English 10 CFPG

CURRICULUM FRAMEWORK PROGRESS GUIDE
Based on the MSDE English Core Learning Goals
Reading/English Language Arts

Grade 10
July 2006
Prince Georges County Public Schools Dr. John E. Deasy, Ph. D, Chief Executive Officer PGIN 7910-1507
BOARD OF EDUCATION OF PRINCE GEORGES COUNTY, MARYLAND

Beatrice P. Tignor, Ed.D., Chair Howard W Stone, Jr., Vice Chair John R. Bailer, Member Abby L. W. Crowley, Ed.D., Member Charlene M. Dukes, Ed.D., Member Robert O. Duncan, Member Jose R. Morales, Member Judy G. Mickens- Murray, Member Dean Sirgu, Member Leslie Hall, Student Board Member Dr. John E. Deasy, Ph. D, Chief Executive Officer
Shelley Jallow, Chief Academic Officer Patricia Miller, Director of Curriculum and Instruction Gladys Whitehead, Ph.D., Coordinating Supervisor, Academic Programs Rojulene Norris, Supervisor, English Reading Language Arts, Secondary Doreen Myers, Instructional Assistant for English/Reading/Language Arts Susie Long, Instructional Assistant for English/Reading/Language Arts, Special Education
Acknowledgements Prince Georges County Public Schools Reading/Language Arts Department wishes to thank the following professionals who worked on the Curriculum Framework Progress Guides for Reading/English Language Arts. 2005-06 Spring Reading/English Language Arts Curriculum Writing Team Project Managers: Pam Bellino, Lead Project Manager and Grade 9 Project Manager Kim Chwan, Grade 10 Project Manager Alaiyo Kiasi-Barnes, Grade 11 Project Manager Cindy Martin, Grade 12 Project Manager Writers: Emily Chavez, Mick Coogan, Carrie Curry, Reuben Dash, Stacey Derry, Lisa Jaskulsky, Mary Margaret Kimble, Charles Lippman, Sylvia Taylor, Lilian Weber 2005-06 Summer Reading/English Language Arts Curriculum Writing Team Project Managers: Pam Bellino, Lead Project Manager and Grade 9 Project Manager Pam Bellino, Grade 10 Project Manager Alaiyo Kiasi-Barnes, Grade 11 Project Manager Cindy Martin, Grade 12 Project Manager Writers: Emily Chavez, Mick Coogan, Reuben Dash, Stacey Derry, Lisa Jaskulsky, Glynis Jordan, Sasha Lowe, Lilian Weber
We would also like to thank the Curriculum Writing Production Staff for their assistance.
Curriculum Framework Progress Guide Reading/English Language Arts Grade 10 Table of Contents:
Section Introduction 2005-2006 School Calendar Curriculum Framework Progress Guide Lesson Plans First Ten Days of School: First Ten Days of School Overview First Ten Days of School Lesson Plans Lesson Plans for Quarter 1 Quarter 1: Reading Focus Day Lessons Quarter 1: Language/Writing Focus Day Lessons Lesson Plans for Quarter 2 Quarter 2: Reading Focus Day Lessons Quarter 2: Language/Writing Focus Day Lessons Lesson Plans for Quarter 3 Quarter 3:Reading Focus Day Lessons Quarter 3: Language/Writing Focus Day Lessons Lesson Plans for Quarter 4 Quarter 4: Reading Focus Day Lessons Quarter 4: Language/Writing Focus Day Lessons Resource Packet Sample Parent Letter Folder Policy Think-Pair-Share Getting Into Groups Guide for Independent Reading Guided Reading Activity Plot Diagram Chart Reading Survey TPCASTT Reciprocal Teaching Websites Evaluation Page Numbers 5 69 10 61 62 63 64 65 94 95 96 108 109 115 116 117 134 135 139 140 141 159 160 169 170 171 181 182 187 188 205
206
Introduction
The revised Prince Georges County Public Schools Reading/English Language Arts Curriculum Framework Progress Guide is aligned with the English Core Learning Goals prepared by the Maryland State Department of Education (MSDE). The English Core Learning Goals are shown below. The Curriculum Framework Progress Guide is organized according to the English Core Learning Goals. Indicators and objectives further detail each goal. The four goals of the English Core Learning Goals are: Goal 1: The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. Goal 2: The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms and selecting language appropriate for a particular audience and purpose. Goal 3: The student will demonstrate the ability to control language by applying the conventions of standard English in writing and speaking. Goal 4: The student will demonstrate the ability to evaluate the content, organization and language use of texts. Users Guide for the Curriculum Framework Progress Guide The following sequence is followed in this framework: Framework (aligns the instructional activities with the Voluntary State Curriculum/Core Learning Goals and outlines the pacing for instruction and assessment) First Two Weeks PGCPS Lesson Plans for Quarter 1 Model 90-minute lessons Resources Evaluation
PGCPS CALENDAR 2006-2007 Q1

JUNE 2005 3 4 5 6 7 AUGUST 2005 1
10
11
12
13
14
4 Labor Day
17
18
19
20
21
11
12 Primary Election Day 19
13
14
15
24
25
26
27
29
18
20
21
22
31
25 Professional Development Day
26
27
28
29
August 2006 1 2 3 4 2 Yom Kippur 9 3 4
October 2006 5 6
9 PEIP
10 PIEP 17
11 PIEP 18 Teachers off 25
10
11
12
13
14 Teachers return 21 Students return 28
15
16
16
17
18
19
20 MSTA Convention 27 Grading/ Planning day
22
23
24
23
24
25
26 END Q1
Quarter 1 Benchmark Window 10/23-26

29 30 31 30 31

October July 2006 2006 2 Yom Kippur 9 3 4 5 6 September December 2006 2006 1
10
11
12
13
16
17
18
19
20 MSTA Convention 27 Grading/ Planning day
11
12
13
14
15
23
24
25
26 END Q1
18
19
20
21
22 Winter Break 29 Winter Break

25 Christmas Day 26 Winter Break 27 Winter Break 28 Winter Break
30 Begin Q2
31
November 2006 1 2 3 1 Winter Break 8 2 3
January 2007 4 5
6 Parent/ Teacher Conferences 13
7 Election Day 14
10
10
11 END Q2
12 Grading/ Planning day
15
16
17
15 MLK, Jr. Day 22
16 Begin Q3
17
18
19
20
21
22 HolidayThanksgiving 29
23 Thanksgiving Day 30
24 HolidayThanksgiving
23
24
25
26
27
28
29
30
31

January 2007 1 Winter Break 8 2 3 4 5 March 2007 1 2
10
11 END Q2
12 Grading/ Planning day
15 MLK, Jr. Day 22
16 Begin Q3
17
18
19
12
13
14
15
16
23
24
25
26
19
20
21
22
23

29 30 31 26 27 28 END Q3 29 Grading/ Planning Day 30 Parent/ Teacher Conferences
Quarter 3 Benchmark Window
February 2007 1 2 2 3 4
April 2007 5 6 Spring Break 13 Spring Break 20
9 Spring Break
10 Spring Break 17
11 Spring Break 18
12 Spring Break 19
12
13
14
15
16
16
19 Presidents Day 26
20
21
22
23
23
24
25
26
27
27
28
30

April 2007 2 3 4 5 6 Spring Break 13 Spring Break 20 June 2007 1
9 Spring Break 16
10 Spring Break 17
11 Spring Break 18
12 Spring Break 19
8 END Q4 Last Day Students 15
11 Last Day Teachers 18
12
13
14
23
24
25
26
27
19
20
21
22
30
25
26
27
28
29
May 2007 1 2 3 4 Day Professional Development 11 2 3 4
July 2007 5 6
10
10
Independence Day 11
12
13
14
15
16
17
18
16
17
18
19
20
21
22
23
24
25
23
24
25
26
27
28 Memorial Day
29
30
31
30
31
Curriculum Framework Progress Guide
10
PGCPS English 10 Curriculum Framework Progress Guide
Quarter Class Sessions Q1

Sessions
Core Learning Goals Reading, Literature and Writing The student will:
Comprehension and Interpretation 1.1.1 use appropriate pre-reading strategies 1.1.2 use appropriate during reading strategies Making Connections and Evaluations 1.1.4 apply reading strategies to nonprint text when comparing, making connections, and drawing conclusions 1.2.2 determine authors purpose revealed through speaker, organization, sentence structure, word choice, tone, rhythm, and imagery 1.2.3 explain effectiveness of stylistic elements that communicate an authors purpose Composing 2.1.1 compose to inform 2.1.4 compose persuasive texts that support, modify, or refute a position and include effective rhetorical devices 2.2.1 use prewriting strategies to generate and develop ideas Language Usage and Conventions 3.1.3 determine grammatical classification of words 3.1.4 differentiate grammatically complete sentences from non-sentences.
Selections CORE Learning Goals English 10 Curriculum Progress Guide Class Rules Supply List Grading Standards Student info sheet Writing Sample Prompt
Reading Focus Day Instructional Activities Students will begin the quarter with the following activities: 1.1.2 Introduction to the English Core Learning Goals Quarter 1 English 10 Curriculum Framework Progress Guide Explanation and modeling of class rules and procedures, and supply list (e.g., Readers notebook) Introduction of class standards for grading 2.1.1 Completion of student information sheet and a writing sample
Language Focus Day Instructional Activities Students will begin the quarter with the following activities: Explanation and modeling of class rules and procedures, and supply items (e.g., Readers Log) Introduction of class standards for grading 2.1.1 Completion of student information sheet and completion of a diagnostic language/grammar assessment
Assessments Assessments in bold are required. Teacher generated Student Writing Sample (Eng.10) First test (Diagnostic): Administer diagnostic tests at the beginning of EACH chapter studied that quarter Second test (Progress): Administer mastery tests at the end of EACH chapter studied that quarter Third test (Mastery): Teacher uses LN test generator to create a final test for the quarter Diagnostic Language/Grammar Assessment LN p. 5 LN p. 37
1-5
AP=AP Guide to Vertical Teams for English ; FAB=Formal Assessment Book; GTC=Grammar Transparencies and Copymasters; VTC=Vocabulary Transparencies and Copymasters; IAR=The Interactive Reader Plus; LN=Language Network; LNTG/AM=LN Test Generator/ Assessment Master; LAT=Literary Analysis Transparencies; LOL=The Language of Literature; RTK=Reading Toolkit; TE=Teachers Edition; TGAP=Teachers Guide to Assessment and Portfolio Use URB=Unit Resource Book DLS= Daily Language Skillbuilder; SR=Selected Response; BCR =Brief-Constructed Response; ECR=Extended Constructed Response; CTC=Communications Transparencies and Copymasters
11
PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q1

Sessions
Selections Note: Novel Study should be included concurrently or after the required selections are studied. Introduction to the Program, Become an Active Reader LOL pp. 6-7
Reading Focus Day Instructional Activities Literature/Reading/ Vocabulary Become an Active Reader LOL pp. 6-7 [1.1.1, 1.1.2,1.1.3] Readers Notebook, Reading Strategies LOL pp. 4-7 [1.1.1,1.1.2,1.1.3]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Grammar Lesson 1 Nouns Ch. 1 LN pp. 6-8 [3.1.3, 3.3.1, 3.1.5] Noun Transparencies GTC pp. 37-38 [3.1.3, 3.3.1, 3.1.5] Noun Worksheets GTC pp. 63-66 [3.1.3, 3.3.1, 3.1.5]
Assessments Assessments in bold are required. Informal Assessment Identify the essential reading strategies and methods to use for making connections with text. Assessment Practice SRs BCR
1-5
The Interlopers LOL pp. 8-13
Writing/Grammar Readers Notebook, Working Portfolio LOL pp. 4-5 [2.2.2]
Write an explanation that tells how the author uses words and phrases to build tension in a section of the story. Include details and examples from the selection to support your explanation. [1.2.3]
Grammar Quizzes and tests as needed on parts of speech [3.1.3]
12

Sessions
Selections Learning the Language of Literature: Fiction LOL pp. 17-19
Reading Focus Day Instructional Activities Literature/Reading/ Vocabulary Elements of Fiction, Academic vocabulary LOL pp. 17-18 1.2.1]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Grammar Lesson 2 Personal Pronouns Ch. 1 LN pp. 9-10 [3.1.3, 3.3.1, 3.1.5] Lesson 3 Other Kinds of Pronouns Ch. 1 LN pp. 11-13 [3.1.3, 3.3.1, 3.1.5]
Assessments Assessments in bold are required. Informal Assessment Identify the following literary terms: fiction, exposition, setting, climax, plot, rising action, theme [1.1.2] Grammar Quizzes and tests as needed on parts of speech [3.1.3]
6-10
The Active Reader: Skills and Strategies Reading Fiction LOL pp.
Reading Fiction,
Academic vocabulary LOL p. 19 [1.1.2, 1.2.1]
Reading Handbook: Reading for Different Purposes LOL pp 1120-1121
Reading for Different Purposes, Academic vocabulary LOL pp. 1120-1121 [1.1.1, 1.1.2,1.1.3]
Reading Handbook: Reading Different Genres LOL p. 1122
Reading a Short Story, Academic vocabulary LOL p. 1122 [1.1.1, 1.1.2]
13

Sessions
Selections Harrison Bergeron LOL pp. 21-26 IAR pp. 2-11
Reading Focus Day Instructional Activities Vocabulary Pre-teaching Vocabulary LOL p. 22 Context Clues VTC p. 18 [3.1.3] Figurative Language VTC p. 19 [1.2.3] Vocabulary in Action LOL p. 28 [3.1.3] Words to Know Skill builder IAR p. 14; URB p. 7 [3.1.3] Figurative Language LOL p. 24 [1.2.3] Literature/Reading Definition of Science Fiction LOL p. 27 Introducing the InterActive Reader Plus Users Guide Student Model IAR pp. vi-xv [1.1.1, 1.1.2, 1.1.3] Making Inferences (graphic organizer) IAR p. 12; URB p. 5 [1.1.2] Theme (graphic organizer) IAR p. 13; URB p. 6 [1.1.3]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing The Writing Process Ch. 12 LN pp. 306-321 [2.1.1] Grammar Lesson 4 Verbs Ch 1 LN pp. 14-16 [3.1.3, 3.3.1, 3.1.5] DLS GTC p. 1, LOL TE p. 15i [3.3.1, 3.3.2] Determining Parts of Speech LOL p. 26 [3.1.3, 3.3.1, 3.1.5] Grammar in Context: Proper Nouns LOL p. 29 [3.1.3, 3.3.1, 3.1.5] Grammar Skill Builder: Proper Nouns URB p. 8 [3.1.3, 3.3.1, 3.1.5]
Assessments Assessments in bold are required. Selection Quiz URB1 p. 9 Selection Test FAB pp. 7-8 Assessment Practice SRs*
*Throughout this framework, some SR questions may be taken from the Selection Test and the Test Generator so questions may be duplicated. Adjust the assignments as needed.
6-10
BCR Write an explanation that tells what Harrisons rebellion reveals about his character. Include details and examples from the story to support your explanation. [1.2.2] Grammar Quizzes and tests as needed on parts of speech [3.1.3]
14

Sessions
Selections A Sound of Thunder LOL pp. 72-81 IAR pp. 34-49
Reading Focus Day Instructional Activities Vocabulary Context Clues LOL pp. 72-73 [3.1.3] Assessment Practice LOL p. 83 [3.1.3] Context Clues VTC p. 23 [3.1.3] Words to Know Skillbuilder IAR p. 52; URB p. 25 [3.1.3] Literature/Reading/ Vocabulary Author Study: Ray Bradbury LOL pp. 67-70 [1.1.1] Writing Interview with Ray Bradbury (discusses authors approach to writing)
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3, 1.3.5] Writing The Writing Process Ch. 12 LN pp. 306-321
Assessments Assessments in bold are required. Selection Quiz URB1 p. 26 Selection Test FAB pp. 13-14 Assessment Practice SRs
6-10
BCR
Write an explanation that tells how Bradbury uses language to create a sense of suspense. Include details and examples from the story to support your explanation. [1.2.2, 1.2.3]
[2.2.1, 2.2.2]
Writing Workshop: Autobiographical Incident LN Ch. 18 pp. 404-411 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Grammar DLS GTC p. 2, LOL TE p. 15i [3.3.1, 3.3.2] Lesson 5 Adjectives Ch. 1 LN pp. 17-19 [3.1.3, 3.3.1, 3.1.5] Lesson 6 Adverbs Ch 1 LN pp. 20-22 [3.1.3, 3.3.1, 3.1.5]
BCR
Write an explanation that tells how the illustrations on pp.76-78 display the different tones in A Sound of Thunder? Refer to the illustrations, for details, to support your explanation Grammar Quizzes and tests as needed on parts of speech [3.1.3]
15

Sessions
Selections The Pedestrian LOL pp. 96-100
Reading Focus Day Instructional Activities Vocabulary Context Clues LOL p. 96 [3.1.3] Prefixes LOL p. 98 [3.1.3] Literature/Reading Recognizing Sensory Details (graphic organizer) URB p. 32 [1.1.2, 1.2.2, 1.2.3] Description (graphic organizer) URB p. 33 [1.1.3, 1.2.2, 1.2.3] Mini-Lesson Viewing and Representing TE LOL p. 99 [1.1.4]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing The Writing Process Ch. 12 LN pp. 306-321
Assessments Assessments in bold are required. Selection Quiz URB1 p. 34 Selection Test FAB pp. 17-18 Assessment Practice SRs BCR Write an explanation that tells how Bradbury uses sensory details in The Pedestrian to show Leonard Meads separation from others. Include details and examples to support your answer. [1.2.2]
6-10
[2.2.1, 2.2.2]
Writing Workshop: Autobiographical Incident LN Ch. 18 pp. 404-411 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Grammar Chapter 7 Prepositions Ch 1 LN pp. 23-25 [3.1.3, 3.3.1, 3.1.5] DLS GTC p. 3, LOL TE p. 15j [3.3.1, 3.3.2]
Grammar Quizzes and tests as needed on parts of speech [3.1.3]
16

Sessions
Selections
Reading Focus Day Instructional Activities Vocabulary Prefixes LOL p. 49 [3.1.3] Context Clues LOL p. 56 [3.1.3] Literature/Reading Sequence IAR p. 31; URB p. 17 [1.1.2] Plot, Point of View LOL p. 53 [1.2.1] Plot (graphic organizer) IAR p. 32; URB 18 [1.1.3]
6-10
By the Waters of Babylon (Optional)

LOL pp. 43-52 IAR pp. 16-30
BCR
Paired passages LOL 43-52 Write an explanation that tells how a world described in the poem There Will Come Soft Rains on page 52 compares with the world described in By the Waters of Babylon. Include details and examples from both the poem and the story to support your explanation. [1.2.4] Grammar Mastery Test Parts of Speech Ch. 1 LN p. 33 [3.1.3] LN TG/AM Ch. 1 [3.1.3]
[2.2.1, 2.2.2]
Writing Workshop: Autobiographical Incident LN Ch. 18 pp. 404-411 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 8 Conjunctions Ch. 1 LN pp. 26-28 [3.1.3, 3.3.1, 3.1.5] Lesson 9 Interjections Ch. 1 LN p. 29 [3.1.3, 3.3.1, 3.1.5] Mixed Review Ch 1 LN p. 32 [3.1.3, 3.3.1, 3.1.5] DLS GTC p. 2, LOL TE p. 15i [3.3.1, 3.3.2]
17

Sessions
Selections Learning the Language of Literature: Nonfiction LOL pp. 104-106 Montgomery Boycott LOL pp. 125-132
Reading Focus Day Instructional Activities Vocabulary Context Clues LOL p. 126 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 125 [1.1.4] Cause and Effect (graphic organizer) URB p. 46 [1.1.2] Memoir (graphic organizer) URB p. 47 [1.1.3]
Assessments Assessments in bold are required.

Selection Quiz URB1 p. 50 Selection Test FAB pp. 23-24 Assessment Practice SRs
11-15
BCR
[2.2.1, 2.2.2]
Writing Workshop: Autobiographical Incident LN Ch. 18 pp. 404-411 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 1 Simple Subjects and Predicates Ch. 2 LN p. 38-39 [3.1.4] Lesson 2 Complete Subjects and Predicates Ch. 2 LN pp. 40-41 [3.1.4]
Paired Passages Write an explanation that compares one way in which Montgomery Boycott and the poem Sit-Ins (p. 132) depict the actions or motivations of the civil rights protestors. Include details and examples from both the memoir and the poem to support your explanation. [1.2.4]
BCR
Write an explanation that tells how the photographs on pp 130 and 125 of the text depict what was happening in that time period. Refer to the photographs and the story for details to support your explanation.
ECR
A boycott is a civil action in which a group of people decide not to use goods or services that have not performed as intended or because of unfair treatment. Write a well-organized essay about a good or service with which you or someone you know is dissatisfied. Include details about the good or service, the problems associated with the good or service, and how it should be improved. Be sure your writing is fully developed and logically organized. [2.1.4]
18

Sessions
Selections Through the OneWay Mirror LOL pp. 171-173 IAR pp. 74-80 The Border: A Glare of Truth LOL pp. 174-177 IAR pp. 81-85
Reading Focus Day Instructional Activities Vocabulary Context Clues LOL p. 171, 175 [3.1.3] Context Clues LOL p. 179 [3.1.3] Words to Know Skillbuilder IAR p. 88 Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 172 [1.1.4] Comparison and Contrast (graphic organizer) IAR p. 86; URB p. 76 [1.1.2] Theme in Nonfiction (graphic organizer) IAR p. 87; URB p. 77 [1.1.3, 1.2.2] Informal Assessment: Evaluating the Essays TE LOL p. 177 [1.1.3, 1.2.4]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing The Writing Process Ch. 12 LN pp. 306-321
Assessments Assessments in bold are required. Selection Quiz URB1 p. 80 Selection Test FAB pp. 31-32 Assessment Practice SRs BCR Paired Passages Write an explanation that compares the tones between Through the One-Way Mirror and The Border: A Glare of Truth. Include details and examples from both essays that clearly support your explanation. [1.3.3, 1.2.4] Grammar Quizzes and tests as needed on Sentence Parts [3.3.1]
11-15
[2.2.1, 2.2.2]
Writing Workshop: Autobiographical Incident LN Ch. 18 pp. 404-411 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Writing Workshop: Opinion Statement (to be used in conjunction with ECR) URB pp. 5162 [2.1.4, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 3 Compound Sentence Parts Ch. 2 LN pp. 42-43 [3.1.4] Lesson 4 Kinds of Sentences Ch. 2 LN pp. 44-45 [3.1.4] Lesson 5 Subjects in Unusual Positions Ch. 2 LN pp. 46-48 [3.1.4] DLS GTC p. 6, LOL TE p. 15k [3.3.1, 3.3.2]
19
PGCPS English 10 Curriculum Framework Progress Guide Quarter Core Learning Goals Class Reading, Literature and Writing Sessions The student will: Comprehension and Interpretation Q1
Sessions
Selections The Son from America (Optional) LOL pp. 160-166
Reading Focus Day Instructional Activities Vocabulary Context Clues LOL p. 160 9 [3.1.3] Related Words/Assessment Practice LOL p. 168 [3.1.3] Words to Know Skillbuilder URB p. 72 Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 161 [1.1.4] Making Predictions (graphic organizer) URB p. 70 [1.1.1, 1.1.2] Plot and Theme (graphic organizer) URB p. 71 [1.1.3] Analyzing and Evaluating Text TE LOL p. 165 [1.1.3, 1.2.2]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Creating Paragraphs Ch. 13 LN pp. 322-335 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 5 Subjects in Unusual Positions Ch. 2 LN pp. 46-48 [3.1.4] DLS GTC p. 5, LOL TE p. 15j [3.3.1, 3.3.2] Using Nouns to Establish Tone and Mood URB p. 75 [3.1.3, 1.3.3]
Assessments Assessments in bold are required. Selection Quiz URB1 p. 74 Selection Test FAB pp. 29-30
11-15
1.1.1 use appropriate pre-reading strategies 1.1.2 use appropriate during reading strategies
Making Connections and Evaluations 1.1.4 apply reading strategies to nonprint text when comparing, making connections, and drawing conclusions 1.2.2 determine authors purpose revealed through speaker, organization, sentence structure, word choice, tone, rhythm, and imagery 1.2.3 explain effectiveness of stylistic elements that communicate an authors purpose Composing 2.1.1 compose to inform 2.1.4 compose persuasive texts that support, modify, or refute a position and include effective rhetorical devices 2.2.1 use prewriting strategies to generate and develop ideas Language Usage and Conventions 3.1.3 determine grammatical classification of words 3.1.4 differentiate grammatically complete sentences from non-sentences.
Grammar Quizzes and tests as needed on Sentence Parts [3.1.4]
20
Sessions
Selections Marriage is a Private Affair LOL pp. 189-193
Reading Focus Day Instructional Activities Vocabulary Thesaurus LOL p. 189 [2.2.5] Assessment Practice LOL p. 195 [3.1.3] Words to Know Skillbuilder URB p. 85 [3.1.3] Literature/Reading Identifying Cultural Characteristics (graphic organizer) URB p. 83 [1.1.2] Cultural Conflict (graphic organizer) URB p. 84 [1.1.3]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3, 1.3.5] Writing Creating Paragraphs Ch. 13 LN pp. 322-335 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 6 Subject Complements Ch. 2 LN pp. 49-50 [3.1.4] DLS GTC p. 6, LOL TE p. 15k [3.3.1, 3.3.2] Mini-Lesson Demonstrative Pronouns TE LOL p. 191 [3.1.3]
Assessments Assessments in bold are required. Selection Quiz URB1 p. 86 Selection Test FAB p. 33-34 Assessment Practice SRs BCR Write an explanation that tells how Okekes feelings toward his sons marriage change in the story. Include details and examples from the story that support your explanation. [1.2.1] Grammar Quizzes and tests as needed on Sentence Parts [3.1.4]
16-20
21
Sessions
Selections No Witchcraft for Sale (Optional) LOL pp. 149-155
Reading Focus Day Instructional Activities Vocabulary Prefixes LOL p. 149 [3.1.3] Meaning Clues LOL p. 157 [3.1.3] Words to Know Skillbuilder URB p. 66 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 151 [1.1.4] Drawing Conclusions URB p. 64 [1.1.2] Theme and Character URB p. 65 [1.1.3] Choosing the Best Summary TE LOL p. 155 [1.1.3] Research Classzone.com
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3, 1.3.5] Writing Creating Paragraphs Ch. 13 LN pp. 322-335 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Writing Workshop: Focused Description Ch. 19 LN pp. 412-419 URB1 p. 93-104 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 7 Objects of Verbs Ch. 2 LN pp. 5153 [3.1.4] DLS GTC p. 5, LOL TE p. 15j [3.3.1, 3.3.2] Mini-Lesson: Active Verbs TE LOL p. 154 and URB p. 67 [3.1.3] Mini-Lesson: Parts of Speech TE LOL p. 156 [3.1.3]
16-20
BCR
Write an explanation that tells why the story is titled "No Witchcraft for Sale." In what ways does this title justify Gideon's refusal to share his knowledge of the medicinal plant? Include details and examples from the selection to support your explanation. [1.2.2] Grammar Quizzes and tests as needed on Sentence Parts [3.1.4]
22
Sessions
Selections Love Must Not Be Forgotten (Optional) LOL pp. 197-208
Reading Focus Day Instructional Activities Vocabulary Context Clues LOL p. 197 [3.1.3] Words to Know Skillbuilder URB1 p. 90 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 198, 205, 208 [1.1.4] Identifying Cultural Characteristics (graphic organizer) URB1 p. 88 [1.1.2] Cultural Setting (graphic organizer) URB1 p. 89 [1.1.3]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Creating Paragraphs Ch. 13 LN pp. 322-335 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Writing Workshop: Focused Description Ch. 19 LN p. 412-419 URB1 p. 93-104 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Grammar Review Chapter 2 Sentence Parts [3.1.4] Mini-Lesson Reflexive and Intensive Pronouns TE LOL p. 200 [3.1.3] Mini-Lesson Pronoun Case TE LOL p. 202 [3.1.3] DLS GTC p. 7, LOL TE p. 15k [3.3.1, 3.3.2]
Assessments Assessments in bold are required. Selection Quiz URB1 p. 91 Section Test FAB p. 35-36 Grammar Mastery Test Sentence Parts Ch. 2 LN p. 61 [3.1.4] LN TG/AM Ch. 2 [3.1.4]
16-20
23

Sessions
Comprehension and Interpretation 1.1.3 use after reading strategies 1.2.1 consider contributions of plot, character, setting, conflict, and point of view Making Connections and Evaluations 1.2.4 identify/explain connections between and among themes and/or two styles of two or more texts 1.2.5 extend/further develop meaning by explaining the implications for the reader or contemporary society 1.3.5 explain how common and universal experiences serve as the source of literary themes that cross time and cultures Composing 2.2.2 select/ organize ideas for specific audiences and purposes 2.2.3 will revise/ edit texts for clarity, completeness and effectiveness 2.2.5 use suitable traditional and electronic resources to refine presentations and edit texts for effective language and conventions Language Usage and Conventions 3.1.6 compound various sentence elements (subjects, predicates, modifiers, phrases, and clauses) to link or contrast related ideas 3.1.8 expand sentences by positioning phrases and clauses to accomplish a purpose
Selections Note: Novel Study should be included concurrently or after the required selections are studied. Learning the Language of Literature: Poetry LOL pp. 225-226 The Active Reader: Reading Poetry LOL p. 227 Piano LOL p. 229 IAR pp. 89-92 Those Winter Sundays LOL p. 230 IAR p. 93
Reading Focus Day Instructional Activities Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 230 [1.1.4] Literary Analysis: Imagery and Speaker LOL p. 231[1.2.1, 1.2.2] Literary Analysis SkillBuilder: Imagery (graphic organizer) URB2 p. 5 [1.2.1, 1.2.2] Think Critically #3-4 LOL p. 231 [1.1.3] Extend Interpretations #5 Comparing Texts LOL p. 231 [1.1.3, 1.2.4] Extend Interpretations #6 Connect to Life LOL p. 231 [1.2.5]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Creating Paragraphs Ch. 13 LN p. 322-335 [2.1.2, 2.2.1, 2.2.2, 2.2.3] Writing Workshop: Focused Description Ch. 19 LN pp. 412-419 URB1 pp. 93-104 [2.1.1, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 1 Prepositional Phrases Ch. 3 LN pp. 66-68 [3.1.3]
Assessments Assessments in bold are required. Literature/Reading Selection Test FAB pp. 39-40 Assessment Practice SRs BCR Write a response that compares how each of the speakers in Piano and Those Winter Sundays feels about their parents or childhoods. Use details and examples from both poems to support your response. [1.1.3, 1.2.4] ECR Write a well-organized essay about a time when you were pressured to do something you were unsure about doing. Include details about the situation, how you were pressured, what your decision was, and the resolution to the conflict. Be sure your essay is fully developed and logically organized. [2.1.1] Grammar
Teacher generated quizzes and tests as needed on phrases. [3.1.3, 3.1.6, 3.1.8]
1-5
24

