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Selection Lesson Plan
A Psalm of Life Pages 344–348
Core Objectives■ Understand and appreciate a classic lyric poem■ Examine stanza and rhyme scheme■ Use strategies for reading traditional poetry
Integrating SkillsGrammar Vocabulary■ Noun Phrases ■ Homonyms
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Stanza and Rhyme SchemeActive Reading: Strategies for
Reading Traditional Poetry
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Stanza and Rhyme Scheme
Choices and ChallengesWriting OptionsPersonal ResponseLongfellow Parody
Activities and ExplorationsPhoto CollageBumper Sticker
Author Activity
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-C.2, I-D.1, I-D.3, II-B.1, III-B.2
TerraNova ObjectivesR.02d, R.03c, R.03f, R.04f, R.04g, R.05c
The Language of Literature, Grade 11 55
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❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 5
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 4
❑ PE pp. 344–348
❑ Reading and Critical Thinking Transparencies, T51
❑ Literary Analysis Transparencies, T11
56 UNIT 3, PART 1 A PSALM OF LIFE
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Selection Lesson Plan (continued)
A Psalm of Life
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyHomonyms
GrammarNoun Phrases
Viewing and RepresentingArt AppreciationEn Mer [At Sea] by Max Bohm
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C35
❑ Grammar Transparencies and Copymasters, C80
❑ Formal Assessment: Selection Test, pp. 63–64
Selection Lesson Plan
The Devil and Tom Walker Pages 349–362
Core Objectives■ Understand and appreciate a short story■ Identify imagery in a short story■ Visualize the characters, setting, and events in a short story
Integrating SkillsGrammar Vocabulary■ Verbal Phrases: ■ Using Context Clues
Infinitives, Gerunds, ■ Idiomsand Participles ■ Word Origins
■ Using Modifiers Correctly
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: ImageryActive Reading: Visualizing
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Imagery
Choices and ChallengesWriting OptionsReflective Essay on WealthFitting ProverbsUpdated Faust Legend
Activities and ExplorationsBoard Game
NEW MEXICO PLANNER
Language Arts BenchmarksI-C.2, I-D.1, I-D.3, II-B.1, II-C.3
TerraNova ObjectivesR.02.a, R.02b, R.02d, R.03b, R.03c, R.04d,R.05a, R.05c, R.05d
The Language of Literature, Grade 11 57
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❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 9
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 8
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 7
❑ PE pp. 349–362
❑ Unit Three Resource Book: Summary, p. 6
❑ Reading and Critical Thinking Transparencies, T8
❑ Literary Analysis Transparencies, T18, T24
58 UNIT 3, PART 1 THE DEVIL AND TOM WALKER
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Selection Lesson Plan (continued)
The Devil and Tom Walker
Choices and Challenges (continued)Vocabulary in ActionAssessment PracticeMeaning Clues
Author ActivityTales Compared
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyIdiomsWord Origins
GrammarVerbal Phrases: Infinitives, Gerunds,and ParticiplesUsing Modifiers Correctly
Cross Curricular Links
MulticulturalFolklore
EconomicsUsury
Informal AssessmentStory MapRecognize Facts and Details
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C36
❑ Grammar Transparencies and Copymasters, C127
❑ Unit Three Resource Book: Selection Quiz, p. 10
❑ Formal Assessment: Selection Test, pp. 65–66
Selection Lesson Plan
from Self-Reliance Pages 363–368
Core Objectives■ Understand and appreciate a transcendentalist essay■ Appreciate author’s use of aphorisms■ Use summarizing to understand an essay
Integrating SkillsGrammar Vocabulary■ Adjective and ■ Context Clues
Adverb Phrases
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: AphorismActive Reading: Summarizing
