SC Gr8 LessonPlans

LESSON PLANS
with Alternative Teaching Options

and Readability Guides
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English Instructor
Denton High School
Denton, Texas
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ISBN 0-8219-2662-4
2003 EMC Corporation
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10 9 8 7 6 5 4 3 2 XXX 04 05 06 07 08 09 10 11
Contents
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Forms for Student and Classroom Use

Free Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Seating Arrangements for Group Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
Group Evaluation Guidesheets

Communicating in a Pair Group
Guidesheet 1A: Pair Group Self-Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
Guidesheet 1B: Pair Group Peer Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Communicating in a Small Group
Guidesheet 2: Small Group Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Communicating in a Large Group
Guidesheet 3: Large Group Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
Asking and Answering Questions
Guidesheet 4A: Asking Questions Self-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Guidesheet 4B: Answering Skills Self-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Responding to Literature Readability Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Unit 1 Working Toward Your Dreams

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Dreams, A Dream Deferred, and The Dream Keeper. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Born Worker . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Guided WritingNarrative Writing: Preparing a Biographical Memoir . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Unit 2 Family Ties

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
The Medicine Bag. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
An Hour with Abuelo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Legacies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
First Lesson and My Fathers Hands Held Mine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Good Housekeeping. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
For My Sister Molly Who in the Fifties. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
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Guided WritingExpressive Writing: Composing a Narrative Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 3 Going Down the Road

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
from The Original Journals of the Lewis and Clark Expedition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
from Blue Highways: A Journey into America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Roads Go Ever Ever On and Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Freedom and The Road Not Taken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Guided WritingInformative/Persuasive Writing: Developing a Persuasive Research Paper . . . . . . . . 34
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
CONTENTS R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS iii

Unit 4 Understanding Conflict
Unit 4 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
The Drummer Boy of Shiloh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
The Bracelet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
from If You Could Be My Friend: Letters of Mervet Alkram Shaban and Galit Fink . . . . . . . . . . . . . . . . 41
The Sniper" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
from Our struggle is against all forms of racism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Guided WritingPersuasive Writing: Generating a Persuasive Speech . . . . . . . . . . . . . . . . . . . . . . . . 47
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Unit 5 Open a Book, Open a World

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Women . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
from The Autobiography of Malcolm X . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
The Story-Teller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
from An American Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
from Fahrenheit 451 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Guided WritingInformative/Expressive Writing: Completing an Extended Definition . . . . . . . . . . . . . 60
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Unit 6 Far Horizons

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Obi-Wan Kenobi: Jedi Knight from Star Wars Episode 1: The Visual Dictionary . . . . . . . . . . . . . . . . . 63
Lose Now, Pay Later . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
The Ruum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
The Third Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
The Fun They Had . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Guided WritingImaginative/Descriptive Writing:
Creating the Setting for a Science Fiction Movie. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Unit 7 Folklore of the Americas

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Pecos Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Paul Bunyan of the North Woods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Blackbeards Last Fight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
The People Could Fly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
The Tale of Annie Christmas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
The Blind Boy and the Two Arctic Loons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Where the Girl Rescued Her Brother . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
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Legend of the Feathered Serpent. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Gatored Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Guided WritingInformative Writing: Analyzing a Legend. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Unit 8 Stories to Tell: Fiction

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
A Mother in Mannville . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
The War of the Wall . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
The Osage Orange Tree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
A Retrieved Reformation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
The Pearl, Chapters 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
The Pearl, Chapters 46 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Guided WritingNarrative/Imaginative Writing: Developing a Short Story . . . . . . . . . . . . . . . . . . . . . 109
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
iv CONTENTS R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Unit 9 Words in Motion: Poetry
Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Winter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Night Clouds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
The Bat and Bats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Wildlife Cameo, Early Morn. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Paul Reveres Ride . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Courage and The Cremation of Sam McGee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Player Piano . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Pretty Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Blue Cornucopia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Digging . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Childhood of the Ancients . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Without Title. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
The Highwayman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
A short long story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
There is no frigate like a book, He ate and drank the precious words,
and The Brainis wider than the Sky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
I Ask My Mother to Sing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Ode to My Socks, and Oda a los calcetines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Guided WritingInformative Writing: Comparing and Contrasting Poems . . . . . . . . . . . . . . . . . . . . . 146
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Unit 10 Turning Words into Action: Drama

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
The Diary of Anne Frank, Act 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
The Diary of Anne Frank, Act 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Guided WritingImaginative/Expressive Writing: Constructing a Skit or Play . . . . . . . . . . . . . . . . . . . 154
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Unit 11 Telling It As It Is: Nonfiction

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
from Ishi in Two Worlds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Do not ask us to give up the buffalo for the sheep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
A Tale of Two Rocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Chac, from Jaguar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
from Soul of a Citizen: Living with Conviction in a Cynical Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Guided WritingInformative Writing: Assembling a Scientific Report . . . . . . . . . . . . . . . . . . . . . . . . . 167
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
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Unit 12 Reading Between the Lines: Informational and Visual Media

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Map of the Territory of the United States and excerpt from
The Emigrants Guide to Oregon and California . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
How to Use a Compass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Manners Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Pacific Gem Cruise Line . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Death and the Miser from The Nine-Ton Cat: Behind the Scenes at an Art Museum . . . . . . . . . . . . 178
Guided WritingPersuasive Writing: Producing an Advertisement . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
CONTENTS R E S P O N D I N G T O 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 Mini-
Lessons. 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.
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
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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 69), Readers Journal, and vocabulary lessons can
serve as classroom openers. After-Reading activities such as Writers 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, authors 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
support from the textbook or the teacher. Selections rated as moderate can be read by students if they
vi OVERVIEW R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

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 book 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 motivationby 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.
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OVERVIEW R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS vii

Name ___________________________________________Class __________________Date __________________
Free Reading Log

Week of _____________________________________________
DATE TITLE AUTHOR PAGES READ SUMMARY/REACTIONS

FROM TO
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Total number of pages read this week ______________
Genres read this week: (circle)
Fiction Nonfiction Poetry Drama Informational or Visual Media
viii READING LOG R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Seating Arrangements for Group Activities
Possibilities for Pair and Small Groups
Pair Groups Small Groups
Possibilities for Large Groups
Fish Bowl Rows Facing Forward, Aisles Between

(Least Distracting Seating Arrangement)
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S E AT I N G R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS ix
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1A

Communicating with another person is a two-way street: it involves both listening carefully and
speaking clearly. Being an effective communicator when interacting with another person includes
making eye contact and maintaining a relaxed posture
providing feedback as you listen
not interrupting
rephrasing what the speaker says to show you understand
controlling your emotions
distinguishing between facts and opinions
Evaluating Pair Group CommunicationSelf-Evaluation

Use the scales on this page to analyze and rate yourself on the items below. Place a check mark at
the point on the scale that you feel corresponds to your number for each item. Then give yourself an
overall score for how well you communicated with your partner and write a short evaluation.
Suggest ways that you could improve your communication skills.
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.

_____________________________________________________________________________________________________
4 3 2 1 0
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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
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
x GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1B

Communicating with another person is a two-way street: it involves both listening carefully and
speaking clearly. Being an effective communicator when interacting with another person includes
making eye contact and maintaining a relaxed posture
providing feedback as you listen
not interrupting
rephrasing what the speaker says to show you understand
controlling your emotions
distinguishing between facts and opinions
Evaluating Pair Group CommunicationPeer 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 partners number for each item.
Then give your partner an overall score for how well he or she communicated with you 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
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My partner controlled his/her emotions.

_____________________________________________________________________________________________________
4 3 2 1 0
My partner backed up facts with details from the text and gave her/his opinions.
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS xi

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 youre working with a small group, its 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 a Small Group

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 groups number for each item. Then give your
group an overall score for how well it communicated and write a short evaluation. Suggest ways your
group could improve its communication.
Group members understand and respect group norms.
_____________________________________________________________________________________________________
4 3 2 1 0
Group members understand group roles.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members take turns participating.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members help to create a positive climate.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members work together to establish group goals.
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_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xii GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

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 groups 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.
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_____________________________________________________________________________________________________
4 3 2 1 0
Group members took responsibility for completing the assignment and helped each other finish tasks.
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS xiii

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.
Dont debate or argue with the speaker.
Dont take too much of others time.
Dont 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.

_____________________________________________________________________________________________________
4 3 2 1 0
I did not give a speech when I asked a question.
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_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xiv GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

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
I was courteous.
EMC Corporation
_____________________________________________________________________________________________________
4 3 2 1 0
I handled difficult members of the audience gracefully.

_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS xv

Responding to Literature Readability Guide
SELECTION READING LEVEL DIFFICULTY CONSIDERATIONS EASE FACTORSNIT 1
Part One: Themes in Literature
UNIT 1
Working Toward Your
Dreams
Langston Hughes Easy Figurative language Familiar subject; simple
Dreams (poem) sentence structure
A Dream Deferred sentence structure
(poem)
The Dream Keeper sentence structure
(poem)
Related Reading Moderate Figurative language Vocabulary
Nikki Giovanni
A Poem for Langston
Hughes (poem)
Chaim Potok Challenging Vocabulary Vivid main character
Moon (short story)
Related Reading Moderate Unfamiliar setting Vocabulary; selection length
David L. Parker
The Story of Iqbal Masih
from Stolen Dreams:
Portraits of Working
Children (nonfiction)
Gary Soto Moderate Unfamiliar subject matter Authors style; vocabulary
Born Worker (short story)
UNIT 2
Family Ties
Virginia Driving Hawk Moderate Unfamiliar subject matter Authors style
Sneve
The Medicine Bag (short
story)
Judith Ortiz Confer Moderate Unfamiliar subject matter First-person point of view
An Hour With Abuelo
(short story)
Related Reading Moderate Poetic style Vocabulary
Sandra Cisneros
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Abuelito Who (poem)
Nikki Giovanni Moderate Poetic style Selection length; vocabulary
Legacies (poem)
Related Reading Easy Vocabulary
Amy Ling
Grandma Ling (poem)
Related Reading Easy Vivid descriptions
Amy Ling
Grandma Traub (poem)
Phyllis McGinley Easy Poetic style Familiar subject
First Lesson (poem)
Norman H. Russell Moderate Poetic style Familiar subject
My Fathers Hands Held
Mine (poem)
Bailey White Moderate Scientific terms Authors style
Good Housekeeping
(nonfiction)
xvi READABILITY GUIDE R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Responding to Literature Readability Guide (continued)
Related Reading Easy Simple language
Hal Sirowitz
No More Birthdays
(poem)
Related Reading Easy Familiar subject
Hal Sirowitz
Happy or Sad (poem)
Related Reading Easy Simple language
Hal Sirowitz
Punishing Yourself
(poem)
Alice Walker Challenging Authors style Selection length
For My Sister Molly Who in
the Fifties (poem)
UNIT 3
Going Down the Road
Meriwether Lewis and Challenging Unfamiliar names; vocabulary Journal format
William Clark
from The Original Journals
of the Lewis and Clark
Expedition (journal entries)
Related Reading Moderate Unfamiliar subject matter Clear, concise language
Lori Reccos
The Corps of Discovery:
They Had Some Help
(research report)
William Least Heat Moon Moderate Vocabulary; dialect Subject matter
from Blue Highways: A
Journey into America (non-
fiction)
Related Reading Moderate Poetic style Vocabulary
May Swenson
Southbound on the
Freeway (poem)
Insights: Focusing on Moderate Unfamiliar subject Vocabulary
History
The History of Auto Travel
J. R. R. Tolkein Moderate Word order Selection length; rhyme
Roads Go Ever Ever On
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(poem)
Edna St. Vincent Millay Easy Selection length; rhyme
Travel (poem)
Related Reading Moderate Authors style; unfamiliar subject Vocabulary
Vijaya Mukhopadhyay
Wanting to Move (poem)
William Stafford Moderate Philosophical ideas Authors style
Freedom (poem)
Robert Frost Moderate Philosophical ideas Authors style
The Road Not Taken
(poem)
UNIT 4
Understanding Conflict
Ray Bradbury Challenging Unfamiliar setting; vocabulary Selection length
The Drummer Boy of
Shiloh
READABILITY GUIDE R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS xvii

Related Reading Moderate Formal tone; subject matter Vocabulary
Emmy Werner
from Reluctant Witnesses:
Childrens Voices from the
Civil War (nonfiction)
Related Reading Moderate Penmanship may be difficult to Subject matter
Anonymous read
My Dear Josie (letter)
Related Reading Moderate Subject matter Vocabulary
Shelby Foote
from Echoes of Shiloh
(nonfiction)
Yoshiko Uchida Easy Historical references Authors style
The Bracelet (short story)
Related Reading Moderate Ironic tone; unfamiliar subject Selection length; vocabulary
Dwight Okita matter
In Response to Executive
Order 9066: All Americans
of Japanese Descent Must
Report (poem)
Litsa Boudalika Challenging Unfamiliar setting; shifts in time Prereading information;
from If You Could Be My footnotes
Friend: Letters of Mervet
Akram Shaban and Galit
Fink (nonfiction)
Related Reading Moderate Poetic style; serious theme Vocabulary
Naomi Shihab Nye
Jerusalem (poem)
Liam OFlaherty Challenging Unfamiliar setting; vocabulary Selection length
The Sniper (short story)
Related Reading Moderate Subject matter Authors style
Eric Black
The Community of the
Peace People
from Northern Ireland:
Troubled Land (nonfiction)
Related Reading Easy Direct, simple language
Betty Williams
Declaration of the Peace
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People (speech)
Nelson Mandela Challenging Vocabulary; allusions to leading Selection length
from Our struggle is black figures
against all forms of racism
(speech)
UNIT 5
Open a Book, Open a
World
Alice Walker Moderate Poetic conventions Selection length; vocabulary
Women (poem)
Related Reading Moderate Ironic title; philosophical ideas Vocabulary
Anonymous
On Education (poem)
Malcolm X and Alex Haley Moderate Vocabulary Selection length
from The Autobiography of
Malcolm X
(nonfiction)
xviii READABILITY GUIDE R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Saki Moderate Frame story format Whimsical tone; selection
The Story-Teller (short story) length
Annie Dillard Moderate Vocabulary Subject matter
from An American
Childhood (nonfiction)
Related Reading Easy Simple, direct language
Rita Dove
The First Book (poem)
Ray Bradbury Challenging Unfamiliar setting; vocabulary Informative Prereading page
from Fahrenheit 451 (novel
excerpt)
Insights: Learning about Moderate Formal tone; subject matter Selection length; vocabulary
History
Gutenberg and The Age of
the Printed Word
UNIT 6
Far Horizons
David West Reynolds Easy Star Wars knowledge Visually appealing; high-
Obi-Wan Kenobi: Jedi interest topic
Knight from Star Wars
Episode I: The Visual
Dictionary (nonfiction)
Related Reading Moderate Technical language High-interest topic
Industrial Light & Magic,
Part 1 History (Internet
article)
Carol Farley Moderate Unusual events Informal tone; selection
Lose Now, Pay Later length
(short story)
Arthur Porges Challenging Complicated plot; vocabulary Vivid descriptions
The Ruum (short story)
Jack Finney Moderate Subject matter Conversational tone;
The Third Level (short selection length
story)
Isaac Asimov Moderate Subject matter Accessible story
The Fun They Had (short
story)
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Part Two: Genres in Literature

UNIT 7
Folklore of the Americas
American Tall Tale Moderate Unfamiliar setting Authors style; vocabulary
Adrien Stoutenburg
Pecos Bill
American Tall Tale Moderate Vocabulary Familiar story line; selection
Carl Sandburg length; authors style
Paul Bunyan of the North
Woods
Related Reading Moderate Vocabulary Authors style
D. Laurence Rogers
The Ole Feller Recollects
How Joe Fournier Became
Paul Bunyan from Paul
Bunyan: How a Terrible
Timber Feller Became a
Legend (nonfiction)
READABILITY GUIDE R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS xix

American Legend Moderate Pirate vocabulary Selection length; authors
Richard Walser style
Blackbeards Last Fight
African-American Folk Tale Easy Dialect Imaginative plot
Virginia Hamilton
The People Could Fly
Related Reading Easy Familiar hymn
Albert E. Brumley
Ill Fly Away (folk song)
African-American Tall Tale Moderate Vocabulary Authors style; selection
Walker Brents length
The Tale of Annie
Christmas
Yupik Folk Tale Challenging Yupik language; authors style Footnotes, Guided Reading
Andy Charlie Questions
The Blind Boy and the
Two Arctic Loons
Insights: Getting into Moderate Vocabulary Authors style
Storytelling
A Memory Story by Jessica
Lewis
Cheyenne Legend Moderate Unfamiliar setting Selection length; vocabulary
Joseph Bruchac and
Gayle Ross
Where the Girl Rescued
Her Brother
Insights: Examining History Moderate Authors style Vocabulary
The Battle of Rosebud
Creek
Aztec Legend Moderate Aztec names Vocabulary
Antonio Hernandez
Madrigal
Legend of the Feathered
Serpent
Urban Legend Challenging Structural shifts; vocabulary Authors style
Barbara and David P.
Mikkelson
Gatored Community
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UNIT 8
Stories to Tell: Fiction
Short Stories Moderate Vocabulary Vivid descriptions
Setting
Marjorie Kinnan Rawlings
A Mother in Mannville
Theme Moderate Irony of situation Vivid characters
Toni Cade Bambara
The War of the Wall
Insights: Looking at Moderate Vocabulary Visually appealing; high-
Outdoor Art interest topic
Public Art: Murals and Graffiti
Plot Moderate Unfamiliar setting Subject matter
William Stafford
The Osage Orange Tree
Related Reading Easy Authors style Simple language
Arnold Adoff
Walking Along the Edge of
the Back Yard: (poem)
xx READABILITY GUIDE R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Character Moderate Vocabulary Authors style
O. Henry
A Retrieved Reformation
Novel Challenging Selection length; symbolism; Guided Reading Questions
John Steinbeck vocabulary
The Pearl
UNIT 9
Words in Motion: Poetry
Techniques in Poetry
Imagery Challenging Archaic language Selection length
William Shakespeare
Winter (poem)
Related Reading Challenging Inverted sentence structure Vocabulary
Francis P. Osgood
Winter Fairyland in
Vermont(poem)
Imagery Moderate Poetic technique Selection length
Amy Lowell
Night Clouds (poem)
Imagery Easy Lack of bat knowledge Simple, direct language and
Theodore Roethke images
The Bat (poem)
Imagery Easy Lack of bat knowledge Simple, direct language and
Randall Jarrell images
Bats (poem)
Shape Challenging Authors style Selection length
Lawrence Ferlinghetti
Wildlife Cameo, Early
Morn (poem)
Sound Moderate Long sentences; archaic language Narrative poem; appealing
Henry Wadsworth rhyme and rhythm
Longfellow
Paul Reveres Ride (poem)
Sound Moderate Vocabulary Narrative poem; rhyme
Robert Service
Courage (poem)
Sound Moderate Vocabulary Narrative poem; rhyme
Robert Service
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The Cremation of Sam

McGee (poem)
Sound Moderate Vocabulary Selection length
John Updike
Player Piano (poem)
Sound Moderate Vocabulary Selection length
Elinor Wylie
Pretty Words (poem)
Sound Moderate Unfamiliar colors Selection length
Robert Francis
Blue Cornucopia (poem)
Meaning Moderate Understanding a poetic Selection length
Seamus Heaney comparison
Digging (poem)
Meaning Easy Reading poetic lines Vocabulary; subject matter
Andrew Hudgins
Childhood of the Ancients
(poem)
READABILITY GUIDE R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS xxi

Meaning Moderate Understanding an analogy Selection length
Diane Glancy
Without Title (poem)
Forms of Poetry Moderate Vocabulary; unfamiliar setting Selection length
Narrative
Alfred Noyes
The Highwayman (poem)
Julia Cunningham Moderate Understanding poetic lines Selection length
A short long story (poem)
Lyric Challenging Vocabulary; understanding a Selection length
Emily Dickinson poetic comparison
There is no frigate like a
book (poem)
Emily Dickinson Easy Vocabulary; understanding a Selection length
He ate and drank the poetic comparison
precious words (poem)
Emily Dickinson Moderate Vocabulary; understanding a
The Brainis wider than poetic comparison Selection length
the Sky (poem)
Li-Young Lee Moderate Allusions to unfamiliar places Authors style; selection
I Ask My Mother to Sing length
(poem)
Translated Verse Moderate Vocabulary; Spanish language Subject matter; selection
Pablo Neruda, translated length
by Robert Bly
Ode to My Socks (poem)
Oda a los calcetines
(poem)
Related Reading Moderate Thoughtful tone Vocabulary
Pablo Neruda
Childhood and Poetry
(nonfiction)
UNIT 10
Turning Words into
Action: Drama
Insights: Getting into Moderate Unfamiliar topic Vocabulary
Drama
Spotlight on Nathan D.T.
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Kitada
Play Moderate Selection length; stage directions; Young girls perspective;
Frances Goodrich and unfamiliar setting familiar story
Albert Hackett
The Diary of Anne Frank
UNIT 11 Vocabulary
Telling It As It Is:
Nonfiction
Biography Challenging Vocabulary; unfamiliar topic Intriguing opening
Theodora Kroeber paragraph
from Ishi in Two Worlds, a
Biography of the Last Wild
Indian in North America
Related Reading Moderate Formal tone Selection length; text
Robert Fri organization
Yana People to Receive
Ishis Brain (newspaper
article)
xxii READABILITY GUIDE R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Speech Moderate Vocabulary Direct language
Chief Ten Bears
Do not ask us to give up
the buffalo for the sheep
Scientific Article Challenging Scientific information Selection length
Valerie Jablow
A Tale of Two Rocks
Related Reading Easy Visually appealing
Geologic Time Chart
(chart)
Documentary Moderate Unfamiliar setting Intriguing opening
Alan Rabinowitz paragraph
Chac from Jaguar
Personal Essay Challenging Academic tone; vocabulary Text organization
Paul Rogat Loeb
from Soul of a Citizen:
Living with Conviction in a
Cynical Time
UNIT 12
Reading Between the
Lines: Informational and
Visual Media
Map Easy Unfamiliar names of places and Map format
G. K. Warren rivers; vocabulary
Map of the Territory of the
United States from the
Mississippi River to the
Pacific Ocean
Directions Challenging Unfamiliar names of places and Map format
Lansford W. Hastings rivers; vocabulary
from The Emigrants Guide
to Oregon and California
Related Reading Easy Dialect Selection length
Dorothy M. Johnson
Too Soon a Woman (short
story)
Kjetil Kjernsmo Easy Subject matter Direct, simple language;
How to Use a Compass easy-to-follow directions
Related Reading Moderate Subject matter Authors style; vocabulary
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David LaRochelle
Orienteering: the Thinking
Sport (essay)
Interview Moderate Vocabulary Question-and-answer
Kevin Kelly structure
Manners Matter
Advertisement Easy Unusual layout Visually appealing
Pacific Gem Cruise Line
Art Interpretation Moderate Cultural references Selection length; illustrated
Peggy Thomson with text
Barbara Moore
Death and the Miser from
The Nine-Ton Cat: Behind
the Scenes at an Art
Museum
Insights: The Curator Moderate Subject matter Selection length
Insights: Getting into Moderate Subject matter Vocabulary
Visual Media
READABILITY GUIDE R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS xxiii

Lesson Plan
Unit One
Working Toward Your Dreams
Opening the Unit, pages 24
Teachers Name __________________________________Class __________________Date __________________
M T W TH F
Dates I Plan to Teach This Unit _____________________________________________
Unit 1 Goals/Objectives:
to explore ideas related to the theme of working toward your dreams
to discuss different perspectives about dreams
to define theme, rhythm, sound, character, characterization,
image, imagery, and figure of speech and recognize and explain
examples of each
to write a biographical memoir that involves narrative writing
to recognize sentence fragments and demonstrate an ability to
write in clear, complete sentences
Lessons I Plan to Teach

_________ Dreams, A Dream Deferred, and The Dream Keeper,
page 5
_________ Related Reading: A Poem for Langston
Hughes, page 9
_________ Moon, page 12
_________ Related Reading: The Story of Iqbal Masih,
page 29
_________ Born Worker, page 35
_________ For Your Reading List, page 45
_________ Guided WritingNarrative Writing: Preparing a Biographical Memoir, page 46
_________ Unit One Review, page 52
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 23).
Getting Started in the Classroom

_________ Fine Art: Fernand Leger. Have students discuss how the artwork relates to the title of this unit (PE, page 2).
_________ Echoes (PE, page 4)
_________ Additional Questions and Activities: Discussing the Quotes (ATE, page 4)
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Print Resources Transparency Audio Library Test Generator CD-ROM Internet

ATEAnnotated Teachers Edition PEPupils Edition RSRReading Strategies Resource SRSpanish Resource TGTest Generator URUnit Resource
VLRVisual Literacy Resource VRVocabulary Resource WRWriting Resource ALAudio Library
UNIT 1 LESSON PLANS R E S P O N D I N G T O L I T E R AT U R E LITERACY RESOURCE 1

Lesson Plan
Dreams, A Dream Deferred, and The Dream Keeper, page 5

M T W TH F
Reading Level: Easy READING STRATEGIES RESOURCE, PAGE 1
Difficulty Consideration: Figurative language Reading Strategy:

Connect to Prior Knowledge
Ease Factors: Familiar subject; simple sentence structure Fix-Up Idea: Reread
Synopsis: Hughess poems state the effect of having goals impeded. Standardized Test Practice:
Compare and Contrast Main Ideas
Goals/Objectives:
to interpret and appreciate a poem about identity
to discuss different perspectives on dreams SOUTH CAROLINA STATE STANDARDS
to define theme, rhythm, and sound and recognize and explain
examples of each click this box for details
to research dreams and their importance to African Americans
and the Civil Rights movement
to demonstrate an ability to identify sentence functions
Related Reading: A Poem for Langston Hughes, page 9
Before Reading
_________ Daily Oral Language (VLR I, page 12; UR 1,
page 1)
_________ Readers Journal (PE, page 5; UR 1, page 1)
_________ Readers Toolbox: Theme, Rhythm, and Sound
(PE, page 5)
_________ Readers Resource: American History Connection and
Social Studies Connection (PE, page 5)
_________ About the Author: Langston Hughes (PE, page 8)
_________ Fine Art: Lois Mailou Jones (PE, page 7; VLR II, page 1)
_________ Vocabulary: Morphemes and Meaning (VR, page 1)
_________ Reading Strategy: What Do You Know (RSR)
During Reading
_________ Graphic Organizer (PE, page 5; VLR I, page 13; UR 1, page 2)
_________ Dramatic Recording: Dreams (AL, 0:58)
_________ Dramatic Recording: A Dreamed Deferred (AL, 0:43)
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_________ Dramatic Recording: The Dream Keeper (AL, 0:23)
_________ Guided Reading Questions (PE, page 6; UR 1, page 3)
_________ Reading Strategy: Make Connections (RSR)
_________ Fix-Up Idea: Reread (RSR)
After Reading
_________ Reading Strategy: Share Your Connections (RSR)
_________ Standardized Test Practice: Compare and Contrast Main Ideas (RSR)
_________ Respond to the Selection (PE, page 8; UR 1, page 3)
_________ Investigate, Inquire, and Imagine (PE, page 10; UR 1, page 4)
_________ Understanding Literature: Theme, Rhythm, and Sound (PE, page 10; UR 1, page 5)
_________ Writers Journal: Letter, Poem, or Speech (PE, page 11; UR 1, page 5)
_________ Study and Research: Writing a Brief Report (PE, page 11; UR 1, page 6)
_________ Language, Grammar, and Style: Identifying Sentence Functions (PE, page 11; UR 1, page 7)
_________ Vocabulary: Creating a Dream Cluster Chart (UR 1, page 8; VLR I, page 14)
_________ Selection Check Test 4.1.1 (ATE, page 8; UR 1, page 9; TG)
_________ Selection Test 4.1.2 (UR 1, page 10; TG)
_________ Related Reading: A Poem for Langston Hughes (PE, page 9)
_________ Related Reading Questions (ATE, page 9; UR 1, page 3)
_________ Internet activities at http://www.emcp.com
_________ Free reading time

2 UNIT 1 LESSON PLANS R E S P O N D I N G T O L I T E R AT U R E LITERACY RESOURCE

Lesson Plan
Dreams, A Dream Deferred, and The Dream Keeper, page 5

M T W TH F
Teaching Options Strategies for Developing Readers

Individual Learning Strategies Tackle Figurative Language
_________ Motivation: Dream Collage and Overcoming _________ Help students create the Graphic Organizer
Obstacles (ATE, page 6) to record rhythm and rhyme (PE, page 5; VLR
_________ Reading Proficiency: Listening to the Poems I, page 13; UR 1, page 2).
(ATE, page 6) _________ Share information in the Literary Technique
_________ English Language Learning: Vocabulary (ATE, page 7).
(ATE, page 6) _________ Have pairs read the Related Reading aloud
_________ Special Needs: Working with a Partner (ATE, and discuss the meaning of rainbow ride (PE,
page 6) page 9).
_________ Enrichment: Personal Essay (ATE, page 6)
Additional Strategies for English Language
Cross-Curricular Activities Learners
_________ Poetry Reading (ATE, page 7) _________ Read Readers Resource and Readers
Toolbox aloud (PE, page 5).
Literary Techniques _________ Read the poems aloud to the whole class,
_________ Simile (ATE, page 7) then have students reread them.
_________ Metaphor (ATE, page 7) _________ Discuss Investigate, Inquire, and Imagine
questions in small groups (PE page 10; UR 1,
Additional Questions and Activities page 4).
_________ Related Reading Questions (ATE, page 9)
for A Poem for Langston Hughes
Flexible Grouping Suggestions _________ Before reading, review allusion and illusion.
_________ Motivation: Dream Collage and Overcoming _________ Read the poem aloud.
Obstacles (ATE, page 6)
_________ Special Needs: Working with a Partner (ATE,
page 6)
_________ Cross-Curricular Activities: Poetry Reading
(ATE, page 7)
_________ Investigate, Inquire, and Imagine (PE, page
10; UR 1, page 4)
_________ Understanding Literature: Theme, Rhythm,
and Sound (PE, page 10; UR 1, page 5)
Homework Suggestions
_________ Writers Journal: Letter, Poem, or Speech (PE,
page 11; UR 1, page 5)
_________ Study and Research: Writing a Brief Report
(PE, page 11; UR 1, page 6)
_________ Language, Grammar, and Style: Identifying
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Sentence Functions (PE, page 11; UR 1,

page 7)
_________ Vocabulary: Creating a Dream Cluster Chart
(UR 1, page 8)


Lesson Plan
Moon, page 12
M T W TH F
Reading Level: Challenging READING STRATEGIES RESOURCE, PAGE 5

Difficulty Consideration: Vocabulary Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections at a Time
Ease Factor: Vivid main character
Standardized Test Practice: Identify
Synopsis: After Moons family welcomes Ashraf, a young Cause-and-Effect Relationships
Pakistani, into their home, Moon learns to become less angry and
more self-focused.
SOUTH CAROLINA STATE STANDARDS
Goals/Objectives:
to appreciate what it might be like to experience a loss click this box for details
to summarize the effects of child labor
to define and explain examples of character, characterization,
image, and imagery
to demonstrate an ability to find the complete subject and
predicate in a sentence
Related Reading: The Story of Iqbal Masih, page 29

Before Reading
page 13)
_________ Readers Toolbox: Image, Imagery, Character, and
Characterization (PE, page 12)
_________ Readers Resource: Child Labor Information (PE, page 12)
_________ About the Author: Chaim Potok (PE, page 28)
_________ Art Smart: Chaim Potok (PE, page 27)
_________ Vocabulary from the Selection (ATE, page 13)
_________ Vocabulary: Spelling by Syllables (VR, page 3)
_________ Reading Strategy: Create a Prediction Chart (RSR)
During Reading
_________ Dramatic Recording: Moon (AL, 42:05)
_________ Reading Strategy: Make Predictions (RSR)
_________ Fix-Up Idea: Read Short Sections at a Time (RSR)
After Reading
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_________ Reading Strategy: Share Your Predictions (RSR)
_________ Standardized Test Practice: Identify Cause-and-Effect Relationships (RSR)
_________ Understanding Literature: Character, Characterization, Image, and Imagery (PE, page 33; UR 1, page 19)
_________ Writers Journal: Petition, Lyrics, or Writing Assignment (PE, page 34; UR 1, page 20)
_________ Study and Research: Researching Child Labor Laws (PE, page 34; UR 1, page 21)
_________ Language, Grammar, and Style: Identifying Complete Subjects and Predicates (PE, page 34; UR 1, page 21)
_________ Vocabulary: Sentence Completion (UR 1, page 22)
_________ Related Reading: The Story of Iqbal Masih (PE, page 29)
_________ Dramatic Recording: The Story of Iqbal Masih (AL, 11:01)
_________ Related Reading Questions (ATE, pages 2932; UR 1, page 17)


Lesson Plan
Moon, page 12
M T W TH F
ITeaching Options _________ Study and Research: Researching Child

Labor Laws (PE, page 34; UR 1, page 21)
Individual Learning Strategies _________ Language, Grammar, and Style: Identifying
_________ Motivation: Researching Child Labor Complete Subjects and Predicates (PE, page
Organizations (ATE, page 13) 34; UR 1, page 21)
_________ Reading Proficiency: Previewing Musical _________ Vocabulary: Sentence Completion (UR 1,
Terms (ATE, page 13) page 22)
_________ English Language Learning: Vocabulary (ATE,
page 13) Strategies for Developing Readers
_________ Special Needs: Collaborative Learning (ATE, Tackle Vocabulary
page 13) _________ Allow students to preview vocabulary words.
_________ Enrichment: Photographs of Child Labor (ATE, _________ Have students identify words that they
page 13) already know.
Additional Questions and Activities _________ Encourage students to predict the meaning of
unknown words by using context clues.
_________ Rewriting Dialogue (ATE, page 14)
_________ Familiarize students with the new vocabulary
_________ Child Labor in Pakistan (ATE, page 19)
by working on the activities found in the VR
_________ Is Pete a Good Friend? (ATE, page 21)
(page 3).
_________ Rewriting a Paragraph (ATE, page 25)
_________ Related Reading Questions (ATE, pages Additional Strategies for English Language
2932) Learners
_________ Read Readers Resource and Readers
Cross-Curricular Activities Toolbox aloud (PE, page 12).
_________ Researching Child Labor Laws (ATE, _________ Read the synopsis aloud.
page 31)
_________ Read The Story of Iqbal Masih aloud to the
_________ Drumming (ATE, page 32) whole class before reading Moon.
Flexible Grouping Suggestions _________ Bring in examples of different drumming
patterns (Cross Curricular Activities, ATE,
_________ Motivation: Researching Child Labor
page 32).
Organizations (ATE, page 13)
_________ Preview all of the vocabulary words first. As
_________ Special Needs: Collaborative Learning (ATE,
students read, have them write down other
page 13)
words they do not understand.
_________ Enrichment: Photographs of Child Labor (ATE,
_________ Have small groups read and answer the
page 13)
Guided Reading Questions together. Have
_________ Additional Questions and Activities: Rewriting
them help each other complete the Graphic
Dialogue (ATE, page 14)
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Organizer.
_________ Cross-Curricular Activities: Researching Child
_________ Have small groups discuss Investigate,
Labor Laws (ATE, page 31)
Inquire, and Imagine questions (PE, page 33;
_________ Additional Questions and Activities: Related UR 1, page 18).
Reading Questions (ATE, pages 2932)
_________ Ask the students to view the picture on page
_________ Cross-Curricular Activities: Drumming (ATE, 13 and discuss whether they think the image
page 32) captures the essence of the story.
_________ Investigate, Inquire, and Imagine (PE, page _________ Use activities for Spanish speakers (SR, page 1).
33; UR 1, page 18)
_________ Understanding Literature: Character,
Characterization, Image, and Imagery (PE,
_________ Writers Journal: Petition, Lyrics, or Writing
Assignment (PE, page 34; UR 1, page 20)


Lesson Plan
Born Worker, page 35

M T W TH F
Reading Level: Moderate READING STRATEGIES RESOURCE, PAGE 9
Difficulty Consideration: Unfamiliar subject matter Reading Strategy: Write Things Down
Fix-Up Idea: Read Aloud
Ease Factors: Authors style; vocabulary Standardized Test Practice:
Analyze Character Development and Theme
Synopsis: Jos gets put to work by his cousin Arnie and sees
Arnie for what he islazy and lacking moral integrity.
Goals/Objectives: SOUTH CAROLINA STATE STANDARDS

to empathize with and understand the main characters journey click this box for details
to better understand himself
to discuss different perspectives on work and explain how these
perspectives reflect on that person
to define theme and figure of speech and recognize and explain
examples of each
to conduct research on summer job opportunities
Before Reading
page 29)
_________ Readers Toolbox: Theme and Figure of Speech (PE, page 35)
_________ Readers Resource: Geography Connection (PE, page 35)
_________ About the Author: Gary Soto (PE, page 42)
_________ Vocabulary: Word Origins (VR, page 6)
_________ Reading Strategy: Draw a Cluster Chart (RSR)
During Reading
_________ Dramatic Recording (AL, 26:23)
_________ Reading Strategy: Find Joss Attributes (RSR)
_________ Fix-Up Idea: Read Aloud (RSR)
After Reading
_________ Reading Strategy: Share Your Findings (RSR)
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_________ Standardized Test Practice: Analyze Character Development and Theme (RSR)
_________ Understanding Literature: Theme and Figure of Speech (PE, page 43; UR 1, page 33)
_________ Writers Journal: Classified Ad, Letter, or Scene (PE, page 44; UR 1, page 33)
_________ Applied English: Researching Job Opportunities (PE, page 44; UR 1, page 34)
_________ Language, Grammar, and Style: Examining Dialogue (PE, page 44; UR 1, page 35)
_________ Vocabulary: Identifying Adjectives (UR 1, page 36)


Lesson Plan
Born Worker, page 35

M T W TH F

Individual Learning Strategies Tackle Unfamiliar Subject Matter
_________ Motivation: Discussing Work Experiences _________ Use the alternative Readers Journal question
(ATE, page 36) (ATE, page 35).
_________ Reading Proficiency: Summarizing Prereading _________ Discuss students work experiences
Information (ATE, page 36) (Motivation, ATE, page 36).
_________ English Language Learning: Vocabulary (ATE, _________ Discuss work ethics before students begin
page 36) reading.
_________ Special Needs: Checking Comprehension
(ATE, page 36) Additional Strategies for English Language
_________ Enrichment: Personal Essay about Work Ethic Learners
(ATE, page 36) _________ Read Readers Resource and Readers
Additional Questions and Activities _________ Use a map to show the setting of the story.
_________ Analyzing Motivation (ATE, page 38) _________ Have a Spanish speaker provide the correct
pronunciation of mijo.
Cross-Curricular Connections _________ Depending on the ELL students reading
_________ First Aid (ATE, page 41) abilities, either pair them with advanced
readers for this selection or have them write
Flexible Grouping Suggestions down any additional words they do not
_________ Motivation: Discussing Work Experiences understand. Have students check in at the
(ATE, page 36) bottom of page 39, and discuss any words
_________ Special Needs: Checking Comprehension they have written down so far. Do this again at
(ATE, page 36) the end of the story.
_________ Additional Questions and Activities: Analyzing _________ Have small groups discuss the Investigate,
Motivation (ATE, page 38) Inquire, and Imagine questions (PE, page 43;
_________ Investigate, Inquire, and Imagine (PE, page UR 1, page 32).
43; UR 1, page 32) _________ Use activities for Spanish speakers
_________ Applied English: Researching Job (SR, page 11).
Opportunities (PE, page 44; UR 1, page 34)
_________ Understanding Literature: Theme and Figure
of Speech (PE, page 43; UR 1, page 33)
_________ Writers Journal: Classified Ad, Letter, or
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Scene (PE, page 44; UR 1, page 33)

_________ Language, Grammar, and Style: Examining
Dialogue (PE, page 44; UR 1, page 35)
_________ Vocabulary: Identifying Adjectives (UR 1,
page 36)


Lesson Plan
Unit One
Closing the Unit, pages 4553
M T W TH F
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 Book and Activity

_________ Make Lemonade by Virginia Euwer Wolff (PE, page 45) SOUTH CAROLINA STATE STANDARDS
_________ Book Club (PE, page 45; UR 1, page 42) click this box for details
Other Books Students May Want to Read
_________ The True Confessions of Charlotte Doyle by Avi (PE, page
45). This title is available as an EMC Masterpiece Series
Access Edition.
_________ The Day No Pigs Would Die by Robert Newton Peck (PE,
page 45)
Guided Writing GUIDED WRITING

Narrative Writing: Preparing a Biographical Memoir Software
Assignment: Students write a biographical memoir (PE, pages 4651). See the Guided
Writing Software for
Before Writing an extended version of this
lesson that includes printable
_________ Preparing a Biographical Memoir (PE, page 46)
graphic organizers, extensive
_________ Professional Model (PE, page 46) student models and student-
_________ Previewing Models and Rubric for Assignment (VLR I, friendly checklists, and self-,
page 120; WR, page 32) peer, and teacher evaluation
_________ Prewriting (PE, page 47; WR, page 17) features.
_________ Student ModelGraphic Organizer (PE, page 48; WR, page 21)
_________ Graphic Organizer (VLR I, page 118; WR, page 20)
During Writing
_________ Drafting (PE, page 49)
_________ Student ModelDraft (PE, page 49; VLR I, page 119; WR, page 22)
_________ Language, Grammar, and Style: Writing Complete Sentences (PE, page 48; WR, page 23)
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_________ Self- and Peer Evaluation (PE, page 50; WR, page 26)
_________ Student ModelRevised (PE, page 50; WR, page 30)
_________ Revising and Proofreading (PE, page 51)
After Writing
_________ Publishing and Presenting (PE, page 51)
Individual Learning Strategies

_________ Motivation: Examining a Biographical Documentary (ATE, page 48)
_________ Reading Proficiency: SQ3R (ATE, page 48)
_________ English Language Learning: Writing in a Native Language (ATE, page 48)
_________ Special Needs: Choosing a Topic (ATE, page 48)
_________ Enrichment: Comparing Memoirs (ATE, page 48)


Lesson Plan
Unit One
M T W TH F
Flexible Grouping Suggestions

_________ Special Needs: Choosing a Topic (ATE, page 48)
_________ Language, Grammar, and Style: Writing Complete Sentences (PE, page 48; WR, page 23)
_________ Self-EvaluationBiographical Memoir (PE, page 50; WR, page 26)
_________ Rubric for Narrative Writing: Preparing a Biographical Memoir (VLR I, page 120; WR, page 32)
Unit One Review
Review and Assessment

_________ Words for Everyday Use (PE, page 52; UR 1, page 43)
_________ Vocabulary Development (ATE, page 52)
_________ Literary Tools (PE, page 52; UR 1, page 44)
_________ Unit 1 Review (UR 1, page 43)
_________ Unit 1 Study Guide (UR 1, page 46)
_________ Unit 1 Test (UR 1, page 50; TG)
Reflecting on Your Reading

_________ Theme (PE, page 52)
_________ Group Project (PE, page 53)
_________ Critical Thinking (PE, page 53; UR 1, page 45; VLR I, page 18)
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Lesson Plan
Unit Two
Family Ties
M T W TH F
to appreciate several selections that explore the theme of
family ties
to describe different family relations and situations
to recognize and explain examples of dialogue, narration,
characterization, irony, image, and tone
to write a persuasive letter to the editor
to recognize and correct double negatives

_________ The Medicine Bag, page 57
_________ An Hour with Abuelo, page 69
_________ Related Reading: Abuelito Who, page 75
_________ Legacies, page 79
_________ Related Reading: Grandma Ling, page 82
_________ Related Reading: Grandma Traub, page 83
_________ First Lesson and My Fathers Hands Held Mine, page
86
_________ Good Housekeeping, page 92
_________ Related Reading: No More Birthdays, page 99
_________ Related Reading: Happy or Sad, page 100
_________ Related Reading: Punishing Yourself, page 100
_________ For My Sister Molly Who in the Fifties, page 104
_________ Guided WritingExpressive Writing: Composing a Narrative Poem, page 112
_________ Unit Two Review, page 118
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_________ Fine Art: American artist. Have students discuss how the artwork relates to the title of this unit (PE, page 54).
_________ Echoes (PE, page 56)
_________ Additional Questions and Activities: Discussing Quotes (ATE, page 56)


Lesson Plan
The Medicine Bag, page 57

M T W TH F
Difficulty Consideration: Unfamiliar subject matter Reading Strategy: Visualize

Fix-Up Idea: Refocus
Ease Factor: Authors style Standardized Test Practice:
Draw Conclusions
Synopsis: A young boy comes to accept and respect his
grandfathers heritage.
Goals/Objectives:
to enjoy a short story about a familys heritage click this box for details
to discuss ethnic heritage and its role in forming a persons
identity
to define plot and dialogue and give examples of each
to define narration and explain how it is used in the reading
to demonstrate an ability to write instructions
to demonstrate an ability to tell a story in front of an audience
Before Reading
page 1)
_________ Readers Toolbox: Plot, Dialogue, and Narration
(PE, page 57)
_________ Readers Resource: History Connection (PE, page 57)
_________ About the Author: Virginia Driving Hawk Sneve
(PE, page 65)
_________ Vocabulary: Connotation and Denotation (VR, page 8)
_________ Reading Strategy: Make a Mental Picture (RSR)
During Reading
_________ Art Smart: Dan Lamont (ATE, page 62)
_________ Reading Strategy: Continue Making Mental Pictures (RSR)
_________ Fix-Up Idea: Refocus (RSR)
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After Reading
_________ Reading Strategy: Illustrate or Describe a Scene (RSR)
_________ Standardized Test Practice: Draw Conclusions (RSR)
_________ Understanding Literature: Plot, Dialogue, and Narration (PE, page 66; UR 2, page 5)
_________ Writers Journal: Family Tree, Dream Report, or Elegy (PE, page 67; UR 2, page 6)
_________ Study and Research: Examining History (PE, page 67; UR 2, page 7)
_________ Language, Grammar, and Style: Finding the Simple Subject and Simple Verb (PE, page 67; UR, page 8)
_________ Applied English: Writing Instructions (PE, page 68; UR 2, page 8)
_________ Vocabulary: Completing Sentences (UR 2, page 9)
_________ Speaking and Listening: Storytelling (PE, page 68)


Lesson Plan
The Medicine Bag, page 57

M T W TH F
Teaching Options Homework Suggestions

_________ Writers Journal: Family Tree, Dream Report,
Individual Learning Strategies or Elegy (PE, page 67; UR 2, page 6)
_________ Motivation: Sharing Life Stories (ATE, _________ Language, Grammar, and Style: Finding the
page 58) Simple Subject and Simple Verb (PE, page
_________ Reading Proficiency: Previewing Cultural 67; UR, page 8)
Terms (ATE, page 58) _________ Applied English: Writing Instructions (PE,
_________ English Language Learning: Vocabulary (ATE, page 68; UR 2, page 8)
page 58) _________ Vocabulary: Completing Sentences (UR 2,
_________ Special Needs: Listening to the Selection page 9)
(ATE, page 58) _________ Speaking and Listening: Storytelling (PE,
_________ Enrichment: Representing Medicine Bags page 68)
(ATE, page 58)
Strategies for Developing Readers
Additional Questions and Activities
_________ Relating to the Narrators Feelings (ATE, Tackle Unfamiliar Subject Matter
page 59) _________ Read the Readers Resource aloud (PE, page
57).
Cross-Curricular Activities
_________ Share the information found in the Cross-
_________ Researching the Dakota, Lakota, or Nakota Curricular Activities (ATE, page 63).
(ATE, page 60)
_________ Ask students if their grandparents have ever
_________ Rites of Passage Skit (ATE, page 63) passed something on to them.
Art Smart _________ Discuss generational gaps.
_________ Dan Lamont (ATE, page 62) Additional Strategies for English Language
Learners
_________ Show students where the Rosebud Indian
_________ Motivation: Sharing Life Stories (ATE,
Reservation is located on a map, and look at
page 58)
the photo of the reservation on page 62.
_________ Enrichment: Representing Medicine Bags
_________ Have students find out more about medicine
(ATE, page 58)
bags so they understand their importance in
_________ Additional Questions and Activities: Relating
Native American culture.
to the Narrators Feelings (ATE, page 59)
_________ Read the synopsis of the story.
_________ Cross-Curricular Activities: Researching the
_________ Have pairs read and answer the Guided
Dakota, Lakota, or Nakota (ATE, page 60)
Reading Questions. Ask them to write down
_________ Cross-Curricular Activities: Rites of Passage
words they do not understand.
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Skit (ATE, page 63)
_________ Have small groups answer the Investigate,
Inquire, and Imagine (PE, page 66; UR 2,
66; UR 2, page 4)
page 4) and Understanding Literature
_________ Understanding Literature: Plot, Dialogue, and questions (PE, page 66; UR 2, page 5) before
Narration (PE, page 66; UR 2, page 5) engaging in a whole-class discussion.
_________ Study and Research: Examining History (PE, _________ Have students compare Moon Vinten from
page 67; UR 2, page 7) Moon (PE, page 12) to Martin. Discuss what
lessons these characters learn.
_________ Have students share stories of courage
(Speaking and Listening, PE, page 68).


