selection lesson plan narrative of the life of frederick … · 2001-10-31 · selection lesson...
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Selection Lesson Plan
Narrative of the Life of Frederick Douglass Pages 562–573
Core Objectives■ Understand and appreciate a slave narrative■ Examine autobiography and style■ Analyze author's purpose
Integrating SkillsGrammar Vocabulary■ Identifying Clauses: ■ Context Clues
Independent ■ Connotation/Denotationand Subordinate
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Autobiography and StyleActive Reading: Author’s Purpose
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Autobiography and Style
Choices and ChallengesWriting OptionsClosing StatementAntislavery EditorialComparison of Slave NarrativesAutobiographical Sketch
Activities and ExplorationsLiving to TellStory in PicturesDiscussion of Covey
Inquiry and ResearchAnother ViewSlave Laws
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.3, I-B.1, I-B.2, I-B.3, I-C.1, I-C.2, I-D.1,I-D.3, I-D.6, II-A.1, II-A.2, II-A.3, II-B.1, II-C.2, III-A.2
TerraNova ObjectivesR.02a, R.02d, R.04b, R.05a, R.05d, V.37a
The Language of Literature, Grade 11 89
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❑ Unit Four Resource Book: Words to Know SkillBuilder, p. 7
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 6
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 5
❑ PE pp. 562–573
❑ Unit Four Resource Book: Summary, p. 4
❑ Reading and Critical Thinking Transparencies, T19
❑ Literary Analysis Transparencies, T23
Selection Lesson Plan (continued)
Narrative of the Life of Frederick Douglass
Choices and Challenges (continued)Vocabulary in ActionMeaning Clues
Author ActivityPoetic TributeArt Connection
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyConnotation/Denotation
GrammarIdentifying Clauses: Independent andSubordinate
Speaking and ListeningPersuasive Speech
Viewing and RepresentingArt AppreciationHead of a Negro by John Singleton Copley
Cross Curricular LinkHistory
Informal AssessmentSummarizing
AssessmentSelection QuizSelection TestTest Generator
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90 UNIT 4, PART 1 NARRATIVE OF THE LIFE OF FREDERICK DOUGLASS
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C49
❑ Grammar Transparencies and Copymasters, C88
❑ Unit Four Resource Book: Selection Quiz, p. 8
❑ Formal Assessment: Selection Test, p. 105–106
Selection Lesson Plan
Stanzas on Freedom / Free Labor Pages 574–579
Core Objectives■ Understand and appreciate protest poems that
explore the meaning of freedom and slavery■ Identify and appreciate symbols in a poem■ Apply strategies for reading protest poetry
Integrating SkillsGrammar Vocabulary■ Clauses vs. Phrases ■ Understanding Figurative
Language Through Context
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: SymbolActive Reading: Strategies for Reading
Protest Poetry
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Symbol
Choices and ChallengesWriting OptionsNew StanzaProtest Poem
Activities and ExplorationsPolitical Poster
NEW MEXICO PLANNER
Language Arts BenchmarksI-C.2, I-D.1, I-D.3, II-B.1
TerraNova ObjectivesR.02d, R.03c, R.05c, R.05d
The Language of Literature, Grade 11 91
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❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 10
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 9
❑ PE pp. 574–579
92 UNIT 4, PART 1 STANZAS ON FREEDOM / FREE LABOR
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Selection Lesson Plan (continued)
Stanzas on Freedom / Free Labor
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUnderstanding Figurative LanguageThrough Context
GrammarClauses vs. Phrases
Speaking and ListeningDramatic Reading
Informal AssessmentContrasting Across Texts
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C50
❑ Grammar Transparencies and Copymasters, C90
❑ Formal Assessment: Selection Test, pp. 107–108
Selection Lesson Plan
An Occurrence at Owl Creek Bridge Pages 580–592
Core Objectives■ Appreciate a short story about the Civil War■ Identify and examine point of view■ Analyze structure in a short story
Integrating SkillsGrammar Vocabulary■ Essential vs. ■ Context Clues
Nonessential Clauses ■ Applying Meaning of Prefixes■ Punctuation for
Clauses
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Point of ViewActive Reading: Analyzing Structure
