Q3 10th Grade ELA Pacing Guides SY 2017-18

Updated 12/20/17

Q1

SY 17-18

Q2

SY 17-18

Q3

SY 17-18

Q4

SY 17-18

Overview

 

Module 3: Using Seed Texts as Springboards to Research

The central text of this module is The Immortal Life of Henrietta Lacks. Students will start off the module by reading this novel and building a foundation of knowledge about Henrietta Lacks, her story, and the state of stem cell research. Then they will read some informational texts while answering a central questions. Students will then write an argumentative essay.

 

**Note: Skip the posing inquiry questions activities and any pre-searches in this unit. This is not the focus of this unit. Instead, we want students to gain a deep understanding of the issues posed in the novel while practicing the various CCSS skills. At the end of the unit, we will pose the question to the students that they will be writing their argumentative essay about. They will not be creating these on their own. Therefore, Unit 2 is skipped in its entirety. Unit 3 is adapted for the argumentative writing process.

 

Additionally, due to the volume of reading required in some of the lessons, some lessons have been split in two. On these days, the first half will not have a quick write. Instead, just focus on the reading and discussion portion of the lesson that day and then the quick write will be completed on the second day once the entire portion of reading has been read.

 

In order for students to complete the end of unit assessment, they will need all of the Henrietta Lacks excerpts. If you do not have a class set of the books please ensure that there is a system in place for students to keep these copies of texts.

  • Week 1: February 5

    Module

    3

    Unit

    1

    Lesson

    1

    2

    3

    4

    Standards Addressed in Week's Lessons

    RI.9-10.3

    W.9-10.9.b

    L.9-10.4.a

    RI.9-10.4

     

    RI.9-10.6

    RI.9-10.2

    SL.9-10.1

    Notes:

    Lesson 1:

    Preview the book by telling students that this is non-fiction. The author conducted hours of interviews with friends, family, scientists, journalists, etc to gain information about Henrietta Lacks. This unit is heavy on scientific and health vocabulary. There is a unit glossary provided. Give students this glossary at the beginning of the unit and ensure that they have it throughout the unit and preview the vocabulary for the  lesson for the day. Make sure to do the masterful read and have students write their initial reaction and questions. Call out the order of how things were introduced to the reader and why this may have been the case. pp. 1-4

     

    Lesson 2:

    There is no quick write today. Instead the exit ticket is the Tracking Events and Ideas Tracker. Explain to students that on one side they are to track ideas and events that relate to the scientific research. On the other side they are to track the events and ideas related to Henriette Lack's story. Then the spot at the bottom of the page is for students to write the culminating event that this is all leading up to pp. 27-33

     

    Lesson 3:

    Read and discuss the assigned portion of The Immortal Life. Complete the surface issue tracker but do not worry about posing inquiry questions as this is not going to be our focus this unit pp. 63-66

     

    Lesson 4 (split this lesson into two days):

    Lesson 4 will be split in half. Students will be adding to their surfacing issues tool. There is more evidence that supports the race in medical care topic (specifically racial inequity) and make sure students have added Closing Cells. Read from pp. 93-97. No quick write today- focus on reading and discussion portion.

  • Week 2: February 12

    Module

    3

    Unit

    1

    Lesson

    4

    5

    6

    Standards Addressed in Week's Lessons

    RI.9-10.2

    SL.9-10.1

    W.9-10.9.b

     

    RI.9-10.6

    L.9-10.4.a

    RI.9-10.8

    Notes:

    Lesson 4b:

    Students are continuing the reading from lesson 4 today. They will read from pgs 98-102. The quick write from lesson 4 should be completed today.

     

    Lesson 5 (split this lesson into two days):

    Students continue to read excerpts from the Immortal Life. The focus during this part is on Skloot's purpose during this portion and how she advances this purpose.  The two biggest issues in this section are informed consent (again) and human experimentation (new). Students should add Human Experimentation to their tracker. Today students should read pgs. 127-131.

     

    Lesson 5b:

    Students continue to read the section from lesson 5. They are reading pgs. 132-136. They will answer the quick write from lesson 5 today.

     

    Lesson 6:

    Students are closely reading the portion of text that was read in lesson 5 in order to analyze Skloot's claim in para 4 on page 130. They need to decide if the evidence provided is sufficient and relevant. First, together you should identify her claim and then discuss what type of evidence would be relevant and sufficient to support this claim. Then they should spend time in groups collecting the evidence. Lastly they will evaluate if that evidence collected is relevant and sufficient to support the claim.

  • Week 3: February 19

    Module

    3

    Unit

    1

    Lesson

    7

    8

    Standards Addressed in Week's Lessons

    RI.9-10.3

    W.9-10.9.b

    RI.9-10.2

    Notes:

    Lesson 7: Students are reading another section of the book and continuing to fill in their model surface tool. Informed consent comes up again here so have students track that and then they should add doctor-patient confidentiality. Students read pp. 164-169. At this point students should at least have the following issues:

    1. Informed Consent
    2. Human Tissue Research
    3. Race in Medical Care
    4. Human Experimentation
    5. Doctor-Patient Confidentiality

     

    Tell students that while there are a lot of topics that come up and are interesting to dig into deeper, we are going to focus on the issue of Human Tissue Research.

