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
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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
Unit 3 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
“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
Unit 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
The Tragedy of Romeo and Juliet, Act 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
The Tragedy of Romeo and Juliet, Act 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
The Tragedy of Romeo and Juliet, Act 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
The Tragedy of Romeo and Juliet, Act 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
The Tragedy of Romeo and Juliet, Act 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Guided Writing—Imaginative Writing: Scripting a Contemporary Scene for a Play . . . . . . . . . . . . . . . . 78
Unit 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Unit 5
Nonfiction
Unit 5 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
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
Unit 6 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
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
Unit 7 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
“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
Unit 9 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
“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
Unit 11 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
“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
© EMC Corporation
Unit 12 Visions of the Future
Unit 12 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
“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
E X P E R I E N C I N G L I T E R AT U R E
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
E X P E R I E N C I N G L I T E R AT U R E
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
E X P E R I E N C I N G L I T E R AT U R E
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
E X P E R I E N C I N G L I T E R AT U R E
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Group Evaluation
Guidesheets
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1A
Communicating in a Pair Group
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
xv
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1B
Communicating in a Pair Group
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
Overall score_________________
Suggestions for improvement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xvi
GUIDESHEET
E X P E R I E N C I N G L I T E R AT U R E
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
Overall score_________________
Suggestions for improvement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET
E X P E R I E N C I N G L I T E R AT U R E
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
Overall score_________________
Suggestions for improvement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xviii
GUIDESHEET
E X P E R I E N C I N G L I T E R AT U R E
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
Overall score_________________
Suggestions for improvement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET
E X P E R I E N C I N G L I T E R AT U R E
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
Overall score_________________
Suggestions for improvement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xx
GUIDESHEET
E X P E R I E N C I N G L I T E R AT U R E
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
Myth
retold by Walker Brents
“Echo and Narcissus”
Experiencing Literature Readability Guide
(continued)
READING LEVEL
DIFFICULTY CONSIDERATIONS
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
Vocabulary; selection length
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
Vocabulary; subject matter;
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
Language Arts in Action:
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
xxiii
Experiencing Literature Readability Guide
(continued)
SELECTION
READING LEVEL
DIFFICULTY CONSIDERATIONS
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
Language Arts in Action:
Mentor Connection
Moderate
Nonfiction format; vocabulary
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
Nonfiction format; vocabulary
List format
Language Arts in Action:
The 52nd Street Project
Moderate
Nonfiction format; vocabulary
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Experiencing Literature Readability Guide
(continued)
1
SELECTION
READING LEVEL
DIFFICULTY CONSIDERATIONS
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
xxv
Experiencing Literature Readability Guide
(continued)
EASE FACTORSNIT
1
SELECTION
READING LEVEL
DIFFICULTY CONSIDERATIONS
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
Emily Dickinson
“I’m Nobody! Who are
you?” (poem)
Experiencing Literature Readability Guide
(continued)
SELECTION
READING LEVEL
DIFFICULTY CONSIDERATIONS
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
Selection length; vocabulary
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
Vocabulary; selection length
Saki
“The Interlopers” (short
story)
Moderate
Style; vocabulary
Selection length
Related Reading
William Blake
“A Poison Tree” (poem)
Moderate
Poetic style; figurative language
Selection length; vocabulary
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
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UNIT 9
Relationships
UNIT 10
Courage and Perseverance
READABILITY GUIDE
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
xxvii
Experiencing Literature Readability Guide
(continued)
SELECTION
READING LEVEL
DIFFICULTY CONSIDERATIONS
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
Vocabulary; selection length
Edna St. Vincent Millay
“The Courage That My
Mother Had” (poem)
Moderate
Poetic style; figurative language
First-person point of view;
selection length
Related Reading
Gordon Parks
“The Funeral” (poem)
Easy
Poetic technique
Short sentences; vocabulary
Edith Wharton
“A Journey” (short story)
Moderate
Vocabulary; subject matter;
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
Vocabulary; selection length
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
Vocabulary; selection length
Related Reading
Raymond Carver
“Late Fragment” (poem)
Easy
Subject matter
Selection length; vocabulary
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
First-person point of view;
selection length
Related Reading
Richard Brautigan
“All Watched Over by
Machines of Loving Grace”
(poem)
Moderate
Style; unlikely events
Vocabulary; selection length
UNIT 11
Journeys
xxviii
READABILITY GUIDE
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
UNIT 12
Visions of the Future
Experiencing Literature Readability Guide
(continued)
EASE FACTORSNIT
1
READING LEVEL
DIFFICULTY CONSIDERATIONS
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
E X P E R I E N C I N G L I T E R AT U R E
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 __________________
M
T
W
TH
F
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
1
Lesson Plan
“Echo and Narcissus,” page 6
Teacher’s Name __________________________________Class __________________Date __________________
T
M
Reading Level: Moderate
W
TH
F
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)
_________ Reading Strategy (RSR, page 1)
_________ Fix-Up Idea (RSR, page 1)
Print Resources
Transparency
Audio Library
Test Generator CD-ROM
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 1)
_________ 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
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
2
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Echo and Narcissus,” page 6
Teacher’s Name __________________________________Class __________________Date __________________
M
W
TH
F
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: Verbals (UR 1, page 9)
_________ 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,
page 10; UR 1, page 7)
_________ Understanding Literature: Suspension of
Disbelief and Myth (PE, page 10; UR 1,
page 9)
© EMC Corporation
T
Homework Suggestions
_________ Vocabulary: Verbals (UR 1, page 9)
_________ 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
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
3
Lesson Plan
“The Story of Dædalus and Icarus” from the
Metamorphoses, page 11
Teacher’s Name __________________________________Class __________________Date __________________
T
M
Reading Level: Moderate
W
TH
F
READING STRATEGIES RESOURCE, PAGE 5
Difficulty Considerations: Vocabulary; unrealistic events;
poetic sentence structure
Ease Factor: Selection length
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
Standardized Test Practice:
Make Inferences
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 14; UR 1, page 16)
_________ Reader’s Journal (PE, page 11; UR 1, page 16)
_________ 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 from the Selection (ATE, page 12)
_________ Vocabulary: Using Context Clues (VR, page 3)
_________ Reading Strategy (RSR, page 5)
During Reading
_________ Dramatic Recording (AL, 5:52)
_________ Graphic Organizer (PE, page 11; VLR I, page 14; UR 1, page 16)
_________ Guided Reading Questions (PE, page 12; UR 1, page 17)
_________ Reading Strategy (RSR, page 5)
_________ Fix-Up Idea (RSR, page 5)
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 5)
_________ Standardized Test Practice (RSR, page 6)
_________ Respond to the Selection (PE, page 15; UR 1, page 17)
_________ Investigate, Inquire, and Imagine (PE, page 15; UR 1, page 18)
_________ 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)
_________ Selection Check Test 4.1.5 (ATE, page 14; UR 1, page 22; TG)
_________ Selection Test 4.1.6 (UR 1, page 24; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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
4
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“The Story of Dædalus and Icarus” from the
Metamorphoses, page 11
Teacher’s Name __________________________________Class __________________Date __________________
M
ITeaching Options
W
TH
F
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Read Another Myth (ATE,
page 11)
_________ Reading Proficiency: Critical Listening During
Poem Reading (ATE, page 11)
_________ English Language Learning: Vocabulary
(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)
Cross-Curricular Activities
_________ Map of Greece (ATE, page 12)
_________ Scientific Background to Flight (ATE,
page 13)
© EMC Corporation
T
Flexible Grouping Suggestions
_________ Motivation: Read Another Myth (ATE,
page 11)
_________ Special Needs: Focus on Guided Reading
Questions (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: Restatement (UR 1, page 20)
_________ 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.
Tackle Unrealistic Events
_________ 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.
_________ Dramatic Recording (AL, 5:52)
_________ Have pairs alternate reading the selection
aloud.
Additional Strategies for English Language
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.
Homework Suggestions
_________ Vocabulary: Restatement (UR 1, page 20)
_________ 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
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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
5
Lesson Plan
“The White Snake,” page 17
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 9
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
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Identify Cause and Effect
WASHINGTON STATE STANDARDS
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 15; UR 1, page 27)
_________ Reader’s Journal (PE, page 17; UR 1, page 28)
_________ 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 from the Selection (ATE, page 18)
_________ Vocabulary: Lexical Phrases (VR, page 5)
_________ Reading Strategy (RSR, page 9)
During Reading
_________ Dramatic Recording (AL, 9:26)
_________ Graphic Organizer (PE, page 17; VLR I, page 15; UR 1, page 27)
_________ Guided Reading Questions (PE, page 19; UR 1, page 28)
_________ Reading Strategy (RSR, page 9)
_________ Fix-Up Idea (RSR, page 9)
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
6
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 9)
_________ Standardized Test Practice (RSR, page 10)
_________ Respond to the Selection (PE, page 21; UR 1, page 29)
_________ Investigate, Inquire, and Imagine (PE, page 22; UR 1, page 29)
_________ 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)
_________ Selection Check Test 4.1.7 (ATE, page 20; UR 1, page 35; TG)
_________ Selection Test 4.1.8 (UR 1, page 37; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“The White Snake,” page 17
Teacher’s Name __________________________________Class __________________Date __________________
M
Individual Learning Strategies
_________ 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)
F
Tackle Vocabulary
_________ Vocabulary: Synonyms (UR 1, page 33)
_________ Vocabulary: Lexical Phrases (VR, page 5)
_________ Reading Proficiency: Read Aloud (ATE,
page 18)
Literary Note
_________ German Fairy Tales (ATE, page 19)
© EMC Corporation
TH
Strategies for Developing Readers
Art Note
_________ Kate Elizabeth Bunce (PE and ATE, page 19;
VLR II, page 13; UR 1, page 29)
Flexible Grouping Suggestions
_________ Motivation: Charting Recurring Elements in
Fairy Tales (ATE, page 18)
_________ Reading Proficiency: Read Aloud (ATE,
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)
_________ Investigate, Inquire, and Imagine (PE, page 22;
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
Homework Suggestions
_________ Vocabulary: Synonyms (UR 1, page 33)
_________ Vocabulary: Lexical Phrases (VR, page 5)
_________ 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,
page 23; UR 1, page 34)
_________ Study and Research: The Medieval Period in
Europe (PE, page 23; UR 1, page 34)
Teaching Options
Print Resources
T
Tackle Unrealistic Events
_________ Motivation: Charting Recurring Elements in
Fairy Tales (ATE, page 18)
_________ Literary Tools: Fairy Tale (PE, page 17)
_________ Have students think of unrealistic
occurrences in other fairy tales.
Additional Strategies for English Language
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.
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UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
7
Lesson Plan
“The Prodigal Son” from the King James Bible, page 24
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 13
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
Standardized Test Practice:
Use Context Clues
WASHINGTON STATE STANDARDS
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 16; UR 1, page 40)
_________ Reader’s Journal (PE, page 24; UR 1, page 40)
_________ 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 from the Selection (ATE, page 24)
_________ Vocabulary: Active and Passive Vocabularies (VR, page 7)
_________ Reading Strategy (RSR, page 13)
During Reading
_________ Dramatic Recording (AL, 5:12)
_________ Graphic Organizer (PE, page 24; VLR I, page 16; UR 1, page 40)
_________ Guided Reading Questions (PE, page 25; UR 1, page 41)
_________ Reading Strategy (RSR, page 13)
_________ Fix-Up Idea (RSR, page 13)
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8
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 13)
_________ Standardized Test Practice (RSR, page 14)
_________ Respond to the Selection (PE, page 27; UR 1, page 41)
_________ Investigate, Inquire, and Imagine (PE, page 27; UR 1, page 42)
_________ 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)
_________ Selection Check Test 4.1.9 (ATE, page 26; UR 1, page 47; TG)
_________ Selection Test 4.1.10 (UR 1, page 49; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“The Prodigal Son” from the King James Bible, page 24
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
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)
Additional Questions and Activities
_________ Paraphrasing and Summarizing (ATE,
page 25)
_________ Acting Out the Parable (ATE, page 26)
Individual Learning Strategies
_________ 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)
Strategies for Developing Readers
Tackle Syntax
_________ Reading Proficiency: Reading Out Loud and
Listening to the Selection (ATE, page 25)
_________ 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)
Flexible Grouping Suggestions
_________ Motivation: Comparing Versions of Biblical
Stories (ATE, page 25)
_________ Reading Proficiency: Reading Out Loud and
Listening to the Selection (ATE, page 25)
_________ Additional Questions and Activities: Acting
Out the Parable (ATE, page 26)
_________ Investigate, Inquire, and Imagine (PE, page 27;
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.
Additional Strategies for English Language
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.
Homework Suggestions
_________ Vocabulary: Archaic Language (UR 1,
page 44)
_________ Vocabulary: Active and Passive Vocabularies
(VR, page 7)
_________ Enrichment: Comparing Examples (ATE,
page 25)
_________ Additional Questions and Activities:
Paraphrasing and Summarizing (ATE,
page 25)
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UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
9
Lesson Plan
“Goha and the Pot,” page 29
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Easy
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 17
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
Standardized Test Practice:
Identify Main Ideas
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 17; UR 1, page 52)
_________ Reader’s Journal (PE, page 29; UR 1, page 52)
_________ 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)
_________ Reading Strategy (RSR, page 17)
During Reading
_________ Dramatic Recording (AL, 3:34)
_________ Guided Reading Questions (PE, page 30; UR 1, page 52)
_________ Reading Strategy (RSR, page 17)
_________ Fix-Up Idea (RSR, page 17)
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10
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 17)
_________ Standardized Test Practice (RSR, page 18)
_________ Respond to the Selection (PE, page 30; UR 1, page 52)
_________ Investigate, Inquire, and Imagine (PE, page 31; UR 1, page 53)
_________ 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)
_________ Selection Check Test 4.1.11 (ATE, page 30; UR 1, page 57; TG)
_________ Selection Test 4.1.12 (UR 1, page 58; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“Goha and the Pot,” page 29
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
W
TH
F
Strategies for Developing Readers
Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Reader’s Journal: Charting Examples of
Greed (ATE, page 29)
_________ Reading Proficiency: Reading Out Loud (ATE,
page 29)
_________ English Language Learning: Sharing Folk
Tales (ATE, page 29)
_________ Enrichment: Comparing Tricksters (ATE,
page 29)
_________ Respond to the Selection (PE, page 30)
_________ Investigate, Inquire, and Imagine (PE,
page 31; UR 1, page 53)
_________ Understanding Literature: Folk Tale, Aim, and
Personification (PE, page 31; UR 1, page 54)
_________ Media Literacy: Television Advertising (PE,
page 32)
© EMC Corporation
T
Tackle Cutural Context
_________ Dramatic Recording (AL, 3:34)
_________ Have students practice saying the main
character’s name out loud.
_________ Read the Reader’s Resource section aloud
(PE, page 29).
Additional Strategies for English Language
Learners
_________ Discuss the neighbor’s motive in accepting
more pots from Goha.
_________ Have students explain Goha’s trick in their
own words.
Homework Suggestions
_________ Vocabulary: (UR 1, page 55)
_________ Vocabulary: Synonyms (VR, page 13)
_________ 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)
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UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
11
Lesson Plan
“The Fox and the Crow,” page 33
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Easy
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 21
Difficulty Consideration: Unrealistic events
Ease Factor: Selection length
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
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Identify Character Development
WASHINGTON STATE STANDARDS
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 18; UR 1, page 60)
_________ Reader’s Journal (PE, page 33; UR 1, page 60)
_________ Literary Tools: Fable and Character (PE, page 33)
_________ Reader’s Resource: Culture Connection (PE, page 33)
_________ About the Author: Æsop (PE, page 33)
_________ Vocabulary: Using the Dictionary (VR, page 14)
_________ Reading Strategy (RSR, page 21)
During Reading
_________ Dramatic Recording (AL, 1:07)
_________ Graphic Organizer (PE, page 33; VLR I, page 18; UR 1, page 60)
_________ Guided Reading Question (PE, page 34; UR 1, page 61)
_________ Reading Strategy (RSR, page 21)
_________ Fix-Up Idea (RSR, page 21)
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After Reading
_________ Reading Strategy (RSR, page 21)
_________ Standardized Test Practice (RSR, page 22)
_________ Respond to the Selection (PE, page 35; UR 1, page 61)
_________ Investigate, Inquire, and Imagine (PE, page 35; UR 1, page 61)
_________ 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)
_________ Selection Check Test 4.1.13 (ATE, page 34; UR 1, page 66; TG)
_________ Selection Test 4.1.14 (UR 1, page 67; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Internet
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12
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“The Fox and the Crow,” page 33
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
W
TH
F
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Discussing Insincere Praise (ATE,
page 34)
_________ Reading Proficiency: Read Aloud (ATE,
page 34)
_________ English Language Learning: Vocabulary
(ATE, page 34)
_________ Special Needs: Discuss the Lesson Taught
(ATE, page 34)
_________ Enrichment: Lesson Tales around the World
(ATE, page 34)
Flexible Grouping Suggestions
_________ Motivation: Discussing Insincere Praise (ATE,
page 34)
_________ Special Needs: Discuss the Lesson Taught
(ATE, page 34)
_________ Enrichment: Lesson Tales around the World
(ATE, page 34)
_________ Respond to the Selection (PE, page 35;
UR 1, page 61)
_________ Investigate, Inquire, and Imagine (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)
© EMC Corporation
T
Tackle Unrealistic Events
_________ Literary Tools: Fable (PE, page 33)
_________ Special Needs: Discuss the Lesson Taught
(ATE, page 34)
_________ Have students brainstorm ideas for a fable
with the same moral, but with human
characters.
Additional Strategies for English Language
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.
Homework Suggestions
_________ 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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UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
13
Lesson Plan
“The Silver Pool” from The Tangle-Coated Horse, page 37
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Challenging
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 25
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.
Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Standardized Test Practice:
Compare and Contrast Characters
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 19; UR 1, page 69)
_________ Reader’s Journal (PE, page 37; UR 1, page 69)
_________ 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 from the Selection (ATE, page 38)
_________ Vocabulary: Vocabulary Cards and Kennings (VR, page 16)
_________ Reading Strategy (RSR, page 25)
After Reading
_________ Reading Strategy (RSR, page 25)
_________ Standardized Test Practice (RSR, page 26)
_________ Respond to the Selection (PE, page 42; UR 1, page 71)
_________ Investigate, Inquire, and Imagine (PE, page 43; UR 1, page 71)
_________ 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)
_________ Selection Check Test 4.1.15 (ATE, page 42; UR 1, page 76; TG)
_________ Selection Test 4.1.16 (UR 1, page 78; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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14
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 13:54)
_________ Graphic Organizer (PE, page 37; VLR I, page 19; UR 1, page 69)
_________ Guided Reading Questions (PE, page 38; UR 1, page 70)
_________ Reading Strategy (RSR, page 25)
_________ Fix-Up Idea (RSR, page 25)
Lesson Plan
“The Silver Pool” from The Tangle-Coated Horse, page 37
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Talk Show of American Folk
Heroes (ATE, page 38)
_________ Reading Proficiency: Reading Out Loud (ATE,
page 38)
_________ English Language Learning: Vocabulary
(ATE, page 38)
_________ Special Needs: Background Information and
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)
Strategies for Developing Readers
Tackle Style and Syntax
_________ Vocabulary: Vocabulary Cards and Kennings
(VR, page 16)
_________ Reading Proficiency: Reading Out Loud (ATE,
page 38)
_________ Special Needs: Background Information and
Paraphrasing (ATE, page 38)
Tackle Vocabulary
_________ Before reading, go over the Words for
Everyday Use with students, writing out the
sentences in which they appear.
_________ Reading Proficiency: Reading Out Loud (ATE,
page 38)
_________ Learn additional vocabulary (ATE, page 38).
Internet Resources
_________ Irish Names (ATE, page 39)
Additional Questions and Activities
_________ Legends (ATE, page 40)
Literary Note
_________ Crisis (ATE, page 41)
© EMC Corporation
T
Flexible Grouping Suggestions
_________ Motivation: Talk Show of American Folk
Heroes (ATE, page 38)
_________ Reading Proficiency: Reading Out Loud (ATE,
page 38)
_________ Special Needs: Background Information and
Paraphrasing (ATE, page 38)
_________ Internet Resources: Irish Names (ATE, page
39)
_________ Respond to the Selection (PE, page 42)
_________ Investigate, Inquire, and Imagine (PE, page 43;
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
_________ Special Needs: Background Information and
Paraphrasing (ATE, page 38)
_________ 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).
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 7).
_________ Dramatic Recording (AL, 13:54)
_________ 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.
Homework Suggestions
_________ 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)
Print Resources
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UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
15
Lesson Plan
“John Henry” from Mules and Men, page 45
Teacher’s Name __________________________________Class __________________Date __________________
T
M
Reading Level: Easy
W
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READING STRATEGIES RESOURCE, PAGE 29
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
Standardized Test Practice:
Identify Character Development
WASHINGTON STATE STANDARDS
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Related Reading: “White House mystery may be solved,” page 48
Before Reading
_________ Daily Oral Language (VLR I, page 20; UR 1, page 81)
_________ Reader’s Journal (PE, page 45; UR 1, page 81)
_________ Literary Tools: Folk Song and Dialect (PE, page 45)
_________ Reader’s Resource: History Connection (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)
_________ Reading Strategy (RSR, page 29)
During Reading
_________ Dramatic Recording (AL, 3:14)
_________ Graphic Organizer (PE, page 45; VLR I, page 20; UR 1, page 81)
_________ Guided Reading Questions (PE, page 46; UR 1, page 82)
_________ Reading Strategy (RSR, page 29)
_________ Fix-Up Idea (RSR, page 29)
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16
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 29)
_________ Standardized Test Practice (RSR, page 30)
_________ Respond to the Selection (PE, page 50; UR 1, page 82)
_________ Investigate, Inquire, and Imagine (PE, page 50; UR 1, page 83)
_________ 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)
_________ Selection Check Test 4.1.17 (ATE, page 48; UR 1, page 88; TG)
_________ Selection Test 4.1.18 (UR 1, page 89; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“John Henry” from Mules and Men, page 45
Teacher’s Name __________________________________Class __________________Date __________________
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_________ 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
Individual Learning Strategies
_________ 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)
Strategies for Developing Readers
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)
Additional Questions and Activities
_________ 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)
Additional Strategies for English Language
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.
© EMC Corporation
Additional Questions and Activities
_________ Folk Song as Literary Form (ATE, page 49)
Flexible Grouping Suggestions
_________ Motivation: Researching John Henry (ATE,
page 46)
_________ Reading Proficiency: Paraphrasing (ATE,
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)
_________ Investigate, Inquire, and Imagine (PE, page 50;
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)
Homework Suggestions
_________ Vocabulary: Antonyms (UR 1, page 85)
_________ Vocabulary: Prefixes (VR, page 18)
_________ Additional Questions and Activities: Choice of
Careers (ATE, page 46)
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UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
17
Lesson Plan
“Steal Away” and “Go Down, Moses,” page 52
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Easy.
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READING STRATEGIES RESOURCE, PAGE 34
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
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Read Aloud
Standardized Test Practice:
Make Inferences
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 21; UR 1, page 91)
_________ Reader’s Journal (PE, page 52; UR 1, page 91)
_________ 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,
page 55; UR 1, page 92)
_________ Fine Art: William H. Johnson (PE, page 56; VLR II, page 22)
_________ Vocabulary: Semantic Families: Music (VR, page 23)
_________ Reading Strategy (RSR, page 34)
During Reading
_________ Dramatic Recording: “Steal Away” (AL, 2:23)
_________ Dramatic Recording: “Go Down, Moses” (AL, 3:13)
_________ Graphic Organizer (PE, page 52; VLR I, page 21; UR 1, page 91)
_________ Reading Strategy (RSR, page 34)
_________ Fix-Up Idea (RSR, page 34)
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18
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 34)
_________ Standardized Test Practice (RSR, page 35)
_________ 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)
_________ Selection Check Test 4.1.19 (ATE, page 54; UR 1, page 94; TG)
_________ Selection Test 4.1.20 (UR 1, page 95; TG)
_________ Selection Check Test 4.1.21 (ATE, page 57; UR 1, page 102; TG)
_________ Selection Test 4.1.22 (UR 1, page 103; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“Steal Away” and “Go Down, Moses,” page 52
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
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Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Singing or Playing Spirituals (ATE,
page 53)
_________ Reading Proficiency: Paraphrasing (ATE,
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
_________ Reader’s Resource (PE, page 52)
_________ 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
_________ Reader’s Resource (PE, page 52)
_________ Additional Questions and Activities:
Analyzing Spirituals (ATE, page 53)
_________ Special Needs: Meaning of Spirituals (ATE,
page 53)
Additional Questions and Activities
_________ Analyzing Spirituals (ATE, page 53)
Art Note
_________ Eastman Johnson (PE and ATE, page 55;
VLR II, page 19)
Additional Strategies for English Language
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)
Additional Questions and Activities
_________ Roles of Music (ATE, page 57)
© EMC Corporation
T
Flexible Grouping Suggestions
_________ Motivation: Singing or Playing Spirituals (ATE,
page 53)
_________ Reading Proficiency: Paraphrasing (ATE,
page 53)
_________ Special Needs: Meaning of Spirituals (ATE,
page 53)
_________ 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)
Homework Suggestions
_________ 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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UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
19
Lesson Plan
Unit One
The Folk Tradition
Closing the Unit, pages 60–73
Teacher’s Name __________________________________Class __________________Date __________________
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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)
WASHINGTON STATE STANDARDS
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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)
Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 69)
_________ Publishing and Presenting (PE, page 71)
Print Resources
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20
UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit One
The Folk Tradition
Closing the Unit, pages 60–73
Teacher’s Name __________________________________Class __________________Date __________________
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Homework Suggestions
_________ Have students think about whom they might interview (Recording an Oral History, PE, page 62).
_________ Graphic Organizer (VLR I, page 122; WR, page 21)
_________ 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.
© EMC Corporation
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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UNIT
1
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
21
Lesson Plan
Unit Two
Poetry
Opening the Unit, pages 74–79
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 2 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ “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
_________ For Your Reading List, page 161
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 74–75).
© EMC Corporation
Getting Started in the Classroom
_________ 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)
_________ Genre Check Test 4.2.1 (ATE, page 77; UR 2, page 1; TG)
_________ Genre Test 4.2.2 (UR 2, page 3; TG)
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22
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“The Bells,” page 80
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Challenging
READING STRATEGIES RESOURCE, PAGE 38
Difficulty Considerations: Vocabulary; poetic conventions;
poetic syntax
Reading Strategy: Write Things Down
Fix-Up Idea: Read Aloud
Standardized Test Practice:
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
WASHINGTON STATE STANDARDS
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© EMC Corporation
Before Reading
_________ Daily Oral Language (VLR I, page 22; UR 2, page 6)
_________ Reader’s Journal (PE, page 80; UR 2, page 6)
_________ Literary Tools: Repetition and Onomatopoeia (PE, page 80)
_________ Reader’s Resource (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,
page 81; UR 2, page 7)
_________ Vocabulary from the Selection (ATE, page 80)
_________ Reading Strategy (RSR, page 38)
During Reading
_________ Dramatic Recording (AL, 3:36)
_________ Graphic Organizer (PE, page 80; VLR I, page 22; UR 2, page 6)
_________ Guided Reading Questions (PE, page 81; UR 2, page 7)
_________ Reading Strategy (RSR, page 38)
_________ Fix-Up Idea (RSR, page 38)
After Reading
_________ Reading Strategy (RSR, page 38)
_________ Standardized Test Practice (RSR, page 39)
_________ Respond to the Selection (PE, page 84; UR 2, page 8)
_________ Investigate, Inquire, and Imagine (PE, page 85; UR 2, page 8)
_________ 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)
_________ Selection Check Test 4.2.3 (ATE, page 84; UR 2, page 12; TG)
_________ Selection Test 4.2.4 (UR 2, page 14; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
23
Lesson Plan
“The Bells,” page 80
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ 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)
_________ Special Needs: Listening to the Selection
(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)
Flexible Grouping Suggestions
_________ 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 81; UR 2, page 7)
_________ Dramatic Recording (AL, 3:36)
_________ Respond to the Selection (PE, page 84; UR 2,
page 8)
_________ Investigate, Inquire, and Imagine (PE, page 85;
UR 2, page 8)
_________ Understanding Literature: Repetition and
Onomatopoeia (PE, page 85; UR 2, page 9)
_________ Speaking and Listening: Choral Reading (PE,
page 86)
Transparency
Tackle Poetic Syntax
_________ Special Needs: Listening to the Selection
(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.
Additional Strategies for English Language
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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24
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
Homework Suggestions
_________ 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
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 44
Difficulty Consideration: Poetic conventions; use of allegory
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Identify Literary Elements
Ease Factors: Vocabulary; selection length
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.
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 23; UR 2, page 17)
_________ Reader’s Journal (PE, page 87; UR 2, page 17)
_________ Literary Tools: Allegory and Rhyme (PE, page 87)
_________ Reader’s Resource (PE, page 87)
_________ About the Author: W. B. Yeats (PE, page 87)
_________ Vocabulary from the Selection (ATE, page 87)
_________ Reading Strategy (RSR, page 44)
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During Reading
_________ Dramatic Recording (AL, 1:08)
_________ Graphic Organizer (PE, page 87; VLR I, page 23; UR 2, page 17)
_________ Guided Reading Questions (PE, page 89; UR 2, page 17)
_________ Reading Strategy (RSR, page 44)
_________ Fix-Up Idea (RSR, page 44)
After Reading
_________ Reading Strategy (RSR, page 44)
_________ Standardized Test Practice (RSR, page 45)
_________ Respond to the Selection (PE, page 90; UR 2, page 18)
_________ Investigate, Inquire, and Imagine (PE, page 90; UR 2, page 18)
_________ 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)
_________ Selection Check Test 4.2.5 (ATE, page 89; UR 2, page 24; TG)
_________ Selection Test 4.2.6 (UR 2, page 26; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
25
Lesson Plan
“The Song of Wandering Aengus,” page 87
Teacher’s Name __________________________________Class __________________Date __________________
M
ITeaching Options
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F
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Celtic Mythology (ATE, page 88)
_________ Reading Proficiency: Pronunciations (ATE,
page 88)
_________ English Language Learning: Vocabulary
(ATE, page 88)
_________ Special Needs: Summarizing (ATE, page 88)
_________ Enrichment: Questionnaire (ATE, page 88)
Cross-Curricular Activities
_________ Growth and Aging (ATE, page 88)
Additional Questions and Activities
_________ Self-Portraits (ATE, page 89)
Flexible Grouping Suggestions
_________ Enrichment: Questionnaire (ATE, page 88)
_________ Cross-Curricular Activity: Growth and Aging
(ATE, page 88)
_________ Additional Questions and Activities:
Self-Portraits (ATE, page 89)
_________ Respond to the Selection (PE, page 90; UR 2,
page 18)
_________ Investigate, Inquire, and Imagine (PE, page 90;
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
_________ Special Needs: Summarizing (ATE, page 88)
_________ 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.
Additional Strategies for English Language
Learners
_________ Read the poem aloud, asking students to
paraphrase each stanza.
_________ Dramatic Recording (AL, 1:08)
_________ 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).
Print Resources
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Homework Suggestions
_________ Vocabulary: Modifiers (UR 2, page 20)
_________ Motivation: Celtic Mythology (ATE, page 88)
_________ Writer’s Journal: Letter, Performance Notes,
and Poem (PE, page 91; UR 2, page 19)
_________ 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)
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26
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Local Sensibilities,” page 93
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 49
Difficulty Considerations: Historical references; cultural
references
Reading Strategy: Find a Purpose for
Reading
Fix-Up Idea: Reread
Standardized Test Practice:
Identify Author’s Purpose
Ease Factors: First-person point of view; selection length
Synopsis: A speaker pays tribute to Hawaii and a Hawaiian
heritage.
WASHINGTON STATE STANDARDS
Goals/Objectives:
• to interpret and appreciate a speaker’s perspective on his home
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• 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
_________ Daily Oral Language (VLR I, page 24; UR 2, page 29)
_________ Reader’s Journal (PE, page 92; UR 2, page 29)
_________ 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 from the Selection (ATE, page 92)
_________ Vocabulary: Denotation and Connotation (VR, page 25)
_________ Reading Strategy (RSR, page 49)
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During Reading
_________ Dramatic Recording (AL, 2:05)
_________ Graphic Organizer (PE, page 92; VLR I, page 24; UR 2, page 29)
_________ Guided Reading Questions (PE, page 93; UR 2, page 30)
_________ Reading Strategy (RSR, page 49)
_________ Fix-Up Idea (RSR, page 49)
After Reading
_________ Reading Strategy (RSR, page 49)
_________ Standardized Test Practice (RSR, page 50)
_________ Respond to the Selection (PE, page 94; UR 2, page 30)
_________ Investigate, Inquire, and Imagine (PE, page 95; UR 2, page 30)
_________ 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)
_________ Selection Check Test 4.2.7 (ATE, page 94; UR 2, page 36; TG)
_________ Selection Test 4.2.8 (UR 2, page 38; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
27
Lesson Plan
“Local Sensibilities,” page 93
Teacher’s Name __________________________________Class __________________Date __________________
M
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F
Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ 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)
_________ Special Needs: Listening to the Selection
(ATE, page 93)
_________ Enrichment: Hawaiian Culture (ATE, page 93)
Flexible Grouping Suggestions
_________ 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)
_________ Respond to the Selection (PE, page 94; UR 2,
page 30)
_________ Investigate, Inquire, and Imagine (PE, page 95;
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,
page 96, UR 2, page 34)
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.
Additional Strategies for English Language
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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28
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Homework Suggestions
_________ 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)
_________ 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)
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T
Lesson Plan
“A Simile” and “Metaphor,” page 97
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Easy
READING STRATEGIES RESOURCE, PAGE 53
Difficulty Consideration: Figurative language
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice:
Compare and Contrast
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.”
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 25; UR 2, page 41)
_________ Reader’s Journal (PE, page 97; UR 2, page 41)
_________ Literary Tools: Theme and Figurative Language (PE, page 97)
_________ Reader’s Resource (PE, page 97)
_________ About the Authors: N. Scott Momaday and Eve Merriam (PE, page 100)
_________ Reading Strategy (RSR, page 53)
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During Reading
_________ Dramatic Recording: “Metaphor” (AL, 0:30)
_________ Graphic Organizer (PE, page 97; VLR I, page 25; UR 2, page 41)
_________ Guided Reading Questions (PE, page 98; UR 2, page 42)
_________ Reading Strategy (RSR, page 53)
_________ Fix-Up Idea (RSR, page 53)
After Reading
_________ Reading Strategy (RSR, page 53)
_________ Standardized Test Practice (RSR, page 54)
_________ 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)
_________ 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)
_________ Selection Check Test 4.2.9 (ATE, page 100; UR 2, page 48; TG)
_________ Selection Test 4.2.10 (UR 2, page 49; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
29
Lesson Plan
“A Simile” and “Metaphor,” page 97
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Creating Similes and Metaphors
(ATE, page 98)
_________ Reading Proficiency: Reading Out Loud and
Listening to the Selection (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.
Additional Strategies for English Language
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.
