Selection Lesson Plan The Necklace Pages 26–37 - · PDF file · 2001-10-18Selection Lesson Plan ... Selection Lesson Plan ... Adverbs and Adjectives Viewing and Representing

Selection Lesson Plan

The Necklace Pages 26–37

Core Objectives■ Understand and appreciate a classic short story■ Examine plot in a short story■ Identify and examine cause and effect

Integrating SkillsGrammar Vocabulary■ Parts of Speech: ■ Context Clues

Diagnostic■ Position of Adjectives■ Abstract and Concrete

Nouns

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: PlotActive Reading: Cause and Effect

Teaching the LiteratureReading the Selection

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

Choices and ChallengesWriting OptionsNecklace SequelSpeech Plan

Activities and ExplorationsVideo Storyboard

Inquiry and ResearchThe Chemistry of Elegance

Vocabulary in ActionContext Clues

Grammar in ContextAbstract and Concrete Nouns

Author Activity

The Language of Literature, Grade 9 1

NEW MEXICO PLANNER

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

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

Name Date

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

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

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

❑ PE pp. 26–37

❑ Unit One Resource Book: Summary, p. 4

❑ Reading and Critical Thinking Transparencies, T1, T49

❑ Literary Analysis Transparencies, T1

❑ Unit One Resource Book: Grammar SkillBuilder: p. 8

2 UNIT 1, PART 1 THE NECKLACE

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Selection Lesson Plan (continued)

The Necklace

Teaching Options (from Teacher’s Edition)Mini Lessons

Preteaching VocabularyUsing Context Clues

GrammarDetermining Parts of Speech:DiagnosticPosition of AdjectivesAbstract and Concrete Nouns

Speaking and ListeningSpeech

Viewing and RepresentingArt AppreciationToo Early by Jacques-Joseph TissotGirl Sweeping by William MacGregor Paxton

Informal AssessmentDiary Entry

AssessmentSelection QuizSelection TestTest Generator

❑ Vocabulary Transparencies and Copymasters, C18

❑ Grammar Transparencies and Copymasters, C61



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

❑ Formal Assessment: Selection Test: pp. 7–8

Homework Assignments Other Teaching Materials


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The Most Dangerous Game Pages 38–60

Core Objectives■ Understand and appreciate a classic short story■ Recognize author’s use of conflict■ Predict events in a story

Integrating SkillsGrammar Vocabulary■ Regular Verbs ■ Context Clues■ Choosing Precise ■ Word Origins

Verbs

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Context CluesFocus Your ReadingLiterary Analysis: ConflictActive Reading: Predicting


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

Choices and ChallengesWriting OptionsRecollection DiaryComparison of the Hunters

Activities and ExplorationsTrial ArgumentsIllustrated MapBook on Tape

Inquiry and ResearchWar Games

Vocabulary in ActionContext CluesAssessment Practice

Grammar in ContextChoosing Precise Verbs

Name Date




❑ PE pp. 38–60


❑ Reading and Critical Thinking Transparencies, T2


❑ Unit One Resource Book: Grammar SkillBuilder, p. 14

NEW MEXICO PLANNER

Language Arts BenchmarksI-B.1c,I-B.2, I-C.1, I-C.1d, I-C.2, I-D.1c, I-D.3, I-D.5, I-D.6, II-A.1, II-A.2, II-A.3, II-A.4, II-B.3, II-B.4, III-A.2, III-A.3, III-B.1

TerraNova ObjectivesR.02a, R.03b, R.03d, R.03e, R.04c, R.04d,R.05a, R.05b, R.05d, R.05g, S.42b, S.42c,S.42d, V.35a, V.35b, V.37a

4 UNIT 1, PART 1 THE MOST DANGEROUS GAME

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The Most Dangerous Game

Choices and Challenges (continued)Author ActivityFrom Story to Film

Teaching Options (from Teacher’s Edition)Real World Link

Mini Lessons


Vocabulary StrategyResearching Word Origins

GrammarRegular VerbsChoosing Precise Verbs

Speaking and ListeningDramatic Reading

Viewing and RepresentingArt AppreciationUntitled [Nyack] by Julio LarrazWaiting for Henry Morgan by Julio LarrazCasanova by Julio Larraz

Cross Curricular Links

HistoryThe Cossacks

Social SciencesWildlife Conservation

Informal AssessmentChoosing the Best SummaryAlternative Ending





❑ Grammar Transparencies and Copymasters, T45, C135



❑ Formal Assessment: Selection Test, pp. 9–10


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Where Have You Gone, Charming Billy? Pages 62–73