Lesson Plan
An Hour with Abuelo, page 69

M T W TH F

Difficulty Consideration: Unfamiliar subject matter Reading Strategy: Find a Purpose
Fix-Up Idea: Use Guided Reading Questions
Ease Factor: First-person point of view Standardized Test Practice:
Synopsis: A young boy once again hears the stories of his Analyze Authors Point of View
grandfathers struggles in Puerto Rico.

to empathize with and understand the main characters personal
growth as he learns about life through his grandfather click this box for details
to discuss different perspectives in what it means to meet ones
dreams or goals
to define first-person point of view and characterization and
recognize and explain examples of each
to work collaboratively to conduct an interview
to conduct research on Puerto Rico
Related Reading: Abuelito Who, page 75
Before Reading
page 16)
_________ Readers Journal: Synopsis and Political Note
_________ Readers Toolbox: First-Person Point of View and
Characterization (PE, page 69)
_________ Readers Resource (PE, page 69)
_________ About the Author: Judith Ortiz Cofer (PE, page 74)
_________ Vocabulary: High-Frequency Spelling Rules (VR, page 11)
_________ Reading Strategy: What Is a First-Person Narrator? (RSR)
During Reading
_________ Dramatic Recording: An Hour with Abuelo (AL, 12:12)
_________ Reading Strategy: Evaluate the Narrator (RSR)
_________ Fix-Up Idea: Use Guided Reading Questions (RSR)
After Reading
_________ Reading Strategy: Discuss the Narrators Views (RSR)
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_________ Standardized Test Practice: Analyze Authors Point of View (RSR)

_________ Understanding Literature: First-Person Point of View and Characterization (PE, page 77; UR 2, page 20)
_________ Writers Journal: Ending, Directions, or Editorial Article (PE, page 77; UR 2, page 21)
_________ Language, Grammar, and Style: Focusing on Pronouns (PE, page 77; UR 2, page 22)
_________ Speaking and Listening: Conducting an Interview (PE, page 78; UR 2, page 23)
_________ Study and Research: Geographical Research (PE, page 78; UR 2, page 24)
_________ Collaborative Learning: Role-Playing (PE, page 78)
_________ Media Literacy: Investigating the News (PE, page 78; UR 2, page 25)
_________ Vocabulary: Researching Family Titles (UR 2, page 26)
_________ Related Reading: Abuelito Who (PE, page 75)
_________ Dramatic Recording: Abuelito Who (AL, 1:17)

Lesson Plan
An Hour with Abuelo, page 69

M T W TH F

Individual Learning Strategies Additional Strategies for English Language
_________ Motivation: Interviewing an Elderly Person Learners
(ATE, page 70) _________ Show students where Puerto Rico is located.
_________ Reading Proficiency: Listening to the _________ ELL students may not know what a nursing
Selection (ATE, page 70) home is, so some explanation may be
_________ English Language Learning: Vocabulary (ATE, necessary. Have students share their
page 70) knowledge about nursing homes.
_________ Special Needs: Collaborative Learning (ATE, _________ Have a Spanish-speaking student give the
page 70) correct pronunciation of the Spanish words in
_________ Enrichment: Dream Journal (ATE, page 70) the text: abuelo una bora, gracias hijo, as es
la vida, ay bendito, campo, Mayaguez,
Additional Questions and Activities Nueva, and Poemas De Arturo.
_________ Experience of English as a Second Language _________ Have students write down additional words
(ATE, page 72) they do not understand.
_________ Related Reading Questions(ATE, page 75) _________ Have small groups discuss Investigate,
Flexible Grouping Suggestions page 19) and Understanding Literature
_________ Motivation: Interviewing an Elderly Person questions (PE, page 77; UR 2, page 20)
(ATE, page 70) before engaging in a whole-class discussion.
_________ Special Needs: Collaborative Learning (ATE, _________ The Additional Questions and Activities
page 70) discussion may be too uncomfortable for
_________ Additional Questions and Activities: some students (ATE, page 72). Perhaps have
Experience of English as a Second Language students write about learning to speak
(ATE, page 72) English instead.
for Abuelito Who
76; UR 2, page 19)
_________ Read this poem aloud or use the Dramatic
_________ Understanding Literature: First-Person Point
Recording (AL, 1:17). Have students reread it
of View and Characterization (PE, page 77;
silently, taking notes about what the
UR 2, page 20)
grandfather is like.
_________ Speaking and Listening: Conducting an
Interview (PE, page 78; UR 2, page 23)
_________ Study and Research: Geographical Research
_________ Collaborative Learning: Role-Playing (PE,
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page 78)
_________ Writers Journal: Ending, Directions, or
Editorial Article (PE, page 77; UR 2, page 21)
_________ Language, Grammar, and Style: Focusing on
Pronouns (PE, page 77; UR 2, page 22)
_________ Media Literacy: Investigating the News (PE,
_________ Vocabulary: Researching Family Titles (UR 2,
page 26)


Lesson Plan
Legacies, page 79
M T W TH F
Difficulty Consideration: Poetic style Reading Strategy: Connect to Prior

Knowledge
Ease Factors: Selection length; vocabulary Fix-Up Idea: Read Aloud
Synopsis: Three poems offer insights into generational Standardized Test Practice:
differences. Identify Main Ideas
Goals/Objectives:
to empathize with and understand a speakers perspective SOUTH CAROLINA STATE STANDARDS
to summarize the way the speaker views communication
to define free verse and irony and recognize and find examples click this box for details
of irony
to work collaboratively to better understand communication skills
Related Readings: Grandma Ling, page 82, and Grandma

Traub, page 83
Before Reading
page 32)
_________ Readers Toolbox: Irony and Free Verse (PE, page 79)
_________ Readers Resource: Social Studies Connection
(PE, page 79)
_________ About the Author: Nikki Giovanni (PE, page 81)
_________ Art Smart: Robert Brackman (ATE, page 81)
_________ Vocabulary: Word Roots (VR, page 13)
_________ Reading Strategy: What Have You Learned from Older People? (RSR)
During Reading
After Reading
_________ Reading Strategy: Share Your Connections (RSR)
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_________ Standardized Test Practice: Identify Main Ideas (RSR)

_________ Respond to the Selection (PE, page 81)
_________ Understanding Literature: Irony and Free Verse (PE, page 84; UR 2, page 36)
_________ Writers Journal: Letter, List, or Free-Verse Poem (PE, page 85; UR 2, page 36)
_________ Applied English & Collaborative Learning: Honing Communication Skills (PE, page 85; UR 2, page 37)
_________ Media Literacy: Videotaping (PE, page 85)
_________ Language, Grammar, and Style: Making Passive Sentences Active (UR 2, page 37)
_________ Vocabulary: Crossword Puzzle (UR 2, page 38)
_________ Related Reading: Grandma Ling (PE, page 82)
_________ Related Reading: Grandma Traub (PE, page 83)


Lesson Plan
Legacies, page 79
M T W TH F

Individual Learning Strategies Tackle Poetic Style
_________ Motivation: Videotaping a Family Tradition _________ Explain to students that in poetry, people are
(ATE, page 80) allowed to break grammar and sentence
_________ Reading Proficiency: Listening to the structure rules.
Selection (ATE, page 80) _________ Read Readers Toolbox, focusing especially
_________ English Language Learning: Vocabulary (ATE, on Free Verse.
page 80) _________ Help students complete the Graphic
_________ Special Needs: Working with a Partner (ATE, Organizer activity (PE, page 79; VLR I, page
page 80) 22; UR 2, page 32).
_________ Enrichment: Family Recipe (ATE, page 80)
_________ Altering and Testing Recipes (ATE, page 81) _________ If applicable, include ELL students in
Reading Proficiency: Listening to the
Art Smart Selection (ATE, page 80).
_________ Robert Brackman (ATE, page 81)
for Grandma Ling
Additional Questions and Activities _________ Explain tatami and paper-covered door.
_________ Related Reading Questions (ATE, pages 82
for Grandma Traub
and 83)
_________ Explain georgette and shoo-fly pie.
Cross-Curricular Connections _________ Have small groups answer the Investigate,
_________ Gender Value (ATE, page 83) Inquire, and Imagine questions (PE, page 84;
UR 2, page 35) and Understanding Literature
Flexible Grouping Suggestions questions (PE, page 84; UR 2, page 36)
_________ Special Needs: Working with a Partner (ATE, before engaging in a whole-class discussion.
page 80)
_________ Art Smart: Robert Brackman (ATE, page 81)
_________ Additional Questions and Activities: Related
Reading Questions (ATE, pages 82 and 83)
84; UR 2, page 35)
_________ Understanding Literature: Irony and Free
Verse (PE, page 84; UR 2, page 36)
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_________ Applied English & Collaborative Learning:
Honing Communication Skills (PE, page 85;
UR 2, page 37)
_________ Writers Journal: Letter, List, or Free-Verse
Poem (PE, page 85; UR 2, page 36)
_________ Media Literacy: Videotaping (PE, page 85)
_________ Language, Grammar, and Style: Making
Passive Sentences Active (UR 2, page 37)
_________ Vocabulary: Crossword Puzzle (UR 2,
page 38)


Lesson Plan
First Lesson and My Fathers Hands Held Mine, page 86

M T W TH F
Reading Level: Easy, Moderate READING STRATEGIES RESOURCE, PAGE 25
Difficulty Consideration: Poetic style Reading Strategy: Tackle Difficult Vocabulary

Fix-Up Idea: Look at Other Word Clues
Ease Factor: Familiar subject Standardized Test Practice:
Use Context Clues
Synopsis: The two poems speak to the connections between
fathers and sons.
Goals/Objectives:
to appreciate a speakers connection to his or her family click this box for details
to summarize how the functions of a family differ from culture
to culture
to define speaker and theme and recognize and explain examples
of each
to work collaboratively to discuss good parenting
Before Reading
page 43)
_________ Readers Toolbox: Speaker and Theme (PE, page 86)
_________ Readers Resource: Social Studies Connection
(PE, page 86)
_________ Art Smart: Paul Czanne (PE, page 87; VLR II, page 4;
UR 2, page 44)
_________ About the Authors: Phyllis McGinley and Norman H. Russell (PE, page 89)
_________ Vocabulary: Prefixes and Suffixes (VR, page 15)
_________ Reading Strategy: Ways to Tackle New Words (RSR)
During Reading
_________ Dramatic Recording: First Lesson (AL, 1:25)
_________ Dramatic Recording: My Fathers Hands Held Mine (AL, 0:45)
_________ Reading Strategy: Look for Clues (RSR)
_________ Fix-Up Idea: Look at Other Word Clues (RSR)
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After Reading
_________ Reading Strategy: What Clues Did You Find? (RSR)
_________ Standardized Test Practice: Use Context Clues (RSR)
_________ Understanding Literature: Theme and Speaker (PE, page 90; UR 2, page 46)
_________ Writers Journal: Thank-You Note, Character Sketch, or Advice-Column Response (PE, page 91; UR 2, page 46)
_________ Applied English: Looking at Careers (PE, page 91; UR 2, page 48)
_________ Vocabulary: Finding Meaning (PE, page 91; UR 2, page 47)
_________ Collaborative Learning: Talking about Issues (PE, page 91; UR 2, page 49)
_________ Language, Grammar, and Style: Editing for Capitalization Errors (UR 2, page 49)


Lesson Plan
First Lesson and My Fathers Hands Held Mine, page 86

M T W TH F

Individual Learning Strategies Tackle Poetic Style
_________ Motivation: Images Related to a Male Relative _________ Explain to students that in poetry, people are
(ATE, page 87) allowed to break grammatical rules and
_________ Reading Proficiency: Working Together on sentence structure rules.
Comprehension (ATE, page 87) _________ Tell students that poetry allows writers to be
_________ English Language Learning: Vocabulary (ATE, creativemore than any other mediumin
page 87) sentence structure, style, grammar, and
_________ Special Needs: Checking Comprehension language.
(ATE, page 87) _________ Play the audio versions of the poems,
_________ Enrichment: Poem about a Male Relative allowing students to hear the flow of each line
(ATE, page 87) (AL, 1:25 and 0:45).
Cross-Curricular Activities Additional Strategies for English Language

Learners
_________ Family Tree (ATE, page 88)
for First Lesson
_________ Read the Readers Toolbox and Readers
_________ Reading Proficiency: Working Together on
Resource aloud (PE, page 86).
Comprehension (ATE, page 87)
_________ If applicable, include ELL students in
Reading Proficiency: Working Together on
(ATE, page 87)
Comprehension (ATE, page 87).
90; UR 2, page 45) for "My Fathers Hands"
_________ Collaborative Learning: Talking about Issues _________ Explain: flint.
(PE, page 91; UR 2, page 49) _________ Have small groups answer Investigate,
_________ Understanding Literature: Theme and Inquire, and Imagine (PE, page 90; UR 2,
Speaker (PE, page 90; UR 2, page 46) page 45) and Understanding Literature
questions (PE, page 90; UR 2, page 46)
Homework Suggestions before engaging in a whole-class discussion.
_________ Writers Journal: Thank-You Note, Character
Sketch, or Advice-Column Response (PE,
_________ Applied English: Looking at Careers (PE,
_________ Vocabulary: Finding Meaning (PE, page 91;
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UR 2, page 47)
_________ Language, Grammar, and Style: Editing for
Capitalization Errors (UR 2, page 49)


Lesson Plan
Good Housekeeping, page 92

M T W TH F

Difficulty Consideration: Scientific terms Reading Strategy: Visualize
Ease Factor: Authors style Fix-Up Idea: Take a Break
Synopsis: Louise and her sister face resistance from their Standardized Test Practice:
packrat mother as they try to clean the house. Identify the Setting
Goals/Objectives:
to enjoy a personal essay SOUTH CAROLINA STATE STANDARDS
to describe how a persons possessions tell a story about that
person click this box for details
to define and give examples of image, dialogue, and irony of
situation
to demonstrate an ability to use descriptive language
Related Readings: No More Birthdays, page 99; Happy or

Sad, page 100; and Punishing Yourself, page 100
Before Reading
page 56)
_________ Readers Toolbox: Image, Dialogue, and Irony of
Situation (PE, page 92)
_________ Readers Resource: Synopsis (PE, page 92)
_________ About the Author: Bailey White (PE, page 99)
_________ Fine Art: Ivan Albright (PE, page 93; VLR II, page 7)
_________ Vocabulary: PAVE (VR, page 17)
_________ Reading Strategy: Visualize Your Room (RSR)
During Reading
_________ Dramatic Recording: Good Housekeeping (AL, 19:00)
_________ Reading Strategy: Visualize People and Events (RSR)
_________ Fix-Up Idea: Take a Break (RSR)
After Reading
_________ Reading Strategy: Share Your Images (RSR)
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_________ Standardized Test Practice: Identify the Setting (RSR)

_________ Understanding Literature: Image, Dialogue, and Irony of Situation (PE, page 102; UR 2, page 60)
_________ Writers Journal: Conversation, To-Do List, or Letter (PE, page 102; UR 2, page 61)
_________ Language, Grammar, and Style: Choosing Colorful Words and Phrases (PE, page 103; UR 2, page 61)
_________ Vocabulary & Collaborative Learning: Searching for Spectacular Verbs and Adjectives (PE, page 103; UR
2, page 63)
_________ Related Readings: No More Birthdays, Happy or Sad, and Punishing Yourself (PE, pages 99100)
_________ Dramatic Recording: No More Birthdays (AL, 0:31)
_________ Dramatic Recording: Happy or Sad (AL, 0:29)
_________ Dramatic Recording: Punishing Yourself (AL, 0:38)


Lesson Plan
Good Housekeeping, page 92

M T W TH F

Individual Learning Strategies Tackle Scientific Terms
_________ Motivation: Personal Essay on Cleanliness _________ Thoroughly read Readers Resource before
(ATE, page 93) reading the selection (PE, page 92).
_________ Reading Proficiency: Previewing Vocabulary _________ Invite a science teacher to speak to students
and Footnotes (ATE, page 93) about botany and the type of plants and
_________ English Language Learning: Vocabulary (ATE, flowers mentioned in the selection.
page 93) _________ Invite a gardener to speak to students about
_________ Special Needs: Collaborative Learning (ATE, how plants and flowers enhance our
page 93) environment, both aesthetically and
_________ Enrichment: Poster of Rare Plants (ATE, medically.
page 93)
Additional Questions and Activities Learners
_________ Mementos (ATE, page 94) _________ Read the Readers Toolbox and Readers
_________ Related Reading Questions (ATE, pages
99100) _________ Read a synopsis of the story.
_________ Use Reading Proficiency: Previewing
Literary Techniques Vocabulary and Footnotes (ATE, page 93),
_________ Character, Characterization, and Setting (ATE, and then listen to the Dramatic Recording of
page 96) Good Housekeeping (AL, 19:00).
_________ As students listen to or read the selection,
Flexible Grouping Suggestions have them write down other words they do
_________ Special Needs: Collaborative Learning (ATE, not understand.
page 93) _________ Clarify the old woman and the shoe reference
_________ Enrichment: Poster of Rare Plants (ATE, in Punishing Yourself (PE, page 100).
page 93) _________ Have small groups answer Investigate,
_________ Additional Questions and Activities: Inquire, and Imagine questions (PE, page
Mementos (ATE, page 94) 101; UR 2, page 59) and Understanding
_________ Additional Questions and Activities: Related Literature questions before engaging in a
Reading Questions (ATE, pages 99100) whole-class discussion (PE, page 102; UR 2,
_________ Investigate, Inquire, and Imagine (PE, page page 61).
101; UR 2, page 59) _________ Use activities for Spanish speakers (SR,
page 24).
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_________ Understanding Literature: Image, Dialogue,
and Irony of Situation (PE, page 102; UR 2,
page 60)
_________ Writers Journal: Conversation, To-Do List, and
Letter (PE, page 102; UR 2, page 61)
_________ Language, Grammar, and Style: Choosing
Colorful Words and Phrases (PE, page 103;
UR 2, page 61)
_________ Vocabulary and Collaborative Learning:
Searching for Spectacular Verbs and
Adjectives (PE, page 103; UR 2, page 63)


Lesson Plan
For My Sister Molly Who in the Fifties, page 104

M T W TH F
Difficulty Consideration: Authors style Reading Strategy: Determine Text

Organization
Ease Factor: Selection length Fix-Up Idea: Reread
Standardized Test Practice:
Synopsis: A speaker pays tribute to her sister.
Identify Organizational Patterns
Goals/Objectives:
to enjoy a poem about a special sister
to discuss ideas about relationships between sisters SOUTH CAROLINA STATE STANDARDS
to define free verse and tone and recognize and explain click this box for details
examples of tone
to demonstrate an ability to find a compound verb in a sentence
Before Reading
page 70)
_________ Readers Toolbox: Tone and Free Verse (PE, page 104)
_________ Readers Resource: Synopsis and History
(PE, page 104)
_________ About the Author: Alice Walker (PE, page 108)
_________ Vocabulary: Easily Confused Pairs (VR, page 22)
_________ Reading Strategy: Skim the Poem (RSR)
During Reading
_________ Reading Strategy: Use a Text Organization Chart (RSR)
After Reading
_________ Reading Strategy: Share Your Chart (RSR)
_________ Standardized Test Practice: Identify Organizational Patterns (RSR)
EMC Corporation
_________ Understanding Literature: Tone and Free Verse (PE, page 109; UR 2, page 73)
_________ Writers Journal: Letter, Journal Entry, or Free-Verse Poem (PE, page 110; UR 2, page 73)
_________ Study and Research: Researching the Background of a Literary Work (PE, page 110; UR 2, page 74)
_________ Language, Grammar, and Style: Identifying Compound Verbs (PE, page 110; UR 2, page 75)
_________ Vocabulary: Creating Word Finds (UR 2, page 76)


Lesson Plan
For My Sister Molly Who in the Fifties, page 104

M T W TH F

Individual Learning Strategies Tackle Authors Style
_________ Motivation: Researching Author and African- _________ Read Readers Toolbox aloud, focusing
American Sharecropper Farmers (ATE, especially on the definition of free verse (PE,
page 105) page 104).
_________ Reading Proficiency: Previewing Vocabulary _________ Explain to students that poets often break
and Footnotes (ATE, page 105) grammar and sentence structure rules.
_________ English Language Learning: Vocabulary (ATE, _________ Have students search for ways that the poet
page 105) breaks the rules.
_________ Special Needs: Listening to the Selection _________ Read the poem aloud, allowing students to
(ATE, page 105) hear the flow of each line.
_________ Enrichment: Collage (ATE, page 105) _________ Use the questions in Understanding
Literature: Free Verse to discuss the authors
Cross-Curricular Activities style (PE, page 109).
_________ Sisterhood (ATE, page 106)
_________ Theories on Creativity (ATE, page 106) Additional Strategies for English Language
Learners
_________ Mapping Mollys Travels (ATE, page 107)
_________ Use Internet or library resources to find out
Additional Questions and Activities what life was like in the 1950s for African
_________ Leaving the Family (ATE, page 108) Americans.
_________ Define the words in the Graphic Organizer,
Flexible Grouping Suggestions and help students create their own organizers
_________ Motivation: Researching Author and African- (PE, page 104; VLR I, page 25; UR 2, page
American Sharecropper Farmers (ATE, page 70).
105) _________ Read the poem aloud so students can hear
_________ Enrichment: Collage (ATE, page 105) the rhythm and flow of the poem.
_________ Cross-Curricular Activities: Theories on _________ Have students write down additional words
Creativity (ATE, page 106) they do not understand.
_________ Cross-Curricular Activities: Mapping Mollys _________ Have small groups answer the Investigate,
Travels (ATE, page 107) Inquire, and Imagine questions before
_________ Additional Questions and Activities: Leaving engaging in a whole-class discussion (PE,
the Family (ATE, page 108) page 109; UR 2, page 72).
109; UR 2, page 72)
_________ Understanding Literature: Tone and Free
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Verse (PE, page 109; UR 2, page 73)
_________ Writers Journal: Letter, Journal Entry, or Free-
Verse Poem (PE, page 110; UR 2, page 73)
_________ Study and Research: Researching the
Background of a Literary Work (PE, page 110;
UR 2, page 74)
Compound Verbs (PE, page 110; UR 2, page
75)
_________ Vocabulary: Creating Word Finds (UR 2,
page 76)


Lesson Plan
Unit Two
Family Ties
M T W TH F

_________ Hope Was Here by Joan Bauer (PE, page 111)
_________ Constructing a Family History (PE, page 111; UR 2, page SOUTH CAROLINA STATE STANDARDS
82)
click this box for details
_________ Tracker by Gary Paulsen (PE, page 111)
_________ Looking for Alibrandi by Melina Marchetta (PE, page 111)

Expressive Writing: Composing a Narrative Poem Software
Assignment: Students write a narrative poem (PE, pages 112117). See the Guided
_________ Composing a Narrative Poem (PE, page 112) graphic organizers, extensive
_________ Previewing Models and Rubric for Assignment (VLR I, page 124; WR, page friendly checklists, and self-,
45) peer, and teacher evaluation
features.
_________ Prewriting (PE, page 113; WR, page 33)
During Writing
_________ Language, Grammar, and Style: Compound Verbs (PE, page 113; WR, page 37)
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After Writing
_________ Reflecting (PE, page 117)

_________ Motivation: Listening to Narrative Poetry (ATE, page 112)
_________ Reading Proficiency: Responding to the Model (ATE, page 112)
_________ English Language Learning: Responding to a Poem (ATE, page 112)
_________ Special Needs: Collaborative Learning (ATE, page 112)
_________ Enrichment: Oral Interpretation (ATE, page 113)


Lesson Plan
Unit Two
Family Ties
M T W TH F

_________ Enrichment: Oral Interpretation (ATE, page 113)
_________ Peer Evaluation (PE, page 115; WR, page 40)
_________ Graphic Organizer (VLR, page 121; WR, page 34)
_________ Language, Grammar, and Style: Compound Verbs (PE, page 113; WR, page 37)
_________ Self-EvaluationNarrative Poem (PE, page 115; WR, page 39)
_________ Rubric for Narrative Writing: Composing a Narrative Poem (VLR I, page 124; WR, page 45)
Unit Two Review


_________ Theme (PE, page 118)
_________ Group Project (PE, page 119; UR 2, page 85)
_________ Critical Thinking (PE, page 119; UR 2, page 85)
EMC Corporation


Lesson Plan
Unit Three
Going Down the Road
M T W TH F
to explore ideas related to the theme of travel
to summarize how travel affects different people and their
perceptions on life
to define and recognize limited point of view, setting, dialogue,
meter, rhyme scheme, allegory, and theme and explain examples
of each
to develop a persuasive research paper
to write strong paragraphs
to demonstrate an ability to document sources properly

_________ from The Original Journals of the Lewis and Clark
Expedition, page 123
_________ Related Reading: The Corps of Discovery:
They Had Some Help, page 132
_________ from Blue Highways: A Journey into America, page 137
_________ Related Reading: Southbound on the
Freeway, page 148
_________ Insights: The History of Auto Travel, page 149
_________ Roads Go Ever Ever On and Travel, page 152
_________ Related Reading: Wanting to Move, page 156
_________ Freedom and The Road Not Taken, page 159
_________ Guided WritingInformative/Persuasive Writing: Developing a Persuasive Research Paper, page 168
_________ Unit Three Review, page 179

EMC Corporation
_________ Fine Art: Cadillac Ranch Photograph. Have students discuss how the photograph relates to the title of this
unit (PE, page 120).
_________ Echoes (PE, page 122)
_________ Additional Questions and Activities: Creating a Mural (ATE, page 122)


Lesson Plan
from The Original Journals of the Lewis and

Clark Expedition, page 123
M T W TH F

Difficulty Considerations: Unfamiliar names; vocabulary Reading Strategy: Write Things Down
Fix-Up Idea: Unlock Difficult Words
Ease Factor: Journal format Standardized Test Practice:
Synopsis: In these excerpts from the summer of 1805, both Lewis Compare and Contrast Information and Text
and Clark describe the terrain, the Indians, the buffalo, and other
events they encounter on a journey west. SOUTH CAROLINA STATE STANDARDS
Goals/Objectives: click this box for details

to appreciate what it might be like to explore unknown territory
to briefly explain the significance of working on a team and
depending on other people to carry through a plan
to define journal and limited point of view
to work to plan a vacation
Related Reading: The Corps of Discovery: They Had Some Help,

page 132
Before Reading
_________ Daily Oral Language (VLR I, page 26;
UR 3, page 1)
_________ Readers Resource: History Connection and Geography
Connection (PE, page 123)
_________ Readers Toolbox: Journal and Limited Point of View (PE, page 123)
_________ About the Authors: Meriwether Lewis and William Clark (PE, page 131)
_________ Vocabulary: Pronunciations and Accented Syllables (VR, page 24)
_________ Reading Strategy: Write a Journal Entry (RSR)
During Reading
_________ Dramatic Recording: from The Original Journals of the Lewis and Clark Expedition (AL, 18:59)
_________ Reading Strategy: Summarize Journal Entries (RSR)
_________ Fix-Up Idea: Unlock Difficult Words (RSR)
After Reading
EMC Corporation
_________ Reading Strategy: Share Your Summaries (RSR)
_________ Standardized Test Practice: Compare and Contrast Information and Text (RSR)
_________ Understanding Literature: Journal and Limited Point of View (PE, page 136; UR 3, page 6)
_________ Writers Journal: Journal Entry, Field Guide Entry, or Dialogue (PE, page 136; UR 3, page 7)
_________ Language, Grammar, and Style: Proofreading (PE, page 136; UR 3, page 8)
_________ Applied English: Planning a Vacation (PE, page 136; UR 3, page 9)
_________ Vocabulary: Word Definition Game (UR 3, page 9)
_________ Related Reading: The Corps of Discovery: They Had Some Help (PE, page 132)
_________ Dramatic Recording: The Corps of Discovery: They Had Some Help (AL, 11:03)


Lesson Plan
from The Original Journals of the Lewis and

Clark Expedition, page 123
M T W TH F

_________ Writers Journal: Journal Entry, Field Guide
Individual Learning Strategies Entry, or Dialogue (PE, page 136; UR 3,
_________ Motivation: Planning a Vacation (ATE, page 7)
page 124) _________ Language, Grammar, and Style: Proofreading
_________ Reading Proficiency: Grammatical (PE, page 136; UR 3, page 8)
Irregularities in Journals and Listening to the _________ Vocabulary: Word Definition Game (UR 3,
Selection (ATE, page 124) page 9)
_________ Special Needs: Working with a Partner (ATE,
page 124) Tackle Unfamiliar Names
_________ Enrichment: Mapping Lewis and Clarks _________ Preview the names by listing them on the
Route (ATE, page 125) board and giving their pronunciations.
_________ Play the audio version of the story so that
Cross-Curricular Activities students can hear the pronunciations of the
_________ Longitude and Latitude (ATE, page 126) names (AL, 18:59).
_________ Changing Rivers (ATE, page 129)
Tackle Vocabulary
Historical Note _________ Allow students to preview the new vocabulary
_________ Sacagawea (ATE, page 127) words used in the selection.
_________ Have students identify words that they
Additional Questions and Activities already know.
_________ Discussing U.S. Attitudes (ATE, page 131) _________ Encourage students to predict the meaning of
_________ Related Reading Questions (ATE, pages unknown words by using context clues.
132134) _________ Familiarize students with the new vocabulary
Flexible Grouping Suggestions (page 24).
_________ Motivation: Planning a Vacation (ATE,
page 124) Additional Strategies for English Language
_________ Special Needs: Working with a Partner (ATE, Learners
page 124) _________ Read the synopsis of the selection.
_________ Enrichment: Mapping Lewis and Clarks _________ Use a map or a globe to show longitude and
Route (ATE, page 125) latitude (PE, page 123).
_________ Cross-Curricular Activities: Longitude and _________ Use Internet or library resources to find out
Latitude (ATE, page 126) more about the route Lewis and Clark took.
EMC Corporation
_________ Additional Questions and Activities: _________ Listen to the Dramatic Recording before
Discussing U.S. Attitudes (ATE, page 131) reading (AL, 18:59), and then have students
_________ Investigate, Inquire, and Imagine (PE, page reread the selection.
135; UR 3, page 5) _________ Use Reading Proficiency: Grammatical
_________ Understanding Literature: Journal and Limited Irregularities in Journals and Listening to the
Point of View (PE, page 136; UR 3, page 6) Selection (ATE, page 124). Have students
_________ Applied English: Planning a Vacation (PE, write down words they do not understand.
page 136; UR 3, page 9) _________ Have small groups answer the Investigate,
Inquire, and Imagine questions before
engaging in a whole-class discussion (PE,
page 135; UR 3, page 5).


Lesson Plan
from Blue Highways: A Journey into America, page 137

M T W TH F

Difficulty Considerations: Vocabulary; dialect Reading Strategy: Find a Purpose
Ease Factor: Subject matter Fix-Up Idea: Vary Reading Rate
Synopsis: The author describes his travels along the highways of Standardized Test Practice:
rural America. Determine Authors Purpose
Goals/Objectives:
to enjoy a descriptive autobiography SOUTH CAROLINA STATE STANDARDS
to summarize the way the main character views travel and people
to define and explain examples of setting, dialogue, and dialect click this box for details
in the selection
to work collaboratively to learn about the past
Related Reading: Southbound on the Freeway, page 148
Insights: The History of Auto Travel, page 149
Before Reading
page 17)
_________ Readers Toolbox: Setting, Dialogue, and Dialect
(PE, page 137)
_________ About the Author: William Least Heat Moon (PE, page 147)
_________ Vocabulary: Morphemes and Spelling Patterns (VR, page 26)
_________ Reading Strategy: Think about an Authors Purpose (RSR)
During Reading
_________ Art Smart: Lee Friedlander (PE, page 143)
_________ Reading Strategy: Why Did the Author Share His Journey? (RSR)
_________ Fix-Up Idea: Vary Reading Rate (RSR)
After Reading
_________ Reading Strategy: Discuss the Authors Purpose (RSR)
_________ Standardized Test Practice: Determine Authors Purpose (RSR)
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_________ Understanding Literature: Setting, Dialogue, and Dialect (PE, page 150; UR 3, page 23)
_________ Writers Journal: Travel Guide Entry, Travelogue, or Support Letter or Protest Statement (PE, page 151;
UR 3, page 24)
_________ Speaking and Listening: Travelers Tales (PE, page 151)
_________ Collaborative Learning: Learning about the Past (PE, page 151; UR 3, page 25)
_________ Study and Research: Flight to the Cities (PE, page 151; UR 3, page 26)
_________ Language, Grammar, and Style: Identifying Dialect (UR 3, page 28)
_________ Vocabulary: Synonyms (UR 3, page 30)
_________ Related Reading: Southbound on the Freeway (PE, page 148)
_________ Dramatic Recording: Southbound on the Freeway (AL, 1:05)
_________ Insights: The History of Auto Travel (PE, page 149)
_________ Related Reading and Insights Questions (ATE, pages 148149; UR 3, pages 2021)


Lesson Plan
from Blue Highways: A Journey into America, page 137

M T W TH F
Teaching Options _________ Collaborative Learning: Learning about the

Past (PE, page 151; UR 3, page 25)
Individual Learning Strategies _________ Study and Research: Flight to the Cities (PE,
_________ Motivation: Interviewing Older Relatives (ATE, page 151; UR 3, page 26)
page 139)
_________ Reading Proficiency: Previewing Vocabulary Homework Suggestions
and Footnotes (ATE, page 139) _________ Writers Journal: Travel Guide Entry,
_________ English Language Learning: Vocabulary (ATE, Travelogue, or Support Letter or Protest
page 139) Statement (PE, page 151; UR 3, page 24)
_________ Special Needs: Checking Comprehension _________ Speaking and Listening: Travelers Tales (PE,
(ATE, page 139) page 151)
_________ Enrichment: Collage of a Special Place (ATE, _________ Language, Grammar, and Style: Identifying
page 139) Dialect (UR 3, page 28)
Literary Technique
_________ Dialect (ATE, page 140) Strategies for Developing Readers
Cross-Curricular Activities Tackle Vocabulary
_________ Researching Ponce de Len (ATE, page 141) _________ Allow students to preview the new vocabulary
_________ Researching Place Names (ATE, page 144) words used in the selection.
_________ Bluegrass Music (ATE, page 146) _________ Have students identify words that they
already know.
Additional Questions and Activities _________ Encourage students to predict the meaning of
_________ Discussing a Statement (ATE, page 143) unknown words by using context clues.
_________ Significance of Dialogue (ATE, page 145) _________ Familiarize students with new vocabulary by
_________ Comparing Selections (ATE, page 146) working on the activities found in the VR
_________ Related Reading Questions (ATE, page 148; (page 26).
UR 5, page 20)
_________ Insight Questions (ATE, page 149; UR 3, Tackle Dialect
page 21) _________ Read Readers Toolbox, focusing especially
on Dialect (PE, page 137).
Historical Notes _________ Present the information given under Literary
_________ Osage Nation (ATE, page 137) Technique: Dialect (ATE, page 140).
_________ Rural Medical Care (ATE, page 145) _________ Direct students to the Language, Grammar,
and Style Resource 3.5: Dialects of English
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_________ Special Needs: Checking Comprehension _________ Help students complete Language, Grammar,
(ATE, page 139) and Style: Identifying Dialect, which asks
_________ Cross-Curricular Activities: Researching them to identify examples of dialect in the
Ponce de Len (ATE, page 141) selection (UR 3, page 28).
_________ Cross-Curricular Activities: Researching Place
Names (ATE, page 144) Additional Strategies for English Language
_________ Additional Questions and Activities: Learners
Discussing a Statement (ATE, page 143) _________ Bring in a road map so you can show
_________ Additional Questions and Activities: students the blue highways.
Comparing Selections (ATE, page 146) _________ Have partners read and answer the Guided
_________ Related Reading Questions (ATE, page 148) Reading Questions (PE, page 138; UR 3,
_________ Understanding Literature: Setting, Dialogue, (SR, page 30).
and Dialect (PE, page 150; UR 3, page 23)


Lesson Plan
Roads Go Ever Ever On and Travel, page 152

M T W TH F
Reading Level: Moderate, Easy READING STRATEGIES RESOURCE, PAGE 46

Difficulty Consideration: Word order Reading Strategy: Visualize
Ease Factors: Selection length; rhyme Fix-Up Idea: Read Aloud
Synopsis: Both poems discuss roads literally and metaphorically.
Describe an Authors Point of View
Goals/Objectives:
to appreciate two works of poetry
to discuss attitudes toward travel SOUTH CAROLINA STATE STANDARDS
to define meter and rhyme scheme and recognize them in the
selections click this box for details
to work to create an advertisement
Related Reading: Wanting to Move, page 156
Before Reading
page 39)
_________ Readers Toolbox: Meter and Rhyme Scheme
(PE, page 152)
_________ Readers Resource: Synopsis and History Connection
(PE, page 152)
_________ About the Authors: J. R. R. Tolkien and Edna St. Vincent
Millay (PE, page 155)
_________ Art Smart: Samuel Palmer (PE, page 153; ATE, page 153)
_________ Art Smart: Vincent van Gogh (PE, page 154; VLR II,
page 10; ATE, page 154)
_________ Vocabulary: Disciplines: The ologies (VR, page 31)
_________ Reading Strategy: Visualize Your Path in Life (RSR)
During Reading
_________ Graphic Organizer (PE, page 152; VLR I, page 28)
_________ Dramatic Recording: Travel (AL, 0:43)
_________ Reading Strategy: Visualize Images in the Poem (RSR)
After Reading
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_________ Reading Strategy: Discuss Differences Among the Poems (RSR)
_________ Standardized Test Practice: Describe an Authors Point of View (RSR)
_________ Understanding Literature: Meter and Rhyme Scheme (PE, page 157; UR 3, page 42)
_________ Writers Journal: Summary, Itinerary, or Persuasive Letter (PE, page 158; UR 3, page 43)
_________ Speaking and Listening & Collaborative Learning: Communicating the Mood of a Poem
_________ Applied English: Creating an Advertisement (PE, page 158)
_________ Language, Grammar, and Style: Using Colorful Nouns, Verbs, and Modifiers (UR 3, page 45)
_________ Vocabulary: Using a Thesaurus (UR 3, page 45)
_________ Related Reading: Wanting to Move (PE, page 156)


Lesson Plan
Roads Go Ever Ever On and Travel, page 152

M T W TH F

Individual Learning Strategies Tackle Word Order
_________ Motivation: Writing a Poem (ATE, page 152) _________ Help students recognize that changing word
_________ Reading Proficiency: Prereading Activities order eases understanding phrases like
(ATE, page 152) winter sown, home afar, meadows green, and
_________ English Language Learning: Vocabulary (ATE, feet that wandering have gone.
page 152)
_________ Special Needs: Listening to Poems (ATE,
Learners
page 153)
_________ Read the Readers Resource and Readers
Art Smart _________ Have pairs read the poems and discuss
_________ Samuel Palmer (ATE, page 153) Understanding Literature questions (PE, page
157; UR 3, page 42).
_________ Vincent van Gogh (ATE, page 154)
_________ Hold a whole-class discussion on travel and
Additional Questions and Activities traveling. Have students share their
_________ Fantasy (ATE, page 153) experiences.
for Wanting to Move
Flexible Grouping Suggestions _________ Use Additional Questions and Activities:
_________ Art Smart: Discussing Images (ATE, Related Reading Questions (ATE, page 156).
page 154)
_________ Additional Questions and Activities: Fantasy
(ATE, page 153)
Reading Questions (ATE, page 156)
157; UR 3, page 41)
_________ Understanding Literature: Meter and Rhyme
Scheme (PE, page 157; UR 3, page 42)
_________ Speaking and Listening & Collaborative
Learning: Communicating the Mood of a
Poem (PE, page 158; UR 3, page 44)
_________ Applied English: Creating an Advertisement
(PE, page 158)
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_________ Writers Journal: Summary, Itinerary, or
Persuasive Letter (PE, page 158; UR 3,
page 43)
_________ Language, Grammar, and Style: Using
Colorful Nouns, Verbs, and Modifiers (UR 3,
page 45)
_________ Vocabulary: Using a Thesaurus (UR 3,
page 45)


Lesson Plan
Freedom and The Road Not Taken, page 159

M T W TH F
Difficulty Consideration: Philosophical tone Reading Strategy: Connect to Prior

Knowledge
Synopsis: The two poems address the freedom of choices that Fix-Up Idea: Reread
we have. Standardized Test Practice:
Goals/Objectives: Identify Main Ideas
to interpret and appreciate poems about freedom and choices
to describe Robert Frosts literary accomplishments and explain
the historical significance of his writings SOUTH CAROLINA STATE STANDARDS
to define allegory and theme and recognize and explain
examples of each
to demonstrate an ability to identify completers for linking verbs
in a sentence
Before Reading
page 53)
_________ Readers Toolbox: Allegory and Theme (PE, page 159)
_________ Readers Resource: Synopsis and Individualism
(PE, page 159)
_________ About the Authors: William Stafford and Robert Frost
(PE, page 164)
_________ Fine Art: Edvard Munch (PE, page 160; VLR II, page 13; Art Smart, ATE, page 160)
_________ Vocabulary: Phobias (VR, page 34)
_________ Reading Strategy: What Do You Know about Freedom? (RSR)
During Reading
_________ Dramatic Recording: Freedom (AL, 0:42)
_________ Dramatic Recording: The Road Not Taken (AL, 1:08)
_________ Reading Strategy: How Do the Poems Define Freedom? (RSR)
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After Reading
_________ Reading Strategy: Compare Your Ideas to Ideas in the Poems (RSR)
_________ Understanding Literature: Theme and Allegory (PE, page 165; UR 3, page 56)
_________ Writers Journal: Personal Creed, Poem, or Summary (PE, page 166; UR 3, page 57)
_________ Language, Grammar, and Style: Completers for Linking Verbs (PE, page 166; UR 3, page 58)
_________ Vocabulary: Antonym Game (UR 3, page 59)


