English III—Unit 1: Colonial Period
Elements of Literature
1 Ongoing Independent Reading
Resources for Teaching Advanced
Students: Reading Instruction for the
Advanced Classroom, 3-6; Reading
Log Copymaster, 12; Metacognitive
Strategies, 16-19
Daily Language Activities: Critical
Reading Section, 24 transparencies
Workshop Resources—Writing,
Listening, and Speaking: Presenting a
Literary Response, 44-49
TE: Presenting a Literary Response,
692-693
Black Line
Masters
See Blackboard,
“Reading: SSR” for
BLMs of reading
logs and other SSR
documents
LPSS—updated Summer 2009
Elements of Language
Reading Skills and Strategies, 1516
Reading Process, 546-547
Reading Log, 991
Quick Reference Handbook:
Reading, 988-998
Transparencies: Your Reading
Process, 1-4
Holt Professional Learning for
Language Arts: Strategies for
Helping Struggling Readers;
Developing Critical Thinking
about Literature
Reader’s
Handbook
Reading Process,
36-43
Reading Actively,
4952
Strategy
Handbook, 713
Reading Tools,
738-
Supplementary Materials
See LCC, English III, page 95 for a list of
recommended novels for this grade level
http://www.angelfire.com/ok/freshenglish/bo
okreportideas.html “91 Ways to Respond
Literature”
http://www.adlit.org/strategy_library/
reading strategies from Adolescent Literacy
Gallagher, Kelly. Deeper Reading.
(Stenhouse, 2004).
Pilgreen, Janice L. The SSR Handbook: How
to Organize and Manage a Sustained Silent
Reading Program. (Boyton/Cook, 2000).
2 OngoingVocabulary Study
Daily Language Activities: Vocabulary
Section, 50 transparencies; Analogy
Section, 25 transparencies
Vocabulary Development:
Act. #8: from A Narrative of the
Captivity, 1
Powernotes: Handbook to Literary
Terms
Resources for Teaching Advanced
Students: “Handbook of Literary
Concepts, ” 229-240; “Handbook of
Rhetorical Concepts,” 241-243;
Word Banks,” 248
Checklist of
Common Errors, 1
Vocabulary Strategies, 559, 560,
575, 600, 601, 607, 646, 688, 689,
728, 729, 774, 775, 827, 828, 869,
887, 907, 918, 1037-1038
Word Choice, 729, 775, 828, 907,
1000-1003
Related Word Forms, 688, 728,
827, 1000, 1004-1007
Analogous Statements, 601, 607,
775, 918, 1037-1038
Quick Reference Handbook:
Vocabulary, 999-1009
Holt Professional Learning for
Language Arts: Effective
Vocabulary Instruction
1
Improving
Vocabulary, 659
Word Families,
676
Word Roots, 762
Steineke, Nancy. Reading and Writing
Together: Collaborative Literacy in Action.
(Heinemann, 2002)
http://www.readwritethink.org/lessons/lesso
n_view.asp?id=20 “Using a Word Journal to
Create a Personal Dictionary”
http://www.readwritethink.org/lesson_image
s/lesson20/powerpoint.pdf link to handout
on Powerpoint from above lesson
http://www.m-w.com/info/new_words.htm
Merriam Webster’s Online Dictionary to
identify new words
Allen, Janet. Inside Words. (Stenhouse,
2007). Practical strategies for teaching
vocabulary.
English III—Unit 1: Colonial Period
Elements of Literature
Black Line
Masters
LPSS—updated Summer 2009
Elements of Language
Reader’s
Handbook
Supplementary Materials
Six Traits: Word Choice, 11-13,
104-105
Word Sharp: Context Clues:
Synonym, Antonym, Contrast,
Comparison, Example,
Restatement; Word Structure:
Prefixes, Latin Roots, Greek and
Anglo-Saxon Roots, Suffixes
Vocabulary Workshop: Making
New Words Your Own (word
attack strategies),1ff.; Connecting
New Words and Patterns
(analogies), 123ff.; Reading New
Words in Context (context clues),
141ff.; Vocabulary Words, 233234
3 Ongoing Writing Prompts
Powernotes: Collection 1, Quickwrites,
slides 5, 7-10
Brozo in CLSD for the LCC: QtA
(Questioning the Author), 12
Holt Assessment—Writing, Listening,
and Speaking: Portfolio Assessment,
121-161
Elements of
Grammar and Style
Guide, 2-3
Writing Strategies &
Applications,
Writer’s notebook, 1076
Informal Writing to Learn:
Reading Log, 991; Graphic
Organizers, 1068-1069; Outlines,
1071; Prewriting Techniques,
1073-1076.
