LESSON PLAN
Name Date Class Reading Level: Average (L2)
Objectives
• To analyze two selections about wolves and dogs
• To compare the tone of two selections
• To write an explanatory paragraph about
similar situations in both selections
Skills
Reading/Thinking: Generalizing; Paraphrasing;
Identifying Author’s Purpose
Writing: Point of View
Vocabulary: Antonyms; Homophones
Grammar/Language: Present Perfect
Tense; Double Negatives
Listening/Speaking: Readers Theater; Debating
Collaboration: Literature Groups
BEFORE READING (SE/TWE p. 116)
Selection Focus Transparency 9
READING THE SELECTION (SE/TWE pp. 117–122)
Active Reading Guide,* p. 9
Selection Vocabulary Practice, p. 8
Reading Workbook, pp. 19–20
Copyright © by The McGraw-Hill Companies, Inc.
RESPONDING TO THE SELECTION (SE/TWE pp. 123–125)
Literary Elements Transparency 9
Selection Quick Checks,* p. 9
Selection and Theme Assessment, pp. 17–18
Performance Assessment, p. 9
Testmaker
EXTENDING AND CUSTOMIZING (TWE TEACHING OPTIONS pp. 116–125)
Theme Two Planning Guide, pp. 6–11
Grammar and Language Workbook, pp. 5, 8, 91–92, 143
Grammar and Language Transparency 10
Grammar and Composition Handbook, Lessons 3.8, 6.5
Vocabulary PuzzleMaker
English Language Learners Sourcebook, p. 28
Glencoe Literature Web Site (lit.glencoe.com)
Audio Library, Tape or CD
Spanish Audio Library, Tape or CD
Spanish Summaries, p. 9
SE—Student Edition TWE—Teacher’s Wraparound Edition *Also in Spanish
Videodisc
6
Software
CD-ROM
Audiocassette
Course 1, Theme Two, from Brother Wolf/Why Dogs Are Tame
Transparency
Print Resources
Web
Theme Planning Guide
LESSON PLAN
Name Date Class Reading Level: Challenging (L3)
Objectives
• To read and analyze a short story
• To identify the methods that writers use
to convey conflict in fiction
• To write about relationships between
story characters and their names
Skills
Reading/Thinking: Inferring; Monitoring
Writing: Dialogue; Writing Laws
Comprehension; Drawing Conclusions; Generalizing; Grammar/Language: Pronouns; Adverbs
Logical Reasoning; Identifying Assumptions;
Listening/Speaking: Storytelling; Discoursing
Identifying Cause-Effect Relationships
Life Skills: Problem Solving; Leading and Organizing
Collaboration: Literature Groups
Vocabulary: Etymology; Prefixes; Synonyms; Context Clues
BEFORE READING (SE/TWE p. 127)
Selection Focus Transparency 10
READING THE SELECTION (SE/TWE pp. 128–145)
Active Reading Guide,* p. 10
Selection Vocabulary Practice, p. 9
Reading Workbook, pp. 21–22
Copyright © by The McGraw-Hill Companies, Inc.
RESPONDING TO THE SELECTION (SE/TWE pp. 146–147)
Literary Elements Transparency 10
Fine Art Transparency 24
Selection Quick Checks,* p. 10
Selection and Theme Assessment, pp. 19–20
Performance Assessment, p. 10
Testmaker
EXTENDING AND CUSTOMIZING (TWE TEACHING OPTIONS pp. 127–147)
Theme Two Planning Guide, pp. 12–19
Grammar and Language Workbook, pp. 105–106, 107–108, 131–134
Grammar and Language Transparencies 11, 12
Grammar and Composition Handbook, Lessons 4.2, 6.1, 6.2
Vocabulary PuzzleMaker
English Language Learners Sourcebook, pp. 29–30
Glencoe Literature Web Site (lit.glencoe.com)
Audio Library, Tape or CD
Spanish Audio Library, Tape or CD
Spanish Summaries, p. 10
Spanish Translations, pp. 25–41
SE—Student Edition TWE—Teacher’s Wraparound Edition *Also in Spanish
Videodisc
12
Software
CD-ROM
