C alifor n ia
DAY
1
SE / TE
PA G ES
7 0 4 –7 0 6
DAY
2
SE / TE
pag e s
7 0 7–711
Planner • The
Phantom Tollbooth, Act I
Get Ready to Read
3
SE / TE
pag e s
712 –716
Read and
Comprehend
Concept
Deciding Who We Are
Reading Skill
Literary Analysis
Reading Strategy
Word Study
Summary
Identify Main Events
20–25 minutes
question of the week
What experiences help us learn?
Fluency/Vocabulary Reading and Vocabulary Warm-ups
Additional Vocabulary for English Learners
Oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary personalities
SE/TE, p. 706
UR, pp. 23–26
ELRN, Before You Read
SE/TE, pp. 690–691, 706
UR, p. 27, RN/ARN/ELRN,
Making Connections
4
SE / TE
pag e s
717–7 21
Picture It! Summarizing
Reading Skill/Strategy
Identify Main Events to Summarize
Literary Analysis Dialogue in Drama
Vocabulary ignorance, precautionary, unethical, ferocious,
misapprehension, unabridged
5
SE / TE
pag e S
7 2 2 –7 2 5
Dialogue in Drama
Language Arts
Latin Root -eth-
Conventions
Prepositions
and Appositives
Writing Genre
Summary
SE, p. lxvii
SE/TE, p. 705, GOT, pp. 150–151
RN/ARN, Before You Read
Daily Bellringer Activity Quick Write
Genre Introduce drama as a genre. Present the instruction
in the Unit 5 Introduction: What Is Drama?/Learning
About Drama.
Trait
Organization
Managing Your Class
40–45 minutes
Independent Activities
DBA, Week 25, Day 1
Reread for fluency with partners: Reading Warm-up A or B or
other text at students’ independent level.
SE/TE, pp. 692–695, RN/ARN,
Support for Writing and
Extend Your Learning
SE/TE, p. 705, GOT, pp. 152–153
RN/ARN, Before You Read
UR, pp. 25–26
Write a response to Writing About the Big Question. Share writing.
SE/TE, p. 706
Complete Reading and Vocabulary Warm-ups A or B.
UR, pp. 23–26
View and respond to the Get Connected video.
www.PHLitOnline.com
SE/TE, p. 706
independent Activities
question of the Day
Daily Bellringer Activity Quick Write, Sentence Modeling
What does Milo discover in opening the package?
Oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary appearance
Background Descriptive Names
Summary prompts
SE/TE, pp. 690–691
TE, p. 708
TE, p. 708
Dialogue in Drama prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 708–732
GOT, pp. 150–153
RN/ARN/ELRN
Hear It! Audio CD
SE/TE, p. 707
Conventions Introduce the Grammar concept.
Writing Introduce the Writing genre. Have students review
features of a summary.
Research and Technology Introduce the Research and
Technology assignment. Have students review features of a
multimedia presentation and then meet in groups to organize
and choose topics.
DBA, Week 25, Day 2
Week 26, Day 1
SE/TE, p. 734
SE/TE, p. 735, RN/ARN,
Support for Writing and
Extend Your Learning
Reread for fluency with partners: the opening pages of the play or
other text at students’ independent level.
Complete the Vocabulary Builder worksheet.
SE, pp. 708–709
UR, p. 30
View the Background video.
www.PHLitOnline.com
Independent Activities
question of the Day
Daily Bellringer Activity Quick Write, Sentence Modeling
What kind of experience has Milo begun?
Oral Vocabulary/Build Concepts
Vocabulary Development: Big Question Vocabulary expectations
Summary prompts
SE/TE, pp. 690–691
TE, p. 708
Dialogue in Drama Essay prompts
Reading Check questions
SE/TE, pp. 708–732
GOT, pp. 150–153
RN/ARN/ELRN
Hear It! Audio CD
Conventions Have students complete the Grammar
worksheet.
Writing Have students identify events, characters, and ideas
for their summaries.
Research and Technology Have groups identify research
sources and begin research.
DBA, Week 25, Day 3
Week 26, Day 2
UR, p. 32
SE/TE, p. 735, RN/ARN,
Support for Writing and
Extend Your Learning
Read self-selected Independent Reading books at students’
independent level.