Flexible Grouping Suggestions
_________ Motivation: Creating Similes and Metaphors
(ATE, page 98)
_________ Reading Proficiency: Reading Out Loud and
Listening to the Selection (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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Homework Suggestions
_________ 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)
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30
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Boast Not, Proud English,” page 103
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 57
Difficulty Considerations: Subject matter; archaic language
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Identify Main Ideas
Ease Factor: Selection length
Synopsis: In this poem, Williams warns English settlers not to
count themselves superior to Native Americans.
WASHINGTON STATE STANDARDS
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
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Before Reading
_________ Daily Oral Language (VLR I, page 26; UR 2, page 52)
_________ Reader’s Journal (PE, page 103; UR 2, page 52)
_________ Literary Tools: Couplet and Aim (PE, page 103)
_________ Reader’s Resource: History Connection (PE, page 103)
_________ About the Author: Roger Williams (PE, page 103)
_________ Reading Strategy (RSR, page 57)
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During Reading
_________ Dramatic Recording (AL, 0:42)
_________ Graphic Organizer (PE, page 103; VLR I, page 26; UR 2, page 52)
_________ Guided Reading Questions (PE, page 104; UR 2, page 53)
_________ Reading Strategy (RSR, page 57)
_________ Fix-Up Idea (RSR, page 57)
After Reading
_________ Reading Strategy (RSR, page 57)
_________ Standardized Test Practice (RSR, page 58)
_________ Respond to the Selection (PE, page 105; UR 2, page 53)
_________ Investigate, Inquire, and Imagine (PE, page 105; UR 2, page 53)
_________ 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)
_________ Selection Check Test 4.2.11 (ATE, page 104; UR 2, page 57; TG)
_________ Selection Test 4.2.12 (UR 2, page 58; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
31
Lesson Plan
“Boast Not, Proud English,” page 103
Teacher’s Name __________________________________Class __________________Date __________________
M
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Strategies for Developing Readers
Teaching Options
Tackle Subject Matter
_________ 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.
_________ Reading Proficiency: Reading Out Loud (ATE,
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.
Individual Learning Strategies
_________ Motivation: Relations between Native
Americans and Early Colonists (ATE,
page 103)
_________ Reading Proficiency: Formal and Informal
English (ATE, page 103)
_________ English Language Learning: Vocabulary
(ATE, page 104)
_________ Special Needs: Previewing Questions (ATE,
page 104)
_________ Enrichment: Native Americans Today (ATE,
page 104)
Flexible Grouping Suggestions
_________ Enrichment: Native Americans Today (ATE,
page 104)
_________ Respond to the Selection (PE, page 105;
UR 2, page 53)
_________ Investigate, Inquire, and Imagine (PE, page
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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Additional Strategies for English Language
Learners
_________ Have a volunteer recite the poem.
_________ Define the terms boast, birth, and blood.
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Homework Suggestions
_________ 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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32
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Birches,” page 107
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE XX
Difficulty Consideration: Poetic language
Reading Strategy: Visualize
Fix-Up Idea: Take a Break
Standardized Test Practice:
Identify Cause and Effect
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.
WASHINGTON STATE STANDARDS
Goals/Objectives:
click this box for details
• 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
_________ Daily Oral Language (VLR I, page 27; UR 2, page 61)
_________ Reader’s Journal (PE, page 107; UR 2, page 61)
_________ Literary Tools: Symbol, Metaphor, and Simile (PE, page 107)
_________ Reader’s Resource (PE, page 107)
_________ About the Author: Robert Frost (PE, page 107)
_________ Vocabulary from the Selection (ATE, page 107)
_________ Reading Strategy (RSR, page 61)
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During Reading
_________ Dramatic Recording (AL, 3:16)
_________ Graphic Organizer (PE, page 107; VLR I, page 27; UR 2, page 61)
_________ Guided Reading Questions (PE, page 109; UR 2, page 62)
_________ Reading Strategy (RSR, page 61)
_________ Fix-Up Idea (RSR, page 61)
After Reading
_________ Reading Strategy (RSR, page 61)
_________ Standardized Test Practice (RSR, page 62)
_________ Respond to the Selection (PE, page 111; UR 2, page 62)
_________ Investigate, Inquire, and Imagine (PE, page 111; UR 2, page 63)
_________ 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)
_________ Selection Check Test 4.2.13 (ATE, page 110; UR 2, page 67; TG)
_________ Selection Test 4.2.14 (UR 2, page 68; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
33
Lesson Plan
“Birches,” page 107
Teacher’s Name __________________________________Class __________________Date __________________
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F
Strategies for Developing Readers
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.
Additional Questions and Activities
_________ Discussing and Writing about Appealing
Aspects of the Poem (ATE, page 108)
Individual Learning Strategies
_________ Motivation: Trees (ATE, page 108)
_________ Reading Proficiency: Reading Out Loud in
Sections (ATE, page 108)
_________ English Language Learning: Vocabulary
(ATE, page 108)
_________ Special Needs: Listening to the Selection
(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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Flexible Grouping Suggestions
_________ 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)
_________ Special Needs: Listening to the Selection
(ATE, page 108)
_________ Enrichment: Study and Research Poems by
Frost (ATE, page 108)
_________ Respond to the Selection (PE, page 111;
UR 2, page 62)
_________ Investigate, Inquire, and Imagine (PE, page
111; UR 2, page 63)
_________ Understanding Literature: Symbol, Metaphor,
and Simile (PE, page 111; UR 2, page 64)
Additional Strategies for English Language
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.
Homework Suggestions
_________ 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)
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34
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Song,” page 113
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 65
Difficulty Consideration: Subject matter
Reading Strategy: Write Things Down
Fix-Up Idea: Think Aloud
Standardized Test Practice:
Make Inferences
Ease Factor: Selection length
Synopsis: This prose poem describes a woman’s singing at
nightfall.
WASHINGTON STATE STANDARDS
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
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 28; UR 2, page 71)
_________ Reader’s Journal (PE, page 113; UR 2, page 71)
_________ Literary Tools: Narrative Poem and Personification (PE, page 113)
_________ Reader’s Resource: Culture Connection (PE, page 113)
_________ About the Author: Gabriela Mistral (PE, page 113)
_________ Vocabulary from the Selection (ATE, page 113)
_________ Reading Strategy (RSR, page 65)
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During Reading
_________ Graphic Organizer (PE, page 113; VLR I, page 28; UR 2, page 71)
_________ Guided Reading Questions (PE, page 114; UR 2, page 72)
_________ Reading Strategy (RSR, page 65)
_________ Fix-Up Idea (RSR, page 65)
After Reading
_________ Reading Strategy (RSR, page 65)
_________ Standardized Test Practice (RSR, page 66)
_________ Respond to the Selection (PE, page 115; UR 2, page 72)
_________ Investigate, Inquire, and Imagine (PE, page 115; UR 2, page 72)
_________ 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)
_________ Speaking and Listening: Oral Interpretation (PE, page 116)
_________ Collaborative Learning: Writing a Prose Poem (PE, page 116)
_________ Selection Check Test 4.2.15 (ATE, page 115; UR 2, page 76; TG)
_________ Selection Test 4.2.16 (UR 2, page 77; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
35
Lesson Plan
“Song,” page 113
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Sad Songs (ATE, page 113)
_________ Reading Proficiency: Focus on Questions
(ATE, page 113)
_________ English Language Learning: Vocabulary
(ATE, page 114)
_________ Special Needs: Summarizing (ATE, page 114)
_________ Enrichment: Comparing Translations (ATE,
page 114)
Tackle Subject Matter
_________ Literary Tools: Narrative Poem and
Personification (PE, page 113)
_________ Special Needs: Summarizing (ATE, page 114)
_________ Have students recount a scene in a movie or
on television in which a character grieves.
Flexible Grouping Suggestions
_________ Reading Proficiency: Focus on Questions
(ATE, page 113)
_________ Special Needs: Summarizing (ATE, page 114)
_________ Enrichment: Comparing Translations (ATE,
page 114)
_________ Respond to the Selection (PE, page 115;
UR 2, page 72)
_________ Investigate, Inquire, and Imagine (PE, page
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)
Additional Strategies for English Language
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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Homework Suggestions
_________ 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)
_________ Speaking and Listening: Oral Interpretation
(PE, page 116)
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36
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“The Creation,” page 117
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Easy
READING STRATEGIES RESOURCE, PAGE 69
Difficulty Consideration: Punctuation
Reading Strategy: Write Things Down
Fix-Up Idea: Visualize
Standardized Test Practice:
Identify Cause and Effect
Ease Factors: Storytelling style; vocabulary
Synopsis: In this powerful narrative poem, Johnson retells the
biblical story of the creation.
WASHINGTON STATE STANDARDS
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
click this box for details
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Before Reading
_________ Daily Oral Language (VLR I, page 29; UR 2, page 80)
_________ Reader’s Journal (PE, page 117; UR 2, page 81)
_________ Literary Tools: Simile and Narrative Poem (PE, page 117)
_________ Reader’s Resource (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,
page 119; UR 2, page 81)
_________ Vocabulary from the Selection (ATE, page 117)
_________ Vocabulary: Etymology (VR, page 27)
_________ Reading Strategy (RSR, page 69)
During Reading
_________ Dramatic Recording (AL, 4:38)
_________ Graphic Organizer (PE, page 117; VLR I, page 29; UR 2, page 80)
_________ Guided Reading Questions (PE, page 118; UR 2, page 81)
_________ Reading Strategy (RSR, page 69)
_________ Fix-Up Idea (RSR, page 69)
After Reading
_________ Reading Strategy (RSR, page 69)
_________ Standardized Test Practice (RSR, page 70)
_________ Respond to the Selection (PE, page 121; UR 2, page 82)
_________ Investigate, Inquire, and Imagine (PE, page 121; UR 2, page 82)
_________ 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)
_________ Speaking and Listening: Oral Interpretation (PE, page 122)
_________ Selection Check Test 4.2.17 (ATE, page 120; UR 2, page 86; TG)
_________ Selection Test 4.2.18 (UR 2, page 87; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
37
Lesson Plan
“The Creation,” page 117
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ 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)
_________ Special Needs: Listening to the Selection
(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)
W
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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)
_________ Speaking and Listening: Oral Interpretation
(PE, page 122)
Strategies for Developing Readers
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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 15).
_________ Find examples of dialect and discuss its
effect.
_________ Have students share creation stories that they
have heard.
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Flexible Grouping Suggestions
_________ Reading Proficiency: Simple Verbs Review
(ATE, page 118)
_________ English Language Learning: Capitalization of
Sacred Beings and Works (ATE, page 118)
_________ Special Needs: Listening to the Selection
(ATE, page 118)
_________ Enrichment: Comparing Sermons (ATE,
page 118)
_________ Respond to the Selection (PE, page 121; UR 2,
page 82)
_________ Investigate, Inquire, and Imagine (PE, page
121; UR 2, page 82)
_________ Understanding Literature: Simile and
Narrative Poem (PE, page 121; UR 2,
page 83)
T
Homework Suggestions
_________ 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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38
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
from the Odyssey, page 123
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Challenging
READING STRATEGIES RESOURCE, PAGE 74
Difficulty Considerations: Poetic style; vocabulary; selection
length
Reading Strategy: Use Text
Organization
Fix-Up Idea: Tackle Difficult Vocabulary
Standardized Test Practice:
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).
WASHINGTON STATE STANDARDS
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
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Related Reading: “Exploring the Greece of Odysseus,” page 144
Before Reading
_________ Daily Oral Language (VLR I, page 30; UR 2, page 90)
_________ Reader’s Journal (PE, page 123; UR 2, page 91)
_________ 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 from the Selection (ATE, page 123)
_________ Vocabulary: Using Context Clues (VR, page 31)
_________ Reading Strategy (RSR, page 74)
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During Reading
_________ Graphic Organizer (PE, page 123; VLR I, page 30; UR 2, page 90)
_________ Guided Reading Questions (PE, page 125; UR 2, page 91)
_________ Reading Strategy (RSR, page 74)
_________ Fix-Up Idea (RSR, page 74)
After Reading
_________ Reading Strategy (RSR, page 74)
_________ Standardized Test Practice (RSR, page 75)
_________ Respond to the Selection (PE, page 143; UR 2, page 95)
_________ Investigate, Inquire, and Imagine (PE, page 146; UR 2, page 95)
_________ 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)
_________ Related Reading Questions (ATE, page 144)
_________ Selection Check Test 4.2.19 (ATE, page 143; UR 2, page 101; TG)
_________ Selection Test 4.2.20 (UR 2, page 102; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
39
Lesson Plan
from the Odyssey, page 123
Teacher’s Name __________________________________Class __________________Date __________________
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Internet Resources
_________ Western Folklife Center Website (ATE,
page 149)
Teaching Options
Individual Learning Strategies
_________ Motivation: Debate about Role Models (ATE,
page 124)
_________ Reading Proficiency: Summarizing (ATE,
page 124)
_________ English Language Learning: Background
Information (ATE, page 124)
_________ Special Needs: Listening to the Selection
(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)
Additional Questions and Activities
_________ 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)
_________ Related Reading Questions (ATE, page 148)
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)
Cross-Curricular Activities
_________ 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)
Homework Suggestions
_________ 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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40
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Literary Technique
_________ Invocation to a Muse (ATE, page 131)
_________ Homeric Epithets (ATE, page 139)
Flexible Grouping Suggestions
_________ Motivation: Debate about Role Models (ATE,
page 124)
_________ Additional Questions and Activities:
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)
_________ Additional Questions and Activities:
Storytelling Festival (ATE, page 145)
_________ Respond to the Selection (PE, page 143;
UR 2, page 95)
_________ Investigate, Inquire, and Imagine (PE, page
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
from the Odyssey, page 123
Teacher’s Name __________________________________Class __________________Date __________________
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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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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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Strategies for Developing Readers
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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
41
Lesson Plan
Unit Two
Poetry
Closing the Unit, pages 148–161
Teacher’s Name __________________________________Class __________________Date __________________
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Language Arts in Action
Cowboy Poetry Gatherings Help Preserve Western Traditions
_________ Additional Questions and Activities: Questions about the
WASHINGTON STATE STANDARDS
Selection (ATE, page 148)
_________ Internet Resources: The Western Folklife Center (ATE,
click this box for details
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)
_________ Professional Model (PE, page 151)
_________ Examining the Model (PE, page 152)
_________ Prewriting (PE, page 152; WR, page 36)
_________ Student Model—Graphic Organizer (PE, page 153; WR, page 37)
_________ Graphic Organizer (VLR I, page 126; WR, page 38)
_________ Rubric for Expressive/Informative Writing: Composing a Personal Essay
(VLR I, page 129; WR, page 54)
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.
During Writing
_________ Drafting (PE, page 155)
_________ 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)
© EMC Corporation
After Writing
_________ Self- and Peer Evaluation (PE, page 156; WR, page 45)
_________ Revising and Proofreading (PE, page 157)
_________ Publishing and Presenting (PE, page 157)
_________ Reflecting (PE, page 157)
_________ Student Model—Final Product (PE, page 158; WR, page 49)
Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 157)
_________ Publishing and Presenting (PE, page 157)
Print Resources
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42
UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit Two
Poetry
Closing the Unit, pages 148–161
Teacher’s Name __________________________________Class __________________Date __________________
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Homework Suggestions
_________ Have students think about a hero they would like to write about (Composing a Personal Essay, PE,
page 151).
_________ Graphic Organizer (VLR I, page 126; WR, page 38)
_________ Language, Grammar, and Style: Nouns: Pronouns and Antecedents; Number Agreement (PE, page 155;
WR, page 41)
_________ Self-Evaluation (PE, page 156; WR, page 45)
_________ Rubric for Expressive/Informative Writing: Composing a Personal Essay
(VLR I, page 129; WR, page 54)
Unit Two Review
Review and Assessment
_________ Words for Everyday Use (PE, page 160; UR 2, page 109)
_________ Vocabulary Development (ATE, page 160)
_________ Literary Tools (PE, page 160; UR 2, page 110)
_________ Unit 2 Review/Study Guide (UR 2, page 106)
_________ Unit 2 Test (UR 2, page 115; TG)
Reflecting on Your Reading
_________ Genre Studies (PE, page 160; UR 2, page 111)
_________ Thematic Studies: Location, Goals, Creation, and Advice (PE, page 161; UR 2, page 112)
For Your Reading List
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This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ 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)
Selections for Additional Reading
_________ 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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UNIT
2
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
43
Lesson Plan
Unit Three
Fiction
Opening the Unit, pages 162–167
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Dates I Plan to Teach This Unit _____________________________________________
Unit 3 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ “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
_________ For Your Reading List, page 293
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 162–163).
© EMC Corporation
Getting Started in the Classroom
_________ 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)
_________ Genre Check Test 4.3.1 (ATE, page 167; UR 3, page 1; TG)
_________ Genre Test 4.3.2 (UR 3, page 2; TG)
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44
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“The Monkey’s Paw,” page 168
Teacher’s Name __________________________________Class __________________Date __________________
M
T
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TH
F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 78
Difficulty Considerations: Style; vocabulary; supernatural
events
Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Standardized Test Practice:
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.
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 31; UR 3, page 6)
_________ Reader’s Journal (PE, page 168; UR 3, page 7)
_________ Literary Tools: Foreshadowing and Setting (PE, page 168)
_________ Reader’s Resource: History Connection (PE, page 168)
_________ About the Author: W. W. Jacobs (PE, page 168)
_________ Vocabulary from the Selection (ATE, page 169)
_________ Vocabulary: Word Roots (VR, page 40)
_________ Reading Strategy (RSR, page 78)
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During Reading
_________ Dramatic Recording (AL, 26:34)
_________ Graphic Organizer (PE, page 168; VLR I, page 31; UR 3, page 6)
_________ Guided Reading Questions (PE, page 170; UR 3, page 7)
_________ Reading Strategy (RSR, page 78)
_________ Fix-Up Idea (RSR, page 78)
After Reading
_________ Reading Strategy (RSR, page 78)
_________ Standardized Test Practice (RSR, page 79)
_________ Respond to the Selection (PE, page 178; UR 3, page 8)
_________ Investigate, Inquire, and Imagine (PE, page 178; UR 3, page 8)
_________ 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)
_________ Selection Check Test 4.3.3 (ATE, page 176; UR 3, page 13; TG)
_________ Selection Test 4.3.4 (UR 3, page 15; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
45
Lesson Plan
“The Monkey’s Paw,” page 168
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Discussing the Curse (ATE,
page 169)
_________ Reading Proficiency: Reading Aloud (ATE,
page 169)
_________ English Language Learning: Vocabulary
(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)
Additional Questions and Activities
_________ 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
Homework Suggestions
_________ Vocabulary: Suspense (UR 3, page 11)
_________ Vocabulary: Word Roots (VR, page 40)
_________ 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)
Strategies for Developing Readers
Tackle Vocabulary
_________ Reading Proficiency: Reading Aloud (ATE,
page 169)
_________ English Language Learning: Vocabulary
(ATE, page 169)
_________ Model how to use context clues to decipher
unfamiliar words.
Tackle Supernatural Events
_________ Motivation: Discussing the Curse (ATE,
page 169)
_________ Discuss examples of wishes granted in
movies, books, and television.
Additional Strategies for English Language
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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46
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Flexible Grouping Suggestions
_________ Motivation: Discussing the Curse (ATE,
page 169)
_________ Reading Proficiency: Reading Aloud (ATE,
page 169)
_________ Special Needs: Previewing the Story (ATE,
page 169)
_________ Additional Questions and Activities:
Generalizing (ATE, page 174)
_________ Respond to the Selection (PE, page 178;
UR 3, page 8)
_________ Investigate, Inquire, and Imagine (PE, page
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)
Transparency
W
Tackle Style
_________ Special Needs: Previewing the Story (ATE,
page 169)
_________ Read the first pages together, checking for
comprehension.
Cross-Curricular Activity
_________ Fate (ATE, page 170)
Print Resources
T
Lesson Plan
“To Build a Fire,” page 180
Teacher’s Name __________________________________Class __________________Date __________________
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M
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TH
F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 82
Difficulty Considerations: Subject matter; style; selection
length
Reading Strategy: Write Things Down
Fix-Up Idea: Take a Break
Standardized Test Practice:
Identify Author’s Purpose
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
WASHINGTON STATE STANDARDS
click this box for details
Related Reading: from “A Short Life, Intensely Lived: The Adventures of Jack London,” page 193
Insights: Evaluating Author Websites, page 195
Before Reading
_________ Daily Oral Language (VLR I, page 32; UR 3, page 19)
_________ Reader’s Journal (PE, page 180; UR 3, page 20)
_________ Prereading (PE, page 180)
_________ Vocabulary from the Selection (ATE, page 181)
_________ Vocabulary: PAVE: Predict, Associate, Verify, Evaluate (VR, page 43)
_________ Reading Strategy (RSR, page 82)
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During Reading
_________ Dramatic Recording (AL, 44:24)
_________ Graphic Organizer (PE, page 180; VLR I, page 32; UR 3, page 19)
_________ Guided Reading Questions (PE, page 182; UR 3, page 20)
_________ Reading Strategy (RSR, page 82)
_________ Fix-Up Idea (RSR, page 82)
After Reading
_________ Reading Strategy (RSR, page 82)
_________ Standardized Test Practice (RSR, page 83)
_________ Respond to the Selection (PE, page 196; UR 3, page 23)
_________ Investigate, Inquire, and Imagine (PE, page 196; UR 3, page 23)
_________ 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)
_________ Selection Check Test 4.3.5 (ATE, page 193; UR 3, page 27; TG)
_________ Selection Test 4.3.6 (UR 3, page 29; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
47
Lesson Plan
“To Build a Fire,” page 180
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ 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)
Cross-Curricular Activities
_________ 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)
W
TH
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Flexible Grouping Suggestions
_________ 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)
_________ Respond to the Selection (PE, page 196;
UR 3, page 23)
_________ Investigate, Inquire, and Imagine (PE, page
196; UR 3, page 23)
_________ Understanding Literature: Setting, Plot, and
Conflict (PE, page 196; UR 3, page 24)
_________ Collaborative Learning: Skit (PE, page 197)
Homework Suggestions
_________ 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,
page 197; UR 3, page 26)
_________ 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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48
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Additional Questions and Activities
_________ 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)
_________ Related Reading Questions (ATE, page 194)
_________ Insights Questions (ATE, page 195)
T
Lesson Plan
“To Build a Fire,” page 180
Teacher’s Name __________________________________Class __________________Date __________________
M
Strategies for Developing Readers
Tackle Subject Matter
_________ 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.
T
W
TH
F
Tackle Selection Length
_________ Read the story over two or more class
periods.
_________ Read key portions of the story aloud.
_________ Have pairs read and answer Guided Reading
Questions together.
Additional Strategies for English Language
Learners
_________ Have students organize vocabulary words
according to sound, prefix, or suffix patterns.
_________ Dramatic Recording (AL, 44:24)
_________ Have students copy favorite descriptions of
the cold and the Yukon into their notebooks.
© EMC Corporation
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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UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
49
Lesson Plan
“The Most Dangerous Game,” page 198
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 86
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.
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice:
Use Context Clues
WASHINGTON STATE STANDARDS
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
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Before Reading
_________ Daily Oral Language (VLR I, page 33; UR 3, page 33)
_________ Reader’s Journal (PE, page 198; UR 3, page 34)
_________ 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 from the Selection (ATE, page 199)
_________ Vocabulary: Test Your Knowledge (VR, page 46)
_________ Reading Strategy (RSR, page 86)
During Reading
_________ Dramatic Recording (AL, 49:44)
_________ Graphic Organizer (PE, page 198; VLR I, page 33; UR 3, page 33)
_________ Guided Reading Questions (PE, page 199; UR 3, page 34)
_________ Reading Strategy (RSR, page 86)
_________ Fix-Up Idea (RSR, page 86)
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50
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 86)
_________ Standardized Test Practice (RSR, page 87)
_________ Respond to the Selection (PE, page 214; UR 3, page 36)
_________ Investigate, Inquire, and Imagine (PE, page 214; UR 3, page 36)
_________ 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)
_________ Selection Check Test 4.3.7 (ATE, page 212; UR 3, page 42; TG)
_________ Selection Test 4.3.8 (UR 3, page 44; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“The Most Dangerous Game,” page 198
Teacher’s Name __________________________________Class __________________Date __________________
M
Individual Learning Strategies
_________ Motivation: Map of Ship-Trap Island (ATE,
page 199)
_________ Reading Proficiency: Preview Vocabulary
(ATE, page 199)
_________ English Language Learning: Vocabulary
(ATE, page 199)
_________ Special Needs: Multiple Word Meanings
(ATE, page 199)
_________ Enrichment: Camera Safari (ATE, page 199)
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
200–203, 205–209, 211, 213)
F
Tackle Selection Length
_________ Read the story over two or more class
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)
_________ Model how to use context clues to decipher
unfamiliar words.
Cross-Curricular Activities
_________ 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)
© EMC Corporation
TH
Strategies for Developing Readers
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)
Flexible Grouping Suggestions
_________ Cross-Curricular Activities: Horror Story (ATE,
page 207)
_________ Enrichment: Camera Safari (ATE, page 199)
_________ Respond to the Selection (PE, page 214;
UR 3, page 36)
_________ Investigate, Inquire, and Imagine (PE, page
214; UR 3, page 36)
_________ Understanding Literature: Irony, Plot, and
Conflict (PE, page 214; UR 3, page 37)
_________ Media Literacy: Storyboard (PE, page 215;
UR 3, page 40)
_________ Collaborative Learning: Hunting Debate (PE,
page 215)
Transparency
W
Homework Suggestions
_________ Vocabulary: Hunting and Fishing (UR 3,
page 39)
_________ Vocabulary: Test Your Knowledge (VR,
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,
page 215; UR 3, page 40)
Teaching Options
Print Resources
T
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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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UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
51
Lesson Plan
“The Handsomest Drowned Man in the World,” page 216
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 91
Ease Factor: Selection length
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice:
Make Inferences
Synopsis: After a drowned man from another land washes up
on the shore, a small fishing village will never be the same.
WASHINGTON STATE STANDARDS
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
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Before Reading
_________ Daily Oral Language (VLR I, page 34; UR 3, page 48)
_________ Reader’s Journal (PE, page 216; UR 3, page 48)
_________ 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)
_________ Reader’s Resource (PE, page 216)
_________ About the Author: Gabriel García Márquez (PE, page 216)
_________ Vocabulary from the Selection (ATE, page 217)
_________ Vocabulary: Spelling (VR, page 53)
_________ Reading Strategy (RSR, page 91)
During Reading
_________ Graphic Organizer (PE, page 216; VLR I, page 34; UR 3, page 48)
_________ Guided Reading Questions (PE, page 217; UR 3, page 49)
_________ Reading Strategy (RSR, page 91)
_________ Fix-Up Idea (RSR, page 91)
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52
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 91)
_________ Standardized Test Practice (RSR, page 92)
_________ Respond to the Selection (PE, page 222; UR 3, page 50)
_________ Investigate, Inquire, and Imagine (PE, page 222; UR 3, page 50)
_________ 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)
_________ Selection Check Test 4.3.9 (ATE, page 221; UR 3, page 54; TG)
_________ Selection Test 4.3.10 (UR 3, page 56; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“The Handsomest Drowned Man in the World,” page 216
Teacher’s Name __________________________________Class __________________Date __________________
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
Individual Learning Strategies
_________ Motivation: Story or Poem (ATE, page 216)
_________ Reading Proficiency: Third-Person Point of
View (ATE, page 216)
_________ English Language Learning: Vocabulary
(ATE, page 216)
_________ Special Needs: Description (ATE, page 217)
_________ Enrichment: Oral Report on Magical Realism
(ATE, page 217)
Strategies for Developing Readers
Tackle Unrealistic Events
_________ Graphic Organizer (PE, page 216; VLR I,
page 34; UR 3, page 48)
_________ 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)
Tackle Subject Matter
_________ Special Needs: Description (ATE, page 217)
_________ Cross-Curricular Activity: Burial Rituals (ATE,
page 219)
_________ Read aloud; check comprehension with
Guided Reading Questions.
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
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)
Cross-Curricular Activity
_________ Burial Rituals (ATE, page 219)
© EMC Corporation
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Flexible Grouping Suggestions
_________ Motivation: Story or Poem (ATE, page 216)
_________ Respond to the Selection (PE, page 222;
UR 3, page 50)
_________ Investigate, Inquire, and Imagine (PE, page
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)
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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.
Homework Suggestions
_________ Vocabulary: Word Families (UR 3, page 53)
_________ Vocabulary: Spelling (VR, page 53)
_________ Enrichment: Oral Report on Magical Realism
(ATE, page 217)
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
53
Lesson Plan
“The Good Deed,” page 224
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 95
Difficulty Considerations: Chinese cultural references;
selection length
Ease Factors: Dialogue; style
Synopsis: An elderly Chinese immigrant plays matchmaker for a
young woman.
Reading Strategy: Find a Purpose for
Reading
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice:
Identify Author’s Purpose
WASHINGTON STATE STANDARDS
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
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 35; UR 3, page 60)
_________ Reader’s Journal (PE, page 224; UR 3, page 60)
_________ Literary Tools: Plot, Character, and Characterization (PE, page 224)
_________ Reader’s Resource: History Connection (PE, page 224)
_________ About the Author: Pearl S. Buck (PE, page 224)
_________ Vocabulary from the Selection (ATE, page 225)
_________ Vocabulary: Antonyms (VR, page 55)
_________ Reading Strategy (RSR, page 95)
During Reading
_________ Dramatic Recording (AL, 56:16)
_________ Graphic Organizer (PE, page 224; VLR I, page 35; UR 3, page 60)
_________ Guided Reading Questions (PE, page 225; UR 3, page 61)
_________ Reading Strategy (RSR, page 95)
_________ Fix-Up Idea (RSR, page 95)
Print Resources
Transparency
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Internet
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
54
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 95)
_________ Standardized Test Practice (RSR, page 96)
_________ Respond to the Selection (PE, page 239; UR 3, page 63)
_________ Investigate, Inquire, and Imagine (PE, page 240; UR 3, page 63)
_________ 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)
_________ Selection Check Test 4.3.11 (ATE, page 238; UR 3, page 69; TG)
_________ Selection Test 4.3.12 (UR 3, page 71; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“The Good Deed,” page 224
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Generational Conflicts (ATE,
page 225)
_________ Reading Proficiency: Reading Conversations
(ATE, page 225)
_________ English Language Learning: Vocabulary
(ATE, page 225)
_________ Special Needs: Arranged Marriages (ATE,
page 225)
_________ Enrichment: Researching a Period in Chinese
History (ATE, page 225)
Additional Questions and Activities
_________ Themes of the Story (ATE, page 226)
_________ Difficulties of Moving (ATE, page 227)
_________ Questions about the Selection (ATE, pages
228 and 233)
_________ Discussing Marriage Traditions (ATE,
page 229)
_________ Nonverbal Communication (ATE, page 237)
Cross-Curricular Activity
_________ Marriage Traditions (ATE, page 230)
© EMC Corporation
Bibliographic Note
_________ Pearl Buck’s Books (ATE, page 235)
Flexible Grouping Suggestions
_________ Reading Proficiency: Reading Conversations
(ATE, page 225)
_________ Respond to the Selection (PE, page 239;
UR 3, page 63)
_________ Investigate, Inquire, and Imagine (PE, page
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)
_________ Study and Research & Media Literacy:
Researching on the Internet (PE, page 241)
Print Resources
Transparency
T
W
TH
F
Homework Suggestions
_________ Vocabulary: Prepositional Phrases (UR 3,
page 67)
_________ Vocabulary: Antonyms (VR, page 55)
_________ Motivation: Generational Conflicts (ATE,
page 225)
_________ Enrichment: Researching a Period in Chinese
History (ATE, page 225)
_________ Writer’s Journal: Thank-You Note, Personal
Ad, and Post Card (PE, page 241; UR 3,
page 65)
_________ Language, Grammar, and Style: Sentence
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)
Strategies for Developing Readers
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.
Tackle Selection Length
_________ Read the story over two or more class
sessions.
_________ Pause to have students answer the Guided
Reading Questions.
_________ Read and discuss the story in sections.
Additional Strategies for English Language
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.
Audio Library
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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
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
55
Lesson Plan
“Everyday Use,” page 243
Teacher’s Name __________________________________Class __________________Date __________________
T
M
Reading Level: Moderate
W
TH
F
READING STRATEGIES RESOURCE, PAGE 99
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.
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Identify Sequence of Events
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 36; UR 3, page 75)
_________ Reader’s Journal (PE, page 242; UR 3, page 76)
_________ Literary Tools: Point of View and Plot (PE, page 242)
_________ Reader’s Resource (PE, page 242)
_________ About the Author: Alice Walker (PE, page 242)
_________ Vocabulary from the Selection (ATE, page 242)
_________ Vocabulary: Building Your Active Vocabulary (VR, page 57)
_________ Reading Strategy (RSR, page 99)
During Reading
_________ Graphic Organizer (PE, page 242; VLR I, page 36; UR 3, page 75)
_________ Guided Reading Questions (PE, page 243; UR 3, page 76)
_________ Reading Strategy (RSR, page 99)
_________ Fix-Up Idea (RSR, page 99)
Print Resources
Transparency
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© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 99)
_________ Standardized Test Practice (RSR, page 100)
_________ Respond to the Selection (PE, page 250; UR 3, page 77)
_________ Investigate, Inquire, and Imagine (PE, page 250; UR 3, page 77)
_________ 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)
_________ Selection Check Test 4.3.13 (ATE, page 248; UR 3, page 82; TG)
_________ Selection Test 4.3.14 (UR 3, page 84; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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
56
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Everyday Use,” page 243
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Quilt Patterns (ATE, page 243)
_________ Reading Proficiency: Nonverbal
Communication (ATE, page 243)
_________ English Language Learning: Vocabulary
(ATE, page 243)
_________ Special Needs: Focused Reading (ATE,
page 243)
_________ Enrichment: Family Traditions and Heirlooms
(ATE, page 243)
W
TH
F
_________ Enrichment: Family Traditions and Heirlooms
(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)
Strategies for Developing Readers
Tackle First-Person Point of View
_________ Literary Tools: Point of View (PE, page 242)
_________ Reader’s Resource (PE, page 242)
Cross-Curricular Activities
_________ Birth Order Poll (ATE, page 244)
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
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)
© EMC Corporation
T
Flexible Grouping Suggestions
_________ Motivation: Quilt Patterns (ATE, page 243)
_________ Enrichment: Family Traditions and Heirlooms
(ATE, page 243)
_________ Cross-Curricular Activities: Birth Order Poll
(ATE, page 244)
_________ Respond to the Selection (PE, page 250;
UR 3, page 77)
_________ Investigate, Inquire, and Imagine (PE, page
250; UR 3, page 77)
_________ Understanding Literature: Point of View and
Plot (PE, page 250; UR 3, page 78)
_________ Speaking and Listening & Collaborative
Learning: Family History (PE, page 251)
_________ Media Literacy & Speaking and Listening:
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.
Additional Strategies for English Language
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.
Homework Suggestions
_________ Vocabulary: Participles (UR 3, page 80)
_________ Vocabulary: Building Your Active Vocabulary
(VR, page 57)
_________ Reading Proficiency: Nonverbal
Communication (ATE, page 243)
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
57
Lesson Plan
“The Devil and Daniel Webster,” page 252
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Challenging
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 103
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.
