00i-202_PPG_Gr06-CCSS.indd 1
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Program Planning Guide, Level I
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ISBN 978-0-82196-108-7
© by EMC Publishing, LLC
875 Montreal Way
St. Paul, MN 55102
E-mail: [email protected]
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Printed in the United States of America
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CONTENTS
Introduction
vii
Core Standards-Based Selections Chart
viii
Reading Log & Evaluation Forms
xv
Unit 1
Unit 1 Fiction Opener
Understanding Plot / Lob’s Girl
Understanding Characters / The Goodness of Matt Kaizer / Grammar & Style Workshop:
Sentence Fragments and Run-ons
Understanding Setting / The Circuit / Harvesting Hope: The Story of César Chávez
The All-American Slurp / Vocabulary & Spelling Workshop: Synonyms and Antonyms
Eleven / Same Song / Grammar & Style Workshop: Types of Nouns
All Summer in a Day / The Fun They Had
The Scribe
The Sand Castle / The Forecast: A Warmer World / Grammar & Style Workshop:
Semicolons and Colons
Aaron’s Gift
La Bamba
Writing Workshop: Expository Writing—Responding to a Short Story
Speaking and Listening Workshop: Delivering and Listening to an Expository Presentation
Test Practice Workshop
1
3
5
7
9
11
13
15
17
19
21
23
24
25
Unit 2
Unit 2 Fiction Opener
Understanding Point of View / Tuesday of the Other June / Grammar & Style Workshop:
Identifying Personal and Possessive Pronouns
Understanding Theme / The Bracelet / In Response to Executive Order 9066
Ta-Na-E-Ka / Vocabulary & Spelling Workshop: Denotation and Connotation
Becky and the Wheels-and-Brake Boys / The Southpaw
Zlateh the Goat / Grammar & Style Workshop: Prepositions and Prepositional Phrases
The Dog of Pompeii / Pompeii
President Cleveland, Where Are You? / Card-carrying Collectors / Grammar & Style
Workshop: Comma Use
Dragon, Dragon
The King of Mazy May
Writing Workshop: Narrative Writing—Writing a Short Story
Speaking & Listening Workshop: Delivering and Listening to a Literary Interpretation
Test Practice Workshop
26
28
30
32
34
36
38
40
42
44
46
47
48
Unit 3
Unit 3 Nonfiction Opener
The Jacket
Abd al-Rahman Ibrahima / Grammar & Style Workshop: Pronoun-Antecedent Agreement
Understanding the Essay / Why?
from All I Really Need to Know I Learned in Kindergarten / The World Is Not a Pleasant
Place to Be
from The Need for Solidarity Among Ethnic Groups
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ContEnts
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51
53
55
57
59
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from There Is No Salvation for India / An Old Language Lives / Vocabulary & Spelling
Workshop: Spelling by Syllables
from The Flight of Red Bird: The Life of Zitkala-Sa / Grammar & Style Workshop:
Reflexive and Intensive Pronouns
from The Pigman and Me / Vocabulary & Spelling Workshop: Word Parts (Prefixes,
Suffixes, and Base Words)
Satchel Paige / The Shutout
Little Rock, Arkansas / Youth / Grammar & Style Workshop: Capitalization Rules
from Woodsong
Mi Familia
Writing Workshop: Persuasive Writing—Persuasive Essay
Speaking & Listening Workshop: Delivering and Listening to a Persuasive Speech
Test Practice Workshop
61
63
65
67
69
71
73
75
76
77
Unit 4
Unit 4 Nonfiction Opener
The Five “Wanderers” of the Ancient Skies / Earth from Space / An Ancient Computer
Surprises Scientists
Noise Levels / Hearing Under Siege / Vocabulary & Spelling Workshop: Context Clues
Developing Your Chops / Muddy Waters from The Blues Singers / Grammar & Style
Workshop: Parts of Speech
How to Surf / A Sea Worry
from Gorillas in the Mist / from Woman in the Mists / Grammar & Style Workshop:
Subject-Verb Agreement
Childhood Photographs / from Diary of a Century
A Breath of Fresh Air?
The Adventures of Tintin: The Black Island
Writing Workshop: Expository Writing—Cause-and-Effect Essay
Viewing Workshop: Critical Viewing—Getting Information from Visuals
Test Practice Workshop
78
80
82
84
86
88
90
92
94
96
97
98
Unit 5
Unit 5 Poetry Opener
Understanding Imagery and Figurative Language / Ode to La Tortilla / Vocabulary &
Spelling Workshop: Spelling with Prefixes and Suffixes
Abuelito Who / The Bats from Under the Royal Palms
Understanding Sound Devices / Life Doesn’t Frighten Me
The Walrus and the Carpenter / Vocabulary & Spelling Workshop: Use Reference
Materials to Determine Word Meaning
Jabberwocky / from The Other Alice
There Is No Word for Goodbye / If You Should Go
One Time
Arithmetic / Grammar & Style Workshop: Dashes and End Punctuation
Steps / Grammar & Style Workshop: Adjective and Adverb Clauses
Break, Break, Break
Almost Evenly Divided
The Sidewalk Racer, or On the Skateboard
Jimmy Jet and His TV Set
Good Hot Dogs
A Remarkable Adventure
Writing Workshop: Narrative Writing—Personal Narrative
iv
ContEnts
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101
103
105
107
109
111
113
114
116
118
119
120
122
124
125
127
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Speaking & Listening Workshop: Delivering and Listening to an Oral Summary
Test Practice Workshop
128
129
Unit 6
Unit 6 Poetry Opener
Understanding Meaning in Poetry / The Dream Keeper
in Just–
The Wreck of the Hesperus / Dangers of the Deep / Grammar & Style Workshop:
Simple and Compound Subjects
Child on Top of a Greenhouse
Cynthia in the Snow
Seal / Whale Breathing
Spring is like a perhaps hand / Vocabulary & Spelling Workshop: Homonyms,
Homophones, and Multiple-meaning Words
Blazing in Gold and quenching in Purple / Grammar & Style Workshop: Misplaced
and Dangling Modifiers
Haiku
The Eagle: A Fragment / Street Corner Flight
Regrets on the Way to an Airport
English Sparrows (Washington Square)
Limericks
A Minor Bird
We grow accustomed to the Dark—
City Trees / Mindful of you the sodden earth in spring
Writing Workshop: Descriptive Writing—Descriptive Essay
Speaking & Listening Workshop: Giving and Actively Listening to Narrative Presentations
Test Practice Workshop
130
132
134
135
137
138
140
142
144
146
148
150
151
152
154
155
157
158
159
160
Unit 7
Unit 7 Drama Opener
In the Fog / from Gettysburg
The Fairies’ Lullaby / The Stolen Child / Grammar & Style Workshop: Independent and
Dependent Clauses
Do You Think I’m Crabby? / Vocabulary & Spelling Workshop: Figurative versus Literal
Meaning, Idioms, and Analogies
The Phantom Tollbooth, Act 1
The Phantom Tollbooth, Act 2
Writing Workshop: Expository Writing—Compare-and-Contrast Essay
Speaking & Listening Workshop: Giving and Actively Listening to Informative Presentations
Test Practice Workshop
161
163
165
167
169
171
173
174
175
Unit 8
Unit 8 Folk Literature Opener
Arachne / The Orb Weaver / Vocabulary & Spelling Workshop: Greek and Latin Roots
and Word Origins
Why Monkeys Live in Trees
The Twelve Labors of Hercules / Grammar & Style Workshop: Simple and Compound
Predicates
The Magic Mortar / The Stone
The Cow of No Color / Ewe Proverbs
The Legend of the Hummingbird
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ContEnts
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178
180
182
184
186
188
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The Creation
The Living of Kuan-yin / Grammar & Style Workshop: Compound, Complex, and
Compound-Complex Sentences
The Affair of the Horns / Grammar & Style Workshop: Conjunctions
Clever Anaeet
How Robin Hood Saved the Widow’s Three Sons
from The Hunting of the Snark
Writing Workshop: Expository Writing—Research Report
Speaking & Listening Workshop: Giving and Actively Listening to Research Presentations
Test Practice Workshop
vi
ContEnts
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192
194
196
198
199
200
201
202
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Introduction
This comprehensive Program Planning Guide serves as a road map to the entire Mirrors & Windows:
Connecting with Literature program. It lists all the components available for each lesson in the
textbook and offers options that help you address your own curriculum needs, student requirements,
and schedules. This integrated approach makes it easy to incorporate language arts skills such as
reading, vocabulary, critical thinking, and media literacy into each lesson.