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Aphorism
Choices and ChallengesWriting OptionsPersonal EssayUpdate of Emerson
Inquiry and ResearchHistory
Vocabulary in ActionMeaning Clues
Author Activity
The Language of Literature, Grade 11 59
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❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 14
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 13
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 12
❑ PE pp. 363–368
❑ Unit Three Resource Book: Summary, p. 11
❑ Reading and Critical Thinking Transparencies, T10
❑ Literary Analysis Transparencies, T8
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-A.3, I-C.2, I-D.1, I-D.3, II-B.1
TerraNova ObjectivesR.02a, R.02b, R.03b, R.03c, R.04f, R.05a,R.05c, V.37a
Selection Lesson Plan (continued)
from Self-Reliance
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
GrammarModifiers: Adjective and AdverbPhrases
Viewing and RepresentingArt AppreciationKindred Spirits by Asher B. Durand
Informal AssessmentRecognize the Author’s Point of View and Purpose
AssessmentSelection QuizSelection TestTest Generator
60 UNIT 3, PART 1 from SELF-RELIANCE
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Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C82
❑ Unit Three Resource Book: Selection Quiz, p. 15
❑ Formal Assessment: Selection Test, pp. 67–68
Selection Lesson Plan
from Civil Disobedience Pages 369–380
Core Objectives■ Understand and appreciate a persuasive essay■ Use strategies for reading essays
Integrating SkillsGrammar Vocabulary■ Adjective and ■ Using Context Clues
Adverb Phrases ■ Connotation and Denotation■ Compound
Adjectives
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: EssayActive Reading: Strategies for Reading Essays
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Essay
Choices and ChallengesWriting OptionsComparison of Emerson and ThoreauPersonal ResponseEssay on Citizenship
Activities and ExplorationsGroup DiscussionDrama in a Jailhouse Political Poster
Inquiry and ResearchResisting Injustice
Vocabulary in ActionContext Clues
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.3, I-B.1, I-B.2, I-B.3, I-C.2, I-D.1,I-D.2, I-D.3, I-D.6, II-A.2, II-A.3, II-B.1, II-B.3, II-C.2, II-C.3
TerraNova ObjectivesR.02a, R.02d, R.05a, R.05c, R.05d, V.35a,V.35b, V.37a
The Language of Literature, Grade 11 61
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❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 19
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 18
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 17
❑ PE pp. 369–380
❑ Unit Three Resource Book: Summary, p. 16
❑ Reading and Critical Thinking Transparencies, T15, T20
❑ Literary Analysis Transparencies, T8, T9
62 UNIT 3, PART 1 from CIVIL DISOBEDIENCE
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Selection Lesson Plan (continued)
from Civil Disobedience
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyUnderstanding Connotative andDenotative Meanings of Words
GrammarModifiers: Adjective andAdverb PhrasesCompound Adjectives
Viewing and RepresentingArt AppreciationPhotographs
Inquiry and ResearchGenerating Relevant Questions
Cross Curricular Links
HistoryU.S.-Mexican War
Social StudiesFemale Leaders of Social Protest
Informal AssessmentIdea Chart
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C38
❑ Unit Three Resource Book: Selection Quiz, p. 20
❑ Formal Assessment: Selection Test, pp. 69–70
Selection Lesson Plan
from Walden Pages 381–393
Core Objectives■ Understand and appreciate a classic example of nature writing■ Evaluate the author's observations in an essay
Integrating SkillsGrammar Vocabulary■ Modifiers: ■ Using Context Clues
Good and Well ■ Homonyms■ Modifiers: Nouns
as Adjectives■ Double Negatives
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Nature WritingActive Reading: Evaluating Author’s