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Analyze Cause and Effect
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 37; UR 3, page 89)
_________ Reader’s Journal (PE, page 252; UR 3, page 89)
_________ 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)
_________ Reader’s Resource: History Connection (PE, page 252)
_________ About the Author: Stephen Vincent Benét (PE, page 252)
_________ Vocabulary from the Selection (ATE, page 252)
_________ Vocabulary: Words Derived from Diabolos (VR, page 59)
_________ Reading Strategy (RSR, page 103)
During Reading
_________ Dramatic Recording (AL, 36:34)
_________ Graphic Organizer (PE, page 252; VLR I, page 37; UR 3, page 89)
_________ Guided Reading Questions (PE, page 254; UR 3, page 90)
_________ Reading Strategy (RSR, page 103)
_________ Fix-Up Idea (RSR, page 103)
Print Resources
Transparency
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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
58
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 103)
_________ Standardized Test Practice (RSR, page 104)
_________ Respond to the Selection (PE, page 264; UR 3, page 91)
_________ Investigate, Inquire, and Imagine (PE, page 264; UR 3, page 92)
_________ 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)
_________ Selection Check Test 4.3.15 (ATE, page 263; UR 3, page 96; TG)
_________ Selection Test 4.3.16 (UR 3, page 98; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“The Devil and Daniel Webster,” page 252
Teacher’s Name __________________________________Class __________________Date __________________
M
W
TH
F
_________ 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
Individual Learning Strategies
_________ Motivation: Jury Selections (ATE, page 253)
_________ Reading Proficiency: Dialogue (ATE,
page 253)
_________ English Language Learning: Vocabulary
(ATE, page 253)
_________ Special Needs: Tall Tale (ATE, page 253)
_________ Enrichment: Infamous Figures of American
History (ATE, page 253)
Strategies for Developing Readers
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)
_________ Allusion (ATE, page 256)
_________ Dialect and Regional Dialect (ATE, page 257)
Literary Note
_________ Origins of the Word Devil (ATE, page 257)
© EMC Corporation
T
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.
Additional Questions and Activities
_________ Origins of the Word Scratch (ATE, page 258)
_________ Comparison to Other Characters (ATE,
page 261)
Tackle Vocabulary
_________ English Language Learning: Vocabulary
(ATE, page 253)
_________ Have students provide synonyms for difficult
vocabulary words as they read aloud.
Flexible Grouping Suggestions
_________ Motivation: Jury Selections (ATE, page 253)
_________ Respond to the Selection (PE, page 264;
UR 3, page 91)
_________ Investigate, Inquire, and Imagine (PE, page
264; UR 3, page 92)
_________ Understanding Literature: Suspension of
Disbelief, Character, Tall Tale, and Hyperbole
(PE, page 264; UR 3, page 93)
Additional Strategies for English Language
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.
Homework Suggestions
_________ Vocabulary: Formal Language vs. Informal
Language (UR 3, page 94)
_________ Vocabulary: Words from Diabolos (VR,
page 59)
_________ Enrichment: Infamous Figures of American
History (ATE, page 253)
_________ Writer’s Journal: Thank-You Note, Paragraph,
and Contract (PE, page 265; UR 3, page 93)
Print Resources
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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
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
59
Lesson Plan
“Gwilan’s Harp,” page 266
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 107
Difficulty Considerations: Unusual names; style; vocabulary
Ease Factor: Selection length
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
Reading Strategy: Write Things Down
Fix-Up Idea: Refocus
Standardized Test Practice:
Compare and Contrast
WASHINGTON STATE STANDARDS
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 38; UR 3, page 102)
_________ Reader’s Journal (PE, page 266; UR 3, page 102)
_________ 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 from the Selection (ATE, page 266)
_________ Vocabulary: Words with Multiple Meanings (VR, page 60)
_________ Reading Strategy (RSR, page 107)
During Reading
_________ Dramatic Recording (AL, 16:39)
_________ Graphic Organizer (PE, page 266; VLR I, page 38; UR 3, page 102)
_________ Guided Reading Questions (PE, page 267; UR 3, page 103)
_________ Reading Strategy (RSR, page 107)
_________ Fix-Up Idea (RSR, page 107)
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
60
UNIT
3
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 107)
_________ Standardized Test Practice (RSR, page 108)
_________ Respond to the Selection (PE, page 272; UR 3, page 104)
_________ Investigate, Inquire, and Imagine (PE, page 272; UR 3, page 104)
_________ 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
(PE, page 273; UR 3, page 105)
_________ 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)
_________ Selection Check Test 4.3.17 (ATE, page 271; UR 3, page 109; TG)
_________ Selection Test 4.3.18 (UR 3, page 111; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“Gwilan’s Harp,” page 266
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Harp Music (ATE, page 267)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 267)
_________ English Language Learning: Vocabulary
(ATE, page 267)
_________ Special Needs: Prediction (ATE, page 267)
_________ Enrichment: Writing a Story from the Oral
Tradition (ATE, page 267)
Cross-Curricular Activities
_________ Nature of Sound Waves (ATE, page 266)
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
268–270)
_________ Drawing the Harp (ATE, page 268)
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Literary Notes
_________ Theme (ATE, page 269)
_________ Personification (ATE, page 270)
Flexible Grouping Suggestions
_________ Motivation: Harp Music (ATE, page 267)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 267)
_________ Enrichment: Writing a Story from the Oral
Tradition (ATE, page 267)
_________ Respond to the Selection (PE, page 272;
UR 3, page 104)
_________ Investigate, Inquire, and Imagine (PE, page
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)
_________ Applied English & Study and Research:
Writing a Work Order (PE, page 273; VLR I,
page 39; UR 3, page 108)
Strategies for Developing Readers
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
_________ Reader’s Resource (PE, page 266)
_________ Dramatic Recording (AL, 16:39)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 267)
_________ Language, Grammar, and Style: Working with
Inverted Sentences (PE, page 273; UR 3,
page 107)
Tackle Vocabulary
_________ English Language Learning: Vocabulary
(ATE, page 267)
_________ Special Needs: Prediction (ATE, page 267)
_________ Model how to use context clues to help
students understand difficult passages.
Additional Strategies for English Language
Learners
_________ Read aloud, checking for comprehension
after every paragraph or two.
_________ Have students mark places in the text where
Gwilan’s life changes.
_________ Have students find and copy passages in the
text that contain poetic language.
Homework Suggestions
_________ Vocabulary: Word Families: Musical Terms
(UR 3, page 106)
_________ Vocabulary: Words with Multiple Meanings
(VR, page 60)
_________ Enrichment: Writing a Story from the Oral
Tradition (ATE, page 267)
_________ 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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UNIT
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61
Lesson Plan
“The Gift of the Magi,” page 274
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
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READING STRATEGIES RESOURCE, PAGE 111
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.
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Use Context Clues
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 40; UR 3, page 116)
_________ Reader’s Journal (PE, page 274; UR 3, page 117)
_________ 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)
_________ Reader’s Resource (PE, page 274)
_________ About the Author: O. Henry (PE, page 274)
_________ Vocabulary from the Selection (ATE, page 274)
_________ Vocabulary: Test Your Knowledge (VR, page 62)
_________ Reading Strategy (RSR, page 111)
During Reading
_________ Dramatic Recording (AL, 15:03)
_________ Graphic Organizer (PE, page 274; VLR I, page 40; UR 3, page 116)
_________ Guided Reading Questions (PE, page 275; UR 3, page 117)
_________ Reading Strategy (RSR, page 111)
_________ Fix-Up Idea (RSR, page 111)
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LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 111)
_________ Standardized Test Practice (RSR, page 112)
_________ Respond to the Selection (PE, page 279; UR 3, page 118)
_________ Investigate, Inquire, and Imagine (PE, page 280; UR 3, page 118)
_________ 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)
_________ Selection Check Test 4.3.19 (ATE, page 279; UR 3, page 123; TG)
_________ Selection Test 4.3.20 (UR 3, page 125; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“The Gift of the Magi,” page 274
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Set Design (ATE, page 275)
_________ Reading Proficiency: Reading Dialogue (ATE,
page 275)
_________ English Language Learning: Vocabulary
(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)
_________ Language, Grammar, and Style: Sentence
Review (PE, page 281; UR 3, page 122)
_________ Study and Research & Media Literacy:
Community Research (PE, page 281)
Strategies for Developing Readers
Tackle Old-Fashioned Language
_________ Reading Proficiency: Reading Dialogue (ATE,
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)
_________ Simile (ATE, page 278)
Cross-Curricular Connection
_________ 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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T
Flexible Grouping Suggestions
_________ Motivation: Set Design (ATE, page 275)
_________ Reading Proficiency: Reading Dialogue (ATE,
page 275)
_________ Respond to the Selection (PE, page 279;
UR 3, page 118)
_________ Investigate, Inquire, and Imagine (PE, page
280; UR 3, page 118)
_________ Understanding Literature: Irony, Irony of
Situation, Plot, and Theme (PE, page 280;
UR 3, page 119)
_________ Speaking and Listening & Collaborative
Learning: Dramatic Skit (PE, page 281)
Tackle Vocabulary
_________ English Language Learning: Vocabulary
(ATE, page 275)
_________ Vocabulary: Complex Sentences (UR 3,
page 121)
_________ Vocabulary: Test Your Knowledge (VR,
page 62)
_________ Model how to use context clues to decipher
unfamiliar words.
Additional Strategies for English Language
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.
Homework Suggestions
_________ Vocabulary: Complex Sentences (UR 3,
page 121)
_________ Vocabulary: Test Your Knowledge (VR,
page 62)
_________ Enrichment: Reporting about a Story (ATE,
page 275)
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UNIT
3
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63
Lesson Plan
Unit Three
Fiction
Closing the Unit, pages 282–293
Teacher’s Name __________________________________Class __________________Date __________________
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Language Arts in Action
Mentor Connection
_________ Additional Questions and Activities: Questions about the
Selection (ATE, page 282)
_________ Additional Questions and Activities: Presenting a Mentor
Program (ATE, page 283)
WASHINGTON STATE STANDARDS
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Guided Writing
GUIDED WRITING
Informative/Persuasive Writing: Writing a Comparison and
Contrast Essay
Software
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.
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)
_________ Professional Model (PE, page 284)
_________ Examining the Model (PE, page 285)
_________ Block Organization (PE, page 285)
_________ Point-by-Point Organization (PE, page 286)
_________ Prewriting (PE, page 286; WR, page 55)
_________ Student Model—Graphic Organizer (PE, page 287; WR, page 56)
_________ Graphic Organizer (VLR I, page 130; WR, page 57)
_________ Language, Grammar, and Style: Subject-Verb Agreement (PE, page 287; WR, page 58)
_________ Rubric for Informative/Persuasive Writing: Comparison and Contrast Essay
(VLR I, page 131; WR, page 70)
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During Writing
_________ Drafting (PE, page 288)
_________ Self- and Peer Evaluation (PE, page 288; WR, page 63)
_________ Revising and Proofreading (PE, page 289)
_________ Student Model—Revised (PE, page 289; WR, page 67)
After Writing
_________ Publishing and Presenting (PE, page 290)
_________ Reflecting (PE, page 290)
Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 289)
_________ Publishing and Presenting (PE, page 290)
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LESSON PLANS
Lesson Plan
Unit Three
Fiction
Closing the Unit, pages 282–293
Teacher’s Name __________________________________Class __________________Date __________________
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Homework Suggestions
_________ 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)
_________ Self-Evaluation (PE, page 288; WR, page 63)
_________ Rubric for Informative/Persuasive Writing: Comparison and Contrast Essay
(VLR I, page 131; WR, page 70)
Unit Three Review
Review and Assessment
_________ Words for Everyday Use (PE, page 291; UR 3, page 132)
_________ Vocabulary Development (ATE, page 291)
_________ Literary Tools (PE, page 292; UR 3, page 133)
_________ Unit 3 Review/Study Guide (UR 3, page 129)
_________ Unit 3 Test (UR 3, page 140; TG)
Reflecting on Your Reading
_________ Genre Studies (PE, page 292; UR 3, page 135)
_________ Thematic Studies (PE, page 292; UR 3, page 136)
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
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)
Selections for Additional Reading
_________ 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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UNIT
3
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LESSON PLANS
65
Lesson Plan
Unit Four
Drama
Opening the Unit, pages 294–297
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 4 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ The Tragedy of Romeo and Juliet, Act 1, page 298
_________ The Tragedy of Romeo and Juliet, Act 2, page 326
_________ The Tragedy of Romeo and Juliet, Act 3, page 349
_________ The Tragedy of Romeo and Juliet, Act 4, page 377
_________ The Tragedy of Romeo and Juliet, Act 5, page 392
_________ 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
_________ For Your Reading List, page 423
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 294–295).
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Getting Started in the Classroom
_________ 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)
_________ Genre Check Test 4.4.1 (ATE, page 297; UR 4, page 1; TG)
_________ Genre Test 4.4.2 (UR 4, page 3; TG)
Internet
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UNIT
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LESSON PLANS
Lesson Plan
The Tragedy of Romeo and Juliet, Act 1, page 298
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Challenging
READING STRATEGIES RESOURCE, PAGE 116
Difficulty Considerations: Setting; archaic language; poetic
style
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
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.
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 41; UR 4, page 5)
_________ Reader’s Journal (PE, page 298; UR 4, page 5)
_________ 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)
_________ Reading Strategy (RSR, page 116)
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During Reading
_________ Guided Reading Questions (PE, page 301; UR 4, page 5)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Respond to the Selection (PE, page 323; UR 4, page 9)
_________ Investigate, Inquire, and Imagine (PE, page 324; UR 4, page 9)
_________ Understanding Literature: Plot, Central Conflict, Inciting Incident, Motif, Oxymoron, and Sonnet
(PE, page 324; UR 4, page 11)
_________ 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)
_________ Selection Check Test 4.4.3 (ATE, page 320; UR 4, page 16; TG)
_________ Selection Test 4.4.4 (UR 4, page 18; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
4
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67
Lesson Plan
The Tragedy of Romeo and Juliet, Act 1, page 298
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ 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)
Additional Questions and Activities
_________ Choral Reading (ATE, page 301)
_________ Questions about the Selection (ATE, pages
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)
Cross-Curricular Connections
_________ 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)
Cross-Curricular Activities
_________ Peasant Life in the Renaissance (ATE,
page 310)
_________ Dreams (ATE, page 318)
Flexible Grouping Suggestions
_________ Motivation: Love in the Movies (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)
_________ Additional Questions and Activities: Choral
Reading (ATE, page 301)
_________ Additional Questions and Activities:
Paraphrase (ATE, page 305)
_________ Cross-Curricular Activities: Peasant Life in the
Renaissance (ATE, page 310)
_________ Additional Questions and Activities: Arranged
Marriages (ATE, page 315)
_________ Investigate, Inquire, and Imagine (PE, page
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)
Homework Suggestions
_________ 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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LESSON PLANS
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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)
_________ Foreshadowing (ATE, page 319)
_________ Sonnet (ATE, page 322)
T
Lesson Plan
The Tragedy of Romeo and Juliet, Act 1, page 298
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
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.
© EMC Corporation
Tackle Archaic Language
_________ 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)
_________ Additional Questions and Activities:
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.
_________ English Language Learning: Rewriting
Shakespeare (ATE, page 299)
_________ Special Needs: Speaking Shakespeare’s
Language (ATE, page 299)
_________ Show part or all of act 1 from a film adaptation
such as Baz Luhrmann’s Romeo + Juliet.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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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UNIT
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
69
Lesson Plan
The Tragedy of Romeo and Juliet, Act 2, page 326
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Challenging
T
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READING STRATEGIES RESOURCE, PAGE 116
Difficulty Considerations: Archaic language; poetic style
Ease Factor: Familiar plot
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Analyze Plot Elements
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.
WASHINGTON STATE STANDARDS
Before Reading
_________ Daily Oral Language (VLR I, page 42; UR 4,
page 22)
_________ Reader’s Journal (PE, page 326; UR 4, page 22)
_________ Literary Tools: Plot, Complication, Character, and
Motivation (PE, page 326)
_________ Vocabulary from the Selection—Act 2 (ATE, page 326)
_________ Vocabulary: The Evolution of Language (VR, page 69)
_________ Reading Strategy (RSR, page 116)
click this box for details
During Reading
_________ Dramatic Recording (AL, 11:59)
_________ Graphic Organizer (PE, page 326; VLR I, page 42; UR 4, page 22)
_________ Guided Reading Questions (PE, page 326; UR 4, page 23)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
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UNIT
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Respond to the Selection (PE, page 345; UR 4, page 26)
_________ Investigate, Inquire, and Imagine (PE, page 346; UR 4, page 26)
_________ 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
(PE, page 348; UR 4, page 30)
_________ Collaborative Learning & Study and Research: Stagecraft (PE, page 348; VLR I,
page 43; UR 4, page 30)
_________ Study and Research & Collaborative Learning: Researching Medicinal Herbs and Flowers (PE, page 348)
_________ Speaking and Listening: Choral Reading (PE, page 348)
_________ Selection Check Test 4.4.5 (ATE, page 345; UR 4, page 33; TG)
_________ Selection Test 4.4.6 (UR 4, page 35; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
The Tragedy of Romeo and Juliet, Act 2, page 326
Teacher’s Name __________________________________Class __________________Date __________________
M
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
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)
_________ Allusion (ATE, page 333)
_________ Soliloquy (ATE, page 334)
_________ Foreshadowing (ATE, page 336)
_________ Comic Relief (ATE, page 343)
_________ Couplet (ATE, page 344)
TH
F
Strategies for Developing Readers
Tackle Archaic Language
_________ 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.
_________ Have students work in groups to translate
passages into modern, informal language.
Cross-Curricular Connection
_________ Ideal Woman (ATE, page 329)
Literary Note
_________ Character Development (ATE, page 333)
_________ Reynard the Fox (ATE, page 337)
Cross-Curricular Activity
_________ Music in Shakespeare’s Plays (ATE,
page 340)
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W
Homework Suggestions
_________ Vocabulary: Using Vocabulary in Context (PE,
page 347; UR 4, page 29)
_________ 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
Flexible Grouping Suggestions
_________ Speaking Shakespeare’s English (ATE,
page 339)
_________ Respond to the Selection (PE, page 345;
UR 4, page 26)
_________ Investigate, Inquire, and Imagine (PE, page
346; UR 4, page 26)
_________ Understanding Literature: Plot, Complication,
Character, and Motivation (PE, page 347;
UR 4, page 27)
_________ Collaborative Learning & Study and
Research: Stagecraft (PE, page 348; VLR I,
page 43; UR 4, page 30)
_________ Study and Research & Collaborative
Learning: Researching Medicinal Herbs and
Flowers (PE, page 348)
_________ Speaking and Listening: Choral Reading (PE,
page 348)
Print Resources
T
Transparency
Tackle Poetic Style
_________ Dramatic Recording (AL, 11:59)
_________ 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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 50)
_________ Summarize the action of each scene before
reading it together in class.
_________ Have students copy favorite lines from act 2.
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
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
71
Lesson Plan
The Tragedy of Romeo and Juliet, Act 3, page 349
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Challenging
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 116
Difficulty Considerations: Archaic language; poetic style
Ease Factor: Familiar plot
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.
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Analyze Plot Elements
WASHINGTON STATE STANDARDS
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 45;
UR 4, page 38)
_________ Reader’s Journal (PE, page 349; UR 4, page 38)
_________ Literary Tools: Plot, Crisis, Irony, and Dramatic Irony (PE, page 349)
_________ Vocabulary from the Selection—Act 3 (ATE, page 349)
_________ Vocabulary: Using Vocabulary to Write a Dialogue (VR, page 73)
_________ Reading Strategy (RSR, page 116)
During Reading
_________ Guided Reading Questions (PE, page 350; UR 4, page 38)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
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
72
UNIT
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Respond to the Selection (PE, page 374; UR 4, page 42)
_________ Investigate, Inquire, and Imagine (PE, page 375; UR 4, page 42)
_________ 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)
_________ Selection Check Test 4.4.7 (ATE, page 373; UR 4, page 47; TG)
_________ Selection Test 4.4.8 (UR 4, page 49; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
The Tragedy of Romeo and Juliet, Act 3, page 349
Teacher’s Name __________________________________Class __________________Date __________________
M
Quotables
_________ William Shakespeare (ATE, page 350)
Cross-Curricular Activities
_________ Choreographing Fight Scenes (ATE,
page 351)
_________ Role of Police Officers in Society (ATE,
page 354)
_________ Newspaper and Video Account (ATE,
page 355)
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
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)
Cross-Curricular Connection
_________ Shakespeare’s Contemporaries (ATE,
page 363)
_________ Cynthia in Mythology (ATE, page 367)
_________ Arranged Marriages (ATE, page 370)
Flexible Grouping Suggestions
_________ Cross-Curricular Activities: Choreographing
Fight Scenes (ATE, page 351)
_________ Additional Questions and Activities:
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)
_________ Respond to the Selection (PE, page 374;
UR 4, page 42)
Print Resources
Transparency
W
TH
F
_________ Investigate, Inquire, and Imagine (PE, page
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)
_________ Speaking and Listening & Collaborative
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)
_________ Personification (ATE, page 367)
_________ Foreshadowing (ATE, page 368)
_________ Dramatic Convention (ATE, page 369)
_________ Aside (ATE, page 369)
T
Homework Suggestions
_________ Vocabulary: Mood (UR 4, page 45)
_________ 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)
Strategies for Developing Readers
Tackle Archaic Language
_________ 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.
_________ Have students work in groups to translate
passages into modern, informal language.
Tackle Poetic Style
_________ Additional Questions and Activities: Reading
a Speech Aloud (ATE, page 364)
_________ Continue showing scenes from a film
adaptation of the play.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 50)
_________ Summarize the action of each scene before
reading it together in class.
_________ Have students copy favorite lines from act 3.
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
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
73
Lesson Plan
The Tragedy of Romeo and Juliet, Act 4, page 377
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Challenging
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 116
Difficulty Considerations: Archaic language; poetic style
Ease Factor: Familiar plot
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.”
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Analyze Plot Elements
WASHINGTON STATE STANDARDS
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 46;
UR 4, page 53)
_________ Reader’s Journal (PE, page 377; UR 4, page 53)
_________ Literary Tools: Plot, Climax, and Foreshadowing (PE,
page 377)
_________ Vocabulary from the Selection—Act 4 (ATE, page 377)
_________ Vocabulary: Using the Oxford English Dictionary (VR, page 76)
_________ Reading Strategy (RSR, page 116)
During Reading
_________ Guided Reading Questions (PE, page 379; UR 4, page 53)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
Print Resources
Transparency
Audio Library
Test Generator CD-ROM
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Respond to the Selection (PE, page 390; UR 4, page 55)
_________ Investigate, Inquire, and Imagine (PE, page 390; UR 4, page 55)
_________ 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
(PE, page 391; UR 4, page 57)
_________ Vocabulary: Nouns of Direct Address (UR 4, page 58)
_________ Study and Research & Collaborative Learning: Problem Solving and Decision Making
(PE, page 391; UR 4, page 60)
_________ Applied English: Writing a Procedure (PE, page 391)
_________ Selection Check Test 4.4.9 (ATE, page 389; UR 4, page 61; TG)
_________ Selection Test 4.4.10 (UR 4, page 63; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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
74
UNIT
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
The Tragedy of Romeo and Juliet, Act 4, page 377
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
W
TH
F
Strategies for Developing Readers
Additional Questions and Activities
_________ Summarizing and Predicting (ATE, page 377)
_________ Questions about the Selection (ATE, pages
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)
Tackle Archaic Language
_________ 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.
_________ Have students work in groups to translate
passages into modern, informal language.
Literary Technique
_________ Ambiguity (ATE, page 378)
_________ Caesura (ATE, page 383)
_________ Comic Relief (ATE, page 385)
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)
_________ Continue showing scenes from a film
adaptation of the play.
Quotables
_________ Ben Jonson (ATE, page 379)
Cross-Curricular Activities
_________ Renaissance Burial Rites (ATE, page 387)
_________ Minor and Major Keys (ATE, page 388)
Flexible Grouping Suggestions
_________ Respond to the Selection (PE, page 390;
UR 4, page 55)
_________ Investigate, Inquire, and Imagine (PE, page
390; UR 4, page 55)
_________ Understanding Literature: Plot, Climax, and
Foreshadowing (PE, page 391; UR 4,
page 56)
_________ Study and Research & Collaborative
Learning: Problem Solving and Decision
Making (PE, page 391; UR 4, page 60)
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T
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 50)
_________ Summarize the action of each scene before
reading it together in class.
_________ Have students copy favorite lines from act 4.
Homework Suggestions
_________ 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,
page 391; UR 4, page 57)
_________ Applied English: Writing a Procedure (PE,
page 391)
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
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
75
Lesson Plan
The Tragedy of Romeo and Juliet, Act 5, page 392
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Challenging
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 116
Difficulty Considerations: Archaic language; poetic style
Ease Factor: Familiar plot
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.
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Analyze Plot Elements
WASHINGTON STATE STANDARDS
click this box for details
Insights: “Romeo and Juliet Over the Centuries,” page 405
Before Reading
_________ Daily Oral Language (VLR I, page 47;
UR 4, page 66)
_________ Reader’s Journal (PE, page 392; UR 4, page 66)
_________ Literary Tools: Plot, Resolution, Theme, and Tragic Flaw (PE, page 392)
_________ Vocabulary from the Selection (ATE, page 392)
_________ Vocabulary: Synonyms (VR, page 78)
_________ Reading Strategy (RSR, page 116)
During Reading
_________ Guided Reading Questions (PE, page 392; UR 4, page 66)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
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
76
UNIT
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Insights: “Romeo and Juliet Over the Centuries” (PE, page 405)
_________ Respond to the Selection (PE, page 404; UR 4, page 68)
_________ Investigate, Inquire, and Imagine (PE, page 407; UR 4, page 68)
_________ 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)
_________ Selection Check Test 4.4.11 (ATE, page 404; UR 4, page 75; TG)
_________ Selection Test 4.4.12 (UR 4, page 77; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
The Tragedy of Romeo and Juliet, Act 5, page 392
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
W
TH
F
Strategies for Developing Readers
Tackle Archaic Language
_________ 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.
_________ Have students work in groups to translate
passages into modern, informal language.
Literary Technique
_________ Symbol (ATE, page 393)
_________ Suspense (ATE, page 395)
_________ Irony (ATE, page 401)
_________ Dramatic Irony (ATE, page 401)
_________ Irony of Situation (ATE, page 401)
Cross-Curricular Activities
_________ 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.
_________ Continue showing scenes from a film
adaptation of the play.
Additional Questions and Activities
_________ 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
_________ William Shakespeare (ATE, page 398)
Flexible Grouping Suggestions
_________ Respond to the Selection (PE, page 404;
UR 4, page 68)
_________ Investigate, Inquire, and Imagine (PE, page
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)
© EMC Corporation
T
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 50)
_________ Summarize the action of each scene before
reading it together in class.
_________ Have students copy favorite lines from act 5.
_________ After reading aloud and checking for
comprehension, have students act out the
final scene from memory, improvising their
lines.
Homework Suggestions
_________ Vocabulary: Compound Sentences (UR 4,
page 73)
_________ Vocabulary: Synonyms (VR, page 78)
_________ 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)
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
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
77
Lesson Plan
Unit Four
Drama
Closing the Unit, pages 410–423
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Language Arts in Action
The 52nd Street Project
_________ Additional Questions and Activities: Questions about the
Selection (ATE, page 410)
_________ Internet Resources: Theater and Drama Sites (ATE, page
411)
WASHINGTON STATE STANDARDS
click this box for details
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)
_________ Professional Model (PE, page 412)
_________ Examining the Model (PE, page 413)
_________ Prewriting (PE, page 413; WR, page 72)
_________ Student Model—Graphic Organizer (PE, page 414; WR, page 73)
_________ Graphic Organizer (VLR I, page 133; WR, page 74)
_________ Rubric for Imaginative Writing: Scripting a Contemporary Scene for a Play
(VLR I, page 136; WR, page 89)
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.
After Writing
_________ Publishing and Presenting (PE, page 417)
_________ Rubric for Imaginative Writing: Scripting a Contemporary Scene for a Play
(VLR I, page 136; WR, page 89)
Individual Learning Strategies
_________ 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)
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
78
UNIT
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
During Writing
_________ Drafting (PE, page 415)
_________ Self- and Peer Evaluation (PE, page 415; WR, page 80)
_________ Reflecting (PE, page 415)
_________ Student Model—Draft (PE, page 416; VLR I, page 134; WR, page 75)
_________ Revising and Proofreading (PE, page 417)
_________ Language, Grammar, and Style: Vivid Verbs and Colorful Modifiers (PE, page 418; WR, page 76)
_________ Student Model—Revised (PE, page 418; WR, page 82)
Lesson Plan
Unit Four
Drama
Closing the Unit, pages 410–423
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Quotables
_________ Alexander Pope (ATE, page 417)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 417)
_________ Publishing and Presenting (PE, page 417)
Homework Suggestions
_________ 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).
_________ Graphic Organizer (VLR I, page 133; WR, page 74)
_________ Language, Grammar, and Style: Vivid Verbs and Colorful Modifiers (PE, page 418; WR, page 76)
_________ Self-Evaluation (PE, page 415; WR, page 80)
_________ Rubric for Imaginative Writing: Scripting a Contemporary Scene for a Play
(VLR I, page 136; WR, page 89)
Unit Four Review
Review and Assessment
_________ Words for Everyday Use (PE, page 421; UR 4, page 83)
_________ Vocabulary Development: Using Context Clues (ATE, page 421)
_________ Literary Tools (PE, page 421; UR 4, page 84)
_________ Unit 4 Review/Study Guide (UR 4, page 80)
_________ Unit 4 Test (UR 4, page 91; TG)
© EMC Corporation
Reflecting on Your Reading
_________ 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)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ 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)
Selections for Additional Reading
_________ Romiette and Julio by Sharon M. Draper
_________ Humorous Plays for Teenagers by Christina Hamlett
Print Resources
Transparency
Audio Library
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UNIT
4
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
79
Lesson Plan
Unit Five
Nonfiction
Opening the Unit, pages 424–427
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 5 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ 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
_________ For Your Reading List, page 501
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 424–427).
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80
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Getting Started in the Classroom
_________ 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)
_________ Genre Check Test 4.5.1 (ATE, page 426; UR 5, page 1; TG)
_________ Genre Test 4.5.2 (UR 5, page 3; TG)
Lesson Plan
from I Know Why the Caged Bird Sings, page 428
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 120
Difficulty Considerations: Dialect; vocabulary
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice:
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.
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 48; UR 5, page 7)
_________ Reader’s Journal (PE, page 428; UR 5, page 7)
_________ Literary Tools: Narrator, Point of View, and Setting (PE, page 428)
_________ Reader’s Resource (PE, page 428)
_________ About the Author: Maya Angelou (PE, page 428)
_________ Fine Art: Walker Evans (PE, page 429; VLR II, page 49)
_________ Vocabulary from the Selection (ATE, page 429)
_________ Vocabulary: Test Your Knowledge (VR, page 80)
_________ Reading Strategy (RSR, page 120)
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 3:37)
_________ Graphic Organizer (PE, page 428; VLR I, page 48; UR 5, page 7)
_________ Guided Reading Questions (PE, page 430; UR 5, page 8)
_________ Reading Strategy (RSR, page 120)
_________ Fix-Up Idea (RSR, page 120)
After Reading
_________ Reading Strategy (RSR, page 120)
_________ Standardized Test Practice (RSR, page 121)
_________ Respond to the Selection (PE, page 433; UR 5, page 9)
_________ Investigate, Inquire, and Imagine (PE, page 434; UR 5, page 9)
_________ 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)
_________ Selection Check Test 4.5.3 (ATE, page 432; UR 5, page 14; TG)
_________ Selection Test 4.5.4 (UR 5, page 16; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
81
Lesson Plan
from I Know Why the Caged Bird Sings, page 428
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Description with Hyperbole (ATE,
page 429)
_________ Reading Proficiency: Previewing Footnotes
(ATE, page 429)
_________ English Language Learning: Vocabulary
(ATE, page 429)
_________ Special Needs: Dialect (ATE, page 429)
_________ Enrichment: “On the Pulse of Morning” (ATE,
page 429)
T
W
TH
F
_________ 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)
Strategies for Developing Readers
Tackle Dialect
_________ Reading Proficiency: Previewing Footnotes
(ATE, page 429)
_________ Special Needs: Dialect (ATE, page 429)
_________ Dramatic Recording (AL, 13:37)
Tackle Vocabulary
_________ Preview Words for Everyday Use before
reading the story.
_________ Vocabulary: Inverted Sentences (UR 5,
page 12)
_________ Vocabulary: Test Your Knowledge (VR,
page 80)
_________ English Language Learning: Vocabulary
(ATE, page 429)
Cross-Curricular Activities
_________ Mapping a Journey (ATE, page 430)
_________ Southern Tenant Farmer’s Union (ATE,
page 431)
_________ Economic Effects of Overproduction (ATE,
page 432)
Additional Questions and Activities
_________ Oral Report on Cotton Production (ATE,
page 431)
_________ Sharing Travel Stories (ATE, page 432)
© EMC Corporation
Flexible Grouping Suggestions
_________ Enrichment: “On the Pulse of Morning” (ATE,
page 429)
_________ Cross-Curricular Activities: Mapping a
Journey (ATE, page 430)
_________ Respond to the Selection (PE, page 433;
UR 5, page 9)
_________ Investigate, Inquire, and Imagine (PE, page
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)
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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.
Homework Suggestions
_________ Vocabulary: Inverted Sentences (UR 5,
page 12)
_________ Vocabulary: Test Your Knowledge (VR,
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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82
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“California Palms,” page 436
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 124
Difficulty Considerations: Vietnamese cultural references;
vocabulary
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Refocus
Standardized Test Practice:
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
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 50; UR 5, page 20)
_________ Reader’s Journal (PE, page 436; UR 5, page 20)
_________ 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 from the Selection (ATE, page 437)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 82)
_________ Reading Strategy (RSR, page 124)
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 20:26)
_________ Graphic Organizer (PE, page 436; VLR I, page 50; UR 5, page 20)
_________ Guided Reading Questions (PE, page 437; UR 5, page 21)
_________ Reading Strategy (RSR, page 124)
_________ Fix-Up Idea (RSR, page 124)
After Reading
_________ Reading Strategy (RSR, page 124)
_________ Standardized Test Practice (RSR, page 125)
_________ Respond to the Selection (PE, page 443; UR 5, page 22)
_________ Investigate, Inquire, and Imagine (PE, page 444; UR 5, page 22)
_________ Understanding Literature: Conflict, Internal Conflict, Metaphor, and Simile
(PE, page 444; UR 5, page 23)
_________ 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)
_________ Selection Check Test 4.5.5 (ATE, page 442; UR 5, page 28; TG)
_________ Selection Test 4.5.6 (UR 5, page 30; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
83
Lesson Plan
“California Palms,” page 436
Teacher’s Name __________________________________Class __________________Date __________________
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_________ Study and Research & Media Literacy:
Vietnamese Immigrants (PE, page 445; UR 5,
page 26)
Teaching Options
Individual Learning Strategies
_________ Motivation: Vietnamese Food Tasting (ATE,
page 437)
_________ Reading Proficiency: Reading Aloud (ATE,
page 437)
_________ English Language Learning: Previewing
Vocabulary (ATE, page 437)
_________ Special Needs: Time Line (ATE, page 437)
_________ Enrichment: Researching Vietnam (ATE,
page 437)
Strategies for Developing Readers
Tackle Vietnamese Cultural References
_________ Reader’s Resource (PE, page 436)
_________ Motivation: Tasting Vietnamese Food (ATE,
page 437)
_________ Enrichment: Researching Vietnam (ATE,
page 437)
Tackle Vocabulary
_________ English Language Learning: Previewing
Vocabulary (ATE, page 437)
_________ Model how to use context clues to determine
the meaning of unfamiliar words.
