selection lesson plan the second coming / sailing … lesson plan the second coming / sailing to...

Selection Lesson Plan

The Second Coming / Sailing to Byzantium Pages 988–993

Core Objectives■ Understand and appreciate modern poetry■ Appreciate the author’s use of symbols■ Clarify meaning in poetry in order to understand Yeats’s poems

Integrating SkillsGrammar Vocabulary■ Verbs: Choosing ■ Denotation and

Precise Diction Connotation

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: SymbolsActive Reading: Clarifying Meaning in Poetry

Teaching the LiteratureReading the Selection

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

Choices and ChallengesWriting OptionsStanza TitlesSymbolic Description

Activities and ExplorationsDance InterpretationSculpture Design

Inquiry and ResearchByzantine Art

Author ActivityMystical Beliefs

The Language of Literature, Grade 12 153

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

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

Name Date

❑ Unit Six Resource Book: Literary Analysis SkillBuilder, p. 5

❑ Unit Six Resource Book: Active Reading SkillBuilder, p. 4

❑ PE pp. 988–993

❑ Reading and Critical Thinking Transparencies, T53

❑ Literary Analysis Transparencies, T22

Selection Lesson Plan (continued)

The Second Coming / Sailing to Byzantium

Teaching Options (from Teacher’s Edition)Mini Lessons

Vocabulary StrategyDenotation and Connotation

GrammarVerbs: Choosing Precise Diction

Speaking and ListeningHolding a Discussion

Informal AssessmentWriting an Essay

AssessmentSelection TestTest Generator

154 UNIT 6, PART 1 THE SECOND COMING / SAILING TO BYZANTIUM

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Homework Assignments Other Teaching Materials

❑ Vocabulary Transparencies and Copymasters, C78

❑ Grammar Transparencies and Copymasters, C167

❑ Formal Assessment: Selection Test, pp. 179–180


The Rising of the Moon Pages 994–1003

Core Objectives■ Understand and appreciate a one-act play■ Appreciate the author’s use of suspense■ Analyze dialect to appreciate and understand the play

Integrating SkillsGrammar Vocabulary■ Verbs: Simple vs. ■ Dialect

Perfect Tenses

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: SuspenseActive Reading: Analyzing Dialect


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

Choices and ChallengesWriting OptionsDramatic SceneStory OutlinePolitical Ballad

Activities and ExplorationsClassroom DebateFirst Night Poster

Inquiry and ResearchA Divided Nation

Author ActivityAbbey Theatre


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

TerraNova ObjectivesR.02d, R.03f, R.04f, R.05d

Name Date



❑ PE pp. 994–1003

❑ Unit Six Resource Book: Summary, p. 6

❑ Reading and Critical Thinking Transparencies, T44, T52



The Rising of the Moon


Vocabulary StrategyDialect

GrammarVerbs: Simple vs. Perfect Tenses

Speaking and ListeningDramatic Performance

Viewing and RepresentingArt AppreciationCaptain Ned Bishop with Officers on the Bridge of the SS Eagle by David Blackwood

Cross Curricular Links

HistoryPolicing Ireland

MulticulturalNational Theater

Informal AssessmentChoosing the Best Summary

AssessmentSelection QuizSelection TestTest Generator

156 UNIT 6, PART 1 THE RISING OF THE MOON

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❑ Unit Six Resource Book: Selection Quiz, p. 9



The Rocking-Horse Winner Pages 1006–1021

Core Objectives■ Understand and appreciate a short story■ Appreciate the author’s use of foreshadowing in fiction■ Draw conclusions about “The Rocking-Horse Winner”

Integrating SkillsGrammar Vocabulary■ Verbs: Subject-Verb ■ Synonyms and

Agreement Antonyms

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Synonyms and AntonymsFocus Your ReadingLiterary Analysis: Foreshadowing in FictionActive Reading: Drawing Conclusions


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Foreshadowing in Fiction

Choices and ChallengesWriting OptionsAdvice ColumnAlternative EndingDetective’s Report

Activities and ExplorationsRadio PlayStory to MovieAbstract Painting

Inquiry and ResearchHorseracing

Vocabulary in ActionAssessment Practice

Author ActivityQuestioning Conventions


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TerraNova ObjectivesR.02a, R.02d, R.03c, R.03f, R.04f, R.05a,R.05d, V.35a, V.35b

