WA-Gr9 LessonPlans

LESSON PLANS
with Alternative Teaching Options

and Readability Guides
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Assistant Editor Gas [Detail], 1940. Edward Hopper.
Last of the Buffalo [Detail], 1889. Albert
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His Hammer in His Hand [Detail], from
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English Instructor
Denton High School
Denton, Texas
ISBN 0-8219-2673-X
© 2003 EMC Corporation
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10 9 8 7 6 5 4 3 2 1 XXX 03 04 05 06 07 08 09 10 11 12
Contents
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Forms for Student and Classroom Use

Free Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Seating Arrangements for Group Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Group Evaluation Guidesheets

Communicating in a Pair Group
Guidesheet 1A: Pair Group Self-Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Guidesheet 1B: Pair Group Peer Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Communicating in a Small Group
Guidesheet 2: Small Group Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Communicating in a Large Group
Guidesheet 3: Large Group Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Asking and Answering Questions
Guidesheet 4A: Asking Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix
Guidesheet 4B: Answering Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
Experiencing Literature Readability Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi
Lesson Plans with Alternative Teaching Options

Unit 1 The Folk Tradition
Unit 1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
“Echo and Narcissus” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
“The Story of Dædalus and Icarus” from the Metamorphoses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
“The White Snake” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
“The Prodigal Son” from the King James Bible. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
“Goha and the Pot” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
“The Fox and the Crow”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
“The Silver Pool” from The Tangle-Coated Horse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
“John Henry” from Mules and Men . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
“Steal Away” and “Go Down, Moses” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Guided Writing—Expressive/Informative Writing: Recording an Oral History. . . . . . . . . . . . . . . . . . . . . 20
Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Unit 2 Poetry
Unit 2 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
“The Bells” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
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“The Song of Wandering Aengus”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

“Local Sensibilities” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
“A Simile” and “Metaphor”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
“Boast Not, Proud English” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
“Birches” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
“Song” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
“The Creation” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
from the Odyssey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Guided Writing—Expressive/Informative Writing: Composing a Personal Essay . . . . . . . . . . . . . . . . . . 42
Unit 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Unit 3 Fiction
“The Monkey’s Paw” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
“To Build a Fire” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
“The Most Dangerous Game” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
“The Handsomest Drowned Man in the World”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
“The Good Deed” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
“Everyday Use” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
“The Devil and Daniel Webster” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
CONTENTS E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS iii

“Gwilan’s Harp” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
“The Gift of the Magi” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Guided Writing—Informative/Persuasive Writing: Writing a Comparison and Contrast Essay . . . . . . . . 64
Unit 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Unit 4 Drama
The Tragedy of Romeo and Juliet, Act 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Guided Writing—Imaginative Writing: Scripting a Contemporary Scene for a Play . . . . . . . . . . . . . . . . 78
Unit 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Unit 5 Nonfiction
from I Know Why the Caged Bird Sings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
“California Palms” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
from Black Elk Speaks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Speech to the Convention of the American Equal Rights Association, New York City, 1867 . . . . . . . . . 87
“I Have a Dream” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
“Thinking Like a Mountain” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
“The Obligation to Endure” from Silent Spring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
“An Encounter with an Interviewer” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Guided Writing—Persuasive Writing: Expressing an Informed Opinion . . . . . . . . . . . . . . . . . . . . . . . . . 97
Unit 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Unit 6 Informational and Visual Media

Documentary Photographs and “The Gudger House” from Let Us Now Praise Famous Men . . . . . . 100
“For the Future of Florida: Repair the Everglades!” from The Everglades Reporter. . . . . . . . . . . . . . . 102
“Ghost of Everest” from Newsweek . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
“Best Sky Sights of the Next Century” from The Old Farmer’s Almanac . . . . . . . . . . . . . . . . . . . . . . . 107
“Research Strategies for the Learning Highway” from The Learning Highway . . . . . . . . . . . . . . . . . . 109
Guided Writing—Informative Writing: Documenting a Step-by-Step Process . . . . . . . . . . . . . . . . . . . 111
Unit 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Unit 7 The Search for Self

Unit 7 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
“I’m Nobody! Who are you?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
“Mirror” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
“A Story That Could Be True” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
“Nikki-Rosa” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
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“Hanging Fire” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
“The Man to Send Rain Clouds” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
“An Ethnic Trump” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
“Who Am I This Time?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Guided Writing—Expressive/Narrative Writing: Reflecting on an Autobiographical Incident. . . . . . . . 130
Unit 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Unit 8 What is Talent?

“It’s Not Talent; It’s Just Work” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
“Geraldine Moore the Poet” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
from The Man Who Listens to Horses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
“Becoming a Composer” from The Music of Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
“Where Stars Are Born” from Sports Illustrated. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
“Gary Keillor” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
“Straw into Gold: The Metamorphosis of the Everyday” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Guided Writing—Informative Writing: The Research (or I-Search) Paper. . . . . . . . . . . . . . . . . . . . . . . 147
Unit 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
iv CONTENTS E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Unit 9 Relationships
“Being in Love” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
“Catch the Moon”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
“If You Forget Me” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
“The Interlopers” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
from To Kill a Mockingbird . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
“Thank You, M’am”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Guided Writing—Persuasive Writing: Evaluating Communication Styles . . . . . . . . . . . . . . . . . . . . . . . 162
Unit 9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Unit 10 Courage and Perseverance

Unit 10 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
“Courage” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
“The Leap” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
“The Scarlet Ibis” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
“Through the Tunnel” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
“miss rosie” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
“The Courage That My Mother Had” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Guided Writing—Imaginative Writing: Developing a Character Sketch . . . . . . . . . . . . . . . . . . . . . . . . 177
Unit 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Unit 11 Journeys
“A Journey” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
“Otherwise” and “The Old Life” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
from Great Plains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
from Mississippi Solo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
“How Did I Get Here?”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Guided Writing—Narrative Writing: Chronicling a Journey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Unit 11 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Unit 12 Visions of the Future

“There Will Come Soft Rains” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
“Nightmare Number Three” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
“The Test”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
“History Lesson” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
“The Feeling of Power” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
“The Monsters Are Due on Maple Street” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Guided Writing—Informative Writing: Creating a Multimedia Presentation. . . . . . . . . . . . . . . . . . . . . . 207
Unit 12 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
© EMC Corporation
CONTENTS E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS v

Lesson Plans with Alternative Teaching Options
and Readability Guides
Overview
This comprehensive Literacy Resource binder makes the quality literature in The EMC Masterpiece
Series, Literature and the Language Arts accessible to all students via two resources:
• Lesson Plans with Alternative Teaching Options and Readability Guides
• Reading Strategies Resource
The Lesson Plans with Alternative Teaching Options and Readability Guides serves as a road map to
the entire Literature and the Language Arts program. It lists all of the components necessary for teaching
each lesson and offers options that help teachers meet their students’ needs. This integrated approach to
teaching language arts makes it easy for teachers to incorporate reading, writing, speaking, vocabulary,
and grammar into each lesson. In addition, these lesson plans can be adapted to fit individual curricula,
student needs, and schedules.
The Reading Strategies Resource provides a framework for the direct teaching of eight reading
strategies essential to the success of middle school and high school readers. This program shows
teachers how to integrate these strategies into their instruction by including Reading Strategy Mini-
Lessons. These Mini-Lessons allow teachers and students to practice and use one reading strategy with
every literature selection in the program; standardized test practice is included in each Mini-Lesson.
Teaching Notes provide comprehensive guidance in teaching the reading strategies, as well as examples
of think-aloud discussions and assessment ideas for evaluating students’ use of the strategies.
Lesson Plan Features
Lesson plans for each literature selection include:
Reading Level
Difficulty Considerations
Ease Factors
Synopsis
Goals and Objectives
Before-Reading, During-Reading, and After-Reading Activities
Ideas for Reading Strategy Practice
Alternative Teaching Options for:
Developing readers
English language learners
Students needing additional motivation
Students with special needs
Students in gifted or enrichment programs
Flexible group work
© EMC Corporation
Homework suggestions
Cross-curricular activities
Additional discussion, writing, and research activities
Lesson plans are also included for each guided writing lesson, unit opener, and unit review. These
detailed lesson plans allow teachers to organize their classes and create daily routines. Before-Reading
activities such as Daily Oral Language (in grades 6–9), Reader’s Journal, and vocabulary lessons can
serve as classroom openers. After-Reading activities such as Writer’s Journal, Selection Check Tests, and
free reading time can serve as classroom closers. Teachers can use the Alternative Teaching Options to
select grouping, homework, research, reading, writing, discussion, motivation, and extra-support
opportunities.
The Lesson Plans book also features Readability Guides that list the reading level of each selection. Each
selection is rated as easy, moderate, or challenging, based on readability scales, author’s style, subject
matter, vocabulary, syntax, and selection length. Specific factors that affect the difficulty and ease of
reading each selection are listed. Selections rated as easy can be read by students without additional
OVERVIEW E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS vii

support from the textbook or the teacher. Selections rated as moderate can be read by students if they
have support from the textbook and the teacher. Selections rated challenging will be difficult even with
assistance from the teacher and the text.
The overall reading level of each Literature and the Language Arts textbook falls into the moderate range,
although we also include easy and challenging selections for each grade level. Readability charts at the
beginning of the Lesson Plans summarize reading level information for all of the selections in an entire
grade level. Our goal is to make all selections at each grade level accessible to all students—regardless
of students’ reading level, background knowledge, or motivation—by providing the essential support
teachers need in order to reach this goal.
Finally, the Lesson Plans book also includes forms for teachers to use throughout the year. They include a
Free Reading Log, several Group Evaluation guidesheets, and examples of seating arrangements for
different group activities. These are provided as an additional resource to help guarantee a successful
year as you use The EMC Masterpiece Series, Literature and the Language Arts textbook program.
© EMC Corporation
viii OVERVIEW E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Forms for Student
and Classroom Use
Name ___________________________________________Class __________________Date __________________
Free Reading Log

Week of _____________________________________________
DATE TITLE AUTHOR PAGES READ SUMMARY/REACTIONS

FROM TO
© EMC Corporation
Total number of pages read this week ______________
Genres read this week: (circle)
Fiction Nonfiction Poetry Drama Informational or Visual Media
READING LOG E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xi

Seating Arrangements for Group Activities
Pair Groups Small Groups
LARGE GROUPS
Fish Bowl Rows Facing Forward, Aisles Between

(Least Distracting Seating Arrangement)
© EMC Corporation
xii S E AT I N G E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Group Evaluation
Guidesheets
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1A

Communicating with another person is a two-way street: it involves both listening carefully and
speaking clearly. Being an effective communicator when interacting with another person includes
• making eye contact and maintaining a relaxed posture
• providing feedback as you listen
• not interrupting
• rephrasing what the speaker says to show you understand
• controlling your emotions
• distinguishing between facts and opinions
Evaluating Pair Group Communication—Self-Evaluation

Use the scales on this page to analyze and rate yourself on the items below. Place a check mark at
the point on the scale that you feel corresponds to your number for each item. Then give yourself an
overall score for how well you communicated and write a short evaluation. Suggest ways that you
could improve your communication skills.
My evaluation of myself:
I made eye contact and maintained a relaxed posture.
_____________________________________________________________________________________________________
4 3 2 1 0
I provided feedback as I listened.

_____________________________________________________________________________________________________
4 3 2 1 0
I did not interrupt.

_____________________________________________________________________________________________________
4 3 2 1 0
I rephrased what my partner said to show that I understood.

_____________________________________________________________________________________________________
4 3 2 1 0
© EMC Corporation
I controlled my emotions.
_____________________________________________________________________________________________________
4 3 2 1 0
I backed up facts with details from the text and gave my opinions.
_____________________________________________________________________________________________________
4 3 2 1 0
Overall score_________________
Suggestions for improvement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xv

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1B

Communicating with another person is a two-way street: it involves both listening carefully and
speaking clearly. Being an effective communicator when interacting with another person includes
• making eye contact and maintaining a relaxed posture
• providing feedback as you listen
• not interrupting
• rephrasing what the speaker says to show you understand
• controlling your emotions
• distinguishing between facts and opinions
Evaluating Pair Group Communication—Peer Evaluation

Use the scales on this page to analyze and rate your partner on the items below. Place a check
mark at the point on the scale that you feel corresponds to your partner’s number for each item.
Then give your partner an overall score for how well your partner communicated and write a short
evaluation. Suggest ways that your partner could improve his or her communication skills.
My evaluation of my partner:
My partner made eye contact and maintained a relaxed posture.
_____________________________________________________________________________________________________
4 3 2 1 0
My partner provided feedback as he/she listened.

_____________________________________________________________________________________________________
4 3 2 1 0
My partner did not interrupt.

_____________________________________________________________________________________________________
4 3 2 1 0
My partner rephrased what I said to show that she/he understood.

_____________________________________________________________________________________________________
4 3 2 1 0
© EMC Corporation
My partner controlled his/her emotions.
_____________________________________________________________________________________________________
4 3 2 1 0
My partner backed up facts with details from the text and gave her/his opinions.
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xvi GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 2

Communicating in a Small Group
Communicating in a small group requires all the elements of effective communication between two
people. But when you’re working with a small group, it’s also necessary to observe some other
guidelines. These include:
• respecting group norms, or rules that govern behavior for group members
• understanding group roles (possible group roles: reader, time keeper, recorder, summarizer,
foreperson)
• taking turns
• helping to create a positive climate
• establishing group goals
Evaluating Small Group Communication

Use the scales on this page to analyze and rate your group on the items below. Place a check mark at
the point on the scale that you feel corresponds to your group’s number for each item. Then give your
group an overall score for how well it communicates and write a short evaluation. Suggest ways your
group could improve its communication.
Group members understand and respect group norms.
_____________________________________________________________________________________________________
4 3 2 1 0
Group members understand group roles.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members take turns participating.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members help to create a positive climate.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members work together to establish group goals.

© EMC Corporation
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xvii

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 3

Communicating in a Large Group
Large groups require many of the same skills you use in a small group. However, large groups also
require special communication skills. Some of these skills are:
• sharing group roles so everyone can participate
• focusing on key relationships and finding key people to lead the group
• emphasizing group identity and setting reachable goals
• standing up when speaking
• avoiding “groupthink,” the pressure to conform
• taking responsibility and helping each other finish tasks
Evaluating Large Group Communication

Use the scales on this page to analyze and rate your group on items below. Place a check mark at the
point on the scale that you feel corresponds to your group’s number for each item. Then give your
group an overall score for how well members communicated with each other and write a short
evaluation. Suggest ways that your group could improve its communication skills.
Group members shared roles so everyone could participate.
_____________________________________________________________________________________________________
4 3 2 1 0
Group members focused on key relationships and key people who could lead our group.
_____________________________________________________________________________________________________
4 3 2 1 0
Group members emphasized a group identity and set reachable goals.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members stood up when making presentations.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members stated their opinions and were not pressured to conform.
© EMC Corporation
_____________________________________________________________________________________________________
4 3 2 1 0
Group members took responsibility for completing the assignment and helped each other finish tasks.
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xviii GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 4A

Asking Questions
Knowing the most effective ways to ask and answer questions in a group can help you become a
great communicator. Here are some guidelines to remember when asking questions.
• Wait to be recognized.
• Make your questions short, clear, and direct.
• Don’t debate or argue with the speaker.
• Don’t take too much of others’ time.
• Don’t give a speech yourself.
Evaluating Questioning Skills

Use the scales on this page to analyze and rate your abilities for the items below. Place a check mark
at the point on the scale that you feel corresponds to your number for each item. Then give yourself an
overall score for how well you asked questions, and write a short evaluation of your abilities,
suggesting ways you could improve your communication skills.
My evaluation of how well I asked questions:

I waited to be recognized.
_____________________________________________________________________________________________________
4 3 2 1 0
I asked short, clear, and direct questions.

_____________________________________________________________________________________________________
4 3 2 1 0
I did not debate or argue with the speaker.

_____________________________________________________________________________________________________
4 3 2 1 0
I did not take too much time asking questions.

_____________________________________________________________________________________________________
4 3 2 1 0
I did not give a speech when I asked a question.

© EMC Corporation
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xix

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 4B

Answering Questions
Here are some guidelines to remember when answering questions.
• Be prepared for a question-and-answer period.
• Be patient.
• Make your answers clear, short, and direct.
• Rephrase difficult questions.
• Be courteous.
• Try to handle difficult members of the audience gracefully.
Evaluating Answering Skills

Use the scales on this page to analyze and rate your abilities on the items below. Place a check mark
at the point on the scale that you feel corresponds to your number for each item. Then give yourself an
overall score for how well you answered questions, and write a short evaluation of your abilities,
suggesting ways you could improve your communication skills.
My evaluation of how well I answered questions:

I was prepared for a question-and-answer period.
_____________________________________________________________________________________________________
4 3 2 1 0
I was patient.
_____________________________________________________________________________________________________
4 3 2 1 0
I gave clear, short, and direct answers.

_____________________________________________________________________________________________________
4 3 2 1 0
I rephrased difficult questions.

_____________________________________________________________________________________________________
4 3 2 1 0
I was courteous.
© EMC Corporation
_____________________________________________________________________________________________________
4 3 2 1 0
I handled difficult members of the audience gracefully.

_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xx GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Experiencing Literature
Readability Guide
Experiencing Literature Readability Guide
SELECTION READING LEVEL DIFFICULTY CONSIDERATIONS EASE FACTORSNIT 1
PART ONE
GENRES IN LITERATURE
UNIT 1
The Folk Tradition
Elements of the Folk
Tradition
Myth Moderate Vocabulary; unrealistic events Selection length
retold by Walker Brents
“Echo and Narcissus”
Myth Moderate Vocabulary; unrealistic events; Selection length
Ovid, translated by Rolfe poetic sentence structure
Humphries
“The Story of Dædalus and
Icarus” from the
Metamorphoses
Fairy Tale Moderate Vocabulary; unrealistic events Fairy tale conventions;
Jacob and Wilhelm selection length
Grimm, translated by
Lucy Crane
“The White Snake”
Parable Moderate Syntax; vocabulary Short sentences; selection
from The King James length
Bible
“The Prodigal Son”
Folk Tale Easy Cultural context Subject matter; style
retold by Mahmoud
Ibrahim Mostafa
“Goha and the Pot”
Fable Easy Unrealistic events Selection length
Æsop
“The Fox and the Crow”
Fable Challenging Style and syntax; vocabulary; Use of dialogue
Ella Young subject matter
“The Silver Pool” from The
Tangle-Coated Horse, and
Other Tales from the Fionn
Saga
Folk Song Easy Use of dialect; historical context Vocabulary; selection length
© EMC Corporation
retold by Zora Neale
Hurston
“John Henry,” from Mules
and Men
Related Reading Moderate Sentence length; nonfiction Selection length
Linda Wheeler format
“White House mystery may
be solved” from The
Washington Post
(newspaper article)
Spiritual Easy Biblical allusions; double Style; vocabulary; selection
Anonymous meaning length
“Steal Away”
Spiritual Easy Biblical allusions; double Style; vocabulary; selection
Anonymous meaning length
“Go Down, Moses”
Language Arts in Action: Moderate Nonfiction format Selection length
National Storytelling Youth
Olympics
xxii READABILITY GUIDE E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Experiencing Literature Readability Guide (continued)
UNIT 2
Poetry
Elements of Poetry
Lyric Poetry Challenging Vocabulary; poetic conventions; Subject matter
Edgar Allan Poe poetic syntax
“The Bells”
Lyric Poetry Moderate Poetic conventions; use of Vocabulary; selection length
W. B. Yeats allegory
“The Song of Wandering
Aengus”
Lyric Poetry Moderate Historical references; cultural First-person point of view;
Wing Tek Lum references selection length
“Local Sensibilities”
Lyric Poetry Easy Figurative language Vocabulary; subject matter;
N. Scott Momaday selection length
“A Simile”
Lyric Poetry Easy Figurative language Vocabulary; subject matter;
Eve Merriam selection length
“Metaphor”
Lyric Poetry Moderate Subject matter; archaic language Selection length
Roger Williams
“Boast Not, Proud English”
Lyric Poetry Moderate Poetic language Tone; selection length
Robert Frost
“Birches”
Narrative Poetry Moderate Subject matter Selection length
Gabriela Mistral
“Song”
Narrative Poetry Easy Punctuation Storytelling style; vocabulary
James Weldon Johnson
“The Creation”
Epic Poetry Challenging Poetic style; vocabulary; selection Exciting plot
Homer, translated by length
Robert Fitzgerald
from the Odyssey
Related Reading Moderate Nonfiction format; literary Subject matter
Laurel Miranda references
“Exploring the Greece of
© EMC Corporation
Odysseus”
Language Arts in Action: Moderate Nonfiction format; vocabulary Selection length
Cowboy Poetry Gatherings
Help Preserve Western
Traditions
UNIT 3
Fiction
Elements of Fiction
Setting Moderate Style; vocabulary; supernatural Few characters; dialogue
W. W. Jacobs events
“The Monkey’s Paw”
Setting Moderate Subject matter; style; selection Suspense
Jack London length
“To Build a Fire”
READABILITY GUIDE E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xxiii

Related Reading Moderate Long sentences; nonfiction format Selection length
Melissa Burdick Harmon
“A Short Life, Intensely
Lived: The Adventures of
Jack London”
from Biography (magazine
article)
Insights: Evaluating Author Moderate Nonfiction format Selection length; subject
Websites matter
Plot Moderate Selection length; vocabulary Few characters; short
Richard Connell sentences
“The Most Dangerous
Game”
Point of View Moderate Unrealistic events; subject matter; Selection length
Gabriel García Márquez long sentences
“The Handsomest Drowned
Man in the World”
Point of View Moderate Chinese cultural references; Dialogue; style
Pearl S. Buck selection length
“The Good Deed”
Character Moderate First-person point of view; style Dialogue
Alice Walker
“Everyday Use”
Character Challenging Exaggerated, unrealistic events; Few characters
Stephen Vincent Benét dialect; vocabulary
“The Devil and Daniel
Webster”
Theme Moderate Unusual names; style; vocabulary Selection length
Ursula K. Le Guin
“Gwilan’s Harp”
Theme Moderate Old-fashioned language; style; Simple story line; selection
O. Henry vocabulary length
“The Gift of the Magi”
Mentor Connection
UNIT 4
Drama
Elements of Drama
© EMC Corporation
Play Challenging Setting; archaic language; poetic Familiar plot
William Shakespeare style
The Tragedy of Romeo and
Juliet
Insights: Romeo and Juliet Moderate Nonfiction format; vocabulary List format
over the Centuries
The 52nd Street Project
UNIT 5
Nonfiction
Elements of Nonfiction
Narrative Autobiography Moderate Dialect; vocabulary Simple story line
Maya Angelou
from I Know Why the
Caged Bird Sings
Narrative Autobiography Moderate Vietnamese cultural references; Informal voice
lê thi diem thúy vocabulary
“California Palms”
xxiv READABILITY GUIDE E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Speech Moderate Subject matter; historical and Vocabulary; simple
Black Elk and John G. cultural context; style sentences
Neihardt
from Black Elk Speaks
Persuasive Speech Moderate Historical context Folksy tone
Sojourner Truth
Speech to the Convention
of the American Equal
Rights Association, New
York City, 1867
Persuasive Speech Moderate Historical references Familiar ideas; style
Martin Luther King, Jr.
“I Have a Dream”
Related Reading Easy Historical context Selection length
Gwendolyn Brooks
“Martin Luther King, Jr.”
(poem)
Informative/Persuasive Moderate Style; vocabulary; nature Selection length
Essay references
Aldo Leopold
“Thinking Like a Mountain”
Informative/Persuasive Challenging Sentence length; vocabulary Subject matter
Essay
Rachel Carson
“The Obligation to Endure”
from Silent Spring
Expressive/Imaginative Moderate Use of satire; vocabulary Dialogue
Humor
Mark Twain
“An Encounter with an
Interviewer”
UNIT 6
Informational and Visual
Media
Elements of Informational
and Visual Media
James Agee Challenging Long sentences; figurative Subject matter
Documentary Photographs language; vocabulary
and “The Gudger House”
© EMC Corporation
from Let Us Now Praise

Famous Men (nonfiction)
Joette Lorion Moderate Style; subject matter Selection length
“For the Future of Florida:
Repair the Everglades!”
from The Everglades
Reporter (newsletter
article)
Related Reading Challenging Style; vocabulary; nature Selection length
Marjory Stoneman references
Douglas
“The Grass” from The
Everglades: River of Grass
(nonfiction)
Jerry Adler Moderate Vocabulary; subject matter Short sentences; selection
“Ghost of Everest” from length
Newsweek (magazine
article)
READABILITY GUIDE E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xxv

Related Reading Moderate Long sentences; nonfiction format Selection length
MountainZone.Com
“Everest ’99 Cybercast
Statement from George
Mallory’s Daughter”
Bob Berman Moderate Long sentences; nonfiction Engaging style
“Best Sky Sights of the format; science vocabulary
Next Century”
from The Old Farmer’s
Almanac (almanac article)
Trevor Owen and Ron Moderate Nonfiction format; Internet Use of headings,
Ownston references subheadings, and graphics
“Research Strategies for
the Learning Highway”
from The Learning Highway
(technical writing)
PART TWO
Themes in Literature
UNIT 7
The Search for Self
Emily Dickinson Easy Figurative language Subject matter; vocabulary
“I’m Nobody! Who are
you?” (poem)
Sylvia Plath Moderate Ambiguous speaker; figurative Selection length
“Mirror” (poem) language
William Stafford Easy Unlikely events Vocabulary
“A Story That Could Be
True” (poem)
Nikki Giovanni Moderate Cultural context; poetic style Vocabulary
“Nikki-Rosa” (poem)
Audre Lorde Easy Poetic style Vocabulary; familiar ideas
“Hanging Fire” (poem)
Leslie Marmon Silko Moderate Subject matter; cultural context Short sentences
“The Man to Send Rain
Clouds” (short story)
Gish Jen Easy Subject matter; vocabulary Selection length; use of
“An Ethnic Trump” (nonfiction) anecdotes
© EMC Corporation
Kurt Vonnegut, Jr. Moderate Use of allusions; point of view; Vocabulary; short sentences
“Who Am I This Time?” selection length
(short story)
UNIT 8
What is Talent?
Annie Dillard Moderate Vocabulary; philosophical ideas Selection length
“It’s Not Talent; It’s Just
Work” (nonfiction)
Toni Cade Bambara Easy Unlikely events Vivid characters
“Geraldine Moore the Poet”
(short story)
Monty Roberts Moderate Technical terms; sequence of Short sentences; accessible
from The Man Who Listens events style
to Horses (nonfiction)
Lindsley Cameron Moderate Musical vocabulary; nonfiction Narrative style
“Becoming a Composer” format; subject matter
from The Music of Light
(nonfiction)
xxvi READABILITY GUIDE E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Michael Farber Moderate Long sentences; nonfiction Engaging style; selection
“Where Stars Are Born” format; vocabulary length
from Sports Illustrated
(magazine article)
Related Reading Moderate Sentence length; nonfiction format Selection length
“Spanning the Decades:
Puerto Rico Honors Sosa,
Who Pays Tribute to
Clemente” (online news
article)
Related Reading Easy Baseball terminology; vocabulary Narrative style
Ernest Lawrence Thayer
“Casey at the Bat” (poem)
Garrison Keillor Moderate Use of irony Familiar setting; style
“Gary Keillor” (short story)
Sandra Cisneros Moderate Spanish terms; geographical Vocabulary
“Straw into Gold: The references; style
Metamorphosis of the
Everyday” (nonfiction)
UNIT 9
Relationships
Marvin Bell Moderate Inverted sentences; tone Selection length; vocabulary
“Being in Love” (poem)
Judith Ortiz Cofer Moderate Spanish expressions Short sentences
“Catch the Moon” (short
story)
Pablo Neruda Moderate Poetic style; figurative language Vocabulary
“If You Forget Me” (poem)
Related Reading Moderate Mature ideas; film terminology Vocabulary; selection length
Roger Ebert
‘Il Postino’ (film review)
Saki Moderate Style; vocabulary Selection length
“The Interlopers” (short
story)
Related Reading Moderate Poetic style; figurative language Selection length; vocabulary
William Blake
“A Poison Tree” (poem)
© EMC Corporation
Harper Lee Moderate Vocabulary First-person point of view

from To Kill a Mockingbird
(novel excerpt)
Langston Hughes Easy Unexpected events Dialogue; few characters
“Thank You, M’am” (short
story)
UNIT 10
Courage and Perseverance
Anne Sexton Moderate Figurative language Vocabulary
“Courage” (poem)
Louise Erdrich Moderate Time shifts; style; vocabulary Short sentences
“The Leap” (short story)
Related Reading Moderate References to proverbs Selection length
Nikki Giovanni
“Her Flying Trapeze”
(poem)
READABILITY GUIDE E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xxvii

James Hurst Challenging Figurative language; vocabulary; Few characters
“The Scarlet Ibis” (short selection length
story)
Doris Lessing Moderate Style Few characters; short
“Through the Tunnel” (short sentences
story)
Related Reading Moderate Vocabulary; sentence structure; Short words; selection length
Margaret Atwood poetic style
“Death of a Young Son by
Drowning” (poem)
Lucille Clifton Easy Tone; style Vocabulary; selection length
“miss rosie” (poem)
Edna St. Vincent Millay Moderate Poetic style; figurative language First-person point of view;
“The Courage That My selection length
Mother Had” (poem)
Related Reading Easy Poetic technique Short sentences; vocabulary
Gordon Parks
“The Funeral” (poem)
UNIT 11
Journeys
Edith Wharton Moderate Vocabulary; subject matter; Style
“A Journey” (short story) sentence structure
Related Reading Moderate Subject matter; figurative language Selection length
Mary Oliver
“The Journey” (poem)
Jane Kenyon Easy Poetic line breaks Subject matter
“Otherwise” (poem)
Donald Hall Challenging Poetic line breaks; vocabulary Subject matter
“The Old Life” (poem)
Ian Frazier Moderate Style; subject matter Vocabulary; selection length
from Great Plains
(nonfiction)
Eddy L. Harris Moderate Subject matter Narrative style; short
from Mississippi Solo sentences
(nonfiction)
Sybil Carlin Easy Subject matter; adult perspective Vocabulary; selection length
© EMC Corporation
“How Did I Get Here?”
(short story)
Related Reading Easy Subject matter Selection length; vocabulary
Raymond Carver
“Late Fragment” (poem)
UNIT 12
Visions of the Future
Ray Bradbury Moderate Vocabulary; science fiction Selection length; setting
“There Will Come Soft elements
Rains” (short story)
Stephen Vincent Benét Moderate Vocabulary; subject matter First-person point of view;
“Nightmare Number Three” selection length
(poem)
Related Reading Moderate Style; unlikely events Vocabulary; selection length
Richard Brautigan
“All Watched Over by
Machines of Loving Grace”
(poem)
xxviii READABILITY GUIDE E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Theodore L. Thomas Moderate Vocabulary; science fiction elements Selection length
“The Test” (short story)
Related Reading Challenging Poetic style; vocabulary; subject Selection length
Karl Shapiro matter
“Auto Wreck” (poem)
Arthur C. Clarke Moderate Subject matter; science fiction Intriguing plot
“History Lesson” (short elements
story)
Isaac Asimov Challenging Style; vocabulary; science fiction Dialogue
“The Feeling of Power” elements
(short story)
Rod Serling Moderate Historical context; representation Screenplay format;
“The Monsters Are Due on of dialogue; selection length vocabulary; short sentences
Maple Street” (television
screenplay)
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READABILITY GUIDE E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xxix

Lesson Plans
with Alternative Teaching Options
Lesson Plan
Unit One
The Folk Tradition
Opening the Unit, pages 2–5
Teacher’s Name __________________________________Class __________________Date __________________
M T W TH F
Dates I Plan to Teach This Unit _____________________________________________
Unit 1 Goals/Objectives:
• to appreciate examples of literature from the folk tradition
• to name and describe different types of oral literature, including
myths, fairy tales, parables, fables, tall tales, folk songs, legends,
spirituals, epics, and proverbs
• to define and explain examples of aim, allusion, character, dialect,
foreshadowing, irony, irony of situation, moral, motif,
personification, repetition, suspension of disbelief, and symbol
• to write an oral history
• to demonstrate an ability to use sentence variety in writing
Lessons I Plan to Teach

_________ “Echo and Narcissus,” page 6
_________ “The Story of Dædalus and Icarus” from the
Metamorphoses, page 11
_________ “The White Snake,” page 17
_________ “The Prodigal Son” from the King James Bible, page 24
_________ “Goha and the Pot,” page 29
_________ “The Fox and the Crow,” page 33
_________ “The Silver Pool” from The Tangle-Coated Horse, page 37
_________ “John Henry” from Mules and Men, page 45
_________ Related Reading: “‘White House’ mystery may be solved,” from The Washington Post, page 48
_________ “Steal Away” and “Go Down, Moses,” page 52
_________ Language Arts in Action, page 60
_________ Guided Writing—Expressive/Informative Writing: Recording an Oral History, page 62
_________ Unit One Review, page 72
_________ For Your Reading List, page 73
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the Unit Skills
Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages 2–3).
Getting Started in the Classroom

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_________ Fine Art: Grandma Moses (PE, page 2; VLR II, page 1)
_________ Elements of the Folk Tradition (PE, page 4)
_________ Fine Art: Persian Artist (PE, page 5; VLR II, page 4)
_________ Additional Questions and Activities: Storytelling (ATE, page 4)
_________ Genre Check Test 4.1.1 (ATE, page 5; UR 1, page 1; TG)
_________ Genre Test 4.1.2 (UR 1, page 2; TG)
Print Resources Transparency Audio Library Test Generator CD-ROM Internet

ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test Generator
UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT 1 E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS 1

Lesson Plan
“Echo and Narcissus,” page 6

M T W TH F
Reading Level: Moderate READING STRATEGIES RESOURCE, PAGE 1

Reading Strategy: Write Things Down
Difficulty Considerations: Vocabulary; unrealistic events
Fix-Up Idea: Reread
Ease Factor: Selection length Standardized Test Practice:
Identify Cause and Effect
Synopsis: The selection recounts the myth of Narcissus, who was
punished for his excessive self-absorption, and of Echo, a nymph
who, for love of him, wasted away into an echo.
WASHINGTON STATE STANDARDS
Goals/Objectives:
• to enjoy a Greek myth click this box for details
• to empathize with characters in a myth that deals with actions
and consequences
• to describe how myths explain natural phenomena
• to define suspension of disbelief
Before Reading
_________ Daily Oral Language (VLR I, page 13; UR 1, page 5)
_________ Reader’s Journal (PE, page 6; UR 1, page 6)
_________ Literary Tools: Suspension of Disbelief and Myth (PE, page 6)
_________ Reader’s Resource: History and Psychology Connections (PE, page 6)
_________ About the Author: Walker Brents (PE, page 6)
_________ Fine Art: Caravaggio (PE, page 9; VLR II, page 7; Art Note, PE and ATE, page 9; UR 1, page 7)
_________ Vocabulary from the Selection (ATE, page 7)
_________ Vocabulary: Keeping a Word Study Notebook (VR, page 1)
_________ Reading Strategy (RSR, page 1)
During Reading
_________ Dramatic Recording (AL, 6:50)
_________ Graphic Organizer (PE, page 6; VLR I page 13; UR 1, page 5)
_________ Guided Reading Questions (PE, page 7; UR 1, page 6)
_________ Fix-Up Idea (RSR, page 1)
After Reading
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_________ Standardized Test Practice (RSR, page 2)
_________ Respond to the Selection (PE, page 9; UR 1, page 7)
_________ Investigate, Inquire, and Imagine (PE, page 10; UR 1, page 7)
_________ Understanding Literature: Suspension of Disbelief and Myth (PE, page 10; UR 1, page 9)
_________ Vocabulary: Verbals (UR 1, page 9)
_________ Selection Check Test 4.1.3 (ATE, page 8; UR 1, page 11; TG)
_________ Selection Test 4.1.4 (UR 1, page 13; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time

2 UNIT 1 E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Lesson Plan
“Echo and Narcissus,” page 6

M T W TH F
Teaching Options Strategies for Developing Readers

Individual Learning Strategies Tackle Vocabulary
_________ Motivation: Researching the Greek Pantheon _________ Vocabulary: Verbals (UR 1, page 9)
(ATE, page 7) _________ Vocabulary: Keeping a Word Study Notebook
_________ Reading Proficiency: Character Chart (ATE, (VR, page 1)
page 7) _________ Pronunciation Note (ATE, page 7)
_________ English Language Learning: Vocabulary _________ Read the story aloud, pausing to ask
(ATE, page 7) students to supply synonyms for difficult
_________ Special Needs: Identify Elements Requiring words.
Suspension of Disbelief (ATE, page 7)
_________ Enrichment: Research Word Origins (ATE, Tackle Unrealistic Events
page 7) _________ Special Needs (ATE, page 7)
_________ Read the Reader’s Resource section aloud;
Cross-Curricular Activities then discuss the ancient Greeks’ and
_________ Report on the Narcissus flower (ATE, page 9) Romans’ beliefs in gods and in other
_________ Echoes (ATE, page 9) supernatural beings such as naiads and
dryads.
Art Note
_________ Caravaggio (PE and ATE, page 9; VLR II, Additional Strategies for English Language
page 7; UR 1, page 7) Learners
_________ Use activities for Spanish speakers (SR,
Flexible Grouping Suggestions page 1).
_________ Motivation: Researching the Greek Pantheon _________ Have volunteers act out the story.
(ATE, page 7) _________ Have students retell a myth familiar to them.
_________ Special Needs: Identify Elements Requiring
Suspension of Disbelief (ATE, page 7)
_________ Cross-Curricular Activity: Echoes
(ATE, page 9)
_________ Respond to the Selection (PE, page 9)
_________ Investigate, Inquire, and Imagine (PE,
page 10; UR 1, page 7)
_________ Understanding Literature: Suspension of
Disbelief and Myth (PE, page 10; UR 1,
page 9)
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Homework Suggestions
_________ Vocabulary: Verbals (UR 1, page 9)
_________ Vocabulary: Keeping a Word Study Notebook
(VR, page 1)
_________ Enrichment: Research Word Origins (ATE,
page 7)
_________ Cross-Curricular Activity: Report on the
Narcissus flower (ATE, page 9)


Lesson Plan
“The Story of Dædalus and Icarus” from the

M T W TH F
Difficulty Considerations: Vocabulary; unrealistic events; Reading Strategy: Make Predictions

poetic sentence structure Fix-Up Idea: Read Aloud
Standardized Test Practice:
Ease Factor: Selection length Make Inferences
Synopsis: Ovid recounts the myth of Dædalus and his son Icarus.
According to this cautionary tale, the two were escaping from WASHINGTON STATE STANDARDS
Crete on wax wings when Icarus, despite his father’s warnings,
click this box for details
flew too close to the sun and crashed to his death. The story
also tells how the partridge came to be.
Goals/Objectives:
• to respond to characters who dream of being able to fly
• to identify Ovid as a Latin poet who retold many myths
• to define moral and explain how this myth teaches a moral
• to locate references to myth in modern popular culture
Before Reading
_________ Literary Tools: Moral and Foreshadowing (PE, page 11)
_________ Reader’s Resource: History and Science Connections (PE, page 11)
_________ About the Author: Ovid (PE, page 11)
_________ Fine Art: Pieter Brueghel (PE, page 12; VLR II, page 10)
_________ Vocabulary: Using Context Clues (VR, page 3)
During Reading
_________ Graphic Organizer (PE, page 11; VLR I, page 14; UR 1, page 16)
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After Reading
_________ Understanding Literature: Moral and Foreshadowing (PE, page 15; UR 1, page 19)
_________ Writer’s Journal: Description, Character Sketch, and Myth (PE, page 16; UR 1, page 19)
_________ Vocabulary: Restatement (UR 1, page 20)
_________ Language, Grammar, and Style: Functions of the Sentence (PE, page 16; UR 1, page 21)
_________ Media Literacy: Media References to Greek and Roman Mythology (PE, page 16)
_________ Collaborative Learning: Retelling Myths (PE, page 16)

Lesson Plan
“The Story of Dædalus and Icarus” from the

M T W TH F
ITeaching Options Strategies for Developing Readers

_________ Motivation: Read Another Myth (ATE, _________ Vocabulary: Restatement (UR 1, page 20)
page 11) _________ Vocabulary: Using Context Clues (VR,
_________ Reading Proficiency: Critical Listening During page 3)
Poem Reading (ATE, page 11) _________ Pronunciation Note (ATE, page 12)
_________ English Language Learning: Vocabulary _________ Have students look up unfamiliar words in a
(ATE, page 11) dictionary and use them in sentences.
_________ Special Needs: Focus on Guided Reading
Questions (ATE, page 11) Tackle Unrealistic Events
_________ Enrichment: Researching the History of Flight _________ Refer to page 10 for definitions of myth and
(ATE, page 11) suspension of disbelief. Discuss these terms
with students. After reading, ask them to
Literary Note identify events that require suspension of
_________ Story of the Minotaur (ATE, page 12) disbelief on the part of the reader.
_________ After reading, ask students to rewrite this
Cross-Curricular Activities myth as an article for a sensationalistic
_________ Map of Greece (ATE, page 12) tabloid.
_________ Scientific Background to Flight (ATE,
page 13) Tackle Poetic Sentence Structure
_________ As suggested in the Reading Proficiency
Flexible Grouping Suggestions note (ATE, page 11), read the story aloud,
_________ Motivation: Read Another Myth (ATE, demonstrating appropriate pauses. Point out
page 11) that line breaks do not coincide with the ends
_________ Special Needs: Focus on Guided Reading of sentences.
Questions (ATE, page 11) _________ Dramatic Recording (AL, 5:52)
_________ Cross-Curricular Activity: Map of Greece _________ Have pairs alternate reading the selection
(ATE, page 12) aloud.
_________ Investigate, Inquire, and Imagine (PE, page 15;
UR 1, page 18) Additional Strategies for English Language
Learners
_________ Understanding Literature: Moral and
Foreshadowing (PE, page 15; UR 1, page 19) _________ Read the selection aloud, pausing frequently
to check students’ understanding.
_________ Language, Grammar, and Style: Functions of
the Sentence (PE, page 16; UR 1, page 21) _________ Respond to the Selection (PE and ATE,
page 15)
_________ Media Literacy: Media References to Greek
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and Roman Mythology (PE, page 16) _________ Ask students to draw pictures illustrating the
story.
_________ Collaborative Learning: Retelling Myths (PE,
page 16)
_________ Vocabulary: Restatement (UR 1, page 20)
_________ Vocabulary: Using Context Clues
(VR, page 3)
_________ Cross-Curricular Activity: Scientific
Background to Flight (ATE, page 13)
_________ Writer’s Journal: Description, Character
Sketch, and Myth (PE, page 16; UR 1,
page 19)
_________ Enrichment: Researching the History of Flight
(ATE, page 11)


Lesson Plan
“The White Snake,” page 17

M T W TH F
Difficulty Considerations: Vocabulary; unrealistic events Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Ease Factors: Fairy tale conventions; selection length Standardized Test Practice:
Synopsis: A young man who understands the language of animals
saves a series of helpless animals and, in return, is helped when he
attempts to win the hand of a princess. WASHINGTON STATE STANDARDS
Goals/Objectives: click this box for details

• to enjoy a fairy tale
• to describe the occurrence of common motifs in fairy tales from
many countries and cultures
• to explain the concept of a fairy tale
• to use precise and vivid nouns, verbs, and modifiers in writing
Before Reading
_________ Literary Tools: Fairy Tale, Character, and Motif (PE, page 17)
_________ Reader’s Resource: Culture Connection (PE, page 17)
_________ About the Authors: Jacob and Wilhelm Grimm (PE, page 17)
_________ Fine Art: Kate Elizabeth Bunce (PE, page 18; VLR II, page 13; Art Note, PE and ATE, page 19; UR 1,
page 29)
_________ Vocabulary: Lexical Phrases (VR, page 5)
During Reading
After Reading
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_________ Understanding Literature: Fairy Tale, Character, and Motif (PE, page 22; UR 1, page 31)
_________ Writer’s Journal: Poem, Summary, and Retelling (PE, page 23; UR 1, page 31)
_________ Language, Grammar, and Style: Complete Subjects and Predicates in Sentences (PE, page 23; UR 1, page 34)
_________ Study and Research: The Medieval Period in Europe (PE, page 23; UR 1, page 34)
_________ Collaborative Learning: Fairy Tales Across Cultures, Times, and Media (PE, page 23)
_________ Vocabulary: Synonyms (UR 1, page 33)


Lesson Plan
“The White Snake,” page 17

M T W TH F
Teaching Options Homework Suggestions

_________ Vocabulary: Synonyms (UR 1, page 33)
Individual Learning Strategies _________ Vocabulary: Lexical Phrases (VR, page 5)
_________ Motivation: Charting Recurring Elements in _________ Enrichment: Examining a Character and
Fairy Tales (ATE, page 18) Writing a Sequel (ATE, page 18)
_________ Reading Proficiency: Read Aloud (ATE, _________ Writer’s Journal: Poem, Summary, and
page 18) Retelling (PE, page 23; UR 1, page 31)
_________ English Language Learning: Pair with Strong _________ Language, Grammar, and Style: Complete
Reader to Read Aloud (ATE, page 18) Subjects and Predicates in Sentences (PE,
_________ Special Needs: Story Map (ATE, page 18) page 23; UR 1, page 34)
_________ Enrichment: Examining a Character and _________ Study and Research: The Medieval Period in
Writing a Sequel (ATE, page 18) Europe (PE, page 23; UR 1, page 34)
Additional Questions and Activities
Strategies for Developing Readers
_________ Female Characters in Fairy Tales (ATE,
page 19) Tackle Vocabulary
_________ Music Based on Fairy Tales (ATE, page 19) _________ Vocabulary: Synonyms (UR 1, page 33)
_________ Comparing Fairy Tales (ATE, page 21) _________ Vocabulary: Lexical Phrases (VR, page 5)
_________ Tree of Life (ATE, page 21) _________ Reading Proficiency: Read Aloud (ATE,
page 18)
Art Note
_________ Kate Elizabeth Bunce (PE and ATE, page 19; Tackle Unrealistic Events
VLR II, page 13; UR 1, page 29) _________ Motivation: Charting Recurring Elements in
Fairy Tales (ATE, page 18)
Literary Note _________ Literary Tools: Fairy Tale (PE, page 17)
_________ German Fairy Tales (ATE, page 19) _________ Have students think of unrealistic
occurrences in other fairy tales.
Flexible Grouping Suggestions
_________ Motivation: Charting Recurring Elements in Additional Strategies for English Language
Fairy Tales (ATE, page 18) Learners
_________ Reading Proficiency: Read Aloud (ATE, _________ Have students complete the Graphic
page 18) Organizer together (PE, page 17; VLR I,
_________ Special Needs: Story Map (ATE, page 18) page 15; UR 1, page 27).
_________ Additional Questions and Activities: Female _________ Have students make a storyboard.
Characters in Fairy Tales (ATE, page 19) _________ Have students mark places in the text where
_________ Additional Questions and Activities: Music magical events occur.
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Based on Fairy Tales (ATE, page 19)

_________ Additional Questions and Activities:
Comparing Fairy Tales (ATE, page 21)
_________ Additional Questions and Activities: Tree of
Life (ATE, page 21)
_________ Respond to the Selection (PE, page 21; ATE,
page 21)
UR 1, page 29)
_________ Understanding Literature: Fairy Tale,
Character, and Motif (PE, page 22; UR 1,
page 31)
_________ Collaborative Learning: Fairy Tales Across
Cultures, Times, and Media (PE, page 23)


Lesson Plan
“The Prodigal Son” from the King James Bible, page 24

M T W TH F
Difficulty Considerations: Syntax; vocabulary Reading Strategy: Tackle Difficult

Vocabulary
Ease Factors: Short sentences; selection length Fix-Up Idea: Choose a New Strategy
Synopsis: In this biblical parable, a father rejoices at the return of
Use Context Clues
a lost son.
Goals/Objectives:
• to empathize with the main character
• to identify the King James Bible and give an example of its click this box for details
influence on Western literature and language
• to describe the nature and purpose of a parable
• to explain the concept of a literary symbol
• to express and justify an opinion orally
• to write a modern adaptation of a parable
Before Reading
_________ Literary Tools: Parable and Symbol (PE, page 24)
_________ Reader’s Resource: Cultural Connection (PE, page 24)
_________ About the Author: King James Bible (PE, page 24)
_________ Fine Art: Rembrandt van Rijn (PE, page 25; VLR II, page 16; Art Note, PE and ATE, page 25; UR 1,
page 41)
_________ Vocabulary: Active and Passive Vocabularies (VR, page 7)
During Reading
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After Reading
_________ Understanding Literature: Parable and Symbol (PE, page 27; UR 1, page 43)
_________ Writer’s Journal: Journal Entry, Comparison-Contrast Essay, and Parable (PE, page 28; UR 1, page 43)
_________ Language, Grammar, and Style: Identifying and Correcting Sentences (PE, page 28; UR 1, page 46)
_________ Speaking and Listening: Debate (PE, page 28)
_________ Collaborative Learning: Writing an Adaptation (PE, page 28)
_________ Vocabulary: Archaic Language (UR 1, page 44)

Lesson Plan
“The Prodigal Son” from the King James Bible, page 24

M T W TH F
Teaching Options
_________ Writer’s Journal: Journal Entry, Comparison-
Additional Questions and Activities Contrast Essay, and Parable (PE, page 28;
_________ Paraphrasing and Summarizing (ATE, UR 1, page 43)
page 25) _________ Language, Grammar, and Style: Identifying
_________ Acting Out the Parable (ATE, page 26) and Correcting Sentences (PE, page 28; UR
1, page 46)
Individual Learning Strategies
_________ Motivation: Comparing Versions of the Story
(ATE, page 25) Strategies for Developing Readers
_________ Reading Proficiency: Reading Out Loud and
Listening to the Selection (ATE, page 25) Tackle Syntax
_________ English Language Learning: Archaic Verb _________ Reading Proficiency: Reading Out Loud and
Forms (ATE, page 25) Listening to the Selection (ATE, page 25)
_________ Special Needs: Pronoun Antecedents (ATE, _________ Have students paraphrase the story in their
page 25) own words.
_________ Enrichment: Comparing Examples (ATE, Tackle Vocabulary
page 25)
_________ English Language Learning: Archaic Verb
Art Note Forms (ATE, page 25)
_________ Rembrandt van Rijn (PE and ATE, page 25; _________ Vocabulary: Archaic Language (UR 1,
VLR II, page 16; UR 1, page 41) page 44)
_________ Vocabulary: Active and Passive Vocabularies
Flexible Grouping Suggestions (VR, page 7)
_________ Motivation: Comparing Versions of Biblical _________ Have students supply synonyms for difficult
Stories (ATE, page 25) words.
Listening to the Selection (ATE, page 25) Additional Strategies for English Language
Learners
_________ Additional Questions and Activities: Acting
Out the Parable (ATE, page 26) _________ Discuss the concepts of shame, forgiveness,
and jealousy, and find examples of each in
the story.
UR 1, page 42)
_________ Read the story together, checking for
_________ Understanding Literature: Parable and
comprehension every few verses.
Symbol (PE, page 27; UR 1, page 43)
_________ Have students role play a modern-day
_________ Speaking and Listening: Debate (PE,
prodigal son story in groups of three.
page 28)
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_________ Collaborative Learning: Writing an Adaptation