To help you meet the diverse needs of your students, the Mirrors & Windows program offers a
wealth of material—much more than you can teach in one school year. As a result, one challenge you
will face is identifying the resources that are best suited to your particular situation. The Program
Planning Guide offers several tools to help you meet that challenge.
The guide begins with a Core Standards-Based Selections chart outlining a basic course of study
for teaching the critical skills covered in formal language arts assessments. If you start your curriculum
planning with this chart, you will know that you are teaching the key material your students need
for success.
Three types of lesson plans are provided in the body of this guide:
• Unit introduction plans allow you to plan your teaching of each unit and introduce the unit.
• Selection plans include one or more selections, plus workshops and special features that are
grouped with those selections.
• End-of-unit workshop plans cover the workshops that appear at the end of each unit.
The lesson plans begin with pacing, selection details (if applicable), and objectives. They are
then broken into the following categories to provide easy identification of the information you
need: Plan, Preview and Motivate, Teach, Differentiate Instruction, Review and Extend, and Assess.
Each plan lists all the supplemental resources that support the lesson:
• Meeting the Standards activities and quizzes
• Differentiated Instruction lessons
• Exceeding the Standards lessons
• Assessment Guide tests and exams
• TechnologyTools:EMC Launchpad, Annotated Teacher’s Edition on CD, Interactive Student Text on
CD, ExamView® Assessment Suite on CD, ETS Online Criterion-Based Essay Grader (Grades 9–12),
Visual Teaching Package, EMC Audio Library, EMC E-Library, and mirrorsandwindows.com
Additional planning materials appear in your Annotated Teacher’s Edition. The Visual Planning
Guide at the start of each unit presents a quick view of the supplemental materials available for each
selection. The Scope and Sequence Guide provides a breakdown of the apparatus for each selection,
including literary elements, reading level and reading skills, cross-curricular connections, and the
Mirrors & Windows theme.
The E-Lesson Planner packages the entire Mirrors & Windows program, including the lesson
plans, in one easy-to-use calendar resource. With the E-Lesson Planner, you can link directly to
activities listed in the lesson plans, search complete versions of all teacher resources, download
correlated Common Core State Standards and your state standards directly into your lesson plans,
customize lesson plans and save links to your own resources and lessons, drag and drop prepared
lesson plans into a calendar, display multiple course plans on one calendar, and export completed
course plans to your Microsoft® Outlook® calendar.
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Program Planning Guide
introduCtion
vii
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Mirrors & Windows
Core Standards-Based Selections
Level I (Grade 6)
The selections and workshops listed here represent the core course of study students need to master
critical skills that appear on formal assessments. To ensure standards coverage, students who are
having difficulty may concentrate on only these selections and workshops. Students on and above
grade level may read more selections.
Pacing
Unit
unit 1
FiCtion
Grammar & style
Workshops:
Sentence Fragments &
Run-ons; Types of Nouns;
Semicolons & Colons
Vocabulary & spelling
Workshop:
Synonyms & Antonyms
Writing Workshop:
Expository Writing:
Responding to a Short
Story
speaking & Listening
Workshop:
Delivering & Listening
to an Expository
Presentation
viii
Selections
Reading /
Informational Skills
Regular
Block
Schedule Schedule
Lob’s Girl
Plot
Drawing Conclusions
3 days
1.5 days
The Circuit
Setting
Analyzing Cause & Effect
3 days
1.5 days
Informational Text:
Harvesting Hope:
The Story of Cesar
Chavez
Character
Summarizing
The All-American
Slurp
Theme
Drawing Conclusions
3 days
1.5 days
Eleven
Imagery
Analyzing Text Structure
2 days
1 day
Comparing
Literature:
All Summer in a
Day
The Fun They Had
Setting
Drawing Conclusions,
Analyzing Cause & Effect,
Comparing & Contrasting
3 days
1.5 days
The Scribe
Point of View
Sequencing of Events
1 day
0.5 day
The Sand Castle
Flashback
Using Context Clues
2 days
1 day
Informational Text:
The Forecast: A
Warmer World
Conflict
Summarizing
CorE standards-basEd sELECtions
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Literary Skill
Program Planning Guide
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Pacing
Unit
unit 2
FiCtion
Grammar & style
Workshops:
Prepositions &
Prepositional Phrases;
Comma Use
Vocabulary & spelling
Workshop:
Denotation &
Connotation
Writing Workshop:
Narrative Writing: Writing
a Short Story
speaking & Listening
Workshop:
Delivering & Listening to
a Literary Interpretation
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00i-202_PPG_Gr06-CCSS.indd 9
Selections
Literary Skill
Reading /
Informational Skills
Regular
Block
Schedule Schedule
The Bracelet
Theme
Evaluating Author’s
Purpose
3 days
1.5 days
Ta-Na-E-Ka
Conflict
Analyzing Cause & Effect
2 days
1 day
Comparing
Literature: Becky
and the Wheelsand-Brake Boys
The Southpaw
Characterization Making Predictions,
Analyzing Cause & Effect
3 days
1.5 days
Zlateh the Goat
Mood
Analyzing the Sequence
of Events
2 days
1 day
The Dog of
Pompeii
Fact vs. Fiction
Drawing Conclusions
3 days
1.5 days
Informational Text:
Pompeii
Point of View,
Organization
Asking Questions, Making
Inferences
President
Cleveland, Where
Are You?
