WA-Gr12 LessonPlans PDF

LESSON PLANS
with Alternative Teaching Options

and Readability Guides
Staff Credits
Editorial Design
Laurie Skiba Shelley Clubb
Managing Editor Production Manager
Brenda Owens Leslie Anderson
High School Editor Senior Designer
Becky Palmer Tim Tripp
Associate Editor Production Specialist
Nichola Torbett
Associate Editor Cover Credits
Lori Coleman Jennifer Wreisner
Editorial Consultant Senior Designer
Jennifer Anderson
Assistant Editor Interior with a Table [Detail], 1921.
Vanessa Bell.
Valerie Murphy
Editorial Assistant London Bridge [Detail], 1906. Andre
Derain.
Katherine S. Link
William Shakespeare [Detail], 1598.
Copy Editor
French Artist.
Sara Hyry
Educational Writer
Kristin Melendez
Copy Editor
Sharon Kremer
Educational Writer
English Instructor
Denton High School
Denton, Texas
ISBN 0-8219-2778-7 (Georgia)

ISBN 0-8219-2694-2
© 2003 EMC Corporation
All rights reserved. The materials in this publication may be photocopied for classroom use only. No
part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in
any form or by any means, electronic, mechanical, photocopying, recording, or
otherwise without permission from the publisher.
Published by EMC/Paradigm Publishing

875 Montreal Way
St. Paul, Minnesota 55102
800-328-1452
www.emcp.com
E-mail: educate@emcp.com
Printed in the United States of America.

10 9 8 7 6 5 4 3 2 1 XXX 03 04 05 06 07 08 09 10 11 12
Contents
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Forms for Student and Classroom Use
Free Reading Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Seating Arrangements for Group Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
Group Evaluation Guidesheets
Communicating in a Pair Group
Guidesheet 1A: Pair Group Self-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv
Guidesheet 1B: Pair Group Peer Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi
Communicating in a Small Group
Guidesheet 2: Small Group Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Communicating in a Large Group
Guidesheet 3: Large Group Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Asking and Answering Questions
Guidesheet 4A: Asking Questions Self-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xix
Guidesheet 4B: Answering Questions Self-Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xx
The British Tradition Readability Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxii
Lesson Plans with Alternative Teaching Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unit 1 Genres and Techniques of Literature
Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
The Oral Tradition Introduction and “Robin Hood and Allen a Dale” . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Poetry Introduction and “The Naming of Cats” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Fiction Introduction and “The Rocking-Horse Winner” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Drama Introduction and The Rising of the Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Nonfiction Introduction and Speech to the Troops at Tilbury . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Unit 2 The Anglo-Saxon Period (449–1066)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
The Anglo-Saxon Period (449–1066). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
“The Conversion of King Edwin” from Ecclesiastical History of the English People . . . . . . . . . . . . . . . 21
“The Story of Caedmon” from Ecclesiastical History of the English People . . . . . . . . . . . . . . . . . . . . . . 23
“The Wife’s Lament”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Anglo-Saxon Riddles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
from Beowulf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
© EMC Corporation
Unit 3 The Medieval Period (1066–1485)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
The Medieval Period (1066–1485). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
“Sir Patrick Spens” and “The Great Silkie of Shule Skerrie” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
“Ubi Sunt Qui ante Nos Fuerunt?” and “I Sing of a Maiden” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
“The Honeysuckle: Chevrefoil” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
from Sir Gawain and the Green Knight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
from Le Morte d’Arthur. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
from The Book of Margery Kempe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
“The Prologue” from The Canterbury Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
“The Pardoner’s Tale” from The Canterbury Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
from Everyman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
from The Ingenious Hidalgo Don Quixote de la Mancha . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
CONTENTS THE BRITISH TRADITION LESSON PLANS iii

Unit 4 The English Renaissance (1485–1660)
Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
The English Renaissance (1485–1660) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
“Whoso List to Hunt” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Sonnet 31: “With how sad steps…” from Astrophil and Stella . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
from The Faerie Queen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
“The Passionate Shepherd to His Love” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
“The Nymph’s Reply to the Shepherd” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
“The Doubt of Future Foes” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
“When Thou Must Home to Shades of Underground” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Sonnet 18, Sonnet 29, and Sonnet 130. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
“Song, to Celia” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
from Ecclesiastes, Chapter 3, Verses 1–8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
“The Geography of Utopia” and “Their Gold and Silver” from Utopia, Book 2. . . . . . . . . . . . . . . . . . . . 79
Sonnet 1, Sonnet 47, and Sonnet 54 from the Canzoniere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Unit 5 Renaissance Drama (1485–1660)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Renaissance Drama (1485–1660) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
The Tragedy of Macbeth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
from The Tragical History of Doctor Faustus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
from The Analects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Unit 6 The Early Seventeenth Century (1625–1675)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Song, Holy Sonnet 10, and from Meditation 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
“Easter Wings” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
from Paradise Lost and “On His Blindness” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
from The Pilgrim’s Progress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
“To Althea, from Prison” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
“To His Coy Mistress”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
from The Rubáiyát . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Unit 7 The Restoration and the Eighteenth Century (1660–1785)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
“The Introduction” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
“A Song for St. Cecilia’s Day” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
“Pressed by the Moon, Mute Arbitress of Tides” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
from The Diary of Samuel Pepys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
© EMC Corporation
from Gulliver’s Travels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
from Oroonoko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Couplets from An Essay on Criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
from A Dictionary of the English Language and “A Brief to Free a Slave” . . . . . . . . . . . . . . . . . . . . . . 137
from The Life of Samuel Johnson, LL. D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
from Candide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Unit 8 The Romantic Era (1785–1832)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
“Elegy Written in a Country Churchyard” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
“Auld Lang Syne” and “John Anderson, My Jo” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
“The Lamb,” “The Tyger,” and “London” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
from Preface to Lyrical Ballads, “The World Is Too Much with Us,” and “Lines Composed a
Few Miles above Tintern Abbey” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
“Kubla Khan” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
“Ozymandias” and “Ode to the West Wind” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
“She Walks in Beauty” and from Childe Harold’s Pilgrimage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
iv CONTENTS THE BRITISH TRADITION LESSON PLANS

“When I Have Fears” and “Ode on a Grecian Urn” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
from A Vindication of the Rights of Woman. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
from the Introduction to Frankenstein . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Poems from The Narrow Road to the Deep North and Other Travel Sketches. . . . . . . . . . . . . . . . . . . 169
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Unit 9 The Victorian Age (1832–1900)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
“The Lady of Shalott,” “Ulysses,” and from In Memoriam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
“My Last Duchess” and “Andrea del Sarto” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
“Dover Beach” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
“The Man He Killed,” “Channel Firing,” and “The Darkling Thrush” . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Sonnet 43 (“How do I love thee…”). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
“Pied Beauty,” “God’s Grandeur,” and “Spring and Fall: To a Young Child”. . . . . . . . . . . . . . . . . . . . . 192
“Promises Like Pie-Crust” and “A Birthday” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
“To an Athlete Dying Young” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
“The Signalman” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
from Through the Looking Glass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
from Madame Bovary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Unit 10 Twentieth-Century to Contemporary Poetry (1900–Present)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
“The Lake Isle of Innisfree,” “Adam’s Curse,” and “The Second Coming” . . . . . . . . . . . . . . . . . . . . . . 209
“Preludes” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
“Snake” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
“The Soldier” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
“Dulce et Decorum Est”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
“Rough” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
“Do Not Go Gentle into That Good Night”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
“Who’s Who” and “Musée des Beaux Arts”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
“Not Waving but Drowning” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
“Thistles” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233
“Follower” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235
“A Call”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237
“Bread”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
“Naked Girl and Mirror” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
“Map of the New World” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Unit 11 Twentieth-Century to Contemporary Prose (1900–Present)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247
© EMC Corporation
from A Room of One’s Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248

from A Portrait of the Artist as a Young Man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
“Shooting an Elephant” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
“The Garden-Party” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
“The Lagoon” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
“Heat”. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
“A Sunrise on the Veld” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
“Red Dress—1946” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262
from Angela’s Ashes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
from Nectar in a Sieve . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Unit 12 Twentieth-Century to Contemporary Drama (1900–Present)

Opening the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Pygmalion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
“The Story of Pygmalion” from the Metamorphoses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Closing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
CONTENTS THE BRITISH TRADITION LESSON PLANS v

Lesson Plans with Alternative Teaching Options
and Readability Guides
Overview
This comprehensive Literacy Resource binder makes the quality literature in The EMC Masterpiece
Series, Literature and the Language Arts accessible to all students via two resources:
• Lesson Plans with Alternative Teaching Options and Readability Guides
• Reading Strategies Resource
The Lesson Plans with Alternative Teaching Options and Readability Guides serves as a road map to
the entire Literature and the Language Arts program. It lists all of the components necessary for teaching
each lesson and offers options that help teachers meet their students’ needs. This integrated approach to
teaching language arts makes it easy for teachers to incorporate reading, writing, speaking, vocabulary,
and grammar into each lesson. In addition, these lesson plans can be adapted to fit individual curricula,
student needs, and schedules.
The Reading Strategies Resource provides a framework for the direct teaching of eight reading
strategies essential to the success of middle school and high school readers. This program shows
teachers how to integrate these strategies into their instruction by including Reading Strategy Mini-
Lessons. These Mini-Lessons allow teachers and students to practice and use one reading strategy with
every literature selection in the program; standardized test practice is included in each Mini-Lesson.
Teaching Notes provide comprehensive guidance in teaching the reading strategies, as well as examples
of think-aloud discussions and assessment ideas for evaluating students’ use of the strategies.
Lesson Plan Features
Lesson plans for each literature selection include:
Reading Level
Difficulty Considerations
Ease Factors
Synopsis
Goals and Objectives
Before-Reading, During-Reading, and After-Reading Activities
Ideas for Reading Strategy Practice
Alternative Teaching Options for:
Developing readers
English language learners
Students needing additional motivation
Students with special needs
Students in gifted or enrichment programs
Flexible group work
© EMC Corporation
Homework suggestions
Cross-curricular activities
Additional discussion, writing, and research activities
Lesson plans are also included for each guided writing lesson, unit opener, and unit review. These
detailed lesson plans allow teachers to organize their classes and create daily routines. Before-reading
activities such as Daily Oral Language (in grades 6–9), Reader’s Journal, and vocabulary lessons can
serve as classroom openers. Post-reading activities such as Writer’s Journal, Selection Check Tests, and
free reading time can serve as classroom closers. Teachers can use the Alternative Teaching Options to
select grouping, homework, research, reading, writing, discussion, motivation, and extra-support
opportunities.
The Lesson Plans book also features Readability Guides that list the reading level of each selection. Each
selection is rated as easy, moderate, or challenging, based on readability scales, author’s style, subject
matter, vocabulary, syntax, and selection length. Specific factors that affect the difficulty and ease of
reading each selection are listed. Selections rated as easy can be read by students without additional
OVERVIEW THE BRITISH TRADITION LESSON PLANS vii

support from the textbook or the teacher. Selections rated as moderate can be read by students if they
have support from the textbook and the teacher. Selections rated challenging will be difficult even with
assistance from the teacher and the text.
The overall reading level of each Literature and the Language Arts textbook falls into the moderate range,
although we also include easy and challenging selections for each grade level. Readability charts at the
beginning of the Lesson Plans book summarize reading level information for all of the selections in an
entire grade level. Our goal is to make all selections at each grade level accessible to all students—
regardless of students’ reading level, background knowledge, or motivation—by providing the essential
support teachers need in order to reach this goal.
Finally, the Lesson Plans book also includes forms for teachers to use throughout the year. They include a
Free Reading Log, several Group Evaluation guidesheets, and examples of seating arrangements for
different group activities. These are provided as an additional resource to help guarantee a successful
year as you use The EMC Masterpiece Series, Literature and the Language Arts textbook program.
© EMC Corporation
viii OVERVIEW THE BRITISH TRADITION LESSON PLANS

Forms for Student
and Classroom Use
Name ___________________________________________Class __________________Date __________________
Free Reading Log

Week of _____________________________________________
DATE TITLE AUTHOR PAGES READ SUMMARY/REACTIONS

FROM TO
© EMC Corporation
Total number of pages read this week ______________
Genres read this week: (circle)
Fiction Nonfiction Poetry Drama Informational or Visual Media
READING LOG THE BRITISH TRADITION LESSON PLANS xi

Seating Arrangements for Group Activities
Possibilities for Pair and Small Groups
Pair Groups Small Groups
Possibilities for Large Groups
Fish Bowl Rows Facing Forward, Aisles Between

(Least Distracting Seating Arrangement)
© EMC Corporation
xii S E AT I N G THE BRITISH TRADITION LESSON PLANS

Group Evaluation
Guidesheets
Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1A

Communicating in a Pair Group—Self-Evaluation
Communicating with another person is a two-way street: it involves both listening carefully and
speaking clearly. Being an effective communicator when interacting with another person includes
• making eye contact and maintaining a relaxed posture
• providing feedback as you listen
• not interrupting
• rephrasing what the speaker says to show you understand
• controlling your emotions
• distinguishing between facts and opinions
Evaluating Pair Group Communication

Use the scales on this page to analyze and rate yourself on the items below. Place a check mark at
the point on the scale that you feel corresponds to your number for each item. Then give yourself an
overall score for how well you communicated with your partner and write a short evaluation.
Suggest ways that you could improve your communication skills.
My evaluation of myself:
I made eye contact and maintained a relaxed posture.
_____________________________________________________________________________________________________
4 3 2 1 0
I provided feedback as I listened.

_____________________________________________________________________________________________________
4 3 2 1 0
I did not interrupt.

_____________________________________________________________________________________________________
4 3 2 1 0
I rephrased what my partner said to show that I understood.

_____________________________________________________________________________________________________
4 3 2 1 0
© EMC Corporation
I controlled my emotions.
_____________________________________________________________________________________________________
4 3 2 1 0
I backed up facts with details from the text and gave my opinions.
_____________________________________________________________________________________________________
4 3 2 1 0
Overall score_________________
Suggestions for improvement
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET THE BRITISH TRADITION LESSON PLANS xv

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 1B
Communicating in a Pair Group—Peer Evaluation

Communicating with another person is a two-way street: it involves both listening carefully and
speaking clearly. Being an effective communicator when interacting with another person includes
• making eye contact and maintaining a relaxed posture
• providing feedback as you listen
• not interrupting
• rephrasing what the speaker says to show you understand
• controlling your emotions
• distinguishing between facts and opinions
Evaluating Pair Group Communication

Use the scales on this page to analyze and rate your partner on the items below. Place a check
mark at the point on the scale that you feel corresponds to your partner’s number for each item.
Then give your partner an overall score for how well he or she communicated with you and write a
short evaluation. Suggest ways that your partner could improve his or her communication skills.
My evaluation of my partner:
My partner made eye contact and maintained a relaxed posture.
_____________________________________________________________________________________________________
4 3 2 1 0
My partner provided feedback as he/she listened.

_____________________________________________________________________________________________________
4 3 2 1 0
My partner did not interrupt.

_____________________________________________________________________________________________________
4 3 2 1 0
My partner rephrased what I said to show that she/he understood.

_____________________________________________________________________________________________________
4 3 2 1 0
© EMC Corporation
My partner controlled his/her emotions.
_____________________________________________________________________________________________________
4 3 2 1 0
My partner backed up facts with details from the text and gave her/his opinions.
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xvi GUIDESHEET THE BRITISH TRADITION LESSON PLANS

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 2

Communicating in a Small Group
Communicating in a small group requires all the elements of effective communication between two
people. But when you’re working with a small group, it’s also necessary to observe some other
guidelines. These include:
• respecting group norms, or rules that govern behavior for group members
• understanding group roles (possible group roles: reader, time keeper, recorder, summarizer,
foreperson)
• taking turns
• helping to create a positive climate
• establishing group goals
Evaluating a Small Group

Use the scales on this page to analyze and rate your group on the items below. Place a check mark at
the point on the scale that you feel corresponds to your group’s number for each item. Then give your
group an overall score for how well it communicated and write a short evaluation. Suggest ways your
group could improve its communication skills.
Group members understand and respect group norms.
_____________________________________________________________________________________________________
4 3 2 1 0
Group members understand group roles.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members take turns participating.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members help to create a positive climate.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members work together to establish group goals.

© EMC Corporation
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET THE BRITISH TRADITION LESSON PLANS xvii

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 3

Communicating in a Large Group
In the previous activity, you explored communication in a small group. Large groups require many of
the same skills you use in a small group. However, large groups also require special communication
skills. Some of these skills are:
• sharing group roles so everyone can participate
• focusing on key relationships and finding key people to lead the group
• emphasizing group identity and setting reachable goals
• standing up when speaking
• avoiding “groupthink,” the pressure to conform
• taking responsibility and helping each other finish tasks
Evaluating Large Group Communication

Use the scales on this page to analyze and rate your group on items below. Place a check mark at the
point on the scale that you feel corresponds to your group’s number for each item. Then give your
group an overall score for how well members communicated with each other and write a short
evaluation. Suggest ways that your group could improve its communication skills.
Group members shared roles so everyone could participate.
_____________________________________________________________________________________________________
4 3 2 1 0
Group members focused on key relationships and key people who could lead our group.
_____________________________________________________________________________________________________
4 3 2 1 0
Group members emphasized a group identity and set reachable goals.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members stood up when making presentations.

_____________________________________________________________________________________________________
4 3 2 1 0
Group members stated their opinions and were not pressured to conform.
© EMC Corporation
_____________________________________________________________________________________________________
4 3 2 1 0
Group members took responsibility for completing the assignment and helped each other finish tasks.
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xviii GUIDESHEET THE BRITISH TRADITION LESSON PLANS

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 4A

Asking Questions
Knowing the most effective ways to ask and answer questions in a group can help you become a
great communicator. Here are some guidelines to remember when asking questions.
• Wait to be recognized.
• Make your questions short, clear, and direct.
• Don’t debate or argue with the speaker.
• Don’t take too much of others’ time.
• Don’t give a speech yourself.
Evaluating Questioning Skills

Use the scales on this page to analyze and rate your abilities on the items below. Place a check mark
at the point on the scale that you feel corresponds to your number for each item. Then give yourself an
overall score for how well you asked questions, and write a short evaluation of your abilities,
suggesting ways you could improve your communication skills.
My evaluation of how well I asked questions:

I waited to be recognized.
_____________________________________________________________________________________________________
4 3 2 1 0
I asked short, clear, and direct questions.

_____________________________________________________________________________________________________
4 3 2 1 0
I did not debate or argue with the speaker.

_____________________________________________________________________________________________________
4 3 2 1 0
I did not take too much time asking questions.

_____________________________________________________________________________________________________
4 3 2 1 0
I did not give a speech when I asked a question.

© EMC Corporation
_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
GUIDESHEET THE BRITISH TRADITION LESSON PLANS xix

Name ___________________________________________Class __________________Date __________________
Group Evaluation Guidesheet 4B

Answering Questions
Here are some guidelines to remember when answering questions.
• Be prepared for a question-and-answer period.
• Be patient.
• Make your answers clear, short, and direct.
• Rephrase difficult questions.
• Be courteous.
• Try to handle difficult members of the audience gracefully.
Evaluating Answering Skills

Use the scales on this page to analyze and rate your abilities on the items below. Place a check mark
at the point on the scale that you feel corresponds to your number for each item. Then give yourself an
overall score for how well you answered questions, and write a short evaluation of your abilities,
suggesting ways you could improve your communication skills.
My evaluation of how well I answered questions:

I was prepared for a question-and-answer period.
_____________________________________________________________________________________________________
4 3 2 1 0
I was patient.
_____________________________________________________________________________________________________
4 3 2 1 0
I gave clear, short, and direct answers.

_____________________________________________________________________________________________________
4 3 2 1 0
I rephrased difficult questions.

_____________________________________________________________________________________________________
4 3 2 1 0
I was courteous.
© EMC Corporation
_____________________________________________________________________________________________________
4 3 2 1 0
I handled difficult members of the audience gracefully.

_____________________________________________________________________________________________________
4 3 2 1 0
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
xx GUIDESHEET THE BRITISH TRADITION LESSON PLANS

The British Tradition
Readability Guide
The British Tradition Readability Guide
SELECTION READING LEVEL DIFFICULTY CONSIDERATIONS EASE FACTORSNIT 1
Part One: Understanding Literature
UNIT 1
Genres and Techniques
of Literature
The Oral Tradition Moderate Medieval syntax Familiar story
Anonymous
“Robin Hood and Allen a
Dale”
Poetry Moderate Vocabulary Humorous; appealing
T. S. Eliot subject matter
“The Naming of Cats”
Fiction Moderate Briticisms Simple narrative style
D. H. Lawrence
“The Rocking-Horse
Winner”
Drama Moderate Stage directions Simple vocabulary
Lady Augusta Gregory
The Rising of the Moon
Nonfiction Moderate Vocabulary Selection length
Queen Elizabeth I
Speech to the Troops at
Tilbury
Part Two The English Tradition
UNIT 2
The Anglo-Saxon Period
(449–1066)
Saint Bede the Venerable Challenging Unfamiliar setting; vocabulary Selection length
from Ecclesiastical History
of the English People
“The Conversion of King
Edwin”
Saint Bede the Venerable Moderate Vocabulary Selection length
from Ecclesiastical History
of the English People
“The Story of Caedmon,”
including “Caedmon’s
Hymn”
Anonymous, translated Moderate Unusual order of events Conversational tone
© EMC Corporation
by Marcelle Thiébaux
“The Wife’s Lament”
Anonymous, translated Moderate Answer to Riddle 1 Appealing subject matter
by George K. Anderson
Anglo-Saxon Riddles
Anonymous Challenging Selection length; long, complex Action-packed narrative
from Beowulf sentences
UNIT 3
The Medieval Period
(1066–1485)
The Ballads Easy Archaic language Familiar folk tale
Anonymous
“Sir Patrick Spens”
The Ballads Moderate Archaic language Familiar folk tale
Anonymous
“The Great Silkie of Shule
Skerrie”
xxii READABILITY GUIDE THE BRITISH TRADITION LESSON PLANS

The British Tradition Readability Guide (continued)
Lyric Poetry Easy Inverted word order Familiar hymn
Anonymous
“Ubi Sunt Qui ante Nos
Fuerunt”
Lyric Poetry Moderate Inverted word order Familiar hymn
Anonymous
“I Sing of a Maiden”
The Literature of Romance Easy Poem’s opening Simple, direct language
Marie de France
“The Honeysuckle:
Chevrefoil,” translated by
Marcelle Thiébaux
The Literature of Romance Moderate Vocabulary Action-packed narrative
The Pearl Poet
from Sir Gawain and the
Green Knight, translated by
Y. R. Ponsor
The Literature of Romance Challenging Vocabulary Familiar protagonist
Sir Thomas Malory
from Le Morte d’Arthur
Autobiography Moderate Point of view Selection length
Margery Kempe
from The Book of Margery
Kempe
The Frame Tale Challenging Selection length; vocabulary Modern translation
Geoffrey Chaucer
from The Canterbury Tales
“The Prologue”
The Frame Tale Moderate Vocabulary Engaging story; compelling
Geoffrey Chaucer lesson
from The Canterbury Tales
“The Pardoner’s Tale”
The Morality Play Moderate Naive allegory Selection length; vivid
Anonymous characters
from Everyman
Multicultural Extensions: Moderate Parody Familiar protagonist; familiar
Literature of Romance story
Miguel de Cervantes
(Spain)
© EMC Corporation
from The Ingenious

Hidalgo Don Quixote de la
Mancha, translated by
Walter Starkie
UNIT 4
The English Renaissance
(1485–1660)
Renaissance Poetry Moderate Unusual word sequence Quest for love theme
Sir Thomas Wyatt
“Whoso List to Hunt”
Renaissance Poetry Moderate Unusual word order Witty tone
Sir Philip Sidney
Sonnet 31 (“With how sad
steps…”)
from Astrophil and Stella
READABILITY GUIDE THE BRITISH TRADITION LESSON PLANS xxiii

Renaissance Poetry Moderate Archaic language Exciting subject matter
Edmund Spenser
from The Faerie Queen
Renaissance Poetry Easy Vocabulary; footnotes Simple, direct language
Christopher Marlowe
“The Passionate Shepherd
to His Love”
Renaissance Poetry Moderate Context Simple rhyme
Sir Walter Raleigh
“The Nymph’s Reply to the
Shepherd”
Renaissance Poetry Moderate Vocabulary; allusions Speaker’s emotions
Queen Elizabeth I
“The Doubt of Future Foes”
Renaissance Poetry Moderate Archaic word forms Speaker’s emotions
Thomas Campion
“When Thou Must Home to
Shades of Underground”
Renaissance Poetry Moderate Archaic syntax Speaker’s emotions
William Shakespeare
Sonnet 18 (“Shall I
compare thee…”)
William Shakespeare
Sonnet 29 (“When, in
disgrace…”)
William Shakespeare
Sonnet 130 (“My mistress’
eyes…”)
Renaissance Poetry Easy Archaic verb forms Simple language
Ben Jonson
“Song, to Celia”
Renaissance Poetry Easy Paired words Familiar verses; simple,
The King James Bible direct language
from Ecclesiastes, Chapter
3, Verses 1–8
Renaissance Prose Moderate Vocabulary Vivid descriptions
© EMC Corporation
Sir Thomas More
from Utopia, Book 2
“The Geography of Utopia”
Renaissance Prose Moderate Vocabulary Vivid description
Sir Thomas More
from Utopia, Book 2
“Their Gold and Silver”
Multicultural Extensions: Moderate Author’s style Love theme
The Sonnet
Petrarch (Italy)
from the Canzoniere
Sonnet 1 (“O ye who in
these scattered
rhymes…”), translated by
Thomas Bergin
xxiv READABILITY GUIDE THE BRITISH TRADITION LESSON PLANS

The Sonnet
Petrarch (Italy)
from the Canzoniere
Sonnet 47 (“Blest be the
day…”), translated by
Francis Wrangham
The Sonnet
Petrarch (Italy)
from the Canzoniere
Sonnet 54 (“I grow a-
weary…”), translated by
Thomas Bergin
UNIT 5
Renaissance Drama
(1485–1660)
Introduction
William Shakespeare Challenging Vocabulary; syntax; unusual Familiar story; familiar
The Tragedy of Macbeth contractions protagonist
Christopher Marlowe Moderate Vocabulary Familiar theme
from The Tragical History of
Doctor Faustus
Multicultural Extensions: Moderate High style Simple, direct language
Social Order
Confucius (China)
from The Analects,
translated by Arthur Waley
UNIT 6
The Early Seventeenth
Century (1625–1675)
The Metaphysical Poets Moderate Archaic terms Playful tone
John Donne
Song (“Go and catch a
falling star…”)
The Metaphysical Poets Moderate Archaic terms Use of personification
John Donne
Holy Sonnet 10 (“Death, be
not proud…”)
© EMC Corporation
The Metaphysical Poets Moderate Vocabulary Selection length

John Donne
Meditation 17 (“Perchance
he for whom this bell
tolls…”)
George Herbert Moderate Biblical allusions Speaker’s emotions
“Easter Wings”
The Puritans Challenging Long, complex sentences; Rewriting of common story
John Milton vocabulary
from Paradise Lost
The Puritans Moderate Vocabulary Speaker’s emotions
John Milton
“On His Blindness”
The Puritans Moderate Allegory; vocabulary and First-person point of view
John Bunyan footnotes
from The Pilgrim’s Progress
READABILITY GUIDE THE BRITISH TRADITION LESSON PLANS xxv

The Cavalier Poets Moderate Long sentences Love theme
Richard Lovelace
“To Althea, from Prison”
The Cavalier Poets Moderate Vocabulary and footnotes Light-hearted tone
Andrew Marvell
“To His Coy Mistress”
Multicultural Extensions: Moderate Theme; vocabulary and Witty tone
The Carpe Diem Theme footnotes
Omar Khayyám (Persia)
from The Rubáiyát, translat-
ed by Edward FitzGerald
UNIT 7
The Restoration and the
Eighteenth Century
(1660–1785)
Anne Finch Moderate Poetic syntax; vocabulary Author’s passionate views
“The Introduction”
John Dryden Moderate Poetic allusions Celebratory tone
“A Song for St. Cecilia’s
Day”
Charlotte Smith Moderate Figurative language Nature Imagery
“Pressed by the Moon,
Mute Arbitress of Tides”
Samuel Pepys Moderate Unfamiliar language and Journal format
from The Diary of Samuel spelling
Pepys
Jonathan Swift Moderate Vocabulary Humorous; highly
from Gulliver’s Travels imaginative
from “A Voyage to Lilliput”
Jonathan Swift Moderate Vocabulary Humorous; highly
from Gulliver’s Travels imaginative
from “A Voyage to
Brobdingnag”
Aphra Behn Moderate Uncommon contradictions Selection length
from Oroonoko
Alexander Pope Moderate Syntax Simple language
Couplets from An Essay on
Criticism
© EMC Corporation
Samuel Johnson Moderate Non-literal definitions; Selection length
from A Dictionary of the long sentences
English Language
Samuel Johnson Moderate Long, complex sentences Selection length
“A Brief to Free a Slave”
James Boswell Moderate Long complex sentences; Selection length
from The Life of Samuel vocabulary
Johnson, LL. D.
Multicultural Extensions: Moderate Long sentences; satire Selection length
Satire
Françios Marie Arouet de
Voltaire (France)
from Candide
UNIT 8
The Romantic Era
(1785–1832)
xxvi READABILITY GUIDE THE BRITISH TRADITION LESSON PLANS

Pre-Romantic Poetry Moderate Poetic syntax abab rhyme scheme
Thomas Gray
“Elegy Written in a Country
Churchyard”
Pre-Romantic Poetry Moderate Dialect Familiar verses; selection
Robert Burns length
“Auld Lang Syne”
Pre-Romantic Poetry Moderate Dialect Friendship theme
Robert Burns
“John Anderson, My Jo”
Pre-Romantic Poetry Moderate Allegorical meaning Simple style and rhyme
William Blake
“The Lamb”
Pre-Romantic Poetry Easy Allegorical meaning Simple style and rhyme
William Blake
“The Tyger”
Pre-Romantic Poetry Moderate Unusual contractions Simple style and rhyme
William Blake
“London”
Romantic Poetry Challenging Complex sentence structure; Selection length
William Wordsworth vocabulary
from Preface to Lyrical
Ballads
Romantic Poetry Moderate Punctuation Speaker’s views about
William Wordsworth nature
“The World Is Too Much
with Us”
Romantic Poetry Moderate Punctuation Personal, reflective tone
William Wordsworth
“Lines Composed a Few
Miles above Tintern Abbey”
Romantic Poetry Moderate Archaic language Colorful imagery
Samuel Taylor Coleridge
“Kubla Khan”
Romantic Poetry Moderate Irony Speaker’s emotions
Percy Bysshe Shelley
“Ozymandias”
Romantic Poetry Moderate Formal language; vocabulary Use of personification
© EMC Corporation
Percy Bysshe Shelley

“Ode to the West Wind”
Romantic Poetry Easy Inverted word order Vivid description
George Gordon, Lord
Byron
“She Walks in Beauty”
Romantic Poetry Moderate Inverted word order Nature imagery
George Gordon, Lord
Byron
from Childe Harold’s
Pilgrimage
Romantic Poetry Moderate Poem is one long sentence Speaker’s emotions
John Keats
“When I Have Fears”
Romantic Poetry Moderate Vocabulary; archaic words Use of personification
John Keats
“Ode on a Grecian Urn”
READABILITY GUIDE THE BRITISH TRADITION LESSON PLANS xxvii

Romantic Era Prose Challenging Speaker’s point of view; Selection length
Mary Wollstonecraft vocabulary
from A Vindication of the
Rights of Woman
Romantic Era Prose Moderate Literary allusions; vocabulary Selection length
Mary Wollstonecraft Shelley
from the Introduction to
Frankenstein
Multicultural Extensions: Easy Use of metaphors Simple, vivid images; simple
Connections to Nature language
Matsuo Basho (Japan)
Poems from The Narrow
Road to the Deep North
and Other Travel Sketches,
translated by Nobuyuki
Yuasa
UNIT 9
The Victorian Age
(1832–1900)
Victorian Poetry Moderate Obsolete verb forms Simple language; simple
Alfred, Lord Tennyson rhyme; repetition
“The Lady of Shalott”
Victorian Poetry Moderate Context Personal tone
Alfred, Lord Tennyson
“Ulysses”
Victorian Poetry Moderate Archaic word forms; vocabulary Vivid images
Alfred, Lord Tennyson
from In Memoriam
Victorian Poetry Moderate Punctuation Conversational tone
Robert Browning
“My Last Duchess”
Victorian Poetry Moderate Paradox First-person point of view
Robert Browning
“Andrea del Sarto”
Victorian Poetry Moderate Allusion Speaker’s emotions
Matthew Arnold
“Dover Beach”
Victorian Poetry Moderate Dialect; speaker’s identity Personal tone
© EMC Corporation
Thomas Hardy
“The Man He Killed”
Victorian Poetry Moderate Speaker’s identify; vocabulary Satiric tone
Thomas Hardy and footnotes
“Channel Firing”
Victorian Poetry Moderate Vocabulary and footnotes; Vivid images; slant ryhme
Thomas Hardy use of simile and metaphor
“The Darkling Thrush”
Victorian Poetry Easy Archaic pronouns Familiar poem; repetition
Elizabeth Barrett
Browning
Sonnet 43 (“How do I love
thee…”)
from Sonnets from the
Portuguese
Victorian Poetry Moderate Vocabulary Joyful tone
Gerald Manley Hopkins
“Pied Beauty”
xxviii READABILITY GUIDE THE BRITISH TRADITION LESSON PLANS

Victorian Poetry Moderate Footnotes Optimistic tone; repetition
“God’s Grandeur”
Victorian Poetry Moderate Theme Personal tone
“Spring and Fall: To a
Young Child”
Victorian Poetry Easy Inverted word order Author’s style
Christina Rossetti
“Promises Like Pie-Crust”
Victorian Poetry Moderate Vocabulary and footnotes Author’s style
Christina Rossetti
“A Birthday”
Victorian Poetry Moderate Syntax Simple, direct language
A. E. Housman
“To an Athlete Dying
Young”
Victorian Prose Moderate Vocabulary Ghost story
Charles Dickens
“The Signalman”
Victorian Prose Moderate Wordplay Familiar story; appealing
Lewis Carroll subject matter
from Through the Looking
Glass
Multicultural Extensions: Moderate Long, complex sentences; Famous character
The Romantic Novel French terms
Gustave Flaubert (France)
from Madame Bovary
UNIT 10
Twentieth-Century to
Contemporary Poetry
(1900–The Present)
William Butler Yeats Moderate Footnotes Simple sentence structure;
“The Lake Isle of Innisfree” vivid images
William Butler Yeats Moderate Long sentences Author’s style
“Adam’s Curse”
William Butler Yeats Moderate Complex sentences; multiple Vivid images
“The Second Coming” footnotes
© EMC Corporation
T. S. Eliot Moderate Sentence fragments Vivid images

“Preludes”
D. H. Lawrence Moderate Vocabulary Short sentences; author’s
“Snake” style
Rupert Brooke Easy Multiple commas Personal tone
“The Soldier”
Wilfred Owen Moderate Verbal irony Vivid images
“Dulce et Decorum Est”
Stephen Spender Easy Elliptical phrases Simple sentence structure;
“Rough” author’s style
Dylan Thomas Easy Figurative language for death Familiar poem; author’s style
“Do Not Go Gentle into
That Good Night”
W. H. Auden Moderate Colons Simple language; author’s
“Who’s Who” style
W. H. Auden Moderate Allusions Author’s style
“Musée des Beaux Arts”
READABILITY GUIDE THE BRITISH TRADITION LESSON PLANS xxix

Stevie Smith Easy Shift from speaker to voice of Simple sentences and
“Not Waving but Drowning” dead man language
Ted Hughes Easy Allusions Simple language
“Thistles”
Seamus Heaney Easy Plowing terms Simple sentence structure
“Follower”
Seamus Heaney Moderate Allusion to Everyman Conversational tone
“A Call”
Margaret Atwood Moderate Textual breaks Conversational tone;
“Bread” selection length
Judith Wright Moderate Complex sentences Personal tone
“Naked Girl and Mirror”
Multicultural Extensions: Moderate Allusion Simple language
Contemporary Poetry
Derek Walcott (St. Lucia)
“Map of the New World”
UNIT 11
Contemporary Prose
(1900–Present)
Virginia Woolf Moderate Complex sentence structure Conversational tone
from A Room of One’s Own
James Joyce Moderate Stream-of-consciousness writing Simple, direct language
from A Portrait of the Artist style
as a Young Man
George Orwell Moderate Vocabulary and multiple footnotes Simple sentence structure
“Shooting an Elephant”
Katherine Mansfield Moderate Use of symbolism Simple sentence structure
“The Garden-Party”
Joseph Conrad Moderate Complex sentence structure Vivid character descriptions
“The Lagoon”
Jean Rhys Easy Unclear order of events Simple sentence structure;
“Heat” selection length
Doris Lessing Moderate Vocabulary Appealing story
“A Sunrise on the Veld”
© EMC Corporation
Alice Munro Moderate Selection length Familiar character and
“Red Dress—1946” setting
Frank McCourt Moderate Dialect; multiple footnotes; Popular novel; humorous
from Angela’s Ashes missing quotation marks
Multicultural Extensions: Moderate Vocabulary Selection length
Society and the Individual
Kamala Markandaya
(India)
from Nectar in a Sieve
UNIT 12
Contemporary Drama
(1900–Present)
Bernard Shaw Moderate Vocabulary; dialect; plot Small cast; popular story
Pygmalion
Multicultural Extensions: Easy Mythical elements Selection length
Classical Sources
Ovid (Italy) “The Story of
Pygmalion” from the Metamor-
phoses, retold by Sara Hyry
xxx READABILITY GUIDE THE BRITISH TRADITION LESSON PLANS

Lesson Plans
with Alternative Teaching Options
Lesson Plan
Unit One
Genres and Techniques of Literature
Opening the Unit, pages 2–3
Teacher’s Name __________________________________Class __________________Date __________________
M T W TH F
Dates I Plan to Teach This Unit _____________________________________________
Unit 1 Goals/Objectives:
• to appreciate each of the major genres of literature
• to name and describe major elements and literary techniques of
each of the genres of literature
• to identify how the elements and literary techniques employed in
each of the main genres applies to a specific literary work
• to write a book review
• to identify and use elements of a paragraph
Lessons I Plan to Teach

_________ The Oral Tradition Introduction and “Robin Hood and
Allen a Dale,” pages 4–13
_________ Poetry Introduction and “The Naming of Cats,” pages
14–26
_________ Fiction Introduction and “The Rocking-Horse Winner,”
pages 27–46
_________ Drama Introduction and The Rising of the Moon, pages
47–61
_________ Nonfiction Introduction and Speech to the Troops at Tilbury, pages 62–69
_________ Guided Writing—Informative Writing: Writing a Book Review, pages 70–77
_________ Unit One Review, page 78
As you prepare to teach this unit, choose activities that meet the needs of your students by reviewing the Unit Skills
Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages 2–3).
Getting Started in the Classroom

_________ Opening Pages: Discuss how the artwork by John Constable (PE, page 2) and the quote from William
Shakespeare (PE, page 3) might relate to each other and to the theme of the unit. Then discuss the genres
students will study in this unit: The Oral Tradition, Poetry, Fiction, Drama, and Nonfiction.
© EMC Corporation
Print Resources Transparency Audio Library Test Generator CD-ROM Internet

