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Program Planning Guide, British Tradition
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ISBN 978-0-82196-167-4
© by EMC Publishing, LLC
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St. Paul, MN 55102
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Printed in the United States of America
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CONTENTS
Introduction
ix
Core Standards-Based Selections Chart
x
Reading Log & Evaluation Forms
xvii
Unit 1
Unit 1 Anglo-Saxon Period Opener
The Conversion of King Edwin, from Ecclesiastical History of the English People /
The Story of Cædmon, from Ecclesiastical History of the English People / Grammar
& Style Workshop: Subject-Verb Agreement
Understanding Literary Forms: Poetry / Understanding Literary Forms: The Epic /
from Beowulf / from Grendel / Vocabulary & Spelling Workshop: Compound Words
The Head of Humbaba, from Gilgamesh
The Seafarer / The Wife’s Lament / Grammar & Style Workshop: Pronouns
Anglo-Saxon Riddles
Speaking & Listening Workshop: Describe a Place
Writing Workshop: Narrative Writing Write a Narrative Poem
Test Practice Workshop
1
3
5
7
9
11
13
14
15
Unit 2
Unit 2 Medieval Period Opener
Part 1: Songs and Tales / Understanding Literary Forms: The Ballad / Bonny Barbara
Allan / Get Up and Bar the Door / Lord Randall / A Hard Rain’s A-Gonna Fall
Author Focus: Geoffrey Chaucer / The Prologue, from The Canterbury Tales / Grammar
& Style Workshop: Sentence Fragments
The Pardoner’s Tale, from The Canterbury Tales / The Wife of Bath’s Tale, from The
Canterbury Tales / Simply Divine, from The Guardian / Grammar & Style Workshop:
Run-On Sentences
Sir Patrick Spens
from The Book of Margery Kempe
from Everyman
Part 2: Chivalry and Romance / from Sir Gawain and the Green Knight / from Le Morte
d’ Arthur / from The Art of Courtly Love / Grammar & Style Workshop: Sentence Variety
Robin Hood and Allen a Dale / Vocabulary & Spelling Workshop: Word Parts
Federigo’s Falcon, from The Decameron
The Honeysuckle: Chevrefoil
Speaking & Listening Workshop: Apply Active-Listening Skills
Writing Workshop: Expository Writing Write a Cover Letter and Résumé
Test Practice Workshop
16
18
20
22
24
25
26
28
30
32
34
35
36
37
Unit 3
Unit 3 Renaissance Opener
Part 1: Courtiers / Speech to the Troops at Tilbury / Elizabeth I, Queen of England,
from The Columbia Encyclopedia / Grammar & Style Workshop: Parallel Structure
Understanding Literary Forms: The Sonnet / “Whoso list to hunt” / “With how sad
steps” (Sonnet 31)
“O ye who in these scattered rhymes may hear” (Sonnet 1), from The Canzoniere
“One day I wrote her name upon the strand” (Sonnet 75), from Amoretti / Vocabulary
& Spelling Workshop: Archaic Words
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45
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Author Focus: William Shakespeare / “Let me not to the marriage of true minds”
(Sonnet 116) / “My mistress’ eyes are nothing like the sun” (Sonnet 130) / “When,
in disgrace with Fortune and men’s eyes” (Sonnet 29) / Understanding Literary
Criticism: Biographical-Historical Criticism
The Passionate Shepherd to His Love / The Nymph’s Reply to the Shepherd / Vocabulary
& Spelling Workshop: Classifying Words
Song: To Celia / On My First Son
Jack and Joan
Part 2: Mind, Body, and Spirit / Psalm 23 / The Prodigal Son
Of Studies / Grammar & Style Workshop: Unified Paragraphs
Author Focus: John Donne / A Valediction: Forbidding Mourning / “Death, be not
proud” (Holy Sonnet 10) / A Quick and Rough Explication of Donne’s “Holy
Sonnet 10: Death, Be Not Proud”
Song (“Go and catch a falling star”) / Meditation 17 (“Perchance he for whom this
bell tolls”), from Devotions Upon Emergent Occasions / Grammar & Style
Workshop: Transitions
Easter Wings
Eve’s Apology in Defense of Women from Salve dues Rex Judaeorum
Speaking & Listening Workshop: Evaluate a Well-Known Speech
Writing Workshop: Expository Writing Write a Poetry Explication
Test Practice Workshop
47
49
51
53
54
56
58
60
62
64
66
67
68
Unit 4
Unit 4 Renaissance Drama Opener
Understanding Literary Forms: Drama / The Tragedy of Macbeth, Act I / Vocabulary
& Spelling Workshop: Contractions
The Tragedy of Macbeth, Act II / Grammar & Style Workshop: Sensory Details
The Tragedy of Macbeth, Act III / Macbeth, from Characters of Shakespeare’s Plays /
Grammar & Style Workshop: Allusions
The Tragedy of Macbeth, Act IV / Vocabulary & Spelling Workshop: Synonyms and
Antonyms
The Tragedy of Macbeth, Act V / Comparing Shakespeare’s Macbeth to Holinshed’s
Chronicles of England, Scotland, and Ireland
from The Analects
from The Tragical History of Doctor Faustus
Monologues and Soliloquies from Shakespeare’s Plays
Speaking & Listening Workshop: Critique a Movie or Play
Writing Workshop: Descriptive Writing Describe a Character
Test Practice Workshop
69
71
73
75
77
79
81
83
85
87
88
89
Unit 5
Unit 5 Seventeenth and Eighteenth Centuries Opener
Part 1: Ideas Old and New / Song (“Why so pale and wan”)
To Althea, from Prison / To Lucasta, Going to the Wars / Grammar & Style Workshop:
Verb Tenses
To the Virgins, to Make Much of Time / To His Coy Mistress / Grammar & Style
Workshop: Proper Nouns and Adjectives
Author Focus: John Milton / “How soon hath Time” (Sonnet VII) / “When I consider
how my light is spent” (Sonnet XIX)
from Paradise Lost / Genesis 1–3, from the Bible
from The Pilgrim’s Progress
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from The Narrow Road to the Deep North and Other Travel Sketches
from Gulliver’s Travels / A Modest Proposal / Vocabulary & Spelling Workshop: Political
and Historical Terms / Understanding Literary Criticism: Political Criticism
from Candide
from The Rape of the Lock / from An Essay on Man / Grammar & Style Workshop:
Modifiers
To All Writing Ladies
from Oroonoko
Part 2: Life and Times / Understanding Literary Forms: The Diary and Journal / from
The Diary of Samuel Pepys / from A Journal of the Plague Year
A Young Lady’s Diary, from The Spectator
from The Diary of Fanny Burney / Ten Steps to Keeping an On-Going Journal /
Grammar & Style Workshop: Precise Language
from A Dictionary of the English Language / A Brief to Free a Slave / Vocabulary &
Spelling Workshop: Connotation and Denotation
from The Life of Samuel Johnson LL.D.