Plot
Analyzing Cause & Effect 3 days
1.5 days
Informational Text:
Card-carrying
Collectors
Setting
Evaluating Author’s
Purpose
Program Planning Guide
CorE standards-basEd sELECtions
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Pacing
Unit
unit 3
nonFiCtion
Grammar & style
Workshops:
Reflexive & Intensive
Pronouns; Capitalization
Rules
Vocabulary & spelling
Workshops:
Spelling by Syllables;
Word Parts
Writing Workshop:
Persuasive Writing:
Persuasive Essay
speaking & Listening
Workshop:
Delivering & Listening to
a Persuasive Speech
x
Selections
Reading /
Informational Skills
The Jacket
Memoir
from All I Really
Needed to Know
I Learned in
Kindergarten
Persuasive Essay Identifying Author’s
Purpose
The World is Not
a Pleasant Place
to Be
Theme
Analyzing Author’s
Perspective
from There is No
Salvation for India
Voice
Using Text Organization
Informational Text:
An Old Language
Lives
from Tales from
the Times
Voice
Using Text Organization
from The Flight of
Red Bird: The Life
of Zitkala-Sa
Point of View
from The Pigman
and Me
Comparing
Literature:
Satchel Paige
The Shutout
CorE standards-basEd sELECtions
00i-202_PPG_Gr06-CCSS.indd 10
Literary Skill
Identifying Sequence of
Events
Regular
Block
Schedule Schedule
2 days
1 day
2 days
1 day
2 days
1 day
Drawing Conclusions
2 days
1 day
Mood
Sequencing of Events
2 days
1 day
Biography, Fact
vs. Opinion
Asking Questions, Making
Inferences, Determining
Sequence of Events,
Comparing & Contrasting
3 days
1.5 days
Program Planning Guide
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Pacing
Unit
unit 4
nonFiCtion
Grammar & style
Workshop:
Subject-Verb Agreement
Vocabulary & spelling
Workshop:
Context Clues
Writing Workshop:
Expository Writing:
Cause-and-Effect Essay
speaking & Listening
Workshop:
Critical Viewing: Getting
Information from Visuals
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00i-202_PPG_Gr06-CCSS.indd 11
Selections
Literary Skill
Reading /
Informational Skills
The Five
Voice,
“Wanderers” of the Organization
Ancient Skies
Determining the
Importance of Details,
Taking Notes
Primary Source:
Earth from Space
Synthesizing Content
from Different Sources,
Drawing Conclusions
Informational Text:
An Ancient
Computer
Surprises Scientists
Informational
Text
Making Inferences
Noise Levels
Visual Media
Skimming & Scanning,
Analyzing Cause & Effect
Informational Text:
Hearing Under
Siege
Visual Media
Skimming & Scanning,
Analyzing Cause & Effect
from Gorillas in the Biography,
Mist
Autobiography,
Anecdote
Evaluating Author’s
Purpose, Summarizing
Informational Text: Anecdote
from Woman in the
Mists
Evaluating Author’s
Purpose, Summarizing
Program Planning Guide
Regular
Block
Schedule Schedule
4 days
2 days
2 days
1 day
2 days
1 day
CorE standards-basEd sELECtions
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Pacing
Unit
unit 5
PoEtrY
Grammar & style
Workshops:
Dashes & End
Punctuation; Adjective &
Adverb Clauses
Vocabulary & spelling
Workshops:
Spelling with Prefixes &
Suffixes; Use Reference
Materials to Determine
Word Meanings
Writing Workshop:
Narrative Writing:
Personal Narrative
xii
Selections
Reading /
Informational Skills
Regular
Block
Schedule Schedule
Ode to La Tortilla
Imagery
Determining Sequence of
Events
1 day
0.5 day
Abuelito Who
Metaphor &
Simile
Drawing Conclusions
3 days
1.5 days
Primary Source:
The Bats,
from Under The
Royal Palms
Setting &
Imagery
Comparing & Contrasting
Life Doesn’t
Frighten Me
Rhyme &
Repetition
Scanning for Repetition
1 day
0.5 day
The Walrus and the Alliteration
Carpenter
Using Context Clues
2 days
1 day
Jabberwocky
Monitoring
Comprehension
2 days
1 day
Mood
Finding Cause-& Effect
Clue
Informational Text:
from The Other
Alice
Arithmetic
Tone
Determining Author’s
Purpose
1 day
0.5 day
Steps
Free Verse
Identifying Multiple Levels 1 day
of Meaning
0.5 day
The Sidewalk
Racer, or On the
Skateboard
Concrete Poem
Evaluating Cause & Effect
1 day
0.5 day
Jimmy Jet and His
TV Set
Narrative Poetry, Making Inferences
Tone
1 day
0.5 day
Good Hot Dogs
Narrative Poetry, Determining the
Sensory Details Importance of Details
1 day
0.5 day
CorE standards-basEd sELECtions
00i-202_PPG_Gr06-CCSS.indd 12
Literary Skill
Program Planning Guide
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Pacing
Unit
unit 6
PoEtrY
Grammar & style
Workshops:
Simple & Compound
Subjects; Misplaced &
Dangling Modifiers
Vocabulary & spelling
Workshop:
Homonyms,
Homophones, &
Multiple-meaning Words
Writing Workshop:
Descriptive Writing:
Descriptive Essay
speaking & Listening
Workshop:
Giving & Actively
Listening to Narrative
Presentations
unit 7
drama
Grammar & style
Workshop:
Independent &
Dependent Clauses
Vocabulary & spelling
Workshops:
Figurative vs. Literal
Meaning, Idioms &
Analogies
Writing Workshop:
Expository Writing:
Compare-and-Contrast
Essay
speaking & Listening
Workshop:
Giving & Actively
Listening to Informative
Presentations
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00i-202_PPG_Gr06-CCSS.indd 13
Selections
Literary Skill
Reading /
Informational Skills
Regular
Block
Schedule Schedule
The Dream Keeper Speaker
Rereading
1 day
0.5 day
in Just –
Symbol
Monitoring
Comprehension
2 days
1 day
The Wreck of the
Hesperus
Ballad
Retelling a Sequence of
Events
3 days
1.5 days
Informational Text:
Dangers of the
Deep
Distinguishing
Fact & Opinion
Using Context Clues,
Identifying Main Idea
Child on Top of a
Greenhouse
Imagery
Monitoring
Comprehension
1 day
0.5 day
Cynthia in the
Snow
Onomatopoeia
Scanning
1 day
0.5 day
Comparing
Literature:
Seal
Whale Breathing
Author’s
Perspective
Comparing & Contrasting
3 days
1.5 days
Spring is like a
perhaps hand
Simile
Monitoring
Comprehension
1 day
0.5 day
Blazing in Gold
and quenching in
Purple
Personification
Drawing Conclusions
1 day
0.5 day
In the Fog
Drama
Drawing Conclusions
3 days
1.5 days
Informational Text:
from Gettysburg
Synthesizing Content from
Different Sources
Comparing
Rhyme,
Literature:
Description
The Fairies’ Lullaby
The Stolen Child
Scanning for Repeated
Words, Comparing &
Contrasting
3 days
1.5 days
Do You Think I’m
Crabby?
