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Program Planning Guide, American Tradition
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ISBN 978-0-82196-155-1
© by EMC Publishing, LLC
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St. Paul, MN 55102
E-mail: [email protected]
Web site: www.emcschool.com
All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without
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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
xviii
Unit 1
Unit 1 Origins of the American Tradition Opener
Part 1: Native American Traditions / Understanding Literary Forms: The Oral Tradition /
The Osage Creation Account / The Navajo Creation Myth
Song of the Sky Loom / Prayer to the Pacific
Coyote and the Earth Monster
from The Iroquois Constitution
Part 2: Shaping the New World / A Journey through Texas
from The General History of Virginia / from Of Plymouth Plantation / Grammar & Style
Workshop: Subject-Verb Agreement
To My Dear and Loving Husband / Vocabulary & Spelling Workshop: Archaic Language
Huswifery
from Sinners in the Hands of an Angry God / Grammar & Style Workshop: Verb Tenses
from The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the
African, Written by Himself
On Being Brought from Africa to America / To S.M., a Young African Painter, on
Seeing His Works
Part 3: The American Revolution / Author Focus: Benjamin Franklin / from The
Autobiography of Benjamin Franklin / from Poor Richard’s Almanack / Ben
Franklin: Scientist and Inventor
Speech in the Virginia Convention / Vocabulary & Spelling Workshop: Word Parts
from Common Sense / from The Crisis, No. 1 / Grammar & Style Workshop: Pronouns
Declaration of Independence / Bill of Rights
Letter to John Adams
from Letters from an American Farmer
Speaking & Listening Workshop: Present a Literary Work
Writing Workshop: Persuasive Writing—Defend a Viewpoint
Test Practice Workshop
1
3
5
7
8
10
12
14
16
18
20
22
24
26
28
30
32
33
34
35
36
Unit 2
Unit 2 New England Renaissance Opener
Part 1: Fireside Poets / Thanatopsis / Vocabulary & Spelling Workshop: Greek and
Latin Words
Old Ironsides
Stanzas on Freedom
The Tide Rises, the Tide Falls / A Psalm of Life
from Snow-Bound
Part 2: Transcendentalism / Understanding Literary Forms: The Essay / Author Focus:
Ralph Waldo Emerson / from Nature / The Rhodora / Grammar & Style Workshop:
Sentence Variety
Concord Hymn
Author Focus: Henry David Thoreau / from Walden / The Present / Vocabulary & Spelling
Workshop: Denotation and Connotation
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from Civil Disobedience / from Self-Reliance / Grammar & Style Workshop:
Sentence Fragments
Letter to Sophia Ripley
Part 3: American Gothic / The Devil and Tom Walker
Author Focus: Edgar Allan Poe / The Raven / Alone / Letter to John Allan
The Fall of the House of Usher / Understanding Literary Criticism: Psychological
Criticism / Grammar & Style Workshop: Run-On Sentences
Death of Edgar Allan Poe
The Minister’s Black Veil
Loomings, from Moby-Dick / Vocabulary & Spelling Workshop: Eponyms
Speaking & Listening Workshop: Prepare Notes for a Presentation
Writing Workshop: Descriptive Writing—Describe a Setting
Test Practice Workshop
54
56
57
59
61
63
65
67
69
70
71
Unit 3
Unit 3 Slavery and the Civil War Opener
Part 1: A Nation Divided / from Narrative of the Life of Frederick Douglass, an
American Slave, Written by Himself / Frederick Douglass / Grammar & Style
Workshop: Unified Paragraphs
An Occurrence at Owl Creek Bridge
The Gettysburg Address / Letter to Mrs. Bixby / The Second Inaugural Address /
Grammar & Style Workshop: Parallel Structure
Farewell to His Army / At the Public Market Museum: Charleston, South Carolina
from Incidents in the Life of a Slave Girl, Seven Years Concealed / Grammar & Style
Workshop: Transitions
Part 2: Lyric Poets / Understanding Literary Forms: Poetry / Author Focus: Walt
Whitman / from Preface to Leaves of Grass / from I Hear America Singing /
Vocabulary & Spelling Workshop: Suffixes
from Song of Myself
By the Bivouac’s Fitful Flame / Beat! Beat! Drums! / Mathew Brady: Civil War
Photographer
Ode to Walt Whitman
Author Focus: Emily Dickinson / Much Madness is divinest Sense— / I heard a Fly
buzz—when I died— / Because I could not stop for Death— / This is my letter to the
World / Battle for the Belle of Amherst
There’s a certain Slant of light— / My life closed twice before its close— / The Soul
selects her own Society—
Speaking & Listening Workshop: Deliver a Narrative Presentation
Writing Workshop: Persuasive Writing—Solve a Problem
Test Practice Workshop
72
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76
78
80
82
84
86
88
90
92
94
96
97
98
Unit 4
Unit 4 Expanding Frontiers Opener
Part 1: Realism and Naturalism / Author Focus: Mark Twain / The Notorious Jumping
Frog of Calaveras County / How to Tell a Story / Grammar & Style Workshop:
Irregular Verbs
from Life on the Mississippi / Understanding Literary Criticism: BiographicalHistorical Criticism
The Outcasts of Poker Flat / Grammar & Style Workshop: Modifiers
Richard Cory / Miniver Cheevy
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To Build a Fire / How to Build a Campfire / Vocabulary & Spelling Workshop:
Context Clues
Do not weep, maiden, for war is kind / A Man Said to the Universe
Part 2: The Native American Experience / I Will Fight No More Forever / I Am the
Last of My Family
from Black Elk Speaks
I Tried to Be Like My Mother
Part 3: Struggling for Equality / Understanding Literary Forms: The Speech / Keeping
the Thing Going While Things Are Stirring / Ain’t I a Woman?
The Destructive Male / Woman’s Right to Suffrage / Letter to Elizabeth Cady Stanton
The Emancipation of Women
The Story of an Hour / Grammar & Style Workshop: Verbal Phrases
from Songs of Gold Mountain
We Wear the Mask
from Up from Slavery
from The Souls of Black Folk
Booker T. and W. E. B.