Lesson Plan
Freedom and The Road Not Taken, page 159

M T W TH F

Individual Learning Strategies Tackle Philosophical Tone
_________ Motivation: Comparing Poems (ATE, _________ Read Readers Resource, focusing especially
page 160) on the third pointIndividualism (PE, page
_________ Reading Proficiency: Listening to the 159).
Selection (ATE, page 160) _________ Encourage students to reflect on the meaning
_________ English Language Learning: Vocabulary (ATE, of the following terms: freedom, oppression,
page 160) and individualism.
_________ Special Needs: Checking Comprehension _________ Allow students to fill in the Graphic Organizer
(ATE, page 160) as they read with a more proficient reader.
_________ Enrichment: Bulletin Board (ATE, page 160)
_________ Biographical Criticism (ATE, page 162) _________ Read the Readers Resource and Readers
_________ Frosts Poetry (ATE, page 162) Toolbox aloud (PE, page 159).
_________ Preview the new vocabulary for each poem
Flexible Grouping Suggestions before reading it (example: for The Road Not
_________ Motivation: Comparing Poems (ATE, Taken: undergrowth, hence, diverged, tread.)
page 160) _________ Have small groups answer questions in
_________ Enrichment: Bulletin Board (ATE, page 160) Understanding Literature: Theme and
_________ Art Smart: Edvard Munch (ATE, page 160; Allegory (PE, page 166; UR 3, page 56).
VLR II, page 13; Art Smart, ATE, page 160) _________ Discuss which road William Least Heat Moon
_________ Investigate, Inquire, and Imagine (PE, page from Blue Highways: A Journey into America
165; UR 3, page 55) (PE, page 137) would have taken and why.
_________ Understanding Literature: Theme and _________ Use activities for Spanish speakers
Allegory (PE, page 165; UR 3, page 56) (SR, page 38).
_________ Writers Journal: Personal Creed, Poem, or
Summary (PE, page 166; UR 3, page 57)
_________ Language, Grammar, and Style: Completers
for Linking Verbs (PE, page 166; UR 3,
page 58)
_________ Vocabulary: Antonym Game (UR 3, page 59)
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Lesson Plan
Unit Three
Going Down the Road
M T W TH F

_________ Stealing Freedom by Elisa Carbone (PE, page 167). This
title is available as an EMC Masterpiece Series Access SOUTH CAROLINA STATE STANDARDS
Edition. click this box for details
_________ Book Review (PE, page 167; UR 3, page 66)

_________ The Captains Dog: My Journey with the Lewis and Clark
Tribe by Roland Smith (PE, page 167)
_________ Journey of the Sparrows by Fran Leeper Buss with the
assistance of Daisy Cubias (PE, page 167)
_________ My American Adventure by Amy Burritt (PE, page 167)
_________ The Voyage of the Dawn Treader by C. S. Lewis (PE, page 167)
Guided Writing
GUIDED WRITING
Informative/Persuasive Writing: Developing a Persuasive Research Paper
Software
Assignment: Students write a persuasive research paper (PE, pages 168178). See the Guided
_________ Developing a Persuasive Research Paper (PE, page 168) lesson that includes printable
_________ Professional Model (PE, page 168) graphic organizers, extensive
student models and student-
During Writing
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_________ Language, Grammar, and Style: Documenting Sources (PE, page 173; WR, page 51)
After Writing


Lesson Plan
Unit Three
Going Down the Road
M T W TH F

_________ Motivation: Getting Excited about the Model and Brainstorming Topics (ATE, page 169)
_________ Reading Proficiency: Reading Independently (ATE, page 169)
_________ English Language Learning: Reading Independently (ATE, page 169)
_________ Enrichment: Debate (ATE, page 170)

_________ Language, Grammar, and Style: Documenting Sources (PE, page 173; WR, page 51)
_________ Self-EvaluationResearch Paper (PE, page 176; WR, page 55)
_________ Rubric for Persuasive/Informative Writing: Developing a Persuasive Research Paper (VLR I, page 129; WR,
page 61)
Unit Three Review


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_________ Genre (PE, page 179)

_________ Theme (PE, page 180)
_________ Graphic Organizer (PE, page 180; UR 3, page 70)
_________ On Your Own (PE, page 181)


Lesson Plan
Unit Four
M T W TH F
to enjoy fiction and nonfiction that explore the theme of conflict
to discuss different perspectives about conflict
to define metaphor, simile, mood, symbol, exposition, irony of
situation, suspense, tone, and repetition and recognize and
explain examples of each
to write and present a persuasive speech
to demonstrate an ability to use verb tenses correctly and
consistently

_________ The Drummer Boy of Shiloh, page 185
_________ Related Reading: from Reluctant Witnesses:
Childrens Voices from the Civil War, page 192
_________ Related Reading: My Dear Josie, page 194
_________ Related Reading: from Echoes of Shiloh,
page 196
_________ The Bracelet, page 200
_________ Related Reading: In Response to Executive Order 9066: All Americans of Japanese Descent
Must Report to Relocation Centers, page 206
_________ from If You Could Be My Friend: Letters of Mervet Akram Shabam and Galit Fink, page 209
_________ Related Reading: Jerusalem, page 219
_________ The Sniper, page 223
_________ Related Readings: The Community of the Peace People from Northern Ireland: Troubled Land
and Declaration of the Peace People, page 229
_________ from Our struggle is against all forms of racism, page 233
_________ Guided WritingPersuasive Writing: Generating a Persuasive Speech, page 240
_________ Unit Four Review, page 246
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_________ Fine Art: Pablo Picasso. Have students discuss how the artwork relates to the title of this unit (PE, page
182).
_________ Echoes (PE, page 184)


Lesson Plan
The Drummer Boy of Shiloh, page 185

M T W TH F

Difficulty Considerations: Unfamiliar setting; vocabulary Reading Strategy: Visualize
Ease Factor: Selection length Fix-Up Idea: Reread
Synopsis: A young drummer boy learns the value of his
contribution. Identify Setting and Conflict
Goals/Objectives:
to empathize with and understand a speakers perspective SOUTH CAROLINA STATE STANDARDS
to summarize the duties of a Civil War drummer boy
to define historical fiction and define and explain examples of click this box for details
metaphor and simile in the selection
to find concrete nouns and abstract nouns in a sentence
to research the Battle of Shiloh
to plan a Civil War exhibit
Related Readings: from Reluctant Witnesses: Childrens Voices
from the Civil War, page 192; My Dear Josie, page 194; and from
Echoes of Shiloh, page 196
Before Reading
_________ Daily Oral Language (VLR I, page 31; UR 4, page 1)
_________ Readers Toolbox: Historical Fiction, Metaphor, and
Simile (PE, page 185)
_________ About the Author: Ray Bradbury (PE, page 192)
_________ Reading Strategy: Practice Making a Mind Movie (RSR)
During Reading
_________ Dramatic Recording: The Drummer Boy of Shiloh (AL, 13:43)
_________ Reading Strategy: Make a Mind Movie about the Story (RSR)
After Reading
_________ Reading Strategy: Share Your Mind Movies (RSR)
_________ Standardized Test Practice: Identify Setting and Conflict (RSR)
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_________ Understanding Literature: Historical Fiction, Metaphor, and Simile (PE, page 197; UR 4, page 5)
_________ Writers Journal: Letter, Metaphors, Similes, or Speech (PE, page 198; UR 4, page 5)
_________ Study and Research: Researching the Battle of Shiloh (PE, page 198; UR 4, page 6)
_________ Applied English: Planning a Civil War Exhibit (PE, page 198)
_________ Language, Grammar, and Style: Using Collective Nouns (PE, page 198; UR 4, page 7)
_________ Media Literacy: Appreciating a Dramatic Reading (PE, page 199; UR 4, page 8)
_________ Vocabulary: Identifying Adjectives (UR 4, page 8)
_________ Art Smart: Winslow Homer (ATE, page 188)
_________ Art Smart: Images of Civil War Drummer Boys and Young Soldiers (ATE, page 199)
_________ Related Readings (PE, pages 192, 194, 196)
_________ Dramatic Recording: My Dear Josie (AL, 4:32)
_________ Related Reading Questions (ATE, pages 193196)


Lesson Plan
The Drummer Boy of Shiloh, page 185

M T W TH F

_________ Writers Journal: Letter, Metaphors, Similes, or
Individual Learning Strategies Speech (PE, page 198; UR 4, page 5)
_________ Motivation: Civil War Exhibit (ATE, page 187) _________ Study and Research: Researching the Battle
_________ Reading Proficiency: Listening to the of Shiloh (PE, page 198; UR 4, page 6)
Selection (ATE, page 187) _________ Language, Grammar, and Style: Using
_________ English Language Learning: Vocabulary (ATE, Collective Nouns (PE, page 198; UR 4, page 7)
page 187) _________ Media Literacy: Appreciating a Dramatic
_________ Special Needs: Previewing Vocabulary and Reading (PE, page 199; UR 4, page 8)
Footnotes (ATE, page 187) _________ Vocabulary: Identifying Adjectives (UR 4,
_________ Enrichment: Civil War Drums (ATE, page 187) page 8)
Cross-Curricular Activities Strategies for Developing Readers

_________ Mapping a Battle Site (ATE, page 186)
_________ Film Decisions (ATE, page 191) Tackle Unfamiliar Setting
_________ Thoroughly read Readers Resource before
Historical Note reading the selection (PE, page 185).
_________ Abraham Lincoln (ATE, page 188) _________ Share information about the American Civil
War, including time, place, and political and
Art Smart social views.
_________ Winslow Homer (ATE, page 188) _________ Share information included in the Historical
_________ Images of Civil War Drummer Boys and Note (ATE, page 188).
Young Soldiers (ATE, page 199) _________ Read Related Reading, from Reluctant
Witnesses: Childrens Voices from the Civil War,
Additional Questions and Activities prior to reading the selection (PE, page 192).
_________ Facing Fears (ATE, page 189)
_________ Applying a Quote (ATE, page 190) Tackle Vocabulary
_________ Related Reading Questions (ATE, pages _________ Allow students to preview the new vocabulary
193196) words used in the selection.
_________ Horatios Letter (ATE, pages 194,195) _________ Have students identify vocabulary words that
_________ Discussing Horatios Letter (ATE, page 195) they already know.
_________ Battle of Shiloh (ATE, page 196) _________ Encourage students to predict the meaning of
Quotables _________ Familiarize students with the new vocabulary
_________ Leo Rosten (ATE, page 190) by working on the activities found in the VR
(page 37).
Literary Technique
_________ Description (ATE, page 191) Additional Strategies for English Language
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Learners
Flexible Grouping Suggestions _________ Read from Reluctance Witnesses: Childrens
_________ Cross-Curricular Activities: Mapping a Battle Voices from the Civil War before reading (PE,
Site (ATE, page 186) page 192).
_________ Motivation: Civil War Exhibit (ATE, page 187) _________ Share information about Abraham Lincoln
_________ Enrichment: Civil War Drums (ATE, page 187) (Historical Note, ATE, page 188), and discuss
_________ Additional Questions and Activities: Related the pictures on pages 185, 187, 188, 190,
Reading Questions (ATE, pages 193196) 193, and 199.
_________ Additional Questions and Activities: _________ If applicable, include students in Reading
Discussing Horatios Letter (ATE, page 195) Proficiency: Listening to the Selection (ATE,
197; UR 4, page 4) _________ Have students compare the emotions and
_________ Understanding Literature: Historical Fiction, responsibilities of Ashraf (the boy who drums
Metaphor, and Simile (PE, page 197; UR 4, in Moon, PE, page 120) and the drummer
page 5) boy from Shiloh.
_________ Applied English: Planning a Civil War Exhibit _________ Use activities for Spanish speakers
(PE, page 198) (SR, page 43).


Lesson Plan
The Bracelet, page 200

M T W TH F

Difficulty Consideration: Historical references Reading Strategy: Connect to Prior
Ease Factor: Simple style Knowledge
Synopsis: Yoshiko Uchida writes of her experience in a relocation Fix-Up Idea: Find a New Strategy
camp during World War II. Standardized Test Practice:
Identify Authors Point of View
Goals/Objectives:
to appreciate what it might be like to be taken from your home
and placed in a concentration camp SOUTH CAROLINA STATE STANDARDS
to explain some of the effects of concentration camps on
Japanese Americans click this box for details
to define mood and symbol and explain examples of each
to work collaboratively to plan a memorial
Related Reading: In Response to Executive Order 9066: All
Americans of Japanese Descent Must Report to Relocation
Centers, page 206
Before Reading
________ Daily Oral Language (VLR I, page 32; UR 4, page 16)
________ Readers Journal (PE, page 200; UR 4, page 16)
________ Readers Toolbox: Mood and Symbol (PE, page 200)
________ Readers Resource: World History Connection
(PE, page 200)
________ About the Author: Yoshiko Uchida (PE, page 205)
________ Art Smart: Roger Shimomura (PE, page 200; VLR II,
page 16)
________ Vocabulary: Context Clues (VR, page 39)
________ Reading Strategy: Think about a Historical Event (RSR)
During Reading
________ Dramatic Recording: The Bracelet (AL, 12:14)
________ Guided Reading Questions (PE, page 201; UR 4, page 16)
________ Reading Strategy: How Would You Feel? (RSR)
________ Fix-Up Idea: Find a New Strategy (RSR)
After Reading
________ Reading Strategy: Discuss your Reactions (RSR)
________ Standardized Test Practice: Identify Authors Point of View (RSR)
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________ Respond to the Selection (PE, page 205; UR 4, page 18)

________ Investigate, Inquire, and Imagine (PE, page 207; UR 4, page 18)
________ Understanding Literature: Mood and Symbol (PE, page 207; UR 4, page 19)
________ Writers Journal: Announcement, List of Rules, or Conversation (PE, page 208; UR 4, page 20)
________ Collaborative Learning: Memorializing the Event (PE, page 208)
________ Study and Research: Looking at Primary Sources (PE, page 208; UR 4, page 21)
________ Language, Grammar, and Style: Using Concrete and Abstract Nouns (PE, page 208; UR 4, page 22)
________ Vocabulary: Investigating Word Origins (UR 4, page 22)
________ Selection Check Test 4.4.3 (ATE, page 205; UR 4, page 23; TG)
________ Selection Test 4.4.4 (UR 4, page 24; TG)
________ Related Reading: In Response to Executive Order 9066: All Americans of Japanese Descent Must
Report to Relocation Centers (PE, page 206)
________ Dramatic Recording: In Response to Executive Order 9066: All Americans of Japanese Descent
Must Report to Relocation Centers (AL, 1:19)
________ Related Reading Questions (ATE, page 206)
________ Internet activities at http://www.emcp.com
________ Free reading time

Lesson Plan
The Bracelet, page 200

M T W TH F

Individual Learning Strategies Tackle Historical References
_________ Motivation: Create a Memorial Display (ATE, _________ Read Readers Resource aloud (PE, page
page 201) 200).
_________ Reading Proficiency: Listening to the _________ Preview all of the art in the selection and
Selection (ATE, page 201) discuss the art of Roger Shimomura (PE,
_________ English Language Learning: Vocabulary (ATE, page 200; VLR II, page 16; Art Smart, PE,
_________ Special Needs: Working with a Partner (ATE, _________ Have students draw a picture of Civil Control
page 201) Central (Cross-Curricular Activities, ATE,
_________ Enrichment: Researching Life in Relocation page 203).
Camps (ATE, page 201)
_________ List of Personal Items (ATE, page 202) _________ Read aloud the Readers Toolbox and
Readers Resource (PE, page 200).
_________ Use Internet or library resources to find out
Cross-Curricular Activities more about relocation camps (Enrichment,
_________ Sketching the Civil Control Station (ATE, ATE, page 201). On a map, show where these
page 203) camps were located.
_________ If students are willing, have them share first-
Flexible Grouping Suggestions hand information they may have about
_________ Motivation: Create a Memorial Display (ATE, relocation camps in other parts of the world.
page 201) _________ Preview the pictures on pages 200, 202, 203
_________ Special Needs: Working with a Partner (ATE, and 204.
page 201) _________ Have pairs define words they do not know as
_________ Enrichment: Researching Life in Relocation they read. Have them read and paraphrase
Camps (ATE, page 201) short sections of the story using their
_________ Additional Questions and Activities: Related definitions.
Reading Questions (ATE, page 206) _________ Read the Related Reading aloud
_________ Investigate, Inquire, and Imagine (PE, page (PE, page 206).
207; UR 4, page 18) _________ Have small groups answer the Investigate,
_________ Understanding Literature: Mood and Symbol Inquire, and Imagine (PE, page 207; UR 4,
(PE, page 207; UR 4, page 19) page 18) and Understanding Literature
_________ Collaborative Learning: Memorializing the questions before engaging in a whole-class
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Event (PE, page 208) discussion (PE, page 207; UR 4, page 19).
_________ Have students compare the cultural items
Homework Suggestions given to the narrator in The Medicine Bag
_________ Writers Journal: Announcement, List of Rules, or (PE, page 57) to those given to the narrator in
Conversation (PE, page 208; UR 4, page 20) this story. Ask how the items changed each
_________ Study and Research: Looking at Primary person.
Sources (PE, page 208; UR 4, page 21) _________ Use additional activities for Spanish speakers
_________ Language, Grammar, and Style: Using (SR, page 49).
Concrete and Abstract Nouns (PE, page 208;
UR 4, page 22)
_________ Vocabulary: Investigating Word Origins (UR 4,
page 22)


Lesson Plan
from If You Could Be My Friend: Letters from Mervet

Akram Shaban and Galit Fink, page 209
M T W TH F

Difficulty Considerations: Unfamiliar setting; shifts in time Reading Strategy: Write Things Down
Ease Factors: Prereading information; footnotes Fix-Up Idea: Read Short Sections
Synopsis: Two girls, Mervit and Galit, develop a friendship as
they exchange letters across enemy lines. Compare and Contrast Information
Goals/Objectives:
to understand the circumstances surrounding the friendship SOUTH CAROLINA STATE STANDARDS
between the two main characters
to discuss different perspectives on conflict
to define epistolary writing and exposition and explain examples of
each in the selection
to conduct research on the Israeli-Palestinian conflict
Related Reading: Jerusalem, page 219
Before Reading
_________ Readers Toolbox: Epistolary Writing and Exposition
(PE, page 209)
_________ Readers Resource: World History Connection
(PE, page 209)
_________ Art Smart: Suleiman Mansour (ATE, page 210)
_________ About the Author: Litsa Boudalika (PE, page 218)
_________ Vocabulary: Root Families (VR, page 41)
_________ Reading Strategy: Draw Cluster Charts (RSR)
During Reading
_________ Dramatic Recording: If You Could Be My Friend (AL, 23:40)
_________ Reading Strategy: Gather Information (RSR)
_________ Fix-Up Idea: Read Short Sections (RSR)
After Reading
_________ Reading Strategy: Discuss the Girls Lives (RSR)
_________ Standardized Test Practice: Compare and Contrast Information (RSR)
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_________ Understanding Literature: Epistolary Writing and Exposition (PE, page 220; UR 4, page 33)
_________ Writers Journal: Letter, Journal Entry, or Poem (PE, page 221; UR 4, page 33)
_________ Speaking and Listening & Collaborative Learning: Group Role-Play (PE, page 221)
_________ Language, Grammar, and Style: Working with Inverted Sentences (PE, page 221; UR 4, page 34)
_________ Media Literacy & Study and Research: Reading a Map and Researching the Occupied Territories (PE,
_________ Vocabulary: Choosing Synonyms (UR 4, page 36)
_________ Related Reading: Jerusalem (PE, page 219)
_________ Dramatic Recording: Jerusalem (AL, 2:21)

Lesson Plan
from If You Could Be My Friend: Letters from Mervet

Akram Shaban and Galit Fink, page 209
M T W TH F
Teaching Options _________ Vocabulary: Choosing Synonyms (UR 4,

page 36)
_________ Motivation: Letter to a Student from a Different Strategies for Developing Readers
Background (ATE, page 210)
Tackle Unfamiliar Setting
_________ Reading Proficiency: Previewing the
Vocabulary and Footnotes and Listening to _________ Thoroughly read Readers Resource before
the Selection (ATE, page 210) reading the selection (PE, page 209).
_________ English Language Learning: Vocabulary (ATE, _________ Discuss the political climate of relations
page 210) between Israel and Palestine in 1989.
_________ Special Needs: Reading Out Loud (ATE, _________ Ask students to read the background
page 210) information (in italics print) before reading
each letter.
_________ Enrichment: Pictures of Mervet and Galit
(ATE, page 210) _________ Read About the Author information prior to
reading the selection (PE, page 218).
Art Smart _________ As an After-Reading activity, you may want to
_________ Suleiman Mansour (ATE, page 210) show the documentary Duo, which provides
students with visuals of the setting and the
Cross-Curricular Activities two girls.
_________ Geography of Israel (ATE, page 211)
Tackle Shifts in Time
Additional Questions and Activities _________ Create a time line for the letters, including
_________ Letter to Galit (ATE, page 213) who wrote the letter and to whom and when
_________ Letter to Mervet (ATE, page 214) the letter was written.
_________ Character Chart (ATE, page 215) _________ Play the audio version of the selection (AL,
_________ Related Reading Questions (ATE, page 219) 23:40).
Flexible Grouping Suggestions Additional Strategies for English Language

Learners
_________ Enrichment: Pictures of Mervet and Galit
(ATE, page 210) _________ Read the Readers Toolbox and Readers
_________ Art Smart: Suleiman Mansour (ATE,
page 210) _________ Ask students what they know about relations
between Israel and Palestine now. Use the
_________ Cross-Curricular Activities: Geography of
map on page 222 and review the footnotes
Israel (ATE, page 211)
before students read.
_________ Have students note the dates on the letters to
220; UR 4, page 31)
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get a sense that time has passed.
_________ Understanding Literature: Epistolary Writing
_________ Have students listen to the Dramatic
and Exposition (PE, page 220; UR 4,
Recording (AL, 23:40), stopping at the end of
page 33)
each page to read and discuss what the letter
says. Help students define vocabulary words.
Learning: Group Role-Play (PE, page 221)
_________ Have small groups answer Investigate,
Homework Suggestions Inquire, and Imagine (PE, page 220; UR 4,
_________ Writers Journal: Letter, Journal Entry, or Poem page 31) and Understanding Literature
(PE, page 221; UR 4, page 33) questions (PE, page 220; UR 4, page 33)
before engaging in a whole-class discussion.
_________ Language, Grammar, and Style: Working with
Inverted Sentences (PE, page 221; UR 4,
page 34)
_________ Media Literacy & Study and Research:
Reading a Map and Researching the
Occupied Territories (PE, page 222; UR 4,
page 35)


Lesson Plan
The Sniper, page 223

M T W TH F
Difficulty Considerations: Unfamiliar setting; vocabulary Reading Strategy: Make Predictions

Fix-Up Idea: Take a Break
Ease Factor: Selection length Standardized Test Practice:
Draw Conclusions
Synopsis: A young Irish sniper unknowingly shoots his brother.
Goals/Objectives:
to enjoy a suspenseful short story
to describe the effect that war has on the main character click this box for details
to define irony of situation and suspense and recognize and
explain examples of each
to demonstrate an ability to find transitive and intransitive verbs
in sentences
Related Readings: The Community of the Peace People from

Northern Ireland: Troubled Land and Declaration of the Peace
People, page 229
Before Reading
page 45)
_________ Readers Toolbox: Irony of Situation and Suspense
(PE, page 223)
_________ Readers Resource: World History Connection (PE, page 223)
_________ About the Author: Liam OFlaherty (PE, page 228)
_________ Reading Strategy: Make a Prediction Chart (RSR)
During Reading
_________ Reading Strategy: Fill in a Prediction Chart (RSR)
After Reading
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_________ Understanding Literature: Irony of Situation and Suspense (PE, page 230; UR 4, page 48)
_________ Graphic Organizer (UR 4, page 48; VLR I, page 34)
_________ Writers Journal: Epitaph, Business Letter, or Childrens Story (PE, page 231; UR 4, page 49)
_________ Media Literacy: Internet Research (PE, page 231; UR 4, page 49)
_________ Critical Thinking & Collaborative Learning: Forming a Nonviolence Pledge (PE, page 232)
_________ Language, Grammar, and Style: Transitive and Intransitive (PE, page 232; UR 4, page 50)
_________ Vocabulary: Using New Words (PE, page 232; UR 4, page 52)
_________ Related Readings (PE, page 229)

Lesson Plan
The Sniper, page 223

M T W TH F

Individual Learning Strategies Tackle Unfamiliar Setting
_________ Motivation: Writing Peace Pledges (ATE, _________ Thoroughly read Readers Resource, making
page 224) sure students know the difference between
_________ Reading Proficiency: Previewing Vocabulary Republicans and Free Staters (PE, page 223).
and Footnotes (ATE, page 224) _________ Locate England and Ireland on a map; then
_________ English Language Learning: Vocabulary (ATE, point out the location of Dublin.
page 224) _________ Present students with a short synopsis of the
_________ Special Needs: Listening to the Selection story: the Republicans and Free Staters are at
(ATE, page 224) war and the story is told from the point of view
_________ Enrichment: Speech (ATE, page 224) of a Republican.
Literary Technique Tackle Vocabulary

_________ Tone (ATE, page 225) _________ Allow students to preview the new vocabulary
words used in the selection.
Additional Questions and Activities _________ Have students identify vocabulary words that
_________ Discussing the Sniper (ATE, page 226) they already know.
_________ Sensory Detail Chart (ATE, page 227) _________ Encourage students to predict the meaning of
_________ Related Reading Questions (ATE, unknown words by using context clues.
page 229) _________ Familiarize students with the new vocabulary
_________ Motivation: Writing Peace Pledges (ATE,
Learners
_________ Special Needs: Listening to the Selection
(ATE, page 224) _________ The Readers Journal entry (PE, page 223; UR
4, page 45) may be too painful for some
_________ Additional Questions and Activities:
students. You might want to ask students to
Discussing the Sniper (ATE, page 226)
write about wars in the news instead.
_________ Read the Prereading information aloud (PE,
230; UR 4, page 46)
page 223) and use Strategies for Developing
_________ Understanding Literature: Irony of Situation
Readers (above).
and Suspense (PE, page 230; UR 4, page 48)
_________ Have partners read aloud to each other,
_________ Critical Thinking & Collaborative Learning:
alternating paragraphs and answering
Forming a Nonviolence Pledge (PE,
Guided Reading Questions as they proceed.
page 232)
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Have them write down additional vocabulary
Homework Suggestions words they cannot figure out from context.
_________ Writers Journal: Epitaph, Business Letter, or _________ Have small groups answer and discuss the
Childrens Story (PE, page 231; UR 4, Investigate, Inquire, and Imagine questions
page 49) (PE, page 230; UR 4, page 46).
_________ Media Literacy: Internet Research (PE, page _________ Have partners complete the Graphic
231; UR 4, page 49) Organizer (PE, page 231; VLR I, page 34).
_________ Language, Grammar, and Style: Transitive _________ Read The Community of the Peace People
and Intransitive (PE, page 232; UR 4, and Declaration of the Peace People aloud.
page 50) Ask students if they think Galit and Mervet
from If You Could Be My Friend (PE, page
_________ Vocabulary: Using New Words (PE, page 232;
210) would agree with the ideas presented in
UR 4, page 52)
Declaration of the Peace People.


Lesson Plan
from Our struggle is against all forms of racism, page 233

M T W TH F
Difficulty Considerations: Vocabulary; allusions to leading Reading Strategy: Determine Purpose and
black figures Point of View
Synopsis: This selection reprints parts of Nelson Mandelas 1990 Determine an Authors Purpose and Point of
speech given in Harlem, New York. View

to empathize with and understand a speakers perspective
to summarize racial discrimination in South Africa click this box for details
to define and find examples of tone and repetition
to conduct research on freedom fighters
Before Reading
page 60)
_________ Readers Toolbox: Tone and Repetition (PE, page 233)
_________ Readers Resource: World History Connection
(PE, page 233)
_________ Art Smart: Cheik Ledy (ATE, page 235)
_________ About the Author: Nelson Mandela (PE, page 236)
_________ Vocabulary: Word Parts Concerning Numbers
(VR, page 46)
_________ Reading Strategy: Create a Cluster Chart (RSR)
During Reading
_________ Reading Strategy: Fill in a Cluster Chart (RSR)
After Reading
_________ Reading Strategy: Share Your Cluster Chart (RSR)
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_________ Standardized Test Practice: Determine an Authors Purpose and Point of View (RSR)
_________ Understanding Literature: Tone and Repetition (PE, page 237; UR 4, page 62)
_________ Writers Journal: Letter, Definitions, or News Story (PE, page 238; UR 4, page 63)
_________ Study and Research: Researching the Freedom Fighters (PE, page 238; UR 4, page 64)
_________ Speaking and Listening: Reading Aloud (PE, page 238)
_________ Media Literacy: Searching the Internet (PE, page 238; UR 4, page 65)
_________ Language, Grammar, and Style: Reducing Wordiness (UR 4, page 66)
_________ Vocabulary: Proofreading for Spelling Errors (UR 4, page 67)


Lesson Plan
from Our struggle is against all forms of racism, page 233

M T W TH F

Individual Learning Strategies Tackle Vocabulary
_________ Motivation: Researching Freedom Fighters _________ Allow students to preview the new vocabulary
(ATE, page 234) words used in the selection.
_________ Reading Proficiency: Vocabulary Check (ATE, _________ Have students identify vocabulary words that
page 234) they already know.
_________ English Language Learning: Vocabulary (ATE, _________ Encourage students to predict the meaning of
page 234) unknown words by using context clues.
_________ Special Needs: Checking Comprehension _________ Familiarize students with the new vocabulary
(ATE, page 234) by working on the activities found in the VR
_________ Enrichment: Bulletin Board on South Africa (page 46).
(ATE, page 234)
Tackle Allusions to Leading Black Figures
Art Smart _________ Mandela lists numerous black freedom
_________ Cheik Ledy (ATE, page 235) fighters on page 235. Have students identify
the figures they already know, asking them
Historical Note why Mandela would label him or her as a
_________ Nelson Mandela on Trial (ATE, page 236) freedom fighter.
_________ For each person Mandela lists, summarize
Flexible Grouping Suggestions how each fought for freedom and the rights of
_________ Motivation: Researching Freedom Fighters black people.
(ATE, page 234)
_________ Enrichment: Bulletin Board on South Africa Additional Strategies for English Language
(ATE, page 234) Learners
_________ Art Smart: Cheik Ledy (ATE, page 235) _________ Read the Readers Toolbox and Readers
237; UR 4, page 61) _________ Use a map to show students where Harlem
and South Africa are located.
_________ Understanding Literature: Tone and
Repetition (PE, page 237; UR 4, page 62) _________ Use Internet or library resources to find out
more about apartheid.
_________ Study and Research: Researching the
Freedom Fighters (PE, page 238; UR 4, _________ Preview the new vocabulary by reading and
page 64) discussing it before reading.
_________ Read About the Author (PE, page 236) and
Homework Suggestions complete the Media Literacy activity (PE,
_________ Writers Journal: Letter, Definitions, or News page 238) before reading.
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Story (PE, page 238; UR 4, page 63) _________ After reading, have small groups go back and
_________ Speaking and Listening: Reading Aloud (PE, discuss the Guided Reading Questions.
page 238) _________ Complete the Study and Research activity:
_________ Media Literacy: Searching the Internet (PE, Researching the Freedom Fighters (PE, page
page 238; UR 4, page 65) 238; UR 4, page 64). Have students choose
_________ Language, Grammar, and Style: Reducing one of the people named by Mandela,
Wordiness (UR 4, page 66) making sure that all of the people named are
_________ Vocabulary: Proofreading for Spelling Errors selected. Have students write a one-page
(UR 4, page 67) biography of the person, then publish each
biography in a book, and present it to an
elementary school nearby.


Lesson Plan
Unit Four
M T W TH F


_________ Breaking Rank by Kristen D. Randle (PE, page 239)
_________ Creating a Readers Journal (PE, page 239; UR 4, page 75)
Other Books Students May Want to Read SOUTH CAROLINA STATE STANDARDS
_________ Behind the Bedroom Wall by Laura E. Williams (PE, click this box for details
page 239)
_________ Join In: Multiethnic Short Stories by Outstanding Writers for
Young Adults edited by Donald R. Gallo (PE, page 239)
Guided Writing
Persuasive Writing: Generating a Persuasive Speech GUIDED WRITING
Software
Assignment: Students write a persuasive speech (PE, pages 240245).
See the Guided
Before Writing Writing Software for
an extended version of this
_________ Generating a Persuasive Speech (PE, page 240) lesson that includes printable
_________ Previewing Models and Rubric for Assignment (VLR I, page 132; WR, page student models and student-
75) friendly checklists, and self-,
peer, and teacher evaluation
features.
_________ Graphic Organizer (VLR I, page 130; WR, 63)
During Writing
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_________ Language, Grammar, and Style: Using Verb Tenses Correctly (PE, page 244; WR, page 66)
After Writing

_________ Motivation: Brainstorming Topics and Impromptu Speeches (ATE, page 242)
_________ Reading Proficiency: Practicing Active Reading (ATE, page 242)
_________ English Language Learning: Practicing Active Reading (ATE, page 242)
_________ Enrichment: Rebuttal Speech (ATE, page 242)


Lesson Plan
Unit Four
M T W TH F

_________ Motivation: Brainstorming Topics and Impromptu Speeches (ATE, page 242)
_________ Enrichment: Rebuttal Speech (ATE, page 242)
_________ Language, Grammar, and Style: Using Verb Tenses Correctly (PE, page 244; WR, page 66)
_________ Self-EvaluationGenerating a Persuasive Speech (PE, page 243; WR, page 69)
_________ Rubric for Persuasive Writing: Generating a Persuasive Speech (VLR I, page 132; WR, page 75)
Unit Four Review


_________ Theme (PE, page 246; UR 4, page 87)
_________ Critical Thinking (PE, page 247; VLR I, page 36; UR 4, page 79)
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Lesson Plan
Unit Five
Open a Book, Open a World
M T W TH F
to explore ideas related to the theme of reading
to understand the importance of books and reading
to define and recognize metaphor, tone, aim, conflict, clich, and
concrete language and explain examples of each
to write an extended definition
to recognize errors in subject-verb agreement and demonstrate an
ability to avoid this problem in writing

_________ Women, page 251
_________ Related Reading: On Education, page 254
_________ from The Autobiography of Malcolm X, page 257
_________ The Story-Teller, page 264
_________ from An American Childhood, page 272
_________ Related Reading: The First Book, page 278
_________ from Fahrenheit 451, page 281
_________ Insights: Gutenberg and the Age of the
Printed Word, page 290
_________ Guided WritingInformative/Expressive Writing: Completing an Extended Definition, page 296
_________ Unit Five Review, page 301

_________ Fine Art: Henri Matisse. Have students discuss how the artwork relates to the title of this unit
(PE, page 248).
_________ Echoes (PE, page 250)
_________ Additional Questions and Activities: Creating a Bulletin Board or Internet Site (ATE, page 250)
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Lesson Plan
Women, page 251

M T W TH F

Difficulty Consideration: Poetic conventions Reading Strategy: Visualize
Ease Factors: Selection length; vocabulary Fix-Up Idea: Refocus
Synopsis: A speaker applauds the strengths of the women in her
mothers generation. Draw Conclusions
Goals/Objectives:
to empathize with African-American women of another SOUTH CAROLINA STATE STANDARDS
generation
to briefly explain the availability of education to African click this box for details
Americans through the years
to define tone and metaphor and identify examples of each
to work collaboratively to share stories
Related Reading: On Education, page 254
Before Reading
_________ Readers Toolbox: Metaphor and Tone (PE, page 251)
_________ Readers Resource: African-American Education
(PE, page 251)
_________ About the Author: Alice Walker (PE, page 253)
_________ Fine Art: Maria Blanchard (PE, page 252; VLR II,
page 19)
______ Vocabulary from the Selection (ATE, page 252)
_________ Vocabulary: Words as Groups of Morphemes (VR, page 49)
_________ Reading Strategy: Imagine (RSR)
During Reading
_________ Reading Strategy: Visualize (RSR)
After Reading
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_________ Understanding Literature: Tone and Metaphor (PE, page 255; UR 5, page 3)
_________ Writers Journal: Letter, List, or Poem (PE, page 256; UR 5, page 4)
_________ Study and Research: Researching the History of Educational Opportunities for African Americans (PE,
_________ Speaking and Listening: Reading Poetry Out Loud (PE, page 256)
_________ Media Literacy: Analyzing Poetry (PE, page 256)
_________ Collaborative Learning: Sharing Stories (PE, page 256)
_________ Vocabulary: Forming Adjectives (UR 5, page 5)
_________ Language, Grammar, and Style: Accept vs. Except (UR 5, page 6)
_________ Related Reading: On Education (PE, page 254)
_________ Dramatic Recording: On Education (AL, 2:54)
_________ Fine Art: Joan Miro (PE, page 254; VLR II, page 22)

Lesson Plan
Women, page 251

M T W TH F

Individual Learning Strategies Tackle Poetic Conventions
_________ Motivation: Sharing Family Stories (ATE, _________ Read Readers Toolbox, pointing out that a
page 252) major poetic convention that Walker uses is
_________ Reading Proficiency: Listening to the metaphor (PE, page 251).
Selection (ATE, page 252) _________ Explain to students that in poetry, people are
_________ English Language Learning: Vocabulary (ATE, allowed to break grammar and sentence
page 252) structure rules.
_________ Special Needs: Working with a Partner (ATE, _________ Ask students to rewrite each poem, adding
page 252) the missing punctuation, to help them
_________ Enrichment: Mobile (ATE, page 252) understand the meaning of each line.
_________ Read the poem aloud so that students can
Historical Note hear the flow of each line.
_________ Fourteenth Amendment (ATE, page 252) _________ Use the questions for Understanding
Literature: Tone and Metaphor to further
Additional Questions and Activities clarify this poetic convention.
Flexible Grouping Suggestions Learners
_________ Motivation: Sharing Family Stories (ATE, _________ Read the Readers Toolbox and Readers
page 252) Resource aloud (PE, page 251).
_________ Special Needs: Working with a Partner (ATE, _________ Have the class discuss what they know about
page 252) opportunities for women in their mothers
_________ Additional Questions and Activities: Related generation and in their grandmothers
Reading Questions (ATE, page 254) generation.
_________ Investigate, Inquire, and Imagine (PE, page _________ Use the picture on page 252 to discuss what
255; UR 5, page 2) types of work were available to women of
_________ Understanding Literature: Tone and Metaphor Alice Walkers mothers generation.
(PE, page 255; UR 5, page 3) _________ Compare the woman in For My Sister Molly
_________ Media Literacy: Analyzing Poetry (PE, Who in the Fifties (PE, page 105) to the
page 256) woman in this poem.
_________ Collaborative Learning: Sharing Stories (PE, _________ Explain headragged (head covered with
page 256) rags).
_________ Preview the vocabulary.
Homework Suggestions _________ Have small groups answer Investigate,
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_________ Writers Journal: Letter, List, or Poem (PE, Inquire, and Imagine (PE, page 254; UR 5,
page 256; UR 5, page 4) page 2.) and Understanding Literature: Tone
_________ Study and Research: Researching the History and Metaphor questions (PE, page 255; UR
of Educational Opportunities for African 5, page 255) before engaging in a whole-
Americans (PE, page 256; UR 5, page 5) class discussion.
_________ Speaking and Listening: Reading Poetry Out
Loud (PE, page 256) for On Education
_________ Vocabulary: Forming Adjectives (UR 5, _________ Have partners read and discuss the poem.
page 5) _________ Use the Dramatic Recording (AL, 2:54).
_________ Language, Grammar, and Style: Accept vs.
Except (UR 5, page 6)


Lesson Plan
from The Autobiography of Malcolm X, page 257

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Use Text Organization

Follow Sequence
Synopsis: Malcolm recounts his process of self-education.
Goals/Objectives:
to empathize with and understand a speakers perspective
to understand the motivations of the subject of the click this box for details
autobiography
to define autobiography and aim and explain examples of aim
in the selection
to demonstrate an ability to use irregular verbs
Before Reading
page 11)
_________ Readers Toolbox: Autobiography and Aim
(PE, page 257)
_________ About the Authors: Malcolm X and Alex Haley
(PE, page 261)
_________ Reading Strategy: Discuss Text Organization (RSR)
During Reading
_________ Reading Strategy: Fill in a Flow Chart (RSR)
After Reading
_________ Reading Strategy: Share Your Flow Chart (RSR)
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_________ Standardized Test Practice: Follow Sequence (RSR)
_________ Understanding Literature: Autobiography and Aim (PE, page 262; UR 5, page 14)
_________ Writers Journal: Dictionary Definition, Memo, or Incentive Plan (PE, page 263; UR 5, page 14)
_________ Vocabulary: Using Prefixes (UR 5, page 15)
_________ Language, Grammar, and Style: Reviewing Irregular Verbs (PE, page 263; UR 5, page 16)
_________ Collaborative Learning: Getting Around Language Barriers (PE, page 263)
_________ Speaking and Listening: Discussing the Issues (PE, page 263)


Lesson Plan
from The Autobiography of Malcolm X, page 257

M T W TH F

_________ Motivation: Essay on Reading (ATE, _________ Allow students to preview new vocabulary
page 258) words.
_________ Reading Proficiency: Background Information _________ Have students identify vocabulary words that
on Malcolm X (ATE, page 258) they already know.
_________ English Language Learning: Vocabulary (ATE, _________ Encourage students to predict meanings of
_________ Special Needs: Listening to the Selection _________ Familiarize students with new vocabulary by
(ATE, page 258) working on the activities found in the VR
_________ Enrichment: Researching and Comparing (page 53).
Islam and Nation of Islam (ATE, page 258)
_________ Using Dictionaries (ATE, page 259) _________ Read the Prereading information aloud (PE,
_________ Debate (ATE, page 260) page 257).
_________ Writing a Letter (ATE, page 260) _________ Have small groups discuss the Readers
Journal question (PE, page 257). ELL
Quotables students may be able to relate to this in a
_________ Richard Lovelace (ATE, page 259) closer way, since many of them are still
_________ Dorothy Osborne (ATE, page 260) learning to read English. If students are
literate in their first language, you might ask
Flexible Grouping Suggestions them to name strategies they use in reading
_________ Enrichment: Researching and Comparing their first language that help them read a
Islam and Nation of Islam (ATE, page 258) second language.
_________ Additional Questions and Activities: Debate _________ Have students read this with a partner,
(ATE, page 260) answering the Guided Reading Questions
_________ Investigate, Inquire, and Imagine (PE, page (PE, page 259; UR 5, page 12) as they
262; UR 5, page 13) proceed. Have students write down words
_________ Understanding Literature: Autobiography and they cannot understand.
Aim (PE, page 262; UR 5, page 14) _________ Ask the students how Malcolm X learned to
_________ Collaborative Learning: Getting Around read.
Language Barriers (PE, page 263) _________ Have small groups answer Investigate,
Homework Suggestions 13) and Understanding Literature questions
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_________ Writers Journal: Dictionary Definition, Memo, (PE, page 263; UR 5, page 14).
or Incentive Plan (PE, page 263; UR 5, page _________ Have students choose a word from their first
14) language for Writers Journal Activity 1:
_________ Vocabulary: Using Prefixes (UR 5, page 15) Dictionary Definition (PE, page 263).
_________ Language, Grammar, and Style: Reviewing
Irregular Verbs (PE, page 263; UR 5, page
16)
_________ Speaking and Listening: Discussing the
Issues (PE, page 263)


Lesson Plan
The Story-Teller, page 264

M T W TH F
Difficulty Consideration: Frame story format Reading Strategy: Make Predictions

Fix-Up Idea: Vary Reading Rate
Ease Factors: Whimsical tone; selection length Standardized Test Practice:
Understand Theme and Conflict
Synopsis: A bachelor on a train quiets three young children with
a story about a girl who is eaten by a wolf.
Goals/Objectives:
to enjoy a story about storytelling click this box for details
to discuss different perspectives on how to effectively tell a story
to explain narrator, conflict, and frame story
to work collaboratively to illustrate a story
Before Reading
page 23)
_________ Readers Toolbox: Narrator, Conflict, and Frame Story
(PE, page 264)
_________ About the Author: Saki (PE, page 269)
_________ Reading Strategy: Preview (RSR)
During Reading
After Reading
_________ Reading Strategy: Evaluate Your Predictions (RSR)
_________ Standardized Test Practice: Understand Theme and Conflict (RSR)
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_________ Understanding Literature: Narrator, Conflict, and Frame Story (PE, page 270; UR 5, page 26)
_________ Writers Journal: Childrens Story, Letter, or Diary Entry (PE, page 271; UR 5, page 27)
_________ Collaborative Learning: Illustrating a Story (PE, page 271)
_________ Speaking and Listening: Reading Aloud (PE, page 271)
_________ Language, Grammar, and Style: Advice vs. Advise (UR 5, page 29)