SE/TE, p. 813
Write a paragraph telling which character you like best so far, and
why. Share writing.
Complete the Reading Skill worksheet.
UR, p. 28
Independent Activities
question of the Day
What does Milo learn from the new people he meets?
Oral Vocabulary/Build Concepts
Vocabulary Development: Big Question Vocabulary unique
Daily Bellringer Activity Quick Write, Sentence Modeling,
Vocabulary
Summary prompts
SE/TE, pp. 690–691
TE, p. 708
Dialogue in Drama prompts
Reading Check questions
Selection Vocabulary
DAY
Foundational Elements 8a: Comprehension Skills Main Idea and Details (Reading Skill: Summary) • Reading 3.1 Identify the forms of fiction and
describe the major characteristics of each form. (Literary Analysis: Dialogue in Drama) • Language Conventions 1.0 Students write and speak with
a command of standard English conventions appropriate to this grade level. (Grammar: Prepositions and Appositives) • Writing 1.3 Use a variety of
effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of
importance, or climactic order. (Writing: Summary) • Speaking Applications 2.2 Deliver informative focused presentations. (Research and Technology:
Multimedia Presentation)
50–60 minutes
Selection Vocabulary
DAY
This week’s ELA CONTENT STANDARDS
Skill: Latin Root -eth-
Prior Knowledge/Build Concepts Activating Prior Knowledge
DAY
Use The Phantom Tollbooth, Act I to teach the target skills and meet the lesson objectives.
Guidance in preparing lower-level students for The Phantom Tollbooth, Act I, appears on
Teacher’s Edition p. 705. A lesson plan for The Phantom Tollbooth, Act II appears on
pp. 68–71 of this booklet.
SE/TE, pp. 708–732
GOT, pp. 150–153
RN/ARN/ELRN
Hear It! Audio CD
DBA, Week 25, Day 4
Week 26, Day 3
Week 27, Day 1
Conventions Have students create directions for part of Milo’s
journey, using prepositions and appositives in their writing.
Writing Have students complete the Writing worksheet and begin
SE/TE, p. 735, UR, p. 33
drafting their summaries.
RN/ARN, Support for Writing
and Extend Your Learning
Research and Technology Have students continue to conduct
research, focusing on visuals as well as information for text.
Read self-selected Independent Reading books at students’
independent level.
SE/TE, p. 813
Write a travel ad for the place on Milo’s journey you’d like to visit
most so far. Share writing.
Visit Vocabulary Central.
www.PHLitOnline.com
SE/TE, p. 735
Independent Activities
question of the Day
What problem does Milo have to solve as he listens to the
Humbug and the Spelling Bee?
Oral Vocabulary/Build Concepts
Vocabulary Development: Big Question Vocabulary reaction
Daily Bellringer Activity Quick Write, Sentence Modeling,
Vocabulary
Summary prompts
SE/TE, pp. 690–691
TE, p. 708
Dialogue in Drama prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 708–732
GOT, pp. 150–153
RN/ARN/ELRN
Hear It! Audio CD
Conventions Have students write about the King’s ministers,
using prepositions and appositives in their writing.
Writing Have students complete other appropriate support pages
and continue drafting their summaries.
DBA, Week 25, Day 5
Week 26, Day 4
Week 27, Day 2
SE/TE, p. 735, RN/ARN,
Support for Writing and
Extend Your Learning
Read self-selected Independent Reading books at students’
independent level.
Write a menu telling what the letters in your name should taste
like, and why. Share writing.
Complete the Literary Analysis worksheet.
UR, p. 29
Research and Technology Have students complete the Extend
SE/TE, p. 735, UR, p. 34
Your Learning worksheet and begin planning and drafting their RN/ARN, Support for Writing
portions of the presentation.
and Extend Your Learning
continued on pp. 66–67
64 • Unit 5
K e y = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
The Phantom Tollbooth, Act I • 65
C alifor n ia
Planner • The
Phantom Tollbooth, Act I
This week’s ELA CONTENT STANDARDS
Use The Phantom Tollbooth, Act I to teach the target skills and meet the lesson objectives.
Guidance in preparing lower-level students for The Phantom Tollbooth, Act I appears on
Teacher’s Edition p. 705. A lesson plan for The Phantom Tollbooth, Act II appears on
pp. 68–71 of this booklet.