Observations
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Nature Writing
Choices and ChallengesWriting OptionsLetter from Walden PondInterpretive EssayNature Writing
Activities and ExplorationsPhoto Essay
Inquiry and ResearchWalden Today
Vocabulary in ActionAssessment PracticeIdioms
The Language of Literature, Grade 11 63
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.3, I-C.2, I-D.1, I-D.3, II-B.1, III-A.2, III-B.2
TerraNova ObjectivesR.02a, R.02d, R.03c, R.03f, R.04f, R.04g,R.05a, R.05c, R.05d, V.35b, V.37a
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 24
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 23❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 22
❑ PE pp. 381–393
❑ Unit Three Resource Book: Summary, p. 21
❑ Reading and Critical Thinking Transparencies, T46
❑ Literary Analysis Transparencies, T8, T22
Selection Lesson Plan (continued)
from Walden
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyHomonyms
GrammarModifiers: Good and WellModifiers: Nouns as AdjectivesDouble Negatives
Viewing and RepresentingArt AppreciationPhoto by Ernst Haas
Cross Curricular Links
WorkplaceSetting Goals
Social StudiesNature Conservation
Informal AssessmentMake Inferences and Draw ConclusionsJournal Entry
AssessmentSelection QuizSelection TestTest Generator
64 UNIT 3, PART 1 from WALDEN
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Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C35
❑ Unit Three Resource Book: Selection Quiz, p. 25
❑ Formal Assessment: Selection Test, pp. 71–72
Selection Lesson Plan
Selected Poems by Walt Whitman Pages 396–405
Core Objectives■ Understand and appreciate three classic poems■ Identify and understand free verse and Whitman’s
poetic devices for creating rhythm■ Apply strategies for reading free verse
Integrating SkillsGrammar Vocabulary■ Prepositional Phrases ■ Understanding Analogies■ Placement of
Prepositional Phrases
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Free VerseActive Reading: Strategies for Reading
Free Verse
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Free Verse
Choices and ChallengesWriting OptionsLiterary ReviewFree Verse Poem
Activities and ExplorationsCollage of ImagesInterpretive Dance
Author ActivityNeruda’s Whitman
NEW MEXICO PLANNER
Language Arts BenchmarksI-C.2, I-D.1, I-D.3, II-B.1, III-B.2
TerraNova ObjectivesR.02d, R.04f, R.05c
The Language of Literature, Grade 11 65
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❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 27
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 26
❑ PE pp. 396–405
❑ Reading and Critical Thinking Transparencies, T15
❑ Literary Analysis Transparencies, T12
66 UNIT 3, PART 1 SELECTED POEMS BY WALT WHITMAN
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Selection Lesson Plan (continued)
Selected Poems by Walt Whitman
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUnderstanding Analogies
GrammarPrepositional PhrasesPlacement of Prepositional Phrases
Speaking and ListeningChoral Reading
Viewing and RepresentingArt AppreciationCliff Dwellers by George Bellows
Cross Curricular Link
HistoryUrban and Rural Life—1800s and Today
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C48
❑ Grammar Transparencies and Copymasters, T11, C83, C84
❑ Formal Assessment: Selection Test, pp. 73–74
Selection Lesson Plan
Danse Russe / anyone lived in a pretty how town Pages 410–415
Core Objectives■ Understand and appreciate experimental poetry■ Make inferences to understand poetry
Preparing to ReadComparing LiteratureBuild BackgroundFocus Your ReadingLiterary Analysis: Experimental PoetryActive Reading: Making Inferences
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Experimental Poetry
Choices and ChallengesWriting OptionsDiary ConfessionHeadstone InscriptionPoints of Comparison
Activities and ExplorationsAnimation, Anyone?