Lesson Plan
The Story-Teller, page 264

M T W TH F

Individual Learning Strategies Tackle Frame Story Format
_________ Motivation: Illustrating the Story (ATE, _________ Thoroughly read Readers Toolbox, focusing
page 265) especially on the Frame Story definition (PE,
_________ Reading Proficiency: Previewing Vocabulary page 264).
(ATE, page 265) _________ Help students complete the Graphic
_________ English Language Learning: Vocabulary (ATE, Organizer activity (PE, page 264; VLR I, page
page 265) 39, UR 5, page 23).
Additional Strategies for Developing Readers
(ATE, page 265)
Additional Questions and Activities _________ Discuss storytellers. Remind students of the
_________ Examining Opinions (ATE, page 266) grandfather in The Medicine Bag who
_________ Circle Story (ATE, page 267) passed on family history to his grandson (PE,
page 58).
Literary Note _________ Use the Reading Proficiency activity to
_________ Childrens Books (ATE, page 268) discuss the selections vocabulary (ATE, page
265).
Cross-Curricular Activities _________ As students read, help them fill in the Graphic
_________ Illustrating the Story (ATE, page 268) Organizer and tackle difficult vocabulary (PE,
pagae 264; VLR I, page 39; UR 5, page 23).
Flexible Grouping Suggestions _________ Use the Circle Story activity (Additional
_________ Motivation: Illustrating the Story (ATE, Questions and Activities, ATE, page 268).
page 265) _________ Have partners or small groups work on the
_________ Additional Questions and Activities: Circle following: Investigate, Inquire, and Imagine
Story (ATE, page 267) (PE, page 270; UR 5, page 25), the Graphic
_________ Cross-Curricular Activities: Illustrating the Organizer (PE, page 264; VLR I, page 39; UR
Story (ATE, page 268) 5, page 23) and Understanding Literature
_________ Investigate, Inquire, and Imagine (PE, page questions (PE, page 270; UR 5, page 26).
270; UR 5, page 25) _________ Use activities for Spanish speakers (SR, page
_________ Understanding Literature: Narrator, Conflict, 55).
and Frame Story (PE, page 270; UR 5,
page 26)
_________ Collaborative Learning: Illustrating a Story
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(PE, page 271)
_________ Writers Journal: Childrens Story, Letter, or
Diary Entry (PE, page 271; UR 5, page 27)
_________ Speaking and Listening: Reading Aloud (PE,
page 271)
_________ Language, Grammar, and Style: Advice vs.
Advise (UR 5, page 29)


Lesson Plan
from An American Childhood, page 272

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Tackle Difficult

Vocabulary
Ease Factor: Subject matter Fix-Up Idea: Reread
Synopsis: Annie Dillard recalls her first memories of a public Standardized Test Practice:
library. Use Context Clues
Goals/Objectives:
to enjoy a short story
to discuss what books mean to the main character of the
selection click this box for details
to define first-person point of view, clich, and concrete
language and recognize and explain examples of each
to demonstrate an ability to identify pronouns in a sentence
Related Reading: The First Book, page 278
Before Reading
page 37)
_________ Readers Toolbox: First-Person Point of View, Clich,
and Concrete Language (PE, page 272)
_________ Readers Resource: Libraries (PE, page 272)
_________ About the Author: Annie Dillard (PE, page 277)
_________ Art Smart: Jacob Lawrence (ATE, page 273; VLR II, page 25)
_________ Vocabulary: Spelling by Syllables (VR, page 62)
_________ Reading Strategy: Learn New Words (RSR)
During Reading
_________ Reading Strategy: Locate Unfamiliar Words (RSR)
After Reading
_________ Reading Strategy: Use the Power of Rereading (RSR)
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_________ Understanding Literature: First-Person Point of View, Clich, and Concrete Language (PE, page 279; UR 5,
page 39)
_________ Writers Journal: Review, Request for Information, or Slogan (PE, page 280; UR 5, page 40)
_________ Language, Grammar, and Style: Identifying Pronouns and Point of View (PE, page 280; UR 5, page 42)
_________ Vocabulary: Antonyms (UR 5, page 41)
_________ Related Reading: The First Book (PE, page 278)
_________ Dramatic Recording: The First Book (AL, 1:14)


Lesson Plan
from An American Childhood, page 272

M T W TH F

_________ Motivation: Field Book (ATE, page 273) _________ Allow students to preview new vocabulary
_________ Reading Proficiency: Listening to the words.
Selection (ATE, page 273) _________ Have students identify vocabulary words that
_________ English Language Learning: Vocabulary (PE, they already know.
page 273) _________ Encourage students to predict meanings of
_________ Special Needs: Checking Comprehension unknown words by using context clues.
(ATE, page 273) _________ Familiarize students with new vocabulary by
_________ Enrichment: Library Bulletin Board (ATE, working on the activities found in the VR
page 273) (page 62).
Art Smart Additional Strategies for English Language

_________ Jacob Lawrence (ATE, page 273) Learners
Cross-Curricular Activities Toolbox aloud (PE, page 272).
_________ Reading Organizations (ATE, page 274) _________ Discuss Art Smart (ATE, page 273) and read
the poem The First Book (page 278) before
Quotables students read the story.
_________ Sir Francis Bacon (ATE, page 275) _________ Have students discuss what libraries are like
in their native country. Perhaps have them
write about such libraries in the Readers
_________ Oral Interpretation (ATE, page 276) Journal question (PE, page 272; UR 5, page
_________ Related Reading Questions (ATE, page 278) 37). Have them share this information with
their fellow students.
_________ Discuss how library books used to be
_________ Enrichment: Library Bulletin Board (ATE,
checked out before scanning came into
page 273)
being.
_________ Cross-Curricular Activities: Reading
_________ Bring in field books on birds, plants, ponds,
Organizations (ATE, page 274)
and streams for students to look at.
_________ During reading, pair ELL students with
279; UR 5, page 38)
readers who can help explain terms such as
_________ Understanding Literature: First-Person Point killing jars and hip boots.
of View, Clich, and Concrete Language (PE,
_________ Explain these sentences: A book of fiction
was a bomb. It was a land mine you wanted
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Homework Suggestions to go off. You wanted it to blow your whole

day (PE, page 275, column 2).
_________ Graphic Organizer (PE, page 280; VLR I,
page 40; UR 5, page 40) _________ Have small group answer Investigate, Inquire,
and Imagine (PE, page 279; UR 5, page 38)
_________ Writers Journal: Review, Request for
and Understanding Literature questions (PE,
Information, or Slogan (PE, page 280; UR 5,
page 279; UR 5, page 39) before reading.
page 40)
_________ Use activities for Spanish speakers
(SR, page 61).
Pronouns and Point of View (PE, page 280;
UR 5, page 42)


Lesson Plan
from Fahrenheit 451, page 281

M T W TH F

Difficulty Considerations: Unfamiliar setting; vocabulary Reading Strategy: Write Things Down
Ease Factor: Informative Prereading page Standardized Test Practice:
Synopsis: Guy Montag, a government fireman who burns Compare and Contrast Characters
outlawed books, feels a growing unease about his job.

to enjoy a work of science fiction
to discuss censorship issues and the value of books click this box for details
to define science fiction and figure of speech and find
examples of figure of speech in the selection
to write a recommendation for a companys future
Insights: Gutenberg and the Age of the Printed Word,

page 290
Before Reading
page 49)
_________ Readers Toolbox: Science Fiction and Figure of Speech
(PE, page 281)
_________ About the Author: Ray Bradbury (PE, page 289)
_________ Reading Strategy: What Do You Think? (RSR)
During Reading
_________ Dramatic Recording: from Fahrenheit 451 (AL, 18:30)
_________ Reading Strategy: Write Down a Reaction (RSR)
After Reading
_________ Reading Strategy: Share Your Reactions (RSR)
_________ Standardized Test Practice: Compare and Contrast Characters (RSR)
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_________ Understanding Literature: Science Fiction and Figure of Speech (PE, page 293; UR 5, page 52)
_________ Writers Journal: List of Laws, Dialogue, or Internet Public Posting (PE, page 293; UR 5, page 53)
_________ Applied English: Considering the Future (PE, page 294)
_________ Vocabulary: Using Words in Context (PE, page 294; UR 5, page 54)
_________ Speaking and Listening: Debating the Issues (PE, page 294)
_________ Language, Grammar, and Style: Their, Theyre, and There (UR 5, page 55)
_________ Insights: Gutenberg and the Age of the Printed Word (PE, page 290)
_________ Dramatic Recording: Gutenberg and the Age of the Printed Word (AL, 3:27)
_________ Insights Questions (ATE, pages 290291)


Lesson Plan
from Fahrenheit 451, page 281

M T W TH F
Teaching Options _________ Vocabulary: Using Words in Context (PE,

Individual Learning Strategies _________ Language, Grammar, and Style: Their,
_________ Motivation: Debating (ATE, page 282) Theyre, and There (UR 5, page 55)
_________ Reading Proficiency: Listening to the
Selection (ATE, page 282) Strategies for Developing Readers
page 282) Tackle Unfamiliar Setting
_________ Special Needs: Working in Small Groups _________ Thoroughly read Prereading information
(ATE, page 282) before reading the selection (PE, page 281).
_________ Enrichment: Researching Banned Books _________ Present students with reasons why some
(ATE, page 282) people are for and why some are against
censorship.
Additional Questions and Activities _________ Use Understanding Literature: Science
_________ Differences between Montag and the Girl Fiction questions to discuss setting (PE, page
(ATE, page 284) 293).
_________ Is Montag Happy? (ATE, page 287)
_________ Insights Questions (ATE, pages 290291) Tackle Vocabulary
_________ Allow students to preview the new vocabulary
Bibliographic Notes words used in the selection.
_________ Ray Bradbury (ATE, page 285) _________ Have students identify words that they
_________ Edna St. Vincent Millay, Walt Whitman, and already know.
William Faulkner (ATE, page 286) _________ Encourage students to predict the meaning of
Quotables _________ Familiarize students with new vocabulary by
_________ John Stuart Mill (ATE, page 287) working on the activities found in the VR
(page 65).
_________ Motivation: Debating (ATE, page 282) Additional Strategies for English Language
_________ Special Needs: Working in Small Groups Learners
(ATE, page 282) _________ Read the Readers Resource and Readers
_________ Enrichment: Researching Banned Books Toolbox aloud (PE, page 281).
(ATE, page 282) _________ If students are comfortable talking about it,
_________ Insights Questions and Activities: Insights have them share what it feels like to live in a
Questions (ATE, pages 290 291) country without many of the freedoms that we
_________ Investigate, Inquire, and Imagine (PE, page enjoy.
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292; UR 5, page 51) _________ Before reading the story, read aloud Insights
_________ Understanding Literature: Science Fiction and on page 290.
Figure of Speech (PE, page 293; UR 5, _________ Read the synopsis aloud.
page 52) _________ Use the Reading Proficiency activity (ATE,
_________ Graphic Organizer (PE, page 293; VLR I, page 282). Then have students reread the
page 41; UR 5, page 53) story. Help them with vocabulary and the
_________ Speaking and Listening: Debating the Issues Guided Reading Questions as they read.
(PE, page 294) _________ Have small groups answer Investigate,
Homework Suggestions page 51) and Understanding Literature
_________ Writers Journal: List of Laws, Dialogue, or questions (PE, page 293; UR 5, page 52)
Internet Public Posting (PE, page 293; UR 5, before engaging in a whole-class discussion.
page 53) _________ Have pairs work on verb tenses (Vocabulary:
_________ Applied English: Considering the Future (PE, Using Words in Context, PE, page 294; UR 5,
page 294) page 54).


Lesson Plan
Unit Five
M T W TH F


_________ Letters to Julia by Barbara Ware Holmes (PE, page 295)
_________ Writing to an Author (PE, page 295; UR 5, page 63)
_________ The Raging Quiet by Sherryl Jordan (PE, page 295) click this box for details
_________ Cat Running by Zilpha Keatley Snyder (PE, page 295)
Guided Writing
GUIDED WRITING
Informative/Expressive Writing: Completing an Extended Definition
Software
Assignment: Students write an extended definition essay (PE, pages 296300).
See the Guided
Before Writing
_________ Completing an Extended Definition (PE, page 296) lesson that includes printable
_________ Previewing Models and Rubric for Assignment (VLR I, page 135; WR, page student models and student-
86) friendly checklists, and self-,
_________ Student ModelGraphic Organizer (PE, page 297; WR, page 78) features.
During Writing
_________ Language, Grammar, and Style: Subject-Verb Agreement Problems (PE, page 297; WR, page 80)
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After Writing

_________ Motivation: Showing a Malcolm X Movie (ATE, page 298)
_________ Reading Proficiency: Book on Tape (ATE, page 298)
_________ English Language Learning: Challenges to Literacy (ATE, page 298)
_________ Special Needs: Talking about Reading and Writing Experiences (ATE, page 298)
_________ Enrichment: Autobiographical Essay Report (ATE, page 299)


Lesson Plan
Unit Five
M T W TH F

_________ Enrichment: Autobiographical Essay Report (ATE, page 299)
_________ Language, Grammar, and Style: Subject-Verb Agreement (PE, page 297; WR, page 80)
_________ Self-EvaluationExtended Definition (PE, page 299; WR, page 82)
_________ Rubric for Informative/Imaginative Writing: Completing an Extended Definition (VLR I, page 135; WR,
page 86)
Unit Five Review


_________ Theme (PE, page 301)
_________ Graphic Organizer (PE, page 303)
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Lesson Plan
Unit Six
Far Horizons
M T W TH F
to experience several selections that explore themes related to
the future
to summarize the different ways writings can express ideas about
the future
to define and recognize examples of science fiction, captions,
labels, sensory details, description, suspense, narrator, point of
view, irony, setting, and dialogue
to engage in a meaningful independent reading experience by
reading a work by Orson Scott Card and staging a fictional
interview
to create a science fiction setting
to recognize sentence run-ons and demonstrate an ability to avoid
them in writing

_________ Obi-Wan Kenobi: Jedi Knight from Star Wars
Episode 1:The Visual Dictionary, page 307
_________ Related Reading: Industrial Light & Magic,
Part 1: History, page 310
_________ Lose Now, Pay Later, page 315
_________ The Ruum, page 325
_________ The Third Level, page 340
_________ The Fun They Had, page 348
_________ Guided WritingImaginative/Descriptive Writing: Creating the Setting for a Science Fiction Movie, page 355
_________ Unit Six Review, page 360
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_________ Fine Art: Yves Tanguy. Have students discuss how the artwork relates to the title of this unit (PE, page 304;
VLR II, page 28)
_________ Echoes (PE, page 306)


Lesson Plan
Obi-Wan Kenobi: Jedi Knight from

Star Wars Episode 1: The Visual Dictionary, page 307
M T W TH F

Difficulty Consideration: Star Wars knowledge Reading Strategy: Use Text Organization
Ease Factors: Visually appealing; high-interest topic Standardized Test Practice:
Synopsis: A Star Wars expert provides a complete description of Determine Organizational Features
a Jedi knight.

to enjoy a science fiction story
to summarize terms used in Star Wars and explain the
significance of Star Wars and special effects in movies
to define science fiction and define and explain examples of
captions and labels in the selection
to conduct research on samurai
Related Reading: Industrial Light & Magic, Part 1: History,

page 310
Before Reading
page 1)
_________ Readers Toolbox: Captions, Labels, and Science
Fiction (PE, page 307)
_________ Readers Resource: Synopsis and Background Information (PE, page 307)
_________ About the Author: Dr. David West Reynolds (PE, page 310)
_________ Vocabulary: Context Clues (VR, page 68)
During Reading
_________ Critical Thinking (ATE, page 307)
_________ Reading Strategy: Use the Texts Organizational Features (RSR)
After Reading
_________ Reading Strategy: Discuss the Texts Organizational Features (RSR)
_________ Standardized Test Practice: Determine Organizational Features (RSR)
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_________ Understanding Literature: Captions, Labels, and Science Fiction (PE, page 313; UR 6, page 4)
_________ Writers Journal: Movie Review, Visual Dictionary Entry, or Lecture (PE, page 313; UR 6, page 5)
_________ Vocabulary: Using Context Clues (PE, page 314; UR 6, page 7)
_________ Critical Thinking: Analyzing the Related Reading (PE, page 314)
_________ Study and Research: Researching Samurai (PE, page 314; UR 6, page 8)
_________ Media Literacy: Viewing and Comparing Films (PE, page 314)
_________ Language, Grammar, and Style: Achieving Parallelism (UR 6, page 10)
_________ Related Reading: Industrial Light & Magic, Part I: History (PE, page 310)


Lesson Plan
Obi-Wan Kenobi: Jedi Knight from

Star Wars Episode 1: The Visual Dictionary, page 307
M T W TH F

Individual Learning Strategies Tackle Star Wars Knowledge
_________ Motivation: Acting Out Part of the Movie (ATE, _________ Thoroughly read the Prereading page,
page 308) especially the background information on Star
_________ Reading Proficiency: Previewing Vocabulary Wars and George Lucas (PE, page 307).
and Terminology (ATE, page 308) _________ Read the About the Author and the Related
_________ English Language Learning: Vocabulary (ATE, Reading prior to reading the selection (PE,
_________ Special Needs: Reading Out Loud (ATE, _________ Have students view a Star Wars movie.
page 308)
_________ Enrichment: Visual Dictionary (ATE, page 308)
Learners
Additional Questions and Activities _________ Read the Readers Toolbox and Readers
_________ Reading Comprehension (ATE, page 309) Resource aloud (PE, page 307).
_________ Related Reading Questions (ATE, page 311; _________ Discuss the movie Star Wars.
UR 6, page 2) _________ Use the Special Needs activity (ATE, page
308), but have students work on all of
Literary Technique questions in Investigate, Inquire, and Imagine
_________ Clich (ATE, page 311) (PE, page 312; UR 6, page 2) with a partner.
_________ Read Industrial Light & Magic, Part 1:
Flexible Grouping Suggestions History aloud (PE, page 310).
_________ Motivation: Acting Out Part of the Movie (ATE, _________ Have small groups discuss and fill in the
page 308) Graphic Organizer at the end of the selection
_________ Special Needs: Reading Out Loud (ATE, (PE, page 313; UR 6, page 4).
page 308) _________ Have students go to www.starwars.com if
_________ Enrichment: Visual Dictionary (ATE, page 308) they need more information (About the
_________ Related Reading Questions: (ATE, page 311; Related Reading, PE, page 310).
UR 6, page 2)
312; UR 6, page 2)
_________ Understanding Literature: Captions, Labels,
and Science Fiction (PE, page 313; UR 6,
page 4)
_________ Study and Research: Researching Samurai
Homework Suggestions EMC Corporation

_________ Writers Journal: Movie Review, Visual
Dictionary Entry, or Lecture (PE, page 313;
UR 6, page 5)
_________ Vocabulary: Using Context Clues (PE, page
314; UR 6, page 7)
_________ Critical Thinking: Analyzing the Related
Reading (PE, page 314)
_________ Media Literacy: Viewing and Comparing Films
(PE, page 314)
_________ Language, Grammar, and Style: Achieving
Parallelism (UR 6, page 10)


Lesson Plan
Lose Now, Pay Later, page 315

M T W TH F

Difficulty Consideration: Unusual events Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Ease Factors: Informal tone; selection length
Synopsis: Debbie and her friend Trinja develop a taste for a Recognize Cause-and-Effect
fattening sweet, swoodies, and then find out that they can pay to
lose weight instantly.
Goals/Objectives:
to enjoy a brief work of science fiction
to explain the use of propaganda in advertisements
to define science fiction and sensory details and find examples
of sensory details in the selection
to write a jingle
Before Reading
page 17)
_________ Readers Toolbox: Science Fiction and Sensory Details
(PE, page 315)
_________ Readers Resource: Psychology Connection and Health
_________ Art Smart: Julie Delton (ATE, page 317)
_________ About the Author: Carol Farley (PE, page 322)
_________ Vocabulary: Root Families (VR, page 70)
During Reading
_________ Reading Strategy: Make Predictions (RSR)
After Reading
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_________ Standardized Test Practice: Recognize Cause-and-Effect (RSR)
_________ Understanding Literature: Science Fiction and Sensory Details (PE, page 323; UR 6, page 21)
_________ Writers Journal: Advertisement, News Report, or Interview Questions (PE, page 324; UR 6, page 22)
_________ Applied English: Writing Jingles (PE, page 324)
_________ Study and Research: Researching Eating Disorders (PE, page 324; UR 6, page 23)
_________ Language, Grammar, and Style: Using Who and Whom (UR 6, page 25)
_________ Vocabulary: Creating New Words (UR 6, page 25)

Lesson Plan
Lose Now, Pay Later, page 315

M T W TH F
Teaching Options _________ Vocabulary: Creating New Words (UR 6,

page 25)
_________ Motivation: Illustrating a Scene (ATE, Strategies for Developing Readers
page 316)
_________ Reading Proficiency: Propaganda and Tackle Unusual Events
Advertisements (ATE, page 316) _________ Share the synopsis with students.
_________ English Language Learning: Vocabulary (ATE, _________ Have students look for events that twist reality.
page 316) _________ Make sure students understand the definition
_________ Special Needs: Listening to the Selection of science fiction (PE, page 315).
(ATE, page 316)
_________ Enrichment: Personal Essay (ATE, page 316) Additional Strategies for English Language
Learners
Art Smart _________ Read the Prereading information aloud (PE,
_________ Julie Delton (ATE, page 317) page 315).
_________ Ask students what their favorite junk foods are
Cross-Curricular Activities and why they might be called that. They may
_________ Healthy Foods (ATE, page 318) want to use this food item in the Cross-
Curricular Activity (ATE, page 318).
Additional Questions and Activities _________ Before reading, explain that the Health
_________ Examining a Characters Appearance and Brigade Corp is a governmental agency
Actions (ATE, page 319) designed to protect citizens health.
_________ Discussing Quotables (ATE, page 320) _________ Have partners read the story, discussing
difficult vocabulary and the Guided Reading
Quotables Questions as they read.
_________ Tennessee Williams (ATE, page 320) _________ Have small groups answer Investigate,
_________ C. F. Kettering (ATE, page 320) Inquire, and Imagine (PE, page 323; UR 6,
questions (PE, page 323; UR 6, page 21).
_________ Art Smart: Julie Delton (ATE,
_________ The Motivation activity will help students
page 317)
understand the selection (ATE, 316).
Discussing Quotables (ATE, page 320)
19; UR 6, page 19)
_________ Understanding Literature: Science Fiction and
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Sensory Details (PE, page 323; UR 6,
page 21)
_________ Study and Research: Researching Eating
Disorders (PE, page 324; UR 6, page 23)
_________ Writers Journal: Advertisement, News Report,
or Interview Questions (PE, page 324; UR 6,
page 22)
_________ Applied English: Writing Jingles (PE,
page 324)
_________ Language, Grammar, and Style: Using Who
and Whom (UR 6, page 25)


Lesson Plan
The Ruum, page 325

M T W TH F
Difficulty Considerations: Complicated plot; vocabulary Reading Strategy: Write Things Down
Ease Factor: Vivid descriptions Standardized Test Practice:
Draw Conclusions
Synopsis: A robot, programmed to collect specimens of a certain
weight, is left on Earth. Centuries later, a hunter struggles for his life
against the robot.
Goals/Objectives:
to appreciate a suspenseful short story
to summarize the way the main character experiences fear and
how he handles that stress
to define description and suspense and explain examples of
to work collaboratively to stage a press conference
Before Reading
page 33)
_________ Readers Toolbox: Description and Suspense
(PE, page 325)
_________ Readers Resource: Science Connection
(PE, page 325)
_________ About the Author: Arthur Porges (PE, page 337)
_________ Reading Strategy: Discuss Story Maps (RSR)
During Reading
_________ Reading Strategy: Fill in Story Maps (RSR)
After Reading
_________ Reading Strategy: Share Your Story Map (RSR)
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_________ Understanding Literature: Description and Suspense (PE, page 338; UR 6, page 38)
_________ Writers Journal: Fortune Cookie Insert, Moral, or Character Sketch (PE, page 339; UR 6, page 39)
_________ Speaking and Listening: Staging a Press Conference (PE, page 339)
_________ Study and Research: Researching Science Fiction (PE, page 339; UR 6, page 40)
_________ Applied English: Technical Art (PE, page 339)
_________ Vocabulary: Forming Plurals: Game (UR 6, page 42)
_________ Language, Grammar, and Style: Register and Tone (UR 6, page 43)


Lesson Plan
The Ruum, page 325

M T W TH F
Teaching Options _________ Vocabulary: Forming Plurals: Game (UR 6,

page 42)
Individual Learning Strategies _________ Language, Grammar, and Style: Register and
_________ Motivation: Special Effects Decisions (ATE, Tone (UR 6, page 43)
page 326)
_________ Reading Proficiency: Previewing Vocabulary Strategies for Developing Readers
and Footnotes (ATE, page 326)
_________ English Language Learning: Vocabulary (ATE, Tackle Complicated Plot
page 326) _________ Read Prereading information, focusing
_________ Special Needs: Listening to the Selection especially on the Science Connection and the
(ATE, page 326) Graphic Organizer (PE, page 325).
_________ Enrichment: Researching Extraterrestrial Life _________ Have students read the definition of plot on
(ATE, page 326) page 990 of the Handbook of Literary Terms.
Help them identify the exposition, inciting
Additional Questions and Activities incident, climax, crisis, resolution, and
_________ Solving the Problem (ATE, page 327) dnouement of the story.
_________ Discussing Jims Decision (ATE, page 331)
Tackle Vocabulary
_________ Reading Comprehension (ATE, page 335)
_________ Allow students to preview the new vocabulary
Cross-Curricular Activities words used in the selection.
_________ Researching Mercury (ATE, page 329) _________ Have students identify vocabulary words that
_________ Researching Long-Distance Running (ATE, they already know.
page 332) _________ Encourage students to predict the meaning of
Flexible Grouping Suggestions _________ Familiarize students with the new vocabulary
_________ Motivation: Special Effects Decisions (ATE, by working on the activities found in the VR
page 326) (page 72).
Learners
_________ Enrichment: Researching Extraterrestrial Life
(ATE, page 326) _________ Read the Prereading information aloud (PE,
page 325).
_________ Cross-Curricular Activities: Researching
Mercury (ATE, page 329) _________ Make a copy of the Graphic Organizer for
students (PE, page 325; VLR I, page 44; UR
6, page 34).
Discussing Jims Decision (ATE, page 331)
_________ Read the synopsis of the story aloud.
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Long-Distance Running (ATE, page 332) _________ Use Reading Proficiency activity (ATE, page 326).
_________ Investigate, Inquire, and Imagine (PE, page _________ Because of the vocabulary and the
338; UR 6, page 37) complicated plot, use the Dramatic
Recording (AL 35:04).
_________ Understanding Literature: Description and
Suspense (PE, page 338; UR 6, page 38) _________ Have small groups answer Investigate,
_________ Speaking and Listening: Staging a Press
Conference (PE, page 339)
Homework Suggestions _________ Use the Applied English activity (PE, page
_________ Writers Journal: Fortune Cookie Insert, Moral, 339) to assess students ability to illustrate
or Character Sketch (PE, page 339; UR 6, descriptions. Review the definitions of
page 39) captions and labels to help students add
_________ Study and Research: Researching Science captions and labels to their illustrations (PE,
Fiction (PE, page 339; UR 6, page 40) pages 307 and 313).
_________ Applied English: Technical Art (PE, page 339) _________ Use activities for Spanish speakers (SR, page
67).


Lesson Plan
The Third Level, page 340

M T W TH F
Difficulty Consideration: Subject matter Reading Strategy: Visualize

Ease Factors: Conversational tone; selection length Standardized Test Practice:
Identify Setting and Conflict
Synopsis: Charley, the first-person narrator, finds a way to travel
back in time.
Goals/Objectives:
to appreciate what it might be like to discover a way to time
travel
to contrast life in the United States in 1894 with life today
to define narrator, point of view, setting, and irony and recognize
and explain examples of each
to demonstrate an ability to use semicolons and colons
Before Reading
page 52)
_________ Readers Toolbox: Narrator, Point of View, Setting, and
Irony (PE, page 340)
_________ About the Author: Jack Finney (PE, page 344)
_________ Vocabulary: Words with Multiple Meanings (VR, page 75)
_________ Reading Strategy: What Is in a Vivid Scene? (RSR)
During Reading
After Reading
_________ Standardized Test Practice: Identify Setting and Conflict (RSR)
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_________ Understanding Literature: Narrator, Point of View, Irony, and Setting (PE, page 345; UR 6, page 55)
_________ Writers Journal: List, Prediction, or Setting (PE, page 346; UR 6, page 56)
_________ Applied English: Cost of Living Then and Now (PE, page 346)
_________ Collaborative Learning: Assembling a Time Capsule (PE, page 347)
_________ Language, Grammar, and Style: Semicolons and Colons (UR 6, page 57)
_________ Vocabulary: Using Context Clues (UR 6, page 59)
_________ Study and Research: 19th-Century Fashions (PE, page 347)


Lesson Plan
The Third Level, page 340

M T W TH F

Individual Learning Strategies Tackle Subject Matter
_________ Motivation: Discussing a Time Capsule (ATE, _________ Read the Readers Resource aloud, and
page 341) discuss the photo on page 341.
_________ Reading Proficiency: Listening to the _________ Complete the Social Studies activity before
Selection and Discussing the Setting (ATE, reading (Cross-Curricular, ATE, page 342).
page 341)
Learners
page 341)
(ATE, page 341)
_________ Make sure students understand what a
_________ Enrichment: Researching Life in 1894 (ATE,
subway and a psychiatrist are.
page 341)
_________ Discuss the photo on page 341.
Cross-Curricular Activities _________ Preview the vocabulary before reading.
_________ Describing Grand Central Station (ATE, _________ Have pairs answer Guided Reading
page 342) Questions as they read (PE, page 341; UR 6,
_________ Comparing Prices (ATE, page 343) page 52).
Literary Technique Inquire, and Imagine (PE, page 345; UR 6,
_________ Simile (ATE, page 342) page 54) and Understanding Literature
Flexible Grouping Suggestions _________ Have partners work on using semicolons and
_________ Motivation: Discussing a Time Capsule (ATE, colons (Language, Grammar, and Style, PE,
page 341) page 347; UR 6, page 57).
_________ Enrichment: Researching Life in 1894 (ATE, _________ Use activities for Spanish speakers
page 341) (SR, page 76).
_________ Cross-Curricular Activities: Comparing Prices
(ATE, page 343)
345; UR 6, page 54)
_________ Understanding Literature: Narrator, Point of
View, Irony, and Setting (PE, page 345; UR 6,
page 55)
_________ Applied English: Cost of Living Then and Now
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(PE, page 346)
_________ Collaborative Learning: Assembling a Time
Capsule (PE, page 347)
_________ Writers Journal: List, Prediction, or Setting
_________ Language, Grammar, and Style: Semicolons
and Colons (UR 6, page 57)
_________ Vocabulary: Using Context Clues (UR 6,
page 59)
_________ Study and Research: 19th-Century Fashions
(PE, page 347)


Lesson Plan
The Fun They Had, page 348

M T W TH F
Difficulty Consideration: Subject matter Reading Strategy: Find a Purpose

Ease Factor: Accessible story Standardized Test Practice:
Find Main Ideas
Synopsis: Children in a futuristic classroom are taught by
computers.
Goals/Objectives:
to enjoy an amusing classic science fiction short story click this box for details
to describe the first electronic computer
to define third-person point of view and dialogue and find
examples of dialogue in the selection
to work to write a book review
Before Reading
page 65)
_________ Readers Toolbox: Third-Person Point of View and
Dialogue (PE, page 348)
_________ Readers Resource: Science Connection and History
_________ About the Author: Isaac Asimov (PE, page 351)
_________ Reading Strategy: What Have You Learned? (RSR)
During Reading
_________ Reading Strategy: What Do You Learn? (RSR)
After Reading
_________ Reading Strategy: Discuss What You Learned (RSR)
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_________ Standardized Test Practice: Find Main Ideas (RSR)

_________ Understanding Literature: Third-Person Point of View and Dialogue (PE, page 352; UR 6, page 68)
_________ Writers Journal: Thank-You Note, Schedule, or Questionnaire (PE, page 353; UR 6, page 68)
_________ Media Literacy & Critical Thinking: Writing a Book Review (PE, page 353)
_________ Applied English: Writing Lesson Plans (PE, page 353)
_________ Language, Grammar, and Style: Indirect Objects (UR 6, page 69)
_________ Vocabulary: Forming Adverbs (UR 6, page 71)


Lesson Plan
The Fun They Had, page 348

M T W TH F

_________ Motivation: Brainstorming Predictions (ATE, _________ Read the Readers Resource aloud (PE,
_________ Reading Proficiency: Prereading Page (ATE, _________ Use the Guided Reading Questions as
page 349) prereading questions (PE, page 349; UR 6,
_________ English Language Learning: Vocabulary (ATE, page 65)
page 349) _________ Discuss students responses to the Readers
_________ Special Needs: Reading the Selection Out Journal activity (PE, page 348).
Loud (ATE, page 349)
_________ Enrichment: Interview and Report on
Learners
Changes in School (ATE, page 349)
_________ Read aloud the Readers Resource and
Cross-Curricular Activities Readers Toolbox (PE, page 348).
_________ Tutoring (ATE, page 350) _________ Have pairs read the selection together,
answering Guided Reading Questions and
Flexible Grouping Suggestions jotting down words they cannot figure out
_________ Motivation: Brainstorming Predictions (ATE, from context.
_________ Special Needs: Reading the Selection Out Inquire, and Imagine (PE, page 352; UR 6,
Loud (ATE, page 349) page 66) and Understanding Literature
_________ Enrichment: Interview and Report on questions (PE, page 352; UR 6, page 68).
Changes in School (ATE, page 349) _________ Have partners complete the Media Literacy &
_________ Cross-Curricular Activities: Tutoring (ATE, Critical Thinking activity (PE, page 353).
page 350)
352; UR 6, page 66)
_________ Understanding Literature: Third-Person Point
of View and Dialogue (PE, page 352; UR 6,
page 68)
_________ Writers Journal: Thank-You Note, Schedule,
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or Questionnaire (PE, page 353; UR 6,
page 68)
_________ Media Literacy & Critical Thinking: Writing a
Book Review (PE, page 353)
_________ Applied English: Writing Lesson Plans (PE,
page 353)
_________ Language, Grammar, and Style: Indirect
Objects (UR 6, page 69)
_________ Vocabulary: Forming Adverbs (UR 6,
page 71)


Lesson Plan
Unit Six
Far Horizons
M T W TH F


_________ Enders Game by Orson Scott Card (PE, page 354) SOUTH CAROLINA STATE STANDARDS
_________ Staging a Fictional Interview (PE, page 354; UR 6, page
78) click this box for details

_________ Speaker for the Dead and Xenocide by Orson Scott Card
(PE, page 354)
_________ The Martian Chronicles by Ray Bradbury (PE, page 354)
_________ Dune by Frank Herbert (PE, page 354)

Imaginative/Descriptive Writing: Creating the Setting for a Science Fiction Software
Movie See the Guided
Assignment: Students create a setting for a science fiction movie (PE, pages an extended version of this
355359). lesson that includes printable
Before Writing student models and student-
_________ Creating the Setting for a Science Fiction Movie (PE, page 355) friendly checklists, and self-,
_________ Professional Model (PE, page 355)
features.
_________ Previewing Models and Rubric for Assignment (VLR I, page 138; WR,
page 96)
During Writing
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_________ Language, Grammar, and Style: Sentence Run-Ons (PE, page 356; WR, page 91)
After Writing


Lesson Plan
Unit Six
Far Horizons
M T W TH F

_________ Motivation: Getting Excited about Science Fiction (ATE, page 356)
_________ Reading Proficiency: Descriptive Language (ATE, page 356)
_________ English Language Learning: Understanding Setting (ATE, page 356)
_________ Special Needs: Identifying Settings (ATE, page 357)
_________ Enrichment: Writing a Short Story (ATE, page 357)

_________ Special Needs: Identifying Settings (ATE, page 357)
_________ Language, Grammar, and Style: Sentence Run-Ons (PE, page 356; WR, page 91)
_________ Self-EvaluationSetting for a Science Fiction Movie (PE, page 358; WR, page 93)
_________ Rubric for Imaginative/Descriptive Writing: Creating the Setting for a Science Fiction Movie (VLR I, page 138;
WR, page 96)
Unit Six Review

_________ Theme (PE, page 360)
_________ Genre (PE, page 361; VLR I, page 47; UR 6, page 82)
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_________ Art Smart: Yves Tanguy (PE, page 361; VLR II, page 28)


Lesson Plan
Unit Seven
M T W TH F
to respond to several different kinds of folklore
to summarize the different ways folklore can express humor and
history
to engage in a meaningful independent reading experience by
reading Hawaiian myths and creating a literary audiotape
to define and explain examples of personification, anecdote,
hyperbole, characterization, mood, climax, repetition, irony, tone,
and aim
to write analytically about a legend
to demonstrate an ability to write using sentence parallelism

_________ Pecos Bill, page 367
_________ Paul Bunyan of the North Woods, page 377
_________ Related Reading: The Ole Feller Recollects
How Joe Fournier Became Paul Bunyan,
page 381
_________ Blackbeards Last Fight, page 387
_________ The People Could Fly, page 393
_________ Related Reading: Ill Fly Away, page 400
_________ The Tale of Annie Christmas, page 403
_________ The Blind Boy and the Two Arctic Loons, page 410
_________ Insights: Getting into Storytelling, page 421
_________ Where the Girl Rescued Her Brother, page 424
_________ Insights: The Battle of Rosebud Creek, page 430
_________ Legend of the Feathered Serpent, page 435
_________ Gatored Community, page 447
_________ Guided WritingInformative Writing: Analyzing a Legend, page 456
_________ Unit Seven Review, page 462
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_________ Fine Art: George Caleb Bingham. Have students discuss how the artwork relates to the title of this unit (PE,
page 364).
_________ Elements of the Oral Tradition (PE, page 366)
_________ Additional Questions and Activities: Example of Forms of the Oral Tradition (ATE, page 366)
Assessment
_________ Genre Check Test 4.7.1 (ATE, page 366; UR 7, page 1; TG)
_________ Genre Test 4.7.2 (UR 7, page 2; TG)
_________ Example of Forms of the Oral Tradition (ATE, page 366)


Lesson Plan
Pecos Bill, page 367

M T W TH F
Difficulty Consideration: Unfamiliar setting Reading Strategy: Write Things Down

Fix-up Idea: Read Short Sections
Ease Factors: Authors style; vocabulary Standardized Test Practice:
Identify the Authors Purpose
Synopsis: Pecos Bill is raised by coyotes and creates the lasso,
spurs, cowboys songs, Death Valley, and the six shooter.
Goals/Objectives:
to enjoy a humorous tall tale click this box for details
to briefly describe life in the Old West
to define tall tale and personification and recognize examples of
personification in the selection
to work to develop an invention
Before Reading
page 4)
_________ Readers Toolbox: Tall Tale and Personification
(PE, page 367)
_________ Readers Resource: Geography Connection and History
_________ About the Author: Adrien Stoutenburg (PE, page 374)
During Reading
_________ Reading Strategy: Complete Your Cluster Chart (RSR)
After Reading
_________ Reading Strategy: Discuss Your Chart (RSR)
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_________ Standardized Test Practice: Identify the Authors Purpose (RSR)
_________ Understanding Literature: Tall Tale and Personification (PE, page 375; UR 7, page 8)
_________ Writers Journal: Lyrics, Wedding Vows, or Paragraph (PE, page 376; UR 7, page 8)
_________ Collaborative Learning: Developing an Invention (PE, page 376)
_________ Media Literacy: Reviewing a Film (PE, page 376)
_________ Language, Grammar, and Style: Review: Parts of a Sentence (PE, page 376; UR 7, page 10)


Lesson Plan
Pecos Bill, page 367

M T W TH F
Teaching Options \ Strategies for Developing Readers

_________ Motivation: Demonstrating Inventions (ATE, _________ Thoroughly read Readers Resource before
page 368) reading the selection (jPE, page 367).
_________ Reading Proficiency: Prereading Page (ATE, _________ Show a film or documentary about the Old
page 368) West, and discuss the setting, or bring in
_________ English Language Learning: Vocabulary (ATE, pictures of the Old West.
page 368)
Learners
(ATE, page 368)
_________ Enrichment: Researching Cowboys (ATE,
page 368)
_________ Have students find the Pecos River in Texas
Literary Technique on a map.
_________ Flashback (ATE, page 369) _________ Have students share tall tales from their native
country.
Cross-Curricular Activities _________ Discuss the sculpture on page 368 and the
_________ Drawing from Descriptions (ATE, page 371) coyote on page 371.
_________ Cowboy Song (ATE, page 371) _________ Give an example of an exaggeration.
_________ Researching Mustangs (ATE, page 373) _________ If a film about the Old West is not available,
have students find out more about it on the
Flexible Grouping Suggestions Internet or in the library.
_________ Motivation: Demonstrating Inventions (ATE, _________ Before reading, review the definition of
page 368) flashback (ATE, page 369).
_________ Special Needs: Checking Comprehension _________ Have partners read and discuss the
(ATE, page 368) exaggerations.
_________ Enrichment: Researching Cowboys (ATE, _________ Have small groups answer Investigate,
page 368) Inquire, and Imagine questions (PE, page
_________ Cross-Curricular Activities: Cowboy Song 375; UR 7, page 7).
(ATE, page 371) _________ Have partners review the parts of a sentence
_________ Cross-Curricular Activities: Researching (Language, Grammar, and Style, PE, page
Mustangs (ATE, page 373) 376; UR 7, page 10).
375; UR 7, page 7)
_________ Understanding Literature: Tall Tale and
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Personification (PE, page 375; UR 7, page 8)

_________ Collaborative Learning: Developing an
Invention (PE, page 376)
_________ Writers Journal: Lyrics, Wedding Vows, or
Paragraph (PE, page 376; UR 7, page 8)
_________ Media Literacy: Reviewing a Film (PE,
page 376)
_________ Language, Grammar, and Style: Review:
Parts of a Sentence (PE, page 376; UR 7,
page 10)


Lesson Plan
Paul Bunyan of the North Woods, page 377

M T W TH F

Ease Factors: Familiar story line; selection length; authors style Fix-Up Idea: Reread
Synopsis: Paul Bunyan is credited with extraordinary feats of Standardized Test Practice:
strength such as bringing white snow from China and turning off Find Main Ideas
the rain.
to enjoy a humorous tall tale
to describe American pioneer life click this box for details
to define tall tale
to define anecdote and hyperbole and explain examples of each
from the selection
to conduct an interview
Related Reading: The Ole Feller Recollects How Joe Fournier
Became Paul Bunyan, page 381
Before Reading
page 16)
_________ Readers Toolbox: Tall Tale, Anecdote, and Hyperbole
(PE, page 377)
_________ Readers Resource: Environmental Connection
(PE, page 377)
_________ About the Author: Carl Sandburg (PE, page 380)
_________ Reading Strategy: Share an Anecdote (RSR)
During Reading
After Reading
_________ Reading Strategy: Share Information (RSR)
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_________ Understanding Literature: Tall Tale, Anecdote, and Hyperbole (PE, page 385; UR 7, page 19)
_________ Writers Journal: Tall Tales, Titles, or Journal Entry (PE, page 385; UR 7, page 20)
_________ Speaking and Listening: Interviewing a Classmate (PE, page 386)
_________ Study and Research: Researching Pioneer Americans (PE, page 386; UR 7, page 23)
_________ Collaborative Learning: Writing a Comic Strip (PE, page 386)
_________ Language, Grammar, and Style: Compound Sentences (PE, page 386; UR 7, page 22)
_________ Vocabulary: Writing Sentences (UR 7, page 21)
_________ Related Reading: The Ole Feller Recollects How Joe Fournier Became Paul Bunyan (PE, page 381)

Lesson Plan
Paul Bunyan of the North Woods, page 377

M T W TH F
Teaching Options _________ Speaking and Listening: Interviewing a

Classmate (PE, page 386)
Individual Learning Strategies _________ Study and Research: Researching Pioneer
_________ Motivation: Writing a Comic Strip (ATE, Americans (PE, page 386; UR 7, page 23)
page 378) _________ Language, Grammar, and Style: Compound
_________ Reading Proficiency: Listening to the Sentences (PE, page 386; UR 7, page 22)
Selection and Discussing Heroic Qualities _________ Vocabulary: Writing Sentences (UR 7,
(ATE, page 378) page 21)
page 378)
Strategies for Developing Readers
_________ Special Needs: Previewing Vocabulary and
Footnotes (ATE, page 378) Tackle Vocabulary
_________ Enrichment: Illustrating a Scene (ATE, _________ Have pairs work on vocabulary activities
page 378) (Word Roots, VR, page 83; Writing Sentences,
UR 7, page 21).
Quotables _________ Read the footnotes before reading.
_________ William Shakespeare (ATE, page 379)
_________ Heroes in the Media (ATE, page 379) _________ Read the Readers Resource aloud
(PE, page 377).
_________ Discuss lumberjacks.
_________ Related Reading Quesitons (ATE, pages
_________ Discuss tall tales and then read aloud the
381383)
Readers Toolbox (PE, page 377).
382, 383)
_________ Use the Special Needs activity (ATE,
Flexible Grouping Suggestions page 378).
_________ Motivation: Writing a Comic Strip (ATE, _________ Have students place sticky notes near
page 378) examples of hyperbole as they read to help
them fill in the Graphic Organizer (PE,
page 385; VLR I, page 50; UR 7, page 20).
Footnotes (ATE, page 378)
_________ Use the Enrichment activity to check
_________ Enrichment: Illustrating a Scene (ATE,
students understanding of the tale (ATE,
page 378)
page 378).
_________ Cross-Curricular Activities: Heroes in the
Media (ATE, page 379)
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384; UR 7, page 18)

