lesson plans - EMC Publishing

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LESSON PLANS
with Alternative Teaching Options
and Readability Guides
Staff Credits
Editorial
Design
Laurie Skiba
Managing Editor
Shelley Clubb
Production Manager
Brenda Owens
High School Editor
Leslie Anderson
Senior Designer
Becky Palmer
Associate Editor
Tim Tripp
Production Specialist
Nichola Torbett
Associate Editor
Cover Credits
Lori Coleman
Editorial Consultant
Jennifer Wreisner
Senior Designer
Jennifer Anderson
Assistant Editor
Valerie Murphy
Editorial Assistant
Katherine S. Link
Copy Editor
Gas [Detail], 1940. Edward Hopper.
Last of the Buffalo [Detail], 1889. Albert
Bierstadt.
His Hammer in His Hand [Detail], from
the John Henry Series, 1944–47. Palmer
Hayden.
Jane Shoaf
Educational Consultant
Kristin Melendez
Copy Editor
Sharon Kremer
Educational Writer
English Instructor
Denton High School
Denton, Texas
ISBN 0-8219-2673-X
© 2003 EMC Corporation
All rights reserved. The materials in this publication may be photocopied for classroom use only. 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 permission from the publisher.
Published by EMC/Paradigm Publishing
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800-328-1452
www.emcp.com
E-mail: educate@emcp.com
Printed in the United States of America.
10 9 8 7 6 5 4 3 2 1 XXX 03 04 05 06 07 08 09 10 11 12
Contents
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Forms for Student and Classroom Use
Free Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Seating Arrangements for Group Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Group Evaluation Guidesheets
Communicating in a Pair Group
Guidesheet 1A: Pair Group Self-Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Guidesheet 1B: Pair Group Peer Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Communicating in a Small Group
Guidesheet 2: Small Group Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Communicating in a Large Group
Guidesheet 3: Large Group Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Asking and Answering Questions
Guidesheet 4A: Asking Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix
Guidesheet 4B: Answering Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
Experiencing Literature Readability Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
© EMC Corporation
Lesson Plans with Alternative Teaching Options
Unit 1
The Folk Tradition
Unit 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
“Echo and Narcissus” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
“The Story of Dædalus and Icarus” from the Metamorphoses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
“The White Snake” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
“The Prodigal Son” from the King James Bible. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
“Goha and the Pot” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
“The Fox and the Crow”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
“The Silver Pool” from The Tangle-Coated Horse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
“John Henry” from Mules and Men . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
“Steal Away” and “Go Down, Moses” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Guided Writing—Expressive/Informative Writing: Recording an Oral History. . . . . . . . . . . . . . . . . . . . . 20
Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Unit 2
Poetry
Unit 2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
“The Bells” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
“The Song of Wandering Aengus”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
“Local Sensibilities” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
“A Simile” and “Metaphor”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
“Boast Not, Proud English” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
“Birches” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
“Song” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
“The Creation” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
from the Odyssey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Guided Writing—Expressive/Informative Writing: Composing a Personal Essay . . . . . . . . . . . . . . . . . . 42
Unit 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit 3
Fiction
“The Monkey’s Paw” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
“To Build a Fire” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
“The Most Dangerous Game” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
“The Handsomest Drowned Man in the World”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
“The Good Deed” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
“Everyday Use” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
“The Devil and Daniel Webster” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
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“Gwilan’s Harp” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
“The Gift of the Magi” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Guided Writing—Informative/Persuasive Writing: Writing a Comparison and Contrast Essay . . . . . . . . 64
Unit 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Unit 4
Drama
The Tragedy of Romeo and Juliet, Act 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Guided Writing—Imaginative Writing: Scripting a Contemporary Scene for a Play . . . . . . . . . . . . . . . . 78
Unit 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Unit 5
Nonfiction
from I Know Why the Caged Bird Sings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
“California Palms” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
from Black Elk Speaks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Speech to the Convention of the American Equal Rights Association, New York City, 1867 . . . . . . . . . 87
“I Have a Dream” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
“Thinking Like a Mountain” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
“The Obligation to Endure” from Silent Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
“An Encounter with an Interviewer” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Guided Writing—Persuasive Writing: Expressing an Informed Opinion . . . . . . . . . . . . . . . . . . . . . . . . . 97
Unit 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Unit 6
Informational and Visual Media
Documentary Photographs and “The Gudger House” from Let Us Now Praise Famous Men . . . . . . 100
“For the Future of Florida: Repair the Everglades!” from The Everglades Reporter. . . . . . . . . . . . . . . 102
“Ghost of Everest” from Newsweek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
“Best Sky Sights of the Next Century” from The Old Farmer’s Almanac . . . . . . . . . . . . . . . . . . . . . . . 107
“Research Strategies for the Learning Highway” from The Learning Highway . . . . . . . . . . . . . . . . . . 109
Guided Writing—Informative Writing: Documenting a Step-by-Step Process . . . . . . . . . . . . . . . . . . . 111
Unit 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Unit 8
What is Talent?
Unit 8 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
“It’s Not Talent; It’s Just Work” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
“Geraldine Moore the Poet” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
from The Man Who Listens to Horses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
“Becoming a Composer” from The Music of Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
“Where Stars Are Born” from Sports Illustrated. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
“Gary Keillor” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
“Straw into Gold: The Metamorphosis of the Everyday” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Guided Writing—Informative Writing: The Research (or I-Search) Paper. . . . . . . . . . . . . . . . . . . . . . . 147
Unit 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
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Unit 7
The Search for Self
“I’m Nobody! Who are you?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
“Mirror” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
“A Story That Could Be True” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
“Nikki-Rosa” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
“Hanging Fire” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
“The Man to Send Rain Clouds” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
“An Ethnic Trump” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
“Who Am I This Time?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Guided Writing—Expressive/Narrative Writing: Reflecting on an Autobiographical Incident. . . . . . . . 130
Unit 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Unit 9
Relationships
“Being in Love” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
“Catch the Moon”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
“If You Forget Me” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
“The Interlopers” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
from To Kill a Mockingbird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
“Thank You, M’am”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Guided Writing—Persuasive Writing: Evaluating Communication Styles . . . . . . . . . . . . . . . . . . . . . . . 162
Unit 9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Unit 10 Courage and Perseverance
Unit 10 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
“Courage” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
“The Leap” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
“The Scarlet Ibis” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
“Through the Tunnel” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
“miss rosie” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
“The Courage That My Mother Had” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Guided Writing—Imaginative Writing: Developing a Character Sketch . . . . . . . . . . . . . . . . . . . . . . . . 177
Unit 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Unit 11 Journeys
“A Journey” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
“Otherwise” and “The Old Life” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
from Great Plains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
from Mississippi Solo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
“How Did I Get Here?”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Guided Writing—Narrative Writing: Chronicling a Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Unit 11 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
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Unit 12 Visions of the Future
“There Will Come Soft Rains” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
“Nightmare Number Three” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
“The Test”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
“History Lesson” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
“The Feeling of Power” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
“The Monsters Are Due on Maple Street” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Guided Writing—Informative Writing: Creating a Multimedia Presentation. . . . . . . . . . . . . . . . . . . . . . 207
Unit 12 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
CONTENTS
LESSON PLANS
v
Lesson Plans with Alternative Teaching Options
and Readability Guides
Overview
This comprehensive Literacy Resource binder makes the quality literature in The EMC Masterpiece
Series, Literature and the Language Arts accessible to all students via two resources:
• Lesson Plans with Alternative Teaching Options and Readability Guides
• Reading Strategies Resource
The Lesson Plans with Alternative Teaching Options and Readability Guides serves as a road map to
the entire Literature and the Language Arts program. It lists all of the components necessary for teaching
each lesson and offers options that help teachers meet their students’ needs. This integrated approach to
teaching language arts makes it easy for teachers to incorporate reading, writing, speaking, vocabulary,
and grammar into each lesson. In addition, these lesson plans can be adapted to fit individual curricula,
student needs, and schedules.
The Reading Strategies Resource provides a framework for the direct teaching of eight reading
strategies essential to the success of middle school and high school readers. This program shows
teachers how to integrate these strategies into their instruction by including Reading Strategy MiniLessons. These Mini-Lessons allow teachers and students to practice and use one reading strategy with
every literature selection in the program; standardized test practice is included in each Mini-Lesson.
Teaching Notes provide comprehensive guidance in teaching the reading strategies, as well as examples
of think-aloud discussions and assessment ideas for evaluating students’ use of the strategies.
© EMC Corporation
Lesson Plan Features
Lesson plans for each literature selection include:
Reading Level
Difficulty Considerations
Ease Factors
Synopsis
Goals and Objectives
Before-Reading, During-Reading, and After-Reading Activities
Ideas for Reading Strategy Practice
Alternative Teaching Options for:
Developing readers
English language learners
Students needing additional motivation
Students with special needs
Students in gifted or enrichment programs
Flexible group work
Homework suggestions
Cross-curricular activities
Additional discussion, writing, and research activities
Lesson plans are also included for each guided writing lesson, unit opener, and unit review. These
detailed lesson plans allow teachers to organize their classes and create daily routines. Before-Reading
activities such as Daily Oral Language (in grades 6–9), Reader’s Journal, and vocabulary lessons can
serve as classroom openers. After-Reading activities such as Writer’s Journal, Selection Check Tests, and
free reading time can serve as classroom closers. Teachers can use the Alternative Teaching Options to
select grouping, homework, research, reading, writing, discussion, motivation, and extra-support
opportunities.
The Lesson Plans book also features Readability Guides that list the reading level of each selection. Each
selection is rated as easy, moderate, or challenging, based on readability scales, author’s style, subject
matter, vocabulary, syntax, and selection length. Specific factors that affect the difficulty and ease of
reading each selection are listed. Selections rated as easy can be read by students without additional
OVERVIEW
LESSON PLANS
vii
support from the textbook or the teacher. Selections rated as moderate can be read by students if they
have support from the textbook and the teacher. Selections rated challenging will be difficult even with
assistance from the teacher and the text.
The overall reading level of each Literature and the Language Arts textbook falls into the moderate range,
although we also include easy and challenging selections for each grade level. Readability charts at the
beginning of the Lesson Plans summarize reading level information for all of the selections in an entire
grade level. Our goal is to make all selections at each grade level accessible to all students—regardless
of students’ reading level, background knowledge, or motivation—by providing the essential support
teachers need in order to reach this goal.
Finally, the Lesson Plans book also includes forms for teachers to use throughout the year. They include a
Free Reading Log, several Group Evaluation guidesheets, and examples of seating arrangements for
different group activities. These are provided as an additional resource to help guarantee a successful
year as you use The EMC Masterpiece Series, Literature and the Language Arts textbook program.
© EMC Corporation
viii
OVERVIEW
LESSON PLANS
Forms for Student
and Classroom Use
Name ___________________________________________Class __________________Date __________________
Free Reading Log
Week of _____________________________________________
TITLE
© EMC Corporation
DATE
AUTHOR
PAGES READ
FROM
TO
SUMMARY/REACTIONS
Total number of pages read this week ______________
Genres read this week: (circle)
Fiction
READING LOG
Nonfiction
Poetry
Drama
Informational or Visual Media
LESSON PLANS
xi
Seating Arrangements for Group Activities
Pair Groups
Small Groups
LARGE GROUPS
Fish Bowl
Rows Facing Forward, Aisles Between
(Least Distracting Seating Arrangement)
© EMC Corporation
xii
S E AT I N G
LESSON PLANS
Group Evaluation
Guidesheets
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1A
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 and write a short evaluation. Suggest ways that you
could improve your communication skills.
My evaluation of myself:
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
I did not interrupt.
_____________________________________________________________________________________________________
4
3
2
1
0
I rephrased what my partner said to show that I understood.
_____________________________________________________________________________________________________
© EMC Corporation
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
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET
LESSON PLANS
xv
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1B
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 communication skills.
My evaluation of my partner:
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
_____________________________________________________________________________________________________
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
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xvi
GUIDESHEET
LESSON PLANS
© EMC Corporation
My partner controlled his/her emotions.
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 2
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, time keeper, 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 communicates 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.
_____________________________________________________________________________________________________
© EMC Corporation
4
3
2
1
0
Group members work together to establish group goals.
_____________________________________________________________________________________________________
4
3
2
1
0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET
LESSON PLANS
xvii
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 3
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 speaking
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 communication skills.
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
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xviii
GUIDESHEET
LESSON PLANS
© EMC Corporation
_____________________________________________________________________________________________________
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 4A
Asking Questions
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.
My evaluation of how well I asked questions:
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.
_____________________________________________________________________________________________________
© EMC Corporation
4
3
2
1
0
I did not give a speech when I asked a question.
_____________________________________________________________________________________________________
4
3
2
1
0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET
LESSON PLANS
xix
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 4B
Answering Questions
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 communication skills.
My evaluation of how well I answered questions:
I was prepared for a question-and-answer period.
_____________________________________________________________________________________________________
4
3
2
1
0
I was patient.
_____________________________________________________________________________________________________
4
3
2
1
0
I gave clear, short, and direct answers.
_____________________________________________________________________________________________________
4
3
2
1
0
I rephrased difficult questions.
_____________________________________________________________________________________________________
4
3
2
1
0
_____________________________________________________________________________________________________
4
3
2
1
0
I handled difficult members of the audience gracefully.
_____________________________________________________________________________________________________
4
3
2
1
0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xx
GUIDESHEET
LESSON PLANS
© EMC Corporation
I was courteous.
Experiencing Literature
Readability Guide
Experiencing Literature Readability Guide
SELECTION
READING LEVEL
DIFFICULTY CONSIDERATIONS
EASE FACTORSNIT
1
PART ONE
GENRES IN LITERATURE
UNIT 1
The Folk Tradition
Elements of the Folk
Tradition
Moderate
Vocabulary; unrealistic events
Selection length
Myth
Ovid, translated by Rolfe
Humphries
“The Story of Dædalus and
Icarus” from the
Metamorphoses
Moderate
Vocabulary; unrealistic events;
poetic sentence structure
Selection length
Fairy Tale
Jacob and Wilhelm
Grimm, translated by
Lucy Crane
“The White Snake”
Moderate
Vocabulary; unrealistic events
Fairy tale conventions;
selection length
Parable
from The King James
Bible
“The Prodigal Son”
Moderate
Syntax; vocabulary
Short sentences; selection
length
Folk Tale
retold by Mahmoud
Ibrahim Mostafa
“Goha and the Pot”
Easy
Cultural context
Subject matter; style
Fable
Æsop
“The Fox and the Crow”
Easy
Unrealistic events
Selection length
Fable
Ella Young
“The Silver Pool” from The
Tangle-Coated Horse, and
Other Tales from the Fionn
Saga
Challenging
Style and syntax; vocabulary;
subject matter
Use of dialogue
Folk Song
retold by Zora Neale
Hurston
“John Henry,” from Mules
and Men
Easy
Use of dialect; historical context
Vocabulary; selection length
Related Reading
Linda Wheeler
“White House mystery may
be solved” from The
Washington Post
(newspaper article)
Moderate
Sentence length; nonfiction
format
Selection length
Spiritual
Anonymous
“Steal Away”
Easy
Biblical allusions; double
meaning
Style; vocabulary; selection
length
Spiritual
Anonymous
“Go Down, Moses”
Easy
Biblical allusions; double
meaning
Style; vocabulary; selection
length
Language Arts in Action:
National Storytelling Youth
Olympics
Moderate
Nonfiction format
Selection length
xxii
READABILITY GUIDE
LESSON PLANS
© EMC Corporation
Myth
retold by Walker Brents
“Echo and Narcissus”
(continued)
READING LEVEL
EASE FACTORSNIT
Lyric Poetry
Edgar Allan Poe
“The Bells”
Challenging
Vocabulary; poetic conventions;
poetic syntax
Subject matter
Lyric Poetry
W. B. Yeats
“The Song of Wandering
Aengus”
Moderate
Poetic conventions; use of
allegory
Lyric Poetry
Wing Tek Lum
“Local Sensibilities”
Moderate
Historical references; cultural
references
First-person point of view;
selection length
Lyric Poetry
N. Scott Momaday
“A Simile”
Easy
Figurative language
Vocabulary; subject matter;
selection length
Lyric Poetry
Eve Merriam
“Metaphor”
Easy
Figurative language
selection length
Lyric Poetry
Roger Williams
“Boast Not, Proud English”
Moderate
Subject matter; archaic language
Selection length
Lyric Poetry
Robert Frost
“Birches”
Moderate
Poetic language
Tone; selection length
Narrative Poetry
Gabriela Mistral
“Song”
Moderate
Subject matter
Selection length
Narrative Poetry
James Weldon Johnson
“The Creation”
Easy
Punctuation
Storytelling style; vocabulary
Epic Poetry
Homer, translated by
Robert Fitzgerald
from the Odyssey
Challenging
Poetic style; vocabulary; selection Exciting plot
length
Related Reading
Laurel Miranda
“Exploring the Greece of
Odysseus”
Moderate
Nonfiction format; literary
references
Subject matter
Cowboy Poetry Gatherings
Help Preserve Western
Traditions
Moderate
Nonfiction format; vocabulary
Selection length
Setting
W. W. Jacobs
“The Monkey’s Paw”
Moderate
Style; vocabulary; supernatural
events
Few characters; dialogue
Setting
Jack London
“To Build a Fire”
Moderate
Subject matter; style; selection
length
Suspense
SELECTION
1
UNIT 2
Poetry
© EMC Corporation
Elements of Poetry
UNIT 3
Fiction
Elements of Fiction
READABILITY GUIDE
LESSON PLANS
xxiii
(continued)
SELECTION
READING LEVEL
EASE FACTORSNIT
1
Related Reading
Melissa Burdick Harmon
“A Short Life, Intensely
Lived: The Adventures of
Jack London”
from Biography (magazine
article)
Moderate
Long sentences; nonfiction format
Selection length
Insights: Evaluating Author
Websites
Moderate
Nonfiction format
Selection length; subject
matter
Plot
Richard Connell
“The Most Dangerous
Game”
Moderate
Selection length; vocabulary
Few characters; short
sentences
Point of View
Moderate
Gabriel García Márquez
“The Handsomest Drowned
Man in the World”
Unrealistic events; subject matter;
long sentences
Selection length
Point of View
Pearl S. Buck
“The Good Deed”
Moderate
Chinese cultural references;
selection length
Dialogue; style
Character
Alice Walker
“Everyday Use”
Moderate
First-person point of view; style
Dialogue
Character
Stephen Vincent Benét
“The Devil and Daniel
Webster”
Challenging
Exaggerated, unrealistic events;
dialect; vocabulary
Few characters
Theme
Ursula K. Le Guin
“Gwilan’s Harp”
Moderate
Unusual names; style; vocabulary
Selection length
Theme
O. Henry
“The Gift of the Magi”
Moderate
Old-fashioned language; style;
vocabulary
Simple story line; selection
length
Mentor Connection
Moderate
Selection length
Play
William Shakespeare
The Tragedy of Romeo and
Juliet
Challenging
Setting; archaic language; poetic
style
Familiar plot
Insights: Romeo and Juliet
over the Centuries
Moderate
List format
The 52nd Street Project
Moderate
Selection length
Narrative Autobiography
Maya Angelou
from I Know Why the
Caged Bird Sings
Moderate
Dialect; vocabulary
Simple story line
Narrative Autobiography
lê thi diem thúy
“California Palms”
Moderate
Vietnamese cultural references;
vocabulary
Informal voice
UNIT 4
Drama
© EMC Corporation
Elements of Drama
UNIT 5
Nonfiction
Elements of Nonfiction
xxiv
READABILITY GUIDE
LESSON PLANS
(continued)
1
SELECTION
READING LEVEL
EASE FACTORSNIT
Speech
Black Elk and John G.
Neihardt
from Black Elk Speaks
Moderate
Subject matter; historical and
cultural context; style
Vocabulary; simple
sentences
Persuasive Speech
Sojourner Truth
Speech to the Convention
of the American Equal
Rights Association, New
York City, 1867
Moderate
Historical context
Folksy tone
Persuasive Speech
Martin Luther King, Jr.
“I Have a Dream”
Moderate
Historical references
Familiar ideas; style
Related Reading
Gwendolyn Brooks
“Martin Luther King, Jr.”
(poem)
Easy
Historical context
Selection length
Informative/Persuasive
Essay
Aldo Leopold
“Thinking Like a Mountain”
Moderate
Style; vocabulary; nature
references
Selection length
Informative/Persuasive
Essay
Rachel Carson
“The Obligation to Endure”
from Silent Spring
Challenging
Sentence length; vocabulary
Subject matter
Expressive/Imaginative
Humor
Mark Twain
“An Encounter with an
Interviewer”
Moderate
Use of satire; vocabulary
Dialogue
James Agee
Documentary Photographs
and “The Gudger House”
from Let Us Now Praise
Famous Men (nonfiction)
Challenging
Long sentences; figurative
language; vocabulary
Subject matter
Joette Lorion
“For the Future of Florida:
Repair the Everglades!”
from The Everglades
Reporter (newsletter
article)
Moderate
Style; subject matter
Selection length
Related Reading
Marjory Stoneman
Douglas
“The Grass” from The
Everglades: River of Grass
(nonfiction)
Challenging
Style; vocabulary; nature
references
Selection length
Jerry Adler
“Ghost of Everest” from
Newsweek (magazine
article)
Moderate
Vocabulary; subject matter
Short sentences; selection
length
UNIT 6
Informational and Visual
Media
© EMC Corporation
Elements of Informational
and Visual Media
READABILITY GUIDE
LESSON PLANS
xxv
(continued)
EASE FACTORSNIT
1
SELECTION
READING LEVEL
Related Reading
MountainZone.Com
“Everest ’99 Cybercast
Statement from George
Mallory’s Daughter”
Moderate
Long sentences; nonfiction format Selection length
Bob Berman
“Best Sky Sights of the
Next Century”
from The Old Farmer’s
Almanac (almanac article)
Moderate
Long sentences; nonfiction
format; science vocabulary
Engaging style
Nonfiction format; Internet
references
Use of headings,
subheadings, and graphics
Moderate
Trevor Owen and Ron
Ownston
“Research Strategies for
the Learning Highway”
from The Learning Highway
(technical writing)
PART TWO
Themes in Literature
UNIT 7
The Search for Self
Easy
Figurative language
Subject matter; vocabulary
Sylvia Plath
“Mirror” (poem)
Moderate
Ambiguous speaker; figurative
language
Selection length
William Stafford
“A Story That Could Be
True” (poem)
Easy
Unlikely events
Vocabulary
Nikki Giovanni
“Nikki-Rosa” (poem)
Moderate
Cultural context; poetic style
Vocabulary
Audre Lorde
“Hanging Fire” (poem)
Easy
Poetic style
Vocabulary; familiar ideas
Leslie Marmon Silko
“The Man to Send Rain
Clouds” (short story)
Moderate
Subject matter; cultural context
Short sentences
Gish Jen
Easy
“An Ethnic Trump” (nonfiction)
Subject matter; vocabulary
Selection length; use of
anecdotes
Kurt Vonnegut, Jr.
“Who Am I This Time?”
(short story)
Moderate
Use of allusions; point of view;
selection length
Vocabulary; short sentences
Annie Dillard
“It’s Not Talent; It’s Just
Work” (nonfiction)
Moderate
Vocabulary; philosophical ideas
Selection length
Toni Cade Bambara
“Geraldine Moore the Poet”
(short story)
Easy
Unlikely events
Vivid characters
Monty Roberts
from The Man Who Listens
to Horses (nonfiction)
Moderate
Technical terms; sequence of
events
Short sentences; accessible
style
Lindsley Cameron
“Becoming a Composer”
from The Music of Light
(nonfiction)
Moderate
Musical vocabulary; nonfiction
format; subject matter
Narrative style
UNIT 8
What is Talent?
xxvi
READABILITY GUIDE
LESSON PLANS
© EMC Corporation
Emily Dickinson
“I’m Nobody! Who are
you?” (poem)
(continued)
SELECTION
READING LEVEL
EASE FACTORSNIT
Michael Farber
“Where Stars Are Born”
from Sports Illustrated
(magazine article)
1
Moderate
Long sentences; nonfiction
format; vocabulary
Engaging style; selection
length
Related Reading
“Spanning the Decades:
Puerto Rico Honors Sosa,
Who Pays Tribute to
Clemente” (online news
article)
Moderate
Sentence length; nonfiction format Selection length
Related Reading
Ernest Lawrence Thayer
“Casey at the Bat” (poem)
Easy
Baseball terminology; vocabulary
Narrative style
Garrison Keillor
“Gary Keillor” (short story)
Moderate
Use of irony
Familiar setting; style
Sandra Cisneros
“Straw into Gold: The
Metamorphosis of the
Everyday” (nonfiction)
Moderate
Spanish terms; geographical
references; style
Vocabulary
Marvin Bell
“Being in Love” (poem)
Moderate
Inverted sentences; tone
Judith Ortiz Cofer
“Catch the Moon” (short
story)
Moderate
Spanish expressions
Short sentences
Pablo Neruda
“If You Forget Me” (poem)
Moderate
Poetic style; figurative language
Vocabulary
Related Reading
Roger Ebert
‘Il Postino’ (film review)
Moderate
Mature ideas; film terminology
Saki
“The Interlopers” (short
story)
Moderate
Style; vocabulary
Selection length
Related Reading
William Blake
“A Poison Tree” (poem)
Moderate
Harper Lee
from To Kill a Mockingbird
(novel excerpt)
Moderate
Vocabulary
First-person point of view
Langston Hughes
“Thank You, M’am” (short
story)
Easy
Unexpected events
Dialogue; few characters
Anne Sexton
“Courage” (poem)
Moderate
Figurative language
Vocabulary
Louise Erdrich
“The Leap” (short story)
Moderate
Time shifts; style; vocabulary
Short sentences
Related Reading
Nikki Giovanni
“Her Flying Trapeze”
(poem)
Moderate
References to proverbs
Selection length
© EMC Corporation
UNIT 9
Relationships
UNIT 10
Courage and Perseverance
READABILITY GUIDE
LESSON PLANS
xxvii
(continued)
SELECTION
READING LEVEL
EASE FACTORSNIT
1
James Hurst
“The Scarlet Ibis” (short
story)
Challenging
Figurative language; vocabulary;
selection length
Few characters
Doris Lessing
“Through the Tunnel” (short
story)
Moderate
Style
Few characters; short
sentences
Related Reading
Margaret Atwood
“Death of a Young Son by
Drowning” (poem)
Moderate
Vocabulary; sentence structure;
poetic style
Short words; selection length
Lucille Clifton
“miss rosie” (poem)
Easy
Tone; style
Edna St. Vincent Millay
“The Courage That My
Mother Had” (poem)
Moderate
selection length
Related Reading
Gordon Parks
“The Funeral” (poem)
Easy
Poetic technique
Short sentences; vocabulary
Edith Wharton
“A Journey” (short story)
Moderate
sentence structure
Style
Related Reading
Mary Oliver
“The Journey” (poem)
Moderate
Subject matter; figurative language
Selection length
Jane Kenyon
“Otherwise” (poem)
Easy
Poetic line breaks
Subject matter
Donald Hall
“The Old Life” (poem)
Challenging
Poetic line breaks; vocabulary
Subject matter
Ian Frazier
from Great Plains
(nonfiction)
Moderate
Style; subject matter
Eddy L. Harris
from Mississippi Solo
(nonfiction)
Moderate
Subject matter
Narrative style; short
sentences
Sybil Carlin
“How Did I Get Here?”
(short story)
Easy
Subject matter; adult perspective
Related Reading
Raymond Carver
“Late Fragment” (poem)
Easy
Subject matter
Ray Bradbury
“There Will Come Soft
Rains” (short story)
Moderate
Vocabulary; science fiction
elements
Selection length; setting
Stephen Vincent Benét
“Nightmare Number Three”
(poem)
Moderate
Vocabulary; subject matter
selection length
Related Reading
Richard Brautigan
“All Watched Over by
Machines of Loving Grace”
(poem)
Moderate
Style; unlikely events
UNIT 11
Journeys
xxviii
READABILITY GUIDE
LESSON PLANS
© EMC Corporation
UNIT 12
Visions of the Future
(continued)
EASE FACTORSNIT
1
READING LEVEL
Moderate
Vocabulary; science fiction elements Selection length
Related Reading
Karl Shapiro
“Auto Wreck” (poem)
Challenging
Poetic style; vocabulary; subject
matter
Selection length
Arthur C. Clarke
“History Lesson” (short
story)
Moderate
Subject matter; science fiction
elements
Intriguing plot
Isaac Asimov
“The Feeling of Power”
(short story)
Challenging
Style; vocabulary; science fiction
elements
Dialogue
Rod Serling
“The Monsters Are Due on
Maple Street” (television
screenplay)
Moderate
Historical context; representation
of dialogue; selection length
Screenplay format;
vocabulary; short sentences
© EMC Corporation
SELECTION
Theodore L. Thomas
“The Test” (short story)
READABILITY GUIDE
LESSON PLANS
xxix
Lesson Plans
with Alternative Teaching Options
Lesson Plan
Unit One
The Folk Tradition
Opening the Unit, pages 2–5
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 1 Goals/Objectives:
• to appreciate examples of literature from the folk tradition
• to name and describe different types of oral literature, including
myths, fairy tales, parables, fables, tall tales, folk songs, legends,
spirituals, epics, and proverbs
• to define and explain examples of aim, allusion, character, dialect,
foreshadowing, irony, irony of situation, moral, motif,
personification, repetition, suspension of disbelief, and symbol
• to write an oral history
• to demonstrate an ability to use sentence variety in writing
Lessons I Plan to Teach
_________ “Echo and Narcissus,” page 6
_________ “The Story of Dædalus and Icarus” from the
Metamorphoses, page 11
_________ “The White Snake,” page 17
_________ “The Prodigal Son” from the King James Bible, page 24
_________ “Goha and the Pot,” page 29
_________ “The Fox and the Crow,” page 33
_________ “The Silver Pool” from The Tangle-Coated Horse, page 37
_________ “John Henry” from Mules and Men, page 45
_________ Related Reading: “‘White House’ mystery may be solved,” from The Washington Post, page 48
_________ “Steal Away” and “Go Down, Moses,” page 52
_________ Language Arts in Action, page 60
_________ Guided Writing—Expressive/Informative Writing: Recording an Oral History, page 62
_________ Unit One Review, page 72
_________ For Your Reading List, page 73
© EMC Corporation
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the Unit Skills
Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages 2–3).
Getting Started in the Classroom
_________ Fine Art: Grandma Moses (PE, page 2; VLR II, page 1)
_________ Elements of the Folk Tradition (PE, page 4)
_________ Fine Art: Persian Artist (PE, page 5; VLR II, page 4)
_________ Additional Questions and Activities: Storytelling (ATE, page 4)
_________ Genre Check Test 4.1.1 (ATE, page 5; UR 1, page 1; TG)
_________ Genre Test 4.1.2 (UR 1, page 2; TG)
Print Resources
Transparency
Audio Library
Test Generator CD-ROM
Internet
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test Generator
UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
1
LESSON PLANS
1
Lesson Plan
“Echo and Narcissus,” page 6
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Reading Level: Moderate
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READING STRATEGIES RESOURCE, PAGE 1
Difficulty Considerations: Vocabulary; unrealistic events
Ease Factor: Selection length
Reading Strategy: Write Things Down
Fix-Up Idea: Reread
Standardized Test Practice:
Identify Cause and Effect
Synopsis: The selection recounts the myth of Narcissus, who was
punished for his excessive self-absorption, and of Echo, a nymph
who, for love of him, wasted away into an echo.
WASHINGTON STATE STANDARDS
Goals/Objectives:
• to enjoy a Greek myth
• to empathize with characters in a myth that deals with actions
and consequences
• to describe how myths explain natural phenomena
• to define suspension of disbelief
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 13; UR 1, page 5)
_________ Reader’s Journal (PE, page 6; UR 1, page 6)
_________ Literary Tools: Suspension of Disbelief and Myth (PE, page 6)
_________ Reader’s Resource: History and Psychology Connections (PE, page 6)
_________ About the Author: Walker Brents (PE, page 6)
_________ Fine Art: Caravaggio (PE, page 9; VLR II, page 7; Art Note, PE and ATE, page 9; UR 1, page 7)
_________ Vocabulary from the Selection (ATE, page 7)
_________ Vocabulary: Keeping a Word Study Notebook (VR, page 1)
_________ Reading Strategy (RSR, page 1)
During Reading
_________ Dramatic Recording (AL, 6:50)
_________ Graphic Organizer (PE, page 6; VLR I page 13; UR 1, page 5)
_________ Guided Reading Questions (PE, page 7; UR 1, page 6)
_________ Fix-Up Idea (RSR, page 1)
Print Resources
Transparency
Audio Library
© EMC Corporation
After Reading
_________ Standardized Test Practice (RSR, page 2)
_________ Respond to the Selection (PE, page 9; UR 1, page 7)
_________ Investigate, Inquire, and Imagine (PE, page 10; UR 1, page 7)
_________ Understanding Literature: Suspension of Disbelief and Myth (PE, page 10; UR 1, page 9)
_________ Vocabulary: Verbals (UR 1, page 9)
_________ Selection Check Test 4.1.3 (ATE, page 8; UR 1, page 11; TG)
_________ Selection Test 4.1.4 (UR 1, page 13; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Internet
2
UNIT
1
LESSON PLANS
Lesson Plan
“Echo and Narcissus,” page 6
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Teaching Options
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Researching the Greek Pantheon
(ATE, page 7)
_________ Reading Proficiency: Character Chart (ATE,
page 7)
_________ English Language Learning: Vocabulary
(ATE, page 7)
_________ Special Needs: Identify Elements Requiring
Suspension of Disbelief (ATE, page 7)
_________ Enrichment: Research Word Origins (ATE,
page 7)
Tackle Vocabulary
_________ Vocabulary: Keeping a Word Study Notebook
(VR, page 1)
_________ Pronunciation Note (ATE, page 7)
_________ Read the story aloud, pausing to ask
students to supply synonyms for difficult
words.
Cross-Curricular Activities
_________ Report on the Narcissus flower (ATE, page 9)
_________ Echoes (ATE, page 9)
Art Note
_________ Caravaggio (PE and ATE, page 9; VLR II,
page 7; UR 1, page 7)
Tackle Unrealistic Events
_________ Special Needs (ATE, page 7)
_________ Read the Reader’s Resource section aloud;
then discuss the ancient Greeks’ and
Romans’ beliefs in gods and in other
supernatural beings such as naiads and
dryads.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 1).
_________ Have volunteers act out the story.
_________ Have students retell a myth familiar to them.
Flexible Grouping Suggestions
_________ Motivation: Researching the Greek Pantheon
(ATE, page 7)
_________ Special Needs: Identify Elements Requiring
Suspension of Disbelief (ATE, page 7)
_________ Cross-Curricular Activity: Echoes
(ATE, page 9)
_________ Respond to the Selection (PE, page 9)
_________ Investigate, Inquire, and Imagine (PE,
_________ Understanding Literature: Suspension of
Disbelief and Myth (PE, page 10; UR 1,
page 9)
© EMC Corporation
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Homework Suggestions
_________ Vocabulary: Keeping a Word Study Notebook
(VR, page 1)
_________ Enrichment: Research Word Origins (ATE,
page 7)
_________ Cross-Curricular Activity: Report on the
Narcissus flower (ATE, page 9)
Print Resources
Transparency
Audio Library
Internet
UNIT
1
LESSON PLANS
3
Lesson Plan
“The Story of Dædalus and Icarus” from the
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Difficulty Considerations: Vocabulary; unrealistic events;
poetic sentence structure
Synopsis: Ovid recounts the myth of Dædalus and his son Icarus.
According to this cautionary tale, the two were escaping from
Crete on wax wings when Icarus, despite his father’s warnings,
flew too close to the sun and crashed to his death. The story
also tells how the partridge came to be.
Reading Strategy: Make Predictions
Fix-Up Idea: Read Aloud
Make Inferences
Goals/Objectives:
• to respond to characters who dream of being able to fly
• to identify Ovid as a Latin poet who retold many myths
• to define moral and explain how this myth teaches a moral
• to locate references to myth in modern popular culture
Before Reading
_________ Literary Tools: Moral and Foreshadowing (PE, page 11)
_________ Reader’s Resource: History and Science Connections (PE, page 11)
_________ About the Author: Ovid (PE, page 11)
_________ Fine Art: Pieter Brueghel (PE, page 12; VLR II, page 10)
_________ Vocabulary: Using Context Clues (VR, page 3)
During Reading
_________ Graphic Organizer (PE, page 11; VLR I, page 14; UR 1, page 16)
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After Reading
_________ Understanding Literature: Moral and Foreshadowing (PE, page 15; UR 1, page 19)
_________ Writer’s Journal: Description, Character Sketch, and Myth (PE, page 16; UR 1, page 19)
_________ Vocabulary: Restatement (UR 1, page 20)
_________ Language, Grammar, and Style: Functions of the Sentence (PE, page 16; UR 1, page 21)
_________ Media Literacy: Media References to Greek and Roman Mythology (PE, page 16)
_________ Collaborative Learning: Retelling Myths (PE, page 16)
Print Resources
Transparency
Audio Library
Internet
4
UNIT
1
LESSON PLANS
Lesson Plan
“The Story of Dædalus and Icarus” from the
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ITeaching Options
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_________ Motivation: Read Another Myth (ATE,
page 11)
_________ Reading Proficiency: Critical Listening During
Poem Reading (ATE, page 11)
(ATE, page 11)
_________ Special Needs: Focus on Guided Reading
Questions (ATE, page 11)
_________ Enrichment: Researching the History of Flight
(ATE, page 11)
Literary Note
_________ Story of the Minotaur (ATE, page 12)
_________ Map of Greece (ATE, page 12)
_________ Scientific Background to Flight (ATE,
page 13)
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_________ Motivation: Read Another Myth (ATE,
page 11)
_________ Cross-Curricular Activity: Map of Greece
(ATE, page 12)
_________ Investigate, Inquire, and Imagine (PE, page 15;
UR 1, page 18)
_________ Understanding Literature: Moral and
Foreshadowing (PE, page 15; UR 1, page 19)
_________ Language, Grammar, and Style: Functions of
the Sentence (PE, page 16; UR 1, page 21)
_________ Media Literacy: Media References to Greek
and Roman Mythology (PE, page 16)
_________ Collaborative Learning: Retelling Myths (PE,
page 16)
Tackle Vocabulary
_________ Vocabulary: Using Context Clues (VR,
page 3)
_________ Pronunciation Note (ATE, page 12)
_________ Have students look up unfamiliar words in a
dictionary and use them in sentences.
_________ Refer to page 10 for definitions of myth and
suspension of disbelief. Discuss these terms
with students. After reading, ask them to
identify events that require suspension of
disbelief on the part of the reader.
_________ After reading, ask students to rewrite this
myth as an article for a sensationalistic
tabloid.
Tackle Poetic Sentence Structure
_________ As suggested in the Reading Proficiency
note (ATE, page 11), read the story aloud,
demonstrating appropriate pauses. Point out
that line breaks do not coincide with the ends
of sentences.
_________ Have pairs alternate reading the selection
aloud.
Learners
_________ Read the selection aloud, pausing frequently
to check students’ understanding.
_________ Respond to the Selection (PE and ATE,
page 15)
_________ Ask students to draw pictures illustrating the
story.
_________ Vocabulary: Using Context Clues
(VR, page 3)
_________ Cross-Curricular Activity: Scientific
Background to Flight (ATE, page 13)
_________ Writer’s Journal: Description, Character
Sketch, and Myth (PE, page 16; UR 1,
page 19)
_________ Enrichment: Researching the History of Flight
(ATE, page 11)
Print Resources
Transparency
Audio Library
Internet
UNIT
1
LESSON PLANS
5
Lesson Plan
“The White Snake,” page 17
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Difficulty Considerations: Vocabulary; unrealistic events
Ease Factors: Fairy tale conventions; selection length
Synopsis: A young man who understands the language of animals
saves a series of helpless animals and, in return, is helped when he
attempts to win the hand of a princess.
Goals/Objectives:
• to enjoy a fairy tale
• to describe the occurrence of common motifs in fairy tales from
many countries and cultures
• to explain the concept of a fairy tale
• to use precise and vivid nouns, verbs, and modifiers in writing
Fix-Up Idea: Use Guided Reading Questions
Before Reading
_________ Literary Tools: Fairy Tale, Character, and Motif (PE, page 17)
_________ Reader’s Resource: Culture Connection (PE, page 17)
_________ About the Authors: Jacob and Wilhelm Grimm (PE, page 17)
_________ Fine Art: Kate Elizabeth Bunce (PE, page 18; VLR II, page 13; Art Note, PE and ATE, page 19; UR 1,
page 29)
_________ Vocabulary: Lexical Phrases (VR, page 5)
During Reading
Print Resources
Transparency
Audio Library
Internet
6
UNIT
1
LESSON PLANS
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After Reading
_________ Understanding Literature: Fairy Tale, Character, and Motif (PE, page 22; UR 1, page 31)
_________ Writer’s Journal: Poem, Summary, and Retelling (PE, page 23; UR 1, page 31)
_________ Language, Grammar, and Style: Complete Subjects and Predicates in Sentences (PE, page 23; UR 1, page 34)
_________ Study and Research: The Medieval Period in Europe (PE, page 23; UR 1, page 34)
_________ Collaborative Learning: Fairy Tales Across Cultures, Times, and Media (PE, page 23)
_________ Vocabulary: Synonyms (UR 1, page 33)
Lesson Plan
“The White Snake,” page 17
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_________ Motivation: Charting Recurring Elements in
Fairy Tales (ATE, page 18)
_________ Reading Proficiency: Read Aloud (ATE,
page 18)
_________ English Language Learning: Pair with Strong
Reader to Read Aloud (ATE, page 18)
_________ Special Needs: Story Map (ATE, page 18)
_________ Enrichment: Examining a Character and
Writing a Sequel (ATE, page 18)
Additional Questions and Activities
_________ Female Characters in Fairy Tales (ATE,
page 19)
_________ Music Based on Fairy Tales (ATE, page 19)
_________ Comparing Fairy Tales (ATE, page 21)
_________ Tree of Life (ATE, page 21)
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Tackle Vocabulary
page 18)
Literary Note
_________ German Fairy Tales (ATE, page 19)
© EMC Corporation
TH
Art Note
_________ Kate Elizabeth Bunce (PE and ATE, page 19;
VLR II, page 13; UR 1, page 29)
page 18)
_________ Special Needs: Story Map (ATE, page 18)
_________ Additional Questions and Activities: Female
Characters in Fairy Tales (ATE, page 19)
_________ Additional Questions and Activities: Music
Based on Fairy Tales (ATE, page 19)
_________ Additional Questions and Activities:
Comparing Fairy Tales (ATE, page 21)
_________ Additional Questions and Activities: Tree of
Life (ATE, page 21)
_________ Respond to the Selection (PE, page 21; ATE,
page 21)
UR 1, page 29)
_________ Understanding Literature: Fairy Tale,
Character, and Motif (PE, page 22; UR 1,
page 31)
_________ Collaborative Learning: Fairy Tales Across
Cultures, Times, and Media (PE, page 23)
Transparency
W
_________ Enrichment: Examining a Character and
Writing a Sequel (ATE, page 18)
_________ Writer’s Journal: Poem, Summary, and
Retelling (PE, page 23; UR 1, page 31)
_________ Language, Grammar, and Style: Complete
Subjects and Predicates in Sentences (PE,
_________ Study and Research: The Medieval Period in
Europe (PE, page 23; UR 1, page 34)
Teaching Options
Print Resources
T
_________ Literary Tools: Fairy Tale (PE, page 17)
_________ Have students think of unrealistic
occurrences in other fairy tales.
Learners
_________ Have students complete the Graphic
Organizer together (PE, page 17; VLR I,
page 15; UR 1, page 27).
_________ Have students make a storyboard.
_________ Have students mark places in the text where
magical events occur.
Audio Library
Internet
UNIT
1
LESSON PLANS
7
Lesson Plan
“The Prodigal Son” from the King James Bible, page 24
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Difficulty Considerations: Syntax; vocabulary
Ease Factors: Short sentences; selection length
Synopsis: In this biblical parable, a father rejoices at the return of
a lost son.
Goals/Objectives:
• to empathize with the main character
• to identify the King James Bible and give an example of its
influence on Western literature and language
• to describe the nature and purpose of a parable
• to explain the concept of a literary symbol
• to express and justify an opinion orally
• to write a modern adaptation of a parable
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Choose a New Strategy
Use Context Clues
Before Reading
_________ Literary Tools: Parable and Symbol (PE, page 24)
_________ Reader’s Resource: Cultural Connection (PE, page 24)
_________ About the Author: King James Bible (PE, page 24)
_________ Fine Art: Rembrandt van Rijn (PE, page 25; VLR II, page 16; Art Note, PE and ATE, page 25; UR 1,
page 41)
_________ Vocabulary: Active and Passive Vocabularies (VR, page 7)
During Reading
Print Resources
Transparency
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Internet
8
UNIT
1
LESSON PLANS
© EMC Corporation
After Reading
_________ Understanding Literature: Parable and Symbol (PE, page 27; UR 1, page 43)
_________ Writer’s Journal: Journal Entry, Comparison-Contrast Essay, and Parable (PE, page 28; UR 1, page 43)
_________ Language, Grammar, and Style: Identifying and Correcting Sentences (PE, page 28; UR 1, page 46)
_________ Speaking and Listening: Debate (PE, page 28)
_________ Collaborative Learning: Writing an Adaptation (PE, page 28)
_________ Vocabulary: Archaic Language (UR 1, page 44)
Lesson Plan
“The Prodigal Son” from the King James Bible, page 24
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Teaching Options
_________ Writer’s Journal: Journal Entry, ComparisonContrast Essay, and Parable (PE, page 28;
UR 1, page 43)
_________ Language, Grammar, and Style: Identifying
and Correcting Sentences (PE, page 28; UR
1, page 46)
_________ Paraphrasing and Summarizing (ATE,
page 25)
_________ Acting Out the Parable (ATE, page 26)
_________ Motivation: Comparing Versions of the Story
(ATE, page 25)
_________ Reading Proficiency: Reading Out Loud and
Listening to the Selection (ATE, page 25)
_________ English Language Learning: Archaic Verb
Forms (ATE, page 25)
_________ Special Needs: Pronoun Antecedents (ATE,
page 25)
_________ Enrichment: Comparing Examples (ATE,
page 25)
Tackle Syntax
_________ Have students paraphrase the story in their
own words.