Author ActivityWilliams on VideoCummings’s Voice
The Language of Literature, Grade 11 67
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-C.2, I-D.3, II-B.1
TerraNova ObjectivesR.04f, R.05c, R.05d
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 29
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 28
❑ PE pp. 410–415
❑ Reading and Critical Thinking Transparencies, T7
❑ Literary Analysis Transparencies, T12
Selection Lesson Plan (continued)
Danse Russe / anyone lived in a pretty how town
Teaching Options (from Teacher’s Edition)Mini Lessons
Speaking and ListeningInterpreting Poems
Viewing and RepresentingArt AppreciationIcarus by Henri Matisse
Informal AssessmentIdentifying and Comparing Themes
AssessmentSelection TestTest Generator
68 UNIT 3, PART 1 DANSE RUSSE / ANYONE LIVED IN A PRETTY HOW TOWN
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Homework Assignments Other Teaching Materials
❑ Formal Assessment: Selection Test, pp. 75–76
Selection Lesson Plan
Ending Poem / Tia Chucha Pages 416–423
Core Objectives■ Understand and appreciate poetry that explores
cultural and individual identity■ Identify and understand the speaker of a poem■ Understand structure and form in poetry
Integrating SkillsVocabulary■ Using Reference Materials
Preparing to ReadComparing LiteratureBuild BackgroundFocus Your ReadingLiterary Analysis: SpeakerActive Reading: Structure and Form in Poetry
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Speaker
Choices and ChallengesWriting OptionsPoints of ComparisonAutobiographical Sketch or PoemContrast Essay
Activities and ExplorationsPaired ReadingMonologueSelf-Representation
Art Connection
Inquiry and ResearchPuerto Rican History
NEW MEXICO PLANNER
Language Arts BenchmarksI-B.1, I-B.2, I-B.3, I-C.2, I-D.1, I-D.3, I-D.4,I-D.6, II-B.1, II-C.2
TerraNova ObjectivesR.04d, R.05c, R.05d
The Language of Literature, Grade 11 69
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❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 31
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 30
❑ PE pp. 416–423
❑ Reading and Critical Thinking Transparencies, T15
❑ Literary Analysis Transparencies, T11, T20
Selection Lesson Plan (continued)
Ending Poem / Tia Chucha
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing Reference Materials
Speaking and ListeningPronouncing Spanish Words
Viewing and RepresentingArt AppreciationIn My Grandmother’s Gardenby Rosario Morales
Cross Curricular Link
HistoryThe Chicano Movement
Informal AssessmentFigurative Language
AssessmentSelection TestTest Generator
70 UNIT 3, PART 1 ENDING POEM / TIA CHUCHA
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Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters: C40
❑ Formal Assessment: Selection Test: pp. 77–78
Selection Lesson Plan
Gary Keillor Pages 424–435
Core Objectives■ Understand and appreciate an autobiographical story■ Identify examples of humor in the story■ Consider the purpose for reading the story
Integrating SkillsGrammar Vocabulary■ Appositives and ■ Using Context to Determine
Appositive Phrases Meaning of Idioms■ Commas and
Parenthetical Expressions
Preparing to ReadComparing LiteratureBuild BackgroundFocus Your ReadingLiterary Analysis: HumorActive Reading: Purpose For Reading
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Humor
Choices and ChallengesWriting OptionsPoints of ComparisonStory SequelLiterary Review
Activities and ExplorationsDrawn-Out StoryComic Recitation
Art Connection
Author ActivityGood Humor
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.3, I-C.2, I-D.1, I-D.3, I-D.4, II-B.1
TerraNova ObjectivesR.02a, R.02d, R.03c, R.04g, R.05a, R.05c,V.37a
The Language of Literature, Grade 11 71
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❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 34
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 33
❑ PE pp. 424–435
❑ Unit Three Resource Book: Summary, p. 32
❑ Reading and Critical Thinking Transparencies, T23
72 UNIT 3, PART 1 GARY KEILLOR
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Selection Lesson Plan (continued)
Gary Keillor
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing Context to Determine Meaning ofIdioms
GrammarAppositives and Appositive PhrasesCommas with Parenthetical Expressions
Speaking and ListeningRadio Performance
Viewing and RepresentingArt AppreciationPlay Within a Play by David Hockney
Cross Curricular Link
Social StudiesOral Storytelling
Informal AssessmentJournal Entries
AssessmentSelection QuizSelection TestPart TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C41
❑ Grammar Transparencies and Copymasters, C85
❑ Grammar Transparencies and Copymasters, C148
❑ Unit Three Resource Book: Selection Quiz, p. 35
❑ Formal Assessment: Selection Test, pp. 79-80
❑ Formal Assessment: Unit Three, Part 1 Test, pp. 81–82
Writing Workshop Lesson Plan
Reflective Essay Pages 438–443
Writing PromptWrite an essay in which you reflect on an experience that taught you an important lesson.
