planner stray this week’s ela cont nt standard · this week’s ela cont nt standard reading 3.1...

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Read and Comprehend

Key = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook

Get Ready to Read20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes

Independent ActIvItIes




Managing Your Class Language Arts

ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities

Planner • Stray

question of the week How do we decide whether we can keep a pet?

SE/TE, p. 22

fluency/Vocabulary Reading and Vocabulary Warm-ups Additional Vocabulary for English Learners

UR, pp. 30–33

ELRN, Before You Read

oral Vocabulary/Build Concepts Writing About the Big Question:

Big Question Vocabulary determine

SE/TE, pp. 2–3, 22

UR, p. 34 RN/ARN/ELRN,

Making Connections

Picture it! Making Predictions SE, p. lxiii

Reading skill/strategy Use Prior Knowledge to Make Predictions

SE/TE, p. 21, GOT, pp. 6, 8 RN/ARN, Before You Read

Literary Analysis Plot SE/TE, p. 21, GOT, pp. 3, 5, RN/ARN,

Before You ReadVocabulary timidly, trudged, grudgingly, ignore, exhausted,

starvation Skill: Latin Suffix -ation

SE/TE, p. 22

Concept Deciding what is true

Reading Skill Make Predictions

Literary Analysis Plot

Reading Strategy use Prior knowledge

Word Study Latin suffix -ation

You may use either “Stray” or “The Homecoming” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Homecoming” the more challenging selection, appears on Teacher’s Edition p 21. A lesson plan for “The Homecoming” appears on pp. 2–3 of this booklet.

questIon of the dAy Why does Doris want to keep the puppy?

oral Vocabulary/Build Concepts Vocabulary Development:

Big Question Vocabulary evidence, decision

SE/TE, pp. 2–3

TE, p. 24

Prior knowledge/Build Concepts Activating Prior Knowledge

TE, p. 24

Background Animal Shelters

SE/TE, p. 23

Make Predictions prompts

Plot prompts

Reading Check questions

Selection Vocabulary

SE/TE, pp. 24–28 GOT, pp. 3, 5, 6, 8

RN/ARN/ELRN Hear It! Audio CD

www.PHLitOnline.com

questIon of the dAy Why do Mr. and Mrs. Lacey not want to keep the puppy?


Big Question Vocabulary unbelievable

SE/TE, pp. 2–3

TE, p. 24


Plot prompts



SE/TE, pp. 24–28 GOT, pp. 3, 5, 6, 8


www.PHLitOnline.com

REVIEW

Make Predictions/Plot

Additional Vocabulary for English Learners

MonitoR PRoGRess Critical Thinking questions Reading Skill questions Literary Analysis questions Vocabulary Practice

SE/TE, pp. 28–29 ELRN, Vocabulary Skill Review

GOT, pp. 6, 8 RN/ARN/ELRN, After You Read

questIon of the dAy How does Mr. Lacey make his final decision?

oral Vocabulary/Prior knowledge/Build Concepts REVIEW

Concept Connector: Writing About the Big Question, Literary Analysis Graphic Organizer

TE, p. 27

questIon of the WeekWhat factors should help you decide whether or not to acquire

a pet?

oral Vocabulary/Build Concepts REVIEW

Big Question Vocabulary determine, evidence, decision, unbelievable

SE/TE, pp. 2–3 TE, p. 24

Reality Central, “A Place Where Strays Can Stay”

RC

MonitoR PRoGRess Selection Test A or B

UR, pp. 42–47

se/ te pAges 40 – 41

se/ te pAges 28–29

se/ te pAges 26 –27



unit 1: First Selection Set Stray • 1

This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Plot) • Writing 1.2 Create multiple paragraph expository compositions. (Writing: News Report) • Writing 1.4 Use organizational features of electronic text (e.g. keyword searches) to locate information. (Research and Technology: Brochure) • Language Conventions 1.4 Use correct capitalization. (Grammar: Common and Proper Nouns)

Conventions Common and Proper nouns

Writing Genre news Report

Trait organization

Daily Bellringer Activity Quick Write DBA, Week 1, Day 1

Conventions Introduce the Grammar concept. SE/TE, p. 40

writing Introduce the Writing genre. SE/TE, p. 41, RN/ARN, Support for Writing and

Extend Your LearningResearch and technology Introduce the Research and

Technology genre. Have students identify sources and formulate research questions for their brochures.

