Selection Lesson Plan Narrative of the Life of Frederick … · 2001-10-31 · Selection Lesson Plan ... p. 5 PE pp. 562–573 ... Speaking and Listening Persuasive Speaking Viewing

Selection Lesson Plan

Narrative of the Life of Frederick Douglass Pages 562–573

Core Objectives■ Understand and appreciate a slave narrative■ Examine autobiography and style■ Analyze author's purpose

Integrating SkillsGrammar Vocabulary■ Identifying Clauses: ■ Context Clues

Independent ■ Connotation/Denotationand Subordinate

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Autobiography and StyleActive Reading: Author’s Purpose

Teaching the LiteratureReading the Selection

Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Autobiography and Style

Choices and ChallengesWriting OptionsClosing StatementAntislavery EditorialComparison of Slave NarrativesAutobiographical Sketch

Activities and ExplorationsLiving to TellStory in PicturesDiscussion of Covey

Inquiry and ResearchAnother ViewSlave Laws

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.3, I-B.1, I-B.2, I-B.3, I-C.1, I-C.2, I-D.1,I-D.3, I-D.6, II-A.1, II-A.2, II-A.3, II-B.1, II-C.2, III-A.2

TerraNova ObjectivesR.02a, R.02d, R.04b, R.05a, R.05d, V.37a

The Language of Literature, Grade 11 89

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❑ Unit Four Resource Book: Words to Know SkillBuilder, p. 7

❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 6

❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 5

❑ PE pp. 562–573

❑ Unit Four Resource Book: Summary, p. 4

❑ Reading and Critical Thinking Transparencies, T19

❑ Literary Analysis Transparencies, T23

Selection Lesson Plan (continued)

Narrative of the Life of Frederick Douglass

Choices and Challenges (continued)Vocabulary in ActionMeaning Clues

Author ActivityPoetic TributeArt Connection

Teaching Options (from Teacher’s Edition)Mini Lessons

Preteaching VocabularyUsing Context Clues

Vocabulary StrategyConnotation/Denotation

GrammarIdentifying Clauses: Independent andSubordinate

Speaking and ListeningPersuasive Speech

Viewing and RepresentingArt AppreciationHead of a Negro by John Singleton Copley

Cross Curricular LinkHistory

Informal AssessmentSummarizing

AssessmentSelection QuizSelection TestTest Generator

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90 UNIT 4, PART 1 NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS

Homework Assignments Other Teaching Materials

❑ Vocabulary Transparencies and Copymasters, C49

❑ Grammar Transparencies and Copymasters, C88

❑ Unit Four Resource Book: Selection Quiz, p. 8

❑ Formal Assessment: Selection Test, p. 105–106


Stanzas on Freedom / Free Labor Pages 574–579

Core Objectives■ Understand and appreciate protest poems that

explore the meaning of freedom and slavery■ Identify and appreciate symbols in a poem■ Apply strategies for reading protest poetry

Integrating SkillsGrammar Vocabulary■ Clauses vs. Phrases ■ Understanding Figurative

Language Through Context

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: SymbolActive Reading: Strategies for Reading

Protest Poetry


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Symbol

Choices and ChallengesWriting OptionsNew StanzaProtest Poem

Activities and ExplorationsPolitical Poster

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Language Arts BenchmarksI-C.2, I-D.1, I-D.3, II-B.1

TerraNova ObjectivesR.02d, R.03c, R.05c, R.05d


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❑ PE pp. 574–579

92 UNIT 4, PART 1 STANZAS ON FREEDOM / FREE LABOR

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Stanzas on Freedom / Free Labor


Vocabulary StrategyUnderstanding Figurative LanguageThrough Context

GrammarClauses vs. Phrases

Speaking and ListeningDramatic Reading

Informal AssessmentContrasting Across Texts

AssessmentSelection TestTest Generator




❑ Formal Assessment: Selection Test, pp. 107–108


An Occurrence at Owl Creek Bridge Pages 580–592

Core Objectives■ Appreciate a short story about the Civil War■ Identify and examine point of view■ Analyze structure in a short story

