selection lesson plan the treasure of lemon brown pages ... · selection lesson plan the treasure...

Selection Lesson Plan

The Treasure of Lemon Brown Pages 334–347

Core Objectives■ Understand and appreciate fiction■ Understand author’s use of dynamic and static characters■ Connecting to help understand fiction

Integrating SkillsGrammar Vocabulary■ Using Adjectives for ■ Synonyms and

Description Antonyms■ Punctuating

Compound Adjectives

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Synonyms and AntonymsFocus Your Reading

Literary Analysis: Dynamic and Static CharactersActive Reading: Connecting

Teaching the LiteratureReading the Selection

Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Dynamic and Static Characters

Choices and ChallengesWriting OptionsDiary Entry

Activities and ExplorationsA Radio Play

Art Connection

Inquiry and ResearchHomelessness

Vocabulary and SpellingAssessment PracticeThe suffix -ly

Grammar in ContextAdjectives

The Language of Literature, Grade 8 45

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❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 7

❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 6

❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 5

❑ PE pp. 334–347

❑ Unit Three Resource Book: Summary, p. 4

❑ Reading and Critical Thinking Transparencies, T2

❑ Literary Analysis Transparencies, T4

❑ Communications Transparencies and Copymasters, T12

❑ Writing Transparencies, T47–48

❑ Unit Three Resource Book: Spelling SkillBuilder, p. 9

❑ Unit Three Resource Book: Grammar SkillBuilder, p. 8

NEW MEXICO PLANNER

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

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

Selection Lesson Plan (continued)

The Treasure of Lemon Brown

Choices and Challenges (continued)Author ActivityAn Exotic Land

Teaching Options (from Teacher’s Edition)Mini Lessons

Preteaching VocabularySynonyms and Antonyms

GrammarPunctuating Compound AdjectivesUsing Adjectives for Description

Speaking and ListeningTalking About the Blues

Viewing and RepresentingArt AppreciationStudy of Williams by Hubert ShuptrineSitting In at Baron’s by Romare BeardenMidtown Sunset by Romare Bearden

SpellingSpelling the Schwa

Cross Curricular Link

HistoryBlues Music

Informal AssessmentEvaluating and Making Judgments

AssessmentSelection QuizSelection TestTest Generator

46 UNIT 3, PART 1 THE TREASURE OF LEMON BROWN

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Homework Assignments Other Teaching Materials

❑ Vocabulary Transparencies and Copymasters, C13

❑ Grammar Transparencies and Copymasters, C136

❑ Grammar Transparencies and Copymasters, T76

❑ Communications Transparencies and Copymasters, T1–2

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

❑ Formal Assessment: Selection Test, pp. 49–50

❑ Writing Transparencies, T41, T45


Rules of the Game Pages 348–362

Core Objectives■ Understand and appreciate fiction■ Understand author’s use of internal and external conflict■ Draw conclusions to help understand conflict

Integrating SkillsGrammar Vocabulary■ Forming Adverbs ■ Synonyms and

Antonyms■ Connotation/Denotation

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Synonyms and AntonymsFocus Your Reading

Literary Analysis: Internal and External ConflictActive Reading: Drawing Conclusions


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

Choices and ChallengesWriting OptionsCharacter Comparison

Activities and ExplorationsChess Set

Art Connection

Inquiry and ResearchCheckmate


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❑ PE pp. 348–362




❑ Writing Transparencies, T47–48

NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02b, R.02c, R.03a, R.03b, R.03c,R.03e, R.03f, R.03h, R.04e, R.04f, R.05a,R.05d, R.05e, R.05f, R.08d, R.08e, R.08f,R.09a, S.42b, V.35a, V.35b, V.37a


Rules of the Game

Choices and Challenges (continued)Vocabulary in ActionContext Clues

Grammar in ContextAdverb Placement

Author ActivityA Happy Ending?


