selection lesson plan checkouts pages 22–31 lesson plan the ransom of red chief pages 69–82 core...

Selection Lesson Plan

Checkouts Pages 22–31

Core Objectives■ Understand and appreciate a short story■ Understand character motivation in short stories■ Use clues in the literature and prior knowledge to make

predictions about character and plot

Integrating SkillsGrammar Vocabulary■ Punctuating Dialogue ■ Using Context Clues■ Correcting Sentence ■ Applying Meanings

Fragments of Prefixes

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your Reading

Literary Analysis: MotivationActive Reading: Making Predictions

Teaching the LiteratureReading the Selection

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

Choices and ChallengesWriting OptionsPersonal LetterImaginary Dialogue

Activities and ExplorationsStory Skits

Inquiry and ResearchPart-Time Jobs

The Language of Literature, Grade 8 1

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❑ Unit One Resource Book: Words to Know SkillBuilder, p. 10

❑ Unit One Resource Book: Literary Analysis SkillBuilder, p. 9

❑ Unit One Resource Book: Active Reading SkillBuilder, p. 8

❑ PE pp. 22–31

❑ Unit One Resource Book: Summary, p. 7

❑ Reading and Critical Thinking Transparencies, T2

❑ Literary Analysis Transparencies, T3

❑ Communications Transparencies and Copymasters, T13

❑ Writing Transparencies, T54

NEW MEXICO PLANNER

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

TerraNova ObjectivesL.39c, R.02a, R.02b, R.03f, R.04d, R.04e,R.04f, R.05a, R.05d, R.05e, R.05f, R.07a,R.08e, R.08g, S.42a, S.42c, S.42d, V.37a

Selection Lesson Plan (continued)

Checkouts

Choices and Challenges (continued)Vocabulary in ActionWord Meanings

Grammar in ContextSentence Fragments

Author ActivityCountry Life, City Life

Teaching Options (from Teacher’s Edition)Mini Lessons

Preteaching VocabularyUsing Context Clues

Vocabulary StrategyApplying Meanings of Prefixes

GrammarPunctuating DialogueCorrecting Sentence Fragments

Speaking and ListeningPersuasive Speaking

SpellingLatin Root

Informal AssessmentAlternative Ending

AssessmentSelection QuizSelection TestTest Generator

2 UNIT 1, PART 1 CHECKOUTS

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Homework Assignments Other Teaching Materials

❑ Vocabulary Transparencies and Copymasters, C18


❑ Grammar Transparencies and Copymasters, C133



❑ Unit One Resource Book: Spelling SkillBuilder, p. 12

❑ Unit One Resource Book: Selection Quiz, p. 13

❑ Formal Assessment: Selection Test, pp. 5–6

❑ Unit One Resource Book: Grammar SkillBuilder, p. 11


Raymond’s Run Pages 32–43

Core Objectives■ Understand and appreciate a short story■ Understand plot■ Understand the use of cause and effect

Integrating SkillsGrammar Vocabulary■ Adjective and Adverb ■ Using Dictionaries to Determine

Phrases Precise Meanings■ Creating Sentences ■ Using Context to Understand

with Unusual Word Informal LanguageOrder

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Dictionaries toDetermine Precise MeaningFocus Your Reading

Literary Analysis: PlotActive Reading: Cause and Effect


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

Choices and ChallengesWriting OptionsPersonal-Best Paragraph

Activities and ExplorationsAcceptance Speech

Art Connection

Inquiry and ResearchMental Imaging


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❑ PE pp. 32–43






NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02b, R.03d, R.03e, R.03f, R.04e,R.04f, R.05a, R.05e, R.05f, R.07c, R.08e,S.41a, S.42c, S.42d


Raymond’s Run

Choices and Challenges (continued)Vocabulary and SpellingDescription CluesGreek Word Parts

