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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-B.3, I-C.2, I-C.3, I-C.4, I-C.5, I-D.1,I-D.2, III-B.2, III-B.3
TerraNova ObjectivesR.02a, R.02d, R.03c, R.03d, R.03e,R.03f, R.04c, R.05a, R.05b, R.05e,S.42b, S.42c, V.35a
The Language of Literature, Grade 10 57
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Selection Lesson Plan
One Thousand Dollars Pages 386–396
Core Objectives■ Understand and appreciate a short story■ Analyze plot development■ Analyze cause and effect in fiction
Integrating SkillsGrammar Vocabulary■ Using Verbs ■ Using Reference Materials■ Verb Choices
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Reference Materials to Determine Precise Word MeaningsFocus 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 OptionsGillian’s ProfileGossip ColumnCause-and-Effect Analysis
Activities and ExplorationsCartoon SceneDramatic Dialogue
Inquiry and ResearchMen of Fortune
Vocabulary in Action
Grammar in Context
Author ActivityTales with a Twist
Name Date
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 7
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 6
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 5
❑ PE pp. 386–396
❑ Unit Three Resource Book: Summary, p. 4
❑ Reading and Critical Thinking Transparencies, T13
❑ Literary Analysis Transparencies, T1
58 UNIT 3, PART 1 ONE THOUSAND DOLLARS
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Selection Lesson Plan (continued)
One Thousand Dollars
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Reference Materials toDetermine Precise Word Meaning
Vocabulary Strategy Applying Root Word Meanings
GrammarUsing Verbs: Principal PartsVerb Choice
Speaking and ListeningClass Performance
Viewing and RepresentingArt AppreciationL’actrice dans sa loge by Edgar Degas
Informal AssessmentDescribe Character in Literary Selection
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C47
❑ Grammar Transparencies and Copymasters, C129, C137
❑ Unit Three Resource Book: Selection Quiz, p. 9
❑ Formal Assessment: Selection Test, pp. 63–64
The Language of Literature, Grade 10 59
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Initiation Pages 397–409
Core Objectives ■ Understand and appreciate a short story■ Identify internal conflict■ Analyze sequence of events
Integrating SkillsGrammar Vocabulary■ Verb Tenses ■ Context Clues
■ Researching Word Origins
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Context CluesFocus Your ReadingLiterary Analysis: Internal ConflictActive Reading: Sequence of Events
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Internal Conflict
Choices and ChallengesWriting OptionsRat Court ScriptSorority Sister Analysis
Activities and ExplorationsTV Talk ShowFashion Update
Inquiry and ResearchInitiation in Publishing
Vocabulary in Action
Grammar in ContextVerb Tenses
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 13
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 12
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 11
❑ PE pp. 397–409
❑ Unit Three Resource Book: Summary, p. 10
❑ Reading and Critical Thinking Transparencies, T11, T49
❑ Literary Analysis Transparencies, T12
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-B.3, I-C.2, I-C.3, I-C.4, I-C.5, I-D.1,I-D.2, II-A.1, III-A.3, III-B.2, III-B.3
TerraNova ObjectivesR.02a, R.02c, R.02d, R.03f, R.03g,R.04c, R.04d, R.05a, R.05b, V.37a
Homework Assignments Other Teaching Materials
60 UNIT 3, PART 1 INITIATION
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Selection Lesson Plan (continued)
Initiation
Teaching Options (from Teacher’s Edition)Real World Link
from Letters Home
Mini Lessons
Preteaching VocabularyContext Clues
Vocabulary Strategy Researching Word Origins: Praestigiae
GrammarVerb Tenses
Speaking and ListeningPanel Discussion
Viewing and RepresentingArt AppreciationIllustration by Emma BarronBauhaus Stairway by Oskar Schlemmer
Cross Curricular Link
MulticulturalRites of Passage
Informal AssessmentChoosing the Best Summary