Core Objectives■ Understand and appreciate a short story■ Examine character in a short story■ Make inferences about a short story

Integrating SkillsGrammar Vocabulary■ Adverbs and ■ Using Dictionaries

Adjectives

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Dictionaries toDetermine Precise MeaningsFocus Your ReadingLiterary Analysis: CharacterActive Reading: Making Inferences


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

Choices and ChallengesWriting OptionsLetter from the WarTraining Manual

Activities and ExplorationsLive Report from the FieldA Soldier’s Story

Inquiry and ResearchGuerrilla Warfare

Vocabulary in ActionMeaning Clues

Grammar in ContextAdverbs

Name Date




❑ PE pp. 62–73


❑ Reading and Critical Thinking Transparencies, T7, T39, T47



NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.03d, R.04d, R.05a, R.05b, R.05d,R.05f, R.05g, V.36a, V.37a

6 UNIT 1, PART 1 WHERE HAVE YOU GONE, CHARMING BILLY?

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Where Have You Gone, Charming Billy?

Choices and Challenges (continued)Author ActivityWriting and Experience


Preteaching VocabularyUsing Dictionaries to DeterminePrecise Meanings

GrammarAdverbs and Adjectives

Viewing and RepresentingArt AppreciationInfantry by James E. FaulknerMine on Patrol by John Steel








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Marigolds Pages 74–87

Core Objectives■ Understand and appreciate a coming-of-age short story■ Examine setting in a short story■ Draw conclusions about a short story

Integrating SkillsGrammar Vocabulary■ Compound ■ Context Clues

Adjectives ■ Applying Meanings of Prefixes

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: SettingActive Reading: Drawing Conclusions


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

Choices and ChallengesWriting OptionsInterpretive EssayMood Diary

Activities and ExplorationsDramatic DialogueAbstract Painting

Inquiry and Research

Art Connection

Vocabulary in ActionContext Clues

Grammar in ContextCompound Adjectives

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.3, I-B.2, I-C.1, I-C.1c, I-C.1d, I-C.2, I-D.3, I-D.5, I-D.6, II-A.1, II-A.2, II-B.3, II-C.4, III-A.3

TerraNova ObjectivesR.02a, R.03d, R.04d, R.05a, R.05b, R.05d,R.05f, R.05g, V.36a, V.37a




❑ PE pp. 74–87





8 UNIT 1, PART 1 MARIGOLDS

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Marigolds



Vocabulary StrategyApplying Meanings of Prefixes

GrammarCompound Adjectives

Speaking and ListeningDramatic Dialogue

Viewing and RepresentingArt AppreciationTwo Figures, Still Pond by W. Joe InnisMaudell Sleet’s Magic Gardenby Romare Bearden

Cross Curricular Link

ScienceMarigolds

Informal Assessment









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Two Kinds Pages 88–102

Core Objectives■ Understand and appreciate a contemporary short story■ Identify and examine theme in a short story■ Make judgments about a short story

Integrating SkillsGrammar Vocabulary■ Verb Phrases: ■ Context Clues

Auxiliary Verbs

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: ThemeActive Reading: Making Judgments


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

Choices and ChallengesWriting OptionsMom’s DiaryPersonality Profile

Activities and ExplorationsStage-Mom Dialogue“America” Collage

Inquiry and ResearchChinese Americans

Vocabulary in ActionAssessment Practice

Name Date

NEW MEXICO PLANNER

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

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




❑ PE pp. 88–102




10 UNIT 1, PART 1 TWO KINDS

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Two Kinds

Choices and Challenges (continued)Grammar in ContextVerb Phrases

Author ActivityMothers and Daughters



GrammarVerb Phrases: Auxiliary Verbs

Speaking and ListeningTeaching Music

Viewing and RepresentingArt AppreciationLaundryman’s Daughter by Tomie AraiThe Stairway by Will Barnet


Social StudiesChild Prodigies

HistoryChinese Immigration

Informal AssessmentIdentifying the Main Idea








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from The Perfect Storm Pages 112–123

Core Objectives■ Understand and appreciate narrative nonfiction■ Identify elements of storytelling