Grammar in ContextSubjects in Unusual Word Order

Author ActivityWriting and Experience


Preteaching VocabularyUsing Dictionaries to Determine PreciseMeaning

Vocabulary StrategyUsing Context to Understand InformalLanguage

GrammarAdjective and Adverb PhrasesCreating Sentences with Unusual WordOrder

Speaking and ListeningReaders Theater

Viewing and RepresentingArt AppreciationVisa by Stuart Davis

SpellingThe Sound f

Informal AssessmentChoosing the Best Summary


4 UNIT 1, PART 1 RAYMOND’S RUN

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Stop the Sun Pages 48–58

Core Objectives■ Understand and appreciate a short story■ Understand theme■ Use the skill of connecting

Integrating SkillsGrammar Vocabulary■ Distinguishing ■ Synonyms

Between ActionVerbs and LinkingVerbs

■ Predicate Words andLinking Verbs

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: SynonymsFocus Your Reading

Literary Analysis: ThemeActive Reading: Connecting


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

Choices and ChallengesWriting OptionsFather’s Day Card

Activities and ExplorationsVeteran Interview

Art Connection

Inquiry and ResearchVietnam SyndromeDiagram Meaning

Vocabulary in ActionMeaning Clues


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❑ PE pp. 48–58




❑ Communications Transparencies and Copymasters, C9


NEW MEXICO PLANNER

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

TerraNova ObjectivesL.39a, R.02a, R.02b, R.02c, R.03a, R.03h,R.04e, R.04f, R.05a, R.05e, R.05f, R.08e,R.08g, R.09a, S.42a, S.42d, V.35a


Stop the Sun

Choices and Challenges (continued)Grammar in ContextPredicate Nouns and Predicate Adjectives


Preteaching VocabularySynonyms

GrammarDistinguishing Between Action Verbsand Linking VerbsPredicate Words and Linking Verbs

Viewing and RepresentingArt AppreciationPrometheus Under Fire by Rupert Garcia

SpellingGreek Prefixes

Cross Curricular Link

HistoryColonialism in Southeast Asia

Informal AssessmentPredicting Probable Future Actionsand Outcomes


6 UNIT 1, PART 1 STOP THE SUN

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A Mother in Mannville Pages 59–68

Core Objectives■ Understand and appreciate a short story■ Understand setting■ Use the skill of visualizing

Integrating SkillsGrammar Vocabulary■ Simple Tenses and ■ Using a Thesaurus

Perfect Tenses■ Recognizing

Appropriate and Inappropriate Shiftsin Verb Tense

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using a ThesaurusFocus Your Reading

Literary Analysis: SettingActive Reading: Visualizing


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

Choices and ChallengesWriting OptionsBiography of Jerry

Activities and ExplorationsImprovised ConversationMood Montage

Inquiry and ResearchAppalachian Mountains

Vocabulary in ActionContext Clues

Grammar in ContextConsistent Verb Tense


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❑ PE pp. 59–68




❑ Unit One Resource Book: Grammar SkillBuilder T32

NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02b, R.03b, R.03c, R.03f, R.04e,R.04f, R.05a, R.05d, R.05e, R.05f, R.08e,R.09a, S.41a, V.37a


A Mother in Mannville

Choices and Challenges (continued)Author ActivityRegional Writer


Preteaching VocabularyUsing a Thesaurus

GrammarSimple Tenses and Perfect TensesRecognizing Appropriate andInappropriate Shifts in Verb Tense

Viewing and RepresentingArt AppreciationAutumn Leaves by Winslow HomerAfter the Chase by Andrew Wyeth

SpellingSpelling Hard and Soft c

Informal AssessmentAlternative Ending


8 UNIT 1, PART 1 A MOTHER IN MANNVILLE

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The Ransom of Red Chief Pages 69–82

Core Objectives■ Understand and appreciate a short story■ Understand irony■ Use the skill of making predictions

Integrating SkillsGrammar Vocabulary■ Pronoun Agreement ■ Using Context Clues■ Indirect Objects ■ Researching Word Origins■ Pronouns and Their

