CURRICULUM FRAMEWORK PROGRESS GUIDE
Aligned to the Maryland College and Career-Ready Standards
Reading/English Language Arts
English 10
Quarter 1
Table of Contents
❖ Calendar of Events
❖ Maryland College and Career Ready Curriculum
Framework
❖ Maryland Teacher Technology Standards
❖ English 10 Quarter 1 Overview
❖ Planning Resources
❖ Teacher Notes and Instructional Decisions
❖ Quarter 1 Texts
❖ Focused Opportunities for Assessing Writing
❖ ARC Overview
❖ ARC 1 Overview of Sessions
❖ ARC 1 Lesson Seeds
❖ Reading Diagnostic
❖ ARC 2 Overview of Sessions
❖ ARC 2 Lesson Seeds
❖ Instructional Supports
Copyright July 2021
Prince George’s County Public Schools
Board of Education of Prince George’s County, Maryland
BOARD OF EDUCATION
OF
PRINCE GEORGE’S COUNTY, MARYLAND
Juanita D. Miller, Ed.D., Chair
Sonya Williams, Vice-Chair, District 9
David Murray, District 1
Joshua M. Thomas, District 2
Pamela Boozer-Strother, District 3
Shayla Adams-Stafford, District 4
Raaheela Ahmed, District 5
Belinda Queen, District 6
Kenneth Harris II, District 7
Edward Burroughs, District 8
D. Paul Monterio, Jr., Board Member
Sandra D. Shephard, Board Member
Curtis Valentine, M.P.P., Board Member
Alvaro Ceron-Ruiz, Student Board Member
Monica E. Goldson, Ed.D, Secretary/Treasurer and Chief Executive Officer
Judith J. White, Ed.D.
Chief Academic Officer
Kia M. McDaniel, Ed.D.
Director, Curriculum and Instruction
Corey E. Carter
Instructional Supervisor, High School Reading/English Language Arts
English 10 - Quarter 1 - Reading/English Language Arts
Prince George’s County Public Schools
Overview ● Arc 1 ● Arc 1 Seeds ● Reading Diagnostic ● Arc 2 ● Arc 2 Seeds ●Instructional Supports ● Back to Table of Contents
1
Acknowledgements
Prince George’s County Public Schools wishes to thank the following professionals who worked on the
2020-2021 revisions to the Curriculum Framework Progress Guide for Reading/English Language Arts
under the direction of the Reading/English Language Arts Team:
Corey Carter, Instructional Supervisor - HS RELA Office
Richetta Coelho-Tooley, Instructional Specialist - HS RELA Office
Karen Shaw, Instructional Specialist - HS RELA Office
Patricia Cameron, Teacher, Chesapeake Math & IT Technology High School
Megan Claggett, Teacher, Friendly High School
Yvette Green, Literacy Coach, Literacy Department
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2
Maryland College and Career Ready Curriculum Framework
PGCPS Quarter 1 Standards Map
English Language Arts
The Maryland Common Core State Curriculum Frameworks in English Language Arts integrate standards from
different strands. Throughout the Maryland Essential Skills and Knowledge, you will see references such as See
CCSS RL.9-10.4 (read “See Common Core State Standards, Grade 9-10, Reading Literature, Standard 4”).
The following list shows the abbreviations used when referencing standards from the ELA Common Core State
Standards:
RL – Reading Literature
W - Writing
RI – Reading Informational Text
SL – Speaking and Listening
L – Language
The Maryland Common Core State Curriculum Frameworks also integrate standards from the Maryland School
Library Media Curriculum and the Maryland Technology Literacy Standards.
Prince George’s County Public Schools 2021/2022 School Calendar
Maryland College and Career Ready Curriculum
Framework English Language Arts
Maryland Teacher Technology Standards
English 10 - Quarter 1 - Reading/English Language Arts
Prince George’s County Public Schools
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3
English 10 Quarter 1 Overview
“Fear and Suspense”
Essential Questions:
❖
❖
❖
❖
❖
How can fear be used to manipulate?
How can fear bring out the best and the worst in people?
Do fears actually exist, or are they “a product of our imagination”?
How do people’s fears and the unknown influence their actions?
How do authors create the element(s) of mystery, tension and/or surprise?
HOW THIS QUARTER IS STRUCTURED
Quarter One will establish the expectations for student writing this year. This quarter is organized into two arcs of
instruction. The first arc focuses on building grade-level appropriate foundational literacy skills with students' own
writing and excerpts that introduce the theme of the unit. The writing focus will be on explanatory writing with an
emphasis on students’ ability to support their claims with evidence and reasoning. The second arc focuses on the
analysis of informational and literary texts that explore the theme of mystery and tension for the unit. Students will
read a variety of short stories and their writing will be argumentative based on their analysis of the literature and
choices made by the authors. By the end of the quarter, students will have been exposed to a variety of literature
and asked to write to address multiple standards. Throughout the quarter, students will also engage in improving their
grammatical skills through the use of mentor texts and grammar application in their own writing. Students will engage
in daily discussions with their peers that will push them in the growth of their critical thinking and analytical skills. The
strategic use of technology is integrated throughout the quarter.
INDEPENDENT READING/INDEPENDENT NOVEL STUDY: Students should select a novel or non-fiction text
reflecting their interests to read independently throughout the quarter. They may choose to read more than one text.
Students are encouraged to read at their own pace and should utilize both the daily independent reading time and
out of class reading time to finish their book selection(s) by the end of the quarter. Here is a list of some texts
students may be interested in if they liked one of the curriculum texts: If You Like Reading That, Then Read This!
Suggested Independent Reading Activities: Book Talks, Page Trackers
NOTE: Quarter One covers nine weeks of study. The arcs include two sessions per week, with each session
containing approximately 90 minutes of instruction that includes independent practice. Teachers may wish to
incorporate tutorials at the beginning of the quarter to introduce students to the major technology tools that will be
used to support instruction in your class. Resources for corrective instruction and extension activities have also been
included for the purpose of differentiation. Teachers may use their discretion in combining and/or carrying over
components of particular sessions, within reason.
English 10 - Quarter 1 - Reading/English Language Arts
Prince George’s County Public Schools
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4
QUARTER 1 TEXTS
TITLES
QUANTITATIVE
MEASURES
QUALITATIVE DESCRIPTORS
“Why We’re Living in the Age of
Fear“ (Video) - from Rolling
Stones
Time: 1:55
“Why Do Some Brains Enjoy
Fear? Interview with Allegra
Ringo” pg. 91, myPerspectives
(Unit 1) ”Why Do Some Brains
Enjoy Fear?” The Atlantic
Lexile: 1180
Word Count:
1735
Interview: The transcript contains references to behavioral science that are
explained in relation to fear. The structure is in a logical question and
answer format. Text contains subject specific content and complex
sentences.
”What Fear Can Teach Us” by
Karen Thompson Walker (TED
TALK)
Time: 19:42
TEDTalk: Discussion of the power of fear in the creative process.
“A neuroscientist explains how
politicians and the media use fear
to make us hate without thinking”
by Arash Javanbakht
Lexile:
1010L - 1200L
Word Count:
312
“9 Tricks To Writing Suspense,”
by Simon Wood
Video: This video explores the way that politics and media contribute to a
public living in fear.
Nonfiction Article: This 2019 article, written by a psychiatrist and
neuroscientist who specializes in trauma and fear, discusses the ways that
politicians utilize fear to cause divides.
Nonfiction Article: The author presents an argument about what techniques
should be incorporated in a text in order to make it suspenseful.
“House Taken Over” by Julio
Cortazar, pg. 37 myPerspectives
Lexile: 1030
Word Count:
2124
Short Story: In this story, a brother and sister believe that their house is
being taken over by some unknown invaders. Their fear of these invaders
motivates them to eventually abandon their family home.
”Where is Here?” by Joyce Carol
Oates, pg 69, myPerspectives
Lexile: 950
Word Count:
3291
Short Story: A stranger appears at the house of a family of four asking to
look around as he used to live there. The story parallels the eeriness of the
man to the details in the house. The residents become so distrubed that
they ask the man to leave.
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5
ENGLISH 10 Quarter 1 Arc Overview
“Fear and Suspense”
Essential Questions:
❖ How can fear be used to manipulate?
❖ How can fear bring out the best and the worst in people?
❖ Do fears actually exist, or are they “a product of our imagination”?
❖ How do people’s fears and the unknown influence their actions?
❖ How do authors create the element(s) of mystery, tension and/or surprise?
ARC 1: Nothing to Fear, But Fear Itself
(3 weeks)
Interim Assessment
(1 Day)
ARC 2: The Art of Suspense
(4 weeks)
Overview: The year begins by establishing
expectations for writing in English 10. The first week
includes time for the establishment of rituals, routines,
and expectations as well as for administering
diagnostics that will provide teachers with baseline
data to inform instruction. After students complete the
writing diagnostic, teachers will then use the writing
diagnostic prompt to model the writing process. As
teachers emphasize the structure of the essay,
students will revise and expound upon their
introductory writing task to ensure they incorporate
strong evidence from texts to support their reasoning.
Overview: The interim
assessment provides students
additional practice with
questions that reflect common
core type tasks/assessments.
The questions are based on
Reading Literature (RL) and
Reading Information (RI)
standards that will be covered
throughout the year. It is a
formative assessment that
should be used to ascertain
student mastery of the
standards. We strongly
recommend that you capture
data to progress monitor
student performance and to
reflect on your instructional
practices.
Overview: Students will build on their analysis of
fear and broaden that understanding to analyze
suspense (mystery, tension, and surprise) in
literary texts. They will also read an article about
suspense writing and view a video that provides
additional perspective on the use of suspense in
literature. To synthesize this work in their
culminating task, students will write an argument to
prove why the story that they chose is a good
example of suspense writing in fiction.
Cold reading and EBSR
response questions. (30-45
min)
Focus Standards: RL.9-10.2, RL.9-10.3
RL.9-10.4 , RL.9-10.5 , RL.9-10.6, RI.9-10.1,
W.9-10.1, W.9-10.4, W.9-10.5, L.9-10.4,
L.9-10.6,SL.9-10.2, SL.9-10.5
Students will practice unlocking the prompt,
brainstorming ideas, conducting research, revising,
peer reviewing and publishing their final essay.
Texts:
❏
“Why We’re Living in the Age of Fear“
(Video) from Rolling Stones
❏
“Why Do Some Brains Enjoy Fear? Interview
with Allegra Ringo”, pg. 91, myPerspectives (Unit 1)
❏
”What Fear Can Teach Us” by Karen
Thompson Walker (TED TALK)
❏
“A neuroscientist explains how politicians
and the media use fear to make us hate without
thinking” by Arash Javanbakht
Assessments: Introductory Writing Task
Pearson Realize Platform
Texts:
❏
“House Taken Over” by Julio Cortazar,
pg. 37 myPerspectives
❏
“Where is Here?” by Joyce Carol Oates
pg 69, myPerspectives
❏
“9 Tricks To Writing Suspense,” by
Simon Wood
❏
”What is Suspense?” (YouTube Video)
Assessments:
Culminating Task: Arc 2: Argumentative Essay
Reading Diagnostic: Pearson Realize
Focus Standards: RI.9-10.2, RI.9-10.3, RI.9-10.4,
RI.9-10.5 , W.9-10.2, W.9-10.4, W.9-10.5, W.9-10.7,
L.9-10.4 , L.9-10.4.b, L.9-10.6, SL.9-10.1
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6
Planning Resources
Our ability to plan effectively lies at the center of our ability to deliver quality, effective instruction. Thus, in addition to
the FFT training and resources that discuss the domains and components related to planning, the HS RELA office
has identified planning foci for the 2021-22 school year. The focus areas include:
Learning Goals
Learning goals establish a direction to personalize learning for students and establish direction for teachers to be
able to provide feedback that positively impacts students (Marzano). The primary shift is to ensure that teachers are
writing learning goals or objectives that reflect addressing targeted parts of a standard to inform the daily lesson that
a teacher delivers. Throughout this document, you will see the terms learning objective and goal used together as an
acknowledgement of our shift to facilitate the writing of effective outcomes for students. Additional resources will
come in the form of training.
❖ Learning Goals Overview
Learning Progressions
The term learning progression refers to the purposeful sequencing of teaching and learning expectations to reflect
what students have mastered and need to master. In PGCPS, there has been work done around “unpacking
standards.” Learning progressions takes this work to another level by bringing students to the center of the
“unpacking” to ensure that lessons reflect targeted chunks of instruction catered to their needs. It also means that
teachers are planning with the end in mind and have pre-established pathways through the learning for students
across multiple developmental stages, ages, or grade levels. When learning progressions are organized by grade
level or grade span, they may be called grade-level expectations or grade-level standards. Learning progressions
were taken into account for this revision and will continue to be a part of R/ELA training and resources provided.
❖ Learning Progression Resource for Learning Goals
❖ Learning Progression Resource for Standards
Success Criteria
A success criteria is a list of expectations that a teacher develops for or with students to help guide their work during
the course of a lesson, or for an assessment. Success criteria help teachers focus their expectations for tasks and
are a good way of helping students understand what is expected of them and can also encourage them to extend
themselves during the course of an activity. In addition to modeling the use of success criteria in the pages that
follow, the resource below provides a snapshot of the concept.
❖ Success Criteria Overview
Specially Designed Instruction
Specially designed instruction (SDI) is defined by IDEA as “adapting, as appropriate to the needs of an eligible child,
the content, methodology, or delivery of instruction to address the unique needs of the child that result from the
child’s disability and to ensure access of the child to the general curriculum, so that the child can meet the
educational standards.” The PGCPS Department of Special Education has been engaged in teacher training and
providing resources for teachers to use to ensure that they are meeting the needs of all students. The resource below
has been developed for planning purposes.
❖ Specially Designed Instruction Tool
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Teacher Notes and Instructional Decisions for Quarter 1
To implement the arcs in this quarter there are many areas where teachers will need to make critical instructional
decisions based on the best needs of the students in their classroom and the available resources. Since any
differentiation of content, process, or product should be planned and purposeful, the following notes represent some
of the areas for decision-making.
Text Complexity & Differentiated Text Options: Using Classroom Libraries and Reading Independent Novels
All students should have regular practice with complex texts and their academic language. As such, the whole group
text sets in this quarter provide opportunities for all students to read texts with quantitative measures at or above the
grade level text complexity band. Additionally, the whole group text sets include qualitative measures (text structure,
language features, purpose, meaning, and knowledge demands.) In addition, students must build and extend
knowledge through topics that are both relevant and cognitively challenging. Students are presented with
opportunities to critically evaluate mentor texts and form personal judgments. However, it is also imperative that
teachers consider how texts match up with individual student’s reading proficiency so that all students have
opportunities to read texts that are at their instructional level, which may or may not fall within the grade level
complexity band. Therefore, within the quarter differentiated text options are presented as part of classroom libraries
and self-selected novel study. The differentiated text options should be used to support small-group discussions and
independent reading. Check out the following links for support with Classroom Libraries and Independent Reading
and Independent & In-Class Novel Study.