Reread for fluency with partners: Reading Warm-up A or B or other text at students’ independent level.

UR, pp. 32, 33

write a response to Writing About the Big Question. Share writing. SE/TE, p. 22

Complete Reading and Vocabulary Warm-ups A or B. UR, pp. 30–33

View and respond to the Get Connected video. www.PHLitOnline.com


Conventions Have students write a paragraph summarizing the story so far, underlining proper nouns and circling common nouns in their summaries.

writing Have students draft sample leads for news reports about a stray dog. SE/TE, p. 41, RN/ARN,

Support for Writing and Extend Your LearningResearch and technology Have students conduct research

for their brochures.

Reread for fluency with partners: the opening pages of the story or other text at students’ independent level.

SE, pp. 24–25

write about Doris’s reasons for wanting to keep the puppy.

Complete the Vocabulary Builder worksheet. UR, p. 37

View the Background video. www.PHLitOnline.com


Conventions Have students complete the Grammar worksheet.

UR, p. 57

writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their news reports.

SE/TE, p. 41, UR, p. 58 RN/ARN, Support for Writing

and Extend Your Learning

Research and technology Have students complete the Extend Your Learning worksheet and other appropriate supporting pages and begin drafting their brochures.



Read self-selected Independent Reading books at students’ independent level.

SE/TE, p. 167

write an evaluation of Mr. Lacey’s decision at the end of the story. Share writing.

Complete the Reading Skill worksheet. UR, p. 35

Visit Vocabulary Central. www.PHLitOnline.com


Conventions Have students write a description of Mr. Lacey’s character, identifying proper and common nouns in their writing.

writing Have students revise their news reports.SE/TE, p. 41

Research and technology Have students complete their brochures.


SE/TE, p. 167

write a response to the Question of the Week. Share writing.

Complete the Literary Analysis worksheet. UR, p. 36

Visit the Enriched Online Student Edition to take the Self-test and warm up for the Selection Test.

www.PHLitOnline.com


Conventions Have students complete Grammar Practice A and the Challenge.

SE/TE, p. 40

writing Have students share their news reports.SE/TE, p. 41

Research and technology Have students present their brochures.

Reread for fluency with partners: “A Place Where Strays Can Stay.” RC

Visit the Enriched Online Student Edition for an interactive Grammar Tutorial.

www.PHLitOnline.com

Complete the Enrichment worksheet (advanced learners). UR, p. 38

Visit the Enriched Online Student Edition for an additional research activity.

www.PHLitOnline.com

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20–25 minutes 50–60 minutes Independent ActIvItIes40–45 minutes






Planner • The Homecoming

You may use either “Stray” or “The Homecoming” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Homecoming”, the more challenging selection, appears on Teacher’s Edition p. 21. A lesson plan for “Stray” appears on the first two pages of this booklet.


Literary Analysis Plot

Reading Strategy use Prior knowledge

Word Study Latin suffix -able

se/ te pAges 20 –21, 30

questIon of the Week What can we learn from fiction?

SE/TE, p. 30


UR, pp. 48–51



Big Question Vocabulary fiction

SE/TE, pp. 2–3, 30

UR, p. 52 RN/ARN/ELRN,

Making Connections


Reading skill/strategy Use Prior Knowledge to Make Predictions

SE/TE, p. 21, GOT, pp. 7, 8 RN/ARN, Before You Read

Literary Analysis Plot SE/TE, p. 21, GOT, pp. 4, 5, RN/ARN,

Before You ReadVocabulary escorting, charitable, distracted, murmured,

fascinated, recognize Skill: Latin Suffix -able

SE/TE, p. 30


questIon of the dAy What advice does the woodcutter’s wife give?


Big Question Vocabulary fact, prove

SE/TE, pp. 2–3

TE, p. 32


TE, p. 32

Background Chess

SE/TE, p. 31

Get Ready to Read Concept Deciding what is true

Read and Comprehend


Plot prompts



SE/TE, pp. 32–38 GOT, pp. 4, 5, 7, 8


questIon of the dAy Would you stop to watch the chess game? Why or why not?


Big Question Vocabulary unbelievable, true

SE/TE, pp. 2–3

TE, p. 32


Plot prompts



SE/TE, pp. 32–38 GOT, pp. 4, 5, 7, 8




questIon of the dAy What happens because the woodcutter ignores his wife’s advice?



TE, p. 37

REVIEW

Make Predictions/Plot






questIon of the WeekHow can you apply the woodcutter’s experience to your own life?