ATE—Annotated Teacher’s Edition PE—Pupil’s Edition RSR—Reading Strategies Resource SR—Spanish Resource TG—Test Generator
UR—Unit Resource VLR—Visual Literacy Resource VR—Vocabulary Resource WR—Writing Resource AL—Audio Library
UNIT 1 THE BRITISH TRADITION LESSON PLANS 1

Lesson Plan
The Oral Tradition Introduction and

“Robin Hood and Allen a Dale,” pages 4–13
M T W TH F
Goals/Objectives:
• to enjoy an amusing verse narrative from the oral tradition
• to briefly explain the significance of the Robin Hood legend
• to define stanza, meter, rhyme scheme, inciting incident,
incremental repetition, formulaic language, proverb, and
resolution and point to the use of these techniques in “Robin
Hood and Allen a Dale”
• to identify and use modern English
• to compare and contrast oral traditions
for The Oral Tradition, page 4
Additional Questions and Activities

_________ Classifying Writing by Genre (ATE, page 4)
Art Note
_________ Charles Perrault (PE, page 4))
Assessment
_________ Genre Check Test 4.1.1 (ATE, page 5; UR 1, page 1; TG)
_________ Genre Test 4.1.2 (UR 1, page 2; TG)
© EMC Corporation

2 UNIT 1 THE BRITISH TRADITION LESSON PLANS

Lesson Plan
The Oral Tradition Introduction and

“Robin Hood and Allen a Dale,” pages 4–13
M T W TH F
for “Robin Hood and Allen a Dale,” page 6 READING STRATEGIES RESOURCE, PAGE 1
Reading Level: Moderate Reading Strategy: Write Things Down
Fix-Up Idea: Use Guided Reading Questions
Difficulty Consideration: Medieval syntax Standardized Test Practice:
Ease Factor: Familiar story Analyze Elements of Plot
Synopsis: Legendary hero Robin Hood helps a common man to
marry his beloved. WASHINGTON STATE STANDARDS
Goals/Objectives: click this box for details

• to enjoy an amusing verse narrative from the oral tradition
• to briefly explain the significance of the Robin Hood legend
• to define and identify examples of stanza, meter, rhyme
scheme, inciting incident, incremental repetition, formulaic
language, proverb, and resolution in “Robin Hood and Allen a Dale”
• to identify and use modern English
• to compare and contrast oral traditions
Before Reading
_________ Reader’s Journal (PE, page 6; UR 1, page 4)
_________ Literary Tools: Oral Tradition, Stanza, Meter, Rhyme Scheme, Inciting Incident, Incremental Repetition,
Formulaic Language, Proverb, and Resolution (PE, page 6)
_________ About the Selection (PE, page 6)
_________ Vocabulary from the Selection (ATE, page 6)
_________ Vocabulary: PAVE (VR, page 1)
_________ Reading Strategy (RSR, page 1)
During Reading
_________ Graphic Organizer (PE, page 6; VLR I, page 13; UR 1, page 4)
_________ Dramatic Recording (AL, 7:06)
_________ Guided Reading Questions (PE, page 7; UR 1, page 4)
_________ Fix-Up Idea (RSR, page 1)
After Reading
© EMC Corporation
_________ Standardized Test Practice (RSR, page 2)

_________ Respond to the Selection (PE, page 11; UR 1, page 5)
_________ Investigate, Inquire, and Imagine (PE, page 11; UR 1, page 5)
_________ Understanding Literature: Oral Tradition, Stanza, Meter, Rhyme Scheme, Inciting Incident, Incremental
Repetition, Proverb, and Resolution (PE, page 11; UR 1, page 7)
_________ Writer’s Journal: Wanted Poster, Motto, or Ballad (PE, page 12; UR 1, page 8)
_________ Language, Grammar, and Style: Modern English (PE, page 12; UR 1, page 9)
_________ Media Literacy: Setting Ballads to Music (PE, page 13)
_________ Speaking and Listening & Collaborative Learning: Playing “Gossip” (PE, page 13)
_________ Study and Research: Comparing Oral Traditions (PE, page 13; VLR I, page 14; UR 1, page 10)
_________ Selection Check Test 4.1.3 (ATE, page 10; UR 1, page 11; TG)
_________ Selection Test 4.1.4 (UR 1, page 12; TG)
_________ Internet activities at http://www.emcp.com
_________ Free reading time


Lesson Plan
The Oral Tradition Introduction and “Robin Hood and

Allen a Dale,” pages 4–13
M T W TH F
for “Robin Hood and Allen a Dale,” page 6 Strategies for Developing Readers
Teaching Options Tackle Medieval Syntax
_________ Present the information in English Language
Individual Learning Strategies
Learning: Syntax and Special Needs:
_________ Motivation: Robin Hood Films (ATE, page 7)
Medieval Language and Word Order (ATE,
_________ Reading Proficiency: Listening to the page 7).
Recording (ATE, page 7)
_________ Have students rewrite a stanza or two using
_________ English Language Learning: Syntax (ATE, modern English.
page 7)
_________ Read Language, Grammar, and Style
_________ Special Needs: Medieval Language and Resource 3.14: The Importance of Syntax, or
Word Order (ATE, page 7) Word Order (PE, page 1220).
_________ Enrichment: Retelling the Robin Hood Legend
(ATE, page 8) Additional Strategies for English Language
Learners
Additional Questions and Activities _________ Have students brainstorm and list all they
_________ Exploring Foxfire (ATE, page 8) know about the story of Robin Hood. Then
_________ Storytellers (ATE, page 8) have them identify figures from their own
_________ Reading or Telling Stories (ATE, page 8) cultural folklore who resemble Robin Hood.
_________ Have students share a story from their own
Literary Note oral traditions.
_________ Theme (ATE, page 9) _________ Read the ballad together, checking for
comprehension every few stanzas.
Literary Technique
_________ Ballad Stanza (ATE, page 9)
Flexible Grouping Suggestions

_________ Enrichment: Retelling the Robin Hood Legend
(ATE, page 8)
_________ Additional Questions and Activities:
Storytellers (ATE, page 8)
_________ Additional Questions and Activities: Reading
or Telling Stories (ATE, page 8)
_________ Investigate, Inquire, and Imagine (PE, page
11; UR 1, page 5)
_________ Understanding Literature: Oral Tradition,
Stanza, Meter, Rhyme Scheme, Inciting
© EMC Corporation
Incident, Incremental Repetition, Proverb, and
Resolution (PE, page 11; UR 1, page 7)
_________ Speaking and Listening & Collaborative
Learning: Playing “Gossip” (PE, page 13)
_________ Study and Research: Comparing Oral
Traditions (PE, page 13; VLR I, page 14; UR
1, page 10)
Homework Suggestions
_________ Writer’s Journal: Wanted Poster, Motto, or
Ballad (PE, page 12; UR 1, page 8)
_________ Language, Grammar, and Style: Modern
English (PE, page 12; UR 1, page 9)
_________ Media Literacy: Setting Ballads to Music (PE,
page 13)


Lesson Plan
Poetry Introduction and
“The Naming of Cats,” pages 14–26
M T W TH F
Goals/Objectives:
• to have a nonthreatening, pleasant experience reading a
humorous lyric poem
• to identify T. S. Eliot as one of the early twentieth century’s
most well-known poets
• to define rhyme scheme, alliteration, meter, personification,
parallelism, assonance, and repetition and recognize the
use of these techniques in a poem
• to distinguish between techniques relating to meter, stanza
form, sound, and meaning
• to edit sentences to reduce wordiness
• to prepare an oral interpretation
for Poetry Introduction, page 14
Art Note
_________ John Melhuish Strudwick (PE, page 15; VLR II, page 1)

_________ Evaluating Definitions of Poetry (ATE, page 14)
_________ Poetry Bulletin Board (ATE, page 16)
Literary Note
_________ Types of Poetry (ATE, page 15)
Literary Techniques
_________ Meter (ATE, page 17, 19)
_________ Foot (ATE, page 18)
Assessment
© EMC Corporation


Lesson Plan
M T W TH F
for “The Naming of Cats,” page 22 READING STRATEGIES RESOURCE, PAGE 5

Reading Level: Moderate Reading Strategy: Use Text Organization
Fix-Up Idea: Read Aloud/Think Aloud
Difficulty Consideration: Vocabulary
Standardized Test Practice:
Ease Factors: Humorous; appealing subject matter Identify Main Ideas
Synopsis: A speaker talks about cats’ names.
Goals/Objectives: WASHINGTON STATE STANDARDS

• to have a nonthreatening, pleasant experience reading a click this box for details
humorous lyric poem
• to identify T. S. Eliot as one of the early twentieth century’s
most well-known poets
• to define and recognize the use of rhyme scheme, alliteration,
meter, personification, parallelism, assonance, and repetition
• to distinguish between techniques relating to meter, stanza form,
sound, and meaning
• to edit sentences to reduce wordiness
Before Reading
_________ Literary Tools: Rhyme Scheme, Alliteration, Meter, Personification, Parallelism, Assonance, and Repetition
(PE, page 22)
_________ About the Author: T. S. Eliot (PE, page 22)
_________ Vocabulary: Word Study Notebook (VR, page 5)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Rhyme Scheme, Alliteration, Assonance, Meter, Personification, Parallelism, and
Repetition (PE, page 25; UR 1, page 22)
_________ Writer’s Journal: Names, Advertisement, or Poem (PE, page 26; UR 1, page 23)
_________ Language, Grammar, and Style: Reducing Wordiness (PE, page 26; UR 1, page 24)
_________ Speaking and Listening: Oral Interpretation (PE, page 26)
_________ Study and Research: Researching Cats (PE, page 26; UR 1, page 25)
_________ Internet Activities at http://www.emcp.com


Lesson Plan
M T W TH F
for “The Naming of Cats,” page 22 Strategies for Developing Readers

Teaching Options Tackle Vocabulary
_________ Allow students to preview the new vocabulary
words used in the selection.
_________ Motivation: Pros and Cons of Pets (ATE,
_________ Have students identify words that they
page 22)
already know.
_________ Reading Proficiency: Reading Aloud (ATE,
_________ Encourage students to predict the meaning of
page 22)
unknown words by using context clues.
_________ English Language Learning: Sentences in
_________ Familiarize students with the new vocabulary
Poetry (ATE, page 22)
by working on the activities found in the VR
_________ Special Needs: Checking Comprehension
(page 5).
(ATE, page 23)
_________ Enrichment: Personal Essay (ATE, page 23) Additional Strategies for English Language
Learners
Cross-Curricular Activities
_________ Read the poem aloud, allowing students to
_________ Researching Cats (ATE, page 24) listen for rhythm, rhyme, assonance, and
alliteration.
_________ Have students who have pets discuss their
_________ Motivation: Pros and Cons of Pets (ATE,
processes for naming their cats or dogs.
page 22)
Students may also share dog or cat sounds
from their native language. (They may vary
page 22)
from the English “ruff” or “meow”).
_________ Cross-Curricular Activities: Researching Cats
_________ To check comprehension, have students list
(ATE, page 24)
the reasons the speaker gives for giving a cat
_________ Investigate, Inquire, and Imagine (PE, page three different names.
25; UR 1, page 21)
_________ Ask students if they agree or disagree with
_________ Understanding Literature: Rhyme Scheme, the speaker’s claim that a “cat must have
Alliteration, Assonance, Meter, THREE DIFFERENT NAMES.”
Personification, Parallelism, and Repetition
(PE, page 25; UR 1, page 22)
_________ Writer’s Journal: Names, Advertisement, or
Poem (PE, page 26; UR 1, page 23)
_________ Language, Grammar, and Style: Reducing
Wordiness (PE, page 26; UR 1, page 24)
© EMC Corporation
_________ Speaking and Listening: Oral Interpretation

(PE, page 26)
_________ Study and Research: Researching Cats (PE,
page 26; UR 1, page 25)


Lesson Plan
Fiction Introduction and

“The Rocking-Horse Winner,” pages 27–46
M T W TH F
Goals/Objectives:
• to empathize with a main character in a short story
• to explain D. H. Lawrence’s literary contributions
• to define the basic elements of fiction, including
character, characterization, setting, plot, mood, and
theme and identify these in a work of fiction
• to identify all the elements of a plot in a work of fiction
including exposition, inciting incident, rising action,
climax, crisis, falling action, resolution, and dénouement
• to define conflict and foreshadowing and identify the use
of these techniques in fiction
• to use commas properly
• to hold a class debate
• to research an author
for Fiction Introduction, page 27
Fine Art
_________ Samuel Palmer (PE, page 28; Art Note, PE, page 27; VLR II, page 4)
Literary Technique
_________ Reciting Songs (ATE, page 27)

_________ Stories about the Painting (ATE, page 28)
Quotables
_________ Benjamin Disraeli (ATE, page 29)
_________ Saul Bellow (ATE, page 29)
Assessment
© EMC Corporation


Lesson Plan

M T W TH F
for “The Rocking-Horse Winner,” page 32 READING STRATEGIES RESOURCE, PAGE 9

Reading Level: Moderate Reading Strategy: Write Things Down
Fix-Up Idea: Connect to Prior Knowledge
Difficulty Consideration: Briticisms Standardized Test Practice:
Ease Factor: Simple narrative style Analyze Elements of Plot
Synopsis: A small boy finds a way to ease his family’s money

problems. WASHINGTON STATE STANDARDS

• to empathize with a main character in a short story
• to explain D. H. Lawrence’s literary contributions
• to define and identify the basic elements of fiction, including
character, characterization, setting, plot, mood, and theme
• to identify all the elements of a plot including exposition, inciting
incident, rising action, climax, crisis, falling action, resolution,
and dénouement
• to define conflict and foreshadowing and identify the use of these
techniques in fiction
• to hold a class debate
• to research an author
Before Reading
_________ Literary Tools: Plot, Exposition, Conflict, Inciting Incident, Rising Action, Foreshadowing, Climax, Crisis,
Falling Action, Resolution, and Dénouement (PE, page 32)
_________ About the Author: David Herbert Lawrence (PE, page 32)
_________ Vocabulary: Context Clues: Understanding “Briticisms” (VR, page 6)
During Reading
© EMC Corporation
After Reading
_________ Understanding Literature: Conflict, Plot, and Foreshadowing (PE, page 45; UR 1, page 37)
_________ Writer’s Journal: Headline, Personal Letter, or Newspaper Article (PE, page 45; UR 1, page 39)
_________ Language, Grammar, and Style: Comma Usage (PE, page 46; UR 1, page 40)
_________ Speaking and Listening: Debate (PE, page 46)
_________ Study and Research: Researching an Author (PE, page 46; UR 1, page 41)


Lesson Plan

M T W TH F
for “The Rocking-Horse Winner,” page 32 _________ Study and Research: Researching an Author
Teaching Options
Strategies for Developing Readers
_________ Motivation: Discussion about Gambling (ATE, Tackle Briticisms
page 32) _________ Have students preview the footnotes.
_________ Reading Proficiency: Listening to the _________ Play the Dramatic Recording (AL, 34:51).
Beginning of the Story (ATE, page 32) _________ Have students complete the Vocabulary
_________ English Language Learning: Briticisms (ATE, Resource activity (VR, page 6) before reading
page 32) the selection.
_________ Special Needs: Plot Chart (ATE, page 33)
_________ Enrichment: Horse Racing (ATE, page 33) Additional Strategies for English Language
Learners
Literary Technique _________ Listen to the Dramatic Recording (AL, 34:51).
_________ Characterization (ATE, page 34) _________ Have pairs practice reading the dialogue.
_________ Setting and Mood (ATE, page 34) _________ Have each student complete the plot chart in
_________ Dead Metaphor (ATE, page 37) Understanding Literature: Plot (PE, page 45)
_________ Characterization (ATE, page 39) with a more proficient reader.

_________ Managing Money (ATE, page 35)
_________ Financial Advisors (ATE, page 37)
_________ Making Comparisons (ATE, page 38)
_________ Journal Writing (ATE, page 41)
_________ Privacy (ATE, page 42)
_________ Treatment of Racehorses (ATE, page 36)
_________ Budget (ATE, page 36)
_________ Calculating Interest (ATE, page 40)

_________ Enrichment: Horse Racing (ATE, page 33)
_________ Cross-Curricular Activities: Budget (ATE,
page 36)
© EMC Corporation
44; UR 1, page 36)
_________ Understanding Literature: Conflict, Plot, and
Foreshadowing (PE, page 45; UR 1, page 37)
_________ Graphic Organizer (PE, page 45; VLR I, page
15; UR 1, page 38)
_________ Speaking and Listening: Debate (PE,
page 46)
_________ Writer’s Journal: Headline, Personal Letter, or
Newspaper Article (PE, page 45; UR 1, page
39)
_________ Language, Grammar, and Style: Comma
Usage (PE, page 46; UR 1, page 40)


Lesson Plan
Drama Introduction and
The Rising of the Moon, pages 47–61
M T W TH F
Goals/Objectives:
• to appreciate a drama that is read rather than witnessed on
stage or in film
• to briefly explain who Lady Augusta Gregory was and
summarize her place in the dramatic tradition
• to name and describe the main elements of drama (playwright,
script, stage directions, dialogue, stage, set, properties, sound
effects, and blocking)
• to research the Irish Nationalist movement
• to rewrite dialect into the dialect of another place and time
• to use a map to locate places in Ireland
for Drama Introduction, page 47
Art Note
_________ (Alice) Ellen Terry (ATE, page 48)
_________ John Singer Sargent (ATE, page 48)
Literary Technique
_________ Stage Directions (ATE, page 49)
_________ Stage Slope (ATE, page 49)
Assessment
© EMC Corporation


Lesson Plan

M T W TH F
for The Rising of the Moon, page 51 READING STRATEGIES RESOURCE, PAGE 13
Reading Strategy: Visualize
Reading Level: Moderate
Fix-Up Idea: Read Aloud
Difficulty Consideration: Stage directions Standardized Test Practice:
Analyze Literary Elements
Ease Factor: Simple vocabulary
Synopsis: Faced with the task of capturing a leader of the Irish WASHINGTON STATE STANDARDS
Nationalist Movement, an Irish police officer sympathetic to the
nationalist cause must decide whether to do his duty or follow his heart. click this box for details
Goals/Objectives:
• to appreciate a drama that is read rather than witnessed on
stage or in film
• to briefly explain who Lady Augusta Gregory was and to
summarize her place in the dramatic tradition
• to define stage directions, dialogue, monologue, and sound effects
and to explain how the terms relate to the selection
• to research the Irish Nationalist Movement
• to rewrite dialect into the dialect of another place and time
• to use a map to locate places in Ireland
Before Reading
_________ Literary Tools: Stage Directions, Dialogue, Monologue, Sound Effects, and Properties (PE, page 51)
_________ About the Author: Lady Augusta Gregory (PE, page 51)
_________ Vocabulary: British Spellings and British Grammar (VR, page 8)
During Reading
After Reading © EMC Corporation

_________ Understanding Literature: Stage Directions, Monologue, Sound Effects, Properties (PE, page 60; UR 1, page 54)
_________ Writer’s Journal: Wanted Poster, Playbill, or Report (PE, page 61; UR 1, page 55)
_________ Study and Research: Researching the Irish Nationalist Movement (PE, page 61; UR 1, page 55)
_________ Language, Grammar, and Style & Speaking and Listening: Rewriting a Dialect (PE, page 61)
_________ Study and Research: Using a Map (PE, page 61)


Lesson Plan
M T W TH F
for The Rising of the Moon, page 51 _________ Understanding Literature: Stage Directions,
Monologue, Sound Effects, and Properties
Teaching Options (PE, page 60; UR 1, page 54)
_________ Language, Grammar, and Style & Speaking
and Listening: Rewriting a Dialect (PE,
_________ Motivation: Performing the Play (ATE, page 61)
page 51)
_________ Reading Proficiency: Dramatic Conventions Homework Suggestions
(ATE, page 51) _________ Writer’s Journal: Wanted Poster, Playbill, or
_________ English Language Learning: Dialect (ATE, Report (PE, page 61; UR 1, page 55)
page 51) _________ Study and Research: Researching the Irish
_________ Special Needs: Checking Comprehension Nationalist Movement (PE, page 61; UR 1,
(ATE, page 52) page 55)
_________ Enrichment: Blocking Diagrams (ATE, _________ Study and Research: Using a Map (PE,
page 52) page 61)
_________ Properties and Set Design (ATE, page 52)
_________ Irish Landscape (ATE, page 53) Tackle Stage Directions
_________ Discuss Literary Technique: Stage Directions
Literary Technique (ATE, page 49).
_________ Dialect (ATE, page 54) _________ Use the questions asked under
_________ Folk Song (ATE, page 58) Understanding Literature: Stage Directions to
discuss the purpose of stage directions in a
Bibliographic Note
play (PE, page 60).
_________ Works by Lady Augusta Gregory (ATE,
_________ Perform scenes from the play so that students
page 54)
can see the importance of stage directions.
_________ Writers of the Irish Revival (ATE, page 56)
Additional Strategies for English Language
Cross-Curricular Connections Learners
_________ Irish Language (ATE, page 55) _________ Share the information given under English
_________ Granuaile (ATE, page 56) Language Learning: Dialect (ATE, page 51).
_________ Play the Dramatic Recording so that students
Literary Note
can hear the dialect (AL, 16:19).
_________ Irish Writers (ATE, page 57)
_________ In groups of four, have students act out the
Quotables play.
© EMC Corporation
_________ W. B. Yeats (ATE, page 58)

_________ Motivation: Performing the Play (ATE,
page 51)
_________ Reading Proficiency: Dramatic Conventions
(ATE, page 51)
_________ Cross-Curricular Activities: Properties and Set
Design (ATE, page 52)
_________ Cross-Curricular Activities: Irish Landscape
(ATE, page 53)
60; UR 1, page 53)


Lesson Plan
Nonfiction Introduction and
Speech to the Troops at Tilbury, pages 62–69
M T W TH F
Goals/Objectives:
• to be moved by a stirring speech delivered by a great leader
at a time of crisis
• to identify Queen Elizabeth I and briefly explain her
significance
• to define mode, description, exposition, and parallelism and
point out examples of these techniques in a nonfiction
speech
• to research some famous speeches
• to research Queen Elizabeth I
for Nonfiction Introduction, page 62
Art Note
_________ English Artist (PE, page 63)
_________ Depicting the Spanish Armada (ATE, page 63)
Cross-Curricular Connections
_________ The Spanish Armada (ATE, page 63)

_________ Writing with Different Purposes (ATE, page 64)
Assessment
© EMC Corporation


Lesson Plan

M T W TH F
for Speech to the Troops at Tilbury, page 66 READING STRATEGIES RESOURCE, PAGE 17
Reading Strategy: Find a Purpose for
Reading Level: Moderate
Reading
Difficulty Consideration: Vocabulary Fix-Up Idea: Unlock Difficult Words
Ease Factor: Selection length Identify Author’s Purpose
Synopsis: Queen Elizabeth I delivered this speech to rally her troops.

• to be moved by a stirring speech delivered by a great leader at
a time of crisis click this box for details
• to identify Queen Elizabeth I and briefly explain her significance
• to define mode, description, exposition, and parallelism and to
point out examples of these techniques in a nonfiction speech
• to research some famous speeches
• to research Queen Elizabeth I
Before Reading
_________ Literary Tools: Aim, Mode, Description, Exposition, and Parallelism (PE, page 66)
_________ About the Author: Queen Elizabeth I (PE, page 66)
_________ Vocabulary: Context Clues (VR, page 10)
During Reading
_________ Guided Reading Question (PE, page 67; UR 1, page 64)
After Reading
© EMC Corporation
_________ Understanding Literature: Aim, Mode, Description, Exposition, and Parallelism (PE, page 68; UR 1, page 66)
_________ Writer’s Journal: Journal Entry, News Account, or Persuasive Paragraph (PE, page 69; UR 1, page 67)
_________ Language, Grammar, and Style & Media Literacy: Identifying Modes of Writing (PE, page 69)
_________ Media Literacy & Study and Research: Researching Speeches (PE, page 69; UR 1, page 67)
_________ Study and Research: Researching Queen Elizabeth I (PE, page 69; UR 1, page 68)


Lesson Plan
M T W TH F
for Speech to the Troops at Tilbury, page 66 Strategies for Developing Readers
Teaching Options Tackle Vocabulary
_________ Motivation: Scene from Elizabeth (ATE,
page 65)
already know.
_________ Reading Proficiency: Listening to the
Dramatic Recording (ATE, page 65)
_________ English Language Learning: “Royal We” (ATE,
page 65)
by working on the activities found in the
_________ Special Needs: Summarizing (ATE, page 65)
Vocabulary Resource (VR, page 10).
_________ Enrichment: Defining Nonfiction (ATE,
page 65) Additional Strategies for English Language
Learners
_________ Share the information given under English
_________ Special Needs: Summarizing (ATE, page 65) Language Learning: “Royal We” (ATE, page
_________ Investigate, Inquire, and Imagine (PE, page 65).
68; UR 1, page 65) _________ Ask a student to read the speech dramatically
_________ Understanding Literature: Aim, Mode, to the class. Then have students describe the
Description, Exposition, and Parallelism (PE, Queen’s aim, or purpose.
page 68; UR 1, page 66) _________ Have students identify strong female leaders
_________ Study and Research: Researching Queen from their own culture or native land. Ask
Elizabeth I (PE, page 69; UR 1, page 68) them to find speeches given by these leaders
(which may or may not be in English) and
have them dramatically perform the
_________ Writer’s Journal: Journal Entry, News Account, speeches. If the speeches are not in English,
or Persuasive Paragraph (PE, page 69; UR 1, ask students to summarize the speeches in
page 67) English before reading. Encourage students
_________ Language, Grammar, and Style & Media to give brief biographies of the leaders before
Literacy: Identifying Modes of Writing (PE, performing the speeches.
page 69)
_________ Media Literacy & Study and Research:
Researching Speeches (PE, page 69; UR 1,
page 67)
© EMC Corporation


Lesson Plan
Unit One
Closing the Unit, pages 70–79
M T W TH F
Guided Writing
Informative Writing: Writing a Book Review
WASHINGTON STATE STANDARDS
Assignment: Students write a book review (PE, pages 70–77).
click this box for details
Before Writing
_________ Writing a Book Review (PE, page 70)
_________ Professional Model (PE, page 70)
_________ Previewing Models and Rubric for Assignment (VLR I, page
140; WR, page 37)
_________ Prewriting (PE, page 71; WR, page 20)
_________ Student Model—Graphic Organizer (PE, page 72; WR,
page 22)
_________ Graphic Organizer (VLR I, page 136; WR, page 21)
GUIDED WRITING
During Writing
Software
_________ Drafting (PE, page 72)
_________ Student Model—Draft (PE, page 73; VLR I, page 137; WR, page 23) See the Guided
_________ Self- and Peer Evaluation (PE, page 75; WR, page 29) Writing Software for
an extended version of this
_________ Language, Grammar, and Style: Effective Paragraphs (PE, page 74; WR,
lesson that includes printable
page 25) graphic organizers, extensive
_________ Revising and Proofreading (PE, page 76) student models and student-
_________ Student Model (PE, page 76; WR, page 33) friendly checklists, and self-,
peer, and teacher evaluation
After Writing features.
_________ Publishing and Presenting (PE, page 77)
_________ Reflecting (PE, page 77)

_________ Motivation: Using Book Reviews (ATE, page 70)
_________ Reading Proficiency: Using Subheads to Preview the Lesson (ATE, page 70)
_________ English Language Learning: Translating Reviews (ATE, page 70)
_________ Special Needs: Working with a Partner (ATE, page 71)
_________ Enrichment: Brainstorming (ATE, page 71)
© EMC Corporation

_________ Peer Evaluation (PE, page 75; WR, page 31)
_________ Revising and Proofreading (PE, page 76)
_________ Language, Grammar, and Style: Effective Paragraphs (PE, page 74; WR, page 25)
_________ Self-Evaluation—Book Review (PE, page 75; WR, page 29)
_________ Rubric for Informative Writing: Writing a Book Review (VLR I, page 140; WR, page 37)


Lesson Plan
Unit One
M T W TH F
Unit One Review
Review and Assessment
_________ Words for Everyday Use (PE, page 78; UR 1, page 74)
_________ Literary Tools (PE, page 78; UR 1, page 74)
_________ Unit 1 Review/Study Guide (UR 1, page 72)
_________ Unit 1 Test (UR 1, page 76; TG)
Reflecting on Your Reading

_________ The Oral Tradition: Ballads and the Oral Tradition (PE, page 78)
_________ Poetry: Lyric Poetry (PE, page 78)
_________ Fiction: Short Story Structure (PE, page 79)
_________ Drama: The Spectacle in Drama (PE, page 79)
_________ Nonfiction: The Rhetoric of a Speech (PE, page 79)
© EMC Corporation


Lesson Plan
Unit Two
The Anglo Saxon Period (449–1066)
M T W TH F
• to interpret and appreciate Anglo-Saxon literature
• to summarize the history of pre-Christian England and its literature
• to name the sources and tell the history of Old English
• to relate themes common in Anglo-Saxon literature to
characteristics common in Anglo-Saxon society
• to describe the achievements of Queen Boadicea, the Venerable
Bede, and Alfred the Great
• to describe and explain the influence of Christianity on Anglo-Saxon
literature and culture
• to identify and give examples of the major characteristics of Anglo-
Saxon verse

_________ “The Conversion of King Edwin” from Ecclesiastical History of the English People, page 90
_________ “The Story of Cædmon,” from Ecclesiastical History of the English People, page 95
_________ “The Wife’s Lament,” page 101
_________ Anglo-Saxon Riddles, page 107
_________ from Beowulf, page 112
_________ Selections for Additional Reading: Anglo-Saxon Literature, page 144
_________ The Development of the English Language: Origins, page 145
_________ Guided Writing—Imaginative Writing: Creating a Narrative Poem, page 149
_________ Unit Two Review, page 156
Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages 82–83). Then look over the
ideas for Getting Started in the Classroom on the next page.
© EMC Corporation


Lesson Plan
Unit Two
The Anglo Saxon Period (449–1066)
M T W TH F

_________ Opening Pages: Discuss how the artwork by J.A. Malmstrom (PE, page 82) and the quote from Alfred the
Great (PE, page 83) relate to each other and to the content of this unit. Note that Alfred the Great is on the
time line on page 86 and discussed on pages 87–88. The culture described on page 86 is depicted in the
artwork.
_________ The Anglo-Saxon Period (PE, pages 84–88)
_________ Additional Questions and Activities: English History (ATE, page 84)
_________ Cross-Curricular Connections: Researching Stonehenge (ATE, page 84)
_________ Bibliographic Note: Sources on Old English Language, History, and Literature (ATE, page 84)
_________ Historical Note: The Meaning of Barbarian (ATE, page 85)
_________ Historical Note: Alfred the Great (ATE, page 85)
_________ Thematic Currents (ATE, pages 84–85)
_________ Additional Questions and Activities: Talking about Sharing Stories (ATE, page 86)
_________ Historical Note: Slavery (ATE, page 86)
_________ Historical Note: Kings of England (ATE, page 87)
_________ Biographical Note: Alfred’s Accomplishments (ATE, page 87)
_________ Echoes (PE, page 89)
_________ Historical Note: Mother Earth (ATE, page 89)
_________ Additional Questions and Activities: Fate (ATE, page 89)
_________ Additional Questions and Activities: Research Topics (ATE, page 89)
_________ Introduction Check Test 4.2.1 (ATE, page 88; UR 2, page 1; TG)
_________ Introduction Test 4.2.2 (UR 2, page 3; TG)
© EMC Corporation


Lesson Plan
“The Conversion of King Edwin” from

Ecclesiastical History of the English People, page 90
M T W TH F
Reading Level: Challenging READING STRATEGIES RESOURCE, PAGE 21
Difficulty Considerations: Unfamiliar setting; vocabulary Reading Strategy: Find a Purpose for
Reading
Ease Factor: Selection length Fix-Up Idea: Unlock Difficult Words
Synopsis: This selection tells how Christian missionaries
Identify Author’s Purpose and Point of View
converted an Anglo-Saxon king.
Goals/Objectives:
• to empathize with Edwin’s uncertainties about the afterlife
• to describe Bede’s accomplishments and explain the historical click this box for details
significance of Bede’s writing
• to describe some key differences between Anglo-Saxon
paganism and Christianity
• to define and recognize an allegory
• to recognize and correct run-ons
• to deliver a persuasive speech
Before Reading
_________ Literary Tools: Allegory and Aim (PE, page 90)
_________ About the Author: Saint Bede the Venerable (PE, page 90)
_________ Vocabulary: Vocabulary Cards (VR, page 12)
During Reading
After Reading
© EMC Corporation

_________ Respond to the Selection (PE, 92; UR 2, page 7)
_________ Understanding Literature: Allegory and Aim (PE, page 93; UR 2, page 8)
_________ Writer’s Journal: Statement of Belief, Persuasive Speech, or Allegorical Paragraph (PE, page 94; UR 2, page 9)
_________ Language, Grammar, and Style: Correcting Run-Ons (PE, page 94; UR 2, page 10)
_________ Speaking and Listening: Delivering a Speech (PE, page 94)


Lesson Plan
“The Conversion of King Edwin” from

M T W TH F
Teaching Options Strategies for Developing Readers

Individual Learning Strategies Tackle Unfamiliar Setting
_________ Motivation: Political Leaders and Religion _________ Read the About the Selection (PE, page 90).
(ATE, page 91) _________ Present students with a synopsis of the story,
_________ Reading Proficiency: Summarizing (ATE, including time, place, and political tone of
page 91) England during King Edwin’s reign.
_________ English Language Learning: Vocabulary (ATE, _________ Reread “The Coming of Christianity” from the
page 91) Unit Introduction (PE, page 87).
_________ Special Needs: Completing the Cluster Chart
(ATE, page 91) Tackle Vocabulary
_________ Enrichment: History of Christianity in England _________ Allow students to preview the new vocabulary
(ATE, page 91) words used in the selection.
Historical Note already know.
_________ King Edwin (ATE, page 90) _________ Encourage students to predict the meaning of
Additional Questions and Activities _________ Familiarize students with the new vocabulary
_________ Researching Saint Bede (ATE, page 91) by working on the vocabulary activities (VR,
page 12).
_________ Additional Questions and Activities: Additional Strategies for English Language
Researching Saint Bede (ATE, page 91) Learners
_________ Investigate, Inquire, and Imagine (PE, page _________ Have students share with the class the major
93; UR 2, page 7) religion governing their native country and the
_________ Understanding Literature: Allegory and Aim major tenets of that religion.
(PE, page 93; UR 2, page 8) _________ Share the information given under English
Language Learning: Vocabulary (ATE, page
Homework Suggestions 91).
_________ Writer’s Journal: Statement of Belief, _________ Have students write down questions they
Persuasive Speech, or Allegorical Paragraph have during reading on sticky notes.
_________ Language, Grammar, and Style: Correcting
Run-Ons (PE, page 94; UR 2, page 10)
_________ Speaking and Listening: Delivering a Speech
(PE, page 94)
© EMC Corporation


Lesson Plan
“The Story of Caedmon” from

M T W TH F
Reading Level: Moderate READING STRATEGIES RESOURCE, PAGE 25
Difficulty Consideration: Vocabulary Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Selection length Fix-Up Idea: Use Guided Reading Questions
Synopsis: This early miracle tale describes how Caedmon
Identify Main Ideas
discovered his gifts for singing and composing poetry.
Goals/Objectives:
• to empathize with Caedmon’s feelings of inadequacy and his
sudden awareness of an unknown talent click this box for details
• to describe the life of Caedmon and his literary accomplishments
• to define the terms stress, caesura, and alliteration and give
examples
• to recognize and correct errors in the capitalization of words that
name sacred beings and writings
• to use a dictionary to check the etymology of words
Before Reading
_________ Literary Tools: Stress, Caesura, and Alliteration (PE, page 95)
_________ About the Author: Saint Bede the Venerable (PE, page 95)
During Reading
After Reading
© EMC Corporation
_________ Fine Art: Lexden L. Pocock (PE, page 98; VLR II, page 7)
_________ Understanding Literature: Stress, Caesura, and Alliteration (PE, page 99; UR 2, page 17)
_________ Writer’s Journal: Eulogy, Dream Report, or Song Lyrics (PE, page 100; UR 2, page 18)
_________ Language, Grammar, and Style: Capitalization of Sacred Beings and Writings (PE, page 100; UR 2, page 18)
_________ Speaking and Listening: Interviewing (PE, page 100)
_________ Study and Research: Using a Dictionary (PE, page 100; UR 2, page 19)


Lesson Plan
“The Story of Caedmon” from

M T W TH F

Individual Learning Strategies Tackle Vocabulary
_________ Motivation: Discussing Inspiration (ATE, _________ Allow students to preview the new vocabulary
page 96) words used in the selection.
_________ Reading Proficiency: Discussing Literary _________ Have students identify words that they
Terms (ATE, page 96) already know.
_________ English Language Learning: Vocabulary (ATE, _________ Encourage students to predict the meaning of
page 96) unknown words by using context clues.
_________ Special Needs: Talking about a Painting (ATE, _________ Familiarize students with the new vocabulary
page 96) by working on the vocabulary activities (VR,
_________ Enrichment: Comparing Creation Stories page 12).
(ATE, page 96)
Bibliographical Note Learners
_________ Saint Hild of Whitby (ATE, page 98) _________ Share with students the words in English
Flexible Grouping Suggestions 96).
_________ Investigate, Inquire, and Imagine (PE, page _________ Listen to the Dramatic Reading, stopping
98; UR 2, page 16) after every paragraph to check
_________ Understanding Literature: Stress, Caesura, comprehension (AL, 4:54).
and Alliteration (PE, page 99; UR 2, page 17) _________ Have students conduct research on a poet
from their native country who was a
Homework Suggestions contemporary of Saint Bede the Venerable
_________ Writer’s Journal: Eulogy, Dream Report, or (i.e., someone who wrote in the late 600s or
Song Lyrics (PE, page 100; UR 2, page 18) early 700s AD). Then have students write an
_________ Language, Grammar, and Style: Capitalization About the Author paragraph on that particular
of Sacred Beings and Writings (PE, page 100; poet.
UR 2, page 18)
_________ Speaking and Listening: Interviewing (PE,
page 100)
_________ Study and Research: Using a Dictionary (PE,
© EMC Corporation


Lesson Plan
“The Wife’s Lament,” page 101

M T W TH F
Difficulty Consideration: Unusual order of events Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Conversational tone Fix-Up Idea: Use Guided Reading Questions
Synopsis: The speaker experiences the loss the of her beloved
Identify Main Ideas
and exile from family and friends.

