California Treasures: Glencoe Literature

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To the Teacher
Welcome to the Glencoe Literature: California Treasures Standards
Road Map. This book conveniently organizes information about Glencoe
Literature and answers critical questions about how the program works
and how it can help your students.
Glencoe Literature: California Treasures Standards Road Map contains

the following sections:
• Introduction
• Pacing
• Universal Access
• Assessment
• Alignment to the Standards
• Lesson Plans
Copyright © 2010 The McGraw-Hill Companies, Inc. All rights reserved. Except as
permitted under the United States Copyright Act, no part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or
retrieval system, without prior permission of the publisher.
For pages including a copyright line, permission is granted to reproduce the material
contained on said page on the condition that such materials be reproduced only for
classroom use; be provided to students, teachers, and families without charge; and
be used solely in conjunction with the program. Any other reproduction, for sale or
other use, is expressly prohibited.
Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 978-0-07-889660-6
MHID: 0-07-889660-6
Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 079 13 12 11 10 9 8
2 California Treasures Standards Road Map

What can this
book do for me?
Introduction
The following introduction provides a bird’s-eye view of Glencoe
Literature: California Treasures. It describes the major components of the
program and shows how the components work together to address the
California framework and standards. It also includes professional articles
that detail the pedagogical underpinning of the program. The tabbed
sections that follow the introduction provide more detailed information
and specific lesson plans.
This section includes the following parts:

• California Framework Requirements
• Language Arts Content and Alignment to the Standards
• The Essential Course of Study
• Program Organization
• Universal Access
• Assessment
• Selection Walk-Throughs
• Professional Articles
3
CA I N T RODUC T ION
California Framework Requirements

In the 2007 framework, California has identified five major criteria for
evaluating instructional materials:
1. Language Arts Content and Alignment to the Standards

This criterion examines how well the materials address the Content
Standards.
2. Program Organization
This criterion evaluates the sequence and organization of the program.
3. Assessment
This criterion addresses the strategies, tests, and tools provided
to ensure students meet or exceed the standards.
4. Universal Access
This criterion ensures that learning is maximized for all students,
including those approaching grade level as well as those exceeding
grade level and English learners.
5. Instructional Planning and Support

This criterion requires that a program provides teachers with assistance
in planning and supporting instruction. This guide fulfills this goal by
organizing all of the information teachers and districts have available to
meet the needs of all students.
What does a California

program require?

How does the program meet
the California standards?
Language Arts Content and

Alignment to the Standards
Glencoe Literature: California Treasures and Expressions align
completely with each of the strands and individual standards of the
California framework. This program systematically covers both the
California English-Language Arts Content Standards and the California
English-Language Development Standards, and both the Glencoe
Literature and Expressions Student Editions and Teacher Editions
include comprehensive correlations at point of use and at front of book.
In addition, the Alignment to the Standards section of this guide
provides scope and sequence charts that illustrate the depth and
thoroughness of the program’s coverage of language arts content, skills,
and standards. This book also contains correlations by standard and
correlations by selection to help you navigate the program and find
teaching and reteaching opportunities for each standard. In Alignment to
the Standards, you will also find a progress report form designed to help
you track your students’ mastery of the standards and keep parents and
guardians informed.
What skills are

T H E STA N DA R DS ?
taught at each grade
CA A L IGN M E N T TO
COURSE 1
COURSE 2
COURSE 3
uence
Skills Scope and Seq ✔✔✔✔✔✔
✔✔✔✔✔✔
✔✔✔✔✔✔
taught in the Glencoe Preview ✔✔

✔
overview of the skills
This chart provides an program. For a detailed
✔✔
✔✔✔✔✔✔
Treasures middle school Question ✔✔✔✔✔✔
Literature: Califor nia the beginning of each
unit
✔✔✔✔✔✔
skills, see the chart at
scope and sequence of in the Reference Set a Purpose for Reading ✔✔✔✔
Edition . Refer also to the Index of Skills ✔
✔
in the Teacher listing of all skills ✔✔✔✔✔✔
back of each book for a comprehensive Skim and Scan ✔✔✔✔✔✔
section in the
and concepts taught at
that level.
COURSE 3
Summarize
Synthesize
✔
✔
✔✔✔✔
T H E ✔STA N DA R DS
✔
COURSE 2 ✔
✔= Number of units COURSE 1 ✔
✔= Number of units Techniques
that review skill Understand Persuasive ✔✔✔✔✔
✔✔
that teach skill
✔✔✔✔ Which selections teach
Understand Text Structure ✔✔✔
Reading Skills ✔✔
✔✔
✔✔✔✔✔✔
Standards and
✔✔✔✔✔✔
✔✔✔✔✔
✔✔
which standards?
Activate Prior Knowledg
e ✔✔✔✔✔ Use Text Features ✔✔
✔✔✔✔✔
✔✔✔✔✔✔
Corresponding Selectio
✔ Reading (continued)
Analyze
✔✔✔✔✔
✔✔✔✔✔✔
✔✔✔✔✔✔ Visualize
ts
ns
✔✔✔✔✔✔ Literary and Text Elemen ✔ Glencoe Literature: California
Compare and Contrast
✔✔
✔✔✔✔✔✔
This chart lists the Grade
Standards and shows
✔ 6 California English-Langua
✔
✔ Arts Content
ge
CA Content Standards Selections and Worksho
ps
Treasures Expressions
✔ Act and Scene ✔
which lessons 1.3 Recognize the origins Selections and Worksho
Connect ✔✔ ✔ in Glencoe Literature: ps
✔✔ Treasures and Expressions teach or review California and Vocabulary Workshop: Word
Allusion ✔✔✔ meanings of frequently used Parts, p. 23
Distinguish Fact and Opinion ✔✔✔✔✔
✔✔✔ ✔ each standard. foreign words in English
A Lesson in Courtesy, pp.
585TE
Writing Workshop: Response
to Literature,
✔✔✔ ✔ and Vocabulary Workshop: Word pp. 163–167
✔✔ Analogy ✔✔ use these words accurately Origins p. 761
Draw Conclusions ✔✔✔✔✔✔ ✔ in Lesson 22: Judith Ortiz Cofer:
Author in Two
✔✔ Reading speaking and writing.
Anecdote ✔✔✔ Worlds, pp. 233–242
Evaluate ✔
✔✔✔
✔ 1.0 1.4 Monitor expository text
ns/ ✔ Author’s Credibilit y Word Analysis, Fluency, and Systematic Vocabula ✔✔ What Exactly Is a Hero, p.
Follow Multiple Step Instructio Students use their knowledg ✔
✔
ry Developm ent for unknown words or words 48TE
Lesson 3: Pecos Bill, pp.
s e of word All Stories Are Anansi’s p.
Understand Technical Direction ✔✔✔
✔✔ ive to determine
Author’s Perspectclues,
origins and word relationsh ✔✔ with novel meanings by 74TE 25–34
✔✔✔✔ the meaning of specialize ✔ ✔ ✔ips,
✔ as well as historical and
literary context Street Magic, p. 104TE
level-appropriate words. ✔✔✔ d vocabulary and to understand the precise using word, sentence, and
Identify Author’s Purpose ✔✔✔ Author’s Purpose ✔
meaning of grade- Vocabulary Workshop: Context
✔ t paragraph clues to determine Clues, p. 220
Identify Cause-and-Effect
✔✔✔
✔✔ ✔✔
Glencoe Literature: California ✔✔✔✔✔✔
What standards are taugh meaning.
The Shutout, pp. 51TE
Relationships ✔✔
Bias
CA Content Standards
rization
✔✔✔✔✔
Selection ✔
s and Workshops
✔✔✔✔
✔ Treasures Expressions with each selection?
President Cleveland, Where
p. 644TE
Are You?,
✔✔ Character and Characte Selection✔s ✔ ✔✔✔✔
Identify Main Idea and
✔✔✔✔ T H E STA N DA R DS Word Recognition ✔✔✔✔✔ and Workshops
CA A L IGN M E N T TO ✔✔✔✔ 1.5 Understand and explain

The Scribe, p. 14TE
Supporting Details ✔✔ Conflict 1.1 Read aloud narrative ✔✔ “shades of meaning” in
✔ The Fly,✔p.✔6TE ✔✔✔✔ Vocabulary Workshop: Context Lesson 7: The Sand Castle
/ Heating with
✔✔ and, Cultural
expositoryContext related words (e.g., softly Clues, p. 220
text fluently ✔ and Four Haiku: Seasons, p. 239TE Sunlight, pp. 71–84
Identify Problem and Solution ✔✔✔✔ Cultural Allusions Dragon, Dragon, pp. 81–94 Lesson 31: Loo ✔ ✔ The
Wit: quietly ).
✔ and accurately ✔✔✔ Fire Keeper /
✔✔ and with ✔ ✔ ✔ ✔ Prometheu s ns Comparing Literature: The
Identify Sequence ✔✔✔✔✔✔
✔✔✔✔✔✔ Description appropriate pacing,
The End of the World, pp.
How the Glencoe
✔
Snake
Literature
✔ GotsPoison,
222–226
: California
✔
and Worksho
pp. s227–231 ps
Expressio
Selection
and the Fire, pp. 335–346
s ✔ Workshops
and
Content Standards
CA Summer in a Day, p. 563TE
Flying Machine / All
✔✔ intonation, and expression
Selections and .
Ta-Na-E-K Treasure Selection R2.3 Vocabulary Workshop: Dictionary
Infer ✔ ✔✔✔✔✔ Dialect a, p. 251TE ✔✔ Skills, p. 625
✔✔✔ ✔✔ The Golden Touch, p. 808TE
Geraldine from Yukon Gold:
✔✔
s ✔✔ ✔ ✔ the
Moore Poet, p.e:353TE
Corresponding Standard
Cultural Perspectiv
Interpret ✔ Dialogue The Circuit, pp. 524–535 Gold Rush ✔✔✔
✔ The Story of the Klondike✔ ✔✔✔✔
✔✔✔ ✔ ✔e,✔pp.
Persephon ✔
, and Word Choice 540–548
by Charlotte Foltz Jones ✔✔✔
Make Generalizations ✔✔✔
✔✔✔✔ age Arts Diction, Language Eleanor Roosevelt / In Eleanor ✔✔✔✔✔
✔✔
identifies the Grade 6 California English-Langu in the ✔✔
✔pp. 69–72
Time, pp. 642–657
Roosevelt’s R3.6 2.0 Reading Comprehension
Monitor Comprehension This✔ chart ✔✔✔ d in each lesson Figurative Language (Focus on Informational Materials
✔✔✔ are taught or reviewe All Stories Are Anansi’s Students read and understan
✔✔ Content Standards that ✔ Treasures and in
the Expressions Vocabulary and Concept
Development d grade-level-appropriate )
material. They describe and
Paraphrase ✔ ✔ e✔Literature: Califor
✔nia by Harold Courlander Alignment to the Standards
135 arguments, and perspecti
ves of the text by using their connect the essential ideas,
✔✔✔ Glenco 1.2 Identify and interpret selections in Recommended knowledge of text structure
(blue). pp. 74–80 R1.1, R3.2, R3.6, LS1.7
Predict Course 1 student editions figurative language and
words
To Young Readers, pp. 158–160
Lesson 17: Buckle Up, Pup! the materials to be read
Literature, Kindergarten
Through Grade Twelve illustrate
, organization, and purpose.
The
Mad, pp. 331–333 / Riding Without by students. In addition, the quality and complexit
with multiple meanings. Dragon, Dragon Seatbelts, pp. 177–188 own, including a good represent by grade eight, students y of
What I can do—I will— 4/2/08 7:44:24 PM ation of grade-lev read one million words annually
John Gardner/ Fame is a bee, contemporary literature, el-appropriate narrative on their
Road Map pp. 357–359by Lesson 18: Tarantulas! / magazines, newspapers, and expository text (e.g.,
134 California Treasures Standards 81–94
Spiders of North
toward online informatio classic and
134-141_Treas_S&S_G6_CA.
indd 135 Daydreamers,pp. pp. 377–381
America, pp. 189–198 R2.4 this goal. n). In grade six, students
continue to make progress
4/2/08 7:44:22 PM
Unit 1 Vocabulary Workshop
Three Queens of Egypt
: Multiple-M eaning Glencoe
134-141_Treas_S&S_G6_CA.
indd 134
Glencoe Literature: California
Expressions
s and Workshops
Content Standards
CA
Words, p. 382by Vicki León
Flowers and Freckle Cream, pp. 394–400
pp. 95–101
CA Content Standards Literature
Selections and Worksho
: California Treasures
ps
Expressions
Workshops Selection Selections and Worksho
Treasures Selections and Eulogy on the Dog, pp. 478–484 R3.1 Structural Features of Informatio ps
R3.2 nal Materials
Vocabulary Workshop
Street Magic
The Fly : Idioms, p. 485 2.1 Identify the structural
Explore the Big Question: Spiders from AllbyI Really
Will Eisner Time: Hurricane Heroes,
Need to Know I features of popular media pp. 24–27
by Mai Vo-Dinh Learned in Kindergart Functional Lesson 5: Functional Document
pp. 102–112
en, pp. 493–500 R3.2, W2.5.a–c (e.g., newspapers, magazines Document : Mail Order Form, Bank s: Mail Order
pp. 2–8 R3.5 Ode to Mi Gato, pp. 660–663 , Account Application, E-mail Form / Library Card Applicatio
online information) and Instructions, n Form /
Stray pp. 171–177 Membership Application,
The Scribe use the features to obtain pp. 53–60
by Cynthia Rylant TIME: Nobody’s Perfect, Lesson 8: Climate, pp. 85–94
by Kristin Hunter 166 California Treasures information. pp. 190–193
pp. 10–22 Standards Road Map pp. 113–119 LC1.1 Climate, pp. 210–217
R1.3 Combining
Parts Grammar Workshop: Sentence
Vocabulary Workshop: Word
154-194_AlignStd_G6_CA.indd pp. 120–121 R3.3, R3.6, R3.8, LC1.2
p. 23 R2.1, R2.3
166
Lesson 3 ELA: R3.3, R3.6, R3.8
Pecos Bill Alignment to the Standards
TIME: Hurricane Heroes Pecos Bill 167
Steve Helling, by Mary Pope Osborne Tall Tale
4/5/08 5:58:59 PM
by Thomas Fields-Meyer,
154-194_AlignStd_G6_CA.indd
167
pp. 122–134 pp. 25–34
and Lori Rozsa
R3.6, W2.2.a–d
pp. 24–27 R2.3, R3.3, R3.5, W2.3.a–c Lesson 4
4/5/08 5:59:01 PM
Literature: The Courage That a King Essay / ELA: R3.6

ELA: R2.2 Comparing Johnson: A Boy Like
The Dog of Pompeii St. Vincent Millay / Nkosi
My Mother Had by Edna A Man by Nina Cassian
by Louis Untermeyer My Father Is a Simple Man pp. 35–46
pp. 28–43 R2.4, R3.1 by Luis Omar Salinas
pp. 135–139 W1.3, W1.5, W1.6, W2.1.a–c
Genre Focus: Short Fiction
Writing Workshop: Narrative ELA: W2.1
pp. 44–45 R2.2, R2.6, 2.7, W1.1 Writing Workshop: Narrative pp. 47–51
Lesson 1 pp. 140–145
What Exactly is a Hero? / LS1.1, LS1.2, LS1.7, LS2.1.a–c
Buddhism Textbook Lesson Speaking, Listening, and
Viewing
by T. A. Barron March Viewing ELA: LS2.1
Mahatma Gandhi: The Salt Speaking, Listening, and Workshop: Narrative Presentati
on
r Article on
pp. 46–51 Informational Text: Newspape Workshop: Narrative Presentati p. 52
pp. 1–12 p. 146 W2.1.a–c, LS1.7
R2.3, R2.4, R3.1, R3.3, W1.6
Lesson 2 ELA: R3.1 Unit 1 Challenge
The King of Mazy May The King of Mazy May p. 147 Alignment to the Standards
155
by Jack London London
Based on a story by Jack
pp. 52–68 pp. 13–24
4/5/08 5:58:35 PM
Road Map
154 California Treasures Standards
155
5
4/5/08 5:58:32 PM
154 Introduction
The Essential Course of Study

The Glencoe Literature: California Treasures Essential Course of Study
forms the backbone of instruction for both Program 1: Reading/Language
Arts and Program 2: English-Language Development. Selections in this
abbreviated curriculum cover the critical standards and provide universal
access for students at various learning points—from English learners to
advanced learners. These selections appear in the Glencoe Literature
Student Edition, the leveled Read and Write worktexts, and are supported
by lessons in the English-language development program Expressions.
The Pacing section in this Road Map provides a schedule for teaching
the Essential Course of Study across the 180 days of the school year while
covering the tested standards in the 150 days before the California state
test. This section also shows the corresponding schedule for Expressions.
What do I teach for the

?
180/150 days of the year
CA PAC I NG
Student Edition al options are available

California Treasures As you follow the calen
dars on these pages, sever
and summative assessmen
t. See the Assessment
ed into six units. Each for diagnostic, formative,
ornia Treasures is divid more information.
Glencoe Literature: Calif s how to pace your section of this guide for
. The calendar below show
unit is divided into parts 180 days of the school year.
teach the six units in the
instruction in order to Writi ng Workshop; a Speaking,
Listening,
an in-de pth
Each unit includes modeled after state
and Viewing Workshop;
standardized tests.
and an Asses smen t
CA
section
PAC I NG
April May
March
Pacing Calendar: 180 Days Californi February Week 33
November December a ryTreasures

Janua Week 21
UNIT FIVE Week 29
Part 2
September October
Week 9
Essential
UNIT THREE Week 17
Course of Study Part 2 Week 25
Part 1
The authentic text of each
Essential Course of Study
UNIT ONE Week 5 Week 13 found along with extra selection can be
Part 2 reading support in the
1 teach
PartBy books—leveled consu Read and Write practice
Week 1 ing Glencoe Literature’s Essen mable worktexts for Engli
Part 1 below, you can ensure tial Course of Study in Approaching students. sh Learners, On-Level,
that you cover the tested the order and
before the test. The calen standards in the 150 days
dar shows how to use Week 34
as the backbone of your the Essential Course of Week 26
Week 30
instruction, while still Study
Week 22
selections throughout the having time to teach addit
Week 18 year. The schedule also includ ional
Week 10
from
Week 14 the Stude
nt Edition that teach essen es several workshops
Week 2
Week 6 Part 2 tial California standards.
Pacing Calendar: 150 Days
Befo re Test/ 180 Days of the Year
September October November December UNIT SIX Week 35
Week 1 January Week 27
Week 5 Week 23
What Exactly Is a Week 9 31
WeekFebrua
Speaking, Listening, U N I T F O U R Week 13 Part 2 ry
Hero? 15 Viewing Worksh
Comparing Literature:
I Dream a World AND
Week 17 Part 1 March April
Weekand May
U N I T T WO Week 11 op: He19Lion, Bruh Bear, Eulogy on the Dog, Week 21
Week 3 Narrative PresentationWeek Life Doesn’t Frighten
continued
Week 25
Week 29
Week 7 Part and
1 Bruh Rabbit AND Me
from Elie Wiesel: Voice
Speaking, Listening, Week 33
Part 2 Functional Documents: The Toad and the Spiders from All from the Holocaust Eleanor Roosevelt
Part 1 Whatif? AND Jimmy and Viewing Damon and Pythias,
Mail Order Form; App- Donkey, continued I Really Need to
Jet and His TV Set Workshop: Active continued
lication Form; Member- Know I Learned in
Writing Workshop: Listenin
ship Application Week 36 g and Note
Functional Document Kindergarten Week 32
Week 28 Taking, continued
Week 2 Week 24
Week 6
The King of Mazy May Week
Week 20 10
The 16
Week Emperor’s Silent Week 14
Week 12 Speaking, Listening, Week 18
Week 8 Army
Part 3 Arachne
Week 4 and Viewing The Wolf and the Week 22
The Sand Castle Week 26
Workshop: Informative House Dog AND Primary Lessons Week 30
The Sidewalk Racer Week 34
Presentation The Donkey and the In Eleanor Roosevelt’s
AND Alone in the Nets from Brighton Beach
Lapdog Time
Comparing Literature: Memoirs
Pacing 41
Zlateh the Goat AND
Week 3
Week 7 The Boy Who Lived
Pecos Bill Week 11
The Sand Castle, Week 15 with the Bears
Speaking, Listening, Week 19
Writing Workshop: continued Writing Workshop: 4/3/08 11:48:00 A
AM
and Viewing The Shutout Week 23
rds Road Map Narrative Response to Literature Week 27
California Treasures Standa Climate Workshop: Informative Writing Workshop: Week 31
40 Speaking, Listenin 41 Writing Workshop: Week 35
CA.indd
Presentation, continued AMg, 040_053_Pacing_G6_
4/3/08 11:47:49 A Research Report The Eco-Canoeist
and Viewing Expository Essay TIME: Best of Buddies
Same Song AND
Workshop: Oral
acing_G6_CA.indd 40
Maestro
040_053_P Response to Literature
Week 4
Week 8
Writing Workshop: Week 12
Climate, continued Week 16
Narrative, continued The All-American Week 20
Comparing Literature: Functional Documents:
Slurp Writing Workshop: Week 24
Comparing Literature: Survey; Policy; Week 28
He Lion, Bruh Bear, Persuasive Essay Speaking, Listening, Week 32
The Courage That My Notification Form Week 36
and Bruh Rabbit AND Speaking, Listening, and Viewing Workshops: Damon and Pythias
Mother Had AND My
The Toad and the Eulogy on the Dog TES T WEE K TIME: Best of Buddies,
Father Is a Simple Man and Viewing Workshop: Oral Report; Active continued
Donkey Persuasive Speech Listening and Note
42 California Treasures Standa Taking
rds Road Map
040_053_Pacing_G6_
CA.indd 42
Pacing 43
4/3/08 11:48:03 AM
040_053_Pacing_G6_
CA.indd 43
4/3/08 11:48:05 AM

What is the Essential
Course of Study?
Essential Course of Study, Course 1

• What Exactly Is a Hero? by T. A. Barron
• The King of Mazy May by Jack London
• Pecos Bill by Mary Pope Osborne
• Comparing Literature: The Courage That My Mother Had by Edna St.
Vincent Millay and My Father Is a Simple Man by Luis Omar Salinas
• Functional Documents: Mail Order Form; Bank Account Application;
E-mail Instructions
• The Sand Castle by Alma Luz Villanueva
• Climate
• Comparing Literature: He Lion, Bruh Bear, and Bruh Rabbit by Virginia
Hamilton and The Toad and the Donkey by Toni Cade Bambara
• Same Song and Maestro by Pat Mora
• The All-American Slurp by Lensey Namioka
• I Dream a World by Langston Hughes and Life Doesn’t Frighten Me
by Maya Angelou
• Whatif and Jimmy Jet and His TV Set by Shel Silverstein
• Arachne by Olivia E. Coolidge
• Functional Documents: Survey and Policy
• Eulogy on the Dog by George Graham Vest
• Spiders, from All I Really Need to Know I Learned In Kindergarten
by Robert Fulghum
• The Wolf and the House Dog and The Donkey and the Lapdog by Aesop,
retold by Jerry Pinkney
• The Shutout by Patricia C. McKissack and Fredrick McKissack Jr.
• from Elie Wiesel: Voice from the Holocaust by Michael A. Schuman
• Primary Lessons by Judith Ortiz Cofer
• The Sidewalk Racer by Lillian Morrison and Alone in the Nets
by Arnold Adoff
• Eleanor Roosevelt by William Jay Jacobs and In Eleanor’s Time
• The Eco-Canoeist by Sy Montgomery
• Damon and Pythias by Fan Kissen
• from Brighton Beach Memoirs by Neil Simon
• TIME: Best of Buddies by Kevin Gray and Cindy Dampier
• Comparing Literature: Zlateh the Goat by Isaac Bashevis Singer and
The Boy Who Lived with the Bears by Joseph Bruchac
Introduction 7
Program Organization
Glencoe brings together the curricula both for Program 1: Reading/
Language Arts and Program 2: English-Language Development through
Glencoe Literature: California Treasures plus Expressions.
Glencoe Literature provides distinct pathways for students at various
learning points—on-level learners, approaching-level (struggling) learners,
advanced learners, and English learners. Instruction and assessment at
PROGRAM 1
Glencoe Literature:
Reading/Language Arts
• Core program reinforced with instruction for advanced learners

and 30 minutes of extra daily support for English learners and struggling
readers
PROGRAM 2
Glencoe Literature:
plus English-Language
Development
Expressions
• Core program plus an additional daily hour of English-language

development instruction

How does the program’s
organization meet the
framework?
every level aligns with the Content Standards and springs directly from
selections in the core series of Glencoe Literature Student Editions. The
Glencoe Literature program encompasses a constellation of resources that
allow you the freedom to differentiate instruction while covering the same
tested standards with all students—making sure every student is prepared
for the California state test.
Read and Read and

d
Write Write
d Write
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• On-Level Read and Write

_OSE_CV_RD10.in
A6C1_CA_Anc_IRW
ON LEVEL ENGLISH LEARNERS

Interactive Nove
Novel
Read and Companion
Write
l Compa i
A Wrinkle in Time
Bridge to Terabith
Madeleine L’Engle ia Number the Stars
Katherine Paterson
Lois Lowry
Bearstone
Will Hobbs The True Tuck Everlasting
Confessions of
Charlotte Doyle Natalie Babbitt
Avi
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• Approaching Read and Write • The Novel Companion
APPROACHING ON LEVEL
A D VA N C E D
Introduction 9
P R O G R A M 1 Glencoe Literature: California Treasures
Print Resources
Glencoe Literature offers a wealth of instructional materials to support
teachers and students in meeting the California standards.
Student Edition
The Glencoe Literature: California
Treasures Student Edition lists
standards in full at point of use,
features color-coded instruction of
Literary Elements and Reading
Skills and Strategies, and promotes
inquiry-based learning through the
exploration of Big Questions.
Teacher Edition
The Teacher Edition includes
standards correlations, features
teaching ideas for differentiating
instruction, and provides daily
writing instruction.
Read and Write

Read and Write
Read and Read and

d
These leveled consumable worktexts Write Read and Write

d Write
Write
include authentic literature and
nonfiction from the Student Edition.
Read and Write
The Read and Write covers the Read and Read and
d
Write Read and Write

d Write
essential course of study and meets A8C3_CA_Anc_IRW_O

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the additional daily instructional

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needs of approaching-level
Read and Write
Read and Read and

d
(struggling) learners and English Write Read and Write

d Write
Write
learners. A8C3_CA_Anc_IRW_A
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What are the main
Program 1 components?
P R O G R A M 1 continued
Novel Companion
Interactive Nove
This worktext features novel Novel Novel
selections and related readings i Companion Novel Companion
Companion
Novel Companio
connected to each unit in the Student
l Compa
Edition. The Novel Companion
i
challenges advanced learners to ia Number the Stars
n
Bridge to Terabith
A Wrinkle in Time Katherine Paterson
Lois Lowry
A Girl Named
Madeleine L’Engle Dogsong
The True Tuck Everlasting Disaster
Gary Paulsen
The Story of
extend their literary study beyond Bearstone Natalie Babbitt The Adventures Dandelion Wine I Am Mordred: Nancy Farmer My Life
Confessions of of Tom Sawyer Ray Bradbury A Tale from Camelot Helen Keller
Will Hobbs Barrio Boy
Charlotte Doyle Mark Twain Nancy Springer
Picture Bride
Ernesto Galarza
Avi Yoshiko Uchida The Glory Field
Catherine, Dragonwings The Time Machine Walter Dean Myers
the Student Edition. Called Birdy

Karen Cushman
Laurence Yep The War of the Worlds
H. G. Wells
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Glencoe
Extra Support
Extra Support
for
These worksheets provide extra Extra Support d Extra Support
Approaching an Extra Support for Approaching an
for
for Approaching
support for approaching-level English Learners Approaching and English Learnersd

ction for English Learners
learners and English learners.
aching and English
Additional daily instru

el Learners
Approaching-Lev Additional daily instru
ction for
and E
ction Approaching-Lev
Additional daily instru Additional daily instruction for el Learners
Activities in this book cover a for English Learn

ers Approaching-Level Learners
Additional daily instruction
for English Learners
for English Learn
ers
ction
range of skills for each selection not

Learners
included in the Read and Write.
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Glencoe
Unit Teaching Resources

Unit 1 Teaching
Resources:
These blackline master booklets Unit 1 Teaching Unit 1 Teaching
Writing
Resources:
Unit 1 Teaching Resources:
provide all the teaching materials you Writing
Speaking Writing
Resources
Speaking
need to reinforce the content in each Reading Speaking Reading
es
unit of the Student Edition. Resources Listening Reading Listening

include graphic organizers, selection
and
Includes summaries ties in
school-to-home activi
Listening Includes summaries
Cantonese Includes summaries and school-to-home activiand
Spanish ties in
quizzes, and school-to-home Vietnamese
Tagalog
Hmong
Haitian-Creole
school-to-home activities in
Spanish
Vietnamese
Cantonese
Hmong
Spanish
Vietnamese
Tagalog
Cantonese
Hmong
Haitian-Creole
activities in multiple languages. Tagalog Haitian-Creole
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Introduction 11
Glencoe also provides extensive resources to spark your students’

independent reading.
Glencoe Literature Library

This collection of hardcover books
includes full-length novels, novellas,
plays, and works of nonfiction. Each
volume also includes related readings
from a broad range of genres and a
Study Guide.
BackPack Readers 1
COURSE
3
COURSE
These fun-to-read backpack-ready 2

COURSE
books reinforce the inquiry-based

organization of the Student Edition,
CO
COURSE 1
and each unit in the BackPack Reader

features a graphic novel.
BPR09SE_Cove
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inTime
This exclusive TIME-published
classroom magazine features
high-interest, current informational
text related to each unit in the
Student Edition.

In addition, Glencoe Literature offers an array of resources for teaching

writing, grammar, and fluency.
• California Writing Resources
• Grammar and Composition Handbook
• Grammar and Language Workbook
• Grammar and Writing Transparencies
• Spelling Power Workbook
• Read Aloud, Think Aloud Transparencies
• Fluency Practice, and Assessment
• Glencoe Online Essay Grader (glencoewriting.com)
Writing Resource
Writing Writing
Resources Writing
i
Resources
Resources
Includes transpar
encies for
egies
Resources Includes transpar
encies for
Writing Process Strat
Includes transparencies for
s
for All Modes Writing Process Strat

Writing Prompts egies
Writing Process Strategies Writing Prompts
Rubrics for All Modes
Papers Writing Prompts for All Modes Rubrics
Annotated Anchor
Rubrics Annotated Anchor
Process of Revision Papers
Annotated Anchor Papers Process of Revision
Process of Revision
What resources
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Introduction 13
Technology Resources
The Glencoe Literature program enables teachers to use a wide array of
technology in meeting the needs of their students. These resources are
fully integrated into the program, and planning materials guide teachers
to see how and when to use the technology. See the Universal Access and
Lesson Plan sections of the Road Map for additional information.
• TeacherWorks Plus CD-ROM

• StudentWorks Plus CD-ROM or DVD-ROM
• Classroom Presentation Toolkit CD-ROM
• Online Student Edition (glencoe.com)
• Literature Online (glencoe.com)

What technology is
available? How does it
support my teaching?
• Literature Launchers: Pre-Reading Videos DVD

• Skill Level Up! A Skills-Based Language Arts Game CD-ROM
• Interactive Vocabulary CD-ROM
• Vocabulary Puzzlemaker CD-ROM
• Literature Classics
• Literature Library Teacher Resources CD-ROM
• Listening Library Audio CD-ROMs
• Booklink K–12 CD-ROM
• Media Workshop DVD
Plus, Glencoe Literature provides a number of technology options for

handling assessment.
• ExamView® Assessment Suite CD-ROM
• Progress Reporter Online Assessment (glencoelitpr.com)
• Glencoe Online Essay Grader (glencoewriting.com)
Introduction 15
P R O G R A M 2 Glencoe Literature: California Treasures

plus Expressions
Print Resources
Expressions supports Glencoe Literature: California Treasures with
instructional materials for an extra daily hour of integrated English-
language development.
Student Edition
and Teacher Edition
The Expressions Student Edition
includes lessons that support each
selection in the Glencoe Literature:
California Treasures Essential
Course of Study. Expressions lessons
directly complement the themes and
topics, teaching the same literary
elements and reading skills as the
core selections.
The Expressions Teacher Edition

contains standards correlations,
explicit instruction for vocabulary
and phonics, and differentiated
instruction for the Beginning, Early,
Intermediate, and Early Advanced
English proficiency levels.
Practice Book
This consumable worktext
promotes language development
and provides opportunities for
practice with vocabulary, graphic
organizers, grammar, spelling,
word study, and writing and
oral presentation.
Progress Monitoring
This book includes summative
assessments that test students’
mastery of listening and reading
comprehension, writing, grammar,
spelling, vocabulary, oral reading
fluency, and phonics.

What are the main
Program 2 components?
New to English
Glencoe
New to English Student Edition,

Teacher Edition, Audio CDs, and
Assessment Program comprise
an entry-level English reading
and writing program focused on Assessment
Program
phonics, language, and literacy.
These resources support students
using Glencoe Literature: California
Treasures, Expressions, or both
programs.
Technology Resources
Several technology resources accompany the Expressions books.
Expressions Listening Library Audio CD-ROM

Listening Library CDs help students
improve comprehension and reading
fluency with engaging recordings of LISTENING | LIBRARY
the selections in Glencoe Literature:
LISTENING | LIBRAR
LISTENING | LIBRARY
Glencoe
Expressions
California Treasures. They assist Glencoe
Expressions
| BRARY Expressions
COURSE 1 LISTENING | LIBRARY

English learners with audio selection
Y Expressions
COURSE 3
summaries in their native language, Glencoe
Expressions
ction
• Differentiate Instru
with Professional
and a Listening Library Sourcebook Recordings

Co
• Differentiate Instruction
Course 1
with Professional
COURSE 2 Recordings
3
• Improve
includes standards-based activities Comprehension
• Improve
Audio Library
g Comprehension
• Increase Readin • Differentiate Instruction
keyed to the recordings. Fluency with Professional
Recordings
• Increase Reading
Fluency
3/18/08 3:16:35
PM • Improve
Comprehension
• Increase Reading
Fluency
Interactive Vocabulary CD-ROM

Glencoe’s Interactive Vocabulary
CD-ROM allows students to generate
customized flashcard sets from a
visual glossary of selection, academic,
and content area vocabulary terms.
Flashcards include audio support in
multiple languages, and this product
provides additional practice through an
interactive game-based environment.
Introduction 17
Universal Access
In the California framework, the term universal access refers to pathways in
a curriculum that provide each student access to instruction based on his or
her current level of proficiency. Glencoe Literature: California Treasures
plus Expressions include pathways for the following learning levels. Each
level is easily identified by its label color: On Level (red); Approaching
(orange); English Learners and English-Language Development (purple);
and Advanced (green).
ON LEVEL
These students read and comprehend at a grade-appropriate level.
APPROACHING
Approaching-level (struggling) learners are experiencing various degrees of learning difficulties that
require an extra thirty minutes of daily instruction. Benchmark Group: These students are generally
making good progress toward the standards but may be experiencing temporary or minor difficulties.
Strategic Group: These students may be one to two standard deviations below the mean according to
the results of standardized testing.
ENGLISH LEARNERS
English learners are nonnative speakers of English who require an additional thirty minutes of daily
instructional support in reading, vocabulary, and comprehension. Levels of English learners addressed:
Beginning, Early Intermediate, Intermediate, and Early Advanced
A D VA N C E D
These learners read one to two grade levels above their on-level peers. These gifted students need
extra enrichment to maximize their instruction.
ENGLISH-L ANGUAGE DEVELOPMENT

These English learners have an extra hour of classroom instruction each day. Levels of English learners
addressed: Beginning, Early Intermediate, Intermediate, and Early Advanced
Glencoe Literature outlines pathways for each student and provides

a variety of resources to address the special needs of all learners. The
program also creates special access for students who use African-American
vernacular English through on-page teacher’s notes.

How does the program meet
each student‘s needs?
Universal Access begins in the Glencoe Literature Student Editions

and Teacher Editions, which features activities, assessments, and discussion
topics for each level of student, as well as teaching ideas for grouping
students from either homogeneous or heterogeneous levels.
Springing from Glencoe Literature, the Read and Write and the Novel
Companion include reading materials and instruction designed for students
at each level. These differentiated lessons connect to each unit in Glencoe
Literature and the lessons in the Essential Course of Study—providing
each student with differentiated instruction while allowing teachers to
cover the same literature, Big Questions, and standards with all students.
Likewise, lessons in Expressions support each selection in the Glencoe
Literature Essential Course of Study—providing a bridge between
Program 1: Reading/Language Arts and Program 2: English-Language
Development.
A wide array of additional print and technology resources further
support differentiated instruction. These provide options to modify the
teaching cycle—focus, teach, assess, and extend—for students at various
learning points.
In addition, the Universal Access section includes enrichment projects
designed especially for advanced learners. See the Universal Access section
for more information.
E SS
CA U N I V E R SAL ACC
n By making your list
of additional questions,
Reflect Upon the Big Questio on. As you read, think
Proposal for a Monument reflecting on the Big Questi
UNIT ONE
you have already begun like to explore further
.
?
ns you would
WHAT Makes a Hero

of which of these questio
CA U N I V E R SAL ACC
E SS Explore and Develop Ideas
ideas for your project . Here
There are many ways
are a few:
in which you can explore
associate with heroes

Connect and Explore works in Unit One, characteristics that you
As you read the literary • Jot down a list of the might include such traits as strength, courage,
Connect to the Literature Use the texts as startin
g
and heroism. Your list
ts on the Big Question. , compassion, and wisdom
.
explore your own though interest. Record these intelligence, skill, loyalty
questions that spark your Pacing Chart: uals whom you consid
er to
points to explore other For examp le: E V E La list of the different types of individtypes as soldier, political
ONJotLdown
to you.
questions as they occur • include such varied
or smart?
The diagram below shows be heroes. Your
how to leader,
list
ionary,
revolutweek
might
scienti st, missionary, doctor, explorer,
pioneer, Resources: ON L E V E L
• Is it better to be strong Each arrow shows the pace a single forwriter.
or On-Level learners.
e to try something new? suggested length
immig timeartist,
ofrant, for each type of instruc celebrate.
• Why does it take courag assuming a week in total
per selection lesson. tion, who you want to
m to focus on a hero
For each type of instruc
tion, Glencoe offers a wide
ncy reveal who is a hero? • Use a cluster diagra geared toward On-Lev array of resources
• Why might an emerge el learners. Motivating
n heroism and love? Here’s an example: components help studen and Building Background
• What is the link betwee courage, skill, knowledge. Vocabulary
ts understand context
and activate prior
between heroism and fame? courage, wisdom, components help studen
• What is the difference strength, faith and vocabulary skills. ts build vocabulary
show heroism? intelligence, skill Reading Skills components
• How can ordinary people Arthur Ashe understanding of readin
g strategies and literary
strengthen students’
stories about heroes?
• Why do people enjoy telling Day 1 Day 2 Rescue Workers
Grammar resources help
build additional skills.
elements. Writing and
Day 3 revisit skills students haven’ Reteaching materials
Jane Goodall Day 4 Day 5 t fully grasped. Assess
FOCUS options are available after ment and Enrichment
students read.
courage, skill,
Project a visual or an oral form.
t to honor a hero. Present your proposal in Heroes compassion, loyalty
Create a proposal for a monumen Motivating and
Benjamin Motivating and Building
Background
Building Background Franklin Writing and Grammar
5–6) • California Treasures SE
Schedule 3–4) Revise and Present (Weeks and TE
1–2) Develop Your Project (Weeks courage. skill, • On-Level Read and Write • California Treasures SE
Connect and Explore (Weeks • Revise your proposal. intelligence, faith• Bellringer Transparencies
SE and TE and TE
• Develop your ideas into
a
Vocabulary José Martí • Writing Constructed Response
• Read the literary works
in • Refine your project. courage, loyalty, s
proposal for your project. TEACH • TeacherWorks Plus CD-ROM • Success in Writing: Research
Unit One. form to • Present your project. intelligence, wisdom and Reports
Question . • Choose a visual or an oral • Classroom Presentation
Toolkit CD-ROM or DVD-ROM
• Grammar and Language
Workbook
• Reflect upon the Big express your proposal. • Grammar and Composit
• Explore and develop ideas
about about heroes and ion
• Design your project and
create a Reading Skills ch As you gather ideas Vocabulary • Grammar and Writing
what makes a hero. Conduct Inquiry and Resear friends. Their perspectives
can Transparencies
draft. with your family and • Glencoe Online Essay
• Conduct inquiry and research heroism, discuss them a monument that celebra
tes a hero. • California Treasures SE
and TE Grader (glencoewriting.com
)
thinkin g about • Glencoe Interactive Vocabula
monuments honoring heroes. stimulate your ry CD-ROM
Writing and Grammar • Vocabula Reteaching
been created to honor ry Puzzlemaker
of monuments that have s Memorial.
• Literature Online: Vocabula • California Treasures SE
Criteria ASSESS Research different types ore or the Vietnam Veteran (glencoe.com)
ry and Spelling Resource
s
and TE
as Mount Rushm d’s • On-Level Read and Write
Your project should and research heroic figures, such oral form, such as Aaron
Coplan TE
• show evidence of inquiry hero can also be in an • Skill Level Up! A Skills-Ba
• focus on the Big Question of a format to express your A monument to a Reteaching and Fanfare for the Common Man. Think Reading Skills sed Language Arts Game
• show a thoughtful choice Portrait CD-ROM
• show an understanding
of literature in Unit One
proposal musical tributes Lincoln these differe
are
nt types of monuments • California Treasures
of heroism Assessment
about what qualities
s SE and TE
a monument that expresse to detail
• present a proposal for • show creativity and attention • On-Level Read and Write
the meaning of heroism designed to celebrate. Assessment
• Literature Online:
SE and TE • Assessment Resource
s
75
Literature
Universal Access , Reading, and • Standardized Test Preparati
(glencoe.com) Selection Resources on and Practice
• ExamView Assessment
• Skill Level Up! A Skills-Ba Suite CD-ROM
EXTEND sed Language Arts Game
CD-ROM • Progress Reporter Online
Enrichment • Fine Art Transparencies 4/5/08 5:31:51 PM
• Literature Online: Assessm
ent Resources (glencoe.
s Road Map com)
74 California Treasures Standard
.indd 75
4/5/08 5:31:46 PM
072_077_Proj_G6_CA_U1 Enrichment
• Backpack Reader
.indd 74
072_077_Proj_G6_CA_U1 • InTIME
• Literature Library
• Literature Library Teacher
124 California Treasures Standard Resources CD-ROM
s Road Map • BookLink K-12 CD-ROM
Universal Access 125
Introduction 19
Assessment
The frequent and meaningful assessments in Glencoe Literature:
California Treasures and Expressions occur with each selection and at the
end of every unit. These assessments mirror the California proficiency tests,
providing students with sample practice on both the formats and questions
of the state test. They incorporate diagnostic, progress-monitoring, and
summative assessment opportunities to help you identify standards for
which your class needs reteaching and students who require intensive or
strategic intervention.
Every six weeks and at the end of each unit of Glencoe Literature
the program offers a comprehensive unit test that assesses your students’
understanding of the standards, giving you the information to diagnose
and reteach. Further summative testing options appear in Expressions
Progress Monitoring and California Standards Practice. Two of the tests in
California Standards Practice serve as semester tests, providing a cumulative
assessment of student progress. These tests cover vocabulary, reading,
comprehension, literary response and analysis, spelling, writing strategies,
language conventions, and writing applications. See the Assessment
section of this guide for more information on the array of assessment
resources available.
CA Content Standards Practice
Assessment there. Mr. LeRoy and Mr. Courtland from down the street were there too
and all were admiring the Cadillac as my father stood proudly by,
Reading pointing out the various features.
Read the passage and answer the questions. Write your answers on a
11 “Brand-new 1950 Coupe de Ville!” I heard one of the men saying.
separate sheet of paper.
12 “Just off the showroom floor!” my father said. “I just couldn’t resist it.”
13 My sister and I eased up to the car and peeked in. It was all gold
from “The Gold Cadillac” by Mildred D. Taylor inside. Gold leather seats. Gold carpeting. Gold dashboard. It was like no
car we had owned before. It looked like a car for rich folks.
1 My sister and I were playing out on the front lawn when the gold 14 “Daddy, are we rich?” I asked. My father laughed.
Cadillac rolled up and my father stepped from behind the wheel. We ran
15 “Daddy, it’s ours, isn’t it?” asked Wilma, who was older and more
to him, our eyes filled with wonder. “Daddy, whose Cadillac?” I asked.
practical than I. She didn’t intend to give her heart too quickly to
2 And Wilma demanded, “Where’s our Mercury?” something that wasn’t hers.
California Standard
3 My father grinned. “Go get your mother and I’ll tell you all about it.” 16 “You like it?”
4 “Is it ours?” I cried. “Daddy, is it ours?” 17 “Oh, Daddy, yes!”
Annotated Teacher
5 “Get your mother!” he laughed. “And tell her to hurry!” Wilma and I 18 He looked at me. “What ’bout you, ’lois?” Edition
ran off to obey as Mr. Pondexter next door came from his house to see
what this new Cadillac was all about. We threw open the front door, ran
through the downstairs front parlor and straight through the house to the
kitchen where my mother was cooking and one of my aunts was helping
19
20
“Yes, sir!”
My father laughed again. “Then I expect I can’t much disappoint my
girls, can I? It’s ours all right!”
California
Standards
s Practice
her. “Come on, Mother-Dear!” we cried together. “Daddy say come on 21 Wilma and I hugged our father with our joy. My uncles came from the
out and see this new car!” house and my aunts, carrying their babies, came out too. Everybody
surrounded the car and owwed and ahhed. Nobody could believe it.
Practice
6 “What?” said my mother, her face showing her surprise. “What’re you
talking about?” 22 Then my mother came out.
7 “A Cadillac!” I cried. 23 Everybody stood back grinning as she approached the car. There was
8 “He said hurry up!” relayed Wilma. Aligned wit
no smile on her face. We all waited for her to speak. She stared at the car,
h California
then looked at my father, standing there as proud as he could be. Finally
9 And then we took off again, up the back stairs to the second floor of
she said, “You didn’t buy this car, did you, Wilbert?”
Content Standards
the duplex. Running down the hall, we banged on all the apartment
24 “Gotta admit I did. Couldn’t resist it.”
doors. My uncles and their wives stepped to the doors. It was good it This helpful workbook
was a Saturday morning. Everybody was home. 25 “But . . . but what about our Mercury? It was perfectly good.” provides
“We got us a Cadillac! We got us a Cadillac!” Wilma and I proclaimed “Don’t you like the Cadillac, Dee?” Six progress-monitorin
10 26
g tests,
including semester tests
in unison. We had decided that the Cadillac had to be ours if our father 27 “That Mercury wasn’t even a year old!”
was driving it and holding on to the keys. “Come on see!” Then we raced
28 My father nodded. “And I’m sure whoever buys it is going to get Reteaching lessons for
on, through the upstairs sunroom, down the front steps, through the
themselves a good car. But we’ve got ourselves a better one. Now stop California Content Stan the
downstairs sunroom, and out to the Cadillac. Mr. Pondexter was still dards
frowning, honey, and let’s take ourselves a ride in our brand-new Cadillac!”
150 UNIT 1 What Makes a Hero? ASSESSMENT 151
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PM

How does the
assessment
program work?
Glencoe also provides a robust writing program to prepare students for

standardized tests. The California Writing Resources component provides
writing prompts for the tested writing applications, along with rubrics,
annotated anchor papers, and scaffolding for all stages of the writing
process.
Each unit in Glencoe Literature includes a full Writing Workshop
that offers progress-monitoring opportunities for a range of writing and
grammar skills. These workshops walk students through the writing
process as they work on an extended piece of writing related to the unit.
The Assessment section in this guide includes rubrics for each Writing
Workshop in Glencoe Literature. These rubrics match the four-point
rubrics used in assessing writing on the California state test.
CA Content Standards Writing Workshop Get Organized

Use your notes to create a web. Write your thesis statement in the
(pp. 426–431) center oval. Then find words or lines from the poem that support the
Writing 2.4 Write responses
to literature:
Response to Literature thesis statement and write them in the surrounding ovals.
a. Develop an interpretation
exhibiting careful reading,
How can you become who you want to be? In this workshop, you will “Daydreamers” by Eloise Greenfield
understanding, and insight. write a response to literature that will help you think about the Unit 3
b. Organize the interpretation Big Question: What makes you who you are? Dreamers / thinking up planning new tries, /
around several clear ideas, Review the writing prompt, or assignment, below. Then read the Writing new ways, / looking toward asking new whys.
premises, or images. new days,
Plan. It will tell you what you will do to write your response to literature.
c. Develop and justify the
interpretation through
Writing Assignment Our dreams help seeing more than
sustained use of examples They will not be the same / make us who we are. they saw before
and textual evidence. A response to literature is an expository essay in which you interpret after this growing time,
aspects of a literary selection. Write an interpretation of how one of
the poems you have read in this unit addresses the Big Question. The
feeling more / or maybe less /
audience, those reading your interpretation, will be your classmates This dreaming has made
than they felt the time before
and teacher. them / new.
Writing Plan
• Present the thesis, or the
main idea, in the introduction
of the essay.
Prewrite
Which poem in this unit do you find most interesting? How does this
CA A SSE SSM E N T
Now make an outline of your essay. Begin with the strongest evidence
poem address the Big Question? that supports your thesis statement.
• Organize the essay around
several clear, insightful ideas. Gather Ideas “Daydreamers” by Eloise Greenfield
• Include text evidence from Review the poems in the unit. Ask yourself the following questions and Writing Works
Thesishop Rub
the literary selection to
support each idea and to
jot down your answers:
statement:
ric
Our dreams help make us who we are.
I. Dreams help us see or feel things differently.
How does each poem address the Big Question? U N I T T WO
show understanding of Functional Document
A. Dreamers / thinking up new ways
the text. Which lines in the poems address the Big Question especially well? B. seeing more than they saw before
• Use precise and vivid C. planning new tries / asking new whys
language to help the reader Choose a Poem
understand the interpretation. Now that you have some ideas, choose a poem to write about. To get
4
• Conclude by linking back to started, talk about your poem with a partner.
the thesis of the essay. Draft
• Makes the purpo se of the docum
Partner Talk With a partner, follow these steps: ent clear to thewriting.
audience by referencing
or implying theNow
purpoorganize your ideas and begin
se more than once
2
Prewriting Tip 1. Read your chosen poem aloud. in various ways. [Purpo
• Consistently presen
GettsItinform
on Paper se] • Only occasionally makes the
2. Write some words that describe the poem. Do the words help you
ation in logical and effecti purpose of the docum
patterns. [Organization] ve audience. [Purpose] ent clear to the
Thesis Statement Remember Review your web, notes, and thesis statementorgan aboutization al
the poem.
that a thesis statement think about the poet’s overall message? Write a brief thesis • Includes especially vivid suppo • Presents information in somew
expresses an important idea statement of how the poem addresses the Big Question using the Begin by writingrting
several sentences connecting
details to clarify inform the poem to the Big hat logical and occasionally
interest the reader. [Detail ation and organizational patterns. effective
that the writer is trying to following sentence frame. Question. s] Add your thesis statement. [Organization]
Literature Online
convey. That idea can be • Uses exceptional visual aids • Includes some supporting detail
For each body to clarify
paragraph,
andwrite
add atotopic
the sentence that explains how s, but could use more,
supported with examples, or The poem “________” says that ________ make(s) us who we are. [Visual Aids] information. Writing and Research For are somewhat ineffective. and those used
the text evidence relates to the Big Question. [Details]
evidence. prewriting, drafting, and
• Consistently uses text featur • Uses some visual aids to clarify
es toby
End your essay highli
restating yourorgan
ght and thesis ize
in a different way. revising tools, go to glencoe. and add to the inform
[Text Features] information. use more, and those used ation, but could
com and enter QuickPass are somewhat ineffective.
Don’t worry about paragraphs, spelling, grammar, or punctuation. • Occasionally uses text featur [Visual Aids]
code GL16234u3.
es to highlight and organ
Go back and include more evidence if you need to. but these are sometimes ize information,
confusing. [Text Featur
es]
3
426 UNIT 3 What Makes You Who You Are? Writing Workshop RESPONSE TO LITERATURE 427
• Makes the purpose of the docum
referencing the purpo ent clear to the audien
se. [Purpose] ce by adequately
1
• Presents information in logica • Rarely makes the purpose
l organizational patter of the document clear
426-431_U3WW_879302.indd 426 more
2/5/08
effecti
424-429_U3WW_879302.indd
1:22:10 PM 2
ve. [Organization] ns, but could be 12/14/07 vaguely implies the purpo
4:19:35 PM to the audience and
se. [Purpose]
• Includes supporting details • Presents information in loosel
to clarify information y organized patterns.
[Details] and interest the reader
. • Includes few supporting detail [Organization]
s, and those used are ineffe
• Uses visual aids to clarify and • Uses some visual aids, but ctive. [Details]
add to the information. they do not clarify or add
• Uses some text features to highli [Visual Aids] [Visual Aids] to the information.
[Text Features] ght and organize information.
• Rarely uses text features to
highlight and organize
when they are used, they information, and
are confusing. [Text Featur
es]
122 California Treasures Standar

ds Road Map
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Introduction 21
Selection Walk-Throughs
Selections in Glencoe Literature: California Treasures allow you to
differentiate instruction while covering the same literature, Big Questions,
and Content Standards with students at various learning points.
Essential Course of Study Selections

These selections cover the standards encountered on the California state
test. They appear in Glencoe Literature and the leveled Read and Write
worktexts, and connected lessons in Expressions support English-language
development.
The King of Mazy May CA Content Standards
(pp. 54–65)
by Jack London
Reading: 3.1 Identify the
forms of fiction and describe
the major characteristics of
BQ BIG Question each form.
WHAT Makes a Hero?

Literary Element Plot Before You Read
The King of Mazy May
Reading Strategy Visualize Connect to the Story
Meet Jack London
Think about a time when

someone was being treated
you had an opportunity to badly and
help.
Partner Talk With a partne
r, discuss whether you would
someone if risks were involve help
d. Would you get involve
the right thing to do? d if it was
Build Background
How do I teach the same In 1896 gold was discovered
area of northwestern Canad
strike it rich. Perhaps they
in the Klondike, a remote
a, near Alaska. Thousands
would have stayed home
wilderness
set out to
“You can’t wait for inspiration.
You have to go after it with
selections and standards known the following: if they had a club.”

• They would risk their lives to —Jack London
carry tons of needed equipm
across steep, frozen mount ent An Adventurous Life Jack
ain passes.
London left school at an early
to all students and provide • Local people had already claime

• The gold that remained was
frozen ground.
d most of the gold.
ten feet below permanently
age to become a sailor. He
traveled to Japan but returne
study for a term at the Univers
d to
ity
differentiated instruction?
Most fortune-seekers found of California before living the
only hardship—if they were
enough to survive! lucky rough life of a gold prospec
tor in
Canada’s Klondike region. He
Vocabulary never struck gold, but his travel
endured (en doord) v. experiences gave him a “gold
underwent hardship withou mine” of ideas for stories.
up; put up with (p. 55). To t giving
finish the marathon, Maria
endured heat, aching muscle Literary Works London’s
s, and exhaustion.
industrious (in dus trē adventure novels include The
əs) adj. hardworking (p. Call of the Wild, White Fang,
industrious student, had 56). Erin, an
the highest score on the and The Sea Wolf.
test.
adjoining (ə joi ning) adj.
located next to; adjacent Jack London was born in 1876
We heard voices coming (p. 56).
K i ng of
from the adjoining room. and died in 1916.
evidently (ev ə dənt lē
e
) adv. clearly, apparently,
obviously
Th
(p. 57). Jon was evidently Literature Online
excited because he couldn
stop fidgeting. ’t
Author Search For more
floundering (floun dər about Jack London, go to
ing) v. to move with stumb
motions; struggle awkwa ling glencoe.com and enter
rdly or clumsily (p. 63). The
were floundering in the horses QuickPass code GL16234
deep mud. u1.
Maz y May 52 UNIT 1 What Makes a
052-053_U1_BYR_8
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ite-horse 1/31/08
Shooting the wh
4:28:40 PM
to the
rapids en route
ds, 1898.
Klondike gold fiel
halftone.
Jack London Hand-colored
ere is
ge boy, but th
not a very lar himself, altho
ugh
alt Masters is d he
22 California Treasures
W man lin es s in hi s mak e-u p, an
ys kn ow ,
al that most bo
ow a great de
he does not kn r bo ys do not know. s life,
he
s much that ot n elevator in hi
After You Read
Respond and Think Criticall
y
1. What are the five stampeders TIP
trying to do? [Recall]
2. Briefly state how Walt Concluding
protects his neighbor’s claim.
The Student Edition previews,

[Summarize] Remember, when you
3. Walt’s father asked him
to keep an eye on his neighbor’s conclude, you form ideas
Why do you think his father claim.
trusted him with this task? about what you are reading.
4. Does Walt feel justified [Interpret]
in taking the sled and the You make a decision about
violence? Do you think his dogs and using what you’re reading.
actions are justified? Explain.
teaches, and assesses critical

5. Jack London once declared, [Analyze]
• Think about the difference
“The proper function of
not exist.” Explain how Walt man is to live, in meaning between the
carries out the author’s
even becomes a man. [Conclude] idea before he terms to live and to exist.
6. BQ BIG Question Think • Compare Walt’s actions

Edward Roper. about the word king and
standards. The Teacher Edition

Klondike Gold Rush, 1898. eventually called “the King why Walt is with London’s statement.
of Mazy May.” What qualities • Think about how Walt’s
flat on the heroic to the people who make him
each ice-jam, he stretched live on the Mazy May? Do
cleared the summit of heroic? Support your answer you think Walt is actions might be different
him if
from the rear warned with evidence from the story. he had only been “existing.”
leaping sled till the rifle-shot [Evaluate]
next ice-jam.
that he was safe till the
Now it is very hard to 17
and plunging and yawing
and to shoot through the
lie on a moving sled, jumping
like a boat
deceiving
before the wind,
moonlight at an object
Keep track of
your ideas about
the BIG Question in your
includes activities for students
on another moving sled unit Foldable.
four hundred yards away
performing equally wild
wondered at that the
antics.18 So it is not to
black-bearded leader
After several hours of
be
did not hit him.
this, during which, perhaps,
a
Plot Why do the shots
miss Walt? Daily Life and Cultu
re
Gold Rushes in the Nineteenth
at each reading level.
ALL STUDENTS
ammunition Century
struck about him, their When gold was discovered
score19 of bullets had They took greater In the late nineteenth century,
gold attracted about 100,000 people headed
in the Klondike,
their fire slackened.
began to give out and favorable
people to far-off places.
Prospectors to strike it rich. Several
north, hoping
a shot at him at the most gathered in camps that quickly “panics” had
care, and only whipped them behind, turned into shaken the U.S. economy.
also beginning to leave boomtowns. These towns Many people
opportunities. He was yards. grew so quickly were desperate for money.
But by 1904 most
to six hundred that they didn’t have many
the distance slowly increasing River, laws or rules. of the surface gold had
been mined and the
of a great jam off Indian Life there could be violent.
Lifting clear on the crest sang past his people would stop at nothing
Some greedy gold boom had ended.
first accident. A bullet to get gold.
Walt Masters met his Some boomtowns gradually
Group Activity
lead-dog.
ears, and struck the bad
turned into 1. How does the lack of
of the cities. But many others
in a heap, with the rest became ghost order in boomtowns
The poor brute plunged towns—settlements where
the buildings
help you understand the
actions of the
on top of him. stand empty and no people stampeders? Do you think
team remain. Gold their actions
from a straight course. often turned out to be scarce were justified? Why or why
it is turning accidentally after the first not?
17 When a sled is yawing, discovery. Prospectors simply 2. Which source gives you
or comical actions. drifted away a better
18 Antics are odd, silly, from boomtowns after seeing understanding of the hardships
their dreams of miners in
19 A score is twenty. wealth disappear. the Klondike had to endure:
this passage or
Hero?
Jack London’s story? Explain
64 UNIT 1 What Makes a your answer.
66 UNIT 1 What Makes a
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father is a good man, strong

and brave, and Walt is growing
up like him.
Vocabulary
The Read and Write for on-level and

Walt was born a thousand endured (en doordʼ) v. went
miles or so down the Yukon,
in a trading-post below through hardship without
the Ramparts. After his
died, his father and he mother giving up
came on up the river, step
from camp to camp, till by step,
now they are settled down
Walt Masters is not a very Mazy May Creek in the on the
large boy, but there is Klondike country. Last
advanced learners presents the

Literary Element manliness in his make-up, and several others had year they 30 Reading Strategy
and he himself, although spent much toil and time
does not know a great he Mazy May, and endured on the Visualize Reread the
Plot Underline the words deal that most boys know, great hardships; the creek,
that knows in turn,
much that other boys do was just beginning to show highlighted text. Picture
Read and
show how Walt is different up its richness and to reward in
not know. your mind the men who
from other boys. What is He has never seen a train them for their heavy labor. come
this of cars or an elevator in But with the news of their and go at Mazy May Creek.
part of the plot called? his discoveries, strange men
selection from the Student Edition in

life, and for that matter, began to come and go
he has never once looked through the Describe what you see.
d
cornfield, a plow, a cow, upon a short days and long nights,
Write
■ exposition had a pair of shoes on
or even a chicken. He has
never did to the men who had
and many unjust things
they
■ rising action his feet, or gone to a picnic
or a party,
worked so long upon the
Si Hartman had gone away creek. _______________________
■ climax or talked to a girl. But he
d Write
has seen the sun at midnight, on a moose-hunt, to return

10 watched and find new stakes3 driven _______________________
the ice-jams on one of and his claim jumped.
an interactive format while covering

the mightiest of rivers, Lukens and his brother George
played beneath the northern and had lost their claims in _______________________
lights,1 the one white child manner, having delayed a like 40
thousands of square miles in too long on the way to
of frozen wilderness. to record them. In short, Dawson _______________________
it was an old story, and
Walt has walked all the a number of the earnest, quite _______________________
fourteen years industrious prospectors4
of his life in sun-tanned, suffered similar losses. had
the same tested standards.

moose-hide _______________________
moccasins, and he can But Walt Masters’s father
go to the Indian had recorded his claim
camps and “talk big” with start, so Walt had nothing at the _______________________
the men, and to fear, now that his father
moccasins trade calico2 and beads gone on a short trip up had _______________________
with them for their the White River prospecting
precious furs. He can make quartz. Walt was well able for
ON LEVEL
baking-powder, yeast or bread without to stay by himself in the _______________________
hops, shoot a moose at cook his three meals a cabin,
20 hundred three day, and look after things.
yards, and drive the wild did he look after his father’s Not only _______________________
wolf-dogs fifty miles a claim, but he had agreed
day on the packed trail. keep an eye on the adjoining to 50
one of Loren Hall, who
Last of all, he has a good started for Dawson to record had
heart, and is not afraid it.
darkness and loneliness, of the
of man or beast or thing. Vocabulary
His
industrious (in dusˊ trē əs)
adj. hard-working
1. The northern lights are

bands of moving light in the
2. Calico is light cotton cloth sky that you can see at night.
with a pattern on it. 3. People marked their claims Vocabulary
with wooden stakes, or poles.
4. Prospectors are people
who look for gold. adjoining (ə joiˊ ning) adj.
located next to
14
PM The King of Mazy May

2/21/08 4:46:49
15 King of Mazy May
The
dd1 1 Vocabulary
A6C1_CA_Anc_IRW
_OSE_CV_RD10.in
father is a good man, strong endured (en doordʼ) v. went
up like him. through hardship without
miles or so down the Yukon, giving up
Walt was born a thousand mother
in a trading-post below
died, his father and he
from camp to camp, till
now they are settled down
by step,
on the
year they 30
Reading Strategy The Read and Write for approaching-
Read and Write
Klondike country. Last

Mazy May Creek in the Visualize Reread the
spent much toil and time on the in
and several others had highlighted text. Picture
level learners adds scaffolding,

in turn,
Read and great hardships; the creek, come

your mind the men who
Mazy May, and endured and to reward
large boy, but there is up its richness and go at Mazy May Creek.
Walt Masters is not a very was just beginning to show
he But with the news of their Draw a picture of one of
and he himself, although them for their heavy labor.
manliness in his make-up, through the these men on the note below.
began to come and go
Write
knows
deal that most boys know, discoveries, strange men
Literary Element does not know a great and many unjust things
they
short days and long nights,
teaching notes on African American

not know.
Plot Reread the boxed text. much that other boys do creek.
of cars or an elevator in
his worked so long upon the
Underline the words that He has never seen a train did to the men who had
he has never once looked
upon a on a moose-hunt, to return
show how Walt is different life, and for that matter, Si Hartman had gone away George
or even a chicken. He has
never 3 and his claim jumped.
from other boys. What is
this
cornfield, a plow, a cow, and find new stakes driven a like 40
his feet, or gone to a picnic

or a party, had lost their claims in
part of the plot called? had a pair of shoes on Lukens and his brother
vernacular English, and satisfies the

on the way to Dawson
has seen the sun at midnight, manner, having delayed
too long
or talked to a girl. But he quite
■ exposition one of the mightiest of
rivers, and it was an old story, and 4
watched the ice-jams on to record them. In short,
■ rising action 10
lights, the one white child
1 in
a number of the earnest,
industrious prospectors
had
■ climax played beneath the northern
of frozen wilderness. suffered similar losses.
thousands of square miles fourteen years had recorded his claim
at the
Walt has walked all the
extra 30 minutes of daily instruction

But Walt Masters’s father had
moose-hide to fear, now that his father
of his life in sun-tanned, start, so Walt had nothing for Vocabulary
moccasins, and he can
go to the Indian the White River prospecting
gone on a short trip up cabin, industrious (in dusˊ trē əs)
the men, and to stay by himself in the
camps and “talk big” with quartz. Walt was well able Not only adj. hard-working
with them for their day, and look after things.
APPROACHING
2
trade calico and beads cook his three meals a to
required for struggling readers.