Using Context Clues
2 days
1 day
Conflict
Program Planning Guide
CorE standards-basEd sELECtions
xiii
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Pacing
Unit
unit 8
Folk Literature
Grammar & style
Workshops:
Simple & Compound
Predicates; Compound,
Complex & CompoundComplex Sentences;
Conjunctions
Vocabulary & spelling
Workshop:
Greek & Latin Roots &
Word Origins
Writing Workshop:
Expository Writing:
Research Report
speaking & Listening
Workshop:
Giving & Actively
Listening to Research
Presentations
xiv
Selections
Reading /
Informational Skills
Arachne
Myth
Analyzing Cause & Effect
Literature
Connection:
The Orb Weaver
Near Rhymes
Comparing & Contrasting
The Twelve Labors
of Hercules
The Creation
Regular
Block
Schedule Schedule
4 days
2 days
Characterization Identifying Chronological
Order
3 days
1.5 days
Personification
1 day
0.5 day
Drawing Conclusions
The Living Kuan-yin Voice
Summarizing, Sequencing 2 days
of Events
1 day
The Affair of the
Horns
Fable
Identifying Multiple Levels 2 days
of Meaning
1 day
Clever Anaeet
Foreshadowing
Making Predictions
0.5 day
CorE standards-basEd sELECtions
00i-202_PPG_Gr06-CCSS.indd 14
Literary Skill
Program Planning Guide
1 day
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Name:
Date:
Reading Log
Week of
Date
Title
Author
Pages Read
From
To
Summary/
Reactions
Total number of pages read this week:
Genres read this week (circle):
Fiction
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Nonfiction
Program Planning Guide
Poetry
Drama
Folk Literature
rEadinG LoG
xv
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Name:
Date:
EvaLuatIon FoRM 1
Communicating in a Pair Group: Self-Evaluation
Communicating with another person is a two-way street: it involves both listening carefully and speaking clearly. Being an
effective communicator when interacting with another person includes
• makingeyecontactandmaintainingarelaxedposture
• providingfeedbackasyoulisten
• notinterrupting
• rephrasingwhatthespeakersaystoshowyouunderstand
• controllingyouremotions
• distinguishingbetweenfactsandopinions
Evaluating Pair-Group Communication—Self-Evaluation
Use the scales on this page to analyze and rate yourself on the items below. Place a check mark at the point on
the scale that you feel corresponds to your number for each item. Then give yourself an overall score for how well
you communicated with your partner and write a short evaluation. Suggest ways that you could improve your
communication skills.
I made eye contact and maintained a relaxed posture.
4
3
2
1
0
I provided feedback as I listened.
4
3
2
1
0
1
0
I did not interrupt.
4
3
2
I rephrased what my partner said to show that I understood.
4
3
2
1
0
I controlled my emotions.
4
3
2
1
0
I backed up facts with details from the text and gave my opinions.
4
3
2
1
0
Overall score
Suggestions for improvement
xvi
EVaLuation ForM 1
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Program Planning Guide
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Name:
Date:
EvaLuatIon FoRM 2
Communicating in a Pair Group: Peer-Evaluation
Communicating with another person is a two-way street: it involves both listening carefully and speaking clearly. Being an
effective communicator when interacting with another person includes
• makingeyecontactandmaintainingarelaxedposture
• providingfeedbackasyoulisten
• notinterrupting
• rephrasingwhatthespeakersaystoshowyouunderstand
• controllingyouremotions
• distinguishingbetweenfactsandopinions
Evaluating Pair-Group Communication—Peer Evaluation
Use the scales on this page to analyze and rate your partner on the items below. Place a check mark at the point on the
scale that you feel corresponds to your partner’s number for each item. Then give your partner an overall score for how
well your partner communicated and write a short evaluation. Suggest ways that your partner could improve his or her
communication skills.
My partner made eye contact and maintained a relaxed posture.
4
3
2
1
0
My partner provided feedback as he/she listened.
4
3
2
1
0
My partner did not interrupt.
4
3
2
1
0
My partner rephrased what I said to show that she/he understood.
4
3
2
1
0
My partner controlled his/her emotions.
4
3
2
1
0
My partner backed up facts with details from the text and gave her/his opinions.
4
3
2
1
0
Overall score
Suggestions for improvement
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Name:
Date:
EvaLuatIon FoRM 3
Communicating in a Small Group
Communicating in a small group requires all the elements of effective communication between two people. But when
you’re working with a small group, it’s also necessary to observe some other guidelines. These include
• respectinggroupnorms,orrulesthatgovernbehaviorforgroupmembers
• understandinggrouproles(possiblegrouproles:reader,timekeeper,recorder,summarizer,foreperson)
• takingturns
• helpingtocreateapositiveclimate
• establishinggroupgoals
Evaluating Small-Group Communication
Use the scales on this page to analyze and rate your group on the items below. Place a check mark at the point on the
scale that you feel corresponds to your group’s number for each item. Then give your group an overall score for how well
it communicated and write a short evaluation. Suggest ways your group could improve its communication.
Group members understand and respect group norms.
4
3
2
1
0
Group members understand group roles.
4
3
2
1
0
Group members take turns participating.
4
3
2
1
0
Group members help to create a positive climate.
4
3
2
1
0
Group members work together to establish group goals.
4
3
2
1
0
Overall score
Suggestions for improvement
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Name:
Date:
EvaLuatIon FoRM 4
Communicating in a Large Group
Large groups require many of the same skills you use in a small group. However, large groups also require special
communication skills. Some of these skills are
• sharinggrouprolessoeveryonecanparticipate
• focusingonkeyrelationshipsandfindingkeypeopletoleadthegroup
• emphasizinggroupidentityandsettingreachablegoals
• standingupwhenpresenting
• avoiding“groupthink,”thepressuretoconform
• takingresponsibilityandhelpingeachotherfinishtasks
Evaluating Large-Group Communication
Use the scales on this page to analyze and rate your group on items below. Place a check mark at the point on the scale
that you feel corresponds to your group’s number for each item. Then give your group an overall score for how well
members communicated with each other and write a short evaluation. Suggest ways that your group could improve its
communication skills.
Group members shared roles so everyone could participate.
4
3
2
1
0
Group members focused on key relationships and key people who could lead our group.
4
3
2
1
0
Group members emphasized a group identity and set reachable goals.
4
3
2
1
0
Group members stood up when making presentations.
4
3
2
1
0
Group members stated their opinions and were not pressured to conform.
4
3
2
1
0
Group members took responsibility for completing the assignment and helped each other finish tasks.
4
3
2
1
0
Overall score
Suggestions for improvement
© EMC Publishing, LLC
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Name:
Date:
EvaLuatIon FoRM 5
asking Questions: Questioning Skills
Knowing the most effective ways to ask and answer questions in a group can help you become a great communicator.
Here are some guidelines to remember when asking questions.
• Waittoberecognized.
• Makeyourquestionsshort,clear,anddirect.
• Don’tdebateorarguewiththespeaker.
• Don’ttaketoomuchofothers’time.
• Don’tgiveaspeechyourself.
Evaluating Questioning Skills
Use the scales on this page to analyze and rate your abilities for the items below. Place a check mark at the point on the
scale that you feel corresponds to your number for each item. Then give yourself an overall score for how well you asked
questions, and write a short evaluation of your abilities, suggesting ways you could improve your communication skills.
I waited to be recognized.
4
3
2
1
0
I asked short, clear, and direct questions.
4
3
2
1
0
I did not debate or argue with the speaker.
4
3
2
1
0
I did not take too much time asking questions.