Antecedents


Literary Analysis: IronyActive Reading: Predicting


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

Choices and ChallengesWriting OptionsAdvice ColumnJournal Entry

Activities and ExplorationsBallad of Red ChiefFilm Review

Inquiry and ResearchAn Oldie but Goodie



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❑ PE pp. 69–82






NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02b, R.03e, R.03f, R.03g, R.04d,R.04e, R.04f, R.05a, R.05d, R.05e, R.05f,R.08e, R.09a, S.42a, S.42d, V.37a


The Ransom of Red Chief

Choices and Challenges (continued)Grammar in ContextPronouns and Their Antecedents

Author ActivitySurprise!



Vocabulary StrategyResearching Word Origins

GrammarPronoun AgreementIndirect ObjectsPronouns and Their Antecedents

Speaking and ListeningDramatic Reading

Viewing and RepresentingArt AppreciationThe Birthplace of Herbert Hooverby Grant Wood

SpellingPrefixes com- and im-

Informal AssessmentIdentifying the Best Summary


10 UNIT 1, PART 1 THE RANSOM OF RED CHIEF

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❑ Unit One Resource Book: Spelling Skill Builder, p. 40


Writing Workshop Lesson Plan

Response to Literature Pages 94–99

Writing PromptWrite a personal response to a short story or poem.

PreparingIntroductionBasics in a BoxAnalyzing a Student ModelPersonal Response to Stop the Sun

WritingPrewritingChoosing a SubjectPlanning Your Response to Literature

DraftingOrganizing the Draft

Peer ReviewAsk Your Peer Reader

RevisingA Strong Introduction

Editing and ProofreadingRun-on Sentences

Reflecting

Assessment PracticeRevising and Editing


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❑ Writing Transparencies and Copymasters, T1–4, T24

❑ Unit One Resource Book: Student Models, pp. 48–50

❑ Unit One Resource Book: Prewriting, p. 43

❑ Unit One Resource Book: Drafting and Elaboration, p. 44

❑ Unit One Resource Book: Peer Response Guide, pp. 45–46

❑ Unit One Resource Book: Revising, Editing, and Proofreading, p. 47

❑ Unit One Resource Book: Rubric for Evaluation, p. 51

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-A.2, I-B.1, II-B.1, II-B.6, II-B.7, II-C.1, II-C.2, III-A.2

TerraNova ObjectivesR.05c, R.07a, R.08d, R.08f, R.08g, R.09a,R.09b

Writing Workshop Lesson Plan (continued)

Response to Literature

Teaching Options (from Teacher’s Editions)Mini Lessons

Viewing and RepresentingPicturing Text Structure

GrammarSentence Fragments

12 UNIT 1, PART 1 WRITING WORKSHOP

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The Great Rat Hunt Pages 106–117

Core Objectives■ Understand and appreciate a memoir■ Use the skill of identifying the main idea

Integrating SkillsGrammar Vocabulary■ Identifying Subjects ■ Using a Dictionary

and Predicates■ Subjects and

Predicates

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using a DictionaryFocus Your Reading

Literary Analysis: MemoirActive Reading: Identifying the Main Idea


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

Choices and ChallengesWriting OptionsFather’s MemoirPersuasive Paragraph

Activities and ExplorationsDramatic Reading

Inquiry and ResearchA Famous Asthma Sufferer


Grammar in ContextSubjects and Predicates

Author ActivityOften an Outsider




❑ PE pp. 106–107






❑ Writing Transparencies, T47–48

❑ Unit One Resource Book: Grammar SkillBuilder, p.56

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-A.2, I-A.3, I-B.1c, I-C.1, I-D.1, I-D.2, I-D.5, I-D.6, II-B.1, II-C.3, III-A.2, III-A.3

TerraNova ObjectivesR.02a, R.02b, R.02c, R.03a, R.03b, R.03f,R.03h, R.04b, R.04d, R.04e, R.04f, R.05a,R.05b, R.05d, R.05e, R.05f, R.07a, R.08a,R.08c, R.08e, R.08g, S.41a, V.37a