50
moccasins bread without claim, but he had agreed
precious furs. He can make did he look after his father’s Hall, who had
three of Loren
hops, shoot a moose at keep an eye on the adjoining
one Vocabulary
baking-powder, yeast or miles a
the wild wolf-dogs fifty started for Dawson to record
it. adjoining (ə joiˊ ning) adj.
20 hundred yards, and drive located next to
day on the packed trail. of the
heart, and is not afraid
Last of all, he has a good His
of man or beast or thing.
darkness and loneliness,

3. People marked their claims
who look for gold.
sky that you can see at night. 4. Prospectors are people
bands of moving light in the
A6C1_CA_Anc_IRW 1. The northern lights are
_ASE_CV_RD10.in with a pattern on it.
dd1 1
2. Calico is light cotton cloth
The King of Mazy May 15
2/21/08 6:13:17
PM
14
father is a good man, strong

up like him.
Walt was born a thousand
miles or so down the Yukon,
in a trading-post below
died, his father and he mother Literary Element
The Read and Write for English

from camp to camp, till by step,
now they are settled down Plot Underline the words
Mazy May Creek in the on the that describe the conflict,
Klondike country. Last or
and several others had year they 30 problem, in the story.
Background Information spent much toil and time
Walt Masters is not a very Mazy May, and endured on the
This story takes place in large boy, but there is great hardships; the creek,
manliness in his make-up, was just beginning to show in turn,
learners includes instruction

Canada in the late 1890s. and he himself, although up its richness and to reward
Gold does not know a great he them for their heavy labor.
was discovered there at
that deal that most boys know, But with the news of their
much that other boys do knows discoveries, strange men
time. The area was covered not know.
Read and
began to come and go
with ice and snow. There He has never seen a train short days and long nights, through the
were of cars or an elevator in and many unjust things
no cars. People traveled
on life, and for that matter, his did to the men who had they
wooden sleds pulled by he has never once looked worked so long upon the unjust (un justʼ) adj. not fair
cornfield, a plow, a cow, upon a creek.
specifically designed for English

teams Si Hartman had gone away
d
of dogs. or even a chicken. He has

never on a moose-hunt, to return
Write
had a pair of shoes on and find new stakes3 driven
his feet, or gone to a picnic
or talked to a girl. But he or a party, and his claim jumped.
has seen the sun at midnight, Lukens and his brother George
10 watched the ice-jams
had lost their claims in
d Write
on one of the mightiest manner, having delayed a like 40

played beneath the northern of rivers, and too long on the way to
lights,1 the one white child to record them. In short, Dawson
learners—including visual vocabulary

thousands of square miles in it was an old story, and
of frozen wilderness. a number of the earnest, quite
industrious prospectors4
precious (preshʼ əs) adj. having Walt has walked all the suffered similar losses. had
a fourteen years
high price or value of his life in sun-tanned, But Walt Masters’s father
moose-hide had recorded his claim
moccasins, and he can start, so Walt had nothing at the
go to the Indian to fear, now that his father
camps and “talk big” with had
notes. It also meets the additional

the men, and gone on a short trip up
moccasins trade calico2 and beads the White River prospecting
with them for their quartz. Walt was well able for
precious furs. He can make to stay by himself in the When you keep an eye on
bread without cook his three meals a cabin,
baking-powder, yeast or day, and look after things. something, you watch it
hops, shoot a moose at Not only or take
three did he look after his father’s care of it.
20 hundred yards, claim, but he had agreed
and drive the wild wolf-dogs to
ENGLISH LEARNERS
day on the packed trail. fifty miles a keep an eye on the adjoining 50
daily needs of English learners.

one of Loren Hall, who
started for Dawson to record had
To Sum Up Last of all, he has a good
heart, and is not afraid
of the
it. To Sum Up
darkness and loneliness,
➤
of man or beast or thing. ➤
Walt Masters is fourteen His Walt and his father look
for
Vocabulary
years old. 1. The northern lights are gold in land near Mazy May
bands of moving light in the endured (en doordʼ) v. suffered
2. Calico is light cotton cloth sky that you can see at night.
➤ He lives in a cold climate with a pattern on it. and patience
or lived with something difficult
for a long time with strength
Creek.
in
the far north. industrious (in dusʼ trē əs)
adj. hard-working ➤ Strangers try to steal
adjoining (ə joiʼ ning) adj.
➤ He knows how to live in located next to people’s land.
the
wilderness. ➤ Walt’s father and a
3. People marked their claims neighbor Loren Hall, are
14 4. Prospectors are people
who look for gold. away. Walt takes care of
both men’s land.

15
PM
2/21/08 4:46:32
dd1 1
_ESE_CV_RD10.in
A6C1_CA_Anc_IRW
English-Language Development
to
When Walt’s mother died,
Mazy May Creek. Walt
gold. At last, they found
he and his father moved
and his father worked
gold in the creek. But
tried to steal land from
hard to find
new people
many of the
Expressions lessons support each
@^c\
came to the area. They
I]Z
lived there.
d[ honest people who already
steal to take without asking

selection in the Glencoe Literature
BVonBVn
the law
honest people who follow
Based on a story
by Jack London
Essential Course of Study. These
READ
To Find Out
Who is Walt
Masters? lessons teach the same tested
standards covered in the core
program. This series fulfills the
L alt Masters can do many
things that other boys
do
very far
not know how to do. He
away. He can drive a sled
each day. Walt has a good
can shoot a moose from
with wild wolf dogs many
heart and he is not afraid
miles
of
extra hour of instruction required
ENGLISH-L ANGUAGE DEVELOPMENT being alone.
sled something to sit or

stand on that slides on snow
for Program 2: English-Language
Development.
17
16 3/3/08 8:55:57 AM
d 17
3/3/08 8:55:49 AM
dd 16
Introduction 23
Other Selections
Extra Support for Approaching-Level Learners and English Learners provides
additional instruction for selections not included in the abbreviated
Essential Course of Study. The worksheets in Extra Support mirror the
approach of the Before You Read and After You Read pages in Glencoe
Literature. These worksheets include a variety of activities to help students
build background, develop vocabulary, and attain proficiency with literary
elements and reading skills and strategies.
Mad CA Content Standards
(pp. 331–333)
by Naomi Shihab Nye
Reading 3.7 Explain the effects
of common literary devices
(e.g., symbolism, imagery,
BQ BIG Question metaphor) in a variety of
fictional and nonfictional
WHAT Makes You Who You Are? texts.
Literary Element Symbol
Before You Read

Mad
(pp. 331–333 )
Reading 3.7 Explain the
effects
Connect to the Poem of common literary devices
(e.g., symbolism, imagery
,
Think about where you like metaphor) in a variety of
to go when you want to fictional and nonfictional
be alone.
List Make a list of the places texts.
you have in mind. Then
words that describe or tell add a few
why you’ve chosen each
place.
Build Background
Poets carefully and select
ively use words to get across Meet Naomi Shihab Nye
or feeling. Their word choice an idea
s can reveal the tone of
help you understand its a poem or
theme. A poet may use langua
appeals to your senses to ge that
help you form pictures in
ba. Oil on your mind as
Jacqueline Lam
you read. Although a poem
may tell about something
Untitled, 1948. tion. in real life, it can still contai that happens
, 102 x 77 cm . Private Collec n fantastic images.
canvas
Set Purposes for Reading
BQ BIG Question
As you read, ask yourse
lf, how do the speaker’s
mother change throughout feelings about her
the poem? Naomi Shihab Nye began
Literary Element Symbo writing poems when she was
l
A symbol is something concre only six. Her first poems were
te, such as an object, a about trees, friends, animal
place, or an experience, person, a s,
that stands for more than
Symbols usually represent just itself. and her funny grandmother.
something abstract, such As
a thought. For example, as an idea or an adult, her poetry often draws
a flag often stands for freedo
heart can stand for love. m, and a inspiration from her experiences
as an Arab American. Nye
Identifying symbols can has
help you unlock the meani written essays, many books
and understand ideas or ng of a poem
concepts the poet wants of poetry, picture books, and
to emphasize.
As you read, ask yourse a novel.
lf, which words or phrase
for something else? s are symbols
Naomi Shihab Nye was born
in 1952.
Literature Online
Author Search For more
about Naomi Shihab Nye,
go to
glencoe.com and enter
QuickPass
code GL16234u3.
MAD
Mad 331
331-331_U3_BYR_8
79302.indd 1
12/20/07 11:39:36 AM
Nye
Naomi Shihab does the
Symbol What
y mother
I got mad at m moon represent
?
w to th e moon.
so I fle
24 California Treasures I could still se
e our house
distance
so little in the
roof.
h its pointed
Untitled, 1948. Jacqueline
Lamba. Oil on After You Read
canvas, 102 x 77 cm. Private
Collection. TIP
y
Respond and Think Criticall to the speaker? [Recall] Connecting
the house look
1. From the moon, how does Is it Here are some tips to help
reacts when she gets angry. you make a connection
to
2. Think about how the speaker Explain
the way you usually react? the poem. Remember, when
similar to or different from you make a connection,
you
your answer. [Connect] combine your experience
“a pin dot”? [Infer]
describe her mother as and prior knowledge with
the
3. Why does the speaker
The Student Edition previews,

to
you that the speaker and her mother are trying words on the page.
4. Which lines tell
[Interpret] • Ask yourself what you
make up with each other?
of the moon know about the topic.
How does the poet’s choice
5. Literary Element Symbol do you think you
meaning to the poem? Why • Ask yourself whether
as a symbol give deeper
teaches, and assesses critical

have read lines in the poem
so? [Analyze]
speaker’s overall that describe how the
would you describe the speaker is acting or feeling.
6. BQ BIG Question How
Support your answer. [Conclude]
feelings about her mother? • Ask yourself what
experiences you have had
Spelling Link
with the letters ie and ei
can cause
that compare or contrast
with what you have read.
standards. The Teacher Edition
M AD
Rule for ie and ei Words i comes
cases, such as yield, the
spelling problems. In some The Keep track of
as weigh, the e comes first.
first. In other cases, such your ideas about
following spelling rule is
which spelling to use.
Rule:
a rhyme that helps you remember
Examples:
retrieve, grieve
the BIG Question in your
unit Foldable.
includes activities for students
Naomi Shihab Nye Put i before e
I got mad at my mother

so I flew to the moon.
I could still see our house
Symbol What does the
moon represent?
except after c
or when sounded like a
as in neighbor and weigh.
deceive, receive
eighty, veil
at each reading level.
ALL STUDENTS
either, neither, seize, leisure
so little in the distance Exceptions: species, weird, freight,
list these words: relieve,
5 with its pointed roof. Practice On a sheet of paper, the rule that
front yard Next to each word, write
My mother stood in the receive, retrieve, achieve.
with ei or ie.
like a pin dot explains why it is spelled
searching for me.
for me.
She looked left and right Literature Online
10 She looked
deep and far. Writing Selection Resources
tipped her head. you tell someone else about
this poem?
Then I whistled and she Write a Blurb How would that you For Selection Quizzes,
It gets cold at night on
the moon. Symbol What do you think description—about the poem eFlashcards, and Reading-
Write a blurb—a short, informal the poem is
silver thread the silver thread stands
for?
site. Briefly explain what Writing Connection activities,
My mother sent up a could post on a poetry Web purpose for go to glencoe.com and enter
it. Be sure to include your
for me to slide down
on. about and your opinion of QuickPass code GL16234u3.
closing, including your name.
15 She knows
me so well. writing and an appropriate
Mad 333
She knows I like silver.
Who You Are?

332 UNIT 3 What Makes You 2/5/08 12:02:32 PM
12/14/
12/14/07 5:20:23 PM 333
333-333_U3_AYR_879302.indd
9302.indd 1
330-330_U3_P1_87
After You Read Mad

_______________
__________ Date ___________
______________________
Before You Read Name ______________________
Mad
Comprehension Check
This book provides students with

Name __________________________ at the beginning of the poem?
__________________________ 1. How does the speaker feel
__ Date _____________
_____________
Connect to the Poem the moon”?
gets cold at night on
Where do you like to go feel when she says “It
when you want to be alone? 2. How does the speaker
additional support for each selection

you like to go and write Think about the places
for where
Extra Support d
a few sentences to describe
them in the chart below.
Where I Like to Go
Approaching an
Description Connect to the Poem wrote
alone. Review what you
flies to the moon to be below, write a
The speaker in the poem
Engli sh Learners about where you like

few sentences about
go when you want to
why you like it there.
be alone. In the chart
Why I like to go there

that is not included in the Read and
Where I like to go
ction for
APPROACHING Write. These lessons can be used to
aching and English

el Learners
Build Background
Approaching-Lev Poets carefully use words
Copyright © by the McGraw-Hill

to get across an idea or
poets choose: feeling. The words that
ction
for English Learn
ers
• help you understand the
• appeal to your senses
• help you form pictures
theme
in your mind as you read

meet the extra daily instructional needs
Companies, Inc.
A poem may tell about something

that happens in real life Literary Element: Symbol else, such as a
of approaching-level (struggling)
unbelievable images. or have fantastic or stands for something
is something real that In the boxes
Remember, a symbol wrote from the poem.
Learners
the symbols that you

Literary Element: Symbol thought or an idea. Review for.
think each symbol stands
ENGLISH LEARNERS
below, write what you
Companies, Inc.
A symbol is something physical
Copyright © by the McGraw-Hill
or real that stands for more

can be an object, a person, than just itself. It Silver Thread
learners and English learners.

a place, or an experience.
thoughts or ideas. For example, Symbols often represent
a white rose usually symbolizes Moon
purity. You can discover innocence or
the meaning of a poem
by identifying symbols. and understand ideas or
As you read the poem, list concepts
symbols for something else. the words or phrases that
are
46
PM
2/26/08 5:23:39
Mad 45
1
L_CV_RD10.indd
A7_NA_Anc_ESAE
An array of print and technology resources further supports these lessons.

See the Universal Access and Lesson Plan sections in this guide for more
detailed information.
CA LE SSON P L A NS
California Treasures Studen
t Edition Universal Access:
Advanced Learners
Novel Companion SE
Novel Companion TG
Literature Classics, Middle
School CD-ROM
CD-ROM
ed Language Arts Game
Skill Level Up! A Skills-Bas
TIM E: Hurricane Heroes (pp. 24–27)
Extension
Grammar and Language
Workbook SE
TAE
Manager Grammar and Language
Lesson Plan and Resource
1: Helping Others Revising with Style
UNIT ONE What Makes a Hero? Part
Spelling Power SE
2.3, Writing 1.3 Spelling Power TAE
SE: Reading 2.1, Reading
California ELA 2.4
TE: Reading 3.7, Reading
Standards introduced to the following: TE p. 27
Edition, students will be Daily Writing
On pages 24–27 of the Student SE / TE View the Photograp
h, p. 27
Lesson Summary a Hero?
• Big Question: What Makes Cross-Curricular Relief Organizations, p. 24
Activate Prior Knowledg
e
Connections TE Political History: Disaster
• Reading Skill: Preview, glencoe.com
One 45–50 minute session BackPack Reader
Lesson Duration Independent Reading
DRP: 57 Lexile: 910
Dale-Chall: 4.9 BookLink K–12 CD-ROM
Readability Scores
SE / TE p. 24 Teacher Resources CD-ROM
Focus Transparencies 4 Glencoe Literature Library
Daily Language Practice
inTIME magazine
School CD-ROM
SE / TE pp. 25–27 Literature Classics, Middle
Teach , Reading Strategy, p. 3
Unit 1 Teaching Resources :
Toolkit CD-ROM Planning and Instruction
Classroom Presentation Technology and
Audio TeacherWorks Plus CD-ROM
Listening Library CD, Selection
TeacherWorks Plus CD-ROM
Vocabulary PuzzleMaker
CD-ROM CA Additional Resources
U N I V E R SAL ACC
E SS
Classroom Presentation
Toolkit CD-ROM
Literature Online at glencoe.c
om (QuickPass Code: GL16265u1
T)
p. 27 Students Tools:
SE / TE Teacher Edition, p. 40 or DVD-ROM
Assess , Selection Quick Check, StudentWorks Plus CD-ROM
Unit 1 Teaching Resources (Spanish), p. 41 glencoe.com
, Selection Quick Check Online Student Edition at Code: GL16234u1)
Unit 1 Teaching Resources om (QuickPas s
CD-ROM Literature Online at glencoe.c
ExamView Assessment Suite
Progress Reporter Online
Assessment Pacing Chart: ON L E V E L
te, Early Advanced, p. 25
TE Beginning/Early Intermedia
Universal Access:
TE Intermediate, pp. 25,
27
and Spanish, p. 33
The diagram below shows
how to pace a single week
Resources: ON L E V E L
English Learners , Selection Summaries: English Each arrow shows the for On-Level learners.
Unit 1 Teaching Resources e, p. 34 suggested length of time
, Selection Summary: Vietnames
Unit 1 Teaching Resources p. 35 assuming a week in total for each type of instruct For each type of instruct
, Selection Summary: Tagalog, per selection lesson. ion, ion, Glencoe offers a wide
Unit 1 Teaching Resources , p. 36 array of resources
, Selection Summary: Cantonese geared toward On-Lev
Unit 1 Teaching Resources Hmong, p. 38 el learners. Motivating
and Building Backgro
, Selection Summary: components help student
Unit 1 Teaching Resources 41 und
, Selection Quick Check (Spanish), p. s understand context and
activate prior
Unit 1 Teaching Resources knowledge. Vocabulary
components help student
English Language Coach and vocabulary skills. s build vocabulary
Glencoe Interactive Vocabular
y CD-ROM Reading Skills compon
understanding of reading ents strengthen student
Listening Library Audio CD strategies and literary s’
Sourceboo k: Strategies and Activities Day 1 Grammar resources help elements. Writing and
Listening Library Day 2 Day 3 build additional skills.
Day 4 Day 5 revisit skills students haven’t Reteaching materials
TE Teaching Note, p. 26 fully grasped. Assessm
Universal Access: 27 FOCUS options are available after ent and Enrichment
Approaching Level TE Strategic Activity, p. students read.
y CD-ROM
Glencoe Interactive Vocabular
Listening Library Audio CD Motivating and
k: Strategies and Activities
Listening Library Sourceboo CD-ROM Motivating and Building
Backgro
A Skills-Bas ed Language Arts Game Building Background und
Skill Level Up! • California Treasures SE Writing and Grammar
and TE
• On-Level Read and Write • California Treasures SE
Lesson Plans 6 SE and TE and TE
• Bellringer Transparencies • Writing Constructed Responses
Vocabulary
• TeacherWorks Plus CD-ROM • Success in Writing: Research
TEACH and Reports
• Classroom
3/31/08 8:01:07 AM Presentation Toolkit CD-ROM • Grammar and Language
or DVD-ROM Workbook
Road Map • Grammar and Compositio
5 California Treasures Standards Reading Skills
n
001_034_LP_G6_CA_U1.indd
6 Vocabulary • Grammar and Writing
Transparencies
4/3/08 10:50:56 AM
• California Treasures SE • Glencoe Online Essay
and TE Grader (glencoewriting.com
)
5 • Glencoe Interactive Vocabular
001_034_LP_G6_CA_U1.indd y CD-ROM
Writing and Grammar • Vocabular y Puzzlemak Reteaching
er
• Literature Online: Vocabular • California Treasures SE
ASSESS (glencoe.com)
y and Spelling Resources and TE
• On-Level Read and Write
TE
Reteaching • Skill Level Up! A Skills-Base
d Language Arts Game
Reading Skills CD-ROM
• California Treasures SE
and TE Assessment
• On-Level Read and Write • Assessment Resources
Assessment SE and TE
• Literature Online: Literature, • Standardized Test Preparatio
Reading, and Selection n and Practice
(glencoe.com) Resources
• ExamView Assessment
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Introduction 25
The Foundations
of Glencoe Literature
By Jeffrey Wilhelm, PhD
Professor of English Education,
Boise State University
Quality Literature for All Students Background and Prior Knowledge When students have a
Students should be able to see themselves reflected in the personal interest in what they are learning, their interest
literature they read. This includes not only their cultures, and attention is improved. The personal connection
but their interests, which research proves vary especially activates both their background knowledge and their prior
with gender. This connection provides motivation to read knowledge.
and to continue reading. Students also need to experience Curricular Coherence Inquiry-based teaching
writing that prepares them to take their places as characterizes what Applebee, Burroughs, and Stevens
citizens in a larger society, such as workplace documents, (2000) call an integrated curriculum, that is, a curriculum
functional documents, and technical writing. in which students develop a set of skills, strategies, or
tools that they apply with increasing sophistication across
To reflect an increasingly diverse society, Glencoe Literature
presents a wide array of selections. A rich mix of classic and
a range of activities. Everything is learned in relationship
contemporary selections unites time-honored voices with new. to a big idea or question. Students develop literacy skills
Authors from many cultures address a wide range of topics and while exploring and learning a wide range of content from
themes, providing students with many varied insights into the Big the broader curriculum.
Questions and Big Ideas that frame the instruction in Glencoe
Literature. And through informed exposure to many genres— Glencoe Literature organizes instruction around Big Ideas or
both creative and informational—students learn to recognize the Big Questions that engage, motivate, and challenge students to
build and utilize their literacy skills while grappling with real life
purpose and structural features of different kinds of texts.
issues and concepts.
Inquiry-Based Instruction
Vocabulary
A Reason to Learn Inquiry is a research-based approach
Vocabulary demands in secondary schools are intense.
that gives students significant reasons or purposes for
Espin and Foegen (1996) found vocabulary to be a
reading. It is a powerful instructional treatment for
significant predictor of student performance. Farket
engaging students and assisting them to learn essential
and Elmore (1992) found vocabulary knowledge to be a
concepts and strategies. Exploring a real idea and trying
stronger predictor of reading comprehension than most
to answer a real question engages students in the same
other variable, even cognitive ability.
conversations, problem solving, and applications as real
Teachers must ensure that students develop the
practitioners.
specialized and technical vocabulary to discuss the
Inquiry approaches organized around essential
various disciplines, as well as generalized vocabulary
questions that embed reading and composing as
(academic) to convey their thinking about the subjects
meaningful inquiry-oriented activities increase student
they study.
engagement and comprehension and result in better
behavior, assignment completion, and learning. Glencoe Literature provides students with multiple tools for
building vocabulary. Some examples of instruction and practice in
Meaningful Context Inquiry allows students to learn and
print and/or technology include before- and after-reading activities
practice grammar, vocabulary, reading, and writing taught
in the student and teacher texts, the Unit Teaching Resources, Read
in the context of immediate use and personal relevance.
and Write, the Interactive Vocabulary CD, and online at glencoe.com.
When learning is organized around real issues and
questions, it becomes more meaningful.

Professional Articles
Research
Applebee, A.N. (1996). Curriculum as conversation: Transforming
traditions of teaching and learning. Chicago: University of Chicago
Press.
Caskey, M. 2006. “The Evidence for Core Curriculum – Past and
Present.” Middle School Journal(47)3, 48-54.
Csikszentmihalyi, Mihalyi (1990) Flow: The psychology of optimal
experience. New York: Harper and Row
Eggen, P., & Kauchak, D. (2001). Educational psychology: Windows on
classrooms (5th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Faber, J. E., Morris, J. D., & Lieberman, M. G. (2000). The effect of
note taking on ninth grade students’ comprehension. Reading
Psychology, 21, 257-270.
Fisher, D., & Frey, N. (2004). Improving adolescent literacy: Strategies
at work. Upper Saddle River, NJ: Merrill Prentice Hall.
Purposeful Writing Tasks Fisher, D., Frey, N., & Williams, D. (2002). Seven literacy strategies that
Note Taking The ability to take and organize notes is a work. Educational Leadership, 60(3), 70-73.
significant predictor of student success. Notes serve an Flood, D. Lapp, J. M. Jensen, & J. R. Squire (Eds.), Handbook of
external storage function that builds comprehension and research on teaching the English language arts (2nd ed., pp. 931-
understanding of content. Over time and with instruction, 941). Mahwah, NJ: Lawrence Erlbaum Associates.
students not only use their notes for external storage of Ganske, L. (1981). Note-taking: A significant and integral part of
information, but also for encoding their ideas. learning environments.
Hillocks, G., Jr. 1999. Ways of Thinking, Ways of Teaching. New York:
Graphic Organizers Concept maps, semantic webs, cause- Teachers College Press.
and-effect charts, and other graphic organizers help Irwin-DeVitis, L., & Pease, D. (1995). Using graphic organizers for
students visually organize information presented in text learning and assessment in middle level classrooms. Middle
format (Fisher, Frey & Williams, 2002). Graphic organizers School Journal, 26(5), 57-64.
also help students summarize information, helping them Marzano, R. J. (2004). Building background knowledge for academic
achievement: Research on what works in schools. Alexandria, VA:
remember and recall content (Irwin-DeVitis & Pease, 1995;
Association for Supervision and Curriculum Development.
Wilson, 2002).
Smith, M. W., and Wilhelm. J. 2002. “Reading Don’t Fix No Chevys”:
Writing to Learn Writing helps students clarify their Literacy in the Lives of Young Men. Portsmouth, NH: Heinemann.
thinking. It also provides teachers with information about Smith, M.W. and Wilhelm, J. 2006. Going with the Flow: Making
literacy learning in school more like life. Portsmouth, NH:
what students do and do not understand (Fisher & Frey,
Heinemann.
2004). However, the writing must be constructed to ensure
Vacca, R. T., & Vacca, J. L. (1999). Content area reading: Literacy and
that students engage and think as they write. learning across the curriculum (6th ed.). New York: Longman.
Quality writing prompts remind students to do what Wiggins, G., and McTighe, J. 1998. Understanding by Design.
good readers automatically do: summarize information, Alexandria, VA: ASCD.
predict what’s coming next, make connections between Wilhelm, J. 2003. Reading IS Seeing. New York: Scholastic.
their lives and the text, question the information in the text
and the author of the text, clarify information and ideas,
visualize what the text has to say, and make inferences
or draw conclusions from facts and ideas (Harvey &
Goudvis, 2000).
Glencoe Literature provides students with writing

opportunities for every day of instruction—found in the student
and/or teacher texts. Additional writing support is provided in
the Unit Teaching Resources, Standards Practice Reader, and
online at glencoe.com.
Introduction 27
Differentiated Instruction
By Douglas Fisher, PhD
Professor of Education and Director of Professional Development,
San Diego State University
To differentiate instruction, teachers must acknowledge Tips for Instruction

students’ differences in background knowledge, current
The following tips for instruction can support your efforts
reading, writing, and English language skills, learning
to help all students reach their maximum potential.
styles and preferences, interests, and needs, and they
must react accordingly. There are a number of general Use interest inventories to discover students’ individual
guidelines for differentiating instruction, including: differences.
Be sensitive to language differences in the classroom.
Link assessment with instruction. Accept that all students do not yet speak standard
Assessments should occur before, during, and after English, as in the case of students who speak African
instruction to ensure that the curriculum is aligned with American vernacular English.
what students do and do not know. Be a model for respecting others. Your behavior will set
Clarify key concepts and generalizations. the classroom tone.
Students need to know what is essential and how this Provide a variety of instructional activities to expand
information can be used in their future learning. opportunities for success.
Establish measurable objectives and decide how you can
Emphasize critical and creative thinking. best help students who meet them.
The content, process, and products used or assigned in the
Celebrate successes, and make note of and praise “work
classroom should require that students think about what
in progress.”
they are learning.
Keep it simple. Avoid overwhelming students with too
Include teacher- and student-selected tasks. many goals at one time.
A differentiated classroom includes both teacher- and Assign cooperative group projects that challenge all
student-selected activities and tasks. At some points in the students to contribute to solving a problem or creating
lesson, the teacher must provide instruction and assign a product.
learning activities. In other parts of the lesson, students
should be provided choices in how they engage with the
content.
Supporting Individual Students
The vast majority of students will thrive in a classroom
Plan for flexible grouping patterns based on differentiated instruction. However, wise
Differentiated classrooms are notable in the use of many teachers recognize that no single option will work for
types of grouping patterns. In particular, students should all students and that there may be students who require
experience: unique systems of support to be successful.
whole group instruction to introduce material and
model strategies;
small group work for collaborative learning with
peers. Small groups are often made up of four to six
students at a time, either heterogeneous or based on
identified needs.
individualized learning for independent work and
teacher-directed instruction.

How do I reach students with Remind students not to ignore graphic organizers,
photographs, and maps since there is much information
learning disabilities? in these visuals.
Provide support and structure. Clearly specify rules, Use artifacts and photographs whenever possible to
assignments, and responsibilities. build background knowledge and understanding. An
Practice skills frequently. Use games and drills to help example of this would be coins in a foreign currency or
maintain student interest. a raw cotton ball to reinforce its importance in history.
Incorporate many modalities into the learning process.
Provide opportunities to say, hear, write, read, and act
out important concepts and information. How do I reach gifted students?
Link new skills and concepts to those already mastered. Make arrangements for students to take selected
If possible, allow students to record answers on subjects early and to work on independent projects.
audiotape. Ask “what if” questions to develop high-level thinking
Allow extra time to complete assessments and skills. Establish an environment safe for risk taking in
assignments. your classroom.
Let students demonstrate proficiency with alternative Emphasize concepts, theories, ideas, relationships, and
presentations, including oral reports, role plays, art generalizations about the content.
projects, and musical presentations. Promote interest in the past by inviting students to
Provide outlines, notes, or tape recordings of lecture make connections to the present.
material. Let students express themselves in alternate ways
Pair students with peer helpers, and provide class time such as creative writing, acting, debates, simulations,
for pair interaction. drawing, or music.
Provide students with a catalog of helpful resources,
listing such things as agencies that provide free and
How do I address language differences in inexpensive materials, appropriate community services
the classroom? and programs, and community experts who might be
Students’ ability to speak standard English does not called upon to speak to your students.
reflect their academic abilities. Recognize that students Assign extension projects that allow students to solve
might exhibit a range of language differences. Some real-life problems related to their communities.
come from homes where English is not their primary
language, English Language Learner. Others speak Research
other forms of English, such as African American Fisher, D. (2005). The missing link: Standards, assessment, and
vernacular English. Your goal is to move all students instruction. Voices From the Middle, 13(2), 8-11.
Mctighe, J., Seif, E., Wiggins, G. (2004). You can teach for meaning.
toward using and understanding standard English for
Educational Leadership, 62(1), 26-30.
academic tasks.
Pflaum, S. W., & Bishop, P. A. (2004). Student perceptions of
Try to incorporate the students’ cultural experience
reading engagement: Learning from the learners. Journal of
into your instruction. The help of a bilingual aide may Adolescent and Adult Literacy, 48(3), 202-213.
be effective. Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated
Avoid any references in your instruction that could be instruction & understanding by design: Connecting content and
construed as cultural stereotypes. kids. Alexandria, VA: Association for Supervision and Curriculum
Preteach important vocabulary and concepts. Development.
Encourage students to preview text before they begin
reading, noting headings.
Introduction 29
Vocabulary Development
By Donald Bear, PhD
Professor, Department of Curriculum and Instruction
Director, E.L. Cord Foundation Center for Learning and Literacy
at the University of Nevada, Reno
What Research Says About Vocabulary

Research has long supported the critical role that
vocabulary plays in literacy education (Davis, 1944, 1968).
Vocabulary knowledge is strongly related to reading
proficiency in particular and school achievement in
general. As teachers, we know that students with rich
and flexible vocabulary knowledge are successful writers,
speakers, readers, and listeners. Recent research suggests
that a truly robust approach to vocabulary instruction
involves direct instruction about the meaning of words
along with thought-provoking, playful, and interactive
follow-up. (Beck, McKeown, & Kucan, 2002). In other
words, good vocabulary instruction facilitates an ongoing
curiosity about language that moves beyond the classroom
as students become lifelong learners.
Effective Vocabulary Instruction

Effective vocabulary instruction is about the recursive
process of word learning, not about static definitions.
Encourage students to take ownership of the language of
instruction by modeling and directly teaching academic
vocabulary in authentic speaking, reading, and writing
tasks. Through multiple meaningful encounters with a Teach word learning strategies.
variety of words in familiar and unfamiliar contexts, your Directly teach students to effectively use context, word
students will expand and deepen conceptual frameworks parts, affixes, roots, and word resources to develop their
needed to succeed in school. vocabulary knowledge.
Provide rich and varied language experiences. Foster word consciousness.
Be sure students have time and materials to read Encourage students’ curiosity about language by inviting
voraciously across content areas and topics of interest. them to create associations between words and concepts.
Teach individual words. Engage students in talking about situations a word
Give both definitional and contextual information might describe. Brainstorm for characteristics of words,
that allow your students to actively process new word or ask students to differentiate between examples and
meanings. Provide direct instruction and multiple nonexamples of targeted vocabulary.
encounters with unfamiliar words. Teach words in
students’ oral vocabularies. Read selection vocabulary
aloud and ask students to practice speaking these words.
Teach new labels for known concepts as well as words for
new concepts. Clarify and enrich the meanings of words
students already know.

How Glencoe Literature Supports Research

August, D., Carlo, M., Lively, T., McLaughlin, B., & Snow, C. (2006).
Effective Vocabulary Instruction Promoting the vocabulary growth of English learners. In T. Young
Glencoe Literature offers teachers and students both and M. Hadaway (Eds.) Supporting the literacy development of
short- and long-term strategies for learning vocabulary. English learners: Increasing success in all classrooms. Newark:
International Reading Association.
Before Reading Each lesson provides teachers with key Bear, D., Invernizzi, M., Templeton, S., Johnston, F. (2008). Words Their
words to preteach before students read. Because the Way: Word Study for Phonics, Vocabulary, and Spelling Instruction.
selection vocabulary targets the words most critical for Upper Saddle River, New Jersey: Pearson/Prentice Hall.
understanding and most likely to be used as students read Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life:
other academic texts, it is helpful to engage students in Robust vocabulary instruction. New York: Guilford Press.
rich classroom discussion and lively vocabulary activities Biemiller, A. (2006). Vocabulary Instruction: Moving between theory
before they read. and practice (A session at the annual conference of the National
Reading Conference). Los Angeles.
During Reading Highlighted vocabulary at point of use Blachowicz, C. & Fisher, P.J., (2005). Teaching vocabulary in all
helps students process words in context. Footnotes and classrooms. (3rd edition). New Jersey: Merrill Prentice Hall.
selection definitions reinforce what students learn before Graves, M.F. (2006). The vocabulary book: learning and instruction.
they read. Visual vocabulary is helpful for English learners New York: Teachers’ College Press.
who benefit from enriched vocabulary support.
After Reading Vocabulary Practice returns students

to selection vocabulary after they read. Students also
focus on academic vocabulary using sentence frames.
Vocabulary Workshops target strategic skills such as
multiple-meaning words, word parts, context clues, and
idioms. Through a variety of formative assessment tools
including graphic organizers and daily writing activities,
teachers can inform future vocabulary instruction.
Throughout the program, Glencoe Literature provides

robust and comprehensive vocabulary instruction that
will help your students become active lifelong learners.
Introduction 31
Writing
by Jacqueline Jones Royster, DA
Professor of English and Senior Vice Provost and
Executive Dean of the College of Arts and Sciences,
The Ohio State University
In response to the challenges of developing students’ Explicit Teaching of Writing Strategies

writing skills, Glencoe Literature takes into account
The underlying writing philosophy of Glencoe Literature
contemporary trends in both scholarship and practice and
is that writing strategies and techniques need to be
sets forth features that offer great potential for success.
taught explicitly. Therefore, the Writing Workshops
The writing instruction in Glencoe Literature is directly and Respond Through Writing features walk students
connected to and supportive of the many rich reading through the process of planning, drafting, revising, and
opportunities in the textbook. Through Respond Through editing. The lessons provide strong support through
Writing, students respond to what they have read by such resources as writing checklists, prewriting graphic
analyzing text in a way that helps them delve deeper into organizers, word banks, sentence frames, and annotated
the literature. Through the Writing Workshops, students professional and student models of papers.
gain direct experience producing various genres of
Taken altogether, the writing assignments in Glencoe
writing after having read a number of texts in the same
Literature provide explicit writing instruction integrated
genre.
with the literature in order to increase students’
The program also provides ample opportunities for understanding of and appreciation for good writing and
creative writing, research writing, and content-area to improve students’ own writing abilities for success in
writing. Through Write with Style, students study a high school and beyond into college and the work world.
particular style technique used by an author and then
apply that same technique in their own creative piece. Research
Research and Report and Connect to Content Areas take Benson, C., and Christian, S., (Eds.) 2002. Writing to Make a
students into interdisciplinary investigations that develop Difference: Classroom projects for community change. New York:
research, critical thinking, and writing skills applicable to Teachers College Press.
other subject areas. Branscombe, N. A., Goswami, D., and Schwartz, J., (Eds.) 1992.
Students Teaching, Teachers Learning. Portsmouth, NH:
Boynton/Cook.
Integrating Grammar with Reading Dean, D. 2006. Strategic Writing: The writing process and beyond in
and Writing the secondary English classroom. Urbana, IL: NCTE.
Glencoe Literature integrates grammar instruction with Golub, J. N. 2000. Making Learning Happen: Strategies for an
reading and writing assignments. Grammar Workshops interactive classroom. Urbana, IL: NCTE.
use the literature as a springboard into focused instruction Mitchell, D., and Christenbury, L. 2000. Both Art and Craft: Teaching
on grammar topics. Because the teaching of sentence ideas that spark learning. Urbana, IL: NCTE.
combining is a powerful way to increase a student’s The National Commission on Writing in America’s Schools and
writing facility and grammar knowledge, a special Colleges. 2003. The Neglected “R.” New York: The College
workshop on sentence combining has been added to Entrance Examination Board.
this edition. Grammar Tips that appear in the Writing Shanahan, T. (Ed.) 1994. Teachers Thinking, Teachers Knowing:
Workshops and Respond Through Writing give students Reflections on literacy and language education. Urbana, IL: NCTE.
information about a point of grammar carefully chosen for
its relevance to the writing product.

Reading Fluency
The Importance of Reading Fluency To help students become fluent readers,

Reading fluency is the ability to read with accuracy, Match students’ reading abilities to appropriate
expression, phrasing, and appropriate rate. Fluency materials for instruction
develops over time as students master the fundamental Model fluent oral reading
skills involved in accurate text decoding. Students gain
Provide guided oral reading opportunities
confidence with reading text as automaticity develops and
their reading rate increases. As their confidence builds, Offer daily opportunities for students to read easy
students move on to master the use of appropriate rhythm, materials independently
phrasing, and expression (called prosody), and reading
begins to sound like natural speech. (Stahl & Kuhn, 2002). Using Glencoe Literature to Develop
Students who are fluent readers—who read effortlessly
and accurately—are better able to devote their attention
Reading Fluency
Glencoe Literature will help you build your students’
to comprehending the text. In fact, fluency results in
fluency skills. Choose sections of interesting text from
increased comprehension. (LaBerge & Samuels, 1974). The
Glencoe Literature’s prose and poetry selections either
impact of oral reading practice, feedback, and guidance
to model fluent oral reading or to read together as choral
on comprehension “is not inconsiderable, and in several
readings with your class. Ask students to encourage each
comparisons it was actually quite high” (National Reading
other by reading portions of text aloud with a partner.
Panel 2000).
Research strongly supports repeated readings as an
effective fluency building strategy. Glencoe Literature’s
Effective Fluency Instruction
selection readabilities will help you choose independent
Because fluency develops from practice (National Reading
passages where students can keep track of one-minute
Panel, 2000), students who experience difficulty in
samples of reading on a graph, perhaps recording their
reading or who read reluctantly generally lack fluency.
first, unpracticed “cold reading” in one color and their
There is no substitute for an abundance of reading from
final score in another color, after reading the same piece of
a wide variety of printed materials. However, fluency
text three to five times (Hasbrouck, Ihnot, & Rogers, 1999).
is dependent on a variety of factors. The difficulty,
Finally, use the plays in Glencoe Literature to support
complexity, and interest level of the materials used for
reader’s theater in your classroom.
instruction and practice impact reading fluency. Ideally,
materials should be appropriate in difficulty and of
Research
interest to students.
Hasbrouck, J. E., C. Ihnot, C., & Rogers, G. H.. (1999) “Read Naturally”:
Fluency can be improved by teaching. Modeling,
A strategy to increase oral reading fluency. Reading Research &
demonstrating, and thinking out loud are some of the Instruction, 39 (l), 27–38.
explicit actions teachers can take to help students become Samuels, S. J., & Farstrup, A. E., editors. (2006) What research has
fluent readers. Teaching phrasing and providing guided to say about fluency instruction. Newark: International Reading
practice will also help. “There are few positive changes Association.
as straightforward and potentially productive as an Stahl, S.A., & Kuhn, M. R., (2002). Making it sound like language:
appropriate focus on fluency.” (Teale & Shanahan, 2001). Developing fluency. The Reading Teacher, 55, 582–584.
Introduction 33
Assessment
By Beverly Ann Chin, PhD
Professor of English, Director of English Teaching Program,
University of Montana
Assessment is the process of gathering information about Summative Assessment

student learning. Formative assessments, or assessments
At the end of every unit, teachers can administer the
for learning, are continuing opportunities to check
standardized assessments, which consist of multiple-
what students have learned. Teachers use formative
choice questions and constructed-response items. On
assessments to discover student strengths as well as areas
the other hand, Writing Workshops and Speaking,
for improvement. Summative assessments, or assessments
Listening, and Viewing Workshops provide
of learning, occur at the end of a unit and summarize
performance-based options for summative assessment.
what students have learned and how well they have met
the learning objectives. Summative assessments are more
formal, culminating experiences and often include student Additional Assessment Resources
demonstrations of their learning. Glencoe Literature also offers ancillary support through
The best system of assessment, however, is not simply Assessment Resources, a collection of blackline masters
about testing. It is about teaching—that is, making that include the following tests to be administered at
decisions and modifications in teaching in response to the beginning of a unit to assess student readiness;
assessment results with the purpose of increasing student selection tests to be given after every reading selection to
achievement. assess comprehension, literary analysis, and vocabulary
development; and end-of-unit exams to assess cumulative
learning.
Formative Assessment
Formative assessment can be a dynamic, ongoing process
Research
that helps teachers determine when to re-teach concepts,
Marzano, R. J., Pickering, D. J., & McTighe, J. (1993). Assessing
when to differentiate instruction, and when to modify
Student Outcomes. Alexandria, VA: Association for Supervision and
their approach. Such assessments for learning are Curriculum Development.
diagnostic and enable teachers to provide more support
Nave, G., & Bellamy, P. (2005). Improving Student Learning Through
and resources for students who need additional help. Integrated Assessment and Instruction: A Training Manual for
Glencoe Literature provides many opportunities for Guided Professional Development. Portland, OR: Northwest Regional
formative assessment. During reading, students encounter Educational Laboratory.
highlighted passages in the literature with questions Stiggins, R. J. (2001). Student-involved Classroom Assessment
clearly related to the curriculum standards for the lesson. (3rd ed.). Upper Saddle River, NJ: Prentice-Hall.
After reading, discussion questions and various writing Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004).
and speaking activities are offered to help teachers evaluate Classroom Assessment for Student Learning: Doing It Right—
student learning as measured against the standards for Using It Well. Portland, OR: Assessment Training Institute.
the lesson. Wiggins, G., & McTighe, J. (1998). Understanding by Design.
Alexandria, VA: Association of Supervision and Curriculum
Development

Project CRISS
By Carol M. Santa, PhD
Original developer of Project CRISS,
Director of Education at the Montana Academy
The CRISS Philosophy Good readers have an intuitive understanding

CRISS stands for CReating Independence through of the author’s craft.
Student-owned Strategies. It is a staff development When students know how authors craft their writing,
program that is more than a collection of learning they can more readily understand and remember what
strategies. Its underlying power rests not on the individual they read. Good readers will analyze the author’s style
strategies but on the teaching philosophy behind of presentation as they read. They might ask themselves,
them. This philosophy integrates work from cognitive “What is this author doing to help me learn key concepts? How
psychology, social learning theory, and neurological does the writer lead me from one idea to the next?”
research about how the brain learns. It includes these Effective learners are actively involved when
overlapping principles: they listen and read.
We learn best when we act on the information presented.
Background knowledge and purposeful reading We can do this by using a variety of organizing activities
are powerful determinants of reading that require us to write, talk, and transform information.
comprehension. Students need many opportunities to talk with
Readers are far more likely to learn new information one another about what they are learning.
when they have some previous knowledge before they
We focus on how to get students to lead their own
read or listen. We warn students not to simply begin
discussions about a topic. We want them to understand
reading. We also remind them to preview the assignment
that it is their discussing, their oral grappling with
and think about their goals for reading. We ask students,
meaning that leads to deeper understanding.
“What might you already know about the topic? What questions
do you have about the topic? Competent readers know several ways to
organize information for learning.
KWHL One proven CRISS strategy for helping students We show students different ways to organize information.
activate prior knowledge is to develop a KWHL chart They can take notes, underline, develop concept maps, or
(Know, Want to learn, Learned, How to learn more). summarize ideas in charts.
Students can work together to generate a KWHL chart
based on the model below. They can generate questions Students deserve opportunities to write about
about what they want to learn, and then, after completing what they are learning.
the reading assignment, they can list the new information Writing lets us figure out what we know and what we
they have learned and how they can learn more. still need to know. The Writing Workshops in Glencoe
Literature guide students to explore various topics to
communicate information and ideas.
K W H L
What I KNOW What I WANT HOW I can What I Teaching involves explanation and modeling.
to find out learn more LEARNED Students learn to think strategically when we use these
processes as part of our instruction. Our demonstrations
are especially critical for struggling readers. Most have
never been taught how to learn. We have to show them
Reading Goals Don’t ignore your purposes for reading.
how. When you introduce a new strategy, take center
Take time to think about them before delving into your
stage: show, tell, model, demonstrate, and explain the skill
reading. We also suggest ways to make sure your students
and how it is used by effective readers. As students learn to
have clear goals for their reading. Students are asked to set
use the strategy, gradually release responsibility to them.
their purposes before reading each selection in Glencoe
Literature. Introduction 35
Digital Learning
By David G. O’Brien, PhD
Students’ Digital Lives Literature Launchers: Pre-Reading Videos offer engaging video
segments that introduce each Unit and key selections in Glencoe
By cultivating an awareness of the issues below, teachers Literature. Listening Library Audio CDs, StudentWorks™ Plus,
can help students connect the literacy practices they learn and the Online Student Edition offer audio reads of each selection.
in school to their busy lives outside the classroom. The Media Workshop DVD supports media literacy instruction
with authentic video segments and also provides students with
New Literacies In the digital age, many students are
interactive tools to create their own media.
fluent in new languages, or literacies—for example, those
of instant messaging, text messaging, and blogging.
Increased Media Use Teens spend an average of six hours Utilize other digital resources to enhance
per day using media (Kaiser Family Foundation, 2005). learning.
Digital tools can be used to supplement more traditional
Internet as Reference Text An increasing number of instructional and practice methods, providing students
young people use the Internet as their primary reference with motivating reteaching and extension opportunities.
text for everything, including school assignments.
Glencoe Literature StudentWorks™ Plus and Online Student
Using Technology to Teach Edition give students digitized work centers wherein they can
New technologies—and the media they make available— access their textbook and point-of-use multimedia resources. Skill
appeal to a variety of learners. These technologies can Level Up!™ and Glencoe Visual Vocabulary help students practice
and master reading, vocabulary, and other language arts skills in
help motivate students at all levels to engage in reading,
familiar game-based environments.
writing, and the use of other literacies, including traditional,
school-based literacies and multiple texts (O’Brien, 2001,
2003). To incorporate digital learning into your classroom,
Research
use the tips below. Beach, R. & O’Brien, D. (2008). “Teaching popular culture texts in the
Connect print text to digital text. classroom.” In D. Leu, J. Coiro, M. Knobel, & C. Lankshear (Eds.)
Handbook of research on new literacies. Mahwah, NJ: Lawrence
Look for Web sites that support kids’ reading. An
Erlbaum Associates.
emerging body of research shows that engagement with
Kaiser Family Foundation. March, 2005. “Generation M: Media
online texts can motivate struggling readers to read print in the Lives of 8–18 Year-olds.” O’Brien, D. G. 2001. “At-risk
texts as well (O’Brien, 2001; 2003, in press). adolescents: Redefining competence through the multiliteracies
of intermediality, visual arts, and representation.” Reading Online,
In Glencoe Literature, Literature Online resources encourage
4(11). Available: http://www.readingonline.org/newliteracies/lit_
readers to research topics and authors by providing additional
index.asp?HREF=/newliteracies/obrien/index.html
content and activities and by linking to reliable, related Web
O’Brien, D. G. 2003. “Juxtaposing traditional and intermedial literacies
sites. These sorts of intertextual links help motivate struggling,
to redefine the competence of struggling adolescents.” Reading
disengaged readers who are often tired of typical textbook formats.
Online, 6(7). Available: http://www.readingonline.org/newliteracies/
obrien2/
Connect print text to other media. O’Brien, D. G. (2006). “Struggling Adolescents’ Engagement in
Multimediating: Countering the Institutional Construction of
Connecting print texts to other popular media genres
Incompetence.” In D. E. Alvermann, S. F. Phelps, D. R. Waff, K. A.
(e.g., graphic novels, video games, film, and music)
Hinchman, & D. W. Moore (Eds) (2nd Ed.), Reconceptualizing the
motivates all learners. literacies in adolescents’ lives. Mahwah, NJ: Erlbaum Associates.

