THE EMC MASTERPIECE SERIES
LITERATURE AND THE LANGUAGE ARTS
EXPLORING LITERATURE
Grade 9
Lesson Plans with
Oregon ELA Standards
EMC Literature and the Language Arts: Oregon Lesson Plans
page 2
UNIT ONE: THE FOLK TRADITION
Opening the Unit, page 2
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Dates I Plan to Teach This Unit _____________________________________________
Unit 1 Goals/Objectives
• to appreciate examples of literature from the folk tradition (EL.CM.RE.02)
• to name and describe different types of oral literature, including myths, fairy tales, parables,
fables, tall tales, folk songs, legends, spirituals, epics, and proverbs (EL.CM.RE.03)
• to define and explain examples of aim, allusion, character, dialect, foreshadowing, irony, irony
of situation, moral, motif, personification, repetition, suspension of disbelief, and symbol
(EL.CM.LI.09)
• to write an oral history (EL.CM.WR.21)
• to demonstrate an ability to use sentence variety in writing (EL.CM.WR.13)
Lessons I Plan to Teach
_________ “Echo and Narcissus,” page 6
_________ “The Story of Dædalus and Icarus” from the Metamorphoses, page 11
_________ “The White Snake,” page 17
_________ “The Prodigal Son” from the King James Bible, page 24
_________ “Goha and the Pot,” page 29
_________ “The Fox and the Crow,” page 33
_________ “The Silver Pool” from The Tangle-Coated Horse, page 37
_________ “John Henry” from Mules and Men, page 45
_________ Related Reading: “‘White House’ mystery may be solved,” from The Washington
Post, page 48
_________ “Steal Away” and “Go Down, Moses,” page 52
_________ Language Arts in Action, page 60
_________ Guided Writing—Expressive/Informative Writing: Recording an Oral History, page 62
_________ Unit One Review, page 72
_________ For Your Reading List, page 73
Getting Started in the Classroom
_________ Fine Art: Grandma Moses (PE, page 2; VLR II, page 1) (EL.CM.SL.14)
_________ Elements of the Folk Tradition (PE, page 4) (EL.CM.LI.15)
_________ Fine Art: Persian Artist (PE, page 5; VLR II, page 4) (EL.CM.RE.03)
_________ Additional Questions and Activities: Storytelling (ATE, page 4) (EL.CM.RE.03)
_________ Genre Check Test 4.1.1 (ATE, page 5; UR 1, page 1; TG) (EL.CM.LI.15)
_________ Genre Test 4.1.2 (UR 1, page 2; TG)
As you prepare to teach this unit, choose activities that meet the needs of your students by
reviewing the Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular
Connections (ATE, pages 2–4).
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 3
UNIT ONE: THE FOLK TRADITION
“Echo and Narcissus,” page 6
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vocabulary; unrealistic events
Ease Factor: Selection length
Synopsis: The selection recounts the myth of Narcissus, who was punished for his excessive
self-absorption, and of Echo, a nymph who, for love of him, wasted away into an echo.
Goals/Objectives:
• to enjoy a Greek myth
• to empathize with characters in a myth that deals with actions and consequences
• to describe how myths explain natural phenomena
• to define suspension of disbelief
Reading Strategies Resource, page 1
Reading Strategy: Write Things Down (EL.CM.RE.06)
Fix-Up Idea: Reread (EL.CM.RE.06)
Standardized Test Practice: Identify Cause and Effect (EL.CM.LI.08)
Before Reading
_________ Daily Oral Language (VLR I, page 13; UR 1, page 5) (EL.CM.WR.14-20)
_________ Reader’s Journal (PE, page 6; UR 1, page 6) (EL.CM.RE.03)
_________ Literary Tools: Suspension of Disbelief and Myth (PE, page 6) (EL.CM.LI.01)
_________ Reader’s Resource: History and Psychology Connections (PE, page 6)
(EL.CM.RE.03, EL.CM.LI.16)
_________ About the Author: Walker Brents (PE, page 6) (EL.CM.LI.19)
_________ Fine Art: Caravaggio (PE, page 9; VLR II, page 7; Art Note, PE and ATE, page 9; UR
1, page 7) (EL.CM.SL.14)
_________ Vocabulary from the Selection (ATE, page 7) (EL.CM.RE.08)
_________ Vocabulary: Keeping a Word Study Notebook (VR, page 1)
_________ Reading Strategy (RSR, page 1)
During Reading
_________ Dramatic Recording (AL, 6:50) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 6; VLR I page 13; UR 1, page 5) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 7; UR 1, page 6) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 1)
_________ Fix-Up Idea (RSR, page 1)
After Reading
_________ Reading Strategy (RSR, page 1)
_________ Standardized Test Practice (RSR, page 2)
_________ Respond to the Selection (PE, page 9; UR 1, page 7) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 10; UR 1, page 7) (EL.CM.LI.03, 05, 08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 4
_________ Understanding Literature: Suspension of Disbelief and Myth (PE, page 10; UR 1,
page 9) (EL.CM.LI.01)
_________ Vocabulary: Verbals (UR 1, page 9)
_________ Selection Check Test 4.1.3 (ATE, page 8; UR 1, page 11; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.4 (UR 1, page 13; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 5
“The Story of Dædalus and Icarus,” page 11
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vocabulary; unrealistic events; poetic sentence structure
Ease Factor: Selection length
Synopsis: Ovid recounts the myth of Dædalus and his son Icarus. According to this cautionary
tale, the two were escaping from Crete on wax wings when Icarus, despite his father’s warnings,
flew too close to the sun and and crashed to his death. The story also tells how the partridge
came to be.
Goals/Objectives:
• to respond to characters who dream of being able to fly
• to identify Ovid as a Latin poet who retold many myths
• to define moral and explain how this myth teaches a moral
• to locate references to myth in modern popular culture
Reading Strategies Resource, page 5
Reading Strategy: Make Predictions (EL.CM.RE.06, EL.CM.LI.04)
Fix-Up Idea: Read Aloud (EL.CM.RE.02)
Standardized Test Practice: Make Inferences (EL.CM.RE.06)
Before Reading
_________ Daily Oral Language (VLR I, page 14; UR 1, page 16) (EL.CM.WR.14-20)
_________ Reader’s Journal (PE, page 11; UR 1, page 16) (EL.CM.RE.03)
_________ Literary Tools: Moral and Foreshadowing (PE, page 11) (EL.CM.LI.07)
_________ Reader’s Resource: History and Science Connections (PE, page 11) (EL.CM.RE.03,
EL.CM.LI.16)
_________ About the Author: Ovid (PE, page 11) (EL.CM.LI.15)
_________ Fine Art: Pieter Brueghel (PE, page 12; VLR II, page 10) (EL.CM.SL.14)
_________ Vocabulary from the Selection (ATE, page 12) (EL.CM.RE.08)
_________ Vocabulary: Using Context Clues (VR, page 3)
_________ Reading Strategy (RSR, page 5)
During Reading
_________ Dramatic Recording (AL, 5:52) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 11; VLR I, page 14; UR 1, page 16) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 12; UR 1, page 17) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 5)
_________ Fix-Up Idea (RSR, page 5)
After Reading
_________ Reading Strategy (RSR, page 5)
_________ Standardized Test Practice (RSR, page 6)
_________ Respond to the Selection (PE, page 15; UR 1, page 17) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 15; UR 1, page 18) (EL.CM.LI.03, 05, 08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 6
_________ Understanding Literature: Moral and Foreshadowing (PE, page 15; UR 1, page 19)
(EL.CM.LI.07)
_________ Writer’s Journal: Description, Character Sketch, and Myth (PE, page 16; UR 1, page
19) (EL.CM.WR.22)
_________ Vocabulary: Restatement (UR 1, page 20)
_________ Language, Grammar, and Style: Functions of the Sentence (PE, page 16; UR 1, page
21) (EL.CM.WR.13)
_________ Media Literacy: Media References to Greek and Roman Mythology (PE, page 16)
(EL.CM.SL.15)
_________ Collaborative Learning: Retelling Myths (PE, page 16) (EL.CM.SL.07)
_________ Selection Check Test 4.1.5 (ATE, page 14; UR 1, page 22; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.6 (UR 1, page 24; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 7
“The White Snake,” page 17
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vocabulary; unrealistic events
Ease Factors: Fairy tale conventions; selection length
Synopsis: A young man who understands the language of animals saves a series of helpless
animals and in return is helped when he attempts to win the hand of a princess.
Goals/Objectives:
• to enjoy a fairy tale
• to describe the occurrence of common motifs in fairy tales from many countries and cultures
• to explain the concept of a fairy tale
• to use precise and vivid nouns, verbs, and modifiers in writing
Reading Strategies Resource, page 17
Reading Strategy: Write Things Down (EL.CM.RE.06)
Fix-Up Idea: Use Guided Reading Questions (EL.CM.RE.06)
Standardized Test Practice: Identify Cause and Effect (EL.CM.LI.08)
Before Reading
_________ Daily Oral Language (VLR I, page 15; UR 1, page 27) (EL.CM.WR.14-20)
_________ Reader’s Journal (PE, page 17; UR 1, page 28) (EL.CM.RE.03)
_________ Literary Tools: Fairy Tale, Character, and Motif (PE, page 17) (EL.CM.RE.02,
EL.CM.LI.05, 17)
_________ Reader’s Resource: Culture Connection (PE, page 17) (EL.CM.RE.03)
_________ About the Authors: Jacob and Wilhelm Grimm (PE, page 17) (EL.CM.LI.19)
_________ Fine Art: Kate Elizabeth Bunce (PE, page 18; VLR II, page 13; Art Note, PE and ATE,
page 19; UR 1, page 29) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 18) (EL.CM.RE.08)
_________ Vocabulary: Lexical Phrases (VR, page 5)
_________ Reading Strategy (RSR, page 9)
During Reading
_________ Dramatic Recording (AL, 9:26) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 17; VLR I, page 15; UR 1, page 27) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 19; UR 1, page 28) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 9)
_________ Fix-Up Idea (RSR, page 9)
After Reading
_________ Reading Strategy (RSR, page 9)
_________ Standardized Test Practice (RSR, page 10)
_________ Respond to the Selection (PE, page 21; UR 1, page 29) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 22; UR 1, page 29) (EL.CM.LI.03, 05, 08)
_________ Understanding Literature: Fairy Tale, Character, and Motif (PE, page 22; UR 1, page
31) (EL.CM.RE.02, EL.CM.LI.05, 17)
_________ Writer’s Journal: Poem, Summary, and Retelling (PE, page 23; UR 1, page 31)
(EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 8
_________ Language, Grammar, and Style: Complete Subjects and Predicates in Sentences
(PE, page 23; UR 1, page 34) (EL.CM.WR.13)
_________ Study and Research: The Medieval Period in Europe (PE, page 23; UR 1, page 34)
(EL.CM.WR.27)
_________ Collaborative Learning: Fairy Tales Across Cultures, Times, and Media (PE, page 23)
(EL.CM.LI.02)
_________ Vocabulary: Synonyms (UR 1, page 33) (EL.CM.RE.13)
_________ Selection Check Test 4.1.7 (ATE, page 20; UR 1, page 35; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.8 (UR 1, page 37; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 9
“The Prodigal Son,” page 24
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Syntax; vocabulary
Ease Factors: Short sentences; selection length
Synopsis: In this biblical parable, a father rejoices at the return of a lost son.
Goals/Objectives:
• to empathize with the main character
• to identify the King James Bible and give an example of its influence on Western literature and
language
• to describe the nature and purpose of a parable
• to explain the concept of a literary symbol
• to express and justify an opinion orally
• to write a modern adaptation of a parable
Reading Strategies Resource, page 13
Reading Strategy: Tackle Difficult Vocabulary (EL.CM.RE.09)
Fix-Up Idea: Choose a New Strategy (EL.CM.RE.06)
Standardized Test Practice: Use Context Clues (EL.CM.RE.10)
Before Reading
_________ Daily Oral Language (VLR I, page 16; UR 1, page 40) (EL.CM.WR.14-20)
_________ Reader’s Journal (PE, page 24; UR 1, page 40) (EL.CM.RE.03)
_________ Literary Tools: Parable and Symbol (PE, page 24) (EL.CM.RE.03, EL.CM.LI.09)
_________ Reader’s Resource: Cultural Connection (PE, page 24) (EL.CM.RE.06)
_________ About the Author: King James Bible (PE, page 24) (EL.CM.LI.19)
_________ Fine Art: Rembrandt van Rijn (PE, page 25; VLR II, page 16; Art Note, PE and ATE,
page 25; UR 1, page 41) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 24) (EL.CM.RE.08)
_________ Vocabulary: Active and Passive Vocabularies (VR, page 7)
_________ Reading Strategy (RSR, page 13)
During Reading
_________ Dramatic Recording (AL, 5:12) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 24; VLR I, page 16; UR 1, page 40) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 25; UR 1, page 41) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 13)
_________ Fix-Up Idea (RSR, page 13)
After Reading
_________ Reading Strategy (RSR, page 13)
_________ Standardized Test Practice (RSR, page 14)
_________ Respond to the Selection (PE, page 27; UR 1, page 41) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 27; UR 1, page 42) (EL.CM.LI.03, 05, 08)
_________ Understanding Literature: Parable and Symbol (PE, page 27; UR 1, page 43)
(EL.CM.RE.03, EL.CM.LI.09)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 10
_________ Writer’s Journal: Journal Entry, Comparison-Contrast Essay, and Parable (PE, page
28; UR 1, page 43) (EL.CM.WR.22)
_________ Language, Grammar, and Style: Identifying and Correcting Sentences (PE, page 28;
UR 1, page 46) (EL.CM.WR.13)
_________ Speaking and Listening: Debate (PE, page 28) (EL.CM.SL.09-10)
_________ Collaborative Learning: Writing an Adaptation (PE, page 28) (EL.CM.WR.22)
_________ Vocabulary: Archaic Language (UR 1, page 44)
_________ Selection Check Test 4.1.9 (ATE, page 26; UR 1, page 47; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.10 (UR 1, page 49; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 11
“Goha and the Pot,” page 29
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Cultural context
Ease Factors: Subject matter; style
Synopsis: In this folk tale from North Africa, the trickster Goha teaches a lesson to a greedy
neighbor.
Goals/Objectives:
• to enjoy a humorous folktale from Africa
• to discuss trickster tales and name some trickster heroes from the folklore of cultures around
the world
• to describe the technique of personification and explain how it is used in many folktales
• to explain the functions of different types of sentences and provide examples of each
• to recognize false arguments and propaganda used in advertising
Reading Strategies Resource, page 17
Reading Strategy: Find a Purpose for Reading (EL.CM.RE.03)
Fix-Up Idea: Take a Break (EL.CM.RE.06)
Standardized Test Practice: Identify Main Ideas (EL.CM.LI.07)
Before Reading
_________ Daily Oral Language (VLR I, page 17; UR 1, page 52) (EL.CM.WR.14-20)
_________ Reader’s Journal (PE, page 29; UR 1, page 52) (EL.CM.RE.03)
_________ Literary Tools: Folk Tale, Aim, and Personification (PE, page 29) (EL.CM.RE.03,
EL.CM.LI.09, 15)
_________ Reader’s Resource: Geography and History Connections (PE, page 29)
(EL.CM.RE.06, EL.CM.LI.16)
_________ About the Author: Mahmoud Ibrahim Mostafa (PE, page 29) (EL.CM.LI.19)
_________ Vocabulary: Synonyms (VR, page 13)
_________ Reading Strategy (RSR, page 17)
During Reading
_________ Dramatic Recording (AL, 3:34) (EL.CM.LI.01)
_________ Guided Reading Questions (PE, page 30; UR 1, page 52) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 17) (EL.CM.RE.06)
_________ Fix-Up Idea (RSR, page 17)
After Reading
_________ Reading Strategy (RSR, page 17)
_________ Standardized Test Practice (RSR, page 18)
_________ Respond to the Selection (PE, page 30; UR 1, page 52) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 31; UR 1, page 53) (EL.CM.LI.03, 05, 08)
_________ Understanding Literature: Folk Tale, Aim, and Personification (PE, page 31; UR 1,
page 54) (EL.CM.RE.03, EL.CM.LI.09, 15)
_________ Writer’s Journal: Birth Announcement, Advice Column, and Journal Entry (PE, page
32; UR 1, page 54) (EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 12
_________ Vocabulary: Cooking (UR 1, page 55)
_________ Language, Grammar, and Style: Finding the Verb of a Sentence (PE, page 32; UR 1,
page 56) (EL.CM.WR.13)
_________ Media Literacy: Television Advertising (PE, page 32) (EL.CM.RE.27)
_________ Selection Check Test 4.1.11 (ATE, page 30; UR 1, page 57; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.12 (UR 1, page 58; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 13
“The Fox and the Crow,” page 33
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Unrealistic events
Ease Factor: Selection length
Synopsis: A fox tricks a crow by appealing to its vanity.
Goals/Objectives:
• to identify and enjoy a fable
• to explain the cultural significance of the fox as a stock character in fables and popular fiction
• to identify, define, and illustrate with examples the term character
• to write a children’s fable and an advice letter
Reading Strategies Resource, page 21
Reading Strategy: Connect to Prior Knowledge (EL.CM.RE.03)
Fix-Up Idea: Use Guided Reading Questions (EL.CM.RE.06)
Standardized Test Practice: Identify Character Development (EL.CM.LI.05)
Before Reading
_________ Daily Oral Language (VLR I, page 18; UR 1, page 60) (EL.CM.WR.14-20)
_________ Reader’s Journal (PE, page 33; UR 1, page 60) (EL.CM.RE.03)
_________ Literary Tools: Fable and Character (PE, page 33) (EL.CM.RE.05, EL.CM.LI.18)
_________ Reader’s Resource: Culture Connection (PE, page 33) (EL.CM.RE.06)
_________ About the Author: Æsop (PE, page 33) (EL.CM.LI.19)
_________ Vocabulary: Using the Dictionary (VR, page 14)
_________ Reading Strategy (RSR, page 21)
During Reading
_________ Dramatic Recording (AL, 1:07) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 33; VLR I, page 18; UR 1, page 60) (EL.CM.RE.06)
_________ Guided Reading Question (PE, page 34; UR 1, page 61) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 21)
_________ Fix-Up Idea (RSR, page 21)
After Reading
_________ Reading Strategy (RSR, page 21)
_________ Standardized Test Practice (RSR, page 22)
_________ Respond to the Selection (PE, page 35; UR 1, page 61) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 35; UR 1, page 61) (EL.CM.LI.03, 05, 08)
_________ Understanding Literature: Fable and Character (PE, page 35; UR 1, page 62)
(EL.CM.RE.05, EL.CM.LI.18)
_________ Writer’s Journal: Advice Column, Fable, and Summary (PE, page 36; UR 1, page 63)
(EL.CM.WR.22)
_________ Vocabulary: Superlatives (UR 1, page 64)
_________ Language, Grammar, and Style: Finding the Simple Subject (PE, page 36; UR 1,
page 65) (EL.CM.WR.13)
_________ Collaborative Learning: Fable Contest (PE, page 36) (EL.CM.RE.03)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 14
_________ Critical Thinking: Comparing and Contrasting Fables (PE, page 36) (EL.CM.LI.18)
_________ Selection Check Test 4.1.13 (ATE, page 34; UR 1, page 66; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.14 (UR 1, page 67; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 15
“The Silver Pool,” page 37
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Style and syntax; vocabulary; subject matter
Ease Factor: Use of dialogue
Synopsis: This selection retells part of the saga of Fionn MacCumhail, a hero of Celtic legend. In
the selection, Fionn comes to live and work with the King’s Poet, snares the Salmon of
Knowledge, finds that his sword is blessed, and becomes determined to avenge his father’s death
and claim his heritage.
Goals/Objectives:
• to enjoy a Celtic legend (EL.CM.RE.02)
• to explain how legends convey historical events and how the oral transmission of legends often
leads to exaggerations of facts
• to describe irony of situation and give an example
• to compare and contrast legends and fairy tales (EL.CM.LI.16)
• to identify parts of speech in writing (EL.CM.WR.13)
Reading Strategies Resource, page 25
Reading Strategy: Make Predictions (EL.CM.LI.04)
Fix-Up Idea: Read Short Sections (EL.CM.RE.06)
Standardized Test Practice: Compare and Contrast Characters (EL.CM.LI.05)
Before Reading
_________ Daily Oral Language (VLR I, page 19; UR 1, page 69) (EL.CM.WR.14-20)
_________ Reader’s Journal (PE, page 37; UR 1, page 69) (EL.CM.RE.03)
_________ Literary Tools: Legend, Irony, and Irony of Situation (PE, page 37) (EL.CM.LI.01,
EL.CM.LI.10)
_________ Reader’s Resource: History Connection (PE, page 37) (EL.CM.LI.16)
_________ About the Author: Ella Young (PE, page 37) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 38) (EL.CM.RE.08)
_________ Vocabulary: Vocabulary Cards and Kennings (VR, page 16)
_________ Reading Strategy (RSR, page 25)
During Reading
_________ Dramatic Recording (AL, 13:54) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 37; VLR I, page 19; UR 1, page 69) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 38; UR 1, page 70) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 25)
_________ Fix-Up Idea (RSR, page 25)
After Reading
_________ Reading Strategy (RSR, page 25)
_________ Standardized Test Practice (RSR, page 26)
_________ Respond to the Selection (PE, page 42; UR 1, page 71) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 43; UR 1, page 71) (EL.CM.LI.03, 05, 08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 16
_________ Understanding Literature: Legend, Irony, and Irony of Situation (PE, page 43; UR 1,
page 73) (EL.CM.LI.01, EL.CM.LI.10)
_________ Writer’s Journal: Prophecy, Poem, and Field Guide Entry (PE, page 44; UR 1, page
74) (EL.CM.WR.22)
_________ Language, Grammar, and Style: Using the Parts of Speech in Writing (PE, page 44;
UR 1, page 74) (EL.CM.WR.13)
_________ Media Literacy: Creating a News Segment (PE, page 44) (EL.CM.SL.03, 05, 06,
07, 09)
_________ Critical Thinking: Comparing Legends and Fairy Tales (PE, page 44) (EL.CM.LI.18)
_________ Selection Check Test 4.1.15 (ATE, page 42; UR 1, page 76; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.16 (UR 1, page 78; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
READING STRATEGIES RESOURCE, PAGE 25
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 17
“John Henry,” page 45
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Use of dialect; historical context
Ease Factors: Vocabulary; selection length
Synopsis: These lyrics from the African-American folk song tell the story of railroad legend John
Henry.
Goals/Objectives:
• to enjoy the lyrics of a folk song
• to explain how this folk song reflects the sentiments of workers facing replacement by machines
in the Industrial Revolution
• to identify, define, and illustrate with examples the literary terms dialect and repetition
• to compare and contrast two different versions of the same song
• to analyze the impact of the use of dialect in a piece of literature
Related Reading: “White House mystery may be solved,” page 48
Reading Strategies Resource, page 29
Reading Strategy: Use Text Organization (EL.CM.RE.06)
Fix-Up Idea: Visualize (EL.CM.RE.06)
Standardized Test Practice: Identify Character Development (EL.CM.LI.05)
Before Reading
_________ Daily Oral Language (VLR I, page 20; UR 1, page 81) (EL.CM.WR.14-20)
_________ Reader’s Journal (PE, page 45; UR 1, page 81) (EL.CM.RE.03)
_________ Literary Tools: Folk Song and Dialect (PE, page 45) (EL.CM.RE.02, EL.CM.LI.09)
_________ Reader’s Resource: History Connection (PE, page 45) (EL.CM.LI.16)
_________ About the Author: Zora Neale Hurston (PE, page 45) (EL.CM.LI.19)
_________ Fine Art: Palmer Hayden (PE, page 47; Art Note, PE and ATE, page 47; UR 1, page
82) (EL.CM.RE.03)
_________ Vocabulary: Prefixes (VR, page 18)
_________ Reading Strategy (RSR, page 29)
During Reading
_________ Dramatic Recording (AL, 3:14) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 45; VLR I, page 20; UR 1, page 81) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 46; UR 1, page 82) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 29)
_________ Fix-Up Idea (RSR, page 29)
After Reading
_________ Reading Strategy (RSR, page 29)
_________ Standardized Test Practice (RSR, page 30)
_________ Respond to the Selection (PE, page 50; UR 1, page 82) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 50; UR 1, page 83) (EL.CM.LI.03, 05, 08)
_________ Understanding Literature: Folk Song and Dialect (PE, page 50; UR 1, page 84)
(EL.CM.RE.02, EL.CM.LI.09)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 18
_________ Writer’s Journal: Diary Entry, Elegy, and Song Lyrics (PE, page 51; UR 1, page 84)
(EL.CM.WR.22)
_________ Vocabulary: Antonyms (UR 1, page 85) (EL.CM.RE.13)
_________ Language, Grammar, and Style: Varieties of English (PE, page 51; UR 1, page 86)
(EL.CM.LI.13)
_________ Collaborative Learning: Comparing Two Versions of “John Henry” (PE, page 51; UR
1, 86) (EL.CM.LI.17)
_________ Study and Research: Researching American Railroads (PE, page 51, UR 1, page 87)
(EL.CM.WR.27)
_________ Related Reading: “White House mystery may be solved” (PE, page 48)
(EL.CM.RE.03)
_________ Related Reading Questions (ATE, page 49) (EL.CM.RE.03)
_________ Selection Check Test 4.1.17 (ATE, page 48; UR 1, page 88; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.18 (UR 1, page 89; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 19
“Steal Away” and “Go Down, Moses,” page 52
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Reading Level: Easy.
Difficulty Considerations: Biblical allusions; double meaning
Ease Factor: Style; vocabulary; selection length
Synopsis: “Steal Away” is a spiritual praising the glory of going to God. “Go Down, Moses”
celebrates Moses’ leadership of his people out of slavery.
Goals/Objectives:
• to interpret and appreciate a spiritual
• to discuss the role music plays in human life and share personal responses to music
• to define allusion and recognize an example of allusion in literature
• to research and give a presentation on the role of African Americans in the development of
American music
Reading Strategies Resource, page 52
Reading Strategy: Connect to Prior Knowledge (EL.CM.RE.03)
Fix-Up Idea: Read Aloud (EL.CM.RE.06)
Standardized Test Practice: Make Inferences (EL.CM.LI.07)
Before Reading
_________ Daily Oral Language (VLR I, page 21; UR 1, page 91) (EL.CM.WR.14-20)
_________ Reader’s Journal (PE, page 52; UR 1, page 91) (EL.CM.RE.03)
_________ Literary Tools: Repetition and Allusion (PE, page 52) (EL.CM.LI.09)
_________ Reader’s Resource: Music Connection (PE, page 52) (EL.CM.RE.03)
_________ Fine Art: Eastman Johnson (PE, page 54; VLR II, page 19; Art Note, PE and ATE,
page 55; UR 1, page 92) (EL.CM.RE.03)
_________ Fine Art: William H. Johnson (PE, page 56; VLR II, page 22) (EL.CM.RE.03)
_________ Vocabulary: Semantic Families: Music (VR, page 23)
_________ Reading Strategy (RSR, page 34)
During Reading
_________ Dramatic Recording: “Steal Away” (AL, 2:23) (EL.CM.LI.01)
_________ Dramatic Recording: “Go Down, Moses” (AL, 3:13) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 52; VLR I, page 21; UR 1, page 91) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 34)
_________ Fix-Up Idea (RSR, page 34)
After Reading
_________ Reading Strategy (RSR, page 34)
_________ Standardized Test Practice (RSR, page 35)
_________ Respond to the Selection (PE, pages 55 and 59; UR 1, pages 92 and 97)
(EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, pages 55 and 58; UR 1, pages 92 and 97)
(EL.CM.LI.03, 05, 08)
_________ Understanding Literature: Repetition and Allusion (PE, page 58; UR 1, page 98)
(EL.CM.LI.09)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 20
_________ Writer’s Journal: Personal Essay, Interview Questions, and Lyrics (PE, page 59; UR
1, page 99) (EL.CM.WR.22)
_________ Vocabulary: Musical Genres (UR 1, page 100)
_________ Language, Grammar, and Style: Compound Simple Subjects and Compound Verbs
(PE, page 59; UR 1, page 101) (EL.CM.WR.13)
_________ Study and Research: Researching Harriet Tubman and Moses (PE, page 59)
(EL.CM.WR.27)
_________ Collaborative Learning: African-American Music Festival (PE, page 59)
(EL.CM.SL.07)
_________ Selection Check Test 4.1.19 (ATE, page 54; UR 1, page 94; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.20 (UR 1, page 95; TG)
_________ Selection Check Test 4.1.21 (ATE, page 57; UR 1, page 102; TG) (EL.CM.RE.08,
EL.CM.LI.03)
_________ Selection Test 4.1.22 (UR 1, page 103; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 21
UNIT ONE: THE FOLK TRADITION
Closing the Unit, pages 62–73
Teacher’s Name _____________________________________Class _________________Date _________
M T W TH F
Guided Writing, page 62
Expressive/Informative Writing: Recording an Oral History
Assignment: Students record an oral history of someone they know. (EL.CM.WR.01-09, 21)
Before Writing
_________ Recording an Oral History (PE, page 62)
_________ Professional Model (PE, page 62)
_________ Examining the Model (PE, page 63)
_________ Prewriting (PE, page 63; WR, page 19)
_________ Student Model—Graphic Organizer (PE, page 65; WR, page 20)
_________ Graphic Organizer (VLR I, page 122; WR, page 21)
_________ Student Model—Draft (PE, page 67; WR, page 22; VLR I, page 123)
_________ Rubric for Expressive/Informative Writing: Recording an Oral History (VLR I, page 125; WR, page 35)
During Writing
_________ Reflecting (PE, 66)
_________ Drafting (PE, page 66)
_________ Language, Grammar, and Style: Sentence Variety (PE, page 67; WR, page 2)
After Writing
_________ Self- and Peer Evaluation (PE, page 68; WR, page 27)
_________ Revising and Proofreading (PE, page 69)
_________ Student Model—Revised (PE, page 69; WR, page 31)
_________ Publishing and Presenting (PE, page 71)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 22
Unit One Review, page 72
Review and Assessment
_________
_________
_________
_________
_________
Study Guide (UR 1, page 105)
Words for Everyday Use (PE, page 72) (EL.CM.RE.08, 13)
Literary Tools (PE, page 72) (EL.CM.09-10, 12-13, 15)
Vocabulary Development (ATE, page 72) (EL.CM.RE.08)
Unit 1 Test (UR 1, page 115; TG)
Reflecting on Your Reading
_________
Genre Studies (PE, page 72; UR 1, page 111) (EL.CM.RE.03, EL.CM.LI.15)
_________
Thematic Studies (PE, page 73; UR 1, page 112) (EL.CM.RE.06)
For Your Reading List, page 73
_________
Mythology: Timeless Tales of Gods and Heroes by Edith Hamilton (EL.CM.RE.01)
_________
Comparing and Contrasting (PE, page 73; UR 1, page 114) (EL.CM.LI.18)
_________
Selections for Additional Reading: Bird Girl and the Man Who Followed the Sun: An Athabaskan
Indian Legend from Alaska by Velma Wallace, The Power of Myth by Joseph Campbell with Bill
Moyers, How the Spider Became Bald: Folktales and Legends from West Africa by Peter Eric Adotey
Addo (EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 23
UNIT TWO: POETRY
Opening the Unit, pages 74–79
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
74–75).
Unit 2 Goals/Objectives:
• to appreciate different poems from diverse authors (EL.CM.LI.01)
• to summarize the different ways poems can express ideas and emotions (EL.CM.LI.03)
• to define and explain examples of aim, allegory, couplet, effect, epic, figurative language, heroic epic,
image, metaphor, narrative poem, onomatopoeia, personification, repetition, rhyme, simile, speaker,
symbol, and theme (EL.CM.LI.06, 09, 15)
• to write a personal essay exploring a hero (EL.CM.WR.22)
• to demonstrate ability to work effectively with pronouns and antecedents (EL.CM.WR.15)
Lessons I Plan to Teach
_________ “The Bells,” page 80
_________ “The Song of Wandering Aengus,” page 87
_________ “Local Sensibilities,” page 93
_________ “A Simile” and “Metaphor,” page 97
_________ “Boast Not, Proud English,” page 103
_________ “Birches,” page 107
_________ “Song,” page 113
_________ “The Creation,” page 117
_________ from The Odyssey, page 123
_________ Related Reading: “Exploring the Greece of Odysseus,” page 144
_________ Language Arts in Action: Cowboy Gatherings Help Preserve Western Traditions, page 148
_________ Guided Writing—Expressive/Informative Writing: Composing a Personal Essay, page 151
_________ Unit Two Review, page 160
_________ For Your Reading List, page 161
Getting Started in the Classroom
_________ Fine Art: Vincent van Gogh (PE, page 74; VLR II, page 25)
_________ Elements of Poetry (PE, page 76)
_________ Art Note: Robert Indiana (PE, page 77)
_________ Additional Questions and Activities: Poetry Festival (ATE, page 76)
_________ Internet Resources: Internet Poetry Archive (ATE, page 76)
_________ Additional Questions and Activities: Forms of Poetry (ATE, page 78)
_________ Additional Questions and Activities: Naturalist Poem (ATE, page 78)
_________ Genre Check Test 4.2.1 (ATE, page 77; UR 2, page 1; TG)
_________ Genre Test 4.2.2 (UR 2, page 3; TG)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 24
“The Bells,” page 80
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Vocabulary; poetic conventions; poetic syntax
Ease Factor: Subject matter
Synopsis: This lyric poem describes and attempts to replicate the sound and emotional impact of various
bells.
