selection lesson plan my lute, awake! / on monsieur’s ... · pdf fileselection lesson...
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Selection Lesson Plan
My Lute, Awake! / On Monsieur’s Departure Pages 283–288
Core Objectives■ Understand and appreciate two lyric poems■ Identify and examine a poem’s rhyme scheme■ Use strategies for clarifying meaning in a lyric poem
Integrating SkillsGrammar■ Prepositional Phrases
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Rhyme SchemeActive Reading: Clarifying Meaning
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Rhyme Scheme
Choices and ChallengesWriting OptionsLetter from a Queen
Activities and ExplorationsMood Music
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarPrepositional Phrases
Speaking and ListeningLyric Poems as Songs
Informal AssessmentIdentifying Meanings
The Language of Literature, Grade 12 33
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❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 5
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 4
❑ PE pp. 283–288
❑ Reading and Critical Thinking Transparencies, T18, T42
❑ Grammar Transparencies and Copymasters, C85
NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-C.3, I-D.1, I-D.3, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02a, R.02d, R.04d, R.04f, R.04g, R.05a,R.05b, R.05c, V.36a
34 UNIT 2, PART 1 MY LUTE, AWAKE! / ON MONSIEUR’S DEPARTURE
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Selection Lesson Plan (continued)
My Lute, Awake! / On Monsieur’s Departure
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Formal Assessment: Selection Test, pp. 41–42
Selection Lesson Plan
The Passionate Shepherd to His Love /The Nymph’s Reply to the Shepherd Pages 289–294
Core Objectives■ Understand and appreciate two pastoral poems■ Use strategies for comparing speakers in poetry
Integrating SkillsGrammar Vocabulary■ Appositives and ■ Origins of the Word Pastoral
Appositive Phrases
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: PastoralActive Reading: Comparing Speakers in Poetry
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Pastoral
Choices and ChallengesWriting OptionsA Modern Parody
Activities and ExplorationsTelephone DialogueDrawing Shepherd and Nymphs
The Language of Literature, Grade 12 35
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Language Arts BenchmarksI-A.1, I-C.3, I-D.1, I-D.3, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02d, R.03c, R.04f, R.04g, R.05c, R.05d
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 7
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 6
❑ PE pp. 289–294
❑ Reading and Critical Thinking Transparencies, T15, T20
36 UNIT 2, PART 1 THE PASSIONATE SHEPHERD TO HIS LOVE / THE NYMPH’S REPLY TO THE SHEPHERD
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Selection Lesson Plan (continued)
The Passionate Shepherd to His Love /The Nymph’s Reply to the Shepherd
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyOrigins of the Word Pastoral
GrammarAppositives and Appositive Phrases
Viewing and RepresentingArt AppreciationThe Hireling Shepherd by William Holman Hunt
Informal AssessmentAnalyzing Pastorals
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C32
❑ Grammar Transparencies and Copymasters, C95
❑ Formal Assessment: Selection Test, p. 43
Selection Lesson Plan
Sonnet 30 / Sonnet 75 Pages 297–301
Core Objectives■ Understand and appreciate Spenserian sonnets■ Understand and examine the sonnet form■ Use strategies for summarizing major ideas in poetry
Integrating SkillsGrammar Vocabulary■ Verb Phrases: ■ Using Context to
Infinitives Determine Meaning
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Spenserian SonnetActive Reading: Summarizing Major Ideas
in Poetry
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Spenserian Sonnet
Choices and ChallengesWriting OptionsNatural Comparison
Activities and ExplorationsOpinion Poll
Inquiry and ResearchRenaissance Courtship and Marriage
Author ActivityMystery Queen
The Language of Literature, Grade 12 37
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Language Arts BenchmarksI-A.1, I-B.1, I-B.3, I-C.3, I-D.1, I-D.3, II-A.2,II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02d, R.03c, R.04f, R.04g, R.05c, R.05d
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 9
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 8
❑ PE pp. 297–301
❑ Reading and Critical Thinking Transparencies, T42, T52
❑ Literary Analysis Transparencies, T4
38 UNIT 2, PART 1 SONNET 30 / SONNET 75
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Selection Lesson Plan (continued)
Sonnet 30 / Sonnet 75
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing Context to Determine Meaning
GrammarVerb Phrases: Infinitives
Speaking and ListeningPoetry Reading
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C33
❑ Formal Assessment: Selection Test, pp. 45–46
Selection Lesson Plan
Sonnet 29 / Sonnet 116 / Sonnet 130 Pages 302–307
Core Objectives■ Understand and appreciate classic Shakespearean sonnets■ Identify and examine similes and metaphors as examples
of figurative language■ Use strategies for analyzing sensory language
Integrating SkillsGrammar■ Phrases: Participles and Participial Phrases
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Shakespearean SonnetActive Reading: Analyzing Sensory Language
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Shakespearean Sonnet
Choices and ChallengesWriting OptionsLove PoemCharacter SketchLetter to the SpeakerOpinion Essay
Activities and ExplorationsTelevision TalkLove’s ScrapbookA Reading of SonnetsList of Resources
Inquiry and ResearchPortraits of WomenWhat Is Love?
