LESSON PLAN

Name  Date  Class 

Reading Level: Average (L2)

Objectives
• To read and analyze a critical essay evaluating the
work of several British dramatists
• To understand the elements of literary criticism
• To write a press release or publicity poster

Skills
Reading/Thinking: Paraphrasing
Grammar/Language: Gerunds
Collaboration: Literature Groups

BEFORE READING (SE/TWE pp. 469–470)

 Selection Focus Transparency 36
READING THE SELECTION (SE/TWE pp. 471–473)
 Active Reading Guide*, p. 44
 Selection Vocabulary Practice, p. 19
 Reading Workbook, pp. 27–28
 Fine Art Transparency 14
RESPONDING TO THE SELECTION (SE/TWE p. 474)
 Literary Elements Transparency 37
 Selection Quick Checks*, p. 44
 Selection and Theme Assessment, p. 67
 Performance Assessment, p. 38
 Testmaker

Copyright © by The McGraw-Hill Companies, Inc.

EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 471–473)
 Unit Three Planning Guide, pp. 8–15
 Grammar and Language Workbook, p. 89
 Grammar and Language Transparency 32
 Grammar and Composition Handbook, Lesson 3.3
 Vocabulary PuzzleMaker
 Glencoe Literature Web Site (lit.glencoe.com)
 Audio Library, Tape or CD
 Spanish Audio Library, Tape or CD
 Spanish Summaries, p. 36
 English Language Learners Sourcebook, p. 70

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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8 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name  Date  Class 

Reading Level: Average (L2)

Objectives
• To read and understand a satirical poem
• To identify inversion, or unexpected word order,
in a poem
• To write a letter expressing feelings of love or
rejection

Skills
Reading/Thinking: Analyzing Arguments
Writing: Letter
Grammar/Language: Infinitives
Collaboration: Literature Groups

BEFORE READING (SE/TWE pp. 476– 477)

 Selection Focus Transparency 37
READING THE SELECTION (SE/TWE p. 478)
 Active Reading Guide*, p. 45
RESPONDING TO THE SELECTION (SE/TWE p. 479)
 Literary Elements Transparency 38
 Selection Quick Checks*, p. 45
 Selection and Theme Assessment, p. 68
 Performance Assessment, p. 39
 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options p. 478)
 Unit Three Planning Guide, pp. 16–20

Copyright © by The McGraw-Hill Companies, Inc.

 Grammar and Language Workbook, p. 91
 Grammar and Language Transparency 33
 Grammar and Composition Handbook, Lesson 3.3
 Glencoe Literature Web Site (lit.glencoe.com)
 Audio Library, Tape or CD
 Spanish Summaries, p. 37

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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16 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name  Date  Class 

Reading Level: Challenging (L3)

Objectives
• To read and analyze a satirical essay and two
excerpts from a satirical novel
• To recognize the purpose and techniques of satire
and parody
• To write an analysis of tone

Skills
Reading/Thinking: Comparing and Contrasting;
Identifying Main Ideas; Identifying Propaganda Tech-
niques; Inferring; Generalizing; Drawing Conclusions
Writing: Essay; Satire; First-Person Narrative; Travel Brochure
Vocabulary: Negative Prefixes; Word Parts that Designate Size
Grammar/Language: Commas in a Series; Main and Subordinate Clauses
Listening/Speaking: Oral Presentations
Collaboration: Literature Groups
BEFORE READING (SE/TWE pp. 480–481)
 Selection Focus Transparency 38
 Literature Launchers, Side A, Segment 9
READING THE SELECTION (SE/TWE pp. 482–488, 491–498)
 Active Reading Guide*, pp. 46–47
 Selection Vocabulary Practice, p. 20
 Reading Workbook, pp. 29–32
 Fine Art Transparency 1
RESPONDING TO THE SELECTION (SE/TWE pp. 489–490, 499–500)
 Literary Elements Transparencies 39–40
 Selection Quick Checks, pp. 46–47
Copyright © by The McGraw-Hill Companies, Inc.