Speaking & Listening Workshop: Use Active-Listening Skills
Writing Workshop: Descriptive Writing—Create a Profile
Test Practice Workshop
109
111
113
115
117
118
120
122
123
125
127
129
130
132
133
134
135
Unit 5
Unit 5 Early Twentieth Century Opener
Part 1: Modernism / Understanding Literary Forms: The Novel / from The Great Gatsby /
Grammar & Style Workshop: Subordination
Author Focus: Ernest Hemingway / from The Sun Also Rises / from For Whom the
Bell Tolls / The Artist’s Reward / Grammar & Style Workshop: Coordination
In a Station of the Metro / The River-Merchant’s Wife: A Letter / A Few Don’ts by
an Imagiste
Petals / Mid-Day
Author Focus: William Carlos Williams / The Red Wheelbarrow / This Is Just to Say /
The Dance / Vocabulary & Spelling Workshop: Semantic Families
The Love Song of J. Alfred Prufrock
Understanding Literary Criticism: Reader-Response Criticism / Poetry / Ars Poetica
Ars Poetica
somewhere i have never travelled,gladly beyond
Anecdote of the Jar
Part 2: The Common Life / A Wagner Matinee / Grammar & Style Workshop: Appositives
Lucinda Matlock / Petit, the Poet
Author Focus: Robert Frost / Birches / from Robert Frost: A Life / Mending Wall /
The Death of the Hired Man
Chicago / The Architecture of Chicago / Grass
Sonnet XXX / from A Few Figs from Thistles
Part 3: Harlem Renaissance / Author Focus: Langston Hughes / The Negro Speaks of
Rivers / I, Too, Sing America / from The Big Sea
America / A Black Man Talks of Reaping / Vocabulary & Spelling Workshop: Synonyms
and Antonyms
Author Focus: James Weldon Johnson / My City / Go Down, Death / from Black
Manhattan
Any Human to Another
Storm Ending
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from Dust Tracks on a Road
Speaking & Listening Workshop: Use Visual Aids
Writing Workshop: Narrative Writing—Write an Application Essay
Test Practice Workshop
172
174
175
176
Unit 6
Unit 6 Depression and World War II Opener
Part 1: Hard Times / from Let Us Now Praise Famous Men / Grammar & Style
Workshop: Precise Language
Author Focus: John Steinbeck / from The Grapes of Wrath / Letter to Elizabeth Otis /
The Chrysanthemums
A Date Which Will Live in Infamy / from No Ordinary Time
The Death of the Ball Turret Gunner / World War II Recruitment Posters
A Noiseless Flash, from Hiroshima / Grammar & Style Workshop: Active and
Passive Voice
The Watch
Part 2: Southern Renaissance / Understanding Literary Forms: The Short Story /
The Jilting of Granny Weatherall
Author Focus: William Faulkner / A Rose for Emily / Nobel Prize Acceptance
Speech / Darl, from As I Lay Dying / Grammar & Style Workshop: Possessive
Nouns and Pronouns
The Son
A Worn Path / Is Phoenix Jackson’s Grandson Really Dead? / Vocabulary & Spelling
Workshop: Contractions
Portrait of a Girl in Glass / Vocabulary & Spelling Workshop: Colloquial Language
Speaking & Listening Workshop: Deliver a How-To Presentation
Writing Workshop: Expository Writing: Create a Multimedia Presentation
Test Practice Workshop
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181
183
185
187
189
191
193
195
197
199
201
202
203
Unit 7
Unit 7 Postwar Era Opener
Part 1: Real Life / The Life You Save May Be Your Own
The Magic Barrel / Grammar & Style Workshop: Hyphens, Ellipses, and Italics
Elegy for Jane
One Art
Farewell to a Traveler
Once More to the Lake
Part 2: Conflict and Conformity / Understanding Literary Forms: The Drama /
Author Focus: Arthur Miller / The Crucible, Act I / from Why I Wrote “The Crucible”:
An Artist’s Answer to Politics
The Crucible, Act 2
The Crucible, Act 3 / Senate Hearings: McCarthy-Welch Exchange: “Have You No
Sense of Decency?”
