champion of ideas - ballard-tighe.com · champion follows in the footsteps of carousel of ideas,...
TRANSCRIPT
Champion of IDEAS Overview and Sample Lesson
An ELD program
for middle to
high school
Red Level: Beginning — Early Intermediate Blue Level: Intermediate
Choosing an English language development (ELD)program is the most important decision you willmake for your English language learners. A large
number of ELD programs are available, but which programis right for your students? Your answer to this questionwill reflect your own teaching experiences and judgment.In addition, it is imperative to consider the recent,dramatic shift in our knowledge about the languagelearning process. This shift in thinking has criticalimplications for ELD instruction.
Champion incorporates a systematic, structured, and standards-based approachFor many years, researchers believed that studentsacquired a second language in very much the same wayas they acquired their first language. Languageacquisition specialists believed that exposing students tocomprehensible input and engaging students in activitiesusing meaningful language were the keys to languageacquisition.
Researchers and educators today confirm the importanceof this methodology. However, increasingly, they havecome to understand and report that ELD instructionrequires a much more systematic, structured, andstandards-based approach. In other words, every ELDlesson must include a plan and a purpose for thelanguage. Without such a plan and purpose, Englishlearners will not successfully master the language.English learners may be able to communicate socially, buttheir communication will most likely include fossilizedgrammatical errors and be insufficient for academicsuccess.
Champion follows in the footsteps of Carousel of IDEAS, Fourth EditionThe new Champion program is on the cutting edge of thisshift in thinking. It follows a systematic, structured, andstandards-based approach to teaching language.Champion follows in the footsteps of Ballard & Tighe’sCarousel of IDEAS, Fourth Edition program for elementaryschool students. Like the Carousel program, Championstrikes the perfect balance––providing comprehensibleinput, engaging activities, and opportunities for authenticcommunication, while at the same time facilitating explicitinstruction on important aspects of language.
Champion is based on languageproficiency level, not grade level The Champion program is organized according tolanguage level because language development isincremental. In the Champion program, you will startinstruction for beginning English learners with Chapter 1whether these beginning students are in 6th grade or12th grade. These students need to learn the samevocabulary and language forms and functions. Thetopics, vocabulary, and language forms and functions inthe reading selections and learning activities areappropriate for both middle and high school students.
Champion strikes the perfect balance––providingcomprehensible input,engaging activities, andopportunities for authenticcommunication, while at thesame time facilitating explicitinstruction on importantaspects of language.
Why is Champion of IDEASthe right program for your students?
“
”
Champion is based on scientific researchand aligned to state ELD standardsChampion is based on scientific research and aligned tomost state ELD standards and many English languagearts (ELA) standards. In addition, Champion highlightstarget language functions and correspondinggrammatical forms in each lesson, helping teachers focuson the language learning objectives that are critical forstudents’ academic success.
26
CHAPTER 1: SCHOOL DAYSLanguage Level: Beginning
Chapter 1
Lesson 1: My First Day of School
Approximate Teaching Time: 7 (50-minute) class periods
Resources Needed: Champion Reader; Champion CD-ROM; IDEA Picture Dictionary 2; Champion Writer (Activity 1-3); Champion AudioCD; pictures of people, places, and things cut from catalogs and magazines; manila folder for each student; chart paper/pens/pencils/paper
Target Vocabulary
Nouns: board, book, chair, clock, computer, desk, door, flag, keyboard, monitor, mouse, paper, pen, principal, room (classroom), school,student, table, teacher, window
Verbs: to close*, to feel, to go, to help*, to listen*, to look, to match*, to open*, to point*, to raise*, to say*, to see, to show*, to sit, to take, to tell*, to wait, to walk, to write*
Adjectives: American, big, blue, first, little, nervous, new, red, warm, white
* The teacher introduces these words; they do not appear in the reading, “My First Day of School.”† Language Objectives for Unit 1 are listed on pages 20-23.
1. Introduce common greetings and phrases to communicate needs.
2. Give students oral commands/directions (with visual support) to create anassessment portfolio; have students write basic personal information.
3. Introduce the Champion Reader; review directionality and key text features (e.g.,page, top, middle, bottom, first line, word, picture, space, English alphabet, andletters).
4. Introduce the target vocabulary using visuals.
5. Ask questions/guide nonverbal and simple one- or two-word responses.
Homework
Observing Student Progress
L: 1-2, 5-7,12
S: 1-5, 9
R: 1, 4-5
W: 1-2
WARM-UP (2 Class Periods) LanguageObjectives†
28-29
Page
Asking and answeringinformational questions:Simple questions/answers (e.g., What isyour name? My name is___.)
Responding tocommands/directions:Verbs: Imperative (e.g.,Point to ___. Open thebook.)
LanguageFunctions & Forms
25
CHAPTER 1: SCHOOL DAYSLanguage Level: Beginning
Target Vocabulary
Social Language & Classroom Commands
Lesson 1: What is your name? My name is _____. Open/close your book. Point to the _____. Raise your hand. Writeyour name. Who is your teacher? My teacher is _____. What grade are you in? I am in the _____ grade. What is yourstudent number? My student number is _____. Yes./No.
Lesson 2: I don’t understand. Please help me. May I go to the _____? Where is the _____?
Lesson 3: Do you go to school? Yes./No. What school do you go to? I go to _____.
AcademicLanguage
question/answer, pre-reading, title, heading, parts of speech (noun—person, place, thing; adjective; verb; preposition),vocabulary, dictionary, activity, directions, example, practice, describe, guide words, phonetic spelling, graphicorganizer, main idea, detail, fiction, nonfiction, book report
ReadingSelections
Lesson 1 Reader: “My First Day of School” (Flesch-Kincaid Grade Level: 3.1; 250L)
Lesson 2 Reader: “Welcome to School” (Flesch-Kincaid Grade Level: 4.5; 270L)
Lesson 3 Reader: “Good Notes = Good Grades” (Flesch-Kincaid Grade Level: 4.9; 440L)
Lesson 4 Martin Luther King, Jr.: Changing Lives (from the Champion Library)
Nouns: bathroom (restroom, boys room, girls room, lavatory), board, book, cafeteria (lunchroom), chair, clock, coach,computer, custodian, desk, door, eraser, flag, keyboard, librarian (media specialist), library (media center), monitor,mouse, paper, pen, pencil, principal, room (classroom), ruler, school, scissors, student, table, teacher, wastebasket(garbage can, trash can), window
Adjectives: American, big, blue, first, little, nervous, new, red, warm, white
Prepositions: in, off, on, out, under
Verbs: to bring, to clean, to close, to cut, to eat, to feel, to go, to help, to listen, to look, to make, to match, tomeasure, to open, to play, to point, to put, to raise, to say, to see, to show, to sit, to take, to teach, to tell, to wait, towalk, to work, to write
ChapterEvaluation
1 class period
Teaching Time
23 (50-minute) class periods
Overview
Overview
Each lesson includes language objectives forstudents.
The WARM-UP section of this lesson focuses on the following three reading objectives:
R1: Apply reading skills from their first language to recognize and comprehend various textstructures and print conventions from multiple sources.
R4: Read aloud simple words presented in literature and content areas; demonstrate comprehensionby using one or two words or simple sentence responses.
R5: Create a simple dictionary of frequently used words and use an English dictionary to derivemeaning of simple known vocabulary.
Each chapter focuses on specific words referred toas “target vocabulary.” Throughout the chapterlessons, students learn and use the targetvocabulary in listening, speaking, reading, andwriting activities.
Throughout the chapter, students also encounteracademic language in authentic contexts. Thisacademic language is recycled throughout theprogram.
Program OrganizationChampion of IDEAS is designed for students in grades6-12. To provide maximum flexibility for educators andstudents, the Champion of IDEAS program is divided intothree major parts:
• Red Level: For Beginning and Early IntermediateLanguage Learners
• Blue Level: For Intermediate Language Learners (now available)
• Yellow Level: For Early Advanced and AdvancedLanguage Learners (in development)
Program ComponentsThe Champion of IDEAS program includes the followingcomponents:
• Champion Reader: Student Textbooks and Audio CDsThe Champion Reader is a full-color, hardcover, non-consumable student textbook featuring engaging andage-appropriate fiction and nonfiction. Readings coverall major subject areas, including language arts, socialstudies, science, and mathematics. The reading level ofeach reading has been carefully reviewed by a team ofeducators to ensure its appropriateness for eachlanguage level. A full-length recording of the ChampionReader on audio CDs is also available.
Champion Reader
Champion of IDEASProgram Organization and Components
• Champion Teacher: Teacher’s GuidesThe comprehensive Champion Teacher explains whenand how to use each program component so thatstudents master the ELD standards. Each chapterhighlights the teaching time, target vocabulary(including social and academic language), and readingselections.
• Champion Writer: Student WorkbooksThe Champion Writer is a full-color, consumable,softcover workbook for students. It includes studentactivity sheets that integrate listening, speaking,reading, and writing with the major content areas.Activity sheets are used for in-class work andhomework.
Unit 5
: Com
munica
ting Id
eas a
nd Ta
king A
ction •
Chapte
r 18: L
itera
ture
Matte
rs
Date: ________________________
Activity
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means, electronic or
mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
13
I Read a Great Story!DIRECTIONS: Listen as your teacher reads the conversation between two students. Then answer the
questions below.
[in the school cafeteria]Estee: What are you reading, Henry?Henry: Hold on. Let me read the last page. [Henry finishes reading.] Okay, now I’m finished.
Estee: So what were you reading?Henry: It’s a story called “Broken Chain.” Gary Soto is the author. Have you heard of him?
Estee: Yes, we learned about him in language arts last year. He’s a famous Mexican American
poet.Henry: He also writes short stories. This one is about a kid who goes on his first date. The story
reminded me so much of my life.Estee: How?Henry: He had crooked teeth like I do. He’s from a poor family like I am. He’s nervous around
girls like I am. I almost felt like I was reading a story about myself.
Estee: Reading can bring out many emotions. Last month we read a book called The Mightiest
Heart. I cried so much that my mom thought I was sick. It was such a sad story.
1. What is your favorite piece of literature?_____________________________________________
2. When did you read it? __________________________________________________________
3. How did it make you feel? _______________________________________________________
____________________________________________________________________________
4. How much do you like literature? Circle a number between 1 and 10. 1 2 3 4 5 6 7 8 9 10
I don’t like literature.
I love literature.
5. Explain your answer to question #4.________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Champion Teacher
Blue LevelIntermediate
• Champion Tester: Student AssessmentsThe Champion Tester is a black and white, consumable,softcover book of chapter tests for students. TheChampion Tester includes one test per chapter thatassesses all four domains to ensure that students aremastering the ELD standards.
• Champion CD-ROMsThe Champion CD-ROM includes many useful andeffective teaching tools, including:• Placement tests for placement into the Champion
program• Reproducible instructional materials such as visuals,
templates, graphic organizers, and word lists • Chapter tests in electronic format• Student and teacher evaluation forms
• Champion LibraryA short book or article from the Champion Library isintegrated into each chapter. This exposes students to a variety of genres and styles, as well as academicvocabulary and content.
• IDEA Picture Dictionary 2, Second Edition/IDEA Dictionary 3Customized dictionaries for English learners includeentries with pictures, definitions, and sentences foreach word. Dictionary appendixes include idioms,grammar, spelling, and punctuation guidelines, U.S.presidents, maps, and other subject-area content.
AN IDEA®
LANGUAGE
DEVELOPMENT
RESOURCE
IDEA®
Dictionary3
86 Unit 3 � Chapter 9
UNIT 3: DAILY LIFE
Chapter 9: Let’s Eat!
Do you have a sweet tooth? Theowner of the Delicious Diner hopesyou do. The Delicious Diner is goingto open in Springfield next month. Itwill serve all of your favorite sweetdesserts. There will be cookies,cakes, cupcakes, doughnuts, and pies.
“I am a baker, and I love to bakedesserts,” says Delicious Diner ownerLinda Tobosa. “I decided to open adiner. I want to share my talent witheveryone in Springfield.”
The Delicious Diner will be opendaily for breakfast, lunch, and dinner.Tobosa says her restaurant is going toserve more than desserts. “People arehungry in the morning. We are goingto give them many choices forbreakfast. We are going to havepancakes, toast, and cereal. We alsoare going to have apples, bananas,grapes, grapefruit, pineapples, andstrawberries,” says Tobosa. “If you’rein a hurry, you can stop by and pick upa dozen frosted doughnuts.”
� Linda Tobosa’sspecialty is asour lemonand sweetstrawberrycake, shown inthis picture.
� Customers can enjoy fruit andpancakes for breakfast.
Satisfy YourSweet Tooth atthe Delicious DinerBy Maya Alley
Copyright ©2007 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
The following pages include the materials needed to teach one lesson from theChampion Red Level program (Beginning-Early Intermediate).
The Delicious Diner will servesoups, salads, and sandwiches forlunch and dinner. “Many peopleorder some bread and some soup forlunch,” says Tobosa. The diner is alsogoing to have a daily pasta special.
According to Tobosa, all the breadat the Delicious Diner will behomemade. She will use freshingredients in the food she serves.
If you are thirsty, the DeliciousDiner is going to have many differentdrinks. There will be coffee, soda,water, milk, and sparkling juice.
87Satisfy Your Sweet Tooth at the Delicious Diner
� Linda Tobosa says all the bread at the DeliciousDiner will be homemade.
� The Delicious Diner will serve soups, salads,and sandwiches daily for lunch and dinner.
and I love to bake desserts …I want to share my talent
with everyone in Springfield.
I’m a baker,
Copyright ©2007 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
88 Unit 3 � Chapter 9
Tobosa decided to open therestaurant after she made dinner for afriend last year.
“My friend Clarissa was eatingdinner. She put down her fork andlooked me right in the eye. She toldme it was the best meal she had evereaten. She said I must open arestaurant,” Tobosa explained.
The Delicious Diner will be thebiggest restaurant in downtownSpringfield when it opens next month.
Linda Tobosa believes sheis a good baker. She wantsto share her baking talentwith others. What are yougood at? What talent canyou share with others?
1. When will the Delicious Diner open?
2. What kinds of desserts will theDelicious Diner serve?
3. What is Linda Tobosa’s specialty?
4. What does Linda Tobosa say manypeople order for lunch?
5. What kinds of drinks will theDelicious Diner serve?
� The Delicious Diner will be open daily.
Copyright ©2007 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
290LA
NG
UA
GE
OB
JEC
TIV
ES:
EAR
LY I
NTE
RM
EDIA
TE L
AN
GU
AG
E LE
VEL
UN
ITS
3 A
ND
4
LIST
ENIN
G1.
Mat
ch r
esourc
es (
e.g.
, ca
lcula
tor)
with
subje
ct m
atte
r (e
.g.,
mat
hem
atic
s) b
ased
on p
ictu
res
and o
ral st
atem
ents
.
2.Res
pond n
onve
rbal
ly to o
ne-
step
and m
ulti
ple
-ste
p c
lass
room
inst
ruct
ions.
3.Fo
llow
conve
rsat
ions
(e.g
., te
lephone)
and r
espond to o
ral
announce
men
ts.
4.Li
sten
atten
tivel
y to
sto
ries
and info
rmat
ion.
5.Fo
llow
fam
iliar
pro
cess
es.
6.Se
lect
or
sort s
ourc
es o
f in
form
atio
n o
r ite
ms
bas
ed o
n o
ral
des
crip
tions
and v
isual
support.
7.Fo
llow
ora
l direc
tions
asso
ciat
ed w
ith lea
rnin
g st
rate
gies
repre
sente
d v
isual
ly (
e.g.
, usi
ng
grap
hic
s to
org
aniz
ein
form
atio
n).
8.D
iffe
rentia
te o
pin
ions
from
fac
ts r
elat
ed to info
rmat
ion
pre
sente
d v
isual
ly o
r re
ad o
rally
.
9.Role
pla
y or
iden
tify
exam
ple
s of
etiq
uet
te a
nd m
anner
sas
soci
ated
with
act
iviti
es b
ased
on illu
stra
tions
and o
ral
des
crip
tions.
10.
Iden
tify
pro
ble
m-s
olv
ing
met
hods,
supplie
s, o
r to
ols
fro
m o
ral
des
crip
tions
and v
isual
support.
11.
Vis
ual
ize,
dra
w, or
const
ruct
fig
ure
s des
crib
ed o
rally
.
12.
Rep
licat
e ex
per
imen
ts b
ased
on o
ral direc
tions.
13.
Loca
te r
esourc
es o
r pro
duct
s on m
aps
or
grap
hs
bas
ed o
n o
ral
des
crip
tions.
14.
Loca
te r
egio
ns
or
countrie
s on a
map
bas
ed o
n o
ral
des
crip
tions.
15.
Com
pre
hen
d s
imple
sta
tem
ents
and q
ues
tions
rela
ted to s
oci
alan
d a
cadem
ic topic
s.
SPEA
KIN
G1.
Beg
in to b
e under
stood w
hen
spea
king;
may
hav
e so
me
inco
nsi
sten
t use
of
stan
dar
d E
ngl
ish g
ram
mat
ical
form
s an
dso
unds.
2.D
emonst
rate
appro
priat
e in
tonat
ion u
sed to a
sk q
ues
tions
and
voic
e em
phas
is u
sed to s
ay e
xcla
mat
ions.
3.Ask
and a
nsw
er q
ues
tions
usi
ng
phra
ses
or
sim
ple
sen
tence
s.
4.Res
tate
in s
imple
sen
tence
s th
e m
ain idea
s of
ora
l pre
senta
tions
in s
ubje
ct m
atte
r an
d c
onte
nt ar
eas.
5.O
rally
com
munic
ate
bas
ic n
eeds
(e.g
., “I
nee
d p
aper
and a
pen
cil.”
).
6.Pre
par
e an
d d
eliv
er s
hort o
ral pre
senta
tions;
use
det
ails
,ill
ust
ratio
ns,
anal
ogi
es, an
d v
isual
aid
s to
mak
e ora
lpre
senta
tions
that
info
rm, per
suad
e, o
r en
tertai
n.
7.Sh
are
and r
eques
t in
form
atio
n.
8.Enga
ge lis
tener
’s a
tten
tion v
erbal
ly o
r nonve
rbal
ly.
9.Exp
ress
per
sonal
nee
ds,
fee
lings
, an
d idea
s.
10.
Exp
lore
alte
rnat
ive
way
s of
sayi
ng
thin
gs.
11.
Par
ticip
ate
in c
lass
, gr
oup, an
d p
air
dis
cuss
ions.
12.
Par
aphra
se o
r re
tell
ora
l in
stru
ctio
ns,
ass
ignm
ents
, or
stories
;ora
lly d
escr
ibe
a se
quen
ce o
f ev
ents
.
13.
Answ
er a
ran
ge o
f ques
tions
that
exp
ress
per
sonal
pre
fere
nce
s.
14.
Ask
ques
tions
or
exch
ange
info
rmat
ion w
ith p
eers
.
15.
Des
crib
e pre
ferr
ed m
ovi
es, m
agaz
ines
, st
ories
, or
auth
ors
.
16.
Des
crib
e pic
ture
s re
late
d to b
iogr
aphie
s or
hum
an inte
rest
stories
.
17.
Res
tate
or
par
aphra
se v
isual
ly s
upported
info
rmat
ion f
rom
new
spap
ers,
mag
azin
es, or
bro
chure
s.
18.
Sequen
ce s
teps
in p
roble
m s
olv
ing
or
star
ting
som
ethin
g new
.
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
291
LAN
GU
AG
E O
BJE
CTI
VES
: EA
RLY
IN
TER
MED
IATE
LA
NG
UA
GE
LEV
ELU
NIT
S 3
AN
D 4
19.
Des
crib
e ev
ents
or
dis
cove
ries
.
20.
Des
crib
e diffe
rence
s ove
r tim
e bas
ed o
n info
rmat
ion f
rom
char
ts o
r gr
aphs.
21.
Bra
inst
orm
idea
s bas
ed o
n illu
stra
tions
of
issu
es that
affec
tev
eryd
ay life.
22.
Ora
lly iden
tify
feat
ure
s or
char
acte
rist
ics
of
maj
or
even
ts o
rpeo
ple
in U
.S. or
world h
isto
ry d
epic
ted in illu
stra
tions.
23.
Ora
lly iden
tify
char
acte
rist
ics
of
maj
or
his
torica
l, cu
ltura
l, or
econom
ic them
es d
epic
ted in illu
stra
tions.
24.
Des
crib
e ora
lly h
isto
rica
l, go
vern
men
tal,
or
soci
al f
igure
s or
even
ts b
ased
on v
isual
s.
25.
Res
tate
or
ora
lly d
escr
ibe
curr
ent or
pas
t ev
ents
.
REA
DIN
G1.
Pro
duce
most
Engl
ish p
honem
es c
om
pre
hen
sibly
while
rea
din
gal
oud o
ne’
s ow
n w
ritin
g, s
imple
sen
tence
s, o
r si
mple
tex
ts.
2.U
se c
om
mon E
ngl
ish m
orp
hem
es in o
ral an
d s
ilent re
adin
g.
3.Rec
ogn
ize
obvi
ous
cogn
ates
in p
hra
ses,
sim
ple
sen
tence
s,lit
erat
ure
, an
d c
onte
nt ar
ea tex
ts.
4.U
se k
now
ledge
of
liter
ature
and c
onte
nt ar
eas
to u
nder
stan
dunkn
ow
n w
ord
s.
5.U
se k
now
ledge
of
affixe
s or
root w
ord
s to
det
erm
ine
mea
nin
gin
conte
xt.
6.Rec
ogn
ize
sim
ple
idio
ms,
anal
ogi
es, an
d f
igure
s of
spee
ch in
liter
ature
and s
ubje
ct m
atte
r te
xts.
7.Rea
d s
imple
par
agra
phs
and p
assa
ges
indep
enden
tly.
8.Rec
ogn
ize
that
som
e w
ord
s hav
e m
ulti
ple
mea
nin
gs a
nd a
pply
this
know
ledge
to tex
ts.
9.D
emonst
rate
inte
rnal
izat
ion o
f Engl
ish g
ram
mar
, usa
ge, an
dw
ord
choic
e by
reco
gniz
ing
and c
orr
ectin
g so
me
erro
rs w
hen
spea
king
or
read
ing
aloud.
10.
Rea
d a
loud w
ith a
ppro
priat
e pac
ing,
into
nat
ion, an
d e
xpre
ssio
none’
s ow
n w
ritin
g of
nar
rativ
e an
d e
xposi
tory
tex
ts.
11.
Use
a s
tandar
d d
ictio
nar
y to
fin
d the
mea
nin
g of
unkn
ow
nvo
cabula
ry.
12.
Use
appro
priat
e co
nnec
tors
(e.
g., firs
t, th
en)
to s
equen
cew
ritten
tex
t.
13.
Rea
d a
nd o
rally
res
pond to s
imple
lite
rary
tex
ts (
e.g.
, co
med
y,trag
edy)
and tex
ts in c
onte
nt ar
eas
by
usi
ng
sim
ple
sen
tence
sto
answ
er f
actu
al c
om
pre
hen
sion q
ues
tions
and c
ritic
al thin
king
ques
tions.
14.
Iden
tify
and f
ollo
w m
ulti
ple
-ste
p d
irec
tions
for
usi
ng
sim
ple
mec
han
ical
dev
ices
and f
illin
g out bas
ic f
orm
s.
15.
Iden
tify
and o
rally
exp
lain
cat
egories
of
fam
iliar
info
rmat
ional
mat
eria
ls b
y usi
ng
sim
ple
sen
tence
s.
16.
Ora
lly iden
tify
the
feat
ure
s of
sim
ple
exc
erpts
of
public
docu
men
ts b
y usi
ng
key
word
s or
phra
ses.
17.
Rea
d tex
t an
d o
rally
iden
tify
the
mai
n idea
s an
d d
etai
ls o
fin
form
atio
nal
mat
eria
ls, lit
erar
y te
xt, an
d tex
t in
conte
nt ar
eas
by
usi
ng
sim
ple
sen
tence
s.
18.
Rea
d a
nd o
rally
iden
tify
a fe
w s
pec
ific
fac
ts in s
imple
exposi
tory
tex
t su
ch a
s co
nsu
mer
and w
ork
pla
ce d
ocu
men
tsan
d c
onte
nt ar
ea tex
t.
19.
Rea
d a
nd o
rally
iden
tify
exam
ple
s of
fact
and o
pin
ion a
nd
cause
and e
ffec
t in
written
tex
ts b
y usi
ng
sim
ple
sen
tence
s.
20.
In s
imple
sen
tence
s ora
lly iden
tify
the
stru
cture
and f
orm
at o
fw
ork
pla
ce d
ocu
men
ts (
e.g.
, fo
rmat
, gr
aphic
s, a
nd h
eader
s).
21.
Rea
d a
consu
mer
work
pla
ce d
ocu
men
t an
d p
rese
nt a
brief
ora
lre
port d
emonst
ratin
g th
ree
or
four
sim
ple
ste
ps
nec
essa
ry to
achie
ve a
spec
ific
goal
or
obta
in a
pro
duct
.
22.
Rea
d a
sel
ectio
n a
nd o
rally
iden
tify
the
spea
ker
or
nar
rato
r.
23.
Iden
tify
the
diffe
rence
in p
oin
ts o
f vi
ew b
etw
een f
irst
per
son
and third p
erso
n b
y usi
ng
sim
ple
sen
tence
s.
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
292LA
NG
UA
GE
OB
JEC
TIV
ES:
EAR
LY I
NTE
RM
EDIA
TE L
AN
GU
AG
E LE
VEL
UN
ITS
3 A
ND
4
24.
Iden
tify
ora
lly the
them
e, p
lot,
settin
g, a
nd c
har
acte
rs o
f a
liter
ary
sele
ctio
n b
y usi
ng
sim
ple
sen
tence
s.
25.
Dis
tingu
ish o
rally
the
char
acte
rist
ics
of
diffe
rent fo
rms
of
fict
ion
and p
oet
ry b
y usi
ng
sim
ple
sen
tence
s.
26.
Dis
tingu
ish the
char
acte
rist
ics
of
diffe
rent fo
rms
of
dra
mat
iclit
erat
ure
(e.
g., co
med
y an
d tra
gedy)
by
usi
ng
sim
ple
sen
tence
s,pic
ture
s, lis
ts, ch
arts
, an
d tab
les.
27.
Des
crib
e ora
lly in s
imple
sen
tence
s a
char
acte
r in
a b
rief
liter
ary
text
by
iden
tifyi
ng
the
though
ts a
nd a
ctio
ns
of
the
char
acte
r.
28.
Des
crib
e brief
ly in s
imple
sen
tence
s a
char
acte
r ac
cord
ing
tow
hat
he
or
she
does
in a
fam
iliar
nar
ratio
n, dia
logu
e, o
r dra
ma.
29.
Use
exp
anded
voca
bula
ry a
nd s
om
e des
crip
tive
word
s in
ora
lre
sponse
s to
fam
iliar
lite
ratu
re.
30.
Connec
t fa
cts
or
info
rmat
ion o
n s
oci
ally
rel
ated
topic
s to
exam
ple
s.
31.
Connec
t in
form
atio
n f
rom
vis
ual
ly s
upported
tex
t to
sel
f.
32.
Pre
dic
t outc
om
es f
rom
vis
ual
ly s
upported
tex
t.
33.
Iden
tify
idea
s re
late
d to a
uth
or’s
purp
ose
.
34.
Loca
te k
ey f
acts
in g
raphic
s an
d tex
ts.
35.
Use
gra
phic
org
aniz
ers
to c
om
par
e/co
ntras
t in
form
atio
n.
36.
Follo
w lis
ted inst
ruct
ions
that
invo
lve
han
ds-
on a
ctio
ns.
37.
Colle
ct a
nd o
rgan
ize
grap
hic
ally
dis
pla
yed d
ata
from
new
spap
ers
or
mag
azin
es.
38.
Mat
ch p
ictu
res
and p
hra
ses
des
crip
tive
of
syst
ems
or
pro
cess
esw
ith v
oca
bula
ry.
39.
Res
pond to W
H-q
ues
tions
bas
ed o
n g
raphic
org
aniz
ers
and
pic
ture
s.
40.
Iden
tify
feat
ure
s of
sign
ific
ant per
iods
in h
isto
ry f
rom
written
stat
emen
ts a
nd tim
e lin
es.
41.
Com
par
e dat
a from
tex
t an
d c
har
ts.
WR
ITIN
G1.
Write
sim
ple
sen
tence
s of
brief
res
ponse
s to
sel
ecte
d lite
ratu
reto
show
fac
tual
under
stan
din
g of
the
text
.
2.W
rite
sim
ple
sen
tence
s to
res
pond to s
elec
ted lite
ratu
re a
nd
connec
t one’
s ow
n e
xper
ience
to s
pec
ific
par
ts o
f th
e te
xt.
3.U
se c
om
mon v
erbs,
nouns,
and h
igh f
requen
cy m
odifie
rs in
writin
g si
mple
sen
tence
s.
4.Cre
ate
a dra
ft o
f a
par
agra
ph b
y fo
llow
ing
an o
utli
ne.
5.U
se s
imple
sen
tence
s to
cre
ate
a dra
ft o
f a
short e
ssay
that
follo
ws
an o
utli
ne.
6.W
rite
an incr
easi
ng
num
ber
of
word
s an
d s
imple
sen
tence
sap
pro
priat
e fo
r la
ngu
age
arts
and o
ther
conte
nt ar
eas
(e.g
.,m
ath, sc
ience
, his
tory
–soci
al s
cien
ce).