The Great Rat Hunt


Preteaching VocabularyUsing a Dictionary

GrammarIdentifying Subjects and PredicatesSubjects and Predicates

Speaking and ListeningDramatic Dialogue

Viewing and RepresentingArt AppreciationChinatown by Charles SovekPortrait by Roland Jarvis

Informal AssessmentSummarizing


14 UNIT 1, PART 2 THE GREAT RAT HUNT

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Flying Pages 118–129

Core Objectives■ Understand and appreciate a memoir■ Understand an anecdote■ Identify author’s purpose

Integrating SkillsGrammar Vocabulary■ Identifying Simple ■ Using Context Clues

Subjects and SimplePredicates

■ Creating Sentences from Simple Subjectsand Simple Predicates


Literary Analysis: AnecdoteActive Reading: Identifying Author’s Purpose


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

Choices and ChallengesWriting OptionsComparison EssayHow-To Instructions

Activities and ExplorationsImage CollageRadio Broadcast

Inquiry and ResearchWomen Pilots Take Off

Vocabulary and SpellingMeaning CluesWords Ending With -ous


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❑ PE pp. 118–129





❑ Communications Transparencies and Copymasters, T47–48



NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02b, R.03a, R.03h, R.04a, R.04e,R.04f, R.05a, R.05b, R.05d, R.05e, R.05f,R.07b, R.08a, R.08c, R.08e, R.08g, S.42b,S.42c, S.42d, V.37a


Flying

Choices and Challenges (continued)Grammar in ContextSimple Subjects and Simple Predicates

Author ActivityFather and Daughter



GrammarIdentifying Simple Subjects and Simple PredicatesCreating Sentences from SimpleSubjects and Simple Predicates

Speaking and ListeningVideo Interview

Viewing and RepresentingThe Aeronca flying over Connecticut

Informal AssessmentRecognizing Author’s Perspective andPurpose


16 UNIT 1, PART 2 FLYING

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from High Tide in Tucson Pages 134–142

Core Objectives■ Understand and appreciate an essay■ Use the skill of visualizing

Integrating SkillsGrammar Vocabulary■ Agreement with ■ Using a Dictionary to Determine

Compound Subjects Precise Meanings■ Using Compound

Subjects and Verbsfor Sentence Variety

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using a Dictionary to Determine Precise MeaningFocus Your Reading

Literary Analysis: EssayActive Reading: Visualizing


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

Choices and ChallengesWriting OptionsPond PoemInformal Essay

Activities and ExplorationsTravel BrochurePond Drawing

Inquiry and ResearchHow Dry I Am!


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❑ PE pp. 134–142






NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02b, R.03h, R.04e, R.05a, R.05b,R.05d, R.05e, R.05f, R.07c, R.08e, R.09a,V.37a


from High Tide in Tucson

Choices and Challenges (continued)Vocabulary in ActionContext CluesStory Creation

Grammar in ContextCompound Subjects and Compound Predicates

Author ActivityThe Natural World


Preteaching VocabularyUsing a Dictionary to Determine Precise Meanings

GrammarAgreement With Compound SubjectsUsing Compound Subjects andVerbs for Sentence Variety

Viewing and RepresentingSouthwest Hills by Stephen Zolin

Cross Curricular Links

ScienceDeserts

Informal AssessmentAuthor’s Purpose


18 UNIT 1, PART 2 FROM HIGH TIDE IN TUCSON

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The King of Mazy May Pages 148–158

Core Objectives■ Understand and appreciate a short story■ Distinguish between antagonist and protagonist■ Monitor reading strategies

Integrating SkillsGrammar Vocabulary■ Punctuating the Four ■ Using Synonyms

Kinds of SentenceStructures

■ Creating Sentence Variety by Using Different SentenceStructures

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using SynonymsFocus Your Reading

Literary Analysis: Antagonist and ProtagonistActive Reading: Monitoring Your Reading


