Program Planning Guide, Level IV
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18 17 16 15 14 13 12 11
1 2 3 4 5 6 7 8 9 10
CONTENTS
Introduction
vii
Core Standards-Based Selections Chart
viii
Reading Log & Evaluation Forms
xiii
Unit 1
Unit 1 Fiction Opener
Thank You, M’am
Understanding Plot / The Interlopers / A Poison Tree / Grammar & Style Workshop:
Subject and Verb Agreement
The Most Dangerous Game / Vocabulary & Spelling Workshop: Context Clues
Understanding Point of View / Blues Ain’t No Mockin’ Bird / Grammar & Style
Workshop: Pronouns and Pronoun Agreement
The Cask of Amontillado
Understanding Character / Destiny
The Good Deed / Tears of Autumn
Understanding Setting / The Scarlet Ibis
American History / TV Coverage of JFK’s Death Forged Medium’s Role /
Vocabulary & Spelling Workshop: Denotation and Connotation / Grammar & Style
Workshop: Sentence Variety
Understanding Theme / The Gift of the Magi / The Necklace
Reading Fiction Independently: Theme—Defining Moments / The Ravine
The Vision Quest
The Sniper
Rules of the Game / The Rules of Chess
The Man to Send Rain Clouds / Without Title
Speaking & Listening Workshop: Deliver a Narrative Presentation
Writing Workshop: Expository Writing—Character Analysis
Test Practice Workshop
1
3
5
7
9
11
13
15
17
19
21
23
25
27
29
31
33
34
35
Unit 2
Unit 2 Nonfiction Opener
Aha Moment
Understanding Biography, Autobiography, and Memoir / The Teacher Who
Changed My Life / Grammar & Style Workshop: Prepositional, Infinitive, and
Participial Phrases
from Swimming to Antarctica
Becoming a Composer / Grammar & Style Workshop: Comma Usage
Understanding the Essay / Us and Them
The Obligation to Endure from Silent Spring / When It Comes to Pesticides, Birds Are
Sitting Ducks / Grammar & Style Workshop: Possessive Nouns and Pronouns
Understanding Speeches / I Have a Dream / Martin Luther King Jr.
Glory and Hope / Vocabulary & Spelling Workshop: Use Figurative Language
Understanding Informational Text / Trapped New Orleans Pets Still Being Rescued /
Close Encounter of the Human Kind
Furor Scribendi / How to Write a Letter
Reading Nonfiction Independently: Theme—Facing Challenges / It’s Not Talent;
It’s Just Work
An Ethnic Trump / Saying Yes / Indian Education
© EMC Publishing, LLC
Program Planning Guide
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36
38
40
42
44
46
48
50
52
54
56
58
60
iii
Only Daughter
This Is Not Who We Are
An “A” in Failure
The Burden of Expectations
Climbing Mount Fuji
Speaking & Listening Workshop: Deliver a Persuasive Speech
Writing Workshop: Persuasive Writing—Persuasive Essay
Test Practice Workshop
62
64
66
67
69
71
72
73
Unit 3
Unit 3 Poetry Opener
74
Beware: Do Not Read This Poem
76
Understanding Speaker and Tone / Gifts / To the Oak
78
Cold as Heaven / Gentle Communion / Oral History
80
Understanding Setting and Context / Ballad of Birmingham / Birmingham Bomb Kills
4 Negro Girls in Church
82
Local Sensibilities / 442nd Regimental Combat Team
84
Understanding Figurative Language / Metaphor / A Simile
86
Understanding Sight and Sound / The Bells / Grammar & Style Workshop: Verb Tense
88
The Secret / Poetry
90
Sympathy / Caged Bird / “Hope” is the thing with feathers / Grammar & Style Workshop:
Active and Passive Voice
92
Understanding Structure and Form / The Song of Wandering Aengus / Aengus /
Vocabulary & Spelling Workshop: Literal and Figurative Meanings
94
The Universe / Vocabulary & Spelling Workshop: Use Spelling Rules Correctly
96
Sonnet / American Sonnet
98
Bread100
Three Haiku / from How to Haiku
102
Reading Poetry Independently: Theme—What We Keep / The Past
104
Fifteen106
Hanging Fire
108
Theme for English B
109
To be of use / For the young who want to
110
What Are Friends For
112
Women113
Combing114
My Papa’s Waltz
115
My Father’s Song
116
The Funeral
117
since feeling is first
118
Patterns119
Courage121
Speaking & Listening Workshop: Present a Poem
122
Writing Workshop: Expository Writing—Compare-and-Contrast Essay
123
Test Practice Workshop
124
iv
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Program Planning Guide
© EMC Publishing, LLC
Unit 4
Unit 4 Drama Opener
The Inspector-General
Understanding Shakespeare / The Tragedy of Romeo and Juliet Act I / Vocabulary &
Spelling Workshop: Word Origins
The Tragedy of Romeo and Juliet Act II / Grammar & Style Workshop: Capitalization
The Tragedy of Romeo and Juliet Act III / Grammar & Style Workshop: Modifiers
The Tragedy of Romeo and Juliet Act IV / Grammar & Style Workshop:
Complete Sentences
The Tragedy of Romeo and Juliet Act V / The Argument / Purgatory / Romeo and
Juliet Over the Centuries / Vocabulary & Spelling Workshop: Reference Materials for
Vocabulary Words / Grammar & Style Workshop: Compound Sentences and Clauses
Reading Drama Independently: Theme—Temptation and Loss / The Seven Ages of Man
The Devil and Daniel Webster
Speaking & Listening Workshop: Present a Dramatic Scene
Writing Workshop: Descriptive Writing—Dramatic Scene
Test Practice Workshop
125
127
129
131
133
135
137
139
141
143
144
145
Unit 5
Unit 5 Folk Literature Opener
The Story of Daedalus and Icarus from Metamorphoses
Understanding Myths and Legends / Echo & Narcissus / Grammar & Style Workshop:
Coordination, Subordination, and Apposition
The Silver Pool / Grammar & Style Workshop: Semicolons and Colons
Understanding Folk Tales / The White Snake / Grammar & Style Workshop: Hyphens,
Ellipses, and Italics
The Golden Lamb / Vocabulary & Spelling Workshop: Prefixes, Roots, and Suffixes
Understanding Epics / Understanding Homer’s Epics / from The Odyssey (Part One) /
Poseidon, God of the Sea / Cyclops Myth Spurred by “One-Eyed” Fossils?