Integrating SkillsGrammar Vocabulary■ Avoiding Shifts in ■ Context Clues

Verb Tense ■ Using Reference Materials

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Narrative NonfictionActive Reading: Identifying Elements

of Storytelling


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Narrative Nonfiction

Choices and ChallengesWriting OptionsDisaster Narrative

Activities and ExplorationsComic Strip

Inquiry and ResearchTracking Hurricanes

Vocabulary in ActionSynonyms/Word Meaning

Name Date

NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.03c, R.03d, R.03f, R.04d, R.05a,R.05b, R.05c, R.05d, R.05g, R.05h, V.35a,V.37a




❑ PE pp. 112–123




12 UNIT 1, PART 1 from THE PERFECT STORM

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from The Perfect Storm



Vocabulary StrategyUsing Reference Materials

GrammarAvoiding Shifts in Verb Tense


HistoryCoast Guard









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The Wreck of the Hesperus Pages 124–129

Core Objectives■ Understand and appreciate narrative poetry■ Identify elements of storytelling in a narrative poem

Integrating SkillsGrammar Vocabulary■ Punctuation with ■ Word Connotations

Possessives

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Narrative PoetryActive Reading: Identifying Elements

of Storytelling


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

Choices and ChallengesWriting OptionsInterpretative Essays

Activities and ExplorationsSound EffectsImaginary Map

Inquiry and ResearchThe Discovery of the Titanic

Author ActivityPoet’s Corner

Name Date

NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.03d, R.05b, R.05d, R.05g, R.05h,L.39a



❑ PE pp. 124–129

14 UNIT 1, PART 1 THE WRECK OF THE HESPERUS

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The Wreck of the Hesperus


Vocabulary StrategyInterpreting the Connotative Power ofWords

GrammarPunctuation with Possessives


ScienceHurricanes

AssessmentSelection TestPart TestTest Generator





❑ Formal Assessment: Unit One, Part 1 Test, pp. 21–22


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Writing Workshop Lesson Plan

Personal Narrative Pages 131–136

Writing PromptWrite a narrative about something that actually happened to you or someone you know.

Preparing to ReadIntroductionBasics in a BoxUsing the Graphic

Analyzing the Model“Patella (Alias the Kneecap)“

Writing

PrewritingChoosing a SubjectPlanning the Narrative

DraftingOrganizing the Draft

Peer ReviewAsk Your Peer Reader

RevisingWord Choice

Editing and ProofreadingPronoun-Antecedent Agreement

Reflecting

Name Date

NEW MEXICO PLANNER

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

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

❑ Writing Transparencies and Copymasters, T11, T20, C25

❑ Unit One Resource Book: Student Models, pp. 48–53

❑ 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. 54

16 UNIT 1, PART 1 WRITING WORKSHOP

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Writing Workshop Lesson Plan (continued)

Personal Narrative



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O What Is That Sound Pages 141–145

Core Objectives■ Understand and appreciate a ballad■ Make inferences about speakers in a ballad

Integrating SkillsGrammar■ Interrogative Pronouns

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Poetic Form: BalladActive Reading: Making Inferences

About Speakers


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: BalladSound Devices

Choices and ChallengesWriting OptionsLetter to a PrisonerImaginary DialogueA New Ballad

Activities and ExplorationsPoetic IllustrationMusical Setting

Inquiry and ResearchAmerican Ballads

Author ActivityAuden in Song

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-B.2, I-C.1, I-C.2, I-D.2, I-D.5, I-D.6,II-A.2, II-B.3, III-A.3, III-B.4

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



❑ PE pp. 141–145



18 UNIT 1, PART 2 O WHAT IS THAT SOUND

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O What Is That Sound


GrammarInterrogative Pronouns

AssessmentSelection TestTest Generator



❑ Formal Assessment: Selection Test, p. 23


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Incident in a Rose Garden Pages 146–150

Core Objectives■ Understand and appreciate a narrative poem■ Identify and examine figurative language■ Visualize details from a poem

Integrating SkillsGrammar■ Conjunctions

Preparing to ReadConnect to Your Life Build BackgroundFocus Your ReadingLiterary Analysis: Figurative LanguageActive Reading: Visualizing


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Figurative Language

Choices and ChallengesWriting OptionsGarden DialogueProfile of the Visitor

Activities and ExplorationsDramatic SceneCollage

Inquiry and ResearchDeath in Art

Author ActivityDialogue Only

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-B.2, I-C.1, I-C.2, I-C.4, I-D.2, I-D.5, I-D.6,II-A.2, II-B.3, II-C.2, III-A.3