© EMC Corporation
Art Note
_________ Rembrandt van Rijn (PE and ATE, page 25;
VLR II, page 16; UR 1, page 41)
_________ Motivation: Comparing Versions of Biblical
Stories (ATE, page 25)
_________ Additional Questions and Activities: Acting
Out the Parable (ATE, page 26)
UR 1, page 42)
_________ Understanding Literature: Parable and
Symbol (PE, page 27; UR 1, page 43)
_________ Speaking and Listening: Debate (PE,
page 28)
_________ Collaborative Learning: Writing an Adaptation
(PE, page 28)
Tackle Vocabulary
_________ English Language Learning: Archaic Verb
Forms (ATE, page 25)
_________ Vocabulary: Archaic Language (UR 1,
page 44)
_________ Vocabulary: Active and Passive Vocabularies
(VR, page 7)
_________ Have students supply synonyms for difficult
words.
Learners
_________ Discuss the concepts of shame, forgiveness,
and jealousy, and find examples of each in
the story.
_________ Read the story together, checking for
comprehension every few verses.
_________ Have students role play a modern-day
prodigal son story in groups of three.
_________ Vocabulary: Archaic Language (UR 1,
page 44)
_________ Vocabulary: Active and Passive Vocabularies
(VR, page 7)
_________ Enrichment: Comparing Examples (ATE,
page 25)
Paraphrasing and Summarizing (ATE,
page 25)
Print Resources
Transparency
Audio Library
Internet
UNIT
1
LESSON PLANS
9
Lesson Plan
“Goha and the Pot,” page 29
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Reading Level: Easy
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Difficulty Consideration: Cultural context
Ease Factors: Subject matter; style
Synopsis: In this folk tale from North Africa, the trickster Goha
teaches a lesson to a greedy neighbor.
Goals/Objectives:
• to enjoy a humorous folk tale from Africa
• to discuss trickster tales and name some trickster heroes from
the folklore of cultures around the world
• to describe the technique of personification and explain how it is
used in many folk tales
• to explain the functions of different types of sentences and
provide examples of each
• to recognize false arguments and propaganda used in advertising
Reading Strategy: Find a Purpose for
Reading
Fix-Up Idea: Take a Break
Identify Main Ideas
Before Reading
_________ Literary Tools: Folk Tale, Aim, and Personification (PE, page 29)
_________ Reader’s Resource: Geography and History Connections (PE, page 29)
_________ About the Author: Mahmoud Ibrahim Mostafa (PE, page 29)
_________ Vocabulary: Synonyms (VR, page 13)
During Reading
Print Resources
Transparency
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Internet
10
UNIT
1
LESSON PLANS
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After Reading
_________ Understanding Literature: Folk Tale, Aim, and Personification (PE, page 31; UR 1, page 54)
_________ Writer’s Journal: Birth Announcement, Advice Column, and Journal Entry (PE, page 32; UR 1, page 54)
_________ Vocabulary: Cooking (UR 1, page 55)
_________ Language, Grammar, and Style: Finding the Verb of a Sentence (PE, page 32; UR 1, page 56)
_________ Media Literacy: Television Advertising (PE, page 32)
Lesson Plan
“Goha and the Pot,” page 29
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Teaching Options
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F
_________ Motivation: Trickster in Film (ATE, page 29)
_________ Reading Proficiency: Reading Out Loud (ATE,
page 29)
_________ English Language Learning: Sharing Folk
Tales (ATE, page 29)
_________ Special Needs: Background Information and
Guided Reading Questions (ATE, page 29)
_________ Enrichment: Comparing Tricksters (ATE,
page 29)
_________ Reader’s Journal: Charting Examples of
Greed (ATE, page 29)
page 29)
_________ English Language Learning: Sharing Folk
Tales (ATE, page 29)
_________ Enrichment: Comparing Tricksters (ATE,
page 29)
_________ Understanding Literature: Folk Tale, Aim, and
Personification (PE, page 31; UR 1, page 54)
_________ Media Literacy: Television Advertising (PE,
page 32)
© EMC Corporation
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Tackle Cutural Context
_________ Have students practice saying the main
character’s name out loud.
_________ Read the Reader’s Resource section aloud
(PE, page 29).
Learners
_________ Discuss the neighbor’s motive in accepting
more pots from Goha.
_________ Have students explain Goha’s trick in their
own words.
_________ Vocabulary: (UR 1, page 55)
_________ Writer’s Journal: Birth Announcement, Advice
Column, and Journal Entry (PE, page 32;
UR 1, page 54)
_________ Language, Grammar, and Style: Finding the
Verb of a Sentence (PE, page 32; UR 1,
page 56)
Print Resources
Transparency
Audio Library
Internet
UNIT
1
LESSON PLANS
11
Lesson Plan
“The Fox and the Crow,” page 33
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Reading Level: Easy
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F
Difficulty Consideration: Unrealistic events
Synopsis: A fox tricks a crow by appealing to its vanity.
Goals/Objectives:
• to identify and enjoy a fable
• to explain the cultural significance of the fox as a stock
character in fables and popular fiction
• to identify, define, and illustrate with examples the term
character
• to write a children’s fable and an advice letter
Reading Strategy: Connect to Prior
Knowledge
Identify Character Development
Before Reading
_________ Literary Tools: Fable and Character (PE, page 33)
_________ About the Author: Æsop (PE, page 33)
_________ Vocabulary: Using the Dictionary (VR, page 14)
During Reading
_________ Guided Reading Question (PE, page 34; UR 1, page 61)
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After Reading
_________ Understanding Literature: Fable and Character (PE, page 35; UR 1, page 62)
_________ Writer’s Journal: Advice Column, Fable, and Summary (PE, page 36; UR 1, page 63)
_________ Vocabulary: Superlatives (UR 1, page 64)
_________ Language, Grammar, and Style: Finding the Simple Subject (PE, page 36; UR 1, page 65)
_________ Collaborative Learning: Fable Contest (PE, page 36)
_________ Critical Thinking: Comparing and Contrasting Fables (PE, page 36)
Internet
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UNIT
1
LESSON PLANS
Lesson Plan
“The Fox and the Crow,” page 33
M
Teaching Options
W
TH
F
_________ Motivation: Discussing Insincere Praise (ATE,
page 34)
page 34)
(ATE, page 34)
_________ Special Needs: Discuss the Lesson Taught
(ATE, page 34)
_________ Enrichment: Lesson Tales around the World
(ATE, page 34)
_________ Motivation: Discussing Insincere Praise (ATE,
page 34)
(ATE, page 34)
_________ Enrichment: Lesson Tales around the World
(ATE, page 34)
_________ Respond to the Selection (PE, page 35;
UR 1, page 61)
_________ Understanding Literature: Fable and
Character (PE, page 35; UR 1, page 62)
_________ Collaborative Learning: Fable Contest (PE,
page 36)
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T
_________ Literary Tools: Fable (PE, page 33)
(ATE, page 34)
_________ Have students brainstorm ideas for a fable
with the same moral, but with human
characters.
Learners
_________ Ask students to think of situations in which
people might offer insincere praise.
_________ Explain the moral.
_________ Have students make a comic strip version of
the fable.
_________ Vocabulary: Superlatives (UR 1, page 64)
_________ Vocabulary: Using the Dictionary (VR,
page 14)
_________ Writer’s Journal: Advice Column, Fable, and
Summary (PE, page 36; UR 1, page 63)
_________ Language, Grammar, and Style: Finding the
Simple Subject (PE, page 36; UR 1, page 65)
_________ Critical Thinking: Comparing and Contrasting
Fables (PE, page 36)
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LESSON PLANS
13
Lesson Plan
“The Silver Pool” from The Tangle-Coated Horse, page 37
M
Reading Level: Challenging
T
W
TH
F
Difficulty Considerations: Style and syntax; vocabulary;
subject matter
Ease Factor: Use of dialogue
Synopsis: This selection retells part of the saga of Fionn
MacCumhail, a hero of Celtic legend. In the selection, Fionn
comes to live and work with the King’s Poet, snares the Salmon
of Knowledge, finds that his sword is blessed, and becomes
determined to avenge his father’s death and claim his heritage.
Fix-Up Idea: Read Short Sections
Compare and Contrast Characters
Goals/Objectives:
• to enjoy a Celtic legend
• to explain how legends convey historical events and how the oral
transmission of legends often leads to exaggerations of facts
• to describe irony of situation and give an example
• to compare and contrast legends and fairy tales
• to identify parts of speech in writing
Before Reading
_________ Literary Tools: Legend, Irony, and Irony of Situation (PE, page 37)
_________ Reader’s Resource: History Connection (PE, page 37)
_________ About the Author: Ella Young (PE, page 37)
_________ Vocabulary: Vocabulary Cards and Kennings (VR, page 16)
After Reading
_________ Understanding Literature: Legend, Irony, and Irony of Situation (PE, page 43; UR 1, page 73)
_________ Writer’s Journal: Prophecy, Poem, and Field Guide Entry (PE, page 44; UR 1, page 74)
_________ Language, Grammar, and Style: Using the Parts of Speech in Writing (PE, page 44; UR 1, page 74)
_________ Media Literacy: Creating a News Segment (PE, page 44)
_________ Critical Thinking: Comparing Legends and Fairy Tales (PE, page 44)
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LESSON PLANS
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During Reading
Lesson Plan
“The Silver Pool” from The Tangle-Coated Horse, page 37
M
Teaching Options
_________ Motivation: Talk Show of American Folk
Heroes (ATE, page 38)
page 38)
(ATE, page 38)
Paraphrasing (ATE, page 38)
_________ Enrichment: Comparing Fionn to King Arthur
(ATE, page 38)
W
TH
F
_________ Language, Grammar, and Style: Using the
Parts of Speech in Writing (PE, page 44; UR 1,
page 74)
Tackle Style and Syntax
_________ Vocabulary: Vocabulary Cards and Kennings
(VR, page 16)
page 38)
Tackle Vocabulary
_________ Before reading, go over the Words for
Everyday Use with students, writing out the
sentences in which they appear.
page 38)
_________ Learn additional vocabulary (ATE, page 38).
Internet Resources
_________ Irish Names (ATE, page 39)
_________ Legends (ATE, page 40)
Literary Note
_________ Crisis (ATE, page 41)
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T
_________ Motivation: Talk Show of American Folk
Heroes (ATE, page 38)
page 38)
_________ Internet Resources: Irish Names (ATE, page
39)
UR 1, page 71)
_________ Understanding Literature: Legend, Irony, and
Irony of Situation (PE, page 43; UR 1,
page 73)
_________ Media Literacy: Creating a News Segment
(PE, page 44)
_________ Critical Thinking: Comparing Legends and
Fairy Tales (PE, page 44)
Tackle Subject Matter
_________ Complete the graphic organizer together (PE,
page 37; VLR I, page 19; UR 1, page 69).
_________ Review Literary Tools: Legend, Irony, and
Irony of Situation (PE, page 37).
Learners
page 7).
_________ Work through the story together, checking
comprehension after every paragraph.
_________ Have pairs practice reading the dialogue.
_________ Have students draw a picture of the Salmon
of Knowledge using the descriptions on
pages 39 and 41.
_________ Vocabulary: Vocabulary Cards and Kennings
(VR, page 16)
_________ Enrichment: Comparing Fionn to King Arthur
(ATE, page 38)
_________ Writer’s Journal: Prophecy, Poem, and Field
Guide Entry (PE, page 44; UR 1, page 74)
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LESSON PLANS
15
Lesson Plan
“John Henry” from Mules and Men, page 45
T
M
Reading Level: Easy
W
TH
F
Difficulty Consideration: Use of dialect; historical context
Ease Factors: Vocabulary; selection length
Synopsis: These lyrics from the African-American folk song tell
the story of railroad legend John Henry.
Goals/Objectives:
• to enjoy the lyrics of a folk song
• to explain how this folk song reflects the sentiments of workers
facing replacement by machines in the Industrial Revolution
• to identify, define, and illustrate with examples the literary terms
dialect and repetition
• to compare and contrast two different versions of the same song
• to analyze the impact of the use of dialect in a piece of literature
Reading Strategy: Use Text Organization
Fix-Up Idea: Visualize
Identify Character Development
Related Reading: “White House mystery may be solved,” page 48
Before Reading
_________ Literary Tools: Folk Song and Dialect (PE, page 45)
_________ About the Author: Zora Neale Hurston (PE, page 45)
_________ Fine Art: Palmer Hayden (PE, page 47; Art Note, PE and ATE, page 47; UR 1, page 82)
_________ Vocabulary: Prefixes (VR, page 18)
During Reading
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After Reading
_________ Understanding Literature: Folk Song and Dialect (PE, page 50; UR 1, page 84)
_________ Writer’s Journal: Diary Entry, Elegy, and Song Lyrics (PE, page 51; UR 1, page 84)
_________ Vocabulary: Antonyms (UR 1, page 85)
_________ Language, Grammar, and Style: Varieties of English (PE, page 51; UR 1, page 86)
_________ Collaborative Learning: Comparing Two Versions of “John Henry” (PE, page 51; UR 1, page 86)
_________ Study and Research: Researching American Railroads (PE, page 51, UR 1, page 87)
_________ Related Reading: “White House mystery may be solved” (PE, page 48)
_________ Related Reading Questions (ATE, page 49)
Lesson Plan
“John Henry” from Mules and Men, page 45
M
T
W
TH
F
_________ Writer’s Journal: Diary Entry, Elegy, and Song
Lyrics (PE, page 51; UR 1, page 84)
_________ Language, Grammar, and Style: Varieties of
English (PE, page 51; UR 1, page 86)
_________ Study and Research: Researching American
Railroads (PE, page 51, UR 1, page 87)
Teaching Options
_________ Motivation: Researching John Henry (ATE,
page 46)
_________ Reading Proficiency: Paraphrasing (ATE,
page 46)
_________ English Language Learning: Listening to the
Song (ATE, page 46)
_________ Special Needs: Industrial Revolution (ATE,
page 46)
_________ Enrichment: Comparing Folk Songs (ATE,
page 46)
Tackle Use of Dialect
_________ Review the definition of dialect on page 45
and go over students’ graphic organizers.
Tackle Historical Context
_________ Reader’s Resource (PE, page 45)
_________ Special Needs: Industrial Revolution (ATE,
page 46)
_________ Choice of Careers (ATE, page 46)
_________ Feelings about Music (ATE, page 47)
Literary Note
_________ Repetition (ATE, page 47)
Art Note
_________ Palmer Hayden (PE and ATE, page 47; UR 1,
page 82)
Learners
_________ Summarize the folk tale before students
begin reading the lyrics.
_________ Discuss the issue of people losing their jobs
to machines.
_________ Define examples of dialect in the song.
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_________ Folk Song as Literary Form (ATE, page 49)
_________ Motivation: Researching John Henry (ATE,
page 46)
page 46)
_________ English Language Learning: Listening to the
Song (ATE, page 46)
_________ Enrichment: Comparing Folk Songs (ATE,
page 46)
_________ Respond to the Selection (PE, page 50; UR 1,
page 82)
UR 1, page 83)
_________ Understanding Literature: Folk Song and
Dialect (PE, page 50; UR 1, page 84)
_________ Collaborative Learning: Comparing Two
Versions of “John Henry” (PE, page 51;
UR 1, page 86)
_________ Vocabulary: Antonyms (UR 1, page 85)
_________ Additional Questions and Activities: Choice of
Careers (ATE, page 46)
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1
LESSON PLANS
17
Lesson Plan
“Steal Away” and “Go Down, Moses,” page 52
M
Reading Level: Easy.
T
W
TH
F
Difficulty Considerations: Biblical allusions; double meaning
Ease Factor: Style; vocabulary; selection length
Synopsis: “Steal Away” is a spiritual praising the glory of going
to God. “Go Down, Moses” celebrates Moses’ leadership of his
people out of slavery.
Goals/Objectives:
• to interpret and appreciate a spiritual
• to discuss the role music plays in human life and share personal
responses to music
• to define allusion and recognize an example of allusion in
literature
• to research and give a presentation on the role of African
Americans in the development of American music
Knowledge
Make Inferences
Before Reading
_________ Literary Tools: Repetition and Allusion (PE, page 52)
_________ Reader’s Resource: Music Connection (PE, page 52)
_________ Fine Art: Eastman Johnson (PE, page 54; VLR II, page 19; Art Note, PE and ATE,
_________ Fine Art: William H. Johnson (PE, page 56; VLR II, page 22)
_________ Vocabulary: Semantic Families: Music (VR, page 23)
During Reading
_________ Dramatic Recording: “Steal Away” (AL, 2:23)
_________ Dramatic Recording: “Go Down, Moses” (AL, 3:13)
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LESSON PLANS
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After Reading
_________ Respond to the Selection (PE, pages 55 and 59; UR 1, pages 92 and 97)
_________ Investigate, Inquire, and Imagine (PE, pages 55 and 58; UR 1, pages 92 and 97)
_________ Understanding Literature: Repetition and Allusion (PE, page 58; UR 1, page 98)
_________ Writer’s Journal: Personal Essay, Interview Questions, and Lyrics (PE, page 59; UR 1, page 99)
_________ Vocabulary: Musical Genres (UR 1, page 100)
_________ Language, Grammar, and Style: Compound Simple Subjects and Compound Verbs (PE, page 59; UR 1, page 101)
_________ Study and Research: Researching Harriet Tubman and Moses (PE, page 59)
_________ Collaborative Learning: African-American Music Festival (PE, page 59)
Lesson Plan
“Steal Away” and “Go Down, Moses,” page 52
M
Teaching Options
W
TH
F
_________ Motivation: Singing or Playing Spirituals (ATE,
page 53)
page 53)
_________ English Language Learning: African Slavery
in the United States (ATE, page 53)
_________ Special Needs: Meaning of Spirituals (ATE,
page 53)
_________ Enrichment: Underground Railroad (ATE,
page 53)
Tackle Biblical Allusions
_________ Have pairs read the biblical passages
alluded to in the songs and complete the
Graphic Organizer together (PE, page 52;
VLR I, page 21; UR 1, page 91).
_________ Literary Note: Biblical Allusions (ATE,
page 56)
_________ Have students read a children’s book about
the Israelites’ flight from Egypt.
Tackle Double Meaning
Analyzing Spirituals (ATE, page 53)
page 53)
_________ Analyzing Spirituals (ATE, page 53)
Art Note
_________ Eastman Johnson (PE and ATE, page 55;
VLR II, page 19)
Learners
_________ Explain phrases such as “Go down” and
“’Way down.”
_________ Ask students to identify the antecedents of
pronouns in “Go Down, Moses.”
Literary Note
_________ Allusion (ATE, page 56)
_________ Roles of Music (ATE, page 57)
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T
_________ Motivation: Singing or Playing Spirituals (ATE,
page 53)
page 53)
page 53)
_________ Respond to the Selection (PE, pages 55
and 59; UR 1, pages 92 and 97)
pages 55 and 58; UR 1, pages 92 and 97)
_________ Understanding Literature: Repetition and
Allusion (PE, page 58; UR 1, page 98)
_________ Vocabulary: Musical Genres (UR 1, page 100)
_________ Vocabulary: Semantic Families: Music (VR,
page 23)
_________ Enrichment: Underground Railroad (ATE,
page 53)
_________ Analyzing Spirituals (ATE, page 53)
_________ Writer’s Journal: Personal Essay, Interview
Questions, and Lyrics (PE, page 59; UR 1,
page 99)
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LESSON PLANS
19
Lesson Plan
Unit One
The Folk Tradition
Closing the Unit, pages 60–73
M
T
W
TH
F
Language Arts in Action
National Storytelling Youth Olympics
_________ Additional Questions and Activities: Questions about the
Selection (ATE, page 60)
_________ Internet Resources: National Storytelling Youth Olympics
(ATE, page 61)
Guided Writing
GUIDED WRITING
Expressive/Informative Writing: Recording an Oral History
Software
Assignment: Students record an oral history of someone they know
(PE, pages 62-72).
See the Guided
Writing Software for
an extended version of this
lesson that includes printable
graphic organizers, extensive
student models and studentfriendly checklists, and self-,
peer, and teacher evaluation
features.
Before Writing
_________ Recording an Oral History (PE, page 62)
_________ Professional Model (PE, page 62)
_________ Examining the Model (PE, page 63)
_________ Prewriting (PE, page 63; WR, page 19)
_________ Student Model—Graphic Organizer (PE, page 65; WR, page 20)
_________ Graphic Organizer (VLR I, page 122; WR, page 21)
_________ Student Model—Draft (PE, page 67; WR, page 22; VLR I, page 123)
_________ Rubric for Expressive/Informative Writing: Recording an Oral History (VLR I, page 125; WR, page 35)
During Writing
_________ Reflecting (PE, page 66)
_________ Drafting (PE, page 66)
_________ Language, Grammar, and Style: Sentence Variety (PE, page 67; WR, page 22)
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After Writing
_________ Self- and Peer Evaluation (PE, page 68; WR, page 27)
_________ Revising and Proofreading (PE, page 69)
_________ Student Model—Revised (PE, page 69; WR, page 31)
_________ Publishing and Presenting (PE, page 71)
_________ Motivation: Sharing a Family Story (ATE, page 62)
_________ Reading Proficiency: Examining the Model (ATE, page 62)
_________ English Language Learning: Vocabulary (ATE, page 62)
_________ Special Needs: Oral Feedback Report (ATE, page 62)
_________ Enrichment: Acting Out a Play (ATE, page 62)
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1
LESSON PLANS
Lesson Plan
Unit One
The Folk Tradition
M
T
W
TH
F
_________ Have students think about whom they might interview (Recording an Oral History, PE, page 62).
_________ Language, Grammar, and Style: Sentence Variety (PE, page 67; WR, page 23)
_________ Self-Evaluation (PE, page 68; WR, page 27)
_________ Rubric for Expressive/Informative Writing: Recording an Oral History (VLR I, page 125; WR, page 35)
Unit One Review
Review and Assessment
_________ Words for Everyday Use (PE, page 72; UR 1, page 108)
_________ Vocabulary Development (ATE, page 72)
_________ Literary Tools (PE, page 72; UR 1, page 110)
_________ Unit 1 Review/Study Guide (UR 1, page 105)
_________ Unit 1 Test (UR 1, page 115; TG)
Reflecting on Your Reading
_________ Genre Studies (PE, page 72; UR 1, page 111)
_________ Thematic Studies: Heroism; Destiny; Punishment and Forgiveness; Religion and Freedom (PE, page 73;
UR 1, page 112)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
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Featured Selection and Activity
_________ Mythology: Timeless Tales of Gods and Heroes by Edith Hamilton (PE, page 501)
_________ Independent Reading Activity: Comparing and Contrasting (PE, page 73; UR 1, page 114)
Selections for Additional Reading
_________ Bird Girl and the Man Who Followed the Sun: An Athabaskan Indian Legend from Alaska by Velma
Wallace (PE, page 73)
________ The Power of Myth by Joseph Campbell with Bill Moyers (PE, page 73)
_________ How the Spider Became Bald: Folktales and Legends from West Africa by Peter Eric Adotey Addo (PE,
page 73)
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LESSON PLANS
21
Lesson Plan
Unit Two
Poetry
M
T
W
TH
F
• to appreciate different poems from diverse authors
• to summarize the different ways poems can express ideas and
emotions
• to define and explain examples of aim, allegory, couplet, effect,
epic, figurative language, heroic epic, image, metaphor, narrative
poem, onomatopoeia, personification, repetition, rhyme, simile,
speaker, symbol, and theme
• to write a personal essay exploring a hero
• to demonstrate ability to work effectively with pronouns and
antecedents
_________ “The Bells,” page 80
_________ “The Song of Wandering Aengus,” page 87
_________ “Local Sensibilities,” page 93
_________ “A Simile” and “Metaphor,” page 97
_________ “Boast Not, Proud English,” page 103
_________ “Birches,” page 107
_________ “Song,” page 113
_________ “The Creation,” page 117
_________ from The Odyssey, page 123
_________ Related Reading: “Exploring the Greece of Odysseus,” page 144
_________ Language Arts in Action: Cowboy Gatherings Help Preserve Western Traditions, page 148
_________ Guided Writing—Expressive/Informative Writing: Composing a Personal Essay, page 151
_________ Unit Two Review, page 160
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_________ Fine Art: Vincent van Gogh (PE, page 74; VLR II, page 25)
_________ Elements of Poetry (PE, page 76)
_________ Art Note: Robert Indiana (PE, page 77)
_________ Additional Questions and Activities: Poetry Festival (ATE, page 76)
_________ Internet Resources: Internet Poetry Archive (ATE, page 76)
_________ Additional Questions and Activities: Forms of Poetry (ATE, page 78)
_________ Additional Questions and Activities: Naturalist Poem (ATE, page 78)
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2
LESSON PLANS
Lesson Plan
“The Bells,” page 80
T
M
W
TH
F
Difficulty Considerations: Vocabulary; poetic conventions;
poetic syntax
Compare and Contrast
Ease Factor: Subject matter
Synopsis: This lyric poem describes and attempts to replicate the
sound and emotional impact of various bells.
Goals/Objectives:
• to understand and respond to the effects different bells have on
the speaker of a poem
• to describe the literary significance of Edgar Allan Poe’s writing
• to define repetition and onomatopoeia and cite examples of
each technique in poetry
• to explain the function of the understood subject you in writing and
identify the subjects in sentences
• to conduct research on Edgar Allan Poe and write a grant proposal
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Before Reading
_________ Literary Tools: Repetition and Onomatopoeia (PE, page 80)
_________ About the Author: Edgar Allan Poe (PE, page 80)
_________ Fine Art: Charles Burchfield (PE, page 81; VLR II, page 28; Art Note, PE and ATE,
During Reading
After Reading
_________ Understanding Literature: Repetition and Onomatopoeia (PE, page 85; UR 2, page 9)
_________ Writer’s Journal: Letter, Performance Notes, and Poem (PE, page 86; UR 2, page 9)
_________ Vocabulary: Onomatopoeia (UR 2, page 10)
_________ Language, Grammar, and Style: Understood Subject: You (PE, page 86; UR 2, page 11)
_________ Study and Research & Applied English: Researching Poe on the Internet (PE, page 86)
_________ Speaking and Listening: Choral Reading (PE, page 86)
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2
LESSON PLANS
23
Lesson Plan
“The Bells,” page 80
M
W
TH
F
Teaching Options
_________ Motivation: Recording Bells (ATE, page 81)
_________ Reading Proficiency: Multisyllabic Words
(ATE, page 81)
_________ English Language Learning: Bells in Other
Cultures (ATE, page 81)
_________ Special Needs: Listening to the Selection
(ATE, page 81)
_________ Enrichment: Contemporary Sounds (ATE,
page 81)
Tackle Vocabulary
_________ Reading Proficiency: Multisyllabic Words
(ATE, page 81)
(ATE, page 81)
_________ Have students create their own contextual
sentences for the Words for Everyday Use.
Tackle Poetic Conventions
_________ Literary Tools: Repetition and Onomatopoeia
(PE, page 80)
_________ Literary Technique: Mood (ATE, page 82)
_________ Literary Technique: Rhyme (ATE, page 83)
_________ Have volunteers read aloud, exaggerating
the onomatopoeia.
Literary Technique
_________ Mood (ATE, page 82)
_________ Rhyme (ATE, page 83)
_________ Motivation: Recording Bells (ATE, page 81)
_________ Enrichment: Contemporary Sounds (ATE,
page 81)
_________ Fine Art: Charles Burchfield (PE, page 81;
VLR II, page 28; Art Note, PE and ATE,
page 8)
UR 2, page 8)
Onomatopoeia (PE, page 85; UR 2, page 9)
_________ Speaking and Listening: Choral Reading (PE,
page 86)
Transparency
Tackle Poetic Syntax
(ATE, page 81)
_________ Have students pick a favorite section and
practice reading it aloud.
_________ Have one group read a section aloud while
another group claps the rhythm.
_________ Answer the Guided Reading Questions
together.
Learners
_________ Play the Dramatic Recording (AL, 3:36).
_________ Have students share a poem or song in their
first language that uses repetition or
onomatopoeia.
_________ Bring in a variety of bells and have students
describe the sounds the bells make.
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2
LESSON PLANS
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_________ Vocabulary: Onomatopoeia (UR 2, page 10)
_________ Writer’s Journal: Letter, Performance Notes,
and Poem (PE, page 86; UR 2, page 9)
_________ Language, Grammar, and Style: Understood
Subject: You (PE, page 86; UR 2, page 11)
_________ Study and Research & Applied English:
Researching Poe on the Internet (PE,
page 86)
Print Resources
T
Lesson Plan
“The Song of Wandering Aengus,” page 87
T
M
W
TH
F
Difficulty Consideration: Poetic conventions; use of allegory
Reading Strategy: Visualize
Identify Literary Elements
Synopsis: In this poem, Yeats retells the Celtic legend of how
Aengus, the Celtic god of love, became enamored of a fairy
woman and spent his life searching for her. The poem can be read
as an allegory for the creative process.
Goals/Objectives:
• to appreciate and interpret a speaker’s experience with aging
and memoirs of youth
• to describe W. B. Yeats’s literary accomplishments and
understand his place in literary history
• to define allegory and identify allegorical interpretations of a poem
• to demonstrate an understanding of sentence completers and identify direct objects in sentences
• to work collaboratively to write fictional dialogue
Before Reading
_________ Literary Tools: Allegory and Rhyme (PE, page 87)
_________ About the Author: W. B. Yeats (PE, page 87)
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During Reading
After Reading
_________ Understanding Literature: Allegory and Rhyme (PE, page 90; UR 2, page 19)
_________ Writer’s Journal: Love Letter, Journal Entry, and Paragraph (PE, page 91; UR 2, page 19)
_________ Vocabulary: Modifiers (UR 2, page 20)
_________ Language, Grammar, and Style: Sentence Completers for Action Verbs #1 (PE, page 91; UR 2, page 22)
_________ Speaking and Listening: Extending the Dialogue (PE, page 91)
_________ Study and Research: Yeats in Music (PE, page 91, UR 2, page 23)
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2
LESSON PLANS
25
Lesson Plan
“The Song of Wandering Aengus,” page 87
M
ITeaching Options
T
W
TH
F
_________ Motivation: Celtic Mythology (ATE, page 88)
_________ Reading Proficiency: Pronunciations (ATE,
page 88)
(ATE, page 88)
_________ Special Needs: Summarizing (ATE, page 88)
_________ Enrichment: Questionnaire (ATE, page 88)
_________ Growth and Aging (ATE, page 88)
_________ Self-Portraits (ATE, page 89)
_________ Enrichment: Questionnaire (ATE, page 88)
_________ Cross-Curricular Activity: Growth and Aging
(ATE, page 88)
Self-Portraits (ATE, page 89)
page 18)
UR 2, page 18)
_________ Understanding Literature: Allegory and Rhyme
(PE, page 90; UR 2, page 19)
_________ Speaking and Listening: Extending the
Dialogue (PE, page 91)
Tackle Poetic Conventions
_________ Review Guided Reading Questions together.
_________ Help students fill in the Graphic Organizer.
Tackle Use of Allegory
_________ Go over the definition of allegory in Literary
Tools (PE, page 87).
_________ Give students other examples of allegory in
literature; for example, the spiritual “Go
Down, Moses,” in unit one, is an allegory.
This story of the Hebrew prophet Moses
leading the Israelites out of slavery can be
read as a story about slavery in the United
States. The Israelites can be seen to
symbolize African Americans under slavery.
Learners
_________ Read the poem aloud, asking students to
paraphrase each stanza.
_________ Have students illustrate an image from the
poem. Students can then exchange drawings
with a partner, and the partner can check off
elements that are taken directly from the
poem (i.e., moths on the wing, a berry used
as bait, an apple blossom in a girl’s hair).
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_________ Vocabulary: Modifiers (UR 2, page 20)
_________ Motivation: Celtic Mythology (ATE, page 88)
_________ Writer’s Journal: Letter, Performance Notes,
_________ Language, Grammar, and Style: Sentence
Completers for Action Verbs #1 (PE, page 91;
UR 2, page 22)
_________ Study and Research: Yeats in Music (PE,
page 91, UR 2, page 23)
Internet
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UNIT
2
LESSON PLANS
Lesson Plan
“Local Sensibilities,” page 93
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Difficulty Considerations: Historical references; cultural
references
Reading
Fix-Up Idea: Reread
Identify Author’s Purpose
Ease Factors: First-person point of view; selection length
Synopsis: A speaker pays tribute to Hawaii and a Hawaiian
heritage.
Goals/Objectives:
• to interpret and appreciate a speaker’s perspective on his home
• to discuss how interpretation of specific words and objects vary
from region to region
• to define speaker and effect and identify these literary concepts
in poetry
• to demonstrate an understanding of sentence completers and
identify indirect objects in sentences
• to conduct research on the treatment of Japanese Americans during World War I
Before Reading
_________ Literary Tools: Speaker, Effect, and Image (PE, page 92)
_________ Reader’s Resource: Geography Connection (PE, page 92)
_________ About the Author: Wing Tek Lum (PE, page 92)
_________ Vocabulary: Denotation and Connotation (VR, page 25)
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During Reading
After Reading
_________ Understanding Literature: Speaker, Effect, and Image (PE, page 95; UR 2, page 31)
_________ Vocabulary: Words with Two or More Definitions (UR 2, page 32)
_________ Writer’s Journal: Postcard, Editorial, and Tour Guide (PE, page 96; UR 2, page 32)
_________ Language, Grammar, and Style: Sentence Completers for Action Verbs—Indirect Objects (PE, page 96;
UR 2, page 34)
_________ Study and Research: Relocation Centers (PE, page 96, UR 2, page 34)
_________ Speaking and Listening: Oral Interpretation (PE, page 96)
Print Resources
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UNIT
2
LESSON PLANS
27
Lesson Plan
“Local Sensibilities,” page 93
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Teaching Options
_________ Motivation: Images of Hawaii (ATE, page 93)
_________ Reading Proficiency: Graphic Organizer—
Meaning by Stanza (ATE, page 93)
_________ English Language Learning: Connotation and
Images (ATE, page 93)
(ATE, page 93)
_________ Enrichment: Hawaiian Culture (ATE, page 93)
_________ Reading Proficiency: Graphic Organizer—
Meaning by Stanza (ATE, page 93)
_________ English Language Learning: Connotation and
Images (ATE, page 93)
_________ Enrichment: Hawaii’s Culture (ATE, page 93)
page 30)
UR 2, page 30)
_________ Understanding Literature: Speaker and Effect
and Image (PE, page 95; UR 2, page 31)
_________ Speaking and Listening: Oral Interpretation
(PE, page 96)
Transparency
Tackle Historical References
_________ Explain to students that the Japanese were
enemies of the United States during World
War II and that the term “Jap” was a
derogatory nickname used during wartime.
Discuss the similarities of the relocation of
Japanese Americans to the imprisonment of
Jews in concentration camps. Tell students
that the 442nd was a regiment of all
Japanese-American soldiers fighting on the
American side. They were commended by
President Roosevelt for their bravery.
_________ Study and Research: Relocation Centers (PE,
Tackle Cultural References
_________ Review Reader’s Resource together (PE,
page 92).
_________ Follow the suggestion in English Language
Learning note (ATE, page 93), as it will be
helpful for all your students. You may also
bring in the movie Blue Hawaii, starring Elvis
Presley, and discuss how Hawaii was
portrayed in American pop culture during the
1950s.
Learners
_________ Define some additional terms in the poem,
such as forklift, wedges, true grit idol, stud
farm, idol, salved, wince, lolling, and balmy.
_________ Students may draw pictures on the
blackboard illustrating the two meanings of
several terms in the poem.
_________ Have students write their own poems,
imitating the form of Wing Tek Lum’s poem
and including some of the perceptions and
realities about their own home countries.
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UNIT
2
LESSON PLANS
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_________ Vocabulary: Words with Two or More
Definitions (UR 2, page 32)
_________ Vocabulary: Denotation and Connotation (VR,
page 25)
_________ Writer’s Journal: Postcard, Editorial, and Tour
Guide (PE, page 96; UR 2, page 32)
Completers for Action Verbs—Indirect
Objects (PE, page 96; UR 2, page 34)
_________ Study and Research: Relocation Centers (PE,
Print Resources
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Lesson Plan
“A Simile” and “Metaphor,” page 97
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Reading Level: Easy
Difficulty Consideration: Figurative language
Knowledge
Ease Factors: Vocabulary; subject matter; selection length
Synopsis: Both are lyric poems. “A Simile” uses simile to depict
a relationship that is undergoing changes. “Metaphor” uses a
metaphor comparing each day to “a sheet of paper / for you to
write on.”
Goals/Objectives:
• to interpret and appreciate poems about relationships and
opportunity
• to describe how figurative language can enrich the expression
and understanding of concepts and emotions
• to define metaphor and simile and identify these figures of speech in poetry
• to demonstrate an ability to use contractions correctly in writing
• to work collaboratively to interpret, compare, and orally present poetry
Before Reading
_________ Literary Tools: Theme and Figurative Language (PE, page 97)
_________ About the Authors: N. Scott Momaday and Eve Merriam (PE, page 100)
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During Reading
_________ Dramatic Recording: “Metaphor” (AL, 0:30)
After Reading
_________ Respond to the Selection (PE, pages 98 and 99; UR 2, page 42)
_________ Understanding Literature: Theme and Figurative Language (PE, page 101; UR 2, page 44)
_________ Writer’s Journal: Simile, Extended Metaphor, and Paragraph (PE, page 101; UR 2, page 44)
_________ Vocabulary: Figures of Speech (UR 2, page 44)
_________ Language, Grammar, and Style: Contractions in Sentences (PE, page 102; UR 2, page 45)
_________ Speaking and Listening & Collaborative Learning: Oral Interpretation (PE, page 102; UR 2, page 46)
_________ Applied English: Résumé (PE, page 102; UR 2, page 47)
Print Resources
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UNIT
2
LESSON PLANS
29
Lesson Plan
“A Simile” and “Metaphor,” page 97
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Teaching Options
_________ Motivation: Creating Similes and Metaphors
(ATE, page 98)
_________ English Language Learning: Understanding
Metaphors and Similes (ATE, page 98)
_________ Special Needs: Illustrating Images (ATE,
page 98)
_________ Enrichment: Researching an Author (ATE,
page 98)
Tackle Figurative Language
_________ Read Literary Tools, focusing especially on
Figurative Language (PE, page 97).
_________ Help students complete the Graphic
Organizer.
Learners
_________ Provide a picture or video of deer so that
students can more readily picture the image
in “A Simile.”
_________ Define the terms single file and latent.
_________ In response to “Metaphor,” have students
make a list of things they want to do today.
_________ Motivation: Creating Similes and Metaphors
(ATE, page 98)
_________ Respond to the Selection (PE, pages 98
and 99; UR 2, page 42)
_________ Investigate, Inquire, and Imagine (PE, page
101; UR 2, page 43)
_________ Understanding Literature: Theme and
Figurative Language (PE, page 101; UR 2,
page 44)
_________ Speaking and Listening & Collaborative
Learning: Oral Interpretation (PE, page 102;
UR 2, page 46)
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_________ Vocabulary: Figures of Speech (UR 2,
page 44)
_________ Enrichment: Researching an Author (ATE,
page 98)
_________ Writer’s Journal: Simile, Extended Metaphor,
and Paragraph (PE, page 101; UR 2, page 44)
_________ Language, Grammar, and Style: Contractions
in Sentences (PE, page 102; UR 2, page 45)
_________ Applied English: Résumé (PE, page 102;
UR 2, page 47)
Internet
30
UNIT
2
LESSON PLANS
Lesson Plan
“Boast Not, Proud English,” page 103
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Difficulty Considerations: Subject matter; archaic language
Identify Main Ideas
Synopsis: In this poem, Williams warns English settlers not to
count themselves superior to Native Americans.
Goals/Objectives:
• to interpret and understand a poem concerning racial inequality
• to identify and summarize the arguments and opinions of a
speaker in poetry
• to define couplet and identify this style of verse in a selection
• to define aim and explain the writer’s aim in “Boast Not, Proud
English”
• to demonstrate an understanding of and an ability to recognize
personal and indefinite pronouns in writing
Before Reading
_________ Literary Tools: Couplet and Aim (PE, page 103)
_________ About the Author: Roger Williams (PE, page 103)
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During Reading
After Reading
_________ Understanding Literature: Couplet and Aim (PE, page 105; UR 2, page 54)
_________ Writer’s Journal: Paragraph, Newspaper Editorial, and Lyric Poem (PE, page 106; UR 2, page 55)
_________ Vocabulary: Word Families: Culture-Specific Words (UR 2, page 55)
_________ Language, Grammar, and Style: Personal and Indefinite Pronouns (PE, page 106; UR 2, page 56)
_________ Media Literacy & Applied English: Book Jacket (PE, page 106)
_________ Study and Research & Media Literacy: Television Interview (PE, page 106)
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UNIT
2
LESSON PLANS
31
Lesson Plan
“Boast Not, Proud English,” page 103
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Teaching Options
_________ Discuss colonial attitudes toward Native
Americans, using the information in Reader’s
Resource (PE, page 103) as a starting point.
_________ Explain Puritan religious beliefs, using the
footnote on page 104 as a starting point.
Point out that Williams himself believed that
Native Americans should be converted to
Christianity.
page 103)
_________ The inverted sentence structure may confuse
students. Write the poem on the board. With
students’ help, transcribe the poem into
prose format, rewriting each sentence so that
the subject is at the beginning.
_________ Motivation: Relations between Native
Americans and Early Colonists (ATE,
page 103)
_________ Reading Proficiency: Formal and Informal
English (ATE, page 103)
(ATE, page 104)
_________ Special Needs: Previewing Questions (ATE,
page 104)
_________ Enrichment: Native Americans Today (ATE,
page 104)
_________ Enrichment: Native Americans Today (ATE,
page 104)
UR 2, page 53)
105; UR 2, page 53)
_________ Understanding Literature: Couplet and Aim
(PE, page105; UR 2, page 54)
_________ Study and Research & Media Literacy:
Television Interview (PE, page 106)
Tackle Archaic Language
_________ Define the archaic terms thy, thee, thine,
thou, and shalt, and have students translate
the poem into modern English.
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Learners
_________ Have a volunteer recite the poem.
_________ Define the terms boast, birth, and blood.
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_________ Vocabulary: Word Families: Culture-Specific
Words (UR 2, page 55)
_________ Motivation: Relations between Native
Americans and Early Colonists (ATE,
page 103)
_________ Writer’s Journal: Paragraph, Newspaper
Editorial, and Lyric Poem (PE, page 106; UR 2,
page 55)
_________ Language, Grammar, and Style: Personal and
Indefinite Pronouns (PE, page 106; UR 2,
page 56)
_________ Media Literacy & Applied English: Book
Jacket (PE, page 106)
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Internet
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UNIT
2
LESSON PLANS
Lesson Plan
“Birches,” page 107
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READING STRATEGIES RESOURCE, PAGE XX
Difficulty Consideration: Poetic language
Ease Factors: Tone; selection length
Synopsis: The speaker imagines how birch trees become bowed
and dreams of swinging on birches, carefree, as he used to when
he was a boy.
Goals/Objectives:
• to interpret and appreciate a poem about youth, old age, and
nature
• to describe Robert Frost’s literary accomplishments and explain
the historical significance of his writings
• to define symbol and recognize the use of symbols in literature
• to define metaphor and simile and identify these figures of speech in poetry
• to demonstrate an ability to identify adjectives and adverbs in sentences
Before Reading
_________ Literary Tools: Symbol, Metaphor, and Simile (PE, page 107)
_________ About the Author: Robert Frost (PE, page 107)
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During Reading
After Reading
_________ Understanding Literature: Symbol, Metaphor, and Simile (PE, page 111; UR 2, page 64)
_________ Writer’s Journal: Directions, Journal Entry, and Explanation (PE, page 112; UR 2, page 64)
_________ Vocabulary: Figures of Speech: Personification (UR 2, page 65)
_________ Language, Grammar, and Style: Modifiers: Adjectives and Adverbs (PE, page 112; UR 2, page 66)
_________ Media Literacy & Speaking and Listening: Audio Files (PE, page 112)
_________ Study and Research: Researching on the Internet (PE, page 112)
Print Resources
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UNIT
2
LESSON PLANS
33
Lesson Plan
“Birches,” page 107
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Teaching Options
Tackle Poetic Language
_________ Literary Tools: Symbol, Metaphor, and Simile
(PE, page 107)
_________ Complete Graphic Organizer together (PE,
page 107; VLR I, page 27; UR 2, page 61).
_________ Explain the use of personification in line 21.
_________ Model how to read the poem, using
appropriate pauses to aid students’
comprehension.
_________ Discussing and Writing about Appealing
Aspects of the Poem (ATE, page 108)
_________ Motivation: Trees (ATE, page 108)
_________ Reading Proficiency: Reading Out Loud in
Sections (ATE, page 108)
(ATE, page 108)
(ATE, page 108)
_________ Enrichment: Study and Research Poems by
Frost (ATE, page 108)
Cross-Curricular Activity
_________ Creative Explanation of Natural Phenomenon
(ATE, page 109)
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_________ Discussing and Writing about Appealing
Aspects of the Poem (ATE, page 108)
_________ Motivation: Trees (ATE, page 108)
_________ Reading Proficiency: Reading Out Loud in
Sections (ATE, page 108)
(ATE, page 108)
_________ Enrichment: Study and Research Poems by
Frost (ATE, page 108)
UR 2, page 62)
111; UR 2, page 63)
_________ Understanding Literature: Symbol, Metaphor,
and Simile (PE, page 111; UR 2, page 64)
Learners
_________ Show pictures of birch trees and explain how
boys and ice storms could bend them.
_________ Explain to students that the speaker knows
the real reason for the bent birches but
prefers an imaginative reason.