from The Odyssey (Part Two) / Siren Song / Ithaca
from The Odyssey (Part Three) / An Ancient Gesture / Says Penelope
Reading Folk Literature Independently: Theme—Pass It On / Perseus
Iya, the Camp-Eater
The Mosquito
The Princess and the Tin Box
The Appointment in Samarra / History of Samarra
Speaking & Listening Workshop: Gathering Information from an Interview
Writing Workshop: Narrative Writing—Oral History
Test Practice Workshop
146
148
150
152
154
156
158
160
162
164
166
168
170
171
173
174
175
Unit 6
Unit 6 Independent Reading Opener
176
from Song of the Open Road
178
I Wandered Lonely as a Cloud / from The Grasmere Journals
180
Homeless182
from Learning Joy from Dogs Without Collars
183
from Blue Highways: A Journey into America
185
Journey / The Journey
187
© EMC Publishing, LLC
Program Planning Guide
contents
v
New Directions / The Road Not Taken
The Road and the End
Reading Independently: Theme—Visions of the Future / All Watched Over by Machines
of Loving Grace
Minister Without Portfolio
The Test / Auto Wreck
A Sound of Thunder
The Feeling of Power
Harrison Bergeron
The Censors
History Lesson / There Will Come Soft Rains
Designing the Future
The Star
Speaking & Listening Workshop: Give a Descriptive Writing Presentation
Writing Workshop: Expository Writing—Research Paper: The I-Search
Test Practice Workshop
vi
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Program Planning Guide
189
191
192
194
196
198
200
202
204
205
207
209
211
212
213
© EMC Publishing, LLC
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
• Technology Tools: 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.
© EMC Publishing, LLC
Program Planning Guide
introduction
vii
Mirrors & Windows
Core Standards-Based Selections
Level IV (Grade 9)
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
FICTION
Grammar & Style
Workshops:
Subject-Verb Agreement;
Parallel Structure;
Pronoun & Antecedent
Agreement; Sentence
Variety; Comma Usage
Vocabulary & Spelling
Workshop:
Idioms, Metaphors, &
Similes
Writing Workshop:
Expository Writing: Plot
Analysis
Speaking & Listening
Workshop:
Present a Horror Story
Selections
Thank You, M’am
Character
The Interlopers
Reading /
Informational Skills
Determining the
Importance of Details,
Making Inferences
Regular
Block
Schedule Schedule
2 days
1 day
Plot & Flashback Comparing & Contrasting
3 days
1.5 days
The Most
Dangerous Game
Plot & Conflict
Sequencing of Events
2 days
1 day
The Cask of
Amontillado
Point of View &
Narrator
Analyzing Context Clues,
Making Predictions
2 days
1 day
The Scarlet Ibis
Mood
Determining Cause &
Effect
2 days
1 day
American History
Setting
Determining Main Idea
3 days
1.5 days
Determining Main Idea
TV Coverage of
JFK’s Death Forged
Medium’s Role
Comparing
Literature:
The Gift of the
Magi
The Necklace
Theme & Irony
Analyzing Context Clues,
Making Predictions
3 days
1.5 days
Rules of the Game
Character &
Point of View
Drawing Conclusions,
Making Inferences
2 days
1 day
Informational Text:
The Rules of Chess
viii
Literary Skill
core standards-based selections
Using Text Organization,
Asking Questions
Program Planning Guide
© EMC Publishing, LLC
Pacing
Unit
UNIT 2
NONFICTION
Grammar & Style
Workshops:
Prepositional, Infinitive
& Participial Phrases;
Comma Usage
Vocabulary & Spelling
Workshop:
Use Figurative Language
Writing Workshop:
Persuasive Writing:
Persuasive Essay
Speaking & Listening
Workshop:
Selections
Literary Skill
Regular
Block
Schedule Schedule
Aha Moment
Diction
Sequencing of Events
1 day
0.5 day
The Teacher Who
Changed My Life
Memoir
Summarizing
1 day
0.5 day
from Swimming to
Antarctica
Autobiography
Drawing Conclusions
2 days
1 day
Becoming a
Composer
Biography
Analyzing Context Clues,
Comparing
2 days
1 day
Us and Them
Irony
Evaluating Cause and
Effect
2 days
1 day
I Have a Dream
Rhetorical
Devices
Understanding Text
Organization
1 day
0.5 day
Glory and Hope
Persuasive
Speech
Paraphrasing
1 day
0.5 day
Thesis
Identifying the Author’s
Purpose
3 days
1.5 days
Comparing
Literature:
Furor Scribendi
How to Write a
Letter
How-to Writing
Analyzing Author’s
Approach
2 days
1 day
Only Daughter
Character &
Theme
Determining Author’s
Purpose
1 day
0.5 day
Deliver a Persuasive Speech Trapped New
Orleans Pets Still
Being Rescued
© EMC Publishing, LLC
Reading /
Informational Skills
Program Planning Guide
core standards-based selections
ix
Pacing
Unit
UNIT 3
POETRY
Grammar & Style
Workshops:
Verb Tense; Active &
Passive Voice
Vocabulary & Spelling
Workshop:
Use Spelling Rules
Correctly
Writing Workshop:
Expository Writing:
Compare-and-Contrast
Essay
Speaking & Listening
Workshop:
Present a Poem
x
Selections
Literary Skill
Reading /
Informational Skills
Regular
Block
Schedule Schedule
BEWARE: Do Not
Read This Poem
Metaphor
Determining Author’s
Approach
Gifts & To the Oak
Tone
Analyzing the Meanings of 2 days
Words
1 day
Comparing
Literature:
Cold as Heaven
Gentle
Communion
Oral History
Speaker & Tone
Analyzing Details
2 days
1 day
Ballad of
Birmingham
Context &
Setting
Evaluating Cause and
Effect
2 days
1 day
Comparing
Literature:
Metaphor
A Simile
Figurative
Language
Analyzing Meanings of
Words
1 day
0.5 day
The Bells
Onomatopoeia
Understanding Text
Organization