The Crucible, Act 4 / Understanding Literary Criticism: Political Criticism /
Grammar & Style Workshop: Capitalization
from Black Boy
Midway / U.S. Supreme Court Decision: Brown v. Board of Education of Topeka
from Quiet Strength
Part 3: The Beat Movement / from On the Road / Vocabulary & Spelling Workshop:
Compound Words
A Supermarket in California / Vocabulary & Spelling Workshop: Borrowed Words
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Riprap / Pine Tree Tops
Constantly risking absurdity
Speaking & Listening Workshop: Develop Nonverbal Communication Skills
Writing Workshop: Persuasive Writing—Review a Film or Play
Test Practice Workshop
234
236
238
239
240
Unit 8
Unit 8 Early Contemporary Era Opener
Part 1: Global Tension / Inaugural Address
At the Bomb Testing Site / Traveling Through the Dark
Ambush / Grammar & Style Workshop: Sensory Details
Camouflaging the Chimera / Monsoon Season
Game / Grammar & Style Workshop: Commas
Part 2: Personal Challenges / Letter from Birmingham Jail / Dr. King Arrested at
Birmingham
The Rockpile / from On James Baldwin / Grammar & Style Workshop: Colons and
Semicolons
Understanding Literary Forms: The Memoir / Author Focus: Gwendolyn Brooks /
from Report from Part One / To Black Women / The Explorer
from The Woman Warrior
from The Way to Rainy Mountain / Vocabulary & Spelling Workshop: Native
American Words
Hunger in New York City
The Writer / Boy at the Window
The Handsomest Drowned Man in the World
Son
Part 3: Confessional Poets / The Starry Night / Vocabulary & Spelling Workshop:
Celestial Words
Morning Song / Mirror
Commander Lowell
Speaking & Listening Workshop: Evaluate a Well-Known Speech or Speaker
Writing Workshop: Descriptive Writing: Write a Descriptive Poem
Test Practice Workshop
241
243
245
247
249
251
253
255
257
259
261
263
265
267
269
271
273
275
277
278
279
Unit 9
Unit 9 Contemporary Era Opener
Part 1: Heritage / Author Focus: Alice Walker / Though We May Feel Alone / Dream /
My Mother’s Blue Bowl / Grammar & Style Workshop: Quotations
The Names of Women
Daughter of Invention
What Is Supposed to Happen
The Latin Deli: An Ars Poetica
Wingfoot Lake
Mother Tongue / Understanding Literary Criticism: Sociological Criticism
Straw Into Gold: The Metamorphosis of the Everyday / Vocabulary & Spelling
Workshop: Homophones
Thinking Back
A Story
What For
Defining the Grateful Gesture
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Part 2: Contemporary America / Understanding Literary Forms: Literary Nonfiction /
from Great Plains / Seeing, from Dakota: A Spiritual Geography / So This Is Nebraska /
Vocabulary & Spelling Workshop: Common Spelling Errors
Throughput, from Fast Food Nation
On the Mall / Grammar & Style Workshop: Summarizing and Paraphrasing /
Grammar & Style Workshop: Documenting Sources
Man Listening to Disc / The Blues
Author Focus: Donald Hall / Couplet: Old-Timers’ Day, Fenway Park, 1 May 1982 /
Letter in Autumn / Let Evening Come
Learning to Love America
A Quilt of a Country
The Janitor
Ray Bradbury’s Fahrenheit 451
Speaking & Listening Workshop: Present an Argument
Writing Workshop: Persuasive Writing—Write a Research Paper
Test Practice Workshop
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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 Common Core State Standards or your 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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introduCtion
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Mirrors & Windows
Core Standards-Based Selections
Level VI (Grade 11)
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
Unit
unit 1
oriGins oF tHE
aMEriCan tradition,
to 1800
Grammar & style
Workshops:
Subject-Verb Agreement;
Verb Tenses; Pronouns
Vocabulary & spelling
Workshops:
Archaic Language;
Word Parts
Writing Workshop:
Persuasive Writing:
Defend a Viewpoint
speaking & Listening
Workshop:
Present a Literary Work
Selections
Regular
Block
Schedule Schedule
Visualizing
1 day
0.5 day
Comparing
Point of View
Literature:
from The General
History of Virginia /
from Of Plymouth
Plantation
Comparing, Identifying
Author’s Approach,
Clarifying Information,
Using Context Clues
2 days
1 day
To My Dear and
Loving Husband
Using Context Clues
1 day
0.5 day
from Sinners in the Analogy &
Hands of an Angry Repetition
God
Summarizing
2 days
1 day
from The
Allusion,
Interesting
Rhetorical
Narrative of the
Questions
Life of Olaudah
Equiano, or
Gustavus Vassa, the
African, Written by
Himself
Making Predictions
2 days
1 day
2 days
1 day
Hyperbole &
Paradox
Autobiography Distinguishing Fact from
& Neoclassicism Opinion
from Poor Richard’s Aphorisms
Almanack
Sequencing of Events
Informational Text
Connection:
Ben Franklin:
Scientist and
Inventor
Determining the
Importance of Details
CorE standards-basEd sELECtions
00i-321_PPG_Gr11_CCSS.indd 10
Reading /
Informational Skills
The Osage Creation Myth &
Account from The Chronological
Navajo Creation
Order
Myth
from The
Autobiography of
Benjamin Franklin
x
Literary Skill
Informational
Text
Program Planning Guide
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Pacing
Unit
Selections
Literary Skill
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Regular
Block
Schedule Schedule
Speech in the
Rhetorical
Virginia Convention Question &
Enlightenment
Identifying Multiple
Levels of Meaning,
Making Inferences
2 days
1 day
from Common
Sense / from The
Crisis, No. 1
Argument &
Tone
Making Inferences,
Identifying Author’s
Purpose
2 days
1 day
Declaration of
Independence
Thesis &
Parallelism
Analyzing Text
Organization
2 days
1 day
Informational Text
Connection:
The Bill of Rights
unit 2
nEW EnGLand
rEnaissanCE,
1800–1850
Grammar & style
Workshops:
Sentence Variety;
Sentence Fragments;
Run-On Sentences
Vocabulary & spelling
Workshops:
Denotation and
Connotation
Writing Workshop:
Descriptive Writing:
Describe a Setting
speaking & Listening
Workshop:
Prepare Notes for a
Presentation
Reading /
Informational Skills
Finding the Main Idea
Thanatopsis
Blank Verse &
Elaboration
Paraphrasing, Identifying
Author’s Purpose
2 days
1 day
Old Ironsides
Description &
Meter
Clarifying Information
1 day
0.5 day
The Tide Rises, the
Tide Falls
Mood &
Personification
Clarifying Information
1 day
0.5 day
from Nature / The
Rhodora
Argument,
Theme &
Aphorism
Using Context Clues,
Clarifying Information
2 days
1 day
Comparing
Literature:
from Civil
Disobedience /
from Self-Reliance
Thesis & Irony
Monitoring
Comprehension,
Paraphrasing, Identifying
Author’s Purpose
2 days
1 day
The Devil and Tom Plot, Conflict,
Walker
Exposition &
Climax