Knowledge, Context, and Research Opportunities through an Inquiry Stance
Teachers will need to consider if other resources could complement and extend students’ learning, but it is not
necessary to frontload the quarter with excessive building of background knowledge. The sequence of text sets and
activities is purposefully scaffolded to help the students build the knowledge needed to write their essays . Any
additional resources should be presented in a manner to foster each student’s ability to form their own opinions and
spark an inquiry stance. It will be necessary to make decisions about how to structure research opportunities and
expectations once the students are ready to learn more and collect evidence for their projects. Consideration must be
made for availability and access to resources.
Culminating Task of Argumentative Essay
The task asks the students to take a position and to utilize the texts and media from the unit to support their claims.
The unit focuses on argumentative support, and provides opportunities for students to take and defend a stance, as
well as to address counterarguments as applicable.
Academic & Disciplinary Vocabulary
A variety of strategies support the teaching of academic and disciplinary vocabulary in this quarter. Disciplinary
vocabulary that is most critical to students’ understanding in this quarter is built into instruction. Students are taught
words such as allure, dimension, perspective, and dissolution through explicit use in instruction and related activities.
Students will use the words in the context of their own work and in collaborative conversations with peers. The text
sets also provide many opportunities for students to engage in rich academic language in context. As teachers plan
for modeling and craft sequences of text-dependent questions, a key consideration should be selecting which
academic vocabulary words to include to support learners with understanding. As students complete writing tasks
throughout the quarter they have the opportunity and should be encouraged to use new academic and disciplinary
vocabulary in their writing.
Collaboration Opportunities
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The speaking and listening standards call for students to engage in a range of collaborative discussions with diverse
partners (SL.1). To support opportunities for this practice, the arcs set aside key times for collaborative
conversations. Within the arcs there are not always specific conversation protocols selected, but rather, suggestions
are made and/or references given to consult the Collaborative Conversations Toolkit. Many protocols will first need to
be taught and modeled, but once done, can be revisited easily and repetitively. The more opportunities for students to
talk with one another in authentic situations, through text-centered discussions, the more likely they will be able to
construct meaning and analyze texts instead of being passive recipients of knowledge from the teacher.
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Focused Opportunities for Assessing Writing Tasks
When assessing student writing, it is recommended that teachers focus on the following areas as they provide
descriptive feedback to students and gather formative assessment data for tracking student improvement in writing.
For each arc-level task, teachers can focus on an aspect of language, writing style, and content. While a teacher may
choose to assess more in each writing task, this document seeks to provide select focal points that can streamline
the process of providing student feedback.
These foci can also be used for data analysis in collaborative planning. Rubrics, existing or generated, should be
used to assess each focus area, thereby creating data that can aid in tracking writing progress and developing
interventions that can improve all writers. The data can be used to create differentiated writers’ workshop tasks.
The focus points are based on the Maryland Common Core State Standards for writing and language in grades 9-12.
If students are not ready to engage on the level of standard, refer to the standards progression chart for reteaching
foundational skills. Click this link to access the Focused Opportunities by quarter.
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Term Key
Required
This activity/strategy is central to the objective for the lesson.
Extension
This activity/strategy will extend the learning from the lesson based on student ability, interest or class
pacing.
Alternative
This activity/strategy can be used to scaffold/differentiate a required component of the lesson.
Assessment
Student work that can be assessed for learning, includes both summative and formative.
ARC 1 Overview of Sessions
ARC 1 Session Overview– Nothing to Fear
Essential Questions: Does fear truly exist? How can fear be used to manipulate? How does fear impact beliefs and behaviors?
Quarter 1 - ARC 1
Session 1
Session 2 -
Session 3
Introductory Activities
Writing Diagnostic
Expectations/Norms
Objective/Learning Goal:
Students will engage in building
an understanding of classroom
rituals and routines and begin to
build a community of learners.
Independent Reading: Introduce
Expectations for Independent
Reading.
#WriteNow: How do you feel
about being back in the school
building? What was your first
reaction or thought when you
walked through the door? How do
you feel now?
Rituals and Routines in the
RELA classroom (Required)
❏ Syllabus/Grading
❏ Norms for Collaboration
❏ Active Listening and
Reading
❏ Instructional Technology
Tools
Getting to Know You: The
following are some suggested
getting to know you activities:
Objective/Learning Goal:
Students will compose a multiparagraph response to the
diagnostic writing prompt.
Objective/Learning Goal:
Students will unlock the writing
prompt to create a working thesis
statement.
#WriteNow: What do you fear in
terms of school (essays, reading,
tests, etc)? Do you think this is a
real fear? Why or why not?
#WriteNow: During our last class
session, you wrote your diagnostic
essay. How did you feel after
writing the essay? What do you
think you did? What would you like
to work on? (Turn and Talk)
Administer Writing Diagnostic:
Introductory Writing Task
Achieve 3000: Rituals and
Routines in the RELA classroom
(Required)
❏ Introduction
❏ Expectations
❏ Technology Norms
Yom Kippur
9/16/21
Schools and Offices Closed
Create Norms for Discussion:
(Required): Engage students in a
conversation about what makes an
academic conversation productive.
Create an anchor chart that can be
referred back to throughout the
year.
Achieve 3000: Rituals and
Routines in the RELA classroom
(Required)
❏ Introduction
❏ Expectations
❏ Technology Norms
Standards: SL.9-10.1
Unlock the Prompt: (Required)
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(Extension)
● Learning Styles Inventory
● Personality Inventory
● Acrostic Poem for Name
● Human Scavenger Hunt
● Reading Interest Inventory
(make a copy)
● Getting To Know Your
Students Survey (make a
copy)
Standards: RI 9-10.1, RI.9-10.2,
RI. 9-10.6, W.9-10.2
Students will unlock the Revise
Your Essay on Fear prompt.
Thesis Statement: (Required)
Teachers will model how to create
a thesis statement based on the
writing prompt. Students will share
their thesis statements in pairs and
revise them, if necessary.
Essay Resources Discussion:
(Extension)
Students will review the Academic
Language definition sheet, MCAP
Rubric for Informative/Explanatory
essays anchor charts. Based on
the anchor charts, students will
discuss what changes they plan to
make to their essay.
Compose/Refine Thesis
Statement: (Assessment)
Students will create a thesis
statement and add it to their
Evidence capture sheet.
Exit Ticket: Why is it important to
have a clear thesis statement in
your essay? Why do we create a
thesis statement before we start
writing the actual essay?
Independent Assignment:
(Required) Read “Why Do Some
Brains Enjoy Fear?” pg. 91,
myPerspectives (Unit 1)
Students should complete the First
Read Guide - Nonfiction.
Standards: RI.9-10.2, W.9-10.2,
W.9-10.4, W.9-10.5, SL.9-10.1,
L.9-10.4, L.9-10.6
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Quarter 1 - ARC 1
Session 4
Session 5
Session 6
Session 7
Intro Writing Task Discussion
Text 2 Annotations
Text 3 Annotations and Discuss
Essay Revision
Objective/Learning Goal:
Students will incorporate textual
evidence into a collaborative
discussion based on the quarter’s
essential questions.
Objective/Learning Goal:
Students will revise their essay to
ensure that they have included
strong textual evidence, accurate
analysis, and effective transitions.
Independent Reading
Independent Reading
Text: "Neuroscientist explains ..."
by Arash Javanbakht
Texts: All texts
Objective/Learning Goal:
Students will evaluate specific
claims in nonfiction texts to select
evidence that is relevant and
sufficient to support the thesis for
their informative essays.
Objective/Learning Goal:
Students will craft an engaging,
clear, and coherent introduction
paragraph.
Independent Reading
Text: ”What Fear Can Teach Us”
by Karen Thompson Walker (TED
TALK)
Texts: “Why Do Some Brains
Enjoy Fear?” pg. 91,
myPerspectives (Unit 1)
#WriteNow: “Everything you want
is on the other side of fear.” - Jack
Canfield. After reading this quote,
what are some things that you
want but fear holds you back from
going after? What are you afraid of
happening if you go after what you
want?
Gist Read Discussion:
(Required) Students will discuss
the text “Why Do Some Brains
Enjoy Fear?” in groups. Students
should focus their discussion on
how the text helps to explain how
fear is a powerful emotion that
impacts beliefs and behaviors.
Topic Sentences: (Required))
After creating topic sentences,
students will annotate for the
purpose of selecting evidence to
support the thesis and topic
sentences.
Close Read and Model
Annotating: (Required):
Share the “Identify Various Types
of Evidence” video. Teachers
should model how to annotate the
text for evidence that supports their
working thesis. Show students how
to complete the Evidence Capture
Sheet with evidence they can use
to support their own writing (model
Independent Reading
#WriteNow: Use the following
words in three separate and
complete sentences:
❏
❏
❏
Cognitive
Dissonance
Stimulus
Collecting Evidence: (Required)
Students will watch the video again
to collect evidence and complete
the capture sheet.
Intro Paragraph Mini-Lesson:
(Required) Play the Draft an
Engaging Introduction video for
students. Review elements of an
introduction paragraph.
Introduction Paragraph
Revision:(Required) Students will
revise their introduction paragraph
after reviewing elements of an
introduction paragraph.
Peer Review Introduction:
(Required)
Students should work with partners
to peer review their introductions.
Students should be prepared to
make revisions to their introduction
based on their peer evaluations.
Quick Write (Assessment) Write
an engaging, clear and coherent
introduction paragraph for the
writing task.
#WriteNow: There are four basic
sentence structures: simple,
compound, complex, and
compound-complex (definitions in
the lesson seed).
For each of the following
sentences, label the type of
sentence structure used.
Aaron and
Danielle spoke
to the
audience, and
then they went
home.
Aaron and Danielle
spoke to the audience.
After they spoke to the
audience, Aaron and
Danielle went home, and
the two of them ate
dinner.
After they spoke to the
audience, Aaron and
Danielle went home.
Sentence Variety Mini-Lesson:
(Required)
Play the Use a Variety of Sentence
Types video for students. Students
will be expected to use a variety of
sentences in their Quick Write.
Using Text Evidence in
Discussions: (Extension)
Share the "Use Text Evidence"
video with students before they
Achieve 3000: (Required)
❏ Direct Teaching
#WriteNow: Revise these
sentences with the transitions
listed below to make them less
“choppy” and monotonous.
in fact
because
however
Aliyah received a grade of 98
percent on her RELA test. She
studied hard. She did not get a lot
of sleep the night before the test.
She almost missed the bus.
❏
❏
❏
Effective Transitions: (Required)
Students will reference transition
words and phrases and
incorporate them into their revised
body paragraphs
Body Paragraphs Mini-Lesson:
(Required) Review body
paragraphs. Teachers share a
body paragraph that contains
strong textual evidence, accurate
analysis, and effective transitions.
Body Paragraph Revision:
(Required)
Students should complete at least
one body paragraph ensuring that
includes effective and convincing
evidence, accurate analysis and
effective transitions.
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evidence log). After students are
finished annotating they should
think-pair-share their evidence.
Add to Capture Sheet
(Assessment): Students will
identify at least 2-3 examples from
the text(s) and explain how the
examples support their thesis/topic
sentences.
Independent Assignment:
(Required) Students should read
and annotate the video ”What Fear
Can Teach Us” by Karen
Thompson Walker (TED TALK) for
the gist using the First-Watch
Guide - Nonfiction..
Achieve 3000: (Required - B-Day
9/20)
❏ Direct Teaching
Standards: RI.9-10.1, RI.9-10.2, W.2,
W.9-10.8
Exit Ticket: How do you feel about
your revised introduction
paragraph versus your original
paragraph? What improvement are
you most proud of in your revision?
What did you wish that you had
done the first time?
Achieve 3000: (Required - A-Day
9/21)
❏
Direct Teaching
Independent Assignment:
Students should read
"Neuroscientist explains …” by
Arash Javanbakht for the gist and
complete the First Read Guide (Nonfiction).
Standards: RI.9-10.1, RI.9-10.2,
W.2, W.9-10.8
begin their discussions as a model
for how to incorporate evidence
into discussions.
Collecting Evidence:
(Assessment) Students should
use the capture sheet to gather
evidence from the text to support
their positions.
Socratic Seminar Questions:
(Required)
Teachers should explain that
students will participate in a
Socratic Seminar during the
session and will need to prepare
questions for the seminar (see
resources).
Body Paragraph Peer Review:
(Assessment) Students should
work with partners to peer review
their first body paragraph. Students
should make necessary revisions
to their body paragraph based on
their peer evaluations.
Standards: RI.9-10.1, RI.9-10.2, W.2,
L.9-10.6, W.9-10.1, W.9-10.7,
W.9-10.8, SL.9-10.1
Socratic Seminar: (Required)
Before students begin writing and
revising their essays, allow them
time in groups or as a whole class
to discuss their ideas. Use the
Socratic Seminar format to discuss
the prompt as the essential
question and emphasize that
students should use textual
evidence to support their
ideas/claims.
Quick-Write: You have now
examined three sources to support
your thesis statement and
participated in a Socratic Seminar.
Write a paragraph that reflects how
your initial thoughts about how fear
impacts beliefs and behaviors has
changed since the beginning of the
quarter. Be sure to use a variety of
sentence structures in your
response.
Standards: RI.9-10.1, RI.9-10.2
W.2, W.9-10.8
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Quarter 1 - ARC 1
Session 8
Draft Essay
Objective: Students will continue to revise
their essay to ensure that they have included
strong textual evidence, accurate analysis, and
an effective conclusion.
Independent Reading
Texts: All Arc 1 texts
#WriteNow: “I've found the best way to revise
your own work is to pretend that somebody
else wrote it and then to rip the living
(daylights) out of it.” ― Don Rof. After reading
the quote, write a paragraph describing how
you feel about revising your own writing. (Turn
& Talk)
Conclusion Paragraph Mini-Lesson:
(Required) Play the Strong Conclusion video
for students. Students should revise their
conclusions.
Conclusion Paragraph Peer Review:
(Assessment) Students should work with
partners to peer review their conclusion.
Students should make revisions to their
conclusion based on their peer evaluations.
Body Paragraph Revisions: (Required)
Students should continue revising their body
paragraphs, paying close attention to how their
textual evidence helps to develop their ideas.
Body Paragraph Independent/Peer
Revision: (Required) Students should work
with partners to peer review their first body
paragraph. Students should be prepared to
make revisions to their body paragraph based
on their peer evaluations.
Exit Ticket 3-2-1: Write down 3 new things
you learned or were reinforced about the
writing process. Write down 2 parts of the
writing process you would like more practice
with. Write down 1 thing you still don't
understand about the writing process.
Independent Assignment: Students must
finish their essays for homework.