Preteaching VocabularySynonyms and Antonyms

Vocabulary StrategyConnotation/Denotation

GrammarForming Adverbs

Speaking and ListeningDebate

Viewing and RepresentingArt AppreciationChinatown, San Francisco by Dong Kingman

SpellingAdding the Suffix -ly

Informal AssessmentIdentifying the Implied Main Idea


48 UNIT 3, PART 1 RULES OF THE GAME

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Fear/Identity Pages 367-373

Core Objectives■ Understand and appreciate a poem■ Understanding author’s use of symbols■ Use visualizing to enhance understanding of poetry

Integrating SkillsVocabulary■ Word Origins

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Word OriginsFocus Your Reading

Literary Analysis: SymbolActive Reading: Visualizing


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

Choices and ChallengesWriting OptionsPattern PoemClassification Paragraph

Activities and ExplorationsLatin MusicDramatic Reading

Inquiry and ResearchSpanish Speakers


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❑ PE pp. 367–373



❑ Writing Transparencies, T16


NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.02b, R.02c, R.03b, R.04e, R.04f,R.05a, R.05e, R.05f, R.08e, R.08g


Fear/Identity


Vocabulary StrategyWord Origins

Speaking and ListeningReciting Poems in Two Languages

Viewing and RepresentingArt AppreciationPlanting According to Rules by Paul Klee

Informal AssessmentEvaluating and Making Judgments

AssessmentSelection TestTest Generator

50 UNIT 3, PART 1 FEAR/IDENTITY

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from Still Me/Speech Pages 374–385

Core Objectives■ Understand and appreciate an autobiography■ Understand author’s use of first-person point of view■ Make inferences to enhance understanding of first-person

point of view

Integrating SkillsGrammar Vocabulary■ Punctuation with ■ Context Clues

Participles ■ Using a Dictionary■ Participles That

Function As Adjectives

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

Literary Analysis: Point of ViewActive Reading: Making Inferences


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

Choices and ChallengesWriting OptionsPersuasive SpeechInterview Questions

Activities and ExplorationsDisability ReportCampaigning Poster

Inquiry and ResearchCauses and Solutions

Vocabulary in ActionWord Meaning

Grammar in ContextParticiples


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❑ PE pp. 374–385








NEW MEXICO PLANNER

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

TerraNova ObjectivesL.38b, R.02a, R.02b, R.03a, R.03b, R.03c,R.03f, R.03h, R.04a, R.04b, R.04e, R.05a,R.05b, R.05d, R.05e, R.05f, R.08e, R.09a,S.42b, S.42c, S.42d, V.37a


from Still Me/Speech

Choices and Challenges (continued)Author ActivityWhat Is a Hero?


Preteaching VocabularyContext Clues

Vocabulary StrategyUsing a Dictionary

GrammarParticiples That Function as AdjectivesPunctuation with Participles

Speaking and ListeningInterview

SpellingWords Ending in -ate and -ion


HumanitiesDisabled Dancers

Informal AssessmentRecognizing Author’s Purpose


52 UNIT 3, PART 1 FROM STILL ME/SPEECH

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Stopping by Woods on a Snowy Evening Pages 390–393

Core Objectives■ Understand and appreciate a poem■ Understand author’s use of poetic form■ Use questioning to enhance understanding of poetry

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your Reading

Literary Analysis: Poetic FormActive Reading: Questioning


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Poetic Form

Choices and ChallengesWriting OptionsSeasonal ContrastRegional Poem

Activities and ExplorationsScenic DrawingMusic Review

Inquiry and ResearchHome Sweet Home

Author ActivityFrost and Solitude


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❑ PE pp. 390–393




NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02b, R.03g, R.04e, R.05a, R.05e, R.05f,R.08e


Stopping by Woods on a Snowy Evening


Speaking and ListeningConnect to Music

Informal AssessmentDrawing Logical Conclusions


54 UNIT 3, PART 1 STOPPING BY WOODS ON A SNOWY EVENING

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from Grand Mothers Pages 408-416

Core Objectives■ Understand and appreciate nonfiction■ Understand author’s use of voice■ Use identifying the main idea to understand nonfiction