Sessions
Selections Sonnet 18 and Sonnet 30 LOL pp. 234-235
Reading Focus Day Instructional Activities Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 235 [1.1.4] Thinking Through Literature #2 LOL p. 234 [1.2.1] Active Reading Skillbuilder: Strategies for Reading Sonnets (graphic organizer) URB2 p. 6 [1.2.2] Grammar Skillbuilder: Rhetorical Questions URB2 p. 8 [1.2.2, 1.2.3] Think Critically #2 [1.2.1], #3 [1.2.2], #4 [1.2.1, 1.2.2, 1.2.3] LOL p. 236 Extend Interpretations #5 Comparing Texts LOL p. 236 [1.1.3, 1.2.4] Extend Interpretations #6 Connect to Life LOL p. 236 [1.2.5]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 1 Structure of Compositions Ch. 14 LN pp 337-339 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Lesson 2 Thesis and Intro Ch. 14 LN pp. 340342 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Writing Workshop: Literary Interpretation Ch. 20 LN pp. 420-427 URB5 pp. 21-29 [2.1.1, 2.1.4] Grammar Lesson 2 Appositives Ch. 3 LN pp. 69-70 [3.1.3] DLS GTC p. 7, LOL p. 223i [3.3.1, 3.3.2]
Assessments Assessments in bold are required. Literature/Reading Selection Test FAB p. 41 Assessment Practice SRs
1-5
BCR
Write an explanation telling how, in each of the sonnets, the poet uses specific words to reflect his attitude about love. Use details and examples from the poems to support your response. [1.2.4] Grammar Teacher generated quizzes and tests as needed on phrases. [3.1.3, 3.1.6, 3.1.8]
25

Sessions
Selections Sweet Potato Pie LOL pp. 240-249
Reading Focus Day Instructional Activities Vocabulary Pre-teaching Vocabulary TE LOL p. 240 [3.1.3] Words to Know Skillbuilder URB2 p. 12 [3.1.3] Literature/Reading Literary Analysis Skillbuilder: Characterization URB2 p. 11 [1.2.1] Choosing the Best Summary TE LOL p. 248 [1.1.3] Literary Analysis: Characterization and Dialect LOL p. 252 [1.2.1, 1.2.2] Think Critically #2, 4-5 [1.2.1], #6 [1.2.2] LOL p. 252 Extend Interpretations #7 Comparing Texts LOL p. 252 [1.1.3, 1.2.4]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 3 Body of Comp Ch. 14 LN pp. 343-344 [2.2.2, 2.2.3, 2.2.5] Writing Workshop: Literary Interpretation Ch. 20 LN pp. 420-427 URB5 p. 21-29 [2.2.2, 2.2.3, 2.2.5] Grammar Lesson 3 Verbals: Participles Ch. 3 LN pp. 71-72 [3.1.3] Lesson 4 Verbals: Gerunds Ch. 3 LN pp. 71-72 [3.1.3] Grammar in Context: Compound Verbs LOL p. 254 [3.1.3] Grammar Skillbuilder: Compound Verbs URB2 p. 13 [3.1.3] Mini-Lesson Grammar: Parallel Compound Predicates TE LOL p. 524 [3.1.3] DLS GTC p. 8, LOL p. 223i [3.3.1, 3.3.2]
Assessments Assessments in bold are required. Literature/Reading Selection Quiz URB2 p. 14 Selection Test FAB pp. 43-44 Grammar Teacher generated quizzes and tests as needed on phrases. [3.1.3, 3.1.6, 3.1.8]
6-10
26

Sessions
Selections Simile Moon Rondeau Woman (Optional) LOL pp. 255-259
Reading Focus Day Instructional Activities Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 257 [1.1.4] Thinking Through Literature #1-3 LOL p. 256 [1.2.2, 1.2.3] #4 [1.2.5] Thinking Through Literature #2 [1.2.3] #3 [1.2.2] LOL p. 258 Think Critically #2-4 LOL p. 260 [1.2.1, 1.2.2, 1.2.3] Extend Interpretations #5-6 Comparing Texts LOL p. 260 [1.1.3, 1.2.4] Extend Interpretations #7 Connect to Life LOL p. 260 [1.2.5] Literary Analysis: Figurative Language and Free Verse LOL p. 260 [1.2.2, 1.2.3]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 3 Body of Comp Ch. 14 LN pp. 343-344 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Writing Workshop: Literary Interpretation Ch. 20 LN pp. 420-427 URB5 p. 21-29 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Grammar Lesson 3 Verbals: Participles Ch. 3 LN pp. 71-72 [3.1.3] Lesson 4 Verbals: Gerunds Ch. 3 LN pp. 71-72 [3.1.3] DLS GTC p. 8, LOL p. 223i [3.3.1, 3.3.2] Mini-Lesson Grammar: Objects of Prepositions TE LOL p. 258 [3.1.3]
Assessments Assessments in bold are required. Literature/Reading Selection Test FAB pp. 45-46 BCR The poems Simile and Moon Rondeau present two relationships in different stages. Using specific examples from the text, describe the state of one of the relationships. [1.2.4]
6-10
ECR
Are we truly masters of our fate, or do forces beyond our control shape our destiny? Write a persuasive essay that expresses your opinion on this topic. Support your position with reasoning and examples taken from your studies, experiences, and/or observations. [ 2.1.4] Grammar Teacher generated quizzes and tests as needed on phrases. [3.1.3, 3.1.6, 3.1.8]
27

Sessions
Selections Love Without Love and The Taxi LOL pp. 347-348
Reading Focus Day Instructional Activities Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 348 [1.1.4] Active Reading Skillbuilder: Paraphrasing (graphic organizer) URB2 p. 53 [1.1.2, 1.1.3] Thinking Through Literature #1-2 [1.2.2] #3 [1.2.2] #4 [1.1.3, 1.2.5] LOL p. 347 Think Critically #2-3 [1.2.2] #4 [1.1.3] Extend Interpretations Comparing Texts #5 LOL p. 349 [1.1.3, 1.2.4] Extend Interpretations Connect to Life #6 LOL p. 349 [1.2.5] Literary Analysis Skillbuilder: Metaphor and Simile (graphic organizer) URB2 p. 54 [1.2.3] Literary Analysis: Metaphor and Simile LOL p. 349 [1.2.3]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3, 1.3.5] Writing Lesson 4 Conclusions Ch. 14 LN p. 345-346 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Writing Workshop: Literary Interpretation Ch. 20 LN p. 420-427 URB5 p. 21-29 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Grammar Lesson 5 Verbals: Infinitives Ch. 3 LN p. 75-76 [3.1.3] Lesson 6 Placement of Phrases Ch. 3 LN p. 7879 [3.1.6, 3.1.8]
Assessments Assessments in bold are required. Literature/Reading Selection Test FAB p. 57
6-10
Grammar Teacher generated quizzes and tests as needed on phrases. [3.1.3, 3.1.6, 3.1.8]
28

Sessions
Selections Tonight I Can Write LOL pp. 352-353 IAR pp. 112-114
Reading Focus Day Instructional Activities Vocabulary Mini-Lesson Denotation and Connotation TE LOL p. 352 [3.2.2] Literature/Reading Active Reading Skillbuilder: Interpreting Comparisons IAR p. 115; URB2 p. 55 [1.1.2, 1.1.3] Literary Analysis Skillbuilder: Repetition IAR p. 116; URB2 p. 56 [1.2.3] Extend Interpretations #6 Comparing Texts LOL p. 354 [1.1.3, 1.2.4] Extend Interpretations #7 Connect to Life LOL p. 354 [1.2.5]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 5 Unity Ch. 14 LN p. 347 Lesson 6 Coherence Ch. 14 LN p. 348-351 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5, 3.1.6, 3.1.8] Writing Workshop: Literary Interpretation Ch. 20 LN pp. 420-427 URB5 pp. 21-29 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Grammar Lesson 5 Verbals: Infinitives Ch. 3 LN pp. 75-76 [3.1.3] Lesson 6 Placement of Phrases Ch. 3 LN pp. 78-79 [3.1.6, 3.1.8] DLS GTC p. 11, LOL p. 223k [3.3.1, 3.3.2]
Assessments Assessments in bold are required. Literature/Reading Selection Test FAB pp. 59-60 Assessment Practice SRs BCR Write a response that analyzes whether the speaker still loves the woman. Include details and examples from the poem to support your response. [1.1.3]
11-15
Grammar Mastery Test Phrases Ch. 3 LN p. 87 LN TG/AM Ch. 3 [3.1.3]
29

Sessions
Selections The Artillerymans Vision and Look at This (Optional) LOL pp. 646-648 IAR pp. 236-241
Reading Focus Day Instructional Activities Literature/Reading Active Reading Skillbuilder: Comparing and Contrasting Speakers (graphic organizer) IAR p. 242; URB4 p. 47 [1.1.2, 1.1.3] Literary Analysis Skillbuilder: Tone and Diction (graphic organizer) IAR p. 243; URB4 p. 48 [1.3.3, 1.2.2] Literary Analysis: Tone LOL p. 649 [1.3.3, 1.2.2] Thinking Through Literature #2, 4 [1.2.2] #3 [1.1.3] LOL p. 647
649 Extend Interpretations #8 Connect to Life LOL p. 649 [1.2.5]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5]
Assessments Assessments in bold are required. Literature/Reading Selection Test FAB pp. 115-116 Assessment Practice SRs BCR Write a response that compares the speakers different feelings about war. Include details and examples from both poems to support your response. (1.2.4, 1.3.2) Grammar Teacher generated quizzes and tests as needed on clauses. [3.1.3, 3.1.6, 3.1.8]
11-15
Writing Lesson 1 Uses of Elaboration Ch. 15 LN pp. 356-357 Lesson 2 Elaborating to Describe Ch. 15 LN pp. 358-359 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Writing Workshop: Cause/Effect Essay Ch. 21 LN pp. 428-435 URB4 pp. 82-93 OR Problem/Soln Essay Ch. 23 LN pp. 446-453 Think Critically #2-4 [1.2.2, URB2 p. 58-69 1.2.3] #5-6 [1.1.3] LOL p. [2.1.1, 2.1.4] Grammar
Lesson 1 Kinds of Clauses Ch. 4 LN p. 9294 [3.1.3, 3.1.4, 3.1.6, 3.1.8] Mini-Lesson Grammar: Misplaced/Dangling Modifiers TE LOL p. 650 [3.1.6, 3.1.8]
30

Sessions
Selections Birches (Optional) LOL p. 839 IAR pp. 309-313
Reading Focus Day Instructional Activities Literature/Reading Active Reading Skillbuilder: Analyzing Images (graphic organizer) IAR p. 314; URB5 p. 10 [1.2.2] Literary Analysis Skillbuilder: Figurative Language (graphic organizer) IAR p. 315; URB5 p. 11 [1.2.3] Think Critically #2 [1.2.2] #3-4 [1.1.3] #5-6 [1.2.2, 1.2.3] LOL p. 841 Extend Interpretations #8 Connect to Life LOL p. 841 [1.2.5] Literary Analysis: Figurative Language; Alliteration, Assonance, Consonance LOL p. 841 [1.2.3]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 1 Uses of Elaboration Ch. 15 LN pp. 356-357 Lesson 2 Elaborating to Describe Ch. 15 LN pp. 358-359 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Grammar Lesson 1 Kinds of Clauses Ch. 4 LN pp. 92-94 [3.1.3, 3.1.4, 3.1.6, 3.1.8] DLS GTC p. 23, LOL p. 817i [3.3.1, 3.3.2] Mini-Lesson: Conjunctive Adverbs (Sentence Combining) TE LOL p. 840 [3.1.6, 3.1.8]
Assessments Assessments in bold are required. Literature/Reading Selection Test FAB pp. 137-138 Assessment Practice SRs BCR Write a response that explains how the speaker in Birches views life or death. Use examples and details from the poem to support your answer. [1.1.3, 1.2.1, 1.2.2] Grammar Teacher generated quizzes and tests as needed on clauses. [3.1.3, 3.1.6, 3.1.8]
11-15
31

Sessions
Selections
Reading Focus Day Instructional Activities Vocabulary Pre-teaching Vocabulary Denotation and Connotation TE LOL p. 388 [3.2.2] Words to Know Skillbuilder IAR p. 130; URB3 p. 7 [3.1.3] Vocabulary in Action LOL p. 395 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 391 [1.1.4] Active Reading Literary Analysis Skillbuilder: Plot IAR p. 129; URB3 p. 6 [1.2.1] Mini-Lesson Standardized Test Practice Characterization TE LOL p. 393 [1.2.1] Think Critically #2-5 [1.2.1] LOL p. 394 Extend Interpretations #8 Connect to Life LOL p. 394 [1.2.5] Literary Analysis: Plot LOL p. 394 [1.2.1]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 3 Elaboration to Explain Ch. 15 LN p. 360-361 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Writing Workshop: Cause/Effect Essay Ch. 21 LN pp. 428-435 URB4 p. 82-93 OR Problem/Solution Essay Ch. 23 LN pp. 446-453 URB2 pp. 58-69 [2.1.1, 2.1.4] Grammar Lesson 2 Adjective and Adverb Clauses Ch. 4 LN p. 95-97 [3.1.3, 3.1.4, 3.1.6, 3.1.8] DLS GTC p. 12, LOL p. 381i [3.3.1, 3.3.2] Grammar in Context: Verbs and Diction LOL p. 396 [3.1.3] Mini-Lesson Verb Choice (Usage) TE LOL p. 396 [3.1.3]
Assessments Assessments in bold are required. Literature/Reading Selection Quiz URB3 p. 9 Selection Test FAB pp. 63-64 Grammar Teacher generated quizzes and tests as needed on clauses. [3.1.3, 3.1.6, 3.1.8]
11-15
One Thousand Dollars

LOL pp. 387-393 IAR pp. 119-127
32

Sessions
Selections Initiation LOL pp. 399-406
Reading Focus Day Instructional Activities

Vocabulary Preteaching Vocabulary Context Clues TE LOL p. 402-403 [3.1.3] Words to Know Skillbuilder URB3 p. 13 [3.1.3] Vocabulary in Action LOL p. 408 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 398, p. 401 1.1.4] Active Reading Skillbuilder: Sequence of Events (graphic organizer) URB3 p. 11 [1.2.1, 1.2.2] Literary Analysis Skillbuilder: Internal Conflict (graphic organizer) URB3 p. 12 [1.2.1] Think Critically #2-3 [1.2.1], #4 [1.2.2] LOL p. 407 Extend Interpretations #7 Connect to Life LOL p. 407 [1.2.5] Standardized Test Practice: Choosing Best Summary TE LOL p. 406 [1.1.3] Literary Analysis: Internal Conflict, Symbol, Climax, Plot LOL p. 407 [1.2.1]
Language Focus Day Instructional Activities

Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3, 1.3.5] Writing Lesson 4 Elaborating to Support Opinions Ch. 15 LN pp. 362-363 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Writing Workshop: Cause/Effect Essay Ch. 21 LN p. 428-435 URB4 pp. 82-93 OR Problem/Soln Essay Ch. 23 LN pp. 446-453 URB2 pp. 58-69 [2.1.1, 2.1.4] Grammar Lesson 3 Noun Clauses Ch. 4 LN pp. 98-100 [3.1.3, 3.1.4, 3.16, 3.1.8] Lesson 4 Sentence Structure Ch. 4 LN pp. 101-103 [3.1.4, 3.1.6, 3.1.8] DLS GTC p. 12, LOL p. 381i [3.3.1, 3.3.2] Grammar in Context: Verb Tenses LOL p. 409 [3.1.3] Grammar Skillbuilder: Verb Tenses URB3 p. 14 [3.1.3]
Assessments Assessments in bold are required. Literature/Reading Selection Quiz URB3 p. 15 Selection Test FAB pp. 65-66 BCR Write an explanation that explains Millicents motivation for not joining the sorority. Include details and examples from the selection to support your explanation of Millicents motives. [1.2.1] Grammar Teacher generated quizzes and tests as needed on clauses. [3.1.3, 3.1.6, 3.1.8]
16-20
33

Sessions
Selections Getting a Job LOL pp. 412-416 IAR pp 133-139
Reading Focus Day Instructional Activities

Vocabulary Preteaching Vocabulary TE LOL p. 415 [3.1.3] Words to Know Skillbuilder IAR p. 142; URB3 p. 19 [3.1.3] Vocabulary in Action LOL p. 418 [3.1.3] Building Vocabulary: Understanding Idioms and Figurative Lang. LOL p. 419 [1.2.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 414 [1.1.4] Active Reading Skillbuilder: Cause and Effect (graphic organizer) IAR p. 140; URB3 p. 17 [1.1.3] Literary Analysis Skillbuilder: Narrative NF (graphic organizer) IAR p. 141; URB3 p. 18 [1.2.1] Standardized Test Practice: Choosing Best Summary TE LOL p. 416 [1.1.3] Extend Interpretations #6 Comparing Texts LOL p. 417 [1.1.3, 1.2.4] Literary Analysis: Narrative NF LOL p. 417 [1.2.1]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing
Lesson 4 Elaborating to Support Opinions Ch. 15 LN pp. 362-363 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Writing Workshop: Problem/Soln Essay Ch. 23 LN pp. 446-453 URB2 pp. 58-69 [2.1.1, 2.1.4]
Assessments Assessments in bold are required. Literature/Reading Selection Quiz URB3 p. 20 Selection Test FAB pp. 67-68
16-20
BCR
Write an explanation that analyzes Marguerite's mother's attitude toward Marguerite and life. Include details and examples from the selection to support your explanation. [1.2.1] Grammar Mastery Test Clauses Ch. 4 LN p. 111 [3.1.3] LN TG/AM Ch. 4 [3.1.3]
Grammar
Lesson 3 Noun Clauses Ch. 4 LN pp. 98-100 [3.1.3, 3.1.4, 3.16, 3.1.8] Lesson 4 Sentence Structure Ch. 4 LN pp. 101-103 [3.1.4, 3.1.6, 3.1.8] DLS GTC p. 13, LOL p. 381i [3.3.1, 3.3.2] Mini-Lesson Grammar: Helping Verbs TE LOL p. 418 [3.1.3]
34

Sessions
Selections Exile LOL pp. 434-436
Reading Focus Day Instructional Activities Literature/Reading Active Reading Skillbuilder: Recognizing Poetic Elements (graphic organizer) URB3 p. 22 [1.2.2] Literary Analysis Skillbuilder: Narrative Poetry (graphic organizer) URB3 p. 23 [1.2.1, 1.2.2, 1.2.3] Standardized Test Practice: Plot, Setting, Character, Mood TE LOL p. 436 [1.2.1] Think Critically #2 [1.2.2] #3-4 [1.1.3] #5 [1.2.3] LOL p. 437 Extend Interpretations #7 Connect to Life LOL p. 437 [1.2.5] Literary Analysis: Narrative Poetry LOL p. 437 [1.2.1, 1.2.2, 1.2.3]
Language Focus Day Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3, 1.3.5] Writing Lesson 5 Elaborating to Visualize Ch. 15 LN pp. 364-365 [2.1.1, 2.1.4, 2.2.1, 2.2.2, 2.2.3, 2.2.5] Writing Workshop: Cause/Effect Essay Ch. 21 LN pp. 428-435 URB4 pp. 82-93 OR Problem/Soln Essay Ch. 23 LN pp. 446-453 URB2 pp. 58-69 [2.1.1, 2.1.4] Grammar Lesson 1 Sentence Fragments Ch. 5 LN pp. 116-119 [3.1.4] Lesson 2 Run-On Sentences Ch. 5 LN pp. 120-121 [3.1.4] DLS GTC p. 13, LOL p. 381i [3.3.1, 3.3.2]
Assessments Assessments in bold are required. Literature/Reading Selection Test FAB pp. 69-70 Assessment Practice SRs BCR Write a response that explains the speakers emotions concerning her familys escape from Cuidad Trujillo. Include details and examples from the poem to support your response. [1.2.1] ECR Read and think about the quotation below. Life is only going to give you just what you put into it. Does what you put into life determine what you are going to get out of it? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your studies, experiences, and/or observations. [2.1.4] Grammar Mastery Test Fragments/Run-ons Ch. 5 LN p. 125 [3.1.3] LN TG/AM Ch. 5 [3.1.3]
16-20
35

Sessions
Core Learning Goals

Comprehension and Interpretation 1.3.3 identify language that creates voice and tone 3.2.2 differentiate connotative and denotative meaning of words Making Connections and Evaluations 4.1.1 state and explain a personal response to a given text 4.2.1 assess the effectiveness of diction that reveals an authors purpose Composing 2.3.1 identify sources of information on a self-selected and/or given topic and assess its appropriateness to accomplish a purpose 2.3.3 use a systematic process for recording, documenting , and organizing information 4.3.1 alter tone of a text by revising its diction Language Usage and Conventions 3.1.1 edit texts for spelling, caps, punctuation 3.3.2 available resources to correct or confirm revisions and/or editorial choices
Selections Note: Novel Study should be included concurrently or after the required selections are studied. Authors Perspective LOL pp. 452-453 Purposes for Writing LOL p. 454 A Celebration of Grandfathers LOL pp. 455-459 IAR pp. 143-149
Reading Instructional Activities Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 456 [1.1.4] Literary Analysis: Authors Perspective and Tone LOL p. 460 [1.3.3, 3.2.2, 1.2.2, 4.2.1] Active Reading Skillbuilder: Identifying Authors Purpose (graphic organizer) URB3 p. 40; IAR p. 150 [1.1.3] Literary Analysis Skillbuilder: Authors Perspective and Tone (graphic organizer) URB3 p. 41; IAR p. 151[1.3.3, 3.2.2, 1.2.2, 4.2.1] Think Critically #6 LOL p. 460 [1.1.3]
Language Instructional Activities Independent Reading [ 1.3.3 Writing Lesson 1 Revising Problem Sentences Ch. 16 LN p. 370-372 [3.1.6] Lesson 2 Combining Sentences Ch. 16 LN pp. 373-376 [3.1.6, 3.1.8] Writing Workshop: Persuasive Essay Ch. 22 LN pp. 436-445; LOL pp. 616-620, URB4 p. 28-40 [2.1.4, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 1 Principal Parts of a Verb Ch. 6 LN pp. 130-133 [3.1.3] Lesson 2 Verb Tense Ch. 6 LN pp. 134-137 [3.1.3] DLS GTC p. 14, LOL p. 381j [3.3.1, 3.3.2]
Assessments Assessments in bold are required. Selection Quiz URB3 p. 42 Selection Test FAB pp. 75-76 ECR Read and think about the quotation below. Truth requires as much strength to give as to receive. Plan and write an essay in which you agree or disagree with this statement. Using examples from your reading, studies, experiences or observations, agree or disagree with this statement. Support your position with reasoning and examples taken from your studies, experiences, and/or observations. [2.1.4] BCR Write a well-developed paragraph explaining the importance the author places on preserving old values. Include details and examples from the memoir to support your response. [1.1.3] Grammar Teacher generated quizzes and tests as needed on using verbs, sentence revision, sentence combining [3.1.3, 3.16, 3.1.8, 2.2.3]
1-5
36

Sessions
Core Learning Goals

Selections Author Study: Alice Walker LOL pp. 499-502 Everyday Use (optional) LOL pp. 503-512 IAR pp. 152-163
Reading Instructional Activities Vocabulary Denotation and Connotation LOL p. 494, URB3 p. 57 [3.2.2] Using Context Clues TE LOL p. 506 [3.1.3] Words to Know Skillbuilder URB3 p. 61, IAR p. 166[3.1.3] Vocabulary in Action LOL p. 515 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 504, 508 [1.1.4] Active Reading Skillbuilder: Drawing Conclusions URB3 p. 59, IAR p. 164 [1.1.3] Literary Analysis: Conflict and Resolution LOL p. 513, URB3 p. 60, IAR p. 165 (graphic organizer) [1.1.3] Extend Interpretations Comparing Texts #5 LOL p. 513 [1.2.4]
Language Instructional Activities Independent Reading [1.1.1, 1.3.3,1.3.5] Writing Lesson 1 Revising Problem Sentences Ch. 16 LN pp. 370-372 [3.1.6] Lesson 2 Combining Sentences Ch. 16 LN pp. 373-376 [3.1.6, 3.1.8] Writing Workshop: Persuasive Essay Ch. 22 LN pp. 436-445; LOL pp. 616-620, URB4 p. 28-40 [2.1.4, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 1 Principal Parts of a Verb Ch. 6 LN pp. 130-133 [3.1.3] Lesson 2 Verb Tense Ch. 6 LN pp. 134-137 [3.1.3] DLS GTC p. 16, LOL p. 381k [3.3.1, 3.3.2] Active and Passive Voice URB3 p. 62, LOL p. 515, TE LOL p. 514 [3.1.3]
Assessments Assessments in bold are required. Selection Quiz URB3 p. 63 Selection Test FAB p. 83-84
1-5
BCR Write an explanation that tells who better appreciates her heritage, Dee or Maggie. Include details and examples from the story that support your explanation. [1.1.3] Grammar Teacher generated quizzes and tests as needed on using verbs, sentence revision, sentence combining [3.1.3, 3.16, 3.1.8, 2.2.3]
37

Sessions
Core Learning Goals

Selections Women and Poem at Thirty-Nine LOL pp. 516-519
Reading Instructional Activities Vocabulary Active Reading Skillbuilder: Denotation and Connotation (graphic organizer) URB3 p. 64 [3.2.2] Literature/Reading Choosing the Best Summary TE LOL p. 519 [1.1.3] Thinking through Literature #4 LOL p. 517 [3.2.2] Literary Analysis Skillbuilder: Diction (graphic organizer) URB3 p. 65 [1.2.2, 4.2.1] Extend Interpretations #6 Comparing Texts LOL p. 520 [1.2.4] #7 Connect to Life LOL p. 520 [1.2.5]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 3 Inserting Words and Phrases Ch. 16 LN pp. 377-378 [3.1.6, 3.1.8] Lesson 4 Revising for Parallelism Ch. 16 LN pp. 379-380 [3.1.6, 3.1.8] Writing Workshop: Persuasive Essay Ch. 22 LN pp. 436-445; LOL pp. 616-620, URB4 pp. 28-40 Grammar Lesson 3 Progressive and Emphatic Forms Ch. 6 LN pp. 138-140 [3.1.3] Lesson 4 Voice of a Verb Ch. 6 LN pp. 141142 [3.1.3] DLS GTC p. 17, LOL p. 381k [3.3.1, 3.3.2] Inactive Verbs TE LOL p. 518 [3.1.3, 2.2.3]
Assessments Assessments in bold are required. Selection Test FAB pp. 85-86 BCR Write a response that compares and contrasts what the speaker learned from her parents in the two poems. Include details and examples from both poems to support your response. [1.2.4] Grammar Teacher generated quizzes and tests as needed on using verbs, sentence revision, sentence combining. [3.1.3, 3.16, 3.1.8, 2.2.3]
1-5
38

Sessions
Core Learning Goals

Selections From In Search of Our Mothers Gardens (Optional) LOL p. 522-526 Authors Style LOL p. 528
Reading Instructional Activities Vocabulary Using Context Clues TE LOL p. 524-525 [3.1.3] Words to Know Skillbuilder URB3 p. 69 [3.1.3] Literature/Reading Active Reading Skillbuilder: Main Idea (graphic organizer) URB3 p. 67 [1.1.3] Literary Analysis Skillbuilder: Authors Perspective (graphic organizer) URB3 p. 68 [1.2.2] Standardized Test Practice: Theme TE LOL p. 526 [1.2.5, 1.3.5]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 3 Inserting Words and Phrases Ch. 16 LN p. 377-378 [3.1.6, 3.1.8] Lesson 4 Revising for Parallelism Ch. 16 LN p. 379-380 [3.1.6, 3.1.8] Writing Workshop: Persuasive Essay Ch. 22 LN p. 436-445; LOL p. 616-620, URB4 p. 28-40 [2.1.4, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 3 Progressive and Emphatic Forms Ch. 6 LN p. 138-140 [3.1.3] Lesson 4 Voice of a Verb Ch. 6 LN p. 141142 [3.1.3] Assessment Practice: Revising and Editing LOL p. 535 [3.3.1, 3.3.2] DLS GTC p. 17, LOL p. 381k [3.3.1, 3.3.2]
Assessments Assessments in bold are required. Selection Quiz URB3 p. 70 Selection Test FAB p. 87-88 BCR Write an explanation that analyzes what Walkers mothers garden represents or symbolizes to Walker. Include details and examples from the selection to support your explanation. [1.1.3] Grammar Teacher generated quizzes and tests as needed on using verbs, sentence revision, sentence combining [3.1.3, 3.16, 3.1.8, 2.2.3]
1-5
39

Sessions
Core Learning Goals

Selections Irony LOL pp. 543-544 The Pit and the Pendulum (Optional) LOL pp. 559-574 IAR pp. 182-218
Reading Instructional Activities Vocabulary Using Context Clues TE LOL p. 560 [3.1.3] Words to Know Skillbuilder IAR p. 222, URB4 p. 13 [3.1.3] Literature/Reading Active Reading Skillbuilder: Visualizing IAR p. 220, URB4 p. 11 [1.1.2] Connect to Literature #1 LOL p. 575 [4.1.1] Extend Interpretations #6 LOL p. 575 [4.1.1] #8 Connect to Life LOL p. 575 [1.2.5]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3, 1.3.5] Writing Lesson 5 Creating Sentence Variety Ch. 16 LN pp. 381-383 [3.1.6, 3.1.8] Writing Workshop: Persuasive Essay Ch. 22 LN pp. 436-445; LOL pp. 616-620, URB4 pp. 28-40 [2.1.4, 2.2.1, 2.2.2, 2.2.3] Grammar Lesson 5 Shifts in Tense, Form, and Voice Ch. 6 LN pp. 143-145 [3.1.3] Lesson 6 Mood of a Verb Ch. 6 LN pp. 146147 [3.1.3] DLS GTC p. 18, LOL pp. 541k [3.3.1, 3.3.2] Appositives TE LOL p. 572, URB4 p. 14 [3.1.3] Prep. Phrases that Add Details URB4p. 8 [3.1.8]
Assessments Assessments in bold are required. Selection Quiz URB4 p. 15 Selection Test FAB pp. 103-104 Grammar Mastery Test Using Verbs Ch. 6 LN p. 151 LN TG/AM Ch. 6 [3.1.3, 2.2.3] BCR Write a response that tells how the author in Pit and the Pendulum uses words and phrases to produce a tone of suspense in one passage of the story. [1.3.3, 4.1.1] ECR Write a well-organized essay explaining how you or someone you know learned a lesson that later helped in making a decision. In your response, describe the situation, the lesson you learned, and how the lesson was applied to the situation to help you or the person you know tmake the right decision. Be sure your essay is fully developed and logically organized. [2.1.1]
1-5
40

Sessions
Core Learning Goals

Selections Comparing Literature: Learning from History LOL p. 595 From Night LOL pp. 593-598 IAR pp. 223-232
Reading Instructional Activities Vocabulary Words to Know Skillbuilder URB4 p. 22, IAR p. 235 Vocabulary In Action: Context Clues LOL p. 601 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 594 [1.1.4] Active Reading Skillbuilder: Connecting (graphic organizer) URB4 p. 20, IAR p. 233 [1.1.2] Literary Analysis Skillbuilder: Style (graphic organizer)URB4 p. 21, IAR p. 234[1.2.3, 4.2.1] Recognizing Authors Purpose TE LOL p. 598 [1.2.2] Literary Analysis: Tone TE LOL p. 598 [1.3.3]
Language Instructional Activities Independent Reading [1.1.1, 1.3.3,] Writing Lesson 1 Elements of Style Ch. 17 LN pp. 388-389 [2.2.2, 2.2.3, 4.3.1] Lesson 2 Levels of Language Ch. 17 LN pp. 390-391[2.2.2, 2.2.3, 4.3.1] Revision of previously written essay (Autobio. Incident, Focused Description, Literary Interpretation, Grammar Lesson 1 Agreement in Number Ch. 7 LN pp. 156-157 [3.1.3] Lesson 2 Phrases Between Subject and Verb Ch. 7 LN pp. 158159 [3.1.3] Lesson 3 Compound Subjects Ch. 7 LN p. 160-161 [3.1.3] DLS GTC p. 19, LOL p. 541l [3.3.1, 3.3.2]
Assessments Assessments in bold are required. Selection Quiz URB4 p. 23 Selection Test FAB pp 107-108 BCR Write an explanation identifying the tone of the excerpt from Night. Include details and examples from the excerpt to support your response. [1.3.3] Grammar Teacher generated quizzes and tests as needed on subject-verb agreement [3.1.3, 3.16, 3.1.8, 2.2.3]
6-10
41

