Selected Poems by Emily Dickinson - Holt McDougal
Selected Poems by Emily Dickinson - Holt McDougal
Selected Poems by Emily Dickinson - Holt McDougal
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Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
<strong>Selected</strong> <strong>Poems</strong> <strong>by</strong> <strong>Emily</strong> <strong>Dickinson</strong> Pages 750–762<br />
Core Objectives<br />
■ Understand and appreciate representative poems<br />
<strong>by</strong> <strong>Emily</strong> <strong>Dickinson</strong><br />
■ Identify and appreciate figurative language<br />
■ Apply strategies for reading poetry<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Adjective and ■ Denotative and Connotative<br />
Adverb Clauses Meanings<br />
Preparing to Read<br />
Connect to Your Life<br />
Build Background<br />
Focus Your Reading<br />
Literary Analysis: Figurative Language<br />
Active Reading: Strategies for Reading Poetry<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Figurative Language<br />
Choices and Challenges<br />
Writing Options<br />
Mini Poem<br />
Comparison Contrast Essay<br />
Activities and Explorations<br />
Illustrated Poem<br />
Video Adaptation<br />
Inquiry and Research<br />
Historical Connection<br />
Author Activity<br />
Presenting a Poetry Slam<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-A.2, I-B.1, I-B.2, I-B.3, I-C.2, I-D.1, I-D.3,<br />
I-D.6, II-B.1, II-B.2, II-C.2, III-B.2<br />
TerraNova Objectives<br />
R.02a, R.02d, R.03c, R.03f, R.04f, R.04g,<br />
R.05a, R.05e<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 5<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 4<br />
❑ PE pp. 750–762<br />
❑ Reading and Critical Thinking Transparencies, T50<br />
❑ Literary Analysis Transparencies, T13<br />
The Language of Literature, Grade 11 121
Selection Lesson Plan (continued)<br />
<strong>Selected</strong> <strong>Poems</strong> <strong>by</strong> <strong>Emily</strong> <strong>Dickinson</strong><br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Vocabulary Strategy<br />
Denotative and Connotative Meanings<br />
Grammar<br />
Adjective and Adverb Clauses<br />
Cross Curricular Link<br />
Social Sciences<br />
Women’s Education in the 19th Century<br />
Informal Assessment<br />
Recognizing Poetic Form<br />
Making Inferences<br />
Assessment<br />
Selection Test<br />
Test Generator<br />
122 UNIT 5, PART 1 SELECTED POEMS BY EMILY DICKINSON<br />
❑ Vocabulary Transparencies and Copymasters, C62<br />
❑ Grammar Transparencies and Copymasters, C100<br />
❑ Formal Assessment: Selection Test, pp. 137–138<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
The Yellow Wallpaper Pages 765–781<br />
Core Objectives<br />
■ Understand and appreciate a classic short story<br />
■ Examine first-person narrator in a short story<br />
■ Make inferences about the narrator<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Subject-Verb ■ Using Context Clues<br />
Agreement ■ Word Origins<br />
■ Sentence Fragments<br />
Preparing to Read<br />
Connect to Your Life<br />
Build Background<br />
Vocabulary Preview: Using Context Clues<br />
Focus Your Reading<br />
Literary Analysis: First-Person Narrator<br />
Active Reading: Making Inferences About<br />
the Narrator<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: First-Person Narrator<br />
Choices and Challenges<br />
Writing Options<br />
Advertising Copy<br />
Letter to Editor<br />
Extend the Story<br />
Activities and Explorations<br />
Dramatic Scene<br />
Wallpaper Design<br />
Top Story<br />
Inquiry and Research<br />
Depression<br />
Vocabulary in Action<br />
Meaning Clues<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-A.1, I-B.1, I-B.2, I-B.3, I-C.1, I-C.2, I-D.1,<br />
I-D.3, II-A.1, II-B.1, II-C.2, II-C.3<br />
TerraNova Objectives<br />
L.39b, R.02a, R.02d, R.05a, R.05c, R.05d,<br />
R.07a, V.37a<br />