Integrating SkillsGrammar Vocabulary■ Essential vs. ■ Context Clues

Nonessential Clauses ■ Applying Meaning of Prefixes■ Punctuation for

Clauses

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Point of ViewActive Reading: Analyzing Structure


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Point of View

Choices and ChallengesWriting OptionsEvaluation of BierceComparison Essay

Vocabulary in ActionSynonyms


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Language Arts BenchmarksI-A.1, I-C.2, I-D.1, I-D.2, I-D.3, I-D.4, II-B.1, II-C.3

TerraNova ObjectivesL.38a, R.02a, R.02d, R.03c, R.03f, R.04f,R.05a, R.05c, R.05d, S.42b, V.35a




❑ PE pp. 580–592


❑ Reading and Critical Thinking Transparencies, T6, T17


94 UNIT 4, PART 1 AN OCCURRENCE AT OWL CREEK BRIDGE

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An Occurrence at Owl Creek Bridge



Vocabulary StrategyApplying Meanings of Prefixes

GrammarEssential vs. Nonessential ClausesPunctuation for Clauses

Speaking and ListeningRealistic Dialogue

Viewing and RepresentingArt AppreciationUnion Soldiers by anonymousStory Illustrations

Cross Curricular Link

HistoryThe 54th Regiment

Informal AssessmentSelf-Assessment




❑ Grammar Transparencies and Copymasters, T44, C91





A Mystery of Heroism Pages 593–604

Core Objectives■ Understand and appreciate a short story ■ Identify characteristics of naturalism in the story■ Visualize the setting, characters, and events in the story

Integrating SkillsGrammar Vocabulary■ Introduction to ■ Using Context Clues

Adjective Clauses ■ Root Words■ Use of Commas in

Names and Titles

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: NaturalismActive Reading: Visualizing


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Naturalism

Choices and ChallengesWriting OptionsLetter HomeLiterary AnalysisDifferent Ending

Activities and ExplorationsCombat SketchWar SongsInterview with Collins

Inquiry and ResearchPhoto Gallery

NEW MEXICO PLANNER

Language Arts BenchmarksI-C.2, I-D.1, I-D.3, I-D.6, II-B.1

TerraNova ObjectivesL.38a, R.02a, R.02b, R.02d, R.03b, R.03f,R.04f, R.04g, R.05a, R.05c, R.05d, S.42a,S.42b, V.37a


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❑ PE pp. 593–604



96 UNIT 4, PART 1 A MYSTERY OF HEROISM

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A Mystery of Heroism

Choices and Challenges (continued)Vocabulary in ActionMeaning Clues

Author ActivityWar Stories



Vocabulary StrategyRoot Words

GrammarIntroduction to Adjective ClausesUse of Commas in Names and Titles

Speaking and ListeningPersuasive Speaking

Viewing and RepresentingArt AppreciationThe Battle of Chancellorsvilleby unknown artist


HistoryParallel Naturalist Movements in Other Cultures

Informal AssessmentIdentifying Supporting Ideas









The Gettysburg Address Pages 605–608

Core Objectives■ Understand and appreciate a classic speech■ Identify and examine style in a speech■ Appreciate historical context in a speech

Integrating SkillsGrammar Vocabulary■ Adjective and ■ Context Clues

Relative Clauses

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: StyleActive Reading: Interpreting Historical Context


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Style

Choices and ChallengesWriting OptionsModern ParaphraseLetter to Lincoln

Inquiry and ResearchBattle Report

Vocabulary in ActionContext Clues


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NEW MEXICO PLANNER

Language Arts BenchmarksI-A.3, I-B.1, I-B.2, I-B.3, I-C.2, I-D.1, I-D.3,I-D.6, II-B.1, II-C.2, III-B.2

TerraNova ObjectivesR.02a, R.02d, R.05a, V.37a




❑ PE pp. 605–608


❑ Reading and Critical Thinking Transparency, T41


98 UNIT 4, PART 1 THE GETTYSBURG ADDRESS

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The Gettysburg Address

Teaching Options (from Teacher’s Edition)Mini Lesson


GrammarAdjective and Relative Clauses







Coming of Age in Mississippi Pages 609–617

Core Objectives■ Appreciate a selection from an autobiography■ Understand an eyewitness report■ Use chronological order to understand an

eyewitness report

Integrating SkillsGrammar Vocabulary■ Adverb Clauses ■ Sensory Details■ Punctuation of

