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i-319_PPG_Grade11.indd i
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American Tradition Program Planning Guide
Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and
publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat room subject matter or content, or for
consequences from application of the information in this book, and make no warranty, expressed or implied, with
respect to its content.
Trademarks: Some of the product names and company names included in this book have been used for
identification purposes only and may be trademarks or registered trade names of their respective manufacturers
and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or
sponsorship or endorsement by, such owners.
ISBN 978-0-82193-193-6
© 2009 by EMC Publishing, LLC
875 Montreal Way
St. Paul, MN 55102
E-mail: [email protected]
Web site: www.emcschool.com
All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without
prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature,
American Tradition may photocopy complete pages in sufficient quantities for classroom use only and not for resale.
Printed in the United States of America
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CONTENTS
Introduction
ix
Core Standards-Based Selections Chart
x
Reading Log & Evaluation Forms
xviii
Unit 1
Unit 1 Origins of the American Tradition Opener
Part 1: Native American Traditions / Understanding Literary Forms: The Oral Tradition /
The Osage Creation Account / The Navajo Creation Myth
Song of the Sky Loom / Prayer to the Pacific
Coyote and the Earth Monster
from The Iroquois Constitution
Part 2: Shaping the New World / A Journey through Texas
from The General History of Virginia / from Of Plymouth Plantation / Grammar & Style
Workshop: Subject-Verb Agreement
To My Dear and Loving Husband / Vocabulary & Spelling Workshop: Archaic Language
Huswifery
from Sinners in the Hands of an Angry God / Grammar & Style Workshop: Verb Tenses
from The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the
African, Written by Himself
On Being Brought from Africa to America / To S.M., a Young African Painter, on
Seeing His Works
Part 3: The American Revolution / Author Focus: Benjamin Franklin / from The
Autobiography of Benjamin Franklin / from Poor Richard’s Almanack / Ben
Franklin: Scientist and Inventor
Speech in the Virginia Convention / Vocabulary & Spelling Workshop: Word Parts
from Common Sense / from The Crisis, No. 1 / Grammar & Style Workshop: Pronouns
Declaration of Independence / Bill of Rights
Letter to John Adams
from Letters from an American Farmer
Speaking & Listening Workshop: Present a Literary Work
Writing Workshop: Persuasive Writing—Defend a Viewpoint
Test Practice Workshop
1
3
5
7
8
10
12
14
16
18
20
22
24
26
28
30
32
33
34
35
36
Unit 2
Unit 2 New England Renaissance Opener
Part 1: Fireside Poets / Thanatopsis / Vocabulary & Spelling Workshop: Greek and
Latin Words
Old Ironsides
Stanzas on Freedom
The Tide Rises, the Tide Falls / A Psalm of Life
from Snow-Bound
Part 2: Transcendentalism / Understanding Literary Forms: The Essay / Author Focus:
Ralph Waldo Emerson / from Nature / The Rhodora / Grammar & Style Workshop:
Sentence Variety
Concord Hymn
Author Focus: Henry David Thoreau / from Walden / The Present / Vocabulary & Spelling
Workshop: Denotation and Connotation
© EMC Publishing, LLC
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from Civil Disobedience / from Self-Reliance / Grammar & Style Workshop:
Sentence Fragments
Letter to Sophia Ripley
Part 3: American Gothic / The Devil and Tom Walker
Author Focus: Edgar Allan Poe / The Raven / Alone / Letter to John Allan
The Fall of the House of Usher / Understanding Literary Criticism: Psychological
Criticism / Grammar & Style Workshop: Run-On Sentences
Death of Edgar Allan Poe
The Minister’s Black Veil
Loomings, from Moby-Dick / Vocabulary & Spelling Workshop: Eponyms
Speaking & Listening Workshop: Prepare Notes for a Presentation
Writing Workshop: Descriptive Writing—Describe a Setting
54
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Unit 3
Unit 3 Slavery and the Civil War Opener
Part 1: A Nation Divided / from Narrative of the Life of Frederick Douglass, an
American Slave, Written by Himself / Frederick Douglass / Grammar & Style
Workshop: Unified Paragraphs
An Occurrence at Owl Creek Bridge
The Gettysburg Address / Letter to Mrs. Bixby / The Second Inaugural Address /
Grammar & Style Workshop: Parallel Structure
Farewell to His Army / At the Public Market Museum: Charleston, South Carolina
from Incidents in the Life of a Slave Girl, Seven Years Concealed / Grammar & Style
Workshop: Transitions
Part 2: Lyric Poets / Understanding Literary Forms: Poetry / Author Focus: Walt
Whitman / from Preface to Leaves of Grass / from I Hear America Singing /
Vocabulary & Spelling Workshop: Suffixes
from Song of Myself
By the Bivouac’s Fitful Flame / Beat! Beat! Drums! / Mathew Brady: Civil War
Photographer
Ode to Walt Whitman
Author Focus: Emily Dickinson / Much Madness is divinest Sense— / I heard a Fly
buzz—when I died— / Because I could not stop for Death— / This is my letter to the
World / Battle for the Belle of Amherst
There’s a certain Slant of light— / My life closed twice before its close— / The Soul
selects her own Society—
Speaking & Listening Workshop: Deliver a Narrative Presentation
Writing Workshop: Persuasive Writing—Solve a Problem
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98
Unit 4
Unit 4 Expanding Frontiers Opener
Part 1: Realism and Naturalism / Author Focus: Mark Twain / The Notorious Jumping
Frog of Calaveras County / How to Tell a Story / Grammar & Style Workshop:
Irregular Verbs
from Life on the Mississippi / Understanding Literary Criticism: BiographicalHistorical Criticism
The Outcasts of Poker Flat / Grammar & Style Workshop: Modifiers
Richard Cory / Miniver Cheevy
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To Build a Fire / How to Build a Campfire / Vocabulary & Spelling Workshop:
Context Clues
Do not weep, maiden, for war is kind / A Man Said to the Universe
Part 2: The Native American Experience / I Will Fight No More Forever / I Am the
Last of My Family
from Black Elk Speaks
I Tried to Be Like My Mother
Part 3: Struggling for Equality / Understanding Literary Forms: The Speech / Keeping
the Thing Going While Things Are Stirring / Ain’t I a Woman?
The Destructive Male / Woman’s Right to Suffrage / Letter to Elizabeth Cady Stanton
The Emancipation of Women
The Story of an Hour / Grammar & Style Workshop: Verbal Phrases
from Songs of Gold Mountain
We Wear the Mask
from Up from Slavery
from The Souls of Black Folk
Booker T. and W. E. B.
Speaking & Listening Workshop: Use Active-Listening Skills
Writing Workshop: Descriptive Writing—Create a Profile
109
111
113
115
117
118
120
122
123
125
127
129
130
132
133
134
135
Unit 5
Unit 5 Early Twentieth Century Opener
Part 1: Modernism / Understanding Literary Forms: The Novel / from The Great Gatsby /
Grammar & Style Workshop: Subordination
Author Focus: Ernest Hemingway / from The Sun Also Rises / from For Whom the
Bell Tolls / The Artist’s Reward / Grammar & Style Workshop: Coordination
In a Station of the Metro / The River-Merchant’s Wife: A Letter / A Few Don’ts by
an Imagiste
Petals / Mid-Day
Author Focus: William Carlos Williams / The Red Wheelbarrow / This Is Just to Say /
The Dance / Vocabulary & Spelling Workshop: Semantic Families
The Love Song of J. Alfred Prufrock
Understanding Literary Criticism: Reader-Response Criticism / Poetry / Ars Poetica
Ars Poetica
somewhere i have never travelled,gladly beyond
Anecdote of the Jar
Part 2: The Common Life / A Wagner Matinee / Grammar & Style Workshop: Appositives
Lucinda Matlock / Petit, the Poet
Author Focus: Robert Frost / Birches / from Robert Frost: A Life / Mending Wall /
The Death of the Hired Man
Chicago / The Architecture of Chicago / Grass
Sonnet XXX / from A Few Figs from Thistles
Part 3: Harlem Renaissance / Author Focus: Langston Hughes / The Negro Speaks of
Rivers / I, Too, Sing America / from The Big Sea
America / A Black Man Talks of Reaping / Vocabulary & Spelling Workshop: Synonyms
and Antonyms
Author Focus: James Weldon Johnson / My City / Go Down, Death / from Black
Manhattan
Any Human to Another
Storm Ending
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152
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from Dust Tracks on a Road
Speaking & Listening Workshop: Use Visual Aids
Writing Workshop: Narrative Writing—Write an Application Essay
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Unit 6
Unit 6 Depression and World War II Opener
Part 1: Hard Times / from Let Us Now Praise Famous Men / Grammar & Style
Workshop: Precise Language
Author Focus: John Steinbeck / from The Grapes of Wrath / Letter to Elizabeth Otis /
The Chrysanthemums
A Date Which Will Live in Infamy / from No Ordinary Time
The Death of the Ball Turret Gunner / World War II Recruitment Posters
A Noiseless Flash, from Hiroshima / Grammar & Style Workshop: Active and
Passive Voice
The Watch
Part 2: Southern Renaissance / Understanding Literary Forms: The Short Story /
The Jilting of Granny Weatherall
Author Focus: William Faulkner / A Rose for Emily / Nobel Prize Acceptance
Speech / Darl, from As I Lay Dying / Grammar & Style Workshop: Possessive
Nouns and Pronouns
The Son
A Worn Path / Is Phoenix Jackson’s Grandson Really Dead? / Vocabulary & Spelling
Workshop: Contractions
Portrait of a Girl in Glass / Vocabulary & Spelling Workshop: Colloquial Language
Speaking & Listening Workshop: Deliver a How-To Presentation
Writing Workshop: Expository Writing: Create a Multimedia Presentation
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185
187
189
191
193
195
197
199
201
202
203
Unit 7
Unit 7 Postwar Era Opener
Part 1: Real Life / The Life You Save May Be Your Own
The Magic Barrel / Grammar & Style Workshop: Hyphens, Ellipses, and Italics
Elegy for Jane
One Art
Farewell to a Traveler
Once More to the Lake
Part 2: Conflict and Conformity / Understanding Literary Forms: The Drama /
Author Focus: Arthur Miller / The Crucible, Act I / from Why I Wrote “The Crucible”:
An Artist’s Answer to Politics
The Crucible, Act 2
The Crucible, Act 3 / Senate Hearings: McCarthy-Welch Exchange: “Have You No
Sense of Decency?”
The Crucible, Act 4 / Understanding Literary Criticism: Political Criticism /
Grammar & Style Workshop: Capitalization
from Black Boy
Midway / U.S. Supreme Court Decision: Brown v. Board of Education of Topeka
from Quiet Strength
Part 3: The Beat Movement / from On the Road / Vocabulary & Spelling Workshop:
Compound Words
A Supermarket in California / Vocabulary & Spelling Workshop: Borrowed Words
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Riprap / Pine Tree Tops
Constantly risking absurdity
Speaking & Listening Workshop: Develop Nonverbal Communication Skills
Writing Workshop: Persuasive Writing—Review a Film or Play
234
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238
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240
Unit 8
Unit 8 Early Contemporary Era Opener
Part 1: Global Tension / Inaugural Address
At the Bomb Testing Site / Traveling Through the Dark
Ambush / Grammar & Style Workshop: Sensory Details
Camouflaging the Chimera / Monsoon Season
Game / Grammar & Style Workshop: Commas
Part 2: Personal Challenges / Letter from Birmingham Jail / Dr. King Arrested at
Birmingham
The Rockpile / from On James Baldwin / Grammar & Style Workshop: Colons and
Semicolons
Understanding Literary Forms: The Memoir / Author Focus: Gwendolyn Brooks /
from Report from Part One / To Black Women / The Explorer
from The Woman Warrior
from The Way to Rainy Mountain / Vocabulary & Spelling Workshop: Native
American Words
Hunger in New York City
The Writer / Boy at the Window
The Handsomest Drowned Man in the World
Son
Part 3: Confessional Poets / The Starry Night / Vocabulary & Spelling Workshop:
Celestial Words
Morning Song / Mirror
Commander Lowell
Speaking & Listening Workshop: Evaluate a Well-Known Speech or Speaker
Writing Workshop: Descriptive Writing: Write a Descriptive Poem
241
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257
259
261
263
265
267
269
271
273
275
277
278
279
Unit 9
Unit 9 Contemporary Era Opener
Part 1: Heritage / Author Focus: Alice Walker / Though We May Feel Alone / Dream /
My Mother’s Blue Bowl / Grammar & Style Workshop: Quotations
The Names of Women
Daughter of Invention
What Is Supposed to Happen
The Latin Deli: An Ars Poetica
Wingfoot Lake
Mother Tongue / Understanding Literary Criticism: Sociological Criticism
Straw Into Gold: The Metamorphosis of the Everyday / Vocabulary & Spelling
Workshop: Homophones
Thinking Back
A Story
What For
Defining the Grateful Gesture
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Part 2: Contemporary America / Understanding Literary Forms: Literary Nonfiction /
from Great Plains / Seeing, from Dakota: A Spiritual Geography / So This Is Nebraska /
Vocabulary & Spelling Workshop: Common Spelling Errors
Throughput, from Fast Food Nation
On the Mall / Grammar & Style Workshop: Summarizing and Paraphrasing /
Grammar & Style Workshop: Documenting Sources
Man Listening to Disc / The Blues
Author Focus: Donald Hall / Couplet: Old-Timers’ Day, Fenway Park, 1 May 1982 /
Letter in Autumn / Let Evening Come
Learning to Love America
A Quilt of a Country
Speaking & Listening Workshop: Present an Argument
Writing Workshop: Persuasive Writing—Write a Research Paper
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Introduction
This comprehensive Program Planning Guide serves as a road map to the entire Mirrors & Windows:
Connecting with Literature program. It lists all the components available for each lesson in the
textbook and offers options that help you address your own curriculum needs, student requirements,
and schedules. This integrated approach makes it easy to incorporate language arts skills such as
reading, vocabulary, critical thinking, and media literacy into each lesson.
To help you meet the diverse needs of your students, the Mirrors & Windows program offers a
wealth of material—much more than you can teach in one school year. As a result, one challenge you
will face is identifying the resources that are best suited to your particular situation. The Program
Planning Guide offers several tools to help you meet that challenge.
The guide begins with a Core Standards-Based Selections chart outlining a basic course of study
for teaching the critical skills covered in formal language arts assessments. If you start your curriculum
planning with this chart, you will know that you are teaching the key material your students need
for success.
Three types of lesson plans are provided in the body of this guide:
• Unit introduction plans allow you to plan your teaching of each unit and introduce the unit.
• Selection plans include one or more selections, plus workshops and special features that are
grouped with those selections.
• End-of-unit workshop plans cover the workshops that appear at the end of each unit.
The lesson plans begin with pacing, selection details (if applicable), and objectives. They are
then broken into the following categories to provide easy identification of the information you
need: Plan, Preview and Motivate, Teach, Differentiate Instruction, Review and Extend, and Assess.
Each plan lists all the supplemental resources that support the lesson:
• Meeting the Standards activities and quizzes
• Differentiated Instruction lessons
• Exceeding the Standards lessons
• Assessment Guide tests and exams
• Technology Tools: EMC Launchpad, Annotated Teacher’s Edition on CD, Interactive Student Text on
CD, ExamView® Assessment Suite on CD, ETS Online Criterion-Based Essay Grader (Grades 9–12),
Visual Teaching Package, EMC Audio Library, EMC E-Library, and mirrorsandwindows.com
Additional planning materials appear in your Annotated Teacher’s Edition. The Visual Planning
Guide at the start of each unit presents a quick view of the supplemental materials available for each
selection. The Scope and Sequence Guide provides a breakdown of the apparatus for each selection,
including literary elements, reading level and reading skills, cross-curricular connections, and the
Mirrors & Windows theme.
The E-Lesson Planner packages the entire Mirrors & Windows program, including the lesson
plans, in one easy-to-use calendar resource. With the E-Lesson Planner, you can link directly to
activities listed in the lesson plans, search complete versions of all teacher resources, download
correlated state standards directly into your lesson plans, customize lesson plans and save links
to your own resources and lessons, drag and drop prepared lesson plans into a calendar, display
multiple course plans on one calendar, and export completed course plans to your Microsoft®
Outlook® calendar.
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INTRODUCTION
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Mirrors & Windows
Core Standards-Based Selections
Level VI (Grade 11)
The selections and workshops listed here represent the core course of study students need to master
critical skills that appear on formal assessments. To ensure standards coverage, students who are
having difficulty may concentrate on only these selections and workshops. Students on and above
grade level may read more selections.
Pacing
Unit
UNIT 1
ORIGINS OF THE
AMERICAN TRADITION,
TO 1800
Grammar & Style
Workshops:
Subject-Verb Agreement;
Verb Tenses; Pronouns
Vocabulary & Spelling
Workshops:
Archaic Language;
Word Parts
Writing Workshop:
Persuasive Writing:
Defend a Viewpoint
Speaking & Listening
Workshop:
Present a Literary Work
Selections
i-319_PPG_Grade11.indd x
Reading /
Informational Skills
Regular
Block
Schedule Schedule
The Osage Creation Myth &
Account from The Chronological
Navajo Creation
Order
Myth
Visualizing
1 day
0.5 day
Comparing
Point of View
Literature:
from The General
History of Virginia /
from Of Plymouth
Plantation
Comparing, Identifying
Author’s Approach,
Clarifying Information,
Using Context Clues
2 days
1 day
To My Dear and
Loving Husband
Using Context Clues
1 day
0.5 day
from Sinners in the Analogy &
Hands of an Angry Repetition
God
Summarizing
2 days
1 day
from The
Allusion,
Interesting
Rhetorical
Narrative of the
Questions
Life of Olaudah
Equiano, or
Gustavus Vassa, the
African, Written by
Himself
Making Predictions
2 days
1 day
2 days
1 day
from The
Autobiography of
Benjamin Franklin
x
Literary Skill
Hyperbole &
Paradox
Autobiography Distinguishing Fact from
& Neoclassicism Opinion
from Poor Richard’s Aphorisms
Almanack
Sequencing of Events
Informational Text
Connection:
Ben Franklin:
Scientist and
Inventor
Determining the
Importance of Details
CORE STANDARDS-BASED SELECTIONS
Informational
Text
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Pacing
Unit
Selections
Literary Skill
i-319_PPG_Grade11.indd xi
Regular
Block
Schedule Schedule
Speech in the
Rhetorical
Virginia Convention Question &
Enlightenment
Identifying Multiple
Levels of Meaning,
Making Inferences
2 days
1 day
from Common
Sense / from The
Crisis, No. 1
Argument &
Tone
Making Inferences,
Identifying Author’s
Purpose
2 days
1 day
Declaration of
Independence
Thesis &
Parallelism
Analyzing Text
Organization
2 days
1 day
Informational Text
Connection:
The Bill of Rights
UNIT 2
NEW ENGLAND
RENAISSANCE,
1800–1850
Grammar & Style
Workshops:
Sentence Variety;
Sentence Fragments;
Run-On Sentences
Workshops:
Denotation and
Connotation
Writing Workshop:
Descriptive Writing:
Describe a Setting
Workshop:
Prepare Notes for a
Presentation
Reading /
Finding the Main Idea
Thanatopsis
Blank Verse &
Elaboration
Paraphrasing, Identifying
Author’s Purpose
2 days
1 day
Old Ironsides
Description &
Meter
Clarifying Information
1 day
0.5 day
The Tide Rises, the
Tide Falls
Mood &
Personification
1 day
0.5 day
from Nature / The
Rhodora
Argument,
Theme &
Aphorism
Using Context Clues,
2 days
1 day
Comparing
Literature:
from Civil
Disobedience /
from Self-Reliance
Thesis & Irony
Monitoring
Comprehension,
Paraphrasing, Identifying
Author’s Purpose
2 days
1 day
The Devil and Tom Plot, Conflict,
Walker
Exposition &
Climax
Making Inferences
2 days
1 day
The Fall of the
House of Usher
Gothic Fiction &
Foreshadowing
Making Predictions,
2 days
Comparing & Contrasting,
Determining the
1 day
Loomings, from
Moby-Dick
Allusion, Tone & Making Inferences
Motivation
1 day
0.5 day
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Pacing
Literary Skill
Reading /
Regular
Block
Schedule Schedule
Unit
Selections
UNIT 3
SLAVERY AND THE
CIVIL WAR, 1850–1865
Grammar & Style
Workshops:
Unified Paragraphs
Workshops:
Suffixes
Writing Workshop:
Persuasive Writing: Solve
a Problem
Workshop:
Deliver a Narrative
Presentation
from Narrative
of the Life of
Frederick Douglas,
an American Slave,
Written by Himself
Stereotypes &
Tone
Determining Cause &
Effect
3 days
1.5 days
An Occurrence at
Owl Creek Bridge
Psychological
Fiction &
Flashback
Making Predictions,
Determining Cause &
Effect, Making Inferences
2 days
1 day
The Gettysburg
Parallelism &
Address /
Antithesis
The Second
Inaugural Address /
Primary Source
Connection: Letter
to Mrs. Bixby
Using Context Clues
2 days
1 day
from Preface to
Leaves of Grass /
from I Hear
America Singing
Romanticism &
Free Verse
Using Context Clues
3 days
1.5 days
Informational Text
Connection:
Mathew Brady:
Civil War
Photographer
Informational
Text
Distinguishing Fact from
Opinion
Much Madness is
Personification & Comparing & Contrasting, 2 days
divinest Sense— / Slant Rhyme
Making Inferences
I Heard a Fly
buzz—when I
died— /
Because I could not
stop for Death— /
This is my letter
to the World /
Informational Text
Connection: Battle
for the Belle of
Amherst
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Pacing
Unit
UNIT 4
EXPANDING FRONTIERS,
1865–1910
Grammar & Style
Workshops:
Irregular Verbs; Modifiers;
Verbal Phrases
Writing Workshop:
Create a Profile
Workshop:
Use Active-Listening Skills
i-319_PPG_Grade11.indd xiii
Selections
The Notorious
Jumping Frog of
Calaveras County
Literary Skill
Dialect & Frame
Tale
Primary Source
Connection:
How to Tell a Story
Reading /
Clarifying Information,
Determining the
Regular
Block
Schedule Schedule
4 days
2 days
2 days
1 day
The Outcasts of
Poker Flat
Character &
Motivation
Approach, Determining
the Importance of Details
To Build a Fire
Setting, Plot &
Conflict
Identifying Multiple Levels 3 days
of Meaning, Making
Inferences, Making
Predictions
Informational Text
Connection:
How to Build a
Campfire
Informational
Text
Analyzing Text
Organization
Do not weep,
maiden, for war is
kind /
A Man Said to the
Universe
Irony,
Identifying Main Idea
Personification &
Naturalism
Keeping the Thing Style & Dialect
Going While Things
Are Stirring
Purpose
Literature
Connection:
Ain’t I Woman
Style
Making Inferences
The Story of an
Hour
Reversal & Irony Making Predictions,
Determining Cause &
Effect
1.5 days
1 day
0.5 day
2 days
1 day
2 days
1 day
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Pacing
Unit
UNIT 5
EARLY TWENTIETH
CENTURY, 1910–1929
Grammar & Style
Workshops:
Subordination;
Coordination; Appositives
Workshops:
Semantic Families;
Synonyms and Antonyms
Writing Workshop:
Narrative Writing: Write
an Application Essay
Workshop:
Use Visual Aids
Selections
Literary Skill
Setting &
Narrator
Determining the
Importance of Details,
Making Inferences
2 days
1 day
from The Sun Also
Rises /
from For Whom
the Bell Tolls
Plot &
Motivation
Making Inferences,
Following the Sequence
of Events
4 days
2 days
3 days
1.5 days
2 days
1 day
Literature
Theme
Connection:
The Artist’s Reward
Birches /
Mending Wall /
The Death of the
Hired Man
Making Inferences
Meter & Symbol Making Inferences
Primary Source
Connection:
from Robert Frost:
A Life
Drawing Conclusions
Sensory Details
& Parallelism
Interpreting Visual Aids
Informational Text
Connection:
The Architecture
of Chicago
i-319_PPG_Grade11.indd xiv
Regular
Block
Schedule Schedule
from The Great
Gatsby
Chicago / Grass
xiv
Reading /
The Negro Speaks
of Rivers /
I, Too, Sing
America
Speaker & Tone
Using Context Clues
2 days
1 day
Comparing
Literature:
America /
A Black Man Talks
of Reaping
Sonnet &
Allegory
Identifying Multiple Levels 2 days
of Meaning
1 day
from Dust Tracks
on a Road
Metaphor &
Dialect
Asking Questions
0.5 day
1 day
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Pacing
Unit
UNIT 6
DEPRESSION &
WORLD WAR II,
1929–1945
Grammar & Style
Workshops:
Possessive Nouns and
Pronouns
Workshops:
Colloquial Language
Writing Workshop:
Expository Writing:
Create a Multimedia
Presentation
Workshop:
Deliver a How-to
Presentation
i-319_PPG_Grade11.indd xv
Selections
Literary Skill
Reading /
Regular
Block
Schedule Schedule
from The Grapes
Setting &
of Wrath / Primary Dialogue
Source Connection:
Letter to Elizabeth
Otis / The
Chrysanthemums
Making Inferences
The Death of the
Ball Turret Gunner
Identifying Multiple Levels 1 day
of Meaning
Extended
Metaphor &
Imagery
Informational Text
Connection:
World War II
Recruitment
Posters
3 days
1.5 days
0.5 day
Interpreting Visual Aids
A Rose for Emily /
Darl, from As I Lay
Dying
Setting &
Conflict
Drawing Conclusions
4 days
2 days
Portrait of a Girl in
Glass
Irony &
Foreshadowing
Making Predictions
2 days
1 day
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7/9/09 10:47:09 AM
Pacing
Unit
UNIT 7
POSTWAR ERA,
1945–1960
Grammar & Style
Workshops:
Hyphens, Ellipses, and
Italics; Capitalization
Workshops:
Compound Words
Writing Workshop:
Persuasive Writing:
Review a Film or Play
Workshop:
Develop Nonverbal
Communication Skills
Selections
Literary Skill
i-319_PPG_Grade11.indd xvi
Drawing Conclusions,
Making Predictions,
Comparing & Contrasting
Regular
Block
Schedule Schedule
The Magic Barrel
Motivation &
Antihero
The Crucible, Act 1
Stage Directions Determining Cause &
& Dialogue
Effect, Comparing &
Contrasting, Making
Inferences
Primary Source
Connection:
from Why I Wrote
“The Crucible”
Metaphor &
Allusion
The Crucible, Act 2
Characterization Comparing & Contrasting, 1 day
& Allusion
Making Predictions, Asking
Questions, Drawing
Conclusions
0.5 day
The Crucible, Act 3
Irony & Mood
2 days
1 day
Informational Text:
Senate Hearings
McCarthy-Welch
Exchange: “Have
You No Sense of
Decency?”
xvi
Reading /
2 days
1 day
2 days
1 day
Opinion
Asking Questions, Making
Predictions, Making
Inferences
Opinion, Comparing &
Contrasting
The Crucible, Act 4
Theme
Asking Questions,
2 days
Identifying Multiple Levels
of Meaning
1 day
from On the Road
Narrator &
Diction
Skimming & Scanning
0.5 day
1 day
7/9/09 10:47:09 AM
Pacing
Reading /
Unit
Selections
Literary Skill
UNIT 8
EARLY CONTEMPORARY
ERA, 1960–1980
Grammar & Style
Workshops:
Commas
Writing Workshop:
Write a Descriptive Poem
Workshop:
Evaluate a Well-Known
Speech or Speaker
At the Bomb
Testing Site /
Traveling Through
the Dark
Mood & Diction
Game
Diction & Theme Determining the
UNIT 9
CONTEMPORARY ERA,
1980 TO PRESENT
Grammar & Style
Workshops:
Quotations; Summarizing
and Paraphrasing;
Documenting Sources
Workshops:
Homophones; Common
Spelling Errors
Writing Workshop:
Persuasive Writing:
Write a Research Paper
Workshop:
Present an Argument
i-319_PPG_Grade11.indd xvii
Visualizing
Regular
Block
Schedule Schedule
2 days
1 day
1 day
0.5 day
Letter from
Argument &
Birmingham Jail /
Allusion
Informational Text
Connection:
Dr. King Arrested at
Birmingham
Analyzing Text
Organization
2 days
1 day
from Report from Theme &
Part One / To Black Parallelism
Women / The
Explorer
Asking Questions
2 days
1 day
Morning Song /
Mirror
Comparing & Contrasting, 1 day
Finding Main Idea
0.5 day
2 days
1 day
Speaker &
Enjambment
Free Verse &
Through We May
Feel Alone /
Style
Dream / My
Mother’s Blue Bowl
Daughter of
Invention
Conflict & Cliché Clarifying Information,
Drawing Conclusions
2 days
1 day
Straw into
Gold: The
Metamorphosis of
the Everyday
Essay &
Metaphor
Asking Questions
2 days
1 day
Comparing
Literature:
from Great Plains /
Seeing, from
Dakota: a Spiritual
Geography
Description &
Tone
2 days
1 day
On the Mall
Purpose & Irony Asking Questions,
2 days
1 day
xvii
7/9/09 10:47:09 AM
Name:
Date:
Reading Log
Week of
Date
Title
Author
Pages Read
From
To
Summary/
Reactions
Total number of pages read this week:
Genres read this week (circle):
Fiction
xviii
i-319_PPG_Grade11.indd xviii
READING LOG
Nonfiction
Poetry
Drama
Folk Literature
7/9/09 10:47:09 AM
Name:
Date:
EVALUATION FORM 1
Communicating in a Pair Group: Self-Evaluation
Communicating with another person is a two-way street: it involves both listening carefully and speaking clearly. Being an
effective communicator when interacting with another person includes
• making eye contact and maintaining a relaxed posture
• providing feedback as you listen
• not interrupting
• rephrasing what the speaker says to show you understand
• controlling your emotions
• distinguishing between facts and opinions
Evaluating Pair-Group Communication—Self-Evaluation
Use the scales on this page to analyze and rate yourself on the items below. Place a check mark at the point on
the scale that you feel corresponds to your number for each item. Then give yourself an overall score for how well
you communicated with your partner and write a short evaluation. Suggest ways that you could improve your
communication skills.