1 day
0.5 day
Comparing
Rhetorical
Literature:
Devices
Sympathy
Caged Bird
“Hope” is the thing
with feathers
Using Text Organization
2 days
1 day
The Universe
Concrete Poem
Using Text Organization
1 day
0.5 day
Hanging Fire
Style
Making Inferences
1 day
0.5 day
Women
Tone
Analyzing Details, Making
Inferences
1 day
0.5 day
Combing
Personification
Making Inferences
1 day
0.5 day
My Papa’s Waltz
Simile
Drawing Conclusions,
Determining Author’s
Purpose
1 day
0.5 day
My Father’s Song
Characterization Drawing Conclusions,
Determining Author’s
Purpose
1 day
0.5 day
core standards-based selections
Program Planning Guide
1 day
0.5 day
© EMC Publishing, LLC
Pacing
Unit
UNIT 4
DRAMA
Grammar & Style
Workshops:
Capitalization; Modifiers;
Complete Sentences;
Compound Sentences &
Clauses
Vocabulary & Spelling
Workshops:
Word Origins; Reference
Materials for Vocabulary
Words
Writing Workshop:
Descriptive Writing:
Dramatic Scene
Speaking & Listening
Workshop:
Present a Dramatic Scene
UNIT 5
FOLK LITERATURE
Grammar & Style
Workshops:
Coordination,
Subordination &
Apposition; Hyphens,
Ellipses & Italics
Writing Workshop:
Narrative Writing: Oral
History
Speaking & Listening
Workshop:
Gathering Information
from an interview
© EMC Publishing, LLC
Selections
Literary Skill
Reading /
Informational Skills
Regular
Block
Schedule Schedule
The InspectorGeneral
Irony
Summarizing
1 day
0.5 day
The Tragedy of
Romeo and Juliet
Act I
Tragedy,
Dramatic
Speech
Making Inferences, Using
Context Clues, Using Text
Organization
2 days
1 day
The Tragedy of
Romeo and Juliet
Act II
Tragedy,
Dramatic
Speech
Making Inferences, Using
Context Clues, Using Text
Organization
2 days
1 day
The Tragedy of
Romeo and Juliet
Act III
Tragedy,
Dramatic
Speech
Making Inferences, Using
Context Clues, Using Text
Organization
2 days
1 day
The Tragedy of
Romeo and Juliet
Act IV
Tragedy,
Dramatic
Speech
Making Inferences, Using
Context Clues, Using Text
Organization
2 days
1 day
The Tragedy of
Romeo and Juliet
Act V
Tragedy,
Dramatic
Speech
Making Inferences, Using
Context Clues, Using Text
Organization
4 days
2 days
Informational Text:
Romeo and Juliet
Over the Centuries
Archetypes
Finding Main Idea
The Story of
Daedalus and
Icarus from
Metamorphoses
Foreshadowing,
Character
Using Context Clues,
Making Inferences
2 days
1 day
Echo & Narcissus
Myth
Evaluating Cause & Effect,
Making Predictions
2 days
1 day
The White Snake
Fairy Tale,
Theme
Classifying Information,
Making Predictions
1 day
0.5 day
The Odyssey
(Part I)
Epic Poems,
Setting, Mood,
Theme,
Character
Using Text Organization,
Making Inferences,
Summarizing
6 days
3 days
The Odyssey
(Part II)
Mood,
Personification,
Analogy
Evaluating Cause &
Effect, Making Inferences,
Sequencing
5 days
2.5 days
Literature
Connection:
Siren Song
Character
Making Connections,
Comparing & Contrasting
The Odyssey
(Part III)
Dramatic Irony,
Mood
Making Inferences,
Comparing & Contrasting
5 days
2.5 days
Program Planning Guide
core standards-based selections
xi
Pacing
Unit
UNIT 6
INDEPENDENT
READINGS
Writing Workshop:
Expository Writing:
Research Paper : The
I-Search
Speaking & Listening
Workshop:
Give a Descriptive Writing
Presentation
xii
Selections
Literary Skill
Reading /
Informational Skills
Regular
Block
Schedule Schedule
from Song of the
Open Road
Free Verse,
Theme
Making Predictions,
Making Inferences,
Drawing Conclusions
1 day
0.5 day
I Wandered Lonely
as a Cloud
Imagery, Mood
Making Predictions,
Visualizing
1 day
0.5 day
Homeless
Main Idea
Summarizing, Making
Inferences
1 day
0.5 day
Learning Joy from
Dogs without
Collars
Memoir, Mood, Making Predictions,
Tone, Character, Making Inferences,
Point of View
Drawing Conclusions
1 day
0.5 day
from Blue
Highways: A
Journey into
America
Narrator, Dialect, Making Inferences, Asking 1 day
Irony
Questions, Clarifying,
Summarizing
0.5 day
Journey
Allegory
Making Inferences
1 day
0.5 day
New Directions
Theme
Summarizing, Making
Connections
1 day
0.5 day
The Road and the
End
Alliteration
Comparing, Visualizing
1 day
0.5 day
All Watched Over
by Machines of
Loving Grace
Similes, Main
Idea
Comparing & Contrasting
1 day
0.5 day
Minister Without
Portfolio
Conflict,
Character,
Theme, Irony
Asking Questions, Making
Inferences, Determining
Importance of Details,
Drawing Conclusions
1 day
0.5 day
The Test
Mood
Determining Author’s
Purpose
2 days
1 day
Harrison Bergeron
Tone, Satire,
Making Predictions,
Irony, Hyperbole Comparing & Contrasting
1 day
0.5 day
The Censors
Mood, Irony
1 day
0.5 day
core standards-based selections
Summarizing
Program Planning Guide
© EMC Publishing, LLC
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
© EMC Publishing, LLC
Nonfiction
Program Planning Guide
Poetry
Drama
Folk Literature
Reading log
xiii
Name:
Date:
Evaluation Form 1
Communicating in a Pair Group: Self-Evaluation
C ommunicating 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
• making eye contact and maintaining a relaxed posture
• providing feedback as you listen
• not interrupting
• rephrasing what the speaker says to show you understand
• controlling your emotions
• distinguishing between facts and opinions
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
I did not interrupt.