Professional
Development Day
10/1/21
No School for
Students
Session 9
Session 10
Finish Draft and Peer Edit
Interim & Introduce Arc 2
Objective: Students will revise their
essays to include a variety of well-formed
sentences and edit their essay to correct
errors in capitalization, spelling, and
punctuation.
Objective: Students will complete
the Interim Assessment.
Interim Assessment
Independent Reading
Independent Reading
Texts: All Arc One texts
Achieve 3000: (Required)
❏ Direct Teaching
Editing Mini-Lesson: Students will learn
the difference between editing and
revising.
Self-Evaluation Model: (Required)
Use a sample essay and the
Informative/Explanatory Essay Evaluation
Chart to model completing a final peer
evaluation for essay rough drafts.
Teachers may introduce Arc 2
after students finish the Interim
Assessment.
.Standards: RI.9-10.1, W.9-10.2,
W.9-10.4, W.9-10.5, W.9-10.8,
L.9-10.1.b
.
Peer Review: (Required) Students
should peer review essays for a variety of
sentences and errors in capitalization,
spelling, and punctuation.
Student Revision: (Assessment)
Students should edit their essay and
submit it.
Exit Ticket/Essay Reflection:
(Assessment)
Reflect on the writing process during this
unit. List 2 things you did well and 2 things
you need to work on throughout the year
to become a more confident writer.
Final Revised Diagnostic Essay:
(Alternative)
Have students self evaluate their work
based on the Success Criteria.
(Alternative): Teachers can choose to
create their own self/peer revision
checklist, but students must go through
this portion of the writing process.
Standards: RI.9-10.1, W.9-10.2, W.9-10.4,
W.9-10.5, W.9-10.8,L.9-10.1.b
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Standards: RI.9-10.1, W.9-10.2, W.9-10.4,
W.9-10.5, W.9-10.8,, L.9-10.1.b, L.9-10.6
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ARC 1 Lesson Seeds
English 10 Quarter 1
Arc 1, Session 3
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective/ Goal
RI.9-10.2: Determine a central idea of the 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.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of strategies.
L.9-10.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
❏ Does fear truly exist?
❏ How can fear be used to manipulate?
❏ How does fear impact beliefs and behaviors?
Students will unlock the writing prompt to create a working thesis statement.
“Why Do Some Brains Enjoy Fear?” pg. 91, myPerspectives (Pearson, Unit 1)
Unlock the Prompt
Writing Prompt; Evidence Capture Sheet
Build Thesis from Beginning to End
Texts/Resources
Elements of Explanatory Essays
MCAP Informative/Explanatory rubric
Academic Language definition sheet
First Read Guide - Nonfiction
Teachers should review student’s thesis statements and instruct students to revise if necessary. After unlocking
Instructional
Notes
the writing prompt, you may want to ask students to share ways that fear impacts people’s beliefs and behaviors.
❏ Turn & Talk
Assessments
❏ Create a thesis statement that addresses the prompt.
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and Extensions
Learning Activities
Warm-Up: During our last class session, you wrote your diagnostic essay. How Turn & Talk Note: Because this Turn & Talk is
did you feel after writing the essay? What do you think you did well? What
aimed at establishing discussion expectations,
would you like to work on? (Turn & Talk)
refrain from front-loading topics, ideas, discussion
formats and norms. Allow students to work with
Turn & Talk Discussion Success Reflection: (Required) After sufficient time, just the instructions above. Circulate the room
reflect on the discussion with the students. Share with the students that
(Move between breakout rooms) and monitor
reflection is an important part of the learning process because it helps them to
not just the quality of discussion, but the
develop critical thinking skills and analyze what they have learned.
manner in which it is conducted. Note if norms are
Ask the following reflection questions:
established or followed, and record any instances
❏ How well did the turn & talk go for everyone in the group?
of accountable talk. (Formative Assessment)
❏ What were the successes and challenges of the conversations?
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❏
❏
❏
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❏ What should a normal classroom discussion look and sound like?
Establish Collaborative Discussion Norms and Expectations: (Required)
Chart responses to the reflection questions (or share Google Form results) and
guide students to developing a list of success criteria for constructive and
collaborative discussions. Have students look up and define constructive and
collaborative. You can point to your observations of how some groups
displayed these positive moves. These success criteria will be used to hold
students accountable throughout the year, and the criteria can also be used as
a rubric for assessment. (Create Anchor Chart)
Achieve 3000: Rituals and Routines in the RELA classroom (Required A-Day 9/14)
❏ Introduction
❏ Expectations
❏ Technology Norms
Digital Opportunities:
❏ Turn & Talk: Instead of a two-student
conversation, group students into 3 or 4 person
groups. Assign them to Zoom breakout rooms.
Teachers have the ability to monitor the
Breakout Rooms. Set Up Zoom Breakout
Rooms. Assign students a number and then
announce which number will begin the
discussion. This will help them get started right
away. Students can address the reflection
questions in a Google Form and the teacher
can share the class data.
❏ Reflection: Live data and feedback can be
gathered through polls and Google Forms
Discussion Reflection Google Form.
Unlock the Prompt: (Required)
1. Teacher Transition: “Last class, you wrote your own ideas about your
feelings about some of the fears that people may be experiencing
based on current events and wrote an essay about how fear is a
powerful emotion that impacts beliefs and behaviors. This quarter we
will be examining the concept of fear. Today, we will unlock the writing
prompt, examine the rubric and the components of an
informative/explanatory essay.”
2. Teachers will introduce the Revise Your Essay on Fear prompt to
students and model how to Unlock the prompt.
ESOL Discussion support
To help engage ELL students in discussion, use
some of the following techniques:
Modeling How to Write a Thesis: (Required) Explain to students that their
thesis statement is the foundation of their essay. Ask students what each idea
should do in their essay?
ESOL Reading Comprehension and Discussion
Support:
ELLs need a focus when reading, and it is best to
chunk the text to allow space and time to digest
language and ideas. To help ELLs identify
important things in a text and give them opportunity
to engage in collaborative discussion, use the
following techniques:
Teachers will instruct students to identify their thesis statement in their essay
and revise if necessary. Introduce the capture sheet that students will be using
throughout this arc. Teachers will model the process of formulating a thesis,
which will be added to the teacher’s example capture sheet. The first page of
the capture sheet is for the teacher’s example, and the additional three pages
are for the students to write their own thesis (end of class) and collect
evidence.
❏ All Voices: For each discussion prompt,
have students take turns saying their
answer. No one is allowed to interrupt.
Once everyone is done, and if time
remains, students can collaboratively
discuss.
❏ Double-entry journals: Provide specific
questions for the double-entry journal for
the reader. Focus on specific things that
are being discussed in class. Require the
student to identify the page number they
found in their journal entry.
❏ Chunking: A staple of reading strategies,
chunking can help ELLs better understand
language and the progression of ideas. Chunk
the text into equal and key sections. For each
section provide comprehension questions
and/or use a clarifying bookmark (see below).
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Use a discussion technique to allow ELLs to
share and expand their ideas.
❏ Clarifying bookmarks: Develop a list of
sentence starters that allow students to
identify important aspects to discuss while
giving them the words and moves to engage
in academic discussion. Modify the above
bookmark to have students focus on specific
aspects of the text.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Essay Resources:
Teachers will share the Elements of Explanatory Essays, MCAP
Informative/Explanatory rubric, and Academic Language definition sheet with
students.
Small Group Discussion Anchor Charts:
Students will review the MCAP Informative/Explanatory rubric, Academic
Language definition sheet and Elements of Explanatory Essays anchor
chart(s). While reviewing these resources, students will discuss what changes
they plan to make to their essay and questions they have about the resources.
After students have discussed, they should share their planned changes and
questions via a Padlet or Jamboard.
Reflect on the discussion: Direct students back to the anchor chart for
Collaborative and Constructive Conversations. Have students reflect on the
small-group and whole-group discussion that just took place. Did they meet the
expectations on the anchor chart? What was done well? Where can they
improve? Adjust the anchor chart as needed.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Compose/Refine Thesis Statements: Students should refine their thesis
statements and/or create one on their own, then add it to the Evidence Capture
Sheet.
Directions for Gist Read: Teachers should explain to students that they will be
examining the concept of fear this quarter. For the students first read “Why Do
Some Brains Enjoy Fear?”, they will use the First Read Guide - Nonfiction.
Explain that for the “Notice” section they should write the general or important
ideas of the text. They should be writing like a news reporter and answering the
who, what, when, where, why, and how questions. For the annotate section,
they should write down any vocabulary they are unfamiliar with. For the
connect section, they should make note of things they already knew. Finally, tell
students that they will be asked to write an objective summary.
Instructional Supports and Extensions
Unit Vocabulary: Students may need help
understanding some of the unit vocabulary.
Unit 1 Terms
❏ Stimulus*
❏ Cognitive*
❏ Dissonance*
*from “Why Do Some Brains Enjoy Fear?”
Resources
Word Study: Patterns of Word Changes (RP)
(Brains Enjoy Fear)/
Instructional Supports and Extensions
Note: Students may need to be reminded of what
an objective summary means. Explain that it
describes key ideas, details, or events in the text
and reports them without adding any commentary
or outside description; it is similar to an evening
recap of the news that attempts to answer the
reporter’s essential questions-who, what, where,
when, why, and how-without commentary.
Independent Assignment: Continue reading “Why Do Some Brains Enjoy
Fear?” pg. 91, myPerspectives (Unit 1) and completing the First Read Guide Nonfiction.
Exit Ticket: Why is it important to have a clear thesis statement in your essay?
Why do we create a thesis statement before we start writing the actual essay?
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English 10 Quarter 1
Arc 1, Session 4
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective/ Goal
Texts/Resources
Instructional
Notes
Assessments
RI. 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of strategies.
L.9-10.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering
vocabulary knowledge when considering a word or phrase important to comprehension or expression.
❏ Does fear truly exist?
❏ How can fear be used to manipulate?
❏ How does fear impact beliefs and behaviors?
Students will evaluate specific claims in nonfiction texts to select evidence that is relevant and sufficient to support the
thesis for their informative essays.
❏
❏
❏
❏
❏
”Why Do Some Brains Enjoy Fear?” pg. 91, myPerspectives (Pearson, Unit 1);
Evidence Capture Sheet
Example essay
model evidence log
First Read Guide - Nonfiction
Extra support will be needed for any student who is absent. Consider grouping these students and provide a lesson on the
side while the rest of the class is working.
❏ Quick Write/Exit Ticket
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and Extensions
Learning Activities
#WriteNow: “Everything you want is on the other side of fear.” - Jack Canfield. After reading this
quote, what are some things that you want but fear holds you back from going after? What are
you afraid of happening if you go after what you want?
Teacher Transition: During our last session you were assigned two tasks, to read “Why Do
Some Brains Enjoy Fear?” and to complete the First Read Guide - Nonfiction. What reading
skills did you use to read the text? Did you chunk the text? Did you pause while reading and
summarize what you read? (Allow time for students to respond) We will now discuss some of
our essential questions.
Gist Read Discussion:
In groups or pairs students should discuss the following questions:
❏ What frightens people?
❏ Why do some people seek out fear?
❏ Do they seek out real danger or just enjoy the thrill of fear?
❏ Why do most of us enjoy scary stories and horror movies?
❏ How is fear a powerful emotion that impacts beliefs and behaviors?
Digital Opportunities:
❏
Padlet for vocabulary discussion
❏
Exit Ticket via Flipgrid
Writing Extension:
You can make any writing more effective by
choosing words that convey exactly what you
mean to say. In the following sentence, the
italicized words are redundant (unnecessary for
meaning). Sometimes writers add words for
emphasis, saying that something is large in size
or red in color or that two ingredients should be
combined together. Delete the redundant words
in these two sentences:
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(Teachers should write these questions on the board or display them on the
SMARTBoard)
Annotation Modeling/Close Read:
Share the “Identify Various Types of Evidence” video. Ask students to think about the following
while watching the video: Why is sorting your evidence important? What type of evidence should
you be looking for while you close read? Teachers should model annotating for the first four
paragraphs. Teachers should model how to annotate the text for evidence that supports their
working thesis. Show students how to complete the Evidence Capture Sheet with evidence they
can use to support their own writing (model evidence log).
Past experience tells me that I should
collaborate with my group to
completely finish the project.
a. Experience tells me that I
should collaborate with my
group to finish the project.
❏ In my opinion, graphics in
contemporary video games made
recently are the end result of
technological advances.
b. Graphics in contemporary
video games are the result of
technological advances.
Teachers should ask students to share their
revised sentences. Ask students why the words
they chose to delete were redundant. Teachers
should direct students to look at the thesis
statement they created during the previous
session. Ask students to review and revise (if
needed) their thesis statements for redundancy.
Have students share (Turn-and-Talk) what
revisions they made and why. If they did not
make any changes, they should explain why no
changes were needed. Remind students that
their thesis is a “working” thesis, which means
that they will revisit it throughout the writing
process and adjust as needed.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Instructional Supports and Extensions
Vocabulary Check: Ask students if they noted any words in their First Read Guide - Nonfiction
that they were unfamiliar with. Ask students to look up the definitions or share their definitions of
the following words: cognitive, dissonance, and stimulus. If you have a word wall in your
classroom, you may want to add these words to your wall. Tell them that they will be asked to
use these words again during their next class session.
Teacher Transition: Today, we will create topic sentences that expand on your thesis statement
and begin gathering evidence to support those topic sentences.
Model Creating Topic Sentences: Explain to students that after creating a thesis, the next step
is to develop topic sentences for each of the three body paragraphs. The topic sentences should
align to the three portions of the thesis statement. Model the process and add these to the
Evidence Capture Sheet. Students should add the examples on their own Evidence Capture
Sheet. Show students the example essay so that they can visualize the thesis and topic
sentences. (At this point the teacher may decide to have the students create their own topic
sentences [see Guided Practice below] before returning to model the Reading for the
Gist/Annotation/Think-Aloud Evidence Focus).
Close Read and Annotation: Have students read through paragraphs five and six (or more if
time permits) and then share their notes or evidence with a partner to compare annotations.
How do those annotations support the student’s thesis? Which evidence is the best and should
be added to the capture sheet?
Success Criteria: Answers will vary. Students should be able to explain how the evidence they
have chosen helps expand, deepen or clarify their ideas from their original written responses.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
❏
SPED/ESOL
“Why Do Some Brains Enjoy Fear?”
This version of the text may be used to support
students who need a modified version of the textSPED/ESOL students may find this text more
accessible.
Instructional Supports and Extensions
Evidence Selection: Students will annotate the rest of the text and continue to add evidence to
the capture sheet that supports one or more components of their thesis statement/topic
sentences. During the drafting stage of the writing process, students may want to adjust their
thesis statements to focus on their collection of additional evidence.
Add to the Capture Sheet (Assessment): Students will identify at least 2-3 examples from the
text(s) and explain how the examples support their thesis/topic sentences.