Art ConnectionPoetry
The Language of Literature, Grade 12 39
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Language Arts BenchmarksI-A.1, I-A.2, I-B.1, I-B.3, I-C.3, I-D.1, I-D.3,II-A.1, II-A.3, II-A.4, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02b, R.02d, R.03b, R.03f, R.04b, R.04f,R.04g, R.05c, R.05d
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 11
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 10
❑ PE pp. 302–307
❑ Reading and Critical Thinking Transparencies, T47
❑ Literary Analysis Transparencies, T4, T5
40 UNIT 2, PART 1 SONNET 29 / SONNET 116 / SONNET 130
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Selection Lesson Plan (continued)
Sonnet 29 / Sonnet 116 / Sonnet 130
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarVerb Phrases: Participles andParticipial Phrases
Speaking and ListeningDebate
Informal AssessmentUnderstanding Clichés
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C99
❑ Formal Assessment: Selection Test, pp. 47–48
Selection Lesson Plan
Sonnet 169 / Sonnet 292 Pages 308–312
Core Objectives■ Understand and appreciate classic Italian sonnets■ Determine major ideas in poems■ Recognize and discuss connections that cross cultures
Integrating SkillsGrammar Vocabulary■ Verb Phrases: ■ Denotation and
Gerunds and ConnotationGerund Phrases
Preparing to Read Comparing Literature of the WorldBuild BackgroundFocus Your ReadingLiterary Analysis: Italian SonnetActive Reading: Summarizing
Major Ideas in Poems
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Italian Sonnet
Choices and ChallengesWriting OptionsSoap-Opera OutlinePoints of Comparison
Activities and ExplorationsDance Interpretation
Inquiry and ResearchItalian Renaissance
Author ActivityLady Muse
The Language of Literature, Grade 12 41
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Language Arts BenchmarksI-A.1, I-B.1, I-B.3, I-C.2, I-C.3, I-D.1, I-D.2,I-D.3, II-B.1, II-C.1, III-A.2, III-B.1, III-B.2
TerraNova ObjectivesR.02a, R.02b, R.03b, R.03e, R.05a, R.05b,R.05c, R.05d
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 13
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 12
❑ PE pp. 308–312
❑ Reading and Critical Thinking Transparencies, T42, T44
❑ Literary Analysis Transparencies, T4, T5
42 UNIT 2, PART 1 SONNET 169 / SONNET 292
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Selection Lesson Plan (continued)
Sonnet 169 / Sonnet 292
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyDenotation and Connotation
GrammarVerb Phrases: Gerunds and Gerund Phrases
AssessmentSelection TestPart TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C34
❑ Grammar Transparencies and Copymasters, C103
❑ Formal Assessment: Selection Test, p. 49
❑ Formal Assessment: Unit Two, Part 1 Test, pp. 51–52
Selection Lesson Plan
The Tragedy of Macbeth, Act One Pages 323–347
Core Objectives■ Understand and appreciate a classic Shakespearean tragedy■ Identify and examine soliloquies and asides in a tragedy■ Identify and examine theme in a tragedy■ Identify and examine blank verse■ Identify and examine dramatic irony■ Identify and examine foreshadowing in a classic tragedy■ Use strategies for understanding Shakespeare’s language■ Use strategies for reading drama■ Expand vocabulary by listening, using context, discussing
Integrating SkillsGrammar Vocabulary■ Understanding ■ Using Dictionary and Context to Determine Precise Word Meaning
Modifiers ■ Expanding Vocabulary by Listening■ Modifiers: Adjectives ■ Expanding Vocabulary■ Modifiers: Adverbs ■ Researching Word Origins■ Modifiers: Avoiding ■ Using Context to Determine Meaning
Double ■ Researching Words Coined Comparisons by Shakespeare
■ Modifiers: Avoiding ■ Using a DictionaryIllogical ■ Using ContextComparisons ■ Denotation and Connotation
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Soliloquy/AsideLiterary Analysis: Blank VerseLiterary Analysis: Dramatic IronyLiterary Analysis: ForeshadowingLiterary Analysis: ThemeActive Reading: Reading DramaActive Reading: Shakespeare’s Language
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Soliloquy/Aside
The Language of Literature, Grade 12 43
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Language Arts BenchmarksI-A.1, I-B.2, I-C.3, I-D.1, I-D.3, II-A.2, II-A.4, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02d, R.03a, R.03f, R.04f, R.04g, R.05d
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 16
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 15
❑ PE pp. 323–347❑ Unit Two Resource Book: Summary, p. 14
❑ Reading and Critical Thinking Transparencies, T10, T35, T42
❑ Literary Analysis Transparencies, T6, T7, T8
44 UNIT 2, PART 2 THE TRAGEDY OF MACBETH, ACT ONE
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Selection Lesson Plan (continued)
