Grade 10 Unit 1 Priority ELA Plans

Priority ELA Plans G10 U1 REL 08-01-21

© 2021 Ashlock Consulting, Inc. Unlimited permission is granted for McDowell County Schools, Welch, WV to duplicate and distribute to employees within their district for use within their district. *College Board Springboard is a registered trademark of College Board, 250 Vesey Street, NY, NY 10281. College Board is not affiliated with and does not sponsor Ashlock Consulting, Inc. This applies to every page of this document.

Grade 10—Unit 1

Priority ELA Plans for use with CB Springboard*


© 2021 Ashlock Consulting, Inc. Unlimited permission is granted for McDowell County Schools, Welch, WV to duplicate and distribute to employees within their district for use within their district. 2

Key to Features Included in Reading Plans

"May Do" pieces of instruction that can be

done if time allows Shaded Text

Reference Ashlock Consulting's Reading

Strategy and Skill Resource

Mini versions of Charts

that accompany each week of instruction

Gradual Release of Responsibility Model Instruction with the

Reading Strategy and Skill Resource

Brain Break and/or

Movement Opportunity recommended

Gradual Release of Responsibility Model

Instruction

Priority Reading

Standard instruction or NOTES/ROUTINES for

the week

Time in Text Block Independent

(Teacher-Monitored) Reading



Grade 10—Unit 1 Priority ELA Plans Overview

Vocabulary Review

Many new vocabulary words are introduced throughout the selections. Some are content or story words, and other words are academic language

students need for success in school. A vocabulary review has been included in these plans, typically found on Days 2-30. It is recommended that

you display the definition chart for the review at some point in the period and use the routine on Task Card B to quickly have students review the

new vocabulary.

Priority Standard I Can Statements Follow instructions from your district with respect to teaching grade level standards connected to the curriculum. For most selections included in

the Priority Reading Plans, at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority

Standards instruction in addition to instruction provided in your grade level curriculum. Charts contain sample I Can Statements you can use with

your class connected to these standards. Note that each chart indicates if the I Can Statement is Approaching Grade Level or At Grade Level. If

you don't use one or more of these charts, you should create your own charts based on the Priority Standard. Revisit the I Can Statement(s) for

the day at the end of the period.



G10 U1 D1

PACING 35-40 min.

SpringBoard INSTRUCTION The sections from your curriculum listed below are considered MUST DO pieces of reading instruction for your students.

Literature and Informational Standards instruction connected to the Priority Standard(s) for the week need to be emphasized. Sections of instruction not listed or shaded should be considered MAY DO pieces of reading instruction and should be presented

to students based on teacher discretion and availability of time. READ ALL INSTRUCTION IN CURRICULUM MATERIALS. NOTES/ROUTINES ARE ADDITIONAL SUPPORTS

LESSON PAGES NOTES/ROUTINES RSSR

Elementary Connections

1.1 Previewing the Unit pp. 4-5

Teach pp. 4-5

1. Read Aloud p. 4

Learning Targets

Preview

About the Unit

2. Social and Civic Issues p. 4 Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: I DO & WE DO

3. Essential Questions p. 4 Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: I DO & WE DO



G10 U1 D1

LESSON PAGES NOTES/ROUTINES RSSR Elementary Connections

4. Brief Discussion p. 4

5. Independent Reading p. 4 Text for independent reading should be at students' independent (text they with which they have 95-97% accuracy) or high instructional level. See Time in Text blocks on the Priority Reading Plans.

6. Activate Prior Knowledge p. 4 Task Cards A & E Student Response/Student Engagement/ Discussion

RSSR: ST: Connect to Prior

Knowledge

7. Analyze Covers p. 5

8. Preview Texts p. 5

Skimming/Scanning Strategy

Note-Taking Strategy

9. Group Book Pass p. 5

10. Independent Reading Plans p. 5

Assess p. 5

Adapt p. 5



G10 U1 D2-D5

PRIORITY STANDARD INSTRUCTION FOR SELECTION: Reality Is Broken (Part 1) Follow instructions from your district about teaching grade level standard connected to the curriculum. For each week of instruction at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority

Standards instruction in addition to instruction provided in your grade level curriculum.