Elegy Written in a Country Churchyard
Pressed by the Moon, Mute Arbitress of Tides
Speaking & Listening Workshop: Lead a Group Discussion or Meeting
Writing Workshop: Persuasive Writing Write a Satire
Test Practice Workshop
104
105
107
109
111
113
115
117
119
121
123
125
127
128
129
130
Unit 6
Unit 6 Romantic Period Opener
Part 1: Beginnings of Romantic Thought / Understanding Literary Forms: The Lyric
Poem / To a Mouse
The Lamb / The Tyger / London / Grammar & Style Workshop: Parallelism
from A Vindication of the Rights of Woman / Grammar & Style Workshop: Phrases
Author Focus: William Wordsworth / The World Is Too Much with Us / Composed
Upon Westminster Bridge / from Preface to Lyrical Ballads
Lines Composed a Few Miles Above Tintern Abbey
Kubla Khan / The Rime of the Ancient Mariner / Vocabulary & Spelling Workshop: Syntax
Casabianca
Part 2: The Second Generation / She Walks in Beauty / from Childe Harold’s Pilgrimage
Author Focus: Percy Bysshe Shelley / Ozymandias / Ode to the West Wind
To a Skylark / Vocabulary & Spelling Workshop: Literal Versus Figurative Language
Author Focus: John Keats / Ode to a Nightingale / Ode on a Grecian Urn / Understanding
Literary Criticism: Reader-Response Criticism
When I Have Fears / On First Looking Into Chapman’s Homer
The Lorelei
from Introduction to Frankenstein
Speaking & Listening Workshop: Summarize Factual Information
Writing Workshop: Narrative Writing—Write a Personal Essay
Test Practice Workshop
131
133
135
137
139
141
143
145
147
149
151
153
155
157
159
161
162
163
Unit 7
Unit 7 Victorian Era Opener
Part 1: A Realistic Approach / My Last Duchess / Porphyria’s Lover
“How do I love thee?” (Sonnet 43)
Understanding Literary Forms: The Novel / from Great Expectations / Grammar & Style
Workshop: Coordination
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ContEnts
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from Jane Eyre / Grammar & Style Workshop: Appositives
from Madame Bovary
Author Focus: Thomas Hardy / from The Mayor of Casterbridge
The Darkling Thrush / Ah, Are You Digging on My Grave?
The Mark of the Beast
The Lagoon / Grammar & Style Workshop: Subordination
Christmas Storms and Sunshine
Part 2: Faith and Doubt / Author Focus: Alfred, Lord Tennyson / The Lady of Shalott /
Ulysses / Vocabulary & Spelling Workshop: Homophones
from In Memoriam
Dover Beach
Pied Beauty / Spring and Fall: To a Young Child
When I Was One-and-Twenty / To an Athlete Dying Young / Cardiac Arrest in Healthy,
Young Athletes
A Birthday / Promises Like Pie-Crust
Speaking and Listening Workshop: Present an Argument
Writing Workshop: Persuasive Writing—Review a Short Story or Book
Test Practice Workshop
172
174
176
178
180
182
184
186
188
190
192
194
196
198
199
200
Unit 8
Unit 8 Modern Era Opener
Part 1: Battling for Hearts and Minds / The Rising of the Moon / Needed: An Irish National
Theater
The Soldier / In Flanders Fields
The Rear-Guard / Dulce et Decorum Est / The War Letters of Wilfred Owen
I Explain a Few Things
Birds on the Western Front / Grammar & Style Workshop: Commas
Part 2: Modernism / Author Focus: William Butler Yeats / When You Are Old / The
Wild Swans at Coole / The Lake Isle of Innisfree
The Second Coming / Sailing to Byzantium
Araby / Grammar & Style Workshop: Colons and Semicolons
Understanding Literary Forms: The Essay / Author Focus: Virginia Woolf / from A Room
of One’s Own / Mr Sassoon’s Poems / Letter to Julian Bell / Understanding Literary
Criticism: Feminist-Gender Criticism / Vocabulary & Spelling Workshop: Clichés
Author Focus: T. S. Eliot / The Music of Poetry
Preludes / The Hollow Men
from Reflections on the Death of a Porcupine
The Rocking-Horse Winner
The Garden-Party
Part 3: Conflict at Home and Abroad / Wartime Speech, May 19, 1940 / Defending
Nonviolent Resistance
War Poet / Words
Musée des Beaux Arts / The Unknown Citizen
What I Expected
The Demon Lover / Grammar & Style Workshop: Hyphens, Dashes, and Ellipses
from Testament of Experience
Speaking & Listening Workshop: Conduct an Interview
Writing Workshop: Expository Writing—Analyze an Advertisement
Test Practice Workshop
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ContEnts
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205
207
209
211
213
215
217
219
221
223
225
227
229
231
233
235
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Unit 9
Unit 9 Postmodern Era, p. 1104
Part 1: Realizations / Shooting an Elephant / Vocabulary & Spelling Workshop: Greek
and Latin Words
Author Focus: Dylan Thomas / Do Not Go Gentle Into That Good Night / Fern Hill
The Hand That Signed the Paper
Not Waving but Drowning
That’s All
The Horses
Follower / Digging
A Shocking Accident / Grammar & Style Workshop: Quotations
from Balzac and the Little Chinese Seamstress
Home Is So Sad
The Moment
Part 2: Colonial Influences / B. Wordsworth
Telephone Conversation / from Midsummer XXIII
Understanding Literary Forms: The Short Story / Games at Twilight
The Train from Rhodesia / Understanding Literary Criticism: Sociological Criticism
Author Focus: Doris Lessing / No Witchcraft for Sale / Grammar & Style Workshop:
Summarizing and Paraphrasing
Sparrows / Reporting from the Terrain of the Mind / Grammar & Style Workshop:
Documenting Sources
Dead Men’s Path
from Delhi
Speaking & Listening Workshop: Present an Oral Analysis
Writing Workshop: Persuasive Writing—Write a Research Paper
Test Practice Workshop
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ContEnts
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Introduction
This comprehensive Program Planning Guide serves as a road map to the entire Mirrors & Windows:
Connecting with Literature program. It lists all the components available for each lesson in the
textbook and offers options that help you address your own curriculum needs, student requirements,
and schedules. This integrated approach makes it easy to incorporate language arts skills such as
reading, vocabulary, critical thinking, and media literacy into each lesson.
To help you meet the diverse needs of your students, the Mirrors & Windows program offers a
wealth of material—much more than you can teach in one school year. As a result, one challenge you
will face is identifying the resources that are best suited to your particular situation. The Program
Planning Guide offers several tools to help you meet that challenge.
The guide begins with a Core Standards-Based Selections chart outlining a basic course of study
for teaching the critical skills covered in formal language arts assessments. If you start your curriculum
planning with this chart, you will know that you are teaching the key material your students need
for success.
Three types of lesson plans are provided in the body of this guide:
• Unit introduction plans allow you to plan your teaching of each unit and introduce the unit.
• Selection plans include one or more selections, plus workshops and special features that are
grouped with those selections.
• End-of-unit workshop plans cover the workshops that appear at the end of each unit.
The lesson plans begin with pacing, selection details (if applicable), and objectives. They are
then broken into the following categories to provide easy identification of the information you
need: Plan, Preview and Motivate, Teach, Differentiate Instruction, Review and Extend, and Assess.
Each plan lists all the supplemental resources that support the lesson:
• Meeting the Standards activities and quizzes
• Differentiated Instruction lessons
• Exceeding the Standards lessons
• Assessment Guide tests and exams
• TechnologyTools:EMC Launchpad, Annotated Teacher’s Edition on CD, Interactive Student Text on
CD, ExamView® Assessment Suite on CD, ETS Online Criterion-Based Essay Grader (Grades 9–12),
Visual Teaching Package, EMC Audio Library, EMC E-Library, and mirrorsandwindows.com
Additional planning materials appear in your Annotated Teacher’s Edition. The Visual Planning
Guide at the start of each unit presents a quick view of the supplemental materials available for each
selection. The Scope and Sequence Guide provides a breakdown of the apparatus for each selection,
including literary elements, reading level and reading skills, cross-curricular connections, and the
Mirrors & Windows theme.
The E-Lesson Planner packages the entire Mirrors & Windows program, including the lesson
plans, in one easy-to-use calendar resource. With the E-Lesson Planner, you can link directly to
activities listed in the lesson plans, search complete versions of all teacher resources, download
correlated state standards directly into your lesson plans, customize lesson plans and save links
to your own resources and lessons, drag and drop prepared lesson plans into a calendar, display
multiple course plans on one calendar, and export completed course plans to your Microsoft®
Outlook® calendar.
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Program Planning Guide
introduCtion
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Mirrors & Windows
Core Standards-Based Selections
Level VII (Grade 12)
The selections and workshops listed here represent the core course of study students need to master
critical skills that appear on formal assessments. To ensure standards coverage, students who are
having difficulty may concentrate on only these selections and workshops. Students on and above
grade level may read more selections.