Big Question Vocabulary fiction, fact, prove, unbelievable, true

SE/TE, pp. 2–3 TE, p. 32

Reality Central, “Having Friends, Making Choices”

RC


UR, pp. 63–68

2 • Unit 1: First Selection Set The Homecoming • 3


Conventions Have students create a name for each story character, explaining their choices and identifying proper and common nouns in their writing.

writing Have students revise their news reports. SE/TE, p. 41, RN/ARN, Support for Writing and

Extend Your LearningResearch and technology Have students complete their brochures.

This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Plot) • Writing 1.2 Create multiple paragraph expository compositions. (Writing: News Report) • Writing 1.4 Use organizational features of electronic text (e.g., keyword searches) to locate information. (Research and Technology: Brochure) • Language Conventions 1.4 Use correct capitalization. (Grammar: Common and Proper Nouns)

Conventions Common and Proper nouns

Writing Genre news Report

Trait organizationLanguage Arts





Technology genre. Have students identify sources and formulate research questions for their brochures.

Managing Your Class


UR, pp. 50, 51





Conventions Have students write a paragraph summarizing the story so far, underlining proper nouns and circling common nouns in their summaries.

writing Have students draft sample leads for news reports about a person who unexpectedly disappears and then returns. SE/TE, p. 41, RN/ARN,


for their brochures.


SE, pp. 32–33

write about how the woodcutter feels about the world around him.





UR, p. 57

writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their news reports.



Research and technology Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting their brochures.




SE/TE, p. 167

write an evaluation of the decisions the woodcutter makes. Share writing.




SE/TE, p. 167




www.PHLitOnline.com


Conventions Have students complete Grammar Practice B and the Challenge.

SE/TE, p. 40

writing Have students share their news reports.SE/TE, p. 41

Research and technology Have students present their brochures.

Reread for fluency with partners: “Having Friends, Making Choices.” RC


www.PHLitOnline.com



www.PHLitOnline.com

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se/ te pAges 42– 44





questIon of the WeekWhat factors matter most in deciding to work for or to grant a

reward?


Big Question Vocabulary opinion, prove, fact, evidence, decision,

SE/TE, pp. 2–3 TE, p. 46

questIon of the dAy How does Mom decide if the children deserve a reward?


Concept Connector: Writing About the Big Question, Activating Prior Knowledge, Reading Skill Graphic Organizer

TE, p. 49

questIon of the dAyWhat reward does the narrator hope for when he refuses to cry

over the bee sting?


Big Question Vocabulary decision

SE/TE, pp. 2–3

TE, p. 46

questIon of the dAy Why is movie-going such a reward for the narrator?


Big Question Vocabulary fact, evidence

SE/TE, pp. 2–3

TE, p. 46


TE, p. 46

Background Drive-In Theaters

SE/TE, p. 45

questIon of the Week How do we decide if a reward is worth working for?

SE/TE, p. 44


UR, pp. 69–72



Big Question Vocabulary opinion, prove

SE/TE, pp. 2–3, 44

UR, pp. 73 RN/ARN/ELRN,

Making Connections


Read and Comprehend


Literary Analysis narrator and Point of View

Reading Strategy Read Ahead to Verify

Word Study Latin Prefix pre-

Planner • The Drive-In Movies


Reading skill/strategy Read Ahead to Verify Predictions

SE/TE, p. 43, GOT, pp. 9, 11

RN/ARN, Before You ReadLiterary Analysis

Narrator and Point of View SE/TE, p. 43, GOT, pp. 12, 14, RN/ARN, Before You Read

Vocabulary prelude, pulsating, migrated, evident, winced,

vigorously Skill: Latin Prefix pre-

SE/TE, p. 44


Narrator and Point of View prompts



SE/TE, pp. 46–50 GOT, pp. 9, 11, 12, 14






SE/TE, pp. 46–50 GOT, pp. 9, 11, 12, 14


REVIEW

Make Predictions/Narrator and Point of View





Reality Central, “Smart Money”

RC


UR, pp. 81–86

You may use either “The Drive-In Movies” or “The Market Square Dog” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Market Square Dog,” the more challenging selection, appears on Teacher’s Edition p. 43. A lesson plan for “The Market Square Dog” appears on pp. 6–7 of this booklet.