❑ Unit Five Resource Book: Words to Know SkillBuilder, p. 9<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 8<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 7<br />
❑ PE pp. 765–781<br />
❑ Unit Five Resource Book: Summary, p. 6<br />
❑ Reading and Critical Thinking Transparencies, T7<br />
❑ Literary Analysis Transparencies, T14<br />
The Language of Literature, Grade 11 123
Selection Lesson Plan (continued)<br />
The Yellow Wallpaper<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Preteaching Vocabulary<br />
Using Context Clues<br />
Vocabulary Strategy<br />
Word Origins<br />
Grammar<br />
Subject-Verb Agreement<br />
Sentence Fragments<br />
Speaking and Listening<br />
Dramatic Reading<br />
Role Playing<br />
Viewing and Representing<br />
Art Appreciation<br />
A Woman Sewing in an Interior<br />
<strong>by</strong> Wilhelm Hammershøi<br />
Stairway <strong>by</strong> Edward Hopper<br />
Cross Curricular Link<br />
Psychology<br />
Depression<br />
Informal Assessment<br />
Story Log<br />
Sentence Completion<br />
Assessment<br />
Selection Quiz<br />
Selection Test<br />
Test Generator<br />
124 UNIT 5, PART 1 THE YELLOW WALLPAPER<br />
❑ Vocabulary Transparencies and Copymasters, C63<br />
❑ Grammar Transparencies and Copymasters, T47, C108<br />
❑ Grammar Transparencies and Copymasters, C124<br />
❑ Unit Five Resource Book: Selection Quiz, p. 10<br />
❑ Formal Assessment: Selection Test, pp. 139–140<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
The Story of an Hour Pages 783–787<br />
Core Objectives<br />
■ Understand and appreciate a short story<br />
■ Identify and appreciate plot and conflict<br />
■ Use clues in the story to make predictions<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Reviewing ■ Using Reference Sources<br />
Complete<br />
Sentences<br />
Preparing to Read<br />
Connect to Your Life<br />
Build Background<br />
Focus Your Reading<br />
Literary Analysis: Plot<br />
Active Reading: Predicting<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Plot and Surprise Ending<br />
Choices and Challenges<br />
Writing Options<br />
Husband’s Monologue<br />
Wife’s Epitaph<br />
Different Ending<br />
Essay About Marriage<br />
Activities and Explorations<br />
Story and Video<br />
Inquiry and Research<br />
Depression<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-A.1, I-C.2, I-D.1, I-D.3, II-B.1, II-C.3<br />
TerraNova Objectives<br />
R.02b, R.02d, R.03b, R.03e, R.03f, R.04e,<br />
R.05d, R.07a<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 13<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 12<br />
❑ PE pp. 783–787<br />
❑ Unit Five Resource Book: Summary, p. 11<br />
❑ Reading and Critical Thinking Transparencies, T2<br />
The Language of Literature, Grade 11 125
Selection Lesson Plan (continued)<br />
The Story of an Hour<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Vocabulary Strategy<br />
Using Reference Sources<br />
Grammar<br />
Reviewing Complete Sentences<br />
Informal Assessment<br />
Storyboard<br />
Assessment<br />
Selection Quiz<br />
Selection Test<br />
Test Generator<br />
126 UNIT 5, PART 1 THE STORY OF AN HOUR<br />
❑ Vocabulary Transparencies and Copymasters, C64<br />
❑ Grammar Transparencies and Copymasters, T42, C73<br />
❑ Unit Five Resource Book: Selection Quiz, p. 14<br />
❑ Formal Assessment: Selection Test, pp. 141–142<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
Seventeen Syllables Pages 788–801<br />
Core Objectives<br />
■ Appreciate a Japanese-American short story<br />
■ Examine a coming-of-age story<br />
■ Understand conflict<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Adverb Clauses ■ Using Context Clues<br />
■ Semicolons and ■ Idioms<br />
Conjunctive Adverbs<br />
Preparing to Read<br />
Comparing Literature<br />
Build Background<br />
Vocabulary Preview: Using Context Clues:<br />
Synonyms<br />