Pacing
Regular
Block
Schedule Schedule
Selections
unit 1
anGLo-saXon
PEriod, 449–1066
Grammar & style
Workshops:
Subject-Verb Agreement;
Pronouns
Vocabulary & spelling
Workshop:
Compound Words
Writing Workshop:
Narrative Writing: Write
a Narrative Poem
speaking & Listening
Workshop:
Describe a Place
The Conversion of
King Edwin
Allegory &
Caesura
Identifying Author’s
Purpose
The Story of
Cædmon
Miracle Tale
Making Inferences
from Beowulf
Alliteration &
Motif
Analyzing Text
Organization, Making
Inferences, Comparing
& Contrasting
Literature
Connection:
from Grendel
Point of View
Comparing & Contrasting
Comparing
Literature:
The Seafarer
The Wife’s Lament
Mood & Elegy
Comparing & Contrasting, 2 days
Following the Sequence
of Events
1 day
Anglo-Saxon
Riddles
Sensory Details,
Imagery,
Paradox
Identifying Multiple Levels 1 day
of Meaning
0.5 day
x
CorE standards-basEd sELECtions
00i-284_PPG_Gr12_CCSS.indd 10
Literary Skill
Reading /
Informational Skills
Unit
Program Planning Guide
2 days
1 day
4 days
2 days
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Pacing
Unit
unit 2
Writing Workshop:
Expository Writing: Write
a Cover Letter
and Résumé
speaking & Listening
Workshop:
Apply Active-Listening
Skills
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00i-284_PPG_Gr12_CCSS.indd 11
Selections
Literary Skill
Bonny Barbara
Allan
Rhyme Scheme
& Repetition
Reading /
Informational Skills
Summarizing
Get Up and Bar the Rhyme Scheme
Door
Drawing Conclusions
Lord Randall
Rhyme Scheme
& Repetition
Drawing Conclusions
The Prologue from
The Canterbury
Tales
Characterization Clarifying Information,
& Irony
Making Inferences
The Pardoner’s
Tale from The
Canterbury Tales
Characterization Making Predictions,
& Irony
Summarizing
Regular
Block
Schedule Schedule
2 days
1 day
5 days
2.5 days
Informational Text: Tone
Simply Divine, from
The Guardian
Distinguishing Fact from
Opinion
Comparing
Literature:
from Sir Gawain
and the Green
Knight
from Le Morte
d’Arthur
Arthurian
Romance &
Alliteration
Summarizing, Making
Inferences
3 days
1.5 days
Primary Source:
from The Art of
Courtly Love
Mood
Clarifying Information
3 days
1.5 days
Program Planning Guide
CorE standards-basEd sELECtions
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Pacing
Unit
unit 3
rEnaissanCE,
1485–1625
Grammar & style
Workshops:
Parallel Structure;
Transitions
Vocabulary & spelling
Workshop:
Classifying Words
Writing Workshop:
Expository Writing: Write
a Poetry Explication
speaking & Listening
Workshop:
Evaluate a Well-Known
Speech
xii
Selections
Speech to the
Troops at Tilbury
Purpose &
Parallelism
Informational Text:
Elizabeth I, Queen
of England
Reading /
Informational Skills
Finding the Main Idea
Regular
Block
Schedule Schedule
2 days
1 day
Following the Sequence
of Events
Let me not to the
marriage of true
minds
Tone & Speaker
Identifying Multiple Levels 3 days
of Meaning
My mistress’ eyes
are nothing like
the sun
Tone & Speaker
Identifying Multiple Levels
of Meaning
When, in disgrace
with Fortune and
men’s eyes
Tone & Speaker
Identifying Multiple Levels
of Meaning, Analyzing
Text Organization
Comparing
Literature:
The Passionate
Shepherd to His
Love
The Nymph’s Reply
to the Shepherd
Pastoral,
Enjambment &
End-Stopped
Line
Summarizing
2 days
1 day
Psalm 23
Purpose &
Imagery
Clarifying Information
2 days
1 day
The Prodigal Son
Purpose &
Imagery
Clarifying Information
Meditation 17
Metaphor
Finding the Main Idea
CorE standards-basEd sELECtions
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Literary Skill
Program Planning Guide
1.5 days
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Pacing
Unit
unit 4
rEnaissanCE draMa,
1485–1642
Grammar & style
Workshops:
Sensory Details; Allusions
Vocabulary & spelling
Workshops:
Contractions; Synonyms
& Antonyms
Writing Workshop:
Descriptive Writing:
Describe a Character
speaking & Listening
Workshop:
Critique a Movie or Play
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00i-284_PPG_Gr12_CCSS.indd 13
Selections
Literary Skill
Reading /
Informational Skills
The Tragedy of
Macbeth, Act I
Conflict & Foil
Summarizing, Asking
Questions
The Tragedy of
Macbeth, Act II
Comic Relief &
Hyperbole
Following the Sequence
of Events, Taking
Notes, Analyzing Text
Organization
The Tragedy of
Macbeth, Act III
Climax & Motif
Determining Cause &
Effect, Making Inferences
The Tragedy of
Macbeth, Act IV
Characterization Paraphrasing, Analyzing
& Paradox
Cause & Effect
The Tragedy of
Macbeth, Act V
Tragedy &
Theme
Taking Notes, Making
Inferences, Clarifying
Information
Primary Source:
Comparing
Shakespeare’s
Macbeth to
Holinshed’s
Chronicles of
England, Scotland,
and Ireland
Diction
Distinguishing Fact from
Opinion, Analyzing Text
Organization
Program Planning Guide
Regular
Block
Schedule Schedule
14 days
CorE standards-basEd sELECtions
7 days
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Pacing
Unit
unit 5
sEVEntEEntH
and EiGHtEEntH
CEnturiEs, 1625–1798
Grammar & style
Workshops:
Verb Tenses; Proper
Nouns & Adjectives;
Modifiers
Vocabulary & spelling
Workshop:
Political & Historical
Terms
Writing Workshop:
Persuasive Writing: Write
a Satire
speaking & Listening
Workshop:
Lead a Group Discussion
or Meeting
unit 6
roMantiC PEriod,
1798–1832
Grammar & style
Workshop:
Parallelism
Vocabulary & spelling
Workshop:
Literal vs. Figurative
Language
Writing Workshop:
Narrative Writing: Write
a Personal Essay
speaking & Listening
Workshop:
Summarize Factual
Information
xiv
Selections
Reading /
Informational Skills
To Althea, from
Prison
Theme &
Symbol
Making Inferences
To Lucasta, Going
to the Wars
Theme &
Symbol
Making Inferences
Regular
Block
Schedule Schedule
2 days
1 day
Comparing
Metaphor &
Literature:
Hyperbole
To the Virgins, to
Make Much of
Time
To His Coy Mistress
Visualizing, Paraphrasing
2 days
1 day
from Gulliver’s
Travels
Satire & Irony
Determining Cause &
2 days
Effect, Identifying Author’s
Purpose
1 day
A Modest Proposal
Satire & Irony
Identifying Author’s
Purpose
Comparing
Literature:
from The Diary of
Samuel Pepys
from A Journal of
the Plague Year
Diction &
Narrator
Summarizing Information
2 days
1 day
from A Dictionary
of the English
Language
Denotation,
Connotation &
Argument
Asking Questions
2 days
1 day
To a Mouse
Dialect & Meter
Finding the Main Idea
1 day
0.5 day
The Lamb
Parallelism
Making Inferences
2 days
1 day
The Tyger
Parallelism
Making Inferences
London
Synesthesia
Finding the Main Idea
Kubla Khan
Imagery &
Personification
Following the Sequence
of Events
2 days
1 day
Casabianca
Irony & Setting
Visualizing
1 day
0.5 day
She Walks in
Beauty
Simile,
Enjambment
Visualizing
2 days
1 day
To a Skylark
Sensory Details
& Hyperbole
Drawing Conclusions
CorE standards-basEd sELECtions
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Literary Skill
Program Planning Guide
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Pacing
Unit
unit 7
ViCtorian Era,
1832–1901
Grammar & style
Workshop:
Coordination
Vocabulary & spelling
Workshop:
Homophones
Writing Workshop:
Persuasive Writing:
Review a Short Story
or Book
speaking & Listening
Workshop:
Present an Argument
unit 8
ModErn Era,
1901–1945
Grammar & style
Workshops:
Colons & Semicolons;
Hyphens, Dashes &
Ellipses
Writing Workshop:
Expository Writing:
Analyze an Advertisement
speaking & Listening
Workshop:
Conduct an Interview
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00i-284_PPG_Gr12_CCSS.indd 15
Selections
Literary Skill
Reading /
Informational Skills
Regular
Block
Schedule Schedule
My Last Duchess
Dramatic
Monologue,
Mood
Making Inferences
2 days
1 day
How do I love
thee?