The Tragedy of Macbeth, Act One
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing Dictionary and Context to Determine Precise Word MeaningExpand Vocabulary by Listening
GrammarUnderstanding Modifiers
Speaking and ListeningDramatic Reading
Viewing and RepresentingArt AppreciationSelected Images of MacbethFilm AnalysisCreate a CollageView and Compare
Cross Curricular Links
HistoryA King’s Successor
GovernmentInternational Law
Informal AssessmentUsing Context to Determine the Meaning ofWords and PhrasesOutline
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C35
❑ Grammar Transparencies and Copymasters, C152
❑ Unit Two Resource Book: Selection Quiz, p. 17
❑ Formal Assessment: Selection Test, pp. 53–54
Selection Lesson Plan
The Tragedy of Macbeth, Act Two Pages 348–362
Core Objectives■ Understand and appreciate a classic Shakespearean tragedy■ Identify and examine soliloquies and asides in a tragedy■ Identify and examine theme in a tragedy■ Identify and examine blank verse■ Identify and examine dramatic irony■ Identify and examine foreshadowing in a classic tragedy■ Use strategies for understanding Shakespeare’s language■ Use strategies for reading drama■ Expand vocabulary by listening, using context, discussing
Integrating SkillsGrammar Vocabulary■ Understanding ■ Using Dictionary and Context to Determine Precise Word Meaning
Modifiers ■ Expanding Vocabulary by Listening■ Modifiers: Adjectives ■ Expanding Vocabulary■ Modifiers: Adverbs ■ Researching Word Origins■ Modifiers: Avoiding ■ Using Context to Determine Meaning
Double ■ Researching Words Coined Comparisons by Shakespeare
■ Modifiers: Avoiding ■ Using a DictionaryIllogical ■ Using ContextComparisons ■ Denotation and Connotation
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Blank Verse
The Language of Literature, Grade 12 45
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Language Arts BenchmarksI-A.1, I-B.2, I-C.3, I-D.1, I-D.3, II-A.2, II-A.4, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02a, R.03c, R.03d, R.03f, R.04g, R.05a,V.37a
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 20❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 19❑ PE pp. 348–362❑ Unit Two Resource Book: Summary, p. 18
❑ Reading and Critical Thinking Transparencies, T10, T35, T42
❑ Literary Analysis Transparencies, T6, T7, T8
46 UNIT 2, PART 2 THE TRAGEDY OF MACBETH, ACT TWO
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Selection Lesson Plan (continued)
The Tragedy of Macbeth, Act Two
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyExpanding Vocabulary by DiscussingResearching Word Origins
GrammarModifiers: Adjectives
Speaking and ListeningDramatic Presentation
Viewing and RepresentingRecognizing Media Techniques
Cross Curricular Links
MulticulturalSamurai
HistoryEquivocators
Informal AssessmentIdentifying Cause-and-Effect RelationshipsAlternative Ending
AssessmentSelection QuizSelection TestTest Generator
❑ Vocabulary Transparencies and Copymasters, C38
❑ Grammar Transparencies and Copymasters, C68
❑ Unit Two Resource Book: Selection Quiz, p. 21
❑ Formal Assessment: Selection Test, pp. 55–56
Homework Assignments Other Teaching Materials
Selection Lesson Plan
The Tragedy of Macbeth, Act Three Pages 363–381
Core Objectives■ Understand and appreciate a classic Shakespearean tragedy■ Identify and examine soliloquies and asides in a tragedy■ Identify and examine theme in a tragedy■ Identify and examine blank verse■ Identify and examine dramatic irony■ Identify and examine foreshadowing in a classic tragedy■ Use strategies for understanding Shakespeare’s language■ Use strategies for reading drama■ Expand vocabulary by listening, using context, discussing
Integrating SkillsGrammar Vocabulary■ Understanding ■ Using Dictionary and Context to Determine Precise Word Meaning
Modifiers ■ Expanding Vocabulary by Listening■ Modifiers: Adjectives ■ Expanding Vocabulary■ Modifiers: Adverbs ■ Researching Word Origins■ Modifiers: Avoiding ■ Using Context to Determine Meaning
Double ■ Researching Words Coined Comparisons by Shakespeare
■ Modifiers: Avoiding ■ Using a DictionaryIllogical ■ Using ContextComparisons ■ Denotation and Connotation
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Dramatic Irony
The Language of Literature, Grade 12 47
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Language Arts BenchmarksI-A.1, I-B.2, I-C.3, I-D.1, I-D.3, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02a, R.03f, R.04g, R.05a, R.05c, R.05d,V.37a
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 24❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 23❑ PE pp. 363–381❑ Unit Two Resource Book: Summary, p. 22
❑ Reading and Critical Thinking Transparencies, T10, T35, T42