I made eye contact and maintained a relaxed posture.
4
3
2
1
0
I provided feedback as I listened.
4
3
2
1
0
1
0
I did not interrupt.
4
3
2
I rephrased what my partner said to show that I understood.
4
3
2
1
0
I controlled my emotions.
4
3
2
1
0
I backed up facts with details from the text and gave my opinions.
4
3
2
1
0
Overall score
Suggestions for improvement
i-319_PPG_Grade11.indd xix
EVALUATION FORM 1
xix
7/9/09 10:47:09 AM
Name:
Date:
EVALUATION FORM 2
Communicating in a Pair Group: Peer-Evaluation
Communicating with another person is a two-way street: it involves both listening carefully and speaking clearly. Being an
effective communicator when interacting with another person includes
• making eye contact and maintaining a relaxed posture
• providing feedback as you listen
• not interrupting
• rephrasing what the speaker says to show you understand
• controlling your emotions
• distinguishing between facts and opinions
Evaluating Pair-Group Communication—Peer Evaluation
Use the scales on this page to analyze and rate your partner on the items below. Place a check mark at the point on the
scale that you feel corresponds to your partner’s number for each item. Then give your partner an overall score for how
well your partner communicated and write a short evaluation. Suggest ways that your partner could improve his or her
My partner made eye contact and maintained a relaxed posture.
4
3
2
1
0
My partner provided feedback as he/she listened.
4
3
2
1
0
My partner did not interrupt.
4
3
2
1
0
My partner rephrased what I said to show that she/he understood.
4
3
2
1
0
My partner controlled his/her emotions.
4
3
2
1
0
My partner backed up facts with details from the text and gave her/his opinions.
4
3
2
1
0
Overall score
xx
i-319_PPG_Grade11.indd xx
EVALUATION FORM 2
7/9/09 10:47:09 AM
Name:
Date:
EVALUATION FORM 3
Communicating in a Small Group
Communicating in a small group requires all the elements of effective communication between two people. But when
you’re working with a small group, it’s also necessary to observe some other guidelines. These include
• respecting group norms, or rules that govern behavior for group members
• understanding group roles (possible group roles: reader, timekeeper, recorder, summarizer, foreperson)
• taking turns
• helping to create a positive climate
• establishing group goals
Evaluating Small-Group Communication
Use the scales on this page to analyze and rate your group on the items below. Place a check mark at the point on the
scale that you feel corresponds to your group’s number for each item. Then give your group an overall score for how well
it communicated and write a short evaluation. Suggest ways your group could improve its communication.
Group members understand and respect group norms.
4
3
2
1
0
Group members understand group roles.
4
3
2
1
0
Group members take turns participating.
4
3
2
1
0
Group members help to create a positive climate.
4
3
2
1
0
Group members work together to establish group goals.
4
3
2
1
0
Overall score
i-319_PPG_Grade11.indd xxi
EVALUATION FORM 3
xxi
7/9/09 10:47:09 AM
Name:
Date:
EVALUATION FORM 4
Communicating in a Large Group
Large groups require many of the same skills you use in a small group. However, large groups also require special
communication skills. Some of these skills are
• sharing group roles so everyone can participate
• focusing on key relationships and finding key people to lead the group
• emphasizing group identity and setting reachable goals
• standing up when presenting
• avoiding “groupthink,” the pressure to conform
• taking responsibility and helping each other finish tasks
Evaluating Large-Group Communication
Use the scales on this page to analyze and rate your group on items below. Place a check mark at the point on the scale
that you feel corresponds to your group’s number for each item. Then give your group an overall score for how well
members communicated with each other and write a short evaluation. Suggest ways that your group could improve its
Group members shared roles so everyone could participate.
4
3
2
1
0
Group members focused on key relationships and key people who could lead our group.
4
3
2
1
0
Group members emphasized a group identity and set reachable goals.
4
3
2
1
0
Group members stood up when making presentations.
4
3
2
1
0
Group members stated their opinions and were not pressured to conform.
4
3
2
1
0
Group members took responsibility for completing the assignment and helped each other finish tasks.
4
3
2
1
0
Overall score
xxii
i-319_PPG_Grade11.indd xxii
EVALUATION FORM 4
7/9/09 10:47:10 AM
Name:
Date:
EVALUATION FORM 5
Asking Questions: Questioning Skills
Knowing the most effective ways to ask and answer questions in a group can help you become a great communicator.
Here are some guidelines to remember when asking questions.
• Wait to be recognized.
• Make your questions short, clear, and direct.
• Don’t debate or argue with the speaker.
• Don’t take too much of others’ time.
• Don’t give a speech yourself.
Evaluating Questioning Skills
Use the scales on this page to analyze and rate your abilities for the items below. Place a check mark at the point on the
scale that you feel corresponds to your number for each item. Then give yourself an overall score for how well you asked
questions, and write a short evaluation of your abilities, suggesting ways you could improve your communication skills.
I waited to be recognized.
4
3
2
1
0
I asked short, clear, and direct questions.
4
3
2
1
0
I did not debate or argue with the speaker.
4
3
2
1
0
I did not take too much time asking questions.
4
3
2
1
0
I did not give a speech when I asked a question.
4
3
2
1
0
Overall score
i-319_PPG_Grade11.indd xxiii
EVALUATION FORM 5
xxiii
7/9/09 10:47:10 AM
Name:
Date:
EVALUATION FORM 6
Answering Questions: Answering Skills
Here are some guidelines to remember when answering questions.
• Be prepared for a question-and-answer period.
• Be patient.
• Make your answers clear, short, and direct.
• Rephrase difficult questions.
• Be courteous.
• Try to handle difficult members of the audience gracefully.
Evaluating Answering Skills
Use the scales on this page to analyze and rate your abilities on the items below. Place a check mark at the point on the
scale that you feel corresponds to your number for each item. Then give yourself an overall score for how well you
answered questions, and write a short evaluation of your abilities, suggesting ways you could improve your
I was prepared for a question-and-answer period.
4
3
2
1
0
2
1
0
I was patient.
4
3
I gave clear, short, and direct answers.
4
3
2
1
0
I rephrased difficult questions.
4
3
2
1
0
2
1
0
I was courteous.
4
3
I handled difficult members of the audience gracefully.
4
3
2
1
0
Overall score
xxiv
i-319_PPG_Grade11.indd xxiv
EVALUATION FORM 6
7/9/09 10:47:10 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Unit 1 Origins of the American Tradition Opener, p. 1
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• understand the impact of historical,
social, and political elements on literature
extending from the beginnings of the
American tradition to 1800
• identify the characteristics of Native
American literary traditions
• identify the characters of the literature
created during the period of European
exploration and early settlement, as well as
the era of the American Revolution
Plan the Unit
Use the following resources to plan instruction for this unit:
____ Unit 1 Visual Planning Guide: Unit-Based Resources, ATE, pp. 1A–1B
____ Unit 1 Visual Planning Guide: Lesson-by-Lesson Resources, ATE, pp. 1C–1F
____ Unit 1 Scope & Sequence Guide, ATE, pp. 1G–1L
____ Unit 1 Building Vocabulary, ATE, pp. 1K–1N
____ Launch the Unit, ATE, p. 1
Teach the Unit Opener
Choose from the following resources to teach the unit opener:
____ Unit 1 Overview, SE/ATE, p. 1
____ Timeline: Origins of the American Tradition to 1800, SE/ATE, pp. 2–3
____ Historical Introduction: Origins of the American Tradition to 1800, SE/ATE, pp. 4–6
____ Origins of the American Tradition Study Guide: Introduction, Meeting the Standards
Unit 1, p. 1
____ Origins of the American Tradition Study Guide: Historical Context, Meeting the Standards
Unit 1, pp. 2–3
____ Origins of the American Tradition Study Guide: Master Vocabulary List, Meeting the
Standards Unit 1, p. 17
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 5
____ English Language Learning, ATE, p. 5
____ Enrichment, ATE, p. 5
Extend the Unit
Choose from the following resources to extend the unit:
____ For Your Reading List, SE/ATE, p. 108
____ Unit 1, Exceeding the Standards: Grammar & Style, pp. 1–15
____ Media Literacy: Internet Research and Communication, Exceeding the Standards: Special
Topics, pp. 1–2
____ Developing Your Career and Life Portfolio, Exceeding the Standards: Special Topics, pp. 3–5
____ Unit 1, Exceeding the Standards: Vocabulary & Spelling, pp. 1–8
i-319_PPG_Grade11.indd 1
AMERICAN TRADITION, UNIT 1
1
7/9/09 10:47:10 AM
Assess
Administer the following assessment tool(s):
____ Formative Surveys 1 and 2, Assessment Guide, pp. 3–28
____ Reading Fluency Assessments, Passages 1 and 2, Assessment Guide, pp. 477–478
____ Unit 1 Exam, Assessment Guide, pp. 425–428
Technology Tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
2
7/9/09 10:47:10 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: Native American Traditions, p. 7
Understanding Literary Forms: The Oral Tradition, p. 8
The Osage Creation Account / The Navajo Creation Myth, p. 10
Directed Reading
“The Osage Creation Account”
• Reading Level: Easy
• Difficulty Consideration: Unrealistic
setting
• Ease Factor: Length; simple language
“The Navajo Creation Myth”
• Reading Level: Moderate
• Difficulty Consideration: Unfamiliar
cultural references; challenging names;
abstract concepts
• Ease Factor: Length
Objectives
• read, interpret, analyze, and evaluate two
creation accounts
• analyze and understand myth and
chronological order
• describe the similarities and differences
between the Osage and Navajo views of
nature
• develop writing and other language arts
skills as specified in the Unit 1 Scope &
Sequence Planning Guide
Pacing
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Part 1: Native American Traditions, SE/ATE, p. 7
____ Understanding Literary Forms: The Oral Tradition, SE/ATE, pp. 8–9
____ Origins of the American Tradition Study Guide: Understanding Part 1: Native American
Traditions and Applying Part 1: Native American Traditions, Meeting the Standards
Unit 1, pp. 4–5
____ Origins of the American Tradition Study Guide: Understanding Literary Forms: The
Oral Tradition and Applying Literary Forms: The Oral Tradition, Meeting the Standards
Unit 1, pp. 6–8
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 10
____ Build Vocabulary: Synonyms and Antonyms, Meeting the Standards Unit 1, p. 19
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 11–12
____ Analyze Literature: Chronology, Meeting the Standards Unit 1, p. 20
3
7/9/09 10:47:10 AM
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 13–14
____ Analyze Literature: Creation Myths, Meeting the Standards Unit 1, p. 21
Assess
____ Selection Quiz, Meeting the Standards Unit 1, p. 22
____ Lesson Test, Assessment Guide, pp. 31–33
Technology Tools
EMC Launchpad
EMC Audio Library
EMC E-Library
®
4
7/9/09 10:47:10 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Song of the Sky Loom / Prayer to the Pacific, p. 15
Directed Reading
“Song of the Sky Loom”
• Difficulty Consideration: Figurative
language
“Prayer to the Pacific”
• Difficulty Consideration: Subject matter;
poetic conventions
Objectives
• read, interpret, and evaluate a poem that
describes life as a weaving whose threads
incorporate elements of nature
• analyze and understand metaphor and
repetition
• infer features of Tewa culture from elements
of the song
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Before Reading
____ Build Vocabulary: Prefixes, Meeting the Standards Unit 1, p. 23
During Reading
____ During Reading, SE/ATE, p. 16
____ Literature Connection: Prayer to the Pacific, SE/ATE, p. 17–18
____ Analyze Literature: Literary Elements, Meeting the Standards Unit 1, p. 24
____ Learning Styles: Auditory, ATE, p. 17
____ Learning Styles: Visual, ATE, p. 17
____ Learning Styles: Kinesthetic, ATE, p. 17
____ Take Notes, Differentiated Instruction for English Language Learners, pp. 1–6
After Reading
Review and Extend
____ After Reading, SE/ATE, p.19–20
____ Enrich Learning: Research Native American Crafts, Meeting the Standards Unit 1, p. 25
5
7/9/09 10:47:11 AM
Assess
Technology Tools
EMC Launchpad
EMC Audio Library
EMC E-Library
®
6
7/9/09 10:47:11 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Coyote and the Earth Monster, p. 21
Independent Reading
events; simile (blood/lava)
• Ease Factor: Humorous conclusion;
dialogue; conversational tone; simple plot
Pacing
Objectives
• apply reading strategies and skills
• analyze literary elements
• use context clues to understand unfamiliar
vocabulary words
• address critical thinking questions
• use writing options to assess understanding
of the text
Before Reading
____ Build Vocabulary: Word Origins and Definitions, Meeting the Standards Unit 1, p. 27
During Reading
____ During Reading, SE/ATE, p. 21–23
____ Analyze Literature: Characterization and Dialogue, Meeting the Standards Unit 1, pp. 28–29
After Reading
Review and Extend
____ After Reading, SE/ATE, p. 23
____ Analyze Literature: Trickster Tales, Meeting the Standards Unit 1, p. 30
____ The Sentence and Its Functions, Exceeding the Standards: Grammar & Style, pp. 1–5
Assess
Technology Tools
EMC Launchpad
EMC Audio Library
EMC E-Library
®
7
7/9/09 10:47:11 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from The Iroquois Constitution, p. 24
Independent Reading
• Difficulty Consideration: Symbolism
• Ease Factor: Author’s style; length
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Vocabulary: Latin Roots, Meeting the Standards Unit 1, p. 32
During Reading
____ Respond to Literature: Double-Entry Note-taking Journal, Meeting the Standards Unit 1, p. 33
After Reading
Review and Extend
____ Extend the Learning: Essay on a Great Leader, Meeting the Standards Unit 1, p. 34
Assess
8
7/9/09 10:47:11 AM
Technology Tools
EMC Launchpad
EMC Audio Library
EMC E-Library
®
9
7/9/09 10:47:11 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: Shaping the New World, p. 27
A Journey through Texas, p. 28
Directed Reading
• Difficulty Consideration: Background
information needed; unfamiliar setting;
more description than action; complex
relationships
Pacing
Objectives
• read, interpret, analyze, and evaluate a travel
narrative about the early Spanish exploration
of the American Southwest
• analyze and understand narrative and
abridgment
Before Reading
____ Part 2: Shaping the New World, SE/ATE, p. 27
____ Origins of the American Tradition Study Guide: Understanding Part 2: Shaping the New
World and Applying Part 2: Shaping the New World, Meeting the Standards Unit 1, pp. 9–10
____ Build Vocabulary: Analogies, Meeting the Standards Unit 1, p. 36
During Reading
____ Analyze Literature: Character, Meeting the Standards Unit 1, p. 37
____ Narrative Writing Assignment: The Travel Narrative, Differentiated Instruction for Advanced
Students, pp. 1–2
10
7/9/09 10:47:11 AM
After Reading
Review and Extend
Assess
Technology Tools
EMC Launchpad
EMC Audio Library
EMC E-Library
®
11
7/9/09 10:47:11 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from The General History of Virginia / from Of Plymouth Plantation, p. 34
Grammar & Style Workshop: Subject-Verb Agreement, p. 45
Directed Reading
from The General History of Virginia
• Difficulty Consideration: Footnotes and
vocabulary; perspective switches
from Of Plymouth Plantation
• Difficulty Consideration: Complex
sentence structure; challenging vocabulary;
style
• Ease Factor: Broken into sections
Objectives
• read, interpret, analyze, evaluate, and
compare nonfiction accounts about the
early settlers
• analyze and understand point of view
• understand and compare the motivations of
early European settlers
Pacing
Before Reading
____ Build Vocabulary: Context Clues, Meeting the Standards Unit 1, p. 39
During Reading
____ History Connection: The Lost Colony of Roanoke Island, SE/ATE, p. 37
____ Connecting with Literature: Focus on Colonial Experiences, Meeting the Standards
Unit 1, p. 40
____ Reading Proficiency, ATE, pp. 38, 40
____ English Language Learning, ATE, pp. 38, 41
____ Enrichment, ATE, pp. 39, 41
12
7/9/09 10:47:12 AM
After Reading
Review and Extend
____ Extend the Learning: Style, Meeting the Standards Unit 1, p. 41
____ Research Project: Puritan Beliefs, Meeting the Standards Unit 1, p. 42
____ Identifying the Parts of Speech, Exceeding the Standards: Grammar & Style, pp. 12–15
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Style: Subject-Verb Agreement, SE/ATE, p. 45
____ Subject and Verb Agreement: With Intervening Expressions, with Contractions, with Linking
Verbs, and with Special Subjects, Exceeding the Standards: Grammar & Style, pp. 81–86
____ Indefinite Pronoun and Verb Agreement, Exceeding the Standards: Grammar & Style,
pp. 87–89
____ Compound Subject and Verb Agreement, Exceeding the Standards: Grammar & Style,
pp. 90–92
Assess
Technology Tools
EMC Launchpad
EMC Audio Library
EMC E-Library
®
13
7/9/09 10:47:12 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
To My Dear and Loving Husband, p. 46
Vocabulary & Spelling Workshop: Archaic Language, p. 49
Directed Reading
• Reading Level: Challenging
• Difficulty Consideration: Archaic terms;
inverted sentences
Pacing
Objectives
• read, interpret, analyze, and evaluate a
poem about devotion between a wife and a
husband
• understand Puritan beliefs
• analyze and understand hyperbole and
paradox
Before Reading
____ Build Vocabulary: Etymology, Meeting the Standards Unit 1, p. 44
During Reading
____ Analyze Literature: Meter, Rhythm, and Sound Devices, Meeting the Standards Unit 1, p. 45
____ Reading Strategies and Skills Practice: Use Text Organization, Differentiated Instruction for
Developing Readers, pp. 1–3
____ Author’s Purpose, Differentiated Instruction for English Language Learners, pp. 7–12
After Reading
Review and Extend
____ Connecting with Literature: Anne Bradstreet’s Faith, Meeting the Standards Unit 1, p. 46
____ Vocabulary & Spelling: Archaic Language, SE/ATE, p. 49
____ Language Arts Handbook Section 2.3, Using a Dictionary, SE/ATE, p. 1313
____ Archaic Language, Exceeding the Standards: Vocabulary & Spelling, pp. 17–18
14
7/9/09 10:47:12 AM
Assess
Technology Tools
EMC Launchpad
EMC Audio Library
EMC E-Library
®
15
7/9/09 10:47:12 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Huswifery, p. 50
Directed Reading
• Difficulty Consideration: Challenging
vocabulary; use of literary elements; style
Pacing
Objectives
poem about the concept of humans as
divinely created beings whose purpose is
to glorify God
• analyze and understand plain style and
extended metaphor
Before Reading
During Reading
____ Education Connection: The New England Primer, SE/ATE, p. 52
____ Analyze Literature: Poetry, Meeting the Standards Unit 1, p. 48
After Reading
Review and Extend
____ Analyze Literature: Text-to-Text Connection, Meeting the Standards Unit 1, p. 49
Assess
16
7/9/09 10:47:12 AM
Technology Tools
EMC Launchpad
EMC Audio Library
EMC E-Library
®
17
7/9/09 10:47:12 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Sinners in the Hands of an Angry God, p. 54
Grammar & Style Workshop: Verb Tenses, p. 61
Directed Reading
• Difficulty Consideration: Vocabulary
Pacing
Objectives
sermon about human sinfulness and the
need to recommit oneself to God
• understand the influence of the Great
Awakening
• analyze and understand analogy and
repetition
Before Reading
During Reading
____ Cultural Connection: The Great Awakening, SE/ATE, p. 58
____ Analyze Literature: Analogy and Metaphor, Meeting the Standards Unit 1, p. 52
____ Reading Strategies and Skills Practice: Visualize, Differentiated Instruction for Developing
Readers, pp. 4–6
After Reading
Review and Extend
____ Build Background: Edwards’s Views of God and People, Meeting the Standards Unit 1, p. 53
18
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____ Grammar & Style: Verb Tenses, SE/ATE, p. 61
____ Language Arts Handbook Section 3.5, Verbs, SE/ATE, pp. 1322–1324
____ Verb Tenses: The Simple Tenses, the Perfect Tenses, and the Progressive and Emphatic Verb
Forms, Exceeding the Standards: Grammar & Style, pp. 59–62
Assess
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19
7/9/09 10:47:13 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from The Interesting Narrative of the Life of Olaudah Equiano, or
Gustavus Vassa, the African, Written by Himself, p. 62
Independent Reading
• Reading Level: Moderate to challenging
vocabulary; background information
needed; long, complex sentences; more
description than action; some use of dialect
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Vocabulary: Adjectives Describing People, Meeting the Standards Unit 1, p. 55
During Reading
____ Analyze Literature: Fact and Opinion, Meeting the Standards Unit 1, p. 56
After Reading
Review and Extend
____ Analyze Literature: Character in an Autobiography, Meeting the Standards Unit 1, p. 57
Assess
20
7/9/09 10:47:13 AM
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21
7/9/09 10:47:13 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
On Being Brought from Africa to America / To S.M., a Young African
Painter, on Seeing His Works, p. 66
Independent Reading
“On Being Brought from Africa to America”
• Difficulty Consideration: Need for
background information; vocabulary
“To S.M., a Young African Painter”
language
Pacing
Objectives
• apply reading strategies and skills.p
• analyze literary elements.p
vocabulary words.p
• address critical thinking questions.p
of the text.p
Before Reading
____ Build Vocabulary: Multiple-Meaning Words, Meeting the Standards Unit 1, p. 59
During Reading
____ Analyze Literature: Characterization of a Speaker, Meeting the Standards Unit 1, p. 60
____ Cultural Context Study: Phillis Wheatley’s Colonial America, Differentiated Instruction for
Advanced Students, p. 3
After Reading
Review and Extend
____ Analyze Literature: Critiquing Poetry, Meeting the Standards Unit 1, p. 61
22
7/9/09 10:47:13 AM
Assess
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23
7/9/09 10:47:13 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 3: The American Revolution, p. 69