_________ Have students discuss childish pastimes that
they miss.
_________ Vocabulary: Figures of Speech:
Personification (UR 2, page 65)
_________ Cross-Curricular Activity: Creative
Explanation of Natural Phenomenon (ATE,
page 109)
_________ Writer’s Journal: Directions, Journal Entry, and
Explanation (PE, page 112; UR 2, page 64)
_________ Language, Grammar, and Style: Modifiers:
Adjectives and Adverbs (PE, page 112;
UR 2, page 66)
_________ Media Literacy & Speaking and Listening:
Audio Files (PE, page 112)
_________ Study and Research: Researching on the
Internet (PE, page 112)
Print Resources
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34
UNIT
2
LESSON PLANS
Lesson Plan
“Song,” page 113
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Difficulty Consideration: Subject matter
Fix-Up Idea: Think Aloud
Make Inferences
Synopsis: This prose poem describes a woman’s singing at
nightfall.
Goals/Objectives:
• to interpret and empathize with a description of a woman
expressing her sadness in song
• to appreciate a brief prose poem about sadness
• to define narrative poem and identify narrative elements in a
poem
• to define personification and summarize how nature is personified
in a poem
• to demonstrate an ability to identify and correct double negatives
in writing
Before Reading
_________ Literary Tools: Narrative Poem and Personification (PE, page 113)
_________ About the Author: Gabriela Mistral (PE, page 113)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Narrative Poem and Personification (PE, page 115; UR 2, page 73)
_________ Writer’s Journal: Song Lyrics, Screenplay, and Paragraph (PE, page 116; UR 2, page 74)
_________ Vocabulary: Identifying Parts of Speech (UR 2, page 74)
_________ Language, Grammar, and Style: Avoiding Double Negatives (PE, page 116; UR 2, page 75)
_________ Collaborative Learning: Writing a Prose Poem (PE, page 116)
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UNIT
2
LESSON PLANS
35
Lesson Plan
“Song,” page 113
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Teaching Options
_________ Motivation: Sad Songs (ATE, page 113)
_________ Reading Proficiency: Focus on Questions
(ATE, page 113)
(ATE, page 114)
_________ Enrichment: Comparing Translations (ATE,
page 114)
_________ Literary Tools: Narrative Poem and
Personification (PE, page 113)
_________ Have students recount a scene in a movie or
on television in which a character grieves.
_________ Reading Proficiency: Focus on Questions
(ATE, page 113)
_________ Enrichment: Comparing Translations (ATE,
page 114)
UR 2, page 72)
115; UR 2, page 72)
_________ Understanding Literature: Narrative Poem
and Personification (PE, page 115; UR 2,
page 73)
_________ Collaborative Learning: Writing a Prose Poem
(PE, page 116)
Learners
_________ Discuss the similes used for a broken heart
and a broken jar.
_________ Brainstorm possible reasons for the woman’s
broken heart.
_________ Read the poem together, checking for
comprehension after each paragraph.
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_________ Motivation: Sad Songs (ATE, page 113)
_________ Vocabulary: Identifying Parts of Speech (UR 2,
page 74)
_________ Writer’s Journal: Song Lyrics, Screenplay, and
Paragraph (PE, page 116; UR 2, page 74)
_________ Language, Grammar, and Style: Avoiding
Double Negatives (PE, page 116; UR 2,
page 75)
(PE, page 116)
Internet
36
UNIT
2
LESSON PLANS
Lesson Plan
“The Creation,” page 117
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Reading Level: Easy
Difficulty Consideration: Punctuation
Ease Factors: Storytelling style; vocabulary
Synopsis: In this powerful narrative poem, Johnson retells the
biblical story of the creation.
Goals/Objectives:
• to interpret and appreciate a poem about creation
• to summarize and explain the events in the process of creation
as described in a poem
• to define simile and identify the use of this figure of speech in a
poem
• to demonstrate an ability to identify and describe the function of
pronouns in sentences
• to present an oral interpretation of an excerpt of a poem
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Before Reading
_________ Literary Tools: Simile and Narrative Poem (PE, page 117)
_________ About the Author: James Weldon Johnson (PE, page 117)
_________ Fine Art: Aaron Douglas (PE, page 119; VLR II, page 31; Art Note, PE and ATE,
_________ Vocabulary: Etymology (VR, page 27)
During Reading
After Reading
_________ Understanding Literature: Simile and Narrative Poem (PE, page 121; UR 2, page 83)
_________ Writer’s Journal: Letter, Journal Entry, and Video Script (PE, page 122; UR 2, page 83)
_________ Vocabulary: Simile (UR 2, page 84)
_________ Language, Grammar, and Style: Pronouns as Subjects and Objects (PE, page 122; UR 2, page 85)
_________ Study and Research: Researching Creation Stories (PE, page 122)
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UNIT
2
LESSON PLANS
37
Lesson Plan
“The Creation,” page 117
M
Teaching Options
_________ Motivation: Comparing Versions of the
Creation Story (ATE, page 118)
_________ Reading Proficiency: Simple Verbs Review
(ATE, page 118)
_________ English Language Learning: Capitalization of
Sacred Beings and Works (ATE, page 118)
(ATE, page 118)
_________ Enrichment: Comparing Sermons (ATE,
page 118)
Art Note
_________ Aaron Douglas (PE and ATE, page 119; VLR
II, page 31; UR 2, page 81)
Quotables
_________ Genesis 1:1–3 (ATE, page 119)
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_________ Language, Grammar, and Style: Pronouns as
Subjects and Objects (PE, page 122; UR 2,
page 85)
_________ Study and Research: Researching Creation
Stories (PE, page 122)
(PE, page 122)
Tackle Punctuation
_________ Direct students to the Language Arts Survey
3.88 Semicolons (PE, page 1010). Have
students identify places where the poet uses
semicolons. Then have them explain why the
semicolon is appropriate in each instance.
_________ Have students read the Language Arts
Survey 3.93 Hyphens and Dashes (PE, page
1011) before reading the selection.
Learners
page 15).
_________ Find examples of dialect and discuss its
effect.
_________ Have students share creation stories that they
have heard.
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_________ Reading Proficiency: Simple Verbs Review
(ATE, page 118)
_________ English Language Learning: Capitalization of
Sacred Beings and Works (ATE, page 118)
(ATE, page 118)
_________ Enrichment: Comparing Sermons (ATE,
page 118)
page 82)
121; UR 2, page 82)
_________ Understanding Literature: Simile and
Narrative Poem (PE, page 121; UR 2,
page 83)
T
_________ Vocabulary: Simile (UR 2, page 84)
_________ Vocabulary: Etymology (VR, page 27)
_________ Motivation: Comparing Versions of the
Creation Story (ATE, page 118)
_________ Writer’s Journal: Letter, Journal Entry, and
Video Script (PE, page 122; UR 2, page 83)
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UNIT
2
LESSON PLANS
Lesson Plan
from the Odyssey, page 123
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Difficulty Considerations: Poetic style; vocabulary; selection
length
Reading Strategy: Use Text
Organization
Fix-Up Idea: Tackle Difficult Vocabulary
Use Context Clues
Ease Factor: Exciting plot
Synopsis: These excerpts from the Odyssey include the story of
Odysseus and his crew on the island of the Cyclopes (from Book
Nine) and the story of Odysseus and the Sirens (from Book Twelve).
Goals/Objectives:
• to summarize the events in the Odyssey and explain its place in
literary history
• to define epic and heroic epic
• to understand pronoun-antecedent agreement
• to work collaboratively to examine, through allusions, the
influence of the Odyssey on literature and fine arts
Related Reading: “Exploring the Greece of Odysseus,” page 144
Before Reading
_________ Prereading: Reader’s Resource, Literary Tools, and About the Author (PE, pages 123–124)
_________ Fine Art: John Waterhouse (PE, page 125; VLR II, page 34)
_________ Fine Art: Greek Artist (PE, page 141; Art Note, PE and ATE, page 141; UR 2, page 94)
_________ Pronunciation Guide (PE, page 126)
_________ Vocabulary: Using Context Clues (VR, page 31)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Epic, Heroic Epic, and Personification (PE, page 146; UR 2, page 96)
_________ Writer’s Journal: Letter, Ship’s Log Entry, and Beliefs (PE, page 147; UR 2, page 97)
_________ Vocabulary: Greek Word Families (UR 2, page 97)
_________ Language, Grammar, and Style: Agreement of Pronouns and Antecedents (PE, page 147; UR 2, page 98)
_________ Study and Research & Collaborative Learning: Allusions (PE, page 147; UR 2, page 98)
_________ Speaking and Listening & Study and Research: Art Exhibit (PE, page 147)
_________ Related Reading: “Exploring the Greece of Odysseus” (PE, page 144)
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UNIT
2
LESSON PLANS
39
Lesson Plan
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Internet Resources
_________ Western Folklife Center Website (ATE,
page 149)
Teaching Options
_________ Motivation: Debate about Role Models (ATE,
page 124)
_________ Reading Proficiency: Summarizing (ATE,
page 124)
_________ English Language Learning: Background
Information (ATE, page 124)
(ATE, page 124)
_________ Enrichment: Reading and Summarizing
Stories from Homer (ATE, page 124)
Art Note
_________ Greek Artist (PE and ATE, page 141; UR 2,
page 94)
_________ Dramatizing the Selection (ATE, page 125)
_________ Sketch and Description (ATE, page 126)
_________ Researching Greek Gods (ATE, page 133)
_________ Predicting (ATE, page 134)
_________ Recalling the Story (ATE, pages 135, 138, 144)
_________ Works Inspired by the Sirens (ATE, page 142)
_________ Storytelling Festival (ATE, page 145)
Cross-Curricular Connections
_________ History of Homer’s Fame (ATE, page 125)
_________ Apollo (ATE, page 128)
_________ Greek Gods (ATE, page 130)
Quotables
_________ Matthew Arnold (ATE, page 127)
_________ Offerings to Greek Gods (ATE, page 129)
_________ Greek Ships (ATE, page 132)
_________ Creating a Web Page (ATE, page 150)
Bibliographic Note
_________ Mythology by Edith Hamilton (ATE, page 136)
_________ Mythology by Thomas Bullfinch (ATE,
page 145)
_________ Greeks and Trojans by Rex Warner (ATE,
page 145)
_________ Vocabulary: Greek Word Families (UR 2,
page 97)
_________ Vocabulary: Using Context Clues (VR,
page 31)
_________ Enrichment: Reading and Summarizing
Stories from Homer (ATE, page 124)
_________ Offerings to Greek Gods (ATE, page 129)
_________ Invocation to a Muse (ATE, page 131)
_________ Greek Ships (ATE, page 132)
_________ Hero (ATE, page 137)
_________ Writer’s Journal: Letter, Ship’s Log Entry, and
Beliefs (PE, page 147; UR 2, page 97)
_________ Language, Grammar, and Style: Agreement
of Pronouns and Antecedents (PE, page 147;
UR 2, page 98)
_________ Speaking and Listening & Study and
Research: Art Exhibit (PE, page 147)
Literary Note
_________ Hero (ATE, page 137)
_________ The Odyssey, Books 10–11 (ATE, page 140)
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UNIT
2
LESSON PLANS
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Literary Technique
_________ Invocation to a Muse (ATE, page 131)
_________ Homeric Epithets (ATE, page 139)
_________ Motivation: Debate about Role Models (ATE,
page 124)
Dramatizing the Selection (ATE, page 125)
_________ Additional Questions and Activities: Sketch
and Description (ATE, page 126)
_________ Additional Questions and Activities: Works
Inspired by the Sirens (ATE, page 142)
Storytelling Festival (ATE, page 145)
UR 2, page 95)
146; UR 2, page 95)
_________ Understanding Literature: Epic, Heroic Epic,
and Personification (PE, page 146; UR 2,
page 96)
_________ Study and Research & Collaborative
Learning: Allusions (PE, page 147; UR 2,
page 98)
Lesson Plan
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Tackle Poetic Style
_________ Model reading the selection, using
appropriate pauses that aid comprehension.
_________ Read the first several pages aloud.
_________ Model visualization techniques during
descriptive passages.
Tackle Selection Length
_________ Reading Proficiency: Summarizing (ATE,
page 124)
_________ Read the story over two or more class
sessions.
_________ Summarize the plot, page by page, using
Guided Reading Questions.
_________ Have pairs read aloud, answer questions,
and mark text together.
Tackle Vocabulary
_________ English Language Learning: Background
Information (ATE, page 124)
_________ Greek Gods (ATE, page 130)
_________ Homeric Epithets (ATE, page 139)
_________ Review Words for Everyday Use before
reading the story. Point out the example
sentences given for each.
_________ Help students to use context clues to guess
the meaning of unfamiliar words.
Learners
page 20).
_________ Have students read the Odyssey in a comic
book or picture book format.
_________ Pair students with strong readers who can
help with additional vocabulary.
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Lesson Plan
Unit Two
Poetry
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Cowboy Poetry Gatherings Help Preserve Western Traditions
_________ Internet Resources: The Western Folklife Center (ATE,
page 149)
_________ Cross-Curricular Activities: Create a Web Page (ATE, page
150)
Guided Writing
GUIDED WRITING
Expressive/Informative Writing: Composing a Personal Essay
Software
Assignment: Students write a personal essay about a person they
consider a hero (PE, pages 151–159).
Before Writing
_________ Composing a Personal Essay (PE, page 151)
_________ Rubric for Expressive/Informative Writing: Composing a Personal Essay
(VLR I, page 129; WR, page 54)
See the Guided
features.
During Writing
_________ Student Model—Draft (PE, page 155; WR, page 40; VLR I, page 127)
_________ Language, Grammar, and Style: Nouns: Pronouns and Antecedents; Number Agreement (PE, page 155;
WR, page 41)
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After Writing
_________ Student Model—Final Product (PE, page 158; WR, page 49)
_________ Motivation: Inspire Others (ATE, page 152)
_________ Reading Proficiency: Follow Guided Writing Lesson One Step at a Time (ATE, page 152)
_________ English Language Learning: Review First Draft (ATE, page 152)
_________ Special Needs: Pair with Proficient Student to Complete Organizer (ATE, page 152)
_________ Enrichment: Extemporaneous Speech (ATE, page 152)
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Lesson Plan
Unit Two
Poetry
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_________ Have students think about a hero they would like to write about (Composing a Personal Essay, PE,
page 151).
_________ Language, Grammar, and Style: Nouns: Pronouns and Antecedents; Number Agreement (PE, page 155;
WR, page 41)
_________ Rubric for Expressive/Informative Writing: Composing a Personal Essay
Unit Two Review
_________ Thematic Studies: Location, Goals, Creation, and Advice (PE, page 161; UR 2, page 112)
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_________ Americans’ Favorite Poems: The Favorite Poem Project Anthology, edited by Robert Pinsky and Maggie
Dietz (PE, page 161)
_________ Independent Reading Activity: Compile Your Own Anthology (PE, page 161; UR 2, page 114)
_________ I Am Wings: Poems about Love by Ralph Fletcher
_________ Poetry for Young People: Edgar Allan Poe edited by Brod Bagert
_________ Poems for Youth by Emily Dickinson edited by Alfred Leete Hampson
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Lesson Plan
Unit Three
Fiction
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F
• to enjoy and appreciate several short stories
• to understand different elements of fiction
• to identify character, characterization, setting, mood, conflict, and
theme and recognize the use of these techniques
• to write a comparison and contrast essay
• to demonstrate an understanding of subject-verb agreement in
sentence writing
_________ “The Monkey’s Paw,” page 168
_________ “To Build a Fire,” page 180
_________ Related Reading: from “A Short Life, Intensely
Lived: The Adventures of Jack London” from
Biography, page 193
_________ Insights: Evaluating Author Websites, page 195
_________ “The Most Dangerous Game,” page 198
_________ “The Handsomest Drowned Man in the World,” page 216
_________ “The Good Deed,” page 224
_________ “Everyday Use,” page 243
_________ “The Devil and Daniel Webster,” page 252
_________ “Gwilan’s Harp,” page 266
_________ “The Gift of the Magi,” page 274
_________ Language Arts in Action: Mentor Connection, page 282
_________ Guided Writing—Informative/Persuasive Writing: Writing a Comparison and Contrast Essay, page 284
_________ Unit Three Review, page 291
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_________ Fine Art: Joan Miró (PE, page 162; VLR II, page 37)
_________ Elements of Fiction (PE, page 164)
_________ Bibliographical Note: Cervantes (ATE, page 164)
_________ Art Note: Paul Cadmus (PE and ATE, page 165)
_________ Additional Questions and Activities: Regional Fiction (ATE, page 166)
_________ Additional Questions and Activities: Plot Pyramid (ATE, page 167)
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Lesson Plan
“The Monkey’s Paw,” page 168
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F
Difficulty Considerations: Style; vocabulary; supernatural
events
Analyze Literary Elements
Ease Factors: Few characters; dialogue
Synopsis: In this classic tale of suspense and horror, a magical
monkey’s paw makes wishes come true—but at a terrible cost to
the wisher.
Goals/Objectives:
• to appreciate a horror story
• to describe W. W. Jacobs’s literary accomplishments
• to define foreshadowing and setting and recognize examples of
these literary concepts
• to demonstrate knowledge of action verbs and linking verbs
• to perform a dramatic skit of one of the scenes in the story and
take turns with other students in the telling of a make-up-as-yougo horror story
Before Reading
_________ Literary Tools: Foreshadowing and Setting (PE, page 168)
_________ About the Author: W. W. Jacobs (PE, page 168)
_________ Vocabulary: Word Roots (VR, page 40)
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During Reading
After Reading
_________ Understanding Literature: Foreshadowing and Setting (PE, page 178; UR 3, page 9)
_________ Writer’s Journal: Epitaph, Letter, and Journal Entry (PE, page 179; UR 3, page 10)
_________ Vocabulary: Suspense (UR 3, page 11)
_________ Language, Grammar, and Style: Action Verb or Linking Verb (PE, page 179; UR 3, page 12)
_________ Collaborative Learning: Dramatic Skit (PE, page 179)
_________ Speaking and Listening: Telling a Horror Story (PE, page 179)
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Lesson Plan
“The Monkey’s Paw,” page 168
M
Teaching Options
_________ Motivation: Discussing the Curse (ATE,
page 169)
_________ Reading Proficiency: Reading Aloud (ATE,
page 169)
(ATE, page 169)
_________ Special Needs: Previewing the Story (ATE,
page 169)
_________ Enrichment: India at the Turn of the Twentieth
Century (ATE, page 169)
Cross-Curricular Connection
_________ Indian Nationalist Movement (ATE, page 170)
_________ Factory Accidents (ATE, page 175)
Literary Note
_________ Arabian Nights (ATE, page 171)
_________ Questions and Answers (ATE, pages
171–174, 176–177)
_________ Generalizing (ATE, page 174)
_________ Sensory Images (ATE, page 177)
Literary Technique
_________ Description and Effect (ATE, page 173)
TH
F
_________ Vocabulary: Suspense (UR 3, page 11)
_________ Literary Technique: Description and Effect
(ATE, page 173)
_________ Cross-Curricular Activity: Fate (ATE, page
170)
_________ Enrichment: India at the Turn of the Twentieth
Century (ATE, page 169)
_________ Writer’s Journal: Epitaph, Letter, and Journal
Entry (PE, page 179; UR 3, page 10)
_________ Language, Grammar, and Style: Action Verb
or Linking Verb (PE, page 179; UR 3,
page 12)
Tackle Vocabulary
page 169)
(ATE, page 169)
_________ Model how to use context clues to decipher
unfamiliar words.
Tackle Supernatural Events
page 169)
_________ Discuss examples of wishes granted in
movies, books, and television.
Learners
_________ Ask volunteers to act out the story as the
story is read aloud.
_________ Have students cooperatively create a
storyboard.
_________ Have students summarize the story by
finishing this sentence: “I heard about a
family who….”
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page 169)
page 169)
page 169)
Generalizing (ATE, page 174)
UR 3, page 8)
178; UR 3, page 8)
_________ Understanding Literature: Foreshadowing
and Setting (PE, page 178; UR 3, page 9)
_________ Collaborative Learning: Dramatic Skit (PE,
page 179)
_________ Speaking and Listening: Telling a Horror
Story (PE, page 179)
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Tackle Style
page 169)
_________ Read the first pages together, checking for
comprehension.
_________ Fate (ATE, page 170)
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Lesson Plan
“To Build a Fire,” page 180
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Difficulty Considerations: Subject matter; style; selection
length
Ease Factor: Suspense
Synopsis: A man’s decision to walk alone across a long stretch of
Yukon tundra leads to disaster.
Goals/Objectives:
• to enjoy a suspenseful adventure story
• to describe Jack London’s contributions to modern literature,
especially regarding Naturalism
• to define setting, plot, and conflict
• to practice technical writing, perform a skit, and access the
Internet to read about Jack London
Related Reading: from “A Short Life, Intensely Lived: The Adventures of Jack London,” page 193
Insights: Evaluating Author Websites, page 195
Before Reading
_________ Prereading (PE, page 180)
_________ Vocabulary: PAVE: Predict, Associate, Verify, Evaluate (VR, page 43)
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During Reading
After Reading
_________ Understanding Literature: Setting, Plot, and Conflict (PE, page 196; UR 3, page 24)
_________ Writer’s Journal: Letter, Survival Guide, and Directions (PE, page 197; UR 3, page 25)
_________ Vocabulary: Base Words and Suffixes (PE, page 197; UR 3, page 26)
_________ Applied English: Technical Writing (PE, page 197)
_________ Collaborative Learning: Skit (PE, page 197)
_________ Study and Research: Jack London’s Letters (PE, page 197)
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Lesson Plan
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Teaching Options
_________ Motivation: Naturalism (ATE, page 181)
_________ Reading Proficiency: Sensory Details and
Setting (ATE, page 181)
_________ English Language Learning: Nature Imagery
(ATE, page 181)
_________ Special Needs: Map of the Yukon (ATE,
page 181)
_________ Enrichment: Climate of the Yukon (ATE,
page 181)
_________ Length of Day (ATE, page 182)
_________ Adapting to Extreme Day Lengths (ATE,
page 182)
_________ Survival in the Wilderness (ATE, page 182)
_________ Gold Rushes (ATE, page 183)
_________ Finding Locations on a Map (ATE, page 183)
_________ Frostbite and Hypothermia (ATE, page 184)
_________ Techniques for Building a Fire (ATE, page 186)
_________ Psychology of Survival (ATE, page 190)
_________ Near-Death Experience (ATE, page 192)
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TH
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_________ Cross-Curricular Activities: Gold Rushes
(ATE, page 183)
_________ Cross-Curricular Activities: Finding Locations
on a Map (ATE, page 183)
_________ Cross-Curricular Activities: Frostbite and
Hypothermia (ATE, page 184)
_________ Cross-Curricular Activities: Techniques for
Building a Fire (ATE, page 186)
_________ Cross-Curricular Activities: Near-Death
Experience (ATE, page 192)
UR 3, page 23)
196; UR 3, page 23)
_________ Understanding Literature: Setting, Plot, and
Conflict (PE, page 196; UR 3, page 24)
_________ Collaborative Learning: Skit (PE, page 197)
_________ Vocabulary: PAVE: Predict, Associate, Verify,
Evaluate (VR, page 43)
_________ Motivation: Naturalism (ATE, page 181)
_________ Reading Proficiency: Sensory Details and
Setting (ATE, page 181)
_________ Enrichment: Climate of the Yukon (ATE,
page 181)
_________ Cross-Curricular Activities: Survival in the
Wilderness (ATE, page 182)
_________ Writer’s Journal: Letter, Survival Guide, and
Directions (PE, page 197; UR 3, page 25)
_________ Vocabulary: Base Words and Suffixes (PE,
_________ Applied English: Technical Writing (PE,
page 197)
_________ Study and Research: Jack London’s Letters
(PE, page 197)
Literary Technique
_________ Hubris and Foreshadowing (ATE, page 185)
_________ Repetition and Dramatic Irony (ATE, page 187)
_________ Sentence Length (ATE, page 188)
_________ Focus (ATE, page 189)
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_________ Protagonist (ATE, page 184)
_________ Discussing Character and Giving Advice
(ATE, page 186)
_________ Understanding Immensity of the Yukon (ATE,
page 187)
_________ Experiences with Cold Weather (ATE,
page 189)
_________ Images of the Man and the Dog (ATE,
page 190)
_________ Protagonist’s Namelessness (ATE, page 191)
_________ Human/Animal Relationships (ATE, page 192)
_________ Insights Questions (ATE, page 195)
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Lesson Plan
M
_________ Read Prereading information aloud.
_________ Read the Related Reading first.
_________ Gather pictures of the Yukon.
_________ Have students share knowledge of extremely
cold weather.
_________ Assign some of the Cross-Curricular Activities
in the ATE. Refer to the Additional Questions
and Activities in the ATE for questions to
help spur discussion of how the protagonist
handles the cold.
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W
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F
periods.
_________ Read key portions of the story aloud.
_________ Have pairs read and answer Guided Reading
Questions together.
Learners
_________ Have students organize vocabulary words
according to sound, prefix, or suffix patterns.
_________ Have students copy favorite descriptions of
the cold and the Yukon into their notebooks.
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Tackle Style
_________ Many of London’s sentences are complex,
and the description is dense. Read aloud or
use the audio version for a portion of the
story, pausing the recording frequently to
check comprehension.
_________ Replay or reread difficult sections of the story.
_________ Use Guided Reading Questions to check
understanding.
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Lesson Plan
“The Most Dangerous Game,” page 198
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Difficulty Considerations: Selection length; vocabulary
Ease Factors: Few characters; short sentences
Synopsis: Shipwrecked on a desolate island, a man finds himself
stalked like prey by a madman who has become bored with
conventional hunting.
Vocabulary
Use Context Clues
Goals/Objectives:
• to empathize with the protagonist of a story about conflict
• to describe the literary contributions of Richard Connell
• to define irony, plot, and conflict and recognize and explain
examples of each
• to demonstrate knowledge of predicate adjectives
• to identify the plot elements of the story by creating a storyboard
and participate in a hunting debate
Before Reading
_________ Literary Tools: Irony, Plot, and Conflict (PE, page 198)
_________ Reader’s Resource: Cultural Connection (PE, page 198)
_________ About the Author: Richard Connell (PE, page 198)
_________ Vocabulary: Test Your Knowledge (VR, page 46)
During Reading
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After Reading
_________ Understanding Literature: Irony, Plot, and Conflict (PE, page 214; UR 3, page 37)
_________ Writer’s Journal: Newspaper Article, Journal Entry, and Goodbye Note (PE, page 215; UR 3, page 37)
_________ Vocabulary: Hunting and Fishing (UR 3, page 39)
_________ Language, Grammar, and Style: Completers for Linking Verbs: Predicate Adjectives (PE, page 215; UR 3, page 40)
_________ Media Literacy: Storyboard (PE, page 215; UR 3, page 40)
_________ Collaborative Learning: Hunting Debate (PE, page 215)
Lesson Plan
“The Most Dangerous Game,” page 198
M
_________ Motivation: Map of Ship-Trap Island (ATE,
page 199)
_________ Reading Proficiency: Preview Vocabulary
(ATE, page 199)
(ATE, page 199)
_________ Special Needs: Multiple Word Meanings
(ATE, page 199)
_________ Enrichment: Camera Safari (ATE, page 199)
_________ Questions about the Selection (ATE, pages
200–203, 205–209, 211, 213)
F
sessions.
_________ Use Guided Reading Questions.
_________ Read and discuss small sections of the story.
Tackle Vocabulary
_________ Vocabulary: Hunting and Fishing (UR 3,
page 39)
_________ Vocabulary: Test Your Knowledge (VR,
page 46)
_________ Reading Proficiency: Preview Vocabulary
(ATE, page 199)
unfamiliar words.
_________ Illustration (ATE, page 203)
_________ Russian Foods (ATE, page 204)
_________ Locating Places on a Map (ATE, page 205)
_________ Russian Revolution of 1917 (ATE, page 205)
_________ Horror Story (ATE, page 207)
_________ Trench Warfare (ATE, page 211)
Literary Technique
_________ Foreshadowing (ATE, page 204)
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TH
Literary Note
_________ Figurative Language (ATE, pages 200,
202, 210)
_________ Descriptive and Sensory Details (ATE,
page 201)
_________ Alliteration (ATE, page 201)
_________ Character Details (ATE, page 209)
_________ Cross-Curricular Activities: Horror Story (ATE,
page 207)
_________ Enrichment: Camera Safari (ATE, page 199)
UR 3, page 36)
214; UR 3, page 36)
_________ Understanding Literature: Irony, Plot, and
_________ Media Literacy: Storyboard (PE, page 215;
UR 3, page 40)
_________ Collaborative Learning: Hunting Debate (PE,
page 215)
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_________ Vocabulary: Hunting and Fishing (UR 3,
page 39)
page 46)
_________ Motivation: Map of Ship-Trap Island (ATE,
page 199)
_________ Writer’s Journal: Newspaper Article, Journal
Entry, and Goodbye Note (PE, page 215;
UR 3, page 37)
_________ Language, Grammar, and Style: Completers
for Linking Verbs: Predicate Adjectives (PE,
Teaching Options
Print Resources
T
Learners
page 33).
_________ Give students a “preview” of a story page by
listening to that portion on the recording.
_________ Have students give an oral summary of each
page after listening to a student or teacher
read aloud.
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Lesson Plan
“The Handsomest Drowned Man in the World,” page 216
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Fix-Up Idea: Write Things Down
Make Inferences
Synopsis: After a drowned man from another land washes up
on the shore, a small fishing village will never be the same.
Difficulty Considerations: Unrealistic events; subject matter;
long sentences
Goals/Objectives:
• to appreciate magical realism
• to describe the literary accomplishments of Gabriel García
Márquez
• to define point of view, hyperbole, and myth
• to demonstrate knowledge of predicate nouns and pronouns
• to research myths and conduct a mock interview of the author
Before Reading
_________ Fine Art: Winslow Homer (PE, page 219; VLR II, page 40; Art Note, ATE, page 219)
_________ Literary Tools: Point of View, Hyperbole, and Myth (PE, page 216)
_________ About the Author: Gabriel García Márquez (PE, page 216)
_________ Vocabulary: Spelling (VR, page 53)
During Reading
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After Reading
_________ Understanding Literature: Point of View, Hyperbole, and Myth (PE, page 222; UR 3, page 51)
_________ Writer’s Journal: Journal Entry, Letter, and Newspaper Article (PE, page 223; UR 3, page 51)
_________ Vocabulary: Word Families (UR 3, page 53)
_________ Language, Grammar, and Style: Completers for Linking Verbs: Predicate Nouns and Pronouns (PE, page
223; UR 3, page 53)
_________ Collaborative Learning & Study and Research: Researching Myths (PE, page 223)
_________ Study and Research: Interview with the Author (PE, page 223)
Lesson Plan
“The Handsomest Drowned Man in the World,” page 216
M
W
TH
F
_________ Writer’s Journal: Journal Entry, Letter, and
Newspaper Article (PE, page 223; UR 3,
page 51)
_________ Language, Grammar, and Style: Completers
for Linking Verbs: Predicate Nouns and
Pronouns (PE, page 223; UR 3, page 53)
Teaching Options
_________ Motivation: Story or Poem (ATE, page 216)
_________ Reading Proficiency: Third-Person Point of
View (ATE, page 216)
(ATE, page 216)
_________ Special Needs: Description (ATE, page 217)
_________ Enrichment: Oral Report on Magical Realism
(ATE, page 217)
_________ Graphic Organizer (PE, page 216; VLR I,
_________ Read Reader’s Resource together; discuss
the statement “…it is a story about how
myths are born.”
_________ Discuss humorous aspects of the story.
Literary Note
_________ Márquez’s Literay Techniques (ATE,
page 217)
_________ Setting (ATE, page 218)
_________ Allusions to the Odyssey (ATE, page 220)
_________ Use of Italics and Point of View (ATE, page
220)
_________ Special Needs: Description (ATE, page 217)
_________ Cross-Curricular Activity: Burial Rituals (ATE,
page 219)
_________ Read aloud; check comprehension with
218–220)
Tackle Long Sentences
_________ Reading Proficiency: Third-Person Point of
View (ATE, page 216)
_________ Literary Note: Italics and Point of View (ATE,
page 220)
_________ Model how to tackle long, complex
sentences.
Art Note
_________ Winslow Homer (PE and ATE, page 219;
VLR II, page 40)
_________ Burial Rituals (ATE, page 219)
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_________ Motivation: Story or Poem (ATE, page 216)
UR 3, page 50)
222; UR 3, page 50)
_________ Understanding Literature: Point of View,
Hyperbole, and Myth (PE, page 222; UR 3,
page 51)
_________ Collaborative Learning & Study and
Research: Researching Myths (PE, page 223)
_________ Study and Research: Interview with the
Author (PE, page 223)
Learners
page 43).
_________ Read the story aloud, paraphrasing each half
page.
_________ Have students make a chart of the women’s
actions, thoughts, and words that show their
infatuation with Esteban.
_________ Have students make a chart of the men’s
actions, thoughts, and words.
_________ Vocabulary: Spelling (VR, page 53)
_________ Enrichment: Oral Report on Magical Realism
(ATE, page 217)
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Lesson Plan
“The Good Deed,” page 224
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T
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F
Difficulty Considerations: Chinese cultural references;
selection length
Ease Factors: Dialogue; style
Synopsis: An elderly Chinese immigrant plays matchmaker for a
young woman.
Reading
Fix-Up Idea: Unlock Difficult Words
Goals/Objectives:
• to describe Pearl Buck’s literary accomplishments
• to define plot, character, and characterization
• to create a mock interview of a fictional character
• to write a business letter
• to create a newsletter using Internet sources
Before Reading
_________ Literary Tools: Plot, Character, and Characterization (PE, page 224)
_________ About the Author: Pearl S. Buck (PE, page 224)
_________ Vocabulary: Antonyms (VR, page 55)
During Reading
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After Reading
_________ Understanding Literature: Plot, Character, and Characterization (PE, page 240; UR 3, page 65)
_________ Writer’s Journal: Thank-You Note, Personal Ad, and Postcard (PE, page 241; UR 3, page 65)
_________ Vocabulary: Prepositional Phrases (UR 3, page 67)
_________ Language, Grammar, and Style: Sentence Completer Review: Direct and Indirect Objects, Predicate
Nouns, Pronouns and Adjectives (PE, page 241; UR 3, page 68)
_________ Speaking and Listening: Interview (PE, page 241)
_________ Applied English: Business Letter (PE, page 241)
_________ Study and Research & Media Literacy: Researching on the Internet (PE, page 241)
Lesson Plan
“The Good Deed,” page 224
M
Teaching Options
_________ Motivation: Generational Conflicts (ATE,
page 225)
_________ Reading Proficiency: Reading Conversations
(ATE, page 225)
(ATE, page 225)
_________ Special Needs: Arranged Marriages (ATE,
page 225)
_________ Enrichment: Researching a Period in Chinese
History (ATE, page 225)
_________ Themes of the Story (ATE, page 226)
_________ Difficulties of Moving (ATE, page 227)
228 and 233)
_________ Discussing Marriage Traditions (ATE,
page 229)
_________ Nonverbal Communication (ATE, page 237)
_________ Marriage Traditions (ATE, page 230)
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Bibliographic Note
_________ Pearl Buck’s Books (ATE, page 235)
_________ Reading Proficiency: Reading Conversations
(ATE, page 225)
UR 3, page 63)
240; UR 3, page 63)
_________ Understanding Literature: Plot, Character,
and Characterization (PE, page 240; UR 3,
page 65)
_________ Speaking and Listening: Interview (PE,
page 241)
Researching on the Internet (PE, page 241)
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F
_________ Vocabulary: Prepositional Phrases (UR 3,
page 67)
_________ Motivation: Generational Conflicts (ATE,
page 225)
_________ Enrichment: Researching a Period in Chinese
_________ Writer’s Journal: Thank-You Note, Personal
Ad, and Post Card (PE, page 241; UR 3,
page 65)
Completer Review: Direct and Indirect
Objects, Predicate Nouns, Pronouns and
Adjectives (PE, page 241; UR 3, page 68)
_________ Applied English: Business Letter (PE,
page 241)
Tackle Chinese Cultural References
_________ Special Needs: Arranged Marriages (ATE,
page 225)
_________ During or after reading, ask students to list
ways in which American life seemed different
and even shocking in the eyes of Old Mrs.
Pan. For example, they should note the
disobedience of the children, the revealing
dress of models in magazines, and the lack
of domestic help.
_________ Have a guest speaker familiar with Chinese
culture talk about the story and answer
questions.
sessions.
_________ Pause to have students answer the Guided
Reading Questions.
_________ Read and discuss the story in sections.
Learners
_________ Discuss differences in gender roles, marriage
customs, and lives of the elderly in students’
native cultures.
_________ Read together, checking for comprehension
with the Guided Reading Questions.
_________ Have students make a time line of story
events.
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Lesson Plan
“Everyday Use,” page 243
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F
Difficulty Considerations: First-person point of view; style
Ease Factor: Dialogue
Synopsis: This story shows the hypocrisy of a woman who has
rejected her family and their simple rural lifestyle, but then comes
back to claim some of their possessions, wanting to display them
as quaint relics of her heritage.
Identify Sequence of Events
Goals/Objectives:
• to enjoy a contemporary short story about cultural heritage
• to describe Walker’s literary accomplishments and explain the
historical significance of her writing
• to define point of view and plot and recognize these techniques in
the selection
• to tell a family history
• to enact a TV talk show
Before Reading
_________ Literary Tools: Point of View and Plot (PE, page 242)
_________ About the Author: Alice Walker (PE, page 242)
_________ Vocabulary: Building Your Active Vocabulary (VR, page 57)
During Reading
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After Reading
_________ Understanding Literature: Point of View and Plot (PE, page 250; UR 3, page 78)
_________ Writer’s Journal: Greeting Card, Wish List, and Letter (PE, page 251; UR 3, page 78)
_________ Vocabulary: Participles (UR 3, page 80)
_________ Language, Grammar, and Style: Nouns of Direct Address (PE, page 251; UR 3, page 81)
_________ Speaking and Listening & Collaborative Learning: Family History (PE, page 251)
_________ Media Literacy & Speaking and Listening: Talk Show (PE, page 251)
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Lesson Plan
“Everyday Use,” page 243
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Teaching Options
_________ Motivation: Quilt Patterns (ATE, page 243)
_________ Reading Proficiency: Nonverbal
Communication (ATE, page 243)
(ATE, page 243)
_________ Special Needs: Focused Reading (ATE,
page 243)
_________ Enrichment: Family Traditions and Heirlooms
(ATE, page 243)
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(ATE, page 243)
_________ Additional Questions and Activities: Sensory
Detail Chart of Childhood Home (ATE, page
247)
_________ Writer’s Journal: Greeting Card, Wish List,
and Letter (PE, page 251; UR 3, page 78)
_________ Language, Grammar, and Style: Nouns of
Direct Address (PE, page 251; UR 3,
page 81)
Tackle First-Person Point of View
_________ Literary Tools: Point of View (PE, page 242)
_________ Birth Order Poll (ATE, page 244)
245, 248–249)
_________ Importance of Names (ATE, page 246)
_________ Sensory Detail Chart of Childhood Home
(ATE, page 247)
Quotables
_________ William Shakespeare (ATE, page 246)
_________ Edna St. Vincent Millay (ATE, page 247)
_________ Ezra Pound (ATE, page 249)
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_________ Motivation: Quilt Patterns (ATE, page 243)
(ATE, page 243)
_________ Cross-Curricular Activities: Birth Order Poll
(ATE, page 244)
UR 3, page 77)
250; UR 3, page 77)
_________ Understanding Literature: Point of View and
Plot (PE, page 250; UR 3, page 78)
Learning: Family History (PE, page 251)
Talk Show (PE, page 251)
Tackle Style
_________ Special Needs: Focused Reading (ATE,
page 243)
_________ Explain unfamiliar figures of speech.
_________ Read the beginning of the story aloud to help
students with the informal diction and tone.
Learners
_________ Have students talk about their families’
heirlooms or traditions.
_________ Give students a preview of each section
before reading it together.
_________ Bring in pictures or examples of objects
mentioned in the story, such as a quilt or
butter churn.
_________ Vocabulary: Participles (UR 3, page 80)
_________ Vocabulary: Building Your Active Vocabulary
(VR, page 57)
_________ Reading Proficiency: Nonverbal
Communication (ATE, page 243)
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Lesson Plan
“The Devil and Daniel Webster,” page 252
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Difficulty Considerations: Exaggerated, unrealistic events;
dialect; vocabulary
Ease Factor: Few characters
Synopsis: In this tall tale by Stephen Vincent Benét, famous
statesman Daniel Webster is depicted as using his oratorical
skills to out-debate the Devil.
Knowledge
Analyze Cause and Effect
Goals/Objectives:
• to enjoy a tall tale mixing elements of history with fiction
• to describe Stephen Vincent Benét’s literary accomplishments
• to define suspension of disbelief, character, tall tale, and hyperbole
and recognize examples of each
• to demonstrate knowledge of clauses and compound sentences
• to write a comparison-contrast theme and a résumé for Daniel Webster
Before Reading
_________ Fine Art: Jasper Cropsey (PE, page 253; VLR II, page 43; Art Note, ATE, page 253)
_________ Literary Tools: Suspension of Disbelief, Character, Tall Tale, and Hyperbole (PE, page 252)
_________ About the Author: Stephen Vincent Benét (PE, page 252)
_________ Vocabulary: Words Derived from Diabolos (VR, page 59)
During Reading
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After Reading
_________ Understanding Literature: Suspension of Disbelief, Character, Tall Tale, and Hyperbole (PE, page 264;
UR 3, page 93)
_________ Writer’s Journal: Thank-You Note, Paragraph, and Contract (PE, page 265; UR 3, page 93)
_________ Vocabulary: Formal Language vs. Informal Language (UR 3, page 94)
_________ Language, Grammar, and Style: Clauses and Compound Sentences (PE, page 265; UR 3, page 95)
_________ Study and Research: Comparison-Contrast Composition (PE, page 265)
_________ Applied English & Study and Research: Résumé (PE, page 265)
Lesson Plan
“The Devil and Daniel Webster,” page 252
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_________ Language, Grammar, and Style: Clauses and
Compound Sentences (PE, page 265; UR 3,
page 95)
_________ Study and Research: Comparison-Contrast
Composition (PE, page 265)
_________ Applied English & Study and Research:
Résumé (PE, page 265)
Teaching Options
_________ Motivation: Jury Selections (ATE, page 253)
_________ Reading Proficiency: Dialogue (ATE,
page 253)
(ATE, page 253)
_________ Special Needs: Tall Tale (ATE, page 253)
_________ Enrichment: Infamous Figures of American
Tackle Exaggerated, Unrealistic Events
_________ Discuss Literary Tools: Suspension of
Disbelief and Tall Tale (PE, page 252).
_________ Complete Graphic Organizer together.
_________ Have students discuss other tall tales they
have read.
Art Note
_________ Jasper Cropsey (ATE, page 253; VLR II,
page 43)
Literary Technique
_________ Simile and Tone (ATE, page 254)
_________ Simile (ATE, page 255)
_________ Dialect and Regional Dialect (ATE, page 257)
Literary Note
_________ Origins of the Word Devil (ATE, page 257)
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Tackle Dialect
_________ Reading Proficiency: Dialogue (ATE,
page 253)
_________ Dialect and Regional Dialect (ATE, page 257)
_________ Have proficient readers rehearse and
perform dialogue portions for the class.
_________ Origins of the Word Scratch (ATE, page 258)
_________ Comparison to Other Characters (ATE,
page 261)
Tackle Vocabulary
(ATE, page 253)
_________ Have students provide synonyms for difficult
vocabulary words as they read aloud.
_________ Motivation: Jury Selections (ATE, page 253)
UR 3, page 91)
264; UR 3, page 92)
_________ Understanding Literature: Suspension of
Disbelief, Character, Tall Tale, and Hyperbole
Learners
_________ Review background information about the
story.
_________ Help pairs read and summarize sections
together.
_________ Have students draw pictures of the
exaggerated character traits of Daniel
Webster, using the Graphic Organizer.
_________ Vocabulary: Formal Language vs. Informal
Language (UR 3, page 94)
_________ Vocabulary: Words from Diabolos (VR,
page 59)
_________ Enrichment: Infamous Figures of American
_________ Writer’s Journal: Thank-You Note, Paragraph,
and Contract (PE, page 265; UR 3, page 93)
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LESSON PLANS
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Lesson Plan
“Gwilan’s Harp,” page 266
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Difficulty Considerations: Unusual names; style; vocabulary
Synopsis: This fable-like tale tells the story of a woman’s life
from girlhood to motherhood to old age. In old age, she discovers
her true self at last.
Goals/Objectives:
• to interpret and appreciate elements of fables, fairy tales, and
folk tales in a contemporary short story
• to describe the literary accomplishments of Ursula K. Le Guin
• to identify and discuss the theme of a story and the author’s
purpose in writing the story
• to define metaphor and identify and explain examples of metaphor
• to demonstrate a knowledge of inverted sentence structure
• to conduct further research on Le Guin’s writing
Fix-Up Idea: Refocus
Before Reading
_________ Literary Tools: Metaphor and Theme (PE, page 266)
_________ Reader’s Resource: Music Connection (PE, page 266)
_________ About the Author: Ursula K. Le Guin (PE, page 266)
_________ Vocabulary: Words with Multiple Meanings (VR, page 60)
During Reading
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After Reading
_________ Understanding Literature: Metaphor and Theme (PE, page 272; UR 3, page 105)
_________ Writer’s Journal: Song Lyrics, Free Verse Poem or Letter, and Journal Entry
_________ Vocabulary: Word Families: Musical Terms (UR 3, page 106)
_________ Language, Grammar, and Style: Working with Inverted Sentences (PE, page 273; UR 3, page 107)
_________ Study and Research: Researching Le Guin (PE, page 273)
_________ Applied English & Study and Research: Writing a Work Order (PE, page 273; VLR I, page 39; UR 3, page 108)
Lesson Plan
“Gwilan’s Harp,” page 266
M
Teaching Options
_________ Motivation: Harp Music (ATE, page 267)
_________ Reading Proficiency: Listening to the
(ATE, page 267)
_________ Special Needs: Prediction (ATE, page 267)
_________ Enrichment: Writing a Story from the Oral
Tradition (ATE, page 267)
_________ Nature of Sound Waves (ATE, page 266)
268–270)
_________ Drawing the Harp (ATE, page 268)
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Literary Notes
_________ Theme (ATE, page 269)
_________ Personification (ATE, page 270)
_________ Motivation: Harp Music (ATE, page 267)
UR 3, page 104)
272; UR 3, page 104)
_________ Understanding Literature: Metaphor and
Theme (PE, page 272; UR 3, page 105)
_________ Study and Research: Researching Le Guin
(PE, page 273)
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_________ Language, Grammar, and Style: Working with
Inverted Sentences (PE, page 273; UR 3,
page 107)
Writing a Work Order (PE, page 273; VLR I,
Tackle Unusual Names
_________ Preview the names by writing them on the
board and giving their pronunciations.