7.W
rite
exp
osi
tory
com
posi
tions
(e.g
., des
crip
tions,
com
par
ison
and c
ontras
t, an
d p
roble
m a
nd s
olu
tion)
that
incl
ude
a m
ain
idea
and s
om
e det
ails
in s
imple
sen
tence
s.
8.Colle
ct info
rmat
ion f
rom
var
ious
sourc
es (
e.g.
, dic
tionar
y,lib
rary
books
, re
sear
ch m
ater
ials
) an
d tak
e note
s on a
giv
ento
pic
.
9.Pro
ceed
thro
ugh
the
writin
g pro
cess
to w
rite
short p
arag
raphs
that
conta
in s
upportin
g det
ails
about a
give
n topic
.
10.
Com
ple
te s
imple
info
rmat
ional
docu
men
ts r
elat
ed to c
aree
rdev
elopm
ent (e
.g.,
ban
k fo
rms
and job a
pplic
atio
ns)
.
11.
Edit
writin
g fo
r bas
ic c
onve
ntio
ns
(e.g
., punct
uat
ion,
capita
lizat
ion, an
d s
pel
ling)
.
12.
Rev
ise
writin
g, w
ith tea
cher
’s a
ssis
tance
, to
cla
rify
mea
nin
g an
dim
pro
ve the
mec
han
ics
and o
rgan
izat
ion.
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
13.
Use
cla
use
s, p
hra
ses,
and m
echan
ics
of
writin
g w
ith c
onsi
sten
tva
riat
ions
in g
ram
mat
ical
form
s.
14.
Res
pond to a
nd initi
ate
e-m
ails
, m
essa
ges,
post
card
s, o
r note
sto
frien
ds.
15.
Use
spel
l ch
ecke
r an
d d
ictio
nar
ies.
16.
Pro
duce
note
s an
d c
onst
ruct
char
ts to c
onve
y in
form
atio
n.
17.
Exp
ress
opin
ions
or
reac
tions
to c
urr
ent ev
ents
or
issu
es.
18.
Ext
ract
key
phra
ses
or
sente
nce
s from
written
tex
ts.
19.
Use
gra
phic
org
aniz
ers
to p
lan w
ritin
g, c
onve
y in
form
atio
n,
des
crib
e fu
nct
ions
(e.g
., of
gove
rnm
ents
), a
nd c
om
par
e fe
ature
s(e
.g.,
of
his
torica
l per
iods)
.
20.
List
key
phra
ses
or
sente
nce
s from
dis
cuss
ions.
21.
Pro
duce
tab
les,
char
ts, or
grap
hs
from
auth
entic
dat
a so
urc
es.
22.
Mak
e ge
ner
aliz
atio
ns
rela
ted to d
ata
pre
sente
d in g
raphs,
table
s, o
r ch
arts
dep
ictin
g pra
ctic
al s
ituat
ions.
23.
Label
dia
gram
s.
24.
Outli
ne
the
contrib
utio
ns
of
sign
ific
ant in
div
idual
s.
25.
Plo
t an
d d
escr
ibe
resu
lts o
f su
rvey
s.
general 29
3
LAN
GU
AG
E O
BJE
CTI
VES
: EA
RLY
IN
TER
MED
IATE
LA
NG
UA
GE
LEV
ELU
NIT
S 3
AN
D 4 ”
“Earl
y In
term
edia
teEL
Ls b
egin
to
use
acad
emic
voc
abul
ary
and
expr
essi
ons.
familiar,
everyday
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
295
CH
APT
ER 9
: LE
T’S
EAT!
Lan
gu
age
Leve
l: Ea
rly
Inte
rmed
iate
Teac
hin
g
Tim
e25
(50
-min
ute
) cl
ass
per
iods
Ove
rvie
w
Ove
rvie
w
Targ
et
Vo
cab
ula
ry
No
un
s:ap
ple
, ap
ron, bak
er, ban
ana,
bre
ad, bre
akfa
st, ca
ke, ca
rrot,
cele
ry, ce
real
, ch
eese
, co
ffee
, co
ok,
cooki
e,cr
acke
r, c
upca
ke, des
sert, din
ner
, dough
nut,
doze
n, gr
ape,
gra
pef
ruit,
ham
, ham
burg
er, in
gred
ient,
juic
e, lem
on,
lettuce
, lu
nch
, m
eat,
milk
, nap
kin, ora
nge
, pan
cake
, pie
, pin
eapple
, pota
to, sa
lad, sa
ndw
ich, so
da,
soup, sp
inac
h,
stra
wber
ry, to
ast,
tom
ato, w
ater
Ver
bs:
to b
ake,
to b
arbeq
ue,
to c
olla
pse
, to
follo
w, to
forg
et, to
ord
er, to
pic
k up, to
sat
isfy
, to
sea
son, to
slic
e,
to s
top b
y
Ad
ject
ives
:ch
oco
late
, dai
ly, ex
hau
sted
, fres
h, frost
ed, hom
emad
e, h
ungr
y, s
ecre
t, so
ur, s
par
klin
g, s
pic
y, s
wee
t, th
irst
y
Pre
po
siti
on
s: a
fter
, bef
ore
Ad
verb
:dai
ly
Idio
ms:
my
eyes
wer
e big
ger
than
my
stom
ach, sw
eet to
oth
Ch
apte
rEv
alu
atio
n1
clas
s per
iod
Soci
al L
ang
uag
e &
Cla
ssro
om
C
om
man
ds
Less
on 1
: Are
you h
ungr
y/th
irst
y? Y
es, I’m
hungr
y/th
irst
y. N
o, I’m
not hungr
y/th
irst
y. W
hat
do y
ou w
ant to
eat
/drink?
I
wan
t __
___.
Less
on 2
: W
hat
can
I g
et y
ou?
I w
ill h
ave
____
. Can
you c
om
e ove
r fo
r bre
akfa
st?
Yes
, I
can.
Aca
dem
icLa
ng
uag
e
gove
rnm
ent,
pyr
amid
, die
t, lif
esty
le, sl
oga
n, va
riet
y, s
ymbol,
moder
atio
n, pro
portio
nal
ity, fo
od g
roup, sc
ientis
t, sl
ave,
agricu
lture
, ch
ildhood, ad
ulth
ood, co
ntrib
utio
n, le
gacy
, deg
ree,
mas
ter’s
deg
ree,
cro
p, to
rep
lace
, to
em
phas
ize,
to
repre
sent,
to r
elea
se, to
rec
om
men
d, to
conta
in, to
exp
erim
ent,
to e
nco
ura
ge, so
me,
phys
ical
, m
ain, gr
adual
, sm
art,
det
aile
d, pro
duct
ive,
com
pas
sionat
e, s
ympat
het
ic
No
te: Chec
k to
be
certai
n that
stu
den
ts d
on’t
hav
e an
y al
lerg
ies
bef
ore
allo
win
g th
em to s
ample
tar
get vo
cabula
ry (
foods
and d
rinks
). R
einfo
rce
the
importan
ce o
f lim
iting
swee
ts a
nd
eatin
g a
hea
lthy,
bal
ance
d d
iet.
Rea
din
gSe
lect
ion
s
Less
on 1
Rea
der
: “S
atis
fy Y
our
Swee
t To
oth
at th
e D
elic
ious
Din
er”
(Fle
sch-K
inca
id G
rade
Leve
l: 6.
3; 7
70L)
Less
on 2
Rea
der
: “P
repar
ing
for
a Par
ty”
(Fle
sch-K
inca
id G
rade
Leve
l: 5.
7; 4
40L)
Less
on 3
Rea
der
: “M
yPyr
amid
Pro
mote
s H
ealth
y Eat
ing
and E
xerc
ise”
(Fl
esch
-Kin
caid
Gra
de
Leve
l: 8.
9; 8
10L)
Less
on 4
“Geo
rge
Was
hin
gton C
arve
r: S
cien
tist”
in P
eopl
e a
nd
Sto
ries
in
Am
eric
an
His
tory
: A
His
tori
cal
An
thol
ogy
(pag
es 3
75-3
76)
(fro
m the
Ch
am
pion
Libra
ry)
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
296CH
APT
ER 9
: LE
T’S
EAT!
Lan
gu
age
Leve
l: Ea
rly
Inte
rmed
iate
Ch
apte
r 9
Less
on
1:
Sati
sfy
You
r Sw
eet
Too
that
th
e D
elic
iou
s D
iner
Ap
pro
xim
ate
Tea
chin
g T
ime:
8 (
50-m
inute
) cl
ass
per
iods
Res
ou
rces
Nee
ded
:C
ha
mpi
on R
ead
er;
Ch
am
pion
CD
-RO
M;
IDEA
Pic
ture
Dic
tion
ary
2;
Ch
am
pion
Wri
ter
(Act
ivity
83-
85); C
ha
mpi
onAudio
CD
; pic
ture
s an
d e
xam
ple
s of
targ
et f
oods;
man
ila f
old
er f
or
each
stu
den
t; ch
art pap
er/p
ens/
pen
cils
/pap
er
Tar
get
Vo
cab
ula
ry
Nouns:
apple
, bak
er, ban
ana,
bre
ad, bre
akfa
st, ca
ke, ce
real
, co
ffee
, co
oki
e, c
upca
ke, des
sert, din
ner
, dough
nut,
doze
n, gr
ape,
gra
pef
ruit,
ingr
edie
nt,
juic
e, lem
on, lu
nch
, m
ilk, pan
cake
, pie
, pin
eapple
, sa
lad, sa
ndw
ich, so
da,
soup, st
raw
ber
ry, to
ast,
wat
er
Ver
bs:
to b
ake,
to o
rder
, to
pic
k up, to
sat
isfy
, to
sto
p b
y
Adje
ctiv
es: dai
ly, fres
h, frost
ed, hom
emad
e, h
ungr
y, s
our, s
par
klin
g, s
wee
t, th
irst
y
Adve
rb: dai
ly
Idio
m: sw
eet to
oth
1. H
ave
studen
ts f
ollo
w a
fam
iliar
pro
cess
; id
entif
y ta
rget
voca
bula
ry o
rally
.
2. I
ntroduce
phra
ses/
sente
nce
s to
tea
ch s
tuden
ts to c
om
munic
ate
nee
ds
ora
lly.
3. H
ave
studen
ts loca
te k
ey f
acts
in g
raphic
s an
d tex
t an
d p
artic
ipat
e in
a g
roup
dis
cuss
ion.
4. G
ive
studen
ts o
ral co
mm
ands/
direc
tions
(with
vis
ual
support)
to c
reat
e an
asse
ssm
ent portfo
lio; as
k st
uden
ts to w
rite
bas
ic p
erso
nal
info
rmat
ion.
Ho
mew
ork
Ob
serv
ing
Stu
den
t P
rogr
ess
298-
299
Na
min
g pe
ople
, pl
ace
s,a
nd
th
ings
: N
ouns
(e.g
.,sa
ndw
ich, bre
ad,
bre
akfa
st)
Ask
ing
an
d a
nsw
erin
gqu
esti
ons: S
ente
nce
stru
cture
s, a
dje
ctiv
es,
nouns
(e.g
., Are
you
hungr
y? Y
es, I’m
hungr
y.W
hat
do y
ou w
ant to
eat
?I
wan
t an
apple
.)
L: 4
-5, 15
S: 1
, 3,
5,
7, 9
, 11
, 14
,21 R: 34
W: 20
WA
RM
-UP
(2 C
lass
Per
iod
s)Pa
ge
Lan
gu
age
Fun
ctio
ns
& F
orm
s La
ng
uag
eO
bje
ctiv
es†
† La
ngu
age
Obje
ctiv
es f
or
Unit
3 ar
e lis
ted o
n p
ages
290
-293
.
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
297
Less
on
1
1. R
evie
w h
om
ework
and topic
s co
vere
d in the
pre
vious
clas
s se
ssio
n.
2. I
ntroduce
futu
re ten
se; hav
e st
uden
ts b
rain
storm
idea
s bas
ed o
n a
photo
grap
h.
3. H
ave
studen
ts look
up the
targ
et v
oca
bula
ry a
nd d
emonst
rate
com
pre
hen
sion.
4. E
xpla
in h
ow
to d
iffe
rentia
te b
etw
een c
ounta
ble
and u
nco
unta
ble
nouns.
5. E
nga
ge s
tuden
ts in a
pre
-rea
din
g ac
tivity
to a
ntic
ipat
e co
nte
nt,
purp
ose
,an
d o
rgan
izat
ion o
f a
read
ing
sele
ctio
n; poin
t out te
xt f
eatu
res;
hav
est
uden
ts lis
ten f
or
key
word
s, p
hra
ses,
and s
imple
sen
tence
s, a
nd p
roduce
sim
ple
voca
bula
ry in a
n a
cadem
ic s
ettin
g.
6. R
ead the
text
; en
coura
ge s
tuden
ts to a
sk q
ues
tions
to c
larify
mea
nin
g;dis
cuss
the
auth
or’s
purp
ose
and p
oin
t of
view
and thei
r ef
fect
s on the
text
.
7. C
hec
k st
uden
t co
mpre
hen
sion; sh
ow
stu
den
ts h
ow
to iden
tify
the
mai
nid
ea a
nd d
etai
ls o
f th
e ar
ticle
.
8. M
odel
for
studen
ts h
ow
to w
rite
a s
um
mar
y par
agra
ph; hav
e st
uden
tsw
rite
a s
um
mar
y par
agra
ph.
9. H
ave
studen
ts c
onnec
t in
form
atio
n f
rom
tex
t to
sel
f.
10. H
ave
studen
ts e
xtra
ct k
ey w
ord
s, p
hra
ses,
and s
ente
nce
s from
tex
t an
duse
tar
get nouns,
adje
ctiv
es, an
d a
dve
rbs.
11. H
ave
studen
ts c
om
par
e an
d c
ontras
t peo
ple
, pla
ces,
and thin
gsfo
llow
ing
a m
odel
.
Ho
mew
ork
Ob
serv
ing
Stu
den
t P
rogr
ess
Des
crib
ing
act
ion
s: F
utu
re ten
se(e
.g.,
He
is g
oin
g to
eat
sal
ad).
Na
min
g th
ings
: Counta
ble
and
unco
unta
ble
nouns,
artic
les
(e.g
., an
apple
, a
cooki
e, s
om
e ce
real
)
Ask
ing
an
d a
nsw
erin
g qu
esti
ons
usi
ng
wh
o, w
ha
t, w
her
e, a
nd
wh
en:
Sente
nce
struct
ure
s (e
.g.,
Who is
the
mai
n p
erso
n in the
artic
le?
What
is
Linda
Tobosa
doin
g?)
Des
crib
ing
peop
le a
nd
th
ings
:Adje
ctiv
es (
e.g.
, hungr
y, s
par
klin
g,so
ur)
Des
crib
ing
wh
en: Adve
rbs
(e.g
.,dai
ly)
Com
pari
ng
an
d c
ontr
ast
ing:
Com
par
ativ
es, su
per
lativ
es (
e.g.
,N
ancy
has
a b
ig b
reak
fast
. K
im h
as a
big
ger
bre
akfa
st. M
ario
has
the
big
gest
bre
akfa
st.) a
nd C
onju
nct
ions
(e.g
., I
like
grap
es, but I
don’t
like
bre
ad.)
L: 4
, 7,
15
S: 1
, 3-
4,13
, 17
R: 2,
6, 8,
13, 16
-18,
31, 34
, 39
W: 1,
3,
7, 9
, 11
-13
, 18
-20
CO
NN
ECT
(3 C
lass
Per
iod
s)La
ng
uag
eFu
nct
ion
s &
Fo
rms
Lan
gu
age
Ob
ject
ives
299-
303
Pag
e
1. R
evie
w h
om
ework
and topic
s co
vere
d in the
pre
vious
clas
s se
ssio
n.
2. A
sk s
tuden
ts q
ues
tions
about th
eir
per
sonal
pre
fere
nce
s; u
se a
gra
phic
org
aniz
er to c
om
par
e/co
ntras
t in
form
atio
n.
3. H
ave
studen
ts s
equen
ce s
teps
in s
tartin
g a
busi
nes
s (e
.g.,
open
ing
adin
er)
and p
repar
e a
short o
ral pre
senta
tion.
4. H
ave
studen
ts d
eliv
er a
short o
ral pre
senta
tion.
5. H
ave
studen
ts initi
ate
a le
tter
to a
frien
d.
Ho
mew
ork
Ob
serv
ing
Stu
den
t P
rogr
ess
Des
crib
ing
act
ion
s: P
ast pro
gres
sive
tense
ver
bs
(e.g
., They
wer
e ea
ting.
);Pre
sent pro
gres
sive
ten
se v
erbs
(e.g
.,They
are
eat
ing.
) an
d F
utu
re ten
seve
rbs
(e.g
., They
are
goin
g to
eat
.)
L: 2
, 4,
7,
15 S: 1
, 3,
6-
7, 1
1, 1
3-14
, 18
R: 34
-36
W: 3,
14,
19
EXTE
ND
(3
Cla
ss P
erio
ds)
Lan
gu
age
Fun
ctio
ns
& F
orm
s La
ng
uag
eO
bje
ctiv
es
303-
305
Pag
e
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
298
Ch
apte
r 9
WA
RM
-UP
(2 C
lass
Per
iod
s)
1.H
ave
stu
den
ts f
oll
ow
a f
amil
iar
pro
cess
; id
enti
fy t
arge
tvo
cab
ula
ry o
rall
y.Bring
in a
sel
ectio
n o
f fo
od ite
ms
(or
pic
ture
s) a
ssoci
ated
with
the
targ
et v
oca
bula
ry (
e.g.
, ap
ple
s,ban
anas
, bre
ad, sa
lad, co
oki
es, ju
ice)
. Ask
stu
den
ts to n
ame
the
foods
they
know
. H
elp them
iden
tify
item
s th
ey d
o n
ot kn
ow
.Te
ll st
uden
ts that
they
will
be
mak
ing
a cl
ass
groce
ry lis
t—a
list
of
item
s th
ey n
eed to b
uy
at the
groce
ry s
tore
. Te
ll st
uden
ts:
Peo
ple
bu
y f
oo
d a
t th
e gr
oce
ry s
tore
. R
aise
yo
ur
han
d i
fyo
u h
ave
bee
n t
o a
gro
cery
sto
re.
Imag
ine
yo
u a
re g
oin
g to
the
gro
cery
sto
re a
fter
cla
ss.
Wh
at a
re y
ou
go
ing
to b
uy?
Allo
w s
tuden
ts to c
onsu
lt th
e ID
EA
Pic
ture
Dic
tion
ary
2fo
rid
eas.
As
studen
ts c
all out fo
od ite
ms,
rec
ord
them
on the
boar
d.
Ask
stu
den
ts:
Wh
ere
else
do
peo
ple
bu
y f
oo
d?
[at
rest
au
ran
ts,
farm
er’s
ma
rket
s, c
onve
nie
nce
sto
res] T
ell st
uden
ts:
In t
his
chap
ter,
we
are
goin
g to
rea
d a
mag
azin
e ar
ticl
e ab
ou
t a
new
res
tau
ran
t. R
aise
yo
ur
han
d i
f yo
u l
ike
to e
at i
nre
stau
ran
ts.Allo
w s
tuden
ts to s
har
e th
eir
though
ts a
bout
rest
aura
nts
wher
e th
ey e
at.
2.In
tro
du
ce p
hra
ses/
sen
ten
ces
to t
each
stu
den
ts t
oco
mm
un
icat
e n
eed
s o
rall
y.W
rite
the
follo
win
g ques
tions
and
answ
ers
on the
boar
d:
Are
you
hu
ngr
y?
Yes
, I’
m h
un
gry.
/No,
I’m
not
hu
ngr
y.W
ha
t d
o yo
u w
an
t to
ea
t?I
wa
nt
____
__.
Are
you
th
irst
y?
Yes
, I’
m t
hir
sty.
/No,
I’m
not
th
irst
y.W
ha
t d
o yo
u w
an
t to
dri
nk?
I w
an
t __
___.
Rea
d e
ach q
ues
tion a
nd a
nsw
er a
loud a
nd h
ave
studen
ts r
epea
taf
ter
you. Lo
ok
at the
clock
and s
ay:
It’s
[tim
e]an
d I
’m h
un
gry.
I w
ant
a sa
nd
wic
h.
Are
yo
u h
un
gry?
Wh
at d
o y
ou
wan
t to
eat?
Hav
e st
uden
ts a
nsw
er f
ollo
win
g th
e m
odel
on the
boar
d.
Say:
I’m
th
irst
y.
I w
ant
som
e w
ater
. A
re y
ou
th
irst
y?
Wh
atd
o y
ou
wan
t to
dri
nk
?H
ave
studen
ts a
nsw
er f
ollo
win
g th
em
odel
on the
boar
d. O
rgan
ize
studen
ts into
pai
rs a
nd h
ave
them
pra
ctic
e as
king
and a
nsw
erin
g th
e ques
tions
on the
boar
d.
Circu
late
aro
und the
clas
sroom
and h
elp s
tuden
ts a
s nee
ded
.
3.H
ave
stu
den
ts l
oca
te k
ey f
acts
in
gra
ph
ics
and
tex
t an
dp
arti
cip
ate
in a
gro
up
dis
cuss
ion
.D
ispla
y G
uid
e 14
(lo
cate
don the
Ch
am
pion
CD
-RO
M)
on a
tra
nsp
aren
cy o
r pro
ject
or. G
ive
studen
ts a
few
mom
ents
to s
tudy
the
grap
hic
. Ask
: W
hat
do
esth
is g
rap
hic
tel
l u
s?[w
ha
t ti
me
of d
ay
we
eat
each
mea
l] M
ake
sure
stu
den
ts u
nder
stan
d the
mea
nin
g of
mea
l.W
hen
do
we
eat
bre
akfa
st?
[in t
he
mor
nin
g]W
hat
mea
l d
o w
e ea
t in
th
eaf
tern
oo
n?
[lun
ch]
Wh
en d
o w
e ea
t d
inn
er?
[at
nig
ht]
Loo
k a
tth
e p
ictu
re o
f b
reak
fast
. W
hat
fo
od
s an
d d
rin
ks
do
yo
u s
ee?
[egg
s, b
aco
n,
juic
e]W
hat
fo
od
s d
o y
ou
eat
fo
r b
reak
fast
?So
me
peo
ple
say
th
at b
reak
fast
is
the
mo
st i
mp
ort
ant
mea
lo
f th
e d
ay.
Do
yo
u t
hin
k t
hat
’s t
rue?
Wh
y o
r w
hy n
ot?
Giv
est
uden
ts a
chan
ce to d
iscu
ss thei
r th
ough
ts.
4.G
ive
stu
den
ts o
ral
com
man
ds/
dir
ecti
on
s (w
ith
vis
ual
sup
po
rt)
to c
reat
e an
ass
essm
ent
po
rtfo
lio
; as
k s
tud
ents
to
wri
te b
asic
per
son
al i
nfo
rmat
ion
.D
raw
a m
anila
fold
er c
ove
ron the
boar
d w
ith a
hea
din
g (L
et’s E
at!) a
nd s
pac
e fo
r th
est
uden
t’s n
ame
and the
dat
e. R
ead the
title
, “L
et’s E
at!” a
nd
expla
in w
hat
that
mea
ns.
Tel
l st
uden
ts that
in this
chap
ter
they
will
be
lear
nin
g ab
out diffe
rent ki
nds
of
food a
nd d
rinks
. Sh
ow
actu
al f
ood o
r drink
item
s or
pic
ture
s of
food a
nd d
rinks
. G
ive
studen
ts a
chan
ce to tal
k ab
out th
eir
favo
rite
foods
and d
rinks
.G
ive
each
stu
den
t a
man
ila f
old
er a
nd a
sk s
tuden
ts to w
rite
info
rmat
ion o
n it fo
llow
ing
the
model
you p
rovi
ded
on the
boar
d. Ask
a s
tuden
t to
say
the
day
’s d
ate,
incl
udin
g th
e m
onth
,day
, an
d y
ear. W
rite
the
dat
e on the
boar
d a
nd r
ead it al
oud. Ask
anoth
er s
tuden
t to
poin
t out w
her
e st
uden
ts a
re to w
rite
thei
rnam
e an
d the
day
’s d
ate.
If
des
ired
, pro
vide
craf
t m
ater
ials
for
studen
ts to c
reat
e an
attra
ctiv
e co
ver. I
nst
ruct
them
how
to d
raw
or
cut out/
pas
te p
ictu
res
that
rep
rese
nt fo
od a
nd d
rinks
.
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
299
Less
on
1
Tell
studen
ts that
they
will
kee
p this
fold
er. As
they
com
ple
tew
ork
in C
hap
ter
9, y
ou w
ill a
sk them
to p
lace
thei
r w
ork
in this
portfo
lio f
old
er. Rem
ind them
to b
ring
the
fold
er w
ith them
to
ever
y cl
ass.
At
Ho
me
•Ass
ign tar
get nouns
for
hom
ework
stu
dy.
Dis
pla
y N
ouns
17(loca
ted o
n the
Ch
am
pio
nCD
-RO
M)
on a
tra
nsp
aren
cy o
rpro
ject
or
and a
ssig
n e
ach s
tuden
t 3-
5 nouns.
Stu
den
ts s
hould
write
the
assi
gned
word
s in
Engl
ish a
nd thei
r hom
e la
ngu
age
usi
ng
a bili
ngu
al d
ictio
nar
y. T
hey
als
o s
hould
dra
w a
pic
ture
to
dep
ict ea
ch w
ord
.
Ob
serv
ing
Stu
den
t P
rogr
ess
Det
erm
ine
whet
her
stu
den
ts m
aste
red the
langu
age
obje
ctiv
esco
vere
d in this
sec
tion. (S
ee p
age
296.
) Rev
iew
conce
pts
and g
ive
studen
ts m
ore
pra
ctic
e as
nee
ded
and then
contin
ue
with
the
nex
tse
ctio
n. CO
NN
ECT
(3 C
lass
Per
iod
s)
1.R
evie
w h
om
ewo
rk a
nd
to
pic
s co
vere
d i
n t
he
pre
vio
us
clas
sse
ssio
n.
2.In
tro
du
ce f
utu
re t
ense
; h
ave
stu
den
ts b
rain
sto
rm i
dea
sb
ased
on
a p
ho
togr
aph
.D
ispla
y G
uid
e 15
(lo
cate
d o
n the
Ch
am
pio
nCD
-RO
M)
on a
tra
nsp
aren
cy o
r pro
ject
or. T
ell
studen
ts:
Th
is f
amil
y i
s si
ttin
g at
a t
able
. W
hat
do
yo
u s
ee o
nth
e ta
ble
? [s
ala
d,
bre
ad
, m
ilk,
veget
able
s] W
rite
the
follo
win
g on
the
boar
d:
Th
ey a
re g
oin
g t
o _
_______________.
He
is g
oin
g t
o _
_____________.
She
is g
oin
g t
o _
____________.
I a
m g
oin
g t
o _
_______________.
Tell
studen
ts:
We
use
th
e w
ord
s go
ing t
oto
tal
k a
bo
ut
even
ts
or
acti
on
s th
at w
ill
hap
pen
in
th
e fu
ture
—th
e ti
me
afte
rn
ow
. Fo
r ex
amp
le,
I am
go
ing
to e
at l
un
ch a
fter
cla
ss.
I am
goin
g to
vis
it m
y m
oth
er t
om
orr
ow
. I
am g
oin
g to
rea
d a
bo
ok
to
nig
ht.
Tel
l m
e so
met
hin
g yo
u a
re g
oin
g to
do
in
th
efu
ture
.Pro
vide
corr
ectiv
e fe
edbac
k as
nee
ded
. D
raw
stu
den
tsat
tentio
n b
ack
to the
sente
nce
s on the
boar
d.
Wh
at d
o y
ou
thin
k t
his
fam
ily i
s go
ing
to d
o?
Th
ey a
re g
oin
g to
tal
k.
She
is g
oin
g to
fee
d t
he
bab
y.
He
is g
oin
g to
eat
.H
ave
studen
tpai
rs w
rite
as
man
y se
nte
nce
s as
poss
ible
follo
win
g th
e m
odel
on the
boar
d. Cal
l on p
airs
to s
har
e th
eir
sente
nce
s.
3.H
ave
stu
den
ts l
oo
k u
p t
he
targ
et v
oca
bu
lary
an
dd
emo
nst
rate
co
mp
reh
ensi
on
.Cut out th
e w
ord
s on N
ouns
17.
Org
aniz
e st
uden
ts into
sm
all gr
oups
and g
ive
each
gro
up a
neq
ual
num
ber
of
word
s. H
ave
studen
ts tak
e out th
eir
IDEA
Pic
ture
Dic
tion
ary
2an
d look
up thei
r w
ord
s in
the
dic
tionar
y.Ask
them
to thin
k ab
out how
they
will
pre
sent th
e w
ord
s to
the
rest
of
the
clas
s. C
all on g
roups
in turn
to p
rese
nt th
eir
word
s.
4.E
xp
lain
ho
w t
o d
iffe
ren
tiat
e b
etw
een
co
un
tab
le a
nd
un
cou
nta
ble
no
un
s.W
rite
the
follo
win
g on the
boar
d:
I h
ave
aco
okie
.
I h
ave
an
apple
.
Rem
ind s
tuden
ts o
f th
e ru
le they
lea
rned
in the
pre
vious
units
.
• U
se a
nbef
ore
nou
ns
tha
t st
art
wit
h a
, e,
i, o,
an
du.