Author Focus: Benjamin Franklin, p. 70
from The Autobiography of Benjamin Franklin / from Poor Richard’s
Almanack / Ben Franklin: Scientist and Inventor, p. 71
Directed Reading
from The Autobiography of Benjamin
Franklin
• Difficulty Consideration: Vocabulary and
footnotes
from Poor Richard’s Almanack
• Reading Level: Easy to moderate
information needed; more description than
action; abstract concepts
• Ease Factor: Length; can be broken into
sections
Pacing
Objectives
• read, interpret, analyze, and evaluate an
autobiographical excerpt about Franklin’s
apprenticeship and aphorisms excerpted
from an almanac
• understand how Neoclassicism influences
these pieces of literature
• identify common themes and styles in
Franklin’s writing
Before Reading
____ Part 3: The American Revolution, SE/ATE, p. 69
____ Author Focus: Benjamin Franklin, SE/ATE, p. 69
____ Origins of the American Tradition Study Guide: Understanding Part 3: The American
Revolution and Applying Part 3: The American Revolution, Meeting the Standards Unit 1,
pp. 11–12
____ Author Focus: Benjamin Franklin, Exceeding the Standards: Literature & Reading, pp. 1–3
____ Build Vocabulary: Suffixes, Meeting the Standards Unit 1, p. 63
During Reading
____ Literary Connection: Protecting Anonymous Sources, SE/ATE, p. 74
____ Informational Text Connection: Ben Franklin: Scientist and Inventor, SE/ATE, pp. 76–77
____ Analyze Literature: Character in an Autobiography, Meeting the Standards Unit 1, p. 64
24
7/9/09 10:47:13 AM
____ Journalism Connection Activity: Writing a Summary Lead, Differentiated Instruction for
Advanced Students, pp. 4–5
____ Determine the Importance of Details, Differentiated Instruction for English Language
Learners, pp. 13–19
After Reading
Review and Extend
____ Connecting with Literature: Franklin’s Accomplishments, Meeting the Standards Unit 1, p. 65
____ Collaborative Learning: Conduct a Talk-Show Interview, Exceeding the Standards: Extension
Activities, pp. 1–2
____ Subjects and Predicates, Exceeding the Standards: Grammar & Style, pp. 6–8
____ Sentence Structures: Simple, Compound, Complex, and Compound-Complex Sentences,
Exceeding the Standards: Grammar & Style, pp. 9–11
____ Narrative Writing: Create an Autobiographical Sketch, Exceeding the Standards: Writing,
pp. 1–12
Assess
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25
7/9/09 10:47:13 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speech in the Virginia Convention, p. 80
Vocabulary & Spelling Workshop: Word Parts, p. 85
Directed Reading
knowledge needed
Pacing
Objectives
speech persuading colonists to fight for
liberty against the British
• understand the influence of the
Enlightenment
• analyze and understand rhetorical questions
Before Reading
____ Build Vocabulary: Word Analogies, Meeting the Standards Unit 1, p. 67
During Reading
____ Analyze Literature: Analogy and Metaphor, Meeting the Standards Unit 1, p. 68
____ Reading Strategies and Skills Practice: Set Purpose, Differentiated Instruction for Developing
Readers, pp. 7–9
After Reading
Review and Extend
____ Analyze Literature: Style and Tone, Meeting the Standards Unit 1, p. 69
____ Media Literacy: Analyze a Significant Speech, Exceeding the Standards: Extension
26
7/9/09 10:47:14 AM
____ Vocabulary & Spelling: Word Parts, SE/ATE, p. 85
____ Language Arts Handbook Section 2.2, Word Parts, SE/ATE, p. 1313
____ Affixes and Roots, Exceeding the Standards: Vocabulary & Spelling, pp. 9–10
____ Suffixes, Exceeding the Standards: Vocabulary & Spelling, pp. 11–12
____ Prefixes, Exceeding the Standards: Vocabulary & Spelling, pp. 13–14
____ Time Out for Test Practice: Recognizing Word Parts, Exceeding the Standards: Vocabulary &
Spelling, pp. 15–16
Assess
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27
7/9/09 10:47:14 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Common Sense / from The Crisis, No. 1, p. 86
Grammar & Style Workshop: Pronouns, p. 91
Directed Reading
from Common Sense
sentence structure; challenging vocabulary;
formal language
from The Crisis, No. 1
vocabulary; style
Pacing
Objectives
essay and a pamphlet urging support of the
colonists’ struggle against the British
• analyze and understand argument and tone
Before Reading
During Reading
____ Analyze Literature: Rhetorical Devices, Meeting the Standards Unit 1, p. 72
After Reading
Review and Extend
____ Analyze Literature: Tone and Style, Meeting the Standards Unit 1, p. 73
28
7/9/09 10:47:14 AM
____ Grammar & Style: Pronouns, SE/ATE, p. 91
____ Language Arts Handbook Section 3.4, Pronouns, SE/ATE, pp. 1321–1322
____ Pronouns and Antecedents, Exceeding the Standards: Grammar & Style, pp. 27–33
____ Indefinite, Reflexive, and Intensive Pronouns, Exceeding the Standards: Grammar & Style,
pp. 39–45
Assess
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29
7/9/09 10:47:14 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Declaration of Independence / Bill of Rights, p. 92
Directed Reading
“Declaration of Independence”
• Difficulty Consideration: Author’s purpose
“Bill of Rights”
Pacing
Objectives
• read, interpret, analyze, and evaluate
a government document that declares
independence from Great Britain and
establishes a new government
• analyze and understand thesis and
parallelism
Before Reading
____ Build Vocabulary: Base Words, Prefixes, and Suffixes, Meeting the Standards Unit 1, p. 75
During Reading
____ Informational Text Connection: Bill of Rights, SE/ATE, pp. 97–98
____ Analyze Literature: Diction and Persuasive Language, Meeting the Standards Unit 1, p. 76
____ Informational Text Activity: Declaration of Independence Time Line, Differentiated
Instruction for Advanced Students, pp. 6–7
After Reading
Review and Extend
____ Connecting with Literature: Elaborating with Examples, Meeting the Standards Unit 1, p. 77
____ Connecting with Literature: Founders, Meeting the Standards Unit 1, p. 78
30
7/9/09 10:47:14 AM
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31
7/9/09 10:47:14 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Letter to John Adams, p. 101
Independent Reading
• Difficulty Consideration: Context
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Vocabulary: Word Facts, Meeting the Standards Unit 1, p. 80
During Reading
____ Art Connection: Gilbert Stuart, SE/ATE, p. 102
After Reading
Review and Extend
____ Connecting with Literature: Researching John Adams, Meeting the Standards Unit 1, p. 81
Assess
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32
7/9/09 10:47:14 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Letters from an American Farmer, p. 104
Independent Reading
• Difficulty Consideration: Formal language;
background information on early settlers;
style
• Ease Factor: Length; familiar topic
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Vocabulary: Latin Root and Prefix, Meeting the Standards Unit 1, p. 83
During Reading
____ History Connection: Loyalists in the American Revolution, SE/ATE, p. 107
____ Analyze Literature: Compare and Contrast American and European Societies, Meeting the
After Reading
Review and Extend
____ Analyze Literature: Concrete Language, Meeting the Standards Unit 1, p. 85
Assess
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33
7/9/09 10:47:15 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Present a Literary Work, p. 109
Pacing
Objectives
Participating in this lesson will help enable
students to
• deliver an oral interpretation of a literary
work that is appropriate for the audience
work that fulfills the length requirement
work that demonstrates the appropriate
volume, pace, and enunciation
work that is accompanied by appropriate
facial expressions and gestures
work that has an effective tone and emphasis
of delivery
Teach the Workshop
Select from the following resources to teach the workshop:
____ Speaking & Listening Workshop: Present a Literary Work, SE/ATE, p. 109
____ Language Arts Handbook Section 7.1, Verbal and Nonverbal Communication,
SE/ATE, p. 1353
____ Language Arts Handbook Section 7.2, Listening Skills, SE/ATE, pp. 1353–1354
____ Language Arts Handbook Section 7.6, Public Speaking, SE/ATE, pp. 1356–1357
____ Language Arts Handbook Section 7.7, Oral Interpretation, SE/ATE, p. 1357
Review and Extend
____ Present a Literary Work, Exceeding the Standards: Speaking & Listening, pp. 1–2
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34
7/9/09 10:47:15 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Persuasive Writing—Defend a Viewpoint, p. 110
Pacing
• Block Schedule: 1.5 days
Objectives
students to
• write a persuasive essay with an introduction
that captures the reader’s interest and
identifies the topic
• write a persuasive essay with a thesis
statement that clearly presents the argument
the writer plans to make
• write a persuasive essay with a body
developed with evidence gathered from
research to support the argument and
refutations of possible counterarguments
• write a persuasive essay with a conclusion
that re-emphasizes the main point and
provides closure
Teach the Workshop
____ Writing Workshop: Persuasive Writing—Defend a Viewpoint, SE/ATE, pp. 110–115
____ Language Arts Handbook Section 4.1, The Writing Process, SE/ATE, pp. 1335–1340
____ Language Arts Handbook Section 4.1, Modes and Purposes of Writing, SE/ATE, p. 1340
Review and Extend
____ Narrative Writing: Create an Autobiographical Sketch, Exceeding the Standards:
Writing, pp. 1–12
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35
7/9/09 10:47:15 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Test Practice Workshop, p. 116
Pacing
Objectives
students to
• use context clues to determine the meanings
of words that are difficult or are used in
unfamiliar ways
• plan the time allowed for completion the
written portion of a test
• evaluate a passage to identify errors and
inconsistencies in grammar, punctuation,
spelling, organization, and style
Teach the Workshop
____ Reading Skills: Use Context Clues, SE/ATE, pp. 116–117
____ Writing Skills: Plan Your Time, SE/ATE, p. 118
____ Revising and Editing Skills, SE/ATE, p. 119
____ Language Arts Handbook Section 8.1, Preparing for Tests, SE/ATE, p. 1360
____ Language Arts Handbook Section 8.2, Strategies for Taking Standardized Tests,
SE/ATE, p. 1360
____ Language Arts Handbook Section 8.4, Answering Multiple-Choice Questions,
SE/ATE, p. 1361
____ Language Arts Handbook Section 8.5, Answering Reading Comprehension Questions,
SE/ATE, p. 1361
____ Language Arts Handbook Section 8.8, Answering Constructed-Response Questions,
SE/ATE, p. 1362
____ Test-Taking Skills and Strategies, Exceeding the Standards: Test Practice, pp. 1–2
Review and Extend
____ Origins of the American Tradition Study Guide: Practice Test, Meeting the Standards
Unit 1, pp. 13–16
____ ACT Practice Test: English, Reading, and Writing, Exceeding the Standards: Test
Practice, pp. 3–5
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36
7/9/09 10:47:15 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Unit 2 New England Renaissance Opener, p. 120
Pacing
Objectives
• understand the impact of historical, social,
and political elements on the literature of the
New England Renaissance, 1800–1850
• identify the characteristics of American
Gothic literature
Plan the Unit
____ Unit 2 Building Vocabulary, ATE, pp. 120K–120O
____ Unit 2 Overview, SE/ATE, pp. 120–121
____ Timeline: New England Renaissance: 1800–1850, SE/ATE, pp. 122–123
____ Historical Introduction: New England Renaissance: 1800–1850, SE/ATE, pp. 124–126
____ New England Renaissance Study Guide: Introduction, Meeting the Standards Unit 2, p. 1
____ New England Renaissance Study Guide: Historical Context, Meeting the Standards
Unit 2, p. 2–3
____ New England Renaissance Study Guide: Master Vocabulary List, Meeting the Standards
Unit 2, p. 18
Extend the Unit
____ Media Literacy: Word Processing, Exceeding the Standards: Special Topics, p. 6
____ Basic Study Skills 1, Exceeding the Standards: Special Topics, pp. 7–8
37
7/9/09 10:47:15 AM
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38
7/9/09 10:47:16 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: Fireside Poets, p. 127
Thanatopsis, p. 128
Vocabulary & Spelling Workshop: Greek and Latin Words, p. 135
Directed Reading
Pacing
Objectives
• read, interpret, analyze, and evaluate ways in
which Bryant expresses feelings about nature
and death
• understand the influence of the Hudson
River School on Bryant
• analyze and understand blank verse and
elaboration
Before Reading
____ Part 1: Fireside Poets, SE/ATE, p. 127
____ New England Renaissance Study Guide: Understanding Part 1: Fireside Poets and Applying
Part 1: Fireside Poets, Meeting the Standards Unit 2, pp. 4–5
During Reading
____ Art Connection: The Hudson River School, ATE, p. 131
____ Analyze Literature: Theme, Meeting the Standards Unit 2, p. 20
39
7/9/09 10:47:16 AM
____
____
____
Learning Styles: Auditory, ATE, p. 131
Learning Styles: Kinesthetic, ATE, p. 131
Art History Activity: The Hudson River School, Differentiated Instruction for Advanced
Students, pp. 8–9
After Reading
Review and Extend
____ Analyze Literature: Figurative Language, Meeting the Standards Unit 2, p. 21
____ Vocabulary & Spelling: Greek and Latin Words, SE/ATE, p. 135
____ Greek and Latin Words, Exceeding the Standards: Vocabulary & Spelling, pp. 51–52
Assess
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40
7/9/09 10:47:16 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Old Ironsides, p. 136
Directed Reading
information needed; unfamiliar setting; style
• Ease Factor: Length; straightforward
language
Pacing
Objectives
• read, interpret, analyze, and evaluate the
poem and consider the importance of
preserving reminders of a nation’s history
• analyze and understand description and
meter
Before Reading
During Reading
____ Analyze Literature: Diction, Meeting the Standards Unit 2, p. 23
After Reading
Review and Extend
____ Analyze Literature: Purpose, Meeting the Standards Unit 2, p. 24
Assess
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41
7/9/09 10:47:16 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Stanzas on Freedom, p. 139
Directed Reading
vocabulary; unfamiliar setting; style
Pacing
Objectives
poem and recognize the intensity with
which writers such as Lowell expressed their
opposition to slavery
• understand how Lowell was influenced by
the abolitionist movement
• analyze and understand rhetorical question,
rhyme, and couplet
Before Reading
During Reading
____ Analyze Literature: Fireside Poet, Meeting the Standards Unit 2, p. 26
After Reading
Review and Extend
____ Analyze Literature: Poetry Critique, Meeting the Standards Unit 2, p. 27
____ Media Literacy: Create a Public Relations Campaign, Exceeding the Standards: Extension
Activities, p. 5
Assess
42
7/9/09 10:47:16 AM
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43
7/9/09 10:47:16 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Tide Rises, the Tide Falls / A Psalm of Life, p. 142
Directed Reading
“The Tide Rises, the Tide Falls”
imagery; abstract concepts
• Ease Factor: Length; repetition
“A Psalm of Life”
• Difficulty Consideration: Metaphor (life,
dream); abstract concepts
• Ease Factor: Rhyme schemes; short stanzas
Pacing
Objectives
lyric poems
• analyze and understand mood and
personification
Before Reading
During Reading
____ During Reading, SE/ATE, p. 143-145
____ Analyze Literature: Sound Devices, Meeting the Standards Unit 2, p. 29
____ Analyze Literature: Allusion, Meeting the Standards Unit 2, p. 30
After Reading
Review and Extend
____ Analyze Literature: Rhythm and Rhyme, Meeting the Standards Unit 2, p. 31
44
7/9/09 10:47:17 AM
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45
7/9/09 10:47:17 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Snow-Bound, p. 148
Independent Reading
• Difficulty Consideration: Abrupt shifts in
time; background information needed; long
stanzas; vocabulary; figurative language
• Ease Factor: Rhyme scheme; short lines
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
____ During Reading, SE/ATE, p. 148-152
____ Art Connection: Marsden Hartley, SE/ATE, p. 150
____ Analyze Literature: Imagery and Setting, Meeting the Standards Unit 2, p. 34
After Reading
Review and Extend
Assess
46
7/9/09 10:47:17 AM
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47
7/9/09 10:47:17 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: Transcendentalism, p. 153
Understanding Literary Forms: The Essay, p. 154
Author Focus: Ralph Waldo Emerson, p. 156
from Nature / The Rhodora, p. 157
Grammar & Style Workshop: Sentence Variety, p. 164
Directed Reading
from Nature
information needed; sentence
structure; vocabulary; long paragraphs;
personification; complex imagery; abstract
concepts
“The Rhodora”
footnotes; long sentences
Objectives
essay and the poem, and understand the
speaker’s belief in a universal beauty and
truth
• understand the influence of
Transcendentalism on Emerson
Emerson’s works
• analyze and understand argument and theme
Pacing
Before Reading
____ Part 2: Transcendentalism, SE/ATE, p. 153
____ Understanding Literary Forms: The Essay, SE/ATE, pp. 154–155
____ Author Focus: Ralph Waldo Emerson, SE/ATE, p. 156
____ New England Renaissance Study Guide: Understanding Part 2: Transcendentalism and
Applying Part 2: Transcendentalism, Meeting the Standards Unit 2, pp. 6–8
____ New England Renaissance Study Guide: Understanding Literary Forms: The Essay and
Applying Literary Forms: The Essay, Meeting the Standards Unit 2, pp. 9–11
48
7/9/09 10:47:17 AM
During Reading
____ Analyze Literature: Metaphor, Meeting the Standards Unit 2, p. 38
After Reading
Review and Extend
____ Extend the Text: Write a Quotation Journal, Meeting the Standards Unit 2, p. 39
____ Analyze Literature: Imagery, Meeting the Standards Unit 2, p. 40
____ Pronoun Cases: The Nominative Case, the Objective Case, and the Possessive Case, Exceeding
the Standards: Grammar & Style, pp. 34–38
____ Grammar & Style: Sentence Variety, SE/ATE, p. 164
____ Language Arts Handbook Section 3.1, The Sentence, SE/ATE, pp. 1318–1319
____ Sentence Structures: Simple, Compound, Complex, and Compound-Complex Sentences,
Assess
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49
7/9/09 10:47:17 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Concord Hymn, p. 165
Directed Reading
information needed
• Ease Factor: Length; short stanzas; rhyme
scheme
Pacing
Objectives
poem and recognize its theme: that society
creates memorials to help preserve the
freedoms for which people gave their lives
• analyze and understand consonance and
alliteration
Before Reading
____ Build Background: Lexington and Concord, Meeting the Standards Unit 2, p. 42
During Reading
After Reading
Review and Extend
Assess
50
7/9/09 10:47:17 AM
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51
7/9/09 10:47:17 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: Henry David Thoreau, p. 168
from Walden / The Present, p. 169
Vocabulary & Spelling Workshop: Denotation and Connotation, p. 183
Directed Reading
from Walden
• Difficulty Consideration: Unconnected
excerpts
• Ease Factor: Simple, direct language
“The Present”
• Difficulty Consideration: Some vocabulary;
metaphor, similes; abstract concepts
• Ease Factor: Point of view; colorful
descriptions
Pacing
Objectives
Thoreau’s description of his year at Walden
Pond and state the theme of the essay: that
individuals should live as simply and as close
to nature as they can
• identify Thoreau’s role as a
Transcendentalist
• analyze and understand purpose and tone
• compare and contrast the essay with one by
Annie Dillard
Before Reading
____ Author Focus: Henry David Thoreau, SE/ATE, p. 168
____ Build Vocabulary: Root Words, Prefixes, and Suffixes, Meeting the Standards Unit 2, p. 45
During Reading
____ History Connection: Irish Immigration, SE/ATE, p. 173
____ Literature Connection: “The Present,” SE/ATE, p. 179–180
____ Connecting with Literature: Walden Pond Ecology, Meeting the Standards Unit 2, p. 46
52
7/9/09 10:47:18 AM
____
____
____
____
____
Learning Styles: Kinesthetic, ATE, pp. 173, 179
Learning Styles: Visual, ATE, p. 179
Historical Context Project: Transcendentalism in America, Differentiated Instruction for
Reading Strategies and Skills Practice: Make Connections, Differentiated Instruction for
Main Idea, Differentiated Instruction for English Language Learners, pp. 30–48
After Reading
Review and Extend
____ Analyze Literature: Setting, Meeting the Standards Unit 2, p. 47
____ Analyze Literature: The Essay, Meeting the Standards Unit 2, p. 49
____ Common, Proper, Singular, and Plural Nouns, Exceeding the Standards: Grammar & Style,
pp. 16–21
____ Pronouns and Antecedents, Exceeding the Standards: Grammar & Style, pp. 27–33
____ Vocabulary & Spelling: Denotation and Connotation, SE/ATE, p. 183
____ Denotation and Connotation, Exceeding the Standards: Vocabulary & Spelling, pp. 27–28
Assess
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53
7/9/09 10:47:18 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Civil Disobedience / from Self-Reliance, p. 184
Grammar & Style Workshop: Sentence Fragments, p. 194
Directed Reading
from “Civil Disobedience”
• Difficulty Consideration: Vocabulary;
more description than action; complicated
sentence structure; long paragraphs; abstract
concepts
from “Self-Reliance”
Pacing
Objectives
two essays about individualism versus
conformity
• analyze and understand thesis and irony
Before Reading
____ Build Vocabulary: Denotation and Connotation, Meeting the Standards Unit 2, p. 51
During Reading
____ History Connection: The Mexican-American War, SE/ATE, p. 186
____ Analyze Literature: Aphorism, Meeting the Standards Unit 2, p. 53
____ Comparing Authors Study: Emerson and Thoreau, Differentiated Instruction for Advanced
Students, p. 11
54
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After Reading
Review and Extend
____ Lifelong Learning: Compare Writers’ Influence, Exceeding the Standards: Extension
Activities, p. 6
____ Expository Writing: Write Unified Paragraphs, Exceeding the Standards: Writing, pp. 13–22
____ Grammar & Style: Sentence Fragments, SE/ATE, p. 194
____ Sentence Fragments, Exceeding the Standards: Grammar & Style, pp. 228–230
Assess
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55
7/9/09 10:47:18 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Letter to Sophia Ripley, p. 195
Independent Reading
Pacing
Objectives
• apply reading skills and strategies
vocabulary words
• address critical thinking questions.