_________ Have students think of words that rhyme with
the names.
Tackle Style
_________ Language, Grammar, and Style: Working with
Inverted Sentences (PE, page 273; UR 3,
page 107)
Tackle Vocabulary
(ATE, page 267)
_________ Special Needs: Prediction (ATE, page 267)
_________ Model how to use context clues to help
students understand difficult passages.
Learners
_________ Read aloud, checking for comprehension
after every paragraph or two.
Gwilan’s life changes.
_________ Have students find and copy passages in the
text that contain poetic language.
_________ Vocabulary: Word Families: Musical Terms
(UR 3, page 106)
_________ Vocabulary: Words with Multiple Meanings
(VR, page 60)
_________ Cross-Curricular Activities: Nature of Sound
Waves (ATE, page 266)
_________ Additional Questions and Activities: Drawing
the Harp (ATE, page 268)
_________ Writer’s Journal: Song Lyrics, Free Verse
Poem or Letter, and Journal Entry (PE, page
273; UR 3, page 105)
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Lesson Plan
“The Gift of the Magi,” page 274
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Difficulty Considerations: Old-fashioned language; style;
vocabulary
Ease Factors: Simple story line; selection length
Synopsis: A young husband pawns his heirloom pocket watch to
buy a comb for his young bride’s lovely long hair. She, meanwhile,
has cut and sold her hair to buy a new chain for her husband’s
watch.
Vocabulary
Use Context Clues
Goals/Objectives:
• to empathize with the feelings of the main characters
• to describe the literary accomplishments of O. Henry
• to define irony and recognize and explain examples of irony
• to explain how the plot of the story reveals the theme
• to review sentence structure, dramatize a scene from the story, and interview the elderly about gift-giving practices
Before Reading
_________ Fine Art: John Everett Millais (PE, page 275; Art Note, ATE, page 275)
_________ Literary Tools: Irony, Irony of Situation, Plot, and Theme (PE, page 274)
_________ About the Author: O. Henry (PE, page 274)
During Reading
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After Reading
_________ Understanding Literature: Irony, Irony of Situation, Plot, and Theme (PE, page 280; UR 3, page 119)
_________ Writer’s Journal: Wish List, Journal Entry, and Advice Column (PE, page 281; UR 3, page 120)
_________ Vocabulary: Complex Sentences (UR 3, page 121)
_________ Language, Grammar, and Style: Sentence Review (PE, page 281; UR 3, page 122)
_________ Speaking and Listening & Collaborative Learning: Dramatic Skit (PE, page 281)
_________ Study and Research & Media Literacy: Community Research (PE, page 281)
Lesson Plan
“The Gift of the Magi,” page 274
M
Teaching Options
_________ Motivation: Set Design (ATE, page 275)
_________ Reading Proficiency: Reading Dialogue (ATE,
page 275)
(ATE, page 275)
_________ Special Needs: Difficult Passages (ATE,
page 275)
_________ Enrichment: Reporting about a Story (ATE,
page 275)
Art Note
_________ John Everett Millais (ATE, page 275)
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_________ Writer’s Journal: Wish List, Journal Entry, and
Advice Column (PE, page 281; UR 3,
page 120)
Review (PE, page 281; UR 3, page 122)
Community Research (PE, page 281)
Tackle Old-Fashioned Language
page 275)
_________ Special Needs: Difficult Passages (ATE,
page 275)
Tackle Style
_________ Have students summarize each paragraph in
their own words.
_________ Reread difficult sentences together.
Literary Note
_________ Addressing the Audience (ATE, page 276)
_________ Social Standing (ATE, page 276)
_________ Setting Details (ATE, page 276)
Additional Question and Activities
_________ Questions about the Selection (ATE, page
278)
_________ Humor (ATE, page 279)
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_________ Motivation: Set Design (ATE, page 275)
page 275)
UR 3, page 118)
280; UR 3, page 118)
_________ Understanding Literature: Irony, Irony of
Situation, Plot, and Theme (PE, page 280;
UR 3, page 119)
Learning: Dramatic Skit (PE, page 281)
Tackle Vocabulary
(ATE, page 275)
_________ Vocabulary: Complex Sentences (UR 3,
page 121)
page 62)
unfamiliar words.
Learners
_________ Model how to make a “mind movie.”
_________ Have students create a role-play based on
the story.
_________ Discuss irony and how it plays a part in the
plot.
_________ Vocabulary: Complex Sentences (UR 3,
page 121)
page 62)
_________ Enrichment: Reporting about a Story (ATE,
page 275)
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Lesson Plan
Unit Three
Fiction
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Mentor Connection
_________ Additional Questions and Activities: Presenting a Mentor
Program (ATE, page 283)
Guided Writing
GUIDED WRITING
Informative/Persuasive Writing: Writing a Comparison and
Contrast Essay
Software
See the Guided
features.
Assignment: Students write an essay comparing and contrasting
two author websites (PE, page 284–290).
Before Writing
_________ Writing a Comparison and Contrast Essay (PE, page 284)
_________ Block Organization (PE, page 285)
_________ Point-by-Point Organization (PE, page 286)
_________ Language, Grammar, and Style: Subject-Verb Agreement (PE, page 287; WR, page 58)
_________ Rubric for Informative/Persuasive Writing: Comparison and Contrast Essay
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During Writing
After Writing
_________ Motivation: Browsing the Web (ATE, page 285)
_________ Reading Proficiency: Summarizing (ATE, page 285)
_________ English Language Learning: Comparing and Contrasting (ATE, page 285)
_________ Special Needs: Web Site Report (ATE, page 285)
_________ Enrichment: Marketing Campaign (ATE, page 285)
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Lesson Plan
Unit Three
Fiction
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_________ Have students think about two authors they would like to write about (Writing a Comparison and Contrast
Essay, PE, page 284).
_________ Language, Grammar, and Style: Subject-Verb Agreement (PE, page 287; WR, page 58)
_________ Rubric for Informative/Persuasive Writing: Comparison and Contrast Essay
Unit Three Review
_________ Thematic Studies (PE, page 292; UR 3, page 136)
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Featured
_________
_________
_________
Selection and Activity
I Am the Cheese by Robert Cormier
Independent Reading Activity: Write a Book Review (PE, page 293; UR 3, page 139)
Online Book Reviews (ATE, page 293)
_________ Tunes for Bears to Dance To by Robert Cormier
_________ The Best Short Stories of O. Henry by Bennett Cerf and Van Cartmell
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Lesson Plan
Unit Four
Drama
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• to have a positive experience reading drama by William
Shakespeare
• to describe William Shakespeare’s literary accomplishments and
explain the historical significance of his writings
• to identify and describe significant motifs in Romeo and Juliet
• to identify the genre of tragedy and recognize the tragic flaws of
characters
• to name and describe the elements of plot and trace their
development in a work of literature
_________ The Tragedy of Romeo and Juliet, Act 1, page 298
_________ Language Arts in Action: The 52nd Street Project, page 410
_________ Guided Writing—Imaginative Writing: Scripting a Contemporary Scene for a Play, page 412
_________ Unit Four Review, page 421
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_________ Fine Art: Dirck van Delan (PE, page 294; VLR II, page 46)
_________ Elements of Drama (PE, page 296)
_________ Additional Questions and Activities: Theater-Related Careers (ATE, page 296)
_________ Cross-Curricular Connection: Japanese Theater (ATE, page 296)
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Lesson Plan
The Tragedy of Romeo and Juliet, Act 1, page 298
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Difficulty Considerations: Setting; archaic language; poetic
style
Analyze Plot Elements
Ease Factor: Familiar plot
Synopsis: The play opens with a fight between the servants of
the two houses, Romeo lovesick over Rosaline, and the Capulets
asking Juliet if she is interested in marrying a young nobleman,
Paris. Romeo meets Juliet at a party at her house, and they fall
instantly in love.
Before Reading
_________ Literary Tools: Plot, Central Conflict, Inciting Incident, Motif, Oxymoron, and Sonnet (PE, page 298)
_________ Reader’s Resource: Background (PE, page 298)
_________ About the Author: William Shakespeare (PE, page 299)
_________ Vocabulary from the Selection—Act 1 (ATE, page 298)
_________ Vocabulary: Shakespeare (VR, page 64)
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During Reading
After Reading
_________ Understanding Literature: Plot, Central Conflict, Inciting Incident, Motif, Oxymoron, and Sonnet
_________ Writer’s Journal: Party Invitation, Personal Letter, and Advice Column (PE, page 325; UR 4, page 12)
_________ Vocabulary: Oxymoron (UR 4, page 13)
_________ Language, Grammar, and Style: Determining Who vs. Whom (PE, page 325; UR 4, page 14)
_________ Speaking and Listening: Rewriting Shakespeare into Informal English (PE, page 325)
_________ Study and Research & Speaking and Listening: Researching Mythological Characters (PE, page 325)
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Lesson Plan
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Teaching Options
_________ Motivation: Love in the Movies (ATE,
page 299)
_________ Reading Proficiency: Summarizing as You
Read (ATE, page 299)
_________ English Language Learning: Rewriting
Shakespeare into Informal English (ATE,
page 299)
_________ Special Needs: Speaking Shakespeare’s
Language (ATE, page 299)
_________ Enrichment: Comparing Star-Crossed Lovers
(ATE, page 299)
Biographical Note
_________ History of the Story (ATE, page 300)
_________ Queen Mab (ATE, page 317)
Literary Note
_________ Shakespeare’s Romances (ATE, page 300)
_________ Chorus (ATE, page 301)
_________ Wordplay (ATE, page 302)
_________ Behind the Scenes (ATE, page 319)
_________ Choral Reading (ATE, page 301)
303, 313, 317, 321)
_________ Paraphrase (ATE, page 305)
_________ Depression (ATE, page 308)
_________ Arranged Marriages (ATE, page 315)
_________ Dream Journal (ATE, page 318)
Quotables
_________ Samuel Johnson (ATE, page 302)
_________ Samuel Johnson (ATE, page 316)
_________ Business in the Italian Renaissance (ATE,
page 304)
_________ Parent-Child Relationships (ATE, page 306)
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_________ Life Expectancy and Marriage Age (ATE,
page 309)
_________ Education (ATE, page 310)
_________ Nurses (ATE, page 313)
_________ Feuds (ATE, page 321)
_________ Standards of Beauty (ATE, page 321)
_________ Peasant Life in the Renaissance (ATE,
page 310)
_________ Dreams (ATE, page 318)
_________ Motivation: Love in the Movies (ATE, page 299)
Shakespeare into Informal English (ATE,
page 299)
_________ Enrichment: Comparing Star-Crossed Lovers
(ATE, page 299)
_________ Additional Questions and Activities: Choral
Reading (ATE, page 301)
Paraphrase (ATE, page 305)
_________ Cross-Curricular Activities: Peasant Life in the
Renaissance (ATE, page 310)
_________ Additional Questions and Activities: Arranged
Marriages (ATE, page 315)
324; UR 4, page 9)
_________ Understanding Literature: Plot, Central
Conflict, Inciting Incident, Motif, Oxymoron,
and Sonnet (PE, page 324; UR 4, page 11)
_________ Speaking and Listening: Rewriting
Shakespeare into Informal English (PE,
page 325)
_________ Vocabulary: Oxymoron (UR 4, page 13)
_________ Vocabulary: Shakespeare (VR, page 64)
_________ Writer’s Journal: Party Invitation, Personal
Letter, and Advice Column (PE, page 325;
UR 4, page 12)
_________ Language, Grammar, and Style: Determining
Who vs. Whom (PE, page 325; UR 4,
page 14)
_________ Study and Research & Speaking and
Listening: Researching and Presenting
Mythological References (PE, page 325)
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Literary Technique
_________ Pun (ATE, page 302)
_________ Oxymoron (ATE, page 307)
_________ Blank Verse (ATE, page 311)
_________ Comic Relief (ATE, page 312)
_________ Metaphor (ATE, pages 314, 322)
_________ Sonnet (ATE, page 322)
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Lesson Plan
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Tackle Setting
_________ Go over the information in Reader’s Resource:
Background (PE, page 298)
_________ Cross-Curricular Connections: History (ATE,
page 321)
_________ Read Insights: “Romeo and Juliet Over the
Centuries” before reading the play.
_________ Ask students to speculate why this story, set
during the Renaissance period (1300s–1600s),
is still appealing to readers today.
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_________ Preview the footnotes and Words for
Everyday Use before reading act 2.
_________ Reading Proficiency: Summarizing as You
Read (ATE, page 299)
_________ Additional Questions and Activities: Choral
Reading (ATE, page 301)
Paraphrase (ATE, page 305)
Tackle Poetic Style
_________ Explain that the play uses a meter called
iambic pentameter, a 10-syllable line (except
in lines spoken by servants) with stresses
beginning on the second syllable and falling
on every other syllable thereafter. Some lines
of iambic pentameter are broken. For
example, line 147 includes words spoken by
Benvolio and by Romeo. The two lines of
dialogue make up one line of iambic
pentameter.
_________ Read a few lines, stressing the iambic rhythm
of the language. Then read a few more lines,
using a natural tone.
Shakespeare (ATE, page 299)
_________ Show part or all of act 1 from a film adaptation
such as Baz Luhrmann’s Romeo + Juliet.
Learners
page 50)
_________ Discuss students’ thoughts about love at first
sight.
_________ Summarize the action of each scene before
reading it together in class.
_________ Have students copy favorite lines from act 1.
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Lesson Plan
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Difficulty Considerations: Archaic language; poetic style
Synopsis: This act begins with the balcony scene. Romeo and
the Friar plan a marriage that is to take place in the Friar’s cell.
Before Reading
_________ Daily Oral Language (VLR I, page 42; UR 4,
page 22)
_________ Literary Tools: Plot, Complication, Character, and
Motivation (PE, page 326)
_________ Vocabulary: The Evolution of Language (VR, page 69)
During Reading
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After Reading
_________ Understanding Literature: Plot, Complication, Character, and Motivation (PE, page 347; UR 4, page 27)
_________ Writer’s Journal: Journal Entry, Marriage Vows, and Poem (PE, page 347; UR 4, page 28)
_________ Vocabulary: Using Vocabulary in Context (PE, page 347; UR 4, page 29)
_________ Language, Grammar, and Style: Agreement of Pronouns and Antecedents
_________ Collaborative Learning & Study and Research: Stagecraft (PE, page 348; VLR I,
_________ Study and Research & Collaborative Learning: Researching Medicinal Herbs and Flowers (PE, page 348)
_________ Speaking and Listening: Choral Reading (PE, page 348)
Lesson Plan
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327, 332, 335–336, 338, 341–342)
_________ Speaking Shakespeare’s English (ATE,
page 339)
Literary Technique
_________ Motif (ATE, page 328)
_________ Hyperbole (ATE, page 330)
_________ Image (ATE, page 331)
_________ Soliloquy (ATE, page 334)
_________ Couplet (ATE, page 344)
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F
_________ Read the play aloud in class, pausing to
have students answer Guided Reading
Questions and to summarize the action in
their own words.
_________ Have students work in groups to translate
passages into modern, informal language.
_________ Ideal Woman (ATE, page 329)
Literary Note
_________ Character Development (ATE, page 333)
_________ Reynard the Fox (ATE, page 337)
_________ Music in Shakespeare’s Plays (ATE,
page 340)
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_________ Vocabulary: Using Vocabulary in Context (PE,
_________ Vocabulary: The Evolution of Language (VR,
page 69)
_________ Writer’s Journal: Journal Entry, Marriage
Vows, and Poem (PE, page 347; UR 4,
page 28)
_________ Language, Grammar, and Style: Agreement
of Pronouns and Antecedents (PE, page 348;
UR 4, page 30)
Teaching Options
_________ Speaking Shakespeare’s English (ATE,
page 339)
UR 4, page 26)
346; UR 4, page 26)
_________ Understanding Literature: Plot, Complication,
Character, and Motivation (PE, page 347;
UR 4, page 27)
Research: Stagecraft (PE, page 348; VLR I,
Learning: Researching Medicinal Herbs and
Flowers (PE, page 348)
_________ Speaking and Listening: Choral Reading (PE,
page 348)
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Transparency
Tackle Poetic Style
_________ Additional Questions and Activities: Role-Play
(ATE, page 339)
_________ Literary Technique: Couplet (ATE, page 344)
_________ Continue showing scenes from a film
adaptation of the play.
Learners
page 50)
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Lesson Plan
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Synopsis: After Tybalt kills Mercutio, Romeo kills Tybalt in a street
brawl. The Nurse reports to Juliet only that Romeo killed Tybalt.
Romeo seeks counsel from the Friar who advises him to hide in
Mantua. Romeo takes leave of Juliet. The Nurse tells Juliet that
she is to wed Paris.
Before Reading
_________ Daily Oral Language (VLR I, page 45;
UR 4, page 38)
_________ Literary Tools: Plot, Crisis, Irony, and Dramatic Irony (PE, page 349)
_________ Vocabulary: Using Vocabulary to Write a Dialogue (VR, page 73)
During Reading
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After Reading
_________ Understanding Literature: Irony, Plot, and Crisis (PE, page 375; UR 4, page 44)
_________ Writer’s Journal: News Report, Letter, and Theater Review (PE, page 376; UR 4, page 44)
_________ Collaborative Learning & Speaking and Listening: Counseling Romeo (PE, page 376)
_________ Vocabulary: Mood (UR 4, page 45)
_________ Language, Grammar, and Style: Paraphrasing Friar Lawrence (PE, page 376; UR 4, page 46)
_________ Study and Research: Researching Romeo’s Travels (PE, page 376)
_________ Speaking and Listening & Collaborative Learning: Read Aloud (PE, page 376)
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Quotables
_________ Choreographing Fight Scenes (ATE,
page 351)
_________ Role of Police Officers in Society (ATE,
page 354)
_________ Newspaper and Video Account (ATE,
page 355)
352, 356, 359, 371)
_________ Similar Lines (ATE, page 360)
_________ Elizabethan Drama (ATE, page 362)
_________ Reading Speeches Out Loud (ATE, page 364)
_________ Child-Parent Relationships (ATE, page 372)
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Internet Resources
_________ Renaissance and Elizabethan Drama (ATE,
page 362)
_________ Restoration of the Globe Theater (ATE,
page 365)
_________ Shakespeare’s Contemporaries (ATE,
page 363)
_________ Cynthia in Mythology (ATE, page 367)
_________ Arranged Marriages (ATE, page 370)
_________ Cross-Curricular Activities: Choreographing
Fight Scenes (ATE, page 351)
Elizabethan Drama (ATE, page 362)
_________ Additional Questions and Activities: Reading
Speeches Out Loud (ATE, page 364)
_________ Additional Questions and Activities: ChildParent Relationships (ATE, page 372)
UR 4, page 42)
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375; UR 4, page 42)
_________ Understanding Literature: Irony, Plot, and
Crisis (PE, page 375; UR 4, page 44)
_________ Collaborative Learning & Speaking and
Listening: Counseling Romeo (PE, page 376)
_________ Study and Research: Researching Romeo’s
Travels (PE, page 376)
Learning: Read Aloud (PE, page 376)
Teaching Options
Literary Technique
_________ Pun (ATE, page 353)
_________ Soliloquy (ATE, page 356)
_________ Irony (ATE, pages 357–358, 366)
_________ Apostrophe (ATE, page 359)
_________ Characterization (ATE, pages 361, 372)
_________ Symbol (ATE, page 367)
_________ Dramatic Convention (ATE, page 369)
_________ Aside (ATE, page 369)
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_________ Vocabulary: Using Vocabulary to Write a
Dialogue (VR, page 73)
_________ Writer’s Journal: News Report, Letter, and
Theater Review (PE, page 376; UR 4,
page 44)
_________ Language, Grammar, and Style:
Paraphrasing Friar Lawrence (PE, page 376;
UR 4, page 46)
_________ Read the play aloud in class, pausing to
have students answer Guided Reading
questions and to summarize the action in
their own words.
Tackle Poetic Style
a Speech Aloud (ATE, page 364)
Learners
page 50)
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Lesson Plan
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Synopsis: Paris greets Juliet and speaks of their wedding as the
Capulet house readies itself for the wedding. Juliet and the Friar
plan for her “death” potion and subsequent flight to Mantua. The
act closes with the Capulets’ discovery of Juliet’s “death.”
Before Reading
UR 4, page 53)
_________ Literary Tools: Plot, Climax, and Foreshadowing (PE,
page 377)
_________ Vocabulary: Using the Oxford English Dictionary (VR, page 76)
During Reading
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After Reading
_________ Understanding Literature: Plot, Climax, and Foreshadowing (PE, page 391; UR 4, page 56)
_________ Writer’s Journal: Personal Letter, Plot Summary, and Poem or Prose Eulogy
_________ Vocabulary: Nouns of Direct Address (UR 4, page 58)
_________ Study and Research & Collaborative Learning: Problem Solving and Decision Making
_________ Applied English: Writing a Procedure (PE, page 391)
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_________ Summarizing and Predicting (ATE, page 377)
378, 382, and 386)
_________ Response to Character’s Plan (ATE, pages
380 and 387)
_________ Giving Directions (ATE, page 381)
_________ Change in Character (ATE, page 384)
_________ Fighting Fate (ATE, page 388)
_________ Preview the footnotes and Words for Everyday
Use before reading act 2.
_________ Read the play aloud in class, pausing to have
students answer Guided Reading questions
and to summarize the action in their own
words.
Literary Technique
_________ Ambiguity (ATE, page 378)
_________ Caesura (ATE, page 383)
Tackle Poetic Style
_________ Have students rewrite difficult passages into
prose form, changing any inverted sentences
so that the subject comes at the beginning.
_________ Literary Technique: Caesura (ATE, page 383)
Quotables
_________ Ben Jonson (ATE, page 379)
_________ Renaissance Burial Rites (ATE, page 387)
_________ Minor and Major Keys (ATE, page 388)
UR 4, page 55)
390; UR 4, page 55)
_________ Understanding Literature: Plot, Climax, and
Foreshadowing (PE, page 391; UR 4,
page 56)
Learning: Problem Solving and Decision
Making (PE, page 391; UR 4, page 60)
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Learners
page 50)
_________ Vocabulary: Nouns of Direct Address (UR 4,
page 58)
_________ Vocabulary: Using the Oxford English
Dictionary (VR, page 76)
_________ Writer’s Journal: Personal Letter, Plot
Summary, and Poem or Prose Eulogy (PE,
_________ Applied English: Writing a Procedure (PE,
page 391)
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Synopsis: Balthasar reports to Romeo that Juliet is dead. Romeo
buys poison and returns to Juliet’s grave, slays Paris, and drinks
the poison. Juliet wakes up, sees Romeo dead, and kills herself
with his dagger. The two families end their feud.
Insights: “Romeo and Juliet Over the Centuries,” page 405
Before Reading
UR 4, page 66)
_________ Literary Tools: Plot, Resolution, Theme, and Tragic Flaw (PE, page 392)
During Reading
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After Reading
_________ Insights: “Romeo and Juliet Over the Centuries” (PE, page 405)
_________ Understanding Literature: Plot, Resolution, Theme, and Tragic Flaw (PE, page 408; UR 4, page 70)
_________ Writer’s Journal: Epitaph, Advice Column, and Sermon (PE, page 409; UR 4, page 72)
_________ Vocabulary: Compound Sentences (UR 4, page 73)
_________ Language, Grammar, and Style: Using Formal English (PE, page 409; UR 4, page 74)
_________ Media Literacy & Collaborative Learning: Evaluating an Adaptation of Romeo and Juliet (PE, page 409)
Lesson Plan
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_________ Preview the footnotes and Words for Everyday
Use before reading act 5.
_________ Read the play aloud in class, pausing to have
students answer Guided Reading Questions
and to summarize the action in their own
words.
Literary Technique
_________ Suspense (ATE, page 395)
_________ Irony (ATE, page 401)
_________ Dramatic Irony (ATE, page 401)
_________ Irony of Situation (ATE, page 401)
_________ Regulations on Drugs (ATE, page 394)
_________ Objective Observation (ATE, page 398)
_________ Press Release (ATE, page 405)
Tackle Poetic Style
_________ Have students form groups to act out scenes
from the play. Encourage them to memorize
their lines.
_________ Questions and Answers (ATE, pages
396–397, 400, and 402–403)
_________ Balthasar’s Position (ATE, page 399)
_________ Comparing and Contrasting Versions (ATE,
page 406)
Quotables
UR 4, page 68)
407; UR 4, page 68)
_________ Understanding Literature: Plot, Resolution,
Theme, and Tragic Flaw (PE, page 408;
UR 4, page 70)
_________ Media Literacy & Collaborative Learning:
Evaluating an Adaptation of Romeo and Juliet
(PE, page 409)
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Learners
page 50)
_________ After reading aloud and checking for
comprehension, have students act out the
final scene from memory, improvising their
lines.
_________ Vocabulary: Compound Sentences (UR 4,
page 73)
_________ Writer’s Journal: Epitaph, Advice Column,
and Sermon (PE, page 409; UR 4, page 72)
_________ Language, Grammar, and Style: Using
Formal English (PE, page 409; UR 4,
page 74)
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Lesson Plan
Unit Four
Drama
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The 52nd Street Project
_________ Internet Resources: Theater and Drama Sites (ATE, page
411)
Guided Writing
GUIDED WRITING
Imaginative Writing: Scripting a Contemporary Scene for a
Play
Software
Assignment: Students create a contemporary scene based on a
theme and characters from Romeo and Juliet (PE, pages 412–420).
Before Writing
_________ Scripting a Contemporary Scene for a Play
(PE, page 412)
_________ Rubric for Imaginative Writing: Scripting a Contemporary Scene for a Play
See the Guided
features.
After Writing
_________ Motivation: Discussing Teen Issues (ATE, page 412)
_________ Reading Proficiency: Examining the Model (ATE, page 412)
_________ English Language Learning: Drawing on Students’ Native Cultures (ATE, page 412)
_________ Special Needs: Working with a Partner (ATE, page 412)
_________ Enrichment: Acting Out a Play (ATE, page 413)
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During Writing
_________ Student Model—Draft (PE, page 416; VLR I, page 134; WR, page 75)
_________ Language, Grammar, and Style: Vivid Verbs and Colorful Modifiers (PE, page 418; WR, page 76)
Lesson Plan
Unit Four
Drama
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Quotables
_________ Alexander Pope (ATE, page 417)
_________ Have students think about a scene from the play they would like to rewrite as a modern scene (Scripting
a Contemporary Scene for a Play, PE, page 412).
_________ Language, Grammar, and Style: Vivid Verbs and Colorful Modifiers (PE, page 418; WR, page 76)
Unit Four Review
_________ Vocabulary Development: Using Context Clues (ATE, page 421)
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_________ Genre Studies: Plot, Tragedy, Stage Directions, and Dialogue (PE, page 422; UR 4, page 85)
_________ Thematic Studies: Feuding, Love, Fate, Parenting in the Renaissance, and Justice (PE, page 422; UR 4,
page 86)
_________ Romeo and Juliet West Side Story by William Shakespeare and Norris Houghton, editor (PE, page 423)
_________ Independent Reading Activity: Reading Group Discussion (PE, page 423; UR 4, page 90)
_________ Romiette and Julio by Sharon M. Draper
_________ Humorous Plays for Teenagers by Christina Hamlett
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Lesson Plan
Unit Five
Nonfiction
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• to respond to several different kinds of nonfiction
• to describe various authors’ purposes for writing nonfiction and the
modes of writing
• to identify the common types of writing used in nonfiction:
narration, dialogue, description, and exposition
• to express an informal opinion in an essay
• to demonstrate an understanding of using transitions
_________ from I Know Why the Caged Bird Sings, page 428
_________ “California Palms,” page 436
_________ from Black Elk Speaks, page 446
_________ Speech to the Convention of the American Equal Rights
Association, New York City, 1867, page 456
_________ “I Have a Dream,” page 461
_________ Related Reading: “Martin Luther King, Jr.,”
page 465
_________ “Thinking Like a Mountain,” page 468
_________ “The Obligation to Endure” from Silent Spring, page 474
_________ “An Encounter with an Interviewer,” page 484
_________ Guided Writing—Persuasive Writing: Expressing an Informed Opinion, page 491
_________ Unit Five Review, page 499
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_________ Fine Art: John Sloan. Have students discuss how the artwork relates to the title of this unit (PE, page 424).
_________ Elements of Nonfiction (PE, page 426)
_________ Additional Questions and Activities: Mode of Writing (ATE, page 427)
_________ Additional Questions and Activities: Keeping a Journal (ATE, page 427)
_________ Cross-Curricular Connections: Researching Careers in Writing (ATE, page 427)
Lesson Plan
from I Know Why the Caged Bird Sings, page 428
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Difficulty Considerations: Dialect; vocabulary
Analyze Setting
Ease Factor: Simple story line
Synopsis: In this selection from her autobiography, Angelou
recalls how she and her brother were sent from California to
live with their grandmother in Stamps, Arkansas, where they
were introduced to a different culture.
Goals/Objectives:
• to enjoy a selection from a literary autobiography
• to describe Maya Angelou’s literary accomplishments
• to define narrator, point of view, and setting and recognize
these techniques in the selection
• to create an audio impression
• to research cotton production
• to create a book jacket
Before Reading
_________ Literary Tools: Narrator, Point of View, and Setting (PE, page 428)
_________ About the Author: Maya Angelou (PE, page 428)
_________ Fine Art: Walker Evans (PE, page 429; VLR II, page 49)
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During Reading
After Reading
_________ Understanding Literature: Narrator, Point of View, and Setting (PE, page 434; UR 5, page 10)
_________ Writer’s Journal: Postcard, Article, and Journal Entry (PE, page 435; UR 5, page 10)
_________ Vocabulary: Inverted Sentences (UR 5, page 12)
_________ Language, Grammar, and Style: There Sentences (PE, page 435; UR 5, page 13)
_________ Collaborative Learning: Audio Impression (PE, page 435)
_________ Media Literacy: Book Jacket (PE, page 435; VLR 1, page 49; UR 5, page 13)
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Lesson Plan
from I Know Why the Caged Bird Sings, page 428
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Teaching Options
_________ Motivation: Description with Hyperbole (ATE,
page 429)
_________ Reading Proficiency: Previewing Footnotes
(ATE, page 429)
(ATE, page 429)
_________ Special Needs: Dialect (ATE, page 429)
_________ Enrichment: “On the Pulse of Morning” (ATE,
page 429)
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_________ Language, Grammar, and Style: There
Sentences (PE, page 435; UR 5, page 13)
_________ Media Literacy: Book Jacket (PE, page 435;
VLR I, page 49; UR 5, page 13)
Tackle Dialect
(ATE, page 429)
_________ Special Needs: Dialect (ATE, page 429)
Tackle Vocabulary
_________ Preview Words for Everyday Use before
reading the story.
_________ Vocabulary: Inverted Sentences (UR 5,
page 12)
page 80)
(ATE, page 429)
_________ Mapping a Journey (ATE, page 430)
_________ Southern Tenant Farmer’s Union (ATE,
page 431)
_________ Economic Effects of Overproduction (ATE,
page 432)
_________ Oral Report on Cotton Production (ATE,
page 431)
_________ Sharing Travel Stories (ATE, page 432)
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_________ Enrichment: “On the Pulse of Morning” (ATE,
page 429)
_________ Cross-Curricular Activities: Mapping a
Journey (ATE, page 430)
UR 5, page 9)
434; UR 5, page 9)
_________ Understanding Literature: Narrator, Point of
View, and Setting (PE, page 434; UR 5,
page 10)
_________ Collaborative Learning: Audio Impression
(PE, page 435)
Learners
page 134).
_________ Play the audio recording, pausing frequently
to check students’ comprehension.
_________ Explain the historical elements of the rural
South: slavery, the cotton industry, and
sharecropping.
_________ Vocabulary: Inverted Sentences (UR 5,
page 12)
page 80)
_________ Motivation: Description with Hyperbole (ATE,
page 429)
_________ Additional Questions and Activities: Oral
Report on Cotton Production (ATE, page 431)
_________ Writer’s Journal: Post Card, Article, and
Journal Entry (PE, page 435; UR 5, page 10)
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Lesson Plan
“California Palms,” page 436
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Difficulty Considerations: Vietnamese cultural references;
vocabulary
Vocabulary
Use Context Clues
Ease Factor: Informal voice
Synopsis: In this personal essay, author lê thúy describes
her attempts to assimilate into American culture as a young
Vietnamese immigrant.
Goals/Objectives:
• to appreciate an autobiographical essay by a VietnameseAmerican writer
• to describe lê thi diem thúy’s literary accomplishments
• to define conflict, internal conflict, metaphor, and simile and
recognize the use of these techniques in the selection
• to reduce wordiness
• to research Vietnamese immigrants
• to tell a story
Before Reading
_________ Fine Art: Ann Phong (PE, page 437; VLR II, page 52; Art Note, ATE, page 436)
_________ Literary Tools: Conflict, Internal Conflict, Metaphor, and Simile (PE, page 436)
_________ Reader’s Resource: World History Connection (PE, page 436)
_________ About the Author: lê thi diem thúy (PE, page 436)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 82)
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During Reading
After Reading
_________ Understanding Literature: Conflict, Internal Conflict, Metaphor, and Simile
_________ Writer’s Journal: Post Card, Journal Entry, and Letter (PE, page 445; UR 5, page 24)
_________ Vocabulary: Metaphor and Complex Sentences (UR 5, page 25)
_________ Language, Grammar, and Style: Reducing Wordiness (PE, page 445; UR 5, page 26)
_________ Study and Research & Media Literacy: Vietnamese Immigrants (PE, page 445; UR 5, page 26)
_________ Speaking and Listening: Storytelling (PE, page 445; UR 5, page 27)
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Lesson Plan
“California Palms,” page 436
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Vietnamese Immigrants (PE, page 445; UR 5,
page 26)
Teaching Options
_________ Motivation: Vietnamese Food Tasting (ATE,
page 437)
page 437)
_________ English Language Learning: Previewing
Vocabulary (ATE, page 437)
_________ Special Needs: Time Line (ATE, page 437)
_________ Enrichment: Researching Vietnam (ATE,
page 437)
Tackle Vietnamese Cultural References
_________ Motivation: Tasting Vietnamese Food (ATE,
page 437)
page 437)
Tackle Vocabulary
_________ Model how to use context clues to determine
_________ Help students paraphrase difficult passages.
_________ Vietnamese Boat People (ATE, page 438)
Literary Technique
_________ Characterization (ATE, page 439)
_________ Character (ATE, page 443)
_________ Discussing a Quote (ATE, page 440)
Art Note
_________ Ann Phong (ATE, page 436; VLR II, page 52)
Learners
_________ Have students share their own or another
family’s story about starting over in the United
States.
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_________ Motivation: Vietnamese Food Tasting (ATE,
page 437)
UR 5, page 22)
444; UR 5, page 22)
_________ Understanding Literature: Conflict, Internal
Conflict, Metaphor, and Simile (PE, page 444;
UR 5, page 23)
_________ Speaking and Listening: Storytelling (PE,
_________ Vocabulary: Metaphor and Complex
Sentences (UR 5, page 25)
_________ Vocabulary: Using Context Clues in Your
Writing (VR, page 82)
page 437)
_________ Writer’s Journal: Post Card, Journal Entry, and
Letter (PE, page 445; UR 5, page 24)
_________ Language, Grammar, and Style: Reducing
Wordiness (PE, page 445; UR 5, page 26)
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Lesson Plan
from Black Elk Speaks, page 446
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Difficulty Considerations: Subject matter; historical and
cultural context; style
Reading
Ease Factor: Vocabulary; simple sentences
Synopsis: Three Oglala Sioux tribal leaders remember their
experiences in the early days of the American West.
Goals/Objectives:
• to appreciate a historical narrative from a Native American
perspective
• to describe John G. Neihardt’s literary accomplishments and
explain his relationship to the Oglala Sioux
• to define point of view and tone
• to tell a family story
• to research a Native American group
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Before Reading
_________ Literary Tools: Point of View and Tone (PE, page 446)
_________ About the Authors: John G. Neihardt and Black Elk (PE, page 446)
_________ Fine Art: Albert Bierstadt (PE, page 447; VLR II, page 55; Art Note, ATE, page 451)
_________ Fine Art: Battiste Good (PE, page 451; VLR II, page 58; Art Note, PE and ATE, page 451;
UR 5, page 36)
_________ Vocabulary: American Indian Words in English (VR, page 84)
During Reading
After Reading
_________ Understanding Literature: Point of View and Tone (PE, page 454; UR 5, page 37)
_________ Writer’s Journal: Calendar, Treaty, and Introduction (PE, page 455; UR 5, page 38)
_________ Vocabulary: Native American History (UR 5, page 39)
_________ Language, Grammar, and Style: Prepositions and Prepositional Phrases (PE, page 455; UR 5, page 40)
_________ Study and Research: Native Americans (PE, page 455)
_________ Speaking and Listening & Collaborative Learning: Storytelling (PE, page 455)
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Lesson Plan
from Black Elk Speaks, page 446
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Teaching Options
_________ Motivation: Objectivity of Historical Accounts
(ATE, page 447)
_________ Reading Proficiency: Telling the Story (ATE,
page 447)
_________ English Language Learning: Historical
Background (ATE, page 447)
_________ Special Needs: Chart and Time Line (ATE,
page 447)
_________ Enrichment: Depicting a Myth or Legend
(ATE, page 447)
Quotables
_________ Mawatani Hanska (ATE, page 448)
_________ Shunkaha Napin (ATE, page 448)
_________ Sinte-Gialeshka (ATE, page 449)
_________ Sioux History (ATE, page 449)
_________ Lies to the Sioux (ATE, page 450)
_________ Rosebud Creek (ATE, page 451)
Art Note
_________ Albert Bierstadt (ATE, page 451; VLR II, page 55)
_________ Battiste Good (PE and ATE page 451; VLR II,
Literary and Historical Note
_________ Legends of the Wasichu (ATE, page 451)
_________ Questions and Answers (ATE, page 452)
_________ Vocabulary: Native American History (UR 5,
page 39)
_________ Vocabulary: American Indian Words in
English (VR, page 84)
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_________ Special Needs: Chart and Time Line (ATE,
page 447)
(ATE, page 447)
_________ Writer’s Journal: Calendar, Document, and
Introduction (PE, page 455; UR 5, page 38)
_________ Language, Grammar, and Style: Prepositions
and Prepositional Phrases (PE, page 455; UR
5, page 40)
_________ Study and Research: Native Americans (PE,
page 455)
Tackle Subject Matter and Historical and
Cultural Context
_________ Explain to students that the term Sioux refers
to an alliance of many tribes native to the
Great Plains. The Sioux are now usually called
Lakota, Nakota, or Dakota, according to the
language they speak. Therefore the Oglala
Sioux are often called the Oglala Lakota.
_________ Locate a map showing the area of the Great
Plains. This large area extends from southern
Canada down through Texas into Mexico, but
the Sioux mainly inhabited the northern plains
area, including southern Canada, Wisconsin,
Minnesota, Iowa, and the Dakotas.
_________ Before reading the selection, show students a
time line of events in Sioux history, including
the dates of treaties and conflicts with the U.S.
One is available at
http://www.personal.umich.edu/ ~jamarcus/.
List some famous Sioux leaders, including
Sitting Bull, Red Cloud, Rain-in-the-Face, and
Crazy Horse. You may then assign students
to research one of the events or leaders.
_________ Preview the footnotes before reading.
_________ Cross-Curricular Connections (ATE, pages
449, 450, and 451)
Tackle Style
_________ Review questions about tone in Understanding
Literature (ATE, page 455).
_________ Find examples of descriptive names and
change them into familiar words.
_________ Have students take turns reading out loud
with a partner.
Learners
_________ Write down phrases that are not heard any
more and explain their meanings.
_________ Use Guided Reading Questions to check
comprehension.
_________ Model visualization before reading aloud.
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_________ Motivation: Objectivity of Historical Accounts
(ATE, page 447)
_________ Reading Proficiency: Telling the Story (ATE,
page 447)
(ATE, page 447)
UR 5, page 36)
454; UR 5, page 36)
Tone (PE, page 454; UR 5, page 37)
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Lesson Plan
Speech to the Convention of the American Equal Rights Association,
New York City, 1867, page 456
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Difficulty Consideration: Historical context
Reading
Fix-Up Idea: Read Aloud/Think Aloud
Identify Main Ideas
Ease Factor: Folksy tone
Synopsis: In this famous speech, Sojourner Truth argues that
equal rights for African-American women are just as important
as equal rights for the men.
Goals/Objectives:
• to interpret and appreciate a speech
• to describe Sojourner Truth’s activities on the part of AfricanAmericans and women of all races
• to define aim, dialect, and style and recognize the use of these
techniques in the selection
• to replace dialectal expressions with standard English
• to participate in a debate
• to write a press release
Before Reading
_________ Literary Tools: Aim, Dialect, and Style (PE, page 456)
_________ About the Author: Sojourner Truth (PE, page 456)
_________ Vocabulary: Semantic Families (VR, page 88)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Aim, Dialect, and Style (PE, page 459; UR 5, page 50)
_________ Writer’s Journal: Credo, Rebuttal, and Review (PE, page 460; UR 5, page 50)
_________ Language, Grammar, and Style: Dialects of English (PE, page 460; UR 5, page 52)
_________ Speaking and Listening & Collaborative Learning: Debate (PE, page 460)
_________ Applied English: Press Release (PE, page 460; UR 5, page 53)
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LESSON PLANS
87
Lesson Plan
Speech to the Convention of the American Equal Rights Association,
New York City, 1867, page 456
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Teaching Options
Tackle Historical Context
_________ About the Author: Sojourner Truth (PE,
page 456)
_________ Discuss the status of civil rights at this time
period.
_________ Provide background information on the
Women’s Suffrage Movement.
_________ Motivation: Equity in Pay (ATE, page 457)
(ATE, page 457)
_________ Special Needs: Main Points of the Speech
(ATE, page 457)
_________ Enrichment: Comparing Speeches (ATE,
page 457)
Learners
_________ Provide background information about the
Civil War and the Suffrage Movement.
_________ Help students follow the logic in Truth’s
argument.
_________ Have pair groups read and answer the
Guided Reading Questions aloud.
Quotables
_________ John Stuart Mill (ATE, page 457)
Additional Activity
_________ Contemporary Equal Rights Leaders (ATE,
page 458)
page 48)
459; UR 5, page 49)
_________ Understanding Literature: Aim, Dialect, and
Style (PE, page 459; UR 5, page 50)
Learning: Debate (PE, page 460)
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_________ Special Needs: Main Points of the Speech
(ATE, page 457)
_________ Enrichment: Comparing Speeches (ATE,
page 457)
_________ Writer’s Journal: Credo, Rebuttal, and Review
_________ Language, Grammar, and Style: Dialects of
English (PE, page 460; UR 5, page 52)
_________ Applied English: Press Release (PE, page 460;
UR 5, page 53)
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LESSON PLANS
Lesson Plan
“I Have a Dream,” page 461
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Difficulty Consideration: Historical references
Analyze Development of Main Ideas
Ease Factors: Familiar ideas; style
Synopsis: This is Dr. King’s famous speech on civil rights,
delivered in Washington, DC, in 1963.
Goals/Objectives:
• to have a positive experience reading a speech using figurative
language
• to describe Martin Luther King, Jr.’s role in the Civil Rights
Movement
• to define repetition and style and analyze the effects of repetition
• to define, identify, and analyze similes
• to write a speech, research programs of the Center for Nonviolent
Social Change, and plan a celebration of King’s birthday
Related Reading: “Martin Luther King, Jr.,” page 465
Before Reading
_________ Literary Tools: Simile, Repetition, and Style (PE, page 461)
_________ About the Author: Martin Luther King, Jr. (PE, page 461)
_________ Vocabulary: Using Powerful Language (VR, page 90)
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During Reading
After Reading
_________ Understanding Literature: Simile, Repetition, and Style (PE, page 466; UR 5, page 62)
_________ Writer’s Journal: Review, Journal Entry, and Letter (PE, page 467; UR 5, page 62)
_________ Vocabulary: Repetition (UR 5, page 64)
_________ Speaking and Listening: Speech (PE, page 467)
_________ Study and Research & Media Literacy: Center for Nonviolent Social Change (PE, page 467)
_________ Collaborative Learning & Media Literacy: Dr. Martin Luther King Day (PE, page 467)
_________ Related Reading: “Martin Luther King, Jr.” (PE, page 465)
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LESSON PLANS
89
Lesson Plan
“I Have a Dream,” page 461
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Teaching Options
_________ Motivation: Illustrating a Passage (ATE,
page 462)
_________ Reading Proficiency: Listening to King Deliver
the Speech (ATE, page 462)
(ATE, page 462)
_________ Special Needs: Guided Reading Questions
(ATE, page 462)
_________ Enrichment: Bulletin Board of Peacemakers
(ATE, page 462)
_________ Civil Rights Movements (ATE, page 462)
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Center for Nonviolent Social Change (PE,
page 467)
_________ Biographical Note: King and Alabama
Agreement (ATE, page 464)
_________ Read footnotes together and discuss
Emancipation Proclamation, interposition, and
nullification.
_________ Discuss problems of segregation,
discrimination, and poverty.