Making Inferences
2 days
1 day
The Fall of the
House of Usher
Gothic Fiction &
Foreshadowing
Making Predictions,
2 days
Comparing & Contrasting,
Determining the
Importance of Details
1 day
Loomings, from
Moby-Dick
Allusion, Tone & Making Inferences
Motivation
Program Planning Guide
1 day
CorE standards-basEd sELECtions
0.5 day
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Pacing
Literary Skill
Reading /
Informational Skills
Regular
Block
Schedule Schedule
Unit
Selections
unit 3
sLaVErY and tHE
CiViL War, 1850–1865
Grammar & style
Workshops:
Unified Paragraphs
Vocabulary & spelling
Workshops:
Suffixes
Writing Workshop:
Persuasive Writing: Solve
a Problem
speaking & Listening
Workshop:
Deliver a Narrative
Presentation
from Narrative
of the Life of
Frederick Douglas,
an American Slave,
Written by Himself
Stereotypes &
Tone
Determining Cause &
Effect
3 days
1.5 days
An Occurrence at
Owl Creek Bridge
Psychological
Fiction &
Flashback
Making Predictions,
Determining Cause &
Effect, Making Inferences
2 days
1 day
The Gettysburg
Parallelism &
Address /
Antithesis
The Second
Inaugural Address /
Primary Source
Connection: Letter
to Mrs. Bixby
Using Context Clues
2 days
1 day
from Preface to
Leaves of Grass /
from I Hear
America Singing
Romanticism &
Free Verse
Using Context Clues
3 days
1.5 days
Informational Text
Connection:
Mathew Brady:
Civil War
Photographer
Informational
Text
Distinguishing Fact from
Opinion
Much Madness is
Personification & Comparing & Contrasting, 2 days
divinest Sense— / Slant Rhyme
Making Inferences
I Heard a Fly
buzz—when I
died— /
Because I could not
stop for Death— /
This is my letter
to the World /
Informational Text
Connection: Battle
for the Belle of
Amherst
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1 day
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Pacing
Unit
unit 4
EXPandinG FrontiErs,
1865–1910
Grammar & style
Workshops:
Irregular Verbs; Modifiers;
Verbal Phrases
Writing Workshop:
Descriptive Writing:
Create a Profile
speaking & Listening
Workshop:
Use Active-Listening Skills
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00i-321_PPG_Gr11_CCSS.indd 13
Selections
The Notorious
Jumping Frog of
Calaveras County
Literary Skill
Dialect & Frame
Tale
Primary Source
Connection:
How to Tell a Story
Reading /
Informational Skills
Clarifying Information,
Determining the
Importance of Details
Regular
Block
Schedule Schedule
4 days
2 days
2 days
1 day
Finding the Main Idea
The Outcasts of
Poker Flat
Character &
Motivation
Identifying Author’s
Approach, Determining
the Importance of Details
To Build a Fire
Setting, Plot &
Conflict
Identifying Multiple Levels 3 days
of Meaning, Making
Inferences, Making
Predictions
Informational Text
Connection:
How to Build a
Campfire
Informational
Text
Analyzing Text
Organization
Do not weep,
maiden, for war is
kind /
A Man Said to the
Universe
Identifying Main Idea
Irony,
Personification &
Naturalism
Keeping the Thing Style & Dialect
Going While Things
Are Stirring
Identifying Author’s
Purpose
Literature
Connection:
Ain’t I Woman
Style
Making Inferences
The Story of an
Hour
Reversal & Irony Making Predictions,
Determining Cause &
Effect
Program Planning Guide
1.5 days
1 day
0.5 day
2 days
1 day
2 days
1 day
CorE standards-basEd sELECtions
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Pacing
Unit
unit 5
EarLY tWEntiEtH
CEnturY, 1910–1929
Grammar & style
Workshops:
Subordination;
Coordination; Appositives
Vocabulary & spelling
Workshops:
Semantic Families;
Synonyms and Antonyms
Writing Workshop:
Narrative Writing: Write
an Application Essay
speaking & Listening
Workshop:
Use Visual Aids
Selections
Literary Skill
Setting &
Narrator
Determining the
Importance of Details,
Making Inferences
2 days
1 day
from The Sun Also
Rises /
from For Whom
the Bell Tolls
Plot &
Motivation
Making Inferences,
Following the Sequence
of Events
4 days
2 days
3 days
1.5 days
2 days
1 day
Literature
Theme
Connection:
The Artist’s Reward
Birches /
Mending Wall /
The Death of the
Hired Man
Making Inferences
Meter & Symbol Making Inferences
Primary Source
Connection:
from Robert Frost:
A Life
Drawing Conclusions
Sensory Details
& Parallelism
Informational Text
Connection:
The Architecture
of Chicago
Finding the Main Idea
Interpreting Visual Aids
The Negro Speaks
of Rivers /
I, Too, Sing
America
Speaker & Tone
Using Context Clues
2 days
1 day
Comparing
Literature:
America /
A Black Man Talks
of Reaping
Sonnet &
Allegory
Identifying Multiple Levels 2 days
of Meaning
1 day
from Dust Tracks
on a Road
Metaphor &
Dialect
Asking Questions
0.5 day
CorE standards-basEd sELECtions
00i-321_PPG_Gr11_CCSS.indd 14
Regular
Block
Schedule Schedule
from The Great
Gatsby
Chicago / Grass
xiv
Reading /
Informational Skills
Program Planning Guide
1 day
© EMC Publishing, LLC
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Pacing
Unit
unit 6
dEPrEssion &
WorLd War ii,
1929–1945
Grammar & style
Workshops:
Possessive Nouns and
Pronouns
Vocabulary & spelling
Workshops:
Colloquial Language
Writing Workshop:
Expository Writing:
Create a Multimedia
Presentation
speaking & Listening
Workshop:
Deliver a How-to
Presentation
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00i-321_PPG_Gr11_CCSS.indd 15
Selections
Literary Skill
Reading /
Informational Skills
Regular
Block
Schedule Schedule
from The Grapes
Setting &
of Wrath / Primary Dialogue
Source Connection:
Letter to Elizabeth
Otis / The
Chrysanthemums
Making Inferences
The Death of the
Ball Turret Gunner
Identifying Multiple Levels 1 day
of Meaning
Extended
Metaphor &
Imagery
Informational Text
Connection:
World War II
Recruitment
Posters
3 days
1.5 days
0.5 day
Interpreting Visual Aids
A Rose for Emily /
Darl, from As I Lay
Dying
Setting &
Conflict
Drawing Conclusions
4 days
2 days
Portrait of a Girl in
Glass
Irony &
Foreshadowing
Making Predictions
2 days
1 day
Program Planning Guide
CorE standards-basEd sELECtions
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Pacing
Unit
unit 7
PostWar Era,
1945–1960
Grammar & style
Workshops:
Hyphens, Ellipses, and
Italics; Capitalization
Vocabulary & spelling
Workshops:
Compound Words
Writing Workshop:
Persuasive Writing:
Review a Film or Play
speaking & Listening
Workshop:
Develop Nonverbal
Communication Skills
Selections
Literary Skill
Motivation &
Antihero
The Crucible, Act 1
Stage Directions Determining Cause &
& Dialogue
Effect, Comparing &
Contrasting, Making
Inferences
Primary Source
Connection:
from Why I Wrote
“The Crucible”
Metaphor &
Allusion
The Crucible, Act 2
Characterization Comparing & Contrasting, 1 day
& Allusion
Making Predictions, Asking