Focus Your Reading<br />
Literary Analysis: Coming-of-Age Story<br />
Active Reading: Understanding Conflicts<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Coming-of-Age Story<br />
Choices and Challenges<br />
Writing Options<br />
Points of Comparison<br />
Character Sketch<br />
Vocabulary in Action<br />
Context Clues<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-C.2, I-D.1, I-D.3, I-D.4, II-B.1<br />
TerraNova Objectives<br />
L.38c, R.02a, R.02d, R.03c, R.03e, R.04f,<br />
R.05a, V.35a, V.37a<br />
❑ Unit Five Resource Book: Words to Know SkillBuilder, p. 18<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 17<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 16<br />
❑ PE pp. 788–801<br />
❑ Unit Five Resource Book: Summary, p. 15<br />
The Language of Literature, Grade 11 127
Selection Lesson Plan (continued)<br />
Seventeen Syllables<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Preteaching Vocabulary<br />
Using Context Clues: Synonyms<br />
Vocabulary Strategy<br />
Using Context to Understand Idioms ❑ Vocabulary Transparencies and Copymasters, C65<br />
Grammar<br />
Adverb Clauses: Subordinating Clauses ❑ Grammar Transparencies and Copymasters, C97<br />
Semicolons and Conjunctive Adverbs ❑ Grammar Transparencies and Copymasters, C157<br />
Speaking and Listening<br />
Problem Solving <strong>by</strong> Role-Playing<br />
Viewing and Representing<br />
Art Appreciation<br />
Consolation <strong>by</strong> Ruth Gikow<br />
Japanese American Family in the 1930s<br />
<strong>by</strong> Russell Lee<br />
Returning Sails to Gyotoku <strong>by</strong> Ichiryusai Hiroshige<br />
Cross Curricular Link<br />
Workplace<br />
Reading Maps<br />
Informal Assessment<br />
Arranging Events in Sequence<br />
Self-Assessment<br />
Assessment<br />
Selection Quiz<br />
Selection Test<br />
Test Generator<br />
Homework Assignments Other Teaching Materials<br />
128 UNIT 5, PART 1 SEVENTEEN SYLLABLES<br />
❑ Unit Five Resource Book: Selection Quiz, p. 19<br />
❑ Formal Assessment: Selection Test, pp. 143–144<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
Name Date<br />
Adolescence—III Pages 802–805<br />
Core Objectives<br />
■ Understand and appreciate a modern poem<br />
■ Identify and appreciate imagery<br />
■ Visualize the images in a poem<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Adverb Clauses ■ Researching Word Origins<br />
Preparing to Read<br />
Comparing Literature<br />
Build Background<br />
Focus Your Reading<br />
Literary Analysis: Imagery<br />
Active Reading: Visualizing<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Imagery<br />
Choices and Challenges<br />
Writing Options<br />
Points of Comparison<br />
Rosie’s Diary Entry<br />
Write a Review<br />
Activities and Explorations<br />
Sketch<br />
Oral Interpretation<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-C.2, I-D.1, I-D.3, II-B.1<br />
TerraNova Objectives<br />
R.03c, R.05d, S.42a, S.42b<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 21<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 20<br />
❑ PE pp. 802–805<br />
❑ Reading and Critical Thinking Transparencies, T8<br />
The Language of Literature, Grade 11 129
Selection Lesson Plan (continued)<br />
Adolescence—III<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Vocabulary Strategy<br />
Researching Word Origins<br />
Grammar<br />
Adverb Clauses<br />
Assessment<br />
Selection Test<br />
Test Generator<br />
130 UNIT 5, PART 1 ADOLESCENCE—III<br />
❑ Vocabulary Transparencies and Copymasters, C66<br />
❑ Formal Assessment: Selection Test, pp. 145–146<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
I Stand Here Ironing Pages 806–817<br />
Core Objectives<br />
■ Understand and appreciate a short story<br />
■ Understand interior monologue<br />
■ Make judgments about character<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Adverbial Clauses ■ Using Context Clues<br />