Independent Assignment:
Provide students with some tips for annotating a video (use a split screen, take notes
on paper, Model annotating the video “What Fear Can Teach Us” by Karen Thompson
Walker (TED TALK) (beginning to 3:15 in the video) for the gist using the First-Watch
Guide - Nonfiction. Students should watch the remainder of the video while using the
First-Watch Guide - Nonfiction.
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English 10 Quarter 1
Arc 1, Session 5
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective/Goal
Texts/Resources
Instructional
Notes
Assessments
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
RI.9-10.2 Determine a central idea of a text and analyze in detail 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.
L.9-10.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9-10
reading and content, choosing flexibly from a range of strategies.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of content.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and
persuasively.
❏ Does fear truly exist?
❏ How can fear be used to manipulate?
❏ How does fear impact beliefs and behaviors?
Students will craft an engaging, clear, and coherent introduction paragraph.
What Fear Can Teach Us by Karen Thompson Walker (TED TALK)
First-Watch Guide - Nonfiction
Draft an Engaging Introduction
Elements of an Introduction Paragraph
Example essay, Introduction peer review
Evidence capture sheet, "Neuroscientist explains ..." by Arash Javanbakht
First Read Guide - Nonfiction
Students will write a rough draft introduction paragraph, complete a peer review, and revise their introduction
paragraph.
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Quick Write
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) - Learning
Activities
#WriteNow: Use the following words in three separate and complete sentences:
❏ Cognitive
❏ Dissonance
❏ Stimulus
Introduction: As we continue to explore and analyze how fear impacts beliefs and behaviors,
your cognitive skills are being tested. You may notice a dissonance between what you knew
about fear and what you are learning about fear. When I say that fear is a stimulus, what does
that mean?
Instructional Supports and
Extensions
Edpuzzle Extension: The “What
Fear Can Teach Us” Edpuzzle helps
students to connect the video to the
writing prompt, and identify claims,
evidence, and reasoning.
Today, we are going to examine another source to support our essays. Today’s source is a
video. I will model how to annotate a video for the gist.
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Intro Paragraph Mini-Lesson: Play the Draft an Engaging Introduction video for students.
Review Elements of an Introduction Paragraph. Teachers may use the example essay for
students to identify the elements of an introduction paragraph.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Instructional Supports and
Extensions
Introduction Paragraph Revision Students will revise their introduction paragraph after
reviewing elements of an introduction paragraph.
Peer Review Introduction:
Students should work with partners to peer review their introductions. Students should be
prepared to make revisions to their introduction based on their peer evaluations.
Annotating/Collecting Evidence:
Students will watch and annotate “What Fear Can Teach Us” by Karen Thompson Walker (TED
TALK) to support their thesis statement (use the capture sheet). Have students share with a
partner to compare annotations. How do those items support the student’s thesis? Which
evidence is the best and should be added to the capture sheet?
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Instructional Supports and
Extensions
Quick Write (Formative Assessment): Revise your introduction paragraph ensuring that it is
engaging, clear and coherent.
Exit Ticket: How do you feel about your revised introduction paragraph versus your original
paragraph? What improvement are you most proud of in your revision? What did you wish that
you had done the first time?
Independent Assignment:
Students should read "Neuroscientist explains ..." by Arash Javanbakht for the gist and
complete the First Read Guide - Nonfiction to prepare for the next session.
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English 10 Quarter 1
Arc 1, Session 6
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective
Texts/Resources
Instructional
Notes
Assessments
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing
their own clearly and persuasively.
L.9-10.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in
gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
❏ Does fear truly exist?
❏ How can fear be used to manipulate?
❏ How does fear impact beliefs and behaviors?
❏ How does fear influence our perceptions?
Students will incorporate textual evidence into a collaborative discussion based on the quarter’s essential
questions.
❏ “A neuroscientist explains how politicians and the media use fear to make us hate without thinking”
❏ “What Fear Can Teach Us” by Karen Thompson Walker (TED TALK)
❏ “Why Do Some Brains Enjoy Fear?” pg. 91, myPerspectives (Unit 1);
❏ Use a Variety of Sentence Types
❏ Using Text Evidence in Discussions, Evidence capture sheet
❏ Developing Socratic Seminar Questions
Students will create questions for a Socratic Seminar. Students will participate in the discussion. Teachers
should explain to students that they will be facilitating the discussion. If the discussion slows, teachers may
encourage students to ask additional questions or provide students with a question.
❏
Quick Write
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and
Learning Activities
Extensions
Warm-Up: There are four basic sentence structures: simple, compound, complex, and
compound-complex.
❏ A simple sentence consists of a single independent clause.
❏ A compound sentence consists of two or more independent clauses.
❏ A complex sentence consists of one independent clause and one or more
dependent clauses.
❏ A compound-complex sentence consists of two or more independent
clauses and one or more dependent clauses.
For each of the following sentences, decide what type of sentence structure it is.
Aaron and Danielle spoke to the audience, and then they went home.
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Aaron and Danielle spoke to the audience.
After they spoke to the audience, Aaron and Danielle went home, and the two
of them ate dinner.
After they spoke to the audience, Aaron and Danielle went home.
Introduction: Using a variety of sentence structures not only improves clarity but also
adds interest to your writing. The structure of a sentence conveys specific meaning to
your audience. For instance, a compound sentence indicates that ideas you are
expressing are related and of equal importance. In a complex sentence, the
subordinating conjunction you choose shows the specific logical relationship between
your ideas.
Sentence Variety Mini-Lesson:
Play the Use a Variety of Sentence Types video for students. Students will be expected
to use a variety of sentences in their Quick Write.
Using Text Evidence in Discussions:
Share this "Use Text Evidence" video with students before they begin their discussions
as a model for how to incorporate evidence into discussions.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Collecting Evidence: Direct students to gather evidence that supports their thesis as
they re-read the article. Students should use the Evidence Capture Sheet to gather
evidence from the text to support their thesis.
Instructional Supports and
Extensions
Use the Collaborative Conversations
Toolkit and Discussion Protocols to
support your discussion.
Preparing Socratic Seminar Questions:
Teachers should explain that students will participate in a Socratic Seminar at the end of
today’s session. The purpose of a Socratic Seminar is to achieve a deeper
understanding about the ideas in a text. During the Seminar, students question and
examine issues and principles related to the essential questions and writing prompt, and
articulate different points-of-view. Provide students with the Developing Socratic
Seminar Questions template.
Socratic Seminar:
Before students begin writing and revising their body paragraphs, allow them time in
groups or as a whole class to discuss their ideas in a Socratic Seminar format using the
prompt and the essential questions to begin the seminar. Explain to students that they
should use textual evidence to support their ideas/claims.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Quick-Write: You have now examined three sources to support your thesis statement
and participated in a Socratic Seminar. Write a paragraph that reflects how your initial
thoughts about how fear impacts beliefs and behaviors has changed since the
beginning of the quarter. Be sure to use a variety of sentence structures in your
response.
Instructional Supports and
Extensions
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English 10 Quarter 1
Arc 1, Session 7
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective/ Goal
Texts/Resources
Instructional
Notes
Assessments
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
❏ Does fear truly exist?
❏ How can fear be used to manipulate?
❏ How does fear impact beliefs and behaviors?
❏ How does fear influence our perceptions?
Students will revise their essay to ensure that they have included strong textual evidence, accurate analysis, and effective
transitions.
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All ARC 1 texts
Body Paragraphs Mini-Lesson, structure of a paragraph PPT
essay example
“Create Coherence with Transitions”
transitions reference sheet
Transition Words Quizizz
peer review
Students will focus on their first body paragraph. Students may be at different points during this step. Some students may
have some simple revisions to make, while others may not have written a full body paragraph for the initial diagnostic essay.
Support should be adjusted accordingly.
❏ Quizizz;
❏ Body Paragraph Revision
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) - Learning
Activities
Achieve 3000: (Required)
❏ Direct Teaching
Instructional Supports and
Extensions
#WriteNow: Revise these sentences with the transitions listed below to make them less
“choppy” and monotonous.
❏ in fact
❏ because
❏ however
Aliyah received a grade of 98 percent on her RELA test. She studied hard. She did not get a lot
of sleep the night before the test. She almost missed the bus.
Introduction: During our last session, we examined our texts and essential questions on a
deeper level. Today, we will examine how to incorporate our evidence and reasoning in body
paragraphs. We will also examine how using effective transitions can make your writing more
cohesive and clear.
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Body Paragraphs Mini-Lesson: Review body paragraphs. Teachers review the structure of a
paragraph PPT, also making an anchor chart to create an example for reference. Walking the
students through these steps will help them to write their paragraphs on their own. If you are
using a color coding system, you can walk the students through the color coding of the parts of
the paragraph with an anchor chart example that they can reference. Teachers should make a copy of
the slideshow and adjust/remove the color-coding.
Incorporating textual evidence:
Explain to students the importance of introducing textual evidence and choosing the strongest evidence to
support their topic sentence. Use sentence starters to model how to introduce textual evidence.
Evidence and Reasoning:
1. Explain to students that writers use reasoning and evidence—such as facts, statistics,
quotations from experts, anecdotes, examples, explanations, and other information
relevant to the thesis—to support the thesis. Share the essay example.
2. Strong reasoning should have a clear, logical flow, with main points following
one another in an order that makes sense. Share the essay example.
Use Transitions: Play the “Create Coherence with Transitions” video for students.
Work with students to create a transitions anchor chart or share the transitions
reference sheet with them.
Creating Cohesion with Transitions:
❏ To introduce support: according to, as _____ notes/says/writes, for example,
for instance, in one survey, the data shows
❏ Linking reasons to each other: first, also, in addition, more importantly
❏ Linking reasoning to evidence: for example, for instance, specifically
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Instructional Supports and
Extensions
Effective Transitions: Click on Transition Words Quizizz and click “Start a Live Quiz” to begin
the activity with your students. Click “Classic” if you want students to be able to go at their pace
or “Instructor Paced” if you want everyone to receive the same question simultaneously. If you
don’t have a Quizizz account, you can create one or press the small purple “Skip for now”
button. Choose the options you prefer and press continue. Have students go to joinmyquiz.com
and enter the join code.
Body Paragraph Revision (Formative Assessment):
Students should revise at least one body paragraph ensuring that it includes effective and
convincing evidence, accurate analysis and effective transitions. After they have made their
initial revisions, students should share their paragraphs with a partner for peer review.
Body Paragraph Peer Review:
Model the use of the body paragraph peer review form with a student writing sample. Discuss
with students the expectations for providing feedback on their classmates’ work.
1. Pair students and instruct them to discuss and share their writing with a partner. They
will use this peer review form for their body paragraphs.
2. Students then review feedback.
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3. Refer to the body paragraph anchor chart from the beginning of the lesson. Revise your
body paragraph.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Body Paragraph Revision: Students should make corrections to their first paragraph based on
the peer review.
Students should continue revising body paragraphs two and three ensuring that they have
included effective transitions. There will be time in session 8 to continue revising their body
paragraphs.
Instructional Supports and
Extensions
Pearson Realize Resources:
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Log into the Pearson Realize
Platform.
Select the Grade 10 Text.
Type “Clarity” in the search
box.
Click on “Revise for Clarity”
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English 10 Quarter 1
Arc 1, Session 8
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective/ Goal
Texts/Resources
Instructional Notes
Assessments
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess
the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
❏ Does fear truly exist?
❏ How can fear be used to manipulate?
❏ How does fear impact beliefs and behaviors?
❏ How does fear influence our perceptions?
Students will continue to revise their essay to ensure that they have included strong textual evidence, accurate
analysis, and effective transitions.
❏ All ARC 1 texts
❏ Conclusions resource
❏ peer review
❏ independent review
This session builds on the revision strategies of the previous session. Students will also be introduced to writing
conclusions. Students will continue to practice engaging in peer feedback.
❏ Body Paragraph Revision
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and Extensions
Learning Activities
#WriteNow: “I've found the best way to revise your own work is to pretend that
Evaluate Writing Tone and Style:
somebody else wrote it and then to rip the living (daylights) out of it.” ― Don Rof.
Evaluating tone - A goal of
After reading the quote, write a paragraph describing how you feel about revising
informative/explanatory writing is almost always
your own writing. (Turn & Talk)
objectivity—or at least a tone that makes the
writer sound as if he or she is being objective. To
Conclusions Mini-Lesson: (Required) Review the anchor charts from the
create an objective tone, stick to the third person.
previous day about writing body paragraphs and make sure to answer any
Using I, or any other form of the first person, such
questions the students have. Then review the structure of a conclusion paragraph as me, my, mine, or we, our, ours will almost
with the students highlighting that they should include a summary of the main
always undercut the appearance of objectivity.
points in their essay and/or re-stating their thesis statement. Play the Strong
Similarly, avoid the second person: you, your,
Conclusion video for students. If it is needed, create another anchor chart for the
yours. Also, avoid casual and personal
students to reference as they are writing.
choices—such as contractions, slang, and chatty
or friendly language.
Explain that a conclusion logically completes the argument. The ideas in your
Evaluating style - Tone is just one element of
introduction should match the ideas in the conclusion. Your conclusion should
your style, and it should reflect your task, your
include the following:
purpose, and your audience. If you have a serious
1. Your claim restated in a new way
purpose such as updating the school library, and
2. Your main ideas summarized
your audience consists of faculty members, the
3. A final thought that shares the importance and/or relevance of your claim
school board, and community members, you will
You should not introduce new information in your conclusion.
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Conclusion Writing Practice: If students struggle with writing conclusions, use
an example essay that is missing a conclusion to have the students practice
summarizing the key points. This will give the students guided practice with this
skill, before they do it on their own. You may also point the students to UNC’s The
Writing Center’s conclusions resource.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Conclusion Paragraph Peer Review: (Required) Students should work with
partners to peer review their conclusion. Students should be prepared to make
revisions to their conclusion based on their peer evaluations.
Body Paragraph Revisions: (Required)
Students should continue revising their body paragraphs, paying close attention to
how their textual evidence helps to develop their ideas.
Peer Review & Revision- Body Paragraph (Formative Assessment): Students
should work with partners to peer review their first body paragraph. Students
should be prepared to make revisions to their body paragraph based on their peer
evaluations.
-orIndependent Revision - Body Paragraph: Teachers may determine at this time
that some or all of their students are ready to independently revise their body
paragraphs. Provide these students with the independent review sheet.
Writer’s Workshop: (Required) As students conclude their peer revisions and
move to independent revision and writing, teachers should select students to work
with on their intro or body paragraphs or to work with students on their writing
overall. (Selection can be based on Diagnostic.) Success Criteria: I can use peer
and teacher feedback to strengthen my writing and make my ideas clearer and
more engaging.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Exit Ticket 3-2-1: (Required) Write down 3 new things you learned or were
reinforced about the writing process. Write down 2 parts of the writing process you
would like more practice with. Write down 1 thing you still don't understand about
the writing process.