Questions, Drawing
Conclusions
0.5 day
The Crucible, Act 3
Irony & Mood
2 days
1 day
2 days
1 day
2 days
1 day
Distinguishing Fact from
Opinion
Asking Questions, Making
Predictions, Making
Inferences
Distinguishing Fact from
Opinion, Comparing &
Contrasting
The Crucible, Act 4
Theme
Asking Questions,
2 days
Identifying Multiple Levels
of Meaning
1 day
from On the Road
Narrator &
Diction
Skimming & Scanning
0.5 day
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00i-321_PPG_Gr11_CCSS.indd 16
Drawing Conclusions,
Making Predictions,
Comparing & Contrasting
Regular
Block
Schedule Schedule
The Magic Barrel
Informational Text:
Senate Hearings
McCarthy-Welch
Exchange: “Have
You No Sense of
Decency?”
xvi
Reading /
Informational Skills
Program Planning Guide
1 day
© EMC Publishing, LLC
3/2/11 2:41 PM
Pacing
Reading /
Informational Skills
Unit
Selections
Literary Skill
unit 8
EarLY ContEMPorarY
Era, 1960–1980
Grammar & style
Workshops:
Commas
Writing Workshop:
Descriptive Writing:
Write a Descriptive Poem
speaking & Listening
Workshop:
Evaluate a Well-Known
Speech or Speaker
At the Bomb
Testing Site /
Traveling Through
the Dark
Mood & Diction
Game
Diction & Theme Determining the
Importance of Details
unit 9
ContEMPorarY Era,
1980 to PrEsEnt
Grammar & style
Workshops:
Quotations; Summarizing
and Paraphrasing;
Documenting Sources
Vocabulary & spelling
Workshops:
Homophones; Common
Spelling Errors
Writing Workshop:
Persuasive Writing:
Write a Research Paper
speaking & Listening
Workshop:
Present an Argument
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Visualizing
Regular
Block
Schedule Schedule
2 days
1 day
1 day
0.5 day
Letter from
Argument &
Birmingham Jail /
Allusion
Informational Text
Connection:
Dr. King Arrested at
Birmingham
Analyzing Text
Organization
2 days
1 day
from Report from Theme &
Part One / To Black Parallelism
Women / The
Explorer
Asking Questions
2 days
1 day
Morning Song /
Mirror
Comparing & Contrasting, 1 day
Finding Main Idea
0.5 day
Comparing & Contrasting
2 days
1 day
Speaker &
Enjambment
Through We May
Free Verse &
Feel Alone /
Style
Dream / My
Mother’s Blue Bowl
Daughter of
Invention
Conflict & Cliché Clarifying Information,
Drawing Conclusions
2 days
1 day
Straw into
Gold: The
Metamorphosis of
the Everyday
Essay &
Metaphor
Asking Questions
2 days
1 day
Comparing
Literature:
from Great Plains /
Seeing, from
Dakota: a Spiritual
Geography
Description &
Tone
Comparing & Contrasting
2 days
1 day
On the Mall
Purpose & Irony Asking Questions,
Clarifying Information
2 days
1 day
Program Planning Guide
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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
Poetry
Drama
Folk Literature
Program Planning Guide
© EMC Publishing, LLC
3/2/11 2:41 PM
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
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Program Planning Guide
EVaLuation ForM 1
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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
xx
EVaLuation ForM 2
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Program Planning Guide
© EMC Publishing, LLC
3/2/11 2:41 PM
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
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EVaLuation ForM 3
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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
xxii
EVaLuation ForM 4
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3/2/11 2:41 PM
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
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EVaLuation ForM 5
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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
xxiv
EVaLuation ForM 6
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© EMC Publishing, LLC
3/2/11 2:41 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
unit 1 origins of the american tradition 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 literature
extending from the beginnings of the
American tradition to 1800
• identifythecharacteristicsofNative
American literary traditions
• identifythecharactersoftheliterature
created during the period of European
exploration and early settlement, as well as
the era of the American Revolution
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–1F
____ Unit 1 Scope & Sequence Guide, ATE, pp. 1G–1L
____ Unit 1 Building Vocabulary, ATE, pp. 1K–1N
____ 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
____ Timeline: Origins of the American Tradition to 1800, SE/ATE, pp. 2–3
____ Historical Introduction: Origins of the American Tradition to 1800, SE/ATE, pp. 4–6
____ Origins of the American Tradition Study Guide: Introduction, Meeting the Standards
Unit 1, p. 1
____ Origins of the American Tradition Study Guide: Historical Context, Meeting the Standards
Unit 1, pp. 2–3
____ Origins of the American Tradition Study Guide: Master Vocabulary List, Meeting the
Standards Unit 1, p. 17
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 5
____ English Language Learning, ATE, p. 5
____ Enrichment, ATE, p. 5
Extend the Unit
Choose from the following resources to extend the unit:
____ For Your Reading List, SE/ATE, p. 108
____ Unit 1, Exceeding the Standards: Grammar & Style, pp. 1–15
____ Media Literacy: Internet Research and Communication, Exceeding the Standards: Special
Topics, pp. 1–2
____ Developing Your Career and Life Portfolio, Exceeding the Standards: Special Topics, pp. 3–5
____ Unit 1, Exceeding the Standards: Vocabulary & Spelling, pp. 1–8
© EMC Publishing, LLC
00i-321_PPG_Gr11_CCSS.indd 1
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aMEriCan tradition, unit 1
1
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Assess
Administer the following assessment tool(s):
____ Formative Surveys 1 and 2, Assessment Guide, pp. 3–28
____ Reading Fluency Assessments, Passages 1 and 2, Assessment Guide, pp. 477–478
____ Unit 1 Exam, Assessment Guide, pp. 425–428
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
3/2/11 2:41 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 1: native american traditions, p. 7
understanding Literary Forms: the oral tradition, p. 8
the osage Creation account / the navajo Creation Myth, p. 10
Directed Reading
“The Osage Creation Account”
• Reading Level: Easy
• Difficulty Consideration: Unrealistic
setting
• Ease Factor: Length; simple language
“The Navajo Creation Myth”
• Reading Level: Moderate
• Difficulty Consideration: Unfamiliar
cultural references; challenging names;
abstract concepts
• Ease Factor: Length