• U
se a
bef
ore
nou
ns
tha
t beg
in w
ith
all o
ther
let
ters
.
Tell
studen
ts:
I’m
go
ing
to a
dd
to
th
is r
ule
. T
his
may
see
mco
nfu
sin
g, b
ut
do
n’t
wo
rry—
wit
h t
ime
and
pra
ctic
e, y
ou
wil
l u
nd
erst
and
it
wel
l.W
rite
the
follo
win
g on the
boar
d:
• U
se a
nbef
ore
sin
gu
lar
cou
nta
ble
nou
ns
tha
t st
art
wit
h
a, e
, i,
o,
an
du
.
• U
se a
bef
ore
sin
gu
lar
cou
nta
ble
nou
ns
tha
t beg
in w
ith
all
oth
er l
ette
rs.
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
300
Ch
apte
r 9
Say:
Wit
h s
om
e w
ord
s, w
e d
on
’t u
se a
or
an
. H
ere
are
som
eex
amp
les.
Write
the
follo
win
g ch
art on the
boar
d:
Wh
y d
on
’t w
e u
se a
or
an
bef
ore
th
ese
wo
rds?
In
th
e fi
rst
colu
mn
, it
’s b
ecau
se t
he
no
un
s ar
e p
lura
l—b
anan
as a
nd
app
les.
Wh
en t
he
no
un
is
plu
ral,
we
do
n’t
use
ao
ra
n.
Inth
e se
con
d c
olu
mn
, it
’s b
ecau
se t
hes
e w
ord
s ar
eu
nco
un
tab
le n
ou
ns.
Th
ey c
ann
ot
be
cou
nte
d.
We
can
pu
tth
e w
ord
so
me
bef
ore
un
cou
nta
ble
no
un
s.
Dis
pla
y G
uid
e 16
(lo
cate
d o
n the
Ch
am
pion
CD
-RO
M)
on a
tran
spar
ency
or
pro
ject
or. W
ork
with
stu
den
ts to d
eter
min
ew
het
her
eac
h f
ood is
a co
unta
ble
or
unco
unta
ble
noun. Rec
ord
the
word
s in
a c
har
t su
ch a
s th
e one
bel
ow
. Sa
ve the
char
t fo
r a
late
r ac
tivity
.
... a
nd s
o f
orth.
Write
the
follo
win
g se
nte
nce
on the
boar
d:
I w
an
t __
____
____
___.
Poin
t to
eac
h p
ictu
re o
f fo
od, one
at a
tim
e, a
nd a
sk s
tuden
ts to
com
ple
te the
sente
nce
usi
ng
a,
an
,or
som
ean
d the
nam
e of
the
food. Pro
vide
posi
tive
rein
forc
emen
t an
d c
orr
ectiv
e fe
edbac
k as
nee
ded
. After
ora
l pra
ctic
e, introduce
Act
ivity
83
in the
Write
r
and r
evie
w the
direc
tions
and e
xam
ple
s. H
ave
studen
ts c
om
ple
teth
e ac
tivity
with
a p
artn
er a
nd then
rev
iew
the
answ
ers
with
the
clas
s.
5.E
nga
ge s
tud
ents
in
a p
re-r
ead
ing
acti
vity
to
an
tici
pat
eco
nte
nt,
pu
rpo
se,
and
org
aniz
atio
n o
f a
read
ing
sele
ctio
n;
po
int
ou
t te
xt
feat
ure
s; h
ave
stu
den
ts l
iste
n f
or
key
wo
rds,
ph
rase
s, a
nd
sim
ple
sen
ten
ces,
an
d p
rod
uce
sim
ple
voca
bu
lary
in
an
aca
dem
ic s
etti
ng.
Tell
studen
ts:
Tu
rn t
op
age
86 i
n y
ou
r R
ead
er.
Let’
s p
re-r
ead
th
is a
rtic
le t
oge
ther
.Le
t’s
star
t w
ith
th
e ti
tle.
Po
int
to t
he
titl
e. W
hat
is
the
titl
eo
f th
is r
ead
ing?
[“Sa
tisf
y Y
our
Swee
t Too
th a
t th
e D
elic
iou
sD
iner
”]W
ho
is
the
auth
or
of
the
arti
cle?
[M
aya
Alle
y]T
his
is
a m
agaz
ine
arti
cle.
Th
e ti
tle
give
s yo
u a
n i
dea
of
wh
at t
he
arti
cle
is a
bo
ut.
A d
iner
is
a ty
pe
of
rest
aura
nt.
A d
iner
usu
ally
has
a l
on
g co
un
ter
and
sto
ols
fo
r p
eop
le t
o s
it o
n.
Wh
at d
o y
ou
th
ink
a s
wee
t to
oth
is?
Sw
eet
too
this
an
idio
m;
wh
en s
om
eon
e h
as a
sw
eet
too
th,
it m
ean
s th
ey l
ike
to e
at f
oo
ds
that
are
sw
eet—
foo
ds
lik
e co
ok
ies,
cak
es,
and
pie
s. W
hat
do
yo
u t
hin
k t
his
art
icle
is
abo
ut?
Let
’s l
oo
k a
tth
e p
ictu
res.
If d
esired
, pro
ject
the
conce
pt pic
ture
(lo
cate
d o
n the
Ch
am
pion
CD
-RO
M)
onto
a lar
ge s
cree
n. Tal
k ab
out th
e co
nce
pt pic
ture
(show
n o
n p
age
87 o
f th
e Rea
der
): T
his
pic
ture
sh
ow
s a
bak
er.
Bak
ers
mak
e b
read
an
d m
any d
iffe
ren
t k
ind
s o
fd
esse
rts—
cak
es,
coo
kie
s, p
ies.
Wh
at i
s th
e b
aker
ho
ldin
g?[b
rea
d]
Wh
at c
olo
r ar
e h
er c
loth
es?
[wh
ite]
Bak
ers
oft
en w
ear
wh
ite
clo
thin
g an
d a
wh
ite
hat
. W
hy d
o y
ou
th
ink
th
eyw
ear
wh
ite
clo
thes
? H
ow
do
yo
u t
hin
k s
he
feel
s? W
hy?
Do
yo
u t
hin
k s
he
lik
es h
er j
ob
? R
aise
yo
ur
han
d i
f yo
u k
no
wh
ow
to
bak
e. W
hat
do
yo
u k
no
w h
ow
to
bak
e?D
iscu
ss a
nd
ask
ques
tions
about th
e oth
er p
ictu
res
and c
aptio
ns
asso
ciat
edw
ith the
artic
le. Ask
stu
den
ts to p
rovi
de
as m
uch
det
ail as
they
can. Rep
eat an
d a
dd to s
tuden
ts’ des
crip
tions
and c
om
men
ts.
Plu
ral
No
un
sU
nco
un
tab
le N
ou
ns
I w
ant ban
anas
.I
wan
t ap
ple
s.I
wan
t so
me
cere
al.
I w
ant so
me
soup.
Co
un
tab
leU
nco
un
tab
le
cooki
ebre
ad
apple
cere
al
stra
wber
rym
ilk
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
301
Less
on
1
6.R
ead
th
e te
xt;
en
cou
rage
stu
den
ts t
o a
sk q
ues
tio
ns
tocl
arif
y m
ean
ing;
dis
cuss
th
e au
tho
r’s
pu
rpo
se a
nd
po
int
of
view
an
d t
hei
r ef
fect
s o
n t
he
tex
t.W
ithout st
oppin
g, r
ead the
artic
le a
loud tw
ice
or
hav
e st
uden
ts lis
ten to the
Ch
am
pio
n
Audio
CD
. Then
rea
d the
text
aga
in; how
ever
, th
is tim
e st
op
afte
r ea
ch s
ente
nce
and a
sk s
tuden
ts to r
epea
t ea
ch s
ente
nce
afte
r yo
u. Als
o tak
e tim
e to
exp
lain
any
word
s th
at s
tuden
tsdon’t
under
stan
d. Rea
d the
text
a f
ourth tim
e, b
ut fo
r th
isre
adin
g st
op a
t ea
ch b
old
ed w
ord
. H
ave
studen
ts s
upply
the
mis
sing
word
. Enco
ura
ge s
tuden
ts to a
sk q
ues
tions
about th
ear
ticle
. G
ive
studen
ts tim
e fo
r pai
red r
eadin
g. A
sk them
if
they
thin
k th
e ar
ticle
is
posi
tive,
neg
ativ
e, o
r neu
tral
.
7.C
hec
k s
tud
ent
com
pre
hen
sio
n;
sho
w s
tud
ents
ho
w t
oid
enti
fy m
ain
id
ea a
nd
det
ails
of
the
arti
cle.
Tell
studen
ts:
Th
ere
are
qu
esti
on
s at
th
e en
d o
f th
e ar
ticl
e. I
wan
t yo
u t
oan
swer
th
e q
ues
tio
ns.
Rea
d e
ach C
om
pre
hen
sion C
hec
kques
tion s
low
ly. W
hen
a s
tuden
t pro
vides
the
corr
ect an
swer
,as
k him
or
her
to r
ead the
sente
nce
that
conta
ins
the
answ
er.
Exa
mple
:C
om
pre
hen
sion
Qu
esti
on: W
hen
will
the
Del
icio
us
Din
er
open
?A
nsw
er:
nex
t m
on
th; “T
he
Del
icio
us
Din
er is
goin
g to
open
in S
pringf
ield
nex
t m
onth
.”
Then
ask
: W
hat
is
the
mai
n i
dea
of
the
arti
cle?
Giv
e st
uden
tsa
chan
ce to d
iscu
ss thei
r id
eas.
Tel
l st
uden
ts that
a W
H-g
raphic
org
aniz
er w
hic
h a
nsw
ers
the
ques
tions
wh
o,
wh
at,
wh
en,
wh
ere,
and
wh
yca
n h
elp them
artic
ula
te the
mai
n idea
.
Exa
mple
:
Ask
ques
tions
about th
e gr
aphic
org
aniz
er:
Wh
o i
s th
e m
ain
per
son
in
th
e ar
ticl
e? [L
ind
a T
obosa
]W
hat
is
Lin
da
To
bo
sad
oin
g?[o
pen
ing a
din
er]
Wh
en i
s th
e d
iner
go
ing
to o
pen
?[n
ext
mon
th] …
and s
o f
orth. O
rgan
ize
studen
ts into
pai
rs a
nd
hav
e th
em tak
e tu
rns
aski
ng
and a
nsw
erin
g th
e W
H-q
ues
tions.
Then
show
stu
den
ts h
ow
to u
se the
info
rmat
ion in the
grap
hic
org
aniz
er to c
reat
e a
sente
nce
: Li
nd
a T
obosa
is
open
ing a
din
er
nex
t m
on
th i
n d
ow
nto
wn
Spri
ngfi
eld
to s
ha
re h
er b
akin
g t
ale
nt
wit
h o
ther
s. N
ext,
ask
studen
ts to iden
tify
som
e of
the
det
ails
in
the
artic
le. Rec
ord
the
det
ails
on the
boar
d.
• w
ill
serv
e m
an
y d
esse
rts
• o
pen
da
ily
• u
se o
nly
fre
sh i
ngre
die
nts
• m
ake
hom
ema
de
bre
ad
... a
nd s
o f
orth.
Save
this
info
rmat
ion f
or
the
nex
t ac
tivity
.
8.M
od
el f
or
stu
den
ts h
ow
to
wri
te a
sum
mar
y p
arag
rap
h;
hav
e st
ud
ents
wri
te a
su
mm
ary p
arag
rap
h.H
ave
studen
ts w
rite
a s
um
mar
y of
the
artic
leusi
ng
the
info
rmat
ion f
rom
the
pre
vious
activ
ity. D
o this
first
as
a cl
ass
so s
tuden
ts h
ave
a m
odel
to f
ollo
w.
Exp
lain
that
the
sente
nce
the
clas
scr
eate
d f
rom
the
WH
-gra
phic
org
aniz
erca
n b
e th
e to
pic
sen
tence
. The
det
ails
will
pro
vide
additi
onal
info
rmat
ion that
rela
tes
to the
topic
sen
tence
. Rem
ind
studen
ts o
f th
e w
ritin
g pro
cess
they
hav
e bee
n f
ollo
win
g: p
re-
writin
g, w
hic
h they
com
ple
ted in the
pre
vious
activ
ity; w
ritin
g;re
visi
ng;
and e
diti
ng.
Rev
iew
eac
h s
tep w
ith s
tuden
ts a
nd h
elp
them
as
nee
ded
. Allo
w tim
e in
cla
ss f
or
studen
ts to s
har
e th
eir
par
agra
phs
with
in s
mal
l gr
oups.
Hav
e st
uden
ts p
ut th
eir
com
ple
ted s
um
mar
y in
thei
r ch
apte
r portfo
lio.
WHO
Lin
da
To
bo
sa
WHAT
op
en
ing
a d
ine
r
WHEN
ne
xt
mo
nth
WHERE
do
wn
tow
n
Sp
rin
gfie
ld
WHY
to s
ha
re
he
r b
akin
g
tale
nt
with
oth
ers
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
302
Ch
apte
r 9
9.H
ave
stu
den
ts c
on
nec
t in
form
atio
n f
rom
tex
t to
sel
f.H
ave
studen
ts turn
to p
age
88 in thei
r Rea
der
. Poin
t out th
e “M
ake
Connec
tions”
box
to s
tuden
ts. Te
ll st
uden
ts that
this
is
a new
feat
ure
in the
Rea
der
. Thes
e ques
tions
ask
them
to c
onnec
t th
ein
form
atio
n in the
artic
le to thei
r ow
n liv
es. Rea
d “
Mak
eConnec
tions”
alo
ud a
nd then
cal
l on s
tuden
t vo
lunte
ers
topar
aphra
se it in
thei
r ow
n w
ord
s. O
rgan
ize
studen
ts into
pai
rsan
d h
ave
them
dis
cuss
the
ques
tions.
Cal
l on p
airs
to s
har
e th
eir
resp
onse
s w
ith the
whole
cla
ss.
10.
Hav
e st
ud
ents
ex
trac
t k
ey w
ord
s, p
hra
ses,
an
d s
ente
nce
sfr
om
tex
t an
d u
se t
arge
t n
ou
ns,
ad
ject
ives
, an
d a
dve
rbs.
Ref
er s
tuden
ts to the
counta
ble
/unco
unta
ble
noun c
har
t yo
ucr
eate
d in a
n e
arlie
r ac
tivity
. Rem
ind s
tuden
ts that
counta
ble
nouns
are
thin
gs that
can
be
counte
d indiv
idual
ly, w
her
eas
unco
unta
ble
nouns
cannot be
counte
d indiv
idual
ly. O
rgan
ize
studen
ts in p
airs
and h
ave
them
sea
rch the
bold
ed w
ord
s in
the
artic
le f
or
exam
ple
s of
counta
ble
nouns
(e.g
., co
oki
e, c
ake,
pie
,bak
er)
and e
xam
ple
s of
unco
unta
ble
nouns
(e.g
., ce
real
, so
up,
bre
ad, m
ilk). C
all on s
tuden
ts to s
har
e th
eir
word
s w
ith the
clas
s.Rec
ord
thei
r w
ord
s on the
boar
d a
nd p
rovi
de
corr
ectiv
efe
edbac
k as
nee
ded
.
Nex
t, w
rite
the
follo
win
g se
nte
nce
s on the
boar
d. Ask
stu
den
tsto
fin
d e
ach o
f th
ese
sente
nce
s in
the
artic
le in the
Rea
der
.
Peo
ple
are
hu
ngry
in t
he
morn
ing.
Lin
da
Tobosa
’s s
pec
ialty i
s a
sou
rle
mon
an
d s
wee
tst
raw
ber
ry
cake,
sh
ow
n i
n t
his
pic
ture
.
If y
ou
’re
in a
hu
rry,
you
ca
n s
top b
y a
nd
pic
k u
p a
dozen
frost
edd
ou
gh
nu
ts.
If y
ou
are
th
irst
y,
the
Del
icio
us
Din
er i
s goin
g t
o h
ave
ma
ny
dif
fere
nt
dri
nks.
Acc
ord
ing t
o T
obosa
, a
ll t
he
bre
ad
at
the
Del
icio
us
Din
er w
ill
be
hom
ema
de.
She
wil
l u
se f
resh
ingre
die
nts
in
th
e fo
od
sh
e se
rves
.
Th
ere
wil
l be
coff
ee,
sod
a,
wa
ter,
mil
k,
an
d s
pa
rkli
ng
juic
e.
Ask
stu
den
ts:
Wh
at d
o a
ll t
he
un
der
lin
ed w
ord
s h
ave
inco
mm
on
?[th
ey a
re a
ll a
dje
ctiv
es]
Wh
at d
o a
dje
ctiv
es d
o?
[des
crib
e n
ou
ns] R
evie
w e
ach a
dje
ctiv
e an
d h
elp s
tuden
tsunder
stan
d w
hat
it m
eans.
If
poss
ible
, al
low
stu
den
ts to tas
teso
met
hin
g sw
eet (e
.g.,
a ch
oco
late
chip
) an
d s
om
ethin
g so
ur
(e.g
., a
slic
e of
lem
on). S
how
them
an e
xam
ple
of
som
ethin
gsp
arkl
ing
(e.g
., ca
rbonat
ed juic
e) a
nd f
rost
ed (
e.g.
, a
dough
nut).
Ask
stu
den
ts q
ues
tions
about th
eir
likes
and d
islik
es:
Do
yo
uli
ke
swee
t fo
od
s? D
o y
ou
lik
e so
ur
foo
ds?
Do
yo
u l
ike
fro
sted
do
ugh
nu
ts?
Rem
ind s
tuden
ts o
f th
e im
portan
ce o
f a
bal
ance
d d
iet an
d e
mphas
ize
that
it is
unhea
lthy
to e
at too m
any
swee
ts. In
troduce
Act
ivity
84
in the
Write
r. R
evie
w the
direc
tions
and e
xam
ple
. If n
eces
sary
, re
view
how
to f
orm
plu
rals
. H
ave
studen
ts c
om
ple
te the
work
shee
t w
ith a
par
tner
. Rev
iew
the
answ
ers
with
the
clas
s.
Nex
t, w
rite
the
follo
win
g se
nte
nce
on the
boar
d a
nd h
ave
studen
ts f
ind it in
the
artic
le:
Th
e D
elic
iou
s D
iner
wil
l be
open
da
ily
for
bre
akfa
st,
lun
ch,
an
d d
inn
er.Sa
y:In
th
is s
ente
nce
,th
e w
ord
da
ily
is u
sed
as
an a
dve
rb.W
rite
ad
verb
on the
boar
d.
An
ad
verb
is
a w
ord
th
at d
escr
ibes
or
add
s to
th
em
ean
ing
of
a ve
rb,
an a
dje
ctiv
e, o
r an
oth
er a
dve
rb.
It t
ells
us
ho
w,
wh
ere,
or
wh
en.
In t
his
sen
ten
ce,
the
wo
rd d
ail
yte
lls
us
wh
en.
Usu
ally
, an
ad
verb
co
mes
aft
er t
he
verb
,ad
ject
ive,
or
adve
rb i
t is
des
crib
ing.
Write
the
follo
win
gse
nte
nce
on the
boar
d a
nd h
ave
studen
ts f
ind it in
the
artic
le:
Th
e d
iner
is
als
o g
oin
g t
o h
ave
a d
ail
ypa
sta
spec
ial.
Write
ad
ject
ive
on the
boar
d.
Th
e w
ord
da
ily
also
can
be
use
d a
s an
adje
ctiv
e. I
n t
his
sen
ten
ce,
wh
at n
ou
n i
s th
e w
ord
da
ily
des
crib
ing?
[pa
sta
spec
ial]
Wh
en w
e ta
lk a
bo
ut
a d
aily
pas
tasp
ecia
l, w
e ar
e ta
lkin
g ab
ou
t a
kin
d o
f p
asta
th
at w
ill
be
serv
ed f
or
that
day
on
ly.
It i
s sp
ecia
l fo
r th
at d
ay.W
rite
Da
ily L
ife
on the
boar
d.
Th
e n
ame
of
this
un
it i
s D
ail
y Lif
e.In
th
is t
itle
, th
e w
ord
da
ily
is u
sed
as
an a
dje
ctiv
e. W
hat
no
un
is
it d
escr
ibin
g?[li
fe]
Dai
ly l
ife
is w
hat
peo
ple
do
ever
y d
ay d
uri
ng
thei
r re
gula
r sc
hed
ule
. Fo
r ex
amp
le,
inm
y d
aily
lif
e, I
dri
ve t
o w
ork
, I
teac
h m
y s
tud
ents
, I
go
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
303
Less
on
1
ho
me,
I m
ake
din
ner
fo
r m
y f
amil
y,
I re
ad a
bo
ok
, an
dth
en I
go
to
sle
ep.
Wh
at d
o y
ou
do
in
yo
ur
dai
ly l
ife?
Allo
wst
uden
ts to s
har
e th
eir
dai
ly r
outin
es.
No
te: Adve
rbs
will
be
addre
ssed
in g
reat
er d
etai
l in
subse
quen
t le
ssons.
11.
Hav
e st
ud
ents
co
mp
are
and
co
ntr
ast
peo
ple
, p
lace
s, a
nd
thin
gs f
oll
ow
ing
a m
od
el.H
ave
studen
ts o
pen
thei
r Rea
der
to
pag
e 88
and r
ead the
last
sen
tence
: Th
e D
elic
iou
s D
iner
wil
l be
the
big
ges
t re
sta
ura
nt
in d
ow
nto
wn
Spri
ngfi
eld
whe
n i
t ope
ns
nex
t mon
th.Ask
stu
den
ts w
hat
this
sen
tence
mea
ns.
Hel
pst
uden
ts u
nder
stan
d that
the
Del
icio
us
Din
er w
ill b
e la
rger
than
all th
e oth
er r
esta
ura
nts
in d
ow
nto
wn S
pringf
ield
. M
ake
one
copy
of
Guid
e 17
and G
uid
e 18
(lo
cate
d o
n the
Ch
am
pio
nCD
-RO
M)
and c
ut out ea
ch “
pla
te.” G
uid
e 17
show
s th
ree
diffe
rent
bre
akfa
st p
late
s—a
big
bre
akfa
st, a
big
ger
bre
akfa
st, an
d the
big
gest
bre
akfa
st. G
uid
e 18
show
s th
ree
diffe
rent din
ner
pla
tes—
a sm
all din
ner
, a
smal
ler
din
ner
, an
d the
smal
lest
din
ner
. Cal
lth
ree
studen
ts u
p to the
front of
the
clas
s an
d g
ive
each
one
a“b
reak
fast
pla
te.” S
ay:
Nan
cy h
as a
big
bre
akfa
st.
Kim
has
ab
igge
r b
reak
fast
. M
ario
has
th
e b
igge
st b
reak
fast
.Then
hav
eth
e st
uden
ts r
epea
t th
ese
stat
emen
ts in the
firs
t per
son. G
uid
eth
em a
s nee
ded
: I
hav
e a
big
bre
akfa
st.
I h
ave
a b
igge
rb
reak
fast
. I
hav
e th
e b
igge
st b
reak
fast
. Then
ask
stu
den
ts:
Wh
o h
as t
he
big
gest
bre
akfa
st?
Write
big
,big
ger
, an
d b
igges
t
on the
boar
d a
s sh
ow
n:
big
big
ger
big
ges
tFo
llow
this
sam
e pro
cess
with
sm
all,
sma
ller
, an
d s
ma
lles
tusi
ng
Guid
e 18
. Sh
ow
stu
den
ts ite
ms
in the
clas
sroom
and a
sk them
ques
tions
that
req
uire
them
to c
om
par
e th
e si
zes
of
two o
r m
ore
item
s. E
mphas
ize
that
they
are
to u
se the
com
par
ativ
e w
hen
they
are
com
par
ing
two ite
ms;
they
must
use
the
super
lativ
e w
hen
they
are
com
par
ing
thre
e or
more
ite
ms.
For
exam
ple
: H
ere
are
two
pen
cils
. W
hic
h p
enci
l is
big
ger?
Lo
ok
at
thes
e th
ree
bo
ok
s. W
hic
h o
ne
is t
he
big
gest
? W
hic
h d
esk
is
smal
ler—
this
on
e o
r th
at o
ne?
Wh
o h
as t
he
big
gest
des
k?
Wh
o i
s th
e
tall
est
stu
den
t in
th
e cl
ass?
If s
tuden
ts a
re a
ble
, gi
ve them
an
opportunity
to c
om
par
e ite
ms
in the
clas
sroom
. Then
ask
oth
erques
tions
that
req
uire
studen
ts to c
om
par
e: I
s it
co
lder
in
sid
eo
r o
uts
ide?
Is
it h
ott
est
in t
he
win
ter,
sp
rin
g, o
r su
mm
er?
Isit
dar
ker
in
th
e m
orn
ing
or
at n
igh
t?…
and s
o f
orth.
At
Ho
me
•H
ave
studen
ts f
ind p
ictu
res
of
thre
e diffe
rent fo
od ite
ms
and
write
a s
ente
nce
des
crib
ing
each
one.
Eac
h s
ente
nce
must
incl
ude
at lea
st o
ne
adje
ctiv
e. P
rovi
de
model
s fo
r st
uden
ts to
follo
w:
Th
e co
okie
s a
re h
om
ema
de.
Th
e big
ges
tpin
eapple
is
in t
he
refr
iger
ato
r.
Hav
e st
uden
ts s
har
e th
eir
pic
ture
s an
d s
ente
nce
s in
sm
all gr
oups.
Circu
late
aro
und the
clas
s an
d h
elp s
tuden
ts a
s nee
ded
. H
ave
studen
ts p
ut th
eir
work
in thei
r ch
apte
r portfo
lio.
•Ass
ign tar
get ve
rbs
for
hom
ework
stu
dy.
Dis
pla
y Ver
bs
17(loca
ted o
n the
Ch
am
pio
nCD
-RO
M)
on a
tra
nsp
aren
cy o
rpro
ject
or. R
evie
w e
ach v
erb a
nd h
ave
studen
ts f
ind it in
the
artic
le a
nd r
ead the
full
sente
nce
alo
ud. Ass
ign e
ach s
tuden
t al
lth
e ve
rbs.
Stu
den
ts s
hould
write
the
verb
s in
Engl
ish a
nd thei
rhom
e la
ngu
age
usi
ng
a bili
ngu
al d
ictio
nar
y. T
hey
als
o s
hould
dra
w a
pic
ture
to d
epic
t th
e w
ord
s.
Ob
serv
ing
Stu
den
t P
rogr
ess
Det
erm
ine
whet
her
stu
den
ts m
aste
red the
langu
age
obje
ctiv
es c
ove
red
in this
sec
tion. (S
ee p
age
297.
) Rev
iew
conce
pts
and g
ive
studen
tsm
ore
pra
ctic
e as
nee
ded
and then
contin
ue
with
the
nex
t se
ctio
n.
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
304
Ch
apte
r 9
EXTE
ND
(3
Cla
ss P
erio
ds)
1.R
evie
w h
om
ewo
rk a
nd
to
pic
s co
vere
d i
n t
he
pre
vio
us
clas
sse
ssio
n.
2.A
sk s
tud
ents
qu
esti
on
s ab
ou
t th
eir
per
son
al p
refe
ren
ces;
use
a g
rap
hic
org
aniz
er t
o c
om
par
e/co
ntr
ast
info
rmat
ion
.Sh
ow
mag
azin
e pic
ture
s of
bre
akfa
st f
oods
and p
eople
eat
ing
bre
akfa
st. Then
say
: I
usu
ally
eat
bre
akfa
st a
t 7 a
.m.
I ea
tto
ast
and
egg
s. A
sk s
tuden
ts w
hat
tim
e th
ey e
at b
reak
fast
, w
hat
they
typ
ical
ly e
at f
or
bre
akfa
st, an
d w
het
her
they
eat
a b
igbre
akfa
st o
r a
smal
l bre
akfa
st. Ask
if
thei
r lu
nch
is
big
ger
or
smal
ler
than
thei
r bre
akfa
st. Ask
if
thei
r din
ner
is
big
ger
or
smal
ler
than
thei
r bre
akfa
st. Sa
y: R
aise
yo
ur
han
d i
f b
reak
fast
is y
ou
r b
igge
st m
eal
of
the
day
. R
aise
yo
ur
han
d i
f lu
nch
is
yo
ur
big
gest
mea
l o
f th
e d
ay.
Rai
se y
ou
r h
and
if
din
ner
is
yo
ur
big
gest
mea
l o
f th
e d
ay.
Rai
se y
ou
r h
and
if
yo
u l
ike
toea
t ce
real
fo
r b
reak
fast
. R
aise
yo
ur
han
d i
f yo
u l
ike
to e
atsa
lad
fo
r lu
nch
. R
aise
yo
ur
han
d i
f yo
u l
ike
to e
at s
ou
p f
or
din
ner
.Res
pond p
osi
tivel
y to
all
studen
t re
sponse
s an
ddis
coura
ge a
ny
studen
ts w
ho a
re judgm
enta
l ab
out oth
erst
uden
ts’ re
sponse
s. U
sing
the
targ
et v
oca
bula
ry a
nd o
ther
food/d
rinks
, te
ll st
uden
ts a
bout a
food ite
m y
ou lik
e, a
nd o
ne
you d
on’t
like:
I l
ike
grap
es.
