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Selection Lesson Plan
Piano / Those Winter Sundays Pages 228–232
Core Objectives■ Understand and appreciate two poems■ Analyze sensory imagery■ Visualize images and setting
Integrating SkillsGrammar■ Sentence Fragments
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: ImageryActive Reading: Visualizing
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Imagery
Choices and ChallengesWriting OptionsChildhood PoemImage Dictionary
Activities and ExplorationsChoral Reading
The Language of Literature, Grade 10 33
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Language Arts BenchmarksI-A.1, I-C.2, I-C.3, I-C.4, II-C.1, III-A.3
TerraNova ObjectivesR.02d, R.03c, R.03e, R.04c, R.05c,R.05e
Name Date
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 5
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 4
❑ PE pp. 228–232
❑ Reading and Critical Thinking Transparencies, T8
❑ Literary Analysis Transparencies, T7
34 UNIT 2, PART 1 PIANO / THOSE WINTER SUNDAYS
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Selection Lesson Plan (continued)
Piano / Those Winter Sundays
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarSentence Fragments
Viewing and RepresentingArt AppreciationSunday Morning Breakfast by Horace Pippin
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C126
❑ Formal Assessment: Selection Test, pp. 39–40
Selection Lesson Plan
Sonnet 18 / Sonnet 30 Pages 233–238
Core Objectives■ Understand and appreciate two poems■ Understand sonnet structure by examining
rhyme scheme■ Implement strategies for reading sonnets
Integrating SkillsGrammar■ Rhetorical Questions
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Sonnet StructureActive Reading: Strategies for Reading Sonnets
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Sonnet Structure
Choices and ChallengesWriting OptionsSpeaker ProfileNot-love Poem
Activities and ExplorationsComparative DescriptionRock Sonnet
Inquiry and ResearchEarlier English
Grammar in ContextRhetorical Questions
Author ActivityShall I Compare Thee to Another Sonnet?Rhyme and Rhythm
The Language of Literature, Grade 10 35
Name Date
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 7
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 6
❑ PE pp. 233–238
❑ Reading and Critical Thinking Transparencies, T32
❑ Literary Analysis Transparencies, T8
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-C.2, I-C.3, I-C.4, I-D.1, I-D.2, III-B.2, III-B.3
TerraNova ObjectivesR.02d, R.03c, R.03e, R.04c, R.05c,R.07b
Homework Assignments Other Teaching Materials
36 UNIT 2, PART 1 SONNET 18 / SONNET 30
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Selection Lesson Plan (continued)
Sonnet 18 / Sonnet 30
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarRhetorical Questions
Viewing and RepresentingArt AppreciationLovers III by Eng Tay
Informal AssessmentCompare and Contrast
AssessmentSelection TestTest Generator
❑ Grammar Transparencies and Copymasters, C174
❑ Formal Assessment: Selection Test, p. 41
Selection Lesson Plan
Sweet Potato Pie Pages 239–254
Core Objectives■ Understand and appreciate a short story■ Analyze characterization■ Analyze text for sequence of events
Integrating SkillsGrammar Vocabulary■ Parallel Compound ■ Using Context Clues
Predicates
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: CharacterizationActive Reading: Sequence of Events
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Characterization
Choices and ChallengesWriting OptionsCharley’s JournalFamily Poem
Activities and ExplorationsSet BuildingPublic Service Announcement
Inquiry and ResearchHarlem Heritage
Art ConnectionWorking the Fields
Vocabulary in ActionContext CluesAssessment Practice
Grammar in ContextCompound Verbs
The Language of Literature, Grade 10 37
Name Date
❑ Unit Two Resource Book: Words to Know SkillBuilder, p. 12
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 11❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 10
❑ PE pp. 239–254
❑ Unit Two Resource Book: Summary, p. 9