(PE, page 28)
_________ Vocabulary: Archaic Language (UR 1,
page 44)
_________ Vocabulary: Active and Passive Vocabularies
(VR, page 7)
_________ Enrichment: Comparing Examples (ATE,
page 25)
Paraphrasing and Summarizing (ATE,
page 25)


Lesson Plan
“Goha and the Pot,” page 29

M T W TH F
Reading Level: Easy READING STRATEGIES RESOURCE, PAGE 17
Difficulty Consideration: Cultural context Reading Strategy: Find a Purpose for

Reading
Ease Factors: Subject matter; style Fix-Up Idea: Take a Break
Synopsis: In this folk tale from North Africa, the trickster Goha
Identify Main Ideas
teaches a lesson to a greedy neighbor.
Goals/Objectives:
• to enjoy a humorous folk tale from Africa
• to discuss trickster tales and name some trickster heroes from click this box for details
the folklore of cultures around the world
• to describe the technique of personification and explain how it is
used in many folk tales
• to explain the functions of different types of sentences and
provide examples of each
• to recognize false arguments and propaganda used in advertising
Before Reading
_________ Literary Tools: Folk Tale, Aim, and Personification (PE, page 29)
_________ Reader’s Resource: Geography and History Connections (PE, page 29)
_________ About the Author: Mahmoud Ibrahim Mostafa (PE, page 29)
_________ Vocabulary: Synonyms (VR, page 13)
During Reading
After Reading
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_________ Understanding Literature: Folk Tale, Aim, and Personification (PE, page 31; UR 1, page 54)
_________ Writer’s Journal: Birth Announcement, Advice Column, and Journal Entry (PE, page 32; UR 1, page 54)
_________ Vocabulary: Cooking (UR 1, page 55)
_________ Language, Grammar, and Style: Finding the Verb of a Sentence (PE, page 32; UR 1, page 56)
_________ Media Literacy: Television Advertising (PE, page 32)


Lesson Plan
“Goha and the Pot,” page 29

M T W TH F

Individual Learning Strategies Tackle Cutural Context
_________ Motivation: Trickster in Film (ATE, page 29) _________ Dramatic Recording (AL, 3:34)
_________ Reading Proficiency: Reading Out Loud (ATE, _________ Have students practice saying the main
page 29) character’s name out loud.
_________ English Language Learning: Sharing Folk _________ Read the Reader’s Resource section aloud
Tales (ATE, page 29) (PE, page 29).
_________ Special Needs: Background Information and
Guided Reading Questions (ATE, page 29) Additional Strategies for English Language
_________ Enrichment: Comparing Tricksters (ATE, Learners
page 29) _________ Discuss the neighbor’s motive in accepting
more pots from Goha.
Flexible Grouping Suggestions _________ Have students explain Goha’s trick in their
_________ Reader’s Journal: Charting Examples of own words.
Greed (ATE, page 29)
_________ Reading Proficiency: Reading Out Loud (ATE,
page 29)
_________ English Language Learning: Sharing Folk
Tales (ATE, page 29)
_________ Enrichment: Comparing Tricksters (ATE,
page 29)
_________ Respond to the Selection (PE, page 30)
_________ Understanding Literature: Folk Tale, Aim, and
Personification (PE, page 31; UR 1, page 54)
_________ Media Literacy: Television Advertising (PE,
page 32)
_________ Vocabulary: (UR 1, page 55)
_________ Writer’s Journal: Birth Announcement, Advice
Column, and Journal Entry (PE, page 32;
UR 1, page 54)
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_________ Language, Grammar, and Style: Finding the

Verb of a Sentence (PE, page 32; UR 1,
page 56)


Lesson Plan
“The Fox and the Crow,” page 33

M T W TH F
Difficulty Consideration: Unrealistic events Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Selection length Fix-Up Idea: Use Guided Reading Questions
Synopsis: A fox tricks a crow by appealing to its vanity.
Identify Character Development
Goals/Objectives:
• to identify and enjoy a fable
• to explain the cultural significance of the fox as a stock
character in fables and popular fiction click this box for details
• to identify, define, and illustrate with examples the term
character
• to write a children’s fable and an advice letter
Before Reading
_________ Literary Tools: Fable and Character (PE, page 33)
_________ About the Author: Æsop (PE, page 33)
_________ Vocabulary: Using the Dictionary (VR, page 14)
During Reading
_________ Guided Reading Question (PE, page 34; UR 1, page 61)
After Reading
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_________ Understanding Literature: Fable and Character (PE, page 35; UR 1, page 62)
_________ Writer’s Journal: Advice Column, Fable, and Summary (PE, page 36; UR 1, page 63)
_________ Vocabulary: Superlatives (UR 1, page 64)
_________ Language, Grammar, and Style: Finding the Simple Subject (PE, page 36; UR 1, page 65)
_________ Collaborative Learning: Fable Contest (PE, page 36)
_________ Critical Thinking: Comparing and Contrasting Fables (PE, page 36)


Lesson Plan
“The Fox and the Crow,” page 33

M T W TH F

Individual Learning Strategies Tackle Unrealistic Events
_________ Motivation: Discussing Insincere Praise (ATE, _________ Literary Tools: Fable (PE, page 33)
page 34) _________ Special Needs: Discuss the Lesson Taught
_________ Reading Proficiency: Read Aloud (ATE, (ATE, page 34)
page 34) _________ Have students brainstorm ideas for a fable
_________ English Language Learning: Vocabulary with the same moral, but with human
(ATE, page 34) characters.
_________ Special Needs: Discuss the Lesson Taught
(ATE, page 34) Additional Strategies for English Language
Learners
_________ Enrichment: Lesson Tales around the World
(ATE, page 34) _________ Ask students to think of situations in which
people might offer insincere praise.
Flexible Grouping Suggestions _________ Explain the moral.
_________ Motivation: Discussing Insincere Praise (ATE, _________ Have students make a comic strip version of
page 34) the fable.
_________ Special Needs: Discuss the Lesson Taught
(ATE, page 34)
_________ Enrichment: Lesson Tales around the World
(ATE, page 34)
_________ Respond to the Selection (PE, page 35;
UR 1, page 61)
_________ Understanding Literature: Fable and
Character (PE, page 35; UR 1, page 62)
_________ Collaborative Learning: Fable Contest (PE,
page 36)
_________ Vocabulary: Superlatives (UR 1, page 64)
_________ Vocabulary: Using the Dictionary (VR,
page 14)
_________ Writer’s Journal: Advice Column, Fable, and
Summary (PE, page 36; UR 1, page 63)
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_________ Language, Grammar, and Style: Finding the

Simple Subject (PE, page 36; UR 1, page 65)
_________ Critical Thinking: Comparing and Contrasting
Fables (PE, page 36)


Lesson Plan
“The Silver Pool” from The Tangle-Coated Horse, page 37

M T W TH F
Reading Level: Challenging READING STRATEGIES RESOURCE, PAGE 25
Difficulty Considerations: Style and syntax; vocabulary; Reading Strategy: Make Predictions
subject matter Fix-Up Idea: Read Short Sections
Ease Factor: Use of dialogue Compare and Contrast Characters
Synopsis: This selection retells part of the saga of Fionn
MacCumhail, a hero of Celtic legend. In the selection, Fionn WASHINGTON STATE STANDARDS
comes to live and work with the King’s Poet, snares the Salmon
of Knowledge, finds that his sword is blessed, and becomes click this box for details
determined to avenge his father’s death and claim his heritage.
Goals/Objectives:
• to enjoy a Celtic legend
• to explain how legends convey historical events and how the oral
transmission of legends often leads to exaggerations of facts
• to describe irony of situation and give an example
• to compare and contrast legends and fairy tales
• to identify parts of speech in writing
Before Reading
_________ Literary Tools: Legend, Irony, and Irony of Situation (PE, page 37)
_________ Reader’s Resource: History Connection (PE, page 37)
_________ About the Author: Ella Young (PE, page 37)
_________ Vocabulary: Vocabulary Cards and Kennings (VR, page 16)
During Reading
After Reading © EMC Corporation

_________ Understanding Literature: Legend, Irony, and Irony of Situation (PE, page 43; UR 1, page 73)
_________ Writer’s Journal: Prophecy, Poem, and Field Guide Entry (PE, page 44; UR 1, page 74)
_________ Language, Grammar, and Style: Using the Parts of Speech in Writing (PE, page 44; UR 1, page 74)
_________ Media Literacy: Creating a News Segment (PE, page 44)
_________ Critical Thinking: Comparing Legends and Fairy Tales (PE, page 44)


Lesson Plan
“The Silver Pool” from The Tangle-Coated Horse, page 37

M T W TH F
Teaching Options _________ Language, Grammar, and Style: Using the

Parts of Speech in Writing (PE, page 44; UR 1,
Individual Learning Strategies page 74)
_________ Motivation: Talk Show of American Folk
Heroes (ATE, page 38) Strategies for Developing Readers
Tackle Style and Syntax
page 38)
_________ Vocabulary: Vocabulary Cards and Kennings
_________ English Language Learning: Vocabulary
(VR, page 16)
(ATE, page 38)
page 38)
Paraphrasing (ATE, page 38)
_________ Enrichment: Comparing Fionn to King Arthur
(ATE, page 38)
Tackle Vocabulary
Internet Resources
_________ Before reading, go over the Words for
_________ Irish Names (ATE, page 39)
Everyday Use with students, writing out the
Additional Questions and Activities sentences in which they appear.
_________ Legends (ATE, page 40) _________ Reading Proficiency: Reading Out Loud (ATE,
page 38)
Literary Note _________ Learn additional vocabulary (ATE, page 38).
_________ Crisis (ATE, page 41)
Tackle Subject Matter
Flexible Grouping Suggestions _________ Special Needs: Background Information and
_________ Motivation: Talk Show of American Folk Paraphrasing (ATE, page 38)
Heroes (ATE, page 38) _________ Complete the graphic organizer together (PE,
_________ Reading Proficiency: Reading Out Loud (ATE, page 37; VLR I, page 19; UR 1, page 69).
page 38) _________ Review Literary Tools: Legend, Irony, and
_________ Special Needs: Background Information and Irony of Situation (PE, page 37).
_________ Internet Resources: Irish Names (ATE, page Additional Strategies for English Language
39) Learners
_________ Respond to the Selection (PE, page 42) _________ Use activities for Spanish speakers (SR,
page 7).
UR 1, page 71) _________ Dramatic Recording (AL, 13:54)
_________ Understanding Literature: Legend, Irony, and _________ Work through the story together, checking
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Irony of Situation (PE, page 43; UR 1, comprehension after every paragraph.

page 73) _________ Have pairs practice reading the dialogue.
_________ Media Literacy: Creating a News Segment _________ Have students draw a picture of the Salmon
(PE, page 44) of Knowledge using the descriptions on
_________ Critical Thinking: Comparing Legends and pages 39 and 41.
Fairy Tales (PE, page 44)
_________ Vocabulary: Vocabulary Cards and Kennings
(VR, page 16)
_________ Enrichment: Comparing Fionn to King Arthur
(ATE, page 38)
_________ Writer’s Journal: Prophecy, Poem, and Field
Guide Entry (PE, page 44; UR 1, page 74)


Lesson Plan
“John Henry” from Mules and Men, page 45

M T W TH F
Difficulty Consideration: Use of dialect; historical context Reading Strategy: Use Text Organization
Fix-Up Idea: Visualize
Ease Factors: Vocabulary; selection length Standardized Test Practice:
Identify Character Development
Synopsis: These lyrics from the African-American folk song tell
the story of railroad legend John Henry.
Goals/Objectives:
• to enjoy the lyrics of a folk song click this box for details
• to explain how this folk song reflects the sentiments of workers
facing replacement by machines in the Industrial Revolution
• to identify, define, and illustrate with examples the literary terms
dialect and repetition
• to compare and contrast two different versions of the same song
• to analyze the impact of the use of dialect in a piece of literature
Related Reading: “White House mystery may be solved,” page 48
Before Reading
_________ Literary Tools: Folk Song and Dialect (PE, page 45)
_________ About the Author: Zora Neale Hurston (PE, page 45)
_________ Fine Art: Palmer Hayden (PE, page 47; Art Note, PE and ATE, page 47; UR 1, page 82)
_________ Vocabulary: Prefixes (VR, page 18)
During Reading
After Reading
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_________ Understanding Literature: Folk Song and Dialect (PE, page 50; UR 1, page 84)
_________ Writer’s Journal: Diary Entry, Elegy, and Song Lyrics (PE, page 51; UR 1, page 84)
_________ Vocabulary: Antonyms (UR 1, page 85)
_________ Language, Grammar, and Style: Varieties of English (PE, page 51; UR 1, page 86)
_________ Collaborative Learning: Comparing Two Versions of “John Henry” (PE, page 51; UR 1, page 86)
_________ Study and Research: Researching American Railroads (PE, page 51, UR 1, page 87)
_________ Related Reading: “White House mystery may be solved” (PE, page 48)
_________ Related Reading Questions (ATE, page 49)


Lesson Plan
“John Henry” from Mules and Men, page 45

M T W TH F
Teaching Options _________ Writer’s Journal: Diary Entry, Elegy, and Song
Lyrics (PE, page 51; UR 1, page 84)
Individual Learning Strategies _________ Language, Grammar, and Style: Varieties of
_________ Motivation: Researching John Henry (ATE, English (PE, page 51; UR 1, page 86)
page 46) _________ Study and Research: Researching American
_________ Reading Proficiency: Paraphrasing (ATE, Railroads (PE, page 51, UR 1, page 87)
page 46)
_________ English Language Learning: Listening to the Strategies for Developing Readers
Song (ATE, page 46)
_________ Special Needs: Industrial Revolution (ATE, Tackle Use of Dialect
page 46) _________ Review the definition of dialect on page 45
_________ Enrichment: Comparing Folk Songs (ATE, and go over students’ graphic organizers.
page 46)
Tackle Historical Context
Additional Questions and Activities _________ Reader’s Resource (PE, page 45)
_________ Choice of Careers (ATE, page 46) _________ Special Needs: Industrial Revolution (ATE,
_________ Feelings about Music (ATE, page 47) page 46)
Literary Note Additional Strategies for English Language

Learners
_________ Repetition (ATE, page 47)
_________ Summarize the folk tale before students
Art Note begin reading the lyrics.
_________ Palmer Hayden (PE and ATE, page 47; UR 1, _________ Discuss the issue of people losing their jobs
page 82) to machines.
_________ Define examples of dialect in the song.
_________ Folk Song as Literary Form (ATE, page 49)

_________ Motivation: Researching John Henry (ATE,
page 46)
_________ Reading Proficiency: Paraphrasing (ATE,
page 46)
_________ English Language Learning: Listening to the
Song (ATE, page 46)
_________ Enrichment: Comparing Folk Songs (ATE,
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page 46)
_________ Respond to the Selection (PE, page 50; UR 1,
page 82)
UR 1, page 83)
_________ Understanding Literature: Folk Song and
Dialect (PE, page 50; UR 1, page 84)
_________ Collaborative Learning: Comparing Two
Versions of “John Henry” (PE, page 51;
UR 1, page 86)
_________ Vocabulary: Antonyms (UR 1, page 85)
_________ Additional Questions and Activities: Choice of
Careers (ATE, page 46)


Lesson Plan
“Steal Away” and “Go Down, Moses,” page 52

M T W TH F
Reading Level: Easy. READING STRATEGIES RESOURCE, PAGE 34
Difficulty Considerations: Biblical allusions; double meaning Reading Strategy: Connect to Prior
Knowledge
Ease Factor: Style; vocabulary; selection length Fix-Up Idea: Read Aloud
Synopsis: “Steal Away” is a spiritual praising the glory of going
to God. “Go Down, Moses” celebrates Moses’ leadership of his Make Inferences
people out of slavery.
Goals/Objectives: WASHINGTON STATE STANDARDS

• to interpret and appreciate a spiritual click this box for details
• to discuss the role music plays in human life and share personal
responses to music
• to define allusion and recognize an example of allusion in
literature
• to research and give a presentation on the role of African
Americans in the development of American music
Before Reading
_________ Literary Tools: Repetition and Allusion (PE, page 52)
_________ Reader’s Resource: Music Connection (PE, page 52)
_________ Fine Art: Eastman Johnson (PE, page 54; VLR II, page 19; Art Note, PE and ATE,
_________ Fine Art: William H. Johnson (PE, page 56; VLR II, page 22)
_________ Vocabulary: Semantic Families: Music (VR, page 23)
During Reading
_________ Dramatic Recording: “Steal Away” (AL, 2:23)
_________ Dramatic Recording: “Go Down, Moses” (AL, 3:13)
After Reading
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_________ Respond to the Selection (PE, pages 55 and 59; UR 1, pages 92 and 97)
_________ Investigate, Inquire, and Imagine (PE, pages 55 and 58; UR 1, pages 92 and 97)
_________ Understanding Literature: Repetition and Allusion (PE, page 58; UR 1, page 98)
_________ Writer’s Journal: Personal Essay, Interview Questions, and Lyrics (PE, page 59; UR 1, page 99)
_________ Vocabulary: Musical Genres (UR 1, page 100)
_________ Language, Grammar, and Style: Compound Simple Subjects and Compound Verbs (PE, page 59; UR 1, page 101)
_________ Study and Research: Researching Harriet Tubman and Moses (PE, page 59)
_________ Collaborative Learning: African-American Music Festival (PE, page 59)

Lesson Plan
“Steal Away” and “Go Down, Moses,” page 52

M T W TH F

Individual Learning Strategies Tackle Biblical Allusions
_________ Motivation: Singing or Playing Spirituals (ATE, _________ Reader’s Resource (PE, page 52)
page 53) _________ Have pairs read the biblical passages
_________ Reading Proficiency: Paraphrasing (ATE, alluded to in the songs and complete the
page 53) Graphic Organizer together (PE, page 52;
_________ English Language Learning: African Slavery VLR I, page 21; UR 1, page 91).
in the United States (ATE, page 53) _________ Literary Note: Biblical Allusions (ATE,
_________ Special Needs: Meaning of Spirituals (ATE, page 56)
page 53) _________ Have students read a children’s book about
_________ Enrichment: Underground Railroad (ATE, the Israelites’ flight from Egypt.
page 53)
Tackle Double Meaning
Additional Questions and Activities _________ Reader’s Resource (PE, page 52)
_________ Analyzing Spirituals (ATE, page 53) _________ Additional Questions and Activities:
Analyzing Spirituals (ATE, page 53)
Art Note _________ Special Needs: Meaning of Spirituals (ATE,
_________ Eastman Johnson (PE and ATE, page 55; page 53)
VLR II, page 19)
Additional Strategies for English Language
Literary Note Learners
_________ Allusion (ATE, page 56) _________ Explain phrases such as “Go down” and
“’Way down.”
Additional Questions and Activities _________ Ask students to identify the antecedents of
_________ Roles of Music (ATE, page 57) pronouns in “Go Down, Moses.”
_________ Motivation: Singing or Playing Spirituals (ATE,
page 53)
page 53)
_________ Special Needs: Meaning of Spirituals (ATE,
page 53)
_________ Respond to the Selection (PE, pages 55
and 59; UR 1, pages 92 and 97)
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pages 55 and 58; UR 1, pages 92 and 97)
_________ Understanding Literature: Repetition and
Allusion (PE, page 58; UR 1, page 98)
_________ Vocabulary: Musical Genres (UR 1, page 100)
_________ Vocabulary: Semantic Families: Music (VR,
page 23)
_________ Enrichment: Underground Railroad (ATE,
page 53)
_________ Analyzing Spirituals (ATE, page 53)
_________ Writer’s Journal: Personal Essay, Interview
Questions, and Lyrics (PE, page 59; UR 1,
page 99)


Lesson Plan
Unit One
The Folk Tradition
Closing the Unit, pages 60–73

M T W TH F
Language Arts in Action
National Storytelling Youth Olympics
_________ Additional Questions and Activities: Questions about the
Selection (ATE, page 60)
_________ Internet Resources: National Storytelling Youth Olympics WASHINGTON STATE STANDARDS
(ATE, page 61)
Guided Writing
GUIDED WRITING
Expressive/Informative Writing: Recording an Oral History
Software
Assignment: Students record an oral history of someone they know
See the Guided
(PE, pages 62-72). Writing Software for
Before Writing an extended version of this
lesson that includes printable
_________ Recording an Oral History (PE, page 62) graphic organizers, extensive
_________ Professional Model (PE, page 62) student models and student-
_________ Examining the Model (PE, page 63) friendly checklists, and self-,
_________ Prewriting (PE, page 63; WR, page 19) peer, and teacher evaluation
features.
_________ Student Model—Graphic Organizer (PE, page 65; WR, page 20)
_________ Graphic Organizer (VLR I, page 122; WR, page 21)
_________ Student Model—Draft (PE, page 67; WR, page 22; VLR I, page 123)
_________ Rubric for Expressive/Informative Writing: Recording an Oral History (VLR I, page 125; WR, page 35)
During Writing
_________ Reflecting (PE, page 66)
_________ Drafting (PE, page 66)
_________ Language, Grammar, and Style: Sentence Variety (PE, page 67; WR, page 22)
After Writing
_________ Self- and Peer Evaluation (PE, page 68; WR, page 27)
_________ Revising and Proofreading (PE, page 69)
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_________ Student Model—Revised (PE, page 69; WR, page 31)
_________ Publishing and Presenting (PE, page 71)

_________ Motivation: Sharing a Family Story (ATE, page 62)
_________ Reading Proficiency: Examining the Model (ATE, page 62)
_________ English Language Learning: Vocabulary (ATE, page 62)
_________ Special Needs: Oral Feedback Report (ATE, page 62)
_________ Enrichment: Acting Out a Play (ATE, page 62)



Lesson Plan
Unit One
The Folk Tradition

M T W TH F
_________ Have students think about whom they might interview (Recording an Oral History, PE, page 62).
_________ Language, Grammar, and Style: Sentence Variety (PE, page 67; WR, page 23)
_________ Self-Evaluation (PE, page 68; WR, page 27)
_________ Rubric for Expressive/Informative Writing: Recording an Oral History (VLR I, page 125; WR, page 35)
Unit One Review

Review and Assessment
_________ Words for Everyday Use (PE, page 72; UR 1, page 108)
_________ Vocabulary Development (ATE, page 72)
_________ Literary Tools (PE, page 72; UR 1, page 110)
_________ Unit 1 Review/Study Guide (UR 1, page 105)
_________ Unit 1 Test (UR 1, page 115; TG)
Reflecting on Your Reading

_________ Genre Studies (PE, page 72; UR 1, page 111)
_________ Thematic Studies: Heroism; Destiny; Punishment and Forgiveness; Religion and Freedom (PE, page 73;
UR 1, page 112)
For Your Reading List

This extension to the literature unit provides suggestions for additional reading and related activities that will build
independent reading skills.
Featured Selection and Activity

_________ Mythology: Timeless Tales of Gods and Heroes by Edith Hamilton (PE, page 501)
_________ Independent Reading Activity: Comparing and Contrasting (PE, page 73; UR 1, page 114)
Selections for Additional Reading

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_________ Bird Girl and the Man Who Followed the Sun: An Athabaskan Indian Legend from Alaska by Velma
Wallace (PE, page 73)
________ The Power of Myth by Joseph Campbell with Bill Moyers (PE, page 73)
_________ How the Spider Became Bald: Folktales and Legends from West Africa by Peter Eric Adotey Addo (PE,
page 73)


Lesson Plan
Unit Two
Poetry
M T W TH F
• to appreciate different poems from diverse authors
• to summarize the different ways poems can express ideas and
emotions
• to define and explain examples of aim, allegory, couplet, effect,
epic, figurative language, heroic epic, image, metaphor, narrative
poem, onomatopoeia, personification, repetition, rhyme, simile,
speaker, symbol, and theme
• to write a personal essay exploring a hero
• to demonstrate ability to work effectively with pronouns and
antecedents

_________ “The Bells,” page 80
_________ “The Song of Wandering Aengus,” page 87
_________ “Local Sensibilities,” page 93
_________ “A Simile” and “Metaphor,” page 97
_________ “Boast Not, Proud English,” page 103
_________ “Birches,” page 107
_________ “Song,” page 113
_________ “The Creation,” page 117
_________ from The Odyssey, page 123
_________ Related Reading: “Exploring the Greece of Odysseus,” page 144
_________ Language Arts in Action: Cowboy Gatherings Help Preserve Western Traditions, page 148
_________ Guided Writing—Expressive/Informative Writing: Composing a Personal Essay, page 151
_________ Unit Two Review, page 160
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_________ Fine Art: Vincent van Gogh (PE, page 74; VLR II, page 25)
_________ Elements of Poetry (PE, page 76)
_________ Art Note: Robert Indiana (PE, page 77)
_________ Additional Questions and Activities: Poetry Festival (ATE, page 76)
_________ Internet Resources: Internet Poetry Archive (ATE, page 76)
_________ Additional Questions and Activities: Forms of Poetry (ATE, page 78)
_________ Additional Questions and Activities: Naturalist Poem (ATE, page 78)


Lesson Plan
“The Bells,” page 80

M T W TH F
Difficulty Considerations: Vocabulary; poetic conventions; Reading Strategy: Write Things Down
poetic syntax Fix-Up Idea: Read Aloud
Ease Factor: Subject matter Compare and Contrast
Synopsis: This lyric poem describes and attempts to replicate the
sound and emotional impact of various bells. WASHINGTON STATE STANDARDS

• to understand and respond to the effects different bells have on
the speaker of a poem
• to describe the literary significance of Edgar Allan Poe’s writing
• to define repetition and onomatopoeia and cite examples of
each technique in poetry
• to explain the function of the understood subject you in writing and
identify the subjects in sentences
• to conduct research on Edgar Allan Poe and write a grant proposal
Before Reading
_________ Literary Tools: Repetition and Onomatopoeia (PE, page 80)
_________ Reader’s Resource (PE, page 80)
_________ About the Author: Edgar Allan Poe (PE, page 80)
_________ Fine Art: Charles Burchfield (PE, page 81; VLR II, page 28; Art Note, PE and ATE,
During Reading
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After Reading
_________ Understanding Literature: Repetition and Onomatopoeia (PE, page 85; UR 2, page 9)
_________ Writer’s Journal: Letter, Performance Notes, and Poem (PE, page 86; UR 2, page 9)
_________ Vocabulary: Onomatopoeia (UR 2, page 10)
_________ Language, Grammar, and Style: Understood Subject: You (PE, page 86; UR 2, page 11)
_________ Study and Research & Applied English: Researching Poe on the Internet (PE, page 86)
_________ Speaking and Listening: Choral Reading (PE, page 86)


Lesson Plan
“The Bells,” page 80

M T W TH F

_________ Motivation: Recording Bells (ATE, page 81) _________ Reading Proficiency: Multisyllabic Words
_________ Reading Proficiency: Multisyllabic Words (ATE, page 81)
(ATE, page 81) _________ Special Needs: Listening to the Selection
_________ English Language Learning: Bells in Other (ATE, page 81)
Cultures (ATE, page 81) _________ Have students create their own contextual
_________ Special Needs: Listening to the Selection sentences for the Words for Everyday Use.
(ATE, page 81)
_________ Enrichment: Contemporary Sounds (ATE, Tackle Poetic Conventions
page 81) _________ Literary Tools: Repetition and Onomatopoeia
(PE, page 80)
Literary Technique _________ Literary Technique: Mood (ATE, page 82)
_________ Mood (ATE, page 82) _________ Literary Technique: Rhyme (ATE, page 83)
_________ Rhyme (ATE, page 83) _________ Have volunteers read aloud, exaggerating
the onomatopoeia.
_________ Motivation: Recording Bells (ATE, page 81) Tackle Poetic Syntax
_________ Enrichment: Contemporary Sounds (ATE, _________ Special Needs: Listening to the Selection
page 81) (ATE, page 81)
_________ Fine Art: Charles Burchfield (PE, page 81; _________ Have students pick a favorite section and
VLR II, page 28; Art Note, PE and ATE, practice reading it aloud.
page 81; UR 2, page 7) _________ Have one group read a section aloud while
_________ Dramatic Recording (AL, 3:36) another group claps the rhythm.
_________ Respond to the Selection (PE, page 84; UR 2, _________ Answer the Guided Reading Questions
page 8) together.
_________ Understanding Literature: Repetition and Learners
Onomatopoeia (PE, page 85; UR 2, page 9) _________ Play the Dramatic Recording (AL, 3:36).
_________ Speaking and Listening: Choral Reading (PE, _________ Have students share a poem or song in their
page 86) first language that uses repetition or
onomatopoeia.
Homework Suggestions _________ Bring in a variety of bells and have students
_________ Vocabulary: Onomatopoeia (UR 2, page 10) describe the sounds the bells make.
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_________ Writer’s Journal: Letter, Performance Notes,
and Poem (PE, page 86; UR 2, page 9)
_________ Language, Grammar, and Style: Understood
Subject: You (PE, page 86; UR 2, page 11)
_________ Study and Research & Applied English:
Researching Poe on the Internet (PE,
page 86)


Lesson Plan
“The Song of Wandering Aengus,” page 87

M T W TH F
Difficulty Consideration: Poetic conventions; use of allegory Reading Strategy: Visualize

Identify Literary Elements
Synopsis: In this poem, Yeats retells the Celtic legend of how
Aengus, the Celtic god of love, became enamored of a fairy
woman and spent his life searching for her. The poem can be read WASHINGTON STATE STANDARDS
as an allegory for the creative process. click this box for details
Goals/Objectives:
• to appreciate and interpret a speaker’s experience with aging
and memoirs of youth
• to describe W. B. Yeats’s literary accomplishments and
understand his place in literary history
• to define allegory and identify allegorical interpretations of a poem
• to demonstrate an understanding of sentence completers and identify direct objects in sentences
• to work collaboratively to write fictional dialogue
Before Reading
_________ Literary Tools: Allegory and Rhyme (PE, page 87)
_________ About the Author: W. B. Yeats (PE, page 87)
During Reading
After Reading
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_________ Understanding Literature: Allegory and Rhyme (PE, page 90; UR 2, page 19)
_________ Writer’s Journal: Love Letter, Journal Entry, and Paragraph (PE, page 91; UR 2, page 19)
_________ Vocabulary: Modifiers (UR 2, page 20)
_________ Language, Grammar, and Style: Sentence Completers for Action Verbs #1 (PE, page 91; UR 2, page 22)
_________ Speaking and Listening: Extending the Dialogue (PE, page 91)
_________ Study and Research: Yeats in Music (PE, page 91, UR 2, page 23)


Lesson Plan
“The Song of Wandering Aengus,” page 87

M T W TH F
ITeaching Options Strategies for Developing Readers

Individual Learning Strategies Tackle Poetic Conventions
_________ Motivation: Celtic Mythology (ATE, page 88) _________ Special Needs: Summarizing (ATE, page 88)
_________ Reading Proficiency: Pronunciations (ATE, _________ Review Guided Reading Questions together.
page 88) _________ Help students fill in the Graphic Organizer.
(ATE, page 88) Tackle Use of Allegory
_________ Special Needs: Summarizing (ATE, page 88) _________ Go over the definition of allegory in Literary
_________ Enrichment: Questionnaire (ATE, page 88) Tools (PE, page 87).
_________ Give students other examples of allegory in
Cross-Curricular Activities literature; for example, the spiritual “Go
_________ Growth and Aging (ATE, page 88) Down, Moses,” in unit one, is an allegory.
This story of the Hebrew prophet Moses
Additional Questions and Activities leading the Israelites out of slavery can be
_________ Self-Portraits (ATE, page 89) read as a story about slavery in the United
States. The Israelites can be seen to
Flexible Grouping Suggestions symbolize African Americans under slavery.
_________ Enrichment: Questionnaire (ATE, page 88)
_________ Cross-Curricular Activity: Growth and Aging Additional Strategies for English Language
(ATE, page 88) Learners
_________ Additional Questions and Activities: _________ Read the poem aloud, asking students to
Self-Portraits (ATE, page 89) paraphrase each stanza.
_________ Respond to the Selection (PE, page 90; UR 2, _________ Dramatic Recording (AL, 1:08)
page 18) _________ Have students illustrate an image from the
_________ Investigate, Inquire, and Imagine (PE, page 90; poem. Students can then exchange drawings
UR 2, page 18) with a partner, and the partner can check off
_________ Understanding Literature: Allegory and Rhyme elements that are taken directly from the
(PE, page 90; UR 2, page 19) poem (i.e., moths on the wing, a berry used
_________ Speaking and Listening: Extending the as bait, an apple blossom in a girl’s hair).
Dialogue (PE, page 91)
_________ Vocabulary: Modifiers (UR 2, page 20)
_________ Motivation: Celtic Mythology (ATE, page 88)
_________ Writer’s Journal: Letter, Performance Notes,
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_________ Language, Grammar, and Style: Sentence
Completers for Action Verbs #1 (PE, page 91;
UR 2, page 22)
_________ Study and Research: Yeats in Music (PE,
page 91, UR 2, page 23)


Lesson Plan
“Local Sensibilities,” page 93

M T W TH F
Difficulty Considerations: Historical references; cultural Reading Strategy: Find a Purpose for
references Reading
Fix-Up Idea: Reread
Ease Factors: First-person point of view; selection length Standardized Test Practice:
Identify Author’s Purpose
Synopsis: A speaker pays tribute to Hawaii and a Hawaiian
heritage.
Goals/Objectives:
• to interpret and appreciate a speaker’s perspective on his home click this box for details
• to discuss how interpretation of specific words and objects vary
from region to region
• to define speaker and effect and identify these literary concepts
in poetry
• to demonstrate an understanding of sentence completers and
identify indirect objects in sentences
• to conduct research on the treatment of Japanese Americans during World War I
Before Reading
_________ Literary Tools: Speaker, Effect, and Image (PE, page 92)
_________ Reader’s Resource: Geography Connection (PE, page 92)
_________ About the Author: Wing Tek Lum (PE, page 92)
_________ Vocabulary: Denotation and Connotation (VR, page 25)
During Reading
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After Reading
_________ Understanding Literature: Speaker, Effect, and Image (PE, page 95; UR 2, page 31)
_________ Vocabulary: Words with Two or More Definitions (UR 2, page 32)
_________ Writer’s Journal: Postcard, Editorial, and Tour Guide (PE, page 96; UR 2, page 32)
_________ Language, Grammar, and Style: Sentence Completers for Action Verbs—Indirect Objects (PE, page 96;
UR 2, page 34)
_________ Study and Research: Relocation Centers (PE, page 96, UR 2, page 34)
_________ Speaking and Listening: Oral Interpretation (PE, page 96)


Lesson Plan
“Local Sensibilities,” page 93

M T W TH F

Individual Learning Strategies Tackle Historical References
_________ Motivation: Images of Hawaii (ATE, page 93) _________ Explain to students that the Japanese were
_________ Reading Proficiency: Graphic Organizer— enemies of the United States during World
Meaning by Stanza (ATE, page 93) War II and that the term “Jap” was a
_________ English Language Learning: Connotation and derogatory nickname used during wartime.
Images (ATE, page 93) Discuss the similarities of the relocation of
_________ Special Needs: Listening to the Selection Japanese Americans to the imprisonment of
(ATE, page 93) Jews in concentration camps. Tell students
that the 442nd was a regiment of all
_________ Enrichment: Hawaiian Culture (ATE, page 93)
Japanese-American soldiers fighting on the
Flexible Grouping Suggestions American side. They were commended by
_________ Reading Proficiency: Graphic Organizer— President Roosevelt for their bravery.
Meaning by Stanza (ATE, page 93) _________ Study and Research: Relocation Centers (PE,
_________ English Language Learning: Connotation and page 96, UR 2, page 34)
Images (ATE, page 93)
Tackle Cultural References
_________ Enrichment: Hawaii’s Culture (ATE, page 93)
_________ Review Reader’s Resource together (PE,
_________ Respond to the Selection (PE, page 94; UR 2, page 92).
page 30)
_________ Follow the suggestion in English Language
_________ Investigate, Inquire, and Imagine (PE, page 95; Learning note (ATE, page 93), as it will be
UR 2, page 30) helpful for all your students. You may also
_________ Understanding Literature: Speaker and Effect bring in the movie Blue Hawaii, starring Elvis
and Image (PE, page 95; UR 2, page 31) Presley, and discuss how Hawaii was
_________ Speaking and Listening: Oral Interpretation portrayed in American pop culture during the
(PE, page 96) 1950s.
Homework Suggestions Additional Strategies for English Language
_________ Vocabulary: Words with Two or More Learners
Definitions (UR 2, page 32) _________ Define some additional terms in the poem,
_________ Vocabulary: Denotation and Connotation (VR, such as forklift, wedges, true grit idol, stud
page 25) farm, idol, salved, wince, lolling, and balmy.
_________ Writer’s Journal: Postcard, Editorial, and Tour _________ Students may draw pictures on the
Guide (PE, page 96; UR 2, page 32) blackboard illustrating the two meanings of
_________ Language, Grammar, and Style: Sentence several terms in the poem.
Completers for Action Verbs—Indirect _________ Have students write their own poems,
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Objects (PE, page 96; UR 2, page 34) imitating the form of Wing Tek Lum’s poem
_________ Study and Research: Relocation Centers (PE, and including some of the perceptions and
page 96, UR 2, page 34) realities about their own home countries.


Lesson Plan
“A Simile” and “Metaphor,” page 97

M T W TH F
Difficulty Consideration: Figurative language Reading Strategy: Connect to Prior

Knowledge
Ease Factors: Vocabulary; subject matter; selection length Fix-Up Idea: Choose a New Strategy
Synopsis: Both are lyric poems. “A Simile” uses simile to depict Compare and Contrast
a relationship that is undergoing changes. “Metaphor” uses a
metaphor comparing each day to “a sheet of paper / for you to
write on.” WASHINGTON STATE STANDARDS

• to interpret and appreciate poems about relationships and
opportunity
• to describe how figurative language can enrich the expression
and understanding of concepts and emotions
• to define metaphor and simile and identify these figures of speech in poetry
• to demonstrate an ability to use contractions correctly in writing
• to work collaboratively to interpret, compare, and orally present poetry
Before Reading
_________ Literary Tools: Theme and Figurative Language (PE, page 97)
_________ About the Authors: N. Scott Momaday and Eve Merriam (PE, page 100)
During Reading
_________ Dramatic Recording: “Metaphor” (AL, 0:30)
After Reading
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_________ Respond to the Selection (PE, pages 98 and 99; UR 2, page 42)
_________ Understanding Literature: Theme and Figurative Language (PE, page 101; UR 2, page 44)
_________ Writer’s Journal: Simile, Extended Metaphor, and Paragraph (PE, page 101; UR 2, page 44)
_________ Vocabulary: Figures of Speech (UR 2, page 44)
_________ Language, Grammar, and Style: Contractions in Sentences (PE, page 102; UR 2, page 45)
_________ Speaking and Listening & Collaborative Learning: Oral Interpretation (PE, page 102; UR 2, page 46)
_________ Applied English: Résumé (PE, page 102; UR 2, page 47)


Lesson Plan
“A Simile” and “Metaphor,” page 97

M T W TH F

Individual Learning Strategies Tackle Figurative Language
_________ Motivation: Creating Similes and Metaphors _________ Read Literary Tools, focusing especially on
(ATE, page 98) Figurative Language (PE, page 97).
_________ Reading Proficiency: Reading Out Loud and _________ Help students complete the Graphic
Listening to the Selection (ATE, page 98) Organizer.
_________ English Language Learning: Understanding
Metaphors and Similes (ATE, page 98) Additional Strategies for English Language
_________ Special Needs: Illustrating Images (ATE, Learners
page 98) _________ Provide a picture or video of deer so that
_________ Enrichment: Researching an Author (ATE, students can more readily picture the image
page 98) in “A Simile.”
_________ Define the terms single file and latent.
Flexible Grouping Suggestions _________ In response to “Metaphor,” have students
_________ Motivation: Creating Similes and Metaphors make a list of things they want to do today.
(ATE, page 98)
Listening to the Selection (ATE, page 98)
_________ Respond to the Selection (PE, pages 98
and 99; UR 2, page 42)
_________ Investigate, Inquire, and Imagine (PE, page
101; UR 2, page 43)
_________ Understanding Literature: Theme and
Figurative Language (PE, page 101; UR 2,
page 44)
_________ Speaking and Listening & Collaborative
Learning: Oral Interpretation (PE, page 102;
UR 2, page 46)
_________ Vocabulary: Figures of Speech (UR 2,
page 44)
_________ Enrichment: Researching an Author (ATE,
page 98)
_________ Writer’s Journal: Simile, Extended Metaphor,
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and Paragraph (PE, page 101; UR 2, page 44)
_________ Language, Grammar, and Style: Contractions
in Sentences (PE, page 102; UR 2, page 45)
_________ Applied English: Résumé (PE, page 102;
UR 2, page 47)


Lesson Plan
“Boast Not, Proud English,” page 103

M T W TH F
Difficulty Considerations: Subject matter; archaic language Reading Strategy: Write Things Down
Identify Main Ideas
Synopsis: In this poem, Williams warns English settlers not to
count themselves superior to Native Americans.
Goals/Objectives:
• to interpret and understand a poem concerning racial inequality
• to identify and summarize the arguments and opinions of a
speaker in poetry
• to define couplet and identify this style of verse in a selection
• to define aim and explain the writer’s aim in “Boast Not, Proud
English”
• to demonstrate an understanding of and an ability to recognize
personal and indefinite pronouns in writing
Before Reading
_________ Literary Tools: Couplet and Aim (PE, page 103)
_________ About the Author: Roger Williams (PE, page 103)
During Reading
After Reading
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_________ Understanding Literature: Couplet and Aim (PE, page 105; UR 2, page 54)
_________ Writer’s Journal: Paragraph, Newspaper Editorial, and Lyric Poem (PE, page 106; UR 2, page 55)
_________ Vocabulary: Word Families: Culture-Specific Words (UR 2, page 55)
_________ Language, Grammar, and Style: Personal and Indefinite Pronouns (PE, page 106; UR 2, page 56)
_________ Media Literacy & Applied English: Book Jacket (PE, page 106)
_________ Study and Research & Media Literacy: Television Interview (PE, page 106)


Lesson Plan
“Boast Not, Proud English,” page 103

M T W TH F

Individual Learning Strategies Tackle Subject Matter
_________ Motivation: Relations between Native _________ Discuss colonial attitudes toward Native
Americans and Early Colonists (ATE, Americans, using the information in Reader’s
page 103) Resource (PE, page 103) as a starting point.
_________ Reading Proficiency: Formal and Informal _________ Explain Puritan religious beliefs, using the
English (ATE, page 103) footnote on page 104 as a starting point.
_________ English Language Learning: Vocabulary Point out that Williams himself believed that
(ATE, page 104) Native Americans should be converted to
_________ Special Needs: Previewing Questions (ATE, Christianity.
page 104) _________ Reading Proficiency: Reading Out Loud (ATE,
_________ Enrichment: Native Americans Today (ATE, page 103)
page 104) _________ The inverted sentence structure may confuse
students. Write the poem on the board. With
Flexible Grouping Suggestions students’ help, transcribe the poem into
_________ Enrichment: Native Americans Today (ATE, prose format, rewriting each sentence so that
page 104) the subject is at the beginning.
UR 2, page 53) Tackle Archaic Language
_________ Investigate, Inquire, and Imagine (PE, page _________ Define the archaic terms thy, thee, thine,
105; UR 2, page 53) thou, and shalt, and have students translate
the poem into modern English.
_________ Understanding Literature: Couplet and Aim
(PE, page105; UR 2, page 54) Additional Strategies for English Language
_________ Study and Research & Media Literacy: Learners
Television Interview (PE, page 106) _________ Have a volunteer recite the poem.
Homework Suggestions _________ Define the terms boast, birth, and blood.
_________ Vocabulary: Word Families: Culture-Specific
Words (UR 2, page 55)
_________ Motivation: Relations between Native
Americans and Early Colonists (ATE,
page 103)
_________ Writer’s Journal: Paragraph, Newspaper
Editorial, and Lyric Poem (PE, page 106; UR 2,
page 55)
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_________ Language, Grammar, and Style: Personal and
Indefinite Pronouns (PE, page 106; UR 2,
page 56)
_________ Media Literacy & Applied English: Book
Jacket (PE, page 106)


Lesson Plan
“Birches,” page 107

M T W TH F
Reading Level: Moderate READING STRATEGIES RESOURCE, PAGE XX
Difficulty Consideration: Poetic language Reading Strategy: Visualize

Fix-Up Idea: Take a Break
Ease Factors: Tone; selection length Standardized Test Practice:
Synopsis: The speaker imagines how birch trees become bowed
and dreams of swinging on birches, carefree, as he used to when
he was a boy. WASHINGTON STATE STANDARDS

• to interpret and appreciate a poem about youth, old age, and
nature
• to describe Robert Frost’s literary accomplishments and explain
the historical significance of his writings
• to define symbol and recognize the use of symbols in literature
• to define metaphor and simile and identify these figures of speech in poetry
• to demonstrate an ability to identify adjectives and adverbs in sentences
Before Reading
_________ Literary Tools: Symbol, Metaphor, and Simile (PE, page 107)
_________ About the Author: Robert Frost (PE, page 107)
During Reading
After Reading
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_________ Understanding Literature: Symbol, Metaphor, and Simile (PE, page 111; UR 2, page 64)
_________ Writer’s Journal: Directions, Journal Entry, and Explanation (PE, page 112; UR 2, page 64)
_________ Vocabulary: Figures of Speech: Personification (UR 2, page 65)
_________ Language, Grammar, and Style: Modifiers: Adjectives and Adverbs (PE, page 112; UR 2, page 66)
_________ Media Literacy & Speaking and Listening: Audio Files (PE, page 112)
_________ Study and Research: Researching on the Internet (PE, page 112)


Lesson Plan
“Birches,” page 107

M T W TH F

Additional Questions and Activities Tackle Poetic Language
_________ Discussing and Writing about Appealing _________ Literary Tools: Symbol, Metaphor, and Simile
Aspects of the Poem (ATE, page 108) (PE, page 107)
_________ Complete Graphic Organizer together (PE,
Individual Learning Strategies page 107; VLR I, page 27; UR 2, page 61).
_________ Motivation: Trees (ATE, page 108) _________ Explain the use of personification in line 21.
_________ Reading Proficiency: Reading Out Loud in _________ Model how to read the poem, using
Sections (ATE, page 108) appropriate pauses to aid students’
_________ English Language Learning: Vocabulary comprehension.
(ATE, page 108)
_________ Special Needs: Listening to the Selection Additional Strategies for English Language
_________ Enrichment: Study and Research Poems by _________ Show pictures of birch trees and explain how
Frost (ATE, page 108) boys and ice storms could bend them.
_________ Explain to students that the speaker knows
Cross-Curricular Activity the real reason for the bent birches but
_________ Creative Explanation of Natural Phenomenon prefers an imaginative reason.
(ATE, page 109) _________ Have students discuss childish pastimes that
they miss.
_________ Discussing and Writing about Appealing
Aspects of the Poem (ATE, page 108)
_________ Motivation: Trees (ATE, page 108)
_________ Reading Proficiency: Reading Out Loud in
Sections (ATE, page 108)
_________ Special Needs: Listening to the Selection
(ATE, page 108)
_________ Enrichment: Study and Research Poems by
Frost (ATE, page 108)
UR 2, page 62)
111; UR 2, page 63)
_________ Understanding Literature: Symbol, Metaphor,
and Simile (PE, page 111; UR 2, page 64)
Homework Suggestions © EMC Corporation

_________ Vocabulary: Figures of Speech:
Personification (UR 2, page 65)
_________ Cross-Curricular Activity: Creative
Explanation of Natural Phenomenon (ATE,
page 109)
_________ Writer’s Journal: Directions, Journal Entry, and
Explanation (PE, page 112; UR 2, page 64)
_________ Language, Grammar, and Style: Modifiers:
Adjectives and Adverbs (PE, page 112;
UR 2, page 66)
_________ Media Literacy & Speaking and Listening:
Audio Files (PE, page 112)
_________ Study and Research: Researching on the
Internet (PE, page 112)


Lesson Plan
“Song,” page 113

M T W TH F
Difficulty Consideration: Subject matter Reading Strategy: Write Things Down

Fix-Up Idea: Think Aloud
Make Inferences
Synopsis: This prose poem describes a woman’s singing at
nightfall.
Goals/Objectives:
• to interpret and empathize with a description of a woman click this box for details
expressing her sadness in song
• to appreciate a brief prose poem about sadness
• to define narrative poem and identify narrative elements in a
poem
• to define personification and summarize how nature is personified
in a poem
• to demonstrate an ability to identify and correct double negatives
in writing
Before Reading
_________ Literary Tools: Narrative Poem and Personification (PE, page 113)
_________ About the Author: Gabriela Mistral (PE, page 113)
During Reading
After Reading
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_________ Understanding Literature: Narrative Poem and Personification (PE, page 115; UR 2, page 73)
_________ Writer’s Journal: Song Lyrics, Screenplay, and Paragraph (PE, page 116; UR 2, page 74)
_________ Vocabulary: Identifying Parts of Speech (UR 2, page 74)
_________ Language, Grammar, and Style: Avoiding Double Negatives (PE, page 116; UR 2, page 75)
_________ Collaborative Learning: Writing a Prose Poem (PE, page 116)


Lesson Plan
“Song,” page 113

M T W TH F

_________ Motivation: Sad Songs (ATE, page 113) _________ Literary Tools: Narrative Poem and
_________ Reading Proficiency: Focus on Questions Personification (PE, page 113)
(ATE, page 113) _________ Special Needs: Summarizing (ATE, page 114)
_________ English Language Learning: Vocabulary _________ Have students recount a scene in a movie or
(ATE, page 114) on television in which a character grieves.
_________ Special Needs: Summarizing (ATE, page 114)
_________ Enrichment: Comparing Translations (ATE, Additional Strategies for English Language
page 114) Learners
_________ Discuss the similes used for a broken heart
Flexible Grouping Suggestions and a broken jar.
_________ Reading Proficiency: Focus on Questions _________ Brainstorm possible reasons for the woman’s
(ATE, page 113) broken heart.
_________ Special Needs: Summarizing (ATE, page 114) _________ Read the poem together, checking for
_________ Enrichment: Comparing Translations (ATE, comprehension after each paragraph.
page 114)
UR 2, page 72)
115; UR 2, page 72)
_________ Understanding Literature: Narrative Poem
and Personification (PE, page 115; UR 2,
page 73)
_________ Collaborative Learning: Writing a Prose Poem
(PE, page 116)
_________ Motivation: Sad Songs (ATE, page 113)
_________ Vocabulary: Identifying Parts of Speech (UR 2,
page 74)
_________ Writer’s Journal: Song Lyrics, Screenplay, and
Paragraph (PE, page 116; UR 2, page 74)
_________ Language, Grammar, and Style: Avoiding
Double Negatives (PE, page 116; UR 2,
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page 75)
_________ Speaking and Listening: Oral Interpretation
(PE, page 116)