Independent Assignment: (Required) Students must finish their essays for
homework.
want your style to be both direct and formal. This
means avoiding slang, personal asides,
unneeded exclamation points, and other choices
that might make your writing sound too casual.
Additionally, sarcastic or biting remarks are never
an appropriate choice, so always maintain a
serious and respectful tone.
Instructional Supports and Extensions
Additional Pearson Resources:
Worksheets
❏ Author’s Voice
Resources
❏ IWA: Unnecessary Shift in Tense, voce,
or Mood
❏ IWA: Verbs: Active Voice & Passive
Voice
Mini Lesson
❏ Video: Active & Passive Voice
❏ Video: Shift in Verb Voice/Tense
Revising for Active Voice (Language): Provide
students with an example of active versus passive
voice and explain why active voice makes writing
more effective. Have them practice using this
Active & Passive Voice worksheet or something
similar. Then direct students to highlight one or
two possible sentences in their own essay to
change from passive to active voice.
Instructional Supports and Extensions
Extension:
Analyzing Conclusions: Use student or teacher
created samples to look for the difference
between a strong finish and a repetition of ideas,
and discuss ways to strengthen the conclusions.
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English 10 Quarter 1
Arc 1, Session 9
MD College and
Career Ready
Standards
Essential Questions
Learning
Objective/Goal
Texts/Resources
Instructional Notes
Assessments
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content.
W.9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience.
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
writing.
Does fear truly exist? How can fear be used to manipulate? How does fear impact beliefs and behaviors?
How does fear influence our perceptions?
Students will revise their essays to include a variety of well-formed sentences and edit their essay to correct
errors in capitalization, spelling, and punctuation.
Text: All Arc One texts, Success Criteria
During this lesson, students will focus on editing and submitting their final draft.
Essay Final Draft
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) - Learning
Instructional Supports and
Activities
Extensions
Achieve 3000: (Required)
Pearson Interactive Lessons
Direct Teaching
supporting the Writing Process:
● Log into the Pearson Realize
Using Direct Quotations: (Required) Before playing the video, tell students to think about
Platform.
the following:
● Click this link “The Writing
Process - High School” to
● How can you add interest to your essay?
access slides for “Revising” and
● Why might incorporating a direct quote be a better choice than paraphrasing?
“Editing”.
● When editing your essay, what is something you should look for?
Play the “Add Direct Quotations” video for students. After students have watched the video,
ask students to respond to the questions that you asked them to think about. Tell students to
MLA Format Extension Video:
review their essays to see if they have incorporated direct quotations. Use the sample essay
This MLA in-text citations video will
to model how to effectively incorporate directions quotations. Point out that the quotation is in help students to incorporate in-text
MLA format. Teachers can let students practice using MLA format in this essay, as it will be
citations for direct quotes and
required in their next essay.
paraphrased information.
Editing Mini-Lesson: (Required)
During the editing step of the writing process, you fine-tune your writing. Do this by checking
the accuracy of the facts you have used and by correcting spelling errors. You also check for
errors in grammar, usage, and mechanics. Rather than looking at your writing as a whole as
you did during the revising step, you zero in on individual sentences and words.
Explain the difference between grammar, usage, and mechanics.
● Grammar - the rules by which sentences are constructed in a language.
● Usage - the way a word or phrase is commonly (and generally correctly) used.
● Mechanics - style and formatting rules like spelling, punctuation, and capitalization.
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Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Instructional Supports and
Extensions
Peer Review: (Required) Students should peer review essays for a variety of sentences and
errors in capitalization, spelling, and punctuation.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Instructional Supports and
Extensions
Self-Evaluation Model: (Required)
Use a sample essay and the Informative/Explanatory Essay Evaluation Chart to model
completing a peer evaluation for essay rough drafts.
Student Revision: (Required) Students should work to revise and edit the remainder of their
essay.
Exit Ticket: (Required) Reflect on the writing process during this unit. List 2 things you did
well and 2 things you need to work on throughout the year to become a more confident writer.
IA: Final Revised Diagnostic Essay (Formative Assessment):
(Alternative) Have students self evaluate their work based on the Success Criteria.
(Alternative): Teachers can choose to create their own self/peer revision checklist, but
students must go through this portion of the writing process.
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Term Key
Required
This activity/strategy is central to the objective for the lesson.
Extension
This activity/strategy will extend the learning from the lesson based on student ability, interest or class
pacing.
Alternative
This activity/strategy can be used to scaffold/differentiate a required component of the lesson.
Assessment
Student work that can be assessed for learning, includes both summative and formative.
ARC 2 Overview of Sessions
ARC 2 – The Art of Suspense
Essential Questions:
❖ Do fears actually exist, or are they “a product of our imagination?”
❖ How do people’s fears influence their actions?
❖ How does the author build suspense to create the element of mystery, tension or surprise?
Quarter 1 - ARC 2 - November 16, 2021 is the End of the Quarter
Session 11
Intro to Unit
9 Tricks to Writing Suspense
10/11/21
No School for Students
Parent -Teacher Conferences
& Native American Day
Session 12
“House Taken Over”
Objective: Students will read
the informational text, "9 Tricks
to Writing Suspense" and use
the 9 tricks identified within the
text as a guideline for analyzing
the choices made by writers in
suspense stories.
Objective: Students will read
“House Taken Over” by Cortazar
for the gist and will annotate the
text determining which tricks are
used from the article “9 Tricks To
Writing Suspense” by Simone
Wood.
Independent Reading
Students will write an argument
(in one paragraph) to prove how
one element in “House Taken
Over” is a good example of
suspense writing in fiction.
Achieve 3000: (Required)
❏ Direct Teaching
Text: “9 Tricks To Writing
Suspense,” by Simon Wood
#WriteNow: Think of a book,
short story, tv show, or movie
that creates the effects of
mystery, tension, and/or
surprise. Describe how the effect
is created. What makes the text
mysterious, tension filled or
surprising?
10/15/21
No School for Students
Professional Development
Day
Independent Reading
Text: “House Taken Over” by
Julio Cortazar
#WriteNow: Think about the
title, “House Taken Over.” What
do you think readers can expect
as they read the story? Can you
connect this title to the first trick
of writing suspense from “9
Unlock the Prompt: (Required)
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Q1 A2 Culminating Task draft
Review or Mini-Lesson:
(Required)Review the concepts
of author's purpose and author's
point of view with the students. If
needed, provide a mini lesson.
Gist Read: (Required)
Students will read and annotate,
“9 Tricks To Writing Suspense,”
by Simon Wood.
Students will discuss the nine
components of suspense writing
according to Wood and annotate
the text for the key points or
details underneath each of the
suspense writing tricks.
As a class, create an anchor
chart of the key points for each
of the 9 Tricks (to Writing
Suspense) Sample 9 Tricks to
Writing Suspense Anchor Chart.
(Keep the anchor chart posted in
the classroom until the end of
the unit.)
Applying the Tricks to a
Non-print Text: (Required)
Dirt Devil Edpuzzle- Students
will watch the video pausing to
discuss what they think will
happen and why they feel this
way. The class will discuss
strategies used by the director to
create tension, mystery and
surprise. Students will then
connect their findings from the
video to the prompt.
Tricks To Writing Suspense,” by
Simon Wood?
Gist Read Discussion:
(Required)
Students will complete a Padlet
or First Read Jamboard for the
“Notice” portion of the
First-Read Guide.
Teacher will facilitate a
discussion about the text.
Consensus
Placemat/Collaborative Work:
(Required)
Students should choose 3-4 of
the 9 tricks and identify how and
where these tricks are employed
in “House Taken Over” using the
HTO: 9 Tricks Graphic
Organizer,
Independent Assignment
(Required):
Write a paragraph that argues
how Cortazar’s choices in
“House Taken Over” create
suspense based on the tricks
from the article, “9 Tricks To
Writing Suspense,” by Simon
Wood. Use relevant text-based
evidence from “House Taken
Over” to support your claim.
Standards:
RL.9-10.1, RL.9-10.5, RL.9-10.6
W.9-10.1
Written Response: (Required)
Which of the “9 tricks” did you
see employed in the Dirt Devil
video? Did the “tricks” help with
creating tension, mystery and
surprise? Provide a brief
explanation, be sure to include
evidence from the video to
support your claim. Also provide
reasoning that connects the
evidence to the claim.
Independent Assignment:
(Required)
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Students will complete the
First-Read Guide while reading
“House Taken Over” for the gist.
Teachers may want to review
expectations for completing the
First-Read Guide.
Standards:
RI.9-10.1,RI.9-10.4 RI.9-10.6
RL.9-10.5, W.9-10.2
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Quarter 1 - ARC 2 - November 16, 2021 is the End of the Quarter
Session 13
Session 14
Session15
Session 16
House Taken Over #2
House Taken Over #3
Where Is Here? #1
Where Is Here? #2
Objective: Students will analyze how
Cortazar structures the text, orders the
events within the text, and uses
manipulation of time in “House Taken
Over.”
Objective: Students will
revise a paragraph by
incorporating relevant
text-based evidence in order
to strengthen their writing.
Independent Reading
Independent Reading
Achieve 3000: (Required)
❏ Direct Teaching
Text: “House Taken Over” by
Julio Cortazar, pg. 37
myPerspectives
Objective: Students will
read for the gist the text
“Where is Here?” by Joyce
Carol Oates and annotate to
determine which tricks are
used from the article “9
Tricks To Writing Suspense”
by Simon Wood.
Objective: Students will analyze
how Oates’ choices on how to
structure a text, order events
within it, and manipulate time (e.g.
pacing, flashbacks) influence the
reader’s perceptions and create
mystery, tension, or surprise in
“Where is Here?”
Independent Reading
Students will discuss and debate
what choices the author makes to
create mystery, tension, or surprise
in the text.
Text: “House Taken Over” by Julio
Cortazar, pg. 37 myPerspectives
#WriteNow: Consider this quote: “There
is no terror in the bang, only in the
anticipation of it.” Alfred Hitchock. In
what ways do you agree or disagree
with this quote? Use evidence from texts
you’ve read or movies you’ve seen to
help support your point.
Mini-Lesson “House Taken Over”:
(Required)Review how an author
structures a text, orders the events, and
manipulates time to create the effects of
mystery, tension, and surprise. Teachers
will model how to close-read the text for
the author’s choices.
#WriteNow:
Fight, Flight or Freeze: Think
about a time you found
yourself in an uncomfortable,
difficult or high stakes
situation. Did you stay and
try to resolve the situation,
prevent disaster from
occurring, or did you walk
away? Why?
Close-Read/Collaborative
Conversations Jigsaw: (Required)
Students will work in groups to close
read “House Taken Over” and complete
the Close Reading: House Taken Over
Graphic Organizer (RL.5/RL.3)
Mini-lesson Claim/Counterclaim:
(Required)
Use the #WriteNow answers
to introduce a mini-lesson on
counterclaims.
Introduce the following
claim/counterclaim pairing.
Claim: When one is in a
high-stakes situation, one
should always fight.
Counterclaim: Others may
argue that one should run
from the situation, in order to
not create more conflict.
Then, provide a lesson on
claims and counterclaims.
Arguments, Claims,
Counterclaims activity
Written Response (Required):
Write a paragraph that analyzes how
Cortazar’s choices concerning how to
structure a text, order events within it,
and manipulate time (e.g. pacing,
Conver-stations:
(Required)
Utilizing the assigned
discussion questions, place
students into groups of 4-6
Create a class anchor chart of the
literary elements from RL5 and the
prompt that we would expect to see in a
suspenseful text. Sample RL. 5/RL.53
Standard Anchor Chart
Achieve 3000: (Required)
B-Day
❏ Direct Teaching
Text: “Where is Here?” by
Joyce Carol Oates pg 69,
myPerspectives
#WriteNow:
Villain or Hero: Think of a
villain or hero from pop
culture, film or literature.
Reference the “9 Tricks To
Writing Suspense,” class
anchor chart and describe
one aspect of your character
that makes them a really
good villain or hero.
Mini-lesson - Review
Claim/Counterclaim:
(Required)
Use the #WriteNow answers
to review counterclaims.
Introduce the following
claim/counterclaim pairing.
Claim: Killmonger could be
considered a really good
villain because he is smart,
and motivated to liberate
Black people all over the
world.
Counterclaim: Others may
argue that Killmonger is
actually not a villain, but he
is actually a hero for those
exact reasons.
Independent Reading
Achieve 3000: (Required) A-Day
❏ Direct Teaching
Text: “Where is Here?” by Joyce
Carol Oates pg 69,
myPerspectives
#WriteNow:
Explain how the below quote
connects with the two stories we
have read thus far:
“We Make up horrors to help us
cope with the real ones.” - Stephen
King
Scategory Carousel: (Required)
Students will break into groups to
fill out the anchor chart better
exploring evidence of how the
author created tension, mystery
and/or surprise.
Step 1: Students will be assigned
to groups and given 15 minutes to
compile the findings.
Step 2: Each group will be given a
station to begin at and 60 seconds
to add 1 piece of evidence and
explanation for the topic and
section of text for that station.
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flashbacks) create such effects as
mystery, tension, or surprise.
Use relevant text-based evidence from
“House Taken Over” to support your
claim.
Independent Assignment: (Required)
Provide students with a list of discussion
questions to help them prepare for the
next session’s group discussions (see
lesson seed 14).
Standards: RL.9-10.3, RL.9-10.4,
W.9-10.3, L.9-10.5.b
and provide each group with
different discussion
questions (questions are in
the seeds) regarding the
author’s choices in crafting
the text. After 5 minutes, two
students from each group
will rotate to a different
group, while the other group
members remain where they
are. Once the new groups
are formed, provide groups
with a new question. New
members to the group
should also share some key
points from their previous
conversation. Repeat the
rotation with students who
have not moved yet.
Have students create a
counterclaim to their claim
from their #writenow answer.
Assessment: (Required)
Review your paragraph from
session #2: Write a
paragraph that argues how
Cortazar’’s choices create
suspense based on the tricks
from the article, “9 Tricks To
Writing Suspense,” by Simon
Wood. Use relevant
text-based evidence from
“House Taken Over” to
support your claim. Now
write a brief counterclaim
about Cortazar’s choice
that you discussed in that
first paragraph. Be sure to
refute or reject the
opposing argument.
Discussion: (Required)
Students should have small
group or whole class
discussions about the
unanswered questions.
Standards: RL.9-10.1,
RL.9-10.2
RL.9-10.3 , RL.9-10.4;
SL.9-10.4 W. 9-10.1
20 Questions: (Required)
For the initial read of the text,
Students should read the
text as though they are
investigators by asking 2-3
questions per page that they
have about the text’s details
or the author’s choices that
contribute to suspense.
(Teacher should model how
to do this for the first 2
pages). Students should
also note the answers to
their own questions as they
arise in the text.
Assessment: (Required)
Re-read the story and
choose 3 to 4 of the tricks
and identify how and where
these tricks are employed in
“Where Is Here?”. Use the
graphic organizer to set the
purpose for reading.