Connect to
Reading, 41
http://www.readwritethink.org/lessons/lesso
n_view.asp?id=902 “Draft letters,” for
students to think critically about major
writing assignments. Students write letters of
reflection to share with a peer before
completing the final draft.
http://chiron.valdosta.edu/whuitt/brilstar/pla
ns/giggey_rubricjournal.pdf class journal
rubric
www.ksde.org/LinkClick.aspx?fileticket=uo
PeZcLNN30%3D&tabid=2089&mid=4762
another journal rubric
Reading for
Tests, 596-637
http://www.readwritethink.org/lessons/lesso
n_view.asp?id=1091 “Analyzing Grammar
Pet Peeves”
Teaching Strategies for English
Language Learners: Think as a
Writer, 2; prompts in Ch. 21-29
Writing Notes DVD
Think as a Writer: Interactive
Writing Worktext, prompts in Ch.
21-29
4 Ongoing Grammar Study
Daily Language Activities: Proofreading
Warmups Section, 27 transparencies;
Checklist of
Common Errors, 1
Grammar, 47-139; Usage, 140313; Mechanics, 314-477
Commas, 338-363
2
English III—Unit 1: Colonial Period
Elements of Literature
Sentence Combining Section, 15
transparencies
Resources for Teaching Advanced
Students: “Handbook of Grammatical
Concepts, ” 244-247
Powernotes: Collection 1 , Proofreading
Warmups
Holt Virtual File Cabinet: grammar
pages for Practice, Remediation,
Assessment, Review, and Enrichment
TE: Taking the SAT and the ACT,
LA19-LA32; Test Smarts, 1395
Black Line
Masters
LPSS—updated Summer 2009
Elements of Language
Reader’s
Handbook
Diction, 575, 618-619, 842-843,
930-933
Quotation Marks, 379-387
Parallel Structure, 486-487, 1099
Passive/Active Voice, 240-244
Sentence Clarity, 480-497
Sentence Combining, 498-508,
706-708
Style, 510-514, 574-575, 661-663,
618-619, 807-809, 842-843, 886887, 931-933
http://owl.english.purdue.edu/owl/resource/6
77/01/
Purdue OWL (Online Writing Lab)
http://content1.docstoc.com/flash/Using%20
Quotations.swf Flash-based overview of
quotations
http://www.readwritethink.org/lessons/lesso
n_view.asp?id=248 “Manipulating
Sentences to Reinforce Grammar”
http://www.docstyles.com/mlaquick.htm
quick reference to MLA style
http://www.collegeboard.org Students can
sign up to have a daily SAT question
delivered to their e-mailboxes. Other
invaluable resources for college are available
here.
http://grammar.ccc.commnet.edu/grammar/
student guide to grammar and writing
http://www.testprepreview.com/ free
practice tests for ACT, SAT, MCAT, LSAT,
etc.
http://www.actstudent.org/sampletest/index.
html for ACT preparation
http://www.readwritethink.org/lessons/lesso
n_view.asp?id=1124 And I Quote: A
Punctuation Proofreading Minilesson
http://library.uta.edu/tutorials/Plagiarism/as.s
wf an online tutorial on avoiding plagiarism
by acknowledging sources
Grammar Notes DVD, Lesson 11
(passive/active voice), Lesson 30
(strong verbs)
Holt Professional Learning for
Language Arts: Teaching
Grammar in Context
Transparencies: Proofreading
Warmups, Sentence Combining
Six Traits: Sentence Fluency, 14,
106-112; Conventions, 17,113118
Thinking as a Writer: Interactive
Grammar Worktext: Sections 1,
2, 3
Grammar,Usage, Mechanics:
Language Skills Practice, Ch. 114, 16
Developmental Language Skills:
Ch. 1-14, 16
Preparing for the SAT and ACT
5 Analyzing the American Identity
TE: “Encounters and Foundations to
1800,” 1-19 (info. on Colonial Period
ends on page 14)
Visual literacy, 1054
Visuals: elements of design, 1055
Graphics, 962-964
3
Supplementary Materials
Photograph, 563564
Visual images of Americans in various
activities, environments, or occupations:
Photomosaics, by Robert Silvers
http://www.archives.gov/education/lessons/
English III—Unit 1: Colonial Period
Elements of Literature
Black Line
Masters
LPSS—updated Summer 2009
Elements of Language
Reader’s
Handbook
Holt Reader: “Encounters and
Foundations to 1800,” 2-9 (info. on
Colonial Period ends on page 7
Holt Adapted Reader: “Encounters and
Foundations to 1800,” 2-7 (info. on
Colonial Period ends on page 5)
6 Searching Print Texts and the Web
worksheets/photo_analysis_worksheet.pdf
worksheet for photo analysis
http://www.pomona.edu/Academics/coursere
lated/classprojects/Visual-lit/intro/intro.html
in depth discussion of visual rhetoric, how to
“read” images
Researching a
Native American
Tribe, 2
Historical research, 776ff.