Catalogue &
Repetition
Comparing & Contrasting, 1 day
Visualizing
from Great
Expectations
Setting &
Comparing & Contrasting, 2 days
Characterization Visualizing, Making
Inferences
Ah, Are You
Digging on My
Grave?
Speaker & Irony
Ulysses
Foil & Archetype Finding the Main Idea
Dover Beach
Allusion &
Symbol
Comparing & Contrasting
2 days
1 day
When I Was Oneand-Twenty
Tone & Speaker
Analyzing Cause & Effect
2 days
1 day
To an Athlete Dying Tone & Imagery
Young
Analyzing Cause & Effect
Informational Text:
Cardiac Arrest in
Healthy, Young
Athletes
Distinguishing Fact from
Opinion, Analyzing Text
Organization
2 days
1 day
2 days
1 day
0.5 day
1 day
Drawing Conclusions
The Soldier
Mood & Sonnet
Paraphrasing
Literature
Connection: In
Flanders Fields
Setting & Mood
Comparing & Contrasting
Araby
Epiphany &
Point of View
Comparing & Contrasting
The Rocking-Horse
Winner
Character &
Climax
Asking Questions,
Comparing & Contrasting
The Musée des
Beaux Arts
Diction & Rhyme Summarizing,
Determining the
Importance of Details
2 days
1 day
The Demon Lover
Flashback &
Foreshadowing
1 day
0.5 day
Program Planning Guide
Following the Sequence
of Events
CorE standards-basEd sELECtions
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Pacing
Unit
unit 9
PostModErn Era,
1945–PrEsEnt
Grammar & style
Workshops:
Quotations; Summarizing
& Paraphrasing;
Documenting Sources
Vocabulary & spelling
Workshop:
Greek & Latin Words
Writing Workshop:
Persuasive Writing: Write
a Research Paper
speaking & Listening
Workshop:
Present an Oral Analysis
Selections
Regular
Block
Schedule Schedule
Thesis & Irony
Determining the
Importance of Details
2 days
1 day
Do Not Go Gentle
Into That Good
Night
Villanelle &
Sensory Details
Analyzing Text
Organization
2 days
1 day
A Shocking
Accident
Rising Action &
Resolution
Asking Questions,
Determining Cause &
Effect, Comparing &
Contrasting
2 days
1 day
The Moment
Imagery
Comparing & Contrasting
1 day
0.5 day
No Witchcraft for
Sale
Characterization Making Inferences,
& Motivation
Drawing Conclusions
3 days
1.5 days
Sparrows
Symbol &
Dialogue
1 day
0.5 day
Primary Source
Dialogue
Connection:
Reporting from the
Terrain of the Mind
CorE standards-basEd sELECtions
00i-284_PPG_Gr12_CCSS.indd 16
Reading /
Informational Skills
Shooting an
Elephant
Dead Men’s Path
xvi
Literary Skill
Visualizing, Asking
Questions, Comparing &
Contrasting
Determining Cause &
Effect
Characterization Making Predictions
Program Planning Guide
© EMC Publishing, LLC
3/14/11 4:21 PM
Name:
Date:
Reading Log
Week of
Date
Title
Author
Pages Read
From
To
Summary/
Reactions
Total number of pages read this week:
Genres read this week (circle):
Fiction
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Nonfiction
Program Planning Guide
Poetry
Drama
Folk Literature
rEadinG LoG
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Name:
Date:
EVaLuatIon FoRM 1
Communicating in a Pair Group: Self-Evaluation
Communicating with another person is a two-way street: it involves both listening carefully and speaking clearly. Being an
effective communicator when interacting with another person includes
• makingeyecontactandmaintainingarelaxedposture
• providingfeedbackasyoulisten
• notinterrupting
• rephrasingwhatthespeakersaystoshowyouunderstand
• controllingyouremotions
• distinguishingbetweenfactsandopinions
Evaluating Pair-Group Communication—Self-Evaluation
Use the scales on this page to analyze and rate yourself on the items below. Place a check mark at the point on
the scale that you feel corresponds to your number for each item. Then give yourself an overall score for how well
you communicated with your partner and write a short evaluation. Suggest ways that you could improve your
communication skills.
I made eye contact and maintained a relaxed posture.
4
3
2
1
0
I provided feedback as I listened.
4
3
2
1
0
1
0
I did not interrupt.
4
3
2
I rephrased what my partner said to show that I understood.
4
3
2
1
0
I controlled my emotions.
4
3
2
1
0
I backed up facts with details from the text and gave my opinions.
4
3
2
1
0
Overall score
Suggestions for improvement
xviii
EVaLuation forM 1
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© EMC Publishing, LLC
3/14/11 4:21 PM
Name:
Date:
EVaLuatIon FoRM 2
Communicating in a Pair Group: Peer-Evaluation
Communicating with another person is a two-way street: it involves both listening carefully and speaking clearly. Being an
effective communicator when interacting with another person includes
• makingeyecontactandmaintainingarelaxedposture
• providingfeedbackasyoulisten
• notinterrupting
• rephrasingwhatthespeakersaystoshowyouunderstand
• controllingyouremotions
• distinguishingbetweenfactsandopinions
Evaluating Pair-Group Communication—Peer Evaluation
Use the scales on this page to analyze and rate your partner on the items below. Place a check mark at the point on the
scale that you feel corresponds to your partner’s number for each item. Then give your partner an overall score for how
well your partner communicated and write a short evaluation. Suggest ways that your partner could improve his or her
communication skills.
My partner made eye contact and maintained a relaxed posture.
4
3
2
1
0
My partner provided feedback as he/she listened.
4
3
2
1
0
My partner did not interrupt.
4
3
2
1
0
My partner rephrased what I said to show that she/he understood.
4
3
2
1
0
My partner controlled his/her emotions.
4
3
2
1
0
My partner backed up facts with details from the text and gave her/his opinions.
4
3
2
1
0
Overall score
Suggestions for improvement
© EMC Publishing, LLC
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Program Planning Guide
EVaLuation forM 2
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Name:
Date:
EVaLuatIon FoRM 3
Communicating in a Small Group
Communicating in a small group requires all the elements of effective communication between two people. But when
you’re working with a small group, it’s also necessary to observe some other guidelines. These include
• respectinggroupnorms,orrulesthatgovernbehaviorforgroupmembers
• understandinggrouproles(possiblegrouproles:reader,timekeeper,recorder,summarizer,foreperson)
• takingturns
• helpingtocreateapositiveclimate
• establishinggroupgoals
Evaluating Small-Group Communication
Use the scales on this page to analyze and rate your group on the items below. Place a check mark at the point on the
scale that you feel corresponds to your group’s number for each item. Then give your group an overall score for how well
it communicated and write a short evaluation. Suggest ways your group could improve its communication.
Group members understand and respect group norms.
4
3
2
1
0
Group members understand group roles.
4
3
2
1
0
Group members take turns participating.
4
3
2
1
0
Group members help to create a positive climate.
4
3
2
1
0
Group members work together to establish group goals.