AssessmentSelection QuizSelection TestTest Generator
❑ Vocabulary Transparencies and Copymasters, C49
❑ Grammar Transparencies and Copymasters, C127
❑ Unit Three Resource Book: Selection Quiz, p. 15
❑ Formal Assessment: Selection Test, pp. 65–66
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.2, I-B.1, I-B.2, I-B.3, I-C.2, I-C.3,I-C.4, I-C.5, I-D.1, I-D.2, II-C.1, III-A.1, III-A.2, III-A.3, III-B.2, III-B.3
TerraNova ObjectivesL.39b, R.02d, R.03c, R.03d, R.03e,R.03f, R.03h, R.04c
The Language of Literature, Grade 10 61
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Getting a Job from I Know Why the Caged Bird Sings Pages 411–418
Core Objectives■ Understand and appreciate narrative nonfiction■ Identify cause and effect in nonfiction
Integrating SkillsGrammar Vocabulary■ Helping Verbs ■ Analogies
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: AnalogiesFocus Your ReadingLiterary Analysis: Narrative NonfictionActive Reading: Identifying Cause and Effect
in Nonfiction
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Narrative Nonfiction
Choices and ChallengesWriting OptionsIdeal Job DescriptionInspirational Narrative
Inquiry and ResearchCivil Rights
Vocabulary in ActionAssessment Practice
Author ActivityPowerful Poetry
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 19
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 18
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 17
❑ PE pp. 411–418
❑ Unit Three Resource Book: Summary, p. 16
❑ Reading and Critical Thinking Transparencies, T1, T40
❑ Literary Analysis Transparencies, T4
62 UNIT 3, PART 1 GETTING A JOB from I KNOW WHY THE CAGED BIRD SINGS
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Selection Lesson Plan (continued)
Getting a Job from I Know Why the Caged Bird Sings
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyAnalogies
GrammarHelping Verbs
Speaking and ListeningDramatic Reading
Viewing and RepresentingArt AppreciationPhoto of a 1940’s-era Streetcar
Informal AssessmentChoosing the Best Summary
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C50
❑ Grammar Transparencies and Copymasters, C69
❑ Unit Three Resource Book: Selection Quiz, p. 20
❑ Formal Assessment: Selection Test, pp. 67–68
The Language of Literature, Grade 10 63
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Selection Lesson Plan
Exile Pages 433–438
Core Objectives■ Understand and appreciate a narrative poem■ Recognize poetic elements
Integrating SkillsGrammar■ Modal Forms of Verbs
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Narrative PoetryActive Reading: Recognizing Poetic Elements
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Poetry
Choices and ChallengesWriting OptionsTravel Poem
Activities and ExplorationsRadio PlayExile Storyboard
Inquiry and ResearchEscape to Freedom
Author Activity
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-C.2, I-CC.3I-C.4, I-D.1, I-D.2, III-A.1, III-A.2, III-B.3
TerraNova ObjectivesR.02d, R.03c, R.04c, R.05e
Name Date
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 23
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 22
❑ PE pp. 433–438
❑ Reading and Critical Thinking Transparencies, T51
❑ Literary Analysis Transparencies, T7
Homework Assignments Other Teaching Materials
64 UNIT 3, PART 1 EXILE
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Selection Lesson Plan (continued)
Exile
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarModal Forms of Verbs
Speaking and ListeningDramatic Reading
Informal AssessmentDescribe Plot, Setting, Character,and Mood
AssessmentSelection TestTest Generator
❑ Grammar Transparencies and Copymasters, C136
❑ Formal Assessment: Selection Test, pp. 69–70
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-C.2, I-C.3, I-C.4, I-D.1, I-D.2, II-C.3,III-A.1, III-A.2, III-A.3, III-B.3
TerraNova ObjectivesR.02d, R.03c, R.03e, R.04c
The Language of Literature, Grade 10 65
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Lost Sister Pages 439–443
Core Objectives■ Understand and appreciate a poem■ Identify cultural and literary symbols■ Recognize poetic elements