PRIORITY STANDARD(S)

CHARTS/SUPPORT

CCSS.ELA.RI.10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

© Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ELA.10.11 (WV) Analyze and defend in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of an informational text (e.g., a section or chapter).

Charts contain sample I Can Statements you can use with your class connected to the Priority Standard. Note that each chart indicates if the I Can Statement is Approaching Grade Level or At Grade Level. If you don't use one or more of these charts, you should create your own charts based on the Priority Standard. Revisit the I Can Statement(s) for the day at the end of the period.

SELECTION

I CAN STATEMENT PRIORITY STANDARD INSTRUCTION

SUGGESTIONS

Reality Is Broken Part 1

p. 9 ¶ 8-9

I can analyze and defend how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of an informational text.

What is the author’s claim in paragraphs 8 and 9? How is this claim developed? State at least two pieces of textual evidence to support your answer.


pp. 9-10 ¶ 12

I can analyze and defend how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of an informational text.

What is the author’s claim in paragraph 12? How does this claim contribute to the author’s initial claim? State at least two pieces of textual evidence to support your answer.


pp. 8-10 I can analyze and defend how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of an informational text.

How does the author arrange paragraphs to build and clarify her claim? State at least two pieces of textual evidence to support your answer.



G10 U1 D2-D5

PACING 35-40 min.

SpringBoard INSTRUCTION


1.2 Escape from Reality: Reality Is Broken: Why Games Make Us Better and How They Can Change the World Pt. 1

pp. 6-14

Teach pp. 6-14

1. Read and Respond

p. 6

Learning Targets p. 6 RSSR: SK: Draw Inference

Preview p. 6 RSSR: SK: Draw Inference

2. Review the Terms p. 6 RSSR: SK: Draw Inference

observation inference literal figurative

3. Observe the Cartoon p. 6 RSSR: SK: Description SK: Note Key

Details

4. Graphic Organizer p. 6

5. Multiple Meanings: virtual p. 7

6. Argument Examples p. 7



G10 U1 D2-D5


Teach (Continued) pp. 6-14

7. Revisit the Graphic Organizer p. 7

Claims and Evidence Use the Gradual Release of Responsibility Model: DEFINE & EXPLAIN

8. Class Discussion p. 7 Use the Gradual Release of Responsibility Model: WE DO

9. Instructive Reasoning p. 7

10. As You Read p. 7

Marking the Text

PACING CHECK POINT—YOU SHOULD HAVE COMPLETED THE INSTRUCTION TO THIS POINT BY THE TIME YOU FINISH DAY 2.

Reading Added ADDED Remind students that before, during, and after reading, they should flexibly use Reading Strategies and Reading Skills to help them comprehend the text.

PRIORITY READING STANDARD INSTRUCTION

Added ADDED Include instruction connected to the Priority Reading Standard for the selection. See suggestions for this listed above.

11. About The Author

p. 8



G10 U1 D2-D5



12. First Read p. 8 Task Cards A & E Student Response/Student Engagement/ Discussion

13. Think-Aloud p. 8 Gradual Release of Responsibility Model: EXPLAIN & I DO

14. Deductive Reasoning p. 8

15. Paragraph 6 p. 9 Gradual Release of Responsibility Model: EXPLAIN & I DO

16. Students Read p. 9 Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: WE DO & Y'ALL DO & YOU DO

17. Monitor Progress p. 9

18. Vocabulary Development p. 10 Gradual Release of Responsibility Model: WE DO & Y'ALL DO & YOU DO

RSSR: ST: Word Learning

Word Connections: silo

19. Making Observations p. 10




G10 U1 D2-D5



20. Returning to the Text p. 11

Text-Dependent Questions

Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: Y'ALL DO & YOU DO As you monitor students, use the instruction provided in Scaffolding the Text-Dependent Questions at the bottom of the pages to provide extra support for students. Consider choosing some questions for students to complete as homework.