I d
o n
ot
lik
e b
read
.Exp
lain
why
you lik
e or
don’t
like
each
ite
m. W
rite
the
nam
e of
the
item
s yo
ulik
e an
d d
on’t
like
on a
char
t on the
boar
d. Ask
stu
den
ts to tel
lab
out a
food they
lik
e an
d a
food they
don’t
like.
Add this
info
rmat
ion to the
char
t.
… a
nd s
o f
orth.
Once
the
info
rmat
ion is
reco
rded
in the
char
t, m
ake
stat
emen
tssu
ch a
s th
e fo
llow
ing
and w
rite
them
on the
boar
d:
I li
ke
grap
es,
bu
t I
do
no
t li
ke
bre
ad.
Jose
lik
es c
ake,
bu
t h
e d
oes
no
t li
ke
lem
on
s. L
uis
a li
kes
so
up
, b
ut
she
do
es n
ot
lik
e sa
lad
.U
nder
line
the
word
bu
tin
eac
h s
ente
nce
. Ask
stu
den
ts w
hat
this
word
mea
ns. R
emin
d s
tuden
ts that
we
use
the
word
bu
tto
connec
t tw
o p
hra
ses
that
are
diffe
rent or
expre
ss a
contras
t.Bef
ore
the
word
bu
t, w
e sa
y w
hat
the
per
son lik
es; af
ter
the
word
but,
we
say
what
the
per
son d
oes
NO
T lik
e. A
sk s
tuden
ts w
hat
oth
er w
ord
s th
ey h
ave
lear
ned
connec
t tw
o w
ord
s or
phra
ses
toge
ther
. [a
nd
, or
] Cal
l on s
tuden
ts to m
ake
sente
nce
s ab
out th
ein
form
atio
n in the
char
t using
the
model
s (...,
but ...
) yo
u w
rote
on the
boar
d. Pro
vide
corr
ectiv
e fe
edbac
k as
nee
ded
. Ref
erst
uden
ts b
ack
to the
follo
win
g se
nte
nce
s w
ritte
n o
n the
boar
d:
I li
ke g
rape
s, b
ut
I d
o n
otli
ke b
rea
d.
Jose
lik
es c
ooki
es,
but
he
doe
s n
otli
ke l
emon
s.
Rei
nfo
rce
with
stu
den
ts that
we
use
the
plu
ral fo
rm o
f co
unta
ble
nouns
(gra
pes
, co
oki
es)
and the
singu
lar
form
of
unco
unta
ble
nouns
(bre
ad, so
da)
when
we
mak
e ge
ner
aliz
atio
ns.
Introduce
Act
ivity
85
in the
Write
r an
d r
evie
w the
direc
tions
and e
xam
ple
.H
ave
studen
ts c
om
ple
te the
work
shee
t in
dep
enden
tly. Rev
iew
the
answ
ers
with
the
clas
s.
3.H
ave
stu
den
ts s
equ
ence
ste
ps
in s
tart
ing
a b
usi
nes
s (e
.g.,
op
enin
g a
din
er)
and
pre
par
e a
sho
rt o
ral
pre
sen
tati
on
.Te
ll st
uden
ts:
Th
e ar
ticl
e w
e re
ad i
s ab
ou
t a
wo
man
wh
oo
pen
ed h
er o
wn
res
tau
ran
t. E
very
day
, p
eop
le s
tart
new
bu
sin
esse
s. T
o s
tart
a b
usi
nes
s, y
ou
mu
st f
oll
ow
man
yst
eps.
Th
ink
ab
ou
t o
pen
ing
a d
iner
. W
hat
ste
ps
do
yo
un
eed
to
fo
llo
w?
Allo
w s
tuden
ts to s
har
e th
eir
idea
s (e
.g.,
find a
spac
e, d
ecid
e w
hat
kin
d o
f fo
od to s
erve
, nam
e th
e din
er, hire
emplo
yees
). A
sk s
tuden
ts to thin
k ab
out w
hat
typ
e of
busi
nes
sth
ey w
ould
lik
e to
sta
rt. Rec
ord
thei
r id
eas
on the
boar
d. Then
org
aniz
e st
uden
ts b
ased
on thei
r pre
fere
nce
s (e
.g.,
one
group
will
sta
rt a
din
er; an
oth
er g
roup w
ill s
tart a
conve
nie
nce
sto
re;
anoth
er g
roup w
ill s
tart a
car
rep
air
shop; an
d s
o f
orth).
Pers
on
Like
sD
oes
n’t
Lik
e
Mrs
. Sa
nch
ezgr
apes
bre
ad
Jose
cooki
esle
mons
Luis
aso
up
sala
d
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
305
Less
on
1
Gro
ups
should
first
lis
t al
l th
e st
eps
they
nee
d to f
ollo
w in o
rder
to s
tart thei
r busi
nes
s. T
hen
they
should
work
toge
ther
to
sequen
ce the
step
s—w
hat
com
es f
irst
, se
cond, th
ird, an
d s
ofo
rth. H
ave
groups
crea
te a
short o
ral pre
senta
tion a
bout th
eir
new
busi
nes
s to
shar
e w
ith the
clas
s. G
ive
groups
time
in c
lass
to p
lan w
hat
they
will
say
and w
hat
they
will
show
as
par
t of
thei
r pre
senta
tion. Enco
ura
ge s
tuden
ts to w
rite
note
s on index
card
s ab
out w
hat
they
will
say
. Rem
ind them
to r
ehea
rse
thei
rpre
senta
tion a
nd to u
se v
olu
me,
stres
s, p
acin
g, e
nunci
atio
n, ey
eco
nta
ct, an
d g
estu
res
that
mee
t th
e nee
ds
of
thei
r au
die
nce
.Circu
late
aro
und the
room
and p
rovi
de
assi
stan
ce a
s nee
ded
with
sugg
estio
ns,
voca
bula
ry, sp
ellin
g, a
nd s
o f
orth.
4.H
ave
stu
den
ts d
eliv
er a
sh
ort
ora
l p
rese
nta
tio
n.Allo
w tim
ein
cla
ss f
or
groups
to m
ake
a brief
pre
senta
tion a
bout th
eir
new
busi
nes
s. A
ffirm
good u
se o
f vo
lum
e, s
tres
s, p
acin
g, e
nunci
atio
n,
eye
conta
ct, an
d g
estu
res
that
mee
t th
e nee
ds
of
thei
r au
die
nce
.Enco
ura
ge o
ther
stu
den
ts to a
sk q
ues
tions
follo
win
g a
group’s
pre
senta
tion.
5.H
ave
stu
den
ts i
nit
iate
a l
ette
r to
a f
rien
d.D
ispla
y G
uid
e 4
(use
d in U
nit
2) o
n a
tra
nsp
aren
cy o
r pro
ject
or.
Cal
l on s
tuden
ts to r
ead e
ach s
ente
nce
alo
ud. Then
write
the
follo
win
g on the
boar
d:
yest
erd
ay
no
w/t
od
ay
tom
orr
ow
Th
e bo
ysTh
e bo
ys
Th
e bo
ys a
rew
ere
eati
ng.
are
ea
tin
g.go
ing
to e
at.
Poin
t out th
at the
firs
t se
nte
nce
tal
ks a
bout th
e pas
t, th
e se
cond
sente
nce
tal
ks a
bout th
e pre
sent,
and the
third s
ente
nce
tal
ksab
out th
e fu
ture
. Fo
llow
this
pro
cess
with
the
oth
er thre
epic
ture
s/se
nte
nce
s on G
uid
e 4.
Nex
t, te
ll st
uden
ts that
they
are
goin
g to
write
a let
ter
to a
frien
ddes
crib
ing
a new
res
taura
nt.
The
rest
aura
nt ca
n b
e re
al o
rim
agin
ary.
Exp
lain
that
you w
ant th
em to u
se a
t le
ast one
form
of
the
pre
sent pro
gres
sive
—ta
lk a
bout th
e pas
t, pre
sent,
or
futu
re—
in thei
r le
tter
s. W
rite
a let
ter
as a
cla
ss f
irst
so s
tuden
tshav
e a
model
to f
ollo
w.
Exa
mple
:
Dea
r Bob,
I w
as w
alki
ng
dow
nto
wn y
este
rday
. I
saw
a n
ew d
iner
ca
lled F
iref
lies.
I h
ad a
del
icio
us
sala
d a
nd s
par
klin
g ju
ice
for
lunch
. I
am g
oin
g to
eat
ther
e to
morr
ow
.
Your
frie
nd,
Car
m
At
Ho
me
•Ask
stu
den
ts to c
om
ple
te thei
r le
tter
s to
a f
rien
d a
t hom
e. A
llow
time
in c
lass
for
studen
ts to s
har
e th
eir
letter
s. S
tuden
ts s
hould
incl
ude
thei
r le
tter
s in
the
chap
ter
portfo
lio.
Ob
serv
ing
Stu
den
t P
rogr
ess
Det
erm
ine
whet
her
stu
den
ts m
aste
red the
langu
age
obje
ctiv
esco
vere
d in this
sec
tion. (S
ee p
age
297.
) Rev
iew
conce
pts
and g
ive
studen
ts m
ore
pra
ctic
e as
nee
ded
and then
contin
ue
with
the
nex
tse
ctio
n.
Copy
righ
t ©
2007
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
Desc
ribe
ItDI
RECT
IONS
:Writ
ea
sent
ence
abou
teac
hpi
ctur
e.U
seon
ead
ject
ive
and
one
noun
inea
chse
nten
ce.
Use
the
wor
dba
nks
tohe
lpyo
usp
ellt
hew
ords
.U
seea
chw
ord
one
time
only.
Exam
ple:
____
____
____
____
____
____
____
____
____
____
____
____
____
____
1.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
2.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
3.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
4.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
5.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
6.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
brea
dca
kedo
ughn
ut
frui
tju
ice
lem
on
lettu
cem
eat
soup
Unit 3: Daily Life • Chapter 9: Let’s Eat!
Activ
ity84
Date
: __
____
____
____
____
____
__
Adje
ctiv
eW
ord
Bank
�
Noun
Wor
d Ba
nk
I eat
fre
sh f
ruit
in t
he
mo
rnin
g.
delic
ious
fam
ous
fres
h
fros
ted
hom
emad
eol
d
sour
spar
klin
gsw
eet
�
Can
You
Coun
tIt?
DIRE
CTIO
NS:C
ompl
eteea
chse
nten
ceab
outt
hefo
odor
drin
kite
msh
own
inth
epi
ctur
e.The
nwrit
eif
thefo
odor
drin
kwor
dis
coun
tabl
eor
unco
untabl
e.
Exam
ples
:The
reis
____
____
____
____
____
____
onth
etabl
e.__
____
____
____
___
The
reis
____
____
____
____
____
____
onth
etabl
e.__
____
____
____
___
1.The
reis
____
____
___
____
____
____
___
onth
etabl
e.__
____
____
____
___
2.The
reis
____
____
___
____
____
____
___
onth
etabl
e.__
____
____
____
___
3.The
reis
____
____
___
____
____
____
___
onth
etabl
e.__
____
____
____
___
4.The
reis
____
____
___
____
____
____
___
onth
etabl
e.__
____
____
____
___
5.The
reis
____
____
___
____
____
____
___
onth
etabl
e.__
____
____
____
___
6.The
reis
____
____
___
____
____
____
___
onth
etabl
e.__
____
____
____
___
Unit 3: Daily Life • Chapter 9: Let’s Eat!
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Unit 3: Daily Life • Chapter 9: Let’s Eat!
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____
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____
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24 Unit 5 � Chapter 18
Prose, Poetry, and Drama: Examining GenresBy Michelle Chew
The word literature refers to the stories of a language, culture, or time period. Literaturecan be divided into three main types or genres: prose, poetry, and drama. Each maingenre can be further divided into subgenres. Each genre has certain characteristics thatdistinguish it from others.
UNIT 5: COMMUNICATING IDEAS AND TAKING ACTION
Chapter 18: Literature Matters
Three Major Genres of Literature
PROSE POETRY DRAMA
Nonfiction
textbooksessays
news storiesbiographies
Epic Lyric Dramatic Tragedy ComedyFiction
novels/novellasshort storiesfairy tales
fablesfolktaleslegendstall tales
historical fictionfantasies
science fiction
� Prose, poetry, and drama are three main genres of literature. Each main genre has subgenres.
The following pages include the materials needed to teach one lesson from the Champion Blue Level program (Intermediate).
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
25Prose, Poetry, and Drama
PART 1: PROSEProse: The Language of Everyday SpeechProse is writing that tries to mirror the language of everyday speech. It consists ofsentences grouped into paragraphs that together form a meaningful piece of writing.There are two main types of prose: fiction and nonfiction. Fiction refers to any storythat is created from an author’s imagination. Nonfiction is a story or account ofsomething that is based on fact.
Nonfiction: Based on FactSome subgenres of nonfiction prose are textbooks, essays,news stories, and biographies. These types of writings arguefor an idea. They try to convince readers to do something orexplain and analyze information. For example, essays areshort pieces of prose that discuss a subject from the author’spoint of view. Biographies give detailed accounts of a person’slife story. Bettina Ling’s book Maya Lin is a biography aboutthe woman who designed important national memorials in theUnited States. This is an excerpt, or part, of Ling’s book:
Maya was born in Athens, on October 5, 1959. Herparents were Chinese immigrants (people who move toanother country to live permanently). Maya’s mother,Julia Chang Lin, was born in Shanghai, China. Herfather, Henry Huan Lin, came from a very distinguishedfamily of anti-Communist politicians and thinkers in Beijing, China.
Nonfiction authors like Ling frequently use literal language. This is language that isaccurate, truthful, and direct. In comparison, fiction writers commonly use figurativelanguage—such as similes, irony, and symbolism—to create images that appeal to readers’ imaginations.
� This photograph, taken in 1989,shows Maya Lin working in herstudio. One of her most famousdesigns was for the VietnamVeterans Memorial inWashington, D.C.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
26 Unit 5 � Chapter 18
Fiction: Based on ImaginationWhile nonfiction is based on fact, fiction comes from an author’s imagination. Forexample, Jack London’s The Call of the Wild is an imaginative story about theadventures of a dog named Buck. The author tells the story from Buck’s point of viewand helps readers to imagine what the dog might think or feel. This is an excerpt fromThe Call of the Wild:
[Buck] knew how to take advantage of every cover, to crawl on his belly like asnake, and like a snake to leap and strike.
In this excerpt, the author uses a simile to show how Buck’s movements are careful andquick. Similes compare two things—for example, Buck and a snake—using the wordlike or as. Fiction writers often invent people, places, and situations that do not exist inthe real world. To make these things believable, authors use words to create a picturein readers’ minds. This literary technique is called imagery. Imagery gives readers anidea of how something looks, smells, tastes, sounds, and feels. Similes are a type ofimagery often used in fiction.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
27Prose, Poetry, and Drama
Five Elements of FictionFiction has five key elements or characteristics: characterization, plot, setting, theme,and style. First, a work of fiction should have vivid, believable characters, especiallythe main character. The “I,” or person who tells the story, is the narrator. Thenarrator is not necessarily the author and may be a character in the story. Forexample, F. Scott Fitzgerald wrote the classic novel called The Great Gatsby; however,a character in the book named Nick Carraway narrated the story. Second, the plot ishow the events of a story are organized, usually with a beginning, a middle, and anending. Third, the setting refers to the time and place where the story takes place.For example, The Great Gatsby is set in Long Island and New York City during theearly 1920s. Fourth, the theme is the central idea of a story. For example, the themeof The Great Gatsby is about trying to achieve the American dream. Fifth, the author’sunique narrative style is the way in which he or she tells the story.
Elements of Fiction
Characterization:what the characters in the story are like
Plot: how the events of the story are organized
Setting: where and when the story takes place
Theme:the central idea of the story
Style: the way the author tells the story
� There are five key elements of fiction: characterization, plot, setting, theme, and style.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
28 Unit 5 � Chapter 18
Types of Fiction: Fairy Tales, Fables, Folktales, Legends, Tall Tales, and Historical FictionFairy tales, fables, folktales, legends, and tall tales are traditional forms of fiction. Fairytales are about magical beings like fairies, elves, and goblins and have happy endings.Fables use allegory to give a moral lesson. Allegory is when characters are used torepresent things or ideas. Authors use allegory in order to teach what is right andwrong. Authors also use personification, which means to give a non-human thing in astory the ability to speak, feel, and act like a human being.
Antoine de Saint-Exupéry’s fable The Little Prince uses both allegory andpersonification. In the excerpt below, a flower is preparing to talk to the little prince.The flower represents a person who flirts a lot and wants a great deal of attention fromothers:
The flower continued her beauty preparations in the shelter of her green chamber, selecting her colors with the greatestcare and dressing quite deliberately, adjusting her petals oneby one. … And then one morning, precisely at sunrise, sheshowed herself.
And after having labored so painstakingly, she yawned and said [to the little prince], “Ah! I’m hardly awake … Forgiveme … I’m still all untidy … ”
By personifying the flower and other objects and animals in The Little Prince, the authormakes the story an allegory to teach about human nature. Antoine de Saint-Exupéryalso uses symbolism in The Little Prince. Symbolism is using one thing to representanother. For example, the speeding trains in The Little Prince represent people who areso busy trying to improve their lives that they do not appreciate what they already have.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
29Prose, Poetry, and Drama
Fairy tales and fables are often based on folktales—storiesthat were originally shared by word-of-mouth among a group ofpeople. Folktales are passed orally from generation togeneration until they are written down. Stories like“Cinderella” and “Beauty and the Beast” are folktales fromdifferent parts of Europe. Folktales, especially tall tales, alsoare an important part of American literature. Tall tales arehumorous stories that use hyperbole or exaggeration to showfamous people—real or imaginary—doing clever or impossiblethings. For example, the giant lumberjack Paul Bunyan is amythical figure who was so strong that he dug the GrandCanyon by dragging his axe behind him.
Legends—traditional stories about people and places fromthe past that may or may not be true—are another type offolktale. The Mightiest Heart is a legend written by Lynn Cullen. It is about PrinceLlywelyn and his faithful dog Gelert who lived 800 years ago in a country called Wales.Although some elements may be factual, legends are considered fiction because the peopleand events took place so long ago that they often cannot be proven. At the end of TheMightiest Heart, the author writes:
In the mountains of Snowdonia there is an actual grave marking the resting place of Prince Llywelyn’s loyal wolfhound, Gelert. …
But is the story of Gelert true? In Wales, truth can be likethe mountains, silent and unmovable. Or it can be like thebrooks that trickle through the mountains—ever sparkling,ever changing, ever slipping into time.
� Early American settlers toldtall tales about the giantman Paul Bunyan.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
30 Unit 5 � Chapter 18
Tall tales and legends are examples of how the characters and events in fiction maybe based on real life even if the story itself is made up. Historical fiction is a modernsubgenre of fiction involving people and events set in a particular period of history.Although fictional, historical fiction tries to include accurate details of that time period.For example, The Adventures of Huckleberry Finn takes place along the Mississippi Riverduring the mid-nineteenth century when slavery was still allowed in the South. Jim is arunaway slave whom Huckleberry Finn befriends. Here is an excerpt from the book inwhich Jim tells Huck that he ran away from his owner:
[Jim] looked pretty uneasy, and didn’t say nothing for a minute. Then he says:“Maybe I better not tell.”“Why, Jim?”“Well, dey’s reasons. But you wouldn’ tell on me ef I ’uz
to tell you, would you, Huck?”“Blamed if I would, Jim.”“Well, I b’lieve you, Huck. I—I run off.”“Jim!”“But mind, you said you wouldn’ tell … , Huck.”“Well, I did. I said I wouldn’t, and I’ll stick to it. … I ain’t agoing to tell, and
I ain’t agoing back there anyways. So now, le’s know all about it.”
By making the characters speak the way that peoplefrom that place and time spoke, the author MarkTwain helps the reader understand what life waslike during that period in history.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
31Prose, Poetry, and Drama
Types of Fiction: Fantasy and Science FictionWhile historical fiction is set in the real world, fantasy and science fiction take place inimaginary settings. Magic and supernatural beings—such as angels, monsters, and elves—are key elements in fantasy. Compared with fairy tales, fantasies are longer and moreserious and complex, and they may not have happy endings. The Lord of the Rings byJ.R.R. Tolkien and the Harry Potter series by J.K. Rowling are examples of fantasyliterature. While fantasy is often based on what is impossible in the real world, sciencefiction is based on what may be possible through advances in science and technology.Science fiction is set in the future, in outer space, or in alternative worlds created by the author.
Length and Complexity of Fiction: Novels, Novellas, and Short StoriesProse fiction can be divided into subgenres based on length and complexity. Novels are atleast 50,000 words long with well-developed characters, plot, setting, theme, and style.The Call of the Wild, The Adventures of Huckleberry Finn, and The Great Gatsby are all novels. A novella has about 20,000 to 40,000 words, which is shorter than a novel. Novellas allowauthors to explore and develop the characters and themes more fullythan in short stories. American author Ernest Hemingway’s The Old
Man and the Sea and English writer George Orwell’s Animal Farm areexamples of novellas. Short stories are shorter and more focused thannovellas. They usually involve one main character and event. GarySoto is an author of many short stories that are based on his life as aMexican American boy growing up in Fresno, California. His shortstory called “Broken Chain” is about a young boy named Alfonso whois getting ready for his first date. Here is an excerpt from the story:
At four he decided to get it over with and started walking toSandra’s house, trudging slowly, as if he were waist-deep inwater. Shame colored his face. How could he disappoint hisfirst date? She would probably laugh. She might even call him menso [foolish].
� Gary Soto is a famouspoet, essayist, andfiction writer.“Broken Chain” isincluded in his bookof short stories calledBaseball in April.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
32 Unit 5 � Chapter 18
PART 2: POETRY AND DRAMAPoetry: Written in Verse FormPoetry is the second main literary genre. Poetry has three main subgenres: epic, lyric,and dramatic poems. Epic poems are long poems that tell about a great hero. Lyricpoems express a poet’s feelings and have the characteristics of a song. Dramatic poemsare intended to be spoken aloud in front of an audience.
In contrast to prose, poetry is written in verse form and broken up into lines. Inprose, sentences are organized into sections called paragraphs. In poems, lines areorganized into sections called stanzas. Each stanza may contain a different idea. Astanza consists of lines grouped together according to rhyming pattern, rhythm, andlength.
Many, but not all poems, rhyme. Poems that do not rhyme are called blank verse.Rhythm is the pattern of how sounds are repeated, depending on the number of
syllables and the emphasis on eachsyllable. For example, read the openingline of Maya Angelou’s poem “On thePulse of Morning”:
A Rock, A River, A Tree.
In this line, all the A’s are unstressed,and the words “Rock,” “River,” and“Tree” are stressed. This pattern of anunstressed syllable followed by astressed syllable creates the rhythm ofthe poem. “On the Pulse of Morning” isan example of a lyric poem.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
33Prose, Poetry, and Drama
Lines in a poem may or may not finish at the end of a sentence. By beginning andending the line of a poem in a certain way, the poet emphasizes certain words and creates arhythm and flow for the reading. This is the last stanza of the same poem by MayaAngelou:
Here on the pulse of this new day [1]You may have the grace to look up and out [2]And into your sister’s eyes, [3]And into your brother’s face, [4]Your country, [5]And say simply [6]Very simply [7]With hope— [8]Good morning. [9]
This stanza is actually one long sentence broken up into a number of lines. Some sourcesbreak this poem into nine lines (shown here), and others break it into eight lines. Breakingup a sentence like this gives the reader visual clues about how to read the poem. It also
helps communicate the poet’s ideas.Maya Angelou wrote this poem for the1993 inauguration of William JeffersonClinton as the 42nd president of theUnited States.
� This photograph shows Maya Angelou reading“On the Pulse of Morning” at President Clinton’s1993 inauguration ceremony.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
34 Unit 5 � Chapter 18
Drama: Spoken AloudDrama is the third main literary genre. Dramatic literature is meant to be spoken aloudor performed by actors on a stage and watched by an audience. Until the 1800s, themost common form of drama in Europe was written in verse. This means thecharacters speak lines that have the form and rhythm of poetry. The plays of WilliamShakespeare from the 1500s and 1600s are written as dramatic poems.
Tragedy and ComedyTragedy and comedy are two types of drama. Tragedies are serious stories about ahero or great person who arrives at an unhappy ending. For example, in WilliamShakespeare’s play Julius Caesar, the character Brutus does what he thinks is right, buthe ultimately faces an unhappy ending. This is called irony: when something happensin a story opposite to what is expected.
Comedies are humorous plays with happy endings. Shakespeare’s Twelfth Night is acomedy in which some characters pretend to be someone else. Much of the humorcomes from the characters’ mistaken identities and the use of dramatic irony. Dramaticirony occurs when the audience or reader knows something that the characters do notknow.
Shakespeare also uses metaphors to express ideas. At the beginning of TwelfthNight, one of the characters, Orsino, listens to his musicians playing and talks about hisfeelings for Olivia, another character:
If music be the food of love, play on,Give me excess of it, that, surfeiting,The appetite may sicken, and so die.
In this metaphor, the idea of love dying from overfeeding is expressed through theeffective image of music as food.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
35Prose, Poetry, and Drama
� William Shakespeare was an English poet and playwright. He is considered one of the greatest writers of all time.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
36 Unit 5 � Chapter 18
While Shakespeare wrote his plays in blank verse and other poetic forms, modernplaywrights often use the everyday language of prose. For example, the following is anexcerpt from American playwright Arthur Miller’s play Death of a Salesman. This play isabout one man’s struggles with his career and family relationships. In the excerptbelow, Willy, the main character, is talking to another character, Howard:
WILLY, desperately: Just let me tell you a story, Howard—
HOWARD: ’Cause you gotta admit, business is business.
WILLY, angrily: Business is definitely business, but just listen for a minute. Youdon’t understand this. When I was a boy—eighteen, nineteen— I was already onthe road. And there was a question in my mind as to whether selling had a futurefor me. Because in those days I had a yearning to go to Alaska. See, there werethree gold strikes in one month in Alaska, and I felt like going out. Just for theride, you might say.
HOWARD, barely interested: Don’t say.
ConclusionProse, poetry, and drama are the three maingenres of literature. Each genre has differentcharacteristics and can be divided into manysubgenres. Sometimes genres overlap, such aswhen nonfiction historical events are mixedwith fictional stories to create the subgenreknown as historical fiction. This shows thatliterature is both creative and ever-changing.
� This photograph shows actors in a 2000production of Death of a Salesman. In thisscene, the main character, Willy (in the center ofthe photograph), is talking with his two sons.
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
1. What are the three main genres of literature?2. Why do some authors use imagery?3. What is personification? 4. Name two examples of novels.5. Who was William Shakespeare?
Michelle Chew grew up in Singapore and Australia where she began a lifelong love affair with literature. Herformal academic training in the U.S. and the U.K. is inEnglish literature, film studies, and anthropology,specifically indigenous and world religions and rituals.She currently lives in Oxford, England where she works atthe University of Oxford and also writes and makes films.
ABOUT THE AUTHOR
1. Why do people read literature? What can we learn from literature?Which genre or subgenre described in this article is most interesting toyou? Why?
2. Why do you think authors use allegory to teach what is right and wrongrather than just saying what is right and wrong?
3. The author of this article said symbolism is using one thing to representanother. Look around the classroom and make a list of five things thatyou see. Then discuss with a partner what each item could symbolize.
Prose, Poetry, and Drama 37
Copyright ©2008 Ballard & Tighe, Publishers, a division of Educational IDEAS, Inc. No part of this publication may be reproduced in any form or by any means,electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the publisher.
22
LAN
GU
AG
E O
BJE
CTI
VES
: IN
TER
MED
IATE
LA
NG
UA
GE
LEV
ELU
NIT
S 5
AN
D 6
LIST
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G
1.En
gage
, lis
ten,
and
res
pond
app
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ly in
soc
ial c
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rsat
ions
.
2.En
gage
, lis
ten,
and
res
pond
app
ropr
iate
ly in
aca
dem
icdi
scus
sion
s.
3.Li
sten
att
entiv
ely
to s
tori
es a
nd in
form
atio
n pr
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ted
in g
roup
san
d id
entif
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valu
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t de
tails
and
con
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sby
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oth
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4.R
espo
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ly t
o id
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exp
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ions
.
5.R
espo
nd t
o m
ulti-
step
des
crip
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com
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ds a
nd in
stru
ctio
ns.
6.U
se le
arni
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trat
egie
s co
nvey
ed t
hro
ugh
ora
l dir
ectio
ns.
7.R
espo
nd t
o m
essa
ges
by a
skin
g si
mpl
e qu
estio
ns o
r by
bri
efly
rest
atin
g th
e m
essa
ge.
8.Li
sten
and
dem
onst
rate
com
preh
ensi
on o
f lan
guag
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ts c
onte
nt-
area
voc
abul
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and
info
rmat
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pres
ente
d or
ally
and
/or
visu
ally
.
9.Li
sten
and
dem
onst
rate
com
preh
ensi
on o
f his
tory
-soc
ial s
cien
ceco
nten
t-ar
ea v
ocab
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d in
form
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ly a
nd/o
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10.
List
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stra
te c
ompr
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of s
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voca
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11.
List
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stra
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ompr
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of m
ath
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cont
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area
voc
abul
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and
info
rmat
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pres
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d or
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and
/or
visu
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.
SPEA
KIN
G
1.U
se w
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, ph
rase
s, a
nd s
ente
nces
rep
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ntin
g le
arne
d an
d ne
wso
cial
and
aca
dem
ic v
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fam
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top
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mak
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esel
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peak
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d so
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.