_________ Help students paraphrase difficult passages.
Cross-Curricular Connection
_________ Vietnamese Boat People (ATE, page 438)
Literary Technique
_________ Characterization (ATE, page 439)
_________ Character (ATE, page 443)
Additional Questions and Activities
_________ Discussing a Quote (ATE, page 440)
Art Note
_________ Ann Phong (ATE, page 436; VLR II, page 52)
Additional Strategies for English Language
Learners
_________ Have students share their own or another
family’s story about starting over in the United
States.
_________ Special Needs: Time Line (ATE, page 437)
© EMC Corporation
Flexible Grouping Suggestions
_________ Motivation: Vietnamese Food Tasting (ATE,
page 437)
_________ Special Needs: Time Line (ATE, page 437)
_________ Respond to the Selection (PE, page 443;
UR 5, page 22)
_________ Investigate, Inquire, and Imagine (PE, page
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,
page 445; UR 5, page 27)
Homework Suggestions
_________ Vocabulary: Metaphor and Complex
Sentences (UR 5, page 25)
_________ Vocabulary: Using Context Clues in Your
Writing (VR, page 82)
_________ Enrichment: Researching Vietnam (ATE,
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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84
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
from Black Elk Speaks, page 446
Teacher’s Name __________________________________Class __________________Date __________________
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M
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F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 129
Difficulty Considerations: Subject matter; historical and
cultural context; style
Reading Strategy: Find a Purpose for
Reading
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice:
Identify Author’s Purpose
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
WASHINGTON STATE STANDARDS
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© EMC Corporation
Before Reading
_________ Daily Oral Language (VLR I, page 51; UR 5, page 34)
_________ Reader’s Journal (PE, page 446; UR 5, page 34)
_________ Literary Tools: Point of View and Tone (PE, page 446)
_________ Reader’s Resource: History Connection (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 from the Selection (ATE, page 447)
_________ Vocabulary: American Indian Words in English (VR, page 84)
_________ Reading Strategy (RSR, page 129)
During Reading
_________ Dramatic Recording (AL, 18:03)
_________ Graphic Organizer (PE, page 446; VLR I, page 51; UR 5, page 34)
_________ Guided Reading Questions (PE, page 448; UR 5, page 35)
_________ Reading Strategy (RSR, page 129)
_________ Fix-Up Idea (RSR, page 129)
After Reading
_________ Reading Strategy (RSR, page 129)
_________ Standardized Test Practice (RSR, page 130)
_________ Respond to the Selection (PE, page 453; UR 5, page 36)
_________ Investigate, Inquire, and Imagine (PE, page 454; UR 5, page 36)
_________ 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)
_________ Selection Check Test 4.5.7 (ATE, page 453; UR 5, page 41; TG)
_________ Selection Test 4.5.8 (UR 5, page 43; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
85
Lesson Plan
from Black Elk Speaks, page 446
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ 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)
Cross-Curricular Connections
_________ 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,
page 58; UR 5, page 36)
Literary and Historical Note
_________ Legends of the Wasichu (ATE, page 451)
Additional Questions and Activities
_________ Questions and Answers (ATE, page 452)
Homework Suggestions
_________ Vocabulary: Native American History (UR 5,
page 39)
_________ Vocabulary: American Indian Words in
English (VR, page 84)
Print Resources
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W
TH
F
_________ Special Needs: Chart and Time Line (ATE,
page 447)
_________ Enrichment: Depicting a Myth or Legend
(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)
Strategies for Developing Readers
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.
Additional Strategies for English Language
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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86
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
Flexible Grouping Suggestions
_________ Motivation: Objectivity of Historical Accounts
(ATE, page 447)
_________ Reading Proficiency: Telling the Story (ATE,
page 447)
_________ Enrichment: Depicting a Myth or Legend
(ATE, page 447)
_________ Respond to the Selection (PE, page 453;
UR 5, page 36)
_________ Investigate, Inquire, and Imagine (PE, page
454; UR 5, page 36)
_________ Understanding Literature: Point of View and
Tone (PE, page 454; UR 5, page 37)
T
Lesson Plan
Speech to the Convention of the American Equal Rights Association,
New York City, 1867, page 456
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 133
Difficulty Consideration: Historical context
Reading Strategy: Find a Purpose for
Reading
Fix-Up Idea: Read Aloud/Think Aloud
Standardized Test Practice:
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
WASHINGTON STATE STANDARDS
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 52; UR 5, page 47)
_________ Reader’s Journal (PE, page 456; UR 5, page 48)
_________ Literary Tools: Aim, Dialect, and Style (PE, page 456)
_________ Reader’s Resource: History Connection (PE, page 456)
_________ About the Author: Sojourner Truth (PE, page 456)
_________ Vocabulary from the Selection (ATE, page 456)
_________ Vocabulary: Semantic Families (VR, page 88)
_________ Reading Strategy (RSR, page 133)
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 4:36)
_________ Graphic Organizer (PE, page 456; VLR I, page 52; UR 5, page 47)
_________ Guided Reading Questions (PE, page 457; UR 5, page 48)
_________ Reading Strategy (RSR, page 133)
_________ Fix-Up Idea (RSR, page 133)
After Reading
_________ Reading Strategy (RSR, page 133)
_________ Standardized Test Practice (RSR, page 134)
_________ Respond to the Selection (PE, page 458; UR 5, page 48)
_________ Investigate, Inquire, and Imagine (PE, page 459; UR 5, page 49)
_________ 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)
_________ Vocabulary: Word Families (UR 5, page 51)
_________ 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)
_________ Selection Check Test 4.5.9 (ATE, page 458; UR 5, page 54; TG)
_________ Selection Test 4.5.10 (UR 5, page 56; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
87
Lesson Plan
Speech to the Convention of the American Equal Rights Association,
New York City, 1867, page 456
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Strategies for Developing Readers
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.
Individual Learning Strategies
_________ Motivation: Equity in Pay (ATE, page 457)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 457)
_________ English Language Learning: Vocabulary
(ATE, page 457)
_________ Special Needs: Main Points of the Speech
(ATE, page 457)
_________ Enrichment: Comparing Speeches (ATE,
page 457)
Additional Strategies for English Language
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)
Flexible Grouping Suggestions
_________ Motivation: Equity in Pay (ATE, page 457)
_________ Respond to the Selection (PE, page 458; UR 5,
page 48)
_________ Investigate, Inquire, and Imagine (PE, page
459; UR 5, page 49)
_________ Understanding Literature: Aim, Dialect, and
Style (PE, page 459; UR 5, page 50)
_________ Speaking and Listening & Collaborative
Learning: Debate (PE, page 460)
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Homework Suggestions
_________ Vocabulary: Word Families (UR 5, page 51)
_________ Vocabulary: Semantic Families (VR, page 88)
_________ Motivation: Equity in Pay (ATE, page 457)
_________ Special Needs: Main Points of the Speech
(ATE, page 457)
_________ Enrichment: Comparing Speeches (ATE,
page 457)
_________ 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)
_________ Applied English: Press Release (PE, page 460;
UR 5, page 53)
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88
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“I Have a Dream,” page 461
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 137
Difficulty Consideration: Historical references
Reading Strategy: Use Text Organization
Fix-Up Idea: Read Aloud
Standardized Test Practice:
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
WASHINGTON STATE STANDARDS
click this box for details
Related Reading: “Martin Luther King, Jr.,” page 465
Before Reading
_________ Daily Oral Language (VLR I, page 53; UR 5, page 59)
_________ Reader’s Journal (PE, page 461; UR 5, page 60)
_________ Literary Tools: Simile, Repetition, and Style (PE, page 461)
_________ Reader’s Resource: History Connection (PE, page 461)
_________ About the Author: Martin Luther King, Jr. (PE, page 461)
_________ Vocabulary from the Selection (ATE, page 463)
_________ Vocabulary: Using Powerful Language (VR, page 90)
_________ Reading Strategy (RSR, page 137)
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During Reading
_________ Graphic Organizer (PE, page 461; VLR I, page 53; UR 5, page 59)
_________ Guided Reading Questions (PE, page 462; UR 5, page 60)
_________ Reading Strategy (RSR, page 137)
_________ Fix-Up Idea (RSR, page 137)
After Reading
_________ Reading Strategy (RSR, page 137)
_________ Standardized Test Practice (RSR, page 138)
_________ Respond to the Selection (PE, page 466; UR 5, page 60)
_________ Investigate, Inquire, and Imagine (PE, page 466; UR 5, page 61)
_________ 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)
_________ Selection Check Test 4.5.11 (ATE, page 464; UR 5, page 65; TG)
_________ Selection Test 4.5.12 (UR 5, page 67; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
89
Lesson Plan
“I Have a Dream,” page 461
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Illustrating a Passage (ATE,
page 462)
_________ Reading Proficiency: Listening to King Deliver
the Speech (ATE, page 462)
_________ English Language Learning: Vocabulary
(ATE, page 462)
_________ Special Needs: Guided Reading Questions
(ATE, page 462)
_________ Enrichment: Bulletin Board of Peacemakers
(ATE, page 462)
Cross-Curricular Activities
_________ Civil Rights Movements (ATE, page 462)
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_________ Study and Research & Media Literacy:
Center for Nonviolent Social Change (PE,
page 467)
Strategies for Developing Readers
Tackle Historical References
_________ 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.
Additional Strategies for English Language
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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Flexible Grouping Suggestions
_________ 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)
_________ Respond to the Selection (PE, page 466; UR 5,
page 60)
_________ Investigate, Inquire, and Imagine (PE, page
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)
Homework Suggestions
_________ 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
Letter (PE, page 467; UR 5, page 62)
_________ Speaking and Listening: Speech (PE,
page 467)
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90
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Thinking Like a Mountain,” page 468
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 141
Difficulty Considerations: Style; vocabulary; nature references
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Identify Literary Elements
Ease Factor: Selection length
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.
WASHINGTON STATE STANDARDS
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
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Before Reading
_________ Daily Oral Language (VLR I, page 54; UR 5, page 71)
_________ Reader’s Journal (PE, page 468; UR 5, page 72)
_________ Literary Tools: Anecdote and Personification (PE, page 468)
_________ Reader’s Resource (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)
_________ Vocabulary: Prefixes (VR, page 92)
_________ Reading Strategy (RSR, page 141)
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 7:29)
_________ Graphic Organizer (PE, page 468; VLR I, page 54; UR 5, page 71)
_________ Guided Reading Questions (PE, page 469; UR 5, page 72)
_________ Reading Strategy (RSR, page 141)
_________ Fix-Up Idea (RSR, page 141)
After Reading
_________ Reading Strategy (RSR, page 141)
_________ Standardized Test Practice (RSR, page 142)
_________ Respond to the Selection (PE, page 472; UR 5, page 73)
_________ Investigate, Inquire, and Imagine (PE, page 472; UR 5, page 73)
_________ 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)
_________ Selection Check Test 4.5.13 (ATE, page 470; UR 5, page 77; TG)
_________ Selection Test 4.5.14 (UR 5, page 79; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
91
Lesson Plan
“Thinking Like a Mountain,” page 468
Teacher’s Name __________________________________Class __________________Date __________________
M
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Scrapbook of Natural Areas (ATE,
page 469)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 469)
_________ English Language Learning: Vocabulary
(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)
Flexible Grouping Suggestions
_________ Motivation: Scrapbook of Natural Areas (ATE,
page 469)
_________ Respond to the Selection (PE, page 472;
UR 5, page 73)
_________ Investigate, Inquire, and Imagine (PE, page
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
_________ Reading Proficiency: Listening to the
Selection (ATE, page 469)
_________ Discuss Understanding Literature: Anecdote
(PE, page 472; UR 5, page 74).
_________ Reread and discuss key paragraphs, such as
the last two paragraphs.
Tackle Vocabulary
_________ English Language Learning: Vocabulary
(ATE, page 469)
_________ Vocabulary: Prefixes (VR, page 92)
_________ Have students give synonyms for difficult
words.
Tackle Nature References
_________ Reader’s Resource (PE, page 468)
_________ About the Author: Aldo Leopold (PE, page
468)
_________ Special Needs: Cause and Effect Details
(ATE, page 469)
_________ Preview nature references before reading the
story.
Additional Strategies for English Language
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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Homework Suggestions
_________ Vocabulary: Endangered Species (UR 5,
page 76)
_________ Vocabulary: Prefixes (VR, page 92)
_________ Enrichment: Environment Preservation
Organizations (ATE, page 469)
_________ Writer’s Journal: Letter to the Editor, Contract,
and Diatribe (PE, page 473; UR 5, page 75)
_________ Study and Research & Media Literacy:
Wolves (PE, page 473)
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92
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“The Obligation to Endure” from Silent Spring, page 474
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Challenging
READING STRATEGIES RESOURCE, PAGE 145
Difficulty Considerations: Sentence length; vocabulary
Reading Strategy: Write Things Down
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice:
Examine Methods of Development
Ease Factor: Subject matter
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
WASHINGTON STATE STANDARDS
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 55; UR 5, page 83)
_________ Reader’s Journal (PE, page 474; UR 5, page 83)
_________ Literary Tools: Aim, Thesis, and Coherence (PE, page 474)
_________ Reader’s Resource (PE, page 474)
_________ About the Author: Rachel Carson (PE, page 474)
_________ Vocabulary from the Selection (ATE, page 475)
_________ Vocabulary: Test Your Knowledge (VR, page 94)
_________ Reading Strategy (RSR, page 145)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 474; VLR I, page 55; UR 5, page 83)
_________ Guided Reading Questions (PE, page 476; UR 5, page 84)
_________ Reading Strategy (RSR, page 145)
_________ Fix-Up Idea (RSR, page 145)
After Reading
_________ Reading Strategy (RSR, page 145)
_________ Standardized Test Practice (RSR, page 146)
_________ Respond to the Selection (PE, page 481; UR 5, page 85)
_________ Investigate, Inquire, and Imagine (PE, page 482; UR 5, page 85)
_________ 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)
_________ Selection Check Test 4.5.15 (ATE, page 481; UR 5, page 90; TG)
_________ Selection Test 4.5.16 (UR 5, page 92; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
93
Lesson Plan
“The Obligation to Endure” from Silent Spring, page 474
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Effects of Environmental Pollution
(ATE, page 475)
_________ Reading Proficiency: Comprehension (ATE,
page 475)
_________ English Language Learning: Vocabulary
(ATE, page 475)
_________ Special Needs: Focus on Guided Reading
Questions (ATE, page 475)
_________ Enrichment: Insects (ATE, page 475)
Cross-Curricular Activities
_________ 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)
T
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_________ Writer’s Journal: Credo, Letter, and Paragraph
(PE, page 483; UR 5, page 87)
_________ Media Literacy & Study and Research: Web
Page (PE, page 483)
Strategies for Developing Readers
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.
Additional Questions and Activities
_________ Contamination of the Environment (ATE,
page 477)
_________ Supporting an Idea (ATE, page 479)
Biographical Note
_________ Approval of Silent Spring (ATE, page 480)
© EMC Corporation
Flexible Grouping Suggestions
_________ Cross-Curricular Activities: Disease-Carrying
Insects (ATE, page 479)
_________ Respond to the Selection (PE, page 481; UR 5,
page 85)
_________ Investigate, Inquire, and Imagine (PE, page
482; UR 5, page 85)
_________ Understanding Literature: Aim and
Coherence (PE, page 482; UR 5, page 86)
_________ Study and Research & Collaborative
Learning: The History of DDT (PE, page 483;
UR 5, page 89)
_________ Media Literacy: The Rachel Carson
Homestead (PE, page 483)
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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.
Homework Suggestions
_________ Vocabulary: Compound Verbs (UR 5,
page 88)
_________ Vocabulary: Test Your Knowledge (VR,
page 94)
_________ Motivation: Effects of Environmental Pollution
(ATE, page 475)
_________ Supporting an Idea (ATE, page 479)
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94
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“An Encounter with an Interviewer,” page 484
Teacher’s Name __________________________________Class __________________Date __________________
M
T
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F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 149
Difficulty Considerations: Use of satire; vocabulary
Reading Strategy: Use Text Organization
Fix-Up Idea: Vary Reading Rate
Standardized Test Practice:
Identify Author’s Purpose
Ease Factor: Dialogue
Synopsis: In a satire on celebrity journalism, an inexperienced
interviewer meets with author Mark Twain.
WASHINGTON STATE STANDARDS
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
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Before Reading
_________ Daily Oral Language (VLR I, page 56; UR 5, page 96)
_________ Reader’s Journal (PE, page 484; UR 5, page 96)
_________ Literary Tools: Narrator and Satire (PE, page 484)
_________ Reader’s Resource (PE, page 484)
_________ About the Author: Samuel Langhorne Clemens (PE, page 484)
_________ Vocabulary from the Selection (ATE, page 485)
_________ Vocabulary: Suffixes (VR, page 97)
_________ Reading Strategy (RSR, page 149)
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 8:51)
_________ Graphic Organizer (PE, page 484; VLR I, page 56; UR 5, page 96)
_________ Guided Reading Questions (PE, page 485; UR 5, page 97)
_________ Reading Strategy (RSR, page 149)
_________ Fix-Up Idea (RSR, page 149)
After Reading
_________ Reading Strategy (RSR, page 149)
_________ Standardized Test Practice (RSR, page 150)
_________ Respond to the Selection (PE, page 488; UR 5, page 98)
_________ Investigate, Inquire, and Imagine (PE, page 489; UR 5, page 98)
_________ 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)
_________ Selection Check Test 4.5.17 (ATE, page 488; UR 5, page 102; TG)
_________ Selection Test 4.5.18 (UR 5, page 104; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
95
Lesson Plan
“An Encounter with an Interviewer,” page 484
Teacher’s Name __________________________________Class __________________Date __________________
M
T
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F
Strategies for Developing Readers
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.
Individual Learning Strategies
_________ Motivation: Celebrity Journalism (ATE,
page 485)
_________ Reading Proficiency: The Dash (ATE, page
485)
_________ English Language Learning: Vocabulary
(ATE, page 485)
_________ Special Needs: Satire (ATE, page 485)
_________ Enrichment: Other Examples of Satire (ATE,
page 485)
Tackle Vocabulary
_________ English Language Learning: Vocabulary
(ATE, page 485)
_________ Vocabulary: Suffixes (VR, page 97)
_________ Before reading, have pairs read the Words
for Everyday Use and make up sentences for
each word.
Cross-Curricular Activities
_________ Time Line of Twain’s Life (ATE, page 486)
Additional Strategies for English Language
Learners
_________ Discuss the following words and phrases:
“making fun of,” teasing, “making a fool out
of,” and satire.
_________ Dramatic Recording (AL, 8:51)
Cross-Curricular Connection
_________ Aaron Burr (ATE, page 486)
_________ Daily Newspapers (ATE, page 487)
Biographical Note
_________ Twain’s Characters (ATE, page 487)
© EMC Corporation
Flexible Grouping Suggestions
_________ Motivation: Celebrity Journalism (ATE,
page 485)
_________ Time Line of Twain’s Life (ATE, page 486)
_________ Respond to the Selection (PE, page 488; UR 5,
page 98)
_________ Investigate, Inquire, and Imagine (PE, page
489; UR 5, page 98)
_________ Understanding Literature: Narrator and Satire
(PE, page 489; UR 5, page 99)
_________ Speaking and Listening & Collaborative
Learning: Oral Interpretation (PE, page 490)
_________ Collaborative Learning: Dramatic Adaptation
(PE, page 490)
Homework Suggestions
_________ Vocabulary: Satire (UR 5, page 100)
_________ Vocabulary: Suffixes (VR, page 97)
_________ 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)
_________ Language, Grammar, and Style: Identifying
Complements (PE, page 490; UR 5, page 101)
_________ Study and Research & Media Literacy:
Celebrity Journalism (PE, page 490)
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96
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit Five
Nonfiction
Closing the Unit, pages 491–501
Teacher’s Name __________________________________Class __________________Date __________________
M
Guided Writing
T
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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)
_________ Professional Model (PE, page 491)
_________ Examining the Model (PE, page 491)
_________ Prewriting (PE, page 492; WR, page 91)
WASHINGTON STATE STANDARDS
_________ Student Model—Graphic Organizer (PE, page 493; WR,
click this box for details
page 92)
_________ Graphic Organizer (VLR I, page 138; WR, page 93)
_________ Rubric for Persuasive Writing: Expressing an Informed Opinion (VLR I, page 141; WR, page 106)
During Writing
_________ Drafting (PE, page 494)
_________ Student Model—Draft (PE, page 494; VLR I, page 139; WR, page 94)
_________ Self- and Peer Evaluation (PE, page 494; WR, page 99)
_________ Language, Grammar, and Style: Effective Transitions (PE, page 495; WR, page 95)
_________ Revising and Proofreading (PE, page 495)
_________ Student Model—Revised (PE, page 496; WR, page 103)
© EMC Corporation
After Writing
_________ Publishing and Presenting (PE, page 498)
_________ Reflecting (PE, page 498)
_________ Rubric for Persuasive Writing: Expressing an Informed Opinion (VLR I, page 141; WR, page 106)
Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 495)
_________ Publishing and Presenting (PE, page 498)
Homework Suggestions
_________ Have students think of a topic about which they have strong opinions (Expressing an Informed Opinion,
PE, page 491).
_________ Graphic Organizer (VLR I, page 138; WR, page 93)
_________ Language, Grammar, and Style: Effective Transitions (PE, page 495; WR, page 95)
_________ Self-Evaluation (PE, page 494; WR, page 99)
_________ Rubric for Persuasive Writing: Expressing an Informed Opinion (VLR I, page 141; WR, page 106)
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UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
97
Lesson Plan
Unit Five
Nonfiction
Closing the Unit, pages 491–501
Teacher’s Name __________________________________Class __________________Date __________________
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Unit Five Review
Review and Assessment
_________ Words for Everyday Use (PE, page 499; UR 5, page 110)
_________ Vocabulary Development (ATE, page 499)
_________ Literary Tools (PE, page 499; UR 5, page 111)
_________ Unit 5 Review/Study Guide (UR 5, page 107)
_________ Unit 5 Test (UR 5, page 118; TG)
Reflecting on Your Reading
_________ 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)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ 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)
Selections for Additional Reading
_________ 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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98
UNIT
5
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit Six
Informational and Visual Media
Opening the Unit, pages 502–507
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 6 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ 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
_________ For Your Reading List, page 561
© 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 502–503).
Getting Started in the Classroom
_________ 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)
_________ Genre Check Test 4.6.1 (ATE, page 507; UR 6, page 1; TG)
_________ Genre Test 4.6.2 (UR 6, page 3; TG)
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UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
99
Lesson Plan
Documentary Photographs and “The Gudger House” from
Let Us Now Praise Famous Men, page 508
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Challenging
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READING STRATEGIES RESOURCE, PAGE 153
Difficulty Considerations: Long sentences; figurative
language; vocabulary
Ease Factor: Subject matter
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.
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Examine Photographs
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 57; UR 6, page 6)
_________ Reader’s Journal (PE, page 508; UR 6, page 7)
_________ Literary Tools: Mood, Simile, and Metaphor (PE, page 508)
_________ Reader’s Resource: History Connection (PE, page 508)
_________ About the Photographer: Walker Evans (PE, page 508)
_________ About the Author: James Agee (PE, page 514)
_________ Vocabulary from the Selection (ATE, page 509)
_________ Vocabulary: Semantic Families: Photography (VR, page 100)
_________ Reading Strategy (RSR, page 153)
During Reading
_________ Dramatic Recording (AL, 10:51)
_________ Graphic Organizer (PE, page 508; VLR I, page 57; UR 6, page 6)
_________ Guided Reading Questions (PE, page 509; UR 6, page 7)
_________ Reading Strategy (RSR, page 153)
_________ Fix-Up Idea (RSR, page 153)
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100
UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 153)
_________ Standardized Test Practice (RSR, page 154)
_________ Respond to the Selection (PE, page 514; UR 6, page 8)
_________ Investigate, Inquire, and Imagine (PE, page 515; UR 6, page 8)
_________ 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)
_________ Selection Check Test 4.6.3 (ATE, page 514; UR 6, page 13; TG)
_________ Selection Test 4.6.4 (UR 6, page 15; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
Documentary Photographs and “The Gudger House” from
Let Us Now Praise Famous Men, page 508
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Describing a Favorite Photograph
(ATE, page 509)
_________ Reading Proficiency: Paraphrasing (ATE,
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)
Cross-Curricular Activities
_________ Investigating History through Photographs
(ATE, page 510)
_________ Effects of the Great Depression on Students’
Families (ATE, page 511)
Additional Questions and Activities
_________ 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)
Strategies for Developing Readers
Tackle Long Sentences
_________ Reading Proficiency: Paraphrasing (ATE,
page 509)
_________ Special Needs: Visualizing from Description
(ATE, page 509)
_________ Model making a cluster chart for a long,
difficult sentence.
Tackle Figurative Language
_________ English Language Learning: Analyzing
Similes (ATE, page 509)
_________ Personification (ATE, page 512)
_________ Help students complete the Graphic
Organizer together.
Literary Technique
_________ Personification (ATE, page 512)
Flexible Grouping Suggestions
_________ Reading Proficiency: Paraphrasing (ATE,
page 509)
_________ Special Needs: Visualizing from Description
(ATE, page 509)
_________ Respond to the Selection (PE, page 514;
UR 6, page 8)
_________ Investigate, Inquire, and Imagine (PE, page
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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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.
Homework Suggestions
_________ Vocabulary: Photography (UR 6, page 11)
_________ Vocabulary: Semantic Families: Photography
(VR, page 100)
_________ Enrichment: Lives of Sharecroppers During
the Great Depression (ATE, page 509)
_________ Writer’s Journal: Journal Entry, Letter, and
Poem or Short Essay (PE, page 516; UR 6,
page 10)
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UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
101
Lesson Plan
“For the Future of Florida: Repair the Everglades!” from
The Everglades Reporter, page 517
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
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READING STRATEGIES RESOURCE, PAGE 157
Reading Strategy: Write Things Down
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice:
Synthesize Information from Multiple Texts
Difficulty Considerations: Style; subject matter
Ease Factor: Selection length
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
WASHINGTON STATE STANDARDS
click this box for details
Related Reading: “The Grass” from The Everglades: River of Grass, page 522
Before Reading
_________ Daily Oral Language (VLR I, page 59; UR 6, page 19)
_________ Reader’s Journal (PE, page 517; UR 6, page 20)
_________ 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 from the Selection (ATE, page 518)
_________ Vocabulary: PAVE: Predict, Associate, Verify, Evaluate (VR, page 103)
_________ Reading Strategy (RSR, page 157)
During Reading
_________ Dramatic Recording (AL, 12:29)
_________ Graphic Organizer (PE, page 517; VLR I, page 59; UR 6, page 19)
_________ Guided Reading Questions (PE, page 519; UR 6, page 20)
_________ Reading Strategy (RSR, page 157)
_________ Fix-Up Idea (RSR, page 157)
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102
UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 157)
_________ Standardized Test Practice (RSR, page 158)
_________ Respond to the Selection (PE, page 522; UR 6, page 20)
_________ Investigate, Inquire, and Imagine (PE, page 527; UR 6, page 21)
_________ 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)
_________ Selection Check Test 4.6.5 (ATE, page 522; UR 6, page 26; TG)
_________ Selection Test 4.6.6 (UR 6, page 28; TG)
_________ Internet activities http://www.emcp.com
_________ Free reading time
Lesson Plan
“For the Future of Florida: Repair the Everglades!” from
The Everglades Reporter, page 517
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Environmentalists (ATE, page 518)
_________ Reading Proficiency: Paragraph Organization
(ATE, page 518)
_________ English Language Learning: Vocabulary
(ATE, page 518)
_________ Special Needs: Descriptions Based on
Photographs (ATE, page 518)
_________ Enrichment: Opposition to the Restoration of
the Everglades (ATE, page 518)
Additional Questions and Activities
_________ 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
_________ Alliteration (ATE, page 524)
© EMC Corporation
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Homework Suggestions
_________ 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
(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)
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.
Cross-Curricular Activities
_________ 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)
Flexible Grouping Suggestions
_________ Special Needs: Descriptions Based on
Photographs (ATE, page 518)
_________ Additional Questions and Activities:
Everglades Vacation (ATE, page 525)
_________ Respond to the Selection (PE, page 522;
UR 6, page 20)
_________ Investigate, Inquire, and Imagine (PE, page
527; UR 6, page 21)
_________ Understanding Literature: Aim and Exposition
(PE, page 527; UR 6, page 22)
Transparency
W
Strategies for Developing Readers
Internet Resources
_________ The Friends of the Everglades (ATE,
page 523)
Print Resources
T
Tackle Subject Matter
_________ Reader’s Resource (PE, page 517)
_________ 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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
103
Lesson Plan
“For the Future of Florida: Repair the Everglades!” from
The Everglades Reporter, page 517
Teacher’s Name __________________________________Class __________________Date __________________
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Additional Strategies for English Language
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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104
UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Ghost of Everest” from Newsweek, page 529
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 161
Difficulty Considerations: Vocabulary; subject matter
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Reread
Standardized Test Practice:
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
WASHINGTON STATE STANDARDS
click this box for details
Related Reading: “MountainZone.Com Everest ’99 Cybercast Statement from George Mallory’s Daughter,”
page 535
Before Reading
_________ Daily Oral Language (VLR I, page 60; UR 6, page 32)
_________ Reader’s Journal (PE, page 529; UR 6, page 32)
_________ 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)
_________ Vocabulary from the Selection (ATE, page 530)
_________ Vocabulary: Suffixes (VR, page 109)
_________ Reading Strategy (RSR, page 161)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 529; VLR I, page 60; UR 6, page 32)
_________ Guided Reading Questions (PE, page 531; UR 6, page 32)
_________ Reading Strategy (RSR, page 161)
_________ Fix-Up Idea (RSR, page 161)
After Reading
_________ Reading Strategy (RSR, page 161)
_________ Standardized Test Practice (RSR, page 162)
_________ Respond to the Selection (PE, page 534; UR 6, page 33)
_________ Investigate, Inquire, and Imagine (PE, page 536; UR 6, page 34)
_________ 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)
_________ Selection Check Test 4.6.7 (ATE, page 534; UR 6, page 38; TG)
_________ Selection Test 4.6.8 (UR 6, page 40; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
105
Lesson Plan
“Ghost of Everest” from Newsweek, page 529
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Discussing the Achievement of
Goals (ATE, page 530)
_________ Reading Proficiency: Charting Two Stories
(ATE, page 530)
_________ English Language Learning: Vocabulary
(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)
Cross-Curricular Activities
_________ Rock Climbing (ATE, page 531)
_________ People Who Have Climbed Everest (ATE,
page 533)
Additional Questions and Activities
_________ Questions about the Selection (ATE, page
532)
_________ Questions about the Related Reading (ATE,
page 535)
Tackle Subject Matter
_________ 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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 155).
_________ Refer to the expedition route on page 530.
_________ Model how asking questions during reading
aids comprehension.
© EMC Corporation
Flexible Grouping Suggestions
_________ Enrichment: Mapping a Route and Charting
Distances and Times (ATE, page 530)
_________ Respond to the Selection (PE, page 534;
UR 6, page 33)
_________ Investigate, Inquire, and Imagine (PE, page
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
_________ Vocabulary: Suffixes (VR, page 109)
_________ English Language Learning: Vocabulary
(ATE, page 530)
_________ Have students work in pairs to make new
sentences for Words for Everyday Use before
reading the selection.
Homework Suggestions
_________ Vocabulary: Semicolons (UR 6, page 36)
_________ Vocabulary: Suffixes (VR, page 109)
_________ Writer’s Journal: Journal Entry, Letter, and
Speech (PE, page 537; UR 6, page 35)
_________ Study and Research & Speaking and
Listening: Mount Everest Presentation (PE,
page 537; UR 6, page 37)
_________ Media Literacy & Study and Research:
Researching on the Internet (PE, page 537)
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106
UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Best Sky Sights of the Next Century” from
The Old Farmer’s Almanac, page 538
Teacher’s Name __________________________________Class __________________Date __________________
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F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 166
Difficulty Considerations: Long sentences; nonfiction format;
science vocabulary
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Refocus
Standardized Test Practice:
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
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 61; UR 6, page 45)
_________ Reader’s Journal (PE, page 538; UR 6, page 45)
_________ Literary Tools: Tone and Alliteration (PE, page 538)
_________ Reader’s Resource: Science Connection (PE, page 538)
_________ About the Author: Bob Berman (PE, page 538)
_________ Vocabulary from the Selection (ATE, page 538)
_________ Vocabulary: Test Your Knowledge (VR, page 113)
_________ Reading Strategy (RSR, page 166)
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During Reading
_________ Graphic Organizer (PE, page 538; VLR I, page 61; UR 6, page 45)
_________ Guided Reading Questions (PE, page 539; UR 6, page 46)
_________ Reading Strategy (RSR, page 166)
_________ Fix-Up Idea (RSR, page 166)
After Reading
_________ Reading Strategy (RSR, page 166)
_________ Standardized Test Practice (RSR, page 167)
_________ Respond to the Selection (PE, page 543; UR 6, page 46)
_________ Investigate, Inquire, and Imagine (PE, page 543; UR 6, page 47)
_________ 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)
_________ Selection Check Test 4.6.9 (ATE, page 542; UR 6, page 51; TG)
_________ Selection Test 4.6.10 (UR 6, page 53; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
107
Lesson Plan
“Best Sky Sights of the Next Century” from
The Old Farmer’s Almanac, page 538
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Describing and Discussing
Reaction to Celestial Events (ATE, page 539)
_________ Reading Proficiency: Charting Information
(ATE, page 539)
_________ English Language Learning: Charting and
Vocabulary (ATE, page 539)
_________ Special Needs: Relating Future Events to Age
(ATE, page 539)
_________ Enrichment: Farmer’s Almanac Online (ATE,
page 539)
Cross-Curricular Activities
_________ Researching and Explaining Eclipses (ATE,
page 540)
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_________ 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)
Strategies for Developing Readers
Tackle Long Sentences
_________ 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
_________ Reading Proficiency: Charting Information
(ATE, page 539)
_________ Make a time line of all celestial events in this
selection.
_________ Have students find the main idea in each
paragraph.
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
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.
Additional Strategies for English Language
Learners
_________ Have students make a list of astronomical
events that will happen in their lifetimes.