 Selection and Theme Assessment, pp. 69–70

 Performance Assessment, p. 40
 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 482–488, 491–498)
 Unit Three Planning Guide, pp. 21–29
 Grammar and Language Workbook, pp. 251, 97
 Grammar and Language Transparencies 34, 35
 Grammar and Composition Handbook, Lessons 11.6, 4.1–4.2
 Vocabulary PuzzleMaker
 Glencoe Literature Web Site (lit.glencoe.com)
 Audio Library, Tape or CD
 Spanish Audio Library, Tape or CD
 Spanish Summaries, p. 38
 Spanish Translations, pp. 43–53
 English Language Learners Sourcebook, pp. 71–72

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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Unit Planning Guide British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 21
 LESSON PLAN
Name

























































Date

























Class

Reading Level: Challenging (L3)

Objectives
• To read and analyze epigrams and poetry that offer
advice and insight about life
• To identify heroic couplets in critical or satirical
poetry
• To write a paragraph that analyzes the structure of
An Essay on Man

Skills
Reading/Thinking: Paraphrasing; Elaborating; Inferring
Writing: Journal Entry
Grammar/Language: Participles
Collaboration: Literature Groups

BEFORE READING (SE/TWE pp. 502–503)

Selection Focus Transparency 39
READING THE SELECTION (SE/TWE pp. 504–506)







Active Reading Guide*, p. 48
RESPONDING TO THE SELECTION (SE/TWE pp. 507–508)







Literary Elements Transparency 41







Selection Quick Checks*, p. 48







Selection and Theme Assessment, pp. 71–72







Performance Assessment, p. 41







Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 504–506)







Unit Three Planning Guide, pp. 30–35

Copyright © by The McGraw-Hill Companies, Inc.

Grammar and Language Workbook, p. 87







Grammar and Language Transparency 36







Grammar and Composition Handbook, Lesson 3.3







Glencoe Literature Web Site (lit.glencoe.com)







Audio Library, Tape or CD







Spanish Summaries, p. 39







English Language Learners Sourcebook, p. 73

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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30 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name

























































Date

























Class

Reading Level: Basic (L1)

Objectives
• To read and analyze a fable in which a fox
outwits a raven to get what she wants
• To identify the elements of a fable
• To write a fable in which an animal displays
an annoying human habit or behavior

Skills
Reading/Thinking: Making Critical Judgments
Writing: Fable

BEFORE READING (SE/TWE p. 509)

Selection Focus Transparency 40
READING THE SELECTION (SE/TWE p. 510)







Active Reading Guide*, p. 49







Reading Workbook, pp. 33–34
RESPONDING TO THE SELECTION (SE/TWE p. 511)







Literary Elements Transparency 42







Selection Quick Checks*, p. 49







Selection and Theme Assessment, pp. 71–72







Performance Assessment, p. 41







Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options p. 510)







Unit Three Planning Guide, pp. 36–40







Glencoe Literature Web Site (lit.glencoe.com)

Copyright © by The McGraw-Hill Companies, Inc.

Audio Library, Tape or CD







Spanish Summaries, p. 40

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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36 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name

























































Date

























Class

Reading Level: Average (L2)

Objectives
• To read and analyze a letter of advice
• To identify extended metaphor in a letter
• To write an analysis of an author’s opinion
and her supporting arguments

Skills
Reading/Thinking: Classifying; Analyzing Arguments;
Evaluating; Inferring
Vocabulary: Suffixes
Grammar/Language: Complex Sentences
Life Skills: Career Goals

BEFORE READING (SE/TWE p. 514)

Selection Focus Transparency 41
READING THE SELECTION (SE/TWE pp. 515–519)







Active Reading Guide*, p. 50







Selection Vocabulary Practice, p. 21







Reading Workbook, pp. 33–34







Fine Art Transparency 12
RESPONDING TO THE SELECTION (SE/TWE p. 520)







Literary Elements Transparency 43







Selection Quick Checks*, p. 50







Selection and Theme Assessment, pp. 73–74







Performance Assessment, p. 42







Testmaker
Copyright © by The McGraw-Hill Companies, Inc.

EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 515–519)

Unit Three Planning Guide, pp. 41–48







Grammar and Language Workbook, p. 101







Grammar and Language Transparency 37







Grammar and Composition Handbook, Lesson 4.8







Vocabulary PuzzleMaker







Glencoe Literature Web Site (lit.glencoe.com)







Audio Library, Tape or CD







Spanish Audio Library, Tape or CD







Spanish Summaries, p. 41







English Language Learners Sourcebook, pp. 74–75

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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Unit Planning Guide British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 41
 LESSON PLAN
Name

























































Date

























Class

Reading Level: Average (L2)

Objectives
• To read and analyze two satirical essays about
eighteenth-century manners
• To write an informal essay

Skills
Reading/Thinking: Evaluating; Inferring; Making
Critical Judgments; Identifying Author’s Purpose;
Identifying Main Idea; Comparing and Contrasting:
Drawing Conclusions
Writing: Informal Essay
Grammar/Language: Adjective Clauses
Collaboration: Literature Groups

BEFORE READING (SE/TWE pp. 523–524)

Selection Focus Transparency 42









Literature Launchers, Side A, Segment 10
READING THE SELECTION (SE/TWE pp. 525–528)









Active Reading Guide*, p. 51









Selection Vocabulary Practice, p. 22









Reading Workbook, pp. 35–36

RESPONDING TO THE SELECTION (SE/TWE p. 529)

Selection Quick Checks*, p. 51









Selection and Theme Assessment, pp. 75–76









Performance Assessment, p. 43
Copyright © by The McGraw-Hill Companies, Inc.