4 3 2 1 0
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
xiv
Evaluation form 1
Program Planning Guide
© EMC Publishing, LLC
Name:
Date:
Evaluation Form 2
Communicating in a Pair Group: Peer-Evaluation
C ommunicating 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
• making eye contact and maintaining a relaxed posture
• providing feedback as you listen
• not interrupting
• rephrasing what the speaker says to show you understand
• controlling your emotions
• distinguishing between facts and opinions
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
Program Planning Guide
evaluation form 2
xv
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
• respecting group norms, or rules that govern behavior for group members
• understanding group roles (possible group roles: reader, timekeeper, recorder, summarizer, foreperson)
• taking turns
• helping to create a positive climate
• establishing group goals
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
xvi
evaluation form 3
Program Planning Guide
© EMC Publishing, LLC
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
• sharing group roles so everyone can participate
• focusing on key relationships and finding key people to lead the group
• emphasizing group identity and setting reachable goals
• standing up when presenting
• avoiding “groupthink,” the pressure to conform
• taking responsibility and helping each other finish tasks
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
Program Planning Guide
evaluation form 4
xvii
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.
• Wait to be recognized.
• Make your questions short, clear, and direct.
• Don’t debate or argue with the speaker.
• Don’t take too much of others’ time.
• Don’t give a speech yourself.
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
xviii
evaluation form 5
Program Planning Guide
© EMC Publishing, LLC
Name:
Date:
Evaluation Form 6
Answering Questions: Answering Skills
Here are some guidelines to remember when answering questions.
• Be prepared for a question-and-answer period.
• Be patient.
• Make your answers clear, short, and direct.
• Rephrase difficult questions.
• Be courteous.
• Try to handle difficult members of the audience gracefully.
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
I was patient.
4 3 2 1 0
I gave clear, short, and direct answers.
4 3 2 1 0
I rephrased difficult questions.
4 3 2 1 0
I was courteous.
4 3 2 1 0
I handled difficult members of the audience gracefully.
4 3 2 1 0
Overall score
Suggestions for improvement
© EMC Publishing, LLC
Program Planning Guide
evaluation form 6
xix
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
Unit 1 Fiction Opener, p. 1
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• make connections to the themes and topics
of the selections
• identify common forms of fiction
• understand plot, point of view, character,
setting, and theme
Plan the Unit
Use the following resources to plan instruction for this unit:
____ 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. 1M–1P
____ 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
____ Introduction to Fiction, SE/ATE, pp. 2–3
____ Fiction Study Guide: Introduction, Meeting the Standards Unit 1, p. 1
____ Fiction 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. 3
____ English Language Learning, ATE, p. 3
Extend the Unit
Choose from the following resources to extend the unit:
____ For Your Reading List, SE/ATE, p. 190
____ Unit 1, Exceeding the Standards: Grammar & Style, pp. 1–40
____Media Literacy: Creating a Digital Portfolio: Part 1, Exceeding the Standards: Special
Topics, pp. 1–2
____Lifelong Learning: Looking at Your Character, Exceeding the Standards: Special
Topics, pp. 3–4
____ Unit 1, Exceeding the Standards: Vocabulary & Spelling, pp. 1–12
Assess
Administer the following assessment tool(s):
____ Formative Surveys 1 and 2, Assessment Guide, pp. 3–24
____ Reading Fluency Assessments, Passages 1 and 2, Assessment Guide, pp. 335–336
____ Unit 1 Exam, Assessment Guide, pp. 301–304
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
1
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
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
Thank You, M’am, p. 5
Reading Model
• Reading Level: Easy
• Difficulty Consideration: Unexpected
events
• Ease Factor: Dialogue, few characters
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• recognize how experiences shape a person’s
attitudes and choices
• read, interpret, analyze, and evaluate a story
in which a character learns a lesson about life
• apply reading strategies and skills before,
during, and after reading a literature
selection
• define character and recognize its use in the
selection
• write a narrative paragraph and a character
description
• write a newspaper article and give an author
presentation
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Fiction Reading Model, SE/ATE, p. 4
____ Before Reading, SE/ATE, p. 5
____ How to Read Fiction, Meeting the Standards Unit 1, pp. 19–20
____ Preview Vocabulary, Meeting the Standards Unit 1, p. 21
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 6–10
____ Analyze Literature: Character, Meeting the Standards Unit 1, p. 22
____ Use Reading Skills: Determine the Importance of Details, Meeting the Standards Unit 1, p. 23
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, p. 6
____ Reading Proficiency, ATE, p. 7
____Enrichment, ATE, p. 7
____ Learning Styles: Auditory, Visual, and Kinesthetic, ATE, p. 8
____Historical Context Project: The Harlem Renaissance, Differentiated Instruction for Advanced
Students, pp. 1–2
____Determine the Importance of Details, Differentiated Instruction for English Language
Learners, pp. 1–10
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
3
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 11
____ Analyze Literature: Dialect, Meeting the Standards Unit 1, p. 24
____ Use Reading Strategies: Make Connections, Meeting the Standards Unit 1, p. 25
____ Writing Options: Creative Writing, Meeting the Standards Unit 1, p. 26
____ Collaborative Learning: Write a Newspaper Article, Exceeding the Standards: Extension
Activities, pp. 1–2
____ Narrative Writing: Tell About an Event, Exceeding the Standards: Writing, pp. 1–10
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 28
____ Lesson Test, Assessment Guide, pp. 27–29
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