_________ Identify examples of humor.
_________ Summarize each section.
Homework Suggestions
_________ Vocabulary: Colons (UR 6, page 48)
_________ Vocabulary: Test Your Knowledge (VR,
page 113)
_________ Reading Proficiency: Charting Information
(ATE, page 539)
_________ Special Needs: Relating Future Events to Age
(ATE, page 539)
_________ Enrichment: Farmer’s Almanac Online (ATE,
page 539)
_________ Writer’s Journal: Journal Entry, Paragraph,
and Myth or Story (PE, page 544; UR 6,
page 48)
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108
UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Flexible Grouping Suggestions
_________ Motivation: Describing and Discussing
Reaction to Celestial Events (ATE, page 539)
_________ Enrichment: Farmer’s Almanac Online (ATE,
page 539)
_________ Cross-Curricular Activities: Researching and
Explaining Eclipses (ATE, page 540)
_________ Respond to the Selection (PE, page 543;
UR 6, page 46)
_________ Investigate, Inquire, and Imagine (PE, page
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
Teacher’s Name __________________________________Class __________________Date __________________
M
T
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F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 170
Difficulty Considerations: Nonfiction format; Internet
references
Reading Strategy: Use Text Organization
Fix-Up Idea: Connect to Prior Knowledge
Standardized Test Practice:
Identify Sequence of Events
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
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 63; UR 6, page 57)
_________ Reader’s Journal (PE, page 545; UR 6, page 58)
_________ Literary Tools: Chronological Order and Exposition (PE, page 545)
_________ Reader’s Resource (PE, page 545)
_________ About the Authors: Trevor Owen and Ron Ownston (PE, page 545)
_________ Vocabulary from the Selection (ATE, page 546)
_________ Vocabulary: Jargon (VR, page 114)
_________ Reading Strategy (RSR, page 170)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 545; VLR I, page 63; UR 6, page 57)
_________ Guided Reading Questions (PE, page 547; UR 6, page 58)
_________ Reading Strategy (RSR, page 170)
_________ Fix-Up Idea (RSR, page 170)
After Reading
_________ Reading Strategy (RSR, page 170)
_________ Standardized Test Practice (RSR, page 171)
_________ Respond to the Selection (PE, page 550; UR 6, page 58)
_________ Investigate, Inquire, and Imagine (PE, page 551; UR 6, page 59)
_________ 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
(PE, page 552; UR 6, page 63)
_________ Selection Check Test 4.6.11 (ATE, page 550; UR 6, page 64; TG)
_________ Selection Test 4.6.12 (UR 6, page 66; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
109
Lesson Plan
“Research Strategies for the Learning Highway” from
The Learning Highway, page 545
Teacher’s Name __________________________________Class __________________Date __________________
M
T
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F
_________ Study and Research & Media Literacy:
Documenting Sources on the Internet (PE,
page 552; UR 6, page 63)
Teaching Options
Individual Learning Strategies
_________ Motivation: Giving Directions in Four Steps
(ATE, page 546)
_________ Reading Proficiency: Outlining (ATE,
page 546)
_________ English Language Learning: Vocabulary
(ATE, page 546)
_________ Special Needs: Outlining and Noting
Questions (ATE, page 546)
_________ Enrichment: Using the Internet to Answer
Questions (ATE, page 546)
Strategies for Developing Readers
Tackle Nonfiction Format
_________ 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)
Cross-Curricular Activities
_________ Evaluating Internet Sites (ATE, page 549)
Tackle Internet References
_________ English Language Learning: Vocabulary
(ATE, page 546)
_________ Model the step-by-step directions in a
computer lab by projecting the computer
screen in the classroom.
Additional Strategies for English Language
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
Flexible Grouping Suggestions
_________ Respond to the Selection (PE, page 550;
UR 6, page 58)
_________ Investigate, Inquire, and Imagine (PE, page
551; UR 6, page 59)
_________ Understanding Literature: Chronological
Order and Exposition (PE, page 551; UR 6,
page 60)
Homework Suggestions
_________ Vocabulary: Coordinating Conjunctions
(UR 6, page 60)
_________ Vocabulary: Jargon (VR, page 114)
_________ Enrichment: Using the Internet to Answer
Questions (ATE, page 546)
_________ Writer’s Journal: Directions, Paragraph, and
Letter (PE, page 552; 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)
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110
UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit Six
Informational and Visual Media
Closing the Unit, pages 553–561
Teacher’s Name __________________________________Class __________________Date __________________
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Guided Writing
TH
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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)
_________ Professional Model (PE, page 553)
_________ Examining the Model (PE, page 554)
_________ Prewriting (PE, page 554; WR, page 108)
_________ Student Model—Graphic Organizer (PE, page 556; WR,
page 109)
_________ Graphic Organizer (VLR I, page 143; WR, page 110)
W
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.
WASHINGTON STATE STANDARDS
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During Writing
_________ Drafting (PE, page 556)
_________ Student Model—Draft (PE, page 557; VLR I, page 144; WR, page 111)
_________ Self- and Peer Evaluation (PE, page 557; WR, page 115)
_________ Language, Grammar, and Style: Effective Comma Usage (PE, page 558; WR, page 112)
_________ Revising and Proofreading (PE, page 558)
_________ Student Model—Revised (PE, page 558; WR, page 117)
© EMC Corporation
After Writing
_________ Publishing and Presenting (PE, page 559)
_________ Reflecting (PE, 559)
_________ Rubric for Informative Writing: Documenting a Step-by-Step Procedure
(VLR I, page 146; WR, page 123)
Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 558)
_________ Revising and Proofreading (PE, page 558)
Homework Suggestions
_________ Have students think about something they like to do that requires several steps (Documenting a Step-byStep Process, PE, page 553).
_________ Graphic Organizer (VLR I, page 143; WR, page 110)
_________ Language, Grammar, and Style: Effective Comma Usage (PE, page 558; WR, page 112)
_________ Self-Evaluation (PE, page 557; WR, page 115)
_________ Rubric for Informative Writing: Documenting a Step-by-Step Procedure
(VLR I, page 146; WR, page 123)
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UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
111
Lesson Plan
Unit Six
Informational and Visual Media
Closing the Unit, pages 553–561
Teacher’s Name __________________________________Class __________________Date __________________
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Unit Six Review
Review and Assessment
_________ Words for Everyday Use (PE, page 560; UR 6, page 71)
_________ Vocabulary Development: Synonyms and Antonyms (ATE, page 560)
_________ Literary Tools (PE, page 560; UR 6, page 72)
_________ Unit 6 Review/Study Guide (UR 6, page 70)
_________ Unit 6 Test (UR 6, page 78; TG)
Reflecting on Your Reading
_________ 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)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ 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)
Selections for Additional Reading
_________ 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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112
UNIT
6
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit Seven
The Search for Self
Opening the Unit, pages 564–566
Teacher’s Name __________________________________Class __________________Date __________________
M
T
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F
Dates I Plan to Teach This Unit _____________________________________________
Unit 7 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ “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
_________ For Your Reading List, page 623
© 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 564–565).
Getting Started in the Classroom
_________ 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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UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
113
Lesson Plan
“I’m Nobody! Who are you?,” page 567
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Easy
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 174
Reading Strategy: Write Things Down
Fix-Up Idea: Connect to Prior Knowledge
Standardized Test Practice:
Identify Main Ideas
Difficulty Consideration: Figurative language
Ease Factors: Subject matter; vocabulary
Synopsis: This lyric poem challenges the importance of being
famous or popular.
WASHINGTON STATE STANDARDS
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
techniques in the selection
• to combine and expand sentences effectively
• to compile a topical poetry list
• to write an abstract related to Dickinson’s work
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Before Reading
_________ Daily Oral Language (VLR I, page 64; UR 7, page 1)
_________ Reader’s Journal (PE, page 567; UR 7, page 1)
_________ Literary Tools: Simile and Meter (PE, page 567)
_________ Reader’s Resource (PE, page 567)
_________ About the Author: Emily Dickinson (PE, page 567)
_________ Vocabulary from the Selection (ATE, page 567)
_________ Vocabulary: Connotation (VR, page 116)
_________ Reading Strategy (RSR, page 174)
During Reading
_________ Dramatic Recording (AL, 0:44)
_________ Guided Reading Question (PE, page 569; UR 7, page 1)
_________ Reading Strategy (RSR, page 174)
_________ Fix-Up Idea (RSR, page 174)
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After Reading
_________ Reading Strategy (RSR, page 174)
_________ Standardized Test Practice (RSR, page 175)
_________ Respond to the Selection (PE, page 570; UR 7, page 1)
_________ Investigate, Inquire, and Imagine (PE, page 570; UR 7, page 2)
_________ 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)
_________ Selection Check Test 4.7.1 (ATE, page 569; UR 7, page 7; TG)
_________ Selection Test 4.7.2 (UR 7, page 8; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Internet
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114
UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“I’m Nobody! Who are you?,” page 567
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
T
W
TH
F
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Abstract and Discussion of
Dickinson’s Poetry (ATE, page 568)
_________ Reading Proficiency: Reading Out Loud (ATE,
page 568)
_________ English Language Learning: Vocabulary
(ATE, page 568)
_________ Special Needs: Background Information
(ATE, page 568)
_________ Enrichment: Being a “Nobody” (ATE,
page 568)
Tackle Figurative Language
_________ Understanding Literature: Simile (PE, page
570; UR 7, page 3)
Additional Strategies for English Language
Learners
_________ Define bog.
_________ Discuss students’ ideas about fame and
privacy.
_________ Have students practice writing similes.
© EMC Corporation
Flexible Grouping Suggestions
_________ Motivation: Abstract and Discussion of
Dickinson’s Poetry (ATE, page 568)
_________ Reading Proficiency: Reading Out Loud (ATE,
page 568)
_________ Enrichment: Being a “Nobody” (ATE,
page 568)
_________ Respond to the Selection (PE, page 570;
UR 7, page 1)
_________ Investigate, Inquire, and Imagine (PE, page
570; UR 7, page 2)
_________ Understanding Literature: Simile and Meter
(PE, page 570; UR 7, page 3)
_________ Collaborative Learning: Compiling a Poetry
List (PE, page 571; UR 7, page 6)
Homework Suggestions
_________ Vocabulary: A Life of Fame (UR 7, page 5)
_________ Vocabulary: Connotation (VR, page 116)
_________ Writer’s Journal: Journal Entry, Greeting Card,
and Letter (PE, page 571; UR 7, page 4)
_________ 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
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
115
Lesson Plan
“Mirror,” page 572
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 178
Difficulty Considerations: Ambiguous speaker; figurative
language
Ease Factor: Selection length
Synopsis: In this poem, a mirror (which then becomes a lake)
speaks about how it reflects reality.
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Visualize
Standardized Test Practice:
Compare and Contrast
WASHINGTON STATE STANDARDS
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
techniques in the selection
• to understand possessive nouns
• to adapt a scene from The Bell Jar for the stage
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Before Reading
_________ Daily Oral Language (VLR I, page 65; UR 7, page 11)
_________ Reader’s Journal (PE, page 572; UR 7, page 12)
_________ Literary Tools: Metaphor and Speaker (PE, page 572)
_________ Reader’s Resource (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 from the Selection (ATE, page 572)
_________ Vocabulary: Prefixes and Suffixes (VR, page 118)
_________ Reading Strategy (RSR, page 178)
During Reading
_________ Dramatic Recording (AL, 1:32)
_________ Graphic Organizer (PE, page 572; VLR I, page 65; UR 7, page 11)
_________ Guided Reading Questions (PE, page 573; UR 7, page 12)
_________ Reading Strategy (RSR, page 178)
_________ Fix-Up Idea (RSR, page 178)
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 178)
_________ Standardized Test Practice (RSR, page 179)
_________ Respond to the Selection (PE, page 574; UR 7, page 12)
_________ Investigate, Inquire, and Imagine (PE, page 574; UR 7, page 13)
_________ 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)
_________ Selection Check Test 4.7.3 (ATE, page 573; UR 7, page 17; TG)
_________ Selection Test 4.7.4 (UR 7, page 18; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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116
UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Mirror,” page 572
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
W
TH
F
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Self-Portrait (ATE, page 572)
_________ Reading Proficiency: Listening for Metaphors
(ATE, page 572)
_________ English Language Learning: Vocabulary
(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)
Flexible Grouping Suggestions
_________ Enrichment: Discussion about Self-Image
(ATE, page 573)
_________ Respond to the Selection (PE, page 574;
UR 7, page 12)
_________ Investigate, Inquire, and Imagine (PE, page
574; UR 7, page 13)
_________ Understanding Literature: Metaphor and
Speaker (PE, page 574; UR 7, page 14)
_________ Collaborative Learning: Adapting a Novel
(PE, page 575)
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Tackle Ambiguous Speaker
_________ Review Reader’s Resource (PE, page 572)
_________ Understanding Literature: Metaphor and
Speaker (PE, page 574; UR 7, page 14)
_________ Have students pretend to be a mirror and a
lake and visualize what they would see.
Tackle Figurative Language
_________ 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.
Additional Strategies for English Language
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”).
Homework Suggestions
_________ 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)
_________ Media Literacy & Study and Research:
Researching on the Internet (PE, page 575)
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UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
117
Lesson Plan
“A Story That Could Be True,” page 576
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Easy
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 182
Reading Strategy: Write Things Down
Fix-Up Idea: Read Short Sections
Standardized Test Practice:
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.”
WASHINGTON STATE STANDARDS
Goals/Objectives:
• to enjoy an imaginative poem
• to describe Stafford’s literary accomplishments
• to define irony and characterization and recognize the use of
these techniques in the selection
• to identify and correct sentence fragments
• to use the Internet to make a poetry booklet
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Before Reading
_________ Daily Oral Language (VLR I, page 66; UR 7, page 21)
_________ Reader’s Journal (PE, page 576; UR 7, page 22)
_________ Literary Tools: Irony and Characterization (PE, page 576)
_________ Reader’s Resource (PE, page 576)
_________ About the Author: William Stafford (PE, page 576)
_________ Vocabulary: Commonly Misspelled Words (VR, page 121)
_________ Reading Strategy (RSR, page 182)
During Reading
_________ Dramatic Recording (AL, 1:02)
_________ Graphic Organizer (PE, page 576; VLR I, page 66; UR 7, page 21)
_________ Guided Reading Question (PE, page 577; UR 7, page 22)
_________ Reading Strategy (RSR, page 182)
_________ Fix-Up Idea (RSR, page 182)
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118
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E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 182)
_________ Standardized Test Practice (RSR, page 183)
_________ Respond to the Selection (PE, page 578; UR 7, page 22)
_________ Investigate, Inquire, and Imagine (PE, page 578; UR 7, page 23)
_________ 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)
_________ Selection Check Test 4.7.5 (ATE, page 577; UR 7, page 27; TG)
_________ Selection Test 4.7.6 (UR 7, page 28; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“A Story That Could Be True,” page 576
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
W
TH
F
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Bulletin Board Dedicated to
William Stafford (ATE, page 576)
_________ Reading Proficiency: Listening to the Poem
(ATE, page 576)
_________ English Language Learning: Vocabulary
(ATE, page 576)
_________ Special Needs: Comprehension Questions
(ATE, page 576)
_________ Enrichment: Heroes with Missing Parents
(ATE, page 577)
Flexible Grouping Suggestions
_________ Motivation: Bulletin Board Dedicated to
William Stafford (ATE, page 576)
_________ Respond to the Selection (PE, page 578;
UR 7, page 22)
_________ Investigate, Inquire, and Imagine (PE, page
578; UR 7, page 23)
_________ Understanding Literature: Irony and
Characterization (PE, page 578; UR 7,
page 24)
_________ Collaborative Learning & Speaking and
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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 161).
_________ Have students listen to the Dramatic
Recording (AL, 1:02).
_________ Discuss the title of the selection.
Homework Suggestions
_________ 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)
_________ Language, Grammar, and Style: Sentence
Fragments (PE, page 579; UR 7, page 26)
_________ Media Literacy & Study and Research:
Tribute to William Stafford (PE, page 579)
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UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
119
Lesson Plan
“Nikki-Rosa,” page 580
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 186
Difficulty Considerations: Cultural context, poetic style
Ease Factor: Vocabulary
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
techniques in the selection
• to write parallel sentences
• to present a recital of African-American poetry
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Compare and Contrast
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 67; UR 7, page 31)
_________ Reader’s Journal (PE, page 580; UR 7, page 32)
_________ Literary Tools: Free Verse and Paradox (PE, page 580)
_________ Reader’s Resource: History Connection (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)
_________ Reading Strategy (RSR, page 186)
During Reading
_________ Dramatic Recording (AL, 1:32)
_________ Graphic Organizer (PE, page 580; VLR I, page 67; UR 7, page 31)
_________ Guided Reading Questions (PE, page 582; UR 7, page 32)
_________ Reading Strategy (RSR, page 186)
_________ Fix-Up Idea (RSR, page 186)
Print Resources
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After Reading
_________ Reading Strategy (RSR, page 186)
_________ Standardized Test Practice (RSR, page 187)
_________ Respond to the Selection (PE, page 583; UR 7, page 32)
_________ Investigate, Inquire, and Imagine (PE, page 583; UR 7, page 32)
_________ Understanding Literature: Free Verse and Paradox (PE, page 583; UR 7, page 33)
_________ Selection Check Test 4.7.7 (ATE, page 582; UR 7, page 34; TG)
_________ Selection Test 4.7.8 (UR 7, page 36; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Internet
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test Generator
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120
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7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Nikki-Rosa,” page 580
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Urban African-American Life in
the 1950s (ATE, page 581)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 581)
_________ English Language Learning: Vocabulary
(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)
Flexible Grouping Suggestions
_________ Respond to the Selection (PE, page 583;
UR 7, page 32)
_________ Investigate, Inquire, and Imagine (PE, page
583; UR 7, page 32)
_________ Understanding Literature: Free Verse and
Paradox (PE, page 583; UR 7, page 33)
Homework Suggestions
_________ Vocabulary: Semantic Families: Human
Emotions (VR, page 123)
_________ Motivation: Urban African-American Life in
the 1950s (ATE, page 581)
_________ Enrichment: Civil Rights Leader (ATE,
page 581)
© EMC Corporation
Strategies for Developing Readers
Tackle Cultural Context
_________ Motivation: Urban African-American Life in
the 1950s (ATE, page 581)
_________ 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
Transparency
T
W
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
_________ Reading Proficiency: Listening to the
Selection (ATE, page 581)
_________ 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.
Additional Strategies for English Language
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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UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
121
Lesson Plan
“Hanging Fire,” page 584
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Easy
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 186
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Compare and Contrast
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 empathize with the speaker of a poem
• to describe Lorde’s literary accomplishments
• to define repetition and point of view and recognize the use of
these techniques in the selection
• to write parallel sentences
• to present a recital of African-American poetry
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 68; UR 7, page 39)
_________ Reader’s Journal (PE, page 584; UR 7, page 40)
_________ Literary Tools: Repetition and Point of View (PE, page 584)
_________ Reader’s Resource (PE, page 584)
_________ About the Author: Audre Lorde (PE, page 584)
_________ Vocabulary: Semantic Families (VR, page 123)
_________ Reading Strategy (RSR, page 186)
During Reading
_________ Dramatic Recording (AL, 1:09)
_________ Graphic Organizer (PE, page 584; VLR I, page 68; UR 7, page 39)
_________ Guided Reading Questions (PE, page 585; UR 7, page 40)
_________ Reading Strategy (RSR, page 186)
_________ Fix-Up Idea (RSR, page 186)
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
122
UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 186)
_________ Standardized Test Practice (RSR, page 187)
_________ Respond to the Selection (PE, page 586; UR 7, page 40)
_________ Investigate, Inquire, and Imagine (PE, page 586; UR 7, page 40)
_________ 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)
_________ Selection Check Test 4.7.9 (ATE, page 585; UR 7, page 45; TG)
_________ Selection Test 4.7.10 (UR 7, page 46; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“Hanging Fire,” page 584
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
TH
F
Tackle Poetic Style
_________ Understanding Literature: Repetition (PE,
page 586; UR 7, page 41)
_________ 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.
Flexible Grouping Suggestions
_________ Motivation: African-American Poetry Recital
(ATE, page 584)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 584)
_________ English Language Learning: Vocabulary
(ATE, page 584)
_________ Special Needs: Discussing the Title (ATE,
page 585)
_________ Enrichment: Illustrating a Poem (ATE,
page 585)
_________ Respond to the Selection (PE, page 586;
UR 7, page 40)
_________ Investigate, Inquire, and Imagine (PE, page
586; UR 7, page 40)
_________ Understanding Literature: Repetition and
Point of View (PE, page 586; UR 7, page 41)
_________ Collaborative Learning & Speaking and
Listening: African-American Poetry Recital
(PE, page 587)
© EMC Corporation
W
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: African-American Poetry Recital
(ATE, page 584)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 584)
_________ English Language Learning: Vocabulary
(ATE, page 584)
_________ Special Needs: Discussing the Title (ATE,
page 585)
_________ Enrichment: Illustrating a Poem (ATE,
page 585)
Homework Suggestions
_________ Vocabulary: Family Relationships and Titles
of Persons (UR 7, page 43)
_________ Vocabulary: Semantic Families (VR, page 123)
_________ 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
T
Transparency
Additional Strategies for English Language
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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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
123
Lesson Plan
“The Man to Send Rain Clouds,” page 588
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
W
TH
F
READING STRATEGIES RESOURCE, PAGE 190
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.
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Create Mnemonic Devices
Standardized Test Practice:
Use Context Clues
WASHINGTON STATE STANDARDS
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
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 69; UR 7, page 49)
_________ Reader’s Journal (PE, page 588; UR 7, page 49)
_________ 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 from the Selection (ATE, page 588)
_________ Vocabulary: Spanish Words in English (VR, page 124)
_________ Reading Strategy (RSR, page 190)
During Reading
_________ Dramatic Recording (AL, 11:00)
_________ Graphic Organizer (PE, page 588; VLR I, page 69; UR 7, page 49)
_________ Guided Reading Questions (PE, page 589; UR 7, page 50)
_________ Reading Strategy (RSR, page 190)
_________ Fix-Up Idea (RSR, page 190)
Print Resources
Transparency
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Test Generator CD-ROM
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After Reading
_________ Reading Strategy (RSR, page 190)
_________ Standardized Test Practice (RSR, page 191)
_________ Respond to the Selection (PE, page 593; UR 7, page 50)
_________ Investigate, Inquire, and Imagine (PE, page 593; UR 7, page 51)
_________ 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)
_________ Selection Check Test 4.7.11 (ATE, page 592; UR 7, page 57; TG)
_________ Selection Test 4.7.12 (UR 7, page 59; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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
124
UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“The Man to Send Rain Clouds,” page 588
Teacher’s Name __________________________________Class __________________Date __________________
M
Individual Learning Strategies
_________ Motivation: Anthropological Report (ATE,
page 589)
_________ Reading Proficiency: Listening for Symbols
(ATE, page 589)
_________ English Language Learning: Vocabulary
(ATE, page 589)
_________ Special Needs: Previewing Vocabulary and
Footnotes (ATE, page 589)
_________ Enrichment: Changes in Native American
Ways of Life (ATE, page 589)
Cross-Curricular Activities
_________ Pictures and Descriptions of Mesas (ATE,
page 590)
Art Note
_________ Joseph Henry Sharp (ATE, page 591; PE,
page 592)
Additional Questions and Activities
_________ Poem about Teofilo’s Burial (ATE, page 592)
Flexible Grouping Suggestions
_________ Respond to the Selection (PE, page 593;
UR 7, page 50)
_________ Investigate, Inquire, and Imagine (PE, page
593; UR 7, page 51)
_________ Understanding Literature: Theme and Symbol
(PE, page 593; UR 7, page 52)
_________ Collaborative Learning: Word Origins (PE,
page 594; UR 7, page 56)
© EMC Corporation
W
TH
F
Strategies for Developing Readers
Teaching Options
Homework Suggestions
_________ 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
Letter (PE, page 594; UR 7, page 52)
_________ 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)
Print Resources
T
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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 165).
_________ Discuss funeral rituals in students’ native
cultures.
_________ Provide pictures of traditional and modern
Pueblo housing and clothing.
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UNIT
7
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LESSON PLANS
125
Lesson Plan
“An Ethnic Trump,” page 595
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Easy
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READING STRATEGIES RESOURCE, PAGE 195
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 Strategy: Find a Purpose for
Reading
Fix-Up Idea: Refocus
Standardized Test Practice:
Identify Author’s Purpose
WASHINGTON STATE STANDARDS
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
techniques in the selection
• to conduct research on multiracial people in the United States
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Before Reading
_________ Daily Oral Language (VLR I, page 70; UR 7, page 64)
_________ Reader’s Journal (PE, page 595; UR 7, page 64)
_________ 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)
_________ Vocabulary from the Selection (ATE, page 595)
_________ Vocabulary: Synonyms (VR, page 126)
_________ Reading Strategy (RSR, page 195)
During Reading
_________ Dramatic Recording (AL, 5:23)
_________ Graphic Organizer (PE, page 595; VLR I, page 70; UR 7, page 64)
_________ Guided Reading Questions (PE, page 596; UR 7, page 65)
_________ Reading Strategy (RSR, page 195)
_________ Fix-Up Idea (RSR, page 195)
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After Reading
_________ Reading Strategy (RSR, page 195)
_________ Standardized Test Practice (RSR, page 196)
_________ Respond to the Selection (PE, page 598; UR 7, page 65)
_________ Investigate, Inquire, and Imagine (PE, page 599; UR 7, page 65)
_________ 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)
_________ Selection Check Test 4.7.13 (ATE, page 598; UR 7, page 70; TG)
_________ Selection Test 4.7.14 (UR 7, page 72; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Internet
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126
UNIT
7
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LESSON PLANS
Lesson Plan
“An Ethnic Trump,” page 595
Teacher’s Name __________________________________Class __________________Date __________________
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Teaching Options
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Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Holding a Debate (ATE, page
596)
_________ Reading Proficiency: Background Information
(ATE, page 596)
_________ English Language Learning: Vocabulary
(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)
Tackle Subject Matter
_________ Reading Proficiency: Background Information
(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
_________ English Language Learning: Vocabulary
(ATE, page 596)
_________ Vocabulary: Mixed Metaphor (UR 7, page 68)
_________ Vocabulary: Synonyms (VR, page 126)
_________ Have students read the story aloud in small
groups.
Additional Strategies for English Language
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.
Cross-Curricular Connections
_________ Race and Ethnicity (ATE, page 597)
Flexible Grouping Suggestions
_________ Special Needs: Answering Questions (ATE,
page 596)
_________ Respond to the Selection (PE, page 598;
UR 7, page 65)
_________ Investigate, Inquire, and Imagine (PE, page
599; UR 7, page 65)
_________ Understanding Literature: Aim and Anecdote
(PE, page 599; UR 7, page 67)
_________ Critical Thinking & Speaking and Listening:
Holding a Debate (PE, page 600)
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Homework Suggestions
_________ Vocabulary: Mixed Metaphor (UR 7, page 68)
_________ Vocabulary: Synonyms (VR, page 126)
_________ Enrichment: Researching Racial Policies
(ATE, page 596)
_________ Writer’s Journal: Note, Definition, and Letter
(PE, page 600; UR 7, page 67)
_________ 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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UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
127
Lesson Plan
“Who Am I This Time?,” page 601
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
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READING STRATEGIES RESOURCE, PAGE 199
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.
Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Standardized Test Practice:
Analyze Character
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 71; UR 7, page 76)
_________ Reader’s Journal (PE, page 601; UR 7, page 77)
_________ Literary Tools: Irony, Dramatic Irony, and Allusion (PE, page 601)
_________ Reader’s Resource (PE, page 601)
_________ About the Author: Kurt Vonnegut, Jr. (PE, page 601)
_________ Vocabulary from the Selection (ATE, page 601)
_________ Vocabulary: Silent E and Suffixes (VR, page 127)
_________ Reading Strategy (RSR, page 199)
During Reading
_________ Graphic Organizer (PE, page 601; VLR I, page 71; UR 7, page 76)
_________ Guided Reading Questions (PE, page 603; UR 7, page 77)
_________ Reading Strategy (RSR, page 199)
_________ Fix-Up Idea (RSR, page 199)
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128
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LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 199)
_________ Standardized Test Practice (RSR, page 200)
_________ Respond to the Selection (PE, page 612; UR 7, page 78)
_________ Investigate, Inquire, and Imagine (PE, page 612; UR 7, page 78)
_________ 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)
_________ Selection Check Test 4.7.15 (ATE, page 611; UR 7, page 83; TG)
_________ Selection Test 4.7.16 (UR 7, page 85; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“Who Am I This Time?,” page 601
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Character Charades (ATE,
page 602)
_________ Reading Proficiency: Listening to the Story
(ATE, page 602)
_________ English Language Learning: Vocabulary
(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.
Additional Questions and Activities
_________ Brando in A Streetcar Named Desire (ATE,
page 603)
_________ Reading scenes from A Streetcar Named
Desire (page 607)
_________ Predicting (ATE, page 609)
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
_________ Characterization (ATE, page 604)
_________ Character, Static Character, and Dynamic
Character (ATE, page 610)
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Flexible Grouping Suggestions
_________ Special Needs: Questions (ATE, page 602)
_________ Additional Questions and Activities: Reading
scenes from A Streetcar Named Desire (ATE,
page 607)
_________ Respond to the Selection (PE, page 612;
UR 7, page 78)
_________ Investigate, Inquire, and Imagine (PE, page
612; UR 7, page 78)
_________ Understanding Literature: Irony, Dramatic Irony,
and Allusion (PE, page 612; UR 7, page 79)
_________ Speaking and Listening & Collaborative
Learning: Character Charades (PE, page 613)
Homework Suggestions
_________ Vocabulary: A Short Scene (UR 7, page 81)
_________ Vocabulary: Silent E and Suffixes (VR,
page 127)
_________ Enrichment: Comparing Vonnegut’s Works
(ATE, page 602)
_________ Writer’s Journal: Journal Entry, Letter, and
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)
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Tackle Selection Length
_________ 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.
Additional Strategies for English Language
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
7
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LESSON PLANS
129
Unit Seven
Lesson Plan
The Search for Self
Closing the Unit, pages 614–623
Teacher’s Name __________________________________Class __________________Date __________________
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Guided Writing
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GUIDED WRITING
Software
Expressive/Narrative Writing: Reflecting on an
Autobiographical Incident
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.
Assignment: Students write an autobiographical narrative
(PE, pages 614–621).
Before Writing
_________ Reflecting on an Autobiographical Incident (PE, page 614)
_________ Professional Model (PE, page 614)
_________ Examining the Model (PE, page 614)
_________ Prewriting (PE, page 615; WR, page 125)
_________ Student Model—Graphic Organizer (PE, page 616; WR,
WASHINGTON STATE STANDARDS
page 126)
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_________ Graphic Organizer (VLR I, page 148; WR, page 127)
During Writing
_________ Drafting (PE, page 616)
_________ Reflecting (PE, page 617)
_________ Self- and Peer Evaluation (PE, page 617; WR, page 132)
_________ Student Model—Draft (PE, page 618; VLR I, page 149; WR, page 128)
_________ Language, Grammar, and Style: Dangling and Misplaced Modifiers (PE, page 619; WR, page 129)
After Writing
_________ Revising and Proofreading (PE, page 619)
_________ Student Model—Revised (PE, page 619; WR, page 136)
_________ Rubric for Expressive/Narrative Writing: Reflecting on an Autobiographical Incident (VLR I, page 151)
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Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 619)
_________ Peer Evaluation (PE, page 617; WR, page 132)
Homework Suggestions
_________ Have students think about meaningful experiences to write about (Reflecting on an Autobiographical
Incident, PE, page 614).
_________ Graphic Organizer (VLR I, page 148; WR, page 127)
_________ 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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130
UNIT
7
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LESSON PLANS
Lesson Plan
Unit Seven
The Search for Self
Closing the Unit, pages 614–623
Teacher’s Name __________________________________Class __________________Date __________________
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Unit Seven Review
Review and Assessment
_________ Words for Everyday Use (PE, page 622; UR 7, page 92)
_________ Vocabulary Development: Synonyms (ATE, page 622)
_________ Literary Tools (PE, page 622; UR 7, page 93)
_________ Unit 7 Review/Study Guide (UR 7, page 89)
_________ Unit 7 Test (UR 7, page 97; TG)
Reflecting on Your Reading
_________ 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)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ Leaving Home by Garrison Keillor
_________ Independent Reading Activity: Interview the Author (PE, page 623; UR 7, page 96)
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Selections for Additional Reading
_________ The Chosen by Chaim Potok
_________ Me, Me, Me, Me, Me: Not a Novel by M. E. Kerr
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UNIT
7
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
131
Lesson Plan
Unit Eight
What is Talent?
Opening the Unit, pages 624–626
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 8 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ “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
_________ For Your Reading List, page 695
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 624–625).
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132
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Getting Started in the Classroom
_________ 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
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 203
Difficulty Considerations: Vocabulary; philosophical ideas
Reading Strategy: Find a Purpose for
Reading
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice:
Identify Author’s Purpose
Ease Factor: Selection length
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
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 72; UR 8, page 1)
_________ Reader’s Journal (PE, page 627; UR 8, page 1)
_________ Literary Tools: Aim and Analogy (PE, page 627)
_________ Reader’s Resource (PE, page 627)
_________ About the Author: Annie Dillard (PE, page 627)
_________ Vocabulary from the Selection (ATE, page 628)
_________ Vocabulary: Words with Multiple Meanings (VR, page 128)
_________ Reading Strategy (RSR, page 203)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 627; VLR I, page 72; UR 8, page 1)
_________ Guided Reading Questions (PE, page 629; UR 8, page 2)
_________ Reading Strategy (RSR, page 203)
_________ Fix-Up Idea (RSR, page 203)
After Reading
_________ Reading Strategy (RSR, page 203)
_________ Standardized Test Practice (RSR, page 204)
_________ Respond to the Selection (PE, page 630; UR 8, page 2)
_________ Investigate, Inquire, and Imagine (PE, page 630; UR 8, page 2)
_________ 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)
_________ Selection Check Test 4.8.1 (ATE, page 629; UR 8, page 8; TG)
_________ Selection Test 4.8.2 (UR 8, page 10; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
8
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LESSON PLANS
133
Lesson Plan
“It’s Not Talent; It’s Just Work,” page 627
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Tackle Vocabulary
_________ English Language Learning: Vocabulary
(ATE, page 628)
_________ Have students read the Words for Everyday
Use with partners.
_________ Vocabulary: Active Voice (UR 8, page 5)
_________ Vocabulary: Words with Multiple Meanings
(VR, page 128)
Individual Learning Strategies
_________ Motivation: Researching Attitudes about
Talent (ATE, page 628)
_________ Reading Proficiency: Vocabulary Practice
(ATE, page 628)
_________ English Language Learning: Vocabulary
(ATE, page 628)
_________ Special Needs: Listening to the Selection
(ATE, page 628)
_________ Enrichment: Talent Show (ATE, page 628)
Flexible Grouping Suggestions
_________ Reading Proficiency: Vocabulary Practice
(ATE, page 628)
_________ Enrichment: Talent Show (ATE, page 628)
_________ Respond to the Selection (PE, page 630;
UR 8, page 2)
_________ Investigate, Inquire, and Imagine (PE, page
630; UR 8, page 2)
_________ Understanding Literature: Aim and Analogy
(PE, page 630; UR 8, page 4)
_________ 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.
Additional Strategies for English Language
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.
Print Resources
Transparency
© EMC Corporation
Homework Suggestions
_________ Vocabulary: Active Voice (UR 8, page 5)
_________ Vocabulary: Words with Multiple Meanings
(VR, page 128)
_________ Writer’s Journal: Questions, Questionnaire,
and Letter (PE, page 631; UR 8, page 4)
_________ 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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134
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Geraldine Moore the Poet,” page 632
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Easy
READING STRATEGIES RESOURCE, PAGE 207
Difficulty Consideration: Unlikely events
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice:
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.
