Ika Chakchyan Grade Level: 10th grade English 10 Week Planner Week Week 2 3 9/8 9/12 Standards/Objectives

Standards: Literary Response and Analysis 3.6 Analyze and trace an authors development of time and sequence, including the use of complex literary devices. Objectives Students will be able to recognize and understand the parts of plot basic situation, complication, climax, resolution, and conflict. Students will be able to complete a short story using the plot diagram. Students will be able to identify events that advance the plot.

Lesson
Topic: Building Blocks of Fiction: Plot and Setting Lesson: 1. Introducing Plot and Setting 2. Grade Pre-Test 3. Difference between story and expository (Step Up to Writing) 4. Teacher notes 5. Literary Response and Analysis Essay notes 6. Cinderella story: read and complete plot diagram with the class 7. Teacher and students complete plot diagram writing a mini-story. 8. Gallery walk of Mini-Stories 9. Post-test a. If no mastery, will show picture collage and students will complete a plot diagram.

Strategies EL/Special ED Instructional Support

Reciprocal teaching Explicit/Direct Instruction Scaffold instruction: o I Do We Do You Do Vocabulary Study with group Think/Pair/Share Immediate Feedback Informal/Formal Assessments Guided and independent practice Step Up To Writing

Week Week 3 9/16

Standards/Objectives Standards: Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development: Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Reading 1.1 Vocabulary and Concept

Lesson Topic: Vocabulary Development

Lesson: 1. Vocabulary Development Audio video presentation of word 2. Pronounce word 3. Students complete Think SheetWord, Definition, In Your Own Words, Sentence, Picture. 4. CFU Mini-quiz: Fill in the blank

Strategies EL/Special ED Instructional Support Explicit/Direct Instruction Scaffold instruction: o I Do We Do You Do Step Up To Writing:

Development: Distinguish between denotative and connotative meanings of words and interpret the connotative power of words.

5.

Grammar - Nouns

Color-coding: introduction: thesis statement, body: topic sentence and supporting details, conclusion: sentence clincher o Strategies for topic sentences o Transitions Highlighting: commentary, summary, analysis in essay Vocabulary Study with group Think/Pair/Share Immediate Feedback Informal/Formal Assessments Guided and independent Games for practice and review o

Week Week 4 5 9/19 9/28

Standards/Objectives Standards: Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development: Students apply their knowledge of word origins to determine the meaning of new

Lesson Topic: Contents of a Dead Mans Pocket

Lesson: 1. Quick write 2. Grammar Verbs

Strategies EL/Special ED Instructional Support Explicit/Direct Instruction Scaffold instruction: o I Do We

words encountered in reading materials and use those words accurately. Literary Response and Analysis 3.0 Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They conduct indepth analyses of recurrent patterns and themes. Narrative Analysis of Grade-LevelAppropriate Text 3.3 Analyze interactions between main and subordinate characters in a literary text and explain the way those interactions affect the plot. Narrative Analysis of Grade Level Appropriate Text 3.6 Analyze and trace an authors development of time and sequence, including the use of complex literary devices.

3.

Read informational material from the time period of the story. 4. Read Contents of a Dead Mans Pocket following Holt CD, selecting students at random, and will finish the story independently. 5. Plot Summary handout (Step Up To Writing) 6. Students will answer margin questions 7. CFU T/F question 8. Literary Response and Analysis Questions #3, 4, 6. Short paragraph. State Definition, answer and evidence from text. 9. Correct Literary Response and Analysis Questions in class. 10. Selection Test

Objectives: Students will be able to explain events that advance the plot. Students will be able to explain how and why the author creates suspense, flashback and foreshadowing in the story.

