I teach a 90-minute class, 4 days a week, for 5th graders at a high level of English. When they start to arrive, usually 15 minutes before, up to the first 5 minutes, they have word puzzles and sustained silent reading. For the fifteen minutes after that, we do some warm-up activities, either extending on the story we are reading such as reading response journaling, reading aloud to them, or even mind stretches like brainstorming or critical thinking activities, depending on what gets rolled on the warm-up activities cube. Then we launch into whatever our focus is for that day: Mondays are for literacy focus, Wednesdays are for vocabulary and reading comprehension, Thursdays are for grammar focus, and Fridays are for spelling and reviewing the vocabulary, grammar and reading for that week. We spend about 30-35 minutes practicing that day’s skill and then for the last 15-20 minutes we’ll do a wrap-up activity of something practical such as looking at that week’s reading selection and finding examples of figurative speech (literacy focus), write an advice letter to the main character in a story (reading comprehension focus), edit a paragraph to make it more interesting with vivid adjectives (grammar focus), or do spelling dictation and vocabulary fill-in (spelling and vocabulary review).
I have a general routine to what happens each day, although there are plenty of days (or weeks) where we will do project work or focus on one particular skill.
The curriculum I work from is a literature-based language arts program so all of the skills are based on the weekly selection, unless I have made changes to what we read that week, such as doing a novel study or just skipping a particular story because it’s not culturally relevant. It’s quite a comprehensive, but malleable program which it needs to be in order to teach it in only 6 hours a week.