21. Responding to Higher-Order Questions

p. 11

22. Listen In p. 11

23. Working from the Text p. 13 Choose one or two questions for student response verbally or in writing. Consider choosing some questions for students to complete as homework.


24. Writing Prompt: Informational p. 14

25. Evaluate the Argument p. 14

Assess p. 14

Adapt p. 14




G10 U1 D6

PACING 20 minutes

EXIT TICKET

Monitor students’ progress towards mastery of grade level Priority Reading Standards. Administer the Exit Ticket and use data to guide future flexible group differentiated instruction.

PACING 15 minutes

TIME IN TEXT BLOCK

Use the DIRECTED CHOICE METHOD described in your Reading Academy training to choose text for students to read at their high instructional or independent levels. Direct students to apply Reading Strategies, Reading Skills, and Priority Standards previously taught.

Display practice EXPECTATIONS FOR THE DAY (Gradual Release—You Do) using at least one I Can Statement

connected to previous or current instruction.

Consider posting different I Can Statements for different groups of students based on need.

Monitor students as they read. Ask students to flag their desk with a stick-um or another appropriate signal to indicate when then can explain

their application of a Reading Strategy, Reading Skill, or Priority Standard.

Take anecdotal NOTES/ROUTINES on students’ application of strategies, skills, and standards. Use this data to help guide future reteach

instruction.




G10 U1 D7

PACING 20 minutes

FLEXIBLE GROUPS—DIFFERNTIATED INSTRUCTION

LESSON NOTES/ROUTINES RSSR Elementary Connections

OPTION 1 Use flexible groupings to provide small group or individualized WIN (What I Need) instruction. Prioritize instruction connected to Priority Reading Standards.

WIN (What I Need)

OPTION 2 Provide instruction from the Language or Writing Workshops

Language or Writing Workshop

OPTION 3 Lengthen the time some or all students spend reading at their independent level and follow the directions provided below for Time in Text segments.

Additional Time in Text

PACING 15 minutes

TIME IN TEXT BLOCK








instruction.




G10 U1 D8-D12

PRIORITY STANDARD INSTRUCTION FOR SELECTION: Reality Is Broken (Part 2) Follow instructions from your district about teaching grade level standard connected to the curriculum. For each week of instruction at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority



CHARTS/SUPPORT

CCSS.ELA.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


ELA.10.12 (WV) Determine an author’s point of view or purpose in an informational text and evaluate how the author uses rhetoric to advance that point of view or purpose.


Reality is Broken Part 2

p.16 ¶ 20

I can state an author's point of view in part or all of a text

and analyze how the author uses rhetoric to advance that

point of view.

What is the author’s point of view in paragraph 20? Why does she bring up Herodotus’ Histories? Find two pieces of textual evidence to support your answer.

Reality is Broken Part 2

p. 17 ¶ 26

I can state an author's purpose for part or all of a text and

analyze how the author uses rhetoric to advance the

author's purpose.

How does the author continue to state their purpose in paragraph 26 for writing the argument on Reality is Broken Part 2? List two pieces of textual evidence to support your answer.



G10 U1 D8-D12

PACING 35-40 min.



1.3 It's All a Part of the Game: Countering Opposing Claims: Reality Is Broken: Why Games Make Us Better and How They Can Change the World Pt. 2

pp. 15-20

Teach pp. 15-20

1. Read Aloud p. 15

Learning Targets

Preview

2. Opening Writing Prompt p. 15 RSSR: ST: Summarize (I)

3. Explain p. 15 Use the Gradual Release of

Responsibility Model: DEFINE & EXPLAIN

Counterclaim

Analogy


Making the Text




G10 U1 D8-D12





Teach pp. 15-20

5. First Read p. 15 Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: WE DO As you monitor students, use the instruction provided in Scaffolding the Text-Dependent Questions at the bottom of the pages to provide extra support for students. Consider choosing some questions for students to complete as homework.