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
Understanding Plot, p. 12
The Interlopers / A Poison Tree, p. 14
Grammar & Style Workshop: Subject and Verb Agreement, p. 24
Guided Reading
“The Interlopers”
• Reading Level: Moderate
• Difficulty Consideration: Style; vocabulary
• Ease Factor: Length
“A Poison Tree”
• Reading Level: Moderate
• Difficulty Consideration: Poetic style,
figurative language
• Ease Factor: Length; familiar words
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
• understand the personal toll and farreaching effects of feuds
• read, interpret, analyze, and evaluate a
fiction selection about two men involved in
an extended feud
• define plot and flashback and recognize the
use of these literary elements in the selection
• compare and contrast the characters and
themes of two selections by using a Venn
Diagram
• write a concluding paragraph and a conflict
resolution paragraph
• research a famous feud and create a
storyboard for the selection
• practice reading assessment by answering
multiple-choice and short-answer questions
about the selection
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Understanding Plot, SE/ATE, pp. 12–13
____Fiction Study Guide: Understanding Plot and Applying Plot to the Selections, Meeting the
Standards Unit 1, pp. 2–3
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 14
____ Build Background, Meeting the Standards Unit 1, p. 29
____ Preview Vocabulary: Words in Action, Meeting the Standards Unit 1, p. 30
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 15–21
____ Literature Connection: “A Poison Tree,” SE/ATE, p. 22
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
5
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Learning Styles: Auditory, Visual, and Kinesthetic, ATE, p. 16
____ English Language Learning, ATE, p. 18
____Enrichment, ATE, p. 18
____ Take Notes, Differentiated Instruction for English Language Learners, pp. 11–21
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 21, 23
Teach the Workshop
Select from the following materials to teach the workshop:
____ Grammar & Style: Subject and Verb Agreement, SE/ATE, pp. 24–25
____ Language Arts Handbook Section 3.7, Subject and Verb Agreement, SE/ATE, pp. 972–973
____ Subject and Verb Agreement, Exceeding the Standards: Grammar & Style, pp. 73–78
____Indefinite Pronoun and Verb Agreement, Exceeding the Standards: Grammar & Style,
pp. 79–80
____Compound Subject and Verb Agreement, Exceeding the Standards: Grammar & Style,
pp. 81–83
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 32–34
____ Lesson Test, Assessment Guide, pp. 30–32
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
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
The Most Dangerous Game, p. 26
Vocabulary & Spelling Workshop: Context Clues, p. 44
Guided Reading
• Reading Level: Moderate
• Difficulty Consideration: Length;
vocabulary
• Ease Factor: Few characters; short sentences
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• discuss the “survival of the fittest” law
of nature
• read, interpret, analyze, and evaluate a
fiction selection about a character who
rethinks his hunting philosophy after a
role reversal
• define plot and conflict and recognize their
use in the selection
• identify the sequence of events in a
short story
• write a set of rules and an informative article
• debate the practice of hunting
• discuss the meaning of being “civilized”
• practice reading assessment by answering
multiple-choice and short-answer questions
about the selection
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 26
____ Build Background: Survival of the Fittest, Meeting the Standards Unit 1, pp. 35–36
____ Preview Vocabulary: Would You Rather…, Meeting the Standards Unit 1, p. 37
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 27–42
____ Analyze Literature: Suspense, Meeting the Standards Unit 1, p. 38
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 28
____Enrichment, ATE, p. 28
____ Reading Proficiency, ATE, pp. 30, 39, 40
____ English Language Learning, ATE, pp. 31, 38
____Enrichment, ATE, pp. 31, 38, 41
____ Learning Styles: Auditory, Visual, and Kinesthetic, ATE, p. 37
____Conflict, Differentiated Instruction for English Language Learners, pp. 22–52
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
7
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 42–43
____ Critical Thinking Discussion Questions, Meeting the Standards Unit 1, p. 39
____ Critical Literacy: Participate in a Panel Discussion, Exceeding the Standards: Extension
Activities, pp. 3–4
Teach the Workshop
Select from the following materials to teach the workshop:
____ Vocabulary & Spelling: Context Clues, SE/ATE, pp. 44–45
____ Context Clues, Exceeding the Standards: Vocabulary & Spelling, pp. 7–8
____ More About Context Clues, Exceeding the Standards: Vocabulary & Spelling, pp. 9–10
____Time Out for Test Practice: Using Context Clues, Exceeding the Standards: Vocabulary
& Spelling, pp. 11–12
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 40
____ Lesson Test, Assessment Guide, pp. 33–35
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
®
8
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
Understanding Point of View, p. 46
Blues Ain’t No Mockin’ Bird, p. 48
Grammar & Style Workshop: Pronouns and Pronoun Agreement, p. 56
Directed Reading
• Reading Level: Moderate
• Difficulty Consideration: Unfamiliar
setting; vocabulary
• Ease Factor: Length
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• appreciate a story about human dignity
• read, interpret, analyze, and evaluate a
fiction selection about a grandmother
who refuses to have her family and home
exploited by two filmmakers seeking to
record their misfortune
• define point of view and dialect and
recognize their use in the selection
• record important details of the story by
taking notes
• write a character description and a critical
essay
• write a newspaper editorial and research the
musical style known as the blues
• practice reading assessment by answering
multiple-choice and short-answer questions
about the selection
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Understanding Point of View, SE/ATE, pp. 46–47
____Fiction Study Guide: Understanding Point of View and Applying Point of View to the
Selections, Meeting the Standards Unit 1, pp. 4–5
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 48