of the text
Before Reading
During Reading
After Reading
Review and Extend
____ Analyze Literature: The Letter Form, Meeting the Standards Unit 2, p. 57
Assess
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56
7/9/09 10:47:18 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 3: American Gothic, p. 197
The Devil and Tom Walker, p. 198
Directed Reading
• Difficulty Consideration: Symbolism; dense
description
• Ease Factor: Interesting plot
Pacing
Objectives
story with the theme that people obsessed
by personal gain usually end up destroying
their souls
• understand how the story exemplifies Gothic
literature
• analyze and understand plot, conflict,
exposition, and climax
Sequence Guide
Before Reading
Select from the following resources to Teach the Feature(s):
____ Part 3: American Gothic, SE/ATE, p. 197
____ New England Renaissance Study Guide: Understanding Part 3: American Gothic and
Applying Part 3: American Gothic, Meeting the Standards Unit 2, pp. 12–13
During Reading
____ History Connection: The Salem Witch Trials, SE/ATE, p. 202
____ Literary Connection: The Story of “Rip Van Winkle,” SE/ATE, p. 205
____ Analyze Literature: Tone, Meeting the Standards Unit 2, p. 60
____ English Language Learning, ATE, pp. 200, 201, 206
____ Plot, Differentiated Instruction for English Language Learners, pp. 49–66
57
7/9/09 10:47:18 AM
After Reading
Review and Extend
____ Common, Proper, Singular, and Plural Nouns, Exceeding the Standards: Grammar & Style,
pp. 16–21
Assess
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58
7/9/09 10:47:19 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: Edgar Allan Poe, p. 210
The Raven / Alone / Letter to John Allan, p. 211
Directed Reading
“The Raven”
unfamiliar setting
“Alone”
• Difficulty Consideration: Abstract concepts
• Ease Factor: Sympathetic character with
whom students might identify
Pacing
Objectives
two poems by understanding the raven as a
symbol of the speaker’s profound loss and
appreciating “Alone” as an expression of
the speaker’s feelings of isolation
• identify common themes and style in
Poe’s writing
• analyze and understand mood and
alliteration
Sequence Guide
Before Reading
____ Author Focus: Edgar Allan Poe, SE/ATE, p. 210
____ Build Vocabulary: Definitions, Meeting the Standards Unit 2, p. 63
During Reading
____ Art Connection: Illustrations of Poe’s Stories, SE/ATE, p. 215
____ Primary Source Connection: Letter to John Allan, SE/ATE, pp. 217–218
____ Analyze Literature: Plot, Meeting the Standards Unit 2, p. 64
59
7/9/09 10:47:19 AM
____
____
Reading Strategies and Skills Practice: Unlock Word Meanings, Differentiated Instruction for
Analyze Text Organization, Differentiated Instruction for English Language Learners,
pp. 67–75
After Reading
Review and Extend
Assess
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60
7/9/09 10:47:19 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Fall of the House of Usher, p. 221
Understanding Literary Criticism: Psychological Criticism, p. 238
Grammar & Style Workshop: Run-On Sentences, p. 240
Directed Reading
• Difficulty Consideration: Unlikely
events; complicated sentences; challenging
vocabulary; complex relations between
characters
• Ease Factor: Highly descriptive
Pacing
Objectives
story about a fatal link between a family
and its home
• recognize elements of Gothic literature
in the work
Poe’s writing
• analyze and understand Gothic fiction and
foreshadowing
Sequence Guide
Before Reading
During Reading
____ Literary Connection: Detective Stories, SE/ATE, p. 231
____ Learning Styles: Visual, ATE, pp. 224, 228, 235
____ Learning Styles: Kinesthetic, ATE, pp. 224, 235
____ Learning Styles: Auditory, ATE, pp. 228, 235
61
7/9/09 10:47:19 AM
After Reading
Review and Extend
____ Understanding Literary Criticism: Psychological Criticism, SE/ATE, pp. 238–239
____ Differentiated Instruction: Reading Proficiency, ATE, p. 239
____ Differentiated Instruction: English Language Learning, ATE, p. 239
____ Understanding Literary Criticism: Psychological Criticism, Exceeding the Standards:
Literature & Reading, pp. 4–6
____ Grammar & Style: Run-On Sentences, SE/ATE, p. 240
____ Run-On Sentences, Exceeding the Standards: Grammar & Style, pp. 231–233
Assess
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62
7/9/09 10:47:19 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Death of Edgar Allan Poe, p. 241
Independent Reading
information needed; some vocabulary; more
description than action; shifts in time
• Ease Factor: Sympathetic main character;
length
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
____ Literary Connection: The Influence of Poe, SE/ATE, p. 243
After Reading
Review and Extend
____ Analyze Literature: Free Verse, Meeting the Standards Unit 2, p. 73
Assess
63
7/9/09 10:47:19 AM
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64
7/9/09 10:47:19 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Minister’s Black Veil, p. 244
Independent Reading
information; long paragraphs; difficult
vocabulary; abstract concepts
• Ease Factor: Dialogue; suspense
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
____ Analyze Literature: Plot, Meeting the Standards Unit 2, p. 76
After Reading
Review and Extend
____ Analyze Literature: Point of View, Meeting the Standards Unit 2, p. 77
Assess
65
7/9/09 10:47:20 AM
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66
7/9/09 10:47:20 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Loomings, from Moby-Dick, p. 254
Vocabulary & Spelling Workshop: Eponyms, p. 259
Independent Reading
events; abstract concepts; challenging
vocabulary; unfamiliar cultural references
• Ease Factor: Colorful imagery
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
____ Analyze Literature: Moby-Dick Criticism, Meeting the Standards Unit 2, p. 80
____ Author Study: Herman Melville: The Man and His Works, Differentiated Instruction for
After Reading
Review and Extend
____ Analyze Literature: Figures of Speech, Meeting the Standards Unit 2, p. 81
____ Vocabulary & Spelling: Eponyms, SE/ATE, p. 259
____ Eponyms and Toponyms, Exceeding the Standards: Vocabulary & Spelling, pp. 57–58
67
7/9/09 10:47:20 AM
Assess
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68
7/9/09 10:47:20 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Prepare Notes for a Presentation, p. 261
Pacing
• prepare notes that emphasize main ideas and
provide brief supporting details
• prepare notes that can be used effectively in
delivering the presentation
Objectives
students to
• prepare notes that are well organized, clearly
written, and easy to follow
Teach the Workshop
____ Speaking & Listening Workshop: Prepare Notes for a Presentation, SE/ATE, p. 261
Review and Extend
____ Prepare Notes for a Presentation, Exceeding the Standards: Speaking & Listening, pp. 3–6
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69
7/9/09 10:47:20 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Descriptive Writing—Describe a Setting, p. 262
Pacing
Objectives
students to
• describe a setting in an essay that has an
introduction that quickly puts the reader in
the scene
• describe a setting in an essay that develops
a body that includes specific details of sight,
sound, smell, feel, and, if appropriate, taste
• describe a setting in an essay that ends with
a conclusion that gives the reader a sense of
closure
Teach the Workshop
____ Writing Workshop: Descriptive Writing—Describe a Setting, SE/ATE, pp. 262–263
Review and Extend
____ Expository Writing: Write Unified Paragraphs, Exceeding the Standards: Writing, pp. 13–22
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7/9/09 10:47:20 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Pacing
Objectives
students to
• identify the mood and tone of a literary work
• analyze the prompt before writing to ensure
that they will write on the assigned topic
• evaluate a passage to identify errors and
inconsistencies in grammar, punctuation,
spelling, organization, and style
Teach the Workshop
____ Reading Skills: Identify Mood and Tone, SE/ATE, pp. 264–265
____ Writing Skills: Analyze the Prompt, SE/ATE, p. 266
SE/ATE, p. 1360
SE/ATE, p. 1361
SE/ATE, p. 1361
SE/ATE, p. 1362
____ Language Arts Handbook Section 8.9, Answering Essay Questions, SE/ATE, pp. 1362–1363
Review and Extend
____ New England Renaissance Study Guide: Practice Test, Meeting the Standards Unit 2,
pp. 14–17
____ English Grammar Practice Test: Revising and Editing, Exceeding the Standards: Test
Practice, pp. 6–7
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71
7/9/09 10:47:21 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Unit 3 Slavery and the Civil War Opener, p. 268
Pacing
Objectives
and political elements on the literature of
1850–1865
• identify the characteristics of the literature of
slavery and the Civil War period
Plan the Unit
____ Unit 3 Visual Planning Guide: Lesson-by-Lesson Resources, ATE, pp. 268C–268D
____ Unit 3 Scope & Sequence Guide, ATE, pp. 268E–268J
____ Unit 3 Building Vocabulary, ATE, pp. 268K–268M
____ Timeline: Slavery and the Civil War 1850–1865, SE/ATE, pp. 270–271
____ Historical Introduction: Slavery and the Civil War 1850–1865, SE/ATE, pp. 272–274
____ Slavery and the Civil War Study Guide: Introduction, Meeting the Standards Unit 3, p. 1
____ Slavery and the Civil War Study Guide: Historical Context, Meeting the Standards
Unit 3, pp. 2–3
____ Slavery and the Civil War Study Guide: Master Vocabulary List, Meeting the Standards
Unit 3, p. 17
Extend the Unit
____ Media Literacy: Advanced Word Processing and Publishing, Exceeding the Standards: Special
Topics, pp. 9–10
____ Basic Study Skills 2, Exceeding the Standards: Special Topics, pp. 11–12
72
7/9/09 10:47:21 AM
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73
7/9/09 10:47:21 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: A Nation Divided, p. 275
from Narrative of the Life of Frederick Douglass, an American Slave,
Written by Himself / Frederick Douglass, p. 276
Grammar & Style Workshop: Unified Paragraphs, p. 285
Directed Reading
Pacing
Objectives
narrative about the author’s childhood as a
slave on a Maryland plantation
• understand how the selection typifies a slave
narrative
• compare and contrast the autobiography
with Hayden’s poem
• understand and analyze stereotype and tone
Before Reading
____ Part 1: A Nation Divided, SE/ATE, p. 275
____ Slavery and the Civil War Study Guide: Understanding Part 1: A Nation Divided and
Applying Part 1: A Nation Divided, Meeting the Standards Unit 3, pp. 4–7
____ Build Vocabulary: Analogies, Meeting the Standards Unit 3, p. 19
During Reading
____ Music Connection: Spirituals, SE/ATE, p. 278
____ Literature Connection: Frederick Douglass, SE/ATE, p. 281
____ History Connection: The Underground Railroad, SE/ATE, p. 282
____ Research Project: Legacy of the Spiritual, Meeting the Standards Unit 3, pp. 20–21
74
7/9/09 10:47:21 AM
____
____
____
____
Historical Connection: The Underground Railroad, Differentiated Instruction for Advanced
Students, p. 14
Reading Strategies and Skills Practice: Take Notes, Differentiated Instruction for Developing
Readers, pp. 16–18
Cause and Effect, Differentiated Instruction for English Language Learners, pp. 76–84
After Reading
Review and Extend
____ Action Verbs and State of Being Verbs, Exceeding the Standards: Grammar & Style, pp. 46–48
____ Passive Voice and Active Voice, Exceeding the Standards: Grammar & Style, pp. 63–65
____ Subject and Verb Agreement: With Intervening Expressions, with Contractions, with Linking
Verbs, and with Special Subjects, Exceeding the Standards: Grammar & Style, pp. 81–86
____ Grammar & Style: Unified Paragraphs, SE/ATE, p. 285
____ The Paragraph, Exceeding the Standards: Grammar & Style, pp. 252–254
Assess
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75
7/9/09 10:47:21 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
An Occurrence at Owl Creek Bridge, p. 286
Directed Reading
• Difficulty Consideration: Plot twists
Pacing
Objectives
• read, interpret, analyze, and evaluate a short
story about a man who imagines himself
escaping punishment for violating the
enemy’s military order
• understand and analyze psychological fiction
and flashback
Before Reading
____ Build Vocabulary: Latin Origins, Meeting the Standards Unit 3, p. 24
During Reading
____ History Connection: Where Is Owl Creek? SE/ATE, p. 292
____ Connecting with Literature: Major Battles of the Civil War, Meeting the Standards
Unit 3, p. 25
____ Reading Strategies and Skills Practice: Make Predictions, Differentiated Instruction for
____ Sequence of Events, Differentiated Instruction for English Language Learners, pp. 85–100
After Reading
Review and Extend
____ Analyze Literature: Sensory Details, Meeting the Standards Unit 3, p. 26
____ Transitive and Intransitive Verbs, Exceeding the Standards: Grammar & Style, pp. 56–58
76
7/9/09 10:47:21 AM
____
____
Verb Tenses: The Simple Tenses, the Perfect Tenses, and the Progressive and Emphatic Verb
Forms, Exceeding the Standards: Grammar & Style, pp. 59–62
Predicated Nouns, Pronouns, and Adjectives, Exceeding the Standards: Grammar & Style,
pp. 76–80
Assess
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77
7/9/09 10:47:21 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Gettysburg Address / Letter to Mrs. Bixby / The Second Inaugural
Address, p. 297
Grammar & Style Workshop: Parallel Structure, p. 304
Directed Reading
“The Gettysburg Address”
• Difficulty Consideration: Context of
speech; complicated sentences
“Letter to Mrs. Bixby”
background information on Civil War
• Ease Factor: Length; sympathetic main
character
“The Second Inaugural Address”
• Difficulty Consideration: Style; background
information needed
Pacing
Objectives
historical speeches
• understand and analyze parallelism and
antithesis
• understand the historical events that led to
these speeches
Before Reading
____ Build Vocabulary: Synonyms and Shades of Meaning, Meeting the Standards Unit 3, p. 28
During Reading
____ During Reading, SE/ATE, pp. 298, 301–302
____ Primary Source Connection: “Letter to Mrs. Bixby,” SE/ATE, pp. 299–300
____ Extend the Text: Witness to the Battle of Gettysburg, Meeting the Standards Unit 3, p. 29
____ Primary Source Project: The Gettysburg Address: Reconstructing the Speech, Differentiated
Instruction for Advanced Students, pp. 15–16
____ Main Idea, Differentiated Instruction for English Language Learners, pp. 101–106
78
7/9/09 10:47:22 AM
After Reading
Review and Extend
____ After Reading, SE/ATE, pp. 300, 303
____ Analyze Literature: Voice, Meeting the Standards Unit 3, p. 30
____ Analyze Literature: Literary Elements of Speeches, Meeting the Standards Unit 3, p. 31
____ Critical Literacy: Analyze Speeches, Exceeding the Standards: Extension Activities, p. 7
____ Grammar & Style: Parallel Structure, SE/ATE, p. 304
____ Achieving Parallelism, Exceeding the Standards: Grammar & Style, pp. 240–242
Assess
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79
7/9/09 10:47:22 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Farewell to His Army / At the Public Market Museum: Charleston,
South Carolina, p. 305
Directed Reading
“Farewell to His Army”
vocabulary; formal style
• Ease Factor: Short paragraphs; topic
students can relate to
“At the Public Market Museum”
information on Civil War; museum setting
• Ease Factor: Length; conversational tone;
short lines
Pacing
Objectives
• read, interpret, analyze, and evaluate Lee’s
farewell letter
• understand and analyze purpose and tone
Before Reading
During Reading
____ Literature Connection: “At the Public Market Museum: Charleston, South Carolina,” SE/ATE,
pp. 307–308
After Reading
Review and Extend
Assess
80
7/9/09 10:47:22 AM
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81
7/9/09 10:47:22 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Incidents in the Life of a Slave Girl, Seven Years Concealed, p. 310
Grammar & Style Workshop: Transitions, p. 314
Directed Reading
information on slavery; high-level
vocabulary
• Ease Factor: Sympathetic narrator; firstperson point of view; compelling story
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
____ Art Connection: Winslow Homer, SE/ATE, p. 312
After Reading
Review and Extend
____ Extend the Text: Exploring Literary Elements of First-Person, Meeting the Standards
Unit 3, p. 37
____ Linking Verbs and Helping, or Auxiliary, Verbs, Exceeding the Standards: Grammar
& Style, pp. 49–55
____ Irregular Verbs, Exceeding the Standards: Grammar & Style, pp. 66–69
82
7/9/09 10:47:22 AM
____ Grammar & Style: Transitions, SE/ATE, p. 314
____ Using Transitions Effectively, Exceeding the Standards: Grammar & Style, pp. 238–239
Assess
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83
7/9/09 10:47:22 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: Lyric Poets, p. 315
Understanding Literary Forms: Poetry, p. 316
Author Focus: Walt Whitman, p. 318
from Preface to Leaves of Grass / from I Hear America Singing, p. 319
Vocabulary & Spelling Workshop: Suffixes, p. 324
Directed Reading
• Difficulty Consideration: Metaphor;
background needed; more description than
action; formal language; long, complicated
sentences
from “I Hear America Singing”
• Difficulty Consideration: Personification
Pacing
Objectives
• read, interpret, analyze, and evaluate a poetic
preface describing what makes a democratic
nation, and a poem celebrating working
people
• understand and analyze Romanticism and
free verse
• identify common themes and elements in
Whitman’s writing
Before Reading
____ Part 2: Lyric Poets, SE/ATE, p. 315
____ Understanding Literary Forms: Poetry, SE/ATE, pp. 316–317
____ Author Focus: Walt Whitman, SE/ATE, p. 318
____ Slavery and the Civil War Study Guide: Understanding Part 2: Lyric Poets and Applying
Part 2: Lyric Poets, Meeting the Standards Unit 3, pp. 8–9
____ Slavery and the Civil War Study Guide: Understanding Literary Forms: Poetry and Applying
Literary Forms: Poetry, Meeting the Standards Unit 3, pp. 10–12
____ Author Focus: Walt Whitman and Emily Dickinson, Exceeding the Standards: Literature &
Reading, pp. 7–9
____ Build Vocabulary: Connotation, Meeting the Standards Unit 3, p. 39
84
7/9/09 10:47:22 AM
During Reading
____ Analyze Literature: Romanticism, Meeting the Standards Unit 3, pp. 40–41
____ Literary Form Study: Free Verse, Differentiated Instruction for Advanced Students, p. 17
After Reading
Review and Extend
____ Build Background: Whitman’s Workers, Meeting the Standards Unit 3, p. 42
____ Lifelong Learning: Write a Job Description, Exceeding the Standards: Extension Activities, p. 8
____ Vocabulary & Spelling: Suffixes, SE/ATE, p. 324
____ Language Arts Handbook Section 2.2, Word Parts, SE/ATE, p. 1313
____ Suffixes, Exceeding the Standards: Vocabulary & Spelling, pp. 11–12
Assess
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85
7/9/09 10:47:23 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Song of Myself, p. 325
Directed Reading
• Difficulty Consideration: Symbols;
historical context; extended metaphor
• Ease Factor: Interesting topic; length
Pacing
the universality and the uniqueness
of humans
• understand and analyze symbol and
elaboration
• understand Wordsworth’s influence on Song
of Myself
Objectives
• read, interpret, analyze, and evaluate a poem
expressing a love of nature and belief in both
Before Reading
During Reading
After Reading
Review and Extend
Assess
86
7/9/09 10:47:23 AM
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87
7/9/09 10:47:23 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
By the Bivouac’s Fitful Flame / Beat! Beat! Drums! / Mathew Brady:
Civil War Photographer, p. 335
Directed Reading
“By the Bivouac’s Fitful Flame”
information on bivouacs; some vocabulary;
personification
• Ease Factor: Length; sympathetic setting
“Beat! Beat! Drums!”
• Difficulty Consideration: Abstract
concepts; difficult vocabulary
“Mathew Brady: Civil War Photographer”
information on Civil War
realism; conversational tone
Pacing
Objectives
poems, the first depicting a soldier at a
campfire at night, worried about dying
in battle; the second, about the effect of
warmongering despite society’s wish
for peace
• understand and analyze alliteration and
onomatopoeia
• compare and contrast these selections with
Whitman’s other works in this volume
Before Reading
During Reading
____ Informational Text Connection: “Mathew Brady: Civil War Photographer,” SE/ATE,
pp. 339–341
____ Analyze Literature: Tone and Author’s Purpose, Meeting the Standards Unit 3, pp. 49–50
88
7/9/09 10:47:23 AM
After Reading
Review and Extend
____ Connecting with Literature: Art of the Civil War, Meeting the Standards Unit 3, p. 51
____ Linking Verbs and Helping, or Auxiliary, Verbs, Exceeding the Standards: Grammar & Style,
pp. 49–55
Assess
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89
7/9/09 10:47:23 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Ode to Walt Whitman, p. 344
Independent Reading
• Difficulty Consideration: Run-on lines;
some difficult vocabulary; abstract concepts;
background information on odes
• Ease Factor: Short lines
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Vocabulary: Synonyms, Meeting the Standards Unit 3, p. 53
During Reading
After Reading
Review and Extend
Assess
90
7/9/09 10:47:23 AM
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91
7/9/09 10:47:23 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: Emily Dickinson, p. 348
Much Madness is divinest Sense— / I heard a Fly buzz—when I
died— / Because I could not stop for Death— / This is my letter to
the World / Battle for the Belle of Amherst, p. 349
Directed Reading
“Much Madness is divinest Sense—”
vocabulary; abstract concepts
“I heard a Fly buzz—when I died—”
meanings; extended metaphor;
unconventional sentence structure and
punctuation
• Ease Factor: Length; vocabulary; topic
“Because I could not stop for Death—”
punctuation
“This is my letter to the World”
punctuation
“Battle for the Belle of Amherst”
information on Dickinson; more
information than action
• Ease Factor: Short paragraphs; appealing
topic
Pacing
Objectives
• read, interpret, analyze, and evaluate poems
about isolation and death
• understand and analyze personification and
slant rhyme
• identify common themes, subjects, and
styles in Dickinson’s poems
Before Reading
____ Author Focus: Emily Dickinson, SE/ATE, p. 348
____ Author Focus: Walt Whitman and Emily Dickinson, Exceeding the Standards: Literature &
Reading, pp. 7–9
____ Build Vocabulary: Word Roots and Shades of Meaning, Meeting the Standards Unit 3, p. 56
92
7/9/09 10:47:24 AM
During Reading
____ Informational Text Connection: “Battle for the Belle of Amherst,” SE/ATE, pp. 355–356
____ Analyze Literature: Emily Dickinson, Meeting the Standards Unit 3, p. 57
____ Enrichment, ATE, pp. 355–356
____ Take Notes, Differentiated Instruction for English Language Learners, pp. 107–113
After Reading
Review and Extend
____ Analyze Literature: Elements of Poetry, Meeting the Standards Unit 3, p. 58
Assess
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93
7/9/09 10:47:24 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
There’s a certain Slant of light— / My life closed twice before its
close— / The Soul selects her own Society—, p. 358
Independent Reading
“There’s a certain Slant of light—”
• Difficulty Consideration: Run-on lines;
abstract concepts
“My life closed twice before its close—”
• Difficulty Consideration: Theme
• Ease Factor: Simple message
“The Soul selects her own Society—”
meanings; unconventional sentence
structure
• Ease Factor: Vocabulary; topic
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Vocabulary: Multiple-Meaning Words, Meeting the Standards Unit 3, p. 60
During Reading
____ Author Study: Emily Dickinson, Differentiated Instruction for Advanced Students, p. 18
After Reading
Review and Extend
____ Analyze Literature: Psychological Criticism, Meeting the Standards Unit 3, p. 61
____ Descriptive Writing: Write a Lyric Poem, Exceeding the Standards: Writing, pp. 23–35
94
7/9/09 10:47:24 AM
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7/9/09 10:47:24 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Deliver a Narrative Presentation, p. 361
Pacing
Objectives
students to
• deliver a narrative presentation that appeals
to the audience
• deliver a narrative presentation that has
a clear purpose and an easy-to-follow
narrative
• deliver a narrative presentation that contains
sensory details and appropriate transitions
• deliver a presentation using suitable facial
expressions, pace, tone of voice, and word
choice
• deliver a presentation using materials that
appeal to listeners
Teach the Workshop
____ Speaking & Listening Workshop: Deliver a Narrative Presentation, SE/ATE, p. 361
SE/ATE, p. 1353
____ Language Arts Handbook Section 7.8, Telling a Story, SE/ATE, pp. 1357–1358
Review and Extend
____ Deliver a Narrative Presentation, Exceeding the Standards: Speaking & Listening, pp. 7–10
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96
7/9/09 10:47:24 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Persuasive Writing—Solve a Problem, p. 362
Pacing
Objectives
students to
• identify the problem, establish context, and
capture audience interest
• provide a thesis statement that clearly
presents the argument
• demonstrate the problem and offer a feasible
solution
• conclude by restating the thesis and
providing closure
Teach the Workshop
____ Writing Workshop: Persuasive Writing—Solve a Problem, SE/ATE, pp. 362–367
Review and Extend
____ Descriptive Writing: Write a Lyric Poem, Exceeding the Standards: Writing, pp. 23–35
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Pacing
Objectives
students to
• identify author’s purpose
• prewrite, write, and revise a reflective essay
in response to a writing prompt
• read and revise a passage for errors
in organization, grammar, spelling,
punctuation, and capitalization
Teach the Workshop
____ Reading Skills: Identify Author’s Purpose, SE/ATE, pp. 368–369
____ Writing Skills: Plan Your Response, SE/ATE, p. 370
SE/ATE, p. 1360
SE/ATE, p. 1361
SE/ATE, p. 1361
SE/ATE, p. 1362
Review and Extend
____ Slavery and the Civil War Study Guide: Practice Test, Meeting the Standards Unit 3, pp. 13–16
____ Writing Practice Test: Timed Writing, Exceeding the Standards: Test Practice, p. 8
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98
7/9/09 10:47:25 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Unit 4 Expanding Frontiers Opener, p. 372
Pacing
Objectives
• understand the impact of historical,
social, and political elements on American
literature from the post-Civil War
period to the beginning of the Modern
Era (1865–1910).
• identify the characteristics of Realism,
Naturalism, and Regionalism/
Plan the Unit
____ Unit 4 Building Vocabulary, ATE, pp. 372M–372O
____ Timeline: Expanding Frontiers: 1865–1910, SE/ATE, pp. 374–375
____ Historical Introduction: Expanding Frontiers: 1865–1910, SE/ATE, pp. 376–378
____ Expanding Frontiers Study Guide: Introduction, Meeting the Standards Unit 4, p. 1
____ Expanding Frontiers Study Guide: Historical Context, Meeting the Standards Unit 4, pp. 2–3
____ Expanding Frontiers Study Guide: Master Vocabulary List, Meeting the Standards
Unit 4, p. 17
Extend the Unit
____ Media Literacy: PowerPoint, Exceeding the Standards: Special Topics, pp. 13–14
____ Succeeding at Work 1, Exceeding the Standards: Special Topics, p. 15
99
7/9/09 10:47:25 AM
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100
7/9/09 10:47:25 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: Realism and Naturalism, p. 379
Author Focus: Mark Twain, p. 380
The Notorious Jumping Frog of Calaveras County / How to Tell
a Story, p. 381
Grammar & Style Workshop: Irregular Verbs, p. 392
Directed Reading
“The Notorious Jumping Frog of Calaveras
County”
• Difficulty Consideration: Dialect
• Ease Factor: Selection length; humorous
style
“How to Tell a Story”
• Difficulty Consideration: More
information than action; some difficult
vocabulary
• Ease Factor: Length; conversational tone
Objectives
• read, interpret, analyze, and evaluate a tall
tale embedded within a frame tale
• understand how Regionalism influenced this
literature
• analyze and understand the use of dialect
• compare Twain’s storytelling to his
guidelines on storytelling
Pacing
Before Reading
____ Part 1: Realism and Naturalism, SE/ATE, p. 379
____ Author Focus: Mark Twain, SE/ATE, p. 380
____ Expanding Frontiers Study Guide: Understanding Part 1: Realism and Naturalism and
Applying Part 1: Realism and Naturalism, Meeting the Standards Unit 4, pp. 4–5
During Reading
____ Cultural Connection: Mark Twain on Civilization, SE/ATE, p. 385
____ Primary Source Connection: “How to Tell a Story,” SE/ATE, pp. 387–389
____ Connecting with Literature: Life in the Mining Towns, Meeting the Standards Unit 4, p. 20
101
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____ Reading Strategies and Skills Practice: Unlock Word Meaning, Differentiated Instruction for
After Reading
Review and Extend
____ Analyze Literature: Characterization, Meeting the Standards Unit 4, p. 21
____ Adjectives and Adverbs, Exceeding the Standards: Grammar & Style, pp. 93–102
____ Grammar & Style: Irregular Verbs, SE/ATE, p. 392
____ Language Arts Handbook Section 3.5, Verbs, SE/ATE, pp. 1322–1324
____ Irregular Verbs, Exceeding the Standards: Grammar & Style, pp. 66–69
Assess
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102
7/9/09 10:47:25 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Life on the Mississippi, p. 393
Understanding Literary Criticism: Biographical-Historical
Criticism, p. 400
Directed Reading
information needed; challenging vocabulary
• Ease Factor: Colorful imagery; vivid
description
Pacing
Objectives
Mark Twain’s memoir about his days as a
steamboat pilot
• analyze and understand memoir as a genre,
including the author’s use of descriptive
detail
• compare the styles Twain uses in fiction,
essay, and memoir
Before Reading
____ Build Vocabulary: Shades of Meaning, Meeting the Standards Unit 4, p. 23
During Reading
____ Geography Connection: The Mississippi River, SE/ATE, p. 396
____ Build Background: Steamboats, Meeting the Standards Unit 4, p. 24
After Reading
Review and Extend
____ Analyze Literature: Tone, Meeting the Standards Unit 4, pp. 25–26
____ Subordinating Conjunctions, Exceeding the Standards: Grammar & Style, pp. 121–124
103
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____ Understanding Literary Criticism: Biographical-Historical Criticism, SE/ATE, p. 400
____ Differentiated Instruction: Enrichment, ATE, p. 401
____ Understanding Literary Criticism: Biographical-Historical Criticism, Exceeding the Standards:
Assess
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104
7/9/09 10:47:26 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Outcasts of Poker Flat, p. 402
Grammar & Style Workshop: Modifiers, p. 413
Directed Reading
• Difficulty Consideration: Ironic phrases
• Ease Factor: Author’s style
Pacing
Objectives
story about a conflict between a community
and its outcasts
• understand how Regionalism influenced the
literature
• analyze and understand character and
motivation
Before Reading
During Reading
____ History Connection: The Story of Nat Love, SE/ATE, p. 406
After Reading
Review and Extend
____ Prepositions, Exceeding the Standards: Grammar & Style, pp. 113–115
105
7/9/09 10:47:26 AM
____ Grammar & Style: Modifiers, SE/ATE, p. 413
____ Language Arts Handbook Section 3.7, Modifiers, SE/ATE, p. 1325
Assess
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106
7/9/09 10:47:26 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Richard Cory / Miniver Cheevy, p. 414
Directed Reading
“Richard Cory”
concepts; symbolism
simple language
“Miniver Cheevy”
information needed; abstract concepts
• Ease Factor: abab rhyme scheme
Pacing
Objectives
compare two Edwin Arlington Robinson
poems
• analyze and understand irony and allusion
Before Reading
During Reading
____ Build Background: The Romance of the Past, Meeting the Standards Unit 4, p. 31
After Reading
Review and Extend
____ Analyze Literature: Meter and Rhyme, Meeting the Standards Unit 4, p. 32
Assess
107
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108
7/9/09 10:47:26 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
To Build a Fire / How to Build a Campfire, p. 418
Vocabulary & Spelling Workshop: Context Clues, p. 435
Directed Reading
style; selection length
• Ease Factor: Suspense
Pacing
Objectives
naturalistic story about a man trying to
survive in the Yukon
• understand how Naturalism influenced this
literature
• analyze and understand setting, plot, and
conflict
Before Reading
____ Build Vocabulary: Noun and Adverb Suffixes, Meeting the Standards Unit 4, pp. 34–35
During Reading
____ History Connection: Transportation in the Klondike, SE/ATE, p. 429
____ Informational Text Connection: “How to Build a Campfire,” SE/ATE, pp. 431–432
____ Build Background: Extreme Cold, Meeting the Standards Unit 4, p. 36
____ Reading Proficiency, ATE, pp. 420, 422, 424
____ Enrichment, ATE, pp. 420, 424, 428, 429
____ English Language Learning, ATE, pp. 422
____ Informational Text Assignment: Surviving Arctic Cold, Differentiated Instruction for
____ Evaluate Cause and Effect, Differentiated Instruction for English Language Learners,
pp. 114–137
109
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After Reading
Review and Extend
____ Analyze Literature: Naturalism and Character, Meeting the Standards Unit 4, pp. 37–38
____ Critical Literacy: Read Jack London’s Letters, Exceeding the Standards: Extension
Activities, p. 9
____ Expository Writing: Explain a Process, Exceeding the Standards: Writing, pp. 36–51
____ Vocabulary & Spelling: Context Clues, SE/ATE, p. 435
____ Language Arts Handbook Section 2.1, Using Context Clues, SE/ATE, p. 1313
____ Context Clues, Exceeding the Standards: Vocabulary & Spelling, pp. 35–36
____ Providing Context Clues in Your Writing, Exceeding the Standards: Vocabulary & Spelling,
pp. 37–38
____ Time Out for Test Practice: Using Context Clues, Exceeding the Standards: Vocabulary &
Spelling, pp. 39–40
Assess
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110
7/9/09 10:47:26 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Do not weep, maiden, for war is kind / A Man Said to the Universe, p. 436
Independent Reading
“Do not weep, maiden, for war is kind”
• Difficulty Consideration: Irony
• Ease Factor: Selection length; vocabulary;
style
“A Man Said to the Universe”
• Difficulty Consideration: Irony
• Ease Factor: Selection length; vocabulary;
style
Objectives
naturalistic story about a man trying to
survive in the Yukon
• understand how Naturalism influenced this
literature
• analyze and understand setting, plot, and
conflict
Pacing
Before Reading
During Reading
____ Art Connection: Frederic Church, SE/ATE, p. 438
____ Build Background: War and Naturalism, Meeting the Standards Unit 4, p. 40
____ Art Connection Study: Frederic Church and Naturalism, Differentiated Instruction for
After Reading
Review and Extend
111
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112
7/9/09 10:47:27 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: The Native American Experience, 439
I Will Fight No More Forever / I Am the Last of My Family, p. 440
Directed Reading
“I Will Fight No More Forever”
• Difficulty Consideration: Social and
historical context; unfamiliar names
• Ease Factor: Style; selection length
“I Am the Last of My Family”
information needed
clearly defined conflict
Pacing
Objectives
selections of Native American oral literature
• analyze and understand the oral tradition
and a speaker’s purpose
• compare the tones and purposes of two
speeches
Before Reading
____ Part 2: The Native American Experience, SE/ATE, p. 439
____ Expanding Frontiers Study Guide: Understanding Part 2: The Native American Experience
and Applying Part 2: The Native American Experience, Meeting the Standards Unit 4, pp. 6–7
____ Build Vocabulary: Analyzing Etymology, Meeting the Standards Unit 4, p. 43
During Reading
____ History Connection: Broken Promises, SE/ATE, p. 442
____ Build Background: Nez Percé and Chiricahua, Meeting the Standards Unit 4, p. 44
113
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____
____
Comparing Literature Activity: Native American Expression, Differentiated Instruction for
Determine Author’s Purpose, Differentiated Instruction for English Language Learners,
pp. 138–145
After Reading
Review and Extend
____ Analyze Literature: Techniques for Creating Mood and Tone, Meeting the Standards Unit 4,
pp. 45–46
Assess
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114
7/9/09 10:47:27 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Black Elk Speaks, p. 446
Directed Reading
historical and cultural context; style
• Ease Factor: Vocabulary; simple sentences
Pacing
Objectives
Native American narrative
• understand how the historical context
impacted this literature
• analyze and understand narrative and
Magical Realism
Before Reading
____ Build Vocabulary: Words with Related Meanings, Meeting the Standards Unit 4, p. 48
During Reading
____ Art Connection: Kicking Bear, SE/ATE, p. 450
____ Cultural Connection: Moon Names, SE/ATE, p. 453
____ Build Background: Lakota Culture, Meeting the Standards Unit 4, p. 49
____ Learning Styles: Visual, ATE, pp. 450, 453
After Reading
Review and Extend
____ Analyze Literature: Metaphoric Language, Meeting the Standards Unit 4, pp. 45–50
Assess
115
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7/9/09 10:47:27 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
I Tried to Be Like My Mother, p. 457
Independent Reading
information needed
• Ease Factor: Length; language;
conversational tone; plot
Pacing
Objectives
vocabulary
of the text
Before Reading
____ Build Background: Native American Childhood, Meeting the Standards Unit 4, p. 52
During Reading
After Reading
Review and Extend
____ Analyze Literature: Memoir and Point of View, Meeting the Standards Unit 4, p. 53
Assess
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117
7/9/09 10:47:28 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 3: Struggling for Equality, p. 459
Understanding Literary Forms: The Speech, p. 460
Keeping the Thing Going While Things Are Stirring / Ain’t I a
Woman? p. 462
Directed Reading
“Keeping the Thing Going While Things Are
Stirring”
• Difficulty Consideration: Historical
context; more information than action
• Ease Factor: Conversational tone;
sympathetic speaker; clearly defined conflict
“Ain’t I a Woman?”