4
3
2
1
0
Overall score
Suggestions for improvement
xx
EVaLuation forM 3
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Program Planning Guide
© EMC Publishing, LLC
3/14/11 4:21 PM
Name:
Date:
EVaLuatIon FoRM 4
Communicating in a Large Group
Large groups require many of the same skills you use in a small group. However, large groups also require special
communication skills. Some of these skills are
• sharinggrouprolessoeveryonecanparticipate
• focusingonkeyrelationshipsandfindingkeypeopletoleadthegroup
• emphasizinggroupidentityandsettingreachablegoals
• standingupwhenpresenting
• avoiding“groupthink,”thepressuretoconform
• takingresponsibilityandhelpingeachotherfinishtasks
Evaluating Large-Group Communication
Use the scales on this page to analyze and rate your group on items below. Place a check mark at the point on the scale
that you feel corresponds to your group’s number for each item. Then give your group an overall score for how well
members communicated with each other and write a short evaluation. Suggest ways that your group could improve its
communication skills.
Group members shared roles so everyone could participate.
4
3
2
1
0
Group members focused on key relationships and key people who could lead our group.
4
3
2
1
0
Group members emphasized a group identity and set reachable goals.
4
3
2
1
0
Group members stood up when making presentations.
4
3
2
1
0
Group members stated their opinions and were not pressured to conform.
4
3
2
1
0
Group members took responsibility for completing the assignment and helped each other finish tasks.
4
3
2
1
0
Overall score
Suggestions for improvement
© EMC Publishing, LLC
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Program Planning Guide
EVaLuation forM 4
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Name:
Date:
EVaLuatIon FoRM 5
asking Questions: Questioning Skills
Knowing the most effective ways to ask and answer questions in a group can help you become a great communicator.
Here are some guidelines to remember when asking questions.
• Waittoberecognized.
• Makeyourquestionsshort,clear,anddirect.
• Don’tdebateorarguewiththespeaker.
• Don’ttaketoomuchofothers’time.
• Don’tgiveaspeechyourself.
Evaluating Questioning Skills
Use the scales on this page to analyze and rate your abilities for the items below. Place a check mark at the point on the
scale that you feel corresponds to your number for each item. Then give yourself an overall score for how well you asked
questions, and write a short evaluation of your abilities, suggesting ways you could improve your communication skills.
I waited to be recognized.
4
3
2
1
0
I asked short, clear, and direct questions.
4
3
2
1
0
I did not debate or argue with the speaker.
4
3
2
1
0
I did not take too much time asking questions.
4
3
2
1
0
I did not give a speech when I asked a question.
4
3
2
1
0
Overall score
Suggestions for improvement
xxii
EVaLuation forM 5
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Program Planning Guide
© EMC Publishing, LLC
3/14/11 4:21 PM
Name:
Date:
EVaLuatIon FoRM 6
answering Questions: answering Skills
Here are some guidelines to remember when answering questions.
• Bepreparedforaquestion-and-answerperiod.
• Bepatient.
• Makeyouranswersclear,short,anddirect.
• Rephrasedifficultquestions.
• Becourteous.
• Trytohandledifficultmembersoftheaudiencegracefully.
Evaluating Answering Skills
Use the scales on this page to analyze and rate your abilities on the items below. Place a check mark at the point on the
scale that you feel corresponds to your number for each item. Then give yourself an overall score for how well you
answered questions, and write a short evaluation of your abilities, suggesting ways you could improve your
communication skills.
I was prepared for a question-and-answer period.
4
3
2
1
0
2
1
0
I was patient.
4
3
I gave clear, short, and direct answers.
4
3
2
1
0
I rephrased difficult questions.
4
3
2
1
0
2
1
0
I was courteous.
4
3
I handled difficult members of the audience gracefully.
4
3
2
1
0
Overall score
Suggestions for improvement
© EMC Publishing, LLC
00i-284_PPG_Gr12_CCSS.indd 23
Program Planning Guide
EVaLuation forM 6
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
unit 1 anglo-Saxon Period opener, p. 1
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• understandtheimpactofhistorical,social,
and political elements on the literature
extending from the beginnings of the British
tradition to 1066 ce
• identifythecharacteristicsofliteratureofthe
Anglo-Saxon period
Plan the Unit
Use the following resources to plan instruction for this unit:
____ Unit 1 Visual Planning Guide: Unit-Based Resources, ATE, pp. 1A–1B
____ Unit 1 Visual Planning Guide: Lesson-by-Lesson Resources, ATE, pp. 1C–1D
____ Unit 1 Scope & Sequence Guide, ATE, pp. 1E–1G
____ Unit 1 Building Vocabulary, ATE, pp. 1G–1I
____ Launch the Unit, ATE, p. 1
Teach the Unit Opener
Choose from the following resources to teach the unit opener:
____ Unit 1 Overview, SE/ATE, p. 1
____ Time Line: Anglo-Saxon Period, SE/ATE, pp. 2–3
____ Historical Introduction: Anglo-Saxon Period, SE/ATE, pp. 4–6
____ Development of the English Language: Old English, SE/ATE, pp. 7−9
____ Anglo-Saxon Period Study Guide: Introduction, Meeting the Standards Unit 1, p. 1
____ Anglo-Saxon Period Study Guide: Historical Context, Meeting the Standards
Unit 1, pp. 2–4
____ Anglo-Saxon Period Study Guide: Master Vocabulary List, Meeting the Standards
Unit 1, p. 18
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 5, 8
____ English Language Learning, ATE, pp. 5, 7, 8
____ Enrichment, ATE, pp. 5, 8
Extend the Unit
Choose from the following resources to extend the unit:
____ For Your Reading List, SE/ATE, p. 78
____ Unit 1, Exceeding the Standards: Grammar & Style, pp. 1–16
____ Harnessing the Power of Anglo-Saxon Language, Exceeding the Standards: Literature
& Reading, pp. 1–2
____ Internet Research, Exceeding the Standards: Special Topics, pp. 1–2
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britisH tradition, unit 1
1
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____
____
College Reading Skills: Applied Documents Reading, Exceeding the Standards: Special
Topics, pp. 3–6
Unit 1, Exceeding the Standards: Vocabulary & Spelling, pp. 1–11
Assess
Administer the following assessment tool(s):
____ Formative Surveys 1 and 2, Assessment Guide, pp. 3–26
____ Reading Fluency Assessments, Passages 1 and 2, Assessment Guide, pp. 415–416
____ Unit 1 Exam, Assessment Guide, pp. 365–368
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
2
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Program Planning Guide
© EMC Publishing, LLC
3/14/11 4:21 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
the Conversion of King Edwin, from Ecclesiastical History of the
English People / the Story of Cædmon, from Ecclesiastical History of
the English People, p. 10
Grammar & Style Workshop: Subject-Verb agreement, p. 19
Directed Reading
“The Conversion of King Edwin”
• Reading Level: Challenging
• Difficulty Consideration: Unfamiliar
setting; vocabulary
• Ease Factor: Selection length
“The Story of Cædmon”
• Reading Level: Moderate
• Difficulty Consideration: Vocabulary
• Ease Factor: Selection length
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatea
historical narrative and a miracle tale about
aspects of Christianity in early Britain
• understandhowtheAnglo-SaxonPeriod
influenced this piece of literature
• analyzeandunderstandallegory and caesura
• developwritingandotherlanguagearts
skills as specified in the Unit 1 Scope &
Sequence Planning Guide
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 10
____ Build Vocabulary: Word Roots, Meeting the Standards Unit 1, p. 19
____ Build Background: Medieval Monasteries, Meeting the Standards Unit 1, p. 20
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 11–16
____ History Connection: Bede’s Legacy, SE/ATE, p. 12
____ Analyze Literature: Alliteration, Meeting the Standards Unit 1, p. 21
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, pp. 12, 13, 16
____ Enrichment, ATE, p. 13
____ Learning Styles: Auditory, ATE, p. 15
____ Learning Styles: Visual, ATE, p. 15
____ Reading Proficiency, ATE, p. 16
____ Historical Context Project: The Early Middle Ages, Differentiated Instruction for Advanced
Students, p. 1
____ Reading Strategies and Skills Practice: Unlock Word Meaning, Differentiated Instruction for
Developing Readers, pp. 1–3
© EMC Publishing, LLC
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Program Planning Guide
britisH tradition, unit 1
3
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after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 17–18