CORE
Throughout the Glencoe Literature program, you will
find opportunities for grouping students to differentiate
and optimize instruction.
Using Flexible Grouping to Organize a Independent Small Groups Independent small

groups or learning centers are appropriate for interest-
Classroom: CORE Flexible-Grouping
based and theme-organized instruction, as well as for
(Adapted and reprinted with permissions from CORE
cooperative-learning experiences. Learning centers free
Teaching Reading sourcebook)
the teacher to work directly with students who need
As a teacher, your primary focus will likely be on the special attention. The group composition may represent
content and quality of your instruction. But you will also mixed skill levels and instructional needs or common skill
want to consider how to organize your classroom to best levels and instructional needs. Homogeneous (same-level)
meet the needs of your students. The Consortium on groupings, sometimes termed need-based groups, are
Reading Excellence (CORE) recommends instructional used to meet individual needs identified by formal and
grouping to manage your classroom more effectively. As informal assessment. In order to keep the groups flexible,
you teach Glencoe Literature, you may find it helpful to frequent assessment is necessary.
use the CORE Flexible-Grouping Model below. The model Unit Challenges in SE, Activities in TE
describes several strategies for organizing students into an
assortment of groups to address different learning needs.
Cross-Class Regrouping In some schools, students
may be scheduled into another class for skill-based
Implementing the model can help your students make
(homogeneous) instruction. This model is often termed
great strides toward meeting or exceeding the California
regrouping and replacement because the regular mixed
English Language Arts Content Standards.
class is reconstituted into several other classes for targeted
Whole Class Whole-class instruction is most beneficial instruction. In this regrouping model, teachers in a given
when the instructional objectives are appropriate for the grade or even across grades divide the students based on
entire mixed-level group. For example, all students might assessment information and deploy them among groups
profit when you have the whole class together to read and of teachers. Such grouping maximizes the teacher’s ability
discuss a short story. to focus instruction on a group of students who share
Literature Launchers Pre-Reading videos common learning needs. Students then return to their
Read Aloud/Think Aloud transparencies heterogeneous classes for literature-based instruction.
You might organize students into groups to focus on specific
Individual or Partner Individual or partner areas, such as grammar, spelling, and vocabulary, before
arrangements provide practice and independent gathering as a class for literature-based instruction.
application of an acquired skill. Partners may be at
different learning levels, as in a peer-tutoring relationship, Dedicated Reading Classes An effective method for
or at the same level working on a commonly needed skill. meeting students’ needs is to enhance the regular, mixed-
Novel Companions: workbooks for advanced learners group literature class with a dedicated reading class that
Read and Write: interactive workbooks with on-level, focuses on reading instruction at various skill levels. It is
approaching, and English learner versions important that students in dedicated reading classes are
Unit Teaching Resources: selection summaries in six languages, also scheduled into regular, heterogeneous literature
home activities in six languages and skills practice sheets classes. In this way, students receive the skills they need to
catch up while also getting the literature they need to
Teacher-Directed Small Groups Teacher-directed develop grade-level concepts and vocabulary.
small groups provide direct instruction to students who Use Glencoe Read and Write, in three versions: on-level,
share commonly needed skills. During such small-group approaching, and English learner, to provide interactive and
time, the teacher can closely monitor students and provide dedicated reading instruction.
structured feedback.
Activities in TE
Introduction 37
Pacing
Glencoe Literature: California Treasures offers two curriculum options:
• a 180-day course of study, which covers all the literature selections
in the Student Edition
• an Essential Course of Study, which enables you to teach all of the tested
standards in the days leading up to the California state test
In addition, Glencoe Literature offers Expressions, a complete curriculum

for students who need more intensive work in English Language
Development. This can also be customized to teach the standards in either
180 or 150 days.
This section shows you when to teach which selections, and which
standards you will cover. It is divided into these parts:
• California Treasures Student Edition
• California Treasures Essential Course of Study
• Expressions
• Weekly Pacing
CA PAC I NG
in the first 27 weeks.

all the tested standards
Expressions This schedule will cover
review them in the last
eight weeks of school.
ed to cover all the tested It will allow you to then
lum can also be modifi
The Expressions curricu To use this option, teach
leading up to the test.
standards in the 150 days ted below.
ns from Expres sions in the order presen
the selectio
May
of the Year April
Before the Test/180 Days March
Pacing Calendar: 150 Days February
Week 25
Week 29
Week 33
January Damon and Pythias
December Week 21 The First First Ladies
November Speaking, Listening, and AND Greek Drama,
October Week 17 Three Essays: A Longer,
September Week 13 Viewing Workshop: Oral continued
Week 9 Buckle Up, Pup! Smarter Vacation; Ted
Week 5 The Swing AND Report, continued
Week 1 Clever Jackal Gets AND Riding Without the Iguana; Hurray for
Speaking, Listening, and Speaking, Listening,
CA Buddhism AND Thoughts
Away AND Brer Rabbit Seatbelts, continued Artists!
PAC I NG Viewing Workshop: Will There Really Be a and Viewing Workshop:
Mahatma Gandhi: Earns a Dollar-a-Minute Tarantulas! AND
Narrative Presentation Morning? Active Listening and
The Salt March Writing Workshop:
Functional Documents: Spiders of North
Note-Taking, continued
Functional Document America
Mail Order Form; Week 34
Application Form; Week 30
Week 26 Felipe’s Photos
Membership Application Week 22 Women and the Right
Campfire
Weekly Pacing Week 10
Week 14
Week 18
The Wolf in the Forest, Selections
Judith Ortiz Cofer:
Author in Two Worlds The Debate in Sign
to Vote
Week 6 Arachne
Week 2 Speaking, Listening, and the Dog in the House Features and Workshops Language
Glencoe Literature: Califor A Silent Army of Clay
nia Treasures compreThe Sand Castle AND
Viewing Workshop: Week
AND Greek5Poetry Pecos Bill
CA
Loo Wit: The Fire Keeper
Content Standards
California English-Langu hensive ve Writing Workshop: Narrative AND Prometheus and
age Arts Content StandaHeating with addressesInformati
ly Sunlight the Comparing Literature: The
Courage Reading 3.3, Reading 3.6,
Reading 3.8
be covered rds. The standa Presentation That My Mother Had AND the Fire
completely in two ways: rds can My Father Writing 2.2, Writing 2.1.a
in 180 days, or by teachin either by teaching the Is a Simple Man
g the Essential Course entire program Week 35
chart below shows how of Study in 180 days. The Week 6 Week 31
the Glencoe Literature: Week 27 Kofi Annan
California Treasures Week 23 The Once that Never
Student Edition covers Speaking, Listening Writing Workshop:
the standards in 180 days. Week 19 Writing, Worksho
Workshop: Narrative
and Viewing
p: Writing 2.1.a, Writing 2.1, Was AND Resources—
Week 15 Expository Essay
Week 11 Jackie Robinson AND ResearchPresenta
Report tion Writing 2.5.b, Writing 2.4 Now and in the Future
Week 7 Writing Workshop:
Week 3 Speaking, Listening, and The Baseball Diamond Listening and Speaking 2.1,
The Sand Castle AND Response to Literature Listening
How do I cover the Pecos Bill Viewing Workshop: and Speaking 1.4, Listening
Heating with Sunlight, Speaking, Listening, and and
Writing Workshop: Informative Speaking 1.7
standards in the
How can I pace

Narrative
continued
Presentation, continued Viewing Workshop: Oral
Assessment: California Standard Grammar 1.1
180/150 days of the year? Climate Response to Literature
Roger the Dog s Practice
Week 36
Week 32
Week 28 Kofi Annan, continued
Week 24 Damon and Pythias
Week 20 Speaking, Listening, and TEST WEEK AND Greek Drama
instruction to
Week 16
Week 12 p:
Writing WorkshoSelectio ns Viewing Workshop: Oral
Week 8 Functional Documents: Features andReport
Week 4
Writing Workshop:
Climate, continued
Chinese Food and
Drink AND Chinese
Survey; Policy;
N I T T W Oe Essay
UPersuasiv
Speaking
Tracking Trash The Sand
, Listening, Castle
Workshops
Unit IntroductionSpeaking, Listening,
CA Content Standar ds
Narrative, continued The Monkey and the Notification Form Week 7 Reading 1.2, Reading 3.7,
Family Life and Viewing Workshop: Grammar Workshop and Viewing Workshop:
California Treasures Studen Nkosi Johnson: A Boy
Crocodile Buckle Up, Pup! : Sentence
t Edition Persuasiv e Speech Fragments Active Listening and Reading 2.4, Reading 2.1,
meet all my
Like a King AND A Man AND Riding Without Reading 2.5, Reading 2.3
Note-Taking Pacing 47
Seatbelts Writing 2.4, Writing 1.6, Writing
Selections Writing 1.2 Language Conventio
1.5,
Features and Workshops
UNIT ONE
The Scribe
Unit Introduction Vocabula
CA Content Standards Week 8 TIME: Nobody’s Perfect
who knows if the moon’s
Genre Focus: Informational
Text Reading 2.1, Reading 2.3,
ns 1.1
4/3/08 11:48:18 AM
Week 1 TIME: Hurricane Heroes ry Reading Reading 3.7
Workshop: Word Parts 3.2, Reading 3.5,
Standards Road Map
students’ needs?
The Emperor’s Silent Army Writing 2.4.a, Writing 2.1.b,
The Dog of Pompeii 46 California Treasures
Reading 1.0, Reading 1.3,
Reading 2.1, Reading 2.3, Climate 040_053_Pacing_G6_CA.in
dd 47 Writing 1.1, Writing 2.3.b,
Reading 3.3 4/3/08 11:48:13 AM Writing 1.3
Week 2 Writing 1.1, Writing 2.3 Week 9 The End of the World
What Exactly Is a Hero?
Genre Focus: Shorting_G6_CA.in dd 46 Vocabulary Workshop: Context
The King of Mazy May 040_053_Pac Fiction Reading 2.4, Reading 3.1, How the Snake Got Poison Reading 1.4, Reading 1.5,
Reading 2.2 Clues
Writing 1.3, Writing 1.1 Literary Perspective: from Reading 3.1, Reading 2.3
Week 3 The King of Mazy May, continued Dust
Tracks on a Road Writing 2.4.a, Writing 1.3,
Writing 2.4
Cultural Perspective: Yukon Reading 2.3, Reading 3.6,
Gold: Week 10
The Story of the Klondike Reading 3.2, Reading 3.1 Four Haiku: Seasons
Gold Rush Media Workshop: Media
All Stories Are Anansi’s Writing 2.2, Writing 2.1.b, Ballpark Food Elements Reading 3.4, Reading 2.1,
Reading 3.2
Dragon, Dragon Writing 2.1.a Ta-Na-E-Ka Writing 2.4.a, Writing 1.3,
Writing 2.4.c
Week 4 Three Queens of Egypt
Week 11 Listening and Speaking 1.0
Street Magic TIME: These Walls Can Talk
Reading 2.4, Reading 3.1, Writing Workshop: Functiona
Reading 3.2 Comparing Literature: He l
Stray Writing 2.1.b, Writing 2.2, Lion, Bruh Document Reading 2.4, Reading 3.2
Bear, and Bruh Rabbit AND Writing 1.1, Writing 2.2, Writing
Writing 2.1.c, Writing 2.5.c The Toad Speaking, Listening, and 1.2.a,
and the Donkey Viewing Writing 1.2
Language Conventions 1.1 Workshop: Informative Presenta
tion Listening and Speaking 2.2.a,
Week 12 Listening and Speaking 2.2.b
48 California Treasures Standards Writing 1.1, Writing 1.3, Writing

Road Map 1.6,
Assessment: California Standard Writing 2.5.c
s Practice
040_053_Pacing_G6_CA.in
dd 48
Pacing 49
4/3/08 11:48:22 AM
040_053_Pacing_G6_CA.in
dd 49
4/3/08 11:48:25 AM
Pacing 39
CA PAC I NG
California Treasures Student Edition

Glencoe Literature: California Treasures is divided into six units. Each
unit is divided into parts. The calendar below shows how to pace your
instruction in order to teach the six units in the 180 days of the school year.
Each unit includes an in-depth Writing Workshop; a Speaking, Listening,
and Viewing Workshop; and an Assessment section modeled after state
standardized tests.
September October November December January

UNIT ONE Week 5 Week 9 UNIT THREE Week 17
Week 1 Part 2 Week 13
Part 1 Part 1
Week 2 Week 6 Week 10 Week 14 Week 18

Part 2
Week 3 U N I T T WO Week 11 Week 15 UNIT FOUR
Part 2 Week 7 Week 19

Part 1 Part 1

Part 3

What do I teach for the
180/150 days of the year?
As you follow the calendars on these pages, several options are available
for diagnostic, formative, and summative assessment. See the Assessment
section of this guide for more information.
February March April May

Week 21 UNIT FIVE Week 29 Week 33
Part 2 Week 25 Part 2
Part 1
Week 22 Week 26 Week 30 Week 34
Week 23 Week 27 UNIT SIX Week 35

Part 2 Week 31
Part 1
Pacing 41
CA PAC I NG
Essential Course of Study
By teaching Glencoe Literature’s Essential Course of Study in the order
below, you can ensure that you cover the tested standards in the 150 days
before the test. The calendar shows how to use the Essential Course of Study
as the backbone of your instruction, while still having time to teach additional
selections throughout the year. The schedule also includes several workshops
from the Student Edition that teach essential California standards.
Pacing Calendar: 150 Days Before Test/180 Days of the Year

What Exactly Is a Speaking, Listening, Comparing Literature: I Dream a World AND Eulogy on the Dog,
Hero? and Viewing Workshop: He Lion, Bruh Bear, Life Doesn’t Frighten continued
Narrative Presentation and Bruh Rabbit AND Me Spiders from All
Functional Documents: The Toad and the Whatif? AND Jimmy I Really Need to
Mail Order Form; App- Donkey, continued Jet and His TV Set Know I Learned in
lication Form; Member- Writing Workshop: Kindergarten
ship Application Functional Document

The King of Mazy May The Emperor’s Silent Speaking, Listening, Arachne The Wolf and the
Army and Viewing House Dog AND
The Sand Castle Workshop: Informative The Donkey and the
Presentation Lapdog

Pecos Bill The Sand Castle, Speaking, Listening, Writing Workshop: The Shutout
Writing Workshop: continued and Viewing Response to Literature
Narrative Climate Workshop: Informative Speaking, Listening,
Presentation, continued and Viewing
Same Song AND Workshop: Oral
Maestro Response to Literature

Writing Workshop: Climate, continued The All-American Functional Documents: Writing Workshop:
Narrative, continued Comparing Literature: Slurp Survey; Policy; Persuasive Essay
Comparing Literature: He Lion, Bruh Bear, Notification Form Speaking, Listening,
The Courage That My and Bruh Rabbit AND Eulogy on the Dog and Viewing Workshop:
Mother Had AND My The Toad and the Persuasive Speech
Father Is a Simple Man Donkey

The authentic text of each Essential Course of Study selection can be
found along with extra reading support in the Read and Write practice
books—leveled consumable worktexts for English Learners, On-Level, and
Approaching students.

from Elie Wiesel: Voice Speaking, Listening, Eleanor Roosevelt Damon and Pythias,
from the Holocaust and Viewing continued
Workshop: Active
Listening and Note
Taking, continued

Primary Lessons The Sidewalk Racer In Eleanor Roosevelt’s from Brighton Beach
AND Alone in the Nets Time Memoirs
Comparing Literature:
Zlateh the Goat AND
The Boy Who Lived
with the Bears

Writing Workshop: Writing Workshop: The Eco-Canoeist TIME: Best of Buddies
Research Report Expository Essay

Speaking, Listening, Damon and Pythias TIME: Best of Buddies,
and Viewing Workshops: TEST WEEK continued
Oral Report; Active
Listening and Note
Taking
Pacing 43
CA PAC I NG
Expressions
The calendar below shows how to pace student instruction in order to teach
all the selections and workshops in Expressions during the 180 days of the
school year.

Buddhism AND Speaking, Listening, Clever Jackal Gets The Swing AND Buckle Up, Pup!
Mahatma Gandhi: and Viewing Workshop: Away AND Brer Rabbit Thoughts AND Riding Without
The Salt March Narrative Presentation Earns a Dollar-a-Minute Will There Really Be a Seatbelts, continued
Functional Documents: Writing Workshop: Morning? Tarantulas! AND
Mail Order Form; Functional Document Spiders of North
Application Form; America
Membership Application

The King of Mazy May A Silent Army of Clay Speaking, Listening, Arachne The Wolf in the Forest,
The Sand Castle AND and Viewing the Dog in the House
Heating with Sunlight Workshop: Informative AND Greek Poetry
Presentation

Pecos Bill The Sand Castle AND Speaking, Listening, Writing Workshop: Jackie Robinson AND
Writing Workshop: Heating with Sunlight, and Viewing Response to Literature The Baseball Diamond
Narrative continued Workshop: Informative Speaking, Listening, and
Climate Presentation, continued Viewing Workshop: Oral
Roger the Dog Response to Literature

Writing Workshop: Climate, continued Chinese Food and Functional Documents: Writing Workshop:
Narrative, continued The Monkey and the Drink AND Chinese Survey; Policy; Persuasive Essay
Nkosi Johnson: Crocodile Family Life Notification Form Speaking, Listening,
A Boy Like a King Buckle Up, Pup! and Viewing
AND A Man AND Riding Without Workshop: Persuasive
Seatbelts Speech

How do I teach
Program 2 for
the 180/150 days
of the year?

Three Essays: A Longer, The Once that Never Damon and Pythias The Debate in Sign
Smarter Vacation; Ted Was AND Resources— AND Greek Drama Language
the Iguana; Hurray for Now and in the Future
Artists!

Judith Ortiz Cofer: Writing Workshop: Damon and Pythias Loo Wit: The Fire Keeper
Author in Two Worlds Research Report AND Greek Drama, AND Prometheus and
continued the Fire

Campfire Writing Workshop: Felipe’s Photos Writing Workshop:
The First First Ladies Research Report, Expository Essay
continued
Speaking, Listening, and
Viewing Workshop: Oral
Report

The First First Ladies, Speaking, Listening, and Kofi Annan Speaking, Listening,
continued Viewing Workshop: Oral and Viewing Workshop:
Women and the Right Report, continued Active Listening and
to Vote Note-Taking
Pacing 45
CA PAC I NG
Expressions
The Expressions curriculum can also be modified to cover all the tested
standards in the 150 days leading up to the test. To use this option, teach
the selections from Expressions in the order presented below.
Pacing Calendar: 150 Days Before the Test/180 Days of the Year

Buddhism AND Speaking, Listening, and Clever Jackal Gets The Swing AND Buckle Up, Pup!
Mahatma Gandhi: Viewing Workshop: Away AND Brer Rabbit Thoughts AND Riding Without
The Salt March Narrative Presentation Earns a Dollar-a-Minute Will There Really Be a Seatbelts, continued
Functional Documents: Writing Workshop: Morning? Tarantulas! AND
Mail Order Form; Functional Document Spiders of North
Application Form; America
Membership Application

The King of Mazy May A Silent Army of Clay Speaking, Listening, and Arachne The Wolf in the Forest,
The Sand Castle AND Viewing Workshop: the Dog in the House
Heating with Sunlight Informative AND Greek Poetry
Presentation

Pecos Bill The Sand Castle AND Speaking, Listening, and Writing Workshop: Jackie Robinson AND
Writing Workshop: Heating with Sunlight, Viewing Workshop: Response to Literature The Baseball Diamond
Narrative continued Informative Speaking, Listening, and
Climate Presentation, continued Viewing Workshop: Oral
Roger the Dog Response to Literature

Writing Workshop: Climate, continued Chinese Food and Functional Documents: Writing Workshop:
Narrative, continued The Monkey and the Drink AND Chinese Survey; Policy; Persuasive Essay
Nkosi Johnson: A Boy Crocodile Family Life Notification Form Speaking, Listening,
Like a King AND A Man Buckle Up, Pup! and Viewing Workshop:
AND Riding Without Persuasive Speech
Seatbelts

This schedule will cover all the tested standards in the first 27 weeks.
It will allow you to then review them in the last eight weeks of school.

Three Essays: A Longer, Speaking, Listening, and The First First Ladies Damon and Pythias
Smarter Vacation; Ted Viewing Workshop: Oral AND Greek Drama,
the Iguana; Hurray for Report, continued continued
Artists! Speaking, Listening,
and Viewing Workshop:
Active Listening and
Note-Taking, continued

Judith Ortiz Cofer: Campfire Women and the Right Felipe’s Photos
Author in Two Worlds The Debate in Sign to Vote
Language
AND Prometheus and
the Fire

Writing Workshop: Writing Workshop: The Once that Never Kofi Annan
Research Report Expository Essay Was AND Resources—
Now and in the Future

Speaking, Listening, and Damon and Pythias Kofi Annan, continued
Viewing Workshop: Oral TEST WEEK AND Greek Drama
Report
Speaking, Listening,
and Viewing Workshop:
Note-Taking
Pacing 47
CA PAC I NG
Weekly Pacing
Glencoe Literature: California Treasures comprehensively addresses the
California English-Language Arts Content Standards. The standards can
be covered completely in two ways: either by teaching the entire program
in 180 days, or by teaching the Essential Course of Study in 180 days. The
chart below shows how the Glencoe Literature: California Treasures
Student Edition covers the standards in 180 days.
How do I cover the

standards in the
180/150 days of the year?
Selections Features and Workshops CA Content Standards

UNIT ONE The Scribe Unit Introduction Vocabulary Reading 3.2, Reading 3.5,
Week 1 TIME: Hurricane Heroes Workshop: Word Parts Reading 1.0, Reading 1.3,
The Dog of Pompeii Reading 2.1, Reading 2.3, Reading 3.3
Writing 1.1, Writing 2.3
Week 2 What Exactly Is a Hero? Genre Focus: Short Fiction Reading 2.4, Reading 3.1, Reading 2.2
The King of Mazy May Writing 1.3, Writing 1.1
Week 3 The King of Mazy May, continued Reading 2.3, Reading 3.6,
Cultural Perspective: Yukon Gold: Reading 3.2, Reading 3.1
The Story of the Klondike Gold Rush Writing 2.2, Writing 2.1.b,
All Stories Are Anansi’s Writing 2.1.a
Dragon, Dragon
Week 4 Three Queens of Egypt Reading 2.4, Reading 3.1, Reading 3.2
Street Magic Writing 2.1.b, Writing 2.2,
Stray Writing 2.1.c, Writing 2.5.c
Language Conventions 1.1

Week 5 Pecos Bill Writing Workshop: Narrative Reading 3.3, Reading 3.6, Reading 3.8
Comparing Literature: The Courage Writing 2.2, Writing 2.1.a
That My Mother Had AND My Father
Is a Simple Man
Week 6 Speaking, Listening, and Viewing Writing 2.1.a, Writing 2.1,

Workshop: Narrative Presentation Writing 2.5.b, Writing 2.4
Listening and Speaking 2.1, Listening
and Speaking 1.4, Listening and
Speaking 1.7
Grammar 1.1
Assessment: California Standards Practice

U N I T T WO Tracking Trash The Sand Castle Unit Introduction Reading 1.2, Reading 3.7,
Week 7 Grammar Workshop: Sentence Reading 2.4, Reading 2.1,
Fragments Reading 2.5, Reading 2.3
Writing 2.4, Writing 1.6, Writing 1.5,
Writing 1.2 Language Conventions 1.1
Week 8 TIME: Nobody’s Perfect Genre Focus: Informational Text Reading 2.1, Reading 2.3, Reading 3.7
who knows if the moon’s Writing 2.4.a, Writing 2.1.b,
The Emperor’s Silent Army Writing 1.1, Writing 2.3.b, Writing 1.3
Climate
Week 9 The End of the World Vocabulary Workshop: Context Reading 1.4, Reading 1.5,
How the Snake Got Poison Clues Reading 3.1, Reading 2.3
Literary Perspective: from Dust Writing 2.4.a, Writing 1.3, Writing 2.4
Tracks on a Road
Week 10 Four Haiku: Seasons Media Workshop: Media Elements Reading 3.4, Reading 2.1, Reading 3.2
Ballpark Food Writing 2.4.a, Writing 1.3,
Ta-Na-E-Ka Writing 2.4.c
Listening and Speaking 1.0
Week 11 TIME: These Walls Can Talk Writing Workshop: Functional Reading 2.4, Reading 3.2
Comparing Literature: He Lion, Bruh Document Writing 1.1, Writing 2.2, Writing 1.2.a,
Bear, and Bruh Rabbit AND The Toad Speaking, Listening, and Viewing Writing 1.2
and the Donkey Workshop: Informative Presentation Listening and Speaking 2.2.a,
Listening and Speaking 2.2.b
Week 12 Writing 1.1, Writing 1.3, Writing 1.6,

Writing 2.5.c

Pacing 49
CA PAC I NG

UNIT THREE My Parents Unit Introduction Reading 3.2, Reading 3.4,
Week 13 Same Song AND Maestro Reading 3.3, Reading 3.7
The All-American Slurp Writing 2.4.c, Writing 2.2.b,
Writing 2.1.c, Writing 2.4.a
Week 14 Mad Genre Focus: Poetry Reading 3.7, Reading 2.7,

Literary Perspective: Interview with Reading 3.4, Reading 3.1, Reading 3.2
Naomi Shihab Nye Writing 2.2, Writing 1.3, Writing 2.3.c
I Dream a World AND Life Doesn’t
Frighten Me
Geraldine Moore the Poet
Week 15 What I can do—I will— Vocabulary Workshop: Multiple- Reading 3.4, Reading 3.7,
Fame is a bee Meaning Words Reading 2.3, Reading 3.4, Reading 1.2
Wings Writing 2.1.c, Writing 1.6,
Historical Perspective: from King Writing 2.1.c
Minos and Art on the Palace Walls
Daydreamers
Week 16 TIME: The Gene Scene Reading 2.3, Reading 3.4,

Whatif AND Jimmy Jet and His TV Set Reading 1.2, Reading 3.2
Flowers and Freckle Cream Writing 1.3, Writing 2.1.c,
Yes, It Was My Grandmother Writing 2.4.a
Good Luck Gold
Week 17 Arachne Writing Workshop: Response to Reading 3.4, Reading 3.1, Reading 3.6
Comparing Literature: The Fun They Literature Writing 2.1.c, Writing 2.4.a,
Had AND Why Books Are Dangerous Writing 1.3, Writing 2.2, Writing 2.4,
Writing 1.6
Week 18 Speaking, Listening, and Viewing Writing 1.1, Writing 1.3, Writing 1.6,
Workshop: Oral Response to Writing 2.4
Literature Listening and Speaking 2.3,

UNIT FOUR Looking for America Unit Introduction Reading 2.7, Reading 2.4,
Week 19 TIME: Dressed for Success? Reading 3.7, Reading 2.1,
Functional Documents: Survey AND Reading 2.6, Reading 2.8,
Policy Reading 2.3, Reading 3.2
Romulus and Remus Writing 1.3, Writing 2.1.a
Week 20 Eulogy on the Dog Vocabulary Workshop: Idioms Reading 1.2, Reading 2.8,
The Southpaw Reading 3.7, Reading 3.5
Spiders from All I Really Need to Writing 2.5, Writing 1.1, Writing 2.1.a
Know I Learned in Kindergarten
Week 21 The Wolf and the House Dog AND Media Workshop: Propaganda Reading 3.1, Reading 3.2,
The Donkey and the Lap Dog Reading 2.4, Reading 2.8
The Shutout Writing 2.2, Writing 2.3.b
Week 22 The Circuit Genre Focus: Argument and Reading 2.1, Reading 3.1,
Visual Perspective: from Harvest Persuasion Reading 2.3, Reading 3.7
Persephone Writing 2.5, Writing 1.3
Listening and Speaking 2.1.a
Week 23 Comparing Literature: The Flying Writing Workshop: Persuasive Reading 3.3
Machine AND All Summer in a Day Essay Writing 2.2.d, Writing 1.6
Week 24 Speaking, Listening, and Viewing Writing 1.1, Writing 1.6

Workshop: Persuasive Speech Writing 2.5
and Speaking 2.4

UNIT FIVE from Elie Wiesel: Voice from the Unit Introduction Reading 2.7, Reading 2.3,
Week 25 Holocaust Reading 3.2, Reading 2.5
Cultural Perspective: The Secret Writing 1.4, Writing 2.3, Writing 1.3,
Schools Writing 2.4
Primary Lessons
Week 26 The Sidewalk Racer Vocabulary Workshop: Dictionary Reading 3.4, Reading 1.5,
Alone in the Nets Skills Reading 2.3, Reading 3.5
Satchel Paige Writing 1.1, Writing 2.2, Writing 2.1.a
Week 27 TIME: Gentlemen of the Pool Genre Focus: Biography and Reading 2.1, Reading 2.4,
Eleanor Roosevelt Autobiography Reading 1.2, Reading 3.4, Reading 2.3
In Eleanor Roosevelt’s Time Writing 2.1.b, Writing 2.5.a
Ode to Mi Gato
Pacing 51
CA PAC I NG

Week 28 President Cleveland, Where Are You? Media Workshop: Media Ethics Reading 3.7, Reading 2.7, Reading 3.5
The Eco-Canoeist Writing 1.6, Writing 1.5, Writing 2.2
Comparing Literature: Going Blind
AND from Ray Charles
Week 29 Writing Workshop: Research Report Writing 2.3.a, Writing 2.3, Writing 1.6,
Speaking, Listening, and Viewing Writing 1.3
Workshop: Oral Report Listening and Speaking 2.2
Week 30 Writing 2.2.d, Writing 1.1,

Writing 2.4.c, Writing 1.6,
Writing 2.1.b

UNIT SIX Damon and Pythias Unit Introduction Reading 2.3, Reading 3.7, Reading 3.2
Week 31 The Bracelet Writing 2.4, Writing 2.5.c
Week 32 Cultural Perspective: Executive Vocabulary Workshop: Word Origins Reading 2.3, Reading 1.3, Reading 3.1
Order No. 9066 Writing 2.2.d, Writing 2.5.
from I Am an American: A True Story
of Japanese Internment
from Brighton Beach Memoirs
Week 33 TIME: Best of Buddies Reading 2.1, Reading 2.4, Reading 3.1
The Phantom Tollbooth Act One Writing 2.2
Week 34 Time to Talk Genre Focus: Drama Reading 3.1, Reading 2.4,
Silence Reading 3.4, Reading 3.7,
The Golden Touch Writing 2.1.c
Comparing Literature: Zlateh the
Goad AND The Boy Who Lived with
the Bears
Week 35 Writing Workshop: Expository Essay Writing 2.2, Writing 1.6, Writing 1.1
Speaking, Listening, and Viewing Listening and Speaking 1.1, Listening
Workshop: Active Listening and and Speaking 1.2
Note Taking
Week 36 Writing 2.1.c, Writing 1.5, Writing 1.6,

Writing 2.4.b
and Speaking 2.1

Weekly Pacing
All the tested California standards are addressed by teaching these selections
in the Essential Course of Study. The chart below shows how the Essential
Course of Study covers the tested standards in the 150 days before the test.
California Treasures Essential Course of Study
Instruction CA Content Standards

Week 1 What Exactly Is a Hero? Reading 2.2
Writing 1.1
Week 2 The King of Mazy May Reading 3.1

Writing 2.2
Week 3 Pecos Bill Reading 3.3, Reading 3.6, Reading 3.8

Writing Workshop: Narrative Writing 2.1.b, Writing 2.1.a
Week 4 Writing Workshop: Narrative, continued Reading 3.6

Comparing Literature: The Courage That My Mother Had Writing 2.1.b, Writing 2.2
AND My Father Is a Simple Man
Week 5 Speaking, Listening, and Viewing Workshop: Narrative Reading 2.1, Reading 2.5
Presentation Writing 2.1.a, Writing 1.5
Functional Documents: Mail Order Form; Application Listening and Speaking 2.1,
Form; Membership Application Listening and Speaking 1.4
Week 6 The Emperor’s Silent Army Reading 2.3, Reading 3.7

The Sand Castle Writing 1.1
Week 7 The Sand Castle, continued Reading 2. 3, Reading 2.1

Climate Writing 1.2, Writing 2.3.b
Language Conventions 1.1
Week 8 Climate, continued Reading 2.1, Reading 3.2

Comparing Literature: He Lion, Bruh Bear, and Bruh Writing 2.3.b, Writing 2.2
Rabbit AND The Toad and the Donkey
Week 9 Comparing Literature: He Lion, Bruh Bear, and Bruh Reading 3.2
Rabbit AND The Toad and the Donkey, continued Writing 2.2, Writing 1.2.a, Writing 1.2
Writing Workshop: Functional Document
Week 10 Speaking, Listening, and Viewing Workshop: Informative Writing 2.2

Presentation Listening and Speaking 2.2.a
Pacing 53
CA PAC I NG

Week 11 Speaking, Listening, and Viewing Workshop: Informative Reading 3.4
Presentation, continued Writing 2.2, Writing 2.1.c
Same Song AND Maestro Listening and Speaking 2.2.b
Week 12 The All-American Slurp Reading 3.3, Reading 3.7

Writing 2.4.a
Week 13 I Dream a World AND Life Doesn’t Frighten Me Reading 3.4

Whatif? AND Jimmy Jet and His TV Set Writing 2.3.c, Writing 2.1.c
Week 14 Arachne Reading 3.1

Writing 2.4.a, Writing, 1.3
Week 15 Writing Workshop: Response to Literature Reading 2.4

Speaking, Listening, and Viewing Workshop: Oral Writing 1.6, Writing 1.1
Response to Literature Listening and Speaking 2.3
Week 16 Functional Documents: Survey; Policy; Notification Form Reading 2.3, Reading 1.2, Reading 2.8, Reading 3.7
Eulogy on the Dog
Week 17 Eulogy on the Dog, continued Reading 1.2, Reading 2.8, Reading 3.7
Spiders from All I Really Need to Know I Learned in Writing 2.5, Writing 2.1.a
Kindergarten
Week 18 The Wolf and the House Dog AND The Donkey and the Reading 3.1, Reading 3.2
Lapdog Writing 2.2
Week 19 The Shutout Reading 2.4

Writing 2.3.b
Week 20 Writing Workshop: Persuasive Essay Writing 2.5, Writing 1.6

Speaking, Listening, and Viewing Workshop: Persuasive Listening and Speaking 2.5,
Speech Listening and Speaking 2.4
Week 21 from Elie Wiesel: Voice from the Holocaust Reading 2.7
Writing 1.4
Week 22 Primary Lessons Reading 2.3

Writing 2.1
Week 23 Writing Workshop: Research Report Writing 2.3, Writing 1.6
Week 24 Speaking, Listening, and Viewing Workshop: Oral Report Writing 1.1, Writing 1.3, Writing 1.6
Speaking, Listening, and Viewing Workshop: Active Listening and Speaking 1.1, Listening and Speaking 1.2,
Listening and Note Taking Listening and Speaking 2.2
Week 25 Speaking, Listening, and Viewing Workshop: Active Listening and Speaking 1.1, Listening and Speaking 1.2
Listening and Note Taking, continued

Week 26 The Sidewalk Racer AND Alone in the Nets Reading 3.4, Reading 3.7
Comparing Literature: Zlateh the Goat AND The Boy Who Writing 1.1, Writing 2.2
Lived with the Bears
Week 27 Writing Workshop: Expository Essay Writing 2.2, Writing 1.6
Test Week
Week 28
Week 29 Eleanor Roosevelt Reading 2.1, Reading 2.4

Writing 2.5.a
Week 30 In Eleanor Roosevelt’s Time Reading 2.1, Reading 2.4

Writing 2.5.a
Week 31 The Eco-Canoeist Reading 2.7, Reading 3.7

Writing 1.5
Week 32 Damon and Pythias Reading 3.7

Week 33 Damon and Pythias, continued Reading 3.7

Week 34 from Brighton Beach Memoirs Reading 3.1

Writing 2.5
Week 35 TIME: Best of Buddies Reading 2.1, Reading 2.4
Week 36 TIME: Best of Buddies, continued Reading 2.1, Reading 2.4
Pacing 55
How do I differentiate
my instruction?
Universal Access
Glencoe Literature: California Treasures provides leveled instruction
and resources to ensure learning for all students. This section explains how
and when to use the components of Glencoe Literature to teach English
learners, on-level, approaching-level (struggling), and advanced learners.
It is divided into the following sections:
• On Level • English-Language Development
• Approaching • Differentation in the Teacher Edition
• English Learners • Enrichment Projects
• Advanced
ON LEVEL
These students read and comprehend at a grade-appropriate level.
APPROACHING
Approaching-level (struggling) learners are experiencing various degrees of learning difficulties that
require an extra thirty minutes of daily instruction. Benchmark Group: These students are generally
making good progress toward the standards but may be experiencing temporary or minor difficulties.
Strategic Group: These students may be one to two standard deviations below the mean according to
the results of standardized testing.
ENGLISH LEARNERS
English learners are nonnative speakers of English who require an additional thirty minutes of daily
instructional support in reading, vocabulary, and comprehension. Levels of English learners addressed:
Beginning, Early Intermediate, Intermediate, and Early Advanced.
A D VA N C E D
These learners read one to two grade levels above their on-level peers. These gifted students need
extra enrichment to maximize their instruction.

These English learners have an extra hour of classroom instruction each day. Levels of English learners
addressed: Beginning, Early Intermediate, Intermediate, and Early Advanced.
Universal Access 57
CA U N I V E R SAL ACC E SS
Pacing Chart: ON L E V E L
The diagram below shows how to pace a single week for on-level learners.
Each arrow shows the suggested length of time for each type of instruction,
assuming a week in total per selection lesson.
Day 1 Day 2 Day 3 Day 4 Day 5
FOCUS
Motivating and
Building Background
Vocabulary
TEACH
Reading Skills
Writing and Grammar
ASSESS Assessment
Reteaching
Enrichment
EXTEND

Resources: ON L E V E L
For each type of instruction, Glencoe offers a wide array of resources
geared toward on-level learners. Motivating and Building Background
components help students understand context and activate prior
knowledge. Vocabulary components help students build vocabulary
and vocabulary skills. Reading Skills components strengthen students’
understanding of reading strategies and literary elements. Writing and
Grammar resources help build additional skills. Reteaching materials
revisit skills students haven’t fully grasped. Assessment and Enrichment
options are available after students read.
Motivating and Building Background Writing and Grammar

• California Treasures SE and TE • California Treasures SE and TE
• StudentWorks Plus CD-ROM or DVD-ROM • Writing Constructed Responses
• Online Student Edition (glencoe.com) • Success in Writing: Research and Reports
• On-Level Read and Write SE and TE • Grammar and Language Workbook
• Bellringer Transparencies • Grammar and Composition
• TeacherWorks Plus CD-ROM • Grammar and Writing Transparencies
• Literature Launchers: Pre-Reading Videos DVD • Glencoe Online Essay Grader (glencoewriting.com)
• Classroom Presentation Toolkit CD-ROM or DVD-ROM
• Media Workshop DVD Assessment
• Unit Teaching Resources
Vocabulary • Assessment Resources
• California Treasures SE and TE • Standardized Test Preparation and Practice
• On-Level Read and Write SE and TE • ExamView Assessment Suite CD-ROM
• Interactive Vocabulary CD-ROM • Progress Reporter Online Assessment (glencoelitpr.com)
• Vocabulary Puzzlemaker • Literature Online: Assessment Resources (glencoe.com)
• Literature Online: Vocabulary and Spelling Resources
(glencoe.com) Reteaching
• California Treasures SE and TE
Reading Skills
• On-Level Read and Write TE
• California Treasures SE and TE • Unit Teaching Resources
• StudentWorks Plus CD-ROM or DVD-ROM • Skill Level Up! A Skills-Based Language Arts Game CD-ROM
• Online Student Edition (glencoe.com) • Progress Reporter Online Assessment (glencoelitpr.com)
• On-Level Read and Write SE and TE
• Unit Teaching Resources Enrichment
• Literature Online: Literature, Reading, and Selection Resources
• Backpack Reader
(glencoe.com)
• The Novel Companion
• InTIME
• Fine Art Transparencies
• Literary Elements Transparencies
• BookLink K-12 CD-ROM
Universal Access 59
Pacing Chart: A P P ROAC HI NG

The diagram below shows how to pace a single week for approaching-level,
or struggling, learners. Each arrow shows the suggested length of time
for each type of instruction, assuming a week in total per selection lesson.
Approaching-level learners need to spend more time on Motivating and
Building Background and Reteaching.
FOCUS
Motivating and
Building Background
Vocabulary
TEACH
Reading Skills
Writing and Grammar
ASSESS Assessment
Reteaching
Enrichment
EXTEND

Resources: A P P ROAC HI NG
geared toward approaching-level learners. Motivating and Building
Background components help students understand context and activate
prior knowledge. Vocabulary components help students build vocabulary

• StudentWorks Plus CD-ROM or DVD-ROM • Approaching Read and Write SE and TE
• Online Student Edition (glencoe.com) • Writing Constructed Responses
• Approaching Read and Write SE and TE • Success in Writing: Research and Reports
• Extra Support for Approaching-Level Learners and • Grammar and Language Workbook
English Learners • Grammar and Composition
• Bellringer Transparencies • Spelling Power Workbook
• Classroom Presentation Toolkit CD-ROM or DVD-ROM • Glencoe Online Essay Grader (glencoewriting.com)
Assessment
Vocabulary • Unit Teaching Resources
• California Treasures SE and TE • Assessment Resources
• Interactive Vocabulary CD-ROM • Standardized Test Preparation and Practice
• Approaching Read and Write SE and TE • ExamView Assessment Suite CD-ROM
• Vocabulary Puzzlemaker • Progress Reporter Online Assessment (glencoelitpr.com)
• Literature Online: Vocabulary and Spelling Resources • Literature Online: Assessment Resources (glencoe.com)
(glencoe.com)
Reteaching
Reading Skills
• California Treasures TE
• California Treasures SE and TE • Approaching Read and Write TE
• StudentWorks Plus CD-ROM or DVD-ROM • Unit Teaching Resources
• Online Student Edition (glencoe.com) • Extra Support for Approaching-Level Learners and
• Approaching Read and Write SE and TE English Learners
• Unit Teaching Resources • Skill Level Up! A Skills-Based Language Arts Game CD-ROM
• Listening Library Audio CD-ROMs • Progress Reporter Online Assessment (glencoelitpr.com)
(glencoe.com) Enrichment
• Fluency, Practice, and Assessment
• Backpack Reader
• InTIME
• Extra Support for Approaching-Level Learners and
English Learners
Universal Access 61
Pacing Chart: ENGLISH LEARNERS

The diagram below shows how to pace a single week for English learners.
Each arrow shows the suggested length of time for each type of instruction,
assuming a week in total per selection lesson. English learners need to
spend more time on Building Background and Vocabulary.
FOCUS
Motivating and
Building Background
Vocabulary
TEACH
Reading Skills
Writing and Grammar
ASSESS Assessment
Reteaching
Enrichment
EXTEND

Resources: ENGLISH LEARNERS
geared toward English learners. Motivating and Building Background

• StudentWorks Plus CD-ROM or DVD-ROM • English Learners Read and Write SE and TE
• Online Student Edition (glencoe.com) • Writing Constructed Responses
• English Learners Read and Write SE and TE • Success in Writing: Research and Reports
• Extra Support for Approaching-Level Learners and • Grammar and Language Workbook
English Learners • Grammar and Composition
• Bellringer Transparencies • Spelling Power Workbook
Assessment
• California Treasures SE and TE • Assessment Resources
• English Learners Read and Write SE and TE • Standardized Test Preparation and Practice
• Interactive Vocabulary CD-ROM • ExamView Assessment Suite CD-ROM
• Vocabulary Puzzlemaker • Progress Reporter Online Assessment (glencoelitpr.com)
• Literature Online: Vocabulary and Spelling Resources • Literature Online: Assessment Resources (glencoe.com)
(glencoe.com)
Reteaching
Reading Skills • California Treasures TE
• California Treasures SE and TE • English Learners Read and Write TE
• StudentWorks Plus CD-ROM or DVD-ROM • Unit Teaching Resources
• Online Student Edition (glencoe.com) • Extra Support for Approaching-Level Learners and
• English Learners Read and Write SE and TE English Learners
• Unit Teaching Resources • Skill Level Up! A Skills-Based Language Arts Game CD-ROM
• Listening Library Audio CD-ROMs • English Language Coach
(glencoe.com) Enrichment
• Fluency, Practice, and Assessment
• Backpack Reader
• InTIME
• Extra Support for Approaching-Level Learners and
English Learners
• English Language Coach
Universal Access 63
Pacing Chart: A D VA N C E D
The diagram below shows how to pace a single week for advanced
learners. Each arrow shows the suggested length of time for each type of
instruction, assuming a week in total per selection lesson. Since advanced
learners will work at an accelerated pace, a large portion of their instruction
can be devoted to Enrichment.
FOCUS
Motivating and
Building Background
Vocabulary
TEACH
Reading Skills
Writing and Grammar
ASSESS Assessment
Reteaching
Enrichment
EXTEND

Resources: A D VA N C E D
geared toward advanced learners. Motivating and Building Background

• StudentWorks Plus CD-ROM or DVD-ROM • Writing Constructed Responses
• Online Student Edition (glencoe.com) • Success in Writing: Research and Reports
• The Novel Companion SE and TG • Grammar and Language Workbook
• Bellringer Transparencies • Grammar and Composition
Assessment
• Interactive Vocabulary CD-ROM • Assessment Resources
• Vocabulary Puzzlemaker • Standardized Test Preparation and Practice
• Literature Online: Vocabulary and Spelling Resources • ExamView Assessment Suite CD-ROM
(glencoe.com) • Progress Reporter Online Assessment (glencoelitpr.com)
• Literature Online: Assessment Resources (glencoe.com)
Reading Skills
• California Treasures SE and TE Reteaching
• The Novel Companion SE and TG • California Treasures TE
• On-Level Read and Write SE and TE • On-Level Read and Write SE and TE
• Unit Teaching Resources • Unit Teaching Resources
• Literature Online: Literature, Reading, and Selection Resources • Skill Level Up! A Skills-Based Language Arts Game CD-ROM
(glencoe.com)
• Skill Level Up! A Skills-Based Language Arts Game CD-ROM Enrichment
• InTIME
• BookLink K-12 CD-ROM
• Enrichment Projects
Universal Access 65
Pacing Chart:
The diagram below shows how to pace a single week for those English
learners who have an extra hour of classroom time. After these students
have completed the instruction required for Program 1, they can follow this
suggested pacing in the hour required for Program 2.
FOCUS
Motivating and
Building Background
Vocabulary
TEACH
Reading Skills
Writing and Grammar
ASSESS Assessment
Reteaching
Enrichment
EXTEND

Resources:
Glencoe Literature’s English-Language Development program offers
resources in the same instructional categories that are offered in Program 1.

• Expressions Reader and TE • Expressions Reader and TE
• New to English SE and TE • Expressions Practice Book
• New to English SE and TE
Vocabulary
• Expressions Reader and TE
Assessment
• Interactive Vocabulary CD-ROM • Expressions Progress Monitoring
• Expressions Practice Book • New to English Assessment Program
• New to English SE and TE
Reteaching
Reading Skills • Expressions TE
• Expressions Reader and TE • Expressions Practice Book
• Expressions Practice Book • Skill Level Up! A Skills-Based Language Arts Game CD-ROM
• Listening Library CD • New to English TE
• New to English SE and TE Enrichment
• New to English Audio CD-ROM
• Expressions Reader and TE
Universal Access 67
Differentiation in the Teacher Edition

The Teacher Edition of Glencoe Literature: California Treasures provides
a variety of features to help with differentiated instruction, all labeled and
wrapped around reduced pages of the Student Edition.
These features include:

• leveled skills instruction for English learners, on-level, approaching-level
(struggling), and advanced learners
• teaching notes for speakers of African American vernacular English
• resource suggestions at point-of-use to help differentiate your instruction
• vocabulary preteaching
• flexible grouping suggestions
• in-depth activities and teaching strategies for English learners,
on-level, approaching-level, and advanced learners
• Progress Checks to help assess the performance of struggling students
The following pages show where to find these features in the

Teacher Edition.

UNIT ONE
Teach
Teaching Note
Teaching Notes African American Vernacular English
Point out to students that verb tense
tells you when something occurs,
Side column notes provide occurred, or will occur. According to

the selection, James and his family
have “been living in the apartment
support for students who are over the Silver Dollar Check Cashing
Service five years.” This is the
present perfect progressive tense,
speakers of African American which communicates something that
started in the past and continues
vernacular English. into the present. Remind students

of the importance of remembering
verb tenses in speaking and writing.
Instead of saying, “We been living,”
students should say, “We have been
living.”
Thinking, 1984. Carlton Murrel.
CA ELA WOELC 1.2 Identify and properly Oil on board.
use indefinite pronouns and present perfect, Private Collection.
The Scribe
past perfect, and future perfect verb tenses;
ensure that verbs agree with compound
Resource Suggestions subjects.
at Point-of-Use
For an audio recording of this
selection, use Listening Library Kristin Hunter
Audio CD-ROM.
Helpful suggestions for using Readability Scores

W e been living in the apartment over the Silver Dollar
Check Cashing Service five years. But I never had
any reason to go in there till two days ago, when Mom had
Glencoe Literature ancillary Dale-Chall: 5.3

DRP: 47
to go to the Wash-a-Mat and asked me to get some change.
And man! Are those people who come in there in some
Lexile: 690 bad shape.
material to differentiate 12 UNIT 1 What Makes a Hero?
Writing Practice
instruction. Story Map Explain to students that a good Ask students to complete a story map for “The
way to increase their comprehension and Scribe.” Have them compare their maps to
understanding of any story they read is to gain further insights into Hunter’s story.
complete a story map. A story map includes CA ELA W 1.3 Use a variety of effective and
the following: coherent organizational patterns, including
• title of the story comparison and contrast; organization by categories;
• names and brief descriptions of the major and arrangement by spatial order, order of
characters importance, or climactic order.
• a plot summary or sequence-of-events chart
U N•Idescription
T ON E conflict
of the
• theme
12
Teach
Reading Skill 1
Stray
Analyze Plot The puppy may have
gotten lost in the storm or been
abandoned by its owner. Skills Instruction
For additional reading skill or
strategy practice, see Unit 1 These notes provide additional
Teaching Resources, p. 153.
Cynthia Rylant instruction and support for the

Cultural History
I n January, a puppy wandered onto the property of Mr.

Amos Lacey and his wife, Maggie, and their daughter,
Some students may be unfamiliar with
animal control regulations. Discuss
skills taught in a lesson. They
Doris. Icicles hung three feet or more from the eaves of
houses, snowdrifts swallowed up automobiles, and the
animal control worker tasks:
• Use nets and tranquilizers to take
animals from poor environments.
are geared toward English
birds were so fluffed up they looked comic.
The puppy had been abandoned,1 and it made its way
down the road toward the Laceys’ small house, its tail
• Euthanize (“put to sleep”) sick,
unwanted, or injured animals. learners, on-level, advanced,
between its legs, shivering. • Give animals care and shelter.
Doris, whose school had been called off because of the
snow, was out shoveling the cinder-block front steps when
• Lead public awareness campaigns
regarding animal safety and care.
and approaching-level students.
she spotted the pup on the road. She set down the shovel.
Ask students to explain if they think
“Hey! Come on!” she called.
the tasks are fair to the animals.
The puppy stopped in the road, wagging its tail timidly,2
trembling with shyness and cold. 1 Analyze Plot What do you
Doris trudged through the yard, went up the shoveled think has happened to the
puppy?
drive and met the dog.
1 An abandoned puppy has been given up or left behind.
2 If a puppy behaves timidly, it acts fearfully and without courage.
Vocabulary
eaves (ēvz) n. lower edge of a sloping roof projecting beyond the sides of
a building
Proficiency Levels
115
Notes provide leveled practice
Stray
English Learners
UN I VERSAL ACCESS
Intermediate Emphasize that Doris

SMALL GROUP
• Who chose the name?
and activities for two levels of
does not name the dog because naming
something establishes a connection with it.
• What does the name mean, both literally
and personally? approaching-level students—
Ask students to work with partners or in small • Why was the name chosen?
groups to discuss their own names or the
names of parents, siblings, pets, or objects.
• If you could rename yourself or your pet,
what name would you choose? Why?
benchmark and strategic—and
Suggest that students address these
questions:
• Who or what is the person, pet, or object?
for three levels of English
• What is the relationship to you?
115
learners—beginning/early
intermediate, intermediate, and
early advanced.
Universal Access 69
Before You Read Before You Read

Dragon, Dragon Meet John Gardner
Focus
Connect to the Fairy Tale
What do you think it would be like to live in a fairy-tale world of
castles, wizards, and dragons? Bellringer Options
Partner Talk With a partner, talk about what life might be like in a Selection Focus Transparency 3
fairy tale, where anything is possible.
Daily Language Practice
Transparencies 14, 15, 16
Build Background
Or ask students: What images do
“Dragon, Dragon” is a modern fairy tale. It was written in the style
“Life follows art. If we celebrate you associate with fairy tales?
of tales that have been handed down for hundreds of years. The
story seems to be a typical fairy tale at first. A dragon terrorizes a bad values in our arts, we’re Think of fairy tales you know. What
kingdom. A brave hero goes on a quest to slay the dragon and win going to have a bad society.” is a common element? (Students
the fair maiden’s hand. But you’ll notice one difference—humor. —John Gardner may mention castles, kingdoms,
Here are some places to look for humor: A True Artist John Gardner dragons, knights. Compile a list of the
• ways the dragon troubles the kingdom grew up around books. As an people, places, and objects that they
adult, he wrote novels, short mention.)
• what the queen is turned into and how she’s taken care of stories, books on writing, and
• the advice the cobbler gives his sons more. When he wasn’t writing,
Read carefully to find all the ways the author has fun with the he was teaching and studying
typical elements of fairy tales. classic literature. Gardner Vocabulary
wanted his books to deliver a
Vocabulary moral message. “True art is Challenge pairs of students to use
moral,” he said. “It seeks to
plagued (plāgd) v. troubled or annoyed (p. 84). the vocabulary words in a short story.
improve life.” He is best known
Even though we kept the food in closed containers, ants Encourage students to use context
for his novel Grendel, the
plagued our picnic. clues to help convey each word’s
retelling of an ancient legend
ravaged (rav ijd) v. laid waste to; destroyed (p. 84). about the warrior Beowulf, who meaning. Remind students that
Rabbits ravaged Jon’s vegetable garden, so he built a slays monsters and a dragon. examples and related ideas can be
fence around it.
Literary Works Gardner wrote used as context clues in sentences.
tyrant (tı̄rənt) n. one who uses power or authority in a novels, poetry, essays, and short
cruel and unjust manner (p. 85). Our school’s soccer coach is stories.
strict, but she isn’t a tyrant.
John Gardner was born in 1933
quest (kwest) n. search or pursuit made in order to get an For additional vocabulary practice,
and died in 1982.
object or accomplish a goal (p. 87). The boy was on a quest see Unit 1 Teaching Resources,
to find his misplaced homework. Literature Online p. 115.
meekly (mēk lē) adv. patiently and mildly; gently (p. 87). Author Search For more
Despite students’ excitement on the last day of school, the about John Gardner, go to
teacher meekly tried to get their attention. glencoe.com and enter For additional context, use Glencoe
QuickPass code GL16234u1. Interactive Vocabulary CD-ROM.
Dragon, Dragon 81
English Learners Approaching Level
UNIVERSAL ACCESS UNIVERSAL ACCESS
Vocabulary Preteaching Model for

PARTNERS quest for freedom. Have students work in Vocabulary Preteaching Check to
PARTNERS
students this example. Say: The tyrant pairs to write a paragraph similar to the make sure students understand all the
was unsympathetic toward the needs of his model, using as many of the vocabulary terms in the definitions of the vocabulary
people. His servants ravaged the farmers’ words as possible. Allow them to use a words. Then have them work in pairs to write
fields, as he demanded nearly all of the dictionary if they need to look up additional each definition in their own words. The
crops for his own overflowing pantry. His words that they’d like to use. Ask a volunteer paraphrases should have the same basic
cruelty continued until one day, a farmer to read the paragraph aloud when they’ve meanings as the original definitions. Discuss
meekly yet firmly refused to give up his finished writing. students’ paraphrases with them, helping them
share. Word of his boldness spread quickly, to resolve any subtle variations in meaning.
and it was then that the people began their
81
Vocabulary Preteaching
Because vocabulary is a key
component of reading success, we Universal Access
provide additional vocabulary Activities for your diverse classrooms
preteaching activities for struggling are clearly labeled. These activities
students and English learners in build students’ proficiency by targeting
your classroom. content area knowledge and by
providing strategies to introduce,
teach, and reinforce concepts.
UNIT ONE
Teach
Say: Look at the picture. What mood

does it set? (Possible response: a
mood of foreboding.) What does it
tell you about the story? (Possible
responses: that castles and royalty
will be part of the story; that it is set
in a time long ago.)
Buff earthenware tile, depicting a fantastic dragon, c.1882-1888. William de Morgan.
Dragon,
Merton Abbey. Fitzwilliam Museum, University of Cambridge.
After You Read After You Read
Dragon
Respond and Think Critically TIP
Assess 1. How do Mr. Silver and Mr. Dollar treat their customers? Find details
from the selection to support your answer. [Recall]
Interpreting
To answer question 2, recall
2. What does the narrator mean when he says, “And old man Silver details about how Mr. Silver
For additional assessment, see and Mr. Dollar interact with
and old man Dollar cleaning up on all of them”? [Interpret]
Assessment Resources, pp. 33–34. customers. Compare these
3. Compare the Silver Dollar Check Cashing Service with the
John Gardner Establishment Trust National Bank. [Compare]
details with how you would
like to be treated.
Dragon, Dragon 83 Respond and 4. Literary Element Narrator and Point of View How does the first-person • Reread the signs in the
Silver Dollar Check
English Learners Approaching Level Think Critically point of view in “The Scribe” shape the way readers feel about the
customers at the Silver Dollar Check Cashing Service? [Analyze] Cashing Service. What
Possible answers: does the first sign tell you
UNIVERSAL ACCESS UN IVERSAL ACCESS 5. Reading Strategy Connect to Personal Experience How do the personal about the owners?
1. The two men make their customers connections in your graphic organizer help you better understand
• Why might the owners
feel unimportant. One of them the characters and events in the story? [Analyze]
Early Advanced Have students
SMALL GROUP
Strategic Invite students to find descriptive photograph each customer
rolls his eyes at Muskogee Marie 6. BQ BIG Question How do James and Mrs. Franklin help each who cashes a check?
identify a part of the selection they had phrases about the dragon as they read.
Lawson, making her feel foolish for other? Is either character a hero? Explain. [Conclude] What does this tell you
difficulty understanding. Have them orally Remind students that one way to learn about the owners?
not knowing her year of birth.
paraphrase that section for a small group. about a character is to pay attention to the
Vocabulary Practice • Reread how the owners
Invite students to discuss points at which their details the author uses to describe him or 2. James is disgusted that Mr. Silver treat Muskogee Marie
Choose the sentence that uses the vocabulary word correctly. Lawson and the veteran.
understandings differ and to ask questions to her as well as how other characters react and Mr. Dollar take advantage of
clarify difficult passages. to the character. Have students take turns their customers by charging them 1. A. The minimum age for admittance to the play is twelve. • Notice what the narrator
B. The highest, or minimum, deposit in an account is $1,000. says and how he feels
describing the dragon as though they have money for check-cashing services. when he witnesses
actually seen him. 2. A. The veteran hoped to serve in the armed forces one day. these interactions.
3. The check-cashing service is a
B. My grandfather is a veteran of World War II.
small, dark building with broken
3. A. The reviewer liked the play so much that he criticized it. Keep track of
windows. The bank is large, with 83 your ideas about
marble columns and armored cars B. In the past, some people criticized women in politics. the BIG Question in your
parked in front. 4. A. Sidewalks in our town were designed to help people unit Foldable.
with a physical disability cross the street more easily.
4. Seeing events through James’s
B. Many people were amazed at Mozart’s disability to
eyes helps readers sympathize with play classical piano at a very young age.
Grouping Icons the customers.

5. Students should support their
5. A. Ana had to muster her way into the long line.
B. It was difficult to muster the energy to take the test.
answers.
Flexible grouping is an effective 6. James takes Mrs. Franklin to open
Writing
Literature Online
Selection Resources
an account. She encourages him For Selection Quizzes,
way to provide instruction to a to become a scribe. Some students

may view James as a hero for
Write a Journal Entry Think about a time when you helped someone
or someone helped you. Write a journal entry about your experience
and any unexpected benefits that resulted from the experience.
eFlashcards, and Reading-
Writing Connection activities,
go to glencoe.com and enter
helping others. Some students may
diverse classroom. These symbols
QuickPass code GL16234u1.
view Mrs. Franklin as a hero for
motivating James. 22 UNIT 1 What Makes a Hero?
suggest grouping options. Vocabulary Practice

1. A
Writing Progress Check
2. B Write a Journal Entry In their journal entries,
students should explain the situation in which Can students comprehend
3. B vocabulary?
they gave or received help. They should also
4. A If…fewer than 2 answers are correct
mention how they benefited from the experience,
5. B including both tangible results and intangible Then… Glencoe Interactive
ones, such as a sense of pride or gratitude. Vocabulary CD-ROM.
CA ELA W 1.1 Choose the form of writing (e.g.,
personal letter, letter to the editor, review, poem, report,
narrative) that best suits the intended purpose.
22
Progress Check
This feature helps you to monitor
your students’ progress and
provides strategies to reinforce
concepts. IF a student needs help
(based on a quick and informal
assessment), THEN we provide a
suggestion for reteaching.
Universal Access 71
Enrichment Projects
The Needs of Advanced Learners
All teachers know that their students bring different interests and ability
levels to the classroom. They have different motivations and needs. In some
classrooms, however, every student is asked to do the same tasks at the
same pace. For advanced learners, who are capable of undertaking more
sophisticated projects and are perhaps insufficiently challenged by both the
content and pacing of average classroom work, this situation can be very
frustrating. Inquiry-based enrichment projects can help address the needs
of advanced learners.
What Is Inquiry-Based Learning?

Inquiry is the problem-oriented, researched-based exploration of basic
questions that drive and organize disciplines. Through inquiry, students
learn essential concepts and strategies for applying those concepts in
the real world. They engage the same problems and questions that real
practitioners of a given discipline engage, and therefore learn to think,
read, and write like experts in that area. Inquiry-based instruction is
central to Glencoe Literature. This approach gives students significant
reasons or purposes for reading. In Glencoe Literature, reading, writing,
and language activities are organized around real issues that students
face in their own lives. When students practice a skill or create a writing
product, they are also learning to ask and think through important real-life
questions. These same Big Questions are addressed by the inquiry-based
projects for advanced learners that follow.
Using the Projects

Each of the six projects described in the following pages relates to one of
the units in Glencoe Literature Course 1. Each project offers the following:
• a focus on the unit’s Big Question
• links to the unit’s literature
• a schedule to guide a student’s work
• criteria for self-assessment
• two options for developing the project

Project Development Options
Each project offers the student two different options for developing and
presenting the results of his or her inquiry. These options include:
• print (such as narrative, poem, or essay)
• oral (such as speech or discussion)
• performance (such as drama or music)
• visual (such as drawing or collage)
• technology (such as computer-based presentations)
• functional (such as a handbook or survey)
Big Question Project Option 1 Option 2

UNIT ONE
WHAT Makes a Hero? Proposal for a Monument visual oral
U N I T T WO
WHY Read? Glossary functional visual
UNIT THREE
WHAT Makes You Who You Poetry Anthology print oral
Are?
UNIT FOUR
WHAT’S Fair and What’s Mock Trial performance technological
Not?
UNIT FIVE
WHAT Brings out the Best in Guide to Manners functional performance
You?
UNIT SIX
WHAT Are Worthwhile Design for a Community print technological
Goals?
Universal Access 73
UNIT ONE
Proposal for a Monument
WHAT Makes a Hero?

Connect and Explore
Connect to the Literature As you read the literary works in Unit One,
explore your own thoughts on the Big Question. Use the texts as starting
points to explore other questions that spark your interest. Record these
questions as they occur to you. For example:
• Is it better to be strong or smart?

• Why does it take courage to try something new?
• Why might an emergency reveal who is a hero?
• What is the link between heroism and love?
• What is the difference between heroism and fame?
• How can ordinary people show heroism?
• Why do people enjoy telling stories about heroes?
Project
Create a proposal for a monument to honor a hero. Present your proposal in a visual or an oral form.
Schedule
Connect and Explore (Weeks 1–2) Develop Your Project (Weeks 3–4) Revise and Present (Weeks 5–6)
• Read the literary works in • Develop your ideas into a • Revise your proposal.
Unit One. proposal for your project. • Refine your project.
• Reflect upon the Big Question. • Choose a visual or an oral form to • Present your project.
• Explore and develop ideas about express your proposal.
what makes a hero. • Design your project and create a
• Conduct inquiry and research draft.
monuments honoring heroes.
Criteria
Your project should
• focus on the Big Question • show evidence of inquiry and research

• show an understanding of literature in Unit One • show a thoughtful choice of a format to express your
• present a proposal for a monument that expresses proposal
the meaning of heroism • show creativity and attention to detail

Reflect Upon the Big Question By making your list of additional questions,
you have already begun reflecting on the Big Question. As you read, think
of which of these questions you would like to explore further.
Explore and Develop Ideas There are many ways in which you can explore
ideas for your project. Here are a few:
• Jot down a list of the characteristics that you associate with heroes
and heroism. Your list might include such traits as strength, courage,
intelligence, skill, loyalty, compassion, and wisdom.
• Jot down a list of the different types of individuals whom you consider to
be heroes. Your list might include such varied types as soldier, political
leader, revolutionary, scientist, missionary, doctor, explorer, pioneer,
immigrant, artist, or writer.
• Use a cluster diagram to focus on a hero who you want to celebrate.
Here’s an example:
courage, wisdom, courage, skill,

intelligence, skill strength, faith
Arthur Ashe
Jane Goodall Rescue Workers
Heroes courage, skill,

skill
Benjamin compassion, loyalty
Franklin
courage, skill,
courage, loyalty, José Martí intelligence, faith
intelligence, wisdom
Conduct Inquiry and Research As you gather ideas about heroes and
heroism, discuss them with your family and friends. Their perspectives can
stimulate your thinking about a monument that celebrates a hero.
Research different types of monuments that have been created to honor

heroic figures, such as Mount Rushmore or the Vietnam Veterans Memorial.
A monument to a hero can also be in an oral form, such as Aaron Copland’s
musical tributes Lincoln Portrait and Fanfare for the Common Man. Think
about what qualities of heroism these different types of monuments are
designed to celebrate.
Universal Access 75
Develop Your Project

Choose a Medium As you develop your ideas about heroes and heroism,
think about whether you want to create your monument in a visual or an
oral form. To help you make this decision, ask yourself some questions:
• What medium do you most enjoy? What talents do you have? For
example, if you like visual art, you might want to create a drawing of
your monument, or even produce a three-dimensional model.
• What medium expresses your subject best? If your subject is a famous
speaker or writer, you might want to make your monument an oral
presentation of passages that you think show heroism.
Link to the Literature: Visual Review visual elements in Unit One to help
stimulate your thinking about what might be a monument to a hero. One
example is Will Eisner’s graphic story “Street Magic,” which uses the form
of a comic book to celebrate an act of heroism. You might create a comic
book to show your hero in action. In “The Dog of Pompeii,” an animal’s
remains show its heroic devotion to his master. You might include in your
design for your monument an element that shows the price of heroism.
Link to the Literature: Oral Several of the literary works in Unit One are
folktales that celebrate heroism. The Chinese tale “The Fly” and the African
tale “All Stories Are Anansi’s,” both celebrate the cleverness of a hero. You
might research a folktale for an oral presentation that shows some quality
of heroism you want to celebrate.
Develop Your Ideas Once you have selected your hero and medium, rough
out the proposal for your monument in a single paragraph. Here is one
student’s proposal:
My medium is visual; my project is a drawing of a monument. I want my

monument to celebrate the courage, faith, and endurance of Chinese
immigrants to the United States in the late 1800s. My drawing will show an
altar to honor ancestors that is found in Chinese homes. On the altar will be
objects that show the struggles of early Chinese immigrants, such as
railroad spikes or washboards.

Revise and Present
Revise Your Proposal You have now roughed out your proposal for a
monument to a hero in either a visual or an oral form. In this final stage,
you should refine your ideas about the subject of your proposal. You may
also want to do further research into your subject.
Refine Your Project If you are creating a drawing or a model, share your
rough sketches with a partner. If you are producing a comic book, share
your storyboards. If you are collecting passages for an oral presentation,
discuss with your partner how much background information you will
need to give your audience. In each case, ask your partner to give you
feedback on the following questions.
• What insight about the Big Question does your project offer?
• How does your project show links to the literature in Unit One?
• How does your project celebrate qualities of heroism?
• How does your project show evidence of inquiry and research?
• How does your project show an effective choice of medium to present
your proposal?
• How does your project show creativity and attention to detail?
Polish and Present Your Project Use the feedback provided by your partner
to guide you in polishing and presenting your project. Depending on the
nature of your project, choose an appropriate means for presenting it. For
example, if your proposed monument celebrates the heroism of rescue
workers in your community, you might contact your local government for
permission to display it in some public place.
Look Back Once your project is complete, think back on your project as a
whole. How well do you think your proposed monument honors the hero
you chose? How did creating a monument enrich your thinking about what
it means to be a hero? Next time you visit a monument that honors a person
or a group of people, use your experience in this project to help you identify
the qualities of heroism the monument represents. You also might want to
discuss with other students what you all have learned about heroism.
Universal Access 77
U N I T T WO
Glossary
WHY Read?
Connect and Explore
Connect to the Literature As you read the literary works in Unit Two,
explore your own thoughts on the Big Question. Use the texts as
springboards to pursue other questions that spark your interest. Record
these questions as they occur to you. Here are some examples:
• How important is reading in my everyday life?