Integrating SkillsGrammar Vocabulary■ Punctuating ■ Synonyms

Appositives ■ Word Origins

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

Literary Analysis: VoiceActive Reading: Identifying the Main Idea


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

Choices and ChallengesVocabulary in ActionAssessment Practice

Grammar in ContextAppositives


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❑ PE pp. 408–416





NEW MEXICO PLANNER

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

TerraNova ObjectivesL.38b, R.02a, R.02b, R.02c, R.03a, R.03b,R.03h, R.04e, R.04f, R.05a, R.05e, R.05f,V.35a


from Grand Mothers


Preteaching VocabularySynonyms


GrammarPunctuating Appositives

Speaking and ListeningPros & Cons Speech

SpellingWords From the French Language

Informal AssessmentOral History


56 UNIT 3, PART 1 FROM GRAND MOTHERS

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Legacies/the drum/Choices Pages 417–421

Core Objectives■ Understand and appreciate a poem■ Understand author’s use of lyric poetry■ Identify the author’s purpose


Literary Analysis: Lyric PoetryActive Reading: Identifying the Author’s Purpose


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Lyric Poetry


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❑ PE pp. 417–421



NEW MEXICO PLANNER

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

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


Legacies/the drum/Choices


Speaking and ListeningPoetry Reading

Viewing and RepresentingCan I Have the Bowl by Jessie Coats

Informal AssessmentDescribing the Setting of a Poem


58 UNIT 3, PART 1 LEGACIES/THE DRUM/CHOICES

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A Journey/Knoxville, Tennessee Pages 422–425

Core Objectives■ Understand and appreciate a poem■ Understand author’s use of poetic form■ Make inferences about the speaker to help understand

poetry better


Literary Analysis: Poetic FormActive Reading: Making Inferences About the Speaker


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Poetic Form

Choices and ChallengesWriting OptionsPersuasive Speech

Activities and ExplorationsImagine KnoxvilleSpeak to Music

Inquiry and ResearchOther Greats

Author Study ProjectCreating a Collage or Mural


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❑ PE pp. 422–425





NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02b, R.03c, R.04b, R.04e, R.05a, R.05e,R.05f, R.08e, R.08g


A Journey/Knoxville, Tennessee


Speaking and ListeningCultural Exchange

Informal AssessmentRecognizing the Author’s Perspective


60 UNIT 3, PART 1 A JOURNEY/KNOXVILLE, TENNESSEE

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Writing Workshop Lesson Plan

Classification Essay Pages 432–437

Writing PromptWrite an essay in which you classify the positive and negativequalities of a topic of your choice.

PreparingIntroductionBasics in a BoxAnalyzing a Student Model“The Ups and Downs”

WritingPrewritingChoosing a SubjectPlanning Your Classification EssayDraftingOrganizing the DraftPeer ReviewAsk Your Peer ReaderRevisingDeveloping Main Ideas with DetailsEditing and ProofreadingSpecial Problems with ModifiersReflecting

Assessment PracticeRevising and Editing


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❑ Writing Transparencies and Copymasters, T1–4, T6, T37

❑ Unit Three Resource Book: Student Models, pp. 46–48

❑ Unit Three Resource Book: Prewriting, p. 41

❑ Unit Three Resource Book: Drafting and Elaboration, p. 42

❑ Unit Three Resource Book: Peer Response Guide, pp. 43–44

❑ Unit Three Resource Book: Revising, Editing, and Proofreading, p. 45

❑ Unit Three Resource Book: Rubric for Evaluation, p. 49

NEW MEXICO PLANNER

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

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

Writing Workshop Lesson Plan (continued)

Classification Essay


Viewing and RepresentingPicturing Text Structure

GrammarCapitalization

62 UNIT 3, PART 1 WRITING WORKSHOP

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The Diary of Anne Frank Pages 447–514

Core Objectives■ Understand and appreciate a drama■ Understand and appreciate author’s use of flashback■ Understand plot■ Use story mapping to enhance understanding