• Difficulty Consideration: Colloquialisms
Objectives
advocacy speech
• understand how the historical context
influenced this literature
• analyze and understand style and dialect in a
speech
Pacing
Before Reading
____ Part 3: Struggling for Equality, SE/ATE, p. 459
____ Understanding Literary Forms: The Speech, SE/ATE, pp. 460–461
____ Expanding Frontiers Study Guide: Understanding Part 3: Struggling for Equality and
Applying Part 3: Struggling for Equality, Meeting the Standards Unit 4, pp. 8–9
____ Expanding Frontiers Study Guide: Understanding Literary Forms: The Speech and Applying
Literary Forms: The Speech, Meeting the Standards Unit 4, pp. 10–12
____ Build Background: Political Changes of the 1860s, Meeting the Standards Unit 4, p. 55
During Reading
____ Literature Connection: “Ain’t I a Woman?” SE/ATE, p. 465
____ History Connection: Ida B. Wells, SE/ATE, p. 466
118
7/9/09 10:47:28 AM
After Reading
Review and Extend
____ Analyze Literature: Metaphors and Similes, Meeting the Standards Unit 4, p. 56
Assess
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119
7/9/09 10:47:28 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Destructive Male / Woman’s Right to Suffrage / Letter to Elizabeth
Cady Stanton, p. 469
Directed Reading
“The Destructive Male”
background information needed; formal
style; no action
“Woman’s Right to Suffrage”
• Difficulty Consideration: Ideas
“Letter to Elizabeth Cady Stanton”
background information needed
Pacing
Objectives
compare two advocacy speeches
• analyze and understand argument and
rhetoric
• compare and contrast two speeches on
women’s suffrage
Before Reading
____ Build Vocabulary: Word Families, Meeting the Standards Unit 4, p. 58
During Reading
____ Primary Source Connection: “Letter to Elizabeth Cady Stanton,” SE/ATE, pp. 475–476
____ Build Background: The Woman’s Suffrage Movement, Meeting the Standards Unit 4, p. 59
____ Primary Source Connection: The Struggle for the Right to Vote, Differentiated Instruction for
120
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After Reading
Review and Extend
____ Analyze Literature: Style, Meeting the Standards Unit 4, p. 60
____ Coordinating and Correlative Conjunctions, Exceeding the Standards: Grammar & Style,
pp. 116–120
Assess
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121
7/9/09 10:47:28 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Emancipation of Women, p. 478
Independent Reading
information needed; formal style;
more description than action; complex
relationships between the sexes; vocabulary
• Ease Factor: Some short paragraphs
Pacing
Objectives
vocabulary
of the text
Before Reading
During Reading
____ Build Background: Women’s Rights Around the World, Meeting the Standards Unit 4, p. 62
After Reading
Review and Extend
____ Analyze Literature: Argument, Meeting the Standards Unit 4, p. 63
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122
7/9/09 10:47:28 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Story of an Hour, p. 481
Grammar & Style Workshop: Verbal Phrases, p. 487
Directed Reading
• Difficulty Consideration: Passages of
psychoanalysis
Pacing
Objectives
Regionalist short story
• understand how gender roles of the time
period influenced the literature
• analyze and understand the use of irony and
reversal
Before Reading
During Reading
____ Art Connection: John Singer Sargent, SE/ATE, p. 483
____ Build Background: The Works of Kate Chopin, Meeting the Standards Unit 4, pp. 65–66
____ Reading Strategies and Skills Practice: Set Purpose, Differentiated Instruction for Developing
____ Sequence of Events, Differentiated Instruction for English Language Learners, pp. 146–153
After Reading
Review and Extend
____ Analyze Literature: Plot and Protagonist, Meeting the Standards Unit 4, pp. 67–68
123
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____ Grammar & Style: Verbal Phrases, SE/ATE, p. 16
____ Language Arts Handbook Section 3.10, Phrases, SE/ATE, p. 1327
____ Verbals, Exceeding the Standards: Grammar & Style, pp. 70–72
____ Verbal Phrases, Exceeding the Standards: Grammar & Style, pp. 138–144
Assess
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124
7/9/09 10:47:29 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Songs of Gold Mountain, p. 488
Directed Reading
information needed
• Ease Factor: Length; sympathetic main
character
Pacing
Objectives
• read, interpret, analyze, and evaluate four
short poems with similar content
• analyze and understand speaker and allusion
• compare the themes of four poems about
similar experiences
Before Reading
During Reading
____ Build Background: Chinese Americans in California, Meeting the Standards Unit 4, p. 71
After Reading
Review and Extend
____ Collaborative Learning: Investigate Immigration in the West, Exceeding the Standards:
Extension Activities, p. 10
Assess
125
7/9/09 10:47:29 AM
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126
7/9/09 10:47:29 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
We Wear the Mask, p. 492
Directed Reading
• Difficulty Consideration: Syntax
• Ease Factor: Selection length
Objectives
• understand how the post–Civil War period
affected this literature
• analyze and understand speaker and
metaphor
Pacing
Before Reading
____ Build Vocabulary: Using Synonyms for Precise Connotations, Meeting the Standards
Unit 4, p. 74
During Reading
____ Connecting with Literature: The Meaning of Masks, Meeting the Standards Unit 4, p. 75
____ Reading Strategies and Skills Practice: Make Connections, Differentiated Instruction for
After Reading
Review and Extend
____ Analyze Literature: Alliteration, Assonance, Consonance, Meeting the Standards Unit 4,
pp. 76–77
Assess
127
7/9/09 10:47:29 AM
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128
7/9/09 10:47:29 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Up from Slavery, p. 495
Independent Reading
clear purpose and theme
Pacing
Objectives
vocabulary
of the text
Before Reading
____ Build Background: Booker T. Washington, Meeting the Standards Unit 4, p. 79
During Reading
After Reading
Review and Extend
____ Analyze Literature: Diction, Meeting the Standards Unit 4, pp. 80–81
Assess
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129
7/9/09 10:47:29 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from The Souls of Black Folk, p. 497
Independent Reading
information needed; formal style;
vocabulary; length
• Ease Factor: Compelling story
Pacing
Objectives
vocabulary
of the text
Before Reading
____ Build Vocabulary: Abstract Nouns Made with -tion and -ment, Meeting the Standards
Unit 4, p. 83
During Reading
____ History Connection: Jim Crow Laws, SE/ATE, p. 500
____ History Connection: Elizabeth Freeman, SE/ATE, p. 505
____ Build Background: W. E. B. Du Bois, Meeting the Standards Unit 4, p. 84
After Reading
Review and Extend
____ Analyze Literature: Parallel Structure and Style, Meeting the Standards Unit 4, pp. 85–86
130
7/9/09 10:47:30 AM
Assess
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131
7/9/09 10:47:30 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Booker T. and W. E. B., p. 508
Independent Reading
concepts; background information needed
• Ease Factor: Dialogue; rhyme
Pacing
Objectives
vocabulary
of the text
Before Reading
During Reading
____ Build Background: The Civil Rights Struggle, 1865–1900, Meeting the Standards Unit 4, p. 88
After Reading
Review and Extend
Assess
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132
7/9/09 10:47:30 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Use Active-Listening Skills, p. 511
Pacing
Objectives
students to
• explain differences between active and
passive listening
• explain how both speaker and audience
benefit when listeners are respectful and
attentive
• focus on what a speaker has to say
• show interest in what another person says in
a conversation
Teach the Workshop
____ Speaking & Listening Workshop: Use Active-Listening Skills, SE/ATE, p. 511
____ Language Arts Handbook Section 7.3, Collaborative Learning and Communication,
SE/ATE, p. 1354
____ Language Arts Handbook Section 7.4, Asking and Answering Questions, SE/ATE,
pp. 1354–1355
Review and Extend
____ Use Active Listening Skills, Exceeding the Standards: Speaking & Listening, pp. 11–13
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133
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Descriptive Writing—Create a Profile, p. 512
Pacing
Objectives
students to
• write an introduction that presents a person
in an intriguing way
• write a literary response essay that has a clear
thesis statement
• organize a body that develops a detailed
account of one aspect of a person’s life
• create a conclusion that gives the account
closure
Teach the Workshop
____ Writing Workshop: Descriptive Writing—Create a Profile, SE/ATE, pp. 512–513
Review and Extend
____ Expository Writing: Explain a Process, Exceeding the Standards: Writing, pp. 36–51
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134
7/9/09 10:47:30 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Pacing
• write an effective introduction for an essay
Objectives
students to
• identify motifs
Teach the Workshop
____ Reading Skills: Identify Motifs, SE/ATE, pp. 514–515
____ Writing Skills: Write a Good Introduction, SE/ATE, p. 516
SE/ATE, p. 1360
SE/ATE, p. 1361
SE/ATE, p. 1361
SE/ATE, p. 1362
Review and Extend
____ Expanding Frontiers Study Guide: Practice Test, Meeting the Standards Unit 4, pp. 13–16
____ SAT Practice Test: Critical Reading and Writing, Exceeding the Standards: Test Practice,
pp. 9–12
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135
7/9/09 10:47:31 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Unit 5 Early Twentieth Century Opener, p. 518
Pacing
Objectives
early twentieth century (1910–1929)
• identify the characteristics of Modernism,
Regionalism, and the Harlem Renaissance
Plan the Unit
____ Unit 5 Visual Planning Guide: Lesson-by-Lesson Resources, ATE, pp. 518C–518G
____ Unit 5 Scope & Sequence Guide, ATE, pp. 518G–518P
____ Unit 5 Building Vocabulary, ATE, pp. 518Q–518T
____ Timeline: Early Twentieth Century: 1910–1929, SE/ATE, pp. 520–521
____ Historical Introduction: Early Twentieth Century: 1910–1929, SE/ATE, pp. 522–524
____ Early Twentieth Century Study Guide: Introduction, Meeting the Standards Unit 5, p. 1
____ Early Twentieth Century Study Guide: Historical Context, Meeting the Standards
Unit 5, pp. 2–3
____ Early Twentieth Century Study Guide: Master Vocabulary List, Meeting the Standards
Unit 5, p. 17
Extend the Unit
____ Media Literacy: Advanced PowerPoint and Working with Media, Exceeding the Standards:
Special Topics, pp. 16–17
____ Succeeding at Work 2, Exceeding the Standards: Special Topics, pp. 18–19
136
7/9/09 10:47:31 AM
Assess
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137
7/9/09 10:47:31 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: Modernism, p. 525
Understanding Literary Forms: The Novel, p. 526
from The Great Gatsby, p. 528
Grammar & Style Workshop: Subordination, p. 537
Directed Reading
• Difficulty Consideration: Some difficult
vocabulary
• Ease Factor: Dialogue; conversational tone
and style
Pacing
Objectives
chapter from a novel
• understand the ways in which the novel
depicts the Jazz Age
• analyze and understand the narrator and
describe the setting
Before Reading
____ Part 1: Modernism, SE/ATE, p. 525
____ Understanding Literary Forms: The Novel, SE/ATE, pp. 526–527
____ Early Twentieth Century Study Guide: Understanding Part 1: Modernism and Applying Part
1: Modernism, Meeting the Standards Unit 5, pp. 4–5
____ Early Twentieth Century Study Guide: Understanding Literary Forms: The Novel and
Applying Literary Forms: The Novel, Meeting the Standards Unit 5, pp. 6–8
____ Build Vocabulary: Suffixes -ity and -ous, Meeting the Standards Unit 5, pp. 19–21
During Reading
____ History Connection: The Prohibition Era, SE/ATE, p. 533
138
7/9/09 10:47:31 AM
____
____
____
Enrichment, ATE, p. 532
Form Focus Study: Exposition Techniques, Differentiated Instruction for Advanced Students,
pp. 25–26
After Reading
Review and Extend
____ Analyze Literature: Characterization, Meeting the Standards Unit 5, pp. 21–22
____ Interrupters and Interjections, Exceeding the Standards: Grammar & Style, pp. 125–129
____ Grammar & Style: Subordination, SE/ATE, p. 537
____ Subordinating Conjunctions, Exceeding the Standards: Grammar & Style, pp. 121–124
____ Phrases and Clauses, Exceeding the Standards: Grammar & Style, pp. 133–134
____ Adjective and Adverb Clauses, Exceeding the Standards: Grammar & Style, pp. 149–154
____ Noun Clauses, Exceeding the Standards: Grammar & Style, pp. 155–157
____ The Clauses of a Sentence: Simple, Compound, Complex, and Compound-Complex,
Assess
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139
7/9/09 10:47:31 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: Ernest Hemingway, p. 538
from The Sun Also Rises / from For Whom the Bell Tolls / The Artist’s
Reward, p. 539
Grammar & Style Workshop: Coordination, p. 555
Directed Reading
from The Sun Also Rises
• Difficulty Consideration: Some long
paragraphs; background information
needed; vocabulary
• Ease Factor: Interesting conflict
from For Whom the Bell Tolls
information needed; unfamiliar Spanish
terms and names
• Ease Factor: Short paragraph; strong
conflict
Pacing
• Block Schedule: 2 days
Objectives
novel excerpts
• analyze and understand plot and motivation.
Hemingway’s writing
Before Reading
____ Author Focus: Ernest Hemingway, SE/ATE, p. 538
____ Build Vocabulary: Latin and Greek Roots of Modern Words, Meeting the Standards
Unit 5, p. 24
During Reading
____ Cultural Connection: Bullfighting, SE/ATE, p. 543
____ Literary Connection: Hemingway’s Titles, SE/ATE, p. 544
____ Art Connection: Pablo Picasso, SE/ATE, p. 548
____ Literature Connection: “The Artist’s Reward,” SE/ATE, p. 551
____ Literary Connection: The Fitzgerald/Hemingway Relationship, SE/ATE, p. 552
____ Build Background: Fascism, Socialism, and Communism, Meeting the Standards Unit 5, p. 25
140
7/9/09 10:47:31 AM
____
____
____
____
English Language Learning, ATE, pp. 542, 551
Learning Styles: Kinesthetic, ATE, p. 544
Enrichment, ATE, p. 549
After Reading
Review and Extend
____ Lifelong Learning: Research on the Internet, Exceeding the Standards: Extension
Activities, p. 11
____ Adjective and Adverb Clauses, Exceeding the Standards: Grammar & Style, pp. 149–154
____ Prepositional Phrases, Exceeding the Standards: Grammar & Style, pp. 135–137
____ Noun Clauses, Exceeding the Standards: Grammar & Style, pp. 155–157
____ Grammar & Style: Coordination, SE/ATE, p. 555
____ Coordinating and Correlative Conjunctions, Exceeding the Standards: Grammar & Style,
pp. 116–120
Assess
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141
7/9/09 10:47:31 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
In a Station of the Metro / The River-Merchant’s Wife: A Letter / A Few
Don’ts by an Imagiste, p. 556
Directed Reading
“In a Station of the Metro”
• Difficulty Consideration: Abstract concept
“The River-Merchant’s Wife: A Letter”
information needed; unfamiliar names;
abstract concepts
• Ease Factor: Prose-like syntax; sympathetic
main character
Pacing
Objectives
lyric poems
• understand the influence of Imagism on
the poems
• analyze and understand imagery
Before Reading
____ Build Vocabulary: Connotation, Meeting the Standards Unit 5, p. 28
During Reading
____ Literature Connection: “A Few Don’ts by an Imagiste,” SE/ATE, pp. 560–561
After Reading
Review and Extend
142
7/9/09 10:47:32 AM
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143
7/9/09 10:47:32 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Petals / Mid-Day, p. 563
Directed Reading
“Petals”
• Difficulty Consideration: Extended
metaphor; run-on lines; abstract concepts
• Ease Factor: Length; vocabulary
“Mid-Day”
concepts; confusing title
• Ease Factor: Short line; simple vocabulary
Objectives
lyric poems
• analyze and understand speaker and mood
• compare and contrast the two poems and
their use of natural imagery
Pacing
Before Reading
____ Build Vocabulary: Verbs and Participles, Meeting the Standards Unit 5, p. 31
During Reading
After Reading
Review and Extend
____ Analyze Literature: Extended Metaphor, Meeting the Standards Unit 5, p. 32
Assess
144
7/9/09 10:47:32 AM
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145
7/9/09 10:47:32 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: William Carlos Williams, p. 568
The Red Wheelbarrow / This Is Just to Say / The Dance, p. 569
Vocabulary & Spelling Workshop: Semantic Families, p. 574
Directed Reading
“The Red Wheelbarrow”
• Difficulty Consideration: Unconventional
punctuation
“This is Just to Say”
punctuation
“The Dance”
poetic conventions
• Ease Factor: Repetition of words and
phrases
Pacing
Objectives
• read, interpret, analyze, and evaluate three
lyric poems
• understand the influence of Imagism on the
poems
• analyze and understand imagery, rhythm,
and meter
Williams’s writing
Before Reading
____ Author Focus: William Carlos Williams, SE/ATE, p. 568
____ Build Vocabulary: Semantic Families, Meeting the Standards Unit 5, pp. 34–35
During Reading
146
7/9/09 10:47:32 AM
After Reading
Review and Extend
____ Analyze Literature: Stanza and Line, Meeting the Standards Unit 5, pp. 36–37
____ Vocabulary & Spelling: Semantic Families, SE/ATE, p. 574
____ Language Arts Handbook Section 2.4, Understanding Multiple Meanings, SE/ATE, p. 1314
____ Semantic Families, Exceeding the Standards: Vocabulary & Spelling, pp. 70–71
Assess
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147
7/9/09 10:47:32 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Love Song of J. Alfred Prufrock, p. 575
Directed Reading
• Difficulty Consideration: Elliptical, allusive
style
Pacing
Objectives
revolutionary poetic look at early-twentiethcentury middle-class attitudes and values
• analyze and understand dramatic monologue
and allusion
Before Reading
____ Build Vocabulary: Context, Meeting the Standards Unit 5, pp. 39–40
During Reading
____ Analyze Literature: Stream of Consciousness, Meeting the Standards Unit 5, p. 41
____ Literary Criticism: Responding to a Poem, Differentiated Instruction for Advanced
Students, p. 27
____ Reading Strategies and Skills Practice: Take Notes, Differentiated Instruction for Developing
After Reading
Review and Extend
____ Analyze Literature: Metaphor and Simile, Meeting the Standards Unit 5, p. 42
148
7/9/09 10:47:32 AM
Assess
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149
7/9/09 10:47:33 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Understanding Literary Criticism: Reader-Response Criticism, p. 582
Poetry / Ars Poetica, p. 584
Directed Reading
“Poetry”
• Difficulty Consideration: Style; vocabulary;
poetic conventions
• Ease Factor: Short stanzas
“Ars Poetica”
• Difficulty Consideration: Style
• Ease Factor: Vocabulary
Objectives
lyric poems
• analyze and understand theme and stanza
• compare and contrast the poems
Pacing
Before Reading
____ Understanding Literary Criticism: Reader-Response Criticism, SE/ATE, pp. 582–583
____ Understanding Literary Criticism: Reader-Response Criticism, Exceeding the Standards:
____ Build Vocabulary: Synonyms and Antonyms, Meeting the Standards Unit 5, pp. 44–45
During Reading
150
7/9/09 10:47:33 AM
After Reading
Review and Extend
____ Analyze Literature: Repetition and Parallelism, Meeting the Standards Unit 5, p. 46
Assess
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151
7/9/09 10:47:33 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Ars Poetica, p. 589
Independent Reading
• Difficulty Consideration: Simile; abstract
concepts
• Ease Factor: Length; simple vocabulary
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
After Reading
Review and Extend
____ Analyze Literature: Creationism and Language, Meeting the Standards Unit 5, pp. 48–49
Assess
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152
7/9/09 10:47:33 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
somewhere i have never travelled,gladly beyond, p. 591
Independent Reading
punctuation
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
After Reading
Review and Extend
____ Analyze Literature: Syntax and Structure, Meeting the Standards Unit 5, pp. 52–53
Assess
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153
7/9/09 10:47:33 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Anecdote of the Jar, p. 593
Independent Reading
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
After Reading
Review and Extend
____ Build Background: Romantic and Modern Notions of Nature, Meeting the Standards
Unit 5, p. 55
____ Analyze Literature: Symbol and Sound, Meeting the Standards Unit 5, p. 56
Assess
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154
7/9/09 10:47:33 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: The Common Life, p. 595
A Wagner Matinee, p. 596
Grammar & Style Workshop: Appositives, p. 606
Directed Reading
• Difficulty Consideration: References to
narrator’s youth
Pacing
Objectives
story about the visit an aunt pays to her
nephew in Boston
• analyze and understand narrator, point of
view, and characterization
• understand the influence of Regionalism on
Cather’s writing
Before Reading
____ Part 2: The Common Life, SE/ATE, p. 595
____ Early Twentieth Century Study Guide: Understanding Part 2: The Common Life and
Applying Part 2: The Common Life, Meeting the Standards Unit 5, pp. 9–10
____ Build Vocabulary: Words from Music, Meeting the Standards Unit 5, pp. 58–59
During Reading
____ History Connection: The Homestead Act, SE/ATE, p. 599
____ Build Background: Homesteading, Meeting the Standards Unit 5, p. 60
____ Compare and Contrast, Differentiated Instruction for English Language Learners, pp. 154–166
155
7/9/09 10:47:34 AM
After Reading
Review and Extend
____ Analyze Literature: Flashback, Meeting the Standards Unit 5, pp. 61–62
____ Phrases and Clauses, Exceeding the Standards: Grammar & Style, pp. 133–134
____ Expository Writing: Write an Essay Test Response, Exceeding the Standards: Writing,
pp. 52–66
____ Grammar & Style: Appositives, SE/ATE, p. 606
____ Language Arts Handbook Section 3.3, Nouns, SE/ATE, p. 1320
____ Appositives, Exceeding the Standards: Grammar & Style, pp. 103–105
____ Appositive Phrases, Exceeding the Standards: Grammar & Style, pp. 145–148
Assess
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156
7/9/09 10:47:34 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Lucinda Matlock / Petit, the Poet, p. 607
Directed Reading
“Lucinda Matlock”
• Difficulty Consideration: Distinction
between speaker and poet
• Ease Factor: Length; style; topic