4 • Unit 1: Second Selection Set The Drive-In Movies • 5

This week’s eLA CONTeNT sTANDARDsReading 3.5 Identify the speaker and recognize the difference between first- and third-person narration. (Literary Analysis: Narrator and Point of View) • Writing 2.1 Write narratives. (Writing: Autobiographical Narrative) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Singular and Plural Nouns) • Listening and Speaking 2.1 Deliver narrative presentations. (Listening and Speaking: Conversation)

Language ArtsConventions singular and Plural nouns

Writing Genre Autobiographical narrative

Trait organization

Daily Bellringer Activity Sentence Modeling DBA, Week 2, Day 1



Extend Your LearningListening and speaking Introduce the Listening and

Speaking assignment. Have students identify features of a conversation.


Conventions Have students identify three singular and three plural nouns in the story and use each in a sentence of their own.

writing Have students identify important events in their lives and begin narrowing their topics for their narratives. SE/TE, p. 63, UR, p. 97

RN/ARN, Support for Writing and Extend

Your Learning

Listening and speaking Have students identify story details they would like to discuss with a partner.



UR, p. 96

writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their narratives.



Listening and speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin planning their conversations.




Conventions Have students write a description of the narrator’s tasks, identifying singular and plural nouns in their writing.

writing Have students revise their narratives. SE/TE, p. 63, RN/ARN, Support for Writing and

Extend Your LearningListening and speaking Have students rehearse their conversations.



SE/TE, p. 62

writing Have students share their autobiographical narratives.SE/TE, p. 63

Listening and speaking Have students present their conversations.

Managing Your Class


UR, pp. 71–72




Reread for fluency with partners: the opening pages of the memoir or other text at students’ independent level.

SE, pp. 46–47

write about the narrator’s goal in working extra hard.




SE/TE, p. 167

write a prediction of how Mom will react when she sees the car.




SE/TE, p. 167




www.PHLitOnline.com

Reread for fluency with partners: “Smart Money.” RC


www.PHLitOnline.com



www.PHLitOnline.com

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You may use either “The Drive-In Movies” or “The Market Square Dog” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Market Square Dog,” the more challenging selection, appears on Teacher’s Edition p. 43. A lesson plan for “The Drive-In Movies” appears on pp. 4–5 of this booklet.

Planner • The Market Square Dog


Read and Comprehend


Literary Analysis narrator and Point of View

Reading Strategy Read Ahead to Verify

Word Study Anglo-saxon Prefix be-

questIon of the Week What makes a pet truly great?

SE/TE, p. 52


UR, pp. 87–90



Big Question Vocabulary truly

SE/TE, pp. 2–3, 52

UR, p. 91, RN/ARN/ELRN, Making Connections


Reading skill/strategy Read Ahead to Verify Predictions

SE/TE, p. 43, GOT, pp. 10, 11


Narrator and Point of View SE/TE, p. 43, GOT, pp. 13, 14 RN/ARN, Before You Read

Vocabulary devoured, trotted, anxiously, classified, custody,

bewildered Skill: Anglo-Saxon Prefix be-

SE/TE, p. 52

se/ te pAges 42– 43, 52





questIon of the dAy In what ways does the dog act like a good pet?


Big Question Vocabulary confirm, fact

SE/TE, pp. 2–3

TE, p. 54


TE, p. 54

Background Veterinary Medicine

SE/TE, p. 53

questIon of the dAy What qualities make Mr. Herriot like the stray dog so much?


Big Question Vocabulary unbelievable, evidence

SE/TE, pp. 2–3

TE, p. 54

questIon of the dAy Why does PC Phelps decide to keep the dog as a pet?



TE, p. 59

questIon of the WeekWhat qualities should we consider when we choose a pet?


Big Question Vocabulary truly, confirm, fact, unbelievable, evidence

SE/TE, pp. 2–3 TE, p. 54





SE/TE, pp. 54–60 GOT, pp. 10, 11, 13, 14






SE/TE, pp. 54–60 GOT, pp. 10, 11, 13, 14


REVIEW

Make Predictions/Narrator and Point of View





Reality Central, “Policing Changes”

RC


UR, pp. 102–107

6 • Unit 1: Second Selection Set The Market Square Dog • 7

This week’s eLA CONTeNT sTANDARDsReading 3.5 Identify the speaker and recognize the difference between first- and third-person narration. (Literary Analysis: Narrator and Point of View) • Writing 2.1 Write narratives. (Writing: Autobiographical Narrative) • Language Conventions 1.0 Students write and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Singular and Plural Nouns) • Listening and Speaking 2.1 Deliver narrative presentations. (Listening and Speaking: Conversation)

Conventions singular and Plural nouns

Writing Genre Autobiographical narrative

Trait organizationLanguage Arts Managing Your Class





Speaking assignment. Have students identify qualities of an effective conversation.