• to empathize with the speaker’s feelings of loneliness, loss, and
isolation click this box for details
• to define and give examples of elegiac lyric and aphorism
• to write a humorous limerick
• to define kenning, an imaginative compound word, and invent
kennings
• to write a personal letter
Before Reading
________ Literary Tools: Elegiac Lyric and Aphorism (PE, page 101)
_________ About the Author: Anonymous (PE, page 101)
_________ Vocabulary: Semantic Families: Human Moods (VR, page 14)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Elegiac Lyric and Aphorism (PE, page 105; UR 2, page 26)
_________ Writer’s Journal: Love Letter, Limerick, or Short Short Story (PE, page 106; UR 2, page 27)
_________ Language, Grammar, and Style: Compound Words and Using Colorful Language (PE, page 106; UR 2, page 27)
_________ Speaking and Listening & Collaborative Learning: Planning a Celebration (PE, page 106)
_________ Applied English: Personal Letter (PE, page 106)


Lesson Plan
“The Wife’s Lament,” page 101

M T W TH F

Individual Learning Strategies Tackle Unusual Order of Events
_________ Motivation: Comparing Societies (ATE, _________ Present the information given under Reading
page 102) Proficiency: Sequence of Events (ATE, page
_________ Reading Proficiency: Sequence of Events 102).
(ATE, page 102) _________ Have students create a time line, putting the
_________ English Language Learning: Vocabulary (ATE, sequence of events in chronological order.
page 102)
_________ Special Needs: Reading Aloud (ATE,
Learners
page 102)
_________ Share with students the words listed under
_________ Enrichment: Depicting Loneliness (ATE,
English Language Learning: Vocabulary (ATE,
page 102)
page 102).
Historical Note _________ Discuss the definition of exile. Then ask
_________ Virginia Woolf (ATE, page 101) students if they know of any stories about
people who have been exiled from a country.
Literary Note If they do, allow them to share their story with
_________ Speaker (ATE, page 101) the class.
_________ Have students find an elegiac lyric poem
Art Note written in their native language. Allow them to
_________ Esaias Tegnér (ATE, page 102) read it to the class, ending their reading with
an English translation.
_________ Diagramming the Wife’s House (ATE,
page 102)
_________ Discussing Loneliness (ATE, page 102)

_________ Enrichment: Depicting Loneliness (ATE,
page 102)
Diagramming the Wife’s House (ATE, page
102)
105; UR 2, page 25)
© EMC Corporation
_________ Understanding Literature: Elegiac Lyric and
Aphorism (PE, page 105; UR 2, page 26)
Learning: Planning a Celebration (PE, page
106)
_________ Writer’s Journal: Love Letter, Limerick, or
Short Short Story (PE, page 106; UR 2,
page 27)
_________ Language, Grammar, and Style: Compound
Words and Using Colorful Language (PE,
_________ Applied English: Personal Letter (PE,
page 106)


Lesson Plan
Anglo-Saxon Riddles, page 107

M T W TH F
Difficulty Consideration: Answer to Riddle 1 Reading Strategy: Find a Purpose for

reading
Ease Factor: Appealing subject matter Fix-Up Idea: Unlock Difficult Words
Synopsis: Word games describe three items in unusual ways.
Identify Main Ideas
Goals/Objectives:
• to appreciate the challenge of writing and solving Anglo-Saxon
riddles WASHINGTON STATE STANDARDS
• to define the terms point of view, speaker, and personification
and identify examples
• to proofread for errors in end marks
• to write a résumé
Before Reading
_________ Literary Tools: Point of View, Speaker, and Personification (PE, page 107)
_________ About the Author (PE, page 107)
_________ Vocabulary: Anglo-Saxon Word Origins (VR, page 16)
During Reading
After Reading
_________ Understanding Literature: Point of View, Speaker, and Personification (PE, page 110; UR 2, page 34)
© EMC Corporation
_________ Writer’s Journal: Descriptive Paragraph, Advertising Brochure, or Riddle (PE, page 111; UR 2, page 35)
_________ Language, Grammar, and Style: Proofreading for Errors in End Marks (PE, page 111; UR 2, page 35)
_________ Applied English: Writing a Résumé (PE, page 111)


Lesson Plan
Anglo-Saxon Riddles, page 107

M T W TH F

Individual Learning Strategies Tackle Answer to Riddle 1
_________ Motivation: Riddles (ATE, page 108) _________ Read About the Selection (PE, page 107).
_________ Reading Proficiency: Paraphrasing (ATE, _________ Present the information given under Special
page 108) Needs: Solving Riddles (ATE, page 108).
_________ English Language Learning: Vocabulary (ATE,
page 108)
Learners
_________ Special Needs: Solving Riddles (ATE,
page 108)
_________ Enrichment: Researching the Exeter Book
page 108).
(ATE, page 108)
_________ Divide the class into groups of four or five.
Internet Resources Ask them to work collaboratively at solving
_________ Riddles (ATE, page 108) the riddles. Reward the group who solves the
most riddles.
Flexible Grouping Suggestions _________ Have English language learners share at least
_________ Special Needs: Solving Riddles (ATE, one riddle from their native culture, while the
page 108) rest of the class tries to solve it.
110; UR 2, page 33)
_________ Understanding Literature: Point of View,
Speaker, and Personification (PE, page 110;
UR 2, page 34)
_________ Writer’s Journal: Descriptive Paragraph,
Advertising Brochure, or Riddle (PE, page
111; UR 2, page 35)
_________ Language, Grammar, and Style: Proofreading
for Errors in End Marks (PE, page 111; UR 2,
page 35)
_________ Applied English: Writing a Résumé (PE,
page 111)
© EMC Corporation


Lesson Plan
from Beowulf, page 112

M T W TH F
Difficulty Considerations: Selection length; long, complex Reading Strategy: Connect to Prior
sentences Knowledge
Fix-Up Idea: Read Shorter Sections at a Time
Ease Factor: Action-packed narrative Standardized Test Practice:
Synopsis: This selection recounts how the Anglo-Saxon hero Analyze Literary Elements
Beowulf slew the mighty monster Grendel.
Goals/Objectives:
• to appreciate the classic Anglo-Saxon epic Beowulf and click this box for details
empathize with the difficulties of life in Anglo-Saxon times
• to define heroic epic, compound words, and apposition and relate
them to the selection
• to gain a sense of the important role of gleemen, or scops, in
conveying stories via the oral tradition
• to retell the story of Beowulf and identify features it shares with
other traditional tales and epics
• to describe the Anglo-Saxon heroic ideal
• to write a critical essay about Beowulf
• to define and identify compound and collective nouns
Before Reading
_________ Literary Tools: Heroic Epic, Compound Words, and Apposition (PE, page 113)
_________ Fine Art: Anglo Saxon Belt Buckle (PE, page 115; VLR II, page 10)
_________ Vocabulary: Old English (VR, page 18)
During Reading
_________ Dramatic Recording: from Beowulf (AL, 49:17)
© EMC Corporation
After Reading
_________ Standardized Test Practices (RSR, page 38)
_________ Understanding Literature: Heroic Epic, Compound Words, and Apposition (PE, page 141; UR 2, page 47)
_________ Writer’s Journal: Menu, Script, or Critical Essay (PE, page 142; UR 2, page 47)
_________ Language, Grammar, and Style: Subject-Verb Agreement in Compound Subjects and Collective Nouns (PE,
_________ Study and Research: Working with Analogy Questions (PE, page 143; UR 2, page 50)
_________ Speaking and Listening & Collaborative Learning: Conducting a Survey (PE, page 143)


Lesson Plan
from Beowulf, page 112

M T W TH F
Teaching Options Homework Suggestions

_________ Writer’s Journal: Menu, Script, or Critical
Individual Learning Strategies Essay (PE, page 142; UR 2, page 47)
_________ Motivation: Researching Armor (ATE, _________ Language, Grammar, and Style: Subject-Verb
page 112) Agreement in Compound Subjects and
_________ Reading Proficiency: Summarizing the Action Collective Nouns (PE, page 142; UR 2,
(ATE, page 112) page 49)
_________ English Language Learning: Vocabulary (ATE, _________ Study and Research: Working with Analogy
page 112) Questions (PE, page 143; UR 2, page 50)
_________ Special Needs: Pantomiming the Action (ATE,
page 113) Strategies for Developing Readers
_________ Enrichment: Researching Scops (ATE,
page 113) Tackle Selection Length
_________ Read story in short sections.
Additional Questions and Activities _________ Use Guided Reading Questions to check
_________ Family Trees (ATE, page 114) comprehension.
_________ Pronunciation (ATE, page 115)
_________ Motif (ATE, page 116)
Tackle Long, Complex Sentences
_________ Boasting (ATE, page 125)
_________ Direct students to Language, Grammar, and
Cross-Curricular Activities Style Resource 3.84: The Clauses of a
_________ Mapping a Route (ATE, page 114) Sentence: Simple, Compound, and Complex
Sentences (PE, page 1242) to discuss the
_________ Researching Beowulf (ATE, page 115)
parts of a complex sentence.
_________ “Singing” Swords (ATE, page 123)
_________ Play the Dramatic Recording (AL, 49:17), or
Art Note have skilled readers read aloud the selection,
interpreting each sentence as they read.
_________ Anglo-Saxon Art (ATE, page 115)
_________ Replay or reread difficult sections of the story.
_________ James Tissot (ATE, page 127)
_________ Use Guided Reading Questions to check
Literary Note understanding.
_________ Kennings (ATE, page 115)
Flexible Grouping Suggestions Learners
_________ Special Needs: Pantomiming the Action (ATE, _________ Share with students the words listed under
page 113) English Language Learning: Vocabulary (ATE,
_________ Additional Questions and Activities: Motif page 113).
© EMC Corporation
(ATE, page 116) _________ In small groups, have students transform the
_________ Additional Questions and Activities: Slang story of Beowulf into a comic book.
Interviews (ATE, page 145) _________ Ask students to find a heroic epic tale in their
_________ Cross-Curricular Activities: Mapping native language. Have students teach the rest
Languages (ATE, page 147) of the class about the hero and how the epic
portrays certain truths about their culture,
beliefs, values, and way of life.
141; UR 2, page 45)
_________ Understanding Literature: Heroic Epic,
Compound Words, and Apposition (PE, page
141; UR 2, page 47)
Learning: Conducting a Survey (PE, page
143)


Lesson Plan
Unit Two
The Anglo-Saxon Period (449–1066)
Closing the Unit, page 144–157
M T W TH F
Selections for Additional Reading
Anglo-Saxon Literature, page 144
_________ from “The Seafarer” by Anonymous, translated by George WASHINGTON STATE STANDARDS
K. Anderson (PE, page 144) click this box for details
_________ Dramatic Recording: from “The Seafarer” (AL, 3:59)
_________ “Wulf and Eadwacer” by Anonymous, translated by
Marcelle Thiébaux (PE, page 144)
_________ Dramatic Recording: “Wulf and Eadwacer” (AL, 1:25)
The Development of the English Language

Origins, pages 145–148
_________ Language Change (PE, page 145)
_________ Language Families (PE, page 146)
_________ The Emergence of English (PE, page 148)
_________ Early Borrowings from Other Languages (PE, page 148)
_________ The Written Language (PE, page 148)
Guided Writing GUIDED WRITING

Narrative/Informative Writing: Creating a Narrative Poem Software
Assignment: Students write a narrative poem (PE, pages 149–155). See the Guided
Writing Software for
Before Writing an extended version of this
_________ Creating a Narrative Poem (PE, page 149)
graphic organizers, extensive
_________ Professional Model (PE, page 149) student models and student-
_________ Previewing Models and Rubric for Assignment (VLR I, page 144; WR, friendly checklists, and self-,
page 55) peer, and teacher evaluation
features.
_________ Student Model—Graphic Organizer (PE, page 151; WR, page 42)
During Writing
© EMC Corporation

_________ Student Model—Draft (PE, page 153; VLR I, page 143; WR, page 43)
_________ Self- and Peer Evaluation (PE, page 152; WR, page 47)
_________ Language, Grammar, and Style: Working with Meter in Poetry (PE, page 152; WR, page 44)
_________ Student Model (PE, page 154; WR, page 51)
After Writing


Lesson Plan
Unit Two
The Anglo-Saxon Period (449–1066)
M T W TH F

_________ Motivation: Oral Presentations (ATE, page 150)
_________ Reading Proficiency: Reading the Poem Aloud (ATE, page 150)
_________ English Language Learning: Writing and Translating a Poem (ATE, page 150)
_________ Enrichment: Oral Interpretation (ATE, page 150)

_________ Motivation: Oral Presentations (ATE, page 150)
_________ Enrichment: Oral Interpretation (ATE, page 150)
_________ Language, Grammar, and Style: Working with Meter in Poetry (PE, page 152; WR, page 44)
_________ Self-Evaluation—Narrative Poem (PE, page 152; WR, page 47)
_________ Rubric for Narrative/Imaginative Writing: Writing a Narrative Poem (VLR I, page 144; WR, page 55)
Unit Two Review

_________ Vocabulary Development (ATE, page 156)

_________ Genre Studies: Poetic Devices; Heroic Epic (PE, page 157)
© EMC Corporation
_________ Thematic Studies: The Treatment of Outcasts; Heroes versus Monsters (PE, page 157)
_________ Historical/Biographical Studies: Kinship in Society; The Influence of Christianity (PE, page 157)


Lesson Plan
Unit Three
The Medieval Period (1066–1485)
M T W TH F
• to interpret and appreciate medieval literature
• to explain the social organization of medieval English society, with
particular reference to feudalism and the church, using examples
from The Canterbury Tales and other works
• to identify and explain the main characteristics of ballads,
medieval romances, frame tales, and morality plays
• to write a parable
• to demonstrate the ability to use correct verb tense

_________ “Sir Patrick Spens” and “The Great Silkie of Shule
Skerrie,” page 168
_________ “Ubi Sunt Qui ante Nos Fuerunt?” and “I Sing of a
Maiden,” page 175
_________ “The Honeysuckle: Chevrefoil,” page 182
_________ from Sir Gawain and the Green Knight, page 187
_________ from Le Morte d’Arthur, page 200
_________ from The Book of Margery Kempe, page 211
_________ “The Prologue” from The Canterbury Tales, page 216
_________ “The Pardoner’s Tale” from The Canterbury Tales, page 236
_________ from Everyman, page 243
_________ from The Ingenious Hidalgo Don Quixote de la Mancha, page 254
_________ Selections for Additional Reading: Medieval Literature, page 262
_________ Guided Writing—Expressive Writing: Writing a Parable, page 268
_________ Unit Three Review, page 276
Outline, Teaching Multiple Intelligences, and Cross-Curricular Connections (ATE, pages 158–159). Then look over
© EMC Corporation
the ideas for Getting Started in the Classroom on the next page.


Lesson Plan
Unit Three
M T W TH F

_________ Opening Pages: Discuss how the artwork by Paolo Uccello (PE, page 158; VLR II, page 13) and the quote
from Geoffrey Chaucer (PE, page 159) relate to each other and to the theme of this unit.
_________ The Medieval Period (PE, pages 160–166)
_________ Cross-Curricular Activities: Reading a Map (ATE, page 160)
_________ Cross-Curricular Connection: Kings of England (ATE, page 160)
_________ Cross-Curricular Connection: Middle Ages vs. Medieval Period (ATE, page 160)
_________ Cross-Curricular Connection: Thomas à Becket (ATE, page 161)
_________ Art Note: The Bayeux Tapestry (PE, page 161; VLR II, page 16)
_________ Cross-Curricular Connection: Organization of Medieval Society (ATE, page 162)
_________ Cross-Curricular Connection: William the Conqueror (ATE, page 162)
_________ Cross-Curricular Connection: Church-Related Literature (ATE, page 163)
_________ Cross-Curricular Connection: Significance of Three and Seven (ATE, page 163)
_________ Cross-Curricular Connection: Roman Catholic Church (ATE, page 163)
_________ Literary/Historical Note: Medieval Attitudes toward Death (ATE, page 164)
_________ Literary Note: Medieval Romances (ATE, page 164)
_________ Cross-Curricular Connection: The Lion in Winter (ATE, page 164)
_________ Literary Note: The Quest for the Grail (ATE, page 165)
_________ Art Note: Sir Edward Coley Burne-Jones (PE, page 165; VLR II, page 19)
_________ Bibliographic Note: Sources on Middle English Language, History, and Literature (ATE, page 166)
_________ Echoes (PE, page 167)
_________ Bibliographic Note: William Langland and Andreas Capellanus (ATE, page 167)
_________ Additional Questions and Activities: Examine the Quotes (ATE, page 167)
© EMC Corporation


Lesson Plan
“Sir Patrick Spens” and “The Great Silkie of Shule Skerrie,” page 168

M T W TH F
Reading Level: Easy, Moderate READING STRATEGIES RESOURCE, PAGE 41
Difficulty Consideration: Archaic language Reading Strategy: Use Text Organization

Ease Factor: Familiar folk tales Standardized Test Practice:
Synopsis: The first ballad tells of the shipwreck of a Scottish Synthesize Information from Multiple Sources
knight and his men. The second ballad predicts doom for a child
born to an earth mother and a supernatural father.
Goals/Objectives:
• to empathize with the feelings of fear and loss of the main
characters
• to explain how ballads illustrate relationships between classes in
medieval feudal society and explain how ballads were used to
communicate during the Medieval Period
• to define mood, rhyme scheme, and ballad and recognize
examples in the selection
• to identify different parts of speech
• to conduct research to find ballads
Before Reading
_________ Reader’s Journal: “Sir Patrick Spens” (PE, page 168; UR 3, page 7)
_________ Reader’s Journal: “The Great Silkie of Shule Skerrie” (PE, page 171; UR 3, page 9)
_________ Literary Tools: Mood, Rhyme Scheme, and Ballad (PE, page 168)
_________ About the Authors: Anonymous (PE, page 168)
_________ About the Selections (PE, page 168)
_________ Vocabulary from the Selection: “The Great Silkie of Shule Skerrie” (ATE, page 171)
_________ Vocabulary: Recognizing Words for Everyday Use (VR, page 20)
During Reading
_________ Dramatic Recording: “Sir Patrick Spens” (AL, 1:50)
_________ Dramatic Recording: “The Great Silkie of Shule Skerrie” (AL, 1:42)
_________ Guided Reading Question: “Sir Patrick Spens” (PE, page 169; UR 3, page 7)
_________ Guided Reading Questions: “The Great Silkie of Shule Skerrie” (PE, page 171; UR 3, page 9)
After Reading
© EMC Corporation

_________ Respond to the Selection: “Sir Patrick Spens” (PE, page 168; UR 3, page 7)
_________ Respond to the Selection: “The Great Silkie of Shule Skerrie” (PE, page 172; UR 3, page 9)
_________ Investigate, Inquire, and Imagine: “Sir Patrick Spens” (PE, page 170; UR 3, page 7)
_________ Investigate, Inquire, and Imagine: “The Great Silkie of Shule Skerrie” (PE, page 173; UR 3, page 9)
_________ Understanding Literature: Mood, Rhyme Scheme, and Ballad (PE, page 173; VLR I, page 17; UR 3, page 11)
_________ Writer’s Journal: Note, Tabloid Report, or Eulogy (PE, page 174; UR 3, page 11)
_________ Language, Grammar, and Style: The Parts of Speech (PE, page 174; UR 3, page 12)
_________ Study and Research: Other Versions of Ballads (PE, page 174; UR 3, page 13)
_________ Collaborative Learning & Study and Research: Researching Shape Shifters (PE, page 174; UR 3, page 14)
_________ Speaking and Listening: Presenting a Ballad (PE, page 174)


Lesson Plan
“Sir Patrick Spens” and “The Great Silkie of Shule Skerrie,” page 168

M T W TH F

Individual Learning Strategies Tackle Archaic Language
_________ Motivation: Drawing a Shape Shifter (ATE, _________ Have students preview the footnotes and
page 168) vocabulary before reading the selection.
_________ Reading Proficiency: Archaic Language (ATE, _________ Present the information given under Reading
page 168) Proficiency: Archaic Language (ATE, page
_________ English Language Learning: Vocabulary (ATE, 168).
page 169) _________ Play the Dramatic Recordings (AL, 1:50 and
_________ Special Needs: Listening to the Selection AL, 1:42)
(ATE, page 169)
_________ Enrichment: Setting Ballads to Music (ATE,
Learners
page 169)
for “Sir Patrick Spens”
_________ Enrichment: Setting Ballads to Music (ATE,
page 169)
page 169).
_________ Investigate, Inquire, and Imagine: “Sir Patrick
_________ Have students paraphrase each stanza.
Spens” (PE, page 170; UR 3, page 7)
_________ Investigate, Inquire, and Imagine: “The Great for “The Great Silkie of Shule Skerrie”
Silkie of Shule Skerrie” (PE, page 173; UR 3, _________ Ask students to share a legend from their
page 9) native culture that is similar to the European
_________ Understanding Literature: Mood, Rhyme legends about silkies, mermaids, or swan
Scheme, and Ballad (PE, page 173; VLR I, maidens.
_________ Collaborative Learning & Study and
Research: Researching Shape Shifters (PE,
_________ Writer’s Journal: Note, Tabloid Report, or
Eulogy (PE, page 174; UR 3, page 11)
_________ Language, Grammar, and Style: The Parts of
Speech (PE, page 174; UR 3, page 12)
_________ Study and Research: Other Versions of
Ballads (PE, page 174; UR 3, page 13)
© EMC Corporation
_________ Speaking and Listening: Presenting a Ballad
(PE, page 174)


Lesson Plan
“Ubi Sunt Qui ante Nos Fuerunt?” and “I Sing of a Maiden,” page 175

M T W TH F
Difficulty Consideration: Inverted word order Reading Strategy: Find a Purpose for
Reading
Ease Factor: Familiar hymns Fix-Up Idea: Reread
Synopsis: The first poem warns about the transience of life on
Identify Main Ideas
earth. The second poem compares the return of spring to the
Virgin Birth.
Goals/Objectives:
• to experience the speaker’s awareness of the inevitability of click this box for details
death
• to explain the influence of the medieval church on early
English lyric poetry
• to define theme and simile
• to explain the memento mori and contemptu mundi themes
• to create dictionary entries in proper form
• to identify nonstandard language
Before Reading
_________ Literary Tools: Theme and Simile (PE, page 175)
_________ About the Authors: Anonymous (PE, page 175)
_________ Vocabulary: Words with Latin Origins (VR, page 22)
During Reading
_________ Dramatic Recording: “Ubi Sunt Qui ante Nos Fuerunt?” (AL, 2:53)
_________ Dramatic Recording: “I Sing of a Maiden” (AL, 2:16)
After Reading
© EMC Corporation
_________ Respond to the Selection: “Ubi Sunt Qui ante Nos Fuerunt?” (PE, page 177; UR 3, page 19)
_________ Respond to the Selection: “I Sing of a Maiden” (PE, page 180; UR 3, page 21)
_________ Investigate, Inquire, and Imagine: “Ubi Sunt Qui ante Nos Fuerunt?” (PE, page 178; UR 3, page 19)
_________ Investigate, Inquire, and Imagine: “I Sing of a Maiden” (PE, page 180; UR 3, page 21)
_________ Understanding Literature: Theme and Simile (PE, page 180; UR 3, page 22)
_________ Writer’s Journal: Descriptive Paragraph, Lyric Poem, or Personal Essay (PE, page 181; UR 3, page 22)
_________ Language, Grammar, and Style: Identifying Nonstandard Language (PE, page 181; UR 3, page 23)
_________ Vocabulary: Dictionary Entries (PE, page 181; UR 3, page 24)
_________ Speaking and Listening: Women’s Studies (PE, page 181)
_________ Study and Research: Researching the Medieval Period (PE, page 181; UR 3, page 24)


Lesson Plan
“Ubi Sunt Qui ante Nos Fuerunt?” and “I Sing of a Maiden,” page 175

M T W TH F

Individual Learning Strategies Tackle Inverted Word Order
_________ Motivation: Brainstorming (ATE, page 175) _________ Present the information given under Reading
_________ Reading Proficiency: Word Order (ATE, Proficiency: Word Order (ATE, page 175).
page 175) _________ Present the Literary Note: Differences
_________ English Language Learning: Vocabulary (ATE, between Middle and Modern English (ATE,
page 175) page 176).
_________ Special Needs: Listening to the Selection _________ Direct students to the Language, Grammar,
(ATE, page 176) and Style Resource 3.26: Working with
_________ Enrichment: Describing a Cathedral (ATE, Inverted Sentences (page 1223).
page 176) _________ Ask students to identify the inverted
sentences in the poem. Then have them
Literary Note rewrite the sentences so that they are no
_________ Differences between Middle and Modern longer inverted.
English (ATE, page 176)
_________ Adoration of Mary (ATE, page 178)
Learners
_________ Catholicism (ATE, page 179)
for “Ubi Sunt Qui ante Nos Fuerunt?”
_________ Share with students the additional list of
_________ Enrichment: Describing a Cathedral (ATE, idioms and vocabulary in English Language
page 176) Learning: Vocabulary (ATE, page 175).
_________ Investigate, Inquire, and Imagine: “Ubi Sunt _________ Play the Dramatic Recording (AL, 2:53) so
Qui ante Nos Fuerunt?” (PE, page 178; UR 3, that students can hear the pronunciation of
page 19) Medieval English words (AL, 2:53).
_________ Investigate, Inquire, and Imagine: “I Sing of a
Maiden” (PE, page 180; UR 3, page 21) for “I Sing of a Maiden”
_________ Understanding Literature: Theme and Simile _________ Discuss the Literary Note: Catholicism (ATE,
(PE, page 180; UR 3, page 22) page 179).
_________ Have students find a poem written in their
Homework Suggestions native language about an important female
_________ Writer’s Journal: Descriptive Paragraph, Lyric religious figure in their culture. Then have
Poem, or Personal Essay (PE, page 181; UR them share the poem with the class.
3, page 22)
_________ Language, Grammar, and Style: Identifying
Nonstandard Language (PE, page 181; UR 3,
© EMC Corporation
page 23)
_________ Vocabulary: Dictionary Entries (PE, page 181;
UR 3, page 24)
_________ Speaking and Listening: Women’s Studies
(PE, page 181)
_________ Study and Research: Researching the
Medieval Period (PE, page 181; UR 3,
page 24)


Lesson Plan
“The Honeysuckle: Chevrefoil,” page 182

M T W TH F
Reading Level: Easy READING STRATEGIES RESOURCE, PAGE 49
Difficulty Consideration: Poem’s opening Reading Strategy: Write Things Down

Fix-Up Idea: Refocus on Organization
Ease Factor: Simple, direct language Standardized Test Practice:
Identify Main Ideas
Synopsis: Lovers Tristan and Iseult are secretly reunited after a
forced separation.
Goals/Objectives:
• to empathize with the love and longing of the main characters click this box for details
• to relate the principal events in the legend of Tristan and Iseult
and recognize that the stories of these characters are told in
many forms
• to define romance and courtly love and cite examples in the
selection
• to use a dictionary to find definitions and build vocabulary
• to demonstrate knowledge of the proper form of a personal letter
Before Reading
_________ Literary Tools: Romance and Courtly Love (PE, page 182)
_________ About the Author: Marie de France (PE, page 182)
_________ Fine Art: Aubrey Beardsley (PE, page 183; VLR II, page 22; Art Note, PE, page 182; UR 3, page 29)
_________ Vocabulary: Words with French Origins (VR, page 24)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Romance and Courtly Love (PE, page 185; VLR I, page 18; UR 3, page 31)
_________ Writer’s Journal: Journal Entry, Adaptation, or Medieval Romance (PE, page 186; UR 3, page 31)
_________ Language, Grammar, and Style: Contractions in Sentences (PE, page 186; UR 3, page 33)
_________ Speaking and Listening: Story Tellers (PE, page 186)
_________ Applied English: Personal Letter (PE, page 186; UR 3, page 33)
_________ Vocabulary: Defining Words with French Origins (PE, page 186; UR 3, page 34)
_________ Selection Test 4.3.8 (UR 3, page 37)


Lesson Plan
“The Honeysuckle: Chevrefoil,” page 182

M T W TH F

Individual Learning Strategies Tackle Poem’s Opening
_________ Motivation: Contemporary Couples (ATE, _________ Present the information given under Reading
page 182) Proficiency: Narration (ATE, page 182).
_________ Reading Proficiency: Narration (ATE, _________ Read the first two paragraphs aloud. Discuss
page 182) the footnote on page 183 and the answer to
_________ English Language Learning: Vocabulary (ATE, the first Guided Reading Question.
page 182)
_________ Special Needs: Listening to the Selection
Learners
(ATE, page 182)
_________ Enrichment: Figures from Arthurian Legend
(ATE, page 183)
page 182).
Additional Questions and Activities _________ Introduce students to opera by playing
_________ Analysis (ATE, page 183) excerpts from Wagner’s Tristan und Isolde.
_________ Ask students to find a painting that was
Literary Note inspired by a legend from their own culture.
_________ Oral Tradition (ATE, page 183) Then have them share the legend and how
_________ Different Endings (ATE, page 183) the painting captures that legend with the
class.
_________ Artwork of Tristan and Iseult (ATE, page 184)

_________ Enrichment: Figures from Arthurian Legend
(ATE, page 183)
_________ Cross-Curricular Activities: Artwork of Tristan
and Iseult (ATE, page 184)
185; UR 3, page 30)
_________ Understanding Literature: Romance and
Courtly Love (PE, page 185; VLR I, page 18;
UR 3, page 31)
© EMC Corporation
_________ Writer’s Journal: Journal Entry, Adaptation, or
Medieval Romance (PE, page 186; UR 3,
page 31)
_________ Language, Grammar, and Style: Contractions
in Sentences (PE, page 186; UR 3, page 33)
_________ Speaking and Listening: Story Tellers (PE,
page 186)
_________ Applied English: Personal Letter (PE, page
186; UR 3, page 33)
_________ Vocabulary: Defining Words with French
Origins (PE, page 186; UR 3, page 34)


Lesson Plan
from Sir Gawain and the Green Knight, page 187

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Write Things Down

Fix-Up Idea: Read Shorter Sections at a Time
Ease Factor: Action-packed narrative Standardized Test Practice:
Synopsis: Sir Gawain is challenged by the Green Knight.

• to empathize with Gawain’s difficulties
• to explain the code of chivalry and identify the virtues that are
part of that code
• to define Arthurian romance and give examples of the two
main types of situations found in the plots of those romances
• to define chivalry and explain how it relates to the selection
• to identify gerunds
• to answer synonym and antonym questions
Before Reading
_________ Literary Tools: Arthurian Romance and Chivalry (PE, page 187)
_________ About the Author: The Pearl Poet (PE, page 187)
_________ Vocabulary: Development of Middle English (VR, page 27)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Arthurian Romance and Chivalry (PE, page 197; UR 3, page 42)
_________ Writer’s Journal: Challenge, Descriptive Paragraph, and Medieval Romance (PE, page 198; UR 3, page 43)
_________ Language, Grammar, and Style: Identifying Gerunds (PE, page 198; UR 3, page 44)
_________ Study and Research: Selecting Synonyms (PE, page 198; UR 3, page 44)
_________ Applied English: Identifying Personal Traits (PE, page 198; UR 3, page 45)
_________ Collaborative Learning: Trivia Contest (PE, page 198)
_________ Selection Check Test 4.3.9 (PE, page 195; UR 3, page 46; TG)


Lesson Plan
from Sir Gawain and the Green Knight, page 187

M T W TH F

_________ Writer’s Journal: Challenge, Descriptive
Individual Learning Strategies Paragraph, or Medieval Romance (PE, page
_________ Motivation: Researching Knights (ATE, 198; UR 3, page 43)
page 188) _________ Language, Grammar, and Style: Identifying
_________ Reading Proficiency: Previewing Vocabulary Gerunds (PE, page 198; UR 3, page 44)
(ATE, page 188) _________ Study and Research: Selecting Synonyms
_________ English Language Learning: Vocabulary (ATE, (PE, page 198; UR 3, page 44)
page 188) _________ Applied English: Identifying Personal Traits
_________ Special Needs: Listening to the Selection (PE, page 198; UR 3, page 45)
(ATE, page 188)
_________ Enrichment: Analyzing the Value of Chivalry Strategies for Developing Readers
(ATE, page 188)
Tackle Vocabulary
Literary Technique _________ Allow students to preview the new vocabulary
_________ Translation (ATE, page 189) words used in the selection.
Literary Note already know.
_________ The Gawain Legend (ATE, page 189) _________ Encourage students to predict the meaning of
_________ Medieval Romances (ATE, page 191) unknown words by using context clues.
_________ Alliterative Verse (ATE, page 194) _________ Familiarize students with the new vocabulary
_________ Morgan le Fay (ATE, page 195) by working on the vocabulary activities (VR,
page 27).
Literary/Historical Note
_________ Chivalry (ATE, page 190) Additional Strategies for English Language
Learners
Additional Questions and Activities _________ Share with students the words listed under
_________ Interpreting Gawain’s Actions (ATE, English Language Learning: Vocabulary (ATE,
_________ Significance of the Green Scarf (ATE, page _________ Have students write down or place sticky
193) notes under any words they do not
understand.
Cross-Curricular Connection _________ Encourage students to fill in the Graphic
_________ Oral Tradition (ATE, page 192) Organizer as they read (PE, page 187; VLR I,
page 19; UR 3, page 39).
_________ Creating Depictions of Knights (ATE,
© EMC Corporation
page 193)

_________ Motivation: Researching Knights (ATE,
page 188)
_________ Cross-Curricular Activities: Creating
Depictions of Knights (ATE, page 193)
197; UR 3, page 41)
_________ Understanding Literature: Arthurian Romance
and Chivalry (PE, page 197; UR 3, page 42)
_________ Collaborative Learning: Trivia Contest (PE,
page 198)


Lesson Plan
from Le Morte d’Arthur, page 199

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Tackle Difficult Vocabulary

Fix-Up Idea: Use Text Organization
Ease Factor: Familiar protagonist Standardized Test Practice:
Use Words in Context
Synopsis: This selection describes the birth and death of
legendary King Arthur.
Goals/Objectives:
• to empathize with Arthur, the main character click this box for details
• to explain how courtly love is expressed in the legend of Arthur
and the knights of the Round Table
• to identify a folk tale motif
• to combine sentences using appositive phrases
Before Reading
_________ Literary Tools: Courtly Love, Folk Tale, and Motif (PE, page 199)
_________ About the Author: Sir Thomas Malory (PE, page 199)
_________ Art Note: The Romance of King Arthur and His Knights of the Round Table (PE, page 201; UR 3, page 53)
_________ Vocabulary: Word Study Notebook (VR, page 29)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Courtly Love, Folk Tale, and Motif (PE, page 209; UR 3, page 55)
_________ Writer’s Journal: Thank-You Note, Eulogy, or Scene (PE, page 210; UR 3, page 56)
_________ Language, Grammar, and Style: Combining Sentences (PE, page 210; UR 3, page 57)
_________ Study and Research: Map of Arthur’s Britain (PE, page 210; VLR I, page 21; UR 3, page 58)
_________ Collaborative Learning: Discussing Arthur (PE, page 210)


Lesson Plan
from Le Morte d’Arthur, page 199

M T W TH F

_________ Writer’s Journal: Thank-You Note, Eulogy, or
Individual Learning Strategies Scene (PE, page 210; UR 3, page 56)
_________ Motivation: Creating a Heroes Mural (ATE, _________ Language, Grammar, and Style: Combining
page 200) Sentences (PE, page 210; UR 3, page 57)
_________ Reading Proficiency: Previewing Introductions _________ Study and Research: Map of Arthur’s Britain
(ATE, page 200) (PE, page 210; UR 3, page 58)
(ATE, page 200) Tackle Vocabulary
_________ Enrichment: Depictions of Arthurian Figures _________ Allow students to preview the new vocabulary
(ATE, page 200) words used in the selection.
Additional Questions and Activities already know.
_________ Destiny (ATE, page 201) _________ Encourage students to predict the meaning of
_________ Predicting (ATE, page 202) unknown words by using context clues.
_________ Reading Comprehension (ATE, page 205) _________ Familiarize students with the new vocabulary
_________ Proving Kinship (ATE, page 205) by working on the vocabulary activities (VR,
_________ Sir Kay and Sir Ector (ATE, page 206) page 29).
_________ Dealing with Fame and Fortune (ATE,
Learners
Internet Resources _________ Share with students the words listed under
_________ Reality of King Arthur (ATE, page 201) English Language Learning: Vocabulary (ATE,
page 200).
Literary Technique _________ Have students create a heroes/heroines mural
_________ Foreshadowing (ATE, page 202) using heroes/heroines from their native
country.
Literary Note _________ Ask students to make a list of qualities or
_________ Merlin (ATE, page 202) traits that constitute a hero or heroine.
_________ Morgana le Fay (ATE, page 203)
_________ Oath (ATE, page 204)
_________ Malory’s Sources (ATE, page 205)
Bibliographic Note
© EMC Corporation
_________ Arthurian Legends Retold (ATE, page 204)

_________ Motivation: Creating a Heroes Mural (ATE,
page 200)
_________ Enrichment: Depictions of Arthurian Figures
(ATE, page 200)
_________ Additional Questions and Activities: Proving
Kinship (ATE, page 205)
209; UR 3, page 54)
_________ Understanding Literature: Courtly Love, Folk
Tale, and Motif (PE, page 209; UR 3, page 55)
_________ Collaborative Learning: Discussing Arthur
(PE, page 210)


Lesson Plan
from The Book of Margery Kempe, page 211

M T W TH F
Difficulty Consideration: Point of view Reading Strategy: Find a Purpose for

Reading
Ease Factor: Selection length Fix-Up Idea: Write Things Down
Synopsis: Kempe describes her vain clothing and two business
ventures.
Goals/Objectives:
• to experience Kempe’s determination and devotion to her
undertakings click this box for details
• to describe the life and works of Margery Kempe and the events
that led her to devote herself to a religious vocation
• to describe point of view and autobiography and explain how they
relate to the selection
• to write an explanation of a process
• to present ideas clearly and coherently in a debate
Before Reading
_________ Literary Tools: Point of View and Autobiography (PE, page 211)
_________ About the Author: Margery Kempe (PE, page 211)
_________ Vocabulary: Test Your Knowledge (VR, page 30)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Point of View and Autobiography (PE, page 214; UR 3, page 66)
_________ Writer’s Journal: Notice, Autobiographical Essay, and Dialogue (PE, page 215; UR 3, page 66)
_________ Language, Grammar, and Style: Avoiding Double Negatives (PE, page 215; UR 3, page 67)
_________ Study and Research: Researching Medieval Women (PE, page 215; UR 3, page 68)
_________ Speaking and Listening: Debate (PE, page 215)
_________ Applied English: Expository Writing (PE, page 215; UR 3, page 69)


Lesson Plan
from The Book of Margery Kempe, page 211

M T W TH F

Individual Learning Strategies Tackle Point of View
_________ Motivation: Starting a Business (ATE, _________ Focus on Literary Tools: Point of View (PE,
_________ Reading Proficiency: Summarizing and _________ Read About the Selection (PE, page 211).
Speaker (ATE, page 212) _________ Present the information given under Reading
_________ English Language Learning: Vocabulary (ATE, Proficiency: Summarizing and Speaker (ATE,
(ATE, page 212)
Learners
_________ Enrichment: Opportunities for Medieval
Women (ATE, page 212)
Quotables page 212).
_________ Julian of Norwich (ATE, page 213) _________ Have students research the roles and
opportunities for women in their native
Additional Questions and Activities country during Margery Kempe’s time (AD
_________ Applying a Quotation (ATE, page 213) 1373–1438). How do they compare with
Kempe’s experiences in England?
_________ Enrichment: Opportunities for Medieval
Women (ATE, page 212)
214; UR 3, page 65)
_________ Understanding Literature: Point of View and
Autobiography (PE, page 214; UR 3, page
66)
_________ Writer’s Journal: Notice, Autobiographical
Essay, or Dialogue (PE, page 215; UR 3,
page 66)
_________ Language, Grammar, and Style: Avoiding
Double Negatives (PE, page 215; UR 3,
page 67)
© EMC Corporation
_________ Study and Research: Researching Medieval
Women (PE, page 215; UR 3, page 68)
_________ Speaking and Listening: Debate (PE,
page 215)
_________ Applied English: Expository Writing (PE, page
215; UR 3, page 69)


Lesson Plan
“The Prologue” from The Canterbury Tales, page 216

M T W TH F
Difficulty Considerations: Selection length; vocabulary Reading Strategy: Write Things Down
Fix-Up Idea: Unlock Difficult Words
Ease Factor: Modern translation Standardized Test Practice:
Compare and Contrast Characters
Synopsis: This selection introduces a diverse group of
characters and sets up a vehicle for the characters to relate stories.
Goals/Objectives:
• to enjoy the variety of characters introduced in the selection click this box for details
• to explain the literary significance of Geoffrey Chaucer
• to define frame tale and characterization and explain how they
• to rewrite sentences to reduce wordiness
• to understand how to take multiple-choice tests
Before Reading
_________ Literary Tools: Frame Tale and Characterization (PE, page 216)
_________ About the Author: Geoffrey Chaucer (PE, page 216)
_________ Vocabulary: Spelling Tips (VR, page 32)
During Reading
After Reading
© EMC Corporation


Lesson Plan
“The Prologue” from The Canterbury Tales, page 216

M T W TH F
Teaching Options Cross-Curricular Activities

_________ Locating Places on a Map (ATE, page 226)
_________ Motivation: Contemporary Frame Tale (ATE, Internet Resources
page 217) _________ Geoffrey Chaucer (ATE, page 227)
_________ Reading Proficiency: Explaining the Frame
(ATE, page 217) Literary Note
_________ English Language Learning: Vocabulary (ATE, _________ Pilgrims’ Tales (ATE, page 232)
page 217) _________ Inconsistencies (ATE, page 233)
_________ Special Needs: Identifying Characteristics
(ATE, page 217)
_________ Additional Questions and Activities: Locating
_________ Enrichment: Discussing Frames (ATE,
Places on a Map (ATE, page 219)
page 217)
_________ Additional Questions and Activities: Hostelry
English Language Learning (ATE, page 220)
_________ Vocabulary (ATE, pages 218 and 220–232) _________ Additional Questions and Activities:
Illustrating Pilgrims (ATE, page 221)
Additional Questions and Activities _________ Investigate, Inquire, and Imagine (PE, page
_________ Listening to and Pronouncing Middle English 235; UR 3, page 74)
(ATE, page 218)
_________ Predicting (ATE, page 218) Strategies for Developing Readers
_________ Locating Places on a Map (ATE, page 219)
_________ Hostelry (ATE, page 220) Tackle Selection Length
_________ First Pilgrim (ATE, page 220) _________ Read story in short sections.
_________ Illustrating Pilgrims (ATE, page 221) _________ Cover Reading Proficiency: Explaining the
Frame (ATE, page 217).
_________ Yeoman (ATE, page 221)
_________ Reading Comprehension (ATE, pages
comprehension.
222 and 224)
_________ Hurdy-Gurdy (ATE, page 223) Tackle Vocabulary
_________ Guilds (ATE, page 226) _________ Allow students to preview the new vocabulary
_________ Medieval Medicine (ATE, page 227) words used in the selection.
_________ Medieval Women (ATE, page 227) _________ Have students identify words that they
_________ Parson (ATE, page 228) already know.
_________ Narrator (ATE, page 229) _________ Encourage students to predict the meaning of
_________ Sensory Detail Chart (ATE, page 231) unknown words by using context clues.
© EMC Corporation
_________ Contemplating on Questions (ATE, page 232) _________ Preview new vocabulary by working on the
_________ Last Character (ATE, page 233) vocabulary activities (VR, page 32).
Cross-Curricular Connections Additional Strategies for English Language

_________ Thomas à Becket (ATE, page 219) Learners
Art Note English Language Learning: Vocabulary (ATE,
_________ William Morris (ATE, page 219) page 217).
_________ Have students choose a character and draw
Quotables or paint a portrait of that person based on
_________ William Morris (ATE, page 219) Chaucer’s descriptions.
_________ Play the Dramatic Recording so that students
Literary Technique can hear how Middle English sounds (AL,
_________ Satire (ATE, page 222) 50:53).