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 74; UR 8, page 14)
_________ Reader’s Journal (PE, page 632; UR 8, page 15)
_________ Literary Tools: Description, Image, and Poetry (PE, page 632)
_________ Reader’s Resource (PE, page 632)
_________ About the Author: Toni Cade Bambara (PE, page 632)
_________ Vocabulary from the Selection (ATE, page 633)
_________ Vocabulary: Difficult Words (VR, page 130)
_________ Reading Strategy (RSR, page 207)
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 11:03)
_________ Graphic Organizer (PE, page 632; VLR I, page 74; UR 8, page 14)
_________ Guided Reading Questions (PE, page 633; UR 8, page 15)
_________ Reading Strategy (RSR, page 207)
_________ Fix-Up Idea (RSR, page 207)
After Reading
_________ Reading Strategy (RSR, page 207)
_________ Standardized Test Practice (RSR, page 208)
_________ Respond to the Selection (PE, page 637; UR 8, page 16)
_________ Investigate, Inquire, and Imagine (PE, page 637; UR 8, page 16)
_________ 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)
_________ Selection Check Test 4.8.3 (ATE, page 636; UR 8, page 20; TG)
_________ Selection Test 4.8.4 (UR 8, page 22; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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Internet
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
135
Lesson Plan
“Geraldine Moore the Poet,” page 632
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Social Service Project (ATE,
page 633)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 633)
_________ English Language Learning: Vocabulary
(ATE, page 633)
_________ Special Needs: Answering Questions (ATE,
page 633)
_________ Enrichment: “Found” Poems (ATE, page 633)
Literary Technique
_________ Theme (ATE, page 634)
_________ Characterization (ATE, page 636)
Tackle Unlikely Events
_________ Focus on Guided Reading Questions while
reading.
_________ Literary Technique: Theme (ATE, page 634)
_________ Discuss the idiom “a diamond in the rough.”
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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.
Additional Questions and Activities
_________ Group Poem (ATE, page 634)
_________ Alternative Titles (ATE, page 635)
© EMC Corporation
Flexible Grouping Suggestions
_________ Special Needs: Answering Questions (ATE,
page 633)
_________ Additional Questions and Activities: Group
Poem (ATE, page 634)
_________ Respond to the Selection (PE, page 637;
UR 8, page 16)
_________ Investigate, Inquire, and Imagine (PE, page
637; UR 8, page 16)
_________ Understanding Literature: Description, Image,
and Poetry (PE, page 637; UR 8, page 17)
_________ Speaking and Listening & Collaborative
Learning: Improvisation (PE, page 638)
_________ Media Literacy & Collaborative Learning:
Social Service Project (PE, page 638)
Homework Suggestions
_________ 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)
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
136
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
from The Man Who Listens to Horses, page 639
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 211
Difficulty Considerations: Technical terms; sequence of
events
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Compare and Contrast
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.
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 76; UR 8, page 25)
_________ Reader’s Journal (PE, page 639; UR 8, page 26)
_________ Literary Tools: Personification and Point of View (PE, page 639)
_________ Reader’s Resource (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)
_________ Vocabulary from the Selection (ATE, page 640)
_________ Vocabulary: Test Your Knowledge (VR, page 131)
_________ Reading Strategy (RSR, page 211)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 639; VLR I, page 76; UR 8, page 25)
_________ Guided Reading Questions (PE, page 641; UR 8, page 26)
_________ Reading Strategy (RSR, page 211)
_________ Fix-Up Idea (RSR, page 211)
After Reading
_________ Reading Strategy (RSR, page 211)
_________ Standardized Test Practice (RSR, page 212)
_________ Respond to the Selection (PE, page 647; UR 8, page 27)
_________ Investigate, Inquire, and Imagine (PE, page 647; UR 8, page 28)
_________ 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,
page 77; UR 8, page 32)
_________ Applied English: Technical Writing (PE, page 648)
_________ Selection Check Test 4.8.5 (ATE, page 646; UR 8, page 33; TG)
_________ Selection Test 4.8.6 (UR 8, page 35; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
137
Lesson Plan
from The Man Who Listens to Horses, page 639
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
_________ Writer’s Journal: Personal Letter, Brochure,
and Dialogue (PE, page 648; UR 8, page 29)
_________ 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, page 77; UR 8, page 32)
_________ Applied English: Technical Writing (PE,
page 648)
Teaching Options
Cross-Curricular Connection
_________ History of Horses (ATE, page 639)
Individual Learning Strategies
_________ Motivation: Researching Horses (ATE,
page 640)
_________ Reading Proficiency: Previewing Footnotes
(ATE, page 640)
_________ English Language Learning: Vocabulary
(ATE, page 640)
_________ Special Needs: Listening to the Selection
(ATE, page 640)
_________ Enrichment: Horse or Animal Trainer Visit
(ATE, page 640)
Strategies for Developing Readers
Additional Questions and Activities
_________ Writing about a Relationship (ATE, page 641)
_________ Protagonist’s Problem (ATE, page 644)
_________ Questions about the Selection (ATE, page
645)
Art Note
_________ Susan Rothenberg (PE, page 640; ATE, page
641; VLR II, page 67)
Cross-Curricular Activities
_________ Animal-Related Professions (ATE, page 642)
Tackle Sequence of Events
_________ Applied English: Technical Writing (PE,
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.
Additional Strategies for English Language
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.
Homework Suggestions
_________ Vocabulary: News Article (UR 8, page 31)
_________ Vocabulary: Test Your Knowledge (VR,
page 131)
_________ Motivation: Researching Horses (ATE,
page 640)
Print Resources
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138
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
Flexible Grouping Suggestions
_________ Reading Proficiency: Previewing Footnotes
(ATE, page 640)
_________ English Language Learning: Vocabulary
(ATE, page 640)
_________ Special Needs: Listening to the Selection
(ATE, page 640)
_________ Enrichment: Horse or Animal Trainer Visit
(ATE, page 640)
_________ Respond to the Selection (PE, page 647;
UR 8, page 27)
_________ Investigate, Inquire, and Imagine (PE, page
647; UR 8, page 28)
_________ Understanding Literature: Personification and
Point of View (PE, page 647; UR 8, page 29)
Tackle Technical Terms
_________ Reading Proficiency: Previewing Footnotes
(ATE, page 640)
_________ English Language Learning: Vocabulary
(ATE, page 640)
_________ Enrichment: Horse or Animal Trainer Visit
(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
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 215
Difficulty Considerations: Musical vocabulary; nonfiction
format; subject matter
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Identify Sequence of Events
Ease Factor: Narrative style
Synopsis: Cameron describes how an autistic boy discovered
an exceptional gift for music and developed into a talented
composer.
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 78; UR 8, page 39)
_________ Reader’s Journal (PE, page 649; UR 8, page 39)
_________ Literary Tools: Aim and Abstract (PE, page 649)
_________ Reader’s Resource (PE, page 649)
_________ About the Author: Lindsley Cameron (PE, page 649)
_________ Vocabulary from the Selection (ATE, page 650)
_________ Vocabulary: Prefixes, Suffixes, and Roots (VR, page 132)
_________ Reading Strategy (RSR, page 215)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 649; VLR I, page 78; UR 8, page 39)
_________ Guided Reading Questions (PE, page 650; UR 8, page 40)
_________ Reading Strategy (RSR, page 215)
_________ Fix-Up Idea (RSR, page 215)
After Reading
_________ Reading Strategy (RSR, page 215)
_________ Standardized Test Practice (RSR, page 216)
_________ Respond to the Selection (PE, page 656; UR 8, page 41)
_________ Investigate, Inquire, and Imagine (PE, page 656; UR 8, page 41)
_________ 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)
_________ Selection Check Test 4.8.7 (ATE, page 655; UR 8, page 46; TG)
_________ Selection Test 4.8.8 (UR 8, page 48; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
139
Lesson Plan
“Becoming a Composer” from The Music of Light, page 649
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Listening to Hikari’s Music (ATE,
page 650)
_________ Reading Proficiency: Background Information
(ATE, page 650)
_________ English Language Learning: Vocabulary
(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)
Additional Questions and Activities
_________ Personal Essay (ATE, page 652)
Cross-Curricular Activities
_________ Comparing Hikari to Mozart (ATE, page 653)
TH
F
_________ Study and Research: Researching Autism
(PE, page 657; UR 8, page 45)
_________ Media Literacy & Study and Research:
Appreciating Music (PE, page 657)
Strategies for Developing Readers
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.
Tackle Nonfiction Format
_________ 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.
Additional Strategies for English Language
Learners
_________ Special Needs: Practice Name
Pronunciations (ATE, page 650)
_________ Discuss the saying, “Music is the universal
language.”
_________ Have students summarize each paragraph
with a partner as they read.
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140
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
Homework Suggestions
_________ 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)
Transparency
W
Tackle Subject Matter
_________ Discuss Hikari’s abilities and disabilities.
_________ Respond to the Selection (PE, page 656;
UR 8, page 41)
_________ Invite a guest speaker to come in and talk
about autism.
Flexible Grouping Suggestions
_________ Special Needs: Practice Name
Pronunciations (ATE, page 650)
_________ Respond to the Selection (PE, page 656;
UR 8, page 41)
_________ Investigate, Inquire, and Imagine (PE, page
656; UR 8, page 41)
_________ Understanding Literature: Aim and Abstract
(PE, page 656; UR 8, page 42)
_________ Speaking and Listening & Collaborative
Learning: Conducting a Mock Interview (PE,
page 657; UR 8, page 45)
Print Resources
T
Lesson Plan
“Where Stars Are Born” from Sports Illustrated, page 658
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 219
Difficulty Considerations: Long sentences; nonfiction
format; vocabulary
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Read Aloud/Think Aloud
Standardized Test Practice:
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.
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 79; UR 8, page 52)
_________ Reader’s Journal (PE, page 658; UR 8, page 52)
_________ 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)
_________ Vocabulary from the Selection (ATE, page 659)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 134)
_________ Reading Strategy (RSR, page 219)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 658; VLR I, page 79; UR 8, page 52)
_________ Guided Reading Questions (PE, page 659; UR 8, page 52)
_________ Reading Strategy (RSR, page 219)
_________ Fix-Up Idea (RSR, page 219)
After Reading
_________ Reading Strategy (RSR, page 219)
_________ Standardized Test Practice (RSR, page 220)
_________ Respond to the Selection (PE, page 665; UR 8, page 53)
_________ Investigate, Inquire, and Imagine (PE, page 665; UR 8, page 54)
_________ Understanding Literature: Essay and Article (PE, page 666; UR 8, page 55)
_________ Vocabulary: Mood (UR 8, page 57)
_________ 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)
_________ Selection Check Test 4.8.9 (ATE, page 661; UR 8, page 59; TG)
_________ Selection Test 4.8.10 (UR 8, page 61; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
141
Lesson Plan
“Where Stars Are Born” from Sports Illustrated, page 658
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Sammy Sosa Bulletin Board (ATE,
page 659)
_________ Reading Proficiency: Background Information
(ATE, page 659)
_________ English Language Learning: Vocabulary
(ATE, page 659)
_________ Special Needs: Listening to the Selection
(ATE, page 659)
_________ Enrichment: Analyzing Media Coverage (ATE,
page 659)
Additional Questions and Activities
_________ Discussing Benefits of Sports (ATE,
page 660)
_________ Questions about the Related Readings (ATE,
pages 662–664)
Flexible Grouping Suggestions
_________ Motivation: Sammy Sosa Bulletin Board (ATE,
page 659)
_________ Respond to the Selection (PE, page 665;
UR 8, page 53)
_________ Investigate, Inquire, and Imagine (PE, page
665; UR 8, page 54)
_________ Understanding Literature: Essay and Article
(PE, page 666; UR 8, page 55)
_________ Collaborative Learning & Study and
Research: Researching World Figures in
Baseball (PE, page 666)
_________ Media Literacy: Sportswriting (PE, page 666)
Tackle Long Sentences
_________ Read long sentences aloud, modeling
appropriate pauses.
_________ Explain difficult passages that use sports
references.
Tackle Nonfiction Format
_________ Reading Proficiency: Background Information
(ATE, page 659)
_________ Graphic Organizer (PE, page 658; VLR I,
page 79; UR 8, page 52)
_________ Focus on Guided Reading Questions.
Tackle Vocabulary
_________ Vocabulary: Mood (UR 8, page 57)
_________ Vocabulary: Using Context Clues in Your
Writing (VR, page 134)
_________ Ask a student familiar with baseball to explain
the baseball terminology.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 178).
_________ Special Needs: Listening to the Selection
(ATE, page 659)
_________ Discuss sports that are popular in other parts
of the world.
Print Resources
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© EMC Corporation
Homework Suggestions
_________ Vocabulary: Mood (UR 8, page 57)
_________ Vocabulary: Using Context Clues in Your
Writing (VR, page 134)
_________ 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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142
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Gary Keillor,” page 667
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 223
Difficulty Consideration: Use of irony
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice:
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
WASHINGTON STATE STANDARDS
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 80; UR 8, page 64)
_________ Reader’s Journal (PE, page 667; UR 8, page 65)
_________ Literary Tools: Description and Irony (PE, page 667)
_________ Reader’s Resource: Culture Connection (PE, page 667)
_________ About the Author: Garrison Keillor (PE, page 667)
_________ Vocabulary from the Selection (ATE, page 668)
_________ Vocabulary: Idioms and Expressions (VR, page 135)
_________ Reading Strategy (RSR, page 223)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 667; VLR I, page 80; UR 8, page 64)
_________ Guided Reading Questions (PE, page 669; UR 8, page 65)
_________ Reading Strategy (RSR, page 223)
_________ Fix-Up Idea (RSR, page 223)
After Reading
_________ Reading Strategy (RSR, page 223)
_________ Standardized Test Practice (RSR, page 224)
_________ Respond to the Selection (PE, page 677; UR 8, page 67)
_________ Investigate, Inquire, and Imagine (PE, page 677; UR 8, page 67)
_________ 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)
_________ Selection Check Test 4.8.11 (ATE, page 676; UR 8, page 72; TG)
_________ Selection Test 4.8.12 (UR 8, page 74; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UNIT
8
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LESSON PLANS
143
Lesson Plan
“Gary Keillor,” page 667
Teacher’s Name __________________________________Class __________________Date __________________
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Teaching Options
Individual Learning Strategies
_________ Motivation: Book Review on a Work by Keillor
(ATE, page 668)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 668)
_________ English Language Learning: Vocabulary
(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)
Additional Questions and Activities
_________ 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)
_________ Study and Research & Media Literacy:
Researching Stars of the 1950s (PE, page 678)
Strategies for Developing Readers
Tackle Use of Irony
_________ Reading Proficiency: Listening to the
Selection (ATE, page 668)
_________ Literary Tools: Irony (PE, page 667)
_________ Check Graphic Organizers together and
discuss the examples of ironic humor
students find.
Additional Strategies for English Language
Learners
_________ English Language Learning: Vocabulary
(ATE, page 668)
_________ Read selection together, checking for
comprehension with Guided Reading
Questions.
_________ Find examples of humor in the selection.
Literary Technique
_________ Characterization (ATE, page 672)
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Flexible Grouping Suggestions
_________ Special Needs: Answering Questions (ATE,
page 668)
_________ Enrichment: Reading Out Loud (ATE,
page 668)
_________ Additional Questions and Activities:
Discussing Road Trips (ATE, page 669)
_________ Additional Questions and Activities:
Organizing a Talent Show (ATE, page 670)
_________ Respond to the Selection (PE, page 677;
UR 8, page 67)
_________ Investigate, Inquire, and Imagine (PE, page
677; UR 8, page 67)
_________ Understanding Literature: Description and
Irony (PE, page 677; UR 8, page 69)
Homework Suggestions
_________ 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)
Print Resources
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144
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Straw Into Gold: The Metamorphosis of the Everyday,” page 679
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 227
Difficulty Considerations: Spanish terms; geographical
references; style
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice:
Use Context Clues
Ease Factor: Vocabulary
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.
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 81; UR 8, page 78)
_________ Reader’s Journal (PE, page 679; UR 8, page 79)
_________ Literary Tools: Personal Essay and Analogy (PE, page 679)
_________ Reader’s Resource (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)
_________ Vocabulary from the Selection (ATE, page 680)
_________ Vocabulary: Test Your Knowledge (VR, page 137)
_________ Reading Strategy (RSR, page 227)
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During Reading
_________ Dramatic Recording (AL, 12:12)
_________ Graphic Organizer (PE, page 679; VLR I, page 81; UR 8, page 78)
_________ Guided Reading Questions (PE, page 680; UR 8, page 79)
_________ Reading Strategy (RSR, page 227)
_________ Fix-Up Idea (RSR, page 227 )
After Reading
_________ Reading Strategy (RSR, page 227)
_________ Standardized Test Practice (RSR, page 228)
_________ Respond to the Selection (PE, page 684; UR 8, page 80)
_________ Investigate, Inquire, and Imagine (PE, page 684; UR 8, page 80)
_________ 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)
_________ Selection Check Test 4.8.13 (ATE, page 683; UR 8, page 86; TG)
_________ Selection Test 4.8.14 (UR 8, page 88; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
145
Lesson Plan
“Straw Into Gold: The Metamorphosis of the Everyday,” page 679
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Making a Collection of Cisneros’s
Poems (ATE, page 681)
_________ Reading Proficiency: Background Information
(ATE, page 681)
_________ English Language Learning: Previewing
Footnotes (ATE, page 681)
_________ Special Needs: Listening to the Selection
(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,
page 685; UR 8, page 83)
Strategies for Developing Readers
Tackle Spanish Terms
_________ English Language Learning: Previewing
Footnotes (ATE, page 681)
_________ Model using context clues to unlock
meaning.
Tackle Geographical References
_________ English Language Learning: Previewing
Footnotes (ATE, page 681)
_________ 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.
Cross-Curricular Connection
_________ 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.
_________ Dramatic Recording (AL, 12:12)
_________ Explain the allusion to the fairy tale
“Rumpelstiltskin” in the title of the selection.
Literary Note
_________ Latino/Latina and Chicano/Chicana (ATE,
page 682)
Additional Strategies for English Language
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.
Homework Suggestions
_________ Vocabulary: Test Your Knowledge (VR,
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)
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
146
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Flexible Grouping Suggestions
_________ 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)
_________ Respond to the Selection (PE, page 684;
UR 8, page 80)
_________ Investigate, Inquire, and Imagine (PE, page
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?
Closing the Unit, pages 686–695
Teacher’s Name __________________________________Class __________________Date __________________
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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)
_________ Professional Model (PE, page 686)
_________ Examining the Model (PE, page 687)
_________ Prewriting (PE, page 687; WR, page 142)
_________ Student Model—Graphic Organizer (PE, page 689; WR,
page 144)
_________ Graphic Organizer (VLR I, page 153; WR, page 145)
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.
WASHINGTON STATE STANDARDS
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During Writing
_________ Drafting (PE, page 689; WR, page 146)
_________ Language, Grammar, and Style: Documenting Sources (PE, page 689; WR, page 147)
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After Writing
_________ Self- and Peer Evaluation (PE, page 690; WR, page 150)
_________ Revising and Proofreading (PE, page 690)
_________ Student Model—Revised (PE, page 691; WR, page 152)
_________ Rubric for Informative Writing: The Research (or I-Search) Paper (VLR I, page 154; WR, page 155)
Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 690)
_________ Peer Evaluation (PE, page 690; WR, page 150)
Homework Suggestions
_________ Have students think about talents they have or would like to develop (Prewriting: Writing with a Plan,
ATE, page 687).
_________ Graphic Organizer (VLR I, page 153; WR, page 145)
_________ 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)
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
147
Lesson Plan
Unit Eight
What is Talent?
Closing the Unit, pages 686–695
Teacher’s Name __________________________________Class __________________Date __________________
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Unit Eight Review
Review and Assessment
_________ Words for Everyday Use (PE, page 694; UR 8, page 94)
_________ Vocabulary Development: Crossword Puzzle (ATE, page 694)
_________ Literary Tools (PE, page 694; UR 8, page 96)
_________ Unit 8 Review/Study Guide (UR 8, page 92)
_________ Unit 8 Test (UR 8, page 101; TG)
Reflecting on Your Reading
_________ 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)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ 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)
Selections for Additional Reading
_________ Who Says I Can’t? by Mary C. Ryan
_________ What’s So Funny about Ninth Grade? by Catherine Clark
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148
UNIT
8
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit Nine
Relationships
Opening the Unit, pages 696–698
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 9 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ “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
_________ For Your Reading List, page 753
© 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 696–697).
Getting Started in the Classroom
_________ 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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UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
149
Lesson Plan
“Being in Love,” page 699
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
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READING STRATEGIES RESOURCE, PAGE 232
Reading Strategy: Write Things Down
Fix-Up Idea: Reread
Standardized Test Practice:
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
techniques in the selection
• to write a comparison-contrast essay
• to compile a bibliography that lists Marvin Bell’s works
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 82; UR 9, page 1)
_________ Reader’s Journal (PE, page 699; UR 9, page 2)
_________ Literary Tools: Tone and Repetition (PE, page 699)
_________ Reader’s Resource (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 from the Selection (ATE, page 699)
_________ Vocabulary: Semantic Mapping: Words about Problems (VR, page 139)
_________ Reading Strategy (RSR, page 232)
During Reading
_________ Dramatic Recording (AL, 1:10)
_________ Graphic Organizer (PE, page 699; VLR I, page 82; UR 9, page 1)
_________ Guided Reading Questions (PE, page 700; UR 9, page 2)
_________ Reading Strategy (RSR, page 232)
_________ Fix-Up Idea (RSR, page 232)
Print Resources
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After Reading
_________ Reading Strategy (RSR, page 232)
_________ Standardized Test Practice (RSR, page 233)
_________ Respond to the Selection (PE, page 702; UR 9, page 2)
_________ Investigate, Inquire, and Imagine (PE, page 702; UR 9, page 2)
_________ 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)
_________ Selection Check Test 4.9.1 (ATE, page 701; UR 9, page 7; TG)
_________ Selection Test 4.9.2 (UR 9, page 9; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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
150
UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Being in Love,” page 699
Teacher’s Name __________________________________Class __________________Date __________________
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Teaching Options
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Strategies for Developing Readers
Tackle Inverted Sentences
_________ Read Reader’s Resource aloud.
_________ Understanding Literature: Repetition (PE,
page 702; UR 9, page 4)
_________ Read the poem aloud, modeling appropriate
inflection and pauses.
Individual Learning Strategies
_________ Motivation: Poems about Being in Love (ATE,
page 700)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 700)
_________ English Language Learning: Vocabulary
(ATE, page 700)
_________ Special Needs: Answering Questions (ATE,
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,
page 70; UR 9, page 2)
Flexible Grouping Suggestions
_________ Enrichment: Poetry Display (ATE, page 700)
_________ Respond to the Selection (PE, page 702;
UR 9, page 2)
_________ Investigate, Inquire, and Imagine (PE, page
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
Additional Strategies for English Language
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.
Homework Suggestions
_________ 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)
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
151
Lesson Plan
“Catch the Moon,” page 704
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
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READING STRATEGIES RESOURCE, PAGE 236
Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Standardized Test Practice:
Identify Sequence of Events
Difficulty Consideration: Spanish expressions
Ease Factor: Short sentences
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.
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 83; UR 9, page 12)
_________ Reader’s Journal (PE, page 704; UR 9, page 13)
_________ Literary Tools: Character and Conflict (PE, page 704)
_________ Reader’s Resource (PE, page 704)
_________ About the Author: Judith Ortiz Cofer (PE, page 704)
_________ Vocabulary from the Selection (ATE, page 705)
_________ Vocabulary: Idioms and Expressions (VR, page 141)
_________ Reading Strategy (RSR, page 236)
During Reading
_________ Dramatic Recording (AL, 23:33)
_________ Graphic Organizer (PE, page 704; VLR I, page 83; UR 9, page 12)
_________ Guided Reading Questions (PE, page 706; UR 9, page 13)
_________ Reading Strategy (RSR, page 236)
_________ Fix-Up Idea (RSR, page 236)
Print Resources
Transparency
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Test Generator CD-ROM
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 236)
_________ Standardized Test Practice (RSR, page 237)
_________ Respond to the Selection (PE, page 712; UR 9, page 14)
_________ Investigate, Inquire, and Imagine (PE, page 712; UR 9, page 15)
_________ 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
(PE, page 713; UR 9, page 17)
_________ 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)
_________ Selection Check Test 4.9.3 (ATE, page 711; UR 9, page 19; TG)
_________ Selection Test 4.9.4 (UR 9, page 21; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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
152
UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Catch the Moon,” page 704
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Comparing and Contrasting
Stories by Cofer (ATE, page 705)
_________ Reading Proficiency: Previewing Vocabulary
and Footnotes (ATE, page 705)
_________ English Language Learning: Vocabulary
(ATE, page 705)
_________ Special Needs: Listening to the Selection
(ATE, page 705)
_________ Enrichment: Epilogue (ATE, page 705)
Literary Technique
_________ Protagonist (ATE, page 706)
_________ Characterization (ATE, page 709)
Cross-Curricular Activities
_________ 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
Additional Questions and Activities
_________ Viewing West Side Story (ATE, page 707)
_________ Hispanic Celebrities (ATE, page 710)
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_________ 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,
page 713; UR 9, page 18)
Strategies for Developing Readers
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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 185).
_________ Vocabulary: Idioms and Expressions (VR,
page 141)
_________ Read the selection as a class, checking for
comprehension with Guided Reading
Questions.
Flexible Grouping Suggestions
_________ Reading Proficiency: Previewing Vocabulary
and Footnotes (ATE, page 705)
_________ Enrichment: Epilogue (ATE, page 705)
_________ Respond to the Selection (PE, page 712;
UR 9, page 14)
_________ Investigate, Inquire, and Imagine (PE, page
712; UR 9, page 15)
_________ Understanding Literature: Character and
Conflict (PE, page 712; UR 9, page 16)
_________ Speaking and Listening: Dialogue (PE,
page 713)
Homework Suggestions
_________ Vocabulary: Idioms and Expressions (VR,
page 141)
_________ Motivation: Comparing and Contrasting
Stories by Cofer (ATE, page 705)
_________ Enrichment: Epilogue (ATE, page 705)
_________ Writer’s Journal: Promotional Flyer, Journal
Entry, and Report (PE, page 713; UR 9,
page 16)
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UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
153
Lesson Plan
“If You Forget Me,” page 714
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
T
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READING STRATEGIES RESOURCE, PAGE 240
Difficulty Considerations: Poetic style; figurative language
Ease Factor: Vocabulary
Reading Strategy: Use Text Organization
Fix-Up Idea: Read Aloud/Think Aloud
Standardized Test Practice:
Identify Main Ideas
Synopsis: This simple lyric poem expresses the speaker’s
feelings on how to sustain love.
WASHINGTON STATE STANDARDS
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
click this box for details
Related Reading: “Il Postino,” page 718
Before Reading
_________ Daily Oral Language (VLR I, page 84; UR 9, page 25)
_________ Reader’s Journal (PE, page 714; UR 9, page 26)
_________ 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 from the Selection (ATE, page 715)
_________ Vocabulary: Lyrical Language (VR, page 142)
_________ Reading Strategy (RSR, page 240)
During Reading
_________ Graphic Organizer (PE, page 714; VLR I, page 84; UR 9, page 25)
_________ Guided Reading Questions (PE, page 715; UR 9, page 26)
_________ Reading Strategy (RSR, page 240)
_________ Fix-Up Idea (RSR, page 240)
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After Reading
_________ Reading Strategy (RSR, page 240)
_________ Standardized Test Practice (RSR, page 241)
_________ Respond to the Selection (PE, page 720; UR 9, page 26)
_________ Investigate, Inquire, and Imagine (PE, page 720; UR 9, page 27)
_________ 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)
_________ Selection Check Test 4.9.5 (ATE, page 717; UR 9, page 31; TG)
_________ Selection Test 4.9.6 (UR 9, page 32; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Internet
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154
UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“If You Forget Me,” page 714
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
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F
Strategies for Developing Readers
Biographical Note
_________ Pablo Neruda (ATE, page 714)
Individual Learning Strategies
_________ Motivation: Movie Review (ATE, page 715)
_________ Reading Proficiency: Background Information
(ATE, page 715)
_________ English Language Learning: Vocabulary
(ATE, page 715)
_________ Special Needs: Listening to the Selection
(ATE, page 715)
_________ Enrichment: Listening to an Interpretation of
the Poem (ATE, page 715)
Cross-Curricular Activities
_________ Essay about Klimt’s Art (ATE, page 716)
Art Note
_________ Gustav Klimt (PE and ATE, page 717; VLR II,
page 73; UR 9, page 26)
Tackle Poetic Style
_________ Literary Tools: Symbol and Image (PE,
page 714)
_________ Model how to read to the end of a thought in
a poem.
Tackle Figurative Language
_________ Ask students to identify metaphors in the
poem.
_________ Have students draw pictures of some of the
images created in the poem.
Additional Strategies for English Language
Learners
_________ Read the selection aloud.
_________ Have students copy favorite passages into
their notebooks.
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Additional Questions and Activities
_________ Questions about the Related Reading (ATE,
pages 718–719)
Flexible Grouping Suggestions
_________ Motivation: Movie Review (ATE, page 715)
_________ Special Needs: Listening to the Selection
(ATE, page 715)
_________ Enrichment: Listening to an Interpretation of
the Poem (ATE, page 715)
_________ Respond to the Selection (PE, page 720;
UR 9, page 26)
_________ Investigate, Inquire, and Imagine (PE, page
720; UR 9, page 27)
_________ Understanding Literature: Symbol and Image
(PE, page 720; UR 9, page 28)
_________ Speaking and Listening & Collaborative
Learning: Oral Interpretation (PE, page 721)
Homework Suggestions
_________ 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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UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
155
Lesson Plan
“The Interlopers,” page 722
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
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READING STRATEGIES RESOURCE, PAGE 244
Difficulty Considerations: Style; vocabulary
Ease Factor: Selection length
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
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Reread
Standardized Test Practice:
Use Context Clues
WASHINGTON STATE STANDARDS
click this box for details
Related Reading: “A Poison Tree,” page 728
Before Reading
_________ Daily Oral Language (VLR I, page 85; UR 9, page 35)
_________ Reader’s Journal (PE, page 722; UR 9, page 36)
_________ Prereading (PE, page 722)
_________ Fine Art: Caspar-David Friedrich (PE, page 723; VLR II, page 76; Art Note, PE, page 722)
_________ Vocabulary from the Selection (ATE, page 723)
_________ Vocabulary: Suffixes (VR, page 144)
_________ Reading Strategy (RSR, page 244)
During Reading
_________ Dramatic Recording: “The Interlopers” (AL, 13:43)
_________ Graphic Organizer (PE, page 722; VLR I, page 85; UR 9, page 35)
_________ Guided Reading Questions (PE, page 724; UR 9, page 36)
_________ Reading Strategy (RSR, page 244)
_________ Fix-Up Idea (RSR, page 244)
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156
UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 244)
_________ Standardized Test Practice (RSR, page 245)
_________ Respond to the Selection (PE, page 729; UR 9, page 37)
_________ Investigate, Inquire, and Imagine (PE, page 729; UR 9, page 37)
_________ 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)
_________ Related Reading Questions (ATE, page 728)
_________ Dramatic Recording: “A Poison Tree,” (AL, 0:46)
_________ Selection Check Test 4.9.7 (ATE, page 727; UR 9, page 42; TG)
_________ Selection Test 4.9.8 (UR 9, page 44; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“The Interlopers,” page 722
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Storyboard (ATE, page 723)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 723)
_________ English Language Learning: Vocabulary
(ATE, page 723)
_________ Special Needs: Answering Questions (ATE,
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)
_________ Symbol (ATE, page 725)
_________ Apposition (ATE, page 726)
Quotables
_________ George Eliot (ATE, page 725)
_________ William Wordsworth (ATE, page 726)
_________ Lord Macauley (ATE, page 727)
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Additional Questions and Activities
_________ Visualizing and Discussing (ATE, page 726)
_________ Responding to Quotables (ATE, page 727)
_________ Related Reading Questions (ATE, page 728)
Flexible Grouping Suggestions
_________ Respond to the Selection (PE, page 729;
UR 9, page 37)
_________ Investigate, Inquire, and Imagine (PE, page
729; UR 9, page 37)
_________ Understanding Literature: Aim, Plot, and
Conflict (PE, page 729; UR 9, page 38)
_________ Collaborative Learning: Storyboard (PE,
page 730)
Print Resources
Transparency
T
W
TH
F
Homework Suggestions
_________ Vocabulary: Suffixes (VR, page 144)
_________ 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
(PE, page 730; UR 9, page 41)
_________ Vocabulary: Context Clues (PE, page 730;
UR 9, page 40)
Strategies for Developing Readers
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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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.
_________ Have students mark places in the text where
the characters display prejudice and where
they display bravery.
_________ After reading, have students form pairs and
act out the story.
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UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
157
Lesson Plan
from To Kill a Mockingbird, page 731
Teacher’s Name __________________________________Class __________________Date __________________
M
Reading Level: Moderate
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F
READING STRATEGIES RESOURCE, PAGE 248
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice:
Analyze Character Development
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.