Preparing to ReadIntroductionBasics in a BoxUsing the Graphic
Analyzing a Student Model“Eternally Slow“
WritingPrewritingChoosing a SubjectPlanning the Reflective Essay
DraftingOrganizing the Draft
Peer ReviewAsk Your Peer Reader
RevisingAvoiding Clichés
Editing and ProofreadingPossessives and Plurals
Reflecting
The Language of Literature, Grade 11 73
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NEW MEXICO PLANNER
Language Arts BenchmarksI-C.2, I-C.3, I-D.3, II-B.1, II-C.3, III-A.1
TerraNova ObjectivesR.08b, R.08c, R.09a, R.09b
❑ Writing Transparencies and Copymasters, T11, T20, C28
❑ Unit Three Resource Book: Student Models, pp. 42–47
❑ Unit Three Resource Book: Prewriting, p. 37
❑ Unit Three Resource Book: Drafting and Elaboration, p. 38
❑ Unit Three Resource Book: Peer Response Guide, pp. 39–40
❑ Unit Three Resource Book: Revising, Editing, and Proofreading, p. 41
❑ Unit Three Resource Book: Rubric for Evaluation, p. 48
74 UNIT 3, PART 1 REFLECTIVE ESSAY
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Selection Lesson Plan (continued)
Reflective Essay
Homework Assignments Other Teaching Materials
Selection Lesson Plan
The Masque of the Red Death Pages 454–463
Core Objectives■ Understand and appreciate a classic short story■ Recognize and interpret allegory■ Clarify meaning in a short story
Integrating SkillsGrammar Vocabulary■ Participles and ■ Context Clues
Participial Phrases ■ Latin Root Words■ Past and Present
Participles
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: AllegoryActive Reading: Clarifying Meaning
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Allegory
Choices and ChallengesWriting OptionsNewspaper EditorialPoetic RetellingArchaeological Report
Activities and ExplorationsA Fantastic SetRadio Drama
Inquiry and ResearchMedical Detective
Vocabulary in ActionWord Knowledge
The Language of Literature, Grade 11 75
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NEW MEXICO PLANNER
Language Arts BenchmarksI-B.1, I-B.2, I-B.3, I-C.1, I-C.2, I-D.1, I-D.3,I-D.6, II-A.1, II-B.1, II-C.2
TerraNova ObjectivesR.02a, R.02d, R.03c, R.04f, R.05a, R.05c,R.05d, V.37a
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 54
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 53
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 52
❑ PE pp. 454–463
❑ Reading and Critical Thinking Transparencies, T10
76 UNIT 3, PART 2 THE MASQUE OF THE RED DEATH
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Selection Lesson Plan (continued)
The Masque of the Red Death
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyApplying Meanings of Latin Root Words
GrammarParticiples and Participial PhrasesUsing Past and Present Participles
Speaking and ListeningNonverbal Communication
Viewing and RepresentingArt AppreciationIl ridotto [The Foyer] by Pietro Longhi
Informal AssessmentStoryboard
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C42
❑ Grammar Transparencies and Copymasters, C86
❑ Grammar Transparencies and Copymasters, C87
❑ Unit Three Resource Book: Selection Quiz, p. 55
❑ Formal Assessment: Selection Test, pp. 83–84
Selection Lesson Plan
The Raven Pages 466–472
Core Objectives■ Understand and appreciate a classic narrative poem■ Identify and analyze sound devices in a poem■ Draw conclusions about the speaker in a poem
Integrating SkillsGrammar Vocabulary■ Comparative Forms ■ Using Context Clues
of Adjectives and Adverbs
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Sound DevicesActive Reading: Drawing Conclusions
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Sound Devices
Choices and ChallengesWriting OptionsProse DescriptionSpeaker’s Diary EntryPoetic Parody
Activities and ExplorationsDramatic ReadingImage of the Study
Inquiry and ResearchPsychological View