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



❑ PE pp. 146–150



20 UNIT 1, PART 2 INCIDENT IN A ROSE GARDEN

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Incident in a Rose Garden


GrammarConjunctions






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The Gift of the Magi Pages 151–161

Core Objectives■ Understand and appreciate a classic short story■ Identify and examine irony■ Predict what will happen in a short story

Integrating SkillsGrammar Vocabulary■ Personal, Reflexive, ■ Using Dictionaries

and IntensivePronouns

■ Pronoun Agreement

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Dictionariesto Determine Precise MeaningsFocus Your ReadingLiterary Analysis: IronyActive Reading: Predicting


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

Choices and ChallengesWriting OptionsInterior MonologueTV Talk ShowSpecial Gift List

Activities and ExplorationsPlot CollageWork of Art

Inquiry and ResearchWigs

Art Connection

Name Date

NEW MEXICO PLANNER

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

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




❑ PE pp. 151–161




22 UNIT 1, PART 2 THE GIFT OF THE MAGI

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The Gift of the Magi

Choices and Challenges (continued)Vocabulary in ActionWord Meaning

Grammar in ContextPronouns

Author ActivityExpecting the Unexpected


Preteaching VocabularyUsing Dictionaries to DeterminePrecise Meaning

GrammarPronouns: Personal, Reflexive, andIntensivePronoun Agreement

Viewing and RepresentingArt AppreciationGolden Fall by Joseph Stella


CultureThe Story of the Magi










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The Sniper Pages 162–169

Core Objectives■ Understand and appreciate an Irish short story■ Examine suspense in a short story■ Note details while reading

Integrating SkillsGrammar Vocabulary■ Nouns as Adverbs ■ Antonyms■ Position of Adverbs

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: AntonymsFocus Your ReadingLiterary Analysis: SuspenseActive Reading: Noting Details


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

Choices and ChallengesWriting OptionsSniper SequelThoughts in Verse

Activities and ExplorationsEulogyVoice-Mail Message

Inquiry and ResearchIrish Republican ArmyBreaking the Cycle

Vocabulary in ActionAssessment PracticeMeaning Clues

Grammar in ContextAdverb Placement

Name Date

NEW MEXICO PLANNER

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

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




❑ PE pp. 162–169




24 UNIT 1, PART 2 THE SNIPER

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The Sniper

Choices and Challenges (continued)Author Activity

Teaching Options (from Teacher’s Edition)Real World Link

Mini Lessons

Preteaching VocabularyAntonyms

GrammarNouns as AdverbsPosition of Adverbs

Informal AssessmentAlternative Ending









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The Possibility of Evil Pages 172–184

Core Objectives■ Understand and appreciate a short story■ Examine characterization in a short story■ Make inferences about character

Integrating SkillsGrammar Vocabulary■ Common and ■ Context to Determine Meaning

Proper Nouns ■ Word Meanings in Analogies

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Relying on Context toDetermine MeaningFocus Your ReadingLiterary Analysis: CharacterizationActive Reading: Making Inferences

About Character


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

Choices and ChallengesWriting OptionsPersonal NarrativeLetter to the EditorScript of a Chat

Activities and ExplorationsTwo-Faced DrawingNews Interview

Inquiry and ResearchUnexpected Behavior

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-A.3.a, I-B.2, I-C.1, I-C.2, I-D.2, I-D.5, I-D.6, II-A.1, II-A.2, II-A.3, II-A.4, II-B.3, II-C.2, II-C.3, II-C.4, III-A.3

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




❑ PE pp. 172–184




26 UNIT 1, PART 2 THE POSSIBILITY OF EVIL

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The Possibility of Evil

Choices and Challenges (continued)Vocabulary in ActionContext Clues

Grammar in ContextProper Nouns


Preteaching VocabularyRelying on Context Clues toDetermine Meaning

Vocabulary StrategyIdentifying the Relation of Word Meaningsin Analogies

GrammarCommon and Proper Nouns

Speaking and ListeningNews Interview

Viewing and RepresentingArt AppreciationMailboxes & Cosmos by Carl SchmalzSenility by Simon Samsonian

Informal AssessmentAssessing the Stated Main Idea










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The Censors Pages 185–190

Core Objectives■ Understand and appreciate a Latin American short story■ Examine irony in a short story■ Identify author’s purpose in a short story

Integrating SkillsGrammar Vocabulary■ Correcting Vague ■ Using Context Clues

Pronoun References

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: IronyActive Reading: Identifying Author’s Purpose


