Teacher Resources for Instructional Planning


Grade 10, Reading and Literature Std # IV-3: Discern organizational patterns Determine the organizational pattern of a passage, but not label the pattern Chronological order Spatial order Order of importance Discern comparison and contrast relationships in a passage Discern cause and effect relationships in a passage

Lesson Plans: Author, Author Used over the entire term as an extra credit plan, this lesson helps familiarize your students with authors, while encouraging organization and strategy Critical Reading: Two Stories, Two Authors, Same Plot? Students read and contrast two different short stories with the same name Be a reading detective Students learn to compare and contrast through reading, making Venn diagrams, and presenting Tales of Supernatural Compares different eras' supernatural literature Organization Lesson Plan #1 Organization lesson plans geared toward GED students that appropriate for middle school students Organization Lesson Plan #2 Organization lesson plans geared toward GED students that appropriate for middle school students Organization Lesson Plan #3 Organization lesson plans geared toward GED students that appropriate for middle school students Organization Lesson Plan #4 Organization lesson plans geared toward GED students that appropriate for middle school students Organization Lesson Plan #5 Organization lesson plans geared toward GED students that appropriate for middle school students

Resources: Englishcompanion.com Handy printable guides (at bottom of site page) Suggestions for English Language Learners: ESL Ideas (B=Beginning, I=Intermediate, T=Transitional) (B, I) Students organize a how-to-do paragraph in chronological order by using a simple recipe that is common in their culture such as “how to make a tortilla.” (I, T) Using informational books and operating manuals, students organize a descriptive paragraph in correct operational order. Students can act-out the sequence of the operation. Example: “first, put the cassette into the player, then....” (I, T) In pairs, students write a story with dialogue by rewriting scrambled paragraphs provided by the teacher. Students then evaluate the written stories.
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