Goals/Objectives:
• to understand and respond to the effects different bells have on the speaker of a poem
• to describe the literary significance of Edgar Allan Poe’s writing
• to define repetition and onomatopoeia and cite examples of each technique in poetry
• to explain the function of the understood subject you in writing and identify the subjects in sentences
• to conduct research on Edgar Allan Poe and write a grant proposal
Reading Strategies Resource, page 38
Reading Strategy: Write Things Down
Fix-Up Idea: Read Aloud
Standardized Test Practice: Compare and Contrast
Before Reading
_________ Daily Oral Language (VLR I, page 22; UR 2, page 6)
_________ Reader’s Journal (PE, page 80; UR 2, page 6) (EL.CM.RE.03)
_________ Literary Tools: Repetition and Onomatopoeia (PE, page 80) (EL.CM.LI.09)
_________ Reader’s Resource (PE, page 80) (EL.CM.RE.03)
_________ About the Author: Edgar Allan Poe (PE, page 80) (EL.CM.LI.19)
_________ Fine Art: Charles Burchfield (PE, page 81; VLR II, page 28; Art Note, PE and ATE, page 81;
UR 2, page 7) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 80) (EL.CM.RE.08)
_________ Reading Strategy (RSR, page 38)
During Reading
_________ Dramatic Recording (AL, 3:36) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 80; VLR I, page 22; UR 2, page 6) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 81; UR 2, page 7) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 38)
_________ Fix-Up Idea (RSR, page 38)
After Reading
_________ Reading Strategy (RSR, page 38)
_________ Standardized Test Practice (RSR, page 39)
_________ Respond to the Selection (PE, page 84; UR 2, page 8) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 85; UR 2, page 8) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Repetition and Onomatopoeia (PE, page 85; UR 2, page 9)
(EL.CM.LI.09)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 25
_________ Writer’s Journal: Letter, Performance Notes, and Poem (PE, page 86; UR 2, page 9)
(EL.CM.WR.22)
_________ Vocabulary: Onomatopoeia (UR 2, page 10)
_________ Language, Grammar, and Style: Understood Subject: You (PE, page 86; UR 2, page 11)
(EL.CM.WR.17)
_________ Study and Research & Applied English: Researching Poe on the Internet (PE, page 86)
(EL.CM.RE.15-16, 19)
_________ Speaking and Listening: Choral Reading (PE, page 86) (EL.CM.SL.09)
_________ Selection Check Test 4.2.3 (ATE, page 84; UR 2, page 12; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.2.4 (UR 2, page 14; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 26
“The Song of Wandering Aengus,” page 87
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Poetic conventions; use of allegory
Ease Factors: Vocabulary; selection length
Synopsis: In this poem, Yeats retells the Celtic legend of how Aengus, the Celtic god of love, became
enamored of a fairy woman and spent his life searching for her. The poem can be read as an allegory for the
creative process.
Goals/Objectives:
• to appreciate and interpret a speaker’s experience with aging and memoirs of youth
• to describe W. B. Yeats’s literary accomplishments and understand his place in literary history
• to define allegory and identify allegorical interpretations of a poem
• to demonstrate an understanding of sentence completers and identify direct objects in sentences
• to work collaboratively to write fictional dialogue
Reading Strategies Resource, page 44
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Identify Literary Elements
Before Reading
_________ Daily Oral Language (VLR I, page 23; UR 2, page 17)
_________ Reader’s Journal (PE, page 87; UR 2, page 17) (EL.CM.RE.03)
_________ Literary Tools: Allegory and Rhyme (PE, page 87) (EL.CM.LI.09)
_________ Reader’s Resource (PE, page 87) (EL.CM.RE.03)
_________ About the Author: W. B. Yeats (PE, page 87) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 87) (EL.CM.RE.08)
_________ Reading Strategy (RSR, page 44)
During Reading
_________ Dramatic Recording (AL, 1:08) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 87; VLR I, page 23; UR 2, page 17) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 89; UR 2, page 17) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 44)
_________ Fix-Up Idea (RSR, page 44)
After Reading
_________ Reading Strategy (RSR, page 44)
_________ Standardized Test Practice (RSR, page 45)
_________ Respond to the Selection (PE, page 90; UR 2, page 18) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 90; UR 2, page 18) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Allegory and Rhyme (PE, page 90; UR 2, page 19) (EL.CM.LI.09)
_________ Writer’s Journal: Love Letter, Journal Entry, and Paragraph (PE, page 91; UR 2, page 19)
(EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 27
_________ Vocabulary: Modifiers (UR 2, page 20)
_________ Language, Grammar, and Style: Sentence Completers for Action Verbs #1 (PE, page 91; UR 2,
page 22) (EL.CM.WR.15)
_________ Speaking and Listening: Extending the Dialogue (PE, page 91) (EL.CM.SL.05, 09)
_________ Study and Research: Yeats in Music (PE, page 91, UR 2, page 23) (EL.CM.RE.15, 19)
_________ Selection Check Test 4.2.5 (ATE, page 89; UR 2, page 24; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.2.6 (UR 2, page 26; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 28
“Local Sensibilities,” page 93
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Historical references; cultural references
Ease Factors: First-person point of view; selection length
Synopsis: A speaker pays tribute to Hawaii and a Hawaiian heritage.
Goals/Objectives:
• to interpret and appreciate a speaker’s perspective on his home
• to discuss how interpretation of specific words and objects vary from region to region
• to define speaker and effect and identify these literary concepts in poetry
• to demonstrate an understanding of sentence completers and identify indirect objects in sentences
• to conduct research on the treatment of Japanese Americans during World War I
Reading Strategies Resource, page 49
Reading Strategy: Find a Purpose for Reading
Fix-Up Idea: Reread
Standardized Test Practice: Identify Author’s Purpose
Before Reading
_________ Daily Oral Language (VLR I, page 24; UR 2, page 29)
_________ Reader’s Journal (PE, page 92; UR 2, page 29) (EL.CM.RE.03)
_________ Literary Tools: Speaker, Effect, and Image (PE, page 92) (EL.CM.LI.09, 11)
_________ Reader’s Resource: Geography Connection (PE, page 92) (EL.CM.RE.03)
_________ About the Author: Wing Tek Lum (PE, page 92) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 92) (EL.CM.RE.08)
_________ Vocabulary: Denotation and Connotation (VR, page 25)
_________ Reading Strategy (RSR, page 49)
During Reading
_________ Dramatic Recording (AL, 2:05) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 92; VLR I, page 24; UR 2, page 29) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 93; UR 2, page 30) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 49)
_________ Fix-Up Idea (RSR, page 49)
After Reading
_________ Reading Strategy (RSR, page 49)
_________ Standardized Test Practice (RSR, page 50)
_________ Respond to the Selection (PE, page 94; UR 2, page 30) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 95; UR 2, page 30) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Speaker, Effect, and Image (PE, page 95; UR 2, page 31)
(EL.CM.LI.09, 11)
_________ Vocabulary: Words with Two or More Definitions (UR 2, page 32) (EL.CM.RE.10)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 29
_________ Writer’s Journal: Postcard, Editorial, and Tour Guide (PE, page 96; UR 2, page 32)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Sentence Completers for Action Verbs—Indirect Objects (PE,
page 96; UR 2, page 34) (EL.CM.WR.15)
_________ Study and Research: Relocation Centers (PE, page 96, UR 2, page 34) (EL.CM.RE.15, 19)
_________ Speaking and Listening: Oral Interpretation (PE, page 96) (EL.CM.SL.09)
_________ Selection Check Test 4.2.7 (ATE, page 94; UR 2, page 36; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.2.8 (UR 2, page 38; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 30
“A Simile” and “Metaphor,” page 97
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Figurative language
Ease Factors: Vocabulary; subject matter; selection length
Synopsis: Both are lyric poems. “A Simile” uses simile to depict a relationship that is undergoing changes.
“Metaphor” uses a metaphor comparing each day to “a sheet of paper / for you to write on.”
Goals/Objectives:
• to interpret and appreciate poems about relationships and opportunity
• to describe how figurative language can enrich the expression and understanding of concepts and
emotions
• to define metaphor and simile and identify these figures of speech in poetry
• to demonstrate an ability to use contractions correctly in writing
• to work collaboratively to interpret, compare, and orally present poetry
Reading Strategies Resource, page 53
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice: Compare and Contrast
Before Reading
_________ Daily Oral Language (VLR I, page 25; UR 2, page 41)
_________ Reader’s Journal (PE, page 97; UR 2, page 41) (EL.CM.RE.03)
_________ Literary Tools: Theme and Figurative Language (PE, page 97) (EL.CM.LI.06, 09)
_________ Reader’s Resource (PE, page 97) (EL.CM.RE.03)
_________ About the Authors: N. Scott Momaday and Eve Merriam (PE, page 100) (EL.CM.LI.19)
_________ Reading Strategy (RSR, page 53)
During Reading
_________ Dramatic Recording: “Metaphor” (AL, 0:30) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 97; VLR I, page 25; UR 2, page 41) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 98; UR 2, page 42) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 53)
_________ Fix-Up Idea (RSR, page 53)
After Reading
_________ Reading Strategy (RSR, page 53)
_________ Standardized Test Practice (RSR, page 54)
_________ Respond to the Selection (PE, pages 98 and 99; UR 2, page 42) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 101; UR 2, page 43) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Theme and Figurative Language (PE, page 101; UR 2, page 44)
(EL.CM.LI.06, 09)
_________ Writer’s Journal: Simile, Extended Metaphor, and Paragraph (PE, page 101; UR 2, page 44)
(EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 31
_________ Vocabulary: Figures of Speech (UR 2, page 44) (EL.CM.RE.11)
_________ Language, Grammar, and Style: Contractions in Sentences (PE, page 102; UR 2, page 45)
(EL.CM.WR.18)
_________ Speaking and Listening & Collaborative Learning: Oral Interpretation (PE, page 102; UR 2,
page 46) (EL.CM.SL.09)
_________ Applied English: Résumé (PE, page 102; UR 2, page 47) (EL.CM.WR.25)
_________ Selection Check Test 4.2.9 (ATE, page 100; UR 2, page 48; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.2.10 (UR 2, page 49; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 32
“Boast Not, Proud English,” page 103
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Subject matter; archaic language
Ease Factor: Selection length
Synopsis: In this poem, Williams warns English settlers not to count themselves superior to Native
Americans.
Goals/Objectives:
• to interpret and understand a poem concerning racial inequality
• to identify and summarize the arguments and opinions of a speaker in poetry
• to define couplet and identify this style of verse in a selection
• to define aim and explain the writer’s aim in “Boast Not, Proud English”
• to demonstrate an understanding of and an ability to recognize personal and indefinite pronouns in
writing
Reading Strategies Resource, page 57
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Identify Main Ideas
Before Reading
_________ Daily Oral Language (VLR I, page 26; UR 2, page 52)
_________ Reader’s Journal (PE, page 103; UR 2, page 52) (EL.CM.RE.03)
_________ Literary Tools: Couplet and Aim (PE, page 103) (EL.CM.LI.18-19)
_________ Reader’s Resource: History Connection (PE, page 103) (EL.CM.RE.03)
_________ About the Author: Roger Williams (PE, page 103) (EL.CM.LI.19)
_________ Reading Strategy (RSR, page 57)
During Reading
_________ Dramatic Recording (AL, 0:42) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 103; VLR I, page 26; UR 2, page 52) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 104; UR 2, page 53) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 57)
_________ Fix-Up Idea (RSR, page 57)
After Reading
_________ Reading Strategy (RSR, page 57)
_________ Standardized Test Practice (RSR, page 58)
_________ Respond to the Selection (PE, page 105; UR 2, page 53) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 105; UR 2, page 53) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Couplet and Aim (PE, page 105; UR 2, page 54) (EL.CM.LI.18, 19)
_________ Writer’s Journal: Paragraph, Newspaper Editorial, and Lyric Poem (PE, page 106; UR 2, page
55) (EL.CM.WR.22)
_________ Vocabulary: Word Families: Culture-Specific Words (UR 2, page 55)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 33
_________ Language, Grammar, and Style: Personal and Indefinite Pronouns (PE, page 106; UR 2, page
56) (EL.CM.WR.17)
_________ Media Literacy & Applied English: Book Jacket (PE, page 106) (EL.CM.WR.22)
_________ Study and Research & Media Literacy: Television Interview (PE, page 106) (EL.CM.RE.15,
19, SL.09)
_________ Selection Check Test 4.2.11 (ATE, page 104; UR 2, page 57; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.2.12 (UR 2, page 58; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 34
“Birches,” page 107
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Poetic language
Ease Factors: Tone; selection length
Synopsis: The speaker imagines how birch trees become bowed and dreams of swinging on birches,
carefree, as he used to when he was a boy.
Goals/Objectives:
• to interpret and appreciate a poem about youth, old age, and nature
• to describe Robert Frost’s literary accomplishments and explain the historical significance of his writings
• to define symbol and recognize the use of symbols in literature
• to define metaphor and simile and identify these figures of speech in poetry
• to demonstrate an ability to identify adjectives and adverbs in sentences
Reading Strategies Resource, page XX
Reading Strategy: Visualize
Fix-Up Idea: Take a Break
Standardized Test Practice: Identify Cause and Effect
Before Reading
_________ Daily Oral Language (VLR I, page 27; UR 2, page 61)
_________ Reader’s Journal (PE, page 107; UR 2, page 61) (EL.CM.RE.03)
_________ Literary Tools: Symbol, Metaphor, and Simile (PE, page 107) (EL.CM.LI.09)
_________ Reader’s Resource (PE, page 107) (EL.CM.RE.03)
_________ About the Author: Robert Frost (PE, page 107) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 107) (EL.CM.RE.08)
_________ Reading Strategy (RSR, page 61)
During Reading
_________ Dramatic Recording (AL, 3:16) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 107; VLR I, page 27; UR 2, page 61) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 109; UR 2, page 62) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 61)
_________ Fix-Up Idea (RSR, page 61)
After Reading
_________ Reading Strategy (RSR, page 61)
_________ Standardized Test Practice (RSR, page 62)
_________ Respond to the Selection (PE, page 111; UR 2, page 62) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 111; UR 2, page 63) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Symbol, Metaphor, and Simile (PE, page 111; UR 2, page 64)
(EL.CM.LI.09)
_________ Writer’s Journal: Directions, Journal Entry, and Explanation (PE, page 112; UR 2, page 64)
(EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 35
_________ Vocabulary: Figures of Speech: Personification (UR 2, page 65)
_________ Language, Grammar, and Style: Modifiers: Adjectives and Adverbs (PE, page 112; UR 2, page
66) (EL.CM.WR.16)
_________ Media Literacy & Speaking and Listening: Audio Files (PE, page 112) (EL.CM.SL.09)
_________ Study and Research: Researching on the Internet (PE, page 112) (EL.CM.RE.15-16, 19)
_________ Selection Check Test 4.2.13 (ATE, page 110; UR 2, page 67; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.2.14 (UR 2, page 68; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 36
“Song,” page 113
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Subject matter
Ease Factor: Selection length
Synopsis: This prose poem describes a woman’s singing at nightfall.
Goals/Objectives:
• to interpret and empathize with a description of a woman expressing her sadness in song
• to appreciate a brief prose poem about sadness
• to define narrative poem and identify narrative elements in a poem
• to define personification and summarize how nature is personified in a poem
• to demonstrate an ability to identify and correct double negatives in writing
Reading Strategies Resource, page 65
Reading Strategy: Write Things Down
Fix-Up Idea: Think Aloud
Standardized Test Practice: Make Inferences
Before Reading
_________ Daily Oral Language (VLR I, page 28; UR 2, page 71)
_________ Reader’s Journal (PE, page 113; UR 2, page 71) (EL.CM.RE.03)
_________ Literary Tools: Narrative Poem and Personification (PE, page 113) (EL.CM.LI.09, 15)
_________ Reader’s Resource: Culture Connection (PE, page 113) (EL.CM.RE.03)
_________ About the Author: Gabriela Mistral (PE, page 113) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 113) (EL.CM.RE.08)
_________ Reading Strategy (RSR, page 65)
During Reading
_________ Graphic Organizer (PE, page 113; VLR I, page 28; UR 2, page 71) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 114; UR 2, page 72) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 65)
_________ Fix-Up Idea (RSR, page 65)
After Reading
_________ Reading Strategy (RSR, page 65)
_________ Standardized Test Practice (RSR, page 66)
_________ Respond to the Selection (PE, page 115; UR 2, page 72) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 115; UR 2, page 72) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Narrative Poem and Personification (PE, page 115; UR 2, page 73)
(EL.CM.LI.09, 15)
_________ Writer’s Journal: Song Lyrics, Screenplay, and Paragraph (PE, page 116; UR 2, page 74)
(EL.CM.WR.22)
_________ Vocabulary: Identifying Parts of Speech (UR 2, page 74)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 37
_________ Language, Grammar, and Style: Avoiding Double Negatives (PE, page 116; UR 2, page 75)
(EL.CM.WR.17)
_________ Speaking and Listening: Oral Interpretation (PE, page 116) (EL.CM.SL.09)
_________ Collaborative Learning: Writing a Prose Poem (PE, page 116) (EL.CM.WR.22)
_________ Selection Check Test 4.2.15 (ATE, page 115; UR 2, page 76; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.2.16 (UR 2, page 77; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 38
“The Creation,” page 117
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Punctuation
Ease Factors: Storytelling style; vocabulary
Synopsis: In this powerful narrative poem, Johnson retells the biblical story of the creation.
Goals/Objectives:
• to interpret and appreciate a poem about creation
• to summarize and explain the events in the process of creation as described in a poem
• to define simile and identify the use of this figure of speech in a poem
• to demonstrate an ability to identify and describe the function of pronouns in sentences
• to present an oral interpretation of an excerpt of a poem
Reading Strategies Resource, page 69
Reading Strategy: Write Things Down
Fix-Up Idea: Visualize
Standardized Test Practice: Identify Cause and Effect
Before Reading
_________ Daily Oral Language (VLR I, page 29; UR 2, page 80)
_________ Reader’s Journal (PE, page 117; UR 2, page 81) (EL.CM.RE.03)
_________ Literary Tools: Simile and Narrative Poem (PE, page 117) (EL.CM.LI.09, 15)
_________ Reader’s Resource (PE, page 117) (EL.CM.RE.03)
_________ About the Author: James Weldon Johnson (PE, page 117) (EL.CM.LI.19)
_________ Fine Art: Aaron Douglas (PE, page 119; VLR II, page 31; Art Note, PE and ATE, page 119;
UR 2, page 81) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 117) (EL.CM.RE.08)
_________ Vocabulary: Etymology (VR, page 27)
_________ Reading Strategy (RSR, page 69)
During Reading
_________ Dramatic Recording (AL, 4:38) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 117; VLR I, page 29; UR 2, page 80) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 118; UR 2, page 81) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 69)
_________ Fix-Up Idea (RSR, page 69)
After Reading
_________ Reading Strategy (RSR, page 69)
_________ Standardized Test Practice (RSR, page 70)
_________ Respond to the Selection (PE, page 121; UR 2, page 82) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 121; UR 2, page 82) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Simile and Narrative Poem (PE, page 121; UR 2, page 83)
(EL.CM.LI.09, 15)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 39
_________ Writer’s Journal: Letter, Journal Entry, and Video Script (PE, page 122; UR 2, page 83)
(EL.CM.WR.22)
_________ Vocabulary: Simile (UR 2, page 84)
_________ Language, Grammar, and Style: Pronouns as Subjects and Objects (PE, page 122; UR 2, page
85) (EL.CM.WR.13)
_________ Study and Research: Researching Creation Stories (PE, page 122) (EL.CM.RE.15)
_________ Speaking and Listening: Oral Interpretation (PE, page 122) (EL.CM.SL.09)
_________ Selection Check Test 4.2.17 (ATE, page 120; UR 2, page 86; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.2.18 (UR 2, page 87; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 40
from the Odyssey, page 123
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Poetic style; vocabulary; selection length
Ease Factor: Exciting plot
Synopsis: These excerpts from the Odyssey include the story of Odysseus and his crew on the island of the
Cyclopes (from Book Nine) and the story of Odysseus and the Sirens (from Book Twelve).
Goals/Objectives:
• to summarize the events in the Odyssey and explain its place in literary history
• to define epic and heroic epic
• to understand pronoun-antecedent agreement
• to work collaboratively to examine, through allusions, the influence of the Odyssey on literature and fine
arts
Reading Strategies Resource, page 74
Reading Strategy: Use Text Organization
Fix-Up Idea: Tackle Difficult Vocabulary
Standardized Test Practice: Use Context Clues
Related Reading: “Exploring the Greece of Odysseus,” page 144(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 30; UR 2, page 90)
_________ Reader’s Journal (PE, page 123; UR 2, page 91) (EL.CM.RE.03)
_________ Reader’s Resource, Literary Tools, and About the Author (PE, pages 123–124)
(EL.CM.RE.03)
_________ Fine Art: John Waterhouse (PE, page 125; VLR II, page 34) (EL.CM.RE.03)
_________ Fine Art: Greek Artist (PE, page 141; Art Note, PE and ATE, page 141; UR 2, page 94)
(EL.CM.RE.03)
_________ Pronunciation Guide (PE, page 126)
_________ Vocabulary from the Selection (ATE, page 123) (EL.CM.RE.08)
_________ Vocabulary: Using Context Clues (VR, page 31)
_________ Reading Strategy (RSR, page 74)
During Reading
_________ Graphic Organizer (PE, page 123; VLR I, page 30; UR 2, page 90) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 125; UR 2, page 91) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 74)
_________ Fix-Up Idea (RSR, page 74)
After Reading
_________ Reading Strategy (RSR, page 74)
_________ Standardized Test Practice (RSR, page 75)
_________ Respond to the Selection (PE, page 143; UR 2, page 95) (EL.CM.RE.03)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 41
_________ Investigate, Inquire, and Imagine (PE, page 146; UR 2, page 95) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Epic, Heroic Epic, and Personification (PE, page 146; UR 2, page
96) (EL.CM.LI.09, 15)
_________ Writer’s Journal: Letter, Ship’s Log Entry, and Beliefs (PE, page 147; UR 2, page 97)
(EL.CM.WR.22)
_________ Vocabulary: Greek Word Families (UR 2, page 97)
_________ Language, Grammar, and Style: Agreement of Pronouns and Antecedents (PE, page 147; UR 2,
page 98) (EL.CM.WR.17)
_________ Study and Research & Collaborative Learning: Allusions (PE, page 147; UR 2, page 98)
(EL.CM.RE.03)
_________ Speaking and Listening & Study and Research: Art Exhibit (PE, page 147) (EL.CM.RE.03)
_________ Related Reading: “Exploring the Greece of Odysseus” (PE, page 144) (EL.CM.RE.03)
_________ Related Reading Questions (ATE, page 144) (EL.CM.LI.03, 07-08)
_________ Selection Check Test 4.2.19 (ATE, page 143; UR 2, page 101; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.2.20 (UR 2, page 102; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 42
UNIT TWO: POETRY
Closing the Unit, pages 148–161
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Language Arts in Action
Cowboy Poetry Gatherings Help Preserve Western Traditions
_________ Additional Questions and Activities: Questions about the Selection (ATE, page 148)
(EL.CM.RE.19)
_________ Internet Resources: The Western Folklife Center (ATE, page 149) (EL.CM.RE.15)
_________ Cross-Curricular Activities: Create a Web Page (ATE, page 150) (EL.CM.WR.26)
Guided Writing, page 151
Expressive/Informative Writing: Composing a Personal Essay
Assignment: Students write a personal essay about a person they consider a hero (PE, pages 151–159).
(EL.CM.WR.01-11, 14-20, 23)
Before Writing
_________ Composing a Personal Essay (PE, page 151)
_________ Professional Model (PE, page 151)
_________ Examining the Model (PE, page 152)
_________ Prewriting (PE, page 152; WR, page 36)
_________ Student Model—Graphic Organizer (PE, page 153; WR, page 37)
_________ Graphic Organizer (VLR I, page 126; WR, page 38)
_________ Rubric for Expressive/Informative Writing: Composing a Personal Essay (VLR I, page 129;
WR, page 54)
During Writing
_________ Drafting (PE, page 155)
_________ Student Model—Draft (PE, page 155; WR, page 40; VLR I, page 127)
_________ Language, Grammar, and Style: Nouns: Pronouns and Antecedents; Number Agreement (PE,
page 155; WR, page 41)
After Writing
_________ Self- and Peer Evaluation (PE, page 156; WR, page 45)
_________ Revising and Proofreading (PE, page 157)
_________ Publishing and Presenting (PE, page 157)
_________ Reflecting (PE, page 157)
_________ Student Model—Final Product (PE, page 158; WR, page 49)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 43
Unit Two Review
Review and Assessment
_________ Words for Everyday Use (PE, page 160; UR 2, page 109) (EL.CM.RE.08)
_________ Vocabulary Development (ATE, page 160) (EL.CM.RE.08)
_________ Literary Tools (PE, page 160; UR 2, page 110) (EL.CM.LI.09)
_________ Unit 2 Review/Study Guide (UR 2, page 106)
_________ Unit 2 Test (UR 2, page 115; TG)
Reflecting on Your Reading
_________ Genre Studies (PE, page 160; UR 2, page 111) (EL.CM.LI.15)
_________ Thematic Studies: Location, Goals, Creation, and Advice (PE, page 161; UR 2, page 112)
(EL.CM.LI.16-18)
Featured Selection and Activity
_________ Americans’ Favorite Poems: The Favorite Poem Project Anthology, edited by Robert Pinsky
and Maggie Dietz (PE, page 161) (EL.CM.RE.01)
_________ Independent Reading Activity: Compile Your Own Anthology (PE, page 161; UR 2, page 114)
(EL.CM.RE.05)
Selections for Additional Reading
_________ I Am Wings: Poems about Love by Ralph Fletcher(EL.CM.RE.01)
_________ Poetry for Young People: Edgar Allan Poe edited by Brod Bagert(EL.CM.RE.01)
_________ Poems for Youth by Emily Dickinson edited by Alfred Leete Hampson(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 44
UNIT THREE: FICTION
Opening the Unit, pages 162–167
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
162–163).
Unit 3 Goals/Objectives:
• to enjoy and appreciate several short stories (EL.CM.LI.01)
• to understand different elements of fiction (EL.CM.LI.11-12)
• to identify character, characterization, setting, mood, conflict, and theme and recognize the use of these
techniques (EL.CM.LI.05-08, 12-13)
• to write a comparison and contrast essay (EL.CM.WR.24)
• to demonstrate an understanding of subject-verb agreement in sentence writing (EL.CM.WR.17)
Lessons I Plan to Teach
_________ “The Monkey’s Paw,” page 168
_________ “To Build a Fire,” page 180
_________ Related Reading: from “A Short Life, Intensely Lived: The Adventures of Jack London” from
Biography, page 193
_________ Insights: Evaluating Author Websites, page 195
_________ “The Most Dangerous Game,” page 198
_________ “The Handsomest Drowned Man in the World,” page 216
_________ “The Good Deed,” page 224
_________ “Everyday Use,” page 243
_________ “The Devil and Daniel Webster,” page 252
_________ “Gwilan’s Harp,” page 266
_________ “The Gift of the Magi,” page 274
_________ Language Arts in Action: Mentor Connection, page 282
_________ Guided Writing—Informative/Persuasive Writing: Writing a Comparison and Contrast Essay,
page 284
_________ Unit Three Review, page 291
_________ For Your Reading List, page 293
Getting Started in the Classroom
_________ Fine Art: Joan Miró (PE, page 162; VLR II, page 37)
_________ Elements of Fiction (PE, page 164)
_________ Bibliographical Note: Cervantes (ATE, page 164)
_________ Art Note: Paul Cadmus (PE and ATE, page 165)
_________ Additional Questions and Activities: Regional Fiction (ATE, page 166)
_________ Additional Questions and Activities: Plot Pyramid (ATE, page 167)
_________ Genre Check Test 4.3.1 (ATE, page 167; UR 3, page 1; TG)
_________ Genre Test 4.3.2 (UR 3, page 2; TG)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 45
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 46
“The Monkey’s Paw,” page 168
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Style; vocabulary; supernatural events
Ease Factors: Few characters; dialogue
Synopsis: In this classic tale of suspense and horror, a magical monkey’s paw makes wishes come
true—but at a terrible cost to the wisher.
Goals/Objectives:
• to appreciate a horror story
• to describe W. W. Jacobs’s literary accomplishments
• to define foreshadowing and setting and recognize examples of these literary concepts
• to demonstrate knowledge of action verbs and linking verbs
• to perform a dramatic skit of one of the scenes in the story and take turns with other students in the
telling of a make-up-as-you-go horror story
Reading Strategies Resource, page 78
Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Standardized Test Practice: Analyze Literary Elements
Before Reading
_________ Daily Oral Language (VLR I, page 31; UR 3, page 6)
_________ Reader’s Journal (PE, page 168; UR 3, page 7) (EL.CM.RE.03)
_________ Literary Tools: Foreshadowing and Setting (PE, page 168) (EL.CM.LI.12)
_________ Reader’s Resource: History Connection (PE, page 168) (EL.CM.RE.03)
_________ About the Author: W. W. Jacobs (PE, page 168) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 169) (EL.CM.RE.08)
_________ Vocabulary: Word Roots (VR, page 40)
_________ Reading Strategy (RSR, page 78)
During Reading
_________ Dramatic Recording (AL, 26:34) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 168; VLR I, page 31; UR 3, page 6) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 170; UR 3, page 7) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 78)
_________ Fix-Up Idea (RSR, page 78)
After Reading
_________ Reading Strategy (RSR, page 78)
_________ Standardized Test Practice (RSR, page 79)
_________ Respond to the Selection (PE, page 178; UR 3, page 8) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 178; UR 3, page 8) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Foreshadowing and Setting (PE, page 178; UR 3, page 9)
(EL.CM.LI.12)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 47
_________ Writer’s Journal: Epitaph, Letter, and Journal Entry (PE, page 179; UR 3, page 10)
(EL.CM.WR.22)
_________ Vocabulary: Suspense (UR 3, page 11)
_________ Language, Grammar, and Style: Action Verb or Linking Verb (PE, page 179; UR 3, page 12)
(EL.CM.WR.13)
_________ Collaborative Learning: Dramatic Skit (PE, page 179) (EL.CM.SL.09)
_________ Speaking and Listening: Telling a Horror Story (PE, page 179) (EL.CM.SL.09)
_________ Selection Check Test 4.3.3 (ATE, page 176; UR 3, page 13; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.3.4 (UR 3, page 15; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 48
“To Build a Fire,” page 180
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Subject matter; style; selection length
Ease Factor: Suspense
Synopsis: A man’s decision to walk alone across a long stretch of Yukon tundra leads to disaster.
Goals/Objectives:
• to enjoy a suspenseful adventure story
• to describe Jack London’s contributions to modern literature, especially regarding Naturalism
• to define setting, plot, and conflict
• to practice technical writing, perform a skit, and access the Internet to read about Jack London
Reading Strategies Resource, page 82
Reading Strategy: Write Things Down
Fix-Up Idea: Take a Break
Standardized Test Practice: Identify Author’s Purpose
Related Reading: from “A Short Life, Intensely Lived: The Adventures of Jack London,” page 193
Insights: Evaluating Author Websites, page 195
Before Reading
_________ Daily Oral Language (VLR I, page 32; UR 3, page 19)
_________ Reader’s Journal (PE, page 180; UR 3, page 20) (EL.CM.RE.03)
_________ Prereading (PE, page 180) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 181) (EL.CM.RE.08)
_________ Vocabulary: PAVE: Predict, Associate, Verify, Evaluate (VR, page 43)
_________ Reading Strategy (RSR, page 82)
During Reading
_________ Dramatic Recording (AL, 44:24) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 180; VLR I, page 32; UR 3, page 19) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 182; UR 3, page 20) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 82)
_________ Fix-Up Idea (RSR, page 82)
After Reading
_________ Reading Strategy (RSR, page 82)
_________ Standardized Test Practice (RSR, page 83)
_________ Respond to the Selection (PE, page 196; UR 3, page 23) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 196; UR 3, page 23) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Setting, Plot, and Conflict (PE, page 196; UR 3, page 24)
(EL.CM.05, 12)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 49
_________ Writer’s Journal: Letter, Survival Guide, and Directions (PE, page 197; UR 3, page 25)
(EL.CM.WR.22)
_________ Vocabulary: Base Words and Suffixes (PE, page 197; UR 3, page 26) (EL.CM.RE.10)
_________ Applied English: Technical Writing (PE, page 197) (EL.CM.WR.26)
_________ Collaborative Learning: Skit (PE, page 197) (EL.CM.SL.05, 07, 09)
_________ Study and Research: Jack London’s Letters (PE, page 197) (EL.CM.RE.15)
_________ Selection Check Test 4.3.5 (ATE, page 193; UR 3, page 27; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.3.6 (UR 3, page 29; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 50
“The Most Dangerous Game,” page 198
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Selection length; vocabulary
Ease Factors: Few characters; short sentences
Synopsis: Shipwrecked on a desolate island, a man finds himself stalked like prey by a madman who has
become bored with conventional hunting.