Sessions
Core Learning Goals

Selections From Farewell to Manzanar LOL pp. 602-612
Reading Instructional Activities Vocabulary Suffixes TE LOL pp. 604-605 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 606 [1.1.4] Comparing Literature: Assessment Practice LOL p. 615 [1.2.4] Active Reading Skillbuilder: Connecting (graphic organizer) URB4 p. 25 [1.1.2] Literary Analysis Skillbuilder: Memoir URB4 p. 26 [1.1.3]
Language Instructional Activities Writing

Lesson 1 Elements of Style Ch. 17 LN p. 388389 [2.2.2, 2.2.3, 4.3.1] Lesson 2 Levels of Language Ch. 17 LN p. 390-391[2.2.2, 2.2.3, 4.3.1] Revision of previously written essay (Autobio. Incident, Focused Description, Literary Interpretation, Problem/Soln, Cause/Effect, or Persuasive Essay)[2.2.3]
Assessments Assessments in bold are required. Selection Quiz URB4 p. 27 Selection Test FAB pp. 109-110 BCR Write an explanation identifying the tone of the excerpt from Farewell to Manzanar. Include details and examples from the excerpt to support your response. [1.3.3] Grammar Teacher generated quizzes and tests as needed on subject-verb agreement [3.1.3, 3.16, 3.1.8, 2.2.3]
6-10
Grammar
Lesson 1 Agreement in Number Ch. 7 LN pp. 156157 [3.1.3] Lesson 2 Phrases Between Subject and Verb Ch. 7 LN pp. 158-159 [3.1.3] Lesson 3 Compound Subjects Ch. 7 LN pp. 160-161[3.1.3] Assessment Practice: Revising and Editing LOL p. 621 [3.3.1, 3.3.2] DLS GTC p. 20, LOL p. 541l [3.3.1, 3.3.2]
42

Sessions
Core Learning Goals

Selections Like the Sun LOL pp. 848-852
Reading Instructional Activities Vocabulary Vocabulary in Action: Context Clues LOL p. 854 [3.1.3] Words to Know Skillbuilder URB5 p. 17 [3.1.3] Analyzing Word Parts Affixes URB5 p. 20 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 851, 852 [1.1.4] Active Reading Skillbuilder: Predicting URB5 p. 15 [1.1.2] Literary Analysis Skillbuilder: Humor URB5 p. 16 [1.2.3]
Language Instructional Activities

Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5]
Assessments Assessments in bold are required. Selection Quiz URB5 p. 19 Selection Quiz FAB pp. 141-142 BCR Write an explanation showing how humor is situational in Like the Sun. Include details and examples from the story to support your response. [1.2.3] Grammar Teacher generated quizzes and tests as needed on subject-verb agreement [3.1.3, 3.16, 3.1.8, 2.2.3]
6-10
Writing
Lesson 3 Word Choice Ch. 17 LN pp. 392-393 [2.2.3, 4.3.1] Lesson 4 Imagery and Figurative Language Ch. 17 LN pp. 394-395 [2.2.3, 1.2.3] Revision of previously written essay (Autobio. Incident, Focused Description, Literary Interpretation, Problem/Soln, Cause/Effect, or Persuasive Essay) [2.2.3] Grammar Lesson 4 IndefinitePronoun Subjects Ch. 7 LN pp. 162-163 [3.1.3] Lesson 5 Other Problem Subjects Ch. 7 LN pp. 164-166 [3.1.3] Lesson 6 Special Sentence Problems Ch. 7 LN pp. 167-169 [3.1.3] DLS GTC p. 24, LOL pp. 817j [3.3.1, 3.3.2] Grammar Skillbuilder: Adjective Clauses URB5 p. 18 [3.1.3]
43

Sessions
Core Learning Goals

Selections For the New Year, 1981 and Pride (Optional) p. 843-845
Reading Instructional Activities Vocabulary Literature/Reading Active Reading Skillbuilder: Making Inferences (graphic organizer) URB5 p. 12 [1.1.2] Literary Analysis Skillbuilder: Extended Metaphor URB5 p. 13, LOL p. 846 [1.2.3]
Language Instructional Activities Independent Reading [1.1.1, 1.3.3,1.3.5] Writing

Lesson 3 Word Choice Ch. 17 LN p. 392-393 [2.2.3, 4.3.1] Lesson 4 Imagery and Figurative Language Ch. 17 LN p. 394-395 [2.2.3, 1.2.3] Revision of previously written essay (Autobio. Incident, Focused Description, Literary Interpretation, Problem/Soln, Cause/Effect, or Persuasive Essay) [2.2.3]
Assessments Assessments in bold are required. Selection Test FAB p. 139-140 BCR Write a response that compares the tone of For the New Year, 1981 with that of Pride. Include details and examples from both poems to support your response. [1.2.4, 1.3.3] Grammar Mastery Test Subject-Verb Agreement Ch. 7 LN p. 173 LN TG/AM Ch. 7 [3.1.3, 2.2.3]
11-15
Grammar
Lesson 4 IndefinitePronoun Subjects Ch. 7 LN p. 162-163 [3.1.3] Lesson 5 Other Problem Subjects Ch. 7 LN p. 164166 [3.1.3] Lesson 6 Special Sentence Problems Ch. 7 LN p. 167-169 [3.1.3] DLS GTC p. 24, LOL p. 817j [3.3.1, 3.3.2] Correlative Conjunctions TE LOL p. 845 [3.1.3]
44

Sessions
Core Learning Goals

Selections The Man in the Water p. 977-980
Reading Instructional Activities Vocabulary Using Context Clues TE LOL p. 979 [3.1.3] Words to Know Skillbuilder URB6 p. 13 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 978 [1.1.4] Active Reading Skillbuilder: Summarizing (graphic organizer) URB6 p. 11 [1.1.2] Literary Analysis Skillbuilder: Tone URB6 p. 12 [1.3.3]
Language Instructional Activities Independent Reading

[1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5]
Assessments Assessments in bold are required. Selection Quiz URB6 p. 14 Selection Test FAB p. 161-162 BCR Write an explanation of the tone used in The Man in the Water. Include details and examples from the essay to support your response. [1.3.3] Grammar Teacher generated quizzes and tests as needed on using pronouns [3.1.3, 3.16, 3.1.8, 2.2.3]
11-15
Writing
Lesson 5 Style Gone Mad Ch. 17 LN p. 396-397 [2.2.2, 2.2.3, 4.3.1] Lesson 6 Developing Your Own Voice Ch. 17 LN p. 398-399[2.2.2, 2.2.3, 4.3.1] Revision of previously written essay (Autobio. Incident, Focused Description, Literary Interpretation, Problem/Soln, Cause/Effect, or Persuasive Essay) [2.2.3]
Grammar Lesson 1 Pronoun Cases Ch. 8 LN p. 178 [3.1.3] Lesson 2 Nominative and Objective Cases Ch. 8 LN p. 179-182 [3.1.3] Lesson 3 Possessive Case Ch. 8 LN p. 183184 [3.1.3] DLS GTC p. 27, LOL p. 959i [3.3.1, 3.3.2]
45

Sessions
Core Learning Goals

Selections And of Clay We are Created p. 983-993
Reading Instructional Activities Vocabulary Words to Know Skillbuilder URB6 p. 18 [3.1.3] Identifying Synonyms TE LOL p. 984-985 [3.1.3] Context Clues Synonyms, Definitions, Antonyms URB6 p. 21 [3.1.3] Vocabulary in Action LOL p. 996 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 994 [1.1.4] Active Reading Skillbuilder: Clarifying (graphic organizer) URB6 p. 16 [1.1.3] Literary Analysis Skillbuilder: Style (graphic organizer) URB6 p. 17, LOL p. 995 [1.2.3]
Language Instructional Activities Independent Reading [1.1.1, 1.3.3,1.3.5] Writing
Assessments Assessments in bold are required. Selection Quiz URB6 p. 20 Selection Test FAB p. 163-164 BCR Write an explanation that identifies how the narrator feels about the events she relates and her relationship with Rolf. Include details and examples from the selection to support your response. [1.1.3] Grammar Teacher generated quizzes and tests as needed on using pronouns [3.1.3, 3.16, 3.1.8, 2.2.3]
11-15
Lesson 5 Style Gone Mad Ch. 17 LN p. 396-397 [2.2.2, 2.2.3, 4.3.1] Lesson 6 Developing Your Own Voice Ch. 17 LN p. 398-399[2.2.2, 2.2.3, 4.3.1] Revision of previously written essay (Autobiographical. Incident, Focused Description, Literary Interpretation, Problem/Soln, Cause/Effect, or Persuasive Essay) [2.2.3]
Grammar
Lesson 1 Pronoun Cases Ch. 8 LN p. 178 [3.1.3] Lesson 2 Nominative and Objective Cases Ch. 8 LN p. 179-182 [3.1.3] Lesson 3 Possessive Case Ch. 8 LN p. 183-184 [3.1.3] DLS GTC p. 27, LOL p. 959i [3.3.1, 3.3.2] Using Parallel Structures URB6 p. 19, TE LOL p. 992-993, LOL p. 997 [2.2.3, 3.1.6, 3.1.8]
46

Sessions
Core Learning Goals

Selections The Crowning of Arthur p. 1064-1071 Sir Launcelot du Lake p. 1072-1079
Reading Instructional Activities Vocabulary Using Context Clues TE LOL p. 1065 [3.1.3] Applying the Meaning of Roots TE LOL p. 1073 [3.1.3] Vocabulary in Action LOL p. 1081 [3.1.3] Words to Know Skillbuilder URB6 p. 36 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 1066, 1070, 1072, 1076-1077, 1081 [1.1.4] Choosing the Best Summary TE LOL p. 1079 [1.1.3] Active Reading Skillbuilder: Making Judgments URB6 p. 35 [1.1.3] Literary Analysis Skillbuilder: Romance URB6 p. 36 [1.2.3]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing
Lesson 5 Style Gone Mad Ch. 17 LN p. 396-397 [2.2.2, 2.2.3, 4.3.1] Lesson 6 Developing Your Own Voice Ch. 17 LN p. 398-399[2.2.2, 2.2.3, 4.3.1] Revision of previously written essay (Autobio. Incident, Focused Description, Literary Interpretation, Problem/Soln, Cause/Effect, or Persuasive Essay) [2.2.3]
Assessments Assessments in bold are required. Selection Quiz URB6 p. 39 Selection Test FAB p. 169-170 BCR Write a response that identifies which character best lives up to the chivalric code. Include details and examples from the story to support your response. [1.2.1] Grammar Teacher generated quizzes and tests as needed on using pronouns [3.1.3, 3.16, 3.1.8, 2.2.3]
16-20
Grammar Lesson 4 Using Who and Whom Ch. 8 p. 185-187 [3.1.3] Lesson 5 PronounAntecedent Agreement Ch. 8 LN p. 188-190 [3.1.3] DLS GTC p. 28, LOL p. 959j [3.3.1, 3.3.2]
47

Sessions
Core Learning Goals

Selections From The Mists of Avalon p. 1083-1085
Reading Instructional Activities Literature/Reading Active Reading Skillbuilder: Analyzing Characters (graphic organizer) URB6 p. 41 [1.2.1] Literary Analysis Skillbuilder: First Person Point of View (graphic organizer) URB6 p. 42 [1.2.1] Choosing the Best Summary TE LOL p. 1084 [1.1.3]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Writing Workshop: Research Report Ch. 25 LN p. 464-479 [2.3.1, 2.3.3] Finding Information Ch. 26 LN p. 484-498 [2.3.1, 2.3.3] Evaluating Information Ch. 27 LN p. 499-516 [2.3.1] Grammar Lesson 6 Indefinite Pronouns as Antecedents Ch. 8 LN p. 191-193 [3.1.3] Lesson 7 Other Pronoun Problems Ch. 8 LN p. 194-196 [3.1.3] Lesson 8 Pronoun Reference Ch. 8 LN p. 197-199 [3.1.3] DLS GTC p. 28, LOL p. 959j [3.3.1, 3.3.2]
Assessments Assessments in bold are required. Selection Quiz URB6 p. 43 Selection Test FAB p. 171 BCR Write a response that contrasts the account of Arthurs crowning in The Crowning of Arthur with the excerpt from The Mists of Avalon. Include details and examples from both stories to support your response. [1.2.4] Grammar Mastery Test Using Pronouns Ch. 8 LN p. 203 LN TG/AM Ch. 8 [3.1.3, 2.2.3]
21-25
48

Sessions
Core Learning Goals

Comprehension and Interpretation 1.3.3 identify language that creates voice and tone 3.2.2 differentiate connotative and denotative meaning of words Making Connections and Evaluations 4.1.1 state and explain a personal response to a given text 4.2.1 assess the effectiveness of diction that reveals an authors purpose Composing 2.3.1 identify sources of information on a self-selected and/or given topic and assess its appropriateness to accomplish a purpose 2.3.3 use a systematic process for recording, documenting, and organizing information 4.3.1 alter tone of a text by revising its diction Language Usage and Conventions 3.1.1 edit texts for spelling, caps, punctuation 3.3.2 available resources to correct or confirm revisions and/or editorial choices
Selections From The Acts of King Arthur and His Nobel Knights IAR p 345
Reading Instructional Activities Vocabulary Using Context Clues TE LOL p. 1092 [3.1.3] Prefixes TE LOL p. 1094 [3.1.3] Words to Know Skillbuilder URB6 p. 47, IAR p. 359 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 1095 [1.1.4] Active Reading Skillbuilder: Making Inferences (graphic organizer) URB6 p. 45, IAR p. 357 [1.1.3] Literary Analysis Skillbuilder: Style (graphic organizer) URB6 p. 46, IAR p. 358 [1.2.3, 1.3.3, 4.2.1]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Writing Workshop: Research Report Ch. 25 LN p. 464-479 [2.3.1, 2.3.3] Finding Information Ch. 26 LN p. 484-498 [2.3.1, 2.3.3] Evaluating Information Ch. 27 LN p. 499-516 [2.3.1] Grammar Lesson 1 Using Adjective s and Adverbs Ch. 9 LN p. 208-210 [3.1.3, 3.1.8] Lesson 2 Problems with Modifiers Ch. 9 LN p. 211-214 [3.1.3, 3.1.8] DLS GTC p. 29, LOL p. 959k [3.3.1, 3.3.2] Making Compound Predicates Parallel URB6 p. 48 [3.1.6, 3.1.8]
Assessments Assessments in bold are required. Selection Quiz URB6 p. 49 Selection Test FAB p. 173-174 Grammar Teacher generated quizzes and tests as needed on using modifiers [3.1.3, 3.16, 3.1.8, 2.2.3] ECR Is chivalry dead today? Write a welldeveloped essay explaining your response to this question. Support your position with reasoning and examples taken from your studies, experiences, and/or observations. [2.1.4]
21-25
49

Sessions
Core Learning Goals Goal 1: The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. Goal 2: The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms and selecting language appropriate for a particular audience and purpose. Goal 3: The student will demonstrate the ability to control language by applying the conventions of standard English in writing and speaking. Goal 4: The student will demonstrate the ability to evaluate the content, organization and language use of texts.
Selections Note: Novel Study should be included concurrently or after the required selections are studied. Shakespeares World p. 683-685 Shakespearian Drama p. 686-687 Reading Shakespearian Drama p. 688 Julius Caesar Act I LOL p. 689-711 IAR p. 244-287
Reading Instructional Activities Literature/Reading Choosing the Best Summary TE LOL p. 704 [1.1.3] Active Reading Skillbuilder: Understanding Shakespeares Plays (graphic organizer) URB4 p. 62, IAR p. 288 [1.1.2] Mini-Lesson Viewing and Representing TE LOL p. 708 [1.1.4] View and Compare LOL p. 712 [1.1.4]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Writing Workshop: Research Report Ch. 25 LN p. 464-479 [2.3.1, 2.3.3] Finding Information Ch. 26 LN p. 484-498 [2.3.1, 2.3.3] Evaluating Information Ch. 27 LN p. 499-516 [2.3.1, 2.3.3] Grammar Lesson 3 Using Comparisons Ch. 9 LN p. 215-217 [3.1.3, 2.2.3] Lesson 4 Problems with Comparisons Ch. 9 LN p. 218-219 [3.1.3, 2.2.3] DLS GTC p. 22, LOL p. 541m [3.3.1, 3.3.2] Avoiding Double Negatives TE LOL p. 710-711 [2.2.3]
Assessments Assessments in bold are required. Selection Quiz URB4 p. 64 Selection Open-Book Test FAB p. 123124 BCR Write an explanation that identifies the strategies Cassius uses to convince Brutus to join the conspiracy. Use details and examples from Act I to support your response. [1.1.3] BCR The painting The Persistent Sea depicts a nightmarish image of nature encroaching on mans domain. Using specific images from the picture, explain what is happening. Grammar Teacher generated quizzes and tests as needed on using modifiers [3.1.3, 3.16, 3.1.8, 2.2.3] Mastery Test Using Modifiers Ch. 9 LN p. 223 LN TG/AM Ch. 9 [3.1.3, 2.2.3]
1-5
50

Sessions
Selections Julius Caesar Act II p. 714-734
Reading Instructional Activities Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 718-719 [1.1.4] Mini-Lesson Viewing and Representing (Mood) TE LOL p. 727 [1.2.3] Active Reading Skillbuilder: Understanding Shakespeares Plays (graphic organizer) URB4 p. 66 [1.1.2] Literary Analysis Skillbuilder: Soliloquy/Aside (graphic organizer) URB4 p. 67 [1.1.3] View and Compare LOL p. 719, 734 [1.1.4]
Language Instructional Activities Independent Reading [1.1.1] Writing Writing Workshop: Research Report Ch. 25 LN p. 464-479 [2.3.1, 2.3.3] Finding Information Ch. 26 LN p. 484-498 [2.3.1, 2.3.3] Evaluating Information Ch. 27 LN p. 499-516 [2.3.1, 2.3.3] Grammar Lesson 1 People and Cultures Ch. 10 LN p. 228-230 [2.2.3, 3.3.1, 3.3.2] Lesson 2 First Words and Titles Ch. 10 LN p. 231-233 [2.2.3, 3.3.1, 3.3.2] Special Problems with Modifiers (good/well) TE LOL p. 720 [2.2.3]
Assessments Assessments in bold are required. Informal Assessment TE LOL p. 726 Selection Quiz URB4 p. 68 Selection Test FAB p. 125-126 BCR [Use with lines 154-191] Write a response that explanation explains how Brutus uses figurative language and imagery to convince the conspirators not to kill Mark Antony. Use details and examples from lines 154-191 to support your response. [1.2.3] BCR Write an explanation describing the internal conflict Brutus has with killing Caesar. Include how Shakespeares intends Brutus to be viewed by readers. Use specific examples from the text. Grammar Teacher generated quizzes and tests as needed on capitalization [2.2.3, 3.3.1, 3.3.2]
1-5
51

Sessions
Selections Julius Caesar Act III p. 736-758
Reading Instructional Activities Literature/Reading Standardized Test Practice TE LOL p. 742743 [1.1.3] Mini-Lesson Viewing and Representing TE LOL p. 751 [1.1.4] Active Reading Skillbuilder: Understanding Shakespeares Plays (graphic organizer) URB4 p. 70 [1.1.2] Literary Analysis Skillbuilder: Rhetorical Devices (graphic organizer) URB4 p. 71 [1.2.3]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Analyzing News in the Media Ch. 29 LN p. 535-550 (Optional) [1.1.4. 1.2.3, 1.2.5] Grammar Lesson 3 Places and Transportation Ch. 10 LN p. 234-236 [2.2.3, 3.3.1, 3.3.2] Lesson 4 Organizations and Other Subjects Ch. 10 LN p. 237-239 [2.2.3, 3.3.1, 3.3.2] Special Problems with Modifiers (bad/badly) TE LOL p. 756-757 [2.2.3]
Assessments Assessments in bold are required. Selection Quiz URB4 p. 72 Selection Open-Book Test FAB p. 127128 BCR Write a response that explains how Antony uses one rhetorical device to persuade the crowd to follow him over Brutus. Use details and examples from Antonys speech to support your response. [1.2.3] Grammar Teacher generated quizzes and tests as needed on capitalization [2.2.3, 3.3.1, 3.3.2] Mastery Test Capitalization Ch. 10 LN p. 243 LN TG/AM Ch. 10 [2.2.3, 3.3.1, 3.3.2]
6-10
52

Sessions
Selections Julius Caesar Act IV p. 760-776
Reading Instructional Activities Literature/Reading Active Reading Skillbuilder: Understanding Shakespeares Plays (graphic organizer) URB4 p. 74 [1.1.2] Literary Analysis Skillbuilder: Dramatic Irony (graphic organizer) URB4 p. 75, LOL p. 777 [1.2.3] View and Compare LOL p. 762 [1.1.4] Describe Plot, Setting, Character, Mood TE LOL p. 768 [1.2.1]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Analyzing News in the Media Ch. 29 LN p. 535-550 (Optional) [1.1.4. 1.2.3, 1.2.5] Grammar Lesson 1 End Marks Ch. 11 LN p. 248-250 [2.2.3, 3.3.1, 3.3.2] Lesson 2 Comma Uses Ch. 11 LN p. 251-254 [2.2.3, 3.3.1, 3.3.2] Elliptical Sentences TE LOL p. 770-771 [2.2.3]
Assessments Assessments in bold are required. Selection Quiz URB4 p. 76 Selection Test FAB p. 129-130 BCR Write an explanation identifying the mood at the end of Act Four. Include details and examples from the end of Act Four to support your response. [1.2.3] Grammar Teacher generated quizzes and tests as needed on punctuation [2.2.3, 3.3.1, 3.3.2]
6-10
53

Sessions
Selections Julius Caesar Act V p. 778-793 Theatre Reviews p. 798-799
Reading Instructional Activities Literature/Reading Active Reading Skillbuilder: Understanding Shakespeares Plays (graphic organizer) URB4 p. 78 [1.1.2] Literary Analysis Skillbuilder: Tragedy (graphic organizer) URB4 p. 79, LOL p. 794 [1.2.3] Literary Analysis: Theme LOL p. 794 [1.2.2] Mini-Lesson Viewing and Representing TE LOL p. 798 [1.1.4]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 1 Developing Your Word Power Ch. 31 LN p. 566 [3.1.3] Lesson 2 Using Context Ch. 31 LN p. 567-568 [3.1.3] Grammar Lesson 3 More Comma Uses Ch. 11 LN p. 255258 [2.2.3, 3.3.1, 3.1.8] Lesson 4 Semicolons and Colons Ch. 11 LN p. 259-261 [2.2.3, 3.3.1, 3.3.2] Using Prepositional Phrases to Make Comparisons URB4 p. 80, LOL p. 796, TE LOL p. 796 [1.2.3, 3.1.3]
Assessments Assessments in bold are required. Informal Assessment TE LOL p. 788 Selection Quiz URB4 p. 81 Selection Open-Book Test FAB p. 131132 Part Three Open-Book Test FAB p. 133134 BCR Write a response that identifies the character who has done the most harm to the state of Rome. Include details and examples from the play to support your response. [1.2.1] Grammar Teacher generated quizzes and tests as needed on punctuation [2.2.3, 3.3.1, 3.3.2]
11-15
54

Sessions
Selections Myths and Legends p. 1015-1016 Reading Myths and Legends p. 1017 Preparing to Read Antigone p. 1018-1019 Antigone Prologue-Scene 1 LOL p. 1020-1031 IAR p. 316-341
Reading Instructional Activities Vocabulary Using Context Clues TE LOL p. 1020-1021 [3.1.3] Words to Know Skillbuilder URB6 p. 31, IAR p. 344 Literature/Reading Active Reading Skillbuilder: Strategies for Reading Classical Drama (graphic organizer) URB6 p. 29. IAR p. 342 [1.1.2] Literary Analysis Skillbuilder: Classical Drama (graphic organizer) URB6 p. 30, IAR p. 343 [1.1.3] Mini-Lesson Viewing and Representing TE LOL p. 1019 [1.1.4]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 3 Analyzing Word Structure Ch. 31 LN p. 569-570 [3.1.3] Lesson 4 Exploring Shades of Meaning Ch. 31 LN p. 571-572 [3.1.3, 3.2.2] Grammar Lesson 5 Dashes and Parentheses Ch. 11 LN p. 262-264 [2.2.3, 3.3.1, 3.3.2] Lesson 6 Hyphens and Apostrophes Ch. 11 LN p. 265-267 [2.2.3, 3.3.1, 3.3.2] Inverted Sentences URB6 p. 32 [2.2.3] DLS GTC p. 28, LOL p. 959j [3.3.1, 3.3.2] Direct and Indirect Objects TE LOL p. 1030-1031 [3.1.3]
Assessments Assessments in bold are required. Teacher generated quiz on PrologueScene 1 ECR Write a well-developed essay in which you identify someone who has done something heroic. Describe the heroic action and the circumstances involved along with the result of the persons actions. Be sure your essay is fully developed and logically organized. [2.1.1] Grammar Teacher generated quizzes and tests as needed on punctuation [2.2.3, 3.3.1, 3.3.2]
11-15
55

Sessions
Selections Antigone Scene 2-3 p. 1032-1046
Reading Instructional Activities Vocabulary Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 1032, 1034, 1036 [1.1.4] Choosing the Best Summary TE LOL p. 1040 [1.1.3]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Lesson 5 Tools for Developing Word Power Ch. 31 LN p. 573-580 [3.1.3] Grammar Lesson 7 Quotation Marks Ch. 11 LN p. 268-271[2.2.3, 3.3.1, 3.3.2] Lesson 8 Ellipses and Italics Ch. 11 LN p. 272273 [2.2.3, 3.3.1, 3.3.2]
Assessments Assessments in bold are required. Teacher generated quiz on Scene 2-3 Grammar Teacher generated quizzes and tests as needed on punctuation [2.2.3, 3.3.1, 3.3.2] Mastery Test Capitalization Ch. 11 LN p. 277 LN TG/AM Ch. 11 [2.2.3, 3.3.1, 3.3.2]
16-20
56

Sessions
Selections Antigone Scene 4-5 p. 1047-1060
Reading Instructional Activities Vocabulary Vocabulary In Action LOL p. 1062 [3.1.3] Literature/Reading Mini-Lesson Viewing and Representing TE LOL p. 1041, 1048 [1.1.4] Standardized Test Practice: Text-based persuasive essay TE LOL p. 1046 [2.1.4] Debate TE LOL p. 1050 [4.1.1]
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Preparing for Tests Ch. 32 LN p. 581-597 Grammar Inverted Sentences LOL p. 1063 [2.2.3] Review for HSA Ch. 1-11
Assessments Assessments in bold are required. Teacher generated quiz on Scene 4-5 Informal Assessment TE LOL p. 1060 Selection Quiz URB6 p. 33 Selection Test FAB p. 167-168 BCR Write a response that identifies the main reason that Creon and Antigone can not resolve their conflict. Include details and examples from the play to support your response. [1.1.3] Grammar Cumulative quizzes on Ch. 1-11 LN TG/AM
16-20
57

Sessions
Selections Additional Novel Study Research/ Unread selections of LOL (Optional)
Reading Instructional Activities Vocabulary Teacher generated as appropriate to novel or selection(s) Literature/Reading Teacher generated as appropriate to novel or selection (s)
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing
Assessments Assessments in bold are required. Teacher generated quizzes and tests as appropriate to novel or selection(s) Grammar Cumulative quizzes on Ch. 1-11 LN TG/AM
21-27
Preparing for Tests Ch. 32 LN p. 581-597

Grammar Review for HSA Ch. 1-11
58

Sessions
Selections Additional Novel Study Research/ Unread selections of LOL (Optional)
Reading Instructional Activities Vocabulary Teacher generated as appropriate to novel or selection(s) Literature/Reading Teacher generated as appropriate to novel or selection(s)
Language Instructional Activities Independent Reading

[1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5]
Assessments Assessments in bold are required. Teacher generated quizzes and tests as appropriate to novel or selection(s) Grammar Cumulative quizzes on Ch. 1-11 LN TG/AM
21-27
Writing Oral Communication Ch. 28 LN p. 517-534 OR Writing Workshop: Poetry (Creative Writing) Ch. 24 LN p. 454-463 Grammar Review for Final Exam
59

Sessions
Selections Additional Novel Study Research Unread selections of LOL (Optional)
Reading Instructional Activities Vocabulary Teacher generated as appropriate to novel or selection(s) Literature/Reading Teacher generated as appropriate to novel or selection(s)
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Oral Communication Ch. 28 LN p. 517-534 OR Writing Workshop: Poetry (Creative Writing) Ch. 24 LN p. 454-463 Grammar Review for Final Exam Writing Oral Communication Ch. 28 LN p. 517-534 OR Writing Workshop: Poetry (Creative Writing) Ch. 24 LN p. 454-463 Grammar Final Exam
Assessments Assessments in bold are required. Teacher generated quizzes and tests as appropriate to novel or selection(s) Grammar Cumulative Test on Ch. 1-11 LN TG/AM
21-27
60

Sessions
Selections
Additional Novel Study
Reading Instructional Activities Vocabulary Teacher generated as appropriate to novel or selection(s) Literature/Reading
Language Instructional Activities Independent Reading [1.1.1, 1.1.2, 1.1.3, 1.2.1, 1.2.5, 1.3.3,1.3.5] Writing Oral Communication Ch. 28 LN p. 517-534 OR Writing Workshop: Poetry (Creative Writing) Ch. 24 LN p. 454-463 Grammar Final Exam
Assessments Assessments in bold are required. Final Exams
21-27
Research Unread selections of LOL your choice
(Optional)
Teacher generated as appropriate to novel or selection(s)
61
Lesson Plans
62
First Ten Days of School
63
Prince Georges County Public Schools First Ten Days of School Lesson Plans Overview Reading/English Language Arts Grade 10 (Sessions 1-5)
On an A-day/B-day schedule, the students report to their English classes on five days (Sessions 1-5).
Session Lesson Plan 1 Classroom Policies and Procedures Standards for Excellence and Grading 2 Interviewing and Writing a Descriptive Paragraph (Diagnostic Writing Assessment) Descriptive Writing (Diagnostic Writing Assessment) Diagnostic Reading Assessment Scoring a Brief Constructed Response (BCR) Writing a Brief Constructed Response Scoring an Extended Constructed Response (ECR) Writing an Extended Constructed Response
Activities/Resources -Rules for Lifeguards -People Hunt -Core Learning Goals -Standards for Written Work & Grading -Grading Policy -May I Introduce -Oral Report Rubric
3 4 5
-BCR Rubric -ECR Rubric
64
First Ten Days of School Lesson Plans, Quarter 1 This lesson plan format is to be used the first ten days of school ONLY.
Reading/English Language Arts GRADE 10 90-Minute Block

Times for each segment and order may be modified daily to meet student needs.
Sessions 1-5
Minutes Objectives:
Focus
1.1.3 Students will identify classroom rules and procedures in order to create a positive classroom climate. Warm-up: Ask each student to complete an information card or teacher-created information sheet for the teacher. Have a completed sample on the board or overhead. (This card remains in your files and contains important information about each student.) Include information such as name, address, parents/guardian names, work and home phone numbers, email addresses, hobbies, etc.
Reading/Writing Activity: Classroom Policies and Procedures
5 30
25
Model for students the procedure for finding assigned seats. Show chart of assigned seats and procedure on the board or overhead. Teacher should introduce self and review course components. Introduce and explain classroom policies and procedures for conduct, attendance, preparing for instruction with required materials and readiness skills, speaking, listening, asking questions, food, restroom privileges, movement, etc. Use Rules for Lifeguards to reinforce importance of rules for the classroom. Comment on how difficult it is sometimes to talk about oneself with strangers or feel comfortable in a new situation. Discuss that sometimes it is easier if one has a job to do. Distribute copies of People Hunt. Read aloud the directions below the grid. Allow students 5 minutes to fill in answers for themselves. Allow 5-10 minutes for students to find as many matches as they can with students in their seating area. Spend a few minutes with the class assessing the success of the exercise. Ask: 1. How many people are from ____ school? 2. How many people wrote _____ as their favorite color?
Assessment: Teacher generated quiz on classroom rules Closure: Ask students to name three people in the class.
10 5
65
PGCPS English 10 Progress Guide