Lesson Plan
“The Creation,” page 117

M T W TH F
Difficulty Consideration: Punctuation Reading Strategy: Write Things Down

Ease Factors: Storytelling style; vocabulary Standardized Test Practice:
Synopsis: In this powerful narrative poem, Johnson retells the
biblical story of the creation.
Goals/Objectives:
• to interpret and appreciate a poem about creation
• to summarize and explain the events in the process of creation
as described in a poem
• to define simile and identify the use of this figure of speech in a
poem
• to demonstrate an ability to identify and describe the function of
pronouns in sentences
• to present an oral interpretation of an excerpt of a poem
Before Reading
_________ Literary Tools: Simile and Narrative Poem (PE, page 117)
_________ About the Author: James Weldon Johnson (PE, page 117)
_________ Fine Art: Aaron Douglas (PE, page 119; VLR II, page 31; Art Note, PE and ATE,
_________ Vocabulary: Etymology (VR, page 27)
During Reading
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After Reading
_________ Understanding Literature: Simile and Narrative Poem (PE, page 121; UR 2, page 83)
_________ Writer’s Journal: Letter, Journal Entry, and Video Script (PE, page 122; UR 2, page 83)
_________ Vocabulary: Simile (UR 2, page 84)
_________ Language, Grammar, and Style: Pronouns as Subjects and Objects (PE, page 122; UR 2, page 85)
_________ Study and Research: Researching Creation Stories (PE, page 122)

Lesson Plan
“The Creation,” page 117

M T W TH F
Teaching Options _________ Language, Grammar, and Style: Pronouns as

Subjects and Objects (PE, page 122; UR 2,
_________ Motivation: Comparing Versions of the _________ Study and Research: Researching Creation
Creation Story (ATE, page 118) Stories (PE, page 122)
_________ Reading Proficiency: Simple Verbs Review _________ Speaking and Listening: Oral Interpretation
(ATE, page 118) (PE, page 122)
_________ English Language Learning: Capitalization of
Sacred Beings and Works (ATE, page 118) Strategies for Developing Readers
(ATE, page 118) Tackle Punctuation
_________ Enrichment: Comparing Sermons (ATE, _________ Direct students to the Language Arts Survey
page 118) 3.88 Semicolons (PE, page 1010). Have
students identify places where the poet uses
Art Note semicolons. Then have them explain why the
_________ Aaron Douglas (PE and ATE, page 119; VLR semicolon is appropriate in each instance.
II, page 31; UR 2, page 81) _________ Have students read the Language Arts
Survey 3.93 Hyphens and Dashes (PE, page
Quotables 1011) before reading the selection.
_________ Genesis 1:1–3 (ATE, page 119)
Flexible Grouping Suggestions Learners
_________ Reading Proficiency: Simple Verbs Review _________ Use activities for Spanish speakers (SR,
(ATE, page 118) page 15).
_________ English Language Learning: Capitalization of _________ Find examples of dialect and discuss its
Sacred Beings and Works (ATE, page 118) effect.
_________ Special Needs: Listening to the Selection _________ Have students share creation stories that they
(ATE, page 118) have heard.
_________ Enrichment: Comparing Sermons (ATE,
page 118)
page 82)
121; UR 2, page 82)
_________ Understanding Literature: Simile and
Narrative Poem (PE, page 121; UR 2,
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page 83)
_________ Vocabulary: Simile (UR 2, page 84)
_________ Vocabulary: Etymology (VR, page 27)
_________ Motivation: Comparing Versions of the
Creation Story (ATE, page 118)
_________ Writer’s Journal: Letter, Journal Entry, and
Video Script (PE, page 122; UR 2, page 83)


Lesson Plan
from the Odyssey, page 123

M T W TH F
Difficulty Considerations: Poetic style; vocabulary; selection Reading Strategy: Use Text
length Organization
Fix-Up Idea: Tackle Difficult Vocabulary
Ease Factor: Exciting plot Standardized Test Practice:
Synopsis: These excerpts from the Odyssey include the story of Use Context Clues
Odysseus and his crew on the island of the Cyclopes (from Book
Nine) and the story of Odysseus and the Sirens (from Book Twelve).
Goals/Objectives:
• to summarize the events in the Odyssey and explain its place in click this box for details
literary history
• to define epic and heroic epic
• to understand pronoun-antecedent agreement
• to work collaboratively to examine, through allusions, the
influence of the Odyssey on literature and fine arts
Related Reading: “Exploring the Greece of Odysseus,” page 144
Before Reading
_________ Prereading: Reader’s Resource, Literary Tools, and About the Author (PE, pages 123–124)
_________ Fine Art: John Waterhouse (PE, page 125; VLR II, page 34)
_________ Fine Art: Greek Artist (PE, page 141; Art Note, PE and ATE, page 141; UR 2, page 94)
_________ Pronunciation Guide (PE, page 126)
_________ Vocabulary: Using Context Clues (VR, page 31)
During Reading
After Reading
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_________ Understanding Literature: Epic, Heroic Epic, and Personification (PE, page 146; UR 2, page 96)
_________ Writer’s Journal: Letter, Ship’s Log Entry, and Beliefs (PE, page 147; UR 2, page 97)
_________ Vocabulary: Greek Word Families (UR 2, page 97)
_________ Language, Grammar, and Style: Agreement of Pronouns and Antecedents (PE, page 147; UR 2, page 98)
_________ Study and Research & Collaborative Learning: Allusions (PE, page 147; UR 2, page 98)
_________ Speaking and Listening & Study and Research: Art Exhibit (PE, page 147)
_________ Related Reading: “Exploring the Greece of Odysseus” (PE, page 144)


Lesson Plan

M T W TH F
Teaching Options Internet Resources

_________ Western Folklife Center Website (ATE,
_________ Motivation: Debate about Role Models (ATE,
page 124) Art Note
_________ Reading Proficiency: Summarizing (ATE, _________ Greek Artist (PE and ATE, page 141; UR 2,
page 124) page 94)
_________ English Language Learning: Background
Information (ATE, page 124) Flexible Grouping Suggestions
_________ Special Needs: Listening to the Selection _________ Motivation: Debate about Role Models (ATE,
(ATE, page 124) page 124)
_________ Enrichment: Reading and Summarizing _________ Additional Questions and Activities:
Stories from Homer (ATE, page 124) Dramatizing the Selection (ATE, page 125)
_________ Additional Questions and Activities: Sketch
Additional Questions and Activities and Description (ATE, page 126)
_________ Dramatizing the Selection (ATE, page 125) _________ Additional Questions and Activities: Works
_________ Sketch and Description (ATE, page 126) Inspired by the Sirens (ATE, page 142)
_________ Researching Greek Gods (ATE, page 133) _________ Additional Questions and Activities:
_________ Predicting (ATE, page 134) Storytelling Festival (ATE, page 145)
_________ Recalling the Story (ATE, pages 135, 138, 144) _________ Respond to the Selection (PE, page 143;
_________ Works Inspired by the Sirens (ATE, page 142) UR 2, page 95)
_________ Storytelling Festival (ATE, page 145) _________ Investigate, Inquire, and Imagine (PE, page
_________ Related Reading Questions (ATE, page 148) 146; UR 2, page 95)
_________ Understanding Literature: Epic, Heroic Epic,
Cross-Curricular Connections and Personification (PE, page 146; UR 2,
_________ History of Homer’s Fame (ATE, page 125) page 96)
_________ Apollo (ATE, page 128) _________ Study and Research & Collaborative
_________ Greek Gods (ATE, page 130) Learning: Allusions (PE, page 147; UR 2,
page 98)
Quotables
_________ Matthew Arnold (ATE, page 127)
_________ Vocabulary: Greek Word Families (UR 2,
Cross-Curricular Activities page 97)
_________ Offerings to Greek Gods (ATE, page 129) _________ Vocabulary: Using Context Clues (VR,
_________ Greek Ships (ATE, page 132) page 31)
_________ Creating a Web Page (ATE, page 150) _________ Enrichment: Reading and Summarizing
Stories from Homer (ATE, page 124)
Literary Technique _________ Offerings to Greek Gods (ATE, page 129)
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_________ Invocation to a Muse (ATE, page 131) _________ Invocation to a Muse (ATE, page 131)
_________ Homeric Epithets (ATE, page 139) _________ Greek Ships (ATE, page 132)
_________ Hero (ATE, page 137)
Bibliographic Note _________ Writer’s Journal: Letter, Ship’s Log Entry, and
_________ Mythology by Edith Hamilton (ATE, page 136) Beliefs (PE, page 147; UR 2, page 97)
_________ Mythology by Thomas Bullfinch (ATE, _________ Language, Grammar, and Style: Agreement
page 145) of Pronouns and Antecedents (PE, page 147;
_________ Greeks and Trojans by Rex Warner (ATE, UR 2, page 98)
page 145) _________ Speaking and Listening & Study and
Research: Art Exhibit (PE, page 147)
Literary Note
_________ Hero (ATE, page 137)
_________ The Odyssey, Books 10–11 (ATE, page 140)


Lesson Plan

M T W TH F
Strategies for Developing Readers Tackle Selection Length

_________ Reading Proficiency: Summarizing (ATE,
Tackle Poetic Style page 124)
_________ Model reading the selection, using _________ Read the story over two or more class
appropriate pauses that aid comprehension. sessions.
_________ Read the first several pages aloud. _________ Summarize the plot, page by page, using
_________ Model visualization techniques during Guided Reading Questions.
descriptive passages. _________ Have pairs read aloud, answer questions,
and mark text together.
Tackle Vocabulary
_________ English Language Learning: Background Additional Strategies for English Language
Information (ATE, page 124) Learners
_________ Greek Gods (ATE, page 130) _________ Use activities for Spanish speakers (SR,
_________ Homeric Epithets (ATE, page 139) page 20).
_________ Review Words for Everyday Use before _________ Have students read the Odyssey in a comic
reading the story. Point out the example book or picture book format.
sentences given for each. _________ Pair students with strong readers who can
_________ Help students to use context clues to guess help with additional vocabulary.
the meaning of unfamiliar words.
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Lesson Plan
Unit Two
Poetry
M T W TH F

Cowboy Poetry Gatherings Help Preserve Western Traditions
Selection (ATE, page 148) WASHINGTON STATE STANDARDS
_________ Internet Resources: The Western Folklife Center (ATE,
page 149)
_________ Cross-Curricular Activities: Create a Web Page (ATE, page
150)
Guided Writing
GUIDED WRITING
Expressive/Informative Writing: Composing a Personal Essay
Software
Assignment: Students write a personal essay about a person they See the Guided
consider a hero (PE, pages 151–159). Writing Software for
an extended version of this
Before Writing lesson that includes printable
_________ Composing a Personal Essay (PE, page 151) graphic organizers, extensive
friendly checklists, and self-,
_________ Examining the Model (PE, page 152) peer, and teacher evaluation
_________ Prewriting (PE, page 152; WR, page 36) features.
_________ Rubric for Expressive/Informative Writing: Composing a Personal Essay
(VLR I, page 129; WR, page 54)
During Writing
_________ Student Model—Draft (PE, page 155; WR, page 40; VLR I, page 127)
_________ Language, Grammar, and Style: Nouns: Pronouns and Antecedents; Number Agreement (PE, page 155;
WR, page 41)
After Writing
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_________ Student Model—Final Product (PE, page 158; WR, page 49)

_________ Motivation: Inspire Others (ATE, page 152)
_________ Reading Proficiency: Follow Guided Writing Lesson One Step at a Time (ATE, page 152)
_________ English Language Learning: Review First Draft (ATE, page 152)
_________ Special Needs: Pair with Proficient Student to Complete Organizer (ATE, page 152)
_________ Enrichment: Extemporaneous Speech (ATE, page 152)


Lesson Plan
Unit Two
Poetry
M T W TH F
_________ Have students think about a hero they would like to write about (Composing a Personal Essay, PE,
page 151).
_________ Language, Grammar, and Style: Nouns: Pronouns and Antecedents; Number Agreement (PE, page 155;
WR, page 41)
_________ Rubric for Expressive/Informative Writing: Composing a Personal Essay
Unit Two Review


_________ Thematic Studies: Location, Goals, Creation, and Advice (PE, page 161; UR 2, page 112)


_________ Americans’ Favorite Poems: The Favorite Poem Project Anthology, edited by Robert Pinsky and Maggie
Dietz (PE, page 161)
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_________ Independent Reading Activity: Compile Your Own Anthology (PE, page 161; UR 2, page 114)

_________ I Am Wings: Poems about Love by Ralph Fletcher
_________ Poetry for Young People: Edgar Allan Poe edited by Brod Bagert
_________ Poems for Youth by Emily Dickinson edited by Alfred Leete Hampson


Lesson Plan
Unit Three
Fiction
M T W TH F
• to enjoy and appreciate several short stories
• to understand different elements of fiction
• to identify character, characterization, setting, mood, conflict, and
theme and recognize the use of these techniques
• to write a comparison and contrast essay
• to demonstrate an understanding of subject-verb agreement in
sentence writing

_________ “The Monkey’s Paw,” page 168
_________ “To Build a Fire,” page 180
_________ Related Reading: from “A Short Life, Intensely
Lived: The Adventures of Jack London” from
Biography, page 193
_________ Insights: Evaluating Author Websites, page 195
_________ “The Most Dangerous Game,” page 198
_________ “The Handsomest Drowned Man in the World,” page 216
_________ “The Good Deed,” page 224
_________ “Everyday Use,” page 243
_________ “The Devil and Daniel Webster,” page 252
_________ “Gwilan’s Harp,” page 266
_________ “The Gift of the Magi,” page 274
_________ Language Arts in Action: Mentor Connection, page 282
_________ Guided Writing—Informative/Persuasive Writing: Writing a Comparison and Contrast Essay, page 284
_________ Unit Three Review, page 291
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_________ Fine Art: Joan Miró (PE, page 162; VLR II, page 37)
_________ Elements of Fiction (PE, page 164)
_________ Bibliographical Note: Cervantes (ATE, page 164)
_________ Art Note: Paul Cadmus (PE and ATE, page 165)
_________ Additional Questions and Activities: Regional Fiction (ATE, page 166)
_________ Additional Questions and Activities: Plot Pyramid (ATE, page 167)


Lesson Plan
“The Monkey’s Paw,” page 168

M T W TH F
Difficulty Considerations: Style; vocabulary; supernatural Reading Strategy: Make Predictions

events Fix-Up Idea: Read Short Sections
Ease Factors: Few characters; dialogue Analyze Literary Elements
Synopsis: In this classic tale of suspense and horror, a magical
monkey’s paw makes wishes come true—but at a terrible cost to WASHINGTON STATE STANDARDS
the wisher.
Goals/Objectives:
• to appreciate a horror story
• to describe W. W. Jacobs’s literary accomplishments
• to define foreshadowing and setting and recognize examples of
these literary concepts
• to demonstrate knowledge of action verbs and linking verbs
• to perform a dramatic skit of one of the scenes in the story and
take turns with other students in the telling of a make-up-as-you-
go horror story
Before Reading
_________ Literary Tools: Foreshadowing and Setting (PE, page 168)
_________ About the Author: W. W. Jacobs (PE, page 168)
_________ Vocabulary: Word Roots (VR, page 40)
During Reading
After Reading
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_________ Understanding Literature: Foreshadowing and Setting (PE, page 178; UR 3, page 9)
_________ Writer’s Journal: Epitaph, Letter, and Journal Entry (PE, page 179; UR 3, page 10)
_________ Vocabulary: Suspense (UR 3, page 11)
_________ Language, Grammar, and Style: Action Verb or Linking Verb (PE, page 179; UR 3, page 12)
_________ Collaborative Learning: Dramatic Skit (PE, page 179)
_________ Speaking and Listening: Telling a Horror Story (PE, page 179)


Lesson Plan
“The Monkey’s Paw,” page 168

M T W TH F

_________ Vocabulary: Suspense (UR 3, page 11)
Individual Learning Strategies _________ Vocabulary: Word Roots (VR, page 40)
_________ Motivation: Discussing the Curse (ATE, _________ Literary Technique: Description and Effect
_________ Reading Proficiency: Reading Aloud (ATE, _________ Cross-Curricular Activity: Fate (ATE, page
page 169) 170)
_________ English Language Learning: Vocabulary _________ Enrichment: India at the Turn of the Twentieth
(ATE, page 169) Century (ATE, page 169)
_________ Special Needs: Previewing the Story (ATE, _________ Writer’s Journal: Epitaph, Letter, and Journal
page 169) Entry (PE, page 179; UR 3, page 10)
_________ Enrichment: India at the Turn of the Twentieth _________ Language, Grammar, and Style: Action Verb
Century (ATE, page 169) or Linking Verb (PE, page 179; UR 3,
page 12)
Cross-Curricular Connection
_________ Indian Nationalist Movement (ATE, page 170) Strategies for Developing Readers
_________ Factory Accidents (ATE, page 175)
Tackle Style
Cross-Curricular Activity _________ Special Needs: Previewing the Story (ATE,
_________ Fate (ATE, page 170) page 169)
_________ Read the first pages together, checking for
Literary Note
comprehension.
_________ Arabian Nights (ATE, page 171)
Tackle Vocabulary
_________ Reading Proficiency: Reading Aloud (ATE,
_________ Questions and Answers (ATE, pages page 169)
171–174, 176–177)
_________ Generalizing (ATE, page 174) (ATE, page 169)
_________ Sensory Images (ATE, page 177) _________ Model how to use context clues to decipher
unfamiliar words.
Literary Technique
_________ Description and Effect (ATE, page 173) Tackle Supernatural Events
_________ Motivation: Discussing the Curse (ATE,
page 169)
_________ Motivation: Discussing the Curse (ATE,
_________ Discuss examples of wishes granted in
page 169)
movies, books, and television.
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page 169) Additional Strategies for English Language
_________ Special Needs: Previewing the Story (ATE, Learners
page 169) _________ Ask volunteers to act out the story as the
_________ Additional Questions and Activities: story is read aloud.
Generalizing (ATE, page 174) _________ Have students cooperatively create a
_________ Respond to the Selection (PE, page 178; storyboard.
UR 3, page 8) _________ Have students summarize the story by
_________ Investigate, Inquire, and Imagine (PE, page finishing this sentence: “I heard about a
178; UR 3, page 8) family who….”
_________ Understanding Literature: Foreshadowing
and Setting (PE, page 178; UR 3, page 9)
_________ Collaborative Learning: Dramatic Skit (PE,
page 179)
_________ Speaking and Listening: Telling a Horror
Story (PE, page 179)


Lesson Plan
“To Build a Fire,” page 180

M T W TH F
Difficulty Considerations: Subject matter; style; selection Reading Strategy: Write Things Down
length Fix-Up Idea: Take a Break
Ease Factor: Suspense Identify Author’s Purpose
Synopsis: A man’s decision to walk alone across a long stretch of

Yukon tundra leads to disaster. WASHINGTON STATE STANDARDS

• to enjoy a suspenseful adventure story
• to describe Jack London’s contributions to modern literature,
especially regarding Naturalism
• to define setting, plot, and conflict
• to practice technical writing, perform a skit, and access the
Internet to read about Jack London
Related Reading: from “A Short Life, Intensely Lived: The Adventures of Jack London,” page 193
Insights: Evaluating Author Websites, page 195
Before Reading
_________ Prereading (PE, page 180)
_________ Vocabulary: PAVE: Predict, Associate, Verify, Evaluate (VR, page 43)
During Reading
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After Reading
_________ Understanding Literature: Setting, Plot, and Conflict (PE, page 196; UR 3, page 24)
_________ Writer’s Journal: Letter, Survival Guide, and Directions (PE, page 197; UR 3, page 25)
_________ Vocabulary: Base Words and Suffixes (PE, page 197; UR 3, page 26)
_________ Applied English: Technical Writing (PE, page 197)
_________ Collaborative Learning: Skit (PE, page 197)
_________ Study and Research: Jack London’s Letters (PE, page 197)


Lesson Plan

M T W TH F
Teaching Options Flexible Grouping Suggestions

_________ Cross-Curricular Activities: Gold Rushes
Individual Learning Strategies (ATE, page 183)
_________ Motivation: Naturalism (ATE, page 181) _________ Cross-Curricular Activities: Finding Locations
_________ Reading Proficiency: Sensory Details and on a Map (ATE, page 183)
Setting (ATE, page 181) _________ Cross-Curricular Activities: Frostbite and
_________ English Language Learning: Nature Imagery Hypothermia (ATE, page 184)
(ATE, page 181) _________ Cross-Curricular Activities: Techniques for
_________ Special Needs: Map of the Yukon (ATE, Building a Fire (ATE, page 186)
page 181) _________ Cross-Curricular Activities: Near-Death
_________ Enrichment: Climate of the Yukon (ATE, Experience (ATE, page 192)
page 181) _________ Respond to the Selection (PE, page 196;
UR 3, page 23)
Cross-Curricular Activities
_________ Length of Day (ATE, page 182)
196; UR 3, page 23)
_________ Adapting to Extreme Day Lengths (ATE,
_________ Understanding Literature: Setting, Plot, and
page 182)
Conflict (PE, page 196; UR 3, page 24)
_________ Survival in the Wilderness (ATE, page 182)
_________ Collaborative Learning: Skit (PE, page 197)
_________ Gold Rushes (ATE, page 183)
_________ Finding Locations on a Map (ATE, page 183) Homework Suggestions
_________ Frostbite and Hypothermia (ATE, page 184) _________ Vocabulary: PAVE: Predict, Associate, Verify,
_________ Techniques for Building a Fire (ATE, page 186) Evaluate (VR, page 43)
_________ Psychology of Survival (ATE, page 190) _________ Motivation: Naturalism (ATE, page 181)
_________ Near-Death Experience (ATE, page 192) _________ Reading Proficiency: Sensory Details and
Setting (ATE, page 181)
Additional Questions and Activities _________ Enrichment: Climate of the Yukon (ATE,
_________ Protagonist (ATE, page 184) page 181)
_________ Discussing Character and Giving Advice _________ Cross-Curricular Activities: Survival in the
(ATE, page 186) Wilderness (ATE, page 182)
_________ Understanding Immensity of the Yukon (ATE, _________ Writer’s Journal: Letter, Survival Guide, and
page 187) Directions (PE, page 197; UR 3, page 25)
_________ Experiences with Cold Weather (ATE, _________ Vocabulary: Base Words and Suffixes (PE,
page 189) page 197; UR 3, page 26)
_________ Images of the Man and the Dog (ATE, _________ Applied English: Technical Writing (PE,
page 190) page 197)
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_________ Protagonist’s Namelessness (ATE, page 191) _________ Study and Research: Jack London’s Letters
_________ Human/Animal Relationships (ATE, page 192) (PE, page 197)
_________ Insights Questions (ATE, page 195)
Literary Technique
_________ Hubris and Foreshadowing (ATE, page 185)
_________ Repetition and Dramatic Irony (ATE, page 187)
_________ Sentence Length (ATE, page 188)
_________ Focus (ATE, page 189)


Lesson Plan

M T W TH F
Strategies for Developing Readers Tackle Selection Length

_________ Read the story over two or more class
Tackle Subject Matter periods.
_________ Read Prereading information aloud. _________ Read key portions of the story aloud.
_________ Read the Related Reading first. _________ Have pairs read and answer Guided Reading
_________ Gather pictures of the Yukon. Questions together.
_________ Have students share knowledge of extremely
cold weather. Additional Strategies for English Language
_________ Assign some of the Cross-Curricular Activities Learners
in the ATE. Refer to the Additional Questions _________ Have students organize vocabulary words
and Activities in the ATE for questions to according to sound, prefix, or suffix patterns.
help spur discussion of how the protagonist _________ Dramatic Recording (AL, 44:24)
handles the cold. _________ Have students copy favorite descriptions of
the cold and the Yukon into their notebooks.
Tackle Style
_________ Many of London’s sentences are complex,
and the description is dense. Read aloud or
use the audio version for a portion of the
story, pausing the recording frequently to
check comprehension.
_________ Replay or reread difficult sections of the story.
_________ Use Guided Reading Questions to check
understanding.
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Lesson Plan
“The Most Dangerous Game,” page 198

M T W TH F
Difficulty Considerations: Selection length; vocabulary Reading Strategy: Tackle Difficult

Vocabulary
Ease Factors: Few characters; short sentences Fix-Up Idea: Choose a New Strategy
Synopsis: Shipwrecked on a desolate island, a man finds himself
Use Context Clues
stalked like prey by a madman who has become bored with
conventional hunting.
Goals/Objectives:
• to empathize with the protagonist of a story about conflict click this box for details
• to describe the literary contributions of Richard Connell
• to define irony, plot, and conflict and recognize and explain
examples of each
• to demonstrate knowledge of predicate adjectives
• to identify the plot elements of the story by creating a storyboard
and participate in a hunting debate
Before Reading
_________ Literary Tools: Irony, Plot, and Conflict (PE, page 198)
_________ Reader’s Resource: Cultural Connection (PE, page 198)
_________ About the Author: Richard Connell (PE, page 198)
_________ Vocabulary: Test Your Knowledge (VR, page 46)
During Reading
After Reading
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_________ Understanding Literature: Irony, Plot, and Conflict (PE, page 214; UR 3, page 37)
_________ Writer’s Journal: Newspaper Article, Journal Entry, and Goodbye Note (PE, page 215; UR 3, page 37)
_________ Vocabulary: Hunting and Fishing (UR 3, page 39)
_________ Language, Grammar, and Style: Completers for Linking Verbs: Predicate Adjectives (PE, page 215; UR 3, page 40)
_________ Media Literacy: Storyboard (PE, page 215; UR 3, page 40)
_________ Collaborative Learning: Hunting Debate (PE, page 215)


Lesson Plan
“The Most Dangerous Game,” page 198

M T W TH F

_________ Vocabulary: Hunting and Fishing (UR 3,
_________ Motivation: Map of Ship-Trap Island (ATE, _________ Vocabulary: Test Your Knowledge (VR,
page 199) page 46)
_________ Reading Proficiency: Preview Vocabulary _________ Motivation: Map of Ship-Trap Island (ATE,
_________ English Language Learning: Vocabulary _________ Writer’s Journal: Newspaper Article, Journal
(ATE, page 199) Entry, and Goodbye Note (PE, page 215;
_________ Special Needs: Multiple Word Meanings UR 3, page 37)
(ATE, page 199) _________ Language, Grammar, and Style: Completers
_________ Enrichment: Camera Safari (ATE, page 199) for Linking Verbs: Predicate Adjectives (PE,
_________ Questions about the Selection (ATE, pages Strategies for Developing Readers
200–203, 205–209, 211, 213)
Tackle Selection Length
Literary Note _________ Read the story over two or more class
_________ Figurative Language (ATE, pages 200, sessions.
202, 210) _________ Use Guided Reading Questions.
_________ Descriptive and Sensory Details (ATE, _________ Read and discuss small sections of the story.
page 201)
_________ Alliteration (ATE, page 201) Tackle Vocabulary
_________ Character Details (ATE, page 209) _________ Vocabulary: Hunting and Fishing (UR 3,
page 39)
Cross-Curricular Activities _________ Vocabulary: Test Your Knowledge (VR,
_________ Illustration (ATE, page 203) page 46)
_________ Russian Foods (ATE, page 204) _________ Reading Proficiency: Preview Vocabulary
_________ Locating Places on a Map (ATE, page 205) (ATE, page 199)
_________ Russian Revolution of 1917 (ATE, page 205) _________ Model how to use context clues to decipher
_________ Horror Story (ATE, page 207) unfamiliar words.
_________ Trench Warfare (ATE, page 211)
Literary Technique Learners
_________ Foreshadowing (ATE, page 204) _________ Use activities for Spanish speakers (SR,
page 33).
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Flexible Grouping Suggestions _________ Give students a “preview” of a story page by

_________ Cross-Curricular Activities: Horror Story (ATE, listening to that portion on the recording.
page 207) _________ Have students give an oral summary of each
_________ Enrichment: Camera Safari (ATE, page 199) page after listening to a student or teacher
_________ Respond to the Selection (PE, page 214; read aloud.
UR 3, page 36)
214; UR 3, page 36)
_________ Understanding Literature: Irony, Plot, and
_________ Media Literacy: Storyboard (PE, page 215;
UR 3, page 40)
_________ Collaborative Learning: Hunting Debate (PE,
page 215)


Lesson Plan
“The Handsomest Drowned Man in the World,” page 216

M T W TH F
Difficulty Considerations: Unrealistic events; subject matter; Reading Strategy: Visualize

long sentences Fix-Up Idea: Write Things Down
Ease Factor: Selection length Make Inferences
Synopsis: After a drowned man from another land washes up
on the shore, a small fishing village will never be the same. WASHINGTON STATE STANDARDS

• to appreciate magical realism
• to describe the literary accomplishments of Gabriel García
Márquez
• to define point of view, hyperbole, and myth
• to demonstrate knowledge of predicate nouns and pronouns
• to research myths and conduct a mock interview of the author
Before Reading
_________ Fine Art: Winslow Homer (PE, page 219; VLR II, page 40; Art Note, ATE, page 219)
_________ Literary Tools: Point of View, Hyperbole, and Myth (PE, page 216)
_________ About the Author: Gabriel García Márquez (PE, page 216)
_________ Vocabulary: Spelling (VR, page 53)
During Reading
After Reading
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_________ Understanding Literature: Point of View, Hyperbole, and Myth (PE, page 222; UR 3, page 51)
_________ Writer’s Journal: Journal Entry, Letter, and Newspaper Article (PE, page 223; UR 3, page 51)
_________ Vocabulary: Word Families (UR 3, page 53)
_________ Language, Grammar, and Style: Completers for Linking Verbs: Predicate Nouns and Pronouns (PE, page
223; UR 3, page 53)
_________ Collaborative Learning & Study and Research: Researching Myths (PE, page 223)
_________ Study and Research: Interview with the Author (PE, page 223)


Lesson Plan
“The Handsomest Drowned Man in the World,” page 216

M T W TH F
Teaching Options _________ Writer’s Journal: Journal Entry, Letter, and

Newspaper Article (PE, page 223; UR 3,
_________ Motivation: Story or Poem (ATE, page 216) _________ Language, Grammar, and Style: Completers
_________ Reading Proficiency: Third-Person Point of for Linking Verbs: Predicate Nouns and
View (ATE, page 216) Pronouns (PE, page 223; UR 3, page 53)
_________ Special Needs: Description (ATE, page 217)
Tackle Unrealistic Events
_________ Enrichment: Oral Report on Magical Realism
_________ Graphic Organizer (PE, page 216; VLR I,
(ATE, page 217)
Literary Note _________ Read Reader’s Resource together; discuss
_________ Márquez’s Literay Techniques (ATE, the statement “…it is a story about how
page 217) myths are born.”
_________ Setting (ATE, page 218) _________ Discuss humorous aspects of the story.
_________ Allusions to the Odyssey (ATE, page 220)
_________ Use of Italics and Point of View (ATE, page
_________ Special Needs: Description (ATE, page 217)
220)
_________ Cross-Curricular Activity: Burial Rituals (ATE,
Additional Questions and Activities page 219)
_________ Questions about the Selection (ATE, pages _________ Read aloud; check comprehension with
218–220) Guided Reading Questions.
Art Note Tackle Long Sentences

_________ Winslow Homer (PE and ATE, page 219; _________ Reading Proficiency: Third-Person Point of
VLR II, page 40) View (ATE, page 216)
_________ Literary Note: Italics and Point of View (ATE,
Cross-Curricular Activity page 220)
_________ Burial Rituals (ATE, page 219) _________ Model how to tackle long, complex
sentences.
_________ Motivation: Story or Poem (ATE, page 216) Additional Strategies for English Language
_________ Respond to the Selection (PE, page 222; Learners
UR 3, page 50) _________ Use activities for Spanish speakers (SR,
_________ Investigate, Inquire, and Imagine (PE, page page 43).
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222; UR 3, page 50) _________ Read the story aloud, paraphrasing each half
_________ Understanding Literature: Point of View, page.
Hyperbole, and Myth (PE, page 222; UR 3, _________ Have students make a chart of the women’s
page 51) actions, thoughts, and words that show their
_________ Collaborative Learning & Study and infatuation with Esteban.
Research: Researching Myths (PE, page 223) _________ Have students make a chart of the men’s
_________ Study and Research: Interview with the actions, thoughts, and words.
Author (PE, page 223)
_________ Vocabulary: Spelling (VR, page 53)
_________ Enrichment: Oral Report on Magical Realism
(ATE, page 217)


Lesson Plan
“The Good Deed,” page 224

M T W TH F
Difficulty Considerations: Chinese cultural references; Reading Strategy: Find a Purpose for
selection length Reading
Fix-Up Idea: Unlock Difficult Words
Ease Factors: Dialogue; style Standardized Test Practice:
Synopsis: An elderly Chinese immigrant plays matchmaker for a
young woman.
Goals/Objectives:
• to describe Pearl Buck’s literary accomplishments click this box for details
• to define plot, character, and characterization
• to create a mock interview of a fictional character
• to write a business letter
• to create a newsletter using Internet sources
Before Reading
_________ Literary Tools: Plot, Character, and Characterization (PE, page 224)
_________ About the Author: Pearl S. Buck (PE, page 224)
_________ Vocabulary: Antonyms (VR, page 55)
During Reading
After Reading
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_________ Understanding Literature: Plot, Character, and Characterization (PE, page 240; UR 3, page 65)
_________ Writer’s Journal: Thank-You Note, Personal Ad, and Postcard (PE, page 241; UR 3, page 65)
_________ Vocabulary: Prepositional Phrases (UR 3, page 67)
_________ Language, Grammar, and Style: Sentence Completer Review: Direct and Indirect Objects, Predicate
Nouns, Pronouns and Adjectives (PE, page 241; UR 3, page 68)
_________ Speaking and Listening: Interview (PE, page 241)
_________ Applied English: Business Letter (PE, page 241)
_________ Study and Research & Media Literacy: Researching on the Internet (PE, page 241)


Lesson Plan
“The Good Deed,” page 224

M T W TH F

_________ Vocabulary: Prepositional Phrases (UR 3,
_________ Motivation: Generational Conflicts (ATE, _________ Vocabulary: Antonyms (VR, page 55)
page 225) _________ Motivation: Generational Conflicts (ATE,
_________ Reading Proficiency: Reading Conversations page 225)
(ATE, page 225) _________ Enrichment: Researching a Period in Chinese
_________ English Language Learning: Vocabulary History (ATE, page 225)
(ATE, page 225) _________ Writer’s Journal: Thank-You Note, Personal
_________ Special Needs: Arranged Marriages (ATE, Ad, and Post Card (PE, page 241; UR 3,
page 225) page 65)
_________ Enrichment: Researching a Period in Chinese _________ Language, Grammar, and Style: Sentence
History (ATE, page 225) Completer Review: Direct and Indirect
Objects, Predicate Nouns, Pronouns and
Adjectives (PE, page 241; UR 3, page 68)
_________ Themes of the Story (ATE, page 226)
_________ Applied English: Business Letter (PE,
_________ Difficulties of Moving (ATE, page 227) page 241)
_________ Questions about the Selection (ATE, pages
228 and 233) Strategies for Developing Readers
_________ Discussing Marriage Traditions (ATE,
page 229) Tackle Chinese Cultural References
_________ Nonverbal Communication (ATE, page 237) _________ Special Needs: Arranged Marriages (ATE,
page 225)
Cross-Curricular Activity _________ During or after reading, ask students to list
_________ Marriage Traditions (ATE, page 230) ways in which American life seemed different
and even shocking in the eyes of Old Mrs.
Bibliographic Note Pan. For example, they should note the
_________ Pearl Buck’s Books (ATE, page 235) disobedience of the children, the revealing
dress of models in magazines, and the lack
Flexible Grouping Suggestions of domestic help.
_________ Reading Proficiency: Reading Conversations _________ Have a guest speaker familiar with Chinese
(ATE, page 225) culture talk about the story and answer
_________ Respond to the Selection (PE, page 239; questions.
UR 3, page 63)
_________ Investigate, Inquire, and Imagine (PE, page Tackle Selection Length
240; UR 3, page 63) _________ Read the story over two or more class
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_________ Understanding Literature: Plot, Character, sessions.

and Characterization (PE, page 240; UR 3, _________ Pause to have students answer the Guided
page 65) Reading Questions.
_________ Speaking and Listening: Interview (PE, _________ Read and discuss the story in sections.
page 241)
_________ Study and Research & Media Literacy: Additional Strategies for English Language
Researching on the Internet (PE, page 241) Learners
_________ Discuss differences in gender roles, marriage
customs, and lives of the elderly in students’
native cultures.
_________ Read together, checking for comprehension
with the Guided Reading Questions.
_________ Have students make a time line of story
events.


Lesson Plan
“Everyday Use,” page 243

M T W TH F
Difficulty Considerations: First-person point of view; style Reading Strategy: Write Things Down
Ease Factor: Dialogue Standardized Test Practice:
Identify Sequence of Events
Synopsis: This story shows the hypocrisy of a woman who has
rejected her family and their simple rural lifestyle, but then comes
back to claim some of their possessions, wanting to display them WASHINGTON STATE STANDARDS
as quaint relics of her heritage.
Goals/Objectives:
• to enjoy a contemporary short story about cultural heritage
• to describe Walker’s literary accomplishments and explain the
historical significance of her writing
• to define point of view and plot and recognize these techniques in
the selection
• to tell a family history
• to enact a TV talk show
Before Reading
_________ Literary Tools: Point of View and Plot (PE, page 242)
_________ About the Author: Alice Walker (PE, page 242)
_________ Vocabulary: Building Your Active Vocabulary (VR, page 57)
During Reading
After Reading
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_________ Understanding Literature: Point of View and Plot (PE, page 250; UR 3, page 78)
_________ Writer’s Journal: Greeting Card, Wish List, and Letter (PE, page 251; UR 3, page 78)
_________ Vocabulary: Participles (UR 3, page 80)
_________ Language, Grammar, and Style: Nouns of Direct Address (PE, page 251; UR 3, page 81)
_________ Speaking and Listening & Collaborative Learning: Family History (PE, page 251)
_________ Media Literacy & Speaking and Listening: Talk Show (PE, page 251)


Lesson Plan
“Everyday Use,” page 243

M T W TH F
Teaching Options _________ Enrichment: Family Traditions and Heirlooms

(ATE, page 243)
Individual Learning Strategies _________ Additional Questions and Activities: Sensory
_________ Motivation: Quilt Patterns (ATE, page 243) Detail Chart of Childhood Home (ATE, page
_________ Reading Proficiency: Nonverbal 247)
Communication (ATE, page 243) _________ Writer’s Journal: Greeting Card, Wish List,
_________ English Language Learning: Vocabulary and Letter (PE, page 251; UR 3, page 78)
(ATE, page 243) _________ Language, Grammar, and Style: Nouns of
_________ Special Needs: Focused Reading (ATE, Direct Address (PE, page 251; UR 3,
page 243) page 81)
_________ Enrichment: Family Traditions and Heirlooms
Cross-Curricular Activities Tackle First-Person Point of View

_________ Birth Order Poll (ATE, page 244) _________ Literary Tools: Point of View (PE, page 242)
_________ Questions about the Selection (ATE, pages Tackle Style
245, 248–249) _________ Special Needs: Focused Reading (ATE,
_________ Importance of Names (ATE, page 246) page 243)
_________ Sensory Detail Chart of Childhood Home _________ Explain unfamiliar figures of speech.
(ATE, page 247) _________ Read the beginning of the story aloud to help
students with the informal diction and tone.
Quotables
_________ William Shakespeare (ATE, page 246) Additional Strategies for English Language
_________ Edna St. Vincent Millay (ATE, page 247) Learners
_________ Ezra Pound (ATE, page 249) _________ Have students talk about their families’
heirlooms or traditions.
Flexible Grouping Suggestions _________ Give students a preview of each section
_________ Motivation: Quilt Patterns (ATE, page 243) before reading it together.
_________ Enrichment: Family Traditions and Heirlooms _________ Bring in pictures or examples of objects
(ATE, page 243) mentioned in the story, such as a quilt or
_________ Cross-Curricular Activities: Birth Order Poll butter churn.
(ATE, page 244)
UR 3, page 77)
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250; UR 3, page 77)
_________ Understanding Literature: Point of View and
Plot (PE, page 250; UR 3, page 78)
Learning: Family History (PE, page 251)
Talk Show (PE, page 251)
_________ Vocabulary: Participles (UR 3, page 80)
_________ Vocabulary: Building Your Active Vocabulary
(VR, page 57)
_________ Reading Proficiency: Nonverbal
Communication (ATE, page 243)


Lesson Plan
“The Devil and Daniel Webster,” page 252

M T W TH F
Difficulty Considerations: Exaggerated, unrealistic events; Reading Strategy: Connect to Prior

dialect; vocabulary Knowledge
Ease Factor: Few characters Standardized Test Practice:
Synopsis: In this tall tale by Stephen Vincent Benét, famous Analyze Cause and Effect
statesman Daniel Webster is depicted as using his oratorical
skills to out-debate the Devil. WASHINGTON STATE STANDARDS

• to enjoy a tall tale mixing elements of history with fiction
• to describe Stephen Vincent Benét’s literary accomplishments
• to define suspension of disbelief, character, tall tale, and hyperbole
and recognize examples of each
• to demonstrate knowledge of clauses and compound sentences
• to write a comparison-contrast theme and a résumé for Daniel Webster
Before Reading
_________ Fine Art: Jasper Cropsey (PE, page 253; VLR II, page 43; Art Note, ATE, page 253)
_________ Literary Tools: Suspension of Disbelief, Character, Tall Tale, and Hyperbole (PE, page 252)
_________ About the Author: Stephen Vincent Benét (PE, page 252)
_________ Vocabulary: Words Derived from Diabolos (VR, page 59)
During Reading
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After Reading
_________ Understanding Literature: Suspension of Disbelief, Character, Tall Tale, and Hyperbole (PE, page 264;
UR 3, page 93)
_________ Writer’s Journal: Thank-You Note, Paragraph, and Contract (PE, page 265; UR 3, page 93)
_________ Vocabulary: Formal Language vs. Informal Language (UR 3, page 94)
_________ Language, Grammar, and Style: Clauses and Compound Sentences (PE, page 265; UR 3, page 95)
_________ Study and Research: Comparison-Contrast Composition (PE, page 265)
_________ Applied English & Study and Research: Résumé (PE, page 265)


Lesson Plan
“The Devil and Daniel Webster,” page 252

M T W TH F
Teaching Options _________ Language, Grammar, and Style: Clauses and

Compound Sentences (PE, page 265; UR 3,
_________ Motivation: Jury Selections (ATE, page 253) _________ Study and Research: Comparison-Contrast
_________ Reading Proficiency: Dialogue (ATE, Composition (PE, page 265)
page 253) _________ Applied English & Study and Research:
_________ English Language Learning: Vocabulary Résumé (PE, page 265)
(ATE, page 253)
_________ Special Needs: Tall Tale (ATE, page 253) Strategies for Developing Readers
_________ Enrichment: Infamous Figures of American
Tackle Exaggerated, Unrealistic Events
History (ATE, page 253)
_________ Discuss Literary Tools: Suspension of
Art Note Disbelief and Tall Tale (PE, page 252).
_________ Jasper Cropsey (ATE, page 253; VLR II, _________ Complete Graphic Organizer together.
page 43) _________ Have students discuss other tall tales they
have read.
Literary Technique
_________ Simile and Tone (ATE, page 254) Tackle Dialect
_________ Simile (ATE, page 255) _________ Reading Proficiency: Dialogue (ATE,
_________ Allusion (ATE, page 256) page 253)
_________ Dialect and Regional Dialect (ATE, page 257) _________ Dialect and Regional Dialect (ATE, page 257)
_________ Have proficient readers rehearse and
Literary Note perform dialogue portions for the class.
_________ Origins of the Word Devil (ATE, page 257)
Tackle Vocabulary
Additional Questions and Activities _________ English Language Learning: Vocabulary
_________ Origins of the Word Scratch (ATE, page 258) (ATE, page 253)
_________ Comparison to Other Characters (ATE, _________ Have students provide synonyms for difficult
page 261) vocabulary words as they read aloud.
Flexible Grouping Suggestions Additional Strategies for English Language

_________ Motivation: Jury Selections (ATE, page 253) Learners
_________ Respond to the Selection (PE, page 264; _________ Review background information about the
UR 3, page 91) story.
_________ Investigate, Inquire, and Imagine (PE, page _________ Help pairs read and summarize sections
264; UR 3, page 92) together.
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_________ Understanding Literature: Suspension of _________ Have students draw pictures of the
Disbelief, Character, Tall Tale, and Hyperbole exaggerated character traits of Daniel
(PE, page 264; UR 3, page 93) Webster, using the Graphic Organizer.
_________ Vocabulary: Formal Language vs. Informal
Language (UR 3, page 94)
_________ Vocabulary: Words from Diabolos (VR,
page 59)
_________ Enrichment: Infamous Figures of American
History (ATE, page 253)
_________ Writer’s Journal: Thank-You Note, Paragraph,
and Contract (PE, page 265; UR 3, page 93)


Lesson Plan
“Gwilan’s Harp,” page 266

M T W TH F
Difficulty Considerations: Unusual names; style; vocabulary Reading Strategy: Write Things Down
Fix-Up Idea: Refocus
Compare and Contrast
Synopsis: This fable-like tale tells the story of a woman’s life
from girlhood to motherhood to old age. In old age, she discovers
her true self at last. WASHINGTON STATE STANDARDS

• to interpret and appreciate elements of fables, fairy tales, and
folk tales in a contemporary short story
• to describe the literary accomplishments of Ursula K. Le Guin
• to identify and discuss the theme of a story and the author’s
purpose in writing the story
• to define metaphor and identify and explain examples of metaphor
• to demonstrate a knowledge of inverted sentence structure
• to conduct further research on Le Guin’s writing
Before Reading
_________ Literary Tools: Metaphor and Theme (PE, page 266)
_________ Reader’s Resource: Music Connection (PE, page 266)
_________ About the Author: Ursula K. Le Guin (PE, page 266)
_________ Vocabulary: Words with Multiple Meanings (VR, page 60)
During Reading
After Reading
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_________ Understanding Literature: Metaphor and Theme (PE, page 272; UR 3, page 105)
_________ Writer’s Journal: Song Lyrics, Free Verse Poem or Letter, and Journal Entry
(PE, page 273; UR 3, page 105)
_________ Vocabulary: Word Families: Musical Terms (UR 3, page 106)
_________ Language, Grammar, and Style: Working with Inverted Sentences (PE, page 273; UR 3, page 107)
_________ Study and Research: Researching Le Guin (PE, page 273)
_________ Applied English & Study and Research: Writing a Work Order (PE, page 273; VLR I, page 39; UR 3, page 108)


Lesson Plan
“Gwilan’s Harp,” page 266

M T W TH F
Teaching Options _________ Language, Grammar, and Style: Working with

Inverted Sentences (PE, page 273; UR 3,
_________ Motivation: Harp Music (ATE, page 267) _________ Applied English & Study and Research:
_________ Reading Proficiency: Listening to the Writing a Work Order (PE, page 273; VLR I,
Selection (ATE, page 267) page 39; UR 3, page 108)
_________ Special Needs: Prediction (ATE, page 267)
Tackle Unusual Names
_________ Enrichment: Writing a Story from the Oral
_________ Preview the names by writing them on the
Tradition (ATE, page 267)
board and giving their pronunciations.
Cross-Curricular Activities _________ Have students think of words that rhyme with
_________ Nature of Sound Waves (ATE, page 266) the names.
Additional Questions and Activities Tackle Style

_________ Questions about the Selection (ATE, pages _________ Reader’s Resource (PE, page 266)
268–270) _________ Dramatic Recording (AL, 16:39)
_________ Drawing the Harp (ATE, page 268) _________ Reading Proficiency: Listening to the
Literary Notes _________ Language, Grammar, and Style: Working with
_________ Theme (ATE, page 269) Inverted Sentences (PE, page 273; UR 3,
_________ Personification (ATE, page 270) page 107)
Flexible Grouping Suggestions Tackle Vocabulary

_________ Motivation: Harp Music (ATE, page 267) _________ English Language Learning: Vocabulary
_________ Reading Proficiency: Listening to the (ATE, page 267)
Selection (ATE, page 267) _________ Special Needs: Prediction (ATE, page 267)
_________ Enrichment: Writing a Story from the Oral _________ Model how to use context clues to help
Tradition (ATE, page 267) students understand difficult passages.
Learners
272; UR 3, page 104) _________ Read aloud, checking for comprehension
after every paragraph or two.
_________ Understanding Literature: Metaphor and
Theme (PE, page 272; UR 3, page 105) _________ Have students mark places in the text where
Gwilan’s life changes.
_________ Study and Research: Researching Le Guin
_________ Have students find and copy passages in the
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(PE, page 273)

text that contain poetic language.
_________ Vocabulary: Word Families: Musical Terms
(UR 3, page 106)
_________ Vocabulary: Words with Multiple Meanings
(VR, page 60)
_________ Enrichment: Writing a Story from the Oral
Tradition (ATE, page 267)
_________ Cross-Curricular Activities: Nature of Sound
Waves (ATE, page 266)
_________ Additional Questions and Activities: Drawing
the Harp (ATE, page 268)
_________ Writer’s Journal: Song Lyrics, Free Verse
Poem or Letter, and Journal Entry (PE, page
273; UR 3, page 105)


Lesson Plan
“The Gift of the Magi,” page 274

M T W TH F
Difficulty Considerations: Old-fashioned language; style; Reading Strategy: Tackle Difficult

vocabulary Vocabulary
Ease Factors: Simple story line; selection length Standardized Test Practice:
Use Context Clues
Synopsis: A young husband pawns his heirloom pocket watch to
buy a comb for his young bride’s lovely long hair. She, meanwhile,
has cut and sold her hair to buy a new chain for her husband’s WASHINGTON STATE STANDARDS
watch.
Goals/Objectives:
• to empathize with the feelings of the main characters
• to describe the literary accomplishments of O. Henry
• to define irony and recognize and explain examples of irony
• to explain how the plot of the story reveals the theme
• to review sentence structure, dramatize a scene from the story, and interview the elderly about gift-giving practices
Before Reading
_________ Fine Art: John Everett Millais (PE, page 275; Art Note, ATE, page 275)
_________ Literary Tools: Irony, Irony of Situation, Plot, and Theme (PE, page 274)
_________ About the Author: O. Henry (PE, page 274)
During Reading
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After Reading
_________ Understanding Literature: Irony, Irony of Situation, Plot, and Theme (PE, page 280; UR 3, page 119)
_________ Writer’s Journal: Wish List, Journal Entry, and Advice Column (PE, page 281; UR 3, page 120)
_________ Vocabulary: Complex Sentences (UR 3, page 121)
_________ Language, Grammar, and Style: Sentence Review (PE, page 281; UR 3, page 122)
_________ Speaking and Listening & Collaborative Learning: Dramatic Skit (PE, page 281)
_________ Study and Research & Media Literacy: Community Research (PE, page 281)