4
3
2
1
0
I did not give a speech when I asked a question.
4
3
2
1
0
Overall score
Suggestions for improvement
xx
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© EMC Publishing, LLC
2/10/11 1:17 PM
Name:
Date:
EvaLuatIon FoRM 6
answering Questions: answering Skills
Here are some guidelines to remember when answering questions.
• Bepreparedforaquestion-and-answerperiod.
• Bepatient.
• Makeyouranswersclear,short,anddirect.
• Rephrasedifficultquestions.
• Becourteous.
• Trytohandledifficultmembersoftheaudiencegracefully.
Evaluating Answering Skills
Use the scales on this page to analyze and rate your abilities on the items below. Place a check mark at the point on the
scale that you feel corresponds to your number for each item. Then give yourself an overall score for how well you
answered questions, and write a short evaluation of your abilities, suggesting ways you could improve your
communication skills.
I was prepared for a question-and-answer period.
4
3
2
1
0
2
1
0
I was patient.
4
3
I gave clear, short, and direct answers.
4
3
2
1
0
I rephrased difficult questions.
4
3
2
1
0
2
1
0
I was courteous.
4
3
I handled difficult members of the audience gracefully.
4
3
2
1
0
Overall score
Suggestions for improvement
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
unit 1 Fiction opener, p. 2
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
• identifycommonformsoffiction,including
the short story, as well as nonfiction genres,
including biography, narrative poetry, and
news articles
• identifycommonelementsoffiction,
including plot, character, setting, theme,
imagery, point of view, and flashback
Plan the Unit
Use the following resources to plan instruction for this unit:
____ Unit 1 Visual Planning Guide: Unit-Based Resources, ATE, pp. 2A–2B
____ Unit 1 Visual Planning Guide: Lesson-by-Lesson Resources, ATE, pp. 2C–2D
____ Unit 1 Scope & Sequence Guide, ATE, pp. 2E–2H
____ Unit 1 Building Vocabulary, ATE, pp. 2I–2J
____ Launch the Unit, ATE, p. 2
Teach the Unit Opener
Choose from the following resources to teach the unit opener:
____ Unit 1 Overview, SE/ATE, pp. 2–3
____ Introduction to Fiction, SE/ATE, pp. 4–5
____ Fiction Study Guide: Introduction, Meeting the Standards Unit 1, p. 1
____ Fiction Study Guide: Master Vocabulary List, Meeting the Standards Unit 1, p. 17
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, p. 5
Extend the Unit
Choose from the following resources to extend the unit:
____ For Your Reading List, SE/ATE, p. 119
____ Unit 1, Exceeding the Standards: Grammar & Style, pp. 1–18
____ Summarize Fiction, Exceeding the Standards: Literature & Reading, pp. 1–3
____ Lifelong Learning: Becoming a People Person, Exceeding the Standards: Special
Topics, pp. 1–2
____ Media Literacy: Understanding the Digital World, Exceeding the Standards: Special
Topics, pp. 3–4
____ Unit 1, Exceeding the Standards: Vocabulary & Spelling, pp. 1–16
Assess
Administer the following assessment tool(s):
____ Formative Surveys 1 and 2, Assessment Guide, pp. 3–22
____ Reading Fluency Assessments, Passages 1 and 2, Assessment Guide, pp. 297–298
____ Unit 1 Exam, Assessment Guide, pp. 257–260
© EMC Publishing, LLC
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technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
2
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Program Planning Guide
© EMC Publishing, LLC
2/10/11 1:17 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
understanding Plot, p. 6
Lob’s Girl, p. 9
Guided Reading: Reading Model
•Reading Level: Moderate
•Difficulty Consideration: Theme
•Ease Factor: Plot and vocabulary
•defineplot and recognize the various
elements of plot in the selection
•definetheliteraryaccomplishmentsofJoan
Aiken and recognize how her childhood in
England may have influenced the setting of
“Lob’s Girl”
•appreciateastoryaboutanextraordinary
relationship between a girl and her dog
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
•usereadingskillssuchasdrawing
conclusions to improve comprehension
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Understanding Plot, SE/ATE, pp. 6–7
____ Differentiated Instruction: Reading Proficiency, ATE, p. 7
____ Fiction Study Guide: Understanding Plot and Applying Plot to the Selections, Meeting the
Standards Unit 1, pp. 2–5
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Fiction Reading Model, SE/ATE, p. 8
____ Before Reading, SE/ATE, p. 9
____ How to Read Fiction, Meeting the Standards Unit 1, pp. 19–20
____ Build Vocabulary, Meeting the Standards Unit 1, p. 21
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 10–22
____ Geography Connection: Palm Trees in Cornwall, SE/ATE, p. 20
____ Grammar Skills: Proper Nouns, ATE, p. 13
____ Research Skills: Identify Research Questions, ATE, p. 14
____ Vocabulary Skills: Multiple-meaning Words, ATE, p. 15
____ Writing Skills: Sensory Details, ATE, p. 17
____ Grammar Skills: Run-on Sentences, ATE, p. 19
____ Reading Skills: Summarize, ATE, p. 21
____ Use Reading Strategies: Make Predictions, Meeting the Standards Unit 1, p. 22
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Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, p. 11
____ Visual Learning, ATE, p. 12
____ Enrichment, ATE, pp. 16, 22
____ Reading Proficiency, ATE, p. 18
____ Auditory Learning, ATE, p. 20
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 23
____ Analyze Literature: Plot, Meeting the Standards Unit 1, pp. 23–25
____ Use Reading Skills: Draw Conclusions, Meeting the Standards Unit 1, p. 26
____ Subjects and Predicates: The Basic Building Blocks in a Sentence, Exceeding the Standards:
Grammar & Style, pp. 6–8
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 27–28
____ Lesson Test, Assessment Guide, pp. 25–27
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
4
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Program Planning Guide
© EMC Publishing, LLC
2/10/11 1:17 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
understanding Characters, p. 24
the Goodness of Matt Kaizer, p. 25
Grammar & Style Workshop: Sentence Fragments and Run-ons, p. 40
Guided Reading: Reading Model
•Reading Level: Moderate
•Difficulty Consideration: Length and
narrator
•Ease Factor: Characters and setting
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
•usereadingskillssuchasanalyzingcause
and effect
•definecharacter and recognize the effect of
this literary technique in the selection
•describetheworkofAviandthemesfound
in his writing
•appreciateastorythatexploresself-image
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Understanding Characters, SE/ATE, p. 24
____ Fiction Study Guide: Understanding Characters and Applying Characters to the Selections,
Meeting the Standards Unit 1, pp. 6–8
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 25
____ Build Vocabulary, Meeting the Standards Unit 1, p. 29
____ Use Reading Skills: Build Background, Meeting the Standards Unit 1, p. 30
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 26–38
____ Vocabulary Skills: Frequently Misspelled Words, ATE, p. 29
____ Reading Skills: Identify Sequence of Events, ATE, p. 31
____ Research Skills: Conduct Key Word Searches, ATE, p. 33
____ Grammar Skills: Subject-Verb Agreement, ATE, p. 34
____ Writing Skills: Make Passive Sentences Active, ATE, p. 35
____ Reading Skills: Take Notes, ATE, p. 37
____ Analyze Literature: Point of View, Meeting the Standards Unit 1, p. 31
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, pp. 27, 28