Do You Do Thinking Maps Step Up To Writing: o Color-coding: introduction: thesis statement, body: topic sentence and supporting details, conclusion: sentence clincher o Strategies for topic sentences o Transitions Highlighting: commentary, summary, analysis in essay Vocabulary Study with group Think/Pair/Share Concept of ThinkAloud Immediate Feedback Informal/Formal Assessments Guided and independent Games for practice and review Drawing

Week Week 6 5/23 5/27

Standards/Objectives Standards: Reading 2.1 Structural Features of Informational Materials: analyze the structure and format of functional workplace documents, including the graphics and headers and explain how authors use the features to achieve their purposes (2) Reading 2.7 Expository Critique: critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings (4)

Lesson Topic: Novel: Night by Elie Wiesel

Lesson:
1. 2. 3. 4. Vocabulary Development Notes on literary terms (I Do) Examples of literary terms. (We Do) Read poem, and find and explain literary term with teacher 5. Students practice in pairs analyzing a different poem (Correct in class informal assessment) (You Do) 6. Students practice on their own analyzing another poem (Correct in class formal assessment) 7. Homework: assigned poem and literary and response analysis questions (HOLT Literature Book) 8. Correct Homework in class: Immediate feedback 9. Game for Review: Bingo 10. Quiz on poetry and literary terms using Holt Chapter Test 11. Project: Students will create poetry featuring literary terms 12. Writing Workshop: Literary Response and Analysis Essay

Objectives: Students will: Analyze consumer documents Critique the logic of functional documents

Strategies EL/Special ED Instructional Support Explicit/Direct Instruction Scaffold instruction: o I Do We Do You Do Step Up To Writing: o Color-coding: introduction: thesis statement, body: topic sentence and supporting details, conclusion: sentence clincher o Strategies for topic sentences o Transitions Highlighting: commentary, summary, analysis in essay Vocabulary Study with group Think/Pair/Share Immediate Feedback Informal/Formal Assessments Guided and independent Games for practice and review

Week Week 7 5/30 6/3

Standards/Objectives Standards: Reading 2.1 Structural Features of Informational Materials: analyze the structure and format of functional workplace documents, including the graphics and headers and explain how authors use the features to achieve their purposes (2) Reading 2.7 Expository Critique: critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings (4)

Lesson Topic: Night by Elie Wiesel

Lesson:
13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. Vocabulary Development Grammar/Syntax Notes on literary terms (I Do) Examples of literary terms. (We Do) Read poem, and find and explain literary term with teacher Students practice in pairs analyzing a different poem (Correct in class informal assessment) (You Do) Students practice on their own analyzing another poem (Correct in class formal assessment) Homework: assigned poem and literary and response analysis questions (HOLT Literature Book) Correct Homework in class: Immediate feedback Game for Review: Bingo Quiz on poetry and literary terms using Holt Chapter Test Project: Students will create poetry featuring literary terms Writing Workshop: Literary Response and Analysis Essay

Objectives: Students will: Analyze consumer documents Critique the logic of functional documents

Strategies EL/Special ED Instructional Support Explicit/Direct Instruction Scaffold instruction: o I Do We Do You Do Step Up To Writing: o Color-coding: introduction: thesis statement, body: topic sentence and supporting details, conclusion: sentence clincher o Strategies for topic sentences o Transitions Highlighting: commentary, summary, analysis in essay Vocabulary Study with group Think/Pair/Share Immediate Feedback Informal/Formal Assessments Guided and independent Games for practice and review

Week Week 8 6/6 6/10

Standards/Objectives Standards: Reading 2.1 Structural Features of Informational Materials: analyze the structure and format of functional workplace documents, including the graphics and headers and explain how authors use the features to achieve their purposes (2) Reading 2.7 Expository Critique: critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings (4)

Lesson Topic: Expository Reading and Writing (ERWC) Unit Fast Food
Lesson:
26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. Vocabulary Development Grammar/Syntax Notes on literary terms (I Do) Examples of literary terms. (We Do) Read poem, and find and explain literary term with teacher Students practice in pairs analyzing a different poem (Correct in class informal assessment) (You Do) Students practice on their own analyzing another poem (Correct in class formal assessment) Homework: assigned poem and literary and response analysis questions (HOLT Literature Book) Correct Homework in class: Immediate feedback Game for Review: Bingo Quiz on poetry and literary terms using Holt Chapter Test Project: Students will create poetry featuring literary terms Writing Workshop: Literary Response and Analysis Essay