❑ Literary Analysis Transparencies, T6, T7, T8
48 UNIT 2, PART 2 THE TRAGEDY OF MACBETH, ACT THREE
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Selection Lesson Plan (continued)
The Tragedy of Macbeth, Act Three
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing Context to Determine Meaning
GrammarModifiers: Adverbs
Viewing and RepresentingFilm AnalysisFilm AnalysisThe Director’s Plan
Cross Curricular Link
HistoryPrimogeniture
Informal AssessmentWriting ChronologicallyWriting a Diary Entry
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C40
❑ Grammar Transparencies and Copymasters, C70
❑ Unit Two Resource Book: Selection Quiz, p. 25
❑ Formal Assessment: Selection Test, pp. 57–58
Selection Lesson Plan
The Tragedy of Macbeth, Act Four Pages 382–399
Core Objectives■ Understand and appreciate a classic Shakespearean tragedy■ Identify and examine soliloquies and asides in a tragedy■ Identify and examine theme in a tragedy■ Identify and examine blank verse■ Identify and examine dramatic irony■ Identify and examine foreshadowing in a classic tragedy■ Use strategies for understanding Shakespeare’s language■ Use strategies for reading drama■ Expand vocabulary by listening, using context, discussing
Integrating SkillsGrammar Vocabulary■ Understanding ■ Using Dictionary and Context to Determine Precise Word Meaning
Modifiers ■ Expanding Vocabulary by Listening■ Modifiers: Adjectives ■ Expanding Vocabulary■ Modifiers: Adverbs ■ Researching Word Origins■ Modifiers: Avoiding ■ Using Context to Determine Meaning
Double ■ Researching Words Coined Comparisons by Shakespeare
■ Modifiers: Avoiding ■ Using a DictionaryIllogical ■ Using ContextComparisons ■ Denotation and Connotation
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Foreshadowing
The Language of Literature, Grade 12 49
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Language Arts BenchmarksI-A.1, I-B.2, I-C.3, I-D.1, I-D.3, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.03f, R.04e, R.05c, R.05d
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 28❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 27❑ PE pp. 382–399❑ Unit Two Resource Book: Summary, p. 26
❑ Reading and Critical Thinking Transparencies, T10, T35, T42
❑ Literary Analysis Transparencies, T6, T7, T8
50 UNIT 2, PART 2 THE TRAGEDY OF MACBETH, ACT FOUR
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Selection Lesson Plan (continued)
The Tragedy of Macbeth, Act Four
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyResearching Words Coined byShakespeareUsing a Dictionary to Determine Word Usage
GrammarModifiers: Avoiding DoubleComparisons
Viewing and RepresentingArt AppreciationThe Three Witches by Henry FuseliAct 4, Scene 1: Macbeth meets the second apparition (film, 1971)Macduff’s Castle (film, 1971)View and Compare
Cross Curricular Link
MulticulturalVengeance
Informal AssessmentPredicting OutcomeChoosing the Best Answer
Assessment Selection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C41
❑ Vocabulary Transparencies and Copymasters, C42
❑ Grammar Transparencies and Copymasters, C155
❑ Unit Two Resource Book: Selection Quiz, p. 29
❑ Formal Assessment: Selection Test, pp. 59–60
Selection Lesson Plan
The Tragedy of Macbeth, Act Five Pages 401–422
Core Objectives■ Understand and appreciate a classic Shakespearean tragedy■ Identify and examine soliloquies and asides in a tragedy■ Identify and examine theme in a tragedy■ Identify and examine blank verse■ Identify and examine dramatic irony■ Identify and examine foreshadowing in a classic tragedy■ Use strategies for understanding Shakespeare’s language■ Use strategies for reading drama■ Expand vocabulary by listening, using context, discussing
Integrating SkillsGrammar Vocabulary■ Understanding ■ Using Dictionary and Context to Determine Precise Word Meaning
Modifiers ■ Expanding Vocabulary by Listening■ Modifiers: Adjectives ■ Expanding Vocabulary■ Modifiers: Adverbs ■ Researching Word Origins■ Modifiers: Avoiding ■ Using Context to Determine Meaning
Double ■ Researching Words Coined Comparisons by Shakespeare
■ Modifiers: Avoiding ■ Using a DictionaryIllogical ■ Using ContextComparisons ■ Denotation and Connotation
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Theme
Choices and ChallengesWriting OptionsNews CoverageModern VersionObituary
Activities and ExplorationsActor’s WorkshopVideo
Inquiry and ResearchHistory
The Language of Literature, Grade 12 51
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Language Arts BenchmarksI-A.1, I-B.1, I-B.2, I-B.3, I-C.3, I-D.1, I-D.3,II-A.2, II-C.1, III-A.1, III-A.2, III-B.1
TerraNova ObjectivesR.02a, R.03a, R.03e, R.04g, R.05a
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 32❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 31❑ PE pp. 401–422❑ Unit Two Resource Book: Summary, p. 30