Learners
_________ Give background information about
segregation, discrimination, and civil rights.
_________ Have students browse through several books
on Martin Luther King, Jr., written at different
reading levels.
_________ Read together, explaining allusions and
historical references along the way.
Additional Activity
_________ Oral Interpretation (ATE, page 463)
Biographical Note
_________ King and Alabama Agreement (ATE,
page 464)
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_________ Reading Proficiency: Listening to King Deliver
the Speech (ATE, page 462)
_________ Enrichment: Bulletin Board of Peacemakers
(ATE, page 462)
_________ Cross-Curricular Activities: Civil Rights
Movements (ATE, page 462)
page 60)
466; UR 5, page 61)
_________ Understanding Literature: Simile, Repetition,
and Style (PE, page 466; UR 5, page 62)
_________ Collaborative Learning & Media Literacy: Dr.
Martin Luther King Day (PE, page 467)
_________ Vocabulary: Repetition (UR 5, page 64)
_________ Vocabulary: Using Powerful Language (VR,
page 90)
_________ Motivation: Illustrating a Passage (ATE,
page 462)
_________ Writer’s Journal: Review, Journal Entry, and
_________ Speaking and Listening: Speech (PE,
page 467)
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UNIT
5
LESSON PLANS
Lesson Plan
“Thinking Like a Mountain,” page 468
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Difficulty Considerations: Style; vocabulary; nature references
Knowledge
Identify Literary Elements
Synopsis: In this essay, Leopold speaks about the need to respect
the natural balance of nature, using as an example the deer
overpopulation that resulted from humans’ killing off of wolves.
Goals/Objectives:
• to empathize with the speaker’s respect of nature
• to identify the genre and theme of Leopold’s “Thinking Like a
Mountain”
• to define anecdote and personification and identify examples
of these
• to tell anecdotes about nature experiences, research wolves,
and start a recycling project
Before Reading
_________ Literary Tools: Anecdote and Personification (PE, page 468)
_________ About the Author: Aldo Leopold (PE, page 468)
_________ Fine Art: Ansel Adams (PE, page 470; Art Note, PE and ATE, page 471; UR 5, page 73)
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During Reading
After Reading
_________ Understanding Literature: Anecdote and Personification (PE, page 472; UR 5, page 74)
_________ Writer’s Journal: Letter to the Editor, Contract, and Diatribe (PE, page 473; UR 5, page 75)
_________ Speaking and Listening: Telling Anecdotes (PE, page 473)
_________ Study and Research & Media Literacy: Wolves (PE, page 473)
_________ Collaborative Learning: Community Project (PE, page 473)
_________ Vocabulary: Endangered Species (UR 5, page 76)
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LESSON PLANS
91
Lesson Plan
“Thinking Like a Mountain,” page 468
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Teaching Options
_________ Motivation: Scrapbook of Natural Areas (ATE,
page 469)
(ATE, page 469)
_________ Special Needs: Cause and Effect Details
(ATE, page 469)
_________ Enrichment: Environment Preservation
Organizations (ATE, page 469)
Art Note
_________ Ansel Adams (PE and ATE, page 470; UR 5,
page 73)
_________ Motivation: Scrapbook of Natural Areas (ATE,
page 469)
UR 5, page 73)
472; UR 5, page 73)
_________ Understanding Literature: Anecdote and
Personification (PE, page 472; UR 5,
page 74)
_________ Speaking and Listening: Telling Anecdotes
(PE, page 473)
_________ Collaborative Learning: Community Project
(PE, page 473)
Tackle Style
_________ Discuss Understanding Literature: Anecdote
(PE, page 472; UR 5, page 74).
_________ Reread and discuss key paragraphs, such as
the last two paragraphs.
Tackle Vocabulary
(ATE, page 469)
_________ Have students give synonyms for difficult
words.
Tackle Nature References
_________ About the Author: Aldo Leopold (PE, page
468)
_________ Special Needs: Cause and Effect Details
(ATE, page 469)
_________ Preview nature references before reading the
story.
Learners
_________ Draw a food chain with plants and tree
leaves, deer, and wolves.
_________ Discuss balance in the natural world.
_________ Read the story aloud and help students
summarize the main points.
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_________ Vocabulary: Endangered Species (UR 5,
page 76)
_________ Enrichment: Environment Preservation
Organizations (ATE, page 469)
_________ Writer’s Journal: Letter to the Editor, Contract,
and Diatribe (PE, page 473; UR 5, page 75)
Wolves (PE, page 473)
Internet
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UNIT
5
LESSON PLANS
Lesson Plan
“The Obligation to Endure” from Silent Spring, page 474
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Difficulty Considerations: Sentence length; vocabulary
Examine Methods of Development
Synopsis: Carson sounds the alarm about our uncontrolled use
of insecticides and other chemicals and their effect on the earth’s
ecosystems.
Goals/Objectives:
• to evaluate and appreciate a persuasive essay
• to describe Rachel Carson’s scientific and literary careers
• to define aim, thesis, and coherence and identify these
elements in literature
• to research the history of DDT, design a web page, and write
a tour guide
Before Reading
_________ Literary Tools: Aim, Thesis, and Coherence (PE, page 474)
_________ About the Author: Rachel Carson (PE, page 474)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Aim and Coherence (PE, page 482; UR 5, page 86)
_________ Writer’s Journal: Credo, Letter, and Paragraph (PE, page 483; UR 5, page 87)
_________ Study and Research & Collaborative Learning: The History of DDT (PE, page 483; UR 5, page 89)
_________ Media Literacy & Study and Research: Web Page (PE, page 483)
_________ Media Literacy: The Rachel Carson Homestead (PE, page 483)
_________ Vocabulary: Compound Verbs (UR 5, page 88)
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5
LESSON PLANS
93
Lesson Plan
“The Obligation to Endure” from Silent Spring, page 474
M
Teaching Options
_________ Motivation: Effects of Environmental Pollution
(ATE, page 475)
_________ Reading Proficiency: Comprehension (ATE,
page 475)
(ATE, page 475)
_________ Enrichment: Insects (ATE, page 475)
_________ Geologic Time Line (ATE, page 476)
_________ Pictures of Early Insects (ATE, page 478)
_________ Disease-Carrying Insects (ATE, page 479)
_________ Introduction of New Insects (ATE, page 480)
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_________ Writer’s Journal: Credo, Letter, and Paragraph
_________ Media Literacy & Study and Research: Web
Page (PE, page 483)
Tackle Sentence Length
_________ Encourage rereading of long passages.
_________ Model finding the key concept in several long
sentences.
_________ Have students practice reading long
sentences aloud, using pauses and extra
emphasis where needed.
Tackle Vocabulary
_________ Use context clues to unlock meaning.
_________ Focus on finding the meaning of difficult
passages.
_________ Have students use a dictionary if context
does not help.
_________ Contamination of the Environment (ATE,
page 477)
_________ Supporting an Idea (ATE, page 479)
Biographical Note
_________ Approval of Silent Spring (ATE, page 480)
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_________ Cross-Curricular Activities: Disease-Carrying
Insects (ATE, page 479)
page 85)
482; UR 5, page 85)
_________ Understanding Literature: Aim and
Coherence (PE, page 482; UR 5, page 86)
Learning: The History of DDT (PE, page 483;
UR 5, page 89)
_________ Media Literacy: The Rachel Carson
Homestead (PE, page 483)
Learners
page 142).
_________ Discuss balance in the natural world.
_________ Read aloud, stopping after every paragraph
to check for comprehension.
_________ Have students summarize each paragraph in
their own words.
_________ Vocabulary: Compound Verbs (UR 5,
page 88)
page 94)
_________ Motivation: Effects of Environmental Pollution
(ATE, page 475)
_________ Supporting an Idea (ATE, page 479)
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UNIT
5
LESSON PLANS
Lesson Plan
“An Encounter with an Interviewer,” page 484
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Difficulty Considerations: Use of satire; vocabulary
Fix-Up Idea: Vary Reading Rate
Synopsis: In a satire on celebrity journalism, an inexperienced
interviewer meets with author Mark Twain.
Goals/Objectives:
• to appreciate a satirical autobiography
• to describe Mark Twain’s literary accomplishments
• to define narrator and analyze the role of the narrator in literature
• to define satire and identify and analyze satire
• to prepare an oral interpretation of one of Twain’s pieces, write
an example of celebrity journalism, and perform a dramatic
adaptation satirizing a social convention
Before Reading
_________ Literary Tools: Narrator and Satire (PE, page 484)
_________ About the Author: Samuel Langhorne Clemens (PE, page 484)
_________ Vocabulary: Suffixes (VR, page 97)
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During Reading
After Reading
_________ Understanding Literature: Narrator and Satire (PE, page 489; UR 5, page 99)
_________ Writer’s Journal: Character Sketch, Radio Spot, and Satirical Interview (PE, page 489; UR 5, page 99)
_________ Vocabulary: Satire (UR 5, page 100)
_________ Language, Grammar, and Style: Identifying Complements (PE, page 490; UR 5, page 101)
_________ Speaking and Listening & Collaborative Learning: Oral Interpretation (PE, page 490)
_________ Collaborative Learning: Dramatic Adaptation (PE, page 490)
_________ Study and Research & Media Literacy: Celebrity Journalism (PE, page 490)
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5
LESSON PLANS
95
Lesson Plan
“An Encounter with an Interviewer,” page 484
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Teaching Options
Tackle Use of Satire
_________ Special Needs: Satire (ATE, page 485)
_________ Have students think of examples of satire
they have read or seen.
_________ Focus on the Guided Reading Questions.
_________ Motivation: Celebrity Journalism (ATE,
page 485)
_________ Reading Proficiency: The Dash (ATE, page
485)
(ATE, page 485)
_________ Special Needs: Satire (ATE, page 485)
_________ Enrichment: Other Examples of Satire (ATE,
page 485)
Tackle Vocabulary
(ATE, page 485)
_________ Before reading, have pairs read the Words
for Everyday Use and make up sentences for
each word.
_________ Time Line of Twain’s Life (ATE, page 486)
Learners
_________ Discuss the following words and phrases:
“making fun of,” teasing, “making a fool out
of,” and satire.
_________ Aaron Burr (ATE, page 486)
_________ Daily Newspapers (ATE, page 487)
Biographical Note
_________ Twain’s Characters (ATE, page 487)
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_________ Motivation: Celebrity Journalism (ATE,
page 485)
_________ Time Line of Twain’s Life (ATE, page 486)
page 98)
489; UR 5, page 98)
_________ Understanding Literature: Narrator and Satire
Learning: Oral Interpretation (PE, page 490)
_________ Collaborative Learning: Dramatic Adaptation
(PE, page 490)
_________ Vocabulary: Satire (UR 5, page 100)
_________ Enrichment: Other Examples of Satire (ATE,
page 485)
_________ Writer’s Journal: Character Sketch, Radio
Spot, and Satirical Interview (PE, page 489;
UR 5, page 99)
Complements (PE, page 490; UR 5, page 101)
Celebrity Journalism (PE, page 490)
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UNIT
5
LESSON PLANS
Lesson Plan
Unit Five
Nonfiction
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Guided Writing
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GUIDED WRITING
Persuasive Writing: Expressing an Informed Opinion
Software
Assignment: Students write an essay expressing an informed
opinion (PE, pages 491–498).
See the Guided Writing
Software for an extended
version of this lesson that includes
printable graphic organizers, extensive student models and studentfriendly checklists, and self-, peer,
and teacher evaluation features.
Before Writing
_________ Expressing an Informed Opinion (PE, page 491)
_________ Student Model—Graphic Organizer (PE, page 493; WR,
page 92)
_________ Rubric for Persuasive Writing: Expressing an Informed Opinion (VLR I, page 141; WR, page 106)
During Writing
_________ Language, Grammar, and Style: Effective Transitions (PE, page 495; WR, page 95)
© EMC Corporation
After Writing
_________ Motivation: Responding to a Speech or Article (ATE, page 491)
_________ Reading Proficiency: Identifying Your Purpose (ATE, page 491)
_________ English Language Learning: Purpose and Vocabulary (ATE, page 492)
_________ Special Needs: Editorials (ATE, page 492)
_________ Enrichment: Persuasive Speech (ATE, page 492)
_________ Have students think of a topic about which they have strong opinions (Expressing an Informed Opinion,
PE, page 491).
_________ Language, Grammar, and Style: Effective Transitions (PE, page 495; WR, page 95)
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LESSON PLANS
97
Lesson Plan
Unit Five
Nonfiction
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Unit Five Review
_________ Genre Studies: Autobiography, Speeches, and Essay (PE, page 500; UR 5, page 113)
_________ Thematic Studies: Identity, Responsibility, Human Rights, Journalism, and Triumph of the Spirit (PE, page
500; UR 5, page 114)
_________ High Exposure: An Enduring Passion for Everest and Unforgiving Places by David Breashears
_________ Independent Reading Activity: Book Club Discussion (PE, page 501; UR 1, page 116)
_________ Zero G: Life and Survival in Space by Peter Bond
_________ As Long As the Rivers Flow: The Stories of Nine Native Americans by Paula Gunn Allen and Patricia Clark
Smith
_________ Pilgrim at Tinker Creek by Annie Dillard
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UNIT
5
LESSON PLANS
Lesson Plan
Unit Six
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• to explore different kinds of informational and visual media
• to understand the ways different media present information
• to define mood, simile, metaphor, aim, exposition, periodical,
article, background information, tone, alliteration, and
chronological order and identify examples of each
• to write a documentation of a step-by-step process
• to identify incorrect comma usage and use commas effectively
_________ Documentary Photographs and “The Gudger House”
from Let Us Now Praise Famous Men, page 508
_________ “For the Future of Florida: Repair the Everglades!” from
The Everglades Reporter, page 517
_________ Related Reading: “The Grass” from The
Everglades: River of Grass, page 522
_________ “Ghost of Everest” from Newsweek, page 529
_________ Related Reading: “Everest ’99 Cybercast
Statement from George Mallory’s Daughter,” page 535
_________ “Best Sky Sights of the Next Century” from The Old Farmer’s Almanac, page 538
_________ “Research Strategies for the Learning Highway,” page 545
_________ Guided Writing—Informative Writing: Documenting a Step-by-Step Process, page 553
_________ Unit Six Review, page 560
© EMC Corporation
_________ Fine Art: Saul Steinberg (PE, page 502; VLR II, page 61)
_________ Elements of Informational and Visual Media (PE, page 504)
_________ Additional Questions and Activities: Comparing Media Coverage (ATE, page 504)
_________ Additional Questions and Activities: Impact of Visuals (ATE, page 505)
_________ Literary Technique: Aim (ATE, page 504)
_________ Internet Resources: Internet Resources for Teachers (ATE, page 505)
_________ Cross-Curricular Activity: Directions for Joining a Mailing List (ATE, page 506)
_________ Bibliographic Note: Integrating Media into Curriculum (ATE, page 506)
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UNIT
6
LESSON PLANS
99
Lesson Plan
Documentary Photographs and “The Gudger House” from
Let Us Now Praise Famous Men, page 508
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Difficulty Considerations: Long sentences; figurative
language; vocabulary
Synopsis: Agee describes the home of a white sharecropping
family living in the rural South during the Great Depression.
Accompanying the text are four photographs by Walker Evans.
Examine Photographs
Goals/Objectives:
• to appreciate an essay and a photographic essay about the
lives of sharecroppers
• to understand how sharecroppers lived
• to define mood, simile, and metaphor and provide examples
from the text
• to prepare a catalogue exhibit for Walker Evans’s photography
Before Reading
_________ Literary Tools: Mood, Simile, and Metaphor (PE, page 508)
_________ About the Photographer: Walker Evans (PE, page 508)
_________ About the Author: James Agee (PE, page 514)
_________ Vocabulary: Semantic Families: Photography (VR, page 100)
During Reading
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100
UNIT
6
LESSON PLANS
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After Reading
_________ Understanding Literature: Mood, Simile, and Metaphor (PE, page 515; UR 6, page 10)
_________ Writer’s Journal: Journal Entry, Letter, and Poem or Short Essay (PE, page 516; UR 6, page 10)
_________ Vocabulary: Photography (UR 6, page 11)
_________ Language, Grammar, and Style: Linking Verbs (PE, page 516; UR 6, page 12)
_________ Media Literacy: Photography Catalog (PE, page 516)
_________ Collaborative Learning: Movie Review (PE, page 516; VLR I, page 58; UR 6, page 12)
Lesson Plan
Documentary Photographs and “The Gudger House” from
Let Us Now Praise Famous Men, page 508
M
Teaching Options
_________ Motivation: Describing a Favorite Photograph
(ATE, page 509)
page 509)
_________ English Language Learning: Analyzing
Similes (ATE, page 509)
_________ Special Needs: Visualizing from Description
(ATE, page 509)
_________ Enrichment: Lives of Sharecroppers During
the Great Depression (ATE, page 509)
_________ Investigating History through Photographs
(ATE, page 510)
_________ Effects of the Great Depression on Students’
Families (ATE, page 511)
_________ Photographing and Describing a House (ATE,
page 513)
_________ Questions and Answers (ATE, page 514)
© EMC Corporation
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_________ Language, Grammar, and Style: Linking
Verbs (PE, page 516; UR 6, page 12)
_________ Media Literacy: Photography Catalog (PE,
page 516)
page 509)
(ATE, page 509)
_________ Model making a cluster chart for a long,
difficult sentence.
_________ English Language Learning: Analyzing
Similes (ATE, page 509)
_________ Help students complete the Graphic
Organizer together.
Literary Technique
page 509)
(ATE, page 509)
UR 6, page 8)
515; UR 6, page 8)
_________ Understanding Literature: Mood, Simile, and
Metaphor (PE, page 515; UR 6, page 10)
_________ Collaborative Learning: Movie Review (PE,
page 516; VLR I, page 58; UR 6, page 12)
T
Tackle Vocabulary
_________ Preview Words for Everyday Use before
reading the story.
_________ Have students provide synonyms for difficult
words.
_________ Model visualization to help unlock meaning of
words.
Learners
page 149).
_________ Find a copy of Let Us Now Praise Famous
Men. Have students practice writing
descriptions of the photographs
_________ Have students define and pronounce house
terms such as hall, porch, eaves, beams,
shutters.
_________ Vocabulary: Photography (UR 6, page 11)
_________ Vocabulary: Semantic Families: Photography
(VR, page 100)
_________ Enrichment: Lives of Sharecroppers During
the Great Depression (ATE, page 509)
Poem or Short Essay (PE, page 516; UR 6,
page 10)
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UNIT
6
LESSON PLANS
101
Lesson Plan
“For the Future of Florida: Repair the Everglades!” from
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Synthesize Information from Multiple Texts
Difficulty Considerations: Style; subject matter
Synopsis: Lorion describes some of the steps that have been
taken to repair the Everglades ecosystem and explains why the
restoration effort is so important.
Goals/Objectives:
• to understand an article about the plans for restoring the Florida
Everglades
• to explain the importance of restoring the Everglades
• to define aim and exposition
• to demonstrate an ability to use commas correctly
Related Reading: “The Grass” from The Everglades: River of Grass, page 522
Before Reading
_________ Literary Tools: Aim and Exposition (PE, page 517)
_________ Reader’s Resource: Science Connection (PE, page 517)
_________ About the Author: Joette Lorion (PE, page 517)
_________ Vocabulary: PAVE: Predict, Associate, Verify, Evaluate (VR, page 103)
During Reading
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102
UNIT
6
LESSON PLANS
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After Reading
_________ Understanding Literature: Aim and Exposition (PE, page 527; UR 6, page 22)
_________ Writer’s Journal: Journal Entry, Letter of Complaint, and Summary (PE, page 528; UR 6, page 23)
_________ Vocabulary: Commas in a Series (UR 6, page 23)
_________ Language, Grammar, and Style: Commas (PE, page 528; UR 6, page 24)
_________ Study and Research & Media Literacy: Everglades Nature Guide (PE, page 528; UR 6, page 25)
_________ Applied English: Letter-Writing Campaign (PE, page 528)
_________ Internet activities http://www.emcp.com
Lesson Plan
M
Teaching Options
_________ Motivation: Environmentalists (ATE, page 518)
_________ Reading Proficiency: Paragraph Organization
(ATE, page 518)
(ATE, page 518)
_________ Special Needs: Descriptions Based on
Photographs (ATE, page 518)
_________ Enrichment: Opposition to the Restoration of
the Everglades (ATE, page 518)
_________ Questions and Answers (ATE, pages 519
and 524)
_________ History of the Everglades (ATE, page 520)
_________ Life of Marjory Stoneman Douglas (ATE,
page 523)
_________ Everglades Vacation (ATE, page 525)
Literary Technique
© EMC Corporation
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_________ Vocabulary: Commas in a Series (UR 6,
page 23)
_________ Enrichment: Opposition to the Restoration of
the Everglades (ATE, page 518)
_________ Writer’s Journal: Journal Entry, Letter of
Complaint, and Summary (PE, page 528;
UR 6, page 23)
_________ Language, Grammar, and Style: Commas
Everglades Nature Guide (PE, page 528;
UR 6, page 25)
_________ Applied English: Letter-Writing Campaign
(PE, page 528)
Tackle Style
_________ Literary Tools: Aim and Exposition (PE,
page 517)
_________ Reading Proficiency: Paragraph Organization
(ATE, page 518)
_________ Point out how Lorion uses quotes in her
article. Ask students why they think she
chose to quote rather than paraphrase.
_________ Photographs of Wildlife in the Everglades
(ATE, page 521)
_________ Ecosystems (ATE, page 521)
Bibliographic Note
_________ Fiction by Marjory Stoneman Douglas (ATE,
page 525)
_________ Reading about the Everglades Ecosystem
(ATE, page 526)
_________ Special Needs: Descriptions Based on
Photographs (ATE, page 518)
Everglades Vacation (ATE, page 525)
UR 6, page 20)
527; UR 6, page 21)
_________ Understanding Literature: Aim and Exposition
Transparency
W
Internet Resources
_________ The Friends of the Everglades (ATE,
page 523)
Print Resources
T
_________ Show pictures or a video of the Everglades
and point out the area on a map of Florida.
Before reading, define “ecosystem” and be
sure students understand the general problem
facing the Everglades ecosystem. Discuss
why people found it necessary to disturb the
Everglades ecosystem (to prevent flooding)
and what the long-term consequences were.
_________ Define “grassroots” and explain how nonprofit
grassroots organizations such as Friends of
the Everglades work to create change.
Discuss how different interest groups try to
influence lawmakers in Congress. Also
explain the roles of Garden Clubs, Rotary
Clubs, and the Army Corps of Engineers.
________ Have students make time lines showing all
of the acts and plans that have affected the
Everglades, beginning with the Central and
Southern Florida Project in 1948.
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UNIT
6
LESSON PLANS
103
Lesson Plan
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Learners
_________ The technical terms and specialized vocabulary
of this piece make it difficult even for native
speakers. Read the article together in class,
stopping frequently to define words and to
summarize paragraphs.
_________ After reading, ask students to make a list of
terms that have to do with protecting the
environment (e.g., ecosystem, conservationist,
natural resources); another list of terms
having to do with water management (e.g.,
sheetflow, canal, levees, flood control,
wetland); and a third having to do with
politics and activism (e.g., committee,
commission, coalition)
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LESSON PLANS
Lesson Plan
“Ghost of Everest” from Newsweek, page 529
M
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F
Difficulty Considerations: Vocabulary; subject matter
Vocabulary
Fix-Up Idea: Reread
Use Context Clues
Ease Factors: Short sentences; selection length
Synopsis: Adler describes the discovery of George Mallory’s
body on the face of Mount Everest, a discovery which did not,
he notes, resolve the question of whether or not Mallory reached
the summit.
Goals/Objectives:
• to appreciate an article that includes information about several
expeditions to the summit of Mount Everest
• to summarize the history of Mallory’s, Hillary’s, and Simonson’s
climbs of Mount Everest
• to define periodical, article, and background information
• to research climbing expeditions to Mount Everest
Related Reading: “MountainZone.Com Everest ’99 Cybercast Statement from George Mallory’s Daughter,”
page 535
Before Reading
_________ Literary Tools: Periodical, Article, and Background Information (PE, page 529)
_________ Reader’s Resource: Geography and Technology Connections (PE, page 529)
_________ About the Author: Jerry Adler (PE, page 534)
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During Reading
After Reading
_________ Understanding Literature: Periodical, Article, and Background Information (PE, page 536; UR 6, page 35)
_________ Writer’s Journal: Journal Entry, Letter, and Speech (PE, page 537; UR 6, page 35)
_________ Vocabulary: Semicolons (UR 6, page 36)
_________ Study and Research & Speaking and Listening: Mount Everest Presentation (PE, page 537; UR 6,
page 37)
_________ Collaborative Learning & Media Literacy: Discussing Videos (PE, page 537)
_________ Media Literacy & Study and Research: Researching on the Internet (PE, page 537)
Print Resources
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UNIT
6
LESSON PLANS
105
Lesson Plan
“Ghost of Everest” from Newsweek, page 529
M
T
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F
Teaching Options
_________ Motivation: Discussing the Achievement of
Goals (ATE, page 530)
_________ Reading Proficiency: Charting Two Stories
(ATE, page 530)
(ATE, page 530)
_________ Special Needs: Previewing Questions and
Skimming (ATE, page 530)
_________ Enrichment: Mapping a Route and Charting
Distances and Times (ATE, page 530)
Literary Techniques
_________ Analogy (ATE, page 531)
_________ Rock Climbing (ATE, page 531)
_________ People Who Have Climbed Everest (ATE,
page 533)
532)
_________ Questions about the Related Reading (ATE,
page 535)
_________ Reading Proficiency: Charting Two Stories
(ATE, page 530)
_________ Special Needs: Previewing Questions and
Skimming (ATE, page 530)
_________ Cross-Curricular Activities: Rock Climbing
(ATE, page 531)
_________ Invite a guest speaker who enjoys rock
climbing or mountain climbing to comment
on the selection and answer questions.
Learners
page 155).
_________ Refer to the expedition route on page 530.
_________ Model how asking questions during reading
aids comprehension.
© EMC Corporation
_________ Enrichment: Mapping a Route and Charting
Distances and Times (ATE, page 530)
UR 6, page 33)
536; UR 6, page 34)
_________ Understanding Literature: Periodical, Article,
and Background Information (PE, page 536;
UR 6, page 35)
_________ Collaborative Learning & Media Literacy:
Discussing Videos (PE, page 537)
Tackle Vocabulary
(ATE, page 530)
_________ Have students work in pairs to make new
sentences for Words for Everyday Use before
reading the selection.
_________ Vocabulary: Semicolons (UR 6, page 36)
Speech (PE, page 537; UR 6, page 35)
Listening: Mount Everest Presentation (PE,
_________ Media Literacy & Study and Research:
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6
LESSON PLANS
Lesson Plan
“Best Sky Sights of the Next Century” from
The Old Farmer’s Almanac, page 538
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T
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TH
F
Difficulty Considerations: Long sentences; nonfiction format;
science vocabulary
Knowledge
Interpret Charts
Ease Factor: Engaging style
Synopsis: This article briefly describes the major total eclipses,
comets, and planetary conjunctions that will occur in the 21st
century.
Goals/Objectives:
• to appreciate an article from The Old Farmer’s Almanac
• to identify the astronomical occurrences to come in this century
• to define tone and alliteration and identify examples of each from
the selection
• to identify gerunds and participles within sentences
Before Reading
_________ Literary Tools: Tone and Alliteration (PE, page 538)
_________ Reader’s Resource: Science Connection (PE, page 538)
_________ About the Author: Bob Berman (PE, page 538)
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During Reading
After Reading
_________ Understanding Literature: Tone and Alliteration (PE, page 543; UR 6, page 48)
_________ Writer’s Journal: Journal Entry, Paragraph, and Myth or Story (PE, page 544; UR 6, page 48)
_________ Vocabulary: Colons (UR 6, page 48)
_________ Language, Grammar, and Style: Gerunds and Participles (PE, page 544; UR 6, page 49)
_________ Applied English: Time Line (PE, page 544; VLR I, page 62; UR 6, page 50)
_________ Study and Research: Researching the Earth and Sky (PE, page 544)
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UNIT
6
LESSON PLANS
107
Lesson Plan
“Best Sky Sights of the Next Century” from
The Old Farmer’s Almanac, page 538
M
Teaching Options
_________ Motivation: Describing and Discussing
Reaction to Celestial Events (ATE, page 539)
_________ Reading Proficiency: Charting Information
(ATE, page 539)
_________ English Language Learning: Charting and
_________ Special Needs: Relating Future Events to Age
(ATE, page 539)
_________ Enrichment: Farmer’s Almanac Online (ATE,
page 539)
_________ Researching and Explaining Eclipses (ATE,
page 540)
T
W
TH
F
_________ Language, Grammar, and Style: Gerunds and
Participles (PE, page 544; UR 6, page 49)
_________ Applied English: Time Line (PE, page 544;
VLR I, page 62; UR 6, page 50)
_________ Study and Research: Researching the Earth
and Sky (PE, page 544)
_________ Have partners take turns reading the
selection aloud.
_________ Read aloud and model pauses and inflection
changes when encountering commas,
dashes, and parentheses.
Tackle Nonfiction Format
(ATE, page 539)
_________ Make a time line of all celestial events in this
selection.
_________ Have students find the main idea in each
paragraph.
540–541)
Literary Technique
_________ Diction (ATE, page 542)
Tackle Science Vocabulary
_________ Preview definitions of astronomical terms
such as totality, eclipse, solar, orbit, meteor
showers.
_________ Focus on Guided Reading Questions.
_________ Invite a guest speaker to explain and answer
questions about astronomical events.
Learners
_________ Have students make a list of astronomical
events that will happen in their lifetimes.
_________ Identify examples of humor.
_________ Summarize each section.
_________ Vocabulary: Colons (UR 6, page 48)
page 113)
(ATE, page 539)
_________ Special Needs: Relating Future Events to Age
(ATE, page 539)
page 539)
_________ Writer’s Journal: Journal Entry, Paragraph,
and Myth or Story (PE, page 544; UR 6,
page 48)
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6
LESSON PLANS
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_________ Motivation: Describing and Discussing
Reaction to Celestial Events (ATE, page 539)
page 539)
_________ Cross-Curricular Activities: Researching and
Explaining Eclipses (ATE, page 540)
UR 6, page 46)
543; UR 6, page 47)
_________ Understanding Literature: Tone and
Alliteration (PE, page 543; UR 6, page 48)
Lesson Plan
“Research Strategies for the Learning Highway” from
The Learning Highway, page 545
M
T
W
TH
F
Difficulty Considerations: Nonfiction format; Internet
references
Fix-Up Idea: Connect to Prior Knowledge
Ease Factors: Use of headings, subheadings, and graphics
Synopsis: This article explains strategies for using the Internet for
research.
Goals/Objectives:
• to understand a chapter about researching on the Internet
• to describe the ways to use the Internet as a research tool
• to define chronological order and exposition and provide
examples of each
• to create an Internet log, tracking the ways information was
obtained
Before Reading
_________ Literary Tools: Chronological Order and Exposition (PE, page 545)
_________ About the Authors: Trevor Owen and Ron Ownston (PE, page 545)
_________ Vocabulary: Jargon (VR, page 114)
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During Reading
After Reading
_________ Understanding Literature: Chronological Order and Exposition (PE, page 551; UR 6, page 60)
_________ Writer’s Journal: Directions, Paragraph, and Letter (PE, page 552; UR 6, page 60)
_________ Vocabulary: Coordinating Conjunctions (UR 6, page 60)
_________ Language, Grammar, and Style: Subordinate Clauses (PE, page 552; UR 6, page 61)
_________ Media Literacy: Creating an Internet Log (PE, page 552; UR 6, page 62)
_________ Study and Research & Media Literacy: Documenting Sources on the Internet
Print Resources
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UNIT
6
LESSON PLANS
109
Lesson Plan
“Research Strategies for the Learning Highway” from
The Learning Highway, page 545
M
T
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TH
F
Documenting Sources on the Internet (PE,
Teaching Options
_________ Motivation: Giving Directions in Four Steps
(ATE, page 546)
_________ Reading Proficiency: Outlining (ATE,
page 546)
(ATE, page 546)
_________ Special Needs: Outlining and Noting
_________ Enrichment: Using the Internet to Answer
_________ Reading Proficiency: Outlining (ATE,
page 546)
_________ Chronological Order (ATE, page 548)
_________ Follow the article’s directions while reading.
Additional Questions and Answers
_________ Writing Questions and Finding Answers (ATE,
page 547)
_________ Aspects of History on the Internet (ATE,
page 548)
Biographical Note
_________ Internet History (ATE, page 547)
Literary Technique
_________ Chronological Order (ATE, page 548)
_________ Evaluating Internet Sites (ATE, page 549)
Tackle Internet References
(ATE, page 546)
_________ Model the step-by-step directions in a
computer lab by projecting the computer
screen in the classroom.
Learners
_________ Pair ELL students with proficient readers.
Have ELL students follow the directions given
in the article.
_________ Have students make a flow chart of the steps
in this article.
_________ Have students add vocabulary words to their
notebooks.
© EMC Corporation
UR 6, page 58)
551; UR 6, page 59)
_________ Understanding Literature: Chronological
Order and Exposition (PE, page 551; UR 6,
page 60)
_________ Vocabulary: Coordinating Conjunctions
(UR 6, page 60)
_________ Vocabulary: Jargon (VR, page 114)
_________ Enrichment: Using the Internet to Answer
_________ Writer’s Journal: Directions, Paragraph, and
_________ Language, Grammar, and Style: Subordinate
Clauses (PE, page 552; UR 6, page 61)
_________ Media Literacy: Creating an Internet Log (PE,
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LESSON PLANS
Lesson Plan
Unit Six
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M
Guided Writing
TH
F
GUIDED WRITING
Informative Writing: Documenting a Step-by-Step Process
Software
Assignment: Students write a process paper on how to do
something, step by step (PE, pages 553–559).
Before Writing
_________ Documenting a Step-by-Step Process (PE, page 553)
page 109)
W
See the Guided
features.
During Writing
_________ Language, Grammar, and Style: Effective Comma Usage (PE, page 558; WR, page 112)
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After Writing
_________ Reflecting (PE, 559)
_________ Rubric for Informative Writing: Documenting a Step-by-Step Procedure
_________ Motivation: Recalling a Learning Experience (ATE, page 554)
_________ Reading Proficiency: Outlining (ATE, page 554)
_________ English Language Learning: Practice Oral Presentation with Partner (ATE, page 554)
_________ Special Needs: Taking Notes on a Procedure (ATE, page 554)
_________ Enrichment: Audience Participation (ATE, page 554)
_________ Have students think about something they like to do that requires several steps (Documenting a Step-byStep Process, PE, page 553).
_________ Language, Grammar, and Style: Effective Comma Usage (PE, page 558; WR, page 112)
_________ Rubric for Informative Writing: Documenting a Step-by-Step Procedure
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LESSON PLANS
111
Lesson Plan
Unit Six
M
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Unit Six Review
_________ Vocabulary Development: Synonyms and Antonyms (ATE, page 560)
_________ Genre Studies: Informational Media, Visual Media, and Essays (PE, page 560; UR 6, page 74)
_________ Thematic Studies: Endurance, Exploration, and Technology (PE, page 561; UR 6, page 75)
_________ Margaret Bourke-White: Her Pictures Were Her Life by Susan Goldman Rubin
_________ Independent Reading Activity: Reading Meaning in Photographs (PE, page 561; UR 6, page 77)
_________ The 21st Century published by The Young Authors Foundation
_________ Multi-Media: The Complete Guide by Dorling Kindersley
_________ A Student’s Guide to the Internet: Exploring the World Wide Web, Gopherspace, Electronic Mail, and
More! by Elizabeth Marshall
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LESSON PLANS
Lesson Plan
Unit Seven
The Search for Self
M
T
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F
• to explore ideas related to the theme of self-exploration
• to enjoy fiction, nonfiction, and poems that explore the theme of
self-exploration
• to recognize and explain examples of simile, metaphor, speaker,
irony, characterization, free verse, paradox, point of view, and
theme
• to write an autobiographical narrative about a meaningful
experience
• to identify and correct dangling and misplaced modifiers
_________ “I’m Nobody! Who are you?,” page 567
_________ “Mirror,” page 572
_________ “A Story That Could Be True,” page 576
_________ “Nikki-Rosa,” page 580
_________ “Hanging Fire,” page 584
_________ “The Man to Send Rain Clouds,” page 588
_________ “An Ethnic Trump,” page 595
_________ “Who Am I This Time?,” page 601
_________ Guided Writing—Expressive/Narrative Writing: Reflecting on an Autobiographical Incident, page 614
_________ Unit Seven Review, page 622
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_________ Fine Art: Hughie Lee-Smith. Have students discuss how the artwork relates to the title of this unit (PE,
page 564).
_________ Echoes (PE, page 566)
_________ Additional Questions and Activities: Discussing Quotations (ATE, page 566)
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7
LESSON PLANS
113
Lesson Plan
“I’m Nobody! Who are you?,” page 567
M
Reading Level: Easy
T
W
TH
F
Identify Main Ideas
Ease Factors: Subject matter; vocabulary
Synopsis: This lyric poem challenges the importance of being
famous or popular.
Goals/Objectives:
• to enjoy and appreciate a lyric poem
• to describe Dickinson’s literary accomplishments
• to define simile and meter and recognize the use of these
• to combine and expand sentences effectively
• to compile a topical poetry list
• to write an abstract related to Dickinson’s work
Before Reading
_________ Literary Tools: Simile and Meter (PE, page 567)
_________ About the Author: Emily Dickinson (PE, page 567)
_________ Vocabulary: Connotation (VR, page 116)
During Reading
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After Reading
_________ Understanding Literature: Simile and Meter (PE, page 570; UR 7, page 3)
_________ Writer’s Journal: Journal Entry, Greeting Card, and Letter (PE, page 571; UR 7, page 4)
_________ Vocabulary: A Life of Fame (UR 7, page 5)
_________ Language, Grammar, and Style: Combining Sentences (PE, page 571; UR 7, page 5)
_________ Media Literacy: Writing an Abstract (PE, page 571)
_________ Collaborative Learning: Compiling a Poetry List (PE, page 571; UR 7, page 6)
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LESSON PLANS
Lesson Plan
“I’m Nobody! Who are you?,” page 567
M
Teaching Options
T
W
TH
F
_________ Motivation: Abstract and Discussion of
Dickinson’s Poetry (ATE, page 568)
page 568)
(ATE, page 568)
_________ Special Needs: Background Information
(ATE, page 568)
_________ Enrichment: Being a “Nobody” (ATE,
page 568)
_________ Understanding Literature: Simile (PE, page
570; UR 7, page 3)
Learners
_________ Define bog.
_________ Discuss students’ ideas about fame and
privacy.
_________ Have students practice writing similes.
© EMC Corporation
_________ Motivation: Abstract and Discussion of
Dickinson’s Poetry (ATE, page 568)
page 568)
_________ Enrichment: Being a “Nobody” (ATE,
page 568)
UR 7, page 1)
570; UR 7, page 2)
_________ Understanding Literature: Simile and Meter
_________ Collaborative Learning: Compiling a Poetry
List (PE, page 571; UR 7, page 6)
_________ Vocabulary: A Life of Fame (UR 7, page 5)
_________ Vocabulary: Connotation (VR, page 116)
_________ Writer’s Journal: Journal Entry, Greeting Card,
_________ Language, Grammar, and Style: Combining
Sentences (PE, page 571; UR 7, page 5)
_________ Media Literacy: Writing an Abstract (PE,
page 571)
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UNIT
7
LESSON PLANS
115
Lesson Plan
“Mirror,” page 572
M
T
W
TH
F
Difficulty Considerations: Ambiguous speaker; figurative
language
Synopsis: In this poem, a mirror (which then becomes a lake)
speaks about how it reflects reality.
Knowledge
Goals/Objectives:
• to enjoy a lyric poem about the search for self
• to describe Plath’s literary accomplishments
• to define metaphor and speaker and recognize the use of these
• to understand possessive nouns
• to adapt a scene from The Bell Jar for the stage
Before Reading
_________ Literary Tools: Metaphor and Speaker (PE, page 572)
_________ About the Author: Sylvia Plath (PE, page 572)
_________ Fine Art: Pablo Picasso (PE, page 573; VLR II, page 64; Art Note, PE, page 572 and ATE, page 573;
UR 7, page 12)
_________ Vocabulary: Prefixes and Suffixes (VR, page 118)
During Reading
© EMC Corporation
After Reading
_________ Understanding Literature: Metaphor and Speaker (PE, page 574; UR 7, page 14)
_________ Writer’s Journal: Love Letter, Advice Column, and Dialogue (PE, page 575; UR 7, page 14)
_________ Language, Grammar, and Style: Possessive Nouns (PE, page 575; UR 7, page 16)
_________ Vocabulary: Synonyms (PE, page 575; UR 7, page 15)
_________ Collaborative Learning: Adapting a Novel (PE, page 575)
_________ Media Literacy & Study and Research: Researching on the Internet (PE, page 575)
Print Resources
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UNIT
7
LESSON PLANS
Lesson Plan
“Mirror,” page 572
M
Teaching Options
W
TH
F
_________ Motivation: Self-Portrait (ATE, page 572)
_________ Reading Proficiency: Listening for Metaphors
(ATE, page 572)
(ATE, page 572)
_________ Special Needs: Previewing Vocabulary (ATE,
page 572)
_________ Enrichment: Discussion about Self-Image
(ATE, page 573)
Art Note
_________ Pablo Picasso (PE, page 572; ATE, page
573; VLR II, page 64; UR 7, page 12)
_________ Enrichment: Discussion about Self-Image
(ATE, page 573)
UR 7, page 12)
574; UR 7, page 13)
Speaker (PE, page 574; UR 7, page 14)
_________ Collaborative Learning: Adapting a Novel
(PE, page 575)
© EMC Corporation
T
Tackle Ambiguous Speaker
_________ Review Reader’s Resource (PE, page 572)
Speaker (PE, page 574; UR 7, page 14)
_________ Have students pretend to be a mirror and a
lake and visualize what they would see.
_________ Reading Proficiency: Listening for Metaphors
(ATE, page 572)
_________ Ask students to identify the two things being
compared in each metaphor and explain
what these two things have in common.
_________ Have students write short poems or riddles
using metaphors.
Learners
_________ Preview the Words for Everyday Use and
have students write sentences for each word.
_________ Have students make a cluster chart around
the word “mirror,” showing all the words
and phrases in the poem that describe the
mirror (e.g., “silver,” “exact,” and “has no
preconceptions”).
_________ Vocabulary: Synonyms (PE, page 575; UR 7,
page 15)
_________ Vocabulary: Prefixes and Suffixes (VR,
page 118)
_________ Writer’s Journal: Love Letter, Advice Column,
and Dialogue (PE, page 575; UR 7, page 14)
_________ Language, Grammar, and Style: Possessive
Nouns (PE, page 575; UR 7, page 16)
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7
LESSON PLANS
117
Lesson Plan
“A Story That Could Be True,” page 576
M
Reading Level: Easy
T
W
TH
F
Make Inferences
Difficulty Consideration: Unlikely events
Ease Factor: Vocabulary
Synopsis: This poem invites the reader to consider something
that could be true of any of its readers—“Maybe I’m a king.”
Goals/Objectives:
• to enjoy an imaginative poem
• to describe Stafford’s literary accomplishments
• to define irony and characterization and recognize the use of
• to identify and correct sentence fragments
• to use the Internet to make a poetry booklet
Before Reading
_________ Literary Tools: Irony and Characterization (PE, page 576)
_________ About the Author: William Stafford (PE, page 576)
_________ Vocabulary: Commonly Misspelled Words (VR, page 121)
During Reading
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7
LESSON PLANS
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After Reading
_________ Understanding Literature: Irony and Characterization (PE, page 578; UR 7, page 24)
_________ Writer’s Journal: Dictionary Entry, Journal Entry, and Poem or Essay (PE, page 579; UR 7, page 24)
_________ Language, Grammar, and Style: Sentence Fragments (PE, page 579; UR 7, page 26)
_________ Collaborative Learning & Speaking and Listening: A Story That Could Be True (PE, page 579)
_________ Media Literacy & Study and Research: Tribute to William Stafford (PE, page 579)
Lesson Plan
“A Story That Could Be True,” page 576
M
Teaching Options
W
TH
F
_________ Motivation: Bulletin Board Dedicated to
William Stafford (ATE, page 576)
_________ Reading Proficiency: Listening to the Poem
(ATE, page 576)
(ATE, page 576)
_________ Special Needs: Comprehension Questions
(ATE, page 576)
_________ Enrichment: Heroes with Missing Parents
(ATE, page 577)
_________ Motivation: Bulletin Board Dedicated to
William Stafford (ATE, page 576)
UR 7, page 22)
578; UR 7, page 23)
_________ Understanding Literature: Irony and
Characterization (PE, page 578; UR 7,
page 24)
Listening: A Story That Could Be True (PE,
page 579)
© EMC Corporation
T
Tackle Unlikely Events
_________ Discuss the Guided Reading Question.
_________ Complete and discuss Reader’s Journal (PE,
page 576; UR 7, page 22).
_________ Review suspension of disbelief.
Learners
page 161).
_________ Have students listen to the Dramatic
Recording (AL, 1:02).
_________ Discuss the title of the selection.
_________ Vocabulary: Commonly Misspelled Words
(VR, page 121)
_________ Enrichment: Heroes with Missing Parents
(ATE, page 577)
_________ Writer’s Journal: Dictionary Entry, Journal
Entry, and Poem or Essay (PE, page 579;
UR 7, page 24)
Fragments (PE, page 579; UR 7, page 26)
Tribute to William Stafford (PE, page 579)
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UNIT
7
LESSON PLANS
119
Lesson Plan
“Nikki-Rosa,” page 580
M
T
W
TH
F
Difficulty Considerations: Cultural context, poetic style
Synopsis: In this poem, Giovanni contradicts the stereotype that
poor African Americans endure miserable childhoods, claiming
that her own was quite happy.
