Daily Lessons

Monday, March 4

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Tuesday, March 5

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Wednesday, March 6

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Thursday, March 7

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Friday, March 8

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Objectives

• (4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

• (A) establish purpose for reading assigned and self-selected texts;

• (B) generate questions about text before, during, and after reading to deepen understanding and gain information;

• (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

• (D) create mental images to deepen understanding;

• (E) make connections to personal experiences, ideas in other texts, and society;

• (F) make inferences and use evidence to support understanding;

• (G) evaluate details read to determine key ideas;

• (H) synthesize information from multiple texts to create new understanding; and

• (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

• (5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

• (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

• (C) use text evidence and original commentary to support an interpretive response;

• (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;

• (F) respond using acquired content and academic vocabulary as appropriate;

• (G) discuss and write about the explicit or implicit meanings of text;

• (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

• (6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

• (B) analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

• (C) analyze isolated scenes and their contribution to the success of the plot as a whole; and

• (D) analyze how historical and cultural settings influence characterization, plot, and theme across texts.

• (7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

• (A) read and analyze world literature across literary periods;

• (B) analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

• (C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

• (D) analyze characteristics and structural elements of informational texts such as:

• (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

• (ii) the relationship between organizational design and thesis;

• (E) analyze characteristics and structural elements of argumentative texts such as:

• (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

• (iii) identifiable audience or reader; and

• (F) analyze characteristics of multimodal and digital texts.

• (8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

• (A) analyze the author's purpose, audience, and message within a text;

• (B) analyze use of text structure to achieve the author's purpose;

• (C) evaluate the author's use of print and graphic features to achieve specific purposes;

• (D) analyze how the author's use of language informs and shapes the perception of readers;

• (E) analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

• (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

• (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.; and

• (11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

• (G) examine sources for:

• (i) credibility and bias, including omission; and

• (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

Daily Lessons

Monday, January 8

• Student Holiday

Tuesday, January 9

• Student Holiday

Wednesday, January 10

• Focused Instruction: We will analyze the various types of genre characteristics used by authors in argumentative writing.

• Guided Instruction: Choose two random genre characteristics to discuss and explain examples created. 

• Independent Learning: Analyze the various genre (argumentative) characteristics and create an example of each using the definition and example as a model.   

• Lesson Closure: Students will verbally share one example they created for any of the genre characteristics which they analyzed. 

Thursday, January 11

• Focused Instruction: We will read and analyze a controversial essay by Thomas Sowell for the use of various genre characteristics and author's craft. 

• Guided Instruction: Model read the essay identifying the use of genre characteristics and author's craft. 

• Independent Learning: Create a T-chart with the genre characteristic and the textual evidence on one side and the evaluation of the technique used on the other side. 

• Lesson Closure: Students will share one of their evaluations of the genre characteristic used by the author. 

Friday, January 12

• Focused Instruction: We will read and analyze a controversial essay by Thomas Sowell for the use of various genre characteristics and author's craft. 

• Guided Instruction: Model read the essay identifying the use of genre characteristics and author's craft. 

• Independent Learning: Create a T-chart with the genre characteristic and the textual evidence on one side and the evaluation of the technique used on the other side. 

• Lesson Closure: Students will share one of their evaluations of the genre characteristic used by the author.

Objectives

• 4

Daily Lessons

Monday, January 15

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Tuesday, January 16

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Wednesday, January 17

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Thursday, January 18

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Friday, January 19

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Objectives

• 4

Daily Lessons

Monday, January 22

• Focused Instruction: We will read and analyze a controversial essay by Thomas Sowell for the use of various genre characteristics and author's craft. 

• Guided Instruction: Choose two random genre characteristics to discuss and explain examples created.  

• Independent Learning: Create an ATC response on the effectiveness of how the information is presented in an argumentative fashion. 

• Lesson Closure: Students will share one of their evaluations of the genre characteristic used by the author.

Tuesday, January 23

• Focused Instruction: We will begin recording preliminary notes using current knowledge and specific research from credible sources. 

• Guided Instruction: What is the difference between credible and non-credible sources?

• Independent Learning: Begin creating preliminary notes and documenting what is said in the research using credible sources. 

• Lesson Closure: Students will share a research finding. 

Wednesday, January 24

• Focused Instruction: We will begin recording preliminary notes using current knowledge and specific research from credible sources. 

• Guided Instruction: What is the difference between credible and non-credible sources?

• Independent Learning: Begin creating preliminary notes and documenting what is said in the research using credible sources. 

• Lesson Closure: Students will share a research finding. 