Goals/Objectives:
• to empathize with the protagonist of a story about conflict
• to describe the literary contributions of Richard Connell
• to define irony, plot, and conflict and recognize and explain examples of each
• to demonstrate knowledge of predicate adjectives
• to identify the plot elements of the story by creating a storyboard and participate in a hunting debate
Reading Strategies Resource, page 86
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice: Use Context Clues
Before Reading
_________ Daily Oral Language (VLR I, page 33; UR 3, page 33)
_________ Reader’s Journal (PE, page 198; UR 3, page 34) (EL.CM.RE.03)
_________ Literary Tools: Irony, Plot, and Conflict (PE, page 198) (EL.CM.LI.10, 12)
_________ Reader’s Resource: Cultural Connection (PE, page 198) (EL.CM.RE.03)
_________ About the Author: Richard Connell (PE, page 198) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 199) (EL.CM.RE.08)
_________ Vocabulary: Test Your Knowledge (VR, page 46)
_________ Reading Strategy (RSR, page 86)
During Reading
_________ Dramatic Recording (AL, 49:44) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 198; VLR I, page 33; UR 3, page 33) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 199; UR 3, page 34) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 86)
_________ Fix-Up Idea (RSR, page 86)
After Reading
_________ Reading Strategy (RSR, page 86)
_________ Standardized Test Practice (RSR, page 87)
_________ Respond to the Selection (PE, page 214; UR 3, page 36) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 214; UR 3, page 36) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Irony, Plot, and Conflict (PE, page 214; UR 3, page 37)
(EL.CM.LI.10, 12)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 51
_________ Writer’s Journal: Newspaper Article, Journal Entry, and Goodbye Note (PE, page 215; UR 3,
page 37) (EL.CM.WR.22)
_________ Vocabulary: Hunting and Fishing (UR 3, page 39)
_________ Language, Grammar, and Style: Completers for Linking Verbs: Predicate Adjectives (PE, page
215; UR 3, page 40) (EL.CM.WR.17)
_________ Media Literacy: Storyboard (PE, page 215; UR 3, page 40) (EL.CM.WR.21)
_________ Collaborative Learning: Hunting Debate (PE, page 215) (EL.CM.SL.09, 10)
_________ Selection Check Test 4.3.7 (ATE, page 212; UR 3, page 42; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.3.8 (UR 3, page 44; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 52
“The Handsomest Drowned Man in the World,”
page 216
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Unrealistic events; subject matter; long sentences
Ease Factor: Selection length
Synopsis: After a drowned man from another land washes up on the shore, a small fishing village will
never be the same.
Goals/Objectives:
• to appreciate magical realism
• to describe the literary accomplishments of Gabriel García Márquez
• to define point of view, hyperbole, and myth
• to demonstrate knowledge of predicate nouns and pronouns
• to research myths and conduct a mock interview of the author
Reading Strategies Resource, page 91
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice: Make Inferences
Before Reading
_________ Daily Oral Language (VLR I, page 34; UR 3, page 48)
_________ Reader’s Journal (PE, page 216; UR 3, page 48) (EL.CM.RE.03)
_________ Fine Art: Winslow Homer (PE, page 219; VLR II, page 40; Art Note, ATE, page 219)
(EL.CM.RE.03)
_________ Literary Tools: Point of View, Hyperbole, and Myth (PE, page 216) (EL.CM.LI.09, 11, 15)
_________ Reader’s Resource (PE, page 216) (EL.CM.RE.03)
_________ About the Author: Gabriel García Márquez (PE, page 216) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 217) (EL.CM.RE.08)
_________ Vocabulary: Spelling (VR, page 53)
_________ Reading Strategy (RSR, page 91)
During Reading
_________ Graphic Organizer (PE, page 216; VLR I, page 34; UR 3, page 48) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 217; UR 3, page 49) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 91)
_________ Fix-Up Idea (RSR, page 91)
After Reading
_________ Reading Strategy (RSR, page 91)
_________ Standardized Test Practice (RSR, page 92)
_________ Respond to the Selection (PE, page 222; UR 3, page 50) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 222; UR 3, page 50) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 53
_________ Understanding Literature: Point of View, Hyperbole, and Myth (PE, page 222; UR 3, page 51)
(EL.CM.LI.09, 11, 15)
_________ Writer’s Journal: Journal Entry, Letter, and Newspaper Article (PE, page 223; UR 3, page 51)
(EL.CM.WR.22)
_________ Vocabulary: Word Families (UR 3, page 53)
_________ Language, Grammar, and Style: Completers for Linking Verbs: Predicate Nouns and Pronouns
(PE, page 223; UR 3, page 53) (EL.CM.WR.15)
_________ Collaborative Learning & Study and Research: Researching Myths (PE, page 223)
(EL.CM.RE.15, 19)
_________ Study and Research: Interview with the Author (PE, page 223) (EL.CM.SL.09, 10)
_________ Selection Check Test 4.3.9 (ATE, page 221; UR 3, page 54; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.3.10 (UR 3, page 56; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 54
“The Good Deed,” page 224
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Chinese cultural references; selection length
Ease Factors: Dialogue; style
Synopsis: An elderly Chinese immigrant plays matchmaker for a young woman.
Goals/Objectives:
• to describe Pearl Buck’s literary accomplishments
• to define plot, character, and characterization
• to create a mock interview of a fictional character
• to write a business letter
• to create a newsletter using Internet sources
Reading Strategies Resource, page 95
Reading Strategy: Find a Purpose for Reading
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice: Identify Author’s Purpose
Before Reading
_________ Daily Oral Language (VLR I, page 35; UR 3, page 60)
_________ Reader’s Journal (PE, page 224; UR 3, page 60) (EL.CM.RE.03)
_________ Literary Tools: Plot, Character, and Characterization (PE, page 224) (EL.CM.LI.05, 12)
_________ Reader’s Resource: History Connection (PE, page 224) (EL.CM.RE.03)
_________ About the Author: Pearl S. Buck (PE, page 224) (EL.CM.LI.19)
_________ Vocabulary from3
the Selection (ATE, page 225) (EL.CM.RE.08)
_________ Vocabulary: Antonyms (VR, page 55)
_________ Reading Strategy (RSR, page 95)
During Reading
_________ Dramatic Recording (AL, 56:16) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 224; VLR I, page 35; UR 3, page 60) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 225; UR 3, page 61) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 95)
_________ Fix-Up Idea (RSR, page 95)
After Reading
_________ Reading Strategy (RSR, page 95)
_________ Standardized Test Practice (RSR, page 96)
_________ Respond to the Selection (PE, page 239; UR 3, page 63) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 240; UR 3, page 63) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Plot, Character, and Characterization (PE, page 240; UR 3, page 65)
(EL.CM.LI.05, 12)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 55
_________ Writer’s Journal: Thank-You Note, Personal Ad, and Postcard (PE, page 241; UR 3, page 65)
(EL.CM.WR.22)
_________ Vocabulary: Prepositional Phrases (UR 3, page 67)
_________ Language, Grammar, and Style: Sentence Completer Review: Direct and Indirect Objects,
Predicate Nouns, Pronouns and Adjectives (PE, page 241; UR 3, page 68) (EL.CM.WR.15)
_________ Speaking and Listening: Interview (PE, page 241) (EL.CM.SL.09-10)
_________ Applied English: Business Letter (PE, page 241) (EL.CM.WR.25)
_________ Study and Research & Media Literacy: Researching on the Internet (PE, page 241)
(EL.CM.RE.15-16, 19)
_________ Selection Check Test 4.3.11 (ATE, page 238; UR 3, page 69; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.3.12 (UR 3, page 71; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 56
“Everyday Use,” page 243
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: First-person point of view; style
Ease Factor: Dialogue
Synopsis: This story shows the hypocrisy of a woman who has rejected her family and their simple rural
lifestyle, but then comes back to claim some of their possessions, wanting to display them as quaint relics
of her heritage.
Goals/Objectives:
• to enjoy a contemporary short story about cultural heritage
• to describe Walker’s literary accomplishments and explain the historical significance of her writing
• to define point of view and plot and recognize these techniques in the selection
• to tell a family history
• to enact a TV talk show
Reading Strategies Resource, page 99
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Identify Sequence of Events
Before Reading
_________ Daily Oral Language (VLR I, page 36; UR 3, page 75)
_________ Reader’s Journal (PE, page 242; UR 3, page 76) (EL.CM.RE.03)
_________ Literary Tools: Point of View and Plot (PE, page 242) (EL.CM.LI.11-12)
_________ Reader’s Resource (PE, page 242) (EL.CM.RE.03)
_________ About the Author: Alice Walker (PE, page 242) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 242) (EL.CM.RE.08)
_________ Vocabulary: Building Your Active Vocabulary (VR, page 57)
_________ Reading Strategy (RSR, page 99)
During Reading
_________ Graphic Organizer (PE, page 242; VLR I, page 36; UR 3, page 75) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 243; UR 3, page 76) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 99)
_________ Fix-Up Idea (RSR, page 99)
After Reading
_________ Reading Strategy (RSR, page 99)
_________ Standardized Test Practice (RSR, page 100)
_________ Respond to the Selection (PE, page 250; UR 3, page 77) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 250; UR 3, page 77) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Point of View and Plot (PE, page 250; UR 3, page 78)
(EL.CM.LI.11-12)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 57
_________ Writer’s Journal: Greeting Card, Wish List, and Letter (PE, page 251; UR 3, page 78)
(EL.CM.WR.22)
_________ Vocabulary: Participles (UR 3, page 80)
_________ Language, Grammar, and Style: Nouns of Direct Address (PE, page 251; UR 3, page 81)
(EL.CM.WR.17)
_________ Speaking and Listening & Collaborative Learning: Family History (PE, page 251)
(EL.CM.SL.09-10)
_________ Media Literacy & Speaking and Listening: Talk Show (PE, page 251) (EL.CM.SL.09-10)
_________ Selection Check Test 4.3.13 (ATE, page 248; UR 3, page 82; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.3.14 (UR 3, page 84; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 58
“The Devil and Daniel Webster,” page 252
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Exaggerated, unrealistic events; dialect; vocabulary
Ease Factor: Few characters
Synopsis: In this tall tale by Stephen Vincent Benét, famous statesman Daniel Webster is depicted as using
his oratorical skills to out-debate the Devil.
Goals/Objectives:
• to enjoy a tall tale mixing elements of history with fiction
• to describe Stephen Vincent Benét’s literary accomplishments
• to define suspension of disbelief, character, tall tale, and hyperbole and recognize examples of each
• to demonstrate knowledge of clauses and compound sentences
• to write a comparison-contrast theme and a résumé for Daniel Webster
Reading Strategies Resource, page 103
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Analyze Cause and Effect
Before Reading
_________ Daily Oral Language (VLR I, page 37; UR 3, page 89)
_________ Reader’s Journal (PE, page 252; UR 3, page 89) (EL.CM.RE.03)
_________ Fine Art: Jasper Cropsey (PE, page 253; VLR II, page 43; Art Note, ATE, page 253)
(EL.CM.RE.03)
_________ Literary Tools: Suspension of Disbelief, Character, Tall Tale, and Hyperbole (PE, page 252)
(EL.CM.LI.05, 09, 15)
_________ Reader’s Resource: History Connection (PE, page 252) (EL.CM.RE.03)
_________ About the Author: Stephen Vincent Benét (PE, page 252) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 252) (EL.CM.RE.08)
_________ Vocabulary: Words Derived from Diabolos (VR, page 59)
_________ Reading Strategy (RSR, page 103)
During Reading
_________ Dramatic Recording (AL, 36:34) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 252; VLR I, page 37; UR 3, page 89) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 254; UR 3, page 90) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 103)
_________ Fix-Up Idea (RSR, page 103)
After Reading
_________ Reading Strategy (RSR, page 103)
_________ Standardized Test Practice (RSR, page 104)
_________ Respond to the Selection (PE, page 264; UR 3, page 91) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 264; UR 3, page 92) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 59
_________ Understanding Literature: Suspension of Disbelief, Character, Tall Tale, and Hyperbole (PE,
page 264; UR 3, page 93) (EL.CM.LI.05, 09, 15)
_________ Writer’s Journal: Thank-You Note, Paragraph, and Contract (PE, page 265; UR 3, page 93)
(EL.CM.WR.22)
_________ Vocabulary: Formal Language vs. Informal Language (UR 3, page 94) (EL.CM.WR.17)
_________ Language, Grammar, and Style: Clauses and Compound Sentences (PE, page 265; UR 3, page
95) (EL.CM.WR.13)
_________ Study and Research: Comparison-Contrast Composition (PE, page 265) (EL.CM.RE.15,
WR.22)
_________ Applied English & Study and Research: Résumé (PE, page 265) (EL.CM.WR.25)
_________ Selection Check Test 4.3.15 (ATE, page 263; UR 3, page 96; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.3.16 (UR 3, page 98; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 60
“Gwilan’s Harp,” page 266
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Unusual names; style; vocabulary
Ease Factor: Selection length
Synopsis: This fable-like tale tells the story of a woman’s life from girlhood to motherhood to old age. In
old age, she discovers her true self at last.
Goals/Objectives:
• to interpret and appreciate elements of fables, fairy tales, and folk tales in a contemporary short story
• to describe the literary accomplishments of Ursula K. Le Guin
• to identify and discuss the theme of a story and the author’s purpose in writing the story
• to define metaphor and identify and explain examples of metaphor
• to demonstrate a knowledge of inverted sentence structure
• to conduct further research on Le Guin’s writing
Reading Strategies Resource, page 107
Reading Strategy: Write Things Down
Fix-Up Idea: Refocus
Standardized Test Practice: Compare and Contrast
Before Reading
_________ Daily Oral Language (VLR I, page 38; UR 3, page 102)
_________ Reader’s Journal (PE, page 266; UR 3, page 102) (EL.CM.RE.03)
_________ Literary Tools: Metaphor and Theme (PE, page 266) (EL.CM.LI.06, 09)
_________ Reader’s Resource: Music Connection (PE, page 266) (EL.CM.RE.03)
_________ About the Author: Ursula K. Le Guin (PE, page 266) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 266) (EL.CM.RE.08)
_________ Vocabulary: Words with Multiple Meanings (VR, page 60)
_________ Reading Strategy (RSR, page 107)
During Reading
_________ Dramatic Recording (AL, 16:39) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 266; VLR I, page 38; UR 3, page 102) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 267; UR 3, page 103) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 107)
_________ Fix-Up Idea (RSR, page 107)
After Reading
_________ Reading Strategy (RSR, page 107)
_________ Standardized Test Practice (RSR, page 108)
_________ Respond to the Selection (PE, page 272; UR 3, page 104) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 272; UR 3, page 104) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Metaphor and Theme (PE, page 272; UR 3, page 105)
(EL.CM.LI.06, 09)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 61
_________ Writer’s Journal: Song Lyrics, Free Verse Poem or Letter, and Journal Entry (PE, page 273; UR
3, page 105) (EL.CM.WR.22)
_________ Vocabulary: Word Families: Musical Terms (UR 3, page 106)
_________ Language, Grammar, and Style: Working with Inverted Sentences (PE, page 273; UR 3, page
107) (EL.CM.WR.13)
_________ Study and Research: Researching Le Guin (PE, page 273) (EL.CM.RE.15, 19)
_________ Applied English & Study and Research: Writing a Work Order (PE, page 273; VLR I, page 39;
UR 3, page 108) (EL.CM.WR.26)
_________ Selection Check Test 4.3.17 (ATE, page 271; UR 3, page 109; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.3.18 (UR 3, page 111; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 62
“The Gift of the Magi,” page 274
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Old-fashioned language; style; vocabulary
Ease Factors: Simple story line; selection length
Synopsis: A young husband pawns his heirloom pocket watch to buy a comb for his young bride’s lovely
long hair. She, meanwhile, has cut and sold her hair to buy a new chain for her husband’s watch.
Goals/Objectives:
• to empathize with the feelings of the main characters
• to describe the literary accomplishments of O. Henry
• to define irony and recognize and explain examples of irony
• to explain how the plot of the story reveals the theme
• to review sentence structure, dramatize a scene from the story, and interview the elderly about gift-giving
practices
Reading Strategies Resource, page 111
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Use Context Clues
Before Reading
_________ Daily Oral Language (VLR I, page 40; UR 3, page 116)
_________ Reader’s Journal (PE, page 274; UR 3, page 117) (EL.CM.RE.03)
_________ Fine Art: John Everett Millais (PE, page 275; Art Note, ATE, page 275) (EL.CM.RE.03)
_________ Literary Tools: Irony, Irony of Situation, Plot, and Theme (PE, page 274) (EL.CM.LI.06, 10,
12)
_________ Reader’s Resource (PE, page 274) (EL.CM.RE.03)
_________ About the Author: O. Henry (PE, page 274) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 274) (EL.CM.RE.08)
_________ Vocabulary: Test Your Knowledge (VR, page 62)
_________ Reading Strategy (RSR, page 111)
During Reading
_________ Dramatic Recording (AL, 15:03) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 274; VLR I, page 40; UR 3, page 116) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 275; UR 3, page 117) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 111)
_________ Fix-Up Idea (RSR, page 111)
After Reading
_________ Reading Strategy (RSR, page 111)
_________ Standardized Test Practice (RSR, page 112)
_________ Respond to the Selection (PE, page 279; UR 3, page 118) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 280; UR 3, page 118) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 63
_________ Understanding Literature: Irony, Irony of Situation, Plot, and Theme (PE, page 280; UR 3, page
119) (EL.CM.LI.06, 10, 12)
_________ Writer’s Journal: Wish List, Journal Entry, and Advice Column (PE, page 281; UR 3, page
120) (EL.CM.WR.22)
_________ Vocabulary: Complex Sentences (UR 3, page 121)
_________ Language, Grammar, and Style: Sentence Review (PE, page 281; UR 3, page 122)
(EL.CM.WR.13)
_________ Speaking and Listening & Collaborative Learning: Dramatic Skit (PE, page 281)
(EL.CM.SL.09)
_________ Study and Research & Media Literacy: Community Research (PE, page 281) (EL.CM.SL.10)
_________ Selection Check Test 4.3.19 (ATE, page 279; UR 3, page 123; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.3.20 (UR 3, page 125; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 64
UNIT THREE: FICTION
Closing the Unit, pages 282–293
Teacher’s Name ____________________________Class ____________Date _____________
M T W TH F
Language Arts in Action
Mentor Connection
_________ Additional Questions and Activities: Questions about the Selection (ATE, page 282)
(EL.CM.RE.19)
_________ Additional Questions and Activities: Presenting a Mentor Program (ATE, page 283)
(EL.CM.RE.15)
Guided Writing, page 284
Informative/Persuasive Writing: Writing a Comparison and Contrast Essay
Assignment: Students write an essay comparing and contrasting two author websites (PE, page 284–290).
(EL.CM.WR.01-20, 24)
Before Writing
_________ Writing a Comparison and Contrast Essay (PE, page 284)
_________ Professional Model (PE, page 284)
_________ Examining the Model (PE, page 285)
_________ Block Organization (PE, page 285)
_________ Point-by-Point Organization (PE, page 286)
_________ Prewriting (PE, page 286; WR, page 55)
_________ Student Model—Graphic Organizer (PE, page 287; WR, page 56)
_________ Graphic Organizer (VLR I, page 130; WR, page 57)
_________ Language, Grammar, and Style: Subject-Verb Agreement (PE, page 287; WR, page 58)
_________ Rubric for Informative/Persuasive Writing: Comparison and Contrast Essay (VLR I, page 131;
WR, page 70)
During Writing
_________ Drafting (PE, page 288)
_________ Self- and Peer Evaluation (PE, page 288; WR, page 63)
_________ Revising and Proofreading (PE, page 289)
_________ Student Model—Revised (PE, page 289; WR, page 67)
After Writing
_________ Publishing and Presenting (PE, page 290)
_________ Reflecting (PE, page 290)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 65
Unit Three Review
Review and Assessment
_________ Words for Everyday Use (PE, page 291; UR 3, page 132) (EL.CM.RE.08)
_________ Vocabulary Development (ATE, page 291) (EL.CM.RE.08)
_________ Literary Tools (PE, page 292; UR 3, page 133) (EL.CM.LI.09)
_________ Unit 3 Review/Study Guide (UR 3, page 129)
_________ Unit 3 Test (UR 3, page 140; TG)
Reflecting on Your Reading
_________ Genre Studies (PE, page 292; UR 3, page 135) (EL.CM.LI.15)
_________ Thematic Studies (PE, page 292; UR 3, page 136) (EL.CM.LI.18-19)
Featured Selection and Activity
_________ I Am the Cheese by Robert Cormier (EL.CM.RE.01)
_________ Independent Reading Activity: Write a Book Review (PE, page 293; UR 3, page 139)
(EL.CM.WR.22)
_________ Online Book Reviews (ATE, page 293) (EL.CM.RE.15)
Selections for Additional Reading
_________ Tunes for Bears to Dance To by Robert Cormier(EL.CM.RE.01)
_________ The Best Short Stories of O. Henry by Bennett Cerf and Van Cartmell(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 66
UNIT FOUR: DRAMA
Opening the Unit, pages 294–297
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
294–295).
Unit 4 Goals/Objectives:
• to have a positive experience reading drama by William Shakespeare (EL.CM.LI.01)
• to describe William Shakespeare’s literary accomplishments and explain the historical significance of his
writings (EL.CM.LI.19)
• to identify and describe significant motifs in Romeo and Juliet (EL.CM.LI.17)
• to identify the genre of tragedy and recognize the tragic flaws of characters (EL.CM.LI.14)
• to name and describe the elements of plot and trace their development in a work of literature
(EL.CM.LI.12)
Lessons I Plan to Teach
_________ The Tragedy of Romeo and Juliet, Act 1, page 298
_________ The Tragedy of Romeo and Juliet, Act 2, page 326
_________ The Tragedy of Romeo and Juliet, Act 3, page 349
_________ The Tragedy of Romeo and Juliet, Act 4, page 377
_________ The Tragedy of Romeo and Juliet, Act 5, page 392
_________ Language Arts in Action: The 52nd Street Project, page 410
_________ Guided Writing—Imaginative Writing: Scripting a Contemporary Scene for a Play, page 412
_________ Unit Four Review, page 421
_________ For Your Reading List, page 423
Getting Started in the Classroom
_________ Fine Art: Dirck van Delan (PE, page 294; VLR II, page 46)
_________ Elements of Drama (PE, page 296)
_________ Additional Questions and Activities: Theater-Related Careers (ATE, page 296)
_________ Cross-Curricular Connection: Japanese Theater (ATE, page 296)
_________ Genre Check Test 4.4.1 (ATE, page 297; UR 4, page 1; TG)
_________ Genre Test 4.4.2 (UR 4, page 3; TG)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 67
The Tragedy of Romeo and Juliet, Act 1, page 298
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Setting; archaic language; poetic style
Ease Factor: Familiar plot
Synopsis: The play opens with a fight between the servants of the two houses, Romeo lovesick over
Rosaline, and the Capulets asking Juliet if she is interested in marrying a young nobleman, Paris. Romeo
meets Juliet at a party at her house, and they fall instantly in love.
Reading Strategies Resource, page 116
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Analyze Plot Elements
Before Reading
_________ Daily Oral Language (VLR I, page 41; UR 4, page 5)
_________ Reader’s Journal (PE, page 298; UR 4, page 5) (EL.CM.RE.03)
_________ Literary Tools: Plot, Central Conflict, Inciting Incident, Motif, Oxymoron, and Sonnet (PE,
page 298) (EL.CM.09, 12, 17)
_________ Reader’s Resource: Background (PE, page 298) (EL.CM.RE.03)
_________ About the Author: William Shakespeare (PE, page 299) (EL.CM.LI.19)
_________ Vocabulary from the Selection—Act 1 (ATE, page 298) (EL.CM.RE.08)
_________ Vocabulary: Shakespeare (VR, page 64) (EL.CM.RE.08)
_________ Reading Strategy (RSR, page 116)
During Reading
_________ Guided Reading Questions (PE, page 301; UR 4, page 5) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Respond to the Selection (PE, page 323; UR 4, page 9) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 324; UR 4, page 9) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Plot, Central Conflict, Inciting Incident, Motif, Oxymoron, and
Sonnet (PE, page 324; UR 4, page 11) (EL.CM.09, 12, 17)
_________ Writer’s Journal: Party Invitation, Personal Letter, and Advice Column (PE, page 325; UR 4,
page 12) (EL.CM.WR.22)
_________ Vocabulary: Oxymoron (UR 4, page 13)
_________ Language, Grammar, and Style: Determining Who vs. Whom (PE, page 325; UR 4, page 14)
(EL.CM.WR.17)
_________ Speaking and Listening: Rewriting Shakespeare into Informal English (PE, page 325)
(EL.CM.SL.05)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 68
_________ Study and Research & Speaking and Listening: Researching Mythological Characters (PE, page
325) (EL.CM.RE.15, 19)
_________ Selection Check Test 4.4.3 (ATE, page 320; UR 4, page 16; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.4.4 (UR 4, page 18; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 69
The Tragedy of Romeo and Juliet, Act 2, page 326
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Archaic language; poetic style
Ease Factor: Familiar plot
Synopsis: This act begins with the balcony scene. Romeo and the Friar plan a marriage that is to take place
in the Friar’s cell.
Reading Strategies Resource, page 116
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Analyze Plot Elements
Before Reading
_________ Daily Oral Language (VLR I, page 42; UR 4, page 22)
_________ Reader’s Journal (PE, page 326; UR 4, page 22) (EL.CM.RE.03)
_________ Literary Tools: Plot, Complication, Character, and Motivation (PE, page 326) (EL.CM.LI.05,
12, 14)
_________ Vocabulary from the Selection—Act 2 (ATE, page 326) (EL.CM.RE.08)
_________ Vocabulary: The Evolution of Language (VR, page 69)
_________ Reading Strategy (RSR, page 116)
During Reading
_________ Dramatic Recording (AL, 11:59) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 326; VLR I, page 42; UR 4, page 22) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 326; UR 4, page 23) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Respond to the Selection (PE, page 345; UR 4, page 26) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 346; UR 4, page 26) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Plot, Complication, Character, and Motivation (PE, page 347; UR 4,
page 27) (EL.CM.LI.05, 12, 14)
_________ Writer’s Journal: Journal Entry, Marriage Vows, and Poem (PE, page 347; UR 4, page 28)
(EL.CM.WR.22)
_________ Vocabulary: Using Vocabulary in Context (PE, page 347; UR 4, page 29) (EL.CM.RE.08, 10)
_________ Language, Grammar, and Style: Agreement of Pronouns and Antecedents (PE, page 348; UR 4,
page 30) (EL.CM.WR.17)
_________ Collaborative Learning & Study and Research: Stagecraft (PE, page 348; VLR I, page 43; UR
4, page 30) (EL.CM.LI.14)
_________ Study and Research & Collaborative Learning: Researching Medicinal Herbs and Flowers (PE,
page 348) (EL.CM.RE.15, 19)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 70
_________ Speaking and Listening: Choral Reading (PE, page 348) (EL.CM.SL.09)
_________ Selection Check Test 4.4.5 (ATE, page 345; UR 4, page 33; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.4.6 (UR 4, page 35; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 71
The Tragedy of Romeo and Juliet, Act 3, page 349
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Archaic language; poetic style
Ease Factor: Familiar plot
Synopsis: After Tybalt kills Mercutio, Romeo kills Tybalt in a street brawl. The Nurse reports to Juliet
only that Romeo killed Tybalt. Romeo seeks counsel from the Friar who advises him to hide in Mantua.
Romeo takes leave of Juliet. The Nurse tells Juliet that she is to wed Paris.
Reading Strategies Resource, page 116
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Analyze Plot Elements
Before Reading
_________ Daily Oral Language (VLR I, page 45; UR 4, page 38)
_________ Reader’s Journal (PE, page 349; UR 4, page 38) (EL.CM.RE.03)
_________ Literary Tools: Plot, Crisis, Irony, and Dramatic Irony (PE, page 349) (EL.CM.LI.12, 14)
_________ Vocabulary from the Selection—Act 3 (ATE, page 349) (EL.CM.RE.08)
_________ Vocabulary: Using Vocabulary to Write a Dialogue (VR, page 73)
_________ Reading Strategy (RSR, page 116)
During Reading
_________ Guided Reading Questions (PE, page 350; UR 4, page 38) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Respond to the Selection (PE, page 374; UR 4, page 42) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 375; UR 4, page 42) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Irony, Plot, and Crisis (PE, page 375; UR 4, page 44) (EL.CM.LI.12,
14)
_________ Writer’s Journal: News Report, Letter, and Theater Review (PE, page 376; UR 4, page 44)
(EL.CM.WR.22)
_________ Collaborative Learning & Speaking and Listening: Counseling Romeo (PE, page 376)
(EL.CM.SL.05)
_________ Vocabulary: Mood (UR 4, page 45) (EL.CM.RE.12)
_________ Language, Grammar, and Style: Paraphrasing Friar Lawrence (PE, page 376; UR 4, page 46)
(EL.CM.WR.22)
_________ Study and Research: Researching Romeo’s Travels (PE, page 376) (EL.CM.RE.15, 19)
_________ Speaking and Listening & Collaborative Learning: Read Aloud (PE, page 376) (EL.CM.SL.09)
_________ Selection Check Test 4.4.7 (ATE, page 373; UR 4, page 47; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.4.8 (UR 4, page 49; TG)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 72
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 73
The Tragedy of Romeo and Juliet, Act 4, page 377
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Archaic language; poetic style
Ease Factor: Familiar plot
Synopsis: Paris greets Juliet and speaks of their wedding as the Capulet house readies itself for the
wedding. Juliet and the Friar plan for her “death” potion and subsequent flight to Mantua. The act closes
with the Capulets’ discovery of Juliet’s “death.”
Reading Strategies Resource, page 116
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Analyze Plot Elements
Before Reading
_________ Daily Oral Language (VLR I, page 46; UR 4, page 53)
_________ Reader’s Journal (PE, page 377; UR 4, page 53) (EL.CM.RE.03)
_________ Literary Tools: Plot, Climax, and Foreshadowing (PE, page 377) (EL.CM.LI.12)
_________ Vocabulary from the Selection—Act 4 (ATE, page 377) (EL.CM.RE.08)
_________ Vocabulary: Using the Oxford English Dictionary (VR, page 76)
_________ Reading Strategy (RSR, page 116)
During Reading
_________ Guided Reading Questions (PE, page 379; UR 4, page 53) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Respond to the Selection (PE, page 390; UR 4, page 55) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 390; UR 4, page 55) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Plot, Climax, and Foreshadowing (PE, page 391; UR 4, page 56)
(EL.CM.LI.12)
_________ Writer’s Journal: Personal Letter, Plot Summary, and Poem or Prose Eulogy (PE, page 391; UR
4, page 57) (EL.CM.WR.22)
_________ Vocabulary: Nouns of Direct Address (UR 4, page 58)
_________ Study and Research & Collaborative Learning: Problem Solving and Decision Making (PE,
page 391; UR 4, page 60) (EL.CM.LI.02)
_________ Applied English: Writing a Procedure (PE, page 391) (EL.CM.WR.26)
_________ Selection Check Test 4.4.9 (ATE, page 389; UR 4, page 61; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.4.10 (UR 4, page 63; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 74
The Tragedy of Romeo and Juliet, Act 5, page 392
Teacher’s Name _____________________________Class ______________Date ___________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Archaic language; poetic style
Ease Factor: Familiar plot
Synopsis: Balthasar reports to Romeo that Juliet is dead. Romeo buys poison and returns to Juliet’s grave,
slays Paris, and drinks the poison. Juliet wakes up, sees Romeo dead, and kills herself with his dagger. The
two families end their feud.
Reading Strategies Resource, page 116
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Analyze Plot Elements
Insights: “Romeo and Juliet Over the Centuries,” page 405(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 47; UR 4, page 66)
_________ Reader’s Journal (PE, page 392; UR 4, page 66) (EL.CM.RE.03)
_________ Literary Tools: Plot, Resolution, Theme, and Tragic Flaw (PE, page 392) (EL.CM.LI.06, 12,
14)
_________ Vocabulary from the Selection (ATE, page 392) (EL.CM.RE.08)
_________ Vocabulary: Synonyms (VR, page 78)
_________ Reading Strategy (RSR, page 116)
During Reading
_________ Guided Reading Questions (PE, page 392; UR 4, page 66) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 116)
_________ Fix-Up Idea (RSR, page 116)
After Reading
_________ Reading Strategy (RSR, page 116)
_________ Standardized Test Practice (RSR, page 117)
_________ Insights: “Romeo and Juliet Over the Centuries” (PE, page 405)
_________ Respond to the Selection (PE, page 404; UR 4, page 68) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 407; UR 4, page 68) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Plot, Resolution, Theme, and Tragic Flaw (PE, page 408; UR 4, page
70) (EL.CM.LI.06, 12, 14)
_________ Writer’s Journal: Epitaph, Advice Column, and Sermon (PE, page 409; UR 4, page 72)
(EL.CM.WR.22)
_________ Vocabulary: Compound Sentences (UR 4, page 73)
_________ Language, Grammar, and Style: Using Formal English (PE, page 409; UR 4, page 74)
(EL.CM.WR.17)
_________ Media Literacy & Collaborative Learning: Evaluating an Adaptation of Romeo and Juliet (PE,
page 409) (EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 75
_________ Selection Check Test 4.4.11 (ATE, page 404; UR 4, page 75; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.4.12 (UR 4, page 77; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 76
UNIT FOUR: DRAMA
Closing the Unit, pages 410–423
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Language Arts in Action
The 52nd Street Project
_________ Additional Questions and Activities: Questions about the Selection (ATE, page 410)
(EL.CM.RE.19)
_________ Internet Resources: Theater and Drama Sites (ATE, page 411) (EL.CM.RE.15)
Guided Writing, page 412
Imaginative Writing: Scripting a Contemporary Scene for a Play
Assignment: Students create a contemporary scene based on a theme and characters from Romeo and
Juliet (PE, pages 412–420). (EL.CM.WR.01-09, 12, 14-22)
Before Writing
_________ Scripting a Contemporary Scene for a Play (PE, page 412)
_________ Professional Model (PE, page 412)
_________ Examining the Model (PE, page 413)
_________ Prewriting (PE, page 413; WR, page 72)
_________ Student Model—Graphic Organizer (PE, page 414; WR, page 73)
_________ Graphic Organizer (VLR I, page 133; WR, page 74)
_________ Rubric for Imaginative Writing: Scripting a Contemporary Scene for a Play (VLR I, page 136;
WR, page 89)
During Writing
_________ Drafting (PE, page 415)
_________ Self- and Peer Evaluation (PE, page 415; WR, page 80)
_________ Reflecting (PE, page 415)
_________ Student Model—Draft (PE, page 416; VLR I, page 134; WR, page 75)
_________ Revising and Proofreading (PE, page 417)
_________ Language, Grammar, and Style: Vivid Verbs and Colorful Modifiers (PE, page 418; WR, page
76)
_________ Student Model—Revised (PE, page 418; WR, page 82)
After Writing
_________ Publishing and Presenting (PE, page 417)
_________ Rubric for Imaginative Writing: Scripting a Contemporary Scene for a Play (VLR I, page 136;
WR, page 89)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 77
Unit Four Review
Review and Assessment
_________ Words for Everyday Use (PE, page 421; UR 4, page 83) (EL.CM.RE.08)
_________ Vocabulary Development: Using Context Clues (ATE, page 421) (EL.CM.RE.08)
_________ Literary Tools (PE, page 421; UR 4, page 84) (EL.CM.LI.14)
_________ Unit 4 Review/Study Guide (UR 4, page 80)
_________ Unit 4 Test (UR 4, page 91; TG)
Reflecting on Your Reading
_________ Genre Studies: Plot, Tragedy, Stage Directions, and Dialogue (PE, page 422; UR 4, page 85)
(EL.CM.LI.15)
_________ Thematic Studies: Feuding, Love, Fate, Parenting in the Renaissance, and Justice (PE, page
422; UR 4, page 86) (EL.CM.LI.16-17)
Featured Selection and Activity
_________ Romeo and Juliet West Side Story by William Shakespeare and Norris Houghton, editor (PE,
page 423) (EL.CM.RE.01)
_________ Independent Reading Activity: Reading Group Discussion (PE, page 423; UR 4, page 90)
(EL.CM.LI.02)
Selections for Additional Reading
_________ Romiette and Julio by Sharon M. Draper(EL.CM.RE.01)
_________ Humorous Plays for Teenagers by Christina Hamlett(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 78
UNIT FIVE: NONFICTION
Opening the Unit, pages 424–427
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
424–427).