“Petit, the Poet”
abstract concepts
• Ease Factor: Imagery; repetition
Objectives
dramatic poems
• analyze and understand free verse and tone
Masters’s writing
Pacing
Before Reading
____ Build Vocabulary: Using Antonyms to Help Define a Concept, Meeting the Standards
Unit 5, p. 64
During Reading
____ Art Connection: Grant Wood, SE/ATE, p. 609
____ Build Background: Spoon River Anthology, Meeting the Standards Unit 5, p. 65
After Reading
Review and Extend
____ Analyze Literature: Dramatic Poem, Meeting the Standards Unit 5, p. 66
____ Collaborative Learning: Interpret a Poem, Exceeding the Standards: Extension Activities,
pp. 12–13
157
7/9/09 10:47:34 AM
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158
7/9/09 10:47:34 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: Robert Frost, p. 612
Birches / from Robert Frost: A Life / Mending Wall / The Death of the
Hired Man, p. 613
Directed Reading
“Birches”
• Difficulty Consideration: Poetic language
• Ease Factor: Tone; length
from Robert Frost: A Life
• Difficulty Consideration: Child’s spelling
and punctuation; more information than
action
“Mending Wall”
• Difficulty Consideration: Inverted
sentences
“The Death of the Hired Man”
• Ease Factor: Dialogue; sympathetic main
character; conversational tone
Pacing
Objectives
• read, interpret, analyze, and evaluate three
poems by Frost
• analyze and understand meter and symbol
Frost’s writing
Before Reading
____ Author Focus: Robert Frost, SE/ATE, p. 612
____ Build Vocabulary: Verbs Used to Characterize, Meeting the Standards Unit 5, pp. 68–69
During Reading
____ During Reading, SE/ATE, pp. 614–615, 618–624
____ Primary Source Connection: from Robert Frost: A Life, SE/ATE, pp. 616–617
____ Literary Connection: The Pulitzer Prize, SE/ATE, p. 617
159
7/9/09 10:47:34 AM
After Reading
Review and Extend
____ Analyze Literature: Theme and Figurative Language, Meeting the Standards Unit 5, pp. 70–71
Assess
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160
7/9/09 10:47:34 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Chicago / The Architecture of Chicago / Grass, p. 627
Directed Reading
“Chicago”
• Difficulty Consideration: Similes;
importance of title
“The Architecture of Chicago”
• Difficulty Consideration: None
• Ease Factor: Formatting aids; heads, section
breaks; maps; simple language
“Grass”
• Difficulty Consideration: Antiwar message;
personification
Pacing
Objectives
lyric poems by Sandburg
• analyze and understand sensory details and
parallelism
Sandburg’s writing
Before Reading
____ Build Background: Chicago History, Meeting the Standards Unit 5, pp. 73–74
During Reading
____ During Reading, SE/ATE, pp. 628–629, 635
____ Informational Text Connection: The Architecture of Chicago, SE/ATE, pp. 630–634
After Reading
Review and Extend
____ Analyze Literature: Apostrophe and Personification, Meeting the Standards Unit 5, p. 75
Assess
161
7/9/09 10:47:35 AM
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162
7/9/09 10:47:35 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Sonnet XXX / from A Few Figs from Thistles, p. 637
Independent Reading
“Sonnet XXX”
• Difficulty Consideration: Sonnet format;
shift in time
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
____ Build Background: The Sonnet, Meeting the Standards Unit 5, p. 77
After Reading
Review and Extend
Assess
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163
7/9/09 10:47:35 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 3: Harlem Renaissance, p. 639
Author Focus: Langston Hughes, p. 640
The Negro Speaks of Rivers / I, Too, Sing America / from The Big Sea, p. 641
Directed Reading
“The Negro Speaks of Rivers”
• Reading Level: Moderate to easy
• Difficulty Consideration: Names of rivers;
historical context
“I, Too, Sing America”
• Difficulty Consideration: Historical context
from The Big Sea
celebrity names; background information
needed
Pacing
Objectives
lyric poems by Hughes
• analyze and understand speaker and tone
Hughes’s writing
Before Reading
____ Part 3: The Harlem Renaissance, SE/ATE, p. 639
____ Author Focus: Langston Hughes, SE/ATE, p. 640
____ Early Twentieth Century Study Guide: Understanding Part 3: Harlem Renaissance and
Applying Part 3: The Harlem Renaissance, Meeting the Standards Unit 5, pp. 11–12
____ Build Background: Rivers and Civilization, Meeting the Standards Unit 5, p. 80
During Reading
____ Primary Source Connection: from The Big Sea, SE/ATE, pp. 645–646
164
7/9/09 10:47:35 AM
____ Primary Source Project: Langston Hughes: In His Own Words, Differentiated Instruction for
____ Identify Multiple Levels of Meaning, Differentiated Instruction for English Language Learners,
pp. 167–173
After Reading
Review and Extend
____ Analyze Literature: Symbolism and Allusion, Meeting the Standards Unit 5, pp. 81–82
Assess
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165
7/9/09 10:47:35 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
America / A Black Man Talks of Reaping, p. 648
Vocabulary & Spelling Workshop: Synonyms and Antonyms, p. 653
Directed Reading
“America”
• Difficulty Consideration: Extended
metaphor; extension of ideas from one line
to next
“A Black Man Talks of Reaping”
• Difficulty Consideration: Interpretation of
last stanza
• Ease Factor: Length; language
Pacing
Objectives
sonnet and a lyric poem
• understand the influence of the Harlem
Renaissance
• analyze and understand sonnet and allegory
• compare and contrast two poems
Before Reading
____ Build Vocabulary: Terms for Poetic Form and Sound, Meeting the Standards Unit 5, p. 84
During Reading
____ Art Connection: William H. Johnson, SE/ATE, p. 651
After Reading
Review and Extend
____ Analyze Literature: Figurative Language, Meeting the Standards Unit 5, pp. 85–86
166
7/9/09 10:47:35 AM
____ Vocabulary & Spelling: Synonyms and Antonyms, SE/ATE, p. 653
____ Synonyms and Antonyms, Exceeding the Standards: Vocabulary & Spelling, pp. 68–69
Assess
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167
7/9/09 10:47:35 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: James Weldon Johnson, p. 654
My City / Go Down, Death / from Black Manhattan, p. 655
Directed Reading
“My City”
• Difficulty Consideration: Tribute to
Manhattan
“Go Down, Death”
• Difficulty Consideration: Personification
• Ease Factor: Repetition; sympathetic main
character; prose-like syntax; familiar theme;
simple language; easy-to-follow narrative
from Black Manhattan
• Difficulty Consideration: Difficult
vocabulary; more description than action;
Pacing
Objectives
poems by James Weldon Johnson
• analyze and understand alliteration and
repetition
Johnson’s writing
Before Reading
____ Author Focus: James Weldon Johnson, SE/ATE, p. 654
____ Build Vocabulary: Using Context and Word Structure, Meeting the Standards Unit 5, p. 88
During Reading
____ Primary Source Connection, SE/ATE, pp. 659–661
____ Cultural Connection: Music, Theater, and Art of the Harlem Renaissance, SE/ATE, p. 660
168
7/9/09 10:47:36 AM
After Reading
Review and Extend
____ Analyze Literature: Diction and Personification, Meeting the Standards Unit 5, pp. 89–90
Assess
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169
7/9/09 10:47:36 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Any Human to Another, p. 664
Independent Reading
• Difficulty Consideration: Personified
emotions
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Vocabulary: Associations of Word Clusters, Meeting the Standards Unit 5, p. 92
During Reading
After Reading
Review and Extend
____ Analyze Literature: Title, Form, Imagery, and Figurative Language, Meeting the Standards
Unit 5, pp. 93–94
Assess
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170
7/9/09 10:47:36 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Storm Ending, p. 666
Independent Reading
language
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Background: Jean Toomer and the Harlem Renaissance, Meeting the Standards
Unit 5, p. 96
During Reading
After Reading
Review and Extend
____ Analyze Literature: Figurative Language and Free Verse, Meeting the Standards Unit 5,
pp. 97–98
Assess
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171
7/9/09 10:47:36 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Dust Tracks on a Road, p. 668
Independent Reading
• Difficulty Consideration: Dialect;
• Ease Factor: Humor; simple language and
plot; young person’s point of view
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
____ Analyze Literature: Dialect and Slang, Meeting the Standards Unit 5, p. 100
____ Narrative Writing Assignment: A Story of Oneself, Differentiated Instruction for Advanced
Students, p. 29
After Reading
Review and Extend
____ The Clauses of a Sentence: Simple, Compound, Complex, and Compound-Complex,
Assess
172
7/9/09 10:47:36 AM
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173
7/9/09 10:47:36 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Use Visual Aids, p. 675
Pacing
Objectives
students to
• create and use visual aids that are suitable
to the topic, help convey the content, and
capture listeners’ attention
• create and use visual aids that are legible and
easy to understand
• create and use visual aids that can be seen by
all audience members
• create and use visual aids that do not distract
form the speaker’s delivery, are in good
working order, and handled skillfully
Teach the Workshop
____ Speaking & Listening Workshop: Use Visual Aids, SE/ATE, p. 675
____ Language Arts Handbook Section 7.10, Preparing a Multimedia Presentation,
SE/ATE, p. 1359
Review and Extend
____ Use Visual Aids, Exceeding the Standards: Speaking & Listening, pp. 14–16
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Narrative Writing—Write an Application
Essay, p. 676
Pacing
• prepare a body in which details clarify the
topic
• bring the essay to a conclusion that
reinforces the thesis
Objectives
students to
• write a college application in which the
introduction identifies the assigned topic
Teach the Workshop
____ Writing Workshop: Narrative Writing—Write an Application Essay, SE/ATE, pp. 676–681
Review and Extend
____ Expository Writing: Write an Essay Test Response, Exceeding the Standards: Writing,
pp. 52–66
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P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Pacing
• provide support for their point of view
Objectives
students to
• evaluate cause and effect
Teach the Workshop
____ Reading Skills: Evaluate Cause and Effect, SE/ATE, pp. 682–683
____ Writing Skills: Provide Support for Your Point of View, SE/ATE, p. 684
SE/ATE, p. 1360
SE/ATE, p. 1361
SE/ATE, p. 1361
Review and Extend
____ Early Twentieth Century Study Guide: Practice Test, Meeting the Standards Unit 5, pp. 13–16
____ ACT Practice Test: English, Reading, and Writing, Exceeding the Standards: Test Practice,
pp. 13–15
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176
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Unit 6 Depression and World War II Opener, p. 686
Pacing
• identify the characteristics of literature
created during two national crises and of
literature emerging from the South in the
same period
Objectives
Depression and World War II (1929–1945)
Plan the Unit
____ Unit 6 Visual Planning Guide: Lesson-by-Lesson Resources, ATE, pp. 686C–686E
____ Unit 6 Building Vocabulary, ATE, pp. 686I–686L
____ Timeline: Depression and World War II: 1929–1945, SE/ATE, pp. 688–689
____ Historical Introduction: Depression and World War II: 1929–1945, SE/ATE, pp. 690–692
____ Depression and World War II Study Guide: Introduction, Meeting the Standards Unit 6, p. 1
____ Depression and World War II Study Guide: Historical Context, Meeting the Standards
Unit 6, pp. 2–4
____ Depression and World War II Study Guide: Master Vocabulary List, Meeting the Standards
Unit 6, p. 17
Extend the Unit
____ Media Literacy: Web Development, Exceeding the Standards: Special Topics, pp. 20–21
____ Successful Lifelong Learning 1, Exceeding the Standards: Special Topics, pp. 22
177
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Assess
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178
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: Hard Times, p. 693
from Let Us Now Praise Famous Men, p. 694
Grammar & Style Workshop: Precise Language, p. 701
Directed Reading
• Difficulty Consideration: Long sentences;
figurative language; vocabulary
• Ease Factor: Subject matter
Pacing
Objectives
selection from Let Us Now Praise Famous
Men, by James Agee and Walker Evans
• understand the impact of the Depression
on this work
• understand and analyze description
and mood
Before Reading
____ Part 1: Hard Times, SE/ATE, p. 693
____ Depression and World War II Study Guide: Understanding Part 1: Hard Times and Applying
Part 1: Hard Times, Meeting the Standards Unit 6, pp. 5–6
____ Build Vocabulary: Context, Meeting the Standards Unit 6, p. 19
During Reading
____ Build Background: Sharecropping, Meeting the Standards Unit 6, p. 20
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After Reading
Review and Extend
____ Grammar & Style: Precise Language, SE/ATE, p. 701
____ Making Your Language Precise and Colorful, Exceeding the Standards: Grammar & Style,
pp. 243–245
Assess
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180
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: John Steinbeck, p. 702
from The Grapes of Wrath / Letter to Elizabeth Otis /
The Chrysanthemums, p. 703
Directed Reading
from The Grapes of Wrath
• Ease Factor: Informal tone; sympathetic
characters; dialogue
“Letter to Elizabeth Otis”
• Ease Factor: Length; straightforward
language; clear purpose and theme
“The Chrysanthemums”
• Difficulty Consideration: Symbolism;
• Ease Factor: Sympathetic main character
Pacing
Objectives
excerpt from Steinbeck’s Grapes of Wrath,
and his short story “The Chrysanthemums”
Steinbeck’s writing
• analyze and understand dialogue and setting
Sequence Guide
Before Reading
____ Author Focus: John Steinbeck, SE/ATE, p. 702
____ Build Vocabulary: Homonyms, Meeting the Standards Unit 6, p. 23
During Reading
____ Literary Connection: Dramatizations of The Grapes of Wrath, SE/ATE, p. 706
____ Primary Source Connection: “Letter to Elizabeth Otis,” SE/ATE, pp. 708–709
____ Literary Connection: Meridel LeSueur, SE/ATE, p. 714
____ Music Connection: The Swing Era, SE/ATE, p. 718
____ Build Background: The Dust Bowl, Meeting the Standards Unit 6, p. 24
181
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____ Drama Connection Activity: A Story in Different Forms, Differentiated Instruction for
After Reading
Review and Extend
Assess
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182
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
A Date Which Will Live in Infamy / from No Ordinary Time, p. 723
Directed Reading
“A Date Which Will Live in Infamy”
• Difficulty Consideration: Formal style
• Ease Factor: Familiar, clearly defined topic;
clear purpose
from No Ordinary Time
information on World War II and U.S.
patriotism; formal style
• Ease Factor: Dialogue; familiar setting
Objectives
Franklin Roosevelt’s address “A Date Which
Will Live in Infamy”
• understand the historic context of the speech
• analyze and understand purpose and
repetition
Pacing
Before Reading
____ Build Vocabulary: Base Words and Derivatives, Meeting the Standards Unit 6, p. 27
During Reading
____ Literature Connection: from No Ordinary Time, SE/ATE, pp. 725–727
After Reading
Review and Extend
____ Analyze Literature: Argument, Meeting the Standards Unit 6, pp. 28–29
____ Narrative Writing: Summarize a Historical Event, Exceeding the Standards: Writing,
pp. 67–81
183
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184
7/9/09 10:47:38 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Death of the Ball Turret Gunner / World War II Recruitment
Posters, p. 729
Directed Reading
setting
• Ease Factor: Length; author’s style
Pacing
from the perspective of a gunner killed while
operating a turret
• understand the work as a reflection of the
World War II era
• analyze and understand extended metaphor
and imagery
Objectives
• read, interpret, analyze, and evaluate Jarrell’s
“The Death of the Ball Turret Gunner,” told
Before Reading
____ Build Background: Working Women, Meeting the Standards Unit 6, p. 31
During Reading
____ Informational Text Connection: World War II Posters, SE/ATE, pp. 731–733
After Reading
Review and Extend
____ Analyze Literature: Connotations and Theme, Meeting the Standards Unit 6, pp. 32–33
185
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186
7/9/09 10:47:39 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
A Noiseless Flash, from Hiroshima, p. 735
Grammar & Style Workshop: Active and Passive Voice, p. 751
Directed Reading
• Difficulty Consideration: Chronology
• Ease Factor: Vivid images
Pacing
describing the experience of the bomb on
six survivors.
• understand the historical context of this
work of literary nonfiction.
• analyze and understand point of view
and irony.
Objectives
“A Noiseless Flash,” from Hiroshima,
Before Reading
____ Build Vocabulary: Greek and Latin Roots, Meeting the Standards Unit 6, pp. 35–36
During Reading
____ History Connection: The U.S.S. Indianapolis, SE/ATE, p. 748
After Reading
Review and Extend
____ Analyze Literature: Purpose and Structure, Meeting the Standards Unit 6, pp. 37–38
____ Commas, Exceeding the Standards: Grammar & Style, pp. 194–197
187
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____ Grammar & Style: Active and Passive Voice, SE/ATE, p. 751
____ Passive Voice and Active Voice, Exceeding the Standards: Grammar & Style, pp. 63–65
Assess
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188
7/9/09 10:47:39 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Watch, p. 752
Independent Reading
• Difficulty Consideration: Jewish names
and terms; background information on
Holocaust; personification
• Ease Factor: Some descriptive paragraphs;
sympathetic main character
Pacing
Objectives
vocabulary words
of the work
Before Reading
____ Build Vocabulary: Using Context, Meeting the Standards Unit 6, p. 40
During Reading
After Reading
Review and Extend
____ Analyze Literature: Setting and Mood, Meeting the Standards Unit 6, pp. 41–42
Assess
189
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190
7/9/09 10:47:39 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: Southern Renaissance, p. 757
Understanding Literary Forms: The Short Story, p. 758
The Jilting of Granny Weatherall, p. 760
Directed Reading
• Difficulty Consideration: Stream-ofconsciousness style
Pacing
Objectives
short story
• identify the elements of the Southern Gothic
tradition in the work
• analyze and understand point of view and
stream-of-consciousness writing
Before Reading
____ Part 2: Southern Renaissance, SE/ATE, p. 757
____ Depression and World War II Study Guide: Understanding Part 2: Southern Renaissance and
Applying Part 2: Southern Renaissance, Meeting the Standards Unit 6, pp. 7–8
____ Depression and World War II Study Guide: Understanding Literary Forms: The Short Story
and Applying Literary Forms: The Short Story, Meeting the Standards Unit 6, pp. 9–12
____ Build Vocabulary: Words in Context for Characterization, Meeting the Standards Unit 6, p. 44
During Reading
____ Form Focus Study: Stream-of-Consciousness Writing, Differentiated Instruction for Advanced
Students, pp. 31–32
191
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After Reading
Review and Extend
____ Analyze Literature: Characterization, Meeting the Standards Unit 6, pp. 45–46
Assess
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192
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: William Faulkner, p. 770
A Rose for Emily / Nobel Prize Acceptance Speech / Darl, from As I Lay
Dying, p. 780
Grammar & Style Workshop: Possessive Nouns and Pronouns, p. 788
Directed Reading
“A Rose for Emily”
events; vocabulary; flashbacks; irony;
complex relationships between characters;
shifts in time
• Ease Factor: Compelling narrative and
conclusion
“Nobel Prize Acceptance Speech”
“Darl” from As I Lay Dying
multiple points of view
Pacing
• Block Schedule: 2 days
Objectives
works by Faulkner: the story of a lonely
woman whose apparently desperate act
signifies the decline of Southern class
consciousness, and an excerpt from a novel
told from the perspective of one of its
narrators
Faulkner’s writing
• understand Faulkner’s work as an example
of Southern Renaissance literature
• analyze and understand setting and conflict
Before Reading
____ Author Focus: William Faulkner, SE/ATE, p. 770
____ Author Focus: William Faulkner, Exceeding the Standards: Literature & Reading, pp. 16–17
____ Build Vocabulary: Word Analysis, Meeting the Standards Unit 6, p. 48
During Reading
____ Art Connection: Georgia O’Keeffe, SE/ATE, p. 777
____ Literature Connection: “Nobel Prize Acceptance Speech,” SE/ATE, pp. 780–781
____ Literary Connection: The Nobel Prize, SE/ATE, p. 781
193
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After Reading
Review and Extend
____ Analyze Literature: Point of View, Meeting the Standards Unit 6, pp. 49–50
____ Critical Literacy: Interview the Author, Exceeding the Standards: Extension Activities, p. 14
____ Grammar & Style: Possessive Nouns and Pronouns, SE/ATE, p. 788
____ Language Arts Handbook Section 3.3, Nouns, SE/ATE, p. 1320
____ Language Arts Handbook Section 3.4, Pronouns, SE/ATE, pp. 1321–1322
____ Possessive and Collective Nouns, Exceeding the Standards: Grammar & Style, pp. 22–26
____ Pronoun Cases: The Nominative Case, the Objective Case, and the Possessive Case, Exceeding
the Standards: Grammar & Style, pp. 34–38
Assess
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194
7/9/09 10:47:40 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Son, p. 789
Independent Reading
names, terms; irony of situation; dramatic
conclusion; foreshadowing
• Ease Factor: Suspense; dialogue;
sympathetic character
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Vocabulary: Verbs and the Suffix -ion, Meeting the Standards Unit 6, p. 52
During Reading
____ Literature of the Americas Study: Comparing “The Son” and Poe’s “The Tell-Tale Heart,”
Differentiated Instruction for Advanced Students, p. 33
After Reading
Review and Extend
____ Analyze Literature: Plot Structure, Meeting the Standards Unit 6, p. 53
Assess
195
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196
7/9/09 10:47:40 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
A Worn Path / Is Phoenix Jackson’s Grandson Really Dead? p. 794
Vocabulary & Spelling Workshop: Contractions, p. 807
Directed Reading
“A Worn Path”
chronology
“Is Phoenix Jackson’s Grandson Really
Dead?”