Lesson Plan
“The Pardoner’s Tale” from The Canterbury Tales, page 236

M T W TH F

Knowledge
Ease Factors: Engaging story; compelling lesson Fix-Up Idea: Read Aloud/Think Aloud
Synopsis: Three rioters search for Death and eventually die
because of their greed.
Before Reading WASHINGTON STATE STANDARDS

_________ Literary Tools: Irony (PE, page 217) click this box for details
During Reading
After Reading
_________ Understanding Literature: Frame Tale, Characterization, and Irony (PE, page 241; UR 3, page 82)
_________ Writer’s Journal: Character Sketch, Interview, or Tale (PE, page 241; UR 3, page 83)
_________ Study and Research: Multiple-Choice Questions (PE, page 242; UR 3, page 85)
_________ Speaking and Listening: Storytelling Contest (PE, page 242)
_________ Speaking and Listening: Mock Trial (PE, page 242)
© EMC Corporation


Lesson Plan
“The Pardoner’s Tale” from The Canterbury Tales, page 236

M T W TH F

_________ Motivation: Role-Play (ATE, page 236) _________ Allow students to preview the new vocabulary
_________ Reading Proficiency: Death (ATE, page 236) words used in the selection.
_________ English Language Learning: Vocabulary (ATE, _________ Have students identify words that they
page 236) already know.
_________ Special Needs: Checking Comprehension _________ Encourage students to predict the meaning of
(ATE, page 236) unknown words by using context clues.
_________ Enrichment: Sharing Lesson Tales (ATE, _________ Familiarize students with the new vocabulary
page 32).
_________ Reviewing the Description of the Pardoner Additional Strategies for English Language
(ATE, page 237) Learners
_________ Wanted Poster (ATE, page 237) _________ Share with students the words listed under
Literary Technique page 236).
_________ Exemplum (ATE, page 237) _________ Have a student volunteer to be the Pardoner.
_________ Folk Tale (ATE, page 238) As he or she reads aloud, have students act
out the story.
Flexible Grouping Suggestions _________ Have students participate in the oral tradition
_________ Motivation: Role-Play (ATE, page 236) by passing down a story—told in the tradition
_________ Additional Questions and Activities: Wanted of their ancestors—that teaches a lesson.
Poster (ATE, page 237)
241; UR 3, page 81)
_________ Understanding Literature: Frame Tale,
Characterization, and Irony (PE, page 241;
UR 3, page 82)
_________ Speaking and Listening: Mock Trial (PE,
page 242)
_________ Writer’s Journal: Character Sketch, Interview,
or Tale (PE, page 241; UR 3, page 83)
© EMC Corporation
_________ Study and Research: Multiple-Choice
Questions (PE, page 242; UR 3, page 85)
_________ Speaking and Listening: Storytelling Contest
(PE, page 242)


Lesson Plan
from Everyman, page 243

M T W TH F
Difficulty Consideration: Naive allegory Reading Strategy: Write Things Down

Ease Factor: Selection length; vivid characters Standardized Test Practice:
Synopsis: News of death and chaos of war contrast sharply with
the stylized patterns.
Goals/Objectives:
• to empathize with fear and losses Everyman experiences as he click this box for details
faces judgment and death
• to recognize the essential characteristics and social purpose of
medieval morality plays
• to define morality play and naive allegory and explain how they
• to capitalize titles properly
• to demonstrate the ability to format a business letter correctly
Before Reading
_________ Literary Tools: Morality Play and Naive Allegory (PE, page 243)
_________ About the Author: Anonymous (PE, page 243)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Morality Play and Naive Allegory (PE, page 252; UR 3, page 92)
_________ Writer’s Journal: Fortune Cookie Inserts, Sermon or Persuasive Speech, and Naive Allegory (PE, page 253;
UR 3, page 92)
_________ Language, Grammar, and Style: Using Proper Capitalization (PE, page 253; UR 3, page 93)
_________ Collaborative Learning & Speaking and Listening: Morality Play (PE, page 253)
_________ Applied English: Letter of Recommendation (PE, page 253; UR 3, page 94)


Lesson Plan
from Everyman, page 243

M T W TH F

Individual Learning Strategies Tackle Naive Allegory
_________ Motivation: Discussing a Legacy (ATE, _________ Read Literary Tools: Previewing the Plot,
page 244) focusing especially on naive allegory (PE,
_________ Reading Proficiency: Previewing the Plot page 243).
(ATE, page 244) _________ Present the information given under Reading
_________ English Language Learning: Vocabulary (ATE, Proficiency: Previewing the Plot (ATE, page
page 244) 244).
_________ Special Needs: Performing the Play Aloud _________ Encourage students to complete the Graphic
(ATE, page 244) Organizer as they read (PE, page 243; UR 3,
_________ Enrichment: Costumes and Sets (ATE, page 90).
page 244)
Additional Questions and Activities Learners
_________ Predicting (ATE, page 245) _________ Share with students the words listed under
_________ Analyzing God’s Speech (ATE, page 245)
page 244).
_________ Comparing Characters (ATE, page 246)
_________ Have students describe the attitudes that
_________ Discussing Knowledge (ATE, page 247) people have towards death in their culture.
_________ Everyman’s Request (ATE, page 248) _________ Have students act out the play, allowing an
_________ Virtues (ATE, page 249) English language learning student to play the
_________ Losing to Death (ATE, page 249) lead role.
_________ Reading Comprehension (ATE, page 250)
Historical/Literary Note
_________ Medieval Drama (ATE, page 245)
Internet Resources
_________ Medieval Drama (ATE, page 246)
Quotables
_________ Knowledge in Everyman (ATE, page 247)

_________ Enrichment: Costumes and Sets (ATE,
page 244)
© EMC Corporation
252; UR 3, page 91)
_________ Understanding Literature: Morality Play and
Naive Allegory (PE, page 252; UR 3, page 92)
_________ Collaborative Learning & Speaking and
Listening: Morality Play (PE, page 253)
_________ Writer’s Journal: Fortune Cookie Inserts,
Sermon or Persuasive Speech, or Naive
Allegory (PE, page 253; UR 3, page 92)
_________ Language, Grammar, and Style: Using Proper
Capitalization (PE, page 253; UR 3, page 93)
_________ Applied English: Letter of Recommendation


Lesson Plan
from The Ingenious Hidalgo Don Quixote de la Mancha, page 254

M T W TH F
Difficulty Consideration: Parody Reading Strategy: Connect to Prior

Knowledge
Ease Factors: Familiar protagonist; familiar story Fix-Up Idea: Visualize
Synopsis: In this mock epic, a deranged gentleman decides to
Compare and Contrast
become a knight.

• to experience amusement at the comic side of Don Quixote’s
character and empathize with the tragic side click this box for details
• to recognize the selection as a parody of romances
• to define courtly love and give examples of it
• to define medieval romance and explain how it relates to the
selection
• to create a bibliography
Before Reading
_________ Literary Tools: Courtly Love and Medieval Romance (PE, page 254)
_________ About the Author: Miguel de Cervantes (PE, page 254)
_________ Vocabulary: Spanish Influences on English (VR, page 37)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Courtly Love and Medieval Romance (PE, page 260; UR 3, page 102)
_________ Writer’s Journal: Journal Entry, Paragraph, and Parody (PE, page 261; UR 3, page 102)
_________ Media Literacy: Don Quixote Exhibit (PE, page 261)
_________ Study and Research: Creating a Bibliography (PE, page 261; UR 3, page 104)
_________ Applied English & Study and Research: Writing a Foreward (PE, page 261; UR 3, page 105)


Lesson Plan
from The Ingenious Hidalgo Don Quixote de la Mancha, page 254

M T W TH F

Individual Learning Strategies Tackle Parody
_________ Motivation: Acting or Drawing a Scene (ATE, _________ Read About the Selection (PE, page 254).
page 255) _________ Direct students to the definition of parody
_________ Reading Proficiency: Previewing Parody (ATE, (page 1318) and satire (page 1322) in the
page 255) Handbook of Literary Terms.
_________ English Language Learning: Vocabulary (ATE, _________ Have students complete the activity
page 255) described under Reading Proficiency:
_________ Special Needs: Checking Comprehension Previewing Parody (ATE, page 255).
(ATE, page 255)
_________ Enrichment: Watching Man of La Mancha and
Learners
Quixotic Activities (ATE, page 255)
Additional Questions and Activities English Language Learning: Vocabulary (ATE,
_________ Preparations (ATE, page 257) page 255).
_________ For those students whose native language is
Flexible Grouping Suggestions Spanish, allow them to read the excerpted
_________ Motivation: Acting or Drawing a Scene (ATE, portions in Spanish. Then have them compare
page 255) what they read with the translated version. Do
_________ Investigate, Inquire, and Imagine (PE, page they think that the translation is accurate?
260; UR 3, page 100) Why, or why not?
_________ Understanding Literature: Courtly Love and
Medieval Romance (PE, page 260; UR 3,
page 102)
_________ Writer’s Journal: Journal Entry, Paragraph, or
Parody (PE, page 261; UR 3, page 102)
_________ Media Literacy: Don Quixote Exhibit (PE,
page 261)
_________ Study and Research: Creating a Bibliography
_________ Applied English & Study and Research:
Writing a Foreward (PE, page 261; UR 3,
page 105)
© EMC Corporation


Lesson Plan
Unit Three
M T W TH F
Medieval Literature, pages 262–263
_________ “Western Wind” by Anonymous (PE, page 262) click this box for details
_________ Dramatic Recording: “Western Wind” (AL, 0:21)
_________ “I Am of Ireland” by Anonymous (PE, page 262)
_________ Dramatic Recording: “I Am of Ireland” (AL, 0:24)
_________ “The Bonny Earl of Murray” by Anonymous (PE, page 262)
_________ Dramatic Recording: “The Bonny Earl of Murray” (AL, 1:04)
_________ “The Twa Corbies” by Anonymous (PE, page 262)
_________ Dramatic Recording: “The Twa Corbies” (AL, 1:10)
_________ “Bonny Barbara Allan” by Anonymous (ATE, page 262)
_________ Dramatic Recording: “Bonny Barbara Allan” (AL, 2:59)
_________ “The Wife of Usher’s Well” by Anonymous (ATE, page 262)
_________ Dramatic Recording: “The Wife of Usher’s Well” (AL, 2:06)

Middle English, pages 264–267
_________ Literary Note: Pronunciation of Middle English (ATE, page 264)
_________ Literary Note: Middle English Ballad (ATE, page 265)
_________ Additional Questions and Activities: Dramatic Recording (ATE, page 266)
_________ Additional Questions and Activities: Comprehension Questions (ATE, page 267)
Guided Writing
Expressive Writing: Writing a Parable
GUIDED WRITING
Assignment: Students learn to write a parable (PE, pages 268–275). Software
Before Writing See the Guided
_________ Writing a Parable (PE, page 268) Writing Software for
_________ Previewing Models and Rubric for Assignment (VLR I, page 149; WR, page graphic organizers, extensive
© EMC Corporation
71) student models and student-

_________ Prewriting (PE, page 269; WR, page 57) friendly checklists, and self-,
_________ Student Model—Graphic Organizer (PE, page 270; WR, page 59) peer, and teacher evaluation
features.
During Writing
_________ Language, Grammar, and Style: Using Verb Tenses (PE, page 273; WR, page 61)
After Writing


Lesson Plan
Unit Three
M T W TH F

_________ Motivation: Sharing Photos and Stories (ATE, page 268)
_________ Reading Proficiency: Summarizing (ATE, page 268)
_________ English Language Learning: Keeping Notes (ATE, page 268)
_________ Enrichment: Storytelling (ATE, page 268)

_________ Language, Grammar, and Style: Using Verb Tenses (PE, page 273; WR, page 61)
_________ Self-Evaluation—Parable (PE, page 272; WR, page 64)
_________ Rubric for Expressive Writing: Writing a Parable (VLR I, page 149; WR, page 71)
Unit Three Review


_________ Genre Studies: Medieval Ballads; Medieval Romance (PE, page 277)
_________ Thematic Studies: The Memento Mori Theme (PE, page 277)
_________ Historical/Biographical Studies: Medieval Women; Medieval English Poetry; Medieval English Literature
© EMC Corporation
and the Church (PE, page 277)


Lesson Plan
Unit Four
The English Renaissance (1485–1660)
M T W TH F
• to experience the personal feelings expressed in and typical of
Renaissance lyrics
• to explain how Renaissance ideas affected English literature
• to describe the historical and literary importance of the Protestant
Reformation and Counter-Reformation, Martin Luther, King Henry
VIII, Queen Elizabeth I, and the King James Bible
• to describe and identify sonnets, allegories, and pastoral poems
• to describe the work and influence of several major Elizabethan
poets

_________ “Whoso List to Hunt,” page 288
_________ Sonnet 31 (“With how sad steps…”) from Astrophil and
Stella, page 292
_________ from The Færie Queen, page 296
_________ “The Passionate Shepherd to His Love,” page 301
_________ “The Nymph’s Reply to the Shepherd,” page 306
_________ “The Doubt of Future Foes,” page 310
_________ “When Thou Must Home to Shades of Underground,” page 314
_________ Sonnet 18 (“Shall I compare thee…”), Sonnet 29 (“When, in disgrace…”), and Sonnet 130 (“My mistress’
eyes…”), page 318
_________ “Song, to Celia,” page 326
_________ from Ecclesiastes, Chapter 3, Verses 1–8, page 330
_________ “The Geography of Utopia” and “Their Gold and Silver” from Utopia, Book 2, page 334
_________ Sonnet 1 (“O ye who in these scattered rhymes…”), Sonnet 47 (“Blest be the day…”), and Sonnet 54 (“I
grow a-weary…”) from the Canzoniere, page 342
_________ Selections for Additional Reading: Renaissance Literature, page 348
_________ Guided Writing—Persuasive Writing: Constructing a Utopia, page 355
_________ Unit Four Review, page 362
© EMC Corporation


Lesson Plan
Unit Four
M T W TH F

_________ Opening Pages: Discuss how the artwork by Jan Miense Molenaer (PE, page 278) and the quote from Sir
Walter Raleigh (PE, page 279) relate to each other and to the content of this unit.
_________ The English Renaissance (PE, pages 280–286)
_________ Cross-Curricular Connection: Aristotle (ATE, page 280)
_________ Cross-Curricular Activities: Rise of Nationalism and Mapping Europe (ATE, page 281)
_________ Biographical Note: Johannes Gutenberg (ATE, page 282)
_________ Cross-Curricular Activity: Bookmaking (ATE, page 282)
_________ Quotables: Sir Thomas More (ATE, page 283)
_________ Biographical Notes: Thomas More and Anne Boleyn (ATE, page 283)
_________ Art Note: Marcus Gheeraerts the Younger (PE and ATE, page 284; VLR II, page 25)
_________ Cross-Curricular Activities: Scene from Elizabeth (ATE, page 284)
_________ Cross-Curricular Activities: Defeat of the Spanish Armada (ATE, page 285)
_________ Biographical Note: Francis Drake (ATE, page 285)
_________ Echoes (PE, page 287)
_________ Additional Questions and Activities: Discuss the Quotes (ATE, page 287)
_________ Sir Thomas More (ATE, page 283)
© EMC Corporation


Lesson Plan
“Whoso List to Hunt,” page 288

M T W TH F
Difficulty Consideration: Unusual word sequence Reading Strategy: Use Text Organization
Ease Factor: Quest for love theme Standardized Test Practice:
Identify Main Ideas
Synopsis: The speaker compares longing for an unattainable
female to a deer hunt.
Goals/Objectives
• to enjoy reading a Petrarchan sonnet click this box for details
• to define metaphor and recognize and interpret them
• to define Petrarchan sonnet and describe its features
• to define iambic penatmeter and recognize examples in the selection
• to use personal pronouns correctly
• to research Anne Boleyn and prepare a brief biography of her
• to discuss songs, movies, and other works about love
Before Reading
_________ Literary Tools: Metaphor, Petrarchan Sonnet, and Iambic Pentameter (PE, page 288)
_________ About the Author: Sir Thomas Wyatt (PE, page 288)
_________ Vocabulary: Roots and Meaning (VR, page 39)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Metaphor, Petrarchan Sonnet, and Iambic Pentameter (PE, page 290; UR 4, page 8)
_________ Writer’s Journal: Journal Entry, Dialogue, or Sonnet (PE, page 291; UR 4, page 8)
_________ Language, Grammar, and Style: Personal Pronouns (PE, page 291; UR 4, page 9)
_________ Speaking and Listening & Collaborative Learning: Discussion Groups (PE, page 291)
_________ Study and Research: Researching Anne Boleyn (PE, page 291; UR 4, page 10)


Lesson Plan
“Whoso List to Hunt,” page 288

M T W TH F

Individual Learning Strategies Tackle Unusual Word Sequence
_________ Motivation: Role-play (ATE, page 289) _________ Present the information given under English
_________ Reading Proficiency: Reading Aloud (ATE, Language Learning: Word Order (ATE, page
page 289) 289).
_________ English Language Learning: Word Order _________ Play the Dramatic Recording (AL, 1:17)
(ATE, page 289) several times, allowing students to familiarize
_________ Special Needs: Restating Main Ideas (ATE, themselves with the unusual word order.
page 289) _________ Ask students to rewrite the poem, using
_________ Enrichment: Evaluate the Hunting Metaphor contemporary word sequence.
(ATE,
page 289)
Learners
Flexible Grouping Suggestions _________ Have students list metaphors prevalent in
_________ Motivation: Role-play (ATE, page 289) their culture that describe how someone
pursues another person for a romantic
relationship.
290; UR 4, page 7)
_________ Ask students to find poems in their native
_________ Understanding Literature: Metaphor,
language written in the form of Petrarchan
Petrarchan Sonnet, and Iambic Pentameter
sonnets, and have them share the poems with
the class.
Learning: Discussion Groups (PE, page 291)
_________ Writer’s Journal: Journal Entry, Dialogue, or
Sonnet (PE, page 291; UR 4, page 8)
_________ Language, Grammar, and Style: Personal
Pronouns (PE, page 291; UR 4, page 9)
_________ Study and Research: Researching Anne
Boleyn (PE, page 291; UR 4, page 10)
© EMC Corporation


Lesson Plan
Sonnet 31: “With how sad steps . . .”

from Astrophil and Stella, page 292
M T W TH F
Difficulty Consideration: Unusual word order Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Witty tone Fix-Up Idea: Refocus on Syntax
Synopsis: A lovelorn speaker addresses the moon.
Identify Main Ideas
Goals/Objectives:
• to empathize with a speaker’s emotions WASHINGTON STATE STANDARDS
• to define image and identify imagery in a poem
• to define and recognize personification click this box for details
• to use a thesaurus to find colorful language
• to research folk beliefs about the moon
• to identify faulty arguments
Before Reading
_________ Literary Tools: Image and Personification (PE, page 293)
_________ About the Author: Sir Philip Sidney (PE, page 292)
_________ Vocabulary: Roots and Meaning (VR, page 40)
During Reading
After Reading
_________ Understanding Literature: Image and Personification (PE, page 294; UR 4, page 16)
© EMC Corporation
_________ Writer’s Journal: Images; Poem or Paragraph; or Personal Essay (PE, page 295; UR 4, page 17)
_________ Language, Grammar, and Style: Using a Thesaurus to Find Colorful Language (PE, page 295; UR 4, page 18)
_________ Study and Research & Collaborative Learning: Moon Research (PE, page 295; UR 4, page 19)
_________ Critical Thinking: Avoiding False Arguments (PE, page 295; UR 4, page 20)


Lesson Plan
Sonnet 31: “With how sad steps . . .”

from Astrophil and Stella, page 292
M T W TH F

Individual Learning Strategies Tackle Unusual Word Order
_________ Motivation: Artistic Creation (ATE, page 292) _________ Present the information given under English
_________ Reading Proficiency: Dramatic Reading (ATE, Language Learning: Word Order (ATE, page
page 292) 292).
_________ English Language Learning: Word Order _________ Play the Dramatic Recording (AL, 0:59)
(ATE, page 292) several times, allowing students to familiarize
_________ Special Needs: Explain the Meaning (ATE, themselves with the unusual word order.
page 292) _________ Ask students to rewrite the poem, using
_________ Enrichment: Natural Symbols (ATE, page 292) modern-day word order.
Flexible Grouping Suggestions Additional Strategies for English Language

Learners
_________ Motivation: Artistic Creation (ATE, page 292)
_________ Have students find a painting that they feel
embodies the emotions and images of the
294; UR 4, page 15)
poem.
_________ Understanding Literature: Image and
_________ Have students write a poem in their native
Personification (PE, page 294; UR 4,
language that makes use of images and
page 16)
personification.
_________ Study and Research & Collaborative
Learning: Moon Research (PE, page 295; UR
4, page 19)
_________ Writer’s Journal: Images; Poem or Paragraph;
or Personal Essay (PE, page 295; UR 4, page
17)
_________ Language, Grammar, and Style: Using a
Thesaurus to Find Colorful Language (PE,
_________ Critical Thinking: Avoiding False Arguments
© EMC Corporation


Lesson Plan
from The Faerie Queene, page 296

M T W TH F
Difficulty Consideration: Archaic language Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Exciting subject matter Fix-Up Idea: Listen to the Selection
Synopsis: A knight slays a dragon.
Compare and Contrast Characters
Goals/Objectives:
• to have a positive experience reading a Renaissance poem that
draws on medieval romance
• to identify elements of medieval romance click this box for details
• to define alliteration and identify examples of it
• to define source and explain how it relates to the selection
• to distinguish between transitive and intransitive verbs
• to prepare and deliver a speech on courage
• to write a press release
Before Reading
_________ Literary Tools: Source and Alliteration (PE, page 296)
_________ About the Author: Edmund Spenser (PE, page 296)
_________ Fine Art: Evelyn de Morgan (PE, page 297; VLR II, page 28)
_________ Vocabulary: Modern English (VR, page 42)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Source and Alliteration (PE, page 299; UR 4, page 27)
_________ Writer’s Journal: Paragraph, Character Sketch, or Short Story (PE, page 300; UR 4, page 27)
_________ Language, Grammar, and Style: Transitive and Intransitive Verbs (PE, page 300; UR 4, page 28)
_________ Study and Research: Understanding Sources (PE, page 300; UR 4, page 29)
_________ Speaking and Listening: Speaking about Courage (PE, page 300)
_________ Applied English: Writing a Press Release (PE, page 300; UR 4, page 30)


Lesson Plan
from The Faerie Queene, page 296

M T W TH F

_________ Motivation: Artwork of St. George (ATE, _________ Have students preview the footnotes and
_________ Reading Proficiency: Archaic Spelling (ATE, _________ Present the information given under Reading
page 297) Proficiency: Archaic Spelling (ATE, page
_________ English Language Learning: Vocabulary (ATE, 297).
page 297) _________ Play the Dramatic Recording (AL, 1:59)
_________ Special Needs: Reading Aloud (ATE,
page 297)
Learners
_________ Enrichment: Feudal System (ATE, page 297)
_________ Share with students the idioms listed under
Flexible Grouping Suggestions English Language Learning: Vocabulary (ATE,
_________ Investigate, Inquire, and Imagine (PE, page page 297).
299; UR 4, page 26) _________ Ask students about other literary movements
_________ Understanding Literature: Source and that were taking place around the world at the
Alliteration (PE, page 299; UR 4, page 27) time of the Elizabethan era. Have students
conduct research on a literary movement that
_________ Study and Research: Understanding Sources
took place in their native culture or a culture
other than England. Then have them present
Homework Suggestions their findings to the class.
_________ Writer’s Journal: Paragraph, Character
Sketch, or Short Story (PE, page 300; UR 4,
page 27)
_________ Language, Grammar, and Style: Transitive
and Intransitive Verbs (PE, page 300; UR 4,
page 28)
_________ Speaking and Listening: Speaking about
Courage (PE, page 300)
_________ Applied English: Writing a Press Release (PE,
© EMC Corporation


Lesson Plan
“The Passionate Shepherd to His Love,” page 301

M T W TH F
Difficulty Considerations: Vocabulary; footnotes Reading Strategy: Write Things Down

Fix-Up Idea: Think Aloud
Compare and Contrast Poems
Synopsis: The speaker tries to convince his love to come and
live with him.
Goals/Objectives
• to enjoy reading a pastoral poem
• to define pastoral poem and describe characteristics of pastoral
poetry
• to define lyric poem and identify the emotions of a speaker
• to distinguish between declarative and imperative sentences
• to create a classification scheme for poems
• to prepare and deliver a speech on land development
Before Reading
_________ Literary Tools: Lyric Poem and Pastoral Poem (PE, page 301)
_________ About the Author: Christopher Marlowe (PE, page 301)
_________ Art Note: William Holman Hunt (PE, page 303; VLR II, page 31)
_________ Vocabulary: Semantic Families: Nature (VR, page 44)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Lyric Poem and Pastoral Poem (PE, page 304; UR 4, page 37)
_________ Writer’s Journal: Images; Pastoral Poem; or Poem or Letter (PE, page 305; UR 4, page 37)
_________ Language, Grammar, and Style: Building Sentences (PE, page 305; UR 4, page 38)
_________ Critical Thinking: Classifying Poetry (PE, page 305; VLR I, page 29; UR 4, page 39)
_________ Speaking and Listening: Speech on Land Development (PE, page 305)


Lesson Plan
“The Passionate Shepherd to His Love,” page 301

M T W TH F

Individual Learning Strategies Tackle Vocabulary and Footnotes
_________ Motivation: Oral Interpretation (ATE, _________ Allow students to preview the new vocabulary
page 302) words and footnotes.
_________ Reading Proficiency: Listening to the _________ Have students identify words that they
Selection (ATE, page 302) already know.
_________ Special Needs: Word Order (ATE, page 302) _________ Familiarize students with the new vocabulary
_________ Enrichment: Selling a Neighborhood (ATE, by working on the vocabulary activities (VR,
page 302) page 44).

_________ Motivation: Oral Interpretation (ATE, Learners
page 302) _________ Share with students the words listed under
_________ Enrichment: Selling a Neighborhood (ATE, English Language Learning: Vocabulary (ATE,
_________ Investigate, Inquire, and Imagine (PE, page _________ Have students find a lyric or pastoral poem
304; UR 4, page 36) written in their native language. Then have
them find an art piece that represents the
_________ Understanding Literature: Lyric Poem and
ideas and images presented in the poem. To
Pastoral Poem (PE, page 304; UR 4, page 37)
challenge students, have them scan the
Homework Suggestions poem to identify the poem’s meter.
_________ Writer’s Journal: Images; Pastoral Poem; or
Poem or Letter (PE, page 305; UR 4,
page 37)
_________ Language, Grammar, and Style: Building
Sentences (PE, page 305; UR 4, page 38)
_________ Critical Thinking: Classifying Poetry (PE, page
305; UR 4, page 39)
_________ Speaking and Listening: Speech on Land
Development (PE, page 305)
© EMC Corporation


Lesson Plan
“The Nymph’s Reply to the Shepherd,” page 306

M T W TH F
Difficulty Consideration: Context Reading Strategy: Write Things Down

Ease Factor: Simple rhyme Standardized Test Practice:
Synopsis: This poem is a response to “The Passionate Shepherd
to His Love.”
Goals/Objectives:
• to enjoy reading a poem written in response to another poem click this box for details
• to define metaphor and identify metaphors in a poem
• to define image, identifying and classifying it by the sense
to which it appeals
• to compare and contrast two speakers
• to interview others and classify their views
• to write a persuasive essay
Before Reading
_________ Literary Tools: Metaphor and Image (PE, page 306)
_________ About the Author: Sir Walter Raleigh (PE, page 306)
_________ Vocabulary: Words with Multiple Meanings (VR, page 46)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Metaphor and Image (PE, page 308; UR 4, page 46)
_________ Writer’s Journal: Note, Scene, or Summary (PE, page 309; UR 4, page 47)
_________ Language, Grammar, and Style: Building Sentences (PE, page 309; UR 4, page 48)
_________ Critical Thinking: Comparing and Contrasting (PE, page 309; VLR I, page 31; UR 4, page 48)
_________ Speaking and Listening: Community Activity (PE, page 309)
_________ Collaborative Learning: Persuasion (PE, page 309)


Lesson Plan
“The Nymph’s Reply to the Shepherd,” page 306

M T W TH F

Individual Learning Strategies Tackle Context
_________ Motivation: Community Involvement (ATE, _________ Read About the Selection (PE, page 306).
page 307) _________ Present the information given under Reading
_________ Reading Proficiency: Relationship to Proficiency: Relationship to Marlowe’s Poem
Marlowe’s Poem (ATE, page 307) (ATE, page 307).
_________ English Language Learning: Seasonal _________ Have students complete Special Needs:
Metaphor (ATE, page 307) Comparing the Selection to Marlowe’s Poem
_________ Special Needs: Comparing the Selection to (ATE, page 307).
Marlowe’s Poem (ATE, page 307)
_________ Enrichment: Letters to the Editor (ATE,
Learners
page 307)
_________ Share with students the information on
Flexible Grouping Suggestions symbolism under English Language Learning:
_________ Motivation: Community Involvement (ATE, Seasonal Metaphor (ATE, page 307).
page 307) _________ Have students share what each season
_________ Special Needs: Comparing the Selection to symbolizes or represents in their culture.
Marlowe’s Poem (ATE, page 307)
308; UR 4, page 45)
_________ Understanding Literature: Metaphor and
Image (PE, page 308; UR 4, page 46)
_________ Speaking and Listening: Community Activity
(PE, page 309)
_________ Collaborative Learning: Persuasion (PE,
page 309)
_________ Writer’s Journal: Note, Scene, or Summary
_________ Language, Grammar, and Style: Building
_________ Critical Thinking: Comparing and Contrasting
© EMC Corporation


Lesson Plan
“The Doubt of Future Foes,” page 310

M T W TH F
Difficulty Considerations: Vocabulary; allusions Reading Strategy: Find a Purpose for

Reading
Ease Factor: Speaker’s emotions Fix-Up Idea: Unlock Difficult Words
Synopsis: Queen Elizabeth I fears being overthrown by her
Identify Author’s Purpose
cousin Mary Stuart.

• to empathize with a speaker’s feelings of betrayal and
confidence click this box for details
• to analyze a poem to determine its aim
• to identify and interpret metaphors in a poem
• to recognize and correct double negatives
• to research Elizabeth I and Mary, Queen of Scots
• to develop critical questions when reading
• to role-play a conversation between historical figures
Before Reading
_________ Literary Tools: Metaphor and Aim (PE, page 310)
_________ About the Author: Queen Elizabeth I (PE, page 310)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Metaphor and Aim (PE, page 312; UR 4, page 54)
_________ Writer’s Journal: Paragraph, Poem, or Speech (PE, page 313; UR 4, page 54)
_________ Language, Grammar, and Style: Double Negatives (PE, page 313; UR 4, page 56)
_________ Study and Research: Researching Elizabeth and Mary (PE, page 313; UR 4, page 57)
_________ Critical Thinking: Questioning (PE, page 313; UR 4, page 58)
_________ Speaking and Listening & Collaborative Learning: Role-Playing (PE, page 313)


Lesson Plan
“The Doubt of Future Foes,” page 310

M T W TH F

_________ Motivation: Role-play (ATE, page 311) _________ Allow students to preview the new vocabulary
_________ Reading Proficiency: Paraphrasing (ATE, words used in the selection.
page 311) _________ Have students identify words that they
_________ English Language Learning: Previewing already know.
Allusions and Terms (ATE, page 311) _________ Encourage students to predict the meaning of
_________ Special Needs: Checking Comprehension unknown words by using context clues.
(ATE, page 311) _________ Familiarize students with the new vocabulary
_________ Enrichment: Comparing Elizabeth to Cæsar by working on the vocabulary activities (VR,
(ATE, page 311) page 46).
Flexible Grouping Suggestions Tackle Allusions

_________ Motivation: Role-play (ATE, page 311) _________ Read About the Selection (PE, page 310).
_________ Enrichment: Comparing Elizabeth to Cæsar _________ Reread the information on Mary I and
(ATE, page 311) Elizabeth I in the Unit Introduction (PE, pages
_________ Investigate, Inquire, and Imagine (PE, page 283-285).
312; UR 4, page 53) _________ Have students preview the vocabulary and
_________ Understanding Literature: Metaphor and Aim footnotes before they read the selection.
_________ Speaking and Listening & Collaborative Learners
Learning: Role-Playing (PE, page 313)
_________ Complete Reading Proficiency: Paraphrasing
Homework Suggestions (ATE, page 311).
_________ Writer’s Journal: Paragraph, Poem, or Speech _________ Play the Dramatic Recording (AL, 1:43).
(PE, page 313; UR 4, page 54) _________ Have students participate in Enrichment:
_________ Language, Grammar, and Style: Double Comparing Elizabeth to Cæsar (ATE, page
Negatives (PE, page 313; UR 4, page 56) 311).
_________ Study and Research: Researching Elizabeth
and Mary (PE, page 313; UR 4, page 57)
_________ Critical Thinking: Questioning (PE, page 313;
UR 4, page 58)
© EMC Corporation


Lesson Plan
“When Thou Must Home to Shades of Underground,” page 314

M T W TH F
Difficulty Consideration: Archaic word forms Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Speaker’s emotions Fix-Up Idea: Read Aloud
Synopsis: The speaker addresses a woman who has hurt him
Identify Main Ideas
deeply, imagining her descending to the underground after death.