Name: _____________________________ Rules for Lifeguards Date: ______________
You are the supervisor for 12 pools. You need 25 lifeguards to staff your pools. Unfortunately you may have to fire some lifeguards due to their behavior. They violated the company rules.
Look at the following list and put a check next to the behavior that might cause a lifeguard to get fired.
The lifeguard does the following: Rule Rule violations: The lifeguard __1 talks back to pool patrons __2 ignores the supervisor's requests __3 plays loud music __4 does not show up for work __5 comes to work late __6 does not come prepared to work (lifeguard shirt and certification) __7 does not complete jobs (vacuum pool, empty trash)
Positive Rule
You don't want to fire anyone! Your lifeguards need rules so they will know how to behave.
Write several positive rules to help your guards understand how they are supposed to behave. (Hint: Look at the violations and restate them in a positive way telling your guards what you want them to do. Do not use negative words such as no, not, never, dont.) Be prepared to share your answer with the class.
Real life application. A lifeguard was paid $7 an hour and worked 40 hours a week for 12 weeks of summer vacation. How much money could the lifeguard make in one summer? If a student works in English for 90 minutes five days a week for 10 months, how many hours (days) will they spend learning?
66
Name: ________________________ Date: ________________________ Period: ________________________
PEOPLE HUNT
TOPIC 1. Favorite Color 2. 3. 4. 5. 6. 7. Middle School Attended Last Year Favorite Ice Cream Flavor Birth Month Favorite TV Show Favorite Automobile YOUR ANSWER CLASSMATES ANSWER
Favorite School Subject 8. Favorite Season of the Year 9. Favorite Sport 10. Favorite Vacation Spot 11. State/Country of Birth 12. I am (only, oldest, youngest, middle) child 13. Favorite Book/Magazine 14. Last Movie Seen 15. Favorite Musical Group DIRECTIONS: Fill in the answers for yourself. Then, work with a classmate sitting near you. Compare your answers with your partner and/or another classmate who sits near you. Place a check after answers that match yours.
67

Sessions 1-5
Minutes
Focus Objectives: 1.1.1 Students will examine the Core Learning Goals in order to match the goal with an instructional task. 2.1.1 Students will review Standards for Written Work in order to write an effective paragraph. Students will read and discuss grading policy and sample of students graded assignments in order to compute a quarter grade.
Warm-up: Use your notes from classroom policies and procedures to answer in your notebook: What should a student do when he/she wants to answer or ask a question in our classroom? Reading/Writing Activity: Standards for Excellence and Grading: Core Learning Goals: Place a copy of the Core Learning Goals on the overhead projector. Ask for student volunteers to read each goal. Ask students to identify which goal applies to reading, writing, grammar and evaluation. Review Think-Pair-Share. Model this method of grouping. (Use the Think-Pair-Share guide in the Grade 9 Resource Packet. Assign student partners. Partners should brainstorm two classroom activities for each Core Learning Goal. They should write their answers on a sheet of paper. For example, reading a newspaper article would apply to Goal I. Share answers with the class. Whole Group Standards for Written Work and Grading: Distribute and discuss Standards for Written Work sheets (attached). Discuss rationale for using Standards for Written Work to complete assignments. Show samples of graded student work on overhead projector (attached). Students should work with the same partner they had in the previous activity. Ask partners to use Standards for Written Work to evaluate sample student work on overhead projector. Partners should write 3-5 statements to explain how student samples reflect areas of the Standards for Written Work. Grading Policy: Distribute and discuss grading policy standards. Model the computation of sample graded assignments using distributed grading policy.
20
20
30
Reading/English Language Arts Curriculum Framework Progress GuideGrade TenJuly 2006 Prince Georges County Public Schools
68

Sessions 1-5
Minutes
Focus Explain routines for grouping activities. Explain expectations for movement during class, role assignments, behavior, reporting, and presenting. Assign students to groups of four. Review roles: -Facilitator leads discussion; encourages all members to participate -Recorder takes notes of discussion -Timer/Computation Expert monitors time spent on different parts of tasks; ensures that all members are given equitable time to participate; controls monopolizing -Reporter prepares and presents summary of group task Discuss task: Compute the quarter grade for Student A using distributed grades. Groups should use sample computation of grades to compute the quarter grade. Assessment: Allow group reporters to share computed grades. Closure: Have student discuss the value of standards for written work for students and teachers.
10 5
69
CORE LEARNING GOALS

Goal 1: The student will demonstrate the ability to respond to a text by employing personal experiences and critical analysis. Goal 2: The student will demonstrate the ability to compose in a variety of modes by developing content, employing specific forms and selecting language appropriate for a particular audience and purpose. Goal 3: The student will demonstrate the ability to control language by applying the conventions of standard English in writing and speaking. Goal 4: The student will demonstrate the ability to evaluate the content, organization and language use of texts.
70
STANDARDS FOR WRITTEN ASSIGNMENTS

READING/ENGLISH LANGUAGE ARTS
Classwork, Homework and Informal Writing Assignments 1. 2. 3. 4. Write legibly. Use only loose-leaf notebook paper. Correct mistakes with white-out or a single line through the word(s). Place your heading on the left side at the top of the paper. The title of the assignment should be in the center of the paper. 5. Use blue or black ink for written assignments such as paragraphs, essays, brief constructed responses (BCRs), and extended constructed responses (ECRs) 6. Use pencil or ink for classwork assignments, notes, worksheets, homework, and short quizzes. 7. Indent paragraphs. SAMPLE: Name Date Class Period How to Head My Paper in Class It is very important to head my papers correctly in English class. If I do not follow the guidleines guidelines given, it will make the job much more difficult for my teacher. Following the guidelines also shows that I am taking pride in my work. I will always present my best work to my teacher. Formal Writing Assignments 1. Write on every other line of loose-leaf notebook paper for formal assignments. Double space typed assignments. 2. Write on only one side of the paper. 3. Do not abbreviate words in a formal paper. 4. Do not use symbols in your writing. (Ex. Use and instead of &) 5. Number pages after the first page in the right side margin of the paper. 6. Provide a cover sheet for research papers, projects and major papers. 7. Follow MLA Manuscript Guidelines for research report writing [See page 1164 Documenting Sources and pages 1165-1166 MLA Documentation of the Writers Handbook section in Language of Literature
71
72
73
74
75

Sessions 1-5
Minutes Objectives:
Focus
2.1.1 Students will conduct interviews in order to write a descriptive essay.
Warm-up:
On a sheet of paper, answer the following question: What qualities are present in an effective interview?
Reading/Writing Activity: Interviewing & Writing a Descriptive Paragraph Interviewing:
10
25
20
Discuss what an interview is with students. Brainstorm typical questions asked during an interview. Distribute the Interview Questionnaire. Compare brainstormed questions with those on the distributed questionnaire (attached). Introduce yourself to the class modeling the appropriate questions from the Interview Questionnaire. Explain that just as you have done, they will be conducting interviews with each other and in order to introduce a class member to the whole group and eventually write about him or her. Assign students a partner. Emphasize that to interview successfully, they must ask each other questions, not simply exchange papers and write. Explain that they can ask additional or follow up questions to get more details that will be useful in the writing assignment. Allow students10-15 minutes to complete interviews. After interviews are completed, have students review, reorganize information, and rehearse for their oral presentations. Tell students that they may use index cards or write out their introduction and read it. Distribute and explain the grade sheet for oral reports. Have students write their names on an index card or piece of paper and drop in box or bag. The teacher should draw grade sheets from the box or bag to determine the order of speakers. Have partners introduce each other. Try to limit each introduction to two minutes. Divide the presentations into 2-3 days depending on class size. Descriptive Writing: After the first set of introductions, explain to students that they will now take that information and produce a descriptive writing piece.
15
76

Sessions 1-5
Minutes
Focus
Explain guidelines for formal writing. Distribute a manuscript format. Discuss features and show an example of a descriptive writing piece. Using yourself as an example, model prewriting strategies for students. Demonstrate how to organize ideas and how to include descriptive adjectives. Working with the person he/she interviewed, the student should develop an organizational strategy and list five adjectives he/she would use to describe the person. Allow students extra time to gather more details for their writing if needed.
5 5
Assessment: Ask students to share their organizational strategies. Closure: Ask students to share adjectives they are using to describe classmates.
77
MAY I INTRODUCE
Interview Questions
1. His/Her name is: First Name: Last Name: Adjective(s) to describe the person: 2. Why did your parents give you that name?
3. What middle school did you attend?
4. What is your favorite sport? Team?
5. Do you collect something or have a hobby?
6. What do you usually do for fun on weekends?
7. What did you do this summer that was memorable?
8. In case of a fire what would be the one THING you would grab to save? 9. What is the book you enjoyed the most in the past two years? 78
MAY I INTRODUCE
Interview Questions
10. What is the movie you enjoyed the most in the past two years?
11. What is your favorite school subject?
12. What do you like best about high school so far?
13. What is the one thing you hope the teacher does do?
14. What is the one thing you hope the teacher does not do?
79
MAY I INTRODUCE ORAL REPORT/PROJECT Interview Questions

GRADE SHEET: INTRODUCTION
Possible Points Earned Points
LOUD enough for all to hear RATE not too fast or slow CLARITY in pronouncing words SERIOUSNESS of purpose
25 25 25 25
___________ ___________ ___________ ___________ ___________
Total Possible Score 100
A deduction of 20 points will be made if good listening is not practiced during all introductions. Grade A B C D = = = = = Points 90-100 80-89 70-79 60-69
Grade Earned _______
80

Sessions 1-5
Minutes
Focus
Objectives: 2.2.2 Students will organize interviewing notes in order to create a descriptive writing piece. Warm-up: Change the following to more descriptive adjectives: 1. happy 2. nice 3. sad 4. bad 5. good Reading/Writing Activity: Descriptive Writing Discuss warm-up. Distribute interviewing questions and prewriting notes from Day 3. Review rules for writing in a manuscript format. Review the rubric for the assignment. Remind students to focus on details by adding descriptive adjectives. Allow 20-25 minutes for writing. Ask students to use proofreading guidelines to edit the writing piece and to create a final draft. Teachers can use this writing sample as a diagnostic tool for grouping later in the school year. Continue any introductions not completed in Day 3. Assessment: Grade diagnostic writing based on rubric. Closure: Ask students to name one thing they have learned from the introductions about a classmate.
10 40 15
5 5
81

Sessions 1-5
Minutes
Focus
5 70
Objectives: Students will complete a diagnostic assessment in order to assess their comprehension and determine reading strategies for which they need more instruction. Warm-up: Ask students to list areas of reading where they think they need more instruction to improve their reading. Reading/Writing Activity: Diagnostic Reading Assessment Ask volunteers to share responses to the warm-up. Tell students that they will be completing a timed reading diagnostic assessment to determine their areas of strengths and weaknesses in reading. Explain to students that the assessments will include one type of item, selected response (multiple-choice) that they will encounter on the High School Assessment in May. Distribute reading diagnostic assessment, SRI or Reading assessment in Readers Toolkit. Read aloud the directions for the reading diagnostic assessment. Allow students the remainder of the class period to complete the diagnostic assessment. Assessment: Score diagnostic test. Closure: Review the purpose for administering the reading diagnostic assessment. ***Tell students to bring a self-selected book to read when they are given time for independent reading or when they have completed an assigned task.
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Reading/English Language Arts

Sessions 1-5
Minutes
Focus
5 70
Objectives: Students will complete the Quarter One Pretest in order to assess their mastery of language and writing. Warm-up: Students will explain the difference between a BCR and an ECR. Language/Writing Activity: Diagnostic Language/Writing Assessment Administer the Quarter One Pretest. Allow students the remainder of the class period to complete the assessment. If students complete the assessment before the end of the class period, ask them to read their self-selected books silently.
Assessment: Score Quarter One Pretest. Closure: Ask students to explain which part of the assessment they felt they did better on- the Selected Responses, the BCR or the ECR.
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Sessions 1-5
Minutes
Focus
Objectives: 1.1.1 Students will read anchor papers in order to recognize the elements of a well-developed Brief Constructed Response. 1.1.2 Students will revise and extend an anchor paper that received a score of one in order to improve student writing. Warm-up: Describe the characteristics of a brief constructed response. (Note: Students should be able to use prior knowledge from middle school.) Reading/Writing Activity: Scoring a Brief Constructed Response: Distribute copies of the Maryland State Rubric for a Brief Constructed Response (BCR) and place copy on the overhead. Discuss the state rubric for a BCR as a class. Explain each score point by emphasizing the stem for each point. Model how to highlight the key words for each point. Ask students to highlight key points on their own rubrics. Read and discuss The Tree and Birdfoots Grampa (attached) Read the BCR question aloud: Write an explanation telling what Grampa in Birdfoots Grampa and Father in The Tree have in common. Include details and examples from both selections to support your explanation. Help students unlock the prompt (examine keywords that identify what should be addressed in the response). Ask students to highlight key words and phrases in the question (i.e. have in common, include details and examples, both selections). Model how to make a paper that includes expressed and implied information from the text.. Assign students a partner. Ask students to read two different anchor papers and score those papers using the state rubric. Assessment : Students will compose a BCR. Closure: Ask students to answer the following question: If you had to explain to a peer the criteria for scoring a 4 on a BCR, what points would you emphasize.
15 15 15
20
5 5
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ENGLISH RUBRIC FOR BRIEF CONSTRUCTED RESPONSE 3 The response demonstrates an understanding of the complexities of the text. Addresses the demands of the question Uses expressed and implied information from the text Clarifies and extends understanding beyond the literal 2 The response demonstrates a partial or literal understanding of the text. Addresses the demands of the question, although may not develop all parts equally Uses some expressed or implied information from the text to demonstrate understanding May not fully connect the support to a conclusion or assertion made about the text(s) 1 The response shows evidence of a minimal understanding of the text. May show evidence that some meaning has been derived from the text May indicate a misreading of the text or the question May lack information or explanation to support an understanding of the text in relation to the question 0 The response is completely irrelevant or incorrect.
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ENGLISH RUBRIC FOR EXTENDED CONSTRUCTED RESPONSE 4 The response is a well-developed essay that fulfills the writing purpose. Develops ideas using relevant and complete support and elaboration Uses an effective organizational structure Uses purposeful word choice Demonstrates attention to audiences understanding and interest Has no errors in usage or conventions that interfere with meaning 3 The response is a complete essay that addresses the writing purpose. Develops ideas using adequate support and elaboration Uses an organizational structure that supports the writing purpose Uses clear word choice Demonstrates an awareness of audiences understanding and interest Has few, if any, errors in usage and conventions that interfere with meaning 2 The response is an incomplete or oversimplified attempt to address the writing purpose. Has incomplete or unclear support and elaboration Attempts to use an organizational structure Demonstrates little awareness of audiences understanding and interest May have errors in usage and convention that interfere with meaning 1 The response provides evidence of an attempt to address the prompt. Has minimal or no support or elaboration May be too brief to demonstrate an organizational structure Demonstrates little or no awareness of audience May have errors in usage and conventions that interfere with meaning 0 The response is completely irrelevant or incorrect.
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Birdfoots Grampa The old man must have stopped our car two dozen times to climb out and gather into his hands the small toads blinded by our lights and leaping, live drops of rain. The rain was falling, a mist about his white hair and I kept saying you cant save them all, accept it, get back in weve got places to go. But, leathery hands full of wet brown life, knee deep in the summer roadside grass, he just smiled and said they have places to go to too. Joseph Bruchac
Copied from http://www.mdk12.org/mspp/high_school/look_like/english/intro.html [2000 Public Release]
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THE TREE
BY LINDA MARASCO
told us about the tree. "Saturday," he said in his authoritative voice, "we move the tree." Everyone stopped and turned to Father. "The tree with the scar," he said. "The one in the back. Well move it to the front." Everyone was still looking at Father. He broke a piece of bread and dipped it in the moat of gravy around his potatoes.
IT WAS AT SUPPER THAT FATHER
Joe was the first to speak. He picked up his glass and twisted it in his hands, intently studying the liquid as it swirled. He cleared his throat. "Eddie and I thought we might take the car over to the station Saturday and put it on the lift. I want to check the left rear tire, and thats the only day we can have the rack." He looked up from his glass. Father nodded. Mickey dropped his fork. "I wont be around either," he said. "Mark and I are going out to Freeport." No one spoke. "Its the first day off Ive had in two weeks," he went on. "Its only fair that..." Then he stopped. Everyone was looking at Father. "All right," he said. "Saturday is my day off, too, but all right." He looked at Diane and me. Diane stared back. "Im going to the movies with Fran," she began defensively. "I asked on Tuesday." She took her plate into the kitchen. Father looked at me. "What about you?" he asked. I looked down at my potatoes. "Joanne and I were going to play tennis."
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Diane entered the room, her dark ponytail swaying. "I thought you said Joanne was upstate for the week," she said. I turned around and shot her a look. "Oh, that Joanne!" she said, almost dropping the teapot. "All right," said Father. "Ill do it myself." Mickey squirmed in his chair. Nobody went on eating except my father. Mother was the first to break the quiet after she poured herself a cup of tea. "When I think of that tree..." she said as she raised and lowered the tea bag in the cup. "How old is it, Andy? Must be seventeen, eighteen years old. I remember you bought four trees when Joe was about two. Now that I think about it, it was kind of sillyplanting them in the sand. There wasnt dirt there then. Its amazing that they grew." She put down the tea bag and began to stir without looking at the cup. "But they did grow," she sighed. She reached for the sugar bowl and unconsciously put a teaspoonful of sugar into the cup. "And I remember when a car hit the tree. The tree was completely uprooted, and there was a big gash running up the trunk. But the tree was replanted and it grew." She put another teaspoonful of sugar into the cup. Then she put down her spoon and looked up. "Did I put any sugar in my tea?" she asked. Father had finished eating. He carefully wiped his mouth and put down his napkin. "Saturday," he said. "Saturday Ill move the tree." The matter was settled. that I remembered about the tree. I was lying on my bed reading when I heard the sound of metal hitting the soil. I went to the back window and looked out at the bent figure of my father digging up the tree. Joe came and stood beside me.
IT WAS NOT UNTIL SATURDAY
"Some people sure are stubborn," he said. "Yeah," I answered.
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I went back to my bed and plunked myself down to finish my reading. All I could concentrate on was the sound of my father shoveling. I rolled off my bed and went downstairs. Diane was sitting on the back steps with her head in her hands. Her ponytail was drooping. "Werent you going to the movies?" I asked. "What happened to Joanne?" she answered. We watched the boys as they came out of the house and went into the garage. Both came out with shovels. Father neither looked up nor said a word. Diane and I brought the wheelbarrow over as the boys began to shovel. "Stupid tree," Joe muttered. Father smiled. The tree would live, I thought.
Copyright 2005 by Maryland State Department of Education. All rights reserved. This document was developed by Educational Testing Service under a contract with Maryland State Department of Education, expressly for use by Maryland educators and citizens. Only Maryland educators and citizens may copy and/or download and print this document, located online at <http://www.mdk12.org/>. Any other use or reproduction of this document, in whole or in part, requires prior written approval of Maryland State Department of Education.
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Sessions 1-5
Minutes
Focus
5 10 15
Objectives: 2.1.1 Students will read a selection in order to compose a well-developed Brief Constructed Response (BCR). Warm-up: What are the characteristics of a BCR response that receives a score of 4? Reading/Writing Activity: Writing a Brief Constructed Response: Read and discuss the selection Music Lady from the 2000 Public Release of the English High School Assessment. (see handouts) Review the BCR rubric from the previous day. Be sure to emphasize the criteria for each score point. Unlock the following BCR with students: Write an explanation about how the authors description of Mrs. Smith in the last three paragraphs of Music Lady. shows how Mrs. Smith has both changed and remained the same since the narrator. last saw her. Include details and examples from the text to support your explanation. Share and discuss graphic organizers. (see attached appendix) Model the completion of a graphic organizer or list to note descriptions of Mrs. Smith before and now. Have students write a response to the BCR in 15-20 minutes. Based on the anchor papers, ask students to score the BCR of another group. Have students revise his/her BCR to earn a score of 3. If the students score is already 3, he or she should share strategies used with other students. Music Lady
Copyright 2005 by Maryland State Department of Education. All rights reserved. This document was developed by Educational Testing Service under a contract with Maryland State Department of Education, expressly for use by Maryland educators and citizens. Only Maryland educators and citizens may copy and/or download and print this document, located online at <http://www.mdk12.org/>. Any other use or reproduction of this document, in whole or in part, requires prior written approval of Maryland State Department of Education.
15-20 10 15
Assessment: Score BCR responses based on rubric. Closure: Ask students to list three things they need to remember when writing BCR responses.
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MUSIC LADY
by Vickie Sears
On days of rain, when poetry often came to paper, Id sneak away from the orphanage, running to leg tautness and chest burn all the way to 15th and 65th streets to the record store. Thats where the music lady lived. Where there were sounds that made my poetry seem brighter. Where the music lady smiled under high cheekbones, patted my head, and whispered words of encouragement. It wasnt an ordinary record store, then or now. It had listening booths and rows of deep, wooden, forest-green troughs filled with the faces of musicians and instruments. These were the instruments of the big band music my mother liked. Different from the flutes, bells, and drums of my fathers family. Different, too, from the silence of the orphanage, except for the dinner bell. Here trumpets and cellos blared in silence from cardboard covers. Grownups strolled the aisles and flicked through the records, like playing cards, choosing their hand of music before taking it to one of the narrow rectangles, each equipped with turntable and speakers, to listen. The soundproofed booths created individual worlds of monophonic magic seeping through the glass doors. It never really mattered much what was playing, although I began to gravitate to jazz and playful Bach. Bach sounded of creek-skipping water and duck laughs. It was hard for me to understand how a man who dressed with lace edging his jacket and pants, and wearing such a ponderous wig, could have so much fun. Still, Id walk beside the booths, spiral binder and pencil in hand, searching for just the right music to write near. As casually as a walnut-colored nine-year-old among tall, mostly white adults could, Id position myself against a booths doorjamb and lean an ear to sound. Id close my eyes for filling, follow the strings of music, and slip down into its colors. All other sounds faded. My body, rainrhythm, and the music became all. After awhile I could make a poem and slide back into the downpour, happy in its beat. I felt special in the rainsong and slow walk home. One afternoon as I wandered the aisles, the slim creamed-skinned lady with rouge-circled cheeks motioned to me. As she crooked her finger my first thought was to apologize for entering this world supposed to be for adults. Yet she didnt seem really threatening. Cautiously, I went toward the woman, noting the gray day through the window framing her pale hazel hair and the openness of her arms held still at either side of herself. She smelled of softness as she asked, "Would you like to have a booth for yourself?" Magic! The only thing I could say was, "I cant buy no music." A smile spread as she slowly shook her head asking, "No? Well, can you listen anyway?" I jiggled an affirmative head. She said, "Im Mrs. Smith and this is my store so youre welcome here anytime." Feeling drained away from my body as she took the tips of my fingers to lead me to a
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listening booth. There were no words as she bent toward me, asking, "Is there something special youd like to hear?" "No, maam," staggered out, but Mrs. Smith, undaunted by my lacking, said, "Well, you wait here. Ill come back with something wonderful." I wanted to run, but my legs weighed too heavy. An adult approached the booth, saying, "Oh, excuse me," just as though I belonged. I slid to the floor, sitting down as I wrested my folded spiral binder from my back pocket and my pencil from above my ear where writers always carried them. Mrs. Smith returned to my show of calm confidence and put on Peter and the Wolf. 2 Story and music! How could she have known? Grownups usually didnt understand about such things. They often forgot their heart secrets. But the days that followed, where I could pick anything I wanted to listen to, proved me wrong. Billie Holiday 3 sang sadness after Id listen to tribal music and wonder where my father was. Big band sounds signaled tears of missing mother, but Scott Joplin 4 had a "Maple Leaf Rag" that warmed. Beethoven 5 got mad and made thunderous rain. Haydn knew the calm of a sunny Lake Washington. Mrs. Smith asked me what I was writing as though it were really important and not merely an adult being tolerant. She let me read her poem after poem without laughing or correcting the English or telling me not to dream. Shed say, "You keep doing that," and patted my head. Id leave the music store with the feeling of being cuddled in sunlight, even in the rain. It was really quite all right to be a cross-eyed funny Indian kid who secretly scribbled poetry. Mrs. Smith said it was good. And all those different people of all those colors and looks on all those records knew it was too. Many years later, when I was forty-five and in a cold early-spring-drizzle mood, I went into Standard Records and Hi-Fi feeling the need for some new music to match the time I wanted to spend writing. In one of the floorworn aisles still narrow with record bins, I stopped for the passage of an Elder. Her thin body, shoulder-stooped and year-wrinkled, slipped sprightly past me. She smiled at my having bowed with hand gesturing for her to have the right of way. A warm rush flooded over customer, her slight hands softly bridging the width of a record as she placed it on a turntable. She had not been in the store the other times I had come since growing up. I waited until she was behind the counter again, then stood before her, feeling shy. Mrs. Smith asked me if there was anything else I wanted other than the Billie Holiday Id chosen. I took in deep air and said, "I want to thank you for all the times you listened to my poetry as a kid, and for your patting my head." A puzzled face turned up toward me, a broad smile cresting her mouth. I told her about her gift. She grinned more widely and said, "How nice that I could be there for you to help you save some beauty. The world needs people like you in it. Well, Ill pat your head again."
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First Ten Days of School lesson Plans, Quarter 1 This lesson plan format is to used the first ten days of school ONLY.
Sessions 1-5
Minutes
Focus
Objectives: 2.2.2 Students will read a selection in order to compose a well-developed Extended Constructed Response (ECR). Warm-up: What are the characteristics of an ECR response that receives a score of 4? Reading/Writing Activity: Writing an Extended Constructed Response: Review the ECR rubric from the previous day. Be sure to emphasize the criteria for each score point. Unlock the following ECR with students: Write a well-organized essay about a person whom you consider a hero. Explain how the person has affected your life or the life of someone you know. Develop your ideas by providing specific details about this person, what the person did, and how this person has made a difference in your life or the life of someone you know. Model the completion of a graphic organizer. Ask students to complete a graphic organizer of their choice for the ECR. Have students write a response to the ECR in 20-30 minutes. Ask students to share their ECR response with a partner. The partner should score the response using the rubric. For homework, ask students to revise their ECR to earn a score of 6. Assessment: Score ECR responses based on rubric. Closure: Ask students to list three things they need to remember when writing ECR responses.
15 15 20-30 10
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Lesson Plans for Quarter 1
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PGCPS English 10 Reading/Language Arts Lesson Components

Reading Objective(s)
Based on indicator from Curriculum Framework Warm-up 5 minutes
Lesson Plan: Active Reading The Interlopers Students will use before-, during-, and after-reading strategies in order to read fiction. In a journal entry, have students respond to Introducing the Concepts (LOL TE, p. 23 )
Whole-Class Mini-Lesson:
Reading Whole Class Instruction 10-20 minutes

Whole Class Mini-lesson: Reading strategies; Comprehension skills Vocabulary/word study Literary elements or genre; Text structure Decoding and responding to writing prompts: BCR Before Reading Activities: Access prior knowledge; build background Preview text; make predictions using text features (title, illustrations, etc.) Develop crucial vocabulary concepts Model/review reading strategies needed Set purpose for reading
Students have already read the narrative. Have a volunteer briefly summarize Interlopers. Present the elements of fiction by discussing Presenting the Concepts(LOL TE, pp.6-7). Tell students that they will now have an overview of the different strategies for reading fiction. Model the strategies for using the Readers Notebook by following the steps in Reading Fiction (LOL, p. 25). Model the beginning of each strategy and leave opportunities for students to complete each step on their own or in a group.
Before Reading
Point out to students that they are to take and record notes about reading strategies in their Readers Notebooks as they revisit Interlopers.
Small Group Instruction 40-60 minutes

During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences
Group 1: (Strong Support)

Time (20 min): Instructional Materials LOL
Group 2: (Some Support)

Time (10-20 min.): Instructional Materials:LOL
Group 3: (Independent)
Time (10-20 min.): Instructional Materials:LOL
BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge
BEFORE: (See whole class Before Reading activities/mini-lesson.)
5=5 Steps to a 5; AP=AP Guide to Vertical Teams for English ; FAB=Formal Assessment Book; GTC=Grammar Transparencies and Copymasters; VTC=Vocabulary Transparencies and Copymasters; IAR=The Interactive Reader Plus; LN=Language Network; LNTG/AM=LN Test Generator/ Assessment Master; LAT=Literary Analysis Transparencies; LOL=The Language of Literature; RTK=Reading Toolkit; TE=Teachers Edition; TGAP=Teachers Guide to Assessment and Portfolio Use URB=Unit Resource Book DLS= Daily Language Skillbuilder; SR=Selected Response; BCR =Brief-Constructed Response; ECR=Extended Constructed Response
96

visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan: Active Reading The Interlopers

DURING: Teacher-led (See During Reading activities.) DURING: Use reading strategies on their own during partner reading DURING: Use reading strategies on their own during independent reading
Guide students through the revisiting of Interlopers and complete assignment as a group.
Students work with a partner to complete assignment.
Students complete assignment on their own. Read p. 1122 and 1124 and prepare to summarize key points for reading literature/reading the short story.
AFTER: Students use after reading strategies on their own during independent reading.
AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.)
AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.)
Guide students in a discussion of three or more strategies that they used in the revisiting of Interlopers. Follow-up Activity: Read p. 1122 and 1124 (with a partner) and prepare to summarize key points for Reading Literature/Reading the short story.
Whole Class Instruction: 10-20 minutes
Whole Class Teacher-led Discussion; Minilesson Literature Circles Closure: (Whole Group) 5 minutes
Guide students in a discussion of three or more strategies that they used in the revisiting of Interlopers. Follow-up Activity: Read p. 1122 and 1124 (with a partner) and prepare to summarize key points for Reading Literature/Reading the short story.
Guide students in a discussion of three or more strategies that they used in the revisiting of Interlopers. Read p. 1122 and 1124 (with a partner) and prepare to summarize key points for Reading Literature/Reading the short story.
Guide students in a whole class discussion of key points for reading literature/short stories. Survey students to find out which strategy they think will be most helpful to them.
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Reading Objective(s) Warm-up 5 minutes
Based on indicator from Curriculum Framework
Lesson Plans: Applying Strategies to Non-print Texts---A Sound of Thunder 1.1.4 Students will apply reading strategies to non-print text in order to compare, make connections, and draw conclusions. Think about your favorite painting or photograph. How do you feel when you look at the painting or photograph? What makes you feel that way? If you do not have a favorite, how can an artist create mood or feeling in a painting or photograph? Whole-Class Mini-Lesson: Discuss with students how artists use subject matter, color, and shading to create tone and mood in painting. Then, have students choose their favorite artistic selection anywhere in the book. Have students write down three ways the artist creates tone in the painting. Refer students to the illustrations on pp.76-78. Create a Venn diagram for the two illustrations. Have students dissect similarities and differences in the paintings. Refer to LOL TE p.78 Viewing and Representing.
Reading Whole Class Instruction10-20 minutes
Before Reading:

During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning

Time (20 min): Instructional Materials::LOL BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge

Time (10-20 min.): Instructional Materials: LOL BEFORE: (See whole class Before Reading activities/mini-lesson.)
Time (10-20 min.): Instructional Materials: LOL BEFORE: (See whole class Before Reading activities/mini-lesson.)
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monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plans: Applying Strategies to Non-print Texts---A Sound of Thunder