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatetwo
creation accounts
• analyzeandunderstandmyth and
chronological order
• describethesimilaritiesanddifferences
between the Osage and Navajo views of
nature
• developwritingandotherlanguagearts
skills as specified in the Unit 1 Scope &
Sequence Planning Guide
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Part 1: Native American Traditions, SE/ATE, p. 7
____ Understanding Literary Forms: The Oral Tradition, SE/ATE, pp. 8–9
____ Origins of the American Tradition Study Guide: Understanding Part 1: Native American
Traditions and Applying Part 1: Native American Traditions, Meeting the Standards
Unit 1, pp. 4–5
____ Origins of the American Tradition Study Guide: Understanding Literary Forms: The
Oral Tradition and Applying Literary Forms: The Oral Tradition, Meeting the Standards
Unit 1, pp. 6–8
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 10
____ Build Vocabulary: Synonyms and Antonyms, Meeting the Standards Unit 1, p. 19
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 11–12
____ Analyze Literature: Chronology, Meeting the Standards Unit 1, p. 20
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aMEriCan tradition, unit 1
3
3/2/11 2:41 PM
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 12
____ Enrichment, ATE, p. 12
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 13–14
____ Analyze Literature: Creation Myths, Meeting the Standards Unit 1, p. 21
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 22
____ Lesson Test, Assessment Guide, pp. 31–33
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
3/2/11 2:41 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Song of the Sky Loom / Prayer to the Pacific, p. 15
Directed Reading
“Song of the Sky Loom”
• Reading Level: Moderate
• Difficulty Consideration: Figurative
language
• Ease Factor: Length
“Prayer to the Pacific”
• Reading Level: Moderate
• Difficulty Consideration: Subject matter;
poetic conventions
• Ease Factor: Length
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• read,interpret,andevaluateapoemthat
describes life as a weaving whose threads
incorporate elements of nature
• analyzeandunderstandmetaphor and
repetition
• inferfeaturesofTewaculturefromelements
of the song
• 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. 15
____ Build Vocabulary: Prefixes, 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, p. 16
____ Literature Connection: Prayer to the Pacific, SE/ATE, p. 17–18
____ Analyze Literature: Literary Elements, Meeting the Standards Unit 1, p. 24
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, p. 16
____ Enrichment, ATE, p. 16
____ Learning Styles: Auditory, ATE, p. 17
____ Learning Styles: Visual, ATE, p. 17
____ Learning Styles: Kinesthetic, ATE, p. 17
____ Take Notes, Differentiated Instruction for English Language Learners, pp. 1–6
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p.19–20
____ Enrich Learning: Research Native American Crafts, Meeting the Standards Unit 1, p. 25
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Program Planning Guide
aMEriCan tradition, unit 1
5
3/2/11 2:41 PM
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 26
____ Lesson Test, Assessment Guide, pp. 34–35
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
3/2/11 2:41 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Coyote and the Earth Monster, p. 21
Independent Reading
• Reading Level: Easy
• Difficulty Consideration: Unrealistic
events; simile (blood/lava)
• Ease Factor: Humorous conclusion;
dialogue; conversational tone; simple plot
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. 21
____ Build Vocabulary: Word Origins and Definitions, Meeting the Standards Unit 1, p. 27
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, p. 21–23
____ Analyze Literature: Characterization and Dialogue, Meeting the Standards Unit 1, pp. 28–29
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 23
____ Analyze Literature: Trickster Tales, Meeting the Standards Unit 1, p. 30
____ The Sentence and Its Functions, Exceeding the Standards: Grammar & Style, pp. 1–5
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 31
____ Lesson Test, Assessment Guide, pp. 36–38
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-321_PPG_Gr11_CCSS.indd 7
Program Planning Guide
aMEriCan tradition, unit 1
7
3/2/11 2:41 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
from the Iroquois Constitution, p. 24
Independent Reading
• Reading Level: Moderate
• Difficulty Consideration: Symbolism
• Ease Factor: Author’s style; 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. 24
____ Build Vocabulary: Latin Roots, Meeting the Standards Unit 1, p. 32
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 24–26
____ Respond to Literature: Double-Entry Note-taking Journal, Meeting the Standards Unit 1, p. 33
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 25
____ English Language Learning, ATE, p. 25
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 26
____ Extend the Learning: Essay on a Great Leader, Meeting the Standards Unit 1, p. 34
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 35
____ Lesson Test, Assessment Guide, pp. 39–41
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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
®
© EMC Publishing, LLC
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9
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 2: Shaping the new World, p. 27
a Journey through texas, p. 28
Directed Reading
• Reading Level: Moderate
• Difficulty Consideration: Background
information needed; unfamiliar setting;
more description than action; complex
relationships
• Ease Factor: Length
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluateatravel
narrative about the early Spanish exploration
of the American Southwest
• analyzeandunderstandnarrative and
abridgment
• 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):
____ Part 2: Shaping the New World, SE/ATE, p. 27
____ Origins of the American Tradition Study Guide: Understanding Part 2: Shaping the New
World and Applying Part 2: Shaping the New World, Meeting the Standards Unit 1, pp. 9–10
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 28
____ Build Vocabulary: Analogies, Meeting the Standards Unit 1, p. 36
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 29–32
____ Analyze Literature: Character, Meeting the Standards Unit 1, p. 37
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Learning Styles: Visual, ATE, p. 30