Thursday, January 25

• Focused Instruction: We will review testing instructions.  

• Guided Instruction: Logging into DMAC and the Matherne - Argumentative Test.

• Independent Learning: Students will use testing strategies to include mulitple choice and ATC response. 

• Lesson Closure: Students will save the unfinished test. 

Friday, January 26

• Focused Instruction: We will review testing instructions. 

• Guided Instruction: Logging into DMAC and the Matherne - Argumentative Test.

• Independent Learning: Students will use testing strategies to include multiple choice and ATC response. 

• Lesson Closure: Students will complete testing.  

Objectives

• (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

• (A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

• (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

• (4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

• (A) establish purpose for reading assigned and self-selected texts;

• (E) make connections to personal experiences, ideas in other texts, and society;

• (F) make inferences and use evidence to support understanding;

• (G) evaluate details read to determine key ideas;

• (H) synthesize information from multiple texts to create new understanding; and

• (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

• (5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

• (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

• (C) use text evidence and original commentary to support an interpretive response;

• (D) paraphrase and summarize texts in ways that maintain meaning and logical order;

• (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;

• (G) discuss and write about the explicit or implicit meanings of text;

• (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

• (J) defend or challenge the authors' claims using relevant text evidence.; and

• (7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

• (D) analyze characteristics and structural elements of informational texts such as:

• (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

• (ii) the relationship between organizational design and thesis;

• (E) analyze characteristics and structural elements of argumentative texts such as:

• (i) clear arguable claim, appeals, and convincing conclusion;

• (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

• (iii) identifiable audience or reader; and

• (8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

• (A) analyze the author's purpose, audience, and message within a text;

• (B) analyze use of text structure to achieve the author's purpose;

• (D) analyze how the author's use of language informs and shapes the perception of readers;

• (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

• (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.; and

• (11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

• (A) develop questions for formal and informal inquiry;

• (B) critique the research process at each step to implement changes as needs occur and are identified;

• (C) develop and revise a plan;

• (D) modify the major research question as necessary to refocus the research plan;

• (E) locate relevant sources;

• (F) synthesize information from a variety of sources;

• (G) examine sources for:

• (i) credibility and bias, including omission; and

• (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

Daily Lessons

Monday, January 29

• Focused Instruction: We will review the purpose and format for an annotated bibliography.

• Guided Instruction: How does the research support or counter the ideas used in your main argument? 

• Independent Learning: Use the citation source found on Google Doc Tools to create a properly formatted annotated bibliography.  

• Lesson Closure: Students will share how a specific source interacts with their ideas in an argumentative research essay.  

Tuesday, January 30

• Focused Instruction: We will review the purpose and format for an annotated bibliography.

• Guided Instruction: How does the research support or counter the ideas used in your main argument? 

• Independent Learning: Use the citation source found on Google Doc Tools to create a properly formatted annotated bibliography.  

• Lesson Closure: Students will share how a specific source interacts with their ideas in an argumentative research essay.  

Wednesday, January 31

• Focused Instruction: We will review the purpose and format for an annotated bibliography.

• Guided Instruction: How does the research support or counter the ideas used in your main argument? 

• Independent Learning: Use the citation source found on Google Doc Tools to create a properly formatted annotated bibliography.  

• Lesson Closure: Students will share how a specific source interacts with their ideas in an argumentative research essay.  

Thursday, February 1

• Focused Instruction: We will review the purpose and format for an annotated bibliography.

• Guided Instruction: How does the research support or counter the ideas used in your main argument? 

• Independent Learning: Use the citation source found on Google Doc Tools to create a properly formatted annotated bibliography.  

• Lesson Closure: Students will share how a specific source interacts with their ideas in an argumentative research essay.  

Friday, February 2

• Focused Instruction: We will review the purpose and format for an annotated bibliography.

• Guided Instruction: How does the research support or counter the ideas used in your main argument? 

• Independent Learning: Use the citation source found on Google Doc Tools to create a properly formatted annotated bibliography.  

• Lesson Closure: Students will share how a specific source interacts with their ideas in an argumentative research essay.  