sentence structure; style
Objectives
story by Eudora Welty
• identify the selection as Southern
Renaissance fiction
• analyze and understand character and
archetype
Pacing
Before Reading
____ Build Vocabulary: Meaning from Context, Meeting the Standards Unit 6, p. 55
During Reading
____ Primary Source Connection: “Is Phoenix Jackson’s Grandson Really Dead?”
SE/ATE, pp. 802–804
____ Primary Source Project: The Natchez Trace, Differentiated Instruction for Advanced
Students, p. 34
197
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After Reading
Review and Extend
____ Analyze Literature: Symbols, Meeting the Standards Unit 6, pp. 56–57
____ Media Literacy: Research the Author, Exceeding the Standards: Extension Activities, pp. 15–16
____ Vocabulary & Spelling: Contractions, SE/ATE, p. 807
____ Contractions, Exceeding the Standards: Vocabulary & Spelling, pp. 43–44
Assess
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198
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Portrait of a Girl in Glass, p. 808
Vocabulary & Spelling Workshop: Colloquial Language, p. 817
Independent Reading
information on the drama The Glass
Menagerie; complex relations between
characters; vocabulary
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
After Reading
Review and Extend
____ Analyze Literature: Theme, Meeting the Standards Unit 6, pp. 60–61
____ End Marks, Exceeding the Standards: Grammar & Style, pp. 188–193
____ Vocabulary & Spelling: Colloquial Language, SE/ATE, p. 817
____ Colloquial Language, Exceeding the Standards: Vocabulary & Spelling, pp. 62–63
199
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200
7/9/09 10:47:41 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Deliver a How-To Presentation, p. 819
Pacing
Objectives
students to
• deliver a how-to presentation that contains a
topic of interest to listeners
• deliver a how-to presentation that avoids
complicated steps and dangerous equipment
• deliver a how-to presentation that is
organized into logical steps
• deliver a how-to presentation by handling
notes and visual aids effectively
• deliver a how-to presentation by arranging
the setting appropriately
• deliver a how-to presentation by monitoring
audience’s grasp of the material
Teach the Workshop
____ Speaking & Listening Workshop: Deliver a How-to Presentation, SE/ATE, p. 819
SE/ATE, p. 1353
pp. 1354–1355
SE/ATE, p. 1359
Review and Extend
____ Deliver a How-To Presentation, Exceeding the Standards: Speaking & Listening, pp. 17–18
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201
7/9/09 10:47:41 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Expository Writing: Create a Multimedia
Presentation, p. 820
Pacing
Objectives
students to
• deliver a multimedia presentation
• prepare an intriguing introduction
presenting the topic
• create a body providing information and
building interest
• provide a conclusion bringing the
presentation to a satisfying close
• draft, revise, and proofread their multimedia
presentation
Teach the Workshop
____ Writing Workshop: Expository Writing—Create a Multimedia Presentation, SE/ATE,
pp. 820–821
Review and Extend
____ Narrative Writing: Summarize a Historical Event, Exceeding the Standards: Writing,
pp. 67–81
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202
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Pacing
Objectives
students to
• compare and contrast characters in a
literary work
• prewrite, write, and revise a reflective essay
in response to a prompt
Teach the Workshop
____ Reading Skills: Compare and Contrast Characters, SE/ATE, pp. 822–823
____ Writing Skills: Address Alternate Viewpoints, SE/ATE, p. 824
SE/ATE, p. 1360
SE/ATE, p. 1361
SE/ATE, p. 1361
SE/ATE, p. 1362
Review and Extend
____ Depression and World War II Study Guide: Practice Test, Meeting the Standards Unit 6,
pp. 13–16
____ English Grammar Practice Test: Revising and Editing, Exceeding the Standards: Test
Practice, pp. 16–17
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203
7/9/09 10:47:41 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Unit 7 Postwar Era Opener, p. 826
Pacing
Objectives
postwar era (1945–1960)
• understand themes of conflict and
conformity and identify the characteristics
of the Beat movement
Plan the Unit
____ Timeline: Postwar Era: 1945–1960, SE/ATE, pp. 828–829
____ Historical Introduction: Postwar Era: 1945–1960, SE/ATE, pp. 830–832
____ Postwar Era Study Guide: Introduction, Meeting the Standards Unit 7, p. 1
____ Postwar Era Study Guide: Historical Context, Meeting the Standards Unit 7, pp. 2–3
____ Postwar Era Study Guide: Master Vocabulary List, Meeting the Standards Unit 7, p. 17
Extend the Unit
____ Media Literacy: Website Communication, Exceeding the Standards: Special Topics, pp. 23–25
____ Successful Lifelong Learning 2, Exceeding the Standards: Special Topics, pp. 25–26
Assess
204
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205
7/9/09 10:47:42 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: Real Life, p. 833
The Life You Save May Be Your Own, p. 834
Directed Reading
• Difficulty Consideration: Dialect
• Ease Factor: Style
Pacing
Objectives
story about good and evil
• understand the influence of Southern Gothic
on this literature
• analyze and understand characterization
and dialect
Before Reading
____ Part 1: Real Life, SE/ATE, p. 833
____ Postwar Era Study Guide: Understanding Part 1: Real Life and Applying Part 1: Real Life,
Meeting the Standards Unit 7, pp. 4–5
____ Build Vocabulary: Context and Part of Speech, Meeting the Standards Unit 7, pp. 19–20
During Reading
____ Analyze Literature: Theme, Meeting the Standards Unit 7, pp. 21–23
206
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After Reading
Review and Extend
Assess
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207
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Magic Barrel, p. 846
Grammar & Style Workshop: Hyphens, Ellipses, and Italics, p. 861
Directed Reading
footnotes
Pacing
Objectives
story about a marriage broker
• understand how attitudes about marriage
during the postwar era might have
influenced the story
• analyze and understand motivation and
antihero
Before Reading
____ Build Vocabulary: Suffix -ly and Adjective-Adverb Use, Meeting the Standards Unit 7, p. 24
During Reading
____ Art Connection: Marc Chagall, SE/ATE, p. 849
____ Build Background: Matchmakers, Meeting the Standards Unit 7, p. 25
After Reading
Review and Extend
____ Analyze Literature: Dialect, Meeting the Standards Unit 7, p. 26
____ Ellipsis Points and Italics, Exceeding the Standards: Grammar & Style, pp. 205–209
208
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____ Grammar & Style: Hyphens, Ellipses, and Italics, SE/ATE, p. 861
____ Language Arts Handbook Section 3.12, Punctuation, SE/ATE, pp. 1329–1334
____ Ellipsis Points and Italics, Exceeding the Standards: Grammar & Style, pp. 205–209
____ Hyphens and Dashes, Exceeding the Standards: Grammar & Style, pp. 215–218
Assess
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209
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Elegy for Jane, p. 863
Directed Reading
subject
Pacing
Objectives
elegy in which the speaker describes a
student who has died
• understand how ideas of loss in the postwar
era may have influenced the literature
• analyze and understand elegy and imagery
Before Reading
____ Build Vocabulary: Homonyms, Meeting the Standards Unit 7, p. 28
During Reading
After Reading
Review and Extend
Assess
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210
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
One Art, p. 865
Directed Reading
concepts; ideas don’t end at line breaks
Pacing
Objectives
villanelle about loss
• understand how ideas about loss in the
postwar era may have influenced the
literature
• analyze and understand tone and rhyme
scheme
Before Reading
____ Build Vocabulary: Eponyms, Meeting the Standards Unit 7, p. 31
During Reading
After Reading
Review and Extend
____ Analyze Literature: Meter, Meeting the Standards Unit 7, p. 32
____ Lifelong Learning: Make a Villanelle Collection, Exceeding the Standards: Extension
Activities, p. 17
Assess
211
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212
7/9/09 10:47:43 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Farewell to a Traveler, p. 868
Independent Reading
concepts; background information; more
description than action
• Ease Factor: Repetition
Pacing
Objectives
vocabulary
of the text
Before Reading
____ Build Vocabulary: Prefixes de-, en-/em-, pro-, re-, Meeting the Standards Unit 7, p. 34
During Reading
____ Build Background: Nobel Prize for Literature, Meeting the Standards Unit 7, p. 35
____ Literature of the Americas Project: Gabriela Mistral and Pablo Neruda, Differentiated
Instruction for Advanced Students, p. 35
After Reading
Review and Extend
____ Analyze Literature: Figurative Language, Meeting the Standards Unit 7, p. 36
Assess
213
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214
7/9/09 10:47:43 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Once More to the Lake, p. 871
Independent Reading
• Difficulty Consideration: Symbolism; dual
personality
• Ease Factor: Humor; language; familiar
elements
Pacing
Objectives
vocabulary
of the text
Before Reading
During Reading
After Reading
Review and Extend
____ Analyze Literature: Description and Imagery, Meeting the Standards Unit 7, pp. 39–40
____ Descriptive Writing: Write a Personal Essay, Exceeding the Standards: Writing, pp. 82–96
Assess
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215
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: Conflict and Conformity, p. 877
Understanding Literary Forms: The Drama, p. 878
Author Focus: Arthur Miller, p. 880
The Crucible, Act I / from Why I Wrote “The Crucible”: An Artist’s
Answer to Politics, p. 881
Directed Reading
The Crucible, Act 1
• Difficulty Consideration: Prose and drama
formats; stage directions; historical context
• Ease Factor: Dialogue is in short chunks
from “Why I Wrote ‘The Crucible’: An
Artist’s Answer to Politics”
complex relationship between characters/
events; historical context; allusions
• Ease Factor: Realism
Pacing
Objectives
• read, interpret, analyze, and evaluate Act 1 of
a drama about witch-hunts
• understand how the Red scare affected this
literature
• analyze and understand stage directions and
dialogue
Before Reading
____
____
____
____
____
Part 2: Conflict and Conformity, SE/ATE, p. 877
Understanding Literary Forms: The Drama, SE/ATE, pp. 878–879
Author Focus: Arthur Miller, SE/ATE, p. 880
Postwar Era Study Guide: Understanding Part 2: Conflict and Conformity and Applying
Part 2: Conflict and Conformity, Meeting the Standards Unit 7, pp. 6–7
Postwar Era Study Guide: Understanding Literary Forms: The Drama and Applying Literary
Forms: The Drama, Meeting the Standards Unit 7, pp. 8–10
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During Reading
____ Primary Source Connection: “Why I Wrote ‘The Crucible’: An Artist’s Answer to Politics,”
SE/ATE, pp. 908–912
____ Political Connection: Blacklisting in Hollywood, SE/ATE, p. 912
____ Build Background: McCarthyism, Meeting the Standards Unit 7, p. 43
____ Reading Proficiency, ATE, pp. 884, 897, 899, 900, 909
____ Enrichment, ATE, pp. 886, 890, 898, 900, 909
____ English Language Learning, ATE, pp. 887, 894, 903, 905
____ Learning Styles: Kinesthetic, ATE, pp. 888, 892, 902
____ Learning Styles: Auditory, ATE, pp. 891, 896, 907
After Reading
Review and Extend
Assess
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Crucible, Act 2, p. 914
Directed Reading
• Difficulty Consideration: Drama format;
historical context; allusions
• Ease Factor: Familiar characters and style
from Act 1
Pacing
Objectives
• read, interpret, analyze, and evaluate Act 2
of a drama about witch-hunts
• understand how ideas about communism
during the postwar era influenced this
literature
• analyze and understand characterization
and allusion
Before Reading
During Reading
____ English Language Learning, ATE, pp. 917, 918, 926, 927
____ Enrichment, ATE, pp. 923, 925, 927
After Reading
Review and Extend
____ Analyze Literature: Conflict, Meeting the Standards Unit 7, pp. 47–48
Assess
218
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219
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Crucible, Act 3 / Senate Hearings: McCarthy-Welch Exchange:
“Have You No Sense of Decency?” p. 933
Directed Reading
“The Crucible, Act 3”
historical context; irony
• Ease Factor: Familiar characters and style
from previous acts; short chunks of speech
Senate Hearings: McCarthy-Welch
Exchange: “Have You No Sense of Decency?”
information; vocabulary; formal style;
complex relationships
• Ease Factor: Dialogue
Pacing
Objectives
• read, interpret, analyze, and evaluate Act 3 of
a drama about witch-hunts
• understand how McCarthyism influenced
this literature
• analyze and understand irony and mood
Before Reading
____ Build Vocabulary: Related Words, Meeting the Standards Unit 7, p. 50
During Reading
____ Informational Text Connection: Senate Hearings: McCarthy-Welch Exchange: “Have You No
Sense of Decency?” SE/ATE, pp. 953–955
____ English Language Learning, ATE, pp. 936, 943, 944, 948, 950
____ Reading Proficiency, ATE, pp. 943, 948, 950, 952
After Reading
Review and Extend
____ Analyze Literature: Climax, Meeting the Standards Unit 7, p. 51
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221
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Crucible, Act 4, p. 957
Understanding Literary Criticism: Political Criticism, p. 972
Grammar & Style Workshop: Capitalization, p. 975
Directed Reading
historical context
• Ease Factor: Familiar characters and style;
dialogue
Pacing
Objectives
• read, interpret, analyze, and evaluate Act 4
of a drama about witch-hunts
• understand how historical context
influenced the literature
• analyze and understand theme
Before Reading
____ Build Vocabulary: Greek Etymology, Meeting the Standards Unit 7, p. 53
During Reading
____ Literary Criticism Activity: The Crucible: Literary Masterpiece or Social Statement?
Differentiated Instruction for Advanced Students, p. 36
____ Summarize, Differentiated Instruction for English Language Learners, pp. 181–190
After Reading
Review and Extend
____ After Reading, SE/ATE, pp. 971, 974
____ Analyze Literature: Tragedy and Tragic Hero, Meeting the Standards Unit 7, pp. 54–55
222
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____ Understanding Literary Criticism: Political Criticism, SE/ATE, pp. 972–973
____ Understanding Literary Criticism: Political Criticism, Exceeding the Standards: Literature &
Reading, pp. 18–20
____ Grammar & Style: Capitalization, SE/ATE, p. 975
____ Proper Nouns and Proper Adjectives, Exceeding the Standards: Grammar & Style,
pp. 219–222
____ I and First Words, Exceeding the Standards: Grammar & Style, pp. 223–225
____ Family Relationships and Titles of Persons, Exceeding the Standards: Grammar & Style,
pp. 226–227
Assess
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Black Boy, p. 977
Directed Reading
Pacing
Objectives
excerpt about a love of stories from an
autobiography
• analyze and understand purpose and theme
Before Reading
____ Build Vocabulary: Word Building with Suffixes, Meeting the Standards Unit 7, pp. 57–58
During Reading
After Reading
Review and Extend
____ Analyze Literature: Mood and Tone, Meeting the Standards Unit 7, p. 59
____ Media Literacy: Create a Public Service Announcement, Exceeding the Standards: Extension
Assess
224
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225
7/9/09 10:47:45 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Midway / U.S. Supreme Court Decision: Brown v. Board of Education
of Topeka, p. 980
Directed Reading
“Midway”
concepts; background information
• Ease Factor: Rhyme; length
U.S. Supreme Court Decision: Brown v.
Board of Education of Topeka
formal style; background information
Pacing
Objectives
poem about the struggle for civil rights
• understand how race relations in the
postwar era influenced this literature
• analyze and understand tone, rhythm,
and meter
Before Reading
____ Build Vocabulary: Semantic Families, Meeting the Standards Unit 7, p. 61
During Reading
____ Informational Text Connection: U.S. Supreme Court Decision: Brown v. Board of Education
of Topeka, SE/ATE, pp. 982–983
____ Reading Proficiency, ATE, pp. 983
____ Informational Text Activity: Civil Rights Time Line, Differentiated Instruction for Advanced
Students, p. 37
After Reading
Review and Extend
____ Analyze Literature: Rhyme and Other Sound Devices, Meeting the Standards Unit 7, pp. 62–63
226
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227
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from Quiet Strength, p. 985
Independent Reading
information; some vocabulary
clear purpose and theme
Pacing
Objectives
vocabulary
of the text
Before Reading
____ Build Vocabulary: Words with Roots in Common, Meeting the Standards Unit 7, p. 65
During Reading
____ Build Background: Rosa Parks, Meeting the Standards Unit 7, p. 66
After Reading
Review and Extend
____ Analyze Literature: Autobiography, Meeting the Standards Unit 7, p. 67
Assess
228
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229
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 3: The Beat Movement, p. 989
from On the Road, p. 990
Vocabulary & Spelling Workshop: Compound Words, p. 994
Directed Reading
• Difficulty Consideration: Symbolism;
background information; more information
than action
• Ease Factor: Informal tone; first-person
point of view
Pacing
Objectives
• read, interpret, analyze, and evaluate a novel
excerpt about a journey
• understand how the Beat movement
• analyze and understand narrator and diction
Before Reading
____ Part 3: The Beat Movement, SE/ATE, p. 989
____ Postwar Era Study Guide: Understanding Part 3: The Beat Movement and Applying Part 3:
The Beat Movement, Meeting the Standards Unit 7, pp. 11–12
____ Build Vocabulary: Beat Slang and New Uses for Familiar Words, Meeting the Standards
Unit 7, p. 69
During Reading
____ Build Background: The Beat Generation, Meeting the Standards Unit 7, p. 70
____ Narrative Writing Assignment: Story in Motion, Differentiated Instruction for Advanced
230
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After Reading
Review and Extend
____ Analyze Literature: Style, Meeting the Standards Unit 7, pp. 71–72
____ Proper Nouns and Proper Adjectives, Exceeding the Standards: Grammar & Style,
pp. 219–222
____ Vocabulary & Spelling: Compound Words, SE/ATE, p. 994
____ Compound Words, Exceeding the Standards: Vocabulary & Spelling, pp. 19–20
Assess
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
A Supermarket in California, p. 995
Vocabulary & Spelling Workshop: Borrowed Words, p. 999
Directed Reading
information; allusions; abstract concepts
Pacing
Objectives
• read, interpret, analyze, and evaluate a freeverse poem about an imagined meeting in a
suburban grocery
• analyze and understand free verse and
allusion
Before Reading
____ Build Vocabulary: History, Meaning, and Connotation, Meeting the Standards Unit 7, p. 74
During Reading
____ Build Background: City Lights, Meeting the Standards Unit 7, p. 75
After Reading
Review and Extend
____ Analyze Literature: Imagery and Theme, Meeting the Standards Unit 7, pp. 76–77
____ Vocabulary & Spelling: Borrowed Words, SE/ATE, p. 999
____ Borrowed Words, Exceeding the Standards: Vocabulary & Spelling, pp. 49–51
232
7/9/09 10:47:46 AM
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233
7/9/09 10:47:46 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Riprap / Pine Tree Tops, p. 1000
Directed Reading
“Riprap”
“Pine Tree Tops”
• Ease Factor: Length; colorful imagery
Pacing
Objectives
poems that use vivid natural imagery
• analyze and understand concrete language
and abstract language
Before Reading
____ Build Vocabulary: Rock-Related Words, Meeting the Standards Unit 7, p. 79
During Reading
____ Build Background: Zen Buddhism, Meeting the Standards Unit 7, p. 80
After Reading
Review and Extend
____ Analyze Literature: Structure, Figurative Language, and Theme, Meeting the Standards
Unit 7, pp. 81–82
Assess
234
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235
7/9/09 10:47:46 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Constantly risking absurdity, p. 1005
Independent Reading
• Difficulty Consideration: Lack of
punctuation; alternative spellings and
unusual phrases
Pacing
Objectives
vocabulary
of the text
Before Reading
____ Build Vocabulary: Coined Words, Meeting the Standards Unit 7, p. 84
During Reading
____ Literary Connection: City Lights Publishing and Bookstore, SE/ATE, p. 1007
After Reading
Review and Extend
____ Analyze Literature: Extended Metaphor, Meeting the Standards Unit 7, p. 85
Assess
236
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237
7/9/09 10:47:47 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Develop Nonverbal Communication
Skills, p. 1009
Pacing
Objectives
students to
• develop nonverbal communication skills
including avoidance, as a listener, of
nonverbal messages that distract or insult
the speaker
• develop nonverbal communication skills
including awareness, as the speaker, of the
impact of body language, such as hand
gestures and facial expressions, on the
audience
Teach the Workshop
____ Speaking & Listening Workshop: Develop Nonverbal Communication Skills,
SE/ATE, p. 1009
SE/ATE, p. 1353
____ Language Arts Handbook Section 7.3, Collaborative Learning and Communication,
SE/ATE, p. 1354
Review and Extend
____ Develop Nonverbal Communication Skills, Exceeding the Standards: Speaking & Listening,
pp. 19–20
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Persuasive Writing—Review a Film or Play, p. 1010
Pacing
Objectives
students to
• write a review of a film or play that has an
introduction providing background
• write a review of a film or play that has a
thesis statement stating the reviewer’s stance
• write a review of a film or play that has a
body presenting support, with details from
the movie or play
• write a review of a film or play that
has a conclusion restating the writer’s
recommendation
Teach the Workshop
____ Writing Workshop: Persuasive Writing—Review a Film or Play, SE/ATE, pp. 1010–1015
Review and Extend
____ Descriptive Writing: Write a Personal Essay, Exceeding the Standards: Writing, pp. 82–96
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Pacing
Objectives
students to
• evaluate point of view in a literary work
• stay on task while writing an essay
Teach the Workshop
____ Reading Skills: Evaluate Point of View, SE/ATE, pp. 1016–1017
____ Writing Skills: Stay on Task, SE/ATE, p. 1018
SE/ATE, p. 1360
SE/ATE, p. 1361
SE/ATE, p. 1361
SE/ATE, p. 1362
Review and Extend
____ Postwar Era Study Guide: Practice Test, Meeting the Standards Unit 7, pp. 13–16
____ Writing Practice Test: Timed Writing, Exceeding the Standards: Test Practice, p. 18
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240
7/9/09 10:47:47 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Unit 8 Early Contemporary Era Opener, p. 1020
Pacing
Objectives
early contemporary era (1960–1980)
• identify the characteristics of literature that
emerged during a period of global tension,
including the Cold War and the Vietnam
War; reflected the struggle to achieve equal
rights for all Americans; and gave voice to
the Confessional poets
Plan the Unit
____ Timeline: Early Contemporary Era: 1960–1980, SE/ATE, pp. 1022–1023
____ Historical Introduction: Early Contemporary Era: 1960–1980, SE/ATE, pp. 1024–1026
____ Early Contemporary Era Study Guide: Introduction, Meeting the Standards Unit 8, p. 1
____ Early Contemporary Era Study Guide: Historical Context, Meeting the Standards
Unit 8, pp. 2–3
____ Early Contemporary Era Study Guide: Master Vocabulary List, Meeting the Standards
Unit 8, p. 17
Extend the Unit
____ Media Literacy: Technology Project 1, Exceeding the Standards: Special Topics, pp. 27–28
____ Career and Life Portfolio Review, Exceeding the Standards: Special Topics, pp. 29–30
241
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242
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: Global Tension, p. 1027
Inaugural Address, p. 1028
Directed Reading
• Difficulty Consideration: Historical
context; vocabulary
Objectives
inaugural speech
• understand the historical context of the
speech
• analyze and understand purpose and
repetition
Pacing
Before Reading
____ Part 1: Global Tension, SE/ATE, p. 1027
____ Early Contemporary Era Study Guide: Understanding Part 1: Global Tension and Applying
Part 1: Global Tension, Meeting the Standards Unit 8, pp. 4–5
____ Build Vocabulary: Abstract Nouns and Verbs, Meeting the Standards Unit 8, p. 19
During Reading
____ History Connection: The Kennedy Assassination, SE/ATE, p. 1030
____ Build Background: The Kennedy Mystique, Meeting the Standards Unit 8, p. 20
243
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After Reading
Review and Extend
____ Analyze Literature: Style and Diction, Meeting the Standards Unit 8, p. 21
____ Collaborative Learning: Design a Commemorative Coin, Exceeding the Standards: Extension
Activities, p. 20
____ Persuasive Writing: Use Rhetorical Devices in a Speech, Exceeding the Standards: Writing,
pp. 97–115
Assess
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244
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
At the Bomb Testing Site / Traveling Through the Dark, p. 1034
Directed Reading
“At the Bomb Testing Site”
concepts; ideas continuing beyond line
breaks
“Traveling Through the Dark”
• Difficulty Consideration: Subtle conflicts;
ideas continuing beyond line breaks
Pacing
Objectives
poems by Stafford
• analyze and understand mood and diction
Before Reading
____ Build Vocabulary: Imaginative Associations from Word Combinations, Meeting the
During Reading
After Reading
Review and Extend
____ Analyze Literature: Title, Imagery, Form, Meeting the Standards Unit 8, pp. 24–25
Assess
245
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246
7/9/09 10:47:48 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Ambush, p. 1038
Grammar & Style Workshop: Sensory Details, p. 1045
Directed Reading
• Difficulty Consideration: Flashbacks
Objectives
story in which the narrator relives a moment
of the Vietnam War
• understand the historical context of the story
• analyze and understand realism and climax
Pacing
Before Reading
____ Build Vocabulary: Military Words, Meeting the Standards Unit 8, p. 27
During Reading
____ History Connection: Origins of the Vietnam War, SE/ATE, p. 1040
____ Historical Context Project: Post-traumatic Stress Disorder, Differentiated Instruction for
After Reading
Review and Extend
____ Analyze Literature: Setting and Mood, Meeting the Standards Unit 8, pp. 28–29
____ Varying Sentence Beginnings, Exceeding the Standards: Grammar & Style, pp. 246–247
____ Grammar & Spelling: Sensory Details, SE/ATE, p. 1045
____ Adding Sensory Details, Exceeding the Standards: Grammar & Style, pp. 248–249
247
7/9/09 10:47:48 AM
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248
7/9/09 10:47:48 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Camouflaging the Chimera / Monsoon Season, p. 1046
Directed Reading
“Camouflaging the Chimera”
• Difficulty Consideration: Ideas don’t end at
line breaks; similes; imagery
“Monsoon Season”
information needed; difficult vocabulary;
ideas continue beyond line breaks
• Ease Factor: Length; short lines
Pacing
Objectives
lyric poems
Komunyakaa’s work
• analyze and understand imagery and simile
Before Reading
____ Build Vocabulary: Etymology and Meaning, Meeting the Standards Unit 8, p. 31
During Reading
____ Build Background: Monsoons, Meeting the Standards Unit 8, p. 32
After Reading
Review and Extend
____ Analyze Literature: Alliteration and Assonance, Meeting the Standards Unit 8, p. 33
Assess
249
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250
7/9/09 10:47:49 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Game, p. 1053
Grammar & Style Workshop: Commas, p. 1058
Independent Reading
concepts; background information on
jacks; personification; action interrupted by
repetition
• Ease Factor: Informal tone
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
After Reading
Review and Extend
____ Analyze Literature: Style and Theme, Meeting the Standards Unit 8, pp. 36–37
____ Grammar & Style: Commas, SE/ATE, p. 1058
____ Commas, Exceeding the Standards: Grammar & Style, pp. 194–197
251
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252
7/9/09 10:47:49 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: Personal Challenges, p. 1059
Letter from Birmingham Jail / Dr. King Arrested at Birmingham, p. 1060
Directed Reading
“Letter from Birmingham Jail”
• Difficulty Consideration: Formal style;
some difficult vocabulary
• Ease Factor: Familiarity of subject
“Dr. King Arrested at Birmingham”
information needed
• Ease Factor: Short paragraphs and
sentences; headings; clear purpose and
theme
Pacing
Objectives
• read, interpret, analyze, and evaluate a public
letter
• understand the historical context of the
letter
• analyze and understand argument and
allusion
Before Reading
____ Part 2: Personal Challenges, SE/ATE, p. 1059
____ Early Contemporary Era Study Guide: Understanding Part 2: Personal Challenges and
Applying Part 2: Personal Challenges, Meeting the Standards Unit 8, pp. 6–7
During Reading
____ History Connection: The King Assassination, SE/ATE, p. 1064
____ Informational Text Connection: “Dr. King Arrested at Birmingham,” SE/ATE, pp. 1066–1068
____ History Connection: Malcolm X, SE/ATE, p. 1068
253
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After Reading
Review and Extend
____ Analyze Literature: Rhetorical Devices, Meeting the Standards Unit 8, pp. 40–41
Assess
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254
7/9/09 10:47:49 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Rockpile / from On James Baldwin, p. 1071
Grammar & Style Workshop: Colons and Semicolons, p. 1083
Directed Reading
“The Rockpile”
relationships; vocabulary
• Ease Factor: Dialogue; young person’s point
of view
from On James Baldwin
• Difficulty Consideration: Some difficult
vocabulary; formal style; more information
than action
Pacing
Objectives
story about a neighborhood landmark that
adds to the stress already afflicting a family
• analyze and understand setting and
characterization
Before Reading
____ Build Vocabulary: Antonyms, Meeting the Standards Unit 8, p. 43
During Reading
____ Literature Connection: from “On James Baldwin,” SE/ATE, pp. 1080–1081
After Reading
Review and Extend
____ Analyze Literature: Conflict, Meeting the Standards Unit 8, pp. 44–45
____ Using Transitions Effectively, Exceeding the Standards: Grammar & Style, pp. 238–239
255