with Because ■ Homonyms<br />
Preparing to Read<br />
Comparing Literature<br />
Build Background<br />
Vocabulary Preview: Using Context Clues<br />
Focus Your Reading<br />
Literary Analysis: Interior Monologue<br />
Active Reading: Making Judgments<br />
About Character<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Interior Monologue<br />
Choices and Challenges<br />
Writing Options<br />
Points of Comparison<br />
Story Sequel<br />
Response to Relationships<br />
<strong>Emily</strong>’s Interview<br />
Activities and Explorations<br />
Guidelines for Parents<br />
Informal Discussion<br />
Role Play<br />
Art Connection<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-B.1, I-B.2, I-B.3, I-C.2, I-D.1, I-D.3, I-D.6,<br />
II-A.2, II-A.3, II-B.1, II-C.2, III-B.2<br />
TerraNova Objectives<br />
R.02a, R.03c, R.03f, R.04g, R.05a, R.05d,<br />
V.37a<br />
❑ Unit Five Resource Book: Words to Know SkillBuilder, p. 25<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 24<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 23<br />
❑ PE pp. 806–817<br />
❑ Unit Five Resource Book: Summary, p. 22<br />
❑ Reading and Critical Thinking Transparencies, T5, T15<br />
The Language of Literature, Grade 11 131
Selection Lesson Plan (continued)<br />
I Stand Here Ironing<br />
Choices and Challenges (continued)<br />
Inquiry and Research<br />
Sibling Rivalry<br />
Oral History<br />
Vocabulary in Action<br />
Meaning Clues<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Preteaching Vocabulary<br />
Using Context Clues<br />
Vocabulary Strategy<br />
Homonyms<br />
Grammar<br />
Adverbial Clauses with Because<br />
Speaking and Listening<br />
Interviews<br />
Viewing and Representing<br />
Art Appreciation<br />
Girl Skipping Rope <strong>by</strong> Ben Shahn<br />
The Brown Sweater <strong>by</strong> Raphael Soyer<br />
Cross Curricular Link<br />
History<br />
Working Women During the Depression<br />
Informal Assessment<br />
Point of View<br />
Choosing the Best Summary<br />
Assessment<br />
Selection Quiz<br />
Selection Test<br />
Part Test<br />
Test Generator<br />
132 UNIT 5, PART 1 I STAND HERE IRONING<br />
❑ Vocabulary Transparencies and Copymasters, C67<br />
❑ Grammar Transparencies and Copymasters, C99<br />
❑ Unit Five Resource Book: Selection Quiz, p. 26<br />
❑ Formal Assessment: Selection Test, pp. 147–148<br />
❑ Formal Assessment: Unit Five, Part 1 Test, pp. 149–150<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
Chicago / Lucinda Matlock Pages 824–829<br />
Core Objectives<br />
■ Appreciate two classic poems<br />
■ Identify and examine tone<br />
■ Synthesize details in poetry<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Noun Clauses ■ Denotation and Connotation<br />
Preparing to Read<br />
Connect to Your Life<br />
Build Background<br />
Focus Your Reading<br />
Literary Analysis: Tone<br />
Active Reading: Synthesizing Details<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Tone<br />
Choices and Challenges<br />
Writing Options<br />
Hometown <strong>Poems</strong><br />
Comparison-Contrast Essay<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-C.2, I-D.1, I-D.3, II-B.1, III-B.2<br />
TerraNova Objectives<br />
R.02a, R.02b, R.02d, R.03b, R.03c, R.03f,<br />
R.04d, R.04g, R.05a, R.05c, R.05d,<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 29<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 28<br />
❑ PE pp. 824–829<br />
❑ Reading and Critical Thinking Transparencies, T16<br />
❑ Literary Analysis Transparencies, T19<br />
The Language of Literature, Grade 11 133
Selection Lesson Plan (continued)<br />
Chicago / Lucinda Matlock<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Vocabulary Strategy<br />
Discriminating Between Connotative and<br />
Denotative Meaning<br />
Grammar<br />
Noun Clauses<br />
Viewing and Representing<br />