Objectives

• (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

• (A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

• (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

• (4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

• (A) establish purpose for reading assigned and self-selected texts;

• (E) make connections to personal experiences, ideas in other texts, and society;

• (F) make inferences and use evidence to support understanding;

• (G) evaluate details read to determine key ideas;

• (H) synthesize information from multiple texts to create new understanding; and

• (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

• (5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

• (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

• (C) use text evidence and original commentary to support an interpretive response;

• (D) paraphrase and summarize texts in ways that maintain meaning and logical order;

• (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;

• (G) discuss and write about the explicit or implicit meanings of text;

• (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

• (J) defend or challenge the authors' claims using relevant text evidence.; and

• (7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

• (D) analyze characteristics and structural elements of informational texts such as:

• (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

• (ii) the relationship between organizational design and thesis;

• (E) analyze characteristics and structural elements of argumentative texts such as:

• (i) clear arguable claim, appeals, and convincing conclusion;

• (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

• (iii) identifiable audience or reader; and

• (8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

• (A) analyze the author's purpose, audience, and message within a text;

• (B) analyze use of text structure to achieve the author's purpose;

• (D) analyze how the author's use of language informs and shapes the perception of readers;

• (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

• (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.; and

• (11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

• (A) develop questions for formal and informal inquiry;

• (B) critique the research process at each step to implement changes as needs occur and are identified;

• (C) develop and revise a plan;

• (D) modify the major research question as necessary to refocus the research plan;

• (E) locate relevant sources;

• (F) synthesize information from a variety of sources;

• (G) examine sources for:

• (i) credibility and bias, including omission; and

• (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

Daily Lessons

Monday, February 5

• Focused Instruction: We will review the purpose and format for an annotated bibliography.

• Guided Instruction: How does the research support or counter the ideas used in your main argument? 

• Independent Learning: Use the citation source found on Google Doc Tools to create a properly formatted annotated bibliography.  

• Lesson Closure: Students will share how a specific source interacts with their ideas in an argumentative research essay.  

Tuesday, February 6

• Focused Instruction: We will review the purpose and format for an annotated bibliography.

• Guided Instruction: How does the research support or counter the ideas used in your main argument? 

• Independent Learning: Use the citation source found on Google Doc Tools to create a properly formatted annotated bibliography.  

• Lesson Closure: Students will share how a specific source interacts with their ideas in an argumentative research essay.  

Wednesday, February 7

• Focused Instruction: We will review the purpose and format for an annotated bibliography.

• Guided Instruction: How does the research support or counter the ideas used in your main argument? 

• Independent Learning: Use the citation source found on Google Doc Tools to create a properly formatted annotated bibliography.  

• Lesson Closure: Students will share how a specific source interacts with their ideas in an argumentative research essay.  

Thursday, February 8

• Focused Instruction: We will review introductions and conclusions strategies, requirements for each body paragraphs, and MLA requirements.

• Guided Instruction:  Introduction and conclusion strategies

• Independent Learning: Create introduction paragraph

• Lesson Closure: Students will compose an effective argumentative research essay containing all the requirements within the structured outline. 

Friday, February 9

• Focused Instruction: We will review introductions and conclusions strategies, requirements for each body paragraphs, and MLA requirements.

• Guided Instruction:  Requirements for body paragraphs

• Independent Learning: Create body paragraphs

• Lesson Closure: Students will compose an effective argumentative research essay containing all the requirements within the structured outline. 

Objectives

• (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

• (A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

• (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

• (4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

• (A) establish purpose for reading assigned and self-selected texts;

• (E) make connections to personal experiences, ideas in other texts, and society;

• (F) make inferences and use evidence to support understanding;

• (G) evaluate details read to determine key ideas;

• (H) synthesize information from multiple texts to create new understanding; and

• (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

• (5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

• (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

• (C) use text evidence and original commentary to support an interpretive response;

• (D) paraphrase and summarize texts in ways that maintain meaning and logical order;

• (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;

• (G) discuss and write about the explicit or implicit meanings of text;

• (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

• (J) defend or challenge the authors' claims using relevant text evidence.; and

• (7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

• (D) analyze characteristics and structural elements of informational texts such as:

• (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

• (ii) the relationship between organizational design and thesis;

• (E) analyze characteristics and structural elements of argumentative texts such as:

• (i) clear arguable claim, appeals, and convincing conclusion;

• (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

• (iii) identifiable audience or reader; and

• (8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

• (A) analyze the author's purpose, audience, and message within a text;

• (B) analyze use of text structure to achieve the author's purpose;

• (D) analyze how the author's use of language informs and shapes the perception of readers;

• (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

• (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.; and

• (11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

• (A) develop questions for formal and informal inquiry;

• (B) critique the research process at each step to implement changes as needs occur and are identified;

• (C) develop and revise a plan;

• (D) modify the major research question as necessary to refocus the research plan;

• (E) locate relevant sources;

• (F) synthesize information from a variety of sources;

• (G) examine sources for:

• (i) credibility and bias, including omission; and

• (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

Daily Lessons

Monday, February 12

• Focused Instruction: We will 

• Guided Instruction: Introductory strategies: Begin with a simile or a metaphor.  Follow the metaphor with a series of active verbs. Begin with an image and follow it with a series of questions. Begin with a paradox, twist of words, or contradiction.