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Point of View
Choices and ChallengesWriting OptionsEvaluation of BierceComparison Essay
Vocabulary in ActionSynonyms
The Language of Literature, Grade 11 93
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-C.2, I-D.1, I-D.2, I-D.3, I-D.4, II-B.1, II-C.3
TerraNova ObjectivesL.38a, R.02a, R.02d, R.03c, R.03f, R.04f,R.05a, R.05c, R.05d, S.42b, V.35a
❑ Unit Four Resource Book: Words to Know SkillBuilder, p. 14
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 13
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 12
❑ PE pp. 580–592
❑ Unit Four Resource Book: Summary, p. 11
❑ Reading and Critical Thinking Transparencies, T6, T17
❑ Literary Analysis Transparencies, T20
94 UNIT 4, PART 1 AN OCCURRENCE AT OWL CREEK BRIDGE
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Selection Lesson Plan (continued)
An Occurrence at Owl Creek Bridge
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyApplying Meanings of Prefixes
GrammarEssential vs. Nonessential ClausesPunctuation for Clauses
Speaking and ListeningRealistic Dialogue
Viewing and RepresentingArt AppreciationUnion Soldiers by anonymousStory Illustrations
Cross Curricular Link
HistoryThe 54th Regiment
Informal AssessmentSelf-Assessment
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C51
❑ Grammar Transparencies and Copymasters, T44, C91
❑ Grammar Transparencies and Copymasters, T55, C149
❑ Unit Four Resource Book: Selection Quiz, p. 15
❑ Formal Assessment: Selection Test, pp. 109–110
Selection Lesson Plan
A Mystery of Heroism Pages 593–604
Core Objectives■ Understand and appreciate a short story ■ Identify characteristics of naturalism in the story■ Visualize the setting, characters, and events in the story
Integrating SkillsGrammar Vocabulary■ Introduction to ■ Using Context Clues
Adjective Clauses ■ Root Words■ Use of Commas in
Names and Titles
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: NaturalismActive Reading: Visualizing
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Naturalism
Choices and ChallengesWriting OptionsLetter HomeLiterary AnalysisDifferent Ending
Activities and ExplorationsCombat SketchWar SongsInterview with Collins
Inquiry and ResearchPhoto Gallery
NEW MEXICO PLANNER
Language Arts BenchmarksI-C.2, I-D.1, I-D.3, I-D.6, II-B.1
TerraNova ObjectivesL.38a, R.02a, R.02b, R.02d, R.03b, R.03f,R.04f, R.04g, R.05a, R.05c, R.05d, S.42a,S.42b, V.37a
The Language of Literature, Grade 11 95
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❑ Unit Four Resource Book: Words to Know SkillBuilder, p. 19
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 18
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 17
❑ PE pp. 593–604
❑ Unit Four Resource Book: Summary, p. 16
❑ Reading and Critical Thinking Transparencies, T8
96 UNIT 4, PART 1 A MYSTERY OF HEROISM
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Selection Lesson Plan (continued)
A Mystery of Heroism
Choices and Challenges (continued)Vocabulary in ActionMeaning Clues
Author ActivityWar Stories
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyRoot Words
GrammarIntroduction to Adjective ClausesUse of Commas in Names and Titles
Speaking and ListeningPersuasive Speaking
Viewing and RepresentingArt AppreciationThe Battle of Chancellorsvilleby unknown artist
Cross Curricular Link
HistoryParallel Naturalist Movements in Other Cultures
Informal AssessmentIdentifying Supporting Ideas
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C52
❑ Grammar Transparencies and Copymasters, C92
❑ Grammar Transparencies and Copymasters, C150
❑ Unit Four Resource Book: Selection Quiz, p. 20
❑ Formal Assessment: Selection Test, pp. 111–112
Selection Lesson Plan
The Gettysburg Address Pages 605–608
Core Objectives■ Understand and appreciate a classic speech■ Identify and examine style in a speech■ Appreciate historical context in a speech
Integrating SkillsGrammar Vocabulary■ Adjective and ■ Context Clues
Relative Clauses
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: StyleActive Reading: Interpreting Historical Context
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Style
Choices and ChallengesWriting OptionsModern ParaphraseLetter to Lincoln
Inquiry and ResearchBattle Report
Vocabulary in ActionContext Clues
The Language of Literature, Grade 11 97
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.3, I-B.1, I-B.2, I-B.3, I-C.2, I-D.1, I-D.3,I-D.6, II-B.1, II-C.2, III-B.2