• to experience the speaker’s feelings of anguish and betrayal
• to define ambiguity and identify and interpret ambiguity in a click this box for details
poem
• to define allusion and identify and understand allusions in a
poem
• to identify adjectives and the words they modify
• to research Iope and Helen and write a summary of this research
• to use elements of public speaking to tell a story
Before Reading
_________ Literary Tools: Ambiguity and Allusion (PE, page 314)
_________ About the Author: Thomas Campion (PE, page 314)
_________ Vocabulary: Spelling: Suffixes (VR, page 48)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Ambiguity and Allusion (PE, page 316; UR 4, page 65)
_________ Writer’s Journal: Anecdote, Comparison-and-Contrast Essay, or Anecdote (PE, page 317; UR 4, page 66)
_________ Language, Grammar, and Style: Identifying Adjectives (PE, page 317; UR 4, page 67)
_________ Study and Research & Collaborative Learning: Researching Helen (PE, page 317; UR 4, page 67)
_________ Speaking and Listening: Storytelling (PE, page 317)


Lesson Plan
“When Thou Must Home to Shades of Underground,” page 314

M T W TH F

Individual Learning Strategies Tackle Archaic Word Forms
_________ Motivation: Campion’s Music (ATE, page 315) _________ Present the information given under Reading
_________ Reading Proficiency: Paraphrasing (ATE, Proficiency: Paraphrasing (ATE, page 315).
page 315) _________ Have students rewrite the poem, using
_________ English Language Learning: Vocabulary (ATE, modern English word forms.
page 315) _________ Share the information given under Special
_________ Special Needs: Previewing the Three Parts of Needs: Previewing the Three Parts of the
the Poem (ATE, page 315) Poem (ATE, page 315).
_________ Enrichment: Depicting the Scene in the Poem
Learners
Flexible Grouping Suggestions _________ Share the list of archaic verb forms listed
_________ Reading Proficiency: Paraphrasing (ATE, under English Language Learning:
page 315) Vocabulary (ATE, page 315).
_________ Investigate, Inquire, and Imagine (PE, page _________ Have students describe the attitudes that
316; UR 4, page 64) people have towards Hell and/or the afterlife
_________ Understanding Literature: Ambiguity and in their native culture. How are they similar or
Allusion (PE, page 316; UR 4, page 65) different from the poem’s presentation?
Learning: Researching Helen (PE, page 317;
UR 4, page 67)
_________ Writer’s Journal: Anecdote, Comparison-and-
Contrast Essay, or Anecdote (PE, page 317;
UR 4, page 66)
Adjectives (PE, page 317; UR 4, page 67)
_________ Speaking and Listening: Storytelling (PE,
page 317)
© EMC Corporation


Lesson Plan
Sonnet 18, Sonnet 29, and Sonnet 130, page 318

M T W TH F
Reading Level: Moderate, Moderate, Moderate READING STRATEGIES RESOURCE, PAGE 105
Difficulty Consideration: Archaic syntax Reading Strategy: Use Text Organization
Ease Factor: Speaker’s emotions Fix-Up Idea: Refocus on Couplets
Synopsis: In the first poem, the speaker idealizes and Standardized Test Practice:
immortalizes the beauty of his beloved. In the second poem, Compare and Contrast Themes
remembering his beloved moves the speaker from despair to joy.
In the third poem, the speaker contradicts conventional ideals in
describing his beloved. WASHINGTON STATE STANDARDS
Goals/Objectives click this box for details

• to have a positive experience reading Shakespearean sonnets
• to define Elizabethan, or Shakespearean, sonnets
• to define and identify the speaker of a poem
• to use pronouns that agree with their antecedents
• to visualize a poem
• to hold a Shakespearean sonnet reading
• to illustrate a sonnet
Before Reading
_________ Literary Tools: Shakespearean Sonnet and Speaker (PE, page 318)
_________ About the Author: William Shakespeare (PE, page 318)
_________ Vocabulary: Context Clues: Comparison and Contrast (VR, page 50)
During Reading
_________ Dramatic Recording: Sonnet 18 (AL, 0:58)
_________ Guided Reading Question: Sonnet 18 (PE, page 319; UR 4, page 74)
After Reading
© EMC Corporation

_________ Respond to the Selection: Sonnet 18 (PE, page 320; UR 4, page 74)
_________ Investigate, Inquire, and Imagine: Sonnet 18 (PE, page 320; UR 4, page 74)
_________ Understanding Literature: Shakespearean Sonnet and Speaker (PE, page 324; UR 4, page 78)
_________ Writer’s Journal: Thank-You Note, Description, or Sonnet (PE, page 325; UR 4, page 79)
_________ Language, Grammar, and Style: Agreement of Pronouns and Antecedents (PE, page 325; UR 4, page 80)
_________ Critical Thinking: Visualizing (PE, page 325; UR 4, page 81)
_________ Speaking and Listening & Collaborative Learning: Circle Poetry Reading (PE, page 325)
_________ Collaborative Learning: Illustrating Sonnets (PE, page 325)

Lesson Plan
Sonnet 18, Sonnet 29, and Sonnet 130, page 318

M T W TH F

Individual Learning Strategies Tackle Archaic Syntax
_________ Motivation: Illustrating the Sonnets (ATE, _________ Direct students to the Language, Grammar,
page 319) and Style Resource 3.14: The Importance of
_________ Reading Proficiency: Listening to the Syntax, or Word Order (PE, page 1220).
Selections (ATE, page 319) _________ Have students rewrite one of the three
_________ English Language Learning: Metaphors (ATE, sonnets, using modern English syntax.
page 319)
Learners
(ATE, page 319)
_________ Discuss English literature under English
_________ Enrichment: Standards of Beauty (ATE,
Language Learning: Metaphors (ATE, page
page 319)
319).
Flexible Grouping Suggestions _________ Have students give an oral presentation on
_________ Motivation: Illustrating the Sonnets (ATE, their culture’s standards of beauty and how
page 319) those standards compare with the American
and English standards of beauty. Encourage
_________ Investigate, Inquire, and Imagine: Sonnet 18
students to use visual aids in their
presentations.
_________ Understanding Literature: Shakespearean
Sonnet and Speaker (PE, page 324; UR 4,
page 78)
Learning: Circle Poetry Reading (PE, page
325)
_________ Collaborative Learning: Illustrating Sonnets
(PE, page 325)
_________ Writer’s Journal: Thank-You Note, Description,
or Sonnet (PE, page 325; UR 4, page 79)
_________ Language, Grammar, and Style: Agreement of
© EMC Corporation
Pronouns and Antecedents (PE, page 325;
UR 4, page 80)
_________ Critical Thinking: Visualizing (PE, page 325;
UR 4, page 81)


Lesson Plan
“Song, to Celia,” page 326

M T W TH F
Difficulty Consideration: Archaic verb forms Reading Strategy: Write Things Down
Ease Factor: Simple language Standardized Test Practice:
Identify Main Ideas
Synopsis: The speaker honors an unattainable woman.
Goals/Objectives WASHINGTON STATE STANDARDS

• to interpret and appreciate a love poem
• to define dactyl and identify examples of this metrical foot click this box for details
• to define metaphor and identify a metaphor’s tenor and vehicle
• to correct sentence fragments and run-ons
• to respond to analogy questions and create analogies
• to role-play a conversation between a speaker and his beloved
Before Reading
_________ Literary Tools: Metaphor and Dactyl (PE, page 326)
_________ About the Author: Ben Jonson (PE, page 326)
_________ Vocabulary: PAVE (VR, page 51)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Metaphor and Dactyl (PE, page 328; UR 4, page 88)
_________ Writer’s Journal: Note, Wedding Toast, or Lyric Poem (PE, page 329; UR 4, page 88)
_________ Language, Grammar, and Style: Correcting Fragments and Run-Ons (PE, page 329; UR 4, page 89)
_________ Study and Research: Making Analogies (PE, page 329; UR 4, page 90)
_________ Study and Research & Speaking and Listening: Oral Interpretation (PE, page 329)
_________ Speaking and Listening & Collaborative Learning: Role-Play (PE, page 329)


Lesson Plan
“Song, to Celia,” page 326

M T W TH F

Individual Learning Strategies Tackle Archaic Verb Forms
_________ Motivation: Writing Toasts (ATE, page 327) _________ Complete English Language Learning:
_________ Reading Proficiency: Reading Aloud (ATE, Archaic Terms (ATE, page 327).
page 327) _________ Make copies of the poem. Allow students to
_________ English Language Learning: Archaic Terms replace each archaic verb form with its
(ATE, page 327) modern equivalent.
_________ Special Needs: Previewing Questions (ATE,
page 327)
Learners
_________ Enrichment: One-Act Play (ATE, page 327)
_________ Have students share “toasting” traditions from
Flexible Grouping Suggestions their native culture.
_________ Reading Proficiency: Reading Aloud (ATE, _________ Have students write a toast in their cultural
page 327) tradition.
_________ Enrichment: One-Act Play (ATE, page 327)
328; UR 4, page 87)
_________ Understanding Literature: Metaphor and
Dactyl (PE, page 328; UR 4, page 88)
Learning: Role-Play (PE, page 329)
_________ Writer’s Journal: Note, Wedding Toast, or Lyric
Fragments and Run-Ons (PE, page 329; UR
4, page 89)
_________ Study and Research: Making Analogies (PE,
_________ Study and Research & Speaking and
Listening: Oral Interpretation (PE, page 329)
© EMC Corporation


Lesson Plan
from Ecclesiastes Chapter 3, Verses 1–8, page 330

M T W TH F
Difficulty Consideration: Paired words Reading Strategy: Write Things Down

Fix-Up Idea: Refocus
Ease Factors: Familiar verses; simple, direct language Standardized Test Practice:
Determine Author’s Purpose
Synopsis: The verses express the balance of give and take in
the lives of human beings and suggest that there is a proper time
for all things. WASHINGTON STATE STANDARDS

• to appreciate a verse about balance in life
• to define parallelism and recognize its use in literature
• to define repetition with variation and point to examples
of its use
• to correct split infinitives
• to hold a group discussion
• to write a letter of complaint
• to create a visual display
Before Reading
_________ Literary Tools: Parallelism and Repetition with Variation (PE, page 330)
_________ Vocabulary: Antonyms (VR, page 55)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Parallelism and Repetition with Variation (PE, page 332; UR 4, page 97)
_________ Writer’s Journal: Verses, Personal Essay, or Short Story (PE, page 333; UR 4, page 97)
_________ Language, Grammar, and Style: Split Infinitives (PE, page 333; UR 4, page 98)
_________ Speaking and Listening & Collaborative Learning: Discussion (PE, page 333)
_________ Applied English: Complaint Letter (PE, page 333; UR 4, page 99)
_________ Collaborative Learning: Visual Display (PE, page 333)


Lesson Plan
from Ecclesiastes Chapter 3, Verses 1–8, page 330

M T W TH F

Individual Learning Strategies Tackle Paired Words
_________ Motivation: Illustration (ATE, page 331) _________ Have students complete Reading Proficiency:
_________ Reading Proficiency: Opposites (ATE, Opposites (ATE, page 331).
page 331) _________ To check comprehension, ask students to
_________ English Language Learning: Comparing rewrite the verses using their own words.
Translations (ATE, page 331)
_________ Special Needs: Class Discussion (ATE,
Learners
page 331)
_________ Complete English Language Learning:
_________ Enrichment: Religious or Philosophical
Comparing Translations (ATE, page 331).
Teaching (ATE, page 331)
_________ Play a musical rendition of this biblical
Flexible Grouping Suggestions passage, such as “Turn! Turn! Turn!” sung by
_________ Motivation: Illustration (ATE, page 331) Pete Seeger, Judy Collins, or The Byrds.
_________ Enrichment: Religious or Philosophical
Teaching (ATE, page 331)
332; UR 4, page 96)
_________ Understanding Literature: Parallelism and
Repetition with Variation (PE, page 332; UR 4,
page 97)
Learning: Discussion (PE, page 333)
_________ Collaborative Learning: Visual Display (PE,
page 333)
_________ Writer’s Journal: Verses, Personal Essay, or
Short Story (PE, page 333; UR 4, page 97)
_________ Language, Grammar, and Style: Split
Infinitives (PE, page 333; UR 4, page 98)
_________ Applied English: Complaint Letter (PE, page
333; UR 4, page 99)
© EMC Corporation


Lesson Plan
“The Geography of Utopia” and “Their Gold and Silver”

from Utopia, Book 2, page 334
M T W TH F

Knowledge
Ease Factor: Vivid descriptions Fix-Up Idea: Write Things Down
Synopsis: More describes the physical set-up and guiding
Determine Author’s Purpose
principles of an imaginary place called Utopia.

• to appreciate an idealized world
• to define utopia and understand how the word was coined click this box for details
• to define irony and identify irony in the selection
• to make passive sentences active
• to research cities
• to write a press release
• to understand how both utopias and dystopias critique society
Before Reading
_________ Literary Tools: Irony and Utopia (PE, page 334)
_________ About the Author: Thomas More (PE, page 334)
_________ Vocabulary: Utopia and Dystopia (VR, page 57)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Irony and Utopia (PE, page 340; UR 4, page 106)
_________ Writer’s Journal: Post Card, Editorial, or Description (PE, page 341; UR 4, page 106)
_________ Language, Grammar, and Style: Active Voice (PE, page 341; UR 4, page 107)
_________ Study and Research: Researching Cities (PE, page 341; UR 4, page 108)
_________ Applied English: Press Release (PE, page 341; UR 4, page 109)
_________ Collaborative Learning & Speaking and Listening: Dystopia (PE, page 341)


Lesson Plan
“The Geography of Utopia” and “Their Gold and Silver”

from Utopia, Book 2, page 334
M T W TH F

_________ Motivation: Utopia (ATE, page 335) _________ Allow students to preview the new vocabulary
_________ Reading Proficiency: Reading Aloud (ATE, words used in the selection.
_________ English Language Learning: Words from already know.
Greek (ATE, page 335) _________ Encourage students to predict the meaning of
_________ Special Needs: Previewing Utopia (ATE, unknown words by using context clues.
page 335) _________ Familiarize students with the new vocabulary
_________ Enrichment: Reading and Summarizing Parts by working on the vocabulary activities (VR,
of Utopia (ATE, page 335) page 57).
Cross-Curricular Activities Additional Strategies for English Language

_________ Maps of Utopia (ATE, page 336) Learners
Literary Note Language Learning: Words from Greek (ATE,
_________ Plato’s Republic (ATE, page 336) page 335).
_________ Complete Motivation: Utopia (ATE, page 335).
Additional Questions and Activities _________ Based on More’s description, ask students to
_________ Personal Essay (ATE, page 337) create a map of Utopia (Cross-Curricular
_________ Slavery (ATE, page 338) Activities, ATE, page 336).

page 335)
340; UR 4, page 105)
_________ Understanding Literature: Irony and Utopia
Listening: Dystopia (PE, page 341)
_________ Writer’s Journal: Post Card, Editorial, or
Description (PE, page 341; UR 4, page 106)
© EMC Corporation
_________ Language, Grammar, and Style: Active Voice
_________ Study and Research: Researching Cities (PE,
_________ Applied English: Press Release (PE, page
341; UR 4, page 109)


Lesson Plan
Sonnet 1, Sonnet 47, and Sonnet 54 from the Canzoniere, page 342

M T W TH F
Difficulty Consideration: Speaker Reading Strategy: Use Text Organization

Ease Factor: Love theme Standardized Test Practice:
Compare and Contrast Sonnets
Synopsis: These three sonnets deal with unrequited love.

• to empathize with the mixed emotions expressed by the speaker
in a sonnet cycle click this box for details
• to define Petrarchan sonnets and identify their chracteristics in the
selections
• to define theme and identify the theme of a poem
• to research Petrarch’s influence among his contemporaries
• to create a music video
Before Reading
_________ Literary Tools: Petrarchan Sonnet and Theme (PE, page 342)
_________ About the Author: Petrarch (PE, page 342)
_________ Vocabulary: Italian Words in the English Language (VR, page 59)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Petrarchan Sonnet and Theme (PE, page 346; UR 4, page 117)
_________ Writer’s Journal: Advice Column, Definition, or Song Lyrics (PE, page 347; UR 4, page 118)
_________ Study and Research: Influences of Petrarch (PE, page 347; UR 4, page 119)
_________ Media Literacy & Collaborative Learning: Making a Music Video (PE, page 347)


Lesson Plan
Sonnet 1, Sonnet 47, and Sonnet 54 from the Canzoniere, page 342

M T W TH F

Individual Learning Strategies Tackle Speaker
_________ Motivation: Creating Music Videos (ATE, _________ Read About the Author (PE, page 342).
page 343) _________ Present the information under Special Needs:
_________ Reading Proficiency: Reading and Listening Connections between the Selections (ATE,
to the Selections (ATE, page 343) page 343).
_________ English Language Learning: Translation (ATE, _________ Share the Biographical Note: Petrarch (ATE,
_________ Special Needs: Connections between the
Selections (ATE, page 343)
Learners
_________ Enrichment: Humanism (ATE, page 343)
_________ Share the information under English
Biographical Note Language Learning: Translation (ATE, page
_________ Petrarch (ATE, page 344) 343).
_________ Ask students to find a poem in their native
Additional Questions and Activities language written in the form of a Petrarchan
_________ Unrequited Love (ATE, page 344) sonnet and have them share it with the class.
The information given in the Study and
Flexible Grouping Suggestions Research activity may help students get
_________ Motivation: Creating Music Videos (ATE, started (PE, page 347).
page 343)
_________ Reading Proficiency: Reading and Listening
to the Selections (ATE, page 343)
346; UR 4, page 116)
_________ Understanding Literature: Petrarchan Sonnet
and Theme (PE, page 346; UR 4, page 117)
_________ Media Literacy & Collaborative Learning:
Making a Music Video (PE, page 347)
_________ Writer’s Journal: Advice Column, Definition, or
Song Lyrics (PE, page 347; UR 4, page 118)
_________ Study and Research: Influences of Petrarch
© EMC Corporation


Lesson Plan
Unit Four
M T W TH F
The English Renaissance, pages 348–351
_________ Sonnet 75 (“One day I wrote her name…”) from Amoretti click this box for details
by Edmund Spenser (PE, page 348)
_________ Sonnet 30 (“When to the sessions…”) by William
Shakespeare (PE, page 348)
_________ Sonnet 73 (“That time of year…”) by William Shakespeare
(PE, page 348)
_________ Eve’s Apology in Defense of Women from Salve Deus Rex
Judaeorum by Aemilia Lanyer (PE, page 348)
_________ “Jack and Joan” by Thomas Campion (PE, page 349)
_________ Dramatic Recording: “Jack and Joan” (AL, 1:41)
_________ “A Litany in Time of Plague” by Thomas Nashe (PE, page 350)
_________ Dramatic Recording: “A Litany in Time of Plague” (AL, 2:04)
_________ Psalm 23 from The King James Bible (PE, page 350)
_________ Dramatic Recording: Psalm 23 (AL, 1:07)
_________ Matthew 13, The Parable of the Sower from the King James Bible (PE, page 350)
_________ Dramatic Recording: Matthew 13, The Parable of the Sower (AL, 4:22)
_________ 1 Corinthians 13 from The King James Bible (PE, page 351)
_________ Dramatic Recording: 1 Corinthians 13 (AL, 1:51)

Modern English, pages 352–361
_________ Additional Questions and Activities: Questions about Modern English (ATE, pages 352 and 354)
Guided Writing
GUIDED WRITING
Expressive Writing: Constructing a Utopia Software
© EMC Corporation
Assignment: Students create and describe their utopia (PE, pages 355–361). See the Guided
_________ Constructing a Utopia (PE, page 355) lesson that includes printable
_________ Professional Model (PE, page 355) student models and student-
_________ Previewing Models and Rubric for Assignment (VLR I, page 154; WR, page friendly checklists, and self-,
87) peer, and teacher evaluation
_________ Prewriting (PE, page 356; WR, page 72) features.


Lesson Plan
Unit Four
M T W TH F
During Writing
_________ Language, Grammar, and Style: Precise and Colorful Language (PE, page 359; WR, page 78)
After Writing

_________ Motivation: Thinking about More’s Utopia (ATE, page 355)
_________ English Language Learning: Utopia (ATE, page 355)
_________ Special Needs: Story Form (ATE, page 355)
_________ Enrichment: Constructing a Model (ATE, page 355)

_________ Language, Grammar, and Style: Precise and Colorful Language (PE, page 359; WR, page 78)
_________ Self-Evaluation—Utopia (PE, page 358; WR, page 81)
_________ Rubric for Expressive Writing: Constructing a Utopia VLR I, page 154; (WR, page 87)
Unit Four Review
© EMC Corporation
_________ Literary Tools (PE, page 362; UR 4, pages 127)

_________ Genre Studies: The Sonnet; Pastoral Poetry (PE, page 362)
_________ Thematic Studies: Idealization of Love in Renaissance Poetry; Unrequited Love in Renaissance English
Poetry (PE, page 363)
_________ Historical/Biographical Studies: Elizabeth I, Mary Stuart, and Catholicism; Renaissance Literature and the
Emergence of the Individual (PE, page 363)


Lesson Plan
Unit Five
Renaissance Drama (1485–1660)
M T W TH F
• to enjoy and appreciate a Shakespearean drama
• to describe the development of the theater in England from
medieval to Elizabethan times and the structure of the five-act play
• to define the elements of a plot and identify these elements in a
drama
• to define literary terms such as aside, foil, hyperbole, motif,
paradox, soliloquy, and verbal irony and identify these techniques
in a Shakespearean drama
• to write a short story
• to identify effective dialogue and demonstrate an ability to use
effective dialogue by rewriting scenes from the play

_________ The Tragedy of Macbeth, Act 1, page 374
_________ from The Tragical History of Doctor Faustus, page 464
_________ from The Analects, page 474
_________ Selections for Additional Reading: Renaissance Drama, page 477
_________ Guided Writing—Imaginative Writing: Writing a Short Story, page 480
_________ Unit Five Review, page 486
the ideas for Getting Started in the Classroom on the next page
© EMC Corporation


Lesson Plan
Unit Five
M T W TH F

_________ Opening Pages: Discuss how the artwork by John Faed (PE, page 364; Art Note, ATE, page 366; VLR II,
page 34) and the quote from William Shakespeare (PE, page 365) relate to each other and to the content
of this unit.
_________ Renaissance Drama (PE, pages 366–372)
_________ Cross-Curricular Activities: Researching a Figure from a Painting (ATE, page 366)
_________ Cross-Curricular Activities: Researching Dance and Comparing Types of Theater (ATE, page 367)
_________ Cross-Curricular Connections: Morris Dance of England (ATE, page 367)
_________ Additional Questions and Activities: Classifying Drama (ATE, page 368)
_________ Cross-Curricular Activities: Songs from Shakespeare’s Plays (ATE, page 368)
_________ Additional Questions and Activities: Guided Imagery (ATE, page 369)
_________ Cross-Curricular Activities: Model of the Globe Theater (ATE, page 370)
_________ Literary Technique: Blank Verse (ATE, page 371)
_________ Biographical Note: Authorship of Shakespeare’s Plays (ATE, page 371)
_________ Echoes (PE, page 373)
_________ Additional Questions and Activities: Memorizing Quotes (ATE, page 373)
_________ Literary Technique: Metaphor (ATE, page 373)
_________ Bibliographic Note: A Midsummer Night’s Dream (ATE, page 373)
© EMC Corporation


Lesson Plan
The Tragedy of Macbeth, Act 1, page 374

M T W TH F
Difficulty Considerations: Vocabulary; syntax; unusual Reading Strategy: Visualize

contractions Fix-Up Idea: Unlock Difficult Words
Ease Factors: Familiar story; familiar protagonist Analyze Elements of Plot
Synopsis: Macbeth’s ambition and quest for power leads to

murder and multiple deaths. WASHINGTON STATE STANDARDS

• to experience the suspense, horror, and catharsis of a
Shakespearean tragedy
• to recognize themes and motifs in a play
• to define aside, soliloquy, foil, symbol, hyperbole, verbal irony,
mood, simile, metaphor, paradox, and personification using
examples from the play
• to list and identify the elements of plot as they appear in the play
• to review the use of contractions, edit for correct comma usage, and edit sentences for parallelism
• to design a stage set and present dramatic interpretations of scenes from Macbeth
• to tape a television show based on the murder of Duncan in Macbeth
Before Reading
_________ Literary Tools: Aside, Conflict, Inciting Incident, Soliloquy, and Foil (PE, page 374)
_________ About the Author: William Shakespeare (PE, page 374)
_________ Additional Vocabulary (ATE, page 376)
During Reading
© EMC Corporation
After Reading
_________ Understanding Literature: Aside, Conflict, Inciting Incident, Soliloquy, and Foil (PE, page 394; UR 5, page 12)
_________ Writer’s Journal: Letter, Rebuttal, or Poem (PE, page 395; UR 5, page 12)
_________ Language, Grammar, and Style: Contractions (PE, page 395; UR 5, page 13)
_________ Collaborative Learning & Speaking and Listening: Dramatic Interpretation (PE, page 395)
_________ Speaking and Listening & Collaborative Learning: Paraphrasing (PE, page 395; UR 5, page 14)

Lesson Plan

M T W TH F
Teaching Options _________ Collaborative Learning & Speaking and

Listening: Dramatic Interpretation (PE, page
Individual Learning Strategies 395)
_________ Motivation: Rewriting Dialogue (ATE, page 374) _________ Speaking and Listening & Collaborative
_________ Reading Proficiency: Contractions (ATE, Learning: Paraphrasing (PE, page 395; UR 5,
page 374) page 14)
_________ English Language Learning: Reading for
Vocabulary (ATE, page 374) Homework Suggestions
_________ Special Needs: Tips for Reading _________ Writer’s Journal: Letter, Rebuttal, or Poem (PE,
Shakespeare (ATE, page 374) page 395; UR 5, page 12)
_________ Enrichment: Modern Examples of Motifs (ATE, _________ Language, Grammar, and Style: Contractions
page 374) (PE, page 395; UR 5, page 13)
Literary Technique
_________ Oxymoron (ATE, page 377)
_________ Metaphor (ATE, page 386) Tackle Vocabulary
_________ Symbol (ATE, page 387) _________ Allow students to preview the new vocabulary
_________ Sense of Time (ATE, page 378)
already know.
_________ Analyzing Macbeth’s Hesitation (ATE,
page 383)
_________ Court Poet (ATE, page 386)
_________ Listing Attributes (ATE, page 388) by working on the vocabulary activities (VR,
_________ Outlining (ATE, page 390) page 61).
Cross-Curricular Activities Tackle Syntax
_________ Vernal Equinox (ATE, page 379) _________ Read Reading the Play from About the
_________ Illustrations (ATE, page 380) Selection (PE, page 375).
_________ Verdi’s Operas (ATE, page 393) _________ Read the selection aloud, allowing students to
_________ Opera (ATE, page 393) familiarize themselves with the unfamiliar
word order.
Literary Note _________ Ask students to rewrite sections of the
_________ Witchcraft (ATE, page 381) dialogue, using modern-day syntax.
Cross-Curricular Connection Tackle Unusual Contractions
© EMC Corporation
_________ Tanistry (ATE, page 386) _________ Present the information given under Reading
_________ Hailing (ATE, page 389) Proficiency: Contractions (ATE, page 374).
_________ Motivation: Rewriting Dialogue (ATE, Learners
page 374) _________ Share with students the Additional Vocabulary
_________ Additional Questions and Activities: Listing (ATE, page 376).
Attributes (ATE, page 388) _________ Have students verbally brainstorm all they
_________ Cross-Curricular Activities: Opera (ATE, page know about this play.
393) _________ Have students share their cultural views on
_________ Investigate, Inquire, and Imagine (PE, page ghosts, witches, and the supernatural.
394; UR 5, page 10) _________ Paraphrase a scene. Then watch that scene
_________ Understanding Literature: Aside, Conflict, in a film version of Macbeth.
Inciting Incident, Soliloquy, and Foil (PE, page
394; UR 5, page 12)


Lesson Plan

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Make Predictions

Fix-Up Idea: Read Shorter Sections
Ease Factors: Familiar story; familiar protagonist Standardized Test Practice:
Identify Main Ideas
Before Reading
_________ Literary Tools: Symbol, Hyperbole, Verbal Irony, and
Mood (PE, page 396) click this box for details
During Reading
_________ Graphic Organizer (PE, page 396; VLR I, page 39;
UR 5, page 21)
_________ Guided Reading Questions (PE, page 397;
UR 5, page 22)
After Reading
_________ Understanding Literature: Symbol and Hyperbole (PE, page 408; UR 5, page 25)
_________ Writer’s Journal: Headlines, Funeral Elegy, or Comparison-and-Contrast Paragraph (PE, page 409; UR 5, page 26)
_________ Collaborative Learning: Designing a Stage Set (PE, page 409)
_________ Speaking and Listening & Collaborative Learning: Dramatic Interpretation (PE, page 409)
_________ Media Literacy & Collaborative Learning: Taping a Television Show (PE, page 409; UR 5, page 26)
© EMC Corporation


Lesson Plan

M T W TH F

_________ Stage Set (ATE, page 397) Learners
_________ Graphing Speech Lengths (ATE, page 399) _________ Share with students the Additional Vocabulary
(ATE, page 397).
Literary Note _________ Have students participate in designing a set
_________ Bells (ATE, page 398) for act 2 (Cross-Curricular Activities, ATE,
page 397).
Literary Technique _________ Paraphrase a scene. Then watch that scene
_________ Puns (ATE, page 400) in a film version of Macbeth.
_________ Comic Relief (ATE, page 401)
_________ Motif (ATE, page 402) Tackle Vocabulary
_________ Paraphrase (ATE, page 402) _________ Allow students to preview the new vocabulary
_________ Irony (ATE, page 404)
_________ “The Knocking at the Gate” (ATE, page 401) _________ Encourage students to predict the meaning of
_________ Sleep Motif (ATE, page 403) unknown words by using context clues.
Flexible Grouping Suggestions by working on the vocabulary activities (VR,
_________ Cross-Curricular Activities: Stage Set (ATE, page 63).
page 397)
408; UR 5, page 24)
_________ Understanding Literature: Symbol and
Hyperbole (PE, page 408; UR 5, page 25)
_________ Collaborative Learning: Designing a Stage
Set (PE, page 409)
Taping a Television Show (PE, page 409; UR
5, page 26)
_________ Writer’s Journal: Headlines, Funeral Elegy, or
Comparison-and Contrast Paragraph (PE,
© EMC Corporation
Learning: Dramatic Interpretation (PE,
page 409)


Lesson Plan

M T W TH F

Fix-Up Idea: Refocus on Plot
Before Reading
_________ Literary Tools: Simile, Climax, Crisis, and Motif WASHINGTON STATE STANDARDS
(PE, page 410) click this box for details
_________ Vocabulary: Etymology (VR, page 65)
During Reading
UR 5, page 32)
UR 5, page 33)
After Reading
_________ Understanding Literature: Simile, Climax, Crisis, and Motif (PE, page 426; UR 5, page 36)
_________ Writer’s Journal: Classified Ad, Article, or Letter of Apology (PE, page 427; UR 5, page 37)
_________ Language, Grammar, and Style: Editing for Commas (PE, page 427; UR 5, page 38)
_________ Speaking and Listening: Dramatic Interpretation (PE, page 427)
_________ Study and Research: Studying Transitions to Power (PE, page 427; UR 5, page 39)
© EMC Corporation


Lesson Plan

M T W TH F

Additional Questions and Activities Tackle Vocabulary
_________ Hypocrisy and Irony (ATE, page 411) _________ Allow students to preview the new vocabulary
_________ Reciting a Soliloquy (ATE, page 412) words used in the selection.
_________ Comparing Soliloquy (ATE, page 412) _________ Have students identify words that they
_________ Examining Interview (ATE, page 413) already know.
_________ Interview and Role-Play (ATE, page 414) _________ Encourage students to predict the meaning of
_________ Dream Report (ATE, page 415)
_________ The Third Murderer (ATE, page 417)
by working on the vocabulary activities (VR,
_________ Hypocrisy (ATE, page 419) page 65).
_________ Questioning Macbeth (ATE, page 419)
_________ Reading Comprehension (ATE, page 420) Additional Strategies for English Language
_________ Horror Story (ATE, page 420) Learners
_________ Oracles (ATE, page 421) _________ Share with students the Additional Vocabulary
_________ Hecate’s Speech (ATE, page 423) (ATE, page 410).
_________ Have students act out a scene. Then watch
Literary Technique that scene in a film version of Macbeth.
_________ Idiom (ATE, page 421) Compare their interpretation of the scene with
_________ Characterization (ATE, page 422) the film.
_________ Verbal Irony (ATE, page 423) _________ Have students find paintings that depict
_________ Reversal (ATE, page 425) scenes from The Tragedy of Macbeth.
Literary Note
_________ Scene 5—Fit or Filler? (ATE, page 423)

_________ Comparing Soliloquy (ATE, page 412)
_________ Examining Interview (ATE, page 413)
_________ Interview and Role-Play (ATE, page 414)
426; UR 5, page 35)
_________ Understanding Literature: Simile, Climax,
Crisis, and Motif (PE, page 426; UR 5,
page 36)
© EMC Corporation
_________ Speaking and Listening: Dramatic
Interpretation (PE, page 427)
_________ Writer’s Journal: Classified Ad, Article, or
Letter of Apology (PE, page 427; UR 5,
page 37)
_________ Language, Grammar, and Style: Editing for
Commas (PE, page 427; UR 5, page 38)
_________ Study and Research: Studying Transitions to
Power (PE, page 427; UR 5, page 39)


Lesson Plan

M T W TH F

Identify Main Ideas
Before Reading
_________ Literary Tools: Paradox, Personification, and
Characterization (PE, page 428) click this box for details
_________ Vocabulary: Etymology and Meaning (VR, page 67)
During Reading
UR 5, page 45)
UR 5, page 46)
After Reading
_________ Understanding Literature: Paradox, Personification, and Characterization (PE, page 445; UR 5, page 49)
_________ Graphic Organizer (VLR I, page 42; UR 5, page 50)
_________ Writer’s Journal: Wanted Poster, Letter, or Dramatic Scene (PE, page 446; UR 5, page 51)
_________ Language, Grammar, and Style: Achieving Parallelism (PE, page 446; UR 5, page 51)
_________ Media Literacy & Study and Research: Selecting Special Effects (PE, page 446; UR 5, page 52)
_________ Study and Research & Speaking and Listening: Researching Elizabethan Superstitions
© EMC Corporation



Lesson Plan

M T W TH F
Teaching Options _________ Language, Grammar, and Style: Achieving

Parallelism (PE, page 446; UR 5, page 51)
Additional Questions and Activities _________ Media Literacy & Study and Research:
_________ Analyzing the Incantation (ATE, page 429) Selecting Special Effects (PE, page 446; UR
_________ Rise and Fall of Macbeth’s Hopes (ATE, 5, page 52)
page 431) _________ Study and Research & Speaking and
_________ Riddles (ATE, page 431) Listening: Researching Elizabethan
_________ Dynamics of Scene 2 (ATE, page 435) Superstitions (PE, page 446; UR 5, page 53)
_________ Diagramming Dialogue (ATE, page 437)
_________ Writing a Test (ATE, page 438) Strategies for Developing Readers
_________ England Under Edward (ATE, page 441)
Tackle Vocabulary
_________ Examining Fine Points of Dialogue (ATE,
page 442)
_________ Lament (ATE, page 443)
Cross-Curricular Connections already know.
_________ Sources for Songs (ATE, page 429) _________ Encourage students to predict the meaning of
_________ James I (ATE, page 432)
Cross-Curricular Activities by working on the vocabulary activities (VR,
_________ Special Effects (ATE, page 430) page 67).
_________ Depicting Abandonment (ATE, page 434)
_________ Researching Scrofula (ATE, page 440) Learners
Literary Technique _________ Share with students the Additional Vocabulary
(ATE, page 429).
_________ Symbol (ATE, page 431)
_________ Imagery (ATE, page 439)
that scene in a film version of Macbeth.
Literary Note Compare their interpretation of the scene with
_________ Incorrectly Copied? (ATE, page 434) the film.
_________ Qualities of a King (ATE, page 439) _________ Have students create song lyrics and music
for the song entitled “Black Spirits.” See the
Flexible Grouping Suggestions information in Cross-Curricular Connections:
_________ Cross-Curricular Activities: Special Effects Sources for Songs (ATE, page 429) to help
(ATE, page 430) students get started. Remind students that
_________ Additional Questions and Activities: Riddles the song should capture the mood and tone
© EMC Corporation
(ATE, page 431) of the scene and the witches’ qualities.
_________ Cross-Curricular Activities: Depicting
Abandonment (ATE, page 434)
445; UR 5, page 48)
_________ Understanding Literature: Paradox,
Personification, and Characterization (PE,
_________ Graphic Organizer (VLR I, page 42; UR 5,
page 50)
_________ Writer’s Journal: Wanted Poster, Letter, or
Dramatic Scene (PE, page 446; UR 5,
page 51)


Lesson Plan

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Visualize

Analyze Plot Elements
Before Reading
_________ Literary Tools: Metaphor, Theme, Exposition, Rising Action,
Crisis, Falling Action, and Catastrophe (PE, page 447)
_________ Vocabulary: Test Your Knowledge (VR, page 69) click this box for details
During Reading
UR 5, page 59)
_________ Fine Art: Henry Fuseli (PE, page 449; VLR II, page 37)
After Reading
_________ Understanding Literature: Metaphor, Theme, Exposition, Rising Action, Crisis, Falling Action, and
Catastrophe (PE, page 462; UR 5, page 62)
_________ Graphic Organizer (VLR I, page 43; UR 5, page 63)
_________ Writer’s Journal: Obituary, Proclamation, or Expository Essay (PE, page 463; UR 5, page 64)
_________ Study and Research & Speaking and Listening: Researching Warfare (PE, page 463; UR 5, page 65)
_________ Media Literacy & Study and Research: Researching Guy Fawkes Day (PE, page 463; UR 5, page 66)
© EMC Corporation



Lesson Plan

M T W TH F
Teaching Options _________ Speaking and Listening: Oral Interpretation

(PE, page 463)
_________ Making Conclusions (ATE, page 447) Strategies for Developing Readers
_________ Proclamation (ATE, page 450) Tackle Vocabulary
_________ Guided Reading (ATE, pages 451 and _________ Allow students to preview the new vocabulary
457–458) words used in the selection.
_________ Listing Attributes (ATE, page 454) _________ Have students identify words that they
_________ Macbeth’s Speech (ATE, page 455) already know.
_________ Prompting Discussions (ATE, page 460) _________ Encourage students to predict the meaning of
Cross-Curricular Connections
_________ Sleepwalking and Sleeptalking (ATE,
page 449)
page 69).
_________ Medieval Warfare (ATE, page 453)
Literary Technique Learners
_________ Motif (ATE, page 449) _________ Share with students the Additional Vocabulary
(ATE, page 448).
Art Note
_________ Dante Gabriel Rossetti (ATE, page 456)
that scene in a film version of Macbeth.
Literary Note Compare their interpretation of the scene with
the film.
_________ Differences in Stage Directions (ATE,
page 458) _________ Have students find other paintings that depict
scenes from The Tragedy of Macbeth.
_________ Drama Conventions (ATE, page 459)

_________ Cross-Curricular Activities: Drama
Conventions (ATE, page 459)
462; UR 5, page 61)
_________ Understanding Literature: Metaphor, Theme,
Exposition, Rising Action, Crisis, Falling
Action, and Catastrophe (PE, page 462; UR
© EMC Corporation
5, page 62)
_________ Graphic Organizer (VLR I, page 43; UR 5,
page 63)
_________ Writer’s Journal: Obituary, Proclamation, or
Expository Essay (PE, page 463; UR 5,
page 64)
Listening: Researching Warfare (PE, page
463; UR 5, page 65)
Researching Guy Fawkes Day (PE, page 463;
UR 5, page 66)


Lesson Plan
from The Tragical History of Doctor Faustus, page 464

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Tackle Difficult Vocabulary

Ease Factor: Familiar theme Standardized Test Practice:
Define Words in Context
Synopsis: Faustus confesses his bargain with the devil to his
fellow scholars.
Goals/Objectives:
• to empathize with Faustus’s torment and his regret click this box for details
• to compare and contrast Macbeth and Faustus as tragic figures
• to define the literary terms chorus and soliloquy and recognize
the use of these techniques in the selection
• to write a treatment for a science fiction film
• to practice combining sentences
• to conduct a mock trial
• to research the Faustian theme in other works of literature
Before Reading
_________ Literary Tools: Chorus and Soliloquy (PE, page 464)
_________ About the Author: Christopher Marlowe (PE, page 465)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Chorus and Soliloquy (PE, page 471; UR 5, page 75)
_________ Writer’s Journal: Contract, Memo, or Treatment (PE, page 472; UR 5, page 76)
_________ Study and Research & Speaking and Listening: Researching the Faust Theme (PE, page 472; UR 5, page 77)
_________ Speaking and Listening & Collaborative Learning: Mock Trial (PE, page 472)