Lesson Plan
“The Gift of the Magi,” page 274

M T W TH F
Teaching Options _________ Writer’s Journal: Wish List, Journal Entry, and
Advice Column (PE, page 281; UR 3,
_________ Motivation: Set Design (ATE, page 275) _________ Language, Grammar, and Style: Sentence
_________ Reading Proficiency: Reading Dialogue (ATE, Review (PE, page 281; UR 3, page 122)
page 275) _________ Study and Research & Media Literacy:
_________ English Language Learning: Vocabulary Community Research (PE, page 281)
(ATE, page 275)
_________ Special Needs: Difficult Passages (ATE, Strategies for Developing Readers
page 275)
Tackle Old-Fashioned Language
_________ Enrichment: Reporting about a Story (ATE,
page 275) _________ Reading Proficiency: Reading Dialogue (ATE,
page 275)
Art Note _________ Special Needs: Difficult Passages (ATE,
_________ John Everett Millais (ATE, page 275) page 275)
Literary Note Tackle Style

_________ Addressing the Audience (ATE, page 276) _________ Have students summarize each paragraph in
_________ Simile (ATE, page 278) their own words.
_________ Reread difficult sentences together.
_________ Social Standing (ATE, page 276) Tackle Vocabulary
_________ Setting Details (ATE, page 276) _________ English Language Learning: Vocabulary
(ATE, page 275)
Additional Question and Activities _________ Vocabulary: Complex Sentences (UR 3,
_________ Questions about the Selection (ATE, page page 121)
278) _________ Vocabulary: Test Your Knowledge (VR,
_________ Humor (ATE, page 279) page 62)
_________ Model how to use context clues to decipher
Flexible Grouping Suggestions unfamiliar words.
_________ Motivation: Set Design (ATE, page 275)
_________ Reading Proficiency: Reading Dialogue (ATE, Additional Strategies for English Language
page 275) Learners
_________ Respond to the Selection (PE, page 279; _________ Model how to make a “mind movie.”
UR 3, page 118) _________ Have students create a role-play based on
_________ Investigate, Inquire, and Imagine (PE, page the story.
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280; UR 3, page 118) _________ Discuss irony and how it plays a part in the
_________ Understanding Literature: Irony, Irony of plot.
Situation, Plot, and Theme (PE, page 280;
UR 3, page 119)
Learning: Dramatic Skit (PE, page 281)
_________ Vocabulary: Complex Sentences (UR 3,
page 121)
_________ Vocabulary: Test Your Knowledge (VR,
page 62)
_________ Enrichment: Reporting about a Story (ATE,
page 275)


Lesson Plan
Unit Three
Fiction
M T W TH F

Mentor Connection
_________ Additional Questions and Activities: Presenting a Mentor click this box for details
Program (ATE, page 283)
Guided Writing GUIDED WRITING

Informative/Persuasive Writing: Writing a Comparison and Software
Contrast Essay
See the Guided
Assignment: Students write an essay comparing and contrasting Writing Software for
two author websites (PE, page 284–290). an extended version of this
graphic organizers, extensive
Before Writing
student models and student-
_________ Writing a Comparison and Contrast Essay (PE, page 284) friendly checklists, and self-,
_________ Professional Model (PE, page 284) peer, and teacher evaluation
_________ Examining the Model (PE, page 285) features.
_________ Block Organization (PE, page 285)
_________ Point-by-Point Organization (PE, page 286)
_________ Prewriting (PE, page 286; WR, page 55)
_________ Language, Grammar, and Style: Subject-Verb Agreement (PE, page 287; WR, page 58)
_________ Rubric for Informative/Persuasive Writing: Comparison and Contrast Essay
During Writing
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After Writing
_________ Motivation: Browsing the Web (ATE, page 285)
_________ Reading Proficiency: Summarizing (ATE, page 285)
_________ English Language Learning: Comparing and Contrasting (ATE, page 285)
_________ Special Needs: Web Site Report (ATE, page 285)
_________ Enrichment: Marketing Campaign (ATE, page 285)


Lesson Plan
Unit Three
Fiction
M T W TH F
_________ Have students think about two authors they would like to write about (Writing a Comparison and Contrast
Essay, PE, page 284).
_________ Language, Grammar, and Style: Subject-Verb Agreement (PE, page 287; WR, page 58)
_________ Rubric for Informative/Persuasive Writing: Comparison and Contrast Essay
Unit Three Review


_________ Thematic Studies (PE, page 292; UR 3, page 136)


_________ I Am the Cheese by Robert Cormier
_________ Independent Reading Activity: Write a Book Review (PE, page 293; UR 3, page 139)
_________ Online Book Reviews (ATE, page 293)
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_________ Tunes for Bears to Dance To by Robert Cormier
_________ The Best Short Stories of O. Henry by Bennett Cerf and Van Cartmell


Lesson Plan
Unit Four
Drama
M T W TH F
• to have a positive experience reading drama by William
Shakespeare
• to describe William Shakespeare’s literary accomplishments and
explain the historical significance of his writings
• to identify and describe significant motifs in Romeo and Juliet
• to identify the genre of tragedy and recognize the tragic flaws of
characters
• to name and describe the elements of plot and trace their
development in a work of literature

_________ The Tragedy of Romeo and Juliet, Act 1, page 298
_________ Language Arts in Action: The 52nd Street Project, page 410
_________ Guided Writing—Imaginative Writing: Scripting a Contemporary Scene for a Play, page 412
_________ Unit Four Review, page 421

_________ Fine Art: Dirck van Delan (PE, page 294; VLR II, page 46)
_________ Elements of Drama (PE, page 296)
_________ Additional Questions and Activities: Theater-Related Careers (ATE, page 296)
_________ Cross-Curricular Connection: Japanese Theater (ATE, page 296)
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Lesson Plan
The Tragedy of Romeo and Juliet, Act 1, page 298

M T W TH F
Difficulty Considerations: Setting; archaic language; poetic Reading Strategy: Write Things Down
style Fix-Up Idea: Use Guided Reading Questions
Ease Factor: Familiar plot Analyze Plot Elements
Synopsis: The play opens with a fight between the servants of

the two houses, Romeo lovesick over Rosaline, and the Capulets WASHINGTON STATE STANDARDS
asking Juliet if she is interested in marrying a young nobleman,
Paris. Romeo meets Juliet at a party at her house, and they fall
instantly in love.
Before Reading
_________ Literary Tools: Plot, Central Conflict, Inciting Incident, Motif, Oxymoron, and Sonnet (PE, page 298)
_________ Reader’s Resource: Background (PE, page 298)
_________ About the Author: William Shakespeare (PE, page 299)
_________ Vocabulary from the Selection—Act 1 (ATE, page 298)
_________ Vocabulary: Shakespeare (VR, page 64)
During Reading
After Reading
_________ Understanding Literature: Plot, Central Conflict, Inciting Incident, Motif, Oxymoron, and Sonnet
_________ Writer’s Journal: Party Invitation, Personal Letter, and Advice Column (PE, page 325; UR 4, page 12)
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_________ Vocabulary: Oxymoron (UR 4, page 13)

_________ Language, Grammar, and Style: Determining Who vs. Whom (PE, page 325; UR 4, page 14)
_________ Speaking and Listening: Rewriting Shakespeare into Informal English (PE, page 325)
_________ Study and Research & Speaking and Listening: Researching Mythological Characters (PE, page 325)


Lesson Plan

M T W TH F
Teaching Options _________ Life Expectancy and Marriage Age (ATE,

page 309)
Individual Learning Strategies _________ Education (ATE, page 310)
_________ Motivation: Love in the Movies (ATE, _________ Nurses (ATE, page 313)
page 299) _________ Feuds (ATE, page 321)
_________ Reading Proficiency: Summarizing as You _________ Standards of Beauty (ATE, page 321)
Read (ATE, page 299)
_________ English Language Learning: Rewriting Cross-Curricular Activities
Shakespeare into Informal English (ATE, _________ Peasant Life in the Renaissance (ATE,
page 299) page 310)
_________ Special Needs: Speaking Shakespeare’s _________ Dreams (ATE, page 318)
Language (ATE, page 299)
_________ Enrichment: Comparing Star-Crossed Lovers Flexible Grouping Suggestions
(ATE, page 299) _________ Motivation: Love in the Movies (ATE, page 299)
_________ English Language Learning: Rewriting
Biographical Note Shakespeare into Informal English (ATE,
_________ History of the Story (ATE, page 300) page 299)
_________ Queen Mab (ATE, page 317) _________ Special Needs: Speaking Shakespeare’s
Literary Note
_________ Enrichment: Comparing Star-Crossed Lovers
_________ Shakespeare’s Romances (ATE, page 300) (ATE, page 299)
_________ Chorus (ATE, page 301) _________ Additional Questions and Activities: Choral
_________ Wordplay (ATE, page 302) Reading (ATE, page 301)
_________ Behind the Scenes (ATE, page 319) _________ Additional Questions and Activities:
Paraphrase (ATE, page 305)
_________ Cross-Curricular Activities: Peasant Life in the
_________ Choral Reading (ATE, page 301)
Renaissance (ATE, page 310)
_________ Questions about the Selection (ATE, pages
_________ Additional Questions and Activities: Arranged
303, 313, 317, 321)
Marriages (ATE, page 315)
_________ Paraphrase (ATE, page 305)
_________ Depression (ATE, page 308) 324; UR 4, page 9)
_________ Arranged Marriages (ATE, page 315) _________ Understanding Literature: Plot, Central
_________ Dream Journal (ATE, page 318) Conflict, Inciting Incident, Motif, Oxymoron,
and Sonnet (PE, page 324; UR 4, page 11)
Literary Technique
_________ Speaking and Listening: Rewriting
_________ Pun (ATE, page 302)
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Shakespeare into Informal English (PE,
_________ Oxymoron (ATE, page 307) page 325)
_________ Blank Verse (ATE, page 311)
_________ Comic Relief (ATE, page 312) Homework Suggestions
_________ Metaphor (ATE, pages 314, 322) _________ Vocabulary: Oxymoron (UR 4, page 13)
_________ Foreshadowing (ATE, page 319) _________ Vocabulary: Shakespeare (VR, page 64)
_________ Sonnet (ATE, page 322) _________ Writer’s Journal: Party Invitation, Personal
Letter, and Advice Column (PE, page 325;
Quotables UR 4, page 12)
_________ Samuel Johnson (ATE, page 302) _________ Language, Grammar, and Style: Determining
_________ Samuel Johnson (ATE, page 316) Who vs. Whom (PE, page 325; UR 4,
page 14)
Cross-Curricular Connections _________ Study and Research & Speaking and
_________ Business in the Italian Renaissance (ATE, Listening: Researching and Presenting
page 304) Mythological References (PE, page 325)
_________ Parent-Child Relationships (ATE, page 306)


Lesson Plan

M T W TH F

Tackle Setting
_________ Go over the information in Reader’s Resource:
Background (PE, page 298)
_________ Cross-Curricular Connections: History (ATE,
page 321)
_________ Read Insights: “Romeo and Juliet Over the
Centuries” before reading the play.
_________ Ask students to speculate why this story, set
during the Renaissance period (1300s–1600s),
is still appealing to readers today.
Tackle Archaic Language

_________ Preview the footnotes and Words for
Everyday Use before reading act 2.
_________ Reading Proficiency: Summarizing as You
Read (ATE, page 299)
_________ Additional Questions and Activities: Choral
Reading (ATE, page 301)
Paraphrase (ATE, page 305)
Tackle Poetic Style
_________ Explain that the play uses a meter called
iambic pentameter, a 10-syllable line (except
in lines spoken by servants) with stresses
beginning on the second syllable and falling
on every other syllable thereafter. Some lines
of iambic pentameter are broken. For
example, line 147 includes words spoken by
Benvolio and by Romeo. The two lines of
dialogue make up one line of iambic
pentameter.
_________ Read a few lines, stressing the iambic rhythm
of the language. Then read a few more lines,
using a natural tone.
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_________ English Language Learning: Rewriting

Shakespeare (ATE, page 299)
_________ Special Needs: Speaking Shakespeare’s
_________ Show part or all of act 1 from a film adaptation
such as Baz Luhrmann’s Romeo + Juliet.
Learners
page 50)
_________ Discuss students’ thoughts about love at first
sight.
_________ Summarize the action of each scene before
reading it together in class.
_________ Have students copy favorite lines from act 1.

Lesson Plan

M T W TH F
Difficulty Considerations: Archaic language; poetic style Reading Strategy: Write Things Down
Ease Factor: Familiar plot Standardized Test Practice:
Analyze Plot Elements
Synopsis: This act begins with the balcony scene. Romeo and
the Friar plan a marriage that is to take place in the Friar’s cell.
Before Reading
_________ Daily Oral Language (VLR I, page 42; UR 4, click this box for details
page 22)
_________ Literary Tools: Plot, Complication, Character, and
Motivation (PE, page 326)
_________ Vocabulary: The Evolution of Language (VR, page 69)
During Reading
After Reading
_________ Understanding Literature: Plot, Complication, Character, and Motivation (PE, page 347; UR 4, page 27)
_________ Writer’s Journal: Journal Entry, Marriage Vows, and Poem (PE, page 347; UR 4, page 28)
_________ Vocabulary: Using Vocabulary in Context (PE, page 347; UR 4, page 29)
_________ Language, Grammar, and Style: Agreement of Pronouns and Antecedents
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_________ Collaborative Learning & Study and Research: Stagecraft (PE, page 348; VLR I,
_________ Study and Research & Collaborative Learning: Researching Medicinal Herbs and Flowers (PE, page 348)
_________ Speaking and Listening: Choral Reading (PE, page 348)


Lesson Plan

M T W TH F

_________ Vocabulary: Using Vocabulary in Context (PE,
Additional Questions and Activities page 347; UR 4, page 29)
_________ Questions about the Selection (ATE, pages _________ Vocabulary: The Evolution of Language (VR,
327, 332, 335–336, 338, 341–342) page 69)
_________ Speaking Shakespeare’s English (ATE, _________ Writer’s Journal: Journal Entry, Marriage
page 339) Vows, and Poem (PE, page 347; UR 4,
page 28)
Literary Technique
_________ Language, Grammar, and Style: Agreement
_________ Motif (ATE, page 328) of Pronouns and Antecedents (PE, page 348;
_________ Hyperbole (ATE, page 330) UR 4, page 30)
_________ Image (ATE, page 331)
_________ Allusion (ATE, page 333) Strategies for Developing Readers
_________ Soliloquy (ATE, page 334)
Tackle Archaic Language
_________ Foreshadowing (ATE, page 336)
_________ Comic Relief (ATE, page 343)
Everyday Use before reading act 2.
_________ Couplet (ATE, page 344)
_________ Read the play aloud in class, pausing to
Cross-Curricular Connection have students answer Guided Reading
_________ Ideal Woman (ATE, page 329) Questions and to summarize the action in
their own words.
Literary Note _________ Have students work in groups to translate
_________ Character Development (ATE, page 333) passages into modern, informal language.
_________ Reynard the Fox (ATE, page 337)
Tackle Poetic Style
Cross-Curricular Activity _________ Dramatic Recording (AL, 11:59)
_________ Music in Shakespeare’s Plays (ATE, _________ Additional Questions and Activities: Role-Play
_________ Literary Technique: Couplet (ATE, page 344)
Flexible Grouping Suggestions _________ Continue showing scenes from a film
_________ Speaking Shakespeare’s English (ATE, adaptation of the play.
page 339)
_________ Respond to the Selection (PE, page 345; Additional Strategies for English Language
UR 4, page 26) Learners
_________ Investigate, Inquire, and Imagine (PE, page _________ Use activities for Spanish speakers (SR,
346; UR 4, page 26) page 50)
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_________ Understanding Literature: Plot, Complication, _________ Summarize the action of each scene before
Character, and Motivation (PE, page 347; reading it together in class.
UR 4, page 27) _________ Have students copy favorite lines from act 2.
_________ Collaborative Learning & Study and
Research: Stagecraft (PE, page 348; VLR I,
_________ Study and Research & Collaborative
Learning: Researching Medicinal Herbs and
Flowers (PE, page 348)
_________ Speaking and Listening: Choral Reading (PE,
page 348)


Lesson Plan

M T W TH F
Synopsis: After Tybalt kills Mercutio, Romeo kills Tybalt in a street
brawl. The Nurse reports to Juliet only that Romeo killed Tybalt.
Romeo seeks counsel from the Friar who advises him to hide in WASHINGTON STATE STANDARDS
Mantua. Romeo takes leave of Juliet. The Nurse tells Juliet that
she is to wed Paris. click this box for details
Before Reading
_________ Daily Oral Language (VLR I, page 45;
UR 4, page 38)
_________ Literary Tools: Plot, Crisis, Irony, and Dramatic Irony (PE, page 349)
_________ Vocabulary: Using Vocabulary to Write a Dialogue (VR, page 73)
During Reading
After Reading
_________ Understanding Literature: Irony, Plot, and Crisis (PE, page 375; UR 4, page 44)
_________ Writer’s Journal: News Report, Letter, and Theater Review (PE, page 376; UR 4, page 44)
_________ Collaborative Learning & Speaking and Listening: Counseling Romeo (PE, page 376)
_________ Vocabulary: Mood (UR 4, page 45)
_________ Language, Grammar, and Style: Paraphrasing Friar Lawrence (PE, page 376; UR 4, page 46)
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_________ Study and Research: Researching Romeo’s Travels (PE, page 376)
_________ Speaking and Listening & Collaborative Learning: Read Aloud (PE, page 376)


Lesson Plan

M T W TH F
Teaching Options _________ Investigate, Inquire, and Imagine (PE, page

375; UR 4, page 42)
Quotables _________ Understanding Literature: Irony, Plot, and
_________ William Shakespeare (ATE, page 350) Crisis (PE, page 375; UR 4, page 44)
_________ Collaborative Learning & Speaking and
Cross-Curricular Activities Listening: Counseling Romeo (PE, page 376)
_________ Choreographing Fight Scenes (ATE, _________ Study and Research: Researching Romeo’s
page 351) Travels (PE, page 376)
_________ Role of Police Officers in Society (ATE, _________ Speaking and Listening & Collaborative
page 354) Learning: Read Aloud (PE, page 376)
_________ Newspaper and Video Account (ATE,
page 355) Homework Suggestions
Additional Questions and Activities _________ Vocabulary: Using Vocabulary to Write a
_________ Questions about the Selection (ATE, pages Dialogue (VR, page 73)
352, 356, 359, 371) _________ Writer’s Journal: News Report, Letter, and
_________ Similar Lines (ATE, page 360) Theater Review (PE, page 376; UR 4,
_________ Elizabethan Drama (ATE, page 362) page 44)
_________ Reading Speeches Out Loud (ATE, page 364) _________ Language, Grammar, and Style:
_________ Child-Parent Relationships (ATE, page 372) Paraphrasing Friar Lawrence (PE, page 376;
UR 4, page 46)
Literary Technique
_________ Pun (ATE, page 353) Strategies for Developing Readers
_________ Soliloquy (ATE, page 356)
_________ Irony (ATE, pages 357–358, 366) Tackle Archaic Language
_________ Apostrophe (ATE, page 359) _________ Preview the footnotes and Words for
_________ Characterization (ATE, pages 361, 372) Everyday Use before reading act 2.
_________ Symbol (ATE, page 367) _________ Read the play aloud in class, pausing to
_________ Personification (ATE, page 367) have students answer Guided Reading
_________ Foreshadowing (ATE, page 368) questions and to summarize the action in
_________ Dramatic Convention (ATE, page 369) their own words.
_________ Aside (ATE, page 369) _________ Have students work in groups to translate
Internet Resources passages into modern, informal language.
_________ Renaissance and Elizabethan Drama (ATE,
page 362) Tackle Poetic Style
_________ Restoration of the Globe Theater (ATE, _________ Additional Questions and Activities: Reading
page 365) a Speech Aloud (ATE, page 364)
_________ Continue showing scenes from a film
Cross-Curricular Connection adaptation of the play.
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_________ Shakespeare’s Contemporaries (ATE,

_________ Cynthia in Mythology (ATE, page 367) Learners
_________ Arranged Marriages (ATE, page 370) _________ Use activities for Spanish speakers (SR,
Flexible Grouping Suggestions page 50)
_________ Cross-Curricular Activities: Choreographing _________ Summarize the action of each scene before
Fight Scenes (ATE, page 351) reading it together in class.
_________ Additional Questions and Activities: _________ Have students copy favorite lines from act 3.
Elizabethan Drama (ATE, page 362)
_________ Additional Questions and Activities: Reading
Speeches Out Loud (ATE, page 364)
_________ Additional Questions and Activities: Child-
Parent Relationships (ATE, page 372)
UR 4, page 42)


Lesson Plan

M T W TH F
Synopsis: Paris greets Juliet and speaks of their wedding as the
Capulet house readies itself for the wedding. Juliet and the Friar
plan for her “death” potion and subsequent flight to Mantua. The WASHINGTON STATE STANDARDS
act closes with the Capulets’ discovery of Juliet’s “death.”
Before Reading
UR 4, page 53)
_________ Literary Tools: Plot, Climax, and Foreshadowing (PE,
page 377)
_________ Vocabulary: Using the Oxford English Dictionary (VR, page 76)
During Reading
After Reading
_________ Understanding Literature: Plot, Climax, and Foreshadowing (PE, page 391; UR 4, page 56)
_________ Writer’s Journal: Personal Letter, Plot Summary, and Poem or Prose Eulogy
_________ Vocabulary: Nouns of Direct Address (UR 4, page 58)
_________ Study and Research & Collaborative Learning: Problem Solving and Decision Making
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_________ Applied English: Writing a Procedure (PE, page 391)


Lesson Plan

M T W TH F

Additional Questions and Activities Tackle Archaic Language
_________ Summarizing and Predicting (ATE, page 377) _________ Preview the footnotes and Words for Everyday
_________ Questions about the Selection (ATE, pages Use before reading act 2.
378, 382, and 386) _________ Read the play aloud in class, pausing to have
_________ Response to Character’s Plan (ATE, pages students answer Guided Reading questions
380 and 387) and to summarize the action in their own
_________ Giving Directions (ATE, page 381) words.
_________ Change in Character (ATE, page 384) _________ Have students work in groups to translate
_________ Fighting Fate (ATE, page 388) passages into modern, informal language.
Literary Technique Tackle Poetic Style

_________ Ambiguity (ATE, page 378) _________ Have students rewrite difficult passages into
prose form, changing any inverted sentences
_________ Caesura (ATE, page 383)
so that the subject comes at the beginning.
_________ Comic Relief (ATE, page 385)
_________ Literary Technique: Caesura (ATE, page 383)
Quotables _________ Continue showing scenes from a film
_________ Ben Jonson (ATE, page 379) adaptation of the play.
Cross-Curricular Activities Additional Strategies for English Language

_________ Renaissance Burial Rites (ATE, page 387) Learners
_________ Minor and Major Keys (ATE, page 388) _________ Use activities for Spanish speakers (SR,
page 50)
Flexible Grouping Suggestions _________ Summarize the action of each scene before
_________ Respond to the Selection (PE, page 390; reading it together in class.
UR 4, page 55) _________ Have students copy favorite lines from act 4.
390; UR 4, page 55)
_________ Understanding Literature: Plot, Climax, and
Foreshadowing (PE, page 391; UR 4,
page 56)
Learning: Problem Solving and Decision
Making (PE, page 391; UR 4, page 60)
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_________ Vocabulary: Nouns of Direct Address (UR 4,
page 58)
_________ Vocabulary: Using the Oxford English
Dictionary (VR, page 76)
_________ Writer’s Journal: Personal Letter, Plot
Summary, and Poem or Prose Eulogy (PE,
_________ Applied English: Writing a Procedure (PE,
page 391)


Lesson Plan

M T W TH F
Synopsis: Balthasar reports to Romeo that Juliet is dead. Romeo
buys poison and returns to Juliet’s grave, slays Paris, and drinks
the poison. Juliet wakes up, sees Romeo dead, and kills herself
with his dagger. The two families end their feud.
Insights: “Romeo and Juliet Over the Centuries,” page 405
Before Reading
UR 4, page 66)
_________ Literary Tools: Plot, Resolution, Theme, and Tragic Flaw (PE, page 392)
During Reading
After Reading
_________ Insights: “Romeo and Juliet Over the Centuries” (PE, page 405)
_________ Understanding Literature: Plot, Resolution, Theme, and Tragic Flaw (PE, page 408; UR 4, page 70)
_________ Writer’s Journal: Epitaph, Advice Column, and Sermon (PE, page 409; UR 4, page 72)
_________ Vocabulary: Compound Sentences (UR 4, page 73)
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_________ Language, Grammar, and Style: Using Formal English (PE, page 409; UR 4, page 74)
_________ Media Literacy & Collaborative Learning: Evaluating an Adaptation of Romeo and Juliet (PE, page 409)


Lesson Plan

M T W TH F

Literary Technique Tackle Archaic Language
_________ Symbol (ATE, page 393) _________ Preview the footnotes and Words for Everyday
_________ Suspense (ATE, page 395) Use before reading act 5.
_________ Irony (ATE, page 401) _________ Read the play aloud in class, pausing to have
_________ Dramatic Irony (ATE, page 401) students answer Guided Reading Questions
_________ Irony of Situation (ATE, page 401) and to summarize the action in their own
words.
Cross-Curricular Activities _________ Have students work in groups to translate
_________ Regulations on Drugs (ATE, page 394) passages into modern, informal language.
_________ Objective Observation (ATE, page 398)
Tackle Poetic Style
_________ Press Release (ATE, page 405)
_________ Have students form groups to act out scenes
Additional Questions and Activities from the play. Encourage them to memorize
_________ Questions and Answers (ATE, pages their lines.
396–397, 400, and 402–403) _________ Continue showing scenes from a film
_________ Balthasar’s Position (ATE, page 399) adaptation of the play.
_________ Comparing and Contrasting Versions (ATE, Additional Strategies for English Language
page 406) Learners
Quotables _________ Use activities for Spanish speakers (SR,
page 50)
_________ William Shakespeare (ATE, page 398)
_________ Summarize the action of each scene before
Flexible Grouping Suggestions reading it together in class.
_________ Respond to the Selection (PE, page 404; _________ Have students copy favorite lines from act 5.
UR 4, page 68) _________ After reading aloud and checking for
_________ Investigate, Inquire, and Imagine (PE, page comprehension, have students act out the
407; UR 4, page 68) final scene from memory, improvising their
_________ Understanding Literature: Plot, Resolution, lines.
Theme, and Tragic Flaw (PE, page 408;
UR 4, page 70)
_________ Media Literacy & Collaborative Learning:
Evaluating an Adaptation of Romeo and Juliet
(PE, page 409)
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_________ Vocabulary: Compound Sentences (UR 4,
page 73)
_________ Writer’s Journal: Epitaph, Advice Column,
and Sermon (PE, page 409; UR 4, page 72)
_________ Language, Grammar, and Style: Using
Formal English (PE, page 409; UR 4,
page 74)


Lesson Plan
Unit Four
Drama
M T W TH F

The 52nd Street Project
Selection (ATE, page 410) WASHINGTON STATE STANDARDS
_________ Internet Resources: Theater and Drama Sites (ATE, page
411) click this box for details
Guided Writing
GUIDED WRITING
Imaginative Writing: Scripting a Contemporary Scene for a
Play Software
See the Guided
Assignment: Students create a contemporary scene based on a Writing Software for
theme and characters from Romeo and Juliet (PE, pages 412–420). an extended version of this
Before Writing graphic organizers, extensive
_________ Scripting a Contemporary Scene for a Play student models and student-
(PE, page 412) friendly checklists, and self-,
peer, and teacher evaluation
_________ Professional Model (PE, page 412) features.
_________ Examining the Model (PE, page 413)
_________ Rubric for Imaginative Writing: Scripting a Contemporary Scene for a Play
During Writing
_________ Student Model—Draft (PE, page 416; VLR I, page 134; WR, page 75)
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_________ Language, Grammar, and Style: Vivid Verbs and Colorful Modifiers (PE, page 418; WR, page 76)
After Writing

_________ Motivation: Discussing Teen Issues (ATE, page 412)
_________ Reading Proficiency: Examining the Model (ATE, page 412)
_________ English Language Learning: Drawing on Students’ Native Cultures (ATE, page 412)
_________ Special Needs: Working with a Partner (ATE, page 412)
_________ Enrichment: Acting Out a Play (ATE, page 413)


Lesson Plan
Unit Four
Drama
M T W TH F
Quotables
_________ Alexander Pope (ATE, page 417)

_________ Have students think about a scene from the play they would like to rewrite as a modern scene (Scripting
a Contemporary Scene for a Play, PE, page 412).
_________ Language, Grammar, and Style: Vivid Verbs and Colorful Modifiers (PE, page 418; WR, page 76)
Unit Four Review

_________ Vocabulary Development: Using Context Clues (ATE, page 421)

_________ Genre Studies: Plot, Tragedy, Stage Directions, and Dialogue (PE, page 422; UR 4, page 85)
_________ Thematic Studies: Feuding, Love, Fate, Parenting in the Renaissance, and Justice (PE, page 422; UR 4,
page 86)

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_________ Romeo and Juliet West Side Story by William Shakespeare and Norris Houghton, editor (PE, page 423)
_________ Independent Reading Activity: Reading Group Discussion (PE, page 423; UR 4, page 90)

_________ Romiette and Julio by Sharon M. Draper
_________ Humorous Plays for Teenagers by Christina Hamlett


Lesson Plan
Unit Five
Nonfiction
M T W TH F
• to respond to several different kinds of nonfiction
• to describe various authors’ purposes for writing nonfiction and the
modes of writing
• to identify the common types of writing used in nonfiction:
narration, dialogue, description, and exposition
• to express an informal opinion in an essay
• to demonstrate an understanding of using transitions

_________ from I Know Why the Caged Bird Sings, page 428
_________ “California Palms,” page 436
_________ from Black Elk Speaks, page 446
_________ Speech to the Convention of the American Equal Rights
Association, New York City, 1867, page 456
_________ “I Have a Dream,” page 461
_________ Related Reading: “Martin Luther King, Jr.,”
page 465
_________ “Thinking Like a Mountain,” page 468
_________ “The Obligation to Endure” from Silent Spring, page 474
_________ “An Encounter with an Interviewer,” page 484
_________ Guided Writing—Persuasive Writing: Expressing an Informed Opinion, page 491
_________ Unit Five Review, page 499

_________ Fine Art: John Sloan. Have students discuss how the artwork relates to the title of this unit (PE, page 424).
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_________ Elements of Nonfiction (PE, page 426)
_________ Additional Questions and Activities: Mode of Writing (ATE, page 427)
_________ Additional Questions and Activities: Keeping a Journal (ATE, page 427)
_________ Cross-Curricular Connections: Researching Careers in Writing (ATE, page 427)


Lesson Plan
from I Know Why the Caged Bird Sings, page 428

M T W TH F
Difficulty Considerations: Dialect; vocabulary Reading Strategy: Visualize

Fix-Up Idea: Write Things Down
Ease Factor: Simple story line Standardized Test Practice:
Analyze Setting
Synopsis: In this selection from her autobiography, Angelou
recalls how she and her brother were sent from California to
live with their grandmother in Stamps, Arkansas, where they WASHINGTON STATE STANDARDS
were introduced to a different culture.
Goals/Objectives:
• to enjoy a selection from a literary autobiography
• to describe Maya Angelou’s literary accomplishments
• to define narrator, point of view, and setting and recognize
these techniques in the selection
• to create an audio impression
• to research cotton production
• to create a book jacket
Before Reading
_________ Literary Tools: Narrator, Point of View, and Setting (PE, page 428)
_________ About the Author: Maya Angelou (PE, page 428)
_________ Fine Art: Walker Evans (PE, page 429; VLR II, page 49)
During Reading
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After Reading
_________ Understanding Literature: Narrator, Point of View, and Setting (PE, page 434; UR 5, page 10)
_________ Writer’s Journal: Postcard, Article, and Journal Entry (PE, page 435; UR 5, page 10)
_________ Vocabulary: Inverted Sentences (UR 5, page 12)
_________ Language, Grammar, and Style: There Sentences (PE, page 435; UR 5, page 13)
_________ Collaborative Learning: Audio Impression (PE, page 435)
_________ Media Literacy: Book Jacket (PE, page 435; VLR 1, page 49; UR 5, page 13)


Lesson Plan
from I Know Why the Caged Bird Sings, page 428

M T W TH F
Teaching Options _________ Language, Grammar, and Style: There

Sentences (PE, page 435; UR 5, page 13)
Individual Learning Strategies _________ Media Literacy: Book Jacket (PE, page 435;
_________ Motivation: Description with Hyperbole (ATE, VLR I, page 49; UR 5, page 13)
page 429)
_________ Reading Proficiency: Previewing Footnotes Strategies for Developing Readers
(ATE, page 429)
Tackle Dialect
_________ Reading Proficiency: Previewing Footnotes
(ATE, page 429)
(ATE, page 429)
_________ Special Needs: Dialect (ATE, page 429)
_________ Special Needs: Dialect (ATE, page 429)
_________ Enrichment: “On the Pulse of Morning” (ATE,
page 429)
Tackle Vocabulary
_________ Preview Words for Everyday Use before
_________ Mapping a Journey (ATE, page 430)
reading the story.
_________ Southern Tenant Farmer’s Union (ATE,
_________ Vocabulary: Inverted Sentences (UR 5,
page 431)
page 12)
_________ Economic Effects of Overproduction (ATE,
page 432)
page 80)
_________ Oral Report on Cotton Production (ATE, (ATE, page 429)
page 431)
_________ Sharing Travel Stories (ATE, page 432)
Learners
Flexible Grouping Suggestions _________ Use activities for Spanish speakers (SR,
_________ Enrichment: “On the Pulse of Morning” (ATE, page 134).
page 429) _________ Play the audio recording, pausing frequently
_________ Cross-Curricular Activities: Mapping a to check students’ comprehension.
Journey (ATE, page 430) _________ Explain the historical elements of the rural
_________ Respond to the Selection (PE, page 433; South: slavery, the cotton industry, and
UR 5, page 9) sharecropping.
434; UR 5, page 9)
_________ Understanding Literature: Narrator, Point of
View, and Setting (PE, page 434; UR 5,
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page 10)
_________ Collaborative Learning: Audio Impression
(PE, page 435)
_________ Vocabulary: Inverted Sentences (UR 5,
page 12)
page 80)
_________ Motivation: Description with Hyperbole (ATE,
page 429)
_________ Additional Questions and Activities: Oral
Report on Cotton Production (ATE, page 431)
_________ Writer’s Journal: Post Card, Article, and
Journal Entry (PE, page 435; UR 5, page 10)


Lesson Plan
“California Palms,” page 436

M T W TH F
Difficulty Considerations: Vietnamese cultural references; Reading Strategy: Tackle Difficult

vocabulary Vocabulary
Ease Factor: Informal voice Standardized Test Practice:
Use Context Clues
Synopsis: In this personal essay, author lê thúy describes
her attempts to assimilate into American culture as a young
Vietnamese immigrant. WASHINGTON STATE STANDARDS

• to appreciate an autobiographical essay by a Vietnamese-
American writer
• to describe lê thi diem thúy’s literary accomplishments
• to define conflict, internal conflict, metaphor, and simile and
recognize the use of these techniques in the selection
• to reduce wordiness
• to research Vietnamese immigrants
• to tell a story
Before Reading
_________ Fine Art: Ann Phong (PE, page 437; VLR II, page 52; Art Note, ATE, page 436)
_________ Literary Tools: Conflict, Internal Conflict, Metaphor, and Simile (PE, page 436)
_________ Reader’s Resource: World History Connection (PE, page 436)
_________ About the Author: lê thi diem thúy (PE, page 436)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 82)
During Reading
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After Reading
_________ Understanding Literature: Conflict, Internal Conflict, Metaphor, and Simile
_________ Writer’s Journal: Post Card, Journal Entry, and Letter (PE, page 445; UR 5, page 24)
_________ Vocabulary: Metaphor and Complex Sentences (UR 5, page 25)
_________ Language, Grammar, and Style: Reducing Wordiness (PE, page 445; UR 5, page 26)
_________ Study and Research & Media Literacy: Vietnamese Immigrants (PE, page 445; UR 5, page 26)
_________ Speaking and Listening: Storytelling (PE, page 445; UR 5, page 27)


Lesson Plan
“California Palms,” page 436

M T W TH F
Teaching Options _________ Study and Research & Media Literacy:

Vietnamese Immigrants (PE, page 445; UR 5,
_________ Motivation: Vietnamese Food Tasting (ATE,
page 437) Strategies for Developing Readers
Tackle Vietnamese Cultural References
page 437)
_________ English Language Learning: Previewing
_________ Motivation: Tasting Vietnamese Food (ATE,
Vocabulary (ATE, page 437)
page 437)
_________ Special Needs: Time Line (ATE, page 437)
_________ Enrichment: Researching Vietnam (ATE,
page 437)
page 437)
Tackle Vocabulary
_________ English Language Learning: Previewing
_________ Vietnamese Boat People (ATE, page 438)
Literary Technique _________ Model how to use context clues to determine
_________ Characterization (ATE, page 439) the meaning of unfamiliar words.
_________ Character (ATE, page 443) _________ Help students paraphrase difficult passages.
Additional Questions and Activities Additional Strategies for English Language

Learners
_________ Discussing a Quote (ATE, page 440)
_________ Have students share their own or another
Art Note family’s story about starting over in the United
_________ Ann Phong (ATE, page 436; VLR II, page 52) States.
_________ Motivation: Vietnamese Food Tasting (ATE,
page 437)
UR 5, page 22)
444; UR 5, page 22)
_________ Understanding Literature: Conflict, Internal
Conflict, Metaphor, and Simile (PE, page 444;
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UR 5, page 23)
_________ Speaking and Listening: Storytelling (PE,
_________ Vocabulary: Metaphor and Complex
Sentences (UR 5, page 25)
_________ Vocabulary: Using Context Clues in Your
Writing (VR, page 82)
page 437)
_________ Writer’s Journal: Post Card, Journal Entry, and
Letter (PE, page 445; UR 5, page 24)
_________ Language, Grammar, and Style: Reducing
Wordiness (PE, page 445; UR 5, page 26)


Lesson Plan
from Black Elk Speaks, page 446

M T W TH F
Difficulty Considerations: Subject matter; historical and Reading Strategy: Find a Purpose for
cultural context; style Reading
Ease Factor: Vocabulary; simple sentences Standardized Test Practice:
Synopsis: Three Oglala Sioux tribal leaders remember their
experiences in the early days of the American West.
Goals/Objectives:
• to appreciate a historical narrative from a Native American click this box for details
perspective
• to describe John G. Neihardt’s literary accomplishments and
explain his relationship to the Oglala Sioux
• to define point of view and tone
• to tell a family story
• to research a Native American group
Before Reading
_________ Literary Tools: Point of View and Tone (PE, page 446)
_________ About the Authors: John G. Neihardt and Black Elk (PE, page 446)
_________ Fine Art: Albert Bierstadt (PE, page 447; VLR II, page 55; Art Note, ATE, page 451)
_________ Fine Art: Battiste Good (PE, page 451; VLR II, page 58; Art Note, PE and ATE, page 451;
UR 5, page 36)
_________ Vocabulary: American Indian Words in English (VR, page 84)
During Reading
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After Reading
_________ Understanding Literature: Point of View and Tone (PE, page 454; UR 5, page 37)
_________ Writer’s Journal: Calendar, Treaty, and Introduction (PE, page 455; UR 5, page 38)
_________ Vocabulary: Native American History (UR 5, page 39)
_________ Language, Grammar, and Style: Prepositions and Prepositional Phrases (PE, page 455; UR 5, page 40)
_________ Study and Research: Native Americans (PE, page 455)
_________ Speaking and Listening & Collaborative Learning: Storytelling (PE, page 455)

Lesson Plan
from Black Elk Speaks, page 446

M T W TH F
Teaching Options _________ Special Needs: Chart and Time Line (ATE,
page 447)
Individual Learning Strategies _________ Enrichment: Depicting a Myth or Legend
_________ Motivation: Objectivity of Historical Accounts (ATE, page 447)
(ATE, page 447) _________ Writer’s Journal: Calendar, Document, and
_________ Reading Proficiency: Telling the Story (ATE, Introduction (PE, page 455; UR 5, page 38)
page 447) _________ Language, Grammar, and Style: Prepositions
_________ English Language Learning: Historical and Prepositional Phrases (PE, page 455; UR
5, page 40)
Background (ATE, page 447)
_________ Study and Research: Native Americans (PE,
_________ Special Needs: Chart and Time Line (ATE, page 455)
page 447)
_________ Enrichment: Depicting a Myth or Legend Strategies for Developing Readers
(ATE, page 447)
Tackle Subject Matter and Historical and
Quotables Cultural Context
_________ Mawatani Hanska (ATE, page 448) _________ Explain to students that the term Sioux refers
_________ Shunkaha Napin (ATE, page 448) to an alliance of many tribes native to the
_________ Sinte-Gialeshka (ATE, page 449) Great Plains. The Sioux are now usually called
Lakota, Nakota, or Dakota, according to the
Cross-Curricular Connections language they speak. Therefore the Oglala
Sioux are often called the Oglala Lakota.
_________ Sioux History (ATE, page 449)
_________ Locate a map showing the area of the Great
_________ Lies to the Sioux (ATE, page 450) Plains. This large area extends from southern
_________ Rosebud Creek (ATE, page 451) Canada down through Texas into Mexico, but
the Sioux mainly inhabited the northern plains
Art Note area, including southern Canada, Wisconsin,
_________ Albert Bierstadt (ATE, page 451; VLR II, page 55) Minnesota, Iowa, and the Dakotas.
_________ Battiste Good (PE and ATE page 451; VLR II, _________ Before reading the selection, show students a
page 58; UR 5, page 36) time line of events in Sioux history, including
the dates of treaties and conflicts with the U.S.
Literary and Historical Note One is available at
_________ Legends of the Wasichu (ATE, page 451) http://www.personal.umich.edu/ ~jamarcus/.
List some famous Sioux leaders, including
Additional Questions and Activities Sitting Bull, Red Cloud, Rain-in-the-Face, and
_________ Questions and Answers (ATE, page 452) Crazy Horse. You may then assign students
to research one of the events or leaders.
Flexible Grouping Suggestions _________ Preview the footnotes before reading.
_________ Motivation: Objectivity of Historical Accounts _________ Cross-Curricular Connections (ATE, pages
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(ATE, page 447) 449, 450, and 451)
_________ Reading Proficiency: Telling the Story (ATE,
page 447) Tackle Style
_________ Review questions about tone in Understanding
_________ Enrichment: Depicting a Myth or Legend
Literature (ATE, page 455).
(ATE, page 447)
_________ Find examples of descriptive names and
_________ Respond to the Selection (PE, page 453; change them into familiar words.
UR 5, page 36) _________ Have students take turns reading out loud
_________ Investigate, Inquire, and Imagine (PE, page with a partner.
454; UR 5, page 36)
_________ Understanding Literature: Point of View and Additional Strategies for English Language
Tone (PE, page 454; UR 5, page 37) Learners
_________ Write down phrases that are not heard any
Homework Suggestions more and explain their meanings.
_________ Vocabulary: Native American History (UR 5, _________ Use Guided Reading Questions to check
page 39) comprehension.
_________ Vocabulary: American Indian Words in _________ Model visualization before reading aloud.
English (VR, page 84)

Lesson Plan
Speech to the Convention of the American Equal Rights Association,

New York City, 1867, page 456
M T W TH F
Difficulty Consideration: Historical context Reading Strategy: Find a Purpose for

Reading
Ease Factor: Folksy tone Fix-Up Idea: Read Aloud/Think Aloud
Synopsis: In this famous speech, Sojourner Truth argues that Identify Main Ideas
equal rights for African-American women are just as important
as equal rights for the men.
Goals/Objectives:
• to interpret and appreciate a speech click this box for details
• to describe Sojourner Truth’s activities on the part of African-
Americans and women of all races
• to define aim, dialect, and style and recognize the use of these
techniques in the selection
• to replace dialectal expressions with standard English
• to participate in a debate
• to write a press release
Before Reading
_________ Literary Tools: Aim, Dialect, and Style (PE, page 456)
_________ About the Author: Sojourner Truth (PE, page 456)
_________ Vocabulary: Semantic Families (VR, page 88)
During Reading
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After Reading
_________ Understanding Literature: Aim, Dialect, and Style (PE, page 459; UR 5, page 50)
_________ Writer’s Journal: Credo, Rebuttal, and Review (PE, page 460; UR 5, page 50)
_________ Language, Grammar, and Style: Dialects of English (PE, page 460; UR 5, page 52)
_________ Speaking and Listening & Collaborative Learning: Debate (PE, page 460)
_________ Applied English: Press Release (PE, page 460; UR 5, page 53)


Lesson Plan
Speech to the Convention of the American Equal Rights Association,

New York City, 1867, page 456
M T W TH F

Individual Learning Strategies Tackle Historical Context
_________ Motivation: Equity in Pay (ATE, page 457) _________ About the Author: Sojourner Truth (PE,
_________ Reading Proficiency: Listening to the page 456)
Selection (ATE, page 457) _________ Discuss the status of civil rights at this time
_________ English Language Learning: Vocabulary period.
(ATE, page 457) _________ Provide background information on the
_________ Special Needs: Main Points of the Speech Women’s Suffrage Movement.
(ATE, page 457)
_________ Enrichment: Comparing Speeches (ATE,
Learners
page 457)
_________ Provide background information about the
Quotables Civil War and the Suffrage Movement.
_________ John Stuart Mill (ATE, page 457) _________ Help students follow the logic in Truth’s
argument.
Additional Activity _________ Have pair groups read and answer the
_________ Contemporary Equal Rights Leaders (ATE, Guided Reading Questions aloud.
page 458)

_________ Motivation: Equity in Pay (ATE, page 457)
page 48)
459; UR 5, page 49)
_________ Understanding Literature: Aim, Dialect, and
Style (PE, page 459; UR 5, page 50)
Learning: Debate (PE, page 460)
_________ Motivation: Equity in Pay (ATE, page 457)
_________ Special Needs: Main Points of the Speech
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(ATE, page 457)
_________ Enrichment: Comparing Speeches (ATE,
page 457)
_________ Writer’s Journal: Credo, Rebuttal, and Review
_________ Language, Grammar, and Style: Dialects of
English (PE, page 460; UR 5, page 52)
_________ Applied English: Press Release (PE, page 460;
UR 5, page 53)


Lesson Plan
“I Have a Dream,” page 461

M T W TH F
Difficulty Consideration: Historical references Reading Strategy: Use Text Organization

Fix-Up Idea: Read Aloud
Ease Factors: Familiar ideas; style Standardized Test Practice:
Analyze Development of Main Ideas
Synopsis: This is Dr. King’s famous speech on civil rights,
delivered in Washington, DC, in 1963.
Goals/Objectives:
• to have a positive experience reading a speech using figurative click this box for details
language
• to describe Martin Luther King, Jr.’s role in the Civil Rights
Movement
• to define repetition and style and analyze the effects of repetition
• to define, identify, and analyze similes
• to write a speech, research programs of the Center for Nonviolent
Social Change, and plan a celebration of King’s birthday
Related Reading: “Martin Luther King, Jr.,” page 465
Before Reading
_________ Literary Tools: Simile, Repetition, and Style (PE, page 461)
_________ About the Author: Martin Luther King, Jr. (PE, page 461)
_________ Vocabulary: Using Powerful Language (VR, page 90)
During Reading
After Reading
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_________ Understanding Literature: Simile, Repetition, and Style (PE, page 466; UR 5, page 62)
_________ Writer’s Journal: Review, Journal Entry, and Letter (PE, page 467; UR 5, page 62)
_________ Vocabulary: Repetition (UR 5, page 64)
_________ Speaking and Listening: Speech (PE, page 467)
_________ Study and Research & Media Literacy: Center for Nonviolent Social Change (PE, page 467)
_________ Collaborative Learning & Media Literacy: Dr. Martin Luther King Day (PE, page 467)
_________ Related Reading: “Martin Luther King, Jr.” (PE, page 465)


Lesson Plan
“I Have a Dream,” page 461

M T W TH F

Center for Nonviolent Social Change (PE,
_________ Motivation: Illustrating a Passage (ATE,
page 462) Strategies for Developing Readers
_________ Reading Proficiency: Listening to King Deliver
Tackle Historical References
the Speech (ATE, page 462)
_________ Biographical Note: King and Alabama
Agreement (ATE, page 464)
(ATE, page 462)
_________ Read footnotes together and discuss
_________ Special Needs: Guided Reading Questions
Emancipation Proclamation, interposition, and
(ATE, page 462)
nullification.
_________ Enrichment: Bulletin Board of Peacemakers
_________ Discuss problems of segregation,
(ATE, page 462)
discrimination, and poverty.
_________ Civil Rights Movements (ATE, page 462) Learners
Additional Activity _________ Give background information about
segregation, discrimination, and civil rights.
_________ Oral Interpretation (ATE, page 463)
_________ Have students browse through several books
Biographical Note on Martin Luther King, Jr., written at different
_________ King and Alabama Agreement (ATE, reading levels.
page 464) _________ Read together, explaining allusions and
historical references along the way.
_________ Reading Proficiency: Listening to King Deliver
the Speech (ATE, page 462)
_________ Enrichment: Bulletin Board of Peacemakers
(ATE, page 462)
_________ Cross-Curricular Activities: Civil Rights
Movements (ATE, page 462)
page 60)
466; UR 5, page 61)
_________ Understanding Literature: Simile, Repetition,
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and Style (PE, page 466; UR 5, page 62)
_________ Collaborative Learning & Media Literacy: Dr.
Martin Luther King Day (PE, page 467)
_________ Vocabulary: Repetition (UR 5, page 64)
_________ Vocabulary: Using Powerful Language (VR,
page 90)
_________ Motivation: Illustrating a Passage (ATE,
page 462)
_________ Writer’s Journal: Review, Journal Entry, and
_________ Speaking and Listening: Speech (PE,
page 467)


Lesson Plan
“Thinking Like a Mountain,” page 468

M T W TH F
Difficulty Considerations: Style; vocabulary; nature references Reading Strategy: Connect to Prior
Knowledge
Ease Factor: Selection length Fix-Up Idea: Use Guided Reading Questions
Synopsis: In this essay, Leopold speaks about the need to respect Identify Literary Elements
the natural balance of nature, using as an example the deer
overpopulation that resulted from humans’ killing off of wolves.
Goals/Objectives:
• to empathize with the speaker’s respect of nature click this box for details
• to identify the genre and theme of Leopold’s “Thinking Like a
Mountain”
• to define anecdote and personification and identify examples
of these
• to tell anecdotes about nature experiences, research wolves,
and start a recycling project
Before Reading
_________ Literary Tools: Anecdote and Personification (PE, page 468)
_________ About the Author: Aldo Leopold (PE, page 468)
_________ Fine Art: Ansel Adams (PE, page 470; Art Note, PE and ATE, page 471; UR 5, page 73)
During Reading
After Reading
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_________ Understanding Literature: Anecdote and Personification (PE, page 472; UR 5, page 74)
_________ Writer’s Journal: Letter to the Editor, Contract, and Diatribe (PE, page 473; UR 5, page 75)
_________ Speaking and Listening: Telling Anecdotes (PE, page 473)
_________ Study and Research & Media Literacy: Wolves (PE, page 473)
_________ Collaborative Learning: Community Project (PE, page 473)
_________ Vocabulary: Endangered Species (UR 5, page 76)