____ Learning Styles: Auditory, ATE, p. 30
____ Learning Styles: Kinesthetic, ATE, p. 30
____ Reading Proficiency, ATE, p. 32
____ English Language Learning, ATE, p. 32
____ Enrichment, ATE, p. 32
____ Narrative Writing Assignment: The Travel Narrative, Differentiated Instruction for Advanced
Students, pp. 1–2
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after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 33
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 38
____ 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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11
3/2/11 2:41 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
from the General History of Virginia / from of Plymouth Plantation, p. 34
Grammar & Style Workshop: Subject-Verb agreement, p. 45
Directed Reading
from The General History of Virginia
• Reading Level: Moderate
• Difficulty Consideration: Footnotes and
vocabulary; perspective switches
• Ease Factor: Length; simple language
from Of Plymouth Plantation
• Reading Level: Moderate
• Difficulty Consideration: Complex
sentence structure; challenging vocabulary;
style
• Ease Factor: Broken into sections
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,evaluate,and
compare nonfiction accounts about the
early settlers
• analyzeandunderstandpoint of view
• understandandcomparethemotivationsof
early European settlers
• developwritingandotherlanguagearts
skills as specified in the Unit 1 Scope &
Sequence Planning Guide
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 34
____ Build Vocabulary: Context Clues, Meeting the Standards Unit 1, p. 39
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 35–42
____ History Connection: The Lost Colony of Roanoke Island, SE/ATE, p. 37
____ Connecting with Literature: Focus on Colonial Experiences, Meeting the Standards
Unit 1, p. 40
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 38, 40
____ English Language Learning, ATE, pp. 38, 41
____ Enrichment, ATE, pp. 39, 41
____ Learning Styles: Visual, ATE, p. 42
____ Learning Styles: Auditory, ATE, p. 42
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after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 43–44
____ Extend the Learning: Style, Meeting the Standards Unit 1, p. 41
____ Research Project: Puritan Beliefs, Meeting the Standards Unit 1, p. 42
____ Identifying the Parts of Speech, Exceeding the Standards: Grammar & Style, pp. 12–15
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Style: Subject-Verb Agreement, SE/ATE, p. 45
____ 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. 43
____ 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
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
to My Dear and Loving Husband, p. 46
Vocabulary & Spelling Workshop: archaic Language, p. 49
Directed Reading
• Reading Level: Challenging
• Difficulty Consideration: Archaic terms;
inverted sentences
• Ease Factor: Length
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatea
poem about devotion between a wife and a
husband
• understandPuritanbeliefs
• analyzeandunderstandhyperbole and
paradox
• 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. 46
____ Build Vocabulary: Etymology, Meeting the Standards Unit 1, p. 44
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, p. 47
____ Analyze Literature: Meter, Rhythm, and Sound Devices, Meeting the Standards Unit 1, p. 45
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Strategies and Skills Practice: Use Text Organization, Differentiated Instruction for
Developing Readers, pp. 1–3
____ Author’s Purpose, Differentiated Instruction for English Language Learners, pp. 7–12
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 48
____ Connecting with Literature: Anne Bradstreet’s Faith, Meeting the Standards Unit 1, p. 46
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Vocabulary & Spelling: Archaic Language, SE/ATE, p. 49
____ Language Arts Handbook Section 2.3, Using a Dictionary, SE/ATE, p. 1323
____ Archaic Language, Exceeding the Standards: Vocabulary & Spelling, pp. 17–18
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Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 47
____ Lesson Test, Assessment Guide, pp. 48–49
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
Huswifery, p. 50
Directed Reading
• Reading Level: Challenging
• Difficulty Consideration: Challenging
vocabulary; use of literary elements; style
• Ease Factor: Length
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatea
poem about the concept of humans as
divinely created beings whose purpose is
to glorify God
• analyzeandunderstandplain style and
extended metaphor
• 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. 50
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 51–52
____ Education Connection: The New England Primer, SE/ATE, p. 52
____ Analyze Literature: Poetry, Meeting the Standards Unit 1, p. 48
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 52
____ English Language Learning, ATE, p. 52
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 53
____ Analyze Literature: Text-to-Text Connection, Meeting the Standards Unit 1, p. 49
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 50
____ Lesson Test, Assessment Guide, pp. 50–51
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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
®
© EMC Publishing, LLC
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
from Sinners in the Hands of an angry God, p. 54
Grammar & Style Workshop: Verb tenses, p. 61
Directed Reading
• Reading Level: Challenging
• Difficulty Consideration: Vocabulary
• Ease Factor: Length
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatea
sermon about human sinfulness and the
need to recommit oneself to God
• understandtheinfluenceoftheGreat
Awakening
• analyzeandunderstandanalogy and
repetition
• 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. 54
____ Build Vocabulary: Synonyms and Antonyms, Meeting the Standards Unit 1, p. 51
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 55–57
____ Cultural Connection: The Great Awakening, SE/ATE, p. 58
____ Analyze Literature: Analogy and Metaphor, Meeting the Standards Unit 1, p. 52
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Learning Styles: Visual, ATE, p. 56
____ Learning Styles: Auditory, ATE, p. 56
____ Reading Proficiency, ATE, p. 57
____ English Language Learning, ATE, p. 57
____ Enrichment, ATE, pp. 57, 58
____ Reading Strategies and Skills Practice: Visualize, Differentiated Instruction for Developing
Readers, pp. 4–6
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 59–60
