Q3 10th Grade ELA Pacing Guides SY 2016-17

Q1

SY 17-18

Q2

SY 16-17

Q3

SY 16-17

Q4

SY 16-17

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 6

    Module

    3

    Unit

    1

    Lesson

    1

    2

    3

    4

    Standards Addressed in Week's Lessons

    RI.9-10.2

    RI.9-10.3

    RI.9-10.4

    RI.9-10.6

    W.9-10.9.b

    L.9-10.4.a

    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 4a: 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 13

    Module

    3

    Unit

    1

    Lesson

    4

    5

    6

    Standards Addressed in Week's Lessons

    RI.9-10.2

    RI.9-10.6

    RI.9-10.8

    W.9-10.9.b

    L.9-10.4.a

    SL.9-10.1

    Notes:

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

     

    Lesson 5a: 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 pp. 127-131.

     

    Lesson 5b: Students continue to read the section from lesson 5. They are reading pp. 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 paragraph 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 20

    Module

    3

    Unit

    1

    Lesson

    7

    8

    9

    Standards Addressed in Week's Lessons

    RI.9-10.2

    RI.9-10.3

    RI.9-10.5

    L.9-10.2.a

    L.9-10.4.a

    L.9-10.4.c

    L.9-10.4.d

    W.9-10.9.b

    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 pgs. 164-169. At this point students should at least have the following issues:

    1. Informed Consent
    2. Human Tissue Reseach
    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.

     

    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.

  • Week 4: February 27

    Module

    3

    Unit

    1

    Lesson

    10

    11

    12

    Standards Addressed in Week's Lessons

    RI.9-10.2

    RI.9-10.5

    L.9-10.4.a

    L.9-10.4.c

    L.9-10.4.d

    L.9-10.5.a

    W.9-10.9.b

    Notes:

    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 12a: 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 6

    Module

    3

    Unit

    1

    Lesson

    13

    14

    15

    Standards Addressed in Week's Lessons

    RI.9-10.2

    RI.9-10.3

    W.9-10.9.b

    W.9-10.2

    W.9-10.4

    SL.9-10.1

    L.9-10.4.a

    L.9-10.4.c

    L.9-10.4.d

    L.9-10.1

    L.9-10.2

    Notes:

    Lesson 13: Prep for the end of unit assessment -- they are doing an evidence collection activity. It is essential that students have copies of the excerpts read throughout the unit. Students will be pulling out claims asserted in the novel and finding the evidence that supports it. Claims are related to the central ideas that we have been discussing all throughout the unit.  Students should be in groups of 4-5. They are instructed to find 2 pieces of evidence that support the claim and one piece of evidence that could be used to refute the claim (a piece of "counterevidence")

     

    Lesson 14: Mix up the groups from yesterday so now there is one representative from each claim group in each new group. Students will be teaching one another and presenting their jigsaw activity so that the others can learn about their claim and the evidence that they found. After the presentation, the other students have time to ask any clarifying questions or pose any challenges/rebuttals. At the end of the lesson, students will be asked to compose one paragraph explaining a claim learned about. Consider creating some sort of note catcher for students to use during the presentations.

     

    Lesson 15: Focus on  part 1 of the end of unit assessment and using the materials created and discussed in lessons 13 and 14 to support the writing of this multi-paragraph essay. Give students two class periods to write this essay.

  • Week 6: March 13

    Standards Addressed in Week's Lessons

    RI.9-10.1

    RI.9-10.2

    RI.9-10.8

    Notes:

    During this week, teachers will read the supplemental articles with their students. Daily quick write questions will be developed during the January ILT session. Please talk with your school's ILT member for specifics.

     

    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 7: March 20

    Module

    3

    Unit

    3

    Lesson

    1

    2

    3

    Notes:

    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.

     

    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.

    Standards Addressed in Week's Lessons

    W.9-10.1.a

    W.9-10.1.b

    W.9-10.5

    W.9-10.7

    W.9-10.9

  • Week 8: March 27

    Module

    3

    Unit

    3

    Lesson

    4

    5

    6

    7

    Notes:

    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.

     

    Lesson 7: Students should revise their essays for formal style, objective tone, and any other grammar standards that you have focused on this unit

    Standards Addressed in Week's Lessons

    W.9-10.1.a

    W.9.10.1.c

    W.9.19.1.d

    W.9-10.1.e

    W.9-10.5

    W.9-10.4

    L.9-10.6

    L.9-10.3

    SL.9-10.1

  • Week 9: April 3

    Module

    3

    Unit

    3

    Lesson

    8 / 9

    11

    Standards Addressed in Week's Lessons

    W.9-10.1.

    W.9-10.5

    W.9-10.8

    W.9-10.9

    SL.9-10.1

    L.9-10.6

    L.9-10.2.a

    L.9-10.2.b

    L.9-10.2.c

    Notes:

    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.

     

    Lesson 11: Give students 2 days to write their final draft of the paper. It should have an introduction, 3 body paragraphs- 2 that support the central claim and 1 that offers the counterclaim, then they have a conclusion paragraph. Ensure that in text citations are included and bibliography.