Goals/Objectives:
• to empathize with the speaker of a poem
• to describe Nikki Giovanni’s literary accomplishments
• to define free verse and paradox and recognize the use of these
• to write parallel sentences
• to present a recital of African-American poetry
Before Reading
_________ Literary Tools: Free Verse and Paradox (PE, page 580)
_________ About the Author: Nikki Giovanni (PE, page 580)
_________ Fine Art: Allan Rohan Crite (PE, page 581; Art Note, PE and ATE, page 581; UR 7, page 32)
_________ Vocabulary: Semantic Families: Human Emotions (VR, page 123)
During Reading
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After Reading
_________ Understanding Literature: Free Verse and Paradox (PE, page 583; UR 7, page 33)
Internet
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UNIT
7
LESSON PLANS
Lesson Plan
“Nikki-Rosa,” page 580
M
Teaching Options
_________ Motivation: Urban African-American Life in
the 1950s (ATE, page 581)
(ATE, page 581)
_________ Special Needs: Civil Rights Movement (ATE,
page 581)
_________ Enrichment: Civil Rights Leader (ATE,
page 581)
Art Note
_________ Allan Rohan Crite (PE and ATE, page 581;
UR 7, page 32)
UR 7, page 32)
583; UR 7, page 32)
_________ Understanding Literature: Free Verse and
Paradox (PE, page 583; UR 7, page 33)
_________ Vocabulary: Semantic Families: Human
Emotions (VR, page 123)
_________ Enrichment: Civil Rights Leader (ATE,
page 581)
© EMC Corporation
Tackle Cultural Context
_________ Special Needs: Civil Rights Movement (ATE,
page 581)
_________ Have students discuss times when they felt
misunderstood.
_________ Ask students to discuss the ideas that come
to mind when they think of urban AfricanAmerican life in the 1950s and today. What
stereotypes do they have? You may have
students write about this in their journals if
they feel more comfortable doing so.
Print Resources
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TH
F
_________ Discuss some of the references in the
poem. Woodlawn, historically an all-white
neighborhood in Chicago, became
predominately black in the 1950s as Southern
blacks moved to cities in the North in search
of jobs. Disinvestment occurred and the
neighborhood deteriorated into a slum. In the
1960s, residents began to organize protests
and brought change to the area. The tubs
Giovanni speaks of were probably large
metal tubs. The family probably did not have
running water. Hollydale may have been a
neighborhood or housing community. Her
parents seem to have been active members
of their community.
Tackle Poetic Style
_________ Literary Tools: Free Verse (PE, page 580)
_________ Point out the lack of punctuation in the poem
and inform students that the entire poem is,
in fact, one long run-on sentence. As a class,
rewrite the poem with punctuation. Then ask
which version is more effective. Students may
note that the original version flows better and
reads more like informal speech.
_________ Discuss the use of line breaks in the poem.
Inform students that because this is free verse,
there is no rule for where the line should be
broken, but rather the poet can break lines
whenever it “feels” right to do so. Also point
out that line breaks can affect the rhythm of
a poem. Many short lines make a poem’s
rhythm faster, while long lines slow the rhythm
down. In addition, making certain lines shorter
or longer can have the effect of emphasizing
them.
Learners
_________ Read the Reader’s Resource together and
discuss students’ ideas about urban AfricanAmerican life in the 1950s.
_________ Have foreign-born students discuss
stereotypes Americans have about them and
their native cultures.
_________ Inform students that the term “Black” is not
typically capitalized.
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Lesson Plan
“Hanging Fire,” page 584
M
Reading Level: Easy
T
W
TH
F
Difficulty Consideration: Poetic style
Ease Factors: Vocabulary; familiar ideas
Synopsis: The speaker of this poem, a fourteen-year-old girl,
expresses anxieties and fears while “momma’s in the bedroom
with the door closed.”
Goals/Objectives:
• to describe Lorde’s literary accomplishments
• to define repetition and point of view and recognize the use of
• to write parallel sentences
• to present a recital of African-American poetry
Before Reading
_________ Literary Tools: Repetition and Point of View (PE, page 584)
_________ About the Author: Audre Lorde (PE, page 584)
During Reading
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After Reading
_________ Understanding Literature: Repetition and Point of View (PE, page 586; UR 7, page 41)
_________ Writer’s Journal: Letter, Autobiographical Essay, and Poem (PE, page 587; UR 7, page 42)
_________ Vocabulary: Family Relationships and Titles of Persons (UR 7, page 43)
_________ Language, Grammar, and Style: Achieving Parallelism (PE, page 587; UR 7, page 44)
_________ Collaborative Learning & Speaking and Listening: African-American Poetry Recital (PE, page 587)
_________ Study and Research: Pairing Giovanni and Lorde (PE, page 587)
Lesson Plan
“Hanging Fire,” page 584
M
Teaching Options
TH
F
Tackle Poetic Style
_________ Understanding Literature: Repetition (PE,
_________ Point out that the poem consists of run-on
sentences, and ask students why the poet may
have chosen not to use standard punctuation.
Students may note that this unstructured
presentation seems to imitate the speaker’s
stream of consciousness.
_________ Discuss the poet’s use of line breaks. Inform
students that because this is free verse, there
is no rule for where the line should be broken,
but rather the poet can break lines whenever
it “feels” right to do so. Also point out that line
breaks can affect the rhythm of a poem.
Many short lines make a poem’s rhythm faster,
while long lines slow the rhythm down. In
addition, making certain lines shorter or longer
can have the effect of emphasizing them.
_________ Motivation: African-American Poetry Recital
(ATE, page 584)
(ATE, page 584)
_________ Special Needs: Discussing the Title (ATE,
page 585)
_________ Enrichment: Illustrating a Poem (ATE,
page 585)
UR 7, page 40)
586; UR 7, page 40)
Point of View (PE, page 586; UR 7, page 41)
Listening: African-American Poetry Recital
(PE, page 587)
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_________ Motivation: African-American Poetry Recital
(ATE, page 584)
(ATE, page 584)
_________ Special Needs: Discussing the Title (ATE,
page 585)
_________ Enrichment: Illustrating a Poem (ATE,
page 585)
_________ Vocabulary: Family Relationships and Titles
of Persons (UR 7, page 43)
_________ Writer’s Journal: Letter, Autobiographical
Essay, and Poem (PE, page 587; UR 7,
page 42)
_________ Language, Grammar, and Style: Achieving
Parallelism (PE, page 587; UR 7, page 44)
_________ Study and Research: Pairing Giovanni and
Lorde (PE, page 587)
Print Resources
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Transparency
Learners
_________ After reading the first time through, go over
unfamiliar terms. Be sure students understand
the meaning of “hanging fire” (i.e., being
unsettled or unresolved). Also explain “ashy”
(refers to dry skin, which on darker skin can
look grayish) and Math Team. Ask them to
guess what “my skin has betrayed me” might
mean. They should probably guess that
speaker has acne, a common occurrence in
adolescence.
_________ Ask students to find places where the speaker
exaggerates (e.g., “suppose I die before
graduation” and “I have nothing to wear
tomorrow”). Then discuss whether they think
the speaker’s feelings are normal for a
fourteen-year-old.
_________ Have students write a note to the speaker,
showing sympathy for her worries and helping
to cheer her up.
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Lesson Plan
“The Man to Send Rain Clouds,” page 588
M
T
W
TH
F
Difficulty Considerations: Subject matter; cultural context
Ease Factor: Short sentences
Synopsis: Native Americans of the Pueblo culture bury an old
man according to Pueblo customs. They then ask a priest to bless
the body with holy water, which he does after some hesitation.
Vocabulary
Fix-Up Idea: Create Mnemonic Devices
Use Context Clues
Goals/Objectives:
• to enjoy a short story depicting modern Native American life
• to describe Leslie Marmon Silko’s literary accomplishments
• to define theme and symbol
• to correct run-on sentences
• to write an anthropological report
Before Reading
_________ Literary Tools: Theme and Symbol (PE, page 588)
_________ Reader’s Resource: World History and Social Studies Connections (PE, page 588)
_________ About the Author: Leslie Marmon Silko (PE, page 588)
_________ Fine Art: Joseph Henry Sharp (PE, page 592; Art Note, ATE, page 591)
_________ Vocabulary: Spanish Words in English (VR, page 124)
During Reading
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After Reading
_________ Understanding Literature: Theme and Symbol (PE, page 593; UR 7, page 52)
_________ Writer’s Journal: Obituary, Paragraph, and Letter (PE, page 594; UR 7, page 52)
_________ Vocabulary: Correlative Conjunctions (UR 7, page 54)
_________ Language, Grammar, and Style: Correcting Run-Ons (PE, page 594; UR 7, page 54)
_________ Study and Research: Anthropological Report (PE, page 594; UR 7, page 55)
_________ Speaking and Listening: Interview/Oral Report (PE, page 594)
_________ Collaborative Learning: Word Origins (PE, page 594; UR 7, page 56)
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Lesson Plan
“The Man to Send Rain Clouds,” page 588
M
_________ Motivation: Anthropological Report (ATE,
page 589)
_________ Reading Proficiency: Listening for Symbols
(ATE, page 589)
(ATE, page 589)
_________ Special Needs: Previewing Vocabulary and
Footnotes (ATE, page 589)
_________ Enrichment: Changes in Native American
Ways of Life (ATE, page 589)
_________ Pictures and Descriptions of Mesas (ATE,
page 590)
Art Note
_________ Joseph Henry Sharp (ATE, page 591; PE,
page 592)
_________ Poem about Teofilo’s Burial (ATE, page 592)
UR 7, page 50)
593; UR 7, page 51)
_________ Understanding Literature: Theme and Symbol
_________ Collaborative Learning: Word Origins (PE,
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TH
F
Teaching Options
_________ Vocabulary: Correlative Conjunctions (UR 7,
page 54)
_________ Vocabulary: Spanish Words in English (VR,
page 124)
_________ Poem about Teofilo’s Burial (ATE, page 592)
_________ Writer’s Journal: Obituary, Paragraph, and
_________ Language, Grammar, and Style: Correcting
Run-Ons (PE, page 594; UR 7, page 54)
_________ Study and Research: Anthropological Report
_________ Speaking and Listening: Interview/Oral
Report (PE, page 594)
Print Resources
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Transparency
Tackle Subject Matter and Cultural Context
_________ Review Reader’s Resource (PE, page 588)
_________ Show students pictures of traditional and
modern Pueblo housing and clothing, and
provide more background information about
the Pueblo way of life.
_________ Enrichment: Changes in Native American
Ways of Life (ATE, page 589)
_________ Give students some background and history
about the Catholic Church, distinguishing it
from other Christian churches. You may briefly
mention the seven sacraments honored by
Catholics: baptism, penance, eucharist,
confirmation, matrimony, holy orders, and
anointing of the sick. Anointing of the sick is
included as part of a person’s Last Rites.
_________ Ask students to keep track of Pueblo rituals
mentioned in the story, e.g., tying a gray
feather in the deceased person’s hair; applying
face paint; sprinkling corn meal and pollen
into the wind; sprinkling holy water onto the
grave. Then have them list references to
Catholic rituals and symbolism, e.g., Mass;
the Angelus; the Lamb; church bells; the
Lamb; Last Rites.
Learners
page 165).
_________ Discuss funeral rituals in students’ native
cultures.
_________ Provide pictures of traditional and modern
Pueblo housing and clothing.
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Lesson Plan
“An Ethnic Trump,” page 595
M
Reading Level: Easy
T
W
TH
F
Difficulty Considerations: Subject matter; vocabulary
Ease Factors: Selection length; use of anecdotes
Synopsis: In this personal essay, Jen discusses the challenges of
race and ethnicity issues in United States society by sharing
events in her son’s life.
Reading
Goals/Objectives:
• to respond to a short story about race and ethnicity
• to describe Gish Jen’s literary accomplishments
• to define aim and anecdote and recognize the use of these
• to conduct research on multiracial people in the United States
Before Reading
_________ Literary Tools: Aim and Anecdote (PE, page 595)
_________ Reader’s Resource: History and Sociology Connections (PE, page 595)
_________ About the Author: Gish Jen (PE, page 595)
During Reading
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After Reading
_________ Understanding Literature: Aim and Anecdote (PE, page 599; UR 7, page 67)
_________ Writer’s Journal: Note, Definition, and Letter (PE, page 600; UR 7, page 67)
_________ Vocabulary: Mixed Metaphor (UR 7, page 68)
_________ Critical Thinking & Speaking and Listening: Holding a Debate (PE, page 600)
_________ Study and Research: Researching America’s Multiracial Heritage (PE, page 600)
_________ Media Literacy: Magazines and Online Magazines (PE, page 600; UR 7, page 69)
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Lesson Plan
“An Ethnic Trump,” page 595
M
Teaching Options
W
TH
F
_________ Motivation: Holding a Debate (ATE, page
596)
_________ Reading Proficiency: Background Information
(ATE, page 596)
(ATE, page 596)
_________ Special Needs: Answering Questions (ATE,
page 596)
_________ Enrichment: Researching Racial Policies
(ATE, page 596)
Literary Note
_________ Pen Names (ATE, page 596)
_________ Multiracial Consciousness and Tiger Woods
(ATE, page 598)
Quotables
_________ Jean Toomer (ATE, page 597)
(ATE, page 596)
_________ Cross-Curricular Connections: Race and
Ethnicity (ATE, page 597)
_________ Literary Note: Multiracial Consciousness and
Tiger Woods (ATE, page 598)
_________ Discuss the relevance of understanding one’s
cultural heritage or heritages.
Tackle Vocabulary
(ATE, page 596)
_________ Have students read the story aloud in small
groups.
Learners
_________ Help students to understand the first
paragraphs of the selection, which contain
complex ideas.
_________ Have students write down unfamiliar words
and phrases as they read and define them
after reading.
_________ Model using context clues to decipher
unfamiliar vocabulary.
_________ Race and Ethnicity (ATE, page 597)
page 596)
UR 7, page 65)
599; UR 7, page 65)
_________ Understanding Literature: Aim and Anecdote
_________ Critical Thinking & Speaking and Listening:
Holding a Debate (PE, page 600)
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_________ Enrichment: Researching Racial Policies
(ATE, page 596)
_________ Writer’s Journal: Note, Definition, and Letter
_________ Study and Research: Researching America’s
Multiracial Heritage (PE, page 600)
_________ Media Literacy: Magazines and Online
Magazines (PE, page 600; UR 7, page 69)
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Lesson Plan
“Who Am I This Time?,” page 601
M
T
W
TH
F
Difficulty Considerations: Use of allusions; point of view;
selection length
Ease Factor: Vocabulary; short sentences
Synopsis: The narrator tells the story of directing the play A
Streetcar Named Desire for a community theater. The leading
man and his on-stage wife fall in love and make quite an acting
couple.
Analyze Character
Goals/Objectives:
• to enjoy an early contemporary short story
• to describe Vonnegut’s literary accomplishments and explain
the historical significance of his writing
• to define irony, dramatic irony, and allusion and recognize their use
• to write a drama review
Before Reading
_________ Literary Tools: Irony, Dramatic Irony, and Allusion (PE, page 601)
_________ About the Author: Kurt Vonnegut, Jr. (PE, page 601)
_________ Vocabulary: Silent E and Suffixes (VR, page 127)
During Reading
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After Reading
_________ Understanding Literature: Irony, Dramatic Irony, and Allusion (PE, page 612; UR 7, page 79)
_________ Writer’s Journal: Journal Entry, Letter, and Character Sketch (PE, page 613; UR 7, page 79)
_________ Vocabulary: A Short Scene (UR 7, page 81)
_________ Language, Grammar, and Style: Reflexive and Intensifying Pronouns (PE, page 613; UR 7, page 82)
_________ Speaking and Listening & Collaborative Learning: Character Charades (PE, page 613)
_________ Media Literacy & Applied English: Drama Review (PE, page 613)
Lesson Plan
“Who Am I This Time?,” page 601
M
W
TH
F
Teaching Options
_________ Motivation: Character Charades (ATE,
page 602)
_________ Reading Proficiency: Listening to the Story
(ATE, page 602)
(ATE, page 602)
_________ Special Needs: Questions (ATE, page 602)
_________ Enrichment: Comparing Vonnegut’s Works
(ATE, page 602)
Tackle Point of View
_________ Before they read, tell students that the
narrator of this story is not the author nor the
main character, but rather an observer. Have
students read the first few paragraphs; then
ask them to describe the narrator.
_________ When they finish reading, ask students to
comment on how having a story narrated by
another character instead of an omniscient
narrator affects the story.
_________ Brando in A Streetcar Named Desire (ATE,
page 603)
_________ Reading scenes from A Streetcar Named
Desire (page 607)
Tackle Use of Allusions
_________ Before reading, tell students that the story
is about a group of actors who work in a
community theater and that the names of
many plays are mentioned. Point these out
throughout the text.
_________ Vonnegut assumed that his readers would be
familiar with the plot of A Streetcar Named
Desire and with the 1951 film. Before reading,
give students a synopsis of the plot. Describe
the characters of Stanley, Stella, and Blanche,
and show a clip from the film. Ask them to
imagine a nerdy, shy actor in the role of Stanley.
_________ Show the chariot race scene from the movie
Ben Hur so that students will understand the
reference on page 607.
_________ Point out to students that Helene’s favorite
scene from Romeo and Juliet can be found on
page 328 of their textbooks. Have students
locate the lines read by Harry and Helene.
You may have a pair of volunteers recite the
lines for the class.
Literary Technique
_________ Character, Static Character, and Dynamic
Character (ATE, page 610)
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scenes from A Streetcar Named Desire (ATE,
page 607)
UR 7, page 78)
612; UR 7, page 78)
_________ Understanding Literature: Irony, Dramatic Irony,
and Allusion (PE, page 612; UR 7, page 79)
Learning: Character Charades (PE, page 613)
_________ Vocabulary: A Short Scene (UR 7, page 81)
_________ Vocabulary: Silent E and Suffixes (VR,
page 127)
_________ Enrichment: Comparing Vonnegut’s Works
(ATE, page 602)
Character Sketch (PE, page 613; UR 7,
page 79)
_________ Language, Grammar, and Style: Reflexive
and Intensifying Pronouns (PE, page 613;
UR 7, page 82)
_________ Media Literacy & Applied English: Drama
Review (PE, page 613)
Print Resources
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_________ Read the selection over two or more class
sessions.
_________ Have students use Guided Reading Questions
when they have difficulty with a section of the
story.
_________ Help students summarize the plot.
Learners
_________ Identify and explain idioms in dialogue before
reading.
_________ Have students take notes on unfamiliar
language and idioms as they read.
_________ Model visualization while reading aloud.
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Unit Seven
Lesson Plan
The Search for Self
M
Guided Writing
T
W
TH
F
GUIDED WRITING
Software
Expressive/Narrative Writing: Reflecting on an
Autobiographical Incident
See the Guided
features.
Assignment: Students write an autobiographical narrative
(PE, pages 614–621).
Before Writing
_________ Reflecting on an Autobiographical Incident (PE, page 614)
page 126)
During Writing
_________ Language, Grammar, and Style: Dangling and Misplaced Modifiers (PE, page 619; WR, page 129)
After Writing
_________ Rubric for Expressive/Narrative Writing: Reflecting on an Autobiographical Incident (VLR I, page 151)
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_________ Motivation: Discussing Favorite Selection (ATE, page 614)
_________ Reading Proficiency: Point of View (ATE, page 614)
_________ English Language Learning: Discuss Challenges to Achieving Literacy (ATE, page 614)
_________ Special Needs: Recalling Past Experiences (ATE, page 615)
_________ Enrichment: Making an Audio Recording (ATE, page 615)
_________ Peer Evaluation (PE, page 617; WR, page 132)
_________ Have students think about meaningful experiences to write about (Reflecting on an Autobiographical
Incident, PE, page 614).
_________ Language, Grammar, and Style: Dangling and Misplaced Modifiers (PE, page 619; WR, page 129)
_________ Rubric for Expressive/Narrative Writing: Reflecting on an Autobiographical Incident (VLR I, page 151)
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LESSON PLANS
Lesson Plan
Unit Seven
The Search for Self
M
T
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F
Unit Seven Review
_________ Vocabulary Development: Synonyms (ATE, page 622)
_________ Genre Studies: Nonfiction, Confessional Poetry, and Narrative Poetry (PE, page 622; UR 7, page 94)
_________ Thematic Studies: Ethnicity, Family Life, and Role-Playing (PE, page 623; UR 7, page 95)
_________ Leaving Home by Garrison Keillor
_________ Independent Reading Activity: Interview the Author (PE, page 623; UR 7, page 96)
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_________ The Chosen by Chaim Potok
_________ Me, Me, Me, Me, Me: Not a Novel by M. E. Kerr
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Lesson Plan
Unit Eight
What is Talent?
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T
W
TH
F
• to explore ideas related to the theme of talent
• to summarize the different ways fiction, nonfiction, and poetry
express the theme of talent
• to define aim, poetry, personification, abstract, irony, and analogy
and identify and explain examples of each
• to write an I-search paper about developing a talent
• to recognize and properly cite sources and documents
_________ “It’s Not Talent; It’s Just Work,” page 627
_________ “Geraldine Moore the Poet,” page 632
_________ from The Man Who Listens to Horses, page 639
_________ “Becoming a Composer” from The Music of Light, page
649
_________ “Where Stars Are Born” from Sports Illustrated, page 658
_________ Related Reading: “Spanning the Decades:
Puerto Rico Honors Sosa, Who Pays Tribute to
Clemente,” page 662
_________ Related Reading: “Casey at the Bat,” page 663
_________ “Gary Keillor,” page 667
_________ “Straw Into Gold: The Metamorphosis of the Everyday,” page 679
_________ Guided Writing—Informative Writing: The Research (or I-Search) Paper, page 686
_________ Unit Eight Review, page 694
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LESSON PLANS
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_________ Fine Art: Fernand Leger. Have students discuss how the artwork relates to the title of this unit (PE, page
624)
_________ Echoes (PE, page 626)
_________ Additional Questions and Activities: Discussing Quotes (ATE, page 626)
Lesson Plan
“It’s Not Talent; It’s Just Work,” page 627
M
T
W
TH
F
Difficulty Considerations: Vocabulary; philosophical ideas
Reading
Synopsis: Dillard rejects the idea that some of us are blessed
with superhuman talent, explaining that with hard work,
determination, and love for the task, a person can become
good at anything.
Goals/Objectives:
• to appreciate a writer’s perspective on doing what she loves
• to describe Annie Dillard’s literary accomplishments
• to define aim and analogy and recognize examples of each
• to work collaboratively to conduct an interview
Before Reading
_________ Literary Tools: Aim and Analogy (PE, page 627)
_________ About the Author: Annie Dillard (PE, page 627)
_________ Vocabulary: Words with Multiple Meanings (VR, page 128)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Aim and Analogy (PE, page 630; UR 8, page 4)
_________ Writer’s Journal: Questions, Questionnaire, and Letter (PE, page 631; UR 8, page 4)
_________ Vocabulary: Active Voice (UR 8, page 5)
_________ Language, Grammar, and Style: Simple Tenses (PE, page 631; UR 8, page 6)
_________ Collaborative Learning: Holding a Discussion (PE, page 631)
_________ Speaking and Listening: Conducting an Interview (PE, page 631)
_________ Study and Research: Researching Attitudes on Talent (PE, page 631; VLR I, page 73; UR 8, page 7)
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LESSON PLANS
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Lesson Plan
“It’s Not Talent; It’s Just Work,” page 627
M
T
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TH
F
Teaching Options
Tackle Vocabulary
(ATE, page 628)
_________ Have students read the Words for Everyday
Use with partners.
(VR, page 128)
_________ Motivation: Researching Attitudes about
Talent (ATE, page 628)
_________ Reading Proficiency: Vocabulary Practice
(ATE, page 628)
(ATE, page 628)
(ATE, page 628)
_________ Enrichment: Talent Show (ATE, page 628)
_________ Reading Proficiency: Vocabulary Practice
(ATE, page 628)
_________ Enrichment: Talent Show (ATE, page 628)
UR 8, page 2)
630; UR 8, page 2)
_________ Understanding Literature: Aim and Analogy
_________ Collaborative Learning: Holding a Discussion
(PE, page 631)
_________ Speaking and Listening: Conducting an
Interview (PE, page 631)
Tackle Philosophical Ideas
_________ Discuss the ideas in Respond to the
Selection (PE, page 630; UR 8, page 2).
_________ Understanding Literature: Aim (PE, page 630;
UR 8, page 4)
_________ Ask students to identify the main idea of each
paragraph.
Learners
_________ Discuss students’ long-term and short-term
goals and the work that is required to achieve
those goals.
_________ Read the selection aloud, checking for
comprehension after each paragraph.
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(VR, page 128)
_________ Writer’s Journal: Questions, Questionnaire,
_________ Language, Grammar, and Style: Simple
Tenses (PE, page 631; UR 8, page 6)
_________ Study and Research: Researching Attitudes
on Talent (PE, page 631; VLR I, page 73;
UR 8, page 7)
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8
LESSON PLANS
Lesson Plan
“Geraldine Moore the Poet,” page 632
M
T
W
TH
F
Reading Level: Easy
Difficulty Consideration: Unlikely events
Analyze Character
Ease Factor: Vivid characters
Synopsis: A young girl with a troubled life forgets to write a
poem for homework. When she explains to the teacher why
she “can’t write no pretty poem,” the teacher says that her
excuse is the best poem she has ever heard.
Goals/Objectives:
• to empathize with the speaker of a short story
• to describe Toni Cade Bambara’s literary accomplishments and
explain the significance of her writings
• to define poetry, description, and image and understand how
they are used in the story
• to practice speaking and listening skills and engage in collaborative
learning by participating in an improvisation exercise
Before Reading
_________ Literary Tools: Description, Image, and Poetry (PE, page 632)
_________ About the Author: Toni Cade Bambara (PE, page 632)
_________ Vocabulary: Difficult Words (VR, page 130)
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During Reading
After Reading
_________ Understanding Literature: Description, Image, and Poetry (PE, page 637; UR 8, page 17)
_________ Writer’s Journal: Interview Questions, Children’s Story, and Diary Entry (PE, page 638; UR 8, page 18)
_________ Vocabulary: Extended Metaphor (UR 8, page 19)
_________ Language, Grammar, and Style: Regular and Irregular Verbs (PE, page 638; VLR I, page 75; UR 8, page 19)
_________ Speaking and Listening & Collaborative Learning: Improvisation (PE, page 638)
_________ Media Literacy & Collaborative Learning: Social Service Project (PE, page 638)
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LESSON PLANS
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Lesson Plan
“Geraldine Moore the Poet,” page 632
M
T
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F
Teaching Options
_________ Motivation: Social Service Project (ATE,
page 633)
(ATE, page 633)
page 633)
_________ Enrichment: “Found” Poems (ATE, page 633)
Literary Technique
_________ Theme (ATE, page 634)
Tackle Unlikely Events
_________ Focus on Guided Reading Questions while
reading.
_________ Literary Technique: Theme (ATE, page 634)
_________ Discuss the idiom “a diamond in the rough.”
Learners
page 172).
_________ Model visualizing while reading the first page
aloud; check for comprehension.
_________ Define eviction.
_________ Practice how to pronounce the names used
in the selection.
_________ Group Poem (ATE, page 634)
_________ Alternative Titles (ATE, page 635)
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page 633)
_________ Additional Questions and Activities: Group
Poem (ATE, page 634)
UR 8, page 16)
637; UR 8, page 16)
_________ Understanding Literature: Description, Image,
and Poetry (PE, page 637; UR 8, page 17)
Learning: Improvisation (PE, page 638)
Social Service Project (PE, page 638)
_________ Vocabulary: Extended Metaphor (UR 8,
page 19)
_________ Vocabulary: Difficult Words (VR, page 130)
_________ Enrichment: “Found” Poems (ATE, page 633)
_________ Writer’s Journal: Interview Questions,
Children’s Story, and Diary Entry (PE, page
638; UR 8, page 18)
_________ Language, Grammar, and Style: Regular and
Irregular Verbs (PE, page 638; VLR I, page 75;
UR 8, page 19)
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Lesson Plan
from The Man Who Listens to Horses, page 639
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Difficulty Considerations: Technical terms; sequence of
events
Knowledge
Ease Factors: Short sentences; accessible style
Synopsis: Monty Roberts tells how he first demonstrated his
“join-up” method—a nonviolent way of training horses—to a
friend of his father’s. The older man watched Roberts coax a young
mustang into a saddle and bridle, but angrily opposed
his method.
Goals/Objectives:
• to empathize with and understand a speaker’s perspective
• to briefly describe mustangs
• to define and find examples of personification and point of view
• to demonstrate ability to use descriptive language
Before Reading
_________ Literary Tools: Personification and Point of View (PE, page 639)
_________ About the Author: Monty Roberts (PE, page 639)
_________ Fine Art: Susan Rothenberg (PE, page 640; VLR II, page 67; Art Note, ATE, page 641)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Personification and Point of View (PE, page 647; UR 8, page 29)
_________ Writer’s Journal: Personal Letter, Brochure, and Dialogue (PE, page 648; UR 8, page 29)
_________ Vocabulary: News Article (UR 8, page 31)
_________ Language, Grammar, and Style: Perfect Tenses (PE, page 648; UR 8, page 31)
_________ Study and Research & Speaking and Listening: Researching Animal Training (PE, page 648; VLR I,
_________ Applied English: Technical Writing (PE, page 648)
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Lesson Plan
from The Man Who Listens to Horses, page 639
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_________ Writer’s Journal: Personal Letter, Brochure,
_________ Language, Grammar, and Style: Perfect
Tenses (PE, page 648; UR 8, page 31)
Listening: Researching Animal Training (PE,
page 648; VLR I, page 77; UR 8, page 32)
page 648)
Teaching Options
_________ History of Horses (ATE, page 639)
_________ Motivation: Researching Horses (ATE,
page 640)
(ATE, page 640)
(ATE, page 640)
(ATE, page 640)
_________ Enrichment: Horse or Animal Trainer Visit
(ATE, page 640)
_________ Writing about a Relationship (ATE, page 641)
_________ Protagonist’s Problem (ATE, page 644)
645)
Art Note
_________ Susan Rothenberg (PE, page 640; ATE, page
641; VLR II, page 67)
_________ Animal-Related Professions (ATE, page 642)
Tackle Sequence of Events
page 648)
_________ Have students create a chart that shows
Monty’s actions on one side, and the colt’s
responses on the other side.
_________ Model visualization techniques while reading
a section of the story.
Learners
_________ Have students copy down the Words for
Everyday Use before reading the selection.
_________ Bring in pictures of horse equipment.
_________ Have students answer Investigate, Inquire,
and Imagine questions orally in small groups.
_________ Vocabulary: News Article (UR 8, page 31)
page 131)
_________ Motivation: Researching Horses (ATE,
page 640)
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(ATE, page 640)
(ATE, page 640)
(ATE, page 640)
(ATE, page 640)
UR 8, page 27)
647; UR 8, page 28)
_________ Understanding Literature: Personification and
Point of View (PE, page 647; UR 8, page 29)
Tackle Technical Terms
(ATE, page 640)
(ATE, page 640)
(ATE, page 640)
_________ Arrange for a student who rides horses to
bring in equipment or pictures of equipment
referred to in the story.
Lesson Plan
“Becoming a Composer” from The Music of Light, page 649
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Difficulty Considerations: Musical vocabulary; nonfiction
format; subject matter
Ease Factor: Narrative style
Synopsis: Cameron describes how an autistic boy discovered
an exceptional gift for music and developed into a talented
composer.
Goals/Objectives:
• to appreciate what it might be like to be faced with simultaneous
problems and extraordinary gifts
• to briefly explain autism
• to define aim and abstract and recognize examples of each
• to conduct research on autism
Before Reading
_________ Literary Tools: Aim and Abstract (PE, page 649)
_________ About the Author: Lindsley Cameron (PE, page 649)
_________ Vocabulary: Prefixes, Suffixes, and Roots (VR, page 132)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Aim and Abstract (PE, page 656; UR 8, page 42)
_________ Writer’s Journal: Journal Entry, Liner Notes, and Acceptance Speech (PE, page 657; UR 8, page 43)
_________ Vocabulary: Possessive Nouns and Pronouns & Complex Sentences (UR 8, page 44)
_________ Speaking and Listening & Collaborative Learning: Conducting a Mock Interview (PE, page 657; UR 8,
page 45)
_________ Study and Research: Researching Autism (PE, page 657; UR 8, page 45)
_________ Media Literacy & Study and Research: Appreciating Music (PE, page 657)
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Lesson Plan
“Becoming a Composer” from The Music of Light, page 649
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Teaching Options
_________ Motivation: Listening to Hikari’s Music (ATE,
page 650)
(ATE, page 650)
(ATE, page 650)
_________ Special Needs: Practice Name
Pronunciations (ATE, page 650)
_________ Enrichment: Working with a Child with
Disabilities (ATE, page 650)
Literary Note
_________ Kenzaburo Oe (ATE, page 651)
Biographical Note
_________ Cameron’s Interview of Oe (ATE, page 651)
_________ Personal Essay (ATE, page 652)
_________ Comparing Hikari to Mozart (ATE, page 653)
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_________ Study and Research: Researching Autism
Appreciating Music (PE, page 657)
Tackle Musical Vocabulary
_________ Invite a music teacher or another person
with piano-playing experience to explain the
musical terms used in the selection, including
symphony, score, score sheet, melody,
harmony, broken chords, and Alberti basses,
and to distinguish between symphonic and
instrumental pieces (mentioned on page 655).
He or she could use a piano or keyboard to
give examples.
_________ Focus on Guided Reading Questions and
getting the main ideas of the selection.
_________ Have students make a time line of Hikari’s
progress.
_________ Model asking questions while reading.
Learners
_________ Discuss the saying, “Music is the universal
language.”
_________ Have students summarize each paragraph
with a partner as they read.
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_________ Vocabulary: Possessive Nouns and Pronouns
& Complex Sentences (UR 8, page 44)
_________ Vocabulary: Prefixes, Suffixes, and Roots (VR,
page 132)
_________ Enrichment: Working with a Child with
Disabilities (ATE, page 650)
_________ Writer’s Journal: Journal Entry, Liner Notes,
and Acceptance Speech (PE, page 657;
UR 8, page 43)
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_________ Discuss Hikari’s abilities and disabilities.
UR 8, page 41)
_________ Invite a guest speaker to come in and talk
about autism.
UR 8, page 41)
656; UR 8, page 41)
_________ Understanding Literature: Aim and Abstract
Learning: Conducting a Mock Interview (PE,
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Lesson Plan
“Where Stars Are Born” from Sports Illustrated, page 658
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Difficulty Considerations: Long sentences; nonfiction
format; vocabulary
Knowledge
Synthesize Information from Multiple Sources
Ease Factors: Engaging style; selection length
Synopsis: Farber describes the baseball talent that the
Dominican Republic has produced, focusing on baseball
legend Sammy Sosa.
Goals/Objectives:
• to enjoy an essay about a great baseball player
• to identify the contributions of Dominican players to American baseball
• to define essay and article
• to conduct research on world figures in baseball
Related Readings: “Spanning the Decades,” page 662 and “Casey at the Bat,” page 663
Before Reading
_________ Literary Tools: Essay and Article (PE, page 658)
_________ Reader’s Resource: Geography and Sports History Connections (PE, page 658)
_________ About the Author: Michael Farber (PE, page 658)
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During Reading
After Reading
_________ Understanding Literature: Essay and Article (PE, page 666; UR 8, page 55)
_________ Writer’s Journal: Fan Letter, Plaque, and Anecdote (PE, page 666; UR 8, page 56)
_________ Collaborative Learning & Study and Research: Researching World Figures in Baseball (PE, page 666)
_________ Media Literacy: Sportswriting (PE, page 666)
_________ Related Reading: “Spanning the Decades” (PE, page 662)
_________ Related Reading: “Casey at the Bat” (PE, page 663; UR 8, page 54)
_________ Dramatic Recording: “Casey at the Bat” (AL, 4:45)
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Lesson Plan
“Where Stars Are Born” from Sports Illustrated, page 658
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Teaching Options
_________ Motivation: Sammy Sosa Bulletin Board (ATE,
page 659)
(ATE, page 659)
(ATE, page 659)
(ATE, page 659)
_________ Enrichment: Analyzing Media Coverage (ATE,
page 659)
_________ Discussing Benefits of Sports (ATE,
page 660)
_________ Questions about the Related Readings (ATE,
pages 662–664)
_________ Motivation: Sammy Sosa Bulletin Board (ATE,
page 659)
UR 8, page 53)
665; UR 8, page 54)
_________ Understanding Literature: Essay and Article
Research: Researching World Figures in
Baseball (PE, page 666)
_________ Media Literacy: Sportswriting (PE, page 666)
_________ Read long sentences aloud, modeling
appropriate pauses.
_________ Explain difficult passages that use sports
references.
(ATE, page 659)
_________ Graphic Organizer (PE, page 658; VLR I,
_________ Focus on Guided Reading Questions.
Tackle Vocabulary
_________ Ask a student familiar with baseball to explain
the baseball terminology.
Learners
page 178).
(ATE, page 659)
_________ Discuss sports that are popular in other parts
of the world.
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_________ Enrichment: Analyzing Media Coverage (ATE,
page 659)
_________ Writer’s Journal: Fan Letter, Plaque, and
Anecdote (PE, page 666; UR 8, page 56)
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Lesson Plan
“Gary Keillor,” page 667
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Difficulty Consideration: Use of irony
Analyze Character Development
Ease Factor: Familiar setting; style
Synopsis: In this humorous personal essay, Keillor tells how he
discovered his flair for performing while participating in a
high school talent show.
Goals/Objectives:
• to enjoy a humorous story
• to describe Garrison Keillor’s literary accomplishments
• to define description and irony and recognize examples of each
• to demonstrate an ability to interpret poetry
Before Reading
_________ Literary Tools: Description and Irony (PE, page 667)
_________ About the Author: Garrison Keillor (PE, page 667)
_________ Vocabulary: Idioms and Expressions (VR, page 135)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Description and Irony (PE, page 677; UR 8, page 69)
_________ Writer’s Journal: Introduction, Narrative, and Review (PE, page 678; UR 8, page 69)
_________ Vocabulary: Compound Subjects (UR 8, page 70)
_________ Language, Grammar, and Style: Using the Active Voice (PE, page 678; UR 8, page 71)
_________ Speaking and Listening: Interpreting Poetry (PE, page 678)
_________ Study and Research & Media Literacy: Researching Stars of the 1950s (PE, page 678)
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Lesson Plan
“Gary Keillor,” page 667
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Teaching Options
_________ Motivation: Book Review on a Work by Keillor
(ATE, page 668)
(ATE, page 668)
_________ Special Needs: Answering Questions
(ATE, page 668)
_________ Enrichment: Reading Out Loud (ATE,
page 668)
Bibliographic Note
_________ Keillor’s History as a Writer (ATE, page 667)
_________ Discussing Road Trips (ATE, page 669)
_________ Organizing a Talent Show (ATE, page 670)
_________ Poetry Reading (ATE, page 671)
_________ Lip Synching (ATE, page 674)
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_________ Speaking and Listening: Interpreting Poetry
(PE, page 678)
Researching Stars of the 1950s (PE, page 678)
Tackle Use of Irony
_________ Literary Tools: Irony (PE, page 667)
_________ Check Graphic Organizers together and
discuss the examples of ironic humor
students find.
Learners
(ATE, page 668)
_________ Read selection together, checking for
comprehension with Guided Reading
Questions.
_________ Find examples of humor in the selection.
Literary Technique
© EMC Corporation
page 668)
_________ Enrichment: Reading Out Loud (ATE,
page 668)
Discussing Road Trips (ATE, page 669)
Organizing a Talent Show (ATE, page 670)
UR 8, page 67)
677; UR 8, page 67)
_________ Understanding Literature: Description and
Irony (PE, page 677; UR 8, page 69)
_________ Vocabulary: Compound Subjects (UR 8,
page 70)
_________ Vocabulary: Idioms and Expressions (VR,
page 135
_________ Writer’s Journal: Introduction, Narrative, and
Review (PE, page 678; UR 8, page 69)
_________ Language, Grammar, and Style: Using the
Active Voice (PE, page 678; UR 8, page 71)
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Lesson Plan
“Straw Into Gold: The Metamorphosis of the Everyday,” page 679
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Difficulty Considerations: Spanish terms; geographical
references; style
Vocabulary
Use Context Clues
Synopsis: In this personal essay, Cisneros writes about how she
has managed to accomplish a lot of things in her life that she
never thought possible. She discusses her Chicana upbringing
and how it shaped her as a writer.
Goals/Objectives:
• to empathize with and understand a speaker’s perspective
• to describe Sandra Cisneros’s literary accomplishments and explain the historical significance of her writings
• to define personal essay and analogy and recognize examples of each
• to conduct research on Latin America
Before Reading
_________ Literary Tools: Personal Essay and Analogy (PE, page 679)
_________ About the Author: Sandra Cisneros (PE, page 679)
_________ Fine Art: Diego Rivera (PE, page 681; Art Note, PE and ATE, page 681; UR 8, page 80)
© EMC Corporation
During Reading
_________ Fix-Up Idea (RSR, page 227 )
After Reading
_________ Understanding Literature: Personal Essay and Analogy (PE, page 684; UR 8, page 82)
_________ Writer’s Journal: Questions, Story Ideas, and Character Sketch (PE, page 685; UR 8, page 82)
_________ Language, Grammar, and Style: Transitive and Intransitive Verbs (PE, page 685; UR 8, page 84)
_________ Applied English: Filling Out a Grant Application (PE, page 685; UR 8, page 84)
_________ Study and Research: Researching Latin America (PE, page 685; UR 8, page 85)
_________ Vocabulary: Researching Etymologies (PE, page 685; UR 8, page 83)
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Lesson Plan
“Straw Into Gold: The Metamorphosis of the Everyday,” page 679
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Teaching Options
_________ Motivation: Making a Collection of Cisneros’s
Poems (ATE, page 681)
(ATE, page 681)
(ATE, page 681)
_________ Enrichment: Illustrating an Image (ATE,
page 681)
Bibliographic Note
_________ Cisneros’s Writing Style and Subjects (ATE,
page 679)
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_________ Applied English: Filling Out a Grant
Application (PE, page 685; UR 8, page 84)
_________ Study and Research: Researching Latin
America (PE, page 685; UR 8, page 85)
_________ Vocabulary: Researching Etymologies (PE,
Tackle Spanish Terms
_________ Model using context clues to unlock
meaning.
Tackle Geographical References
_________ Before reading, go over the pronunciation of
all the place names in the essay.
_________ Have students use an atlas or world map to
locate the places mentioned in the essay.
_________ Mexican Foods and Music (ATE, page 680)
Art Note
_________ Diego Rivera (PE and ATE, page 681; UR 8,
page 80)
Tackle Style
_________ Summarize the selection, page by page.
_________ Explain the allusion to the fairy tale
“Rumpelstiltskin” in the title of the selection.
Literary Note
_________ Latino/Latina and Chicano/Chicana (ATE,
page 682)
Learners
_________ Have students copy favorite passages into
their notebooks.
_________ Discuss Cisneros’s thoughts about
opportunities.
_________ Have students read the story aloud in pairs,
answering the Guided Reading Questions.
page 137)
_________ Writer’s Journal: Questions, Story Ideas, and
Character Sketch (PE, page 685; UR 8,
page 82)
_________ Language, Grammar, and Style: Transitive
and Intransitive Verbs (PE, page 685; UR 8,
page 84)
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_________ Cross-Curricular Connections: Mexican
Foods and Music (ATE, page 680)
_________ Motivation: Making a Collection of Cisneros’s
Poems (ATE, page 681)
_________ Enrichment: Illustrating an Image (ATE,
page 681)
UR 8, page 80)
684; UR 8, page 80)
_________ Understanding Literature: Personal Essay
and Analogy (PE, page 684; UR 8, page 82)
Lesson Plan
Unit Eight
What is Talent?
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Guided Writing
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GUIDED WRITING
Informative Writing: The Research (or I-Search) Paper
Software
Assignment: Students write a paper about a talent or potential talent
that they would like to develop or learn more about (PE, pages
686–693).
Before Writing
_________ The Research (or I-Search) Paper (PE, page 686)
page 144)
See the Guided
features.
During Writing
_________ Drafting (PE, page 689; WR, page 146)
_________ Language, Grammar, and Style: Documenting Sources (PE, page 689; WR, page 147)
© EMC Corporation
After Writing
_________ Rubric for Informative Writing: The Research (or I-Search) Paper (VLR I, page 154; WR, page 155)
_________ Motivation: Sharing Talents (ATE, page 686)
_________ Reading Proficiency: Reviewing the Models (ATE, page 686)
_________ English Language Learning: Talent and Potential Talent (ATE, page 686)
_________ Special Needs: Write About a Hobby or Sport (ATE, page 686)
_________ Enrichment: Transforming a Paper into a Play (ATE, page 686)
_________ Have students think about talents they have or would like to develop (Prewriting: Writing with a Plan,
ATE, page 687).
_________ Language, Grammar, and Style: Documenting Sources (PE, page 689; WR, page 147)
_________ Rubric for Informative Writing: The Research (or I-Search) Paper (VLR I, page 154; WR, page 155)
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Lesson Plan
Unit Eight
What is Talent?
