Selection Lesson Plan The Scarlet Ibis Pages 592–607 · Selection Lesson Plan The Scarlet Ibis...

The Language of Literature, Grade 9 87

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Selection Lesson Plan

The Scarlet Ibis Pages 592–607

Core Objectives■ Understand and appreciate theme in a short story■ Draw conclusions about the narrator

Integrating SkillsGrammar Vocabulary■ Prepositional Phrases ■ Using Context Clues■ Prepositional Phrases ■ Using Context to Determine

as Modifiers the Meaning of Figurative Language

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: ThemeActive Reading: Drawing Conclusions

About the Narrator

Teaching the LiteratureReading the Selection

Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Theme

Choices and ChallengesWriting OptionsResponse to NarratorOfficial InterviewInterpretive Essay

Activities and ExplorationsThoughtful SoliloquyHomestead Map

Inquiry and ResearchOdd Birds

Vocabulary in ActionAssessment PracticeVocabulary Charades

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.3, I-A.3.a, I-B.2, I-C.1, I-C.1d, I-C.2, I-C.3, I-D.1.d, I-D.2, I-D.3, I-D.5, I-D.6, II-A.1, II-A.2, II-A.3, II-A.4, II-B.1, III-A.1,III-A.2, III-A.3, III-B.3

TerraNova ObjectivesR.02a, R.03a, R.03b, R.04d, R.05a, R.05d,R.05e, R.05f R.05g, V.35b

Name Date

❑ Unit Four Resource Book: Words to Know SkillBuilder, p. 7

❑ Unit Four Resource Book: Literary Analysis SkillBuilder, p. 6

❑ Unit Four Resource Book: Active Reading SkillBuilder, p. 5

❑ PE pp. 592–607

❑ Unit Four Resource Book: Summary, p. 4

❑ Reading and Critical Thinking Transparencies, T4, T7, T34

❑ Literary Analysis Transparencies, T15

88 UNIT 4, PART 1 THE SCARLET IBIS

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Selection Lesson Plan (continued)

The Scarlet Ibis

Choices and Challenges (continued)Grammar in ContextPrepositional Phrases

Teaching Options (from Teacher’s Edition)Mini Lessons

Preteaching VocabularyUsing Context Clues

Vocabulary StrategyRelying on Context to Determine theMeaning of Figurative Language

GrammarPrepositional PhrasesPrepositional Phrases as Modifiers

Speaking and ListeningDebate

Viewing and RepresentingArt AppreciationRichard at Age Five by Alice NeelDown Home by Tony Couch

Cross Curricular Link

American Studies/HistoryWorld War I

MulticulturalBird Symbolism

Informal AssessmentRecognizing the Theme

AssessmentSelection QuizSelection TestTest Generator

Homework Assignments Other Teaching Materials

❑ Vocabulary Transparencies and Copymasters, C63

❑ Grammar Transparencies and Copymasters, C108


❑ Unit Four Resource Book: Selection Quiz, p. 9

❑ Formal Assessment: Selection Test, pp. 101–102

❑ Unit Four Resource Book: Grammar SkillBuilder, p. 8


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Lineage / The Courage That My Mother Had Pages 608–612

Core Objectives■ Understand and appreciate two poems■ Examine sound in poetry■ Draw conclusions about the speaker

Integrating SkillsGrammar■ Objects of Prepositions

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Sound DevicesActive Reading: Drawing Conclusions

About the Speaker


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Sound Devices

Choices and ChallengesWriting OptionsLast WillAncestor Poem

Activities and ExplorationsMusical SettingsArt Accompaniment

Inquiry and ResearchFamily Interviews

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.3a, I-B.2, I-C.1, I-C.1.e, I-C.2, I-D.1, I-D.2, I-D.3, I-D.5, I-D.6, II-A.2, II-B.1, III-B.4

TerraNova ObjectivesR.03b, R.05f, R.05g



❑ PE pp. 608–612

❑ Reading and Critical Thinking Transparencies, T4, T7, T39


90 UNIT 4, PART 1 LINEAGE / THE COURAGE THAT MY MOTHER HAD

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Lineage / The Courage That My Mother Had


GrammarObjects of Prepositions

Viewing and RepresentingArt AppreciationThe Way They Liveby Thomas Pollock Anshutz

Informal AssessmentUnderstanding Literary Elements

AssessmentSelection TestTest Generator





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My Papa’s Waltz / Grape Sherbet Pages 613–617

Core Objectives■ Understand and appreciate two poems■ Examine imagery in poetry ■ Analyze sensory details

Integrating SkillsGrammar Vocabulary■ Prepositions and ■ Connotation and Denotation

SubordinatingConjunctions

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: ImageryActive Reading: Analyzing Sensory Details