____ Enrichment, ATE, pp. 27, 32
____ Auditory Learning, ATE, pp. 28, 32
____ English Language Learning, ATE, pp. 30, 38
© EMC Publishing, LLC
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5
2/10/11 1:17 PM
____
____
____
Kinesthetic Learning, ATE, p. 32
Visual Learning, ATE, p. 38
Reading Strategies and Skills Practice: Take Notes, Differentiated Instruction for Developing
Readers, pp. 1–3
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 39
____ Analyze Literature: Fiction, Meeting the Standards Unit 1, p. 32
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Style: Sentence Fragments and Run-ons, SE/ATE, p. 40
____ Language Arts Handbook Section 3.1, The Sentence, SE/ATE, pp. 836–838
____ Sentence Fragments, Exceeding the Standards: Grammar & Style, pp. 206–208
____ Run-On Sentences, Exceeding the Standards: Grammar & Style, pp. 213–215
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 33–34
____ Lesson Test, Assessment Guide, pp. 28–30
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
6
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Program Planning Guide
© EMC Publishing, LLC
2/10/11 1:17 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
understanding Setting, p. 41
the Circuit / Harvesting Hope: the Story of César Chávez, p. 42
Guided Reading: Reading Model
•Reading Level: Easy
•Difficulty Consideration: Vocabulary and
background needed
•Ease Factor: Characters and point of view
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
•usereadingskillssuchasanalyzingcause
and effect
•definesetting and recognize the effect of this
literary element in the selection
•describetheliteraryaccomplishmentsof
Francisco Jiménez and understand the major
themes and goals of his writing
•appreciateastoryaboutthelifeofmigrant
workers
Before Reading
Teach the Feature(s)
Select from the following resources to teach the feature(s):
____ Understanding Setting, SE/ATE, p. 41
____ Vocabulary Skills: Foreign Words in English, ATE, p. 41
____ Fiction Study Guide: Understanding Setting and Applying Setting to the Selections, Meeting
the Standards Unit 1, pp. 9–10
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 42
____ Build Vocabulary, Meeting the Standards Unit 1, p. 35
____ Building Prior Knowledge, Meeting the Standards Unit 1, p. 36
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 43–49
____ Informational Text Connection: “Harvesting Hope: The Story of César Chávez,”
SE/ATE, pp. 50–54
____ Reading Skills: Compare and Contrast, ATE, p. 45
____ Grammar Skills: Adjectives, ATE, p. 47
____ Writing Skills: Descriptive Paragraph, ATE, p. 49
____ Vocabulary Skills: Homophones, ATE, p. 51
____ Grammar Skills: Serial Commas, ATE, p. 53
____ Make Connections, Meeting the Standards Unit 1, p. 37
© EMC Publishing, LLC
00i-202_PPG_Gr06-CCSS.indd 7
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LEVEL i, unit 1
7
2/10/11 1:17 PM
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, p. 44
____ Enrichment, ATE, pp. 46, 48, 52, 54
____ Informational Text Project: César Chávez, Differentiated Instruction for Advanced Students,
pp. 1–2
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 49, 55
____ Analyze Literature: Conflict, Meeting the Standards Unit 1, p. 38
____ Lifelong Learning: Present a Report, Exceeding the Standards: Extension Activities, pp. 1–2
____ Simple and Complete Subjects and Predicates, Exceeding the Standards: Grammar & Style,
pp. 9–11
____ Write Complete Sentences, Exceeding the Standards: Writing, pp. 1–11
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, p. 39
____ Lesson Test, Assessment Guide, pp. 31–33
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
8
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Program Planning Guide
© EMC Publishing, LLC
2/10/11 1:17 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
the all-american Slurp, p. 56
vocabulary & Spelling Workshop: Synonyms and antonyms, p. 67
Directed Reading
•Reading Level: Moderate
•Difficulty Consideration: Vocabulary
•Ease Factor: Style
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
•usereadingskillssuchasanalyzingcause
and effect
•definetheme and recognize the effect of this
literary technique in the selection
•describethenovelsandshortstoriesof
Lensey Namioka and explain important
themes in her writing
•appreciateastoryaboutadaptingtoa
new culture
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 56
____ Build Vocabulary, Meeting the Standards Unit 1, p. 40
____ Build Background: Table Manners, Meeting the Standards Unit 1, p. 41
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 57–65
____ Social Studies Connection: Chinese Immigration, SE/ATE, p. 64
____ Grammar Skills: Singular and Plural Nouns, ATE, p. 59
____ Writing Skills: Vary Sentence Beginnings, ATE, p. 61
____ Reading Skills: Distinguish Between Major and Minor Details, ATE, p. 62
____ Research Skills: Questions for Possible Research Topics, ATE, p. 63
____ Vocabulary Skills: Onomatopoeia, ATE, p. 65
____ Analyze Literature: Foreshadowing, Meeting the Standards Unit 1, p. 42
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, pp. 58, 64
____ Auditory Learning, ATE, p. 58
____ Enrichment, ATE, p. 60
____ Visual Learning, ATE, p. 64
____ Reading Strategies and Skills Practice: Make Predictions, Differentiated Instruction for
Developing Readers, pp. 4–6
© EMC Publishing, LLC
00i-202_PPG_Gr06-CCSS.indd 9
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LEVEL i, unit 1
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2/10/11 1:17 PM
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 66
____ Describe and Critique: Fiction, Meeting the Standards Unit 1, p. 43
____ The Sentence and Its Functions, Exceeding the Standards: Grammar & Style, pp. 1–5
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Vocabulary & Spelling: Synonyms and Antonyms, SE/ATE, p. 67
____ Language Arts Handbook Section 2.7, Spelling, SE/ATE, pp. 827–835
____ Using a Thesaurus—Synonyms and Antonyms, Exceeding the Standards: Vocabulary
& Spelling, pp. 38–39
____ Test Practice: Synonyms and Antonyms, Exceeding the Standards: Vocabulary & Spelling,
pp. 40–41
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 44–45
____ Lesson Test, Assessment Guide, pp. 34–36
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
10
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Program Planning Guide
© EMC Publishing, LLC
2/10/11 1:17 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Eleven / Same Song, p. 68
Grammar & Style Workshop: types of nouns, p. 74
Directed Reading
•Reading Level: Easy
•Difficulty Consideration: Figurative
language and point of view
•Ease Factor: Theme
Objectives
Studying this lesson will enable students to
•usereadingskillssuchasreactingand
connecting to the text to relate the selection
to their own lives
•defineimagery and recognize the effect of
this literary technique in the selection
•describetheworkofSandraCisnerosand
how her heritage influences her writing
•appreciateastoryaboutgrowthand
growing up
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 68
____ Build Background: Birthday Celebrations, Meeting the Standards Unit 1, p. 46
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 69–71
____ Literature Connection: “Same Song,” SE/ATE, p. 72
____ Reading Skills: Distinguish Fact from Opinion, ATE, p. 71
____ Preview Vocabulary, Meeting the Standards Unit 1, p. 47
____ Use Reading Skills: Analyze Text Structure, Meeting the Standards Unit 1, p. 48
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Enrichment, ATE, p. 70