Testmaker

EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 525–528)

Unit Three Planning Guide, pp. 49–54









Grammar and Language Workbook, p. 103









Grammar and Language Transparency 38









Grammar and Composition Handbook, Lesson 4.3









Vocabulary PuzzleMaker









Glencoe Literature Web Site (lit.glencoe.com)









Audio Library, Tape or CD









Spanish Summaries, p. 42









English Language Learners Sourcebook, p. 76

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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Unit Planning Guide British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 49
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To read and analyze diary entries that describe
historical events in Restoration England
• To identify personal details in diary entries
• To write an analysis of an author’s use of
sensory details

Skills
Reading/Thinking: Identifying Assumptions;
Evaluating; Inferring; Comparing and Contrasting
Writing: Diary Entry
Vocabulary: Analogies
Grammar/Language: Adverb Clauses
Collaboration: Literature Groups; Dramatizing a Diary Entry

BEFORE READING (SE/TWE pp. 536–537)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 43
㛭㛭㛭㛭㛭㛭㛭 Literature Launchers, Side A, Segment 12
READING THE SELECTION (SE/TWE pp. 538–543)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 52
㛭㛭㛭㛭㛭㛭㛭 Selection Vocabulary Practice, p. 23
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 37–38
RESPONDING TO THE SELECTION (SE/TWE pp. 544–545)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 44
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 52
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 77–78

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 44
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 538–543)
㛭㛭㛭㛭㛭㛭㛭 Unit Three Planning Guide, pp. 62–69
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 105
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 39
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 4.4
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 43
㛭㛭㛭㛭㛭㛭㛭 Spanish Translations, pp. 54–57
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 77

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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62 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To analyze an essay in which one modern writer
describes her reasons for keeping a notebook
• To identify and summarize anecdotes

Skills
Reading/Thinking: Drawing Conclusions
Grammar/Language: Noun Clauses
Collaboration: Making a Poster

BEFORE READING (SE/TWE p. 546)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 44
READING THE SELECTION (SE/TWE pp. 547–548)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 53
㛭㛭㛭㛭㛭㛭㛭 Selection Vocabulary Practice, p. 24
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 37–38
RESPONDING TO THE SELECTION (SE/TWE p. 549)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 45
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 53
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 77–78
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 44
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 547–548)
㛭㛭㛭㛭㛭㛭㛭 Unit Three Planning Guide, pp. 70–75

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 107
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 40
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 4.5
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 44

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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70 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To read and analyze an account of the effects of
the Black Death on Londoners of the seventeenth
century
• To examine A Journal of the Plague Year as a work
of historical fiction
• To write an analysis of the first-person point of view

Skills
Reading/Thinking: Paraphrasing; Establishing Criteria; Writing: Director’s Notes
Making Critical Judgments Grammar/Language: Four Kinds of Sentences
Vocabulary: The Latin Root fac Collaboration: Literature Groups; Interview Role-Play

BEFORE READING (SE/TWE pp. 552–553)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 45
READING THE SELECTION (SE/TWE pp. 554–557)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 54
㛭㛭㛭㛭㛭㛭㛭 Selection Vocabulary Practice, p. 25
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 39–40
RESPONDING TO THE SELECTION (SE/TWE pp. 558–559)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 46
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 54
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 79–80
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 45
㛭㛭㛭㛭㛭㛭㛭 Testmaker PDAS: III A, B

Copyright © by The McGraw-Hill Companies, Inc.

EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 554–557)
㛭㛭㛭㛭㛭㛭㛭 Unit Three Planning Guide, pp. 76–83
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 109
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 41
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 4.6
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 45
㛭㛭㛭㛭㛭㛭㛭 Spanish Translations, pp. 58–60
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 78

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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76 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To appreciate an elegy about the value of even the
humblest lives
• To evaluate the use of epitaph in a poem
• To write about lifetime goals

Skills
Reading/Thinking: Focusing on a Question; Identifying
Bias; Elaborating; Distinguishing Fact and Opinion
Writing: Journal Entry
Grammar/Language: Subject-Verb Agreement with Intervening Prepositional Phrases