TerraNova ObjectivesR.02a, R.02d, R.05a, V.37a
❑ Unit Four Resource Book: Words to Know SkillBuilder, p. 24
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 23
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 22
❑ PE pp. 605–608
❑ Unit Four Resource Book: Summary, p. 21
❑ Reading and Critical Thinking Transparency, T41
❑ Literary Analysis Transparencies, T23
98 UNIT 4, PART 1 THE GETTYSBURG ADDRESS
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Selection Lesson Plan (continued)
The Gettysburg Address
Teaching Options (from Teacher’s Edition)Mini Lesson
Preteaching VocabularyUsing Context Clues
GrammarAdjective and Relative Clauses
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, T44, C95
❑ Unit Four Resource Book: Selection Quiz, p. 25
❑ Formal Assessment: Selection Test, pp. 113–114
Selection Lesson Plan
Coming of Age in Mississippi Pages 609–617
Core Objectives■ Appreciate a selection from an autobiography■ Understand an eyewitness report■ Use chronological order to understand an
eyewitness report
Integrating SkillsGrammar Vocabulary■ Adverb Clauses ■ Sensory Details■ Punctuation of
Adverb Clauses
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Eyewitness ReportActive Reading: Chronological Order
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Eyewitness Report
Choices and ChallengesWriting OptionsMother’s Letter, Anne’s ReplyPoints of ComparisonEyewitness Account
Activities and ExplorationsOn the Scene
Art ConnectionUnder Siege
Author Activity
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.3, I-B.3, I-C.2, I-D.1, I-D.2, I-D.3,II-B.1
TerraNova ObjectivesL.38a, R.02b, R.02c, R.03b, R.04g, R.05c,R.05d
The Language of Literature, Grade 11 99
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❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 28
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 27
❑ PE pp. 609–617
❑ Unit Four Resource Book: Summary, p. 26
❑ Reading and Critical Thinking Transparencies, T17, T49
❑ Literary Analysis Transparencies, T16
100 UNIT 4, PART 1 COMING OF AGE IN MISSISSIPPI
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Selection Lesson Plan (continued)
Coming of Age in Mississippi
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategySensory Details
GrammarAdverb ClausesPunctuation of Adverb Clauses
Viewing and RepresentingArt AppreciationPhotograph
Cross Curricular Link History
Informal AssessmentLiterary Response
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C53
❑ Grammar Transparencies and Copymasters, C96❑ Grammar Transparencies and Copymasters, C151
❑ Unit Four Resource Book: Selection Quiz, p. 29❑ Formal Assessment: Selection Test, pp. 115–116
Selection Lesson Plan
Ballad of Birmingham Pages 618–621
Core Objectives■ Understand and appreciate a ballad commemorating
a tragic event■ Identify and appreciate the characteristics of ballads■ Apply strategies for reading narrative poetry
Integrating SkillsGrammar■ Introduction to Noun Clauses
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your Reading Literary Analysis: BalladsActive Reading: Reading Narrative Poetry
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Ballads
Choices and ChallengesWriting OptionsOriginal BalladPoints of Comparison
Activities and ExplorationsLearned By HeartSorrowful SongBallads of Today
Inquiry and ResearchEvents in Birmingham
Author Activity
The Language of Literature, Grade 11 101
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NEW MEXICO PLANNER
Language Arts BenchmarksI-B.1, I-B.2, I-C.2, I-D.3, II-B.1, II-C.2, III-B.2
TerraNova ObjectivesR.02d, R.03a, R.05c
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 31
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 30
❑ PE pp. 618–621
❑ Reading and Critical Thinking Transparencies, T5
102 UNIT 4, PART 1 BALLAD OF BIRMINGHAM
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Selection Lesson Plan (continued)
Ballad of Birmingham
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarIntroduction to Noun Clauses
Informal AssessmentIdentifying Theme
AssessmentSelection TestPart TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C101
❑ Unit Four Resource Book: Selection Quiz, p. 117
❑ Formal Assessment: Unit Four, Part 1 Test, pp. 119–120
Writing Workshop Lesson Plan
Literary Interpretation Pages 624–629
Writing PromptWrite an interpretation of a literary work in which you explain its meaning.