____ Visual Learning, ATE, p. 70
____ English Language Learning, ATE, p. 72
____ Reading Proficiency, ATE, p. 72
____ Literary Analysis Activity: Point of View, Differentiated Instruction for Advanced Students,
pp. 3–5
____ Reading Strategies and Skills Practice: Visualize, Differentiated Instruction for Developing
Readers, pp. 7–9
____ Analyze Text Structure: Repetition, Differentiated Instruction for English Language Learners,
pp. 1–8
© EMC Publishing, LLC
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LEVEL i, unit 1
11
2/10/11 1:17 PM
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 73
____ Media Literacy: Design a Poster, Exceeding the Standards: Extension Activities, pp. 3–4
Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Style: Types of Nouns, SE/ATE, p. 74
____ Language Arts Handbook Section 3.3, Nouns, SE/ATE, pp. 839–840
____ Common and Proper Nouns, Exceeding the Standards: Grammar & Style, pp. 19–22
____ Singular and Plural Nouns, Exceeding the Standards: Grammar & Style, pp. 23–26
____ Possessive Nouns, Exceeding the Standards: Grammar & Style, pp. 27–29
____ Compound and Collective Nouns, Exceeding the Standards: Grammar & Style, pp. 30–33
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 50–51
____ Lesson Test, Assessment Guide, pp. 37–39
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
12
LEVEL i, unit 1
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Program Planning Guide
© EMC Publishing, LLC
2/10/11 1:17 PM
L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
all Summer in a Day / the Fun they Had, p. 75
Directed Reading
“All Summer in a Day”
•Reading Level: Moderate
•Difficulty Consideration: Characters,
setting, and introduction
•Ease Factor: Subject matter
“The Fun They Had”
•Reading Level: Easy
•Difficulty Consideration: No introduction,
irony
•Ease Factor: Dialogue
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Studying this lesson will enable students to
•comparedifferentshortstoriesinthescience
fiction genre
•usereadingstrategiessuchasvisualizing
•definesetting and compare the effects of this
literary technique in these selections
•describetheliteraryaccomplishmentsofRay
Bradbury and Isaac Asimov
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 75
____ Build Background, Set Purpose, and Practice Vocabulary, Meeting the Standards Unit 1, p. 52
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 76–84
____ Grammar Skills: Pronoun-Antecedent Agreement, ATE, p. 79
____ Reading Skills: Make Inferences, ATE, p. 81
____ Vocabulary Skills: Context Clues, ATE, p. 83
____ Compare Literature: Setting, Meeting the Standards Unit 1, p. 53
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Enrichment, ATE, pp. 77, 80, 82
____ English Language Learning, ATE, p. 77
____ Reading Proficiency, ATE, pp. 78, 80
____ Auditory Learning, ATE, p. 84
____ Kinesthetic Learning, ATE, p. 84
____ Draw Conclusions, Differentiated Instruction for English Language Learners, pp. 9–19
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after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, pp. 81, 85
____ Compare Literature: Setting (continued), Meeting the Standards Unit 1, p. 54
____ Compare Literature: Protagonists, Meeting the Standards Unit 1, p. 55
____ Make Connections, Meeting the Standards Unit 1, p. 56
____ What Do You Think? Meeting the Standards Unit 1, p. 59
Assess
Administer the following assessment tool(s):
____ Selection Quiz: Focus on “All Summer in a Day,” Meeting the Standards Unit 1, p. 57
____ Selection Quiz: Focus on “The Fun They Had,” Meeting the Standards Unit 1, p. 58
____ Lesson Test, Assessment Guide, pp. 40–42
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
the Scribe, p. 86
Directed Reading
•Reading Level: Easy
•Difficulty Consideration: None
•Ease Factor: Plot, vocabulary, and characters
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Studying this lesson will enable students to
•usereadingskillssuchassequencingevents
•definepoint of view and recognize the effect
of this literary technique in the selection
•describetheworkofKristinHunterand
explain how the neighborhood in which she
grew up influenced her writing
•appreciateastoryabouthelpingothers
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 86
____ Build Vocabulary, Meeting the Standards Unit 1, p. 60
____ Build Background: Brown vs. The Board of Education, Meeting the Standards Unit 1, p. 61
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 87–93
____ Reading Skills: Activate Prior Knowledge, ATE, p. 89
____ Writing Skills: Supporting Details, ATE, p. 91
____ Vocabulary Skills: Word Roots, ATE, p. 93
____ Use Reading Skills: Draw Conclusions, Meeting the Standards Unit 1, pp. 62–63
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, pp. 88, 92
____ Reading Proficiency, ATE, p. 90
____ Enrichment, ATE, p. 92
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 94
____ Analyze Literature: Plot, Meeting the Standards Unit 1, p. 64
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 65–66
____ Lesson Test, Assessment Guide, pp. 43–45
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technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
the Sand Castle / the Forecast: a Warmer World, p. 95
Grammar & Style Workshop: Semicolons and Colons, p. 103
Directed Reading
•Reading Level: Easy
•Difficulty Consideration: Abstract concepts
•Ease Factor: Length
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Studying this lesson will enable students to
•usereadingskillssuchascontextclues
•definesetting and recognize the effect of this
literary technique in the selection
•describetheworkofAlmaLuzVillanueva
and how her Native American and Mexican
heritages influenced her writing
•appreciateastoryaboutthefuture
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 95
____ Build Vocabulary, Meeting the Standards Unit 1, p. 67
____ Build Background: Survey Response, Meeting the Standards Unit 1, p. 68
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 96–99
____ Informational Text Connection: “The Forecast: A Warmer World,” SE/ATE, pp. 100–101
____ Science Connection: “Fossil Fuels,” SE/ATE, p. 101
____ Reading Skills: Identify Sequence of Events, ATE, p. 99
____ Vocabulary Skills: Jargon, ATE, p. 101
____ Analyze Literature: Cause and Effect, Meeting the Standards Unit 1, p. 69
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Reading Proficiency, ATE, p. 97
____ Enrichment, ATE, p. 97
____ English Language Learning, ATE, p. 98
____ Visual Learning, ATE, p. 100
____ Primary and Secondary Source Project: Global Warming, Differentiated Instruction for
Advanced Students, pp. 6–7
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 102
____ Make Connections, Meeting the Standards Unit 1, p. 70
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Teach the Workshop(s)
Select from the following materials to teach the workshop(s):
____ Grammar & Style: Semicolons and Colons, SE/ATE, p. 103
____ Language Arts Handbook Section 3.15, Punctuation, SE/ATE, pp. 860–865
____ Semicolons, Exceeding the Standards: Grammar & Style, pp. 164–166
____ Colons, Exceeding the Standards: Grammar & Style, pp. 167–168
Assess
Administer the following assessment tool(s):
____ Selection Quiz, Meeting the Standards Unit 1, pp. 71–72
____ Lesson Test, Assessment Guide, pp. 46–48
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
aaron’s Gift, p. 104
Independent Reading
•Reading Level: Easy
•Difficulty Consideration: Long paragraphs
•Ease Factor: Point of view, suspense, and