_________ Understanding Literature: Tall Tale, Anecdote,
_________ Have partners work on compound sentences
and Hyperbole (PE, page 385; UR 7, page
(Language, Grammar, and Style, page 386).
19)
_________ As a link to the previous selection, ask
_________ Collaborative Learning: Writing a Comic Strip
students: If Pecos Bill and Paul Bunyan met,
(PE, page 386)
would they be friends? Why, or why not?
Homework Suggestions _________ Read the Related Reading aloud (PE, page
_________ Graphic Organizer (PE, page 385; VLR I, 381).
_________ Writers Journal: Tall Tale, Titles, or Journal
Entry (PE, page 385; UR 7, page 20)


Lesson Plan
Blackbeards Last Fight, page 387

M T W TH F
Difficulty Consideration: Pirate vocabulary Reading Strategy: Tackle Difficult Vocabulary

Fix-Up Idea: Create a Mnemonic Device
Ease Factors: Selection length; authors style Standardized Test Practice:
Use Context Clues
Synopsis: Blackbeard meets his demise at the hands of
Lieutenant Robert Maynard.
Goals/Objectives:
to interpret a legend based on Blackbeard click this box for details
to discuss the legends surrounding Blackbeard
to define legend and characterization and explain examples of
characterization from the selection
to demonstrate an ability to find simple verb tenses
Before Reading
page 30)
_________ Readers Toolbox: Legend and Characterization
(PE, page 387)
_________ Readers Resource: Synopsis and Background
Information (PE, page 387)
_________ About the Author: Richard Walser (PE, page 389)
_________ Vocabulary: Connotation and Denotation (VR, page 85)
_________ Reading Strategy: Preview New Words (RSR)
During Reading
_________ Reading Strategy: Gather Information about New Words (RSR)
_________ Fix-Up Idea: Create a Mnemonic Device (RSR)
After Reading
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_________ Reading Strategy: Review New Words (RSR)
_________ Understanding Literature: Legend and Characterization (PE, page 391; UR 7, page 33)
_________ Writers Journal: Response, Article, or Script (PE, page 391; UR 7, page 33)
_________ Collaborative Learning: Acting (PE, page 391)
_________ Speaking and Listening: Writing a Speech (PE, page 392)
_________ Study and Research: Digging for Further Information (PE, page 392: UR 7, page 36)
_________ Language, Grammar, and Style: Verb Tenses (PE, page 392; UR 7, page 35)
_________ Vocabulary: Using a Dictionary (UR 7, page 35)


Lesson Plan
Blackbeards Last Fight, page 387

M T W TH F

Individual Learning Strategies Tackle Pirate Vocabulary
_________ Motivation: Researching Blackbeard (ATE, _________ Present students with the information given
page 388) under Reading Proficiency and English
_________ Reading Proficiency: Previewing Footnotes Language Learning (ATE, page 388).
(ATE, page 388) _________ Help students replace each footnoted word
_________ English Language Learning: Vocabulary (ATE, with its modern definition before reading the
page 388) selection (i.e., the sentence with footnote
_________ Special Needs: Listening to the Selection number one would read: Not even heavy-
(ATE, page 388) armored Navy warships instead of Not
_________ Enrichment: Pirate Collage (ATE, page 388) even heavy-armored men-owar).
Additional Questions and Activities Additional Strategies for English Language

Learners
_________ Working with Modifiers (ATE, page 388)
_________ Read aloud the Readers Toolbox and
Flexible Grouping Suggestions Readers Resource (PE, page 387).
_________ Motivation: Researching Blackbeard (ATE, _________ Use the Motivation and Reading Proficiency
page 388) activities before reading (ATE, page 388).
_________ Enrichment: Pirate Collage (ATE, page 388) _________ Help students fill in the Graphic Organizer
_________ Investigate, Inquire, and Imagine (PE, page (PE, page 387; VLR I, page 51; UR 7,
390; UR 7, page 32) page 30).
_________ Understanding Literature: Legend and _________ Have small groups answer Investigate,
Characterization (PE, page 391; UR 7, page Inquire, and Imagine (PE, page 390; UR 7,
33) page 32) and Understanding Literature
_________ Collaborative Learning: Acting (PE, page 391) questions (PE, page 391; UR 7, page 33).
_________ Study and Research: Digging for Further
Information (PE, page 392; UR 7, page 36)
_________ Writers Journal: Response, Article, or Script
_________ Speaking and Listening: Writing a Speech
(PE, page 392)
_________ Language, Grammar, and Style: Verb Tenses
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_________ Vocabulary: Using a Dictionary (UR 7,

page 35)


Lesson Plan
The People Could Fly, page 393

M T W TH F

Difficulty Consideration: Dialect Reading Strategy: Visualize
Ease Factor: Imaginative plot
Synopsis: Toby, a slave with magical powers, teaches other Determine the Authors Purpose
slaves to fly.
Goals/Objectives:
to appreciate a folk tale click this box for details
to describe ways in which slaves gave each other hope
to define folk tale and mood and give examples of mood
to demonstrate an ability to find the perfect tenses of sentences
Related Reading: Ill Fly Away, page 400
Before Reading
page 44)
_________ Readers Toolbox: Folk Tale and Mood (PE, page 393)
_________ Art Smart: Leo and Diane Dillon (ATE, page 395)
_________ About the Author: Virginia Hamilton (PE, page 399)
_________ Reading Strategy: Share Images You Remember (RSR)
During Reading
_________ Dramatic Recording: The People Could Fly (AL, 9:44)
After Reading
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_________ Standardized Test Practice: Determine the Authors Purpose (RSR)
_________ Understanding Literature: Folk Tale and Mood (PE, page 401; UR 7, page 47)
_________ Writers Journal: Journal Entry, Poem, or Directions (PE, page 402; UR 7, page 47)
_________ Language, Grammar, and Style: Perfect Tenses (PE, page 402; UR 7, page 49)
_________ Related Reading: Ill Fly Away (PE, page 400)
_________ Dramatic Recording: Ill Fly Away (AL, 2:20)


Lesson Plan
The People Could Fly, page 393

M T W TH F

Individual Learning Strategies Tackle Dialect
_________ Motivation: Role-Play (ATE, page 394) _________ Direct students to Language, Grammar, and
_________ Reading Proficiency: Listening to the Style Resource 3.5: Dialects of English (PE,
Selection (ATE, page 394) page 921).
_________ English Language Learning: Vocabulary (ATE, _________ Play the audio version of the selection,
page 394) allowing students to hear the dialect (AL,
_________ Special Needs: Working as a Group to 9:44).
Answer Guided Reading Questions (ATE,
page 394)
Learners
_________ Enrichment: Discussing Magic (ATE,
page 394)
Art Smart _________ Read aloud Notes from Virginia Hamilton
_________ Leo and Diane Dillon (ATE, page 395) before students read (PE, page 398).
_________ Read the Art Smart information before
Additional Questions and Activities students read (ATE, page 395).
_________ Skit (ATE, page 397) _________ Preview vocabulary (include overseer).
_________ Related Reading Questions (ATE, page 400) _________ Help students fill in the Graphic Organizer
(PE, page 393; VLR I, page 52; UR 7,
_________ Motivation: Role-Play (ATE, page 394) _________ Listen to the Dramatic Recording (AL, 2:20).
_________ Special Needs: Working as a Group to _________ Have small groups answer Investigate,
Answer Guided Reading Questions (ATE, Inquire, and Imagine (PE, page 401; UR 7,
page 394) page 32) and Understanding Literature
_________ Enrichment: Discussing Magic (ATE, questions (PE, page 401).
page 394) _________ Reread Dreams (PE, page 6). Help students
_________ Additional Questions and Activities: Skit (ATE, compare the imagery in the poem with the
page 397) imagery in the story. (They should note the
_________ Investigate, Inquire, and Imagine (PE, page references to flying in each.)
401; UR 7, page 46)
_________ Understanding Literature: Folk Tale and Mood
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_________ Writers Journal: Journal Entry, Poem, or

Directions (PE, page 402; UR 7, page 47)
_________ Language, Grammar, and Style: Perfect
Tenses (PE, page 402; UR 7, page 49)


Lesson Plan
The Tale of Annie Christmas, page 403

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Find a Purpose for

Reading
Ease Factors: Authors style; selection length Fix-Up Idea: Use Guided Reading Questions
Synopsis: Annie Christmas performs several extraordinary feats
Draw Conclusions
single-handedly.

to enjoy a tall tale
to summarize the main characters views on life click this box for details
to define tall tale and climax and recognize the climax in the
selection
to conduct research on black folklore
Before Reading
page 57)
_________ Readers Toolbox: Tall Tale and Climax (PE, page 403)
_________ Readers Resource: Geography and History Connection
(PE, page 403)
_________ About the Author: Walker Brents (PE, page 407)
During Reading
_________ Reading Strategy: Fill in Your Cluster Chart (RSR)
After Reading
_________ Reading Strategy: Share Your Cluster Chart (RSR)
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_________ Understanding Literature: Tall Tale and Climax (PE, page 408; UR 7, page 60)
_________ Writers Journal: Map, Eulogy, or Obituary (PE, page 409; UR 7, page 60)
_________ Vocabulary: Matching (UR 7, page 61)
_________ Language, Grammar, and Style: Modifiers: Adjective or Adverb? (PE, page 409; UR 7, page 62)
_________ Study and Research: Researching and Telling Black Folklore (PE, page 409; UR 7, page 63)


Lesson Plan
The Tale of Annie Christmas, page 403

M T W TH F

_________ Motivation: Depicting Annie Christmas (ATE, _________ Allow students to preview new vocabulary
page 404) words.
_________ Reading Proficiency: Previewing and _________ Have students identify vocabulary words that
Practicing Vocabulary (ATE, page 404) they already know.
_________ Special Needs: Listening to the Selection _________ Familiarize students with new vocabulary by
(ATE, page 404) working on activities found in the VR
_________ Enrichment: Rewriting an Adventure (ATE, (page 90).
page 404)
_________ Dramatizing a Folk Tale (ATE, page 405) _________ Read aloud Readers Resource (PE,
page 403).
Literary Technique _________ Discuss tall tales; then read aloud the
_________ Clich (ATE, page 406) Readers Toolbox (PE, page 403).
_________ Use a map to show students where New
Flexible Grouping Suggestions Orleans is located. Provide background on
_________ Special Needs: Listening to the Selection how funeral processions were conducted in
(ATE, page 404) New Orleans at the time of this selection.
_________ Enrichment: Rewriting an Adventure (ATE, _________ Use Reading Proficiency: Previewing and
page 404) Practicing Vocabulary (ATE, page 404).
_________ Cross-Curricular Activities: Dramatizing a Folk _________ Have pairs read and answer the Guided
Tale (ATE, page 405) Reading Questions, writing down words or
_________ Investigate, Inquire, and Imagine (PE, page phrases they cannot figure out from the
408; UR 7, page 59) context.
_________ Study and Research: Researching and Telling _________ Have small groups answer Investigate,
Black Folklore (PE, page 409; UR 7, page 63) Inquire, and Imagine (PE, page 408; UR 7,
Homework Suggestions questions (PE, page 408; UR 7, page 60).
_________ Understanding Literature: Tall Tale and Climax _________ Include the students native cultures in Cross-
(PE, page 408; UR 7, page 60) Curricular Activities: Dramatizing a Folk Tale
_________ Writers Journal: Map, Eulogy, or Obituary (PE, (ATE, page 405).
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page 409; UR 7, page 60) _________ Use activities for Spanish speakers (SR,
_________ Vocabulary: Matching (UR 7, page 61) page 81).
_________ Language, Grammar, and Style: Modifiers:
Adjective or Adverb? (PE, page 409; UR 7,
page 62)


Lesson Plan
The Blind Boy and the Two Arctic Loons, page 410

M T W TH F
Difficulty Considerations: Yupik language; authors style Reading Strategy: Connect to Prior
Knowledge
Ease Factors: Footnotes; Guided Reading Questions Fix-Up Idea: Vary Reading Rate
Synopsis: A young man, who is tricked by his grandmother and
seeks revenge, finds that seeking revenge is not a good thing. Compare and Contrast Tales
Goals/Objectives:
to interpret a Yupik story SOUTH CAROLINA STATE STANDARDS
to discuss the Yupik culture and the types of stories they use in
their oral tradition click this box for details
to define and explain examples of transcription, translation, and
repetition
Insights: Getting into Storytelling, page 421
Before Reading
page 70)
_________ Readers Toolbox: Transcription, Translation, and
Repetition (PE, page 410)
_________ Readers Resource: Culture Connection (PE, page 410)
_________ About the Author: Andy Charlie (PE, page 420)
_________ Fine Art: Yupik Artist (PE, page 416; VLR II, page 31)
_________ Reading Strategy: Create a Venn Diagram (RSR)
During Reading
_________ Dramatic Recording: The Blind Boy and the Two Artic Loons (AL, 16:20)
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After Reading
_________ Reading Strategy: Share Your Information (RSR)
_________ Standardized Test Practice: Compare and Contrast Tales (RSR)
_________ Understanding Literature: Transcription, Translation, and Repetition (PE, page 423; UR 7, page 74)
_________ Language, Grammar, and Style: Correcting Sentence Fragments (UR 7, page 76)
_________ Insights: Getting into Storytelling (PE, page 421)
_________ Dramatic Recording: Getting into Storytelling (AL, 4:38)
_________ Insights Questions (ATE, page 421; UR 7, page 72)


Lesson Plan
The Blind Boy and the Two Arctic Loons, page 410

M T W TH F

Individual Learning Strategies Tackle Yupik Language
_________ Motivation: Comparing Yupik Stories (ATE, _________ Read Readers Resource, making sure
page 411) students understand the meaning of qulirat.
_________ Reading Proficiency: Listening to the _________ Allow students to preview the Yupik words
Selection (ATE, page 411) (words in italics).
_________ English Language Learning: Vocabulary (ATE, _________ Play the audio version of the selection,
page 411) allowing students to hear the pronunciation of
_________ Special Needs: Previewing Vocabulary and the Yupik words (AL, 16:20).
Footnotes (ATE, page 411) _________ Encourage students to figure out the meaning
_________ Enrichment: Transcription (ATE, page 411) of the Yupik words using context clues.
Cross-Curricular Activities Tackle Authors Style

_________ Researching Hunting Nets (ATE, page 412) _________ Read Readers Toolbox aloud (PE, page 410).
_________ Song of Lament (ATE, page 418) _________ Reiterate that the story was written exactly as
it was told, making the reading style different
Additional Questions and Activities from what students are normally used to.
_________ Discussing Grandmothers Behavior (ATE, _________ Help students deal with the numbers that
page 414) separate each section. Have them treat the
_________ Discussing a Saying (ATE, page 417) numbered sections like verses found in the
_________ Personal Essay (ATE, page 419) Bible.
421422).
Learners
Flexible Grouping Suggestions _________ Read aloud the Readers Toolbox and
_________ Motivation: Comparing Yupik Stories (ATE, Readers Resource (PE, page 410).
page 411) _________ Read Insights on page 421 before reading
_________ Enrichment: Transcription (ATE, page 411) the selection.
_________ Cross-Curricular Activities: Researching _________ Bring in books with pictures of southwestern
Hunting Nets (ATE, page 412) Alaska, or have students research the region
_________ Additional Questions and Activities: on the Internet. Make sure students know
Discussing a Saying (ATE, page 417) what a loon looks like.
_________ Cross-Curricular Activities: Song of Lament _________ Preview the vocabulary.
(ATE, page 418) _________ Use the Reading Proficiency activity (ATE,
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423; UR 7, page 73) _________ Have small groups answer Investigate,

_________ Understanding Literature: Transcription, Inquire, and Imagine (PE, page 423; UR 7,
Translation, and Repetition (PE, page 423; UR page 73) and Understanding Literature:
7, page 74) Transcription and Translation and Repetition
Homework Suggestions _________ Under Tackle Authors Style above, not all
_________ Vocabulary: Writing Sentences (UR 7, students may be familiar with the Bible.
page 74) Perhaps show students an example of
_________ Language, Grammar, and Style: Correcting numbered verses in the Bible.
Sentence Fragments (UR 7, page 76)


Lesson Plan
Where the Girl Rescued Her Brother, page 424

M T W TH F

Fix-Up Idea: Find a New Strategy
Ease Factors: Selection length; vocabulary
Synopsis: Buffalo Calf Road Woman rescues her brother in a Determine Authors Point of View
battle.
to appreciate what it might be like to save a loved one from harm
to explain the circumstances surrounding the Battle of Rosebud click this box for details
Creek
to define legend
to define mood and characterization and explain examples of
to work collaboratively to create a multimedia presentation
Insights: The Battle of Rosebud Creek, page 430

Before Reading
page 84)
_________ Readers Toolbox: Legend, Mood, and Characterization
(PE, page 424)
_________ About the Authors: Joseph Bruchac and Gayle Ross (PE, page 429)
_________ Vocabulary: Words with Multiple Meanings (VR, page 96)
_________ Reading Strategy: What Do You Know? (RSR)
During Reading
_________ Fix-Up Idea: Find a New Strategy (RSR)
After Reading
_________ Reading Strategy: Share Your Information (RSR)
_________ Standardized Test Practice: Determine Authors Point of View (RSR)
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_________ Art Smart: Medicine Crow (ATE, page 427; UR 7, page 85)
_________ Understanding Literature: Legend, Mood, and Characterization (PE, page 432; UR 7, page 88)
_________ Writers Journal: Code of Ethics, Description, or Poem (PE, page 433; UR 7, page 88)
_________ Language, Grammar, and Style: Prepositional Phrases (UR 7, page 90)
_________ Study and Research: Researching Historical Figures (PE, page 433; UR 7, page 91)
_________ Graphic Organizer (PE, page 433; VLR I , page 55; UR 7, page 91)
_________ Insights: The Battle of Rosebud Creek (PE, page 430)
_________ Insights Questions (ATE, page 430; UR 7, page 86)


Lesson Plan
Where the Girl Rescued Her Brother, page 424

M T W TH F

_________ Writers Journal: Code of Ethics, Description,
Individual Learning Strategies or Poem (PE, page 433; UR 7, page 88)
_________ Motivation: Researching the Cheyenne (ATE, _________ Vocabulary: Synonyms (UR 7, page 89)
page 425) _________ Language, Grammar, and Style: Prepositional
_________ Reading Proficiency: Listening to the Phrases (UR 7, page 90)
Selection and Discussing Values (ATE, page _________ Study and Research: Researching Historical
425) Figures (PE, page 433; UR 7, page 91)
_________ English Language Learning: Vocabulary (ATE, _________ Graphic Organizer (PE, page 433; VLR I,
page 425) page 55; UR 7, page 91)
(ATE, page 425) Strategies for Developing Readers
_________ Enrichment: Recreating Cheyenne Artifacts
(ATE, page 425) Tackle Unfamiliar Setting
_________ Thoroughly read Readers Resource before
Additional Questions and Activities reading the selection (PE, page 424).
_________ Speech (ATE, page 426) _________ Read Insights: The Battle of Rosebud Creek
_________ Related Reading Questions (ATE, pages as a Prereading activity (PE, page 430).
430431)
Art Smart Learners
_________ Medicine Crow (ATE, page 427; UR 7, page _________ Read aloud the Readers Toolbox and
85) Readers Resource (PE, page 424).
_________ Have students locate Rosebud Creek on a
Cross-Curricular Activities map.
_________ War Song (ATE, page 428) _________ Read aloud Insights before having students
_________ Role-Play (ATE, page 428) read the story (PE, page 430).
_________ Gold on Native American Land (ATE, page _________ Preview vocabulary.
428) _________ Have pairs read and answer the Guided
Reading Questions, writing down words they
Flexible Grouping Suggestions do not understand.
_________ Motivation: Researching the Cheyenne (ATE, _________ Have small groups answer Investigate,
page 425) Inquire, and Imagine (PE, page 432; UR 7,
_________ Enrichment: Recreating Cheyenne Artifacts page 86) and Understanding Literature
(ATE, page 425) questions (PE, page 432; UR 7, page 88).
_________ Cross-Curricular Activities: Role-Play (ATE, _________ Have students illustrate parts of the story on
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page 428) 6-inch square sheets of paper. Have them

_________ Cross-Curricular Activities: Gold on Native assemble the squares in quilt fashion.
American Land (ATE, page 428) Students may refer to these drawings for
_________ Investigate, Inquire, and Imagine (PE, page Additional Questions and Activities: Speech
432; UR 7, page 86) (ATE, page 426).
_________ Understanding Literature: Legend, Mood, and
Characterization (PE, page 432; UR 7,
page 88)


Lesson Plan
Legend of the Feathered Serpent, page 435

M T W TH F
Difficulty Consideration: Aztec names Reading Strategy: Make Predictions

Ease Factor: Vocabulary Standardized Test Practice:
Evaluate Cause and Effect
Synopsis: Moctezuma welcomes the Spanish conquistadors,
thinking that Cortes is the returning god Quetzalcatl. One hero,
Itaqui, emerges to protect the statue of the god Xochipilli. SOUTH CAROLINA STATE STANDARDS

to appreciate a legend
to briefly describe Aztec culture and beliefs
to define legend and irony and find examples of irony in the
selection
to research ancient Mexico
Before Reading
page 98)
_________ Readers Toolbox: Legend and Irony (PE, page 435)
_________ About the Author: Antonio Hernndez Madrigal
(PE, page 444)
_________ Vocabulary: Morphemes and Spelling Patters (VR, page 99)
During Reading
_________ Art Smart: Aztec Artist (PE, page 441)
After Reading
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_________ Standardized Test Practice: Evaluate Cause and Effect (RSR)
_________ Understanding Literature: Legend and Irony (PE, page 445; UR 7, page 102)
_________ Writers Journal: Metaphor, Lyric Poem, or Epitaph (PE, page 446; UR 7, page 102)
_________ Vocabulary: Spelling (UR 7, page 104)
_________ Language, Grammar, and Style: Avoiding Double Negatives (UR 7, page 104)
_________ Study and Research: Researching Ancient Mexico (PE, page 446; UR 7, page 105)
_________ Applied English: Designing a Museum Display (PE, page 446)
_________ Speaking and Listening & Collaborative Learning: Reading Legends (PE, page 446)


Lesson Plan
Legend of the Feathered Serpent, page 435

M T W TH F

Individual Learning Strategies Tackle Aztec Names
_________ Motivation: Recreating Decorative Jewelry _________ Follow the instructions found in the Reading
(ATE, page 437) Proficiency activity (ATE, page 437).
_________ Reading Proficiency: Previewing _________ Preview Aztec names by listing them on the
Pronunciations (ATE, page 437) board.
_________ English Language Learning: Vocabulary (ATE, _________ Share with students the pronunciation of
page 437) Aztec names (some of them can be found on
_________ Special Needs: Listening to the Selection page 444).
(ATE, page 437) _________ Read the story aloud so that students can
_________ Enrichment: Researching a God or Goddess hear the pronunciation of the names.
(ATE, page 437)
_________ Researching Tenochtitlan (ATE, page 438) _________ Discuss legends and read aloud the Readers
Toolbox (PE, page 435).
Additional Questions and Activities _________ Read aloud Readers Resource (PE, page
_________ Moctezuma (ATE, page 440) 435).
_________ Reading Comprehension (ATE, pages 442 _________ Read The Aztecs on page 444 before
and 444) reading the story.
_________ Share the synopsis of the story.
Flexible Grouping Suggestions _________ Discuss the picture on pages 437, 439,
_________ Motivation: Recreating Decorative Jewelry and 440.
(ATE, page 437) _________ Use the Study and Research activity before
_________ Reading Proficiency: Previewing reading (PE, page 446; UR 7, page 105).
Pronunciations (ATE, page 437) _________ Use the Special Needs activity (ATE, page
_________ Enrichment: Researching a God or Goddess 437).
(ATE, page 437) _________ Have small groups answer Investigate,
_________ Cross-Curricular Activities: Researching Inquire, and Imagine (PE, page 445; UR 7,
Tenochtitlan (ATE, page 438) page 102) and Understanding Literature
_________ Understanding Literature: Legend and Irony (SR, page 86).
_________ Study and Research: Researching Ancient
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Mexico (PE, page 446; UR 7, page 105)

Learning: Reading Legends (PE, page 446)
_________ Writers Journal: Metaphor, Lyric Poem, or
Epitaph (PE, page 446; UR 7, page 102)
_________ Vocabulary: Spelling (UR 7, page 104)
_________ Language, Grammar, and Style: Avoiding
Double Negatives (UR 7, page 104)
_________ Applied English: Designing a Museum
Display (PE, page 446)


Lesson Plan
Gatored Community, page 447

M T W TH F
Difficulty Considerations: Structural shifts; vocabulary Reading Strategy: Use Text Organization
Fix-Up Idea: Refocus
Distinguish Fact from Opinion
Synopsis: The authors rebut stories about finding alligators in the
sewers of New York City.
Goals/Objectives:
to respond to a persuasive writing click this box for details
to discuss urban legends as a type of folklore
to define, recognize, and find examples of tone and aim in the
selection
to research urban legends on the Internet
Before Reading
page 114)
_________ Readers Toolbox: Tone and Aim (PE, page 447)
_________ Readers Resource: Science Connection and Culture
_________ About the Authors: Barbara and David P. Mikkelson
(PE, page 452)
During Reading
_________ Reading Strategy: Use a Texts Organizational Features (RSR)
After Reading
_________ Reading Strategy: Discuss the Organizational Features (RSR)
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_________ Standardized Test Practice: Distinguish Fact from Opinion (RSR)
_________ Understanding Literature: Tone and Aim (PE, page 453; UR 7, page 117)
_________ Writers Journal: News Article, Short Story, or Urban Legend (PE, page 454; UR 7, page 117)
_________ Applied English: Writing a Public Service Announcement (PE, page 454)
_________ Media Literacy & Study and Research: Urban Legends on the Internet (PE, page 454; UR 7, page 120)
_________ Language, Grammar, and Style: Prepositions (UR 7, page 118)


Lesson Plan
Gatored Community, page 447

M T W TH F

Individual Learning Strategies Tackle Structural Shifts
_________ Motivation: Urban Legend Research (ATE, _________ Discuss the selections secondary sources:
page 448) quotes from other people and written sources
_________ Reading Proficiency: Prereading Page (ATE, such as newspapers and books.
page 448) _________ Make copies of the story. Have students
_________ English Language Learning: Vocabulary (ATE, identify those sections that are the narrators
page 448) own words, those sections that are from
_________ Special Needs: Working with a Partner (ATE, newspaper clippings, and those sections that
page 448) the narrator quotes from other people.
_________ Enrichment: Bulletin Board about Alligators
Tackle Vocabulary
(ATE, page 448)
_________ Allow students to preview new vocabulary
Cross-Curricular Activities words.
_________ Researching Crocodilians (ATE, page 449) _________ Have students identify vocabulary words that
they already know.
Additional Questions and Activities _________ Encourage students to predict meanings of
_________ Writing a Ballad (ATE, page 451) unknown words by using context clues.
_________ Familiarize students with new vocabulary by
Flexible Grouping Suggestions working on the activities found in the VR
_________ Motivation: Urban Legend Research (ATE, (page 103).
page 448)
_________ Special Needs: Working with a Partner (ATE, Additional Strategies for English Language
page 448) Learners
_________ Enrichment: Bulletin Board about Alligators _________ Read aloud the Readers Toolbox and
(ATE, page 448) Readers Resource (PE, page 447).
_________ Cross-Curricular Activities: Researching _________ Make sure that students understand the play
Crocodilians (ATE, page 449) on words of Gatored Community. Some
_________ Investigate, Inquire, and Imagine (PE, page students may not have heard of a gated
453; UR 7, page 116) community before. Ask what they know about
_________ Understanding Literature: Tone and Aim (PE, sewers. Fill in any needed information.
page 453; UR 7, page 117) _________ Have students locate several of the settings
_________ Media Literacy & Study and Research: Urban on a map.
Legends on the Internet (PE, page 454; UR 7, _________ Preview new vocabulary; have students write
page 120) down additional words they do not
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understand as they read.

Homework Suggestions _________ Have small groups answer Investigate,
_________ Writers Journal: News Article, Short Story, or Inquire, and Imagine (PE, page 453; UR 7,
Urban Legend (PE, page 454; UR 7, page page 116) and Understanding Literature
117) questions (PE, page 453; UR 7, page 117).
_________ Applied English: Writing a Public Service
Announcement (PE, page 454)
_________ Language, Grammar, and Style: Prepositions
(UR 7, page 118)


Lesson Plan
Unit Seven
M T W TH F
Featured Book and Activity SOUTH CAROLINA STATE STANDARDS

_________ Hawaiian Myths of Earth, Sea, and Sky by Vivian L.
Thompson (PE, page 455) click this box for details
_________ Creating a Literary Audiotape (PE, page 455; UR 7, page
127)

_________ Antelope Woman: An Apache Folktale by Michael Lacapa
(PE, page 455)
_________ The Dark-Thirty: Southern Tales of the Supernatural by Pat
McKissack (PE, page 455)
_________ The Girl Who Dreamed Only Geese: And Other Tales of the Far North by Howard Norman (PE, page 455)
_________ When Shlemiel Went to Warsaw and Other Stories by Isaac Bashevis Singer (PE, page 455)

Informative Writing: Analyzing a Legend Software
Assignment: Students read and analyze a legend (PE, pages 456461). See the Guided
_________ Analyzing a Legend (PE, page 456) graphic organizers, extensive
_________ Student Model (PE, page 456) student models and student-
features.
During Writing
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_________ Language, Grammar, and Style: Achieving Parallelism (PE, page 458; WR, page 103)
After Writing


Lesson Plan
Unit Seven
M T W TH F

_________ Motivation: Discussing the Role of Legends (ATE, page 456)
_________ Reading Proficiency: SEARCH Approach (ATE, page 457)
_________ English Language Learning: Vocabulary Development (ATE, page 457)
_________ Special Needs: Using the Library (ATE, page 457)
_________ Enrichment: Scrapbook (ATE, page 457)

_________ Special Needs: Using the Library (ATE, page 457)
_________ Enrichment: Scrapbook (ATE, page 457)
_________ Language, Grammar, and Style: Achieving Parallelism (PE, page 458; WR, page 103)
_________ Self-EvaluationAnalyzing a Legend (PE, page 460; WR, page 105)
_________ Rubric for Informative Writing: Analyzing a Legend (VLR I, page 141; WR, page 111)
Unit Seven Review


_________ Genre (PE, page 462)
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Lesson Plan
Unit Eight
M T W TH F
to respond to several different pieces of fiction
to summarize the different ways fiction can express ideas and
emotions
to define and explain examples of setting, point of view, theme,
irony of situation, plot, character, characterization, verbal irony,
conflict, and symbol

_________ A Mother in Mannville, page 469
_________ The War of the Wall, page 481
_________ Insights: Public Art: Murals and Graffiti, page
489
_________ The Osage Orange Tree, page 492
_________ Related Reading: Walking Along the Edge of
the Back Yard:, page 500
_________ A Retrieved Reformation, page 503
_________ The Pearl, Chapters 13, page 513
_________ The Pearl, Chapters 46, page 537
_________ Guided WritingNarrative/Imaginative Writing: Developing a Short Story, page 566
_________ Unit Eight Review, page 574

_________ Fine Art: Gustave Caillebotte. Have students discuss how the artwork relates to the title of this unit (PE,
page 464).
_________ Elements of Fiction (PE, page 466)
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_________ Additional Questions and Activities: Identify Elements of a Story (ATE, page 466)
_________ Additional Questions and Activities: Essay about Fiction (ATE, page 468)
Assessment


Lesson Plan
A Mother in Mannville, page 469

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Visualize

Fix-Up Idea: Reread
Ease Factor: Vivid descriptions Standardized Test Practice:
Describe Character Development
Synopsis: A writer befriends a young boy who tells stories of his
mother that the writer discovers are not true.
Goals/Objectives:
to enjoy a short story click this box for details
to describe Marjorie Kinnan Rawlingss literary accomplishments
to define and explain examples of setting and point of view
to demonstrate an ability to use vocabulary words correctly
Before Reading
page 7)
_________ Readers Toolbox: Point of View and Setting
(PE, page 469)
_________ Readers Resource: Geography Connection
(PE, page 469)
_________ Art Smart: Ross Dickinson (ATE, page 471)
_________ About the Author: Marjorie Kinnan Rawlings
(PE, page 477)
_________ Reading Strategy: Create Images (RSR)
During Reading
After Reading
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_________ Standardized Test Practice: Describe Character Development (RSR)

_________ Understanding Literature: Setting and Point of View (PE, page 478; UR 8, page 11)
_________ Writers Journal: Conversation, Letter, or Diary Entry (PE, page 479; UR 8, page 11)
_________ Speaking and Listening: Role-Playing (PE, page 479)
_________ Study and Research: Studying Photographs (PE, page 479)
_________ Media Literacy: Analyzing an Article (PE, page 479; UR 8, page 15)
_________ Language, Grammar, and Style: Verb Tenses (UR 8, page 14)


Lesson Plan
A Mother in Mannville, page 469

M T W TH F

_________ Writers Journal: Conversation, Letter, or Diary
Individual Learning Strategies Entry (PE, page 479; UR 8, page 11)
_________ Motivation: Studying Photographs (ATE, _________ Media Literacy: Analyzing an Article (PE,
_________ Reading Proficiency: Listening to the _________ Vocabulary: Antonyms (UR 8, page 13)
Selection (ATE, page 470) _________ Language, Grammar, and Style: Verb Tenses
_________ English Language Learning: Vocabulary (ATE, (UR 8, page 14)
page 470)
_________ Special Needs: Working in Small Groups Strategies for Developing Readers
(ATE, page 470)
_________ Enrichment: Researching the Author (ATE, Tackle Vocabulary
page 470) _________ Allow students to preview new vocabulary
words.
Art Smart _________ Have students identify vocabulary words that
_________ Ross Dickinson (ATE, page 471) they already know.
_________ Encourage students to predict meanings of
Literary Technique
_________ Foreshadowing (ATE, page 472)
_________ Familiarize students with new vocabulary by
Additional Questions and Activities working on the activities found in the VR
(page 105).
_________ Examining a Narrators Words (ATE, page
473) Additional Strategies for English Language
_________ Examining Jerrys Integrity (ATE, page 474) Learners
_________ Male or Female Narrator (ATE, page 476) _________ Read aloud the Readers Toolbox and
_________ Have students locate the Appalachian
_________ Motivation: Studying Photographs (ATE,
Mountains on a map and discuss the picture
page 470)
on page 471.
_________ Special Needs: Working in Small Groups
_________ Have students find pictures of hemlocks,
(ATE, page 470)
laurel, rhododendron, corn shocks, and
_________ Enrichment: Researching the Author (ATE, maples.
page 470)
_________ Make sure students know what an
_________ Art Smart: Ross Dickinson (ATE, page 471) orphanage is.
_________ Additional Questions and Activities: Male or _________ Use the Reading Proficiency activity (ATE,
Female Narrator (ATE, page 476) page 470).
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_________ Investigate, Inquire, and Imagine (PE, page _________ Help students fill in the Graphic Organizer
478; UR 8, page 10) (PE, page 469; VLR I, page 60; UR 8, page
_________ Understanding Literature: Setting and Point of 7).
View (PE, page 478; UR 8, page 11) _________ Have students gather additional unfamiliar
_________ Speaking and Listening: Role-Playing (PE, vocabulary as they read. They may use these
page 479) words for the Vocabulary activity on page
_________ Study and Research: Studying Photographs 480.
(PE, page 479) _________ Have small groups answer Investigate,
Inquire, and Imagine questions (PE, page
478; UR, 8, page 10).
(SR, page 92).


Lesson Plan
The War of the Wall, page 481

M T W TH F
Difficulty Consideration: Irony of situation Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Vivid characters Fix-Up Idea: Take a Break
Synopsis: A neighborhood wall is decorated by an artist who at Standardized Test Practice:
first irritates the neighborhood. Compare and Contrast Characters
Goals/Objectives:
to enjoy a short story about a community and a special wall SOUTH CAROLINA STATE STANDARDS
to briefly discuss the history of murals
to define and recognize examples of theme and irony of situation click this box for details
in the selection
to work collaboratively to express theme and irony visually
Insights: Public Art: Murals and Graffiti, page 489
Before Reading
page 23)
_________ Readers Toolbox: Theme and Irony of Situation
(PE, page 481)
_________ Readers Resource: Art Connection (PE, page 481)
_________ Art Smart: Charles Wilbert White (PE, page 483; VLR II, page 34; UR 8, page 25)
_________ About the Author: Toni Cade Bambara (PE, page 488)
_________ Vocabulary: Words as Groups of Morphemes (VR, page 109)
_________ Reading Strategy: What Do You Know? (RSR)
During Reading
_________ Dramatic Recording: The War of the Wall (AL, 17:01)
After Reading
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_________ Reading Strategy: Identify Theme (RSR)

_________ Standardized Test Practice: Compare and Contrast Characters (RSR)
_________ Understanding Literature: Theme and Irony of Situation (PE, page 490; UR 8, page 27)
_________ Writers Journal: Community Interest Article, Journal Entry, or Conversation (PE, page 491; UR 8, page 28)
_________ Collaborative Learning: Expressing Theme and Irony Visually (PE, page 491)
_________ Language, Grammar, and Style: Commas (UR 8, page 29)
_________ Insights: Public Art: Murals and Graffiti (PE, page 489)
_________ Dramatic Recording: Public Art: Murals and Graffiti (AL, 3:01)


Lesson Plan
The War of the Wall, page 481

M T W TH F

_________ Writers Journal: Community Interest Article,
Individual Learning Strategies Journal Entry, or Conversation (PE, page 491;
_________ Motivation: Creating a Mural (ATE, page 483) UR 8, page 28)
_________ Reading Proficiency: Prereading Page (ATE, _________ Vocabulary: Writing Sentences (UR 8,
page 483) page 29)
_________ English Language Learning: Vocabulary (ATE, _________ Language, Grammar, and Style: Commas (UR
page 483) 8, page 29)
(ATE, page 483) Strategies for Developing Readers
_________ Enrichment: Bulletin Board about Murals
Tackle Irony of Situation
(ATE, page 483)
_________ Read Readers Toolbox, focusing especially
Art Smart on Irony of Situation.
_________ Charles Wilbert White (PE, page 483; VLR II, _________ Use the questions asked about irony of
page 34; UR 8, page 25) situation to discuss the many instances of
irony in this selection.
Literary Note
_________ Geraldine Moore the Poet (ATE, page 484) Additional Strategies for English Language
Learners
Additional Questions and Activities _________ Read the Readers Toolbox and Readers
_________ Issues of Tolerance (ATE, page 485) Resource aloud (PE, page 481).
_________ Researching a Person on the Wall (ATE, _________ To clarify what a mural is, look at the one on
page 487) page 483. Come back to the questions in Art
_________ Related Reading Questions (ATE, page 489) Smart after reading the selection.
_________ For additional clarification, read aloud
Cross-Curricular Activities Public Art: Murals and Graffiti (PE, page 489).
_________ Mapping Africa (ATE, page 487) _________ Explain what a chalk line is and why it is
used.
Flexible Grouping Suggestions _________ Have partners read and answer the Guided
_________ Motivation: Creating a Mural (ATE, page 483) Reading Questions, marking signs of irony
_________ Enrichment: Bulletin Board about Murals with sticky notes as they read.
_________ Additional Questions and Activities: Inquire, and Imagine (PR, page 490; UR 8,
Researching a Person on the Wall (ATE, page 26) and Understanding Literature
page 487) questions (PE, page 490; UR 8, page 27).
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_________ Cross-Curricular Activities: Mapping Africa
(ATE, page 487)
490; UR 8, page 26)
_________ Understanding Literature: Theme and Irony of
Situation (PE, page 490; UR 8, page 27)
_________ Collaborative Learning: Expressing Theme
and Irony Visually (PE, page 491)


Lesson Plan
The Osage Orange Tree, page 492

M T W TH F

Ease Factor: Subject matter
Synopsis: The narrator sells newspapers to a classmate who Examine Point of View
steals from her own graduation dress fund to pay for the papers.

to respond to a short story about friendship
to briefly describe the Great Depression click this box for details
to define and explain examples of plot and setting
to conduct research on the Great Depression
Related Reading: Walking Along the Edge of the Back Yard:,

page 500
Before Reading
page 37)
_________ Readers Toolbox: Plot and Setting (PE, page 492)
_________ Art Smart: Gale Stockwell (PE, page 494; UR 8, page 39)
_________ About the Author: William Stafford (PE, page 499)
_________ Reading Strategy: Create a Chart (RSR)
During Reading
After Reading
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_________ Standardized Test Practice: Examine Point of View (RSR)

_________ Understanding Literature: Plot and Setting (PE, page 502; UR 8, page 42)
_________ Writers Journal: Letter, List, or Alternate Ending (PE, page 502; UR 8, page 42)
_________ Speaking and Listening: Interviewing (PE, page 502)
_________ Study and Research: Examining the Great Depression (PE, page 502; UR 8, page 44)
_________ Language, Grammar, and Style: Correcting Common Usage Problems (UR 8, page 44)
_________ Related Reading: Walking Along the Edge of the Back Yard: (PE, page 500)

Lesson Plan
The Osage Orange Tree, page 492

M T W TH F

_________ Motivation: Drawing the Narrator and _________ Read Readers Resource before reading the
Evangeline (ATE, page 493) selection (PE, page 492).
_________ Reading Proficiency: Previewing Vocabulary _________ Present students with a synopsis of the story,
and Footnotes and Listening to the Selection including the time, place, and mood of
(ATE, page 493) America during the Great Depression.
_________ English Language Learning: Vocabulary (ATE, _________ To familiarize students with the setting before
page 493) they read, use the Cross-Curricular Activity as
_________ Special Needs: Checking Comprehension a Prereading activity (ATE, page 496).
(ATE, page 493) _________ Invite a history teacher or a person who lived
_________ Enrichment: Poem from the Story (ATE, during the Great Depression to tell students
page 493) more about life during that era.

_________ Researching the Meadowlark (ATE, page 494) Learners
_________ Illustrating a Paragraph (ATE, page 495) _________ Read aloud the Readers Toolbox and
_________ Researching Daily Life During the Great
Depression (ATE, page 496) _________ Use CrossCurricular Activities before
reading (ATE, pages 494496).
Additional Questions and Activities _________ Have students find a picture of an Osage
_________ Discussing Plot (ATE, page 498) orange tree.
_________ Discussing the Poem (ATE, page 500) _________ Have students read the selection and write
down any words they do not understand.
Flexible Grouping Suggestions _________ Have small groups answer Investigate,
_________ Special Needs: Checking Comprehension Inquire, and Imagine (PE, page 501; UR 8,
(ATE, page 493) page 40) and Understanding Literature
_________ Cross-Curricular Activities: Researching the questions (PE, page 502; UR 8, page 42).
Meadowlark (ATE, page 494) _________ Use activities for Spanish speakers
_________ Cross-Curricular Activities: Researching Daily (SR, page 99).
Life During the Great Depression (ATE, page _________ Read the Related Reading aloud
496) (PE, page 500).
501; UR 8, page 40)
_________ Understanding Literature: Plot and Setting
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_________ Study and Research: Examining the Great
Depression (PE, page 502; UR 8, page 44)
_________ Writers Journal: Letter, List, or Alternative
Ending (PE, page 502; UR 8, page 42)
_________ Speaking and Listening: Interviewing (PE,
page 502)
_________ Language, Grammar, and Style: Correcting
Common Usage Problems (UR 8, page 44)


Lesson Plan
A Retrieved Reformation, page 503

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Make Predictions

Fix-Up Idea: Read Shorter Selections
Draw Conclusions
Synopsis: Jimmy Valentine, a former safe cracker and convict,
travels to a new town, assumes the name of Ralph Spencer, gets
married, and has to crack open a safe in the presence of his legal SOUTH CAROLINA STATE STANDARDS
nemesis in order to rescue his fiances niece. The police officer
allows the former crook to go free.
Goals/Objectives:
to enjoy a short story with a plot twist
to explain the similarities between the main character and the
author
to define and explain examples of character, characterization,
and verbal irony
Before Reading
page 53)
_________ Readers Toolbox: Character, Characterization, and Verbal Irony (PE, page 503)
_________ About the Author: O. Henry (PE, page 510)
During Reading
_________ Fix-Up Idea: Read Shorter Sections (RSR)
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After Reading
_________ Understanding Literature: Character, Characterization, and Verbal Irony (PE, page 512; UR 8, page 57)
_________ Writers Journal: Wanted Poster, Outline or Long Narrative List, or Character Sketch (PE, page 512;
UR 8, page 57)
_________ Vocabulary: Fill in the Blank (UR 8, page 58)
_________ Language, Grammar, and Style: Correcting Spelling Errors (UR 8, page 59)


Lesson Plan
A Retrieved Reformation, page 503

M T W TH F

_________ Motivation: Researching Safe Crackers (ATE, _________ Allow students to preview the new vocabulary
page 504) words used in the selection.
_________ Reading Proficiency: Listening to the _________ Have students identify vocabulary words that
Selection (ATE, page 504) they already know.
_________ English Language Learning: Vocabulary (ATE, _________ Encourage students to predict the meaning of
_________ Special Needs: Checking Understanding _________ Familiarize students with the new vocabulary
(ATE, page 504) by working on the activities found in the VR
_________ Enrichment: Personal Essay (ATE, page 504) (page 115).