Adverb Clauses

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Eyewitness ReportActive Reading: Chronological Order


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Eyewitness Report

Choices and ChallengesWriting OptionsMother’s Letter, Anne’s ReplyPoints of ComparisonEyewitness Account

Activities and ExplorationsOn the Scene

Art ConnectionUnder Siege

Author Activity

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Language Arts BenchmarksI-A.1, I-A.3, I-B.3, I-C.2, I-D.1, I-D.2, I-D.3,II-B.1

TerraNova ObjectivesL.38a, R.02b, R.02c, R.03b, R.04g, R.05c,R.05d


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❑ PE pp. 609–617


❑ Reading and Critical Thinking Transparencies, T17, T49


100 UNIT 4, PART 1 COMING OF AGE IN MISSISSIPPI

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Coming of Age in Mississippi


Vocabulary StrategySensory Details

GrammarAdverb ClausesPunctuation of Adverb Clauses

Viewing and RepresentingArt AppreciationPhotograph

Cross Curricular Link History

Informal AssessmentLiterary Response




❑ Grammar Transparencies and Copymasters, C96❑ Grammar Transparencies and Copymasters, C151

❑ Unit Four Resource Book: Selection Quiz, p. 29❑ Formal Assessment: Selection Test, pp. 115–116


Ballad of Birmingham Pages 618–621

Core Objectives■ Understand and appreciate a ballad commemorating

a tragic event■ Identify and appreciate the characteristics of ballads■ Apply strategies for reading narrative poetry

Integrating SkillsGrammar■ Introduction to Noun Clauses

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your Reading Literary Analysis: BalladsActive Reading: Reading Narrative Poetry


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Ballads

Choices and ChallengesWriting OptionsOriginal BalladPoints of Comparison

Activities and ExplorationsLearned By HeartSorrowful SongBallads of Today

Inquiry and ResearchEvents in Birmingham

Author Activity


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Language Arts BenchmarksI-B.1, I-B.2, I-C.2, I-D.3, II-B.1, II-C.2, III-B.2

TerraNova ObjectivesR.02d, R.03a, R.05c



❑ PE pp. 618–621


102 UNIT 4, PART 1 BALLAD OF BIRMINGHAM

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Ballad of Birmingham


GrammarIntroduction to Noun Clauses

Informal AssessmentIdentifying Theme

AssessmentSelection TestPart TestTest Generator




❑ Formal Assessment: Unit Four, Part 1 Test, pp. 119–120

Writing Workshop Lesson Plan

Literary Interpretation Pages 624–629

Writing PromptWrite an interpretation of a literary work in which you explain its meaning.

Preparing to ReadIntroductionBasics in a BoxUsing the Graphic

Analyzing a Student Model“The Red Badge of Courage”

WritingPrewritingChoosing a Literary WorkPlanning the Literary Interpretation

DraftingOrganizing the Draft

Peer ReviewAsk Your Peer Reader

RevisingConclusions

Editing and ProofreadingVerb Tense

Reflecting

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Language Arts BenchmarksI-C.2, I-C.3, I-D.3, II-B.1, II-C.3, III-A.1

TerraNova ObjectivesR.05d, R.08b, R.08c, R.09a, R.09b


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❑ Writing Transparencies and Copymasters, T11, T20, C30

❑ Unit Four Resource Book: Student Models, pp. 38–43

❑ Unit Four Resource Book: Prewriting, p. 33

❑ Unit Four Resource Book: Drafting and Elaboration, p. 34

❑ Unit Four Resource Book: Peer Response Guide, pp. 35–36

❑ Unit Four Resource Book: Revising, Editing, and Proofreading, p. 37

❑ Unit Four Resource Book: Rubric for Evaluation, p. 44


The Indian and the Hundred Cows /El indito de las cien vacas Pages 638–644

Core Objectives■ Understand and appreciate a cuento, or a folk tale■ Identify characteristics of cuentos■ Determine the theme of a cuento