Preparing to ReadIntroductionBasics in a BoxUsing the Graphic
Analyzing a Student Model“The Red Badge of Courage”
WritingPrewritingChoosing a Literary WorkPlanning the Literary Interpretation
DraftingOrganizing the Draft
Peer ReviewAsk Your Peer Reader
RevisingConclusions
Editing and ProofreadingVerb Tense
Reflecting
NEW MEXICO PLANNER
Language Arts BenchmarksI-C.2, I-C.3, I-D.3, II-B.1, II-C.3, III-A.1
TerraNova ObjectivesR.05d, R.08b, R.08c, R.09a, R.09b
The Language of Literature, Grade 11 103
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Homework Assignments Other Teaching Materials
❑ Writing Transparencies and Copymasters, T11, T20, C30
❑ Unit Four Resource Book: Student Models, pp. 38–43
❑ Unit Four Resource Book: Prewriting, p. 33
❑ Unit Four Resource Book: Drafting and Elaboration, p. 34
❑ Unit Four Resource Book: Peer Response Guide, pp. 35–36
❑ Unit Four Resource Book: Revising, Editing, and Proofreading, p. 37
❑ Unit Four Resource Book: Rubric for Evaluation, p. 44
Selection Lesson Plan
The Indian and the Hundred Cows /El indito de las cien vacas Pages 638–644
Core Objectives■ Understand and appreciate a cuento, or a folk tale■ Identify characteristics of cuentos■ Determine the theme of a cuento
Integrating SkillsGrammar Vocabulary■ Independent and ■ Using a Dictionary
Subordinate Clauses to Determine Usage
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: CuentoActive Reading: Determining Theme
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Cuento
Choices and ChallengesWriting OptionsSermon on CharityComic Tale
Activities and ExplorationsMural Art
Inquiry and ResearchTranslations from Spanish
The Language of Literature, Grade 11 105
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-C.2, I-D.1, I-D.3, II-B.1, III-B.1
TerraNova ObjectivesR.02d, R.03a, R.04g
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 49
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 48
❑ PE pp. 638–644
❑ Unit Four Resource Book: Summary, p. 47
❑ Literary Analysis Transparencies, T24
Selection Lesson Plan (continued)
The Indian and the Hundred Cows /El indito de las cien vacas
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing a Dictionary to Determine Usage
GrammarIndependent and Subordinate Clauses
Speaking and ListeningTelling Stories
Informal AssessmentMaking a Judgment
AssessmentSelection QuizSelection TestTest Generator
106 UNIT 4, PART 2 THE INDIAN AND THE HUNDRED COWS / EL INDITO DE LAS CIEN VACAS
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Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C54
❑ Grammar Transparencies and Copymasters, C89
❑ Unit Four Resource Book: Selection Quiz, p. 50❑ Formal Assessment: Selection Test, p. 121
Selection Lesson Plan
High Horse’s Courting from Black Elk Speaks Pages 645–653
Core Objectives■ Appreciate a Sioux folk tale■ Understand and appreciate oral literature■ Identify author’s purpose
Integrating SkillsGrammar Vocabulary■ Phrases and Clauses ■ Using Reference Materials
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Oral LiteratureActive Reading: Identifying Author’s Purpose
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Oral Literature
Choices and ChallengesWriting OptionsModernizing a Story
Activities and ExplorationsTalk Show
Inquiry and ResearchSioux Culture
NEW MEXICO PLANNER
Language Arts BenchmarksI-B.1, I-B.2, I-C.2, I-D.1, I-D.3, II-B.1, II-C.2, III-A.2, III-B.1
TerraNova ObjectivesR.02d, R.04c, R.04f, R.04e, R.04b, R.05c
The Language of Literature, Grade 11 107
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❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 53
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 52
❑ PE pp. 645–653❑ Unit Four Resource Book: Summary, p. 51
❑ Reading and Critical Thinking Transparencies, T19
Selection Lesson Plan (continued)
High Horse’s Courting from Black Elk Speaks
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing Reference Materials: SpecializedDictionaries
GrammarPhrases and Clauses