Unit 5 Goals/Objectives:
• to respond to several different kinds of nonfiction (EL.CM.RE.02)
• to describe various authors’ purposes for writing nonfiction and the modes of writing (EL.CM.22-23, 31)
• to identify the common types of writing used in nonfiction: narration, dialogue, description, and
exposition (EL.CM.RE.22-23, 31)
• to express an informal opinion in an essay (EL.CM.WR.24)
• to demonstrate an understanding of using transitions (EL.CM.WR.11)
Lessons I Plan to Teach
_________ from I Know Why the Caged Bird Sings, page 428
_________ “California Palms,” page 436
_________ from Black Elk Speaks, page 446
_________ Speech to the Convention of the American Equal Rights Association, New York City, 1867,
page 456
_________ “I Have a Dream,” page 461
_________ Related Reading: “Martin Luther King, Jr.,” page 465
_________ “Thinking Like a Mountain,” page 468
_________ “The Obligation to Endure” from Silent Spring, page 474
_________ “An Encounter with an Interviewer,” page 484
_________ Guided Writing—Persuasive Writing: Expressing an Informed Opinion, page 491
_________ Unit Five Review, page 499
_________ For Your Reading List, page 501
Getting Started in the Classroom
_________ Fine Art: John Sloan. Have students discuss how the artwork relates to the title of this unit (PE,
page 424).
_________ Elements of Nonfiction (PE, page 426)
_________ Additional Questions and Activities: Mode of Writing (ATE, page 427)
_________ Additional Questions and Activities: Keeping a Journal (ATE, page 427)
_________ Cross-Curricular Connections: Researching Careers in Writing (ATE, page 427)
_________ Genre Check Test 4.5.1 (ATE, page 426; UR 5, page 1; TG)
_________ Genre Test 4.5.2 (UR 5, page 3; TG)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 79
from I Know Why the Caged Bird Sings, page 428
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Dialect; vocabulary
Ease Factor: Simple story line
Synopsis: In this selection from her autobiography, Angelou recalls how she and her brother were sent
from California to live with their grandmother in Stamps, Arkansas, where they were introduced to a
different culture.
Goals/Objectives:
• to enjoy a selection from a literary autobiography
• to describe Maya Angelou’s literary accomplishments
• to define narrator, point of view, and setting and recognize these techniques in the selection
• to create an audio impression
• to research cotton production
• to create a book jacket
Reading Strategies Resource, page 120
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice: Analyze Setting
Before Reading
_________ Daily Oral Language (VLR I, page 48; UR 5, page 7)
_________ Reader’s Journal (PE, page 428; UR 5, page 7)
_________ Literary Tools: Narrator, Point of View, and Setting (PE, page 428) (EL.CM.LI.11)
_________ Reader’s Resource (PE, page 428) (EL.CM.RE.03)
_________ About the Author: Maya Angelou (PE, page 428) (EL.CM.LI.19)
_________ Fine Art: Walker Evans (PE, page 429; VLR II, page 49) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 429) (EL.CM.RE.08)
_________ Vocabulary: Test Your Knowledge (VR, page 80) (EL.CM.RE.08)
_________ Reading Strategy (RSR, page 120)
During Reading
_________ Dramatic Recording (AL, 3:37) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 428; VLR I, page 48; UR 5, page 7) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 430; UR 5, page 8) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 120)
_________ Fix-Up Idea (RSR, page 120)
After Reading
_________ Reading Strategy (RSR, page 120)
_________ Standardized Test Practice (RSR, page 121)
_________ Respond to the Selection (PE, page 433; UR 5, page 9) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 434; UR 5, page 9) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 80
_________ Understanding Literature: Narrator, Point of View, and Setting (PE, page 434; UR 5, page 10)
(EL.CM.LI.11)
_________ Writer’s Journal: Postcard, Article, and Journal Entry (PE, page 435; UR 5, page 10)
(EL.CM.WR.22)
_________ Vocabulary: Inverted Sentences (UR 5, page 12)
_________ Language, Grammar, and Style: There Sentences (PE, page 435; UR 5, page 13)
(EL.CM.WR.17)
_________ Collaborative Learning: Audio Impression (PE, page 435) (EL.CM.SL.09)
_________ Media Literacy: Book Jacket (PE, page 435; VLR 1, page 49; UR 5, page 13) (EL.CM.WR.22)
_________ Selection Check Test 4.5.3 (ATE, page 432; UR 5, page 14; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.5.4 (UR 5, page 16; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 81
“California Palms,” page 436
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vietnamese cultural references; vocabulary
Ease Factor: Informal voice
Synopsis: In this personal essay, author lê thúy describes her attempts to assimilate into American culture
as a young Vietnamese immigrant.
Goals/Objectives:
• to appreciate an autobiographical essay by a Vietnamese-American writer
• to describe lê thi diem thúy’s literary accomplishments
• to define conflict, internal conflict, metaphor, and simile and recognize the use of these techniques in the
selection
• to reduce wordiness
• to research Vietnamese immigrants
• to tell a story
Reading Strategies Resource, page 124
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Refocus
Standardized Test Practice: Use Context Clues
Before Reading
_________ Daily Oral Language (VLR I, page 50; UR 5, page 20)
_________ Reader’s Journal (PE, page 436; UR 5, page 20) (EL.CM.RE.03)
_________ Fine Art: Ann Phong (PE, page 437; VLR II, page 52; Art Note, ATE, page 436)
(EL.CM.RE.03)
_________ Literary Tools: Conflict, Internal Conflict, Metaphor, and Simile (PE, page 436)
(EL.CM.LI.05, 09)
_________ Reader’s Resource: World History Connection (PE, page 436) (EL.CM.RE.03)
_________ About the Author: lê thi diem thúy (PE, page 436) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 437) (EL.CM.RE.08)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 82)
_________ Reading Strategy (RSR, page 124)
During Reading
_________ Dramatic Recording (AL, 20:26) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 436; VLR I, page 50; UR 5, page 20) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 437; UR 5, page 21) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 124)
_________ Fix-Up Idea (RSR, page 124)
After Reading
_________ Reading Strategy (RSR, page 124)
_________ Standardized Test Practice (RSR, page 125)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 82
_________ Respond to the Selection (PE, page 443; UR 5, page 22) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 444; UR 5, page 22) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Conflict, Internal Conflict, Metaphor, and Simile (PE, page 444; UR
5, page 23) (EL.CM.LI.05, 09)
_________ Writer’s Journal: Post Card, Journal Entry, and Letter (PE, page 445; UR 5, page 24)
(EL.CM.WR.22)
_________ Vocabulary: Metaphor and Complex Sentences (UR 5, page 25)
_________ Language, Grammar, and Style: Reducing Wordiness (PE, page 445; UR 5, page 26)
(EL.CM.WR.09)
_________ Study and Research & Media Literacy: Vietnamese Immigrants (PE, page 445; UR 5, page 26)
(EL.CM.RE.15, 19)
_________ Speaking and Listening: Storytelling (PE, page 445; UR 5, page 27) (EL.CM.SL.09)
_________ Selection Check Test 4.5.5 (ATE, page 442; UR 5, page 28; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.5.6 (UR 5, page 30; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 83
from Black Elk Speaks, page 446
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Subject matter; historical and cultural context; style
Ease Factor: Vocabulary; simple sentences
Synopsis: Three Oglala Sioux tribal leaders remember their experiences in the early days of the American
West.
Goals/Objectives:
• to appreciate a historical narrative from a Native American perspective
• to describe John G. Neihardt’s literary accomplishments and explain his relationship to the Oglala Sioux
• to define point of view and tone
• to tell a family story
• to research a Native American group
Reading Strategies Resource, page 129
Reading Strategy: Find a Purpose for Reading
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice: Identify Author’s Purpose
Before Reading
_________ Daily Oral Language (VLR I, page 51; UR 5, page 34)
_________ Reader’s Journal (PE, page 446; UR 5, page 34) (EL.CM.RE.03)
_________ Literary Tools: Point of View and Tone (PE, page 446) (EL.CM.LI.11)
_________ Reader’s Resource: History Connection (PE, page 446) (EL.CM.RE.03)
_________ About the Authors: John G. Neihardt and Black Elk (PE, page 446) (EL.CM.LI.19)
_________ Fine Art: Albert Bierstadt (PE, page 447; VLR II, page 55; Art Note, ATE, page 451)
(EL.CM.RE.03)
_________ Fine Art: Battiste Good (PE, page 451; VLR II, page 58; Art Note, PE and ATE, page 451; UR
5, page 36) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 447) (EL.CM.RE.08)
_________ Vocabulary: American Indian Words in English (VR, page 84)
_________ Reading Strategy (RSR, page 129)
During Reading
_________ Dramatic Recording (AL, 18:03) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 446; VLR I, page 51; UR 5, page 34) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 448; UR 5, page 35) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 129)
_________ Fix-Up Idea (RSR, page 129)
After Reading
_________ Reading Strategy (RSR, page 129)
_________ Standardized Test Practice (RSR, page 130)
_________ Respond to the Selection (PE, page 453; UR 5, page 36) (EL.CM.RE.03)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 84
_________ Investigate, Inquire, and Imagine (PE, page 454; UR 5, page 36) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Point of View and Tone (PE, page 454; UR 5, page 37)
(EL.CM.LI.11)
_________ Writer’s Journal: Calendar, Treaty, and Introduction (PE, page 455; UR 5, page 38)
(EL.CM.WR.22)
_________ Vocabulary: Native American History (UR 5, page 39)
_________ Language, Grammar, and Style: Prepositions and Prepositional Phrases (PE, page 455; UR 5,
page 40) (EL.CM.WR.15)
_________ Study and Research: Native Americans (PE, page 455) (EL.CM.RE.15, 19)
_________ Speaking and Listening & Collaborative Learning: Storytelling (PE, page 455) (EL.CM.SL.09)
_________ Selection Check Test 4.5.7 (ATE, page 453; UR 5, page 41; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.5.8 (UR 5, page 43; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 85
Speech to the Convention of the American
Equal Rights Association, New York City, 1867,
page 456
Teacher’s Name _____________________________Class ____________Date _____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Historical context
Ease Factor: Folksy tone
Synopsis: In this famous speech, Sojourner Truth argues that equal rights for African-American women are
just as important as equal rights for the men.
Goals/Objectives:
• to interpret and appreciate a speech
• to describe Sojourner Truth’s activities on the part of African-Americans and women of all races
• to define aim, dialect, and style and recognize the use of these techniques in the selection
• to replace dialectal expressions with standard English
• to participate in a debate
• to write a press release
Reading Strategies Resource, page 133
Reading Strategy: Find a Purpose for Reading
Fix-Up Idea: Read Aloud/Think Aloud
Standardized Test Practice: Identify Main Ideas
Before Reading
_________ Daily Oral Language (VLR I, page 52; UR 5, page 47)
_________ Reader’s Journal (PE, page 456; UR 5, page 48) (EL.CM.RE.03)
_________ Literary Tools: Aim, Dialect, and Style (PE, page 456) (EL.CM.LI.13, 19)
_________ Reader’s Resource: History Connection (PE, page 456) (EL.CM.RE.03)
_________ About the Author: Sojourner Truth (PE, page 456) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 456) (EL.CM.RE.08)
_________ Vocabulary: Semantic Families (VR, page 88)
_________ Reading Strategy (RSR, page 133)
During Reading
_________ Dramatic Recording (AL, 4:36) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 456; VLR I, page 52; UR 5, page 47) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 457; UR 5, page 48) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 133)
_________ Fix-Up Idea (RSR, page 133)
After Reading
_________ Reading Strategy (RSR, page 133)
_________ Standardized Test Practice (RSR, page 134)
_________ Respond to the Selection (PE, page 458; UR 5, page 48) (EL.CM.RE.03)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 86
_________ Investigate, Inquire, and Imagine (PE, page 459; UR 5, page 49) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Aim, Dialect, and Style (PE, page 459; UR 5, page 50)
(EL.CM.LI.13, 19)
_________ Writer’s Journal: Credo, Rebuttal, and Review (PE, page 460; UR 5, page 50) (EL.CM.WR.22)
_________ Vocabulary: Word Families (UR 5, page 51)
_________ Language, Grammar, and Style: Dialects of English (PE, page 460; UR 5, page 52)
(EL.CM.RE.10)
_________ Speaking and Listening & Collaborative Learning: Debate (PE, page 460) (EL.CM.SL.09, 10)
_________ Applied English: Press Release (PE, page 460; UR 5, page 53) (EL.CM.WR.25)
_________ Selection Check Test 4.5.9 (ATE, page 458; UR 5, page 54; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.5.10 (UR 5, page 56; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 87
“I Have a Dream,” page 461
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Historical references
Ease Factors: Familiar ideas; style
Synopsis: This is Dr. King’s famous speech on civil rights, delivered in Washington, DC, in 1963.
Goals/Objectives:
• to have a positive experience reading a speech using figurative language
• to describe Martin Luther King, Jr.’s role in the Civil Rights Movement
• to define repetition and style and analyze the effects of repetition
• to define, identify, and analyze similes
• to write a speech, research programs of the Center for Nonviolent Social Change, and plan a celebration
of King’s birthday
Reading Strategies Resource, page 137
Reading Strategy: Use Text Organization
Fix-Up Idea: Read Aloud
Standardized Test Practice: Analyze Development of Main Ideas
Related Reading: “Martin Luther King, Jr.,” page 465(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 53; UR 5, page 59)
_________ Reader’s Journal (PE, page 461; UR 5, page 60) (EL.CM.RE.03)
_________ Literary Tools: Simile, Repetition, and Style (PE, page 461) (EL.CM.LI.09, 13)
_________ Reader’s Resource: History Connection (PE, page 461) (EL.CM.RE.03)
_________ About the Author: Martin Luther King, Jr. (PE, page 461) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 463) (EL.CM.RE.08)
_________ Vocabulary: Using Powerful Language (VR, page 90)
_________ Reading Strategy (RSR, page 137)
During Reading
_________ Graphic Organizer (PE, page 461; VLR I, page 53; UR 5, page 59) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 462; UR 5, page 60) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 137)
_________ Fix-Up Idea (RSR, page 137)
After Reading
_________ Reading Strategy (RSR, page 137)
_________ Standardized Test Practice (RSR, page 138)
_________ Respond to the Selection (PE, page 466; UR 5, page 60) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 466; UR 5, page 61) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Simile, Repetition, and Style (PE, page 466; UR 5, page 62)
(EL.CM.LI.09, 13)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 88
_________ Writer’s Journal: Review, Journal Entry, and Letter (PE, page 467; UR 5, page 62)
(EL.CM.WR.22)
_________ Vocabulary: Repetition (UR 5, page 64)
_________ Speaking and Listening: Speech (PE, page 467) (EL.CM.SL.01-09)
_________ Study and Research & Media Literacy: Center for Nonviolent Social Change (PE, page 467)
(EL.CM.RE.15, 19)
_________ Collaborative Learning & Media Literacy: Dr. Martin Luther King Day (PE, page 467)
(EL.CM.RE.16)
_________ Related Reading: “Martin Luther King, Jr.” (PE, page 465) (EL.CM.RE.03)
_________ Selection Check Test 4.5.11 (ATE, page 464; UR 5, page 65; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.5.12 (UR 5, page 67; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 89
“Thinking Like a Mountain,” page 468
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Style; vocabulary; nature references
Ease Factor: Selection length
Synopsis: In this essay, Leopold speaks about the need to respect the natural balance of nature, using as an
example the deer overpopulation that resulted from humans’ killing off of wolves.
Goals/Objectives:
• to empathize with the speaker’s respect of nature
• to identify the genre and theme of Leopold’s “Thinking Like a Mountain”
• to define anecdote and personification and identify examples of these
• to tell anecdotes about nature experiences, research wolves, and start a recycling project
Reading Strategies Resource, page 141
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Identify Literary Elements
Before Reading
_________ Daily Oral Language (VLR I, page 54; UR 5, page 71)
_________ Reader’s Journal (PE, page 468; UR 5, page 72) (EL.CM.RE.03)
_________ Literary Tools: Anecdote and Personification (PE, page 468) (EL.CM.RE.30-32)
_________ Reader’s Resource (PE, page 468) (EL.CM.RE.03)
_________ About the Author: Aldo Leopold (PE, page 468) (EL.CM.LI.19)
_________ Fine Art: Ansel Adams (PE, page 470; Art Note, PE and ATE, page 471; UR 5, page 73)
(EL.CM.RE.03)
_________ Vocabulary: Prefixes (VR, page 92)
_________ Reading Strategy (RSR, page 141)
During Reading
_________ Dramatic Recording (AL, 7:29) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 468; VLR I, page 54; UR 5, page 71) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 469; UR 5, page 72) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 141)
_________ Fix-Up Idea (RSR, page 141)
After Reading
_________ Reading Strategy (RSR, page 141)
_________ Standardized Test Practice (RSR, page 142)
_________ Respond to the Selection (PE, page 472; UR 5, page 73) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 472; UR 5, page 73) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Anecdote and Personification (PE, page 472; UR 5, page 74)
(EL.CM.RE.30-32)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 90
_________ Writer’s Journal: Letter to the Editor, Contract, and Diatribe (PE, page 473; UR 5, page 75)
(EL.CM.WR.22)
_________ Speaking and Listening: Telling Anecdotes (PE, page 473) (EL.CM.SL.09)
_________ Study and Research & Media Literacy: Wolves (PE, page 473) (EL.CM.RE.15, 19)
_________ Collaborative Learning: Community Project (PE, page 473) (EL.CM.WR.27)
_________ Vocabulary: Endangered Species (UR 5, page 76)
_________ Selection Check Test 4.5.13 (ATE, page 470; UR 5, page 77; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.5.14 (UR 5, page 79; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 91
“The Obligation to Endure” from Silent Spring,
page 474
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Sentence length; vocabulary
Ease Factor: Subject matter
Synopsis: Carson sounds the alarm about our uncontrolled use of insecticides and other chemicals and their
effect on the earth’s ecosystems.
Goals/Objectives:
• to evaluate and appreciate a persuasive essay
• to describe Rachel Carson’s scientific and literary careers
• to define aim, thesis, and coherence and identify these elements in literature
• to research the history of DDT, design a web page, and write a tour guide
Reading Strategies Resource, page 145
Reading Strategy: Write Things Down
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice: Examine Methods of Development
Before Reading
_________ Daily Oral Language (VLR I, page 55; UR 5, page 83)
_________ Reader’s Journal (PE, page 474; UR 5, page 83) (EL.CM.RE.03)
_________ Literary Tools: Aim, Thesis, and Coherence (PE, page 474) (EL.CM.RE.22-25, 30)
_________ Reader’s Resource (PE, page 474) (EL.CM.RE.03)
_________ About the Author: Rachel Carson (PE, page 474) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 475) (EL.CM.RE.08)
_________ Vocabulary: Test Your Knowledge (VR, page 94)
_________ Reading Strategy (RSR, page 145)
During Reading
_________ Graphic Organizer (PE, page 474; VLR I, page 55; UR 5, page 83) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 476; UR 5, page 84) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 145)
_________ Fix-Up Idea (RSR, page 145)
After Reading
_________ Reading Strategy (RSR, page 145)
_________ Standardized Test Practice (RSR, page 146)
_________ Respond to the Selection (PE, page 481; UR 5, page 85) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 482; UR 5, page 85) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Aim and Coherence (PE, page 482; UR 5, page 86) (EL.CM.RE.2225, 30)
_________ Writer’s Journal: Credo, Letter, and Paragraph (PE, page 483; UR 5, page 87) (EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 92
_________ Study and Research & Collaborative Learning: The History of DDT (PE, page 483; UR 5, page
89) (EL.CM.RE.15, 19)
_________ Media Literacy & Study and Research: Web Page (PE, page 483) (EL.CM.RE.16)
_________ Media Literacy: The Rachel Carson Homestead (PE, page 483) (EL.CM.SL.14)
_________ Vocabulary: Compound Verbs (UR 5, page 88)
_________ Selection Check Test 4.5.15 (ATE, page 481; UR 5, page 90; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.5.16 (UR 5, page 92; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 93
“An Encounter with an Interviewer,” page 484
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Use of satire; vocabulary
Ease Factor: Dialogue
Synopsis: In a satire on celebrity journalism, an inexperienced interviewer meets with author Mark Twain.
Goals/Objectives:
• to appreciate a satirical autobiography
• to describe Mark Twain’s literary accomplishments
• to define narrator and analyze the role of the narrator in literature
• to define satire and identify and analyze satire
• to prepare an oral interpretation of one of Twain’s pieces, write an example of celebrity journalism, and
perform a dramatic adaptation satirizing a social convention
Reading Strategies Resource, page 149
Reading Strategy: Use Text Organization
Fix-Up Idea: Vary Reading Rate
Standardized Test Practice: Identify Author’s Purpose
Before Reading
_________ Daily Oral Language (VLR I, page 56; UR 5, page 96)
_________ Reader’s Journal (PE, page 484; UR 5, page 96) (EL.CM.RE.03)
_________ Literary Tools: Narrator and Satire (PE, page 484) (EL.CM.LI.11, 15)
_________ Reader’s Resource (PE, page 484) (EL.CM.RE.03)
_________ About the Author: Samuel Langhorne Clemens (PE, page 484) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 485) (EL.CM.RE.08)
_________ Vocabulary: Suffixes (VR, page 97)
_________ Reading Strategy (RSR, page 149)
During Reading
_________ Dramatic Recording (AL, 8:51) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 484; VLR I, page 56; UR 5, page 96) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 485; UR 5, page 97) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 149)
_________ Fix-Up Idea (RSR, page 149)
After Reading
_________ Reading Strategy (RSR, page 149)
_________ Standardized Test Practice (RSR, page 150)
_________ Respond to the Selection (PE, page 488; UR 5, page 98) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 489; UR 5, page 98) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Narrator and Satire (PE, page 489; UR 5, page 99) (EL.CM.LI.11,
15)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 94
_________ Writer’s Journal: Character Sketch, Radio Spot, and Satirical Interview (PE, page 489; UR 5,
page 99) (EL.CM.WR.22)
_________ Vocabulary: Satire (UR 5, page 100)
_________ Language, Grammar, and Style: Identifying Complements (PE, page 490; UR 5, page 101)
(EL.CM.WR.15)
_________ Speaking and Listening & Collaborative Learning: Oral Interpretation (PE, page 490)
(EL.CM.SL.09)
_________ Collaborative Learning: Dramatic Adaptation (PE, page 490) (EL.CM.SL.09)
_________ Study and Research & Media Literacy: Celebrity Journalism (PE, page 490) (EL.CM.RE.15)
_________ Selection Check Test 4.5.17 (ATE, page 488; UR 5, page 102; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.5.18 (UR 5, page 104; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 95
UNIT FIVE: NONFICTION
Closing the Unit, pages 491–501
Guided Writing, page 491
Persuasive Writing: Expressing an Informed Opinion
Assignment: Students write an essay expressing an informed opinion (PE, pages 491–498).
(EL.CM.WR.01-20, 24)
Before Writing
_________ Expressing an Informed Opinion (PE, page 491)
_________ Professional Model (PE, page 491)
_________ Examining the Model (PE, page 491)
_________ Prewriting (PE, page 492; WR, page 91)
_________ Student Model—Graphic Organizer (PE, page 493; WR, page 92)
_________ Graphic Organizer (VLR I, page 138; WR, page 93)
_________ Rubric for Persuasive Writing: Expressing an Informed Opinion (VLR I, page 141; WR, page
106)
During Writing
_________ Drafting (PE, page 494)
_________ Student Model—Draft (PE, page 494; VLR I, page 139; WR, page 94)
_________ Self- and Peer Evaluation (PE, page 494; WR, page 99)
_________ Language, Grammar, and Style: Effective Transitions (PE, page 495; WR, page 95)
_________ Revising and Proofreading (PE, page 495)
_________ Student Model—Revised (PE, page 496; WR, page 103)
After Writing
_________ Publishing and Presenting (PE, page 498)
_________ Reflecting (PE, page 498)
_________ Rubric for Persuasive Writing: Expressing an Informed Opinion (VLR I, page 141; WR, page
Review and Assessment
_________ Words for Everyday Use (PE, page 499; UR 5, page 110) (EL.CM.RE.08)
_________ Vocabulary Development (ATE, page 499) (EL.CM.RE.08)
_________ Literary Tools (PE, page 499; UR 5, page 111)
_________ Unit 5 Review/Study Guide (UR 5, page 107)
_________ Unit 5 Test (UR 5, page 118; TG)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 96
Unit Five Review
Reflecting on Your Reading
_________ Genre Studies: Autobiography, Speeches, and Essay (PE, page 500; UR 5, page 113)
(EL.CM.RE.02)
_________ Thematic Studies: Identity, Responsibility, Human Rights, Journalism, and Triumph of the
Spirit (PE, page 500; UR 5, page 114) (EL.CM.LI.17)
Featured Selection and Activity
_________ High Exposure: An Enduring Passion for Everest and Unforgiving Places by David Breashears
(EL.CM.RE.01)
_________ Independent Reading Activity: Book Club Discussion (PE, page 501; UR 1, page 116)
(EL.CM.RE.04)
Selections for Additional Reading
_________ Zero G: Life and Survival in Space by Peter Bond(EL.CM.RE.01)
_________ As Long As the Rivers Flow: The Stories of Nine Native Americans by Paula Gunn Allen and
Patricia Clark Smith(EL.CM.RE.01)
_________ Pilgrim at Tinker Creek by Annie Dillard(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 97
UNIT SIX: INFORMATIONAL AND VISUAL MEDIA
Opening the Unit, pages 502–507
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
502–503).
Unit 6 Goals/Objectives:
• to explore different kinds of informational and visual media (EL.CM.RE.02)
• to understand the ways different media present information (EL.CM.SL.15)
• to define mood, simile, metaphor, aim, exposition, periodical, article, background information, tone,
alliteration, and chronological order and identify examples of each (EL.CM.LI.09)
• to write a documentation of a step-by-step process (EL.CM.WR.26)
• to identify incorrect comma usage and use commas effectively (EL.CM.WR.18)
Lessons I Plan to Teach
_________ Documentary Photographs and “The Gudger House” from Let Us Now Praise Famous Men,
page 508
_________ “For the Future of Florida: Repair the Everglades!” from The Everglades Reporter, page 517
_________ Related Reading: “The Grass” from The Everglades: River of Grass, page 522
_________ “Ghost of Everest” from Newsweek, page 529
_________ Related Reading: “Everest ’99 Cybercast Statement from George Mallory’s Daughter,” page
535
_________ “Best Sky Sights of the Next Century” from The Old Farmer’s Almanac, page 538
_________ “Research Strategies for the Learning Highway,” page 545
_________ Guided Writing—Informative Writing: Documenting a Step-by-Step Process, page 553
_________ Unit Six Review, page 560
_________ For Your Reading List, page 561
Getting Started in the Classroom
_________ Fine Art: Saul Steinberg (PE, page 502; VLR II, page 61)
_________ Elements of Informational and Visual Media (PE, page 504)
_________ Additional Questions and Activities: Comparing Media Coverage (ATE, page 504)
_________ Additional Questions and Activities: Impact of Visuals (ATE, page 505)
_________ Literary Technique: Aim (ATE, page 504)
_________ Internet Resources: Internet Resources for Teachers (ATE, page 505)
_________ Cross-Curricular Activity: Directions for Joining a Mailing List (ATE, page 506)
_________ Bibliographic Note: Integrating Media into Curriculum (ATE, page 506)
_________ Genre Check Test 4.6.1 (ATE, page 507; UR 6, page 1; TG)
_________ Genre Test 4.6.2 (UR 6, page 3; TG)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 98
Documentary Photographs and “The Gudger
House” from
Let Us Now Praise Famous Men, page 508
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Long sentences; figurative language; vocabulary
Ease Factor: Subject matter
Synopsis: Agee describes the home of a white sharecropping family living in the rural South during the
Great Depression. Accompanying the text are four photographs by Walker Evans.
Goals/Objectives:
• to appreciate an essay and a photographic essay about the lives of sharecroppers
• to understand how sharecroppers lived
• to define mood, simile, and metaphor and provide examples from the text
• to prepare a catalogue exhibit for Walker Evans’s photography
Reading Strategies Resource, page 153
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Examine Photographs
Before Reading
_________ Daily Oral Language (VLR I, page 57; UR 6, page 6)
_________ Reader’s Journal (PE, page 508; UR 6, page 7) (EL.CM.RE.03)
_________ Literary Tools: Mood, Simile, and Metaphor (PE, page 508) (EL.CM.LI.09, 13)
_________ Reader’s Resource: History Connection (PE, page 508) (EL.CM.RE.03)
_________ About the Photographer: Walker Evans (PE, page 508) (EL.CM.RE.03)
_________ About the Author: James Agee (PE, page 514) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 509) (EL.CM.RE.08)
_________ Vocabulary: Semantic Families: Photography (VR, page 100)
_________ Reading Strategy (RSR, page 153)
During Reading
_________ Dramatic Recording (AL, 10:51) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 508; VLR I, page 57; UR 6, page 6) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 509; UR 6, page 7) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 153)
_________ Fix-Up Idea (RSR, page 153)
After Reading
_________ Reading Strategy (RSR, page 153)
_________ Standardized Test Practice (RSR, page 154)
_________ Respond to the Selection (PE, page 514; UR 6, page 8) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 515; UR 6, page 8) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 99
_________ Understanding Literature: Mood, Simile, and Metaphor (PE, page 515; UR 6, page 10)
(EL.CM.LI.09, 13)
_________ Writer’s Journal: Journal Entry, Letter, and Poem or Short Essay (PE, page 516; UR 6, page 10)
(EL.CM.WR.22)
_________ Vocabulary: Photography (UR 6, page 11)
_________ Language, Grammar, and Style: Linking Verbs (PE, page 516; UR 6, page 12) (EL.CM.WR.13)
_________ Media Literacy: Photography Catalog (PE, page 516) (EL.CM.RE.15)
_________ Collaborative Learning: Movie Review (PE, page 516; VLR I, page 58; UR 6, page 12)
(EL.CM.SL.09-10)
_________ Selection Check Test 4.6.3 (ATE, page 514; UR 6, page 13; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.6.4 (UR 6, page 15; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 100
“For the Future of Florida: Repair the
Everglades!” from
The Everglades Reporter, page 517
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Style; subject matter
Ease Factor: Selection length
Synopsis: Lorion describes some of the steps that have been taken to repair the Everglades ecosystem and
explains why the restoration effort is so important.