Vocabulary in ActionMeaning Clues
The Language of Literature, Grade 11 77
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Language Arts BenchmarksI-B.1, I-B.2, I-C.2, I-D.1, I-D.3, II-B.1, II-C.2, III-B.2
TerraNova ObjectivesR.02a, R.02d, R.03c, R.04f, R.05a, R.05b,R.05d, V.37a
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 59
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 58
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 57
❑ PE pp. 466–472
❑ Unit Three Resource Book: Summary, p. 56
❑ Reading and Critical Thinking Transparencies, T4
❑ Literary Analysis Transparencies, T12
Selection Lesson Plan (continued)
The Raven
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
GrammarComparative Forms of Adjectives andAdverbs
Speaking and ListeningDramatic Reading
Informal AssessmentEvaluating the Speaker
AssessmentSelection QuizSelection TestTest Generator
78 UNIT 3, PART 2 THE RAVEN
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Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C128
❑ Unit Three Resource Book: Selection Quiz, p. 60
❑ Formal Assessment: Selection Test, pp. 85–86
Selection Lesson Plan
The Fall of the House of Usher Pages 473–499
Core Objectives■ Understand and appreciate a classic Gothic short story■ Identify and understand mood in a short story■ Understand complex sentences
Integrating SkillsGrammar Vocabulary■ Irregular Adjectives ■ Context Clues
and Adverbs ■ Understanding Prefixes■ Apostrophes: ■ Understanding Figurative
Possessive LanguageCompounds
■ Dashes
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: MoodActive Reading: Understanding Complex
Sentences
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Mood
Choices and ChallengesWriting OptionsRoderick Usher’s LetterComparing UshersMadeline’s Retelling
Activities and ExplorationsEerie PantomimeUsher PosterCharting Usher Events
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-B.1, I-B.2, I-B.3, I-C.2, I-D.1, I-D.3,I-D.6, II-B.1, II-B.2, II-C.2, III-B.2
TerraNova ObjectivesR.02a, R.02b, R.02d, R.03b, R.03c, R.03f,R.04f, R.05a, R.05c, R.05d, V.37a
The Language of Literature, Grade 11 79
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❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 64
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 63
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 62
❑ PE pp. 473–499❑ Unit Three Resource Book: Summary, p. 61
❑ Reading and Critical Thinking Transparencies, T12, T15, T49
❑ Literary Analysis Transparencies, T18
80 UNIT 3, PART 2 THE FALL OF THE HOUSE OF USHER
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Selection Lesson Plan (continued)
The Fall of the House of Usher
Choices and Challenges (continued)Inquiry and ResearchScience
Vocabulary in ActionContext Clues/Meaning Clues
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyUnderstanding PrefixesUnderstanding Figurative Language
GrammarComparisons of Irregular Adjectives andAdverbsApostrophes: Possessive CompoundsDashes
Speaking and ListeningOral ReadingDramatic Reading
Viewing and RepresentingArt AppreciationSelf Portrait by Bertalan SzekelyHead of Ophelia by Edwin Austin Abbey
Cross Curricular Links
HumanitiesGothic Architecture
PsychologyTwins
Informal AssessmentDescribing Plot, Setting, Character, and MoodJournal Entry
AssessmentSelection QuizSelection TestTest Generator
❑ Vocabulary Transparencies and Copymasters, C44
❑ Grammar Transparencies and Copymasters, T52, C129
❑ Grammar Transparencies and Copymasters, C160
❑ Grammar Transparencies and Copymasters, C161
❑ Unit Three Resource Book: Selection Quiz, p. 65❑ Formal Assessment: Selection Test, pp. 87–88
Homework Assignments Other Teaching Materials
Selection Lesson Plan
Dr. Heidegger’s Experiment Pages 500–515
Core Objectives■ Understand and appreciate a classic short story
that explores a Gothic theme■ Identify and understand foreshadowing■ Interpret the story as an allegory
Integrating SkillsGrammar Vocabulary■ Comparatives ■ Using Context Clues■ Avoiding Illogical ■ Applying Meaning of Suffixes
Comparisons
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: ForeshadowingActive Reading: Interpreting Allegory
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Foreshadowing
Choices and ChallengesWriting OptionsWarning LabelScience NewsStory Ending
Activities and ExplorationsProduct Chart
Vocabulary in ActionAssessment Practice
The Language of Literature, Grade 11 81
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.2, I-C.2, I-D.1, I-D.3, II-B.1
TerraNova ObjectivesR.02a, R.02d, R.03c, R.03f, R.04f, R.04g,R.05a, R.05c, R.05d, S.42b, V.35b, V.37a
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 69
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 68
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 67
❑ PE pp. 500–515❑ Unit Three Resource Book: Summary, p. 66
❑ Reading and Critical Thinking Transparencies, T2, T15
Selection Lesson Plan (continued)
Dr. Heidegger’s Experiment
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyApplying Meanings of Suffixes
GrammarComparativesAvoiding Illogical Comparisons
Speaking and ListeningInterpreting Character
Viewing and RepresentingArt AppreciationDéjeuner [Luncheon] by Gustave CaillebotteLa Danse à la Campagne [The countrydance] by Pierre Auguste Renoir
Cross Curricular Links
HistoryPonce de Leon and the Fountain of Youth
MulticulturalAttitudes Toward Aging
Informal AssessmentChanging Point of ViewChoosing the Best Summary
AssessmentSelection QuizSelection TestTest Generator
82 UNIT 3, PART 2 DR. HEIDEGGER’S EXPERIMENT
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Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C46
❑ Unit Three Resource Book: Selection Quiz, p. 70
❑ Formal Assessment: Selection Test, pp. 89–90
Selection Lesson Plan
A Rose for Emily Pages 516–527
Core Objectives■ Understand and appreciate a short story ■ Identify and understand characterization■ Understand the sequence of events in the story
Integrating SkillsGrammar Vocabulary■ Superlatives ■ Using Context Clues■ Modifiers: ■ Connotation
Illogical Comparisons
Preparing to ReadComparing LiteratureBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: CharacterizationActive Reading: Sequencing Events
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Foreshadowing
Choices and ChallengesWriting OptionsObituary for Miss EmilySecret DiaryPoints of Comparison
Activities and ExplorationsShort Story VideoTheatrical Performance
Inquiry and ResearchThe New South
Vocabulary in ActionContext Clues
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.2, I-B.1, I-B.2, I-C.2, I-D.1, I-D.3,II-B.1, II-C.2, II-C.3
TerraNova ObjectivesR.02a, R.03c, R.03f, R.04c, R.05a, R.05c,R.05d, V.37a
The Language of Literature, Grade 11 83
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❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 74
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 73
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 72
❑ PE pp. 516–527❑ Unit Three Resource Book: Summary, p. 71
❑ Reading and Critical Thinking Transparencies, T13, T15
❑ Literary Analysis Transparencies, T6
84 UNIT 3, PART 2 A ROSE FOR EMILY
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Selection Lesson Plan (continued)
A Rose for Emily
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyConnotation
GrammarSuperlativesModifiers: Illogical Comparisons
Speaking and ListeningDramatic Performance
Viewing and RepresentingArt AppreciationGerman Teapot by Charles Warren MundyWoman in Distress by James Ensor