DURING: Teacher-led (See During Reading activities.) DURING: Use reading strategies on their own during partner reading. DURING: Use reading strategies on their own during independent reading.
Teacher helps students complete Venn diagram. Teacher directs students to various aspects of the two paintings that create tone. (For instance-the tone of the illustration on p.78 is more menacing than the illustration on pp.76-78)
AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) Follow-up activity: BCR
Partners analyze the paintings and determine the differences in the paintings and how these differences create different tones.
Independently, students analyze the paintings and determine the differences in the paintings and how these differences create different tones.
AFTER: Ask students to use after reading strategies on their own during independent reading.
ALSO:
Write an explanation that tells how the illustrations on pp.76-78 display the different tones in A Sound of Thunder? Refer to the illustrations, for details, to support your explanation.
Follow-up activity: BCR
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity: BCR
Whole Class Teacher-led Discussion; Mini-lesson Literature Circles Closure: (Whole Group) 5 minutes
Write an explanation that tells how the illustrations on pp.76-78 display the different tones in A Sound of Thunder? Refer to the illustrations, for details, to support your explanation. Teacher discusses how the illustrations reflect the different tones in the selection. Students may peer-edit the BCRs. Have students provide three examples of how artists can create tone in non-print texts.
Write an explanation that tells how the illustrations on pp.76-78 display the different tones in A Sound of Thunder? Refer to the illustrations, for details, to support your explanation.
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PGCPS English 10 Reading/Language Arts
Lesson Components
Lesson Plan: The Pedestrian Determining the Authors Purpose
1.2.2 The student will analyze word choice/diction in order to determine the authors purpose for writing. Think/Pair/Share: THINK: Reflect upon Dr. Martin Luther Kings speech, I Have a Dream, for one minute. (1 minute) PAIR: What do you think was Dr. Kings purpose for writing the speech? What was he trying to accomplish with his speech? What details do you remember from the speech? Support your conclusion. (3 minutes) SHARE: What was Dr. Kings purpose for writing I Have a Dream? (1 minute) Whole-Class Mini-Lesson Introduce the students to authors purpose (to inform, to express an opinion, to entertain, and/or to persuade) by providing them with literary examples of each type.Review the details of the handout in order to assess the students basic understanding of these purposes by dipsticking (Pose review questions to a randomly selected group of students throughout the class). Clarify each response as needed. Introduce how the reader accurately determines the authors purpose by examining the word choice/diction in printed text, using actual copies of Dr. Kings speech along with the handout. Instruct the students to take notes on the handout. Review the details of the handout and assess the students basic understanding of these purposes by dipsticking (Pose review questions to a randomly selected group of students throughout the class.) Clarify each response as needed. Review both handouts and ask if students have any additional questions. Answer the questions appropriately
Whole Class Instruction
Before Reading:
Skim and Scan Text: Instruct the students to skim and scan the short story, The Pedestrian, to review the plot structure on page 95. Review the basic plot structure to clarify the events of the short story. GROUP ACTIVITY Page of Passage First Sentence of Passage Language Type (Assigned by your teacher) Ten Examples from the Passage Last Sentence of Passage Group Response: According to this passage, what might be the authors purpose for writing this short story? (Record a group answer that summarizes individual responses)
Time (20 min): LOL

Time (20 min.): LOL
Time (10-20 min.): LOL
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Lesson Components
During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating

Instructional Materials: Chart Paper, Group Diagram, and Textbook BEFORE: Teacher-led: Instructional Materials: Chart Paper, Group Diagram, and Textbook BEFORE:
Instructional Materials: Chart Paper, Group Diagram, and Textbook BEFORE: Personally connect the concept of the authors purpose to how individual purposes often drive writing. Instruct the students to locate a short passage independently and complete the information in the group activity on the chart paper
Personally connect the concept of the authors purpose to how individual purposes often drive writing. Instruct the students to locate a short passage and complete the information in the group activity on the chart paper.
DURING: Teacher-led:
Personally connect the concept of the authors purpose to how individual purposes often drive writing. Instruct the students to locate a short passage and complete the information in the group activity on the chart paper.
DURING:
DURING:
Formal/Informal Group- Guide students in identifying word choice/diction that is formal and/or informal. Work closely with the group by assisting them in locating additional examples of formal and informal language.
Literal/Figurative Group- Assign this group to look for word choice/diction that is literal and/or figurative in pairs. This group would complete the Group Chart using the styles of sentence structure and rhythm only. Monitor this group and provide direction as needed.
AFTER: Teacher-led Essay: Ask students, What is Ray Bradburys purpose for writing The Pedestrian? With group members, identify the purpose and provide supporting information from the text to support your group decision.
Concrete/Abstract Group- Students will independently look for word choice/diction that is concrete and/or abstract. Independently, the students would complete the Group Chart using the styles of speaker and organization only. Monitor this group and answer questions as needed.
AFTER: Teacher-led Essay: Ask students, What is Ray Bradburys purpose for writing The Pedestrian? Assist students in identifying the purpose and provide supporting information from the text to support their groups decision.
AFTER: Teacher-led Essay: Assign the students the following: What is Ray Bradburys purpose for writing The Pedestrian? Identify the purpose and provide supporting information from the text to support your group decision.
Whole Class Teacher-led Discussion; Minilesson Literature Circles Closure: (Whole Group) 5 minutes
The teacher will lead the discussion as the groups share their determined purpose and provide the necessary support from the text. The teacher will ultimately draw from the group responses and lead the students to make the final conclusion of Ray Bradburys purpose (Use the Thematic Link on page 95 of LOL). Reflection Response Card: Use an index card and instruct the students to write on one side of the card one thing that they learned about determining the authors purpose, using terms from their notes. On the other side of the card, instruct the
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Lesson Components

students to write one thing that they still did not fully understand. Response cards should not reveal individual names.
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Handout: Determining an Authors Purpose Selection___________________________________________________________________ Actual Sentence/ Actual Phrase Guide Question 1. What are some of the individual words that the author uses? 2. Literal Figurative 3. 4. Concrete Abstract Examples from Text Page(s)________________ Evidence/ Support Passage Page________ Conclusion
Language Type Formal Informal
1. 2. What are some of the individual words that the author uses? 3. 4.
Formal Informal Literal Figurative Concrete Abstract
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Lesson Plans: Applying Strategies to Non-print textThe Montgomery Boycott 1.1.4 Students will apply reading strategies to non-print text in order to compare, make connections, and draw conclusions. Write a reaction to this quote: A picture is worth a thousand words. Whole-Class Mini-Lesson: Discuss with students how the color, brightness, facial expressions, and position of subjects in photographs reveal different messages. Instruct students to analyze the photo and its caption on pg. 130 LOL. Ask the students what the color, brightness, facial expressions, and position of subjects reveal. Then instruct them to do the same for the photo on pg.125 LOL. Ask students what the tone of the photograph is, and how both of the photographs make them feel. Tell students to note the irony in the photograph on pg. 125 Explain that the first photo reflects the early days of the civil right movement, and the second was taken later in the movement. Create a Venn Diagram for the two photos. Have students note similarities and differences in the photos.
Before Reading: Refer students to Build Background and Focus Your Reading LOL p.124

During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences

Time (20 min): Instructional Materials: IAR

Time (10-20 min.): Instructional Materials: AR
Time (10-20 min.): Instructional Materials:
BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge Briefly discuss what they already know about the Civil Rights Movement
BEFORE: (See whole class Before Reading activities/mini-lesson.) Briefly discuss what they already know about the Civil Rights Movement
BEFORE: (See whole class Before Reading activities/mini-lesson.) Briefly discuss what they already know about the Civil Rights Movement
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visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plans: Applying Strategies to Non-print textThe Montgomery Boycott

DURING: Teacher-led (See During Reading activities.)
Guide the students in reading the story. As they read instruct them to add notes to their Venn Diagram about African Americans before and after the civil rights movement.
Use reading strategies on their own during partner reading. As they read instruct them to add notes to their Venn Diagram about African Americans before and after the civil rights movement.
DURING: AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.)
Use reading strategies on their own. As they read instruct them to add notes to their Venn Diagram about African Americans before and after the civil rights movement.
DURING: AFTER: Students use after reading strategies on their own during independent reading.
AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) Follow-up activity:
ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity:
BCR: Write an explanation that tells how the photographs on pp 130 and 125 of the text depict what was happening in that time period. Refer to the photographs and the story for details to support your explanation.
BCR: Write an explanation that tells how the photographs on pp 130 and 125 of the text depict what was happening in that time period. Refer to the photographs and the story for details to support your explanation. Teacher discusses how the photographs reflect the differences in two periods of the Civil Rights Movement. Students may peer-edit the BCRs.
Have student explain how these photographs of the Civil Rights movement are worth 1000 words.
BCR: Write an explanation that tells how the photographs on pp 130 and 125 of the text depict what was happening in that time period. Refer to the photographs and the story for details to support your explanation.
Follow-up activity:
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Lesson Plan Son From America by Isaac Bashevis Singer 1.2.3 Students will explain effectiveness of stylistic elements to communicate the authors purpose.
Have students write down elements of style that an author may use to convey meaning (unique vocabulary, dialect, figurative language)
Materials: LOL Before Reading Activity: Teacher leads discussion concerning the differences in values of parents vs. children, America vs. other cultures, personal values vs. beliefs. Whole-Class Mini-Lesson: Have students refer to the Chagall painting in the text to identify the visual images used to create life in a small East European village. Guide students in their observations concerning the type of home, the centrality of the church, the simplicity, modesty and coziness of the village scene (see notes p.161.) Before Reading Activity: Have students read the first two paragraphs to the story and ask for discussion: How does the painting reflect the tone of the authors introductory words? Ask students what they might predict the characters values and those people who inhabit the village, based on the painting and the description in the first two paragraphs. Before Reading: Teacher previews vocabulary words 2-8 on page 162, in order to provide, the historical and cultural background for students to assimilate in the course of their reading. Review using elements from previous literary study: Identify for this story the setting in time and location, the cultural context, social class, character types, and nature of the conflict within the plot (title used as pre-reading clue).
Time (20 min): Instructional Materials: BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge.
Whole Group Instruction 10-20 minutes
Preview Son From America

During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating read silently and independently
Time (10-20 min.): Instructional Materials: BEFORE: (See whole class Before Reading activities/mini-lesson.)
Assign the following reading purpose to this group: First outline basic plot: Poor family sends their son to America for a better life. He is now 40 years old and financially successful. Upon his return, very little has changed in the village or with his parents way of life. Have students identify why.
Assign the following reading purpose to this group: Have students read and describe the values and beliefs of Beryyl and Berlcha compared to their sons values and beliefs.
Time (10-20 min.): Instructional Materials: BEFORE: (See whole class Before Reading activities/mini-lesson.) Assign the following reading purpose to this group:
Ask students about the choice of values portrayed in the story. Why are the parents content to live in simplicity and faith while their son finds money an answer to a better quality of life?
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After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan Son From America by Isaac Bashevis Singer
Teacher guides students in discussing differences in outlook between parents and children (Students discuss their personal statements of value differences). Students will complete Prediction Chart as they read, found on page 70 of Unit One Resource Book. Teacher will help students identify stylistic elements of the text that can be used as prediction signals with students.
AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) Follow-up activity: Students
DURING: Use reading strategies on their own during partner reading
DURING: Use reading strategies on their own during independent reading.
Students discuss differences in parent/son values as well as differences in social setting and culture. In partners, students will complete the Prediction Chart and identify stylistic elements that contributed to their predictions.
Students identify differences in personal values, social values, and cultural values in the reading. Students will individually complete the Prediction Chart.
ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity: Students
complete graphic organizer on Plot and Theme page 71 of Unit One Resource Book for Language of Literature.
complete graphic organizer on Plot and Theme, page 71 of Unit One Resource Book for Language of Literature.
Follow-up activity:
Students complete graphic organizer on Plot and Theme, page 71 of Unit One Resource Book for Language of Literature.
Teacher will discuss how tone is a stylistic element that authors will create to communicate their purpose. Teacher will
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Whole Class Teacher-led Discussion; Mini-lesson Literature Circles
Lesson Plan Son From America by Isaac Bashevis Singer discuss how tone and mood can be established by using nouns as described in handout, page 73 of Unit One Resource Book. Teacher will have students identify the purpose/theme of this story and examples of stylistic elements (unique vocabulary, dialect, figurative language) used in Son From America that contribute to its purpose/theme. Have students complete the Words to Know Skillbuilder and Grammar Skillbuilder Worksheet, pages 72-73 in Unit One Resource Book for homework, and review the selection for SR and BCR items the next class session.
Closure: (Whole Group) 5 minutes
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Lesson Components
Language Arts Objective(s)
(Based on indicator from Curriculum Framework)
Lesson Plan: Introducing the Writing Process and Writing an Autobiographical Incident
2.1.1 The student will use appropriate types of prose in order to compose to inform. 2.2.1 The student will use a variety of prewriting strategies in order to generate and develop ideas. Have students identify the parts of speech of selected words within a couple of sentences that the teacher can take from the most recent reading selection. Students may use Have students list the steps in the Writing Process. Materials: Language Network Include 10-20 minutes of grammar instruction from Language Networks Chapter One on Parts of Speech. The teacher could also, for example, discuss Anne Lamotts quote on page 307 of Language Network, first for identification of certain parts of speech, and then move to the quotes application to the writing process. Read page 307 in its entirety to introduce this portion of the textbook and the writing assignment. Prior to the lesson, have students bring in show and tell items (photographs, scrapbooks, small gifts, letters, etc.) that trigger some type of significant personal memory that caused them to learn something. Let students know that they should bring an item that would help them with a writing assignment about the memory. The students may be more prepared to identify their topics if students know that they will be writing an autobiographical incident prior to class. 1. Read the Writing Workshop assignment, Autobiographical Incident, on page 404, review the assignments rubric (see suggested Standards for Writing on page 404 or create your own), and read the student model on pages 405-406. 2. Read the Writing Prompt and the Prewriting suggestions on page 407 with students. 3. Read the suggestions under Finding a Topic and have students determine which methods would be most appropriate with this assignment. Also review Generating Writing Ideas, the transparency on page 1 of the Writing Transparencies and Copymasters Book, found in the Teachers Resource Package. 4. Have students take out their show and tell items and direct them to page 308. The teacher could direct a short discussion on why the students brought their items or direct a free write or brainstorm on the items using the methods described on page 308. Teachers could also have students create a life line on paper as suggested on page 407 to help them recall significant events that have occurred in their lives (This could be completed prior to the lesson as well as for homework and/or used instead of the show and tell items). 5. Tell students of the specific audience and purpose of the assignment. (Ex.: Audience: Schools literary magazine; Purpose: Writing to describe) 6. For all groups, distribute the graphic organizer for the Autobiographical Incident found on page 34 in the Writing Transparencies and Copymasters book.
Warm-up
5 minutes
Whole Class Mini-Lesson: Grammar/Language Usage
10-20 minutes Grammar/ Mechanics/Usage (applied to writing)
Whole Class Mini-Lesson: Writing
10-20 minutes Writing process Text structure Writing strategies Authors craft/voice/tone/style Responding to writing prompts (e.g., ECR)
Small Group Lesson: Language/Writing

organizer
30 minutes (10 minutes per group)
Time (10 minutes): Instructional Materials: WTC graphic

organizer
organizer
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Lesson Components
Lesson Plan: Introducing the Writing Process and Writing an Autobiographical Incident
Teacher guides students through filling out the graphic organizer. In pairs, students help each other fill out the graphic organizers. Independently, students complete the graphic organizer.
Small Group Lesson: Reading

20 minutes
BEFORE READING 2-3 minutes DURING READING 5 minutes AFTER READING 2-3 minutes Independent/Self-selected Reading 10 minutes
Teacher models/students rehearse fluent oral reading, using familiar text at students independent reading level. Teacher observes, records, and prompts for strategic reading. Students read familiar text, using text at students independent reading level. Discuss reading strategies used during reading. Record reading strategies in Reading Log. Students read self-selected text at independent reading level.
Closure (Whole Group)

5 minutes
Orally, have students list the different steps in the writing process and possible approaches to prewriting. Explain to the students that the next step will be drafting their assignment. Let them know that they will be drafting for homework (or in class depending on the level) and they will be participating in a peer response session in class (Give them the date to have their drafts ready). Review and discuss any other homework related to reading or grammar.
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Lesson Plans: Composing Persuasive Texts-Marriage is A Private Affair 2.1.4 Students will compose persuasive tests in order to support, modify, or refute a position and include effective rhetorical devices. What are the advantages and disadvantages of an arranged marriage and what purpose does it serve? Whole-Class Mini-Lesson: Direct students to LOL p.188 (Building Background and Focus your Readings)

Before Reading: Discuss whether or not it is better to marry someone from your own culture. How does the quote on LOL p.188 relate to the picture above it? Create a Venn Diagram that compares Nene and Nnaemekas culture.


Time (20 min): Instructional Materials: BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge

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Lesson Plans: Composing Persuasive Texts-Marriage is A Private Affair

DURING: Teacher-led Read the story out loud in group. Ask students to identify the values, beliefs, and customs on both sides that are a source of conflict. Guide students in filling out Venn Diagram. AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) Follow-up activity: Connect the students opinions in the warmup to the text. ECR: Do you agree or disagree with the idea that it is better to marry someone from your own culture? Use examples to support your opinion. DURING: Students will read with a partner. Ask students to identify the values, beliefs, and customs on both sides that are a source of conflict. AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) DURING: Use reading strategies on their own during independent reading Ask students to identify the values, beliefs, and customs on both sides that are a source of conflict. AFTER: Students use after reading strategies on their own during independent reading.
ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity: Connect the students opinions in the warmup to the text. ECR: Do you agree or disagree with the idea that it is better to marry someone from your own culture? Use examples to support your opinion. Follow-up activity: Connect the students opinions in the warmup to the text. ECR: Do you agree or disagree with the idea that it is better to marry someone from your own culture? Use examples to support your opinion.
Refer students to LOL p. 138-143 (Opinion Statement). Have students model ECR after chart on p. 138. Guide students in construction of persuasive essay. Ask students How would Okeke respond to the prompt in todays lesson?
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Lesson Components
Lesson Plan: The Parts of Speech (Nouns)

3.1.3 Student will analyze sentences in order to determine grammatical classification of words by using meaning, position, form, and function. Materials: Language Network Have students respond, in their journals, to the "Write Away" Decoder Game on the bottom of page 4 in the Language Network. Materials: Language Network PE, Language Network TE, Language Network CD (GUM materials for nouns), Journals Administer the Diagnostic Pre-Test on page 5 (10 minutes). Direct students to grade their own papers. Introduce nouns in "Here's the Idea" on page 6 of Language Network Students will complete the Practice and Apply exercise on page 8 entitled Life on Safari The teacher will need to model the chart on page 8 for his or her students, perhaps on an overhead transparency. Students will correct their Write Away paragraphs in their journals. Be sure to explain to the students why each answer is correct and how to correct each wrong answer. Support Materials: LN p. 8, Life on Safari Grammar Usage and Mechanics activities (worksheets): These can be obtained by opening the Language Network CD and choosing the GUM materials on nouns. Group 1: (Strong Support) Group 2: (Some Support) Group 3: (Independent)
Time (10 minutes): Instructional Materials: GUM worksheet(s) Time (10 minutes): Instructional Materials: GUM worksheet(s)
Warm-up
5 minutes

Time (10 minutes): Instructional Materials: GUM (worksheets)
The teacher will answer individual After completing Practice and Apply, After completing Practice and Apply, questions and assist students in students work with a partner to students independently complete the Practice and Apply Activities. Students complete the GUM activities. GUM activities. then work with a partner to complete GUM Activities. BEFORE READING Teacher models. Students rehearse fluent oral reading, using familiar text at students 2-3 minutes independent reading level.
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Lesson Components
20 minutes
Lesson Plan: The Parts of Speech (Nouns)

DURING READING 5 minutes
AFTER READING 2-3 minutes
Teacher observes, records, and prompts for strategic reading. Students read familiar text, using text at students independent reading level.
Discuss reading strategies used during reading. Record in Reading Log.

5 minutes
Independent/Self-selected Students read self-selected text at independent reading level. Reading 10 minutes Teacher will orally review GUM Worksheets.
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Lesson Components
Lesson Plan: The Sentence and Its Parts

3.1.4--The student will analyze typical and faulty sentences in order to differentiate grammatically complete sentences from non-sentences. 3.1.5--The student will incorporate subjects, predicates, and modifiers in order to compose original sentences. What are the two basic parts of a sentence? What are the functions of the two parts? Present a mini-lesson on simple subjects and predicates (LN p. 38) and complete subjects and predicates (LN p. 40). Practice recognizing simple and complete subjects/predicates. Model the activity Concept Check A, questions 1-3p. 39 and p 41. Have students complete the rest of the questions. Discuss correct answers. Have students complete Write Away on p. 36. Refer students to Why It Matters in Writing on pp. 38 and 40 for help on sentence fragments and descriptive sentences. Encourage students to write descriptive sentences. For the first five sentences they write, ask the students to underline the simple subject and double-underline the simple predicate. For the second five sentences, ask the student to underline the complete subject and double-underline the complete predicate. Students should also edit any sentence fragments changing them into sentences.
Warm-up
5 minutes


Time (10 minutes): Instructional Materials: LN

Teacher guided completion of Practice BEditing on p. 39. Teacher guided completion of Practice BRevising on p. 41. Small Group Lesson: Reading
20 minutes BEFORE READING 2-3 minutes DURING READING 5 minutes AFTER READING 2-3 minutes
With a partner, students complete Practice BEditing on p. 39. Students also team to complete Practice BRevising on p. 41.
Independently, students will complete Practice BEditing on p. 39 and Practice BRevising on p. 41.
Teacher models and students rehearse fluent oral reading, using familiar text at students independent reading level. Teacher observes, records, and prompts for strategic reading. Students read familiar text, using text at students independent reading level. Discuss reading strategies used during reading. Record in Reading Log.
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Lesson Components
Lesson Plan: The Sentence and Its Parts

Independent/Self-selected Reading 10 minutes Students read self-selected text at independent reading level.

5 minutes
Have students write a sentence containing only a simple subject and simple predicate and change the parts to complete subject and complete predicate. Ask students to write down two warning signs of a sentence fragment and how to avoid those errors.
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Lesson Plan Piano and Those Winter Sundays 1.2.4 Students will identify and/or explain connections between and among themes and/or styles of two or more texts. Write about a routine household activity from your childhood that evokes strong feelings in you. Whole-Class Mini-Lesson: Actively read Learning the Language of Literature and Skills and Strategies pgs. 225-227. Discuss different types of examples of sound devices and figurative language. Have students come up with their own examples or ones they have heard. Read Build Background and Focus your Reading to acquaint students with the poems and use of imagery. Have students read the poem silently to themselves. When all students have read the poem, ask for a volunteer to read the poem out loud. Have students point out and discuss examples of imagery and discuss the meaning of the poem. After a brief discussion, students will read Those Winter Sundays silently to them selves. When all students have read the poem, ask for a volunteer to read the poem aloud. Have students point out and discuss examples of imagery and discuss the meaning of the poem. Students will complete a Venn Diagram that compares and contrasts the similarities and differences between the two poems.
Before Reading:
Discuss how sensory details can sometimes trigger a past memory. For example, the smell of baking cookies can remind someone of his/her mother or grandmother, or the smell of someones cologne or perfume can remind one of a past love. Ask students for more examples to share and discuss.
Time (20 min): Instructional Materials: IAR BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge
Time (10-20 min.): Instructional Materials: IAR BEFORE: (See whole class Before Reading activities/mini-lesson.)
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Lesson Plan Piano and Those Winter Sundays

Students will point out examples of imagery in the poem.

DURING: Use reading strategies on their own during independent reading


ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity: Follow-up activity:
Create and complete a Venn Create and complete a Venn Diagram comparing the two Diagram comparing the two poems poems Compare and contrast the Compare and contrast the speakers attitudes toward their speakers attitudes toward their childhood in Piano and Those childhood in Piano and Those Winter Sundays. Winter Sundays. Teacher will model how to create and complete a Venn Diagram. Students will then create their own Venn Diagram and record the similarities and differences between the two poems. Teacher and students will discuss their responses on the Venn Diagram.
Create and complete a Venn Diagram comparing the two poems Compare and contrast the speakers attitudes toward their childhood in Piano and Those Winter Sundays.
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Lesson Plan: Sonnet 18 and Sonnet 30 1.1.5 The student will identify specific structural elements of particular literary forms: poetry, short story, novel, drama, essay, biography, autobiography, journalistic writing, and film. 1.2.2 The student will determine how the speaker, organization, sentence structure, word choice, tone, rhythm, and imagery reveal an authors purpose. What are positive and negative aspects of rhyme in a poem? Whole-Class Mini-Lesson: Explain the major structural aspects of the English sonnet (discussed on LOL p. 233): Quatrains: In a sonnet, there are three quatrains. A quatrain is a group of four lines that expresses a single thought or idea. Rhyme Scheme: For each quatrain, there is an abab, cdcd, and efef rhyme scheme, respectively. Couplet: Sonnets end with a coupleta pair of rhymed lines. The couplet usually comments or gives meaning to the three quatrains.
Warm-up 5 minutes
Before Reading: Model the active reading of Sonnets18 and 30: Explain that the subjects of many sonnets are love and friendship. Define antiquated vocabulary words. Divide the sonnet into three quatrains and couplet. Diagram rhyme scheme. Small Group Instruction 40-60 minutes


DURING: Teacher-led (See During Reading activities.) Guide students through sonnets and reinforce reading strategies. Examine the subject of each quatrain.
DURING: Use reading strategies on their own during partner reading Students work with partners to dissect and analyze the quatrains.
DURING: Use reading strategies on their own during independent reading Have students independently evaluate and compare the effect of the two
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read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan: Sonnet 18 and Sonnet 30

Help students determine tone and theme of poems. Help students relate the subject of the couplet to the subject of the quatrains. Guide students to a consensus about the themes of the sonnets. AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) Follow-up activity: Thinking through the Literature LOL p. 234, 236 or BCR Write an explanation telling how, in each of the sonnets, the poet uses specific words to reflect his attitude about love. Use details and examples from the poems to support your response. Have paired students determine similarities and differences between the two sonnets. sonnets.
ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity: BCR Write an explanation telling how, in each of the sonnets, the poet uses specific words to reflect his attitude about love. Use details and examples from the poems to support your response. Follow-up activity: BCR Write an explanation telling how, in each of the sonnets, the poet uses specific words to reflect his attitude about love. Use details and examples from the poems to support your response.

Teacher led workshop on writing sonnets: Students must first write one sentence about the best personality traits of a loved one. Students will use those personality traits as subjects for quatrains. Make sure students adhere to rhyme scheme. Have students share sonnets with one another. Have students write the structural traits of sonnets. Have students write the purpose of a sonnet.
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Lesson Plans on Sweet Potato Pie 1.2.1 The student will consider the contributions of plot, character, setting, conflict and point of view when constructing the meaning of a text. Do you agree or disagree with the following statements? Explain why. 1. Everyone should do his or her best to help brothers and sisters. 2. Education makes people better. Whole-Class Mini-Lesson: Have students preview the selection. Contrast the pictures on 241 and 248 with the one on 243. What do they suggest about the contrast between country and city life? Read Build Background on page 239. As a group, read 240 to 243, ending with when Lil sang, everybody listened
Before Reading: Distribute URB2 pages 10, 11 and 12. Break students into groups to complete handouts.

During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions

Time (20 min): Instructional Materials: BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge Students read aloud with teacher. Students work as group to complete worksheets.

Time (10-20 min.): Instructional Materials: BEFORE: (See whole class Before Reading activities/mini-lesson.)Students read aloud as a group. Students work with a partner to complete worksheets
Time (10-20 min.): Instructional Materials: BEFORE: (See whole class Before Reading activities/mini-lesson.) Students read independently. Students complete worksheets independently.
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making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer Whole Class Instruction: 10-20 minutes Whole Class Teacher-led Discussion; Mini-lesson Literature Circles Closure: (Whole Group) 5 minutes
Lesson Plans on Sweet Potato Pie

DURING: Teacher-led (See During Reading activities.) Students work in a group to complete worksheets. DURING: Use reading strategies on their own during partner reading Students work in pairs to complete worksheets. AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) DURING: Use reading strategies on their own during independent reading
Students work independently to complete worksheets.

AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) Follow-up activity: Students respond orally to Connect to the Literature, pg 252 in LOL
ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity: Students respond in writing (in pairs) to Connect to the Literature, pg 252 LOL Follow-up activity: Students respond individually to Connect to the Literature, pg 252, LOL
Groups share responses to pg 252, LOL Groups share teacher-selected responses to worksheets.
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Lesson Plan: Moon Rondeau and Simile 1.2.4 The student will analyze Simile and Moon Rondeau in order to identify and explain connections between the themes and styles of two texts. Prior to this lesson, students should have already read and studied the poem Simile. 1. What metaphor from the poem Simile might be used to describe a relationship that is tentative? (answer - in whose lines there is latent flight) 2. What metaphor might be used to describe a relationship that is firmly established? (answer with hooves always placed on firm ground) Whole-Class Mini-Lesson: Review the definition of metaphor. (pg. 1228, LOL) Review prepositional phrase (pg. 258 LOL). Complete 1 5 (pg. 259 LOL). Read the poem Moon Rondeau and also have several students volunteer to read the poem. Discuss the line love is a door Ask students what other adjective phrases are used to extend the metaphor? (Answer - image of the moon) Discuss the possible meanings of the phrase People like us Ask students what tone does the speaker use toward the loved one? What other words or phrases convey this attitude?
Before Reading:
Warm-up 5 minutes
Discuss how an argument can change a relationship, as evident in the poem Simile. Ask the question Is it possible to remain close without sometimes quarreling?
Teacher re-reads Simile, elicits students speculation about the length of time this relationship has existed, and prediction about the length of the relationship in Moon Rondeau.
In pairs, students re-read Simile and make the same speculation and prediction.
Same activities, independently.
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read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan: Moon Rondeau and Simile

Teacher guides students by asking the following questions: 1. What words are used to describe the relationship? 2. What adjective phrases are used to describe the people in the relationship? 3. What language describes the variety of levels and depth in the relationship?
In pairs, students brainstorm answers.
Students answer questions independently
ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity: Follow-up activity:
Respond to the following BCR: Same, students brainstorm in pairs. The poems Simile and Moon Rondeau present and describe two relationships in different stages. Using specific examples from the text, describe the state of one of the relationships. (Teacher leads prewriting with students, assists them in listing points to include.) Students exchange papers and peer edit, then produce final copy. Students read their responses to the BCR.
Same, students work independently.
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Lesson Plan Tonight I can Write 1.3.5 Explain how common and universal experiences serve as the source of literary theme that cross time and cultures Is love a universal experience? Why or why not? Whole-Class Mini-Lesson: Discuss Warmup. What makes love universal? Read Focus your Reading and Active Reading pg. 351 Briefly review literary elements: repetition, personification, metaphor and simile Review how literary elements are used in poetry to convey different messages
Before Reading: Have students create the following chart. Explain that Tonight I can write is poem #1: Literary Element: Purpose in the Poem #1: Purpose in the Poem #2:
Instruct students to jot down notes on their charts as they read. Small Group Instruction 40-60 minutes
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monitoring and clarifying (words and meaning) making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan Tonight I can Write

DURING: Teacher-led (See During Reading activities.) Have students first read the poems silently to themselves Ask for two volunteers to read the poem out loud, one in English and another in Spanish. AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: Students will complete the chart using poem #1 Each group will be given a second poem from another culture/time period that deals with love or the loss of love. (Recommended poems in LOL Simile p.256, Moon R. P. 258, Woman p.259) After reading the poem they will complete the poem #2 section of the chart they created Instruct students to discuss the differences and similarities in the poems Follow-up activity: Complete #7 on pg 354 LOL DURING: Use reading strategies on their own during partner reading Have students first read the poems silently to themselves Ask for two volunteers to read the poem out loud, one in English and another in Spanish. AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Students will complete the chart using poem #1 Each group will be given a second poem from another culture/time period that deals with love or the loss of love. (Recommended poems in LOL Simile p.256, Moon R. P. 258, Woman p.259) After reading the poem they will complete the poem #2 section of the chart they created Instruct students to discuss the differences and similarities in the poems Follow-up activity: Complete #7 on pg 354 LOL DURING: Use reading strategies on their own during independent reading Have students first read the poems silently to themselves Ask for two volunteers to read the poem out loud, one in English and another in Spanish. AFTER: Students use after reading strategies on their own during independent reading.
ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Students will complete the chart using poem #1 Each group will be given a second poem from another culture/time period that deals with love or the loss of love. (Recommended poems in LOL Simile p.256, Moon R. P. 258, Woman p.259) After reading the poem they will complete the poem #2 section of the chart they created Instruct students to discuss the differences and similarities in the poems Follow-up activity: Complete #7 on pg 354 LOL
Instruct the students to express their own ideas about love and loss in a poem. Explain that they should try to include images from nature as well as repetition and figurative language to help emphasize and unify their ideas. (Writing Option #2 pg 355 LOL) Teacher and Students will discuss their responses to the Venn Diagram and students poems
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Lesson Components
Lesson: One Thousand Dollars

2.2.2 The student will select and organize ideas for specific audiences and purposes in order to write effectively. Provide the students with a copy of the summary of One Thousand Dollars on page 386. Read the text summary and write three important ideas from the summary. Using Verbs: Principal Parts Write the forms of the verbs look and eat on the board and explain the principal parts of verbs using these two verbs as your example. Use the Grammar Mini Lesson on page 395 for further guidance. Use page 8 in the Unit Three Resource Book for additional practice. Instruct the students to take out a sheet of paper and fold it twice to create four squares. Place a rectangle in the center of the paper and number the squares one through four beginning with the upper right square. Use this topic: According to the summary, describe how the main character has matured. (Students should take notes as the teacher uses the same type of diagram on the board or the overhead projector.) In the center rectangle, clearly identify the topic, audience, and purpose (Use the acronym TAP for additional support). In the same center rectangle, guide the students through the process of constructing a topic sentence that clearly reveals the topic and the focus with the appropriate audience and purposeful language. Square 1 Guide students through the process of selecting the first major detail and supporting details directly from the text. This information should go just in square one. Square 2 Guide students through the process of selecting the second major detail and supporting details directly from the text. This information should go just in square two. Square 3 Guide students through the process of selecting the third major detail and supporting details directly from the text. This information should go just in square three. Square 4 Guide students through the process of summarizing the major details. This information should go just in square four.
Warm-up: 5 minutes
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Lesson Components
Lesson: One Thousand Dollars

Group 1: (Strong Support) Time (10 minutes): Instructional Materials: Textbook Group 2: (Some Support) Time (10 minutes): Instructional Materials: Textbook Group 3: (Independent) Time (10 minutes): Instructional Materials: Textbook
Begin this group with discussion on the Writing Workshop: Focused Description on page 212. Give the group a one dollar bill to manipulate (passing it around) to find details to include in the assigned composition. Work with the group to TAP the prompt and begin the writing process. Interact frequently with the group throughout the activity. Students will use the following topic in groups: Describe the American Dollar to a foreign exchange student from China. Students must TAP the prompt and begin writing the essay with teacher assistance.
Assign partners to complete the Writing Workshop: Focused Description on page 212. Monitor and assess the partners as needed. With a partner, students will use the following topic: Describe the American Dollar to a foreign exchange student from China. Students must identify one major detail and add appropriate supporting details that include forms of the verbs eat or look.
Assign the Writing Workshop: Focused Description on page 212. Monitor the groups activity and progress. Students will use the following topic to independently write an essay: Describe the American Dollar to a foreign exchange student from China. Students must identify one major detail and add appropriate supporting details. Students must identify one major detail and add appropriate supporting details that include forms of the verbs eat or look.

20 minutes
BEFORE READING 2-3 minutes DURING READING 5 minutes AFTER READING 2-3 minutes
The teacher rehearses appropriate reading strategies for fluent reading. Follow the lesson design for reading the exposition of One Thousand Dollars in the Grade 10 Interactive Reader.

5 minutes
Oral Review: Review the note taking responses recorded in the Grade 10 Interactive Reader. Independent/Self-selected Reading Students read the remainder of the short story at independent reading levels while 10 minutes taking notes in the Grade 10 Interactive Reader. D-E-I Discussion (Difficult-Easy-Interesting Discussion) What was the most difficult part of selecting and organizing ideas? What was the easiest part of selecting and organizing ideas? What was the most interesting part of selecting and organizing ideas?
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Lesson Plan: "Initiation" 1.2.1 The student will consider the contribution of conflict in order to better understand and appreciate a short story. The student will consider the contributions of plot, character, setting, conflict, and point of view when constructing the meaning of a text. Have students proofread the display sentences on page 381i in the Literature of Language Teacher's Edition. Then have the students re-write the sentences correctly. These sentences also appear on Transparency 12 of Grammar Transparencies and Copy Masters. Whole-Class Mini-Lesson: Materials Needed: Language of Literature TE, Language of Literature, student edition, Grammar Transparencies and Copy Masters 1. Review the "Build Background" selection on page 397 of the Literature of Language. 2. The students may need additional explanation as to what sororities and fraternities are. 3. Review the "Literary Analysis" section of "Focus Your Reading." This is the main focus the students will have as they read this story. The topic of conflict is the objective for the lesson. Students tend to have a difficult time understanding and spotting internal conflict. The first time it is encountered in the text it will need to be pointed out. In addition, it may be helpful to bring in examples of internal conflict from a story that they may have already read this school year. Internal conflict takes place in a character's mind. One way to look for internal conflict in a narrative is to find the character's thoughts. 4. Have students keep a list of Millicent's thoughts as they read to help them understand her internal conflicts. Additional Resources: Conflict: Skills Transparencies and Copy Masters Transparency: T12
Before Reading:
Warm-up 5 minutes
1. Complete the "Connect to Your Life" activity on page 397 of the Language of Literature. Have students complete a journal entry answering the questions posed in this exercise. 2. Discuss with the class different ways in which they have experienced peer pressure. 3. Discuss different kinds of groups that students form in order to deal with the peer pressure. 4. Finally, discuss different, more appropriate ways to deal with the peer pressure. 5. Through guided reading, lead the students in reading the first couple of paragraphs of the story. Then prepare students to continue reading independently or in small groups/partners.
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During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan: "Initiation"

Time (20 min): Instructional Materials: BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge DURING: Teacher-led (See During Reading activities.)
Read with the students until the example of internal conflict on page 403. Then, have a discussion about why this is an example of internal conflict. At that point continue partner reading and allow students to find the examples of internal conflict on their own. Try to chunk the text so that they are stopping to discuss near a place where there is an example of internal conflict.
Read with the entire class, the first couple of paragraphs of the story (See Before Reading, above.)Then, have students partner read for the remainder of the story. Chunk the text so that students will discuss pertinent parts of the text.
AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity:
Read with the entire class, the first couple of paragraphs of the story (See Before Reading, above.). Then have students read the remainder of the story independently. Chunk the text so that students will discuss pertinent parts of the text.
AFTER: Students use after reading strategies on their own during independent reading. Follow-up activity:
Have students complete teacher selected resources from the Unit 3 Resource book pages 10-15. The teacher should model the activities and assist students when needed.
Have students complete teacher selected resources from the Unit 3 Resource Book pages 10-15. The students should complete these activities with their partners.
Have students complete teacher selected resources from the Unit 3 Resource Book pages 10-15. The students should complete these activities with their partners.

The teacher will review the Unit 3 resource pages, and student notes on internal conflict.
The teacher will ask students rapid-fire questions about the story and the day's lesson. What is conflict? What kinds of conflict are there? What is the difference between internal and external conflict? What are some examples of internal conflict that Millicent experienced when she was trying to become a member of the sorority?
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Lesson Plan Getting a Job 1.1.3 The student will use after reading strategies appropriate to both the text and purpose for reading by summarizing, comparing, contrasting, synthesizing, drawing conclusions, and validating the purpose for reading. Complete the "Connect to Your Life" activity on page 132 of the InterActive Reader. Have student volunteers share responses to their dream careers. Whole-Class Mini-Lesson: Materials Needed: InterActive Reader Plus, InterActive Reader Plus Teacher's Guide and LOL Teacher's Edition Review what an autobiography is and discuss what the author, having experienced the story first-hand, adds to the completeness of the story.
Before Reading:
Read the Key to the Autobiography on page 132 of the InterActive Reader. Explain that the story is about a fifteenyear old African-American girl. Ask the students: What aspects of the setting might influence events in the story? Refer to the Build Background information on page 411 of LOL Teacher's edition. Use this information to help students understand the historical context of this excerpt. This story's narration shifts back and forth between Marguerite as a teenager to the adult author's interpretation of events. The students need to be able to distinguish between the attitude of a young person and the insight that the adult author adds in her narration.
Read aloud the first two paragraphs of the selection, pointing out the phrases listed on page 40 of the InterActive Reader Teacher's Guide. Explain the difference between Marguerite's perspective as a teenager and her added perspective as the adult author of this autobiography.
During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning)
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making and revising predictions making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan Getting a Job

The teacher should continue reading with these students until the first pause and reflect point on page 134 of the InterActive Reader. The teacher should guide the students through the pause and reflect questions. The teacher should remind students that they should be looking for places where the narration shifts and cause and effect.
The teacher should remind students that they should be looking for places where the narration shifts and cause and effect. The students will partner read, in chunks according to the pause and reflect sections. The students will answer all pause and reflect questions with their partners.
AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity:
The teacher should remind students that they should be looking for places where the narration shifts and cause and effect. The students will read independently, according to the pause and reflect sections. The students will answer all pause and reflect questions.
AFTER: Students use after reading strategies on their own during independent reading. Follow-up activity:
The teacher should model one example for the cause and effect exercise on page 140. After the teacher models the first example, the teacher should monitor this group in order to answer any questions that arise. The teacher should review with the students the answers to the pause and reflect questions before the after reading strategy follow up activity is completed in groups. Assign the follow-up activity. Review the follow-up activity with the students in order to be sure that they understood the cause and effect exercises. Additional follow-up activities and support material can be found: Thinking Through the Literature: page 417 in LOL, Choices and Challenges, page 418 in LOL, and pages 141 and 142 in the InterActive Reader. Have students complete an exit ticket on which they answer the following questions: What was one new thing that you learned today? What was one thing that you really understood? What was one thing about which you need further clarification?
The teacher should model one example for the cause and effect exercise on page 140. After the teacher models the first example, the students should complete the remainder of the activity in their groups.
The teacher should model one example for the cause and effect exercise on page 140. After the teacher models the first example, the students should complete the remainder of the activity.
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PGCPS English 10 Reading/Language Arts Lesson Components Reading Objective(s)

Lesson Plan: Exile 1.2.5 Students will analyze the implications of the text for the reader or contemporary society in order to extend meaning. How might your life change if you immigrated to another country? Whole-Class Mini-Lesson: Have students discuss why people might choose to leave their homeland and immigrate to a new and unknown country. Encourage students whose ancestors immigrated to the U.S. to share their stories and describe their ancestors reasons for immigrating. Ask students whether they would consider emigrating today from the U.S. to another country and how they might cope with the changes of emigrating. Direct students to LOL p. 433 Build Background, and Focus Your Reading
Before Reading:
Warm-up 5 minutes Reading Whole Class Instruction10-20 minutes
Have students look over the poem before they read. Ask them to consider how the title, the italicized quotation, and the two art pieces might be connected. Instruct students to create the following chart. They should jot down notes while reading and then complete after finishing the poem.
During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: Time (20 min): Instructional Materials: BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge
Discuss the feelings/emotions associated with being exiled

DURING:
DURING: Students will read the poem out loud. Guide the students in identifying the characters, setting and events writing them on the chart.
DURING:
Students will read the poem with a partner, each taking one stanza. Guide the students in identifying the characters, setting and events writing them on the chart.
Students will independently read the poem. Guide the students in identifying the characters, setting and events writing them on the chart.
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revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan: Exile
AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students:
write with the teacher modeling: BCR, summary Have the students complete and discuss the chart that they created. Have students describe or summarize the details from the poem that reveal their comprehension of the poetic elements in the chart they created
Follow-up activity: Students will address the following questions: What aspects of your own experience can help you to understand how the speaker feels as she looks at the store window? How do you think her experience compares with that of most immigrants to this country?
Have the students complete and discuss the chart that they created. Have students describe or summarize the details from the poem that reveal their comprehension of the poetic elements in the chart they created Follow-up activity: Students will address the following questions: What aspects of your own experience can help you to understand how the speaker feels as she looks at the store window? How do you think her experience compares with that of most immigrants to this country?
ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.)
Have the students complete and discuss the chart that they created. Have students describe or summarize the details from the poem that reveal their comprehension of the poetic elements in the chart they created Follow-up activity: Students will address the following questions: What aspects of your own experience can help you to understand how the speaker feels as she looks at the store window? How do you think her experience compares with that of most immigrants to this country?
Have students write a narrative poem about a time in their own lives when they were new to a place. The poem should reflect the various elements of narrative poetry, and convey emotion. What did the poem and classroom discussion teach you about the immigrant experience?
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Lesson Components
Language Arts Objective(s) (Based on indicator from Curriculum Framework)
Lesson Plan: Appositive Phrases

3.1.6 The student will compound various sentence elementssubjects, predicates, modifiers, phrases, and clauses to link or contrast related ideas. 3.1.8 The student will expand sentences by positioning phrases and clauses to accomplish a purpose. Write three ways you can make your sentences more descriptive. Present a mini-lesson on appositives and appositive phrases (LN p. 69). Discuss Why It Matters in Writing (LN p. 69) and emphasize the importance of using appositives to expand sentence meaning. Model Concept Check, questions 1-3 and Revising, question 1 (LN p. 70) and have students complete the activity. Discuss correct answers.
Warm-up 5 minutes
Whole Class Mini-Lesson: Grammar/Language Usage 10-20 minutes Grammar/ Mechanics/Usage (applied to writing) Whole Class Mini-Lesson: Writing 10-20 minutes Writing process Text structure Writing strategies Authors craft/voice/tone/style Responding to writing prompts (e.g., ECR) Small Group Lesson: Language/Writing 30 minutes (10 minutes per group)
Have students write ten sentences. Five sentences must contain common nouns and five must contain proper nouns. Have students incorporate appositives and appositive phrases to identify or restate the nouns. Explain the difference between essential and non-essential appositives. Essential appositives do not use commas while non-essential appositives do.
Group 1: (Strong Support) Time (10 minutes): Instructional Materials: Teacher leads revisions of ten sentences stressing the importance of using modifiers to add information to a sentence. Teacher led modeling and instruction of Appositives and Appositive Phrases (LN p. 607). Teacher models exercises in GUM, pp. 53-54, and students complete work.
Group 2: (Some Support) Time (10 minutes): Instructional Materials: Student partners revise each others sentences and evaluate the correctness of appositive use. Partners complete exercises on Appositives and Appositive Phrases (LN p. 607) and GUM, pp. 53-54.
Group 3: (Independent) Time (10 minutes): Instructional Materials: Students revise sentences and work independently on Appositives and Appositive Phrases (LN p. 607) and GUM pp. 53-54. Students complete Challenge (LN p. 70).
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Lesson Components
Small Group Lesson: Reading 20 minutes
Lesson Plan: Appositive Phrases

BEFORE READING Teacher models and students rehearse fluent oral reading, using familiar text 2-3 minutes at students independent reading level. DURING READING Teacher observes, records, and prompts for strategic reading. Students read 5 minutes familiar text, using text at students independent reading level. AFTER READING Discuss reading strategies used during reading/Record in Reading Log. 2-3 minutes Independent/Self-selected Reading Students read self-selected text at independent reading level. 10 minutes Have students write why both essential and non-essential appositives have an important role in writing descriptive sentences.
Closure (Whole Group) 5 minutes
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Lesson Components
Lesson Plan: Prepositional Phrases

3.1.3 The student will determine grammatical classification of words by using meaning, position, form, and function. 3.1.8 The student will expand sentences by positioning phrases and clauses to accomplish a purpose. Look at page 23 in Language Network. Choose four prepositions and use each one in a sentence. Share answers.
Materials: Language Network PE, Language Network TE, GUM Workbook Administer Diagnostic Pre-test on page 65. (10 minutes) Students grade their own papers.
Warm-up
5 minutes

10-20 minutes Writing process Text structure Writing strategies Authors craft/voice/tone/style
Read Human Flies, pg 64. Go through Heres the Idea on pages 66 and 67. Read Why It Matters in Writing on pg 67.
Responding to writing prompts (e.g., ECR)

Time (10 minutes): Instructional Materials:

Teacher assists students with Practice and apply, pg 68, A and B. Students then work with a partner to complete GUM activities Small Group Lesson: Reading
20 minutes BEFORE READING 2-3 minutes DURING READING 5 minutes AFTER READING 2-3 minutes Independent/Self-selected Reading 10 minutes 5 minutes
After completing Practice and Apply, students work with a partner to complete GUM activities.
After completing practice and apply, students independently complete GUM activities.
On page 67, teacher reads and models phrases and the things they modify. Students look at page 67 and determine the modifiers and what is being modified Students read an excerpt from A Sound of Thunder, pg 77 in LOL. Students copy passage and underline prepositional phrases Students share underlined phrases. Reread Those Winter Sundays. Pick out Prepositional phrases.
Teacher reviews GUM worksheets. Students report on prepositional phrases in Those Winter Sundays.
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Lesson Components
Lesson Plans: Phrases Review

3.1.3 Students will review the grammar concept of phrases. Students name as many types of phrases that they can name and give an example of each.
Materials: Language Network and Language Network Teachers Edition
Warm-up
5 minutes
Review the answers to the warm-up. Add to student list so it is complete. Review some specific student answers on the board or overhead with students. Have the students explain why each answer is correct and/or incorrect. Complete the activity on page 84 in the Language Network. Model the first two examples. Explain each. Elicit student volunteers to explain other examples. Extended time idea: Choose a passage from the text that has examples of different types of phrases. Photo copy the page and have students mimic the activity on page 84. Group 1: (Strong Support)

Teacher models the first Practice and Apply question on page 85 (LN). Students complete the second question, check answer with teacher. Students complete the remainder of the questions as a group. Review as a class. Activity two: Complete Exercises A and B on page 86. Check answers.
Students complete the first Practice and Apply question on page 85 (LN) and check answers. Students complete the remainder of the questions in pairs. Review as a class. Activity two: Same
Students complete the first Practice and Apply question on page 85, then check answers with teacher. Students complete the remainder of the questions on their own. Review as a class. Activity two: Same
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Lesson Components
20 minutes
Lesson Plans: Phrases Review

BEFORE READING 2-3 minutes DURING READING 5 minutes AFTER READING 2-3 minutes Independent/Self-selected Reading 10 minutes Teacher models/students rehearse fluent oral reading, using familiar text at students independent reading level. Teacher observes, records, and prompts for strategic reading. Students read familiar text, using text at students independent reading level. Discuss reading strategies used during reading/Record in Reading Log. Students read self-selected text at independent reading level.

5 minutes
Have students complete the mastery test on page 87.
140
141

Lesson Plan: A Celebration of Grandfathers
The student will analyze word choice in order to assess the effect of diction that reveals the authors purpose in the memoir A Celebration of Grandfathers.
Turn to page 457 in your textbook and read the first paragraph of A Celebration of Grandfathers. Which word best describes the authors word choices in this passage? a. formal b. informal c. technical d. figurative List examples of words from the paragraph that support your response. Whole-Class Mini-Lesson: Assess warm-up activity. Students should have selected choice b as the word that best describes the authors word choices. Direct student to turn to the literary glossary in LOL p. 1223. Introduce/review concept of diction. Ask students to think about why an author, who is writing about a grandfather, would use informal diction (provide appropriate wait time before soliciting answers to the question. Think about the elderly people in your life. How would you describe their values and views of the world? How are these different from the values and world view of your own generation? Read Build Background (pg. 455, LOL). Discuss the differences between the agrarian lifestyle and the urban lifestyle. Read the summary. (pg. 455, LOL)
Warm-up 5 minutes
Before Reading:
Remind students to consult footnotes during reading for definitions of Spanish words.
During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing
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self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Review Identifying Authors Purpose Direct students pairs to review (pg 455, LOL). Remind students of the Identifying Authors Purpose. differences between the purposes. Assist students to create a table with one row for each of the five purposes. Direct students to record any statements that appear to support the authors purpose(s). Remind student pairs to create a table with one row for each of the five purposes. Direct students to record any statements that appear to support the authors purpose(s).
Direct students review purposes independently. Remind students working independently to create a table with one row for each of the five purposes. Direct students to record any statements that appear to support the authors purpose(s). Ask student pairs to reflect on the authors diction after each chunk of text. Provide student pairs with specific questions to answer (Direct students to respond to the questions in their readers notebook): Examples: 1. Do you identify any changes or shifts in the authors diction in this passage? 2. What could be the authors purpose for this shift? 3. Explain the effect or result of the authors diction in this passage? 4. How does the authors word choice help him reach his purpose for writing the selection?
Model process of consulting footnotes to decode Spanish words. Discuss meanings Ask student pairs to discuss the with students. authors diction after each chunk of text. Provide student pairs with specific Discuss diction with students after each questions to answer: chunk of text is read: 1. Do you identify any changes or shifts in Examples: the authors diction in this passage? 1. Do you identify any changes or shifts 2. What could be the authors purpose for in the authors diction in this passage? this shift? 2. What could be the authors purpose 3. Explain the effect or result of the authors for this shift? diction in this passage? 3. Explain the effect or result of the 4. How does the authors word choice help authors diction in this passage? him reach his purpose for writing the 4. How does the authors word choice selection? help him reach his purpose for writing Ask students to cite examples of authors the selection? word choices to support their responses.
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Use listed strategic behaviors to focus student reading.

Refer students to list as they read.

Refer students to list as they read.

ALSO:
Ask students complete chart with statements from the story which support different purposes.
Ask students pairs to fill in chart with statements from the story which support different purposes.
Follow-up activity:
Ask students to complete chart independently with statements from the story which support different purposes.
In Literature Circles, students process reactions to the memoir and answer the question What is the authors purpose and how does the authors diction help to inform his purpose? Assess student responses.
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Lesson Plan: Women and Poem at Thirty-nine 3.2.2 Student will analyze word choice in Women and Poem at 39 in order to describe the role that connotation and denotation have in making an authors work clear and effective. Use Connect to Your Life, page 516 (LOL) Whole-Class Mini-Lesson: 1. Read p. 494 (LOL) Building Vocabulary: Denotation and Connotation. Discuss the implications of the synonyms portly/fat/chubby/plump/stout. 2. Read p. 516 (LOL) Active Reading: Denotation and Connotation 3. Create a chart with columns for word, denotation and connotation.
Before Reading:
Read p. 516 (LOL) Build Background. Discuss how sharecropping and segregation helped to build strong and cohesive communities among African-Americans
Time (20 min): Instructional Materials:


Review definition of connotation/denotation with students.

DURING: Teacher-led (See During Reading activities.) Using Literary Analysis and Customizing Instruction (LOL, TE)
Students review definitions in pairs.
Students independently review definitions.

Teacher/ students read poems aloud. Teacher prompts students to notice connotations of words.
Students read poems in pairs and note connotations of words.
Students read poems independently and note connotations of words.
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AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities. AFTER: Students use after reading strategies on their own during independent reading.
ALSO:
Follow-up activity: Follow-up activity: Direct students to complete assignment Complete student-created chart as a independently group Complete Thinking Through the Literature, 1 3 (pg. 517) and Think Critically, 2 4 (Pg. 520) as a group. Use Literature Circle with the following roles: theme, diction, personal connector, graphic artist and author investigator to teach comprehension. Students present their Literature Circle Assignment. (Allow more than five minutes for this activity.)
Follow-up activity: Direct students to complete assignment in pairs
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Lesson Plans: The Pit and the Pendulum 1.2.2 The student will analyze and evaluate text in order to determine how word choice and tone reveal an authors purpose. 1.3.3 The student will analyze text in order to identify features of language that create tone and voice. List five adjectives that can display a tone of suspense. Whole-Class Mini-Lesson:
Present the first three full paragraphs (all beginning with the word down) on p. 570. Model Reading and Analyzing on p. 570. Direct students to words that exhibit the tone of suspense. Ask how the narrator describes the descent of the pendulum by choosing words that show suspense instead of nonsuspenseful words. Show how the author wants to elicit a certain response from the reader by using words and phrases to show the tone of suspense. Select five words or phrases that elicit a tone of suspense.
Before Reading:
Encourage students to view the illustrations before reading the text in order to predict what mood or tone the work will have. Be sure to have a thorough vocabulary check before reading the selection. There will be many antiquated words the students will not know. Encourage students to decode difficult words through context clues.
During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating read silently and independently
Group 1: (Strong Support) Time (20 min): Instructional Materials:

Group 2: (Some Support) Time (10-20 min.): Instructional Materials:

Group 3: (Independent) Time (10-20 min.): Instructional Materials:

DURING: Teacher-led (See During Reading activities.) For students who need strong support, use graphic organizers from the RTK.
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After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plans: The Pit and the Pendulum

AFTER: Teacher-led (See After Reading activities.) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) AFTER: Students use after reading strategies on their own during independent reading.
ALSO:
BCR: Write a response that tells how the author in The Pit and the Pendulum uses words and phrases to produce a tone of suspense in one passage of the story.
Students may work with a partner to complete the assignment. Follow-up activity: BCR: Write a response that tells how the author in The Pit and the Pendulum uses words and phrases to produce a tone of suspense in one passage of the story.
Students may work independently to complete the assignment. Follow-up activity: BCR: Write a response that tells how the author in The Pit and the Pendulum uses words and phrases to produce a tone of suspense in one passage of the story.

Guide students through the techniques that the author uses to create tone. Be sure to discuss word choice, imagery, and setting. Have students identify the ways an author creates tone.
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Lesson Plan from Night 1.3.3 Students will analyze word choice in Night in order to identify the use of tone and its application to meaning Discuss the authors words: I swore never to be silent whenever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. What examples in todays world events would compel us to think and act as Elie Wiesel suggests? In what ways could we act to prevent other holocausts? Whole-Class Mini-Lesson: Discuss and define the terms used by Wiesel to describe his experience in the camp: Kapos, SS, selections, genocide, block, the bells, and numbers. Use the photo, p. 592, to evoke student inferences and responses concerning life in the concentration camp.
Before Reading:
During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions
Discuss with students that the selection in the book is part of a larger autobiographical work in which the author describes the events that brought him and his family to Birkenau-Auschwitz. Point out that the key conflict at this point in the story for Elie and his father to stay alive.
Time (10-20 min.): Instructional Materials: IAR BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize events to this point connect to and add onto background knowledge
Assist students to identify words or phrases Ask student pairs to discuss and note which show that Elie has been living under specific examples from the text for the oppressive and brutal conditions. following question: What elements are the central conflicts for Elie in this description of his experience?
DURING: Teacher-led (See During Reading activities.) Discuss student-raised questions during their reading DURING: Use reading strategies with partner during To address questions raised from textual reading.
Ask students who are working independently to note examples from text for the following question: What methods do the prisoners resort to in order to stay alive?
DURING: Use reading strategies independently during independent reading. Have students draw inferences from text as well as historical background which illuminate
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engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan from Night

the stage of survival in the camp. AFTER: Teacher-led (See After Reading activities.) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) AFTER: Students use after reading strategies on their own during independent reading.
ALSO:
Follow-up activity: BCR Write an explanation identifying the tone of the excerpt from Night. Include details and examples from the excerpt to support your response. Assess students BCR responses. If time, ask students to trade papers, access their BCR rubrics, and score a peers BCR.
Discuss the comparative joy which Elie and the inmates feel after surviving a selection. What forms of dehumanization does this encompass? Follow-up activity: What does the word Night suggest in the circumstances Wiesel describes? What connotations of night are emphasized in his account of his experience? BCR: Write an explanation identifying the tone of the excerpt from Night. Include details and examples from the excerpt to support your response.
Follow-up activity: How do Elie, his father, and the other inmates attempt to cope with their imminent death? What are the dehumanizing effects of these conditions imposed by the Nazis? Describe the specific fears and horrors Elie experienced in his recounting of the selection process. BCR Write an explanation identifying the tone of the excerpt from Night. Include details and examples from the excerpt to support your response.
Read the Acceptance Speech, p.599 Emphasize to students that Elie survived the concentration camps and has become a staunch human rights advocate. In what ways do his experiences compel us to prevent other holocausts that occur in our own time? Assess student responses.
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Lesson Plan: Farewell to Manzanar 1.3.3 The students will read and analyze authors word choice in Farewell to Manzanar in order to identify tone. Complete Connect to Your Life on p. 602 (LOL). Direct students to construct a KWL chart in which they will record what they know, what they want to know, and, after the lesson, what they have learned about the subject. Example of KWL Chart: K W L
Review concept of tone (LOL pp. 460,1236) Direct students to preview the title, photographs, callouts (the blue text in the center of pp 604, 609, and 611). Ask students to suggest the authors attitude concerning the situation of her familys internment (i.e. sadness, anger, humiliation). Direct students to access their tone word lists (the teacher should also access his or her copy of the tone word list). Read the first chunk of text on page 604. Model analysis of authors word choices and identification of tone by conducting a think aloud. (Example, In the first sentence, I see that the author describes his community as another minority ghetto. I can infer from these word choices that the author is unhappy and perhaps humiliated by where he lives.)
Before Reading:
Refer to prior reading of Wiesels Night. Review the concept of dehumanization that was described in the concentration camp at Birkenau and describe the specific kinds of conditions there. Tell students to cite similar or related conditions and their effect in the experience at Manzanar.
Time (10-20 min.): Instructional Materials: BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge What conditions does the author describe that are brutal and dehumanizing?
Time (10-20 min.): Instructional Materials: BEFORE: (See whole class Before Reading activities/mini-lesson.) How does the author distinguish her feelings about the internment camp then to her feelings now?
Time (10-20 min.): Instructional Materials: BEFORE: (See whole class Before Reading activities/mini-lesson.) What do you think would be the outlook of the inmates of Manzanar today? Why are they justified in feeling abused and violated in their civil rights?
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Lesson Plan: Farewell to Manzanar

DURING: Teacher-led (See During Reading activities.) Guided reading of selection using appropriate reading strategies to make meaning of text. DURING: Use reading strategies with partner to make meaning of text. DURING: Use reading strategies on their own during independent reading to comprehend text.
AFTER: Teacher-led (See After Reading activities.)