Lesson Plan
“Thinking Like a Mountain,” page 468

M T W TH F

Individual Learning Strategies Tackle Style
_________ Motivation: Scrapbook of Natural Areas (ATE, _________ Reading Proficiency: Listening to the
page 469) Selection (ATE, page 469)
_________ Reading Proficiency: Listening to the _________ Discuss Understanding Literature: Anecdote
Selection (ATE, page 469) (PE, page 472; UR 5, page 74).
_________ English Language Learning: Vocabulary _________ Reread and discuss key paragraphs, such as
(ATE, page 469) the last two paragraphs.
_________ Special Needs: Cause and Effect Details
Tackle Vocabulary
(ATE, page 469)
_________ Enrichment: Environment Preservation
(ATE, page 469)
Organizations (ATE, page 469)
Art Note _________ Have students give synonyms for difficult
_________ Ansel Adams (PE and ATE, page 470; UR 5, words.
page 73)
Tackle Nature References
Flexible Grouping Suggestions _________ Reader’s Resource (PE, page 468)
_________ Motivation: Scrapbook of Natural Areas (ATE, _________ About the Author: Aldo Leopold (PE, page
page 469) 468)
_________ Respond to the Selection (PE, page 472; _________ Special Needs: Cause and Effect Details
UR 5, page 73) (ATE, page 469)
_________ Investigate, Inquire, and Imagine (PE, page _________ Preview nature references before reading the
472; UR 5, page 73) story.
_________ Understanding Literature: Anecdote and
Personification (PE, page 472; UR 5, Additional Strategies for English Language
page 74) Learners
_________ Speaking and Listening: Telling Anecdotes _________ Draw a food chain with plants and tree
(PE, page 473) leaves, deer, and wolves.
_________ Collaborative Learning: Community Project _________ Discuss balance in the natural world.
(PE, page 473) _________ Read the story aloud and help students
summarize the main points.
_________ Vocabulary: Endangered Species (UR 5,
page 76)
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_________ Enrichment: Environment Preservation
Organizations (ATE, page 469)
_________ Writer’s Journal: Letter to the Editor, Contract,
and Diatribe (PE, page 473; UR 5, page 75)
_________ Study and Research & Media Literacy:
Wolves (PE, page 473)


Lesson Plan
“The Obligation to Endure” from Silent Spring, page 474

M T W TH F
Difficulty Considerations: Sentence length; vocabulary Reading Strategy: Write Things Down
Ease Factor: Subject matter Standardized Test Practice:
Examine Methods of Development
Synopsis: Carson sounds the alarm about our uncontrolled use
of insecticides and other chemicals and their effect on the earth’s
ecosystems. WASHINGTON STATE STANDARDS

• to evaluate and appreciate a persuasive essay
• to describe Rachel Carson’s scientific and literary careers
• to define aim, thesis, and coherence and identify these
elements in literature
• to research the history of DDT, design a web page, and write
a tour guide
Before Reading
_________ Literary Tools: Aim, Thesis, and Coherence (PE, page 474)
_________ About the Author: Rachel Carson (PE, page 474)
During Reading
After Reading
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_________ Understanding Literature: Aim and Coherence (PE, page 482; UR 5, page 86)
_________ Writer’s Journal: Credo, Letter, and Paragraph (PE, page 483; UR 5, page 87)
_________ Study and Research & Collaborative Learning: The History of DDT (PE, page 483; UR 5, page 89)
_________ Media Literacy & Study and Research: Web Page (PE, page 483)
_________ Media Literacy: The Rachel Carson Homestead (PE, page 483)
_________ Vocabulary: Compound Verbs (UR 5, page 88)


Lesson Plan
“The Obligation to Endure” from Silent Spring, page 474

M T W TH F
Teaching Options _________ Writer’s Journal: Credo, Letter, and Paragraph

Individual Learning Strategies _________ Media Literacy & Study and Research: Web
_________ Motivation: Effects of Environmental Pollution Page (PE, page 483)
(ATE, page 475)
_________ Reading Proficiency: Comprehension (ATE, Strategies for Developing Readers
page 475)
Tackle Sentence Length
_________ Encourage rereading of long passages.
(ATE, page 475)
_________ Model finding the key concept in several long
_________ Special Needs: Focus on Guided Reading
sentences.
Questions (ATE, page 475)
_________ Have students practice reading long
_________ Enrichment: Insects (ATE, page 475)
sentences aloud, using pauses and extra
Cross-Curricular Activities emphasis where needed.
_________ Geologic Time Line (ATE, page 476)
Tackle Vocabulary
_________ Pictures of Early Insects (ATE, page 478)
_________ Use context clues to unlock meaning.
_________ Disease-Carrying Insects (ATE, page 479)
_________ Focus on finding the meaning of difficult
_________ Introduction of New Insects (ATE, page 480) passages.
Additional Questions and Activities _________ Have students use a dictionary if context
does not help.
_________ Contamination of the Environment (ATE,
_________ Supporting an Idea (ATE, page 479) Learners
Biographical Note
page 142).
_________ Approval of Silent Spring (ATE, page 480)
_________ Discuss balance in the natural world.
Flexible Grouping Suggestions _________ Read aloud, stopping after every paragraph
_________ Cross-Curricular Activities: Disease-Carrying to check for comprehension.
Insects (ATE, page 479) _________ Have students summarize each paragraph in
_________ Respond to the Selection (PE, page 481; UR 5, their own words.
page 85)
482; UR 5, page 85)
_________ Understanding Literature: Aim and
Coherence (PE, page 482; UR 5, page 86)
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Learning: The History of DDT (PE, page 483;
UR 5, page 89)
_________ Media Literacy: The Rachel Carson
Homestead (PE, page 483)
_________ Vocabulary: Compound Verbs (UR 5,
page 88)
page 94)
_________ Motivation: Effects of Environmental Pollution
(ATE, page 475)
_________ Supporting an Idea (ATE, page 479)


Lesson Plan
“An Encounter with an Interviewer,” page 484

M T W TH F
Difficulty Considerations: Use of satire; vocabulary Reading Strategy: Use Text Organization
Fix-Up Idea: Vary Reading Rate
Synopsis: In a satire on celebrity journalism, an inexperienced
interviewer meets with author Mark Twain.
Goals/Objectives:
• to appreciate a satirical autobiography click this box for details
• to describe Mark Twain’s literary accomplishments
• to define narrator and analyze the role of the narrator in literature
• to define satire and identify and analyze satire
• to prepare an oral interpretation of one of Twain’s pieces, write
an example of celebrity journalism, and perform a dramatic
adaptation satirizing a social convention
Before Reading
_________ Literary Tools: Narrator and Satire (PE, page 484)
_________ About the Author: Samuel Langhorne Clemens (PE, page 484)
_________ Vocabulary: Suffixes (VR, page 97)
During Reading
After Reading
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_________ Understanding Literature: Narrator and Satire (PE, page 489; UR 5, page 99)
_________ Writer’s Journal: Character Sketch, Radio Spot, and Satirical Interview (PE, page 489; UR 5, page 99)
_________ Vocabulary: Satire (UR 5, page 100)
_________ Language, Grammar, and Style: Identifying Complements (PE, page 490; UR 5, page 101)
_________ Speaking and Listening & Collaborative Learning: Oral Interpretation (PE, page 490)
_________ Collaborative Learning: Dramatic Adaptation (PE, page 490)
_________ Study and Research & Media Literacy: Celebrity Journalism (PE, page 490)


Lesson Plan
“An Encounter with an Interviewer,” page 484

M T W TH F

Individual Learning Strategies Tackle Use of Satire
_________ Motivation: Celebrity Journalism (ATE, _________ Special Needs: Satire (ATE, page 485)
page 485) _________ Have students think of examples of satire
_________ Reading Proficiency: The Dash (ATE, page they have read or seen.
485) _________ Focus on the Guided Reading Questions.
(ATE, page 485) Tackle Vocabulary
_________ Special Needs: Satire (ATE, page 485) _________ English Language Learning: Vocabulary
(ATE, page 485)
_________ Enrichment: Other Examples of Satire (ATE,
page 485) _________ Vocabulary: Suffixes (VR, page 97)
_________ Before reading, have pairs read the Words
Cross-Curricular Activities for Everyday Use and make up sentences for
_________ Time Line of Twain’s Life (ATE, page 486) each word.
Cross-Curricular Connection Additional Strategies for English Language

_________ Aaron Burr (ATE, page 486) Learners
_________ Daily Newspapers (ATE, page 487) _________ Discuss the following words and phrases:
“making fun of,” teasing, “making a fool out
Biographical Note of,” and satire.
_________ Twain’s Characters (ATE, page 487) _________ Dramatic Recording (AL, 8:51)

_________ Motivation: Celebrity Journalism (ATE,
page 485)
_________ Time Line of Twain’s Life (ATE, page 486)
page 98)
489; UR 5, page 98)
_________ Understanding Literature: Narrator and Satire
Learning: Oral Interpretation (PE, page 490)
_________ Collaborative Learning: Dramatic Adaptation
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(PE, page 490)
_________ Vocabulary: Satire (UR 5, page 100)
_________ Enrichment: Other Examples of Satire (ATE,
page 485)
_________ Writer’s Journal: Character Sketch, Radio
Spot, and Satirical Interview (PE, page 489;
UR 5, page 99)
_________ Language, Grammar, and Style: Identifying
Complements (PE, page 490; UR 5, page 101)
Celebrity Journalism (PE, page 490)


Lesson Plan
Unit Five
Nonfiction
M T W TH F
Guided Writing
GUIDED WRITING
Persuasive Writing: Expressing an Informed Opinion Software
Assignment: Students write an essay expressing an informed See the Guided Writing
opinion (PE, pages 491–498). Software for an extended
version of this lesson that includes
Before Writing printable graphic organizers, exten-
_________ Expressing an Informed Opinion (PE, page 491) sive student models and student-
friendly checklists, and self-, peer,
_________ Professional Model (PE, page 491) and teacher evaluation features.
_________ Prewriting (PE, page 492; WR, page 91) WASHINGTON STATE STANDARDS
_________ Student Model—Graphic Organizer (PE, page 493; WR,
page 92) click this box for details
_________ Rubric for Persuasive Writing: Expressing an Informed Opinion (VLR I, page 141; WR, page 106)
During Writing
_________ Language, Grammar, and Style: Effective Transitions (PE, page 495; WR, page 95)
After Writing

_________ Motivation: Responding to a Speech or Article (ATE, page 491)
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_________ Reading Proficiency: Identifying Your Purpose (ATE, page 491)

_________ English Language Learning: Purpose and Vocabulary (ATE, page 492)
_________ Special Needs: Editorials (ATE, page 492)
_________ Enrichment: Persuasive Speech (ATE, page 492)

_________ Have students think of a topic about which they have strong opinions (Expressing an Informed Opinion,
PE, page 491).
_________ Language, Grammar, and Style: Effective Transitions (PE, page 495; WR, page 95)

Lesson Plan
Unit Five
Nonfiction
M T W TH F
Unit Five Review


_________ Genre Studies: Autobiography, Speeches, and Essay (PE, page 500; UR 5, page 113)
_________ Thematic Studies: Identity, Responsibility, Human Rights, Journalism, and Triumph of the Spirit (PE, page
500; UR 5, page 114)


_________ High Exposure: An Enduring Passion for Everest and Unforgiving Places by David Breashears
_________ Independent Reading Activity: Book Club Discussion (PE, page 501; UR 1, page 116)

_________ Zero G: Life and Survival in Space by Peter Bond
_________ As Long As the Rivers Flow: The Stories of Nine Native Americans by Paula Gunn Allen and Patricia Clark
Smith
_________ Pilgrim at Tinker Creek by Annie Dillard
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Lesson Plan
Unit Six
Informational and Visual Media
M T W TH F
• to explore different kinds of informational and visual media
• to understand the ways different media present information
• to define mood, simile, metaphor, aim, exposition, periodical,
article, background information, tone, alliteration, and
chronological order and identify examples of each
• to write a documentation of a step-by-step process
• to identify incorrect comma usage and use commas effectively

_________ Documentary Photographs and “The Gudger House”
from Let Us Now Praise Famous Men, page 508
_________ “For the Future of Florida: Repair the Everglades!” from
The Everglades Reporter, page 517
_________ Related Reading: “The Grass” from The
Everglades: River of Grass, page 522
_________ “Ghost of Everest” from Newsweek, page 529
_________ Related Reading: “Everest ’99 Cybercast
Statement from George Mallory’s Daughter,” page 535
_________ “Best Sky Sights of the Next Century” from The Old Farmer’s Almanac, page 538
_________ “Research Strategies for the Learning Highway,” page 545
_________ Guided Writing—Informative Writing: Documenting a Step-by-Step Process, page 553
_________ Unit Six Review, page 560

_________ Fine Art: Saul Steinberg (PE, page 502; VLR II, page 61)
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_________ Elements of Informational and Visual Media (PE, page 504)

_________ Additional Questions and Activities: Comparing Media Coverage (ATE, page 504)
_________ Additional Questions and Activities: Impact of Visuals (ATE, page 505)
_________ Literary Technique: Aim (ATE, page 504)
_________ Internet Resources: Internet Resources for Teachers (ATE, page 505)
_________ Cross-Curricular Activity: Directions for Joining a Mailing List (ATE, page 506)
_________ Bibliographic Note: Integrating Media into Curriculum (ATE, page 506)


Lesson Plan
Documentary Photographs and “The Gudger House” from

Let Us Now Praise Famous Men, page 508
M T W TH F
Difficulty Considerations: Long sentences; figurative Reading Strategy: Visualize

language; vocabulary Fix-Up Idea: Use Guided Reading Questions
Ease Factor: Subject matter Examine Photographs
Synopsis: Agee describes the home of a white sharecropping
family living in the rural South during the Great Depression. WASHINGTON STATE STANDARDS
Accompanying the text are four photographs by Walker Evans.
Goals/Objectives:
• to appreciate an essay and a photographic essay about the
lives of sharecroppers
• to understand how sharecroppers lived
• to define mood, simile, and metaphor and provide examples
from the text
• to prepare a catalogue exhibit for Walker Evans’s photography
Before Reading
_________ Literary Tools: Mood, Simile, and Metaphor (PE, page 508)
_________ About the Photographer: Walker Evans (PE, page 508)
_________ About the Author: James Agee (PE, page 514)
_________ Vocabulary: Semantic Families: Photography (VR, page 100)
During Reading
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After Reading
_________ Understanding Literature: Mood, Simile, and Metaphor (PE, page 515; UR 6, page 10)
_________ Writer’s Journal: Journal Entry, Letter, and Poem or Short Essay (PE, page 516; UR 6, page 10)
_________ Vocabulary: Photography (UR 6, page 11)
_________ Language, Grammar, and Style: Linking Verbs (PE, page 516; UR 6, page 12)
_________ Media Literacy: Photography Catalog (PE, page 516)
_________ Collaborative Learning: Movie Review (PE, page 516; VLR I, page 58; UR 6, page 12)

Lesson Plan
Documentary Photographs and “The Gudger House” from

Let Us Now Praise Famous Men, page 508
M T W TH F
Teaching Options _________ Language, Grammar, and Style: Linking

Verbs (PE, page 516; UR 6, page 12)
Individual Learning Strategies _________ Media Literacy: Photography Catalog (PE,
_________ Motivation: Describing a Favorite Photograph page 516)
(ATE, page 509)
_________ Reading Proficiency: Paraphrasing (ATE, Strategies for Developing Readers
page 509)
Tackle Long Sentences
_________ English Language Learning: Analyzing
Similes (ATE, page 509) _________ Reading Proficiency: Paraphrasing (ATE,
page 509)
_________ Special Needs: Visualizing from Description
(ATE, page 509) _________ Special Needs: Visualizing from Description
(ATE, page 509)
_________ Enrichment: Lives of Sharecroppers During
the Great Depression (ATE, page 509) _________ Model making a cluster chart for a long,
difficult sentence.
Tackle Figurative Language
_________ Investigating History through Photographs
(ATE, page 510) _________ English Language Learning: Analyzing
Similes (ATE, page 509)
_________ Effects of the Great Depression on Students’
Families (ATE, page 511) _________ Personification (ATE, page 512)
_________ Help students complete the Graphic
Literary Technique Organizer together.
_________ Personification (ATE, page 512)
Tackle Vocabulary
Additional Questions and Activities _________ Preview Words for Everyday Use before
_________ Photographing and Describing a House (ATE, reading the story.
page 513) _________ Have students provide synonyms for difficult
_________ Questions and Answers (ATE, page 514) words.
_________ Model visualization to help unlock meaning of
Flexible Grouping Suggestions words.
_________ Special Needs: Visualizing from Description Learners
(ATE, page 509) _________ Use activities for Spanish speakers (SR,
_________ Respond to the Selection (PE, page 514; page 149).
UR 6, page 8) _________ Find a copy of Let Us Now Praise Famous
_________ Investigate, Inquire, and Imagine (PE, page Men. Have students practice writing
© EMC Corporation
515; UR 6, page 8) descriptions of the photographs

_________ Understanding Literature: Mood, Simile, and _________ Have students define and pronounce house
Metaphor (PE, page 515; UR 6, page 10) terms such as hall, porch, eaves, beams,
_________ Collaborative Learning: Movie Review (PE, shutters.
page 516; VLR I, page 58; UR 6, page 12)
_________ Vocabulary: Photography (UR 6, page 11)
_________ Vocabulary: Semantic Families: Photography
(VR, page 100)
_________ Enrichment: Lives of Sharecroppers During
the Great Depression (ATE, page 509)
_________ Writer’s Journal: Journal Entry, Letter, and
Poem or Short Essay (PE, page 516; UR 6,
page 10)


Lesson Plan
“For the Future of Florida: Repair the Everglades!” from

M T W TH F
Difficulty Considerations: Style; subject matter Reading Strategy: Write Things Down
Synthesize Information from Multiple Texts
Synopsis: Lorion describes some of the steps that have been
taken to repair the Everglades ecosystem and explains why the
restoration effort is so important. WASHINGTON STATE STANDARDS

• to understand an article about the plans for restoring the Florida
Everglades
• to explain the importance of restoring the Everglades
• to define aim and exposition
• to demonstrate an ability to use commas correctly
Related Reading: “The Grass” from The Everglades: River of Grass, page 522
Before Reading
_________ Literary Tools: Aim and Exposition (PE, page 517)
_________ Reader’s Resource: Science Connection (PE, page 517)
_________ About the Author: Joette Lorion (PE, page 517)
_________ Vocabulary: PAVE: Predict, Associate, Verify, Evaluate (VR, page 103)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Aim and Exposition (PE, page 527; UR 6, page 22)
_________ Writer’s Journal: Journal Entry, Letter of Complaint, and Summary (PE, page 528; UR 6, page 23)
_________ Vocabulary: Commas in a Series (UR 6, page 23)
_________ Language, Grammar, and Style: Commas (PE, page 528; UR 6, page 24)
_________ Study and Research & Media Literacy: Everglades Nature Guide (PE, page 528; UR 6, page 25)
_________ Applied English: Letter-Writing Campaign (PE, page 528)
_________ Internet activities http://www.emcp.com


Lesson Plan

M T W TH F

_________ Vocabulary: Commas in a Series (UR 6,
_________ Motivation: Environmentalists (ATE, page 518) _________ Enrichment: Opposition to the Restoration of
_________ Reading Proficiency: Paragraph Organization the Everglades (ATE, page 518)
(ATE, page 518) _________ Writer’s Journal: Journal Entry, Letter of
_________ English Language Learning: Vocabulary Complaint, and Summary (PE, page 528;
(ATE, page 518) UR 6, page 23)
_________ Special Needs: Descriptions Based on _________ Language, Grammar, and Style: Commas
Photographs (ATE, page 518) (PE, page 528; UR 6, page 24)
_________ Enrichment: Opposition to the Restoration of _________ Study and Research & Media Literacy:
the Everglades (ATE, page 518) Everglades Nature Guide (PE, page 528;
UR 6, page 25)
_________ Applied English: Letter-Writing Campaign
_________ Questions and Answers (ATE, pages 519 (PE, page 528)
and 524)
_________ History of the Everglades (ATE, page 520) Strategies for Developing Readers
_________ Life of Marjory Stoneman Douglas (ATE,
_________ Everglades Vacation (ATE, page 525) _________ Literary Tools: Aim and Exposition (PE,
page 517)
Internet Resources _________ Reading Proficiency: Paragraph Organization
_________ The Friends of the Everglades (ATE, (ATE, page 518)
page 523) _________ Point out how Lorion uses quotes in her
article. Ask students why they think she
Cross-Curricular Activities chose to quote rather than paraphrase.
_________ Photographs of Wildlife in the Everglades
(ATE, page 521) Tackle Subject Matter
_________ Ecosystems (ATE, page 521) _________ Reader’s Resource (PE, page 517)
_________ Show pictures or a video of the Everglades
Literary Technique and point out the area on a map of Florida.
_________ Alliteration (ATE, page 524) Before reading, define “ecosystem” and be
sure students understand the general problem
Bibliographic Note facing the Everglades ecosystem. Discuss
_________ Fiction by Marjory Stoneman Douglas (ATE, why people found it necessary to disturb the
page 525) Everglades ecosystem (to prevent flooding)
© EMC Corporation
_________ Reading about the Everglades Ecosystem and what the long-term consequences were.
(ATE, page 526) _________ Define “grassroots” and explain how nonprofit
grassroots organizations such as Friends of
the Everglades work to create change.
_________ Special Needs: Descriptions Based on Discuss how different interest groups try to
Photographs (ATE, page 518) influence lawmakers in Congress. Also
_________ Additional Questions and Activities: explain the roles of Garden Clubs, Rotary
Everglades Vacation (ATE, page 525) Clubs, and the Army Corps of Engineers.
_________ Respond to the Selection (PE, page 522; ________ Have students make time lines showing all
UR 6, page 20) of the acts and plans that have affected the
_________ Investigate, Inquire, and Imagine (PE, page Everglades, beginning with the Central and
527; UR 6, page 21) Southern Florida Project in 1948.
_________ Understanding Literature: Aim and Exposition


Lesson Plan

M T W TH F

Learners
_________ The technical terms and specialized vocabulary
of this piece make it difficult even for native
speakers. Read the article together in class,
stopping frequently to define words and to
summarize paragraphs.
_________ After reading, ask students to make a list of
terms that have to do with protecting the
environment (e.g., ecosystem, conservationist,
natural resources); another list of terms
having to do with water management (e.g.,
sheetflow, canal, levees, flood control,
wetland); and a third having to do with
politics and activism (e.g., committee,
commission, coalition)
© EMC Corporation


Lesson Plan
“Ghost of Everest” from Newsweek, page 529

M T W TH F
Difficulty Considerations: Vocabulary; subject matter Reading Strategy: Tackle Difficult

Vocabulary
Ease Factors: Short sentences; selection length Fix-Up Idea: Reread
Synopsis: Adler describes the discovery of George Mallory’s
body on the face of Mount Everest, a discovery which did not, Use Context Clues
he notes, resolve the question of whether or not Mallory reached
the summit. WASHINGTON STATE STANDARDS

• to appreciate an article that includes information about several
expeditions to the summit of Mount Everest
• to summarize the history of Mallory’s, Hillary’s, and Simonson’s
climbs of Mount Everest
• to define periodical, article, and background information
• to research climbing expeditions to Mount Everest
Related Reading: “MountainZone.Com Everest ’99 Cybercast Statement from George Mallory’s Daughter,”
page 535
Before Reading
_________ Literary Tools: Periodical, Article, and Background Information (PE, page 529)
_________ Reader’s Resource: Geography and Technology Connections (PE, page 529)
_________ About the Author: Jerry Adler (PE, page 534)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Periodical, Article, and Background Information (PE, page 536; UR 6, page 35)
_________ Writer’s Journal: Journal Entry, Letter, and Speech (PE, page 537; UR 6, page 35)
_________ Vocabulary: Semicolons (UR 6, page 36)
_________ Study and Research & Speaking and Listening: Mount Everest Presentation (PE, page 537; UR 6,
page 37)
_________ Collaborative Learning & Media Literacy: Discussing Videos (PE, page 537)
_________ Media Literacy & Study and Research: Researching on the Internet (PE, page 537)


Lesson Plan
“Ghost of Everest” from Newsweek, page 529

M T W TH F

_________ Motivation: Discussing the Achievement of _________ Vocabulary: Suffixes (VR, page 109)
Goals (ATE, page 530) _________ English Language Learning: Vocabulary
_________ Reading Proficiency: Charting Two Stories (ATE, page 530)
(ATE, page 530) _________ Have students work in pairs to make new
_________ English Language Learning: Vocabulary sentences for Words for Everyday Use before
(ATE, page 530) reading the selection.
_________ Special Needs: Previewing Questions and
Skimming (ATE, page 530) Tackle Subject Matter
_________ Enrichment: Mapping a Route and Charting _________ Reading Proficiency: Charting Two Stories
Distances and Times (ATE, page 530) (ATE, page 530)
_________ Special Needs: Previewing Questions and
Literary Techniques Skimming (ATE, page 530)
_________ Analogy (ATE, page 531) _________ Cross-Curricular Activities: Rock Climbing
(ATE, page 531)
_________ Invite a guest speaker who enjoys rock
_________ Rock Climbing (ATE, page 531) climbing or mountain climbing to comment
_________ People Who Have Climbed Everest (ATE, on the selection and answer questions.
page 533)
Additional Questions and Activities Learners
_________ Questions about the Selection (ATE, page _________ Use activities for Spanish speakers (SR,
532) page 155).
_________ Questions about the Related Reading (ATE, _________ Refer to the expedition route on page 530.
page 535) _________ Model how asking questions during reading
aids comprehension.
_________ Enrichment: Mapping a Route and Charting
Distances and Times (ATE, page 530)
UR 6, page 33)
536; UR 6, page 34)
_________ Understanding Literature: Periodical, Article,
and Background Information (PE, page 536;
© EMC Corporation
UR 6, page 35)
_________ Collaborative Learning & Media Literacy:
Discussing Videos (PE, page 537)
_________ Vocabulary: Semicolons (UR 6, page 36)
_________ Writer’s Journal: Journal Entry, Letter, and
Speech (PE, page 537; UR 6, page 35)
_________ Study and Research & Speaking and
Listening: Mount Everest Presentation (PE,
_________ Media Literacy & Study and Research:
Researching on the Internet (PE, page 537)


Lesson Plan
“Best Sky Sights of the Next Century” from

The Old Farmer’s Almanac, page 538
M T W TH F
Difficulty Considerations: Long sentences; nonfiction format; Reading Strategy: Connect to Prior
science vocabulary Knowledge
Ease Factor: Engaging style Standardized Test Practice:
Interpret Charts
Synopsis: This article briefly describes the major total eclipses,
comets, and planetary conjunctions that will occur in the 21st
century. WASHINGTON STATE STANDARDS

Goals/Objectives:
• to appreciate an article from The Old Farmer’s Almanac
• to identify the astronomical occurrences to come in this century
• to define tone and alliteration and identify examples of each from
the selection
• to identify gerunds and participles within sentences
Before Reading
_________ Literary Tools: Tone and Alliteration (PE, page 538)
_________ Reader’s Resource: Science Connection (PE, page 538)
_________ About the Author: Bob Berman (PE, page 538)
During Reading
After Reading
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_________ Understanding Literature: Tone and Alliteration (PE, page 543; UR 6, page 48)
_________ Writer’s Journal: Journal Entry, Paragraph, and Myth or Story (PE, page 544; UR 6, page 48)
_________ Vocabulary: Colons (UR 6, page 48)
_________ Language, Grammar, and Style: Gerunds and Participles (PE, page 544; UR 6, page 49)
_________ Applied English: Time Line (PE, page 544; VLR I, page 62; UR 6, page 50)
_________ Study and Research: Researching the Earth and Sky (PE, page 544)


Lesson Plan
“Best Sky Sights of the Next Century” from

The Old Farmer’s Almanac, page 538
M T W TH F
Teaching Options _________ Language, Grammar, and Style: Gerunds and

Participles (PE, page 544; UR 6, page 49)
Individual Learning Strategies _________ Applied English: Time Line (PE, page 544;
_________ Motivation: Describing and Discussing VLR I, page 62; UR 6, page 50)
Reaction to Celestial Events (ATE, page 539) _________ Study and Research: Researching the Earth
_________ Reading Proficiency: Charting Information and Sky (PE, page 544)
(ATE, page 539)
_________ English Language Learning: Charting and Strategies for Developing Readers
_________ Special Needs: Relating Future Events to Age Tackle Long Sentences
(ATE, page 539) _________ Have partners take turns reading the
_________ Enrichment: Farmer’s Almanac Online (ATE, selection aloud.
page 539) _________ Read aloud and model pauses and inflection
changes when encountering commas,
Cross-Curricular Activities dashes, and parentheses.
_________ Researching and Explaining Eclipses (ATE,
page 540) Tackle Nonfiction Format
_________ Reading Proficiency: Charting Information
Additional Questions and Activities (ATE, page 539)
_________ Questions about the Selection (ATE, pages _________ Make a time line of all celestial events in this
540–541) selection.
_________ Have students find the main idea in each
Literary Technique paragraph.
_________ Diction (ATE, page 542)
Tackle Science Vocabulary
Flexible Grouping Suggestions _________ Preview definitions of astronomical terms
_________ Motivation: Describing and Discussing such as totality, eclipse, solar, orbit, meteor
Reaction to Celestial Events (ATE, page 539) showers.
_________ Enrichment: Farmer’s Almanac Online (ATE, _________ Focus on Guided Reading Questions.
page 539) _________ Invite a guest speaker to explain and answer
_________ Cross-Curricular Activities: Researching and questions about astronomical events.
Explaining Eclipses (ATE, page 540)
_________ Respond to the Selection (PE, page 543; Additional Strategies for English Language
_________ Investigate, Inquire, and Imagine (PE, page _________ Have students make a list of astronomical
543; UR 6, page 47) events that will happen in their lifetimes.
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_________ Understanding Literature: Tone and _________ Identify examples of humor.
Alliteration (PE, page 543; UR 6, page 48) _________ Summarize each section.
_________ Vocabulary: Colons (UR 6, page 48)
page 113)
_________ Reading Proficiency: Charting Information
(ATE, page 539)
_________ Special Needs: Relating Future Events to Age
(ATE, page 539)
_________ Enrichment: Farmer’s Almanac Online (ATE,
page 539)
_________ Writer’s Journal: Journal Entry, Paragraph,
and Myth or Story (PE, page 544; UR 6,
page 48)


Lesson Plan
“Research Strategies for the Learning Highway” from

The Learning Highway, page 545
M T W TH F
Difficulty Considerations: Nonfiction format; Internet Reading Strategy: Use Text Organization
references Fix-Up Idea: Connect to Prior Knowledge
Ease Factors: Use of headings, subheadings, and graphics Identify Sequence of Events
Synopsis: This article explains strategies for using the Internet for
research. WASHINGTON STATE STANDARDS

Goals/Objectives:
• to understand a chapter about researching on the Internet
• to describe the ways to use the Internet as a research tool
• to define chronological order and exposition and provide
examples of each
• to create an Internet log, tracking the ways information was
obtained
Before Reading
_________ Literary Tools: Chronological Order and Exposition (PE, page 545)
_________ About the Authors: Trevor Owen and Ron Ownston (PE, page 545)
_________ Vocabulary: Jargon (VR, page 114)
During Reading
After Reading
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_________ Understanding Literature: Chronological Order and Exposition (PE, page 551; UR 6, page 60)
_________ Writer’s Journal: Directions, Paragraph, and Letter (PE, page 552; UR 6, page 60)
_________ Vocabulary: Coordinating Conjunctions (UR 6, page 60)
_________ Language, Grammar, and Style: Subordinate Clauses (PE, page 552; UR 6, page 61)
_________ Media Literacy: Creating an Internet Log (PE, page 552; UR 6, page 62)
_________ Study and Research & Media Literacy: Documenting Sources on the Internet


Lesson Plan
“Research Strategies for the Learning Highway” from

The Learning Highway, page 545
M T W TH F

Documenting Sources on the Internet (PE,
Individual Learning Strategies page 552; UR 6, page 63)
_________ Motivation: Giving Directions in Four Steps
_________ Reading Proficiency: Outlining (ATE,
Tackle Nonfiction Format
page 546)
_________ Reading Proficiency: Outlining (ATE,
page 546)
(ATE, page 546)
_________ Chronological Order (ATE, page 548)
_________ Special Needs: Outlining and Noting
Questions (ATE, page 546) _________ Follow the article’s directions while reading.
_________ Enrichment: Using the Internet to Answer Tackle Internet References
Additional Questions and Answers (ATE, page 546)
_________ Writing Questions and Finding Answers (ATE, _________ Model the step-by-step directions in a
page 547) computer lab by projecting the computer
screen in the classroom.
_________ Aspects of History on the Internet (ATE,
Learners
Biographical Note
_________ Pair ELL students with proficient readers.
_________ Internet History (ATE, page 547)
Have ELL students follow the directions given
Literary Technique in the article.
_________ Chronological Order (ATE, page 548) _________ Have students make a flow chart of the steps
in this article.
Cross-Curricular Activities _________ Have students add vocabulary words to their
_________ Evaluating Internet Sites (ATE, page 549) notebooks.

UR 6, page 58)
551; UR 6, page 59)
_________ Understanding Literature: Chronological
Order and Exposition (PE, page 551; UR 6,
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page 60)
_________ Vocabulary: Coordinating Conjunctions
(UR 6, page 60)
_________ Vocabulary: Jargon (VR, page 114)
_________ Enrichment: Using the Internet to Answer
_________ Writer’s Journal: Directions, Paragraph, and
_________ Language, Grammar, and Style: Subordinate
Clauses (PE, page 552; UR 6, page 61)
_________ Media Literacy: Creating an Internet Log (PE,


Lesson Plan
Unit Six
M T W TH F
Guided Writing
GUIDED WRITING
Informative Writing: Documenting a Step-by-Step Process
Software
Assignment: Students write a process paper on how to do See the Guided
something, step by step (PE, pages 553–559). Writing Software for
_________ Documenting a Step-by-Step Process (PE, page 553) graphic organizers, extensive
_________ Examining the Model (PE, page 554) friendly checklists, and self-,
page 109)
During Writing
_________ Language, Grammar, and Style: Effective Comma Usage (PE, page 558; WR, page 112)
After Writing
_________ Reflecting (PE, 559)
_________ Rubric for Informative Writing: Documenting a Step-by-Step Procedure

_________ Motivation: Recalling a Learning Experience (ATE, page 554)
_________ Reading Proficiency: Outlining (ATE, page 554)
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_________ English Language Learning: Practice Oral Presentation with Partner (ATE, page 554)
_________ Special Needs: Taking Notes on a Procedure (ATE, page 554)
_________ Enrichment: Audience Participation (ATE, page 554)

_________ Have students think about something they like to do that requires several steps (Documenting a Step-by-
Step Process, PE, page 553).
_________ Language, Grammar, and Style: Effective Comma Usage (PE, page 558; WR, page 112)
_________ Rubric for Informative Writing: Documenting a Step-by-Step Procedure

Lesson Plan
Unit Six
M T W TH F
Unit Six Review

_________ Vocabulary Development: Synonyms and Antonyms (ATE, page 560)

_________ Genre Studies: Informational Media, Visual Media, and Essays (PE, page 560; UR 6, page 74)
_________ Thematic Studies: Endurance, Exploration, and Technology (PE, page 561; UR 6, page 75)


_________ Margaret Bourke-White: Her Pictures Were Her Life by Susan Goldman Rubin
_________ Independent Reading Activity: Reading Meaning in Photographs (PE, page 561; UR 6, page 77)

_________ The 21st Century published by The Young Authors Foundation
_________ Multi-Media: The Complete Guide by Dorling Kindersley
_________ A Student’s Guide to the Internet: Exploring the World Wide Web, Gopherspace, Electronic Mail, and
More! by Elizabeth Marshall
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Lesson Plan
Unit Seven
The Search for Self
M T W TH F
• to explore ideas related to the theme of self-exploration
• to enjoy fiction, nonfiction, and poems that explore the theme of
self-exploration
• to recognize and explain examples of simile, metaphor, speaker,
irony, characterization, free verse, paradox, point of view, and
theme
• to write an autobiographical narrative about a meaningful
experience
• to identify and correct dangling and misplaced modifiers

_________ “I’m Nobody! Who are you?,” page 567
_________ “Mirror,” page 572
_________ “A Story That Could Be True,” page 576
_________ “Nikki-Rosa,” page 580
_________ “Hanging Fire,” page 584
_________ “The Man to Send Rain Clouds,” page 588
_________ “An Ethnic Trump,” page 595
_________ “Who Am I This Time?,” page 601
_________ Guided Writing—Expressive/Narrative Writing: Reflecting on an Autobiographical Incident, page 614
_________ Unit Seven Review, page 622

_________ Fine Art: Hughie Lee-Smith. Have students discuss how the artwork relates to the title of this unit (PE,
page 564).
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_________ Echoes (PE, page 566)

_________ Additional Questions and Activities: Discussing Quotations (ATE, page 566)


Lesson Plan
“I’m Nobody! Who are you?,” page 567

M T W TH F
Difficulty Consideration: Figurative language Reading Strategy: Write Things Down

Fix-Up Idea: Connect to Prior Knowledge
Ease Factors: Subject matter; vocabulary Standardized Test Practice:
Identify Main Ideas
Synopsis: This lyric poem challenges the importance of being
famous or popular.
Goals/Objectives:
• to enjoy and appreciate a lyric poem click this box for details
• to describe Dickinson’s literary accomplishments
• to define simile and meter and recognize the use of these
• to combine and expand sentences effectively
• to compile a topical poetry list
• to write an abstract related to Dickinson’s work
Before Reading
_________ Literary Tools: Simile and Meter (PE, page 567)
_________ About the Author: Emily Dickinson (PE, page 567)
_________ Vocabulary: Connotation (VR, page 116)
During Reading
After Reading
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_________ Understanding Literature: Simile and Meter (PE, page 570; UR 7, page 3)
_________ Writer’s Journal: Journal Entry, Greeting Card, and Letter (PE, page 571; UR 7, page 4)
_________ Vocabulary: A Life of Fame (UR 7, page 5)
_________ Language, Grammar, and Style: Combining Sentences (PE, page 571; UR 7, page 5)
_________ Media Literacy: Writing an Abstract (PE, page 571)
_________ Collaborative Learning: Compiling a Poetry List (PE, page 571; UR 7, page 6)


Lesson Plan
“I’m Nobody! Who are you?,” page 567

M T W TH F

_________ Motivation: Abstract and Discussion of _________ Understanding Literature: Simile (PE, page
Dickinson’s Poetry (ATE, page 568) 570; UR 7, page 3)
_________ English Language Learning: Vocabulary Learners
(ATE, page 568) _________ Define bog.
_________ Special Needs: Background Information _________ Discuss students’ ideas about fame and
(ATE, page 568) privacy.
_________ Enrichment: Being a “Nobody” (ATE, _________ Have students practice writing similes.
page 568)

_________ Motivation: Abstract and Discussion of
Dickinson’s Poetry (ATE, page 568)
page 568)
_________ Enrichment: Being a “Nobody” (ATE,
page 568)
UR 7, page 1)
570; UR 7, page 2)
_________ Understanding Literature: Simile and Meter
_________ Collaborative Learning: Compiling a Poetry
List (PE, page 571; UR 7, page 6)
_________ Vocabulary: A Life of Fame (UR 7, page 5)
_________ Vocabulary: Connotation (VR, page 116)
_________ Writer’s Journal: Journal Entry, Greeting Card,
and Letter (PE, page 571; UR 7, page 4)
_________ Language, Grammar, and Style: Combining
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Sentences (PE, page 571; UR 7, page 5)

_________ Media Literacy: Writing an Abstract (PE,
page 571)


Lesson Plan
“Mirror,” page 572

M T W TH F
Difficulty Considerations: Ambiguous speaker; figurative Reading Strategy: Connect to Prior

language Knowledge
Synopsis: In this poem, a mirror (which then becomes a lake)
speaks about how it reflects reality.
Goals/Objectives:
• to enjoy a lyric poem about the search for self click this box for details
• to describe Plath’s literary accomplishments
• to define metaphor and speaker and recognize the use of these
• to understand possessive nouns
• to adapt a scene from The Bell Jar for the stage
Before Reading
_________ Literary Tools: Metaphor and Speaker (PE, page 572)
_________ About the Author: Sylvia Plath (PE, page 572)
_________ Fine Art: Pablo Picasso (PE, page 573; VLR II, page 64; Art Note, PE, page 572 and ATE, page 573;
UR 7, page 12)
_________ Vocabulary: Prefixes and Suffixes (VR, page 118)
During Reading
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After Reading
_________ Understanding Literature: Metaphor and Speaker (PE, page 574; UR 7, page 14)
_________ Writer’s Journal: Love Letter, Advice Column, and Dialogue (PE, page 575; UR 7, page 14)
_________ Language, Grammar, and Style: Possessive Nouns (PE, page 575; UR 7, page 16)
_________ Vocabulary: Synonyms (PE, page 575; UR 7, page 15)
_________ Collaborative Learning: Adapting a Novel (PE, page 575)
_________ Media Literacy & Study and Research: Researching on the Internet (PE, page 575)

Lesson Plan
“Mirror,” page 572

M T W TH F

Individual Learning Strategies Tackle Ambiguous Speaker
_________ Motivation: Self-Portrait (ATE, page 572) _________ Review Reader’s Resource (PE, page 572)
_________ Reading Proficiency: Listening for Metaphors _________ Understanding Literature: Metaphor and
(ATE, page 572) Speaker (PE, page 574; UR 7, page 14)
_________ English Language Learning: Vocabulary _________ Have students pretend to be a mirror and a
(ATE, page 572) lake and visualize what they would see.
_________ Special Needs: Previewing Vocabulary (ATE,
page 572) Tackle Figurative Language
_________ Enrichment: Discussion about Self-Image _________ Reading Proficiency: Listening for Metaphors
(ATE, page 573) (ATE, page 572)
_________ Ask students to identify the two things being
Art Note compared in each metaphor and explain
_________ Pablo Picasso (PE, page 572; ATE, page what these two things have in common.
573; VLR II, page 64; UR 7, page 12) _________ Have students write short poems or riddles
using metaphors.
_________ Enrichment: Discussion about Self-Image Additional Strategies for English Language
_________ Respond to the Selection (PE, page 574; _________ Preview the Words for Everyday Use and
UR 7, page 12) have students write sentences for each word.
_________ Investigate, Inquire, and Imagine (PE, page _________ Have students make a cluster chart around
574; UR 7, page 13) the word “mirror,” showing all the words
_________ Understanding Literature: Metaphor and and phrases in the poem that describe the
Speaker (PE, page 574; UR 7, page 14) mirror (e.g., “silver,” “exact,” and “has no
_________ Collaborative Learning: Adapting a Novel preconceptions”).
(PE, page 575)
_________ Vocabulary: Synonyms (PE, page 575; UR 7,
page 15)
_________ Vocabulary: Prefixes and Suffixes (VR,
page 118)
_________ Writer’s Journal: Love Letter, Advice Column,
and Dialogue (PE, page 575; UR 7, page 14)
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_________ Language, Grammar, and Style: Possessive

Nouns (PE, page 575; UR 7, page 16)
Researching on the Internet (PE, page 575)


Lesson Plan
“A Story That Could Be True,” page 576

M T W TH F
Difficulty Consideration: Unlikely events Reading Strategy: Write Things Down

Fix-Up Idea: Read Short Sections
Ease Factor: Vocabulary Standardized Test Practice:
Make Inferences
Synopsis: This poem invites the reader to consider something
that could be true of any of its readers—“Maybe I’m a king.”
Goals/Objectives:
• to enjoy an imaginative poem
• to describe Stafford’s literary accomplishments
• to define irony and characterization and recognize the use of
• to identify and correct sentence fragments
• to use the Internet to make a poetry booklet
Before Reading
_________ Literary Tools: Irony and Characterization (PE, page 576)
_________ About the Author: William Stafford (PE, page 576)
_________ Vocabulary: Commonly Misspelled Words (VR, page 121)
During Reading
After Reading
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_________ Understanding Literature: Irony and Characterization (PE, page 578; UR 7, page 24)
_________ Writer’s Journal: Dictionary Entry, Journal Entry, and Poem or Essay (PE, page 579; UR 7, page 24)
_________ Language, Grammar, and Style: Sentence Fragments (PE, page 579; UR 7, page 26)
_________ Collaborative Learning & Speaking and Listening: A Story That Could Be True (PE, page 579)
_________ Media Literacy & Study and Research: Tribute to William Stafford (PE, page 579)


Lesson Plan
“A Story That Could Be True,” page 576

M T W TH F

Individual Learning Strategies Tackle Unlikely Events
_________ Motivation: Bulletin Board Dedicated to _________ Discuss the Guided Reading Question.
William Stafford (ATE, page 576) _________ Complete and discuss Reader’s Journal (PE,
_________ Reading Proficiency: Listening to the Poem page 576; UR 7, page 22).
(ATE, page 576) _________ Review suspension of disbelief.
_________ Special Needs: Comprehension Questions Learners
(ATE, page 576) _________ Use activities for Spanish speakers (SR,
_________ Enrichment: Heroes with Missing Parents page 161).
(ATE, page 577) _________ Have students listen to the Dramatic
Recording (AL, 1:02).
Flexible Grouping Suggestions _________ Discuss the title of the selection.
_________ Motivation: Bulletin Board Dedicated to
William Stafford (ATE, page 576)
UR 7, page 22)
578; UR 7, page 23)
_________ Understanding Literature: Irony and
Characterization (PE, page 578; UR 7,
page 24)
Listening: A Story That Could Be True (PE,
page 579)
_________ Vocabulary: Commonly Misspelled Words
(VR, page 121)
_________ Enrichment: Heroes with Missing Parents
(ATE, page 577)
_________ Writer’s Journal: Dictionary Entry, Journal
Entry, and Poem or Essay (PE, page 579;
UR 7, page 24)
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_________ Language, Grammar, and Style: Sentence

Fragments (PE, page 579; UR 7, page 26)
Tribute to William Stafford (PE, page 579)


Lesson Plan
“Nikki-Rosa,” page 580

M T W TH F
Difficulty Considerations: Cultural context, poetic style Reading Strategy: Visualize

Synopsis: In this poem, Giovanni contradicts the stereotype that
poor African Americans endure miserable childhoods, claiming
that her own was quite happy. WASHINGTON STATE STANDARDS

• to empathize with the speaker of a poem
• to describe Nikki Giovanni’s literary accomplishments
• to define free verse and paradox and recognize the use of these
• to write parallel sentences
• to present a recital of African-American poetry
Before Reading
_________ Literary Tools: Free Verse and Paradox (PE, page 580)
_________ About the Author: Nikki Giovanni (PE, page 580)
_________ Fine Art: Allan Rohan Crite (PE, page 581; Art Note, PE and ATE, page 581; UR 7, page 32)
_________ Vocabulary: Semantic Families: Human Emotions (VR, page 123)
During Reading
After Reading
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_________ Understanding Literature: Free Verse and Paradox (PE, page 583; UR 7, page 33)


Lesson Plan
“Nikki-Rosa,” page 580

M T W TH F
Teaching Options _________ Discuss some of the references in the

poem. Woodlawn, historically an all-white
Individual Learning Strategies neighborhood in Chicago, became
_________ Motivation: Urban African-American Life in predominately black in the 1950s as Southern
the 1950s (ATE, page 581) blacks moved to cities in the North in search
_________ Reading Proficiency: Listening to the of jobs. Disinvestment occurred and the
Selection (ATE, page 581) neighborhood deteriorated into a slum. In the
_________ English Language Learning: Vocabulary 1960s, residents began to organize protests
(ATE, page 581) and brought change to the area. The tubs
_________ Special Needs: Civil Rights Movement (ATE, Giovanni speaks of were probably large
page 581) metal tubs. The family probably did not have
_________ Enrichment: Civil Rights Leader (ATE, running water. Hollydale may have been a
page 581) neighborhood or housing community. Her
parents seem to have been active members
Art Note of their community.
_________ Allan Rohan Crite (PE and ATE, page 581;
UR 7, page 32) Tackle Poetic Style
_________ Reading Proficiency: Listening to the
Flexible Grouping Suggestions Selection (ATE, page 581)
_________ Respond to the Selection (PE, page 583; _________ Literary Tools: Free Verse (PE, page 580)
UR 7, page 32) _________ Point out the lack of punctuation in the poem
_________ Investigate, Inquire, and Imagine (PE, page and inform students that the entire poem is,
583; UR 7, page 32) in fact, one long run-on sentence. As a class,
_________ Understanding Literature: Free Verse and rewrite the poem with punctuation. Then ask
Paradox (PE, page 583; UR 7, page 33) which version is more effective. Students may
note that the original version flows better and
Homework Suggestions reads more like informal speech.
_________ Vocabulary: Semantic Families: Human _________ Discuss the use of line breaks in the poem.
Emotions (VR, page 123) Inform students that because this is free verse,
_________ Motivation: Urban African-American Life in there is no rule for where the line should be
the 1950s (ATE, page 581) broken, but rather the poet can break lines
_________ Enrichment: Civil Rights Leader (ATE, whenever it “feels” right to do so. Also point
page 581) out that line breaks can affect the rhythm of
a poem. Many short lines make a poem’s
Strategies for Developing Readers rhythm faster, while long lines slow the rhythm
down. In addition, making certain lines shorter
Tackle Cultural Context
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or longer can have the effect of emphasizing

_________ Motivation: Urban African-American Life in them.
the 1950s (ATE, page 581)
_________ Special Needs: Civil Rights Movement (ATE, Additional Strategies for English Language
page 581) Learners
_________ Have students discuss times when they felt _________ Read the Reader’s Resource together and
misunderstood. discuss students’ ideas about urban African-
_________ Ask students to discuss the ideas that come American life in the 1950s.
to mind when they think of urban African- _________ Have foreign-born students discuss
American life in the 1950s and today. What stereotypes Americans have about them and
stereotypes do they have? You may have their native cultures.
students write about this in their journals if _________ Inform students that the term “Black” is not
they feel more comfortable doing so. typically capitalized.