❑ Reading and Critical Thinking Transparencies, T10, T35, T42
❑ Literary Analysis Transparencies, T6, T7, T8
52 UNIT 2, PART 2 THE TRAGEDY OF MACBETH, ACT FIVE
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Selection Lesson Plan (continued)
The Tragedy of Macbeth, Act Five
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing Context to Determine MeaningsDenotation and Connotation
GrammarModifiers: Avoiding Illogical Comparisons
Speaking and ListeningDramatic Reading
Viewing and RepresentingArt AppreciationDiana Rigg as Lady Macbeth, National Theatre, London; Isuzu Yamada as Lady Macbeth in The Throne of Blood (film, 1957)Act 5, Scene 6: The attack on Dunsinane Castle (film, 1961)View and CompareIllustration by James ThurberFilm and Film Review
Cross Curricular Links
HistoryWarfare in the 11th Century
MulticulturalFate
AssessmentSelection QuizSelection TestPart TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C40, C43❑ Vocabulary Transparencies and Copymasters, C44
❑ Grammar Transparencies and Copymasters, C156
❑ Unit Two Resource Book: Selection Quiz, p. 33
❑ Formal Assessment: Selection Test, pp. 61–62
❑ Formal Assessment: Unit Two, Part 2 Test, pp. 63–64
Writing Workshop Lesson Plan
Research Report Pages 423–431
Writing PromptWrite a research report on a literary topic or another topic that intrigues you.
Preparing to ReadIntroductionBasics in a BoxUsing the GraphicPresenting the Rubric
Analyzing a Student Model“The Gunpowder Plot of 1605 and Macbeth“
The Language of Literature, Grade 12 53
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Language Arts BenchmarksI-A.1, I-A.2, I-B.1, I-B.3, I-C.1, I-C.3, I-D.1,I-D.3, II-B.1, II-C.1, II-C.3, III-A.2, III-B.1
TerraNova ObjectivesR.08b, R.08c, R.08d, R.09a, R.09b
❑ Writing Transparencies and Copymasters, T11, T19, C27
❑ Unit Two Resource Book: Rubric for Evaluation, p. 45
❑ Unit Two Resource Book: Student Models, pp. 39–44
54 UNIT 2, PART 2 WRITING WORKSHOP
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Writing Workshop Lesson Plan (continued)
Research Report
WritingPrewritingChoosing a SubjectPlanning Your Research Report
DraftingOrganizing the Draft
Peer ReviewAsk Your Peer Reader
RevisingParagraph Building
Editing and ProofreadingShifting Verb Tense
Reflecting
Homework Assignments Other Teaching Materials
❑ Unit Two Resource Book: Prewriting, p. 34
❑ Unit Two Resource Book: Drafting and Elaboration, p. 35
❑ Unit Two Resource Book: Peer Response Guide, pp. 36–37
❑ Unit Two Resource Book: Revising, Editing, and Proofreading, p. 38
Selection Lesson Plan
from Ecclesiastes, Chapter 3 Pages 435–441
Core Objectives■ Understand and appreciate parables from scripture■ Identify repetition and examine its effects■ Make inferences to understand the spiritual message
Integrating SkillsGrammar■ Infinitive Phrase Used as Adverb
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: RepetitionActive Reading: Making Inferences
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Repetition
Choices and ChallengesWriting OptionsParable SequelModern ParableNewspaper EditorialSpiritual Essay
Activities and ExplorationsCalendar DesignDramatic SoliloquyBiblical Collage
Inquiry and ResearchLanguage ChartMusic and the Bible
Art ConnectionLooking at Rembrandt
The Language of Literature, Grade 12 55
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NEW MEXICO PLANNER
Language Arts BenchmarksI-A.1, I-B.1, I-B.3, I-C.3, I-D.1, I-D.3, II-C.1,III-A.2, III-B.1
TerraNova ObjectivesR.02b, R.03b, R.04f, R.04g
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 50
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 49
❑ PE pp. 435–441❑ Unit Two Resource Book: Summary, p. 48
❑ Reading and Critical Thinking Transparencies, T42
56 UNIT 2, PART 3 from ECCLESIASTES, CHAPTER 3
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Selection Lesson Plan (continued)
from Ecclesiastes, Chapter 3
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarInfinitive Phrase Used as Adverb
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C97
❑ Unit Two Resource Book: Selection Quiz, p. 51
❑ Formal Assessment: Selection Test, pp. 65–66
Selection Lesson Plan
from Essays Pages 442–448
Core Objectives■ Understand and appreciate classic essays■ Use the strategy of evaluating opinion
Integrating SkillsGrammar■ Placement of Phrases
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: EssayActive Reading: Evaluating Opinion
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Essay
Choices and ChallengesWriting OptionsLetter to BaconPersuasive EssayMarriage Questionnaire
Activities and ExplorationsImage CollectionOpinion Poll
Inquiry and ResearchBrain Calisthenics
Author ActivityIs Bacon the Bard?