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Imagery

Choices and ChallengesWriting OptionsMemories in VerseMother’s Diary

Activities and ExplorationsArtistic Response

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-B.2, I-C.1, I-C.2, I-C.3, I-C.4, I-D.2, I-D.3,I-D.5, II-A.1, II-A.2, II-B.2, III-A.3

TerraNova ObjectivesR.05f, R.05g



❑ PE pp. 613–617

❑ Reading and Critical Thinking Transparencies, T16, T46


92 UNIT 4, PART 1 MY PAPA’S WALTZ / GRAPE SHERBET

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My Papa’s Waltz / Grape Sherbet


Vocabulary StrategyConnotation and Denotation

GrammarPrepositions and SubordinatingConjunctions

Speaking and ListeningOral Interpretation







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Marine Corps Issue Pages 618–638

Core Objectives■ Understand and appreciate a contemporary short story■ Examine flashback in a short story■ Recognize cause and effect in a short story

Integrating SkillsGrammar Vocabulary■ Prepositions vs. ■ Synonyms

Adverbs ■ Analogies■ Appositive Phrases

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: SynonymsFocus Your ReadingLiterary Analysis: FlashbackActive Reading: Recognizing

Cause and Effect


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Flashback

Choices and ChallengesWriting OptionsPersonal ResponseField Manual

Activities and ExplorationsQuick Sketch

Inquiry and Research

Art Connection

Vocabulary in ActionAssessment PracticeVocabulary Charades

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.2, I-B.2, I-C.1, I-C.1c, I-C.1d, I-C.1.e, I-C.2, I-C.3, I-D.1c, I-D.2, I-D.3, I-D.5, I-D.6, II-A.1, II-A.2, II-A.3, II-A.4, II-B.1, II-B.3, II-C.3, II-A.2, II-A.3, III-B.2

TerraNova ObjectivesR.02a, R.03c, R.03e, R.05c, R.05d, R.05f,V.35a, V.37a




❑ PE pp. 618–638



94 UNIT 4, PART 1 MARINE CORPS ISSUE

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Marine Corps Issue

Choices and Challenges (continued)Grammar in ContextAppositive Phrases


Preteaching VocabularySynonyms

Vocabulary StrategyAnalogies

GrammarPrepositions vs. AdverbsAppositive and Appositive Phrases:Essential and Nonessential

Speaking and ListeningDramatic Performance:Instruction

Viewing and RepresentingArt AppreciationThe Mighty Hand by Auguste RodinArt and Artie by Connie HayesSolitary Confinement: Insects Witness My Agonyby Theodore Gostas

Cross Curricular Links

PsychologyPost-Traumatic Stress Disorder

HistoryVietnam War

Informal AssessmentChoosing the Best Summary

AssessmentSelection QuizSelection TestPart TestTest Generator






❑ Grammar Transparencies and Copymasters, T59, C116

❑ Unit Four Resource Book: Selection Quiz, p. 19❑ Formal Assessment: Selection Test, pp. 107–108❑ Formal Assessment: Unit Four, Part 1 Test, pp. 109–110


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Writing Workshop Lesson Plan

Response to Literature Pages 644–649

Writing PromptWrite a personal response to a short storyor a poem.

Preparing to ReadIntroductionBasics in a BoxUsing the Graphic

Analyzing a Student Model“Personal Response to ‘The Scarlet Ibis’”

WritingPrewritingChoosing a SubjectPlanning the Response to Literature

DraftingOrganizing the Draft

Peer ReviewAsk Your Peer Reader

RevisingUsing Active Voice

Editing and ProofreadingMisplaced Modifiers

Reflecting

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-C.1, I-C.2, I-D.2, I-D.5, II-A.3, II-A.4, II-B.2, II-C.3

TerraNova ObjectivesL.38a, L.39a, R.07c, R.07d, R.08b, R.08c,R.08d, R.08f, R.08h, R.09a, R.09b

❑ Writing Transparencies and Copymasters, T11, T20, C31

❑ Unit Four Resource Book: Student Models, pp. 26–31

❑ Unit Four Resource Book: Prewriting, p. 21

❑ Unit Four Resource Book: Drafting and Elaboration, p. 22

❑ Unit Four Resource Book: Peer Response Guide, pp. 23–24

❑ Unit Four Resource Book: Revising, Editing, and Proofreading, p. 25

❑ Unit Four Resource Book: Rubric for Evaluation, p. 32

96 UNIT 4, PART 1 WRITING WORKSHOP

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Writing Workshop Lesson Plan (continued)

Response to Literature



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from Black Boy Pages 654–662

Core Objectives■ Understand and appreciate an autobiographical excerpt■ Examine dialogue■ Make inferences