Lesson Plan
“Hanging Fire,” page 584

M T W TH F
Difficulty Consideration: Poetic style Reading Strategy: Visualize

Ease Factors: Vocabulary; familiar ideas Standardized Test Practice:
Synopsis: The speaker of this poem, a fourteen-year-old girl,
expresses anxieties and fears while “momma’s in the bedroom
with the door closed.” WASHINGTON STATE STANDARDS

• to describe Lorde’s literary accomplishments
• to define repetition and point of view and recognize the use of
• to write parallel sentences
• to present a recital of African-American poetry
Before Reading
_________ Literary Tools: Repetition and Point of View (PE, page 584)
_________ About the Author: Audre Lorde (PE, page 584)
During Reading
After Reading
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_________ Understanding Literature: Repetition and Point of View (PE, page 586; UR 7, page 41)
_________ Writer’s Journal: Letter, Autobiographical Essay, and Poem (PE, page 587; UR 7, page 42)
_________ Vocabulary: Family Relationships and Titles of Persons (UR 7, page 43)
_________ Language, Grammar, and Style: Achieving Parallelism (PE, page 587; UR 7, page 44)
_________ Collaborative Learning & Speaking and Listening: African-American Poetry Recital (PE, page 587)
_________ Study and Research: Pairing Giovanni and Lorde (PE, page 587)


Lesson Plan
“Hanging Fire,” page 584

M T W TH F

Individual Learning Strategies Tackle Poetic Style
_________ Motivation: African-American Poetry Recital _________ Understanding Literature: Repetition (PE,
(ATE, page 584) page 586; UR 7, page 41)
_________ Reading Proficiency: Listening to the _________ Point out that the poem consists of run-on
Selection (ATE, page 584) sentences, and ask students why the poet may
_________ English Language Learning: Vocabulary have chosen not to use standard punctuation.
(ATE, page 584) Students may note that this unstructured
_________ Special Needs: Discussing the Title (ATE, presentation seems to imitate the speaker’s
page 585) stream of consciousness.
_________ Enrichment: Illustrating a Poem (ATE, _________ Discuss the poet’s use of line breaks. Inform
page 585) students that because this is free verse, there
is no rule for where the line should be broken,
Flexible Grouping Suggestions but rather the poet can break lines whenever
_________ Motivation: African-American Poetry Recital it “feels” right to do so. Also point out that line
(ATE, page 584) breaks can affect the rhythm of a poem.
_________ Reading Proficiency: Listening to the Many short lines make a poem’s rhythm faster,
Selection (ATE, page 584) while long lines slow the rhythm down. In
_________ English Language Learning: Vocabulary addition, making certain lines shorter or longer
(ATE, page 584) can have the effect of emphasizing them.
_________ Special Needs: Discussing the Title (ATE,
page 585)
Learners
_________ Enrichment: Illustrating a Poem (ATE,
_________ After reading the first time through, go over
page 585)
unfamiliar terms. Be sure students understand
_________ Respond to the Selection (PE, page 586; the meaning of “hanging fire” (i.e., being
UR 7, page 40) unsettled or unresolved). Also explain “ashy”
_________ Investigate, Inquire, and Imagine (PE, page (refers to dry skin, which on darker skin can
586; UR 7, page 40) look grayish) and Math Team. Ask them to
_________ Understanding Literature: Repetition and guess what “my skin has betrayed me” might
Point of View (PE, page 586; UR 7, page 41) mean. They should probably guess that
_________ Collaborative Learning & Speaking and speaker has acne, a common occurrence in
Listening: African-American Poetry Recital adolescence.
(PE, page 587) _________ Ask students to find places where the speaker
exaggerates (e.g., “suppose I die before
Homework Suggestions graduation” and “I have nothing to wear
© EMC Corporation
_________ Vocabulary: Family Relationships and Titles tomorrow”). Then discuss whether they think
of Persons (UR 7, page 43) the speaker’s feelings are normal for a
_________ Vocabulary: Semantic Families (VR, page 123) fourteen-year-old.
_________ Writer’s Journal: Letter, Autobiographical _________ Have students write a note to the speaker,
Essay, and Poem (PE, page 587; UR 7, showing sympathy for her worries and helping
page 42) to cheer her up.
_________ Language, Grammar, and Style: Achieving
Parallelism (PE, page 587; UR 7, page 44)
_________ Study and Research: Pairing Giovanni and
Lorde (PE, page 587)


Lesson Plan
“The Man to Send Rain Clouds,” page 588

M T W TH F
Difficulty Considerations: Subject matter; cultural context Reading Strategy: Tackle Difficult
Vocabulary
Ease Factor: Short sentences Fix-Up Idea: Create Mnemonic Devices
Synopsis: Native Americans of the Pueblo culture bury an old
Use Context Clues
man according to Pueblo customs. They then ask a priest to bless
the body with holy water, which he does after some hesitation.
Goals/Objectives:
• to enjoy a short story depicting modern Native American life click this box for details
• to describe Leslie Marmon Silko’s literary accomplishments
• to define theme and symbol
• to correct run-on sentences
• to write an anthropological report
Before Reading
_________ Literary Tools: Theme and Symbol (PE, page 588)
_________ Reader’s Resource: World History and Social Studies Connections (PE, page 588)
_________ About the Author: Leslie Marmon Silko (PE, page 588)
_________ Fine Art: Joseph Henry Sharp (PE, page 592; Art Note, ATE, page 591)
_________ Vocabulary: Spanish Words in English (VR, page 124)
During Reading
After Reading
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_________ Understanding Literature: Theme and Symbol (PE, page 593; UR 7, page 52)
_________ Writer’s Journal: Obituary, Paragraph, and Letter (PE, page 594; UR 7, page 52)
_________ Vocabulary: Correlative Conjunctions (UR 7, page 54)
_________ Language, Grammar, and Style: Correcting Run-Ons (PE, page 594; UR 7, page 54)
_________ Study and Research: Anthropological Report (PE, page 594; UR 7, page 55)
_________ Speaking and Listening: Interview/Oral Report (PE, page 594)
_________ Collaborative Learning: Word Origins (PE, page 594; UR 7, page 56)


Lesson Plan
“The Man to Send Rain Clouds,” page 588

M T W TH F

Individual Learning Strategies Tackle Subject Matter and Cultural Context
_________ Motivation: Anthropological Report (ATE, _________ Review Reader’s Resource (PE, page 588)
page 589) _________ Show students pictures of traditional and
_________ Reading Proficiency: Listening for Symbols modern Pueblo housing and clothing, and
(ATE, page 589) provide more background information about
_________ English Language Learning: Vocabulary the Pueblo way of life.
(ATE, page 589) _________ Enrichment: Changes in Native American
_________ Special Needs: Previewing Vocabulary and Ways of Life (ATE, page 589)
Footnotes (ATE, page 589) _________ Give students some background and history
_________ Enrichment: Changes in Native American about the Catholic Church, distinguishing it
Ways of Life (ATE, page 589) from other Christian churches. You may briefly
mention the seven sacraments honored by
Cross-Curricular Activities Catholics: baptism, penance, eucharist,
_________ Pictures and Descriptions of Mesas (ATE, confirmation, matrimony, holy orders, and
page 590) anointing of the sick. Anointing of the sick is
included as part of a person’s Last Rites.
Art Note _________ Ask students to keep track of Pueblo rituals
_________ Joseph Henry Sharp (ATE, page 591; PE, mentioned in the story, e.g., tying a gray
page 592) feather in the deceased person’s hair; applying
face paint; sprinkling corn meal and pollen
Additional Questions and Activities into the wind; sprinkling holy water onto the
_________ Poem about Teofilo’s Burial (ATE, page 592) grave. Then have them list references to
Catholic rituals and symbolism, e.g., Mass;
the Angelus; the Lamb; church bells; the
_________ Respond to the Selection (PE, page 593; Lamb; Last Rites.
UR 7, page 50)
_________ Investigate, Inquire, and Imagine (PE, page Additional Strategies for English Language
593; UR 7, page 51) Learners
_________ Understanding Literature: Theme and Symbol _________ Use activities for Spanish speakers (SR,
(PE, page 593; UR 7, page 52) page 165).
_________ Collaborative Learning: Word Origins (PE, _________ Discuss funeral rituals in students’ native
page 594; UR 7, page 56) cultures.
_________ Provide pictures of traditional and modern
Homework Suggestions Pueblo housing and clothing.
_________ Vocabulary: Correlative Conjunctions (UR 7,
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page 54)
_________ Vocabulary: Spanish Words in English (VR,
page 124)
_________ Poem about Teofilo’s Burial (ATE, page 592)
_________ Writer’s Journal: Obituary, Paragraph, and
_________ Language, Grammar, and Style: Correcting
Run-Ons (PE, page 594; UR 7, page 54)
_________ Study and Research: Anthropological Report
_________ Speaking and Listening: Interview/Oral
Report (PE, page 594)


Lesson Plan
“An Ethnic Trump,” page 595

M T W TH F
Difficulty Considerations: Subject matter; vocabulary Reading Strategy: Find a Purpose for
Reading
Ease Factors: Selection length; use of anecdotes Fix-Up Idea: Refocus
Synopsis: In this personal essay, Jen discusses the challenges of
race and ethnicity issues in United States society by sharing
events in her son’s life.
Goals/Objectives:
• to respond to a short story about race and ethnicity click this box for details
• to describe Gish Jen’s literary accomplishments
• to define aim and anecdote and recognize the use of these
• to conduct research on multiracial people in the United States
Before Reading
_________ Literary Tools: Aim and Anecdote (PE, page 595)
_________ Reader’s Resource: History and Sociology Connections (PE, page 595)
_________ About the Author: Gish Jen (PE, page 595)
During Reading
After Reading
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_________ Understanding Literature: Aim and Anecdote (PE, page 599; UR 7, page 67)
_________ Writer’s Journal: Note, Definition, and Letter (PE, page 600; UR 7, page 67)
_________ Vocabulary: Mixed Metaphor (UR 7, page 68)
_________ Critical Thinking & Speaking and Listening: Holding a Debate (PE, page 600)
_________ Study and Research: Researching America’s Multiracial Heritage (PE, page 600)
_________ Media Literacy: Magazines and Online Magazines (PE, page 600; UR 7, page 69)


Lesson Plan
“An Ethnic Trump,” page 595

M T W TH F

_________ Motivation: Holding a Debate (ATE, page _________ Reading Proficiency: Background Information
596) (ATE, page 596)
_________ Reading Proficiency: Background Information _________ Cross-Curricular Connections: Race and
(ATE, page 596) Ethnicity (ATE, page 597)
_________ English Language Learning: Vocabulary _________ Literary Note: Multiracial Consciousness and
(ATE, page 596) Tiger Woods (ATE, page 598)
_________ Special Needs: Answering Questions (ATE, _________ Discuss the relevance of understanding one’s
page 596) cultural heritage or heritages.
_________ Enrichment: Researching Racial Policies
(ATE, page 596) Tackle Vocabulary
Literary Note (ATE, page 596)
_________ Pen Names (ATE, page 596) _________ Vocabulary: Mixed Metaphor (UR 7, page 68)
_________ Multiracial Consciousness and Tiger Woods _________ Vocabulary: Synonyms (VR, page 126)
(ATE, page 598) _________ Have students read the story aloud in small
groups.
Quotables
_________ Jean Toomer (ATE, page 597) Additional Strategies for English Language
Learners
Cross-Curricular Connections _________ Help students to understand the first
_________ Race and Ethnicity (ATE, page 597) paragraphs of the selection, which contain
complex ideas.
Flexible Grouping Suggestions _________ Have students write down unfamiliar words
_________ Special Needs: Answering Questions (ATE, and phrases as they read and define them
page 596) after reading.
_________ Respond to the Selection (PE, page 598; _________ Model using context clues to decipher
UR 7, page 65) unfamiliar vocabulary.
599; UR 7, page 65)
_________ Understanding Literature: Aim and Anecdote
_________ Critical Thinking & Speaking and Listening:
Holding a Debate (PE, page 600)
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_________ Vocabulary: Mixed Metaphor (UR 7, page 68)
_________ Enrichment: Researching Racial Policies
(ATE, page 596)
_________ Writer’s Journal: Note, Definition, and Letter
_________ Study and Research: Researching America’s
Multiracial Heritage (PE, page 600)
_________ Media Literacy: Magazines and Online
Magazines (PE, page 600; UR 7, page 69)


Lesson Plan
“Who Am I This Time?,” page 601

M T W TH F
Difficulty Considerations: Use of allusions; point of view; Reading Strategy: Make Predictions
selection length Fix-Up Idea: Read Short Sections
Ease Factor: Vocabulary; short sentences Analyze Character
Synopsis: The narrator tells the story of directing the play A
Streetcar Named Desire for a community theater. The leading WASHINGTON STATE STANDARDS
man and his on-stage wife fall in love and make quite an acting
couple.
Goals/Objectives:
• to enjoy an early contemporary short story
• to describe Vonnegut’s literary accomplishments and explain
the historical significance of his writing
• to define irony, dramatic irony, and allusion and recognize their use
• to write a drama review
Before Reading
_________ Literary Tools: Irony, Dramatic Irony, and Allusion (PE, page 601)
_________ About the Author: Kurt Vonnegut, Jr. (PE, page 601)
_________ Vocabulary: Silent E and Suffixes (VR, page 127)
During Reading
After Reading
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_________ Understanding Literature: Irony, Dramatic Irony, and Allusion (PE, page 612; UR 7, page 79)
_________ Writer’s Journal: Journal Entry, Letter, and Character Sketch (PE, page 613; UR 7, page 79)
_________ Vocabulary: A Short Scene (UR 7, page 81)
_________ Language, Grammar, and Style: Reflexive and Intensifying Pronouns (PE, page 613; UR 7, page 82)
_________ Speaking and Listening & Collaborative Learning: Character Charades (PE, page 613)
_________ Media Literacy & Applied English: Drama Review (PE, page 613)


Lesson Plan
“Who Am I This Time?,” page 601

M T W TH F

Individual Learning Strategies Tackle Point of View
_________ Motivation: Character Charades (ATE, _________ Before they read, tell students that the
page 602) narrator of this story is not the author nor the
_________ Reading Proficiency: Listening to the Story main character, but rather an observer. Have
(ATE, page 602) students read the first few paragraphs; then
_________ English Language Learning: Vocabulary ask them to describe the narrator.
(ATE, page 602) _________ When they finish reading, ask students to
_________ Special Needs: Questions (ATE, page 602) comment on how having a story narrated by
_________ Enrichment: Comparing Vonnegut’s Works another character instead of an omniscient
(ATE, page 602) narrator affects the story.
Additional Questions and Activities Tackle Use of Allusions

_________ Brando in A Streetcar Named Desire (ATE, _________ Before reading, tell students that the story
page 603) is about a group of actors who work in a
_________ Reading scenes from A Streetcar Named community theater and that the names of
Desire (page 607) many plays are mentioned. Point these out
_________ Predicting (ATE, page 609) throughout the text.
_________ Vonnegut assumed that his readers would be
Literary Technique familiar with the plot of A Streetcar Named
_________ Characterization (ATE, page 604) Desire and with the 1951 film. Before reading,
_________ Character, Static Character, and Dynamic give students a synopsis of the plot. Describe
Character (ATE, page 610) the characters of Stanley, Stella, and Blanche,
and show a clip from the film. Ask them to
Flexible Grouping Suggestions imagine a nerdy, shy actor in the role of Stanley.
_________ Special Needs: Questions (ATE, page 602) _________ Show the chariot race scene from the movie
_________ Additional Questions and Activities: Reading Ben Hur so that students will understand the
scenes from A Streetcar Named Desire (ATE, reference on page 607.
page 607) _________ Point out to students that Helene’s favorite
_________ Respond to the Selection (PE, page 612; scene from Romeo and Juliet can be found on
UR 7, page 78) page 328 of their textbooks. Have students
_________ Investigate, Inquire, and Imagine (PE, page locate the lines read by Harry and Helene.
612; UR 7, page 78) You may have a pair of volunteers recite the
_________ Understanding Literature: Irony, Dramatic Irony, lines for the class.
and Allusion (PE, page 612; UR 7, page 79)
Tackle Selection Length
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Learning: Character Charades (PE, page 613) _________ Read the selection over two or more class
sessions.
Homework Suggestions _________ Have students use Guided Reading Questions
_________ Vocabulary: A Short Scene (UR 7, page 81) when they have difficulty with a section of the
_________ Vocabulary: Silent E and Suffixes (VR, story.
page 127) _________ Help students summarize the plot.
_________ Enrichment: Comparing Vonnegut’s Works
_________ Writer’s Journal: Journal Entry, Letter, and Learners
Character Sketch (PE, page 613; UR 7, _________ Identify and explain idioms in dialogue before
page 79) reading.
_________ Language, Grammar, and Style: Reflexive _________ Have students take notes on unfamiliar
and Intensifying Pronouns (PE, page 613; language and idioms as they read.
UR 7, page 82) _________ Model visualization while reading aloud.
_________ Media Literacy & Applied English: Drama
Review (PE, page 613)

Lesson Plan
Unit Seven
The Search for Self

M T W TH F
Guided Writing GUIDED WRITING

Expressive/Narrative Writing: Reflecting on an Software
Autobiographical Incident
See the Guided
Writing Software for
Assignment: Students write an autobiographical narrative
(PE, pages 614–621). lesson that includes printable
Before Writing student models and student-
_________ Reflecting on an Autobiographical Incident (PE, page 614) friendly checklists, and self-,
features.
_________ Student Model—Graphic Organizer (PE, page 616; WR, WASHINGTON STATE STANDARDS
page 126)
During Writing
_________ Language, Grammar, and Style: Dangling and Misplaced Modifiers (PE, page 619; WR, page 129)
After Writing
_________ Rubric for Expressive/Narrative Writing: Reflecting on an Autobiographical Incident (VLR I, page 151)

_________ Motivation: Discussing Favorite Selection (ATE, page 614)
_________ Reading Proficiency: Point of View (ATE, page 614)
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_________ English Language Learning: Discuss Challenges to Achieving Literacy (ATE, page 614)
_________ Special Needs: Recalling Past Experiences (ATE, page 615)
_________ Enrichment: Making an Audio Recording (ATE, page 615)

_________ Peer Evaluation (PE, page 617; WR, page 132)
_________ Have students think about meaningful experiences to write about (Reflecting on an Autobiographical
Incident, PE, page 614).
_________ Language, Grammar, and Style: Dangling and Misplaced Modifiers (PE, page 619; WR, page 129)
_________ Rubric for Expressive/Narrative Writing: Reflecting on an Autobiographical Incident (VLR I, page 151)


Lesson Plan
Unit Seven
The Search for Self
M T W TH F
Unit Seven Review

_________ Vocabulary Development: Synonyms (ATE, page 622)

_________ Genre Studies: Nonfiction, Confessional Poetry, and Narrative Poetry (PE, page 622; UR 7, page 94)
_________ Thematic Studies: Ethnicity, Family Life, and Role-Playing (PE, page 623; UR 7, page 95)


_________ Leaving Home by Garrison Keillor
_________ Independent Reading Activity: Interview the Author (PE, page 623; UR 7, page 96)

_________ The Chosen by Chaim Potok
_________ Me, Me, Me, Me, Me: Not a Novel by M. E. Kerr
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Lesson Plan
Unit Eight
What is Talent?
M T W TH F
• to explore ideas related to the theme of talent
• to summarize the different ways fiction, nonfiction, and poetry
express the theme of talent
• to define aim, poetry, personification, abstract, irony, and analogy
and identify and explain examples of each
• to write an I-search paper about developing a talent
• to recognize and properly cite sources and documents

_________ “It’s Not Talent; It’s Just Work,” page 627
_________ “Geraldine Moore the Poet,” page 632
_________ from The Man Who Listens to Horses, page 639
_________ “Becoming a Composer” from The Music of Light, page
649
_________ “Where Stars Are Born” from Sports Illustrated, page 658
_________ Related Reading: “Spanning the Decades:
Puerto Rico Honors Sosa, Who Pays Tribute to
Clemente,” page 662
_________ Related Reading: “Casey at the Bat,” page 663
_________ “Gary Keillor,” page 667
_________ “Straw Into Gold: The Metamorphosis of the Everyday,” page 679
_________ Guided Writing—Informative Writing: The Research (or I-Search) Paper, page 686
_________ Unit Eight Review, page 694

_________ Fine Art: Fernand Leger. Have students discuss how the artwork relates to the title of this unit (PE, page
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624)
_________ Echoes (PE, page 626)
_________ Additional Questions and Activities: Discussing Quotes (ATE, page 626)


Lesson Plan
“It’s Not Talent; It’s Just Work,” page 627

M T W TH F
Difficulty Considerations: Vocabulary; philosophical ideas Reading Strategy: Find a Purpose for
Reading
Ease Factor: Selection length Fix-Up Idea: Unlock Difficult Words
Synopsis: Dillard rejects the idea that some of us are blessed Identify Author’s Purpose
with superhuman talent, explaining that with hard work,
determination, and love for the task, a person can become
good at anything. WASHINGTON STATE STANDARDS

• to appreciate a writer’s perspective on doing what she loves
• to describe Annie Dillard’s literary accomplishments
• to define aim and analogy and recognize examples of each
• to work collaboratively to conduct an interview
Before Reading
_________ Literary Tools: Aim and Analogy (PE, page 627)
_________ About the Author: Annie Dillard (PE, page 627)
_________ Vocabulary: Words with Multiple Meanings (VR, page 128)
During Reading
After Reading
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_________ Understanding Literature: Aim and Analogy (PE, page 630; UR 8, page 4)
_________ Writer’s Journal: Questions, Questionnaire, and Letter (PE, page 631; UR 8, page 4)
_________ Vocabulary: Active Voice (UR 8, page 5)
_________ Language, Grammar, and Style: Simple Tenses (PE, page 631; UR 8, page 6)
_________ Collaborative Learning: Holding a Discussion (PE, page 631)
_________ Speaking and Listening: Conducting an Interview (PE, page 631)
_________ Study and Research: Researching Attitudes on Talent (PE, page 631; VLR I, page 73; UR 8, page 7)


Lesson Plan
“It’s Not Talent; It’s Just Work,” page 627

M T W TH F

_________ Motivation: Researching Attitudes about _________ English Language Learning: Vocabulary
Talent (ATE, page 628) (ATE, page 628)
_________ Reading Proficiency: Vocabulary Practice _________ Have students read the Words for Everyday
(ATE, page 628) Use with partners.
_________ English Language Learning: Vocabulary _________ Vocabulary: Active Voice (UR 8, page 5)
(ATE, page 628) _________ Vocabulary: Words with Multiple Meanings
_________ Special Needs: Listening to the Selection (VR, page 128)
(ATE, page 628)
Tackle Philosophical Ideas
_________ Enrichment: Talent Show (ATE, page 628)
_________ Discuss the ideas in Respond to the
Flexible Grouping Suggestions Selection (PE, page 630; UR 8, page 2).
_________ Reading Proficiency: Vocabulary Practice _________ Understanding Literature: Aim (PE, page 630;
_________ Enrichment: Talent Show (ATE, page 628) _________ Ask students to identify the main idea of each
_________ Respond to the Selection (PE, page 630; paragraph.
UR 8, page 2)
Learners
630; UR 8, page 2)
_________ Discuss students’ long-term and short-term
_________ Understanding Literature: Aim and Analogy
goals and the work that is required to achieve
those goals.
_________ Collaborative Learning: Holding a Discussion
_________ Read the selection aloud, checking for
(PE, page 631)
comprehension after each paragraph.
_________ Speaking and Listening: Conducting an
Interview (PE, page 631)
_________ Vocabulary: Active Voice (UR 8, page 5)
_________ Vocabulary: Words with Multiple Meanings
(VR, page 128)
_________ Writer’s Journal: Questions, Questionnaire,
and Letter (PE, page 631; UR 8, page 4)
_________ Language, Grammar, and Style: Simple
Tenses (PE, page 631; UR 8, page 6)
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_________ Study and Research: Researching Attitudes
on Talent (PE, page 631; VLR I, page 73;
UR 8, page 7)


Lesson Plan
“Geraldine Moore the Poet,” page 632

M T W TH F
Difficulty Consideration: Unlikely events Reading Strategy: Visualize

Ease Factor: Vivid characters Standardized Test Practice:
Analyze Character
Synopsis: A young girl with a troubled life forgets to write a
poem for homework. When she explains to the teacher why
she “can’t write no pretty poem,” the teacher says that her WASHINGTON STATE STANDARDS
excuse is the best poem she has ever heard.
Goals/Objectives:
• to empathize with the speaker of a short story
• to describe Toni Cade Bambara’s literary accomplishments and
explain the significance of her writings
• to define poetry, description, and image and understand how
they are used in the story
• to practice speaking and listening skills and engage in collaborative
learning by participating in an improvisation exercise
Before Reading
_________ Literary Tools: Description, Image, and Poetry (PE, page 632)
_________ About the Author: Toni Cade Bambara (PE, page 632)
_________ Vocabulary: Difficult Words (VR, page 130)
During Reading
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After Reading
_________ Understanding Literature: Description, Image, and Poetry (PE, page 637; UR 8, page 17)
_________ Writer’s Journal: Interview Questions, Children’s Story, and Diary Entry (PE, page 638; UR 8, page 18)
_________ Vocabulary: Extended Metaphor (UR 8, page 19)
_________ Language, Grammar, and Style: Regular and Irregular Verbs (PE, page 638; VLR I, page 75; UR 8, page 19)
_________ Speaking and Listening & Collaborative Learning: Improvisation (PE, page 638)
_________ Media Literacy & Collaborative Learning: Social Service Project (PE, page 638)


Lesson Plan
“Geraldine Moore the Poet,” page 632

M T W TH F

Individual Learning Strategies Tackle Unlikely Events
_________ Motivation: Social Service Project (ATE, _________ Focus on Guided Reading Questions while
page 633) reading.
_________ Reading Proficiency: Listening to the _________ Literary Technique: Theme (ATE, page 634)
Selection (ATE, page 633) _________ Discuss the idiom “a diamond in the rough.”
Learners
_________ Special Needs: Answering Questions (ATE,
page 633) _________ Use activities for Spanish speakers (SR,
page 172).
_________ Enrichment: “Found” Poems (ATE, page 633)
_________ Model visualizing while reading the first page
Literary Technique aloud; check for comprehension.
_________ Theme (ATE, page 634) _________ Define eviction.
_________ Characterization (ATE, page 636) _________ Practice how to pronounce the names used
in the selection.
_________ Group Poem (ATE, page 634)
_________ Alternative Titles (ATE, page 635)

page 633)
_________ Additional Questions and Activities: Group
Poem (ATE, page 634)
UR 8, page 16)
637; UR 8, page 16)
_________ Understanding Literature: Description, Image,
and Poetry (PE, page 637; UR 8, page 17)
Learning: Improvisation (PE, page 638)
_________ Media Literacy & Collaborative Learning:
Social Service Project (PE, page 638)
Homework Suggestions © EMC Corporation

_________ Vocabulary: Extended Metaphor (UR 8,
page 19)
_________ Vocabulary: Difficult Words (VR, page 130)
_________ Enrichment: “Found” Poems (ATE, page 633)
_________ Writer’s Journal: Interview Questions,
Children’s Story, and Diary Entry (PE, page
638; UR 8, page 18)
_________ Language, Grammar, and Style: Regular and
Irregular Verbs (PE, page 638; VLR I, page 75;
UR 8, page 19)


Lesson Plan
from The Man Who Listens to Horses, page 639

M T W TH F
Difficulty Considerations: Technical terms; sequence of Reading Strategy: Connect to Prior

events Knowledge
Ease Factors: Short sentences; accessible style Standardized Test Practice:
Synopsis: Monty Roberts tells how he first demonstrated his
“join-up” method—a nonviolent way of training horses—to a
friend of his father’s. The older man watched Roberts coax a young WASHINGTON STATE STANDARDS
mustang into a saddle and bridle, but angrily opposed
his method. click this box for details
Goals/Objectives:
• to empathize with and understand a speaker’s perspective
• to briefly describe mustangs
• to define and find examples of personification and point of view
• to demonstrate ability to use descriptive language
Before Reading
_________ Literary Tools: Personification and Point of View (PE, page 639)
_________ About the Author: Monty Roberts (PE, page 639)
_________ Fine Art: Susan Rothenberg (PE, page 640; VLR II, page 67; Art Note, ATE, page 641)
During Reading
After Reading
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_________ Understanding Literature: Personification and Point of View (PE, page 647; UR 8, page 29)
_________ Writer’s Journal: Personal Letter, Brochure, and Dialogue (PE, page 648; UR 8, page 29)
_________ Vocabulary: News Article (UR 8, page 31)
_________ Language, Grammar, and Style: Perfect Tenses (PE, page 648; UR 8, page 31)
_________ Study and Research & Speaking and Listening: Researching Animal Training (PE, page 648; VLR I,
_________ Applied English: Technical Writing (PE, page 648)


Lesson Plan
from The Man Who Listens to Horses, page 639

M T W TH F
Teaching Options _________ Writer’s Journal: Personal Letter, Brochure,

Cross-Curricular Connection _________ Language, Grammar, and Style: Perfect
_________ History of Horses (ATE, page 639) Tenses (PE, page 648; UR 8, page 31)
Individual Learning Strategies Listening: Researching Animal Training (PE,
_________ Motivation: Researching Horses (ATE, page 648; VLR I, page 77; UR 8, page 32)
page 640) _________ Applied English: Technical Writing (PE,
_________ Reading Proficiency: Previewing Footnotes page 648)
(ATE, page 640)
_________ English Language Learning: Vocabulary Strategies for Developing Readers
(ATE, page 640)
_________ Special Needs: Listening to the Selection Tackle Technical Terms
(ATE, page 640) _________ Reading Proficiency: Previewing Footnotes
_________ Enrichment: Horse or Animal Trainer Visit (ATE, page 640)
(ATE, page 640) _________ English Language Learning: Vocabulary
(ATE, page 640)
Additional Questions and Activities _________ Enrichment: Horse or Animal Trainer Visit
_________ Writing about a Relationship (ATE, page 641) (ATE, page 640)
_________ Protagonist’s Problem (ATE, page 644) _________ Arrange for a student who rides horses to
_________ Questions about the Selection (ATE, page bring in equipment or pictures of equipment
645) referred to in the story.
Art Note Tackle Sequence of Events

_________ Susan Rothenberg (PE, page 640; ATE, page _________ Applied English: Technical Writing (PE,
641; VLR II, page 67) page 648)
_________ Have students create a chart that shows
Cross-Curricular Activities Monty’s actions on one side, and the colt’s
_________ Animal-Related Professions (ATE, page 642) responses on the other side.
_________ Model visualization techniques while reading
Flexible Grouping Suggestions a section of the story.
_________ Reading Proficiency: Previewing Footnotes
_________ English Language Learning: Vocabulary Learners
(ATE, page 640) _________ Have students copy down the Words for
_________ Special Needs: Listening to the Selection Everyday Use before reading the selection.
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(ATE, page 640) _________ Bring in pictures of horse equipment.
_________ Enrichment: Horse or Animal Trainer Visit _________ Have students answer Investigate, Inquire,
(ATE, page 640) and Imagine questions orally in small groups.
UR 8, page 27)
647; UR 8, page 28)
_________ Understanding Literature: Personification and
Point of View (PE, page 647; UR 8, page 29)
_________ Vocabulary: News Article (UR 8, page 31)
page 131)
_________ Motivation: Researching Horses (ATE,
page 640)


Lesson Plan
“Becoming a Composer” from The Music of Light, page 649

M T W TH F
Difficulty Considerations: Musical vocabulary; nonfiction Reading Strategy: Write Things Down
format; subject matter Fix-Up Idea: Use Guided Reading Questions
Ease Factor: Narrative style Identify Sequence of Events
Synopsis: Cameron describes how an autistic boy discovered

an exceptional gift for music and developed into a talented WASHINGTON STATE STANDARDS
composer.
Goals/Objectives:
• to appreciate what it might be like to be faced with simultaneous
problems and extraordinary gifts
• to briefly explain autism
• to define aim and abstract and recognize examples of each
• to conduct research on autism
Before Reading
_________ Literary Tools: Aim and Abstract (PE, page 649)
_________ About the Author: Lindsley Cameron (PE, page 649)
_________ Vocabulary: Prefixes, Suffixes, and Roots (VR, page 132)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Aim and Abstract (PE, page 656; UR 8, page 42)
_________ Writer’s Journal: Journal Entry, Liner Notes, and Acceptance Speech (PE, page 657; UR 8, page 43)
_________ Vocabulary: Possessive Nouns and Pronouns & Complex Sentences (UR 8, page 44)
_________ Speaking and Listening & Collaborative Learning: Conducting a Mock Interview (PE, page 657; UR 8,
page 45)
_________ Study and Research: Researching Autism (PE, page 657; UR 8, page 45)
_________ Media Literacy & Study and Research: Appreciating Music (PE, page 657)


Lesson Plan
“Becoming a Composer” from The Music of Light, page 649

M T W TH F
Teaching Options _________ Study and Research: Researching Autism

Individual Learning Strategies _________ Media Literacy & Study and Research:
_________ Motivation: Listening to Hikari’s Music (ATE, Appreciating Music (PE, page 657)
page 650)
_________ Reading Proficiency: Background Information Strategies for Developing Readers
(ATE, page 650)
Tackle Musical Vocabulary
_________ Invite a music teacher or another person
(ATE, page 650)
with piano-playing experience to explain the
_________ Special Needs: Practice Name
musical terms used in the selection, including
Pronunciations (ATE, page 650)
symphony, score, score sheet, melody,
_________ Enrichment: Working with a Child with harmony, broken chords, and Alberti basses,
Disabilities (ATE, page 650) and to distinguish between symphonic and
instrumental pieces (mentioned on page 655).
Literary Note
He or she could use a piano or keyboard to
_________ Kenzaburo Oe (ATE, page 651)
give examples.
Biographical Note
_________ Cameron’s Interview of Oe (ATE, page 651)
_________ Focus on Guided Reading Questions and
Additional Questions and Activities getting the main ideas of the selection.
_________ Personal Essay (ATE, page 652) _________ Have students make a time line of Hikari’s
progress.
Cross-Curricular Activities _________ Model asking questions while reading.
_________ Comparing Hikari to Mozart (ATE, page 653)
Flexible Grouping Suggestions _________ Discuss Hikari’s abilities and disabilities.
_________ Special Needs: Practice Name _________ Respond to the Selection (PE, page 656;
Pronunciations (ATE, page 650) UR 8, page 41)
_________ Respond to the Selection (PE, page 656; _________ Invite a guest speaker to come in and talk
UR 8, page 41) about autism.
656; UR 8, page 41) Additional Strategies for English Language
Learners
_________ Understanding Literature: Aim and Abstract
(PE, page 656; UR 8, page 42) _________ Special Needs: Practice Name
Pronunciations (ATE, page 650)
_________ Discuss the saying, “Music is the universal
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Learning: Conducting a Mock Interview (PE,
page 657; UR 8, page 45) language.”
_________ Have students summarize each paragraph
Homework Suggestions with a partner as they read.
_________ Vocabulary: Possessive Nouns and Pronouns
& Complex Sentences (UR 8, page 44)
_________ Vocabulary: Prefixes, Suffixes, and Roots (VR,
page 132)
_________ Enrichment: Working with a Child with
Disabilities (ATE, page 650)
_________ Writer’s Journal: Journal Entry, Liner Notes,
and Acceptance Speech (PE, page 657;
UR 8, page 43)


Lesson Plan
“Where Stars Are Born” from Sports Illustrated, page 658

M T W TH F
Difficulty Considerations: Long sentences; nonfiction Reading Strategy: Connect to Prior

format; vocabulary Knowledge
Fix-Up Idea: Read Aloud/Think Aloud
Ease Factors: Engaging style; selection length Standardized Test Practice:
Synthesize Information from Multiple Sources
Synopsis: Farber describes the baseball talent that the
Dominican Republic has produced, focusing on baseball
legend Sammy Sosa. WASHINGTON STATE STANDARDS

• to enjoy an essay about a great baseball player
• to identify the contributions of Dominican players to American baseball
• to define essay and article
• to conduct research on world figures in baseball
Related Readings: “Spanning the Decades,” page 662 and “Casey at the Bat,” page 663
Before Reading
_________ Literary Tools: Essay and Article (PE, page 658)
_________ Reader’s Resource: Geography and Sports History Connections (PE, page 658)
_________ About the Author: Michael Farber (PE, page 658)
During Reading
After Reading
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_________ Understanding Literature: Essay and Article (PE, page 666; UR 8, page 55)
_________ Writer’s Journal: Fan Letter, Plaque, and Anecdote (PE, page 666; UR 8, page 56)
_________ Collaborative Learning & Study and Research: Researching World Figures in Baseball (PE, page 666)
_________ Media Literacy: Sportswriting (PE, page 666)
_________ Related Reading: “Spanning the Decades” (PE, page 662)
_________ Related Reading: “Casey at the Bat” (PE, page 663; UR 8, page 54)
_________ Dramatic Recording: “Casey at the Bat” (AL, 4:45)


Lesson Plan
“Where Stars Are Born” from Sports Illustrated, page 658

M T W TH F

Individual Learning Strategies Tackle Long Sentences
_________ Motivation: Sammy Sosa Bulletin Board (ATE, _________ Read long sentences aloud, modeling
page 659) appropriate pauses.
_________ Reading Proficiency: Background Information _________ Explain difficult passages that use sports
(ATE, page 659) references.
(ATE, page 659)
_________ Reading Proficiency: Background Information
(ATE, page 659)
(ATE, page 659)
_________ Graphic Organizer (PE, page 658; VLR I,
_________ Enrichment: Analyzing Media Coverage (ATE,
page 659)
_________ Focus on Guided Reading Questions.
Tackle Vocabulary
_________ Discussing Benefits of Sports (ATE,
page 660) _________ Vocabulary: Mood (UR 8, page 57)
_________ Questions about the Related Readings (ATE, _________ Vocabulary: Using Context Clues in Your
pages 662–664) Writing (VR, page 134)
_________ Ask a student familiar with baseball to explain
Flexible Grouping Suggestions the baseball terminology.
_________ Motivation: Sammy Sosa Bulletin Board (ATE,
Learners
UR 8, page 53) _________ Use activities for Spanish speakers (SR,
page 178).
665; UR 8, page 54) _________ Special Needs: Listening to the Selection
(ATE, page 659)
_________ Understanding Literature: Essay and Article
(PE, page 666; UR 8, page 55) _________ Discuss sports that are popular in other parts
of the world.
_________ Collaborative Learning & Study and
Research: Researching World Figures in
Baseball (PE, page 666)
_________ Media Literacy: Sportswriting (PE, page 666)
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_________ Enrichment: Analyzing Media Coverage (ATE,
page 659)
_________ Writer’s Journal: Fan Letter, Plaque, and
Anecdote (PE, page 666; UR 8, page 56)


Lesson Plan
“Gary Keillor,” page 667

M T W TH F
Difficulty Consideration: Use of irony Reading Strategy: Visualize

Ease Factor: Familiar setting; style Standardized Test Practice:
Analyze Character Development
Synopsis: In this humorous personal essay, Keillor tells how he
discovered his flair for performing while participating in a
high school talent show. WASHINGTON STATE STANDARDS

• to enjoy a humorous story
• to describe Garrison Keillor’s literary accomplishments
• to define description and irony and recognize examples of each
• to demonstrate an ability to interpret poetry
Before Reading
_________ Literary Tools: Description and Irony (PE, page 667)
_________ About the Author: Garrison Keillor (PE, page 667)
_________ Vocabulary: Idioms and Expressions (VR, page 135)
During Reading
After Reading
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_________ Understanding Literature: Description and Irony (PE, page 677; UR 8, page 69)
_________ Writer’s Journal: Introduction, Narrative, and Review (PE, page 678; UR 8, page 69)
_________ Vocabulary: Compound Subjects (UR 8, page 70)
_________ Language, Grammar, and Style: Using the Active Voice (PE, page 678; UR 8, page 71)
_________ Speaking and Listening: Interpreting Poetry (PE, page 678)
_________ Study and Research & Media Literacy: Researching Stars of the 1950s (PE, page 678)


Lesson Plan
“Gary Keillor,” page 667

M T W TH F
Teaching Options _________ Speaking and Listening: Interpreting Poetry

(PE, page 678)
Individual Learning Strategies _________ Study and Research & Media Literacy:
_________ Motivation: Book Review on a Work by Keillor Researching Stars of the 1950s (PE, page 678)
(ATE, page 668)
_________ Reading Proficiency: Listening to the Strategies for Developing Readers
Tackle Use of Irony
_________ Reading Proficiency: Listening to the
(ATE, page 668)
_________ Special Needs: Answering Questions
_________ Literary Tools: Irony (PE, page 667)
(ATE, page 668)
_________ Check Graphic Organizers together and
_________ Enrichment: Reading Out Loud (ATE,
discuss the examples of ironic humor
page 668)
students find.
Bibliographic Note
_________ Keillor’s History as a Writer (ATE, page 667)
Learners
_________ Discussing Road Trips (ATE, page 669) (ATE, page 668)
_________ Organizing a Talent Show (ATE, page 670) _________ Read selection together, checking for
comprehension with Guided Reading
_________ Poetry Reading (ATE, page 671)
Questions.
_________ Lip Synching (ATE, page 674)
_________ Find examples of humor in the selection.
Literary Technique
_________ Characterization (ATE, page 672)

page 668)
_________ Enrichment: Reading Out Loud (ATE,
page 668)
Discussing Road Trips (ATE, page 669)
Organizing a Talent Show (ATE, page 670)
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UR 8, page 67)
677; UR 8, page 67)
_________ Understanding Literature: Description and
Irony (PE, page 677; UR 8, page 69)
_________ Vocabulary: Compound Subjects (UR 8,
page 70)
_________ Vocabulary: Idioms and Expressions (VR,
page 135
_________ Writer’s Journal: Introduction, Narrative, and
Review (PE, page 678; UR 8, page 69)
_________ Language, Grammar, and Style: Using the
Active Voice (PE, page 678; UR 8, page 71)


Lesson Plan
“Straw Into Gold: The Metamorphosis of the Everyday,” page 679

M T W TH F
Difficulty Considerations: Spanish terms; geographical Reading Strategy: Tackle Difficult

references; style Vocabulary
Fix-Up Idea: Choose a New Strategy
Use Context Clues
Synopsis: In this personal essay, Cisneros writes about how she
has managed to accomplish a lot of things in her life that she
never thought possible. She discusses her Chicana upbringing WASHINGTON STATE STANDARDS
and how it shaped her as a writer. click this box for details
Goals/Objectives:
• to empathize with and understand a speaker’s perspective
• to describe Sandra Cisneros’s literary accomplishments and explain the historical significance of her writings
• to define personal essay and analogy and recognize examples of each
• to conduct research on Latin America
Before Reading
_________ Literary Tools: Personal Essay and Analogy (PE, page 679)
_________ About the Author: Sandra Cisneros (PE, page 679)
_________ Fine Art: Diego Rivera (PE, page 681; Art Note, PE and ATE, page 681; UR 8, page 80)
During Reading
_________ Fix-Up Idea (RSR, page 227 )
After Reading
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_________ Understanding Literature: Personal Essay and Analogy (PE, page 684; UR 8, page 82)
_________ Writer’s Journal: Questions, Story Ideas, and Character Sketch (PE, page 685; UR 8, page 82)
_________ Language, Grammar, and Style: Transitive and Intransitive Verbs (PE, page 685; UR 8, page 84)
_________ Applied English: Filling Out a Grant Application (PE, page 685; UR 8, page 84)
_________ Study and Research: Researching Latin America (PE, page 685; UR 8, page 85)
_________ Vocabulary: Researching Etymologies (PE, page 685; UR 8, page 83)


Lesson Plan
“Straw Into Gold: The Metamorphosis of the Everyday,” page 679

M T W TH F
Teaching Options _________ Applied English: Filling Out a Grant

Application (PE, page 685; UR 8, page 84)
Individual Learning Strategies _________ Study and Research: Researching Latin
_________ Motivation: Making a Collection of Cisneros’s America (PE, page 685; UR 8, page 85)
Poems (ATE, page 681) _________ Vocabulary: Researching Etymologies (PE,
_________ Reading Proficiency: Background Information page 685; UR 8, page 83)
(ATE, page 681)
_________ English Language Learning: Previewing Strategies for Developing Readers
Footnotes (ATE, page 681)
_________ Special Needs: Listening to the Selection Tackle Spanish Terms
(ATE, page 681) _________ English Language Learning: Previewing
_________ Enrichment: Illustrating an Image (ATE, Footnotes (ATE, page 681)
page 681) _________ Model using context clues to unlock
meaning.
Bibliographic Note
_________ Cisneros’s Writing Style and Subjects (ATE, Tackle Geographical References
page 679) _________ English Language Learning: Previewing
Footnotes (ATE, page 681)
Cross-Curricular Connection _________ Before reading, go over the pronunciation of
_________ Mexican Foods and Music (ATE, page 680) all the place names in the essay.
_________ Have students use an atlas or world map to
Art Note locate the places mentioned in the essay.
_________ Diego Rivera (PE and ATE, page 681; UR 8,
_________ Summarize the selection, page by page.
Literary Note _________ Dramatic Recording (AL, 12:12)
_________ Latino/Latina and Chicano/Chicana (ATE, _________ Explain the allusion to the fairy tale
page 682) “Rumpelstiltskin” in the title of the selection.
_________ Cross-Curricular Connections: Mexican Learners
Foods and Music (ATE, page 680) _________ Have students copy favorite passages into
_________ Motivation: Making a Collection of Cisneros’s their notebooks.
Poems (ATE, page 681) _________ Discuss Cisneros’s thoughts about
_________ Enrichment: Illustrating an Image (ATE, opportunities.
page 681) _________ Have students read the story aloud in pairs,
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answering the Guided Reading Questions.
UR 8, page 80)
684; UR 8, page 80)
_________ Understanding Literature: Personal Essay
and Analogy (PE, page 684; UR 8, page 82)
page 137)
_________ Writer’s Journal: Questions, Story Ideas, and
Character Sketch (PE, page 685; UR 8,
page 82)
_________ Language, Grammar, and Style: Transitive
and Intransitive Verbs (PE, page 685; UR 8,
page 84)


Lesson Plan
Unit Eight
What is Talent?
M T W TH F
Guided Writing
GUIDED WRITING
Informative Writing: The Research (or I-Search) Paper Software
Assignment: Students write a paper about a talent or potential talent See the Guided
that they would like to develop or learn more about (PE, pages Writing Software for
686–693). an extended version of this
_________ The Research (or I-Search) Paper (PE, page 686)
_________ Student Model—Graphic Organizer (PE, page 689; WR, WASHINGTON STATE STANDARDS
page 144)
_________ Graphic Organizer (VLR I, page 153; WR, page 145) click this box for details
During Writing
_________ Drafting (PE, page 689; WR, page 146)
_________ Language, Grammar, and Style: Documenting Sources (PE, page 689; WR, page 147)
After Writing
_________ Rubric for Informative Writing: The Research (or I-Search) Paper (VLR I, page 154; WR, page 155)

_________ Motivation: Sharing Talents (ATE, page 686)
_________ Reading Proficiency: Reviewing the Models (ATE, page 686)
_________ English Language Learning: Talent and Potential Talent (ATE, page 686)
_________ Special Needs: Write About a Hobby or Sport (ATE, page 686)
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_________ Enrichment: Transforming a Paper into a Play (ATE, page 686)

_________ Have students think about talents they have or would like to develop (Prewriting: Writing with a Plan,
ATE, page 687).
_________ Language, Grammar, and Style: Documenting Sources (PE, page 689; WR, page 147)
_________ Rubric for Informative Writing: The Research (or I-Search) Paper (VLR I, page 154; WR, page 155)


Lesson Plan
Unit Eight
What is Talent?
M T W TH F
Unit Eight Review

_________ Vocabulary Development: Crossword Puzzle (ATE, page 694)

_________ Genre Studies: Personal Essay, Short Story, Biography and Autobiography, and Article/Essay (PE, page
694; UR 8, page 97)
_________ Thematic Studies: Becoming a Writer, Overcoming Adversity, Unexpected Talent, and Talent (PE, page
695; UR 8, page 98)


_________ The Virtuoso: Face to Face with 40 Extraordinary Talents by Ken Carbone, photographs by Howard
Schatz
_________ Independent Reading Activity: Interview (PE, page 695; UR 8, page 100)

_________ Who Says I Can’t? by Mary C. Ryan
_________ What’s So Funny about Ninth Grade? by Catherine Clark
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Lesson Plan
Unit Nine
Relationships
M T W TH F
• to explore ideas related to the theme of relationships
• to summarize the different ways fiction and poems express the
theme of relationships
• to define tone, image, aim, description, and motivation and
identify and explain examples of each
• to write a report based on the evaluation of communication styles
between two people
• to identify and demonstrate formal and informal English in written
works

_________ “Being in Love,” page 699
_________ “Catch the Moon,” page 704
_________ “If You Forget Me,” page 714
_________ Related Reading: “Il Postino,” page 718
_________ “The Interlopers,” page 722
_________ Related Reading: “A Poison Tree,” page 728
_________ from To Kill a Mockingbird, page 731
_________ “Thank You, M’am,” page 738
_________ Guided Writing—Persuasive Writing: Evaluating Communication Styles, page 745
_________ Unit Nine Review, page 752

_________ Fine Art: Vincent van Gogh (PE, page 74; VLR II, page 25)
_________ Echoes, page 698
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_________ Additional Questions and Activities: Creating a Mural or Bulletin Board (ATE, page 698)


Lesson Plan
“Being in Love,” page 699

M T W TH F
Difficulty Considerations: Inverted sentences; tone Reading Strategy: Write Things Down
Fix-Up Idea: Reread
Ease Factors: Selection length; vocabulary Standardized Test Practice:
Identify Conflict and Tone
Synopsis: The speaker laments his unrequited love.
Goals/Objectives:
• to appreciate a poem about love
• to become familiar with the life and work of Marvin Bell click this box for details
• to define tone and repetition and recognize the use of these
• to write a comparison-contrast essay
• to compile a bibliography that lists Marvin Bell’s works
Before Reading
_________ Literary Tools: Tone and Repetition (PE, page 699)
_________ About the Author: Marvin Bell (PE, page 699)
_________ Fine Art: Marc Chagall (PE, page 701; VLR II, page 70; Art Note, PE and ATE, page 701; UR 9, page 2)
_________ Vocabulary: Semantic Mapping: Words about Problems (VR, page 139)
During Reading
After Reading
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_________ Understanding Literature: Tone and Repetition (PE, page 702; UR 9, page 4)
_________ Writer’s Journal: Greeting Card, Note, and Song Lyrics (PE, page 703; UR 9, page 4)
_________ Vocabulary: A Predicament (UR 9, page 5)
_________ Language, Grammar, and Style: Interrogative Pronouns (PE, page 703; UR 9, page 5)
_________ Media Literacy: Researching on the Internet (PE, page 703)
_________ Collaborative Learning & Media Literacy: Bibliography (PE, page 703; UR 9, page 6)


