles/education/grammar/punctuation o http://nyxnox.com/articles/articles10rules.html o https://www.teachingchannel.org/videos/teaching-punctuation

Week Skill Focus Corresponding Standard(s)

Week 2Aug. 8 – 12

Making inferences 9-10.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.9-10.RN.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.

Resources:Inferences:o http://www.k12reader.com/worksheet/what-can-you-infer/ o http://www.brighthubeducation.com/high-school-english-lessons/28571-making-inferences-and-

predictions-in-literature/ o http://www.mrswatersenglish.com/2014/04/teaching-inferences-with-commercials/ o http://www.laflemm.com/reso/inference.html

Week Skill Focus Corresponding Standard(s)

Week 3Aug. 15 – 19

Making Inferences (continued) Finding text evidence Justifying text evidence

9-10.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.9-10.RN.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.

Resources:Text Evidence:o http://commoncore.scholastic.com/sites/default/files/ACT-090213-CommonCore.pdf o https://learnzillion.com/lessons/2015-cite-textual-evidence-to-support-inferences-drawn-from-the-text o https://www.teachingchannel.org/videos/teaching-about-textual-evidence o http://ontheweb.rozlinder.com/teaching-students-to-use-textual-evidence-in-the-common-core-

classroom/o http://www.smekenseducation.com/constructed-responses-require-textual-evidence.html

Week Skill Focus Corresponding Standard(s)

Week 4Aug. 22 – 26

Identification of theme/central idea Development of theme/central idea by details within the

text

9-10.RL.2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.9-10.RN.2.2: Analyze in detail the development of two or more central ideas over the course of a text, including how they interact and build on one another to provide a complex analysis.

Resources:o http://www.scholastic.com/teachers/top_teaching/2011/02/helping-students-grasp-themes-in-literature o http://www.weareteachers.com/blogs/post/2015/03/18/11-tips-for-teaching-about-theme-in-language-

artso https://www.teachingchannel.org/videos/teaching-themes o http://study.com/academy/lesson/what-is-theme-in-literature-definition-examples-quiz.html o https://www.themespark.net/lesson/550bef1aef487b475ce40aad o http://teacher.depaul.edu/Documents/NonfictionMainIdeaDevelopers.pdf

o

Week Skill Focus Corresponding Standard(s)

Week 5Aug. 29 –

Sept. 2

Definition & example of dynamic characters Character development

9-10.RL.2.3: Analyze how dynamic characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Resources:o http://betterlesson.com/community/lesson/7825/static-vs-dynamic-characters o http://www.sharemylesson.com/teaching-resource/Analyze-and-define-the-character-6111122/

http://www.readwritethink.org/classroom-resources/lesson-plans/become-character-adjectives-character-168.html

o http://www.k-state.edu/english/baker/english320/cc-static_vs_dynamic_characterization.htm o http://www.readwritethink.org/classroom-resources/lesson-plans/inferring-characters-change-858.html

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Week Skill Focus Corresponding Standard(s)

Week 6Sept. 7 – 9

Sept. 5Labor Day

Sept. 6Professional

Development

Introduce informative essay writing Decoding the prompt strategies Topic and detail brainstorming

Writing work in Weeks 6 – 9 should focus on teaching students the steps of the writing process as well as how to construct a five paragraph essay.

9-10.W.3.2 Write informative composition

Resources:o https://www.heinemann.com/shared/onlineresources/E01396/introAndChapter1.pdf

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Week Skill Focus Corresponding Standard(s)

Week 7Sept. 12 – 16

Thesis Writing Organization Introductions & conclusions

9-10.W.3.2 Write informative composition

Resources:o http://www.mesacc.edu/~paoih30491/intropgph.html o http://www.mesacc.edu/~paoih30491/Conclusionpgphs.html

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Week Skill Focus Corresponding Standard(s)

Week 8Sept. 19 – 23

How main ideas are introduced Ordering main ideas Rough draft essay writing

9-10.RN.2.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.9-10.W.3.2 Write informative compositions

Resources:o http://www.mesacc.edu/~paoih30491/Bodypgphs.html o http://www.ereadingworksheets.com/text-structure/patterns-of-organization/ o http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-3.html o http://betterlesson.com/community/lesson/72164/sequence-details-nonfiction

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Week Skill Focus Corresponding Standard(s)

Week 9Sept. 26 – 30

Determining how specific lines/paragraphs of a text contribute to the development of the author’s main point

Final draft writing of informative essay

9-10.RN.3.2: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.9-10.W.3.2 Write informative compositions

Resources:o http://www.shmoop.com/common-core-standards/ccss-ela-literacy-ri-9-10-5.html o http://www.pdesas.org/module/content/resources/19409/view.ashx o http://betterlesson.com/lesson/577649/identifying-argument-how-much-privacy-are-you-willing-to-

give-up o http://www.pdesas.org/module/content/resources/19406/view.ashx

o

General Resources:www.thinkcerca.comwww.adlit.org www.readworks.orgwww.newsela.com https://www.engageny.org/ http://etc.usf.edu/lit2go/http://www.activelylearn.com/www.readtheory.orghttp://www.uen.org/7-12interactives/lang_arts.shtmlhttp://www.myeasybee.com/blog/the-best-free-vocabulary-graphic-organizers/http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension