selection lesson plan a psalm of life pages 344– · pdf filecore objectives understand...

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


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


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


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❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 9



❑ PE pp. 349–362

❑ Unit Three Resource Book: Summary, p. 6


❑ Literary Analysis Transparencies, T18, T24

58 UNIT 3, PART 1 THE DEVIL AND TOM WALKER

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The Devil and Tom Walker

Choices and Challenges (continued)Vocabulary in ActionAssessment PracticeMeaning Clues

Author ActivityTales Compared


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




❑ Unit Three Resource Book: Selection Quiz, p. 10



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


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


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❑ PE pp. 363–368




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


from Self-Reliance



GrammarModifiers: Adjective and AdverbPhrases

Viewing and RepresentingArt AppreciationKindred Spirits by Asher B. Durand

Informal AssessmentRecognize the Author’s Point of View and Purpose


60 UNIT 3, PART 1 from SELF-RELIANCE

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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


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


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❑ PE pp. 369–380


❑ Reading and Critical Thinking Transparencies, T15, T20


62 UNIT 3, PART 1 from CIVIL DISOBEDIENCE

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from Civil Disobedience



Vocabulary StrategyUnderstanding Connotative andDenotative Meanings of Words

GrammarModifiers: Adjective andAdverb PhrasesCompound Adjectives

Viewing and RepresentingArt AppreciationPhotographs

Inquiry and ResearchGenerating Relevant Questions


HistoryU.S.-Mexican War

Social StudiesFemale Leaders of Social Protest

Informal AssessmentIdea Chart







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


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


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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: Literary Analysis SkillBuilder, p. 23❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 22

❑ PE pp. 381–393





from Walden



Vocabulary StrategyHomonyms

GrammarModifiers: Good and WellModifiers: Nouns as AdjectivesDouble Negatives

Viewing and RepresentingArt AppreciationPhoto by Ernst Haas


WorkplaceSetting Goals

Social StudiesNature Conservation

Informal AssessmentMake Inferences and Draw ConclusionsJournal Entry


64 UNIT 3, PART 1 from WALDEN

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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


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


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❑ PE pp. 396–405



66 UNIT 3, PART 1 SELECTED POEMS BY WALT WHITMAN

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Selected Poems by Walt Whitman


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




❑ Grammar Transparencies and Copymasters, T11, C83, C84



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


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


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

TerraNova ObjectivesR.04f, R.05c, R.05d



❑ PE pp. 410–415




Danse Russe / anyone lived in a pretty how town


Speaking and ListeningInterpreting Poems

Viewing and RepresentingArt AppreciationIcarus by Henri Matisse

Informal AssessmentIdentifying and Comparing Themes


68 UNIT 3, PART 1 DANSE RUSSE / ANYONE LIVED IN A PRETTY HOW TOWN

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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


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


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❑ PE pp. 416–423




Ending Poem / Tia Chucha


Vocabulary StrategyUsing Reference Materials

Speaking and ListeningPronouncing Spanish Words

Viewing and RepresentingArt AppreciationIn My Grandmother’s Gardenby Rosario Morales


HistoryThe Chicano Movement

Informal AssessmentFigurative Language


70 UNIT 3, PART 1 ENDING POEM / TIA CHUCHA

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❑ Vocabulary Transparencies and Copymasters: C40

❑ Formal Assessment: Selection Test: pp. 77–78


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


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


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❑ PE pp. 424–435



72 UNIT 3, PART 1 GARY KEILLOR

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Gary Keillor


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


Social StudiesOral Storytelling

Informal AssessmentJournal Entries

AssessmentSelection QuizSelection TestPart TestTest Generator






❑ 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


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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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Reflective Essay



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


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


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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




❑ PE pp. 454–463


76 UNIT 3, PART 2 THE MASQUE OF THE RED DEATH

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The Masque of the Red Death



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









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


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


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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, III-B.2

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




❑ PE pp. 466–472





The Raven



GrammarComparative Forms of Adjectives andAdverbs

Speaking and ListeningDramatic Reading

Informal AssessmentEvaluating the Speaker


78 UNIT 3, PART 2 THE RAVEN

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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


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


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❑ PE pp. 473–499❑ Unit Three Resource Book: Summary, p. 61

❑ Reading and Critical Thinking Transparencies, T12, T15, T49


80 UNIT 3, PART 2 THE FALL OF THE HOUSE OF USHER

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The Fall of the House of Usher

Choices and Challenges (continued)Inquiry and ResearchScience

Vocabulary in ActionContext Clues/Meaning 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


HumanitiesGothic Architecture

PsychologyTwins

Informal AssessmentDescribing Plot, Setting, Character, and MoodJournal Entry



❑ Grammar Transparencies and Copymasters, T52, C129



❑ Unit Three Resource Book: Selection Quiz, p. 65❑ Formal Assessment: Selection Test, pp. 87–88



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


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


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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







Dr. Heidegger’s Experiment



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


HistoryPonce de Leon and the Fountain of Youth

MulticulturalAttitudes Toward Aging

Informal AssessmentChanging Point of ViewChoosing the Best Summary


82 UNIT 3, PART 2 DR. HEIDEGGER’S EXPERIMENT

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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


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


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84 UNIT 3, PART 2 A ROSE FOR EMILY

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A Rose for Emily



Vocabulary StrategyConnotation

GrammarSuperlativesModifiers: Illogical Comparisons

Speaking and ListeningDramatic Performance

Viewing and RepresentingArt AppreciationGerman Teapot by Charles Warren MundyWoman in Distress by James Ensor


WorkplaceWriting Instructions/Problem Solving

Informal AssessmentNews Report







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


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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




❑ PE pp. 528–541





The Life You Save May Be Your Own

Choices and Challenges (continued)Vocabulary in ActionAssessment Practice

Author ActivityThe Writer’s Eye



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


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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❑ Grammar Transparencies and Copymasters, T53, C137



❑ 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


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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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