Integrating SkillsGrammar Vocabulary■ Independent and ■ Using a Dictionary

Subordinate Clauses to Determine Usage

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: CuentoActive Reading: Determining Theme


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Cuento

Choices and ChallengesWriting OptionsSermon on CharityComic Tale

Activities and ExplorationsMural Art

Inquiry and ResearchTranslations from Spanish


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Language Arts BenchmarksI-A.1, I-C.2, I-D.1, I-D.3, II-B.1, III-B.1

TerraNova ObjectivesR.02d, R.03a, R.04g



❑ PE pp. 638–644




The Indian and the Hundred Cows /El indito de las cien vacas


Vocabulary StrategyUsing a Dictionary to Determine Usage

GrammarIndependent and Subordinate Clauses

Speaking and ListeningTelling Stories

Informal AssessmentMaking a Judgment


106 UNIT 4, PART 2 THE INDIAN AND THE HUNDRED COWS / EL INDITO DE LAS CIEN VACAS

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❑ Unit Four Resource Book: Selection Quiz, p. 50❑ Formal Assessment: Selection Test, p. 121


High Horse’s Courting from Black Elk Speaks Pages 645–653

Core Objectives■ Appreciate a Sioux folk tale■ Understand and appreciate oral literature■ Identify author’s purpose

Integrating SkillsGrammar Vocabulary■ Phrases and Clauses ■ Using Reference Materials

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Oral LiteratureActive Reading: Identifying Author’s Purpose


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Oral Literature

Choices and ChallengesWriting OptionsModernizing a Story

Activities and ExplorationsTalk Show

Inquiry and ResearchSioux Culture

NEW MEXICO PLANNER

Language Arts BenchmarksI-B.1, I-B.2, I-C.2, I-D.1, I-D.3, II-B.1, II-C.2, III-A.2, III-B.1

TerraNova ObjectivesR.02d, R.04c, R.04f, R.04e, R.04b, R.05c


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❑ PE pp. 645–653❑ Unit Four Resource Book: Summary, p. 51



High Horse’s Courting from Black Elk Speaks


Vocabulary StrategyUsing Reference Materials: SpecializedDictionaries

GrammarPhrases and Clauses

Viewing and RepresentingArt AppreciationNight Horse by C. J. Wells


HistoryThe Vanishing Frontier

Informal AssessmentPredicting Outcomes


108 UNIT 4, PART 2 HIGH HORSE’S COURTING from BLACK ELK SPEAKS

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❑ Formal Assessment: Selection Test, p. 123


from The Autobiography of Mark Twain Pages 658–668

Core Objectives■ Understand and appreciate an autobiography ■ Identify and understand irony■ Predict events in an autobiography

Integrating SkillsGrammar Vocabulary■ Essential vs. ■ Using Context Clues

Nonessential Clauses ■ Identifying Synonyms■ Punctuating Clauses and Antonyms

in a Series

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: IronyActive Reading: Predicting


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Irony

Choices and ChallengesWriting OptionsScreenplay ScriptInstruction ManualNewspaper Report

Activities and ExplorationsStage DirectionsAdvertising Flyer

Inquiry and ResearchScience

Vocabulary in ActionAssessment Practice

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-A.2, I-A.3, I-B.1, I-B.2, I-C.2, I-D.1,I-D.3, I-D.6, II-B.1, II-C.2, III-B.1

TerraNova ObjectivesL.38a, R.02a, R.02d, R.03c, R.03f, R.04e,R.04f, R.04g, R.05a, R.05d, V.35a, V.35b,V.37a


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❑ PE pp. 658–668



110 UNIT 4, PART 2 from THE AUTOBIOGRAPHY OF MARK TWAIN

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from The Autobiography of Mark Twain