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____ Grammar & Style: Colons and Semicolons, SE/ATE, p. 1083
____ Semicolons and Colons, Exceeding the Standards: Grammar & Style, pp. 198–204
Assess
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256
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Understanding Literary Forms: The Memoir, p. 1084
Author Focus: Gwendolyn Brooks, p. 1086
from Report from Part One / To Black Women / The Explorer, p. 1087
Directed Reading
from Report from Part One
concepts; vocabulary; formal style
“To Black Women”
symbolism
• Ease Factor: Length; style
“The Explorer”
• Ease Factor:
Pacing
Objectives
excerpt from Brooks’s recollection of her
early memoirs and two lyric poems
Brooks’s work
• analyze and understand theme and
parallelism
Before Reading
____ Understanding Literary Forms: The Memoir, SE/ATE, pp. 1084–1085
____ Author Focus: Gwendolyn Brooks, SE/ATE, p. 1086
____ Early Contemporary Era Study Guide: Understanding Literary Forms: The Memoir and
Applying Literary Forms: The Memoir, Meeting the Standards Unit 8, pp. 8–10
____ Author Focus: Gwendolyn Brooks, Exceeding the Standards: Literature & Reading, pp. 21–23
____ Build Vocabulary: Connotations, Meeting the Standards Unit 8, p. 47
During Reading
____ Literary Form Study: The Perspective of the Memoirist, Differentiated Instruction for
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After Reading
Review and Extend
____ Analyze Literature: Imagery, Meeting the Standards Unit 8, pp. 48–49
____ Sentence Fragments, Exceeding the Standards: Grammar & Style, pp. 228–230
Assess
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258
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from The Woman Warrior, p. 1093
Directed Reading
• Difficulty Consideration: Some long
paragraphs
• Ease Factor: Young person’s perspective;
students may identify with main characters;
familiar topics
Pacing
Objectives
excerpt from a memoir in which the author
remembers the day she confronted a
Chinese-American classmate
• analyze and understand motivation and
simile
Before Reading
Teach the Preview and Motivate
____ Build Vocabulary: Cultural Dimensions of Word Meaning, Meeting the Standards
Unit 8, p. 51
During Reading
____ Cultural Connection: Chinatowns, SE/ATE, p. 1098
After Reading
Review and Extend
____ Analyze Literature: Exposition, Meeting the Standards Unit 8, p. 52
Assess
259
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260
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
from The Way to Rainy Mountain, p. 1105
Vocabulary & Spelling Workshop: Native American Words, p. 1113
Directed Reading
• Difficulty Consideration: Varied narrative
order
Pacing
Objectives
excerpt about ancestors’ migration and
about a grandmother’s life
• analyze and understand narration and
description
Before Reading
____ Build Vocabulary: Suffixes and Part of Speech, Meeting the Standards Unit 8, pp. 54–55
During Reading
____ Art Connection: James Auchiah, SE/ATE, p. 1108
____ Reading Strategies and Skills Practice: Use Text Organization, Differentiated Instruction for
After Reading
Review and Extend
____ Analyze Literature: Metaphor and Simile, Meeting the Standards Unit 8, pp. 56–57
____ Making Your Language Precise and Colorful, Exceeding the Standards: Grammar & Style,
pp. 243–245
261
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____ Vocabulary & Spelling: Native American Words, SE/ATE, p. 1113
____ Native American Words, Exceeding the Standards: Vocabulary & Spelling, pp. 55–56
Assess
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262
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Hunger in New York City, p. 1114
Directed Reading
• Difficulty Consideration: Different
meanings of hunger
Objectives
about the speaker’s longing for his Native
American homeland
• identify characteristics of Native American
cultural traditions
• analyze and understand metaphor and
repetition
Pacing
Before Reading
____ Build Vocabulary: Semantic Families, Meeting the Standards Unit 8, p. 59
During Reading
After Reading
Review and Extend
____ Analyze Literature: Stanza and Line, Meeting the Standards Unit 8, pp. 60–61
____ Critical Literacy: Hold a Group Discussion, Exceeding the Standards: Extension
Activities, p. 21
Assess
263
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264
7/9/09 10:47:51 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Writer / Boy at the Window, p. 1117
Directed Reading
“The Writer”
concepts; ideas continuing beyond line
breaks; personification
“Boy at the Window”
• Difficulty Consideration: Personification;
ideas continuing beyond line breaks
Pacing
Objectives
lyric poems by Wilbur
• analyze and understand extended metaphor
and personification
Before Reading
____ Build Vocabulary: Homophones, Meeting the Standards Unit 8, p. 63
During Reading
After Reading
Review and Extend
____ Analyze Literature: Rhythm and Rhyme, Meeting the Standards Unit 8, pp. 64–65
Assess
265
7/9/09 10:47:51 AM
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266
7/9/09 10:47:51 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Handsomest Drowned Man in the World, p. 1122
Independent Reading
events; subject matter; long sentences
Pacing
Objectives
vocabulary words
of the text
Before Reading
During Reading
____ Literary Connection: The Latin American Boom, SE/ATE, p. 1125
____ Latin America Literature Project: Magical Realism, Differentiated Instruction for Advanced
After Reading
Review and Extend
____ Analyze Literature: Setting and Description, Meeting the Standards Unit 8, pp. 68–69
____ Achieving Parallelism, Exceeding the Standards: Grammar & Style, pp. 240–242
Assess
267
7/9/09 10:47:51 AM
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268
7/9/09 10:47:51 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Son, p. 1128
Independent Reading
concepts; abrupt shifts in setting and time;
complex relationships between characters
and events; confusing vocabulary
• Ease Factor: Some dialogue
Pacing
Objectives
vocabulary words
of the text
Before Reading
____ Build Vocabulary: Adjectives for Character and Mood, Meeting the Standards Unit 8, p. 71
During Reading
After Reading
Review and Extend
____ Analyze Literature: Point of View and Theme, Meeting the Standards Unit 8, pp. 72–73
Assess
269
7/9/09 10:47:52 AM
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270
7/9/09 10:47:52 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 3: Confessional Poets, p. 1133
The Starry Night, p. 1134
Vocabulary & Spelling Workshop: Celestial Words, p. 1138
Directed Reading
language; references to mythical elements
Pacing
Objectives
in which the speaker expresses the wish to
die on such a night
• understand the poem as an example of
Confessional poetry
• analyze and understand epigraph and myth
Before Reading
____ Part 3: Confessional Poets, SE/ATE, p. 1133
____ Early Contemporary Era Study Guide: Understanding Part 3: Confessional Poets and
Applying Part 3: Confessional Poets, Meeting the Standards Unit 8, pp. 11–12
____ Build Vocabulary: Prefixes post-, dys-, em- (en-), Meeting the Standards Unit 8, p. 75
During Reading
____ Art Connection: Vincent van Gogh, SE/ATE, p. 1136
After Reading
Review and Extend
____ Analyze Literature: Diction and Mood, Meeting the Standards Unit 8, pp. 76–77
271
7/9/09 10:47:52 AM
____ Vocabulary & Spelling: Celestial Words, SE/ATE, p. 1138
____ Celestial Words, Exceeding the Standards: Vocabulary & Spelling, pp. 72–73
Assess
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272
7/9/09 10:47:52 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Morning Song / Mirror, p. 1139
Directed Reading
“Morning Song”
pairing of nouns and modifiers; shift in tone
“Mirror”
• Difficulty Consideration: Ambiguous
speaker; figurative language
Objectives
lyric poems by Plath
• identify Plath’s common themes
enjambment
Pacing
Before Reading
During Reading
____ Reading Strategies and Skills Practice: Make Connections, Differentiated Instruction for
After Reading
Review and Extend
____ Analyze Literature: Figurative Language, Meeting the Standards Unit 8, pp. 80–81
273
7/9/09 10:47:52 AM
Assess
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274
7/9/09 10:47:52 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Commander Lowell, p. 1144
Independent Reading
• Difficulty Consideration: Footnotes
Objectives
vocabulary words
of the text
Pacing
Before Reading
____ Build Vocabulary: Compound Words, Meeting the Standards Unit 8, p. 83
During Reading
____ Independent Reading Study: Journal on Father-Child Relationships, Differentiated Instruction
for Advanced Students, p. 46
After Reading
Review and Extend
____ Analyze Literature: Imagery and Character, Meeting the Standards Unit 8, pp. 84–85
Assess
275
7/9/09 10:47:53 AM
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276
7/9/09 10:47:53 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Evaluate a Well-Known Speech
or Speaker, p. 1149
Pacing
Objectives
students to
• locate a well-known address by a prominent
speaker
• evaluate the speech as a reflection of its time,
for its use of rhetorical devices, and for its
likely listener response
• evaluate the speaker’s delivery, if an
audiotape or videotape is available
Teach the Workshop
____ Speaking and Listening Workshop: Evaluate a Well-Known Speech or Speaker,
SE/ATE, pp. 1149
pp. 1354–1355
Review and Extend
____ Evaluate a Well-Known Speech or Speaker, Exceeding the Standards: Speaking & Listening,
pp. 21–23
Technology Tools
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277
7/9/09 10:47:53 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Descriptive Writing: Write a Descriptive Poem, p. 1150
Pacing
Objectives
students to
• write a descriptive poem that has an opening
stanza presenting an object and suggesting
one or more feelings about the object
• write a descriptive poem that has middle
stanzas using rhythm and imagery to
enhance meaning
• write a descriptive poem that has a closing
stanza providing a satisfying finish
Teach the Workshop
____ Writing Workshop: Descriptive Writing—Write a Descriptive Poem, SE/ATE, pp. 1150–1151
Review and Extend
____ Persuasive Writing: Use Rhetorical Devices in a Speech, Exceeding the Standards:
Writing, pp. 97–115
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278
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Pacing
Objectives
students to
• provide an appropriate conclusion to a
paragraph, essay, or other written work
Teach the Workshop
____ Reading Skills: Analyze Literary Elements, SE/ATE, pp. 1152–1153
____ Writing Skills: Write a Good Conclusion, SE/ATE, p. 1154
____ Revising and Editing Skills, SE/ATE, pp. 1155
SE/ATE, p. 1360
SE/ATE, p. 1361
SE/ATE, p. 1361
SE/ATE, p. 1362
Review and Extend
____ Early Contemporary Era Study Guide: Practice Test, Meeting the Standards Unit 8, pp. 13–16
____ SAT Practice Test: Critical Reading and Writing, Exceeding the Standards: Test Practice,
pp. 19–22
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279
7/9/09 10:47:53 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Unit 9 Contemporary Era Opener, p. 1156
Pacing
Objectives
Contemporary Era, 1980 to present
• identify the characteristics of literature about
heritage and from the Contemporary Era
Plan the Unit
____ Unit 9 Building Vocabulary, ATE, pp. 1156M–1156O
____ Timeline: Contemporary Era: 1980 to Present, SE/ATE, pp. 1158–1159
____ Historical Introduction: Contemporary Era: 1980 to Present, SE/ATE, pp. 1160–1162
____ Contemporary Era Study Guide: Introduction, Meeting the Standards Unit 9, p. 1
____ Contemporary Era Study Guide: Historical Context, Meeting the Standards Unit 9, pp. 2–4
____ Contemporary Era Study Guide: Master Vocabulary List, Meeting the Standards Unit 9, p. 17
Extend the Unit
____ Media Literacy: Technology Project 2, Exceeding the Standards: Special Topics, pp. 31–32
____ Career and Life Portfolio Update, Exceeding the Standards: Special Topics, pp. 33–34
Assess
280
7/9/09 10:47:53 AM
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281
7/9/09 10:47:54 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: Heritage, p. 1163
Author Focus: Alice Walker, p. 1164
Though We May Feel Alone / Dream / My Mother’s Blue Bowl, p. 1165
Grammar & Style Workshop: Quotations, p. 1176
Directed Reading
“Though We May Feel Alone”
concepts; punctuation/capitalization; ideas
don’t end at line breaks
“Dream”
concepts; punctuation/capitalization; ideas
don’t end at line breaks
“My Mother’s Blue Bowl”
• Difficulty Consideration: Some long,
complex sentences
• Ease Factor: Length; students may relate
to feelings about mothers and special
possessions
Pacing
Objectives
lyric poems and an essay about memories
and possessions
• understand the effect of the writer’s heritage
on this literature
• analyze and understand free verse and style
Before Reading
____ Part 1: Heritage, SE/ATE, p. 1163
____ Author Focus: Alice Walker, SE/ATE, p. 1164
____ Contemporary Era Study Guide: Understanding Part 1: Heritage and Applying Part 1:
Heritage, Meeting the Standards Unit 9, pp. 5–7
During Reading
282
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____ Learning Styles: Auditory, ATE, pp. 1167, 1169, 1173
____ Comparing Literature Project: Poems of Ancestry, Differentiated Instruction for Advanced
Students, p. 47
After Reading
Review and Extend
____ Analyze Literature: Character in a Personal Essay, Meeting the Standards Unit 9, p. 21
____ Grammar & Style: Quotations, SE/ATE, p. 1176
____ Quotation Marks, Exceeding the Standards: Grammar & Style, pp. 210–214
____ Using Quotations Effectively, Exceeding the Standards: Grammar & Style, pp. 257–258
Assess
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283
7/9/09 10:47:54 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Names of Women, p. 1177
Directed Reading
• Difficulty Consideration: Cultural
context; many footnotes; vocabulary; more
description than action
Pacing
Objectives
essay about combining heritage with a
modern lifestyle
• understand how the author’s heritage affects
this literature
• analyze and understand purpose and catalog
Before Reading
During Reading
After Reading
Review and Extend
____ Adding Sensory Details, Exceeding the Standards: Grammar & Style, pp. 248–249
____ Descriptive or Expository Writing: Use Cataloging, Exceeding the Standards: Writing,
pp. 116–128
284
7/9/09 10:47:54 AM
Assess
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285
7/9/09 10:47:54 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Daughter of Invention, p. 1184
Directed Reading
• Difficulty Consideration: Spanish terms;
political context
Pacing
Objectives
story about an immigrant family’s conflict
over assimilation
• understand how the writer’s heritage
influences the literature
• analyze and understand conflict and cliché
Before Reading
During Reading
____ History Connection: President Trujillo of the Dominican Republic, SE/ATE, p. 1188
____ Analyze Literature: Plot, Meeting the Standards Unit 9, pp. 28–29
____ Reading Strategies and Skills Practice: Unlock Word Meaning, Differentiated Instruction for
After Reading
Review and Extend
286
7/9/09 10:47:54 AM
Assess
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287
7/9/09 10:47:54 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
What Is Supposed to Happen, p. 1196
Directed Reading
line breaks
prose-like syntax
Pacing
Objectives
about the speaker’s awareness of her young
child’s expanding world
metaphor
Before Reading
During Reading
After Reading
Review and Extend
Assess
288
7/9/09 10:47:55 AM
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289
7/9/09 10:47:55 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
The Latin Deli: An Ars Poetica, p. 1199
Directed Reading
names; meaning of title; ideas do not end at
line ends; many footnotes
Pacing
Objectives
about immigrants seeking memories of their
homeland in a bodega
• understand how the poet’s heritage
influences this literature
• analyze and understand tone and theme
Before Reading
During Reading
After Reading
Review and Extend
____ Analyze Literature: Figures of Speech, Meeting the Standards Unit 9, p. 36
Assess
290
7/9/09 10:47:55 AM
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291
7/9/09 10:47:55 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Wingfoot Lake, p. 1203
Directed Reading
• Difficulty Consideration: Historical context
Pacing
Objectives
about the response of a fearful black woman
to the Civil Rights movement
• understand how the poet’s heritage and
experiences influence the selection
• analyze and understand characterization and
allusion
Before Reading
During Reading
After Reading
Review and Extend
____ Analyze Literature: Symbolism, Meeting the Standards Unit 9, p. 38
____ Analyze Literature: Rita Dove’s Poetry, Meeting the Standards Unit 9, p. 39
____ Collaborative Learning: Prepare a Time Line, Exceeding the Standards: Extension
Activities, p. 22
Assess
292
7/9/09 10:47:55 AM
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293
7/9/09 10:47:55 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Mother Tongue, p. 1207
Understanding Literary Criticism: Sociological Criticism, p. 1216
Directed Reading
• Difficulty Consideration: Many footnotes;
dialect; more information than action; some
difficult vocabulary
• Ease Factor: Some students may identify
with the narrator
Pacing
Objectives
essay about “broken English” and the
nuances of language
• understand how the writer’s heritage
influences this piece of literature
• analyze and understand thesis and voice
Before Reading
During Reading
____ Cultural Connection: The Chinese Language, SE/ATE, p. 1210
____ Literary Criticism Activity: Sociological Criticism, Differentiated Instruction for Advanced
Students, p. 48
After Reading
Review and Extend
294
7/9/09 10:47:55 AM
____ Understanding Literary Criticism: Sociological Criticism, SE/ATE, pp. 1216–1217
____ Understanding Literary Criticism: Sociological Criticism, Exceeding the Standards: Literature
& Reading, pp. 24–26
Assess
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295
7/9/09 10:47:56 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Straw Into Gold: The Metamorphosis of the Everyday, p. 1218
Vocabulary & Spelling Workshop: Homophones, p. 1226
Directed Reading
• Difficulty Consideration: Spanish terms;
geographical references; style
Pacing
Objectives
essay about the author’s growth as a writer
• understand the influence of the writer’s
heritage on this piece of literature
• analyze and understand essay and metaphor
Before Reading
During Reading
____ Cultural Connection: César Chávez, SE/ATE, p. 1222
After Reading
Review and Extend
____ Analyze Literature: Allusion, Meeting the Standards Unit 9, p. 46
____ Analyze Literature: Thesis, Meeting the Standards Unit 9, p. 47
296
7/9/09 10:47:56 AM
____ Vocabulary & Spelling: Homophones, SE/ATE, p. 1226
____ Homophones, Exceeding the Standards: Vocabulary & Spelling, pp. 31–32
Assess
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297
7/9/09 10:47:56 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Thinking Back, p. 1227
Independent Reading
concepts; importance of title; ideas do not
end at line breaks
• Ease Factor: Short lines; length
Pacing
Objectives
• apply reading strategies and skills.
• analyze literary elements.
vocabulary.
of the text
Before Reading
____ Build Vocabulary: Word Part para-, Meeting the Standards Unit 9, p. 49
During Reading
After Reading
Review and Extend
____ Analyze Literature: Poetry Critique, Meeting the Standards Unit 9, p. 50
Assess
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298
7/9/09 10:47:56 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
A Story, p. 1229
Independent Reading
• Difficulty Consideration: Confusing
time shift
Objectives
vocabulary
of the text
Pacing
Before Reading
____ Build Vocabulary: Word Parts, Meeting the Standards Unit 9, p. 52
During Reading
After Reading
Review and Extend
Assess
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299
7/9/09 10:47:56 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
What For, p. 1231
Independent Reading
concepts; Hawaiian names and terms; ideas
do not end at line breaks
• Ease Factor: Length; students may relate to
father-son relationship
Pacing
Objectives
vocabulary
of the text
Before Reading
During Reading
After Reading
Review and Extend
Assess
300
7/9/09 10:47:57 AM
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301
7/9/09 10:47:57 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Defining the Grateful Gesture, p. 1234
Independent Reading
• Difficulty Consideration: Some vocabulary;
Mexican names and terms
• Ease Factor: Simile; young person’s point of
view
Pacing
Objectives
vocabulary
of the text
Before Reading
During Reading
After Reading
Review and Extend
Assess
After Reading
Review and Extend
____ Media Literacy: Create a Poster, Exceeding the Standards: Extension Activities, p. 22
302
7/9/09 10:47:57 AM
Assess
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303
7/9/09 10:47:57 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: Contemporary America, p. 1237
Understanding Literary Forms: Literary Nonfiction, p. 1238
from Great Plains / Seeing, from Dakota: A Spiritual Geography /
So This Is Nebraska, p. 1240
Vocabulary & Spelling Workshop: Common Spelling Errors, p. 1253
Directed Reading
From Great Plains
information and description than action;
long paragraphs; formal style; vocabulary;
• Ease Factor: Some repetition
“Seeing” from Dakota: A Spiritual
Geography
• Difficulty Consideration: Unfamiliar plant
and animal names
“So This Is Nebraska”
• Difficulty Consideration: Metaphor
• Ease Factor: Vocabulary; length; colorful
imagery
Pacing
Objectives
descriptive excerpts about the Great Plains
• understand how this literature reflects
aspects of contemporary America
• analyze and understand description
and tone
Before Reading
____ Part 2: Contemporary America, SE/ATE, p. 1237
____ Understanding Literary Forms: Literary Nonfiction, SE/ATE, pp. 1238–1239
____ Contemporary Era Study Guide: Understanding Part 2: Contemporary America and Applying
Part 2: Contemporary America, Meeting the Standards Unit 9, pp. 8–9
____ Contemporary Era Study Guide: Understanding Literary Forms: Literary Nonfiction and
Applying Literary Forms: Literary Nonfiction, Meeting the Standards Unit 9, pp. 10–12
During Reading
____ Literature Connection: “So This Is Nebraska,” SE/ATE, pp. 1249–1250
304
7/9/09 10:47:57 AM
____ Literary Forms Project: Literary Nonfiction, Differentiated Instruction for Advanced Students,
pp. 49–50
After Reading
Review and Extend
____ Analyze Literature: Style and Tone, Meeting the Standards Unit 9, p. 62
____ Analyze Literature: Literary Elements, Meeting the Standards Unit 9, p. 63
____ The Paragraph, Exceeding the Standards: Grammar & Style, pp. 252–254
____ Vocabulary & Spelling: Common Spelling Errors, SE/ATE, p. 1253
____ Language Arts Handbook Section 2.5, Spelling, SE/ATE, pp. 1314–1317
____ Spelling Review, Exceeding the Standards: Vocabulary & Spelling, pp. 41–42
____ Contractions, Exceeding the Standards: Vocabulary & Spelling, pp. 43–44
____ Common Spelling Errors, Exceeding the Standards: Vocabulary & Spelling, pp. 45–46
____ Time Out for Test Practice: Spelling Patterns, Exceeding the Standards: Vocabulary & Spelling,
pp. 47–48
Assess
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305
7/9/09 10:47:57 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Throughput, from Fast Food Nation, p. 1254
Directed Reading
information than action
• Ease Factor: Interesting opening; familiar
topic; students may indentify with topic
Pacing
Objectives
nonfiction excerpt about working conditions
and hiring practices at fast-food chains
• understand how this literature is
representative of life in contemporary
America
• analyze and understand persuasion and point
of view
Before Reading
During Reading
____ Cultural Connection: Beef Production, SE/ATE, p. 1257
After Reading
Review and Extend
____ Analyze Literature: Literary Techniques, Meeting the Standards Unit 9, pp. 67–68
____ Critical Literacy: Write an Editorial, Exceeding the Standards: Extension Activities, pp. 23–24
306
7/9/09 10:47:57 AM
Assess
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307
7/9/09 10:47:58 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
On the Mall, p. 1261
Grammar & Style Workshop: Summarizing and Paraphrasing, p. 1269
Grammar & Style Workshop: Documenting Sources, p. 1270
Directed Reading
• Ease Factor: Length; topic
Pacing
Objectives
satiric essay about the post World War II
emergence of shopping centers
• understand the influence of contemporary
America on this literature
• analyze and understand purpose and irony
Before Reading
____ Build Vocabulary: Synonyms and Antonyms, Meeting the Standards Unit 9, pp. 70–71
During Reading
____ Cultural Connection: Evolution of the Mall, SE/ATE, p. 1265
After Reading
Review and Extend
____ Analyze Literature: Concrete and Abstract Language, Meeting the Standards Unit 9, p. 72
308
7/9/09 10:47:58 AM
____ Grammar & Style: Summarizing and Paraphrasing, SE/ATE, p. 1269
____ Grammar & Style: Documenting Sources, SE/ATE, p. 1270
____ Language Arts Handbook Section 5.6, Documenting Sources, SE/ATE, pp. 1344–1346
____ Summarizing and Paraphrasing, Exceeding the Standards: Grammar & Style, pp. 255–256
____ Documenting Sources, Exceeding the Standards: Grammar & Style, pp. 259–260
Assess
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309
7/9/09 10:47:58 AM
L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Man Listening to Disc / The Blues, p. 1271
Directed Reading
“Man Listening to Disc”
• Difficulty Consideration: Important title;
musician’s names / musical terms
• Ease Factor: Conversational tone; informal
language
“The Blues”
• Difficulty Consideration: Important title
Pacing
Objectives
poems about the impact of music
America on this literature
• analyze and understand diction and rhythm
Before Reading
During Reading
____ Music Connection: History of the Blues, SE/ATE, p. 1276
____ Music Connection Activity: The Essence of Jazz, Differentiated Instruction for Advanced
Students, p. 51
After Reading
Review and Extend
____ Analyze Literature: Analyze a Poem, Meeting the Standards Unit 9, p. 77
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Assess
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Author Focus: Donald Hall, p. 1278
Couplet: Old-Timers’ Day, Fenway Park, 1 May 1982 / Letter in
Autumn / Let Evening Come, p. 1279
Directed Reading
“Couplet: Old-Timers’ Day, Fenway Park,
1 May 1982”
information needed; setting and title are
important
• Ease Factor: Similes; short lines
“Letter in Autumn”
line breaks
• Ease Factor: Similes; short lines
“Let Evening Come”
• Difficulty Consideration: Poetic line breaks
• Ease Factor: Subject matter
Pacing
Objectives
about fans’ support for fading baseball stars
and a conversational elegy to the poet’s
late wife
America on the literature
• analyze and understand symbol and mood
Before Reading
____ Author Focus: Donald Hall, SE/ATE, p. 1278
During Reading
____ Literary Connection: The U.S. Poet Laureate, SE/ATE, p. 1285
____ Literature Connection: “Let Evening Come,” SE/ATE, pp. 1286–1287
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After Reading
Review and Extend
____ Extend the Learning: Baseball Poems, Meeting the Standards Unit 9, p. 80
____ Analyze Literature: Elegy, Meeting the Standards Unit 9, p. 81
____ Analyze Literature: Text-to-Text Connection, Meeting the Standards Unit 9, pp. 82–83
Assess
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Learning to Love America, p. 1290
Independent Reading
concepts; title important to meaning
Pacing
Objectives
vocabulary
of the text
Before Reading
During Reading
____ Text Organization, Differentiated Instruction for English Language Learners, pp. 211–217
After Reading
Review and Extend
____ Analyze Literature: Text-to-Text Connection, Meeting the Standards Unit 9, pp. 86–87
Assess
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
A Quilt of a Country, p. 1292
Independent Reading
• Difficulty Consideration: Formal style;
vocabulary; complex relationships between
characters and events
• Ease Factor: Some familiar topics
Pacing
Objectives
vocabulary
of the text
Before Reading
During Reading
After Reading
Review and Extend
____ Analyze Literature: Thesis, Meeting the Standards Unit 9, pp. 90–91
____ Extend the Text: Research Anna Quindlen’s Work, Meeting the Standards Unit 9, pp. 92–93
Assess
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Present an Argument, p. 1297
Pacing
Objectives
students to
• present an argument that concerns a school
or community issue
• present an argument that is based on
evidence they have researched and organized
• present an argument that is accompanied by
helpful notes and visual aids
Teach the Workshop
____ Speaking & Listening Workshop: Present an Argument, SE/ATE, p. 1297
SE/ATE, p. 1353
pp. 1354–1355
SE/ATE, p. 1359
Review and Extend
____ Present an Argument, Exceeding the Standards: Speaking & Listening, pp. 24–26
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Persuasive Writing—Write a Research Paper, p. 1298
Pacing
Objectives
students to
• write a research paper that has an
introduction that generates interest and
provides context
• write a research paper that has a clear thesis
statement
• write a research paper that has a body
presenting support with details gathered
from research
• write a research paper that has a conclusion
that restates the thesis and makes a
recommendation or call to action
Teach the Workshop
____ Writing Workshop: Persuasive Writing—Write a Research Paper, SE/ATE, pp. 1298–1305
Review and Extend
____ Descriptive or Expository Writing: Use Cataloging, Exceeding the Standards: Writing,
pp. 116–128
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L E S S O N
P L A N
Name: ____________________________________________________ Date: __________________
M T W Th F
Pacing
Objectives
students to
• evaluate an argument in a reading passage
• prewrite, write, and revise a persuasive essay
in response to a writing prompt
Teach the Workshop
____ Reading Skills: Evaluate an Argument, SE/ATE, pp. 1306–1307
____ Writing Skills: Prepare for the Test, SE/ATE, p. 1308
SE/ATE, p. 1360
SE/ATE, p. 1361
SE/ATE, p. 1361
SE/ATE, p. 1362
Review and Extend
____ Contemporary Era Study Guide: Practice Test, Meeting the Standards Unit 9, pp. 13–15
____ Comprehensive Practice Test: Reading, Revising and Editing, and Writing, Exceeding the
Standards: Test Practice, pp. 23–26
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lessonplan - EMC Publishing

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