• What are the major goals I have in reading?
• What types of informational reading interest me most?
• How does reading help me better understand today’s world?
• What new terms have I learned in my reading?
• Which of these words are of recent origin?
Project
Compile a glossary of words that are new to you and relates to an area of contemporary life that interests you.
Present your glossary in the form of a functional document or in a visual form.
Schedule
• Read the literary works in • Research your glossary. • Revise your glossary.
Unit Two. • Develop your glossary. • Present your glossary.
• Reflect upon the Big Question. • Choose a medium in which to
• Explore areas of life that interest present your glossary.
you.
Criteria
Your project should
• focus on the Big Question • show a thoughtful choice of a medium to present your
• show an understanding of the literature in Unit Two glossary
• present a glossary of words that are new to you • show creativity and careful presentation
• show evidence of inquiry and research

Reflect Upon the Big Question By making your list of additional questions,
you have already begun reflecting on the Big Question. Why do we read?
One of the most useful results of reading is the enrichment of the reader’s
vocabulary. We learn new words as we read. A word can be “new” in
two ways. A word can be new to you; that is, a term with which you are
unfamiliar. A word can also be literally new: that is, recently invented,
or coined. The area of computer technology offers many examples of new
words in this second sense. These include terms such as blog and google
(both coined within the last ten years).
Explore Areas of Interest Your first task is to identify an interesting area in

which to research new terms for your glossary. A cluster diagram may be
a good way to get started. Draw a central oval surrounded by other ovals.
Write down subjects that interest you in these outer ovals. One student’s
diagram looked like this:
Movies
Rock Music
Politics
My areas of
interest
Tennis
Comics
Environment
Once you have filled in the diagram, you might refine it by asking yourself
the following questions.
• Which of these areas would probably have the broadest and most
interesting body of new terms?
• Can any of these areas be combined into a larger category to provide a
bigger pool of words for your glossary? For example, comics, movies, and
rock music could be combined into the category of popular culture.
Link to the Literature Think about the subjects covered by the literature
in Unit Two. Which of these subjects might offer an interesting field for
researching new words? Reviewing the texts, you might use the textbook
lesson “Climate” as a springboard to researching new terms in the related
areas of weather, climate, and the environment.
Universal Access 79

Conduct Inquiry and Research When you have decided on the area you
intend to research, discuss it with your family and friends. They may be
able to help you redefine your chosen area, suggest how to research words
in this area, or provide specific terms they are aware of. You can research
your glossary in a variety of ways. Here are a few:
• Find and read recent articles or book chapters that relate to your topic. As
you read, make a list of the words that you do not recognize. First see if
context can help you make sense of the word. Then look up the word in
a dictionary for the full definition.
• Use the Internet to locate words relating to a particular area, such as
climate science or popular culture.
• Locate recent books on the area you are researching and skim the
indexes for terms that are unfamiliar to you.
• If you want to focus your glossary on recently coined words, do further
research to determine when a term was introduced, or go to a recent
edition of an unabridged dictionary and check if it has a section on new
words.
Develop Your Glossary Once you have identified the area you want to
focus on, and have begun your research, note each word’s definition and
pronunciation. You will need to include this information in your glossary.
Choose a Medium As you develop your ideas about an area or group of

related areas to focus on, think about whether you want to create your
glossary as a functional document or in a visual form. To help you make
this decision, ask yourself some questions:
• What medium do you most enjoy? What talents do you have? For
example, if you like visual art, you might want to do drawings to
illustrate the terms in your glossary.
• What medium expresses your subject best? You might want to provide
documentation for the new terms in your glossary. For example, you
could include a passage from a newspaper or magazine that shows how
the term is used. In this case, you might present your glossary as a
functional document.

Revise and Present
Add Special Features Depending on the nature of the area you have chosen,
you might want to introduce some type of special feature into your glossary.
For example, if you chose to do your glossary on terms related to climate
and the environment, you might want to include a list of some specific
things a person can do to help the problem of global warming. If you are
creating a glossary of new terms in popular culture, you might want to
create a timeline showing the date when a term was first used. Or you
might include “Top 10” lists of your own favorite words having to do with
movies, comic books, or rock music.
Revise Your Glossary You have now roughed out your glossary of new
terms. In this final stage, you should revise your definitions of the terms
to make sure they are clear. You may also want to do further research into
additional terms to include in your glossary.
Work with a partner to help you revise your glossary. If you’re presenting it
as a functional document, have your partner review your first draft. If you
are creating an illustrated glossary, share your rough sketches. In each case,
ask your partner to give you feedback on the following questions.
• What insight about the Big Question does your glossary offer?
• How does your project show evidence of inquiry and research?
Polish and Present Your Project Use the feedback provided by your partner
to guide you in polishing and presenting your glossary. Depending on
the subject of your glossary, choose an appropriate means for presenting
it. For example, if you chose an area related to one of the literary works in
the unit—such as oceanography (“Tracking Trash”) or archaeology (“The
Emperor’s Silent Army”)—you might ask your teacher’s permission to
share your glossary with fellow students.
Look Back Once your glossary is complete, think back on your experience
as a whole. How did making a glossary expand your perspective on why
people read? How did making a glossary increase your understanding of a
topic? Consider how this project may have changed the way you will read
and approach new vocabulary in the future.
Universal Access 81
UNIT THREE
Poetry Anthology
WHAT Makes You Who You

Are?
Connect and Explore
Connect to the Literature Many of the literary works in Unit Three are
poems. Poetry often expresses ideas and feelings through imaginative
figures of speech. Poets use words in ways that affect your senses,
emotions, and mind. As you read the texts, think about why poetry is an
effective way to explore the Big Question. While reading each poem, ask
yourself questions such as:
• What does the poem tell me about the person in the poem?
• What emotions, thoughts, or feelings do I share with him or her?
• How am I different from this person?
• How do the poet’s word choices make it easier for me to know the
person?
Project
Compile a collection of poems that you feel represent you—including your personality, interests, and goals. Present
your anthology in a print or an oral form.
Schedule
• Read the literary works in • Select poems that express • Analyze and improve your project.
Unit Three. different parts of who you are. • Present your project.
• Reflect upon the Big Question. • Compile your poems into an
• Explore a variety of poems by anthology.
these and other authors. • Choose a print or oral form to
present your anthology.
Criteria
Your project should
• focus on the Big Question • be presented in an appropriate and effective form

• include a reflective collection of poems that • show creativity and attention to detail
expresses various aspects of who you are

Reflect Upon the Big Question Who you are includes factors such as how
you interact with others; what you think about, dream about, or fear; and
what your behaviors and actions reveal about your personality. Who you
are is often more than you allow others to see. Some of the poems in Unit
Three reveal the private thoughts of the speakers. Perhaps you share some
of their thoughts. As you select poems that express who you are, reflect on
parts of yourself that might surprise others.
Explore and Develop Ideas An anthology is a collection of writing by an

author or group of authors, or on a single theme. In this project, you will
compile an anthology of poems that represent who you are. Begin by
outlining different factors that you might wish to include. The graphic
organizer below shows one way to organize these factors. Under each
category, write words and phrases that relate to who you are. Add extra
categories as you wish.
Actions toward Thoughts/ Interests

others Feelings
Who I Am
Physical Traits Dreams/goals
Dreams goals
Personality
Conduct Research There are many ways to locate poems that express
different aspects of who you are. Here are a few:
• Think about a poem that holds a lot of meaning for you. Read through
collections of poems by the same poet, such as Emily Dickinson,
Langston Hughes, or Naomi Shihab Nye.
• Look for poetry anthologies published for people your age, such as
Swimming Upstream: Poems for Middle School by Kristine O’Connell George
or Ego-Tripping and Other Poems for Young People by Nikki Giovanni. Ask
your teacher or librarian to suggest similar books.
As you locate poems you like, copy them onto separate large index cards.
Be sure to include the author and source of each poem.
Universal Access 83

Choose a Format You may choose to present your anthology in print or as
an oral presentation. This may influence the way you organize your poems.
If you choose a print project, you will probably want to include all of the
poems you have chosen. For an oral project, you might read several poems
that best represent who you are.
Organize Your Anthology Once you have selected the poems for your
anthology, decide how you want to organize them. For example, you
might group poems into sections related to the same idea, such as physical
traits, interests, and goals and dreams. Or you might arrange the poems
randomly like a collage that gives an overall impression through individual
images. As you organize your poems, focus on the Big Question. End your
anthology with a poem that summarizes several ideas about who you are.
Link to the Literature: Print Each part of Unit Three focuses on a theme—
Family and Friends, Dreams and Goals, and Character Traits. Depending
on how you have organized your poems, you might create a book with
each poem on a separate sheet of paper. To organize your print anthology
you might give your book a title that summarizes an important idea
about who you are, or begin your book with a poem that explores the Big
Question, such as “Eleven” on page 299. From there, you might put section
titles on separate pages.
Link to the Literature: Oral Presentation For this project, you may choose
to present your anthology orally. Reading poetry aloud is like a dramatic
reading. Focus on matching your tone of voice to the tone of the poem.
Change the pace of your reading to suit the words. Don’t be afraid of
pauses. Keep in mind that you don’t have to stop at the end of each line in
a poem. Think about how you would change your voice for the two stanzas
of the poem “Same Song.” Where would you slow down, speed up, or
pause when reading aloud “Daydreamers?” How could you use pacing and
tone to make “Whatif” more meaningful? Spend time analyzing each of
the poems you choose to read from your anthology. Make notes about your
presentation next to each line of the poem.

Revise and Present
Analyze Your Project Analyze your collection of poems to decide if they
offer a thoughtful and accurate picture of who you are. You don’t have to
reveal everything about yourself, but your audience will find it interesting
if you show characteristics that they don’t often see. For example, if you are
thought of as the class clown, try to show your more thoughtful side in at
least a few of your poems. Review your choices and ask yourself questions
such as these:
• Do the poems in my anthology give a true picture of who I am?

• Have I included a variety of poems that reflect different parts of my life?
• If someone didn’t know me, what picture would they get of me when they
read or hear this anthology?
Reflect on what you have learned from your answers to these questions.
Replace, add, or cut poems to make the anthology stronger.
Refine Your Project Once you have settled on the content, focus on making
the presentation itself as effective and creative as possible. If you are doing
a print project, look at other books of poetry. Use them as inspiration for
your own layout, fonts, colors, and visuals. If you are presenting your
project orally, practice your presentation until you can present it smoothly.
You may wish to tape your practice readings. Remember to let your facial
expressions and body reflect what you are saying. If possible, videotape
your presentation and ask friends or family for feedback.
Present Your Project If you have done a print anthology, make several
copies available for your class. You may also wish to give copies to close
friends or family members. For an oral presentation, you may choose to
present your project or take turns reading your poems in small groups.
The group can discuss their thoughts on each poem. Comparing poems
is a good way to reflect on what makes each student unique.
Look Back Once you have completed your anthology, take time to think
of your project as a whole. How easy or difficult was it to find yourself in
other people’s poetry? How would including your own words or poems
have changed your project? You might want to write a summary or a
journal entry about what you’ve learned.
Universal Access 85
UNIT FOUR
Mock Trial
WHAT’S Fair and What’s

Not?
Connect and Explore
Connect to the Literature As you read the literary works in Unit Four,
explore your thoughts on the Big Question. Recall situations in your life,
in current events, or in history that present questions of fairness. Use the
texts as springboards to other questions that spark your interest. Add these
questions as they occur to you. For example:
• What does it mean to be fair?

• Why do people disagree on what is fair or unfair?
• Why do people change their minds about what is fair?
• How is it fair to treat everyone in exactly the same way? How is it not?
• How are the words fair and just similar? How are they different?
Project
Research a contemporary or historical event or issue to serve as the basis of a mock trial. Present your research in
the form of a performance or a digital multimedia presentation.
Schedule
• Read the literary works in • Select an event or issue that • Review and improve your project.
Unit Four. presents a question of fairness. • Present your project.
• Reflect upon the Big Question. • Prepare arguments for a mock
• Explore a variety of historical trial on the question.
events related to fairness. • Choose a performance or
multimedia presentation to
present your trial.
Criteria
Your project should
• relate to the Big Question • include an appropriate format to effectively present

• present a mock trial that evenly presents the two your mock trial
sides on a question of fairness • show creativity and attention to detail

Reflect on the Big Idea Before deciding what is fair and what is not, it
is important to define what it means to be fair. First, write your own
definition of the word fair. Then compare your definition with dictionary
definitions such as the following:
• free from favoritism or self-interest; “a fair referee”
• obeying established standards, rules, or laws; “a fair decision”
• not excessive or extreme; “it was a fair price”
• without dishonesty or cheating; “they played fairly”
• just; equal treatment of all; “fair treatment of all citizens”
Explore and Develop Ideas In this project, you will explore a question of
fairness relating to an event or issue. Begin by thinking about questions
of fairness you have encountered in your own life. What were the issues
involved? In developing your project, it’s important for you to be fair. Use
these reflections on fairness in your own life to help guide you in evenly
presenting both sides of whatever event or issue you choose as the subject
for your mock trial.
Conduct Research Think about events or issues from the past or present
about which Americans disagreed. For example:
• In the 1770s, Americans disagreed about whether to declare
independence from Britain.
• In the 1970s, Americans disagreed about whether the Equal Rights
Amendment should be added to the U.S. Constitution.
• Today, Americans disagree about a broad range of issues, such as
immigration and gun control.
Select one historical event or issue that interests you and involves questions
of fairness. Research the arguments of both sides. Record your findings in a
graphic organizer like the one below. Keep in mind that you are gathering
arguments to be used in a mock trial.
Event or issue:
Side one’s arguments Side two’s arguments
• •
• •
• •
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Choose a Format You may present your mock trial as a performance or
as a digital multimedia presentation. In either case, you must present
arguments for both sides on the issue of fairness. Depending on your
choice of historical event, think about which format will give you the best
opportunity to help people understand the different sides of the issue.
Link to the Literature: Performance If you choose to do a performance, you

may wish to work with several other students who will take the roles of
judge, the two parties in the dispute, attorneys for each side, and witnesses.
The audience will act as the jury. Use the literary works in Unit Four for
ideas. For example, “The Circuit” might be a springboard to a project that
deals with a question of fairness relating to the issue of immigration. Use
your ideas to write a rough script for your mock trial. Decide on the role
that each person will play in your performance. As you develop your
performance, focus on the Big Question.
Link to the Literature: Multimedia Presentation Your purpose in a

multimedia presentation is the same as in a performance. Your goal is
to introduce your historical event and present arguments on issues of
fairness. Be creative in choosing different types of media and technology.
For example, imagine you decided to use “The Flying Machine” as the
basis for your mock trial because it deals with a question of the good and
bad effects of new technology. You might represent the Emperor’s thinking
with a quick sequence of images such as a bird, kites, the first attempts at
manned flight, early airplanes, and finally modern warplanes. You could
accompany the images with sounds—from birds to children laughing, and
on to the sounds of warfare. The Emperor’s decision might be a picture
of the scales of justice, or a clip from a speech, movie, or television show
related to the idea that “The good of the many outweighs the good of
the one.” The inventor’s views might be given through video or audio
interviews with him, his friends, family, and members of the community.
You may wish to have a voice-over narration to move your trial from one
step to another through brief explanations or descriptions.

Revise and Present
Revise Your Project Be aware of your own feelings about the fairness
or unfairness of your chosen event or issue. You may begin with strong
feelings on one side or the other. Keep in mind that fairness is about being
impartial and unbiased. Ask yourself the following questions:
• How effectively have I addressed the Big Question?
• Have I clearly presented the issue of fairness in the event or issue?
• Have I presented the arguments for both sides with equal force?
• If I were a juror, which arguments would convince me?
Refine Your Project After you are satisfied with your content, focus on
making the presentation itself as effective and creative as possible. If you
are presenting your mock trial as a performance, practice the performance
several times until everyone is comfortable and familiar with their roles. If
you are using props or costumes of any kind, be sure your practices include
those items. If you are doing a multimedia presentation, draw a storyboard
and assemble all the parts in the order in which they will be presented. Be
sure all equipment is working properly. Practice the presentation several
times until you can do it smoothly and seamlessly.
Present Your Project Regardless of the format you use, assume that your
audience is the jury in the mock trial. Once all the arguments have been
presented in either format, engage the audience members in a discussion.
Do they find it easy or difficult to make a decision about fairness? What
arguments do they find most and least convincing on each side? What
questions do they want answered before making a decision?
Look Back Once your mock trial performance or multimedia presentation

is complete, think back on your project as a whole. How did the audience
or jury respond to your mock trial? What surprised you about the
performance or how it was received? How has this experience affected the
way you think about fairness and justice? You also might want to discuss
with other students what you all have learned about fairness.
Universal Access 89
UNIT FIVE
Guide to Manners
WHAT Brings Out the Best

in You?
Connect and Explore
Connect to the Literature “Bring out the best” is an expression that means
drawing out a person’s good character traits, such as kindness, courage,
and unselfishness. These traits often show themselves when a person is
challenged, experiences difficulties, or responds to the needs of others. As
you read the literary works in Unit Five, identify the events or situations
that bring out the best in each of the main characters. Then think about
how you might have reacted in the same circumstances. Ask yourself
questions such as these:
• How would I have responded to this event or situation?

• What traits would this event or situation have brought out in me?
• Which characters do I admire most?
• Which character(s) would I most want to be like?
Project
Compile a guide to contemporary good manners. Present your guide as a functional document or a performance.
Schedule
• Read the literary works in • Organize your project. • Revise and improve your guide to
Unit Five. • Choose a medium to present your contemporary good manners.
• Reflect on the Big Question. guide to good manners. • Assemble your project in its final
• Explore the relationship between • Design your project and create a form.
personal traits and how people draft. • Present your project.
respond to external events.
• Explore contemporary good
manners with friends and family.
Criteria
Your project should
• relate to the Big Question • show evidence of inquiry and research

• show an understanding of the literary works in Unit Five • be presented in an appropriate and useful manner
• produce a practical guide to good behavior in • show creativity and attention to detail
contemporary society

Reflect Upon the Big Question Even the smallest everyday actions can bring
out your best and reveal your finest qualities. What character traits cause one
person to hold the door open for another? What inner qualities does it take to
choose a seat in the lunchroom next to a person who no one else talks to? In
this project, you will focus on small, everyday actions called “manners” and
create a practical guide to contemporary, or modern, good manners.
Explore Ideas When many people hear the word manners, they often think
of social guidelines such as “Say please and thank you” and “Don’t talk
with your mouth full.” Why are these little actions important? Manners are
a kind of unwritten rule about how humans behave and treat one another.
Good manners reflect who you are as a person and are a sign of respect
and consideration for others. For example, taking turns while speaking
instead of interrupting others demonstrates respect for other people. It
shows that you value their ideas. Turning off your cell phone when you
are in a movie shows that you respect the other members of the audience.
Develop Ideas One good way to develop ideas about manners is to think
about behaviors that annoy you. What behaviors would you prefer not to
see? Do you use good manners when you respond to situations that annoy
you? For example, people are crinkling candy wrappers and talking loudly
at a movie. Your brother or sister borrows your clothes without asking.
What do you do?
Think of situations in which good manners are important. For each

situation, jot down a few ideas about what you think are good and bad
manners. Here is one student’s list of situations that require good manners:
• going to movies
• going to concerts
• car trips
• bicycling
• using a library
• using the Internet
• using a cell phone
Ask friends and family to share other situations and examples of good and
bad manners with you.
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Develop Your Guide to Good Manners Once you have a collection of ideas
about good manners, decide how you want to organize them. Look at
several books on manners to see how they are organized. Will your guide
use formal or informal language? Will it be serious or humorous? Will your
advice focus on what a person should do, or will you create a list of do’s
and don’ts? You might organize your guide into sections based on various
social situations or describe a person’s day, giving advice about different
situations as they arise. Think about the kind of guide that would appeal to
you and your friends.
Choose a Format You may present your guide as a functional document

or as a performance. Select the format that best fits your content, your
audience, and your own interests and abilities. Remember to focus on the
Big Question. Once you have chosen an organization, draw an outline or
write a rough draft of your guide that best suits the format.
Link to the Literature: Functional Document The main idea behind good
manners is consideration and respect for others. Many of the literary works
in Unit Five describe people who respond to the needs of others. In “The
Secret Schools,” Friedl took dangerous chances to give her students what
she thought they needed. Eleanor Roosevelt overcame her shyness to help
those in need. “Going Blind” describes a mother who sent her child away
for his own good. You might choose to create a booklet with illustrations,
or a checklist for different social situations. Whatever type of functional
document you choose, keep the Big Question in mind. How do good
manners bring out the best in people?
Link to the Literature: Performance Performances may include songs, dances,

skits, plays, or dramatic readings. Suppose you were doing a performance
based on “President Cleveland, Where Are You?” You might present your
guide to manners as a series of skits showing different scenes from the
story in which the narrator did or did not show good manners. You may
decide to write and perform a song—a poem such as “Alone in the Nets”
set to music. Each stanza of the poem might include a different situation in
which manners play an important part. You could use school as a setting,
as in “Primary Lessons,” and do a short play that follows a student through
a day. As the student encounters different situations, he or she acts in ways
that demonstrate good manners. You might do two different versions of the
play—one showing good manners and the other bad manners.

Revise and Present
Review Your Project Review your guide to be sure your advice covers
situations that people encounter in contemporary society. You might want
to address relatively new social customs, such as writing e-mail thank-you
notes. Other manners, such as saying Please and Thank you, never go out
of style. Your goal is to create a guide to good manners that fits your own
lifestyle and those of your friends. Use the following questions to help
you change, add, or cut parts of your guide to make it stronger and more
effective.
• How effectively have I addressed the Big Question? Do my suggestions
reflect how to draw out the best in myself and others?
• Have I made practical suggestions suited to today’s world?
• Have I given people reasons for behaviors rather than just telling them
“do this” or “do that?”
• Are my suggestions based in consideration and respect for others?
• Is my guide creative, thoughtful, and entertaining?
Refine Your Project Once you settle on your content, make the presentation
itself as effective and creative as possible. If you are writing a functional
document, focus on making it something people will enjoy reading. Use
interesting fonts and colors. Add pictures or cartoons where appropriate.
If you are doing a performance, practice until it flows smoothly and seems
natural. Be sure to practice with any props or costumes you will be using.
Do your performance for a friend or family member. Ask for suggestions
on how you can make it better or easier to understand.
Present Your Project Depending on your choice of format, present your

project in an appropriate way. For a functional document, you might
print a number of copies and make them available to others. You might
do a performance for your classmates or combine several students’
performances into an assembly on good manners.
Look Back Once your guide to good manners is complete, look back on
your project as a whole. How would following your guide help bring out
the best in a person? Since making your guide, have you encountered any
new situations that require good manners? Think about the ways your
opinions on manners have changed since you first began this project. You
also might want to discuss with other students what you have learned
about manners.
Universal Access 93
UNIT SIX
Design for a Community
WHAT Are Worthwhile Goals?

Connect and Explore
Connect to the Literature As you read the literary works in Unit Six, focus
on the goals of the characters. Compare and contrast them with your own
goals and dreams. To help you, ask questions such as the following. Add
other questions as they occur to you.
• What does the character want to achieve or obtain?

• Is the goal of the character worthwhile?
• What similar goals do I share?
• What is the difference between long- and short-term goals?
• What is the difference between a dream and a goal?
• What character traits make it possible for a person to reach a goal?
Project
Create a proposal for a community that would be your ideal place to live. Present your proposal in print form or as a
digital multimedia presentation.
Schedule
• Read the literary works in • Research the elements of an • Review and improve your project.
Unit Six. ideal community. • Present your project.
• Reflect upon the Big Question. • Assemble a description of your
• Explore your thoughts about an ideal community.
ideal community in which to live. • Choose a print format or
• Identify elements of an ideal multimedia presentation to
community. share your ideas for an ideal
community.
Criteria
Your project should
• focus on the Big Question • present your design in a clear, effective format
• demonstrate an understanding of the literature in • show creativity in ideas and method of presentation
Unit Six
• have a thoughtful and practical design for an ideal
community

Reflect on the Big Idea Some goals are short-term, such as getting a good
grade on a particular test. Others are lifelong goals, such as Madam C. J.
Walker’s goal to run her own business. In this project, you will design an
ideal community—one you would enjoy living in. Begin by “dreaming
big”—what kind of community do you want to create?
Explore and Develop Ideas In order to develop ideas for your own ideal
community, consider questions such as these:
• What would be the basic goal of my community?
• What features of the community where I live now would I keep the
same? What would I change?
Begin to solidify your ideas by making a general statement about your
community. If the goals of your community are to be peaceful and eco-
friendly, your general statement might be this:
My community would be one in which people could live simply and

peacefully in harmony with their environment and with one another.
Use a graphic organizer such as the one below to help you specify how
different aspects of your community would support your overall goal. Add
or remove categories as you wish.
Overall goal: (the purpose of the community)
Parts of the community: How they support the overall goal
Land use/ food arts and health government energy

environment culture
transportation economy/ education buildings/ communication

jobs homes
Conduct Research If your goal is the same as several other students’ goals,
you may wish to work together. Each of you could research different parts
of the community. Create an overall draft describing the people, places, and
activities in your community.
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Choose a Format Once you have created your ideal community, decide
how you will present your ideas to others. You might work alone or with
a group to produce a narrative about your community as seen through the
eyes of its residents. Another option might be an informational packet for
those considering moving to your community. You could describe the goals
of the community and describe how each part of society works to support
those goals. The examples above could be done in a print format or as a
multimedia presentation.
Link to the Literature: Print Unit Six suggests that many worthwhile goals
focus on the way people relate to one another. “Damon and Pythias”
demonstrates the power of friendship and understanding. “Best of Buddies”
and “Brighton Beach Memoirs” reflect the goal of standing up for others.
“The Golden Touch” reminds us that some selfish goals prove not to be
worthwhile. Think about ways in which your ideal community reflects
worthwhile rather than selfish goals. A print project might present your
conclusions about an ideal community in an abstract way, such as a story
or fable. You may choose to write a persuasive essay, supporting your ideas
about worthwhile goals in an ideal community.
Link to the Literature: Multimedia Presentation A multimedia presentation

lets you provide a more sensory description of your ideal community.
Reflect on the places you visited in “The Phantom Tollbooth.” You might
use this idea of a journey to take your audience on an audiovisual tour
of your community. Present a variety of sights and sounds that help
the audience experience life in the community. Be creative in choosing
different types of media and technology. Think about travelogues that
you have seen on television. Another option is to do a digital PowerPoint
presentation. You might begin your presentation with the overall goals of
your community. Then introduce the viewer to various people, places, and
activities through multimedia slides. You might use picture and sound to
contrast the goals of your community with other communities throughout
the world.

Revise and Present
Revise and Polish Your Project In this final stage, refine your ideas and
polish your project. Review each of the following points and make
whatever changes are necessary to improve your project and get it ready
for presentation.
• Check for the Big Question As you begin to revise, go back to your
first reflections on the Big Question and your original goals for
your community. How does your project answer the question What
Are Worthwhile Goals? Why do you feel that the goals of your ideal
community are worthwhile?
• Check the flow and clarity Whether you chose to present your project
in print form or as a multimedia presentation, your ideas should flow
smoothly and tell a story that is easy to follow. Don’t leave your audience
wondering about what they are reading, seeing, or hearing. You may
wish to show your project to a friend or family member and ask for
feedback.
• Check your presentation Here, focus on the “look” of your project. For
example, if you have written a poem as a print project, consider line
spacing, rhyming, rhythm, or the length of stanzas. If you are presenting
a digital multimedia presentation, prepare a storyboard to use as a
guideline for the media sequence. Be sure you have all the equipment
you need in good working order. Practice your complete presentation
several times.
Share Your Project The way you present your project will depend on its
format and the audience. You might distribute copies of a print project, or
add it to a bulletin board display on “Ideal Communities.” Depending on
the equipment you need for a multimedia presentation, consider the size
of your audience and the space you will need. If you have combined your
media into a single computer presentation, students may be able to view
it individually. Presentations involving projectors, sound equipment, and
other displays are better suited to a larger audience.
Look Back After completing and presenting your proposal for an ideal
community, think about what it means. How can you make your real-life
community more like your ideal one? Think about how this project has
changed the way you determine whether a goal is worthwhile. You might
want to write a summary or a journal entry about what you’ve learned.
Universal Access 97
Assessment
Assessment in Glencoe Literature: California Treasures appears with
every selection and unit in the Student Edition and is supplemented by an
array of strong resources, such as Diagnostic Assessment, California Standards
Practice, and California Writing Resources. Assessment specifically designed
for students in English-language development courses appears in the
connected Expressions program.
This section reviews the assessment strand in Glencoe Literature and is

organized into these parts:
• Assessment in the Student Edition
• Diagnostic Assessment
• California Standards Practice
• Reteaching the Standards
Annotated Teacher Edition
• California Writing Resources
• Assessment Technology California
Assessment in Expressions
Standards
•
Practice
• Rubrics Aligned with California
Content Standards
This helpful workbook provides
Six progress-monitoring tests,
Reteaching lessons for the
California Content Standards
A6C1_CA_Anc_CAStdPract_TE_CV_RD11 1
How is assessment 3/28/08 12:12:44 PM
woven into the Glencoe

Literature program?
Assessment 99
CA A SSE SSM E N T
Assessment in the Student Edition

Selection Assessment
Assessment in Glencoe Literature: California Treasures begins with the
After You Read pages following each selection. There you’ll find questions
and activities that assess students’ understanding not only of their reading
of the literature but also of key skills and strategies. After You Read pages
include these sections:
Respond and Think Critically These questions following each literary

selection guide students’ comprehension and assess their understanding.
One question specifically about the Big Question probes students’ inquiry
of the larger unit theme.
Vocabulary Practice This section assesses students’ understanding of

selection vocabulary. In addition, an Academic Vocabulary feature offers
practice with words found in academic speaking and writing.
Literary Element and Review These questions probe students’ understanding

of the literary element taught in the selection. A Review feature assesses
student understanding of a literary element covered in a previous selection.
What assessments
are available after
I teach a selection?

Reading Skill or Strategy These questions have students show their grasp
of the lesson reading skill or strategy.
Standards Practice In many After You Read sections, students will find
questions modeled on the California state test. This feature assesses
students’ grasp of literary elements and reading skills.
Literary Element Rhythm and Meter

After You Read Grammar Link
CA Standards Practice R.3.4 Compound Subjects and Predicates As
Respond and Think Critically TIP 1. The purpose of the rhythm and meter used you know, every complete sentence has a
1. Where do the Whatifs sing their song? [Recall] Comparing throughout “Jimmy Jet and His TV Set” is subject (who or what) and a predicate
2. In your own words, explain what happens to Jimmy Jet. [Paraphrase] Here are some tips to help A to create a light tone and draw (what the subject is or does). You also
you answer question 4. attention to the main ideas. know that complete subjects and
3. About how old is the speaker of “Whatif”? What clues help you to predicates consist of more than one word.
Remember, when you B to show how much Jimmy learns
infer this? [Infer] compare, you find
over time. • A compound subject has two or more
4. Compare the speaker of “Whatif” with Jimmy Jet. How are they similarities between two
C to create tension within the plot. simple subjects that have the same
similar? [Compare] things.
D to solve a mystery about what predicate. The subjects are most often
5. What lessons can you learn from “Whatif” and “Jimmy Jet and His • Identify each character’s
happens to Jimmy. joined by the word and or or.
problem or struggle.
TV Set”? Are these lessons valuable? Why or why not? [Evaluate] Review: Rhyme His family and friends watch Jimmy Jet.
• Identify what happens to
6. BQ BIG Question Which character is more like you—the speaker As you learned on page 338, a rhyme is made of
each character. • A compound predicate has two or
of “Whatif” or Jimmy Jet? Explain. [Conclude] words whose sounds match, such as jet and more simple predicates, or verbs, that
• What similarities do
you notice? set or here and ear. In poetry, rhymes can have the same subject. The predicates
Academic Vocabulary occur at the ends of lines or within a line. are most often connected by and or or.
In “Jimmy Jet and His TV Set,” Shel Silverstein raises a Keep track of A rhyme scheme is the pattern formed by the What if I flunk the test and cry?
significant issue: What are the results of watching too much your ideas about end rhymes in a poem. To show the rhyme
• A sentence can have both a compound
television? To become more familiar with the word significant, the BIG Question in your scheme, assign each new end rhyme a letter of
unit Foldable.
subject and a compound predicate.
fill out a graphic organizer like the one below. the alphabet.
Jimmy and Johnny just sat and stared
definition synonyms at the TV.
CA Standards Practice R.3.4
Practice In one of the poems, find a
2. Read these lines from the poem. sentence that has a compound predicate.
I’ll tell you the story of Jimmy Jet— Then write your own sentence with a
And you know what I tell you is true. compound subject, a compound
significant predicate, or both.
He loved to watch his TV set
Almost as much as you.
The lines are an example of
A aabb rhyme scheme.
Write with Style
antonyms sentence/image B abab rhyme scheme. Apply Sound Devices Think of a person with a
C acde rhyme scheme. special or unusual trait. The person might be a
D aaaa rhyme scheme. worrywart, a brilliant thinker, or unusually
strong. Write a poem about this person using
rhythm, meter, and rhyme. Then read your poem
Literature Online aloud and have a partner tap along as you read.
Does your poem have a smooth rhythm? Are
Selection Resources there parts that sound awkward? Does your
For Selection Quizzes,
poem follow a rhyme scheme? Have your
eFlashcards, and Reading-
Writing Connection activities,
partner make suggestions for revising.
go to glencoe.com and enter
392 UNIT 3 What Makes You Who You Are? Whatif and Jimmy Jet and His TV Set 393
392-393_U3_AYR_879302.indd 1 2/5/08 1:04:03 PM

392-393_U3_AYR_879302.indd 2 2/5/08 1:04:05 PM
• Questions assess tested

standards
• Format mirrors the state test
• Offers strong preparation for
taking the test
Assessment 101
CA A SSE SSM E N T
Writing, Speaking, and Listening Assessment

Writing as well as speaking and listening are also ingrained in the
assessment features of the anthology.
Writing These assignments assess students’ ability to express themselves in

a variety of writing modes while guiding them to use correct grammar.
Speaking and Listening These activities measure students’ verbal responses

to literature, as well as their listening skills.
CA Content Standards Speaking, Listening,

(page 572) and Viewing Workshop
Deliver presentations on
problems and solutions:
Persuasive Speech
a. Theorize on the causes and
effects of each problem and
establish connections Activity
CA Content Standards Writing Workshop between the defined problem
and at least one solution.
Connect to Your Writing Deliver a persuasive speech to your
classmates. You might want to adapt the persuasive essay you wrote
(pp. 280–285) b. Offer persuasive evidence to
for the Writing Workshop on pages 566–571. Remember that you
Writing 1.2 Create
multiple-paragraph
Functional Document validate the definition of the
problem and the proposed focused on the Unit 4 Big Question: What’s fair and what’s not?
expository compositions: solutions.
a. Engage the interest of

Is there a cultural attraction, such as a fair, a park, a museum, a Plan Your Speech
the reader and state a historic site, or a well-known landmark that you’ve read about and Reread your persuasive essay and highlight the sections you want to
clear purpose. want to visit? Would you like to go there with some friends? In this include in your speech. Just like your persuasive essay, your speech
b. Develop the topic with workshop, you will write a travel document that will help you think should present a clear, well-supported argument about a problem and
supporting details and about the Unit 2 Big Question: Why read?
precise verbs, nouns,
should offer a solution in which the audience can take action.
Review the writing prompt, or assignment, below. Then read the Writing Presentation Checklist
and adjectives to paint a
visual image in the mind Plan. It will tell you what you will do to write your travel document. Answer the following questions
Rehearse Your Speech
of the reader. to evaluate your presentation. Practice your speech several times. Try rehearsing in front of a mirror
c. Conclude with a detailed Writing Assignment where you can watch your movements and facial expressions. You
❏ Did you speak clearly and
summary linked to the
purpose of the composition.
A functional document gives readers useful facts, instructions, and precisely and with a style may use note cards to remind you of your main points and persuasive
other types of information for a specific purpose. Write an invitation to that distinguished your evidence, but practice your speech often enough that you won’t lose
some friends to join you on your first trip to a specific cultural attraction. arguments from the eye contact with your audience.
Include a map with travel directions. Your audience, those reading your counterarguments?
document, will be the friends you are inviting on the trip. ❏ Did you vary the tone, Deliver Your Speech
Writing Plan pace, and volume of your • Speak clearly and precisely.
• Make the purpose of Prewrite speaking to emphasize
important ideas?
• Adjust your speaking style for intent and effect, such as varying
the document clear to Which cultural attractions would you like to visit? Review the your cadence or repeating ideas to help your audience distinguish
❏ Did you use gestures and
the audience. selections in this unit. Some of the places and traditions in the between your arguments and the counterarguments.
visual aids to draw attention
selections might relate to a cultural attraction. If you have an e-mail • Change the tone, pace, and volume of your speaking to help
• Present information in
logical and effective
organizational patterns.
Respond Through Writing
account, send an e-mail to your friends (following the directions in
Sending E-mail on pages 175–176) to find out where they would like to
CA Content Standards to specific points?
❏ Did you make eye contact emphasize important ideas in your speech.
• Include supporting details visit.

(page 68) with your audience? • Use gestures and visual aids to direct the audience’s attention to
to clarify information and Summary Writing 2.2 Write expository
compositions (e.g., description,
specific points and clarify your arguments.
interest the reader. Gather Ideas explanation, comparison Listening to Learn
• Use visual aids to clarify and Report
Make a list of places or attractions Story
that you Events
would Invisit
like to “Thewith
King of Mazy May,” Walt goes on a and contrast, problem Literature Online
and solution): Take notes as you listen to make sure you understand the speech.
add to the information. friends. Write down anything youterrifying
know aboutjourney to help
the places or his neighbor. In a few paragraphs, write a
attractions. Speaking, Listening,
report that tells about the main events. Include Loren Hall’s situation, a. State the thesis or purpose. Use the following question frames to learn more about the speech
• Use text features to highlight Then use the Internet, resource books, or travel guides to research and Viewing For project
the problems Walt faces along the way, the actions Walt takes, and b. Explain the situation. from the speaker:
and organize information. one or two of the most interesting places. Take notes about an airport, ideas, templates, and
the outcome.
a train station, or a major highway where you would start your trip, the
c. Follow an organizational presentation tips, go to • I agree/disagree with your point _________, because _________.
pattern appropriate to the glencoe.com and enter Can you offer more evidence for your argument?
Prewriting Tip Understand
route you would take, and the landmarks you the Task
would seeAalong
report is way.
the one way to communicate knowledge. type of composition.
Sources Be sure to write down

You will want to summarize, or only retell the main events of the story, d. Offer persuasive evidence
• To summarize your speech: _________. Is that correct?
Choose a Place in your report. Write your report using the literary present tense. to validate arguments and
complete information on each
conclusions as needed.
source you use for your notes Prewrite
Review your notes and the information you Start
have by
gathered. Thenthe story’s main events. Arrange them in
identifying 572 UNIT 4 What’s Fair and What’s Not?
as you research. You may need choose the place that you wouldorder
most on
likeato visit.
time lineWrite a sentence
like the one below.
to go back and check facts later. that briefly summarizes why you have chosen this place.
I want to visit _____________________, because _______________. 572-572_U4SLV_879302.indd 572 2/6/08 2:21:51 PM
Grammar Tip
Newcomers
Verb Tense
arrive on the Verb tense shows the time at
Mazy May. which the action takes place.
280 UNIT 2 Why Read?
Remember that switching
from one verb tense to
another can be confusing
for the reader. When you
280-285_U2WW_879302.indd 1 2/1/08 10:10:27 AM
summarize fictional story
Draft Make a plan before you write. How will you divide your report events, use the literary
into paragraphs? If you write three paragraphs, you might want to present tense. This means
devote one paragraph to the events in the beginning of the story, one you write as if the events are
happening now. For example,
to the middle, and one to the end. After you figure out your plan, show
you might begin a summary
your paragraph divisions on your time line.
like the following:
Revise After you have written your first draft, read it to make sure At the beginning of “The King
you have included all the important events. Did you begin with a clear of Mazy May,” Walt spies on
thesis statement or purpose? Are events in the correct order? Did you five newcomers, suspecting
leave out any key information? Are any parts unclear? Could someone they are professional
who has not read the story understand your report? Did you summarize stampeders. Look through
in the present tense? Revise your text as necessary. the story to find other
examples of story events that
Edit and Proofread Proofread your paper, correcting any errors in you would summarize using
spelling, grammar, and punctuation. Review the Grammar Tip in the the literary present tense.
side column for information on using the literary present tense.
68 UNIT 1 What Makes a Hero?
066-068_U1_AYR_879302.indd 3 1/31/08 4:35:10 PM

How do I assess the
standards covered
in each unit?
Unit Assessment
At the end of each unit in Glencoe Literature: California Treasures
comes a comprehensive assessment, covering reading and writing skills
that address the California English-Language Arts Content Standards.
Assessment there. Mr. LeRoy and Mr. Courtland from down the street were there too
and all were admiring the Cadillac as my father stood proudly by,
Reading pointing out the various features.
Read the passage and answer the questions. Write your answers on a
11 “Brand-new 1950 Coupe de Ville!” I heard one of the men saying.
separate sheet of paper.
12 “Just off the showroom floor!” my father said. “I just couldn’t resist it.”
13 My sister and I eased up to the car and peeked in. It was all gold
from “The Gold Cadillac” by Mildred D. Taylor inside. Gold leather seats. Gold carpeting. Gold dashboard. It was like no
car we had owned before. It looked like a car for rich folks.
1 My sister and I were playing out on the front lawn when the gold 14 “Daddy, are we rich?” I asked. My father laughed.
Cadillac rolled up and my father stepped from behind the wheel. We ran
15 “Daddy, it’s ours, isn’t it?” asked Wilma, who was older and more
to him, our eyes filled with wonder. “Daddy, whose Cadillac?” I asked.
practical than I. She didn’t intend to give her heart too quickly to
2 And Wilma demanded, “Where’s our Mercury?” something that wasn’t hers.
3 My father grinned. “Go get your mother and I’ll tell you all about it.” 16 “You like it?”
4 “Is it ours?” I cried. “Daddy, is it ours?” 17 “Oh, Daddy, yes!”
5 “Get your mother!” he laughed. “And tell her to hurry!” Wilma and I 18 He looked at me. “What ’bout you, ’lois?”
ran off to obey as Mr. Pondexter next door came from his house to see
19 “Yes, sir!”
what this new Cadillac was all about. We threw open the front door, ran
through the downstairs front parlor and straight through the house to the 20 My father laughed again. “Then I expect I can’t much disappoint my
kitchen where my mother was cooking and one of my aunts was helping
her. “Come on, Mother-Dear!” we cried together. “Daddy say come on 21
girls, can I? It’s ours all right!”
Wilma and I hugged our father with our joy. My uncles came from the
Format mirrors the
6
out and see this new car!”
“What?” said my mother, her face showing her surprise. “What’re you
house and my aunts, carrying their babies, came out too. Everybody
surrounded the car and owwed and ahhed. Nobody could believe it. state test
talking about?” 22 Then my mother came out.
7 “A Cadillac!” I cried. 23 Everybody stood back grinning as she approached the car. There was
8 “He said hurry up!” relayed Wilma. no smile on her face. We all waited for her to speak. She stared at the car,
then looked at my father, standing there as proud as he could be. Finally
9 And then we took off again, up the back stairs to the second floor of
she said, “You didn’t buy this car, did you, Wilbert?”
the duplex. Running down the hall, we banged on all the apartment
doors. My uncles and their wives stepped to the doors. It was good it 24 “Gotta admit I did. Couldn’t resist it.”
was a Saturday morning. Everybody was home. 25 “But . . . but what about our Mercury? It was perfectly good.”
10 “We got us a Cadillac! We got us a Cadillac!” Wilma and I proclaimed 26 “Don’t you like the Cadillac, Dee?”
in unison. We had decided that the Cadillac had to be ours if our father 27 “That Mercury wasn’t even a year old!”
was driving it and holding on to the keys. “Come on see!” Then we raced
28 My father nodded. “And I’m sure whoever buys it is going to get
on, through the upstairs sunroom, down the front steps, through the
downstairs sunroom, and out to the Cadillac. Mr. Pondexter was still
themselves a good car. But we’ve got ourselves a better one. Now stop
frowning, honey, and let’s take ourselves a ride in our brand-new Cadillac!”
29 My mother shook her head. “I’ve got food on the stove,” she said and 8 Read these sentences from 11 The author describes the neighbors
150 UNIT 1 What Makes a Hero? turning away walked back to the house. theASSESSMENT
passage. 151 gathering around the car to support
what main idea?
30 There was an awkward silence and then my father said, “You know
“Daddy, it’s ours, isn’t it?” asked A Buying a Cadillac was a special
Dee never did much like surprises. Guess this here Cadillac was a bit too
1/31/08 6:06:16 PM 2 Wilma, who was older and
12/19/07 more
9:44:11 AM
thing to do.
much for her. I best go smooth things out with her.”
practical than I. She didn’t intend to B The car was not as good as it looked.
31 Everybody watched as he went after my mother. But when he came give her heart too quickly to C The mother was unhappy with
back, he was alone. something that wasn’t hers. her husband.
D This purchase made the father a
The word practical here means neighborhood joke.
1 The narrator of this passage is 5 A minor character in this passage is A curious. C emotional.
A a father. A ‘lois. C the mother. 12 What does the story suggest is the
B educated. D sensible. reason the mother walks back into
B a mother. B the father. D Mr. LeRoy.
the house in paragraph 29?
C one of the family’s daughters. 9 What makes the sisters so excited
6 Read these sentences from paragraph 10. A Everyone has fallen silent.
D a neighbor of the family. throughout the passage?
B She is eager to prepare a meal.
A They can’t wait to see their mother’s
2 Which phrase best identifies the setting “We got us a Cadillac! We got us reaction to the Cadillac. C She is upset with her husband’s
Includes high-quality of this passage?

A a new car showroom
a Cadillac!” Wilma and I proclaimed
in unison.
B They want to go for a ride
immediately.
purchase.
D She has no interest in cars.
reading passages B inside and outside the narrator’s house C They are thrilled to have an
C the first and second floors of a The phrase proclaimed in unison means expensive car.
family home that the sisters D They think the car is made of gold.
D a sidewalk and a front lawn A took turns telling their relatives about
the new car. 10 In this passage, the major contrast
3 The reader learns about the father’s between the mother and father has to
B thought the words but did not actually
character mainly through say them. do with their attitudes about
A his wife’s behavior. C announced the news publicly and at A their children.
B his own words and actions. the same time. B spending money.
C what other characters say about him. D spoke politely and in a normal tone C the neighborhood.
D the author’s description of his thoughts. of voice. D politeness and manners.
Assesses standards 4 What technique does the author use to

inform the reader that the father has
7 During the course of this passage, the
father’s mood changes from
A fear to irritation.
and skills covered in purchased the car?
A dialogue C supporting details B calmness to anger.
C sadness to happiness.
B description D characterization
the unit D confidence to concern. Literature Online
Standards Practice For more standards practice,

go to glencoe.com and enter QuickPass code
GL36258u1.
12/19/07 9:44:12 AM 4 12/19/07 9:44:13 AM
Assessment 103
CA A SSE SSM E N T
Unit Assessment continued

Unit tests also include practice with writing strategies and writing products
that students will encounter on the California state test.
Writing prompts mirror

California assessments
Writing Strategies
The following is a rough draft of part of a student’s report. It contains Writing Product
errors. Read the passage. Then answer the questions on a separate sheet
Follow the directions below to write an essay about the passage you read
of paper.
from “The Gold Cadillac.” You may look back at the passage at any time.
Use a planning sheet to jot down ideas and organize your thoughts. Then
In class today we read part of a story called “The Gold Cadillac.” We will neatly write your final essay on another sheet. You may not use a dictionary
read more of it tomorrow. The narrator is a girl called ‘lois. When the story or other reference materials.
opens, her father has just purchase a new Cadillac. ‘lois and her sister are
happy and tell their neighbors to come and look at it. The father is very
proud of the car. His wife thinks he is foolish. She thinks he should have Response to Literature
kept the old car. Writing the Essay
In “The Gold Cadillac,” the author does not directly state what the main
1 Read these two sentences. 3 Which of the following is a verb phrase?
characters are like. Choose one character to describe. Write a short essay that
A will read
explains how a reader can tell what that character is like. Provide examples of
The father is very proud of the car. B are happy
His wife thinks he is foolish.
actions and dialogue from the passage that help the reader learn about this
C come and look
character’s personality.
D is very proud
Which word could best be used to join
4 Read this sentence. Keep these hints in mind as you write.
these sentences?
A and B but • Show that you understand the character you are writing about.
She thinks he should have kept the
C so D because • Organize your essay around one or more clear ideas.
old car.
2 Read this sentence.
• Give examples from the passage and use evidence to support your ideas
and interpretations.
The helping verb or verbs in this
When the story opens, her father has sentence are • Pay attention to the correct use of grammar, spelling, capitalization,
just purchase a new Cadillac. A have. and punctuation.
B should.
What is the correct way to write the C should and have.
underlined part of this sentence? D have and kept.
A is purchasing
B just purchased
C has just purchased
D will have purchased

1/31/08 6:07:15 PM 6 12/19/07 9:44:15 AM
Assesses students’ ability

to improve sentences
Additional standards practice and unit assessment is available at

glencoe.com and in assessment technology resources. See the Assessment
Technology pages in this section for more information.

Print Resources
Ancillary resources provide additional support to assess your students’
mastery of the California standards.
Quick Checks Accompanying each selection, Unit Teaching Resources

includes a Quick Check test that assesses students’ comprehension.
Selection Tests An additional selection test is available in Assessment

Resources.
Assesses skills and standards

taught in the Student Edition
Name ________________________________________ Date ___________________ Class __________
Selection Test Score
Pecos Bill (page 122)
Recall and Interpret (40 points total; 8 points each)

Write the letter of the best answer.
hhhhhhhh 1. When Pecos Bill was a baby, his family moved West because
a. they wanted to mine gold in California.
b. they wanted to settle in an area with more people.
Name ________________________________________ Date ___________________ Class __________ c. they wanted more land and space.
d. drought conditions forced them to leave their land.
Selection Test (continued) hhhhhhhh 2. When Bill was seventeen, a cowboy convinced him that he was
a man, not a varmint, by pointing out that Bill
hhhhhhhh 8. The ground was so parched after the drought that it needed a. could talk.
a. a good b. plenty of c. high winds. d. a cold winter. b. didn’t have a tail.
rainfall. sunshine. c. looked different from his friends, the coyotes.
hhhhhhhh 9. If you see a cyclone, you see d. smelled worse than the coyotes.
a. a bunch of dust b. someone c. a violent d. a hurricane. hhhhhhhh 3. Which of the following is NOT a notable quality of Pecos Bill?
in the air. moving fast. windstorm. a. his education
hhhhhhhh 10. An example of a coincidence is two people b. his sense of adventure
a. having the same idea at the same time. c. his strength
b. doing two completely different things. d. his sense of humor
c. planning to do the same thing. hhhhhhhh 4. In this story Bill MOST wants to impress
d. seeing each other across a room. a. the coyotes.
b. Hell’s Gate Gang.
Analyze and Evaluate (24 points total; 8 points each) c. the cowboy who finds him.
Think about how exaggeration plays a part in setting the tone of this tall tale. Then, in the boxes d. Slue-foot Sue.
Copyright © by The McGraw-Hill Companies, Inc.
below, answer the questions about each quotation from “Pecos Bill.”
hhhhhhhh 5. How does Bill feel about his extraordinary strength and power?
What is being What does the exaggeration tell
a. He is very proud.
Quotation from “Pecos Bill” exaggerated? you about the subject?
b. He doesn’t think about it much; he just takes it in stride.
Example: “Pecos Bill . . . teethed the toys and baby Even as a baby, Bill was c. He is somewhat embarrassed by it.
on horseshoes instead of teething things used by Bill extremely strong. d. He thinks others are just exaggerating what he can do.
rings and played with grizzly
bears instead of teddy bears.” Vocabulary Practice (20 points total; 5 points each)
11. “. . . he put together the Write the letter of the best answer.
biggest ranch in the southwest.
hhhhhhhh 6. A desolate area is characterized by
He used New Mexico as a corral
a. a lack of b. skyscrapers. c. open country. d. prairie
and Arizona as a pasture.”
people. grasslands.
12. “He invented tarantulas and
Copyright © by The McGraw-Hill Companies, Inc.
scorpions as practical jokes. hhhhhhhh 7. Barren forestland would have

He also invented roping. Some a. lush green b. trees that are c. no trees at all. d. many oak trees.
say his rope was exactly as long growth. slowly dying.
as the equator.”
13. “And when lights flash across
the midnight sky, you can bet it’s Formative Assessment, Course 1, Part 2 Unit 1 51
Bill and Sue riding the backs of
some white-hot shooting stars.”
BIG Question Connect (16 points)

Use a separate sheet of paper to answer the following essay question.
14. “Pecos Bill” is exaggerated to be humorous, and you aren’t really
expected to believe all the details. Nevertheless, the tale contains
details about the way people view heroes. What do you think people
in the old West, like Bill and Sue, really might have been like? Explain.
52 Unit 1 Formative Assessment, Course 1, Part 2
Connects to the
Big Question
Assessment 105
CA A SSE SSM E N T
Diagnostic Assessment
Glencoe Literature’s: California Treasures Diagnostic Assessment book
helps teachers determine which level of instruction is best for each student.
Diagnostic Assessment assesses the key instructional areas of phonemic
awareness, phonics, fluency, spelling, vocabulary, comprehension,
and writing. These assessments are designed to be administered at the
beginning of the year to measure students’ proficiency in the major
skill areas. With these assessments, teachers can determine which
instructional pathway best fits each student and tailor instruction to meet
each student’s needs.
Instructional Levels
W / Saa[S\b
2WOU\]abWQ
ON LEVEL
/aaSaa[S\b
APPROACHING
ENGLISH LEARNERS
A D VA N C E D

How do I diagnose
my students’
instructional needs?
K–8 Diagnostic Assessment
Oral Fluency Record Sheet
Name Date
Oral Reading Accuracy: %

Oral Reading Fluency Score: words correct per minute
Prosody Rubric: (Circle Score) 1 2 3 4
Comprehension Question Responses
#1
#2
Priscilla and the Wimps
Listen, there was a time when you
7 couldn’t even go to the rest room around
Assessments measure 15
23
this school without a pass. And I’m not
talking about those little pink tickets made
30 out by some teacher. I’m talking about a
students based on key skills 38
47
pass that could cost anywhere up to a buck,
sold by Monk Klutter.
51 Not that Mighty Monk ever touched
57 money, not in public. The gang he ran,
65 which ran the school for him, was his
73 collection agency. They were Klutter’s
78 Kobras, spelled out in nailheads on
89 six well-known black plastic windbreakers.
90 Monk’s threads were more . . . subtle.
95 A pile-lined suede battle jacket with
102 lizard-skin flaps over tailored jeans and a
K–8 Diagnostic Ass 110 pair of ostrich-skin boots, brassed-toed and
essment 118 suitable for kicking people around. One of
© Macmillan/McGraw-Hill
125 his Kobras did nothing all day but walk a

Using Multiple Mea 134 half step behind Monk, carrying a fitted bag
sures
142 with Monk’s gym shoes, a roll of restroom
The Assessment Process
150 passes, a cashbox, and a switchblade that
The assessment proce 157 Monk gave himself manicures with at lunch
ss is making instruction
assessment information al decisions based on
. 164 over at the Kobras’ table. 169
• All decisions should
be based on “multiple
kind of assessment or measures” or more than Number of words read: Number of errors made:
set of scores. one
• The process starts with
collecting assessment
results, observations). evidence (test Diagnostic Assessment
Oral Reading Fluency Grade 8 ● Grades K–8
93
• The next step is to comp
are and interpret the inform
have gathered. ation you
• The third step is to make AK8ASHBD_CA_ORF_RD10.indd 93 2/5/08 4:22:49 PM
instructional decisions
your conclusions. based on
• This process is ongo
ing: collect evidence, interp
ret, make decisions. .
..
The Assessment Pro

cess
Collect and review

Test results place students
Assessment Evidence.
Use multiple sources of eviden
(test scores, observations
).
ce in differentiated learning tracks
Make
Instructional Decisions Decide what the eviden
ce
Means.
based on the conclusions
you Compare and contrast scores
have drawn.
© Macmill an/McG raw-Hill
and observations with other

assessment results.
Diagnostic Assessment
Introduction ● Grades
K–8 A3
AK8ASHBD
D_CA_I_R
CA I RD10
D10.indd
indd A3
2/5/08 4:27:47 PM
Selections in the Student Edition and the Read and Write include assignments
designed for each specific instructional level. In addition, see the Universal
Access section of this guide for more information about instructional levels
and components in the program that address each level.
Assessment 107
CA A SSE SSM E N T
California Standards Practice

Glencoe Literature’s California Standards Practice book contains both
progress-monitoring and summative assessments. These assessments
measure the effectiveness of instruction and monitor student progress
on a regular basis. Like the unit tests in the Student Edition, the tests in
California Standards Practice are designed to be administered at the end
of each unit and assess how well students have mastered the standards
taught in the unit.
Two of the tests in California Standards Practice serve as semester tests.

They provide a cumulative assessment of student progress up to that point.
Each test covers all of the major skill areas:
• Reading Comprehension
• Vocabulary
• Literary Response and Analysis
• Spelling
• Writing Strategies and
Language Conventions
• Writing Applications
Annotated Teacher Edition
California
Standards
Practice
Aligned with California
Content Standards
This helpful workbook provides
Six progress-monitoring tests,
Reteaching lessons for the
California Content Standards
A6C1_CA_Anc_CAStdPract_TE_CV_RD11 1 3/28/08 12:12:44 PM

How can I help my
students pass the
California state test?
Each test item in California Standards Practice is correlated to a standard.

With the Item Analysis Chart, teachers can easily see which standards
students are having difficulty with and where reteaching is needed,
ensuring that each standard will be mastered.
Each test is also available on ExamView® Assessment Suite and
Progress Reporter Online Assessment.
GRADE
6 Item Analysis Chart

Units 1–3
Reteach
Lesson 6,
p. 171
Test Items
Items 18, 19,

Literature:
Each item is correlated to a
Reading/
Unit 3/Semester Test
25
specific standard
Textbook
Glencoe
Frighten Me,
Life Doesn’t
Walls, p. 374
Gene Scene,
King Minos
World and
and Culture,
I Dream a
and Art on
the Palace
TIME: The
Daily Life
p. 343
p. 384
p. 412
Reteach
Lesson 6,
p. 171
Test Items
Literature:
Reading/
Item 18
Textbook
Glencoe
Road, p. 232
Tracks on a
The Sand
Nobody’s
from Dust
Unit 2
Perfect,
Castle,
p. 178
p. 190
Reteach
Lesson 5,
Lesson 6,
p. 168
p. 171
Revise writing
Evaluation and Revision:
Content Standards: 6WS1.6 and
Test Items
and consistency of ideas within

to improve the organization
Literature:
g/
ure:
Items 7, 9,
LESSON 21 Revision between paragraphs.

Reading/
What Exactly Readin
Item 18
Copyright © by The McGraw-H

Heroes, p. 24 Literat
21
LEARN IT: Revision

Textbook
Glencoe
Writing, p. 43
Is a Hero?
Connect to
and Culture,
Hurricane
from Yukon
Story of the
n and
Gold Rush,
at the overall organizatio

Unit 1
Respond
Studies,
Daily Life
Gold: The
Through
it is important to look
p. 46
Klondike
a text is arranged.
Social
When you edit your work, to how information in

p. 41
g. Organization refers
p. 66
sure that
p. 69
consistency of the writin ideas. You want to make
ill Companies, Inc.

ctions betwe en
logical conne out awkwardly
Consistency means the . No idea should stand
6RC2.2 Structural
Materials: Analyze
Tested California
a way that makes sense

Connect and clarify
text that uses the
in refers to
Appropriate Text:
g is organ ized make sure it

Comprehension
other sources and
your writin ate each detail and

and Analysis of
Informational
a text consistent, evalu

compare-and-
identifying their
organizational
relationships to
from the rest. To make

Grade-Level-
Features of
main ideas by
related topics.
Standards
s.
with all the other detail
the main idea and fits
Grade 6
Content
contrast
pattern.
6RC2.3
EXAMPLE
T2 California Standards Practic
ge. e, Grade 6
1 Read the following passa world
poet. People around the
was a famous American s
William Carlos Williams verse, which means his poem
every day. He wrote in free
continue to read poetry poem s are about everyday exper
iences and
of Willia ms’s
did not rhyme. Many
objects. r
He became a medical docto
rford, New Jersey, in 1883. ned
Williams was born in Ruthe his hometown. He remai
set up a family practice in gs,
in 1906 and four years later He wrote poem s in the mornings and evenin
of his life.
in Rutherford for the rest
before and after work.
died in 1963.
William Carlos Williams
paragraph?
be removed from the first
Which sentence could best poet.
ms was a famous American
A William Carlos Willia
B People around the
world contin ue to read poetr
which means his poems
y every day.
did not rhyme. Reteaching is available
C He wrote in free verse, iences and objects.
s are about everyday exper
Many of Williams’s poem
for each standard if
Copyright © by The McGraw-H
D
the main idea?
raph carefully. What is
Step 1 Read the first parag
This paragraph introd

uces William Carlos William
s, a famous American
poet, and
students struggle to
his poetry.
talks about how he wrote
choices carefully. Which
choic e is not conne cted to the
master the content
ill Companies, Inc.
Step 2 Read the answer

raph?
main idea of the parag e B, People
his poetry. Only Choic
describe Williams and to the main
Choices A, C, and D all day, is not connected
d the world contin ue to read poetry every s and how he wrote
aroun Carlos William
The main topic is William logical flow of
topic of the paragraph. poetr y in general. It breaks the
nce is about t answer.
his poetry, but this sente Choice B is the correc
and should be removed.
ideas in the paragraph
e, Grade 6
232 California Standards Practic
Assessment 109
CA A SSE SSM E N T How is reteaching
handled in the program?
Reteaching the Standards

The Glencoe Literature: California Treasures program enables teachers to
introduce each standard, teach and assess it, and then, if necessary, reteach
it through an array of support materials. Reteaching resources are provided
at both the selection level for an immediate response to students who are
struggling and at the unit level for students who have not demonstrated
mastery on longer-range assessments.
INTRODUCE INTRODUCE
TEACH TEACH
ASSESS ASSESS
RETEACH PROCEED
For daily ongoing assessment and immediate reteaching, the Teacher

Edition features a Progress Check box in the After You Read section
that follows each selection. This feature will help you monitor students’
progress and provide strategies to reinforce concepts.