Foundational Elements 8a: Comprehension Skills Main Idea and Details (Reading Skill: Summary) • Reading 3.1 Identify the forms of fiction
and describe the major characteristics of each form. (Literary Analysis: Dialogue in Drama) • Language Conventions 1.0 Students write and
speak with a command of standard English conventions appropriate to this grade level. (Grammar: Prepositions and Appositives) • Writing 1.3 Use
a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by
spatial order, order of importance, or climactic order. (Writing: Summary) • Speaking Applications 2.2 Deliver informative focused presentations.
(Research and Technology: Multimedia Presentation)
(continued from pp. 64–65)
DAY
6
SE / TE
PA G ES
7 2 6 –7 2 9
Get Ready to Read
Read and
Comprehend
Concept
Deciding Who We Are
Reading Skill
Literary Analysis
Reading Strategy
Word Study
Summary
Identify Main Events
Dialogue in Drama
Language Arts
Latin Root -eth-
20–25 minutes
Conventions
Prepositions
and Appositives
Writing Genre
Summary
50–60 minutes
question of the Day
Daily Bellringer Activity Sentence Modeling, Vocabulary
What does Milo have to learn at the banquet?
Summary prompts
Oral Vocabulary/Build Concepts
REVIEW
TE, p. 731
Concept Connector:
Vocab-o-Gram
Dialogue in Drama prompts
SE/TE, pp. 708–732
GOT, pp. 150–153
RN/ARN/ELRN
Hear It! Audio CD
Reading Check questions
Selection Vocabulary
Conventions Have students write a description of two
characters, using prepositions and appositives in
their writing.
Writing Have students revise their summaries for content,
focusing on checking sequence of events and removing
unimportant details.
Research and Technology Have students complete other
appropriate support pages and then continue drafting and
organizing their presentations.
DAY
7
SE / TE
pag e s
7 3 0 –7 3 3
question of the Day
REVIEW
How has Milo changed because of his journey so far?
Summary/Dialogue in Drama
Oral Vocabulary/Prior Knowledge/Build Concepts Additional Vocabulary for English Learners
Concept Connector: Writing About the Big Question
8
SE / TE
pag e s
7 3 4 –7 3 5
TE, p. 731
Managing Your Class
40–45 minutes
Independent Activities
DBA, Week 26, Day 5
Week 27, Day 3
Read self-selected Independent Reading books at students’
independent level.
SE/TE, p. 813
Write a description of a rule that should be added to the rule
book. Share writing.
SE/TE, p. 735
SE/TE, p. 735 RN/ARN,
Support for Writing and
Extend Your Learning
MONITOR PROGRESS
ritical Thinking questions
C
Reading Skill questions
Literary Analysis questions
Vocabulary Practice
SE/TE, pp. 732–733
ELRN, Vocabulary Skill Review
GOT, pp. 152–153
RN/ARN/ELRN
Daily Bellringer Activity Sentence Modeling, Vocabulary
DBA, Week 27, Day 4
Conventions Have students complete Grammar Practice A
and the Challenge.
SE/TE, p. 734
Writing Have students proofread their summaries for
grammar, mechanics, and usage.
Read self-selected Independent Reading books at students’
independent level.
Write a response to the Question of the Week. Share writing.
Complete the Enrichment worksheet (advanced learners).
SE/TE, p. 735
Research and Technology Have students meet in groups to
revise and combine the portions of the group’s presentation.
SE/TE, p. 813
Visit the Enriched Online Student Edition to take the Self-test and
warm up for the Selection Test.
UR, p. 31
www.PHLitOnline.com
Independent Activities
question of the Week
Daily Bellringer Activity Sentence Modeling, Vocabulary
What can we learn from the experience of traveling?
Reality Central, “The Power to Move”; “Taking Sides on Time”
Oral Vocabulary/Build Concepts
MONITOR PROGRESS
Selection Test A or B
REVIEW
Big Question Vocabulary personalities, appearance,
expectations, unique, reaction
66 • Unit 5
Organization
independent Activities
REVIEW
DAY
Trait
K e y = Target Skill SE/TE, pp. 690–691
TE, p. 708
RC
UR, pp. 38–43
= also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
Conventions Have students complete Grammar Practice B and
the Challenge.