Lesson Plan
from The Tragical History of Doctor Faustus, page 464

M T W TH F

_________ Motivation: Discussing the Faust Theme (ATE, _________ Allow students to preview the new vocabulary
_________ Reading Proficiency: Archaic Words (ATE, _________ Have students identify words that they
_________ Special Needs: Checking Comprehension _________ Familiarize students with the new vocabulary
(ATE, page 465) by working on the vocabulary activities (VR,
_________ Enrichment: Discussion about Knowledge page 71).
(ATE, page 465)
Literary Note Learners
_________ Comparing Marlowe’s Text to the Source _________ Share with students the words listed under
(ATE, page 467) English Language Learning: Vocabulary (ATE,
page 465).
Additional Questions and Activities _________ Have students complete the Study and
_________ Faustus as a Symbol (ATE, page 468) Research: Researching the Faust Theme (PE,
_________ Comparison and Contrast Essay (ATE, page 472; UR 5, page 77); however, ask them
page 470) to find a work either written in their native
_________ Explaining the Last Line (ATE, page 470) language or written by someone from their
native country.
471; UR 5, page 74)
_________ Understanding Literature: Chorus and
Soliloquy (PE, page 471; UR 5, page 75)
Learning: Mock Trial (PE, page 472)
_________ Writer’s Journal: Contract, Memo, or
Treatment (PE, page 472; UR 5, page 76)
_________ Language, Grammar, and Style: Combining
© EMC Corporation
Listening: Researching the Faust Theme (PE,


Lesson Plan
from The Analects, page 473

M T W TH F

Difficulty Consideration: High style Reading Strategy: Write Things Down
Fix-Up Idea: Reread
Synopsis: These excerpts present Confucian teachings about Identify Main Ideas
duty, loyalty, obligation, ritual, social norms, and action befitting one’s
place in society.
• to interpret and appreciate Confucius’s philosophy
• to define aim and identify the aim of a literary work
• to define theme and identify themes and values in a literary work
• to compare works of writing across cultures
• to understand and apply the concepts and ideals of
social order, duty, and leadership
• to write a comparison-contrast essay about the ideas of Confucius and Mao Tse-Tung
• to create a book of analects
Before Reading
_________ Literary Tools: Aim and Theme (PE, page 473)
_________ About the Author: Confucius (PE, page 473)
_________ Vocabulary: Analogies (VR, page 73)
During Reading
_________ Dramatic Recording: from The Analects (AL, 3:02)
After Reading
© EMC Corporation

_________ Understanding Literature: Aim and Theme (PE, page 475; UR 5, page 86)
_________ Writer’s Journal: Rap, Code of Conduct, or Paragraph (PE, page 476; UR 5, page 87)
_________ Study and Research: Comparison-Contrast Essay (PE, page 476; UR 5, page 87)
_________ Media Literacy: Creating a Book of Analects (PE, page 476)
_________ Collaborative Learning & Study and Research: Chinese Banner (PE, page 476)
_________ Selection Check Test 4.5.15 (UR 5, page 89; TG)


Lesson Plan
from The Analects, page 473

M T W TH F

Individual Learning Strategies Tackle High Style
_________ Motivation: Brainstorming Adages (ATE, _________ Present the information given under English
page 474) Language Learning: Vocabulary (ATE, page
_________ Reading Proficiency: Explaining Terms (ATE, 474).
page 474) _________ Allow students to summarize each section in
_________ English Language Learning: Vocabulary (ATE, their own words.
page 474)
_________ Special Needs: Paraphrasing (ATE,
Learners
page 474)
_________ Share with students the additional vocabulary
_________ Enrichment: Problems in the Social Order
listed under English Language Learning:
(ATE, page 474)
Vocabulary (ATE, page 474).
Flexible Grouping Suggestions _________ Have students create their own book of
_________ Special Needs: Paraphrasing (ATE, analects, using common adages and advice
page 474) from their native culture. Then have them
share their books with the class so that
_________ Enrichment: Problems in the Social Order
classmates have the opportunity to learn
(ATE, page 474)
about other cultures and value systems.
_________ Allow those students whose native language
475; UR 5, page 85)
is Chinese to share information about Chinese
_________ Understanding Literature: Aim and Theme culture and language.
Research: Chinese Banner (PE, page 476)
_________ Writer’s Journal: Rap, Code of Conduct, or
Paragraph (PE, page 476; UR 5, page 87)
_________ Study and Research: Comparison-Contrast
Essay (PE, page 476; UR 5, page 87)
_________ Media Literacy: Creating a Book of Analects
(PE, page 476)
© EMC Corporation


Lesson Plan
Unit Five
M T W TH F
Renaissance Drama: Monologues and Soliloquies,
pages 477–479 click this box for details
_________ from The Tragedy of Hamlet, Prince of Denmark, Act 1,
Scene 3 (“And these few precepts…”) (PE, page 477)
_________ Dramatic Recording: The Tragedy of Hamlet, Prince of
Denmark, Act 1, Scene 3 (AL, 1:52)
Scene 1 (“To be, or not to be…”) (PE, page 477)
_________ Dramatic Recording: from The Tragedy of Hamlet, Prince of
Scene 2 (“Speak the speech, I pray you…”) (PE, page 477)
_________ Dramatic Recording: from The Tragedy of Hamlet, Prince of
_________ from The Tragedy of King Richard the Second, Act 2, Scene 1 (“Methinks I am a prophet…”) (PE, page
478)
_________ Dramatic Recording: from The Tragedy of King Richard the Second, Act 2, Scene 1 (AL, 2:39)
_________ from The Tragedy of King Richard the Second, Act 3, Scene 2 (“Let’s talk of graves…”) (PE, page 479)
_________ Dramatic Recording: from The Tragedy of King Richard the Second, Act 3, Scene 2 (AL, 2:22)
_________ from The Merchant of Venice, Act 4, Scene 1 (“The quality of mercy…”) (PE, page 479)
_________ Dramatic Recording: from The Merchant of Venice, Act 4, Scene 1 (AL, 1:04)
_________ from The Tempest, Act 4, Scene 1 (“Our revels now are ended…”) (PE, page 479)
_________ Dramatic Recording: from The Tempest, Act 4, Scene 1 (AL, 1:10)
Guided Writing GUIDED WRITING

Imaginative Writing: Writing a Short Story Software
See the Guided
Assignment: Students write a short story (PE, pages 480–485). Writing Software for
Before Writing lesson that includes printable
_________ Writing a Short Story (PE, page 480) graphic organizers, extensive
_________ Student Model (PE, page 480) student models and student-
© EMC Corporation
friendly checklists, and self-,

_________ Previewing Models and Rubric for Assignment (VLR I, page 157; WR, page peer, and teacher evaluation
105) features.
During Writing
_________ Language, Grammar, and Style: Effective Dialogue (PE, page 483; WR, page 93)


Lesson Plan
Unit Five
M T W TH F
After Writing

_________ Motivation: Recording a Conversation (ATE, page 481)
_________ Reading Proficiency: Previewing Steps in the Assignment (ATE, page 481)
_________ English Language Learning: Quotation Marks (ATE, page 481)
_________ Special Needs: Brainstorming Ideas (ATE, page 481)
_________ Enrichment: Character Sketch (ATE, page 481)

_________ Language, Grammar, and Style: Effective Dialogue (PE, page 483; WR, page 93)
_________ Self-Evaluation—Short Story (PE, page 483; WR, page 97)
_________ Rubric for Imaginative Writing: Writing a Short Story (VLR I, page 157; WR, page 105)
Unit Five Review

© EMC Corporation
_________ Genre Studies: Tragedy; Drama (PE, page 487)
_________ Thematic Studies: The Dangers of Ambition and the Faustian Bargain; Disturbances in the Natural Order
(PE, page 487)
_________ Historical/Biographical Studies: Macbeth and James I; Feudalism and Macbeth (PE, page 487)


Lesson Plan
Unit Six
The Early Seventeenth Century (1600–1675)
M T W TH F
• to understand seventeenth-century values
• to understand why the freedom, love, honor, and carpe diem
themes were important to seventeenth-century writers
• to name and describe the main characteristics of Metaphysical
and Cavalier poetry
• to define hyperbole, metaphor, sonnet, rhyme scheme, paradox,
personification, analogy, theme, concrete poem, speaker, epic
hero, antihero, epic, Puritanism, allegory, image, simile, couplet,
stanza, mood, and the carpe diem theme and recognize the use
of these techniques in the selection
• to write a résumé and application letter
• to identify specific action verbs and use them effectively

_________ Song, Holy Sonnet 10, and from Meditation 17, page 496
_________ “Easter Wings,” page 507
_________ from Paradise Lost and “On His Blindness,” page 511
_________ from The Pilgrim’s Progress, page 524
_________ “To Althea, from Prison,” page 533
_________ “To His Coy Mistress,” page 538
_________ from The Rubáiyát, page 544
_________ Selections for Additional Reading: Frontiers, page 550
_________ Guided Writing—Informative Writing: Writing a Résumé and Application Letter, page 554
_________ Unit Six Review, page 562
the ideas for Getting Started in the Classroom listed below.

© EMC Corporation
_________ Opening Pages: Discuss how the artwork by Charles Cattermole (PE, page 489) and the quote from
Andrew Marvell (PE, page 489) relate to each other and to the content of this unit.
_________ Art Note: Sir Anthony Van Dyck (PE, page 491)
_________ The Early Seventeenth Century (PE, pages 490–494)
_________ Cross-Curricular Connections: Parliament (ATE, page 490)
_________ Quotables: King Charles I and Oliver Cromwell (ATE, page 491)
_________ Biographical Note: Oliver Cromwell (ATE, page 492)
_________ Additional Questions and Activities: Role-Play (ATE, page 492)
_________ Cross-Curricular Connections: Conceits (ATE, page 493)
_________ Cross-Curricular Connections: Tories (ATE, page 493)
_________ Cross-Curricular Connections: Censorship (ATE, page 494)
_________ Echoes (PE, page 495)
_________ Additional Questions and Activities: Echoes Quotations (ATE, page 495)
________ Introduction Check Test 4.6.1 (ATE, page 494; UR 6, page 1; TG)


Lesson Plan
Song, Holy Sonnet 10, and from Meditation 17, page 496

M T W TH F
Reading Level: Moderate, Moderate, Moderate READING STRATEGIES RESOURCE
Difficulty Considerations: Archaic terms; vocabulary Reading Strategies: Find a Purpose for
Reading: Use Text Organization; and
Ease Factor: Playful tone; use of personification; selection length Write Things Down
There are three Reading Strategy Mini-Lessons
Synopsis: In the first poem, the speaker expresses skepticism
associated with this Lesson Plan. See pages
about finding true and faithful love. In the second, the speaker
refuses to accept conventional ideas about death. In the third 153, 157, and 161 of the Reading Strategies
poem, the speaker contemplates dying and each person’s part in Resource.
the world .

• to interpret and appreciate John Donne’s ideas about love, click this box for details
religion, and death
• to describe the literary contributions of Donne, both as an ironic
poet and as a religious writer
• to define and recognize hyperbole, metaphor, sonnet, rhyme
scheme, paradox, personification, analogy, and theme
• to identify action and linking verbs
• to research Kübler-Ross’s five stages of dying
• to define Latin expressions
• to use proper manuscript form for a business letter
Before Reading
_________ Reader’s Journal: Song (PE, page 497; UR 6, page 7)
_________ Reader’s Journal: Holy Sonnet 10 (PE, page 500; UR 6, page 13)
_________ Reader’s Journal: Meditation 17 (PE, page 502; UR 6, page 19)
_________ Literary Tools: Song: Hyperbole and Metaphor (PE, page 497)
_________ Literary Tools: Holy Sonnet 10: Sonnet, Rhyme Scheme, Paradox, and Personification (PE, page 500)
_________ Literary Tools: Meditation 17: Metaphor, Analogy, and Theme (PE, page 502)
_________ About the Author: John Donne (PE, page 496)
_________ Fine Art: Vincent van Gogh (PE, page 497; VLR II, page 40)
_________ Vocabulary: Semantic Families: Life and Death (VR, page 75)
_________ Reading Strategies (RSR, pages 153, 157, and 161)
© EMC Corporation
During Reading
_________ Graphic Organizer: Song (PE, page 497; VLR I, page 46; UR 6, page 7)
_________ Graphic Organizer: Holy Sonnet 10 (PE, page 500; VLR I, page 47; UR 6, page 13)
_________ Graphic Organizer: Meditation 17 (PE, page 502; VLR I, page 48; UR 6, page 19)
_________ Dramatic Recording: Song (AL, 1:53)
_________ Dramatic Recording: Holy Sonnet 10 (AL, 1:19)
_________ Dramatic Recording: Meditation 17 (AL, 5:54)
_________ Guided Reading Questions: Song (PE, page 497; UR 6, page 7)
_________ Guided Reading Questions: Holy Sonnet 10 (PE, page 500; UR 6, page 14)
_________ Guided Reading Questions: Meditation 17 (PE, page 502; UR 6, page 19)
_________ Fix-Up Ideas (RSR, pages 153, 157, and 161)


Lesson Plan

M T W TH F
After Reading
_________ Standardized Test Practice (RSR, pages 154, 158, and 162)
_________ Respond to the Selection: Song (PE, page 498; UR 6, page 8)
_________ Respond to the Selection: Holy Sonnet 10 (PE, page 501; UR 6, page 14)
_________ Respond to the Selection: Meditation 17 (PE, page 504; UR 6, page 20)
_________ Investigate, Inquire, and Imagine: Song (PE, page 499; UR 6, page 8)
_________ Investigate, Inquire, and Imagine: Holy Sonnet 10 (PE, page 501; UR 6, page 14)
_________ Investigate, Inquire, and Imagine: Meditation 17 (PE, page 504; UR 6, page 20)
_________ Understanding Literature: Song (PE, page 499; UR 6, page 9)
_________ Understanding Literature: Holy Sonnet 10 (PE, page 501; UR 6, page 15)
_________ Understanding Literature: Meditation 17 (PE, page 504; UR 6, page 21)
_________ Writer’s Journal: Love Letter, Sympathy Card Message, or Meditation (PE, page 505; UR 6, page 22)
_________ Language, Grammar, and Style: Action and Linking Verbs (PE, page 505; UR 6, page 23)
_________ Vocabulary: Defining Latin Expressions (PE, page 505; UR 6, page 23)
_________ Collaborative Learning & Study and Research: Researching the Stages of Dying (PE, page 506; UR 6, page 24)
_________ Applied English: Writing a Business Letter (PE, page 506; UR 6, page 25)
_________ Selection Check Test 4.6.3: Song (ATE, page 498; UR 6, page 10; TG)
_________ Selection Check Test 4.6.5: Holy Sonnet 10 (ATE, page 500; UR 6, page 16; TG)
_________ Selection Check Test 4.6.7: Meditation 17 (ATE, page 503; UR 6, page 26; TG)
_________ Selection Test 4.6.4: Song (UR 6, page 11; TG)
_________ Selection Test 4.6.6: Holy Sonnet 10 (UR 6, page 17; TG)
_________ Selection Test 4.6.8: Meditation 17 (UR 6, page 28; TG)
© EMC Corporation


Lesson Plan

M T W TH F

Individual Learning Strategies Tackle Archaic Terms
_________ Motivation: Country Song (ATE, page 496) _________ Have students preview the footnotes and
_________ Reading Proficiency: Archaic Terms (ATE, vocabulary before reading the selections.
page 496) _________ Present the information given under Reading
_________ English Language Learning: Western Idea of Proficiency: Archaic Terms (ATE, page 496).
the Devil (ATE, page 496) _________ Ask students to make a list of archaic terms
_________ Special Needs: Checking Comprehension found in each selection. Then have them write
(ATE, page 496) the modern equivalent of the term.
_________ Enrichment: Discussing the Speaker’s
Tackle Vocabulary
Attitudes (ATE, page 496)
Flexible Grouping Suggestions words used in the selection.
_________ Investigate, Inquire, and Imagine: Song (PE, _________ Have students identify words that they
page 499; UR 6, page 8) already know.
_________ Investigate, Inquire, and Imagine: Holy _________ Encourage students to predict the meaning of
Sonnet 10 (PE, page 501; UR 6, page 14) unknown words by using context clues.
_________ Investigate, Inquire, and Imagine: Meditation _________ Familiarize students with the new vocabulary
17 (PE, page 504; UR 6, page 20) by working on the vocabulary activities (VR,
_________ Understanding Literature: Song (PE, page page 75).
499; UR 6, page 9)
_________ Understanding Literature: Holy Sonnet 10 Learners
_________ Understanding Literature: Meditation 17 (PE, for Song
page 504; UR 6, page 21) _________ Share the information given under English
_________ Collaborative Learning & Study and Language Learning: Western Idea of the Devil
Research: Researching the Stages of Dying (ATE, page 496).
(PE, page 506; UR 6, page 24) _________ Have students find a love song from their
native country that resembles the theme and
Homework Suggestions tone of Song.
_________ Writer’s Journal: Love Letter, Sympathy Card
Message, or Meditation (PE, page 505; UR 6, for Holy Sonnet 10 and Meditation 17
page 22) _________ Have students describe the attitudes that
_________ Language, Grammar, and Style: Action and people have towards death in their culture.
Linking Verbs (PE, page 505; UR 6, page 23) _________ Have students mark with a sticky note the
© EMC Corporation
_________ Vocabulary: Defining Latin Expressions (PE, places in the text where paradox appears in
page 505; UR 6, page 23) Holy Sonnet 10 and where analogies are
_________ Applied English: Writing a Business Letter made in Meditation 17.


Lesson Plan
“Easter Wings,” page 507

M T W TH F
Difficulty Consideration: Biblical allusions Reading Strategy: Use Text Organization

Ease Factor: Speaker’s emotions Standardized Test Practice:
Synopsis: A concrete poem expresses the speaker’s belief in
redemption and salvation.
Goals/Objectives:
• to appreciate the speaker’s hopeful feelings click this box for details
• to identify George Herbert as one of the Metaphysical poets and
describe his literary contributions
• to define paradox, concrete poem, theme, and speaker and
recognize the use of these techniques in the selection
• to use proper syntax
• to identify false arguments and propaganda
• to tell a story
Before Reading
_________ Literary Tools: Paradox, Concrete Poem, Theme, and Speaker (PE, page 507)
_________ About the Author: George Herbert (PE, page 507)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Paradox, Concrete Poem, Theme, and Speaker (PE, page 509; UR 6, page 33)
_________ Writer’s Journal: Prayer, Character Sketch, or Concrete Poem (PE, page 510; UR 6, page 34)
_________ Language, Grammar, and Style: Using Proper Syntax (PE, page 510; UR 6, page 34)
_________ Critical Thinking: Identifying False Arguments and Propaganda (PE, page 510; UR 6, page 35)
_________ Speaking and Listening: Telling a Story (PE, page 510)


Lesson Plan
“Easter Wings,” page 507

M T W TH F

Individual Learning Strategies Tackle Biblical Allusions
_________ Motivation: Meaning of Easter and Wings _________ Present the information given under
(ATE, page 508) Motivation: Meaning of Easter and Wings
_________ Reading Proficiency: Previewing the Meaning (ATE, page 508).
of Lines (ATE, page 508) _________ Complete Reading Proficiency: Previewing
_________ English Language Learning: Adam and Eve Meaning and English Language Learning:
(ATE, page 508) Adam and Eve (ATE, page 508).
_________ Special Needs: Vocabulary (ATE, page 508)
_________ Enrichment: Reading the Story of Adam and Learners
Eve (ATE, page 508)
_________ Share the additional vocabulary listed under
Flexible Grouping Suggestions Special Needs: Vocabulary (ATE, page 508).
_________ Investigate, Inquire, and Imagine (PE, page _________ Have students find a concrete poem written in
509; UR 6, page 32) their native language or written by a poet from
their native country.
_________ Understanding Literature: Paradox, Concrete
Poem, Theme, and Speaker (PE, page 509;
UR 6, page 33)
_________ Writer’s Journal: Prayer, Character Sketch, or
Concrete Poem (PE, page 510; UR 6, page
34)
_________ Language, Grammar, and Style: Using Proper
Syntax (PE, page 510; UR 6, page 34)
_________ Critical Thinking: Identifying False Arguments
and Propaganda (PE, page 510; UR 6, page
35)
_________ Speaking and Listening: Telling a Story (PE,
page 510)
© EMC Corporation


Lesson Plan
from Paradise Lost and “On His Blindness,” page 511

M T W TH F
Reading Level: Challenging, Moderate READING STRATEGIES RESOURCE
Difficulty Considerations: Long, complex sentences; vocabulary Reading Strategies: Find a Purpose for
Reading and Write Things Down
Ease Factors: Rewriting of common story; speaker’s emotions There are two Reading Strategy Mini-Lessons
Synopsis: The first epic poem describes the fall of Adam and
169 and 173 of the Reading Strategies
Eve. The second poem uses many Biblical allusions to discuss the
Resource.
speaker’s blindness.

• to interpret and appreciate two views on the ways of God and
the limits of human understanding click this box for details
• to describe the literary accomplishments of John Milton and
explain how his work was influenced by the Renaissance and
the Reformation
• to define metaphor, epic hero, antihero, epic, speaker, allusion,
pun, sonnet, and rhyme scheme and recognize the use of these
techniques in the selections
• to select synonyms
• to classify
• to apply reading techniques
• to research a person with a disability
Before Reading
_________ Reader’s Journal: from Paradise Lost (PE, page 511; UR 6, page 40)
_________ Reader’s Journal: “On His Blindness” (PE, page 521; UR 6, page 49)
_________ Literary Tools: from Paradise Lost: Metaphor, Epic Hero, Antihero, and Epic (PE, page 511)
_________ Literary Tools: “On His Blindness”: Speaker, Allusion, Pun, Sonnet, and Rhyme Scheme (PE, page 521)
_________ About the Author: John Milton (PE, page 511)
_________ Reading Strategies (RSR, pages 169 and 173)
During Reading
_________ Graphic Organizer: from Paradise Lost (PE, page 511; VLR I, page 50; UR 6, page 40)
© EMC Corporation
_________ Graphic Organizer: “On His Blindness” (PE, page 521; VLR I, page 51; UR 6, page 49)
_________ Dramatic Recording: from Paradise Lost (AL, 13:21)
_________ Dramatic Recording: “On His Blindness” (AL, 1:10)
_________ Guided Reading Questions: from Paradise Lost (PE, page 512; UR 6, page 40)
_________ Guided Reading Questions: “On His Blindness” (PE, page 521; UR 6, page 49)
_________ Fix-Up Ideas (RSR, pages 169 and 173)


Lesson Plan

M T W TH F
After Reading
_________ Standardized Test Practice (RSR, pages 170 and 174)
_________ Respond to the Selection: from Paradise Lost (PE, page 519; UR 6, page 42)
_________ Respond to the Selection: “On His Blindness” (PE, page 522; UR 6, page 50)
_________ Investigate, Inquire, and Imagine: from Paradise Lost (PE, page 520; UR 6, page 42)
_________ Investigate, Inquire, and Imagine: “On His Blindness” (PE, page 522; UR 6, page 50)
_________ Understanding Literature: from Paradise Lost: Metaphor, Epic Hero, Antihero, and Epic (PE, page 520; UR
6, page 43)
_________ Understanding Literature: “On His Blindness” (PE, page 522; UR 6, page 51)
_________ Writer’s Journal: Apology, Parable, or Paragraph (PE, page 523; UR 6, page 52)
_________ Vocabulary: Using Synonyms (PE, page 523; UR 6, page 53)
_________ Collaborative Learning & Critical Thinking: Classifying (PE, page 523; UR 6, page 53)
_________ Critical Thinking: Educating Your Imagination as an Active Reader (PE, page 523; UR 6, page 54)
_________ Selection Check Test 4.6.11: from Paradise Lost (ATE, page 519; UR 6, page 44; TG)
_________ Selection Test 4.6.12: from Paradise Lost (UR 6, page 46; TG)
_________ Selection Check Test 4.6.13: “On His Blindness” (ATE, page 521; UR 6, page 55; TG)
_________ Selection Test 4.6.14: “On His Blindness” (UR 6, page 56; TG)
© EMC Corporation


Lesson Plan

M T W TH F

Individual Learning Strategies Tackle Long, Complex Sentences
_________ Motivation: Discussing the Puritans (ATE, page 512) _________ Present the information given under Reading
_________ Reading Proficiency: Preparing for Long Proficiency: Preparing for Long Sentences
Sentences (ATE, page 512) (ATE, page 512).
_________ English Language Learning: Creation Stories _________ Complete Special Needs: Vocabulary (ATE,
(ATE, page 512) page 512).
_________ Special Needs: Vocabulary (ATE, page 512) _________ Play the Dramatic Recordings (AL, 13:21 and
_________ Enrichment: Comparing Genesis and Milton’s 1:10).
Versions of the Fall (ATE, page 512) _________ Replay or reread difficult sections.
Additional Questions and Activities understanding.
_________ Images of God (ATE, page 513)
_________ Differences between Adam and Eve (ATE, Tackle Vocabulary
page 516) _________ Allow students to preview the new vocabulary
_________ Drawing Inferences (ATE, page 518) words used in the selection.
Literary Technique already know.
_________ Characterization (ATE, page 514) _________ Encourage students to predict the meaning of
Cross-Curricular Activity _________ Familiarize students with the new vocabulary
_________ Locating Eden on a Map and Exploring Other by working on the vocabulary activities (VR,
Myths (ATE, page 517) page 79).

_________ Vegetarianism (ATE, page 518) Learners
Flexible Grouping Suggestions for from Paradise Lost

_________ Enrichment: Comparing Genesis and Milton’s _________ Share the additional vocabulary listed under
Versions of the Fall (ATE, page 512) Special Needs: Vocabulary (ATE, page 512).
_________ Investigate, Inquire, and Imagine: from _________ Have students share their cultural images of
Paradise Lost (PE, page 520; UR 6, page 42) God, Satan, Heaven, and Hell and how they
_________ Investigate, Inquire, and Imagine: “On His would characterize each.
Blindness” (PE, page 522; UR 6, page 50)
_________ Understanding Literature: from Paradise Lost: for “On His Blindness”
_________ To give students a glimpse of what it is like to
© EMC Corporation
Metaphor, Epic Hero, Antihero, and Epic (PE,

page 520; UR 6, page 43) be blind, blindfold students. Then present
_________ Understanding Literature: “On His Blindness”: them with a book written in Braille. Have them
Speaker, Allusion, Pun, Sonnet, and Rhyme “read” the book with their fingers. Ask them to
Scheme (PE, page 522; UR 6, page 51) describe their experience.
_________ Collaborative Learning & Critical Thinking:
Classifying (PE, page 523; UR 6, page 53)
_________ Writer’s Journal: Apology, Parable, or
Paragraph (PE, page 523; UR 6, page 52)
_________ Vocabulary: Using Synonyms (PE, page 523;
UR 6, page 53)
_________ Critical Thinking: Educating Your Imagination
as an Active Reader (PE, page 523; UR 6,
page 54)


Lesson Plan
from The Pilgrim’s Progress, page 524

M T W TH F
Difficulty Considerations: Allegory; vocabulary and footnotes Reading Strategy: Write Things Down
Ease Factor: First-person point of view Standardized Test Practice:
Determine Main Ideas
Synopsis: The allegory tells the story of the life journey of a
pilgrim named Christian.
Goals/Objectives:
• to empathize with the main character’s struggles on his journey click this box for details
• to describe John Bunyan’s literary accomplishments and the
religious and historical context of The Pilgrim’s Progress
• to define Puritanism and allegory and recognize the use of
these techniques in the selection
• to explain the connotations of vocabulary from the selection
• to research biblical references in The Pilgrim’s Progress
• to play a board game
• to research the Puritan Interregnum
Before Reading
_________ Literary Tools: Puritanism and Allegory (PE, page 524)
_________ About the Author: John Bunyan (PE, page 524)
_________ Fine Art: William Hogarth (PE, page 526; VLR II, page 43)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Puritanism and Allegory (PE, page 531; UR 6, page 62)
_________ Writer’s Journal: Dream Record, Letter, or Paragraph (PE, page 532; UR 6, page 62)
_________ Language, Grammar, and Style: Connotation (PE, page 532; UR 6, page 63)
_________ Study and Research & Collaborative Learning: Researching Biblical References (PE, page 532; UR 6, page 64)
_________ Collaborative Learning: Board Game (PE, page 532)
_________ Study and Research: Researching the Puritan Interregnum (PE, page 532; UR 6, page 65)


Lesson Plan
from The Pilgrim’s Progress, page 524

M T W TH F

Individual Learning Strategies Tackle Allegory
_________ Motivation: Viewing a Segment of Bonfire of _________ Read Literary Tools, focusing especially on
the Vanities (ATE, page 525) Allegory.
_________ Reading Proficiency: Bunyan’s Style of _________ Encourage students to complete the Graphic
Dialogue (ATE, page 525) Organizer as they read (PE, page 524; VLR I,
_________ English Language Learning: Vocabulary (ATE, page 52; UR 6, page 59).
page 525) _________ Use the questions in Understanding Literature
_________ Special Needs: Vocabulary (ATE, page 525) to discuss the allegorical meanings in the
_________ Enrichment: Evaluating The Pilgrim’s Progress selection (PE, page 531).
as a Novel (ATE, page 525)
Tackle Vocabulary and Footnotes
Literary Technique _________ Allow students to preview the footnotes and
_________ Allusion (ATE, pages 526 and 530) the new vocabulary words used in the
selection.
Additional Questions and Activities _________ Have students identify words that they
_________ Reading Comprehension (ATE, page 527) already know.
Flexible Grouping Suggestions unknown words by using context clues.
_________ Investigate, Inquire, and Imagine (PE, page _________ Familiarize students with the new vocabulary
531; UR 6, page 60) by working on the vocabulary activities (VR,
_________ Understanding Literature: Puritanism and page 82).
Allegory (PE, page 531; UR 6, page 62)
_________ Study and Research & Collaborative Additional Strategies for English Language
Learning: Researching Biblical References Learners
(PE, page 532; UR 6, page 64) _________ Have students complete the English
_________ Collaborative Learning: Board Game (PE, Language Learning: Vocabulary (ATE, page
page 532) 525).
_________ Share the additional words listed under
Homework Suggestions Special Needs: Vocabulary (ATE, page 525).
_________ Writer’s Journal: Dream Record, Letter, or _________ Have students research a religious movement
Paragraph (PE, page 532; UR 6, page 62) that took place in their native country during
_________ Language, Grammar, and Style: Connotation the 1500s. Then have them share their
(PE, page 532; UR 6, page 63) findings with the class.
_________ Study and Research: Researching the Puritan
© EMC Corporation
Interregnum (PE, page 532; UR 6, page 65)


Lesson Plan
“To Althea, from Prison,” page 533

M T W TH F
Difficulty Consideration: Long sentences Reading Strategy: Find a Purpose for

Reading
Ease Factor: Love theme Fix-Up Idea: Read in Smaller Chunks
Synopsis: The speaker expresses that his mind and heart cannot Standardized Test Practice:
be imprisoned. Identify Main Ideas

• to interpret and appreciate the speaker’s feelings about liberty
and honor click this box for details
• to describe the literary accomplishments of Richard Lovelace
• to define theme and image and recognize the use of these
techniques in the selection
• to identify common and proper nouns
• to answer analogy questions
• to participate in a letter-writing campaign
• to research a famous prisoner
• to make a time line of the English civil war
Before Reading
_________ Literary Tools: Theme and Image (PE, page 533)
_________ About the Author: Richard Lovelace (PE, page 533)
_________ Vocabulary: Semantic Families: Freedom and Imprisonment (VR, page 84)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Theme and Image (PE, page 536; UR 6, page 72)
_________ Writer’s Journal: List, Recipe, or Speech (PE, page 536; UR 6, page 73)
_________ Language, Grammar, and Style: Common and Proper Nouns (PE, page 537; UR 6, page 74)
_________ Critical Thinking: Analogy Questions (PE, page 537; UR 6, page 74)
_________ Applied English & Media Literacy: Letter-Writing Campaign (PE, page 537)
_________ Study and Research & Collaborative Learning: Researching a Famous Prisoner (PE, page 537; UR 6, page 75)
_________ Collaborative Learning & Study and Research: Making a Time Line (PE, page 537; UR 6, page 75)


Lesson Plan
“To Althea, from Prison,” page 533

M T W TH F

Individual Learning Strategies Tackle Long Sentences
_________ Motivation: Researching Words Associated _________ Play the Dramatic Recording (AL, 1:36).
with Freedom (ATE, page 534) _________ Replay or reread difficult sections of the story.
_________ Reading Proficiency: Speaker and Freedom _________ Use Guided Reading Questions to check
(ATE, page 534) understanding.
_________ English Language Learning: Words Related
to Freedom and Imprisonment (ATE, Additional Strategies for English Language
page 534) Learners
_________ Special Needs: Checking Comprehension _________ Have students complete English Language
(ATE, page 534) Learning: Vocabulary (ATE, page 534).
_________ Enrichment: Poems about Freedom (ATE, _________ Have students participate in Enrichment:
page 534) Poems about Freedom, finding a poem about
freedom in their native language (ATE, page
Cross-Curricular Activity 534).
_________ Tower of London (ATE, page 534)

_________ Enrichment: Poems about Freedom (ATE,
page 534)
536; UR 6, page 71)
_________ Understanding Literature: Theme and Image
Learning: Researching a Famous Prisoner
Research: Making a Time Line (PE, page 537;
UR 6, page 75)
_________ Writer’s Journal: List, Recipe, or Speech (PE,
_________ Language, Grammar, and Style: Common and
© EMC Corporation
Proper Nouns (PE, page 537; UR 6, page 74)

_________ Critical Thinking: Analogy Questions (PE,
_________ Applied English & Media Literacy: Letter-
Writing Campaign (PE, page 537)


Lesson Plan
“To His Coy Mistress,” page 538

M T W TH F
Difficulty Considerations: Vocabulary and footnotes Reading Strategy: Use Text Organization
Fix-Up Idea: Refocus on Theme
Ease Factor: Lighthearted tone Standardized Test Practice:
Determine Main Ideas
Synopsis: The speaker urges his beloved to seize the day by
devoting the little time they have in life to love.
Goals/Objectives:
• to appreciate the carpe diem theme in a lyric poem click this box for details
• to describe Andrew Marvell’s literary contributions
• to define metaphor, simile, image, couplet, and stanza and
• to correct sentence run-ons
• to select antonyms
• to research British Parliament
• to orally interpret “To His Coy Mistress”
Before Reading
_________ Literary Tools: Metaphor, Simile, Image, Couplet, and Stanza (PE, page 538)
_________ About the Author: Andrew Marvell (PE, page 538)
_________ Vocabulary: Acronyms (VR, page 85)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Metaphor, Simile, Image, Couplet, and Stanza (PE, page 541; UR 6, page 82)
_________ Writer’s Journal: Letter, Letter, or Advice Column (PE, page 542; UR 6, page 83)
_________ Study and Research & Collaborative Learning: Researching Parliament (PE, page 542; UR 6, page 85)
_________ Media Literacy: Film Review (PE, page 543)
_________ Critical Thinking: Selecting Antonyms (PE, page 543; UR 6, page 86)


Lesson Plan
“To His Coy Mistress,” page 538

M T W TH F

_________ Motivation: Carpe Diem (ATE, page 539) _________ Allow students to preview the footnotes and
_________ Reading Proficiency: Summaries and new vocabulary words used in the selection.
Ordering Events (ATE, page 539) _________ Have students identify words that they
_________ English Language Learning: Cultural Attitudes already know.
toward Seizing the Day (ATE, page 539) _________ Encourage students to predict the meaning of
_________ Special Needs: Vocabulary (ATE, page 539) unknown words by using context clues.
_________ Enrichment: Dead Poets’ Society (ATE, _________ Familiarize students with the new vocabulary
page 85).
_________ Enrichment: Dead Poets’ Society (ATE, Additional Strategies for English Language
page 539) Learners
_________ Investigate, Inquire, and Imagine (PE, page _________ Complete English Language Learning:
541; UR 6, page 81) Cultural Attitudes Toward Seizing the Day,
_________ Understanding Literature: Metaphor, Simile, allowing students to discuss their personal
Image, Couplet, and Stanza (PE, page 541; experiences (ATE, page 539).
UR 6, page 82) _________ Share the words listed under Special Needs:
Vocabulary (ATE, page 539).
_________ Writer’s Journal: Letter, Letter, or Advice
Column (PE, page 542; UR 6, page 83)
Learning: Researching Parliament (PE, page
542; UR 6, page 85)
(PE, page 542)
_________ Media Literacy: Film Review (PE, page 543)
_________ Critical Thinking: Selecting Antonyms (PE,
© EMC Corporation


Lesson Plan
from The Rubáiyát, page 544

M T W TH F
Difficulty Consideration: Theme; vocabulary and footnotes Reading Strategy: Connect to Prior
Knowledge
Ease Factor: Witty tone Fix-Up Idea: Use Guided Reading Questions
Synopsis: The selection is a compilation of epigrams with a
Synthesize Information from Multiple Sources
variety of themes, mostly related to achieving pleasure.