Evaluating Web Sites, 813-816
Writing and Researching in a
Digital Age DVD, 15 lessons
Think as a Writer: Interactive
Writing WorkText, Ch. 26
Transparencies, 25-27
WritingNotes DVD, Lesson 18
Teaching Strategies for English
Language Learners, Ch. 26
7 Myths Across Centuries and
Cultures
TE: 20-25
Audio CD Library: disk 1, tracks 2-5
Supplementary Materials
Graphic Organizers, 1068-1069
4
Reading a
Website, 513-527
Doing Research,
691-712
Drawing
Conclusions, 47,
221
Reading on the
Internet, 510-537
http://www.indianaffairs.com/tribes.htm
links to Louisiana tribes
http://www.nativeamericans.com/Tribes.htm
index of Native American tribes
NOTE: some tribal websites may be blocked
by LPSS
http://nmaaryder.si.edu/collections/exhibits/catlin/highli
ghts.html virtual exhibition of 18th c. artist
George Caitlin’s Native American portraits
and other works
http://www.english.ilstu.edu/351/hypertext9
7/Jus/Seattle/title.htm Chief Seattle’s
oration, from Great Documents in American
History, New York: Praeger Publisher, 1973
http://www.owl.english.purdue.edu/owl/reso
urce/557/01/ MLA format
http://www.citationmaching.com
develops bibliographic entries
http://www.ipl.org/div/teen/aplus/
a site for high school and college students on
how to research
http://www.ebscohost.com database for print
and web resources
www.ebscohost.com
Myth, 375
http://www.angelfire.com/ca/Indian/stories.h
tml “The Chief’s Daughters” and other
Native Americn myths
www.indians.org.welker.legend.htm
English III—Unit 1: Colonial Period
Elements of Literature
Black Line
Masters
LPSS—updated Summer 2009
Elements of Language
Reader’s
Handbook
Supplementary Materials
creation, migration, and origin stories
www.cs.williams.edu/%7Elindsey/myths/my
ths.html common elements in creation myths
8 Analyzing Historical Accounts and
Journals of Early Explorers
TE: “from La Relación,” 116-118;
Philosophical Assumptions and Beliefs,
1329G
Holt Reading Solutions: Identifying
Text Structures, 236-241
Brozo in CLSD for the LCC: DR-TA
(Directed Reading-Thinking Activity), 2
Analyzing an
Explorer’s Historical
Account, 3
9 Historical Accounts and Journals
of the Colonial Period
TE: “from Of Plymouth Plantation,”
119-127; “from A Narrative of the
Captivity,”36-43
Holt Reading Solutions: Distinguishing
Fact from Opinion, 260-265
Audio CD Library: disc 1, track 9
Vocabulary Development, p. 1
Holt Assessment: Literature, Reading,
and Vocabulary, “from A Narrative of
the Captivity,” 27
Brozo in CLSD for the LCC: RAFT, 14
RAFT Writing
Assessment, 4
10 Colonial Poet Anne Bradstreet
TE: 27-30
Holt Reading Solutions, 37;
Understanding Figurative Language,
284; Comparing and Contrasting, 290
Connecting Music
Lyrics and Poetry, 5
Reading historical articles, 762773
Elements of
Non-fiction, 246263
http://www.fordham.edu/halsall/source/colu
mbus1.html extracts from the journals of
Christopher Columbus
http://content.wisconsinhistory.org/cdm4/do
cument.php?CISOROOT=/aj&CISOPTR=4
213 Columbus’ Journal of the First Voyage
http://www.digitalhistory.uh.edu/mexican_v
oices/voices_display.cfm?id=22 excerpts
from Cabeza de Vaca’s journals
Reading historical articles, 762773
Chronological Order, 653; clue
words for, 989
Time lines, 967, 1069
Bias, 252
Group Skills,
384-386
http://www.library.csi.cuny.edu/dept/history/
lavender/rownarr.html entire text Mary
Rowlandson’s Captivity Narrative
http://www.bio.umass.edu/biology/conn.rive
r/mary.html a retelling of the account, with
quotes from the original text and photos of
places mentioned in the text
http://college.hmco.com/english/heath/syllab
uild/iguide/rowlands.html good notes on
teaching Rowlandson’s narrative
http://www.americanjourneys.org/texts.asp a
online library of eyewitness accounts of
North American explorers
http://www.fightthebias.com/Resources/histo
rical_documents.htm links to historical
documents from Colonial times through the
20th century
Answering Questions about Tone,
828
Voice in poetry, 624
Reading Poetry,
387-443
Focus on
Language
Focus on
http://www.vcu.edu/engweb/webtexts/Bradst
reet/bradbio.htm biography of Bradstreet
Holt Professional Learning for
Language Arts: Teaching