UR, pp. 89–90





Conventions Have students write a paragraph describing the dog’s actions at the marketplace, circling singular nouns and underlining plural nouns in their descriptions.

writing Have students use the Writing worksheet to choose an experience and begin sequencing details about it. UR, p. 97, SE/TE, p. 63

RN/ARN, Support for Writing and Extend

Your LearningListening and speaking Have students identify story details

they would like to discuss with a partner.


SE, pp. 54–55

write about what Mr. Herriot and the farmer notice about the dog.





UR, p. 96

writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their narratives.



Listening and speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin planning their conversations.




SE/TE, p. 167

write a cause-effect sentence connecting what happens to the dog and to the way the Herriots’ day goes. Share writing.




Conventions Have students summarize the joke PC Phelps plays on Mr. Herriot, identifying singular and plural nouns in their writing.

writing Have students revise their autobiographical narratives.SE/TE, p. 63

Listening and speaking Have students rehearse their conversations.


SE/TE, p. 167




www.PHLitOnline.com



SE/TE, p. 62

writing Have students share their narratives.SE/TE, p. 63

Listening and speaking Have students present their conversations.

Reread for fluency with partners: “Policing Changes.” RC


www.PHLitOnline.com



www.PHLitOnline.com

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Planner • My Papa, Mark Twain

You may use either “My Papa, Mark Twain” or “Stage Fright” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “Stage Fright”, the more challenging selection, appears on Teacher’s Edition p. 93. A lesson plan for “Stage Fright” appears on pp. 10–11 of this booklet.


Read and Comprehend

Reading Skill fact and opinion

Literary Analysis Author’s Perspective

Reading Strategy Recognize Clues

Word Study Latin root -sequ-/-sec-

questIon of the Week How do we form opinions about people?

SE/TE, p. 94


UR, pp. 134–137



Big Question Vocabulary confirm

SE/TE, pp. 2–3, 94


Picture it! Fact and Opinion SE, p. lxi

Reading skill/strategy Recognize Clues That Indicate an Opinion

SE/TE, p. 93, GOT, pp. 23, 25


Author’s Perspective SE/TE, p. 93, GOT, pp. 20, 22 RN/ARN, Before You Read

Vocabulary striking, absent-minded, incessantly, consequently,

impatient, peculiar Skill: Latin Root -sequ-/-sec-

SE/TE, p. 94






questIon of the dAyHow does the narrator’s description help you form an

opinion of Mark Twain?


Big Question Vocabulary determine

SE/TE, pp. 2–3

TE, p. 96


TE, p. 96

Background Family Biographer

SE/TE, p. 95

questIon of the dAyWhat qualities does the narrator find in her father’s writing?


Big Question Vocabulary evidence, fact

SE/TE, pp. 2–3

TE, p. 96

questIon of the dAyWhat quality helps Twain succeed at work instead of at school?



TE, p. 99

questIon of the WeekWhat type of information about a person helps you form an

opinion about him or her?


Big Question Vocabulary confirm, determine, evidence, fact

SE/TE, pp. 2–3 TE, p. 96

Fact and Opinion prompts

Author’s Perspective prompts



SE/TE, pp. 96–100 GOT, pp. 20, 22, 23, 25






SE/TE, pp. 96–100 GOT, pp. 20, 22, 23, 25


REVIEW

Fact and Opinion/Author’s Perspective





Reality Central, “Celebrity Scoop”

RC


UR, pp. 146–151

8 • Unit 1: Third Selection Set My Papa, Mark Twain • 9

This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Reading Skill: Fact and Opinion) • Foundational Element 8b: Comprehension Skills Author’s point of view. (Literary Analysis: Author’s Perspective) • Writing 2.1 Write narratives. (Writing: Dramatic Scene) • Language Conventions 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. (Grammar: Pronouns)

Language Arts Conventions Pronouns

Writing Genre Dramatic scene

Trait Conventions Managing Your Class

Daily Bellringer Activity Revision DBA, Week 4, Day 1




Technology assignment. Have students identify sources and formulate research questions for their posters or charts.