description
Objectives
Studying this lesson will enable students to
•readwithdevelopingfluency
•readsilentlywithcomprehensionfora
sustained period of time
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 104
____ Practice Vocabulary, Meeting the Standards Unit 1, p. 73
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 104–111
____ Reading Skills: Make Predictions, ATE, p. 106
____ Grammar Skills: Personal and Possessive Pronouns, ATE, p. 107
____ Reading Skills: Ask Questions, ATE, p. 109
____ Vocabulary Skills: Suffixes, ATE, p. 111
____ Answer Questions, Meeting the Standards Unit 1, p. 74
____ Analyze Literature: Characters, Meeting the Standards Unit 1, p. 75
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Enrichment, ATE, pp. 108, 110
____ Reading Proficiency, ATE, p. 108
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 111
____ Make Connections, Meeting the Standards Unit 1, p. 76
____ Describe and Critique: Fiction, Meeting the Standards Unit 1, pp. 77–78
Assess
Administer the following assessment tool(s):
____ Lesson Test, Assessment Guide, pp. 49–51
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technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
La Bamba, p. 112
Independent Reading
•Reading Level: Easy
•Difficulty Consideration: None
•Ease Factor: Humor
Objectives
Studying this lesson will enable students to
•readwithdevelopingfluency
•readsilentlywithcomprehensionfora
sustained period of time
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Before Reading
Preview and Motivate
Choose from the following materials to preview the lesson and motivate your students:
____ Before Reading, SE/ATE, p. 112
____ Practice Vocabulary, Meeting the Standards Unit 1, p. 79
During Reading
Teach the Selection(s)
Choose from the following resources to teach the selection(s):
____ During Reading, SE/ATE, pp. 112–118
____ Reading Skills: Identify Author’s Purpose, ATE, p. 115
____ Grammar Skills: Transitive and Intransitive Verbs, ATE, p. 117
____ Vocabulary Skills: Idioms, ATE, p. 118
____ Analyze Literature: Plot, Meeting the Standards Unit 1, p. 80
____ Analyze Literature: Cause and Effect, Meeting the Standards Unit 1, p. 81
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ Auditory Learning, ATE, p. 114
____ English Language Learning, ATE, p. 114
____ Reading Proficiency, ATE, p. 116
____ Enrichment, ATE, p. 116
____ Independent Author Study: Gary Soto, Differentiated Instruction for Advanced Students, p. 8
after Reading
Review and Extend
Use the following materials to review and extend the lesson:
____ After Reading, SE/ATE, p. 118
____ Enrichment: Colorful Comparisons, Meeting the Standards Unit 1, p. 82
____ Describe and Critique: Fiction, Meeting the Standards Unit 1, pp. 83–84
____ Identifying the Parts of Speech, Exceeding the Standards: Grammar & Style, pp. 15–18
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Assess
Administer the following assessment tool(s):
____ Lesson Test, Assessment Guide, pp. 52–54
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Writing Workshop: Expository Writing—Responding to a
Short Story, p. 120
Pacing
• Regular Schedule: 3 days
• Block Schedule: 1.5 days
Objectives
Participating in this lesson will help enable
students to
• writearesponsetoashortstorythathasan
introduction that names the story and its
author and includes a clear statement of the
student’s response to the story
• writearesponsetoashortstorythathas
body paragraphs that support and explain
the student’s response
• writearesponsetoashortstorythat
presents evidence from the story to support
each main idea in the paragraphs and the
thesis
• writearesponsetoashortstorythat
includes a conclusion that sums up the
response
Teach the Workshop
Select from the following resources to teach the workshop:
____ Writing Workshop: Expository Writing—Responding to a Short Story, SE/ATE, pp. 120–125
____ Writing Skills: Audience, ATE, p. 122
____ Writing Skills: Paragraph Unity, ATE, p. 123
____ Writing Skills: Reflect, ATE, p. 125
____ Language Arts Handbook Section 4.1, The Writing Process, SE/ATE, pp. 872–881
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, pp. 121, 124
____ Enrichment, ATE, p. 121
____ Reading Proficiency, ATE, p. 124
Review and Extend
Use the following materials to review and extend the lesson:
____ Write Complete Sentences, Exceeding the Standards: Writing, pp. 1–11
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
Speaking and Listening Workshop: Delivering and Listening to an
Expository Presentation, p. 126
Pacing
• Regular Schedule: 2 days
• Block Schedule: 1 day
Objectives
Participating in this lesson will help enable
students to
• deliveranexpositorypresentationthat
presents several main points on a subject
• deliveranexpositorypresentationthat
has an organization that includes an
introduction, body, and conclusion
• deliveranexpositorypresentationthatuses
clear transitional words
• deliveranexpositorypresentationthat
summarizes the thesis and provides closure
Teach the Workshop
Select from the following resources to teach the workshop:
____ Speaking & Listening: Delivering and Listening to an Expository Presentation, SE/ATE,
pp. 126–127
____ Speaking & Listening Skills: Visual Aids, ATE, p. 127
____ Language Arts Handbook Section 7.1, Verbal and Nonverbal Communication, SE/ATE, p. 896
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, p. 126
Review and Extend
Use the following materials to review and extend the lesson:
____ Delivering and Listening to an Expository Presentation, Exceeding the Standards: Writing,
pp. 1–2
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
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L e S S o n
P L An
Name: ____________________________________________________ Date: __________________
M T W Th F
test Practice Workshop, p. 128
Pacing
• Regular Schedule: 1 day
• Block Schedule: 0.5 day
Objectives
Participating in this lesson will help enable
students to
• writearesponsetoliteraturebasedona
timed writing prompt
• answerstandardizedtestquestionsthat
demonstrate revising and editing skills
• demonstratetheabilitytomakeinferences
from a reading by answering standardized
questions
Teach the Workshop
Select from the following resources to teach the workshop:
____ Test Practice Workshop, SE/ATE, pp. 128–131
____ Writing Skills: Literary Response, SE/ATE, p. 128
____ Revising and Editing Skills, SE/ATE, p. 129
____ Reading Skills, SE/ATE, p. 130
____ Test-Taking Skills: Eliminate Incorrect Responses, ATE, p. 131
____ Language Arts Handbook Section 8, Test-Taking Skills, SE/ATE, pp. 905–909
____ Test-Taking Skills and Strategies, Exceeding the Standards: Test Practice, pp. 1–4
Differentiate Instruction
Consider the following alternative teaching options to differentiate instruction:
____ English Language Learning, ATE, p. 130
Review and Extend
Use the following materials to review and extend the lesson:
____ Literary Response Practice Test: Revising and Editing, Exceeding the Standards: Test
Practice, pp. 5–6
____ Practice Test, Meeting the Standards Unit 1, pp. 11–16
technology tools
Enhance the lesson with interactive activities offered in these technology supplements:
EMC Launchpad
ETS Online Criterion-Based Essay
Annotated Teacher’s Edition on CD
Grader (Grades 9–12)
Interactive Student Text on CD
EMC Audio Library
ExamView Assessment Suite on CD
EMC E-Library
Visual Teaching Package
mirrorsandwindows.com
®
© EMC Publishing, LLC
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