_________ Researching Careers in Law Enforcement Learners
(ATE, page 505) _________ Read aloud the Readers Toolbox and
_________ Responding to Quotations Essay (ATE, Readers Resource (PE, page 503).
page 508) _________ Preview vocabulary.
_________ Explain the meanings of additional words: stir,
Additional Questions and Activities get sent up, alibi, and pardon.
_________ Jimmys Prized Possession (ATE, page 506) _________ Use the Reading Proficiency activity (ATE,
page 504).
Literary Note _________ Have small groups answer Investigate,
_________ Comparing Stories (ATE, page 507) Inquire, and Imagine (PE, page 511; UR 8,
Bibliographic Note questions (PE, page 512; UR 8, page 57).
_________ O. Henry (ATE, page 509)
Quotables
_________ O. Henry (ATE, page 509)

_________ Motivation: Researching Safe Crackers (ATE,
page 504)
_________ Special Needs: Checking Understanding
(ATE, page 504)
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Careers in Law Enforcement (ATE, page 505)
511; UR 8, page 55)
_________ Understanding Literature: Character,
Characterization, and Verbal Irony (PE, page
512; UR 8, page 57)
_________ Writers Journal: Wanted Poster, Outline or
Long Narrative List, or Character Sketch (PE,
_________ Vocabulary: Fill in the Blank (UR 8, page 58)
Spelling Errors (UR 8, page 59)


Lesson Plan
The Pearl, Chapters 1-3, page 513

M T W TH F
Difficulty Considerations: Selection length; symbolism; Reading Strategy: Write Things Down
vocabulary Fix-Up Idea: Read Aloud
Ease Factor: Guided Reading Questions Recognize Cause and Effect
Synopsis: A poor fisherman finds a rare and expensive pearl

and his world falls apart. SOUTH CAROLINA STATE STANDARDS

to appreciate what it might be like to be faced with decisions
that could affect your entire family
to briefly describe pearls and where theyre found
to define conflict and symbol and recognize and explain
examples of each in the selection
to dramatize a scene from The Pearl
to work collaboratively to identify the causes of a problem and to
find solutions
Before Reading
_________ Readers Toolbox: Conflict and Symbol (PE, page 513)
_________ Readers Resource: Pearls and Baja California (PE, page 513)
_________ About the Author: John Steinbeck (PE, page 562)
_________ Vocabulary: Morpheme Review (VR, page 118)
During Reading
After Reading
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_________ Standardized Test Practice: Recognize Cause and Effect (RSR)
_________ Understanding Literature: Conflict (PE, page 536; UR 8, page 72)


Lesson Plan
The Pearl, Chapters 13, page 513

M T W TH F

Individual Learning Strategies Tackle Selection Length
_________ Motivation: Strategies to Stop the Pearl _________ Read the story in short sections.
Buyers Monopoly (ATE, page 515) _________ Use the Guided Reading Questions to check
_________ Reading Proficiency: Previewing Vocabulary comprehension (jPE, page 516; UR 8, page
(ATE, page 515) 68).
Tackle Symbolism
page 515)
_________ Read Readers Toolbox aloud, focusing on the
definition of symbol (PE, page 513)
(ATE, page 515)
_________ Encourage students to fill in the Graphic
_________ Enrichment: Display about Gemstones (ATE,
Organizer as they read (PE, page 513; VLR I,
page 515)
page 64; UR 8, page 67).
Literary Techniques _________ Share information about allegory (Literary
_________ Parable (ATE, page 514) Technique, ATE, page 517).
_________ Allegory (ATE, page 517) _________ Use the questions asked under Symbol to
_________ Theme (ATE, page 521) discuss what the pearl symbolizes in the
novel (PE, page 563).
Tackle Vocabulary
_________ Researching Poisonous Insects (ATE,
page 518) _________ Allow students to preview new vocabulary
words.
_________ Finding Places on a Map (ATE, page 525)
_________ Have students identify vocabulary words that
Additional Questions and Activities they already know.
_________ Examining the Doctor (ATE, page 522) _________ Encourage students to predict meanings of
_________ Juanas Prayer (ATE, page 523) unknown words by using context clues.
_________ Predicting (ATE, page 526) _________ Familiarize students with new vocabulary by
working on the activity found in the VR
_________ Evil Song (ATE, page 529)
(page 118).
_________ Is It Really Medicine? (ATE, page 531)
_________ The Effect of Riches (ATE, page 532) Additional Strategies for English Language
Learners
_________ Use Cross-Curricular Activities on page 525
_________ Motivation: Strategies to Stop the Pearl before reading.
Buyers Monopoly (ATE, page 515)
_________ Discuss pearl diving and the picture on page
_________ Special Needs: Checking Comprehension 527. Use the Study and Research activity on
(ATE, page 515) page 564 before students read the novel.
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_________ Enrichment: Display about Gemstones (ATE, _________ Preview vocabulary before students read.
page 515)
_________ Follow the Strategies for Developing Readers
_________ Cross-Curricular Activities: Researching (above).
Poisonous Insects (ATE, page 518)
_________ Have a Spanish speaker read the names of
_________ Cross-Curricular Activities: Finding Places on the characters aloud: Juana, Coyotito, Juan
a Map (ATE, page 525) Toms, and Apolonia.
_________ Additional Questions and Activities: Is It _________ Explain brush house and hanging box.
Really Medicine? (ATE, page 531)
_________ At the end of each chapter, have students
_________ Additional Questions and Activities: The summarize story events with a partner.
Effect of Riches (ATE, page 532)
_________ Investigate, Inquire, and Imagine (PE, page Inquire, and Imagine (PE, page 536; UR 8,
536; UR 8, page 71) page 71) and Understanding Literature
_________ Understanding Literature: Conflict (PE, page
536; UR 8, page 72)


Lesson Plan

M T W TH F
Before Reading READING STRATEGIES RESOURCE, PAGE 168

_________ Vocabulary from the Selection (ATE, page 537) Reading Strategy: Write Things Down
_________ Vocabulary: Word Roots, Prefixes, and Suffixes Fix-Up Idea: Read Aloud
(VR, page 122)
_________ Review Chapters 13.
Recognize Cause and Effect
During Reading
_________ Guided Reading Questions (PE, page 537;
UR 8, page 80) click this box for details
After Reading
_________ Standardized Test Practice: Recognize Cause and
Effect (RSR)
_________ Respond to the Selection (PE, page 562; UR 8,
page 85)
_________ Investigate, Inquire, and Imagine (PE, page 563;
UR 8, page 85)
_________ Understanding Literature: Symbol (PE, page 563;
UR 8, page 86)
_________ Writers Journal: Paragraph, Song, or One Scene
_________ Speaking and Listening: Dramatizing a Scene (PE, page 564)
_________ Study and Research: Researching Pearls (PE, page 564; UR 8, page 90)
_________ Media Literacy: Interviewing Juana (PE, page 564)
_________ Language, Grammar, and Style: Using Contractions (UR 8, page 89)
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Lesson Plan

M T W TH F

Additional Questions and Activities Additional Strategies for English Language
_________ Neighbors Worry (ATE, page 538) Learners
_________ Political Consequences (ATE, page 539) _________ Preview vocabulary.
_________ Mans Friendliness (ATE, page 540) _________ Explain mangroves and cacti.
_________ Kinos Lost World (ATE, page 543) _________ Have partners summarize events after
reading each chapter.
_________ Analyzing Kinos Treatment (ATE, page 547)
_________ Borrowed Things (ATE, page 550)
_________ Examining the Horses Activity (ATE, page
554)
_________ Reading Comprehension (ATE, page 558)
_________ Researching Canoes (ATE, page 548)
_________ Illustrating a Paragraph (ATE, page 556)

Canoes (ATE, page 548)
_________ Cross-Curricular Activities: Illustrating a
Paragraph (ATE, page 556)
563; UR 8, page 85)
_________ Speaking and Listening: Dramatizing a Scene
(PE, page 564)
_________ Media Literacy: Interviewing Juana (PE,
page 564)
_________ Understanding Literature: Symbol (PE, page
563; UR 8, page 86)
_________ Writers Journal: Paragraph, Song, or One
Scene (PE, page 564; UR 8, page 87)
_________ Study and Research: Researching Pearls (PE,
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Contractions (UR 8, page 89)


Lesson Plan
Unit Eight
M T W TH F

_________ From One Experience to Another: Award-Winning Authors
Sharing Real-Life Experiences through Fiction edited by click this box for details
Dr. M. Jerry Weiss and Helen S. Weiss (PE, page 565)
_________ Forced Story Writing (PE, page 565; UR 8, page 98)

_________ Welcome to Your Life: Writings for the Heart of Young
America edited by David Haynes and Julie Landsman (PE,
page 565)
_________ Connections: Short Stories edited by Donald Gallo (PE, page 565)
_________ A Way Out of No Way: Writings About Growing Up Black in America edited by Jacqueline Woodson (PE,
page 565)
Guided Writing
Narrative/Imaginative Writing: Developing a Short Story
GUIDED WRITING
Assignment: Students create a short story (PE, pages 566573).
Software
Before Writing See the Guided
_________ Developing a Short Story (PE, page 566) Writing Software for
_________ Professional Model (PE, page 566) an extended version of this
_________ Previewing Models and Rubric for Assignment (VLR I, page 144; WR, page lesson that includes printable
127) graphic organizers, extensive
_________ Prewriting (PE, page 567; WR, page 112) friendly checklists, and self-,
_________ Student ModelGraphic Organizer (PE, page 568; WR, page 114) peer, and teacher evaluation
_________ Graphic Organizer (VLR I, page 142; WR, page 113) features.
During Writing
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_________ Language, Grammar, and Style: Sentence Variety (PE, page 568; WR, page 116)
After Writing


Lesson Plan
Unit Eight
M T W TH F

_________ Motivation: Sharing Short Stories (ATE, page 566)
_________ Reading Proficiency: Reading Out Loud (ATE, page 566)
_________ English Language Learning: Understanding Dialect (ATE, page 567)
_________ Special Needs: Adding Fine Art (ATE, page 567)
_________ Enrichment: Changing Point of View and Oral Interpretation (ATE, page 567)

_________ Motivation: Sharing Short Stories (ATE, page 566)
_________ Special Needs: Adding Fine Art (ATE, page 567)
_________ Self-Evaluation (PE, page 570; WR, page 118)
_________ Rubric for Narrative/Imaginative Writing: Developing a Short Story (VLR I, page 144; WR, page 127)
Unit Eight Review


_________ Genre (PE, page 575)
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Lesson Plan
Unit Nine
M T W TH F
to appreciate different poems from various authors
to summarize the different ways poems can express ideas and
emotions
to define and explain examples of image, imagery, rhyme, refrain,
metaphor, free verse, alliteration, concrete and abstract language,
simile, stress, tone, onomatopoeia, repetition, flashback,
hyperbole, and analogy
to write an essay comparing and contrasting two poems
to demonstrate an ability to recognize and use sentence variety

_________ Winter, page 579
_________ Related Reading: Winter Fairyland in
Vermont, page 582
_________ Night Clouds, page 585
_________ The Bat and Bats, page 589
_________ Wildlife Cameo, Early Morn, page 597
_________ Paul Reveres Ride, page 603
_________ Courage and The Cremation of Sam McGee, page 611
_________ Player Piano, page 621
_________ Pretty Words, page 625
_________ Blue Cornucopia, page 629
_________ Digging, page 635
_________ Childhood of the Ancients, page 639
_________ Without Title, page 643
_________ The Highwayman, page 649
_________ A short long story, page 656
_________ There is no frigate like a book, He ate and drank the precious words, and The Brainis wider than the
Sky, page 662
_________ I Ask My Mother to Sing, page 667
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_________ Ode to My Socks and Oda a los calcetines, page 673

_________ Related Reading: Childhood and Poetry, page 678
_________ Guided WritingInformative Writing: Comparing and Contrasting Poems, page 682

_________ Fine Art: Stuart Davis. Have students discuss how the artwork relates to the title of this unit (PE, page 576).
_________ Elements of Poetry (PE, page 578)
_________ Additional Questions and Activities: Examining Elements of Poetry (ATE, page 578)
Assessment

Lesson Plan
Winter, page 579

M T W TH F

Difficulty Consideration: Archaic language Reading Strategy: Visualize
Synopsis: A lyric poem by William Shakespeare describes the Draw Conclusions
sights and sounds of winter.
Goals/Objectives:
to appreciate a poem about winter click this box for details
to briefly explain William Shakespeares use of songs in plays
to define image, imagery, rhyme, and refrain and explain
examples of each
Related Reading: Winter Fairyland in Vermont, page 582
Before Reading
page 5)
_________ Readers Toolbox: Image, Imagery, Rhyme, and Refrain
(PE, page 579)
_________ Readers Resource: Synopsis and Background
_________ Art Smart: Pieter Brueghel the Younger (PE and ATE, page 581;
VLR II, page 37; UR 9, page 6)
_________ About the Author: William Shakespeare (PE, page 581)
_________ Reading Strategy: Visualize and Describe the Seasons (RSR)
During Reading
_________ Dramatic Recording: Winter (AL, 1:02)
_________ Reading Strategy: Visualize the Poems Imagery (RSR)
After Reading
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_________ Reading Strategy: Evaluate the Poems Imagery (RSR)
_________ Understanding Literature: Image, Imagery, Rhyme, and Refrain (PE, page 584; UR 9, page 8)
_________ Writers Journal: Poem, Retort, or Rewrite (PE, page 584; UR 9, page 9)
_________ Study and Research: Researching Shakespeares Work (PE, page 584; UR 9, page 13)
_________ Vocabulary: One Word, Many Definitions (UR 9, page 11)
_________ Language, Grammar, and Style: Formal and Informal English (UR 9, page 12)
_________ Related Reading: Winter in Fairyland in Vermont (PE, page 582)
_________ Dramatic Recording: Winter Fairyland in Vermont (AL, 0:58)


Lesson Plan
Winter, page 579

M T W TH F

Individual Learning Strategies Tackle Archaic Language
_________ Motivation: Representing Winter (ATE, _________ Have students preview the footnotes and
page 580) vocabulary before reading the selection.
_________ Reading Proficiency: Listening to the _________ Play the audio version of the selection
Selection (ATE, page 580) (AL, 1:02).
Learners
Footnotes (ATE, page 580) _________ Read aloud the Readers Toolbox and
_________ Enrichment: Poems about Winter (ATE,
page 580) _________ Preview vocabulary.
_________ If students have not experienced snow, bring
Art Smart in snow scenes, or have students find out
_________ Pieter Brueghel the Younger (PE, page 581 more about snow on the Internet.
and ATE, page 581, VLR II, page 37; UR 9, _________ Use the Reading Proficiency activity (ATE,
page 6) page 580).
_________ Have partners read and discuss the meaning
Additional Questions and Activities of the poem line by line. Have them reread
_________ Passages from A Midsummer Nights Dream the poem aloud after their discussions.
_________ Related Reading Questions (ATE, page 582) Inquire, and Imagine (PE, page 583; UR 9,
Flexible Grouping Suggestions questions (PE, page 584; UR 9, page 8).
_________ Motivation: Representing Winter (ATE, _________ Read the Related Reading aloud
page 580) (PE, page 582).
Footnotes (ATE, page 580)
Reading Questions (ATE, page 582)
583; UR 9, page 7)
_________ Understanding Literature: Image, Imagery,
Rhyme, and Refrain (PE, page 584; UR 9,
page 8)
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_________ Study and Research: Researching

Shakespeares Work (PE, page 584; UR 9,
page 13)
_________ Writers Journal: Poem, Retort, or Rewrite (PE,
_________ Vocabulary: One Word, Many Definitions (UR
9, page 11)
_________ Language, Grammar, and Style: Formal and
Informal English (UR 9, page 12)


Lesson Plan
Night Clouds, page 585

M T W TH F
Difficulty Consideration: Poetic technique Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Selection length Fix-Up Idea: Read Shorter Sections
Synopsis: A descriptive poem compares clouds to mares and the
sun to a tiger. Identify Authors Purpose and Point of View
Goals/Objectives:
to enjoy a poem that uses figurative language SOUTH CAROLINA STATE STANDARDS
to briefly explain different types of clouds
to define free verse click this box for details
to define and identify examples of image, metaphor, and
alliteration
Before Reading
page 19)
_________ Readers Toolbox: Image, Imagery, Metaphor, Free
Verse, and Alliteration (PE, page 585)
(PE, page 585)
_________ About the Author: Amy Lowell (PE, page 587)
_________ Fine Art: Washington Allston (PE, page 586; VLR II, page 40)
_________ Reading Strategy: Activate Prior Knowledge (RSR)
During Reading
_________ Reading Strategy: Connect to Prior Knowledge (RSR)
_________ Fix-Up Idea: Read Shorter Sections (RSR)
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After Reading
_________ Reading Strategy: Write About Your Connections (RSR)
_________ Standardized Test Practice: Identify Authors Purpose and Point of View (RSR)
_________ Understanding Literature: Image, Imagery, Metaphor, Free Verse, and Alliteration (ATE, page 588; UR 9,
page 21)
_________ Language, Grammar, and Style: Finding the Complete Subject and Complete Predicate in a Sentence
(UR 9, page 22)


Lesson Plan
Night Clouds, page 585

M T W TH F

Individual Learning Strategies Tackle Poetic Technique
_________ Motivation: Myth or Poem about the Moon _________ Read Readers Toolbox aloud (PE, page 585).
(ATE, page 586) _________ Read Readers Resource, focusing on the
_________ Reading Proficiency: Listening to the definitions of image, imagery, and metaphor
Selection (ATE, page 586) (PE, page 585).
_________ English Language Learning: Vocabulary (ATE, _________ Help students complete the Graphic
page 586) Organizer (PE, page 585; VLR I, page 68;
_________ Special Needs: Previewing Vocabulary (ATE, UR 9, page 19).
page 586) _________ Remind students that Imagist poetry is more
_________ Enrichment: Drawing Clouds (ATE, page 586) difficult to understand because the poet does
not directly describe the feeling but rather
Cross-Curricular Activities creates an image that captures the emotion.
_________ Observing the Clouds (ATE, page 587)
_________ Enrichment: Drawing Clouds (ATE, page 586) _________ Read aloud the Readers Toolbox and
_________ Cross-Curricular Activities: Observing the Readers Resource (PE, page 585).
Clouds (ATE, page 587) _________ Use the Enrichment activity before reading
_________ Investigate, Inquire, and Imagine (PE, page (ATE, page 586).
588; UR 9, page 20) _________ Before reading, refer to the picture on page
_________ Understanding Literature: Image, Imagery, 586 and ask what mood this picture creates.
Metaphor, Free Verse, and Alliteration (ATE, After reading, ask if this picture reflects the
page 588; UR 9, page 21) same mood as the poem.
_________ Have partners read the poem aloud, listening
Homework Suggestions for rhyme and alliteration. Have them discuss
_________ Vocabulary: Antonyms (UR 9, page 22) what they have found.
_________ Language, Grammar, and Style: Finding the _________ Have small groups answer Investigate,
Complete Subject and Complete Predicate in Inquire, and Imagine (PE, page 588; UR 9,
a Sentence (UR 9, page 22) page 20) and Understanding Literature
(SR, page 105).
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Lesson Plan
The Bat and Bats, page 589

M T W TH F
Reading Level: Easy, Easy READING STRATEGIES RESOURCE, PAGE 180

Difficulty Consideration: Lack of bat knowledge Reading Strategy: Find a Purpose for
Reading
Ease Factors: Simple, direct language; vivid images
Fix-Up Idea: Reread
Synopsis: Both poems describe bats. Standardized Test Practice:
Compare and Contrast Literary Techniques
Goals/Objectives:
to enjoy two poems about bats
to briefly describe bats
to define and recognize examples of image, imagery, and concrete SOUTH CAROLINA STATE STANDARDS
and abstract language
to conduct research on an animal
Before Reading
page 27)
_________ Readers Toolbox: Image, Imagery, Concrete and
Abstract Language (PE, page 589)
(PE, page 589)
_________ About the Authors: Theodore Roethke and Randall
Jarrell (PE, page 593)
_________ Art Smart: Cuna Artist (PE and ATE, page 591; VLR II, page 43; UR 9, page 29)
_________ Reading Strategy: Set a Purpose for Reading (RSR)
During Reading
_________ Dramatic Recording: The Bat (AL, 0:51)
_________ Dramatic Recording: Bats (AL, 1:58)
_________ Reading Strategy: Read to Compare and Contrast (RSR)
After Reading
_________ Reading Strategy: Compare and Contrast the Poems (RSR)
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_________ Standardized Test Practice: Compare and Contrast Literary Techniques (RSR)
_________ Understanding Literature: Image, Imagery, Concrete and Abstract Language (PE, page 595; UR 9,
page 30)
_________ Writers Journal: Menu, Dream Report, or Description (PE, page 595; UR 9, page 31)
_________ Vocabulary: Brainstorming (UR 9, page 32)
_________ Language, Grammar, and Style: Correcting Passive Sentences (PE, page 595; UR 9, page 32)
_________ Study and Research: Using Biographical References, Encyclopedias, and Periodicals (PE, page 596; UR
9, page 34)
_________ Critical Thinking: Discriminating Fact from Opinion (PE, page 596; UR 9, page 35)


Lesson Plan
The Bat and Bats, page 589

M T W TH F
Teaching Options _________ Language, Grammar, and Style: Correcting

Passive Sentences (PE, page 595; UR 9,
Individual Learning Strategies page 32)
_________ Motivation: Researching Animals (ATE, _________ Critical Thinking: Discriminating Fact from
page 591) Opinion (PE, page 596; UR 9, page 35)
_________ Reading Proficiency: Listening to the
Selections (ATE, page 591) Strategies for Developing Readers
Tackle Lack of Bat Knowledge
page 591)
_________ Use Cross-Curricular Activities to expand
students knowledge about bats (ATE, pages
(ATE, page 591)
590 and 592).
_________ Enrichment: Researching Bats (ATE,
_________ Use Fine Art information to gain additional
page 591)
insight about bats (Art Smart, PE and ATE,
Cross-Curricular Connections page 591; VLR II, page 43; UR 9, page 29)
_________ Bats (ATE, page 590)
Art Smart Learners
_________ Cuna Artist (PE and ATE, page 591; VLR II, _________ Discuss what students know about image and
page 43; UR 9, page 29) imagery; then read aloud the rest of Readers
Toolbox (PE, page 589).
Additional Questions and Activities _________ Read aloud Readers Resource
_________ In Praise of Bats (ATE, page 592) (PE, page 589).
_________ Share information in Cross-Curricular
Cross-Curricular Activities Connections before students read
_________ Bulletin Board or Internet Site on Bats (ATE, (ATE, page 590).
page 592) _________ Have students find out more about bats on
the Internet or in the library before they read
Flexible Grouping Suggestions these poems.
_________ Motivation: Researching Animals (ATE, _________ Have students read The Bat silently; then
page 591) use the Dramatic Recording for Bats (AL
_________ Special Needs: Working in Small Groups 1:58). Have students reread Bats.
_________ Enrichment: Researching Bats (ATE, Inquire, and Imagine (PE, page 594; UR 9,
_________ Cross-Curricular Activities: Bulletin Board or questions (PE, page 595).
Internet Site on Bats (ATE, page 592)
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_________ Have partners work on Language, Grammar,

_________ Investigate, Inquire, and Imagine (PE, page and Style activity (PE, page 595; UR 9,
594; UR 9, page 29) page 32).
_________ Understanding Literature: Image, Imagery,
Concrete and Abstract Language (PE,
page 595)
_________ Study and Research: Using Biographical
References, Encyclopedias, and Periodicals
_________ Writers Journal: Menu, Dream Report, or
Description (PE, page 595; UR 9, page 31)


Lesson Plan
Wildlife Cameo, Early Morn, page 597

M T W TH F
Difficulty Consideration: Authors style Reading Strategy: Write Things Down

Ease Factor: Selection length Standardized Test Practice: Recognize
Authors Tone and Point of View
Synopsis: A speaker watches deer drink from a river.
Goals/Objectives:
to appreciate a poem about nature
to explain the Beat generation click this box for details
to define concrete poem and simile and recognize examples of
simile in the selection
to demonstrate an ability to use an atlas
Before Reading
page 41)
_________ Readers Toolbox: Concrete Poem and Simile
(PE, page 597)
_________ About the Author: Lawrence Ferlinghetti (PE, page 599)
_________ Fine Art: Albert Bierstadt (PE, page 599; VLR II,
page 46)
_________ Reading Strategy: Discuss Reactions to Texts and Prepare to React (RSR)
During Reading
_________ Guided Reading Question (PE, page 598; UR 9, page 42)
_________ Reading Strategy: Record Reactions to the Poem (RSR)
After Reading
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_________ Reading Strategy: Synthesize and Summarize Your Reactions (RSR)
_________ Standardized Test Practice: Recognize Authors Tone and Point of View (RSR)
_________ Understanding Literature: Concrete Poem and Simile (PE, page 601; UR 9, page 43)
_________ Writers Journal: Shape Poem, Simile, or Personal Essay (PE, page 601; UR 9, page 44)
_________ Vocabulary: Compound Words (UR 9, page 45)
_________ Language, Grammar, and Style: Verbs and Correcting Sentence Fragments (PE, page 601; UR 9, page 46)
_________ Study and Research: Using Almanacs, Yearbooks, and Atlases (PE, page 602)
_________ Speaking and Listening: Communication Styles and Barriers (PE, page 602; UR 9, page 47)


Lesson Plan
Wildlife Cameo, Early Morn, page 597

M T W TH F

Individual Learning Strategies Tackle Authors Style
_________ Motivation: Creating a Shape Poem (ATE, _________ Read Prereading information, focusing
page 598) especially on the definition of concrete poem
_________ Reading Proficiency: Previewing Vocabulary and the Beat Generation (PE, page 597).
and Footnotes and Listening to the Selection _________ Play the audio version of the selection,
(ATE, page 598) allowing students to hear the flow of each line
_________ English Language Learning: Vocabulary (ATE, (AL, 1:29).
page 598) _________ Tell students that poetry allows writers to be
_________ Special Needs: Working in Pairs (ATE, creativemore than any other mediumin
page 598) sentence structure, style, grammar, and
_________ Enrichment: Researching Beat Writers (ATE, language.
page 598)
_________ Special Needs: Working in Pairs (ATE, _________ Read aloud the Readers Toolbox and
page 598) Readers Resource (PE, page 597).
_________ Enrichment: Researching Beat Writers (ATE, _________ Look at the image on page 599; ask students
page 598) what mood is created.
_________ Investigate, Inquire, and Imagine (PE, page _________ Preview the vocabulary.
600; UR 9, page 42) _________ Read this poem aloudthe Beat Generation
_________ Understanding Literature: Concrete Poem poets would have!
and Simile (PE, page 601; UR 9, page 43) _________ Have small groups answer Investigate,
_________ Study and Research: Using Almanacs, Inquire, and Imagine (PE, page 600; UR 9,
Yearbooks, and Atlases (PE, page 602) page 42) and Understanding Literature
Homework Suggestions _________ Have partners work on the Language,
_________ Writers Journal: Shape Poem, Simile, or Grammar, and Style activity (PE, page 601;
Personal Essay (PE, page 601; UR 9, page UR 9, page 46).
44)
_________ Vocabulary: Compound Words (UR 9,
page 45)
_________ Language, Grammar, and Style: Verbs and
Correcting Sentence Fragments (PE, page
601; UR 9, page 46)
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_________ Speaking and Listening: Communication

Styles and Barriers (PE, page 602; UR 9,
page 47)


Lesson Plan
Paul Reveres Ride, page 603

M T W TH F
Difficulty Considerations: Long sentences; archaic language Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Create a Mnemonic Device
Ease Factors: Narrative poem; appealing rhyme and rhythm Standardized Test Practice:
Use Context Clues
Synopsis: The poem tells the story of Paul Reveres famous ride
to warn American patriots that the British were coming.
Goals/Objectives:
to enjoy a narrative poem about a historical event click this box for details
to summarize the events that occurred the evening before the
battle that began the Revolutionary War
to define and recognize examples of rhythm and stress in the
selection
to demonstrate an ability to use context clues to figure out the
definition of a word
Before Reading
page 52)
_________ Readers Toolbox: Rhythm, Stress, and Narrative Poem
(PE, page 603)
_________ Readers Resource: Background Information
(PE, page 603)
_________ Art Smart: Grant Wood (PE, page 603; VLR II, page 49; UR 9, page 52)
_________ About the Author: Henry Wadsworth Longfellow (PE, page 607)
_________ Vocabulary: Writing Sentences (VR, page 129)
_________ Reading Strategy: Preview the Selection and Vocabulary (RSR)
During Reading
_________ Reading Strategy: Tackle Difficult Vocabulary (RSR)
_________ Fix-Up Idea: Create a Mnemonic Device (RSR)
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After Reading
_________ Reading Strategy: Use Difficult Vocabulary (RSR)
_________ Understanding Literature: Narrative Poem, Rhythm, and Stress (PE, page 608; UR 9, page 54)
_________ Writers Journal: Wanted Poster, Journal Entry, or Epitaph (PE, page 609; UR 9, page 55)
_________ Language, Grammar, and Style: Working with Negatives (PE, page 609; UR 9, page 57)
_________ Speaking and Listening: Oral Interpretation (PE, page 610)


Lesson Plan
Paul Reveres Ride, page 603

M T W TH F

Individual Learning Strategies page 71; UR 9, page 55)
_________ Motivation: Researching Reveres Ride (ATE, _________ Writers Journal: Wanted Poster, Journal Entry,
page 604) or Epitaph (PE, page 609; UR 9, page 55)
_________ Reading Proficiency: Previewing Vocabulary _________ Language, Grammar, and Style: Working with
and Listening to the Selection (ATE, Negatives (PE, page 609; UR 9, page 57)
page 604) _________ Vocabulary: Using Context Clues (PE, page
_________ English Language Learning: Vocabulary (ATE, 610; UR 9, page 56)
page 604)
_________ Special Needs: Working in Small Groups Strategies for Developing Readers
(ATE, page 604)
_________ Enrichment: Painting of the Ride (ATE, Tackle Long Sentences
page 604) _________ Play the audio version of the story, or have
skilled readers read aloud the selection,
Literary Technique interpreting each sentence as they read (
_________ Aim (ATE, page 605) AL, 5:41).
_________ Replay or reread difficult sections of the story.
Cross-Curricular Connections
_________ Use the Guided Reading Questions to check
_________ Paul Revere (ATE, page 606)
understanding (PE, page 605; UR 9,
Additional Questions and Activities page 52).
_________ Oral Interpretation (ATE, page 606) Tackle Archaic Language
Cross-Curricular Activities _________ Have students preview the footnotes and
vocabulary before reading the selection.
_________ Mapping Reveres Route (ATE, page 607)
_________ Complete the Reading Proficiency activity
Flexible Grouping Suggestions (ATE, page 604).
_________ Motivation: Researching Reveres Ride (ATE, _________ Play the audio version of the selection
page 604) (AL, 5:41).
(ATE, page 604)
Learners
_________ Additional Questions and Activities: Oral
Interpretation (ATE, page 606)
_________ Cross-Curricular Activities: Mapping Reveres
_________ Help students find Boston on a map.
Route (ATE, page 607)
_________ Use Additional Questions and Activities after
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students read the poem (ATE, page 606).

608; UR 9, page 53)
_________ Follow the suggestions in Strategies for
_________ Understanding Literature: Narrative Poem,
Developing Readers (above) and the
Rhythm, and Stress (PE, page 608; UR 9,
Reading Proficiency activity (ATE, page 604).
page 54)
_________ Speaking and Listening: Oral Interpretation
(PE, page 610)
_________ Have partners work on the Language,
Grammar, and Style activity (PE, page 609;
UR 9, page 57).


Lesson Plan
Courage and The Cremation of Sam McGee, page 611

M T W TH F

Ease Factors: Narrative poem; rhyme Standardized Test Practice:
Find Main Ideas
Synopsis: In the poem Courage, an apple blossom speaks of
its strength. The Cremation of Sam McGee tells the story of a
cold gold miner who only thawed when placed in a ships furnace. SOUTH CAROLINA STATE STANDARDS
to enjoy two surprising poems
to describe the Yukon
to define ballad
to define and identify examples of rhyme and tone in the
selections
to work collaboratively to form a book club
Before Reading
page 64)
_________ Readers Toolbox: Rhyme, Ballad, and Tone (PE, page 611)
_________ Readers Resource: Yukon (PE, page 611)
_________ About the Author: Robert Service (PE, page 617)
_________ Reading Strategy: Review Poetic Organizational Features (RSR)
During Reading
_________ Dramatic Recording: Courage (AL, 1:46)
_________ Dramatic Recording: The Cremation of Sam McGee (AL, 6:01)
_________ Reading Strategy: Use Text Organization (RSR)
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After Reading
_________ Reading Strategy: Analyze Organizational Features (RSR)
_________ Understanding Literature: Rhyme, Ballad, and Tone (PE, page 618; UR 9, page 68)
_________ Writers Journal: Jingle, Song Lyrics, or Personal Essay (PE, page 619; UR 9, page 69)
_________ Language, Grammar, and Style: Using I and Me (PE, page 619; UR 9, page 71)
_________ Collaborative Learning: Reading with a Book Club and Taking Notes on Your Reading (PE, page 620)
_________ Critical Thinking: Tackling Analogy Questions (PE, page 620; UR 9, page 72)


Lesson Plan
Courage and The Cremation of Sam McGee, page 611

M T W TH F

_________ Motivation: Forming a Book Club (ATE, _________ Allow students to preview new vocabulary
page 612) words.
Selections (ATE, page 612) they already know.
_________ Special Needs: Working with a Partner (ATE, _________ Familiarize students with new vocabulary by
page 612) working on the activities found in the VR
_________ Enrichment: Researching Services Life and (page 129).
Works (ATE, page 612)
Literary Note Learners
_________ Researching Bibliography (ATE, page 613)
for Courage
Cross-Curricular Activities _________ Read aloud the Readers Toolbox and
_________ Researching Northern Lights (ATE, page 614) Readers Resource (PE, page 611).
_________ Preview the vocabulary.
Additional Questions and Activities _________ Use the Reading Proficiency activity (ATE,
_________ Predicting (ATE, page 615) page 612).
Flexible Grouping Suggestions for The Cremation of Sam McGee

_________ Motivation: Forming a Book Club (ATE, _________ Use Cross-Curricular Activities before reading
page 612) (ATE, page 614).
_________ Special Needs: Working with a Partner (ATE, _________ Have small groups answer Investigate,
page 612) Inquire, and Imagine (PE, page 618; UR 9,
_________ Enrichment: Researching Services Life and page 67) and Understanding Literature
Works (ATE, page 612) questions (PE, page 618; UR 9, page 68).
_________ Cross-Curricular Activities: Researching _________ Have partners complete the Critical Thinking
Northern Lights (ATE, page 614) activity (PE, page 620; UR 9, page 72).
618; UR 9, page 67)
_________ Understanding Literature: Rhyme, Ballad, and
Tone (PE, page 618; UR 9, page 68)
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_________ Collaborative Learning: Reading with a Book

Club and Taking Notes on Your Reading (PE,
page 620)
_________ Writers Journal: Jingle, Song Lyrics, or
Personal Essay (PE, page 619; UR 9, page
69)
_________ Vocabulary: Writing Sentences (UR 9,
page 70)
_________ Language, Grammar, and Style: Using I and
Me (PE, page 619; UR 9, page 71)
_________ Critical Thinking: Tackling Analogy Questions


Lesson Plan
Player Piano, page 621

M T W TH F

Reading
Ease Factor: Selection length Fix-Up Idea: Refocus
Synopsis: A player piano speaks and describes its skills.
Identify Authors Purpose
Goals/Objectives:
to enjoy a short poem SOUTH CAROLINA STATE STANDARDS
to describe player pianos and their history
to define and recognize examples of onomatopoeia, alliteration, click this box for details
and assonance
Before Reading
page 79)
_________ Readers Toolbox: Onomatopoeia, Alliteration, and
Assonance (PE, page 621)
_________ Readers Resource: Player Piano (PE, page 621)
_________ About the Author: John Updike (PE, page 623)
During Reading
_________ Reading Strategy: Determine Authors Purpose (RSR)
After Reading
_________ Reading Strategy: Analyze Authors Purpose (RSR)
_________ Standardized Test Practice: Identify Authors Purpose (RSR)
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_________ Understanding Literature: Onomatopoeia, Alliteration, and Assonance (PE, page 624; UR 9, page 81)
_________ Vocabulary: Synonyms and Antonyms (UR 9, page 82)
_________ Language, Grammar, and Style: Achieving Parallelism (UR 9, page 83)


Lesson Plan
Player Piano, page 621

M T W TH F

_________ Motivation: Comparing Pianos (ATE, _________ Allow students to preview new vocabulary
page 622) words.
_________ Reading Proficiency: Listening to the Poem _________ Have students identify vocabulary words that
(ATE, page 622) they already know.
_________ Special Needs: Previewing Footnotes (ATE, _________ Familiarize students with new vocabulary by
_________ Enrichment: Reporting on John Updikes (page 129).
Works (ATE, page 622)
_________ Science Fiction Stories (ATE, page 623) _________ Read aloud the Readers Toolbox and
Flexible Grouping Suggestions _________ Discuss the picture on page 622.
_________ Special Needs: Previewing Footnotes (ATE, _________ Have students find out more about player
page 622) pianos on the Internet or in the library;
_________ Enrichment: Reporting on John Updikes perhaps they can listen to one being played.
Works (ATE, page 622) _________ Use the Reading Proficiency activity (ATE,
_________ Understanding Literature: Onomatopoeia, Inquire, and Imagine (PE, page 624; UR 9,
Alliteration, and Assonance (PE, page 624; page 80) and Understanding Literature
UR 9, page 81) questions (PE, page 624; UR 9, page 81).
_________ Vocabulary: Synonyms and Antonyms (UR 9,
page 82)
_________ Language, Grammar, and Style: Achieving
Parallelism (UR 9, page 83)
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Lesson Plan
Pretty Words, page 625

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Write Things Down

Fix-Up Idea: Read Shorter Sections at a Time
Use Context Clues
Synopsis: The speaker in a Petrarchan sonnet describes her love
of words.
Goals/Objectives:
to appreciate a sonnet about words click this box for details
to describe the two different kinds of sonnets
to define and find examples of onomatopoeia and alliteration in
the selection
Before Reading
page 89)
_________ Readers Toolbox: Onomatopoeia and Alliteration
(PE, page 625)
_________ Readers Resource: Writing about Literature (PE, page 625)
_________ About the Author: Elinor Wylie (PE, page 627)
_________ Reading Strategy: Identify and Record Specific Kinds of Words (RSR)
During Reading
_________ Reading Strategy: Record the Poets Examples (RSR)
_________ Fix-Up Idea: Read Shorter Sections at a Time (RSR)
After Reading
_________ Reading Strategy: Analyze the Poets Examples (RSR)
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_________ Art Smart: Woodrow Crumbo (PE, page 627; UR 9, page 90)
_________ Understanding Literature: Onomatopoeia and Alliteration (PE, page 628; UR 9, page 92)
_________ Language, Grammar, and Style: Irregular Verbs (UR 9, page 93)


Lesson Plan
Pretty Words, page 625

M T W TH F

_________ Motivation: Writing a Sonnet (ATE, page 626) _________ Allow students to preview new vocabulary
_________ Reading Proficiency: Previewing Footnotes words.
and Vocabulary (ATE, page 626) _________ Have students identify vocabulary words that
_________ English Language Learning: Vocabulary (ATE, they already know.
page 626) _________ Encourage students to predict meanings of
_________ Special Needs: Listening to the Selection unknown words by using context clues.
(ATE, page 626) _________ Familiarize students with new vocabulary by
_________ Enrichment: Illustration (ATE, page 626) working on the activities found in the VR
(page 129).
_________ Enrichment: Illustration (ATE, page 626) Additional Strategies for English Language
_________ Investigate, Inquire, and Imagine (PE, page Learners
628; UR 9, page 91) _________ Help students review onomatopoeia and
_________ Understanding Literature: Onomatopoeia and alliteration (Readers Toolbox, PE, page 625).
Alliteration (PE, page 628; UR 9, page 92) _________ Read aloud the Readers Resource (PE, page
625).
Homework Suggestions _________ Use the Reading Proficiency activity (ATE,
_________ Vocabulary: Matching (UR 9, page 92) page 626).
_________ Language, Grammar, and Style: Irregular _________ Have students read with a partner, each
Verbs (UR 9, page 93) reading a stanza aloud. Have them write
down any other words they cannot figure out
from the context.
_________ Have students reread the poem, writing down
the alliteration that they hear.
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Lesson Plan
Blue Cornucopia, page 629

M T W TH F
Difficulty Consideration: Unfamiliar colors Reading Strategy: Visualize

Compare and Contrast Images
Synopsis: The poem provides a stream-of-consciousness listing
of blue colors.
Goals/Objectives:
to enjoy a poem about the color blue click this box for details
to explain imagism
to define and recognize examples of repetition, image, and
imagery in the selection
to deliver a press release
Before Reading
page 100)
_________ Readers Toolbox: Repetition, Image, and Imagery
(PE, page 629)
_________ Readers Resource: Imagism (PE, page 629)
_________ About the Author: Robert Francis (PE, page 631)
_________ Reading Strategy: Identify Shades of Blue and Their Associations (RSR)
During Reading
_________ Reading Strategy: Visualize Imagery (RSR)
After Reading
_________ Reading Strategy: Summarize Your Visualization (RSR)
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_________ Standardized Test Practice: Compare and Contrast Images (RSR)
_________ Art Smart: Elsworth Kelly (PE, page 631; VLR II, page 52; UR 9, page 102)
_________ Understanding Literature: Repetition, Image, and Imagery (PE, page 632; UR 9, page 104)
_________ Writers Journal: Description, Lines of Poetry, or Consumer Report (PE, page 633; UR 9, page 104)
_________ Language, Grammar, and Style: Working with Interrupters: Parenthetical Expressions
_________ Speaking and Listening: Active Listening and Listening for Comprehension (PE, page 633)
_________ Study and Research: Computerized and Card Catalogs (PE, page 634; UR 9, page 107)
_________ Vocabulary: Word Origins (PE, page 634; UR 9, page 106)


Lesson Plan
Blue Cornucopia, page 629

M T W TH F

Individual Learning Strategies Tackle Unfamiliar Colors
_________ Motivation: Blue Collage (ATE, page 630) _________ As a Prereading activity, ask students to
_________ Reading Proficiency: Listening to the visualize the different colors mentioned.
Selection and Noting Images (ATE, page 630) _________ After reading the selection, have students list
_________ English Language Learning: Vocabulary (ATE, the different shades of the color blue. Then
page 630) have them find as many of the colors
_________ Special Needs: Checking Comprehension mentioned, using reference sources
(ATE, page 630) (encyclopedias, dictionaries) or magazines.
_________ Enrichment: Color Poem (ATE, page 630)
_________ Clichs (ATE, page 631) _________ Help students read and understand the
Flexible Grouping Suggestions _________ Read the Readers Resource aloud
_________ Motivation: Blue Collage (ATE, page 630) (PE, page 629).
_________ Special Needs: Checking Comprehension _________ Use the Reading Proficiency activity (ATE,
(ATE, page 630) page 630).
_________ Additional Questions and Activities: Clichs _________ Use the suggestions in Strategies for
(ATE, page 631) Developing Readers (above).
_________ Investigate, Inquire, and Imagine (PE, page _________ Have small groups answer Investigate,
632; UR 9, page 103) Inquire, and Imagine (PE, page 632; UR 9,
_________ Understanding Literature: Repetition, Image, page 103) and Understanding Literature
and Imagery (PE, page 632; UR 9, page 104) questions (PE, page 632; UR 9, 104).
_________ Speaking and Listening: Active Listening and
Listening for Comprehension (PE, page 633)
_________ Writers Journal: Description, Lines of Poetry,
or Consumer Report (PE, page 633; UR 9,
page 104)
_________ Language, Grammar, and Style: Working with
Interrupters: Parenthetical Expressions (PE,
_________ Study and Research: Computerized and Card
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Catalogs (PE, page 634; UR 9, page 107)

_________ Vocabulary: Word Origins (PE, page 634; UR
9, page 106)


Lesson Plan
Digging, page 635

M T W TH F
Difficulty Consideration: Understanding a poetic comparison Reading Strategy: Write Things Down
Determine Point of View and Character
Synopsis: A poet compares his own work with a pen to his
Development
fathers work with a shovel.
Goals/Objectives:
to empathize with the feelings of the speaker about his heritage
to describe the importance of potatoes to Ireland click this box for details
to define and find examples of flashback and figure of speech in
the selection
Before Reading
page 112)
_________ Readers Toolbox: Flashback and Figure of Speech
(PE, page 635)
_________ About the Author: Seamus Heaney (PE, page 637)
_________ Reading Strategy: Construct Graphic Organizers (RSR)
During Reading
_________ Reading Strategy: Complete Graphic Organizers (RSR)
After Reading
_________ Standardized Test Practice: Determine Point of View and Character Development (RSR)
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_________ Understanding Literature: Flashback and Figure of Speech (PE, page 638; UR 9, page 115)
_________ Language, Grammar, and Style: Using Who and Whom (UR 9, page 116)


Lesson Plan
Digging, page 635

M T W TH F

Individual Learning Strategies Tackle Understanding a Poetic Comparison
_________ Motivation: Planting and Nurturing Growth _________ Read Readers Toolbox aloud, focusing on the
(ATE, page 636) definition of figure of speech (PE, page 635).
_________ Reading Proficiency: Listening to the _________ Use the questions under Figure of Speech to
Selection (ATE, page 636) discuss the ways in which the poet uses the
_________ English Language Learning: Vocabulary (ATE, term digging, both literally and figuratively
page 636) (PE, page 638).
_________ Special Needs: Previewing Footnotes (ATE, _________ Tell students that while the speakers father
page 636) and grandfather dig with a shovel for their
_________ Enrichment: Map and History of Ireland (ATE, livelihood, the speaker digs with a pen
page 636) for his.