____ Build Background, Meeting the Standards Unit 1, p. 41
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 49–54
____ Analyze Literature: Point of View, Meeting the Standards Unit 1, pp. 42–43
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 50
____ English Language Learning, ATE, p. 50
____Enrichment, ATE, p. 50
____ Learning Styles: Auditory, Visual, and Kinesthetic, ATE, p. 52
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
9
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 54–55
____ Descriptive Essay: Dominant Impression, Meeting the Standards Unit 1, pp. 44–45
Teach the Workshop
Select from the following materials to teach the workshop:
____ Grammar & Style: Pronouns and Pronoun Agreement, SE/ATE, pp. 56–57
____ Language Arts Handbook Section 3.4, Pronouns, SE/ATE, pp. 967–969
____ Pronouns and Antecedents, Exceeding the Standards: Grammar & Style, pp. 23–29
____Indefinite, Reflexive, and Intensive Pronouns, Exceeding the Standards: Grammar & Style,
pp. 35–40
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 46–47
____ 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
®
10
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
The Cask of Amontillado, p. 58
Directed Reading
• Reading Level: Challenging
• Difficulty Consideration: Complex
sentence structure; unfamiliar terms; irony
• Ease Factor: Two main characters
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• recognize the effect of using an unreliable
narrator to tell a story
• read, interpret, analyze, and evaluate a
fiction selection about an unstable narrator
who’s obsessed with seeking revenge
• define point of view and narrator and
recognize their use in the selection
• use cause-and-effect context clues to
understand vocabulary
• write an introductory paragraph to a story
and a character analysis
• perform reader’s theater
• stage an interview with the author
• practice reading assessment by answering
multiple-choice and short-answer questions
about the selection
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 58
____ Build Background: Murder He Wrote, Meeting the Standards Unit 1, p. 48
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 59–66
____ Cultural Connection: Carnival, SE/ATE, p. 60
____ Vocabulary: Poe’s Diction, Meeting the Standards Unit 1, p. 49
____ Using Foils to Fool, Meeting the Standards Unit 1, p. 50
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, p. 60
____Enrichment, ATE, p. 60
____ Learning Styles: Auditory, Visual, Kinesthetic, ATE, p. 62
____Author’s Style Activity: The Voice of Edgar Allan Poe, Differentiated Instruction for Advanced
Students, pp. 3–4
____ Context Clues, Differentiated Instruction for English Language Learners, pp. 53–65
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 66–67
____ Follow-Up Activity: Murder He Wrote, Meeting the Standards Unit 1, p. 51
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
11
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 52–53
____ Lesson Test, Assessment Guide, pp. 39–41
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
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
Understanding Character, p. 68
Destiny, p. 70
Directed Reading
• Reading Level: Moderate
• Difficulty Consideration: Subtle humor;
complex relationships
• Ease Factor: Point of view; reader empathy
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• appreciate a story in which a character
observes a child’s struggles
• read, interpret, analyze, and evaluate a
fiction selection about an unusual girl who
grapples with her conflicting emotions
• define character and recognize its use in the
selection
• use the skill of drawing conclusions to
understand a short story
• write a journal entry and a character analysis
• create a children’s book
• deliver a dramatic monologue
• practice reading assessment by answering
multiple-choice and short-answer questions
about the selection
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Understanding Character, SE/ATE, pp. 68–69
____Fiction Study Guide: Understanding Character and Applying Character to the Selections,
Meeting the Standards Unit 1, pp. 6–7
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 70
____ Build Background: Coping with Stress, Meeting the Standards Unit 1, pp. 54–56
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 71–80
____ Analyze Literature: Using Similes in Characterization, Meeting the Standards Unit 1, p. 57
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 72
____ English Language Learning, ATE, p. 72
____Enrichment, ATE, pp. 72, 75
____ Learning Style: Auditory, Visual, and Kinesthetic, ATE, p. 77
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
13
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 80–81
____ Analyze Literature: Character, Meeting the Standards Unit 1, pp. 58–59
____ Use Reading Skills: Draw Conclusions, Meeting the Standards Unit 1, pp. 60–62
____ Subjects and Predicates, Exceeding the Standards: Grammar & Style, pp. 6–7
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 63–64
____ 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
®
14
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
The Good Deed / Tears of Autumn, p. 82
Directed Reading
“The Good Deed”
• Reading Level: Moderate
• Difficulty Consideration: Chinese cultural
references; length
• Ease Factor: Dialogue; style
“Tears of Autumn”
• Reading Level: Moderate
• Difficulty Consideration: Japanese cultural
references; unfamiliar names
• Ease Factor: Sympathetic main character
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
• understand the immigrant experience in
America
• read, interpret, analyze, and evaluate
selections about two women who experience
a clash of cultures over marriage customs
• define motivation and character and
recognize their use in the selections
• use reading skills to evaluate each author’s
purpose for writing the story
• write a narrative and a plot analysis
• create a display about the immigrant
experience
• discuss arranged marriages
• practice reading assessment by answering
multiple-choice and short-answer questions
about the selections
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 82
____Build Background: Set Purpose and Practice Vocabulary, Meeting the Standards Unit 1,
pp. 65–66
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 83–104
____ Cultural Connection: Arranged Marriages, SE/ATE, p. 88
____ History Connection: Angel Island, SE/ATE, p. 103
____ Compare Literature: Motivation and Character, Meeting the Standards Unit 1, p. 67
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 84, 100