Name Date

❑ Unit Six Resource Book: Words to Know SkillBuilder, p. 13



❑ PE pp. 1006–1021❑ Unit Six Resource Book: Summary, p. 10




The Rocking-Horse Winner


Preteaching VocabularySynonyms and Antonyms

GrammarVerbs: Subject-Verb Agreement

Speaking and ListeningSports Announcing

Viewing and RepresentingArt AppreciationThe Races at Longchamp by Édouard Manet


SociologyPublic Schools

MulticulturalHorses

WorkplacePortfolios

Informal AssessmentTaking Objective Tests: Analogies


158 UNIT 6, PART 1 THE ROCKING-HORSE WINNER

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❑ Grammar Transparencies and Copymasters, T47, C141


Araby Pages 1022–1031

Core Objectives■ Understand and appreciate a modern short story■ Appreciate the author’s use of point of view■ Make inferences to understand and interpret “Araby”

Integrating SkillsGrammar Vocabulary■ Adverbials: Function ■ Synonyms

and Placement ■ Greek Roots in English

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: SynonymsFocus Your ReadingLiterary Analysis: Point of ViewActive Reading: Making Inferences


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

Choices and ChallengesWriting OptionsChildhood DiaryDramatic SceneBiographical SketchExplanatory Paragraph

Activities and ExplorationsInterpretation in PantomimeAraby AdPhoto Gallery

Inquiry and ResearchIrish History

Vocabulary in ActionWord Meaning


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

TerraNova ObjectivesR.02a, R.02d, R.03f, R.04f, R.05a, R.05c,R.05d, V.35a

Name Date




❑ PE pp. 1022–1031





Araby

Choices and Challenges (continued)Author ActivityLife in Literature


Preteaching VocabularySynonyms

Vocabulary StrategyGreek Roots in English

GrammarAdverbials: Subordinate Clauses

Viewing and RepresentingArt AppreciationSt. Patrick’s Close by Walter Frederick Osborne

Cross Curricular Link

MulticulturalAraby

Informal AssessmentAlternative Ending


160 UNIT 6, PART 1 ARABY

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A Cup of Tea Pages 1034–1043

Core Objectives■ Understand and appreciate a modern short story■ Appreciate the author’s use of realism■ Analyze plot in “A Cup of Tea”

Integrating SkillsGrammar■ Power Words■ Controlling Rhythm

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: RealismActive Reading: Analyzing Plot


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

Choices and ChallengesWriting OptionsConcluding ParagraphMissing Scene

Activities and ExplorationsContemporary VersionParty Invitation

Inquiry and ResearchClass in Britain

Author ActivityMansfield and Lawrence


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

TerraNova ObjectivesR.02d, R.03c, R.03e, R.04d, R.04f

Name Date







A Cup of Tea


GrammarRhythm: Power WordsRhythm: Controlling Rhythm

Speaking and ListeningDramatic Presentation

Viewing and RepresentingArt AppreciationThe First Cloud by Sir William Quiller Orchardson

Informal AssessmentWriting an Article


162 UNIT 6, PART 1 A CUP OF TEA

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The Duchess and the Jeweller Pages 1046–1056

Core Objectives■ Understand and appreciate a short story■ Appreciate the author’s use of style■ Make inferences to understand and interpret Woolf’s story

Integrating SkillsGrammar Vocabulary■ Parallelism ■ Using the Dictionary

■ Using Context Clues

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using the DictionaryFocus Your ReadingLiterary Analysis: StyleActive Reading: Making Inferences


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

Choices and ChallengesWriting OptionsAlternative EndingProfile of OliverImaginary DialogueParagraph Analysis

Activities and ExplorationsCaricature of a Shrewd PairDuchess’s SoliloquyDiscussion of Greed

Inquiry and ResearchBloomsbury GroupPrecious Jewels

Vocabulary in ActionMeaning Clues


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

TerraNova ObjectivesR.02d, R.03f, R.04f, V.35a

Name Date


❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 26

❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 25

❑ PE pp. 1046–1056



❑ Literary Analysis Transparencies, T22, T24


The Duchess and the Jeweller

Choices and Challenges (continued)Author ActivityLandmark Essay


Preteaching VocabularyUsing the Dictionary

Vocabulary StrategyUsing Context Clues

GrammarParallelism

Speaking and ListeningMaking a Speech

Viewing and RepresentingArt AppreciationA Dinner Table at Night (The Glass of Claret)by John Singer Sargent