____ Identifying the Parts of Speech, Exceeding the Standards: Grammar & Style, pp. 13–16
____ Sentence Structures: Simple, Compound, Complex, and Compound-Complex Sentences,
Exceeding the Standards: Grammar & Style, pp. 10–12
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Style: Subject-Verb Agreement, SE/ATE, p. 19
____ Language Arts Handbook Section 3.1, The Sentence, SE/ATE, pp. 1254–1255
____ Subject and Verb Agreement: With Intervening Expressions, with Contractions, with Linking
Verbs, and with Special Subjects, Exceeding the Standards: Grammar & Style, pp. 81–86
____ Indefinite Pronoun and Verb Agreement, Exceeding the Standards: Grammar & Style,
pp. 87–89
____ Compound Subject and Verb Agreement, Exceeding the Standards: Grammar & Style,
pp. 90–92
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 22
____ Lesson Test, Assessment Guide, pp. 29–31
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
4
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Program Planning Guide
© EMC Publishing, LLC
3/14/11 4:21 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
understanding Literary Forms: Poetry, p. 20
understanding Literary Forms: the Epic, p. 22
from Beowulf / from Grendel, p. 23
Vocabulary & Spelling Workshop: Compound Words, p. 55
Directed Reading
from Beowulf
• Reading Level: Challenging
• Difficulty Consideration: Selection length;
long, complex sentences
• Ease Factor: Action-packed narrative
from Grendel
• Reading Level: Easy to Moderate
• Difficulty Consideration: Background
information needed; some difficult names
• Ease Factor: Length; compelling story
Pacing
• Regular Schedule: 4 days
• Block Schedule: 2 days
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatea
heroic epic focusing on a chieftain’s battles
with three monsters
• understandhowtheAnglo-SaxonPeriod
influenced this piece of literature
• analyzeandunderstandalliteration
and motif
• developwritingandotherlanguagearts
skills as specified in the Unit 1 Scope &
Sequence Planning Guide
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Understanding Literary Forms: Poetry, SE/ATE, pp. 20–21
____ Understanding Literary Forms: The Epic, SE/ATE, p. 22
____ Anglo-Saxon Period Study Guide: Understanding Literary Forms: Poetry and Applying
Literary Forms: Poetry, Meeting the Standards Unit 1, pp. 5–7
____ Anglo-Saxon Period Study Guide: Understanding Literary Forms: The Epic and Applying
Literary Forms: The Epic, Meeting the Standards Unit 1, pp. 8–10
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 23
____ Build Vocabulary: Meanings in Context, Meeting the Standards Unit 1, p. 23
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 24–50
____ Art Connection: The Bayeux Tapestry, SE/ATE, p. 27
____ Cultural Connection: Anglo-Saxon Conventions, SE/ATE, p. 39
____ Literature Connection: from Grendel, SE/ATE, pp. 51–53
____ Connecting with Literature: Anglo-Saxon Culture, Meeting the Standards Unit 1, p. 24
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Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 26, 36, 43, 45, 46, 52
____ Enrichment, ATE, pp. 26, 32, 39, 45, 48, 52
____ English Language Learning, ATE, pp. 28, 30, 36, 38, 51, 52
____ Learning Styles: Auditory, ATE, p. 29
____ Learning Styles: Visual, ATE, pp. 29, 34, 44
____ Learning Styles: Kinesthetic, ATE, pp. 29, 40, 42, 44
____ Literary Form Activity: Epics, Differentiated Instruction for Advanced Students, pp. 2–4
____ Summarize, Differentiated Instruction for English Language Learners, pp. 1–17
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 53–54
____ Analyze Literature: Metaphor, Meeting the Standards Unit 1, p. 25
____ Analyze Literature: Point of View and Characterization, Meeting the Standards Unit 1, p. 26
____ Collaborative Learning: Compare Cultures, Exceeding the Standards: Extension Activities,
pp. 1–2
____ The Sentence and Its Functions, Exceeding the Standards: Grammar & Style, pp. 1–6
____ Narrative Writing: Narrate an Event Using Actions, Exceeding the Standards: Writing,
pp. 1–11
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Vocabulary & Spelling: Compound Words, SE/ATE, p. 55
____ Language Arts Handbook Section 2.5, Spelling, SE/ATE, pp. 1250–1253
____ Compound Words, Exceeding the Standards: Vocabulary & Spelling, p. 38
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 27
____ Lesson Test, Assessment Guide, pp. 32–34
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
6
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Program Planning Guide
© EMC Publishing, LLC
3/14/11 4:21 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
the Head of Humbaba, from Gilgamesh, p. 56
Directed Reading
• Reading Level: Moderate
• Difficulty Consideration: Challenging
vocabulary; unfamiliar British terms
and names
• Ease Factor: Challenging action
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• applyreadingstrategiesandskills
• analyzeliteraryelements
• usecontextcluestounderstandunfamiliar
vocabulary words
• addresscriticalthinkingquestions
• usewritingoptionstoassessunderstanding
of the text
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 56
____ Critical Thinking: Antiquities Today, Meeting the Standards Unit 1, pp. 28–29
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 56–58
____ History Connection: The Sumerian Civilization, SE/ATE, p. 59
____ Analyze Literature: Similes, Meeting the Standards Unit 1, p. 30
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 59
____ English Language Learning, ATE, p. 59
____ Enrichment, ATE, p. 59
____ World Literature Study: Folk Epics of the World, Differentiated Instruction for Advanced
Students, pp. 5–6
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 58
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 31
____ Lesson Test, Assessment Guide, pp. 35–36
© EMC Publishing, LLC
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Program Planning Guide
britisH tradition, unit 1
7
3/14/11 4:21 PM
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
8
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Program Planning Guide
© EMC Publishing, LLC
3/14/11 4:22 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
the Seafarer / the Wife’s Lament, p. 60
Grammar & Style Workshop: Pronouns, p. 71
Directed Reading
“The Seafarer”
• Reading Level: Moderate
• Difficulty Consideration: Ideas do not
end at line breaks; difficult British terms;
abstract concepts
• Ease Factor: Length
“The Wife’s Lament”
• Reading Level: Moderate
• Difficulty Consideration: Unusual order
of events
• Ease Factor: Conversational tone
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatetwo
elegies that express the personal thoughts
and feelings of the speakers
• understandhowthecultureoftheAngloSaxon Period influenced these poems
• exhibitandunderstandmoodandelegy
• compareandcontrastthemoodsand
elements of elegy in the two poems
• exhibitwritingandotherlanguageartsskills
as specified in the Unit 1 Scope & Sequence
Planning Guide
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 60
____ Build Vocabulary: Old Norse Origins, Meeting the Standards Unit 1, p. 32
____ Research Project: The Viking World, Meeting the Standards Unit 1, p. 33
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 61–68
____ History Connection: The Viking Influence, SE/ATE, p. 62
____ Analyze Literature: Point of View, Meeting the Standards Unit 1, p. 34
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 63, 67
____ English Language Learning, ATE, pp. 63, 67
____ Enrichment, ATE, pp. 63, 67
____ Learning Styles: Auditory, ATE, p. 64
____ Learning Styles: Visual, ATE, p. 68
____ Learning Styles: Kinesthetic, ATE, p. 68
____ Comparing Literature Activity: Find Points of Comparison and Contrast, Differentiated
Instruction for Advanced Students, p. 7
____ Reading Strategies and Skills Practice: Make Connections, Differentiated Instruction for
Developing Readers, pp. 4–6
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after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 69–70
____ Media Literacy: Analyze Film Portrayals, Exceeding the Standards: Extension Activities, p. 3
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Styles: Pronouns, SE/ATE, p. 71
____ Language Arts Handbook Section 3.4, Pronouns, SE/ATE, pp. 1257–1258
____ Pronouns and Antecedents, Exceeding the Standards: Grammar & Style, pp. 29–34
____ Pronoun Cases: The Nominative Case, the Objective Case, and the Possessive Case, Exceeding
the Standards: Grammar & Style, pp. 35–39
____ Indefinite, Reflexive, and Intensive Pronouns, Exceeding the Standards: Grammar & Style,
pp. 40–46
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 35