Art Appreciation<br />
City Building and Country Dance<br />
<strong>by</strong> Thomas Hart Benton<br />
Assessment<br />
Selection Test<br />
Test Generator<br />
134 UNIT 5, PART 2 CHICAGO / LUCINDA MATLOCK<br />
❑ Vocabulary Transparencies and Copymasters, C68<br />
❑ Grammar Transparencies and Copymasters, C102<br />
❑ Formal Assessment: Selection Test, pp. 151–152<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
Richard Cory / Miniver Cheevy Pages 830–834<br />
Core Objectives<br />
■ Appreciate two narrative poems<br />
■ Understand characterization in narrative poetry<br />
■ Evaluate character in poetry<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Noun Clauses ■ Idioms<br />
Preparing to Read<br />
Connect to Your Life<br />
Build Background<br />
Focus Your Reading<br />
Literary Analysis: Characterization in<br />
Narrative Poetry<br />
Active Reading: Evaluating Character<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Characterization in Narrative<br />
Poetry<br />
Choices and Challenges<br />
Writing Options<br />
Miniver’s Monologue<br />
Farewell Note<br />
Interview Questions<br />
Activities and Explorations<br />
Musical Adaptation<br />
Author Activities<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-C.2, I-D.1, I-D.3, II-B.1, III-B.2<br />
TerraNova Objectives<br />
R.02a, R.02d, R.03c, R.04f, R.04g, R.05a,<br />
R.05d<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 31<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 30<br />
❑ PE pp. 830–834<br />
❑ Reading and Critical Thinking Transparencies, T15<br />
❑ Literary Analysis Transparencies, T6<br />
The Language of Literature, Grade 11 135
Selection Lesson Plan (continued)<br />
Richard Cory / Miniver Cheevy<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Vocabulary Strategy<br />
Rely on Context to Determine Meanings<br />
of Idioms<br />
Grammar<br />
Noun Clause<br />
Informal Assessment<br />
Identifying the Best Summary<br />
Assessment<br />
Selection Test<br />
Test Generator<br />
136 UNIT 5, PART 2 RICHARD CORY / MINIVER CHEEVY<br />
❑ Vocabulary Transparencies and Copymasters, C69<br />
❑ Grammar Transparencies and Copymasters, C102<br />
❑ Formal Assessment: Selection Test, pp. 153–154<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
We Wear the Mask / Sympathy Pages 835–839<br />
Core Objectives<br />
■ Understand and appreciate two poems<br />
■ Identify and examine symbol in poetry<br />
■ Interpret symbols in poetry<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Appositive Clauses ■ Connotation<br />
Preparing to Read<br />
Connect to Your Life<br />
Build Background<br />
Focus Your Reading<br />
Literary Analysis: Symbols<br />
Active Reading: Interpreting Symbols<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Symbols<br />
Choices and Challenges<br />
Writing Options<br />
Narrative Sequel<br />
Lyrics of a Songbird<br />
Activities and Explorations<br />
Personal Mask<br />
Political Cartoon<br />
Author Activity<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-A.2, I-C.2, I-D.1, I-D.3, II-B.1, III-B.1<br />
TerraNova Objectives<br />
R.02d, R.04f, R.05d, R.03c, R.04d<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 33<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 32<br />
❑ PE pp. 835–839<br />
❑ Literary Analysis Transparencies, T19<br />
The Language of Literature, Grade 11 137
Selection Lesson Plan (continued)<br />
We Wear the Mask / Sympathy<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Vocabulary Strategy<br />
Interpret Connotative Power of Words<br />
Grammar<br />
Appositive Clauses<br />
Assessment<br />
Selection Test<br />
Test Generator<br />
138 UNIT 5, PART 2 WE WEAR THE MASK / SYMPATHY<br />
❑ Vocabulary Transparencies and Copymasters, C70<br />
❑ Grammar Transparencies and Copymasters, C105<br />