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se s
ome
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, pre
posi
tiona
l ph
rase
s) a
nd h
igh
-fr
eque
ncy
wor
ds t
o as
k/re
spon
d to
que
stio
ns a
nd/o
r ex
pres
sid
eas.
3.In
itiat
e an
d/or
eng
age
in c
onve
rsat
ions
with
pee
rs o
r in
sm
all
grou
ps; d
emon
stra
te a
ppro
xim
ate
pron
unci
atio
n, r
hyt
hm
, str
ess,
and
into
natio
n of
Eng
lish
.
4.Pr
epar
e an
d as
k ba
sic
inte
rvie
w q
uest
ions
and
res
pond
to
them
.
5.R
ole
play
situ
atio
ns in
sm
all g
roup
s ba
sed
on d
ialo
gues
, vid
eocl
ips,
or
field
tri
ps.
6.Pr
epar
e an
d de
liver
sh
ort
pres
enta
tions
on
idea
s, p
rem
ises
, or
imag
es.
7.U
se a
nd r
espo
nd c
orre
ctly
to
yes/
no q
uest
ions
and
som
e op
en-
ende
d qu
estio
ns o
n fa
mili
ar t
opic
s, in
clud
ing
cont
ent-
base
dm
ater
ial.
8.R
esta
te, s
umm
ariz
e, r
etel
l, an
d/or
des
crib
e in
form
atio
n ac
quir
edth
roug
h r
eadi
ng a
nd/o
r lis
teni
ng, i
nclu
ding
ora
l ins
truc
tions
,vi
sual
ly s
uppo
rted
ass
ignm
ents
, mai
n id
ea, i
nfer
ence
s, c
har
acte
rs,
and
stor
ies.
9.Pr
esen
t vi
sual
ly s
uppo
rted
info
rmat
ion
from
mul
timed
ia (
e.g.
, on
the
Inte
rnet
, CD
s, o
r so
ftw
are)
.
10.
Ora
lly id
entif
y an
d ex
plai
n ex
ampl
es o
f wor
ds o
r ph
rase
s w
ithm
ultip
le m
eani
ngs.
11.
Pres
ent
a br
ief o
ral r
epor
t th
at v
erifi
es a
nd c
lari
fies
fact
s in
tw
o to
thre
e fo
rms
of e
xpos
itory
tex
t.
12.
Iden
tify
and
use
deta
iled
sent
ence
s to
exp
lain
ora
lly t
he
diffe
renc
es a
mon
g so
me
cate
gori
es o
f inf
orm
atio
nal m
ater
ials
.
13.
Ora
lly e
xpla
in m
ultip
le-s
tep
dire
ctio
ns fo
r us
ing
a si
mpl
em
echa
nica
l dev
ice
and
fillin
g ou
t si
mpl
e ap
plic
atio
ns.
14.
Dem
onst
rate
inte
rnal
izat
ion
of E
nglis
h s
ynta
x, g
ram
mar
, usa
ge,
and
wor
d ch
oice
by
reco
gniz
ing
and
corr
ectin
g er
rors
wh
ensp
eaki
ng o
r re
adin
g al
oud.
15.
Use
in c
onte
xt m
ost
hig
h-fr
eque
ncy
wor
ds.
16.
Use
exp
ande
d vo
cabu
lary
and
des
crip
tive
wor
ds in
par
aph
rasi
ngor
al a
nd w
ritt
en r
espo
nses
to
text
s.
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
23
LAN
GU
AG
E O
BJE
CTI
VES
: IN
TER
MED
IATE
LA
NG
UA
GE
LEV
ELU
NIT
S 5
AN
D 6
17.
Part
icip
ate
in g
uide
d ac
adem
ic d
iscu
ssio
ns a
nd/o
r pa
rtic
ipat
e in
and
dem
onst
rate
com
preh
ensi
on o
f sh
ort
oral
aca
dem
icpr
esen
tatio
ns t
hro
ugh
top
ic-r
elat
ed q
uest
ions
and
ans
wer
s on
lang
uage
art
s to
pics
.
18.
Part
icip
ate
in g
uide
d ac
adem
ic d
iscu
ssio
ns a
nd/o
r pa
rtic
ipat
e in
and
dem
onst
rate
com
preh
ensi
on o
f sh
ort
oral
aca
dem
icpr
esen
tatio
ns t
hro
ugh
top
ic-r
elat
ed q
uest
ions
and
ans
wer
s on
hist
ory-
soci
al s
cien
ce t
opic
s.
19.
Part
icip
ate
in g
uide
d ac
adem
ic d
iscu
ssio
ns a
nd/o
r pa
rtic
ipat
e in
and
dem
onst
rate
com
preh
ensi
on o
f sh
ort
oral
aca
dem
icpr
esen
tatio
ns t
hro
ugh
top
ic-r
elat
ed q
uest
ions
and
ans
wer
s on
scie
nce
topi
cs.
20.
Part
icip
ate
in g
uide
d ac
adem
ic d
iscu
ssio
ns a
nd/o
r pa
rtic
ipat
e in
and
dem
onst
rate
com
preh
ensi
on o
f sh
ort
oral
aca
dem
icpr
esen
tatio
ns t
hro
ugh
top
ic-r
elat
ed q
uest
ions
and
ans
wer
s on
mat
hem
atic
s to
pics
.
REA
DIN
G
1.A
pply
kno
wle
dge
of p
hon
ics
and
gram
mar
str
uctu
res
to d
ecod
ere
gula
r m
ulti-
sylla
bic
wor
ds w
hen
rea
ding
tex
ts.
2.U
se d
ecod
ing
skill
s an
d kn
owle
dge
of a
cade
mic
and
soc
ial
voca
bula
ry t
o re
ad in
depe
nden
tly.
3.A
pply
kno
wle
dge
of la
ngua
ge (
e.g.
, Eng
lish
mor
phem
es, p
hon
ics,
and
synt
ax)
to a
naly
ze a
nd d
eriv
e m
eani
ng fr
om t
exts
and
com
preh
end
them
.
4.U
se c
onte
xt c
lues
to
cons
truc
t m
eani
ng; r
ecog
nize
th
at s
ome
wor
ds h
ave
mul
tiple
mea
ning
s.
5.U
se a
sta
ndar
d di
ctio
nary
to
dete
rmin
e m
eani
ngs
of u
nkno
wn
wor
ds.
6.R
ecog
nize
sim
ple
idio
ms,
ana
logi
es, f
igur
es o
f spe
ech
, and
met
aph
ors
in li
tera
ture
and
tex
ts in
con
tent
are
as.
7.Id
entif
y co
gnat
es (
e.g.
, ago
nia
, ago
ny)
and
fals
e co
gnat
es (
e.g.
,ex
ito,
exi
t) in
lite
ratu
re a
nd c
onte
nt-a
rea
text
s.
8.Id
entif
y va
riat
ions
of t
he
sam
e w
ord
that
are
foun
d in
a t
ext
and
know
with
som
e ac
cura
cy h
ow a
ffixe
s ch
ange
the
mea
ning
of
thos
e w
ords
.
9.In
crea
se r
eadi
ng fl
uenc
y an
d co
mpr
ehen
sion
th
roug
h e
ffect
ive
read
ing
stra
tegi
es o
f sim
ple
mat
eria
l.
10.
Rec
ogni
ze in
con
text
mos
t h
igh
-freq
uenc
y w
ords
.
11.
Mat
ch t
ypes
of b
ooks
, ref
eren
ces,
or
web
res
ourc
es w
ithin
form
atio
n ne
eded
for
assi
gnm
ents
.
12.
Com
pare
/con
tras
t in
form
atio
n fr
om v
ario
us s
ourc
es t
o de
tect
bias
.
13.
Scan
vis
ually
or
grap
hic
ally
sup
port
ed t
ext
to o
btai
n in
form
atio
nan
d/or
to
iden
tify
deta
ils t
hat
con
firm
mai
n id
eas.
14.
Rec
ogni
ze a
nd r
espo
nd t
o ba
sic
char
acte
rist
ics
of d
iffer
ent
liter
ary
genr
es.
15.
Find
and
/or
sort
info
rmat
ion
from
tex
ts.
16.
App
ly k
now
ledg
e of
tex
t co
nnec
tors
to
mak
e in
fere
nces
.
17.
App
ly k
now
ledg
e of
rhe
tori
cal d
evic
es t
o an
alyz
e te
xt.
18.
Iden
tify
mai
n id
eas
and
supp
ortin
g de
tails
rel
ated
to
auth
or’s
pers
pect
ive.
19.
Rec
ogni
ze w
ays
in w
hic
h p
oets
and
oth
er w
rite
rs u
sepe
rson
ifica
tion,
figu
res
of s
peec
h, a
nd s
ound
in t
hei
r w
ritin
g.
20.
Com
pare
/con
tras
t a
sim
ilar
them
e or
top
ic a
cros
s ge
nres
.
21.
Dem
onst
rate
com
preh
ensi
on o
f per
sona
l and
car
eer
deve
lopm
ent
text
s.
22.
Dem
onst
rate
com
preh
ensi
on o
f lan
guag
e ar
ts t
exts
.
23.
Dem
onst
rate
com
preh
ensi
on o
f his
tory
-soc
ial s
cien
ce t
exts
.
24.
Dem
onst
rate
com
preh
ensi
on o
f sci
ence
tex
ts.
25.
Dem
onst
rate
com
preh
ensi
on o
f mat
hem
atic
s te
xts.
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
24
”
LAN
GU
AG
E O
BJE
CTI
VES
: IN
TER
MED
IATE
LA
NG
UA
GE
LEV
ELU
NIT
S 5
AN
D 6
WR
ITIN
G
1.Pr
oduc
e si
mpl
e w
ritt
en r
espo
nses
to
cont
ent-
area
tex
ts u
sing
refe
renc
e m
ater
ial w
ith a
ssis
tanc
e.
2.D
emon
stra
te c
ontr
ol o
f bas
ic s
ente
nce
cons
truc
tion
and
use
ofst
anda
rd c
onve
ntio
ns s
uch
as
spel
ling
rule
s an
d su
bjec
t-ve
rbag
reem
ent
with
ass
ista
nce.
3.U
se b
asic
str
ateg
ies
of n
ote
taki
ng, o
utlin
ing,
and
th
e w
ritin
gpr
oces
s to
str
uctu
re d
raft
s of
sim
ple
essa
ys, w
ith c
onsi
sten
t us
eof
sta
ndar
d gr
amm
atic
al fo
rms.
4.U
se e
xam
ples
of l
itera
l and
figu
rativ
e la
ngua
ge in
wri
ting.
5.R
ecog
nize
ele
men
ts o
f cha
ract
eriz
atio
n in
a p
iece
of w
ritin
g an
dap
ply
the
sam
e te
chni
ques
wh
en w
ritin
g.
6.R
ecog
nize
str
uctu
red
idea
s an
d ar
gum
ents
and
sup
port
exa
mpl
esin
per
suas
ive
wri
ting.
7.W
rite
for
pers
onal
and
car
eer
deve
lopm
ent
purp
oses
usi
ngap
prop
riat
e re
gist
er.
8.W
rite
sh
ort
desc
ript
ive
or n
arra
tive
para
grap
hs
rela
ted
tola
ngua
ge a
rts
topi
cs.
9.W
rite
sh
ort
desc
ript
ive
or n
arra
tive
para
grap
hs
rela
ted
to h
isto
ry-
soci
al s
cien
ce t
opic
s.
10.
Wri
te s
hor
t de
scri
ptiv
e or
nar
rativ
e pa
ragr
aph
s re
late
d to
sci
ence
topi
cs.
11.
Wri
te s
hor
t de
scri
ptiv
e or
nar
rativ
e pa
ragr
aph
s re
late
d to
mat
hem
atic
s to
pics
.
12.
Wri
te b
rief
exp
osito
ry c
ompo
sitio
ns (
e.g.
, des
crip
tion,
com
pari
son
and
cont
rast
, cau
se a
nd e
ffect
, and
pro
blem
and
solu
tion)
with
a c
lear
pur
pose
th
at in
clud
e a
thes
is a
nd s
ome
poin
t of
sup
port
, inf
orm
atio
n fr
om p
rim
ary
sour
ces,
and
ch
arts
and
grap
hs,
app
ropr
iate
ly u
sing
th
e rh
etor
ical
dev
ices
of
quot
atio
ns a
nd fa
cts.
13.
Inve
stig
ate
and
rese
arch
a t
opic
and
dev
elop
a b
rief
ess
ay o
rre
port
th
at in
clud
es s
ourc
e ci
tatio
ns, c
ompl
ex s
ente
nces
, ase
quen
ce o
f eve
nts,
and
sup
port
ing
deta
ils.
14.
Wri
te r
espo
nses
to
sele
cted
lite
ratu
re t
hat
exh
ibit
unde
rsta
ndin
gof
th
e te
xt, u
sing
det
aile
d se
nten
ces
and
tran
sitio
ns.
15.
Rew
rite
vis
ually
sup
port
ed t
ext
usin
g sy
nony
ms
or u
sing
anto
nym
s to
ch
ange
con
text
or
purp
ose
of c
omm
unic
atio
n (e
.g.,
switc
h p
ositi
ve w
ith n
egat
ive
trai
ts).
16.
Rev
ise
wri
ting
for
appr
opri
ate
wor
d ch
oice
and
org
aniz
atio
n w
ithva
riat
ion
in g
ram
mat
ical
form
s an
d sp
ellin
g.
17.
Edit
and
corr
ect
basi
c gr
amm
atic
al s
truc
ture
s an
d us
age
of t
heco
nven
tions
of w
ritin
g to
pro
duce
wri
ting
that
att
ends
to
issu
esof
flue
ncy,
org
aniz
atio
n, lo
gica
l pro
gres
sion
, con
sist
ency
, wor
dch
oice
, voi
ce, a
nd s
uppo
rtin
g de
tails
; pee
r ed
it an
d re
vise
dra
fts
duri
ng t
he
wri
ting
proc
ess
usin
g ch
eckl
ists
, rub
rics
, mod
els,
or
oth
er r
esou
rces
, and
mak
e no
tatio
ns t
o pa
rtne
r.
18.
Ref
lect
on
use
of n
ewly
acq
uire
d la
ngua
ge o
r la
ngua
ge p
atte
rns
(e.g
., th
roug
h se
lf-as
sess
men
t ch
eckl
ists
).
“Lang
uage
isde
velop
ment
al.Co
pyri
ght
©20
08 B
alla
rd &
Tig
he, P
ublis
hers
, a d
ivis
ion
of E
duca
tion
al ID
EAS,
Inc.
No
part
of t
his
publ
icat
ion
may
be
repr
oduc
ed in
any
form
or
by a
ny m
eans
,el
ectr
onic
or
mec
hani
cal,
incl
udin
g ph
otoc
opy,
rec
ordi
ng, o
r an
y in
form
atio
n st
orag
e an
d re
trie
val s
yste
m, w
itho
ut p
erm
issi
on in
wri
ting
from
the
pub
lishe
r.
66
CH
APT
ER 1
8: L
ITER
ATU
RE
MA
TTER
SO
verv
iew
Lan
gu
age
Leve
l: In
term
edia
te
Ch
apte
r 18
Teac
hin
g
Tim
e32
(50
-min
ute)
cla
ss p
erio
ds
Ch
apte
rEv
alu
atio
n1
clas
s pe
riod
Targ
et
Vo
cab
ula
ry
No
un
s:ac
tor,
actr
ess,
alle
gory
, ant
hrop
olog
y, a
uditi
on, a
utho
r, ba
llad,
bio
grap
hy, c
entu
ry, c
erem
ony,
cha
ract
er,
char
acte
rist
ic, c
ostu
me,
dem
and,
dia
lect
, dra
ma,
dre
am, e
mot
ion,
ene
my,
ent
erta
iner
, ent
erta
inm
ent,
equa
lity,
fabl
e,
fair
y ta
le, f
anta
sy, f
ictio
n, fo
lkta
le, g
eniu
s, g
enre
, gui
tar,
imag
ery,
iron
y, le
gend
, lite
ratu
re, m
ayor
, mel
ody,
mon
olog
ue,
mus
ic, m
usic
al, m
usic
ian,
nar
rato
r, no
nfic
tion,
nov
el, n
ovel
la, p
atro
n, p
erso
nific
atio
n, p
lay,
pla
ywri
ght,
plot
, poe
m, p
oetr
y,pr
each
er, p
ride
, pro
se, r
ejec
tion,
Ren
aiss
ance
, res
earc
h, r
even
ge, s
cien
ce fi
ctio
n, s
eam
stre
ss, s
ettin
g, s
hor
t st
ory,
son
g,sp
iritu
al, s
tage
, sta
nza,
str
oke,
sty
le, s
ymbo
lism
, tal
l tal
e, t
heat
er, t
hem
e, w
rite
r
Verb
s:to
aud
ition
, to
drea
m, t
o en
cour
age,
to
ente
rtai
n, t
o m
irro
r, to
nar
rate
, to
over
lap,
to
perf
orm
, to
pers
ever
e,
to r
ehea
rse,
to
rem
arry
, to
segr
egat
e, t
o sp
ark,
to
trai
n
Ad
ject
ives
:ac
cura
te, a
nxio
us, c
ivili
zed,
cla
ssic
, con
tem
pora
ry, c
urio
us, d
ram
atic
, evi
l, fo
cuse
d, fr
ustr
ated
, goo
d,h
umor
ous,
imag
inat
ive,
inte
llige
nt, l
itera
ry, m
agic
al, m
ain,
nar
rativ
e, r
espe
cted
, ric
h, s
uper
natu
ral,
trag
ic, t
ruth
ful,
unm
arke
d, u
npop
ular
Ad
verb
s:co
mpl
etel
y, d
irec
tly, f
inal
ly, s
ecre
tly, t
oo
Pre
po
siti
on
s:fr
om, p
ast,
to
Ad
dit
ion
al A
cad
emic
Lan
guag
e:In
add
ition
to
the
targ
et v
ocab
ular
y sp
ecifi
ed a
bove
, stu
dent
s w
ill b
e ex
pose
d to
man
y ot
her
acad
emic
ter
ms
in t
his
chap
ter.
Fig
ura
tive
/Id
iom
atic
Lan
gu
age
Less
on 2
:br
eak
a le
g, g
ive
it yo
ur b
est
shot
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
67O
verv
iew
CH
APT
ER 1
8: L
ITER
ATU
RE
MA
TTER
SO
verv
iew
Lan
gu
age
Leve
l: In
term
edia
te
Rea
din
gSe
lect
ion
s
Less
on 1
Rea
der:
“Pr
ose,
Poe
try,
and
Dra
ma:
Exa
min
ing
Gen
res”
(Fl
esch
-Kin
caid
Gra
de L
evel
: 9.0
; 980
L)Le
sson
2R
eade
r: “
Cal
l Me
Rom
eo”
(Fle
sch-
Kin
caid
Gra
de L
evel
: 6.3
; 710
L)Le
sson
3“Z
ora
Nea
le H
urst
on”
in A
fric
an
Am
eric
an
Wri
ters
Who
In
spir
ed C
han
ge(p
ages
36-
49)
Ad
dit
ion
alR
eco
mm
end
edR
ead
ing
Alik
i.W
illi
am
Sha
kesp
eare
an
d th
e G
lobe
.New
Yor
k: H
arpe
rCol
lins,
199
9.
Bla
nch,
Gre
gory
, and
Rob
erta
Sta
this
. Peo
ple
an
d St
orie
s in
Wor
ld H
isto
ry: A
His
tori
cal A
nth
olog
y.B
rea,
CA
: Bal
lard
&Ti
ghe,
Pub
lish
ers,
200
3.
Clin
ton,
Cat
heri
ne. I
, Too
, Sin
g Am
eric
a: T
hree
Cen
turi
es o
f Afr
ica
n A
mer
ica
n P
oetr
y.N
ew Y
ork:
Hou
ghto
n M
ifflin
, 199
8.
Cur
ry, B
arba
ra K
. Sw
eet W
ords
So
Bra
ve: T
he S
tory
of A
fric
an
Am
eric
an
Lit
era
ture
.Mad
ison
, WI:
Zin
o Pr
ess,
199
6.
Han
sen,
Joy
ce. W
omen
of H
ope:
Afr
ica
n A
mer
ica
ns
Who
Ma
de a
Dif
fere
nce
.New
Yor
k: S
chol
astic
, 199
8.
Hod
ges,
Mar
gare
t (a
dapt
er).
Sa
int G
eorg
e a
nd
the
Dra
gon
: A G
olde
n L
egen
d.B
osto
n: L
ittle
, Bro
wn
and
Com
pany
, 198
4.
Man
grum
, Alli
son.
Afr
ica
n A
mer
ica
n W
rite
rs W
ho I
nsp
ired
Cha
nge
.Bre
a, C
A: B
alla
rd &
Tig
he, P
ublis
hers
, 200
6.
Rei
ch, S
usan
na. C
lara
Sch
um
an
n: P
ian
o Vi
rtu
oso.
New
Yor
k: C
lari
on B
ooks
, 199
9.
Sutc
liff,
Ros
emar
y.Th
e Sw
ord
an
d th
e C
ircl
e.N
ew Y
ork:
Dut
ton
Boo
ks, 1
981.
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
68C
hap
ter
18
CH
APT
ER 1
8: L
ITER
ATU
RE
MA
TTER
SLe
sson
1: P
rose
, Poe
try,
and
Dra
ma:
Exa
min
ing
Gen
res
Lan
gu
age
Leve
l: In
term
edia
te
Ap
pro
xim
ate
Teac
hin
g Ti
me:
10 (
50-m
inut
e) c
lass
per
iods
Res
ou
rces
Nee
ded
:C
ham
pion
Rea
der;
Cha
mpi
onC
D-R
OM
; Cha
mpi
on W
rite
r (A
ctiv
ity 1
3-17
);C
ham
pion
Audi
o C
D; I
DEA
Dic
tion
ary
3;
bilin
gual
dic
tiona
ry; m
anila
fold
er fo
r ea
ch s
tude
nt; c
hart
pap
er/p
ens/
penc
ils/p
aper
; a b
lue
and
blac
k pe
n fo
r ea
ch s
tude
nt
Targ
et V
oca
bu
lary
Nou
ns: a
llego
ry, a
utho
r, bi
ogra
phy,
cen
tury
, cer
emon
y, c
hara
cter
, cha
ract
eris
tic, d
ram
a, fa
ble,
fair
y ta
le, f
anta
sy, f
ictio
n, fo
lkta
le, g
enre
, im
ager
y,ir
ony,
lege
nd, l
itera
ture
, nar
rato
r, no
nfic
tion,
nov
el, n
ovel
la, p
erso
nific
atio
n, p
lay,
pla
ywri
ght,
plot
, poe
m, p
oetr
y, p
rose
, sci
ence
fict
ion,
set
ting,
shor
t st
ory,
sta
nza,
sty
le, s
ymbo
lism
, tal
l tal
e, t
hem
eVe
rbs:
to
mir
ror,
to n
arra
te, t
o ov
erla
pA
djec
tives
: acc
urat
e, c
lass
ic, d
ram
atic
, foc
used
, hum
orou
s, im
agin
ativ
e, li
tera
ry, m
agic
al, m
ain,
nar
rativ
e, s
uper
natu
ral,
trut
hful
WA
RM
-UP
(1 C
lass
Per
iod
)La
ng
uag
eO
bje
ctiv
esLa
ng
uag
eFu
nct
ion
s &
Fo
rms
Pag
e
1.In
trod
uce
the
chap
ter
topi
c an
d co
nnec
t w
ith p
rior
kno
wle
dge.
2.
Hav
e st
uden
ts e
ngag
e, li
sten
, and
res
pond
app
ropr
iate
ly in
a c
onve
rsat
ion
that
invo
lves
soc
ial a
nd a
cade
mic
lang
uage
.3.
Hav
e st
uden
ts c
reat
e an
ass
essm
ent
port
folio
and
pre
view
tar
get
voca
bula
ry.
Ho
mew
ork
Ob
serv
ing
Stu
den
t P
rogr
ess
L: 1
-5S:
1-3
, 5, 7
,17 R
: 1-5
, 10
W: 1
Reco
gniz
ing
mu
ltipl
ein
terp
reta
tion
s of
a w
ord:
Dou
ble
ente
ndre
(e.
g.,
liter
atur
e m
atte
rs)
70-7
1
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
69Le
sso
n 1CO
NN
ECT
(7 C
lass
Per
iod
s)La
ng
uag
eO
bje
ctiv
esLa
ng
uag
eFu
nct
ion
s &
Fo
rms
Pag
e
1.R
evie
w h
omew
ork
and
topi
cs c
over
ed in
th
e pr
evio
us c
lass
ses
sion
.2.
Hav
e st
uden
ts w
ork
in g
roup
s to
def
ine
targ
et n
ouns
and
pre
sent
th
emto
th
e cl
ass;
rev
iew
sin
gula
r an
d pl
ural
form
s of
nou
ns.
3.En
gage
stu
dent
s in
a p
re-r
eadi
ng a
ctiv
ity t
o an
ticip
ate
cont
ent,
purp
ose,
and
orga
niza
tion
of a
rea
ding
sel
ectio
n; h
ave
stud
ents
mak
e pr
edic
tions
.4.
Rea
d Pa
rt 1
of t
he
text
with
stu
dent
s; h
ave
stud
ents
ask
que
stio
ns t
ocl
arify
mea
ning
and
ans
wer
com
preh
ensi
on q
uest
ions
ora
lly.
5.R
ead
Part
2 o
f th
e te
xt w
ith s
tude
nts;
hav
e st
uden
ts a
sk q
uest
ions
to
clar
ify m
eani
ng a
nd a
nsw
er c
ompr
ehen
sion
que
stio
ns.
6.H
ave
stud
ents
ans
wer
com
preh
ensi
on q
uest
ions
ora
lly a
nd in
wri
ting.
7.H
ave
stud
ents
con
nect
info
rmat
ion
from
tex
t to
sel
f.8.
Focu
s on
gra
mm
ar: r
egul
ar a
nd ir
regu
lar
past
ten
se v
erbs
.9.
Focu
s on
gra
mm
ar: a
djec
tives
and
th
e co
mpa
rativ
e fo
rm.
10.H
ave
stud
ents
ana
lyze
wor
d st
ruct
ure
and
reco
gniz
e ro
ot w
ords
and
affix
es.
Pu
ttin
g It
All
To
geth
er
Ho
mew
ork
Ob
serv
ing
Stu
den
t P
rogr
ess
L: 2
-3, 5
, 8S:
1-2
, 7-8
,17 R
: 1-6
, 8-1
0,15
, 19,
22
W: 1
-4
Na
min
g th
ings
:Reg
ular
plu
rals
,pl
ural
s w
ith –
ies,
coun
tabl
e/un
coun
tabl
e no
uns
(e.g
., au
thor
/aut
hor
s,ce
ntur
y/ce
ntur
ies,
sym
bolis
m)
Des
crib
ing
act
ion
s a
nd
sta
tes
ofbe
ing:
Reg
ular
and
irre
gula
r pa
stte
nse
verb
s (e
.g.,
Th
e sc
ient
ists
narr
ated
the
mov
ie a
bout
peng
uins
. Will
iam
Sha
kesp
eare
wro
te m
any
fam
ous
play
s.)
Com
pari
ng
an
d co
ntr
ast
ing:
Adj
ectiv
es, c
ompa
rativ
e fo
rm(e
.g.,
A n
ovel
la is
sho
rter
tha
n a
nove
l. T
he p
lay
was
mor
edr
amat
ic t
han
the
mov
ie.)
Ana
lyzi
ng
wor
d st
ruct
ure
:Roo
tw
ords
, affi
xes
(e.g
., na
rrat
or/t
ona
rrat
e/na
rrat
ion,
hum
or/h
umor
ous/
to h
umor
)
71-7
7
EXTE
ND
(2
Cla
ss P
erio
ds)
Lan
gu
age
Ob
ject
ives
Lan
gu
age
Fun
ctio
ns
& F
orm
s Pa
ge
1.R
evie
w h
omew
ork
and
topi
cs c
over
ed in
th
e pr
evio
us c
lass
ses
sion
.2.
Hav
e st
uden
ts id
entif
y ba
sic
char
acte
rist
ics
of t
hre
e m
ain
genr
es o
flit
erat
ure
and
clas
sify
sub
genr
es.
3.H
ave
stud
ents
rev
isit
the
targ
et v
ocab
ular
y an
d co
mpl
ete
a se
lf-as
sess
men
t of
lear
ning
.H
om
ewo
rk
Ob
serv
ing
Stu
den
t P
rogr
ess
L: 1
-3, 8
S: 1
-3, 7
-8,
12, 1
7R
: 1-4
, 9-1
0,22 W
: 1-2
Cla
ssif
yin
g: P
rese
nt t
ense
ver
bs,
conj
unct
ions
(e.
g., L
egen
ds,
fabl
es, a
nd fa
iry
tale
s ar
e fic
tion.
Dra
ma
incl
udes
com
edie
s an
dtr
aged
ies.
)
77-7
8
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
70C
hap
ter
18
WA
RM
-UP
(1 C
lass
Per
iod
)
1.In
tro
du
ce t
he
chap
ter
top
ic a
nd
co
nn
ect
wit
h p
rio
rk
no
wle
dge
.R
emin
d st
uden
ts t
hat
eac
h c
hap
ter
in t
he
Cha
mpi
onpr
ogra
m fo
cuse
s on
a t
opic
. Wh
at w
as t
he
top
ic o
f th
e la
stch
apte
r?[l
an
gua
ge]
Wh
at d
id w
e re
ad a
bo
ut
in t
he
last
chap
ter?