Goals/Objectives:
• to understand an article about the plans for restoring the Florida Everglades
• to explain the importance of restoring the Everglades
• to define aim and exposition
• to demonstrate an ability to use commas correctly
Reading Strategies Resource, page 157
Reading Strategy: Write Things Down
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice: Synthesize Information from Multiple Texts
Related Reading: “The Grass” from The Everglades: River of Grass, page 522
Before Reading
_________ Daily Oral Language (VLR I, page 59; UR 6, page 19)
_________ Reader’s Journal (PE, page 517; UR 6, page 20) (EL.CM.RE.03)
_________ Literary Tools: Aim and Exposition (PE, page 517) (EL.CM.RE.23, 26, 28, 30)
_________ Reader’s Resource: Science Connection (PE, page 517) (EL.CM.RE.03)
_________ About the Author: Joette Lorion (PE, page 517) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 518) (EL.CM.RE.08)
_________ Vocabulary: PAVE: Predict, Associate, Verify, Evaluate (VR, page 103)
_________ Reading Strategy (RSR, page 157)
During Reading
_________ Dramatic Recording (AL, 12:29) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 517; VLR I, page 59; UR 6, page 19) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 519; UR 6, page 20) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 157)
_________ Fix-Up Idea (RSR, page 157)
After Reading
_________ Reading Strategy (RSR, page 157)
_________ Standardized Test Practice (RSR, page 158)
_________ Respond to the Selection (PE, page 522; UR 6, page 20) (EL.CM.RE.03)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 101
_________ Investigate, Inquire, and Imagine (PE, page 527; UR 6, page 21) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Aim and Exposition (PE, page 527; UR 6, page 22) (EL.CM.RE.23,
26, 28, 30)
_________ Writer’s Journal: Journal Entry, Letter of Complaint, and Summary (PE, page 528; UR 6, page
23) (EL.CM.WR.22)
_________ Vocabulary: Commas in a Series (UR 6, page 23)
_________ Language, Grammar, and Style: Commas (PE, page 528; UR 6, page 24) (EL.CM.WR.18)
_________ Study and Research & Media Literacy: Everglades Nature Guide (PE, page 528; UR 6, page
25) (EL.CM.RE.15, 19)
_________ Applied English: Letter-Writing Campaign (PE, page 528) (EL.CM.WR.25)
_________ Selection Check Test 4.6.5 (ATE, page 522; UR 6, page 26; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.6.6 (UR 6, page 28; TG)
_________ Internet activities http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 102
“Ghost of Everest” from Newsweek, page 529
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vocabulary; subject matter
Ease Factors: Short sentences; selection length
Synopsis: Adler describes the discovery of George Mallory’s body on the face of Mount Everest, a
discovery which did not, he notes, resolve the question of whether or not Mallory reached the summit.
Goals/Objectives:
• to appreciate an article that includes information about several expeditions to the summit of Mount
Everest
• to summarize the history of Mallory’s, Hillary’s, and Simonson’s climbs of Mount Everest
• to define periodical, article, and background information
• to research climbing expeditions to Mount Everest
Reading Strategies Resource, page 161
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Reread
Standardized Test Practice: Use Context Clues
Related Reading: “MountainZone.Com Everest ’99 Cybercast Statement from George Mallory’s
Daughter,” page 535(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 60; UR 6, page 32)
_________ Reader’s Journal (PE, page 529; UR 6, page 32) (EL.CM.RE.03)
_________ Literary Tools: Periodical, Article, and Background Information (PE, page 529)
(EL.CM.RE.15, 30)
_________ Reader’s Resource: Geography and Technology Connections (PE, page 529) (EL.CM.RE.03)
_________ About the Author: Jerry Adler (PE, page 534) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 530) (EL.CM.RE.08)
_________ Vocabulary: Suffixes (VR, page 109)
_________ Reading Strategy (RSR, page 161)
During Reading
_________ Graphic Organizer (PE, page 529; VLR I, page 60; UR 6, page 32) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 531; UR 6, page 32) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 161)
_________ Fix-Up Idea (RSR, page 161)
After Reading
_________ Reading Strategy (RSR, page 161)
_________ Standardized Test Practice (RSR, page 162)
_________ Respond to the Selection (PE, page 534; UR 6, page 33) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 536; UR 6, page 34) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 103
_________ Understanding Literature: Periodical, Article, and Background Information (PE, page 536; UR
6, page 35) (EL.CM.RE.15, 30)
_________ Writer’s Journal: Journal Entry, Letter, and Speech (PE, page 537; UR 6, page 35)
(EL.CM.WR.22)
_________ Vocabulary: Semicolons (UR 6, page 36)
_________ Study and Research & Speaking and Listening: Mount Everest Presentation (PE, page 537; UR
6, page 37) (EL.CM.RE.15, 19-20)
_________ Collaborative Learning & Media Literacy: Discussing Videos (PE, page 537) (EL.CM.SL.15)
_________ Media Literacy & Study and Research: Researching on the Internet (PE, page 537)
(EL.CM.RE.15)
_________ Selection Check Test 4.6.7 (ATE, page 534; UR 6, page 38; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.6.8 (UR 6, page 40; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 104
“Best Sky Sights of the Next Century” from
The Old Farmer’s Almanac, page 538
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Long sentences; nonfiction format; science vocabulary
Ease Factor: Engaging style
Synopsis: This article briefly describes the major total eclipses, comets, and planetary conjunctions that
will occur in the 21st century.
Goals/Objectives:
• to appreciate an article from The Old Farmer’s Almanac
• to identify the astronomical occurrences to come in this century
• to define tone and alliteration and identify examples of each from the selection
• to identify gerunds and participles within sentences
Reading Strategies Resource, page 166
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Refocus
Standardized Test Practice: Interpret Charts
Before Reading
_________ Daily Oral Language (VLR I, page 61; UR 6, page 45)
_________ Reader’s Journal (PE, page 538; UR 6, page 45) (EL.CM.RE.03)
_________ Literary Tools: Tone and Alliteration (PE, page 538) (EL.CM.LI.09)
_________ Reader’s Resource: Science Connection (PE, page 538) (EL.CM.RE.03)
_________ About the Author: Bob Berman (PE, page 538)
_________ Vocabulary from the Selection (ATE, page 538) (EL.CM.RE.08)
_________ Vocabulary: Test Your Knowledge (VR, page 113)
_________ Reading Strategy (RSR, page 166)
During Reading
_________ Graphic Organizer (PE, page 538; VLR I, page 61; UR 6, page 45) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 539; UR 6, page 46) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 166)
_________ Fix-Up Idea (RSR, page 166)
After Reading
_________ Reading Strategy (RSR, page 166)
_________ Standardized Test Practice (RSR, page 167)
_________ Respond to the Selection (PE, page 543; UR 6, page 46) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 543; UR 6, page 47) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Tone and Alliteration (PE, page 543; UR 6, page 48) (EL.CM.LI.09)
_________ Writer’s Journal: Journal Entry, Paragraph, and Myth or Story (PE, page 544; UR 6, page 48)
(EL.CM.WR.22)
_________ Vocabulary: Colons (UR 6, page 48)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 105
_________ Language, Grammar, and Style: Gerunds and Participles (PE, page 544; UR 6, page 49)
(EL.CM.WR.15)
_________ Applied English: Time Line (PE, page 544; VLR I, page 62; UR 6, page 50) (EL.CM.RE.20)
_________ Study and Research: Researching the Earth and Sky (PE, page 544) (EL.CM.RE.15)
_________ Selection Check Test 4.6.9 (ATE, page 542; UR 6, page 51; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.6.10 (UR 6, page 53; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 106
“Research Strategies for the Learning Highway”
from
The Learning Highway, page 545
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Nonfiction format; Internet references
Ease Factors: Use of headings, subheadings, and graphics
Synopsis: This article explains strategies for using the Internet for research.
Goals/Objectives:
• to understand a chapter about researching on the Internet
• to describe the ways to use the Internet as a research tool
• to define chronological order and exposition and provide examples of each
• to create an Internet log, tracking the ways information was obtained
Reading Strategies Resource, page 170
Reading Strategy: Use Text Organization
Fix-Up Idea: Connect to Prior Knowledge
Standardized Test Practice: Identify Sequence of Events
Before Reading
_________ Daily Oral Language (VLR I, page 63; UR 6, page 57)
_________ Reader’s Journal (PE, page 545; UR 6, page 58) (EL.CM.RE.03)
_________ Literary Tools: Chronological Order and Exposition (PE, page 545) (EL.CM.RE.30)
_________ Reader’s Resource (PE, page 545) (EL.CM.RE.03)
_________ About the Authors: Trevor Owen and Ron Ownston (PE, page 545)
_________ Vocabulary from the Selection (ATE, page 546) (EL.CM.RE.08)
_________ Vocabulary: Jargon (VR, page 114)
_________ Reading Strategy (RSR, page 170)
During Reading
_________ Graphic Organizer (PE, page 545; VLR I, page 63; UR 6, page 57) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 547; UR 6, page 58) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 170)
_________ Fix-Up Idea (RSR, page 170)
After Reading
_________ Reading Strategy (RSR, page 170)
_________ Standardized Test Practice (RSR, page 171)
_________ Respond to the Selection (PE, page 550; UR 6, page 58) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 551; UR 6, page 59) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Chronological Order and Exposition (PE, page 551; UR 6, page 60)
(EL.CM.RE.30)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 107
_________ Writer’s Journal: Directions, Paragraph, and Letter (PE, page 552; UR 6, page 60)
(EL.CM.WR.22)
_________ Vocabulary: Coordinating Conjunctions (UR 6, page 60)
_________ Language, Grammar, and Style: Subordinate Clauses (PE, page 552; UR 6, page 61)
(EL.CM.WR.15)
_________ Media Literacy: Creating an Internet Log (PE, page 552; UR 6, page 62) (EL.CM.RE.20)
_________ Study and Research & Media Literacy: Documenting Sources on the Internet (PE, page 552;
UR 6, page 63) (EL.CM.RE.15, WR.32)
_________ Selection Check Test 4.6.11 (ATE, page 550; UR 6, page 64; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.6.12 (UR 6, page 66; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 108
UNIT SIX: INFORMATIONAL AND VISUAL MEDIA
Closing the Unit, pages 553–561
Teacher’s Name _____________________________Class ____________Date _____________
M T W TH F
Guided Writing, page 553
Informative Writing: Documenting a Step-by-Step Process
Assignment: Students write a process paper on how to do something, step by step (PE, pages 553–559).
(EL.CM.WR.01-09, 11, 14-20, 26)
Before Writing
_________ Documenting a Step-by-Step Process (PE, page 553)
_________ Professional Model (PE, page 553)
_________ Examining the Model (PE, page 554)
_________ Prewriting (PE, page 554; WR, page 108)
_________ Student Model—Graphic Organizer (PE, page 556; WR, page 109)
_________ Graphic Organizer (VLR I, page 143; WR, page 110)
During Writing
_________ Drafting (PE, page 556)
_________ Student Model—Draft (PE, page 557; VLR I, page 144; WR, page 111)
_________ Self- and Peer Evaluation (PE, page 557; WR, page 115)
_________ Language, Grammar, and Style: Effective Comma Usage (PE, page 558; WR, page 112)
_________ Revising and Proofreading (PE, page 558)
_________ Student Model—Revised (PE, page 558; WR, page 117)
After Writing
_________ Publishing and Presenting (PE, page 559)
_________ Reflecting (PE, 559)
_________ Rubric for Informative Writing: Documenting a Step-by-Step Procedure (VLR I, page 146;
WR, page 123)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 109
Unit Six Review
Review and Assessment
_________ Words for Everyday Use (PE, page 560; UR 6, page 71) (EL.CM.RE.08)
_________ Vocabulary Development: Synonyms and Antonyms (ATE, page 560) (EL.CM.RE.08)
_________ Literary Tools (PE, page 560; UR 6, page 72) (EL.CM.RE.20)
_________ Unit 6 Review/Study Guide (UR 6, page 70)
_________ Unit 6 Test (UR 6, page 78; TG)
Reflecting on Your Reading
_________ Genre Studies: Informational Media, Visual Media, and Essays (PE, page 560; UR 6, page 74)
(EL.CM.RE.15)
_________ Thematic Studies: Endurance, Exploration, and Technology (PE, page 561; UR 6, page 75)
(EL.CM.LI.18)
Featured Selection and Activity
_________ Margaret Bourke-White: Her Pictures Were Her Life by Susan Goldman Rubin
(EL.CM.RE.02)
_________ Independent Reading Activity: Reading Meaning in Photographs (PE, page 561; UR 6, page
77) (EL.CM.SL.15)
Selections for Additional Reading
_________ The 21st Century published by The Young Authors Foundation(EL.CM.RE.02)
_________ Multi-Media: The Complete Guide by Dorling Kindersley(EL.CM.RE.02)
_________ A Student’s Guide to the Internet: Exploring the World Wide Web, Gopherspace, Electronic
Mail, and More! by Elizabeth Marshall(EL.CM.RE.02)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 110
UNIT SEVEN: THE SEARCH FOR SELF
Opening the Unit, pages 564–566
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
564–565).
Unit 7 Goals/Objectives:
• to explore ideas related to the theme of self-exploration (EL.CM.LI.06)
• to enjoy fiction, nonfiction, and poems that explore the theme of self-exploration (EL.CM.LI.18)
• to recognize and explain examples of simile, metaphor, speaker, irony, characterization, free verse,
paradox, point of view, and theme (EL.CM.LI.05-06, 09-11)
• to write an autobiographical narrative about a meaningful experience (EL.CM.WR.21)
• to identify and correct dangling and misplaced modifiers (EL.CM.WR.16)
Lessons I Plan to Teach
_________ “I’m Nobody! Who are you?,” page 567
_________ “Mirror,” page 572
_________ “A Story That Could Be True,” page 576
_________ “Nikki-Rosa,” page 580
_________ “Hanging Fire,” page 584
_________ “The Man to Send Rain Clouds,” page 588
_________ “An Ethnic Trump,” page 595
_________ “Who Am I This Time?,” page 601
_________ Guided Writing—Expressive/Narrative Writing: Reflecting on an Autobiographical Incident,
page 614
_________ Unit Seven Review, page 622
_________ For Your Reading List, page 623
Getting Started in the Classroom
_________ Fine Art: Hughie Lee-Smith. Have students discuss how the artwork relates to the title of this
unit (PE, page 564).
_________ Echoes (PE, page 566)
_________ Additional Questions and Activities: Discussing Quotations (ATE, page 566)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 111
“I’m Nobody! Who are you?,” page 567
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Figurative language
Ease Factors: Subject matter; vocabulary
Synopsis: This lyric poem challenges the importance of being famous or popular.
Goals/Objectives:
• to enjoy and appreciate a lyric poem
• to describe Dickinson’s literary accomplishments
• to define simile and meter and recognize the use of these techniques in the selection
• to combine and expand sentences effectively
• to compile a topical poetry list
• to write an abstract related to Dickinson’s work
Reading Strategies Resource, page 174
Reading Strategy: Write Things Down
Fix-Up Idea: Connect to Prior Knowledge
Standardized Test Practice: Identify Main Ideas
Before Reading
_________ Daily Oral Language (VLR I, page 64; UR 7, page 1)
_________ Reader’s Journal (PE, page 567; UR 7, page 1) (EL.CM.RE.03)
_________ Literary Tools: Simile and Meter (PE, page 567) (EL.CM.LI.09, 13)
_________ Reader’s Resource (PE, page 567) (EL.CM.RE.03)
_________ About the Author: Emily Dickinson (PE, page 567) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 567) (EL.CM.RE.08)
_________ Vocabulary: Connotation (VR, page 116)
_________ Reading Strategy (RSR, page 174)
During Reading
_________ Dramatic Recording (AL, 0:44) (EL.CM.LI.01)
_________ Guided Reading Question (PE, page 569; UR 7, page 1) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 174)
_________ Fix-Up Idea (RSR, page 174)
After Reading
_________ Reading Strategy (RSR, page 174)
_________ Standardized Test Practice (RSR, page 175)
_________ Respond to the Selection (PE, page 570; UR 7, page 1) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 570; UR 7, page 2) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Simile and Meter (PE, page 570; UR 7, page 3) (EL.CM.LI.09, 13)
_________ Writer’s Journal: Journal Entry, Greeting Card, and Letter (PE, page 571; UR 7, page 4)
(EL.CM.WR.22)
_________ Vocabulary: A Life of Fame (UR 7, page 5)
_________ Language, Grammar, and Style: Combining Sentences (PE, page 571; UR 7, page 5)
(EL.CM.WR.13)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 112
_________ Media Literacy: Writing an Abstract (PE, page 571) (EL.CM.WR.22)
_________ Collaborative Learning: Compiling a Poetry List (PE, page 571; UR 7, page 6) (EL.CM.LI.01)
_________ Selection Check Test 4.7.1 (ATE, page 569; UR 7, page 7; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.7.2 (UR 7, page 8; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 113
“Mirror,” page 572
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Ambiguous speaker; figurative language
Ease Factor: Selection length
Synopsis: In this poem, a mirror (which then becomes a lake) speaks about how it reflects reality.
Goals/Objectives:
• to enjoy a lyric poem about the search for self
• to describe Plath’s literary accomplishments
• to define metaphor and speaker and recognize the use of these techniques in the selection
• to understand possessive nouns
• to adapt a scene from The Bell Jar for the stage
Reading Strategies Resource, page 178
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Visualize
Standardized Test Practice: Compare and Contrast
Before Reading
_________ Daily Oral Language (VLR I, page 65; UR 7, page 11)
_________ Reader’s Journal (PE, page 572; UR 7, page 12) (EL.CM.RE.03)
_________ Literary Tools: Metaphor and Speaker (PE, page 572) (EL.CM.LI.09, 11)
_________ Reader’s Resource (PE, page 572) (EL.CM.RE.03)
_________ About the Author: Sylvia Plath (PE, page 572) (EL.CM.LI.19)
_________ Fine Art: Pablo Picasso (PE, page 573; VLR II, page 64; Art Note, PE, page 572 and ATE,
page 573; UR 7, page 12) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 572) (EL.CM.RE.08)
_________ Vocabulary: Prefixes and Suffixes (VR, page 118)
_________ Reading Strategy (RSR, page 178)
During Reading
_________ Dramatic Recording (AL, 1:32) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 572; VLR I, page 65; UR 7, page 11) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 573; UR 7, page 12) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 178)
_________ Fix-Up Idea (RSR, page 178)
After Reading
_________ Reading Strategy (RSR, page 178)
_________ Standardized Test Practice (RSR, page 179)
_________ Respond to the Selection (PE, page 574; UR 7, page 12) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 574; UR 7, page 13) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Metaphor and Speaker (PE, page 574; UR 7, page 14)
(EL.CM.LI.09, 11)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 114
_________ Writer’s Journal: Love Letter, Advice Column, and Dialogue (PE, page 575; UR 7, page 14)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Possessive Nouns (PE, page 575; UR 7, page 16)
(EL.CM.WR.18)
_________ Vocabulary: Synonyms (PE, page 575; UR 7, page 15) (EL.CM.RE.12)
_________ Collaborative Learning: Adapting a Novel (PE, page 575) (EL.CM.SL.05-09)
_________ Media Literacy & Study and Research: Researching on the Internet (PE, page 575)
(EL.CM.RE.15)
_________ Selection Check Test 4.7.3 (ATE, page 573; UR 7, page 17; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.7.4 (UR 7, page 18; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 115
“A Story That Could Be True,” page 576
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Unlikely events
Ease Factor: Vocabulary
Synopsis: This poem invites the reader to consider something that could be true of any of its
readers—“Maybe I’m a king.”
Goals/Objectives:
• to enjoy an imaginative poem
• to describe Stafford’s literary accomplishments
• to define irony and characterization and recognize the use of these techniques in the selection
• to identify and correct sentence fragments
• to use the Internet to make a poetry booklet
Reading Strategies Resource, page 182
Reading Strategy: Write Things Down
Fix-Up Idea: Read Short Sections
Standardized Test Practice: Make Inferences
Before Reading
_________ Daily Oral Language (VLR I, page 66; UR 7, page 21)
_________ Reader’s Journal (PE, page 576; UR 7, page 22) (EL.CM.RE.03)
_________ Literary Tools: Irony and Characterization (PE, page 576) (EL.CM.LI.05, 10)
_________ Reader’s Resource (PE, page 576) (EL.CM.RE.03)
_________ About the Author: William Stafford (PE, page 576) (EL.CM.LI.19)
_________ Vocabulary: Commonly Misspelled Words (VR, page 121)
_________ Reading Strategy (RSR, page 182)
During Reading
_________ Dramatic Recording (AL, 1:02) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 576; VLR I, page 66; UR 7, page 21) (EL.CM.RE.06)
_________ Guided Reading Question (PE, page 577; UR 7, page 22) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 182)
_________ Fix-Up Idea (RSR, page 182)
After Reading
_________ Reading Strategy (RSR, page 182)
_________ Standardized Test Practice (RSR, page 183)
_________ Respond to the Selection (PE, page 578; UR 7, page 22) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 578; UR 7, page 23) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Irony and Characterization (PE, page 578; UR 7, page 24)
(EL.CM.LI.05, 10)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 116
_________ Writer’s Journal: Dictionary Entry, Journal Entry, and Poem or Essay (PE, page 579; UR 7,
page 24) (EL.CM.WR.22)
_________ Language, Grammar, and Style: Sentence Fragments (PE, page 579; UR 7, page 26)
(EL.CM.WR.13)
_________ Collaborative Learning & Speaking and Listening: A Story That Could Be True (PE, page 579)
(EL.CM.SL.09-10)
_________ Media Literacy & Study and Research: Tribute to William Stafford (PE, page 579)
(EL.CM.RE.15)
_________ Selection Check Test 4.7.5 (ATE, page 577; UR 7, page 27; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.7.6 (UR 7, page 28; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 117
“Nikki-Rosa,” page 580
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Cultural context, poetic style
Ease Factor: Vocabulary
Synopsis: In this poem, Giovanni contradicts the stereotype that poor African Americans endure miserable
childhoods, claiming that her own was quite happy.
Goals/Objectives:
• to empathize with the speaker of a poem
• to describe Nikki Giovanni’s literary accomplishments
• to define free verse and paradox and recognize the use of these techniques in the selection
• to write parallel sentences
• to present a recital of African-American poetry
Reading Strategies Resource, page 186
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Compare and Contrast
Before Reading
_________ Daily Oral Language (VLR I, page 67; UR 7, page 31)
_________ Reader’s Journal (PE, page 580; UR 7, page 32) (EL.CM.RE.03)
_________ Literary Tools: Free Verse and Paradox (PE, page 580) (EL.CM.LI.10, 15)
_________ Reader’s Resource: History Connection (PE, page 580) (EL.CM.RE.03)
_________ About the Author: Nikki Giovanni (PE, page 580) (EL.CM.LI.19)
_________ Fine Art: Allan Rohan Crite (PE, page 581; Art Note, PE and ATE, page 581; UR 7, page 32)
(EL.CM.RE.03)
_________ Vocabulary: Semantic Families: Human Emotions (VR, page 123)
_________ Reading Strategy (RSR, page 186)
During Reading
_________ Dramatic Recording (AL, 1:32) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 580; VLR I, page 67; UR 7, page 31) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 582; UR 7, page 32) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 186)
_________ Fix-Up Idea (RSR, page 186)
After Reading
_________ Reading Strategy (RSR, page 186)
_________ Standardized Test Practice (RSR, page 187)
_________ Respond to the Selection (PE, page 583; UR 7, page 32) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 583; UR 7, page 32) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Free Verse and Paradox (PE, page 583; UR 7, page 33)
(EL.CM.LI.10, 15)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 118
_________ Selection Check Test 4.7.7 (ATE, page 582; UR 7, page 34; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.7.8 (UR 7, page 36; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 119
“Hanging Fire,” page 584
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Poetic style
Ease Factors: Vocabulary; familiar ideas
Synopsis: The speaker of this poem, a fourteen-year-old girl, expresses anxieties and fears while
“momma’s in the bedroom with the door closed.”
Goals/Objectives:
• to empathize with the speaker of a poem
• to describe Lorde’s literary accomplishments
• to define repetition and point of view and recognize the use of these techniques in the selection
• to write parallel sentences
• to present a recital of African-American poetry
Reading Strategies Resource, page 186
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Compare and Contrast
Before Reading
_________ Daily Oral Language (VLR I, page 68; UR 7, page 39)
_________ Reader’s Journal (PE, page 584; UR 7, page 40) (EL.CM.RE.03)
_________ Literary Tools: Repetition and Point of View (PE, page 584) (EL.CM.LI.09, 11)
_________ Reader’s Resource (PE, page 584) (EL.CM.RE.03)
_________ About the Author: Audre Lorde (PE, page 584) (EL.CM.LI.19)
_________ Vocabulary: Semantic Families (VR, page 123)
_________ Reading Strategy (RSR, page 186)
During Reading
_________ Dramatic Recording (AL, 1:09) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 584; VLR I, page 68; UR 7, page 39) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 585; UR 7, page 40) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 186)
_________ Fix-Up Idea (RSR, page 186)
After Reading
_________ Reading Strategy (RSR, page 186)
_________ Standardized Test Practice (RSR, page 187)
_________ Respond to the Selection (PE, page 586; UR 7, page 40) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 586; UR 7, page 40) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Repetition and Point of View (PE, page 586; UR 7, page 41)
(EL.CM.LI.09, 11)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 120
_________ Writer’s Journal: Letter, Autobiographical Essay, and Poem (PE, page 587; UR 7, page 42)
(EL.CM.WR.22)
_________ Vocabulary: Family Relationships and Titles of Persons (UR 7, page 43)
_________ Language, Grammar, and Style: Achieving Parallelism (PE, page 587; UR 7, page 44)
(EL.CM.WR.13)
_________ Collaborative Learning & Speaking and Listening: African-American Poetry Recital (PE, page
587) (EL.CM.SL.09)
_________ Study and Research: Pairing Giovanni and Lorde (PE, page 587) (EL.CM.RE.15, LI.01)
_________ Selection Check Test 4.7.9 (ATE, page 585; UR 7, page 45; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.7.10 (UR 7, page 46; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 121
“The Man to Send Rain Clouds,” page 588
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Subject matter; cultural context
Ease Factor: Short sentences
Synopsis: Native Americans of the Pueblo culture bury an old man according to Pueblo customs. They
then ask a priest to bless the body with holy water, which he does after some hesitation.
Goals/Objectives:
• to enjoy a short story depicting modern Native American life
• to describe Leslie Marmon Silko’s literary accomplishments
• to define theme and symbol
• to correct run-on sentences
• to write an anthropological report
Reading Strategies Resource, page 190
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Create Mnemonic Devices
Standardized Test Practice: Use Context Clues
Before Reading
_________ Daily Oral Language (VLR I, page 69; UR 7, page 49)
_________ Reader’s Journal (PE, page 588; UR 7, page 49) (EL.CM.RE.03)
_________ Literary Tools: Theme and Symbol (PE, page 588) (EL.CM.LI.06, 09)
_________ Reader’s Resource: World History and Social Studies Connections (PE, page 588)
(EL.CM.RE.03)
_________ About the Author: Leslie Marmon Silko (PE, page 588) (EL.CM.LI.19)
_________ Fine Art: Joseph Henry Sharp (PE, page 592; Art Note, ATE, page 591) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 588) (EL.CM.RE.08)
_________ Vocabulary: Spanish Words in English (VR, page 124)
_________ Reading Strategy (RSR, page 190)
During Reading
_________ Dramatic Recording (AL, 11:00) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 588; VLR I, page 69; UR 7, page 49) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 589; UR 7, page 50) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 190)
_________ Fix-Up Idea (RSR, page 190)
After Reading
_________ Reading Strategy (RSR, page 190)
_________ Standardized Test Practice (RSR, page 191)
_________ Respond to the Selection (PE, page 593; UR 7, page 50) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 593; UR 7, page 51) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 122
_________ Understanding Literature: Theme and Symbol (PE, page 593; UR 7, page 52) (EL.CM.LI.06,
09)
_________ Writer’s Journal: Obituary, Paragraph, and Letter (PE, page 594; UR 7, page 52)
(EL.CM.WR.22)
_________ Vocabulary: Correlative Conjunctions (UR 7, page 54)
_________ Language, Grammar, and Style: Correcting Run-Ons (PE, page 594; UR 7, page 54)
(EL.CM.WR.13)
_________ Study and Research: Anthropological Report (PE, page 594; UR 7, page 55) (EL.CM.RE.15,
19)
_________ Speaking and Listening: Interview/Oral Report (PE, page 594) (EL.CM.SL.09, 10)
_________ Collaborative Learning: Word Origins (PE, page 594; UR 7, page 56) (EL.CM.RE.10)
_________ Selection Check Test 4.7.11 (ATE, page 592; UR 7, page 57; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.7.12 (UR 7, page 59; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 123
“An Ethnic Trump,” page 595
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Considerations: Subject matter; vocabulary
Ease Factors: Selection length; use of anecdotes
Synopsis: In this personal essay, Jen discusses the challenges of race and ethnicity issues in United States
society by sharing events in her son’s life.
Goals/Objectives:
• to respond to a short story about race and ethnicity
• to describe Gish Jen’s literary accomplishments
• to define aim and anecdote and recognize the use of these techniques in the selection
• to conduct research on multiracial people in the United States
Reading Strategies Resource, page 195
Reading Strategy: Find a Purpose for Reading
Fix-Up Idea: Refocus
Standardized Test Practice: Identify Author’s Purpose
Before Reading
_________ Daily Oral Language (VLR I, page 70; UR 7, page 64)
_________ Reader’s Journal (PE, page 595; UR 7, page 64) (EL.CM.RE.03)
_________ Literary Tools: Aim and Anecdote (PE, page 595) (EL.CM.LI.10, 19)
_________ Reader’s Resource: History and Sociology Connections (PE, page 595) (EL.CM.RE.03)
_________ About the Author: Gish Jen (PE, page 595) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 595) (EL.CM.RE.08)
_________ Vocabulary: Synonyms (VR, page 126)
_________ Reading Strategy (RSR, page 195)
During Reading
_________ Dramatic Recording (AL, 5:23) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 595; VLR I, page 70; UR 7, page 64) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 596; UR 7, page 65) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 195)
_________ Fix-Up Idea (RSR, page 195)
After Reading
_________ Reading Strategy (RSR, page 195)
_________ Standardized Test Practice (RSR, page 196)
_________ Respond to the Selection (PE, page 598; UR 7, page 65) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 599; UR 7, page 65) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Aim and Anecdote (PE, page 599; UR 7, page 67) (EL.CM.LI.10,
19)
_________ Writer’s Journal: Note, Definition, and Letter (PE, page 600; UR 7, page 67) (EL.CM.WR.22)
_________ Vocabulary: Mixed Metaphor (UR 7, page 68)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 124
_________ Critical Thinking & Speaking and Listening: Holding a Debate (PE, page 600) (EL.CM.SL.0910)
_________ Study and Research: Researching America’s Multiracial Heritage (PE, page 600)
(EL.CM.RE.15, 19)
_________ Media Literacy: Magazines and Online Magazines (PE, page 600; UR 7, page 69)
(EL.CM.SL.15)
_________ Selection Check Test 4.7.13 (ATE, page 598; UR 7, page 70; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.7.14 (UR 7, page 72; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 125
“Who Am I This Time?,” page 601
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Use of allusions; point of view; selection length
Ease Factor: Vocabulary; short sentences
Synopsis: The narrator tells the story of directing the play A Streetcar Named Desire for a community
theater. The leading man and his on-stage wife fall in love and make quite an acting couple.
Goals/Objectives:
• to enjoy an early contemporary short story
• to describe Vonnegut’s literary accomplishments and explain the historical significance of his writing
• to define irony, dramatic irony, and allusion and recognize their use
• to write a drama review
Reading Strategies Resource, page 199
Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Standardized Test Practice: Analyze Character
Before Reading
_________ Daily Oral Language (VLR I, page 71; UR 7, page 76)
_________ Reader’s Journal (PE, page 601; UR 7, page 77) (EL.CM.RE.03)
_________ Literary Tools: Irony, Dramatic Irony, and Allusion (PE, page 601) (EL.CM.LI.10)
_________ Reader’s Resource (PE, page 601) (EL.CM.RE.03)
_________ About the Author: Kurt Vonnegut, Jr. (PE, page 601) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 601) (EL.CM.RE.08)
_________ Vocabulary: Silent E and Suffixes (VR, page 127)
_________ Reading Strategy (RSR, page 199)
During Reading
_________ Graphic Organizer (PE, page 601; VLR I, page 71; UR 7, page 76) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 603; UR 7, page 77) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 199)
_________ Fix-Up Idea (RSR, page 199)
After Reading
_________ Reading Strategy (RSR, page 199)
_________ Standardized Test Practice (RSR, page 200)
_________ Respond to the Selection (PE, page 612; UR 7, page 78) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 612; UR 7, page 78) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Irony, Dramatic Irony, and Allusion (PE, page 612; UR 7, page 79)
(EL.CM.LI.10)
_________ Writer’s Journal: Journal Entry, Letter, and Character Sketch (PE, page 613; UR 7, page 79)
(EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 126
_________ Vocabulary: A Short Scene (UR 7, page 81)
_________ Language, Grammar, and Style: Reflexive and Intensifying Pronouns (PE, page 613; UR 7,
page 82) (EL.CM.WR.17)
_________ Speaking and Listening & Collaborative Learning: Character Charades (PE, page 613)
(EL.CM.SL.09)
_________ Media Literacy & Applied English: Drama Review (PE, page 613) (EL.CM.WR.22)
_________ Selection Check Test 4.7.15 (ATE, page 611; UR 7, page 83; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.7.16 (UR 7, page 85; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 127
UNIT SEVEN: THE SEARCH FOR SELF
Closing the Unit, pages 614–623
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Guided Writing, page 614
Expressive/Narrative Writing: Reflecting on an Autobiographical Incident
Assignment: Students write an autobiographical narrative (PE, pages 614–621). (EL.CM.WR.01-09, 1421)
Before Writing
_________ Reflecting on an Autobiographical Incident (PE, page 614)
_________ Professional Model (PE, page 614)
_________ Examining the Model (PE, page 614)
_________ Prewriting (PE, page 615; WR, page 125)
_________ Student Model—Graphic Organizer (PE, page 616; WR, page 126)
_________ Graphic Organizer (VLR I, page 148; WR, page 127)
During Writing
_________ Drafting (PE, page 616)
_________ Reflecting (PE, page 617)
_________ Self- and Peer Evaluation (PE, page 617; WR, page 132)
_________ Student Model—Draft (PE, page 618; VLR I, page 149; WR, page 128)
_________ Language, Grammar, and Style: Dangling and Misplaced Modifiers (PE, page 619; WR, page
129)
After Writing
_________ Revising and Proofreading (PE, page 619)
_________ Student Model—Revised (PE, page 619; WR, page 136)
_________ Rubric for Expressive/Narrative Writing: Reflecting on an Autobiographical Incident (VLR I,
page 151)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 128
Unit Seven Review
Review and Assessment
_________ Words for Everyday Use (PE, page 622; UR 7, page 92) (EL.CM.RE.08)
_________ Vocabulary Development: Synonyms (ATE, page 622) (EL.CM.RE.08)
_________ Literary Tools (PE, page 622; UR 7, page 93) (EL.CM.LI.09)
_________ Unit 7 Review/Study Guide (UR 7, page 89)
_________ Unit 7 Test (UR 7, page 97; TG)
Reflecting on Your Reading
_________ Genre Studies: Nonfiction, Confessional Poetry, and Narrative Poetry (PE, page 622; UR 7,
page 94) (EL.CM.LI.15)
_________ Thematic Studies: Ethnicity, Family Life, and Role-Playing (PE, page 623; UR 7, page 95)
(EL.CM.LI.18)
Featured Selection and Activity
_________ Leaving Home by Garrison Keillor (EL.CM.RE.01)
_________ Independent Reading Activity: Interview the Author (PE, page 623; UR 7, page 96)
(EL.CM.SL.09-10)
Selections for Additional Reading
_________ The Chosen by Chaim Potok(EL.CM.RE.01)
_________ Me, Me, Me, Me, Me: Not a Novel by M. E. Kerr(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 129
UNIT EIGHT: WHAT IS TALENT?