After You Read
After You Read k Critically
TIP
Respond and Thin their customers? Find

details Interpreting
n 2, recall
and Mr. Dollar treat To answer questio
Assess
1. How do Mr. Silver r. [Recall] Mr. Silver
to support your answe details about how
from the selection Silver t with
says, “And old man and Mr. Dollar interac
the narrat or mean when he re these
2. What does of them”? [Interp ret] customers. Compa
cleaning up on all details with how you
would
sment, see and old man Dollar
For additional asses g Service with the like to be treated.
Dollar Check Cashin
rces, pp. 33–34. 3. Compare the Silver re]
Assessment Resou National Bank. [Compa • Reread the signs
in the
Establishment Trust How does the first-p
erson
of View Silver Dollar Check
Narrator and Point the
4. Literary Element shape the way readers feel about Cashing Service. What
Scribe”
Respond and point of view in “The
Dollar Check Cashin g Service? [Analyze] does the first sign
about the owners?
tell you
customers at the Silver

Think Critically How do the perso nal
al Experience
g Strateg y Connect to Person better under stand • Why might the owners
5. Readin help you
Possible answers: graphic organizer photograph each custom
er
connections in your [Analyze]
their customers the characters and
events in the story? who cashes a check?
1. The two men make and Mrs. Franklin
help each
What does this tell
you
of them on How do James
feel unimportant. One 6. BQ BIG Questi n. [Conclude] about the owners?
ogee Marie cter a hero? Explai
rolls his eyes at Musk other? Is either chara • Reread how the
owners
feel foolish for
Lawson, making her treat Muskogee Marie
Vocabulary Practice
of birth. .
Lawson and the veteran
not knowing her year ulary word correctly.
ce that uses the vocab • Notice what the
narrator
that Mr. Silver Choose the senten .
2. James is disgusted to the play is twelve says and how he feels
age for admittance
advantage of 1. A. The minimum nt is $1,000. ses
and Mr. Dollar take minim um, deposit in an accou when he witnes
charging them B. The highes t, or these interactions.
their customers by in the armed forces one day.
ing services. 2. A. The veteran hoped
to serve
money for check-cash War II. Keep track of
is a veteran of World
ing service is a B. My grandfather your ideas about
3. The check-cash that he criticized it.
liked the play so much the BIG Question in
your
with broken 3. A. The reviewer
small, dark building
s.
people critici zed women in politic unit Foldable.
is large, with B. In the past, some
windows. The bank ed to help people
armored cars our town were design
marble columns and 4. A. Sidewalks in more easily.
lity cross the street
with a physical disabi
parked in front. amazed at Mozart’s
disabi lity to
gh James’s B. Many people were
at a very young age.
4. Seeing events throu play classical piano
sympathize with long line.
eyes helps readers 5. A. Ana had to muste
r her way into the
y to take the test.
the customers. B. It was difficult to
muster the energ
Literature Online
support their
If a student needs help 5. Students should
answers.
Franklin to open
Writing ne
Selection Resources
For Selection Quizzes
,
eFlashcards, and Readin
g-
6. James takes Mrs. when you helped someo Writing Connection

activities,
Think about a time
(based on a quick and an account. She encou

to become a scribe
Jame s as
rages him
. Some students
a hero for
Write a Journal Entry
or someone helped
and any unexpected
you. Write a journa
benef its that
l entry about your
resulted from the exper
experience
ience.
go to glencoe.com
and enter
QuickPass code GL1623
4u1.
may view
stude nts may
informal assessment), then helping others. Some
view Mrs. Franklin
motivating James.
as a hero for 22 UNIT 1 What Makes
a Hero?
the program provides a Vocabulary Practice Writing s,

Progress Check
rehend
In their journal entrie Can students comp
Write a Journal Entry
suggestion for reteaching 1. A
2. B students should expla
they gave or recei
in the situation in which
ved help. They shoul
d also
experience,
vocabulary?
If…fewer than 2 answ
ers are correct
3. B benefited from the Glencoe Interactive
mention how they ible
Then…
4. A le results and intang bular y CD-R OM.
including both tangib or gratit ude.
Voca
5. B of pride
ones, such as a sense
form of writing (e.g.,
CA ELA W 1.1 Choose theeditor, review, poem, report
,
to the
personal letter, letter purpose.
suits the intended
narrative) that best
22
For students who do not demonstrate mastery on the unit and semester
tests in California Standards Practice, the same product provides a series
of standards-based reteaching lessons to support students who require
additional instruction and practice. The Item Analysis Chart in the front
of the teacher’s edition of California Standards Practice shows the standard
tested by each test item and the reteaching lesson provided for that
standard.
The tests and the reteaching lessons are also available on Progress
Reporter Online Assessment and ExamView® Assessment Suite—two
technology components in Glencoe’s assessment program.
T6
Grade 6
Unit 1
Tested California Unit 2
California Standards Practice,
Content Glencoe Test Items Unit 3/Semester Test

Reteach
GRADE
Textbook Glencoe Test Items

Standards Reteach Glencoe
6
Textbook Test Items Reteach

6RL3.5 Narrative Textbook
The Scribe, Reading/
Analysis of Grade- Lesson 14,
p. 10 Literatur Reading/ Lesson 14,
Level-Appropriate e: p. 204
Item 1 Literature: p. 204
Text: Identify the
Item Analysis Chart
Item 1
speaker and
recognize the
difference between
An Item Analysis Chart in first- and third-

Grade 6
person narration (e.

g., autobiography
compared with
California Standards Practice

biography).
6RL3.6 Narrative
All Stories Are Reading
Analysis of Grade- / Lesson 15,
Anansi’s, p. 74 Literatur The End of Reading/
Level-Appropriate e: p. 208 Lesson 15, The Fun They Reading
the World, Literature: / Lesson 15,
Text: Identify and Items 2, 24 p. 208 Had and Why Literatur
Pecos Bill,
shows where each standard

p. 226 Item 3 e: p. 208
analyze features of p. 122 Books Are Item 20
themes conveyed Dangerous,
through characters, Comparing p. 415
actions, and images. Literature,
appears in the Student Edition,

p. 135
6RL3.7 Narrative
Analysis of Grade- To Young Reading/ Lesson 16,
Level-Appropriate Readers, The All- Reading/
Literature: p. 212 Lesson 16,
Text: Explain the p. 160 American Literature:
Items 8, 13, p. 212
where it is tested, and where

effects of common Slurp, p. 315 Item 22
21
literary devices The Sand
(e.g., symbolism, Castle, p. 178 Mad, p. 331
imagery, metaphor)
who knows if Wings, p. 360
in a variety of
it can be retaught. fictional and

nonfictional texts.
the moon’s,
p. 194
The Emperor’s
Units 1–3
Silent Army:
Terracotta
Warriors of
Ancient
China, p. 198
Companies, Inc.
Copyright © by The McGraw-Hill
Assessment 111
CA A SSE SSM E N T
California Writing Resources

Glencoe Literature: California Treasures offers a strong complement of
writing tools in California Writing Resources. Writing prompts within this
ancillary afford comprehensive practice for all of the writing applications
that appear on the California state test. The book also provides annotated
anchor papers and scaffolding for all stages of the writing process.
California Writing Resources also provides rubrics for assessing students’
writing. A rubric is available for each writing application, showing the
4-point scoring that students will encounter on the California state test.
Grade 6
Writing
WR ITIN G PRO
CES S STR ATE
GIE S:
T R A N S PA R E N
CY 22 EDITING/PRO
OFREADING
Resources Proofread Your Wo

Use a PROOFREAD
rk
ING CHECKLIST to
for
Includes transparencies
grammar, usage, mech help you identify and
anics, and spelling. correct any errors in
ting Process Strategies

EXERCISE
ces
Wri As you proofread your

work, place a check
des
ting Prompts for All Mo
the step. in each box when you
have completed
Wri
GRAMMAR AND USA
Rubrics GE
❏ I eliminated sentence fragments.
Annotated Anchor Papers ❏ I eliminated run-on sentences
.
❏ I made the subjects and verb
Process of Revision ❏ I used the correct forms and
s of my sentences agre
e.
endings for verbs.
❏ I provided a clear referent for
each pronoun.
❏ I used subject pronouns as subje
cts and object pronouns
as objects.
PUNCTUATION AND
CAPITALIZATION
❏ I used appropriate punctuation
at the end of every
ies, Inc.
❏ I included commas in every serie sentence.

s of three or more item
❏ I used commas and quotation s.
McGraw-Hill Compan
marks correctly with

❏ I used apostrophes correctly direct quotations.
with possessive noun
❏ I did not use apostrophes with s.
possessive personal
❏ I capitalized all proper nouns pronouns.
and capitalized the
❏ I used quotation marks and italic first word of every sente
Copyright © The
nce.
2/25/08 10:44:13 AM type or underlining
correctly with titles.
How can my students SPELLING

❏ I used a dictionary to check the
❏ When adding suffixes to word
correct spelling of unfa
miliar words.
practice writing for ❏ I formed plurals and compound

s ending in silent e
❏ I doubled final consonants corre
ctly when changing
or y, I used the corre
the form of verbs.
ct forms.
words correctly.
high-stakes tests? ❏ I spelled words that sound alike

, such as through and
threw, correctly.

DE:
SCO RIN G GUI
RITING
Grade 6
N A R R AT I V E W
T R A N S PA R E N
CY 7 SCORE POINT
3
Grade 6
SAM PLE ESS
AY:
T R A N S PA R E N
CY 8 N A R R AT I V E W
RITING
SCORE POINT
• THE ESSAY— 3
of the writing task.

—addresses all parts The writer In first grade, my clas
cent ral idea . addresses the s acted out a play abo
—presents a writing task. He
ut
and focus.
ainta ins a mos tly consistent point of view writes about a the three billy goats
—m gruff and the troll. I
ding the effective specific experience was the
of orga niza tion , inclu
—illustrates a control from his own point Littlest Billy Goat Gruf
ns. f. I had to get the troll
use of some transitio of view. to let
or
rts the cent ral idea with facts, details, and/ me cross the bridge.
—suppo A lot of kids read this
ples . story
exam
des major and
the plot line and inclu when they are little.
—adequately develops ng.
a defin ite setti
minor characters and The essay is
action I told my mom I didn
ense, and/or narrative written for the ’t want to be in the play
—uses dialogue, susp correct audience
, but
appropri ately. and mostly she said I should try
it. I had never been
sentence types. stays focused. in a play
—utilizes a variety of The writer uses
before, and it was the
und erstanding of purpose. some descriptive first time my class did
—exhibits a general a play
nies, Inc.
language.
strat es a gene ral sense of audience. ever. We practiced ever
—demon
ies, Inc.
yday. My teacher was
of the English
McGraw-Hill Compa
always
rs in the conventions
—contains some erro
McGraw-Hill Compan
reader’s
not interfere with the sure I could do it bett
language. (Errors do Some of the
er. She told me to act
more
writing.)*
understanding of the sentences
scared. She told me
to talk more loud. She
Copyright © The
are repetitive.
told me
How could the
Copyright © The
on,
s to grammar, punctuati writer fix these to say my lines more
English language” refer slow. The whole scho
* “Conventions of the sentences? ol was
ing, capit aliza tion, and usage.
spell
coming to the play,
she wanted it to be
great.
When it got close to
the day of the play,
I got
nervous. The closer
it got the more nerv
ous I got.
(continued)
More writing support is available at glencoewriting.com and within the

Glencoe Online Essay Grader.
The Glencoe Online Essay

Grader includes multiple essay
prompts from the Student
Edition, but also it allows you
to create customized writing
prompts. The Essay Grader
automatically provides
students with holistic grades,
narrative feedback, and
numerical scores (based on
4-point rubrics).
Assessment 113
CA A SSE SSM E N T
Assessment Technology
Glencoe Literature: California Treasures also offers several exceptional
technology resources to simplify the monitoring and assessment of
students’ understanding of the standards.
How can I use

technology to
help me manage
assessment?
ExamView® Assessment Suite CD-ROM allows teachers to administer

ready-made diagnostic, formative, and summative assessments in both
English and Spanish.
• Teachers can edit assessment items and create new ones as needed,
allowing them to customize their tests.
• Teachers can monitor students’ progress through a variety of reporting
options available in the ExamView Test Manager.
• Teachers can provide assessment-driven remediation options for those
students who need extra help.
• Teachers also have access to all of the tests in the California Standards
Practice book.

Progress Reporter Online Assessment also gives teachers the ability to
administer ready-made diagnostic, formative, and summative assessment
in both English and Spanish.
• Teachers can edit assessment items or create new ones.
• Assessments administered online are automatically scored.
• Essay questions are also scored automatically.
• Rationales for items, explaining why each answer is correct or incorrect,
are provided.
• Reteaching, remediation, and extension options are automatically
assigned based on students’ responses.
• Content in the California Standards Practice book is available in Progress
Reporter Online Assessment.
Literature Online offers additional test practice at glencoe.com. On-

page references in the Student Editions allow students and teachers to
jump from the print books to online resources in just seconds. By using
QuickPass codes, students are directed immediately to the appropriate
pages at glencoe.com.
Assessment 115
CA A SSE SSM E N T
Assessment in Expressions
Student Edition, Teacher Edition, and Practice Book
Glencoe Literature offers Expressions for teachers covering Program 2:
English-Language Development. This program addresses English learners
at the Beginning, Early Intermediate, Intermediate, and Early Advanced
levels, who have an additional hour of instruction to focus on language
development in grades 6–8. The main component of Expressions is a
Student Edition containing selections that directly support themes and
topics in Glencoe Literature: California Treasures—one lesson for each
selection included in the Essential Course of Study.
Throughout Expressions, students are prompted to restate, retell, and
paraphrase what they read. Each lesson also includes Let’s Talk questions,
What do You Think? activities, and Comprehension Checks that assess
students’ understanding of the basic meaning of the text. The Teacher
Edition includes frequent progress-monitoring opportunities and a robust
vocabulary strand. The Expressions Practice Book includes additional
assessment options for vocabulary, word study, grammar, writing, and oral
presentation.
Oral Assessment
Periodically, lessons also include an oral assessment that provides leveled
questions and sample responses for the four proficiency levels—Beginning,
Early Intermediate, Intermediate, and Early Advanced.
Oral Reading Fluency Reading Fluency Pra

ctice Name
Oral Reading Fluency passages from The Sand Castle

Based on a story by Alma
Luz Villanueva
that assess accuracy and rate are

“A little wet sand won’t
hurt. Just don’t get your
them. When I was a girl gloves in the water,”
there were so many birds Masha told
white birds that liked at the sea. Seagulls, they
to scream at the sea, they were, big
sounded like eagles to
“What are eagles, Grandm me…”
ama?” the boy asked.
also included in the back of the “They used to be one

Remembering the past
of the largest, most beautifu
made her sad.
“This is no time for sadness
,” Masha told herself.
l birds in the world.”
important now.” “The sand castle is what

is
Teacher Edition. “I have a wonderful surprise

,” she said.
from The Sand Castle

Based on a story by Alma
Luz Villanueva
“A little wet sand won’t
hurt. Just don’t get your
them. When I was a girl gloves in the water,”
there were so many birds Masha told
at the sea. Seagulls, they
white birds that liked were, big
to scream at the sea, they
sounded like eagles to
“What are eagles, Grandm me…”
ama?” the boy asked.
“They used to be one
of the largest, most beautifu
l birds in the world.”
Remembering the past
made her sad.
“This is no time for sadness
,” Masha told herself.
important now.” “The sand castle is what
is
“I have a wonderful surprise
,” she said.
0–2 errors reads with

ease Student’s Score
3–4 errors reads with
help Comments
5+ errors needs intervention
R3

What assessment is
specified for Program 2?
Grade 6 • 1 WRITING
Writing Prompt
DIRECTIONS : Read the
prompt. Use the lines below
to write your narrative essay.
Prompt: Think about an

experience you had while
Write your story. Be sure growing up. What happe
your story has a beginn ned?
ing, middle, and end.
N
Grade 6 • 4 PHONICS/WORD RECOGNITIO
teacher says a word. Say that word. Then fill in

DIRECTIONS: Listen as your
the bubble next to that word.
16.
Companies, Inc.
11. A. ton
A. hip B. fun
B. hate C. fan
a division of The McGraw-Hill

C. happy D. run
D. crafty
17.
12. A. rain
A. best B. ran
Copyright © Glencoe/McGraw-Hill,
B. bet C. red
C. pest D. roar
D. desk
18.
13. A. look
A. has B. like
B. date C. lock
C. haze D. lack
English Language Developm
D. days Periodic Assessment
ent Progress Monitoring
19. Grade 6 • 1
Inc.
14. A. light
McGraw-Hill Companies,
A. bath B. fight 20
B. path C. fear
C. pass D. fought
D. math
Graw-Hill, a division of The
20.
15. A. pill
A. got B. ill
B. top C. file
C. hot D. bill
Copyright © Glencoe/Mc
D. pop
ent Progress Monitorin g

English Language Developm
Periodic Assessment
Grade 6 • 1
12
Progress Monitoring
To meet the Program 2 assessment requirements, Glencoe Literature
offers Expressions Progress Monitoring. This component includes six subtests
woven into the schedule for covering all the Expressions lessons. Each test
covers the following skills:
• Phonemic awareness and phonics
• Word recognition and spelling
• Oral reading fluency
• Vocabulary and morphology
• Grammar and usage
• Sentence structure aligned with narratives, reading passages, and
writing assignments
• Listening and reading comprehension
• Writing
Assessment 117
CA A SSE SSM E N T
Rubrics
Each unit in Glencoe Literature: California Treasures includes a Writing
Workshop. These workshops teach the types of writing required by
the California English–Language Arts Content Standards. Each workshop
walks students through the different stages of writing: prewriting,
drafting, revising, editing and proofreading, and presenting.
This section of the guide contains Writing Workshop Rubrics for Glencoe
Literature: California Treasures. The rubrics are aligned with the
California 4-point assessment system, four being the highest possible score.
This system reflects the scoring methods used by readers of the writing
section of the California state test.
The categories of writing in the workshops are:

• Narrative • Persuasive Essay
• Functional Document • Research Report
• Response to Literature • Expository Essay
CA A SSE SSM E N T
Writing Workshop Rub

ric
UNIT ONE
Narrative
4
• Chooses an appropriate narrat
or and a clear and consis
[Ideas] tent point of view.
2
• Develops a strong plot that • Chooses a narrator that seems
includes all of the follow ineffective, and emplo
rising action, a climax ing: a beginning, that is sometimes incons ys a point of view
, falling action, and a resolu istent. [Ideas]
• Makes the internal or extern tion. [Organization] • Develops a plot that is weak
al conflict part of every in at least two of the follow
and the basis of the theme event in the plot beginning, the rising action ing areas: the
. [Conflict] , the climax, the falling
• Consistently and effectively resolution. [Organization action, and the
includes sensory detail ]
and action. [Description] s to describe setting • Makes the internal or extern
al conflict part of some
• Consistently and effectively but not the basis of the events in the plot
uses dialogue and descri theme. [Conflict]
specific movements and
expressions, to highlight
ption, including • Includes sensory details, but
similarities and many of these are ineffec
differences among main use more. [Description] tive and could
and minor characters.
[Characterization] • Sporadically uses dialogue
and description to highli
and differences among ght similarities
characters. [Characteriza
tion]
3
• Chooses an appropriate narrat
or, but point of view is somet
inconsistent. [Ideas] imes
1
• Develops a generally strong • Both the narrator and the point
plot that includes most of view are ineffective
a beginning, rising action of the following: [Ideas] or inconsistent.
, a climax, falling action
[Organization] , and a resolution. • Develops a plot that is missin
g more than one of the
• Makes the internal or extern beginning, the rising action following: the
al conflict part of some , the climax, the falling
and the basis of the theme events in the plot resolution. [Organization action, and the
. [Conflict] ]
• Includes some sensory detail • Development of internal or
s, but many of these are external conflict is weak
could use more. [Descr ineffective and the theme. [Conflict] and unrelated to
iption]
• Sporadically uses dialogue • Rarely includes sensory detail
and description to highli s and those that are includ
and differences among ght similarities ineffective. [Description] ed are
characters. [Characteriza
tion] • Rarely uses dialogue and descri
differences among charac ption to highlight simila
ters, and employment rities and
often ineffective. [Chara of this technique is
cterization]
120 California Treasures Standar

ds Road Map
120_131_Rubric_G6
bric_G6_CA
CA.indd
.indd 120
Assessment 121
4/2/08 7:38:56 PM
120_131_Rubric_G6
bric_G6_CA
CA.indd
.indd 121
4/2/08 7:38:58 PM

How do I assess
student writing?
Develop Your Draft chose for your

view of the narrator you
Drafting Tip 1. Write from the point of
uns.
story. Use the correct prono
Signal Words Use words
such as before, then, next, ” Mark Johnson said to
while, after, and later to make
“Billy is really in for it now!
ed his books. . . .
the order of events clear. himself as he angrily grabb
each stage of your plot.

2. Determine details for
the
ol started in the fall, “Billy
Exposition—Ever since scho
Bully ” had been pestering
kids waiting for the scho
ol bus. As students develop their
3. Make every action in
the plot add to the conflict of
your story. drafts, the workshop provides
“Uh-oh,” Mark muttered.
“I’d better warn her befor
one of his tricks.”
e
direct, explicit, and systematic
Billy gets here and pulls
descr ibe the setting and action

clearly.
instruction.
4. Add sensory details to
it is
ged with electricity, as
Suddenly the air was char
before a thunderstorm.
and
ue to develop the main
5. Use description and dialog
minor characters.
h open.
g at them with his mout
Billy just stood there starin join us?”
invited calmly, “Want to
Mark smiled at him and
ts: Organization
Apply Good Writing Trai Which word
from “Dragon, Dragon.”
Read the sentence below
order of events?
helps you understand the
clearly show
decide which words will
As you draft your story, and ask
you finish, read your draft
the order of events. After
any event s are missin g or seem out of place.
yourself if
le son decided it was
Now the cobbler’s midd
his turn to try.
Analyze a Student Mod

el
Hero?
142 UNIT 1 What Makes a
“Billy is really in for it now!
” Mark Johnson said to Point
himself as he angrily grabb 1/31/08 5:39:15 of
PMView and Narrator
ed his books on his way This is third-person point
Manzanita Middle Scho to of
142 ol. Ever since school start view because the narrato
140-145_U1WW_879302.i
ndd
the fall, “Billy the Bully ed in r is
” had been pestering kids outside of the story.
waiting for the school bus.
Yesterday was the last straw
for Mark when Billy took
Maya’s science book and
threw it in a mud puddle. Plot
Mark really cared abou
friends and hated to see t his Notice the background
them hurt.
information about Billy in
As Mark walked to the the
bus stop a few minutes exposition.
thought about all the bad later, he
things Billy had done to
and his friends. He need him
ed to find a way to give
bully a taste of his own that
medicine. But how? Mark
still thinking hard as he was
arrived at the bus stop.
was no sign of Billy, but There
Maya was standing there
plugged into her MP3 playe
r. Her eyes were closed, Conflict
she looked like she was and
on another planet. “Uh- Include external conflic
Mark muttered. “I’d bette oh,” t
r warn her before Billy (the conflict between Mark
here and pulls one of his gets
tricks.” and Billy) and internal
conflict (Mark’s conflict
Before Mark even finish
ed his thought, Billy swag within himself), such as
around the corner, wear gered the last sentence in the
ing a bright red cap, whist
loudly, and kicking stone ling first paragraph.
s out of his way. Suddenly
the air was charged with
electricity, as it is before
a thunderstorm. Mark’s Sensory Details
eyes lit up and he spran
into action. g Give specific details that
help readers see and feel
the
He strode over to Maya setting and action.
and pointed to her ear. As
removed her earphone, she
an orchestra conducto
he began waving his hand
r and singing along with
s like
the
Each workshop
music. Maya joined in. Then
they began to dance. Billy
just stood there staring
Mark smiled at him and
at them with his mouth
open.
includes models that
invited calmly, “Want to
us?” Billy looked confused, join Dialogue
hung his head, walked by
and his face got red. He
the bus stop, and kept on
Have characters speak
in a
way that tells readers about
point out the features
walking. Maya watched
Billy go and turned to Mark
“That’s showing him, Mark
,” she cooed. “You’re my
.
hero.”
their personalities.
of strong writing,
mirroring the language
and criteria listed in
Writing Workshop NARR
ATIVE 143 the rubrics.
140-145
145_U1WW_8
U1WW 8793
79302.indd 143
1/31/08 5:39:29 PM
Assessment 119
CA A SSE SSM E N T
Writing Workshop Rubric

UNIT ONE Narrative
4
• Chooses an appropriate narrator and a clear and consistent point of view.
[Ideas]
• Develops a strong plot that includes all of the following: a beginning,
rising action, a climax, falling action, and a resolution. [Organization]
• Makes the internal or external conflict part of every event in the plot
and the basis of the theme. [Conflict]
• Consistently and effectively includes sensory details to describe setting
and action. [Description]
• Consistently and effectively uses dialogue and description, including
specific movements and expressions, to highlight similarities and
differences among main and minor characters. [Characterization]
3
• Chooses an appropriate narrator, but point of view is sometimes
inconsistent. [Ideas]
• Develops a generally strong plot that includes most of the following:
a beginning, rising action, a climax, falling action, and a resolution.
[Organization]
• Makes the internal or external conflict part of some events in the plot
and the basis of the theme. [Conflict]
• Includes some sensory details, but many of these are ineffective and
could use more. [Description]
• Sporadically uses dialogue and description to highlight similarities
and differences among characters. [Characterization]

2
• Chooses a narrator that seems ineffective, and employs a point of view
that is sometimes inconsistent. [Ideas]
• Develops a plot that is weak in at least two of the following areas: the
beginning, the rising action, the climax, the falling action, and the
resolution. [Organization]
• Makes the internal or external conflict part of some events in the plot
but not the basis of the theme. [Conflict]
• Includes sensory details, but many of these are ineffective and could
use more. [Description]
• Sporadically uses dialogue and description to highlight similarities
and differences among characters. [Characterization]
1
• Both the narrator and the point of view are ineffective or inconsistent.
[Ideas]
• Develops a plot that is missing more than one of the following: the
beginning, the rising action, the climax, the falling action, and the
resolution. [Organization]
• Development of internal or external conflict is weak and unrelated to
the theme. [Conflict]
• Rarely includes sensory details and those that are included are
ineffective. [Description]
• Rarely uses dialogue and description to highlight similarities and
differences among characters, and employment of this technique is
often ineffective. [Characterization]
Assessment 121
CA A SSE SSM E N T

U N I T T WO Functional Document
4
• Makes the purpose of the document clear to the audience by referencing
or implying the purpose more than once in various ways. [Purpose]
• Consistently presents information in logical and effective organizational
patterns. [Organization]
• Includes especially vivid supporting details to clarify information and
interest the reader. [Details]
• Uses exceptional visual aids to clarify and add to the information.
[Visual Aids]
• Consistently uses text features to highlight and organize information.
[Text Features]
3
• Makes the purpose of the document clear to the audience by adequately
referencing the purpose. [Purpose]
• Presents information in logical organizational patterns, but could be
more effective. [Organization]
• Includes supporting details to clarify information and interest the reader.
[Details]
• Uses visual aids to clarify and add to the information. [Visual Aids]
• Uses some text features to highlight and organize information.
[Text Features]

2
• Only occasionally makes the purpose of the document clear to the
audience. [Purpose]
• Presents information in somewhat logical and occasionally effective
organizational patterns. [Organization]
• Includes some supporting details, but could use more, and those used
are somewhat ineffective. [Details]
• Uses some visual aids to clarify and add to the information, but could
use more, and those used are somewhat ineffective. [Visual Aids]
• Occasionally uses text features to highlight and organize information,
but these are sometimes confusing. [Text Features]
1
• Rarely makes the purpose of the document clear to the audience and
vaguely implies the purpose. [Purpose]
• Presents information in loosely organized patterns. [Organization]
• Includes few supporting details, and those used are ineffective. [Details]
• Uses some visual aids, but they do not clarify or add to the information.
[Visual Aids]
• Rarely uses text features to highlight and organize information, and
when they are used, they are confusing. [Text Features]
Assessment 123
CA A SSE SSM E N T

UNIT THREE Response to Literature
4
• Presents the thesis, or main idea, of the essay in the introduction and
makes an honest and insightful point about the piece. [Thesis/Main Idea]
• Organizes the essay around several clear, insightful ideas. [Organization]
• Consistently includes text evidence from the literary selection to support
each idea and to show understanding of the text. [Evidence]
• Consistently uses precise and vivid language to help the reader
understand the interpretation. [Language]
• Conclusion is especially effective at linking back to the thesis of the essay.
[Conclusion]
3
• Presents the thesis, or main idea, of the essay in the introduction and
makes a point about the piece. [Thesis/Main Idea]
• Organizes the essay around several ideas. [Organization]
• Includes text evidence from the literary selection to support most ideas
and to show understanding of the text. [Evidence]
• Uses some examples of precise and vivid language to help the reader
• Conclusion links back to the thesis of the essay. [Conclusion]

2
• Presents the thesis, or main idea, of the essay in the introduction.
[Thesis/Main Idea]
• Organizes the essay around a few ideas. [Organization]
• Includes text evidence from the literary selection to support some ideas
and to show understanding of the text. [Evidence]
• Uses a few examples of precise and vivid language to help the reader
• Conclusion does not entirely link back to the thesis of the essay.
[Conclusion]
1
• Does not present the thesis, or main idea, of the essay in the introduction.
[Thesis/Main Idea]
• Organizes the essay around one or two ideas. [Organization]
• Rarely includes text evidence from the literary selection to support ideas
or to show understanding of the text. [Evidence]
• Rarely uses precise and vivid language to help the reader understand
the interpretation. [Language]
• Conclusion barley links back to the thesis of the essay. [Conclusion]
Assessment 125
CA A SSE SSM E N T

UNIT FOUR Persuasive Essay
4
• Presents an exceptionally clear argument in the introduction.
[Thesis/Main Idea]
• Organizes relevant evidence for the argument in the most persuasive
order. [Organization]
• Consistently and fully addresses possible reader concerns and
counterarguments. [Audience]
• Expresses strong feelings effectively with precise and vivid language.
[Language]
• Concludes by effectively summarizing the argument and inspiring
readers to take action. [Conclusion]
3
• Presents a clear argument in the introduction. [Thesis/Main Idea]
• Organizes relevant evidence for the argument in a somewhat persuasive
• Adequately addresses some possible reader concerns and
counterarguments. [Audience]
• Expresses strong feelings with precise language. [Language]
• Concludes by summarizing the argument and suggesting readers might
want to take action. [Conclusion]

2
• Presents a somewhat clear argument in the introduction.
[Thesis/Main Idea]
• Organizes evidence for the argument, but not necessarily in a persuasive
• Addresses a few possible reader concerns and counterarguments, but
coverage is not necessarily adequate. [Audience]
• Sometimes uses precise language to express strong feelings. [Language]
• Concludes by summarizing the argument, but only vaguely asks readers
to take action. [Conclusion]
1
• Presents an argument in the body of the essay but not in the introduction.
[Thesis/Main Idea]
• Loosely organizes evidence. [Organization]
• Rarely addresses possible reader concerns and counterarguments.
[Audience]
• Rarely uses precise language to express strong feelings. [Language]
• Concludes by summarizing the argument but does not ask readers to
take action. [Conclusion]
Assessment 127
CA A SSE SSM E N T

UNIT FIVE Research Report
4
• Chooses a focused subject or topic. [Subject]
• Consistently draws upon reliable information from multiple sources.
[Sources]
• Consistently incorporates relevant facts and details to support the main
idea of the report. [Supporting Details]
• Organizes the report in a logical sequence, concluding with an especially
clear summary of the main idea. [Organization]
• Includes a complete list of sources (bibliography) and footnotes, all cited
in a correct format. [Citations]
3
• Chooses a somewhat focused subject or topic. [Subject]
• Draws upon generally reliable information from multiple sources.
[Sources]
• Incorporates some facts and details to support the main idea of
the report. [Supporting Details]
• Organizes the report in a logical sequence, concluding with a summary
of the main idea. [Organization]
• Includes a complete list of sources (bibliography) and footnotes, but with
several mistakes in formatting. [Citations]

2
• Chooses a subject or topic that could be more focused and/or easier
to research. [Subject]
• Draws upon generally reliable information, but from only a few sources.
[Sources]
• Incorporates details, but not necessarily facts, to support the main idea of
• Organizes the report in a somewhat logical sequence, concluding with a
summary of the main idea. [Organization]
• Includes a list of sources (bibliography) and footnotes, but there are a few
sources missing. [Citations]
1
• Chooses a subject or topic that is not focused or easy to research. [Subject]
• Draws upon information from only one source. [Sources]
• Rarely incorporates facts and details to support the main idea of
• The report is disorganized or the main idea is not summarized in the
conclusion. [Organization]
• Includes an incomplete list of sources (bibliography) and footnotes, with
several mistakes in formatting. [Citations]
Assessment 129
CA A SSE SSM E N T

UNIT SIX Expository Essay
4
• Clearly presents an especially strong thesis, or main idea, of the essay in
the introduction. [Thesis/Main Idea]
• Organizes the essay in an exceptionally effective and appropriate pattern.
[Organization]
• Consistently includes strong examples to support and clarify ideas.
[Supporting Examples]
• Uses exceptional and effective language techniques to maintain reader
interest. [Language]
• Conclusion is especially effective at linking back to the thesis of the essay.
[Conclusion]
3
• Clearly presents a thesis, or main idea, of the essay in the introduction.
[Thesis/Main Idea]
• Organizes the essay in a mostly effective and appropriate pattern.
[Organization]
• Includes some strong examples to support and clarify ideas.
• Uses language techniques to maintain reader interest. [Language]
• Conclusion links back to the thesis of the essay. [Conclusion]

2
• Clearly presents a thesis, or main idea, of the essay in the introduction,
but the thesis is weak. [Thesis/Main Idea]
• Essay’s organization is appropriate but only sporadically effective.
[Organization]
• Includes examples to support and clarify ideas, but examples could be
stronger. [Supporting Examples]
• Uses minimal language techniques to maintain reader interest. [Language]
• Conclusion does not entirely link back to the thesis of the essay.
[Conclusion]
1
• Presents a thesis, or main idea, of the essay, but the thesis is weak
and does not appear in the introduction. [Thesis/Main Idea]
• Essay’s pattern of organization is inconsistent throughout the essay.
[Organization]
• Rarely includes examples to support and clarify ideas.
• Uses language techniques, but techniques do not maintain reader
interest. [Language]
• Conclusion barely links back to the thesis of the essay. [Conclusion]
Assessment 131
Glencoe Literature: California Treasures is a standards-based program.
This section provides information about the skills and standards taught
across the middle school program. This section also offers tools to help you
monitor each student’s progress in mastering the standards. It is divided
into parts:
• Skills Scope and Sequence: Glencoe Literature: California Treasures
• Skills Scope and Sequence: Expressions
• Selections and Corresponding Standards
• Standards and Corresponding Selections
• California English-Language Arts Content Standards Progress Report
Which selections teach

which standards?
T H E STA N DA R DS
Reading (continued)
Glencoe Literature: California Selections and Workshop
s
s
Standards and CA Content Standards Selections and Workshop
Writing Workshop: Response
to Literature,
s Parts, p. 23
Corresponding Selection
and Vocabulary Workshop: Word pp. 163–167
1.3 Recognize the origins 585TE Author in Two
A Lesson in Courtesy, pp. Lesson 22: Judith Ortiz Cofer:
meanings of frequently used Origins p. 761 Book, p.116
and Vocabulary Workshop: Word Worlds, Expressions Practice
ge Arts Content foreign words in English
6 California English-Langua re: California in
This chart lists the Grade e Literatu use these words accurately
which lessons in Glenco speaking and writing.
Standards and shows standard. Lesson 3: Pecos Bill, pp.
25–34
ions teach or review each What Exactly Is a Hero, p.
48TE
Treasures and Express 1.4 Monitor expository text p. 74TE
All Stories Are Anansi’s
for unknown words or words
Street Magic, p. 104TE
with novel meanings by Clues, p. 220
Vocabulary Workshop: Context
using word, sentence, and 51TE
The Shutout, pp.
Reading paragraph clues to determine Are You?,
ry Development President Cleveland, Where
and Systematic Vocabula historical and literary context meaning.
1.0 Word Analysis, Fluency, relationships, as well as p. 644TE
e of word origins and word precise meaning of grade- Lesson 7: The Sand Castle
/ Heating with
Students use their knowledg y and to understand the
of specialized vocabular The Scribe, p. 14TE Sunlight, pp. 71–84
clues, to determine the meaning 1.5 Understand and explain Clues, p. 220
Vocabulary Workshop: Context
level-appropriate words. “shades of meaning” in
Treasures Expressions and Four Haiku: Seasons, p. 239TE
Selections and Workshop
s related words (e.g., softly Flying Machine / All
Comparing Literature: The
Selection s and Workshops quietly ).
Summer in a Day, p. 563TE
Vocabulary Workshop: Dictionary
Skills, p. 625
Word Recognition Lesson 31: Loo Wit: The
Fire Keeper / The Golden Touch, p. 808TE
The Fly, p. 6TE pp. 335–346
Prometheus and the Fire,
1.1 Read aloud narrative
Dragon, Dragon, pp. 81–94
and expository text fluently 222–226
The End of the World, pp.
and accurately and with pp. 227–231
How the Snake Got Poison,
appropriate pacing, Materials)
Ta-Na-E-Ka, p. 251TE (Focus on Informational and connect the essential
ideas,
intonation, and expression
. 2.0 Reading Comprehension material. They describe The
Geraldine Moore the Poet,
p. 353TE d grade-level-appropriate organization, and purpose.
Students read and understan knowledge of text structure, y of
The Circuit, pp. 524–535 ves of the text by using their the quality and complexit
arguments, and perspecti Through Grade Twelve illustrate words annually on their
Persephone, pp. 540–548 Literature, Kindergarten students read one million
In Eleanor Roosevelt’s selections in Recommended by grade eight, classic and
Eleanor Roosevelt / by students. In addition, and expository text (e.g.,
the materials to be read el-appropriate narrative make progress
T H E STA N DA R DS
Vocabulary and Concept
Development
Time, pp. 642–657
Lesson 17: Buckle Up, Pup!

/ Riding Without
contempo rary literature,
toward this goal.
magazine
ation of grade-lev
own, including a good represent s, newspapers, online information). In grade six,
students continue to
To Young Readers, pp. 158–160 Seatbelts, pp. 177–188 Glencoe Literature: California Selections and Workshop
s
1.2 Identify and interpret Spiders of North s
figurative language and
words Mad, pp. 331–333 Lesson 18: Tarantulas! / What standardsCAare taugh Selections and Workshop
What I can do—I will—
/ Fame is a bee, Content Standards
with multiple meanings.
America, pp. 189–198 t
Selections and pp. 357–359
Daydreamers, pp. 377–381
with each select ion?Features of Informatio
Structural
nal Materials
pp. 24–27
Lesson 5: Functional Documents
: Mail Order
Form /
eaning Time: Hurricane Heroes, Form / Library Card Application
Vocabulary Workshop: Multiple-M
Corresponding Standard 2.1 Identify the structural
features of popular media
Functional Document: Mail
Order Form, Bank
Instructions, Membership Application
, pp. 53–60
s Words, p. 382
Flowers and Freckle Cream,
pp. 394–400
Treasures Selections and Expressions (e.g., newspapers, magazines
, Account Application, E-mail
pp. 171–177
Lesson 8: Climate, pp. 85–94
This chart identifies the Eulogy on the Dog, pp. 478–484 Workshops Selections and Workshop online information) and pp. 190–193
TIME: Nobody’s Perfect,
Content Standards that
Grade 6 California English
are taught or reviewed
-Language Arts
p. 485
Vocabulary Workshop: Idioms, CulturalI Perspective: from Yukon
Know
Need toThe Gold:
s
CA use the features to obtain
Content Standards
Climate, pp. 210–217
Glencoe Literature: Californ in each lesson in the Spiders from All I Really Story of the Klondike Gold R2.3
information.
pp. 493–500 Rush
ia Treasures and in the Learned in Kindergarten, by Charlotte Foltz Jones 167
Course 1 student editions Expressions Alignment to the Standards
Ode to Mi Gato, pp. 660–663 pp. 69–72
How is Glencoe Literature aligned

(blue).
All Stories Are Anansi’s
4/7/08 3:00:28 PM
by Harold Courlander
Unit 1 Standards Road Map pp. 74–80
R3.6
167
4/7/08 3:00:26 PM
Glencoe Literature: California Dragon, Dragon
with the California standards?

Treasures Selections and Expressions by John Gardner
Workshop s Selections and Workshop 166 R1.1, R3.2, R3.6, LS1.7
Explore the Big Question:
by Mai Vo-Dinh
The Fly
s
CA Content Standards pp. 81–94
R3.2 Three Queens of Egypt

pp. 2–8 by Vicki León
R2.4
pp. 95–101
The Scribe
by Kristin Hunter Street Magic
R3.5
pp. 10–22 by Will Eisner
R3.1
pp. 102–112
Vocabulary Workshop: Word
Parts
p. 23 Stray
R1.3
by Cynthia Rylant
TIME: Hurricane Heroes R3.2, W2.5.a–c
pp. 113–119
by Thomas Fields-Meyer,
Steve Helling, R2.1, R2.3
and Lori Rozsa Grammar Workshop: Sentence
pp. 24–27 Combining
pp. 120–121
LC1.1
The Dog of Pompeii Pecos Bill
by Louis Untermeyer by Mary Pope Osborne Lesson 3
R2.3, R3.3, R3.5, W2.3.a–c R3.3, R3.6, R3.8, LC1.2
pp. 28–43 pp. 122–134 Pecos Bill
Tall Tale ELA: R3.3, R3.6, R3.8
Genre Focus: Short Fiction pp. 25–34
pp. 44–45 Comparing Literature: The
R2.4, R3.1 Courage That
My Mother Had by Edna Lesson 4
What Exactly is a Hero? St. Vincent Millay / Nkosi R3.6, W2.2.a–d
My Father Is a Simple Man Johnson: A Boy Like a King
Lesson 1 Essay / ELA: R3.6
by T. A. Barron by Luis Omar Salinas A Man by Nina Cassian
Buddhism Textbook Lesson R2.2, R2.6, 2.7, W1.1
pp. 46–51 / pp. 135–139 pp. 35–46
Mahatma Gandhi: The Salt ELA: R2.2
March
Informational Text: Newspape
r Article Writing Workshop: Narrative
pp. 1–12 Writing Workshop: Narrative
pp. 140–145
The King of Mazy May pp. 47–51 W1.3, W1.5, W1.6, W2.1.a–c
by Jack London Lesson 2 ELA: W2.1
R2.3, R2.4, R3.1, R3.3, W1.6 Speaking, Listening, and
The King of Mazy May Viewing Speaking, Listening, and
pp. 52–68 Workshop: Narrative Presentati Viewing
Based on a story by Jack ELA: R3.1 on LS1.1, LS1.2, LS1.7, LS2.1.a–c
London p. 146 Workshop: Narrative Presentati
pp. 13–24 on ELA: LS2.1
p. 52
154 California Treasures Standards Unit 1 Challenge
Road Map
p. 147
W2.1.a–c, LS1.7
154

155
4/7/08 3:00:03 PM
155
4/7/08 3:00:06 PM
Alignment to the Standards 133

CA A L IGN M E N T TO T H E STA N DA R DS
Skills Scope and Sequence

This chart provides an overview of the skills taught in the Glencoe
Literature: California Treasures middle school program. For a detailed
scope and sequence of skills, see the chart at the beginning of each unit
in the Teacher Edition. Refer also to the Index of Skills in the Reference
section in the back of each book for a comprehensive listing of all skills
and concepts taught at that level.
✔= Number of units ✔= Number of units COURSE 1 COURSE 2 COURSE 3

that teach skill that review skill
Reading Skills
Activate Prior Knowledge ✔✔ ✔✔ ✔✔✔✔✔✔
Analyze ✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔
Compare and Contrast ✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Connect ✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Distinguish Fact and Opinion ✔✔ ✔✔ ✔
Draw Conclusions ✔✔✔ ✔✔✔✔✔ ✔✔✔
Evaluate ✔✔ ✔✔✔✔✔✔ ✔✔
Follow Multiple Step Instructions/

✔ ✔ ✔✔✔
Understand Technical Directions
Identify Author’s Purpose ✔✔✔✔ ✔✔✔ ✔✔
Identify Cause-and-Effect
✔✔✔ ✔✔ ✔✔✔
Relationships
Identify Main Idea and
✔✔✔✔ ✔✔ ✔✔
Supporting Details
Identify Problem and Solution ✔✔ ✔ ✔✔
Identify Sequence ✔✔ ✔ ✔✔✔✔
Infer ✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Interpret ✔✔ ✔✔✔ ✔✔✔✔✔✔
Make Generalizations ✔✔✔ ✔ ✔
Monitor Comprehension ✔✔ ✔✔✔✔ ✔✔✔
Paraphrase ✔✔ ✔✔✔✔ ✔✔✔
Predict ✔✔✔ ✔✔✔ ✔✔

What skills are
taught at each grade?
COURSE 1 COURSE 2 COURSE 3
Preview ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Question ✔✔ ✔✔ ✔
Set a Purpose for Reading ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Skim and Scan ✔ ✔ ✔✔✔✔
Summarize ✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Synthesize ✔ ✔ ✔✔✔✔
Understand Persuasive Techniques ✔ ✔ ✔
Understand Text Structure ✔✔✔✔ ✔✔✔✔✔ ✔✔
Use Text Features ✔✔✔✔✔✔ ✔✔✔✔✔ ✔✔✔
Visualize ✔ ✔✔ ✔✔
Literary and Text Elements

Act and Scene ✔ ✔ ✔
Allusion ✔ ✔ ✔
Analogy ✔ ✔✔✔
Anecdote ✔ ✔✔ ✔
Author’s Credibility ✔ ✔✔✔
Author’s Perspective ✔ ✔ ✔✔
Author’s Purpose ✔✔✔ ✔✔✔✔ ✔✔
Bias ✔✔ ✔ ✔
Character and Characterization ✔✔✔✔✔✔ ✔✔✔✔✔ ✔✔✔✔✔✔
Conflict ✔✔✔✔ ✔✔✔✔✔ ✔✔✔✔✔✔
Cultural Allusions, Cultural Context ✔✔ ✔✔✔✔ ✔✔
Description ✔✔✔✔ ✔✔✔ ✔✔✔
Dialect ✔✔ ✔ ✔
Dialogue ✔✔✔✔ ✔✔ ✔✔
Diction, Language, and Word Choice ✔✔✔✔ ✔✔✔✔✔ ✔✔✔
Figurative Language ✔✔✔ ✔✔✔✔✔ ✔✔✔

Flashback ✔ ✔ ✔✔
Foreshadowing ✔✔ ✔ ✔✔
Historical Context ✔✔ ✔ ✔✔✔✔
Humor, Puns, and Wordplay ✔ ✔✔ ✔
Imagery ✔✔✔✔ ✔✔✔ ✔✔✔
Irony ✔ ✔ ✔
Lines and Stanzas ✔ ✔ ✔✔
Mood ✔ ✔✔✔ ✔✔✔✔
Motivation ✔✔✔ ✔✔
Narrator ✔✔✔ ✔✔ ✔✔✔✔
Oral Tradition ✔ ✔ ✔
Parallelism ✔ ✔ ✔
Persuasive Techniques / Propaganda ✔ ✔ ✔
Plot ✔✔✔✔✔✔ ✔✔✔✔ ✔✔✔✔
Point of View ✔✔✔ ✔✔✔ ✔✔✔✔
Repetition ✔ ✔ ✔✔
Rhyme, Rhythm, and Meter ✔ ✔ ✔✔✔✔
Sensory Details ✔ ✔ ✔✔✔✔
Setting ✔✔✔✔ ✔✔✔✔ ✔✔✔
Social Context ✔ ✔✔✔✔
Sound Devices ✔✔ ✔✔✔ ✔✔✔✔
Speaker ✔ ✔ ✔✔
Stage Directions ✔ ✔ ✔
Stereotypes ✔✔
Style ✔✔ ✔✔✔✔ ✔✔✔✔
Suspense ✔ ✔ ✔✔
Symbolism ✔ ✔✔✔ ✔✔
Teleplay ✔ ✔
Text Features ✔✔✔ ✔✔✔ ✔✔✔✔✔

Theme ✔✔✔✔ ✔✔✔✔✔ ✔✔✔
Thesis ✔ ✔ ✔✔✔
Tone ✔✔✔✔✔ ✔✔✔ ✔✔
Voice ✔✔ ✔ ✔✔
Genres
Fiction
Fables, Folktales, Legends, Myths, and
✔✔✔✔ ✔ ✔✔
Tall Tales
Graphic Story ✔ ✔ ✔
Historical Fiction ✔ ✔✔ ✔
Novel Excerpt ✔
Short Story ✔ ✔ ✔✔✔✔✔
Poetry
Ballad ✔
Concrete Poetry ✔
Elegy ✔
Free Verse ✔ ✔ ✔✔
Haiku ✔ ✔✔
Lyric Poetry ✔
Narrative Poetry ✔ ✔ ✔✔
Ode ✔ ✔
Poem ✔✔ ✔✔ ✔✔✔✔✔✔
Sonnet ✔
Song Lyrics ✔ ✔
Nonfiction
Argument ✔ ✔✔ ✔
Autobiography, Biography and

✔ ✔ ✔✔✔✔✔✔
Photobiography, Memoir
Essay ✔ ✔✔ ✔
Functional Documents ✔ ✔ ✔✔

Historical Documents ✔
Historical Nonfiction ✔ ✔✔ ✔✔✔
Informational Text ✔✔✔✔✔✔ ✔✔ ✔✔✔✔✔✔
Informational Media ✔ ✔✔ ✔✔✔✔✔✔
Persuasive Media / Writing ✔ ✔ ✔✔
Speech ✔ ✔ ✔✔
Drama
Teleplay ✔ ✔
Play ✔ ✔ ✔
Vocabulary Skills
Analogies ✔✔
Antonyms ✔✔✔✔ ✔ ✔✔✔
Base Words ✔✔ ✔ ✔
Compound Words ✔ ✔
Connotation and Denotation ✔ ✔ ✔
Context Clues ✔ ✔ ✔✔✔✔✔
Dialect ✔ ✔
Dictionary Skills ✔ ✔ ✔✔
Etymology / Word Origins ✔ ✔ ✔✔
Figurative Language ✔✔✔ ✔ ✔✔✔
Foreign Words ✔ ✔ ✔✔✔
Historical Influences on the

✔
English Language
Idioms ✔ ✔ ✔✔
Multiple-Meaning Words ✔ ✔ ✔✔✔
Prefixes and Suffixes ✔ ✔ ✔✔
Structural Analysis ✔✔ ✔ ✔✔
Synonyms ✔✔✔✔✔ ✔ ✔✔✔
Thesaurus ✔ ✔ ✔

Word Choice ✔ ✔ ✔✔✔✔✔✔
Word Roots ✔✔ ✔ ✔
Writing Skills
Writing Products
Autobiographical / Biographical
✔ ✔ ✔✔✔
Narrative
Dramatic Scene ✔✔✔✔✔ ✔✔✔
Essay ✔✔✔ ✔✔✔✔✔ ✔✔✔
Folktale ✔ ✔✔
Functional / Technical Documents ✔ ✔✔ ✔✔
Journal Entry ✔ ✔✔✔✔✔ ✔✔✔✔✔
Letter ✔ ✔✔✔✔✔ ✔✔✔
Narrative ✔ ✔ ✔✔✔
Poem ✔ ✔✔ ✔✔
Research Report ✔✔ ✔✔ ✔✔✔✔
Review ✔ ✔ ✔✔✔✔
Short Story ✔ ✔✔ ✔
Speech ✔✔ ✔✔ ✔✔
Summary ✔ ✔✔✔✔ ✔✔✔
Writing Process
Drafting ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Editing ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Presenting/Publishing ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Prewriting ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Proofreading ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Revising ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Writing Traits
Conventions ✔ ✔ ✔✔✔✔✔✔
Ideas ✔ ✔ ✔✔✔✔✔✔

Organization ✔ ✔ ✔✔✔✔✔✔
Presentation ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Sentence Fluency ✔✔ ✔ ✔✔✔✔✔✔
Voice ✔ ✔ ✔✔
Word Choice ✔ ✔ ✔
Grammar
Adjectives ✔ ✔ ✔✔✔
Adverbs ✔ ✔ ✔✔✔
Articles ✔✔
Capitalization ✔✔✔ ✔ ✔✔✔
Clauses and Phrases ✔✔ ✔✔ ✔✔✔
Commas ✔✔✔ ✔ ✔
Modifiers ✔✔ ✔ ✔✔✔✔
Nouns ✔ ✔✔ ✔✔✔✔
Parallelism ✔ ✔ ✔
Phrases ✔ ✔✔ ✔✔✔✔✔
Pronouns ✔✔ ✔✔ ✔✔✔
Punctuation ✔✔✔✔✔✔ ✔✔✔ ✔✔✔✔✔✔
Sentence Combining ✔ ✔ ✔
Sentence, Compound and Complex ✔✔ ✔ ✔✔
Sentence Fragments ✔ ✔ ✔
Sentence Types ✔✔ ✔ ✔✔
Subjects and Predicates ✔ ✔ ✔✔✔
Subject-Verb Agreement ✔ ✔ ✔✔
Verbs ✔✔ ✔✔ ✔✔
Listening, Speaking, and Viewing

Analyze Media ✔✔ ✔✔ ✔✔
Active Listening and Group Discussion ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔

Media Ethics ✔ ✔ ✔✔
Oral Presentations / Oral Reports ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔
Performance ✔ ✔ ✔✔✔
Persuasive Techniques ✔ ✔ ✔
Reading Aloud ✔ ✔✔ ✔✔✔
Speech ✔ ✔ ✔✔
Story Telling ✔✔✔ ✔ ✔
Using Visuals ✔✔✔ ✔ ✔✔✔✔✔✔
Viewing Art, Cartoons, Illustrations,

✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
and Photographs
Visual / Media Presentations ✔✔ ✔✔ ✔✔
Research, Test-Taking, and Study Skills

Graphic Organizers ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Note Taking ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔
Paraphrasing ✔✔✔ ✔✔✔ ✔✔✔
Plagiarism ✔✔ ✔✔ ✔✔
Research ✔ ✔ ✔✔✔✔✔
Sources ✔✔ ✔✔✔ ✔✔✔
Test-Taking Tips ✔✔✔✔✔✔ ✔✔✔✔✔✔ ✔✔✔✔✔✔

SK I LLS SCOP E A N D SEQU E NC E
Lesson Number Expressions California Treasures

and Title Selections and Genres Connections CA Content Standards Literary Element
1 Buddhism Social Studies

Textbook Lesson and
What Exactly is
a Hero? by T.A.
Reading 2.2 Analyze text that uses the compare-and-
contrast organizational pattern.
Text Structure:
Comparing
Helping
Mahatma Gandhi: The Salt Barron and Contrasting
Others
March Informational Text:
Newspaper Article
2 The King of Mazy May

Based on a story by Jack
The King of Mazy
May by Jack
Reading 3.1 Identify the forms of fiction and describe
the major characteristics of each form.
Plot
Friends to the
London London
Rescue
Short Story
3 Pecos Bill
Tall Tale
Pecos Bill by
Mary Pope
Tone
Larger Than Reading 3.3 Analyze the influence of setting on the
Osborne
Life problem and its resolution.
Reading 3.8 Critique the credibility of characterization
and the degree to which a plot is contrived or realistic
(e.g., compare use of fact and fantasy in historical fiction).
4 Nkosi Johnson: A Boy

Like a King
The Courage That
My Mother Had by
Reading 3.6 Identify and analyze features of themes
conveyed through characters, actions,
Theme
Young and and images.
Essay Edna St. Vincent
Brave
and Millay and
A Man by Nina Cassian My Father is a
Poem Simple Man by
Luis Omar Salinas
Writing Narrative Narrative Writing 2.1 Write narratives: a. Establish and develop Plot
Workshop a plot and setting and present a point of view that is Setting
appropriate to the stories. b. Include sensory details and
Characters
concrete language to develop plot and character. c. Use
a range of narrative devices (e.g., dialogue, suspense). Conflict
Speaking, Narrative Presentation Narrative Listening and Speaking 2.1 Deliver narrative Plot
Listening, Presentation presentations: a. Establish a context, plot, and point of Point of view
view. b. Include sensory details and concrete language
and Viewing Narrative devices
to develop the plot and character. c. Use a range of
Workshop narrative devices (e.g., dialogue, tension, or suspense).
5 Functional Documents:
Mail Order Form,
Functional
Documents:
Reading 2.1 Identify the structural features
of popular media (e.g., newspapers, magazines, online
Structural features
How to Get information) and use the features to
Library Card Application Mail Order Form
Things Done obtain information.
Form, and Membership and Bank Account
Reading 2.5 Follow multiple-step instructions for
Application Application and preparing applications (e.g., for a public library card,
E-Mail Instructions bank savings account, sports club, league membership).
142
Reading Skills Reading Oral Word Grammar

and Strategies Phonics Fluency Assessment Study and Usage Writing
Determine Short Vowels: Expression Formal Oral Prefixes Count and Noncount Expressions
Main Idea and /a/ and /e/ and Intonation: Assessment Expressions Nouns and Spelling— Practice Book,
Supporting Details Punctuation p. 12e-12f Practice Book,, Often Misspelled Words p. 7
p. 6 Expressions
Practice Book, pp. 4-5
Visualize Consonants: Expression Opportunities Antonyms A/An and Some; Expressions

/d/ and /p/ and Intonation: for informal oral Expressions A/An or The Practice Book,
Bring Out assessment Practice Book, Expressions p. 12
Meaning throughout p. 11 Practice Book, p. 10
lesson
Analyze Story Short Vowels: Expression Opportunities Compound Prepositions of Place Expressions
Elements /o/ and /u/ and Intonation: for informal oral Words Expressions Practice Book,
Punctuation assessment Expressions Practice Book, p. 15 p. 17
Blackline throughout Practice Book,
Master, p. R1 lesson p. 16
Compare and Consonants: Pacing: Opportunities Suffixes Declarative and Expressions

Contrast Theme /r/, /l/, and /f/ Meaningful for informal oral Expressions Interrogative Sentences Practice Book,
Phrases assessment Practice Book, Expressions p. 23
Blackline throughout p. 22 Practice Book, p. 21
Master, p. R2 lesson
Punctuation of Dialogue Narrative
Opportunities Opportunites to
to assess a practice grammar skills
Narrative
Presentation
Skim and Scan Short Vowel: /i/ Opportunities Measurement Words Expressions
Identify Structural for informal oral Expressions Practice Book,
features assessment Practice Book, p. 26 p. 27
Prepare throughout
Applications lesson
143

6 A Silent Army of Clay

Informational Text:
The Emperor’s
Silent Army:
Reading 3.7 Explain the effects of common literary
devices (e.g., symbolism, imagery, metaphor) in a variety
Description
To Build a of fictional and nonfictional texts.
Nonfiction Terracotta Warriors
Great Country
of Ancient China by
Jane O’Connor
7 The Sand Castle Based

on a story by Alma Luz
The Sand Castle
by Alma Luz
Reading 2.3 Connect and clarify main ideas by identifying
their relationships to other sources and related topics.
Mood
Power of Reading 3.7 Explain the effects of common literary
Villanueva Villanueva
the Sun devices (e.g., symbolism, imagery, metaphor) in a variety
Science Fiction and
of fictional and nonfictional texts.
Heating with Sunlight
Science Textbook Lesson
8 Climate
Climate Reading 2.1 Identify the structural features of
popular media (e.g., newspapers, magazines, online
Text Features
The Changes information) and use the features to obtain information.
Around Us
9 The Monkey
and the Crocodile
He Lion, Bruh
Bear, and Bruh
Character
Life Lessons Reading 3.2 Analyze the effect of the qualities of the
Folktale Rabbit by Virginia
character (e.g., courage or cowardice, ambition or
Hamilton
laziness) on the plot and the resolution of the conflict.
10 Clever Jackal Gets Away