[an
art
icle
abo
ut t
he h
isto
ry a
nd
fea
ture
s of
the
Engl
ish
lan
gua
ge; a
sho
rt s
tory
abo
ut a
teen
age
gir
l who
im
mig
rate
d to
the
U.S
.; a
n a
rtic
le a
bou
t the
life
an
d w
ork
of F
rede
rick
Dou
gla
ss]
Are
th
ese
read
ings
fic
tio
n o
r n
on
fict
ion
?[t
he tw
o a
rtic
les
are
non
fict
ion
; the
sho
rt s
tory
is
fict
ion
]H
ow
do
th
ese
read
ings
con
nec
t to
th
e to
pic
of
lan
guag
e?[t
he fi
rst a
rtic
le d
escr
ibes
the
hist
ory
an
d fe
atu
res
of th
e En
glis
h la
ngu
age
; the
sho
rt s
tory
desc
ribe
s a
n i
mm
igra
nt’s
exp
erie
nce
lea
rnin
g a
new
lan
gua
ge;
the
art
icle
abo
ut D
ougl
ass
exp
lain
s ho
w h
e u
sed
lan
gua
ge,
thro
ugh
his
wri
tin
gs a
nd
spee
ches
, as
a p
ower
ful c
omm
un
ica
tion
tool
to h
elp
ma
ke c
han
ges
in s
ocie
ty]
Tell
stud
ents
: To
day
we
are
goin
g to
beg
in a
new
ch
apte
r. T
he
titl
e o
f th
is c
hap
ter
is“L
iter
atu
re M
atte
rs.”
Wri
te t
he
chap
ter
title
on
the
boar
d an
das
k st
uden
ts if
th
ey k
now
wh
at it
mea
ns. T
ell s
tude
nts:
Th
e w
ord
lite
ratu
rere
fers
to
th
e w
ritt
en s
tori
es o
f a
lan
guag
e,cu
ltu
re,
or
tim
e p
erio
d.
Lite
ratu
re i
ncl
ud
es n
ove
ls,
po
ems,
essa
ys,
pla
ys,
and
oth
er t
ypes
of
wri
tten
wo
rk.
Th
e w
ord
ma
tter
has
mo
re t
han
on
e m
ean
ing.
So
met
imes
wri
ters
inte
nti
on
ally
use
wo
rds
that
hav
e m
ore
th
an o
ne
mea
nin
gto
mak
e p
eop
le t
hin
k.
In t
his
cas
e, t
her
e ar
e tw
o p
oss
ible
mea
nin
gs o
f th
e w
ord
ma
tter
that
wo
uld
mak
e se
nse
. T
he
firs
t m
ean
ing
is “
a su
bje
ct o
f d
iscu
ssio
n.”
So
“li
tera
ture
mat
ters
” w
ou
ld m
ean
su
bje
cts
rela
ted
to
th
e to
pic
of
lite
ratu
re.
In t
his
cas
e, t
he
wo
rd m
att
ers
is a
ctin
g as
an
ou
n.
We
also
co
uld
say
fo
od
mat
ters
, ed
uca
tio
n m
atte
rs,
safe
ty m
atte
rs,
and
so
fo
rth
. A
no
ther
po
ssib
le m
ean
ing
isth
e ve
rb f
orm
—to
mat
ter—
wh
ich
mea
ns
“to
be
imp
ort
ant.
”So
th
e w
rite
r m
igh
t b
e te
llin
g u
s th
at l
iter
atu
re i
sim
po
rtan
t. O
r p
erh
aps
the
auth
or
inte
nd
ed t
o u
se b
oth
of
thes
e m
ean
ings
in
th
e ch
apte
r ti
tle
bec
ause
sh
e w
ants
us
to i
nte
rpre
t it
bo
th w
ays.
Wh
en a
wo
rd o
r p
hra
se i
sin
ten
ded
to
hav
e tw
o m
ean
ings
, w
e ca
ll i
t “d
ou
ble
ente
nd
re,”
wh
ich
co
mes
fro
m t
he
Fren
ch l
angu
age.
Wri
tedo
ubl
e en
ten
dre
on t
he
boar
d. A
sk s
tude
nts:
Wh
at i
s th
e to
pic
of
this
ch
apte
r?[l
iter
atu
re]
Do
yo
u t
hin
k l
iter
atu
re i
sim
po
rtan
t?A
llow
stu
dent
s to
sh
are
thei
r id
eas.
Tel
l stu
dent
s th
eyw
ill le
arn
mor
e ab
out
liter
atur
e th
roug
hout
the
cha
pter
.
2.H
ave
stu
den
ts e
nga
ge,
list
en,
and
res
po
nd
ap
pro
pri
atel
y in
a co
nve
rsat
ion
th
at i
nvo
lves
so
cial
an
d a
cad
emic
lan
guag
e.In
trod
uce
Act
ivity
13
in t
he
Wri
ter
and
revi
ew t
he
dire
ctio
ns. T
ell
stud
ents
:I a
m g
oin
g to
rea
d y
ou
a c
on
vers
atio
n b
etw
een
two
stu
den
ts.
On
e is
nam
ed H
enry
, an
d t
he
oth
er i
s n
amed
Est
ee.
Th
ese
stu
den
ts a
re a
t sc
ho
ol,
bu
t th
ey a
re n
ot
incl
ass.
Th
ey a
re i
n t
he
cafe
teri
a d
uri
ng
lun
ch.
Rea
d th
eco
nver
satio
n al
oud
to s
tude
nts
twic
e. A
sk s
tude
nts
wh
at t
he
conv
ersa
tion
is a
bout
. [tw
o st
ude
nts
dis
cuss
ing
lite
ratu
re th
at t
hey
have
rea
d a
nd
how
it m
ade
them
feel
] En
cour
age
stud
ents
to
ask
any
ques
tions
th
ey h
ave
abou
t th
e co
nver
satio
n, in
clud
ing
ques
tions
abo
ut u
nfam
iliar
voc
abul
ary
or id
iom
atic
lang
uage
. The
nh
ave
stud
ents
wor
k in
depe
nden
tly t
o an
swer
th
e qu
estio
ns a
t th
ebo
ttom
of t
he w
orks
heet
. Cir
cula
te a
roun
d th
e ro
om a
nd h
elp
stud
ents
as
need
ed. I
f stu
dent
s ca
nnot
th
ink
of a
ny li
tera
ture
th
eyh
ave
read
, rem
ind
them
of t
he
read
ing
sele
ctio
ns fr
om t
he
prev
ious
ch
apte
r. W
hen
stu
dent
s ar
e fin
ish
ed, o
rgan
ize
them
inpa
irs
and
hav
e th
em e
ngag
e in
a c
onve
rsat
ion
sim
ilar
to t
he
one
you
read
alo
ud. S
tude
nts
shou
ld p
rete
nd t
hey
are
hav
ing
aco
nver
satio
n in
th
e ca
fete
ria
disc
ussi
ng li
tera
ture
th
ey h
ave
read
and
how
it m
ade
them
feel
. The
y do
not
hav
e to
follo
w t
he fo
rmat
of t
he
conv
ersa
tion
on t
he
wor
ksh
eet
exac
tly, b
ut s
hou
ld u
se it
as
agu
ide.
Cir
cula
te a
roun
d th
e cl
assr
oom
as
stud
ents
are
tal
king
and
prov
ide
corr
ectiv
e fe
edba
ck a
s ne
eded
. Cal
l on
volu
ntee
rs t
opr
esen
t th
eir
conv
ersa
tion
to t
he
clas
s.
Unit 5: Communicating Ideas and Taking Action • Chapter 18: Literature Matters
Date
: __
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____
____
__Ac
tivity
Copy
right
©20
08 B
alla
rd &
Tig
he, P
ublis
hers
, a d
ivis
ion
of E
duca
tiona
l IDE
AS, I
nc.
No p
art o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns, e
lect
roni
c or
mec
hani
cal,
incl
udin
g ph
otoc
opy,
reco
rdin
g, o
r any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, with
out p
erm
issi
on in
writ
ing
from
the
publ
ishe
r.
13
I Rea
d a
Grea
t Sto
ry!
DIRE
CTIO
NS:L
iste
n as
you
r te
ache
r re
ads
the
conv
ersa
tion
bet
wee
n tw
o st
uden
ts.
The
n an
swer
the
ques
tion
s be
low
.
[in
the
scho
ol c
afet
eria
]Es
tee:
Wha
t are
you
rea
ding
, Hen
ry?
Henr
y:H
old
on.
Let m
e re
ad th
e la
st p
age.
[H
enry
fini
shes
rea
ding
.] O
kay,
now
I’m
fini
shed
. Es
tee:
So w
hat w
ere
you
read
ing?
Henr
y:It
’s a
stor
y ca
lled
“Bro
ken
Cha
in.”
Gar
y So
to is
the
auth
or.
Hav
e yo
u he
ard
of h
im?
Este
e:
Yes,
we
lear
ned
abou
t him
in la
ngua
ge a
rts
last
yea
r. H
e’s a
fam
ous
Mex
ican
Am
eric
anpo
et.
Henr
y:H
e al
so w
rite
s sh
ort s
tori
es.
Thi
s on
e is
abo
ut a
kid
who
goe
s on
his
firs
t dat
e. T
he s
tory
r em
inde
d m
e so
muc
h of
my
life.
Este
e:H
ow?
Henr
y:
He
had
croo
ked
teet
h lik
e I
do.
He’s
from
a p
oor
fam
ily li
ke I
am
. H
e’s n
ervo
us a
roun
dgi
rls
like
I am
. I
alm
ost f
elt l
ike
I w
as r
eadi
ng a
sto
ry a
bout
mys
elf.
Este
e:R
eadi
ng c
an b
ring
out
man
y em
otio
ns.
Last
mon
th w
e re
ad a
boo
k ca
lled
The
Mig
htie
stH
eart
. I
crie
d so
muc
h th
at m
y m
om th
ough
t I w
as s
ick.
It w
as s
uch
a sa
d st
ory.
1. W
hat i
s yo
ur fa
vori
te p
iece
of l
iter
atur
e?__
____
____
____
____
____
____
____
____
____
____
___
2. W
hen
did
you
read
it?
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
3. H
ow d
id it
mak
e yo
u fe
el?
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
4. H
ow m
uch
do y
ou li
ke li
tera
ture
? C
ircl
e a
num
ber
betw
een
1 an
d 10
.
12
34
56
78
910
I do
n’t l
ike
liter
atur
e.I
love
lite
ratu
re.
5. E
xpla
in y
our
answ
er to
que
stio
n #4
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____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
71Le
sso
n 1
3.H
ave
stu
den
ts c
reat
e an
ass
essm
ent
po
rtfo
lio
an
d p
revi
ewta
rget
vo
cab
ula
ry.
Dra
w a
man
ila fo
lder
cov
er o
n th
e bo
ard
and
wri
te t
he
follo
win
g in
form
atio
n on
th
e co
ver:
Rea
d th
e tit
le, “
Lite
ratu
re M
atte
rs,”
and
tel
lst
uden
ts t
hat
th
ey w
ill b
e le
arni
ng a
bout
diffe
rent
typ
es o
f lite
ratu
re. G
ive
each
stu
dent
am
anila
fold
er a
nd a
sk t
hem
to
wri
te in
form
atio
non
it fo
llow
ing
the
mod
el y
ou p
rovi
ded
on t
he
boar
d. H
elp
stud
ents
as
need
ed. I
f des
ired
, allo
wst
uden
ts a
bout
five
min
utes
to
deco
rate
th
eco
ver
of t
hei
r po
rtfo
lio w
ith p
ictu
res
and
wor
dsth
at r
epre
sent
the
cha
pter
th
eme.
Tel
l stu
dent
s th
at a
s th
eyco
mpl
ete
wor
k fo
r C
hap
ter
18, y
ou w
ill a
sk t
hem
to
plac
e th
eir
wor
k in
th
is p
ortf
olio
fold
er. W
hen
stu
dent
s fin
ish
th
e ch
apte
r, yo
uw
ill r
evie
w w
ith t
hem
the
wor
k th
at t
hey
have
col
lect
ed in
the
irpo
rtfo
lio. R
emin
d st
uden
ts t
o br
ing
the
fold
er w
ith t
hem
to
ever
ycl
ass.
Nex
t, di
spla
y th
e C
hapt
er 1
8, L
esso
n 1
Voca
bula
ry S
heet
(lo
cate
don
th
e C
ham
pion
CD
-RO
M).
Als
o gi
ve e
ach
stud
ent
a co
py o
f the
shee
t. St
artin
g w
ith t
he
Nou
ns, r
ead
each
wor
d in
the
col
umn
alou
d an
d h
ave
stud
ents
rep
eat
afte
r yo
u. T
ell s
tude
nts
to c
ircl
e—w
ith a
blu
e pe
n—th
e w
ords
tha
t th
ey k
now
. Fol
low
thi
s pr
oces
sw
ith V
erbs
, Adj
ectiv
es, a
nd s
o fo
rth
until
you
hav
e re
ad a
ll th
ew
ords
and
ph
rase
s in
th
e ch
art.
Cir
cula
te a
roun
d th
e ro
om a
ndsp
ot c
hec
k w
hic
h w
ords
stu
dent
s ar
e ci
rclin
g an
d no
t ci
rclin
g. U
seth
is in
form
atio
n to
hel
p in
form
you
r in
stru
ctio
n. T
ell s
tude
nts
that
all o
f th
ese
wor
ds a
nd p
hra
ses
will
app
ear
in t
he
first
rea
ding
sele
ctio
n. B
y th
e en
d of
th
e le
sson
, stu
dent
s sh
ould
be
fam
iliar
with
all
the
wor
ds a
nd p
hra
ses
in t
he
char
t. H
ave
stud
ents
kee
pth
e ch
art
in t
heir
por
tfol
io. Y
ou w
ill r
evis
it th
e ch
art
thro
ugho
utth
e le
sson
.
At
Ho
me
•A
ssig
n th
e fir
st t
hre
e se
ctio
nsof
th
e C
hap
ter
18, L
esso
n 1
targ
etno
uns
for
hom
ewor
k st
udy.
Th
e fo
urth
sec
tion
incl
udes
gen
res
and
subg
enre
s of
lite
ratu
re t
hat
will
be
intr
oduc
ed in
th
e
CO
NN
ECT
par
t of
the
less
on. G
ive
each
stu
dent
a n
umbe
r—on
e,tw
o, o
r th
ree.
Stu
dent
s ar
e re
spon
sibl
e fo
r th
e w
ords
in t
hei
rse
ctio
n. T
hey
are
to
wri
te t
he
wor
d an
d de
finiti
on fo
r ea
ch w
ord
assi
gned
to
them
in t
heir
Voc
abul
ary
Not
eboo
k. T
hey
shou
ld u
seth
eID
EA D
icti
ona
ry 3
and
a bi
lingu
al d
ictio
nary
to
help
the
mun
ders
tand
th
e m
eani
ng o
f th
e w
ord.
Exp
lain
th
at s
tude
nts
may
enco
unte
r m
ore
than
one
mea
ning
of c
erta
in w
ords
. Tel
l th
em t
ore
cord
all
mea
ning
s th
ey fi
nd. T
ell s
tude
nts
that
you
kno
w t
hes
ear
e di
fficu
lt w
ords
, but
you
wan
t th
em t
o do
th
eir
best
to
unde
rsta
nd t
he
mea
ning
of e
ach
wor
d. D
urin
g th
e ne
xt c
lass
, you
will
rev
iew
eac
h w
ord
with
the
m.
Ob
serv
ing
Stu
den
t P
rogr
ess
Det
erm
ine
wh
eth
er s
tude
nts
mas
tere
d th
e la
ngua
ge o
bjec
tives
cove
red
in t
his
sec
tion.
(Se
e pa
ge 6
8.)
Rev
iew
con
cept
s an
d gi
vest
uden
ts m
ore
prac
tice
as n
eede
d an
d th
en c
ontin
ue w
ith t
he
next
sect
ion.
CO
NN
ECT
(7 C
lass
Per
iod
s)
1.R
evie
w h
om
ewo
rk a
nd
to
pic
s co
vere
d i
n t
he
pre
vio
us
clas
sse
ssio
n.
2.H
ave
stu
den
ts w
ork
in
gro
up
s to
def
ine
targ
et n
ou
ns
and
pre
sen
t th
em t
o t
he
clas
s; r
evie
w s
ingu
lar
and
plu
ral
form
so
f n
ou
ns.
Org
aniz
e th
e cl
ass
into
th
ree
grou
ps b
ased
on
the
voca
bula
ry w
ords
the
y lo
oked
up
for
hom
ewor
k. F
or e
xam
ple,
all
the
stud
ents
ass
igne
d to
th
e fir
st s
et o
f nou
ns w
ill w
ork
toge
ther
ina
grou
p. I
f gro
ups
are
too
larg
e, s
plit
them
in h
alf.
Hav
e st
uden
tsdi
scus
s w
ith g
roup
mem
bers
th
e m
eani
ngs
of t
he
noun
s th
eylo
oked
up
for
hom
ewor
k. C
ircu
late
aro
und
the
clas
s an
d pr
ovid
ecl
arifi
catio
n an
d co
rrec
tive
feed
back
as
need
ed. I
n ca
ses
whe
rew
ords
hav
e m
ultip
le m
eani
ngs,
hav
e st
uden
ts fo
cus
on t
he
mea
ning
app
licab
le t
o th
e le
sson
’s r
eadi
ng s
elec
tion
(usu
ally
list
edfir
st in
th
e ID
EA D
icti
ona
ry 3
). A
fter
all
grou
ps h
ave
a so
lidun
ders
tand
ing
of t
hei
r as
sign
ed w
ords
, hav
e ea
ch g
roup
pre
sent
its w
ords
to
the
clas
s us
ing
pict
ures
, pan
tom
ime,
and
wor
ds.
Lite
ratu
reM
atte
rs
Nam
e:D
ate:
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
72C
hap
ter
18
Hel
p gr
oups
with
abs
trac
t w
ords
th
at a
re d
iffic
ult
to e
xpla
in. A
sgr
oups
pre
sent
th
eir
wor
ds, t
he
rest
of t
he
clas
s sh
ould
rec
ord
thes
e ta
rget
nou
ns a
nd t
hei
r m
eani
ngs
in t
hei
r Vo
cabu
lary
Not
eboo
k. A
fter
all
wor
ds h
ave
been
pre
sent
ed, c
all o
n vo
lunt
eers
to u
se e
ach
wor
d in
a s
ente
nce.
Wri
te e
ach
sent
ence
on
the
boar
dor
a t
rans
pare
ncy
and
prov
ide
corr
ectiv
e fe
edba
ck a
s ne
eded
.
Nex
t, re
view
with
stu
dent
s th
e pl
ural
form
of e
ach
nou
n by
crea
ting
a ch
art
such
as
the
follo
win
g an
d po
intin
g ou
t sp
ecia
lsp
ellin
g ru
les
as n
eede
d:
… a
nd s
o fo
rth
.
Rem
ind
stud
ents
th
at s
ome
wor
ds, s
uch
as
fict
ion
, do
not
hav
e a
plur
al fo
rm. D
iscu
ss w
ith s
tude
nts
oth
er m
ass/
unco
unta
ble
noun
sth
at d
o no
t h
ave
a pl
ural
form
(e.
g., v
ocab
ular
y, p
unct
uatio
n).
3.E
nga
ge s
tud
ents
in
a p
re-r
ead
ing
acti
vity
to
an
tici
pat
eco
nte
nt,
pu
rpo
se,
and
org
aniz
atio
n o
f a
read
ing
sele
ctio
n;
hav
e st
ud
ents
mak
e p
red
icti
on
s.In
stru
ct s
tude
nts
to t
ake
out
thei
r co
py o
f the
Cha
mpi
on R
eade
ran
d tu
rn t
o pa
ge 2
4. T
ell
stud
ents
:Bef
ore
we
read
, it
’s i
mp
ort
ant
to b
eco
me
fam
ilia
rw
ith
th
e re
adin
g. T
his
wil
l h
elp
us
un
der
stan
d m
ore
wh
en
we
read
. T
his
pro
cess
is
call
ed p
re-r
ead
ing.
Wh
at d
o w
eca
ll t
he
firs
t p
art
of
this
wo
rd—
pre
? T
hat
’s r
igh
t! I
t’s
ap
refi
x. W
hat
do
es t
he
pre
fix
pre
- m
ean
s? Y
es,
it m
ean
s to
com
e b
efo
re.
Du
rin
g p
re-r
ead
ing,
we
loo
k a
t th
e te
xtb
efo
re w
e ac
tual
ly s
tart
rea
din
g it
. Let
’s p
revi
ew t
he
read
ing.
Wh
at i
s th
e ti
tle?
[“Pr
ose,
Poe
try,
an
d D
ram
a:
Exa
min
ing
Gen
res”
]W
hat
do
es t
he
titl
e te
ll y
ou
ab
ou
t th
ere
adin
g?A
llow
stu
dent
s to
sh
are
thei
r id
eas.
Lea
d st
uden
ts t
o th
eun
ders
tand
ing
that
th
e ar
ticle
is a
bout
diff
eren
t ge
nres
of
liter
atur
e—pr
ose,
poe
try,
and
dra
ma.
Wh
o i
s th
e au
tho
r?[M
iche
lle C
hew
]D
o y
ou
th
ink
th
e au
tho
r is
an
exp
ert
inli
tera
ture
?[y
es, p
roba
bly]
Dir
ect
stud
ents
to
page
37
wh
ere
they
can
see
a pi
ctur
e an
d re
ad a
sh
ort
desc
ript
ion
of t
he
auth
or. N
ow
let’
s re
ad t
he
hea
din
gs.
Th
is r
ead
ing
is d
ivid
ed i
nto
tw
op
arts
. W
ho
can
tel
l m
e w
hat
th
e fi
rst
par
t is
cal
led
?[p
rose
]Po
int
to a
nd r
ead
alou
d ea
ch h
eadi
ng in
Par
t 1
and
hav
e st
uden
tsre
peat
aft
er y
ou. A
fter
you
rea
d ea
ch h
eadi
ng, a
sk s
tude
nts
if th
eyha
ve a
ny id
eas
abou
t w
hat
the
head
ing
mea
ns. F
ollo
w t
his
sam
epr
oces
s w
ith t
he
seco
nd p
art
of t
he
read
ing.
Stu
dent
s w
ill p
roba
bly
reco
gniz
e th
at s
ome
of t
he
hea
ding
s in
clud
e th
e ta
rget
nou
ns t
hey
hav
e be
en s
tudy
ing.
Nex
t, pr
evie
w t
he
visu
als.
Poi
nt t
o ea
ch v
isua
lan
d re
ad t
he
capt
ion
alou
d. A
sk s
tude
nts
to d
escr
ibe
wh
at t
hey
see.
Enc
oura
ge s
tude
nts
to u
se d
escr
iptiv
e la
ngua
ge. A
sk q
uest
ions
and
prov
ide
addi
tiona
l inf
orm
atio
n ab
out
each
vis
ual a
s ne
eded
.
Wor
k w
ith s
tude
nts
to c
ome
up w
ith a
t le
ast
five
ques
tions
th
eyth
ink
the
read
ing
will
ans
wer
. Hel
p st
uden
ts w
ith s
ente
nce
stru
ctur
e as
th
ey fo
rmul
ate
thei
r qu
estio
ns. W
rite
th
e qu
estio
ns o
nch
art
pape
r an
d sa
ve it
for
CO
NN
ECT
#6.
4.R
ead
Par
t 1 o
f th
e te
xt w
ith
stu
den
ts;
hav
e st
ud
ents
ask
qu
esti
on
s to
cla
rify
mea
nin
g an
d a
nsw
er c
om
pre
hen
sio
nq
ues
tio
ns
ora
lly.
With
out
stop
ping
, rea
d Pa
rt 1
of “
Pros
e, P
oetr
y,an
d D
ram
a: E
xam
inin
g G
enre
s” t
wic
e or
hav
e st
uden
ts li
sten
to
the
Cha
mpi
onAu
dio
CD
. For
th
e th
ird
read
ing,
cal
l on
stud
ents
to
read
eac
h s
ectio
n (o
r se
nten
ce, d
epen
ding
on
clas
s si
ze)
alou
d.Pr
ovid
e co
rrec
tive
feed
back
as
need
ed, p
artic
ular
ly w
ith m
ulti-
sylla
bic
wor
ds. A
fter
a s
tude
nt r
eads
eac
h s
ectio
n (o
r se
nten
ce),
Spel
ling
Ru
les
Wo
rd e
nd
s w
ith
…R
ule
Exam
ple
–sh,
–ch
, –ss
, –x
add
–es
affix
– a
ffixe
s
vow
el +
–y
add
–ses
say
– es
says
cons
onan
t +
–y
drop
th
e –y
and
add
–ies
myt
hol
ogy
–m
ytho
logi
es
Sin
gu
lar
(on
e)Pl
ura
l (m
ore
th
an o
ne)
auth
orau
thor
s
cent
ury
cent
urie
s
cere
mon
yce
rem
onie
s
char
acte
rch
arac
ters
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
73Le
sso
n 1
enco
urag
e al
l stu
dent
s to
ask
que
stio
ns t
o cl
arify
mea
ning
. Th
enas
k co
mpr
ehen
sion
que
stio
ns t
o be
sur
e st
uden
ts u
nder
stoo
dw
hat
th
ey r
ead.
For
exa
mpl
e, a
fter
rea
ding
th
e se
ctio
n “N
onfic
tion:
Bas
ed o
n Fa
ct,”
ask
stu
dent
s: W
hat
typ
e o
f la
ngu
age
do
no
nfi
ctio
n a
uth
ors
lik
e B
etti
na
Lin
g u
se?
[lit
era
l la
ngu
age
,w
hich
is
acc
ura
te, t
ruth
ful,
an
d di
rect
] C
ontin
ue t
his
pro
cess
until
you
com
plet
e Pa
rt 1
of t
he
read
ing.
Th
en g
ive
stud
ents
tim
eto
sile
ntly
rer
ead
Part
1 o
f th
e te
xt. E
ncou
rage
stu
dent
s to
rai
seth
eir
han
ds if
th
ey h
ave
ques
tions
.
5.R
ead
Par
t 2 o
f th
e te
xt w
ith
stu
den
ts;
hav
e st
ud
ents
ask
qu
esti
on
sto
cla
rify
mea
nin
g an
d a
nsw
er c
om
pre
hen
sio
nq
ues
tio
ns.
With
out
stop
ping
, rea
d Pa
rt 2
of “
Pros
e, P
oetr
y, a
ndD
ram
a: E
xam
inin
g G
enre
s” t
wic
e or
hav
e st
uden
ts li
sten
to
the
Cha
mpi
onAu
dio
CD
. For
th
e th
ird
read
ing,
cal
l on
stud
ents
to
read
eac
h se
ctio
n al
oud.
Pro
vide
cor
rect
ive
feed
back
as
need
ed,
part
icul
arly
with
mul
ti-sy
llabi
c w
ords
. Aft
er a
stu
dent
rea
ds e
ach
sect
ion,
enc
oura
ge a
ll st
uden
ts t
o as
k qu
estio
ns t
o cl
arify
mea
ning
.T
hen
ask
com
preh
ensi
on q
uest
ions
to
be s
ure
stud
ents
unde
rsto
od w
hat
th
ey r
ead.
For
exa
mpl
e, a
fter
rea
ding
th
e se
ctio
n“P
oetr
y: W
ritt
en in
Ver
se F
orm
,” a
sk s
tude
nts:
Wh
at i
s a
stan
za?
[lin
es g
rou
ped
toge
ther
acc
ordi
ng
to r
hym
ing
patt
ern
, rhy
thm
,a
nd
len
gth]
Con
tinue
th
is p
roce
ss u
ntil
you
com
plet
e Pa
rt 2
of t
he
read
ing.
Th
en g
ive
stud
ents
tim
e to
sile
ntly
rer
ead
Part
2 o
f th
ete
xt. E
ncou
rage
stu
dent
s to
rai
se t
hei
r h
ands
if t
hey
hav
equ
estio
ns.
6.H
ave
stu
den
ts a
nsw
er c
om
pre
hen
sio
n q
ues
tio
ns
ora
lly
and
in w
riti
ng.
Hav
e st
uden
ts t
urn
to p
age
37 in
th
e R
eade
r an
d po
int
out
the
Com
preh
ensi
on C
heck
box
. Rea
d ea
ch q
uest
ion
alou
d an
dex
plai
n an
y un
fam
iliar
voc
abul
ary.
Cal
l on
volu
ntee
rs t
o an
swer
each
que
stio
n or
ally
; pro
vide
cor
rect
ive
feed
back
as
need
ed. A
sea
ch q
uest
ion
is a
nsw
ered
, hav
e st
uden
ts p
oint
out
wh
ere
in t
he
text
th
ey fo
und
the
answ
er t
o th
e qu
estio
n. T
hen
tel
l stu
dent
s th
at
they
will
be
wri
ting
the
answ
ers
to t
hes
e qu
estio
ns in
th
eC
ham
pion
Wri
ter.
Int
rodu
ce A
ctiv
ity 1
4 an
d re
ad t
he
dire
ctio
ns.
Post
on
the
wal
l the
five
que
stio
ns t
he c
lass
cre
ated
bef
ore
they
read
th
e re
adin
g se
lect
ion
(in
CO
NN
ECT
#3)
. Tel
l stu
dent
s th
atth
ey s
hou
ld t
ry t
o an
swer
one
of t
hes
e qu
estio
ns o
n th
eir
wor
ksh
eet.