Vocabulary StrategyIdentifying Synonyms and Antonyms

GrammarEssential vs. Nonessential ClausesPunctuating Clauses in a Series

Speaking and ListeningStorytelling

Viewing and RepresentingArt AppreciationUntitled

Inquiry and ResearchUsing Indexes

Informal AssessmentPoint of View




❑ Grammar Transparencies and Copymasters, T55, C91❑ Grammar Transparencies and Copymasters, C156




from Life on the Mississippi Pages 669–677

Core Objectives■ Appreciate a selection from a classic memoir■ Appreciate and examine description■ Visualize details in a memoir

Integrating SkillsGrammar Vocabulary■ Adjective Clauses ■ Analogies■ Commas with

Names and Titles■ Double Negatives

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: DescriptionActive Reading: Visualizing


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Description

Choices and ChallengesWriting OptionsDiary EntryMagazine Article

Activities and ExplorationsOccupational OutlookVideo Adaptation

Inquiry and ResearchGeography


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Language Arts BenchmarksI-A.1, I-A.3, I-B.1, I-B.2, I-B.3, I-C.1, I-C.2,I-D.1, I-D.3, I-D.6, II-A.1, II-B.1, II-C.2

TerraNova ObjectivesL.38a, R.02a, R.02d, R.03c, R.04g, R.05a,R.05c, R.05b, R.05d

❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 62❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 61

❑ PE pp. 669–677




from Life on the Mississippi


Vocabulary Strategy Understanding Analogies

GrammarIntroductory Words for AdjectiveClausesCommas in Names and Titles

Speaking and ListeningPersuading


WorkplaceStarting a New Job

Informal AssessmentStory Extension


112 UNIT 4, PART 2 from LIFE ON THE MISSISSIPPI

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The Notorious Jumping Frog of Calaveras County Pages 679–687

Core Objectives■ Understand and appreciate a classic short story■ Identify characteristics of a tall tale■ Understand Twain’s use of dialect

Integrating SkillsGrammar Vocabulary■ Use of That and ■ Using Context Clues

Which in Adjective ■ Applying Meanings ofClauses Root Words

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Tall TaleActive Reading: Understanding Dialect


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Tall TaleAuthor’s Style

Choices and ChallengesWriting OptionsThe Stranger’s TaleLocal StorytellingDialects Today

Vocabulary in ActionMeaning CluesWord Knowledge

Author Study Project

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1. I-B.1, I-B.2, I-B.3, I-B.4, I-C.2, I-D.1,I-D.3, I-D.6, II-B.1, II-C.2, III-B.2

TerraNova ObjectivesR.02a, R.02d, R.03c, R.04f, R.05a, R.05c,V.37a


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❑ PE pp. 679–687


114 UNIT 4, PART 2 THE NOTORIOUS JUMPING FROG OF CALAVERAS COUNTY

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The Notorious Jumping Frog of Calaveras County



Vocabulary StrategyApplying Meanings of Root Words

GrammarUse of That and Which in AdjectiveClauses

Speaking and ListeningTelling a Humorous Anecdote

Viewing and RepresentingAnalyzing a Performance Review


MulticulturalTall Tales of the 20th Century

Informal AssessmentLetter Writing







A Wagner Matinee Pages 688–699

Core Objectives■ Understand and appreciate a short story■ Identify and understand setting■ Draw conclusions about character in a short story

Integrating SkillsGrammar Vocabulary■ Introductory ■ Applying Meanings of

Adverbial Clauses Root Words■ Punctuating Introductory

Adverbial Clauses

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Applying Meaningsof Root WordsFocus Your ReadingLiterary Analysis: SettingActive Reading: Drawing Conclusions

About Character


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Setting

Choices and ChallengesWriting OptionsCause-and-Effect AnalysisTelegram from BostonInterview: Personal Sacrifices

Activities and ExplorationsReal Estate AdOpera Poster

Inquiry and ResearchMusic Appreciation

Vocabulary in ActionContext Clues


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NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-A.2, I-C.2, I-D.1, I-D.3, II-B.1

TerraNova ObjectivesL.38a, R.02a, R.02b, R.02d, R.03b, R.03c,R.04d, R.04f, R.04g, R.05a, R.05d, S.42a,S.42b, V.37a