Folktale and Brer Rabbit
The Toad and the
Donkey by Toni
A Tricky Tale Reading 3.2 Analyze the effect of the qualities of the
Earns a Dollar-a-Minute Cade Bambara
character (e.g., courage or cowardice, ambition or
Folktale
laziness) on the plot and the resolution of the conflict.
Writing Functional Document Functional Writing 1.2 Create multiple-paragraph expository Author’s Purpose
Workshop Document compositions: a. Engage the interest of the reader
and state a clear purpose. b. Develop the topic with
supporting details and precise verbs, nouns, and
adjectives to paint a visual image in the mind of the
reader. c. Conclude with a detailed summary linked to
the purpose of the composition.
Speaking, Informative Presentation Informative Listening and Speaking 2.2 Deliver informative
Listening, Presentation presentations: a. Pose relevant questions sufficiently
limited in scope to be completely and thoroughly
and Viewing
answered. b. Develop the topic with facts, details,
Workshop examples, and explanations from multiple authoritative
sources (e.g., speakers, periodicals, online information).
11 Roger the Dog by Ted

Hughes
Same Song and
Maestro by Pat
Reading 2.4 Clarify an understanding of texts by
creating outlines, logical notes, summaries, or reports.
Alliteration
and Assonance
Not Like Reading 3.4 Define how tone or meaning is conveyed
Poem Mora
All the Rest in poetry through word choice, figurative language,
sentence structure, line length, punctuation, rhythm,
repetition, and rhyme.
144

Recognize Author’s Alternate Expression Opportunities Context Quantifying Expressions Expressions
Purpose Consonant and Intonation: for informal oral Meaning Expressions Practice Book,
Sounds: /k/ Punctuation assessment Expressions Practice Book, p. 32
spelled c and throughout lesson Practice Book, p. 30
/s/ spelled c p. 31
Connect to Today R-blends: Expression Formal Oral Compound Quantifying Expressions Expressions
/gr/ and /pr/ and Intonation: Assessment Words Expressions Practice Book,
and Dialogue p. 84e-84f Expressions Practice Book, p. 38
Variant Vowel: Blackline Practice Book, p. 36
/oo/ Master, p. R3 p. 37
Analyze Text L-blend: /gl/ Expression Opportunities Root Words Statement with Expressions
Structure and and Intonation: for informal oral Expressions There + Be Practice Book,
R-blend: /fr/ Punctuation assessment Practice Book, Expressions p. 43
throughout lesson p. 42 Practice Book, p. 41
S-blends: /st/, Expression Opportunities Exclamatory and Expressions

/sw/, and /sn/ and Intonation: for informal oral Imperative Sentences Practice Book,
Dialogue assessment Expressions Practice p. 48
BLM, p. R4 throughout lesson Book, pp. 46-47
Compare Digraph: /th/ Expression Opportunities Multiple- Adverbs of Frequency Expressions

and Contrast and and Intonation: for informal oral Meaning with Be Practice Book,
Characters R-blend: /br/ Punctuation assessment Words Expressions p. 54
throughout lesson Expressions Practice Book, p. 52
Practice Book,
p. 53
Capitalization Functional
Document
Distinguish Facts Opportunities

and Opinions to assess an
Informative
Presentation
L-blend: /fl/ Opportunities Irregular Verbs: have, Expressions

for informal oral do, and go Practice Book,
assessment Expressions p. 58
throughout lesson Practice Book, p. 57
145

12 Chinese Food and Drink

Informational Text:
The All-American
Slurp by Leney
Reading 3.3 Analyze the influence of setting on the
problem and its resolution.
Description
Let’s Look Reading 3.7 Explain the effects of common literary
Nonfiction and Namioka
at China! devices (e.g., symbolism, imagery, metaphor) in a
Chinese Family Life Social
variety of fictional and nonfictional texts.
Studies Textbook Lesson
13 The Swing by Robert Louis

Stevenson Poem
I Dream a World
by Langston
Reading 3.4 Define how tone or meaning is conveyed
in poetry through word choice, figurative language,
Rhyme
Memories sentence structure, line length, punctuation, rhythm,
and Hughes
of Times Past repetition, and rhyme.
Thoughts by Jacqueline and Life Doesn’t
Bouvier Poem Frighten Me by
Maya Angelou
14 Will There Really

Be a Morning?
WhatIf? and
Jimmy Jet and
Reading 1.2 Identify and interpret figurative language
and words with multiple meaning.
Rhythm and Meter
On My Way Reading 3.4 Define how tone or meaning is conveyed
by Emily Dickinson His TV Set by Shel
Forward in poetry through word choice, figurative language,
Poem Silverstein
15 Arachne
Myth
Arachne by Olivia
E. Coolidge
Myth
Learning
Lessons
Writing Response to Literature Response to Writing 2.4 Write responses to literature: a. Develop an Author’s
Workshop Literature interpretation exhibiting careful reading, understanding, Perspective
and insight. b. Organize the interpretation around
several clear ideas, premises, or images. c. Develop Theme
and justify the interpretation through sustained use of
examples and textual evidence.
Speaking, Oral Response to Response to Listening and Speaking 2.3 Deliver oral responses
Listening, Literature Literature to literature: a. Develop an interpretation exhibiting
careful reading, understanding, and insight. b. Organize
and Viewing the selected interpretation around several clear ideas,
Workshop premises, or images. c. Develop and justify the selected
interpretation through sustained use of examples and
textual evidence.
16 Functional Documents:
Classroom Movie Survey,
Functional
Documents:
Reading 2.3 Connect and clarify main ideas by
identifying their relationships to other sources and
Do It Right! related topics.
School Movie Policy, Middle School
and Parental Notification Technology Survey
Form and Middle School
Computer Use
Policy
146

Analyze Cultural Long Vowel: Intonation Formal Oral Word Families Adjectives that Expressions
Context /u/ and Pacing: Assessment Expressions Compare Practice Book,
and Smooth p. 138e-138f Practice Book, Expressions p. 64
Digraph: /ch/ Reading p. 63 Practice Book, p. 62
Blackline
Master, p. R5
Digraph: /TH/ Opportunities Past Time Expressions Expressions

for informal oral Expressions Practice Book,
assessment Practice Book, p. 68 p. 69
throughout
lesson
L-blend: /pl/ Opportunities Similes Present Perfect Tense Expressions

for informal oral Expressions of Be, For, and Since Practice Book,
assessment Practice Book, Expressions p. 74
throughout p. 73 Practice Book, p. 72
lesson
Make S-blends: /sp/ Expression Opportunities Base Spelling of Regular Past Expressions
Generalizations and /sk/ and Intonation: for informal oral Words and Tense Verbs Practice Book,
About Plot Bring Out assessment Derivatives Expressions p. 79
Meaning throughout Expressions Practice Book, p. 77
Blackline lesson Practice Book,
Master, p. R6 p. 78
Quotations Response to
from Poetry Literature
Draw Conclusions Opportunities to

About Author’s assess an Oral
Perspective Response to
Literature
Draw Conclusions Long Vowel: Opportunities Simple Past Tense: Expressions

About Meaning /ō/ for informal oral Irregular Verbs Practice Book,
and Purpose assessment Expressions p. 83
throughout Practice Book, p. 82
lesson
147

17 Buckle Up, Pup!

Persuasive Essay
Eulogy on the Dog
by George Graham
Argument
Your Idea, My Reading 2.8 Note instances of unsupported inferences,
and Vest
Idea fallacious reasoning, persuasion, and propaganda in text.
Riding Without Seatbelts
Persuasive Essay
devices (e.g., symbolism, imagery, metaphor) in a
18 Tarantulas!
Informational Text:
Spiders, from All I
Really Needed to
Thesis
Small Reading 3.7 Explain the effects of common literary
Magazine Article Know I Learned in
Hunters devices (e.g., symbolism, imagery, metaphor) in a
and Kindergarten by
in a Big World variety of fictional and nonfictional texts.
Spiders of North America Robert Fulghum
19 The Wolf in the Forest, The

Dog in the House Based
The Wolf and the
House Dog
Fable
Big and Reading 3.2 Analyze the effect of the qualities of the
on a story by Aesop and The Donkey
Small character (e.g., courage or cowardice, ambition or
Fable and and the Lap Dog
Lessons laziness) on the plot and the resolution of the conflict.
Greek Poetry by Aesop, retold
Reading 3.6 Identify and analyze features of themes
Social Studies Textbook by Jerry Pinkney
conveyed through characters, actions, and images.
Lesson
20 Jackie Robinson
Biography and
The Shutout by
Patricia and Fred
Reading 2.4 Clarify an understanding of texts by
Text Structure
The Right
The Baseball Diamond McKissack
to Play
Informational Text
Writing Persuasive Essay Persuasive Essay Writing 2.5 Write persuasive compositions: a. State Argument
Workshop a clear position on a proposition or proposal. b. Author’s Purpose
Support the position with organized and relevant
evidence. c. Anticipate and address reader concerns
and counterarguments.
Speaking, Persuasive Speech Persuasive Listening and Speaking 2.5 Deliver presentations on Author’s Purpose
Listening, Speech` problems and solutions: a. Theorize on the causes and
effects of each problem and establish connections
and Viewing between the defined problem and at least one
Workshop solution. b. Offer persuasive evidence to validate the
definition of the problem and the proposed solutions.
21 Three Essays:
A Longer, Smarter
from Elie Wiesel:
Voice from
Reading 2.7 Make reasonable assertions about a text
through accurate, supporting citations.
Author’s Purpose
Love What
Vacation the Holocaust
You Do
Persuasive Essay and by Michael A.
Ted the Iguana Schuman
Persuasive Essay and
Hurray for Artists!
Persuasive Essay
148

Analyze Figurative Final Expression Formal Oral Homophones Future Time Clauses Expressions
Language Consonant and Intonation: Assessment Expressions with Before, After, Practice Book,
Blend: /nd/ Punctuation p. 188e-188f Practice Book, and When and p. 90
and p. 89 Basic Spelling Rules
Long Vowel: Expressions Practice
/ā/ Book, pp. 87-88
Analyze Voice Final Pacing: Opportunities Context Clues Using Commas for Expressions
Consonant Meaningful for informal oral Expressions Pauses or Separation Practice Book,
Blend: /lk/ Phrases assessment Practice Book, Expressions p. 96
and Blackline throughout p. 95 Practice Book, p. 94
Long Vowel: Master, p. R7 lesson
/ē/
Make Final Expression Opportunities Synonyms Object Pronouns Expressions

Generalizations Consonant and Intonation: for informal oral Expressions Expressions Practice Book,
About Characters Blends: /lf/ and Punctuation assessment Practice Book, Practice Book, p. 100 p. 102
/ct/ throughout p. 101
and lesson
Consonant: /j/
Monitor Long Vowel: /¯/ Expression Opportunities Metaphors Possessive Pronouns Expressions
Comprehension and and Intonation: for informal oral Expressions Expressions Practice Book,
Consonant: /f/ Punctuation assessment Practice Book, Practice Book, p. 106 p. 108
Blackline throughout p. 107
Master, p. R8 lesson
Interpreting Parallel Structure Persuasive

Making Inferences Essay
Evaluate Evidence
Cause and Effect Opportunities Persuasive

Identify to assess a Speech
Problems and Persuasive
Solutions Speech
Analyze Tone Final Expression Opportunities Indefinite Pronouns Expressions

Consonant and Intonation: for informal oral Expressions Practice Book,
Blend: /nt/ Bring Out assessment Practice Book, p. 111 p. 112
Meaning throughout
Blackline lesson
Master, p. R9
149

22 Judith Ortiz Cofer: Author

in Two Worlds
Primary Lessons
by Judith Ortiz
Reading 2.3 Connect and clarify main ideas by
identifying their relationships to other sources and
Author’s Perspective
The Best of related topics.
Biography Cofer
Both Worlds
23 Campfire by Janet S.
Wong
The Sidewalk
Racer by Lillian
Form
Skills and Reading 3.4 Define how tone or meaning is conveyed
Poem Morrison and
Talent in poetry through word choice, figurative language,
Alone in the Nets
by Arnold Adoff repetition, and rhyme.
24 The First First Ladies

Informational Text:
Eleanor Roosevelt
by William Jay
Reading 2.1 Identify the structural features of
Text Features
Famous Firsts information) and use the features to obtain information.
Historical Nonfiction Jacobs
in Women’s Reading 2.4 Clarify an understanding of texts by
History creating outlines, logical notes, summaries, or reports.
25 Women and the Right to

Vote
In Eleanor
Roosevelt’s Time
Text Features
Time for information) and use the features to obtain information.
Informational Text:
a Change Reading 2.4 Clarify an understanding of texts by
Historical Nonfiction
26 The Once that Never Was

by Barbara Giles
The Eco-Canoeist
by Sy Montgomery
Reading 2.7 Make reasonable assertions about a text
Allusion
Caring Reading 3.7 Explain the effects of common literary
Poem and Resources—
About Earth devices (e.g., symbolism, imagery, metaphor) in a
Now and in the Future
Writing Research Report Research Report Writing 2.3 Write research reports: a. Pose relevant
Workshop questions with a scope narrow enough to be thoroughly
covered. b. Support the main idea or ideas with facts,
details, examples, and explanations from multiple
authoritative sources (e.g., speakers, periodicals,
online information searches). c. Include a bibliography.
Speaking, Oral Report Oral Report Listening and Speaking 2.2 Deliver informative
Listening, presentations: a. Pose relevant questions sufficiently
limited in scope to be completely and thoroughly
and Viewing answered. b. Develop the topic with facts, details,
Workshop examples, and explanations from multiple authoritative
sources (e.g., speakers, periodicals, online
information).
150

Analyze Cultural Dipthong: /oi/ Pacing: Opportunities Word Origins: While and When with Expressions
Context spelled oi Phrasing for informal oral Common Past Time Clauses Practice Book,
assessment Foreign Expressions p. 117
throughout Words Practice Book, p. 115
lesson Expressions
Practice Book,
p. 116
R-Controlled Opportunities Simple and Compound Expressions

Vowel: /ôr/ for informal oral Sentences Practice Book,
assessment Expressions p. 121
throughout Practice Book, p. 120
lesson
Summarize R-Controlled Expression Opportunities Analogies Sentence Structure: Expressions

Vowels: and Intonation: for informal oral Expressions Commas before Practice Book,
/är/ Punctuation assessment Practice Book, and, but, and or and p. 127
and throughout p. 124 Capitalization of Names
/ûr/ spelled er lesson and Places
Expressions Practice
Book, pp. 125-126
Summarize Digraph: /hw/ Expression Formal Oral Word Order of Expressions

and and Intonation: Assessment Adjectives Practice Book,
Variant Vowel: Punctuation p. 266e-266f Expressions p. 131
/aw/ spelled Practice Book, p. 130
aw
Draw Conclusions Silent Pacing: Opportunities As…As; Expressions

About the Author’s Consonant: /h/ Phrasing for informal oral Not As…As; Practice Book,
Perspective and assessment Less….Than p. 136
Consonant: /w/ throughout Expressions
lesson Practice Book, p. 135
Identify Main Commas in Dates Research

Idea and and Place Names Report
Supporting Details
Identify Main Opportunities to

Idea and assess an Oral
Supporting Details Report
151

27 Damon and Pythias

Drama and
Damon and
Pythias by Fan
Dialogue
Friends to Reading 3.7 Explain the effects of common literary
Greek Drama Social Kissen
the End devices (e.g., symbolism, imagery, metaphor) in a
Studies Textbook Lesson
28 Felipe’s Photos
Drama
Brighton Beach
Memoirs by Neil
Stage Directions
Living Your
Simon
Dreams
29 Kofi Annan
Biography
TIME: Best of
Buddies by Kevin
Working for information) and use the features to obtain information.
Gray and Cindy
the World
Dampier
30 The Debate in Sign

Language by Syd
Zlateh the Goat by
Isaac Bashevis
Style
Don’t Give Up Reading 3.6 Identify and analyze features of themes
Lieberman
Folktale conveyed through characters, actions, and images.
31 Loo Wit: The Fire Keeper

Based on a story by
The Boy Who
Lived With
Reading 1.1 Read aloud narrative and expository text
fluently and accurately and with appropriate pacing,
To Bring Light intonation, and expression.
Joseph Bruchac Bears by Joseph
and Warmth Reading 3.7 Explain the effects of common literary
Myth Bruchac
and variety of fictional and nonfictional texts.
Prometheus and the Fire
Myth
Writing Expository Essay Expository Essay Writing 2.2 Write expository compositions (e.g., Thesis
Workshop description, explanation, comparison and contrast,
problem and solution): a. State the thesis or
purpose. b. Explain the situation. c. Follow an
organizational pattern appropriate to the type of
composition. d. Offer persuasive evidence to validate
arguments and conclusions as needed.
Speaking, Active Listening Active Listening Listening and Speaking 1.1 Relate the speaker’s verbal Tone
Listening, and Note-Taking and Note-Taking communication (e.g., word choice, pitch, feeling, tone) and Mood
to the nonverbal message (e.g., posture, gesture).
and Viewing
Listening and Speaking 1.2 Identify the tone, mood,
Workshop
and emotion conveyed in the oral communication.
152

Analyze Diction Dipthong: /ow/ Expression Formal Oral Sentence Structure: Expressions
spelled ou and Intonation: Assessment Sentence Fragments Practice Book,
Dialogue p. 298e-298f Expressions p. 141
Practice Book, p. 140
Identify Cause- Multisyllabic Expression Opportunities Run-on Sentences Expressions

and-Effect Words and Intonation: for informal oral Expressions Practice Book,
Relationships Dialogue assessment Practice Book, p. 144 p. 145
throughout
lesson
Distinguish Fact Multisyllabic Pacing: Opportunities Base Words Adjectives and Adverbs Expressions
and Opinion Words Phrasing for informal oral Expressions Expressions Practice Book,
Blackline assessment Practice Book, Practice Book, p. 148 p. 150
Master, p. R10 throughout p. 149
lesson
Silent Intonation Opportunities Multiple– Superlative Forms of Expressions

Consonants: and Pacing: for informal oral Meaning Adverbs and Practice Book,
/n/ spelled gn Smooth assessment Words Spelling: ie and ei p. 156
or kn Reading throughout Expressions Practice
Blackline lesson Expressions Book, pp. 153-154
Master, p. R11 Practice Book,
p. 155
Compare and Trigraph: /igh/ Expression Opportunities Homophones The Same (As), Similar Expressions
Contrast Style and Intonation: for informal oral Expressions (To), and Different Practice Book,
Punctuation assessment Practice Book, (From) p. 163
Blackline throughout p. 162 and
Master, p. R12 lesson Basic Spelling Rules
Expressions Practice
Book, pp. 160-161
Analyze Text Appositives Expository

Structure Essay
Evaluate Evidence Active Listening

and Note-Taking
153
Selections and
Corresponding Standards
This chart identifies the Grade 6 California English-Language Arts
Content Standards that are taught or reviewed in each lesson in the
Glencoe Literature: California Treasures and in the Expressions
Course 1 student editions (blue).
Unit 1
Glencoe Literature: California Expressions

Treasures Selections and Workshops Selections and Workshops CA Content Standards
Explore the Big Question: The Fly R3.2
by Mai Vo-Dinh
pp. 2–8
The Scribe R3.5

by Kristin Hunter
pp. 10–22
Vocabulary Workshop: Word Parts R1.3

p. 23
TIME: Hurricane Heroes R2.1, R2.3

by Thomas Fields-Meyer, Steve Helling,
and Lori Rozsa
pp. 24–27
The Dog of Pompeii R2.3, R3.3, R3.5, W2.3.a–c

by Louis Untermeyer
pp. 28–43
Genre Focus: Short Fiction R2.4, R3.1

pp. 44–45
What Exactly is a Hero? Lesson 1 R2.2, R2.6, 2.7, W1.1

by T. A. Barron Buddhism Textbook Lesson / ELA: R2.2
pp. 46–51 Mahatma Gandhi: The Salt March
Informational Text: Newspaper Article
pp. 1–12
The King of Mazy May Lesson 2 R2.3, R2.4, R3.1, R3.3, W1.6
by Jack London The King of Mazy May ELA: R3.1
pp. 52–68 Based on a story by Jack London
pp. 13–24

What standards are taught
with each selection?

Cultural Perspective: from Yukon Gold: R2.3
The Story of the Klondike Gold Rush
by Charlotte Foltz Jones
pp. 69–72
All Stories Are Anansi’s R3.6

by Harold Courlander
pp. 74–80
Dragon, Dragon R1.1, R3.2, R3.6, LS1.7

by John Gardner
pp. 81–94
Three Queens of Egypt R2.4

by Vicki León
pp. 95–101
Street Magic R3.1

by Will Eisner
pp. 102–112
Stray R3.2, W2.5.a–c

by Cynthia Rylant
pp. 113–119
Grammar Workshop: Sentence Combining LC1.1

pp. 120–121
Pecos Bill Lesson 3 R3.3, R3.6, R3.8, LC1.2

by Mary Pope Osborne Pecos Bill ELA: R3.3, R3.6, R3.8
pp. 122–134 Tall Tale
pp. 25–34
Comparing Literature: The Courage That Lesson 4 R3.6, W2.2.a–d

My Mother Had by Edna St. Vincent Millay / Nkosi Johnson: A Boy Like a King Essay / ELA: R3.6
My Father Is a Simple Man A Man by Nina Cassian
by Luis Omar Salinas pp. 35–46
pp. 135–139
Writing Workshop: Narrative Writing Workshop: Narrative W1.3, W1.5, W1.6, W2.1.a–c
pp. 140–145 pp. 47–51 ELA: W2.1
Speaking, Listening, and Viewing Speaking, Listening, and Viewing LS1.1, LS1.2, LS1.7, LS2.1.a–c
Workshop: Narrative Presentation Workshop: Narrative Presentation ELA: LS2.1
p. 146 p. 52
Unit 1 Challenge W2.1.a–c, LS1.7

p. 147

Unit 2

Explore the Big Question: To Young R1.2, R3.7, W2.4.a–c
Readers
by Gwendolyn Brooks
pp. 158–160
Tracking Trash R2.4, W1.6

by Rachel Young
pp. 162–170
Functional Documents: Mail Order Lesson 5 R2.1, R2.5

Form / Bank Account Application / E-mail Functional Documents: Mail Order ELA: R2.1, R2.5
Instructions Form / Library Card Application Form /
pp. 171–177 Membership Application
pp. 53–60
The Sand Castle Lesson 7 R2.3, R2.7, R3.7, W1.2.a–c, W1.6, W2.4.a–c
by Alma Luz Villanueva The Sand Castle ELA: R1.5, R2.3, R3.7
pp. 178–188 Based on a story by Alma Luz Villanueva /
Heating with Sunlight Textbook Lesson
pp. 71–84
Grammar Workshop: Sentence Fragments LC1.1

p. 189
TIME: Nobody’s Perfect R2.1, R2.3

by David Fischer
pp. 190–193
who knows if the moon’s R3.4, R3.7, W1.1, LC1.2

by E. E. Cummings
pp. 194–197
The Emperor’s Silent Army: Terracotta Lesson 6 R3.7, LC1.3

Warriors of Ancient China A Silent Army of Clay ELA: R3.7
by Jane O’Connor Informational Text
pp. 198–209 pp. 61–70
Climate Lesson 8 R2.1, W1.4, LC1.2

Textbook Lesson Climate ELA: R2.1
pp. 210–217 Textbook Lesson
pp. 85–94
Genre Focus: Informational Text R2.1, R2.4

pp. 218–219
Vocabulary Workshop: Context Clues R1.4, R1.5

p. 220

The End of the World R1.1, R3.1, R3.6, LS1.4
by Jenny Leading Cloud
pp. 222–226
How the Snake Got Poison R1.1, R3.1, LS1.7

by Zora Neale Hurston
pp. 227–231
Literary Perspective: from Dust Tracks on R2.3

a Road
by Zora Neale Hurston
pp. 232–235
Four Haiku: Seasons R3.4, W1.1

by Yosa Buson, Kawabata Bōsha, Yuzuru
Miura, and Naitō Jōsō
pp. 236–239
Ball Park Food, from Consumer Reports 4 R2.1, R2.4

Kids
pp. 240–246
Media Workshop: Media Elements R2.1

p. 247
Ta-Na-E-Ka R3.2, LS1.6

by Mary Whitebird
pp. 248–261
TIME for Kids: These Walls Can Talk R2.4

pp. 262–270
Comparing Literature: Lesson 9 R3.2

He Lion, Bruh Bear, and Bruh Rabbit The Monkey and the Crocodile ELA: R3.1, R3.2
by Virginia Hamilton / The Toad and the Folktale
Donkey by Toni Cade Bambara pp. 95–104
pp. 271–279 Lesson 10
Clever Jackal Gets Away Folktale / Brer
Rabbit Earns a Dollar-a-Minute Folktale
pp. 105–116
Writing Workshop: Functional Document Writing Workshop: W1.1, W1.2.a–b, W1.3, W1.5, W1.6, LC1.3,
pp. 280–285 Functional Document LC1.4
pp. 117–121 ELA: W1.2
Speaking, Listening, and Viewing Speaking, Listening, and Viewing LC1.4, LS1.3, LS2.2.a–b
Workshop: Informative Presentation Workshop: Informative Presentation ELA: LS2.2
p. 286 p. 122
Unit 2 Challenge W1.1

p. 287

Unit 3

Explore the Big Question: Eleven R3.2, R3.6, W2.4.a–c
by Sandra Cisneros
pp. 298–304
My Parents R3.4
by Stephen Spender
pp. 306–308
Same Song / Maestro Lesson 11 R3.4, R3.7, LC1.2

by Pat Mora Roger the Dog by Ted Hughes ELA: R3.4
pp. 309–314 pp. 123–128
The All-American Slurp Lesson 12 R3.3, R3.7, LS1.6

by Lensey Namioka Chinese Food and Drink Informational ELA: R3.3, R3.7
pp. 315–330 Text / Chinese Family Life Text Book
pp. 129–138
Mad R1.2, R3.7

by Naomi Shihab Nye
pp. 331–333
Literary Perspective: Interview with R2.7

Naomi Shihab Nye
by Rachel Barenblat
pp. 334–336
I Dream a World Lesson 13 R2.3, R3.4, LC1.1, LS1.5

by Langston Hughes / Life Doesn’t The Swing by Robert Louis Stevenson / ELA: R3.4
Frighten Me Thoughts by Jacqueline Bouvier
by Maya Angelou pp. 139–146
pp. 338–343
Genre Focus: Poetry R2.4, R3.1

pp. 344–345
Geraldine Moore the Poet R2.6, R2.7, R3.2, W2.1.a–c

by Toni Cade Bambara
pp. 346–356
What I can do—I will— / Fame is a bee R1.2, R3.4

by Emily Dickinson
pp. 357–359
Wings R2.7, R3.7

by Jane Yolen
pp. 360–373

Historical Perspective: King Minos and R2.3
Art on the Palace Walls
pp. 374–376
Daydreamers R1.2, R3.4, LC1.1

by Eloise Greenfield
pp. 377–381
Vocabulary Workshop: Multiple-Meaning R1.2

Words
p. 382
TIME: The Gene Scene R2.1

by Jordan Brown
pp. 384–387
Whatif / Jimmy Jet and His TV Set Lesson 14 R3.4, LC1.1

by Shel Silverstein Will There Really Be a Morning? ELA: R3.4
pp. 388–393 by Emily Dickinson
pp. 147–152
Flowers and Freckle Cream R1.2, R3.2

by Elizabeth Ellis
pp. 394–400
Yes, It Was My Grandmother R3.4

by Luci Tapahonso / Good Luck Gold
by Janet S. Wong
pp. 401–404
Arachne Lesson 15 R2.3, R3.1, W1.2.a–c, W1.3, W1.6, W2.2.a–d

by Olivia E. Coolidge Arachne ELA: R3.1
pp. 405–414 Myth
pp. 153–162
Comparing Literature: The Fun They R3.6

Had by Isaac Asmiov / Why Books Are
Dangerous
by Neil Gaiman
pp. 415–425
Writing Workshop: Response to Literature Writing Workshop: Response to Literature W1.3, W1.5, W1.6, W2.4.a–c
pp. 426–431 pp. 163–167 ELA: W2.4
Speaking, Listening, and Viewing Speaking, Listening, and Viewing LS1.1, LS1.2, LS2.3.a–c
Workshop: Oral Response to Literature Workshop: Oral Response to Literature ELA: LS2.3
p. 432 p. 168
Unit 3 Challenge LS1.6

p. 433

Unit 4

Explore the Big Question: To Captain John R2.4, R2.7
Smith
by Powhatan
pp. 444–448
Looking for America R3.7, W1.1, W2.2.a–d

by Elizabeth Partridge
pp. 450–460
TIME: Dressed for Success? R2.1, R2.6, R2.8

by Melanie Bertotto
pp. 461–463
Functional Documents: Middle School Lesson 16 R2.1, R2.3, R2.7

Technology Use Survey / Brainwell Functional Documents: Classroom Movie ELA: R2.3
Middle School Computer Use Policy Survey/ School Movie Policy/ Parental
pp. 464–468 Notification Form
pp. 169–176
Romulus and Remus R3.1, R3.2, LS1.7

by Geraldine McCaughrean
pp. 469–477
Eulogy on the Dog Lesson 17 R1.2, R2.1, R2.2, R2.8, R3.7, W1.6, W2.5.a–c
by George Graham Vest Buckle Up, Pup! ELA: R1.2, R2.8, R3.7
pp. 478–484 Persuasive Essay/
Riding Without Seatbelts
Persuasive Essay
pp. 177–188
Vocabulary Workshop: Idioms R1.2

p. 485
The Southpaw R3.5, R3.7

by Judith Viorst
pp. 486–492
Spiders, from All I Really Need to Know I Lesson 18 R1.2, R3.7, W1.1, LC1.1
Learned in Kindergarten Tarantulas! ELA: R1.2, R3.7
by Robet Fulghum Informational Text /
pp. 493–500 Spiders of North America
Textbook Lesson
pp. 189–198

The Wolf and the House Dog / The Donkey Lesson 19 R2.1, R3.1, R3.2, R3.6, W1.2.a–c, W1.3,
and the Lapdog The Wolf in the Forest, The Dog in the W1.6, W2.2.a–d, LC1.3
by Aesop, retold by Jerry Pinkney House ELA: R3.1, R3.2, R3.6
pp. 502–510 Based on a Fable by Aesop /
Greek Poetry
Textbook Lesson
pp. 199–210
The Shutout Lesson 20 R2.3, R2.4, W1.4, LC1.1

by Patricia C. McKissack and Fredrick Jackie Robinson ELA: R2.4
McKissack, Jr. Biography/
pp. 511–520 The Baseball Diamond
Informational Text
pp. 211–220
Media Workshop: Propaganda R2.8, LS1.8, LS1.9

p. 521
Genre Focus: Essay R2.1, R2.4

pp. 522–523
The Circuit R1.1, R2.3, R3.1, LC1.1, LS1.4, LS1.6

by Francisco Jiménez
pp. 524–535
Visual Perspective: from Harvest R2.3

by George Ancona
pp. 536–539
Persephone R1.1, R3.1, R3.7, LC1.4, LS1.4

by Alice Low
pp. 540–548
Comparing Literature: The Flying R3.3

Machine/All Summer in a Day
by Ray Bradbury
pp. 549–565
Writing Workshop: Persuasive Essay Writing Workshop: Persuasive Essay W1.2.a–c, W1.3, W1.5, W1.6, W2.5.a–c
pp. 566–571 pp. 221–225 ELA:W2.5
Speaking, Listening, and Viewing Speaking, Listening, and Viewing LS1.4, LS1.5, LS1.6, LS1.8, LS2.4.a–d,
Workshop: Persuasive Speech Workshop: Persuasive Speech LS2.5.a–b
p. 572 p. 226 ELA: LS2.5
Unit 4 Challenge LS1.7

p. 573

Unit 5

Explore the Big Question: A Lesson in R3.2
Courtesy
by Stan Sakai
pp. 584–594
from Elie Wiesel: Voice from the Lesson 21 R2.7, R3.5, W1.4, LC1.1
Holocaust Three Essays: ELA: R2.7
by Michael A. Schuman A Longer, Smarter Vacation
pp. 596–603 Persuasive Essay/
Ted the Iguana
Persuasive Essay/
Hurray for Artists!
Persuasive Essay
pp. 227–232
Cultural Perspective: The Secret Schools R2.3

by Susan Goldman Rubin
pp. 604–606
Primary Lessons Lesson 22 R2.3

by Judith Ortiz Cofer Judith Ortiz Cofer: Author in Two Worlds ELA: R2.3
pp. 607–619 Biography
pp. 233–242
The Sidewalk Racer Lesson 23 R3.4, W1.1

by Lillian Morrison/ Campfire ELA: R3.4
Alone in the Nets by Janet S. Wong
by Arnold Adoff pp. 243–248
pp. 620–624
Vocabulary Workshop: Dictionary Skills R1.5

p. 625
Satchel Paige R2.3, R3.5, R3.6, W2.1.a–c

by Bill Littlefield
pp. 626–638
TIME: Gentlemen of the Pool R2.1

by Alice Park
pp. 640–641

Eleanor Roosevelt Lesson 24 R1.1, R2.1, R2.4, LC1.1, LS1.4, LS1.6,
by William Jay Jacobs/ The First Ladies LS2.4.a–d
In Eleanor Roosevelt’s Time Informational Text: Historical Nonfiction ELA: R2.1, R2.4
pp. 642–657 pp. 249–258
Lesson 25
Women and the Right to Vote
Informational Text: Historical Nonfiction
pp. 259–266
Genre Focus: Biography and R2.3, R2.4

Autobiography
pp. 658–659
Ode to Mi Gato R1.2, R3.4, W1.1

by Gary Soto
pp. 660–663
President Cleveland, Where Are You? R2.3, R3.3, R3.7, W2.1.a–c

by Robert Cormier
pp. 664–682
Media Workshop: Media Ethics R2.7

p. 683
The Eco-Canoeist Lesson 26 R2.3, R2.7, R3.7, W1.5, LC1.4

by Sy Montgomery The Once that Never Was ELA: R2.7, R3.7
pp. 684–691 by Barbara Giles /
Resources—Now and in the Future
Textbook Lesson
pp. 267–276
Comparing Literature: R3.5

Going Blind
by Ray Charles and David Ritz /
from Ray Charles
by Sharon Bell Mathis
pp. 692–703
Writing Workshop: Research Report Writing Workshop: Research Report W1.2.a–c, W1.3, W1.5, W1.6, W2.3.a–c
pp. 704–711 pp. 277–281 ELA: W2.3
Speaking, Listening, and Viewing Speaking, Listening, and Viewing LS2.2.a–b

Workshop: Oral Report Workshop: Oral Report ELA: LS2.2
p. 712 p. 282
Unit 5 Challenge W1.1

p. 713

Unit 6

Explore the Big Question: Madam C. J. R2.3, W2.4.a–c
Walker
by Jim Haskins
pp. 724–732
Damon and Pythias Lesson 27 R3.1, R3.7, R3.8, LC1.2, LS1.6

by Fan Kissen Damon and Pythias ELA: R3.1, R3.7
pp. 734–745 Drama/
Greek Drama
Textbook Lesson
pp. 282–298
The Bracelet R3.2, W2.5.a–c

by Yoshiko Uchida
pp. 746–756
Cultural Perspective: Executive Order No. R2.3

9066, from I Am an American: A True Story
of Japanese Internment
by Jerry Stanley
pp. 757–760
Vocabulary Workshop: Word Origins R1.3

p. 761
from Brighton Beach Memoirs Lesson 28 R2.3, R3.1, R3.7, W1.6, W2.5.a–c
by Neil Simon Felipe’s Photos ELA: R3.1
pp. 762–770 Drama
pp. 299–316
TIME: Best of Buddies Lesson 29 R2.1

by Kevin Gray and Cindy Dampier Kofi Annan
pp. 772–774 Biography
pp. 317–326
The Phantom Tollbooth, Act One R2.3, R3.1, W1.2.a–c, W1.3, W1.6, W2.2.a–d
by Susan Nanus
pp. 775–801
Genre Focus: Drama R2.4, R3.1

pp. 802–803
A Time to Talk R3.4

by Robert Frost/
Silence
by Paul Laurence Dunbar
pp. 804–807

The Golden Touch R3.7, LC1.5
by Mary Pope Osborne
pp. 808–814
Comparing Literature: Zlateh the Goat Lesson 30 R3.7

by Isaac Bashevis Singer/ The Debate in Sign Language ELA: R1.1, R3.1, R3.6, R3.7
The Boy Who Lived with the Bears by Syd Lieberman
by Joseph Bruchac pp. 327–334
pp. 815–831 Lesson 31
Based on a story by Joseph Bruchac /
Prometheus and the Fire
Myth
pp. 335–346
Writing Workshop: Expository Essay Writing Workshop: W1.2.a–c, W1.3, W1.5, W2.2.a–d
pp. 832–837 Expository Essay ELA: W2.2
pp. 347–351
Speaking, Listening, and Viewing Speaking, Listening, and Viewing LS1.1, LS1.2
Workshop: Active Listening and Note- Workshop: Active Listening and Note- ELA: LS1.1, LS1.2
Taking Taking
p. 838 p. 352
Unit 6 Challenge LS1.7, LS2.1.a–c

p. 839

Standards and
Corresponding Selections
This chart lists the Grade 6 California English-Language Arts Content
Standards and shows which lessons in Glencoe Literature: California
Treasures and Expressions teach or review each standard.
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context
clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-
level-appropriate words.
Glencoe Literature: California Treasures Expressions
CA Content Standards Selections and Workshops Selections and Workshops
Word Recognition
1.1 Read aloud narrative The Fly, p. 6TE Lesson 31: Loo Wit: The Fire Keeper /
and expository text fluently Dragon, Dragon, pp. 81–94 Prometheus and the Fire, pp. 335–346
and accurately and with The End of the World, pp. 222–226
appropriate pacing, How the Snake Got Poison, pp. 227–231
intonation, and expression. Ta-Na-E-Ka, p. 251TE
Geraldine Moore the Poet, p. 353TE
The Circuit, pp. 524–535
Persephone, pp. 540–548
Eleanor Roosevelt / In Eleanor Roosevelt’s
Time, pp. 642–657
Vocabulary and Concept Development
1.2 Identify and interpret To Young Readers, pp. 158–160 Lesson 17: Buckle Up, Pup! / Riding Without
figurative language and words Mad, pp. 331–333 Seatbelts, pp. 177–188
with multiple meanings. What I can do—I will— / Fame is a bee, Lesson 18: Tarantulas! / Spiders of North
pp. 357–359 America, pp. 189–198
Vocabulary Workshop: Multiple-Meaning
Words, p. 382
Eulogy on the Dog, pp. 478–484
Vocabulary Workshop: Idioms, p. 485
Spiders from All I Really Need to Know I
Learned in Kindergarten, pp. 493–500
Ode to Mi Gato, pp. 660–663

Which selections teach
which standards?
Reading (continued)

1.3 Recognize the origins and Vocabulary Workshop: Word Parts, p. 23 Writing Workshop: Response to Literature,
meanings of frequently used A Lesson in Courtesy, pp. 585TE pp. 163–167
foreign words in English and Vocabulary Workshop: Word Origins p. 761 Lesson 22: Judith Ortiz Cofer: Author in Two
use these words accurately in Worlds, Expressions Practice Book, p.116
speaking and writing.
1.4 Monitor expository text What Exactly Is a Hero, p. 48TE Lesson 3: Pecos Bill, pp. 25–34
for unknown words or words All Stories Are Anansi’s p. 74TE
with novel meanings by Street Magic, p. 104TE
using word, sentence, and Vocabulary Workshop: Context Clues, p. 220
paragraph clues to determine The Shutout, pp. 51TE
meaning. President Cleveland, Where Are You?,
p. 644TE
1.5 Understand and explain The Scribe, p. 14TE Lesson 7: The Sand Castle / Heating with
“shades of meaning” in Vocabulary Workshop: Context Clues, p. 220 Sunlight, pp. 71–84
related words (e.g., softly and Four Haiku: Seasons, p. 239TE
quietly ). Comparing Literature: The Flying Machine / All
Summer in a Day, p. 563TE
Vocabulary Workshop: Dictionary Skills, p. 625
The Golden Touch, p. 808TE
2.0 Reading Comprehension (Focus on Informational Materials)

Students read and understand grade-level-appropriate material. They describe and connect the essential ideas,
arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The
selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of
the materials to be read by students. In addition, by grade eight, students read one million words annually on their
own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and
contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress
toward this goal.
Structural Features of Informational Materials
2.1 Identify the structural Time: Hurricane Heroes, pp. 24–27 Lesson 5: Functional Documents: Mail Order
features of popular media Functional Document: Mail Order Form, Bank Form / Library Card Application Form /
(e.g., newspapers, magazines, Account Application, E-mail Instructions, Membership Application, pp. 53–60
online information) and pp. 171–177 Lesson 8: Climate, pp. 85–94
use the features to obtain TIME: Nobody’s Perfect, pp. 190–193
information. Climate, pp. 210–217

Reading (continued)

Genre Focus: Informational Text, pp. 218–219 Lesson 24: The First First Ladies, pp. 249–258
Ball Park Food, pp. 240–246 Lesson 25: Women and the Right to Vote,
Media Workshop: Media Elements, p. 247 pp. 259–266
TIME: The Gene Scene, pp. 384–387 Lesson 29: Kofi Annan, pp. 317–326
TIME: Dressed for Success?, pp. 461–463
Functional Documents: Middle School
Technology Use Survey/Brainwell Middle
School Computer Use Policy, pp. 464–468
The Wolf and the House Dog / The Donkey
and the Lapdog, pp. 502–510
Genre Focus: Essay, pp. 522–523
TIME: Gentlemen of the Pool, pp. 640–641
Time, pp. 642–657
TIME: Best of Buddies, pp. 772–774
2.2 Analyze text that uses What Exactly is a Hero?, pp. 46–51 Lesson 1: Buddhism / Mahatma Gandhi: The
the compare-and-contrast Genre Focus: Informational Text, p. 219TE Salt March, pp. 1–12
organizational pattern. Eulogy on the Dog, pp. 478–484
Comprehension and Analysis of Grade-Level-Appropriate Text
2.3 Connect and clarify main TIME: Hurricane Heroes, pp. 24–27 Lesson 7: The Sand Castle / Heating with
ideas by identifying their The Dog of Pompeii, pp. 28–43 Sunlight, pp. 71–84
relationships to other sources The King of Mazy May, pp. 52–68 Lesson 16: Functional Documents: Classroom
and related topics. Yukon Gold: The Story of the Klondike Gold Movie Survey / School Movie Policy /
Rush, pp. 69–72 Parental Notification Form, pp. 169–176
The Sand Castle, pp. 178–188 Lesson 22: Judith Ortiz Cofer: Author in Two
TIME: Nobody’s Perfect, pp. 190–193 Worlds, pp. 233–242
from Dust Tracks on a Road, pp. 232–235
I Dream a World / Life Doesn’t Frighten Me,
pp. 338–343
King Minos and Art on the Palace Walls,
pp. 374–376
Arachne, pp. 405–414
Technology Use Survey / Brainwell Middle
The Shutout, pp. 511–520
from Harvest, pp. 536–539

Reading (continued)

The Secret Schools pp. 604–606
Primary Lessons, pp. 607–619
Satchel Paige, pp. 626–638
Genre Focus: Biography and Autobiography,
pp. 658–659
President Cleveland, Where Are You?, pp.
664–682
The Eco-Canoeist, pp. 684–691
Madam C. J. Walker, pp. 724–732
Executive Order No. 9066, from I Am an
American: A True Story of Japanese
Internment, pp. 757–760
from Brighton Beach Memoirs, pp. 762–770
The Phantom Tollbooth, Act One, pp. 775–801
2.4 Clarify an understanding Genre Focus: Short Fiction, pp. 44–45 Lesson 20: Jackie Robinson / The Baseball
of texts by creating outlines, The King of Mazy May, pp. 52–68 Diamond, pp. 211–220
logical notes, summaries, or Three Queens of Egypt, pp. 95–101 Lesson 24: The First Ladies, pp. 249–258
reports. Tracking Trash, pp. 162–170 Lesson 25: Women and the Right to Vote,
Genre Focus: Informational Text, pp. 218–219 pp. 259–266
Ball Park Food, pp. 240–246
TIME for Kids: These Walls Can Talk,
pp. 262–270
Genre Focus: Poetry, pp. 344–345
To Captain John Smith, pp. 444–448
Genre Focus: Essay, pp. 522–523
Time, pp. 642–657
Genre Focus: Biography and Autobiography,
pp. 658–659
Genre Focus: Drama, pp. 802–803
2.5 Follow multiple-step Functional Documents: Mail Order Form / Lesson 5: Functional Documents: Mail Order
instructions for preparing Bank Account Application / E-mail Form / Library Card Application Form /
applications (e.g., for a public Instructions, pp. 171–177 Membership Application, pp. 53–60
library card, bank savings Madame C. J. Walker, p. 732TE
account, sports club, league
membership).

Reading (continued)

Expository Critique
2.6 Determine the adequacy What Exactly is a Hero?, pp. 46–51 Lesson 17: Buckle Up, Pup! / Riding Without
and appropriateness of the Geraldine Moore the Poet, pp. 346–356 Seatbelts, pp. 177–188
evidence for an author’s TIME: Dressed for Success?, pp. 461–463
conclusions.
2.7 Make reasonable What Exactly is a Hero? pp. 46–51 Lesson 21: Three Essays: A Longer, Smarter
assertions about a text The Sand Castle, pp. 178–188 Vacation / Ted the Iguana / Hurray for
through accurate, supporting Interview with Naomi Shihab Nye, pp. 334–336 Artists!, pp. 227–232
citations. Geraldine Moore the Poet, pp. 346–356 Lesson 22: Judith Ortiz Cofer: Author in Two
Wings, pp. 360–373 Worlds, pp. 233–242
To Captain John Smith, pp. 444–448
Technology Use Survey / Brainwell Middle
from Elie Wiesel: Voice from the Holocaust,
pp. 596–603
Media Workshop: Media Ethics, p. 683
2.8 Note instances of TIME: Dressed for Success?, pp. 461–463 Lesson 17: Buckle Up, Pup! / Riding Without
unsupported inferences, Eulogy on the Dog, pp. 478–484 Seatbelts, pp. 177–188
fallacious reasoning, Media Workshop: Propaganda, p. 521
persuasion, and propaganda
in text.
3.0 Literary Response and Analysis

Students read and respond to historically or culturally significant works of literature that reflect and enhance their
studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in
Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to
be read by students.
Structural Features of Literature
3.1 Identify the forms of Genre Focus: Short Fiction, pp. 44–45 Lesson 2: The King of Mazy May, pp. 13–24
fiction and describe the major The King of Mazy May, pp. 52–68 Lesson 9: The Monkey and the Crocodile,
characteristics of each form. Street Magic, pp. 102–112 pp. 95–104
The End of the World, pp. 222–226 Lesson 10: Clever Jackal Gets Away / Brer
How the Snake Got Poison, pp. 227–231 Rabbit Earns a Dollar-a-Minute, pp. 105–116
Lesson 15: Arachne, pp. 153–162
Lesson 19: The Wolf in the Forest, The Dog in
the House / Greek Poetry, pp. 199–210

Reading (continued)

Genre Focus: Poetry, pp. 344–345 Lesson 27: Damon and Pythias / Greek Drama,
Arachne, pp. 405–414 pp. 283–298
Romulus and Remus, pp. 469–477 Lesson 28: Felipe’s Photos, pp. 299–316
The Wolf and the House Dog / The Donkey Lesson 30: The Debate in Sign Language,
and the Lapdog, pp. 502–510 pp. 327–334
Damon and Pythias, pp. 734–745
The Phantom Tollbooth Act One, pp. 775–801
Genre Focus: Drama, pp. 802–803
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the The Fly, pp. 2–8 Lesson 9: The Monkey and the Crocodile,
qualities of the character Dragon, Dragon, pp. 81–94 pp. 95–104
(e.g., courage or cowardice, Stray, pp. 113–119 Lesson 10: Clever Jackal Gets Away / Brer
ambition or laziness) on the Ta-Na-E-Ka, pp. 248–261 Rabbit Earns a Dollar-a-Minute, pp. 105–116
plot and the resolution of the Comparing Literature: He Lion, Bruh Bear, Lesson 19: The Wolf in the Forest, The Dog in
conflict. and Bruh Rabbit / The Toad and the Donkey, the House / Greek Poetry, pp. 199–210
pp. 271–279
Eleven, pp. 298–304
Geraldine Moore the Poet, pp. 346–356
Romulus and Remus, pp. 469–477
A Lesson in Courtesy, pp. 584–594
The Bracelet, pp. 746–756
3.3 Analyze the influence of The Dog of Pompeii, pp. 28–43 Lesson 3: Pecos Bill, pp. 25–34
setting on the problem and its The King of Mazy May, pp. 52–68 Lesson 12: Chinese Food and Drink / Chinese
resolution. Pecos Bill, pp. 122–134 Family Life, pp. 129–138
The All-American Slurp, pp. 315–330
Comparing Literature: The Flying Machine / All
Summer in a Day, pp. 549–565
President Cleveland, Where Are You?,
pp. 664–682

Reading (continued)

3.4 Define how tone or who knows if the moon’s, pp. 194–197 Lesson 11: Roger the Dog, pp. 123–128
meaning is conveyed Four Haiku: Seasons, pp. 236–239 Lesson 13: The Swing / Thoughts, pp. 139–146
in poetry through word My Parents, pp. 306–308 Lesson 14: Will There Really Be a Morning?,
choice, figurative language, Same Song / Maestro, pp. 309–314 pp. 147–152
sentence structure, line I Dream a World / Life Doesn’t Frighten Me, Lesson 23: Campfire, pp. 243–248
length, punctuation, rhythm, pp. 338–343
repetition, and rhyme. What I can do—I will— / Fame is a bee,
pp. 357–359
Whatif / Jimmy Jet and His TV Set,
pp. 388–393
Yes, It Was My Grandmother / Good Luck
Gold, pp. 401–404
The Sidewalk Racer / Alone in the Nets,
pp. 620–624
A Time to Talk / Silence, pp. 804–807
3.5 Identify the speaker and The Scribe, pp. 10–22 Lesson 22: Judith Ortiz Cofer: Author in Two
recognize the difference The Dog of Pompeii, pp. 28–43 Worlds, pp. 233–242
between first- and third- The Southpaw, pp. 486–492
person narration (e.g., from Elie Wiesel: Voice from the Holocaust,
autobiography compared with pp. 596–603
biography). Satchel Paige, pp. 626–638
Comparing Literature: Going Blind / from Ray
Charles, pp. 692–703
3.6 Identify and analyze All Stories Are Anansi’s, pp. 74–80 Lesson 3: Pecos Bill, pp. 25–34
features of themes conveyed Dragon, Dragon, pp. 81–94 Lesson 4: Nkosi Johnson: A Boy Like a King /
through characters, actions, Pecos Bill, pp. 122–134 A Man, pp. 35–46
and images. Comparing Literature: Lesson 19: The Wolf in the Forest, The Dog in
The Courage That My Mother Had / My Father the House / Greek Poetry, pp. 199–210
Is a Simple Man, pp. 135–139 Lesson 30: The Debate in Sign Language,
The End of the World, pp. 222–226 pp. 327–334
Eleven, pp. 298–304
Same Song / Maestro, p. 310TE
Comparing Literature: The Fun They Had /
Why Books Are Dangerous, pp. 415–425
Satchel Paige, pp. 626–638

Reading (continued)

3.7 Explain the effects of To Young Readers, pp. 158–160 Lesson 7: The Sand Castle / Heating with
common literary devices The Sand Castle, pp. 178–188 Sunlight, pp. 71–84
(e.g., symbolism, imagery, who knows if the moon’s, pp. 194–197 Lesson 12: Chinese Food and Drink / Chinese
metaphor) in a variety of The Emperor’s Silent Army: Terracotta Family Life, pp. 129–138
fictional and nonfictional Warriors of Ancient China, pp. 198–209 Lesson 17: Buckle Up, Pup! / Riding Without
texts. Same Song / Maestro, pp. 309–314 Seatbelts, pp. 177–188
The All-American Slurp, pp. 315–330 Lesson 18: Tarantulas! / Spiders of North
Mad, pp. 331–333 America, pp. 189–198
Wings, pp. 360–373 Lesson 27: Damon and Pythias / Greek Drama,
Looking for America, pp. 450–460 pp. 283–298
Eulogy on the Dog, pp. 478–484 Lesson 30: The Debate in Sign Language,
The Southpaw, pp. 486–492 pp. 327–334
Spiders, from All I Really Need to Know I Lesson 31: Loo Wit: The Fire Keeper /
Learned in Kindergarten, pp. 493–500 Prometheus and the Fire, pp. 335–346
President Cleveland, Where Are You?
pp. 664–682
The Golden Touch, pp. 808–814
Comparing Literature: Zlateh the Goat / The
Boy Who Lived with the Bears, pp. 815–831
Literary Criticism
3.8 Critique the credibility Pecos Bill, pp. 122–134 Lesson 3: Pecos Bill, pp. 25–34
of characterization and the Geraldine Moore the Poet, p. 350TE
degree to which a plot is Romulus and Remus, p. 473TE
contrived or realistic (e.g., Damon and Pythias, pp. 734–745
compare use of fact and
fantasy in historical fiction).

Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and
purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the
stages of the writing process as needed.
Organization and Focus
1.1 Choose the form of writing What Exactly is a Hero? pp. 46–51 Writing Workshop: Narrative, pp. 47–51
(e.g., personal letter, letter Unit 1 Challenge, p. 147TE Writing Workshop: Response to Literature,
to the editor, review, poem, who knows if the moon’s, pp. 194–197 pp. 163–167
report, narrative) that best Four Haiku: Seasons, pp. 236–239 Writing Workshop: Persuasive Essay,
suits the intended purpose. Unit 2 Writing Workshop: Functional pp. 221–225
Document, pp. 280–285 Writing Workshop: Research Report,
Unit 2 Challenge, p. 287 pp. 277–281
Same Song / Maestro, p. 309TE Writing Workshop: Expository Essay,
What I can do—I will— / Fame is a bee, pp. 347–351
p. 357TE
Unit 3 Challenge, p. 433TE
Looking for America, pp. 450–460
Spiders, from All I Really Need to Know I
Learned in Kindergarten, pp. 493–500
The Sidewalk Racer / Alone in the Nets,
pp. 620–624
Unit 5 Challenge, p. 713
1.2 Create multiple-paragraph The Sand Castle, pp. 178–188 Writing Workshop: Functional Document,
expository compositions: Unit 2 Writing Workshop: Functional pp. 117–121
a. Engage the interest of the Document, pp. 280–285 (a–b only) Writing Workshop: Research Report,
reader and state a clear Arachne, pp. 405–414 pp. 277–281
purpose. The Wolf and the House Dog / The Donkey Writing Workshop: Expository Essay,
b. Develop the topic with and the Lapdog, pp. 502–510 pp. 832–837
supporting details and Unit 4 Writing Workshop: Persuasive Essay,
precise verbs, nouns, pp. 566–571
and adjectives to paint a Unit 5 Writing Workshop: Research Report,
visual image in the mind pp. 704–711
of the reader. The Phantom Tollbooth, Act One, pp. 775–801
c. Conclude with a detailed Unit 6 Writing Workshop: Expository Essay,
summary linked to pp. 832–837
the purpose of the
composition.

Writing (continued)

1.3 Use a variety of effective Unit 1 Writing Workshop: Narrative, Writing Workshop: Narrative, pp. 47–51
and coherent organizational pp. 140–145 Writing Workshop: Response to Literature,
patterns, including Unit 2 Writing Workshop: Functional pp. 163–167
comparison and contrast; Document, pp. 280–285 Writing Workshop: Persuasive Essay,
organization by categories; Arachne, pp. 405–414 pp. 221–225
and arrangement by spatial Unit 3 Writing Workshop: Response to Writing Workshop: Research Report,
order, order of importance, or Literature, pp. 426–431 pp. 277–281
climactic order. The Wolf and the House Dog / The Donkey Writing Workshop: Expository Essay,
and the Lapdog, pp. 502–510 pp. 347–351
Unit 4 Writing Workshop: Persuasive Essay,
pp. 566–571
Unit 5 Writing Workshop: Research Report,
pp. 704–711
Unit 6 Writing Workshop: Expository Essay,
pp. 832–837
Research and Technology
1.4 Use organizational Climate, pp. 210–217 Writing Workshop: Functional Document,
features of electronic The Shutout, pp. 511–520 pp. 117–121
text (e.g., bulletin boards, from Elie Wiesel: Voice from the Holocaust, Writing Workshop: Persuasive Essay,
databases, keyword pp. 596–603 pp. 221–225
searches, e-mail addresses) Writing Workshop: Research Report,
to locate information. pp. 277–281
Writing Workshop: Expository Essay,
pp. 347–351
1.5 Compose documents Unit 1 Writing Workshop: Narrative, Writing Workshop: Narrative, pp. 47–51
with appropriate formatting pp. 140–145 Writing Workshop: Functional Document,
by using word-processing Unit 2 Writing Workshop: Functional pp. 117–121
skills and principles of design Document, pp. 280–285 Writing Workshop: Persuasive Essay,
(e.g., margins, tabs, spacing, Unit 3 Writing Workshop: Response to pp. 221–225
columns, page orientation). Literature, pp. 426–431 Writing Workshop: Research Report,
Unit 4 Writing Workshop: Persuasive Essay, pp. 277–281
pp. 566–571 Writing Workshop: Expository Essay,
The Eco-Canoeist, pp. 684–691 pp. 347–351
pp. 704–711
Unit 6 Writing Workshop: Expository Essay,
pp. 832–837
Evaluation and Revision

Writing (continued)

1.6 Revise writing to The King of Mazy May, pp. 52–68 Writing Workshop: Narrative Presentation,
improve the organization and Unit 1 Writing Workshop: Narrative, pp. 47–51
consistency of ideas within pp. 140–145 Writing Workshop: Functional Document,
and between paragraphs. Tracking Trash, pp. 162–170 pp. 117–121
The Sand Castle, pp. 178–188 Writing Workshop: Response to Literature,
Unit 2 Writing Workshop: Functional pp. 163–167
Document, pp. 280–285 Writing Workshop: Persuasive Essay,
Arachne, pp. 405–414 pp. 221–225
Unit 3 Writing Workshop: Response to Writing Workshop: Research Report,
Literature, pp. 426–431 pp. 277–281
Unit 4 Writing Workshop: Persuasive Essay,
pp. 566–571
pp. 704–711
2.0 Writing Applications (Genres and Their Characteristics)

Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre.
Student writing demonstrates a command of standard American English and the research, organizational, and drafting
strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade six outlined in Writing Standard 1.0, students:
2.1 Write narratives: Unit 1 Writing Workshop: Narrative, Writing Workshop: Narrative Presentation,
a. Establish and develop pp. 140–145 pp. 47–51
a plot and setting and Unit 1 Challenge. p. 147
present a point of view Geraldine Moore the Poet, pp. 346–356
that is appropriate to the Satchel Paige, pp. 626–638
stories. President Cleveland, Where Are You?,
b. Include sensory details pp. 664–682
and concrete language
to develop plot and
character.
c. Use a range of narrative
devices (e.g., dialogue,
suspense).

Writing (continued)

2.2 Write expository The King of Mazy May, p. 68TE Writing Workshop: Expository Essay,
compositions (e.g., Comparing Literature: The Courage That My pp. 347–351
description, explanation, Mother Had / My Father Is a Simple Man,
comparison and contrast, pp. 135–139
problem and solution): Arachne, pp. 405–414
a. State the thesis or Looking for America, pp. 450–460
purpose. The Wolf and the House Dog / The Donkey
b. Explain the situation. and the Lapdog, pp. 502–510
c. Follow an organizational The Phantom Tollbooth, Act One, pp. 775–801
pattern appropriate to the Unit 6 Writing Workshop: Expository Essay,
type of composition. pp. 832–837
d. Offer persuasive evidence
to validate arguments and
conclusions as needed.
2.3 Write research reports: The Dog of Pompeii, pp. 28–43 Writing Workshop: Research Report,
a. Pose relevant questions Ta-Na-E-Ka, p. 256TE pp. 277–281
with a scope narrow The All-American Slurp, p. 326TE
enough to be thoroughly Eleanor Roosevelt / In Eleanor’s Time, p. 652TE
covered. Unit 5 Writing Workshop: Research Report,
b. Support the main idea pp. 704–711
or ideas with facts,
details, examples, and
explanations from
multiple authoritative
sources (e.g., speakers,
periodicals, online
information searches).
c. Include a bibliography.
2.4 Write responses to The Fly, p. 8TE Writing Workshop: Response to Literature,
literature: To Young Readers, pp. 158–160 pp. 163–167
a. Develop an interpretation The Sand Castle, pp. 178–188
exhibiting careful reading, Eleven, pp. 298–304
understanding, and Unit 3 Writing Workshop: Response to
insight. Literature, pp. 426–431
b. Organize the A Lesson in Courtesy, p. 594TE
interpretation around Madam C. J. Walker, pp. 724–732
several clear ideas,
premises, or images.
interpretation through
sustained use of
examples and textual
evidence.