7. Identify a Quotation p. 16

8. "If, Then" Logic p. 16

9. Paragraphs 27-30 p. 18

10. Share Ideas p. 18


11. Image Analysis p. 18


13. Focus on the Sentence p. 18



G10 U1 D8-D12


Teach pp. 15-20


Text-Dependent Questions Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: Y'ALL DO & YOU DO As you monitor students, use the instruction provided in Scaffolding the Text-Dependent Questions at the bottom of the pages to provide extra support for students. Consider choosing some questions for students to complete as homework.

15. Listen In p. 19

16. Explain: Counterclaim p. 19

17. Addressing Counterclaims p. 19

18. Paragraph 15 p. 19


19. Vocabulary Development p. 20

Academic Vocabulary Gradual Release of Responsibility Model: WE DO & Y'ALL DO & YOU DO

RSSR: ST: Word Learning

20. Step 6 p. 20 Task Cards A & E Student Response/Student Engagement/ Discussion



G10 U1 D8-D12


Teach pp. 15-20

21. Step 7 p. 20 Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: Y'ALL DO & YOU DO

22. Read Aloud Paragraphs p. 20

23. Step 8 p. 20


24. Writing Prompt: Informational p. 20

25. Independent Reading Link p. 20

Read and Respond

Assess p. 20

Adapt p. 20




G10 U1 D13

PACING 20 minutes

EXIT TICKET


PACING 15 minutes

TIME IN TEXT BLOCK








instruction.




G10 U1 D14

PACING 20 minutes




WIN (What I Need)





PACING 15 minutes

TIME IN TEXT BLOCK








instruction.




G10 U1 D15-D18

PRIORITY STANDARD INSTRUCTION FOR SELECTION: The Flight from Conversation (Part 1) Follow instructions from your district about teaching grade level standard connected to the curriculum. For each week of instruction at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority



CHARTS/SUPPORT

CCSS.ELA.RI.10.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).


ELA.10.11 (WV) Analyze and defend in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of an informational text (e.g., a section or chapter).


SELECTION PAGES I CAN STATEMENT PRIORITY STANDARD INSTRUCTION SUGGESTIONS

The Flight from Conversation

Part 1

pp. 22-23 ¶ 1-8

I can analyze how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of an informational text.

How do paragraphs 1-8 develop the author’s claim? Cite at least two pieces of textual evidence to support your answer.


Part 1

p. 23 ¶ 6

I can analyze how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of an informational text.

How does the following quote help develop the author’s claim? “He says that he doesn’t want to interrupt them…"



G10 U1 D15-D18

PACING 35-40 min.



1.4 Technology and Communication: The Flight from Conversation Pt. 1

pp. 21-30

Teach pp. 21-30

1. Review p. 21

Learning Targets

Preview

2. Genre: Poetry p. 21 Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: EXPLAIN

3. "Touchscreen" Video p. 21

4. Examining Diction p. 21





G10 U1 D15-D18


Teach pp. 21-30

6. Arguments in Poetry p. 22

7. Claims and Evidence p. 22

Step 2

Step 3


Marking the Text




9. About the Author p. 22



G10 U1 D15-D18


Teach pp. 21-30



12. Identify Evidence p. 23

13. Grammar & Usage p. 24

Semicolons: Paragraphs 11 and 22

14. Identify Evidence p. 24





G10 U1 D15-D18


Teach pp. 21-30




Word Connections: oxymoron

18. Listen In p. 27



Reread Paragraph 22



G10 U1 D15-D18


Teach pp. 21-30

20. Introducing the Strategy: Socratic Seminar

p. 29 If time allows teach students how to conduct a Socratic Seminar.