Objectives: Students will: Analyze consumer documents Critique the logic of functional documents

Strategies EL/Special ED Instructional Support Explicit/Direct Instruction Scaffold instruction: o I Do We Do You Do Step Up To Writing: o Color-coding: introduction: thesis statement, body: topic sentence and supporting details, conclusion: sentence clincher o Strategies for topic sentences o Transitions Highlighting: commentary, summary, analysis in essay Vocabulary Study with group Think/Pair/Share Immediate Feedback Informal/Formal Assessments Guided and independent Games for practice and review

Week Week 9 6/13 6/17

Standards/Objectives Standards: Reading 2.1 Structural Features of Informational Materials: analyze the structure and format of functional workplace documents, including the graphics and headers and explain how authors use the features to achieve their purposes (2) Reading 2.7 Expository Critique: critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings (4)

Lesson Topic: Final Exam, Timed Writing, Review for Final Exam
Lesson:
39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. Vocabulary Development Grammar/Syntax Notes on literary terms (I Do) Examples of literary terms. (We Do) Read poem, and find and explain literary term with teacher Students practice in pairs analyzing a different poem (Correct in class informal assessment) (You Do) Students practice on their own analyzing another poem (Correct in class formal assessment) Homework: assigned poem and literary and response analysis questions (HOLT Literature Book) Correct Homework in class: Immediate feedback Game for Review: Bingo Quiz on poetry and literary terms using Holt Chapter Test Project: Students will create poetry featuring literary terms Writing Workshop: Literary Response and Analysis Essay

Objectives: Students will: Analyze consumer documents Critique the logic of functional documents

Strategies EL/Special ED Instructional Support Explicit/Direct Instruction Scaffold instruction: o I Do We Do You Do Step Up To Writing: o Color-coding: introduction: thesis statement, body: topic sentence and supporting details, conclusion: sentence clincher o Strategies for topic sentences o Transitions Highlighting: commentary, summary, analysis in essay Vocabulary Study with group Think/Pair/Share Immediate Feedback Informal/Formal Assessments Guided and independent Games for practice and review

Week Week 10 6/20 6/24

Standards/Objectives Standards: Reading 2.1 Structural Features of Informational Materials: analyze the structure and format of functional workplace documents, including the graphics and headers and explain how authors use the features to achieve their purposes (2) Reading 2.7 Expository Critique: critique the logic of functional documents by examining the sequence of information and procedures in anticipation of possible reader misunderstandings (4)

Lesson Topic: Finals Week, Final review

Lesson:
52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. Vocabulary Development Grammar/Syntax Notes on literary terms (I Do) Examples of literary terms. (We Do) Read poem, and find and explain literary term with teacher Students practice in pairs analyzing a different poem (Correct in class informal assessment) (You Do) Students practice on their own analyzing another poem (Correct in class formal assessment) Homework: assigned poem and literary and response analysis questions (HOLT Literature Book) Correct Homework in class: Immediate feedback Game for Review: Bingo Quiz on poetry and literary terms using Holt Chapter Test Project: Students will create poetry featuring literary terms Writing Workshop: Literary Response and Analysis Essay

Objectives: Students will: Analyze consumer documents Critique the logic of functional documents

Strategies EL/Special ED Instructional Support Explicit/Direct Instruction Scaffold instruction: o I Do We Do You Do Step Up To Writing: o Color-coding: introduction: thesis statement, body: topic sentence and supporting details, conclusion: sentence clincher o Strategies for topic sentences o Transitions Highlighting: commentary, summary, analysis in essay Vocabulary Study with group Think/Pair/Share Immediate Feedback Informal/Formal Assessments Guided and independent Games for practice and review