In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.)
AFTER: Teacher-led discussion of reading
strategies used; comprehension check; guided critical reading (See After Reading activities.)
AFTER: Students use after reading
Follow-up activity: Describe specific conditions that violate the humanity of the Japanese-Americans in the camp at Manzanar and discuss the authors attitude toward the conditions. Use specific details from the text to support your response. BCR: Write an explanation identifying the tone of the excerpt from Farewell to Manzanar. Include details and examples from the excerpt to support your response.
Follow-up activity: Describe specific conditions that violate the humanity of the Japanese-Americans in the camp at Manzanar and discuss the authors attitude toward the conditions. Use specific details from the text to support your response. BCR: Write an explanation identifying the tone of the excerpt from Farewell to Manzanar. Include details and examples from the excerpt to support your response.
strategies on their own during independent reading.ALSO: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.)
Follow-up activity: Describe specific conditions that violate the humanity of the JapaneseAmericans in the camp at Manzanar and discuss the authors attitude toward the conditions. Use specific details from the text to support your response. BCR: Write an explanation identifying the tone of the excerpt from Farewell to Manzanar. Include details and examples from the excerpt to support your response.
Assess follow-up activity. Conduct whole-class assessment of selection. Use question #5 on p. 613 (regarding tone) as the basis for a discussion. Encourage students to support their explanations with examples from the text. Real-World Connection: What examples of dehumanization and violation of human rights exist today that remind you of the conditions described in Manzanar?
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Lesson Plans: Paired SelectionsThe Man in the Water and And of Clay Are We Created 1.2.1--The student will consider the contributions of plot, character, setting, conflict, and point of view in order to construct the meaning of a text. 1.2.4--The student will identify and/or explain connections between and among themes and/or styles of two or more texts in order to respond to complete a Venn Diagram. 1.3.5--The student will explain how common and universal experiences serve as the source of literary themes that cross time and cultures in order to participate in whole-class and small-group discussion. What are characteristics of a hero in modern society? Who are some modern heroes? Whole-Class Mini-Lesson: Review the passages with the students. (LOL pp. 145-147). Preview theme and LOL pp. 1220-1221 to review character and characterization. Read Explanatory WritingCompare and Contrast (LOL pp. 1157-1158) and Comparing Literature (LOL p. 444). Discuss samples (Options 1 and 2) on page 1158
Warm-up 5 minutes
Before Reading:
Distribute a Venn Diagram. Review Venn diagram with students and have students create two separate Venn diagrams for the selectionslabel one The Man in the Water and the other And of Clay We Are Made. The subject of the first Venn diagram is Theme. The subject of the second Venn diagram is Character Traits.
During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions
Time (20 min): Instructional Materials: BEFORE: Teacher-led quick review of Before Reading whole class mini-lesson; teacher may also: briefly summarize text connect to and add onto background knowledge Assist students in labeling Venn Diagrams
Time (10-20 min.): Instructional Materials: BEFORE: (See whole class Before Reading activities/mini-lesson.) Students work in pairs to label Venn Diagrams
Time (10-20 min.): Instructional Materials: BEFORE: (See whole class Before Reading activities/mini-lesson.) Students label Venn Diagrams independently.
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making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plans: Paired SelectionsThe Man in the Water and And of Clay Are We Created
DURING: Teacher-led (See During Reading activities.) Teacher leads discussion and helps students analyze theme and characterization. Teacher prompts students to similarities and differences in the texts. AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) Follow-up activity: Teacher helps students in completing Venn diagrams. BCR Write an explanation that compares and contrasts the themes or characterization in The Man in the Water and And of Clay Are We Created. Use words and phrases from the text to support your explanation. DURING: Use reading strategies on their own during partner reading In pairs, students re-read sections of selections that characterize or illustrate theme. AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) DURING: Use reading strategies on their own during independent reading Independently, students re-read sections of selections that characterize or illustrate theme. AFTER: Students use after reading strategies on their own during independent reading.
ALSO:
Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) Follow-up activity: Partners complete Venn diagrams. BCR Write an explanation that compares and contrasts the themes or characterization in The Man in the Water and And of Clay Are We Created. Use words and phrases from the text to support your explanation. Follow-up activity: Students complete Venn diagrams. BCR Write an explanation that compares and contrasts the themes or characterization in The Man in the Water and And of Clay Are We Created. Use words and phrases from the text to support your explanation.
Students share work with respective groups. Students discuss similarities and differences in theme and characterization from the texts. What are two skills or techniques that are important when comparing and contrasting literature?
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Lesson Components
Lesson Plan: The Crowning of Arthur

3.3.1 The students will edit text for spelling, capitalization, and punctuation in order to proofread written material. Have the students proofread the display sentences on page 959j (TE) and write them correctly. Important Note: The sentences also appear on Transparency 28 of Grammar Transparencies and Copymasters. Share the revised sentences with the students. Pronouns: Using Personal, Reflexive, Demonstrative, and Indefinite Pronouns Correctly Guide the students through the pronoun lesson located in the Grammar Handbook on page 1183 of LOL. Complete the Grammar Practice on p. 1184 of LOL. Provide each student with a draft copy of the Legend of King Arthur (Handout 1) and direct the students to the Proofreading Symbols Chart on p. 1146 of the Writing Handbook in LOL. Add the proofreading symbol for spelling to the board for student reference. (Providing students with a proofreading chart is another option.) Using the chart and the summary, model the process involved in editing written text for spelling, capitalization, and punctuation while the students take notes. Group 1: (Strong Support) Group 2: (Some Support) Group 3: (Independent)
Warm-up: 5 minutes
Time (10 minutes): Instructional Materials: Textbook, Red Pen, Editing Checklist, and Proofreading Chart (If needed)
Assignment: Connect to Your Life p. 1064 in LOL Task: Discuss legends with this group and explain the task outlined in Connect to Your Life. Instruct the group to respond in a brief paragraph. Have students exchange papers to edit. Work with the group to complete the first task on the Editing Checklist (Handout 2). Review individual activity and reinforce as needed. Small Group Lesson: Reading BEFORE READING 2-3 minutes
Assignment: Connect to Your Life p. 1064 in LOL Task: Instruct partners to respond individually in a brief paragraph. Student partners should edit each other using the Editing Checklist (Handout 2). Monitor and reinforce the skills with the partners as needed.
Assignment: Connect to Your Life p. 1064 in LOL Task: Students independently respond in a brief paragraph. Students should edit their own work using the Editing Checklist (Handout 2). Monitor students activity and progress. Provide clarification as needed.
The teacher rehearses the strategies for fluent reading and conducts a vocabulary preview using the Words to Know on p. 1064 of LOL.
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Lesson Components
20 minutes
Lesson Plan: The Crowning of Arthur

DURING READING 5 minutes The teacher instructs the students to create an active reading chart as it is outlined in Active Reading: Making Judgments on p. 1064 of LOL. Read the exposition of the romance legend (p. 1065 1-67, LOL) while the students record their thoughts in the chart. Discuss the notes recorded in the charts.

5 minutes
AFTER READING 2-3 minutes Independent/Self-selected Students read the remainder of the romance legend independently while taking notes in the Reading reading chart. 10 minutes Discussion: Use the questions in Thinking Through Literature on p. 1071 of LOL as guide questions for a closing discussion.
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Lesson Components
Lesson Plan: Sir Launcelot du Lake

3.3.2 The students will use available resources to correct revisions in order to improve written quality. Write this sentence on the board (or overhead) and ask the students to edit and rewrite the sentence correctly. The tales of king Arthur, come from welsh literature during the 6th century Pronouns: Using Interrogative and Relative Pronouns Correctly Guide the students through the pronoun lesson located in the Grammar Handbook on page 1184 of LOL. Complete the Grammar Practice on p. 1185 of LOL. Using the edited model from Handout 1 in the lesson: The Crowning of Arthur: Editing Lesson, direct the students through the revision process while the students take notes. Important Note: Students must be provided with the same copy of an edited Handout 1 on which to take notes.
Warm-up: 5 minutes
Group 1: (Strong Support) Time (10 minutes): Instructional Materials: Textbook, Red Pen, Dictionary/Thesaurus, and Edited Paragraph (previous lesson) Assignment: Connect to Your Life p. 1064 in LOL Task: Review the editing process and connect it to the revision process. Instruct the group to rewrite their edited paragraphs, observing the proofreading
Group 2: (Some Support) Time (10 minutes): Instructional Materials: Textbook, Red Pen, Dictionary/Thesaurus, and Edited Paragraph (previous lesson) Assignment: Connect to Your Life p. 1064 in LOL Task: Instruct partners to rewrite their edited paragraphs, observing the proofreading marks indicated.
Group 3: (Independent) Time (10 minutes): Instructional Materials: Textbook, Red Pen, Dictionary/Thesaurus, and Edited Paragraph (previous lesson) Assignment: Connect to Your Life p. 1064 in LOL Task: Assign students to independently rewrite the edited paragraph. Have each student check
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Lesson Components
Lesson Plan: Sir Launcelot du Lake

marks indicated. Have students exchange papers and assess. Work with the group to complete the first few sentences. Review individual activity and reinforce as needed. Student partners should exchange papers and assess. Monitor and reinforce the skills with the partners as needed. his/her writing for careless errors and make the necessary changes. Monitor students activity and progress. Provide clarification as needed.

20 minutes
BEFORE READING 2-3 minutes DURING READING 5 minutes
Model the strategies for fluent reading and conducts a brief review of yesterdays legend and connects it to todays legend. Instruct the students to copy the reading chart on the board. Students must draw three major details from pages(s) indicated and record them in the chart. Read the exposition of the romance legend (p. 1073 1074, LOL) while the students record their thoughts in the chart. ACTIVE READING CHART pp. 1073-1074 p.1075 p.1076 p.1077 p. 1078 p. 1097

5 minutes
AFTER READING Discuss the notes recorded in the charts. 2-3 minutes Independent/Self-selected Students read the remainder of the legend independently while taking notes in the reading Reading chart. 10 minutes Discussion: Use the questions 5 and 7 in Thinking Through Literature on p. 1080 of LOL as guide questions for a closing discussion.
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Editing Text: Handout 1 Name________________________________________________ Date__________________
PART I EDITING TEXT Directions: Read the following background information about The Crowning of Arthur. You will notice several errors in this passage. Using the symbols on page 1146, edit the errors in this passage along with your teacher. legundary king
Acording to legund aruthur became king of england and established his kourt at camelot, he then gathered the best nights of the rhelm to join him in the fellowship of the round table. These nights lived acording to a pacific code of behavoir. this code, the code of chivalri stressed loyalty to the king courage personal honour and defending the helpless. The most famous modle of chivalry was sir launcelot arthurs friend and the greatest night of the round tabel. PART II EVALUATING EDITED TEXT Directions: List the common type of errors found in this passage. 1. 2..
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Directions: Use this checklist to monitor your progress while you are editing text. ____1. Check for words that are misspelled. Label all misspelled words with the appropriate editors mark. ____2. Check for words that need to be capitalized. Label all letters with the appropriate editors mark. ____3. Check for words that are mistakenly capitalized. Label all letters with the appropriate editors mark. ____4. Check for all misuses of internal punctuation marks (i.e., commas, semicolons, hyphens, and colons). ____5. Check for all misuses of end punctuation marks (i.e., periods, question marks, and exclamation points). ____6. Scan the entire passage to label any errors that were overlooked. ____5. Check for all misuses of end punctuation marks (i.e., periods, question marks, and exclamation points). ____6. Scan the entire passage to label any errors that were overlooked.
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Lesson Components
Lesson Plan Subject-Verb Agreement

3.1.3 The students will analyze sentences in order to make subjects and verbs agree in number. Copy the sentences on page 156 in LN (Matching verbs with Subjects, LN) Put one line under the subject and two lines under the verbs. Read pages 156, 158, 160,162,164, 167, and 168. Students should take notes on the information. (Note: depending on academic level of class, this lesson may be broken up over several days. A suggestion might be to do a section a day, then close it with the mixed review and mastery test on pages 172 and 173.)
Warm-up
5 minutes

10-20 minutes Writing process Text structure Writing strategies Authors craft/voice/tone/style
Complete 1 4 on pages 157, 159, 161, and 163 as a class (See note above.).
Responding to writing prompts (e.g., ECR)


Complete 5-10 as a group with teacher support. Small Group Lesson: Reading
20 minutes BEFORE READING 2-3 minutes DURING READING 5 minutes AFTER READING 2-3 minutes Independent/Self-selected Reading 10 minutes
Complete 5 10 in pairs
Complete 5 10 independently
Teacher models/students rehearse fluent oral reading, using familiar text at students independent reading level. Teacher observes, records, and prompts for strategic reading. Students read familiar text, using text at students independent reading level. Discuss reading strategies used during reading/Record in Reading Log. Students read self-selected text at independent reading level.
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Lesson Components
5 minutes
Lesson Plan Subject-Verb Agreement

Complete set B, 1 10, page 166. Collect papers.
162
Lesson Components
Lesson Plans: Pronouns 3.1.3 Student will determine grammatical classification of words using meaning position form and function (pronouns). Teacher writes three sentences containing pronouns. Students are to copy the sentences, underline the pronouns and identify their type. 1. Using Grammar Transparencies 39 -40, review types of pronouns and their antecedents. 2. Teacher creates model sentences where nouns are to be replaced with pronouns.
Warm-up
5 minutes
1. Provide Xerox copy of page 517 (LOL). Reread the poem Women. 2. Underline and number each pronoun. 3. On a separate sheet, write each pronoun, its antecedent, and its type.


Choose copymasters from GTC (suggested 150, 151, 153). Led by teacher, students work together to complete worksheets. Small Group Lesson: Reading
20 minutes BEFORE READING 2-3 minutes DURING READING 5 minutes
Same assignment. Students work in pairs.
Same assignment. Students work independently.
Teacher models/students rehearse fluent oral reading, using familiar text at students independent reading level. Teacher observes, records, and prompts for strategic reading. Students read familiar text, using text at students independent reading level.
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Lesson Components
Lesson Plans: Pronouns

AFTER READING 2-3 minutes Independent/Self-selected Reading 10 minutes Discuss reading strategies used during reading/Record in Reading Log. Students read self-selected text at independent reading level.

5 minutes
Students exchange papers. Read answers to odd or even questions.
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Lesson Components
Lesson Plan: Using Modifiers

3.1.3 Students will examine specific sentences in order to determine grammatical classification of words by using meaning, position, form and function. 3.1.6 Students will compound various sentence elements subjects, predicates, modifiers, phrases, and clauses to link or contrast related ideas. Have students complete the Write Away activity on page 206 Making a Wish.
Materials: Grammar Usage and Mechanics Workbook or Language Network CD-ROM, Language Network and Language Network Teachers Edition
Warm-up 5 minutes
Have students complete Diagnostic Test on page 207. Grade Diagnostic Test with students.
Discuss Heres the Idea, Why it Matters in Writing on pages 208 and 209 of the Language Network. Model examples and direct students to complete Practice and Apply Exercise A on page 210. Additional Materials:
Grammar Usage and Mechanics activities: These can be obtained using the Language Network CD and choosing the GUM materials on Using Modifiers from the database.


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Lesson Components
Lesson Plan: Using Modifiers

With teacher support and modeling, have students complete Exercise B on p. 210 of the Language Network. Model a personal narrative for students. Show them one that you have written. Have them write their own personal narrative, using modifiers that help the reader see what is being described. Invite volunteers to read their narratives to the group. Have students revise their warm-ups. Direct student pairs to complete Exercise B on p. 210 of the Language Network. Direct students to write a personal narrative, using modifiers, that helps the reader see what is being described. Invite students to share their narratives with a partner. Have students revise their warmups. Direct students to complete, independently, Exercise B on page 210 of the Language Network. Direct students working independently to write a personal narrative and to use modifiers that help the reader see what is being described. Invite volunteers to read their narratives to the class during whole-group assessment. Have students revise their warm-ups.

20 minutes

5 minutes
Select two or three students to read their warm-up descriptions of something they would really like to have. Have the class draw this item, or at least name the item (assuming you have told the volunteers not to name the item.) Monitor how many students can guess the objects from the volunteers descriptions.
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Lesson Components
Language Arts Objective(s) (Based on indicator from Curriculum Framework) Warm-up 5 minutes Whole Class Mini-Lesson: Grammar/Language Usage 10-20 minutes Grammar/ Mechanics/Usage (applied to writing) Whole Class Mini-Lesson: Writing 10-20 minutes Writing process Text structure Writing strategies Authors craft/voice/tone/style Responding to writing prompts (e.g., ECR) Small Group Lesson: Language/Writing 30 minutes (10 minutes per group)
Lesson Plan: Using Verbs 3.1.3 The students will determine grammatical classification of words in order to indicate meaning, position, form, and function. How can verb tense change the meaning of a sentence? Present a mini-lesson on using verbs. (LN pp. 130-132, 134-136) Model Concept Check: The Principal Parts of a Verb 1-3 (LN p. 133) and Verb Tense 1-3 (LN p. 137). Have students complete 4-8 for both exercises with teacher assistance if need be. Point out that the principal parts of verbs and their tenses are important in the understanding the meaning of sentences. Have students complete Write Away (LN p. 128). Encourage students to be as descriptive as possible. Have students analyze Write Away paragraph for examples of present, present participle, past, and past participle forms of verbs. Have students change three verbs to another tense. Students should identify the new tense and describe they did to change the word (adding or subtracting letters). Ask students to describe how changing the tense of a verb changes the meaning of a sentence.
Group 1: (Strong Support) Time (10 minutes): Instructional Materials: Group 2: (Some Support) Time (10 minutes): Instructional Materials: Group 3: (Independent) Time (10 minutes): Instructional Materials:
Complete teacher-led analysis of student work. Help students classify different forms of verbs. Assist students in changing verb tense. (Use graphic organizers to help students categorize verbs into different forms and tenses.)
Small Group Lesson: Reading 20 minutes BEFORE READING 2-3 minutes DURING READING 5 minutes
Direct students to work with a partner to choose one piece of writing, their own or their partners, to identify verb forms and change verb tenses.
Direct students working independently to choose one piece of their own writing to identify verb forms and change verb tenses.
Teacher models/students rehearse fluent oral reading, using familiar text at students independent reading level.
Teacher observes, records, and prompts for strategic reading. Students read familiar text, using text at students independent reading level.
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PGCPS English 10 Reading/Language Arts Lesson Components Lesson Plan: Using Verbs
AFTER READING 2-3 minutes Independent/Self-selected Reading 10 minutes Closure (Whole Group) 5 minutes Discuss reading strategies used during reading/Record in Reading Log. Students read self-selected text at independent reading level.
Have students complete Revising: Correcting Verb Tense 1-3 (LN p. 137)
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Lesson Components
Lesson Plan: Using and Documenting Sources

2.3.3 Students will find and evaluate sources, make source cards and take notes in order to show a systematic process for recording, documenting, and organizing information. Use the chart below to list down some possible sources of information for a research paper on CLONING and ANIMATED FILMS. SOURCES OF INFORMATION FOR A RESEARCH ON: CLONING ANIMATED FILMS
Warm-up: 5 minutes
Have students share warm-up responses. Using the chart on Research Resources (LN, p.468), have them categorize their answers into primary or secondary sources. Draw out more examples that are not included in their list of sources. Discuss Evaluating sources (LN, p.468) to enrich understanding of the lesson. Introduce the process of recording relevant information in a source card by going over sample source cards with students. (Note: be sure that students have index cards for this particular activity.) Demonstrate where they would find each detail in a book, a magazine, an encyclopedia and online. If possible, bring students to the Library or the Media Center where sources are made available for them. Following the guidelines on making source cards (LN, p.469), have them write source cards on a topic of their own choice or on topics they can choose from a given list. Have them write notes on a material that pertains to their limited topic. Use the marginal notes on p.470 of LN to explain the lesson.
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Lesson Components
Lesson Plan: Using and Documenting Sources

Time (10 minutes): Instructional Materials: As a teacher-guided activity, have them paraphrase an essay from the Model Bank (pp.634-645, LN), using the model paragraph (p. 470, LN) as guide. ALSO: Engage students in peer correction by exchanging index cards with a partner to evaluate/give feedback on the written notes. Encourage students to go over their notes to prepare for revision. Ask selected students to read aloud sample models on pp.470-471 of LN to compare their work with the sample models.
Time (10 minutes): Instructional Materials: Ask students pairs to summarize an essay from the Model Bank (pp.634645, LN), using the model paragraph (p. 471, LN) as guide.
Time (10 minutes): Instructional Materials: Ask students working independently to paraphrase, then summarize an essay from the Model Bank (pp.634-645, LN) using the model paragraphs as guide.

20 minutes

5 minutes
Have students revise/improve their note cards based on peer review or evaluation.
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Lesson Plans: Julius Caesar Act I 1.1.2 The student will utilize during reading strategies (predicting, visualizing, connecting, questioning, clarifying, and evaluating) in order to recognize the significant events in Julius Caesar, Act I. Pg 541m (LOL) Students proofread the sentences from the transparency (GTC #22) and write them correctly. Whole-Class Mini-Lesson: Prepare students to read Julius Caesar by familiarizing the students with the characters names: 1. Distribute table (see attached). 2. Teacher/Students read through the names of the characters in the first act (Flavius, Commoners, Marullus, Caesar, Casca, Calpurnia, Antony, Brutus, Cassius, Cicero) 3. Fill in the middle column as a group. As students read, they will fill in the third column.
Before Reading:
Read and discuss Connect to Your Life and Build Background (pg. 689, LOL). Ensure that students understand that the play is a story about the hunger for power. Read the italicized text at the beginning of Scene 1 and determine the setting.
During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions
Students restate setting and central issue together.
No reminders necessary.
Remind students of the setting and central issue.

Teacher follows prompts in LOL TE, pp. 692711, (and InterActive Reader) to guide students as they read the scene. Teacher prompts students to fill in third column in attached chart.
Provide students with a copy of the reading strategies to refer to as they read. Students read together, using the InterActive Reader . Students work in pairs to fill in chart.
No prompting necessary. Students read the text, using the InterActive Reader, and fill in the chart independently.
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engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plans: Julius Caesar Act I

AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) Follow-up activity: AFTER: Teacher-led discussion of reading strategies used; comprehension check; guided critical reading (See After Reading activities.) AFTER: Students use after reading strategies on their own during independent reading.
ALSO:
Have students respond as a group to the following: 1. What are the two meanings of the word cobbler? 2. Why do the tribunes want to remove the banners and decorations from the statues? 3. What will happen based on the soothsayers warning and Caesars reaction to it? 4. In Scene Two, of what is Cassius trying to convince Brutus? 5. What examples of Caesars mortality are given by Cassius? 6. Why does Caesar refuse the crown? How are the weather and other unnatural occurrences interpreted? 7. List the unnatural occurrences. 8. From where does Cassuis say Caesars power comes? Share answers to questions. Choose volunteers to summarize the act.
Same assignment, in pairs.
Follow-up activity:
Same assignment, independently.
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PGCPS English 10 Reading/Language Arts 1.1.2 Julius Caesar, Act One, Reading Strategies Table
Name Antony Brutus Calpurnia Casca Cassius Cicero First Commoner Flavius Julius Caesar Marullus Second Commoner Soothsayer
Description
Role in Scene
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Lesson Plan Julius Caesar Act II 1.2.3 Students will analyze Shakespeares characterization of Julius Caesar in Act Two, scene 1 in order to describe Brutus internal conflict over plotting to kill Caesar. Briefly review characterization and conflict in the Glossary of Literary Terms (p. 1220 1222, LOL). In your own words, write a one sentence definition for each term. Whole-Class Mini-Lesson: Review characterization and internal conflict. Have a student volunteer to read the italicize summary of Act Two, scene 1 (LOL, p. 714). Discuss the implications of Brutus inability to sleep. Ask students how internal conflict is reflected here. Lead students in a reading of Act Two, scene 1, lines 1-34. Make mention of the side notes and give clarifications when necessary. Have students reference their Warm-Up definition of characterization and internal conflict. Use the definition to answer the following questions: 1) What method does Shakespeare use to characterize Brutus? Shakespeare reveals Brutus thoughts and emotions prior to betraying his friend. 2) What is Brutus internal conflict? Cite specific lines that reveal Brutus internal conflict. Brutus conflict is over being loyal to his friend versus looking out for the welfare of his country. 3) What perception do you feel Shakespeare intends for readers to have of Brutus after reading lines 1-34? Perhaps Shakespeare intends for readers to have some level of compassion for Brutus and not go see him as evil for betraying a friend. 4) How do you feel about Brutus justifications for killing Caesar? Answers will vary. 5) Should a person be foremost loyal to a friend or his/her country? Answers will vary Have students break into small groups to respond to the following BCR prompt: Write an explanation describing the internal conflict Brutus has with killing Caesar. Include discussion of Shakespeares intended effect through this characterization of Brutus. Use specific examples from the text.
Before Reading:
Warm-up 5 minutes
Have students read the italicize summary of Act Two, scene 1 (LOL, p. 714). Review characterization and conflict. Discuss how an authors characterization of a characters shape the readers perception of the characters actions. Ask students to discuss their feelings of Brutus betrayal of Caesar.
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Lesson Plan Julius Caesar Act II

Teacher will read summary with students and assist them in responding to the Before Reading task.
Students will work in pairs to read summary and respond to Before Writing task.
Students read summary independently and respond to Before Reading task.
Teacher will guide student reading using the prompting information in the margins (TE, LOL)
AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary engage in word study activity (e.g., making words, word sorts, word families, multi-syllabic words, etc.) Follow-up activity: o
Students will work in pairs, utilizing the notes in the margin of the play.
Students wil read independently.

ALSO:
Teacher will work directly with this group in structuring and writing the BCR. Teacher will model for students how to discuss Shakespeares intended effect.
Follow-up activity: o
Work in pairs to respond to BCR prompt. Engage in a peer edit immediately following.
Follow-up activity:
Individually write response to BCR prompt. Afterwards, help students in Some Support group with peer editing.
Selected students will share BCR responses. The teacher will give feedback and model for students how to improve their responses. The teacher will entertain any questions or concerns students may have regarding todays lesson.
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Lesson Plan: Julius Caesar, Act III, Scene 2

Resource Text pp., 747-757, Julius Caesar, Act III, Scene 2. 4.2.1 Students will analyze language in order to assess how rhetorical devices reveal an authors purpose. Class Discussion: Review plot events that led up to Caesars assassination. Ask students to respond to the following topic: How does Shakespeare use key characters to persuade the citizens of Rome to act? What examples from the text support your conclusion? Highlight the fact that Shakespeare uses the characters to deliver speeches and examine some of the persuasive language contained within them. Also, examine the audiences response to the speeches to determine the effectiveness of each speech. Whole-Class Mini-Lesson: Review the intentions of Brutus in giving his speech to the Roman Public. Ask students to predict the points he needs to raise in order to get the Roman people on his side and accept the death of Caesar for the good of Rome. Remind students that Brutus gives Antony permission to speak to the Roman public with the directive that he not say anything negative about the conspirators and that he speak after Brutus oration. Ask students what methods or techniques of language are effective as persuasive methods. Ask them to consider modern advertising techniques which employ repetition, parallelism and rhetorical questions (Refer to Literary Analysis: Rhetorical Devices on p. 750 in LOLTE). Use examples from Brutus speech to illustrate this: Hear me for my cause and be silent that you may hear. Believe methat you may believe and Who would be so base as to be a bondman? Ask students to find other examples of these persuasive techniques. In addition, review the rhythm of his speech which is written in plain prose rather than iambic pentameter ( / U which maintains a steady rhythm and ease in being heard and comprehension). Note this difference in the way Antony uses the rhythm in his speech. Use Handout 1 to identify and analyze these devices while the students take notes using Brutus speech in lines 12-49 on pp. 747-749. Before Reading: In reviewing the three basic persuasive methods used by Brutus, emphasize the lack of emotional content in Brutus speechthat it almost entirely based on patriotic reasons and lacks a human identifying element, such as friendship and loyalty. Ask students to note the beginning of each speech. Brutus: Romans, countrymen, and lovers compared with Antonys, Friends, Romans, Countrymen. Ask students to comment on the difference in address and the impact it has for each speaker and his purpose. Group 1: (Strong Support) Group 2: (Some Support) Group 3: (Independent) Time (20 min): Time (10-20 min.): Time (10-20 min.): Instructional Materials: Instructional Materials: Instructional Materials: BEFORE: Teacher-led BEFORE BEFORE The teacher will summarize the events of the In pairs, students will read the summary for Students will independently read the drama thus far and review the summary for the the entire scene on p. 747 in LOL. summary for the entire scene on p. entire scene on p. 747 in LOL with the group. 747 in LOL. The teacher will review difficult vocabulary with the group.

During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning)
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making and revising predictions making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan: Julius Caesar, Act III, Scene 2

DURING: Teacher-led The teacher will guide the group in locating examples of repetition, parallelism, and rhetorical questions in Antonys speech in lines 75-109 on p. 750 using a clean copy of Handout 1. The teacher will interact with the group to prompt as needed. AFTER: Teacher-led Task As a group, have students complete a Venn Diagram to compare/contrast the uses of repetition, parallelism and rhetorical questions in both speeches. On the back of the diagram, instruct the group to write a response to the following questions. How effective were the two speeches? What role did persuasive language play in their effectiveness? Teacher Role Review how the Venn Diagram is used and guide the students through formatting the diagram with the correct information. Interact with the group to ensure accuracy and comprehension. DURING: In pairs, students will locate examples of repetition, parallelism, and rhetorical questions in Antonys speech in lines 75109 on p. 750 using a clean copy of Handout 1. The teacher will monitor and provide guidance as needed. AFTER: Teacher-led Task In pairs, have partners complete a Venn Diagram to compare/contrast the uses of repetition, parallelism and rhetorical questions in both speeches. On the back of the diagram, instruct the partners to write a response to the following questions. How effective were the two speeches? What role did persuasive language play in their effectiveness? Teacher Role Monitor each pairs formatting of the Venn Diagram to ensure accurate information. Interact with each pair as needed to ensure comprehension. DURING: Students will independently locate examples of repetition, parallelism, and rhetorical questions Antonys speech in lines 75-109 on p. 750 using a clean copy of Handout 1. The teacher will monitor students and assist as needed. AFTER: Task Have students independently complete a Venn Diagram to compare/contrast the uses of repetition, parallelism and rhetorical questions in both speeches. On the back of the diagram, instruct the students to write a response to the following questions. How effective were the two speeches? What role did persuasive language play in their effectiveness? Teacher Role Monitor and provide direction as needed.
Literature Circles Students will perform teacher-outlined tasks in the areas indicated. Character Comparer Compare the character traits of Brutus and Antony. Language Locator Compare the type of language used by Brutus and Antony. Summary Setter Summarize what happens in this scene. Speech Structurer Imagine that Antony is the prosecuting attorney going before a judge to bring Caesars murders to justice. Write a short closing argument to persuade the judge to hear this case. Graphic Generator Draw a picture that communicates the most important event in this scene. Closing Discussion: What makes persuasion such a powerful tool?
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Lesson Plan: Julius Caesar-Act IV 1.2.5 Students will analyze the text in order to identify its implications for the reader or contemporary society. How does a hunger for power affect a leader and those around him? Whole-Class Mini-Lesson: Have students review what happened in the previous scenes of Julius Caesar. Remind them that the title character is already dead, and three prominent figures have emerged: Anthony, Brutus, and Cassuis Ask students how a hunger for power has affected J. Caesar and those around him particularly, Anthony, Brutus, and Cassius. Instruct the students to make a list of the prominent figures in the story Julius Caesar: Anthony, Brutus, and Cassius. As they read they are to jot down notes on how a hunger for power has affected all of these characters.
Before Reading:
Explain to students that Act Four establishes the falling action and shows the effects of the climax.
During Reading: Teacher encourages students to: use strategic behaviors as needed as they construct meaning for themselves through one or more of the following: making connections (text to self, text to text, text to world) summarizing self-questioning monitoring and clarifying (words and meaning) making and revising predictions making inferences visualizing evaluating read silently and independently After Reading: With appropriate teacher support, students: revisit text to examine and extend meaning: participate in group discussions engage in reciprocal teaching dialogue construct written responses related to the objective and reading purpose


Students will read act four out loud and the teacher will guide them by chunking. As they read they should be taking notes of how a hunger for power has affected the characters.
AFTER: Teacher-led (See After Reading activities. ) In addition, teacher may also have students: write with the teacher modeling: BCR, summary
Students will read with a partner. As they read they should be taking notes of how a hunger for power has affected the characters.
As they read they should be taking notes of how a hunger for power has affected the characters.
ALSO:
Teacher-led discussion of reading strategies
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Based on indicator from Curriculum Framework discuss use of reading strategies during reading (What did you try? What worked? etc.) clarify confusing words, meaning, and/or vocabulary summarize the text create/fill in graphic organizer
Lesson Plan: Julius Caesar-Act IV 1.2.5 Students will analyze the text in order to identify its implications for the reader or contemporary society. Assist students to summarize how each character from their list has been affected by a hunger for power (model the skill if needed). Real-world connection: Ask students to choose and discuss a famous person (not from Julius Caesar) who was affected by a hunger for power. Ask student pairs to summarize how each character from their list has been affected by a hunger for power. Direct students to share their summaries. Real-world connection: Ask students to choose and discuss a famous person (not from Julius Caesar) who was affected by a hunger for power.
used; comprehension check; guided critical reading (See After Reading activities.)
Direct students who are working independently to students summarize how each character from their list has been affected by a hunger for power. Real-world connection: Ask students to choose and list characteristics of a famous person (not from Julius Caesar) who was affected by a hunger for power.
Follow-up activity: Instruct students to choose one of the characters from the play on their hungerfor-power list. Direct students to compare this character to the well known person they chose to discuss. Give students a Venn diagram to complete their comparison.
Follow-up activity: Instruct students to choose one of the characters from the play on their hunger for power list. They will be instructed to compare this character to the well known person they chose to discuss. Students should be given a Venn diagram to complete their comparison. Have students write a paragraph about how a hunger for power can affect a leader and those around him. Use a character from J. Caesar or another well known person as an example. Follow-up activity: Instruct students to work with a partner to choose one of the characters from the play on their hunger-for-power list. Compare this character to the well known person they chose to discuss. Give students a Venn diagram to complete their comparison. What did todays lesson teach you about power and how it can affect people?
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Lesson Components
Lesson Plan Analyzing a Picture

1.1.4 Students will analyze a picture in order to complete a BCR. A picture is worth a thousand words What does this quote mean and how can it be applied to analyzing a picture?
Warm-up
5 minutes
Discuss the warm-up. Ask students how they feel when they see pictures of themselves as babies, ask about their favorite pictures. (pg. 1188 1189 LOL) Read and review Modifiers Complete Grammar Practice (pg. 1190, LOL)
Place The Persistent Sea (#19, CTC) on the overhead Create a list of details seen in the picture Respond to the following questions: 1. What is real in the picture? 2. What does not seem real in the picture? 3. What is the sea doing? 4. What is the house a symbol of? 5. What seems to be happening to the house? 6. What does the open door mean? 7. What emotions does the painting express? 8. Why does the artist call the sea persistent? Respond to the following BCR: The painting, The Persistent Sea, depicts a nightmare image of nature encroaching on mans domain. Using specific images from the picture, explain what is happening. Make reference to symbolism.
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Lesson Components
35 minutes
Lesson Plan Analyzing a Picture

Time (35 minutes):

Time (35 minutes): In pairs, students review answers and assist each other in constructing an opening sentence.
Time (35 minutes): Independently review answers and complete BCR.
Review answers to questions. Assist students in constructing an opening sentence.