Opening the Unit, pages 624–626
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
624–625).
Unit 8 Goals/Objectives:
• to explore ideas related to the theme of talent (EL.CM.LI.06)
• to summarize the different ways fiction, nonfiction, and poetry express the theme of talent
(EL.CM.LI.18)
• to define aim, poetry, personification, abstract, irony, and analogy and identify and explain examples of
each (EL.CM.LI.01, 09, 10, 19)
• to write an I-search paper about developing a talent (EL.CM.WR.23)
• to recognize and properly cite sources and documents (EL.CM.WR.32)
Lessons I Plan to Teach
_________ “It’s Not Talent; It’s Just Work,” page 627
_________ “Geraldine Moore the Poet,” page 632
_________ from The Man Who Listens to Horses, page 639
_________ “Becoming a Composer” from The Music of Light, page 649
_________ “Where Stars Are Born” from Sports Illustrated, page 658
_________ Related Reading: “Spanning the Decades: Puerto Rico Honors Sosa, Who Pays Tribute to
Clemente,” page 662
_________ Related Reading: “Casey at the Bat,” page 663
_________ “Gary Keillor,” page 667
_________ “Straw Into Gold: The Metamorphosis of the Everyday,” page 679
_________ Guided Writing—Informative Writing: The Research (or I-Search) Paper, page 686
_________ Unit Eight Review, page 694
_________ For Your Reading List, page 695
Getting Started in the Classroom
_________ Fine Art: Fernand Leger. Have students discuss how the artwork relates to the title of this unit
(PE, page 624)
_________ Echoes (PE, page 626)
_________ Additional Questions and Activities: Discussing Quotes (ATE, page 626)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 130
“It’s Not Talent; It’s Just Work,” page 627
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vocabulary; philosophical ideas
Ease Factor: Selection length
Synopsis: Dillard rejects the idea that some of us are blessed with superhuman talent, explaining that with
hard work, determination, and love for the task, a person can become good at anything.
Goals/Objectives:
• to appreciate a writer’s perspective on doing what she loves
• to describe Annie Dillard’s literary accomplishments
• to define aim and analogy and recognize examples of each
• to work collaboratively to conduct an interview
Reading Strategies Resource, page 203
Reading Strategy: Find a Purpose for Reading
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice: Identify Author’s Purpose
Before Reading
_________ Daily Oral Language (VLR I, page 72; UR 8, page 1)
_________ Reader’s Journal (PE, page 627; UR 8, page 1) (EL.CM.RE.03)
_________ Literary Tools: Aim and Analogy (PE, page 627) (EL.CM.LI.10, 19)
_________ Reader’s Resource (PE, page 627) (EL.CM.RE.03)
_________ About the Author: Annie Dillard (PE, page 627) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 628) (EL.CM.RE.08)
_________ Vocabulary: Words with Multiple Meanings (VR, page 128)
_________ Reading Strategy (RSR, page 203)
During Reading
_________ Graphic Organizer (PE, page 627; VLR I, page 72; UR 8, page 1) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 629; UR 8, page 2) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 203)
_________ Fix-Up Idea (RSR, page 203)
After Reading
_________ Reading Strategy (RSR, page 203)
_________ Standardized Test Practice (RSR, page 204)
_________ Respond to the Selection (PE, page 630; UR 8, page 2) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 630; UR 8, page 2) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Aim and Analogy (PE, page 630; UR 8, page 4) (EL.CM.LI.10, 19)
_________ Writer’s Journal: Questions, Questionnaire, and Letter (PE, page 631; UR 8, page 4)
(EL.CM.WR.22)
_________ Vocabulary: Active Voice (UR 8, page 5)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 131
_________ Language, Grammar, and Style: Simple Tenses (PE, page 631; UR 8, page 6) (EL.CM.WR.17)
_________ Collaborative Learning: Holding a Discussion (PE, page 631) (EL.CM.LI.02)
_________ Speaking and Listening: Conducting an Interview (PE, page 631) (EL.CM.SL.10)
_________ Study and Research: Researching Attitudes on Talent (PE, page 631; VLR I, page 73; UR 8,
page 7) (EL.CM.RE.15)
_________ Selection Check Test 4.8.1 (ATE, page 629; UR 8, page 8; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.8.2 (UR 8, page 10; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 132
“Geraldine Moore the Poet,” page 632
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Unlikely events
Ease Factor: Vivid characters
Synopsis: A young girl with a troubled life forgets to write a poem for homework. When she explains to
the teacher why she “can’t write no pretty poem,” the teacher says that her excuse is the best poem she has
ever heard.
Goals/Objectives:
• to empathize with the speaker of a short story
• to describe Toni Cade Bambara’s literary accomplishments and explain the significance of her writings
• to define poetry, description, and image and understand how they are used in the story
• to practice speaking and listening skills and engage in collaborative learning by participating in an
improvisation exercise
Reading Strategies Resource, page 207
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice: Analyze Character
Before Reading
_________ Daily Oral Language (VLR I, page 74; UR 8, page 14)
_________ Reader’s Journal (PE, page 632; UR 8, page 15) (EL.CM.RE.03)
_________ Literary Tools: Description, Image, and Poetry (PE, page 632) (EL.CM.LI.09)
_________ Reader’s Resource (PE, page 632) (EL.CM.RE.03)
_________ About the Author: Toni Cade Bambara (PE, page 632) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 633) (EL.CM.RE.08)
_________ Vocabulary: Difficult Words (VR, page 130)
_________ Reading Strategy (RSR, page 207)
During Reading
_________ Dramatic Recording (AL, 11:03) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 632; VLR I, page 74; UR 8, page 14) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 633; UR 8, page 15) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 207)
_________ Fix-Up Idea (RSR, page 207)
After Reading
_________ Reading Strategy (RSR, page 207)
_________ Standardized Test Practice (RSR, page 208)
_________ Respond to the Selection (PE, page 637; UR 8, page 16) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 637; UR 8, page 16) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Description, Image, and Poetry (PE, page 637; UR 8, page 17)
(EL.CM.LI.09)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 133
_________ Writer’s Journal: Interview Questions, Children’s Story, and Diary Entry (PE, page 638; UR 8,
page 18) (EL.CM.WR.22)
_________ Vocabulary: Extended Metaphor (UR 8, page 19)
_________ Language, Grammar, and Style: Regular and Irregular Verbs (PE, page 638; VLR I, page 75;
UR 8, page 19) (EL.CM.WR.17)
_________ Speaking and Listening & Collaborative Learning: Improvisation (PE, page 638)
(EL.CM.SL.09)
_________ Media Literacy & Collaborative Learning: Social Service Project (PE, page 638)
(EL.CM.RE.15)
_________ Selection Check Test 4.8.3 (ATE, page 636; UR 8, page 20; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.8.4 (UR 8, page 22; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 134
from The Man Who Listens to Horses, page 639
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Technical terms; sequence of events
Ease Factors: Short sentences; accessible style
Synopsis: Monty Roberts tells how he first demonstrated his “join-up” method—a nonviolent way of
training horses—to a friend of his father’s. The older man watched Roberts coax a young mustang into a
saddle and bridle, but angrily opposed his method.
Goals/Objectives:
• to empathize with and understand a speaker’s perspective
• to briefly describe mustangs
• to define and find examples of personification and point of view
• to demonstrate ability to use descriptive language
Reading Strategies Resource, page 211
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Compare and Contrast
Before Reading
_________ Daily Oral Language (VLR I, page 76; UR 8, page 25)
_________ Reader’s Journal (PE, page 639; UR 8, page 26) (EL.CM.RE.03)
_________ Literary Tools: Personification and Point of View (PE, page 639) (EL.CM.LI.09, 11)
_________ Reader’s Resource (PE, page 639) (EL.CM.RE.03)
_________ About the Author: Monty Roberts (PE, page 639) (EL.CM.LI.19)
_________ Fine Art: Susan Rothenberg (PE, page 640; VLR II, page 67; Art Note, ATE, page 641)
(EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 640) (EL.CM.RE.08)
_________ Vocabulary: Test Your Knowledge (VR, page 131)
_________ Reading Strategy (RSR, page 211)
During Reading
_________ Graphic Organizer (PE, page 639; VLR I, page 76; UR 8, page 25) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 641; UR 8, page 26) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 211)
_________ Fix-Up Idea (RSR, page 211)
After Reading
_________ Reading Strategy (RSR, page 211)
_________ Standardized Test Practice (RSR, page 212)
_________ Respond to the Selection (PE, page 647; UR 8, page 27) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 647; UR 8, page 28) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Personification and Point of View (PE, page 647; UR 8, page 29)
(EL.CM.LI.09, 11)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 135
_________ Writer’s Journal: Personal Letter, Brochure, and Dialogue (PE, page 648; UR 8, page 29)
(EL.CM.WR.22)
_________ Vocabulary: News Article (UR 8, page 31)
_________ Language, Grammar, and Style: Perfect Tenses (PE, page 648; UR 8, page 31)
(EL.CM.WR.17)
_________ Study and Research & Speaking and Listening: Researching Animal Training (PE, page 648;
VLR I, page 77; UR 8, page 32) (EL.CM.RE.15, 29)
_________ Applied English: Technical Writing (PE, page 648) (EL.CM.WR.26)
_________ Selection Check Test 4.8.5 (ATE, page 646; UR 8, page 33; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.8.6 (UR 8, page 35; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 136
“Becoming a Composer” from The Music of Light,
page 649
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Musical vocabulary; nonfiction format; subject matter
Ease Factor: Narrative style
Synopsis: Cameron describes how an autistic boy discovered an exceptional gift for music and developed
into a talented composer.
Goals/Objectives:
• to appreciate what it might be like to be faced with simultaneous problems and extraordinary gifts
• to briefly explain autism
• to define aim and abstract and recognize examples of each
• to conduct research on autism
Reading Strategies Resource, page 215
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Identify Sequence of Events
Before Reading
_________ Daily Oral Language (VLR I, page 78; UR 8, page 39)
_________ Reader’s Journal (PE, page 649; UR 8, page 39) (EL.CM.RE.03)
_________ Literary Tools: Aim and Abstract (PE, page 649) (EL.CM.RE.15)
_________ Reader’s Resource (PE, page 649) (EL.CM.RE.03)
_________ About the Author: Lindsley Cameron (PE, page 649) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 650) (EL.CM.RE.08)
_________ Vocabulary: Prefixes, Suffixes, and Roots (VR, page 132)
_________ Reading Strategy (RSR, page 215)
During Reading
_________ Graphic Organizer (PE, page 649; VLR I, page 78; UR 8, page 39) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 650; UR 8, page 40) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 215)
_________ Fix-Up Idea (RSR, page 215)
After Reading
_________ Reading Strategy (RSR, page 215)
_________ Standardized Test Practice (RSR, page 216)
_________ Respond to the Selection (PE, page 656; UR 8, page 41) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 656; UR 8, page 41) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Aim and Abstract (PE, page 656; UR 8, page 42) (EL.CM.RE.15)
_________ Writer’s Journal: Journal Entry, Liner Notes, and Acceptance Speech (PE, page 657; UR 8,
page 43) (EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 137
_________ Vocabulary: Possessive Nouns and Pronouns & Complex Sentences (UR 8, page 44)
_________ Speaking and Listening & Collaborative Learning: Conducting a Mock Interview (PE, page
657; UR 8, page 45) (EL.CM.SL.09-10)
_________ Study and Research: Researching Autism (PE, page 657; UR 8, page 45) (EL.CM.RE.15)
_________ Media Literacy & Study and Research: Appreciating Music (PE, page 657) (EL.CM.SL.14)
_________ Selection Check Test 4.8.7 (ATE, page 655; UR 8, page 46; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.8.8 (UR 8, page 48; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 138
“Where Stars Are Born” from Sports Illustrated,
page 658
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Long sentences; nonfiction format; vocabulary
Ease Factors: Engaging style; selection length
Synopsis: Farber describes the baseball talent that the Dominican Republic has produced, focusing on
baseball legend Sammy Sosa.
Goals/Objectives:
• to enjoy an essay about a great baseball player
• to identify the contributions of Dominican players to American baseball
• to define essay and article
• to conduct research on world figures in baseball
Reading Strategies Resource, page 219
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Read Aloud/Think Aloud
Standardized Test Practice: Synthesize Information from Multiple Sources
Related Readings: “Spanning the Decades,” page 662 and “Casey at the Bat,” page 663(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 79; UR 8, page 52)
_________ Reader’s Journal (PE, page 658; UR 8, page 52) (EL.CM.RE.03)
_________ Literary Tools: Essay and Article (PE, page 658) (EL.CM.RE.01, 15)
_________ Reader’s Resource: Geography and Sports History Connections (PE, page 658)
(EL.CM.RE.03)
_________ About the Author: Michael Farber (PE, page 658) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 659) (EL.CM.RE.08)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 134)
_________ Reading Strategy (RSR, page 219)
During Reading
_________ Graphic Organizer (PE, page 658; VLR I, page 79; UR 8, page 52) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 659; UR 8, page 52) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 219)
_________ Fix-Up Idea (RSR, page 219)
After Reading
_________ Reading Strategy (RSR, page 219)
_________ Standardized Test Practice (RSR, page 220)
_________ Respond to the Selection (PE, page 665; UR 8, page 53) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 665; UR 8, page 54) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 139
_________ Understanding Literature: Essay and Article (PE, page 666; UR 8, page 55) (EL.CM.RE.01,
15)
_________ Vocabulary: Mood (UR 8, page 57)
_________ Writer’s Journal: Fan Letter, Plaque, and Anecdote (PE, page 666; UR 8, page 56)
(EL.CM.WR.22)
_________ Collaborative Learning & Study and Research: Researching World Figures in Baseball (PE,
page 666) (EL.CM.RE.15, 19)
_________ Media Literacy: Sportswriting (PE, page 666) (EL.CM.RE.15, SL. 09)
_________ Related Reading: “Spanning the Decades” (PE, page 662) (EL.CM.RE.03)
_________ Related Reading: “Casey at the Bat” (PE, page 663; UR 8, page 54) (EL.CM.RE.03)
_________ Dramatic Recording: “Casey at the Bat” (AL, 4:45) (EL.CM.LI.01)
_________ Selection Check Test 4.8.9 (ATE, page 661; UR 8, page 59; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.8.10 (UR 8, page 61; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 140
“Gary Keillor,” page 667
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Use of irony
Ease Factor: Familiar setting; style
Synopsis: In this humorous personal essay, Keillor tells how he discovered his flair for performing while
participating in a high school talent show.
Goals/Objectives:
• to enjoy a humorous story
• to describe Garrison Keillor’s literary accomplishments
• to define description and irony and recognize examples of each
• to demonstrate an ability to interpret poetry
Reading Strategies Resource, page 223
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice: Analyze Character Development
Before Reading
_________ Daily Oral Language (VLR I, page 80; UR 8, page 64)
_________ Reader’s Journal (PE, page 667; UR 8, page 65) (EL.CM.RE.03)
_________ Literary Tools: Description and Irony (PE, page 667) (EL.CM.LI.10, 13)
_________ Reader’s Resource: Culture Connection (PE, page 667) (EL.CM.RE.03)
_________ About the Author: Garrison Keillor (PE, page 667) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 668) (EL.CM.RE.08)
_________ Vocabulary: Idioms and Expressions (VR, page 135)
_________ Reading Strategy (RSR, page 223)
During Reading
_________ Graphic Organizer (PE, page 667; VLR I, page 80; UR 8, page 64) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 669; UR 8, page 65) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 223)
_________ Fix-Up Idea (RSR, page 223)
After Reading
_________ Reading Strategy (RSR, page 223)
_________ Standardized Test Practice (RSR, page 224)
_________ Respond to the Selection (PE, page 677; UR 8, page 67) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 677; UR 8, page 67) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Description and Irony (PE, page 677; UR 8, page 69) (EL.CM.LI.10,
13)
_________ Writer’s Journal: Introduction, Narrative, and Review (PE, page 678; UR 8, page 69)
(EL.CM.WR.22)
_________ Vocabulary: Compound Subjects (UR 8, page 70)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 141
_________ Language, Grammar, and Style: Using the Active Voice (PE, page 678; UR 8, page 71)
(EL.CM.WR.13)
_________ Speaking and Listening: Interpreting Poetry (PE, page 678) (EL.CM.SL.09)
_________ Study and Research & Media Literacy: Researching Stars of the 1950s (PE, page 678)
(EL.CM.RE.15)
_________ Selection Check Test 4.8.11 (ATE, page 676; UR 8, page 72; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.8.12 (UR 8, page 74; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 142
“Straw Into Gold: The Metamorphosis of the
Everyday,” page 679
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Spanish terms; geographical references; style
Ease Factor: Vocabulary
Synopsis: In this personal essay, Cisneros writes about how she has managed to accomplish a lot of things
in her life that she never thought possible. She discusses her Chicana upbringing and how it shaped her as a
writer.
Goals/Objectives:
• to empathize with and understand a speaker’s perspective
• to describe Sandra Cisneros’s literary accomplishments and explain the historical significance of her
writings
• to define personal essay and analogy and recognize examples of each
• to conduct research on Latin America
Reading Strategies Resource, page 227
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice: Use Context Clues
Before Reading
_________ Daily Oral Language (VLR I, page 81; UR 8, page 78)
_________ Reader’s Journal (PE, page 679; UR 8, page 79) (EL.CM.RE.03)
_________ Literary Tools: Personal Essay and Analogy (PE, page 679) (EL.CM.RE.02, LI.10)
_________ Reader’s Resource (PE, page 679) (EL.CM.RE.03)
_________ About the Author: Sandra Cisneros (PE, page 679) (EL.CM.LI.19)
_________ Fine Art: Diego Rivera (PE, page 681; Art Note, PE and ATE, page 681; UR 8, page 80)
(EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 680) (EL.CM.RE.08)
_________ Vocabulary: Test Your Knowledge (VR, page 137)
_________ Reading Strategy (RSR, page 227)
During Reading
_________ Dramatic Recording (AL, 12:12) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 679; VLR I, page 81; UR 8, page 78) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 680; UR 8, page 79) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 227)
_________ Fix-Up Idea (RSR, page 227 )
After Reading
_________ Reading Strategy (RSR, page 227)
_________ Standardized Test Practice (RSR, page 228)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 143
_________ Respond to the Selection (PE, page 684; UR 8, page 80) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 684; UR 8, page 80) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Personal Essay and Analogy (PE, page 684; UR 8, page 82)
(EL.CM.RE.02, LI.10)
_________ Writer’s Journal: Questions, Story Ideas, and Character Sketch (PE, page 685; UR 8, page 82)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Transitive and Intransitive Verbs (PE, page 685; UR 8, page
84)
_________ Applied English: Filling Out a Grant Application (PE, page 685; UR 8, page 84)
(EL.CM.WR.26)
_________ Study and Research: Researching Latin America (PE, page 685; UR 8, page 85)
(EL.CM.RE.15, 19)
_________ Vocabulary: Researching Etymologies (PE, page 685; UR 8, page 83) (EL.CM.RE.13)
_________ Selection Check Test 4.8.13 (ATE, page 683; UR 8, page 86; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.8.14 (UR 8, page 88; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 144
UNIT EIGHT: WHAT IS TALENT?
Closing the Unit, pages 686–695
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Guided Writing, page 686
Informative Writing: The Research (or I-Search) Paper
Assignment: Students write a paper about a talent or potential talent that they would like to develop or
learn more about (PE, pages 686–693). (EL.CM.WR.01-09, 14, 17-20, 23, 27-34)
Before Writing
_________ The Research (or I-Search) Paper (PE, page 686)
_________ Professional Model (PE, page 686)
_________ Examining the Model (PE, page 687)
_________ Prewriting (PE, page 687; WR, page 142)
_________ Student Model—Graphic Organizer (PE, page 689; WR, page 144)
_________ Graphic Organizer (VLR I, page 153; WR, page 145)
During Writing
_________ Drafting (PE, page 689; WR, page 146)
_________ Language, Grammar, and Style: Documenting Sources (PE, page 689; WR, page 147)
After Writing
_________ Self- and Peer Evaluation (PE, page 690; WR, page 150)
_________ Revising and Proofreading (PE, page 690)
_________ Student Model—Revised (PE, page 691; WR, page 152)
_________ Rubric for Informative Writing: The Research (or I-Search) Paper (VLR I, page 154; WR, page
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 145
Unit Eight Review
Review and Assessment
_________ Words for Everyday Use (PE, page 694; UR 8, page 94) (EL.CM.RE.08)
_________ Vocabulary Development: Crossword Puzzle (ATE, page 694) (EL.CM.RE.08)
_________ Literary Tools (PE, page 694; UR 8, page 96) (EL.CM.RE.02)
_________ Unit 8 Review/Study Guide (UR 8, page 92)
_________ Unit 8 Test (UR 8, page 101; TG)
Reflecting on Your Reading
_________ Genre Studies: Personal Essay, Short Story, Biography and Autobiography, and Article/Essay
(PE, page 694; UR 8, page 97) (EL.CM.RE.15, LI.15)
_________ Thematic Studies: Becoming a Writer, Overcoming Adversity, Unexpected Talent, and Talent
(PE, page 695; UR 8, page 98) (EL.CM.LI.18)
Featured Selection and Activity
_________ The Virtuoso: Face to Face with 40 Extraordinary Talents by Ken Carbone, photographs by
Howard Schatz (EL.CM.RE.01)
_________ Independent Reading Activity: Interview (PE, page 695; UR 8, page 100) (EL.CM.SL.09, 10)
Selections for Additional Reading
_________ Who Says I Can’t? by Mary C. Ryan(EL.CM.RE.01)
_________ What’s So Funny about Ninth Grade? by Catherine Clark(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 146
UNIT NINE: RELATIONSHIPS
Opening the Unit, pages 696–698
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
696–697).
Unit 9 Goals/Objectives:
• to explore ideas related to the theme of relationships (EL.CM.LI.17)
• to summarize the different ways fiction and poems express the theme of relationships (EL.CM.LI.18)
• to define tone, image, aim, description, and motivation and identify and explain examples of each
(EL.CM.LI.05, 09, 11)
• to write a report based on the evaluation of communication styles between two people (EL.CM.WR.23)
• to identify and demonstrate formal and informal English in written works (EL.CM.WR.12)
Lessons I Plan to Teach
_________ “Being in Love,” page 699
_________ “Catch the Moon,” page 704
_________ “If You Forget Me,” page 714
_________ Related Reading: “Il Postino,” page 718
_________ “The Interlopers,” page 722
_________ Related Reading: “A Poison Tree,” page 728
_________ from To Kill a Mockingbird, page 731
_________ “Thank You, M’am,” page 738
_________ Guided Writing—Persuasive Writing: Evaluating Communication Styles, page 745
_________ Unit Nine Review, page 752
_________ For Your Reading List, page 753
Getting Started in the Classroom
_________ Fine Art: Vincent van Gogh (PE, page 74; VLR II, page 25)
_________ Echoes, page 698
_________ Additional Questions and Activities: Creating a Mural or Bulletin Board (ATE, page 698)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 147
“Being in Love,” page 699
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Inverted sentences; tone
Ease Factors: Selection length; vocabulary
Synopsis: The speaker laments his unrequited love.
Goals/Objectives:
• to appreciate a poem about love
• to become familiar with the life and work of Marvin Bell
• to define tone and repetition and recognize the use of these techniques in the selection
• to write a comparison-contrast essay
• to compile a bibliography that lists Marvin Bell’s works
Reading Strategies Resource, page 232
Reading Strategy: Write Things Down
Fix-Up Idea: Reread
Standardized Test Practice: Identify Conflict and Tone
Before Reading
_________ Daily Oral Language (VLR I, page 82; UR 9, page 1)
_________ Reader’s Journal (PE, page 699; UR 9, page 2) (EL.CM.RE.03)
_________ Literary Tools: Tone and Repetition (PE, page 699) (EL.CM.09, 11)
_________ Reader’s Resource (PE, page 699) (EL.CM.RE.03)
_________ About the Author: Marvin Bell (PE, page 699) (EL.CM.LI.19)
_________ Fine Art: Marc Chagall (PE, page 701; VLR II, page 70; Art Note, PE and ATE, page 701; UR
9, page 2) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 699) (EL.CM.RE.08)
_________ Vocabulary: Semantic Mapping: Words about Problems (VR, page 139)
_________ Reading Strategy (RSR, page 232)
During Reading
_________ Dramatic Recording (AL, 1:10)
_________ Graphic Organizer (PE, page 699; VLR I, page 82; UR 9, page 1) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 700; UR 9, page 2) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 232)
_________ Fix-Up Idea (RSR, page 232)
After Reading
_________ Reading Strategy (RSR, page 232)
_________ Standardized Test Practice (RSR, page 233)
_________ Respond to the Selection (PE, page 702; UR 9, page 2) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 702; UR 9, page 2) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Tone and Repetition (PE, page 702; UR 9, page 4) (EL.CM.09, 11)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 148
_________ Writer’s Journal: Greeting Card, Note, and Song Lyrics (PE, page 703; UR 9, page 4)
(EL.CM.WR.22)
_________ Vocabulary: A Predicament (UR 9, page 5)
_________ Language, Grammar, and Style: Interrogative Pronouns (PE, page 703; UR 9, page 5)
(EL.CM.WR.17)
_________ Media Literacy: Researching on the Internet (PE, page 703) (EL.CM.RE.15)
_________ Collaborative Learning & Media Literacy: Bibliography (PE, page 703; UR 9, page 6)
(EL.CM.WR.28, 32)
_________ Selection Check Test 4.9.1 (ATE, page 701; UR 9, page 7; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.9.2 (UR 9, page 9; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 149
“Catch the Moon,” page 704
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Spanish expressions
Ease Factor: Short sentences
Synopsis: A Puerto Rican teenager searches for a way to find meaning and direction in his life after six
months in juvenile hall leaves him working off the rest of his time in his father’s junkyard.
Goals/Objectives:
• to enjoy a multicultural short story written by a Puerto Rican American author
• to describe Cofer’s literary accomplishments and explain the historical significance of her writing
• to define character and conflict and recognize their use
• to present a dialogue between two of the characters in the selection
• to write a real estate advertisement
Reading Strategies Resource, page 236
Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Standardized Test Practice: Identify Sequence of Events
Before Reading
_________ Daily Oral Language (VLR I, page 83; UR 9, page 12)
_________ Reader’s Journal (PE, page 704; UR 9, page 13) (EL.CM.RE.03)
_________ Literary Tools: Character and Conflict (PE, page 704) (EL.CM.05, 12)
_________ Reader’s Resource (PE, page 704) (EL.CM.RE.03)
_________ About the Author: Judith Ortiz Cofer (PE, page 704) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 705) (EL.CM.RE.08)
_________ Vocabulary: Idioms and Expressions (VR, page 141)
_________ Reading Strategy (RSR, page 236)
During Reading
_________ Dramatic Recording (AL, 23:33) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 704; VLR I, page 83; UR 9, page 12) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 706; UR 9, page 13) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 236)
_________ Fix-Up Idea (RSR, page 236)
After Reading
_________ Reading Strategy (RSR, page 236)
_________ Standardized Test Practice (RSR, page 237)
_________ Respond to the Selection (PE, page 712; UR 9, page 14) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 712; UR 9, page 15) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Character and Conflict (PE, page 712; UR 9, page 16) (EL.CM.05,
12)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 150
_________ Writer’s Journal: Promotional Flyer, Journal Entry, and Report (PE, page 713; UR 9, page 16)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Coordinating and Correlative Conjunctions (PE, page 713; UR
9, page 17) (EL.CM.WR.15)
_________ Applied English: Real Estate Advertisement (PE, page 713) (EL.CM.WR.25)
_________ Speaking and Listening: Dialogue (PE, page 713) (EL.CM.SL.09)
_________ Critical Thinking: Literary Techniques (PE, page 713; UR 9, page 18) (EL.CM.LI.09)
_________ Selection Check Test 4.9.3 (ATE, page 711; UR 9, page 19; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.9.4 (UR 9, page 21; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 151
“If You Forget Me,” page 714
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Poetic style; figurative language
Ease Factor: Vocabulary
Synopsis: This simple lyric poem expresses the speaker’s feelings on how to sustain love.
Goals/Objectives:
• to appreciate a lyric poem about love
• to describe Neruda’s literary accomplishments
• to define symbol and image and recognize their use
• to present a movie review of Il Postino (The Postman)
• to present an oral interpretation of a love poem
Reading Strategies Resource, page 240
Reading Strategy: Use Text Organization
Fix-Up Idea: Read Aloud/Think Aloud
Standardized Test Practice: Identify Main Ideas
Related Reading: “Il Postino,” page 718(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 84; UR 9, page 25)
_________ Reader’s Journal (PE, page 714; UR 9, page 26) (EL.CM.RE.03)
_________ Literary Tools: Symbol and Image (PE, page 714) (EL.CM.LI.09)
_________ Reader’s Resource: Music and Culture Connections (PE, page 714) (EL.CM.RE.03)
_________ About the Author: Pablo Neruda (PE, page 714) (EL.CM.LI.19)
_________ Fine Art: Gustav Klimt (PE, page 717; VLR II, page 73; Art Note, PE and ATE, page 717; UR
9, page 26) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 715) (EL.CM.RE.08)
_________ Vocabulary: Lyrical Language (VR, page 142)
_________ Reading Strategy (RSR, page 240)
During Reading
_________ Graphic Organizer (PE, page 714; VLR I, page 84; UR 9, page 25) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 715; UR 9, page 26) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 240)
_________ Fix-Up Idea (RSR, page 240)
After Reading
_________ Reading Strategy (RSR, page 240)
_________ Standardized Test Practice (RSR, page 241)
_________ Respond to the Selection (PE, page 720; UR 9, page 26) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 720; UR 9, page 27) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Symbol and Image (PE, page 720; UR 9, page 28) (EL.CM.LI.09)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 152
_________ Writer’s Journal: Diary Entry, Letter, and Lyric Poem (PE, page 721; UR 9, page 29)
(EL.CM.WR.22)
_________ Vocabulary: Imagery (UR 9, page 30)
_________ Language, Grammar, and Style: Subordinating Conjunctions (PE, page 721; UR 9, page 30)
(EL.CM.WR.13)
_________ Media Literacy: Movie Review (PE, page 721) (EL.CM.SL.14)
_________ Speaking and Listening & Collaborative Learning: Oral Interpretation (PE, page 721)
(EL.CM.SL.09)
_________ Related Reading: “Il Postino” (PE, page 718) (EL.CM.RE.03)
_________ Related Reading Questions (ATE, page 718; UR 9, page 27) (EL.CM.LI.03, 07-08)
_________ Selection Check Test 4.9.5 (ATE, page 717; UR 9, page 31; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.9.6 (UR 9, page 32; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 153
“The Interlopers,” page 722
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Style; vocabulary
Ease Factor: Selection length
Synopsis: Two enemies are trapped by a falling tree. Just as they resolve their feud, they notice the
approach of wolves.