Course 1, Theme Two, Mowgli’s Brothers
Audiocassette
Transparency
Print Resources
Web
Theme Planning Guide
LESSON PLAN
Name Date Class Reading Level: Average (L2)
Objectives
• To read and analyze a folktale about a boy
who lives among animals
• To learn characteristics of folktales
• To write a version of the story from another
SE and TWE pp. 148–154
TEKS: 1 D; 3 A; 4 A, B; 6 C; 7 A–D; 8 A, C; 10 B, C, H, K;
11 A; 12 B; 17 D; 21 A
TAAS: R 1, 2, 4, 5
PDAS: I A; II A, D, E; III B; IV C; VIII D
character’s point of view
Skills
Reading/Thinking: Evaluating; Drawing
Conclusions; Setting a Purpose
for Reading
Writing: Retelling from Another
Point of View
Grammar/Language: Adjectives
Listening/Speaking: Discoursing;
Readers Theater
Collaboration: Literature Groups
BEFORE READING (SE/TWE p. 148)
Selection Focus Transparency 11 TEKS: 6.22, 6.23 PDAS: I A, B; II A–D; IV C
Literature Launchers, Side A, Segment 16
TEKS: 6.2, 6.3, 6.22, 6.23 PDAS: I A, B; II A–D; IV C
READING THE SELECTION (SE/TWE pp. 149–153)
Active Reading Guide,* p. 11
TEKS: 6.8, 6.9, 6.10, 6.11, 6.12, 6.14 TAAS: R 1, 2, 3, 4, 5, 6
Selection Vocabulary Practice, p. 10
TEKS: 6.6, 6.9 TAAS: R 1
Reading Workbook, pp. 23–24
TEKS: 6.8, 6.9, 6.10, 6.11, 6.12, 6.14 TAAS: R 1, 2, 3, 4, 5, 6
EXTENDING AND CUSTOMIZING (TWE TEACHING OPTIONS pp. 148–154)
Theme Two Planning Guide, pp. 20–27
TEKS: 6.10, 6.11, 6.12, 6.14 PDAS: II A–E; IV C
Grammar and Language Workbook, pp. 119–120
TEKS: 6.16, 6.17, 6.19 TAAS: W 3, 5, 6, 7
Grammar and Language Transparency 13 TEKS: 6.16, 6.17, 6.19 TAAS: W 3, 5, 6, 7
Grammar and Composition Handbook, Lesson 5.1
TEKS: 6.16, 6.17, 6.19 TAAS: W 3, 5, 6, 7
Vocabulary PuzzleMaker
TEKS: 6.9 TAAS: R 1
English Language Learners Sourcebook, p. 31
TEKS: 6.6, 6.9 TAAS: R 1
PDAS: I A, B; II A–D; III A, B; IV C; V A, B
Glencoe Literature Web Site (lit.glencoe.com)
Audio Library, Tape or CD
Spanish Audio Library, Tape or CD
Spanish Summaries, p. 11
Spanish Translations, pp. 42–45
SE—Student Edition TWE—Teacher’s Wraparound Edition *Also in Spanish
Videodisc
20
Software
CD-ROM
Audiocassette
Course 1, Theme Two, The Boy Who Lived with the Bears
Transparency
Print Resources
Web
Theme Planning Guide
Copyright © by The McGraw-Hill Companies, Inc.
RESPONDING TO THE SELECTION (SE/TWE pp. 154)
Literary Elements Transparency 11 TEKS: 6.10, 6.11, 6.12 TAAS: R 2, 3, 5, 6
Selection Quick Checks,* p. 11
PDAS: III A, B
Selection and Theme Assessment, pp. 21–22
PDAS: III A, B
Performance Assessment, p. 11
PDAS: III A, B
Testmaker
PDAS: III A, B
LESSON PLAN
Name Date Class Reading Level: Average (L2)
Objectives
• To analyze and interpret a nonfiction selection
• To draw conclusions based on supporting
details in expository text
• To write a paragraph explaining the function
of an anecdote in the selection
Skills
Reading/Thinking: Drawing Conclusions;
Identifying Author’s Purpose
Writing: Writing a Conversation
Vocabulary: Suffixes: Context Clues
Grammar/Language: Quotation Marks
and Commas
Listening/Speaking: Discoursing; Interviewing
Collaboration: Literature Groups
BEFORE READING (SE/TWE p. 158)
Selection Focus Transparency 12
Literature Launchers, Side A, Segment 4
READING THE SELECTION (SE/TWE pp. 159–162)
Active Reading Guide,* p. 12
Selection Vocabulary Practice, p. 11
Reading Workbook, p. 25–26
Fine Art Transparency 23
Copyright © by The McGraw-Hill Companies, Inc.