❑ Formal Assessment: Selection Test, pp. 155–156<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
Winter Dreams Pages 840–862<br />
Core Objectives<br />
■ Understand and appreciate a short story<br />
■ Analyze characters<br />
■ Evaluate character<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Punctuation: ■ Using Context Clues<br />
Semicolons ■ Applying Meanings<br />
■ Noun Clauses of Root Words<br />
Preparing to Read<br />
Connect to Your Life<br />
Build Background<br />
Vocabulary Preview: Using Context Clues<br />
Focus Your Reading<br />
Literary Analysis: Characters<br />
Active Reading: Evaluating Character<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Characters<br />
Choices and Challenges<br />
Writing Options<br />
Psychological Evaluation<br />
Dexter’s Résumé<br />
Personal Lecture<br />
Activities and Explorations<br />
Illustrated Calendar<br />
Inquiry and Research<br />
Clothing Styles<br />
Art Connection<br />
Vocabulary in Action<br />
Synonyms<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-A.1, I-B.1, I-B.2, I-C.2, I-D.1, I-D.3, I-D.6,<br />
II-B.1, II-B.3, II-C.2, III-B.2<br />
TerraNova Objectives<br />
R.02a, R.02d, R.03e, R.04f, R.04g, R.05a,<br />
S.42a, S.42b, V.37a<br />
❑ Unit Five Resource Book: Words to Know SkillBuilder, p. 37<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 36<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 35<br />
❑ PE pp. 840–862<br />
❑ Unit Five Resource Book: Summary, p. 34<br />
❑ Reading and Critical Thinking Transparencies, T55<br />
❑ Literary Analysis Transparencies, T6<br />
The Language of Literature, Grade 11 139
Selection Lesson Plan (continued)<br />
Winter Dreams<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Preteaching Vocabulary<br />
Using Context Clues<br />
Vocabulary Strategy<br />
Applying Meanings of Root Words<br />
Grammar<br />
Punctuation: Semicolons<br />
Noun Clauses<br />
Speaking and Listening<br />
Historical Recordings<br />
Dramatic Reading<br />
Viewing and Representing<br />
Art Appreciation<br />
Autoportrait <strong>by</strong> Tamara de Lempicka<br />
The Shelton with Sunspots <strong>by</strong> Georgia O’Keefe<br />
Assessment Preparation<br />
Point of View<br />
Alternative Ending<br />
Inquiry and Research<br />
Using Indexes<br />
Cross Curricular Links<br />
Music<br />
Roots of Jazz<br />
History<br />
Women After World War I<br />
Social Studies<br />
The Aftermath of World War I<br />
Informal Assessment<br />
Point of View<br />
Alternative Ending<br />
Assessment<br />
Selection Quiz<br />
Selection Test<br />
Test Generator<br />
140 UNIT 5, PART 2 WINTER DREAMS<br />
❑ Vocabulary Transparencies and Copymasters, C71<br />
❑ Grammar Transparencies and Copymasters, C158<br />
❑ Grammar Transparencies and Copymasters, C103<br />
❑ Unit Five Resource Book: Selection Quiz, p. 38<br />
❑ Formal Assessment: Selection Test, pp. 157–158<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
America and I Pages 863–874<br />
Core Objectives<br />
■ Understand and appreciate a short story<br />
■ Identify the elements of style that create voice<br />
■ Understand analogies<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Commas: ■ Using Context Clues<br />
Introductory Words ■ Suffixes and Root Words<br />
■ Noun Clauses:<br />
Common<br />
Introductory Words<br />
Preparing to Read<br />
Connect to Your Life<br />
Vocabulary Preview: Using Context Clues<br />
Focus Your Reading<br />
Literary Analysis: Voice<br />
Active Reading: Understanding Analogies<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Voice<br />
Choices and Challenges<br />
Writing Options<br />
Tips for Newcomers<br />
Letter to Russia<br />
Looking Back: A Memoir<br />
Vocabulary in Action<br />
Context Clues<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-A.1, I-A.2, I-C.2, I-D.1, I-D.3, II-B.1,<br />
II-C.3<br />
TerraNova Objectives<br />
R.02a, R.02d, R.03d, R.03f, R.04f, R.05a,<br />