❑ Literary Analysis Transparencies, T2
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.2, I-C.2, I-C.3, I-C.4, I-C.5, I-D.1,I-D.2, II-A.2, III-A.1, III-A.2, III-A.3, III-B.2,III-B.3
TerraNova ObjectivesR.02a, R.02c, R.02d, R.03c, R.03e,R.03f, R.03g, R.04c, R.05a, R.05b,R.05d, R.05e, R.08f, V.37a
38 UNIT 2, PART 1 SWEET POTATO PIE
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Selection Lesson Plan (continued)
Sweet Potato Pie
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
GrammarParallel Compound Predicates
Viewing and RepresentingArt AppreciationSpring Planting by Jonathan Green
Inquiry and ResearchHarlem Renaissance
Informal AssessmentChoosing the Best Summary
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C86
❑ Unit Two Resource Book: Selection Quiz, p. 14
❑ Formal Assessment: Selection Test, pp. 43–44
Selection Lesson Plan
Simile / Moon Rondeau / Woman Pages 255–262
Core Objectives■ Understand and appreciate three poems■ Interpret figurative language■ Understand comparisons
Integrating SkillsGrammar■ Objects of Prepositions
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Figurative LanguageActive Reading: Understanding Comparisons
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Figurative Language
Choices and ChallengesWriting OptionsHis PoemLove Letter
Activities and ExplorationsPoetic PicturesMultimedia Presentation
Inquiry and ResearchDictionary Explorations
Art ConnectionShe Wanted to Be
Author ActivityKiowa ValuesWhat’s PoetrySpoken Verse
The Language of Literature, Grade 10 39
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NEW MEXICO PLANNER
Language Arts BenchmarksI-C.2, I-C.3, I-C.4, I-D.1, I-D.2, II-A.2, II-C.1, II-C.3, III-B.3
TerraNova ObjectivesR.02b, R.02d, R.03b, R.03c, R.03e,R.03g, R.04c, R.05e
Name Date
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 16
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 15
❑ PE pp. 255–262
❑ Reading and Critical Thinking Transparencies, T51
❑ Literary Analysis Transparencies, T21
40 UNIT 2, PART 1 SIMILE / MOON RONDEAU / WOMAN
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Selection Lesson Plan (continued)
Simile / Moon Rondeau / Woman
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarObjects of Prepositions
Speaking and ListeningPoetry and Song
Viewing and RepresentingArt AppreciationCorn Maiden by David Dawangyumptewa
Informal AssessmentAlternative Ending
AssessmentSelection TestPart TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C94
❑ Formal Assessment: Selection Test, pp. 45–46
❑ Formal Assessment: Unit Two, Part 1 Test, pp. 47–48
Writing Workshop Lesson Plan
Poetry Pages 277–282
Writing PromptWrite a poem that describes an experience, an idea, a place, a person, or a feeling.
Preparing to ReadIntroductionBasics in a BoxUsing the Graphic
Analyzing Students Models“Through Whispers in the Wind”;“Perspective”; “In the Steel City”
WritingPrewritingChoosing a TopicPlanning the Poem
DraftingOrganizing the Draft
Peer ReviewAsk Your Peer Reader
RevisingAdding Detail
Editing and ProofreadingUsing Punctuation
Reflecting
The Language of Literature, Grade 10 41
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❑ Writing Transparencies and Copymasters, T11, T20, C27
❑ Unit Two Resource Book: Student Models, pp. 22–28
❑ Unit Two Resource Book: Prewriting, p. 18
❑ Unit Two Resource Book: Drafting and Elaboration, p. 19
❑ Unit Two Resource Book: Peer Response Guide, pp. 20–21
❑ Unit Two Resource Book: Revising, Editing, and Proofreading, p. 22❑ Unit Two Resource Book: Rubric for Evaluation, p. 29
Homework Assignments Other Teaching Materials
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-A.4, I-D.2, II-B.1, II-B.2, II-C.1, III-B.3
TerraNova ObjectivesR.08g, R.09a, R.09b
Selection Lesson Plan
The Bear Pages 287–302
Core Objectives■ Understand and appreciate drama■ Understand the term farce■ Visualize setting and action
Integrating SkillsGrammar Vocabulary■ Sentence Types ■ Using Context Clues
■ Word Meanings and Spellings
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: FarceActive Reading: Visualizing