____ Build Background: Edwards’s Views of God and People, Meeting the Standards Unit 1, p. 53
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Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Style: Verb Tenses, SE/ATE, p. 61
____ Language Arts Handbook Section 3.5, Verbs, SE/ATE, pp. 1332–1334
____ Verb Tenses: The Simple Tenses, the Perfect Tenses, and the Progressive and Emphatic Verb
Forms, Exceeding the Standards: Grammar & Style, pp. 59–62
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 54
____ Lesson Test, Assessment Guide, pp. 52–54
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
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
from the Interesting narrative of the Life of olaudah Equiano, or
Gustavus Vassa, the african, Written by Himself, p. 62
Independent Reading
• Reading Level: Moderate to challenging
• Difficulty Consideration: Challenging
vocabulary; background information
needed; long, complex sentences; more
description than action; some use of dialect
• Ease Factor: Length
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 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. 62
____ Build Vocabulary: Adjectives Describing People, Meeting the Standards Unit 1, p. 55
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 62–65
____ Analyze Literature: Fact and Opinion, Meeting the Standards Unit 1, p. 56
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Learning Styles: Visual, ATE, p. 64
____ Learning Styles: Kinesthetic, ATE, p. 64
____ Learning Styles: Auditory, ATE, p. 64
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 59–60
____ Analyze Literature: Character in an Autobiography, Meeting the Standards Unit 1, p. 57
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 58
____ Lesson Test, Assessment Guide, pp. 55–57
20
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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
®
© EMC Publishing, LLC
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
on Being Brought from africa to america / to S.M., a Young african
Painter, on Seeing His Works, p. 66
Independent Reading
“On Being Brought from Africa to America”
• Reading Level: Moderate
• Difficulty Consideration: Need for
background information; vocabulary
• Ease Factor: Length
“To S.M., a Young African Painter”
• Reading Level: Moderate
• Difficulty Consideration: Figurative
language
• Ease Factor: Length
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• applyreadingstrategiesandskills.p
• analyzeliteraryelements.p
• usecontextcluestounderstandunfamiliar
vocabulary words.p
• addresscriticalthinkingquestions.p
• usewritingoptionstoassessunderstanding
of the text.p
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 66
____ Build Vocabulary: Multiple-Meaning Words, Meeting the Standards Unit 1, p. 59
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 66–68
____ Analyze Literature: Characterization of a Speaker, Meeting the Standards Unit 1, p. 60
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 67
____ English Language Learning, ATE, p. 67
____ Enrichment, ATE, p. 67
____ Cultural Context Study: Phillis Wheatley’s Colonial America, Differentiated Instruction for
Advanced Students, p. 3
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 68
____ Analyze Literature: Critiquing Poetry, Meeting the Standards Unit 1, p. 61
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Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 62
____ Lesson Test, Assessment Guide, pp. 58–59
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-321_PPG_Gr11_CCSS.indd 23
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Part 3: the american Revolution, p. 69
author Focus: Benjamin Franklin, p. 70
from the autobiography of Benjamin Franklin / from Poor Richard’s
almanack / Ben Franklin: Scientist and Inventor, p. 71
Directed Reading
from The Autobiography of Benjamin
Franklin
• Reading Level: Moderate
• Difficulty Consideration: Vocabulary and
footnotes
• Ease Factor: Length
from Poor Richard’s Almanack
• Reading Level: Easy to moderate
• Difficulty Consideration: Background
information needed; more description than
action; abstract concepts
• Ease Factor: Length; can be broken into
sections
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• read,interpret,analyze,andevaluatean
autobiographical excerpt about Franklin’s
apprenticeship and aphorisms excerpted
from an almanac
• understandhowNeoclassicisminfluences
these pieces of literature
• identifycommonthemesandstylesin
Franklin’s writing
• 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):
____ Part 3: The American Revolution, SE/ATE, p. 69
____ Author Focus: Benjamin Franklin, SE/ATE, p. 69
____ Origins of the American Tradition Study Guide: Understanding Part 3: The American
Revolution and Applying Part 3: The American Revolution, Meeting the Standards Unit 1,
pp. 11–12
____ Author Focus: Benjamin Franklin, Exceeding the Standards: Literature & Reading, pp. 1–3
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 71
____ Build Vocabulary: Suffixes, Meeting the Standards Unit 1, p. 63
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 72–75
____ Literary Connection: Protecting Anonymous Sources, SE/ATE, p. 74
____ Informational Text Connection: Ben Franklin: Scientist and Inventor, SE/ATE, pp. 76–77
____ Analyze Literature: Character in an Autobiography, Meeting the Standards Unit 1, p. 64
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Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 74, 76
____ English Language Learning, ATE, p. 74
____ Enrichment, ATE, p. 74
____ Learning Styles: Visual, ATE, p. 75
____ Journalism Connection Activity: Writing a Summary Lead, Differentiated Instruction for
Advanced Students, pp. 4–5
____ Determine the Importance of Details, Differentiated Instruction for English Language
Learners, pp. 13–19
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 78–79
____ Connecting with Literature: Franklin’s Accomplishments, Meeting the Standards Unit 1, p. 65
____ Collaborative Learning: Conduct a Talk-Show Interview, Exceeding the Standards: Extension
Activities, pp. 1–2
____ Subjects and Predicates, Exceeding the Standards: Grammar & Style, pp. 6–8
____ Sentence Structures: Simple, Compound, Complex, and Compound-Complex Sentences,
Exceeding the Standards: Grammar & Style, pp. 9–11
____ Narrative Writing: Create an Autobiographical Sketch, Exceeding the Standards: Writing,
pp. 1–12
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 66
____ Lesson Test, Assessment Guide, pp. 60–62
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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