HistorySouth African Colonists

Informal AssessmentWriting an Essay


164 UNIT 6, PART 1 THE DUCHESS AND THE JEWELLER

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Selected Poems by T. S. Eliot Pages 1064–1075

Core Objectives■ Understand and appreciate modern poetry■ Appreciate the author’s use of rhythm in modern verse■ Use strategies for reading modern verse to understand

and interpret Eliot’s poems

Integrating SkillsGrammar Vocabulary■ Pronouns: Vague ■ Using Dictionaries

Antecedents ■ Prefixes

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Rhythm in Modern VerseActive Reading: Strategies for Reading

Modern Verse


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Rhythm in Modern Poetry

Choices and ChallengesWriting OptionsDramatic SkitArmchair Analysis

Activities and ExplorationsPoetic CollageDramatic Reading

Inquiry and ResearchUrban PovertyContemporary Issues

Author ActivityDramatizing a Day in the Life


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TerraNova ObjectivesR.02d, R.04g, R.05b, R.05c, R.05d

Name Date



❑ PE pp. 1064–1075




Selected Poems by T. S. Eliot


Vocabulary StrategyUsing DictionariesPrefixes

GrammarPronouns: Vague Antecedents

Speaking and ListeningDramatic Reading


MulticulturalSymbolists

Informal AssessmentChoosing the Best Restatement


166 UNIT 6, PART 1 SELECTED POEMS BY T.S. ELIOT

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Musée des Beaux Arts / The Unknown Citizen Pages 1076–1082

Core Objectives■ Understand and appreciate modern poetry■ Appreciate the author’s use of irony in modern poetry■ Draw conclusions about Auden’s poetry

Integrating SkillsGrammar Vocabulary■ Adverbials: ■ Meanings of -ing Endings

Qualifiers

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Irony in Modern PoetryActive Reading: Drawing Conclusions


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Irony in Modern Poetry

Choices and ChallengesWriting OptionsNewspaper EditorialComparison of Workers

Activities and ExplorationsPolice InterviewCensus Forms

Inquiry and ResearchThe 1930s


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TerraNova ObjectivesR.02d, R.03c, R.03f, R.04f

Name Date



❑ PE pp. 1076–1082




Musée des Beaux Arts / The Unknown Citizen


Vocabulary StrategyMeanings of -ing Endings

GrammarAdverbials: Qualifiers

Viewing and RepresentingArt AppreciationGolconde and La Grande Guerre by René Magritte


ArtDutch and Flemish Painters


168 UNIT 6, PART 1 MUSÉE DES BEAUX ARTS / THE UNKNOWN CITIZEN

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What I Expected Pages 1083–1086

Core Objectives■ Understand and appreciate a poem■ Appreciate the author’s use of imagery in modern poetry■ Determine major ideas in poetry to understand Spender’s poem

Integrating SkillsGrammar Vocabulary■ Gerund and Its ■ Applying Meanings

Subject of Suffixes

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Imagery in Modern PoetryActive Reading: Determining Major Ideas

in Poetry


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Imagery in Modern Poetry

Choices and ChallengesWriting OptionsDiary EntriesOpinion Paper

Activities and ExplorationsDramatic ReadingInterpretive Montage

Inquiry and ResearchCrystals

Art ConnectionVisual Verbal Images

Author ActivityPropaganda War


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

TerraNova ObjectivesR.02b, R.02d, R.03a, R.03b, R.05d, S.42b

Name Date


❑ Unit Six Resource Book:Active Reading SkillBuilder, p. 33

❑ PE pp. 1083–1086




What I Expected


Vocabulary StrategyApplying Meaning of Suffixes (Verbals)

GrammarGerund and Its Subject


170 UNIT 6, PART 1 WHAT I EXPECTED

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Do Not Go Gentle into That Good Night /In My Craft or Sullen Art Pages 1087–1093

Core Objectives■ Understand and appreciate two poems■ Appreciate the author’s use of consonance and assonance■ Visualize setting in poetry to appreciate Thomas’s poems

Integrating SkillsGrammar Vocabulary■ Cohesion: ■ Word Origins

Repetition vs. Redundancy

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Consonance and AssonanceActive Reading: Visualizing Setting in Poetry