Writing (continued)

2.5 Write persuasive Stray, pp. 113–119 Writing Workshop: Persuasive Essay,
compositions: Eulogy on the Dog, pp. 478–484 pp. 221–225
a. State a clear position on a Unit 4 Writing Workshop: Persuasive Essay,
proposition or proposal. pp. 566–571
b. Support the position with The Bracelet, pp. 746–756
organized and relevant from Brighton Beach Memoirs, pp. 762–770
evidence.
c. Anticipate and address
reader concerns and
counterarguments.
Written and Oral English Language Conventions

1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.
Sentence Structure
1.1 Use simple, compound, Grammar Workshop: Sentence Combining, Lesson 23: Campfire, Expressions Practice
and compound-complex pp. 120–121 Book, p. 120
sentences; use effective Grammar Workshop: Sentence Fragments, Lesson 25: Women and the Right to Vote,
coordination and p. 189 Expressions Practice Book, p. 130
subordination of ideas to I Dream a World / Life Doesn’t Frighten Me, Lesson 27: Damon and Pythias / Greek Drama,
express complete thoughts. pp. 338–343 Expressions Practice Book, p. 140
Daydreamers, pp. 377–381 Lesson 28: Felipe’s Photos, Expressions
Whatif / Jimmy Jet and His TV Set, Practice Book, p. 144
pp. 388–393
Spiders, from All I Need to Know I Learned in
Kindergarten, pp. 493–500
from Elie Wiesel: Voice from the Holocaust,
pp. 596–603
Time, pp. 642–657

Written and Oral English Language Conventions (continued)

Grammar
1.2 Identify and properly Pecos Bill, pp. 122–134 Lesson 8: Climate, Expressions Practice Book,
use indefinite pronouns who knows if the moon’s, pp. 194–197 p. 36
and present perfect, past Climate, pp. 210–217 Lesson 11: Roger the Dog, Expressions
perfect, and future perfect Same Song / Maestro, pp. 309–314 Practice Book, p. 57
verb tenses; ensure that Damon and Pythias, pp. 734–745 Lesson 21: Three Essays: A Longer, Smarter
verbs agree with compound Vacation / Ted the Iguana / Hurray for
subjects. Artists!, Expressions Practice Book, p. 111
Punctuation
1.3 Use colons after the Grammar Workshop: Sentence Combining, Writing Workshop: Narrative Presentation,
salutation in business letters, p. 120TE pp. 47–51
semicolons to connect The Emperor’s Silent Army: Terracotta Writing Workshop: Research Report,
independent clauses, and Warriors of Ancient China, pp. 198–209 pp. 277–281
commas when linking two Unit 2 Writing Workshop: Functional
clauses with a conjunction in Document, pp. 280–285
compound sentences. The Wolf and the House Dog / The Donkey
Capitalization
1.4 Use correct capitalization. The Scribe, p. 16TE Writing Workshop: Functional Document,
Unit 2 Writing Workshop: Functional pp. 117–121
Document, pp. 280–285 Lesson 24: The First First Ladies, Expressions
Geraldine Moore the Poet, p. 356TE Practice Book, p. 126
Spelling
1.5 Spell frequently The Scribe, p. 18TE Lesson 1: Buddhism / Mahatma Gandhi: The
misspelled words correctly The Sidewalk Racer / Alone in the Nets, Salt March, Expressions Practice Book, p. 7
(e.g., their, they’re, there). p. 624TE Lesson 15: Arachne, Expressions Practice
The Golden Touch, pp. 808–814 Book, p. 77

Listening and Speaking

1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests
of the audience. They evaluate the content of oral communication.
Comprehension
1.1 Relate the speaker’s Unit 1 Speaking Listening and Viewing Speaking, Listening, and Viewing Workshop:
verbal communication (e.g., Workshop: Narrative Presentation, p. 146 Active Listening and Note-Taking, p. 352
word choice, pitch, feeling, How the Snake Got Poison, p. 231TE
tone) to the nonverbal Unit 2 Speaking, Listening, and Viewing
message (e.g., posture, Workshop: Informative Presentation,
gesture). p. 286TE
Unit 3 Speaking, Listening, and Viewing
Workshop: Oral Response to Literature,
p. 432
Media Workshop: Propaganda, p. 521TE
Workshop: Active Listening and Note-Taking,
p. 838
1.2 Identify the tone, mood, Unit 1 Speaking Listening and Viewing Speaking, Listening, and Viewing Workshop:
and emotion conveyed in the Workshop: Narrative Presentation, p. 146 Active Listening and Note-Taking, p. 352
oral communication. Unit 3 Speaking, Listening, and Viewing
Workshop: Oral Response to Literature,
p. 432
Media Workshop: Propaganda, p. 521TE
Persephone, p. 548TE
Workshop: Active Listening and Note-Taking,
p. 838
1.3 Restate and execute All Stories Are Anansi’s p. 78TE Speaking Listening and Viewing Workshop:
multiple-step oral instructions Functional Documents: Mail Order Form / Informative Presentation, p. 122
and directions. Bank Account Application / E-mail
Instructions, p. 171TE
Unit 2 Writing Workshop: Functional
Document, p. 280TE
Unit 2 Speaking Listening and Viewing
Workshop: Informative Presentation, p. 286

Listening and Speaking (continued)

Organization and Delivery of Oral Communication
1.4 Select a focus, an The End of the World, pp. 222–226 Speaking, Listening, and Viewing Workshop:
organizational structure, and The Circuit, pp. 524–535 Persuasive Speech, p. 226
a point of view, matching the Persephone, pp. 540–548 Lesson 24: The First First Ladies, Expressions
purpose, message, occasion, Unit 4 Speaking, Listening, and Viewing Practice Book, p. 127
and vocal modulation to the Workshop: Persuasive Speech, p. 572 Lesson 25: Women and the Right to Vote,
audience. Eleanor Roosevelt / In Eleanor Roosevelt’s Expressions Practice Book, p. 131
Time, pp. 642–657
1.5 Emphasize salient points Unit 1 Challenge, p. 147TE Lesson 13: The Swing / Thoughts, Expressions
to assist the listener in The End of the World, p. 226TE Practice Book, p. 69
following the main ideas and I Dream a World / Life Doesn’t Frighten Me, Speaking, Listening, and Viewing Workshop:
concepts. pp. 338–343 Persuasive Speech, p. 226
Workshop: Persuasive Speech, p. 572
1.6 Support opinions with Ta-Na-E-Ka, pp. 248–261 Speaking, Listening, and Viewing Workshop:
detailed evidence and with The All-American Slur, pp. 315–330 Persuasive Speech, p. 226
visual or media displays that Unit 3 Challenge, p. 433 Lesson 25: Women and the Right to Vote,
use appropriate technology. The Circuit, pp. 524–535 Expressions Practice Book, p. 131
Speaking, Listening, and Viewing Workshop:
Persuasive Speech, p. 572
Time, pp. 642–657
1.7 Use effective rate, Dragon, Dragon, pp. 81–94 Speaking, Listening, and Viewing Workshop:
volume, pitch, and tone and Unit 1 Speaking, Listening, and Viewing Narrative Presentation, p. 52
align nonverbal elements to Workshop: Narrative Presentation, p. 146
sustain audience interest and Unit 1 Challenge, p. 147
attention. How the Snake Got Poison, pp. 227–231
Romulus and Remus, pp. 469–477


Analysis and Evaluation of Oral and Media Communications
1.8 Analyze the use of The King of Mazy May, p. 59TE Speaking, Listening, and Viewing Workshop:
rhetorical devices (e.g., Dragon, Dragon, p. 94TE Persuasive Speech, p. 226
cadence, repetitive patterns, Unit 2 Writing Workshop: Functional
use of onomatopoeia) for Document, p. 283TE
intent and effect. I Dream a World / Life Doesn’t Frighten Me,
p. 340TE
Media Workshop: Propaganda, p. 521
Workshop: Persuasive Speech, p. 572
1.9 Identify persuasive and Eulogy on the Dog, p. 484TE Speaking, Listening, and Viewing Workshop:
propaganda techniques used Media Workshop: Propaganda, p. 521 Active Listening and Note-Taking, p. 352
in television and identify false
and misleading information.
2.0 Speaking Applications (Genres and Their Characteristics)

Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration,
exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the
organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:
2.1 Deliver narrative Dragon, Dragon, p. 94TE Speaking, Listening, and Viewing Workshop:
presentations: Unit 1 Speaking, Listening, and Viewing Narrative Presentation, p. 52
a. Establish a context, plot, Workshop: Narrative Presentation, p. 146
and point of view. Unit 6 Challenge, p. 839
b. Include sensory details
and concrete language
to develop the plot and
character.
c. Use a range of narrative
devices (e.g., dialogue,
tension, or suspense).
2.2 Deliver informative Ta-Na-E-Ka, p. 250TE Speaking Listening and Viewing Workshop:
presentations: Unit 2 Speaking Listening and Viewing Informative Presentation, p. 122
a. Pose relevant questions Workshop: Informative Presentation, p. 286 Speaking, Listening, and Viewing Workshop:
sufficiently limited in Geraldine Moore the Poet, p. 352 TE Oral Report, p. 282
scope to be completely To Captain John Smith, p. 445 TE
and thoroughly answered.


b. Develop the topic with Spiders, from All I Really Need to Know I
facts, details, examples, Learned in Kindergarten, p. 496TE
and explanations from Unit 5 Speaking, Listening, and Viewing
multiple authoritative Workshop: Oral Report, p. 712
sources (e.g., speakers, Madam C. J. Walker, p. 727TE
periodicals, online
information).
2.3 Deliver oral responses to Geraldine Moore, the Poet, p. 354TE Speaking, Listening, and Viewing Workshop:
literature: Unit 3 Speaking, Listening, and Viewing Oral Response to Literature, p. 168
a. Develop an interpretation Workshop: Oral Response to Literature,
exhibiting careful reading, p. 432
understanding, and insight. Eleanor Roosevelt / In Eleanor Roosevelt’s
b. Organize the selected Time, p. 652TE
interpretation around
several clear ideas,
premises, or images.
selected interpretation
through sustained use
of examples and textual
evidence.
2.4 Deliver persuasive The Circuit, pp. 525, 535TE Speaking, Listening, and Viewing Workshop:
presentations: Unit 4 Speaking, Listening, and Viewing Persuasive Speech, p. 226
a. Provide a clear statement Workshop: Persuasive Speech, p. 572 Lesson 25: Women and the Right to Vote,
of the position. Eleanor Roosevelt / In Eleanor Roosevelt’s Expressions Practice Book, p. 131
b. Include relevant evidence. Time, pp. 642–657
c. Offer a logical sequence
of information.
d. Engage the listener and
foster acceptance of the
proposition or proposal.
2.5 Deliver presentations on Unit 4 Writing Workshop: Persuasive Speech, Speaking, Listening, and Viewing Workshop:
problems and solutions: p. 571TE Persuasive Speech, p. 226
a. Theorize on the causes Unit 4 Speaking, Listening, and Viewing
and effects of each Workshop: Persuasive Speech, p. 572
problem and establish Unit 4 Challenge, p. 573TE
connections between the Damon and Pythias, p. 738TE
defined problem and at
least one solution.
b. Offer persuasive evidence
to validate the definition
of the problem and the
proposed solutions.

Connecting School and Home

Learning happens not only in the classroom but also in the home with the
help of involved parents and guardians. The pages that follow provide two
resources to promote communication between the school and the home.
One is a model letter, and the other is a monitoring chart to track student
progress.
These resources are designed to help teachers communicate with parents

and guardians about how students are using Glencoe Literature:
California Treasures to master the California standards. The resources are:
Letter Home
• The letter home is a model letter for parents/guardians. The letter is
reproducible. It explains how students are using Glencoe Literature
to prepare for the California state test and provides an overview of the
California English-Language Arts Content Standards. Teachers can also
customize this letter at glencoe.com.
California English-Language Arts Content Standards

Progress Report
• A monitoring chart allows teachers to communicate each student’s
progress individually by noting the date on which a student reaches
each of three levels of progress: developing, improving, and mastery.
A comment space at the bottom of each standard subcategory allows
teachers to record ideas for improvement and future instruction. This
chart can also be distributed to parents/guardians to communicate
specific areas where the student needs improvement.

Dear Parent/Guardian:
Your child is currently using the Glencoe Literature: California Treasures

program in class to ensure mastery of the California English-Language Arts
Content Standards that are tested on the California state test later this year.
Glencoe Literature is a comprehensive program that helps all students
master the standards.
Glencoe Literature is designed to:

• fully align with the California standards
• offer ongoing assessment
• promote inquiry-based learning through units centered on Big Questions
that relate to students’ lives
• provide universal access for all students—on-level students, students
approaching grade level, English learners, and advanced learners
The California standards are divided into four categories: Reading,

Writing, Written and Oral English Language Conventions, and Listening
and Speaking. These categories represent goals we hope students can meet
at an above satisfactory level to ensure continued learning and success on
the California state test.
Enclosed is a chart that helps track your child’s progress as he or she

encounters standards in Glencoe Literature. The chart lists the expectations
of students in each standards category. The chart marks a student’s progress
by providing space to write the date on which a student reaches each of
three levels of progress.
Sincerely,

Name Grading Period Date
Glencoe Literature Units Expressions Lessons
California English-Language Arts Content Standards

Progress Report
Reading
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word relationships, as well as historical and literary context
clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-
appropriate words.
CA Content Standards Developing Improving Mastery

Word Recognition
1.1 Read aloud narrative and expository text

fluency and accurately and with appropriate pacing,
intonation, and expression.
Vocabulary and Concept Development
1.2 Identify and interpret figurative language and

words with multiple meanings.
1.3 Recognize the origins and meanings of

frequently used foreign words in English and use
these words accurately in speaking and writing.
1.4 Monitor expository text for unknown words

or words with novel meanings by using word,
sentence, and paragraph clues to determine
meaning.
1.5 Understand and explain “shades of meaning” in

related words (e.g., softly and quietly ).
Comments

2.0 Reading Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material. They describe and connect the essential ideas,
arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The
selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of
the materials to be read by students. In addition, by grade eight, students read one million words annually on their
own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and
contemporary literature, magazines, newspapers, online information). In grade six, students continue to make progress
toward this goal.
Reading (continued)

Structural Features of Informational Materials
2.1 Identify the structural features of popular media

(e.g., newspapers, magazines, online information)
and use the features to obtain information.
2.2 Analyze text that uses the compare-and-

contrast organizational pattern.
Comprehension and Analysis of

Grade-Level-Appropriate Text
2.3 Connect and clarify main ideas by identifying

their relationships to other sources and related
topics.
2.4 Clarify an understanding of texts by creating

outlines, logical notes, summaries, or reports.
2.5 Follow multiple-step instructions for preparing

applications (e.g., for a public library card, bank
savings account, sports club, league membership).
Expository Critique
2.6 Determine the adequacy and appropriateness of

the evidence for an author’s conclusions.
2.7 Make reasonable assertions about a text

2.8 Note instances of unsupported inferences,

fallacious reasoning, persuasion, and propaganda
in text.
Comments

Reading (continued)
3.0 Literary Response and Analysis
Students read and respond to historically or culturally significant works of literature that reflect and enhance their
studies of history and social science. They clarify the ideas and connect them to other literary works. The selections in
Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to
be read by students.

Structural Features of Literature
3.1 Identify the forms of fiction and describe the

major characteristics of each form.
Narrative Analysis of Grade-Level-Appropriate Text
3.2 Analyze the effect of the qualities of the

character (e.g., courage or cowardice, ambition
or laziness) on the plot and the resolution of the
conflict.
3.3 Analyze the influence of setting on the problem

and its resolution.
3.4 Define how tone or meaning is conveyed in

poetry through word choice, figurative language,
3.5 Identify the speaker and recognize the

difference between first- and third-person narration
(e.g., autobiography compared with biography).
3.6 Identify and analyze features of themes

conveyed through characters, actions, and images.
3.7 Explain the effects of common literary devices

(e.g., symbolism, imagery, metaphor) in a variety of
fictional and nonfictional texts.
Literary Criticism
3.8 Critique the credibility of characterization and

the degree to which a plot is contrived or realistic
(e.g., compare use of fact and fantasy in historical
fiction).
Comments

Writing
1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and
purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the
stages of the writing process as needed.

Organization and Focus
1.1 Choose the form of writing (e.g., personal letter,

letter to the editor, review, poem, report, narrative)
that best suits the intended purpose.
1.2 Create multiple-paragraph expository

compositions:
a. Engage the interest of the reader and state a
clear purpose.
b. Develop the topic with supporting details and
precise verbs, nouns, and adjectives to paint
a visual image in the mind of the reader.
c. Conclude with a detailed summary linked to
the purpose of the composition.
1.3 Use a variety of effective and coherent

organizational patterns, including comparison
and contrast; organization by categories; and
arrangement by spatial order, order of importance,
or climactic order.
Research and Technology
1.4 Use organizational features of electronic text

(e.g., bulletin boards, databases, keyword searches,
e-mail addresses) to locate information.
1.5 Compose documents with appropriate

formatting by using word-processing skills and
principles of design (e.g., margins, tabs, spacing,
columns, page orientation).
Evaluation and Revision
1.6 Revise writing to improve the organization

and consistency of ideas within and between
paragraphs.
Comments

Writing (continued)
2.0 Writing Applications (Genres and Their Characteristics)
Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre.
Student writing demonstrates a command of standard American English and the research, organizational, and
drafting strategies outlined in Writing Standard 1.0.
Using the writing strategies of grade six outlined in Writing Standard 1.0, students:

2.1 Write narratives:
a. Establish and develop a plot and setting and
present a point of view that is appropriate to
the stories.
b. Include sensory details and concrete
language to develop plot and character.
c. Use a range of narrative devices (e.g.,
dialogue, suspense).
2.2 Write expository compositions (e.g., description,

explanation, comparison and contrast, problem and
solution):
a. State the thesis or purpose.
b. Explain the situation.
c. Follow an organizational pattern appropriate
to the type of composition.
d. Offer persuasive evidence to validate
arguments and conclusions as needed.
2.3 Write research reports:

a. Pose relevant questions with a scope narrow
enough to be thoroughly covered.
b. Support the main idea or ideas with facts,
details, examples, and explanations from
multiple authoritative sources (e.g., speakers,
periodicals, online information searches).
c. Include a bibliography.
2.4 Write responses to literature:

a. Develop an interpretation exhibiting careful
reading, understanding, and insight.
b. Organize the interpretation around several
clear ideas, premises, or images.
c. Develop and justify the interpretation through
sustained use of examples and textual
evidence.

Writing (continued)

2.5 Write persuasive compositions:
a. State a clear position on a proposition or
proposal.
b. Support the position with organized and
relevant evidence.
c. Anticipate and address reader concerns and
counterarguments.
Comments

Written and Oral English Language Conventions

The standards for written and oral English language conventions have been placed between those for writing and
for listening and speaking because these conventions are essential to both sets of skills.
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions appropriate to this grade level.

Sentence Structure
1.1 Use simple, compound, and compound-

complex sentences; use effective coordination
and subordination of ideas to express complete
thoughts.
Grammar
1.2 Identify and properly use indefinite pronouns

and present perfect, past perfect, and future perfect
verb tenses; ensure that verbs agree with compound
subjects.
Punctuation
1.3 Use colons after the salutation in business

letters, semicolons to connect independent clauses,
and commas when linking two clauses with a
conjunction in compound sentences.
Capitalization
1.4 Use correct capitalization.
Spelling
1.5 Spell frequently misspelled words correctly

(e.g., their, they’re, there).
Comments

Listening and Speaking
1.0 Listening and Speaking Strategies
Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests
of the audience. They evaluate the content of oral communication.

Comprehension
1.1 Relate the speaker’s verbal communication (e.g.,

word choice, pitch, feeling, tone) to the nonverbal
message (e.g., posture, gesture).
1.2 Identify the tone, mood, and emotion conveyed

in the oral communication.
1.3 Restate and execute multiple-step oral

instructions and directions.
Organization and Delivery of Oral Communication
1.4 Select a focus, an organizational structure, and

a point of view, matching the purpose, message,
occasion, and vocal modulation to the audience.
1.5 Emphasize salient points to assist the listener in

following the main ideas and concepts.
1.6 Support opinions with detailed evidence and

with visual or media displays that use appropriate
technology.
1.7 Use effective rate, volume, pitch, and tone

and align nonverbal elements to sustain audience
interest and attention.
Analysis and Evaluation of Oral and

Media Communications
1.8 Analyze the use of rhetorical devices (e.g.,

cadence, repetitive patterns, use of onomatopoeia)
for intent and effect.
1.9 Identify persuasive and propaganda techniques

used in television and identify false and misleading
information.
Comments


2.0 Speaking Applications (Genres and Their Characteristics)
Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration,
exposition, persuasion, description). Student speaking demonstrates a command of standard American English
and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.
Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students:

2.1 Deliver narrative presentations:
a. Establish a context, plot, and point of view.
b. Include sensory details and concrete
language to develop the plot and character.
c. Use a range of narrative devices (e.g.,
dialogue, tension, or suspense).
2.2 Deliver informative presentations:

a. Pose relevant questions sufficiently limited
in scope to be completely and thoroughly
answered.
b. Develop the topic with facts, details,
examples, and explanations from multiple
authoritative sources (e.g., speakers,
periodicals, online information).
2.3 Deliver oral responses to literature:

a. Develop an interpretation exhibiting careful
reading, understanding, and insight.
b. Organize the selected interpretation around
several clear ideas, premises, or images.
c. Develop and justify the selected
interpretation through sustained use of
examples and textual evidence.
2.4 Deliver persuasive presentations:

a. Provide a clear statement of the position.
b. Include relevant evidence.
c. Offer a logical sequence of information.
d. Engage the listener and foster acceptance of
the proposition or proposal.


Comprehension and Analysis of Grade-Level-Appropriate Text
2.5 Deliver presentations on problems and

solutions:
a. Theorize on the causes and effects of each
problem and establish connections between
the defined problem and at least one solution.
b. Offer persuasive evidence to validate the
definition of the problem and the proposed
solutions.
Comments

What resources
are available for
each selection?
Lesson Plans
The resources that accompany Glencoe Literature: California Treasures
help meet the needs of all students: English learners, Approaching, On-
Level, and Advanced. The lesson plans that follow help you organize and
manage these resources as well as pace instruction. This pacing takes into
consideration the various levels of students within one classroom and
provides for flexible time spans.
• The purple lesson plans reflect selections included in the Essential

Course of Study—selections that teach tested standards in a time
effective manner. These selections are taken from the Student Edition
and are also included in Read and Write—worktexts that are available in
three levels: English Learners, Approaching, and On-Level. Note that
these lesson plans also show you how to incorporate Expressions into
your classroom instruction, meeting the requirements of Program 2
(English Language Development).
• The blue lesson plans address all remaining selections and workshops in
the Student Edition.
CA LE SSON P L A NS
Universal Access: Listening Library Audio CD
“Persephone” (pp. 540–548) English Learners
(continued)
Listening Library Sourcebook: Strategies and Activities
Lesson Plan and Resource Manager

Universal Access: TE Strategic Activity, p. 543
UNIT FOUR What’s Fair and What’s Not?, Part 2: Freedom and Equality Approaching Level Glencoe Interactive Vocabulary CD-ROM
Listening Library Audio CD
California ELA SE: Reading 3.7, Writing 2.1.a, Listening and Speaking 2.1.a
CA LE SSO N P L A NS
California Treasures Essent
Standards
Lesson Summary
TE: Writing 2.1, Reading 3.1, Reading 3.2
On pages 540–548 of the Student Edition, students will be introduced to the following:
Universal Access:
Skill Level Up! A Skills-Based Language Arts Game CD-ROM
Novel Companion SE
ial Course of Study • Big Question: What’s Fair and What’s Not? Advanced Learners Novel Companion TG
• Literary Element: Foreshadowing
Literature Classics, Middle School CD-ROM
“Eulogy on the Dog” • Reading Strategy: Activate Prior Knowledge
• Writing Activity/Grammar: Point of View, Explanatory Essay,
(pp. 478–484)
Lesson Plan and Resource Universal
Capitalization of Sentences, Dialogue
Access: Extension Grammar and Language Workbook SE/TAE
Manager TE Vocabulary Preteachi
• Vocabulary: Academic Approach ing Level
Vocabulary ng, p. 478 Grammar and Language TAE
UNIT FOUR
What’s Fair and What’s Not? TE Strategic Activity, p.
Part 1: Seeing Another Side • Speaking, Listening, and Viewing Skills: Oral Report 481 Revising with Style
Interactive Read and Write
California ELA (Approaching) SE/TE, pp. Spelling Power SE
SE: Reading 1.2, 2.8, 3.7, Lesson Duration Two 45–50 minute sessions Glencoe Interactive Vocabula 163–168
Standards Writing 1.3, 2.5 ry CD-ROM Spelling Power TAE
TE: Reading 1.1, Writing Listening Library Audio CD
1.3 Readability Scores Dale-Chall: 5.5 DRP: 55 Lexile: 860
Lesson Summary Listening Library Sourcebo Daily Writing TE p. 544
On pages 478–484 of the ok: Strategies and Activities
Student Edition, students Focus SE / TE pp. 540–541 Skill Level Up! A Skills-Bas SE / TE p. 548
• Big Question: What’s Fair will be introduced to the ed Language Arts Game
and What’s Not? following: Selection Focus Transparency
Universal 3 Access: CD-ROM
• Literary Element: Argument Novel Companion SE/TG Cross-Curricular SE / TE View the Art, pp. 543, 546
Daily Language Practice Advanced
Transparencies
Learners113, 114
• Reading Skill: Analyze Literature Classics, Middle Connections TE Language History, p. 543
Figurative Language School CD-ROM
• Vocabulary: Vocabula Teach SE / TE pp. 542–546 Skill Level Up! A Skills-Bas glencoe.com
ry Practice, Academic Vocabula ed Language Arts Game
ry Unit 4 Teaching Resources, Literary Element, p. 162
Extension CD-ROM
• Writing Activity/Grammar: Grammar and Language Independent Reading BackPack Reader
Persuasive Essay, Prepositio Unit 4 Teaching Resources, Reading Strategy, p. 163 Workbook SE/TAE
Lesson Duration ns Revising BookLink K–12 CD-ROM
Two to five 45–50 minute Unit 4 Teaching Resources, Selection Vocabulary Practice, p.with 164Style
sessions
Readability Scores Spelling Power SE/TAE Glencoe Literature Library
Dale-Chall: 6.8 Unit 4 Teaching Resources, Vocabulary Strategy, p. 165
DRP: 59 Lexile: 1190 Daily Writing Glencoe Literature Library Teacher Resources CD-ROM
Focus Unit 4 Teaching Resources, Grammar Practice,TE p. 482
p. 166
SE / TE p. 478–479 inTIME magazine
Literary Elements Transparency 26 SE / TE p. 484
Daily Language Practice Cross-Cur Literature Classics, Middle School CD-ROM
Transparencies 100–101 Classroom Presentation Toolkit ricular
CD-ROM TE Cultural History: Canine
Literature Launchers: Pre-Read Companions, p. 480
ing Videos DVD, Selection Listening Library CD, Connectio ns
Selection Audio SE / TE View the Art, p. Technology and Planning and Instruction:
Literature Launchers Teacher Launcher 480
Guide TeacherWorks Plus CD-ROM Additional Resources TeacherWorks Plus CD-ROM
Teach glencoe.com
SE / TE pp. 480–481 Vocabulary PuzzleMaker
IndependCD-ROM
ent Reading
Classroom Presentation Toolkit CD-ROM
Interactive Read and Write BackPack Reader Literature Online at glencoe.com (QuickPass Code: GL16265u4T)
SE/TE, pp. 163–168 Assess SE / TE p. 547 BookLink
Unit 4 Teaching Resource K–12 CD-ROM
s, Literary Element, p. 70 Unit 4 Teaching Resources, Selection Quick Check, p. 167 Students Tools:
Unit 4 Teaching Resource Glencoe Literature Library
s, Reading Strategy, p. 71 Unit 4 Teaching Resources, Selection Quick Check (Spanish), p. 168 StudentWorks Plus CD-ROM or DVD-ROM
Unit 4 Teaching Resource Glencoe Literature Library Teacher
s, Selection Vocabulary Assessment Resources, Selection Test, pp. 127–128 Resources CD-ROM Online Student Edition at glencoe.com
Unit 4 Teaching Resource Practice, p. 72 inTIME magazine
s, Vocabulary Strategy, p. ExamView Assessment Suite CD-ROM Literature Online at glencoe.com (QuickPass Code: GL16234u4)
Unit 4 Teaching Resource 73 Literature Classics, Middle
s, Grammar Practice, p. Progress Reporter Online Assessment School CD-ROM
Literary Elements Transpare 74 Technolo gy and
ncy 6 Planning and Instruction:
Classroom Presentation Universal Access: TE Vocabulary, p. 540 Additiona l Resources
Toolkit CD-ROM TeacherWorks Plus CD-ROM
Listening Library CD, Selection English Learners TE Intermediate, p. 541
Audio Classroom Presentation
TeacherWorks Plus CD-ROM TE Beginning/Early Intermediate, p. 543 Toolkit CD-ROM
Literature Online at glencoe.c
Vocabulary PuzzleMaker Unit 4 Teaching Resources, Selection Summaries: English and Spanish, p. 156 om (QuickPass Code: GL16265u4T)
CD-ROM Students Tools:
Assess Unit 4 Teaching Resources, Selection Summary: Vietnamese, p. 157
SE / TE pp. 482–484
Unit 4 Teaching Resources, Selection Summary:StudentWTagalog, p. orks
158Plus CD-ROM or DVD-ROM
Unit 4 Teaching Resource Online Student
s, Selection Quick Check, Unit 4 Teaching Resources, Selection Summary: Cantonese, p. 159 Edition at glencoe.com
Unit 4 Teaching Resource p. 75
s, Selection Quick Check
(Spanish), p. 76 Unit 4 Teaching Resources, Selection Summary:Literature
Hmong, p.Online161 at glencoe.com (QuickPass
Assessment Resources, Code: GL16234u4)
Selection Test, pp. 115–116 PROGR A
Unit 4 Teaching Resources, M 2 Quick Check (Spanish), p. 168
Selection
ExamView Assessment Suite
CD-ROM English LanguageExpressio
Coach
Progress Reporter Online ns
Assessment Glencoe Interactive Vocabulary
Buckle Up, Pup!CD-ROM SE pp. 177–188
Universal Access: TE pp. 177–188d
TE Vocabulary Preteachi and Riding without
English Learners ng, p. 478 145 California Treasures Standards Road Map Lesson Plans 146
TE Reading Skill, p. 481 Seatbelts Expressio ns Practice Book, pp. 84–90
TE Beginning/Early Intermedi Lesson Duration: 2-5 Listening Library Audio CD
ate, p. 479
Interactive Read and Write class periods Glencoe Interactive Vocabula
(EL) SE/TE, pp. 163–168 ry CD-ROM
Unit 4 Teaching Resource 117_152_LP_G6_CA_U4.indd 145 4/3/08 9:00:11 AM 117_152_LP_G6_CA_U4.indd 146 4/3/08 9:00:15 AM
s, Selection Summaries:
Cantonese, and Hmong, English, Spanish, Vietname
pp. 64–69 se, Tagalog,
* Access online resources

Unit 4 Teaching Resource
s, Selection Quick Check
English Language Coach (Spanish), p. 76
Glencoe Interactive Vocabula
ry CD-ROM

Listening Library Sourcebo
Standards Road Map
ok: Strategies and Activities
quickly and directly by entering
117_152_LP_G6_CA_U4.in
dd 127
Lesson Plans 128

the QuickPass code on the
4/3/08 8:59:05 AM
glencoe.com home page.

117_152_LP_G6_CA_U4.in
I C O N K E Y:
dd 128
4/3/08 8:59:10 AM
TE Teacher Edition Black Line Master Workbook Transparency

SE Student Edition Print Resource CD-ROM/DVD-ROM/DVD Internet Resource
CA LE SSON P L A NS
Unit 1 Introduction (pp. 0–8)

UNIT ONE
What Makes a Hero?
California ELA SE: Reading 3.2, Writing 2.4
Standards TE: Reading 2.4, Reading 1.1
Lesson Summary On pages 0–8 of the Student Edition, students will be introduced to the following:
• Big Question: What Makes a Hero?
• Genre Focus: Short Fiction
• Reading Skills: Identify Cause-and-Effect Relationships, Deter-
mine Main Idea and Supporting Details, Analyze Text Structure,
Compare and Contrast, Analyze Plot, Analyze Story Elements
• Writing Product: Narrative
• Vocabulary Skills: Word Usage, Context Clues, Synonyms and
Antonyms
• Grammar: Main and Helping Verbs, Present Perfect Tense
• Listening/Speaking/Viewing Skill: Analyze Art
Lesson Duration One 45–50 minute session
Focus SE / TE pp. 0–2
Daily Language Practice Transparency 1
Literature Launchers: Pre-Reading Videos DVD, Unit 1 Launcher
Teach SE / TE pp. 3–7
Unit 1 Teaching Resources, Unit Introduction, pp. 1–2
Unit 1 Teaching Resources, Big Idea Foldable, pp. 3–4
Unit 1 Teaching Resources, Big Idea School-to-Home Connection, p. 5
Unit 1 Teaching Resources, Unit Challenge Planner, pp. 12–15
Unit 1 Teaching Resources: Academic Vocabulary Development, pp. 16–17
Assess SE / TE p. 8
Assessment Resources, Unit 1 Diagnostic Assessment, pp. 1–4
California Standards Practice SE
California Standards Practice ATE
ExamView Assessment Suite CD-ROM
Progress Reporter Online Assessment
Universal Access: TE Beginning/ Early Intermediate, pp. 5, 7
English Learners Unit 1 Teaching Resources, Big Idea School-to-Home Connection: Spanish, p. 6
Unit 1 Teaching Resources, Big Idea School-to-Home Connection: Vietnamese, p. 7
Unit 1 Teaching Resources, Big Idea School-to-Home Connection: Tagalog, p. 8
Unit 1 Teaching Resources, Big Idea School-to-Home Connection: Cantonese, p. 9
Unit 1 Teaching Resources, Big Idea School-to-Home Connection: Hmong, p. 11
English Language Coach
Universal Access: TE pp. 3, 5
Approaching Level Skill Level Up! A Skills-Based Language Arts Game CD-ROM

Universal Access: Novel Companion SE, pp. 11–54
Advanced Learners Novel Companion TG
Extension Grammar and Language Workbook SE
Grammar and Language TAE
Revising with Style
Spelling Power SE
Spelling Power TAE
Daily Writing TE p. 8
Cross-Curricular SE / TE Teacher Edition, View the Art, pp. 0, 4
Connections TE Cultural History: p. 3
TE Literary History: p. 4
glencoe.com
Independent Reading BackPack Reader
BookLink K–12 CD-ROM
Glencoe Literature Library Teacher Resources CD-ROM
inTIME magazine
Technology and Planning and Instruction:
Additional Resources TeacherWorks Plus CD-ROM
Literature Online at glencoe.com (QuickPass Code: GL16265u1T)
Students Tools:
StudentWorks Plus CD-ROM or DVD-ROM
Online Student Edition at glencoe.com
Literature Online at glencoe.com (QuickPass Code: GL16234u1)
Lesson Plans 2
CA LE SSON P L A NS
Part 1 Opener, “The Scribe,” and

Vocabulary Workshop (pp. 9–23)
UNIT ONE What Makes a Hero? Part 1: Helping Others
California ELA SE: Reading 3.5, Reading 1.3

Standards TE: Reading 1.2, Reading 1.4, Reading 1.5, Reading 3.3, Reading 3.5, Reading 3.7, Writing 1.1,
Writing 1.3, Listening and Speaking 1.4, Listening and Speaking 1.5
• Literary Elements: Narrator and Point of View
• Reading Skill: Connect to Personal Experience
• Vocabulary Skills: Word Parts
• Writing Activity/Grammar: Write a Journal Entry
Lesson Duration Two 45–50 minute sessions
Readability Scores Dale-Chall: 5.3 DRP: 47 Lexile: 690
Focus SE / TE pp. 10–11, 23
Daily Language Practice Transparencies 2, 3
Teach SE / TE Teacher Edition, pp. 12–21, 23
Unit 1 Teaching Resources, Literary Element, p. 26
Unit 1 Teaching Resources, Reading Strategy, p. 27
Unit 1 Teaching Resources, Selection Vocabulary Practice, p. 28
Unit 1 Teaching Resources, Vocabulary Strategy, p. 29
Unit 1 Teaching Resources, Grammar Practice, p. 30
Literary Elements Transparency 44
Listening Library CD, Selection Audio
Vocabulary PuzzleMaker CD-ROM
Assess SE / TE pp. 22, 23
Unit 1 Teaching Resources, Selection Quick Check, p. 31
Unit 1 Teaching Resources, Selection Quick Check (Spanish), p. 32
Assessment Resources, Selection Test, pp. 33–34
Universal Access: TE Vocabulary Preteaching, p. 10
English Learners TE Literary Element, p. 13
TE Reading Skill, p. 17
TE Beginning/Early Intermediate, pp. 9, 11, 13, 17
TE Early Advanced, pp. 15, 19
TE Intermediate, pp. 11, 17, 23
Unit 1 Teaching Resources, English Language Coach, p. 19
Unit 1 Teaching Resources, Selection Summaries: English and Spanish, p. 20
Unit 1 Teaching Resources, Selection Summary: Vietnamese, p. 21

Universal Access: Unit 1 Teaching Resources, Selection Summary: Tagalog, p. 22
English Learners Unit 1 Teaching Resources, Selection Summary: Cantonese, p. 23
(continued) Unit 1 Teaching Resources, Selection Summary: Hmong, p. 25
Glencoe Interactive Vocabulary CD-ROM
Approaching Level TE Literary Element, p. 20
TE Big Idea, p. 21
TE Strategic Activity, p. 23
Universal Access: TE Literary Element, p. 16
Advanced Learners Novel Companion SE
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
Cross-Curricular SE / TE View the Art, pp. 9, 15, 16
Connections TE Teacher Edition, Cultural History: Literacy, p. 14
TE Cultural History: The Great Depression, p. 19
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 4
CA LE SSON P L A NS
TIME: Hurricane Heroes (pp. 24–27)

California ELA SE: Reading 2.1, Reading 2.3, Writing 1.3

• Reading Skill: Preview, Activate Prior Knowledge
Focus SE / TE p. 24
Daily Language Practice Transparencies 4
Assess SE / TE Teacher Edition, p. 27
Universal Access: TE Beginning/Early Intermediate, Early Advanced, p. 25
English Learners TE Intermediate, pp. 25, 27
Unit 1 Teaching Resources, Selection Summary: Tagalog, p. 35
Unit 1 Teaching Resources, Selection Summary: Cantonese, p. 36
Unit 1 Teaching Resources, Selection Summary: Hmong, p. 38
Universal Access: TE Teaching Note, p. 26
Approaching Level TE Strategic Activity, p. 27

Universal Access: Novel Companion SE
Revising with Style
Spelling Power SE
Spelling Power TAE
Cross-Curricular SE / TE View the Photograph, p. 27
Connections TE Political History: Disaster Relief Organizations, p. 24
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 6
CA LE SSON P L A NS
Selection: The Dog of Pompeii (pp. 28–43)

California ELA SE: Reading 3.3, Writing 2.2.b, Writing 2.3

Standards TE: Reading 1.4, Reading 2.3, Reading 2.4
• Literary Element: Setting
• Reading Skill: Identify Cause-and Effect Relationships
• Vocabulary Skill: Academic Vocabulary
• Writing Activity/Grammar: Research Report
• Listening/Speaking/Viewing Skills: Analyze Art
Lesson Duration Three 45–50 minute sessions
Focus SE / TE Teacher Edition, p. 28–29
Daily Language Practice Transparencies 5, 6, 7
Teach SE / TE Teacher Edition, pp. 30–40
Unit 1 Teaching Resources, Literary Element: 48
Unit 1 Teaching Resources, Reading Strategy: 49
Assess SE / TE pp. 41–43
Universal Access: TE Beginning/Early Intermediate, p. 37, 39, 43
English Learners TE Early Advanced, p. 31
TE Intermediate, pp. 29, 33

English Learners Listening Library Sourcebook: Strategies and Activities
(continued)
Approaching Level TE Benchmark Activity, p. 31
TE Reading Skill, pp. 31, 32, 38, 40
TE Strategic Activity, pp. 35, 37
TE Literary Element, p. 35
TE Big Question, p. 39
Universal Access: TE Advanced Activity, p. 35
Advanced Learners TE Vivid Verbs, p. 39
Novel Companion SE
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
Daily Writing SE / TE p. 29, 43
TE p. 32
Cross-Curricular SE / TE View the Art, p. 30
Connections SE / TE Connect to Social Studies, p. 41
TE Cultural History, pp. 32, 40
TE Literary History, p. 36
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 8
CA LE SSON P L A NS
Genre Focus: Short Fiction (pp. 44–45)


Standards
• Literary Elements: Characters, Plot, Point of View, Setting, and Theme
• Reading Skill: Constructing Graphic Organizers
Focus SE / TE p. 44
Unit 1 Teaching Resources,
Literary Elements Transparencies 11, 12, 50, 56, 70
Universal Access: TE Early Advanced, p. 45
English Learners
Novel Companion TG
Daily Writing SE / TE p. 44
Cross-Curricular TE Literary History, p. 44
Connections glencoe.com
inTIME magazine
Students Tools:

Notes
Lesson Plans 10
CA LE SSON P L A NS
“What Exactly Is a Hero?” (pp. 46–51)


• Literary Element: Text Structure
• Reading Skill: Determine Main Idea and Supporting Details
• Writing Activity/Grammar: Write a Letter
Lesson Duration One to five 45–50 minute sessions
Literature Launchers: Pre-Reading Videos DVD, Selection Launcher
Literature Launchers Teacher Guide
Interactive Read and Write SE/TE, pp. 1–10
Unit 1 Teaching Resources, Literary Element: 63
Assess SE / TE pp. 51
English Learners TE Reading Skill, p. 50
TE Beginning/Early Intermediate, p. 47
TE Intermediate, pp. 47
Interactive Read and Write (EL) SE/TE, pp. 1–10
Unit 1 Teaching Resources, Selection Summaries: English, Spanish, Vietnamese, Tagalog,
Cantonese, and Hmong, pp. 57–62

Universal Access: Glencoe Interactive Vocabulary CD-ROM
English Learners Listening Library Audio CD
(continued)
Interactive Read and Write (Approaching) SE/TE, pp. 1–10
Universal Access: Novel Companion SE/TG
Advanced Learners Literature Classics, Middle School CD-ROM
Extension Grammar and Language Workbook SE/TAE
Revising with Style
Spelling Power SE/TAE
Cross-Curricular glencoe.com
Connections
inTIME magazine
Students Tools:
PROGR AM 2
Expressions SE pp. 1–12
“Buddhism” and TE pp. 1–12d
“Mahatma Gandhi: Expressions Practice Book, pp. 1–7
The Salt March” Listening Library Audio CD
Lesson Duration: 2-5 Glencoe Interactive Vocabulary CD-ROM
class periods
Lesson Plans 12
CA LE SSON P L A NS
“The King of Mazy” (pp. 52–68)


• Literary Element: Plot
• Reading Skill: Visualize
• Writing Activity/Grammar: Summary
• Study Skills: Internet Research
Lesson Duration Two to five 45–50 minute sessions
Focus SE / TE Edition, pp. 52–53
Selection Focus Transparency 1
Read Aloud, Think Aloud Transparencies 1–2
Assessment Resources, Selection Test, pp. 39–40, 175–232
English Learners TE Intermediate, pp. 53, 59, 63

(continued)
Universal Access: TE Vocabulary: Roots, p. 55
Approaching Level TE Strategic Activity, pp. 55, 57, 59
TE Benchmark Activity, pp. 55, 61
TE Literary Element, pp. 57, 64
TE Reading Strategy, p. 60
Universal Access: TE p. 61
Advanced Learners Novel Companion SE/TG
Revising with Style
TE p. 60
Cross-Curricular SE / TE View the Art, pp. 58, 62
Connections TE History: Literary, p. 58
glencoe.com
Independent Reading BackPack Reader; Glencoe Literature Library; inTIME magazine
Students Tools:
PROGR AM 2
Expressions: SE pp. 13–24
“The King of Mazy” TE pp. 13–24d
Lesson Duration: 2-5 Expressions Practice Book, pp. 8–12
class periods Listening Library Audio CD
Lesson Plans 14
CA LE SSON P L A NS
Cultural Perspective: from Yukon Gold: “The Story

of the Klondike Gold Rush” (pp. 69–72)

Standards TE: Reading 2.4, Reading 2.7, Reading 3.3, Writing 2.5
• Literary Element: Tone
• Reading Strategy: Analyze Text Structure
• Writing Activity/Grammar: Persuasive Compositions
Focus SE / TE p. 69
Assess SE / TE p. 72
Teaching Resources, Selection Quick Check (Spanish), p. 91
Universal Access: TE Beginning/ Early Intermediate, p. 69
English Learners TE Intermediate, p. 69, 71
Universal Access: TE Small Group Activity, p. 71
Approaching Level Glencoe Interactive Vocabulary CD-ROM

Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 16
CA LE SSON P L A NS
Part 2 Opener and “All Stories Are Anansi’s” (pp. 73–80)

UNIT ONE What Makes a Hero? Part 2: Clever Solutions
California ELA SE: ELA R 3.6, ELA W 2.1b

Standards TE: ELA R 1.4, ELA R 3.2, ELA R 3.3
• Literary Element: Theme
• Reading Skill: Make Predictions About Plot
• Vocabulary Skill: Vocabulary Practice
• Writing/Grammar Skills: Write a Scene
• Listening/Speaking/Viewing Skill: Analyze a Scene
Universal Access: TE Beginning/ Early Intermediate, p. 73
TE Reading Practice, p. 76

Universal Access: Unit 1 Teaching Resources, Selection Summary: Hmong, p. 99
English Learners Unit 1 Teaching Resources, Selection Quick Check (Spanish), p. 100
(continued) Glencoe Interactive Vocabulary CD-ROM
Revising with Style
Spelling Power SE
Spelling Power TAE
Connections TE Literary History, p. 76
TE Language History, p. 78
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 18
CA LE SSON P L A NS
“Dragon, Dragon” (pp. 81–94)

California ELA SE: Reading 3.2, Reading 3.6, Writing 1.3, Writing 2.1.a
Standards TE: Reading 3.7
• Literary Element: Character
• Reading Skill: Compare and Contrast Characters
• Vocabulary Skill: Vocabulary Practice, Academic Vocabulary
• Writing Activity/Grammar: Evaluate Performance
• Listening, Speaking, and Viewing Skill: Performance
Lesson Duration Three 45–50 minute sessions
Daily Language Practice Transparencies 14–16
Universal Access: TE Beginning/Early Intermediate, pp. 81, 87, 89
English Learners TE Vocabulary Preteaching p. 82
TE Early Advanced, p. 83

(continued) Listening Library Sourcebook: Strategies and Activities
Universal Access: TE Strategic Activity pp. 83, 89
Approaching Level TE Visual Vocabulary, p. 90
Universal Access: TE Idioms, p. 85
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
Daily Writing SE / TE pp. 82, 84
TE p. 86
Connections TE Edition, Literary History, p. 89
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 20
CA LE SSON P L A NS
“Three Queens of Egypt” (pp. 95–101)

California ELA SE: Reading 2.4, Writing 2.1.b

• Literary Element: Anecdote
• Reading Skills: Monitor Comprehension
• Writing Activity/Grammar: Write a Scene
Assess SE / TE p.101
Universal Access: TE Teacher Edition, Intermediate, pp. 95, 97
TE Teacher Edition, Early Advanced, p. 99

(continued)
Universal Access: TE Teacher Edition, Vocabulary Preteaching, p. 96
Approaching Level TE Reading Strategy, p. 97
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 22
CA LE SSON P L A NS
“Street Magic” (pp. 102–112)

California ELA SE: Reading 3.1, Writing 2.2, Writing 2.1.c

Standards TE: Reading 1.4, Reading 1.8, Reading 3.2, Reading 3.6
• Literary Element: Dialogue
• Reading Skill: Interpret Graphic Stories
Readability Scores Dale-Chall: N/A DRP: N/A Lexile: N/A
TE Beginning/Early Intermediate, pp. 105, 109, 111

(continued)
Universal Access: TE Literary Element, pp. 107, 110
Universal Access: TE Literary Element, pp. 105, 111
Advanced Learners TE Idioms, p. 107
Novel Companion SE
Novel Companion TG
Spelling Power SE
Spelling Power TAE
Connections TE Cultural History, p. 106
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 24
CA LE SSON P L A NS
“Stray” and Grammar Workshop (pp. 113–121)

California ELA SE: Reading 3.2, Language Conventions 1.1

Standards TE: Writing 1.1, ELA Listening and Speaking 1.7
• Literary Element: Characterization
• Reading Skills: Analyze Plot
• Writing Activity/Grammar: Write a Letter, Sentence Combining
Focus SE / TE pp. 113–114, 120
Teach SE / TE pp. 115–118, 120–121
Unit 1 Teaching Resources, Grammar Workshop: Sentence Combining, p. 159
Grammar and Language Transparencies 15, 31, 42, 49, 53
Universal Access: TE Vocabulary p. 113
English Learners TE Vocabulary Preteaching, p. 114
TE Intermediate, p. 115

(continued)
Revising with Style
Revising with Style
Spelling Power SE
Spelling Power TAE
Cross-Curricular TE Cultural History, pp. 115, 116
inTIME magazine
Students Tools:
Lesson Plans 26
CA LE SSON P L A NS
“Pecos Bill” (pp. 122–134)

California ELA SE: Reading 3.3, Reading 3.6, Reading 3.8, Writing 2.1.b
Standards TE: Reading 2.4, Writing 1.1, Reading 3.2
• Reading Skill: Analyze Story Elements
• Vocabulary Skill: Academic Vocabulary
• Writing Activity/Grammar: Write with Style, Apply Tone, Present
Perfect Tense
• Listening, Speaking, and Viewing Skills: Oral Presentation:
Careers; Discussion: Heroes
Assess SE / TE pp 133–134
Universal Access: TE Beginning/Early Intermediate, pp. 123, 125, 127, 129, 131
English Learners TE Reading Skill, pp. 126, 127, 132
TE Literary Element, pp. 126, 128

Approaching Level TE Reading Skill p. 124
TE Benchmark Activity, p. 125, 129, 131
Universal Access: TE Advanced Activity, pp. 127
Advanced Learners TE Reading Skill, p. 129
Novel Companion SE/TG
Revising with Style
TE p. 126
glencoe.com
Students Tools:
PROGR AM 2
“Pecos Bill” TE pp. 25–34d
class periods Reading Fluency: R1
Lesson Plans 28
CA LE SSON P L A NS
Comparing Literature: “The Courage That My Mother

Had” and “My Father Is a Simple Man” (pp. 135–139)

• Literary Element: Theme
• Reading Skill: Compare and Contrast Theme
• Writing Activity/Grammar: Write to Compare
Focus SE / TE p. 135
Universal Access: TE Beginning/Early Intermediate, p. 136

Universal Access: Interactive Read and Write (Approaching) SE/TE, pp. 45–52
Revising with Style
inTIME magazine
Students Tools:
PROGR AM 2
Comparing Literature: TE pp. 35–46d
“Nkosi Johnson: A Expressions Practice Book, pp. 18–23
Boy Like a King” and Reading Fluency: R2
“A Man” Listening Library Audio CD
class periods
Lesson Plans 30
CA LE SSON P L A NS
Writing Workshop: Narrative (pp. 140–145)

UNIT ONE What Makes a Hero?
California ELA SE: Writing 2.1

Standards TE: Writing 2.1.a, Reading 3.1
Writing Prompt A narrative tells a story. Write a short story in which one character becomes a hero by
helping another character find a clever solution to a problem. The audience will be your
classmates and teacher.
California Writing Resources: Writing Process Strategies 1–22
California Writing Resources: Narrative Writing 1–13
Writing Workshop Transparencies 6–10
Unit 1 Teaching Resources, Writing Workshop Graphic Organizer, p. 185
Unit 1 Teaching Resources, Writing Workshop Checklist, p. 187
Unit 1 Teaching Resources, Writing Workshop Rubric, p. 186
Glencoe Online Essay Grader at glencoewriting.com
Universal Access: TE Intermediate, pp. 141, 143
English Learners
Universal Access: TE Benchmark Activity, p. 143
Approaching Level
Advanced Learners
Revising with Style
TE p. 144
Connections
Additional Resources Grammar and Composition Handbook
Grammar and Language Workbook SE/TAE
Success in Writing: Research and Reports
Writing Constructed Responses

Technology and Students Tools:
Additional Resources StudentWorks Plus CD-ROM or DVD-ROM
(continued) Online Student Edition at glencoe.com
PROGR AM 2
Expressions SE / TE pp. 47–51
Narrative
Lesson Duration: 2-5
class periods
Lesson Plans 32
CA LE SSON P L A NS
Speaking, Listening, and Viewing:

Narrative Presentation (pp. 43–55)
California ELA SE: Writing 2.1, Listening and Speaking 1.4

Standards TE: Listening and Speaking 1.7
Assignment Connect to Your Writing. Deliver an oral presentation of a narrative to your classmates. You
might want to adapt the narrative you write for the Writing Workshop on pages 140–145.
Remember that you focused on the Unit 1 Big Question: What makes a hero?
Teach SE / TE p. 146
Unit 1 Teaching Resources, SLV Activities, pp. 188–189
Student Presentation Builder on StudentWorks Plus CD-ROM or DVD-ROM and Online
Student Edition
Assess Unit 1 Teaching Resources, SLV Rubrics, p. 190
Universal Access: Listening Library Sourcebook: Strategies and Activities
English Learners
Approaching Level
Advanced Learners
Connections
Students Tools:
Student Presentation Builder on StudentWorks Plus CD-ROM or DVD-ROM
PROGR AM 2
Expressions SE / TE p. 52
Narrative Presentation
class periods

CA LE SSON P L A NS
Unit 1 Wrap-Up Lesson Plan (pp. 147–155)

California ELA SE: Writing 2.1, Writing 2.4, Writing 2.5.b, Listening and Speaking 1.7
Standards TE: Reading 1.4, Reading 2.2, Reading 2.4, Reading 2.7, Reading 3.3, Reading 3.5, Reading 3.6,
Writing 1.1, Writing 1.2, Writing 2.4
Lesson Summary On pages 147–155 of the Student Edition, students will:
• Complete the Unit Challenge • Complete the end of unit assessment
• Read independently
Lesson Duration Four 45–50 minute sessions
Focus SE / TE Unit Challenge, p. 147; Independent Reading, p. 148
Daily Language Practice Transparencies 28, 29, 30, 31
Teach SE / TE Unit Challenge, p. 147; Independent Reading, pp. 148–149
Assess SE / TE Assessment, pp. 150–155
Assessment Resources, Unit 1 Summative Assessment, pp. 163–164
California Standards Practice SE/TE
Universal Access: TE Intermediate, p. 149
English Learners
Approaching Level
Revising with Style
Daily Writing SE / TE pp. 147, 149, 154, 155
Cross-Curricular TE Cultural History, p. 149
Independent Reading SE / TE pp. 148–149
BackPack Reader; Glencoe Literature Library; inTIME magazine
Additional Resources Glencoe Online Essay Grader at glencoewriting.com
Students Tools:
Lesson Plans 34
CA LE SSON P L A NS
Unit 2 Introduction and “To Young Readers” (pp. 156–160)

U N I T T WO Why Read?