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Protagonist and Antagonist

Choices and ChallengesVocabulary in ActionAssessment PracticeMeaning Clues

Grammar in ContextSentence Variety


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❑ PE pp. 148–158





NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02b, R.03f, R.03g, R.04e, R.04f,R.05a, R.05e, R.07c, V.35a


The King of Mazy May


Preteaching VocabularyUsing Synonyms

GrammarPunctuating the Four Kinds of SentencesCreating Sentence Variety by UsingDifferent Sentence Structures

Speaking and ListeningRole Play a Conversation

Viewing and RepresentingPhotograph of Dawson

SpellingWords Spelled With -er and -or

Cross Curricular Link

Social StudiesKlondike Gold Rush

Informal AssessmentLetter


20 UNIT 1, PART 2 THE KING OF MAZY MAY

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The Story of an Eyewitness Pages 159–167

Core Objectives■ Understand and appreciate a feature story■ Understand chronological order

Integrating SkillsGrammar Vocabulary■ Using Here and There ■ Using a Dictionary

to Begin Sentences■ Agreement of Subject

and Verb in SentencesBeginning with Hereand There

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using a DictionaryFocus Your Reading

Literary Analysis: Feature StoryActive Reading: Understanding ChronologicalOrder


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Feature Story

Choices and Challenges, p. 167Vocabulary in ActionContext Clues

Grammar in ContextProblems with Here and There

Choices and Challenges, p. 171Writing OptionsInjustice Narrative

Activities and ExplorationsVideo Review

Inquiry and ResearchPartner, We Are Rich


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❑ PE pp. 159–167








NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02b, R.02c, R.03h, R.04e, R.04f,R.05a, R.05b, R.05c, R.05d, R.05e, R.05f,R.08b, R.08e, R.08f, R.08g, R.09a, S.42a,S.42d, V.37a


The Story of an Eyewitness

Choices and Challenges, p. 171 (continued)Author Study ProjectA Handbook for Prospectors


Preteaching VocabularyUsing a Dictionary

GrammarAgreement of Subject and Verb inSentences Beginning with Hereand ThereUsing Here and There to Begin Sentences

SpellingPrefixes com-, col-, and con-

Cross Curricular Links

ScienceTectonic Plates

Informal AssessmentIdentifying the Main Idea


22 UNIT 1, PART 2 THE STORY OF AN EYEWITNESS

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Writing Workshop Lesson Plan

Autobiographical Incident Pages 174–179

Writing PromptWrite an autobiographical essay about an experience that wasimportant to you.

PreparingIntroductionBasics in a BoxAnalyzing a Student Model“There’s No Place Like Home”

WritingPrewritingChoosing a SubjectPlanning Your Autobiographical Incident EssayDraftingOrganizing the DraftPeer ReviewAsk Your Peer ReaderRevisingMaking the Order of Events ClearEditing and ProofreadingCombining Sentences: Compound Subjects and PredicatesReflecting

Assessment PracticeRevising and Editing


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❑ Writing Transparencies and Copymasters, T1–4, T25

❑ Unit One Resource Book: Student Models, pp. 93–95

❑ Unit One Resource Book: Prewriting, p. 88

❑ Unit One Resource Book: Drafting and Elaboration, p. 89

❑ Unit One Resource Book: Peer Response Guide, pp. 90–91

❑ Unit One Resource Book: Revising, Editing, and Proofreading, p. 92

❑ Unit One Resource Book: Rubric for Evaluation, p. 96

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-A.2, II-B.1, II-B.4, II-B.6, II-B.7, II-C.1, II-C.2

TerraNova ObjectivesR.07a, R.07b, R.08b, R.08d, R.08g, R.09a,R.09b

Writing Workshop Lesson Plan (continued)

Autobiographical Incident


Viewing and RepresentingPicturing Text Structure

GrammarDouble Negatives

24 UNIT 1, PART 2 WRITING WORKSHOP

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selection lesson plan checkouts pages 22–31 lesson plan the ransom of red chief pages 69–82 core...

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