UR, pp. 136–137





Conventions Have students write a paragraph describing the narrator’s family, using and underlining personal and possessive pronouns in their descriptions.

writing Have students look for a passage that could work as a dramatic scene. SE/TE, p. 109, RN/ARN,


for their posters or charts.

Reread for fluency with partners: the opening pages of the memoir or other text at students’ independent level.

SE, pp. 96–97

write about the qualities that the narrator observes in her father.





UR, p. 161

writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their scenes.



Research and technology Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting the text and sketching the organizers for their posters or charts.




SE/TE, p. 167

write a response to the narrator’s description of her father, expressing an opinion of Twain’s behavior. Share writing.




Conventions Have students compare Twain’s experiences at school and work, using and circling personal and possessive pronouns in their writing.

writing Have students revise their dramatic scenes and rehearse if they wish to share through performance. SE/TE, p. 109

Research and technology Have students revise their posters or charts.


SE/TE, p. 167




www.PHLitOnline.com



SE/TE, p. 108

writing Have students share their dramatic scenes, performing them if they wish. SE/TE, p. 109

Research and technology Have students present their posters or charts.

Reread for fluency with partners: “Celebrity Scoop.” RC


www.PHLitOnline.com



www.PHLitOnline.com

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You may use either “My Papa, Mark Twain” or “Stage Fright” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “Stage Fright,” the more challenging selection, appears on Teacher’s Edition p. 93. A lesson plan for “My Papa, Mark Twain” appears on pp. 8–9 of this booklet.

Planner • Stage Fright

se/ te pAges 92–93, 102


se/ te pAge 105



questIon of the Week How do people act when they are telling the truth?

SE/TE, p. 102


UR, pp. 152–155



Big Question Vocabulary prove

SE/TE, pp. 2–3, 102


questIon of the dAyHow does Twain feel when he gets to the theater? What

does he do?

oral Vocabulary/Build Concepts Big Question Vocabulary confirm

SE/TE, pp. 2–3


TE, p. 104

Background Stage Fright

SE/TE, p. 103

questIon of the dAy What does Twain do to hide his fear from the audience?

oral Vocabulary/Build Concepts Big Question Vocabulary determine

SE/TE, pp. 2–3

questIon of the dAyDoes the laughter and applause for Twain’s “gem” reflect the

true feeling of the audience?



TE, p. 105

questIon of the WeekWhat is the best way to decide what a person’s true feelings are?


Big Question Vocabulary prove, confirm, determine

SE/TE, pp. 2–3


Reading skill/strategy Recognize Clues That Indicate Fact or Opinion

SE/TE, p. 93, GOT, pp. 24, 25


Author’s Perspective SE/TE, p. 93, GOT, pp. 21, 22 RN/ARN, Before You Read

Vocabulary sympathy, compulsion, intently, awed, agonizing,

hereditary Skill: Latin Root -pel-/-pul-

SE/TE, p. 102





SE/TE, pp. 104–106 GOT, pp. 21, 22, 24, 25






SE/TE, pp. 104–106 GOT, pp. 21, 22, 24, 25


REVIEW

Fact and Opinion/Author’s Perspective





Reality Central, “Fear in the Spotlight”

RC


UR, pp. 167–172


Read and Comprehend


Literary Analysis Author’s Perspective

Reading Strategy Recognize Clues

Word Study Latin root -pel-/-pul-

10 • Unit 1: Third Selection Set Stage Fright • 11

This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Reading Skill: Fact and Opinion) • Foundational Element 8b: Comprehension Skills Author’s point of view. (Literary Analysis: Author’s Perspective) • Writing 2.1 Write narratives. (Writing: Dramatic Scene) • Language Conventions 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. (Grammar: Pronouns)


Writing Genre Dramatic scene

Trait Conventions Managing Your Class





Technology assignment. Have students identify sources and formulate research questions for their posters or charts.


UR, pp. 154–155





Conventions Have students describe the narrator’s experiences with stage fright and seasickness, circling personal and possessive pronouns in their descriptions.

writing Have students look for a passage that could work as a dramatic scene.

SE/TE, p. 109, RN/ARN, Support for Writing and

Extend Your LearningResearch and technology Have students conduct research for their posters or charts.

Reread for fluency with partners: the opening pages of the speech or other text at students’ independent level.

SE, pp. 104–105

write about Mark Twain’s reaction to giving a speech.





UR, p. 161

writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their scenes.