• Independent Learning: Brainstorm ideas for beginning strategies.

• Lesson Closure: Students will create an introductory paragraph using one of the beginning strategies listed in the outline. 

Tuesday, February 13

• Focused Instruction: We will review strategies to create introductory paragraphs.

• Guided Instruction: Beginning strategies: simile or metaphor followed with a series of active verbs, imagery with a series of questions, and level four thesis statements.

• Independent Learning: Creating similes, metaphors, imagery, contradictions, and level four thesis statements.  

• Lesson Closure: Students will create an introductory paragraph for their argumentative research essay using the various strategies.

Wednesday, February 14

• Focused Instruction: We will review the various text structures in order to organize ideas within a body paragraph.  

• Guided Instruction: Text structures: sequence, compare and contrast, cause and effect, and problem and solution

• Independent Learning: Using text structures to help organize thoughts and ideas within a body paragraph.

• Lesson Closure: Students will create two of the four body paragraph using text structures to organize their thoughts and ideas.  

Thursday, February 15

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Friday, February 16

• Student Holiday

Objectives

• (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

• (A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

• (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

• (4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

• (A) establish purpose for reading assigned and self-selected texts;

• (E) make connections to personal experiences, ideas in other texts, and society;

• (F) make inferences and use evidence to support understanding;

• (G) evaluate details read to determine key ideas;

• (H) synthesize information from multiple texts to create new understanding; and

• (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

• (5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

• (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

• (C) use text evidence and original commentary to support an interpretive response;

• (D) paraphrase and summarize texts in ways that maintain meaning and logical order;

• (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;

• (G) discuss and write about the explicit or implicit meanings of text;

• (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

• (J) defend or challenge the authors' claims using relevant text evidence.; and

• (7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

• (D) analyze characteristics and structural elements of informational texts such as:

• (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

• (ii) the relationship between organizational design and thesis;

• (E) analyze characteristics and structural elements of argumentative texts such as:

• (i) clear arguable claim, appeals, and convincing conclusion;

• (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

• (iii) identifiable audience or reader; and

• (8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

• (A) analyze the author's purpose, audience, and message within a text;

• (B) analyze use of text structure to achieve the author's purpose;

• (D) analyze how the author's use of language informs and shapes the perception of readers;

• (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

• (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.; and

• (11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

• (A) develop questions for formal and informal inquiry;

• (B) critique the research process at each step to implement changes as needs occur and are identified;

• (C) develop and revise a plan;

• (D) modify the major research question as necessary to refocus the research plan;

• (E) locate relevant sources;

• (F) synthesize information from a variety of sources;

• (G) examine sources for:

• (i) credibility and bias, including omission; and

• (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

Daily Lessons

Monday, February 19

• Student Holiday

Tuesday, February 20

• Focused Instruction: We will review how to avoid plagiarism through correct in-text citations. 

• Guided Instruction: Proper introductions and citations, in-text citations, directly quoted, block quotations, paraphrased, and summarizing, and embed all direct quotes with introductions

• Independent Learning: Varying how the different types of sources are used in the essay.  

• Lesson Closure: Students will review each paragraph within their essay to ensure there is zero plagiarism.  

Wednesday, February 21

• Focused Instruction: We will review how to avoid plagiarism through correct in-text citations. 

• Guided Instruction: Proper introductions and citations, in-text citations, directly quoted, block quotations, paraphrased, and summarizing, and embed all direct quotes with introductions

• Independent Learning: Varying how the different types of sources are used in the essay.  

• Lesson Closure: Students will review each paragraph within their essay to ensure there is zero plagiarism. 

Thursday, February 22

• Focused Instruction: We will review the various sentences structures and comma rules that accompany them.  

• Guided Instruction: None

• Independent Learning: Students will work through the various sentences ensure proper punctuation.

• Lesson Closure: Students will review various sentences labeling all parts and ensure proper punctuation.  

Friday, February 23

• Focused Instruction: We will review proper MLA formatting for an essay.  

• Guided Instruction: Purdue Owl Sample Paper

• Independent Learning: Use the sample paper as a model to format your essay. 

• Lesson Closure: Students will make all necessary corrections to their essay to ensure it is properly formatted according to the requirements of MLA. 