____ Lesson Test, Assessment Guide, pp. 37–39
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
10
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Program Planning Guide
© EMC Publishing, LLC
3/14/11 4:22 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
anglo-Saxon Riddles, p. 72
Independent Reading
• Reading Level: Moderate
• Difficulty Consideration: Abstract concepts
• Ease Factor: Answers given; appealing
subject matter; attracts student interest
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• applyreadingstrategiesandskills
• analyzeliteraryelements
• usecontextcluestounderstandunfamiliar
vocabulary words
• addresscriticalthinkingquestions
• usewritingoptionstoassessunderstanding
of the text
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 72
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 72–76
____ Literary Connection: Riddles in Greek Mythology, SE/ATE, p. 77
____ Extend the Lesson: The Anglo-Saxon World, Meeting the Standards Unit 1, p. 36
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Learning Styles: Visual, ATE, p. 74
____ Enrichment, ATE, p. 75
____ Reading Proficiency, ATE, p. 76
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 76
____ Analyze Literature: Personification, Meeting the Standards Unit 1, p. 37
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 38
____ Lesson Test, Assessment Guide, pp. 40–41
© EMC Publishing, LLC
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technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
12
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking & Listening Workshop: Describe a Place, p. 79
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Participating in this lesson will help enable
students to
• describeaplaceusingwordsandphrases
that capture its overall mood or feeling
• describeaplaceusinganeffectiveplananda
suitable amount of detail
• describeaplaceusingsensorydetailsand
vivid language
Teach the Workshop
Select from the following resources to teach the workshop:
____ Speaking & Listening Workshop: Describe a Place, SE/ATE, p. 79
____ Language Arts Handbook Section 7.1, Verbal and Nonverbal Communication,
SE/ATE, p. 1289
____ Language Arts Handbook Section 7.6, Public Speaking, SE/ATE, pp. 1292–1293
Review and Extend
Use the following materials to review and extend the lesson:
____ Describe a Place, Exceeding the Standards: Speaking & Listening, pp. 1–2
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
© EMC Publishing, LLC
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: narrative Writing—Write a narrative Poem, p. 80
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Participating in this lesson will help enable
students to
• writeanarrativepoemthattellsthestoryof
a hero facing a challenge
• writeanarrativepoemthatusespoetic
conventions such as stanza, meter, and
rhyme
• writeanarrativepoemthatusesimagery,
sound devices, and figurative language
Teach the Workshop
Select from the following resources to teach the workshop:
____ Writing Workshop: Narrative Writing Write a Narrative Poem, SE/ATE, pp. 80–85
____ Language Arts Handbook Section 4.1, The Writing Process, SE/ATE, pp. 1271–1276
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 83, 84
____ English Language Learning, ATE, pp. 83, 84
____ Enrichment, ATE, pp. 83, 84
Review and Extend
Use the following materials to review and extend the lesson:
____ Narrative Writing: Narrate an Event Using Actions, Exceeding the Standards: Writing,
pp. 1–11
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
14
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3/14/11 4:22 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
test Practice Workshop, p. 86
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Participating in this lesson will help enable
students to
• makeinferencesusingthecluesinapassage
• plantheirtimeinatestingsituation
• readandreviseapassageforerrors
in organization, grammar, spelling,
punctuation, and capitalization
Teach the Workshop
Select from the following resources to teach the workshop:
____ Reading Skills: Make Inferences, SE/ATE, pp. 86–87
____ Writing Skills: Plan Your Time, SE/ATE, p. 88
____ Revising and Editing Skills, SE/ATE, p. 89
____ Language Arts Handbook Section 8.4, Answering Multiple-Choice Questions,
SE/ATE, p. 1297
____ Language Arts Handbook Section 8.5, Answering Reading Comprehension Questions,
SE/ATE, p. 1297
____ Language Arts Handbook Section 8.8, Answering Constructed-Response Questions,
SE/ATE, p. 1298
____ Language Arts Handbook Section 8.9, Answering Essay Questions, SE/ATE, pp. 1298–1299
____ Test-Taking Skills and Strategies, Exceeding the Standards: Test Practice, pp. 1–2
Review and Extend
Use the following materials to review and extend the lesson:
____ Practice Test, Meeting the Standards Unit 1, pp. 11–17
____ SAT Practice Test: Critical Reading and Writing, Exceeding the Standards: Test Practice,
pp. 3–6
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
© EMC Publishing, LLC
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
unit 2 Medieval Period opener, p. 90
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• understandtheimpactofhistorical,social,
and political elements on the literature
extending from 1066 to 1485
• identifythecharacteristicsofliteratureofthe
Medieval Period
Plan the Unit
Use the following resources to plan instruction for this unit:
____ Unit 2 Visual Planning Guide: Unit-Based Resources, ATE, pp. 90A–90B
____ Unit 2 Visual Planning Guide: Lesson-by-Lesson Resources, ATE, pp. 90C–90D
____ Unit 2 Scope & Sequence Guide, ATE, pp. 90E–90H
____ Unit 2 Building Vocabulary, ATE, pp. 90I–90J
____ Launch the Unit, ATE, p. 90
Teach the Unit Opener
Choose from the following resources to teach the unit opener:
____ Unit 2 Overview, SE/ATE, pp. 90–91
____ Time Line: Medieval Period, SE/ATE, pp. 92–93
____ Historical Introduction: Medieval Period, SE/ATE, pp. 94–96
____ Development of the English Language: Middle English, SE/ATE, pp. 97−98
____ Medieval Period Study Guide: Introduction, Meeting the Standards Unit 2, p. 1
____ Medieval Period Study Guide: Historical Context, Meeting the Standards Unit 2, pp. 2–4
____ Medieval Period Study Guide: Master Vocabulary List, Meeting the Standards Unit 2, p. 17
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 95
____ English Language Learning, ATE, p. 95
____ Enrichment, ATE, pp. 95, 98
Extend the Unit
Choose from the following resources to extend the unit:
____ For Your Reading List, SE/ATE, p. 220
____ Unit 2, Exceeding the Standards: Grammar & Style, pp. 17–46
____ College Writing Skills: Applied Writing Skills, Exceeding the Standards: Special Topics,
pp. 9–11
____ Unit 2, Exceeding the Standards: Vocabulary & Spelling, pp. 12–19
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Assess
Administer the following assessment tool(s):
____ Formative Surveys 1 and 2, Assessment Guide, pp. 3–26
____ Reading Fluency Assessments, Passages 3 and 4, Assessment Guide, pp. 417–418
____ Unit 2 Exam, Assessment Guide, pp. 369–373
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
© EMC Publishing, LLC
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Program Planning Guide
britisH tradition, unit 2
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: Songs and tales, p. 99
understanding Literary Forms: the Ballad, p. 100
Bonny Barbara allan / Get up and Bar the Door / Lord Randall /
a Hard Rain’s a-Gonna Fall, p. 102
Directed Reading
“Bonny Barbara Allan”
• Reading Level: Moderate
• Difficulty Consideration: Style, language
• Ease Factor: Sympathetic main character;
dialogue, repetition
“Get Up and Bar the Door”
• Reading Level: Moderate
• Difficulty Consideration: Dialect
• Ease Factor: Humor; short lines
“Lord Randall”
• Reading Level: Moderate
• Difficulty Consideration: Dialect
• Ease Factor: ACD rhyme, scheme; dialogue,
repetition
“A Hard Rain’s A-Gonna Fall”
• Reading Level: Moderate
• Difficulty Consideration: Abstract
concepts; long stanzas
• Ease Factor: Repetition, dialogue
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatethree
popular English ballads
• analyzeandunderstandrhyme scheme and
repetition
• developwritingandotherlanguagearts
skills as specified in the Unit 2 Scope &
Sequence Planning Guide
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Part 1: Songs and Tales, SE/ATE, p. 99
____ Understanding Literary Forms: The Ballad, SE/ATE, p. 100
____ Medieval Period Study Guide: Understanding Part 1: Songs and Tales and Applying Part 1:
Songs and Tales, Meeting the Standards Unit 2, pp. 5–6
____ Medieval Period Study Guide: Understanding Literary Forms: The Ballad and Applying
Literary Forms: The Ballad, Meeting the Standards Unit 2, pp. 7–9