Step 3: Groups will rotate and
repeat step 2 at a new station, but
they may NOT use the same
example from a previous group.
Step 4: Repeat step 3 until
students have been to each
station.
Step 5: Have students gallery
walk the findings of their
classmates and select 1 piece of
evidence per topic to add to their
graphic organizer.
Note: Maybe completed with chart
paper or electronically via Padlet
or Slides
Assessment (Required) :
Write a paragraph that argues how
Oates’ choices create suspense
based on the tricks from the
article, “9 Tricks To Writing
Suspense,” by Simon Wood. Use
relevant text-based evidence from
“Where is Here?” to support your
claim.
Standards: RL.9-10.1, RL.9-10.2
RL.9-10.3 , RL.9-10.4; SL.9-10.4 W.
9-10.1
WIH?/9 Tricks Graphic
Organizer
(Extension) Close Reading:
Where is Here? Graphic
Organizer (RL5)
Standards: RL.9-10.1,
RL.9-10.2,
RL.9-10.4,,SL.9-10.2, SL.9-10.4
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Quarter 1 - ARC 2 - November 16, 2021 is the End of the Quarter
Session17
Session 18
Session 19
Session 20
Brainstorm
Draft Essay
Essay Drafting
Edit and revision
Essay Revision/
Administer the Quarter 1
Benchmarks to students.
Administer the Quarter 1
Benchmarks to students.
Objective: Students will write an
argument to prove how one of the
stories “House Taken Over” and “Where
is Here?” is a good example of
suspense writing in fiction based on “9
Tricks To Writing Suspense,” by Simon
Wood.
Objective: Students will
write an argument to prove
how one of the stories
“House Taken Over” and
“Where is Here?” is a good
example of suspense writing
in fiction based on “9 Tricks
To Writing Suspense,” by
Simon Wood.
Objective: Students will
revise their essays to include
a variety of well-formed
sentences and edit their
essays to correct errors in
capitalization, spelling, and
punctuation.
Students will revise their
essays to include a variety of
well-formed sentences and
edit their essays to correct
errors in capitalization,
spelling, and punctuation.
Texts: All Arc 2 Texts
Independent Reading
Texts: All Arc 2 Texts
#WriteNow:
Review your notes from the Intro
paragraph mini-lesson, what is key to
include in an introductory paragraph?
Unlock/Revisit the Prompt:
(Required)
Q1 A2 Culminating Task
Mini-Lessons: (Required)
Review with students common mistakes
from their paragraphs.
(This can be done in small groups after
you have sorted their work by students’
mistakes or needs).
While you are working with different
groups, the other students should
review their graphic organizers/anchor
chart, and article “9 Tricks To Writing
Suspense,” by Simon Wood and
determine which story includes at least
3 tricks listed by Wood.
Thesis Writing: Read Easy Writer pages
10-11 2b ”Developing a working thesis.”
Have students write a thesis statement
and submit it for teacher review before
they move on to the next few pages,
12-15
2d:Planning and drafting and 2e.
Write Draft: (Required)
Independent Reading
Achieve 3000: (Required)
❏ Direct Teaching
Texts: All Arc 2 Texts
#WriteNow: Read the quote
and determine whether you
agree, then elaborate on
what makes an effective
writer? “All effective writing
is rewriting. There are very
few geniuses who can
transcribe what is in their
head directly as a finished
copy on the page. Culling,
cutting, rethinking,
juxtaposing and rearranging
are the very basics of
writing.” (Bryce Courtenay)
Mini-Lesson: (Required)
Examine/Annotate the W1
MCAP Argumentative
Performance Task Rubric
Students will answer what
must be included in their
essay based on the rubric.
Independent Reading
#WriteNow: If you were
going to write a story about a
character who can’t figure
out if they are dreaming or
awake, which of the 9 Tricks
to Writing Suspense would
you use. Explain your
answer.
Essay Revise/Edit:
(Required)
Students will complete the
final revision of their essay.
Exit Ticket: (Required)
Reflection on the analytical
reading and the writing
process this quarter. What
instruction or activities were
the most helpful for you in
reading and understanding
the texts this quarter?
Explain how this was helpful.
What was most helpful to
writing your final
argumentative essay?
Explain why this was helpful.
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Students should revise the paragraph
that they wrote in session 12 and the
counterclaim that they wrote in session
14 based on their reading of Easy
Writer pages 14-15 and teacher
feedback.
Independent Assignment: (Required)
Students should finish writing their
rough draft.
Standards: RL.9-10.1,RI.9-10.1,
W.9-10.1, W.9-10.4, W.9-10.5
Self Review: (Required)
Students will label the
elements of their argument
(claim, evidence, reasoning,
counterclaim(s)).
Peer Review: (Required)
Students should work with
partners to peer review their
first body paragraph.
Students should be prepared
to make revisions to their
body paragraph based on
their peer evaluations.
Independent Assignment:
(Required)
Students will complete their
essay.
Standards: RL.9-10.1,
RL.9-10.4,SL.9-10.1C-D,SL.9-1
0.2,SL.9-10.4
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ARC 2 Lesson Seeds
English 10 Quarter 1
Arc 2, Session 11
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective/ Goal
Texts/Resources
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,
and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language of a court opinion differs from that of a newspaper).
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.
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information
clearly and accurately through the effective selection, organization, and analysis of content.
Do fears actually exist, or are they “a product of our imagination?”
How do people’s fears influence their actions?
How does the author build suspense to create the element of mystery, tension or surprise?
Students will read the informational text, “9 Tricks to Writing Suspense” and use them as guidelines for
analyzing choices made by the writers in suspense stories.
●
●
●
●
●
●
●
“9 Tricks To Writing Suspense,” by Simon Wood
Dirt Devil Edpuzzle Suspense Commercial
Unlocking the Prompt guide
ARC 2 Culminating Task-Argumentative Essay
Build Thesis from Beginning to End
W1 MCAP Argumentative Performance Task Rubric
Academic Language definition sheet
Instructional
Notes
Assessments
Which of the “9 tricks” did you see employed in the Dirt Devil video? Did the “tricks” help with creating tension,
mystery and surprise? Provide a brief explanation, be sure to include evidence from the video to support your claim.
Also provide reasoning that connects the evidence to the claim.
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and Extensions
Learning Activities
Today we will transition from studying informational texts about fear to
Digital Opportunities:
examining literature that creates suspense. We will discuss what strategies
● Screencastify on author’s purpose
authors choose to create mystery and tension in their writing. We will begin by
and modeling of close reading
analyzing the effects used in film to create mystery and tension and then
● Annotations may be done via Pearson
translate these choices into those made by writers and conveyed in the text.
online or Google Doc
#WriteNow: Think of a book, short story, tv show, or movie that creates the
effects of mystery, tension, and/or surprise. Describe how the effect is created.
What makes the text mysterious, tension filled or surprising?
Introducing and Unlocking the Prompt:
1. Introduce the ARC 2 Culminating Task-Argumentative Essay.
2. Practice unlocking with students and make sure that they review key
vocabulary terms: Evidence, Claim, Argument, Credible, Valid,
Logical, Alternate or Opposing Claims, Suspense, Mystery, Tension,
Surprise.
ESOL Discussion Support: To help engage
ELL students in discussion, use some of the
following techniques:
● All Voices: For each discussion prompt,
have students take turns saying their
answer. No one is allowed to interrupt. Once
everyone is done, and if time remains,
students can collaboratively discuss.
● Novel idea: When discussing a prompt,
each student takes turns saying a novel idea
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3. The teacher will transition to modeling how to break down the prompt,
and will explain the importance of doing so. See this resource to
support the process of unlocking the prompt.
Make sure that the students understand that the essential idea of the unit will
be about suspense and creating an argument. Be sure to discuss the
differences between building and supporting an argument and writing an
explanation/informative analysis.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Reading the Launch Text
1. Review or Mini-Lesson: Review the concepts of author's purpose
and author's point of view with the students. If needed, provide a mini
lesson. This review will set the purpose for the reading and also set
the purpose for the Unit. For guidelines use the following from the
Reading Strategies and Close Reading Toolkit:
a. Author’s Purpose – Understanding the overall
purpose of the text guides students in following the
flow of the reading. Readers should understand if
the text is meant to inform, entertain, persuade, or
explain something to them. There are also
situations in which the text has a specific bias or
provides only part of the story. In these situations,
from the prompt, and everyone records it.
Students must not repeat another idea until
all novel ideas are spent.
● Source: ESOL supports based on the research from
Scaffolding the Academic Success of Adolescent
English Language Learners (Walqui & van Lier, 2010).
ESOL Reading Comprehension and
Discussion Support:
ELLs need a focus when reading, and it is best
to chunk the text to allow space and time to
digest language and ideas. To help ELLs
identify important things in a text and give them
opportunity to engage in collaborative
discussion, use the following techniques:
● Double-entry journals: Provide specific
questions for the double-entry journal for
the reader. Focus on specific things that are
being discussed in class. Require the
student to identify the page number they
found the evidence for their journal entry.
● Chunking: A staple of reading strategies,
chunking can help ELLs better understand
language and the progression of ideas.
Chunk the text into equal and key sections.
For each section provide comprehension
questions and/or use a clarifying bookmark
(see below). Use a discussion technique to
allow ELls to share and expand their ideas.
● Clarifying bookmarks: Develop a list of
sentence starters that allow students to
identify important aspects to discuss while
giving them the words and moves to
engage in academic discussion. Modify the
above bookmark to have students focus on
specific aspects of the text.
Instructional Supports and Extensions
Conventions: Types of Phrases
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students could be asked about the perspectives not
explored in the text.
b. Author's Point of View (not in toolkit): Identifying
the author's point of view helps the students
understand the stance, or opinion of the author
regarding a specific issue. Readers should
understand that the author is making an argument,
and supporting this with evidence to back up their
opinion.
2. Gist Read: Teachers will now guide the students through the reading
of the Launch Text. Share the text “9 Tricks To Writing Suspense,” by
Simon Wood with students. Encourage students to annotate
unfamiliar words and sections of the text that they think are important.
Have the students read “9 Tricks To Writing Suspense,” by Simon
Wood for the author’s purpose and point of view on his topic.
3. Structure: Make sure students pay attention to the structure of the
text. They should note that the author's focus/position is clearly stated
in the opening paragraphs -- “ the writer has done a great job of
creating suspense”-- and that the following paragraphs provide details
supporting that position. Finally, they should note that the concluding
paragraph restated the author's position.
4. Anchor Chart: As you review the structure; it will be beneficial to
create an anchor chart with notes of the key points for each of the 9
Tricks (to Writing Suspense). Sample 9 Tricks to Writing Suspense
Anchor Chart. Keep the anchor chart posted in the classroom until the
end of the unit; this will help students with their culminating
argumentative task.
5. Guiding Questions:
a. What is the purpose of the essay?
b. What is he trying to say to his readers?
c. How does he defend his point of view on writing suspense fiction?
Applying the Tricks to a Non-print Text: Dirt Devil Edpuzzle- Students will
watch the video pausing to discuss what they think will happen and why they
feel this way (this may be done in pairs or groups). The class will discuss
strategies used by the director to create tension, mystery and surprise.
Students will then connect their findings from the video to the prompt.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Written Response: Which of the “9 tricks” did you see employed in the Dirt Devil
video? Did the “tricks” help with creating tension, mystery and surprise?
Provide a brief explanation, be sure to include evidence from the video to
support your claim. Also provide reasoning that connects the evidence to the
claim.
Independent Assignment:
Students will complete the First-Read Guide while reading “House Taken Over”
for the gist. Teachers may want to review expectations for completing the
First-Read Guide. Students can use the electronic version of the story or they
can use the hard copy in myPerspectives consumable (pages 37-42).
Instructional Supports and Extensions
Enrichment:
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English 10 Quarter 1
Arc 2, Session 12
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objectives
Texts/Resources
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL.9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes
a sense of time and place; how it sets a formal or informal tone.)
RL.9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots),
and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
L.9-10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Do fears actually exist, or are they “a product of our imagination?”
How do people’s fears influence their actions?
How does the author build suspense to create the element of mystery, tension or surprise?
Students will read “House Taken Over” for the gist and annotate the text to determine which tricks are used
from the “9 Tricks To Writing Suspense” article by Cortazar in “House Taken Over.”
Students will write an argument (in one paragraph) to prove how one element in “House Taken Over” is a
good example of suspense writing in fiction.
● “9 Tricks To Writing Suspense,” by Simon Wood
● “House Taken Over” by Julio Cortazar
● Hook and Inspire
● Accessible Level Text (“House Taken Over”)
● First-Read Guide
● First Read Jamboard
● First Read Extension Questions
● HTO: 9 Tricks Graphic Organizer
Instructional
Notes
Assessments
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and
Learning Activities
Extensions
#WriteNow: Think about the title, “House Taken Over.” What do you think readers can
Digital Opportunities:
expect as they read the story? Can you connect this title to the first trick of writing
-Zoom breakout groups for small
discussions
suspense from “9 Tricks To Writing Suspense,” by Simon Wood?
-Screencastify or screenshare for
modeling
Gist Read and Discussion:
Analyze Craft and Structure: Literary
Style (“House Taken Over”)
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Students will complete a Padlet or First Read Jamboard for their “Notice” portion of the
First-Read Guide that they were assigned during the last session. Teacher will facilitate
a discussion about t“House Taken Over” by Julio Cortazar
Re-read and annotate “House Taken Over” for the 9 Tricks to Writing Suspense:
Review the anchor chart for Sample 9 Tricks to Writing Suspense Anchor Chart. Provide
students with a hard copy or electronic version of the HTO: 9 Tricks Graphic Organizer
for “House Taken Over.” This graphic organizer version should mirror the class created
anchor chart.
Explain that students are now going to reread “House Taken Over” by Julio Cortazar
and notice how Cortazar uses some of the 9 tricks to develop suspense. We are going
to chart our findings on the graphic organizer.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Consensus Placemat/Collaborative Work:
Students should choose three to four of the nine tricks and identify how and where
these tricks are employed in “House Taken Over” using the HTO: 9 Tricks Graphic
Organizer.
1. First, students individually think of one or two “suspense tricks” used by
Cortazar in “House Taken Over.” (Students should annotate the textual
evidence that demonstrates the use of the suspense trick)
Accessible Level Text
ESOL Reading Comprehension and
Discussion Support:
ELLs need a focus when reading, and
it is best to chunk the text to allow
space and time to digest language
and ideas. To help ELLs identify
important things in a text and give
them opportunity to engage in
collaborative discussion, use the
following techniques:
● Double-entry journals: Provide
specific questions for the
double-entry journal for the reader.
Focus on specific things that are
being discussed in class. Require
the student to identify the page
number they found the information
on in their journal entry.
● Chunking: A staple of reading
strategies, chunking can help
ELLs better understand language
and the progression of ideas.