Lesson Plan
“Being in Love,” page 699

M T W TH F

Individual Learning Strategies Tackle Inverted Sentences
_________ Motivation: Poems about Being in Love (ATE, _________ Read Reader’s Resource aloud.
page 700) _________ Understanding Literature: Repetition (PE,
_________ Reading Proficiency: Listening to the page 702; UR 9, page 4)
Selection (ATE, page 700) _________ Read the poem aloud, modeling appropriate
_________ English Language Learning: Vocabulary inflection and pauses.
(ATE, page 700)
_________ Special Needs: Answering Questions (ATE, Tackle Tone
page 700) _________ Understanding Literature: Tone (PE, page
_________ Enrichment: Poetry Display (ATE, page 700) 702; UR 9, page 4)
_________ Discuss unrequited love.
Art Note
_________ Marc Chagall (PE and ATE, page 701; VLR II, Additional Strategies for English Language
page 70; UR 9, page 2) Learners
_________ Discuss the phrase “being in love,” reading
Flexible Grouping Suggestions Bell’s comments about it on page 699.
_________ Enrichment: Poetry Display (ATE, page 700) _________ Have students write sentences using the
_________ Respond to the Selection (PE, page 702; vocabulary words predicament and dilemma.
UR 9, page 2) _________ Have students create similar poems using
_________ Investigate, Inquire, and Imagine (PE, page repetition. Some students may choose to
702; UR 9, page 2) write a poem in their first language.
_________ Understanding Literature: Tone and
Repetition (PE, page 702; UR 9, page 4)
_________ Media Literacy: Researching on the Internet
(PE, page 703)
_________ Collaborative Learning & Media Literacy:
Bibliography (PE, page 703; UR 9, page 6)
_________ Vocabulary: A Predicament (UR 9, page 5)
_________ Vocabulary: Semantic Mapping: Words about
Problems (VR, page 139)
_________ Motivation: Poems about Being in Love (ATE,
page 700)
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_________ Writer’s Journal: Greeting Card, Note, and

Song Lyrics (PE, page 703; UR 9, page 4)
_________ Language, Grammar, and Style: Interrogative
Pronouns (PE, page 703; UR 9, page 5)


Lesson Plan
“Catch the Moon,” page 704

M T W TH F
Difficulty Consideration: Spanish expressions Reading Strategy: Make Predictions

Ease Factor: Short sentences Standardized Test Practice:
Identify Sequence of Events
Synopsis: A Puerto Rican teenager searches for a way to find
meaning and direction in his life after six months in juvenile hall
leaves him working off the rest of his time in his father’s junkyard. WASHINGTON STATE STANDARDS

• to enjoy a multicultural short story written by a Puerto Rican-
American author
• to describe Cofer’s literary accomplishments and explain the
historical significance of her writing
• to define character and conflict and recognize their use
• to present a dialogue between two of the characters in the selection
• to write a real estate advertisement
Before Reading
_________ Literary Tools: Character and Conflict (PE, page 704)
_________ About the Author: Judith Ortiz Cofer (PE, page 704)
_________ Vocabulary: Idioms and Expressions (VR, page 141)
During Reading
After Reading
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_________ Understanding Literature: Character and Conflict (PE, page 712; UR 9, page 16)
_________ Writer’s Journal: Promotional Flyer, Journal Entry, and Report (PE, page 713; UR 9, page 16)
_________ Language, Grammar, and Style: Coordinating and Correlative Conjunctions
_________ Applied English: Real Estate Advertisement (PE, page 713)
_________ Speaking and Listening: Dialogue (PE, page 713)
_________ Critical Thinking: Literary Techniques (PE, page 713; UR 9, page 18)


Lesson Plan
“Catch the Moon,” page 704

M T W TH F
Teaching Options _________ Language, Grammar, and Style: Coordinating

and Correlative Conjunctions (PE, page 713;
Individual Learning Strategies UR 9, page 17)
_________ Motivation: Comparing and Contrasting _________ Applied English: Real Estate Advertisement
Stories by Cofer (ATE, page 705) (PE, page 713)
_________ Reading Proficiency: Previewing Vocabulary _________ Critical Thinking: Literary Techniques (PE,
and Footnotes (ATE, page 705) page 713; UR 9, page 18)
Tackle Spanish Expressions
(ATE, page 705)
_________ Preview the footnotes.
_________ Enrichment: Epilogue (ATE, page 705)
_________ Ask a Spanish-speaking student to model the
Literary Technique correct pronunciation of the Spanish words in
_________ Protagonist (ATE, page 706) the story.
_________ Characterization (ATE, page 709) _________ Have students practice pronouncing the
Spanish words.
_________ Sociological Profile (ATE, page 706) Additional Strategies for English Language
Learners
_________ Researching a Gang (ATE, page 707)
_________ Animal Protection Agency (ATE, page 707)
page 185).
_________ Stages of Grief (ATE, page 708)
Additional Questions and Activities page 141)
_________ Viewing West Side Story (ATE, page 707) _________ Read the selection as a class, checking for
_________ Hispanic Celebrities (ATE, page 710) comprehension with Guided Reading
Questions.
_________ Reading Proficiency: Previewing Vocabulary
and Footnotes (ATE, page 705)
UR 9, page 14)
712; UR 9, page 15)
_________ Understanding Literature: Character and
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_________ Speaking and Listening: Dialogue (PE,
page 713)
page 141)
_________ Motivation: Comparing and Contrasting
Stories by Cofer (ATE, page 705)
_________ Writer’s Journal: Promotional Flyer, Journal
Entry, and Report (PE, page 713; UR 9,
page 16)


Lesson Plan
“If You Forget Me,” page 714

M T W TH F
Difficulty Considerations: Poetic style; figurative language Reading Strategy: Use Text Organization
Fix-Up Idea: Read Aloud/Think Aloud
Identify Main Ideas
Synopsis: This simple lyric poem expresses the speaker’s
feelings on how to sustain love.
Goals/Objectives:
• to appreciate a lyric poem about love click this box for details
• to describe Neruda’s literary accomplishments
• to define symbol and image and recognize their use
• to present a movie review of Il Postino (The Postman)
• to present an oral interpretation of a love poem
Related Reading: “Il Postino,” page 718
Before Reading
_________ Literary Tools: Symbol and Image (PE, page 714)
_________ Reader’s Resource: Music and Culture Connections (PE, page 714)
_________ About the Author: Pablo Neruda (PE, page 714)
_________ Fine Art: Gustav Klimt (PE, page 717; VLR II, page 73; Art Note, PE and ATE, page 717; UR 9, page 26)
_________ Vocabulary: Lyrical Language (VR, page 142)
During Reading
After Reading
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_________ Understanding Literature: Symbol and Image (PE, page 720; UR 9, page 28)
_________ Writer’s Journal: Diary Entry, Letter, and Lyric Poem (PE, page 721; UR 9, page 29)
_________ Vocabulary: Imagery (UR 9, page 30)
_________ Language, Grammar, and Style: Subordinating Conjunctions (PE, page 721; UR 9, page 30)
_________ Media Literacy: Movie Review (PE, page 721)
_________ Speaking and Listening & Collaborative Learning: Oral Interpretation (PE, page 721)
_________ Related Reading: “Il Postino” (PE, page 718)
_________ Related Reading Questions (ATE, page 718; UR 9, page 27)


Lesson Plan
“If You Forget Me,” page 714

M T W TH F

Biographical Note Tackle Poetic Style
_________ Pablo Neruda (ATE, page 714) _________ Literary Tools: Symbol and Image (PE,
page 714)
Individual Learning Strategies _________ Model how to read to the end of a thought in
_________ Motivation: Movie Review (ATE, page 715) a poem.
_________ Reading Proficiency: Background Information
(ATE, page 715) Tackle Figurative Language
_________ English Language Learning: Vocabulary _________ Ask students to identify metaphors in the
(ATE, page 715) poem.
_________ Special Needs: Listening to the Selection _________ Have students draw pictures of some of the
(ATE, page 715) images created in the poem.
_________ Enrichment: Listening to an Interpretation of
the Poem (ATE, page 715) Additional Strategies for English Language
Learners
Cross-Curricular Activities _________ Read the selection aloud.
_________ Essay about Klimt’s Art (ATE, page 716) _________ Have students copy favorite passages into
their notebooks.
Art Note
_________ Gustav Klimt (PE and ATE, page 717; VLR II,

_________ Questions about the Related Reading (ATE,
pages 718–719)

_________ Motivation: Movie Review (ATE, page 715)
(ATE, page 715)
_________ Enrichment: Listening to an Interpretation of
the Poem (ATE, page 715)
UR 9, page 26)
720; UR 9, page 27)
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_________ Understanding Literature: Symbol and Image

Learning: Oral Interpretation (PE, page 721)
_________ Vocabulary: Imagery (UR 9, page 30)
_________ Vocabulary: Lyrical Language (VR, page 142)
_________ Cross-Curricular Activity: Essay about Klimt’s
Art (ATE, page 716)
_________ Writer’s Journal: Diary Entry, Letter, and Lyric
Poem (PE, page 721; UR 9, page 29)
_________ Language, Grammar, and Style:
Subordinating Conjunctions (PE, page 721;
UR 9, page 30)
_________ Media Literacy: Movie Review (PE, page 721)


Lesson Plan
“The Interlopers,” page 722

M T W TH F
Difficulty Considerations: Style; vocabulary Reading Strategy: Tackle Difficult

Vocabulary
Ease Factor: Selection length Fix-Up Idea: Reread
Synopsis: Two enemies are trapped by a falling tree. Just as they
Use Context Clues
resolve their feud, they notice the approach of wolves.
Goals/Objectives:
• to appreciate a short story involving conflict
• to describe Saki’s literary accomplishments click this box for details
• to define aim, plot, and conflict
• to demonstrate the ability to identify compound, complex, and
compound-complex sentences
Related Reading: “A Poison Tree,” page 728
Before Reading
_________ Fine Art: Caspar-David Friedrich (PE, page 723; VLR II, page 76; Art Note, PE, page 722)
During Reading
_________ Dramatic Recording: “The Interlopers” (AL, 13:43)
After Reading
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_________ Understanding Literature: Aim, Plot, and Conflict (PE, page 729; UR 9, page 38)
_________ Writer’s Journal: Note, Proclamation, and Conclusion (PE, page 730; UR 9, page 39)
_________ Language, Grammar, and Style: Relative Pronouns and Subordinating Conjunctions (PE, page 730; UR 9,
page 41)
_________ Collaborative Learning: Storyboard (PE, page 730)
_________ Vocabulary: Context Clues (PE, page 730; UR 9, page 40)
_________ Related Reading: “A Poison Tree,” (PE, page 728; UR 9, page 37)
_________ Dramatic Recording: “A Poison Tree,” (AL, 0:46)


Lesson Plan
“The Interlopers,” page 722

M T W TH F

Individual Learning Strategies _________ Enrichment: Short Story about a Grudge
_________ Motivation: Storyboard (ATE, page 723) (ATE, page 723)
_________ Reading Proficiency: Listening to the _________ Writer’s Journal: Note, Proclamation, and
Selection (ATE, page 723) Conclusion (PE, page 730; UR 9, page 39)
_________ English Language Learning: Vocabulary _________ Language, Grammar, and Style: Relative
(ATE, page 723) Pronouns and Subordinating Conjunctions
_________ Special Needs: Answering Questions (ATE, (PE, page 730; UR 9, page 41)
page 723) _________ Vocabulary: Context Clues (PE, page 730;
_________ Enrichment: Short Story about a Grudge UR 9, page 40)
(ATE, page 723)
Art Note
_________ Caspar-David Friedrich (PE, page 722; Tackle Style
VLR II, page 76) _________ Have students read along while listening to
the Dramatic Recording (AL, 13:43)
Literary Technique _________ Discuss setting and characters before
_________ Description (ATE, page 724) students start reading.
_________ Symbol (ATE, page 725) _________ Encourage rereading of difficult passages.
_________ Apposition (ATE, page 726)
Tackle Vocabulary
Quotables _________ Before reading, preview the Words for
_________ George Eliot (ATE, page 725) Everyday Use.
_________ William Wordsworth (ATE, page 726) _________ Read the selection as a class, pausing to
_________ Lord Macauley (ATE, page 727) allow students to read the footnotes and to
paraphrase difficult passages.
_________ Visualizing and Discussing (ATE, page 726) Additional Strategies for English Language
_________ Responding to Quotables (ATE, page 727) Learners
_________ Related Reading Questions (ATE, page 728) _________ Use activities for Spanish speakers (SR,
page 193).
Flexible Grouping Suggestions _________ Have students discuss conflicts between
_________ Respond to the Selection (PE, page 729; groups that happen throughout the world.
UR 9, page 37) _________ Create pair/share groups to read the story
_________ Investigate, Inquire, and Imagine (PE, page together; students should answer Guided
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729; UR 9, page 37) Reading Questions as they read.

_________ Understanding Literature: Aim, Plot, and _________ Have students mark places in the text where
Conflict (PE, page 729; UR 9, page 38) the characters display prejudice and where
_________ Collaborative Learning: Storyboard (PE, they display bravery.
page 730) _________ After reading, have students form pairs and
act out the story.


Lesson Plan
from To Kill a Mockingbird, page 731

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Visualize

Ease Factor: First-person point of view Standardized Test Practice:
Synopsis: In this excerpt, Scout as narrator tells how she and
Jem met Dill for the first time and about how the three children
became fascinated by Boo Radley. WASHINGTON STATE STANDARDS

• to understand the friendship of three characters in a novel
• to describe Harper Lee’s literary accomplishments and explain how her environment influenced her writing
• to define description and narrator and recognize the use of these techniques in the selection
• to participate in a role-play
• to write an abstract of a newspaper, magazine, or Internet article
Before Reading
_________ Literary Tools: Description and Narrator (PE, page 731)
_________ About the Author: Harper Lee (PE, page 731)
_________ Vocabulary: Dialect and Colloquialism (VR, page 145)
During Reading
After Reading
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_________ Understanding Literature: Description and Narrator (PE, page 736; UR 9, page 51)
_________ Writer’s Journal: Theater Review, Invitation, and Dialogue (PE, page 737; UR 9, page 52)
_________ Language, Grammar, and Style: Proper Nouns and Adjectives (PE, page 737; UR 9, page 52)
_________ Speaking and Listening & Collaborative Learning: Role-Play (PE, page 737)
_________ Media Literacy: Abstract (PE, page 737)


Lesson Plan
from To Kill a Mockingbird, page 731

M T W TH F

_________ Motivation: Role-Play (ATE, page 732) _________ English Language Learning: Vocabulary
_________ Reading Proficiency: Background Information (ATE, page 732)
(ATE, page 732) _________ Vocabulary: Dialect and Colloquialism (VR,
_________ English Language Learning: Vocabulary page 145)
(ATE, page 732) _________ Use context clues to unlock meaning.
Learners
_________ Enrichment: Persecution and Tolerance (ATE,
page 732) _________ Read the selection aloud, pausing to help
students visualize the characters and the
Additional Questions and Activities setting.
_________ Questions about the Selection (ATE, page _________ Have students take the parts of Jem, Scout,
733) and Dill and read the dialogue aloud.
_________ Discuss childhood fascinations and fears.
Literary Technique
_________ Characterization (ATE, page 734)
_________ Description (ATE, page 734)

(ATE, page 732)
_________ Enrichment: Persecution and Tolerance (ATE,
page 732)
UR 9, page 50)
736; UR 9, page 50)
_________ Understanding Literature: Description and
Narrator (PE, page 736; UR 9, page 51)
Learning: Role-Play (PE, page 737)
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_________ Vocabulary: Dialect and Colloquialism (VR,

page 145)
_________ Writer’s Journal: Theater Review, Invitation,
_________ Language, Grammar, and Style: Proper
Nouns and Adjectives (PE, page 737; UR 9,
page 52)
_________ Media Literacy: Abstract (PE, page 737)


Lesson Plan
“Thank You, M’am,” page 738

M T W TH F
Difficulty Consideration: Unexpected events Reading Strategy: Find a Purpose for

Reading
Ease Factors: Dialogue; few characters Fix-Up Idea: Choose a New Strategy
Synopsis: When a boy tries to snatch Mrs. Luella Bates
Determine Author’s Purpose
Washington Jones’s purse, she catches the young thief and
teaches him a lesson he will never forget.
Goals/Objectives:
• to enjoy a short story in which a character learns click this box for details
a lesson about respecting others
• to describe the literary accomplishments of Langston Hughes
and explain the historical significance of his writing
• to define motivation and characterization and recognize the
use of these techniques in the selection
• to conduct research on the Harlem Renaissance
Before Reading
_________ Literary Tools: Motivation and Characterization (PE, page 738)
_________ About the Author: Langston Hughes (PE, page 738)
_________ Fine Art: William H. Johnson (PE, pages 739 and 741; Art Note, PE and ATE, page 741)
_________ Vocabulary: Spelling: Basic Suffix Rules (VR, page 147)
During Reading
After Reading
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_________ Understanding Literature: Motivation and Characterization (PE, page 743; UR 9, page 63)
_________ Writer’s Journal: Thank-You Note, Dialogue, and Rap Song (PE, page 744; UR 9, page 63)
_________ Language, Grammar, and Style: Identifying Main Subjects and Verbs (PE, page 744; UR 9, page 64)
_________ Study and Research & Collaborative Learning: Harlem Renaissance (PE, page 744)


Lesson Plan
“Thank You, M’am,” page 738

M T W TH F

_________ Vocabulary: Spelling: Basic Suffix Rules (VR,
_________ Motivation: Visual Display of Langston _________ Enrichment: Looking at and Painting Portraits
Hughes (ATE, page 739) (ATE, page 739)
_________ Reading Proficiency: Previewing Footnotes _________ Writer’s Journal: Thank-You Note, Dialogue,
(ATE, page 739) and Rap Song (PE, page 744; UR 9,
(ATE, page 739) _________ Language, Grammar, and Style: Identifying
_________ Special Needs: Listening to the Selection Main Subjects and Verbs (PE, page 744;
_________ Enrichment: Looking at and Painting Portraits
Biographical Note Tackle Unexpected Events

_________ Langston Hughes (ATE, page 740) _________ Dramatic Recording (AL, 8:28)
_________ Model making predictions while reading.
Cross-Curricular Connection _________ Understanding Literature: Motivation (PE,
_________ Poet Laureate of Harlem (ATE, page 741) page 743; UR 9, page 63)
Cross-Curricular Activities Additional Strategies for English Language

_________ African-American Political and Cultural Learners
Movements (ATE, page 741) _________ Reading Proficiency: Previewing Footnotes
(ATE, page 739)
Art Note _________ Have students role-play the parts of Luella
_________ William H. Johnson (PE and ATE, page 741) and Roger.
_________ Motivation: Researching Langston Hughes
(ATE, page 739)
(ATE, page 739)
UR 9, page 61)
743; UR 9, page 62)
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_________ Understanding Literature: Motivation and

page 63)
Learning: Harlem Renaissance (PE,
page 744)


Lesson Plan
Unit Nine
Relationships
M T W TH F
Guided Writing
GUIDED WRITING
Persuasive Writing: Evaluating Communication Styles
Software
Assignment: Students observe the communication between two See the Guided
people and analyze its effectiveness (PE, pages 745–751). Writing Software for
_________ Evaluating Communication Styles (PE, page 745) graphic organizers, extensive
_________ Professional Model (PE, page 745) friendly checklists, and self-,
_________ Student Model—Graphic Organizer (PE, page 747; VLR I,
page 156; WR, page 158) WASHINGTON STATE STANDARDS
_________ Graphic Organizer (VLR, page 156; WR, page 158)
During Writing
_________ Language, Grammar, and Style: Formal and Informal English (PE, page 748; WR, page 162)
_________ Drafting (PE, page 749; WR, page 159)
After Writing
_________ Rubric for Persuasive Writing: Evaluating Communication Styles (VLR I, page 159; WR, page 172)

_________ Motivation: Analyzing Communication on a Television Show (ATE, page 745)
_________ Reading Proficiency: Strategies for Reading to Learn: SQR3 (ATE, page 745)
_________ English Language Learning: Communication Styles in Different Cultures (ATE, page 745)
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_________ Special Needs: Receiving Feedback (ATE, page 746)
_________ Enrichment: Producing a TV Show (ATE, page 746)

_________ Have students think about two people they would like to observe and analyze (Evaluating Communication
Styles, PE, page 745).
_________ Graphic Organizer (VLR, page 156; WR, page 158)
_________ Language, Grammar, and Style: Formal and Informal English (PE, page 748; WR, page 162)
_________ Rubric for Persuasive Writing: Evaluating Communication Styles (VLR I, page 159; WR, page 172)


Lesson Plan
Unit Nine
Relationships
M T W TH F
Unit Nine Review

_________ Vocabulary Development: Antonyms and Context (ATE, page 752)

_________ Genre Studies: Short Story and Lyric Poetry (PE, page 752; UR 9, page 76)
_________ Thematic Studies: Friendship and Reformation (PE, page 753; UR 9, page 77)


_________ A Christmas Memory by Truman Capote
_________ Independent Reading Activity: Write Your Own Memoir (PE, page 753; UR 9, page 78)

_________ Grand Mothers: Poems, Reminiscences, and Short Stories about the Keepers of Our Traditions edited by
Nikki Giovanni
_________ Iceman by Chris Lynch
_________ The Friends by Kazumi Yumoto
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Lesson Plan
Unit Ten
M T W TH F
• to explore ideas related to the theme of courage and
perseverance
• to summarize the different ways people persevere and show
courage in difficult situations
• to define personification, metaphor, simile, description, mood,
foreshadowing, conflict, characterization, speaker, rhyme, sight
rhyme, and rhyme scheme and identify and explain examples of
each
• to write a fictional character sketch
• to identify and demonstrate an ability to use effective dialogue in
writing

_________ “Courage,” page 757
_________ “The Leap,” page 762
_________ Related Reading: “Her Flying Trapeze,” page
769
_________ “The Scarlet Ibis,” page 772
_________ “Through the Tunnel,” page 785
_________ Related Reading: “Death of a Young Son by Drowning,” page 794
_________ “miss rosie,” page 797
_________ “The Courage That My Mother Had,” page 802
_________ Related Reading: “The Funeral,” page 804
_________ Guided Writing—Imaginative Writing: Developing a Character Sketch, page 807
_________ Unit Ten Review, page 814
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_________ Fine Art: Winslow Homer. Have students discuss how the artwork relates to the title of this unit (PE, page
754).
_________ Echoes (PE, page 756)


Lesson Plan
“Courage,” page 757

M T W TH F
Difficulty Consideration: Figurative language Reading Strategy: Use Text Organization

Fix-Up Idea: Reread
Identify Main Ideas
Synopsis: The speaker lists situations that require courage.

• to interpret and appreciate a poem about courage and the
challenges of life click this box for details
• to discuss different perspectives on courage and the situations
that require courage
• to define personification, metaphor, and simile and find
examples of these literary techniques in poetry
• to demonstrate an ability to identify clauses and phrases
• to work collaboratively to create and perform a skit that shows
courage in action
Before Reading
_________ Literary Tools: Personification, Metaphor, and Simile (PE, page 757)
_________ About the Author: Anne Sexton (PE, page 757)
_________ Fine Art: Horace Pippin (PE, page 759; VLR II, page 79; Art Note, PE, page 758)
During Reading
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After Reading
_________ Understanding Literature: Personification, Metaphor, and Simile (PE, page 760; UR 10, page 4)
_________ Writer’s Journal: Description, Metaphor or Simile, and Personification (PE, page 761; UR 10, page 4)
_________ Vocabulary: Using a Dictionary (UR 10, page 6)
_________ Language, Grammar, and Style: Recognizing Clauses and Phrases (PE, page 761; UR 10, page 7)
_________ Study and Research: Researching Military Medals (PE, page 761)
_________ Collaborative Learning: Courage Role-Play (PE, page 761)


Lesson Plan
“Courage,” page 757

M T W TH F

_________ Motivation: Discussing a Courageous Person _________ Literary Tools: Personification, Metaphor, and
(ATE, page 758) Simile (PE, page 757)
_________ Reading Proficiency: Figurative Language _________ Reading Proficiency: Figurative Language
_________ English Language Learning: Vocabulary _________ Writer’s Journal: Description, Metaphor or
(ATE, page 758) Simile, and Personification (PE, page 761;
_________ Special Needs: Listening to the Selection UR 10, page 4)
(ATE, page 758) _________ Reread difficult passages.
_________ Enrichment: Comparing Themes in Sexton’s
Poetry (ATE, page 758) Additional Strategies for English Language
Learners
Literary Technique _________ Discuss the meaning of courage.
_________ Alliteration (ATE, page 759) _________ Have students list all the examples the poet
gives of situations that require courage.
Art Note _________ Have students copy favorite passages from
_________ Horace Pippin (PE, page 758; VLR II, the selection into their notebooks.
page 79)

(ATE, page 758)
UR 10, page 2)
760; UR 10, page 2)
_________ Understanding Literature: Personification,
Metaphor, and Simile (PE, page 760; UR 10,
page 4)
_________ Collaborative Learning: Courage Role-Play
(PE, page 761)
_________ Vocabulary: Using a Dictionary (UR 10,
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page 6)
_________ Motivation: Discussing a Courageous Person
(ATE, page 758)
_________ Enrichment: Comparing Themes in Sexton’s
Poetry (ATE, page 758)
_________ Writer’s Journal: Description, Metaphor or
Simile, and Personification (PE, page 761;
UR 10, page 4)
_________ Language, Grammar, and Style: Recognizing
Clauses and Phrases (PE, page 761; UR 10,
page 7)
_________ Study and Research: Researching Military
Medals (PE, page 761)


Lesson Plan
“The Leap,” page 762

M T W TH F
Difficulty Considerations: Time shifts; style; vocabulary Reading Strategy: Write Things Down
Ease Factor: Short sentences Standardized Test Practice:
Synopsis: The narrator speaks of her extraordinary mother, a
former trapeze artist who has taught her how to take risks in life.
Goals/Objectives:
• to enjoy a short story that describes a lifelong relationship click this box for details
between a narrator and her mother
• to summarize and discuss the hardships, risks, and sacrifices
the characters make for each other
• to identify sensory details in a short story and explain how
these details enrich writing
• to work with a partner to role-play an interview
Related Reading: “Her Flying Trapeze,” page 769
Before Reading
_________ Literary Tools: Hero and Description (PE, page 762)
_________ About the Author: Louise Erdrich (PE, page 762)
_________ Vocabulary: Suffixes: Verb Suffixes (VR, page 150)
During Reading
_________ Dramatic Recording: “The Leap” (AL, 18:27)
After Reading
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_________ Understanding Literature: Hero and Description (PE, page 770; UR 10, page 15)
_________ Writer’s Journal: Tabloid Article, Definition of Courage, and Letter (PE, page 771; UR 10, page 16)
_________ Vocabulary: Learning Synonyms and Antonyms (UR 10, page 17)
_________ Language, Grammar, and Style: Types of Phrases (PE, page 771; UR 10, page 18)
_________ Media Literacy: Conducting an Interview (PE, page 771)
_________ Collaborative Learning: Writing a Promotion (PE, page 771)
_________ Related Reading: “Her Flying Trapeze” (ATE, page 769)
_________ Dramatic Recording: “Her Flying Trapeze,” (AL, 1:03)

Lesson Plan
“The Leap,” page 762

M T W TH F
Teaching Options _________ Vocabulary: Suffixes: Verb Suffixes (VR,

page 150)
Individual Learning Strategies _________ Reading Proficiency: Past-and-Present Chart
_________ Motivation: Using a Dictionary (ATE, (ATE, page 763)
page 763) _________ Writer’s Journal: Tabloid Article, Definition of
_________ Reading Proficiency: Past and Present Chart Courage, and Letter (PE, page 771; UR 10,
_________ English Language Learning: Vocabulary _________ Language, Grammar, and Style: Types of
(ATE, page 763) Phrases (PE, page 771; UR 10, page 18)
_________ Special Needs: Questions (ATE, page 763)
_________ Enrichment: Artistic Response to the Story Strategies for Developing Readers
(ATE, page 763)
Tackle Time Shifts
Biographical Note _________ Reader’s Resource (PE, page 762)
_________ Louise Erdrich (ATE, page 764) _________ Reading Proficiency: Past-and-Present Chart
(ATE, page 763)
Additional Questions and Activities _________ Read the first page together, clarifying past
_________ Questions about the Selection (ATE, page or present events.
765)
_________ Fire Safety and Emergency Instructions (ATE, Tackle Style
page 767) _________ Dramatic Recording (AL, 18:27)
_________ Related Reading Questions (ATE, page 769; _________ Read for a purpose: find three ways the
UR 10, page 14) daughter owes her existence to her mother.
_________ Read aloud with a partner; reread difficult
Cross-Curricular Activities passages.
_________ Illiteracy Fact Sheet (ATE, page 766)
Tackle Vocabulary
Literary Note _________ Vocabulary: Learning Synonyms and
_________ Rhyme (ATE, page 769) Antonyms (UR 10, page 17)
Flexible Grouping Suggestions (ATE, page 763)
_________ Motivation: Using a Dictionary (ATE, _________ Use a dictionary.
page 763)
_________ Enrichment: Artistic Response to the Story Additional Strategies for English Language
_________ Additional Questions and Activities: Fire _________ Read the selection over two or more class
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Safety and Emergency Instructions (ATE, sessions.
page 767) _________ Paraphrase each paragraph while reading.
_________ Respond to the Selection (PE, page 768; _________ Discuss dangerous situations students have
UR 10, page 14) experienced.
770; UR 10, page 14)
_________ Understanding Literature: Hero and
Description (PE, page 770; UR 10, page 15)
_________ Media Literacy: Conducting an Interview (PE,
page 771)
_________ Collaborative Learning: Writing a Promotion
(PE, page 771)
_________ Vocabulary: Learning Synonyms and
Antonyms (UR 10, page 17)


Lesson Plan
“The Scarlet Ibis,” page 772

M T W TH F
Difficulty Considerations: Figurative language; vocabulary; Reading Strategy: Make Predictions

selection length Fix-Up Idea: Refocus
Ease Factor: Few characters Analyze Literary Elements
Synopsis: An older brother transforms his feelings of shame,
irritation, and anger to love for his younger brother, Doodle, who WASHINGTON STATE STANDARDS
is disabled. When Doodle dies, the narrator feels responsible.
Goals/Objectives:
• to appreciate a short story rich in setting and symbolism
• to explain different perspectives on diversity and discuss how
the idea of diversity is developed in a short story
• to define setting, foreshadowing, and mood and describe how
these elements affect a reader’s interpretation of literature
• to research and present biographical sketches to the class
• to enhance Internet skills by researching hurricane patterns in the Atlantic
Before Reading
_________ Literary Tools: Mood and Foreshadowing (PE, page 772)
_________ About the Author: James Hurst (PE, page 772)
_________ Vocabulary: PAVE: Predict, Associate, Verify, and Evaluate (VR, page 152)
During Reading
After Reading
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_________ Understanding Literature: Mood and Foreshadowing (PE, page 783; UR 10, page 30)
_________ Writer’s Journal: Descriptive Paragraphs, Letter, and Poem (PE, page 784; UR 10, page 30)
_________ Vocabulary: Homonym Brainstorm (UR 10, page 32)
_________ Language, Grammar, and Style: Adjective Clauses (PE, page 784; UR 10, page 32)
_________ Study and Research & Speaking and Listening: Biographical Sketches (PE, page 784)
_________ Media Literacy: Internet Research (PE, page 784)


Lesson Plan
“The Scarlet Ibis,” page 772

M T W TH F

_________ Vocabulary: Homonym Brainstorm (UR 10,
_________ Motivation: Discussing Superstitions (ATE, _________ Vocabulary: PAVE: Predict, Associate, Verify,
page 773) and Evaluate (VR, page 152)
_________ Reading Proficiency: Swamp Environment _________ Writer’s Journal: Descriptive Paragraphs,
and Review (ATE, page 773) Letter, and Poem (PE, page 784; UR 10,
(ATE, page 773) _________ Language, Grammar, and Style: Adjective
_________ Special Needs: Listening to the Selection Clauses (PE, page 784; UR 10, page 32)
(ATE, page 773) _________ Media Literacy: Internet Research (PE,
_________ Enrichment: Swamp Environment (ATE, page 784)
page 773)
Literary Technique
_________ Simile (ATE, page 774) Tackle Figurative Language
_________ Personification (ATE, page 775) _________ Simile (ATE, page 774)
_________ Symbol (ATE, page 778) _________ Personification (ATE, page 775)
_________ Symbol (ATE, page 778)
_________ Collage and Description of Plants (ATE, Tackle Vocabulary
page 775) _________ Vocabulary: PAVE: Predict, Associate, Verify,
and Evaluate (VR, page 152)
_________ Questions about the Selection (ATE, pages (ATE, page 773)
776–777 and 780–781) _________ Model how to use context clues to estimate
_________ Visual Representations (ATE, page 776) the meaning of unfamiliar words.
Historical Note Tackle Selection Length

_________ U.S. Casualties in the World Wars (ATE, _________ Special Needs: Listening to the Selection
_________ Read selection over two or more class
Flexible Grouping Suggestions sessions.
_________ Motivation: Discussing Superstitions (ATE, _________ Have students use Guided Reading
page 773) Questions to keep them on track.
_________ Enrichment: Swamp Environment (ATE,
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_________ Vocabulary: Homonym Brainstorm (UR 10, Learners
page 32) _________ Use activities for Spanish speakers (SR,
_________ Respond to the Selection (PE, page 782; page 199).
UR 10, page 28) _________ For highly poetic passages, have students
_________ Investigate, Inquire, and Imagine (PE, page read once for sound and rhythm and then
783; UR 10, page 29) reread for meaning.
_________ Understanding Literature: Mood and _________ Help students summarize each page.
Foreshadowing (PE, page 783; UR 10,
page 30)
Listening: Biographical Sketches (PE,
page 784)


Lesson Plan
“Through the Tunnel,” page 785

M T W TH F
Difficulty Consideration: Style Reading Strategy: Tackle Difficult

Vocabulary
Ease Factors: Few characters; short sentences Fix-Up Idea: Reread
Synopsis: An eleven-year-old boy, on vacation with his mother
at the seashore, discovers an underwater tunnel and becomes Use Context Clues
determined to swim through it as he has seen older boys do.
When he finally accomplishes the dangerous feat, he discovers
he has made a passage from childhood to adulthood.
Goals/Objectives:
• to empathize with a character passing from childhood to adulthood
• to describe Doris Lessing’s literary accomplishments
• to define and recognize symbols in literature
• to identify and define theme, setting, characterization, and conflict
• to write a narrative paragraph, alliterative description, and a personal letter
Related Reading: “Death of a Young Son by Drowning,” page 794
Before Reading
_________ Fine Art: Claude Monet (PE, page 786; VLR II, page 82)
During Reading
_________ Dramatic Recording: “Through the Tunnel” (AL, 28:04)
After Reading
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_________ Understanding Literature: Conflict and Characterization (PE, page 795; UR 10, page 43)
_________ Writer’s Journal: Narrative Paragraph, Description Using Alliteration, and Letter (PE, page 796; UR 10, page 43)
_________ Vocabulary: Word Derivation (UR 10, page 45)
_________ Language, Grammar, and Style: Adverb Clauses (PE, page 796; UR 10, page 46)
_________ Study and Research & Media Literacy: Research Report (PE, page 796; UR 10, page 46)
_________ Speaking and Listening: Conducting an Interview (PE, page 796)
_________ Related Reading: “Death of a Young Son by Drowning,” (PE, page 794)
_________ Dramatic Recording: “Death of a Young Son by Drowning” (AL, 1:34)


Lesson Plan
“Through the Tunnel,” page 785

M T W TH F

_________ Motivation: Discussing Outdoor Adventures _________ Help students visualize themselves as the
(ATE, page 786) boy.
_________ Reading Proficiency: Words that Signify Time _________ Simile (ATE, page 789)
Order (ATE, page 786) _________ Alliteration (ATE, page 790)
_________ Special Needs: Previewing Setting (ATE, Learners
page 786) _________ Share experiences of training for something
_________ Enrichment: Underwater Exploration (ATE, difficult.
page 786) _________ Mark descriptive passages with one color
and “action” passages with another.
Additional Questions and Activities _________ Have students illustrate one of their favorite
_________ Questions about the Selection (ATE, pages descriptive passages.
787–788)
_________ Illustration or Map (ATE, page 791)
Literary Technique
_________ Simile (ATE, page 789)
_________ Alliteration (ATE, page 790)
_________ Freudian Criticism (ATE, page 792)
_________ Effect (ATE, page 794)

_________ Motivation: Discussing Outdoor Adventures
(ATE, page 786)
_________ Reading Proficiency: Words that Signify Time
Order (ATE, page 786)
_________ Enrichment: Underwater Exploration (ATE,
page 786)
UR 10, page 41)
795; UR 10, page 42)
_________ Understanding Literature: Conflict and
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page 43)
_________ Vocabulary: Word Derivation (UR 10,
page 45)
Illustration or Map (ATE, page 791)
_________ Writer’s Journal: Narrative Paragraph,
Description Using Alliteration, and Letter (PE,
_________ Language, Grammar, and Style: Adverb
Research Report (PE, page 796; UR 10,
page 46)
_________ Speaking and Listening: Conducting an
Interview (PE, page 796)

Lesson Plan
“miss rosie,” page 797

M T W TH F
Difficulty Considerations: Tone; style Reading Strategy: Visualize

Synopsis: The speaker protests the tragic state of an old
homeless woman, once beautiful and loved, now reduced
to human garbage. WASHINGTON STATE STANDARDS

• to interpret and enjoy a poem in free verse
• to describe Lucille Clifton’s accomplishments
• to define speaker and simile and recognize the use of these
• to work collaboratively to plan a celebration for National Poetry
Month
• to write a review of a children’s book by Clifton
Before Reading
_________ Fine Art: Gordon Parks (PE, page 798; VLR II, page 85; Art Note, PE, page 799; UR 10, page 55)
_________ Literary Tools: Speaker and Simile (PE, page 797)
_________ About the Author: Lucille Clifton (PE, page 797)
_________ Vocabulary: Word Roots (VR, page 159)
During Reading
After Reading
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_________ Understanding Literature: Speaker and Simile (PE, page 800; UR 10, page 57)
_________ Writer’s Journal: Letter, Journal Entry, and Free Verse Poem (PE, page 801; UR 10, page 57)
_________ Language, Grammar, and Style: Noun Clauses (PE, page 801; UR 10, page 58)
_________ Collaborative Learning & Study and Research: Celebrating National Poetry Month (PE, page 801)
_________ Applied English: Advertisement (PE, page 801)
_________ Critical Thinking: Book Review (PE, page 801; UR 10, page 59)


Lesson Plan
“miss rosie,” page 797

M T W TH F

Internet Resources Tackle Tone
_________ Academy of American Poets (ATE, page 798) _________ To help students understand the speaker’s
attitude, focus on the questions in
Individual Learning Strategies Understanding Literature: Speaker (PE,
_________ Motivation: Descriptive Paragraph about an page 800).
Admirable Quality (ATE, page 798) _________ Ask students what the speaker means by
_________ Reading Proficiency: Punctuation Style and saying “I stand up.” Refer them to Respond
Figurative Language (ATE, page 798) to the Selection (PE, page 800).
_________ English Language Learning: Vocabulary _________ Dramatic Recording (AL, 0:55)
(ATE, page 798)
_________ Special Needs: Forming an Image (ATE, Tackle Style
page 798) _________ Students may have difficulty with the lack of
_________ Enrichment: Comparing and Contrasting punctuation in this poem. Read the poem
(ATE, page 798) aloud for them. Then, follow the suggestions
under Reading Proficiency (ATE, page 798).
Art Note _________ Point out that the poem is, in fact, one long
_________ Gordon Parks (PE, page 799; VLR II, run-on sentence. Reduce the poem to its
page 85; UR 10, page 55) simple subject and verb: “I stand up.” Then
help students identify the different phrases
Flexible Grouping Suggestions and clauses that are added to modify the
_________ Special Needs: Forming an Image (ATE, sentence. For example: “When I watch you”
page 798) and “who used to be called the Georgia Rose”
_________ Respond to the Selection (PE, page 800; are dependent clauses; “in your old man’s
UR 10, page 55) shoes,” “with the little toe cut out,” and
_________ Investigate, Inquire, and Imagine (PE, page “through your destruction” are prepositional
800; UR 10, page 55) phrases; and “wrapped up like garbage” and
_________ Understanding Literature: Speaker and Simile “surrounded by the smell” are participial
(PE, page 800; UR 10, page 57) phrases.
_________ Collaborative Learning & Study and Additional Strategies for English Language
Research: Celebrating National Poetry Month Learners
(PE, page 801)
_________ Read the poem aloud several times,
Homework Suggestions checking comprehension of phrases.
_________ Vocabulary: Word Roots (VR, page 159) _________ Ask students to identify the similes in the
poem.
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_________ Motivation: Descriptive Paragraph about an
Admirable Quality (ATE, page 798) _________ Have students discuss the problem of
homelessness.
_________ Enrichment: Comparing and Contrasting
(ATE, page 798)
_________ Writer’s Journal: Letter, Journal Entry, and
Free Verse Poem (PE, page 801; UR 10,
page 57)
_________ Language, Grammar, and Style: Noun
_________ Applied English: Advertisement (PE,
page 801)
_________ Critical Thinking: Book Review (PE, page
801; UR 10, page 59)


Lesson Plan
“The Courage That My Mother Had,” page 802

M T W TH F
Difficulty Considerations: Poetic style; figurative language Reading Strategy: Write Things Down
Fix-Up Idea: Connect to Prior Knowledge
Ease Factors: First-person point of view; selection length Standardized Test Practice:
Synopsis: This poem pays homage to the poet’s mother.

• to discuss different ideas about how people can remember and click this box for details
honor the deceased
• to define figures of speech, metaphor, simile, rhyme, sight
rhyme, and rhyme scheme
• to create a poetry booklet organized by theme
Related Reading: “The Funeral,” page 804
Before Reading
_________ Fine Art: Amedeo Modigliani (PE, page 803; VLR II, page 88)
_________ Vocabulary: Vocabulary Clusters (VR, page 160)
During Reading
_________ Dramatic Recording: “The Courage That My Mother Had” (AL, 0:49)
After Reading
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_________ Understanding Literature (PE, page 805; UR 10, page 66)
_________ Writer’s Journal: Will, Short Speech, and Poem (PE, page 806; UR 10, page 67)
_________ Language, Grammar, and Style: Review of Clauses (PE, page 806; UR 10, page 68)
_________ Media Literacy & Collaborative Learning: Storytelling (PE, page 806)
_________ Media Literacy: Poetry Booklet (PE, page 806)
_________ Related Reading: “The Funeral” (PE, page 804)
_________ Dramatic Recording: “The Funeral” (AL, 0:44)


Lesson Plan
“The Courage That My Mother Had,” page 802

M T W TH F

Individual Learning Strategies Tackle Poetic Style
_________ Motivation: Poem or Lyrics about a Person’s _________ Reading Proficiency: Analyzing (ATE,
Admirable Quality (ATE, page 803) page 803)
_________ Reading Proficiency: Analyzing (ATE, _________ Understanding Literature: Rhyme, Sight
page 803) Rhyme, and Rhyme Scheme (PE, page 805;
_________ English Language Learning: Vocabulary UR 10, page 66)
(ATE, page 803) _________ Read the poem aloud several times.
_________ Special Needs: Listening to the Selection _________ Point out the semicolons, colons, and the
(ATE, page 803) long dash (or “em dash”) in the poem and
_________ Enrichment: Millay’s Political Activism (ATE, discuss what each type of punctuation
page 803) indicates. Refer to the Language Arts Survey
3.88, 3.89, and 3.93 for more information.
Internet Resources
_________ Edna St. Vincent Millay (ATE, page 802) Tackle Figurative Language
_________ Understanding Literature: Figures of Speech
Additional Questions and Activities (PE, page 805; UR 10, page 66)
_________ Related Reading Questions (ATE, page 804) _________ Discuss the central metaphor of the poem,
which compares the mother’s courage to
Flexible Grouping Suggestions “Rock from New England quarried; / Now
_________ Respond to the Selection (PE, page 805; granite in a granite hill.” What does this
UR 10, page 65) metaphor suggest about the mother?
_________ Investigate, Inquire, and Imagine (PE, page Students might imagine her as cold, stern,
805; UR 10, page 65) stoic, and unforgiving as well as strong and
_________ Understanding Literature: Figures of Speech, courageous.
Metaphor, Simile, Rhyme, Sight Rhyme, and _________ Have students create metaphors or similes to
Rhyme Scheme (PE, page 805; UR 10, describe a quality found in a loved one, and
page 66) use it in the poem suggested in the Motivation
_________ Media Literacy & Collaborative Learning: activity (ATE, page 803).
Storytelling (PE, page 806)
Homework Suggestions Learners
_________ Vocabulary: Vocabulary Clusters (VR, _________ Use activities for Spanish speakers (SR,
page 160) page 209).
_________ Motivation: Poem or Lyrics about a Person’s _________ Ask students to translate the word courage
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Admirable Quality (ATE, page 803) into their language and explain its meaning.
_________ Enrichment: Millay’s Political Activism (ATE, _________ Have students read the poem aloud and
page 803) answer the Guided Reading Questions.
_________ Writer’s Journal: Will, Short Speech, and
Poem (PE, page 806; UR 10, page 67)
_________ Language, Grammar, and Style: Review of
_________ Media Literacy: Poetry Booklet (PE,
page 806)


Lesson Plan
Unit Ten
M T W TH F
Guided Writing
GUIDED WRITING
Imaginative Writing: Developing a Character Sketch Software
Assignment: Students write a fictional character sketch (PE, pages See the Guided
807–813). Writing Software for
_________ Developing a Character Sketch (PE, page 807)
page 175) WASHINGTON STATE STANDARDS
During Writing
_________ Language, Grammar, and Style: Writing Dialogue (PE, page 810; WR, page 177)
_________ Student Model—Draft (PE, page 810; VLR I, page 162)
After Writing
_________ Rubric for Imaginative Writing: Developing a Character Sketch (VLR I, page 164; WR, page 189)

_________ Motivation: Describing a Person You Admire (ATE, page 807)
_________ Reading Proficiency: Summarizing (ATE, page 807)
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_________ Special Needs: Character Sketch of Real Person (ATE, page 807)
_________ Enrichment: Short Story (ATE, page 807)

_________ Have students think about an interestesting person about whom they would like to write (Developing a
Character Sketch, PE, page 807).
_________ Language, Grammar, and Style: Writing Dialogue (PE, page 810; WR, page 177)
_________ Rubric for Imaginative Writing: Developing a Character Sketch (VLR I, page 164; WR, page 189)


Lesson Plan
Unit Ten
M T W TH F
Unit Ten Review

_________ Vocabulary Development: Word Search (ATE, page 814)

_________ Thematic Studies (PE, page 814; UR 10, page 77)
_________ Genre Studies: Poetry; Short Story (PE, page 815; UR 10, page 78)


_________ Having Our Say: The Delany Sisters’ First 100 Years by Sarah L. Delany and A. Elizabeth Delany with Amy
Hill Hearth
_________ Independent Reading Activity: Oral Interpretation of Literature (PE, page 815; VLR I, page 94; UR 10,
page 80)

_________ Ties that Bind, Ties that Break by Lensey Namioka
_________ The Man from the Other Side by Uri Orlev, translated by Hillel Halkin
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Lesson Plan
Unit Eleven
Journeys
M T W TH F
• to enjoy fiction and poems that explore the theme of physical and
mental journeys
• to summarize different perspectives about journeys
• to define simile, metaphor, repetition, description, tone, simile,
point of view, image, conflict, and characterization and identify
and explain examples of each
• to write a narrative
• to achieve sentence parallelism

_________ “A Journey,” page 819
_________ Related Reading: “The Journey,” page 829
_________ “Otherwise” and “The Old Life,” page 832
_________ from Great Plains, page 838
_________ from Mississippi Solo, page 844
_________ “How Did I Get Here?,” page 854
_________ Related Reading: “Late Fragment,” page 858
_________ Guided Writing—Narrative Writing: Chronicling a
Journey, page 861
_________ Unit Eleven Review, page 870

_________ Fine Art: Richard Onyango. Have students discuss how the artwork relates to the title of this unit (PE,
page 816).
_________ Echoes (PE, page 818)
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Lesson Plan
“A Journey,” page 819

M T W TH F

Difficulty Considerations: Vocabulary; subject matter; Reading Strategy: Tackle Difficult
sentence structure Vocabulary
Fix-Up Idea: Reread
Ease Factor: Style
Synopsis: A young wife and her terminally ill husband are on a Use Context Clues
long train trip home. When the husband dies en route, the
panicked wife attempts to conceal his death.
Goals/Objectives:
• to appreciate a short story written in the early 1900s click this box for details
• to describe Edith Wharton’s literary contributions
• to define psychological fiction, simile, and metaphor
• to use commas effectively
• to write a critical paragraph
Related Reading: “The Journey,” page 829
Before Reading
_________ Literary Tools: Psychological Fiction, Simile, and Metaphor (PE, page 819)
_________ About the Author: Edith Wharton (PE, page 819)
_________ Fine Art: Gino Severini (PE, page 825; VLR II, page 91; Art Note, PE and ATE, page 825; UR 11, page 3)
During Reading
_________ Dramatic Recording: “A Journey” (AL, 32:05)
After Reading
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_________ Understanding Literature: Psychological Fiction, Simile, and Metaphor (PE, page 830; UR 11, page 5)
_________ Writer’s Journal: Letter, Journal Entry, and Newspaper Article (PE, page 831; UR 11, page 6)
_________ Vocabulary: Learning Base Words, Prefixes, and Suffixes (UR 11, page 7)
_________ Language, Grammar, and Style: Commas (PE, page 831; UR 11, page 8)
_________ Study and Research & Media Literacy: Women at the Turn of the Century (PE, page 831)
_________ Media Literacy: Applying Criticism (PE, page 831)
_________ Related Reading: “The Journey” (PE, page 829)
_________ Dramatic Recording: “The Journey,” (AL, 1:12)

Lesson Plan

M T W TH F
Teaching Options Flexible Grouping Suggestions

_________ Motivation: Writing and Enacting a Play (ATE,
_________ Motivation: Writing and Enacting a Play (ATE, _________ Additional Questions and Activities:
page 820) Storytelling (ATE, page 829)
_________ Reading Proficiency: Previewing Vocabulary _________ Respond to the Selection (PE, page 828;
and Footnotes (ATE, page 820) UR 11, page 3)
_________ English Language Learning: Vocabulary _________ Investigate, Inquire, and Imagine (PE, page
(ATE, page 820) 830; UR 11, page 4)
_________ Special Needs: Listening to the Selection _________ Understanding Literature: Psychological
(ATE, page 820) Fiction, Simile, and Metaphor (PE, page 830;
_________ Enrichment: Model or Sketch of a Train Car UR 11, page 5)
(ATE, page 820) _________ Speaking and Listening & Collaborative
Literary Technique Learning: Role-Play (PE, page 831)
_________ Oxymoron (ATE, page 821) Homework Suggestions
_________ Description (ATE, page 822) _________ Vocabulary: Learning Base Words, Prefixes,
_________ Characterization (ATE, page 822) and Suffixes (UR 11, page 7)
_________ Point of View (ATE, pages 823 and 829) _________ Vocabulary: Test Your Knowledge (VR,
_________ Tone (ATE, page 825) page 161)
_________ Setting (ATE, page 826) _________ Reading Proficiency: Previewing Vocabulary
_________ Mood and Imagery (ATE, page 829) and Footnotes (ATE, page 820)
_________ Enrichment: Model or Sketch of a Train Car
Additional Questions and Activities (ATE, page 820)
_________ Questions about the Selection (ATE, pages _________ Writer’s Journal: Letter, Journal Entry, and
821 and 824) Newspaper Article (PE, page 831; UR 11,
_________ Soothing Music (ATE, page 825) page 6)
_________ Storytelling (ATE, page 829) _________ Language, Grammar, and Style: Commas
Biographical Note (PE, page 831; UR 11, page 8)
_________ Wharton (ATE, page 821) _________ Study and Research & Media Literacy:
Women at the Turn of the Century (PE,
Cross-Curricular Activities page 831)
_________ Researching Train Travel (ATE, page 823) _________ Media Literacy: Applying Criticism (PE,
_________ History of Trains (ATE, page 827) page 831)
Art Note
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_________ Gino Severini (PE and ATE, page 825; VLR II,
page 91)