Hav
e st
uden
ts c
ompl
ete
the
wor
ksh
eet
in p
airs
or
grou
ps o
f th
ree.
Cir
cula
te a
roun
d th
e ro
om a
nd h
elp
stud
ents
as
need
ed. W
hen
stu
dent
s ar
e fin
ish
ed, r
evie
w t
he
answ
ers
with
th
ecl
ass.
Foc
us o
n se
nten
ce s
truc
ture
and
pro
vide
cor
rect
ive
feed
back
as n
eede
d. R
evis
it th
e cl
ass
list
of fi
ve q
uest
ions
and
see
if a
llqu
estio
ns w
ere
answ
ered
. If n
ot, d
iscu
ss w
ith s
tude
nts
how
th
eyca
n fin
d th
e an
swer
s to
th
e re
mai
ning
que
stio
ns. R
efer
to
the
com
plet
ed W
rite
r A
ctiv
ity 9
and
dis
cuss
wh
at t
ypes
of i
nfor
mat
iona
lm
ater
ials
stu
dent
s w
ould
use
to
find
answ
ers
to t
he
rem
aini
ngqu
estio
ns. A
ssig
n st
uden
ts t
o re
sear
ch t
he
rem
aini
ng q
uest
ions
for
extr
a cr
edit.
7.H
ave
stu
den
ts c
on
nec
t in
form
atio
n f
rom
tex
t to
sel
f.H
ave
stud
ents
tur
n to
pag
e 37
in t
hei
r R
eade
r. R
ead
the
first
“M
ake
Con
nect
ions
” al
oud
and
then
cal
l on
a st
uden
t vo
lunt
eer
to r
ead
it.O
rgan
ize
stud
ents
into
pai
rs a
nd h
ave
them
dis
cuss
th
e qu
estio
nsfo
r ab
out
five
min
utes
. Cir
cula
te a
roun
d th
e ro
om a
s st
uden
ts a
reta
lkin
g. C
all o
n pa
irs
to s
hare
the
ir id
eas
with
the
cla
ss. A
ffirm
good
wor
k an
d pr
ovid
e co
rrec
tive
feed
back
as
appr
opri
ate.
The
nfo
llow
the
sam
e pr
oces
s w
ith t
he o
ther
“M
ake
Con
nect
ions
”qu
estio
ns. A
fter
stu
dent
s fin
ish
dis
cuss
ing
the
ques
tions
ora
lly, a
skst
uden
ts t
o ch
oose
one
of t
he
“Mak
e C
onne
ctio
ns”
ques
tions
.T
hey
are
to c
opy
the
ques
tion
they
sel
ect
on a
pie
ce o
f not
eboo
kpa
per
and
then
wri
te a
res
pons
e to
it. B
efor
e w
ritin
g, e
ncou
rage
stud
ents
to
use
a gr
aph
ic o
rgan
izer
to
com
e up
with
idea
s an
dor
gani
ze t
hem
app
ropr
iate
ly. H
ave
stud
ents
pla
ce t
hei
r co
mpl
eted
wor
k in
the
ir c
hapt
er p
ortf
olio
.
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
74C
hap
ter
18
8.Fo
cus
on
gra
mm
ar:
regu
lar
and
irr
egu
lar
pas
t te
nse
ver
bs.
Wri
te t
he
targ
et v
erbs
on
the
boar
d:
to m
irro
rto
na
rra
teto
ove
rla
p
Rev
iew
th
e fe
atur
es o
f ver
bs w
ith s
tude
nts:
Wh
at p
art
of
spee
char
e th
ese
ph
rase
s?[v
erbs
]W
hat
do
ver
bs
do
? [d
escr
ibe
act
ion
s or
sta
tes
of b
ein
g]Lo
ok
at
the
verb
s o
n t
he
bo
ard
.W
hic
h o
nes
des
crib
e ac
tio
ns?
[all
of th
em]
Wh
at a
reex
amp
les
of
verb
s th
at d
escr
ibe
stat
es o
f b
ein
g?[t
o be
, to
have
, to
wa
nt,
an
d so
fort
h] H
ave
stud
ents
find
a s
ente
nce
in“P
rose
, Poe
try,
and
Dra
ma:
Exa
min
ing
Gen
res”
th
at in
clud
es e
ach
targ
et v
erb.
As
stud
ents
find
sen
tenc
es, w
rite
th
em o
n th
e bo
ard,
unde
rlin
e th
e ta
rget
ver
b, a
nd d
iscu
ss t
he
mea
ning
of e
ach
ver
b:
Pros
e is
wri
tin
g th
at t
ries
to m
irro
rth
e la
ngu
age
of
ever
yda
y sp
eech
.
For
exa
mpl
e, F
. Sco
tt F
itzg
era
ld w
rote
the
cla
ssic
nov
el c
alle
dT
he G
reat
Gat
sby;
how
ever
, a c
hara
cter
in
the
book
na
med
Nic
k C
arr
aw
ay
na
rra
ted
the
stor
y.
Som
etim
es g
enre
s ov
erla
p, s
uch
as
whe
n n
onfi
ctio
n h
isto
rica
lev
ents
are
mix
ed w
ith
fict
ion
al s
tori
es to
cre
ate
the
subg
enre
know
n a
s hi
stor
ica
l fic
tion
.
Tell
stud
ents
: All
of
thes
e ve
rbs
are
regu
lar
verb
s. T
hat
mea
ns
we
foll
ow
ru
les—
such
as
add
ing
–ed
or
–d t
o t
he
end
of
the
verb
s—to
pu
t th
em i
n t
he
pas
t te
nse
. Let
’scr
eate
a n
ew s
ente
nce
fo
r ea
ch v
erb
. T
he
sen
ten
ces
sho
uld
all
be
in t
he
pas
t te
nse
. W
hic
h v
erb
in
th
e se
nte
nce
s o
n t
he
bo
ard
is
alre
ady
in t
he
pas
t te
nse
?[n
arr
ate
d]W
hat
ten
sear
e th
e o
ther
ver
bs
in?
[pre
sen
t ten
se]
Wor
k w
ith s
tude
nts
tocr
eate
a n
ew s
ente
nce
for
each
tar
get
verb
; put
th
e se
nten
ces
in a
char
t fo
rmat
(se
e ex
ampl
e in
the
nex
t co
lum
n), a
nd k
eep
the
char
tpo
sted
on
a w
all i
n th
e cl
assr
oom
. Als
o ha
ve s
tude
nts
reco
rd e
ach
targ
et v
erb
and
its m
eani
ng in
th
eir
Voca
bula
ry N
oteb
ook.
As
you
are
crea
ting
each
sen
tenc
e, r
emin
d st
uden
ts o
f th
eap
plic
able
spe
lling
rul
es o
n G
uide
2. H
ave
stud
ents
pra
ctic
ere
adin
g al
oud
and
then
wri
ting
on t
hei
r ow
n pa
per
each
sen
tenc
ein
the
cha
rt o
n th
e bo
ard.
Wh
en s
tude
nts
are
finis
hed
, rem
ind
them
th
at n
ot a
ll ve
rbs
are
regu
lar:
Man
y ve
rbs
in E
ngl
ish
fo
llo
w t
hes
e ru
les.
Ho
wev
er,
som
e d
o n
ot.
Th
ese
are
call
ed i
rreg
ula
rve
rbs.
Wh
at d
oes
irre
gula
rm
ean
?[n
ot r
egu
lar]
Irre
gula
r ve
rbs
are
dif
ficu
lt t
ole
arn
bec
ause
th
ere
aren
’t a
ny
rule
s to
pu
t th
ese
verb
s in
the
pas
t te
nse
. W
e h
ave
to m
emo
rize
th
e p
ast
ten
se f
orm
of
thes
e ve
rbs,
wh
ich
tak
es t
ime.
Hav
e st
uden
ts t
ake
out
thei
rco
py o
f Gui
de 1
0 (l
ocat
ed o
n th
e C
ham
pion
CD
-RO
M a
nddi
stri
bute
d du
ring
th
e la
st c
hap
ter)
, wh
ich
list
s co
mm
on ir
regu
lar
verb
s. R
emin
d st
uden
ts t
hat
you
will
be
revi
ewin
g ea
ch g
roup
of
irre
gula
r w
ords
per
iodi
cally
to
hel
p st
uden
ts le
arn
and
rem
embe
rth
em. I
f des
ired
, rev
iew
th
e fir
st g
roup
of w
ords
usi
ng t
he
exer
cise
outli
ned
on p
age
59. T
hen
rev
iew
th
e se
cond
gro
up o
f wor
ds in
the
sam
e w
ay y
ou r
evie
wed
th
e fir
st g
roup
: To
day
we
read
(/re
ed/)
a b
oo
k.
Yest
erd
ay w
e re
ad (
/red
/) a
bo
ok
. W
hat
did
we
do
yes
terd
ay?
Inst
ruct
all
stud
ents
to
resp
ond
toge
ther
,“Y
este
rday
we
read
(/r
ed/)
a b
ook.
” Po
int
out
that
th
e pr
esen
t an
dpa
st t
ense
form
s ar
e sp
elle
d th
e sa
me
way
but
pro
noun
ced
diffe
rent
ly. C
ontin
ue w
ith t
he
rem
aini
ng w
ords
: To
day
I t
each
En
glis
h.
Yest
erd
ay I
tau
ght
Sp
anis
h.
Wh
at d
id I
tea
chye
ster
day
?[y
este
rda
y yo
u ta
ugh
t Spa
nis
h]To
day
Car
ol
gets
sala
d f
or
lun
ch.
Yest
erd
ay C
aro
l go
t so
up
fo
r lu
nch
. W
hat
did
Car
ol
get
for
lun
ch y
este
rday
?[y
este
rda
y C
aro
l got
sou
p
REG
ULA
R V
ERB
SP
rese
nt
Ten
seVe
rbP
ast
Ten
seVe
rb
The
mov
iem
irro
rsm
irro
red
the
book
.
The
scie
ntis
tsna
rrat
ena
rrat
edth
e m
ovie
abo
utpe
ngui
ns.
The
tw
ocl
asse
sov
erla
pov
erla
pped
on M
onda
y.
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
75Le
sso
n 1
for
lun
ch]
Tod
ay t
he
stu
den
ts p
ut
thei
r w
ork
on
my
des
k.
Yest
erd
ay t
he
stu
den
ts p
ut
thei
r w
ork
in
my
off
ice.
Wh
ere
did
th
e st
ud
ents
pu
t th
eir
wo
rk y
este
rday
?[y
este
rda
y th
est
ude
nts
pu
t the
ir w
ork
in y
our
offi
ce]
Tod
ay J
on
ah s
ees
his
fath
er.
Yest
erd
ay J
on
ah s
aw h
is m
oth
er.
Wh
o d
id J
on
ah s
eeye
ster
day
?[y
este
rda
y Jo
na
h sa
w h
is m
othe
r]To
day
I t
hin
kab
ou
t p
oet
ry.
Yest
erd
ay I
th
ou
ght
abo
ut
dra
ma.
Wh
at d
id I
thin
k a
bo
ut
yest
erd
ay?
[yes
terd
ay
you
thou
ght a
bou
t dra
ma
]To
day
th
e p
rin
cip
al s
tan
ds
in f
ron
t o
f th
e sc
ho
ol.
Yes
terd
ayth
e p
rin
cip
al s
too
d i
n t
he
hal
lway
. W
her
e d
id t
he
pri
nci
pal
stan
d y
este
rday
?[y
este
rda
y th
e pr
inci
pal s
tood
in
the
hallw
ay]
Tod
ay t
he
stu
den
ts u
nd
erst
and
all
ego
ry.
Yest
erd
ay t
he
stu
den
ts u
nd
erst
oo
d i
ron
y. W
hat
did
th
e st
ud
ents
un
der
stan
d y
este
rday
?[y
este
rda
y th
e st
ude
nts
un
ders
tood
iron
y]
Wor
k w
ith s
tude
nts
to c
reat
e se
nten
ces
usin
g ea
ch ir
regu
lar
verb
in t
he
seco
nd s
ectio
n on
Gui
de 1
0. P
ut t
he
sent
ence
s in
a c
har
tfo
rmat
(se
e ex
ampl
e on
pag
e 59
), a
nd k
eep
the
char
t po
sted
on
aw
all i
n th
e cl
assr
oom
. Stu
dent
s ar
e m
ost
likel
y fa
mili
ar w
ith t
hem
eani
ngs
of t
hes
e ve
rbs,
but
tak
e tim
e to
exp
lain
th
e m
eani
ng o
fan
y ve
rb s
tude
nts
do n
ot k
now
. Hav
e st
uden
ts r
ecor
d an
yun
fam
iliar
ver
bs a
nd t
hei
r m
eani
ngs
in t
hei
r Vo
cabu
lary
Not
eboo
k.C
ontin
ue t
o ad
d ir
regu
lar
verb
s to
th
e ir
regu
lar
verb
ch
art
thro
ugh
out
the
Cha
mpi
onB
lue
Leve
l pro
gram
.
Nex
t, in
trod
uce
Act
ivity
15
in t
he
Wri
ter
and
revi
ew t
he
dire
ctio
nsan
d ex
ampl
e. H
ave
stud
ents
com
plet
e th
e w
orks
hee
t w
ith a
part
ner.
Stud
ents
sh
ould
ref
er t
o G
uide
10
to h
elp
them
com
plet
eth
e w
orks
hee
t. C
ircu
late
aro
und
the
clas
sroo
m a
nd h
elp
stud
ents
as n
eede
d. W
hen
stu
dent
s ar
e fin
ish
ed, r
evie
w t
he
answ
ers
with
the
clas
s.
9.Fo
cus
on
gra
mm
ar:
adje
ctiv
es a
nd
th
e co
mp
arat
ive
form
.H
ave
stud
ents
tak
e ou
t th
e C
hap
ter
18, L
esso
n 1
Voca
bula
ry S
hee
tan
d lo
ok a
t th
e A
djec
tives
col
umn.
Ask
stu
dent
s: W
hat
do
adje
ctiv
es d
o?
[des
crib
e n
oun
s a
nd
pron
oun
s] R
ead
each
adje
ctiv
e al
oud
and
hav
e st
uden
ts r
epea
t af
ter
you.
Org
aniz
est
uden
ts in
to p
airs
and
giv
e ea
ch p
air
a nu
mbe
r—on
e or
tw
o.
Poin
t ou
t th
at t
he
Adj
ectiv
es c
olum
n is
div
ided
into
tw
o se
ctio
ns.
Stud
ents
are
res
pons
ible
for
the
wor
ds in
th
eir
sect
ion.
Fir
st, t
hey
are
to fi
nd a
sen
tenc
e in
“Pr
ose,
Poe
try,
and
Dra
ma:
Exa
min
ing
Gen
res”
in w
hich
th
e ad
ject
ive
is u
sed.
The
n th
ey a
re t
o w
rite
the
defin
ition
. Th
ey c
an u
se p
rior
kno
wle
dge,
con
text
clu
es, o
r th
eID
EA D
icti
ona
ry 3
to h
elp
them
def
ine
the
wor
d. T
ell s
tude
nts
that
you
kno
w t
hes
e ar
e di
fficu
lt w
ords
, but
you
wan
t th
em t
o do
thei
r be
st t
o un
ders
tand
th
e m
eani
ng o
f eac
h w
ord.
Cir
cula
tear
ound
th
e ro
om a
nd h
elp
stud
ents
as
need
ed. W
hen
stu
dent
s ar
efin
ishe
d, c
all o
ut e
ach
wor
d an
d as
k fo
r vo
lunt
eers
to
shar
e th
ede
finiti
on o
f th
e w
ord.
Pro
vide
cor
rect
ive
feed
back
as
need
ed.
Hav
e st
uden
ts r
ecor
d ea
ch t
arge
t ad
ject
ive
and
its m
eani
ng in
th
eir
Voca
bula
ry N
oteb
ook.
Nex
t, w
rite
com
pare
an
d co
ntr
ast
on t
he
boar
d. A
sk s
tude
nts
ifth
ey k
now
wha
t th
is m
eans
. [to
exp
lain
how
two
or m
ore
thin
gsa
re s
imil
ar
an
d/or
dif
fere
nt]
Say
: In
th
e re
adin
g se
lect
ion
, th
eau
tho
r M
ich
elle
Ch
ew c
om
par
es a
nd
co
ntr
asts
dif
fere
nt
typ
es o
f fi
ctio
n.
Wri
te t
he
follo
win
g se
nten
ce fr
om p
age
31 o
f th
eR
eade
r an
d re
ad it
alo
ud: A
no
vell
a h
as a
bo
ut
20,0
00 t
o40,0
00 w
ord
s, w
hic
h i
s sh
ort
er t
han
a n
ove
l.
Wh
at t
wo
th
ings
is
the
auth
or
com
par
ing
in t
his
sen
ten
ce?
[a n
ovel
an
d a
nov
ella
]T
hat
’s r
igh
t. S
he’
s co
mp
arin
g a
no
vel
and
a n
ove
lla.
Sh
e sa
ys t
hat
a n
ove
lla
is s
ho
rter
than
an
ove
l.U
nder
line
the
wor
d sh
orte
r.W
hat
wo
rd d
o y
ou
see
in
sho
rter
?[s
hort
]W
hat
par
t o
f sp
eech
are
th
e w
ord
s sh
ort
and
sho
rter
?[a
djec
tive
s]W
e o
ften
ad
d t
he
suff
ix –
erto
an
adje
ctiv
e to
cre
ate
the
com
par
ativ
e. L
et’s
lo
ok
at
oth
erex
amp
les
of
the
com
par
ativ
e fo
rm.
(The
com
para
tive
and
supe
rlat
ive
form
s w
ere
addr
esse
d in
th
e R
ed L
evel
pro
gram
; th
issh
ould
be
a re
view
for
stud
ents
.) W
rite
th
e fo
llow
ing
wor
ds o
n th
ebo
ard:
lon
g –
lon
ger
big
– bi
gger
tall
– ta
ller
sma
ll –
sma
ller
sma
rt –
sm
art
erbr
ight
– b
righ
ter
happ
y –
happ
ier
old
– ol
der
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
76C
hap
ter
18
Ask
vol
unte
ers
to u
se t
he
com
para
tive
form
in s
ente
nces
. Pro
vide
a m
odel
for
stud
ents
to
follo
w: I
am
tal
ler
than
my
son
. T
his
pen
cil
is s
mal
ler
than
th
is b
oo
k.
Th
e te
ach
er i
s o
lder
th
anth
e st
ud
ents
.Af
ter
oral
pra
ctic
e us
ing
the
com
para
tives
, tel
lst
uden
ts:W
e ca
nn
ot
add
–er
to
all
ad
ject
ives
. W
ith
so
me
adje
ctiv
es,
we
pu
t th
e w
ord
mo
reb
efo
re t
he
adje
ctiv
e to
crea
te t
he
com
par
ativ
e.W
rite
th
e fo
llow
ing
sent
ence
from
pag
e31
of t
he
Rea
der
and
read
it a
loud
: Sh
ort
sto
ries
are
sh
ort
eran
d m
ore
fo
cuse
d t
han
no
vell
as.
Wh
at t
wo
th
ings
is
the
auth
or
com
par
ing
in t
his
sen
ten
ce?
[a s
hort
sto
ry a
nd
a n
ovel
la]
Th
at’s
rig
ht.
Sh
e’s
com
par
ing
ash
ort
sto
ry a
nd
a n
ove
lla
and
tel
lin
g u
s th
at a
sh
ort
sto
ryis
sh
ort
er a
nd
mo
re f
ocu
sed
than
a n
ove
lla.
Und
erlin
em
ore
focu
sed.
Let
’s l
oo
k a
t o
ther
exa
mp
les
of
com
par
ativ
es t
hat
are
form
ed b
y p
utt
ing
the
wo
rd m
ore
in
fro
nt
of
it.
Wri
teth
e fo
llow
ing
wor
ds o
n th
e bo
ard:
mor
e dr
am
ati
cm
ore
ima
gin
ati
vem
ore
impo
rta
nt
mor
e he
lpfu
lm
ore
flexi
ble
mor
e de
term
ined
mor
e in
tere
stin
g
If s
tude
nts
hav
e no
t as
ked
this
que
stio
n al
read
y, a
sk t
hem
: Ho
wd
o w
e k
no
w h
ow
to
cre
ate
the
com
par
ativ
e fo
rm?
Ho
w d
ow
e k
no
w i
f w
e ad
d t
he
suff
ix –
ero
r p
ut
the
wo
rd m
ore
in
fro
nt
of
the
adje
ctiv
e?A
llow
stu
dent
s to
sh
are
thei
r id
eas.
Th
enin
trod
uce
Gui
de 1
2 an
d gi
ve e
ach
stu
dent
a c
opy.
Rev
iew
th
e ru
les1
with
stu
dent
s an
d te
ll th
em t
o re
fer
to t
his
gui
de fr
eque
ntly
,es
peci
ally
wh
en t
hey
are
wri
ting.
Int
rodu
ce A
ctiv
ity 1
6 in
th
e W
rite
ran
d re
view
th
e di
rect
ions
and
exa
mpl
e. H
ave
stud
ents
com
plet
eth
e w
orks
heet
in p
airs
. Cir
cula
te a
roun
d th
e cl
assr
oom
and
hel
pst
uden
ts a
s ne
eded
. Rev
iew
th
e an
swer
s w
ith t
he
clas
s.
10.
Hav
e st
ud
ents
an
alyz
e w
ord
str
uct
ure
an
d r
eco
gniz
e ro
ot
wo
rds
and
aff
ixes
.W
rite
roo
t wor
dan
da
ffix
on t
he
boar
d.R
emin
d st
uden
ts t
hat
man
y w
ords
in E
nglis
h c
onta
in a
roo
t w
ord
and
an a
ffix—
a pr
efix
(an
affi
x th
at c
omes
bef
ore
the
root
wor
d) o
r
Cop
yrig
ht ©
2008
Bal
lard
& T
ighe
, Pub
lish
ers,
a d
ivis
ion
of E
duca
tion
al I
DE
AS,
Inc
. Fro
m t
he C
ham
pion
of I
DE
AS
prog
ram
. Per
mis
sion
is g
rant
ed t
o re
prod
uce
this
pag
e fo
ron
e te
ache
r’s c
lass
room
onl
y.
Guide
12
The
Com
para
tive
Form
Ad
ject
ives
wit
h
one
syll
able
ta
ll
smar
t ho
t
tall
ersm
arte
rho
tter
Add
–er
to t
he e
nd o
f the
adj
ecti
ve t
o cr
eate
the
com
para
tive
form
.
If a
n ad
ject
ive
ends
wit
h a
vow
el a
nd t
hen
aco
nson
ant
(suc
h as
hot
) dou
ble
the
cons
onan
t.
Ad
ject
ives
wit
htw
o sy
llab
les
that
en
d w
ith
–y
happ
yfu
nny
frie
ndly
happ
ier
funn
ier
frie
ndli
er
Dro
p th
e –y
and
add
–ier
to t
he e
nd o
f the
ad
ject
ive
to c
reat
e th
e co
mpa
rati
ve fo
rm.
Ad
ject
ives
wit
htw
o sy
llab
les
that
en
d w
ith
–p
leor
–bl
e
sim
ple
hum
ble
sim
pler
hum
bler
Add
–r
to t
he e
nd o
f the
adj
ecti
ve t
o cr
eate
the
com
para
tive
form
.
Oth
er a
dje
ctiv
esw
ith
tw
o or
mor
e sy
llab
les
focu
sed
impo
rtan
tco
mm
on
mor
e fo
cuse
dm
ore
impo
rtan
tm
ore
com
mon
Put
the
wor
d m
orei
n fr
ont
of a
djec
tive
s th
atha
ve t
wo
or m
ore
syll
able
s, e
xcep
t w
ords
that
end
in –
y, –
ple,
or –
ble.
Irre
gula
rad
ject
ives
good
bad
bett
erw
orse
The
re a
re n
o ru
les
to fo
llow
wit
h ir
regu
lar
adje
ctiv
es.
Exam
ples
Rule
1 The
rul
es p
rese
nted
on
Gui
de 1
2 ar
e si
mpl
ified
for
stud
ents
at
the
Inte
rmed
iate
lang
uage
leve
l. A
s in
dica
ted
in T
he G
ram
ma
r B
ook:
An
ESL
/EFL
Tea
cher
’s C
ours
e(C
elce
-Mur
cia
& L
arse
n-Fr
eem
an, 1
983,
pag
es 4
94-4
95),
“T
he d
ecis
ion
of w
hen
to u
se m
ore
vs. –
er w
ith c
ompa
rativ
e ad
ject
ives
and
adv
erbs
is a
com
plic
ated
pro
cess
, sin
ce n
o on
e ha
s ca
rrie
d ou
t a
stud
y to
fully
dete
rmin
e cu
rren
t us
age.
In
the
abse
nce
of a
mor
e de
finiti
ve, e
mpi
rica
lly b
ased
sta
tem
ent,
we
feel
tha
t so
me
vers
ion
of F
rank
’s t
hree
-par
t fo
rmul
atio
n (1
972:
118
-119
) is
th
e be
st s
et o
f rul
esav
aila
ble.
” T
he C
ham
pion
auth
ors
conc
ur w
ith t
his
pos
ition
; how
ever
, giv
en t
he c
ompl
exity
of F
rank
’s t
hree
-par
t fo
rmul
atio
n, t
hey
deci
ded
to p
rese
nt o
nly
port
ions
of t
he r
ules
now
and
expa
nd u
pon
them
whe
n st
uden
ts r
each
a m
ore
adva
nced
leve
l of l
angu
age
prof
icie
ncy.
The
rat
iona
le fo
r th
is is
to
mak
e th
e ta
sk o
f lea
rnin
g th
e ru
les
mor
e m
anag
eabl
e. I
f tea
cher
s w
ish
to
expa
nd u
pon
the
initi
al s
et o
f rul
es p
rese
nted
in G
uide
12,
ple
ase
refe
r to
Fra
nk’s
thr
ee-p
art
form
ulat
ion
as o
utlin
ed in
The
Gra
mm
ar
Boo
k:
Part
1: U
se –
er w
ith o
ne-s
ylla
ble
adje
ctiv
es a
nd a
dver
bs a
nd w
ith t
hose
tw
o-sy
llabl
e ad
ject
ives
end
ing
in –
y or
–pl
e, –
ble
and
occa
sion
ally
–tle
, –dl
e (e
.g.,
talle
r, ha
ppie
r, si
mpl
er, h
umbl
er,
subt
ler,
idle
r).
Part
2: U
se e
ither
–er
or
mor
ew
ith t
wo-
sylla
ble
adje
ctiv
es t
hat
take
the
follo
win
g w
eakl
y st
ress
ed e
ndin
gs: -
ly/ly
/ (fr
iend
lier,
mor
e fr
iend
ly);
–ow
/ow
/ (m
ello
wer
, mor
e m
ello
w);
–er
/∂r/
(cle
vere
r, m
ore
clev
er);
som
e /s∂m
/ (ha
ndso
mer
, mor
e ha
ndso
me)
. Not
e th
at t
here
are
als
o so
me
two-
sylla
ble
adje
ctiv
es w
ithou
t an
y of
the
abo
ve s
uffix
es w
hich
can
tak
e ei
ther
–er
or m
ore
(e.g
., st
upid
, qui
et).
Not
e th
at F
rank
(19
72:1
18)
feel
s th
at t
he –
er fo
rms
are
less
form
al t
han
thei
r eq
uiva
lent
s w
ith p
erip
hras
ticm
ore.
Part
3: U
se m
ore
with
oth
er a
djec
tives
and
adv
erbs
of t
wo
or m
ore
sylla
bles
: dis
tant
, exa
ct, u
sefu
l, ar
roga
nt, i
ntel
ligen
t, be
autif
ul, e
tc. F
rank
furt
her
poin
ts o
ut (
1972
:118
-119
) th
at t
wo-
sylla
ble
adje
ctiv
es e
ndin
g in
the
follo
win
g su
ffixe
s or
con
sona
nt c
lust
ers
usua
lly t
ake
mor
e: –
out,
–ish
, –fu
l, –e
d, –
ct, –
nt, –
st.
Furt
her,
it is
impo
rtan
t to
not
e th
at t
hese
rul
es a
pply
to
adje
ctiv
e st
ems
and
not
just
adj
ectiv
es s
ince
der
ived
form
s w
ith t
hree
or
mor
e sy
llabl
es a
lso
occu
r w
ith –
er (
e.g.
, unh
appi
er)
if th
est
em fo
rm o
f the
adj
ectiv
e fit
s th
e fir
st o
r se
cond
par
t of
the
abo
ve r
ule.
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
77Le
sso
n 1
a su
ffix
(an
affix
th
at c
omes
aft
er a
roo
t w
ord)
. Wri
te t
he
follo
win
gw
ords
on
the
boar
d:
na
rra
tor/
to n
arr
ate
hum
or/h
um
orou
sm
agi
c/m
agi
cal
sym
bol/s
ymbo
lism
Rem
ind
stud
ents
th
at a
naly
zing
wor
d st
ruct
ure
and
know
ing
the
mea
ning
s of
affi
xes
can
hel
p th
em c
reat
e ne
w w
ords
and
unde
rsta
nd t
he
mea
ning
of u
nfam
iliar
wor
ds. S
tart
ing
with
th
e fir
stpa
ir o
f wor
ds, a
sk s
tude
nts
to id
entif
y th
e co
nnec
tion
betw
een
the
two
wor
ds. [
a n
arr
ato
r is
a p
erso
n w
ho n
arr
ate
s or
tells
a s
tory
]W
hat
par
t o
f sp
eech
is
na
rra
tor?