R.05d, S.42a, S.42b, V.37a<br />
❑ Unit Five Resource Book: Words to Know SkillBuilder, p. 42<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 41<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 40<br />
❑ PE pp. 863–874<br />
❑ Unit Five Resource Book: Summary, p. 39<br />
❑ Reading and Critical Thinking Transparencies, T15<br />
❑ Literary Analysis Transparencies, T23<br />
The Language of Literature, Grade 11 141
Selection Lesson Plan (continued)<br />
America and I<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Preteaching Vocabulary<br />
Using Context Clues<br />
Vocabulary Strategy<br />
Suffixes and Root Words<br />
Grammar<br />
Commas: Introductory Words<br />
Noun Clauses: Common Introductory<br />
Words<br />
Speaking and Listening<br />
Yiddish Words<br />
Viewing and Representing<br />
Art Appreciation<br />
Photographs<br />
Cross Curricular Links<br />
History<br />
Triangle Shirtwaist Company<br />
Workplace<br />
Reaching a Compromise<br />
Informal Assessment<br />
Choosing the Best Summary<br />
Assessment<br />
Selection Quiz<br />
Selection Test<br />
Test Generator<br />
142 UNIT 5, PART 2 AMERICA AND I<br />
❑ Vocabulary Transparencies and Copymasters, C72<br />
❑ Grammar Transparencies and Copymasters, C104<br />
❑ Grammar Transparencies and Copymasters, C153<br />
❑ Unit Five Resource Book: Selection Quiz, p. 43<br />
❑ Formal Assessment: Selection Test, pp. 159–160<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
In the American Society Pages 877–893<br />
Core Objectives<br />
■ Appreciate a contemporary short story<br />
■ Identify and examine structure<br />
■ Make inferences about motivations<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Noun Clauses ■ Context Clues<br />
■ Word History<br />
Preparing to Read<br />
Build Background<br />
Vocabulary Preview: Using Context Clues<br />
Focus Your Reading<br />
Literary Analysis: Structure<br />
Active Reading: Making Inferences<br />
About Motivation<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Structure<br />
Choices and Challenges<br />
Writing Options<br />
Points of Comparison<br />
Argument About Assimilation<br />
Critical Review<br />
Vocabulary in Action<br />
Assessment Practice<br />
Meaning Clues<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-C.2, I-D.1, I-D.3, II-A.2, II-B.1, II-C.3<br />
TerraNova Objectives<br />
R.02a, R.03d, R.03e, R.04f, R.05a, R.0.c,<br />
R.05d, V.37a<br />
❑ Unit Five Resource Book: Words to Know SkillBuilder, p. 47<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 46<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 45<br />
❑ PE pp. 877–893<br />
❑ Unit Five Resource Book: Summary, p. 44<br />
❑ Reading and Critical Thinking Transparencies, T7<br />
The Language of Literature, Grade 11 143
Selection Lesson Plan (continued)<br />
In the American Society<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Preteaching Vocabulary<br />
Using Context Clues<br />
Vocabulary Strategy<br />
Word History<br />
❑ Vocabulary Transparencies and Copymasters, C73<br />
Grammar<br />
Introductory Words for Noun Clauses— ❑ Grammar Transparencies and Copymasters, C106<br />
Who and Whom<br />
Speaking and Listening<br />
Mandarin<br />
Viewing and Representing<br />
Art Appreciation<br />
Diner Interior with Coffee Urns <strong>by</strong> Ralph Goings<br />
The Splash <strong>by</strong> David Hockney<br />
Cross Curricular Link<br />
Religions in China<br />
Workplace Links<br />
Participating as a Member of a Team<br />
Government<br />
Immigration Law<br />
Informal Assessment<br />
Missing Chapter<br />
Narrator’s Voice<br />
Assessment<br />
Selection Quiz<br />
Selection Test<br />
Test Generator<br />
Homework Assignments Other Teaching Materials<br />
144 UNIT 5, PART 2 IN THEAMERICAN SOCIETY<br />
❑ Unit Five Resource Book: Selection Quiz, p. 48<br />