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 86; UR 9, page 48)
_________ Reader’s Journal (PE, page 731; UR 9, page 49)
_________ Literary Tools: Description and Narrator (PE, page 731)
_________ Reader’s Resource (PE, page 731)
_________ About the Author: Harper Lee (PE, page 731)
_________ Vocabulary from the Selection (ATE, page 732)
_________ Vocabulary: Dialect and Colloquialism (VR, page 145)
_________ Reading Strategy (RSR, page 248)
During Reading
_________ Graphic Organizer (PE, page 731; VLR I, page 86; UR 9, page 48)
_________ Guided Reading Questions (PE, page 733; UR 9, page 49)
_________ Reading Strategy (RSR, page 248)
_________ Fix-Up Idea (RSR, page 248)
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158
UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 248)
_________ Standardized Test Practice (RSR, page 249)
_________ Respond to the Selection (PE, page 735; UR 9, page 50)
_________ Investigate, Inquire, and Imagine (PE, page 736; UR 9, page 50)
_________ 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)
_________ Selection Check Test 4.9.9 (ATE, page 735; UR 9, page 53; TG)
_________ Selection Test 4.9.10 (UR 9, page 56; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
from To Kill a Mockingbird, page 731
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
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F
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Role-Play (ATE, page 732)
_________ Reading Proficiency: Background Information
(ATE, page 732)
_________ English Language Learning: Vocabulary
(ATE, page 732)
_________ Special Needs: Listening to the Selection
(ATE, page 732)
_________ Enrichment: Persecution and Tolerance (ATE,
page 732)
Additional Questions and Activities
_________ Questions about the Selection (ATE, page
733)
Tackle Vocabulary
_________ English Language Learning: Vocabulary
(ATE, page 732)
_________ Vocabulary: Dialect and Colloquialism (VR,
page 145)
_________ Use context clues to unlock meaning.
Additional Strategies for English Language
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
_________ Characterization (ATE, page 734)
_________ Description (ATE, page 734)
© EMC Corporation
Flexible Grouping Suggestions
_________ Special Needs: Listening to the Selection
(ATE, page 732)
_________ Enrichment: Persecution and Tolerance (ATE,
page 732)
_________ Respond to the Selection (PE, page 735;
UR 9, page 50)
_________ Investigate, Inquire, and Imagine (PE, page
736; UR 9, page 50)
_________ Understanding Literature: Description and
Narrator (PE, page 736; UR 9, page 51)
_________ Speaking and Listening & Collaborative
Learning: Role-Play (PE, page 737)
Homework Suggestions
_________ Vocabulary: Dialect and Colloquialism (VR,
page 145)
_________ 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)
_________ Media Literacy: Abstract (PE, page 737)
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UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
159
Lesson Plan
“Thank You, M’am,” page 738
Teacher’s Name __________________________________Class __________________Date __________________
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M
Reading Level: Easy
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READING STRATEGIES RESOURCE, PAGE 252
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 Strategy: Find a Purpose for
Reading
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice:
Determine Author’s Purpose
WASHINGTON STATE STANDARDS
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
click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 87; UR 9, page 60)
_________ Reader’s Journal (PE, page 738; UR 9, page 61)
_________ Literary Tools: Motivation and Characterization (PE, page 738)
_________ Reader’s Resource: Culture Connection (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)
_________ Reading Strategy (RSR, page 252)
During Reading
_________ Dramatic Recording (AL, 8:28)
_________ Graphic Organizer (PE, page 738; VLR I, page 87; UR 9, page 60)
_________ Guided Reading Questions (PE, page 740; UR 9, page 61)
_________ Reading Strategy (RSR, page 252)
_________ Fix-Up Idea (RSR, page 252)
Print Resources
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160
UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
After Reading
_________ Reading Strategy (RSR, page 252)
_________ Standardized Test Practice (RSR, page 253)
_________ Respond to the Selection (PE, page 743; UR 9, page 61)
_________ Investigate, Inquire, and Imagine (PE, page 743; UR 9, page 62)
_________ 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)
_________ Selection Check Test 4.9.11 (ATE, page 742; UR 9, page 65; TG)
_________ Selection Test 4.9.12 (UR 9, page 66; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“Thank You, M’am,” page 738
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Visual Display of Langston
Hughes (ATE, page 739)
_________ Reading Proficiency: Previewing Footnotes
(ATE, page 739)
_________ English Language Learning: Vocabulary
(ATE, page 739)
_________ Special Needs: Listening to the Selection
(ATE, page 739)
_________ Enrichment: Looking at and Painting Portraits
(ATE, page 739)
Biographical Note
_________ Langston Hughes (ATE, page 740)
Cross-Curricular Connection
_________ Poet Laureate of Harlem (ATE, page 741)
Cross-Curricular Activities
_________ African-American Political and Cultural
Movements (ATE, page 741)
© EMC Corporation
Art Note
_________ William H. Johnson (PE and ATE, page 741)
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F
Homework Suggestions
_________ 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)
_________ Language, Grammar, and Style: Identifying
Main Subjects and Verbs (PE, page 744;
UR 9, page 64)
Strategies for Developing Readers
Tackle Unexpected Events
_________ Dramatic Recording (AL, 8:28)
_________ Model making predictions while reading.
_________ Understanding Literature: Motivation (PE,
page 743; UR 9, page 63)
Additional Strategies for English Language
Learners
_________ Reading Proficiency: Previewing Footnotes
(ATE, page 739)
_________ Have students role-play the parts of Luella
and Roger.
Flexible Grouping Suggestions
_________ Motivation: Researching Langston Hughes
(ATE, page 739)
_________ Special Needs: Listening to the Selection
(ATE, page 739)
_________ Respond to the Selection (PE, page 743;
UR 9, page 61)
_________ Investigate, Inquire, and Imagine (PE, page
743; UR 9, page 62)
_________ Understanding Literature: Motivation and
Characterization (PE, page 743; UR 9,
page 63)
_________ Study and Research & Collaborative
Learning: Harlem Renaissance (PE,
page 744)
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
161
Lesson Plan
Unit Nine
Relationships
Closing the Unit, pages 745–753
Teacher’s Name __________________________________Class __________________Date __________________
M
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
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
_________ Evaluating Communication Styles (PE, page 745)
_________ Professional Model (PE, page 745)
_________ Examining the Model (PE, page 746)
_________ Prewriting (PE, page 746; WR, page 157)
_________ Student Model—Graphic Organizer (PE, page 747; VLR I,
page 156; WR, page 158)
WASHINGTON STATE STANDARDS
_________ Graphic Organizer (VLR, page 156; WR, page 158)
click this box for details
During Writing
_________ Student Model—Draft (PE, page 747; VLR I, page 157; WR, page 161)
_________ Language, Grammar, and Style: Formal and Informal English (PE, page 748; WR, page 162)
_________ Drafting (PE, page 749; WR, page 159)
After Writing
_________ Self- and Peer Evaluation (PE, page 749; WR, page 165)
_________ Student Model—Revised (PE, page 750; WR, page 169)
_________ Publishing and Presenting (PE, page 751)
_________ Reflecting (PE, 751)
_________ Rubric for Persuasive Writing: Evaluating Communication Styles (VLR I, page 159; WR, page 172)
© EMC Corporation
Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Publishing and Presenting (PE, page 751)
_________ Peer Evaluation (PE, page 749; WR, page 165)
Homework Suggestions
_________ 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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162
UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit Nine
Relationships
Closing the Unit, pages 745–753
Teacher’s Name __________________________________Class __________________Date __________________
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Unit Nine Review
Review and Assessment
_________ Words for Everyday Use (PE, page 752; UR 9, page 74)
_________ Vocabulary Development: Antonyms and Context (ATE, page 752)
_________ Literary Tools (PE, page 752; UR 9, page 75)
_________ Unit 9 Review/Study Guide (UR 9, page 70)
_________ Unit 9 Test (UR 9, page 79; TG)
Reflecting on Your Reading
_________ 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)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ A Christmas Memory by Truman Capote
_________ Independent Reading Activity: Write Your Own Memoir (PE, page 753; UR 9, page 78)
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Selections for Additional Reading
_________ 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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UNIT
9
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
163
Lesson Plan
Unit Ten
Courage and Perseverance
Opening the Unit, pages 754–756
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 10 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ “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
_________ For Your Reading List, page 815
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 754–755).
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164
UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Getting Started in the Classroom
_________ Fine Art: Winslow Homer. Have students discuss how the artwork relates to the title of this unit (PE, page
754).
_________ Echoes (PE, page 756)
_________ Additional Questions and Activities: Discussing Quotes (ATE, page 756)
Lesson Plan
“Courage,” page 757
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 257
Difficulty Consideration: Figurative language
Reading Strategy: Use Text Organization
Fix-Up Idea: Reread
Standardized Test Practice:
Identify Main Ideas
Ease Factor: Vocabulary
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
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 88; UR 10, page 1)
_________ Reader’s Journal (PE, page 757; UR 10, page 1)
_________ Literary Tools: Personification, Metaphor, and Simile (PE, page 757)
_________ Reader’s Resource (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)
_________ Vocabulary from the Selection (ATE, page 757)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 149)
_________ Reading Strategy (RSR, page 257)
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During Reading
_________ Dramatic Recording (AL, 1:52)
_________ Graphic Organizer (PE, page 757; VLR I, page 88; UR 10, page 1)
_________ Guided Reading Questions (PE, page 758; UR 10, page 2)
_________ Reading Strategy (RSR, page 257)
_________ Fix-Up Idea (RSR, page 257)
After Reading
_________ Reading Strategy (RSR, page 256)
_________ Standardized Test Practice (RSR, page 257)
_________ Respond to the Selection (PE, page 760; UR 10, page 2)
_________ Investigate, Inquire, and Imagine (PE, page 760; UR 10, page 2)
_________ 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)
_________ Selection Check Test 4.10.1 (ATE, page 758; UR 10, page 8; TG)
_________ Selection Test 4.10.2 (UR 10, page 9; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
165
Lesson Plan
“Courage,” page 757
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Discussing a Courageous Person
(ATE, page 758)
_________ Reading Proficiency: Figurative Language
(ATE, page 758)
_________ English Language Learning: Vocabulary
(ATE, page 758)
_________ Special Needs: Listening to the Selection
(ATE, page 758)
_________ Enrichment: Comparing Themes in Sexton’s
Poetry (ATE, page 758)
Literary Technique
_________ Alliteration (ATE, page 759)
Art Note
_________ Horace Pippin (PE, page 758; VLR II,
page 79)
Tackle Figurative Language
_________ 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.
Additional Strategies for English Language
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.
Flexible Grouping Suggestions
_________ Special Needs: Listening to the Selection
(ATE, page 758)
_________ Respond to the Selection (PE, page 760;
UR 10, page 2)
_________ Investigate, Inquire, and Imagine (PE, page
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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Homework Suggestions
_________ Vocabulary: Using a Dictionary (UR 10,
page 6)
_________ Vocabulary: Using Context Clues in Your
Writing (VR, page 149)
_________ 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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166
UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“The Leap,” page 762
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 260
Difficulty Considerations: Time shifts; style; vocabulary
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Analyze Character Development
Ease Factor: Short sentences
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
WASHINGTON STATE STANDARDS
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Related Reading: “Her Flying Trapeze,” page 769
Before Reading
_________ Daily Oral Language (VLR I, page 89; UR 10, page 12)
_________ Reader’s Journal (PE, page 762; UR 10, page 12)
_________ Literary Tools: Hero and Description (PE, page 762)
_________ Reader’s Resource (PE, page 762)
_________ About the Author: Louise Erdrich (PE, page 762)
_________ Vocabulary from the Selection (ATE, page 763)
_________ Vocabulary: Suffixes: Verb Suffixes (VR, page 150)
_________ Reading Strategy (RSR, page 260)
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During Reading
_________ Dramatic Recording: “The Leap” (AL, 18:27)
_________ Graphic Organizer (PE, page 762; VLR I, page 89; UR 10, page 12)
_________ Guided Reading Questions (PE, page 764; UR 10, page 13)
_________ Reading Strategy (RSR, page 260)
_________ Fix-Up Idea (RSR, page 260)
After Reading
_________ Reading Strategy (RSR, page 260)
_________ Standardized Test Practice (RSR, page 261)
_________ Respond to the Selection (PE, page 768; UR 10, page 14)
_________ Investigate, Inquire, and Imagine (PE, page 770; UR 10, page 14)
_________ 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)
_________ Related Reading Questions (ATE, page 769; UR 10, page 14)
_________ Dramatic Recording: “Her Flying Trapeze,” (AL, 1:03)
_________ Selection Check Test 4.10.3 (ATE, page 768; UR 10, page 19; TG)
_________ Selection Test 4.10.4 (UR 10, page 21; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
167
Lesson Plan
“The Leap,” page 762
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Using a Dictionary (ATE,
page 763)
_________ Reading Proficiency: Past and Present Chart
(ATE, page 763)
_________ English Language Learning: Vocabulary
(ATE, page 763)
_________ Special Needs: Questions (ATE, page 763)
_________ Enrichment: Artistic Response to the Story
(ATE, page 763)
Biographical Note
_________ Louise Erdrich (ATE, page 764)
Additional Questions and Activities
_________ Questions about the Selection (ATE, page
765)
_________ Fire Safety and Emergency Instructions (ATE,
page 767)
_________ Related Reading Questions (ATE, page 769;
UR 10, page 14)
Cross-Curricular Activities
_________ 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)
Strategies for Developing Readers
Tackle Time Shifts
_________ Reader’s Resource (PE, page 762)
_________ Reading Proficiency: Past-and-Present Chart
(ATE, page 763)
_________ Read the first page together, clarifying past
or present events.
Tackle Style
_________ Dramatic Recording (AL, 18:27)
_________ 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)
_________ English Language Learning: Vocabulary
(ATE, page 763)
_________ Use a dictionary.
Additional Strategies for English Language
Learners
_________ Read the selection over two or more class
sessions.
_________ Paraphrase each paragraph while reading.
_________ Discuss dangerous situations students have
experienced.
Homework Suggestions
_________ Vocabulary: Learning Synonyms and
Antonyms (UR 10, page 17)
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168
UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Flexible Grouping Suggestions
_________ 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)
_________ Respond to the Selection (PE, page 768;
UR 10, page 14)
_________ Investigate, Inquire, and Imagine (PE, page
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)
T
Lesson Plan
“The Scarlet Ibis,” page 772
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Challenging
READING STRATEGIES RESOURCE, PAGE 264
Difficulty Considerations: Figurative language; vocabulary;
selection length
Reading Strategy: Make Predictions
Fix-Up Idea: Refocus
Standardized Test Practice:
Analyze Literary Elements
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.
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 90; UR 10, page 25)
_________ Reader’s Journal (PE, page 772; UR 10, page 26)
_________ Literary Tools: Mood and Foreshadowing (PE, page 772)
_________ Reader’s Resource (PE, page 772)
_________ About the Author: James Hurst (PE, page 772)
_________ Vocabulary from the Selection (ATE, page 772)
_________ Vocabulary: PAVE: Predict, Associate, Verify, and Evaluate (VR, page 152)
_________ Reading Strategy (RSR, page 264)
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During Reading
_________ Dramatic Recording (AL, 33:04)
_________ Graphic Organizer (PE, page 772; VLR I, page 90; UR 10, page 25)
_________ Guided Reading Questions (PE, page 773; UR 10, page 26)
_________ Reading Strategy (RSR, page 264)
_________ Fix-Up Idea (RSR, page 264)
After Reading
_________ Reading Strategy (RSR, page 264)
_________ Standardized Test Practice (RSR, page 265)
_________ Respond to the Selection (PE, page 782; UR 10, page 28)
_________ Investigate, Inquire, and Imagine (PE, page 783; UR 10, page 29)
_________ 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)
_________ Selection Check Test 4.10.5 (ATE, page 782; UR 10, page 33; TG)
_________ Selection Test 4.10.6 (UR 10, page 35; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
169
Lesson Plan
“The Scarlet Ibis,” page 772
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Discussing Superstitions (ATE,
page 773)
_________ Reading Proficiency: Swamp Environment
and Review (ATE, page 773)
_________ English Language Learning: Vocabulary
(ATE, page 773)
_________ Special Needs: Listening to the Selection
(ATE, page 773)
_________ Enrichment: Swamp Environment (ATE,
page 773)
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W
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Homework Suggestions
_________ Vocabulary: Homonym Brainstorm (UR 10,
page 32)
_________ Vocabulary: PAVE: Predict, Associate, Verify,
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
Clauses (PE, page 784; UR 10, page 32)
_________ Media Literacy: Internet Research (PE,
page 784)
Strategies for Developing Readers
Literary Technique
_________ Simile (ATE, page 774)
_________ Personification (ATE, page 775)
_________ Symbol (ATE, page 778)
Tackle Figurative Language
_________ Simile (ATE, page 774)
_________ Personification (ATE, page 775)
_________ Symbol (ATE, page 778)
Cross-Curricular Activities
_________ Collage and Description of Plants (ATE,
page 775)
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
776–777 and 780–781)
_________ Visual Representations (ATE, page 776)
Historical Note
_________ U.S. Casualties in the World Wars (ATE,
page 779)
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Tackle Selection Length
_________ Special Needs: Listening to the Selection
(ATE, page 773)
_________ Read selection over two or more class
sessions.
_________ Have students use Guided Reading
Questions to keep them on track.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 199).
_________ For highly poetic passages, have students
read once for sound and rhythm and then
reread for meaning.
_________ Help students summarize each page.
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170
UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Flexible Grouping Suggestions
_________ Motivation: Discussing Superstitions (ATE,
page 773)
_________ Enrichment: Swamp Environment (ATE,
page 773)
_________ Vocabulary: Homonym Brainstorm (UR 10,
page 32)
_________ Respond to the Selection (PE, page 782;
UR 10, page 28)
_________ Investigate, Inquire, and Imagine (PE, page
783; UR 10, page 29)
_________ Understanding Literature: Mood and
Foreshadowing (PE, page 783; UR 10,
page 30)
_________ Study and Research & Speaking and
Listening: Biographical Sketches (PE,
page 784)
Tackle Vocabulary
_________ Vocabulary: PAVE: Predict, Associate, Verify,
and Evaluate (VR, page 152)
_________ English Language Learning: Vocabulary
(ATE, page 773)
_________ Model how to use context clues to estimate
the meaning of unfamiliar words.
Lesson Plan
“Through the Tunnel,” page 785
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 268
Difficulty Consideration: Style
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Reread
Standardized Test Practice:
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.
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 91; UR 10, page 39)
_________ Reader’s Journal (PE, page 785; UR 10, page 39)
_________ Prereading (PE, page 785)
_________ Fine Art: Claude Monet (PE, page 786; VLR II, page 82)
_________ Vocabulary from the Selection (ATE, page 786)
_________ Vocabulary: Synonyms (VR, page 156)
_________ Reading Strategy (RSR, page 268)
© EMC Corporation
During Reading
_________ Dramatic Recording: “Through the Tunnel” (AL, 28:04)
_________ Graphic Organizer (PE, page 785; VLR I, page 91; UR 10, page 39)
_________ Guided Reading Questions (PE, page 787; UR 10, page 40)
_________ Reading Strategy (RSR, page 268)
_________ Fix-Up Idea (RSR, page 268)
After Reading
_________ Reading Strategy (RSR, page 268)
_________ Standardized Test Practice (RSR, page 269)
_________ Respond to the Selection (PE, page 793; UR 10, page 41)
_________ Investigate, Inquire, and Imagine (PE, page 795; UR 10, page 42)
_________ 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)
_________ Related Reading Questions (ATE, page 794; UR 10, page 41)
_________ Dramatic Recording: “Death of a Young Son by Drowning” (AL, 1:34)
_________ Selection Check Test 4.10.7 (ATE, page 792; UR 10, page 48; TG)
_________ Selection Test 4.10.8 (UR 10, page 50; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
171
Lesson Plan
“Through the Tunnel,” page 785
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Discussing Outdoor Adventures
(ATE, page 786)
_________ Reading Proficiency: Words that Signify Time
Order (ATE, page 786)
_________ English Language Learning: Vocabulary
(ATE, page 786)
_________ Special Needs: Previewing Setting (ATE,
page 786)
_________ Enrichment: Underwater Exploration (ATE,
page 786)
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
787–788)
_________ Illustration or Map (ATE, page 791)
_________ Related Reading Questions (ATE, page 794)
Tackle Style
_________ Help students visualize themselves as the
boy.
_________ Simile (ATE, page 789)
_________ Alliteration (ATE, page 790)
Additional Strategies for English Language
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
_________ Simile (ATE, page 789)
_________ Alliteration (ATE, page 790)
_________ Freudian Criticism (ATE, page 792)
_________ Effect (ATE, page 794)
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Flexible Grouping Suggestions
_________ Motivation: Discussing Outdoor Adventures
(ATE, page 786)
_________ Reading Proficiency: Words that Signify Time
Order (ATE, page 786)
_________ Enrichment: Underwater Exploration (ATE,
page 786)
_________ Respond to the Selection (PE, page 793;
UR 10, page 41)
_________ Investigate, Inquire, and Imagine (PE, page
795; UR 10, page 42)
_________ Understanding Literature: Conflict and
Characterization (PE, page 795; UR 10,
page 43)
Homework Suggestions
_________ Vocabulary: Word Derivation (UR 10,
page 45)
_________ Vocabulary: Synonyms (VR, page 156)
_________ Additional Questions and Activities:
Illustration or Map (ATE, page 791)
_________ Writer’s Journal: Narrative Paragraph,
Description Using Alliteration, and Letter (PE,
page 796; UR 10, page 43)
_________ 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)
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172
UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“miss rosie,” page 797
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Easy
READING STRATEGIES RESOURCE, PAGE 272
Difficulty Considerations: Tone; style
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Compare and Contrast
Ease Factors: Vocabulary; selection length
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
techniques in the selection
• to work collaboratively to plan a celebration for National Poetry
Month
• to write a review of a children’s book by Clifton
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 92; UR 10, page 54)
_________ Reader’s Journal (PE, page 797; UR 10, page 54)
_________ 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)
_________ Reader’s Resource (PE, page 797)
_________ About the Author: Lucille Clifton (PE, page 797)
_________ Vocabulary: Word Roots (VR, page 159)
_________ Reading Strategy (RSR, page 272)
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During Reading
_________ Dramatic Recording (AL, 0:55)
_________ Graphic Organizer (PE, page 797; VLR I, page 92; UR 10, page 54)
_________ Guided Reading Questions (PE, page 799; UR 10, page 54)
_________ Reading Strategy (RSR, page 272)
_________ Fix-Up Idea (RSR, page 272)
After Reading
_________ Reading Strategy (RSR, page 272)
_________ Standardized Test Practice (RSR, page 273)
_________ Respond to the Selection (PE, page 800; UR 10, page 55)
_________ Investigate, Inquire, and Imagine (PE, page 800; UR 10, page 55)
_________ 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)
_________ Selection Check Test 4.10.9 (ATE, page 799; UR 10, page 60; TG)
_________ Selection Test 4.10.10 (UR 10, page 61; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
173
Lesson Plan
“miss rosie,” page 797
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Internet Resources
_________ Academy of American Poets (ATE, page 798)
Individual Learning Strategies
_________ Motivation: Descriptive Paragraph about an
Admirable Quality (ATE, page 798)
_________ Reading Proficiency: Punctuation Style and
Figurative Language (ATE, page 798)
_________ English Language Learning: Vocabulary
(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,
page 85; UR 10, page 55)
Flexible Grouping Suggestions
_________ Special Needs: Forming an Image (ATE,
page 798)
_________ Respond to the Selection (PE, page 800;
UR 10, page 55)
_________ Investigate, Inquire, and Imagine (PE, page
800; UR 10, page 55)
_________ Understanding Literature: Speaker and Simile
(PE, page 800; UR 10, page 57)
_________ Collaborative Learning & Study and
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).
_________ Dramatic Recording (AL, 0:55)
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.
Additional Strategies for English Language
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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174
UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Homework Suggestions
_________ Vocabulary: Word Roots (VR, page 159)
_________ Motivation: Descriptive Paragraph about an
Admirable Quality (ATE, page 798)
_________ Enrichment: Comparing and Contrasting
(ATE, page 798)
_________ 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)
_________ Applied English: Advertisement (PE,
page 801)
_________ Critical Thinking: Book Review (PE, page
801; UR 10, page 59)
Print Resources
T
Lesson Plan
“The Courage That My Mother Had,” page 802
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 276
Difficulty Considerations: Poetic style; figurative language
Reading Strategy: Write Things Down
Fix-Up Idea: Connect to Prior Knowledge
Standardized Test Practice:
Compare and Contrast
Ease Factors: First-person point of view; selection length
Synopsis: This poem pays homage to the poet’s mother.
Goals/Objectives:
• to empathize with the speaker of a poem
• 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
WASHINGTON STATE STANDARDS
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Related Reading: “The Funeral,” page 804
Before Reading
_________ Daily Oral Language (VLR I, page 93; UR 10, page 64)
_________ Reader’s Journal (PE, page 802; UR 10, page 64)
_________ Prereading (PE, page 802)
_________ Fine Art: Amedeo Modigliani (PE, page 803; VLR II, page 88)
_________ Vocabulary from the Selection (ATE, page 803)
_________ Vocabulary: Vocabulary Clusters (VR, page 160)
_________ Reading Strategy (RSR, page 276)
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During Reading
_________ Dramatic Recording: “The Courage That My Mother Had” (AL, 0:49)
_________ Graphic Organizer (PE, page 802; VLR I, page 93; UR 10, page 64)
_________ Guided Reading Questions (PE, page 803; UR 10, page 64)
_________ Reading Strategy (RSR, page 276)
_________ Fix-Up Idea (RSR, page 276)
After Reading
_________ Reading Strategy (RSR, page 276)
_________ Standardized Test Practice (RSR, page 277)
_________ Respond to the Selection (PE, page 805; UR 10, page 65)
_________ Investigate, Inquire, and Imagine (PE, page 805; UR 10, page 65)
_________ 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)
_________ Related Reading Questions (ATE, page 804; UR 10, page 65)
_________ Dramatic Recording: “The Funeral” (AL, 0:44)
_________ Selection Check Test 4.10.11 (ATE, page 804; UR 10, page 69; TG)
_________ Selection Test 4.10.12 (UR 10, page 70; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
175
Lesson Plan
“The Courage That My Mother Had,” page 802
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Poem or Lyrics about a Person’s
Admirable Quality (ATE, page 803)
_________ Reading Proficiency: Analyzing (ATE,
page 803)
_________ English Language Learning: Vocabulary
(ATE, page 803)
_________ Special Needs: Listening to the Selection
(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)
Additional Questions and Activities
_________ Related Reading Questions (ATE, page 804)
Flexible Grouping Suggestions
_________ Respond to the Selection (PE, page 805;
UR 10, page 65)
_________ Investigate, Inquire, and Imagine (PE, page
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)
_________ Media Literacy & Collaborative Learning:
Storytelling (PE, page 806)
Transparency
Tackle Figurative Language
_________ Understanding Literature: Figures of Speech
(PE, page 805; UR 10, page 66)
_________ 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).
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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.
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176
UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Homework Suggestions
_________ Vocabulary: Vocabulary Clusters (VR,
page 160)
_________ Motivation: Poem or Lyrics about a Person’s
Admirable Quality (ATE, page 803)
_________ 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
Clauses (PE, page 806; UR 10, page 68)
_________ Media Literacy: Poetry Booklet (PE,
page 806)
Print Resources
T
Lesson Plan
Unit Ten
Courage and Perseverance
Closing the Unit, pages 807–815
Teacher’s Name __________________________________Class __________________Date __________________
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Guided Writing
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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)
_________ Professional Model (PE, page 807)
_________ Examining the Model (PE, page 807)
_________ Prewriting (PE, page 808; WR, page 174)
_________ Student Model—Graphic Organizer (PE, page 809; WR,
page 175)
_________ Graphic Organizer (VLR I, page 161; WR, page 176)
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.
WASHINGTON STATE STANDARDS
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During Writing
_________ Drafting (PE, page 809)
_________ Self- and Peer Evaluation (PE, page 810; WR, page 180)
_________ 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
_________ Revising and Proofreading (PE, page 811)
_________ Publishing and Presenting (PE, page 811)
_________ Reflecting (PE, 811)
_________ Student Model—Revised (PE, page 812; WR, page 184)
_________ Rubric for Imaginative Writing: Developing a Character Sketch (VLR I, page 164; WR, page 189)
Individual Learning Strategies
_________ Motivation: Describing a Person You Admire (ATE, page 807)
_________ Reading Proficiency: Summarizing (ATE, page 807)
_________ English Language Learning: Vocabulary (ATE, page 807)
_________ Special Needs: Character Sketch of Real Person (ATE, page 807)
_________ Enrichment: Short Story (ATE, page 807)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 811)
_________ Publishing and Presenting (PE, page 811)
_________ Peer Evaluation (PE, page 810; WR, page 180)
Homework Suggestions
_________ Have students think about an interestesting person about whom they would like to write (Developing a
Character Sketch, PE, page 807).
_________ Graphic Organizer (VLR I, page 161; WR, page 176)
_________ 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)
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UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
177
Lesson Plan
Unit Ten
Courage and Perseverance
Closing the Unit, pages 807–815
Teacher’s Name __________________________________Class __________________Date __________________
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Unit Ten Review
Review and Assessment
_________ Words for Everyday Use (PE, page 814; UR 10, page 75)
_________ Vocabulary Development: Word Search (ATE, page 814)
_________ Literary Tools (PE, page 814; UR 10, page 76)
_________ Unit 10 Review/Study Guide (UR 10, page 73)
_________ Unit 10 Test (UR 10, page 81; TG)
Reflecting on Your Reading
_________ Thematic Studies (PE, page 814; UR 10, page 77)
_________ Genre Studies: Poetry; Short Story (PE, page 815; UR 10, page 78)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ 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)
Selections for Additional Reading
_________ 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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178
UNIT
10
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit Eleven
Journeys
Opening the Unit, pages 816–818
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 11 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ “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
_________ For Your Reading List, page 871
© 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 816–817).
Getting Started in the Classroom
_________ Fine Art: Richard Onyango. Have students discuss how the artwork relates to the title of this unit (PE,
page 816).
_________ Echoes (PE, page 818)
_________ Additional Questions and Activities: Discussing Quotes (ATE, page 818)
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UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
179
Lesson Plan
“A Journey,” page 819
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
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READING STRATEGIES RESOURCE, PAGE 280
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.
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Reread
Standardized Test Practice:
Use Context Clues
WASHINGTON STATE STANDARDS
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
click this box for details
Related Reading: “The Journey,” page 829
Before Reading
_________ Daily Oral Language (VLR I, page 95; UR 11, page 1)
_________ Reader’s Journal (PE, page 819; UR 11, page 1)
_________ Literary Tools: Psychological Fiction, Simile, and Metaphor (PE, page 819)
_________ Reader’s Resource: Culture Connection (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)
_________ Vocabulary from the Selection (ATE, page 819)
_________ Vocabulary: Test Your Knowledge (VR, page 161)
_________ Reading Strategy (RSR, page 280)
During Reading
_________ Dramatic Recording: “A Journey” (AL, 32:05)
_________ Graphic Organizer (PE, page 819; VLR I, page 95; UR 11, page 1)
_________ Guided Reading Questions (PE, page 820; UR 11, page 1)
_________ Reading Strategy (RSR, page 280)
_________ Fix-Up Idea (RSR, page 280)
Print Resources
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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
180
UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 280)
_________ Standardized Test Practice (RSR, page 281)
_________ Respond to the Selection (PE, page 828; UR 11, page 3)
_________ Investigate, Inquire, and Imagine (PE, page 830; UR 11, page 4)
_________ 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)
_________ Speaking and Listening & Collaborative Learning: Role-Play (PE, page 831)
_________ Related Reading: “The Journey” (PE, page 829)
_________ Related Reading Questions (ATE, page 829; UR 11, page 3)
_________ Dramatic Recording: “The Journey,” (AL, 1:12)
_________ Selection Check Test 4.11.1 (ATE, page 828; UR 11, page 9; TG)
_________ Selection Test 4.11.2 (UR 11, page 11; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
“A Journey,” page 819
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Writing and Enacting a Play (ATE,
page 820)
_________ Reading Proficiency: Previewing Vocabulary
and Footnotes (ATE, page 820)
_________ English Language Learning: Vocabulary
(ATE, page 820)
_________ Special Needs: Listening to the Selection
(ATE, page 820)
_________ Enrichment: Model or Sketch of a Train Car
(ATE, page 820)
Literary Technique
_________ Oxymoron (ATE, page 821)
_________ Description (ATE, page 822)
_________ Characterization (ATE, page 822)
_________ Point of View (ATE, pages 823 and 829)
_________ Tone (ATE, page 825)
_________ Setting (ATE, page 826)
_________ Mood and Imagery (ATE, page 829)
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Flexible Grouping Suggestions
_________ Motivation: Writing and Enacting a Play (ATE,
page 820)
_________ Additional Questions and Activities:
Storytelling (ATE, page 829)
_________ Respond to the Selection (PE, page 828;
UR 11, page 3)
_________ Investigate, Inquire, and Imagine (PE, page
830; UR 11, page 4)
_________ Understanding Literature: Psychological
Fiction, Simile, and Metaphor (PE, page 830;
UR 11, page 5)
_________ Speaking and Listening & Collaborative
Learning: Role-Play (PE, page 831)
Homework Suggestions
_________ Vocabulary: Learning Base Words, Prefixes,
and Suffixes (UR 11, page 7)
_________ Vocabulary: Test Your Knowledge (VR,
page 161)
_________ Reading Proficiency: Previewing Vocabulary
and Footnotes (ATE, page 820)
_________ Enrichment: Model or Sketch of a Train Car
(ATE, page 820)
_________ Writer’s Journal: Letter, Journal Entry, and
Newspaper Article (PE, page 831; UR 11,
page 6)
_________ 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)
Additional Questions and Activities
_________ Questions about the Selection (ATE, pages
821 and 824)
_________ Soothing Music (ATE, page 825)
_________ Storytelling (ATE, page 829)
Biographical Note
_________ Wharton (ATE, page 821)
Cross-Curricular Activities
_________ Researching Train Travel (ATE, page 823)
_________ History of Trains (ATE, page 827)
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Art Note
_________ Gino Severini (PE and ATE, page 825; VLR II,
page 91)
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UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
181
Lesson Plan
“A Journey,” page 819
Teacher’s Name __________________________________Class __________________Date __________________
M
Strategies for Developing Readers
Tackle Vocabulary
_________ Vocabulary: Test Your Knowledge (VR,
page 161)
_________ English Language Learning: Vocabulary
(ATE, page 820)
_________ Reading Proficiency: Previewing Vocabulary
and Footnotes (ATE, page 820)
Tackle Subject Matter
_________ Reader’s Resource (PE, page 819)
_________ Help students gain insight from Literary
Technique: Setting (ATE, page 826).
_________ Understanding Literature: Psychological
Fiction (PE, page 830; UR 11, page 5)
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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.
Additional Strategies for English Language
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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182
UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“Otherwise” and “The Old Life,” page 832
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Easy, Challenging
READING STRATEGIES RESOURCE, PAGE 284
Difficulty Considerations: “Otherwise”: Poetic line breaks;
“The Old Life”: Poetic line breaks; vocabulary
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Visualize
Standardized Test Practice:
Synthesize Information from Multiple Texts
Ease Factor: Subject matter
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
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 96; UR 11, page 14)
_________ Reader’s Journal (PE, page 832; UR 11, page 14)
_________ Literary Tools: Repetition and Description (PE, page 832)
_________ Reader’s Resource (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)
_________ Reading Strategy (RSR, page 284)
During Reading
_________ Dramatic Recording: “Otherwise” (AL, 1:17)
_________ Dramatic Recording: “The Old Life” (AL, 0:54)
_________ Graphic Organizer (PE, page 832; VLR I, page 96; UR 11, page 14)
_________ Guided Reading Questions (PE, page 834; UR 11, page 14)
_________ Reading Strategy (RSR, page 284)
_________ Fix-Up Idea (RSR, page 284)
After Reading
_________ Reading Strategy (RSR, page 284)
_________ Standardized Test Practice (RSR, page 285)
_________ Respond to the Selection (PE, page 836; UR 11, page 15)
_________ Investigate, Inquire, and Imagine (PE, page 836; UR 11, page 15)
_________ 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)
_________ Selection Check Test 4.11.3 (ATE, page 835; UR 11, page 19; TG)
_________ Selection Test 4.11.4 (UR 11, page 20; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
183
Lesson Plan
“Otherwise” and “The Old Life,” page 832
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: “What You Value in Life”
Discussion (ATE, page 833)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 833)
_________ English Language Learning: Vocabulary
(ATE, page 833)
_________ Special Needs: Answering Questions (ATE,
page 833)
_________ Enrichment: Analyzing and Comparing Drafts
(ATE, page 833)
Art Note
_________ Henri Matisse (ATE, page 834; VLR II,
page 94)
Flexible Grouping Suggestions
_________ Motivation: “What You Value in Life”
Discussion (ATE, page 833)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 833)
_________ Enrichment: Analyzing and Comparing Drafts
(ATE, page 833)
_________ Respond to the Selection (PE, page 836;
UR 11, page 15)
_________ Investigate, Inquire, and Imagine (PE, page
836; UR 11, page 15)
_________ Understanding Literature: Repetition and
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”)
_________ English Language Learning: Vocabulary
(ATE, page 833)
_________ Vocabulary: Using Specific, Descriptive
Language (VR, page 164)
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
page 214).
_________ Preview the Words for Everyday Use,
footnotes, and Guided Reading Questions.