Cross Curricular Link
WorkplaceWriting Instructions/Problem Solving
Informal AssessmentNews Report
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C47
❑ Unit Three Resource Book: Selection Quiz, p. 75
❑ Formal Assessment: Selection Test, pp. 91–92
Selection Lesson Plan
The Life You Save May Be Your Own Pages 528–541
Core Objectives■ Understand and appreciate a Southern Gothic short story■ Identify and examine irony■ Draw conclusions about characters
Integrating SkillsGrammar Vocabulary■ Modifiers: ■ Using Context Clues
Double Negatives ■ Analogies
Preparing to ReadComparing LiteratureBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: IronyActive Reading: Drawing Conclusions
About Characters
Teaching the LiteratureReading the SelectionReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Irony
Choices and ChallengesWriting OptionsLetter of OpinionSequel: The Saga ContinuesPoints of Comparison
Activities and ExplorationsWanted PosterPoints of Comparison
Inquiry and ResearchCon ArtistsAntisocial Personalities
The Language of Literature, Grade 11 85
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NEW MEXICO PLANNER
Language Arts BenchmarksI-B.1, I-B.2, I-C.2, I-D.1, I-D.3, II-B.1, II-C.2, II-C.3, III-B.1
TerraNova ObjectivesR.02a, R.03c, R.03f, R.05a, R.05c, V.37a
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 79
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 78
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 77
❑ PE pp. 528–541
❑ Unit Three Resource Book: Summary, p. 76
❑ Reading and Critical Thinking Transparencies, T4
❑ Literary Analysis Transparencies, T21
Selection Lesson Plan (continued)
The Life You Save May Be Your Own
Choices and Challenges (continued)Vocabulary in ActionAssessment Practice
Author ActivityThe Writer’s Eye
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyAnalogies
GrammarModifiers: Double Negatives
Speaking and ListeningDramatic Presentation
Viewing and RepresentingArt AppreciationMrs. Gamely by George LuksThe Interloper by Billy Morrow JacksonRoad to Rhome by Alexander Hogue
Cross Curricular Link
HistoryHenry Ford
Informal AssessmentMaking InferencesStoryboard
AssessmentSelection QuizSelection TestPart TestTest Generator
86 UNIT 3, PART 2 THE LIFE YOU SAVE MAY BE YOUR OWN
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Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C48
❑ Grammar Transparencies and Copymasters, T53, C137
❑ Unit Three Resource Book: Selection Quiz, p. 80
❑ Formal Assessment: Selection Test, pp. 93–94
❑ Formal Assessment: Unit Three, Part 2 Test, pp. 95–96
Writing Workshop Lesson Plan
Short Story Pages 544–549
Writing PromptWrite a short story. You might choose to use a surprise ending or twist.
Preparing to ReadIntroductionBasics in a BoxUsing the Graphic
Analyzing a Student Model“Reunited”
WritingPrewritingChoosing a Story IdeaPlanning the Short Story
DraftingOrganizing the Draft
Peer ReviewAsk Your Peer Reader
RevisingUsing Dialogue
Editing and ProofreadingPunctuating Dialogue
Reflecting
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-C.2, I-C.3, I-D.2, I-D.3, II-B.1, II-C.3, III-A.1
TerraNova ObjectivesR.08b, R.08c, R.09a, R.09b
The Language of Literature, Grade 11 87
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❑ Writing Transparencies and Copymasters, T11, T20, C29
❑ Unit Three Resource Book: Student Models, pp. 87–92
❑ Unit Three Resource Book: Prewriting, p. 82
❑ Unit Three Resource Book: Drafting and Elaboration, p. 83
❑ Unit Three Resource Book: Peer Response Guide, pp. 84–85
❑ Unit Three Resource Book: Revising, Editing, and Proofreading, p. 86
❑ Unit Three Resource Book: Rubric for Evaluation, p. 93
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