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Unit Eight Review
_________ Vocabulary Development: Crossword Puzzle (ATE, page 694)
_________ Genre Studies: Personal Essay, Short Story, Biography and Autobiography, and Article/Essay (PE, page
694; UR 8, page 97)
_________ Thematic Studies: Becoming a Writer, Overcoming Adversity, Unexpected Talent, and Talent (PE, page
695; UR 8, page 98)
_________ The Virtuoso: Face to Face with 40 Extraordinary Talents by Ken Carbone, photographs by Howard
Schatz
_________ Independent Reading Activity: Interview (PE, page 695; UR 8, page 100)
_________ Who Says I Can’t? by Mary C. Ryan
_________ What’s So Funny about Ninth Grade? by Catherine Clark
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Lesson Plan
Unit Nine
Relationships
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• to explore ideas related to the theme of relationships
• to summarize the different ways fiction and poems express the
theme of relationships
• to define tone, image, aim, description, and motivation and
identify and explain examples of each
• to write a report based on the evaluation of communication styles
between two people
• to identify and demonstrate formal and informal English in written
works
_________ “Being in Love,” page 699
_________ “Catch the Moon,” page 704
_________ “If You Forget Me,” page 714
_________ Related Reading: “Il Postino,” page 718
_________ “The Interlopers,” page 722
_________ Related Reading: “A Poison Tree,” page 728
_________ from To Kill a Mockingbird, page 731
_________ “Thank You, M’am,” page 738
_________ Guided Writing—Persuasive Writing: Evaluating Communication Styles, page 745
_________ Unit Nine Review, page 752
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_________ Fine Art: Vincent van Gogh (PE, page 74; VLR II, page 25)
_________ Echoes, page 698
_________ Additional Questions and Activities: Creating a Mural or Bulletin Board (ATE, page 698)
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Lesson Plan
“Being in Love,” page 699
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Fix-Up Idea: Reread
Identify Conflict and Tone
Difficulty Considerations: Inverted sentences; tone
Ease Factors: Selection length; vocabulary
Synopsis: The speaker laments his unrequited love.
Goals/Objectives:
• to appreciate a poem about love
• to become familiar with the life and work of Marvin Bell
• to define tone and repetition and recognize the use of these
• to write a comparison-contrast essay
• to compile a bibliography that lists Marvin Bell’s works
Before Reading
_________ Literary Tools: Tone and Repetition (PE, page 699)
_________ About the Author: Marvin Bell (PE, page 699)
_________ Fine Art: Marc Chagall (PE, page 701; VLR II, page 70; Art Note, PE and ATE, page 701; UR 9, page 2)
_________ Vocabulary: Semantic Mapping: Words about Problems (VR, page 139)
During Reading
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After Reading
_________ Understanding Literature: Tone and Repetition (PE, page 702; UR 9, page 4)
_________ Writer’s Journal: Greeting Card, Note, and Song Lyrics (PE, page 703; UR 9, page 4)
_________ Vocabulary: A Predicament (UR 9, page 5)
_________ Language, Grammar, and Style: Interrogative Pronouns (PE, page 703; UR 9, page 5)
_________ Media Literacy: Researching on the Internet (PE, page 703)
_________ Collaborative Learning & Media Literacy: Bibliography (PE, page 703; UR 9, page 6)
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Lesson Plan
“Being in Love,” page 699
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Teaching Options
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Tackle Inverted Sentences
_________ Read Reader’s Resource aloud.
_________ Understanding Literature: Repetition (PE,
_________ Read the poem aloud, modeling appropriate
inflection and pauses.
_________ Motivation: Poems about Being in Love (ATE,
page 700)
(ATE, page 700)
page 700)
_________ Enrichment: Poetry Display (ATE, page 700)
Tackle Tone
_________ Understanding Literature: Tone (PE, page
702; UR 9, page 4)
_________ Discuss unrequited love.
Art Note
_________ Marc Chagall (PE and ATE, page 701; VLR II,
_________ Enrichment: Poetry Display (ATE, page 700)
UR 9, page 2)
702; UR 9, page 2)
_________ Understanding Literature: Tone and
Repetition (PE, page 702; UR 9, page 4)
_________ Media Literacy: Researching on the Internet
(PE, page 703)
_________ Collaborative Learning & Media Literacy:
Bibliography (PE, page 703; UR 9, page 6)
© EMC Corporation
T
Learners
_________ Discuss the phrase “being in love,” reading
Bell’s comments about it on page 699.
_________ Have students write sentences using the
vocabulary words predicament and dilemma.
_________ Have students create similar poems using
repetition. Some students may choose to
write a poem in their first language.
_________ Vocabulary: A Predicament (UR 9, page 5)
_________ Vocabulary: Semantic Mapping: Words about
Problems (VR, page 139)
_________ Motivation: Poems about Being in Love (ATE,
page 700)
_________ Writer’s Journal: Greeting Card, Note, and
Song Lyrics (PE, page 703; UR 9, page 4)
_________ Language, Grammar, and Style: Interrogative
Pronouns (PE, page 703; UR 9, page 5)
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Lesson Plan
“Catch the Moon,” page 704
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Difficulty Consideration: Spanish expressions
Synopsis: A Puerto Rican teenager searches for a way to find
meaning and direction in his life after six months in juvenile hall
leaves him working off the rest of his time in his father’s junkyard.
Goals/Objectives:
• to enjoy a multicultural short story written by a Puerto RicanAmerican author
• to describe Cofer’s literary accomplishments and explain the
historical significance of her writing
• to define character and conflict and recognize their use
• to present a dialogue between two of the characters in the selection
• to write a real estate advertisement
Before Reading
_________ Literary Tools: Character and Conflict (PE, page 704)
_________ About the Author: Judith Ortiz Cofer (PE, page 704)
_________ Vocabulary: Idioms and Expressions (VR, page 141)
During Reading
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After Reading
_________ Understanding Literature: Character and Conflict (PE, page 712; UR 9, page 16)
_________ Writer’s Journal: Promotional Flyer, Journal Entry, and Report (PE, page 713; UR 9, page 16)
_________ Language, Grammar, and Style: Coordinating and Correlative Conjunctions
_________ Applied English: Real Estate Advertisement (PE, page 713)
_________ Speaking and Listening: Dialogue (PE, page 713)
_________ Critical Thinking: Literary Techniques (PE, page 713; UR 9, page 18)
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Lesson Plan
“Catch the Moon,” page 704
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Teaching Options
_________ Motivation: Comparing and Contrasting
Stories by Cofer (ATE, page 705)
_________ Reading Proficiency: Previewing Vocabulary
and Footnotes (ATE, page 705)
(ATE, page 705)
(ATE, page 705)
_________ Enrichment: Epilogue (ATE, page 705)
Literary Technique
_________ Protagonist (ATE, page 706)
_________ Sociological Profile (ATE, page 706)
_________ Researching a Gang (ATE, page 707)
_________ Animal Protection Agency (ATE, page 707)
_________ Stages of Grief (ATE, page 708)
© EMC Corporation
_________ Viewing West Side Story (ATE, page 707)
_________ Hispanic Celebrities (ATE, page 710)
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F
_________ Language, Grammar, and Style: Coordinating
and Correlative Conjunctions (PE, page 713;
UR 9, page 17)
_________ Applied English: Real Estate Advertisement
(PE, page 713)
_________ Critical Thinking: Literary Techniques (PE,
Tackle Spanish Expressions
_________ Preview the footnotes.
_________ Ask a Spanish-speaking student to model the
correct pronunciation of the Spanish words in
the story.
_________ Have students practice pronouncing the
Spanish words.
Learners
page 185).
page 141)
_________ Read the selection as a class, checking for
comprehension with Guided Reading
Questions.
UR 9, page 14)
712; UR 9, page 15)
_________ Understanding Literature: Character and
_________ Speaking and Listening: Dialogue (PE,
page 713)
page 141)
_________ Motivation: Comparing and Contrasting
Stories by Cofer (ATE, page 705)
_________ Writer’s Journal: Promotional Flyer, Journal
Entry, and Report (PE, page 713; UR 9,
page 16)
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Lesson Plan
“If You Forget Me,” page 714
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Difficulty Considerations: Poetic style; figurative language
Identify Main Ideas
Synopsis: This simple lyric poem expresses the speaker’s
feelings on how to sustain love.
Goals/Objectives:
• to appreciate a lyric poem about love
• to describe Neruda’s literary accomplishments
• to define symbol and image and recognize their use
• to present a movie review of Il Postino (The Postman)
• to present an oral interpretation of a love poem
Related Reading: “Il Postino,” page 718
Before Reading
_________ Literary Tools: Symbol and Image (PE, page 714)
_________ Reader’s Resource: Music and Culture Connections (PE, page 714)
_________ About the Author: Pablo Neruda (PE, page 714)
_________ Fine Art: Gustav Klimt (PE, page 717; VLR II, page 73; Art Note, PE and ATE, page 717; UR 9, page 26)
_________ Vocabulary: Lyrical Language (VR, page 142)
During Reading
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After Reading
_________ Understanding Literature: Symbol and Image (PE, page 720; UR 9, page 28)
_________ Writer’s Journal: Diary Entry, Letter, and Lyric Poem (PE, page 721; UR 9, page 29)
_________ Vocabulary: Imagery (UR 9, page 30)
_________ Language, Grammar, and Style: Subordinating Conjunctions (PE, page 721; UR 9, page 30)
_________ Media Literacy: Movie Review (PE, page 721)
_________ Speaking and Listening & Collaborative Learning: Oral Interpretation (PE, page 721)
_________ Related Reading: “Il Postino” (PE, page 718)
_________ Related Reading Questions (ATE, page 718; UR 9, page 27)
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Lesson Plan
“If You Forget Me,” page 714
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Teaching Options
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Biographical Note
_________ Pablo Neruda (ATE, page 714)
_________ Motivation: Movie Review (ATE, page 715)
(ATE, page 715)
(ATE, page 715)
(ATE, page 715)
_________ Enrichment: Listening to an Interpretation of
the Poem (ATE, page 715)
_________ Essay about Klimt’s Art (ATE, page 716)
Art Note
_________ Gustav Klimt (PE and ATE, page 717; VLR II,
Tackle Poetic Style
_________ Literary Tools: Symbol and Image (PE,
page 714)
_________ Model how to read to the end of a thought in
a poem.
_________ Ask students to identify metaphors in the
poem.
_________ Have students draw pictures of some of the
images created in the poem.
Learners
_________ Read the selection aloud.
their notebooks.
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_________ Questions about the Related Reading (ATE,
pages 718–719)
_________ Motivation: Movie Review (ATE, page 715)
(ATE, page 715)
_________ Enrichment: Listening to an Interpretation of
the Poem (ATE, page 715)
UR 9, page 26)
720; UR 9, page 27)
_________ Understanding Literature: Symbol and Image
Learning: Oral Interpretation (PE, page 721)
_________ Vocabulary: Imagery (UR 9, page 30)
_________ Vocabulary: Lyrical Language (VR, page 142)
_________ Cross-Curricular Activity: Essay about Klimt’s
Art (ATE, page 716)
_________ Writer’s Journal: Diary Entry, Letter, and Lyric
Poem (PE, page 721; UR 9, page 29)
_________ Language, Grammar, and Style:
Subordinating Conjunctions (PE, page 721;
UR 9, page 30)
_________ Media Literacy: Movie Review (PE, page 721)
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Lesson Plan
“The Interlopers,” page 722
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Difficulty Considerations: Style; vocabulary
Synopsis: Two enemies are trapped by a falling tree. Just as they
resolve their feud, they notice the approach of wolves.
Goals/Objectives:
• to appreciate a short story involving conflict
• to describe Saki’s literary accomplishments
• to define aim, plot, and conflict
• to demonstrate the ability to identify compound, complex, and
compound-complex sentences
Vocabulary
Fix-Up Idea: Reread
Use Context Clues
Related Reading: “A Poison Tree,” page 728
Before Reading
_________ Fine Art: Caspar-David Friedrich (PE, page 723; VLR II, page 76; Art Note, PE, page 722)
During Reading
_________ Dramatic Recording: “The Interlopers” (AL, 13:43)
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After Reading
_________ Understanding Literature: Aim, Plot, and Conflict (PE, page 729; UR 9, page 38)
_________ Writer’s Journal: Note, Proclamation, and Conclusion (PE, page 730; UR 9, page 39)
_________ Language, Grammar, and Style: Relative Pronouns and Subordinating Conjunctions (PE, page 730; UR 9,
page 41)
_________ Collaborative Learning: Storyboard (PE, page 730)
_________ Vocabulary: Context Clues (PE, page 730; UR 9, page 40)
_________ Related Reading: “A Poison Tree,” (PE, page 728; UR 9, page 37)
_________ Dramatic Recording: “A Poison Tree,” (AL, 0:46)
Lesson Plan
“The Interlopers,” page 722
M
Teaching Options
_________ Motivation: Storyboard (ATE, page 723)
(ATE, page 723)
page 723)
_________ Enrichment: Short Story about a Grudge
(ATE, page 723)
Art Note
_________ Caspar-David Friedrich (PE, page 722;
VLR II, page 76)
Literary Technique
_________ Description (ATE, page 724)
_________ Apposition (ATE, page 726)
Quotables
_________ George Eliot (ATE, page 725)
_________ William Wordsworth (ATE, page 726)
_________ Lord Macauley (ATE, page 727)
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_________ Visualizing and Discussing (ATE, page 726)
_________ Responding to Quotables (ATE, page 727)
UR 9, page 37)
729; UR 9, page 37)
_________ Understanding Literature: Aim, Plot, and
_________ Collaborative Learning: Storyboard (PE,
page 730)
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_________ Enrichment: Short Story about a Grudge
(ATE, page 723)
_________ Writer’s Journal: Note, Proclamation, and
Conclusion (PE, page 730; UR 9, page 39)
_________ Language, Grammar, and Style: Relative
Pronouns and Subordinating Conjunctions
_________ Vocabulary: Context Clues (PE, page 730;
UR 9, page 40)
Tackle Style
_________ Have students read along while listening to
the Dramatic Recording (AL, 13:43)
_________ Discuss setting and characters before
students start reading.
_________ Encourage rereading of difficult passages.
Tackle Vocabulary
_________ Before reading, preview the Words for
Everyday Use.
_________ Read the selection as a class, pausing to
allow students to read the footnotes and to
paraphrase difficult passages.
Learners
page 193).
_________ Have students discuss conflicts between
groups that happen throughout the world.
_________ Create pair/share groups to read the story
together; students should answer Guided
Reading Questions as they read.
the characters display prejudice and where
they display bravery.
_________ After reading, have students form pairs and
act out the story.
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157
Lesson Plan
from To Kill a Mockingbird, page 731
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Difficulty Consideration: Vocabulary
Ease Factor: First-person point of view
Synopsis: In this excerpt, Scout as narrator tells how she and
Jem met Dill for the first time and about how the three children
became fascinated by Boo Radley.
Goals/Objectives:
• to understand the friendship of three characters in a novel
• to describe Harper Lee’s literary accomplishments and explain how her environment influenced her writing
• to define description and narrator and recognize the use of these techniques in the selection
• to participate in a role-play
• to write an abstract of a newspaper, magazine, or Internet article
Before Reading
_________ Literary Tools: Description and Narrator (PE, page 731)
_________ About the Author: Harper Lee (PE, page 731)
_________ Vocabulary: Dialect and Colloquialism (VR, page 145)
During Reading
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After Reading
_________ Understanding Literature: Description and Narrator (PE, page 736; UR 9, page 51)
_________ Writer’s Journal: Theater Review, Invitation, and Dialogue (PE, page 737; UR 9, page 52)
_________ Language, Grammar, and Style: Proper Nouns and Adjectives (PE, page 737; UR 9, page 52)
_________ Speaking and Listening & Collaborative Learning: Role-Play (PE, page 737)
_________ Media Literacy: Abstract (PE, page 737)
Lesson Plan
from To Kill a Mockingbird, page 731
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Teaching Options
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_________ Motivation: Role-Play (ATE, page 732)
(ATE, page 732)
(ATE, page 732)
(ATE, page 732)
_________ Enrichment: Persecution and Tolerance (ATE,
page 732)
733)
Tackle Vocabulary
(ATE, page 732)
_________ Vocabulary: Dialect and Colloquialism (VR,
page 145)
_________ Use context clues to unlock meaning.
Learners
_________ Read the selection aloud, pausing to help
students visualize the characters and the
setting.
_________ Have students take the parts of Jem, Scout,
and Dill and read the dialogue aloud.
_________ Discuss childhood fascinations and fears.
Literary Technique
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(ATE, page 732)
_________ Enrichment: Persecution and Tolerance (ATE,
page 732)
UR 9, page 50)
736; UR 9, page 50)
_________ Understanding Literature: Description and
Narrator (PE, page 736; UR 9, page 51)
Learning: Role-Play (PE, page 737)
_________ Vocabulary: Dialect and Colloquialism (VR,
page 145)
_________ Writer’s Journal: Theater Review, Invitation,
_________ Language, Grammar, and Style: Proper
Nouns and Adjectives (PE, page 737; UR 9,
page 52)
_________ Media Literacy: Abstract (PE, page 737)
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Lesson Plan
“Thank You, M’am,” page 738
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Reading Level: Easy
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Difficulty Consideration: Unexpected events
Ease Factors: Dialogue; few characters
Synopsis: When a boy tries to snatch Mrs. Luella Bates
Washington Jones’s purse, she catches the young thief and
teaches him a lesson he will never forget.
Reading
Determine Author’s Purpose
Goals/Objectives:
• to enjoy a short story in which a character learns
a lesson about respecting others
• to describe the literary accomplishments of Langston Hughes
and explain the historical significance of his writing
• to define motivation and characterization and recognize the
use of these techniques in the selection
• to conduct research on the Harlem Renaissance
Before Reading
_________ Literary Tools: Motivation and Characterization (PE, page 738)
_________ About the Author: Langston Hughes (PE, page 738)
_________ Fine Art: William H. Johnson (PE, pages 739 and 741; Art Note, PE and ATE, page 741)
_________ Vocabulary: Spelling: Basic Suffix Rules (VR, page 147)
During Reading
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After Reading
_________ Understanding Literature: Motivation and Characterization (PE, page 743; UR 9, page 63)
_________ Writer’s Journal: Thank-You Note, Dialogue, and Rap Song (PE, page 744; UR 9, page 63)
_________ Language, Grammar, and Style: Identifying Main Subjects and Verbs (PE, page 744; UR 9, page 64)
_________ Study and Research & Collaborative Learning: Harlem Renaissance (PE, page 744)
Lesson Plan
“Thank You, M’am,” page 738
M
Teaching Options
_________ Motivation: Visual Display of Langston
Hughes (ATE, page 739)
(ATE, page 739)
(ATE, page 739)
(ATE, page 739)
_________ Enrichment: Looking at and Painting Portraits
(ATE, page 739)
Biographical Note
_________ Langston Hughes (ATE, page 740)
_________ Poet Laureate of Harlem (ATE, page 741)
_________ African-American Political and Cultural
Movements (ATE, page 741)
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Art Note
_________ William H. Johnson (PE and ATE, page 741)
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_________ Vocabulary: Spelling: Basic Suffix Rules (VR,
page 147)
_________ Enrichment: Looking at and Painting Portraits
(ATE, page 739)
_________ Writer’s Journal: Thank-You Note, Dialogue,
and Rap Song (PE, page 744; UR 9,
page 63)
Main Subjects and Verbs (PE, page 744;
UR 9, page 64)
Tackle Unexpected Events
_________ Model making predictions while reading.
_________ Understanding Literature: Motivation (PE,
Learners
(ATE, page 739)
_________ Have students role-play the parts of Luella
and Roger.
_________ Motivation: Researching Langston Hughes
(ATE, page 739)
(ATE, page 739)
UR 9, page 61)
743; UR 9, page 62)
_________ Understanding Literature: Motivation and
page 63)
Learning: Harlem Renaissance (PE,
page 744)
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Lesson Plan
Unit Nine
Relationships
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Guided Writing
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GUIDED WRITING
Persuasive Writing: Evaluating Communication Styles
Software
Assignment: Students observe the communication between two
people and analyze its effectiveness (PE, pages 745–751).
See the Guided
features.
Before Writing
_________ Evaluating Communication Styles (PE, page 745)
_________ Student Model—Graphic Organizer (PE, page 747; VLR I,
page 156; WR, page 158)
_________ Graphic Organizer (VLR, page 156; WR, page 158)
During Writing
_________ Language, Grammar, and Style: Formal and Informal English (PE, page 748; WR, page 162)
_________ Drafting (PE, page 749; WR, page 159)
After Writing
_________ Rubric for Persuasive Writing: Evaluating Communication Styles (VLR I, page 159; WR, page 172)
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_________ Motivation: Analyzing Communication on a Television Show (ATE, page 745)
_________ Reading Proficiency: Strategies for Reading to Learn: SQR3 (ATE, page 745)
_________ English Language Learning: Communication Styles in Different Cultures (ATE, page 745)
_________ Special Needs: Receiving Feedback (ATE, page 746)
_________ Enrichment: Producing a TV Show (ATE, page 746)
_________ Have students think about two people they would like to observe and analyze (Evaluating Communication
Styles, PE, page 745).
_________ Graphic Organizer (VLR, page 156; WR, page 158)
_________ Language, Grammar, and Style: Formal and Informal English (PE, page 748; WR, page 162)
_________ Rubric for Persuasive Writing: Evaluating Communication Styles (VLR I, page 159; WR, page 172)
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Lesson Plan
Unit Nine
Relationships
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Unit Nine Review
_________ Vocabulary Development: Antonyms and Context (ATE, page 752)
_________ Genre Studies: Short Story and Lyric Poetry (PE, page 752; UR 9, page 76)
_________ Thematic Studies: Friendship and Reformation (PE, page 753; UR 9, page 77)
_________ A Christmas Memory by Truman Capote
_________ Independent Reading Activity: Write Your Own Memoir (PE, page 753; UR 9, page 78)
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_________ Grand Mothers: Poems, Reminiscences, and Short Stories about the Keepers of Our Traditions edited by
Nikki Giovanni
_________ Iceman by Chris Lynch
_________ The Friends by Kazumi Yumoto
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Lesson Plan
Unit Ten
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• to explore ideas related to the theme of courage and
perseverance
• to summarize the different ways people persevere and show
courage in difficult situations
• to define personification, metaphor, simile, description, mood,
foreshadowing, conflict, characterization, speaker, rhyme, sight
rhyme, and rhyme scheme and identify and explain examples of
each
• to write a fictional character sketch
• to identify and demonstrate an ability to use effective dialogue in
writing
_________ “Courage,” page 757
_________ “The Leap,” page 762
_________ Related Reading: “Her Flying Trapeze,” page
769
_________ “The Scarlet Ibis,” page 772
_________ “Through the Tunnel,” page 785
_________ Related Reading: “Death of a Young Son by Drowning,” page 794
_________ “miss rosie,” page 797
_________ “The Courage That My Mother Had,” page 802
_________ Related Reading: “The Funeral,” page 804
_________ Guided Writing—Imaginative Writing: Developing a Character Sketch, page 807
_________ Unit Ten Review, page 814
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_________ Fine Art: Winslow Homer. Have students discuss how the artwork relates to the title of this unit (PE, page
754).
_________ Echoes (PE, page 756)
Lesson Plan
“Courage,” page 757
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Fix-Up Idea: Reread
Identify Main Ideas
Synopsis: The speaker lists situations that require courage.
Goals/Objectives:
• to interpret and appreciate a poem about courage and the
challenges of life
• to discuss different perspectives on courage and the situations
that require courage
• to define personification, metaphor, and simile and find
examples of these literary techniques in poetry
• to demonstrate an ability to identify clauses and phrases
• to work collaboratively to create and perform a skit that shows
courage in action
Before Reading
_________ Literary Tools: Personification, Metaphor, and Simile (PE, page 757)
_________ About the Author: Anne Sexton (PE, page 757)
_________ Fine Art: Horace Pippin (PE, page 759; VLR II, page 79; Art Note, PE, page 758)
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During Reading
After Reading
_________ Understanding Literature: Personification, Metaphor, and Simile (PE, page 760; UR 10, page 4)
_________ Writer’s Journal: Description, Metaphor or Simile, and Personification (PE, page 761; UR 10, page 4)
_________ Vocabulary: Using a Dictionary (UR 10, page 6)
_________ Language, Grammar, and Style: Recognizing Clauses and Phrases (PE, page 761; UR 10, page 7)
_________ Study and Research: Researching Military Medals (PE, page 761)
_________ Collaborative Learning: Courage Role-Play (PE, page 761)
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165
Lesson Plan
“Courage,” page 757
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Teaching Options
_________ Motivation: Discussing a Courageous Person
(ATE, page 758)
_________ Reading Proficiency: Figurative Language
(ATE, page 758)
(ATE, page 758)
(ATE, page 758)
_________ Enrichment: Comparing Themes in Sexton’s
Poetry (ATE, page 758)
Literary Technique
Art Note
_________ Horace Pippin (PE, page 758; VLR II,
page 79)
_________ Literary Tools: Personification, Metaphor, and
Simile (PE, page 757)
_________ Reading Proficiency: Figurative Language
(ATE, page 758)
_________ Writer’s Journal: Description, Metaphor or
Simile, and Personification (PE, page 761;
UR 10, page 4)
_________ Reread difficult passages.
Learners
_________ Discuss the meaning of courage.
_________ Have students list all the examples the poet
gives of situations that require courage.
_________ Have students copy favorite passages from
the selection into their notebooks.
(ATE, page 758)
UR 10, page 2)
760; UR 10, page 2)
_________ Understanding Literature: Personification,
Metaphor, and Simile (PE, page 760; UR 10,
page 4)
_________ Collaborative Learning: Courage Role-Play
(PE, page 761)
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_________ Vocabulary: Using a Dictionary (UR 10,
page 6)
_________ Motivation: Discussing a Courageous Person
(ATE, page 758)
_________ Enrichment: Comparing Themes in Sexton’s
Poetry (ATE, page 758)
_________ Writer’s Journal: Description, Metaphor or
Simile, and Personification (PE, page 761;
UR 10, page 4)
_________ Language, Grammar, and Style: Recognizing
Clauses and Phrases (PE, page 761; UR 10,
page 7)
_________ Study and Research: Researching Military
Medals (PE, page 761)
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Lesson Plan
“The Leap,” page 762
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Difficulty Considerations: Time shifts; style; vocabulary
Synopsis: The narrator speaks of her extraordinary mother, a
former trapeze artist who has taught her how to take risks in life.
Goals/Objectives:
• to enjoy a short story that describes a lifelong relationship
between a narrator and her mother
• to summarize and discuss the hardships, risks, and sacrifices
the characters make for each other
• to identify sensory details in a short story and explain how
these details enrich writing
• to work with a partner to role-play an interview
Related Reading: “Her Flying Trapeze,” page 769
Before Reading
_________ Literary Tools: Hero and Description (PE, page 762)
_________ About the Author: Louise Erdrich (PE, page 762)
_________ Vocabulary: Suffixes: Verb Suffixes (VR, page 150)
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During Reading
_________ Dramatic Recording: “The Leap” (AL, 18:27)
After Reading
_________ Understanding Literature: Hero and Description (PE, page 770; UR 10, page 15)
_________ Writer’s Journal: Tabloid Article, Definition of Courage, and Letter (PE, page 771; UR 10, page 16)
_________ Vocabulary: Learning Synonyms and Antonyms (UR 10, page 17)
_________ Language, Grammar, and Style: Types of Phrases (PE, page 771; UR 10, page 18)
_________ Media Literacy: Conducting an Interview (PE, page 771)
_________ Collaborative Learning: Writing a Promotion (PE, page 771)
_________ Related Reading: “Her Flying Trapeze” (ATE, page 769)
_________ Dramatic Recording: “Her Flying Trapeze,” (AL, 1:03)
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167
Lesson Plan
“The Leap,” page 762
M
Teaching Options
_________ Motivation: Using a Dictionary (ATE,
page 763)
_________ Reading Proficiency: Past and Present Chart
(ATE, page 763)
(ATE, page 763)
_________ Enrichment: Artistic Response to the Story
(ATE, page 763)
Biographical Note
_________ Louise Erdrich (ATE, page 764)
765)
_________ Fire Safety and Emergency Instructions (ATE,
page 767)
_________ Related Reading Questions (ATE, page 769;
UR 10, page 14)
_________ Illiteracy Fact Sheet (ATE, page 766)
Literary Note
_________ Rhyme (ATE, page 769)
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_________ Vocabulary: Suffixes: Verb Suffixes (VR,
page 150)
_________ Reading Proficiency: Past-and-Present Chart
(ATE, page 763)
_________ Writer’s Journal: Tabloid Article, Definition of
Courage, and Letter (PE, page 771; UR 10,
page 16)
_________ Language, Grammar, and Style: Types of
Phrases (PE, page 771; UR 10, page 18)
Tackle Time Shifts
_________ Reading Proficiency: Past-and-Present Chart
(ATE, page 763)
_________ Read the first page together, clarifying past
or present events.
Tackle Style
_________ Read for a purpose: find three ways the
daughter owes her existence to her mother.
_________ Read aloud with a partner; reread difficult
passages.
Tackle Vocabulary
_________ Vocabulary: Learning Synonyms and
Antonyms (UR 10, page 17)
(ATE, page 763)
_________ Use a dictionary.
Learners
_________ Read the selection over two or more class
sessions.
_________ Paraphrase each paragraph while reading.
_________ Discuss dangerous situations students have
experienced.
_________ Vocabulary: Learning Synonyms and
Antonyms (UR 10, page 17)
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_________ Motivation: Using a Dictionary (ATE,
page 763)
_________ Enrichment: Artistic Response to the Story
(ATE, page 763)
_________ Additional Questions and Activities: Fire
Safety and Emergency Instructions (ATE,
page 767)
UR 10, page 14)
770; UR 10, page 14)
_________ Understanding Literature: Hero and
Description (PE, page 770; UR 10, page 15)
_________ Media Literacy: Conducting an Interview (PE,
page 771)
_________ Collaborative Learning: Writing a Promotion
(PE, page 771)
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Lesson Plan
“The Scarlet Ibis,” page 772
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Difficulty Considerations: Figurative language; vocabulary;
selection length
Ease Factor: Few characters
Synopsis: An older brother transforms his feelings of shame,
irritation, and anger to love for his younger brother, Doodle, who
is disabled. When Doodle dies, the narrator feels responsible.
Goals/Objectives:
• to appreciate a short story rich in setting and symbolism
• to explain different perspectives on diversity and discuss how
the idea of diversity is developed in a short story
• to define setting, foreshadowing, and mood and describe how
these elements affect a reader’s interpretation of literature
• to research and present biographical sketches to the class
• to enhance Internet skills by researching hurricane patterns in the Atlantic
Before Reading
_________ Literary Tools: Mood and Foreshadowing (PE, page 772)
_________ About the Author: James Hurst (PE, page 772)
_________ Vocabulary: PAVE: Predict, Associate, Verify, and Evaluate (VR, page 152)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Mood and Foreshadowing (PE, page 783; UR 10, page 30)
_________ Writer’s Journal: Descriptive Paragraphs, Letter, and Poem (PE, page 784; UR 10, page 30)
_________ Vocabulary: Homonym Brainstorm (UR 10, page 32)
_________ Language, Grammar, and Style: Adjective Clauses (PE, page 784; UR 10, page 32)
_________ Study and Research & Speaking and Listening: Biographical Sketches (PE, page 784)
_________ Media Literacy: Internet Research (PE, page 784)
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169
Lesson Plan
“The Scarlet Ibis,” page 772
M
Teaching Options
_________ Motivation: Discussing Superstitions (ATE,
page 773)
_________ Reading Proficiency: Swamp Environment
and Review (ATE, page 773)
(ATE, page 773)
(ATE, page 773)
_________ Enrichment: Swamp Environment (ATE,
page 773)
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W
TH
F
_________ Vocabulary: Homonym Brainstorm (UR 10,
page 32)
and Evaluate (VR, page 152)
_________ Writer’s Journal: Descriptive Paragraphs,
Letter, and Poem (PE, page 784; UR 10,
page 30)
_________ Language, Grammar, and Style: Adjective
_________ Media Literacy: Internet Research (PE,
page 784)
Literary Technique
_________ Collage and Description of Plants (ATE,
page 775)
776–777 and 780–781)
_________ Visual Representations (ATE, page 776)
Historical Note
_________ U.S. Casualties in the World Wars (ATE,
page 779)
Print Resources
Transparency
(ATE, page 773)
_________ Read selection over two or more class
sessions.
_________ Have students use Guided Reading
Questions to keep them on track.
Learners
page 199).
_________ For highly poetic passages, have students
read once for sound and rhythm and then
reread for meaning.
_________ Help students summarize each page.
Audio Library
Internet
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LESSON PLANS
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_________ Motivation: Discussing Superstitions (ATE,
page 773)
_________ Enrichment: Swamp Environment (ATE,
page 773)
_________ Vocabulary: Homonym Brainstorm (UR 10,
page 32)
UR 10, page 28)
783; UR 10, page 29)
_________ Understanding Literature: Mood and
Foreshadowing (PE, page 783; UR 10,
page 30)
Listening: Biographical Sketches (PE,
page 784)
Tackle Vocabulary
and Evaluate (VR, page 152)
(ATE, page 773)
_________ Model how to use context clues to estimate
Lesson Plan
“Through the Tunnel,” page 785
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T
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Difficulty Consideration: Style
Vocabulary
Fix-Up Idea: Reread
Use Context Clues
Ease Factors: Few characters; short sentences
Synopsis: An eleven-year-old boy, on vacation with his mother
at the seashore, discovers an underwater tunnel and becomes
determined to swim through it as he has seen older boys do.
When he finally accomplishes the dangerous feat, he discovers
he has made a passage from childhood to adulthood.
Goals/Objectives:
• to empathize with a character passing from childhood to adulthood
• to describe Doris Lessing’s literary accomplishments
• to define and recognize symbols in literature
• to identify and define theme, setting, characterization, and conflict
• to write a narrative paragraph, alliterative description, and a personal letter
Related Reading: “Death of a Young Son by Drowning,” page 794
Before Reading
_________ Fine Art: Claude Monet (PE, page 786; VLR II, page 82)
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During Reading
_________ Dramatic Recording: “Through the Tunnel” (AL, 28:04)
After Reading
_________ Understanding Literature: Conflict and Characterization (PE, page 795; UR 10, page 43)
_________ Writer’s Journal: Narrative Paragraph, Description Using Alliteration, and Letter (PE, page 796; UR 10, page 43)
_________ Vocabulary: Word Derivation (UR 10, page 45)
_________ Language, Grammar, and Style: Adverb Clauses (PE, page 796; UR 10, page 46)
_________ Study and Research & Media Literacy: Research Report (PE, page 796; UR 10, page 46)
_________ Speaking and Listening: Conducting an Interview (PE, page 796)
_________ Related Reading: “Death of a Young Son by Drowning,” (PE, page 794)
_________ Dramatic Recording: “Death of a Young Son by Drowning” (AL, 1:34)
Print Resources
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UNIT
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LESSON PLANS
171
Lesson Plan
“Through the Tunnel,” page 785
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Teaching Options
_________ Motivation: Discussing Outdoor Adventures
(ATE, page 786)
_________ Reading Proficiency: Words that Signify Time
Order (ATE, page 786)
(ATE, page 786)
_________ Special Needs: Previewing Setting (ATE,
page 786)
_________ Enrichment: Underwater Exploration (ATE,
page 786)
787–788)
_________ Illustration or Map (ATE, page 791)
Tackle Style
_________ Help students visualize themselves as the
boy.
Learners
_________ Share experiences of training for something
difficult.
_________ Mark descriptive passages with one color
and “action” passages with another.
_________ Have students illustrate one of their favorite
descriptive passages.
Literary Technique
_________ Freudian Criticism (ATE, page 792)
_________ Effect (ATE, page 794)
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_________ Motivation: Discussing Outdoor Adventures
(ATE, page 786)
_________ Reading Proficiency: Words that Signify Time
Order (ATE, page 786)
_________ Enrichment: Underwater Exploration (ATE,
page 786)
UR 10, page 41)
795; UR 10, page 42)
_________ Understanding Literature: Conflict and
page 43)
_________ Vocabulary: Word Derivation (UR 10,
page 45)
Illustration or Map (ATE, page 791)
_________ Writer’s Journal: Narrative Paragraph,
Description Using Alliteration, and Letter (PE,
_________ Language, Grammar, and Style: Adverb
Research Report (PE, page 796; UR 10,
page 46)
_________ Speaking and Listening: Conducting an
Interview (PE, page 796)
Print Resources
Transparency
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Internet
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LESSON PLANS
Lesson Plan
“miss rosie,” page 797
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TH
F
Reading Level: Easy
Difficulty Considerations: Tone; style
Synopsis: The speaker protests the tragic state of an old
homeless woman, once beautiful and loved, now reduced
to human garbage.
Goals/Objectives:
• to interpret and enjoy a poem in free verse
• to describe Lucille Clifton’s accomplishments
• to define speaker and simile and recognize the use of these
• to work collaboratively to plan a celebration for National Poetry
Month
• to write a review of a children’s book by Clifton
Before Reading
_________ Fine Art: Gordon Parks (PE, page 798; VLR II, page 85; Art Note, PE, page 799; UR 10, page 55)
_________ Literary Tools: Speaker and Simile (PE, page 797)
_________ About the Author: Lucille Clifton (PE, page 797)
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During Reading
After Reading
_________ Understanding Literature: Speaker and Simile (PE, page 800; UR 10, page 57)
_________ Writer’s Journal: Letter, Journal Entry, and Free Verse Poem (PE, page 801; UR 10, page 57)
_________ Language, Grammar, and Style: Noun Clauses (PE, page 801; UR 10, page 58)
_________ Collaborative Learning & Study and Research: Celebrating National Poetry Month (PE, page 801)
_________ Applied English: Advertisement (PE, page 801)
_________ Critical Thinking: Book Review (PE, page 801; UR 10, page 59)
Print Resources
Transparency
Audio Library
Internet
UNIT
10
LESSON PLANS
173
Lesson Plan
“miss rosie,” page 797
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Teaching Options
Internet Resources
_________ Academy of American Poets (ATE, page 798)
_________ Motivation: Descriptive Paragraph about an
Admirable Quality (ATE, page 798)
_________ Reading Proficiency: Punctuation Style and
Figurative Language (ATE, page 798)
(ATE, page 798)
_________ Special Needs: Forming an Image (ATE,
page 798)
_________ Enrichment: Comparing and Contrasting
(ATE, page 798)
Art Note
_________ Gordon Parks (PE, page 799; VLR II,
_________ Special Needs: Forming an Image (ATE,
page 798)
UR 10, page 55)
800; UR 10, page 55)
_________ Understanding Literature: Speaker and Simile
Research: Celebrating National Poetry Month
(PE, page 801)
Transparency
Tackle Tone
_________ To help students understand the speaker’s
attitude, focus on the questions in
Understanding Literature: Speaker (PE,
page 800).
_________ Ask students what the speaker means by
saying “I stand up.” Refer them to Respond
to the Selection (PE, page 800).
Tackle Style
_________ Students may have difficulty with the lack of
punctuation in this poem. Read the poem
aloud for them. Then, follow the suggestions
under Reading Proficiency (ATE, page 798).
_________ Point out that the poem is, in fact, one long
run-on sentence. Reduce the poem to its
simple subject and verb: “I stand up.” Then
help students identify the different phrases
and clauses that are added to modify the
sentence. For example: “When I watch you”
and “who used to be called the Georgia Rose”
are dependent clauses; “in your old man’s
shoes,” “with the little toe cut out,” and
“through your destruction” are prepositional
phrases; and “wrapped up like garbage” and
“surrounded by the smell” are participial
phrases.
Learners
_________ Read the poem aloud several times,
checking comprehension of phrases.
_________ Ask students to identify the similes in the
poem.
_________ Have students discuss the problem of
homelessness.
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LESSON PLANS
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_________ Motivation: Descriptive Paragraph about an
_________ Enrichment: Comparing and Contrasting
(ATE, page 798)
Free Verse Poem (PE, page 801; UR 10,
page 57)
_________ Language, Grammar, and Style: Noun
_________ Applied English: Advertisement (PE,
page 801)
_________ Critical Thinking: Book Review (PE, page
801; UR 10, page 59)
Print Resources
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Lesson Plan
“The Courage That My Mother Had,” page 802
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F
Difficulty Considerations: Poetic style; figurative language
Synopsis: This poem pays homage to the poet’s mother.
Goals/Objectives:
• to discuss different ideas about how people can remember and
honor the deceased
• to define figures of speech, metaphor, simile, rhyme, sight
rhyme, and rhyme scheme
• to create a poetry booklet organized by theme
Related Reading: “The Funeral,” page 804
Before Reading
_________ Fine Art: Amedeo Modigliani (PE, page 803; VLR II, page 88)
_________ Vocabulary: Vocabulary Clusters (VR, page 160)
© EMC Corporation
During Reading
_________ Dramatic Recording: “The Courage That My Mother Had” (AL, 0:49)
After Reading
_________ Understanding Literature (PE, page 805; UR 10, page 66)
_________ Writer’s Journal: Will, Short Speech, and Poem (PE, page 806; UR 10, page 67)
_________ Language, Grammar, and Style: Review of Clauses (PE, page 806; UR 10, page 68)
_________ Media Literacy & Collaborative Learning: Storytelling (PE, page 806)
_________ Media Literacy: Poetry Booklet (PE, page 806)
_________ Related Reading: “The Funeral” (PE, page 804)
_________ Dramatic Recording: “The Funeral” (AL, 0:44)
Print Resources
Transparency
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Internet
UNIT
10
LESSON PLANS
175
Lesson Plan
“The Courage That My Mother Had,” page 802
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Teaching Options
_________ Motivation: Poem or Lyrics about a Person’s
_________ Reading Proficiency: Analyzing (ATE,
page 803)
(ATE, page 803)
(ATE, page 803)
_________ Enrichment: Millay’s Political Activism (ATE,
page 803)
Tackle Poetic Style
_________ Reading Proficiency: Analyzing (ATE,
page 803)
_________ Understanding Literature: Rhyme, Sight
Rhyme, and Rhyme Scheme (PE, page 805;
UR 10, page 66)
_________ Read the poem aloud several times.
_________ Point out the semicolons, colons, and the
long dash (or “em dash”) in the poem and
discuss what each type of punctuation
indicates. Refer to the Language Arts Survey
3.88, 3.89, and 3.93 for more information.
Internet Resources
_________ Edna St. Vincent Millay (ATE, page 802)
UR 10, page 65)
805; UR 10, page 65)
_________ Understanding Literature: Figures of Speech,
Metaphor, Simile, Rhyme, Sight Rhyme, and
Rhyme Scheme (PE, page 805; UR 10,
page 66)
Storytelling (PE, page 806)
Transparency
_________ Understanding Literature: Figures of Speech
_________ Discuss the central metaphor of the poem,
which compares the mother’s courage to
“Rock from New England quarried; / Now
granite in a granite hill.” What does this
metaphor suggest about the mother?
Students might imagine her as cold, stern,
stoic, and unforgiving as well as strong and
courageous.
_________ Have students create metaphors or similes to
describe a quality found in a loved one, and
use it in the poem suggested in the Motivation
activity (ATE, page 803).
Learners
page 209).
_________ Ask students to translate the word courage
into their language and explain its meaning.
_________ Have students read the poem aloud and
answer the Guided Reading Questions.
Audio Library
Internet
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LESSON PLANS
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_________ Vocabulary: Vocabulary Clusters (VR,
page 160)
_________ Motivation: Poem or Lyrics about a Person’s
_________ Enrichment: Millay’s Political Activism (ATE,
page 803)
_________ Writer’s Journal: Will, Short Speech, and
Poem (PE, page 806; UR 10, page 67)
_________ Language, Grammar, and Style: Review of
_________ Media Literacy: Poetry Booklet (PE,
page 806)
Print Resources
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Lesson Plan
Unit Ten
M
Guided Writing
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F
GUIDED WRITING
Imaginative Writing: Developing a Character Sketch
Software
Assignment: Students write a fictional character sketch (PE, pages
807–813).
Before Writing
_________ Developing a Character Sketch (PE, page 807)
page 175)
See the Guided
features.
During Writing
_________ Language, Grammar, and Style: Writing Dialogue (PE, page 810; WR, page 177)
_________ Student Model—Draft (PE, page 810; VLR I, page 162)
© EMC Corporation
After Writing
_________ Rubric for Imaginative Writing: Developing a Character Sketch (VLR I, page 164; WR, page 189)
_________ Motivation: Describing a Person You Admire (ATE, page 807)
_________ Reading Proficiency: Summarizing (ATE, page 807)
_________ Special Needs: Character Sketch of Real Person (ATE, page 807)
_________ Enrichment: Short Story (ATE, page 807)
_________ Have students think about an interestesting person about whom they would like to write (Developing a
Character Sketch, PE, page 807).
_________ Language, Grammar, and Style: Writing Dialogue (PE, page 810; WR, page 177)
_________ Rubric for Imaginative Writing: Developing a Character Sketch (VLR I, page 164; WR, page 189)
Print Resources
Transparency
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Internet
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10
LESSON PLANS
177
Lesson Plan
Unit Ten
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Unit Ten Review
_________ Vocabulary Development: Word Search (ATE, page 814)
_________ Thematic Studies (PE, page 814; UR 10, page 77)
_________ Genre Studies: Poetry; Short Story (PE, page 815; UR 10, page 78)
_________ Having Our Say: The Delany Sisters’ First 100 Years by Sarah L. Delany and A. Elizabeth Delany with Amy
Hill Hearth
_________ Independent Reading Activity: Oral Interpretation of Literature (PE, page 815; VLR I, page 94; UR 10,
page 80)
_________ Ties that Bind, Ties that Break by Lensey Namioka
_________ The Man from the Other Side by Uri Orlev, translated by Hillel Halkin
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Lesson Plan
Unit Eleven
Journeys
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F
• to enjoy fiction and poems that explore the theme of physical and
mental journeys
• to summarize different perspectives about journeys
• to define simile, metaphor, repetition, description, tone, simile,
point of view, image, conflict, and characterization and identify
and explain examples of each
• to write a narrative
• to achieve sentence parallelism
_________ “A Journey,” page 819
_________ Related Reading: “The Journey,” page 829
_________ “Otherwise” and “The Old Life,” page 832
_________ from Great Plains, page 838
_________ from Mississippi Solo, page 844
_________ “How Did I Get Here?,” page 854
_________ Related Reading: “Late Fragment,” page 858
_________ Guided Writing—Narrative Writing: Chronicling a
Journey, page 861
_________ Unit Eleven Review, page 870
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_________ Fine Art: Richard Onyango. Have students discuss how the artwork relates to the title of this unit (PE,
page 816).
_________ Echoes (PE, page 818)
Print Resources
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Internet
UNIT
11
LESSON PLANS
179
Lesson Plan
“A Journey,” page 819
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F
Difficulty Considerations: Vocabulary; subject matter;
sentence structure
Ease Factor: Style
Synopsis: A young wife and her terminally ill husband are on a
long train trip home. When the husband dies en route, the
panicked wife attempts to conceal his death.