Viewing and RepresentingArt AppreciationNight Horse by C. J. Wells
Cross Curricular Link
HistoryThe Vanishing Frontier
Informal AssessmentPredicting Outcomes
AssessmentSelection QuizSelection TestTest Generator
108 UNIT 4, PART 2 HIGH HORSE’S COURTING from BLACK ELK SPEAKS
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Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C55
❑ Grammar Transparencies and Copymasters, C90
❑ Unit Four Resource Book: Selection Quiz, p. 54
❑ Formal Assessment: Selection Test, p. 123
Selection Lesson Plan
from The Autobiography of Mark Twain Pages 658–668
Core Objectives■ Understand and appreciate an autobiography ■ Identify and understand irony■ Predict events in an autobiography
Integrating SkillsGrammar Vocabulary■ Essential vs. ■ Using Context Clues
Nonessential Clauses ■ Identifying Synonyms■ Punctuating Clauses and Antonyms
in a Series
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: IronyActive Reading: Predicting
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Irony
Choices and ChallengesWriting OptionsScreenplay ScriptInstruction ManualNewspaper Report
Activities and ExplorationsStage DirectionsAdvertising Flyer
Inquiry and ResearchScience
Vocabulary in ActionAssessment Practice
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.2, I-A.3, I-B.1, I-B.2, I-C.2, I-D.1,I-D.3, I-D.6, II-B.1, II-C.2, III-B.1
TerraNova ObjectivesL.38a, R.02a, R.02d, R.03c, R.03f, R.04e,R.04f, R.04g, R.05a, R.05d, V.35a, V.35b,V.37a
The Language of Literature, Grade 11 109
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❑ Unit Four Resource Book: Words to Know SkillBuilder, p. 58
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 57
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 56
❑ PE pp. 658–668
❑ Unit Four Resource Book: Summary, p. 55
❑ Reading and Critical Thinking Transparencies, T2
110 UNIT 4, PART 2 from THE AUTOBIOGRAPHY OF MARK TWAIN
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Selection Lesson Plan (continued)
from The Autobiography of Mark Twain
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyIdentifying Synonyms and Antonyms
GrammarEssential vs. Nonessential ClausesPunctuating Clauses in a Series
Speaking and ListeningStorytelling
Viewing and RepresentingArt AppreciationUntitled
Inquiry and ResearchUsing Indexes
Informal AssessmentPoint of View
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C56
❑ Grammar Transparencies and Copymasters, T55, C91❑ Grammar Transparencies and Copymasters, C156
❑ Unit Four Resource Book: Selection Quiz, p. 59
❑ Formal Assessment: Selection Test, pp. 125–126
Selection Lesson Plan
from Life on the Mississippi Pages 669–677
Core Objectives■ Appreciate a selection from a classic memoir■ Appreciate and examine description■ Visualize details in a memoir
Integrating SkillsGrammar Vocabulary■ Adjective Clauses ■ Analogies■ Commas with
Names and Titles■ Double Negatives
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: DescriptionActive Reading: Visualizing
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Description
Choices and ChallengesWriting OptionsDiary EntryMagazine Article
Activities and ExplorationsOccupational OutlookVideo Adaptation
Inquiry and ResearchGeography
The Language of Literature, Grade 11 111
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.3, I-B.1, I-B.2, I-B.3, I-C.1, I-C.2,I-D.1, I-D.3, I-D.6, II-A.1, II-B.1, II-C.2
TerraNova ObjectivesL.38a, R.02a, R.02d, R.03c, R.04g, R.05a,R.05c, R.05b, R.05d
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 62❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 61
❑ PE pp. 669–677
❑ Unit Four Resource Book: Summary, p. 60
❑ Reading and Critical Thinking Transparencies, T8
Selection Lesson Plan (continued)
from Life on the Mississippi
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary Strategy Understanding Analogies
GrammarIntroductory Words for AdjectiveClausesCommas in Names and Titles
Speaking and ListeningPersuading
Cross Curricular Link
WorkplaceStarting a New Job