Integrating SkillsGrammar■ Using Verbs: Voice
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Cultural and Literary SymbolActive Reading: Recognizing Poetic Elements
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Culturaland Literary Symbols
Choices and ChallengesWriting OptionsLetters HomeNew Title
Inquiry and ResearchCultural ReferencesChinese Immigration
Author Activity
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 25
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 24
❑ PE pp. 439–443
❑ Unit Three Resource Book: Summary, p. 24
❑ Reading and Critical Thinking Transparencies, T51
❑ Literary Analysis Transparencies, T21
66 UNIT 3, PART 1 LOST SISTER
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Selection Lesson Plan (continued)
Lost Sister
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarUsing Verbs: Voice
Viewing and RepresentingArt AppreciationPortrait of Miss Jen Sun-ch’angby William McGregor Paxton
Informal AssessmentEvaluate and Make Judgments
AssessmentSelection TestPart TestTest Generator
Homework Assignments Other Teaching Materials
❑ Formal Assessment: Selection Test, p. 71
❑ Formal Assessment: Unit Three, Part 1 Test, pp. 73–74
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.4, I-D.2, II-B.1, II-B.2, III-B.3
TerraNova ObjectivesR.08b, R.08c, R.08d, R.08g, R.09a,R.09b
The Language of Literature, Grade 10 67
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Writing Workshop Lesson Plan
Career Search Report Pages 445–450
Writing PromptWrite a career search report in which you examine your career goals and explore a career that interests you.
Preparing to ReadIntroductionBasics in a BoxUsing the Graphic
Analyzing a Student Model“Designing a Career”
WritingPrewritingChoosing a CareerPlanning the Career Search Report
DraftingOrganizing the Draft
Peer ReviewAsk Your Peer Reader
RevisingLogical Order of Details
Editing and ProofreadingCorrect Verb Forms
Reflecting
Homework Assignments Other Teaching Materials
Name Date
❑ Writing Transparencies and Copymasters, T11, T20, C29
❑ Unit Three Resource Book: Student Models, pp. 32–37
❑ Unit Three Resource Book: Prewriting, p. 27
❑ Unit Three Resource Book: Drafting and Elaboration, p. 28
❑ Unit Three Resource Book: Peer Response Guide, pp. 29–30
❑ Unit Three Resource Book: Revising, Editing, and Proofreading, p. 31
❑ Unit Three Resource Book: Rubric for Evaluation, p. 38
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-B.3, I-C.2, I-C.3, I-C.4, I-C.5, I-D.1,I-D.2, I-D.4, II-A.2, III-A.1, III-A.2, III-A.3,III-B.3
TerraNova ObjectivesR.02a, R.02d, R.03c, R.03h, R.04b,R.04c, R.04d, R.05b
The Language of Literature, Grade 10 69
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A Celebration of Grandfathers Pages 455–461
Core Objectives■ Understand and appreciate a memoir■ Analyze and appreciate author’s perspective and tone■ Identify author’s purpose
Integrating SkillsGrammar Vocabulary■ Commonly ■ Researching Word Origins
Confused Verbs
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Author’s Perspective and ToneActive Reading: Identifying Author’s Purpose
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Author’s Perspective and Tone
Choices and ChallengesWriting OptionsCharacter SketchLiving History Questions
Activities and ExplorationsStorytelling
Inquiry and ResearchTales of TaosDemographic Survey
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 41
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 40
❑ PE pp. 455–461
❑ Unit Three Resource Book: Summary, p. 39
❑ Reading and Critical Thinking Transparencies, T19, T35
❑ Literary Analysis Transparencies, T13
70 UNIT 3, PART 2 A CELEBRATION OF GRANDFATHERS
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Selection Lesson Plan (continued)
A Celebration of Grandfathers
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyResearching Word Origins
GrammarCommonly Confused Verbs
Viewing and RepresentingArt AppreciationCampesino by Daniel Desiga
Informal AssessmentMake Inferences and Draw Conclusions