Integrating SkillsGrammar Vocabulary■ Gerunds and ■ Using Context Clues

Gerund Phrases

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: DialogueActive Reading: Making Inferences


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Dialogue

Choices and ChallengesWriting OptionsLetter of RecommendationInner Dialogue

Activities and ExplorationsBlack Boy SkitMusical Expression

Art Connection

Vocabulary in ActionContext Clues

Grammar in ContextGerund Phrases

Author Activity

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-B.2, I-C.1, I-C.1d, I-C.2, I-D.1c, I-D.2, I-D.5, II-A.2, II-B.1, II-C.3, III-A.2, III-A.3

TerraNova ObjectivesR.02a, R.04b, R.04d, R.05a, R.05d, R.05g,V.37a




❑ PE pp. 654–662





98 UNIT 4, PART 2 from BLACK BOY

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from Black Boy



GrammarGerunds and Gerund Phrases

Viewing and RepresentingArt AppreciationBrown Boy by Lois Mailou JonesPortrait of My Father by Archibald J. Motley, Jr.


HistoryJim Crow Laws and Segregation









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Daughter of Invention Pages 663–678

Core Objectives■ Understand and appreciate a short story■ Examine author’s perspective and characterization■ Understand characterization in a short story

Integrating SkillsGrammar Vocabulary■ Verbals ■ Using Reference Materials■ Participle, Gerund,

and Verb Phrases ■ Context Clues to Determine Idioms

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Reference MaterialsFocus Your ReadingLiterary Analysis: Author’s Perspective

and CharacterizationActive Reading: Understanding Characterization


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Author’s Perspective and Characterization

Choices and ChallengesWriting OptionsPersuasive LetterComparison ParagraphWacky-Character Sketch

Activities and ExplorationsUntangling Sayings

Inquiry and ResearchComparing CulturesWhose Invention?

Vocabulary in ActionContext Clues

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.3, I-B.2, I-C.1, I-C.1c, I-C.1d, I-C.2, I-C.3, I-D.1d, I-D.2, I-D.5, I-D.6, II-A.1, II-A.2, II-A.3, II-A.4, II-B.1, II-C.2, II-C.3,III-A.2, III-A.3, III-B.2, III-B.4

TerraNova ObjectivesR.02a, R.04b, R.04d, R.05a, R.05d, R.05f,R.05g, V.37a




❑ PE pp. 663–678




100 UNIT 4, PART 2 DAUGHTER OF INVENTION

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Daughter of Invention

Choices and Challenges (continued)Grammar in ContextParticipial Phrases


Preteaching VocabularyUsing Reference Materials

Vocabulary StrategyRely on Context to DetermineMeanings of Idioms

GrammarUsing Verbs: VerbalsParticiple, Gerund, and Verb Phrases

Speaking and ListeningGiving a Speech

Viewing and RepresentingArt AppreciationPrimavera by Michael BergtPedro Manach by Pablo Picasso


HistoryRafael Trujillo, The Dictator of theDominican Republic

Informal AssessmentPerceive Cause and Effect











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A Voice / The Journey Pages 680–685

Core Objectives■ Understand and appreciate two poems■ Examine author’s perspective and diction■ Understand diction in poetry

Integrating SkillsGrammar Vocabulary■ Parallel Compound ■ Word Connotations

Predicates

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Author’s Perspective

and DictionActive Reading: Understanding Diction


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Author’s Perspectiveand Diction

Choices and ChallengesWriting OptionsLetter of PraisePersonal Narrative

Activities and ExplorationsSpiritual Map

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-B.2, I-C.1, I-C.1c, I-C.2, I-D.2, I-D.5, II-A.2, II-B.2, II-C.2, II-C.3, III-A.3,III-B.4

TerraNova ObjectivesR.02a, R.05d, R.05f, R.05g, R.07c



❑ PE pp. 680–685

❑ Reading and Critical Thinking Transparencies, T47

102 UNIT 4, PART 2 A VOICE / THE JOURNEY

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A Voice / The Journey


Vocabulary StrategyInterpreting the Connotative Powerof Words

GrammarParallel Compound Predicates

Viewing and RepresentingArt AppreciationGirls from Guadalupita by Miguel Martinez







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Only Daughter Pages 694–700

Core Objectives■ Understand and appreciate a personal essay■ Identify and examine theme in a personal essay■ Understand generalizations

Integrating SkillsGrammar Vocabulary■ Modifiers in ■ Using Context Clues

Comparisons

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: ThemeActive Reading: Understanding Generalizations


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Theme

Choices and ChallengesWriting OptionsFive-Minute DialogueA Prose PoemA Stamp of Approval

Activities and ExplorationsFamily InterviewGender RolesGenealogical Diagram

Inquiry and ResearchMexican-American Culture

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.3, I-A.3a, I-B.2, I-C.1, I-C.1d, I-C.2, I-D.1c, I-D.2, I-D.5, I-D.6, II-A.2, II-B.3, III-A.1, III-A.3, III-B.3