• to appreciate a multicultural lyric poem in translation
• to understand the carpe diem theme in the poem and compare it click this box for details
to the same theme in works by seventeenth-century British authors
• to describe the literary accomplishments of Edward FitzGerald
and Omar Khayyám
• to define mood, simile, and theme and identify their use in the
selection
• to correct sentence fragments
• to make decisions and solve problems
Before Reading
_________ Literary Tools: Mood, Simile, and Theme (PE, page 544)
_________ About the Author: Omar Khayyám (PE, page 544)
_________ Fine Art: Edmund Dulac (PE, page 546; VLR II, page 46)
_________ Vocabulary from the Selection (PE, page 544)
_________ Vocabulary: Latin Phrases (VR, page 88)
During Reading
© EMC Corporation
After Reading
_________ Understanding Literature: Mood, Simile, and Theme (PE, page 548; UR 6, page 94)
_________ Writer’s Journal: Proposal, Dialogue, or Tall Tale (PE, page 549; UR 6, page 94)
_________ Language, Grammar, and Style: Correcting Sentence Fragments (PE, page 549; UR 6, page 95)
_________ Critical Thinking: Making Decisions and Solving Problems (PE, page 549)


Lesson Plan
from The Rubáiyát, page 544

M T W TH F

Individual Learning Strategies Tackle Theme
_________ Motivation: Image (ATE, page 545) _________ Read Literary Tools, focusing especially on
_________ Reading Proficiency: Carpe Diem (ATE, Theme.
page 545) _________ Present the information given under Special
_________ English Language Learning: Vocabulary (ATE, Needs: Themes and Stanzas (ATE, page
page 545) 545).
_________ Special Needs: Themes and Stanzas (ATE, _________ Encourage students to complete the Graphic
page 545) Organizer as they read (PE, page 544; VLR I,
_________ Enrichment: Analyzing a Theme (ATE, page 55; UR 6, page 91).
page 545) _________ Have students summarize the theme(s) in
their own words.
_________ Symbolization (ATE, page 545) Tackle Vocabulary and Footnotes
_________ Cæsar’s Death (ATE, page 546) _________ Allow students to preview the footnotes and
new vocabulary words used in the selection.
Literary Technique _________ Have students identify words that they
_________ Simile (ATE, page 546) already know.
Cross-Curricular Activity unknown words by using context clues.
_________ Biological Background (ATE, page 547) _________ Familiarize students with the new vocabulary
Flexible Grouping Suggestions page 88).
548; UR 6, page 92) Additional Strategies for English Language
_________ Understanding Literature: Mood, Simile, and Learners
Theme (PE, page 548; UR 6, page 94) _________ Share the words listed under English
Homework Suggestions 545).
_________ Writer’s Journal: Proposal, Dialogue, or Tall _________ Have students compile their own list of
Tale (PE, page 549; UR 6, page 94) epigrams that reflect their cultural beliefs,
_________ Language, Grammar, and Style: Correcting values, and humor.
Sentence Fragments (PE, page 549; UR 6,
page 95)
_________ Critical Thinking: Making Decisions and
Solving Problems (PE, page 549)
© EMC Corporation


Lesson Plan
Unit Six
M T W TH F
The Early Seventeenth Century, pages 550–553
_________ “The Indifferent” by John Donne (PE, page 550)
_________ from Areopagitica by John Milton (PE, page 550) click this box for details
_________ Sonnet 77 by Lady Mary Wroth (PE, page 550)
_________ “To Mrs. M.A. at Parting” by Katherine Philips (PE, page
551)
_________ “The Garden” by Andrew Marvell (PE, page 551)
_________ Song (“Why so pale and wan…”) by Sir John Suckling (PE,
page 552)
_________ “Corinna’s Going A-Maying” by Robert Herrick (PE, page
552)
_________ “To Lucasta, Going to the Wars” by Richard Lovelace (PE,
page 553)
Guided Writing
GUIDED WRITING
Informative Writing: Writing a Résumé and Application Letter Software
Assignment: Students write a cover letter and résumé (PE, pages 554–561). See the Guided
_________ Writing a Résumé and Application Letter (PE, page 554) lesson that includes printable
student models and student-
_________ Previewing Models and Rubric for Assignment (VLR I, page 162; WR, page friendly checklists, and self-,
129) peer, and teacher evaluation
During Writing
© EMC Corporation
_________ Language, Grammar, and Style: Action Verbs (PE, page 560; WR, page 112)
After Writing

_________ Motivation: Journal Entry about Career Goals (ATE, page 555)
_________ Reading Proficiency: Anachronism (ATE, page 555)
_________ English Language Learning: Résumés and Cover Letters in Other Cultures (ATE, page 555)
_________ Special Needs: Vocabulary (ATE, page 555)
_________ Enrichment: Résumé for a Famous Person (ATE, page 555)


Lesson Plan
Unit Six
M T W TH F

_________ Language, Grammar, and Style: Action Verbs (PE, page 560; WR, page 112)
_________ Self-Evaluation—Application Letter and Résumé (PE, page 559; WR, page 117)
_________ Rubric for Informative Writing: Application Letter and Résumé (VLR I, page 162; WR, page 129)
Unit Six Review


_________ Genre Studies: Metaphysical Poetry; Cavalier Poetry; Allegory; Epic Poetry (PE, page 563)
_________ Thematic Studies: The Carpe Diem Theme (PE, page 563)
_________ Historical/Biographical Studies: Literature of the English Civil War (PE, page 563)
© EMC Corporation


Lesson Plan
Unit Seven
The Restoration and the Eighteenth Century (1660–1785)
M T W TH F
• to interpret British Enlightenment literature
• to name and describe three major periods of British Enlightenment
literature and their main practitioners
• to describe the scientific principles behind the Enlightenment
• to explain the significance of the Greek and Roman classics to
Enlightenment writers
• to describe the obstacles faced by women writers during the
Restoration and Enlightenment
• to define and identify satire and explain the significance of satire
as a form of Enlightenment writing
• to compose prose satire
• to identify register and tone and use them effectively

_________ “The Introduction,” page 572
_________ “A Song for St. Cecilia’s Day,” page 578
_________ “Pressed by the Moon, Mute Arbitress of Tides,” page 584
_________ from The Diary of Samuel Pepys, page 588
_________ from Gulliver’s Travels, page 598
_________ from Oroonoko, page 607
_________ Couplets from An Essay on Criticism, page 614
_________ from A Dictionary of the English Language and “A Brief to Free a Slave,” page 619
_________ from The Life of Samuel Johnson, LL. D., page 627
_________ from Candide, page 634
_________ Selections for Additional Reading: The Restoration and the Eighteenth Century, pages 642–648
_________ Guided Writing—Expressive/Persuasive Writing: Composing a Prose Satire, page 649
_________ Unit Seven Review, page 656

_________ Opening Pages: Discuss how the artwork by John Constable William Hogarth (PE, page 564; Art Note, PE,
© EMC Corporation
page 566) and the quote from Alexander Pope (PE, page 565) relate to each other and to the content of this
unit.
_________ The Restoration and the Eighteenth Century (PE, page 565)
_________ Historical Note: Monarchy (ATE, page 566)
_________ Cross-Curricular Activities: Restoration Music and Art (ATE, page 567)
_________ Quotables: Immanuel Kant, John Wilmot, and King Charles II (ATE, page 567)
_________ Cross-Curricular Activities: Computer Journal (ATE, page 568)
_________ Biographical Note: Aphra Behn (ATE, page 568)
_________ Quotables: John Dryden (ATE, page 568)
_________ Biographical Note: Elizabeth Montagu (ATE, page 569)
_________ Literary Technique: Novel (ATE, page 569)
_________ Cross-Curricular Activities: Great Fire of London (ATE, page 570)
_________ Echoes (PE, page 571)
_________ Literary Technique: Metaphor (ATE, page 571)
_________ Introduction Check Test 4.7.1: The Restoration and the Eighteenth Century (ATE, page 570; UR 7, page 1; TG)
_________ Introduction Test 4.7.2: The Restoration and the Eighteenth Century (UR 7, page 3; TG)


Lesson Plan
“The Introduction,” page 572

M T W TH F
Difficulty Considerations: Poetic syntax; vocabulary Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Author’s passionate views Fix-Up Idea: Refocus on Syntax and Context
Synopsis: The speaker comments on the experiences and Identify Author’s Purpose
ambitions of women through the ages.

• to empathize with a female perspective in the Enlightenment
period click this box for details
• to describe Anne Finch’s literary accomplishments and explain
the historical significance of her poetry
• to define allusion, slant rhyme, assonance, and consonance
and recognize these techniques in a poem
• to write an essay comparing the work of Anne Finch to that of
Mary Wollstonecraft and Virginia Woolf
• to answer sentence-completion questions on a test
Before Reading
_________ Literary Tools: Allusion, Slant Rhyme, Assonance, and Consonance (PE, page 572)
_________ About the Author: Anne Finch (PE, page 572)
During Reading
© EMC Corporation
After Reading
_________ Understanding Literature: Allusion, Slant Rhyme, Assonance, and Consonance (PE, page 576; UR 7, page 9)
_________ Writer’s Journal: Note, Epilogue, or Essay (PE, page 576; UR 7, page 9)
_________ Language, Grammar, and Style: Correcting Sentence Fragments (PE, page 577; UR 7, page 10)
_________ Vocabulary: Sentence Completion (PE, page 577; UR 7, page 10)
_________ Collaborative Learning: Bill of Rights (PE, page 577; UR 7, page 12)


Lesson Plan
“The Introduction,” page 572

M T W TH F

Individual Learning Strategies Tackle Poetic Syntax
_________ Motivation: Gender Bias (ATE, page 573) _________ Share information discussed in Reading
_________ Reading Proficiency: Word Order (ATE, Proficiency: Word Order (ATE, page 573).
page 573) _________ Direct students to Language, Grammar, and
_________ English Language Learning: Vocabulary (ATE, Style Resource 3.26: Working with Inverted
page 573) Sentences (PE, page 1223).
_________ Special Needs: Analyzing Arguments and
Tackle Vocabulary
Role-Playing (ATE, page 573)
_________ Allow students to preview new vocabulary.
_________ Enrichment: Women Writers (ATE, page 573)
Cross-Curricular Activities already know.
_________ Women Warriors (ATE, page 574) _________ Encourage students to predict meanings of
Historical Note _________ Familiarize students with new vocabulary by
_________ Muse (ATE, page 575) working on vocabulary activities (VR, page
91).
_________ Motivation: Gender Bias (ATE, page 573) Additional Strategies for English Language
_________ Reading Proficiency: Word Order (ATE, Learners
page 573) _________ Share the words listed under English
_________ Special Needs: Analyzing Arguments and Language Learning: Vocabulary (ATE, page
Role-Playing (ATE, page 573) 573).
_________ Enrichment: Women Writers (ATE, page 573) _________ Have students research warrior women in the
history of their native culture (Cross-Curricular
_________ Cross-Curricular Activities: Women Warriors
Activities, ATE, page 574). Then have them
(ATE, page 574)
present their findings to the class.
576; UR 7, page 7)
_________ Understanding Literature: Allusion, Slant
Rhyme, Assonance, and Consonance (PE,
_________ Collaborative Learning: Bill of Rights (PE,
© EMC Corporation
_________ Writer’s Journal: Note, Epilogue, or Essay (PE,
Sentence Fragments (PE, page 577; UR 7,
page 10)
_________ Vocabulary: Sentence Completion (PE, page
577; UR 7, page 10)


Lesson Plan
“A Song for St. Cecilia’s Day,” page 578

M T W TH F
Difficulty Consideration: Poetic allusions Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Celebratory tone Fix-Up Idea: Reread and Summarize
Synopsis: The poem celebrates St. Cecilia and connects music
Identify Main Ideas
to the creation of humans.

• to have a positive experience reading a highly musical lyric
• to describe Dryden’s literary accomplishments and explain the click this box for details
historical significance of his writings
• to define ode and explain how the term relates to the selection
• to define allusion and identify and interpret allusions
encountered in reading
• to verify subject-verb agreement in writing
• to create a multimedia presentation and a press release
Before Reading
_________ Literary Tools: Ode and Allusion (PE, page 578)
_________ About the Author: John Dryden (PE, page 578)
_________ Vocabulary: Semantic Families: Music (VR, page 93)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Ode and Allusion (PE, page 582; UR 7, page 21)
_________ Writer’s Journal: Speech, Song, or Ode (PE, page 583; UR 7, page 21)
_________ Language, Grammar, and Style: Subject/Verb Agreement (PE, page 583; UR 7, page 22)
_________ Study and Research & Speaking and Listening: Multimedia Presentation (PE, page 583)
_________ Applied English: Press Release (PE, page 583; UR 7, page 23)
_________ Collaborative Learning: Celebration (PE, page 583)


Lesson Plan
“A Song for St. Cecilia’s Day,” page 578

M T W TH F

Individual Learning Strategies Tackle Poetic Allusions
_________ Motivation: Listening to Instruments (ATE, _________ Read Literary Tools aloud, focusing especially
page 579) on Allusion.
_________ Reading Proficiency: Previewing Footnotes _________ Encourage students to complete the Graphic
(ATE, page 579) Organizer as they read (PE, page 578; UR 7,
_________ English Language Learning: Vocabulary (ATE, page 18).
page 579)
_________ Special Needs: Graphic Organizer (ATE,
Learners
page 579)
_________ Share the words listed under English
_________ Enrichment: Poet Laureate (ATE, page 579)
Literary Technique 579).
_________ Refrain (ATE, page 579) _________ Have students talk about a day (a holiday that
is not celebrated here in America) in which
Historical Note they celebrate an important cultural figure.
_________ Poet Laureate (ATE, page 580) Make sure students include the day and
name of the holiday and why and how it is
_________ Harmony (ATE, page 580)
celebrated.
_________ Musical Terms (ATE, page 580)
Quotables
_________ William Congreve (ATE, page 580)

_________ Cross-Curricular Activities: Musical Terms
(ATE, page 580)
582; UR 7, page 19)
_________ Understanding Literature: Ode and Allusion
_________ Writer’s Journal: Speech, Song, or Ode (PE,
© EMC Corporation
_________ Language, Grammar, and Style: Subject/Verb
Agreement (PE, page 583; UR 7, page 22)
Listening: Multimedia Presentation (PE,
page 583)
_________ Applied English: Press Release (PE, page
583; UR 7, page 23)
_________ Collaborative Learning: Celebration (PE,
page 583)


Lesson Plan
“Pressed by the Moon, Mute Arbitress of Tides,” page 584

M T W TH F
Difficulty Consideration: Figurative language Reading Strategy: Use Text Organization

Fix-Up Idea: Refocus on Imagery
Ease Factor: Nature imagery Standardized Test Practice:
Compare and Contrast the Speaker
Synopsis: The speaker compares forces of nature to powerful
human emotions.
Goals/Objectives:
• to interpret and appreciate natural description in a poem and click this box for details
relate that description to a speaker’s inner emotions
• to describe Charlotte Smith’s literary accomplishments and
explain why her work fell into obscurity
• to define alliteration and identify and interpret its effect in a
poem
• to define anaphora and recognize anaphora in a poem
• to use vivid verbs in writing
• to use observing skills
Before Reading
_________ Literary Tools: Anaphora and Alliteration (PE, page 584)
_________ About the Author: Charlotte Smith (PE, page 584)
_________ Vocabulary: Using Vivid Language (VR, page 95)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Anaphora and Alliteration (PE, page 586; UR 7, page 31)
_________ Writer’s Journal: Description, Newspaper Article, or Sonnet (PE, page 587; UR 7, page 32)
_________ Language, Grammar, and Style: Vivid Verbs (PE, page 587; UR 7, page 33)
_________ Critical Thinking: Observing (PE, page 587)
_________ Study and Research: Storms at Sea (PE, page 587; UR 7, page 34)
_________ Applied English: Public Service Announcement (PE, page 587; UR 7, page 35)


Lesson Plan
“Pressed by the Moon, Mute Arbitress of Tides,” page 584

M T W TH F

Individual Learning Strategies Tackle Figurative Meaning
_________ Motivation: Moon as a Symbol (ATE, _________ Read the About the Selection paragraph
page 585) aloud (PE, page 584).
_________ Reading Proficiency: Checking _________ Use Guided Reading Questions and
Comprehension (ATE, page 585) Investigate, Inquire, and Imagine questions to
_________ English Language Learning: Vocabulary (ATE, check comprehension (PE, pages 585–586;
page 585) UR 7, pages 29–30).
_________ Special Needs: Sketching a Scene (ATE,
page 585)
Learners
_________ Enrichment: Folklore about the Moon (ATE,
page 585)
Cross-Curricular Activities page 585).
_________ Tides and Waves (ATE, page 585) _________ Ask students: In what ways is the moon
represented in your native culture? Have
Flexible Grouping Suggestions students find poems, paintings, or other
_________ Reading Proficiency: Checking artistic works devoted to the moon. Then have
Comprehension (ATE, page 585) them compare it with the selection and/or the
painting, November Moon, Wigeon with the
_________ Enrichment: Folklore about the Moon (ATE,
Tide (PE, page 585).
page 585)
586; UR 7, page 30)
_________ Understanding Literature: Anaphora and
Alliteration (PE, page 586; UR 7, page 31)
_________ Writer’s Journal: Description, Newspaper
Article, or Sonnet (PE, page 587; UR 7, page
32)
_________ Language, Grammar, and Style: Vivid Verbs
_________ Critical Thinking: Observing (PE, page 587)
_________ Study and Research: Storms at Sea (PE,
© EMC Corporation
_________ Applied English: Public Service
Announcement (PE, page 587; UR 7,
page 35)


Lesson Plan
from The Diary of Samuel Pepys, page 588

M T W TH F
Difficulty Considerations: Unfamiliar language and spelling Reading Strategy: Write Things Down
Fix-Up Idea: Work with Unfamiliar Words
Ease Factor: Journal format Standardized Test Practice:
Synopsis: A diarist discusses the plague and the Great London
Fire of 1666.
Goals/Objectives:
• to identify with an Enlightenment speaker and glean relevant
historical information from the speaker’s account
• to describe Samuel Pepys’s place in history and his contribution
to the literature of the seventeenth century
• to define point of view and identify and interpret its effects on
literature
• to define journal and analyze journal entries encountered in reading
• to distinguish between formal and informal English and rewrite
text in order to make it standard and formal
Before Reading
_________ Literary Tools: Point of View and Journal (PE, page 588)
_________ About the Author: Samuel Pepys (PE, page 588)
_________ Vocabulary: Spelling Rules (VR, page 97)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Point of View and Journal (PE, page 596; UR 7, page 42)
_________ Writer’s Journal: Diary or Journal, Personal Account, or Historical Fiction (PE, page 597; UR 7, page 43)
_________ Language, Grammar, and Style: Standard, Formal English (PE, page 597; UR 7, page 44)
_________ Study and Research: Summary (PE, page 597; UR 7, page 45)
_________ Applied English: Writing a Letter in Response to a Review (PE, page 597; UR 7, page 46)
_________ Collaborative Learning & Media Literacy: Time Capsule (PE, page 597)


Lesson Plan
from The Diary of Samuel Pepys, page 588

M T W TH F

_________ Writer’s Journal: Diary or Journal, Personal
Individual Learning Strategies Account, or Historical Fiction (PE, page 597;
_________ Motivation: Generalizing (ATE, page 589) UR 7, page 43)
_________ Reading Proficiency: Irregularities (ATE, _________ Language, Grammar, and Style: Standard,
page 589) Formal English (PE, page 597; UR 7,
_________ English Language Learning: Vocabulary (ATE, page 44)
page 589) _________ Study and Research: Summary (PE, page
_________ Special Needs: Graphic Organizer and 597; UR 7, page 45)
Illustration (ATE, page 589) _________ Applied English: Writing a Letter in Response
_________ Enrichment: Talk-Show Interview (ATE, to a Review (PE, page 597; UR 7, page 46)
page 589)
_________ Writing a Brief Description (ATE, page 589) Tackle Unfamiliar Language and Spelling
_________ Journal and Novels (ATE, page 589) _________ Present the information given under Reading
_________ Crowd Behavior (ATE, page 591) Proficiency: Irregularities (ATE, page 589).
_________ Reading Comprehension (ATE, page 592) _________ Make a list of irregular spellings found in the
_________ Mayhew’s Works (ATE, page 594) text, along with their modern counterparts,
allowing students to preview the words.
Cross-Curricular Activities _________ Have small groups complete the vocabulary
_________ Medical and Social Aspects of the Plague exercise (VR, page 97).
(ATE, page 590)
_________ Christopher Wren (ATE, page 593) Additional Strategies for English Language
Learners
Historical Note _________ Share the words in English Language
_________ Bathing (ATE, page 590) Learning: Vocabulary (ATE, page 589).
_________ Fire of London (ATE, page 591) _________ Listen to the Dramatic Reading, stopping
after every journal entry to check
Quotables comprehension (AL, 24:40).
_________ James 3:5 (ATE, page 591) _________ Encourage students to find a published diary
or journal that is authored by a person from
Internet Activities their native country. Have them compare the
_________ Pepys (ATE, page 592) life of that person with the life of Pepys during
the years 1660–1669. Some questions that
Flexible Grouping Suggestions students may want to answer: What cultural,
© EMC Corporation
_________ Motivation: Generalizing (ATE, page 589) social, intellectual, and literary differences are
_________ Reading Proficiency: Irregularities (ATE, there? How do their ways of life differ?
page 589)
_________ Enrichment: Talk-Show Interview (ATE,
page 589)
_________ Cross-Curricular Activities: Medical and
Social Aspects of the Plague (ATE, page 590)
596; UR 7, page 41)
_________ Understanding Literature: Point of View and
Journal (PE, page 596; UR 7, page 42)
_________ Collaborative Learning & Media Literacy:
Time Capsule (PE, page 597)


Lesson Plan
from “A Voyage to Lilliput” and from “A Voyage to

Brobdingnag” from Gulliver’s Travels, page 598
M T W TH F

Ease Factors: Humorous; highly imaginative Standardized Test Practice:
Synopsis: Stories about Gulliver’s travels to other lands satirize
politics and political morals.
• to have positive experiences reading satire
• to describe Jonathan Swift’s literary accomplishments and
explain the historical significance of his writings
• to define satire, irony, and fantasy and recognize and interpret
these techniques
• to characterize tone in literature and rewrite to change tone
• to compose a peace treaty
Before Reading
_________ Literary Tools: Satire, Irony, and Fantasy (PE, page 599)
_________ About the Author: Jonathan Swift (PE, page 598)
_________ Vocabulary: Eponyms (VR, page 99)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Satire, Irony, and Fantasy (PE, page 605; UR 7, page 54)
_________ Writer’s Journal: Postcard, Editorial, or Scene (PE, page 606; UR 7, page 54)
_________ Language, Grammar, and Style: Tone (PE, page 606; UR 7, page 56)
_________ Collaborative Learning & Speaking and Listening: Treaty (PE, page 606)
_________ Applied English: Writing Instruction (PE, page 606; UR 7, page 56)


Lesson Plan
from “A Voyage to Lilliput” and from “A Voyage to

Brobdingnag” from Gulliver’s Travels, page 598
M T W TH F

_________ Motivation: Troubling Aspects of Society (ATE, _________ Allow students to preview the new vocabulary
_________ Reading Proficiency: Previewing Difficult _________ Have students identify words that they
Aspects of the Selection (ATE, page 598) already know.
_________ Special Needs: Graphic Organizer (ATE, _________ Familiarize students with the new vocabulary
_________ Enrichment: Satiric Paragraph (ATE, page 99).
page 598)
Historical Note Learners
_________ Scriblerus Club (ATE, page 600) _________ Share the words listed under English
_________ Mary de la Rivière Manley (ATE, page 603) Language Learning: Vocabulary (ATE, page
598).
Literary Note _________ Have students draw a scene from one of the
_________ “A Modest Proposal” (ATE, page 600) selections. Then show a film interpretation of
Gulliver’s Travels, allowing students to
Additional Questions and Activities compare their visions with the visions of a
_________ Applying Ideas to Modern Politics (ATE, Hollywood director.
page 600) _________ Ask students to find a satiric piece of
literature from their native country. Then have
Quotables students share what they found, including
_________ Jonathan Swift (ATE, page 602) who the author is and what he or she is
critiquing about their society and/or culture.
_________ Description Game (ATE, page 602)
_________ Itinerary (ATE, page 603)

_________ Cross-Curricular Activities: Description Game
(ATE, page 602)
_________ Cross-Curricular Activities: Itinerary (ATE,
page 603)
© EMC Corporation
605; UR 7, page 52)
_________ Understanding Literature: Satire, Irony, and
Fantasy (PE, page 605; UR 7, page 54)
Listening: Treaty (PE, page 606)
_________ Writer’s Journal: Postcard, Editorial, or Scene
_________ Language, Grammar, and Style: Tone (PE,
_________ Applied English: Writing Instruction (PE, page
606; UR 7, page 56)


Lesson Plan
from Oroonoko, page 607

M T W TH F

Difficulty Consideration: Uncommon contractions Reading Strategy: Write Things Down
Fix-Up Idea: Reread and Summarize
Ease Factor: Selection length Standardized Test Practice:
Synopsis: Oroonoko, an African prince, is tricked into becoming Identify and Analyze Character Development
a slave.
Goals/Objectives:
• to empathize with a main character in a novel click this box for details
• to describe Aphra Behn’s literary accomplishments and explain
the historical significance of her writings
• to define novel and identify the elements of a novel
• to define characterization and identify the major techniques of
characterization
• to edit for errors in capitalization
• to evaluate a film for its portrayals of race
Before Reading
_________ Literary Tools: Novel and Characterization (PE, page 607)
_________ About the Author: Aphra Behn (PE, page 607)
_________ Art Note: Joseph Mallord Turner (ATE, page 608; VLR II, page 49)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Novel and Characterization (PE, page 612; UR 7, page 67)
_________ Writer’s Journal: Slogan, Credo, or Adaptation (PE, page 613; UR 7, page 68)
_________ Language, Grammar, and Style: Editing for Capitalization (PE, page 613; UR 7, page 69)
_________ Study and Research: Researching Slavery (PE, page 613; UR 7, page 70)
_________ Speaking and Listening: Persuasive Speech (PE, page 613)
_________ Media Literacy & Collaborative Learning: Evaluating a Film (PE, page 613)


Lesson Plan
from Oroonoko, page 607

M T W TH F

Individual Learning Strategies Tackle Uncommon Contractions
_________ Motivation: Opposition Behn Faced (ATE, _________ Present the information given under English
_________ Reading Proficiency: Summarizing (ATE, 608).
_________ English Language Learning: Vocabulary (ATE, Style Resource 3.29: Working with Negatives
page 608) and Contractions to discuss contractions (PE,
_________ Special Needs: Story Map (ATE, page 608) page 1223).
_________ Enrichment: History of Slavery (ATE, Additional Strategies for English Language
page 608) Learners
Quotables _________ Share the words in English Language
Learning: Vocabulary (ATE, page 608).
_________ Virginia Woolf (ATE, page 607)
_________ Have students find other paintings of slave
Additional Questions and Activities ships or the Middle Passage journey.
_________ Imperialist Attitudes (ATE, page 609) Encourage students to find paintings with
interesting or different perspectives. Ask them
_________ Discussing Contradictions (ATE, page 611)
to compare and contrast their painting with
Historical Note other paintings students find and with the
_________ Slave Trade (ATE, page 609) painting on page 608. Pose questions
suggested in the Art Note: Joseph Mallord
Cross-Curricular Activities Turner (ATE, page 608; VLR I, page 49).
_________ Mapping Routes (ATE, page 610)
_________ Suriname (ATE, page 610)
Literary Note
_________ Noble Savage (ATE, page 610)

_________ Motivation: Opposition Behn Faced (ATE,
page 608)
_________ Enrichment: History of Slavery (ATE,
page 608)
© EMC Corporation
612; UR 7, page 66)
_________ Understanding Literature: Novel and
Characterization (PE, page 612; UR 7,
page 67)
Evaluating a Film (PE, page 613)
_________ Writer’s Journal: Slogan, Credo, or Adaptation
Capitalization (PE, page 613; UR 7, page 69)
_________ Study and Research: Researching Slavery
_________ Speaking and Listening: Persuasive Speech
(PE, page 613)


Lesson Plan
Couplets from An Essay on Criticism, page 614

M T W TH F
Difficulty Consideration: Syntax Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Simple language Fix-Up Idea: Use Guided Reading Questions
Synopsis: A series of couplets present thoughts on writing and
Identify Main Ideas
living successfully.

• to enjoy and appreciate Alexander Pope’s wit and humor
• to describe Pope’s literary accomplishments and explain the click this box for details
• to define epigram and interpret epigrams encountered in
reading
• to define couplet and identify couplets in poems
• to rewrite to correct wordy sentences
• to document sources using correct bibliographic form
Before Reading
_________ Literary Tools: Epigram and Couplet (PE, page 614)
_________ About the Author: Alexander Pope (PE, page 614)
_________ Vocabulary: Connotations (VR, page 103)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Epigram and Couplet (PE, page 617; UR 7, page 78)
_________ Writer’s Journal: Letter, Statement, or Fable (PE, page 618; UR 7, page 78)
_________ Language, Grammar, and Style: Avoiding Wordiness (PE, page 618; UR 7, page 80)
_________ Study and Research: Bibliography (PE, page 618; UR 7, page 80)
_________ Study and Research: Essay Test (PE, page 618; UR 7, page 82)
_________ Collaborative Learning: Posters (PE, page 618)


Lesson Plan
Couplets from An Essay on Criticism, page 614

M T W TH F

Individual Learning Strategies Tackle Syntax
_________ Motivation: Comparing Simple and Complex _________ Share information in Reading Proficiency:
Language (ATE, page 614) Paraphrasing activity (ATE, page 614).
_________ Reading Proficiency: Paraphrasing (ATE, _________ Have students rephrase each couplet in their
page 614) own words.
_________ English Language Learning: Vocabulary (ATE, _________ Read Language, Grammar, and Style
page 614) Resource 3.14: The Importance of Syntax, or
_________ Special Needs: Writing a Fable (ATE, Word Order (PE, page 1220).
page 615)
_________ Enrichment: Comparison-Contrast Essay
Learners
(ATE, page 615)
_________ Share the words in English Language
Literary Note Learning: Vocabulary (ATE, page 614).
_________ Quoting Pope (ATE, page 615) _________ Have students complete the Reader’s Journal
_________ Augustan Age (ATE, page 615) activity, sharing a piece of folk wisdom from
their native culture (PE, page 614).
Literary Technique _________ Ask students: What literary figure is most
_________ Antithesis (ATE, page 615) quoted or most revered in your native
country? Have them share their responses
Quotables with the rest of the class.
_________ Alexander Pope (ATE, page 616)
_________ Logic (ATE, page 618)

617; UR 7, page 76)
_________ Understanding Literature: Epigram and
Couplet (PE, page 617; UR 7, page 78)
_________ Collaborative Learning: Posters (PE,
page 618)
_________ Writer’s Journal: Letter, Statement, or Fable
© EMC Corporation
_________ Study and Research: Bibliography (PE, page
618; UR 7, page 80)
_________ Study and Research: Essay Test (PE, page
618; UR 7, page 82)


Lesson Plan
from A Dictionary of the English Language and

“A Brief to Free a Slave,” page 619
M T W TH F
Reading Level: Moderate, Moderate READING STRATEGIES RESOURCE
Difficulty Considerations: Non-literal definitions; long Reading Strategies: Connect to Prior

sentences Knowledge and Find a Purpose for Reading
There are two Reading Strategy Mini-Lessons
Ease Factor: Selection length associated with this Lesson Plan. See pages
221 and 225 of the Reading Strategies
Synopsis: Dictionary entries contain definitions and witty
Resource.
commentary. “A Brief to Free a Slave” was written in 1777 to
obtain freedom for a Scottish slave.
Goals/Objectives:
• to appreciate a selection from an early dictionary as a piece of click this box for details
literature
• to interpret a legal brief and infer the beliefs of the author from
his writing
• to describe Samuel Johnson’s literary accomplishments and
• to define denotation and connotation and distinguish between
denotations and connotations encountered in reading
• to define thesis and argument and identify these elements in
prose works
• to use a dictionary to find specific information
• to write a public service announcement about the violation of
human rights
Before Reading
_________ Reader’s Journal: from A Dictionary of the English Language (PE, page 619; UR 7, page 88)
_________ Reader’s Journal: “A Brief to Free a Slave” (PE, page 623; UR 7, page 96)
_________ Literary Tools: Denotation, Connotation, Thesis, and Argument (PE, page 619)
_________ About the Author: Samuel Johnson (PE, page 619)
_________ Vocabulary from the Selections (ATE, page 619)
_________ Vocabulary: from A Dictionary of the English Language: Denotation and Connotation (VR, page 105)
_________ Vocabulary: “A Brief to Free a Slave”: Legal Terms (VR, page 107)
© EMC Corporation
During Reading
_________ Graphic Organizer: “A Brief to Free a Slave” (PE, page 619; VLR I, page 62; UR 7, page 96)
_________ Dramatic Recording: “A Brief to Free a Slave” (AL, 3:46)
_________ Guided Reading Questions: from A Dictionary of the English Language (PE, page 620; UR 7, page 88)
_________ Guided Reading Questions: “A Brief to Free a Slave” (PE, page 624; UR 7, page 96)


Lesson Plan

M T W TH F
After Reading
_________ Respond to the Selection: from A Dictionary of the English Language (PE, page 621; UR 7, page 89)
_________ Respond to the Selection: “A Brief to Free a Slave” (PE, page 625; UR 7, page 97)
_________ Investigate, Inquire, and Imagine: from A Dictionary of the English Language (PE, page 622; UR 7, page 89)
_________ Investigate, Inquire, and Imagine: “A Brief to Free a Slave” (PE, page 625; UR 7, page 97)
_________ Understanding Literature: from A Dictionary of the English Language: Denotation and Connotation (PE,
_________ Understanding Literature: “A Brief to Free a Slave”: Thesis and Argument (PE, page 625; UR 7, page 98)
_________ Writer’s Journal: Definition, Essay, or Judicial Opinion (PE, page 626; UR 7, page 99)
_________ Vocabulary: Connotation and Denotation (PE, page 626; UR 7, page 100)
_________ Study and Research: Using Dictionaries (PE, page 626; UR 7, page 100)
_________ Speaking and Listening: Interview (PE, page 626)
_________ Applied English & Study and Research: Public Service Announcement (PE, page 626; UR 7, page 101)
_________ Selection Check Test 4.7.17: from A Dictionary of the English Language (ATE, page 621; UR 7,
page 91; TG)
_________ Selection Check Test 4.7.19: “A Brief to Free a Slave” (ATE, page 624; UR 7, page 103; TG)
_________ Selection Test 4.7.18: from A Dictionary of the English Language (UR 7, page 93; TG)
_________ Selection Test 4.7.20: “A Brief to Free a Slave” (UR 7, page 104; TG)
© EMC Corporation


Lesson Plan

M T W TH F

Individual Learning Strategies Tackle Non-literal Definitions
_________ Motivation: Greek and Latin Roots (ATE, _________ Read the About the Selections aloud (PE,
_________ Reading Proficiency: Comparing Definitions _________ Share the information presented in Reading
(ATE, page 620) Proficiency: Comparing Definitions (ATE,
_________ English Language Learning: Vocabulary (ATE, page 620).
page 620)
Tackle Long Sentences
_________ Special Needs: Summarizing (ATE, page 620)
_________ Play the Dramatic Recording (AL, 3:46).
_________ Enrichment: Age of Johnson (ATE, page 620)
_________ Replay or reread difficult sections of the story.
Additional Questions and Activities _________ Use the Guided Reading Questions to check
_________ Prediction (ATE, page 623) understanding. Have students summarize the
main point of each paragraph.
Historical Note
_________ Slavery (ATE, page 623) Additional Strategies for English Language
Learners
Literary Note _________ Share the words in English Language
_________ Brief (ATE, page 623) Learning: Vocabulary (ATE, page 620).
_________ Have students research the history of slavery
Art Note in their own country. Suggested questions to
_________ British Slave Ship (ATE, page 624) ask to help students get started: If some form
of slavery did exist in your country’s history,
Flexible Grouping Suggestions who were the enslaved? How did the slaves’
_________ Investigate, Inquire, and Imagine: from A treatment compare to the horrific and brutal
Dictionary of the English Language (PE, page treatment of British and American slaves?
622; UR 7, page 89) What were the conditions of their
_________ Investigate, Inquire, and Imagine: “A Brief to enslavement? Why does slavery remain a part
Free a Slave” (PE, page 625; UR 7, page 97) of almost every culture’s history? Students
_________ Understanding Literature: from A Dictionary of may want to collect their findings on slavery
the English Language: Denotation and and create a book on slavery around the
Connotation (PE, page 622; UR 7, page 90) world.
_________ Understanding Literature: “A Brief to Free a
Slave”: Thesis and Argument (PE, page 625;
UR 7, page 98)
© EMC Corporation
_________ Writer’s Journal: Definition, Essay, or Judicial
Opinion (PE, page 626; UR 7,
page 99)
_________ Vocabulary: Connotation and Denotation (PE,
_________ Study and Research: Using Dictionaries (PE,
_________ Speaking and Listening: Interview (PE,
page 626)
Public Service Announcement (PE, page 626;
UR 7, page 101)


Lesson Plan
from The Life of Samuel Johnson, LL. D., page 627

M T W TH F
Difficulty Considerations: Long, complex sentences; Reading Strategy: Write Things Down
vocabulary Fix-Up Idea: Reread
Ease Factor: Selection length Identify Author’s Purpose
Synopsis: Writer and lawyer James Boswell uses quotations and
anecdotes to describe his friend and fellow writer, Samuel Johnson. WASHINGTON STATE STANDARDS

Goals/Objectives:
• to enjoy an anecdotal style of biography
• to describe Boswell’s literary accomplishments and explain the
• to define characterization, name the three major techniques
writers use to create a character, and identify these techniques
in reading
• to define anecdote and identify anecdotes encountered in reading
• to write an anecdote
• to edit for punctuation errors
Before Reading
_________ Literary Tools: Characterization and Anecdote (PE, page 627)
_________ About the Author: James Boswell (PE, page 627)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Characterization and Anecdote (PE, page 632; UR 7, page 110)
_________ Writer’s Journal: Definition, Anecdote, or Biographical Essay (PE, page 633; UR 7, page 110)
_________ Language, Grammar, and Style: Editing for Punctuation Errors (PE, page 633; UR 7, page 111)
_________ Speaking and Listening: Delivering a Toast (PE, page 633; UR 7, page 112)
_________ Applied English & Collaborative Learning: Team Research (PE, page 633)


Lesson Plan
from The Life of Samuel Johnson, LL. D., page 627

M T W TH F

_________ Motivation: Listening in Conversations and _________ Share the information presented in Reading
Interviewing (ATE, page 628) Proficiency: Working with Difficult Sentences
_________ Reading Proficiency: Working with Difficult and Spellings (ATE, page 628).
Sentences and Spellings (ATE, page 628) _________ Have skilled readers read the selection aloud,
_________ English Language Learning: Vocabulary (ATE, interpreting each sentence as they read.
page 628) _________ Replay or reread difficult sections of the story.
_________ Special Needs: Summarizing (ATE, page 628) _________ Use the Guided Reading Questions to check
_________ Enrichment: Methods for Biography (ATE, understanding.
page 628)
Tackle Vocabulary
Biographical Note _________ Allow students to preview new vocabulary
_________ Boswell’s Approach (ATE, page 629) words.
_________ Johnson’s Biographies (ATE, page 630) _________ Have students identify words that they
already know.
Quotables _________ Encourage students to predict the meanings
_________ James Boswell (ATE, page 629) of unknown words by using context clues.
_________ Familiarize students with new vocabulary by
Internet Activities working on vocabulary activities (VR, page
_________ Dictionaries (ATE, page 629) 108).
Literary Technique Additional Strategies for English Language
_________ Characterization (ATE, page 630) Learners
_________ Metaphor (ATE, page 630) _________ Share the words in English Language
_________ Have students identify with sticky notes the
_________ Motivation: Listening in Conversations and passages that help create character. Then
Interviewing (ATE, page 628) have them identify the technique that Boswell
_________ Reading Proficiency: Working with Difficult uses to create Johnson’s character.
Sentences and Spellings (ATE, page 628) _________ Have students write a short biography or
_________ Investigate, Inquire, and Imagine (PE, page story about a person they admire. Encourage
632; UR 7, page 108) students to use at least one example of each
_________ Understanding Literature: Characterization of the three major techniques to create their
and Anecdote (PE, page 632; UR 7, central character.
© EMC Corporation
page 110)
_________ Applied English & Collaborative Learning:
Team Research (PE, page 633)
_________ Writer’s Journal: Definition, Anecdote, or
Biographical Essay (PE, page 633; UR 7,
page 110)
Punctuation Errors (PE, page 633; UR 7,
page 111)
_________ Speaking and Listening: Delivering a Toast


Lesson Plan
from Candide, page 634

M T W TH F

Difficulty Considerations: Long sentences; satire Reading Strategy: Write Things Down
Fix-Up Idea: Reread
Synopsis: Voltaire satirizes philosophical optimism. Identify Main Ideas

• to interpret and appreciate humor and criticism in a work of satire
• to describe Voltaire’s literary accomplishments and explain the click this box for details
• to explain the connection between Voltaire’s writing and the
English literature in this unit
• to define satire and identify its effect in literature
• to define irony and identify and interpret its effects
Before Reading
_________ Literary Tools: Satire and Irony (PE, page 634)
_________ About the Author: François Marie Arouet (PE, page 634)
During Reading
_________ Dramatic Recording: from Candide (AL, 14:31)
After Reading
© EMC Corporation
_________ Understanding Literature: Satire and Irony (PE, page 640; UR 7, page 121)
_________ Writer’s Journal: Dialogue, Statement of Belief, or Time Line (PE, page 641; UR 7, page 122)
_________ Applied English: Writing a Memo (PE, page 641; UR 7, page 123)
_________ Study and Research: Getting to Know a Philosopher (PE, page 641; UR 7, page 124)