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C138
❑ Unit Three Resource Book: Selection Quiz, p. 42
❑ Formal Assessment: Selection Test, pp. 75–76
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.2, I-C.2, I-C.3, I-C.4, I-D.2, II-C.3,III-B.3
TerraNova ObjectivesR.02a, R.02d, R.03c, R.03e, R.03g,R.04c, R.05b, R.05d, R.05e
The Language of Literature, Grade 10 71
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Selection Lesson Plan
Fifth Grade Autobiography / Remembered Pages 462–467
Core Objectives■ Understand and appreciate two contemporary poems■ Analyze imagery in each poem■ Analyze the effect of word choice
Integrating SkillsGrammar■ Figurative Language
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: ImageryActive Reading: Analyzing the Effects
of Word Choice
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Imagery
Choices and ChallengesWriting OptionsDiary EntryPhoto Poem
Activities and ExplorationsCharacter PortraitSpeaker’s Eulogy
Name Date
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 44
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 43
❑ PE pp. 462–467
❑ Literary Analysis Transparencies, T9
Homework Assignments Other Teaching Materials
72 UNIT 3, PART 2 FIFTH GRADE AUTOBIOGRAPHY / REMEMBERED
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Selection Lesson Plan (continued)
Fifth Grade Autobiography / Remembered
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarFigurative Language
Speaking and ListeningDramatic Reading
Informal AssessmentChoosing the Best Summary
AssessmentSelection TestTest Generator
❑ Grammar Transparencies and Copymasters, C180
❑ Formal Assessment: Selection Test, pp. 77–78
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.2, I-C.1a, I-C.2, I-C.3, I-C.4, I-C.5, I-D.1, II-C.1, III-A.1, III-A.3
TerraNova ObjectivesR.02a, R.02d, R.03g, R.04c, R.05b,R.05e, S.42b, S.42c, V.37a
The Language of Literature, Grade 10 73
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The Study of History Pages 468–481
Core Objectives■ Understand and appreciate a short story■ Analyze characterization■ Make inferences about characters
Integrating SkillsGrammar Vocabulary■ Verb Choices ■ Using Context Clues■ Gerunds and ■ Word Origins
Gerund Phrases
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: CharacterizationActive Reading: Making Inferences
About Characters
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Characterization
Choices and ChallengesWriting OptionsLetters of LoveAutobiographical Tale
Activities and ExplorationsStoryboard
Inquiry and ResearchNature and Nurture
Vocabulary in ActionAssessment Practice
Grammar in Context
Author ActivityAlter Ego
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 48
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 47
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 46
❑ PE pp. 468–481
❑ Unit Three Resource Book: Summary, p. 45
❑ Reading and Critical Thinking Transparencies, T7, T48
❑ Literary Analysis Transparencies, T2
74 UNIT 3, PART 2 THE STUDY OF HISTORY
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Selection Lesson Plan (continued)
The Study of History
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyApplying Meanings of Roots
GrammarVerb ChoicesGerunds and Gerund Phrases
Viewing and RepresentingArt AppreciationJimmy O’D by Robert HenriSpring in St. John’s Woodby Dame Laura Knight
Informal AssessmentCharacter Analysis and Characterization
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C53
❑ Grammar Transparencies and Copymasters, C105, C176
❑ Unit Three Resource Book: Selection Quiz, p. 50
❑ Formal Assessment: Selection Test, pp. 79–80
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-B.3, I-C.2, I-C.3, I-C.4, I-C.5, I-D.1,I-D.2, I-D.3, I-D.4, II-C.3, III-A.1, III-B.3
TerraNova ObjectivesR.02a, R.02d, R.03c, R.03e, R.03h,R.04c, R.05b, R.05d, R.05e, S.42b,S.42c, V.37a
The Language of Literature, Grade 10 75
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Selection Lesson Plan
The Teacher Who Changed My Life Pages 484–493