❑ Formal Assessment: Selection Test, pp. 161–162<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Selection Lesson Plan<br />
Defining the Grateful Gesture / Refugee Ship Pages 894–899<br />
Core Objectives<br />
■ Understand and appreciate two contemporary poems<br />
■ Understand how theme and title are related<br />
■ Draw conclusions about theme<br />
Integrating Skills<br />
Grammar Vocabulary<br />
■ Pronouns in ■ Analogies<br />
Comparison<br />
Preparing to Read<br />
Comparing Literature<br />
Build Background<br />
Focus Your Reading<br />
Literary Analysis: Theme and Title<br />
Active Reading: Drawing Conclusions<br />
About Theme<br />
Teaching the Literature<br />
Reading the Selection<br />
Thinking Through the Literature<br />
Connect to the Literature<br />
Think Critically<br />
Extend Interpretations<br />
Literary Analysis: Theme and Title<br />
Choices and Challenges<br />
Writing Options<br />
Points of Comparison<br />
Review of Sapia’s Language<br />
Activities and Explorations<br />
Musical Adaptation<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-C.2, I-D.1, I-D.3, II-B.1<br />
TerraNova Objectives<br />
R.02a, R.03a, R.03c, R.04g, R.05a, R.05c,<br />
R.05d<br />
❑ Unit Five Resource Book: Literary Analysis SkillBuilder, p. 50<br />
❑ Unit Five Resource Book: Active Reading SkillBuilder, p. 49<br />
❑ PE pp. 894–899<br />
❑ Reading and Critical Thinking Transparencies, T4, T57<br />
The Language of Literature, Grade 11 145
Selection Lesson Plan (continued)<br />
Defining the Grateful Gesture / Refugee Ship<br />
Teaching Options (from Teacher’s Edition)<br />
Mini Lessons<br />
Vocabulary Strategy<br />
Understanding Analogies<br />
Grammar<br />
Pronouns in Comparison<br />
Viewing and Representing<br />
Art Appreciation<br />
Analogia IV <strong>by</strong> Victor Grippo<br />
Informal Assessment<br />
Open-Ended Reading Items<br />
Assessment<br />
Selection Test<br />
Part Test<br />
Test Generator<br />
146 UNIT 5, PART 2 DEFINING THE GRATEFUL GESTURE / REFUGEE SHIP<br />
❑ Vocabulary Transparencies and Copymasters, C74<br />
❑ Grammar Transparencies and Copymasters, C126<br />
❑ Unit Five Resource Book: Selection Test, pp. 163–164<br />
❑ Formal Assessment: Unit Five Part 2 Test, pp. 165–166<br />
Homework Assignments Other Teaching Materials<br />
Copyright © <strong>McDougal</strong> Littell Inc.
Copyright © <strong>McDougal</strong> Littell Inc.<br />
Writing Workshop Lesson Plan<br />
Comparison-and-Contrast Essay Pages 902–907<br />
Writing Prompt<br />
Write a comparison-and-contrast essay in which<br />
you explore the similarities and differences<br />
between two or more subjects that interest you.<br />
Preparing to Read<br />
Introduction<br />
Basics in a Box<br />
Using the Graphic<br />
Analyzing a Student Model<br />
“Antigua: Almost Paradise”<br />
Writing<br />
Prewriting<br />
Choosing a Subject<br />
Planning the Comparison-and-Contrast Essay<br />
Drafting<br />
Organizing the Draft<br />
Peer Review<br />
Ask Your Peer Reader<br />
Revising<br />
Parallel Construction<br />
Editing and Proofreading<br />
Modifiers<br />
Reflecting<br />
Name Date<br />
NEW MEXICO PLANNER<br />
Language Arts Benchmarks<br />
I-C.2, I-C.3, I-D.3, II-B.1, II-C.3, III-A.1<br />
TerraNova Objectives<br />
R.07b, R.07c, R.07e, R.08b, R.08c, R.08d<br />
❑ Writing Transparencies and Copymasters, T11, T20, C31, C32<br />
❑ Unit Five Resource Book: Student Models, pp. 57–62<br />
❑ Unit Five Resource Book: Prewriting, p. 52<br />
❑ Unit Five Resource Book: Drafting and Elaboration, p. 53<br />
❑ Unit Five Resource Book: Peer Response Guide, pp. 54–55<br />
❑ Unit Five Resource Book: Revising, Editing, and Proofreading, p. 56<br />
❑ Unit Five Resource Book: Rubric for Evaluation, p. 63<br />
Homework Assignments Other Teaching Materials<br />
The Language of Literature, Grade 11 147
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