Chunk the text into equal and key
sections. For each section provide
comprehension questions and/or
use a clarifying bookmark (see
below). Use a discussion
technique to allow ELLs to share
and expand their ideas.
● Clarifying bookmarks: Develop a
list of sentence starters that allow
students to identify important
aspects to discuss while giving
them the words and moves to
engage in academic discussion.
Modify the above bookmark to
have students focus on specific
aspects of the text.
Instructional Supports and
Extensions
Conventions: Types of Phrases (for
“House Taken Over”)
Extension:
Small Group Discussions: How
does Cortazar's use of imagery and
word choice establish and develop the
characters and their relationships?
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2. Students write down their ideas on their own section of the chart paper (or
shared document).
3. When everyone is finished writing, each person takes a turn to share their
ideas with the other group members. (Repeated ideas/”tricks” should be
highlighted.)
4. The group discusses and “comes to a consensus” on the top 3 or 4. Students
should use textual evidence to support their claim in the consensus building
round.
5. Finally, the group creates a claim about the top 3-4 suspense tricks used by
Cortazar in “House Taken Over.”
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Success Criteria: (Example)
Your successful response includes . . .
● A direct response to the question
● A minimum of one example from the text
● An explanation and reasoning of how that evidence supports your response
Written Response (Required):
Write a paragraph that argues how Cortazar’s choices create suspense based on the
tricks from the article, “9 Tricks To Writing Suspense,” by Simon Wood. Use relevant
text-based evidence from “House Taken Over” to support your claim.
Who Goes There? Me! Have
students write a short story from the
point of view of whomever or
whatever is taking over the house.
-orPlease Leave! Have students write a
letter from the brother and sister to
whomever or whatever is taking over
the house.
Instructional Supports and
Extensions
Enrichment:
Additional video Clips to explore Magical
Realism, tone, diction and syntax.
(Extension)
Student Choice Writing:
Choose one of the following options
and compose your writing using
stylistic techniques and character
development from the story.
Who Goes There? Me! Write a short
story from the point of view of
whomever or whatever is taking over
the house.
-orPlease Leave! Write a letter from the
brother and sister to whomever or
whatever is taking over the house.
Success Criteria:
Your successful writing includes…
● Implicit or explicit references
to details from the text.
● A connection to the
relationships as presented in
the story (true to character)
● Stylistic elements
(descriptive passages, some
ambiguity or double
meanings)
● Appropriate
structure/formatting (letter or
short story)
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English 10 Quarter 1
Arc 2, Session 13
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective(s)
RL 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
RL 9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or informal tone.)
RL9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and
manipulate time (e.g. pacing, flashbacks) create such effects as mystery, tension, or surprise.
Do fears actually exist, or are they “a product of our imagination?”
How do people’s fears influence their actions?
How does the author build suspense to create the element of mystery, tension or surprise?
Students will analyze how Cortazar structures the text, orders the events within the text, and uses
manipulation of time in “House Taken Over.”
“9 Tricks To Writing Suspense,” by Simon Wood
● “House Taken Over” by Julio Cortazar
● Hook and Inspire
● Accessible Level Text (“House Taken Over”)
● Sample RL. 5 Standard Anchor Chart
●
Texts/Resources
Instructional Notes
Assessments
●
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and
Learning Activities
Extensions
Achieve 3000
Digital Opportunities:
-Screencastify, Nearpod or
#WriteNow: Consider this quote: “There is no terror in the bang, only in the anticipation Screenshare of annotations
of it.” Alfred Hitchock. In what ways do you agree or disagree with this quote? Use
-Flipgrid for extension questions
evidence from texts you’ve read or movies you’ve seen to help support your point.
● Accessible Level Text
Introduction: Use the answers from the #writenow to segue into the mini-lesson on
how a writer structures a text. Here are a few additional questions to help with the
Model of Annotations: This support
segue: How do writers create a sense of anticipation? What do they do? What role does should be based on the needs of the
time play in making the audience anticipate what is next?
class or a small group of students. If
students are meeting annotation
Mini-Lesson “House Taken Over”: Review how an author structures a text, orders the expectations for close reading, then
events, and manipulates time to create the effects of mystery, tension, and surprise.
you may want to release them to the
Review how an author utilizes characterization to create the effects of mystery, tension,
“We Do” and provide feedback and
and surprise. Teachers will model how to close-read the text for the author’s choices.
correction as needed.
Create a class anchor chart of the literary elements from RL5 and RL3 that we would
expect to see in a suspenseful text. Sample RL 5/ RL 3 Standard Anchor Chart. As you
break down the language of the standards and/or the prompt for the independent
assignment, be sure to expound upon what each term/phrase (how to structure a text,
order events within it, and manipulate time (e.g. pacing, flashbacks)) means. Add these
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explanations to the class anchor chart as you explain them. (Even though the anchor
chart will be posted in the classroom, have students take notes as you teach this
portion.)
Prompt: Write a paragraph that analyzes how Cortazar’s choices concerning how to
structure a text, order events within it, and manipulate time (e.g. pacing, flashbacks)
create such effects as mystery, tension, or surprise. Use relevant text-based evidence
from “House Taken Over” to support your claim.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Close Read: Students will work in groups to close read “House Taken Over” and
complete the Close Reading: House Taken Over Graphic Organizer (RL5/RL3). After
completing the graphic organizer, students will discuss their findings.
Jigsaw protocol:
1. Group students into “home” groups for each of the categories on the graphic
organizer (i.e structure of the text, order of events). Have students agree on
the answers for their category
2. Then reorganize students into "expert" groups: containing one member from
each “home” group. The members of the expert group work together to
learn/gather the material for each remaining category. In this way, the work of
the expert groups is quickly disseminated throughout the class, with each
person taking responsibility for sharing a piece of the puzzle.
Instructional Supports and
Extensions
Vocabulary: “House Taken Over”
1.
2.
3.
4.
5.
6.
Spacious
Unvoiced
Obscure
Muffled
Vestibule
Recessed
Concept Vocabulary and Word Study
"House Taken Over"
Close Reading with a focus on
imagery and word choice: (Small
group or partner practice, students
should have the time to look for
evidence and share ideas with one
another.)
Students will look at the words,
descriptions and actions of the
characters to identify evidence that
supports their findings. Use the
discussion question to focus their
responses.
Close Read Discussion: Allow students
time to find one word in the text they feel
is powerful in describing the characters or
theme. In small groups, have the students
share their word with each other and
explain why it is powerful. Then hold a
whole-group discussion and record the
student’s responses. Remark on any
conclusions one could make based on
their word choices.
**As time permits:
Connect to previous lessons:
(Previous Session)
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Through his character development,
Cortazar purposefully suggests
certain ideas without stating them
explicitly, leaving the reader to draw
some of their own conclusions. How
does the ambiguity add to the sense
of mystery?
In some ways the ambiguity that
Cortazar weaves in his writing is
another way that he creates the sense
of mystery. He includes siblings that
have a slightly abnormal relationship
and who never leave the house.
There is never a real resolution as to
whether or not there are intruders, or
what exactly happens in the end.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Written Response:
Write a paragraph that analyzes how Cortazar’s choices concerning how to structure a
text, order events within it, and manipulate time (e.g. pacing, flashbacks) create such
effects as mystery, tension, or surprise. Use relevant text-based evidence from “House
Taken Over” to support your claim.
Independent Assignment: Provide students with a list of discussion questions to help
them prepare for the next session’s group discussions (see lesson seed 14).
Connect back to the Will Smith
quote: In the case of these
characters, does their characterization
support Smith’s claim that “fear is a
product of our imagination”, causing
us to fear things that do not at present
and may not ever exist?”
Instructional Supports and
Extensions
Enrichment:
Concept Vocabulary and Word Study
"House Taken Over"
Extension:
Which of the following vocabulary
words in the text contribute to
mystery, tension, and surprise in the
story: spacious; unvoiced; obscure;
muffled; vestibule; recessed? Provide
reasoning for your choices.
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English 10 Quarter 1
Arc 2, Session 14
MD College and
Career Ready
Standards
Essential Questions
Learning Objective(s)
Texts/Resources
RL10.9.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL 10-9.2 Determine a theme or central idea of a text and analyze in detail 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.
RL 10-9.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
RL 9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or informal tone.)
SL 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and including grades 9-10 here.)
Do fears actually exist, or are they “a product of our imagination?”
How do people’s fears influence their actions?
How does the author build suspense to create the element of mystery, tension or surprise?
Students will revise a paragraph by incorporating relevant text-based evidence in order to strengthen
their writing.
Sample RL 5/RL 3 Standard Anchor Chart
Claim, Reason, Evidence, Counterclaim Quizizz
Arguments, Claims, Counterclaims activity
“9 Tricks To Writing Suspense,” by Simon Wood
There are two assessment choices. Both require students to revisit an earlier version of a paragraph they
have written. Students can review the feedback they received and make a choice on which paragraph
they want to revise.
Assessment:
Review your paragraph from session #2: Write a paragraph that argues how Cortazar’’s choices create
suspense based on the tricks from the article, “9 Tricks To Writing Suspense,” by Simon Wood. Use
Assessments
relevant text-based evidence from “House Taken Over” to support your claim. Now write a brief
counterclaim about Cortazar’s choice that you discussed in that first paragraph. Be sure to refute
or reject the opposing argument.
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and
Learning Activities
Extensions
#WriteNow: Fight, Flight or Freeze: Think about a time you found yourself in an
Support:
uncomfortable, difficult or high stakes situation. Did you stay and try to resolve the
Assess what students already know
situation, prevent disaster from occurring, or did you walk away? Why?
through a quizizz (sample Claim,
Reason, Evidence, Counterclaim
Mini-lesson - Claim/Counterclaim
Quizizz) or kahoot. Use that data to
Use the #WriteNow answers to introduce a mini-lesson on counterclaims.
determine the extent of your review of
Introduce the following claim/counterclaim pairing:
the key vocabulary: Claim, Evidence,
Instructional Notes
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Claim: When one is in a high-stakes situation, one should always fight.
Counterclaim: Others may argue that one should run from the high-stakes situation, in
order to not create more conflict.
Reasoning, Counterclaim, Refutation,
Rebuttal
Give students a clear definition of Claim and Counterclaim (Required):
Claims - The main argument. Claims persuade the reader that the argument you are
making is true, strong, and correct. You support and strengthen these claims by backing
them up with solid evidence including facts, examples, anecdotes, and statistics. (from
Pearson)
Counterclaims - The opposite of an argument or the opposing side of the argument.
Counterclaims are an effective way to strengthen your argument and to predict the other
side of the argument. Counterclaims are used to reinforce the strength of your own
position by acknowledging and addressing them. Even if you acknowledge that a
counterclaim is valid, you can still use an opposing option to strengthen your argument
by showing that your claim is just as strong, or stronger. (from Pearson)
Ask students:
● What are the benefits of considering the opinions of others when you write an
argument?
● Why is it important to make sure you refute the counterclaim?
Students can complete this assignment in pairs or independently. Use the information
from student answers to determine how you structure your review in the next session.
Arguments, Claims, Counterclaims activity
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Instructional Supports and
Extensions
Conver-stations:
Utilizing the assigned discussion questions, place students into groups of 4-6 and
provide each group with a different discussion questions regarding the author’s choices
in crafting the text. Here are some sample discussion questions that you can use, but
feel free to add your own.
●
●
●
●
●
●
●
●
●
Why is the text structured where the exposition is first in the story? How does
this impact the reader?
What can you infer about the family based on the first two paragraphs?
How is the text organized (compare-contrast, problem-solution, etc)? How
does this contribute to the author’s purpose?
What patterns do you notice in the text? How are they important?
How does the writer play with sound in the text? How does this help build
suspense or mystery?
What do you think of the two characters (consider their thoughts and
behaviors)? Explain your thoughts.
Describe Irene’s first reaction to the house being taken over. How does this
impact your reading of the text or your interpretation?
What happens to the key?
How is the key a significant image in the text?
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●
●
How would you interpret the “they” in the story? What does the author include
in the text to help develop your interpretation of the “they?”
What is the theme of the story?
After 5 minutes, two students from each group will rotate to a different group, while the
other group members remain where they are. Once the new groups are formed, provide
groups with a new question. New members to the group should also share some key
points from their previous conversation. Repeat the rotation with students who have not
moved yet.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Instructional Supports and
Extensions
Assessment:
Now that you have had more conversation about Cortazar’s choices in “House Taken
Over,” as well as a review of claim and counterclaim, we will revise one of our previous
paragraphs by incorporating the best text-based evidence in order to strengthen the
paragraph.
Extension:
Describe a high-stakes situation that
you have been in or witnessed in
media or literature. What details help
to establish this situation as
high-stakes or difficult?
Review your paragraph from session #12: Write a paragraph that argues how
Cortazar’’s choices create suspense based on the tricks from the article, “9 Tricks To
Writing Suspense,” by Simon Wood.Use relevant text-based evidence from “House
Taken Over” to support your claim. Now write a brief counterclaim about Cortazar’s
choice that you discussed in that first paragraph. Be sure to refute or reject the
opposing argument.
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English 10 Quarter 1
Arc 2, Session 15
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective(s)
Texts/Resources
Instructional
Notes
Assessments
RL 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL9-10.2 Determine a theme or central idea of a text and analyze in detail 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.
RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the
course of a text, interact with other characters, and advance the plot or develop the theme.
SL 9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
SL 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose,
audience, and task.
W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
Do fears actually exist, or are they “a product of our imagination?”
How do people’s fears influence their actions?
How does the author build suspense to create the element of mystery, tension or surprise?
Students will read for the gist the text “Where is Here?” by Joyce Carol Oates and annotate to determine
which tricks are used from the article “9 Tricks To Writing Suspense” by Simon Wood.
“Where is Here?” by Joyce Carol Oates pg 69, myPerspectives
“9 Tricks To Writing Suspense,” by Simon Wood
WIH?/9 Tricks Graphic Organizer
Arguments, Claims, Counterclaims activity
This session is the initial read of “Where Is Here?”. It provides an opportunity to teach an investigative
reading strategy to help students better engage with the text by asking questions to the characters and/or
author regarding choices, details, and events. These questions can differ or mimic those identified on the
“9 Tricks to Writing Suspense” anchor chart established in the previous session. The focus should be on
students being able to ask appropriate questions at the right times. Not all questions will be answered by
the completion of the text.
Students would have completed this Arguments, Claims, Counterclaims activity in the prior session. Use
the information from student answers to determine how you structure your review of claims and
counterclaims in this session.
Students will demonstrate their understanding of the text by answering
Re-read the story and choose 3 to 4 of the tricks and identify how and where these tricks are employed in
“Where Is Here?”. Use the WIH?/9 Tricks Graphic Organizer to set the purpose for reading.