Preparing for a Socratic Seminar

21. Introducing the Strategy: Levels of Questioning

p. 29

Generating Questions about the Text

Consider having students finish preparing for the Socratic Seminar as part of their homework.

22. Engaging in Discourse p. 30

Guidelines for Participants

23. Conduct a Socratic Seminar p. 30 Task Cards A & E Student Response/Student Engagement/ Discussion

24. Inner Circle p. 30

25. Outer Circle p. 30

26. Reflecting on the Socratic Seminar

p. 30

Assess p. 30

Adapt p. 30




G10 U1 D19-D22

PRIORITY STANDARD INSTRUCTION FOR SELECTION: The Flight from Conversation (Part 2) Follow instructions from your district about teaching grade level standard connected to the curriculum. For each week of instruction at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority



CHARTS/SUPPORT

CCSS.ELA.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


ELA.10.12 (WV) Determine an author’s point of view or purpose in an informational text and evaluate how the author uses rhetoric to advance that point of view or purpose.



Part 2

p. 25 ¶ 22

I can state an author's purpose for part or all of a text and analyze how the author uses rhetoric to advance the author's purpose.

Why does the author say, “I share therefore I am..." and, "Now our impulse is…"? How does the rhetoric used in this paragraph advance the author’s purpose in writing the text?


Part 2

p. 24 ¶ 15

I can state the author's or speaker's point of view.* In paragraph 15, what is the author’s point of view on conversation? Why is this paragraph so important?


Part 2

pp. 22-24 ¶ 1-8

I can state an author's purpose for part or all of a text and

analyze how the author uses rhetoric to advance the

author's purpose.

What is the author’s purpose in paragraphs 1-8? How does the author reveal the purpose of writing this text?

*Approaching Grade Level



G10 U1 D19-D22


1.5 Analyzing an Argument: The Flight from Conversation Pt. 2

pp. 31-36

Teach pp. 31-36

1. Review p. 31

Learning Targets

Preview

2. Examining a Multiple-Meaning Word: connection

p. 31

3. Instructional Text p. 31


5. Parallelism: conversation and connection

p. 31 Use the Gradual Release of Responsibility Model: DEFINE & EXPLAIN

6. Independent Reading Link p. 31 Students should be participating in independent reading on a regular basis. If time allows have them record their responses to reading in their Reading/Writing Notebook.

Read and Connect

7. Developing the Claim p. 32

8. Explain How an Author Builds an Argument

p. 32

Plan Explanatory Essay p. 32

9. Review the Prompt p. 32



G10 U1 D19-D22


Teach pp. 31-36

10. Gather and Share Ideas p. 32


11. Student-Teacher Conferences p. 32 Use Days 19-22 to support students as they build their arguments. Consider including a Flex Day if additional time is needed. Consider assigning parts of the process as homework.

Write a Thesis

12. Drafting Process p. 33

13. Using Effective Diction p. 33

14. Language & Writer's Craft p.35

Embedding Quotations

15. Writing Groups p. 36

16. Self-Review and Peer Feedback p. 36

Editor's Checklist

17. Publish and Share p. 36

Assess p. 36

Adapt p. 36




G10 U1 D23-D26

PRIORITY STANDARD INSTRUCTION FOR SELECTION: We Need to Talk: How to Have Conversations That Matter

Follow instructions from your district about teaching grade level standard connected to the curriculum. For each week of instruction at least one Priority Reading Standard has been chosen for depth of instruction. Take time to plan for Priority



CHARTS/SUPPORT

CCSS.ELA.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. © Copyright 2010 National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ELA.10.5 (WV) Determine two central ideas of an informational text and analyze their development over the course of the informational text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the informational text.


We Need to Talk: How to

Have Conversations

That Matter

Revisit the text.

I can provide a summary for part or all of a text that does

not contain my personal opinions or judgments.

Write a summary of the text that does not contain personal opinions for judgments.