     

    Lesson 8: Skip the pre-search activity from this lesson as this is not relevant for our students since they will not be completing their own research. Have students read the assigned portion of text pp. 179-183.

  • Week 4: February 26

    Module

    3

    Unit

    1

    Lesson

    9

    11

    12

    Standards Addressed in Week's Lessons

    RI.9-10.5

    W.9-10.9.b

    L.9-10.2.a

    L.9-10.4.a,c,d

    RI.9-10.2

    L.9-10.5.a

    Notes:

    Lesson 9:

    Read the assigned section of the book pp. 194-198 and continue to add to the issues that have been brought up thus far in the book. "Lesson 10: Read the assigned section of the book pp. 199-201. The focus is to consider author's perspective. Review the notes from activity 5 from the lesson to hone in on key points about perspective for direct instruction.

     

    Lesson 11:

    This excerpt of text from the book focuses on tissue ownership. If students need more practice with perspectives from the previous lesson, there is a perspectives tracker tool that they can use for this text excerpt pp. 201-206.

     

    Lesson 12 (split this lesson into two days):

    Split up the two excerpts from this lesson into two separate lessons. Read pp. 245-247. Focus on the discussion questions that align with this portion of reading.

     

    Lesson 12b:

    Finish the reading from lesson 12 pp. 261-267. Complete the quick write from lesson 12 on this day. "

  • Week 5: March 5

    Module

    3

    Unit

    1

    Lesson

    This takes the place of Unit 2

    Standards Addressed in Week's Lessons

    RI.9-10.1.a

    RI.9-10.8

    W.9-10.7

    W.9-10.8

    W.9-10.9

    Notes:

    During this week, teachers will read the supplemental articles with their students.

     

    These articles will be answering the problem based questions of:

    Who should own, or profit from, tissue after it has been surgically removed from the patient's body?

  • Week 6: March 12

    Module

    3

    Unit

    3

    Lesson

    1

    2

    Standards Addressed in Week's Lessons

    W.9-10.5

    W.9-10.9

    W.9-10.1.a,b

    W.9-10.7

    Notes:

    Continue reading supplemental articles related the the question: Who should own, or profit from, tissue after it has been surgically removed from the patient's body. Spend Mon and Tues on this. By the end of this week and a half devoted to reading supplemental materials, students should have at least 5 additional texts (and then 6 including Lacks) to pull evidence from for their paper.

     

    Lesson 1:

    Introduce students to the graphic organizer. All students are working with the same problem based question. During this class they will develop and put in the graphic organizer their central claim (thesis) and their two supporting claims with evidence and reasoning.

     

    Lesson 2:

    Lesson on counterclaims. Students will be learning about what makes an effective counterclaim and will then spend time filling out the counterclaim with evidence and reasoning portion of the graphic organizer.

  • Week 7: March 19

    Module

    3

    Unit

    3

    Lesson

    3

    5

    6

    Standards Addressed in Week's Lessons

    W.9-10.4

    W.9-10.8

    L.9-10.3.a

    W.9-10.1.c,e

    L.9-10.1.a

    L.9-10.6

    Notes:

    Lesson 3:

    Citations-- show students how to cite sources. It is fine to use an electronic source for this and project this. Then give students the in-text citation that they should use for each article. Create a graphic organizer where they see the title of article, in text citation, and then the full citation for bibliography.

     

    Added Lesson:

    Use this day to have students write a first draft of their 3 body paragraphs (2 supporting, 1 counter). Make sure they skip lines and are intentionally leaving space for revisions. Lesson 4: Students will learn how to write a strong introduction paragraph. Then give students time to draft their introductions in the same draft template that they had used for the body paragraphs.

     

    Lesson 5:

    Editing the body paragraphs for transitional words and phrases. There is a helpful phrase chart that you should distribute to students for them to use.

     

    Lesson 6:

    Students will learn how to write a strong concluding paragraph. Then give students time to draft their conclusions in the same draft template that they have their intros and body paragraphs.

  • Week 8: April 2

    Module

    3

    Unit

    3

    Lesson

    7

    8

    9

    Standards Addressed in Week's Lessons

    W.9-10.5

    W.9-10.1.d

    SL.9-10.1

    L.9-10.3

    L.9-10.6

    L.9-10.2.a–c

    Notes:

    Lesson 7:

    Students should revise their essays for formal style, objective tone, and any other grammar standards that you have focused on this unit

     

    Lessons 8,9:

    Give students another day to revise their rough drafts for any grammar and any other feedback you have administered throughout the writing process.

  • Week 9: April 9

    Standards Addressed in Week's Lessons

    W.9-10.1.a–e

    L.9-10.1

    L.9-10.2

    L.9-10.3.a

    L.9-10.6

    Module

    3

    Unit

    3

    Lesson

    11

    W.9-10.4

    W.9-10.8

    W.9-10.9

    L.9-10.1.a

    L.9-10.2.a–c

    Notes:

    Lesson 11:

    Give students two days to write their final draft of the paper. It should have an introduction, three body paragraphs: two that support the central claim and one that offers the counterclaim, then they have a conclusion paragraph. Ensure that in text citations are included and bibliography.