Core Objectives ■ Understand and appreciate an essay■ Recognize the effect of audience■ Distinguish fact from nonfact
Integrating SkillsGrammar Vocabulary■ Verb Tenses ■ Context Clues
■ Word Origins
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Context CluesFocus Your ReadingLiterary Analysis: AudienceActive Reading: Distinguishing Fact
From Nonfact
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Audience
Choices and ChallengesWriting OptionsCharacter SketchOral History Notes
Activities and ExplorationsFather’s MonologueQualities ListPhoto Essay
Inquiry and ResearchA Nation Torn
Vocabulary in ActionAssessment Practice
Grammar in ContextParticiples
Author Activity
Name Date
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 54
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 53
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 52
❑ PE pp. 484–493
❑ Unit Three Resource Book: Summary, p. 51
❑ Reading and Critical Thinking Transparencies, T3
❑ Literary Analysis Transparencies, T22
76 UNIT 3, PART 2 THE TEACHER WHO CHANGED MY LIFE
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Selection Lesson Plan (continued)
The Teacher Who Changed My Life
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary Strategy Apply Meaning of Roots: Mortify
GrammarVerb Tenses
Viewing and RepresentingPhotograph of Gage and his sisters
Informal AssessmentCause and Effect
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C55
❑ Grammar Transparencies and Copymasters, C128
❑ Unit Three Resource Book: Selection Quiz, p. 56
❑ Formal Assessment: Selection Test, pp. 81–82
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-C.2, I-C.3, I-C.4, I-D.1, I-D.2, I-D.3,II-A.1, III-A.1, III-A.2, III-A.3, III-B.3
TerraNova ObjectivesL.39b, R.02a, R.02d, R.03c, R.03e,R.03f, R.04c, R.05b, R.05e, V.37a
The Language of Literature, Grade 10 77
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Selection Lesson Plan
Everyday Use Pages 503–515
Core Objectives ■ Understand and appreciate a short story■ Identify conflicts■ Draw conclusions
Integrating SkillsGrammar Vocabulary■ Active and Passive ■ Using Context Clues
Voice
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Conflict/ResolutionActive Reading: Drawing Conclusions
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Conflict/Resolution
Choices and ChallengesWriting OptionsCasting MemoStory SequelComparison of the Sisters
Activities and ExplorationsStory QuiltReaders TheaterOral HistoryFamily Art
Inquiry and ResearchThe Sharecropping SystemThe Black Pride Movement
Art Connection
Vocabulary in Action
Grammar in ContextActive Voice and Passive Voice
Name Date
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 61
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 60
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 59
❑ PE pp. 503–515
❑ Unit Three Resource Book: Summary, p. 58
❑ Reading and Critical Thinking Transparencies, T4
❑ Literary Analysis Transparencies, T12
Homework Assignments Other Teaching Materials
78 UNIT 3, PART 2 EVERYDAY USE
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Selection Lesson Plan (continued)
Everyday Use
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyUnderstanding Analogies
GrammarActive and Passive Voice
Speaking and ListeningAnalyzing a Performance Review
Viewing and RepresentingArt AppreciationWorking Woman by Elizabeth CatlettNia: Purpose by Varnette Honeywood
Cross Curricular Link
HistoryKwanza
Informal AssessmentAlternative Ending
AssessmentSelection QuizSelection TestTest Generator
❑ Vocabulary Transparencies and Copymasters, C57
❑ Grammar Transparencies and Copymasters, C135
❑ Unit Three Resource Book: Selection Quiz, p. 63
❑ Formal Assessment: Selection Test, pp. 83–84
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-C.2, I-C.3, I-C.4, I-D.2, I-D.3, II-C.3,III-B.3
TerraNova ObjectivesR.02a, R.02d, R.03a , R.03e, R.04c,R.05b, R.05e
The Language of Literature, Grade 10 79
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Women / Poem at Thirty-Nine Pages 516–521