____ English Language Learning, ATE, pp. 84, 95, 100
____Enrichment, ATE, pp. 84, 91, 96, 101
____ Learning Styles: Auditory, Visual, and Kinesthetic, ATE, pp. 88, 102
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
15
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 98, 104–105
____ Compare Literature: Motivation and Character (continued), Meeting the Standards
Unit 1, p. 68
____ Compare Literature: Setting, Meeting the Standards Unit 1, p. 69
____ Make Connections, Meeting the Standards Unit 1, p. 70
____ What Do You Think? Meeting the Standards Unit 1, p. 73
____ Lifelong Learning: Research Immigration, Exceeding the Standards: Extension Activities,
pp. 5–6
____ Common, Proper, Singular, and Plural Nouns, Exceeding the Standards: Grammar & Style,
pp. 14–17
____ Pronouns and Antecedents, Exceeding the Standards: Grammar & Style, pp. 23–29
Assess
Administer the following assessment tool(s):
____ Selection Quiz: Focus on “The Good Deed,” Meeting the Standards Unit 1, p. 71
____ Selection Quiz: Focus on “Tears of Autumn,” Meeting the Standards Unit 1, p. 72
____ 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
®
16
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
Understanding Setting, p. 106
The Scarlet Ibis, p. 108
Directed Reading
• Reading Level: Challenging
• Difficulty Consideration: Figurative
language; vocabulary; length
• Ease Factor: Few characters
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
• understand a story in which a character
struggles with conflicted feelings about
his brother
• read, interpret, analyze, and evaluate a
selection about a boy who reflects on his
relationship with his physically disabled
brother and on his actions fueled by
selfish pride
• define mood and recognize its use in the
selection
• use the skill of evaluating cause and effect
to understand a short story
• write a poem and a descriptive paragraph
• research a hurricane and create a
hurricane map
• create a public health announcement
• practice reading assessment by answering
multiple-choice and short-answer questions
about the selection
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Understanding Setting, SE/ATE, pp. 106–107
____Fiction Study Guide: Understanding Setting and Applying Setting to the Selections, Meeting
the Standards Unit 1, pp. 8–9
____Identifying and Describing Fictional Settings: Memorable First Paragraphs, Exceeding the
Standards: Literature & Reading, pp. 1–2
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 108
____ Build Background, Meeting the Standards Unit 1, p. 75
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 109–118
____ Preview Vocabulary, Meeting the Standards Unit 1, p. 75
____ Analyze Literature: Mood, Meeting the Standards Unit 1, p. 76
____ Analyze Literature: Conflict, Meeting the Standards Unit 1, p. 77
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
17
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 110, 115
____ English Language Learning, ATE, p. 110
____Enrichment, ATE, p. 110
____ Learning Styles: Auditory, Visual, and Kinesthetic, ATE, p. 116
____Reading Strategies and Skills Practice: Make Predictions, Differentiated Instruction for
Developing Readers, pp. 1–3
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp.118–119
____ Use Reading Strategies: Make Connections, Meeting the Standards Unit 1, p. 78
____ Media Literacy: Create a Public Health Announcement, Exceeding the Standards: Extension
Activities, pp. 7–8
____ Identifying the Parts of Speech, Exceeding the Standards: Grammar & Style, pp. 11–13
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 79
____ 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
®
18
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
American History / TV Coverage of JFK’s Death Forged Medium’s
Role, p. 120
Vocabulary & Spelling Workshop: Denotation and Connotation, p. 132
Grammar & Style Workshop: Sentence Variety, p. 134
Directed Reading
“American History”
• Reading Level: Moderate
• Difficulty Consideration: Political context;
Spanish vocabulary words
• Ease Factor: Author’s style; selection length;
vocabulary
“TV Coverage of JFK’s Death Forged
Medium’s Role”
• Reading Level: Challenging
• Difficulty Consideration: Abrupt shifts
in tense; challenging vocabulary; political
background
• Ease Factor: Sympathetic main character
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
• understand the impact of a historical event
on a country
• read, interpret, analyze, and evaluate a
selection in which a character deals with
personal struggles during a historically
significant event
• define setting and recognize its importance
in the selection
• use the skill of finding the main idea to
understand a short story
• write descriptive introductory paragraphs
and a persuasive character analysis
• analyze color symbolism in the selection
• participate in a panel discussion
• practice reading assessment by answering
multiple-choice and short-answer questions
about the selection
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 120
____ Build Background: Defining Moments, Meeting the Standards Unit 1, p. 80
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 121–128
____ Social Studies Connection: Puerto Rico, SE/ATE, p. 124
____Informational Text Connection: “TV’s Coverage of JFK’s Death Forged Medium’s Role,”
SE/ATE, pp. 129–130
____ Vocabulary: “Wanted” Poster, Meeting the Standards Unit 1, pp. 81–82
____ Analyze Literature: Setting, Meeting the Standards Unit 1, p. 83
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
19
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 122, 125, 129
____ English Language Learning, ATE, pp. 122, 125
____Enrichment, ATE, p. 123
____ Learning Styles: Auditory, Visual, and Kinesthetic, ATE, p. 126
____Reading Strategies and Skills Practice: Take Notes, 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. 128, 130–131
____ Essay Questions for “American History,” Meeting the Standards Unit 1, p. 84
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Vocabulary & Spelling: Denotation and Connotation, SE/ATE, pp. 132–133
____ Grammar & Style: Sentence Variety, SE/ATE, pp. 134–135
____Language Arts Handbook Section 2.6, Understanding Denotation and Connotation,
SE/ATE, p. 957