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Consonance and Assonance

Choices and ChallengesWriting OptionsLetter to the PoetInterpretive Notes

Activities and ExplorationsInspiring SpeechThe Poet’s Voice

Inquiry and ResearchWelsh Literary Tradition

Author ActivityCelebrated Reader


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

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

Name Date



❑ PE pp. 1087–1093




Do Not Go Gentle into That Good Night /In My Craft or Sullen Art


Vocabulary StrategyWord Origins

GrammarCohesion: Repetition vs. Redundancy

Viewing and RepresentingArt AppreciationPortrait of Father III by Leon Kossoff

Informal AssessmentWriting a Paragraph


172 UNIT 6, PART 1 DO NOT GO GENTLE INTO THAT GOOD NIGHT / IN MY CRAFT OR SULLEN ART

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Writing / Escritura Pages 1094–1097

Core Objectives■ Understand and appreciate a modern Latin American poem■ Appreciate the author’s use of paradox■ Analyze poetic language to appreciate and understand

Paz’s poem■ Recognize and discuss themes that cross cultures

Integrating SkillsGrammar■ Ending the Sentence

Preparing to ReadComparing Literature of the WorldBuild BackgroundFocus Your ReadingLiterary Analysis: ParadoxActive Reading: Analyzing Poetic Language


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

Choices and ChallengesWriting OptionsCreative DefinitionInterior MonologuePoints of Comparison

Activities and ExplorationsStamp DesignMultimedia Presentation

Inquiry and ResearchTranslating Poetry

Author ActivityCultural Interests


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

TerraNova ObjectivesR.05c, R.05d

Name Date

❑ Unit Six Resource Book: Literary Analysis SkillBuilder, p. 38❑ Unit Six Resource Book: Active Reading SkillBuilder, p. 37

❑ PE pp. 1094–1097



Writing / Escritura


GrammarEnding the Sentence


MulticulturalModernismo

AssessmentSelection TestPart TestTest Generator

174 UNIT 6, PART 1 WRITING / ESCRITURA

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❑ Formal Assessment: Selection Test, pp. 199–200❑ Formal Assessment: Unit Six, Part 1 Test, pp. 201–202

Writing Workshop Lesson Plan

Dramatic Scene Pages 1098–1103

Writing PromptWrite a dramatic scene based on a piece of fictionor on an incident you create.

Preparing to ReadIntroductionBasics in a BoxUsing the GraphicPresenting the Rubric

Analyzing a Student Model“Two Characters on a Bus”

WritingPrewritingChoosing a TopicPlanning Your Dramatic Scene

DraftingOrganizing the Draft

Peer ReviewAsk Your Peer Reader

RevisingUsing Dialogue Effectively

Editing and ProofreadingFormats for Scripts

Reflecting


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

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

Name Date

❑ Writing Transparencies and Copymasters, T11, T19, C31

❑ Unit Six Resource Book: Rubric for Evaluation, p. 50

❑ Unit Six Resource Book: Student Models, pp. 44–49

❑ Unit Six Resource Book: Prewriting, p. 39

❑ Unit Six Resource Book: Drafting and Elaboration, p. 40

❑ Unit Six Resource Book: Peer Response Guide, pp. 41–42

❑ Unit Six Resource Book: Revising, Editing, and Proofreading, p. 43

Writing Workshop Lesson Plan (continued)

Dramatic Scene

176 UNIT 6, PART 1 WRITING WORKSHOP

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An Irish Airman Foresees His Death / The Soldier / Dreamers Pages 1107–1113

Core Objectives■ Understand and appreciate three poems about World War I■ Appreciate authors’ uses of speakers■ Make inferences to understand poems by Yeats, Brooke,

and Sassoon

Integrating SkillsGrammar■ Adverbs: Only

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: SpeakerActive Reading: Making Inferences


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

Choices and ChallengesWriting OptionsWartime EpitaphsLetter to a SoldierMultimedia NotesBumper Stickers

Activities and ExplorationsRole-PlaySoldier RatingChoral ReadingWar Diorama

Inquiry and ResearchWorld War I Songs

Author ActivityPoet of YouthBrothers in Arms


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❑ PE pp. 1107–1113



NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02d, R.04d, R.04f, R.05c, R.05d, R.07d,R.07e


An Irish Airman Foresees His Death / The Soldier /Dreamers


GrammarAdverbs: Only

Speaking and ListeningClass Discussion

Viewing and RepresentingArt AppreciationDetail of The Bombing of El-Afuleh Railway Junction by C. R. Fleming-Williams