Vocabulary
Fix-Up Idea: Reread
Use Context Clues
Goals/Objectives:
• to appreciate a short story written in the early 1900s
• to describe Edith Wharton’s literary contributions
• to define psychological fiction, simile, and metaphor
• to use commas effectively
• to write a critical paragraph
Related Reading: “The Journey,” page 829
Before Reading
_________ Literary Tools: Psychological Fiction, Simile, and Metaphor (PE, page 819)
_________ About the Author: Edith Wharton (PE, page 819)
_________ Fine Art: Gino Severini (PE, page 825; VLR II, page 91; Art Note, PE and ATE, page 825; UR 11, page 3)
During Reading
_________ Dramatic Recording: “A Journey” (AL, 32:05)
Print Resources
Transparency
Audio Library
Internet
180
UNIT
11
LESSON PLANS
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After Reading
_________ Understanding Literature: Psychological Fiction, Simile, and Metaphor (PE, page 830; UR 11, page 5)
_________ Writer’s Journal: Letter, Journal Entry, and Newspaper Article (PE, page 831; UR 11, page 6)
_________ Vocabulary: Learning Base Words, Prefixes, and Suffixes (UR 11, page 7)
_________ Language, Grammar, and Style: Commas (PE, page 831; UR 11, page 8)
_________ Study and Research & Media Literacy: Women at the Turn of the Century (PE, page 831)
_________ Media Literacy: Applying Criticism (PE, page 831)
_________ Related Reading: “The Journey” (PE, page 829)
_________ Dramatic Recording: “The Journey,” (AL, 1:12)
Lesson Plan
M
Teaching Options
_________ Motivation: Writing and Enacting a Play (ATE,
page 820)
(ATE, page 820)
(ATE, page 820)
_________ Enrichment: Model or Sketch of a Train Car
(ATE, page 820)
Literary Technique
_________ Oxymoron (ATE, page 821)
_________ Point of View (ATE, pages 823 and 829)
_________ Tone (ATE, page 825)
_________ Setting (ATE, page 826)
_________ Mood and Imagery (ATE, page 829)
W
TH
F
_________ Motivation: Writing and Enacting a Play (ATE,
page 820)
Storytelling (ATE, page 829)
UR 11, page 3)
830; UR 11, page 4)
_________ Understanding Literature: Psychological
Fiction, Simile, and Metaphor (PE, page 830;
UR 11, page 5)
_________ Vocabulary: Learning Base Words, Prefixes,
and Suffixes (UR 11, page 7)
page 161)
_________ Enrichment: Model or Sketch of a Train Car
(ATE, page 820)
Newspaper Article (PE, page 831; UR 11,
page 6)
_________ Language, Grammar, and Style: Commas
Women at the Turn of the Century (PE,
page 831)
_________ Media Literacy: Applying Criticism (PE,
page 831)
821 and 824)
_________ Soothing Music (ATE, page 825)
_________ Storytelling (ATE, page 829)
Biographical Note
_________ Wharton (ATE, page 821)
_________ Researching Train Travel (ATE, page 823)
_________ History of Trains (ATE, page 827)
© EMC Corporation
T
Art Note
_________ Gino Severini (PE and ATE, page 825; VLR II,
page 91)
Print Resources
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Internet
UNIT
11
LESSON PLANS
181
Lesson Plan
M
Tackle Vocabulary
page 161)
(ATE, page 820)
_________ Help students gain insight from Literary
Technique: Setting (ATE, page 826).
_________ Understanding Literature: Psychological
Fiction (PE, page 830; UR 11, page 5)
T
W
TH
F
Tackle Sentence Structure
_________ Review the use of colons and semicolons in
complex sentences. For examples, see the
Language Arts Survey 3.88 and 3.89 (PE,
page 1010).
_________ Have students follow along while listening to
the Dramatic Recording (AL, 32:05), or read
the story aloud in class. Pause after difficult
passages to have a student paraphrase the
meaning.
Learners
_________ Share with students the additional vocabulary
found in English Language Learning (ATE,
page 820).
_________ Prompt students to make predictions while
reading.
_________ Discuss with students what they would do if
in the protagonist’s situation.
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Print Resources
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UNIT
11
LESSON PLANS
Lesson Plan
“Otherwise” and “The Old Life,” page 832
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F
Reading Level: Easy, Challenging
Difficulty Considerations: “Otherwise”: Poetic line breaks;
“The Old Life”: Poetic line breaks; vocabulary
Knowledge
Synthesize Information from Multiple Texts
Synopsis: Both poems are a blend of narrative format and
lyrical style, celebrating the small acts that make up our lives.
Goals/Objectives:
• to appreciate the interconnectedness of two related poems
• to describe the literary contributions of Jane Kenyon and
Donald Hall
• to define repetition and description and recognize the use of
these techniques in the selections
• to demonstrate an ability to use vivid verbs
• to give a poetry reading
• to analyze a poet’s revisions
© EMC Corporation
Before Reading
_________ Literary Tools: Repetition and Description (PE, page 832)
_________ About the Authors: Jane Kenyon and Donald Hall (PE, page 833)
_________ Fine Art: Henri Matisse (PE, page 834; VLR II, page 94; Art Note, ATE, page 834)
_________ Vocabulary: Using Specific, Descriptive Language (VR, page 164)
During Reading
_________ Dramatic Recording: “Otherwise” (AL, 1:17)
_________ Dramatic Recording: “The Old Life” (AL, 0:54)
After Reading
_________ Understanding Literature: Repetition and Description (PE, page 836; UR 11, page 17)
_________ Writer’s Journal: Paragraph, Journal Entry, and Poem (PE, page 837; UR 11, page 17)
_________ Language, Grammar, and Style: Using Vivid Verbs (PE, page 837; UR 11, page 18)
_________ Speaking and Listening: Poetry Reading (PE, page 837)
_________ Applied English: Flyer (PE, page 837)
Print Resources
Transparency
Audio Library
Internet
UNIT
11
LESSON PLANS
183
Lesson Plan
“Otherwise” and “The Old Life,” page 832
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F
Teaching Options
_________ Motivation: “What You Value in Life”
Discussion (ATE, page 833)
(ATE, page 833)
page 833)
_________ Enrichment: Analyzing and Comparing Drafts
(ATE, page 833)
Art Note
_________ Henri Matisse (ATE, page 834; VLR II,
page 94)
_________ Motivation: “What You Value in Life”
Discussion (ATE, page 833)
(ATE, page 833)
UR 11, page 15)
836; UR 11, page 15)
Description (PE, page 836; UR 11, page 17)
Tackle Poetic Line Breaks
_________ Dramatic Recordings: “Otherwise” and “The
Old Life” (AL, 1:17 and 0:54)
_________ Model how to read to the end of a thought in
a poem.
_________ Have students write a “To Do” list for each
speaker’s day.
_________ Have students create “mind movies” as the
poem is read aloud.
Tackle Vocabulary (for “The Old Life”)
(ATE, page 833)
_________ Vocabulary: Using Specific, Descriptive
Language (VR, page 164)
Learners
page 214).
_________ Preview the Words for Everyday Use,
footnotes, and Guided Reading Questions.
_________ Have students translate “Otherwise” into their
native language.
Print Resources
Transparency
Audio Library
© EMC Corporation
_________ Vocabulary: Using Specific, Descriptive
Language (VR, page 164)
(ATE, page 833)
_________ Writer’s Journal: Paragraph, Journal Entry,
_________ Language, Grammar, and Style: Using Vivid
Verbs (PE, page 837; UR 11, page 18)
_________ Speaking and Listening: Poetry Reading (PE,
page 837)
_________ Applied English: Flyer (PE, page 837)
Internet
184
UNIT
11
LESSON PLANS
Lesson Plan
from Great Plains, page 838
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F
Difficulty Considerations: Style; subject matter
Synopsis: In this excerpt, Frazier describes places he slept in his
van while on long drives across the Great Plains.
Goals/Objectives:
• to appreciate an essay about traveling through the Great Plains
• to describe Ian Frazier’s literary accomplishments
• to define tone and simile and recognize the use of these
• to write a brief biography of a Native American chief
• to write a travel journal for an imaginary trip in the United States
Before Reading
_________ Literary Tools: Tone and Simile (PE, page 838)
_________ Reader’s Resource: Geography and History Connections (PE, page 838)
_________ About the Author: Ian Frazier (PE, page 838)
_________ Fine Art: Edward Hopper (PE, page 839; VLR II, page 97)
© EMC Corporation
During Reading
After Reading
_________ Understanding Literature: Tone and Simile (PE, page 842; UR 11, page 25)
_________ Writer’s Journal: Post Card, Letter, and Travel Journal (PE, page 843; UR 11, page 26)
_________ Vocabulary: Compound Words (UR 11, page 27)
_________ Language, Grammar, and Style: Verbals: Participles (PE, page 843; UR 11, page 28)
_________ Collaborative Learning & Study and Research: Planning a Road Trip (PE, page 843)
_________ Study and Research: Researching a Native American Chief (PE, page 843)
Print Resources
Transparency
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Internet
UNIT
11
LESSON PLANS
185
Lesson Plan
M
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F
Teaching Options
_________ Motivation: Planning a Road Trip (ATE,
page 839)
(ATE, page 839)
(ATE, page 839)
(ATE, page 839)
_________ Enrichment: Comparing Stories about Road
Trips (ATE, page 839)
_________ Plague (ATE, page 840)
_________ Vocabulary: Compound Words (UR 11,
page 27)
_________ Cross-Curricular Activities: Plague (ATE,
page 840)
_________ Writer’s Journal: Post Card, Letter, and Travel
Journal (PE, page 843; UR 11, page 26)
_________ Language, Grammar, and Style: Verbals:
_________ Study and Research: Researching a Native
American Chief (PE, page 843)
Transparency
Tackle Style
_________ Students may have a hard time seeing the
point of this selection, as it consists of a string
of loosely connected anecdotes. Tell them
that Frazier’s aim is to share impressions he
had and quirky, interesting sights he saw
while on road trips through the Great Plains.
Point out that all the anecdotes have to do
with sleeping while on the road.
_________ Tell students that for the next week, they should
bring a pocket-size notebook along with
them wherever they go and use it to record
impressions or to take notes on quirky things
they see. For example, they may copy down
snatches of dialogue overheard on the bus,
or write a description of the customers at the
corner store—anything they see that captures
their attention. At the end of the week, they
could put these impressions and descriptions
together into a piece of nonfiction writing,
using the place they live as the title.
_________ Have students read aloud and discuss some
of Frazier’s descriptions with a partner.
_________ Reader’s Resource: Geography and History
Connections (PE, page 838)
_________ Have students share stories about road trips.
_________ Locate a map showing the area of the Great
Plains. The Great Plains are so named
because they are relatively flat, treeless, and
arid. If possible, show photos of the Plains’
landscape.
_________ Have students write to the Office of Tourism
of one of the states in the Great Plains to
request tourist information.
_________ Pair this selection with the excerpt from Black
Elk Speaks on page 447.
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_________ Motivation: Planning a Road Trip (ATE,
page 839)
(ATE, page 839)
(ATE, page 839)
(ATE, page 839)
_________ Enrichment: Comparing Stories about Road
Trips (ATE, page 839)
UR 11, page 24)
842; UR 11, page 24)
_________ Understanding Literature: Tone and Simile
_________ Collaborative Learning & Study and Research:
Planning a Road Trip (PE, page 843)
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Learners
page 221).
_________ Read the story together as a class. Pause
after each paragraph to clarify meaning and
to have students share the “pictures” created
in their minds.
_________ Call students’ attention to imaginative
description and use of figurative language.
Ask them to identify the use of personification
(“the stars blinked”; “the trucks snore”) and
simile (“[the cattle] set their many feet all at
once, like a dance revue”).
_________ Have students create a sensory detail chart
listing examples of images that appeal to
their senses of sight, hearing, touch, and
smell.
notebooks.
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Lesson Plan
from Mississippi Solo, page 844
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Fix-Up Idea: Unlock Difficult Vocabulary
Difficulty Consideration: Subject matter
Ease Factors: Narrative style; short sentences
Synopsis: In this excerpt, the author tells about the beginning of
his canoe journey down the Mississippi River and obstacles he
encountered.
Goals/Objectives:
• to appreciate what it might be like to pursue a dream and take
a journey
• to become familiar with the life and work of Eddy L. Harris
• to define point of view and image and recognize the use of
• to research an aspect of the Mississippi River
• to discuss the process of setting goals
Before Reading
_________ Literary Tools: Point of View and Image (PE, page 844)
_________ About the Author: Eddy L. Harris (PE, page 844)
During Reading
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After Reading
_________ Understanding Literature: Point of View and Image (PE, page 852; UR 11, page 38)
_________ Writer’s Journal: Travel Journal Entry, Thank-You Note, and Brochure (PE, page 853; UR 11, page 38)
_________ Vocabulary: Using Adjectives (UR 11, page 40)
_________ Language, Grammar, and Style: Verbals: Gerunds (PE, page 853; UR 11, page 41)
_________ Study and Research & Collaborative Learning: Exploring the Mississippi (PE, page 853)
_________ Collaborative Learning & Speaking and Listening: Setting Goals (PE, page 853)
Lesson Plan
from Mississippi Solo, page 844
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Teaching Options
_________ Motivation: Mississippi River Bulletin Board
(ATE, page 845)
(ATE, page 845)
_________ Special Needs: Previewing Vocabulary (ATE,
page 845)
_________ Enrichment: Painting a Scene (ATE,
page 845)
_________ Canoe Safety (ATE, page 846)
_________ Beaver Dams (ATE, page 848)
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_________ Sketching and Labeling a Canoe (ATE,
page 847)
_________ Character Sketch (ATE, page 849)
_________ Motivation: Mississippi River Bulletin Board
(ATE, page 845)
UR 11, page 36)
852; UR 11, page 37)
Image (PE, page 852; UR 11, page 38)
Learning: Exploring the Mississippi (PE,
page 853)
Listening: Setting Goals (PE, page 853)
_________ Vocabulary: Using Adjectives (UR 11,
page 40)
_________ Enrichment: Painting a Scene (ATE,
page 845)
_________ Cross-Curricular Activities: Canoe Safety
(ATE, page 846)
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_________ Cross-Curricular Activities: Beaver Dams
(ATE, page 848)
_________ Writer’s Journal: Travel Journal Entry, ThankYou Note, and Brochure (PE, page 853;
UR 11, page 38)
_________ Language, Grammar, and Style: Verbals:
Gerunds (PE, page 853; UR 11, page 41)
_________ Point out the Mississippi River on a map of the
United States. Then, go over the Prereading
page and discuss what motivated the author
to take a long and potentially dangerous trip
down the Mississippi.
_________ Ask students to think of a mnemonic device
to help them remember the correct spelling
of the word Mississippi.
_________ The selection has many terms related to
canoeing and nature. Preview the footnotes
before reading. Bring in pictures of the
following: the Mississippi, a canoe, a beaver
dam, a heron.
_________ Additional Questions and Activities: Sketching
and Labeling a Canoe (ATE, page 847)
_________ Reader’s Journal (PE, page 844)
Learners
_________ Point out to students that Harris uses the
present tense to make his story sound more
immediate and exciting. Then have them use
the present tense in a quickwrite paragraph
describing their morning (e.g., “I wake up
and look in disbelief at my alarm clock. I can’t
believe morning is here…”).
_________ Pair students with proficient readers and
have them alternate paragraphs reading
through the story and answering the Guided
Reading Questions.
_________ Have students read along with the Dramatic
Recording (AL, 22:35), making a list of the
obstacles Harris encountered.
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Lesson Plan
“How Did I Get Here?,” page 854
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Reading Level: Easy
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Difficulty Considerations: Subject matter; adult perspective
Synopsis: When an elderly woman becomes obsessed with
remembering details about her past, asking “How did I get here?”
her daughter fears she is losing her mind. Then, a year after her
mother’s death, the daughter is looking back on her own life when
she too suddenly thinks, “How did I get here?”
Reading
Fix-Up Idea: Reread
Identify Main Idea
Goals/Objectives:
• to appreciate a short story about growing older
• to become familiar with the life and work of Sybil Carlin
• to define conflict and characterization
• to use the active voice
• to conduct an interview, write a report, and compose a business letter
Related Reading: “Late Fragment,” page 858
Before Reading
_________ Fine Art: Salvador Dali (PE, page 856; Art Note, PE and ATE, page 856; UR 11, page 48)
_________ Vocabulary: Homophones (VR, page 171)
During Reading
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After Reading
_________ Understanding Literature: Conflict and Characterization (PE, page 859; UR 11, page 50)
_________ Writer’s Journal: Obituary, Letter, and Dialogue (PE, page 860; UR 11, page 50)
_________ Language, Grammar, and Style: Active Voice (PE, page 860; UR 11, page 52)
_________ Study and Research: Written Report (PE, page 860)
_________ Speaking and Listening & Collaborative Learning: Interview (PE, page 860)
_________ Applied English: Business Letter (PE, page 860)
_________ Related Reading: “Late Fragment,” (PE, page 858) and Related Reading Questions
(ATE, page 858; UR 11, page 48)
_________ Dramatic Recording: “Late Fragment,” (AL, 0:18)
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Lesson Plan
“How Did I Get Here?,” page 854
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_________ Motivation: Interview (ATE, page 855)
(ATE, page 855)
page 855)
_________ Enrichment: Personal Essay about Aging
(ATE, page 855)
_________ Missing Memories (ATE, page 857)
_________ Discuss students’ experiences with elderly
people.
(ATE, page 855)
Literary Technique
_________ Dialogue (ATE, page 856)
_________ Character (ATE, page 857)
Art Note
_________ Salvador Dali (PE and ATE, page 856; UR 11,
page 48)
_________ Missing Memories (ATE, page 857)
_________ Related Reading Questions (ATE, page 858;
UR 11, page 48)
_________ Discussing the Poem (ATE, page 858)
UR 11, page 48)
859; UR 11, page 49)
_________ Understanding Literature: Conflict and
page 50)
Learning: Interview (PE, page 860)
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Tackle Adult Perspective
_________ Ask students to interview a grandparent or
another elderly relative, neighbor, or friend
about his or her life experiences. Students
should prepare a list of questions and record
the interview on audio or videotape. They
should then transcribe the interview and use
it to write a brief biography of the person.
_________ Have students imagine themselves in thirty
years’ time and answer the question, “How
did I get here?”
Learners
_________ Compare living arrangements for the elderly
in different cultures.
_________ Since this story relies heavily on dialogue, it
lends itself to adaptation as a skit. Have
students form groups of three to role-play the
parts of Mrs. Crowell, her daughter Caroline,
and Caroline’s husband Tom.
_________ Vocabulary: Homophones (VR, page 171)
(ATE, page 855)
_________ Writer’s Journal: Obituary, Letter, and
Dialogue (PE, page 860; UR 11, page 50)
_________ Language, Grammar, and Style: Active Voice
_________ Study and Research: Written Report (PE,
page 860)
_________ Applied English: Business Letter (PE,
page 860)
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Lesson Plan
Unit Eleven
Journeys
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Guided Writing
GUIDED WRITING
Narrative Writing: Chronicling a Journey
Software
Assignment: Students write about a journey—actual or symbolic—in
which they have come to better understand themselves or others (PE,
pages 861–869).
Before Writing
_________ Chronicling a Journey (PE, page 861)
page 192)
See the Guided
features.
During Writing
_________ Language, Grammar, and Style: Achieving Sentence Parallelism (PE, page 867; WR, page 195)
After Writing
_________ Rubric for Narrative Writing: Chronicling a Journey (VLR I, page 169; WR, page 207)
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_________ Motivation: Discussing Movies and Books about Journeys (ATE, page 862)
_________ Reading Proficiency: Previewing Subheadings (ATE, page 862)
_________ English Language Learning: Writing in Native Language and English (ATE, page 862)
_________ Special Needs: Thank-You Note (ATE, page 862)
_________ Enrichment: Motivational Speech (ATE, page 862)
_________ Have students think about a journey about which they would like to write (Chronicling a Journey, PE,
page 861).
_________ Language, Grammar, and Style: Achieving Sentence Parallelism (PE, page 867; WR, page 195)
_________ Rubric for Narrative Writing: Chronicling a Journey (VLR I, page 169; WR, page 207)
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Lesson Plan
Unit Eleven
Journeys
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Unit Eleven Review
_________ Vocabulary Development: Sentence Completion (ATE, page 870)
_________ Genre Studies: Short Story, Nonfiction, and Lyric Poetry (PE, page 870; UR 11, page 61)
_________ Thematic Studies: Aging, Isolation, and Modes of Transportation (PE, page 871; UR 11, page 62)
_________ I Heard the Owl Call My Name by Margaret Craven
_________ Independent Reading Activity: Book Club Discussion (PE, page 871; UR 11, page 64)
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_________ Leaving Home stories selected by Hazel Rochman and Darlene Z. McCampbell
_________ Running North by Ann Mariah Cook
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Lesson Plan
Unit Twelve
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• to explore ideas related to the genre of science fiction
• to understand and summarize the vision of the future that is
developed in each of the short stories
• to define theme, personification, simile, narrator, mood, dramatic
irony, setting, caricature, satire, and motivation and identify and
explain examples of each
• to create a multimedia presentation
• to identify participles and their modifiers, gerunds and infinitives,
and the simple subject and verb in a sentence
• to recognize the parts of speech of various words and phrases in
sentences
_________ “There Will Come Soft Rains,” page 875
_________ “Nightmare Number Three,” page 884
_________ Related Reading: “All Watched Over by
Machines of Loving Grace,” page 888
_________ “The Test,” page 891
_________ Related Reading: “Auto Wreck,” page 896
_________ “History Lesson,” page 900
_________ “The Feeling of Power,” page 910
_________ “The Monsters Are Due On Maple Street,” page 921
_________ Guided Writing—Informative Writing: Creating a Multimedia Presentation, page 937
_________ Unit Twelve Review, page 946
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_________ Fine Art: Diego Rivera (PE, page 872; VLR II, page 100)
_________ Echoes (PE, page 874)
_________ Additional Questions and Activities: Writing a Motivational Speech (ATE, page 874)
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Lesson Plan
“There Will Come Soft Rains,” page 875
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Difficulty Considerations: Vocabulary; science fiction elements
Synthesize and Draw Conclusions
Ease Factors: Selection length; setting
Synopsis: A fully automated house busily performs its tasks,
while in the meantime, all life appears to have been ended by
nuclear holocaust. Finally the house, too, is destroyed when a
fire consumes it.
Goals/Objectives:
• to interpret and appreciate a work of science fiction
• to discuss the vision of the future that is developed in this short
story and its accompanying poem
• to define theme and personification and give examples of these
• to describe Ray Bradbury’s literary accomplishments
• to write a schedule, eulogy, and science fiction story
• to learn the meanings of prefixes and suffixes to build vocabulary
• to learn more about the science fiction genre
• to brainstorm new invention ideas
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Before Reading
_________ Literary Tools: Theme and Personification (PE, page 875)
_________ About the Author: Ray Bradbury (PE, page 875)
During Reading
After Reading
_________ Understanding Literature: Theme and Personification (PE, page 882; UR 12, page 4)
_________ Writer’s Journal: Schedule, Eulogy, and Science Fiction Story (PE, page 883; UR 12, page 5)
_________ Language, Grammar, and Style: Modifiers for Participles (PE, page 883; UR 12, page 8)
_________ Study and Research: Written Report (PE, page 883; UR 12, page 9)
_________ Speaking and Listening & Collaborative Learning: Inventors’ Fair (PE, page 883)
_________ Vocabulary: Prefixes and Suffixes (PE, page 883; UR 12, page 6)
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Lesson Plan
“There Will Come Soft Rains,” page 875
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_________ Motivation: Designing a Futuristic House
(ATE, page 876)
_________ Reading Proficiency: Narration and Speaker
(ATE, page 876)
(ATE, page 876)
(ATE, page 876)
_________ Enrichment: Writing a Science Fiction Story
Based on a Poem (ATE, page 876)
Quotables
_________ J. H. Payne (ATE, page 877)
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_________ Discussing a Quotation (ATE, page 877)
_________ Inventing and Presenting a Product (ATE,
page 878)
_________ Researching Science Fiction (ATE, page 878)
Literary Note
_________ Bradbury’s “The Veldt” (ATE, page 879)
Literary Technique
Biographical Note
_________ Sara Teasdale (ATE, page 880)
_________ Motivation: Designing a Futuristic House
(ATE, page 876)
UR 12, page 3)
882; UR 12, page 3)
_________ Understanding Literature: Theme and
Personification (PE, page 882; UR 12,
page 4)
Learning: Inventors’ Fair (PE, page 883)
Tackle Vocabulary
_________ Vocabulary: Prefixes and Suffixes (PE, page
883; UR 12, page 6)
(ATE, page 876)
Tackle Science Fiction Elements
(ATE, page 876)
_________ Have students brainstorm ideas of automated
conveniences they would like to see in
homes of the future.
_________ Help students use visualization techniques
while reading.
Learners
page 226).
_________ Use the descriptions to illustrate a few
scenes from the story.
_________ Discuss the background information in
Reader’s Resource before reading the
selection.
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Bibliographic Note
_________ Other works by Ray Bradbury (ATE,
page 880)
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_________ Enrichment: Writing a Science Fiction Story
Based on a Poem (ATE, page 876)
_________ Writer’s Journal: Schedule, Eulogy, and
Science Fiction Story (PE, page 883; UR 12,
page 5)
_________ Language, Grammar, and Style: Modifiers for
_________ Vocabulary: Prefixes and Suffixes (PE, page
883; UR 12, page 6)
Teaching Options
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“Nightmare Number Three,” page 884
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Difficulty Considerations: Vocabulary; subject matter
Knowledge
Analyze Theme
Synopsis: In this darkly humorous poem, the speaker tells of
how machines have revolted and begun to attack mankind.
Goals/Objectives:
• to appreciate a darkly humorous poem
• to define simile and narrator
• to explain different perspectives on technology and discuss
the theme of technology out of control
• to describe Stephen Vincent Benét’s literary accomplishments
• to practice writing skills by creating similes, an ode, and an essay
• to research revolutionary inventions and computer careers
Related Reading: “All Watched Over by Machines of Loving Grace,” page 888
Before Reading
_________ Literary Tools: Simile and Narrator (PE, page 884)
_________ About the Author: Stephen Vincent Benét (PE, page 884)
_________ Vocabulary: Spelling: Comprehensive Review (VR, page 175)
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During Reading
After Reading
_________ Understanding Literature: Simile and Narrator (PE, page 889; UR 12, page 18)
_________ Writer’s Journal: Similes, Essay, and Ode (PE, page 890; UR 12, page 19)
_________ Study and Research: Research Report (PE, page 890; UR 12, page 20)
_________ Applied English: Career Research (PE, page 890)
_________ Related Reading (PE, page 888); Related Reading Questions (ATE, page 888; UR 12, page 17)
_________ Dramatic Recording: “All Watched Over by Machines of Loving Grace” (AL, 0:54)
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Lesson Plan
“Nightmare Number Three,” page 884
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_________ Additional Questions and Activities: Brochure
about a Cybernetic Environment (ATE, page
888)
_________ Writer’s Journal: Similes, Essay, and Ode (PE,
_________ Study and Research: Research Report (PE,
_________ Applied English: Career Research (PE,
page 890)
Teaching Options
_________ Motivation: Brainstorming (ATE, page 884)
_________ Reading Proficiency: Reading the Selection
Out Loud (ATE, page 884)
_________ English Language Learning: Pronouns (ATE,
page 884)
_________ Special Needs: Additional Questions (ATE,
page 885)
_________ Enrichment: Poem about a Nightmare (ATE,
page 885)
Tackle Vocabulary
_________ Preview the vocabulary words and footnotes.
_________ Read aloud, summarizing each verse.
_________ Explain unfamiliar references.
_________ Industrial Revolution (ATE, page 886)
_________ Researching an Industrial Revolution (ATE,
page 886)
_________ English Language Learning: Pronouns (ATE,
page 884)
_________ Special Needs: Additional Questions (ATE,
page 885)
_________ Discuss the idea of technology taking over
our lives.
Quotables
_________ John Ruskin (ATE, page 887)
Literary Note
_________ Comparing Stories (ATE, page 888)
_________ Brochure about a Cybernetic Environment
(ATE, page 888)
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_________ Reading Proficiency: Reading the Selection
Out Loud (ATE, page 884)
UR 12, page 16)
889; UR 12, page 17)
_________ Understanding Literature: Simile and Narrator
Learners
_________ Help students understand the tone of the
poem.
_________ Read together, listing the machines’ actions.
_________ Vocabulary: Spelling: Comprehensive Review
(VR, page 175)
_________ Enrichment: Poem about a Nightmare (ATE,
page 885)
_________ Researching an Industrial Revolution (ATE,
page 886)
_________ Literary Note: Comparing Stories (ATE, page
888)
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Lesson Plan
“The Test,” page 891
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Difficulty Considerations: Vocabulary; science fiction
elements
Knowledge
Synopsis: A young man dies in a car crash, only to find that
the accident was not real, but rather part of a driver’s test.
Goals/Objectives:
• to empathize with a character who is caught between dream
and reality
• to describe different visions of the future
• to discuss the theme of questioning reality
• to define mood and identify the mood of a short story
• to write a police/accident report, a scene with a plot twist, and a short story
Related Reading: “Auto Wreck,” page 896
Before Reading
_________ Literary Tools: Mood and Theme (PE, page 891)
_________ About the Author: Theodore L. Thomas (PE, page 891)
_________ Fine Art: David Hockney (PE, page 893; Art Note, PE, page 893; UR 12, page 28)
_________ Vocabulary: Using New Vocabulary (VR, page 176)
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During Reading
After Reading
_________ Understanding Literature: Mood and Theme (PE, page 898; UR 12, page 31)
_________ Writer’s Journal: Police/Accident Report, Plot Twist, and Short Story (PE, page 899; UR 12, page 32)
_________ Language, Grammar, and Style: Reviewing Verbals (PE, page 899; UR 12, page 33)
_________ Collaborative Learning: Choose Your Own Ending (PE, page 899)
_________ Applied English & Study and Research: Exploration (PE, page 899)
_________ Related Reading: “Auto Wreck” (PE, page 896)
_________ Related Reading Questions (PE, page 896; UR 12, page 28)
_________ Dramatic Recording “Auto Wreck” (AL, 2:28)
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Lesson Plan
“The Test,” page 891
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_________ Motivation: Driving Manual (ATE, page 892)
_________ Reading Proficiency: Mapping the Plot (ATE,
page 892)
Flashcards (ATE, page 892)
_________ Special Needs: Questioning Reality (ATE,
page 892)
_________ Enrichment: Futuristic Story (ATE, page 892)
Tackle Vocabulary
Flashcards (ATE, page 892)
_________ Vocabulary: Using New Vocabulary (VR,
page 176)
_________ Model how to use context clues to unlock
meaning.
_________ Reading Proficiency: Mapping the Plot (ATE,
page 892)
_________ Special Needs: Questioning Reality (ATE,
page 892)
_________ Discuss the ending of the story and the
significance of the last sentence.
_________ Discuss books, movies, or TV shows that
question reality.
Art Note
_________ David Hockney (PE, page 893; UR 12,
page 28)
_________ Creating an Artistic or Musical
Representation (ATE, page 893)
Learners
_________ Draw a diagram of the location of the cars
and the truck during the accident.
_________ Review driving and auto terminology:
turnpike, front seat, engine, convertible,
tuned the engine, idle, fender, shoulder,
brakes, steering wheel, island, left-hand
lanes, and radiator.
_________ Check comprehension with Guided Reading
Questions.
_________ Hypnosis (ATE, page 895)
_________ Interviewing an EMT (ATE, page 896)
Literary Technique
_________ Existentialism (ATE, page 896)
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UR 12, page 28)
898; UR 12, page 30)
_________ Understanding Literature: Mood and Theme
_________ Collaborative Learning: Choose Your Own
Ending (PE, page 899)
_________ Vocabulary: Using New Vocabulary (VR,
page 176)
_________ Motivation: Driving Manual (ATE, page 892)
_________ Enrichment: Futuristic Story (ATE, page 892)
_________ Writer’s Journal: Police/Accident Report, Plot
Twist, and Short Story (PE, page 899; UR 12,
page 32)
_________ Language, Grammar, and Style: Reviewing
Verbals (PE, page 899; UR 12, page 33)
Exploration (PE, page 899)
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Lesson Plan
“History Lesson,” page 900
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Difficulty Considerations: Subject matter; science fiction
elements
Analyze Setting
Ease Factor: Intriguing plot
Synopsis: After all life on Earth has been wiped out by a second
Ice Age, Venusians visit the planet and discover a film reel of a
Disney cartoon, which they take to be an important record of what
human life was like.
Goals/Objectives:
• to enjoy a story set in a futuristic world
• to learn about the life and work of Arthur C. Clarke
• to describe the literary techniques of setting and dramatic irony
• to explain different perspectives on popular culture
• to discuss the ideas of alien civilizations and possibilities for the future as they are developed in a short story
• to practice writing skills with a journal entry, an essay, and a museum guide
• to create a time capsule, research symbols of past civilizations, and research scientific writings
Before Reading
_________ Literary Tools: Dramatic Irony and Setting (PE, page 900)
_________ About the Author: Arthur C. Clarke (PE, page 900)
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During Reading
After Reading
_________ Understanding Literature: Dramatic Irony and Setting (PE, page 908; UR 12, page 43)
_________ Writer’s Journal: Journal Entry, Essay, and Museum Guide (PE, page 909; UR 12, page 43)
_________ Vocabulary: Using Context Clues to Estimate Meaning (UR 12, page 45)
_________ Language, Grammar, and Style: Simple Subjects and Verbs (PE, page 909; UR 12, page 46)
_________ Collaborative Learning: Time Capsule (PE, page 909)
_________ Media Literacy & Speaking and Listening: Internet Research (PE, page 909)
_________ Study and Research: Written Report (PE, page 909)
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Lesson Plan
“History Lesson,” page 900
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_________ Writer’s Journal: Journal Entry, Essay, and
Museum Guide (PE, page 909; UR 12,
page 43)
_________ Language, Grammar, and Style: Simple
Subjects and Verbs (PE, page 909; UR 12,
page 46)
page 909)
Teaching Options
_________ Motivation: Reasons for Destruction of
Civilization (ATE, page 901)
_________ Reading Proficiency: Predicting (ATE,
page 901)
(ATE, page 901)
_________ Special Needs: Collecting Items from the
Time Capsule (ATE, page 901)
_________ Enrichment: Oral Presentations about Alien
Civilizations (ATE, page 901)
_________ Reading Proficiency: Predicting (ATE,
page 901)
_________ Have students pair up to answer Guided
Reading Questions.
_________ Discuss what the Venusians thought of
Earthlings.
Quotables
_________ T. S. Eliot (ATE, page 902)
_________ Ambrose Bierce (ATE, page 904)
Biographical Note
_________ Arthur C. Clarke as a Child (ATE, page 903)
_________ Review Reader’s Resource (PE, page 900).
_________ Have students brainstorm what items they
would want to save if they were the last
people on Earth.
_________ Understanding Literature: Dramatic Irony and
Setting (PE, page 908; UR 12, page 43)
_________ Satellite Communication (ATE, page 903)
_________ Comparing a Film to the Story (ATE,
page 905)
Bibliographic Note
_________ Clarke’s Other Works (ATE, page 906)
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_________ Motivation: Reasons for Destruction of
Civilization (ATE, page 901)
_________ Special Needs: Collecting Items from the
Time Capsule (ATE, page 901)
UR 12, page 41)
908; UR 12, page 41)
_________ Understanding Literature: Dramatic Irony and
Setting (PE, page 908; UR 12, page 43)
_________ Collaborative Learning: Time Capsule (PE,
page 909)
Internet Research (PE, page 909)
Learners
_________ Read the selection aloud in class, pausing to
summarize paragraphs.
_________ Discuss the Ice Age and glaciers.
_________ Help students to visualize the Venusians and
the film they viewed.
_________ Vocabulary: Using Context Clues to Estimate
Meaning (UR 12, page 45)
_________ Vocabulary: Semantic Families (VR,
page 178)
_________ Enrichment: Oral Presentations about Alien
Civilizations (ATE, page 901)
Print Resources
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LESSON PLANS
Lesson Plan
“The Feeling of Power,” page 910
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Difficulty Considerations: Style; vocabulary; science fiction
elements
Vocabulary
Use Context Clues
Synopsis: In this science fiction story, set in the distant future,
people are dependent on computers and the science of
mathematics has been forgotten. High-level politicians are
stunned and intrigued when a technician shows the ability to
multiply numbers on paper.
Goals/Objectives:
• to appreciate a satirical science fiction work
• to discuss possible consequences of technology and
advancement
• to define caricature and satire and identify and explain examples of each
• to conduct research on ways in which math is used in our world
Before Reading
_________ Literary Tools: Caricature and Satire (PE, page 910)
_________ Reader’s Resource: Science and History Connections (PE, page 910)
_________ About the Author: Isaac Asimov (PE, page 910)
_________ Vocabulary: -Logy Words (VR, page 180)
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During Reading
After Reading
_________ Understanding Literature: Caricature and Satire (PE, page 919; UR 12, page 56)
_________ Writer’s Journal: News Briefing, Survey Form, and Pamphlet (PE, page 920; UR 12, page 57)
_________ Vocabulary: Understanding Etymology: Greek and Latin Origins (UR 12, page 58)
_________ Language, Grammar, and Style: Parts of Speech (PE, page 920; UR 12, page 60)
_________ Study and Research: Real-World Math (PE, page 920)
_________ Speaking and Listening & Collaborative Learning: The Great Debate (PE, page 920)
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Lesson Plan
“The Feeling of Power,” page 910
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Teaching Options
_________ Motivation: Looking for Mathematics in Action
(ATE, page 911)
_________ Reading Proficiency: Read Story Aloud (ATE,
page 911)
(ATE, page 911)
_________ Special Needs: Character Cluster Chart (ATE,
page 911)
_________ Enrichment: History and Continuation of
Mathematics (ATE, page 911)
Quotables
_________ Blaise Pascal (ATE, page 912)
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_________ Vocabulary: Understanding Etymology: Greek
and Latin Origins (UR 12, page 58)
_________ Enrichment: History and Continuation of
Mathematics (ATE, page 911)
_________ Exploring Scientific Breakthroughs (ATE,
page 916)
_________ Writer’s Journal: News Briefing, Survey Form,
and Pamphlet (PE, page 920; UR 12,
page 57)
_________ Language, Grammar, and Style: Parts of
Speech (PE, page 920; UR 12, page 60)
_________ Study and Research: Real World Math (PE,
page 920)
Tackle Style
page 911)
_________ Read first page aloud, using proper inflection
and pauses to aid in comprehension.
_________ Have students mark text and read dialogue in
small groups.
_________ History of the Multiplication Table (ATE,
page 913)
_________ Abacus (ATE, page 914)
_________ Blaise Pascal (ATE, page 915)
_________ Using an Abacus and Discussing Calculating
Machines (ATE, page 914)
_________ Exploring Scientific Breakthroughs (ATE,
page 916)
Internet Resources
_________ First Computer (ATE, page 915)
Bibliographic Note
_________ Asimov’s Other Works (ATE, page 917)
Tackle Vocabulary
_________ Vocabulary: Understanding Etymology: Greek
and Latin Origins (UR 12, page 58)
Everyday Use.
_________ Have students supply synonyms for
unfamiliar vocabulary.
_________ Review Reader’s Resource (PE, page 910).
_________ Discuss suspension of disbelief and how it
applies to reading this story.
_________ Have students brainstorm about another skill
that humans could lose over time.
Learners
_________ Take time to explain the characters and
setting that are introduced in the first three
paragraphs.
_________ Model using visualization techniques while
reading aloud.
_________ Have students discuss the possibilities of
less reliance on computers.
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LESSON PLANS
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_________ Motivation: Looking for Mathematics in Action
(ATE, page 911)
page 911)
UR 12, page 55)
919; UR 12, page 55)
_________ Understanding Literature: Caricature and
Satire (PE, page 919; UR 12, page 56)
Learning: The Great Debate (PE, page 920)
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_________ Discussing a Quotation (ATE, page 912)
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Lesson Plan
“The Monsters Are Due on Maple Street,” page 921
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Difficulty Considerations: Historical context; representation of
dialogue; selection length
Ease Factors: Screenplay format; vocabulary; short sentences
Synopsis: Aliens wishing to take over a neighborhood find that
they simply need to plant a few seeds of suspicion and fear, and
the neighbors will destroy each other.
Goals/Objectives:
• to enjoy a suspenseful drama
• to learn about the life and work of Rod Serling
• to describe the elements of a television drama and recognize
and interpret these in a script
• to define motivation and analogy
• to write a ship’s log, a speech, and an essay
• to plan and carry out a science fiction fair and interview a scientist about sunspots and magnetic storms
Before Reading
_________ Literary Tools: Setting and Motivation (PE, page 921)
_________ About the Author: Rod Serling (PE, page 921)
_________ Vocabulary: Using Vocabulary to Write a Story (VR, page 182)
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During Reading
After Reading
_________ Understanding Literature: Setting and Motivation (PE, page 935; UR 12, page 72)
_________ Writer’s Journal: Ship’s Log, Speech, and Essay (PE, page 936; UR 12, page 72)
_________ Media Literacy & Study and Research: Written Report (PE, page 936)
_________ Collaborative Learning: Science Fiction Fair (PE, page 936)
Print Resources
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LESSON PLANS
205
Lesson Plan
“The Monsters Are Due on Maple Street,” page 921
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Teaching Options
_________ Motivation: Themes from The Twilight Zone
(ATE, page 922)
_________ Reading Proficiency: Acting Out the Selection
(ATE, page 922)
_________ English Language Learning: Dialects of
_________ Special Needs: Camera Directions (ATE,
page 922)
_________ Enrichment: Essay on the Monsters Within
(ATE, page 922)
Literary Technique
_________ Parallelism (ATE, page 923)
_________ Theme (ATE, page 926)
_________ Dependence on Electricity (ATE, page 924)
_________ Mob Control (ATE, page 927)
_________ Questions about the Selection (ATE, page 929)
_________ Staging a Trial (ATE, page 931)
_________ The Crucible and Scapegoating (ATE,
page 933)
_________ Meteorology (ATE, page 925)
_________ Government Conspiracies (ATE, page 928)
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935; UR 12, page 70)
_________ Understanding Literature: Setting and
Motivation (PE, page 935; UR 12, page 72)
_________ Collaborative Learning: Science Fiction Fair
(PE, page 936)
_________ Vocabulary: Using Vocabulary to Write a
Story (VR, page 182)
_________ Enrichment: Essay on the Monsters Within
(ATE, page 922)
_________ Writer’s Journal: Ship’s Log, Speech, and
Essay (PE, page 936; UR 12, page 72)
Written Report (PE, page 936)
_________ Motivation: Themes from The Twilight Zone
(ATE, page 922)
_________ Reading Proficiency: Acting Out the Selection
(ATE, page 922)
_________ Additional Questions and Activities: Mob
Control (ATE, page 927)
_________ Additional Questions and Activities: Staging a
Trial (ATE, page 931)
UR 12, page 70)
_________ Cross-Curricular Connections: Government
Conspiracies (ATE, page 928)
_________ Additional Questions and Activities: The
Crucible and Scapegoating (ATE, page 933)
_________ Discuss examples of scapegoating in history
or current events.
Tackle Representation of Dialogue
_________ English Language Learning: Dialects of
_________ Point out that an ellipsis indicates speech
trailing off and that a dash indicates an
interruption. Also point out that there are
many incomplete sentences because people
often do not speak in complete sentences.
_________ Read the screenplay over two or more class
sessions.
_________ Summarize the plot, page by page, using the
Learners
page 235).
_________ Have students practice parts for homework
and act out the screenplay in class.
_________ Model using context clues to understand
dialect and slang.
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LESSON PLANS
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_________ Sunspots (ATE, page 925)
_________ Evaluating a Film about Conspiracy (ATE,
page 928)
_________ Graphing Intensity of Suspicion (ATE,
page 932)
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Quotables
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Lesson Plan
Unit Twelve
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Guided Writing
GUIDED WRITING
Informative Writing: Creating a Multimedia Presentation
Software
Assignment: Students work in small groups to script a multimedia
presentation that examines a future world (PE, pages 937–945).
Before Writing
_________ Creating a Multimedia Presentation (PE, page 937)
_________ Student Model (PE, page 937)
page 211)
See the Guided
features.
During Writing
_________ Language, Grammar, and Style: Effective Visuals (PE, page 942; WR, page 214)
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After Writing
_________ Student Model—Revised (WR, page 218)
_________ Rubric for Informative Writing: Creating a Multimedia Presentation (VLR I, page 174; WR, page 225)
_________ Motivation: Comparing a Book to a Film (ATE, page 938)
_________ Reading Proficiency: Evaluation Guidelines (ATE, page 938)
_________ Special Needs: Making a Recording (ATE, page 938)
_________ Enrichment: Submitting a Script (ATE, page 938)
_________ Have small groups brainstorm ideas about a future world.
_________ Language, Grammar, and Style: Effective Visuals (PE, page 942; WR, page 214)
_________ Rubric for Informative Writing: Creating a Multimedia Presentation (VLR I, page 174; WR, page 225)
Print Resources
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LESSON PLANS
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Lesson Plan
Unit Twelve
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Unit Twelve Review
_________ Vocabulary Development: Guessing Game (ATE, page 946)
_________ Genre Studies: Science Fiction, Satire, and Screenplay (PE, page 946; UR 12, page 86)
_________ Thematic Studies: Technology, Reality vs. Disillusionment, and Essence of Humanity (PE, page 947; UR
12, page 87)
_________ The Ear, the Eye and the Arm by Nancy Farmer
_________ Independent Reading Activity: Predicting the Future (PE, page 947)
_________ Tunnel in the Sky by Robert A. Heinlein
_________ The Winds of Mars by H. M. Hoover
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208
UNIT
12
LESSON PLANS

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