RESPONDING TO THE SELECTION (SE/TWE pp. 163–164)
Literary Elements Transparency 12
Fine Art Transparency 23
Selection Quick Checks,* p. 12
Selection and Theme Assessment, pp. 23–24
Performance Assessment, p. 12
Testmaker
EXTENDING AND CUSTOMIZING (TWE TEACHING OPTIONS pp. 158–164)
Theme Two Planning Guide, pp. 28–35
Grammar and Language Workbook, pp. 247–248
Grammar and Language Transparency 14
Grammar and Composition Handbook, Lesson 13.6
Vocabulary PuzzleMaker
English Language Learners Sourcebook, p. 33
Glencoe Literature Web Site (lit.glencoe.com)
Audio Library, Tape or CD
Spanish Audio Library, Tape or CD
Spanish Summaries, p. 12
Spanish Translations, pp. 46–47
SE—Student Edition TWE—Teacher’s Wraparound Edition *Also in Spanish
Videodisc
28
Software
CD-ROM
Course 1, Theme Two, Koko: Smart Signing Gorilla
Audiocassette
Transparency
Print Resources
Web
Theme Planning Guide
LESSON PLAN
Name Date Class Reading Level: Average (L2)
Objectives
• To read and analyze a short story
• To analyze elements of characterization
• To write a paragraph using inferences about a story
Skills
Reading/Thinking: Inferring; Drawing
Conclusions; Logical Reasoning;
Elaborating; Problem and Solution
Writing: Journal Entry
Vocabulary: Related Meanings
Grammar/Language: Adverbs;
Compound Sentences
Listening/Speaking: Reporting on an Event
Collaboration: Literature Groups
BEFORE READING (SE/TWE p. 166)
Selection Focus Transparency 13
Literature Launchers, Side A, Segment 5
READING THE SELECTION (SE/TWE pp. 167–172)
Active Reading Guide,* p. 13
Selection Vocabulary Practice, p. 12
Reading Workbook, pp. 27–28
Copyright © by The McGraw-Hill Companies, Inc.
RESPONDING TO THE SELECTION (SE/TWE pp. 173–175)
Literary Elements Transparency 13
Selection Quick Checks,* p. 13
Selection and Theme Assessment, pp. 25–26
Performance Assessment, p. 13
Testmaker
EXTENDING AND CUSTOMIZING (TWE TEACHING OPTIONS pp. 166–175)
Theme Two Planning Guide, pp. 36–43
Grammar and Language Workbook, pp. 10, 55–56, 131–132
Grammar and Language Transparency 15
Grammar and Composition Handbook, Lessons 1.6, 6.1
Vocabulary PuzzleMaker
English Language Learners Sourcebook, p. 34
Glencoe Literature Web Site (lit.glencoe.com)
Audio Library, Tape or CD
Spanish Audio Library, Tape or CD
Spanish Summaries, p. 13
Spanish Translations, pp. 48–52
SE—Student Edition TWE—Teacher’s Wraparound Edition *Also in Spanish
Videodisc
36
Software
CD-ROM
Course 1, Theme Two, Zlateh the Goat
Audiocassette
Transparency
Print Resources
Web
Theme Planning Guide
LESSON PLAN
Name Date Class Reading Level: Challenging (L3)
Objectives
• To analyze and enjoy a poem about cats
• To recognize repetition and rhythm in poetry
• To write a paragraph about tone
Skills
Reading/Thinking: Generalizing;
Varying Reading Rate
Writing: Name Lists
Grammar/Language: Commas
Listening/Speaking: Discoursing
Collaboration: Literature Groups
BEFORE READING (SE/TWE p. 180)
Selection Focus Transparency 14
READING THE SELECTION (SE/TWE pp. 181–182)
Active Reading Guide,* p. 14
Reading Workbook, pp. 29–30
RESPONDING TO THE SELECTION (SE/TWE pp. 183)
Literary Elements Transparency 14
Selection Quick Checks,* p. 14
Selection and Theme Assessment, pp. 27–28
Performance Assessment, p. 14
Testmaker
Grammar and Language Transparency 16
Grammar and Composition Handbook, Lessons 13.2, 13.3, 13.4
Glencoe Literature Web Site (lit.glencoe.com)
Audio Library, Tape or CD
Spanish Audio Library, Tape or CD
Spanish Summaries, p. 14
SE—Student Edition TWE—Teacher’s Wraparound Edition *Also in Spanish
Videodisc
44
Software
CD-ROM
Course 1, Theme Two, The Naming of Cats
Audiocassette
Transparency
Print Resources
Web
Theme Planning Guide
Copyright © by The McGraw-Hill Companies, Inc.