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Farce
Choices and ChallengesWriting OptionsAnalysis of the CombatantsDrama ReviewModern Scene
Activities and ExplorationsScene in PerformanceSet DesignSequel to the Play
Inquiry and ResearchCzarist Russia
Vocabulary in ActionContext Clues
Grammar in ContextKinds of Sentences
The Language of Literature, Grade 10 43
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❑ Unit Two Resource Book: Words to Know SkillBuilder, p. 33
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 32
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 31
❑ PE pp. 287–302
❑ Unit Two Resource Book: Summary, p. 30
❑ Reading and Critical Thinking Transparencies, T8
❑ Literary Analysis Transparencies, T11
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-C.1a, I-C.2, I-C.3, I-C.4, I-D.1, II-A.1, II-A.2, III-A.1, III-A.2
TerraNova ObjectivesR.02a, R.02d, R.03c, R.03f, R.04c,R.05b, R.05c, R.05e, S.42a, S.42b,S.42c, V.37a
44 UNIT 2, PART 2 THE BEAR
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Selection Lesson Plan (continued)
The Bear
Choices and Challenges (continued)Author ActivityChekhov the Dramatist
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyWord Meanings and Spellings
GrammarSentence Types
Speaking and ListeningDramatic Reading
Viewing and RepresentingArt AppreciationA Room in the Brasovo Estate by Stanislav Iulianovich ZhukovskiiPortrait of M.K. Oliv by Valentin Aleksandrovich Serov
Cross Curricular Links
HistoryClass Divisions
FrenchFrench Language in Russia
Informal AssessmentAnalyzing Viewpoint
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C40
❑ Grammar Transparencies and Copymasters, C119
❑ Unit Two Resource Book: Selection Quiz, p. 35
❑ Formal Assessment: Selection Test, pp. 49–50
Selection Lesson Plan
The Californian’s Tale Pages 303–313
Core Objectives■ Understand and appreciate a short story■ Connect story to historical setting■ Interpret the relationship between setting and characters
Integrating SkillsGrammar Vocabulary■ Placement of ■ Using Context Clues
Adjectives ■ Suffixes and Prefixes
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: Historical SettingActive Reading: Interpreting the Relationship
Between Setting and Characters
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Historical Setting
Choices and ChallengesWriting OptionsLove LetterAlternative SolutionsComic Scene
Activities and ExplorationsExpressive PaintingDramatic PresentationMiners’ Dialogue
Inquiry and ResearchThe California Gold Rush
Vocabulary in ActionAssessment Practice
Grammar in ContextPlacement of Adjectives in a Sentence
The Language of Literature, Grade 10 45
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❑ Unit Two Resource Book: Words to Know SkillBuilder, p. 39
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 38
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 37
❑ PE pp. 303–313❑ Unit Two Resource Book: Summary, p. 36
❑ Reading and Critical Thinking Transparencies, T9
❑ Literary Analysis Transparencies, T3
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-B.3, I-C.2, I-C.3, I-C.4, I-C.5, I-D.1,I-D.2, II-C.1, III-A.1, III-A.2, III-B.3
TerraNova ObjectivesR.02a, R.02d, R.03c, R.03g, R.04c,R.05b, V.37a
46 UNIT 2, PART 2 THE CALIFORNIAN’S TALE
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Selection Lesson Plan (continued)
The Californian’s Tale
Choices and Challenges (continued)Author ActivityTroubled Years
Teaching Options (from Teacher’s Edition)Real World Link
Gold is Found and a Nation Goes Wild
Mini Lessons
Preteaching VocabularyUsing Context Clues
Vocabulary StrategyPrefixes
GrammarPlacement of Adjectives
Speaking and ListeningReading Aloud
Viewing and RepresentingArt AppreciationOld-Time Cabin by Maynard DixonInto the Past by Hananiah Harari
Informal Assessment
AssessmentSelection QuizSelection TestTest Generator
❑ Vocabulary Transparencies and Copymasters, C42
❑ Grammar Transparencies and Copymasters, C74
❑ Unit Two Resource Book: Selection Quiz, p. 41
❑ Formal Assessment: Selection Test, pp. 51–52