The Language of Literature, Grade 12 57
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Language Arts BenchmarksI-A.1, I-B.1, I-B.3, I-C.3, I-D.1, I-D.3, II-A.1,II-A.4, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02d, R.04f, R.04g, R.05d
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 54
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 53
❑ PE pp. 442–448❑ Unit Two Resource Book: Summary, p. 52
❑ Reading and Critical Thinking Transparencies, T17, T20, T52
❑ Literary Analysis Transparencies, T11
58 UNIT 2, PART 3 from ESSAYS
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Selection Lesson Plan (continued)
from Essays
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarPlacement of Phrases
Speaking and ListeningRecognizing Parallelism
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C88
❑ Unit Two Resource Book: Selection Quiz, p. 55
❑ Formal Assessment: Selection Test, p. 67
Selection Lesson Plan
A Valediction: Forbidding Mourning / Holy Sonnet 10 / from Meditation 17 Pages 451–457
Core Objectives■ Understand and appreciate metaphysical poetry and prose■ Identify and examine extended metaphors■ Use strategies for interpreting language structures
Integrating SkillsGrammar Vocabulary■ Modifiers that ■ Using Context to Determine
Follow Verbs Meaning
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: Extended MetaphorActive Reading: Interpreting Language Structures
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Extended Metaphor
Choices and ChallengesWriting OptionsExtended MetaphorPoem of Farewell
Activities and ExplorationsMood Painting/CollageDramatic Reading
Inquiry and ResearchA Modern Novel
Author ActivityA Burial Shroud
The Language of Literature, Grade 12 59
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Language Arts BenchmarksI-A.1, I-B.1, I-B.3, I-C.3, I-D.1, I-D.3, II-C.1,III-A.2, III-B.1
TerraNova ObjectivesR.02a, R.02d, R.03f, R.04f, R.04g, R.05a,R.05c, R.07d, R.07e, V.37a
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 58
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 57
❑ PE pp. 451–457❑ Unit Two Resource Book: Summary, p. 56
❑ Reading and Critical Thinking Transparencies, T18, T24
❑ Literary Analysis Transparencies, T9
60 UNIT 2, PART 3 A VALEDICTION: FORBIDDING MOURNING / HOLY SONNET 10 / from MEDITATION 17
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Selection Lesson Plan (continued)
A Valediction: Forbidding Mourning / Holy Sonnet 10 / from Meditation 17
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing Context to Determine Meaning
GrammarModifiers that Follow Verbs
Informal AssessmentMetaphysical Conceits
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C46
❑ Grammar Transparencies and Copymasters, C72
❑ Unit Two Resource Book: Selection Quiz, p. 59
❑ Formal Assessment: Selection Test, pp. 69–70
Selection Lesson Plan
On My First Son / Still to Be Neat Pages 458–462
Core Objectives■ Understand and appreciate two lyric poems■ Evaluate an epitaph■ Use strategies for comparing the speakers in poetry
Integrating SkillsGrammar■ Verbs: Indicative and Imperative Mood
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: EpitaphActive Reading: Comparing Speakers in Poetry
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Epitaph
Choices and ChallengesWriting OptionsMessage of CondolencePoetic Parody
Activities and ExplorationsMonument DesignPictorial Essay
Inquiry and ResearchFashion Sense
The Language of Literature, Grade 12 61
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Language Arts BenchmarksI-A.1, I-B.1, I-B.3, I-C.3, I-D.1, I-D.3, II-C.1,III-A.2, III-B.1
TerraNova ObjectivesR.02d, R.04f, R.05c, R.05d
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 61
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 60
❑ PE pp. 458–462
❑ Reading and Critical Thinking Transparencies, T24, T51
❑ Literary Analysis Transparencies, T9
62 UNIT 2, PART 3 ON MY FIRST SON / STILL TO BE NEAT
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Selection Lesson Plan (continued)
On My First Son / Still to Be Neat
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarVerbs: Indicative and Imperative Mood
Inquiry and ResearchFashion Sense
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C137
❑ Formal Assessment: Selection Test, p. 71
Selection Lesson Plan
To the Virgins, to Make Much of Time / To His CoyMistress / To Lucasta, Going to the Wars Pages 463–470
Core Objectives■ Understand and appreciate three lyric poems■ Identify and examine hyperbole■ Use strategies for comparing speakers in poetry