Writing Have students share their summaries.
Research and Technology Have groups present their final
presentations.
DBA, Week 27, Day 5
SE/TE, p. 734
SE/TE, p. 735
Reread for fluency with partners: “The Power to Move”; “Taking
Sides on Time”
RC
Visit the Enriched Online Student Edition for an interactive
Grammar Tutorial.
www.PHLitOnline.com
Visit the Enriched Online Student Edition for an additional
research activity.
www.PHLitOnline.com
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
The Phantom Tollbooth, Act I • 67
C alifor n ia
DAY
1
SE / TE
PA G ES
74 4 –74 6
Planner • The
Phantom Tollbooth, Act II
Get Ready to Read
Use The Phantom Tollbooth, Act II to teach the target skills and meet the lesson objectives.
Guidance in preparing lower-level students for The Phantom Tollbooth, Act II appears on
Teacher’s Edition p. 745. A lesson plan for The Phantom Tollbooth, Act I appears on pp. 64–67
of this booklet.
Read and
Comprehend
Concept
Deciding Who We Are
Reading Skill
Literary Analysis
Reading Strategy
Word Study
Compare and Contrast
Picture the Action
20–25 minutes
question of the week
What can we gain from new experiences?
Fluency/Vocabulary Reading and Vocabulary Warm-ups
Additional Vocabulary for English Learners
Oral Vocabulary/Build Concepts Writing About the Big Question:
Big Question Vocabulary perspective
SE/TE, p. 746
UR, pp. 53–56
ELRN, Before You Read
SE/TE, pp. 690–691, 746
UR, p. 57, RN/ARN/ELRN,
Making Connections
This week’s ELA CONTENT STANDARDS
Foundational Elements 8f: Comprehension Skills Compare and Contrast (Reading Skill: Compare and Contrast) • Reading 3.1 Identify the forms
of fiction and describe the major characteristics of each form. (Literary Analysis: Stage Directions) • Language Conventions 1.0 Students write
and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Gerunds) • Listening and Speaking 1.4
Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.
(Listening and Speaking: Debate)
Stage Directions
Language Arts
Prefix trans-
Conventions
Gerunds and
Gerund Phrases
Writing Genre
Review
50–60 minutes
Picture It! Compare and Contrast
Reading Skill/Strategy
Picture the Action to Compare and Contrast
Literary Analysis Stage Directions
Vocabulary dissonance, deficiency, admonishing, iridescent,
malicious, transfixed
SE, p. lviii
Daily Bellringer Activity Revision
REVIEW
Trait
Ideas
Managing Your Class
40–45 minutes
Independent Activities
DBA, Week 28, Day 1
Reread for fluency with partners: Reading Warm-up A or B or
other text at students’ independent level.
Write a response to Writing About the Big Question. Share writing.
SE/TE, p. 745, GOT, pp. 157–158
RN/ARN
Genre Review drama as a genre, using the instruction in the
Unit 5 Introduction: What Is Drama?/Learning About Drama.
SE/TE, pp. 692–695
SE/TE, p. 745, GOT, pp. 155–156
RN/ARN
Listening and Speaking Introduce the Listening and
Speaking assignment and have students review features of
a debate.
SE/TE, p. 779
Complete Reading and Vocabulary Warm-ups A or B.
UR, pp. 55–56
SE/TE, p. 746
UR, pp. 53–56
View and respond to the Get Connected video.
www.PHLitOnline.com
SE/TE, p. 746
Skill: Prefix trans-
DAY
2
SE / TE
pag e s
747–7 52
independent Activities
question of the Day
Daily Bellringer Activity Revision
What does Milo learn about his opinion of sound?
Oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary appearance
Prior Knowledge/Build Concepts Activating Prior Knowledge
Background Words Versus Numbers
DAY
3
SE / TE
pag e s
7 5 3 –7 5 8
Compare and Contrast prompts
SE/TE, pp. 690–691
TE, p. 748
TE, p. 748
Stage Directions prompts
Reading Check questions
Selection Vocabulary
Conventions Introduce the Grammar concept.
SE/TE, pp. 748–776
GOT, pp. 155–158
RN/ARN/ELRN
Hear It! Audio CD
Writing Introduce the Writing genre. Have students review
features of a theatre review, using their knowledge of a
book review.