Integrating SkillsGrammar Vocabulary■ Adverbs ■ Synonyms■ Comparative and ■ Word Origins

Superlative Forms ofAdverbs

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

Literary Analysis: PlotActive Reading: Story Mapping

Teaching the LiteratureThe Diary of Anne Frank, Act OneThe Diary of Anne Frank, Act Twofrom The Last Seven Months of Anne Frankfrom All But My LifeA Diary from Another World

Thinking Through the Literature, p. 475Connect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: FlashbackLiterary Analysis: Conflict

Thinking Through the Literature, p. 488Connect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Conflict


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❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 52–55



❑ PE pp. 447–487

❑ PE pp. 489–512

❑ PE pp. 515–521

❑ PE pp. 522–527

❑ PE pp. 528–531




❑ Literary Analysis Transparencies, T5, T8

NEW MEXICO PLANNER

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

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


The Diary of Anne Frank

Choices and ChallengesWriting OptionsTrial SpeechVideo Review

Activities and ExplorationsRadio BroadcastA Scene from the Play

Inquiry and ResearchNever Again

Vocabulary in ActionAssessment Practice

Grammar in ContextAdverbs


Preteaching VocabularySynonyms


GrammarComparative and Superlative Forms ofAdverbsAdverbs

Speaking and ListeningInterview Miep GiesDramatic ReadingInterviewingPreparing Interview Questions

Viewing and RepresentingProduction Stage Photographs

Inquiry and ResearchLocating Information Using Multiple Sources

SpellingPrefixes and Roots

64 UNIT 3, PART 2 THE DIARY OF ANNE FRANK

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❑ Writing Transparencies, T41, T44, T47, T48



The Diary of Anne FrankTeaching Options (from Teacher’s Edition)


HistoryGerman Invasion of the NetherlandsThe Battle of ArnhemThe Fall of AmsterdamBergen Belsen After the WarThe Division of Germany

GeographyAmsterdamHitler’s March Across EuropeNazi Concentration Camp

Social StudiesAmsterdam as a RefugeNo Place to GoThe Holocaust Memorial Museum

Informal AssessmentUnderstanding the Feelings and Emotions of CharactersExplain Characters’ ReactionsSelf AssessmentArranging Events in Sequential OrderRelationship WebUnderstanding CharacterSummarizingNewspaper ReportIdentifying the Main Idea



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Writing Workshop Lesson Plan

Comparison-and-Contrast Essay Pages 536–541

Writing PromptWrite an essay in which you compare and contrast two charactersin literature or two other subjects that interest you.

PreparingIntroductionBasics in a BoxAnalyzing a Student Model“Mr. Frank and Mr. Van Daan”

WritingPrewritingChoosing a SubjectPlanning Your Comparison-and-Contrast EssayDraftingOrganizing the DraftPeer ReviewAsk Your Peer ReaderRevisingSupporting Ideas with ExamplesEditing and ProofreadingPast and Present ParticiplesReflecting

Assessment PracticeRevising and Editing


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❑ Writing Transparencies and Copymasters, T1–4, T12, T26–27

❑ Unit Three Resource Book: Student Models, pp. 66–68

❑ Unit Three Resource Book: Prewriting, p. 61

❑ Unit Three Resource Book: Drafting and Elaboration, p. 62

❑ Unit Three Resource Book: Peer Response Guide, pp. 63–64

❑ Unit Three Resource Book: Revising, Editing, and Proofreading, p. 65

❑ Unit Three Resource Book: Rubric for Evaluation, p. 69

NEW MEXICO PLANNER

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

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

Writing Workshop Lesson Plan (continued)

Comparison-and-Contrast Essay


Viewing and RepresentingPicturing Text Structure

GrammarComparative and Superlative Formsof Adjectives

68 UNIT 3, PART 2 WRITING WORKSHOP

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selection lesson plan the treasure of lemon brown pages ... · selection lesson plan the treasure...

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