Integrating SkillsGrammar Vocabulary■ Verbs: Present ■ Connotation and
and Past Participles Denotation
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: HyperboleActive Reading: Comparing Speakers in Poetry
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Hyperbole
Choices and ChallengesWriting OptionsComparison of PoemsExaggerated SpeechLetter in Time of War
Activities and ExplorationsCarpe Diem BannerBooklet of QuotationsCartoons and Poetry
Inquiry and ResearchThe Reign of Charles I
Art ConnectionMatching the Mood
The Language of Literature, Grade 12 63
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Language Arts BenchmarksI-A.1, I-B.1, I-B.2, I-B.3, I-C.3, I-D.1, I-D.3,II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02a, R.02d, R.03a, R.03c, R.03f, R.04d,R.04f, R.04g, R.05a, R.05c
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 63
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 62
❑ PE pp. 463–470
❑ Reading and Critical Thinking Transparencies, T15, T24
❑ Literary Analysis Transparencies, T9
64 UNIT 2, PART 3 TO THE VIRGINS, TO MAKE MUCH OF TIME / TO HIS COY MISTRESS / TO LUCASTA, GOING TO THE WARS
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Selection Lesson Plan (continued)
To the Virgins, to Make Much of Time / To His CoyMistress / To Lucasta, Going to the Wars
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyConnotation and Denotation
GrammarVerbs: Present and Past Participles
Cross Curricular Link
MulticulturalCarpe Diem
Informal AssessmentWriting About Tone
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C47
❑ Grammar Transparencies and Copymasters, C128
❑ Formal Assessment: Selection Test, pp. 73–74
Selection Lesson Plan
from the Rubáiyát Pages 471–475
Core Objectives■ Understand and appreciate a selection from Persian poetry■ Identify and examine themes and metaphors■ Recognize and discuss connections that cross cultures■ Use strategies for drawing conclusions about tone
Integrating SkillsGrammar■ Absolute Phrases
Preparing to Read Comparing Literature of the WorldBuild BackgroundFocus Your ReadingLiterary Analysis: Theme and MetaphorActive Reading: Drawing Conclusions About Tone
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Theme and Metaphor
Choices and ChallengesWriting OptionsParagraph of ExplanationLetter to OmarPoints of Comparison
Activities and ExplorationsPhilosophy ReportPoetic Mural
Inquiry and ResearchOmar’s Culture
Author ActivityCounting the Days
The Language of Literature, Grade 12 65
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Language Arts BenchmarksI-A.1, I-B.1, I-B.3, I-C.3, I-D.1, I-D.2, I-D.3,II-A.1, II-A.4, II-B.1, II-C.1, III-A.2, III-B.1,III-B.2
TerraNova ObjectivesR.03a, R.03c, R.03f, R.04g, R.05c, R.05d
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 65
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 64
❑ PE pp. 471–475
❑ Reading and Critical Thinking Transparencies, T15, T24, T52
❑ Literary Analysis Transparencies, T9
66 UNIT 2, PART 3 from THE RUBÁIYÁT
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Selection Lesson Plan (continued)
from the Rubáiyát
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarAbsolute Phrases
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C92
❑ Formal Assessment: Selection Test, p. 75
Selection Lesson Plan
How Soon Hath Time /When I Consider How My Light Is Spent Pages 476–479
Core Objectives■ Understand and examine allusion in poetry■ Use strategies for clarifying sentence meaning
Integrating SkillsVocabulary■ Multiple Meaning Words
Preparing to ReadConnect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: AllusionActive Reading: Clarifying Sentence Meaning
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Allusion
The Language of Literature, Grade 12 67
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Language Arts BenchmarksI-A.1, I-C.3, I-D.1, I-D.3, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02a, R.02d, R.03c, R.04f, R.05a, R.05c,V.36a
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 67
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 66
❑ PE pp. 476–479
❑ Reading and Critical Thinking Transparencies, T42
❑ Literary Analysis Transparencies, T22
68 UNIT 2, PART 3 HOW SOON HATH TIME / WHEN I CONSIDER HOW MY LIGHT IS SPENT
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Selection Lesson Plan (continued)
How Soon Hath Time /When I Consider How My Light Is Spent
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyMultiple Meaning Words
AssessmentSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C48
❑ Formal Assessment: Selection Quiz, pp. 77–78
Selection Lesson Plan
from Paradise Lost Pages 480–492
Core Objectives■ Understand and appreciate a classic epic poem■ Identify and examine diction in an epic poem■ Use strategies for clarifying meaning
Integrating SkillsGrammar Vocabulary■ Prepositional ■ Using a Thesaurus
Phrases to Find Synonyms
Preparing to Read Connect to Your LifeBuild BackgroundFocus Your ReadingLiterary Analysis: DictionActive Reading: Clarifying Meaning
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: Diction
Choices and ChallengesWriting OptionsPsychological ProfileDescriptive Paragraph
Activities and ExplorationsParadise Lost IllustratedMusical Accompaniment
Inquiry and ResearchResearching Angels
Author ActivityCourtly Entertainment
The Language of Literature, Grade 12 69
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Language Arts BenchmarksI-A.1, I-A.2, I-B.1, I-B.2, I-B.3, I-C.3, I-D.1,I-D.3, II-A.1, II-A.4, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02a, R.02d, R.03c, R.04f, R.05a, R.05b,R.05d, V.37a
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 70
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 69
❑ PE pp. 480–492❑ Unit Two Resource Book: Summary, p. 68
❑ Reading and Critical Thinking Transparencies, T8, T18
❑ Literary Analysis Transparencies, T22
70 UNIT 2, PART 3 from PARADISE LOST
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Selection Lesson Plan (continued)
from Paradise Lost
Teaching Options (from Teacher’s Edition)Mini Lessons
Vocabulary StrategyUsing a Thesaurus to Find Synonyms
GrammarPrepositional Phrases
Speaking and ListeningDramatic Reading
Viewing and RepresentingArt AppreciationEngraving from Dante’s Infernoby Gustave DoréThe Blind Milton Dictating to His Daughtersby Mihaly von Munkacsy
Cross Curricular Link
MulticulturalEpic PoetryAngels
Informal AssessmentChoosing the Best Multiple Choice AnswerFinding Evidence in the Text
AssessmentSelection QuizSelection TestTest Generator
Homework Assignments Other Teaching Materials
❑ Vocabulary Transparencies and Copymasters, C49
❑ Grammar Transparencies and Copymasters, C85
❑ Unit Two Resource Book: Selection Quiz, p. 71
❑ Formal Assessment: Selection Test, pp. 79–80
Selection Lesson Plan
Female Orations Pages 493–501
Core Objectives■ Understand and appreciate argumentation■ Use strategies for analyzing the structure of arguments
Integrating SkillsGrammar Vocabulary■ Prepositional ■ Words Based on
Phrases Used as Latin RootsAdverbs
Preparing to ReadConnect to Your LifeBuild BackgroundVocabulary Preview:Words Based on Latin RootsFocus Your ReadingLiterary Analysis: ArgumentationActive Reading: Analyzing the
Structure of Arguments
Teaching the LiteratureReading the Selection
Thinking Through the LiteratureConnect to the LiteratureThink CriticallyExtend InterpretationsLiterary Analysis: ArgumentationActive Reading: Writer’s Motivation and Text Structure
Choices and ChallengesWriting OptionsArgument Outline
Activities and ExplorationsMural Design
Inquiry and ResearchWomen in the 17th Century
Vocabulary in ActionActivity: Context Clues
The Language of Literature, Grade 12 71
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Language Arts BenchmarksI-A.1, I-B.1, I-B.2, I-B.3, I-C.2, I-C.3, I-D.1,I-D.3, II-C.1, III-A.2, III-B.1
TerraNova ObjectivesR.02a, R.02d, R.04d, R.04f, R.05a, R.05c,S.42a, S.42b, V.37a
❑ Unit Two Resource Book: Words to Know SkillBuilder, p. 75
❑ Unit Two Resource Book: Literary Analysis SkillBuilder, p. 74
❑ Unit Two Resource Book: Active Reading SkillBuilder, p. 73
❑ PE pp. 493–501❑ Unit Two Resource Book: Summary, p. 72
❑ Reading and Critical Thinking Transparencies, T17, T23, T44
72 UNIT 2, PART 3 FEMALE ORATIONS
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Selection Lesson Plan (continued)
Female Orations
Teaching Options (from Teacher’s Edition)Mini Lessons
GrammarPrepositional Phrases Used as Adverbs
Viewing and RepresentingArt AppreciationAdam Tempted by Eveby Hans Holbein the Younger
Cross Curricular Link
SociologyWomen’s Lives in the 17th Century
Informal AssessmentSupporting an Argument
AssessmentSelection QuizSelection TestPart TestTest Generator
Homework Assignments Other Teaching Materials
❑ Grammar Transparencies and Copymasters, C87
❑ Unit Two Resource Book: Selection Quiz, p. 76
❑ Formal Assessment: Selection Test, pp. 81–82
❑ Formal Assessment: Unit Two, Part 3 Test, pp. 83–84