_________ Have students translate “Otherwise” into their
native language.
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Homework Suggestions
_________ Vocabulary: Using Specific, Descriptive
Language (VR, page 164)
_________ Enrichment: Analyzing and Comparing Drafts
(ATE, page 833)
_________ 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)
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184
UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
from Great Plains, page 838
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 288
Difficulty Considerations: Style; subject matter
Reading Strategy: Visualize
Fix-Up Idea: Read Aloud
Standardized Test Practice:
Analyze Literary Elements
Ease Factors: Vocabulary; selection length
Synopsis: In this excerpt, Frazier describes places he slept in his
van while on long drives across the Great Plains.
WASHINGTON STATE STANDARDS
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
techniques in the selection
• to write a brief biography of a Native American chief
• to write a travel journal for an imaginary trip in the United States
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Before Reading
_________ Daily Oral Language (VLR I, page 97; UR 11, page 23)
_________ Reader’s Journal (PE, page 838; UR 11, page 23)
_________ 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)
_________ Vocabulary from the Selection (ATE, page 838)
_________ Vocabulary: Prefixes (VR, page 166)
_________ Reading Strategy (RSR, page 288)
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During Reading
_________ Dramatic Recording (AL, 7:59)
_________ Graphic Organizer (PE, page 838; VLR I, page 97; UR 11, page 23)
_________ Guided Reading Questions (PE, page 839; UR 11, page 23)
_________ Reading Strategy (RSR, page 288)
_________ Fix-Up Idea (RSR, page 288)
After Reading
_________ Reading Strategy (RSR, page 288)
_________ Standardized Test Practice (RSR, page 289)
_________ Respond to the Selection (PE, page 841; UR 11, page 24)
_________ Investigate, Inquire, and Imagine (PE, page 842; UR 11, page 24)
_________ 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)
_________ Selection Check Test 4.11.5 (ATE, page 841; UR 11, page 29; TG)
_________ Selection Test 4.11.6 (UR 11, page 30; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
185
Lesson Plan
from Great Plains, page 838
Teacher’s Name __________________________________Class __________________Date __________________
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Strategies for Developing Readers
Teaching Options
Individual Learning Strategies
_________ Motivation: Planning a Road Trip (ATE,
page 839)
_________ Reading Proficiency: Background Information
(ATE, page 839)
_________ English Language Learning: Vocabulary
(ATE, page 839)
_________ Special Needs: Listening to the Selection
(ATE, page 839)
_________ Enrichment: Comparing Stories about Road
Trips (ATE, page 839)
Cross-Curricular Activities
_________ Plague (ATE, page 840)
Homework Suggestions
_________ Vocabulary: Compound Words (UR 11,
page 27)
_________ Vocabulary: Prefixes (VR, page 166)
_________ 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:
Participles (PE, page 843; UR 11, page 28)
_________ Study and Research: Researching a Native
American Chief (PE, page 843)
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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.
_________ Dramatic Recording (AL, 7:59)
Tackle Subject Matter
_________ 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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186
UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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Flexible Grouping Suggestions
_________ Motivation: Planning a Road Trip (ATE,
page 839)
_________ Reading Proficiency: Background Information
(ATE, page 839)
_________ English Language Learning: Vocabulary
(ATE, page 839)
_________ Special Needs: Listening to the Selection
(ATE, page 839)
_________ Enrichment: Comparing Stories about Road
Trips (ATE, page 839)
_________ Respond to the Selection (PE, page 841;
UR 11, page 24)
_________ Investigate, Inquire, and Imagine (PE, page
842; UR 11, page 24)
_________ Understanding Literature: Tone and Simile
(PE, page 842; UR 11, page 25)
_________ Collaborative Learning & Study and Research:
Planning a Road Trip (PE, page 843)
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Lesson Plan
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Teacher’s Name __________________________________Class __________________Date __________________
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Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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.
_________ Have students copy favorite passages into
notebooks.
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UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
187
Lesson Plan
from Mississippi Solo, page 844
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
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READING STRATEGIES RESOURCE, PAGE 292
Reading Strategy: Write Things Down
Fix-Up Idea: Unlock Difficult Vocabulary
Standardized Test Practice:
Compare and Contrast
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
these techniques in the selection
• to research an aspect of the Mississippi River
• to discuss the process of setting goals
WASHINGTON STATE STANDARDS
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Before Reading
_________ Daily Oral Language (VLR I, page 98; UR 11, page 34)
_________ Reader’s Journal (PE, page 844; UR 11, page 35)
_________ Literary Tools: Point of View and Image (PE, page 844)
_________ Reader’s Resource: History Connection (PE, page 844)
_________ About the Author: Eddy L. Harris (PE, page 844)
_________ Vocabulary from the Selection (ATE, page 844)
_________ Vocabulary: Antonyms (VR, page 170)
_________ Reading Strategy (RSR, page 292)
During Reading
_________ Dramatic Recording (AL, 22:35)
_________ Graphic Organizer (PE, page 844; VLR I, page 98; UR 11, page 34)
_________ Guided Reading Questions (PE, page 846; UR 11, page 35)
_________ Reading Strategy (RSR, page 292)
_________ Fix-Up Idea (RSR, page 292)
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188
UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
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After Reading
_________ Reading Strategy (RSR, page 292)
_________ Standardized Test Practice (RSR, page 293)
_________ Respond to the Selection (PE, page 852; UR 11, page 36)
_________ Investigate, Inquire, and Imagine (PE, page 852; UR 11, page 37)
_________ 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)
_________ Selection Check Test 4.11.7 (ATE, page 851; UR 11, page 42; TG)
_________ Selection Test 4.11.8 (UR 11, page 44; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Lesson Plan
from Mississippi Solo, page 844
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Mississippi River Bulletin Board
(ATE, page 845)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 845)
_________ English Language Learning: Vocabulary
(ATE, page 845)
_________ Special Needs: Previewing Vocabulary (ATE,
page 845)
_________ Enrichment: Painting a Scene (ATE,
page 845)
Cross-Curricular Activities
_________ Canoe Safety (ATE, page 846)
_________ Beaver Dams (ATE, page 848)
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Additional Questions and Activities
_________ Sketching and Labeling a Canoe (ATE,
page 847)
_________ Character Sketch (ATE, page 849)
Flexible Grouping Suggestions
_________ Motivation: Mississippi River Bulletin Board
(ATE, page 845)
_________ Respond to the Selection (PE, page 852;
UR 11, page 36)
_________ Investigate, Inquire, and Imagine (PE, page
852; UR 11, page 37)
_________ Understanding Literature: Point of View and
Image (PE, page 852; UR 11, page 38)
_________ Study and Research & Collaborative
Learning: Exploring the Mississippi (PE,
page 853)
_________ Collaborative Learning & Speaking and
Listening: Setting Goals (PE, page 853)
Homework Suggestions
_________ Vocabulary: Using Adjectives (UR 11,
page 40)
_________ Vocabulary: Antonyms (VR, page 170)
_________ 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)
Strategies for Developing Readers
Tackle Subject Matter
_________ 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)
Additional Strategies for English Language
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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UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
189
Lesson Plan
“How Did I Get Here?,” page 854
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Easy
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READING STRATEGIES RESOURCE, PAGE 296
Difficulty Considerations: Subject matter; adult perspective
Ease Factors: Vocabulary; selection length
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 Strategy: Find a Purpose for
Reading
Fix-Up Idea: Reread
Standardized Test Practice:
Identify Main Idea
WASHINGTON STATE STANDARDS
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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
_________ Daily Oral Language (VLR I, page 99; UR 11, page 47)
_________ Reader’s Journal (PE, page 854; UR 11, page 47)
_________ Prereading (PE, page 854)
_________ Fine Art: Salvador Dali (PE, page 856; Art Note, PE and ATE, page 856; UR 11, page 48)
_________ Vocabulary from the Selection (ATE, page 855)
_________ Vocabulary: Homophones (VR, page 171)
_________ Reading Strategy (RSR, page 296)
During Reading
_________ Dramatic Recording (AL, 8:19)
_________ Graphic Organizer (PE, page 854; VLR I, page 99; UR 11, page 47)
_________ Guided Reading Questions (PE, page 855; UR 11, page 47)
_________ Reading Strategy (RSR, page 296)
_________ Fix-Up Idea (RSR, page 296)
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After Reading
_________ Reading Strategy (RSR, page 296)
_________ Standardized Test Practice (RSR, page 297)
_________ Respond to the Selection (PE, page 859; UR 11, page 48)
_________ Investigate, Inquire, and Imagine (PE, page 859; UR 11, page 49)
_________ 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)
_________ Selection Check Test 4.11.9 (ATE, page 858; UR 11, page 53; TG)
_________ Selection Test 4.11.10 (UR 11, page 54; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Internet
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UNIT
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LESSON PLANS
Lesson Plan
“How Did I Get Here?,” page 854
Teacher’s Name __________________________________Class __________________Date __________________
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Teaching Options
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Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Interview (ATE, page 855)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 855)
_________ English Language Learning: Vocabulary
(ATE, page 855)
_________ Special Needs: Answering Questions (ATE,
page 855)
_________ Enrichment: Personal Essay about Aging
(ATE, page 855)
Tackle Subject Matter
_________ Missing Memories (ATE, page 857)
_________ Discuss students’ experiences with elderly
people.
_________ Enrichment: Personal Essay about Aging
(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)
Additional Questions and Activities
_________ Missing Memories (ATE, page 857)
_________ Related Reading Questions (ATE, page 858;
UR 11, page 48)
Flexible Grouping Suggestions
_________ Discussing the Poem (ATE, page 858)
_________ Respond to the Selection (PE, page 859;
UR 11, page 48)
_________ Investigate, Inquire, and Imagine (PE, page
859; UR 11, page 49)
_________ Understanding Literature: Conflict and
Characterization (PE, page 859; UR 11,
page 50)
_________ Speaking and Listening & Collaborative
Learning: Interview (PE, page 860)
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Tackle Adult Perspective
_________ Reading Proficiency: Listening to the
Selection (ATE, page 855)
_________ 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?”
Additional Strategies for English Language
Learners
_________ Compare living arrangements for the elderly
in different cultures.
_________ Dramatic Recording (AL, 8:19)
_________ 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.
Homework Suggestions
_________ Vocabulary: Homophones (VR, page 171)
_________ Enrichment: Personal Essay about Aging
(ATE, page 855)
_________ 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)
_________ Applied English: Business Letter (PE,
page 860)
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UNIT
11
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LESSON PLANS
191
Lesson Plan
Unit Eleven
Journeys
Closing the Unit, pages 861–871
Teacher’s Name __________________________________Class __________________Date __________________
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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)
_________ Professional Model (PE, page 862)
_________ Examining the Model (PE, page 862)
_________ Prewriting (PE, page 862; WR, page 191)
_________ Student Model—Graphic Organizer (PE, page 864; WR,
page 192)
_________ Graphic Organizer (VLR I, page 166; WR, page 193)
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.
WASHINGTON STATE STANDARDS
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During Writing
_________ Drafting (PE, page 864)
_________ Self- and Peer Evaluation (PE, page 865; WR, page 199)
_________ Student Model—Draft (PE, page 865; VLR I, page 167; WR, page 194)
_________ Revising and Proofreading (PE, page 867)
_________ Language, Grammar, and Style: Achieving Sentence Parallelism (PE, page 867; WR, page 195)
After Writing
_________ Student Model—Revised (PE, page 867; WR, page 203)
_________ Publishing and Presenting (PE, page 869)
_________ Reflecting (PE, page 869)
_________ Rubric for Narrative Writing: Chronicling a Journey (VLR I, page 169; WR, page 207)
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Individual Learning Strategies
_________ 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)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 867)
_________ Publishing and Presenting (PE, page 869)
_________ Peer Evaluation (PE, page 865; WR, page 199)
Homework Suggestions
_________ Have students think about a journey about which they would like to write (Chronicling a Journey, PE,
page 861).
_________ Graphic Organizer (VLR I, page 166; WR, page 193)
_________ 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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192
UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
Unit Eleven
Journeys
Closing the Unit, pages 861–871
Teacher’s Name __________________________________Class __________________Date __________________
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Unit Eleven Review
Review and Assessment
_________ Words for Everyday Use (PE, page 870; UR 11, page 59)
_________ Vocabulary Development: Sentence Completion (ATE, page 870)
_________ Literary Tools (PE, page 870; UR 11, page 60)
_________ Unit 11 Review/Study Guide (UR 11, page 57)
_________ Unit 11 Test (UR 11, page 66; TG)
Reflecting on Your Reading
_________ 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)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ 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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Selections for Additional Reading
_________ Leaving Home stories selected by Hazel Rochman and Darlene Z. McCampbell
_________ Running North by Ann Mariah Cook
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UNIT
11
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
193
Lesson Plan
Unit Twelve
Visions of the Future
Opening the Unit, pages 872–874
Teacher’s Name __________________________________Class __________________Date __________________
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Dates I Plan to Teach This Unit _____________________________________________
Unit 12 Goals/Objectives:
• 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
Lessons I Plan to Teach
_________ “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
_________ For Your Reading List, page 947
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 872–873).
Print Resources
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Getting Started in the Classroom
_________ 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)
Internet
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194
UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“There Will Come Soft Rains,” page 875
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 300
Difficulty Considerations: Vocabulary; science fiction elements
Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Standardized Test Practice:
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.
WASHINGTON STATE STANDARDS
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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
© EMC Corporation
Before Reading
_________ Daily Oral Language (VLR I, page 100; UR 12, page 1)
_________ Reader’s Journal (PE, page 875; UR 12, page 1)
_________ Literary Tools: Theme and Personification (PE, page 875)
_________ Reader’s Resource (PE, page 875)
_________ About the Author: Ray Bradbury (PE, page 875)
_________ Vocabulary from the Selection (ATE, page 877)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 173)
_________ Reading Strategy (RSR, page 300)
During Reading
_________ Dramatic Recording (AL, 15:58)
_________ Graphic Organizer (PE, page 875; VLR I, page 100; UR 12, page 1)
_________ Guided Reading Questions (PE, page 876; UR 12, page 2)
_________ Reading Strategy (RSR, page 300)
_________ Fix-Up Idea (RSR, page 300)
After Reading
_________ Reading Strategy (RSR, page 300)
_________ Standardized Test Practice (RSR, page 301)
_________ Respond to the Selection (PE, page 881; UR 12, page 3)
_________ Investigate, Inquire, and Imagine (PE, page 882; UR 12, page 3)
_________ 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)
_________ Selection Check Test 4.12.1 (ATE, page 881; UR 12, page 10; TG)
_________ Selection Test 4.12.2 (UR 12, page 12; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
195
Lesson Plan
“There Will Come Soft Rains,” page 875
Teacher’s Name __________________________________Class __________________Date __________________
M
Individual Learning Strategies
_________ Motivation: Designing a Futuristic House
(ATE, page 876)
_________ Reading Proficiency: Narration and Speaker
(ATE, page 876)
_________ English Language Learning: Vocabulary
(ATE, page 876)
_________ Special Needs: Background Information
(ATE, page 876)
_________ Enrichment: Writing a Science Fiction Story
Based on a Poem (ATE, page 876)
Quotables
_________ J. H. Payne (ATE, page 877)
TH
F
Strategies for Developing Readers
Additional Questions and Activities
_________ Discussing a Quotation (ATE, page 877)
Cross-Curricular Activities
_________ 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
_________ Allusion (ATE, page 879)
Biographical Note
_________ Sara Teasdale (ATE, page 880)
Flexible Grouping Suggestions
_________ Motivation: Designing a Futuristic House
(ATE, page 876)
_________ Respond to the Selection (PE, page 881;
UR 12, page 3)
_________ Investigate, Inquire, and Imagine (PE, page
882; UR 12, page 3)
_________ Understanding Literature: Theme and
Personification (PE, page 882; UR 12,
page 4)
_________ Speaking and Listening & Collaborative
Learning: Inventors’ Fair (PE, page 883)
Tackle Vocabulary
_________ Vocabulary: Prefixes and Suffixes (PE, page
883; UR 12, page 6)
_________ Vocabulary: Using Context Clues in Your
Writing (VR, page 173)
_________ English Language Learning: Vocabulary
(ATE, page 876)
Tackle Science Fiction Elements
_________ Special Needs: Background Information
(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.
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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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196
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12
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LESSON PLANS
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Bibliographic Note
_________ Other works by Ray Bradbury (ATE,
page 880)
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Homework Suggestions
_________ Vocabulary: Using Context Clues in Your
Writing (VR, page 173)
_________ 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
Participles (PE, page 883; UR 12, page 8)
_________ Study and Research: Written Report (PE,
page 883; UR 12, page 9)
_________ Vocabulary: Prefixes and Suffixes (PE, page
883; UR 12, page 6)
Teaching Options
Print Resources
T
Lesson Plan
“Nightmare Number Three,” page 884
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 304
Difficulty Considerations: Vocabulary; subject matter
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice:
Analyze Theme
Ease Factors: First-person point of view; selection length
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
WASHINGTON STATE STANDARDS
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Related Reading: “All Watched Over by Machines of Loving Grace,” page 888
Before Reading
_________ Daily Oral Language (VLR I, page 101; UR 12, page 15)
_________ Reader’s Journal (PE, page 884; UR 12, page 15)
_________ Literary Tools: Simile and Narrator (PE, page 884)
_________ Reader’s Resource (PE, page 884)
_________ About the Author: Stephen Vincent Benét (PE, page 884)
_________ Vocabulary from the Selection (ATE, page 885)
_________ Vocabulary: Spelling: Comprehensive Review (VR, page 175)
_________ Reading Strategy (RSR, page 304)
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 4:23)
_________ Graphic Organizer (PE, page 884; VLR I, page 101; UR 12, page 15)
_________ Guided Reading Questions (PE, page 885; UR 12, page 16)
_________ Reading Strategy (RSR, page 304)
_________ Fix-Up Idea (RSR, page 304)
After Reading
_________ Reading Strategy (RSR, page 304)
_________ Standardized Test Practice (RSR, page 305)
_________ Respond to the Selection (PE, page 887; UR 12, page 16)
_________ Investigate, Inquire, and Imagine (PE, page 889; UR 12, page 17)
_________ 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)
_________ Speaking and Listening & Collaborative Learning: Role-Play (PE, page 890)
_________ 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)
_________ Selection Check Test 4.12.3 (ATE, page 888; UR 12, page 22; TG)
_________ Selection Test 4.12.4 (UR 12, page 23; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
197
Lesson Plan
“Nightmare Number Three,” page 884
Teacher’s Name __________________________________Class __________________Date __________________
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_________ Additional Questions and Activities: Brochure
about a Cybernetic Environment (ATE, page
888)
_________ 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)
Teaching Options
Individual Learning Strategies
_________ 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)
Strategies for Developing Readers
Tackle Vocabulary
_________ Preview the vocabulary words and footnotes.
_________ Read aloud, summarizing each verse.
_________ Explain unfamiliar references.
Cross-Curricular Connections
_________ Industrial Revolution (ATE, page 886)
Cross-Curricular Activities
_________ Researching an Industrial Revolution (ATE,
page 886)
Tackle Subject Matter
_________ Motivation: Brainstorming (ATE, page 884)
_________ 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)
Additional Questions and Activities
_________ Brochure about a Cybernetic Environment
(ATE, page 888)
© EMC Corporation
Flexible Grouping Suggestions
_________ Motivation: Brainstorming (ATE, page 884)
_________ Reading Proficiency: Reading the Selection
Out Loud (ATE, page 884)
_________ Respond to the Selection (PE, page 887;
UR 12, page 16)
_________ Investigate, Inquire, and Imagine (PE, page
889; UR 12, page 17)
_________ Understanding Literature: Simile and Narrator
(PE, page 889; UR 12, page 18)
_________ Speaking and Listening & Collaborative
Learning: Role-Play (PE, page 890)
Additional Strategies for English Language
Learners
_________ Help students understand the tone of the
poem.
_________ Read together, listing the machines’ actions.
Homework Suggestions
_________ 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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12
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LESSON PLANS
Lesson Plan
“The Test,” page 891
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 308
Difficulty Considerations: Vocabulary; science fiction
elements
Reading Strategy: Connect to Prior
Knowledge
Fix-Up Idea: Write Things Down
Standardized Test Practice:
Compare and Contrast
Ease Factor: Selection length
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.
WASHINGTON STATE STANDARDS
Goals/Objectives:
• to empathize with a character who is caught between dream
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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
_________ Daily Oral Language (VLR I, page 102; UR 12, page 26)
_________ Reader’s Journal (PE, page 891; UR 12, page 27)
_________ Literary Tools: Mood and Theme (PE, page 891)
_________ Reader’s Resource (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 from the Selection (ATE, page 893)
_________ Vocabulary: Using New Vocabulary (VR, page 176)
_________ Reading Strategy (RSR, page 308)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 891; VLR I, page 102; UR 12, page 26)
_________ Guided Reading Questions (PE, page 892; UR 12, page 27)
_________ Reading Strategy (RSR, page 308)
_________ Fix-Up Idea (RSR, page 308)
After Reading
_________ Reading Strategy (RSR, page 308)
_________ Standardized Test Practice (RSR, page 309)
_________ Respond to the Selection (PE, page 895; UR 12, page 28)
_________ Investigate, Inquire, and Imagine (PE, page 898; UR 12, page 30)
_________ 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)
_________ Selection Check Test 4.12.5 (ATE, page 894; UR 12, page 34; TG)
_________ Selection Test 4.12.6 (UR 12, page 36; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
199
Lesson Plan
“The Test,” page 891
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
T
W
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F
Strategies for Developing Readers
Individual Learning Strategies
_________ Motivation: Driving Manual (ATE, page 892)
_________ Reading Proficiency: Mapping the Plot (ATE,
page 892)
_________ English Language Learning: Vocabulary
Flashcards (ATE, page 892)
_________ Special Needs: Questioning Reality (ATE,
page 892)
_________ Enrichment: Futuristic Story (ATE, page 892)
Tackle Vocabulary
_________ English Language Learning: Vocabulary
Flashcards (ATE, page 892)
_________ Vocabulary: Using New Vocabulary (VR,
page 176)
_________ Model how to use context clues to unlock
meaning.
Tackle Science Fiction Elements
_________ 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)
Additional Questions and Activities
_________ Creating an Artistic or Musical
Representation (ATE, page 893)
_________ Predicting (ATE, page 896)
Additional Strategies for English Language
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.
Cross-Curricular Activities
_________ Hypnosis (ATE, page 895)
_________ Interviewing an EMT (ATE, page 896)
Literary Technique
_________ Existentialism (ATE, page 896)
© EMC Corporation
Flexible Grouping Suggestions
_________ Respond to the Selection (PE, page 895;
UR 12, page 28)
_________ Investigate, Inquire, and Imagine (PE, page
898; UR 12, page 30)
_________ Understanding Literature: Mood and Theme
(PE, page 898; UR 12, page 31)
_________ Collaborative Learning: Choose Your Own
Ending (PE, page 899)
Homework Suggestions
_________ 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)
_________ Applied English & Study and Research:
Exploration (PE, page 899)
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200
UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“History Lesson,” page 900
Teacher’s Name __________________________________Class __________________Date __________________
M
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F
Reading Level: Challenging
READING STRATEGIES RESOURCE, PAGE 312
Difficulty Considerations: Subject matter; science fiction
elements
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
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.
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 103; UR 12, page 39)
_________ Reader’s Journal (PE, page 900; UR 12, page 39)
_________ Literary Tools: Dramatic Irony and Setting (PE, page 900)
_________ Reader’s Resource (PE, page 900)
_________ About the Author: Arthur C. Clarke (PE, page 900)
_________ Vocabulary from the Selection (ATE, page 901)
_________ Vocabulary: Semantic Families (VR, page 178)
_________ Reading Strategy (RSR, page 312)
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 23:44)
_________ Graphic Organizer (PE, page 900; VLR I, page 103; UR 12, page 39)
_________ Guided Reading Questions (PE, page 901; UR 12, page 40)
_________ Reading Strategy (RSR, page 312)
_________ Fix-Up Idea (RSR, page 312)
After Reading
_________ Reading Strategy (RSR, page 312)
_________ Standardized Test Practice (RSR, page 313)
_________ Respond to the Selection (PE, page 907; UR 12, page 41)
_________ Investigate, Inquire, and Imagine (PE, page 908; UR 12, page 41)
_________ 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)
_________ Selection Check Test 4.12.7 (ATE, page 906; UR 12, page 47; TG)
_________ Selection Test 4.12.8 (UR 12, page 49; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
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UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
201
Lesson Plan
“History Lesson,” page 900
Teacher’s Name __________________________________Class __________________Date __________________
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T
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F
_________ 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)
_________ Study and Research: Written Report (PE,
page 909)
Teaching Options
Individual Learning Strategies
_________ Motivation: Reasons for Destruction of
Civilization (ATE, page 901)
_________ Reading Proficiency: Predicting (ATE,
page 901)
_________ English Language Learning: Vocabulary
(ATE, page 901)
_________ Special Needs: Collecting Items from the
Time Capsule (ATE, page 901)
_________ Enrichment: Oral Presentations about Alien
Civilizations (ATE, page 901)
Strategies for Developing Readers
Tackle Subject Matter
_________ 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)
Tackle Science Fiction Elements
_________ 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)
Additional Questions and Activities
_________ Satellite Communication (ATE, page 903)
_________ Comparing a Film to the Story (ATE,
page 905)
Bibliographic Note
_________ Clarke’s Other Works (ATE, page 906)
© EMC Corporation
Flexible Grouping Suggestions
_________ Motivation: Reasons for Destruction of
Civilization (ATE, page 901)
_________ Special Needs: Collecting Items from the
Time Capsule (ATE, page 901)
_________ Respond to the Selection (PE, page 907;
UR 12, page 41)
_________ Investigate, Inquire, and Imagine (PE, page
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)
_________ Media Literacy & Speaking and Listening:
Internet Research (PE, page 909)
Additional Strategies for English Language
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.
Homework Suggestions
_________ 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)
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202
UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
Lesson Plan
“The Feeling of Power,” page 910
Teacher’s Name __________________________________Class __________________Date __________________
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Reading Level: Challenging
READING STRATEGIES RESOURCE, PAGE 316
Difficulty Considerations: Style; vocabulary; science fiction
elements
Reading Strategy: Tackle Difficult
Vocabulary
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice:
Use Context Clues
Ease Factor: Dialogue
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.
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 104; UR 12, page 52)
_________ Reader’s Journal (PE, page 910; UR 12, page 52)
_________ 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 from the Selection (ATE, page 911)
_________ Vocabulary: -Logy Words (VR, page 180)
_________ Reading Strategy (RSR, page 316)
© EMC Corporation
During Reading
_________ Graphic Organizer (PE, page 910; VLR I, page 104; UR 12, page 52)
_________ Guided Reading Questions (PE, page 911; UR 12, page 53)
_________ Reading Strategy (RSR, page 316)
_________ Fix-Up Idea (RSR, page 316)
After Reading
_________ Reading Strategy (RSR, page 316)
_________ Standardized Test Practice (RSR, page 317)
_________ Respond to the Selection (PE, page 918; UR 12, page 55)
_________ Investigate, Inquire, and Imagine (PE, page 919; UR 12, page 55)
_________ 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)
_________ Selection Check Test 4.12.9 (ATE, page 918; UR 12, page 61; TG)
_________ Selection Test 4.12.10 (UR 12, page 63; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
203
Lesson Plan
“The Feeling of Power,” page 910
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Looking for Mathematics in Action
(ATE, page 911)
_________ Reading Proficiency: Read Story Aloud (ATE,
page 911)
_________ English Language Learning: Vocabulary
(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)
TH
F
Homework Suggestions
_________ Vocabulary: Understanding Etymology: Greek
and Latin Origins (UR 12, page 58)
_________ Vocabulary: -Logy Words (VR, page 180)
_________ 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
_________ Reading Proficiency: Read Story Aloud (ATE,
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.
Cross-Curricular Connections
_________ History of the Multiplication Table (ATE,
page 913)
_________ Abacus (ATE, page 914)
_________ Blaise Pascal (ATE, page 915)
Cross-Curricular Activities
_________ 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)
_________ Vocabulary: -Logy Words (VR, page 180)
_________ Preview the footnotes and Words for
Everyday Use.
_________ Have students supply synonyms for
unfamiliar vocabulary.
Tackle Science Fiction Elements
_________ 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.
Additional Strategies for English Language
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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204
UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
Flexible Grouping Suggestions
_________ Motivation: Looking for Mathematics in Action
(ATE, page 911)
_________ Reading Proficiency: Read Story Aloud (ATE,
page 911)
_________ Respond to the Selection (PE, page 918;
UR 12, page 55)
_________ Investigate, Inquire, and Imagine (PE, page
919; UR 12, page 55)
_________ Understanding Literature: Caricature and
Satire (PE, page 919; UR 12, page 56)
_________ Speaking and Listening & Collaborative
Learning: The Great Debate (PE, page 920)
Transparency
W
Strategies for Developing Readers
Additional Questions and Activities
_________ Discussing a Quotation (ATE, page 912)
Print Resources
T
Lesson Plan
“The Monsters Are Due on Maple Street,” page 921
Teacher’s Name __________________________________Class __________________Date __________________
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TH
F
Reading Level: Moderate
READING STRATEGIES RESOURCE, PAGE 320
Difficulty Considerations: Historical context; representation of
dialogue; selection length
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice:
Identify Cause and Effect
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.
WASHINGTON STATE STANDARDS
click this box for details
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
_________ Daily Oral Language (VLR I, page 105; UR 12, page 67)
_________ Reader’s Journal (PE, page 921; UR 12, page 68)
_________ Literary Tools: Setting and Motivation (PE, page 921)
_________ Reader’s Resource (PE, page 921)
_________ About the Author: Rod Serling (PE, page 921)
_________ Vocabulary from the Selection (ATE, page 922)
_________ Vocabulary: Using Vocabulary to Write a Story (VR, page 182)
_________ Reading Strategy (RSR, page 320)
© EMC Corporation
During Reading
_________ Dramatic Recording (AL, 20:19)
_________ Graphic Organizer (PE, page 921; VLR I, page 105; UR 12, page 67)
_________ Guided Reading Questions (PE, page 923; UR 12, page 68)
_________ Reading Strategy (RSR, page 320)
_________ Fix-Up Idea (RSR, page 320)
After Reading
_________ Reading Strategy (RSR, page 320)
_________ Standardized Test Practice (RSR, page 321)
_________ Respond to the Selection (PE, page 934; UR 12, page 70)
_________ Investigate, Inquire, and Imagine (PE, page 935; UR 12, page 70)
_________ 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)
_________ Selection Check Test 4.12.11 (ATE, page 934; UR 12, page 75; TG)
_________ Selection Test 4.12.12 (UR 12, page 77; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
Print Resources
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UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
205
Lesson Plan
“The Monsters Are Due on Maple Street,” page 921
Teacher’s Name __________________________________Class __________________Date __________________
M
Teaching Options
Individual Learning Strategies
_________ Motivation: Themes from The Twilight Zone
(ATE, page 922)
_________ Reading Proficiency: Acting Out the Selection
(ATE, page 922)
_________ English Language Learning: Dialects of
English (ATE, page 922)
_________ 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)
_________ Characterization (ATE, page 927)
Additional Questions and Activities
_________ 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)
Cross-Curricular Connections
_________ Meteorology (ATE, page 925)
_________ Government Conspiracies (ATE, page 928)
TH
F
_________ Investigate, Inquire, and Imagine (PE, page
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)
Homework Suggestions
_________ 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)
_________ Media Literacy & Study and Research:
Written Report (PE, page 936)
Flexible Grouping Suggestions
_________ 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)
_________ Respond to the Selection (PE, page 934;
UR 12, page 70)
Tackle Historical References
_________ 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
English (ATE, page 922)
_________ 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.
_________ Dramatic Recording (AL, 20:19)
Tackle Selection Length
_________ Read the screenplay over two or more class
sessions.
_________ Summarize the plot, page by page, using the
Guided Reading Questions.
_________ Dramatic Recording (AL, 20:19)
Additional Strategies for English Language
Learners
_________ Use activities for Spanish speakers (SR,
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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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
206
UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
© EMC Corporation
Cross-Curricular Activities
_________ Sunspots (ATE, page 925)
_________ Evaluating a Film about Conspiracy (ATE,
page 928)
_________ Graphing Intensity of Suspicion (ATE,
page 932)
Transparency
W
Strategies for Developing Readers
Quotables
_________ William Shakespeare (ATE, page 924)
Print Resources
T
Lesson Plan
Unit Twelve
Visions of the Future
Closing the Unit, pages 937–947
Teacher’s Name __________________________________Class __________________Date __________________
M
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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)
_________ Examining the Model (PE, page 938)
_________ Prewriting (PE, page 941; WR, page 209)
_________ Student Model—Graphic Organizer (PE, page 942; WR,
page 211)
_________ Graphic Organizer (VLR I, page 171; WR, page 212)
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.
WASHINGTON STATE STANDARDS
click this box for details
During Writing
_________ Drafting (PE, page 942)
_________ Language, Grammar, and Style: Effective Visuals (PE, page 942; WR, page 214)
_________ Self- and Peer Evaluation (PE, page 943; WR, page 216)
_________ Revising and Proofreading (PE, page 943)
_________ Student Model—Draft (PE, page 943; VLR I, page 172; WR, page 213)
_________ Graphic Organizer (VLR I, page 171; WR, page 212)
© EMC Corporation
After Writing
_________ Student Model—Revised (WR, page 218)
_________ Publishing and Presenting (PE, page 945)
_________ Reflecting (PE, 945)
_________ Rubric for Informative Writing: Creating a Multimedia Presentation (VLR I, page 174; WR, page 225)
Individual Learning Strategies
_________ Motivation: Comparing a Book to a Film (ATE, page 938)
_________ Reading Proficiency: Evaluation Guidelines (ATE, page 938)
_________ English Language Learning: Vocabulary (ATE, page 938)
_________ Special Needs: Making a Recording (ATE, page 938)
_________ Enrichment: Submitting a Script (ATE, page 938)
Flexible Grouping Suggestions
_________ Revising and Proofreading (PE, page 943)
_________ Publishing and Presenting (PE, page 945)
_________ Have small groups brainstorm ideas about a future world.
Homework Suggestions
_________ Graphic Organizer (VLR I, page 171; WR, page 212)
_________ 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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UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS
207
Lesson Plan
Unit Twelve
Visions of the Future
Closing the Unit, pages 937–947
Teacher’s Name __________________________________Class __________________Date __________________
M
T
W
TH
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Unit Twelve Review
Review and Assessment
_________ Words for Everyday Use (PE, page 946; UR 12, page 84)
_________ Vocabulary Development: Guessing Game (ATE, page 946)
_________ Literary Tools (PE, page 946; UR 12, page 85)
_________ Unit 12 Review/Study Guide (UR 12, page 81)
_________ Unit 12 Test (UR 12, page 89; TG)
Reflecting on Your Reading
_________ 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)
For Your Reading List
This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity
_________ The Ear, the Eye and the Arm by Nancy Farmer
_________ Independent Reading Activity: Predicting the Future (PE, page 947)
Selections for Additional Reading
_________ Tunnel in the Sky by Robert A. Heinlein
_________ The Winds of Mars by H. M. Hoover
© EMC Corporation
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
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UNIT
12
E X P E R I E N C I N G L I T E R AT U R E
LESSON PLANS