Goals/Objectives:
• to appreciate a short story involving conflict
• to describe Saki’s literary accomplishments
• to define aim, plot, and conflict
• to demonstrate the ability to identify compound, complex, and compound-complex sentences
Reading Strategies Resource, page 244
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Reread
Standardized Test Practice: Use Context Clues
Related Reading: “A Poison Tree,” page 728(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 85; UR 9, page 35)
_________ Reader’s Journal (PE, page 722; UR 9, page 36) (EL.CM.RE.03)
_________ Prereading (PE, page 722) (EL.CM.LI.19)
_________ Fine Art: Caspar-David Friedrich (PE, page 723; VLR II, page 76; Art Note, PE, page 722)
(EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 723) (EL.CM.RE.08)
_________ Vocabulary: Suffixes (VR, page 144)
_________ Reading Strategy (RSR, page 244)
During Reading
_________ Dramatic Recording: “The Interlopers” (AL, 13:43) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 722; VLR I, page 85; UR 9, page 35) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 724; UR 9, page 36) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 244)
_________ Fix-Up Idea (RSR, page 244)
After Reading
_________ Reading Strategy (RSR, page 244)
_________ Standardized Test Practice (RSR, page 245)
_________ Respond to the Selection (PE, page 729; UR 9, page 37) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 729; UR 9, page 37) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Aim, Plot, and Conflict (PE, page 729; UR 9, page 38)
(EL.CM.LI.12, 19)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 154
_________ Writer’s Journal: Note, Proclamation, and Conclusion (PE, page 730; UR 9, page 39)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Relative Pronouns and Subordinating Conjunctions (PE, page
730; UR 9, page 41)
_________ Collaborative Learning: Storyboard (PE, page 730) (EL.CM.RE.06)
_________ Vocabulary: Context Clues (PE, page 730; UR 9, page 40) (EL.CM.RE.10)
_________ Related Reading: “A Poison Tree,” (PE, page 728; UR 9, page 37) (EL.CM.RE.03)
_________ Related Reading Questions (ATE, page 728) (EL.CM.LI.03, 07-08)
_________ Dramatic Recording: “A Poison Tree,” (AL, 0:46) (EL.CM.LI.03)
_________ Selection Check Test 4.9.7 (ATE, page 727; UR 9, page 42; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.9.8 (UR 9, page 44; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 155
from To Kill a Mockingbird, page 731
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Vocabulary
Ease Factor: First-person point of view
Synopsis: In this excerpt, Scout as narrator tells how she and Jem met Dill for the first time and about how
the three children became fascinated by Boo Radley.
Goals/Objectives:
• to understand the friendship of three characters in a novel
• to describe Harper Lee’s literary accomplishments and explain how her environment influenced her
writing
• to define description and narrator and recognize the use of these techniques in the selection
• to participate in a role-play
• to write an abstract of a newspaper, magazine, or Internet article
Reading Strategies Resource, page 248
Reading Strategy: Visualize
Fix-Up Idea: Write Things Down
Standardized Test Practice: Analyze Character Development
Before Reading
_________ Daily Oral Language (VLR I, page 86; UR 9, page 48)
_________ Reader’s Journal (PE, page 731; UR 9, page 49) (EL.CM.RE.03)
_________ Literary Tools: Description and Narrator (PE, page 731) (EL.CM.LI.11)
_________ Reader’s Resource (PE, page 731) (EL.CM.RE.03)
_________ About the Author: Harper Lee (PE, page 731) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 732) (EL.CM.RE.08)
_________ Vocabulary: Dialect and Colloquialism (VR, page 145)
_________ Reading Strategy (RSR, page 248)
During Reading
_________ Graphic Organizer (PE, page 731; VLR I, page 86; UR 9, page 48) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 733; UR 9, page 49) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 248)
_________ Fix-Up Idea (RSR, page 248)
After Reading
_________ Reading Strategy (RSR, page 248)
_________ Standardized Test Practice (RSR, page 249)
_________ Respond to the Selection (PE, page 735; UR 9, page 50) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 736; UR 9, page 50) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Description and Narrator (PE, page 736; UR 9, page 51)
(EL.CM.LI.11)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 156
_________ Writer’s Journal: Theater Review, Invitation, and Dialogue (PE, page 737; UR 9, page 52)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Proper Nouns and Adjectives (PE, page 737; UR 9, page 52)
(EL.CM.WR.19)
_________ Speaking and Listening & Collaborative Learning: Role-Play (PE, page 737) (EL.CM.SL.09)
_________ Media Literacy: Abstract (PE, page 737) (EL.CM.LI.02)
_________ Selection Check Test 4.9.9 (ATE, page 735; UR 9, page 53; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.9.10 (UR 9, page 56; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 157
“Thank You, M’am,” page 738
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Consideration: Unexpected events
Ease Factors: Dialogue; few characters
Synopsis: When a boy tries to snatch Mrs. Luella Bates Washington Jones’s purse, she catches the young
thief and teaches him a lesson he will never forget.
Goals/Objectives:
• to enjoy a short story in which a character learns a lesson about respecting others
• to describe the literary accomplishments of Langston Hughes and explain the historical significance of
his writing
• to define motivation and characterization and recognize the use of these techniques in the selection
• to conduct research on the Harlem Renaissance
Reading Strategies Resource, page 252
Reading Strategy: Find a Purpose for Reading
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice: Determine Author’s Purpose
Before Reading
_________ Daily Oral Language (VLR I, page 87; UR 9, page 60)
_________ Reader’s Journal (PE, page 738; UR 9, page 61) (EL.CM.RE.03)
_________ Literary Tools: Motivation and Characterization (PE, page 738) (EL.CM.LI.05)
_________ Reader’s Resource: Culture Connection (PE, page 738) (EL.CM.RE.03)
_________ About the Author: Langston Hughes (PE, page 738) (EL.CM.LI.19)
_________ Fine Art: William H. Johnson (PE, pages 739 and 741; Art Note, PE and ATE, page 741)
(EL.CM.RE.03)
_________ Vocabulary: Spelling: Basic Suffix Rules (VR, page 147)
_________ Reading Strategy (RSR, page 252)
During Reading
_________ Dramatic Recording (AL, 8:28) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 738; VLR I, page 87; UR 9, page 60) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 740; UR 9, page 61) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 252)
_________ Fix-Up Idea (RSR, page 252)
After Reading
_________ Reading Strategy (RSR, page 252)
_________ Standardized Test Practice (RSR, page 253)
_________ Respond to the Selection (PE, page 743; UR 9, page 61) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 743; UR 9, page 62) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Motivation and Characterization (PE, page 743; UR 9, page 63)
(EL.CM.LI.05)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 158
_________ Writer’s Journal: Thank-You Note, Dialogue, and Rap Song (PE, page 744; UR 9, page 63)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Identifying Main Subjects and Verbs (PE, page 744; UR 9,
page 64) (EL.CM.WR.15)
_________ Study and Research & Collaborative Learning: Harlem Renaissance (PE, page 744)
(EL.CM.RE.15, 19)
_________ Selection Check Test 4.9.11 (ATE, page 742; UR 9, page 65; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.9.12 (UR 9, page 66; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 159
UNIT NINE: RELATIONSHIPS
Closing the Unit, pages 745–753
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Guided Writing, page 745
Persuasive Writing: Evaluating Communication Styles
Assignment: Students observe the communication between two people and analyze its effectiveness (PE,
pages 745–751). (EL.CM.WR.01-09, 14-20, 23)
Before Writing
_________ Evaluating Communication Styles (PE, page 745)
_________ Professional Model (PE, page 745)
_________ Examining the Model (PE, page 746)
_________ Prewriting (PE, page 746; WR, page 157)
_________ Student Model—Graphic Organizer (PE, page 747; VLR I, page 156; WR, page 158)
_________ Graphic Organizer (VLR, page 156; WR, page 158)
During Writing
_________ Student Model—Draft (PE, page 747; VLR I, page 157; WR, page 161)
_________ Language, Grammar, and Style: Formal and Informal English (PE, page 748; WR, page 162)
_________ Drafting (PE, page 749; WR, page 159)
After Writing
_________ Self- and Peer Evaluation (PE, page 749; WR, page 165)
_________ Student Model—Revised (PE, page 750; WR, page 169)
_________ Publishing and Presenting (PE, page 751)
_________ Reflecting (PE, 751)
_________ Rubric for Persuasive Writing: Evaluating Communication Styles (VLR I, page 159; WR, page
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 160
Unit Nine Review
Review and Assessment
_________ Words for Everyday Use (PE, page 752; UR 9, page 74) (EL.CM.RE.08)
_________ Vocabulary Development: Antonyms and Context (ATE, page 752) (EL.CM.RE.08)
_________ Literary Tools (PE, page 752; UR 9, page 75) (EL.CM.LI.09)
_________ Unit 9 Review/Study Guide (UR 9, page 70)
_________ Unit 9 Test (UR 9, page 79; TG)
Reflecting on Your Reading
_________ Genre Studies: Short Story and Lyric Poetry (PE, page 752; UR 9, page 76) (EL.CM.LI.16-17)
_________ Thematic Studies: Friendship and Reformation (PE, page 753; UR 9, page 77) (EL.CM.LI.1718)
Featured Selection and Activity
_________ A Christmas Memory by Truman Capote (EL.CM.RE.01)
_________ Independent Reading Activity: Write Your Own Memoir (PE, page 753; UR 9, page 78)
(EL.CM.WR.21)
Selections for Additional Reading
_________ Grand Mothers: Poems, Reminiscences, and Short Stories about the Keepers of Our Traditions
edited by Nikki Giovanni(EL.CM.RE.01)
_________ Iceman by Chris Lynch(EL.CM.RE.01)
_________ The Friends by Kazumi Yumoto(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 161
UNIT TEN: COURAGE AND PERSEVERANCE
Opening the Unit, pages 754–756
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
754–755).
Unit 10 Goals/Objectives:
• to explore ideas related to the theme of courage and perseverance (EL.CM.LI.18)
• to summarize the different ways people persevere and show courage in difficult situations
(EL.CM.LI.03)
• to define personification, metaphor, simile, description, mood, foreshadowing, conflict, characterization,
speaker, rhyme, sight rhyme, and rhyme scheme and identify and explain examples of each
(EL.CM.LI.05, 09, 11-13)
• to write a fictional character sketch (EL.CM.WR.22)
• to identify and demonstrate an ability to use effective dialogue in writing (EL.CM.WR.18)
Lessons I Plan to Teach
_________ “Courage,” page 757
_________ “The Leap,” page 762
_________ Related Reading: “Her Flying Trapeze,” page 769
_________ “The Scarlet Ibis,” page 772
_________ “Through the Tunnel,” page 785
_________ Related Reading: “Death of a Young Son by Drowning,” page 794
_________ “miss rosie,” page 797
_________ “The Courage That My Mother Had,” page 802
_________ Related Reading: “The Funeral,” page 804
_________ Guided Writing—Imaginative Writing: Developing a Character Sketch, page 807
_________ Unit Ten Review, page 814
_________ For Your Reading List, page 815
Getting Started in the Classroom
_________ Fine Art: Winslow Homer. Have students discuss how the artwork relates to the title of this unit
(PE, page 754).
_________ Echoes (PE, page 756)
_________ Additional Questions and Activities: Discussing Quotes (ATE, page 756)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 162
“Courage,” page 757
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Figurative language
Ease Factor: Vocabulary
Synopsis: The speaker lists situations that require courage.
Goals/Objectives:
• to interpret and appreciate a poem about courage and the challenges of life
• to discuss different perspectives on courage and the situations that require courage
• to define personification, metaphor, and simile and find examples of these literary techniques in poetry
• to demonstrate an ability to identify clauses and phrases
• to work collaboratively to create and perform a skit that shows courage in action
Reading Strategies Resource, page 257
Reading Strategy: Use Text Organization
Fix-Up Idea: Reread
Standardized Test Practice: Identify Main Ideas
Before Reading
_________ Daily Oral Language (VLR I, page 88; UR 10, page 1)
_________ Reader’s Journal (PE, page 757; UR 10, page 1) (EL.CM.RE.03)
_________ Literary Tools: Personification, Metaphor, and Simile (PE, page 757) (EL.CM.LI.09)
_________ Reader’s Resource (PE, page 757) (EL.CM.RE.03)
_________ About the Author: Anne Sexton (PE, page 757) (EL.CM.LI.19)
_________ Fine Art: Horace Pippin (PE, page 759; VLR II, page 79; Art Note, PE, page 758)
(EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 757) (EL.CM.RE.08)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 149)
_________ Reading Strategy (RSR, page 257)
During Reading
_________ Dramatic Recording (AL, 1:52) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 757; VLR I, page 88; UR 10, page 1) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 758; UR 10, page 2) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 257)
_________ Fix-Up Idea (RSR, page 257)
After Reading
_________ Reading Strategy (RSR, page 256)
_________ Standardized Test Practice (RSR, page 257)
_________ Respond to the Selection (PE, page 760; UR 10, page 2) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 760; UR 10, page 2) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 163
_________ Understanding Literature: Personification, Metaphor, and Simile (PE, page 760; UR 10, page 4)
(EL.CM.LI.09)
_________ Writer’s Journal: Description, Metaphor or Simile, and Personification (PE, page 761; UR 10,
page 4) (EL.CM.WR.22)
_________ Vocabulary: Using a Dictionary (UR 10, page 6) (EL.CM.RE.13)
_________ Language, Grammar, and Style: Recognizing Clauses and Phrases (PE, page 761; UR 10, page
7) (EL.CM.WR.15)
_________ Study and Research: Researching Military Medals (PE, page 761) (EL.CM.RE.15, 19)
_________ Collaborative Learning: Courage Role-Play (PE, page 761) (EL.CM.SL.09)
_________ Selection Check Test 4.10.1 (ATE, page 758; UR 10, page 8; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.10.2 (UR 10, page 9; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 164
“The Leap,” page 762
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Time shifts; style; vocabulary
Ease Factor: Short sentences
Synopsis: The narrator speaks of her extraordinary mother, a former trapeze artist who has taught her how
to take risks in life.
Goals/Objectives:
• to enjoy a short story that describes a lifelong relationship between a narrator and her mother
• to summarize and discuss the hardships, risks, and sacrifices the characters make for each other
• to identify sensory details in a short story and explain how these details enrich writing
• to work with a partner to role-play an interview
Reading Strategies Resource, page 260
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Analyze Character Development
Related Reading: “Her Flying Trapeze,” page 769(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 89; UR 10, page 12)
_________ Reader’s Journal (PE, page 762; UR 10, page 12) (EL.CM.RE.03)
_________ Literary Tools: Hero and Description (PE, page 762) (EL.CM.LI.05)
_________ Reader’s Resource (PE, page 762) (EL.CM.RE.03)
_________ About the Author: Louise Erdrich (PE, page 762) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 763) (EL.CM.RE.08)
_________ Vocabulary: Suffixes: Verb Suffixes (VR, page 150)
_________ Reading Strategy (RSR, page 260)
During Reading
_________ Dramatic Recording: “The Leap” (AL, 18:27) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 762; VLR I, page 89; UR 10, page 12) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 764; UR 10, page 13) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 260)
_________ Fix-Up Idea (RSR, page 260)
After Reading
_________ Reading Strategy (RSR, page 260)
_________ Standardized Test Practice (RSR, page 261)
_________ Respond to the Selection (PE, page 768; UR 10, page 14) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 770; UR 10, page 14) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Hero and Description (PE, page 770; UR 10, page 15)
(EL.CM.LI.05)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 165
_________ Writer’s Journal: Tabloid Article, Definition of Courage, and Letter (PE, page 771; UR 10,
page 16) (EL.CM.WR.22)
_________ Vocabulary: Learning Synonyms and Antonyms (UR 10, page 17)
_________ Language, Grammar, and Style: Types of Phrases (PE, page 771; UR 10, page 18)
(EL.CM.WR.15)
_________ Media Literacy: Conducting an Interview (PE, page 771) (EL.CM.SL.11)
_________ Collaborative Learning: Writing a Promotion (PE, page 771) (EL.CM.WR.24)
_________ Related Reading: “Her Flying Trapeze” (ATE, page 769) (EL.CM.RE.03)
_________ Related Reading Questions (ATE, page 769; UR 10, page 14) (EL.CM.LI.03, 07-08)
_________ Dramatic Recording: “Her Flying Trapeze,” (AL, 1:03) (EL.CM.LI.03)
_________ Selection Check Test 4.10.3 (ATE, page 768; UR 10, page 19; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.10.4 (UR 10, page 21; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 166
“The Scarlet Ibis,” page 772
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Figurative language; vocabulary; selection length
Ease Factor: Few characters
Synopsis: An older brother transforms his feelings of shame, irritation, and anger to love for his younger
brother, Doodle, who is disabled. When Doodle dies, the narrator feels responsible.
Goals/Objectives:
• to appreciate a short story rich in setting and symbolism
• to explain different perspectives on diversity and discuss how the idea of diversity is developed in a short
story
• to define setting, foreshadowing, and mood and describe how these elements affect a reader’s
interpretation of literature
• to research and present biographical sketches to the class
• to enhance Internet skills by researching hurricane patterns in the Atlantic
Reading Strategies Resource, page 264
Reading Strategy: Make Predictions
Fix-Up Idea: Refocus
Standardized Test Practice: Analyze Literary Elements
Before Reading
_________ Daily Oral Language (VLR I, page 90; UR 10, page 25)
_________ Reader’s Journal (PE, page 772; UR 10, page 26) (EL.CM.RE.03)
_________ Literary Tools: Mood and Foreshadowing (PE, page 772) (EL.CM.LI.12-13)
_________ Reader’s Resource (PE, page 772) (EL.CM.RE.03)
_________ About the Author: James Hurst (PE, page 772) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 772) (EL.CM.RE.08)
_________ Vocabulary: PAVE: Predict, Associate, Verify, and Evaluate (VR, page 152)
_________ Reading Strategy (RSR, page 264)
During Reading
_________ Dramatic Recording (AL, 33:04) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 772; VLR I, page 90; UR 10, page 25) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 773; UR 10, page 26) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 264)
_________ Fix-Up Idea (RSR, page 264)
After Reading
_________ Reading Strategy (RSR, page 264)
_________ Standardized Test Practice (RSR, page 265)
_________ Respond to the Selection (PE, page 782; UR 10, page 28) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 783; UR 10, page 29) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 167
_________ Understanding Literature: Mood and Foreshadowing (PE, page 783; UR 10, page 30)
(EL.CM.LI.12-13)
_________ Writer’s Journal: Descriptive Paragraphs, Letter, and Poem (PE, page 784; UR 10, page 30)
(EL.CM.WR.22)
_________ Vocabulary: Homonym Brainstorm (UR 10, page 32)
_________ Language, Grammar, and Style: Adjective Clauses (PE, page 784; UR 10, page 32)
(EL.CM.WR.15)
_________ Study and Research & Speaking and Listening: Biographical Sketches (PE, page 784)
(EL.CM.RE.15, 19)
_________ Media Literacy: Internet Research (PE, page 784) (EL.CM.RE.15, 19)
_________ Selection Check Test 4.10.5 (ATE, page 782; UR 10, page 33; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.10.6 (UR 10, page 35; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 168
“Through the Tunnel,” page 785
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Style
Ease Factors: Few characters; short sentences
Synopsis: An eleven-year-old boy, on vacation with his mother at the seashore, discovers an underwater
tunnel and becomes determined to swim through it as he has seen older boys do. When he finally
accomplishes the dangerous feat, he discovers he has made a passage from childhood to adulthood.
Goals/Objectives:
• to empathize with a character passing from childhood to adulthood
• to describe Doris Lessing’s literary accomplishments
• to define and recognize symbols in literature
• to identify and define theme, setting, characterization, and conflict
• to write a narrative paragraph, alliterative description, and a personal letter
Reading Strategies Resource, page 268
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Reread
Standardized Test Practice: Use Context Clues
Related Reading: “Death of a Young Son by Drowning,” page 794(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 91; UR 10, page 39)
_________ Reader’s Journal (PE, page 785; UR 10, page 39) (EL.CM.RE.03)
_________ Prereading (PE, page 785) (EL.CM.RE.03)
_________ Fine Art: Claude Monet (PE, page 786; VLR II, page 82) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 786) (EL.CM.RE.08)
_________ Vocabulary: Synonyms (VR, page 156)
_________ Reading Strategy (RSR, page 268)
During Reading
_________ Dramatic Recording: “Through the Tunnel” (AL, 28:04) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 785; VLR I, page 91; UR 10, page 39) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 787; UR 10, page 40) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 268)
_________ Fix-Up Idea (RSR, page 268)
After Reading
_________ Reading Strategy (RSR, page 268)
_________ Standardized Test Practice (RSR, page 269)
_________ Respond to the Selection (PE, page 793; UR 10, page 41) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 795; UR 10, page 42) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 169
_________ Understanding Literature: Conflict and Characterization (PE, page 795; UR 10, page 43)
(EL.CM.LI.05, 11-12)
_________ Writer’s Journal: Narrative Paragraph, Description Using Alliteration, and Letter (PE, page
796; UR 10, page 43) (EL.CM.WR.22)
_________ Vocabulary: Word Derivation (UR 10, page 45)
_________ Language, Grammar, and Style: Adverb Clauses (PE, page 796; UR 10, page 46)
(EL.CM.WR.15)
_________ Study and Research & Media Literacy: Research Report (PE, page 796; UR 10, page 46)
(EL.CM.RE.15, 19)
_________ Speaking and Listening: Conducting an Interview (PE, page 796) (EL.CM.SL.10-11)
_________ Related Reading: “Death of a Young Son by Drowning,” (PE, page 794) (EL.CM.RE.03)
_________ Related Reading Questions (ATE, page 794; UR 10, page 41) (EL.CM.LI.03, 07-08)
_________ Dramatic Recording: “Death of a Young Son by Drowning” (AL, 1:34)
_________ Selection Check Test 4.10.7 (ATE, page 792; UR 10, page 48; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.10.8 (UR 10, page 50; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 170
“miss rosie,” page 797
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Considerations: Tone; style
Ease Factors: Vocabulary; selection length
Synopsis: The speaker protests the tragic state of an old homeless woman, once beautiful and loved, now
reduced to human garbage.
Goals/Objectives:
• to interpret and enjoy a poem in free verse
• to describe Lucille Clifton’s accomplishments
• to define speaker and simile and recognize the use of these techniques in the selection
• to work collaboratively to plan a celebration for National Poetry Month
• to write a review of a children’s book by Clifton
Reading Strategies Resource, page 272
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Compare and Contrast
Before Reading
_________ Daily Oral Language (VLR I, page 92; UR 10, page 54)
_________ Reader’s Journal (PE, page 797; UR 10, page 54) (EL.CM.RE.03)
_________ Fine Art: Gordon Parks (PE, page 798; VLR II, page 85; Art Note, PE, page 799; UR 10, page
55) (EL.CM.RE.03)
_________ Literary Tools: Speaker and Simile (PE, page 797) (EL.CM.LI.09, 11)
_________ Reader’s Resource (PE, page 797) (EL.CM.RE.03)
_________ About the Author: Lucille Clifton (PE, page 797) (EL.CM.LI.19)
_________ Vocabulary: Word Roots (VR, page 159)
_________ Reading Strategy (RSR, page 272)
During Reading
_________ Dramatic Recording (AL, 0:55) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 797; VLR I, page 92; UR 10, page 54) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 799; UR 10, page 54) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 272)
_________ Fix-Up Idea (RSR, page 272)
After Reading
_________ Reading Strategy (RSR, page 272)
_________ Standardized Test Practice (RSR, page 273)
_________ Respond to the Selection (PE, page 800; UR 10, page 55) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 800; UR 10, page 55) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 171
_________ Understanding Literature: Speaker and Simile (PE, page 800; UR 10, page 57) (EL.CM.LI.09,
11)
_________ Writer’s Journal: Letter, Journal Entry, and Free Verse Poem (PE, page 801; UR 10, page 57)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Noun Clauses (PE, page 801; UR 10, page 58)
(EL.CM.WR.15)
_________ Collaborative Learning & Study and Research: Celebrating National Poetry Month (PE, page
801) (EL.CM.RE.04, 15)
_________ Applied English: Advertisement (PE, page 801) (EL.CM.WR.24)
_________ Critical Thinking: Book Review (PE, page 801; UR 10, page 59) (EL.CM.WR.22)
_________ Selection Check Test 4.10.9 (ATE, page 799; UR 10, page 60; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.10.10 (UR 10, page 61; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 172
“The Courage That My Mother Had,” page 802
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Poetic style; figurative language
Ease Factors: First-person point of view; selection length
Synopsis: This poem pays homage to the poet’s mother.
Goals/Objectives:
• to empathize with the speaker of a poem
• to discuss different ideas about how people can remember and honor the deceased
• to define figures of speech, metaphor, simile, rhyme, sight rhyme, and rhyme scheme
• to create a poetry booklet organized by theme
Reading Strategies Resource, page 276
Reading Strategy: Write Things Down
Fix-Up Idea: Connect to Prior Knowledge
Standardized Test Practice: Compare and Contrast
Related Reading: “The Funeral,” page 804(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 93; UR 10, page 64)
_________ Reader’s Journal (PE, page 802; UR 10, page 64) (EL.CM.RE.03)
_________ Prereading (PE, page 802) (EL.CM.RE.03)
_________ Fine Art: Amedeo Modigliani (PE, page 803; VLR II, page 88) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 803) (EL.CM.RE.08)
_________ Vocabulary: Vocabulary Clusters (VR, page 160)
_________ Reading Strategy (RSR, page 276)
During Reading
_________ Dramatic Recording: “The Courage That My Mother Had” (AL, 0:49) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 802; VLR I, page 93; UR 10, page 64) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 803; UR 10, page 64) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 276)
_________ Fix-Up Idea (RSR, page 276)
After Reading
_________ Reading Strategy (RSR, page 276)
_________ Standardized Test Practice (RSR, page 277)
_________ Respond to the Selection (PE, page 805; UR 10, page 65) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 805; UR 10, page 65) (EL.CM.LI.03, 07-08)
_________ Understanding Literature (PE, page 805; UR 10, page 66) (EL.CM.LI.09)
_________ Writer’s Journal: Will, Short Speech, and Poem (PE, page 806; UR 10, page 67)
(EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 173
_________ Language, Grammar, and Style: Review of Clauses (PE, page 806; UR 10, page 68)
(EL.CM.WR.15)
_________ Media Literacy & Collaborative Learning: Storytelling (PE, page 806) (EL.CM.SL.09)
_________ Media Literacy: Poetry Booklet (PE, page 806) (EL.CM.RE.05)
_________ Related Reading: “The Funeral” (PE, page 804) (EL.CM.RE.03)
_________ Related Reading Questions (ATE, page 804; UR 10, page 65) (EL.CM.LI.03, 07-08)
_________ Dramatic Recording: “The Funeral” (AL, 0:44) (EL.CM.LI.01)
_________ Selection Check Test 4.10.11 (ATE, page 804; UR 10, page 69; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.10.12 (UR 10, page 70; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 174
UNIT TEN: COURAGE AND PERSEVERANCE
Closing the Unit, pages 807–815
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Guided Writing, page 807
Imaginative Writing: Developing a Character Sketch
Assignment: Students write a fictional character sketch (PE, pages 807–813). (EL.CM.WR.01-09, 12, 1420, 22)
Before Writing
_________ Developing a Character Sketch (PE, page 807)
_________ Professional Model (PE, page 807)
_________ Examining the Model (PE, page 807)
_________ Prewriting (PE, page 808; WR, page 174)
_________ Student Model—Graphic Organizer (PE, page 809; WR, page 175)
_________ Graphic Organizer (VLR I, page 161; WR, page 176)
During Writing
_________ Drafting (PE, page 809)
_________ Self- and Peer Evaluation (PE, page 810; WR, page 180)
_________ Language, Grammar, and Style: Writing Dialogue (PE, page 810; WR, page 177)
_________ Student Model—Draft (PE, page 810; VLR I, page 162)
After Writing
_________ Revising and Proofreading (PE, page 811)
_________ Publishing and Presenting (PE, page 811)
_________ Reflecting (PE, 811)
_________ Student Model—Revised (PE, page 812; WR, page 184)
_________ Rubric for Imaginative Writing: Developing a Character Sketch (VLR I, page 164; WR, page
189)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 175
Unit Ten Review
Review and Assessment
_________ Words for Everyday Use (PE, page 814; UR 10, page 75) (EL.CM.RE.08)
_________ Vocabulary Development: Word Search (ATE, page 814) (EL.CM.RE.08)
_________ Literary Tools (PE, page 814; UR 10, page 76) (EL.CM.LI.09)
_________ Unit 10 Review/Study Guide (UR 10, page 73)
_________ Unit 10 Test (UR 10, page 81; TG)
Reflecting on Your Reading
_________ Thematic Studies (PE, page 814; UR 10, page 77) (EL.CM.LI.18-19)
_________ Genre Studies: Poetry; Short Story (PE, page 815; UR 10, page 78) (EL.CM.LI.15)
Featured Selection and Activity
_________ Having Our Say: The Delany Sisters’ First 100 Years by Sarah L. Delany and A. Elizabeth
Delany with Amy Hill Hearth (EL.CM.RE.01)
_________ Independent Reading Activity: Oral Interpretation of Literature (PE, page 815; VLR I, page 94;
UR 10, page 80) (EL.CM.SL.09)
Selections for Additional Reading
_________ Ties that Bind, Ties that Break by Lensey Namioka(EL.CM.RE.01)
_________ The Man from the Other Side by Uri Orlev, translated by Hillel Halkin(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 176
UNIT ELEVEN: JOURNEYS
Opening the Unit, pages 816–818
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
816–817).
Unit 11 Goals/Objectives:
• to enjoy fiction and poems that explore the theme of physical and mental journeys (EL.CM.LI.17-18)
• to summarize different perspectives about journeys (EL.CM.LI.16)
• to define simile, metaphor, repetition, description, tone, simile, point of view, image, conflict, and
characterization and identify and explain examples of each (EL.CM.LI.05, 09, 12, 13)
• to write a narrative (EL.CM.WR.21)
• to achieve sentence parallelism (EL.CM.WR.13)
Lessons I Plan to Teach
_________ “A Journey,” page 819
_________ Related Reading: “The Journey,” page 829
_________ “Otherwise” and “The Old Life,” page 832
_________ from Great Plains, page 838
_________ from Mississippi Solo, page 844
_________ “How Did I Get Here?,” page 854
_________ Related Reading: “Late Fragment,” page 858
_________ Guided Writing—Narrative Writing: Chronicling a Journey, page 861
_________ Unit Eleven Review, page 870
_________ For Your Reading List, page 871
Getting Started in the Classroom
_________ Fine Art: Richard Onyango. Have students discuss how the artwork relates to the title of this
unit (PE, page 816).
_________ Echoes (PE, page 818)
_________ Additional Questions and Activities: Discussing Quotes (ATE, page 818)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 177
“A Journey,” page 819
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vocabulary; subject matter; sentence structure
Ease Factor: Style
Synopsis: A young wife and her terminally ill husband are on a long train trip home. When the husband
dies en route, the panicked wife attempts to conceal his death.
Goals/Objectives:
• to appreciate a short story written in the early 1900s
• to describe Edith Wharton’s literary contributions
• to define psychological fiction, simile, and metaphor
• to use commas effectively
• to write a critical paragraph
Reading Strategies Resource, page 280
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Reread
Standardized Test Practice: Use Context Clues
Related Reading: “The Journey,” page 829(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 95; UR 11, page 1)
_________ Reader’s Journal (PE, page 819; UR 11, page 1) (EL.CM.RE.03)
_________ Literary Tools: Psychological Fiction, Simile, and Metaphor (PE, page 819) (EL.CM.LI.09)
_________ Reader’s Resource: Culture Connection (PE, page 819) (EL.CM.RE.03)
_________ About the Author: Edith Wharton (PE, page 819) (EL.CM.LI.19)
_________ Fine Art: Gino Severini (PE, page 825; VLR II, page 91; Art Note, PE and ATE, page 825; UR
11, page 3) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 819) (EL.CM.RE.08)
_________ Vocabulary: Test Your Knowledge (VR, page 161)
_________ Reading Strategy (RSR, page 280)
During Reading
_________ Dramatic Recording: “A Journey” (AL, 32:05) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 819; VLR I, page 95; UR 11, page 1) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 820; UR 11, page 1) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 280)
_________ Fix-Up Idea (RSR, page 280)
After Reading
_________ Reading Strategy (RSR, page 280)
_________ Standardized Test Practice (RSR, page 281)
_________ Respond to the Selection (PE, page 828; UR 11, page 3) (EL.CM.RE.03)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 178
_________ Investigate, Inquire, and Imagine (PE, page 830; UR 11, page 4) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Psychological Fiction, Simile, and Metaphor (PE, page 830; UR 11,
page 5) (EL.CM.LI.09)
_________ Writer’s Journal: Letter, Journal Entry, and Newspaper Article (PE, page 831; UR 11, page 6)
(EL.CM.WR.22)
_________ Vocabulary: Learning Base Words, Prefixes, and Suffixes (UR 11, page 7) (EL.CM.RE.10)
_________ Language, Grammar, and Style: Commas (PE, page 831; UR 11, page 8) (EL.CM.WR.18)
_________ Study and Research & Media Literacy: Women at the Turn of the Century (PE, page 831)
(EL.CM.RE.15, 19)
_________ Media Literacy: Applying Criticism (PE, page 831) (EL.CM.SL.14-15)
_________ Speaking and Listening & Collaborative Learning: Role-Play (PE, page 831) (EL.CM.SL.0911)
_________ Related Reading: “The Journey” (PE, page 829) (EL.CM.RE.03)
_________ Related Reading Questions (ATE, page 829; UR 11, page 3) (EL.CM.LI.03, 07-08)
_________ Dramatic Recording: “The Journey,” (AL, 1:12) (EL.CM.LI.01)
_________ Selection Check Test 4.11.1 (ATE, page 828; UR 11, page 9; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.11.2 (UR 11, page 11; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 179
“Otherwise” and “The Old Life,” page 832
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy, Challenging
Difficulty Considerations: “Otherwise”: Poetic line breaks; “The Old Life”: Poetic line breaks;
vocabulary
Ease Factor: Subject matter
Synopsis: Both poems are a blend of narrative format and lyrical style, celebrating the small acts that make
up our lives.