❑ PE pp. 688–699


❑ Reading and Critical Thinking Transparencies, T1, T4, T39



A Wagner Matinee

Choices and Challenges (continued)Author ActivityWilla Cather


Preteaching VocabularyApplying Meanings of Root Words

GrammarIntroductory Adverbial ClausesPunctuating Introductory AdverbialClauses

Viewing and RepresentingArt AppreciationMrs. Stewart, Housewife and Singer,Brasstown, North Carolina by Doris UlmannThe Opera, Paris by Raoul Dufy

Cross Curricular Links

HistoryPioneer Families

HumanitiesMusic Appreciation

Informal AssessmentWrite the Sequel


116 UNIT 4, PART 2 A WAGNER MATINEE

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❑ Grammar Transparencies and Copymasters, C98❑ Grammar Transparencies and Copymasters, C152




The Legend of Gregorio Cortez Pages 702–719

Core Objectives■ Appreciate a prose retelling of a traditional ballad■ Understand and appreciate a legend■ Make judgments about text

Integrating SkillsGrammar Vocabulary■ Introductory Words ■ Word History

for Noun Clauses ■ English from Spanish

Preparing to ReadComparing LiteratureBuild BackgroundFocus Your ReadingLiterary Analysis: LegendActive Reading: Making Judgments

About Text


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Legend

Choices and ChallengesWriting OptionsFarewell LetterPoints of Comparison

Activities and ExplorationsMap of the SettingTV Newscast

Inquiry and ResearchColorful Folk Songs

Author ActivityThe Storyteller’s Voice

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-C.2, I-D.1, I-D.3, I-D.4, II-B.1, II-C.3, III-A.2

TerraNova ObjectivesR.02d, R.04c, R.04g, S.42a, S.42b


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❑ PE pp. 702–719





The Legend of Gregorio Cortez


Vocabulary StrategyWord HistoryEnglish from Spanish

GrammarIntroductory Words for Noun Clauses

Viewing and RepresentingArt AppreciationChama Running Red by John SloanCliffs, Beyond Abiquiu, Dry Waterfallby Georgia O’Keefe

Cross Curricular Links

HistoryTexas GermansTexas Rangers

MulticulturalOutlaw HeroesDrawing from the Bible

GeographyTexas Geography

GovernmentConstitutional Law

Workplace LiteracyWriting Instructions

Informal AssessmentCharacter Clusters

AssessmentSelection QuizSelection TestPart TestTest Generator

118 UNIT 4, PART 2 THE LEGEND OF GREGORIO CORTEZ

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❑ Formal Assessment: Unit Four, Part 2 Test, pp. 135–136

Writing Workshop Lesson Plan

Storytelling Pages 722–727

Writing Prompt:Prepare a script or notes in which you plan to tell a story. Then tell a story.

Preparing to ReadIntroductionBasics in a BoxUsing the Guidelines and Standards

Analyzing a Storytelling ScriptA Storyteller in Action“The Warrior Maiden”

WritingPrewritingPlanning the PerformanceDeveloping the Performance

DraftingDeveloping your Script

Practicing and Presenting

Peer ReviewAsk Your Peer Reader

Refining Your PerformanceEvaluating Your Interpretive Choices

Reflecting

NEW MEXICO PLANNER

Language Arts BenchmarksI-C.2, I-C.3, I-D.3, II-B.1

TerraNova ObjectivesR.08b, R.08c


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❑ Unit Four Resource Book: Student Models, p. 84

❑ Unit Four Resource Book: Planning Your Performance, p. 79

❑ Unit Four Resource Book: Preparing, Practicing, and Presenting, p. 80

❑ Unit Four Resource Book: Peer Response Guide, pp. 81–82

❑ Unit Four Resource Book: Refining, p. 83

❑ Unit Four Resource Book: Standards for Evaluation, p. 85


Documents

Selection Lesson Plan Narrative of the Life of Frederick … · 2001-10-31 · Selection Lesson Plan ... p. 5 PE pp. 562–573 ... Speaking and Listening Persuasive Speaking Viewing