Homework Assignments Other Teaching Materials
Selection Lesson Plan
Brigid Pages 316–328
Core Objectives■ Understand and appreciate a short story■ Identify internal and external conflict■ Analyze character’s motivation
Integrating SkillsGrammar Vocabulary■ Identifying Sentence ■ Using Reference Materials
Structures■ Compound Sentences
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: ConflictActive Reading: Analyzing Motivation
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Conflict
Choices and ChallengesWriting OptionsCharacter SketchImaginary ConversationProblem-Solution Essay
Activities and ExplorationsEulogy for OwenAbstract PaintingRadio Play
Inquiry and ResearchLife in Ireland
Art ConnectionLife in Ireland
Grammar in ContextCompound Sentences
Author ActivityPower of Place
The Language of Literature, Grade 10 47
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❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 44
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 43
❑ PE pp. 316–328
❑ Unit Two Resource Book: Summary, p. 42
❑ Reading and Critical Thinking Transparencies, T51
❑ Literary Analysis Transparencies, T12
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.3, I-B.3, I-C.1a, I-C.2, I-C.3, I-C.4, I-C.5, I-D.1, II-A.1, III-A.1, III-A.2
TerraNova ObjectivesR.02d, R.03f, R.04c, R.05e
48 UNIT 2, PART 2 BRIGID
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Selection Lesson Plan (continued)
Brigid
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing Reference Materials to Determine Precise Word Meanings
GrammarIdentifying Sentence StructuresCompound Sentences
Speaking and ListeningNonverbal Cues
Viewing and RepresentingArt AppreciationRebecca by Raphael SayerFire and Water by Winifred Nicholson
Informal Assessment
AssessmentSelection QuizSelection TestTest Generator
❑ Vocabulary Transparencies and Copymasters, C43
❑ Grammar Transparencies and Copymasters, C121, C123
❑ Unit Two Resource Book: Selection Quiz, p. 46
❑ Formal Assessment: Selection Test, pp. 53–54
Homework Assignments Other Teaching Materials
Selection Lesson Plan
Lalla Pages 329–345
Core Objectives■ Understand and appreciate a short story■ Identify point of view■ Make predictions based on exposition
Integrating SkillsGrammar Vocabulary■ Coordinating ■ Researching Word Origins
Conjunctions
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Researching Word OriginsFocus Your ReadingLiterary Analysis: Point of ViewActive Reading: Predicting
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Point of View
Choices and ChallengesWriting OptionsMovie TitleLalla’s ListTelephone Talk
Activities and ExplorationsValues PosterFuture Conversation
Inquiry and ResearchExploring England
Vocabulary in ActionContext Clues
Grammar in ContextComplex Sentences
The Language of Literature, Grade 10 49
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-C.1a, I-C.2, I-C.3, I-C.4, I-D.1, I-D.2, III-B.2, III-B.3
TerraNova ObjectivesL.39b, R.02a, R.02d, R.03c, R.03g,R.04c, R.05b, R.05c, R.05e, S.42b,S.42c, V.37a
Name DateName Date
❑ Unit Two Resource Book: Words to Know SkillBuilder, p. 50
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 49❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 48
❑ PE pp. 329–345
❑ Unit Two Resource Book: Summary, p. 47
❑ Reading and Critical Thinking Transparencies, T2
❑ Literary Analysis Transparencies, T17
50 UNIT 2, PART 2 LALLA
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Selection Lesson Plan (continued)
Lalla
Teaching Options (from Teacher’s Edition)Mini Lessons
Preteaching VocabularyResearching Word Origins
GrammarCoordinating Conjunctions
Viewing and RepresentingArt AppreciationFirst Sail by Charles Warren MundyThe Cove by Fairfield Porter
Cross Curricular Link
GeographyLondon
Informal AssessmentDrawing an Inference
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C77
❑ Unit Two Resource Book: Selection Quiz, p. 52
❑ Formal Assessment: Selection Test, pp. 55–56
Selection Lesson Plan
Love Without Love / The Taxi Pages 346–350