Goals/Objectives:
• to appreciate the interconnectedness of two related poems
• to describe the literary contributions of Jane Kenyon and Donald Hall
• to define repetition and description and recognize the use of these techniques in the selections
• to demonstrate an ability to use vivid verbs
• to give a poetry reading
• to analyze a poet’s revisions
Reading Strategies Resource, page 284
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Visualize
Standardized Test Practice: Synthesize Information from Multiple Texts
Before Reading
_________ Daily Oral Language (VLR I, page 96; UR 11, page 14)
_________ Reader’s Journal (PE, page 832; UR 11, page 14) (EL.CM.RE.03)
_________ Literary Tools: Repetition and Description (PE, page 832) (EL.CM.LI.09)
_________ Reader’s Resource (PE, page 832) (EL.CM.RE.03)
_________ About the Authors: Jane Kenyon and Donald Hall (PE, page 833) (EL.CM.LI.19)
_________ Fine Art: Henri Matisse (PE, page 834; VLR II, page 94; Art Note, ATE, page 834)
(EL.CM.RE.03)
_________ Vocabulary: Using Specific, Descriptive Language (VR, page 164)
_________ Reading Strategy (RSR, page 284)
During Reading
_________ Dramatic Recording: “Otherwise” (AL, 1:17) (EL.CM.LI.01)
_________ Dramatic Recording: “The Old Life” (AL, 0:54) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 832; VLR I, page 96; UR 11, page 14) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 834; UR 11, page 14) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 284)
_________ Fix-Up Idea (RSR, page 284)
After Reading
_________ Reading Strategy (RSR, page 284)
_________ Standardized Test Practice (RSR, page 285)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 180
_________ Respond to the Selection (PE, page 836; UR 11, page 15) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 836; UR 11, page 15) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Repetition and Description (PE, page 836; UR 11, page 17)
(EL.CM.LI.09)
_________ Writer’s Journal: Paragraph, Journal Entry, and Poem (PE, page 837; UR 11, page 17)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Using Vivid Verbs (PE, page 837; UR 11, page 18)
(EL.CM.WR.12)
_________ Speaking and Listening: Poetry Reading (PE, page 837) (EL.CM.SL.09)
_________ Applied English: Flyer (PE, page 837) (EL.CM.WR.25)
_________ Selection Check Test 4.11.3 (ATE, page 835; UR 11, page 19; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.11.4 (UR 11, page 20; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 181
from Great Plains, page 838
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Style; subject matter
Ease Factors: Vocabulary; selection length
Synopsis: In this excerpt, Frazier describes places he slept in his van while on long drives across the Great
Plains.
Goals/Objectives:
• to appreciate an essay about traveling through the Great Plains
• to describe Ian Frazier’s literary accomplishments
• to define tone and simile and recognize the use of these techniques in the selection
• to write a brief biography of a Native American chief
• to write a travel journal for an imaginary trip in the United States
Reading Strategies Resource, page 288
Reading Strategy: Visualize
Fix-Up Idea: Read Aloud
Standardized Test Practice: Analyze Literary Elements
Before Reading
_________ Daily Oral Language (VLR I, page 97; UR 11, page 23)
_________ Reader’s Journal (PE, page 838; UR 11, page 23) (EL.CM.RE.03)
_________ Literary Tools: Tone and Simile (PE, page 838) (EL.CM.LI.09, 11)
_________ Reader’s Resource: Geography and History Connections (PE, page 838) (EL.CM.RE.03)
_________ About the Author: Ian Frazier (PE, page 838) (EL.CM.LI.19)
_________ Fine Art: Edward Hopper (PE, page 839; VLR II, page 97) (EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 838) (EL.CM.RE.08)
_________ Vocabulary: Prefixes (VR, page 166)
_________ Reading Strategy (RSR, page 288)
During Reading
_________ Dramatic Recording (AL, 7:59) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 838; VLR I, page 97; UR 11, page 23) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 839; UR 11, page 23) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 288)
_________ Fix-Up Idea (RSR, page 288)
After Reading
_________ Reading Strategy (RSR, page 288)
_________ Standardized Test Practice (RSR, page 289)
_________ Respond to the Selection (PE, page 841; UR 11, page 24) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 842; UR 11, page 24) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Tone and Simile (PE, page 842; UR 11, page 25) (EL.CM.LI.09, 11)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 182
_________ Writer’s Journal: Post Card, Letter, and Travel Journal (PE, page 843; UR 11, page 26)
(EL.CM.WR.22)
_________ Vocabulary: Compound Words (UR 11, page 27)
_________ Language, Grammar, and Style: Verbals: Participles (PE, page 843; UR 11, page 28)
(EL.CM.WR.16)
_________ Collaborative Learning & Study and Research: Planning a Road Trip (PE, page 843)
(EL.CM.RE.05, 15, 19)
_________ Study and Research: Researching a Native American Chief (PE, page 843) (EL.CM.RE.15, 19)
_________ Selection Check Test 4.11.5 (ATE, page 841; UR 11, page 29; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.11.6 (UR 11, page 30; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 183
from Mississippi Solo, page 844
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Consideration: Subject matter
Ease Factors: Narrative style; short sentences
Synopsis: In this excerpt, the author tells about the beginning of his canoe journey down the Mississippi
River and obstacles he encountered.
Goals/Objectives:
• to appreciate what it might be like to pursue a dream and take a journey
• to become familiar with the life and work of Eddy L. Harris
• to define point of view and image and recognize the use of these techniques in the selection
• to research an aspect of the Mississippi River
• to discuss the process of setting goals
Reading Strategies Resource, page 292
Reading Strategy: Write Things Down
Fix-Up Idea: Unlock Difficult Vocabulary
Standardized Test Practice: Compare and Contrast
Before Reading
_________ Daily Oral Language (VLR I, page 98; UR 11, page 34)
_________ Reader’s Journal (PE, page 844; UR 11, page 35) (EL.CM.RE.03)
_________ Literary Tools: Point of View and Image (PE, page 844) (EL.CM.LI.09, 11)
_________ Reader’s Resource: History Connection (PE, page 844) (EL.CM.RE.03)
_________ About the Author: Eddy L. Harris (PE, page 844) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 844) (EL.CM.RE.08)
_________ Vocabulary: Antonyms (VR, page 170)
_________ Reading Strategy (RSR, page 292)
During Reading
_________ Dramatic Recording (AL, 22:35) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 844; VLR I, page 98; UR 11, page 34) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 846; UR 11, page 35) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 292)
_________ Fix-Up Idea (RSR, page 292)
After Reading
_________ Reading Strategy (RSR, page 292)
_________ Standardized Test Practice (RSR, page 293)
_________ Respond to the Selection (PE, page 852; UR 11, page 36) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 852; UR 11, page 37) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Point of View and Image (PE, page 852; UR 11, page 38)
(EL.CM.LI.09, 11)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 184
_________ Writer’s Journal: Travel Journal Entry, Thank-You Note, and Brochure (PE, page 853; UR 11,
page 38) (EL.CM.WR.22)
_________ Vocabulary: Using Adjectives (UR 11, page 40)
_________ Language, Grammar, and Style: Verbals: Gerunds (PE, page 853; UR 11, page 41)
(EL.CM.WR.15)
_________ Study and Research & Collaborative Learning: Exploring the Mississippi (PE, page 853)
(EL.CM.RE.15, 19)
_________ Collaborative Learning & Speaking and Listening: Setting Goals (PE, page 853)
(EL.CM.LI.02, SL.09)
_________ Selection Check Test 4.11.7 (ATE, page 851; UR 11, page 42; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.11.8 (UR 11, page 44; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 185
“How Did I Get Here?,” page 854
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Easy
Difficulty Considerations: Subject matter; adult perspective
Ease Factors: Vocabulary; selection length
Synopsis: When an elderly woman becomes obsessed with remembering details about her past, asking
“How did I get here?” her daughter fears she is losing her mind. Then, a year after her mother’s death, the
daughter is looking back on her own life when she too suddenly thinks, “How did I get here?”
Goals/Objectives:
• to become familiar with the life and work of Sybil Carlin
• to define conflict and characterization
• to use the active voice
• to conduct an interview, write a report, and compose a business letter
Reading Strategies Resource, page 296
Reading Strategy: Find a Purpose for Reading
Fix-Up Idea: Reread
Standardized Test Practice: Identify Main Idea
Related Reading: “Late Fragment,” page 858(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 99; UR 11, page 47)
_________ Reader’s Journal (PE, page 854; UR 11, page 47) (EL.CM.RE.03)
_________ Prereading (PE, page 854) (EL.CM.RE.03)
_________ Fine Art: Salvador Dali (PE, page 856; Art Note, PE and ATE, page 856; UR 11, page 48)
(EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 855) (EL.CM.RE.08)
_________ Vocabulary: Homophones (VR, page 171)
_________ Reading Strategy (RSR, page 296)
During Reading
_________ Dramatic Recording (AL, 8:19) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 854; VLR I, page 99; UR 11, page 47) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 855; UR 11, page 47) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 296)
_________ Fix-Up Idea (RSR, page 296)
After Reading
_________ Reading Strategy (RSR, page 296)
_________ Standardized Test Practice (RSR, page 297)
_________ Respond to the Selection (PE, page 859; UR 11, page 48) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 859; UR 11, page 49) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 186
_________ Understanding Literature: Conflict and Characterization (PE, page 859; UR 11, page 50)
(EL.CM.LI.05, 12)
_________ Writer’s Journal: Obituary, Letter, and Dialogue (PE, page 860; UR 11, page 50)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Active Voice (PE, page 860; UR 11, page 52) (EL.CM.WR.12)
_________ Study and Research: Written Report (PE, page 860) (EL.CM.RE.23)
_________ Speaking and Listening & Collaborative Learning: Interview (PE, page 860) (EL.CM.SL.1011)
_________ Applied English: Business Letter (PE, page 860) (EL.CM.WR.25)
_________ Related Reading: “Late Fragment,” (PE, page 858) and Related Reading Questions (ATE, page
858; UR 11, page 48) (EL.CM.RE.03)
_________ Dramatic Recording: “Late Fragment,” (AL, 0:18) (EL.CM.LI.03)
_________ Selection Check Test 4.11.9 (ATE, page 858; UR 11, page 53; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.11.10 (UR 11, page 54; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 187
UNIT ELEVEN: JOURNEYS
Closing the Unit, pages 861–871
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Guided Writing, page 861
Narrative Writing: Chronicling a Journey
Assignment: Students write about a journey—actual or symbolic—in which they have come to better
understand themselves or others (PE, pages 861–869). (EL.CM.WR.01-09, 13, 14-21)
Before Writing
_________ Chronicling a Journey (PE, page 861)
_________ Professional Model (PE, page 862)
_________ Examining the Model (PE, page 862)
_________ Prewriting (PE, page 862; WR, page 191)
_________ Student Model—Graphic Organizer (PE, page 864; WR, page 192)
_________ Graphic Organizer (VLR I, page 166; WR, page 193)
During Writing
_________ Drafting (PE, page 864)
_________ Self- and Peer Evaluation (PE, page 865; WR, page 199)
_________ Student Model—Draft (PE, page 865; VLR I, page 167; WR, page 194)
_________ Revising and Proofreading (PE, page 867)
_________ Language, Grammar, and Style: Achieving Sentence Parallelism (PE, page 867; WR, page 195)
After Writing
_________ Student Model—Revised (PE, page 867; WR, page 203)
_________ Publishing and Presenting (PE, page 869)
_________ Reflecting (PE, page 869)
_________ Rubric for Narrative Writing: Chronicling a Journey (VLR I, page 169; WR, page 207)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 188
Unit Eleven Review
Review and Assessment
_________ Words for Everyday Use (PE, page 870; UR 11, page 59) (EL.CM.RE.08)
_________ Vocabulary Development: Sentence Completion (ATE, page 870) (EL.CM.RE.08)
_________ Literary Tools (PE, page 870; UR 11, page 60) (EL.CM.LI.09)
_________ Unit 11 Review/Study Guide (UR 11, page 57)
_________ Unit 11 Test (UR 11, page 66; TG)
Reflecting on Your Reading
_________ Genre Studies: Short Story, Nonfiction, and Lyric Poetry (PE, page 870; UR 11, page 61)
(EL.CM.LI.18)
_________ Thematic Studies: Aging, Isolation, and Modes of Transportation (PE, page 871; UR 11, page
62) (EL.CM.LI.17)
Featured Selection and Activity
_________ I Heard the Owl Call My Name by Margaret Craven (EL.CM.RE.01)
_________ Independent Reading Activity: Book Club Discussion (PE, page 871; UR 11, page 64)
(ELCM.LI.02)
Selections for Additional Reading
_________ Leaving Home stories selected by Hazel Rochman and Darlene Z. McCampbell(EL.CM.RE.01)
_________ Running North by Ann Mariah Cook(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 189
UNIT TWELVE: VISIONS OF THE FUTURE
Opening the Unit, pages 872–874
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the
Unit Skills Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages
872–873).
Unit 12 Goals/Objectives:
• to explore ideas related to the genre of science fiction (EL.CM.LI.01)
• to understand and summarize the vision of the future that is developed in each of the short stories
(EL.CM.RE.02)
• to define theme, personification, simile, narrator, mood, dramatic irony, setting, caricature, satire, and
motivation and identify and explain examples of each (EL.CM.LI.06, 09-12)
• to create a multimedia presentation (EL.CM.WR.23)
• to identify participles and their modifiers, gerunds and infinitives, and the simple subject and verb in a
sentence (EL.CM.WR.13, 15)
• to recognize the parts of speech of various words and phrases in sentences(EL.CM.WR.13, 15)
Lessons I Plan to Teach
_________ “There Will Come Soft Rains,” page 875
_________ “Nightmare Number Three,” page 884
_________ Related Reading: “All Watched Over by Machines of Loving Grace,” page 888
_________ “The Test,” page 891
_________ Related Reading: “Auto Wreck,” page 896
_________ “History Lesson,” page 900
_________ “The Feeling of Power,” page 910
_________ “The Monsters Are Due On Maple Street,” page 921
_________ Guided Writing—Informative Writing: Creating a Multimedia Presentation, page 937
_________ Unit Twelve Review, page 946
_________ For Your Reading List, page 947
Getting Started in the Classroom
_________ Fine Art: Diego Rivera (PE, page 872; VLR II, page 100)
_________ Echoes (PE, page 874)
_________ Additional Questions and Activities: Writing a Motivational Speech (ATE, page 874)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 190
“There Will Come Soft Rains,” page 875
Teacher’s Name ____________________________Class _____________Date _____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vocabulary; science fiction elements
Ease Factors: Selection length; setting
Synopsis: A fully automated house busily performs its tasks, while in the meantime, all life appears to have
been ended by nuclear holocaust. Finally the house, too, is destroyed when a fire consumes it.
Goals/Objectives:
• to interpret and appreciate a work of science fiction
• to discuss the vision of the future that is developed in this short story and its accompanying poem
• to define theme and personification and give examples of these
• to describe Ray Bradbury’s literary accomplishments
• to write a schedule, eulogy, and science fiction story
• to learn the meanings of prefixes and suffixes to build vocabulary
• to learn more about the science fiction genre
• to brainstorm new invention ideas
Reading Strategies Resource, page 300
Reading Strategy: Make Predictions
Fix-Up Idea: Read Short Sections
Standardized Test Practice: Synthesize and Draw Conclusions
Before Reading
_________ Daily Oral Language (VLR I, page 100; UR 12, page 1)
_________ Reader’s Journal (PE, page 875; UR 12, page 1) (EL.CM.RE.03)
_________ Literary Tools: Theme and Personification (PE, page 875) (EL.CM.LI.06, 09)
_________ Reader’s Resource (PE, page 875) (EL.CM.RE.03)
_________ About the Author: Ray Bradbury (PE, page 875) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 877) (EL.CM.RE.08)
_________ Vocabulary: Using Context Clues in Your Writing (VR, page 173)
_________ Reading Strategy (RSR, page 300)
During Reading
_________ Dramatic Recording (AL, 15:58) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 875; VLR I, page 100; UR 12, page 1) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 876; UR 12, page 2) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 300)
_________ Fix-Up Idea (RSR, page 300)
After Reading
_________ Reading Strategy (RSR, page 300)
_________ Standardized Test Practice (RSR, page 301)
_________ Respond to the Selection (PE, page 881; UR 12, page 3) (EL.CM.RE.03)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 191
_________ Investigate, Inquire, and Imagine (PE, page 882; UR 12, page 3) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Theme and Personification (PE, page 882; UR 12, page 4)
(EL.CM.LI.06, 09)
_________ Writer’s Journal: Schedule, Eulogy, and Science Fiction Story (PE, page 883; UR 12, page 5)
(EL.CM.WR.22)
_________ Language, Grammar, and Style: Modifiers for Participles (PE, page 883; UR 12, page 8)
(EL.CM.WR.16)
_________ Study and Research: Written Report (PE, page 883; UR 12, page 9) (ELCM.WR.23)
_________ Speaking and Listening & Collaborative Learning: Inventors’ Fair (PE, page 883)
(EL.CM.SL.09-11)
_________ Vocabulary: Prefixes and Suffixes (PE, page 883; UR 12, page 6) (EL.CM.RE.10)
_________ Selection Check Test 4.12.1 (ATE, page 881; UR 12, page 10; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.12.2 (UR 12, page 12; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 192
“Nightmare Number Three,” page 884
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vocabulary; subject matter
Ease Factors: First-person point of view; selection length
Synopsis: In this darkly humorous poem, the speaker tells of how machines have revolted and begun to
attack mankind.
Goals/Objectives:
• to appreciate a darkly humorous poem
• to define simile and narrator
• to explain different perspectives on technology and discuss the theme of technology out of control
• to describe Stephen Vincent Benét’s literary accomplishments
• to practice writing skills by creating similes, an ode, and an essay
• to research revolutionary inventions and computer careers
Reading Strategies Resource, page 304
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Unlock Difficult Words
Standardized Test Practice: Analyze Theme
Related Reading: “All Watched Over by Machines of Loving Grace,” page 888
Before Reading
_________ Daily Oral Language (VLR I, page 101; UR 12, page 15)
_________ Reader’s Journal (PE, page 884; UR 12, page 15) (EL.CM.RE.03)
_________ Literary Tools: Simile and Narrator (PE, page 884) (EL.CM.LI.09, 11)
_________ Reader’s Resource (PE, page 884) (EL.CM.RE.03)
_________ About the Author: Stephen Vincent Benét (PE, page 884) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 885) (EL.CM.RE.08)
_________ Vocabulary: Spelling: Comprehensive Review (VR, page 175)
_________ Reading Strategy (RSR, page 304)
During Reading
_________ Dramatic Recording (AL, 4:23) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 884; VLR I, page 101; UR 12, page 15) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 885; UR 12, page 16) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 304)
_________ Fix-Up Idea (RSR, page 304)
After Reading
_________ Reading Strategy (RSR, page 304)
_________ Standardized Test Practice (RSR, page 305)
_________ Respond to the Selection (PE, page 887; UR 12, page 16) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 889; UR 12, page 17) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 193
_________ Understanding Literature: Simile and Narrator (PE, page 889; UR 12, page 18) (EL.CM.LI.09,
11)
_________ Writer’s Journal: Similes, Essay, and Ode (PE, page 890; UR 12, page 19) (EL.CM.WR.22)
_________ Speaking and Listening & Collaborative Learning: Role-Play (PE, page 890) (EL.CM.SL.0911)
_________ Study and Research: Research Report (PE, page 890; UR 12, page 20) (EL.CM.WR.23)
_________ Applied English: Career Research (PE, page 890) (EL.CM.RE.15, 19)
_________ Related Reading (PE, page 888); Related Reading Questions (ATE, page 888; UR 12, page 17)
(EL.CM.LI.03, 07-08)
_________ Dramatic Recording: “All Watched Over by Machines of Loving Grace” (AL, 0:54)
(EL.CM.LI.01)
_________ Selection Check Test 4.12.3 (ATE, page 888; UR 12, page 22; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.12.4 (UR 12, page 23; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 194
“The Test,” page 891
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Vocabulary; science fiction elements
Ease Factor: Selection length
Synopsis: A young man dies in a car crash, only to find that the accident was not real, but rather part of a
driver’s test.
Goals/Objectives:
• to empathize with a character who is caught between dream and reality
• to describe different visions of the future
• to discuss the theme of questioning reality
• to define mood and identify the mood of a short story
• to write a police/accident report, a scene with a plot twist, and a short story
Reading Strategies Resource, page 308
Reading Strategy: Connect to Prior Knowledge
Fix-Up Idea: Write Things Down
Standardized Test Practice: Compare and Contrast
Related Reading: “Auto Wreck,” page 896(EL.CM.RE.03)
Before Reading
_________ Daily Oral Language (VLR I, page 102; UR 12, page 26)
_________ Reader’s Journal (PE, page 891; UR 12, page 27) (EL.CM.RE.03)
_________ Literary Tools: Mood and Theme (PE, page 891) (EL.CM.LI.06, 13)
_________ Reader’s Resource (PE, page 891) (EL.CM.RE.03)
_________ About the Author: Theodore L. Thomas (PE, page 891) (EL.CM.LI.19)
_________ Fine Art: David Hockney (PE, page 893; Art Note, PE, page 893; UR 12, page 28)
(EL.CM.RE.03)
_________ Vocabulary from the Selection (ATE, page 893) (EL.CM.RE.08)
_________ Vocabulary: Using New Vocabulary (VR, page 176)
_________ Reading Strategy (RSR, page 308)
During Reading
_________ Graphic Organizer (PE, page 891; VLR I, page 102; UR 12, page 26) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 892; UR 12, page 27) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 308)
_________ Fix-Up Idea (RSR, page 308)
After Reading
_________ Reading Strategy (RSR, page 308)
_________ Standardized Test Practice (RSR, page 309)
_________ Respond to the Selection (PE, page 895; UR 12, page 28) (EL.CM.RE.03)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 195
_________ Investigate, Inquire, and Imagine (PE, page 898; UR 12, page 30) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Mood and Theme (PE, page 898; UR 12, page 31) (EL.CM.LI.06,
13)
_________ Writer’s Journal: Police/Accident Report, Plot Twist, and Short Story (PE, page 899; UR 12,
page 32) (EL.CM.WR.22)
_________ Language, Grammar, and Style: Reviewing Verbals (PE, page 899; UR 12, page 33)
(EL.CM.WR.15)
_________ Collaborative Learning: Choose Your Own Ending (PE, page 899) (EL.CM.LI.02)
_________ Applied English & Study and Research: Exploration (PE, page 899) (EL.CM.RE.15, 19)
_________ Related Reading: “Auto Wreck” (PE, page 896) (EL.CM.RE.03)
_________ Related Reading Questions (PE, page 896; UR 12, page 28) (EL.CM.LI.03, 07-08)
_________ Dramatic Recording “Auto Wreck” (AL, 2:28)
_________ Selection Check Test 4.12.5 (ATE, page 894; UR 12, page 34; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.12.6 (UR 12, page 36; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 196
“History Lesson,” page 900
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Subject matter; science fiction elements
Ease Factor: Intriguing plot
Synopsis: After all life on Earth has been wiped out by a second Ice Age, Venusians visit the planet and
discover a film reel of a Disney cartoon, which they take to be an important record of what human life was
like.
Goals/Objectives:
• to enjoy a story set in a futuristic world
• to learn about the life and work of Arthur C. Clarke
• to describe the literary techniques of setting and dramatic irony
• to explain different perspectives on popular culture
• to discuss the ideas of alien civilizations and possibilities for the future as they are developed in a short
story
• to practice writing skills with a journal entry, an essay, and a museum guide
• to create a time capsule, research symbols of past civilizations, and research scientific writings
Reading Strategies Resource, page 312
Reading Strategy: Visualize
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Analyze Setting
Before Reading
_________ Daily Oral Language (VLR I, page 103; UR 12, page 39)
_________ Reader’s Journal (PE, page 900; UR 12, page 39) (EL.CM.RE.03)
_________ Literary Tools: Dramatic Irony and Setting (PE, page 900) (EL.CM.LI.10, 13)
_________ Reader’s Resource (PE, page 900) (EL.CM.RE.03)
_________ About the Author: Arthur C. Clarke (PE, page 900) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 901) (EL.CM.RE.08)
_________ Vocabulary: Semantic Families (VR, page 178)
_________ Reading Strategy (RSR, page 312)
During Reading
_________ Dramatic Recording (AL, 23:44) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 900; VLR I, page 103; UR 12, page 39) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 901; UR 12, page 40) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 312)
_________ Fix-Up Idea (RSR, page 312)
After Reading
_________ Reading Strategy (RSR, page 312)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 197
_________ Standardized Test Practice (RSR, page 313)
_________ Respond to the Selection (PE, page 907; UR 12, page 41) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 908; UR 12, page 41) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Dramatic Irony and Setting (PE, page 908; UR 12, page 43)
(EL.CM.LI.10, 13)
_________ Writer’s Journal: Journal Entry, Essay, and Museum Guide (PE, page 909; UR 12, page 43)
(EL.CM.WR.22)
_________ Vocabulary: Using Context Clues to Estimate Meaning (UR 12, page 45) (EL.CM.RE.10)
_________ Language, Grammar, and Style: Simple Subjects and Verbs (PE, page 909; UR 12, page 46)
(EL.CM.WR.13)
_________ Collaborative Learning: Time Capsule (PE, page 909) (EL.CM.LI.02)
_________ Media Literacy & Speaking and Listening: Internet Research (PE, page 909) (EL.CM.RE.15,
19)
_________ Study and Research: Written Report (PE, page 909) (EL.CM.WR.23)
_________ Selection Check Test 4.12.7 (ATE, page 906; UR 12, page 47; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.12.8 (UR 12, page 49; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 198
“The Feeling of Power,” page 910
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Challenging
Difficulty Considerations: Style; vocabulary; science fiction elements
Ease Factor: Dialogue
Synopsis: In this science fiction story, set in the distant future, people are dependent on computers and the
science of mathematics has been forgotten. High-level politicians are stunned and intrigued when a
technician shows the ability to multiply numbers on paper.
Goals/Objectives:
• to appreciate a satirical science fiction work
• to discuss possible consequences of technology and advancement
• to define caricature and satire and identify and explain examples of each
• to conduct research on ways in which math is used in our world
Reading Strategies Resource, page 316
Reading Strategy: Tackle Difficult Vocabulary
Fix-Up Idea: Choose a New Strategy
Standardized Test Practice: Use Context Clues
Before Reading
_________ Daily Oral Language (VLR I, page 104; UR 12, page 52)
_________ Reader’s Journal (PE, page 910; UR 12, page 52) (EL.CM.RE.03)
_________ Literary Tools: Caricature and Satire (PE, page 910) (EL.CM.LI.05, 15)
_________ Reader’s Resource: Science and History Connections (PE, page 910) (EL.CM.RE.03)
_________ About the Author: Isaac Asimov (PE, page 910) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 911) (EL.CM.RE.08)
_________ Vocabulary: -Logy Words (VR, page 180)
_________ Reading Strategy (RSR, page 316)
During Reading
_________ Graphic Organizer (PE, page 910; VLR I, page 104; UR 12, page 52) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 911; UR 12, page 53) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 316)
_________ Fix-Up Idea (RSR, page 316)
After Reading
_________ Reading Strategy (RSR, page 316)
_________ Standardized Test Practice (RSR, page 317)
_________ Respond to the Selection (PE, page 918; UR 12, page 55) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 919; UR 12, page 55) (EL.CM.LI.03, 07-08)
_________ Understanding Literature: Caricature and Satire (PE, page 919; UR 12, page 56)
(EL.CM.LI.05, 15)
_________ Writer’s Journal: News Briefing, Survey Form, and Pamphlet (PE, page 920; UR 12, page 57)
(EL.CM.WR.22)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 199
_________ Vocabulary: Understanding Etymology: Greek and Latin Origins (UR 12, page 58)
_________ Language, Grammar, and Style: Parts of Speech (PE, page 920; UR 12, page 60)
(EL.CM.WR.13)
_________ Study and Research: Real-World Math (PE, page 920) (EL.CM.RE.34)
_________ Speaking and Listening & Collaborative Learning: The Great Debate (PE, page 920)
(EL.CM.LI.02)
_________ Selection Check Test 4.12.9 (ATE, page 918; UR 12, page 61; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.12.10 (UR 12, page 63; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 200
“The Monsters Are Due on Maple Street,”
page 921
Teacher’s Name _____________________________Class _____________Date ____________
M T W TH F
Reading Level: Moderate
Difficulty Considerations: Historical context; representation of dialogue; selection length
Ease Factors: Screenplay format; vocabulary; short sentences
Synopsis: Aliens wishing to take over a neighborhood find that they simply need to plant a few seeds of
suspicion and fear, and the neighbors will destroy each other.
Goals/Objectives:
• to enjoy a suspenseful drama
• to learn about the life and work of Rod Serling
• to describe the elements of a television drama and recognize and interpret these in a script
• to define motivation and analogy
• to write a ship’s log, a speech, and an essay
• to plan and carry out a science fiction fair and interview a scientist about sunspots and magnetic storms
Reading Strategies Resource, page 320
Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Standardized Test Practice: Identify Cause and Effect
Before Reading
_________ Daily Oral Language (VLR I, page 105; UR 12, page 67)
_________ Reader’s Journal (PE, page 921; UR 12, page 68) (EL.CM.RE.03)
_________ Literary Tools: Setting and Motivation (PE, page 921) (EL.CM.LI.05)
_________ Reader’s Resource (PE, page 921) (EL.CM.RE.03)
_________ About the Author: Rod Serling (PE, page 921) (EL.CM.LI.19)
_________ Vocabulary from the Selection (ATE, page 922) (EL.CM.RE.08)
_________ Vocabulary: Using Vocabulary to Write a Story (VR, page 182)
_________ Reading Strategy (RSR, page 320)
During Reading
_________ Dramatic Recording (AL, 20:19) (EL.CM.LI.01)
_________ Graphic Organizer (PE, page 921; VLR I, page 105; UR 12, page 67) (EL.CM.RE.06)
_________ Guided Reading Questions (PE, page 923; UR 12, page 68) (EL.CM.RE.06)
_________ Reading Strategy (RSR, page 320)
_________ Fix-Up Idea (RSR, page 320)
After Reading
_________ Reading Strategy (RSR, page 320)
_________ Standardized Test Practice (RSR, page 321)
_________ Respond to the Selection (PE, page 934; UR 12, page 70) (EL.CM.RE.03)
_________ Investigate, Inquire, and Imagine (PE, page 935; UR 12, page 70) (EL.CM.LI.03, 07-08)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 201
_________ Understanding Literature: Setting and Motivation (PE, page 935; UR 12, page 72)
(EL.CM.LI.05)
_________ Writer’s Journal: Ship’s Log, Speech, and Essay (PE, page 936; UR 12, page 72)
(EL.CM.WR.22)
_________ Media Literacy & Study and Research: Written Report (PE, page 936) (EL.CM.RE.15, WR.23)
_________ Collaborative Learning: Science Fiction Fair (PE, page 936) (EL.CM.SL.09-11)
_________ Selection Check Test 4.12.11 (ATE, page 934; UR 12, page 75; TG) (EL.CM.LI.03, 07-08)
_________ Selection Test 4.12.12 (UR 12, page 77; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 202
UNIT TWELVE: VISIONS OF THE FUTURE
Closing the Unit, pages 937–947
Teacher’s Name ____________________________Class _____________Date _____________
M T W TH F
Guided Writing, page 937
Informative Writing: Creating a Multimedia Presentation
Assignment: Students work in small groups to script a multimedia presentation that examines a future
world (PE, pages 937–945). (EL.CM.WR.01-09, 10-12, 14-20, 23)
Before Writing
_________ Creating a Multimedia Presentation (PE, page 937)
_________ Student Model (PE, page 937)
_________ Examining the Model (PE, page 938)
_________ Prewriting (PE, page 941; WR, page 209)
_________ Student Model—Graphic Organizer (PE, page 942; WR, page 211)
_________ Graphic Organizer (VLR I, page 171; WR, page 212)
During Writing
_________ Drafting (PE, page 942)
_________ Language, Grammar, and Style: Effective Visuals (PE, page 942; WR, page 214)
_________ Self- and Peer Evaluation (PE, page 943; WR, page 216)
_________ Revising and Proofreading (PE, page 943)
_________ Student Model—Draft (PE, page 943; VLR I, page 172; WR, page 213)
_________ Graphic Organizer (VLR I, page 171; WR, page 212)
After Writing
_________ Student Model—Revised (WR, page 218)
_________ Publishing and Presenting (PE, page 945)
_________ Reflecting (PE, 945)
_________ Rubric for Informative Writing: Creating a Multimedia Presentation (VLR I, page 174; WR,
page 225)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS
EMC Literature and the Language Arts: Oregon Lesson Plans
page 203
Unit Twelve Review
Review and Assessment
_________ Words for Everyday Use (PE, page 946; UR 12, page 84) (EL.CM.RE.08)
_________ Vocabulary Development: Guessing Game (ATE, page 946) (EL.CM.RE.08)
_________ Literary Tools (PE, page 946; UR 12, page 85) (EL.CM.LI.09)
_________ Unit 12 Review/Study Guide (UR 12, page 81)
_________ Unit 12 Test (UR 12, page 89; TG)
Reflecting on Your Reading
_________ Genre Studies: Science Fiction, Satire, and Screenplay (PE, page 946; UR 12, page 86)
(EL.CM.LI.18)
_________ Thematic Studies: Technology, Reality vs. Disillusionment, and Essence of Humanity (PE,
page 947; UR 12, page 87) (EL.CM.LI.17)
Featured Selection and Activity
_________ The Ear, the Eye and the Arm by Nancy Farmer (EL.CM.RE.01)
_________ Independent Reading Activity: Predicting the Future (PE, page 947) (EL.CM.LI.04)
Selections for Additional Reading
_________ Tunnel in the Sky by Robert A. Heinlein(EL.CM.RE.01)
_________ The Winds of Mars by H. M. Hoover(EL.CM.RE.01)
ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test
Generator UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
© EMC CORPORATION
EXPERIENCING LITERATURE
LESSON PLANS