____ Language Arts Handbook Section 3.17, Writing Effective Sentences, pp. 994–996
____ Connotation and Denotation, Exceeding the Standards: Vocabulary & Spelling, pp. 19–20
____Time Out for Test Practice: Connotation, Denotation, and Word Meaning, Exceeding the
Standards: Vocabulary & Spelling, p. 21
____ Sentence Structure: Simple, Compound, Complex, and Compound-Complex Sentences,
Exceeding the Standards: Grammar & Style, pp. 8–10
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 85–86
____ Lesson Test, Assessment Guide, pp. 51–54
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
®
20
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
Understanding Theme, p. 136
The Gift of the Magi / The Necklace, p. 138
Directed Reading
“The Gift of Magi”
• Reading Level: Moderate
• Difficulty Consideration: Old-fashioned
language; style; vocabulary
• Ease Factor: Simple plot; length
“The Necklace”
• Reading Level: Moderate
• Difficulty Consideration: Vocabulary
• Ease Factor: Simple plot
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
• analyze the connection between material
possessions and happiness
• read, interpret, analyze, and evaluate two
fiction selections with similar themes and
ironic endings
• define theme and irony and recognize their
use in the selections
• use context clues, word parts, and
denotations to understand unfamiliar
vocabulary words
• write an editorial and an abstract
• conduct character interviews
• create alternative story endings
• practice reading assessment by answering
multiple-choice and short-answer questions
about the selections
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Understanding Theme, SE/ATE, pp. 136–137
____Fiction Study Guide: Understanding Theme and Applying Theme to the Selections, Meeting
the Standards Unit 1, pp. 10–11
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 138
____ Build Background: Set Purpose and Practice Vocabulary, Meeting the Standards Unit 1, p. 87
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 139–150
____ Literary Connection: Naturalism, SE/ATE, p. 144
____ Compare Literature: Theme and Irony, Meeting the Standards Unit 1, p. 88
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
21
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, pp. 141, 144
____Enrichment, ATE, pp. 141, 144
____ Reading Proficiency, ATE, p. 144
____ Learning Styles: Auditory, Visual, and Kinesthetic, ATE, pp. 147, 148
____ Compare Theme: Life Lessons Shared, Differentiated Instruction for Advanced Students, p. 5
____ Evaluate Cause and Effect, Differentiated Instruction for English Language Learners, pp. 78–92
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp.143, 150–151
____ Compare Literature: Theme and Irony (continued), Meeting the Standards Unit 1, p. 89
____ Compare Literature: Character, Meeting the Standards Unit 1, p. 89
____ What Do You Think? Meeting the Standards Unit 1, p. 96
____ The Sentence and Its Functions, Exceeding the Standards: Grammar & Style, pp. 1–5
Assess
Administer the following assessment tool(s):
____ Selection Quiz: Focus on “The Gift of the Magi,” Meeting the Standards Unit 1, pp. 93–94
____ Selection Quiz: Focus on “The Necklace,” Meeting the Standards Unit 1, p. 95
____ Lesson Test, Assessment Guide, pp. 55–57
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
®
22
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
Reading Fiction Independently: Theme—Defining Moments, p. 152
The Ravine, p. 154
Independent Reading
• Reading Level: Moderate
• Difficulty Consideration: Similes; abstract
conclusion; dialect
• Ease Factor: Point of view; reader empathy
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• apply reading strategies and skills
• analyze literary elements
• use context clues to understand unfamiliar
vocabulary words
• address critical thinking questions
• use writing options to assess understanding
of the text
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Reading Fiction Independently: Theme—Defining Moments, SE/ATE, pp. 152–153
____ Differentiated Instruction: Reading Proficiency, ATE, p. 153
____ Differentiated Instruction: English Language Learning, ATE, p. 153
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 154
____ Practice Vocabulary, Meeting the Standards Unit 1, p. 98
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 154–160
____ Analyze Literature: Setting, Meeting the Standards Unit 1, p. 98
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 156
____ English Language Learning, ATE, pp. 156, 158
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p.160
____ Analyze Literature: Character, Meeting the Standards Unit 1, p. 99
____ Analyze Literature: Plot, Meeting the Standards Unit 1, p. 100
____ Describe and Critique: Fiction, Meeting the Standards Unit 1, pp. 101–102
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
23
Assess
Administer the following assessment tool(s):
____ Lesson Test, Assessment Guide, pp. 58–60
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
level iV, unit 1
Program Planning Guide
© EMC Publishing, LLC
L e ss o n
P la n
Name: _____________________________________________________ Date:___________________
M T W Th F
The Vision Quest, p. 161
Independent Reading
• Reading Level: Moderate
• Difficulty Consideration: Native American
cultural terms
• Ease Factor: Sympathetic main character;
length
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• apply reading strategies and skills
• analyze literary elements
• use context clues to understand unfamiliar
vocabulary words
• address critical thinking questions
• use writing options to assess understanding
of the text
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 161
____ Practice Vocabulary, Meeting the Standards Unit 1, p. 103
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 161–164
____ Analyze Literature: Characterization, Meeting the Standards Unit 1, p. 110
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, p. 163
____Enrichment, ATE, p. 163
After Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 164
____ Analyze Literature: Theme, Meeting the Standards Unit 1, p. 105
____ Enrichment: Legends, Meeting the Standards Unit 1, p. 106
____ Describe and Critique: Fiction, Meeting the Standards Unit 1, pp. 107–108
Assess
Administer the following assessment tool(s):
____ Lesson Test, Assessment Guide, pp. 61–63
© EMC Publishing, LLC
Program Planning Guide
level IV, unit 1
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