[nou
n]
Wh
at p
art
of
spee
ch i
s to
na
rra
te?
[ver
b] A
dd t
he
wor
d n
arr
ati
onne
xt t
on
arr
ato
r/to
na
rra
teon
th
e bo
ard.
Giv
e ea
ch s
tude
nt a
cop
y of
Gui
de 1
3 an
d G
uide
14,
wh
ich
list
com
mon
pre
fixes
and
suf
fixes
.(T
hes
e G
uide
s lis
t so
me
of t
he
mos
t co
mm
on a
ffixe
s; t
hey
do
not
repr
esen
t al
l th
e af
fixes
and
th
eir
mea
ning
s.)
Hav
e st
uden
ts lo
ok a
tG
uide
14,
and
sea
rch
th
e ch
art
for
the
suffi
x –t
ion
. Ask
stu
dent
sw
hat
th
is s
uffix
mea
ns. [
act
or
con
diti
on o
f]So
wh
at d
oes
th
ew
ord
na
rra
tio
nm
ean
?[t
he a
ct o
f na
rra
tin
g or
telli
ng
a s
tory
]C
ontin
ue w
ith t
he
next
pai
r of
wor
ds, h
um
or/h
um
orou
s.W
hat
par
t o
f sp
eech
is
hu
mo
r?[a
nou
n]
Wh
at p
art
of
spee
ch i
sh
um
oro
us?
[an
adj
ecti
ve]
Wh
at d
oes
th
e su
ffix
–o
us
mea
n?
[fu
ll of
; ha
vin
g]So
so
met
hin
g th
at i
s h
um
oro
us
is f
ull
of
hu
mo
r. W
hat
’s a
syn
on
ym f
or
hu
mo
rou
s?[f
un
ny]
List
en t
oth
is s
ente
nce
: I
am o
nly
do
ing
this
to
hu
mo
r m
y m
om
.W
hat
par
t o
f sp
eech
is
toh
um
or?
[a v
erb]
Wh
at d
oes
it
mea
n?
[to
keep
som
eon
e ha
ppy
by d
oin
g w
hat h
e/sh
e w
an
ts]
Con
tinue
in t
his
fash
ion
with
th
e ot
her
tw
o pa
irs
of w
ords
on
the
boar
d. T
ell s
tude
nts
to r
efer
to
Gui
de 1
3 an
d G
uide
14
wh
en t
hey
are
read
ing
and
wri
ting
to h
elp
them
und
erst
and
and
crea
te n
eww
ords
.
Pu
ttin
g It
All
To
geth
er (
op
tio
nal
)
Giv
e st
uden
ts a
n op
port
unity
to
enga
ge in
str
uctu
red
talk
usi
ngth
e ta
rget
gra
mm
atic
al fo
rms
they
are
lear
ning
. Ask
stu
dent
pai
rs
to c
hoo
se a
few
tar
get
wor
ds fr
om o
ne (
or m
ore)
of t
he
“Foc
us o
nG
ram
mar
” le
sson
s an
d th
en m
ake
up a
con
vers
atio
n us
ing
the
targ
et w
ords
.
At
Ho
me
•H
ave
stud
ents
tak
e ou
t th
e C
hap
ter
18, L
esso
n 1
Voca
bula
ry S
hee
t.D
irec
t st
uden
ts’ a
tten
tion
to t
he
four
th s
ectio
n of
th
e N
ouns
colu
mn.
Rea
d ea
ch w
ord
alou
d an
d h
ave
stud
ents
rep
eat
afte
r yo
u.In
stru
ct s
tude
nts
to w
rite
th
ese
wor
ds a
nd t
hei
r m
eani
ngs
in t
hei
rVo
cabu
lary
Not
eboo
k. S
tude
nts
can
refe
r to
“Pr
ose,
Poe
try,
and
Dra
ma:
Exa
min
ing
Gen
res”
in t
he
Cha
mpi
on R
eade
ras
wel
l as
to a
bilin
gual
dic
tiona
ry o
r th
e ID
EA D
icti
ona
ry 3
for
help
.
Ob
serv
ing
Stu
den
t P
rogr
ess
Det
erm
ine
wh
eth
er s
tude
nts
mas
tere
d th
e la
ngua
ge o
bjec
tives
cove
red
in t
his
sec
tion.
(Se
e pa
ge 6
9.)
Rev
iew
con
cept
s an
d gi
vest
uden
ts m
ore
prac
tice
as n
eede
d an
d th
en c
ontin
ue w
ith t
he
next
sect
ion.
EXTE
ND
(2
Cla
ss P
erio
ds)
1.R
evie
w h
om
ewo
rk a
nd
to
pic
s co
vere
d i
n t
he
pre
vio
us
clas
sse
ssio
n.
2.H
ave
stu
den
ts i
den
tify
bas
ic c
har
acte
rist
ics
of
thre
e m
ain
gen
res
of
lite
ratu
re a
nd
cla
ssif
y su
bge
nre
s.A
sk s
tude
nts:
Wh
at a
re t
he
thre
e m
ain
gen
res
of
lite
ratu
re?
[pro
se, p
oetr
y,a
nd
dra
ma
]W
hat
are
th
e ch
arac
teri
stic
s o
f ea
ch g
enre
?[p
rose
is
fict
ion
an
d n
onfi
ctio
n w
riti
ng
tha
t mir
rors
the
lan
gua
geof
eve
ryda
y sp
eech
; poe
try
is w
ritt
en i
n v
erse
form
; dra
ma
is
mea
nt t
o be
spo
ken
alo
ud
by a
ctor
s] W
rite
th
e w
ord
subg
enre
onth
e bo
ard.
Wh
at w
ord
do
yo
u s
ee i
n t
he
wo
rd s
ub
gen
re?
[gen
re]
Th
e p
refi
x su
b-
mea
ns
un
der
, so
a s
ub
gen
re f
alls
un
der
a g
enre
. W
e cl
assi
fy o
r o
rgan
ize
lite
ratu
re b
y ge
nre
and
su
bge
nre
. W
e ca
n c
lass
ify
peo
ple
an
d t
hin
gs b
yca
tego
ry a
nd
su
bca
tego
ry.
For
exam
ple
, in
th
e la
st c
hap
ter
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
we
talk
ed a
bo
ut
cate
gori
es o
f in
form
atio
nal
mat
eria
ls—
ency
clo
ped
ias,
web
sit
es,
acad
emic
jo
urn
als,
new
spap
ers,
and
so
fo
rth
. Let
’s t
ake
web
sit
es f
or
exam
ple
. W
hat
sub
cate
gori
es c
ou
ld w
e h
ave
for
web
sit
es?
[gov
ern
men
t web
site
s, u
niv
ersi
ty w
eb s
ites
, com
mer
cia
l web
sit
es]
Wh
at a
bo
ut
new
spap
ers?
Wh
at s
ub
cate
gori
es c
ou
ld w
e h
ave
for
new
spap
ers?
[da
ily
new
spa
pers
, wee
kly
new
spa
pers
, loc
al
new
spa
pers
, na
tion
al n
ewsp
ape
rs]
Con
tinue
in t
his
fash
ion
until
stud
ents
und
erst
and
the
mea
ning
of c
ateg
ory
and
subc
ateg
ory.
Th
en in
trod
uce
Act
ivity
17
in t
he
Wri
ter
and
revi
ew t
he
dire
ctio
nsan
d ex
ampl
es. H
ave
stud
ents
wor
k in
sm
all g
roup
s to
com
plet
eth
e gr
aph
ic o
rgan
izer
. The
y w
ill e
ncou
nter
som
e un
fam
iliar
voca
bula
ry in
th
e ad
ditio
nal r
eadi
ng o
n su
bgen
res
of p
oetr
y, w
hic
hgi
ves
you
an o
ppor
tuni
ty t
o in
form
ally
ass
ess
thei
r ab
ility
to
extr
act
key
poin
ts fr
om a
tex
t. C
ircu
late
aro
und
the
room
and
hel
pst
uden
ts a
s ne
eded
. Wh
en s
tude
nts
are
finis
hed
, hav
e th
em s
har
eth
e w
ay in
wh
ich
th
ey c
lass
ified
th
e va
riou
s su
bgen
res
of li
tera
ture
by m
akin
g st
atem
ents
abo
ut t
he
info
rmat
ion
in t
hei
r gr
aph
icor
gani
zer.
Prov
ide
seve
ral m
odel
s so
stu
dent
s un
ders
tand
wh
at t
odo
:Leg
end
s, f
able
s, a
nd
fai
ry t
ales
are
fic
tio
n.
Dra
ma
incl
ud
es c
om
edie
s an
d t
rage
die
s. B
alla
ds
and
od
es a
rety
pes
of
lyri
c p
oem
s.W
rite
stu
dent
s’ s
ente
nces
on
the
boar
dan
d pr
ovid
e co
rrec
tive
feed
back
on
sent
ence
str
uctu
re a
s ne
eded
.
3.H
ave
stu
den
ts r
evis
it t
he
targ
et v
oca
bu
lary
an
d c
om
ple
te a
self
-ass
essm
ent
of
lear
nin
g.D
ispl
ay t
he
Ch
apte
r 18
, Les
son
1Vo
cabu
lary
Sh
eet
and
hav
e st
uden
ts t
ake
thei
r co
py o
ut o
f th
ech
apte
r po
rtfo
lio. R
emin
d th
em t
hat
at
the
begi
nnin
g of
th
e le
sson
they
cir
cled
in b
lue
all t
he w
ords
tha
t th
ey k
new
. Now
hav
est
uden
ts c
ircl
e in
bla
ck a
ll th
e w
ords
tha
t th
ey k
now
. Ask
stu
dent
sif
ther
e ar
e an
y w
ords
th
ey s
till d
o no
t un
ders
tand
. Pro
vide
clar
ifica
tion
as n
eede
d, e
ncou
ragi
ng s
tude
nts
wh
o un
ders
tand
wor
ds t
o ex
plai
n th
em t
o st
uden
ts w
ho
do n
ot. H
ave
stud
ents
put
thei
r vo
cabu
lary
she
et b
ack
in t
he
chap
ter
port
folio
.
Nex
t, te
ll st
uden
ts t
hat
at
the
end
of e
ach
less
on t
hey
will
com
plet
e a
self-
asse
ssm
ent
of le
arni
ng. T
his
will
hel
p th
em r
efle
cton
wh
at t
hey
lear
ned
and
how
th
ey le
arne
d it.
Exp
lain
th
at it
is
impo
rtan
t fo
r th
em t
o un
ders
tand
how
th
ey le
arn
best
. Giv
e ea
chst
uden
t th
e Sel
f-A
sses
smen
t o
f Lea
rnin
gfo
rm (
loca
ted
on t
heC
ham
pion
CD
-RO
M).
Rea
d ea
ch it
em a
loud
and
mak
e su
rest
uden
ts u
nder
stan
d w
hat
eac
h o
ne m
eans
. Rem
ind
stud
ents
th
atth
is k
ind
of w
ritin
g is
cal
led
info
rma
l wri
tin
g. W
ith in
form
alw
ritin
g st
uden
ts d
o no
t ne
ed t
o w
orry
abo
ut s
pelli
ng a
nd fo
rm a
sth
ey w
rite
th
eir
answ
ers.
Th
e pu
rpos
e of
th
is s
elf-a
sses
smen
tac
tivity
is t
o h
elp
you
and
the
stud
ents
figu
re o
ut h
ow t
hey
lear
nbe
st, w
hat
they
enj
oy le
arni
ng, a
nd h
ow y
ou c
an h
elp
them
infu
ture
inst
ruct
ion.
Cir
cula
te a
roun
d th
e ro
om a
s st
uden
tsco
mpl
ete
the
self-
asse
ssm
ent
form
and
pro
vide
hel
p as
nee
ded.
Stud
ents
sh
ould
put
th
eir
com
plet
ed fo
rms
in t
hei
r ch
apte
rpo
rtfo
lio.
At
Ho
me
•H
ave
stud
ents
ch
oose
one
of t
he
follo
win
g lit
erar
y te
chni
ques
:pe
rson
ifica
tion,
alle
gory
, iro
ny, o
r im
ager
y. M
ake
sure
tha
t ea
chco
ncep
t is
cov
ered
by
at le
ast
one
stud
ent.
Stud
ents
are
to
com
eup
with
a 2
-3 m
inut
e m
ini-l
esso
n th
at c
an b
e us
ed t
o te
ach
th
eir
clas
smat
es s
omet
hing
abo
ut t
he c
once
pt t
hey
chos
e. T
hey
shou
ldcr
eate
not
es a
nd v
isua
l aid
s to
hel
p th
em p
rese
nt t
hei
r m
ini-l
esso
n.Em
phas
ize
that
th
e pr
esen
tatio
n sh
ould
cov
er s
ome
aspe
ct o
f th
eco
ncep
t bu
t do
es n
ot n
eed
to t
hor
ough
ly c
over
th
e co
ncep
t. Fo
rex
ampl
e, a
stu
dent
wh
o ch
oose
s pe
rson
ifica
tion
mig
ht
expl
ain
how
and
wh
y A
ntoi
ne d
e Sa
int-
Exup
éry
uses
per
soni
ficat
ion
in t
he
book
The
Litt
le P
rin
ce. (
Th
is in
form
atio
n is
pre
sent
ed o
n pa
ge 2
8of
th
e R
eade
r.) D
urin
g th
e ne
xt c
lass
, cal
l on
stud
ents
one
by
one
to p
rese
nt t
hei
r m
ini-l
esso
n. P
rovi
de c
orre
ctiv
e fe
edba
ck a
sne
eded
. If d
esir
ed, h
ave
the
clas
s vo
te o
n th
e be
st m
ini-l
esso
n an
daw
ard
a pr
ize
or p
rivi
lege
to
the
win
ner.
Ob
serv
ing
Stu
den
t P
rogr
ess
Det
erm
ine
wh
eth
er s
tude
nts
mas
tere
d th
e la
ngua
ge o
bjec
tives
cove
red
in t
his
sec
tion.
(Se
e pa
ge 6
9.)
Rev
iew
con
cept
s an
d gi
vest
uden
ts m
ore
prac
tice
as n
eede
d an
d th
en c
ontin
ue w
ith t
he
next
sect
ion.
78C
hap
ter
18Co
pyri
ght
©20
08 B
alla
rd &
Tig
he, P
ublis
hers
, a d
ivis
ion
of E
duca
tion
al ID
EAS,
Inc.
No
part
of t
his
publ
icat
ion
may
be
repr
oduc
ed in
any
form
or
by a
ny m
eans
,el
ectr
onic
or
mec
hani
cal,
incl
udin
g ph
otoc
opy,
rec
ordi
ng, o
r an
y in
form
atio
n st
orag
e an
d re
trie
val s
yste
m, w
itho
ut p
erm
issi
on in
wri
ting
from
the
pub
lishe
r.
Unit 5: Communicating Ideas and Taking Action • Chapter 18: Literature Matters
Activity
Dat
e: _
__
__
__
__
__
__
__
__
__
__
__
_14
“Pro
se, P
oetr
y, a
nd D
ram
a: E
xam
inin
gGe
nres
” Co
mpr
ehen
sion
Che
ckDI
RECT
IONS
:Use
th
e se
nte
nce
sta
rter
s to
an
swer
th
e qu
esti
on
s ab
ou
t th
e se
lect
ion
“P
rose
, Poet
ry,
and
Dra
ma:
Exa
min
ing
Gen
res”
in
th
e C
ham
pion
Rea
der.
1. W
hat
are
the
thre
e m
ain
genr
es o
f lit
erat
ure?
Th
e th
ree
mai
n g
enre
s of
lite
ratu
re a
re______________________________________________
____________________________________________________________________________
2. W
hy d
o so
me
auth
ors
use
imag
ery?
Som
e au
thors
use
im
ager
y bec
ause
_________________________________________________
____________________________________________________________________________
3. W
hat
is p
erso
nifi
cati
on?
Per
son
ific
atio
n i
s_______________________________________________________________
____________________________________________________________________________
4. N
ame
two
exam
ples
of
nove
ls.
Tw
o e
xam
ple
s of
nov
els
are
_______________________________________________________
____________________________________________________________________________
5. W
ho w
as W
illia
m S
hake
spea
re?
Wil
liam
Sh
akes
pea
re w
as________________________________________________________
____________________________________________________________________________
6. W
rite
one
of
the
clas
s qu
esti
ons
and
the
answ
er.
Cla
ss q
ues
tion
:________________________________________________________________
____________________________________________________________________________
An
swer
:_____________________________________________________________________
____________________________________________________________________________
Unit 5: Communicating Ideas and Taking Action • Chapter 18: Literature Matters
Date
: _
__
__
__
__
__
__
__
__
__
__
__
_Ac
tivity
13
I Rea
d a
Grea
t Sto
ry!
DIRE
CTIO
NS:L
iste
n a
s yo
ur
teac
her
rea
ds
the
con
vers
atio
n b
etw
een
tw
o s
tud
ents
. T
hen
an
swer
th
e
qu
esti
on
s bel
ow
.
[in
the
scho
ol c
afet
eria
]
Este
e:W
hat
are
you
rea
din
g, H
enry
?
Henr
y:H
old
on
. L
et m
e re
ad t
he
last
pag
e. [H
enry
fin
ishe
s re
adin
g.]
Okay
, n
ow
I’m
fin
ish
ed.
Este
e:So w
hat
wer
e yo
u r
ead
ing?
Henr
y:It
’s a
sto
ry c
alle
d “
Bro
ken
Ch
ain
.”
Gar
y Soto
is
the
auth
or.
H
ave
you
hea
rd o
f h
im?
Este
e:Yes
, w
e le
arn
ed a
bou
t h
im i
n lan
guag
e ar
ts las
t ye
ar. H
e’s
a fa
mou
s M
exic
an A
mer
ican
poet
.
Henr
y:H
e al
so w
rite
s sh
ort
sto
ries
. T
his
on
e is
abou
t a
kid
wh
o g
oes
on
his
fir
st d
ate.
Th
e st
ory
r em
ind
ed m
e so
mu
ch o
f m
y li
fe.
Este
e:H
ow
?
Henr
y:H
e h
ad c
rooked
tee
th lik
e I
do. H
e’s
from
a p
oor
fam
ily
like
I am
. H
e’s
ner
vou
s ar
ou
nd
girl
s li
ke
I am
. I
alm
ost
fel
t li
ke
I w
as r
ead
ing
a st
ory
abou
t m
ysel
f.
Este
e:R
ead
ing
can
bri
ng
ou
t m
any
emoti
on
s.
Las
t m
on
th w
e re
ad a
book c
alle
d T
he M
ight
iest
Hea
rt. I
cri
ed s
o m
uch
th
at m
y m
om
th
ou
ght
I w
as s
ick. I
t w
as s
uch
a s
ad s
tory
.
1. W
hat
is
you
r fa
vori
te p
iece
of
lite
ratu
re?_
____________________________________________
2. W
hen
did
you
rea
d i
t? _
_________________________________________________________
3. H
ow
did
it
mak
e yo
u f
eel?
_______________________________________________________
____________________________________________________
__
__
__
__
__
__
__
__
__
__
__
__
4. H
ow
mu
ch d
o y
ou
lik
e li
tera
ture
? C
ircl
e a
nu
mber
bet
wee
n 1
an
d 1
0.
12
34
56
78
910
I d
on’
t li
ke
lite
ratu
re.
I lo
ve lit
erat
ure
.
5. E
xpla
in y
ou
r an
swer
to q
ues
tion
#4._
_______________________________________________
____________________________________________________
__
__
__
__
__
__
__
__
__
__
__
__
____________________________________________________
__
__
__
__
__
__
__
__
__
__
__
__
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
Unit 5: Communicating Ideas and Taking Action • Chapter 18: Literature Matters
Activity
Dat
e: _
__
__
__
__
__
__
__
__
__
__
__
_16
Desc
ribi
ng, C
ompa
ring
, an
d Co
ntra
stin
gDI
RECT
IONS
:Fil
l in
th
e ci
rcle
nex
t to
th
e co
rrec
t an
swer
. T
hen
wri
te t
he
mis
sin
g w
ord
or
ph
rase
on
the
lin
e. U
se G
uid
e 12 f
or
hel
p.
Exam
ple:
Th
e gr
and
moth
er i
s _____________________ t
he
bab
y.
�m
ore
old
th
an
old
er t
han
1. T
he
mov
ie i
s _____________________
the
pla
y.
�d
ram
atic
�m
ore
dra
mat
ic t
han
2. T
he
book T
he M
ight
iest
Hea
rt is
_____________________
the
short
sto
ry
“Bro
ken
Ch
ain
.”
�sa
dd
er t
han
�m
ore
sad
th
an
3. Ju
lia
did
not
like
her
old
sch
ool. Sh
e is
_____________________
in h
er n
ew s
chool.
�m
ore
hap
py
�h
app
ier
4. M
arga
ure
tte
is _
____________________
Eli
se.
�m
ore
hel
pfu
l th
an
�h
elp
ful
5. Sh
akes
pea
re’s
Twel
fth N
ight
is a
_____________________
pla
y.
�m
ore
hu
moro
us
than
�h
um
oro
us
6. T
he
afte
rnoon
su
n i
s
_____________________
the
morn
ing
sun
.
�m
ore
bri
ght
�bri
ghte
r th
an
7. T
he
dog
looked
_____________________
wit
h h
er h
air
cut
short
.
�p
rett
ier
�m
ore
pre
tty
8. T
he
mai
n c
har
acte
r in
th
e sc
ien
ce f
icti
on
nov
el h
as _
____________________
pow
ers.
�su
per
nat
ura
l
�m
ore
su
per
nat
ura
l th
an
9. D
oin
g yo
ur
hom
ework
is
_____________________
pla
yin
g sp
ort
s.
�im
port
ant
�m
ore
im
port
ant
than
10. I
thin
k p
oet
ry i
s _____________________
dra
ma.
�m
ore
in
tere
stin
g th
an
�m
ore
in
tere
stin
g
old
er
tha
n
Unit 5: Communicating Ideas and Taking Action • Chapter 18: Literature Matters
Date
: _
__
__
__
__
__
__
__
__
__
__
__
_Ac
tivity
15 Irre
gula
r Pa
st T
ense
Ver
bsDI
RECT
IONS
:Com
ple
te e
ach
sen
ten
ce w
ith
a v
erb f
rom
th
e w
ord
ban
k. P
ut
the
verb
in
th
e p
ast
ten
se. U
se e
ach
ver
b o
ne
tim
e on
ly. S
om
e ve
rbs
wil
l n
ot
be
use
d. U
se G
uid
e 10 f
or
hel
p.
Exam
ple:
We
_____________________ i
n lin
e fo
r tw
o h
ou
rs las
t w
eek.
1. I
_____________________ t
he
new
nove
lla
in m
y h
and
s.
2. O
ur
teac
her
_____________________ u
s h
ow
to u
se i
mag
ery
in o
ur
wri
tin
g.
3. W
e _____________________ a
nove
l ca
lled
The
Gre
at G
atsb
yby
F. S
cott
Fit
zger
ald
.
4. I
_____________________ t
he
pla
y D
eath
of a
Sal
esm
anw
ith
my
par
ents
.
5. A
ll t
he
stu
den
ts _
____________________ t
hei
r h
om
ework
las
t n
igh
t.
6. P
amel
a _____________________ a
t h
om
e la
st n
igh
t.
7. T
hey
_____________________ w
hy
May
a A
nge
lou
hig
hli
ghte
d s
tron
g fa
mil
y bon
ds
in h
er
poem
, “O
n t
he
Pu
lse
of
Morn
ing.
”
8. W
illi
am S
hak
esp
eare
_____________________ m
any
fam
ou
s p
lays
.
Now
ch
oose
a v
erb f
rom
th
e w
ord
ban
k, an
d u
se i
t in
you
r ow
n p
ast
ten
se s
ente
nce
.
_______________________________________________________
__
__
__
__
__
__
__
__
__
__
__
_
Wor
d Ba
nk
to b
e
to d
o
to f
igh
t
to g
o
to h
old
to r
ead
to s
ee
to s
tan
d
to t
each
to t
hin
k
to u
nd
erst
and
to w
rite
�
stood
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
Unit 5: Communicating Ideas and Taking Action • Chapter 18: Literature Matters
Dat
e: _
__
__
__
__
__
__
__
__
__
__
__
_Ac
tivity
17
Clas
sify
ing
Lite
ratu
reDI
RECT
IONS
:Com
ple
te t
he
PR
OSE
an
d D
RA
MA
port
ion
s of
the
grap
hic
org
aniz
er u
sin
g “P
rose
,
Poet
ry, an
d D
ram
a: E
xam
inin
g G
enre
s” i
n t
he
Cha
mpi
on R
eade
r. T
hen
rea
d a
bou
t th
e su
bge
nre
s of
poet
ry a
nd
com
ple
te t
he
PO
ET
RY
port
ion
of
the
grap
hic
org
aniz
er.
Subg
enre
s of
Poe
try
Th
e th
ree
mai
n s
ubge
nre
s of
poet
ry a
re e
pic
, ly
ric,
an
d d
ram
atic
poem
s. T
he
firs
t m
ajor
subge
nre
of
poet
ry i
s ep
ic p
oet
ry. E
pic
poem
sar
e lo
ng
nar
rati
ve p
oem
s ab
ou
t th
e ad
ven
ture
s of
a gr
eat
her
o—
his
tori
cal or
inve
nte
d—
on
a g
ran
d j
ou
rney
. T
he
seco
nd
su
bge
nre
is
lyri
c p
oet
ry.
Wh
ile
epic
s te
ll s
tori
es, ly
ric
poem
sex
pre
ss a
poet
’s p
erso
nal
fee
lin
gs. L
yric
poem
s h
ave
a re
gula
r
rhyt
hm
an
d o
ther
son
g-li
ke
char
acte
rist
ics.
Th
ere
are
man
y ty
pes
of
lyri
c p
oem
s, i
ncl
ud
ing
eleg
ies,
bal
lad
s, o
des
, an
d s
on
net
s. E
legi
es a
re lyr
ic p
oem
s ab
ou
t sa
dn
ess
or
mou
rnin
g. B
alla
ds
are
short
nar
rati
ve lyr
ic p
oem
s se
t to
mu
sic
wit
h a
ph
rase
th
at i
s re
pea
ted
at
the
end
of
each
stan
za. O
des
hav
e m
ore
ser
iou
s th
emes
an
d f
orm
al s
tyle
s an
d c
eleb
rate
an
eve
nt
or
are
add
ress
ed
to a
per
son
or
thin
g. So
nn
ets
are
lyri
c p
oem
s w
ith
fou
rtee
n lin
es t
hat
follow
a s
tric
t st
ruct
ure
and
rh
ymin
g sc
hem
e. T
he
thir
d s
ubge
nre
is
dra
mat
ic p
oet
ry. D
ram
atic
poe
ms
are
inte
nd
ed t
o
be
spoken
alo
ud
, u
sual
ly i
n f
ron
t of
an a
ud
ien
ce.
Fict
ion
Nonf
ictio
n
PROS
E
POET
RYDR
AMA
lege
nds
biograp
hies
GENR
ES O
FLI
TERA
TURE
Copy
righ
t ©
2008
Bal
lard
& T
ighe
, Pub
lishe
rs, a
div
isio
n of
Edu
cati
onal
IDEA
S, In
c. N
o pa
rt o
f thi
s pu
blic
atio
n m
ay b
e re
prod
uced
in a
ny fo
rm o
r by
any
mea
ns,
elec
tron
ic o
r m
echa
nica
l, in
clud
ing
phot
ocop
y, r
ecor
ding
, or
any
info
rmat
ion
stor
age
and
retr
ieva
l sys
tem
, wit
hout
per
mis
sion
in w
riti
ng fr
om t
he p
ublis
her.
Contact your Ballard & Tighe educational consultant for details andfor a program sampler for the Red and Blue levels.
Champion of IDEAS™
English Language Development Program
A comprehensive and systematiclanguage development program:
• Organized by language level
• Lessons focus on learning objectivesfound in state ELP standards
• Explicitly teaches language functionsand forms
• Develops students’ social and academic language proficiency
Components include:• Champion Reader:
Student Textbook and Audio CDs
• Champion Teacher: Teacher’s Guide
• Champion Writer: Student Workbook
• Champion Tester: Student Assessment
• Champion CD-ROM
• Champion Library
• IDEA Picture Dictionary 2 (Red Level)/IDEA Dictionary 3 (Blue Level)
Champion ReaderChampion Writer
Name:
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Blue LevelIntermediate
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#9-253-02October 2008
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EXPLORE AMERICA, 3rd EditionAmerican History Programby Carin Dewhirst and Leila Langston
Tells about the development of the United States from 1607 to the 20th century.
EXPLORE THE UNITED STATESUnited States History Programby Leila Langston
Chronicles American history from 1783 to the present.
EXPLORE WORLD HISTORY, 2nd EditionWorld History Programby Dr. Roberta Stathis and Dr. Gregory Blanch
Follows world history from the rise and fall of the Roman Empire to the French Revolution.
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Covers prehistoric times to the fall of the Roman Empire.
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Components in the Explore the United States program:Student Textbook; Teacher’s Edition; Resource Masters;Assessment Tools and CD-ROM; Time Line; Geography PictureDictionary; Thematic Literature Books
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