BEFORE Writing 2-3 minutes DURING Writing 10 minutes AFTER Writing 10 minutes Reflection as a group 10 minutes
Small Group Lesson: Writing
Re-read BCR for clarity. Teacher will observe, circulate around the room and help students compose their BCRs. Students exchange papers and peer edit. Students prepare final copy.

5 minutes
Volunteers will read what they have written.
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Lesson Components
Lesson Plan: Sentence Structures Review

3.1.6 Students will identify and write different sentence structures in order to combine various sentence elements and link or contrast related ideas. Read the following passage from By the Waters of Babylon, a short story by Stephen Vincent Benet. Underline the sentences that have two or more combined ideas. Nevertheless, as I made the raft, the tears ran out of my eyes. The Forest People could have killed me without fight, if they had come upon me then, but they did not come. When the raft was made, I said the sayings for the dead and painted myself for death. My heart was cold as a frog and my knees like water, but the burning in my mind would not let me have peace. As I pushed the raft from the shore, I began my death song I had the right. It was a fine song.
Warm-up: 5 minutes
Review with students the terms used to identify different sentence types. Use the examples on p.896 of LOL TE, and/or pp.101-102 of LN. Students share warm-up responses and classify the sentences according to structures or types. Students answer the exercises on pp.80-81 of GUM Workbook. Review the model paragraph on p. 102 of LN to prepare them to revise paragraphs for sentence variety. Students answer Practice and Apply Exercise B (p.103, LN). Students respond to the following writing prompt: Write a one-paragraph description of a place, an event, or an object that has made an impression on you. Choose from any of the following topics: 1. a special place you liked to play as a child 2. a family pet with a distinct personality 3. a memorable sports event 4. a childhood object that has special meaning Group 1: (Strong Support)
Time (10 minutes): Instructional Materials: Teacher presents Use Visual Grammar Tiles, Lesson 27 and Sentence W (p. 382, LN) to show how to vary sentence structure. Teacher brainstorms with students to select
Time (10 minutes): Instructional Materials: In pairs, students revise the sample draft on p. 382 of LN. Students complete paragraphs and peer edit.
Time (10 minutes): Instructional Materials: Students complete p. 382 independently, then compose paragraph. Students peer edit.
ALSO:
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Lesson Components
Lesson Plan: Sentence Structures Review

topic and write opening sentence. Students peer edit.
ALSO:
ALSO:
Teacher reads the sample paragraph on p. 316 of LN indicating that the authors use of varied sentence structures makes the paragraph more imaginative and appealing. Teacher distributes copy of a passage from Ray Bradburys A Sound of Thunder. Students read silently and identify the different sentence structures used. Students share sentence structures found. Students complete passage independently.

20 minutes

5 minutes
Students answer Practice and Apply Exercise A (p. 103, LN).
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Lesson Components
Lesson Plans: Clauses Review 3.1.6--The student will compound various sentence elementssubjects, predicates, modifiers, phrases, and clausesto link or contrast related ideas. 3.1.7--The student will vary sentence typessimple, compound, complex, and compound/complexto sustain reader or listener interest. 3.1.8--The student will expand sentences by positioning phrases and clauses to accomplish a purpose.
How can you change a complex sentence into a compound/complex sentence?
Review clause mini-lessons (LN pp. 92-100) and sentence structure mini-lessons (LN pp. 101-102, 116-118). Model Mixed Review 1-3 (LN p. 110). Have students complete 4-15 for Mixed Review. Model Mixed Review 1-3 (LN p. 124). Have students complete 4-10 for Mixed Review.
Warm-up
5 minutes
Direct students to Persuasive Essay (LN p. 642). Ask students to read the essay and evaluate the argument. Have students write a one paragraph (5-7 sentences) response to the essay, agreeing or disagreeing with the writer. Students must support their position with details. Students will then revise each others work by combining sentences and adding ideas by using clauses. Each paragraph must include a compound sentence, a complex sentence, and a compound/complex sentence.


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Lesson Components
Lesson Plans: Clauses Review

Students exchange papers. Teacher will review with students how to use various conjunctions (LN p. 26-27) to combine sentences and add ideas. Teacher will also help students eliminate fragments and run-on sentences. Students will use this scaffolding to analyze and revise partner papers. With a partner, students will revise papers and use clauses to combine sentences and add ideas. Students will also eliminate fragments and run-on sentences. With a partner, students will revise papers and use clauses to combine sentences and add ideas. Students will also eliminate fragments and run-on sentences.

20 minutes

5 minutes
Ask students how different types of clauses can help add clarity and detail to their writing.
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Lesson Components
Lesson Plans: Sentence Combining

3.1.6 The student will compound various sentence elements subjects, predicates, modifiers, phrases, and clauses to link or contrast related ideas. Write Away Activity: Page 369 in Language Network What unusual or favorite item do you keep in your backpack or locker? Write a paragraph describing the item and why you keep it. Material Needed: Language Network and Language Network Teachers Edition Read Too Much Stuff (pg 369, LN) and discuss reasons for revising sentences. Review the information given in the text pp. 373375. Be sure to explain each item to the students and have them explain the information in their own words. Students try to come up with examples of their own. Refer to the teaching tips in the margins on pp. 374-375. Complete the Daily Test Preparation activity in the right margin on page 373. (Use p. DT44, DTPT) Complete the More Model Sentences activity in the left margin of page 374 Complete the More Model Sentences activity in the right margin of page 375.
Warm-up
5 minutes


Teacher models the first Practice question on page 376. Students complete the second question, teacher reviews it with them. Students complete the remainder of the questions as a group. Review as a class. ALSO: Teacher re-reads paragraph one Too Much Stuff (Pg.369, LN) Students reread Too Much Stuff.
In pairs, students complete the first practice question on page 376. Students compare answers, then, complete the remainder of the questions together. Review as a class.
Students complete the first practice question and check answer with teacher. Students complete the remainder of the questions independently. Review as a class.
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Lesson Components
Lesson Plans: Sentence Combining

Students list the steps for revising sentences. Students read Words for Disorder (pg 365, LN)

20 minutes

5 minutes
Students write three to five sentences describing some object in the room. Students exchange their sentences with a partner the partner combines the sentences. Review the combinations of volunteers as a class.
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Resource Packet
Resource Packet:
Parent Letter Folder Policy Think-Pair-Share Getting Into Groups Guide for Independent Reading Guided Reading Activity Plot Diagram Chart Reading Survey TPCASTT (for use with Poetry Unit only) Reciprocal Teaching Websites
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Student Name: responsibilities and the rules.
Please sign to show you have read the reading
Parent/Guardian Signature: _____________________________________________ Dear Parents and Guardians, I welcome your student to my English class. We will have a challenging year of interesting work. With your help I hope to improve the students reading level and develop skills for success which will help them to be successful in all areas. I need your support. Students will be asked to check out books of their own choice with your approval from the school and public library. Parents/Guardians will help students select books appropriate for high school. These books will be read in school daily and at home each night. At the high school level some students begin to read books in the adult section. These books may have mature themes and sexual content. Please take an active interest in what your student is reading. Parents/Guardians should observe his/her student reading every day for thirty minutes as a part of the regular homework. If the student is not reading a book each day for 30 minutes, the homework is NOT being done. Parents/Guardians please look at report cards and progress reports. Your interest will encourage your student to be successful in school and life. Finally, I have included our six class rules and will contact you if your student is violating any of them. 1. I will respect others. 2. I will not talk or make noise when the teacher or others are talking to the class. 3. I will stay in my seat. 4. I will come to class with necessary materials (books, pen, or pencil). 5. I will do my own work on tests and other individual assignments every day. 6. I will not bring food or drink to class. Sincerely, Teachers Name If you need to contact me, you may e-mail at [teachers PGCPS email address] or phone [school name] at [school phone.]
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FOLDER POLICY READING/ENGLISH LANGUAGE ARTS I. II. Maintain folders of all students' work in Reading/English Language Arts classes. Any teachers lacking folders should see their chairpersons/coordinators. Purpose of folders: Folders may be used as teaching tools to record students progress. Folders may be used as diagnostic tools to determine students' weaknesses and strengths. Folder contents will serve as a consistent record of the students' work and as a clarification for grades to students, parents, and administrators. Certain procedures should be followed for setting up and distributing folders: FOLDERS MUST BE MAINTAINED IN THE CLASSROOM AT ALL TIMES. Although students may take their papers home, they must return them to the folders which are to be kept in the teacher's possession. Parents may request to see folder contents. Folders should be arranged alphabetically by class period with each student's name and class period clearly visible. Filing of students' papers can be accomplished in several ways: Teachers may file or distribute folders for students to file papers. Students may file their own papers. Teacher-appointed student assistants may file class papers. IV. Folders should reflect continuing course content. Any paper contributing to a final grade should be kept in folders: All graded papers All writing assignments (e.g., compositions, prompt responses, brief constructed responses (BCRs), extended constructed responses (ECRs), etc.) Any papers the teacher considers important or representative of students' work If folders become too bulky, excess papers may be stored in boxes, cabinets, etc. One suggestion is to have students staple or paperclip papers in separate quarterly sections. A checklist similar to the teacher's gradebook or other type of checklist should be kept inside the front cover of the folder of the folder. V. It is the teacher's responsibility to maintain the folders throughout the semester/year for at least ten days after final grades are given to students.
III.
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THINK-PAIR-SHARE
What is it? A simple, effective cooperative learning structure developed by Dr. Frank Lyman (1977). What are the steps? Teacher presents question. THINK: Students are cued to think before anyone responds. PAIR: Students discuss their responses with a partner. SHARE: Teacher calls on students to share their responses with the whole group or class. Why use THINK-PAIR-SHARE? Allows wait-time that has been shown by research to increase quality of student responses. Makes students an ACTIVE PART of whole class mini-lessons, readalouds, and activities. Allows many more students to verbally share their answers. Gives students opportunities to rehearse their thoughts with a partner before answering in front of the whole class. Both high and low achieving students have been shown to benefit from this process. How do I introduce THINK-PAIR-SHARE? Assign each child a partner and have them sit together. Explain that before anyone raises his or her hand to respond to a question, they will follow 3 steps. These will let everyone have time to think and the opportunity to tell their answer. Teach your signal for each step. You may want to use a hand signal combined with or instead of a verbal cue for think, pair, and share. For example, a finger to the forehead could signal think. (Some teachers like to use a finger over lips, which cue students that they do not talk during this time.) Pair can be two crossed fingers, and share signal is given. You may want to make a poster with cures on it to reinforce the process. Practice using the signals and cues with simple questions. Praise students for remembering to use wait time, for sharing their ideas with their partners, and for listening well to their partners and to others. When do I use THINK-PAIR-SHARE? Often! When asking students open-ended comprehension questions during and after reading to them; When asking questions during any mini-lesson.
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Getting Into Groups 1. Inform students that part of the class session will be devoted to small group work. Group 1: Students will work in a small group. The group will read together and complete the activities together. Group 2: Students will work with a partner on the selection. They may read the selection together aloud, alternate the reading or they may read silently. After reading, they may complete the activities together as a pair. You may assign roles to each member in the group. One person can be the recorder and the other person can the manager. Group 3: Students will work independently on the selection. They will read silently and complete activities independently. 2. Divide students into the three groups based on reading levels and/or learning styles (use SRI scores or other diagnostic information). 3. Teacher should ensure that Groups 2 & 3 understand the assignment and the students understand their roles. Make sure students have started the task. 4. Teacher should then move to Group 1 and begin working with the students. The teacher should review the purpose for reading and any pre-reading activities. The students should begin reading the selection. This may be done with the audio CD, the teacher reading the selection or students reading the selection. The teacher should pause at appropriate intervals in order to check comprehension and complete Pause and Reflect activities in the Interactive Reader. 5. After 20 minutes, the teacher will leave Group 1 and move to Group 2. Students should pause in their reading and the teacher will check comprehension of the selection so far. The teacher will also answer any questions raised by the students. The teacher should stay with Group 2 for 10 minutes. 6. The teacher should move to Group 3 and check comprehension of the selection and answer questions of the students.
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GUIDE FOR INDEPENDENT READING A structured reading activity similar to the one that follows will guide students toward actively constructing meaning of texts and toward becoming independent readers. It will prepare them for reading the texts of the English High School Assessment. For this activity, three or more texts that are related in some way for example, by subject, author, theme, characters, tone or style should be selected. The texts should either be photocopied so that each student will have his or her own copies to annotate and highlight, or if photocopying is not an option, it may be necessary to provide the directions and graphic organizers to students and have them write their notes on other paper. Prior to using a reading activity, students should have received instruction regarding those elements to which they are expected to be attentive, such as how an author might develop a character in a story, how language creates tone and voice, or some other appropriate Core Learning Goal element. It may also be necessary to give directions to students that are initially very specific and then gradually make them more generic as students knowledge and confidence as readers grow. Other modifications to the following template will, of course, be necessary so that the directions and expectations are linked to the instruction the students have received. After students complete reading activity, they might also answer selected or brief constructed response assessment items to demonstrate further their understanding of the texts. All directions in the following template for a guided reading activity are written for the student.
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Guided Reading Activity

During todays class you will read three texts. You will be reading a _________________, a ___________________, and a __________________. You will have time to read and respond to these texts. You may make notes, underline, highlight, and annotate the texts. You may consult the dictionaries and thesauruses in the classroom if you need to. Answer the questions and follow the directions that appear before, alongside, and after the texts. These will guide you in using some reading strategies that help you construct meaning of the texts. As you read, you should think about any connections you see between and among the texts. Think about how the texts are alike and different. TEXT 1 Before you read the _________________ entitled _____________________, preview the text and then record any thoughts and questions you have about the text based on its title and any features you notice about the text. What predictions can you make about the text? Brainstorm what you know about _______________________. Text 1
Notes and thoughts as you read: Questions Confirmations of predictions Word definitions Key ideas Interesting language Anything else
After reading the text, record additional thoughts you have about the text. You may want to summarize or answer the questions you had before or during reading. You may need to look back at or reread the text to help you do so. 196
Text 2 Before you read the second text, a _____________________ entitled ___________________, preview the text and then record any thoughts or questions you have about the text based on its title and any other text features you immediately notice. What predictions can you make about the text, including its connection to the first text? Brainstorm what you know about _________________________. Text 2 Notes and thoughts as you read: Questions Confirmation of predictions Word definitions Key ideas Interesting language Anything else
Thoughts after reading: Do you see any connections between the two texts? You may want to compare them using this Venn diagram.
Text 1
Text 2
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Text 3 Before you read the third text, a _____________________ entitled _______________, use the same strategies you used before reading _________________ and ___________________. Record your thoughts here. Text 3 Notes and thoughts as you read:
Thoughts after reading:
Now answer the questions in the graphic organizer below. You may look back and reread the whole or part of each text to help you do so.
How are [text 1] and [text 2] alike? You may want to look at the ideas you wrote in the Venn diagram, your notes, and the texts. How are [text 2] and [text 3] alike? You may want to look at the ideas you wrote in the Venn diagram, your notes, and the texts.
Connections: Ideas about similarities and differences between and among the three texts.
If you could discuss any or all of these texts with another student or your teacher, what thoughts would you share? What questions would you ask?
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NAME_________________________ DATE _________________________
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READING SURVEY
Name:________________________ Directions: Answer each question to the best of your ability. You may circle more than one answer if it is true for you. 1. What was your all-time favorite book or story? ___________________________ 2. What was the last book you read?_______________________________________ 3. Did you read the book for fun or was it assigned? _________________________ 4. When do you like to read? (time of day)_________________________________ 5. What do you prefer to read? Books Magazines Newspapers Catalogs Articles Other
6. What topic or subject do you like to read about most?_______________________ 7. What kinds of books or stories do you enjoy? Adventure Romance Horror Science Fiction Mystery Biographies 8. Where do you prefer to read? School Home Your Room Other
9. In what type of environment do you prefer to read? Quiet Music On TV On Bright Lights Dim Lights Alone Group 10. Do you prefer to read aloud or silently? _________________________________ 11. Do you understand what you read? Always Sometimes Not Very Often Never 12. What do you do when you do not understand what you read? Read It Again Guess Skip It Quit Keep Trying to Read It 13. What would you most like to improve in your reading? (check all that apply) _____pronouncing words better _____reading faster _____comprehension _____keeping your place _____reading out loud _____reading silently 14. How would you grade yourself as a reader? A B C 15. Why did you give yourself that grade? 200 D E
Name:
Date:
Period
TPCASTT
Step 1: Title A. Write the title of the poem: B. Write a prediction of what the poem will be about:
Step 2: Paraphrase A. Read the poem silently. Then listen to the poem read aloud. B. Restate the literal (most straight forward meaning) of the poem in your own words. Try to have at least one sentence for each stanza (if the poem has stanzas). Try to capture all the literal ideas.
Step 3: Connotation A. Examine any and all poetic devices, focusing on how such devices contribute to the meaning, the effect, or both of the poem. B. First identify point of view in the poem: C. Next, reread the poem softly, looking for rhyming patterns. What is this rhyming pattern called? D. Look for words that are unusual, special, or seem important. What might these words mean in the poem?
E. Next, look for several example of figurative language:
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Step 4: Attitude (Tone) A. Reread the poem to look for diction, images, and details that suggest the speakers attitude. B. How does the poet feel about the topic of this poem? Which words in the poem signal these feelings?
C. What is the tone of this poem? (Refer to list of tone words.) Step 5: Shift A. Reread the poem and mark the places where the speakers feelings change. (Shifts may occur anywhere in the poem, but pay special attention to the conclusion. Also, watch for changes in line length, sound, diction, and punctuation.) B. Note any shifts below and briefly explain each.
Step 6: Title (Again) A. Reread your first explanation of the title. B. Explain the title again. Your explanation should reflect your understanding of the poem.
Step 7: Theme A. Identify the literal subjects of the poem: B. Identify the abstract subject of the poem: C. What is the poem saying about the subjects? D. Now, write the theme in a complete sentence.
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EXAMPLE OF RECIPROCAL TEACHING

The following bit of transcript taken from a reciprocal teaching lesson is provided to illustrate the reciprocal teaching procedure.
Student 1: Student 2: Student 3: Student 4: Student 1: Teacher: Student 3: Teacher: Student 1: Student 5: Student 3: Student 6: Teacher: Student 1: Teacher: My question, what does the aquanaut need when he goes under water? A watch. Flippers. A belt. Those are all good answers. Nice job I have a question too. Why does the aquanaut wear a belt? What is so special about it? Its a heavy belt and keeps him from floating up to the top again. Good for you. For my summary now. . . . This paragraph was about what the aquanauts need to take when they go under the water. And also about why they need those things. I think we need to clarify gear. Thats the special thing they need. Another word for gear in this story might be equipment, the equipment that makes it easier for the aquanauts to do their job. I dont think I have a prediction to make. Well, in the story they tell us that there are many strange and wonderful creatures that the aquanauts see as they do their work. My prediction is that they will describe some of these creatures. What are some of the strange creatures that you already know about that live in the ocean? Octopuses. Whales! Sharks! Lets listen and find out. Who will be our teacher?
Student 6: Student 3: Student 5: Teacher:
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The dialogue in Example 5.16 illustrates how a teacher and students can carry out reciprocal teaching by imbedding the steps of the strategy in a natural discussion. The text used as the reading sample is presented prior to the dialogue. Example 5.16 SELECTION AND RECIPROCAL TEACHING DIALOGUE Selection: Lighting Its Wonder and Danger When you see lightning, it has already missed you. When you hear thunder, dont worry! The show is over. Lightning moves about 30,000 times as fast as a bullet. If a big stroke were to hit you, youd never know it. Sound travels much slower than light. By the time you hear thunder, the lightning that caused it is over. Lightning is helpful as well as harmful. It is true that it kills about 400 people and injures 1,000 in the United States each year. Also, more that 7,000 forest fires are started by lightning each year. But without lightning we could not have any plant life. Source: Ira Wolfert, Lightning Its Wonder and Danger. In Readers Digest Reading Skill Building, Level 4, Part 3, p. 31. Pleasantville, NY: Readers Digest Services, Inc., Educational Division, 1960. Reciprocal Teaching Dialogue for Comprehension Monitoring Teacher: Today, we are going to read an article together and take turns being the discussion leader. I will go first, and then one of you will take a turn. The article we are going to read is called Lightning Its Wonder and Danger. What do you know about lightning? (The teacher leads students in a discussion about their knowledge of lightning and presents any background information that might be missing. The teacher presents any needed key vocabulary in written context.) Teacher: After we read each paragraph, we are going to talk about it and think about it together. Were going to do four things. First, well summarize what we have read. Well ask ourselves, What did you read? In summarizing, we only tell the most important things. Second, well ask ourselves if what we read was clear. If it wasnt, well reread it and talk about it. Third, well think of a question a teacher might ask about the paragraph. And, fourth, well make a prediction about what is likely to come next or later in the article. (It is a good idea for the teacher to have these four points on a chart in front of the students so that the students and teacher can refer to them as the activity is conducted. The teacher should not be concerned if the discussion is a bit awkward in the beginning. It will flow more smoothly with practice.) Teacher: Now, lets read the first paragraph silently. While you are reading, I will also be reading. (Students and teacher read the paragraph.)
Teacher: Lets talk about this paragraph. It states that when we see lightning, we should know it has missed us, and that the thunder tells us the show is over. (Note: This is the summarizing step.) I have noticed that lots of times during storms. Have you? Student: Yes. (One or two students relate experiences.) Teacher: The one sentence in the paragraph that wasnt really clear to me was the second one: When you hear thunder, dont worry! I had to reread it after I finished the paragraph because I needed to know what the last sentence said before I could really understand the third sentence. Are there any points in the paragraph that arent clear to you? (Note: This is the clarification step.) (The teacher allows students to respond and clears up any problems by rereading and discussing.) Teacher: If I were going to ask you a question about the paragraph, I might ask, In storms, how can you tell that you are safe from the lightning and thunder? How could you tell? (The students respond.) (Note: This is the questioning step.) Teacher: I think the next paragraph will probably tell us more about lightning. (Note: This is the prediction step.) Lets read it to ourselves to see if Im correct. (All read silently. Then, the teacher calls on a student.) Teacher: _____, I want you to talk about the paragraph we just read, like I did. Its your turn to be teacher. (The teacher prompts with questions as needed.) Techer: Look at the four steps on our chart. The first step is to tell about the paragraph. Student 1: Lightning moves faster than a bullet. (Student 1 pauses.) Teacher: What else did the paragraph tell? Tell us more about it. Student 1: Sound moves slower than light, and when you hear thunder, the lightning is over. Student 2: Lightning moves so fast, you would never it hit you. Teacher: Was everything in this paragraph clear to you? Student 2: What does it mean that sound travels slower than light? Student 1: The light is fast. You see the lightning first, but the thunder from the lightning doesnt get to your ears as fast as the flash of lightning gets your eyes. Teacher: Thats right. What question could I ask you about this? Student 1: How much faster that a bullet does lightning travel? (The teacher accepts any question given; the quality of the questions will improve with practice.) Teacher: What do you think the next paragraph will be about? Student 1: Its probably going to tell more things about lightning. Teacher: Lets read it to find out if thats right. As you read, think about using the four steps on our chart - summarize, clarify, question and predict. (The students and teacher now read the next paragraph silently, and the teacher takes the turn as leader. The teacher should try to keep the process in a natural dialogue. The teacher and students continue to take turns as leader until the selection has been completed. As the conclusion of each reciprocal teaching session, the teacher should remind students to think about the four steps and use them while they are reading at other times.
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Professional Websites:
PGCPS Websites: www.pgcps.org http://blackboard MSDE Websites: www.msde.state.md.us www.mdk12.org www.msp.msde.state.md.us National Websites: www.ncte.org www.collegeboard.com www.marcopolo-education.org/ www.c-span.org/classroom/ www.schoolnotes.com www.classzone.com www.mla.org National Council of Teachers of English College Board/SAT information Marco Polo Internet Content for the Classroom C-Span in the Classroom SchoolNotes McDougall Littell Resources Modern Language Association MSDE Home Page School Improvement in Maryland, MSPAP, H.S.A. Maryland School Performance Report Prince Georges County Home Page Blackboard Home Page
Note: For other web resources please go to: http://www.pgcps.org/teachers.html
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Evaluation of This Curriculum Framework Progress Guide
PGIN 7690-1507
This form is to be used by individual teachers to provide feedback to the curriculum framework progress guide currently being used. At the end of each unit taught or after teaching from the entire document, please complete the form and send it to Supervisor of Special Area Programs, Department of Curriculum and Instruction, 9201 East Hampton Drive, Capitol Heights, Maryland, 20743. Your input is necessary in order to assess what revisions must be made in the document. Thank you for helping to review and revise your curriculum so that it is meaningful to your teaching. ____________________________________ Name of Document ____________________________________ Instructional Level/Grade Level(s) /Publication Date 1. The training was (adequate, inadequate) for using this document. 2. Teachers could use further in-service on the following topics/areas: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ __________________________________________ 3. The errors/omissions noted in the document are on page(s): ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ __________________________________________ 4. The best written and most helpful sections or pages of this document are: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ __________________________________________ 5. Did the format of the guide make it easy to use? Yes_____ No_____ What changes would you like to see included? ________________________________________________________________________________________________________ ________________________________________________________________________________________________________ ______________________________________
6. Do the lessons contain realistic teaching time frames? Yes_____ No______ If no, what should be changed? ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ __________________________________________ 7. 8. 9. 10. 11. Are there sufficient teaching lessons/models/activities? Yes_____ No_____ Are sufficient available resources listed? Yes_____ No_____ Was the content appropriate for the level of teaching? Yes_____ No_____ Does the content adequately provide for Title IX (sex equality) guidelines? Yes_____ No_____ Does the content adequately provide for inclusion of information about multicultural and multiracial relationships? Yes_____ No_____ 12. The following suggestions would improve this document: ____________________________________________________________________________________________________________ ____________________________________________________________________________________________________________ __________________________________________ Name: (if desired)_____________________________ School: _____________________________________

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CURRICULUM FRAMEWORK PROGRESS GUIDE

Based on the MSDE English Core Learning Goals

Reading/English Language Arts

BOARD OF EDUCATION OF PRINCE GEORGES COUNTY, MARYLAND

PGCPS CALENDAR 2006-2007 Q1

12 Primary Election Day 19

25 Professional Development Day

August 2006 1 2 3 4 2 Yom Kippur 9 3 4

11 PIEP 18 Teachers off 25

14 Teachers return 21 Students return 28

20 MSTA Convention 27 Grading/ Planning day

Quarter 1 Benchmark Window 10/23-26

PGCPS CALENDAR 2006-2007 Q2

20 MSTA Convention 27 Grading/ Planning day

22 Winter Break 29 Winter Break

Quarter 1 Benchmark Window 12/18-21

November 2006 1 2 3 1 Winter Break 8 2 3

6 Parent/ Teacher Conferences 13

12 Grading/ Planning day

15 MLK, Jr. Day 22

PGCPS CALENDAR 2006-2007 Q3

12 Grading/ Planning day

15 MLK, Jr. Day 22

Quarter 3 Benchmark Window 3/20-27

Quarter 3 Benchmark Window

April 2007 5 6 Spring Break 13 Spring Break 20

PGCPS CALENDAR 2006-2007 Q4

8 END Q4 Last Day Students 15

11 Last Day Teachers 18

May 2007 1 2 3 4 Day Professional Development 11 2 3 4

Curriculum Framework Progress Guide

PGCPS English 10 Curriculum Framework Progress Guide

Quarter Class Sessions Q1

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q1

The Interlopers LOL pp. 8-13

Writing/Grammar Readers Notebook, Working Portfolio LOL pp. 4-5 [2.2.2]

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q1

Selections Learning the Language of Literature: Fiction LOL pp. 17-19

Academic vocabulary LOL p. 19 [1.1.2, 1.2.1]

Reading Handbook: Reading for Different Purposes LOL pp 1120-1121

Reading Handbook: Reading Different Genres LOL p. 1122

Reading a Short Story, Academic vocabulary LOL p. 1122 [1.1.1, 1.1.2]

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q1

Selections Harrison Bergeron LOL pp. 21-26 IAR pp. 2-11

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q1

Selections A Sound of Thunder LOL pp. 72-81 IAR pp. 34-49

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q1

Selections The Pedestrian LOL pp. 96-100

Grammar Quizzes and tests as needed on parts of speech [3.1.3]

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q1

By the Waters of Babylon (Optional)

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q1

Assessments Assessments in bold are required.

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q1

Selections The Son from America (Optional) LOL pp. 160-166

Grammar Quizzes and tests as needed on Sentence Parts [3.1.4]

Selections Marriage is a Private Affair LOL pp. 189-193

Selections No Witchcraft for Sale (Optional) LOL pp. 149-155

Selections Love Must Not Be Forgotten (Optional) LOL pp. 197-208

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q2

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q2

Selections Sonnet 18 and Sonnet 30 LOL pp. 234-235

PGCPS English 10 Curriculum Framework Progress Guide Quarter Class Sessions Q2

Selections Sweet Potato Pie LOL pp. 240-249