Lesson Plan

M T W TH F
Strategies for Developing Readers Tackle Sentence Structure

_________ Review the use of colons and semicolons in
Tackle Vocabulary complex sentences. For examples, see the
_________ Vocabulary: Test Your Knowledge (VR, Language Arts Survey 3.88 and 3.89 (PE,
page 161) page 1010).
_________ English Language Learning: Vocabulary _________ Have students follow along while listening to
(ATE, page 820) the Dramatic Recording (AL, 32:05), or read
_________ Reading Proficiency: Previewing Vocabulary the story aloud in class. Pause after difficult
and Footnotes (ATE, page 820) passages to have a student paraphrase the
meaning.
_________ Reader’s Resource (PE, page 819) Additional Strategies for English Language
_________ Help students gain insight from Literary Learners
Technique: Setting (ATE, page 826). _________ Share with students the additional vocabulary
_________ Understanding Literature: Psychological found in English Language Learning (ATE,
Fiction (PE, page 830; UR 11, page 5) page 820).
_________ Prompt students to make predictions while
reading.
_________ Discuss with students what they would do if
in the protagonist’s situation.
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Lesson Plan
“Otherwise” and “The Old Life,” page 832

M T W TH F
Reading Level: Easy, Challenging READING STRATEGIES RESOURCE, PAGE 284
Difficulty Considerations: “Otherwise”: Poetic line breaks; Reading Strategy: Connect to Prior
“The Old Life”: Poetic line breaks; vocabulary Knowledge
Ease Factor: Subject matter Standardized Test Practice:
Synthesize Information from Multiple Texts
Synopsis: Both poems are a blend of narrative format and
lyrical style, celebrating the small acts that make up our lives.
Goals/Objectives:
• to appreciate the interconnectedness of two related poems click this box for details
• to describe the literary contributions of Jane Kenyon and
Donald Hall
• to define repetition and description and recognize the use of
these techniques in the selections
• to demonstrate an ability to use vivid verbs
• to give a poetry reading
• to analyze a poet’s revisions
Before Reading
_________ Literary Tools: Repetition and Description (PE, page 832)
_________ About the Authors: Jane Kenyon and Donald Hall (PE, page 833)
_________ Fine Art: Henri Matisse (PE, page 834; VLR II, page 94; Art Note, ATE, page 834)
_________ Vocabulary: Using Specific, Descriptive Language (VR, page 164)
During Reading
_________ Dramatic Recording: “Otherwise” (AL, 1:17)
_________ Dramatic Recording: “The Old Life” (AL, 0:54)
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After Reading
_________ Understanding Literature: Repetition and Description (PE, page 836; UR 11, page 17)
_________ Writer’s Journal: Paragraph, Journal Entry, and Poem (PE, page 837; UR 11, page 17)
_________ Language, Grammar, and Style: Using Vivid Verbs (PE, page 837; UR 11, page 18)
_________ Speaking and Listening: Poetry Reading (PE, page 837)
_________ Applied English: Flyer (PE, page 837)


Lesson Plan
“Otherwise” and “The Old Life,” page 832

M T W TH F

Individual Learning Strategies Tackle Poetic Line Breaks
_________ Motivation: “What You Value in Life” _________ Dramatic Recordings: “Otherwise” and “The
Discussion (ATE, page 833) Old Life” (AL, 1:17 and 0:54)
_________ Reading Proficiency: Listening to the _________ Model how to read to the end of a thought in
Selection (ATE, page 833) a poem.
_________ English Language Learning: Vocabulary _________ Have students write a “To Do” list for each
(ATE, page 833) speaker’s day.
_________ Special Needs: Answering Questions (ATE, _________ Have students create “mind movies” as the
page 833) poem is read aloud.
_________ Enrichment: Analyzing and Comparing Drafts
(ATE, page 833) Tackle Vocabulary (for “The Old Life”)
Art Note (ATE, page 833)
_________ Henri Matisse (ATE, page 834; VLR II, _________ Vocabulary: Using Specific, Descriptive
page 94) Language (VR, page 164)

_________ Motivation: “What You Value in Life” Learners
Discussion (ATE, page 833) _________ Use activities for Spanish speakers (SR,
_________ Reading Proficiency: Listening to the page 214).
Selection (ATE, page 833) _________ Preview the Words for Everyday Use,
_________ Enrichment: Analyzing and Comparing Drafts footnotes, and Guided Reading Questions.
(ATE, page 833) _________ Have students translate “Otherwise” into their
_________ Respond to the Selection (PE, page 836; native language.
UR 11, page 15)
836; UR 11, page 15)
_________ Understanding Literature: Repetition and
Description (PE, page 836; UR 11, page 17)
_________ Vocabulary: Using Specific, Descriptive
Language (VR, page 164)
_________ Enrichment: Analyzing and Comparing Drafts
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(ATE, page 833)
_________ Writer’s Journal: Paragraph, Journal Entry,
_________ Language, Grammar, and Style: Using Vivid
Verbs (PE, page 837; UR 11, page 18)
_________ Speaking and Listening: Poetry Reading (PE,
page 837)
_________ Applied English: Flyer (PE, page 837)


Lesson Plan
from Great Plains, page 838

M T W TH F
Difficulty Considerations: Style; subject matter Reading Strategy: Visualize

Fix-Up Idea: Read Aloud
Analyze Literary Elements
Synopsis: In this excerpt, Frazier describes places he slept in his
van while on long drives across the Great Plains.
Goals/Objectives:
• to appreciate an essay about traveling through the Great Plains click this box for details
• to describe Ian Frazier’s literary accomplishments
• to define tone and simile and recognize the use of these
• to write a brief biography of a Native American chief
• to write a travel journal for an imaginary trip in the United States
Before Reading
_________ Literary Tools: Tone and Simile (PE, page 838)
_________ Reader’s Resource: Geography and History Connections (PE, page 838)
_________ About the Author: Ian Frazier (PE, page 838)
_________ Fine Art: Edward Hopper (PE, page 839; VLR II, page 97)
During Reading
After Reading
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_________ Understanding Literature: Tone and Simile (PE, page 842; UR 11, page 25)
_________ Writer’s Journal: Post Card, Letter, and Travel Journal (PE, page 843; UR 11, page 26)
_________ Vocabulary: Compound Words (UR 11, page 27)
_________ Language, Grammar, and Style: Verbals: Participles (PE, page 843; UR 11, page 28)
_________ Collaborative Learning & Study and Research: Planning a Road Trip (PE, page 843)
_________ Study and Research: Researching a Native American Chief (PE, page 843)


Lesson Plan

M T W TH F

_________ Motivation: Planning a Road Trip (ATE, _________ Students may have a hard time seeing the
page 839) point of this selection, as it consists of a string
_________ Reading Proficiency: Background Information of loosely connected anecdotes. Tell them
(ATE, page 839) that Frazier’s aim is to share impressions he
_________ English Language Learning: Vocabulary had and quirky, interesting sights he saw
(ATE, page 839) while on road trips through the Great Plains.
_________ Special Needs: Listening to the Selection Point out that all the anecdotes have to do
(ATE, page 839) with sleeping while on the road.
_________ Enrichment: Comparing Stories about Road _________ Tell students that for the next week, they should
Trips (ATE, page 839) bring a pocket-size notebook along with
them wherever they go and use it to record
Cross-Curricular Activities impressions or to take notes on quirky things
_________ Plague (ATE, page 840) they see. For example, they may copy down
snatches of dialogue overheard on the bus,
Flexible Grouping Suggestions or write a description of the customers at the
_________ Motivation: Planning a Road Trip (ATE, corner store—anything they see that captures
page 839) their attention. At the end of the week, they
_________ Reading Proficiency: Background Information could put these impressions and descriptions
(ATE, page 839) together into a piece of nonfiction writing,
_________ English Language Learning: Vocabulary using the place they live as the title.
(ATE, page 839) _________ Have students read aloud and discuss some
_________ Special Needs: Listening to the Selection of Frazier’s descriptions with a partner.
(ATE, page 839) _________ Dramatic Recording (AL, 7:59)
_________ Enrichment: Comparing Stories about Road
Trips (ATE, page 839)
_________ Reader’s Resource: Geography and History
Connections (PE, page 838)
UR 11, page 24)
_________ Have students share stories about road trips.
842; UR 11, page 24) _________ Locate a map showing the area of the Great
Plains. The Great Plains are so named
_________ Understanding Literature: Tone and Simile
because they are relatively flat, treeless, and
arid. If possible, show photos of the Plains’
_________ Collaborative Learning & Study and Research:
landscape.
Planning a Road Trip (PE, page 843)
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_________ Have students write to the Office of Tourism
Homework Suggestions of one of the states in the Great Plains to
_________ Vocabulary: Compound Words (UR 11, request tourist information.
page 27) _________ Pair this selection with the excerpt from Black
_________ Vocabulary: Prefixes (VR, page 166) Elk Speaks on page 447.
_________ Cross-Curricular Activities: Plague (ATE,
page 840)
_________ Writer’s Journal: Post Card, Letter, and Travel
Journal (PE, page 843; UR 11, page 26)
_________ Language, Grammar, and Style: Verbals:
Participles (PE, page 843; UR 11, page 28)
_________ Study and Research: Researching a Native
American Chief (PE, page 843)


Lesson Plan

M T W TH F

Learners
page 221).
_________ Read the story together as a class. Pause
after each paragraph to clarify meaning and
to have students share the “pictures” created
in their minds.
_________ Call students’ attention to imaginative
description and use of figurative language.
Ask them to identify the use of personification
(“the stars blinked”; “the trucks snore”) and
simile (“[the cattle] set their many feet all at
once, like a dance revue”).
_________ Have students create a sensory detail chart
listing examples of images that appeal to
their senses of sight, hearing, touch, and
smell.
_________ Have students copy favorite passages into
notebooks.
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Lesson Plan
from Mississippi Solo, page 844

M T W TH F
Difficulty Consideration: Subject matter Reading Strategy: Write Things Down

Fix-Up Idea: Unlock Difficult Vocabulary
Ease Factors: Narrative style; short sentences Standardized Test Practice:
Synopsis: In this excerpt, the author tells about the beginning of
his canoe journey down the Mississippi River and obstacles he
encountered. WASHINGTON STATE STANDARDS

• to appreciate what it might be like to pursue a dream and take
a journey
• to become familiar with the life and work of Eddy L. Harris
• to define point of view and image and recognize the use of
• to research an aspect of the Mississippi River
• to discuss the process of setting goals
Before Reading
_________ Literary Tools: Point of View and Image (PE, page 844)
_________ About the Author: Eddy L. Harris (PE, page 844)
_________ Vocabulary: Antonyms (VR, page 170)
During Reading
After Reading
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_________ Understanding Literature: Point of View and Image (PE, page 852; UR 11, page 38)
_________ Writer’s Journal: Travel Journal Entry, Thank-You Note, and Brochure (PE, page 853; UR 11, page 38)
_________ Vocabulary: Using Adjectives (UR 11, page 40)
_________ Language, Grammar, and Style: Verbals: Gerunds (PE, page 853; UR 11, page 41)
_________ Study and Research & Collaborative Learning: Exploring the Mississippi (PE, page 853)
_________ Collaborative Learning & Speaking and Listening: Setting Goals (PE, page 853)


Lesson Plan
from Mississippi Solo, page 844

M T W TH F
Teaching Options _________ Cross-Curricular Activities: Beaver Dams

(ATE, page 848)
Individual Learning Strategies _________ Writer’s Journal: Travel Journal Entry, Thank-
_________ Motivation: Mississippi River Bulletin Board You Note, and Brochure (PE, page 853;
_________ Reading Proficiency: Listening to the _________ Language, Grammar, and Style: Verbals:
Selection (ATE, page 845) Gerunds (PE, page 853; UR 11, page 41)
_________ Special Needs: Previewing Vocabulary (ATE,
page 845) Tackle Subject Matter
_________ Enrichment: Painting a Scene (ATE, _________ Point out the Mississippi River on a map of the
page 845) United States. Then, go over the Prereading
page and discuss what motivated the author
Cross-Curricular Activities to take a long and potentially dangerous trip
_________ Canoe Safety (ATE, page 846) down the Mississippi.
_________ Beaver Dams (ATE, page 848) _________ Ask students to think of a mnemonic device
to help them remember the correct spelling
Additional Questions and Activities of the word Mississippi.
_________ Sketching and Labeling a Canoe (ATE, _________ The selection has many terms related to
page 847) canoeing and nature. Preview the footnotes
_________ Character Sketch (ATE, page 849) before reading. Bring in pictures of the
following: the Mississippi, a canoe, a beaver
Flexible Grouping Suggestions dam, a heron.
_________ Motivation: Mississippi River Bulletin Board _________ Additional Questions and Activities: Sketching
(ATE, page 845) and Labeling a Canoe (ATE, page 847)
_________ Respond to the Selection (PE, page 852; _________ Reader’s Journal (PE, page 844)
UR 11, page 36)
_________ Investigate, Inquire, and Imagine (PE, page Additional Strategies for English Language
852; UR 11, page 37) Learners
_________ Understanding Literature: Point of View and _________ Point out to students that Harris uses the
Image (PE, page 852; UR 11, page 38) present tense to make his story sound more
_________ Study and Research & Collaborative immediate and exciting. Then have them use
Learning: Exploring the Mississippi (PE, the present tense in a quickwrite paragraph
page 853) describing their morning (e.g., “I wake up
and look in disbelief at my alarm clock. I can’t
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believe morning is here…”).

Listening: Setting Goals (PE, page 853)
_________ Pair students with proficient readers and
Homework Suggestions have them alternate paragraphs reading
_________ Vocabulary: Using Adjectives (UR 11, through the story and answering the Guided
page 40) Reading Questions.
_________ Vocabulary: Antonyms (VR, page 170) _________ Have students read along with the Dramatic
_________ Enrichment: Painting a Scene (ATE, Recording (AL, 22:35), making a list of the
page 845) obstacles Harris encountered.
_________ Cross-Curricular Activities: Canoe Safety
(ATE, page 846)


Lesson Plan
“How Did I Get Here?,” page 854

M T W TH F

Difficulty Considerations: Subject matter; adult perspective Reading Strategy: Find a Purpose for
Reading
Ease Factors: Vocabulary; selection length Fix-Up Idea: Reread
Synopsis: When an elderly woman becomes obsessed with
remembering details about her past, asking “How did I get here?” Identify Main Idea
her daughter fears she is losing her mind. Then, a year after her
mother’s death, the daughter is looking back on her own life when
she too suddenly thinks, “How did I get here?”
Goals/Objectives:
• to appreciate a short story about growing older
• to become familiar with the life and work of Sybil Carlin
• to define conflict and characterization
• to use the active voice
• to conduct an interview, write a report, and compose a business letter
Related Reading: “Late Fragment,” page 858
Before Reading
_________ Fine Art: Salvador Dali (PE, page 856; Art Note, PE and ATE, page 856; UR 11, page 48)
_________ Vocabulary: Homophones (VR, page 171)
During Reading
After Reading
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_________ Understanding Literature: Conflict and Characterization (PE, page 859; UR 11, page 50)
_________ Writer’s Journal: Obituary, Letter, and Dialogue (PE, page 860; UR 11, page 50)
_________ Language, Grammar, and Style: Active Voice (PE, page 860; UR 11, page 52)
_________ Study and Research: Written Report (PE, page 860)
_________ Speaking and Listening & Collaborative Learning: Interview (PE, page 860)
_________ Applied English: Business Letter (PE, page 860)
_________ Related Reading: “Late Fragment,” (PE, page 858) and Related Reading Questions
(ATE, page 858; UR 11, page 48)
_________ Dramatic Recording: “Late Fragment,” (AL, 0:18)


Lesson Plan
“How Did I Get Here?,” page 854

M T W TH F

_________ Motivation: Interview (ATE, page 855) _________ Missing Memories (ATE, page 857)
_________ Reading Proficiency: Listening to the _________ Discuss students’ experiences with elderly
Selection (ATE, page 855) people.
_________ English Language Learning: Vocabulary _________ Enrichment: Personal Essay about Aging
page 855) Tackle Adult Perspective
_________ Enrichment: Personal Essay about Aging _________ Reading Proficiency: Listening to the
(ATE, page 855) Selection (ATE, page 855)
_________ Ask students to interview a grandparent or
Literary Technique another elderly relative, neighbor, or friend
_________ Dialogue (ATE, page 856) about his or her life experiences. Students
_________ Character (ATE, page 857) should prepare a list of questions and record
the interview on audio or videotape. They
Art Note should then transcribe the interview and use
_________ Salvador Dali (PE and ATE, page 856; UR 11, it to write a brief biography of the person.
page 48) _________ Have students imagine themselves in thirty
years’ time and answer the question, “How
Additional Questions and Activities did I get here?”
_________ Missing Memories (ATE, page 857)
_________ Related Reading Questions (ATE, page 858; Additional Strategies for English Language
_________ Compare living arrangements for the elderly
Flexible Grouping Suggestions in different cultures.
_________ Discussing the Poem (ATE, page 858) _________ Dramatic Recording (AL, 8:19)
_________ Respond to the Selection (PE, page 859; _________ Since this story relies heavily on dialogue, it
UR 11, page 48) lends itself to adaptation as a skit. Have
_________ Investigate, Inquire, and Imagine (PE, page students form groups of three to role-play the
859; UR 11, page 49) parts of Mrs. Crowell, her daughter Caroline,
_________ Understanding Literature: Conflict and and Caroline’s husband Tom.
page 50)
Learning: Interview (PE, page 860)
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_________ Vocabulary: Homophones (VR, page 171)
_________ Enrichment: Personal Essay about Aging
(ATE, page 855)
_________ Writer’s Journal: Obituary, Letter, and
Dialogue (PE, page 860; UR 11, page 50)
_________ Language, Grammar, and Style: Active Voice
_________ Study and Research: Written Report (PE,
page 860)
_________ Applied English: Business Letter (PE,
page 860)


Lesson Plan
Unit Eleven
Journeys
M T W TH F
Guided Writing
GUIDED WRITING
Narrative Writing: Chronicling a Journey
Software
Assignment: Students write about a journey—actual or symbolic—in
See the Guided
which they have come to better understand themselves or others (PE, Writing Software for
pages 861–869). an extended version of this
_________ Chronicling a Journey (PE, page 861) student models and student-
page 192) WASHINGTON STATE STANDARDS
_________ Graphic Organizer (VLR I, page 166; WR, page 193) click this box for details
During Writing
_________ Language, Grammar, and Style: Achieving Sentence Parallelism (PE, page 867; WR, page 195)
After Writing
_________ Rubric for Narrative Writing: Chronicling a Journey (VLR I, page 169; WR, page 207)

_________ Motivation: Discussing Movies and Books about Journeys (ATE, page 862)
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_________ Reading Proficiency: Previewing Subheadings (ATE, page 862)
_________ English Language Learning: Writing in Native Language and English (ATE, page 862)
_________ Special Needs: Thank-You Note (ATE, page 862)
_________ Enrichment: Motivational Speech (ATE, page 862)

_________ Have students think about a journey about which they would like to write (Chronicling a Journey, PE,
page 861).
_________ Language, Grammar, and Style: Achieving Sentence Parallelism (PE, page 867; WR, page 195)
_________ Rubric for Narrative Writing: Chronicling a Journey (VLR I, page 169; WR, page 207)


Lesson Plan
Unit Eleven
Journeys
M T W TH F
Unit Eleven Review

_________ Vocabulary Development: Sentence Completion (ATE, page 870)

_________ Genre Studies: Short Story, Nonfiction, and Lyric Poetry (PE, page 870; UR 11, page 61)
_________ Thematic Studies: Aging, Isolation, and Modes of Transportation (PE, page 871; UR 11, page 62)


_________ I Heard the Owl Call My Name by Margaret Craven
_________ Independent Reading Activity: Book Club Discussion (PE, page 871; UR 11, page 64)

_________ Leaving Home stories selected by Hazel Rochman and Darlene Z. McCampbell
_________ Running North by Ann Mariah Cook
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Lesson Plan
Unit Twelve
M T W TH F
• to explore ideas related to the genre of science fiction
• to understand and summarize the vision of the future that is
developed in each of the short stories
• to define theme, personification, simile, narrator, mood, dramatic
irony, setting, caricature, satire, and motivation and identify and
explain examples of each
• to create a multimedia presentation
• to identify participles and their modifiers, gerunds and infinitives,
and the simple subject and verb in a sentence
• to recognize the parts of speech of various words and phrases in
sentences

_________ “There Will Come Soft Rains,” page 875
_________ “Nightmare Number Three,” page 884
_________ Related Reading: “All Watched Over by
Machines of Loving Grace,” page 888
_________ “The Test,” page 891
_________ Related Reading: “Auto Wreck,” page 896
_________ “History Lesson,” page 900
_________ “The Feeling of Power,” page 910
_________ “The Monsters Are Due On Maple Street,” page 921
_________ Guided Writing—Informative Writing: Creating a Multimedia Presentation, page 937
_________ Unit Twelve Review, page 946
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_________ Fine Art: Diego Rivera (PE, page 872; VLR II, page 100)
_________ Echoes (PE, page 874)
_________ Additional Questions and Activities: Writing a Motivational Speech (ATE, page 874)


Lesson Plan
“There Will Come Soft Rains,” page 875

M T W TH F
Difficulty Considerations: Vocabulary; science fiction elements Reading Strategy: Make Predictions
Ease Factors: Selection length; setting Standardized Test Practice:
Synthesize and Draw Conclusions
Synopsis: A fully automated house busily performs its tasks,
while in the meantime, all life appears to have been ended by
nuclear holocaust. Finally the house, too, is destroyed when a WASHINGTON STATE STANDARDS
fire consumes it.
Goals/Objectives:
• to interpret and appreciate a work of science fiction
• to discuss the vision of the future that is developed in this short
story and its accompanying poem
• to define theme and personification and give examples of these
• to describe Ray Bradbury’s literary accomplishments
• to write a schedule, eulogy, and science fiction story
• to learn the meanings of prefixes and suffixes to build vocabulary
• to learn more about the science fiction genre
• to brainstorm new invention ideas
Before Reading
_________ Literary Tools: Theme and Personification (PE, page 875)
_________ About the Author: Ray Bradbury (PE, page 875)
During Reading
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After Reading
_________ Understanding Literature: Theme and Personification (PE, page 882; UR 12, page 4)
_________ Writer’s Journal: Schedule, Eulogy, and Science Fiction Story (PE, page 883; UR 12, page 5)
_________ Language, Grammar, and Style: Modifiers for Participles (PE, page 883; UR 12, page 8)
_________ Study and Research: Written Report (PE, page 883; UR 12, page 9)
_________ Speaking and Listening & Collaborative Learning: Inventors’ Fair (PE, page 883)
_________ Vocabulary: Prefixes and Suffixes (PE, page 883; UR 12, page 6)

Lesson Plan
“There Will Come Soft Rains,” page 875

M T W TH F

Individual Learning Strategies Writing (VR, page 173)
_________ Motivation: Designing a Futuristic House _________ Enrichment: Writing a Science Fiction Story
(ATE, page 876) Based on a Poem (ATE, page 876)
_________ Reading Proficiency: Narration and Speaker _________ Writer’s Journal: Schedule, Eulogy, and
(ATE, page 876) Science Fiction Story (PE, page 883; UR 12,
(ATE, page 876) _________ Language, Grammar, and Style: Modifiers for
_________ Special Needs: Background Information Participles (PE, page 883; UR 12, page 8)
(ATE, page 876) _________ Study and Research: Written Report (PE,
_________ Enrichment: Writing a Science Fiction Story page 883; UR 12, page 9)
Based on a Poem (ATE, page 876) _________ Vocabulary: Prefixes and Suffixes (PE, page
883; UR 12, page 6)
Quotables
_________ J. H. Payne (ATE, page 877) Strategies for Developing Readers
Additional Questions and Activities Tackle Vocabulary
_________ Discussing a Quotation (ATE, page 877) _________ Vocabulary: Prefixes and Suffixes (PE, page
883; UR 12, page 6)
Cross-Curricular Activities _________ Vocabulary: Using Context Clues in Your
_________ Inventing and Presenting a Product (ATE, Writing (VR, page 173)
page 878) _________ English Language Learning: Vocabulary
_________ Researching Science Fiction (ATE, page 878) (ATE, page 876)
Literary Note Tackle Science Fiction Elements

_________ Bradbury’s “The Veldt” (ATE, page 879) _________ Special Needs: Background Information
(ATE, page 876)
Literary Technique
_________ Have students brainstorm ideas of automated
_________ Allusion (ATE, page 879) conveniences they would like to see in
homes of the future.
Biographical Note
_________ Help students use visualization techniques
_________ Sara Teasdale (ATE, page 880)
while reading.
Bibliographic Note
_________ Other works by Ray Bradbury (ATE,
Learners
page 880)
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Flexible Grouping Suggestions page 226).
_________ Motivation: Designing a Futuristic House _________ Use the descriptions to illustrate a few
(ATE, page 876) scenes from the story.
_________ Respond to the Selection (PE, page 881; _________ Discuss the background information in
UR 12, page 3) Reader’s Resource before reading the
_________ Investigate, Inquire, and Imagine (PE, page selection.
882; UR 12, page 3)
_________ Understanding Literature: Theme and
Personification (PE, page 882; UR 12,
page 4)
Learning: Inventors’ Fair (PE, page 883)


Lesson Plan
“Nightmare Number Three,” page 884

M T W TH F
Difficulty Considerations: Vocabulary; subject matter Reading Strategy: Connect to Prior

Knowledge
Ease Factors: First-person point of view; selection length Fix-Up Idea: Unlock Difficult Words
Synopsis: In this darkly humorous poem, the speaker tells of
Analyze Theme
how machines have revolted and begun to attack mankind.
Goals/Objectives:
• to appreciate a darkly humorous poem
• to define simile and narrator click this box for details
• to explain different perspectives on technology and discuss
the theme of technology out of control
• to describe Stephen Vincent Benét’s literary accomplishments
• to practice writing skills by creating similes, an ode, and an essay
• to research revolutionary inventions and computer careers
Related Reading: “All Watched Over by Machines of Loving Grace,” page 888
Before Reading
_________ Literary Tools: Simile and Narrator (PE, page 884)
_________ About the Author: Stephen Vincent Benét (PE, page 884)
_________ Vocabulary: Spelling: Comprehensive Review (VR, page 175)
During Reading
After Reading
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_________ Understanding Literature: Simile and Narrator (PE, page 889; UR 12, page 18)
_________ Writer’s Journal: Similes, Essay, and Ode (PE, page 890; UR 12, page 19)
_________ Study and Research: Research Report (PE, page 890; UR 12, page 20)
_________ Applied English: Career Research (PE, page 890)
_________ Related Reading (PE, page 888); Related Reading Questions (ATE, page 888; UR 12, page 17)
_________ Dramatic Recording: “All Watched Over by Machines of Loving Grace” (AL, 0:54)


Lesson Plan
“Nightmare Number Three,” page 884

M T W TH F
_________ Additional Questions and Activities: Brochure

Teaching Options
about a Cybernetic Environment (ATE, page
Individual Learning Strategies 888)
_________ Motivation: Brainstorming (ATE, page 884) _________ Writer’s Journal: Similes, Essay, and Ode (PE,
_________ Reading Proficiency: Reading the Selection page 890; UR 12, page 19)
Out Loud (ATE, page 884) _________ Study and Research: Research Report (PE,
_________ English Language Learning: Pronouns (ATE, page 890; UR 12, page 20)
page 884) _________ Applied English: Career Research (PE,
_________ Special Needs: Additional Questions (ATE, page 890)
page 885)
_________ Enrichment: Poem about a Nightmare (ATE, Strategies for Developing Readers
page 885)
Tackle Vocabulary
Cross-Curricular Connections _________ Preview the vocabulary words and footnotes.
_________ Industrial Revolution (ATE, page 886) _________ Read aloud, summarizing each verse.
_________ Explain unfamiliar references.
_________ Researching an Industrial Revolution (ATE, Tackle Subject Matter
page 886) _________ Motivation: Brainstorming (ATE, page 884)
_________ English Language Learning: Pronouns (ATE,
Quotables page 884)
_________ John Ruskin (ATE, page 887) _________ Special Needs: Additional Questions (ATE,
page 885)
Literary Note
_________ Discuss the idea of technology taking over
_________ Comparing Stories (ATE, page 888) our lives.
Additional Questions and Activities Additional Strategies for English Language
_________ Brochure about a Cybernetic Environment Learners
(ATE, page 888) _________ Help students understand the tone of the
poem.
_________ Read together, listing the machines’ actions.
_________ Motivation: Brainstorming (ATE, page 884)
_________ Reading Proficiency: Reading the Selection
Out Loud (ATE, page 884)
UR 12, page 16)
889; UR 12, page 17)
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_________ Understanding Literature: Simile and Narrator
Learning: Role-Play (PE, page 890)
_________ Vocabulary: Spelling: Comprehensive Review
(VR, page 175)
_________ Enrichment: Poem about a Nightmare (ATE,
page 885)
_________ Researching an Industrial Revolution (ATE,
page 886)
_________ Literary Note: Comparing Stories (ATE, page
888)


Lesson Plan
“The Test,” page 891

M T W TH F
Difficulty Considerations: Vocabulary; science fiction Reading Strategy: Connect to Prior

elements Knowledge
Synopsis: A young man dies in a car crash, only to find that Compare and Contrast
the accident was not real, but rather part of a driver’s test.

• to empathize with a character who is caught between dream
and reality click this box for details
• to describe different visions of the future
• to discuss the theme of questioning reality
• to define mood and identify the mood of a short story
• to write a police/accident report, a scene with a plot twist, and a short story
Related Reading: “Auto Wreck,” page 896
Before Reading
_________ Literary Tools: Mood and Theme (PE, page 891)
_________ About the Author: Theodore L. Thomas (PE, page 891)
_________ Fine Art: David Hockney (PE, page 893; Art Note, PE, page 893; UR 12, page 28)
_________ Vocabulary: Using New Vocabulary (VR, page 176)
During Reading
After Reading
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_________ Understanding Literature: Mood and Theme (PE, page 898; UR 12, page 31)
_________ Writer’s Journal: Police/Accident Report, Plot Twist, and Short Story (PE, page 899; UR 12, page 32)
_________ Language, Grammar, and Style: Reviewing Verbals (PE, page 899; UR 12, page 33)
_________ Collaborative Learning: Choose Your Own Ending (PE, page 899)
_________ Applied English & Study and Research: Exploration (PE, page 899)
_________ Related Reading: “Auto Wreck” (PE, page 896)
_________ Related Reading Questions (PE, page 896; UR 12, page 28)
_________ Dramatic Recording “Auto Wreck” (AL, 2:28)


Lesson Plan
“The Test,” page 891

M T W TH F

_________ Motivation: Driving Manual (ATE, page 892) _________ English Language Learning: Vocabulary
_________ Reading Proficiency: Mapping the Plot (ATE, Flashcards (ATE, page 892)
page 892) _________ Vocabulary: Using New Vocabulary (VR,
Flashcards (ATE, page 892) _________ Model how to use context clues to unlock
_________ Special Needs: Questioning Reality (ATE, meaning.
page 892) Tackle Science Fiction Elements
_________ Enrichment: Futuristic Story (ATE, page 892) _________ Reading Proficiency: Mapping the Plot (ATE,
page 892)
Art Note _________ Special Needs: Questioning Reality (ATE,
_________ David Hockney (PE, page 893; UR 12, page 892)
page 28) _________ Discuss the ending of the story and the
Additional Questions and Activities significance of the last sentence.
_________ Creating an Artistic or Musical _________ Discuss books, movies, or TV shows that
Representation (ATE, page 893) question reality.
_________ Predicting (ATE, page 896) Additional Strategies for English Language
Learners
_________ Draw a diagram of the location of the cars
_________ Hypnosis (ATE, page 895)
and the truck during the accident.
_________ Interviewing an EMT (ATE, page 896)
_________ Review driving and auto terminology:
Literary Technique turnpike, front seat, engine, convertible,
_________ Existentialism (ATE, page 896) tuned the engine, idle, fender, shoulder,
brakes, steering wheel, island, left-hand
Flexible Grouping Suggestions lanes, and radiator.
_________ Respond to the Selection (PE, page 895; _________ Check comprehension with Guided Reading
UR 12, page 28) Questions.
898; UR 12, page 30)
_________ Understanding Literature: Mood and Theme
_________ Collaborative Learning: Choose Your Own
Ending (PE, page 899)
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_________ Vocabulary: Using New Vocabulary (VR,
page 176)
_________ Motivation: Driving Manual (ATE, page 892)
_________ Enrichment: Futuristic Story (ATE, page 892)
_________ Writer’s Journal: Police/Accident Report, Plot
Twist, and Short Story (PE, page 899; UR 12,
page 32)
_________ Language, Grammar, and Style: Reviewing
Verbals (PE, page 899; UR 12, page 33)
_________ Applied English & Study and Research:
Exploration (PE, page 899)


Lesson Plan
“History Lesson,” page 900

M T W TH F
Difficulty Considerations: Subject matter; science fiction Reading Strategy: Visualize

elements Fix-Up Idea: Use Guided Reading Questions
Ease Factor: Intriguing plot Analyze Setting
Synopsis: After all life on Earth has been wiped out by a second
Ice Age, Venusians visit the planet and discover a film reel of a WASHINGTON STATE STANDARDS
Disney cartoon, which they take to be an important record of what
human life was like. click this box for details
Goals/Objectives:
• to enjoy a story set in a futuristic world
• to learn about the life and work of Arthur C. Clarke
• to describe the literary techniques of setting and dramatic irony
• to explain different perspectives on popular culture
• to discuss the ideas of alien civilizations and possibilities for the future as they are developed in a short story
• to practice writing skills with a journal entry, an essay, and a museum guide
• to create a time capsule, research symbols of past civilizations, and research scientific writings
Before Reading
_________ Literary Tools: Dramatic Irony and Setting (PE, page 900)
_________ About the Author: Arthur C. Clarke (PE, page 900)
During Reading
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After Reading
_________ Understanding Literature: Dramatic Irony and Setting (PE, page 908; UR 12, page 43)
_________ Writer’s Journal: Journal Entry, Essay, and Museum Guide (PE, page 909; UR 12, page 43)
_________ Vocabulary: Using Context Clues to Estimate Meaning (UR 12, page 45)
_________ Language, Grammar, and Style: Simple Subjects and Verbs (PE, page 909; UR 12, page 46)
_________ Collaborative Learning: Time Capsule (PE, page 909)
_________ Media Literacy & Speaking and Listening: Internet Research (PE, page 909)
_________ Study and Research: Written Report (PE, page 909)


Lesson Plan
“History Lesson,” page 900

M T W TH F
Teaching Options _________ Writer’s Journal: Journal Entry, Essay, and

Museum Guide (PE, page 909; UR 12,
_________ Motivation: Reasons for Destruction of _________ Language, Grammar, and Style: Simple
Civilization (ATE, page 901) Subjects and Verbs (PE, page 909; UR 12,
_________ Reading Proficiency: Predicting (ATE, page 46)
page 901) _________ Study and Research: Written Report (PE,
(ATE, page 901)
_________ Special Needs: Collecting Items from the Strategies for Developing Readers
Time Capsule (ATE, page 901)
_________ Enrichment: Oral Presentations about Alien Tackle Subject Matter
Civilizations (ATE, page 901) _________ Reading Proficiency: Predicting (ATE,
page 901)
Quotables _________ Have students pair up to answer Guided
_________ T. S. Eliot (ATE, page 902) Reading Questions.
_________ Ambrose Bierce (ATE, page 904) _________ Discuss what the Venusians thought of
Earthlings.
Biographical Note
_________ Arthur C. Clarke as a Child (ATE, page 903) Tackle Science Fiction Elements
_________ Review Reader’s Resource (PE, page 900).
Additional Questions and Activities _________ Have students brainstorm what items they
_________ Satellite Communication (ATE, page 903) would want to save if they were the last
_________ Comparing a Film to the Story (ATE, people on Earth.
page 905) _________ Understanding Literature: Dramatic Irony and
Setting (PE, page 908; UR 12, page 43)
Bibliographic Note
_________ Clarke’s Other Works (ATE, page 906) Additional Strategies for English Language
Learners
Flexible Grouping Suggestions _________ Read the selection aloud in class, pausing to
_________ Motivation: Reasons for Destruction of summarize paragraphs.
Civilization (ATE, page 901) _________ Discuss the Ice Age and glaciers.
_________ Special Needs: Collecting Items from the _________ Help students to visualize the Venusians and
Time Capsule (ATE, page 901) the film they viewed.
UR 12, page 41)
908; UR 12, page 41)
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_________ Understanding Literature: Dramatic Irony and
Setting (PE, page 908; UR 12, page 43)
_________ Collaborative Learning: Time Capsule (PE,
page 909)
Internet Research (PE, page 909)
_________ Vocabulary: Using Context Clues to Estimate
Meaning (UR 12, page 45)
_________ Vocabulary: Semantic Families (VR,
page 178)
_________ Enrichment: Oral Presentations about Alien
Civilizations (ATE, page 901)


Lesson Plan
“The Feeling of Power,” page 910

M T W TH F
Difficulty Considerations: Style; vocabulary; science fiction Reading Strategy: Tackle Difficult
elements Vocabulary
Fix-Up Idea: Choose a New Strategy
Use Context Clues
Synopsis: In this science fiction story, set in the distant future,
people are dependent on computers and the science of
mathematics has been forgotten. High-level politicians are WASHINGTON STATE STANDARDS
stunned and intrigued when a technician shows the ability to
multiply numbers on paper. click this box for details
Goals/Objectives:
• to appreciate a satirical science fiction work
• to discuss possible consequences of technology and
advancement
• to define caricature and satire and identify and explain examples of each
• to conduct research on ways in which math is used in our world
Before Reading
_________ Literary Tools: Caricature and Satire (PE, page 910)
_________ Reader’s Resource: Science and History Connections (PE, page 910)
_________ About the Author: Isaac Asimov (PE, page 910)
_________ Vocabulary: -Logy Words (VR, page 180)
During Reading
After Reading
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_________ Understanding Literature: Caricature and Satire (PE, page 919; UR 12, page 56)
_________ Writer’s Journal: News Briefing, Survey Form, and Pamphlet (PE, page 920; UR 12, page 57)
_________ Vocabulary: Understanding Etymology: Greek and Latin Origins (UR 12, page 58)
_________ Language, Grammar, and Style: Parts of Speech (PE, page 920; UR 12, page 60)
_________ Study and Research: Real-World Math (PE, page 920)
_________ Speaking and Listening & Collaborative Learning: The Great Debate (PE, page 920)


Lesson Plan
“The Feeling of Power,” page 910

M T W TH F

_________ Vocabulary: Understanding Etymology: Greek
Individual Learning Strategies and Latin Origins (UR 12, page 58)
_________ Motivation: Looking for Mathematics in Action _________ Vocabulary: -Logy Words (VR, page 180)
(ATE, page 911) _________ Enrichment: History and Continuation of
_________ Reading Proficiency: Read Story Aloud (ATE, Mathematics (ATE, page 911)
page 911) _________ Exploring Scientific Breakthroughs (ATE,
(ATE, page 911) _________ Writer’s Journal: News Briefing, Survey Form,
_________ Special Needs: Character Cluster Chart (ATE, and Pamphlet (PE, page 920; UR 12,
page 911) page 57)
_________ Enrichment: History and Continuation of _________ Language, Grammar, and Style: Parts of
Mathematics (ATE, page 911) Speech (PE, page 920; UR 12, page 60)
_________ Study and Research: Real World Math (PE,
Quotables
page 920)
_________ Blaise Pascal (ATE, page 912)
Additional Questions and Activities Strategies for Developing Readers

_________ Discussing a Quotation (ATE, page 912) Tackle Style
_________ Reading Proficiency: Read Story Aloud (ATE,
Cross-Curricular Connections
page 911)
_________ History of the Multiplication Table (ATE,
_________ Read first page aloud, using proper inflection
page 913)
and pauses to aid in comprehension.
_________ Abacus (ATE, page 914)
_________ Have students mark text and read dialogue in
_________ Blaise Pascal (ATE, page 915) small groups.
Cross-Curricular Activities Tackle Vocabulary
_________ Using an Abacus and Discussing Calculating _________ Vocabulary: Understanding Etymology: Greek
Machines (ATE, page 914) and Latin Origins (UR 12, page 58)
_________ Exploring Scientific Breakthroughs (ATE, _________ Vocabulary: -Logy Words (VR, page 180)
page 916)
Internet Resources Everyday Use.
_________ First Computer (ATE, page 915) _________ Have students supply synonyms for
unfamiliar vocabulary.
Bibliographic Note
Tackle Science Fiction Elements
_________ Asimov’s Other Works (ATE, page 917)
_________ Review Reader’s Resource (PE, page 910).
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Flexible Grouping Suggestions _________ Discuss suspension of disbelief and how it
_________ Motivation: Looking for Mathematics in Action applies to reading this story.
(ATE, page 911) _________ Have students brainstorm about another skill
_________ Reading Proficiency: Read Story Aloud (ATE, that humans could lose over time.
page 911)
Learners
UR 12, page 55)
_________ Take time to explain the characters and
setting that are introduced in the first three
919; UR 12, page 55)
paragraphs.
_________ Understanding Literature: Caricature and
_________ Model using visualization techniques while
Satire (PE, page 919; UR 12, page 56)
reading aloud.
_________ Have students discuss the possibilities of
Learning: The Great Debate (PE, page 920)
less reliance on computers.


Lesson Plan
“The Monsters Are Due on Maple Street,” page 921

M T W TH F
Difficulty Considerations: Historical context; representation of Reading Strategy: Write Things Down
dialogue; selection length Fix-Up Idea: Use Guided Reading Questions
Ease Factors: Screenplay format; vocabulary; short sentences Identify Cause and Effect
Synopsis: Aliens wishing to take over a neighborhood find that

they simply need to plant a few seeds of suspicion and fear, and WASHINGTON STATE STANDARDS
the neighbors will destroy each other.
Goals/Objectives:
• to enjoy a suspenseful drama
• to learn about the life and work of Rod Serling
• to describe the elements of a television drama and recognize
and interpret these in a script
• to define motivation and analogy
• to write a ship’s log, a speech, and an essay
• to plan and carry out a science fiction fair and interview a scientist about sunspots and magnetic storms
Before Reading
_________ Literary Tools: Setting and Motivation (PE, page 921)
_________ About the Author: Rod Serling (PE, page 921)
_________ Vocabulary: Using Vocabulary to Write a Story (VR, page 182)
During Reading
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After Reading
_________ Understanding Literature: Setting and Motivation (PE, page 935; UR 12, page 72)
_________ Writer’s Journal: Ship’s Log, Speech, and Essay (PE, page 936; UR 12, page 72)
_________ Media Literacy & Study and Research: Written Report (PE, page 936)
_________ Collaborative Learning: Science Fiction Fair (PE, page 936)


Lesson Plan
“The Monsters Are Due on Maple Street,” page 921

M T W TH F
Teaching Options _________ Investigate, Inquire, and Imagine (PE, page

935; UR 12, page 70)
Individual Learning Strategies _________ Understanding Literature: Setting and
_________ Motivation: Themes from The Twilight Zone Motivation (PE, page 935; UR 12, page 72)
(ATE, page 922) _________ Collaborative Learning: Science Fiction Fair
_________ Reading Proficiency: Acting Out the Selection (PE, page 936)
(ATE, page 922)
_________ English Language Learning: Dialects of Homework Suggestions
English (ATE, page 922) _________ Vocabulary: Using Vocabulary to Write a
_________ Special Needs: Camera Directions (ATE, Story (VR, page 182)
page 922) _________ Enrichment: Essay on the Monsters Within
_________ Enrichment: Essay on the Monsters Within (ATE, page 922)
(ATE, page 922) _________ Writer’s Journal: Ship’s Log, Speech, and
Essay (PE, page 936; UR 12, page 72)
Literary Technique _________ Media Literacy & Study and Research:
_________ Parallelism (ATE, page 923) Written Report (PE, page 936)
_________ Theme (ATE, page 926)
_________ Characterization (ATE, page 927) Strategies for Developing Readers
Quotables Tackle Historical References
_________ William Shakespeare (ATE, page 924) _________ Cross-Curricular Connections: Government
Conspiracies (ATE, page 928)
Additional Questions and Activities _________ Additional Questions and Activities: The
_________ Dependence on Electricity (ATE, page 924) Crucible and Scapegoating (ATE, page 933)
_________ Mob Control (ATE, page 927) _________ Discuss examples of scapegoating in history
_________ Questions about the Selection (ATE, page 929) or current events.
_________ Staging a Trial (ATE, page 931)
Tackle Representation of Dialogue
_________ The Crucible and Scapegoating (ATE,
page 933) _________ English Language Learning: Dialects of
English (ATE, page 922)
Cross-Curricular Connections _________ Point out that an ellipsis indicates speech
_________ Meteorology (ATE, page 925) trailing off and that a dash indicates an
_________ Government Conspiracies (ATE, page 928) interruption. Also point out that there are
many incomplete sentences because people
Cross-Curricular Activities often do not speak in complete sentences.
_________ Sunspots (ATE, page 925) _________ Dramatic Recording (AL, 20:19)
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_________ Evaluating a Film about Conspiracy (ATE,
page 928) Tackle Selection Length
_________ Graphing Intensity of Suspicion (ATE, _________ Read the screenplay over two or more class
page 932) sessions.
_________ Summarize the plot, page by page, using the
Flexible Grouping Suggestions Guided Reading Questions.
_________ Motivation: Themes from The Twilight Zone _________ Dramatic Recording (AL, 20:19)
(ATE, page 922)
_________ Reading Proficiency: Acting Out the Selection Additional Strategies for English Language
_________ Additional Questions and Activities: Mob _________ Use activities for Spanish speakers (SR,
Control (ATE, page 927) page 235).
_________ Additional Questions and Activities: Staging a _________ Have students practice parts for homework
Trial (ATE, page 931) and act out the screenplay in class.
_________ Respond to the Selection (PE, page 934; _________ Model using context clues to understand
UR 12, page 70) dialect and slang.


Lesson Plan
Unit Twelve
M T W TH F
Guided Writing
GUIDED WRITING
Informative Writing: Creating a Multimedia Presentation
Software
Assignment: Students work in small groups to script a multimedia
See the Guided
presentation that examines a future world (PE, pages 937–945). Writing Software for
_________ Creating a Multimedia Presentation (PE, page 937) graphic organizers, extensive
_________ Student Model (PE, page 937) student models and student-
page 211)
_________ Graphic Organizer (VLR I, page 171; WR, page 212) WASHINGTON STATE STANDARDS
During Writing click this box for details

_________ Language, Grammar, and Style: Effective Visuals (PE, page 942; WR, page 214)
After Writing
_________ Student Model—Revised (WR, page 218)
_________ Rubric for Informative Writing: Creating a Multimedia Presentation (VLR I, page 174; WR, page 225)

_________ Motivation: Comparing a Book to a Film (ATE, page 938)
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_________ Reading Proficiency: Evaluation Guidelines (ATE, page 938)

_________ Special Needs: Making a Recording (ATE, page 938)
_________ Enrichment: Submitting a Script (ATE, page 938)

_________ Have small groups brainstorm ideas about a future world.
_________ Language, Grammar, and Style: Effective Visuals (PE, page 942; WR, page 214)
_________ Rubric for Informative Writing: Creating a Multimedia Presentation (VLR I, page 174; WR, page 225)


Lesson Plan
Unit Twelve
M T W TH F
Unit Twelve Review

_________ Vocabulary Development: Guessing Game (ATE, page 946)

_________ Genre Studies: Science Fiction, Satire, and Screenplay (PE, page 946; UR 12, page 86)
_________ Thematic Studies: Technology, Reality vs. Disillusionment, and Essence of Humanity (PE, page 947; UR
12, page 87)


_________ The Ear, the Eye and the Arm by Nancy Farmer
_________ Independent Reading Activity: Predicting the Future (PE, page 947)

_________ Tunnel in the Sky by Robert A. Heinlein
_________ The Winds of Mars by H. M. Hoover
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LESSON PLANS

with Alternative Teaching Options

Published by EMC/Paradigm Publishing

Printed in the United States of America.

Forms for Student and Classroom Use

Group Evaluation Guidesheets

Experiencing Literature Readability Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxi

Lesson Plans with Alternative Teaching Options

“The Song of Wandering Aengus”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

CONTENTS E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS iii

Unit 6 Informational and Visual Media

Unit 7 The Search for Self

Unit 8 What is Talent?

iv CONTENTS E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Unit 10 Courage and Perseverance

Unit 12 Visions of the Future

CONTENTS E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS v

OVERVIEW E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS vii

viii OVERVIEW E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Free Reading Log

DATE TITLE AUTHOR PAGES READ SUMMARY/REACTIONS

Total number of pages read this week ______________

Genres read this week: (circle)

Fiction Nonfiction Poetry Drama Informational or Visual Media

READING LOG E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xi

Pair Groups Small Groups

Fish Bowl Rows Facing Forward, Aisles Between

xii S E AT I N G E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Group Evaluation Guidesheet 1A

Evaluating Pair Group Communication—Self-Evaluation

I provided feedback as I listened.

I did not interrupt.

I rephrased what my partner said to show that I understood.

GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xv

Group Evaluation Guidesheet 1B

Communicating in a Pair Group

Evaluating Pair Group Communication—Peer Evaluation

My partner provided feedback as he/she listened.

My partner did not interrupt.

My partner rephrased what I said to show that she/he understood.

xvi GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Group Evaluation Guidesheet 2

Evaluating Small Group Communication

Group members understand group roles.

Group members take turns participating.

Group members help to create a positive climate.

Group members work together to establish group goals.

GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xvii

Group Evaluation Guidesheet 3

Evaluating Large Group Communication

Group members emphasized a group identity and set reachable goals.

Group members stood up when making presentations.

xviii GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS

Group Evaluation Guidesheet 4A

Evaluating Questioning Skills

My evaluation of how well I asked questions:

I asked short, clear, and direct questions.

I did not debate or argue with the speaker.

I did not take too much time asking questions.

I did not give a speech when I asked a question.

GUIDESHEET E X P E R I E N C I N G L I T E R AT U R E LESSON PLANS xix

Group Evaluation Guidesheet 4B

Evaluating Answering Skills