Listening and Speaking Have students meet in groups to
organize teams and topics.
SE / TE
pag e s
7 5 9 –7 6 4
SE/TE, p. 779, RN/ARN,
Support for Writing and
Extend Your Learning
Reread for fluency with partners: the opening pages of the play or
other text at students’ independent level.
Complete the Vocabulary Builder worksheet.
SE, pp. 748–749
UR, p. 60
View the Background video.
www.PHLitOnline.com
Independent Activities
question of the Day
Daily Bellringer Activity Revision, Research
How does Milo’s view of numbers change?
Oral Vocabulary/Build Concepts Vocabulary Development:
Big Question Vocabulary diverse
Compare and Contrast prompts
SE/TE, pp. 690–691
TE, p. 748
Stage Directions prompts
Reading Check questions
SE/TE, pp. 748–776
GOT, pp. 155–158
RN/ARN/ELRN
Hear It! Audio CD
Conventions Have students complete the Grammar
worksheet.
Writing Have students use the Writing worksheet as they
review the entire play, taking notes for their reviews.
Listening and Speaking Have groups brainstorm arguments
for their debate position.
4
SE/TE, p. 778
SE/TE, p. 747
Selection Vocabulary
DAY
DBA, Week 28, Day 2
DBA, Week 28, Day 3
Week 29, Day 1
UR, p. 62
SE/TE, p. 779, UR, p. 63,
RN/ARN, Support for Writing
and Extend Your Learning
Read self-selected Independent Reading books at students’
independent level.
SE/TE, p. 813
Write an ad that seeks the actor needed to play one of the roles in
The Phantom Tollbooth. Share writing.
Complete the Reading Skill worksheet.
UR, p. 58
SE/TE, p. 779
Independent Activities
question of the Day
Daily Bellringer Activity Revision, Research
What does Milo learn about why people argue?
Oral Vocabulary/Build Concepts
Vocabulary Development: Big Question Vocabulary custom
Compare and Contrast prompts
SE/TE, pp. 690–691
TE, p. 748
Stage Directions prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 748–776
GOT, pp. 155–158
RN/ARN/ELRN
Hear It! Audio CD
DBA, Week 28, Day 4
Week 29, Day 2
Conventions Have students describe a favorite part of Milo’s
journey, using gerunds and gerund phrases in their writing.
Writing Have students complete other appropriate support pages
and begin drafting their reviews.
Listening and Speaking Have students complete the Extend
Your Learning worksheet and other appropriate support pages
and begin creating their debate positions.
Read self-selected Independent Reading books at students’
independent level.
SE/TE, p. 813
Write an evaluation of a lesson Milo learns on his journey.
Share writing.
SE/TE, p. 779, RN/ARN,
Support for Writing and
Extend Your Learning
Visit Vocabulary Central.
www.PHLitOnline.com
SE/TE, p. 779, UR, p. 64
RN/ARN, Support for Writing
and Extend Your Learning
continued on pp. 70–71
68 • Unit 5
K e y = Target Skill = also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
The Phantom Tollbooth, Act II • 69
C alifor n ia
Planner • The
Phantom Tollbooth, Act
II
Use The Phantom Tollbooth, Act II to teach the target skills and meet the lesson objectives.
Guidance in preparing lower-level students for The Phantom Tollbooth, Act II appears on
Teacher’s Edition p. 745. A lesson plan for The Phantom Tollbooth, Act I appears on pp. 64–67
of this booklet.
Read and
Comprehend
(continued from pp. 68–69)
DAY
5
SE / TE
pag e S
7 6 5 –7 7 0
Get Ready to Read
Concept
Deciding Who We Are
Reading Skill
Literary Analysis
Reading Strategy
Word Study
Compare and Contrast
Picture the Action
20–25 minutes
This week’s ELA CONTENT STANDARDS
Foundational Elements 8f: Comprehension Skills Compare and Contrast (Reading Skill: Compare and Contrast) • Reading 3.1 Identify the forms
of fiction and describe the major characteristics of each form. (Literary Analysis: Stage Directions) • Language Conventions 1.0 Students write
and speak with a command of standard English conventions appropriate to this grade level. (Grammar: Gerunds) • Listening and Speaking 1.4
Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.