Research and technology Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting the text and sketching organizers for their posters or charts.




SE/TE, p. 167

write an evaluation of the lesson Twain learned from his first speech. Share writing.




Conventions Have students summarize Twain’s experience at his speech and the audience’s reaction, using personal and possessive pronouns in their writing.

writing Have students revise their dramatic scenes and rehearse if they wish to share through performance. SE/TE, p. 109

Research and technology Have students revise their posters or charts, adding graphic interest if possible.


SE/TE, p. 167




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SE/TE, p. 108

writing Have students share their dramatic scenes, performing them if they wish. SE/TE, p. 109

Research and technology Have students present their posters or charts, referring to organizers as they speak.

Reread for fluency with partners: “Fear in the Spotlight.” RC


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2DAY

3DAY

4DAY

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Planner • Names/Nombres

You may use either “Names/Nombres” or “The Lady and the Spider” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Lady and the Spider,” the more challenging selection, appears on Teacher’s Edition p. 111. A lesson plan for “The Lady and the Spider” appears on pp. 14–15 of this booklet.


Read and Comprehend


Literary Analysis tone

Reading Strategy use Resources to Check

Word Study Latin root -scrib-/-scrip-

questIon of the Week Is it easy or hard to show true feelings? Explain.

SE/TE, p. 112


UR, pp. 173–176



Big Question Vocabulary true

SE/TE, pp. 2–3, 112



Reading skill/strategy Use Resources to Facts

SE/TE, p. 111, GOT, pp. 26, 28


Tone SE/TE, p. 111, GOT, pp. 29, 31 RN/ARN, Before You Read

Vocabulary mistook, pursue, transport, inevitably, chaotic,

inscribed Skill: Latin Root -scrib-/-scrip-

SE/TE, p. 112

questIon of the dAyHow do the narrator and her mother feel about sharing

their Spanish names with English speakers?

oral Vocabulary/Build Concepts Big Question Vocabulary investigate

SE/TE, pp. 2–3


TE, p. 114

Background Languages

SE/TE, p. 113


Tone prompts



SE/TE, pp. 114–120 GOT, pp. 26, 28, 29, 31


questIon of the dAyHow does the narrator feel about introducing her family

to classmates?

oral Vocabulary/Build Concepts Big Question Vocabulary prove

SE/TE, pp. 2–3


Tone prompts



SE/TE, pp. 114–120 GOT, pp. 26, 28, 29, 31


questIon of the dAyBy the end of the essay, what name does the narrator use with

her friends? With her family? Which does she feel is her true name?



TE, p. 119

REVIEW

Fact and Opinion/Tone





questIon of the WeekWhat qualities do you need in order to show your true feelings?


Big Question Vocabulary true, investigate, prove

SE/TE, pp. 2–3

Reality Central, “Facebook or Face-to-Face?”

RC


UR, pp. 185–190






12 • Unit 1: Fourth Selection Set Names/Nombres • 13

This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Tone) • Language Conventions 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. (Grammar: Pronouns) • Writing 2.1 Write narratives. (Writing: Personal Anecdote) • Listening and Speaking 2.1 Deliver narrative presentations. (Listening and Speaking: Monologue)


Writing Genre Personal Anecdote

Trait ideas Managing Your Class

Daily Bellringer Activity Research DBA, Week 5, Day 1




Speaking assignment. Have students identify features of a monologue.


UR, pp. 175–176





Conventions Have students write a paragraph describing the narrator’s different names, circling indefinite pronouns in their writing.

writing Have students brainstorm a list of interesting personal experiences and choose one to write about. SE/TE, p. 131, RN/ARN,

Support for Writing and Extend Your LearningListening and speaking Have students identify words and

phrases in the essay that express young Alvarez’s thoughts and feelings.

Reread for fluency with partners: the opening pages of the essay or other text at students’ independent level.

SE, pp. 114–115

write about the feelings the narrator has when she first comes to New York City.




Conventions Have students write questions about Julia and her family, underlining interrogative pronouns in their writing.

writing Have students revise their anecdotes.SE/TE, p. 131

Listening and speaking Have students revise their monologues.


SE/TE, p. 167




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SE/TE, p. 130

writing Have students share their anecdotes.SE/TE, p. 131

Listening and speaking Have students present their monologues.

Reread for fluency with partners: “Facebook or Face-to-Face?”. RC


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UR, p. 200

writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their anecdotes.