• Big Question: Why Read?
• Genre Focus: Informational Text
• Reading Skills and Strategies: Question, Recognize Author’s
Purpose, Analyze Text Structure, Visualize, Determine Main Idea
and Supporting Details, Identify Cause-and-Effect Relationships
• Writing Product: Functional Document
• Vocabulary: Synonyms and Antonyms, Context Clues, Word Usage
• Grammar: Past Perfect Tense, Future Tense, Irregular Verbs,
Nouns, Pronoun Antecedents
Read Aloud Think Aloud Transparency p. 7
Asses SE / TE p. 160
Universal Access: Unit 2 Teaching Resources, Big Idea School-to-Home Connection: Spanish, p. 6
English Learners Unit 2 Teaching Resources, Big Idea School-to-Home Connection: Vietnamese, p. 7
Approaching Level TE Big Question, p. 159

Universal Access: TE Big Question, p. 159
Advanced Learners Novel Companion SE, pp. 55–98
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 36
CA LE SSON P L A NS
Part 1 Opener and “Tracking Trash” (pp. 161–170)

U N I T T WO Why Read? Part 1: Learning About the World
California ELA SE: Reading 2.4, Writing 1.6, Writing 2.4a

Standards TE: Reading 2.7, Listening and Speaking 1.4
• Literary Elements: Author’s Purpose
• Reading Strategy: Question
• Vocabulary: Academic Vocabulary
• Writing Activity/Grammar: Summary, Edit and Proofread,
Commas in a Series
Unit 2 Teaching Resources, Part 1 Opener, p. 18
Universal Access: TE Early Intermediate, p. 163
English Learners TE Early Intermediate, p. 165

Universal Access: English Language Coach
English Learners Glencoe Interactive Vocabulary CD-ROM
(continued) Listening Library Audio CD
Approaching Level TE Vocabulary Preteaching, p. 162
Revising with Style
Spelling Power SE
Spelling Power TAE
Connections SE / TE Connect to Science, p. 168
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 38
CA LE SSON P L A NS
Functional Documents: Mail-Order Form, Bank

Account Application, E-mail Instructions (pp. 171–177)

• Reading Strategy: Skim and Scan
• Vocabulary Skills: Analyze Text Features
• Writing Activity/Grammar: Create a Form
Unit 2 Teaching Resources, Reading Strategy, pp. 33–41
English Learners TE Advanced, p. 171
Approaching Level Interactive Read and Write (Approaching) SE/TE, pp. 53–62

Revising with Style
Connections
inTIME magazine
Students Tools:
PROGR AM 2
Functional TE pp. 53–60d
Documents: Mail- Expressions Practice Book pp. 24–27
Order Form, Library Listening Library Audio CD
Card Application Glencoe Interactive Vocabulary CD-ROM
Form, Membership
Application
class periods
Lesson Plans 40
CA LE SSON P L A NS
“The Sand Castle” and Grammar Workshop (pp. 178–189)

California ELA SE: Reading 2.3, Reading 3.7, Writing 1.2, Writing 2.5.a, Language Conventions 1.1
Standards TE: Reading 2.4, Reading 2.7, Reading 3.7, Writing 1.3, Writing 2.5, Language Conventions 1.2
• Literary Element: Flashback
• Reading Strategy: Connect to Today
• Vocabulary: Academic Vocabulary, Charades Game
• Writing Activity/Grammar: Expository Essay, Sentence Fragments
Focus SE / TE pp. 178–179, 189
Teach SE / TE pp. 180–185, 189
Unit 2 Teaching Resources, Grammar Workshop, p. 55
Grammar and Language Transparencies 32, 43
Assess SE / TE pp. 186–188, 189
English Learners TE Reading Strategy, p. 182
TE Early Intermediate, p. 179

Universal Access: Unit 2 Teaching Resources, Selection Summaries: English, Spanish, Vietnamese, Tagalog,
English Learners Cantonese, and Hmong, pp. 42–47
(continued) Unit 2 Teaching Resources, Selection Quick Check (Spanish), p. 54
Approaching Level TE African American Vernacular English, p. 183
Universal Access: TE Literary Element, p. 182; Advanced Activity, p. 185
Revising with Style
Connections TE Political History, p. 180
SE / TE Connect to Art, p. 186
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
“The Sand Castle” TE pp. 71–84d
and “Heating with Expressions Practice Book, pp. 33–38
Sunlight” Reading Fluency: R3
Lesson Duration: 2-5 Listening Library Audio CD
class periods
Lesson Plans 42
CA LE SSON P L A NS
TIME: “Nobody’s Perfect” (pp. 190–193)


• Reading Skills: Connect to Personal Experience, Preview
• Study Skills/Research/Assessment: Research Careers
English Learners Unit 2 Teaching Resources, Selection Summaries: English and Spanish, p. 56
Universal Access: TE Strategic Activity, pp. 191, 193
Universal Access: TE Description, p. 193
Novel Companion TG

Universal Access: Literature Classics, Middle School CD-ROM
Advanced Learners Skill Level Up! A Skills-Based Language Arts Game CD-ROM
(continued)
Revising with Style
Spelling Power SE
Spelling Power TAE
Connections
inTIME magazine
Students Tools:
Lesson Plans 44
CA LE SSON P L A NS
“who knows if the moon’s” (pp. 194–197)


• Literary Element: Imagery
• Writing Activity/Grammar: Write with Style: Apply Imagery, Past
Perfect Tense

Revising with Style
Spelling Power SE
Spelling Power TAE
Connections
inTIME magazine
Students Tools:
Lesson Plans 46
CA LE SSON P L A NS
“The Emperor’s Silent Army: Terracotta Warriors

of Ancient China” (pp. 198–209)

Standards TE: Reading 2.2, Reading 3.2, Reading 3.5, Language Conventions 1.1
• Literary Element: Description
• Reading Skill: Recognize Author’s Purpose, Main Idea
• Vocabulary: Word story

Revising with Style
Connections TE Cultural History: Clay, p. 201
TE Cultural History, p. 204
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
“A Silent Army of TE pp. 61–70d
Clay” Expressions Practice Book, pp. 28–32
class periods Glencoe Interactive Vocabulary CD-ROM
Lesson Plans 48
CA LE SSON P L A NS
“Climate” (pp. 210–217)


Standards TE: Reading 2.4, Writing 1.4
• Literary Element: Text Features
• Reading Skill: Analyze Text Structure
• Writing Activity/Grammar: Summary
• Research Practice: Use Sources

Revising with Style
Connections TE Language History, p. 212
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
Expressions: SE pp. 85–94
“Climate” TE pp. 85–94d
Lesson Plans 50
CA LE SSON P L A NS
Genre Focus: Informational Text and

Vocabulary Workshop (pp. 218–220)
California ELA SE: Reading 1.4, Reading 1.5, Reading 2.1

• Genre Focus: Informational Text
• Reading Skills: Skim and Scan, Research
• Vocabulary Skills: Context Clues, Shades of Meaning
Focus SE / TE pp. 218, 220
Teach SE / TE pp. 218–219, 220
Unit 2 Teaching Resources, Genre Focus, pp. 101–102
Universal Access: Skill Level Up! A Skills-Based Language Arts Game CD-ROM
Advanced Learners
Extension Literature Classics, Middle School CD-ROM
Connections
inTIME magazine

Students Tools:
Lesson Plans 52
CA LE SSON P L A NS
Part 2 Opener and “The End of the World” (pp. 221–226)

U N I T T WO Why Read? Part 2: Exploring Traditions

• Literary Element: Oral Tradition
• Writing Activity/Grammar: Summarizing, Irregular Verbs
• Listening, Speaking, and Viewing Skill: Oral Report
Unit 2 Teaching Resources, Part 2 Opener, p. 104
English Learners Unit 2 Teaching Resources, English Language Coach, p. 104

Revising with Style
Spelling Power SE
Spelling Power TAE
Connections
inTIME magazine
Students Tools:
Lesson Plans 54
CA LE SSON P L A NS
“How the Snake Got Poison” (pp. 227–231)

California ELA SE: Reading 3.1, Writing 2.1.c, Writing 2.4

Standards TE: Reading 1.1, Reading 3.2, Writing 2.1
• Literary Element: Folktale
• Reading Skill: Make Generalizations About Characters
• Writing Activity/Grammar: Writing Practice: Dialogue and
Dialect, Nouns
• Listening, Speaking, and Viewing Skill: Performance
Universal Access: TE Beginning/Early Intermediate, pp. 227, 229
English Learners TE Intermediate, p. 227
TE Literary Element: Folktale, p. 228

Revising with Style
Spelling Power SE
Spelling Power TAE
Daily Writing TE pp. 230, 231
Connections TE Literary History, Preserving Culture, p. 229
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 56
CA LE SSON P L A NS
Literary Perspective: from Dust Tracks on a Road (pp. 232–235)

California ELA SE: Reading 2.3

• Reading Strategy: Visualize
• Writing Activity/Grammar: Write a Letters
Universal Access: TE Reading Strategy, p. 234

Revising with Style
Spelling Power SE
Spelling Power TAE
Connections TE Cultural History: Guggenheim Foundation, p. 232
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 58
CA LE SSON P L A NS
Four Haiku: Seasons (pp. 236–239)

California ELA SE: Reading 3.4, Writing 2.4a

• Literary Element: Haiku
• Spelling Link: Patterns in Words with Two or More Syllables

Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 60
CA LE SSON P L A NS
“Ballpark Food” (pp. 240–246)


• Vocabulary: Vocabulary Practice
• Writing Activity/Grammar: Write a Summary
English Learners TE Vocabulary Skills: Use Context, p. 244

Universal Access: TE Strategic Icon, p. 245
Approaching Level TE Reading Skill, p. 245
Universal Access: TE Math Connection p. 243
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
Connections TE Cultural History: Fenway Park, p. 243
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 62
CA LE SSON P L A NS
Media Workshop: Media Elements (p. 247)


Standards
Lesson Summary On pages 247 of the Student Edition, students will be introduced to the following:
• Media Elements: Text and Content, Graphics and Color, Motion
and Sound, Structure
Unit 2 Teaching Resources, Media Workshop, p. 154
Media Workshop DVD
Approaching Level TE Reading Skill, p. 245
Student Media Toolkit (Online Student Edition at glencoe.com)
Universal Access: Student Media Toolkit (Online Student Edition at glencoe.com)
Advanced Learners
Extension Media Workshop DVD
Students Tools:

Notes
CA LE SSON P L A NS
“Ta-Na-E-Ka” (pp. 248–261)

California ELA SE: Reading 3.2, Writing 2.3, Writing 2.4c

Standards TE: Reading 1.1, Reading 2.7, Reading 3.3, Reading 3.6, Writing 1.1, Writing 2.3, Listening and
Speaking 2.2
• Literary Element: Conflict
• Reading Skill: Make Inferences About Characters
• Writing Activity/Grammar: Analyze Character, Pronoun
Antecedents
• Research Skills: Research and Report
• Listening, Speaking, and Viewing Skill: Oral Report, Literature
Group
English Learners TE Early Advanced, pp. 251, 257
TE Literary Element: Conflict, p. 251
TE Advanced, p. 253

Universal Access: Unit 2 Teaching Resources, Selection Summary: Tagalog, p. 157
English Learners Unit 2 Teaching Resources, Selection Summary: Cantonese, p. 158
(continued) Unit 2 Teaching Resources, Selection Summary: Hmong, p. 160
Universal Access: TE Survival Tips, p. 255
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE SE p. 261
Connections TE Cultural History, pp. 251, 252
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 66
CA LE SSON P L A NS
TIME: “These Walls Can Talk” (pp. 262–270)


• Reading Skills: Identify Cause-and-Effect Relationships
• Vocabulary Skills: Use Word Parts
English Learners TE Beginning/Early Intermediate, p. 265

Approaching Level TE Reading Skill, pp. 254, 267
Revising with Style
Spelling Power SE
Spelling Power TAE
Connections TE Cultural History: Chauvet Cave, p. 264
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 68
CA LE SSON P L A NS
Comparing Literature: “He Lion, Bruh Bear, and

Bruh Rabbit” and “The Toad and the Donkey” (pp. 271–279)

• Literary Element: Characters
• Reading Skill: Compare and Contrast
• Writing Activity/Grammar: Write to Compare, Trickster Tales
Readability Scores “He Lion, Bruh Bear, and Bruh Rabbit:” Dale-Chall: 4.5 DRP: 48 Lexile: 840
“The Toad and the Donkey:” Dale-Chall: 4.5 DRP: 47 Lexile: 810
Unit 2 Teaching Resources, Comparing Literature Graphic Organizer, p. 181
Universal Access: TE Comparing Literature, p. 275

Approaching Level TE Comparing Literature, p. 273
Universal Access: TE Advanced Activity p. 275
Revising with Style
Connections TE Cultural History: Trickster Character, p. 272
TE Cultural History: African American Folktales, p. 277
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
“The Monkey and the TE pp. 95–104d and 105
Crocodile” Expressions Practice Book, pp. 44–48
Lesson Duration: 2-5 Reading Fluency: R4
Lesson Plans 70
CA LE SSON P L A NS
Writing Workshop: Functional Documents (pp. 280–285)


Standards TE: Writing 1.1, Writing 1.3, Language Conventions 1.1
Writing Prompt A functional document gives readers useful facts, instructions, and other types of information
for a specific purpose. Write an invitation to some friends to join you on your first trip in a
specific cultural attraction. Include a map with travel directions. Your audience, those reading
your document, will be the friends you are inviting on the trip.
Unit 2 Teaching Resources, Writing Workshop Rubric, p. 194–195
English Learners
Approaching Level TE Writing Skills: Sentence Variety, p. 285
TE Benchmark Activity, p. 285
Universal Access: TE Literary Journeys, p. 285
Revising with Style
Cross-Curricular TE Cultural History: Grand Canyon, p. 281
Connections TE Cultural History: Smithsonian Institution, p. 283
TE Cultural History: Mount Rushmore National Memorial, p. 285
glencoe.com

PROGR AM 2
Functional Documents
class periods
Lesson Plans 72
CA LE SSON P L A NS
Speaking, Listening, and Viewing: Informative

Presentation (p. 286)
California ELA SE: Listening and Speaking 2.2

Standards
Assignment Connect To Your Writing: Deliver an informative presentation to your classmates. You might
want to adapt the travel document you wrote for the Writing Workshop on pages 280–285.
Remember that you focused on the Unit 2 Big Question: Why Read?
Student Presentation Builder on StudentWorks Plus CD-ROM or DVD-ROM and
Online Student Edition
English Learners
Approaching Level
Advanced Learners
Connections
Students Tools:
PROGR AM 2
Informative
Presentation
class periods

Unit 2 Wrap-Up Lesson Plan (pp. 287–295)

California ELA SE: Writing 1.1, Writing 1.3

Standards TE: Reading 3.2, Reading 3.3, Reading 3.7, Writing 1.0, Writing 1.1, Writing 1.4, Writing 2.2,
Writing 2.5
Daily Language Transparency 58, 59, 60, 61
Assess SE / TE Assessment, pp. 290–295
California Standards Practice SE/ATE
English Learners
Approaching Level
Revising with Style
Cross-Curricular TE Political History: The Underground Railroad, p. 288
Connections TE Cultural History: Discovering Antarctica, p. 289
glencoe.com
Students Tools:
Lesson Plans 74
CA LE SSON P L A NS
Unit 3 Introduction: Explore the Big Question

and “Eleven” (pp. 296–304)
UNIT THREE What Makes You Who You Are?
California ELA SE: Reading 3.2, Reading 3.6, Writing 2.4.a

• Big Question: What Makes You Who You Are?
• Genre Focus: Poetry
• Reading Skills: Analyze Cultural Context, Synthesize
• Writing Product: Response to Literature
• Vocabulary: Context Clues, Word Usage, Synonyms/Antonyms
• Grammar: Indefinite Pronouns, Adjectives and Adverbs,
Comparative and Superlative, End Punctuation, Subjects and
Predicates, Compound Subjects and Predicates
Universal Access: TE Benchmark, p. 299

Universal Access: TE Figures of Speech, p. 301
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 76
CA LE SSON P L A NS
Part 1 Opener and “My Parents” (pp. 305–308)

UNIT THREE What Makes You Who You Are?, Part 1: Family and Friends
California ELA SE: Reading 3.4, Writing 2.2b

• Literary Element: Line and Stanza
• Reading Skills: Make Inferences About Characters
• Spelling Link: Patterns Based on Meaning

Revising with Style
Spelling Power SE
Spelling Power TAE
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 78
CA LE SSON P L A NS
“Same Song” and “Maestro” (pp. 309–314)

California ELA SE: Reading 3.4, Writing 2.1.c

• Literary Element: Alliteration and Assonance
• Reading Skills: Connect to Personal Experience
• Writing Activity/Grammar: Write a Journal Entry, Write with
Style, Poem: Apply Sound Devices, Indefinite Pronouns
Readability Scores “Same Song:” Dale-Chall: N/A DRP: N/A Lexile: N/A
“Maestro:” Dale-Chall: N/A DRP: N/A Lexile: N/A
English Learners TE Big Question, p. 312

Revising with Style
inTIME magazine
Students Tools:
PROGR AM 2
“Roger the Dog” TE pp. 123–128d
Lesson Plans 80
CA LE SSON P L A NS
“The All-American Slurp” (pp. 315–330)

California ELA SE: Reading 3.3, Reading 3.7, Writing 1.3, Writing 2.1.a
Standards TE: Reading 1.4, Reading 2.4, Reading 3.2, Reading 3.5, Reading 3.6, Writing 2.3, Listening and
Speaking 2.2
• Literary Element: Description
• Reading Skills: Analyze Cultural Context
• Writing Activity/Grammar: Point of View, Adjectives and
Adverbs
• Listening, Speaking, and Viewing Skills: Oral Presentation,
Literature Groups
Universal Access: TE Intermediate, pp. 315, 316, 323
English Learners TE Literary Element, pp. 319, 324

Universal Access: Unit 3 Teaching Resources, Selection Quick Check (Spanish), p. 53
English Learners English Language Coach
TE Benchmark Activity, 321
Universal Access: TE Learn About Careers, p. 325
Revising with Style
SE / TE p. 330
Connections TE Cultural History: Lactose Intolerance, p. 318; Cultural History: Chopsticks p. 328
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
Chinese Food and TE pp. 129–138d
Drink and Expressions Practice Book, pp. 59–64
Chinese Family Life Reading Fluency: R5
Lesson Plans 82
CA LE SSON P L A NS
“Mad” (pp. 331–333)

California ELA SE: Reading 1.2, Reading 3.7, Writing 2.4a

Standards
• Literary Element: Symbol
• Writing Activity/Grammar: Write a Blurb
• Spelling Link: Rule for ie and ei
Teach SE / TE pp. 332
Approaching Level Listening Library Audio CD

Revising with Style
Spelling Power SE
Spelling Power TAE
Connections
inTIME magazine
Students Tools:
Lesson Plans 84
CA LE SSON P L A NS
Literary Perspective: Interview with

Naomi Shihab Nye (pp. 334–336)
California ELA SE: Reading 2.7, Writing 2.4a

Standards TE: Language Conventions 1.2
• Reading Skill: Draw Conclusions About Author’s Purpose

Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 86
CA LE SSON P L A NS
Part 2 Opener, “I Dream a World,” and

“Life Doesn’t Frighten Me” (pp. 337–343)
UNIT THREE What Makes You Who You Are?, Part 2: Dreams and Goals
California ELA SE: Reading 3.4, Writing 2.3c

• Literary Element: Rhyme
• Writing Activity/Grammar: Poem, Comparative and Superlative
• Research Skills: Visual/Media Presentation
• Speaking, Listening, and Viewing Skills: Repetition
Readability Scores “I Dream a World:” Dale-Chall: N/A DRP: N/A Lexile: N/A
“Life Doesn’t’ Frighten Me:” Dale-Chall: N/A DRP: N/A Lexile: N/A
Unit 3 Teaching Resources, Part 2 Opener, Dreams and Goals, p. 72
English Learners TE Beginning/Early Intermediate, pp. 337, 343
TE Early Advanced, pp. 339, 341, 343

Universal Access: Unit 3 Teaching Resources, English Language Coach, p. 73
English Learners Unit 4 Teaching Resources, Selection Summaries: English, Spanish, Vietnamese, Tagalog,
(continued) Cantonese, and Hmong, pp. 74–79
Revising with Style
inTIME magazine
Students Tools:
PROGR AM 2
“The Swing” TE pp. 139–146d
and “Thoughts” Expressions Practice Book, pp. 65–69
Lesson Plans 88
CA LE SSON P L A NS
Genre Focus: Poetry (pp. 344–345)


• Genre Focus: Poetry
• Literary Element: Structure, Sound, Imagery
Unit 3 Teaching Resources: Genre Focus, pp. 84–85
Universal Access: TE Rhyme Scheme, p. 345
Connections
inTIME magazine
Students Tools:

Notes
Lesson Plans 90
CA LE SSON P L A NS
“Geraldine Moore, the Poet” (pp. 346–356)


Standards TE: Reading 1.1, Reading 1.3, Reading 2.4, Reading 3.3, Reading 3.8, Language Conventions
1.4, Listening and Speaking 2.2
• Literary Element: Characterization
• Reading Strategy: Make Inferences About Characters
• Writing Actvitiy/Grammar: Write a Short Story, Dialogue,
Quotation Marks
• Research Skills: Use Reliable Sources
English Learners TE Intermediate, pp. 347

(continued)
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 356
Cross-Curricular SE / TE View the Art, pp. 348, 350, 351, 353
inTIME magazine
Students Tools:
Lesson Plans 92
CA LE SSON P L A NS
“What I can do—I will—” and “Fame is a bee” (pp. 357–359)

California ELA SE: Reading 2.1, 3.7

• Literary Element: Metaphor and Simile
• Writing Activity/Grammar: Write a Stanza
• Spelling Link: Suffixes and the final e and the final y
Readability Scores “What I can do—I will—” Dale-Chall: N/A DRP: N/A Lexile: N/A
“Fame is a bee:” Dale-Chall: N/A DRP: N/A Lexile: N/A

Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 94
CA LE SSON P L A NS
“Wings” (pp. 360–373)


Standards TE: Reading 2.4, Reading 2.7, Reading 3.2, Reading 3.6
• Reading Strategy: Make Predictions About Plot
• Vocabulary Skills: Etymology
• Writing Activity/Grammar: Write a Scene, End Punctuation
• Speaking, Listening, and Viewing Skills: Literature Groups
English Learners TE Literary Elements, p. 366
TE Early Advanced, pp. 361, 363
TE Early Intermediate, p. 367

Universal Access: TE Reading Fluency, p. 363
Advanced Learners TE Reading Strategy, p. 369
Novel Companion SE
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
Connections TE Political History, In Ancient Greece, p. 366
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 96
CA LE SSON P L A NS
Historical Perspective: “King Minos and Art

on the Palace Walls” (pp. 374–376)
California ELA SE: Reading 2.3, Writing 2.2.d

Standards
• Reading Skill: Synthesis
• Writing Activity/Grammar: Analyze Art
• Research Skill: Synthesis
Universal Access: TE Art and Mythology, p. 375
Novel Companion TG

(continued)
Revising with Style
Spelling Power SE
Spelling Power TAE
Connections SE / TE View the Art, pp. 375, 376
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 98
CA LE SSON P L A NS
“Daydreamers” and Vocabulary Workshop (pp. 377–382)


Standards TE: Reading 2.1, 3.7
• Literary Element: Personification
• Vocabulary Skills: Academic Vocabulary, Multiple-Meaning
words
• Writing Activity/Grammar: Write with Style: Apply Figurative
Language, Subjects and Predicates
Teach SE / TE pp. 378–379, 382
Assess SE / TE pp. 380–381, 382
Universal Access: TE Vocabulary Preteaching, p. 377; Early Intermediate, p. 379
English Learners Beginning/Early Intermediate, p. 381; Early Advanced, p. 381

Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
TE p. 382
inTIME magazine
Students Tools:
Lesson Plans 100

CA LE SSON P L A NS
Part 3 Opener and TIME: “The Gene Scene” (pp. 383–387)

UNIT THREE What Makes You Who You Are?, Part 3: Character Traits

• Literary Element: Review: Rhyme, Meter, and Rhythm
• Reading Strategy: Connect to Today, Preview Text Features
• Writing Activity/Grammar: Reflective Essay
• Speaking, Listening, and Viewing Skills: Oral Presentation
Unit 3 Teaching Resources, Selection Quick Check (Spanish), p.150
Universal Access: TE Use Context Clues, p. 387

Revising with Style
Spelling Power SE
Spelling Power TAE
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 102

CA LE SSON P L A NS
“Whatif” and “Jimmy Jet and His TV Set” (pp. 388–393)


Standards TE: Reading 2.7, Reading 3.6, Writing 1.1
• Literary Element: Rhythm and Meter
• Writing Activity/Grammar: Poems: Apply Sound Devices,
Compound Subjects and Predicates
Readability Scores “Whatif:” Dale-Chall: N/A DRP: N/A Lexile: N/A
“Jimmy Jet and His TV Set:” Dale-Chall: N/A DRP: N/A Lexile: N/A
Teach SE / TE pp. 389
TE Build Fluency, p. 393

Revising with Style
Cross-Curricular TE Cultural History p. 390
Connections SE / TE View the Art, p. 391
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
“Will There Really Be TE pp. 147–152d
a Morning?” Expressions Practice Book, pp. 70–74
Lesson Plans 104

CA LE SSON P L A NS
“Flowers and Freckle Cream” (pp. 394–400)

California ELA SE: Reading 1.2, Reading 3.2, Writing 1.2.b

• Literary Element: Diction
• Reading Strategy: Evaluate Characterization
• Writing Activity/Grammar: Write a Journal Entry, Expository
Composition
• Speaking, Listening, and Viewing Skills: Perform
• Research Skills: Internet
English Learners TE Teaching Note, p. 396

(continued) English Language Coach
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 106

CA LE SSON P L A NS
“Yes, It was My Grandmother” and

“Good Luck Gold” (pp. 401–404)

• Spelling Link: Doubling the Final Consonant
Readability Scores “Yes, It was My Grandmother:” Dale-Chall: N/A DRP: N/A Lexile: N/A
“Good Luck Gold:” Dale-Chall: N/A DRP: N/A Lexile: N/A

Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
Connections
inTIME magazine
Students Tools:
Lesson Plans 108

CA LE SSON P L A NS
“Arachne” (pp. 405–414)

California ELA SE: Reading 3.1, Writing 1.3, Writing 2.4.a

Standards TE: Reading 1.2, Reading 1.4, Reading 2.3, Reading 3.2, Reading 3.6
• Literary Element: Myth
• Reading Strategy: Make Generalizations About Plot
• Vocabulary Skills: Synonyms/Antonyms: Identifying, Multiple
Meanings
• Writing Activity/Grammar: Expository Essay
• Research Skills: Generate a Question
Universal Access: TE Beginning/Early Intermediate, p. 405, 411
TE Intermediate, pp. 405, 409, 411, 413

Revising with Style
inTIME magazine
Students Tools:
PROGR AM 2
Arachne TE pp. 155–162d
class periods Reading Fluency: R6
Lesson Plans 110

CA LE SSON P L A NS
Comparing Literature: “The Fun They Had” and

“Why Books Are Dangerous” (pp. 415–425)
California ELA SE: Reading 3.6, Writing 1.3, Writing 2.1.c

• Literary Element: Author’s Purpose
Unit 3 Teaching Resources: Comparing Literature Graphic Organizer, p. 195
TE Advanced, p. 415

(continued)
Universal Access: TE Comparing Literature, pp. 418, 423
Approaching Level TE Strategic Activity, pp. 421, 423
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 425
Cross-Curricular TE Language History, p. 417
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 112

CA LE SSON P L A NS
Writing Workshop: Response to Literature (pp. 426–431)

California ELA SE: Writing 2.2.a, Writing 2.4.c

Standards TE: Writing 1.3, Writing 1.6, Reading 2.6
Writing Prompt A response to literature is an expository essay in which you interpret aspects of a literary
selection. Write an interpretation of how one of the poems you have read in this unit
addresses the Big Question. The audience, those reading your interpretation, will be your
classmates and teacher.
California Writing Resources: Response to Literary Text 1–12
Unit 3 Teaching Resources, Writing Workshop Checklist, p. 209
Unit 3 Teaching Resources, Writing Workshop Rubric, p. 208
Universal Access: TE Try It, p. 428
Advanced Learners
Revising with Style
SE / TE p. 431
Connections
Grammar and Language Workbook SE

Technology and Classroom Presentation Toolkit CD-ROM
Additional Resources Glencoe Online Essay Grader at glencoewriting.com
(continued) Literature Online at glencoe.com (QuickPass Code: GL16265u3T)
Students Tools:
Glencoe Online Essay Grader at glencoewriting.com)
PROGR AM 2
Response to
Litereature
class periods
Lesson Plans 114

CA LE SSON P L A NS
Speaking, Listening, and Viewing: Oral Response

to Literature (p. 432)

Standards
Assignment Connect To Your Writing: Deliver an oral response to literature to your classmates. You might
want to adapt the response to literature you wrote for the Writing Workshop on pages 426–431.
Remember that you focused on the Unit 3 Big Question: What makes you who you are?
Student Presentation Builder on StudentWorks Plus and Online Student Edition
English Learners
Approaching Level
Advanced Learners
Connections
Students Tools:
PROGR AM 2
Oral Response to
Literature
class periods

CA LE SSON P L A NS
Unit 3 Wrap-Up Lesson Plan (p. 433–441)

California ELA SE: Listening and Speaking 1.6, Writing 1.3, 1.6, 2.1.a, 2.4.b
Standards TE: Reading 1.4, 3.4, 3.6, 3.7; Writing 1.0, 1.2, 1.5, 2.4
Assess SE / TE Unit Challenge, p. 433; Assessment, pp. 436–441
English Learners
Approaching Level
Revising with Style
Cross-Curricular TE Political History: The French and Indian War, p. 434
Connections TE Cultural History: People and Dogs, p. 435
Students Tools:
Lesson Plans 116

CA LE SSON P L A NS

and “To Captain John Smith” (pp. 442–448)
UNIT FOUR What’s Fair and What’s Not?

Standards TE: Reading 2.4, Listening and Speaking 2.2, Listening and Speaking 2.5
• Big Question: What’s Fair and What’s Not?
• Genre Focus: Essays
• Reading Skills: Distinguish Fact and Opinion, Recognize
Author’s Purpose, Analyze Figurative Language, Analyze
Narrator/Point of View, Analyze Style Voice
• Writing Product: Persuasive Essay
• Vocabulary: Synonym/Antonym, Word Usages
• Grammar: Parts of Speech, Direct Objects, Indirect Objects,
Independent and Dependent Clauses, Capitalization of Sentences
Universal Access: TE Intermediate, pp. 445
Approaching Level

Universal Access: TE Historical Context, p. 445
Advanced Learners Novel Companion, pp. 139–182
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 118

CA LE SSON P L A NS
Part One Opener and “Looking for America” (pp. 449–460)

UNIT FOUR What’s Fair and What’s Not? Part 1: Seeing Another Side

• Literary Element: Style
• Reading Skill: Distinguish Fact and Opinion
Universal Access: TE Early Advanced, pp. 451, 457

Approaching Level TE Literary Element, pp. 452, 457
TE Strategic Activity, pp. 455, 457, 459
Universal Access: TE Debate, p. 449
Advanced Learners TE Analyze, p. 459
Novel Companion SE
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
Cross-Curricular SE / TE View the Art, pp. 449, 452, 454, 457
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 120

CA LE SSON P L A NS
TIME: “Dressed for Success?” (pp. 461–463)

California ELA SE: Reading 2.1, Reading 2.6, Reading 2.8, Writing 1.3
• Reading Strategy: Recognize Bias
Revising with Style
Spelling Power SE
Spelling Power TAE

Connections
inTIME magazine
Students Tools:
Lesson Plans 122

CA LE SSON P L A NS

Technology Use Survey and Middle School
Computer Use Policy (pp. 464–468)

Standards TE: Reading 2.4, Reading 2.7, Writing 1.1, Listening and Speaking 1.6
• Reading Strategy: Draw Conclusions about Meaning and Purpose
• Writing Activity/Grammar: Write a Survey
Approaching Level Listening Library Sourcebook: Strategies and Activities
(continued) Skill Level Up! A Skills-Based Language Arts Game CD-ROM
Universal Access: TE Survey Data, p. 466
Revising with Style
inTIME magazine
Students Tools:
PROGR AM 2
Functional Documents: TE pp. 169–176d
Classroom Movie Expressions Practice Book, pp. 80–83
Survey and School Listening Library Audio CD
Movie Policy and Glencoe Interactive Vocabulary CD-ROM
Parental Notification
Form
class periods
Lesson Plans 124

CA LE SSON P L A NS
“Romulus and Remus” (pp. 469–477)

California ELA SE: Reading 3.2, Writing 2.1.a, Writing 2.4.c

• Literary Element: Character
• Reading Strategy: Recognize Author’s Purpose
• Vocabulary: Vocabulary Practice, Academic Vocabulary
• Writing Activity/Grammar: Use Evidence from the Text, Parts of
Speech, Adjectives
• Speaking, Listening, and Viewing Skill: Performance

(continued)
Universal Access: TE Vocabulary Preteaching, pp. 469, 470
TE Character, p. 474
Universal Access: TE Compare, p. 471
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 477
Cross-Curricular TE Language History: Old Words, p. 471
TE Literary History: Cross-Cultural Myths, p. 473
TE Political History: Rome’s Origins, p. 475
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 126

CA LE SSON P L A NS
“Eulogy on the Dog” (pp. 478–484)

California ELA SE: Reading 1.2, 2.8, 3.7, Writing 1.3, 2.5
• Literary Element: Argument
• Reading Skill: Analyze Figurative Language
• Vocabulary: Vocabulary Practice, Academic Vocabulary
• Writing Activity/Grammar: Persuasive Essay, Prepositions
Focus SE / TE p. 478–479
English Learners TE Reading Skill, p. 481
Revising with Style
SE / TE p. 484
Cross-Curricular TE Cultural History: Canine Companions, p. 480
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
Buckle Up, Pup! TE pp. 177–188d
and Riding without Expressions Practice Book, pp. 84–90
Seatbelts Listening Library Audio CD
class periods
Lesson Plans 128

CA LE SSON P L A NS
Vocabulary Workshop: Idioms and

“The Southpaw” (pp. 485–492)
California ELA SE: Reading 1.2, 3.5, 3.7, Writing 1.1, 1.4
Standards TE: Reading 1.1, Reading 2.4, Reading 3.2, Reading 3.6, Writing 1.4
• Literary Element: Voice
• Reading Skill: Analyze Narrator and Point of View
• Vocabulary Skills: Vocabulary Practice, Idioms
• Research Skills: Locate Sources
Focus SE / TE pp. 485, 486–487
Teach SE / TE pp. 485, 488–491

Universal Access: TE Write a News Article, p. 489
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 492
Connections TE Political History: Title IX, p. 491
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 130

CA LE SSON P L A NS
“Spiders” from All I Really Need to Know I Learned

in Kindergarten (pp. 493–500)
California ELA SE: Reading 1.2, Reading 3.7, Writing 2.1.a

• Literary Element: Thesis
• Reading Skill: Analyze Voice

Revising with Style
inTIME magazine
Students Tools:
PROGR AM 2
Tarantulas! and TE pp. 189–198d
Spiders of North Expressions Practice Book, pp. 91–96
America Reading Fluency: R7
class periods
Lesson Plans 132

CA LE SSON P L A NS
Part Two Opener, “The Wolf and the House Dog,”

and “The Donkey and the Lapdog” (pp. 501–510)
UNIT FOUR What’s Fair and What’s Not?, Part 2: Freedom and Equality
California ELA SE: Reading 3.1, Reading 3.2, Writing 1.3, Writing 2.2, Writing 2.4.c
• Literary Element: Fables
• Reading Strategy: Make Generalizations About Characters
• Writing Activity/Grammar: Expository Essay, Semicolon
• Research Skills: Investigate Variations
Unit 4 Teaching Resources, Part 2 Opener: Freedom and Equality, p. 103
Literary Elements Transparencies 23, 105
Assess SE / TE p. 508–510

Revising with Style
SE / TE p. 510
inTIME magazine
Students Tools:
PROGR AM 2
Part Two Opener, The TE pp. 199–210d
Wolf in the Forest, the Expressions Practice Book, pp. 97–102
Dog in the House and Listening Library Audio CD
Greek Poetry Glencoe Interactive Vocabulary CD-ROM
class periods
Lesson Plans 134

CA LE SSON P L A NS
“The Shutout” (pp. 511–520)

California ELA SE: Reading 2.4, Writing 2.3.b

• Reading Strategy: Monitor Comprehension
• Writing Activity/Grammar: Indirect and Direct Objects
• Research Skills: Internet Connection

TE Strategic Acitivty, p. 515
Revising with Style
Cross-Curricular TE Language History, p. 514
Connections SE / TE View the Photograph, p. 515
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
Jackie Robinson and TE pp. 211–220d
The Baseball Diamond Expressions Practice Book, pp. 103–108
Lesson Plans 136

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Media Workshop: Propaganda (p. 521)

California ELA SE: Reading 2.8, Listening and Speaking 1.9, Writing 2.2
Standards
Lesson Summary On page 521 of the Student Edition, students will be introduced to the following:
• Media Analysis: Propaganda in Web sites, Newspapers,
Magazines, Posters, other Print Media, and TV and Radio
Unit 4 Teaching Resources, Media Workshop, Propaganda, p. 131
Media Workshop DVD
English Learners
Approaching Level
Advanced Learners
inTIME magazine
Students Tools:

Notes
Lesson Plans 138

CA LE SSON P L A NS
Genre Focus: Essay (pp. 522–523)


• Literary Elements: Thesis, Persuasion and Argument;
Persuasive Techniques
• Genre Focus: Essay
• Writing Activity/Grammar: Provide Evidence
Unit 4 Teaching Resources, Genre Focus, pp. 132–133
English Learners
Approaching Level
Advanced Learners
Connections
inTIME magazine
Students Tools:

Notes
Lesson Plans 140

CA LE SSON P L A NS
“The Circuit” (pp. 524–535)


Standards TE: Reading 1.1, Reading 1.3, Reading 2.3, Reading 2.4, Reading 3.6, Writing 2.1, Listening and
Speaking 2.3
• Literary Element: Mood
• Reading Strategy/Skill: Make Predictions About Plot
• Writing Activity/Grammar: Graphic Organizers, Independent
and Dependent Clauses
• Research Skills: Gather Information
• Speaking, Listening, and Viewing Skills: Speech

(continued) English Language Coach
Revising with Style
Spelling Power SE
Spelling Power TAE
Connections TE Political History: Migrant Workers, p. 531
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 142

CA LE SSON P L A NS
Visual Perspective: from Harvest (pp. 536–539)


• Reading Strategy/Skill: Analyze Images
Daily Language Practice Transparencies 112

Revising with Style
Spelling Power SE
Spelling Power TAE
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 144

CA LE SSON P L A NS
“Persephone” (pp. 540–548)

California ELA SE: Reading 3.7, Writing 2.1.a, Listening and Speaking 2.1.a
Standards TE: Writing 2.1, Reading 3.1, Reading 3.2
• Reading Strategy: Activate Prior Knowledge
• Writing Activity/Grammar: Point of View, Explanatory Essay,
Capitalization of Sentences, Dialogue
• Speaking, Listening, and Viewing Skills: Oral Report
Universal Access: TE Vocabulary, p. 540
(continued)
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 548
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 146

CA LE SSON P L A NS
Comparing Literature: “The Flying Machine” and

“All Summer in a Day” (pp. 549–565)
California ELA SE: Reading 3.3, Writing 2.1.c, 2.2.d

• Literary Element: Setting
Readability Scores “The Flying Machine:” Dale-Chall: 5.5 DRP: 48 Lexile: 950
“All Summer in a Day:” Dale-Chall: 8.6 DRP: 51 Lexile: 950
Teach SE / TE Edition, pp. 550–564

Universal Access: TE Teaching Note, p. 551
TE Comparing Literature, pp. 556, 558, 564
TE Benchmark Activity, 563
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 565
Cross-Curricular TE Cultural History: The Wei Dynasty, p. 550
Connections TE Cultural History: Dragons, p. 552
TE Literary History: Humans and Technology, p. 554
SE / TE View the Art, p. 559
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 148

CA LE SSON P L A NS
Writing Workshop: Persuasive Essay (pp. 566–571)

California ELA SE: Writing 1.6, Writing 2.5, Writing 2.5.a

Writing Prompt Write a persuasive essay about a problem you think is unfair, and persuade your readers
to take a specific action. The audience, those reading your essay, will be your classmates
and teacher.
California Writing Resources: Persuasive Essay 1–13
Unit 4 Teaching Resources, Writing Workshop Rubric, p. 182–183
Advanced Learners
Revising with Style
SE / TE p. 570
Cross-Curricular TE Cultural History: Uniforms, p. 568

PROGR AM 2
Persuasive Essay Listening Library Audio CD
class periods
Lesson Plans 150

CA LE SSON P L A NS
Speaking, Listening, and Viewing Workshop:

Persuasive Speech (p. 572)
California ELA SE: Listening and Speaking 1.8, Listening and Speaking 2.4, Listening and Speaking 2.5,
Standards Writing 1.3
TE: Listening and Speaking 1.7
Assignment Connect To Your Writing: Deliver a Persuasive speech to your classmates. You might want
to adapt the persuasive essay you wrote for the Writing Workshop on pages 566–571.
Remember that you focused on the Unit 4 Big Question: What’s fair and what’s not?
English Learners
Approaching Level
Advanced Learners
SE / TE p. 572
Connections
Students Tools:
PROGR AM 2
Persuasive Speech
class periods
CA LE SSON P L A NS

UNIT THREE What’s Fair and What’s Not?
California ELA SE: Listening and Speaking 1.7, 2.5.a, 2.5.b; Writing 1.1
Standards TE: Reading 1.2, 2.3, 2.7, 2.8, 3.1, 3.6; Writing 1.1, 2.5
English Learners
Approaching Level
Revising with Style
Cross-Curricular TE Political History: South Dakota’s Native American Reservations, p. 574
Students Tools:
Lesson Plans 152

CA LE SSON P L A NS

and “A Lesson in Courtesy” (pp. 582–594)
UNIT FIVE What Brings Out the Best in You?

Standards TE: Reading 2.4, Reading 3.5, Reading 3.6, Reading 3.7, Listening and Speaking 2.2, Listening
and Speaking 2.5
• Big Question: What Brings Out the Best in You?
• Genre Focus: Biography and Autobiography
• Reading Skills: Analyze Tone, Analyze Historical Context,
Analyze Cultural Context, Determine Main Idea and Supporting
Details, Evaluate Description
• Writing Product: Research Report
• Vocabulary: Word Usage, Antonym/Synonym
• Grammar: Conjunctions, Combine Sentences, Capitalization
of Titles
Universal Access: TE pp. 585, 591

Universal Access: TE Research Proverbs, p. 585
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 154

CA LE SSON P L A NS
Part 1 Opener and from Elie Wiesel: Voice from

the Holocaust (pp. 595–603)
UNIT FIVE What Brings Out the Best in You? Part 1: Using Inner Strength

Standards TE: Writing 2.2
• Literary Element: Author’s Purpose
• Reading Strategy/Skill: Analyze Tone
• Writing Activity/Grammar: Biography v. Autobiography,
Conjunctions
• Research Skills: Internet Connection
Unit 5 Teaching Resources, Part 1 Opener: Using Inner Strength, p. 18
TE Vocabulary Preteaching, p. 596

Revising with Style
SE / TE p. 603
TE Cultural History, p. 599
TE Political History, p. 600
glencoe.com
Students Tools:
PROGR AM 2
Three Essays: A TE pp. 227–232d
Longer, Smarter Expressions Practice Book, pp. 109–112
Vacation; Ted the Reading Fluency: R9
Iguana; Hurray for Listening Library Audio CD
Artists
class periods
Lesson Plans 156

Revising with Style
Spelling Power SE
Spelling Power TAE
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 158

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“Primary Lessons” (pp. 607–619)

UNIT FIVE What Brings Out the Best in You?, Part 1: Using Inner Strength

• Literary Element: Author’s Perspective
• Reading Skill: Analyze Cultural Context
• Writing Activity/Grammar: Write a Journal Entry, Adjectives and
Adverbs
Grammar and Language Transparency 5

Universal Access: TE Multiple-Meaning Words, p. 617
Revising with Style
SE / TE p. 619
Cross-Curricular TE Political History, pp. 609, 613
TE View the Photograph, p. 615
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
Judith Ortiz Cofer: TE pp. 233–242d
Author in Two Worlds Expressions Practice Book, pp. 113–117
Lesson Plans 160

CA LE SSON P L A NS
“The Sidewalk Racer,” “Alone in the Nets,”

and Vocabulary Workshop (pp. 620–625)
UNIT FIVE What Brings Out the Best in You?, Part 1: Using Inner Strength
California ELA SE: Reading 1.5, Reading 3.4, Writing 2.1.b, Writing 1.5
• Literary Element: Form
• Vocabulary Skills: Dictionary Skills
• Writing Activity/Grammar: Write a Scene/ Spelling Link:
Unstressed Vowels, Contractions
• Spelling Link: Unstressed Vowels
Readability Scores “The Sidewalk Racer:” Dale-Chall: N/A DRP: N/A Lexile: N/A
“Alone in the Nets:” Dale-Chall: N/A DRP: N/A Lexile: N/A
Focus SE / TE pp. 620; 625
Teach SE / TE pp. 621–623; 625
Assess SE / TE pp. 624; 625

Universal Access: SE / TE Vocabulary Preteaching, p. 620
Approaching Level TE Strategy Activity, p. 625
Universal Access: TE Interpret, p. 623
Revising with Style
Connections
inTIME magazine
Students Tools:
PROGR AM 2
“Campfire” TE pp. 243–248d
Lesson Plans 162

CA LE SSON P L A NS
“Satchel Paige” (pp. 626–638)

UNIT FIVE What Brings Out the Best in You?, Part 1: Using Inner Strength?
California ELA SE: Reading 2.3, Reading 3.5, Writing 1.4, Writing 2.1
Standards TE: Writing 1.1, Writing 1.4
• Literary Element: Point of View, Tone
• Vocabulary Skills: Synonyms and Antonyms
• Writing Activity/Grammar: Biographical Narrative, Characterization
• Research Skills: Background

Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 638
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 164

CA LE SSON P L A NS
Part 2 Opener and TIME: “Gentleman of

the Pool” (pp. 639–641)
UNIT FIVE What Brings Out the Best in You?, Part 2: Putting Others First

• Reading Strategy: Question
• Research Skills: Sports Report
Unit 5 Teaching Resources, Part 2 Opener: Putting Others First, p. 79

Revising with Style
Spelling Power SE
Spelling Power TAE
inTIME magazine
Students Tools:
Lesson Plans 166

CA LE SSON P L A NS
”Eleanor Roosevelt” and “In Eleanor

Roosevelt’s Time,” (pp. 642–657)

Standards TE: Reading 1.4, Reading 2.3, Reading 3.5, Writing 1.4, Writing 2.3
• Reading Strategy: Summarize
• Vocabulary Skills: Antonyms, Academic Vocabulary
• Writing Activity/Grammar: Research and Report, Citizenship/
Combine Sentences
• Listening, Speaking, and Viewing Skills: Speech
English Learners TE Early Advanced, pp. 643, 649, 655

Universal Access: TE Write a News Article, p. 653
Revising with Style
SE / TE p. 657
Cross-Curricular TE Cultural History, pp. 644, 650; Political History, pp. 646, 652, 655
Students Tools:
PROGR AM 2
The First First Ladies TE pp. 249–258d
Women and the Right TE pp. 259–266d
to Vote Expressions Practice Book, pp. 128–131
Lesson Plans 168
CA LE SSON P L A NS
Genre Focus: Biography and Autobiography (pp. 642–659)


Standards TE: Reading 1.4, Reading 2.3, Reading 3.5, Writing 1.4, Writing 2.3
• Genre Focus: Biography and Autobiography
• Literary Element: Facts, Subject, Setting, Events, Point of View,
Theme, Author’s Purpose
Unit 5 Teaching Resources, Genre Focus: Biography and Autobiography, pp. 103–104
Literary Elements Transparencies 9, 56, 70
Connections
inTIME magazine
Students Tools:

Notes
Lesson Plans 170

CA LE SSON P L A NS
“Ode to Mi Gato” (pp. 660–663)


• Literary Element: Simile
• Writing Activity/Grammar: Write a Stanza, Write a Journal Entry
• Spelling Link: Compound Words
Universal Access: Unit 5 Teaching Resources, Selection Summaries: English and Spanish, p. 105
English Learners Unit 5 Teaching Resources, Selection Summary: Vietnamese, p. 106

Revising with Style
Spelling Power SE
Spelling Power TAE
Connections
inTIME magazine
Students Tools:
Lesson Plans 172

CA LE SSON P L A NS
“President Cleveland, Where Are You?” (pp. 664–682)


• Literary Element: Voice
• Reading Strategy: Evaluate Description
• Writing Activity/Grammar: Setting, Autobiographical Narrative/
Apostrophes
TE Reading Strategy, pp. 667, 675
TE Point of View, p. 679
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 682
Cross-Curricular TE Cultural History: The Great Depression, p. 666
Connections TE Literary History: The Depression Era in Literature, p. 671
TE Cultural History: U.S. Presidents, p. 676
SE / TE View the Art, pp. 672, 678, 680
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 174

CA LE SSON P L A NS
Media Workshop: Media Elements (p. 683)


Standards
Lesson Summary On page 683 of the Student Edition, students will be introduced to the following:
• Media Analysis: Media Ethics
Unit 5 Teaching Resources, Media Ethics, p. 128
Media Workshop DVD
Approaching Level Student Media Toolkit (Online Student Edition at glencoe.com)
Advanced Learners
inTIME magazine
Students Tools:

Notes
Lesson Plans 176

CA LE SSON P L A NS
“The Eco-Canoeist” (pp. 684–691)


• Literary Element: Allusion
• Reading Strategy: Draw Conclusions About Author’s Perspective
• Writing Activity/Grammar: Capitalization of Titles
• Research Skills: Visual/Media Presentation, Library Research
• Listening, Speaking, and Viewing Skills: Visual/Media
Presentation

Revising with Style
Cross-Curricular TE Political History: Business and Environmentalism, p. 687
Connections TE Literary History: Alter Egos, p. 688
SE / TE View the Photograph, p. 689
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
“The Once that TE pp. 267–276d
Never Was” and Expressions Practice Book, pp. 132–136
Resources—Now and Listening Library Audio CD
in the Future Glencoe Interactive Vocabulary CD-ROM
class periods
Lesson Plans 178

CA LE SSON P L A NS
Comparing Literature: “Going Blind” and

from Ray Charles (pp. 692–703)

Standards TE: Reading 3.7, Writing 1.4, Writing 2.1, Listening and Speaking 1.7, Listening and Speaking 2.1
• Literary Element: Narrator and Point of View
• Writing Activity/Grammar: Write to Compare, Character
Analysis, Analyzing Literature/ Past Tense
• Research Skills: Primary Sources
Grammar and Language Transparency 56
English Learners TE Intermediate, pp. 693, 697, 699, 701

Approaching Level TE Comparing Literature, p. 700
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 703
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 180

CA LE SSON P L A NS
Writing Workshop: Research Report (pp. 704–711)


Standards TE: Writing 1.1
Writing Prompt In a research report, you investigate a subject or topic and present information on it, drawing
from a variety of reliable, documented sources. Write a research report on a well-known
historical or modern-day person whose inner strength helped him or her put others first. The
audience, those reading your report, will be your classmates and teacher.
Assess Unit 5 Teaching Resources, Writing Workshop Rubric, pp. 155–156
Universal Access: TE Early Intermediate, pp. 707, 709
Approaching Level TE Prewrite, pp. 705–706
TE Apply Good Writing Traits: Sentence Fluency, p. 708
TE Revise, p. 710
Universal Access: TE Advanced Activity p. 707
Revising with Style
Connections

PROGR AM 2
Research Report
class periods
Lesson Plans 182

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Speaking, Listening, and Viewing: Oral Report (p. 712)


Assignment Connect To Your Writing: Deliver an oral report to your classmates. You might want to adapt
the research report you wrote for the Writing Workshop on pages 704–711. Remember that
you focused on the Unit 5 Big Question: What brings out the best in you?
English Learners
Approaching Level
Advanced Learners
SE / TE p. 712
Connections
Students Tools:
PROGR AM 2
Oral Report
Lesson Duration:
1 class period

CA LE SSON P L A NS

UNIT THREE What Brings Out the Best in You?

Writing 1.4, Writing 1.5, Writing 2.1
English Learners
Approaching Level
Revising with Style
Cross-Curricular TE Political History: Declaration of Independence, p. 714
Students Tools:
Lesson Plans 184

CA LE SSON P L A NS
Unit 6 Introduction: Explore the Big Question and

“Madam C.J. Walker” (pp. 722–732)
UNIT SIX What Are Worthwhile Goals?
California ELA SE: Reading 2.3, Reading 2.5, Writing 2.4.a, Writing 2.4.b, Writing 2.4.c
Listening and Speaking 1.6, Listening and Speaking 2.2, Listening and Speaking 2.5
• Big Question: What Are Worthwhile Goals?
• Genre Focus: Drama
• Reading Skills: Recognize Author’s Purpose, Identify Cause and
Effect Relationships
• Writing Product: Expository Essays
• Vocabulary: Context Clues, Word Usage, Synonyms/Antonyms
• Grammar: Subject/Verb Agreement
Unit 6 Teaching Resources, Big Idea School-to-Home Connection: Spanish, p. 6

Universal Access: TE Benchmark Activity, pp. 725, 731
Universal Access: TE Gender, p. 725
Advanced Learners TE Historical Context, p. 727
Novel Companion SE, pp. 227–270
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 732
Cross-Curricular SE / TE View the Photograph, pp. 722, 729
Connections TE Language History: Language From the Past, p. 729
SE / TE View the Art, p. 730
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 186

CA LE SSON P L A NS
Part 1 Opener and “Damon and Pythias” (pp. 733–745)

UNIT SIX What Are Worthwhile Goals?, Part 1: Loyalty and Understanding

Standards TE: Reading 1.2, Reading 1.4, Reading 1.5, Reading 3.1, Reading 3.2, Reading 3.6
• Literary Element: Dialogue, Characterization, Drama, Plot
• Reading Skill: Analyze Diction, Visualize
• Vocabulary: Word Usage, Academic Vocabulary
• Writing Activity/Grammar: Pronouns and Antecdents, Subject-
Verb Agreement
• Listening, Speaking, and Viewing Skills: Persuasive Speech,
Literature Group
Unit 6 Teaching Resources, Part 1 Opener: Loyalty and Understanding, p. 18
Grammar and Language Transparencies 52, 62
Literary Elements Transparencies 12, 17, 19, 50

Universal Access: Unit 6 Teaching Resources, Selection Summaries: English, Spanish, Vietnamese, Tagalog,
English Learners Cantonese, and Hmong, pp. 20–25
(continued) Unit 6 Teaching Resources, Selection Quick Check (Spanish), p. 32
Universal Access: TE Benchmark Activity, pp. 733, 737
Advanced Learners TE Big Question, p. 743
Novel Companion SE/TG
Revising with Style
SE / TE p. 745
Connections TE Cultural History, pp. 736, 743
glencoe.com
Students Tools:
PROGR AM 2
Damon and Pythias TE pp. 283–298d
and Greek Drama Expressions Practice Book, pp. 137–141
Lesson Duration/ Listening Library Audio CD
Length: 2-5 class Glencoe Interactive Vocabulary CD-ROM
periods
Lesson Plans 188

CA LE SSON P L A NS
“The Bracelet” (pp. 746–756)


• Literary Element: Conflict, Narrator
• Reading Skill: Make Generalizations About Characters
• Vocabulary: Word Usage
• Writing Activity/Grammar: Write a Research Report
• Listening, Speaking, and Viewing Skills: Discussion, Write a
Persuasive Essay
Literary Elements Transparency 14, 44
Universal Access: TE Early Advanced, pp. 747, 749, 753
TE Reading Fluency, p. 753
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p. 756
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 190

CA LE SSON P L A NS
Cultural Perspective: “Executive Order No. 9066”

from I Am an American: A True Story of Japanese
Internment and Vocabulary Workshop (pp. 757–761)

• Reading Skill: Recognize Author’s Purpose
• Vocabulary: Word Origins
• Writing Activity/Grammar: Write a Letter, Write a Summary
Teach SE / TE pp. 575–760, 761
English Learners TE Beginning/Early Intermediate, pp. 759; 761
Revising with Style
Spelling Power SE
Spelling Power TAE
SE / TE p.761
Cross-Curricular TE Political History: Pearl Harbor, p. 757
Connections TE Political History: Executive Order 9066, p. 759
SE / TE View the Photograph, p. 759
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 192

CA LE SSON P L A NS
from Brighton Beach Memoirs (pp. 762–770)

California ELA SE: Reading 3.1, Writing 1.6, Writing 2.5

Standards
• Literary Element: Stage Directions, Dialogue
• Reading Skill: Identify Cause-and-Effect Relationships, Analyze,
Evaluate Character and Plot, Connect to Personal Experience
• Vocabulary: Synonyms and Antonyms, Academic Vocabulary
• Writing Activity/Grammar: Write a Review
• Listening, Speaking, and Viewing Skills: Performance, Discussion
Literary Elements Transparencies 17, 63
TE Literary Element: Stage Directions, p. 766

Revising with Style
SE / TE p. 770
Cross-Curricular TE Cultural History: A Trilogy of Plays, p. 765
Connections TE Cultural History: Life in Brooklyn, p. 767
glencoe.com
inTIME magazine
Students Tools:
PROGR AM 2
Felipe’s Photos TE pp. 299–316d
Lesson Duration/ Expressions Practice Book, pp. 142–145
Length: 2-5 class Listening Library Audio CD
periods Glencoe Interactive Vocabulary CD-ROM
Lesson Plans 194

CA LE SSON P L A NS
Part 2 Opener and TIME: “Best of Buddies” (pp. 771–774)

UNIT SIX What Are Worthwhile Goals? Part 2: Knowledge and Wisdom

• Reading Skill: Distinguish Fact and Opinion, Preview
• Writing Activity/Grammar: Interpret
Unit 6 Teaching Resources, Part 2 Opener: Knowledge and Wisdom, p. 68
English Learners Interactive Read and Write (EL) SE/TE, pp. 291–300

Revising with Style
inTIME magazine
Students Tools:
PROGR AM 2
Kofi Annan TE pp. 317–326d
Lesson Duration/ Expressions Practice Book, pp. 146–150
Length: 2-5 class Reading Fluency: R10
periods Listening Library Audio CD
Lesson Plans 196

CA LE SSON P L A NS
The Phantom Tollbooth (pp. 775–801)

California ELA SE: Reading 3.1, Writing 2.2.a, Writing 2.2.b, Writing 2.2.c, Writing 2.2.d
Standards TE: Reading 1.4, Reading 3.7, Listening and Speaking 1.7
• Literary Element: Act and Scene
• Reading Strategy: Paraphrase, Interpret
• Writing Activity/Grammar: Write an Expository Essay
• Vocabulary: Word Meanings, Synonyms, Academic Vocabulary
Daily Language Practice Transparencies 164, 165, 166, 167
Unit 6 Teaching Resources, Literary Element, 85
Unit 6 Teaching Resources, Reading Strategy, 86
TE Early Advanced, pp. 781, 783, 787, 789; 803
TE Teaching Note, p. 802
Approaching Level TE Benchmark Activity, pp. 777, 785
Advanced Learners TE Literary Element, p. 796
TE Reading Fluency, pp. 797, 801
Novel Companion SE
Novel Companion TG
Revising with Style
Spelling Power SE
Spelling Power TAE
TE pp. 782, 790, 801
Cross-Curricular TE Cultural History: The Spelling Bee, p. 787
Connections TE Political History: Cabinet, p. 791
TE Literary History: English Literature, p. 793
TE Teaching Note: Ideas that Change, p. 795
TE Language History: Castle in the Air, p. 796
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 198

CA LE SSON P L A NS
“Genre Focus: Drama” (pp. 802–803)


Standards
• Genre Focus: Drama
• Literary Elements: Plot, Character, Dialogue, Stage Directions,
Act and Scene
Unit 6 Teaching Resources, Genre Focus: Drama, pp. 92–93
Literary Elements Transparencies 11, 19, 50, 63
English Learners TE Teaching Note, p. 802
Approaching Level
Cross-Curricular TE Cultural History: p. 803
inTIME magazine
Students Tools:

Notes
Lesson Plans 200

CA LE SSON P L A NS
“A Time to Talk” and “Silence” (pp. 804–807)


Standards
• Literary Element: Alliteration and Assonance
• Vocabulary: Connotation
• Writing Activity/Grammar: Write a Stanza
• Spelling Link: Forming Plurals
• Listening, Speaking, and Viewing Skills: Oral Interpretation
Read Aloud, Think Aloud Transparency 33
Grammar and Language Transparency
English Learners TE Big Question, p. 806

Revising with Style
Spelling Power SE
Spelling Power TAE
Connections
inTIME magazine
Students Tools:
Lesson Plans 202

CA LE SSON P L A NS
“The Golden Touch” (pp. 808–814)


• Literary Element: Irony, Predict
• Reading Strategy: Interpret Author’s Meaning
• Writing Activity/Grammar: Write a Fable, Write a Summary
• Spelling Link: Frequently Misspelled Words
Approaching Level TE Irony, p. 812

(continued)
Revising with Style
Spelling Power SE
Spelling Power TAE
Cross-Curricular TE Cultural History: Why Gold? p. 808
Connections TE Literary History: Roman Gods, p. 810
glencoe.com
inTIME magazine
Students Tools:
Lesson Plans 204

CA LE SSON P L A NS
Comparing Literature: “Zlateh the Goat” and “The

Boy Who Lived with the Bears” (pp. 815–831)

Standards TE: Reading 2.1, Reading 3.3, Writing 2.1, Listening and Speaking 1.7
• Literary Element: Style
• Reading Skill: Compare and Contrast, Analyze
• Writing Activity/Grammar: Write a Comparison-Contrast Essay
Readability Scores “Zlateh the Goat:” Dale-Chall: 5.5 DRP: 51 Lexile: 810
“The Boy Who Lived with the Bears:” Dale-Chall: 4.8 DRP: 49 Lexile: 690
TE Early Intermediate, p. 823; Early Advanced, p. 825

Universal Access: TE Comparing Literature, p. 826; Benchmark Activity, p. 827
Approaching Level TE Strategy Activity, pp. 827, 829
Glencoe Interactive Vocabulary CD-ROM; Listening Library Audio CD
Revising with Style
SE / TE p. 831
Connections TE Literary History: Fables and Parables, p. 818
TE Cultural History: Hanukkah, p. 821; Hanukkah Candles, p. 823
TE Cultural History: Oral Storytelling, p. 824; Haudenosaunee, p. 825
TE Cultural History: Singing Tools, p. 829
glencoe.com
Students Tools:
PROGR AM 2
The Debate in Sign TE pp. 327–334d
Language Expressions Practice Book, pp. 151–156
Loo Wit: The Fire TE pp. 335–346d
Keeper and Expressions Practice Book, pp. 157–163
Prometheus and Reading Fluency: R12
the Fire Listening Library Audio CD
class periods
Lesson Plans 206

CA LE SSON P L A NS
Writing Workshop: Expository Essay (pp. 832–837)


Standards TE: Writing 1.1, Writing 1.6
Writing Prompt An expository essay informs or explains or does both. Write an expository essay informing
your readers about one of your lifetime goals. Explain why you chose that goal and how you
plan to accomplish it. Also explain the kind of knowledge you need to reach your goal and
suggest who might be able to help you reach your goal. The audience–those reading your
essay–will be your classmates and teacher.
California Writing Resources: Expository Writing 44–60
Unit 6 Teaching Resources, Writing Workshop Rubric, pp. 127–128
Approaching Level TE Teaching Note, p. 834
Universal Access: TE Add Interest, p. 835
Revising with Style
SE / TE p. 836
Connections

PROGR AM 2
Expository Essay
Lesson Duration/
Length: 2-5 class
periods
Lesson Plans 208

CA LE SSON P L A NS
Speaking, Listening, and Viewing: Active Listening

and Note-Taking (p. 838)
California ELA SE: Listening and Speaking 1.1, Listening and Speaking 1.2
Standards
Assignment Working in Groups: Working in a group is an opportunity to learn from others. A group
discussion gives you an opportunity to share your ideas. It is also a way to listen to others’ ideas
so you can change or add to your own thoughts. Remember that you focused on the Unit 6 Big
Question: What are worthwhile goals? Hold a group discussion about worthwhile goals.
TeacherWorks Plus CD-ROM; Classroom Presentation Toolkit CD-ROM
English Learners
Approaching Level
Advanced Learners
Daily Writing TE p. 838; SE / TE p. 838
Connections
Students Tools:
PROGR AM 2
Note-Taking
Lesson Duration:
1 class period

CA LE SSON P L A NS

UNIT THREE What Are Worthwhile Goals?
California ELA SE: Listening and Speaking 1.7, 2.1

Writing 1.5, Writing 2.4
Teach SE / TE Unit Challenge, pp. 840–841; Independent Reading, pp. 840–841
English Learners
Approaching Level
Cross-Curricular TE Cultural History: Aleutian Islands, p. 840
Connections TE Political History: Japanese Internment Camps, p. 841
glencoe.com
Students Tools:
Lesson Plans 210

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Standards Road Map

Glencoe Literature: California Treasures Standards Road Map contains

Send all inquiries to:

Printed in the United States of America.

2 California Treasures Standards Road Map

This section includes the following parts:

California Framework Requirements

1. Language Arts Content and Alignment to the Standards

5. Instructional Planning and Support

What does a California

4 California Treasures Standards Road Map

Language Arts Content and

What skills are

taught in the Glencoe Preview ✔✔

CA A L IGN M E N T TO ✔✔✔✔ 1.5 Understand and explain

Literature: The Courage That a King Essay / ELA: R3.6

The Essential Course of Study

What do I teach for the

Student Edition al options are available

November December a ryTreasures

6 California Treasures Standards Road Map

Essential Course of Study, Course 1

• Core program reinforced with instruction for advanced learners

• Core program plus an additional daily hour of English-language

8 California Treasures Standards Road Map

Read and Read and

A6C1_CA_Anc_IRW_ESE_CV_RD10.indd1 1 2/21/08 4:46:32 PM

• English Learners Read and Write

• On-Level Read and Write

ON LEVEL ENGLISH LEARNERS

A6C1_CA_Anc_IRW_ASE_CV_RD10.indd1 1 2/21/08 6:13:17 PM

• Approaching Read and Write • The Novel Companion

P R O G R A M 1 Glencoe Literature: California Treasures

Read and Write

Read and Read and

These leveled consumable worktexts Write Read and Write

Write Read and Write

essential course of study and meets A8C3_CA_Anc_IRW_O

the additional daily instructional

Read and Read and

(struggling) learners and English Write Read and Write

1 A7C2_CA_Anc_IRW_ASE_CV_RD10.indd1 1 2/21/08 6:13:29 PM

10 California Treasures Standards Road Map

connected to each unit in the Student

the Student Edition. Called Birdy

support for approaching-level English Learners Approaching and English Learnersd

Additional daily instru

Activities in this book cover a for English Learn

range of skills for each selection not

included in the Read and Write.

Unit Teaching Resources

unit of the Student Edition. Resources Listening Reading Listening

Glencoe also provides extensive resources to spark your students’

Glencoe Literature Library

These fun-to-read backpack-ready 2

books reinforce the inquiry-based

and each unit in the BackPack Reader

12 California Treasures Standards Road Map

In addition, Glencoe Literature offers an array of resources for teaching

for All Modes Writing Process Strat

• TeacherWorks Plus CD-ROM

14 California Treasures Standards Road Map