(Listening and Speaking: Debate)
Stage Directions
Language Arts
Prefix trans-
Conventions
Gerunds and
Gerund Phrases
Writing Genre
Review
50–60 minutes
question of the Day
Daily Bellringer Activity Revision, Research
What does Milo learn in the Land of Ignorance about the
importance of language?
Oral Vocabulary/Build Concepts
Vocabulary Development:
Big Question Vocabulary reflect, respond
Compare and Contrast prompts
SE/TE, pp. 690–691
TE, p. 748
Stage Directions prompts
Reading Check questions
Selection Vocabulary
SE/TE, pp. 748–776
GOT, pp. 155–158
RN/ARN/ELRN
Hear It! Audio CD
6
SE / TE
pag e s
7 71–7 7 7
question of the Day
Writing Have students revise their reviews for content, checking
for a clear recommendation and strong support arguments.
REVIEW
SE / TE
pag e s
7 7 8 –7 7 9
Independent Activities
DBA, Week 28, Day 5
Week 29, Day 3
Read self-selected Independent Reading books at students’
independent level.
Write about the ways that Milo is changing on his journey.
Share writing.
Complete the Literary Analysis worksheet.
UR, p. 59
SE/TE, p. 779
Compare and Contrast/Stage Directions
Conventions Have students complete Grammar Practice A
and the Challenge.
Additional Vocabulary for English Learners
TE, p. 775
MONITOR PROGRESS
ritical Thinking questions
C
Reading Skill questions
Literary Analysis questions
Vocabulary Practice
SE/TE, pp. 776–777
ELRN, Vocabulary Skill Review
GOT, pp. 157–158
RN/ARN/ELRN
Writing Have students proofread their reviews for grammar,
mechanics, and usage.
DBA, Week 29, Day 4
SE/TE, p. 778
Read self-selected Independent Reading books at students’
independent level.
Write a response to Writing About the Big Question. Share writing.
Complete the Enrichment worksheet (advanced learners).
SE/TE, p. 779
Listening and Speaking Have groups present their debates.
SE/TE, p. 813
Visit the Enriched Online Student Edition to take the Self-test and
warm up for the Selection Test.
UR, p. 61
www.PHLitOnline.com
Independent Activities
question of the Week
Daily Bellringer Activity Research
What do the unexpected challenges in new experiences teach
us?
Reality Central, “Extreme Challenges”; “The Creative”
Connection
Oral Vocabulary/Build Concepts
MONITOR PROGRESS
Selection Test A or B
REVIEW
Big Question Vocabulary perspective, appearance, diverse,
custom, reflect, respond
70 • Unit 5
Daily Bellringer Activity Research
REVIEW
What does Milo discover is most important about the
learning process?
Concept Connector: Writing About the Big Question,
Activating Prior Knowledge
7
40–45 minutes
independent Activities
Oral Vocabulary/Prior Knowledge/Build Concepts DAY
Ideas
Conventions Have students write a thank-you letter from Milo
to another character, using gerunds and gerund phrases in
their writing.
Listening and Speaking Have students rehearse their portion
of the debate presentation, working in pairs to approximate an
opponent’s response.
DAY
Managing Your Class
Trait
K e y = Target Skill SE/TE, pp. 690–691
TE, p. 748
RC
UR, pp. 68–73
= also available online at www.PHLitOnline.com UR = Unit Resources GOT = Graphic Organizer Transparencies RN = Reader’s Notebook
Conventions Have students complete Grammar Practice B and
the Challenge.
Writing Have students share their reviews.
Listening and Speaking Have groups invite and respond to
audience questions about their debates.
DBA, Week 29, Day 5
SE/TE, p. 778
SE/TE, p. 779
Reread for fluency with partners: “Extreme Challenges”; “The
Creative Connection”.
RC
Visit the Enriched Online Student Edition for an interactive
Grammar Tutorial.
www.PHLitOnline.com
Visit the Enriched Online Student Edition for an additional
research activity.
www.PHLitOnline.com
ARN = Reader’s Notebook: Adapted Version ELRN = Reader’s Notebook: English Learner’s Version RC = Reality Central DBA = Daily Bellringer Activities
The Phantom Tollbooth, Act II • 71