Core Objectives■ Understand and appreciate two poems■ Analyze metaphor and simile■ Understand how to paraphrase
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Metaphor and SimileActive Reading: Paraphrasing
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Metaphor and Simile
Choices and ChallengesWriting OptionsPoetic ImagesJournal of the Perfect Day
Activities and ExplorationsSketch of a PoemTV Talk Show
Inquiry and ResearchThe Look of Love
The Language of Literature, Grade 10 51
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❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 54
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 53
❑ PE pp. 346–350
❑ Reading and Critical Thinking Transparencies, T41
❑ Literary Analysis Transparencies, T21
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-C.2, I-C.3, I-C.4, I-D.1, II-C.3
TerraNova ObjectivesR.02d, R.03e, R.03g, R.04c, R.05c,R.05e
52 UNIT 2, PART 2 LOVE WITHOUT LOVE / THE TAXI
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Selection Lesson Plan (continued)
Love Without Love / The Taxi
Teaching Options (from Teacher’s Edition)Mini Lessons
Viewing and RepresentingArt AppreciationTimes Square, New York City No. 2by Robert Gniewek
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Formal Assessment: Selection Test, p. 57
Selection Lesson Plan
Tonight I Can Write / Puedo Escribir Los Versos Pages 351–355
Core Objectives■ Understand and appreciate a poem■ Identify repetition as a literary technique■ Interpret comparisons
Integrating SkillsVocabulary■ Denotation and Connotation
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: RepetitionActive Reading: Interpreting Comparisons
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Repetition
Choices and ChallengesWriting OptionsLovelorn ParagraphPersonal Poem
Activities and ExplorationsDramatic Monologue
Inquiry and ResearchMood Music
Author ActivityWith Hindsight
The Language of Literature, Grade 10 53
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.2, I-B.1, I-B.2, I-C.2, I-C.3, I-C.4, I-D.1,I-D.2, II-C.1, II-C.3, III-B.3
TerraNova ObjectivesR.02d, R.03c, R.03e, R.03g, R.04c,R.05e
Name DateName Date
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 56
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 55
❑ PE pp. 351–355
❑ Reading and Critical Thinking Transparencies, T51
❑ Literary Analysis Transparencies, T21
54 UNIT 2, PART 2 TONIGHT I CAN WRITE / PUEDO ESCRIBIR LOS VERSOS
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Selection Lesson Plan (continued)
Tonight I Can Write / Puedo Escribir Los Versos
Teaching OptionsMini Lessons
Vocabulary StrategyDenotation and Connotation
Speaking and ListeningChoral Reading
AssessmentSelection TestPart TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C45
❑ Formal Assessment: Selection Test, pp. 59–60
❑ Formal Assessment: Unit Two, Part 2 Test, pp. 61–62
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.4, I-A.3, I-D.2, II-B.1, II-B.2, II-C.2, III-B.3
TerraNova ObjectivesR.07a, R.07b, R.08a, R.08b, R.08c,R.08d, R.08g, R.09a, R.09b
Writing Workshop Lesson Plan
Problem-Solution Essay Pages 364–369
Writing PromptWrite a problem-solution essay that examines a problem that deeply interests you.
PreparingIntroductionBasics in a BoxUsing the Graphic
Analyzing a Student Model“High School Cliques in Today’s Society“
WritingPrewritingChoosing a ProblemPlanning Your Problem-Solution Essay
DraftingOrganizing the Draft
Peer ReviewAsk Your Peer Reader
RevisingSentence Combining
Editing and ProofreadingRun-ons
Reflecting
The Language of Literature, Grade 10 55
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Homework Assignments Other Teaching Materials
❑ Writing Transparencies and Copymasters, T11, T20, C28
❑ Unit Two Resource Book: Student Models, pp. 63–68
❑ Unit Two Resource Book: Prewriting, p. 58
❑ Unit Two Resource Book: Drafting and Elaboration, p. 59
❑ Unit Two Resource Book: Peer Response Guide, pp. 60–61
❑ Unit Two Resource Book: Revising, Editing, and Proofreading, p. 62
❑ Unit Two Resource Book: Rubric for Evaluation, p. 69