Listening and speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting their monologues.




SE/TE, p. 167

write a description of how Julia’s friends feel about her Dominican heritage. Share writing.



CAL ifoRniA

1DAY

2DAY

3DAY

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Planner • The Lady

and the Spider

You may use either “Names/Nombres” or “The Lady and the Spider” to teach the target skills and meet the lesson objectives. Choose one selection to teach (or choose to teach both). Guidance in preparing students for “The Lady and the Spider,” the more challenging selection, appears on Teacher’s Edition p. 111. A lesson plan for “Names/Nombres” appears on pp. 12–13 of this booklet.


Read and Comprehend


Literary Analysis tone

Reading Strategy use Resources to Check

Word Study Latin Root -met-/-mens-

se/ te pAges 110 –111, 122





questIon of the Week What facts and fears do you associate with spiders?

SE/TE, p. 122


UR, pp. 191–194



Big Question Vocabulary fact

SE/TE, pp. 2–3, 122



Reading skill/strategy Use Resources to Check Facts

SE/TE, p. 111, GOT, pp. 27, 28


Tone SE/TE, p. 111, GOT, pp. 30, 31 RN/ARN, Before You Read

Vocabulary mode, frenzied, inhabited, equipped, dimensions,

catastrophe Skill: Latin Root -met-/-mens-

SE/TE, p. 122

questIon of the dAyWhat fears does the narrator’s neighbor have

about spiders?


Big Question Vocabulary investigate

SE/TE, pp. 2–3

TE, p. 124


TE, p. 124

Background Phobias

SE/TE, p. 123


Tone prompts



SE/TE, pp. 124–128 GOT, pp. 27, 28, 30, 31


questIon of the dAy What facts does the narrator share about spiders?


Big Question Vocabulary prove, fantasy

SE/TE, pp. 2–3

TE, p. 124


Tone Prompts



SE/TE, pp. 128–129 GOT, pp. 27, 28, 30, 31


questIon of the dAyDo the woman’s feelings about spiders change after her

experience? Should they?



TE, p. 127

REVIEW

Fact and Opinion/Tone




GOT, pp. 30, 31 RN/ARN/ELRN

questIon of the WeekHow can we tell the difference between fears based on fact and

unreasonable fears?


Big Question Vocabulary fact, investigate, prove, fantasy

SE/TE, pp. 2–3 TE, p. 124

Reality Central, “The Fear Factor”

RC


UR, pp. 206–211

14 • Unit 1: Fourth Selection Set The Lady and the Spider • 15

This week’s eLA CONTeNT sTANDARDsReading 3.1 Identify the forms of fiction and describe the major characteristics of each form. (Literary Analysis: Tone) • Language Conventions 1.2 Identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects. (Grammar: Pronouns) • Writing 2.1 Write narratives. (Writing: Personal Anecdote) • Listening and Speaking 2.1 Deliver narrative presentations. (Listening and Speaking: Monologue)


Writing Genre Personal Anecdote

Trait ideas Managing Your Class





Speaking assignment. Have students identify features of a monologue.


Conventions Have students write questions the woman has about the spider, circling interrogative pronouns in their writing.

writing Have students brainstorm a list of interesting personal experiences and choose one to write about. SE/TE, p. 131, RN/ARN,

Support for Writing and Extend Your LearningListening and speaking Have students identify words and

phrases in the essay that express their chosen character’s thoughts and feelings.



UR, p. 200

writing Have students complete the Writing worksheet and other appropriate support pages and begin drafting their anecdotes.



Listening and speaking Have students complete the Extend Your Learning worksheet and other appropriate support pages and begin drafting their monologues.




Conventions Have students write facts or opinions about spiders, using and underlining indefinite pronouns in their writing.

writing Have students revise their anecdotes, adding vivid details to describe personal reactions. SE/TE, p. 131

Listening and speaking Have students revise their monologues and rehearse if they wish to present orally.



SE/TE, p. 130

writing Have students share their anecdotes.SE/TE, p. 131

Listening and speaking Have students present their monologues, in dramatic form if they wish.


UR, pp. 193–194




Reread for fluency with partners: the opening pages of the essay or other text at students’ independent level.

SE, pp. 124–125

write about the woman’s feelings about spiders.




SE/TE, p. 167

write a description of the qualities you admire in spiders. Share writing.




SE/TE, p. 167




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Reread for fluency with partners: “The Fear Factor.” RC


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