BEFORE READING (SE/TWE pp. 562–563)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 46
READING THE SELECTION (SE/TWE pp. 564–568)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 55
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 41–42
RESPONDING TO THE SELECTION (SE/TWE pp. 568–569)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 47
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 55
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 81–82
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 46
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 564–568)
㛭㛭㛭㛭㛭㛭㛭 Unit Three Planning Guide, pp. 84–91

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 155
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 42
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 6.2
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 46
㛭㛭㛭㛭㛭㛭㛭 Spanish Translations, pp. 61–64
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 79

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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84 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Challenging (L3)

Objectives
• To read and analyze dictionary entries and a
letter that suggest the society and attitudes in
mid-1700s England
• To identify elements of style in a letter
• To write a comparison between letter-writing styles
of Johnson’s era and the present

Skills
Reading/Thinking: Paraphrasing; Identifying Main
Ideas and Supporting Details; Distinguishing Between Facts and Opinions; Identifying Bias;
Identifying Cause-Effect Relationships
Writing: Writing Dictionary Entries
Vocabulary: Word Origins; Antonyms
Grammar/Language: Subject-Verb Agreement with Linking Verbs
Collaboration: Literature Groups

BEFORE READING (SE/TWE pp. 571–572)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 47
READING THE SELECTION (SE/TWE pp. 573–578)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 56
㛭㛭㛭㛭㛭㛭㛭 Selection Vocabulary Practice, p. 26
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 43–44
RESPONDING TO THE SELECTION (SE/TWE pp. 579–580)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 48
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 56

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 83–84
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 47
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 573–578)
㛭㛭㛭㛭㛭㛭㛭 Unit Three Planning Guide, pp. 92–97
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 157
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 43
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 6.8
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries p. 47
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 80

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

Videodisc Software CD-ROM Audiocassettes Transparency Print Resources Web

92 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To appreciate narrative and descriptive passages
that offer a look at the life and times of a famous
Englishman
• To examine The Life of Samuel Johnson
as a biography
• To write a character analysis

Skills
Reading/Thinking: Visualizing; Identifying Bias;
Generalizing; Judging the Credibility of a Source; Drawing Conclusions; Making Critical Judgments;
Identifying Cause-Effect Relationships
Writing: Anecdote
Vocabulary: Word Origins; Denotation and Connotation
Grammar/Language: Subject-Verb Agreement in Inverted Sentences
Listening/Speaking: Recreating a Conversation
Collaboration: Literature Groups
BEFORE READING (SE/TWE pp. 582–583)
㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 48
READING THE SELECTION (SE/TWE pp. 584–589)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 57
㛭㛭㛭㛭㛭㛭㛭 Selection Vocabulary Practice, p. 27
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, p. 45
RESPONDING TO THE SELECTION (SE/TWE pp. 590–591)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 49

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 57
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 85–86
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 48
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 584–589)
㛭㛭㛭㛭㛭㛭㛭 Unit Three Planning Guide, pp. 98–105
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 159
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 44
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 6.7
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries p.48
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 81 ;

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

Videodisc Software CD-ROM Audiocassettes Transparency Print Resources Web

98 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To read and analyze diary entries that describe
London’s literary society
• To identify and interpret examples of wit
• To write an analysis of an author’s ability to bring
a character to life

Skills
Reading/Thinking: Classifying; Identifying Cause-
Effect Relationships; Focusing on a Question; Setting
a Purpose for Reading; Drawing Conclusions; Comparing and Contrasting; Elaborating
Writing: Developing a Story Plan; Diary Entry
Vocabulary: Word Origins; The Greek Word Part log or logy
Grammar/Language: Subject-Verb Agreement with Collective Nouns
Life Skills: Planning and Designing
Collaboration: Literature Groups; Dinner Table Dialogue
BEFORE READING (SE/TWE pp. 593–594)
㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 49
㛭㛭㛭㛭㛭㛭㛭 Literature Launchers, Side A, Segment 11
READING THE SELECTION (SE/TWE pp. 595–602)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 58
㛭㛭㛭㛭㛭㛭㛭 Selection Vocabulary Practice, p. 28
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, p. 46
RESPONDING TO THE SELECTION (SE/TWE pp. 603–604)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 50

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 58
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 87–88
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 49
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 595–602)
㛭㛭㛭㛭㛭㛭㛭 Unit Three Planning Guide, pp. 106–113
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 161
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 45
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 6.4
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries p. 49
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 82

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

Videodisc Software CD-ROM Audiocassettes Transparency Print Resources Web

106 British Literature, Unit Three, The Restoration and the Eighteenth Century: 1660–1798 Unit Planning Guide