Narrative and Expository Texts
5
http://college.hmco.com/english/heath/syllab
uild/iguide/bradsre.html-- brief notes on
English III—Unit 1: Colonial Period
Elements of Literature
Black Line
Masters
LPSS—updated Summer 2009
Elements of Language
Resources for Teaching Advanced
Students, 57-59
PowerNotes: Collection 1
The Holt Reader: “Here Follow
Some Verses upon the Burning
of Our House, July 10, 1666,” 8
Holt Reading Solutions: 306;
Vocabulary and Comprehension
(copying master), 39
Audio CD Library, disc 1, track 6
Holt Assessment: Literature, etc.: “Here
Follow Some Verses upon the Burning
of Our House, July 10, 1666,” 22
11 Connecting Events Across Decades
with Arthur Miller’s The Crucible
TE: “American Drama,” 1198;
“Arthur Miller (1915–2005),”
1212; “Why I Wrote The
Crucible,” 1213; The Crucible,
1215-1276
Resources for Teaching Advanced
Students, 193-198
Holt Reading Solutions: Mixed Ability
Grouping, xxii; Understanding
Character, 272-277
Brozo in CLSD for the LCC:
Opinionnaire, 7; Split-page
Notetaking, 20
The Crucible, Act One Test
Powernotes: Collection 6, “American
Drama” and “Crucible”
Audio CD Disc 6: Act One only
Workshop Resources, Writing, etc.:
writing workshop on literary analysis of
the novel can be adapted for drama, 5967
Reader’s
Handbook
Meaning
Focus on Sound
and Structure
Symbol, 442
Supplementary Materials
form, historical perspective, etc.
www.anne-bradstreet.com
please note: www.lyrics.com, mentioned in
the LCC, will be blocked by LPSS and must
be accessed elsewhere
Introductory
Opinionnaire for The
Crucible, 6
Analyzing a
Dynamic Character,
7
Support for literary analysis, 726727
Quotations: citing sources of, 735;
incorporating, 745-747, 799;
notetaking and, 786
Evaluating Web Sites, 813-816
Writing and Researching in a
Digital Age DVD, 15 lessons
Think as a Writer: Interactive
Writing WorkText, Ch. 26
Transparencies, 25-27
WritingNotes DVD, Lesson 18
Teaching Strategies for English
Language Learners, Ch. 26
Holt Professional Learning for
Language Arts: Using Literature
Circles; Developing Critical
Thinking about Literature
6
Author’s Purpose,
251
Reading Drama,
445-509
Group Skills,
384-386
Focus on
Characters, 332344
Character and
Theme
Change in
Character
http://etext.virginia.edu/salem/witchcraft/
Salem Witch Trials Documentary Archive
and Transcription Project
http://www.law.umkc.edu/faculty/projects/ft
rials/salem/salem.htm entire site on the
Salem Witch Trials
http://www.ibiblio.org/miller/crucibleteachn
otes.html Teacher’s guide for teaching the
play
http://www.webenglishteacher.com/crucible.
html Web English Teacher Crucible page
with links to information about the Salem
Witch Trials, McCarthy, etc.
English III—Unit 1: Colonial Period
LPSS—updated Summer 2009
Elements of Literature
Black Line
Masters
Elements of Language
12 Using the Writing Process: A
Personal Narrative of a Defining
Moment
TE: 1060-1061
Workshop Resources: Writing, etc.:
Autobiographical Narrative, 74-76
Holt Assessment: Writing, etc.:
Autobiographical Narrative Scale (more
general than BLM rubric)
Powernotes: Collection 6, “MiniWorkshop”—Autobiographical
Narrative
Topic Evaluation for
a Personal Narrative,
8
Assessing the
Personal Narrative, 9
Autobiographical Narrative, 549585
Descriptive details, 550, 557
Structure of a composition, 527540
Compositions, 1061-1064
Writing Notes DVD, NarrationDescription, Lesson 14
Think as a Writer: Interactive
Writing WorkText, Ch. 21
Teaching Strategies for English
Language Learners, Ch. 21
Transparencies, 10-12; Daily
Writing Transparencies 8-14
(voice)
Holt Professional Learning for
Language Arts: Teaching Students
to Revise, Not Recopy
Six Traits for Writing, 8-10
7
Reader’s
Handbook
Reading a
Personal Essay,
155-167
Supplementary Materials
http://www.readwritethink.org/lessons/lesso
n_view.asp?id=419 “The Year I Was Born:
An Autobiographical Research Project”
http://www.forsyth.k12.ga.us/132320728102
943450/lib/132320728102943450/Dillard%2
0-%20The%20Chase%20TEXT.doc text of
Dillard’s “The Chase”
http://www.newyorker.com/archive/1950/09/
02/1950_09_02_042_TNY_CARDS_00022
5435 Capote’s “A Ride Through Spain”