G10 U1 D23-D26


IN LESSON 1.6 STUDENTS WILL UNPACK EMBEDDED ASSESSEMENT 1: CREATING AN ARGUMENT.

1.6 Joining the Conversation: We Need to Talk: How to Have Conversations That Matter

pp. 37-45

Teach pp. 37-45

1. Read p. 37

Learning Targets

Preview

Word Maps: conversation

2. Making Connections p. 37

3. Unpacking the Embedded Assessment

p. 37

Graphic Organizer

4. Evidence and Appeals p. 37


Types of Evidence Use the Gradual Release of Responsibility Model: DEFINE & EXPLAIN




G10 U1 D23-D26






Think-Pair-Share

7. First Read p. 38

We Need to Talk: How to Have Conversations That Matter

Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: WE DO & Y'ALL DO & YOU DO


Word Connections: fiancé

9. Identify Claim and Supporting Evidence

p. 41





G10 U1 D23-D26


Teach pp. 37-45



Text-Dependent Questions Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: Y'ALL DO & YOU DO As you monitor students, use the instruction provided in Scaffolding the Text-Dependent Questions at the bottom of the pages to provide extra support for students. Consider choosing some questions for students to complete as homework. Choose one or two questions for student response verbally or in writing. Consider choosing some questions for students to complete as homework.

13. Listen In p. 42

14. Return to Word Maps p. 42


16. Working from the Text p. 43


17. Logical Fallacies p. 43

Examples of Common Fallacies

18. Offer Ideas p. 43

19. Assign Sections of the Text p. 44



G10 U1 D23-D26


Teach pp. 37-45

20. Check Your Understanding p. 45


21. Language & Writer's Craft p. 45

Colons and Semicolons


p. 45 Consider having students complete some of this work as homework.

Assess p. 45

Adapt p. 45




G10 U1 D27

PACING 20 minutes

EXIT TICKET


PACING 15 minutes

TIME IN TEXT BLOCK








instruction.




G10 U1 D28

PACING 20 minutes




WIN (What I Need)





PACING 15 minutes

TIME IN TEXT BLOCK








instruction.




G10 U1 D29-D35

PACING 35-40 min.


LESSON NOTES/ROUTINES RSSR


1.11 Taking a Stand Against Exploitation Diners Should Pay Attention to Workers, Not Just the Food

pp. 82-86

Teach pp. 82-86

1. Read Aloud p. 82

Learning Targets

Preview

2. As You Read p. 82 Use the Gradual Release of Responsibility Model: DEFINE & EXPLAIN



Diners Should Pay Attention to Workers, Not Just the Food

5. Reader/Writer Notebook p. 82




G10 U1 D29-D35



Teach pp. 82-86

7. Independent Reading Link p. 84

Read and Research




9. Listen In p. 85

10. Working from the Text p. 85

Graphic Organizer Task Cards A & E Student Response/Student Engagement/ Discussion Gradual Release of Responsibility Model: Y'ALL DO & YOU DO



G10 U1 D29-D35



Teach pp. 82-86

11. Check Your Understanding p. 86


p. 86 Consider having students complete some of this assignment as homework.


13. Read and Critique p. 86

14. Essay Revision p. 86


Assess p. 86

Adapt p. 86



G10 U1 D29-D35

LESSON PAGES NOTES RSSR Elementary Connections

Embedded Assessment 1 Creating an Argument

pp. 87-88

Embedded Assessment 1 pp. 87-88

1. Assignment p. 87

2. Planning and Prewriting p. 87


3. Drafting p. 87 If you want students to do most of this assignment in class, consider adding Flex Days at this point.

4. Create Outlines p. 87

5. Editing for Publication p. 87

6. Reflection p. 87

7. Portfolio p. 88

Scoring Guide p. 88


Grade 10 Unit 1 Priority ELA Plans

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Transcript of Grade 10 Unit 1 Priority ELA Plans