Core Objectives■ Understand and appreciate two contemporary poems■ Analyze diction■ Understand denotation and connotation
Integrating SkillsGrammar■ Inactive Verbs
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: DictionActive Reading: Denotation/Connotation
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Diction
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 65
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 64
❑ PE pp. 516–521
❑ Reading and Critical Thinking Transparencies, T51
❑ Literary Analysis Transparencies, T22
80 UNIT 3, PART 2 WOMEN / POEM AT THIRTY-NINE
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Selection Lesson Plan (continued)
Women / Poem at Thirty-Nine
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarInactive Verbs: To Be
Informal AssessmentChoosing the Best Summary
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C177
❑ Formal Assessment: Selection Test, pp. 85–86
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-B.1, I-B.2, I-C.2, I-C.3, I-C.4, I-D.1,I-D.2, I-D.3, I-D.4, II-A.1, II-A.2, III-A.1, III-A.2, III-A.3, III-B.3
TerraNova ObjectivesL.39a, R.02a, R.02b, R.02d, R.03b,R.03c, R.03h, R.04c, R.05b, R.05d,R.05e, V.37a
The Language of Literature, Grade 10 81
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Selection Lesson Plan
from In Search of Our Mothers’ Gardens Pages 522–529
Core Objectives ■ Understand and appreciate an essay■ Appreciate author’s perspective■ Determine text’s main idea
Integrating SkillsGrammar Vocabulary■ Possessives ■ Using Context Clues
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Author’s PerspectiveActive Reading: Main Idea
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Author’s PerspectiveThe Author’s StyleAnalysis of StyleApplications
Choices and ChallengesWriting OptionsPersonal ResponsePraise Poem
Activities and ExplorationsUnsung HeroinesQuilt Display
Inquiry and ResearchWomen’s Voices
Author Study ProjectCelebrating the Cultural Arts
Name Date
❑ Unit Three Resource Book: Words to Know SkillBuilder, p. 69
❑ Unit Three Resource Book: Literary Analysis SkillBuilder, p. 68
❑ Unit Three Resource Book: Active Reading SkillBuilder, p. 67
❑ PE pp. 522–529
❑ Unit Three Resource Book: Summary, p. 66
❑ Reading and Critical Thinking Transparencies, T12
❑ Literary Analysis Transparencies, T13
82 UNIT 3, PART 2 from IN SEARCH OF OUR MOTHERS’ GARDENS
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Selection Lesson Plan (continued)
from In Search of Our Mothers’ Gardens
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
GrammarPossessives
Informal AssessmentTheme
AssessmentSelection QuizSelection TestPart TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C66
❑ Unit Three Resource Book: Selection Quiz, p. 70
❑ Formal Assessment: Selection Test, pp. 87–88
❑ Formal Assessment: Unit Three, Part 2 Test, pp. 89–90
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.4, I-B.2, I-D.2, II-B.1, II-B.2, III-B.3
TerraNova ObjectivesR.08b, R.08c, R.08d, R.09a, R.09b
The Language of Literature, Grade 10 83
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Writing Workshop Lesson Plan
Oral History Pages 530–535
Writing PromptConduct an interview and write an oral history.
Preparing to ReadIntroductionBasics in a BoxUsing the Guidelines and Standards
Analyzing a Professional Model“By Mary Jo Clark as told to Jack Clark”
WritingPrewritingConducting the InterviewTranscribing the InterviewPlanning the Oral History
DraftingOrganizing the Draft
Peer ReviewAsk Your Peer Reader
RevisingAchieving Unity and Coherence
Editing and ProofreadingPunctuating Quoted Materials
Reflecting
Homework Assignments Other Teaching Materials
Name Date
❑ Unit Three Resource Book: Student Model, p. 76
❑ Unit Three Resource Book: Conducting Your Interview, p. 71
❑ Unit Three Resource Book: Planning and Drafting, p. 72
❑ Unit Three Resource Book: Peer Response Guide, pp. 73–74
❑ Unit Three Resource Book: Revising, Editing, and Proofreading, p. 75
❑ Unit Three Resource Book: Rubric for Evaluation, p. 77