Informal AssessmentWrite an Essay


178 UNIT 6, PART 2 AN IRISH AIRMAN FORESEES HIS DEATH / THE SOLDIER / DREAMERS

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Other Teaching MaterialsHomework Assignments



NEW MEXICO PLANNER

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

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


from Testament of Youth Pages 1114–1126

Core Objectives■ Understand and appreciate a memoir that

explores the realities of battle and the home front■ Distinguish fact from opinion in a memoir

Integrating SkillsGrammar Vocabulary■ Verbs: Passive ■ Using Context Clues

Voice ■ Prefixes

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: MemoirActive Reading: Distinguishing Fact from Opinion


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

Choices and ChallengesWriting OptionsLetter to FatherWords of AdviceWar Poem

Activities and ExplorationsBook JacketClass Survey

Inquiry and ResearchChemical WarfareWorld War I


Author ActivityWorker for Peace


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❑ PE pp. 1114–1126





from Testament of Youth


Preteaching VocabularyUsing Context Clues

Vocabulary StrategyPrefixes

GrammarVerbs: Passive Voice

Speaking and ListeningNewscasts

Viewing and RepresentingArt Appreciation


HistoryStrategies of War

MulticulturalNursing Around the World

Informal AssessmentWriting Letters


180 UNIT 6, PART 2 from TESTAMENT OF YOUTH

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TerraNova ObjectivesR.02a, R.02d, R.05a, R.05d, V.35b


from The Speeches, May 19, 1940 Pages 1127–1134

Core Objectives■ Understand and appreciate a persuasive speech■ Appreciate the author’s use of persuasion■ Evaluate persuasive language in Churchill’s speech

Integrating SkillsGrammar Vocabulary■ Passive Voice: ■ Connotations of Words

Weak Subjects

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Connotations of WordsFocus Your ReadingLiterary Analysis: PersuasionActive Reading: Evaluating Persuasive Language


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

Choices and ChallengesWriting OptionsWeb Site Page

Activities and ExplorationsWar Debate

Inquiry and ResearchWestern Europe in World War II

Vocabulary in ActionAssessment Practice

Author ActivityInspiring Words


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❑ Unit One Resource Book: Active Reading SkillBuilder, p. 61

❑ PE pp. 1127–1134




from The Speeches, May 19, 1940


Preteaching VocabularyConnotation of Words

GrammarPassive Voice: Weak Subjects

Viewing and RepresentingArt AppreciationPortrait of Mrs. B. by Edwin Dickinson


HistoryVichy

Informal AssessmentIdentifying Emotional Appeals


182 UNIT 6, PART 2 from THE SPEECHES, MAY 19, 1940

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NEW MEXICO PLANNER

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

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


from Night Pages 1135–1142

Core Objectives■ Understand and appreciate an autobiography■ Appreciate the author’s style in nonfiction■ Use prior knowledge to interpret texts■ Recognize and discuss connections that cross cultures

Integrating SkillsGrammar Vocabulary■ Verbs: Tense Shifts ■ Researching Word Origins

Preparing to ReadComparing Literature of the WorldBuild BackgroundFocus Your ReadingLiterary Analysis: Style in NonfictionActive Reading: Using Prior Knowledge to

Interpret Texts


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

Choices and ChallengesWriting OptionsRewritten VersionPoints of Comparison

Activities and ExplorationsHolocaust MonumentMovie Review

Inquiry and ResearchThe Holocaust

Author ActivityHuman Rights Champion


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❑ PE pp. 1135–1142





from Night


Vocabulary StrategyResearching Word Origins: Pestis, Ominari, Truncus

GrammarVerbs: Tense Shifts

Speaking and ListeningExpressing an Opinion

Viewing and RepresentingArt Appreciation


HistoryPersecution During World War II


184 UNIT 6, PART 2 from NIGHT

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NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02d, R.04f, R.05a, S.42b, V.35a


Words and Behavior Pages 1145–1156

Core Objectives■ Understand and appreciate an essay■ Appreciate the author’s use of diction■ Analyze patterns of organization to understand Huxley’s essay

Integrating SkillsGrammar Vocabulary■ Style: Rhythm and ■ Synonyms

the Comma ■ Prefixes

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: SynonymsFocus Your ReadingLiterary Analysis: DictionActive Reading: Analyzing Patterns of