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

Choices and ChallengesWriting OptionsDramatic SceneJuan’s LetterList of Rules

Activities and ExplorationsReport CardTeacher Interviews

Inquiry and ResearchAmerican Freedoms

Vocabulary in ActionWord Meaning

Name Date

NEW MEXICO PLANNER

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

TerraNova ObjectivesR.02a, R.03d, R.03e, R.05d, R.05g, V.37a




❑ PE pp. 185–190




28 UNIT 1, PART 2 THE CENSORS

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The Censors



GrammarCorrecting Vague Pronoun References




❑ Grammar Transparencies and Copymasters, T48, C100, C159




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Annabel Lee / The Bells Pages 198–204

Core Objectives■ Understand and appreciate two classic poems■ Identify and examine sound devices in poetry■ Use strategies to understand poetry

Integrating SkillsGrammar■ Pronouns: Correct Case

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Sound DevicesActive Reading: Understanding Poetry


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Sound Devices


GrammarPronouns: Correct Case

Speaking and ListeningDramatic Reading


MulticulturalMourning Periods

Name Date

NEW MEXICO PLANNER

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

TerraNova ObjectivesR.05b, R.05e, R.05f, R.05g, R.05h



❑ PE pp. 198–204


30 UNIT 1, PART 2 ANNABEL LEE / THE BELLS

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Annabel Lee / The Bells





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The Cask of Amontillado Pages 207–219

Core Objectives■ Understand and appreciate a classic horror story■ Examine mood in a short story■ Make inferences about a short story

Integrating SkillsGrammar Vocabulary■ Compound Verbs ■ Using Reference Sources

■ Using Root Words

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using ReferenceSourcesFocus Your ReadingLiterary Analysis: MoodActive Reading: Making Inferences


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

Choices and ChallengesWriting OptionsProgram IntroductionFortunato’s Version

Activities and ExplorationsSinister ReadingsFlow ChartVideo Adaptation

Inquiry and ResearchScience and Medicine

Vocabulary in ActionContext CluesAssessment Practice

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-A.3, I-B.2, I-C.1, I-C.1c, I-C.1d, I-C.2, I-D.2, I-D.5, I-D.6, II-A.1, II-A.2, II-B.3, II-C.2, II-C.4, III-A.3, III-B.1

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




❑ PE pp. 207–219




32 UNIT 1, PART 2 THE CASK OF AMONTILLADO

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The Cask of Amontillado

Choices and Challenges (continued)Grammar in ContextCompound Verbs



Vocabulary StrategyUsing Root Words

GrammarCompound Verbs

Speaking and ListeningCross-Examination

Viewing and RepresentingArt AppreciationPhotograph by Jay Maisel

Informal AssessmentSequencing Events

AssessmentSelection QuizSelection TestPart TestTest Generator





❑ Grammar Transparencies and Copymasters, T47



❑ Formal Assessment: Unit One, Part 2 Test, pp. 39–40


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Writing Workshop Lesson Plan

Opinion Statement Pages 220–225

Writing PromptWrite an opinion statement about an issue that interests you.

Preparing to ReadIntroductionBasics in a BoxUsing the Graphic

Analyzing the Model“School Newspapers Should Not Be Censored“

WritingPrewritingChoosing a SubjectPlanning the Opinion Statement

DraftingOrganizing the Draft

Peer ReviewAsk Your Peer Reader

RevisingSupporting Statements withFacts and Examples

Editing and ProofreadingSubject-Verb Agreement

Reflecting

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.3, I-C.1, I-C.2, I-D.5, II-A.3, II-A.4, II-B.3, II-C.3

❑ Writing Transparencies and Copymasters, T11, T20, C26

❑ Unit One Resource Book: Student Models, pp. 96–101

❑ Unit One Resource Book: Prewriting, p. 91

❑ Unit One Resource Book: Drafting and Elaboration, p. 92

❑ Unit One Resource Book: Peer Response Guide, pp. 93–94

❑ Unit One Resource Book: Revising, Editing, and Proofreading, p. 95

❑ Unit One Resource Book: Rubric for Evaluation, p. 102

34 UNIT 1, PART 2 WRITING WORKSHOP

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Writing Workshop Lesson Plan (continued)

Opinion Statement


Documents

Selection Lesson Plan The Necklace Pages 26–37 - · PDF file · 2001-10-18Selection Lesson Plan ... Selection Lesson Plan ... Adverbs and Adjectives Viewing and Representing