Informal AssessmentStory Extension
AssessmentSelection QuizSelection TestTest Generator
112 UNIT 4, PART 2 from LIFE ON THE MISSISSIPPI
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Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C57
❑ Grammar Transparencies and Copymasters, T44, C94
❑ Grammar Transparencies and Copymasters, C150
❑ Unit Four Resource Book: Selection Quiz, p. 63
❑ Formal Assessment: Selection Test, pp. 127–128
Selection Lesson Plan
The Notorious Jumping Frog of Calaveras County Pages 679–687
Core Objectives■ Understand and appreciate a classic short story■ Identify characteristics of a tall tale■ Understand Twain’s use of dialect
Integrating SkillsGrammar Vocabulary■ Use of That and ■ Using Context Clues
Which in Adjective ■ Applying Meanings ofClauses Root Words
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Tall TaleActive Reading: Understanding Dialect
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Tall TaleAuthor’s Style
Choices and ChallengesWriting OptionsThe Stranger’s TaleLocal StorytellingDialects Today
Vocabulary in ActionMeaning CluesWord Knowledge
Author Study Project
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1. I-B.1, I-B.2, I-B.3, I-B.4, I-C.2, I-D.1,I-D.3, I-D.6, II-B.1, II-C.2, III-B.2
TerraNova ObjectivesR.02a, R.02d, R.03c, R.04f, R.05a, R.05c,V.37a
The Language of Literature, Grade 11 113
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❑ Unit Four Resource Book: Words to Know SkillBuilder, p. 67
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 66
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 65
❑ PE pp. 679–687
❑ Unit Four Resource Book: Summary, p. 64
114 UNIT 4, PART 2 THE NOTORIOUS JUMPING FROG OF CALAVERAS COUNTY
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Selection Lesson Plan (continued)
The Notorious Jumping Frog of Calaveras County
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyApplying Meanings of Root Words
GrammarUse of That and Which in AdjectiveClauses
Speaking and ListeningTelling a Humorous Anecdote
Viewing and RepresentingAnalyzing a Performance Review
Cross Curricular Link
MulticulturalTall Tales of the 20th Century
Informal AssessmentLetter Writing
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C58
❑ Grammar Transparencies and Copymasters, T44, C93
❑ Unit Four Resource Book: Selection Quiz, p. 68❑ Formal Assessment: Selection Test, pp. 129–130
Selection Lesson Plan
A Wagner Matinee Pages 688–699
Core Objectives■ Understand and appreciate a short story■ Identify and understand setting■ Draw conclusions about character in a short story
Integrating SkillsGrammar Vocabulary■ Introductory ■ Applying Meanings of
Adverbial Clauses Root Words■ Punctuating Introductory
Adverbial Clauses
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Applying Meaningsof Root WordsFocus Your ReadingLiterary Analysis: SettingActive Reading: Drawing Conclusions
About Character
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Setting
Choices and ChallengesWriting OptionsCause-and-Effect AnalysisTelegram from BostonInterview: Personal Sacrifices
Activities and ExplorationsReal Estate AdOpera Poster
Inquiry and ResearchMusic Appreciation
Vocabulary in ActionContext Clues
The Language of Literature, Grade 11 115
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.2, I-C.2, I-D.1, I-D.3, II-B.1
TerraNova ObjectivesL.38a, R.02a, R.02b, R.02d, R.03b, R.03c,R.04d, R.04f, R.04g, R.05a, R.05d, S.42a,S.42b, V.37a
❑ Unit Four Resource Book: Words to Know SkillBuilder, p. 72
❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 71
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 70
❑ PE pp. 688–699
❑ Unit Four Resource Book: Summary, p. 69
❑ Reading and Critical Thinking Transparencies, T1, T4, T39
❑ Literary Analysis Transparencies, T14
Selection Lesson Plan (continued)
A Wagner Matinee
Choices and Challenges (continued)Author ActivityWilla Cather
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyApplying Meanings of Root Words