TerraNova ObjectivesR.02a, R.03a, R.03f, R.05b, R.05d, R.05f,R.05g, V.37a




❑ PE pp. 694–700


❑ Reading and Critical Thinking Transparencies, T14


104 UNIT 4, PART 2 ONLY DAUGHTER

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Only Daughter



GrammarModifiers in Comparisons

Viewing and RepresentingArt AppreciationStudent with Guitar by Simon Samsonian









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The House on Mango Street Pages 701–709

Core Objectives■ Understand and appreciate autobiographical vignettes■ Draw conclusions about character

Integrating SkillsGrammar Vocabulary■ Infinitives and ■ Idiomatic Phrases

Infinitive Phrases

Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: VignetteActive Reading: Drawing Conclusions


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Vignette

Choices and ChallengesWriting OptionsCritic’s EssayDialogue

Activities and ExplorationsOpera RecordingVignette Illustration

Grammar in ContextInfinitive Phrases

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-B.2, I-C.1, I-C.1c, I-C.1d, I-C.2, I-C.3, I-D.2, I-D.3, I-D.5, II-A.1, II-A.2, II-A.3, II-A.4, II-B.1, II-C.3, II-C.4, III-A.2, III-A.3,III-B.2

TerraNova ObjectivesR.03b, R.05f, R.05g



❑ PE pp. 701–709




106 UNIT 4, PART 2 THE HOUSE ON MANGO STREET

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The House on Mango Street


Vocabulary StrategyIdiomatic Phrases

GrammarInfinitives and Infinitive Phrases

Speaking and ListeningOral Interpretation


HistoryImmigration to America’s Cities

Informal AssessmentPoint of View








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On Writing The House on Mango Street Pages 711–719

Core Objectives■ Understand and appreciate a personal essay■ Examine voice in an essay■ Identify the main idea and summarize

Integrating SkillsGrammar Vocabulary■ Modifiers: Degrees ■ Using Context Clues

of Comparison■ Problems with

Modifiers

Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview: Using Context CluesFocus Your ReadingLiterary Analysis: VoiceActive Reading: Main Idea and Summarizing


Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Voice

Choices and ChallengesWriting OptionsCharacter Sketch

Activities and ExplorationsInspirational Poster

Inquiry and ResearchInspiring Models

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-A.1, I-B.2, I-C.1, I-C.1c, I-C.2, I-C.3, I-D.2, I-D.3, I-D.5, I-D.6, II-A.1, II-A.2, II-B.2, III-A.3, III-B.4

TerraNova ObjectivesR.02b, R.03f, R.04d, R.05a, R.05b, R.05g




❑ PE pp. 711–719



108 UNIT 4, PART 2 ON WRITING THE HOUSE ON MANGO STREET

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On Writing The House on Mango Street



GrammarModifiers: Degrees of ComparisonProblems with Modifiers

Speaking and ListeningRole-Playing

AssessmentSelection QuizSelection TestPart TestTest Generator







❑ Formal Assessment: Unit Four, Part 2 Test, pp. 123–124


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Writing Workshop Lesson Plan

Character Sketch Pages 720–725

Writing PromptWrite a character sketch of someone you know or admire.

Preparing to ReadIntroductionBasics in a BoxUsing the Graphic

Analyzing a Student Model“The Bear“

WritingPrewritingChoosing a CharacterPlanning the Character Sketch

DraftingShow Rather than Tell

Peer ReviewAsk Your Peer Reader

RevisingWord Choice

Editing and ProofreadingPersonal Pronouns

Reflecting

Name Date

NEW MEXICO PLANNER

Language Arts BenchmarksI-C.1, I-C.2, I-D.5, II-B.3, II-C.1, II-C.2

TerraNova ObjectivesR.08b, R.08c, R.08d, R.08f, R.08h, R.09a,R.09b

❑ Writing Transparencies and Copymasters, T11, T20, C32

❑ Unit Four Resource Book: Student Models, pp. 68–73

❑ Unit Four Resource Book: Prewriting, p. 63

❑ Unit Four Resource Book: Drafting and Elaboration, p. 64

❑ Unit Four Resource Book: Peer Response Guide, pp. 65–66

❑ Unit Four Resource Book: Revising, Editing, and Proofreading, p. 67

❑ Unit Four Resource Book: Rubric for Evaluation, p. 74

110 UNIT 4, PART 2 WRITING WORKSHOP

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Writing Workshop Lesson Plan (continued)

Character Sketch


Selection Lesson Plan The Scarlet Ibis Pages 592–607 · Selection Lesson Plan The Scarlet Ibis...

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