_________ Thinking about Skills (ATE, page 637) Learners
Flexible Grouping Suggestions Readers Resource (PE, page 635).
_________ Motivation: Planting and Nurturing Growth _________ Discuss the word sickened as used in
(ATE, page 636) reference to potato crops.
_________ Special Needs: Previewing Footnotes (ATE, _________ Have students locate Ireland on a map.
page 636) _________ Preview the vocabulary and footnotes and
_________ Enrichment: Map and History of Ireland (ATE, use the Reading Proficiency activity
page 636) (ATE, page 636).
_________ Cross-Curricular Activities: Thinking about _________ Have small groups answer Investigate,
Skills (ATE, page 637) Inquire, and Imagine questions (PE, page
_________ Investigate, Inquire, and Imagine (PE, page 638; UR 9, page 113).
638; UR 9, page 113) _________ Directly after reading this poem, use the
Study and Research activity (PE, page 647;
Homework Suggestions UR 9, page 138).
_________ Understanding Literature: Flashback and
Figure of Speech (PE, page 638; UR 9, page
115)
_________ Language, Grammar, and Style: Using Who
and Whom (UR 9, page 116)
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Lesson Plan
Childhood of the Ancients, page 639

M T W TH F
Difficulty Consideration: Reading poetic lines Reading Strategy: Connect to Prior

Knowledge
Ease Factors: Vocabulary; subject matter Fix-Up Idea: Choose a New Strategy
Synopsis: The speaker uses hyperbole to describe how hard life
was for him as a child. Describe Authors Tone
Goals/Objectives:
to respond to a speakers perspective about difficult times
to explain feelings of guilt and the positive and negative effects click this box for details
of guilt
to define and recognize examples of hyperbole and apostrophe
in the selection
Before Reading
page 122)
_________ Readers Toolbox: Hyperbole and Apostrophe
(PE, page 639)
_________ About the Author: Andrew Hudgins (PE, page 641)
During Reading
_________ Fix-Up Idea: Choose a New Strategy (RSR)
After Reading
_________ Reading Strategy: Compare Connections (RSR)
_________ Standardized Test Practice: Describe Authors Tone (RSR)
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_________ Understanding Literature: Hyperbole and Apostrophe (PE, page 642; UR 9, page 124)
_________ Vocabulary: Synonym (UR 9, page 125)
_________ Language, Grammar, and Style: Clauses of a Sentence (UR 9, page 125)


Lesson Plan
Childhood of the Ancients, page 639

M T W TH F

Individual Learning Strategies Tackle Reading Poetic Lines
_________ Motivation: Interviewing and Comparing Lives _________ Show students how to read to the end of a
(ATE, page 640) thought, not to the end of a line.
_________ Reading Proficiency: Reading Out Loud and _________ Read the poem aloud.
Discussing the Speaker (ATE, page 640)
_________ English Language Learning: Vocabulary (ATE, Additional Strategies for English Language
page 640) Learners
_________ Special Needs: Hyperbole and Apostrophe _________ Read aloud the Readers Toolbox and
(ATE, page 640) Readers Resource (PE, page 639).
_________ Enrichment: Poem (ATE, page 640) _________ Use the Reading Proficiency activity (ATE,
page 640).
Flexible Grouping Suggestions _________ Help partners fill in the Graphic Organizer
_________ Reading Proficiency: Reading Out Loud and (PE, page 634; VLR I, page 79; UR 9, page
Discussing the Speaker (ATE, page 640) 122).
_________ Special Needs: Hyperbole and Apostrophe _________ Have small groups answer Investigate,
(ATE, page 640) Inquire, and Imagine (PE, page 642; UR 9,
_________ Investigate, Inquire, and Imagine (PE, page page 123) and Understanding Literature
642; UR 9, page 123) questions (PE, page 642; UR 9, page 124).
_________ Understanding Literature: Hyperbole and _________ Have partners complete the Language,
Apostrophe (PE, page 642; UR 9, page 124) Grammar, and Style activity (PE, page 648;
UR 9, page 137).
_________ Vocabulary: Synonym (UR 9, page 125)
_________ Language, Grammar, and Style: Clauses of a
Sentence (UR 9, page 125)
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Lesson Plan
Without Title, page 643

M T W TH F
Difficulty Consideration: Understanding an analogy Reading Strategy: Find a Purpose for

Reading
Ease Factor: Selection length Fix-Up Idea: Use Guided Reading Questions
Synopsis: The poems extended metaphor compares the life of
an Indian warrior to the speakers fathers modern way of life and Identify Authors Purpose and Point of View
its frustrations.

to appreciate what it might be like to move to a new place click this box for details
to describe a vision quest
to define and identify examples of analogy and simile
to demonstrate an ability to use a thesaurus
Before Reading
page 131)
_________ Readers Toolbox: Analogy and Simile (PE, page 643)
_________ Readers Resource: Ceremony and Synopsis (PE, page 643)
_________ About the Author: Diane Glancy (PE, page 645)
During Reading
_________ Reading Strategy: Read with a Purpose (RSR)
After Reading
_________ Reading Strategy: Share Your Experience (RSR)
_________ Standardized Test Practice: Identify Authors Purpose and Point of View (RSR)
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_________ Art Smart: Jaune Quick-to-See Smith (PE, page 645; VLR II, page 55; UR 9, page 132)
_________ Understanding Literature: Analogy and Simile (PE, page 647; UR 9, page 134)
_________ Writers Journal: Appeal, Childrens Story, or Comic Skit (PE, page 647; UR 9, page 134)
_________ Vocabulary: Homonyms (UR 9, page 136)
_________ Study and Research: Using a Thesaurus (PE, page 647; UR 9, page 138)
_________ Language, Grammar, and Style: Expanding and Combining Sentences (PE, page 648; UR 9, page 137)
_________ Speaking and Listening: Formal and Informal English (PE, page 648; UR 9, page 138)


Lesson Plan
Without Title, page 643

M T W TH F

Individual Learning Strategies Tackle Understanding an Analogy
_________ Motivation: Rites of Passage (ATE, page 644) _________ Read the Readers Toolbox, focusing on the
_________ Reading Proficiency: Listening to the definition of analogy (PE, page 643).
Selection (ATE, page 644) _________ Encourage students to complete the Graphic
_________ English Language Learning: Vocabulary (ATE, Organizer activity as they read (PE, page
page 644) 643; VLR I, page 80; UR 9, page 131).
(ATE, page 644)
Learners
_________ Enrichment: Vision Quests (ATE, page 644)
Cross-Curricular Connections Readers Resource (PE, page 643).
_________ Meat-packing Industry (ATE, page 645) _________ If students are not familiar with traditional
Native American culture, give them more
Flexible Grouping Suggestions information.
_________ Motivation: Rites of Passage (ATE, page 644) _________ Share information in Cross-Curricular
_________ Special Needs: Checking Comprehension Connections (ATE, page 645).
(ATE, page 644) _________ Preview the vocabulary and footnotes.
_________ Enrichment: Vision Quests (ATE, page 644) _________ Have small groups answer Investigate,
_________ Investigate, Inquire, and Imagine (PE, page Inquire, and Imagine (PE, page 646; UR 9,
646; UR 9, page 133) page 133) and Understanding Literature
_________ Understanding Literature: Analogy and Simile questions (PE, page 647; UR 9, page 134).
(PE, page 647; UR 9, page 134) _________ Have partners work on the Language,
_________ Writers Journal: Appeal, Childrens Story, or
Comic Skit (PE, page 647; UR 9, page 134)
_________ Vocabulary: Homonyms (UR 9, page 136)
_________ Study and Research: Using a Thesaurus (PE,
_________ Language, Grammar, and Style: Expanding
and Combining Sentences (PE, page 648; UR
9, page 137)
_________ Speaking and Listening: Formal and Informal
English (PE, page 648; UR 9, page 138)
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Lesson Plan
The Highwayman, page 649

M T W TH F
Difficulty Considerations: Vocabulary; unfamiliar setting Reading Strategy: Make Predictions

Fix-Up Idea: Reread
Follow Sequence of Events
Synopsis: A highwaymans lover tries to warn him about danger
with a shot that takes her own life.
Goals/Objectives:
to enjoy an exciting narrative poem click this box for details
to define a highwayman
to define narrative poem and repetition and identify examples in the
poem
Before Reading
page 145)
_________ Readers Toolbox: Narrative Poem and Repetition
(PE, page 649)
_________ About the Author: Alfred Noyes (PE, page 654)
_________ Reading Strategy: Gather Clues and Write I Wonder Statements (RSR)
During Reading
_________ Reading Strategy: Make and Adjust Predictions (RSR)
After Reading
_________ Reading Strategy: Adjust Predictions and Summarize Events (RSR)
_________ Standardized Test Practice: Follow Sequence of Events (RSR)
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_________ Understanding Literature: Narrative Poem and Repetition (PE, page 655; UR 9, page 148)
_________ Language, Grammar, and Style: Editing for Spelling Errors (UR 9, page 149)


Lesson Plan
The Highwayman, page 649

M T W TH F

_________ Motivation: Creating an Archive (ATE, _________ Allow students to preview new vocabulary
page 650) words.
Selection (ATE, page 650) they already know.
_________ Special Needs: Previewing Vocabulary and _________ Familiarize students with new vocabulary by
Footnotes (ATE, page 650) working on the activities found in the VR
_________ Enrichment: Researching an Outlaw (ATE, (page 134).
page 650)
Tackle Unfamiliar Setting
Additional Questions and Activities _________ Thoroughly read Readers Resource before
_________ Discussing the Romantic Treatment of reading the selection (PE, page 649).
Outlaws (ATE, page 651) _________ Ask students to complete the Motivation
activity (ATE, page 650).
Literary Technique _________ Present students with a synopsis of the story,
_________ Refrain (ATE, page 652) including the time, place, and political tone of
_________ Alliteration (ATE, page 653) England during King Georges reign.
Flexible Grouping Suggestions Additional Strategies for English Language

_________ Motivation: Creating an Archive (ATE, Learners
page 650) _________ Read aloud the Readers Toolbox and
_________ Enrichment: Researching an Outlaw (ATE, Readers Resource (PE, page 649).
page 650) _________ Discuss the image on page 630.
_________ Investigate, Inquire, and Imagine (PE, page _________ Use Strategies for Developing Readers
655; UR 9, page 147) (above).
_________ Understanding Literature: Narrative Poem _________ Have partners work on the Study and
and Repetition (PE, page 655; UR 9, page Research activity (PE, page 661; UR 9,
148) page 164).
_________ Use the Reading Proficiency activity (ATE,
Homework Suggestions page 650).
_________ Vocabulary: Matching (UR 9, page 149) _________ Have small groups answer Investigate,
_________ Language, Grammar, and Style: Editing for Inquire, and Imagine (PE, page 655; UR 9,
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Spelling Errors (UR 9, page 149) page 147) and Understanding Literature


Lesson Plan
A short long story, page 656

M T W TH F
Difficulty Consideration: Understanding poetic lines Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Selection length Fix-Up Idea: Vary Reading Rate
Synopsis: A young boy, grieving for his dead mother, finds
comfort in his fathers understanding. Examine Character Development
Goals/Objectives:
to enjoy a narrative poem SOUTH CAROLINA STATE STANDARDS
to describe stages of the grieving process click this box for details
to define narrative poem and free verse
to define plot, image, and imagery and explain examples of
to demonstrate an ability to correct wordy sentences
Before Reading
page 156)
_________ Readers Toolbox: Narrative Poem, Plot, Image,
Imagery, and Free Verse (PE, page 656)
_________ Readers Resource: Synopsis and Thanatology
(PE, page 656)
_________ About the Author: Julia Cunningham (PE, page 658)
During Reading
After Reading
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_________ Reading Strategy: Analyze the Poem (RSR)
_________ Standardized Test Practice: Examine Character Development (RSR)
_________ Understanding Literature: Narrative Poem, Plot, Image, Imagery, and Free Verse (PE, page 659; UR 9, page 159)
_________ Writers Journal: Autobiographical Essay, Free-Verse Poem, or Character Sketch (PE, page 660; UR 9, page 159)
_________ Language, Grammar, and Style: Correcting Wordy Sentences (PE, page 660; UR 9, page 162)
_________ Speaking and Listening: The Power of Verbal and Nonverbal Communication (PE, page 661; UR 9, page 163)
_________ Study and Research: Using a Dictionary (PE, page 661; UR 9, page 164)


Lesson Plan
A short long story, page 656

M T W TH F

Individual Learning Strategies Tackle Understanding Poetic Lines
_________ Motivation: Depicting a Scene (ATE, _________ Have students read to the end of a thought,
page 657) not to the end of a line.
_________ Reading Proficiency: Listening to and _________ Have a volunteer read the poem aloud.
Identifying Elements of the Poem (ATE, page
657) Additional Strategies for English Language
_________ English Language Learning: Vocabulary (ATE, Learners
page 657) _________ Read aloud the Readers Toolbox and
_________ Special Needs: Working in Small Groups Readers Resource (PE, page 656).
(ATE, page 657) _________ If students come from war-torn countries, this
_________ Enrichment: Personal Essay about Mourning poem may bring back strong emotions of
(ATE, page 657) loss. Use the additional Respond to the
Selection question (ATE, page 658).
Flexible Grouping Suggestions _________ Have small groups answer Investigate,
_________ Motivation: Depicting a Scene (ATE, Inquire, and Imagine (PE, page 659; UR 9,
_________ Special Needs: Working in Small Groups questions (PE, page 659; UR 9, page 159).
(ATE, page 657) _________ Have partners or small groups complete the
_________ Investigate, Inquire, and Imagine (PE, page Speaking and Listening activity (PE, page
659; UR 9, page 158) 661; UR 9, page 163).
_________ Understanding Literature: Narrative Poem,
Plot, Image, Imagery, and Free Verse (PE,
_________ Writers Journal: Autobiographical Essay,
Free-Verse Poem, or Character Sketch (PE,
page 161)
Wordy Sentences (PE, page 660; UR 9, page
162)
_________ Speaking and Listening: The Power of Verbal
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and Nonverbal Communication (PE, page

661; UR 9, page 163)
_________ Study and Research: Using a Dictionary (PE,


Lesson Plan
and The Brainis wider than the Sky, page 662
M T W TH F
Reading Level: Challenging, Easy, Moderate READING STRATEGIES RESOURCE, PAGE 230
Difficulty Considerations: Vocabulary; understanding a poetic Reading Strategy: Write Things Down
comparison Fix-Up Idea: Use Guided Reading Questions
Ease Factor: Selection length Make Comparisons
Synopsis: All three poems celebrate the life of the curious and
literate mind. SOUTH CAROLINA STATE STANDARDS

to enjoy three lyric poems
to describe Emily Dickinsons literary accomplishments
to define lyric poem
to define stanza, image, and imagery and recognize and explain
examples of each in the selections
Before Reading
_________ Daily Oral Language (VLR I, page 83; UR 9, page
170)
______ Readers Journal (PE, page 662; UR 9, page 171)
_________ Readers Toolbox: Lyric Poem, Stanza, Image, and Imagery (PE, page 662)
_________ Readers Resource: Emily Dickinson (PE, page 662)
_________ About the Author: Emily Dickinson (PE, page 665)
_________ Fine Art: Mary Cassatt (PE, page 663; VLR II, page 58)
_________ Vocabulary: Test-Taking Language (VR, page 136)
_________ Reading Strategy: Preview the Text (RSR)
During Reading
_________ Dramatic Recording: There is no frigate like a book (AL, 0:32)
_________ Dramatic Recording: He ate and drank the precious words (AL, 0:34)
_________ Dramatic Recording: The Brainis wider than the Sky (AL, 1:02)
_________ Reading Strategy: Record and Analyze Figurative Comparisons (RSR)
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After Reading
_________ Reading Strategy: Analyze Figurative Language (RSR)
_________ Standardized Test Practice: Make Comparisons (RSR)
_________ Understanding Literature: Lyric Poem, Stanza, Image, and Imagery (PE, page 666; UR 9, page 173)
_________ Vocabulary: Definitions (UR 9, page 173)
_________ Language, Grammar, and Style: Using Contractions (UR 9, page 174)


Lesson Plan
and The Brainis wider than the Sky, page 662
M T W TH F

_________ Motivation: Decorative Version of a Poem _________ Allow students to preview new vocabulary
(ATE, page 663) words.
_________ Reading Proficiency: Reading Out Loud and _________ Have students identify vocabulary words that
Listening to the Selections (ATE, page 663) they already know.
_________ Special Needs: Reading Out Loud (ATE, _________ Familiarize students with new vocabulary by
_________ Enrichment: Biography of Dickinson (ATE, (page 136).
page 663)
Tackle Understanding a Poetic Comparison
Additional Questions and Activities _________ After reading the selection, ask students to
_________ Oral Interpretation (ATE, page 664) compare and contrast the brain and sky
using a Venn diagram.
Cross-Curricular Activities _________ To check students understanding of the
_________ Mapping the Brain (ATE, page 664) comparison, ask students to tell in their own
words why the speaker believes that the brain
Flexible Grouping Suggestions is wider than the sky, deeper than the sea,
_________ Enrichment: Biography of Dickinson (ATE, and just the weight of God.
page 663)
_________ Cross-Curricular Activities: Mapping the Brain Additional Strategies for English Language
_________ Investigate, Inquire, and Imagine (PE, page _________ Read aloud the Readers Toolbox and
666; UR 9, page 172) Readers Resource (PE, page 662).
_________ Understanding Literature: Lyric Poem, Stanza, _________ Use the Reading Proficiency activity (ATE,
Image, and Imagery (PE, page 666; UR 9, page 663).
page 173) _________ Have partners complete the Language,
_________ Vocabulary: Definitions (UR 9, page 173)
Contractions (UR 9, page 174)
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Lesson Plan
I Ask My Mother to Sing, page 667

M T W TH F
Difficulty Consideration: Allusions to unfamiliar places Reading Strategy: Visualize

Ease Factors: Authors style; selection length Standardized Test Practice:
Draw Conclusions
Synopsis: Song sung by the speakers mother and grandmother
help him learn about his heritage.
Goals/Objectives:
to interpret and appreciate a poem about a family song click this box for details
to describe the Summer Palace in China
to define lyric poem and allusion and identify examples of
allusion in the selection
to analyze a newspaper or newsmagazine
Before Reading
page 182)
_________ Readers Toolbox: Lyric Poem and Allusion
(PE, page 667)
_________ Readers Resource: Summer Place and Chinese Music
(PE, page 667)
_________ About the Author: Li-Young Lee (PE, page 669)
_________ Vocabulary: Test-Taking Language (VR, page 136)
During Reading
_________ Reading Strategy: Visualize the Imagery (RSR)
After Reading
_________ Reading Strategy: Describe the Imagery (RSR)
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________ Respond to the Selection (PE, page 669; UR 9, page 183)
_________ Understanding Literature: Lyric Poem and Allusion (PE, page 670; UR 9, page 184)
_________ Writers Journal: Interview Questions, Advertisement, or Personal Essay (PE, page 671; UR 9, page 185)
_________ Language, Grammar, and Style: Editing for Capitalization Errors: Proper Nouns and Adjectives (PE, page
671; UR 9, page 186)
_________ Language, Grammar, and Style: Hyphens and Dashes (PE, page 671; UR 9, page 187)
_________ Study and Research: Evaluating Articles in a Newspaper or Newsmagazine (PE, page 672; UR 9, page 188)


Lesson Plan
I Ask My Mother to Sing, page 667

M T W TH F

Individual Learning Strategies Tackle Allusions to Unfamiliar Places
_________ Motivation: Chinese Music (ATE, page 668) _________ Read Readers Resource aloud (PE, page
_________ Reading Proficiency: Prereading Page (ATE, 667).
page 668) _________ Have students preview the footnotes before
_________ English Language Learning: Vocabulary (ATE, reading the selection.
page 668) _________ As a Prereading activity, identify on a map the
_________ Special Needs: Listening to the Selection places that the speaker mentions and/or
(ATE, page 668) show pictures of them.
_________ Enrichment: Essay about a Memoir (ATE,
page 668)
Learners
_________ Motivation: Chinese Music (ATE, page 668) Readers Resource (PE, page 667).
_________ Special Needs: Listening to the Selection _________ Have students find out more about China on
(ATE, page 668) the Internet or in the library, looking for
_________ Investigate, Inquire, and Imagine (PE, page pictures of Peking (Beijing), The Summer
670; UR 9, page 183) Palace, Kuen Ming Lake (Kunming Lake), and
waterlilies.
_________ Understanding Literature: Lyric Poem and
Allusion (PE, page 670; UR 9, page 184) _________ Have small groups answer Investigate,
Homework Suggestions page 183) and Understanding Literature
_________ Writers Journal: Interview Questions, questions (PE, page 679, UR 9, page 184).
Advertisement, or Personal Essay (PE, page _________ Have partners complete the Language,
671; UR 9, page 185) Grammar, and Style activity (PE, page 671;
_________ Vocabulary: Brainstorming (UR 9, page 186) UR 9, page 187).
_________ Language, Grammar, and Style: Editing for
Capitalization Errors: Proper Nouns and
Adjectives (PE, page 671; UR 9, page 186)
_________ Language, Grammar, and Style: Hyphens and
Dashes (PE, page 671; UR 9, page 187)
_________ Study and Research: Evaluating Articles in a
Newspaper or Newsmagazine (PE, page 672;
UR 9, page 188)
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Lesson Plan
Ode to My Socks and Oda a los calcetines, page 673

M T W TH F

Difficulty Considerations: Vocabulary; Spanish language Reading Strategy: Find a Purpose for
Ease Factors: Subject matter; selection length Reading
Fix-Up Idea: Read Short Sections
Synopsis: The speaker admires his new socks. Standardized Test Practice:
Goals/Objectives: Identify Main Idea
to enjoy an unconventional poem
to understand gift-giving customs
to define and recognize examples of metaphor, simile, and mood SOUTH CAROLINA STATE STANDARDS
to prepare an oral interpretation of a poem
Related Reading: Childhood and Poetry, page 678
Before Reading
page 193)
_________ Readers Toolbox: Metaphor, Simile, and Mood
(PE, page 673)
_________ Readers Resource: Translation (PE, page 673)
_________ About the Author: Pablo Neruda (PE, page 677)
_________ Vocabulary: Spelling (VR, page 139)
During Reading
_________ Dramatic Recording: Ode to My Socks (AL, 1:54)
_________ Reading Strategy: Read to Discover the Main Idea (RSR)
After Reading
_________ Reading Strategy: Identify the Main Idea (RSR)
_________ Standardized Test Practice: Identify Main Idea (RSR)
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_________ Understanding Literature: Metaphor, Simile, and Mood (PE, page 679; UR 9, page 196)
_________ Writers Journal: Thank-You Note, Simile or Metaphor, or Fantasy Story (PE, page 680; UR 9, page 197)
_________ Study and Research: Comparing and Contrasting and How to Locate Library Materials
_________ Speaking and Listening: Oral Interpretation (PE, page 680)
_________ Language, Grammar, and Style: Identifying Parts of Speech (UR 9, page 199)
_________ Related Reading: Childhood and Poetry (PE, page 678)
_________ Dramatic Recording: Childhood and Poetry (AL, 3:44)


Lesson Plan
Ode to My Socks and Oda a los calcetines, page 673

M T W TH F

_________ Motivation: Preparing an Oral Interpretation _________ Allow students to preview new vocabulary
(ATE, page 674) words.
Selections (ATE, page 674) they already know.
_________ Special Needs: Previewing Vocabulary (ATE, _________ Familiarize students with new vocabulary by
_________ Enrichment: Writing an Ode (ATE, page 674) (page 139).
Additional Questions and Activities Tackle Spanish Language

_________ Description (ATE, page 675) _________ Read Readers Resource aloud (PE, page
_________ Business Letter (ATE, page 676) 673).
_________ Related Reading Questions (ATE, page 678) _________ Ask a student or faculty member who speaks
Spanish to read the poem aloud.
_________ Discussing Gifts (ATE, page 677) Additional Strategies for English Language
Learners
_________ Motivation: Preparing an Oral Interpretation Readers Resource (PE, page 673).
(ATE, page 674) _________ In addition to having a Spanish speaker read
_________ Special Needs: Previewing Vocabulary (ATE, the poem aloud in Spanish, have a Spanish
page 674) speaker choose a word or phrase that has
_________ Additional Questions and Activities: Nerudas been changed by the translation and explain
Childhood (ATE, page 678) the translation to the class.
_________ Investigate, Inquire, and Imagine (PE, page _________ Preview the vocabulary and footnotes before
679; UR 9, page 195) listening to the poem.
_________ Understanding Literature: Metaphor, Simile, _________ Use the Dramatic Recording of the Related
and Mood (PE, page 679; UR 9, page 196) Reading (AL, 3:44).
_________ Study and Research: Comparing and _________ Have small groups answer Investigate,
Contrasting and How to Locate Library Inquire, and Imagine (PE, page 679; UR 9,
Materials (PE, page 680; UR 9, page 200) page 195) and Understanding Literature:
Metaphor, Simile and Mood questions (PE,
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Homework Suggestions page 679; UR 9, page 196).

_________ Writers Journal: Thank-You Note, Simile or _________ To hear the beauty of different languages, see
Metaphor, or Fantasy Story (PE, page 680; if students have poems from their own
UR 9, page 197) cultures they would like to share in the
_________ Speaking and Listening: Oral Interpretation Speaking and Listening activity
(PE, page 680) (PE, page 680).
Parts of Speech (UR 9, page 199)


Lesson Plan
Unit Nine
M T W TH F

_________ The Invisible Ladder: An Anthology of Contemporary
American Poems for Young Readers edited by Liz click this box for details
Rosenberg (PE, page 681)
_________ Creating Your Own Poetry and Quote Anthology (PE, page
681; UR 9, page 206)

_________ This Same Sky: A Collection of Poems from Around the
World edited by Naomi Shihab Nye (PE, page 681)
_________ Preposterous Poems of Youth compiled by Paul B. Janeczko (PE, page 681)
_________ Earth Shattering Poems edited by Liz Rosenberg (PE, page 681)
_________ I Am the Darker Brother: An Anthology of Modern Poems by African Americans edited by Arnold Adoff et al.
(PE, page 681)

Informative Writing: Comparing and Contrasting Poems Software
Assignment: Students compare and contrast two poems (PE, pages 682688). See the Guided
_________ Comparing and Contrasting Poems (PE, page 682) lesson that includes printable
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During Writing
After Writing


Lesson Plan
Unit Nine
M T W TH F

_________ Motivation: Comparing and Contrasting (ATE, page 683)
_________ Reading Proficiency: Active Reading and Reading Journals (ATE, page 683)
_________ English Language Learning: Sharing Poems in Native Languages (ATE, page 683)
_________ Special Needs: Choosing and Developing a Topic (ATE, page 683)
_________ Enrichment: Oral Report or Multimedia Presentation (ATE, page 684)

_________ Special Needs: Choosing and Developing a Topic (ATE, page 683)
_________ Enrichment: Oral Report or Multimedia Presentation (ATE, page 684)
_________ Self-EvaluationComparison-Contrast Essay (PE, page 687; WR, page 136)
_________ Rubric for Informative Writing: Comparing and Contrasting Poems (VLR I, pagep; 146; WR, page 142)
Unit Nine Review


_________ Genre (PE, page 690)
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Lesson Plan
Unit Ten
Turning Words into Action: Drama
M T W TH F
to appreciate drama
to describe the background of The Diary of Anne Frank and
understand the context in which it was written
to define and explain examples of dialogue and setting
to write a scene for a play
to demonstrate an ability to use commas effectively

_________ The Diary of Anne Frank, Act 1, page 701
_________ The Diary of Anne Frank, Act 2, page 740
_________ Guided WritingImaginative/Expressive Writing:
Constructing a Skit or Play, page 766
_________ Unit Ten Review, page 772

_________ Fine Art: Roman artist. Have students discuss how the artwork relates to the title of this unit (PE, page 692).
_________ Elements of Drama (PE, page 694)
_________ Insights: Getting into Drama: Spotlight on Nathan D. T. Kitada (PE, page 695; RSR, page 242)
_________ Dramatic Recording: from Fighting the Enemy (PE, page 696; AL, 9:26)
_________ Additional Questions and Activities: Insights Questions (ATE, pages 695700; UR 10, page 6)
Assessment
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Lesson Plan
The Diary of Anne Frank, Act 1, page 701

M T W TH F
Difficulty Considerations: Selection length; stage directions; Reading Strategy: Write Things Down
unfamiliar setting Fix-Up Idea: Use Guided Reading Questions
Ease Factors: Young girls perspective; familiar story Determine Character Development
Synopsis: Miep and Mr. Kraler help Anne Frank and her family go
into hiding from the Nazis. The Franks are joined by another family, SOUTH CAROLINA STATE STANDARDS
the Van Daans, and a single man, Mr. Dussel. The drama is told in
flashbacks by Annes father. click this box for details
Goals/Objectives:
to enjoy a Pulitzer Award-winning dramatic work
to discuss the impact of the Holocaust
to define dialogue and setting and explain examples of each
to work collaboratively to express ideas visually
Before Reading
page 8)
_________ Readers Toolbox: Dialogue and Setting (PE, page 701)
_________ Readers Resource: World History Connection (PE, page 701)
_________ About the Authors: Frances Goodrich and Albert Hackett (PE, page 762)
_________ Vocabulary: Word Roots, Prefixes, and Suffixes (VR, page 141)
During Reading
_________ Dramatic Recording (AL, 1:56:36 for the entire play; 1:10:32 for act 1)
_________ Reading Strategy: Write Things Down (RSR)
After Reading
_________ Reading Strategy: Summarize the Play and the Characters (RSR)
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_________ Standardized Test Practice: Determine Character Development (RSR)

_________ Understanding Literature: Dialogue (PE, page 739; UR 10, page 15)
_________ Language, Grammar, and Style: Functions of a Sentence (UR 10, page 18)


Lesson Plan

M T W TH F
Teaching Options Cross-Curricular Connections

_________ Hitlers Anti-Jewish Policies (ATE, page 711)
Individual Learning Strategies _________ Concentration Camps (ATE, page 726)
_________ Motivation: Playing Sardines (ATE, page 702)
_________ Reading Proficiency: Listening to the Cross-Curricular Activities
Selection (ATE, page 702) _________ Drawing a Set (ATE, page 714)
_________ English Language Learning: Word Charts _________ Identifying Changes in European Geography
(ATE, page 702) (ATE, page 717)
_________ Special Needs: Diaries (ATE, page 702) _________ Group Survival (ATE, page 722)
_________ Enrichment: Writing a Script (ATE, page 702) _________ Researching Holidays (ATE, page 732)
_________ Potato Pancakes (ATE, page 732)
Literary Techniques
_________ Adaptation (ATE, page 704) Pronunciation Notes
_________ Sound Effects (ATE, page 709) _________ German Pronunciation (ATE, page 730)
_________ Symbol (ATE, page 710)
Quotables
_________ Simile (ATE, page 718)
_________ Anne Frank (ATE, page 734)
_________ Motivation (ATE, page 719)
_________ Elie Wiesel (ATE, page 737)
_________ Stage Directions (ATE, page 728)
_________ Suspense (ATE, page 729) Flexible Grouping Suggestions
_________ Mood (ATE, page 736) _________ Motivation: Playing Sardines (ATE, page 702)
_________ Special Needs: Diaries (ATE, page 702)
Bibliographic Notes
_________ Anne Frank (ATE, page 705)
Impressions of Anne (ATE, page 713)
_________ The Holocaust (ATE, page 737)
_________ Cross-Curricular Activities: Drawing a Set
Biographical Note (ATE, page 714)
_________ Queen Wilhelmina (ATE, page 711) _________ Cross-Curricular Activities: Identifying
Changes in European Geography (ATE, page
Literary Notes 717)
_________ History of the Play (ATE, page 706) _________ Cross-Curricular Activities: Group Survival
_________ Freedom of the Mind (ATE, page 712) (ATE, page 722)
Additional Questions and Activities Discussing Group Dynamics (ATE, page 725)
_________ Character Chart (ATE, page 707) _________ Additional Questions and Activities:
_________ Paragraph about Hiding (ATE, page 708) Discussing Character (ATE, page 731)
_________ Impressions of Anne (ATE, page 713) _________ Additional Questions and Activities: Missing
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_________ Consequences of Getting Ill (ATE, page 716) Objects and Activities (ATE, page 731)
_________ Annes Opinion of the Van Daans (ATE, _________ Cross-Curricular Activities: Researching
page 719) Holidays (ATE, page 732)
_________ Analyzing Mrs. Franks Actions (ATE, _________ Cross-Curricular Activities: Potato Pancakes
page 721) (ATE, page 732)
_________ Portrait of Anne Frank (ATE, page 723) _________ Additional Questions and Activities: Gift
_________ Mr. Franks Assumption (ATE, page 724) Giving (ATE, page 733)
_________ Discussing Group Dynamics (ATE, page 725) _________ Investigate, Inquire, and Imagine (PE, page
_________ Roommates (ATE, page 727) 739; UR 10, page 14)
_________ Reading Comprehension (ATE, page 729) _________ Understanding Literature: Dialogue (PE, page
739; UR 10, page 15)
_________ Discussing Character (ATE, page 731)
_________ Missing Objects and Activities (ATE, page 731)
_________ Gift Giving (ATE, page 733)
_________ Thinking about Tomorrow (ATE, page 738)


Lesson Plan

M T W TH F
Homework Suggestions Additional Strategies for English Language

_________ Vocabulary: Matching (UR 10, page 16) Learners
_________ Language, Grammar, and Style: Functions of _________ This play may bring back difficult memories of
a Sentence (UR 10, page 18) hiding and fear for some students. If students
have experiences they would like to share,
Strategies for Developing Readers pose to them the questions in the Additional
Questions and Activities box (ATE, page 708)
Tackle Selection Length so that other students may understand the
_________ Read story in short sections. fear and tension involved in other real-life
_________ Use Guided Reading Questions to check situations.
comprehension. _________ Read the Readers Toolbox and Readers
Tackle Stage Directions _________ Preview all of the photographs before
_________ Reread the definition of stage directions on reading.
page 694. _________ Make copies of the Secret Annex on page
_________ Share the information given under Literary 764 to help students visualize the setting as
Technique (ATE, page 728). they read act 1, scene 1.
_________ To help students see how stage directions _________ Use the Reading Proficiency activity (ATE,
help to create setting, have students page 702) and the Strategies for Developing
complete the Cross-Curricular Activity (ATE, Readers suggestions (above).
page 714). _________ Ask German-speaking students to give
_________ Perform scenes from the play so that students correct pronunciation of German words (ATE,
can see the importance of stage directions. page 730).
_________ Have students write down words they do not
Tackle Unfamiliar Setting understand.
_________ Thoroughly read Readers Resource before _________ Have small groups answer Investigate,
reading the selection (PE, page 701). Inquire, and Imagine (PE, page 739; UR 10,
_________ Present students with a synopsis of the story, page 14) and Understanding Literature
including time, place, and political questions (PE, page 739; UR 10, page 15).
atmosphere of Europe during World War II. _________ Use activities for Spanish speakers
_________ Read Readers Toolbox aloud. Use the (SR, page 114).
questions under Setting to discuss the setting
of the play (PE, pages 701 and 763).
_________ Present students with the historical
information found in the Cross-Curricular
Connections (ATE, pages 711, 726, and 745).
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Lesson Plan

M T W TH F
Before Reading READING STRATEGIES RESOURCE, PAGE 246

Reading Strategy: Write Things Down
page 26)
Determine Character Development
_________ Review Act 1
During Reading
_________ Dramatic Recording (AL, 1:56:36 for the entire play; click this box for details
46:04 for act 2)
_________ Guided Reading Questions (PE, page 740; UR 10,
page 26)
_________ Reading Strategy: Write Things Down (RSR)
After Reading
_________ Reading Strategy: Summarize the Play and the
Characters (RSR)
_________ Standardized Test Practice: Determine Character
Development (RSR)
_________ Understanding Literature: Setting (PE, page 763; UR 10, page 32)
_________ Writers Journal: Diary Entry, Thank-You Note, or Personal Letter (PE, page 764; UR 10, page 32)
_________ Vocabulary: Writing Definitions (UR 10, page 33)
_________ Language, Grammar, and Style: Identifying Kinds of Nouns (UR 10, page 34)
_________ Collaborative Learning: Expressing Your Ideas Visually (PE, page 764)
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Lesson Plan

M T W TH F
Teaching Options _________ Collaborative Learning: Expressing Your

Ideas Visually (PE, page 764)
Cross-Curricular Activities _________ Understanding Literature: Setting (PE, page
_________ List of Wanted Items (ATE, page 741) 763; UR 10, page 32)
_________ Play about Persecution (ATE, page 742)
_________ Ecclesiastes Verse (ATE, page 744) Homework Suggestions
_________ Biographical Presentation about Anne Frank _________ Writers Journal: Diary Entry, Thank-You Note,
(ATE, page 752) or Personal Letter (PE, page 764; UR 10,
_________ Researching Adolf Hitler (ATE, page 754) page 32)
_________ D-Day Bulletin Board (ATE, page 756) _________ Vocabulary: Writing Definitions (UR 10,
page 33)
_________ Holocaust Memorial (ATE, page 758)
_________ Videos about Anne Frank (ATE, page 759)
Kinds of Nouns (UR 10, page 34)
_________ Performing the Play (ATE, page 762)
Cross-Curricular Connections
Learners
_________ Warsaw Ghetto (ATE, page 745)
_________ Have a German speaker pronounce the
_________ Rescue Efforts (ATE, page 757) German words (ATE, pages 753 and 760).
_________ Secret Annex Exposed (ATE, page 758) _________ Have students continue to write down words
_________ United States Holocaust Memorial Museum they do not understand.
(ATE, page 759) _________ For Cross-Curricular Activities, students may
write a short play about their own experiences
(ATE, page 742).
_________ Diary (ATE, page 746)
_________ Have small groups discuss Investigate,
_________ Preparing to Go Out (ATE, page 747)
_________ Captions (ATE, page 749) page 31) and Understanding Literature
_________ Margot (ATE, page 750) questions (PE, page 763; UR 10, page 32).
_________ Personal Essay about Goals (ATE, page 751) _________ Use activities for Spanish speakers
_________ Annes Happiness (ATE, page 761) (SR, page 128).
Pronunciation Notes
_________ German Pronunciations (ATE, pages 753 and
760)

_________ Cross-Curricular Activities: Play about
Persecution (ATE, page 742)
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_________ Cross-Curricular Activities: Biographical

Presentation about Anne Frank (ATE,
page 752)
_________ Cross-Curricular Activities: Researching Adolf
Hitler (ATE, page 754)
_________ Cross-Curricular Activities: D-Day Bulletin
Board (ATE, page 756)
_________ Cross-Curricular Activities: Holocaust
Memorial (ATE, page 758)
_________ Cross-Curricular Activities: Performing the
Play (ATE, page 762)
763; UR 10, page 31)


Lesson Plan
Unit Ten
M T W TH F

_________ Anne Frank Remembered: The Story of the Woman Who
Helped to Hide the Frank Family by Miep Gies (PE, page click this box for details
765)
_________ Creating a Performance (PE, page 765; UR 10, page 42)
Another Book Students May Want to Read

_________ Anne Frank: Beyond the Diary: A Photographic
Remembrance by Ruud Van Der Rol and Rian Verhoeven,
with an Introduction by Anna Quindlen (PE, page 765)

Imaginative/Expressive Writing: Constructing a Skit or Play Software
Assignment: Students write a skit or play (PE, pages 766771). See the Guided
_________ Constructing a Skit or Play (PE, page 766) lesson that includes printable
During Writing
_________ Student ModelDraft (VLR I, page 148; WR, page 146)
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_________ Language, Grammar, and Style: Commas in Dialogue (PE, page 770; WR, page 147)
After Writing

_________ Motivation: Viewing a Play (ATE, page 767)
_________ Reading Proficiency: Verbal and Nonverbal Communication (ATE, page 767)
_________ English Language Learning: Practicing Elements of Verbal Communication (ATE, page 767)
_________ Enrichment: Directing a Play or Skit (ATE, page 767)


Lesson Plan
Unit Ten
M T W TH F

_________ Motivation: Viewing a Play (ATE, page 767)
_________ English Language Learning: Practicing Elements of Verbal Communication (ATE, page 767)
_________ Enrichment: Directing a Play or Skit (ATE, page 767)
_________ Language, Grammar, and Style: Commas in Dialogue (PE, page 770; WR, page 147)
_________ Self-EvaluationSkit or Play (PE, page 769; WR, page 149)
_________ Rubric for Imaginative Writing: Constructing a Skit or Play (VLR I, page 149; WR, page 157)
Unit Ten Review


_________ Theme (PE, page 773)
_________ Genre (PE, page 773)
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Lesson Plan
Unit Eleven
Telling It As It Is: Nonfiction
M T W TH F
to respond to several different kinds of nonfiction
to summarize the different ways nonfiction can express beliefs and
opinions
to define stereotype, aim, simile, thesis, external conflict, and
coherence and recognize and explain examples of each
to enjoy an independent reading experience that explores citizen
involvement
to write a scientific report
to recognize and demonstrate an ability to revise wordy sentences

_________ from Ishi in Two Worlds, page 777
_________ Related Reading: Yana People to Receive
Ishis Brain, page 784
_________ Do not ask us to give up the buffalo for the sheep,
page 789
_________ A Tale of Two Rocks, page 795
_________ Related Reading: Geologic Time Chart, page 802
_________ Chac from Jaguar, page 805
_________ from Soul of a Citizen: Living with Conviction in a Cynical Time, page 817
_________ Guided WritingInformative Writing: Assembling a Scientific Report, page 829
_________ Unit Eleven Review, page 834

_________ Fine Art: George Bellows. Have students discuss how the artwork relates to the title of this unit (PE, page
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774).
_________ Elements of Nonfiction (PE, page 776)
_________ Additional Questions and Activities: Examples of Types of Nonfiction (ATE, page 776)
Assessment


Lesson Plan
from Ishi in Two Worlds, page 777

M T W TH F
Difficulty Considerations: Vocabulary; unfamiliar topic Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Intriguing opening paragraph Fix-Up Idea: Use Guided Reading Questions
Synopsis: In 1911 a sole survivor of the Yana tribe suddenly Standardized Test Practice:
appears in a California town. Examine Authors Personal Values
Goals/Objectives:
to enjoy a biography
to briefly describe the type of work done by anthropologists SOUTH CAROLINA STATE STANDARDS
to define biography and stereotype and find examples of
stereotype from the reading
to conduct research on the Internet
Related Reading: Yana People to Receive Ishis Brain,

page 784
Before Reading
page 4)
_________ Readers Toolbox: Biography and Stereotype
(PE, page 777)
_________ Readers Resource: Science Connection (PE, page 777)
_________ About the Author: Theodora Kroeber (PE, page 783)
_________ Vocabulary: More Spelling Rules (VR, page 146)
During Reading
After Reading
_________ Reading Strategy: Examine Your Connections (RSR)
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_________ Standardized Test Practice: Examine Authors Personal Values (RSR)

_________ Understanding Literature: Biography and Stereotype (PE, page 786; UR 11, page 8)
_________ Writers Journal: List of Biographical Information, Telegram, or Hypothesis (PE, page 787; UR 11, page 9)
_________ Language, Grammar, and Style: Interrupters (UR 11, page 11)
_________ Media Literacy: Internet Research (PE, page 787; UR 11, page 12)
_________ Collaborative Learning: Group Discussion (PE, page 788; UR 11, page 12)
_________ Applied English: Writing a Memo (PE, page 788; UR 11, page 13)
_________ Related Reading: Yana People to Receive Ishis Brain (PE, page 784)