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 101
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 102–106
____ Literary Connection: “A Hard Rain’s A-Gonna Fall,” SE/ATE, pp. 107–109
____ Connecting with Literature: The Stories Behind the Ballads, Meeting the Standards Unit 2,
pp. 19–20
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Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 103, 105, 108
____ English Language Learning, ATE, pp. 103, 105, 108
____ Enrichment, ATE, pp. 103, 105, 108
____ Literary Form Activity: Experiment with Poetic Form, Differentiated Instruction for Advanced
Students, p. 8
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 109, 110–111
____ Analyze Literature: Allusion, Meeting the Standards Unit 2, p. 21
____ Lifelong Learning: Conduct an Interview, Exceeding the Standards: Extension Activities,
pp. 4–5
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 2, p. 22
____ Lesson Test, Assessment Guide, pp. 42–44
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
© EMC Publishing, LLC
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britisH tradition, unit 2
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
author Focus: Geoffrey Chaucer, p. 112
the Prologue, from the Canterbury tales, p. 113
Grammar & Style Workshop: Sentence Fragments, p. 135
Directed Reading
• Reading Level: Challenging
• Difficulty Consideration: Length;
vocabulary
• Ease Factor: Modern translation
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatethe
frame tale to a famous collection of stories
• understandtheinfluenceoftheMedieval
Period on this literature
• analyzeandunderstandcharacterization
and irony
• developwritingandotherlanguagearts
skills as specified in the Unit 2 Scope &
Sequence Planning Guide
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Author Focus: Geoffrey Chaucer, SE/ATE, p. 112
____ Author Focus: Geoffrey Chaucer, Exceeding the Standards: Literature & Reading, pp. 3–6
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 113
____ Build Vocabulary: The Suffix -ity, Meeting the Standards Unit 2, p. 23
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 114–132
____ History Connection: Thomas à Becket, SE/ATE, p. 116
____ Analyze Literature: Satire, Meeting the Standards Unit 2, p. 24
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Learning Styles: Visual, ATE, pp. 115, 126
____ English Language Learning, ATE, pp. 116, 120, 125, 129
____ Reading Proficiency, ATE, pp. 118, 125, 129, 132
____ Enrichment, ATE, pp. 121, 122, 125, 132
____ Learning Styles: Auditory, ATE, p. 126
____ Learning Styles: Kinesthetic, ATE, p. 126
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____
____
Literary Connection Study: The Frame Tale, Differentiated Instruction for Advanced
Students, p. 9
Reading Strategies and Skills Practice: Take Notes, Differentiated Instruction for Developing
Readers, pp. 7–9
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 133–134
____ Extend the Learning: Middle English Translation, Meeting the Standards Unit 2, p. 25
____ Common, Proper, Singular, and Plural Nouns, Exceeding the Standards: Grammar & Style,
pp. 17–22
____ Word Processing, Exceeding the Standards: Special Topics, pp. 7–8
____ Descriptive Writing: Describe a Person Using Actions, Exceeding the Standards: Writing,
pp. 12–24
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Styles: Sentence Fragments, SE/ATE, p. 135
____ Sentence Fragments, Exceeding the Standards: Grammar & Style, pp. 231–233
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 2, p. 26
____ Lesson Test, Assessment Guide, pp. 45–47
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
© EMC Publishing, LLC
00i-284_PPG_Gr12_CCSS.indd 21
Program Planning Guide
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21
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
the Pardoner’s tale, from the Canterbury tales / the Wife of
Bath’s tale, from the Canterbury tales / Simply Divine, from the
Guardian, p. 136
Grammar & Style Workshop: Run-on Sentences, p. 156
Directed Reading
“The Pardoner’s Tales,” from The
Canterbury Tales
• Reading Level: Moderate
• Difficulty Consideration: Vocabulary
• Ease Factor: Engaging story; compelling
lesson
“The Wife of Bath’s Tale,” from The
Canterbury Tales
• Reading Level: Challenging
• Difficulty Consideration: Style; vocabulary;
complex relationship; context
• Ease Factor: Humor; dialogue; rhyme,
compelling plot
“Simply Divine” from The Guardian
• Reading Level: Easy
• Difficulty Consideration: Vocabulary
• Ease Factor: Clear purpose; style
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluateframe
tales that teach a moral lesson
• understandhowperceptionsofreligionand
morals of the Medieval Period influenced
this literature
• analyzeandunderstandcharacterization
and irony
• developwritingandotherlanguagearts
skills as specified in the Unit 2 Scope &
Sequence Planning Guide
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 136
____ Build Vocabulary: Analogies, Meeting the Standards Unit 2, p. 27
____ Build Background: The Plague in Europe, Meeting the Standards Unit 2, p. 28
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 137–150
____ Literary Connection: The Stories of The Canterbury Tales, SE/ATE, p. 140
____ Informational Text Connection: “Simply Divine,” from The Guardian, pp. 151–154
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 140, 141, 145, 152
____ English Language Learning, ATE, pp. 140, 141, 145, 146, 150, 152
____ Enrichment, ATE, pp. 141, 145, 146, 150, 152
____ Learning Styles: Auditory, ATE, pp. 142, 149
____ Learning Styles: Visual, ATE, pp. 142, 149
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____
____
Learning Styles: Kinesthetic, ATE, p. 142
Identify Sequence of Events, Differentiated Instruction for English Language Learners,
pp. 18–29
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 154–155
____ Analyze Literature: Theme, Meeting the Standards Unit 2, pp. 29–30
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Style: Run-On Sentences, SE/ATE, p. 156
____ Run-On Sentences, Exceeding the Standards: Grammar & Style, pp. 234–236
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 2, pp. 31–32
____ Lesson Test, Assessment Guide, pp. 48–50
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
© EMC Publishing, LLC
00i-284_PPG_Gr12_CCSS.indd 23
Program Planning Guide
britisH tradition, unit 2
23
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Sir Patrick Spens, p. 157
Independent Reading
• Reading Level: Easy
• Difficulty Consideration: Archaic language
• Ease Factor: Familiar folk tale
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• applyreadingstrategiesandskills
• analyzeliteraryelements
• usecontextcluestounderstandunfamiliar
vocabulary words
• addresscriticalthinkingquestions
• usewritingoptionstoassessunderstanding
of the text
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 157
____ Connecting with Literature: The Historical Ballad, Meeting the Standards Unit 2, p. 34
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 157–158
____ Analyze Literature: Narrative Poem, Meeting the Standards Unit 2, p. 33
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 158
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 2, p. 35
____ Lesson Test, Assessment Guide, pp. 51–52
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
24
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
from the Book of Margery Kempe, p. 159
Independent Reading
• Reading Level: Moderate
• Difficulty Consideration: Point of view
• Ease Factor: Selection length
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• applyreadingstrategiesandskills
• analyzeliteraryelements
• usecontextcluestounderstandunfamiliar
vocabulary words
• addresscriticalthinkingquestions
• usewritingoptionstoassessunderstanding
of the text
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 159
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 159–161
____ Build Background: The Medieval Woman, Meeting the Standards Unit 2, p. 37
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 161
____ Analyze Literature: Point of View, Meeting the Standards Unit 2, p. 36
____ Pronoun Cases: The Nominative Case, the Objective Case, and the Possessive Case, Exceeding
the Standards: Grammar & Style, pp. 35–39
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 2, p. 38
____ Lesson Test, Assessment Guide, pp. 53–54
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
© EMC Publishing, LLC
00i-284_PPG_Gr12_CCSS.indd 25
Program Planning Guide
britisH tradition, unit 2
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