GrammarIntroductory Adverbial ClausesPunctuating Introductory AdverbialClauses
Viewing and RepresentingArt AppreciationMrs. Stewart, Housewife and Singer,Brasstown, North Carolina by Doris UlmannThe Opera, Paris by Raoul Dufy
Cross Curricular Links
HistoryPioneer Families
HumanitiesMusic Appreciation
Informal AssessmentWrite the Sequel
AssessmentSelection QuizSelection TestTest Generator
116 UNIT 4, PART 2 A WAGNER MATINEE
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Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C98❑ Grammar Transparencies and Copymasters, C152
❑ Unit Four Resource Book: Selection Quiz, p. 73
❑ Formal Assessment: Selection Test, pp. 131–132
Selection Lesson Plan
The Legend of Gregorio Cortez Pages 702–719
Core Objectives■ Appreciate a prose retelling of a traditional ballad■ Understand and appreciate a legend■ Make judgments about text
Integrating SkillsGrammar Vocabulary■ Introductory Words ■ Word History
for Noun Clauses ■ English from Spanish
Preparing to ReadComparing LiteratureBuild BackgroundFocus Your ReadingLiterary Analysis: LegendActive Reading: Making Judgments
About Text
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Legend
Choices and ChallengesWriting OptionsFarewell LetterPoints of Comparison
Activities and ExplorationsMap of the SettingTV Newscast
Inquiry and ResearchColorful Folk Songs
Author ActivityThe Storyteller’s Voice
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-C.2, I-D.1, I-D.3, I-D.4, II-B.1, II-C.3, III-A.2
TerraNova ObjectivesR.02d, R.04c, R.04g, S.42a, S.42b
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❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 76
❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 75
❑ PE pp. 702–719
❑ Unit Four Resource Book: Summary, p. 74
❑ Reading and Critical Thinking Transparencies, T5
❑ Literary Analysis Transparencies, T24
Selection Lesson Plan (continued)
The Legend of Gregorio Cortez
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyWord HistoryEnglish from Spanish
GrammarIntroductory Words for Noun Clauses
Viewing and RepresentingArt AppreciationChama Running Red by John SloanCliffs, Beyond Abiquiu, Dry Waterfallby Georgia O’Keefe
Cross Curricular Links
HistoryTexas GermansTexas Rangers
MulticulturalOutlaw HeroesDrawing from the Bible
GeographyTexas Geography
GovernmentConstitutional Law
Workplace LiteracyWriting Instructions
Informal AssessmentCharacter Clusters
AssessmentSelection QuizSelection TestPart TestTest Generator
118 UNIT 4, PART 2 THE LEGEND OF GREGORIO CORTEZ
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Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C60
❑ Vocabulary Transparencies and Copymasters, C61
❑ Grammar Transparencies and Copymasters, T44, C104
❑ Unit Four Resource Book: Selection Quiz, p. 77❑ Formal Assessment: Selection Test, pp. 133–134
❑ Formal Assessment: Unit Four, Part 2 Test, pp. 135–136
Writing Workshop Lesson Plan
Storytelling Pages 722–727
Writing Prompt:Prepare a script or notes in which you plan to tell a story. Then tell a story.
Preparing to ReadIntroductionBasics in a BoxUsing the Guidelines and Standards
Analyzing a Storytelling ScriptA Storyteller in Action“The Warrior Maiden”
WritingPrewritingPlanning the PerformanceDeveloping the Performance
DraftingDeveloping your Script
Practicing and Presenting
Peer ReviewAsk Your Peer Reader
Refining Your PerformanceEvaluating Your Interpretive Choices
Reflecting
NEW MEXICO PLANNER
Language Arts BenchmarksI-C.2, I-C.3, I-D.3, II-B.1
TerraNova ObjectivesR.08b, R.08c
The Language of Literature, Grade 11 119
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❑ Unit Four Resource Book: Student Models, p. 84
❑ Unit Four Resource Book: Planning Your Performance, p. 79
❑ Unit Four Resource Book: Preparing, Practicing, and Presenting, p. 80
❑ Unit Four Resource Book: Peer Response Guide, pp. 81–82
❑ Unit Four Resource Book: Refining, p. 83
❑ Unit Four Resource Book: Standards for Evaluation, p. 85
Homework Assignments Other Teaching Materials