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and
Learning Activities
Extensions
Today students will do their initial reading of “Where Is Here?”, a story wherein the roles
of the villain and hero are ambiguous. Students will practice asking questions about the
author’s choices and other higher order questions while reading. Students will engage
with the text and think analytically about the author’s choices, particularly as the
author’s choices pertain to the character development.
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#WriteNow: Villain or Hero: Think of a villain or hero from pop culture, film or literature.
Reference the “9 Tricks To Writing Suspense,” class anchor chart and describe one
aspect of your character that makes them a really good villain or hero.
Mini-lesson - Review Claim/Counterclaim
Use the #WriteNow answers to review counterclaims.
Introduce the following claim/counterclaim pairing.
Claim: Killmonger could be considered a really good villain because he is smart, and
motivated to liberate Black people all over the world.
Counterclaim: Others may argue that Killmonger is actually not a villain, but he is
actually a hero for those exact reasons.
Have students create a counterclaim to their claim from their #writenow answer.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Instructional Supports and
Extensions
Today students will do their initial read of “Where Is Here?”, a story where the roles of
the villain and hero are ambiguous. Students would practice asking questions that are
inline with the 9 Tricks and other higher order questions while reading as both a practice
of engaging with the text and thinking analytically about the author’s choices,
particularly as it pertains to the character development and relationships.
20 Questions:
For the initial read of the text, Students should read the text as though they are
investigators by asking 2-3 questions per page that they have about the text’s details or
the author’s choices that contribute to suspense. (Teacher should model how to do this
for the first 2 pages). Students should also note the answers to their own questions as
they arise in the text.
Sample questions could be:
1) Why did the stranger and his family move?
2) What is causing the stranger to dream and think about the house?
3) Why does the stranger opt to stay outside when the father invites him to come
in and look around, especially if he has wanted to come see the house for so
long?
4) Why is the wife so fearful and negative in her reaction to the stranger looking
around?
Discussion:
Students should have small group or whole class discussions about the unanswered
questions. These discussions should help students who struggled to comprehend what
occurred to gain better insight to the plot of the story as well as insight on the depth of
the characters and their relationships. This discussion will also allow students to debate
who the true antagonist in the story might be as students draw conclusions about the
ambiguous ending. Once students have discussed their questions, ask students to
share their thoughts on who the villain is in “Where is Here?”. How do you know?
(Students should use evidence to support their claim).
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Assessment:
Instructional Supports and
Extensions
Extension: Like “House Taken Over”,
“Where is Here?” ends ambiguously.
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Re-read the story and choose 3 to 4 of the tricks and identify how and where these
tricks are employed in ”Where Is Here?”. Use the WIH?: 9 Tricks Graphic Organizer to
set the purpose for reading.
(Extension)
RL 9-10.5 WIH? Graphic Organizer
Now that you have read and
discussed what happened in “Where
is Here?” demonstrate your
perception of the members of the
family by writing an addition to the
story depicting what happens next. Do
not change the existing ending, rather
pick up where the story left off that
evening or the next day.
English 10 Quarter 1
Arc 2, Session 16
MD College and
Career Ready
Standards
Essential Questions
Learning Objective(s)
Texts/Resources
Instructional Notes
Assessments
RL 9-10.2 Determine a theme or central idea of a text and analyze in detail 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.
RL 9-10.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop
over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL 9-10.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
W 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
Do fears actually exist, or are they “a product of our imagination?”
How do people’s fears influence their actions?
How does the author build suspense to create the element of mystery, tension or surprise?
Students will analyze how Oates’ choices on how to structure a text, order events within it, and manipulate
time (e.g. pacing, flashbacks) influence the reader’s perceptions and create mystery, tension, or surprise in
“Where is Here?”
Students will discuss and debate what choices the author makes to create mystery, tension, or surprise in
the text.
● “Where is Here?” by Joyce Carol Oates pg 69, myPerspectives
● “9 Tricks To Writing Suspense,” by Simon Wood
The next two sessions center around writing the culminating task for the arc. Use these sessions to review
the writing process from Arc 1 and for strengthening skills that need attention.
Assessments from Pearson Realize are linked and can be downloaded and edited in word format.
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) - Learning
Instructional Supports and Extensions
Activities
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Achieve 3000: (Required) A-Day
❏ Direct Teaching
#WriteNow:
Explain how the below quote connects with the two stories we have read thus far:
“We Make up horrors to help us cope with the real ones.” - Stephen King
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Instructional Supports and Extensions
Today we will collaborate to chart the choices the author makes regarding structure and
development in order to analyze how she effectively created suspense throughout the
story. The first part of the class will be an interactive charting process to share ideas and
the second part will allow you to select the choice you feel was the strongest according
to the strategies noted in “9 Tricks To Writing Suspense,” by Simon Wood article and
write a paragraph detailing what the author did.
Scategory Carousel:
Students will break into groups to fill out the WIH? Suspense Graphic Organizer better
exploring evidence of how the author created tension, mystery and/or surprise.
Step 1: Students will be assigned to groups and given 15 minutes to compile
the findings.
Step 2: Each group will be given a station to begin at and 60 seconds to add 1
piece of evidence and explanation for the topic and section of text for that
station.
Step 3: Groups will rotate and repeat step 2 at a new station, but they may NOT
use the same example from a previous group.
Step 4: Repeat step 3 until students have been to each station.
Step 5: Have students gallery walk the findings of their classmates and select
1 piece of evidence per topic to add to their graphic organizer.
Note: This may be completed with chart paper or electronically via Padlet or Slides
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Instructional Supports and Extensions
Assessment (Required) :
Write a paragraph that argues how Oates’ choices create suspense based on the tricks
from the article,“9 Tricks To Writing Suspense,” by Simon Wood. Use relevant text-based
evidence from “Where is Here?” to support your claim.
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English 10 Quarter 1
Arc 2, Session 17
MD College and
Career Ready
Standards
Essential
Questions
Learning
Objective(s)
Texts/Resources
Instructional Notes
RL 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL 9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or informal tone.)
W 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
W 9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
Do fears actually exist, or are they “a product of our imagination?”
How do people’s fears influence their actions?
How does the author build suspense to create the element of mystery, tension or surprise?
Students will write an argument to prove how one of the stories “House Taken Over” and “Where is
Here?” is a good example of suspense writing in fiction based on “9 Tricks To Writing Suspense,” by
Simon Wood.
● Q1 A2 Culminating Task
● “9 Tricks To Writing Suspense,” by Simon Wood
● All texts and media from the unit (Including Arc One)
Students should have the following completed before this session begins: body paragraph (session 12);
counterclaim (session 14); body paragraph (session 16). Based on the thesis statement that students
create, they should already have one body paragraph completed.
Assessments
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and
Learning Activities
Extensions
#WriteNow:
SPED/ESOL Consideration:
Review your notes from the Intro paragraph mini-lesson (Intro Paragraph
Students should continue using a
Mini-Lesson: Play the Draft an Engaging Introduction video for students. Review
graphic organizer to help them
Elements of an Introduction Paragraph.) What is key to include in an introductory
capture their ideas. Consider allowing
paragraph?
students to turn in handwritten
essays, or allow them extra time to
Unlock/Revisit the Prompt: Q1 A2 Culminating Task
type their essays. It is important to
remember that some ELLs might not
Mini-Lesson: Paragraph Writing
be familiar with typing on a computer,
Review with students common mistakes from their paragraphs.
or the format of an essay.
● Hamburger Essay Graphic Organizers
(This can be done in small groups after you have sorted their work by students’
● Hamburger Essay Intermediate ELLS
mistakes or needs).
While you are working with different groups, the other students should review their
graphic organizers/anchor chart, and article “9 Tricks To Writing Suspense,” by Simon
Wood and determine which story includes at least 3 tricks listed by Wood.
Thesis Writing Support: Easy Writer 2b:Developing a working thesis (pages 10-11) Have
students write a thesis statement and submit it for teacher review before they move on
● Hamburger Essay Newcomer/Beginner
ELLS
● Writing Toolkit
● Sentence starters, and sentence
frames will help students when writing
their first drafts.
Encourage students to color code the
parts of their paragraph(s). This will
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to the next section, 2d: Planning and drafting and 2e (pages, 12-15). Have students
share out and discuss effective ways to improve their thesis statement.
Evidence Selection (Required): Now that students have created their own thesis
statement, they should have a clear idea of what evidence they will need to support it.
Have a brief discussion about how the evidence on the capture sheet will support their
thesis statement. Remind students about the structure of argumentative writing:
● Introduction: Attention Grabber / Hook, Background Information, Thesis
Statement
● Body: Three body paragraphs (three major arguments)
● Counterargument: An argument to refute earlier arguments and give weight to
the actual position
● Conclusion: Rephrasing the thesis statement, major points, call to attention,
or concluding remarks.
Remind students they will need evidence of how the story uses the “9 Tricks” to make
the story a good example of suspense.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Write Draft: Remind students that they should already have one body paragraph
completed from an earlier session (12 or 16) that supports their thesis. Students should
now write an introduction, two additional body paragraphs, a counterclaim, and a
conclusion.
Peer Review: Provide students with time to peer review their rough draft. Students
should be looking to identify the following in their peer’s rough draft: thesis statement,
evidence to support their thesis statement, and an analysis that demonstrates why that
evidence proves that their story is a good example of suspense writing in fiction.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Revisions: Use the remaining time to revise drafts (introductions or body paragraphs,
depending on where your students are).
Exit Ticket: What is your biggest takeaway from the peer review in terms of improving
your writing?
Independent Assignment: Students should complete their rough draft before the next
class session.
help them identify the different parts,
and visually see if they are missing
anything. Consider giving them an
example paragraph to look at that has
already been highlighted in the same
color scheme. Include an adapted
version of the revision checklist for
students to be able to identify the
different parts of their essay:
introduction, background information,
thesis, topic sentence, details,
explanation, conclusion sentences,
conclusion paragraph. Students can
underline, or highlight these different
parts in their finished essay.
Instructional Supports and
Extensions
Extension: Students should write a brief
outline based on page 13 in Easy Writer.
Instructional Supports and
Extensions
Extensions: Continue to consider
having these students include three
pieces of evidence/examples instead
of two, or connecting multiple pieces
of evidence to make a single point.
When the students get to their
conclusion paragraph points them to
use UNC’s The Writing Center
Resources to expand on their ideas,
and not write in cliches.
Additional Support Sources:
Teachers should look in the Pearson
Realize Reader Writing Toolkit for
extra resources for the students.
There are written examples and
writing resources for the students.
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English 10 Quarter 1
Arc 2, Session 18
MD College and
Career Ready
Standards
Essential Questions
Learning Objectives
RI 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL 9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or informal tone.)
SL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
SL 9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
W 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
W 9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
Do fears actually exist, or are they “a product of our imagination?”
How do people’s fears influence their actions?
How does the author build suspense to create the element of mystery, tension or surprise?
Students will write an argument to prove how one of the stories “House Taken Over” and “Where is
Here?” is a good example of suspense writing in fiction based on “9 Tricks To Writing Suspense,” by
Simon Wood.
Students will revise their essays to include a variety of well-formed sentences and edit their essays to
correct errors in capitalization, spelling, and punctuation.
Texts/Resources
Instructional Notes
All texts and media from the unit.
Assessments
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and
Learning Activities
Extensions
Today we will ensure that our writing aligns with the prompt and rubric expectations. In
addition to a close examination of the rubric, we will spend time examining one
another’s papers and offering feedback to our peers.
#WriteNow: Read the quote and determine whether you agree, then elaborate on what
makes an effective writer? “All effective writing is rewriting. There are very few geniuses
who can transcribe what is in their head directly as a finished copy on the page. Culling,
cutting, rethinking, juxtaposing and rearranging are the very basics of writing.” (Bryce
Courtenay)
Introduction:
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Examine/Annotate the W1 MCAP Argumentative Performance Task Rubric.
Annotating the Rubric:
a.
Annotate it for keywords and phrases.
b.
Annotate each level of the rubric and notice how it changes. (Notice
how the adjectives change across each rubric point i.e.rubric point
4:full and complete understanding vs point 3: adequate
understanding)
Students will answer/identify what must be included in their essay based on the rubric.
Then, students will label the elements of their argument (claim, evidence, reasoning,
counterclaim(s)).
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Instructional Supports and
Extensions
Self Review:
Students should develop their essay (and color code their rubrics for each of these
categories):
● Claim in response to the question
● Support evidence from texts (literary and informational)
● Reasoning and Explanation to defend position
● Anticipated Counter Arguments/Rebuttal
Peer Review: Students should work with partners to peer review their first body
paragraph. Students should be prepared to make revisions to their body paragraph
based on their peer evaluations.
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Independent Assignment/Drafting:
With the time remaining, allow students to revise their essay draft.
Instructional Supports and Extensions
Exit Ticket: Name one challenge in completing today’s work and describe how you did,
or how you can, overcome that challenge.
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English 10 Quarter 1
Arc 2, Session 19
MD College and
Career Ready
Standards
Essential Questions
Learning Objectives
Texts/Resources
Instructional Notes
RI 9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
RL 9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the
language evokes a sense of time and place; how it sets a formal or informal tone.)
SL 9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
SL 9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually,
quantitatively, orally) evaluating the credibility and accuracy of each source.
SL 9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, substance, and style are appropriate to
purpose, audience, and task.
W 9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
W 9-10.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience.
W 9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
Do fears actually exist, or are they “a product of our imagination?”
How do people’s fears influence their actions?
How does the author build suspense to create the element of mystery, tension or surprise?
Students will revise their essays to include a variety of well-formed sentences and edit their essays to
correct errors in capitalization, spelling, and punctuation.
All texts and media from the unit.
Assessments
Independent Reading for a minimum of 10 minutes daily.
Introductory/ Developmental Activities/Collaborative Conversation (I Do) Instructional Supports and
Learning Activities
Extensions
#WriteNow: If you were going to write a story about a character who can’t figure out if
they are dreaming or awake, which of the 9 Tricks to Writing Suspense would you use.
Explain your answer.
Guided Practice/Collaborative Conversation (We Do) - Learning Activities
Instructional Supports and
Extensions
Essay Revise/Edit:
Students will complete the final revising/editing of their essay.
Instructional Supports and Extensions
Independent Practice/ Collaborative Conversation (You Do)
- Learning Activities
Independent Assignment/Drafting:
With the time remaining, allow students to revise/edit their essay draft.
Exit Ticket: Reflection on the analytical reading and the writing process this quarter.
What instruction or activities were the most helpful for you in reading and understanding
the texts this quarter? Explain how this was helpful.
What was most helpful to writing your final argumentative essay? Explain why this was
helpful.
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Instructional Supports
❖ Notice and Note Signposts
❖ SOAPSTONE
❖ TPCASTT
❖ Methods of Instruction/Effective Pedagogical Routines/Instructional Strategies
❖ Instructional Considerations: UDL, Differentiated Instruction, and Special
Education
❖ Differentiated Instruction
❖ Enrichment
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