Organization


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

Choices and ChallengesWriting OptionsAnalysis of Persuasion

Activities and ExplorationsDebate on the Language of War

Inquiry and ResearchPropaganda

Vocabulary in ActionSynonyms


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❑ Unit Six Resource Book: Literary Analysis SkillBuilder, p. 71❑ Unit Six Resource Book: Active Reading SkillBuilder, p. 70

❑ PE pp. 1145–1156




Words and Behavior


Preteaching VocabularySynonyms

Vocabulary StrategyPrefixes

GrammarStyle: Rhythm and the Comma

Speaking and ListeningMaking a Speech

Viewing and RepresentingArt AppreciationWar Posters


MulticulturalNative American Code Talkers

Informal AssessmentChoosing the Best SummaryWriting About Words and Behavior


186 UNIT 6, PART 2 WORDS AND BEHAVIOR

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NEW MEXICO PLANNER


TerraNova ObjectivesR.02d, R.03e, R.03f, R.04f, R.05d, R.07a


The Demon Lover Pages 1157–1166

Core Objectives■ Understand and appreciate a short story■ Appreciate the author’s use of setting and suspense■ Analyze flashback in order to understand Bowen’s story

Integrating SkillsGrammar Vocabulary■ Style: Word Order ■ Using a Dictionary

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using a DictionaryFocus Your ReadingLiterary Analysis: Setting and SuspenseActive Reading: Analyzing Flashback


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

Choices and ChallengesWriting OptionsThe Next SceneMissing-Person ReportExplanatory Paragraph

Activities and ExplorationsDramatic PerformanceMovie PosterJournalists’ Meeting

Art ConnectionMoody Image

Inquiry and ResearchLondon During the War


Author ActivityWar Duties


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❑ PE pp. 1157–1166





The Demon Lover


Preteaching VocabularyUsing a Dictionary

GrammarSentence Fragments

Viewing and RepresentingArt AppreciationInterior with Seated Woman by Vilhelm Hammershøi


HistoryBattle of the Somme

Informal AssessmentMaking a Story Map


188 UNIT 6, PART 2 THE DEMON LOVER

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❑ Grammar Transparencies and Copymasters, T42




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

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


A Hanging Pages 1167–1175

Core Objectives■ Understand and appreciate a personal essay containing social

and political commentary■ Infer the author’s perspective in order to understand Orwell’s essay

Integrating SkillsGrammar Vocabulary■ Run-on Sentences ■ Using Context Clues

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Personal EssayActive Reading: Inferring the Author’s Perspective


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Personal Essay

Choices and ChallengesWriting OptionsOrwell’s Diary

Activities and ExplorationsStill Life

Inquiry and ResearchEnd of British Rule

Vocabulary in Action Context Clues


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❑ Unit One Resource Book: Active Reading SkillBuilder, p. 80





A Hanging


Preteaching VocabularyUsing Context Clues

GrammarRun-on Sentences

Speaking and ListeningDebate Instruction

Viewing and RepresentingArt AppreciationGeorge Orwell at the police training schoolat Mandalay, Burma, in 1922

Informal AssessmentWriting from Another Point of View

AssessmentSelection QuizSelection TestPart TestTest Generator

190 UNIT 6, PART 2 A HANGING

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❑ Formal Assessment: Unit Six, Part 2 Test, pp. 217–218


Communication Workshop Lesson Plan

Web Site Pages 1176–1181

Writing PromptCreate a Web site that gives information aboutyou, an area that interests you, or an issue that you feel is important.

Preparing to ReadIntroductionBasics in a BoxUsing the GraphicPresenting the Guidelines and Standards

Analyzing a Student Model“Carl’s Home Page”

WritingPrewritingPlanning the Site

DraftingDeveloping the Site

Peer ReviewAsk Your Peer Reader

RevisingEliminating Clutter

Editing and ProofreadingComplete Sentences

Reflecting

NEW MEXICO PLANNER

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


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❑ Unit Six Resource Book: Planning the Context, p. 84

❑ Unit Six Resource Book: Planning the Design, p. 85

❑ Unit Six Resource Book: Peer Response Guide, pp. 86–87

❑ Unit Six Resource Book: Revising, Editing, and Proofreading, p. 88

❑ Unit Six Resource Book: Standards for Evaluation, p. 89


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