EXTENDING AND CUSTOMIZING (TWE TEACHING OPTIONS pp. 180–183)
Theme Two Planning Guide, pp. 44–49
Grammar and Language Workbook, pp. 16–17, 237–242
LESSON PLAN
Name Date Class Reading Level: Average (L2)
Objectives
• To analyze two humorous poems
about dangerous animals
• To write the imaginary thoughts of an
ankylosaurus or a shark
• To recognize different rhyme schemes in poetry
Skills
Reading/Thinking: Inferring
Writing: Personal Experience Paragraphs
Grammar/Language: Prepositions;
Specific Nouns
Listening/Speaking: Performing
Collaboration: Literature Groups
BEFORE READING (SE/TWE p. 184)
Selection Focus Transparency 15
READING THE SELECTION (SE/TWE pp. 187–188)
Active Reading Guide,* p. 15
Reading Workbook, pp. 31–32
Copyright © by The McGraw-Hill Companies, Inc.
RESPONDING TO THE SELECTION (SE/TWE pp. 187–188)
Literary Elements Transparency 15
Selection Quick Checks,* p. 15
Selection and Theme Assessment, pp. 29–30
Performance Assessment, p. 15
Testmaker
EXTENDING AND CUSTOMIZING (TWE TEACHING OPTIONS pp. 184–188)
Theme Two Planning Guide, pp. 50–55
Grammar and Language Workbook, pp. 4, 63–64, 149–150, 153–154
Grammar and Language Transparency 17
Grammar and Composition Handbook, Lessons 7.1, 2.1
English Language Learners Sourcebook, p. 35
Glencoe Literature Web Site (lit.glencoe.com)
Audio Library, Tape or CD
Spanish Audio Library, Tape or CD
Spanish Summaries, p. 15
Spanish Translations, pp. 53–54
SE—Student Edition TWE—Teacher’s Wraparound Edition *Also in Spanish
Videodisc
50
Software
CD-ROM
Course 1, Theme Two, Ankylosaurus/The Shark
Audiocassette
Transparency
Print Resources
Web
Theme Planning Guide
LESSON PLAN
Name Date Class Reading Level: Average (L2)
Objectives
• To analyze two poems that express the poets’
fascination with small creatures
• To identify personal thoughts and feelings
in lyric poetry
• To write a description of each poet’s subject from a
different point of view
Skills
Reading/Thinking: Inferring
Writing: Personal Writing
Grammar/Language: Sensory Words;
Be and the Present Participle
Listening/Speaking: Literature Groups;
Poetry Reading
Collaboration: Literature Groups
BEFORE READING (SE/TWE p. 192)
Selection Focus Transparency 16
READING THE SELECTION (SE/TWE pp. 193–194)
Active Reading Guide,* p. 16
Reading Workbook, pp. 33–34
Copyright © by The McGraw-Hill Companies, Inc.
RESPONDING TO THE SELECTION (SE/TWE pp. 195–196)
Literary Elements Transparency 16
Selection Quick Checks,* p. 16
Selection and Theme Assessment, pp. 31–32
Performance Assessment, p. 16
Testmaker
EXTENDING AND CUSTOMIZING (TWE TEACHING OPTIONS pp. 192–196)
Theme Two Planning Guide, pp. 56–61
Grammar and Language Workbook, p. 10
Grammar and Language Transparency 18
Grammar and Composition Handbook, Lesson 9.1
English Language Learners Sourcebook, p. 36
Glencoe Literature Web Site (lit.glencoe.com)
Audio Library, Tape or CD
Spanish Audio Library, Tape or CD
Spanish Summaries, p. 16
Spanish Translations, pp. 55–56
SE—Student Edition TWE—Teacher’s Wraparound Edition *Also in Spanish
Videodisc
56
Software
CD-ROM
Audiocassette
Course 1, Theme Two, Dinner Together/How soft a Caterpillar steps—
Transparency
Print Resources
Web
Theme Planning Guide