Objectives

• (1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

• (A) engage in meaningful and respectful discourse by listening actively, responding appropriately, and adjusting communication to audiences and purposes;

• (B) follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems and complex processes;

• (4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

• (A) establish purpose for reading assigned and self-selected texts;

• (E) make connections to personal experiences, ideas in other texts, and society;

• (F) make inferences and use evidence to support understanding;

• (G) evaluate details read to determine key ideas;

• (H) synthesize information from multiple texts to create new understanding; and

• (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

• (5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

• (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

• (C) use text evidence and original commentary to support an interpretive response;

• (D) paraphrase and summarize texts in ways that maintain meaning and logical order;

• (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;

• (G) discuss and write about the explicit or implicit meanings of text;

• (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

• (J) defend or challenge the authors' claims using relevant text evidence.; and

• (7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

• (D) analyze characteristics and structural elements of informational texts such as:

• (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

• (ii) the relationship between organizational design and thesis;

• (E) analyze characteristics and structural elements of argumentative texts such as:

• (i) clear arguable claim, appeals, and convincing conclusion;

• (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

• (iii) identifiable audience or reader; and

• (8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

• (A) analyze the author's purpose, audience, and message within a text;

• (B) analyze use of text structure to achieve the author's purpose;

• (D) analyze how the author's use of language informs and shapes the perception of readers;

• (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

• (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.; and

• (11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

• (A) develop questions for formal and informal inquiry;

• (B) critique the research process at each step to implement changes as needs occur and are identified;

• (C) develop and revise a plan;

• (D) modify the major research question as necessary to refocus the research plan;

• (E) locate relevant sources;

• (F) synthesize information from a variety of sources;

• (G) examine sources for:

• (i) credibility and bias, including omission; and

• (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;

Daily Lessons

Monday, February 26

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Tuesday, February 27

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Wednesday, February 28

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Thursday, February 29

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Friday, March 1

• Focused Instruction: We will 

• Guided Instruction: 

• Independent Learning: 

• Lesson Closure: Students will 

Objectives

• (4) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

• (A) establish purpose for reading assigned and self-selected texts;

• (B) generate questions about text before, during, and after reading to deepen understanding and gain information;

• (C) make and correct or confirm predictions using text features, characteristics of genre, and structures;

• (D) create mental images to deepen understanding;

• (E) make connections to personal experiences, ideas in other texts, and society;

• (F) make inferences and use evidence to support understanding;

• (G) evaluate details read to determine key ideas;

• (H) synthesize information from multiple texts to create new understanding; and

• (I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

• (5) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

• (B) write responses that demonstrate understanding of texts, including comparing texts within and across genres;

• (C) use text evidence and original commentary to support an interpretive response;

• (E) interact with sources in meaningful ways such as note taking, annotating, freewriting, or illustrating;

• (F) respond using acquired content and academic vocabulary as appropriate;

• (G) discuss and write about the explicit or implicit meanings of text;

• (H) respond orally or in writing with appropriate register, vocabulary, tone, and voice;

• (6) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

• (B) analyze how authors develop complex yet believable characters, including archetypes, through historical and cultural settings and events;

• (C) analyze isolated scenes and their contribution to the success of the plot as a whole; and

• (D) analyze how historical and cultural settings influence characterization, plot, and theme across texts.

• (7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

• (A) read and analyze world literature across literary periods;

• (B) analyze the effects of metrics; rhyme schemes; types of rhymes such as end, internal, slant, and eye; and other conventions in poems across a variety of poetic forms;

• (C) analyze the function of dramatic conventions such as asides, soliloquies, dramatic irony, and satire;

• (D) analyze characteristics and structural elements of informational texts such as:

• (i) clear thesis, relevant supporting evidence, pertinent examples, and conclusion; and

• (ii) the relationship between organizational design and thesis;

• (E) analyze characteristics and structural elements of argumentative texts such as:

• (ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and

• (iii) identifiable audience or reader; and

• (F) analyze characteristics of multimodal and digital texts.

• (8) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

• (A) analyze the author's purpose, audience, and message within a text;

• (B) analyze use of text structure to achieve the author's purpose;

• (C) evaluate the author's use of print and graphic features to achieve specific purposes;

• (D) analyze how the author's use of language informs and shapes the perception of readers;

• (E) analyze the use of literary devices such as irony, sarcasm, and motif to achieve specific purposes;

• (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text; and

• (G) analyze the purpose of rhetorical devices such as appeals, antithesis, parallelism, and shifts and the effects of logical fallacies.; and

• (11) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:

• (G) examine sources for:

• (i) credibility and bias, including omission; and

• (ii) faulty reasoning such as incorrect premise, hasty generalizations, and either-or;