Lesson Plan
from Ishi in Two Worlds, page 777

M T W TH F
Teaching Options _________ Vocabulary: Using Context Clues (PE, page

787; UR 11, page 10)
Individual Learning Strategies _________ Language, Grammar, and Style: Interrupters
_________ Motivation: Speech or Visual Display (ATE, (UR 11, page 11)
page 778) _________ Applied English: Writing a Memo (PE, page
_________ Reading Proficiency: Listening to the 788; UR 11, page 13)
Selection and Identifying Stereotypes (ATE,
page 778) Tackle Vocabulary
_________ Special Needs: Working in Pairs or Small _________ Allow students to preview new vocabulary
Groups (ATE, page 778) words.
_________ Enrichment: Researching the Yana (ATE, _________ Have students identify vocabulary words that
page 778) they already know.
_________ Encourage students to predict meanings of
Additional Questions and Activities unknown words by using context clues.
_________ The Wild Man (ATE, page 779) _________ Familiarize students with new vocabulary by
_________ Related Reading Questions (ATE, page 784) working on the activities found in the VR
(page 146).
Literary Technique _________ Practice saying Yana phrases before reading.
_________ Narrator (ATE, page 780)
Tackle Unfamiliar Topic
Literary Note _________ Read Readers Resource aloud (PE, page
_________ Island of the Blue Dolphins (ATE, page 780) 777).
_________ For more background information on Ishi,
Cross-Curricular Activities students may want to complete the Motivation
_________ Researching Anthropologists (ATE, page 782) activity (ATE, page 778).
_________ Communicating through Pictures (ATE, _________ Invite a social studies teacher to describe the
page 785) field of anthropology and to explain the kind
of work anthropologists do.
Quotables
_________ Robert Louis Stevenson (ATE, page 783) Additional Strategies for English Language
Learners
_________ Special Needs: Working in Pairs or Small Readers Resource (PE, page 777).
Groups (ATE, page 778) _________ Interesting discussions may develop from the
_________ Enrichment: Researching the Yana (ATE, Readers Journal question on page 777. Have
page 778) students share their thoughts aloud.
_________ Cross-Curricular Activities: Researching _________ Have students locate Oroville, California, on a
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Anthropologists (ATE, page 782) map.
_________ Cross-Curricular Activities: Communicating _________ Use the Motivation activity after reading (ATE,
through Pictures (ATE, page 785) page 778).
_________ Investigate, Inquire, and Imagine (PE, page _________ Explain additional vocabulary and phrases: at
786; UR 11, page 7) bay, telegram, it was a picnic to see him open
_________ Understanding Literature: Biography and his eyes (third paragraph, page 782), and
Stereotype (PE, page 786; UR 11, page 8) Stone Age.
_________ Media Literacy: Internet Research (PE, page _________ Use the Reading Proficiency activity (ATE,
787; UR 11, page 12) page 778).
_________ Collaborative Learning: Group Discussion _________ Have students write down additional words
(PE, page 788; UR 11, page 12) they do not understand.
_________ Read the Related Reading aloud (PE,
Homework Suggestions page 784).
_________ Writers Journal: List of Biographical _________ Have small groups answer Investigate,
Information, Telegram, or Hypothesis (PE, Inquire, and Imagine (PE, page 786; UR 11,
page 787; UR 11, page 9) page 7) and Understanding Literature


Lesson Plan
Do not ask us to give up the buffalo for the sheep, page 789

M T W TH F

Reading
Ease Factor: Direct language Fix-Up Idea: Reread
Synopsis: Chief Ten Bears speaks to the betrayals of his people
Authors Purpose
and their needs.

to appreciate a speech
to understand the conflicts between the Comanche and white click this box for details
settlers
to define aim and simile and explain examples of each in the
selection
to demonstrate ability to correct run-on sentences
Before Reading
page 21)
_________ Readers Toolbox: Aim and Simile (PE, page 789)
_________ About the Author: Chief Ten Bears (PE, page 792)
_________ Vocabulary: Spelling Review (VR, page 149)
During Reading
_________ Reading Strategy: Read with a Purpose (RSR)
After Reading
_________ Reading Strategy: Identify Authors Purpose (RSR)
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_________ Standardized Test Practice: Authors Purpose (RSR)

_________ Understanding Literature: Aim and Simile (PE, page 793; UR 11, page 24)
_________ Writers Journal: Summary, Description, or News Story (PE, page 794; UR 11, page 24)
_________ Language, Grammar, and Style: Correcting Run-ons (PE, page 794; UR 11, page 26)
_________ Media Literacy: Making a Map (PE, page 794)
_________ Speaking and Listening: Giving a Speech (PE, page 794)


Lesson Plan
Do not ask us to give up the buffalo for the sheep, page 789

M T W TH F

_________ Motivation: Dedicating a Mural to the _________ Have small groups complete the vocabulary
Comanche (ATE, page 790) exercises (VR, page 149; UR 11, page 26)
_________ Reading Proficiency: Listening to the _________ Discuss the footnotes before reading.
Selections (ATE, page 790)
Learners
page 790)
_________ Read aloud the Readers Resource and
(ATE, page 790)
_________ Have students find out more about
_________ Enrichment: Collage (ATE, page 790)
Comanche leaders on the Internet or in the
Cross-Curricular Activities library before reading. Do the mural part of
_________ Researching Treaties between the Comanche the Enrichment activity after students finish
and U.S. Government (ATE, page 791) reading (ATE, page 790).
_________ Have students locate Medicine Lodge,
Biographical Note Kansas, on a map.
_________ Speeches by Native American Leaders (ATE, _________ Explain additional phrases: Medicine Lodge,
page 792) scalps hang in our lodges, and holds us in his
eye.
Flexible Grouping Suggestions _________ Use the Reading Proficiency activity (ATE,
_________ Motivation: Dedicating a Mural to the page 790).
Comanche (ATE, page 790) _________ Have small groups answer Investigate,
_________ Special Needs: Working in Small Groups Inquire, and Imagine (PE, page 793; UR 11,
(ATE, page 790) page 23) and Understanding Literature
_________ Enrichment: Collage (ATE, page 790) questions (PE, page 793; UR 11, page 24).
_________ Cross-Curricular Activities: Researching _________ Use activities for Spanish speakers (SR, page
Treaties between the Comanche and U.S. 138).
Government (ATE, page 791)
793; UR 11, page 23)
_________ Understanding Literature: Aim and Simile (PE,
_________ Speaking and Listening: Giving a Speech
(PE, page 794)
Homework Suggestions EMC Corporation

_________ Writers Journal: Summary, Description, or
News Story (PE, page 794; UR 11, page 24)
_________ Vocabulary: Writing Sentences (UR 11,
page 26)
Run-ons (PE, page 794; UR 11, page 26)
_________ Media Literacy: Making a Map (PE, page 794)


Lesson Plan
A Tale of Two Rocks, page 795

M T W TH F
Difficulty Consideration: Scientific information Reading Strategy: Write Things Down

Classify and Categorize
Synopsis: Two rock specimens lead scientists to conclude the
cause of the dinosaurs extinction.
Goals/Objectives:
to interpret a short article about the end of dinosaurs click this box for details
to summarize theories about why dinosaurs became extinct
to define article and thesis and give an example of thesis in the
selection
to demonstrate an ability to read and research a chart
Related Reading: Geologic Time Chart, page 802
Before Reading
page 33)
_________ Readers Toolbox: Article and Thesis (PE, page 795)
_________ Readers Resource: Science Connection (PE, page 795)
_________ About the Author: Valerie Jablow (PE, page 801)
_________ Reading Strategy: Construct a KWL Chart (RSR)
During Reading
_________ Reading Strategy: Record Information in Your KWL Chart (RSR)
After Reading
_________ Reading Strategy: Summarize Your Learning (RSR)
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_________ Standardized Test Practice: Classify and Categorize (RSR)

_________ Understanding Literature: Article and Thesis (PE, page 803; UR 11, page 36)
_________ Writers Journal: Description, Myth, or Scene (PE, page 804; UR 11, page 37)
_________ Language, Grammar, and Style: Correcting Common Usage Problems (UR 11, page 38)
_________ Media Literacy & Study and Research: Reading and Researching a Chart (PE, page 804; UR 11, page 39)
_________ Critical Thinking: Distinguishing Fact from Opinion (PE, page 804; UR 11, page 41)
_________ Related Reading: Geologic Time Chart (PE, page 802)

Lesson Plan
A Tale of Two Rocks, page 795

M T W TH F

Individual Learning Strategies Tackle Scientific Information
_________ Motivation: Dinosaur Presentation (ATE, _________ Read the Readers Resource before reading
page 796) the selection (PE, page 795).
_________ Reading Proficiency: Previewing Vocabulary _________ Have students view and complete the
and Footnotes (ATE, page 796) Geologic Time Chart on page 802 before
_________ English Language Learning: Vocabulary (ATE, reading the selection.
page 796) _________ After reading the selection, allow students to
_________ Special Needs: Working in Small Groups pose questions to a science teacher about
(ATE, page 796) the information they read.
_________ Comparing Volcanoes and Asteroids (ATE, _________ Read aloud the Readers Toolbox and
page 797) Readers Resource (PE, page 795).
_________ Reproducing Impact Craters (ATE, page 798) _________ Have a science teacher discuss examples of
fossils, or find out more about them on the
Biographical Note Internet or in the library. Discuss the picture
_________ Luis Walter Alvarez (ATE, page 799) on page 796.
_________ Find out more about dinosaurs on the Internet
Additional Questions and Activities or in the library, looking for theories of
_________ Discussing a Statement (ATE, page 800) extinction.
_________ Expanding the Chart (ATE, page 802) _________ Use the Reading Proficiency activity (ATE,
page 796).
Flexible Grouping Suggestions _________ Have students locate Mexicos Yucatan
_________ Motivation: Dinosaur Presentation (ATE, Peninsula on a map.
page 796) _________ Explain additional vocabulary and phrases:
_________ Special Needs: Working in Small Groups do in, eons, smoking gun, bode well, and
(ATE, page 796) Indiana Jones adventure.
_________ Enrichment: Debate (ATE, page 796) _________ Have students listen to the Dramatic
_________ Cross-Curricular Activities: Reproducing Recording (AL, 14:36).
Impact Craters (ATE, page 798) _________ Have small groups answer Investigate,
_________ Additional Questions and Activities: Inquire, and Imagine (PE, page 803; UR 11,
Expanding the Chart (ATE, page 802) page 35) and Understanding Literature
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803; UR 11, page 35) _________ Use activities for Spanish speakers (SR, page
_________ Understanding Literature: Article and Thesis 143).
_________ Writers Journal: Description, Myth, or Scene
Common Usage Problems (UR 11, page 38)
_________ Media Literacy & Study and Research:
Reading and Researching a Chart (PE, page
804; UR 11, page 39)
_________ Critical Thinking: Distinguishing Fact from
Opinion (PE, page 804; UR 11, page 41)


Lesson Plan
Chac from Jaguar, page 805

M T W TH F
Difficulty Consideration: Unfamiliar setting Reading Strategy: Visualize

Ease Factor: Intriguing opening paragraph Standardized Test Practice:
Draw Conclusions
Synopsis: Rabinowitz details how he captured a jaguar in the
forests of Belize.
Goals/Objectives:
to appreciate what it is like to stand up for what you believe in click this box for details
to briefly explain Alan Rabinowitzs reasons for his trip to Belize
in 1983
to define documentary writing
to define anecdote and external conflict and explain examples
of each
to work collaboratively to form a media campaign
Before Reading
page 49)
_________ Readers Toolbox: Documentary Writing, Anecdote, and
External Conflict (PE, page 805)
_________ Readers Resource: Geography Connection
(PE, page 805)
_________ About the Author: Alan Rabinowitz (PE, page 814)
_________ Reading Strategy: Preview the Selection (RSR)
During Reading
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After Reading
_________ Reading Strategy: Describe Your Visualizations (RSR)
_________ Understanding Literature: Documentary Writing, Anecdote, and External Conflict (PE, page 815; UR 11, page 53)
_________ Writers Journal: Field Notes, Free-Verse Poem, or Journal Entry (PE, page 816; UR 11, page 54)
_________ Vocabulary: Words in Context (UR 11, page 55)
_________ Language, Grammar, and Style: Correcting Spelling Errors (UR 11, page 56)
_________ Study and Research & Speaking and Listening: Researching the Mayan Culture (PE, page 816; UR 11, page 56)

Lesson Plan
Chac from Jaguar, page 805

M T W TH F

_________ Motivation: Media Campaign (ATE, page 806) _________ Thoroughly read Readers Resource and
_________ Reading Proficiency: Previewing Vocabulary About the Author before reading the selection
and Footnotes (ATE, page 806) (PE, page 805).
_________ English Language Learning: Vocabulary (ATE, _________ Ask students to locate Belize on a map.
page 806) _________ Bring in pictures of Belize that show the
_________ Special Needs: Listening to the Selection people, animal life, and vegetation.
(ATE, page 806)
_________ Enrichment: Researching Endangered
Learners
Animals (ATE, page 806)
Cross-Curricular Activities Readers Resource (PE, page 805).
_________ Wildlife Sanctuary or Nature Reserve (ATE, _________ If students have seen jaguars in the wild,
page 809) have them describe their experiences.
_________ Researching Explorer-Naturalists (ATE, _________ Find out more about jaguars and the
page 810) Cockscomb Jaguar Preserve on the Internet
_________ Diagramming a Jaguars Mouth (ATE, or in the library.
page 811) _________ Use the Study and Research & Speaking and
_________ Researching Mayan Rain God Chac (ATE, Listening activity before students read the
page 812) documentary (PE, page 816; UR 11, page
56).
Additional Questions and Activities _________ Explain additional vocabulary: forest canopy
_________ Predictions (ATE, page 813) and jab pole.
_________ Motivation: Media Campaign (ATE, page 806) _________ Have partners read and answer the Guided
_________ Enrichment: Researching Endangered Reading Questions (PE, page 808; UR 11,
Animals (ATE, page 806) page 50), filling in their Graphic Organizers
_________ Cross-Curricular Activities: Researching (PE, page 805; VLR I, page 94; UR 11, page
Explorer-Naturalists (ATE, page 810) 49) as they proceed.
_________ Additional Questions and Activities: _________ Have students write down additional words
Predictions (ATE, page 813) they do not understand.
_________ Investigate, Inquire, and Imagine (PE, page _________ Have small groups discuss Investigate,
815; UR 11, page 52) Inquire, and Imagine (PE, page 815; UR 11,
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_________ Understanding Literature: Documentary page 52) and Understanding Literature
Writing, Anecdote, and External Conflict (PE, questions (PE, page 815; UR 11, page 53).
_________ Study and Research & Speaking and
Listening: Researching the Mayan Culture
_________ Writers Journal: Field Notes, Free-Verse
Poem, or Journal Entry (PE, page 816; UR 11,
page 54)
_________ Vocabulary: Words in Context (UR 11,
page 55)
Spelling Errors (UR 11, page 56)


Lesson Plan
from Soul of a Citizen: Living with Conviction in a

Cynical Time , page 817
M T W TH F
Difficulty Considerations: Academic tone; vocabulary Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Choose a New Strategy
Ease Factor: Text organization Standardized Test Practice:
Use Context Clues
Synopsis: Loeb shows how ordinary citizens can play an active
role in making society better.
Goals/Objectives:
to respond to a persuasive writing click this box for details
to explain why people become active or choose not to become
active
to define persuasive writing
to define and recognize examples of aim, anecdote, and
coherence
to write an essay
Before Reading
page 66)
_________ Readers Toolbox: Aim, Persuasive Writing, Anecdote, and Coherence (PE, page 817)
_________ Readers Resource: Volunteering (PE, page 817)
_________ About the Author: Paul Rogat Loeb (PE, page 825)
_________ Vocabulary: Morphemes (VR, page 155)
_________ Reading Strategy: Familiarize Yourself with New Words (RSR)
During Reading
_________ Fix-Up Idea: Choose A New Strategy (RSR)
After Reading
_________ Reading Strategy: Write a Vocabulary Quiz (RSR)
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_________ Understanding Literature: Aim, Persuasive Writing, Anecdote, and Coherence (PE, page 826; UR 11, page 70)
_________ Writers Journal: Slogan, Letter, or Short Story (PE, page 827; UR 11, page 70)
_________ Language, Grammar, and Style: Editing for Punctuation Errors (UR 11, page 72)
_________ Collaborative Learning: Working as a Team (PE, page 827)
_________ Critical Thinking: Essay Question (PE, page 827; UR 11, page 73)


Lesson Plan
from Soul of a Citizen: Living with Conviction in a

Cynical Time , page 817
M T W TH F
Teaching Options _________ Encourage students to complete the Graphic

Organizer (PE, page 817; VLR I, page 95; UR
Individual Learning Strategies 11, page 66).
_________ Motivation: Volunteer Ideas (ATE, page 818) _________ After reading the selection, have students
_________ Reading Proficiency: Previewing Vocabulary create a formal outline of the selection,
and Listening to the Selection (ATE, page 818) making sure to include the essays thesis (see
_________ English Language Learning: Vocabulary (ATE, Writing Resource 2.30: Formal Outlines, page
page 818) 913).
_________ Special Needs: Collaborative Learning (ATE, _________ Complete the Additional Questions and
page 818) Activities: Discussing Quotes (ATE, page 824).
Tackle Vocabulary
Cross-Curricular Activities _________ Allow students to preview new vocabulary
_________ Researching the NAACP (ATE, page 820) words.
_________ Picture and Paragraph about Rosa Parks _________ Present students with additional vocabulary
(ATE, page 821) found under English Language Learning
_________ Responding to I Have a Dream (ATE, (ATE, page 818).
page 823) _________ Have students identify vocabulary words that
they already know.
Additional Questions and Activities _________ Encourage students to predict meanings of
_________ Discussing the Death Penalty (ATE, page 822) unknown words by using context clues.
_________ Discussing Quotes (ATE, page 824) _________ Familiarize students with new vocabulary by
working on the activities found in the VR
_________ Special Needs: Collaborative Learning (ATE,
_________ Additional Questions and Activities: Learners
Discussing the Death Penalty (ATE, page _________ Discuss the photo on page 818.
822) _________ Discuss additional vocabulary and phrases:
_________ Investigate, Inquire, and Imagine (PE, page redress, shortsightedness, outgunned, and
826; UR 11, page 69) disdaining.
_________ Understanding Literature: Aim, Persuasive _________ Have students preview the footnotes and
Writing, Anecdote, and Coherence (PE, page vocabulary for each page just before they
826; UR 11, page 70) read the page.
_________ Collaborative Learning: Working as a Team _________ Point out that the quotes in orange print
(PE, page 827) indicate where the author begins discussing
a new idea.
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Homework Suggestions _________ Have partners read and answer the Guided
_________ Writers Journal: Slogan, Letter, or Short Story Reading Questions, filling in their Graphic
(PE, page 827; UR 11, page 70) Organizers as they proceed.
_________ Vocabulary: Synonyms (UR 11, page 71) _________ Another way to use the Graphic Organizer:
_________ Language, Grammar, and Style: Editing for Do not have students fill in the Graphic
Punctuation Errors (UR 11, page 72) Organizer as they read. Instead, divide the
_________ Critical Thinking: Essay Question (PE, page class into six mixed-ability groups after
827; UR 11, page 73) students have finished reading. Have each
group choose one quote and fill in the
Strategies for Developing Readers Graphic Organizer for that section. Then have
Tackle Academic Tone each group present their documentation to
_________ As they read, ask students to take notes and the class orally, using their Graphic
to create a rough outline of the selection (see Organizers as a prop.
Study and Research Resource 5.16: Taking
Notes, Outlining, and Summarizing
Information, page 965).

Lesson Plan
Unit Eleven
M T W TH F

_________ Sky: A True Story of Resistance During World War II by
Hanneke Ippisch (PE, page 828)
_________ Exploring Citizen Involvement (PE, page 828; UR 11, click this box for details
page 79)

_________ Tibet: Through the Red Box by Peter Sis (PE, page 828)
_________ The Greatest Generation by Tom Brokaw (PE, page 828)
_________ Breaking Ground, Breaking Silence: The Story of New
Yorks African Burial Ground by Joyce Hansen and Gary McGowan (PE, page 828)
Guided Writing
GUIDED WRITING
Informative Writing: Assembling a Scientific Report Software
Assignment: Students write a technical paper that explains how a toy, based on a See the Guided
scientific principle, works (PE, pages 829833). Writing Software for
Before Writing lesson that includes printable
_________ Assembling a Scientific Report (PE, page 829)
_________ Professional Model (PE, page 829) friendly checklists, and self-,
_________ Previewing Models and Rubric for Assignment (VLR I, page 151; WR, peer, and teacher evaluation
page 169) features.
During Writing
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_________ Student ModelDraft (WR, page 162)

_________ Language, Grammar, and Style: Correcting Wordy Sentences (PE, page 832; WR, page 163)
After Writing


Lesson Plan
Unit Eleven
M T W TH F

_________ Motivation: History of Toys (ATE, page 831)
_________ Reading Proficiency: Reading Nonfiction (ATE, page 831)
_________ English Language Learning: Reading Nonfiction (ATE, page 831)
_________ Special Needs: Oral Presentation (ATE, page 831)
_________ Enrichment: Reporting on Toys and Machines Based on the Same Scientific Principles (ATE, page 831)

_________ Language, Grammar, and Style: Correcting Wordy Sentences (PE, page 832; WR, page 163)
_________ Self-EvaluationScientific Report (PE, page 832; WR, page 165)
_________ Rubric for Informative Writing: Assembling a Scientific Report (VLR I, page 151; WR, page 169)
Unit Eleven Review


_________ Genre (PE, page 835)
_________ Graphic Organizer (PE, page 835; VLR I, page 96)
_________ Critical Thinking (PE, page 835)
EMC Corporation


Lesson Plan
Unit Twelve
Reading between the Lines: Informational and Visual Media

M T W TH F
to explore a variety of elements of information and visual media
to summarize how the use of informational and visual media can
enhance a persons knowledge
to define map, descriptions, directions, diagram, interview,
background information, persuasive writing, and analysis and
recognize and explain examples of each
to write persuasively to produce an advertisement
to demonstrate an ability to identify and correct common usage
problems

_________ Map of the Territory of the United States from the
Mississippi River to the Pacific Ocean and excerpt from
The Emigrants Guide to Oregon and California, page
841
_________ Related Reading: Too Soon a Woman, page
849
_________ How to Use a Compass, page 854
_________ Related Reading: Orienteering: The Thinking Sport, page 858
_________ Manners Matter, page 861
_________ Pacific Gem Cruise Line, page 869
_________ Death and the Miser from The Nine-Ton Cat: Behind the Scenes at an Art Museum, page 873
_________ Insights: The Curator, page 876
_________ Insights: Getting into Visual Media: The Language of Hope, page 879
_________ Guided WritingPersuasive Writing: Producing an Advertisement, page 884
_________ Unit Twelve Review, page 890
EMC Corporation

_________ Fine Art: Mark Brueggeman. Have students discuss how the artwork relates to the title of this unit (PE,
page 836).
_________ Elements of Informational and Visual Media (PE, page 838)
_________ Additional Questions and Activities: Finding Examples of Tables, Charts, and Graphs (ATE, page 838; VLR
II, page 64)
_________ Internet Resources: Technology in the Classroom (ATE, page 839)
_________ Cross-Curricular Activities: Outlining and Sketching a Web Page (ATE, page 840)
Assessment
_________ Genre Test 4.12.2(UR 12, page 3; TG)


Lesson Plan
Map of the Territory of the United States from the Mississippi River to the Pacific
Ocean and excerpt from The Emigrants Guide to Oregon and California, page 841
M T W TH F
Reading Level: Easy, Challenging READING STRATEGIES RESOURCE, PAGE 270

Difficulty Considerations: Unfamiliar names of places and Reading Strategy: Tackle Difficult Vocabulary
rivers; vocabulary Fix-Up Idea: Reread
Ease Factor: Map format
Use Context Clues
Synopsis: The authors provide reproductions of information given to
settlers headed west.
Goals/Objectives:
to interpret a map
to describe the westward expansion of pioneers in the 1840s
to define map and description and explain examples of
description
to conduct research on the Oregon Trail
Related Reading: Too Soon a Woman, page 849
Before Reading
page 5)
_________ Readers Toolbox: Map and Description (PE, page 841)
_________ About the Authors: Lansford W. Hastings and
Gouverneur Kemble Warren (PE, page 848)
_________ Reading Strategy: Preview the Selection (RSR)
During Reading
After Reading
_________ Reading Strategy: Use Your New Vocabulary (RSR)
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_________ Understanding Media: Map and Description (PE, page 852; UR 12, page 10)
_________ Writers Journal: Diary Entry, List, or Recommendation (PE, page 853; UR 12, page 10)
_________ Vocabulary: Understanding Unfamiliar Words (PE, page 853; UR 12, page 12)
_________ Language, Grammar, and Style: Adding Colorful Language to Sentences (UR 12, page 13)
_________ Study and Research: Researching the Oregon Trail (PE, page 853; UR 12, page 14)
_________ Collaborative Learning: Role-Play (PE, page 853)
_________ Related Reading: Too Soon a Woman (PE, page 849)


Lesson Plan
Map of the Territory of the United States from the Mississippi River to the Pacific
Ocean and excerpt from The Emigrants Guide to Oregon and California, page 841
M T W TH F
Teaching Options _________ Study and Research: Researching the

Oregon Trail (PE, page 853; UR 12, page 14)
_________ Motivation: Oregon Trail Hour (ATE, page 843) Strategies for Developing Readers
_________ Reading Proficiency: Previewing Vocabulary
and Footnotes (ATE, page 843) Tackle Unfamiliar Names of Places and Rivers
_________ English Language Learning: Vocabulary (ATE, _________ Make a list of the places and rivers mentioned
page 843) in the selection. Then have students identify
_________ Special Needs: Working with a Partner (ATE, those they already know.
page 843) _________ Use Cross-Curricular Activities (ATE,
_________ Enrichment: Researching Native Americans page 844).
and the U.S. Government (ATE, page 843)
Tackle Vocabulary
Cross-Curricular Activities _________ Allow students to preview new vocabulary
_________ Times and Distances on the Oregon Trail words.
(ATE, page 844) _________ Have students identify vocabulary words that
_________ Researching Effects of Westward Expansion they already know.
on Buffalo (ATE, page 845) _________ Encourage students to predict meanings of
_________ Pictures from the Oregon Trail (ATE, unknown words by using context clues.
page 847) _________ Familiarize students with new vocabulary by
working on the activities found in the VR
Additional Questions and Activities (page 158).
849851; UR 12, page 7) Additional Strategies for English Language
Learners
Flexible Grouping Suggestions _________ Bring in examples of various types of maps,
_________ Special Needs: Working with a Partner (ATE, or have students find examples on the
page 843) Internet or in the library.
_________ Enrichment: Researching Native Americans _________ Discuss the image on page 849.
and the U.S. Government (ATE, page 843) _________ Use the Study and Research activity before
_________ Cross-Curricular Activities: Researching reading (PE, page 853; UR 12, page 14).
Effects of Westward Expansion on Buffalo _________ Have students recreate the map on page 842
(ATE, page 845) so they can refer to it as they read.
_________ Cross-Curricular Activities: Pictures from the _________ Because of the length and the structure of the
Oregon Trail (ATE, page 847) sentences in the selection, have students
_________ Investigate, Inquire, and Imagine (PE, page listen to the Dramatic Recording (AL, 13:12)
EMC Corporation
852; UR 12, page 9) on a first reading. Stop the recording to

_________ Understanding Media: Map and Description answer the Guided Reading Questions. Have
(PE, page 852; UR 12, page 10) students reread the selection, adding notes to
_________ Collaborative Learning: Role-Play (PE, their maps as they read.
Homework Suggestions page 9) and Understanding Media questions
_________ Writers Journal: Diary Entry, List, or (PE, page 852; UR 12, page 10).
Recommendation (PE, page 853; UR 12, _________ Use activities for Spanish speakers
page 10) (SR, page 149).
_________ Vocabulary: Understanding Unfamiliar Words
_________ Language, Grammar, and Style: Adding
Colorful Language to Sentences (UR 12,
page 13)


Lesson Plan
How to Use a Compass, page 854

M T W TH F
Difficulty Consideration: Subject matter Reading Strategy: Write Things Down

Fix-Up Idea: Find a New Strategy
Ease Factors: Direct, simple language; easy-to-follow directions Standardized Test Practice:
Use Text Organization
Synopsis: The selection offers basic information on orienteering
with a magnetic compass.
Goals/Objectives:
to understand how to use a compass click this box for details
to briefly explain what a compass is
to define directions and diagram and explain examples of
directions in the selection
to work collaboratively to organize an orienteering course
Related Reading: Orienteering: The Thinking Sport, page 858
Before Reading
page 22)
_________ Readers Toolbox: Directions and Diagram (PE, page 854)
_________ About the Author: Kjetil Kjernsmo (PE, page 857)
During Reading
_________ Dramatic Recording: How to Use a Compass (AL, 5:16)
_________ Dramatic Recording: Orienteering: The Thinking Sport (AL, 3:59)
_________ Reading Strategy: Record the Steps of the Process (RSR)
_________ Fix-Up Idea: Find a New Strategy (RSR)
After Reading
_________ Reading Strategy: Evaluate the Text (RSR)
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_________ Standardized Test Practice: Use Text Organization (RSR)
_________ Understanding Media: Directions and Diagram (PE, page 859; UR 12, page 25)
_________ Writers Journal: Directions, Advertisement, or Free-Verse Poem (PE, page 860; UR 12, page 25)
_________ Vocabulary: Investigating Etymology (UR 12, page 27)
_________ Language, Grammar, and Style: Types of Pronouns (UR 12, page 27)
_________ Collaborative Learning: Orienteering (PE, page 860)
_________ Media Literacy: Movie Review (PE, page 860)
_________ Related Reading: Orienteering: The Thinking Sport (PE, page 858)


Lesson Plan
How to Use a Compass, page 854

M T W TH F

_________ Motivation: Promoting an Orienteering Event _________ Read the Prereading page thoroughly (PE,
(ATE, page 855) page 854).
_________ Reading Proficiency: Listening to the _________ Use the alternate Readers Journal question
Selection (ATE, page 855) (ATE, page 854).
_________ English Language Learning: Vocabulary (ATE, _________ Read the selection aloud or use the audio
page 855) version (AL, 5:16).
Learners
_________ Enrichment: Comparing Instructions on the
Internet (ATE, page 855) _________ Read aloud the Readers Toolbox and
Additional Questions and Activities _________ Bring in a compass (or several compasses)
_________ Related Reading Questions (ATE, page 858; for students to manipulate as they read this
UR 12, page 23) article.
_________ Use the Respond to the Selection (PE, page
Flexible Grouping Suggestions 857; UR 12, page 23) and the Related
_________ Motivation: Promoting an Orienteering Event Reading before reading (PE, page 858).
(ATE, page 855) _________ Use the Reading Proficiency activity (ATE,
_________ Understanding Media: Directions and Inquire, and Imagine (PE, page 859; UR 12,
Diagram (PE, page 859; UR 12, page 25) page 24) and Understanding Media
_________ Collaborative Learning: Orienteering (PE, questions (PE, page 859; UR 12, page 25).
page 860)
_________ Writers Journal: Directions, Advertisement, or
Free-Verse Poem (PE, page 860; UR 12, page
25)
_________ Vocabulary: Investigating Etymology (UR 12,
page 27)
_________ Language, Grammar, and Style: Types of
Pronouns (UR 12, page 27)
EMC Corporation
_________ Media Literacy: Movie Review (PE, page 860)


Lesson Plan
Manners Matter, page 861

M T W TH F

Ease Factor: Question-and-answer structure Standardized Test Practice:
Compare and Contrast
Synopsis: Miss Manners gives netiquette advice.
Goals/Objectives:
to enjoy an interview with Miss Manners
to explain what netiquette is click this box for details
to define interview and background information and explain
examples of background information
to conduct research on netiquette
Before Reading
page 35)
_________ Readers Toolbox: Interview and Background
_________ Readers Resource: Applied English Connection
(PE, page 861)
_________ About the Authors: Kevin Kelly and Judith Martin
(PE, page 866)
_________ Vocabulary: Morphemes (VR, page 165)
During Reading
_________ Reading Strategy: Use the Texts Organizational Features (RSR)
After Reading
_________ Reading Strategy: Analyze the Texts Organizational Features (RSR)
_________ Standardized Test Practice: Compare and Contrast (RSR)
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_________ Understanding Media: Interview and Background Information (PE, page 867; UR 12, page 37)
_________ Writers Journal: Interview Questions, E-mail Message, or List of Rules (PE, page 868; UR 12, page 38)
_________ Vocabulary: Using Prefixes and Suffixes to Form New Words (UR 12, page 39)
_________ Language, Grammar, and Style: Verbals (UR 12, page 40)
_________ Media Literacy: Internet Search (PE, page 868)
_________ Speaking and Listening: Conducting an Interview (PE, page 868; UR 12, page 41)
_________ Internet at http://www.emcp.com


Lesson Plan
Manners Matter, page 861

M T W TH F

_________ Motivation: Conducting an Interview (ATE, _________ Use vocabulary activities before reading (VR,
_________ Reading Proficiency: Listening to the _________ Have pairs read and unlock difficult words
Selection and Reading Out Loud (ATE, together.
page 862)
_________ English Language Learning: Vocabulary (ATE, Additional Strategies for English Language
page 862) Learners
_________ Special Needs: Previewing Vocabulary and _________ Read aloud the Readers Toolbox and
Footnotes (ATE, page 862) Readers Resource (PE, page 861).
_________ Enrichment: Reading about and Reporting on _________ Use the Reading Proficiency activity (ATE,
Etiquette (ATE, page 862) page 862).
_________ Explain additional vocabulary: wired life and
Additional Questions and Activities spamming. (For the latter, there is a brief
_________ E-mail versus Snail Mail (ATE, page 864) discussion in Guided Reading Question 3 on
_________ E-mail Habits (ATE, page 865) page 863; find out more about spamming and
how to fight it on the Internet, or have
Flexible Grouping Suggestions students share what they know.)
_________ Additional Questions and Activities: E-mail _________ Ask students if they know why someone
versus Snail Mail (ATE, page 864) would be upset about receiving a message in
_________ Investigate, Inquire, and Imagine (PE, page all capital letters. If not, explain.
_________ Understanding Media: Interview and Inquire, and Imagine (PE, page 867; UR 12,
Background Information (PE, page 867; UR page 37) and Understanding Literature
12, page 37) questions (PE, page 867; UR 12, page 37).
_________ Writers Journal: Interview Questions, E-mail
Message, or List of Rules (PE, page 868; UR
12, page 38)
_________ Vocabulary: Using Prefixes and Suffixes to
Form New Words (UR 12, page 39)
_________ Language, Grammar, and Style: Verbals (UR
12, page 40)
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_________ Media Literacy: Internet Search (PE,

page 868)
_________ Speaking and Listening: Conducting an
Interview (PE, page 868; UR 12, page 41)


Lesson Plan
Pacific Gem Cruise Line, page 869

M T W TH F
Difficulty Consideration: Unusual layout Reading Strategy: Find a Purpose for

Reading
Ease Factors: Visually appealing Fix-Up Idea: Read Aloud
Synopsis: A one-page ad publicizes a sea adventure.
Distinguish between Fact and Opinion
Goals/Objectives:
to respond to a persuasive advertisement
to describe persuasive messages and their impact on society
to define persuasive writing and find examples of persuasive click this box for details
writing techniques used in the selection
to work collaboratively to develop an advertisement
Before Reading
page 49)
_________ Readers Toolbox: Persuasive Writing (PE, page 869)
_________ Vocabulary: Word Roots Review (VR, page 168)
_________ Reading Strategy: Preview Propaganda Techniques
(RSR)
During Reading
_________ Reading Strategy: Identify Propaganda Techniques (RSR)
After Reading
_________ Reading Strategy: Evaluate the Advertisement (RSR)
_________ Standardized Test Practice: Distinguish between Fact and Opinion (RSR)
_________ Understanding Literature: Persuasive Writing (PE, page 871; UR 12, page 51)
EMC Corporation
_________ Writers Journal: Advertisement Copy, Business Letter, or Postcard (PE, page 872; UR 12, page 51)
_________ Vocabulary: Connotation and Denotation (UR 12, page 52)
_________ Language, Grammar, and Style: Recognizing Problems with Modifiers (UR 12, page 54)
_________ Applied English & Collaborative Learning: Developing an Advertisement (PE, page 872)
_________ Study and Research: Researching the History of Advertising (PE, page 872; UR 12, page 55)


Lesson Plan
Pacific Gem Cruise Line, page 869

M T W TH F

Individual Learning Strategies Tackle Unusual Layout
_________ Motivation: Developing an Advertisement _________ Have students preview the selection.
(ATE, page 870) _________ Ask students to share which part of the ad
_________ Reading Proficiency: Understanding they read first.
Persuasive Writing (ATE, page 870) _________ Summarize information in each section;
_________ English Language Learning: Vocabulary (ATE, discuss the purpose of each section.
page 870)
_________ Special Needs: Working in Pairs or Small Additional Strategies for English Language
Groups (ATE, page 870) Learners
_________ Enrichment: Comparing and Contrasting _________ Read aloud the Readers Resource and
Advertisements (ATE, page 870) Readers Toolbox (PE, page 869).
_________ Ask if anyone has been on a cruise. If so,
Flexible Grouping Suggestions have them describe their trip.
_________ Motivation: Developing an Advertisement _________ Explain the phrase arm and a leg.
(ATE, page 870) _________ Have students draw the cruise route on
_________ Special Needs: Working in Pairs or Small a map.
Groups (ATE, page 870) _________ Have small groups answer Investigate,
_________ Enrichment: Comparing and Contrasting Inquire, and Imagine (PE, page 871; UR 12,
Advertisements (ATE, page 870) page 50) and Understanding Media
_________ Investigate, Inquire, and Imagine (PE, page questions, and complete the Graphic
871; UR 12, page 50) Organizer (PE, page 872; VLR I, page 100;
_________ Understanding Media: Persuasive Writing UR 12, page 51).
_________ Applied English & Collaborative Learning:
Developing an Advertisement (PE, page 872)
_________ Writers Journal: Advertisement Copy,
Business Letter, or Postcard (PE, page 872;
UR 12, page 51)
_________ Vocabulary: Connotation and Denotation (UR
12, page 52)
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_________ Language, Grammar, and Style: Recognizing

Problems with Modifiers (UR 12, page 54)
_________ Study and Research: Researching the History
of Advertising (PE, page 872; UR 12,
page 55)


Lesson Plan
Death and the Miser from The Nine-Ton Cat:

Behind the Scenes at an Art Museum, page 873
M T W TH F
Difficulty Consideration: Cultural references Reading Strategy: Connect to Prior

Knowledge
Ease Factors: Selection length; illustrated text
Synopsis: The author presents information on interpreting a piece Standardized Test Practice:
of art and the drawing that lies beneath the paint. Identify Main Ideas
Goals/Objectives:
to understand a curators job SOUTH CAROLINA STATE STANDARDS
to summarize iconography click this box for details
to define description and analysis and explain examples of
to work to interpret a painting
Insights: The Curator, page 876, and Getting into Visual

Media, page 879
Before Reading
page 59)
_________ Readers Toolbox: Description and Analysis (PE, page 873)
_________ About the Authors: Peggy Thomson and Barbara Moore (PE, page 876)
_________ Vocabulary: Proofreading (VR, page 169)
During Reading
After Reading
_________ Reading Strategy: Analyze Your Connections (RSR)
EMC Corporation
_________ Understanding Media: Description and Analysis (PE, page 877; UR 12, page 61)
_________ Writers Journal: Description, Very Short Story, or Song Lyrics (PE, page 878; UR 12, page 61)
_________ Language, Grammar, and Style: Parts of the Sentence Review (PE, page 878; UR 12, page 63)
_________ Media Literacy: Interpreting a Painting (PE, page 878; UR 12, page 64)
_________ Insights: The Curator (PE, page 876)
_________ Insights Questions: The Curator (ATE, page 876)
_________ Insights: Getting into Visual Media (PE, page 879)
_________ Insights Questions: Getting into Visual Media (PE, page 880; UR 12, page 69)


Lesson Plan
Death and the Miser from The Nine-Ton Cat:

Behind the Scenes at an Art Museum, page 873
M T W TH F

Individual Learning Strategies Tackle Cultural References
_________ Motivation: Interpreting a Painting (ATE, _________ Read the footnotes before reading.
page 875) _________ Read the Readers Resource aloud (PE, page
_________ Reading Proficiency: Previewing Vocabulary 873).
and the Painting (ATE, page 875) _________ Use the alternate Readers Journal activity
_________ English Language Learning: Vocabulary (ATE, (ATE, page 873).
page 875) _________ Use Additional Questions and Activities for
_________ Special Needs: Listening to the Selection The Curator (ATE, page 876).
(ATE, page 875)
_________ Enrichment: Drawing or Painting of People Additional Strategies for English Language
Additional Questions and Activities Readers Resource (PE, page 873).
_________ Insights Questions: The Curator (ATE, page _________ Read Insights: The Curator before reading to
876) help students understand what a curator
_________ Insights Questions: Getting into Visual Media does
(ATE, pages 880882) (PE, page 876).
_________ Use the Media Literacy before reading (PE,
Cross-Curricular Activities page 878; UR 12, page 64).
_________ Researching Native American Fine Art (ATE, _________ Find a larger image of the Death and the
page 879) Miser painting on the Internet.
_________ Cross-Curricular Activities: Researching _________ Have partners read and discuss the Guided
Native American Fine Art (ATE, page 879) Reading Questions as they proceed (PE,
_________ Investigate, Inquire, and Imagine (PE, page page 874; UR 12, page 59).
_________ Understanding Media: Description and Inquire, and Imagine questions (PE, page
Analysis (PE, page 877; UR 12, page 61) 877; UR 12, page 60).
(SR, page 155).
_________ Writers Journal: Description, Very Short Story,
or Song Lyrics (PE, page 878; UR 12,
page 61)
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page 63)
_________ Language, Grammar, and Style: Parts of the
Sentence Review (PE, page 878; UR 12,
page 63)
_________ Media Literacy: Interpreting a Painting (PE,


Lesson Plan
Unit Twelve
M T W TH F

_________ Virtual Reality: A Door to Cyberspace by Ann E. Weiss (PE,
page 883)
_________ Creating a Virtual Reality Program (PE, page 883; UR 12,
page 71) SOUTH CAROLINA STATE STANDARDS
Other Books Students May Want to Read click this box for details
_________ Virtual Reality: Computers Mimic the Physical World by
Sean M. Grady (PE, page 883)
_________ Virtual Reality: Experience Illusion by Christopher W. Baker
(PE, page 883)
_________ Career Ideas for Kids Who Like Computers by Diane Lindsey Reeves and Peter Kent (PE, page 883)
_________ Bill Gates: Billionaire Computer Genius by Joan D. Dickinson (PE, page 883)
Guided Writing
GUIDED WRITING
Persuasive Writing: Producing an Advertisement
SoftwareA
Assignment: Students create a taped advertisement or public service announcement See the Guided
(PE, pages 884889). Writing Software for
Before Writing lesson that includes printable
_________ Producing an Advertisement (PE, page 884) graphic organizers, extensive
_________ Student Model (PE, page 884) student models and student-
friendly checklists, and self-,
_________ Previewing Models and Rubric for Assignment (VLR I, page 153; WR, page peer, and teacher evaluation
187) features.
EMC Corporation
During Writing
_________ Student ModelDraft (WR, page 174)
_________ Language, Grammar, and Style: Common Usage Problems (PE, page 886; WR, page 175)
_________ Student Model (WR, page 182)
After Writing


Lesson Plan
Unit Twelve
M T W TH F

_________ Motivation: Analyzing Advertisements (ATE, page 885)
_________ Reading Proficiency: How to Evaluate Radio, Television, and Advertisements (ATE, page 885)
_________ English Language Learning: Translation (ATE, page 885)
_________ Special Needs: Working in Small Groups (ATE, page 885)
_________ Enrichment: Analyzing Target Audience (ATE, page 885)

_________ Special Needs: Working in Small Groups (ATE, page 885)
_________ Language, Grammar, and Style: Common Usage Problems (PE, page 886; WR, page 175)
_________ Self-Evaluation (PE, page 888; WR, page 179)
_________ Rubric for Persuasive Writing: Producing an Advertisement (VLR I, page 153; WR, page 187)
Unit Twelve Review

_________ Literary and Media Terms (PE, page 890; UR 12, page 73)

_________ Genre (PE, page 890)
_________ On Your Own (PE, page 891; UR 12, page 74)
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LESSON PLANS

with Alternative Teaching Options

Published by EMC/Paradigm Publishing

Printed in the United States of America.

Forms for Student and Classroom Use

Group Evaluation Guidesheets

Responding to Literature Readability Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi

Unit 1 Working Toward Your Dreams

Unit 2 Family Ties

Guided WritingExpressive Writing: Composing a Narrative Poem . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Unit 3 Going Down the Road

CONTENTS R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS iii

Unit 5 Open a Book, Open a World

Unit 6 Far Horizons

Unit 7 Folklore of the Americas

Unit 8 Stories to Tell: Fiction

iv CONTENTS R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Unit 10 Turning Words into Action: Drama

Unit 11 Telling It As It Is: Nonfiction

Unit 12 Reading Between the Lines: Informational and Visual Media

CONTENTS R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS v

vi OVERVIEW R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

OVERVIEW R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS vii

Free Reading Log

DATE TITLE AUTHOR PAGES READ SUMMARY/REACTIONS

Total number of pages read this week ______________

Genres read this week: (circle)

Fiction Nonfiction Poetry Drama Informational or Visual Media

viii READING LOG R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Possibilities for Pair and Small Groups

Pair Groups Small Groups

Possibilities for Large Groups

Fish Bowl Rows Facing Forward, Aisles Between

Group Evaluation Guidesheet 1A

Evaluating Pair Group CommunicationSelf-Evaluation

I provided feedback as I listened.

I did not interrupt.

I rephrased what my partner said to show that I understood.

x GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Group Evaluation Guidesheet 1B

Communicating in a Pair Group

Evaluating Pair Group CommunicationPeer Evaluation

My partner provided feedback as he/she listened.

My partner did not interrupt.

My partner rephrased what I said to show that she/he understood.

My partner controlled his/her emotions.

GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS xi

Group Evaluation Guidesheet 2

Evaluating a Small Group

Group members understand group roles.

Group members take turns participating.

Group members help to create a positive climate.

Group members work together to establish group goals.

xii GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS

Group Evaluation Guidesheet 3

Evaluating Large Group Communication

Group members emphasized a group identity and set reachable goals.

Group members stood up when making presentations.

GUIDESHEET R E S P O N D I N G T O L I T E R AT U R E LESSON PLANS xiii

Group Evaluation Guidesheet 4A

Evaluating Questioning Skills

My evaluation of how well I asked questions:

I asked short, clear, and direct questions.

I did not debate or argue with the speaker.

Teachers Name ______________Class Date

Teachers Name ______________Class Date