Lesson Plan
from Candide, page 634

M T W TH F

_________ Motivation: Debate (ATE, page 635) _________ Direct students to Language, Grammar, and
_________ Reading Proficiency: Semicolons and Place Style Resource 3.84: The Clauses of a
Names (ATE, page 635) Sentence: Simple, Compound, and Complex
_________ English Language Learning: Vocabulary (ATE, Sentences (PE, page 1242) to discuss the
page 635) parts of a complex sentence.
_________ Special Needs: Tone (ATE, page 635) _________ Share the information in Reading Proficiency:
_________ Enrichment: Essay about Candide (ATE, Semicolons and Place Names (ATE, page
page 635) 635).
_________ Play the Dramatic Recording (AL, 14:31).
Multicultural Extensions _________ Replay or reread difficult sections of the story.
_________ Enlightenment (ATE, page 635) _________ Use the Guided Reading Questions to check
understanding.
Quotables
_________ Voltaire (ATE, page 636) Tackle Satire
_________ Read Literary Tools, focusing especially on
Historical Note Satire (PE, page 634).
_________ Education of Women (ATE, page 636) _________ Use the questions asked in Understanding
_________ Age of Absolutism (ATE, page 638) Literature to discuss the satiric message of
the selection (PE, page 640).
_________ Avoiding False Arguments and Propaganda Additional Strategies for English Language
(ATE, page 636) Learners
_________ Frederick the Great and War between _________ Share the words in English Language
Prussians and the French (ATE, page 638) Learning: Vocabulary (ATE, page 620).
_________ Share the Historical Note (ATE, page 636).
Literary Technique Have students research the history of
_________ Allusion (ATE, page 637) education for females in their native country.
Suggested questions to help students get
Biographical Note
started: Was education a privilege for only
_________ Voltaire (ATE, page 639) aristocrats, or were women of all classes
educated? How does women’s education in
your country’s past compare to the education
_________ Motivation: Debate (ATE, page 635) that French women received?
© EMC Corporation
640; UR 7, page 120)

_________ Understanding Literature: Satire and Irony
_________ Writer’s Journal: Dialogue, Statement of
Belief, or Time Line (PE, page 641; UR 7,
page 122)
_________ Applied English: Writing a Memo (PE, page
641; UR 7, page 123)
_________ Study and Research: Getting to Know a
Philosopher (PE, page 641; UR 7, page 124)


Lesson Plan
Unit Seven
M T W TH F
The Restoration and the Eighteenth Century, pages 642–648
_________ “To All Writing Ladies” by Margaret Cavendish (PE, page
642)
_________ “Epigram on Milton” by John Dryden (PE, page 642)
_________ Dramatic Recording: “Epigram on Milton” (AL, 0:32) click this box for details
_________ “Love Armed” by Aphra Behn (PE, page 642)
_________ Dramatic Recording: “Love Armed” (AL, 1:15)
_________ from An Essay on Man by Alexander Pope (PE, page 643)
_________ Dramatic Recording: from An Essay on Man (AL, 1:19)
_________ “The Lover: A Ballad” by Lady Mary Wortley Montagu (PE,
page 643)
_________ “A Modest Proposal” by Jonathan Swift (PE, page 643)
_________ Dramatic Recording: “A Modest Proposal” (AL, 7:13)
_________ from The Spectator, No. 62, Friday, March 11, 1711 by Joseph Addison (PE, page 647)
_________ “A Short Song of Congratulation” by Samuel Johnson (PE, page 648)
Guided Writing
Expressive/Persuasive Writing: Composing a Prose Satire
GUIDED WRITING
Assignment: Students write a prose satire (PE, pages 649–655).
Software
Before Writing See the Guided
_________ Composing a Prose Satire (PE, page 649) Writing Software for
_________ Professional Model (PE, page 649) an extended version of this
_________ Previewing Models and Rubric for Assignment (VLR I, page 166; WR, page lesson that includes printable
145)
_________ Prewriting (PE, page 650; WR, page 131) friendly checklists, and self-,
_________ Student Model—Graphic Organizer (PE, page 651; WR, page 133) peer, and teacher evaluation
_________ Graphic Organizer (VLR I, page 164; WR, page 132) features.
During Writing
© EMC Corporation
_________ Language, Grammar, and Style: Register and Tone (PE, page 652; WR, page 135)
After Writing

_________ Motivation: Reading “A Modest Proposal” (ATE, page 649)
_________ English Language Learning: Vocabulary Development (ATE, page 649)
_________ Special Needs: Choosing a Writing Topic (ATE, page 649)
_________ Enrichment: Researching Other Satires (ATE, page 649)

Lesson Plan
Unit Seven
M T W TH F

_________ Language, Grammar, and Style: Register and Tone (PE, page 652; WR, page 135)
_________ Self-Evaluation—Prose Satire (PE, page 651; WR, page 139)
_________ Rubric for Expressive/Persuasive Writing: Composing a Prose Satire (VLR I, page 166; WR, page 145)
Unit Seven Review


_________ Genre Studies: Satire; Journals and Travelogues (PE, page 657)
_________ Thematic Studies: Reason (PE, page 657)
_________ Historical/Biographical Studies: Slavery (PE, page 657)
© EMC Corporation


Lesson Plan
Unit Eight
The Romantic Era (1785–1832)
M T W TH F
• to explore works written during the Romantic Era and ideas and
themes characteristic of the Romantic Period
• to enjoy and appreciate Romantic poetry and prose
• to summarize Wordsworth’s theory of poetry and explain its
significance for English literature
• to describe the status of women in England during the
Romantic Era
• to define Romanticism
• to write a research paper
• to use effective documentation

_________ “Elegy Written in a Country Churchyard,” page 664
_________ “Auld Lang Syne” and “John Anderson, My Jo,” page
672
_________ “The Lamb,” “The Tyger,” and “London,” page 679
_________ from Preface to Lyrical Ballads, “The World Is Too Much
with Us,” and “Lines Composed a Few Miles above Tintern Abbey,” page 689
_________ “Kubla Khan,” page 704
_________ “Ozymandias” and “Ode to the West Wind,” page 710
_________ “She Walks in Beauty” and from Childe Harold’s Pilgrimage, page 720
_________ “When I Have Fears” and “Ode on a Grecian Urn,” page 728
_________ from A Vindication of the Rights of Woman, page 736
_________ from The Introduction to Frankenstein, page 742
_________ Poems from The Narrow Road to the Deep North and Other Travel Sketches, page 749
_________ Selections for Additional Reading: The Romantic Era, page 753
_________ Guided Writing—Informative Writing: Writing a Research Paper, page 756
_________ Unit Eight Review, page 764
© EMC Corporation

_________ Opening Pages: Discuss how the artwork by Frederick Leighton (PE, page 658) and the quote from William
Wordsworth (PE, page 659) relate to each other and to the content of this unit.
_________ The Romantic Era (PE, page 660)
_________ Cross-Curricular Connection: French Revolution (ATE, page 660)
_________ Cross-Curricular Activities: American Literature during the Romantic Period (ATE, page 660)
_________ Cross-Curricular Activities: Scientific Advances; A Turbulent Time (ATE, page 661)
_________ Echoes (PE, page 663)
_________ Additional Questions and Activities: Echoes Quotations (ATE, page 663)


Lesson Plan
“Elegy Written in a Country Churchyard,” page 664

M T W TH F
Difficulty Consideration: Poetic syntax Reading Strategy: Write Things Down

Fix-Up Idea: Visualize
Ease Factor: abab rhyme scheme Standardized Test Practice:
Identify Main Ideas
Synopsis: The poem is a tribute to common people and simple
lives.
Goals/Objectives:
• to empathize with the speaker’s feelings of loss and grief and click this box for details
the speaker’s celebration of simple lives
• to describe Gray’s literary contributions and explain why some
of his peers criticized his writing style
• to define elegy and speaker and recognize and explain
examples of each in the selection
• to conduct research on local churchyards
Before Reading
_________ Literary Tools: Elegy and Speaker (PE, page 664)
_________ About the Author: Thomas Gray (PE, page 664)
_________ Fine Art: Thomas Girtin (PE, page 665; VLR II, page 52)
_________ Vocabulary: Easily Confused Word Pairs and Groups (VR, page 112)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Elegy and Speaker (PE, page 670; UR 8, page 9)
_________ Writer’s Journal: Epitaph, Paraphrase, or Poem (PE, page 671; UR 8, page 9)
_________ Critical Thinking: Remembering and Visualizing (PE, page 671; UR 8, page 10)
_________ Speaking and Listening: Oral Interpretation of Poetry (PE, page 671)
_________ Study and Research & Collaborative Learning: Researching Your Local Churchyard (PE, page 671; UR 8, page 11)


Lesson Plan
“Elegy Written in a Country Churchyard,” page 664

M T W TH F

Individual Learning Strategies Tackle Poetic Syntax
_________ Motivation: Visiting a Cemetery (ATE, _________ Present students with information in English
page 665) Language Learning: Word Order (ATE, page
_________ Reading Proficiency: Previewing Vocabulary 665).
and Footnotes (ATE, page 665) _________ Direct students to the Language, Grammar,
_________ English Language Learning: Word Order and Style Resource 3.26: Working with
(ATE, page 665) Inverted Sentences (PE, page 1223).
_________ Special Needs: Checking Comprehension _________ Ask students to identify the inverted
(ATE, page 665) sentences in the poem. Then have them
_________ Enrichment: Language of Poetry (ATE, rewrite the sentences so that they are no
page 665) longer inverted.

Learners
_________ Observing Dusk (ATE, page 666)
_________ Pair each student with a more proficient
Literary Technique reader. As they read the poem aloud together,
_________ Elegy (ATE, page 666) ask them to pause after each stanza.
Encourage the ELL student to paraphrase
_________ Neoclassical Elements (ATE, page 668)
what he or she has just read.
Additional Questions and Activities _________ Ask students to share their cultural beliefs
_________ Reading Comprehension (ATE, page 667) about nature. Ask: Does nature play an
important role in your culture? Why, or why
Flexible Grouping Suggestions not?
(ATE, page 665)
670; UR 8, page 8)
_________ Understanding Literature: Elegy and Speaker
Learning: Researching Your Local
Churchyard (PE, page 671; UR 8, page 11)
© EMC Corporation
_________ Writer’s Journal: Epitaph, Paraphrase, or
_________ Critical Thinking: Remembering and
Visualizing (PE, page 671; UR 8, page 10)
_________ Speaking and Listening: Oral Interpretation of


Lesson Plan
“Auld Lang Syne” and “John Anderson, My Jo,” page 672

M T W TH F
Reading Level: Moderate, Moderate READING STRATEGIES RESOURCE, PAGE 241

Difficulty Consideration: Dialect Reading Strategy: Tackle Difficult Vocabulary
Ease Factors: Familiar verses; selection length Standardized Test Practice:
Synopsis: The first poem expresses the value of friendship and Identify Main Ideas
memories. The second poem celebrates a lifelong friendship.
Goals/Objectives:
• to enjoy Burns’s lighthearted musical verse and a celebration of click this box for details
friendship and memories
• to explain the importance of the Scots dialect in Burns’s writing
• to define hymn, dialect, metaphor, and image and recognize and
explain examples of each
• to demonstrate the ability to work with compound sentences
• to answer true/false test questions
Before Reading
_________ Reader’s Journal: “Auld Lang Syne” (PE, page 672; UR 8, page 17)
_________ Reader’s Journal: “John Anderson, My Jo” (PE, page 676; UR 8, page 23)
_________ Literary Tools for “Auld Lang Syne”: Hymn and Dialect (PE, page 672)
_________ Literary Tools for “John Anderson, My Jo”: Metaphor and Image (PE, page 676)
_________ About the Author: Robert Burns (PE, page 672)
_________ Vocabulary: Semantic Families: Dialect (VR, page 114)
During Reading
_________ Graphic Organizer: “Auld Lang Syne” (PE, page 672; VLR I, page 66; UR 8, page 17)
_________ Dramatic Recording: “Auld Lang Syne” (AL, 3:11)
_________ Dramatic Recording: “John Anderson, My Jo” (AL, 0:44)
_________ Guided Reading Questions: “Auld Lang Syne” (PE, page 673; UR 8, page 18)
_________ Guided Reading Question: “John Anderson, My Jo” (PE, page 676; UR 8, page 23)
After Reading
_________ Test Practice (RSR, page 242)
_________ Respond to the Selection: “Auld, Lang Syne” (PE, page 674; UR 8, page 18)
_________ Respond to the Selection: “John Anderson, My Jo” (PE, page 677; UR 8, page 23)
© EMC Corporation
_________ Investigate, Inquire, and Imagine: “Auld Lang Syne” (PE, page 675; UR 8, page 18)
_________ Investigate, Inquire, and Imagine: “John Anderson, My Jo” (PE, page 677; UR 8, page 23)
_________ Understanding Literature for “Auld Lang Syne”: Hymn and Dialect (PE, page 675; UR 8, page 19)
_________ Understanding Literature for “John Anderson, My Jo”: Metaphor and Image (PE, page 677; UR 8, page 24)
_________ Graphic Organizer: “John Anderson, My Jo” (PE, page 677; VLR I, page 67; UR 8, page 25)
_________ Writer’s Journal: Personal Letter, Character Sketches, or Monologue (PE, page 678; UR 8, page 25)
_________ Language, Grammar, and Style: Compound Sentences (PE, page 678; UR 8, page 26)
_________ Speaking and Listening: Reading Dialect Aloud (PE, page 678)
_________ Study and Research: Researching Calvinism (PE, page 678; UR 8, page 27)
_________ Study and Research: Test-Taking Skills (PE, page 678; UR 8, page 28)


Lesson Plan
“Auld Lang Syne” and “John Anderson, My Jo,” page 672

M T W TH F

Individual Learning Strategies Tackle Dialect
_________ Motivation: Listening to the Selection (ATE, _________ Play the Dramatic Recording (Al, 3:11 and
page 673) 0:44).
_________ Reading Proficiency: Prereading Page (ATE, _________ Have students complete Special Needs:
page 673) Translating Scots Dialect (ATE, page 673).
_________ English Language Learning: Listening to the _________ Have students complete the Speaking and
Selection (ATE, page 673) Listening: Reading Dialect Aloud (PE, page
_________ Special Needs: Translating Scots Dialect 678).
(ATE, page 673)
_________ Enrichment: Performing the Song (ATE,
Learners
page 673)
for “Auld Lang Syne”
Literary Note
_________ Play the musical version of “Auld Lang Syne”
_________ Oral Tradition (ATE, page 674)
for students (AL, 3:11). Explain to students
Flexible Grouping Suggestions that this song is traditionally sung at 12:00
midnight on New Year’s Day. Have students
_________ Enrichment: Performing the Song (ATE,
share how New Year’s Day, or its equivalent,
page 673)
is celebrated in their culture.
_________ Investigate, Inquire, and Imagine: “Auld Lang
Syne” (PE, page 675; UR 8, page 18) for “John Anderson, My Jo”
_________ Investigate, Inquire, and Imagine: “John _________ Have students make a list of names, both
Anderson, My Jo” (PE, page 677; UR 8, male and female, that people in their native
page 23) country have for lovers. Have students
_________ Understanding Literature for “Auld Lang compare their lists with other ELL students
Syne”: Hymn and Dialect (PE, page 675; UR and with non-ELL students.
8, page 19)
_________ Understanding Literature for “John Anderson,
My Jo”: Metaphor and Image (PE, page 677;
UR 8, page 24)
_________ Graphic Organizer: “John Anderson, My Jo”
(PE, page 677; VLR I, page 67; UR 8,
page 25)
© EMC Corporation
_________ Writer’s Journal: Personal Letter, Character
Sketches, or Monologue (PE, page 678; UR 8,
page 25)
_________ Language, Grammar, and Style: Compound
_________ Speaking and Listening: Reading Dialect
Aloud (PE, page 678)
_________ Study and Research: Researching Calvinism
_________ Study and Research: Test-Taking Skills (PE,


Lesson Plan
“The Lamb,” “The Tyger,” and “London,” page 679

M T W TH F
Reading Level: Moderate, Easy, Moderate READING STRATEGIES RESOURCE
Difficulty Considerations: Allegorical meaning; unusual Reading Strategy: Write Things Down
contractions There are two Reading Strategy Mini-Lessons
Ease Factors: Simple style and rhythm 245 and 249 of the Reading Strategies
Resource.
Synopsis: The first pastoral poem uses a lamb as a symbol of
innocence. The second pastoral poem uses a tiger as a symbol of
experience. The third poem expresses a speaker’s feelings about WASHINGTON STATE STANDARDS
the evils of urban life.
Goals/Objectives:
• to interpret and appreciate the poet’s ideas about innocence,
experience, and the human soul
• to describe Blake’s literary accomplishments and explain the
historical significance of his work
• to define pastoral, allegory, alliteration, character, setting, and
image and recognize and explain examples of each in the selection
• to demonstrate an ability to identify prepositional phrases
• to conduct research on London, England
Before Reading
_________ Reader’s Journal: “The Lamb” (PE, page 679; UR 8, page 32)
_________ Reader’s Journal: “The Tyger” (PE, page 682; UR 8, page 38)
_________ Reader’s Journal: “London” (PE, page 685; UR 8, page 46)
_________ Literary Tools: “The Lamb”: Pastoral and Allegory (PE, page 680)
_________ Literary Tools: “The Tyger”: Alliteration and Character (PE, page 682)
_________ Literary Tools: “London”: Setting and Image (PE, page 685)
_________ About the Author: William Blake (PE, page 679)
_________ Art Note: William Blake (PE, page 683; VLR II, page 55)
_________ Vocabulary from the Selection: “The Tyger” (ATE, page 682)
_________ Vocabulary from the Selection: “London” (ATE, page 685)
_________ Vocabulary: Synonyms and Antonyms (VR, page 116)
© EMC Corporation
During Reading
_________ Graphic Organizer: “The Lamb” (PE, page 680; VLR I, page 68; UR 8, page 32)
_________ Graphic Organizer: “The Tyger” (PE, page 682; VLR I, page 69; UR 8, page 38)
_________ Graphic Organizer: “London” (PE, page 685; VLR I, page 70; UR 8, page 46)
_________ Dramatic Recording: “The Lamb” (AL, 0:59)
_________ Dramatic Recording: “The Tyger” (AL, 1:08)
_________ Dramatic Recording: “London” (AL, 0:59)
_________ Guided Reading Question: “The Lamb” (PE, page 680; UR 8, page 33)
_________ Guided Reading Questions: “The Tyger” (PE, page 682; UR 8, page 39)
_________ Guided Reading Questions: “London” (PE, page 685; UR 8, page 47)


Lesson Plan

M T W TH F
After Reading
_________ Test Practice (RSR, pages 246 and 250)
_________ Respond to the Selection: “The Lamb” (PE, page 681; UR 8, page 33)
_________ Respond to the Selection: “The Tyger” (PE, page 683; UR 8, page 39)
_________ Respond to the Selection: “London” (PE, page 687; UR 8, page 47)
_________ Investigate, Inquire, and Imagine: “The Lamb” (PE, page 681; UR 8, page 33)
_________ Investigate, Inquire, and Imagine: “The Tyger” (PE, page 684; UR 8, page 39)
_________ Investigate, Inquire, and Imagine: “London” (PE, page 687; UR 8, page 47)
_________ Understanding Literature: “The Lamb”: Pastoral Poem and Allegory (PE, page 681; UR 8, page 34)
_________ Understanding Literature: “The Tyger”: Alliteration and Character (PE, page 684; UR 8, page 40)
_________ Understanding Literature: “London”: Setting and Image (PE, page 687; UR 8, page 48)
_________ Writer’s Journal: Informative Paragraph, Poem, or Exposé (PE, page 688; UR 8, page 49)
_________ Language, Grammar, and Style: Prepositional Phrases (PE, page 688; UR 8, page 50)
_________ Study and Research: Researching London (PE, page 688; UR 8, page 51)
_________ Collaborative Learning: Art Creations (PE, page 688)
© EMC Corporation


Lesson Plan

M T W TH F

Individual Learning Strategies Tackle Allegorical Meaning
_________ Motivation: Symbol (ATE, page 679) _________ Read the About the Selections paragraphs
_________ Reading Proficiency: Previewing Footnotes aloud (PE, page 679).
and Vocabulary (ATE, page 679) _________ Read the Literary Tools section aloud,
_________ English Language Learning: Vocabulary (ATE, focusing especially on Allegory
page 679) (PE, page 680).
_________ Special Needs: Reading Aloud (ATE, _________ Encourage students to complete the Graphic
page 679) Organizer for “The Lamb” and “The Tyger” as
_________ Enrichment: Comparing Paintings (ATE, they read (PE, page 680).
page 679)
Tackle Unusual Contractions
Flexible Grouping Suggestions _________ Have students identify and list contractions
_________ Investigate, Inquire, and Imagine: “The Lamb” found in “London.”
(PE, page 681; UR 8, page 33) _________ Have students rewrite contractions without
_________ Investigate, Inquire, and Imagine: “The Tyger” apostrophes.
_________ Investigate, Inquire, and Imagine: “London”
Learners
_________ Understanding Literature: “The Lamb”: for “The Lamb” and “The Tyger”
Pastoral Poem and Allegory (PE, page 681; _________ Play the Dramatic Recordings of both
UR 8, page 34) selections, allowing students to hear the
_________ Understanding Literature: “The Tyger”: alliteration and assonance and the simple
Alliteration and Character (PE, page 684; UR rhyme and rhythm (AL, 0:59 and 1:08).
8, page 40) _________ Ask students what the lamb and tiger
_________ Understanding Literature: “London”: Setting symbolize in their native culture.
and Image (PE, page 687; UR 8,
page 48) for “London”
_________ Collaborative Learning: Art Creations (PE, _________ Share the information given under English
679).
_________ Writer’s Journal: Informative Paragraph,
Poem, or Exposé (PE, page 688; UR 8, page
49)
© EMC Corporation
_________ Language, Grammar, and Style: Prepositional

Phrases (PE, page 688; UR 8, page 50)
_________ Study and Research: Researching London


Lesson Plan
from Preface to Lyrical Ballads, “The World Is Too Much with Us,” and
“Lines Composed a Few Miles above Tintern Abbey,” page 689
M T W TH F
Reading Level: Challenging, Moderate, Moderate READING STRATEGIES RESOURCE
Difficulty Considerations: Complex sentence structure; Reading Strategies: Find a Purpose for
vocabulary; punctuation Reading; Use Text Organization; and Write
Things Down
Ease Factors: Selection length; speaker’s views about nature; There are three Reading Strategy Mini-Lessons
personal reflective tone associated with this Lesson Plan. See pages
253, 257 and 261 of the Reading Strategies
Synopsis: The first poem presents Wordsworth’s ideas about
poetry, including the idea that poetry should be written in the voice Resource.
of an ordinary person. In the second poem, the speaker bemoans
humanity’s separation from nature. The third poem was inspired by
a four- or five-day walk that Wordsworth took from Tintern to Bristol
with his sister. click this box for details
Goals/Objectives:
• to interpret and appreciate Wordsworth’s ideas and feelings
about poetry
• to describe Wordsworth’s theory of poetry and its connection
to the ordinary person
• to define definition, theme, allusion, sonnet, free verse, and
ode and explain and identify examples of each
• to demonstrate the ability to use proper verb forms and tense
• to conduct research on the French Revolution
Before Reading
_________ Reader’s Journal: from Preface to Lyrical Ballads (PE, page 690; UR 8, page 55)
_________ Reader’s Journal: “The World Is Too Much with Us” (PE, page 694; UR 8, page 64)
_________ Reader’s Journal: “Lines Composed a Few Miles above Tintern Abbey” (PE, page 696; UR 8, page 71)
_________ Literary Tools: from Preface to Lyrical Ballads: Definition and Theme (PE, page 690)
_________ Literary Tools: “The World Is Too Much with Us”: Allusion and Sonnet (PE, page 694)
_________ Literary Tools: “Lines Composed a Few Miles above Tintern Abbey”: Free Verse, Blank Verse, and Ode
(PE, page 696)
_________ About the Author: William Wordsworth (PE, page 689)
_________ Fine Art: Chelsea Snow (Art note, ATE, page 694; VLR II, page 58)
_________ Vocabulary from the Selection: from Preface to Lyrical Ballads (ATE, page 690)
© EMC Corporation
_________ Vocabulary from the Selection: “The World Is Too Much with Us” (ATE, page 694)
_________ Vocabulary from the Selection: “Lines Composed a Few Miles above Tintern Abbey” (ATE, page 696)
_________ Vocabulary: Using New Vocabulary (VR, page 118)


Lesson Plan
M T W TH F
During Reading
_________ Graphic Organizer: from Preface to Lyrical Ballads (PE, page 690; VLR I, page 71; UR 8, page 55)
_________ Graphic Organizer: “Lines Composed a Few Miles above Tintern Abbey” (PE, page 696; VLR I, page 72;
UR 8, page 71)
_________ Dramatic Recording: “The World Is Too Much with Us” (AL, 1:01)
_________ Dramatic Recording: “Lines Composed a Few Miles above Tintern Abbey” (AL, 8:46)
_________ Guided Reading Questions: from Preface to Lyrical Ballads (PE, page 691; UR 8, page 56)
_________ Guided Reading Questions: “The World Is Too Much with Us” (PE, page 694; UR 8, page 64)
_________ Guided Reading Questions: “Lines Composed a Few Miles above Tintern Abbey”
_________ Fix-Up Ideas (RSR, pages 253, 257, and 261)
After Reading
_________ Standardized Test Practice (RSR, pages 254, 258, and 262)
_________ Respond to the Selection: from Preface to Lyrical Ballads (PE, page 692; UR 8, page 56)
_________ Respond to the Selection: “The World Is Too Much with Us” (PE, page 695; UR 8, page 64)
_________ Respond to the Selection: “Lines Composed a Few Miles above Tintern Abbey”
_________ Investigate, Inquire, and Imagine: from Preface to Lyrical Ballads (PE, page 693; UR 8, page 56)
_________ Investigate, Inquire, and Imagine: “The World Is Too Much with Us” (PE, page 695; UR 8, page 65)
_________ Investigate, Inquire, and Imagine: “Lines Composed a Few Miles above Tintern Abbey”
_________ Understanding Literature: from Preface to Lyrical Ballads: Definition and Theme (PE, page 693; UR 8, page 57)
_________ Understanding Literature: “The World Is Too Much with Us”: Allusion and Sonnet
_________ Understanding Literature: “Lines Composed a Few Miles above Tintern Abbey”: Free Verse, Blank Verse,
and Ode (PE, page 702; UR 8, page 74)
_________ Writer’s Journal: Apology, Travel Journal, or Free Verse Poem (PE, page 703; UR 8, page 74)
_________ Language, Grammar, and Style: Verb Tense (PE, page 703; UR 8, page 75)
_________ Media Literacy & Speaking and Listening: Effects of Mass Media (PE, page 703)
_________ Study and Research: Researching the French Revolution (PE, page 703; UR 8, page 76)
© EMC Corporation


Lesson Plan
M T W TH F

_________ Writer’s Journal: Apology, Travel Journal, or
Individual Learning Strategies Free Verse Poem (PE, page 703; UR 8,
_________ Motivation: Sayings about Poetry (ATE, page 74)
page 689) _________ Language, Grammar, and Style: Verb Tense
_________ Reading Proficiency: Prereading Page (ATE, (PE, page 703; UR 8, page 75)
page 689) _________ Media Literacy & Speaking and Listening:
_________ English Language Learning: Identifying Effects of Mass Media (PE, page 703)
Mode, Purpose, or Aim (ATE, page 689) _________ Study and Research: Researching the French
_________ Special Needs: Listening to the Selections Revolution (PE, page 703; UR 8, page 76)
(ATE, page 689)
_________ Enrichment: Travel Guide (ATE, page 689)
Literary Note
_________ Preface (ATE, page 691) Tackle Complex Sentence Structure
_________ Dramatic “I” (ATE, page 697) _________ Direct students to Language, Grammar, and
Style Resource 3.84: The Clauses of a
Literary Technique Sentence: Simple, Compound, and Complex
_________ Apostrophe (ATE, page 698) Sentences (PE, page 1242) to discuss the
parts of a complex sentence.
Cross-Curricular Activities _________ Play the Dramatic Recording (AL, 1:01 and 8:46).
_________ Observing and Writing about Nature (ATE, _________ Replay or reread difficult sections.
page 698) _________ Use the Guided Reading Questions to check
understanding.
_________ Aspects of Nature (ATE, page 699) Tackle Vocabulary
_________ Allow students to preview new vocabulary
Biographical Note words.
_________ Dorothy Wordsworth (ATE, page 700) _________ Have students identify words that they
already know.
_________ Encourage students to predict meanings of
_________ Enrichment: Travel Guide (ATE, page 689) unknown words by using context clues.
_________ Investigate, Inquire, and Imagine: from _________ Familiarize students with new vocabulary by
Preface to Lyrical Ballads (PE, page 693; UR working on vocabulary activities (VR, page 118).
8, page 56)
_________ Investigate, Inquire, and Imagine: “The World Tackle Punctuation
Is Too Much with Us” (PE, page 695; UR 8, _________ Direct students to Language, Grammar, and
page 65) Style Resource 3.88: Semicolons (PE, page
© EMC Corporation
_________ Investigate, Inquire, and Imagine: “Lines 1244).
Composed a Few Miles above Tintern Abbey” _________ Direct students to Language, Grammar, and
(PE, page 702; UR 8, page 73) Style Resource 3.93: Hyphens and Dashes
_________ Understanding Literature: from Preface to (PE, page 1245).
Lyrical Ballads: Definition and Theme (PE,
page 693; UR 8, page 57) Additional Strategies for English Language
_________ Understanding Literature: “The World Is Too Learners
Much with Us”: Allusion and Sonnet (PE, _________ Have students complete English Language
page 695; UR 8, page 66) Learning: Identifying Mode, Purpose, or Aim
_________ Understanding Literature: “Lines Composed a (ATE, page 689).
Few Miles above Tintern Abbey”: Free Verse, _________ Ask students to find poems about nature that
Blank Verse, and Ode (PE, page 702; UR 8, has been written in their native language or
page 74) by authors from their native country. Have
them read the poems to the class and explain
how they are similar to and/or different from
Wordsworth’s poems on nature.


Lesson Plan
“Kubla Khan,” page 704

M T W TH F
Difficulty Consideration: Archaic language Reading Strategy: Visualize

Fix-Up Idea: Listen and Reread
Ease Factor: Colorful imagery Standardized Test Practice:
Synopsis: A speaker’s dreamlike vision symbolizes poetic or
artistic creation.
Goals/Objectives:
• to enjoy Coleridge’s colorful imagery as he describes the
pleasure dome
• to describe Coleridge’s contributions to Romantic literature
and to literary theory
• to define alliteration and image and recognize and explain
examples of each
• to research information using a computer
• to conduct research on creation myths
Before Reading
_________ Literary Tools: Alliteration and Image (PE, page 704)
_________ About the Author: Samuel Taylor Coleridge (PE, page 704)
_________ Vocabulary: Topography Vocabulary (VR, page 120)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Alliteration and Image (PE, page 708; UR 8, page 84)
_________ Writer’s Journal: Travel Brochure, Dream Report, or Continuation (PE, page 709; UR 8, page 85)
_________ Media Literacy & Study and Research: Computer-Assisted Research (PE, page 709; UR 8, page 85)
_________ Study and Research: Creation Myths (PE, page 709; UR 8, page 86)


Lesson Plan
“Kubla Khan,” page 704

M T W TH F

_________ Motivation: Tribute to a Leader (ATE, _________ Have students preview the footnotes and
_________ Reading Proficiency: Reading Aloud (ATE, _________ Present the information given under English
page 705) Language Learning: Archaic language (ATE,
_________ English Language Learning: Archaic page 705).
Language (ATE, page 705) _________ Ask students to make a list of archaic terms
_________ Special Needs: Working in Small Groups and phrases found in each selection. Then
(ATE, page 705) have them write the modern equivalent of the
_________ Enrichment: Suspension of Disbelief (ATE, term or phrase.
page 705)
Cross-Curricular Activities Learners
_________ Opium (ATE, page 705) _________ Make copies of the poem. Ask students to
highlight the instances of alliteration found in
_________ Dream Programming (ATE, page 706)
the text.
Literary Note _________ Have students conduct further research on
_________ Coleridge’s Source (ATE, page 706) Kubla Khan. Use the following questions to
prompt students: Who is he? Why is he
Flexible Grouping Suggestions important? Based on your research, do you
_________ Special Needs: Working in Small Groups think he’s a good leader? Why, or why not?
(ATE, page 705)
_________ Cross-Curricular Activities: Opium (ATE,
page 705)
708; UR 8, page 83)
_________ Understanding Literature: Alliteration and
_________ Graphic Organizer (PE, page 708; VLR I,
_________ Writer’s Journal: Travel Brochure, Dream
Report, or Continuation (PE, page 709; UR 8,
© EMC Corporation
page 85)
Computer-Assisted Research (PE, page 709;
UR 8, page 85)
(PE, page 709)
_________ Study and Research: Creation Myths (PE,


Lesson Plan
“Ozymandias” and “Ode to the West Wind,” page 710

M T W TH F
Reading Level: Moderate READING STRATEGIES RESOURCE

Difficulty Considerations: Irony; formal language; vocabulary Reading Strategies: Connect to Prior
Ease Factors: Speaker’s emotions; use of personification Knowledge and Visualize
Synopsis: In the first poem, the speaker juxtaposes a crumbling There are two Reading Strategy Mini-Lessons
statue with the declaration of a mighty king to show the transience associated with this Lesson Plan. See pages 269
of earthly power and greed. In the second poem, the speaker and 273 of the Reading Strategies Resource.
calls upon a force of nature to inspire his creative endeavors.
Goals/Objectives:
• to empathize with feelings of desolation and ruin and exalt in the WASHINGTON STATE STANDARDS
power of nature
• to describe the historical significance of Shelley’s work click this box for details
• to define character, irony of situation, terza rima, and
personification and identify and explain examples of each
• to identify and correct common and proper nouns
• to demonstrate the ability to answer sentence-completion
questions
Before Reading
_________ Reader’s Journal: “Ozymandias” (PE, page 711; UR 8, page 91)
_________ Reader’s Journal: “Ode to the West Wind” (PE, page 714; UR 8, page 97)
_________ Literary Tools: “Ozymandias”: Character and Irony of Situation (PE, page 711)
_________ Literary Tools: “Ode to the West Wind”: Terza Rima and Personification (PE, page 714)
_________ About the Author: Percy Bysshe Shelley (PE, page 710)
_________ Art Note: Louis Linant de Bellefonds (PE, page 711)
_________ Vocabulary from the Selection: “Ode to the West Wind” (ATE, page 714)
During Reading
_________ Graphic Organizer: “Ode to the West Wind” (PE, page 714; VLR I, page 74; UR 8, page 97)
_________ Dramatic Recording: “Ozymandias” (AL, 1:02)
_________ Dramatic Recording: “Ode to the West Wind” (AL, 5:12)
_________ Guided Reading Question: “Ozymandias” (PE, page 712; UR 8, page 91)
_________ Guided Reading Questions: “Ode to the West Wind” (PE, page 714; UR 8, page 98)
After Reading
© EMC Corporation
_________ Respond to the Selection: “Ozymandias” (PE, page 713; UR 8, page 91)
_________ Respond to the Selection: “Ode to the West Wind” (PE, page 717; UR 8, page 98)
_________ Investigate, Inquire, and Imagine: “Ozymandias” (PE, page 713; UR 8, page 91)
_________ Investigate, Inquire, and Imagine: “Ode to the West Wind” (PE, page 718; UR 8, page 99)
_________ Understanding Literature: “Ozymandias”: Character and Irony of Situation (PE, page 713; UR 8, page 92)
_________ Understanding Literature: “Ode to the West Wind”: Terza Rima and Personification (PE, page 718; UR 8,
page 100)
_________ Writer’s Journal: Epitaph, Memoir, or Myth (PE, page 719; UR 8, page 100)
_________ Language, Grammar, and Style: Common and Proper Nouns (PE, page 719; UR 8, page 101)
_________ Speaking and Listening: Oral Interpretation of Poetry (PE, page 719)


Lesson Plan
“Ozymandias” and “Ode to the West Wind,” page 710

M T W TH F

Individual Learning Strategies Tackle Irony
_________ Motivation: Reflecting on Nature (ATE, _________ Read Literary Tools, focusing especially on
page 710) Irony of Situation.
_________ Reading Proficiency: Listening to the _________ Read About the Selection information for
Selections (ATE, page 710) “Ozymandias” (PE, page 711).
_________ English Language Learning: Archaic _________ Use the questions asked in Understanding
Language (ATE, page 710) Literature to discuss the irony found in
_________ Special Needs: Working in Pairs (ATE, “Ozymandias” (PE, page 713).
page 710)
Tackle Formal Language
_________ Enrichment: Political Events Related to the
_________ Have students complete English Language
Catholic Emancipation (ATE, page 710)
Learning: Archaic Language (ATE, page 710).
Literary Technique
Tackle Vocabulary
_________ Anaphora (ATE, page 715)
Flexible Grouping Suggestions words and footnotes used in “Ode to the West
_________ Special Needs: Working in Pairs (ATE, Wind.”
_________ Investigate, Inquire, and Imagine: already know.
“Ozymandias” (PE, page 713; UR 8, page 91) _________ Encourage students to predict meanings of
_________ Investigate, Inquire, and Imagine: “Ode to the unknown words by using context clues.
West Wind” (PE, page 718; UR 8, page 99) _________ Familiarize students with new vocabulary by
_________ Understanding Literature: “Ozymandias”: working on vocabulary activities (VR, page
Character and Irony of Situation (PE, page 121).
713; UR 8, page 92)
_________ Understanding Literature: “Ode to the West Additional Strategies for English Language
Wind”: Terza Rima and Personification (PE, Learners
page 718; UR 8, page 100) _________ Have students write an ode about a political
figure or an aspect of nature.
Homework Suggestions _________ In pairs, have students read aloud the poems.
_________ Writer’s Journal: Epitaph, Memoir, or Myth Have students summarize “Ozymandias”
(PE, page 719; UR 8, page 100) using 3–4 sentences. Have students pause
_________ Language, Grammar, and Style: Common and after reading each section of “Ode to the
Proper Nouns (PE, page 719; UR 8, page West Wind,” summarizing each section in 3–4
sentences.
© EMC Corporation
101)
_________ Speaking and Listening: Oral Interpretation of


Lesson Plan
“She Walks in Beauty” and from Childe Harold’s Pilgrimage, page 720

M T W TH F
Reading Level: Easy, Moderate READING STRATEGIES RESOURCE

Difficulty Consideration: Inverted word order Reading Strategy: Connect to Prior Knowledge
There are two Reading Strategy Mini-Lessons
Ease Factors: Vivid description; nature imagery
associated with this Lesson Plan. See pages 277
Synopsis: The first poem describes a beautiful woman. The and 281 of the Reading Strategies Resource.
second poem rejoices at the beauty and power of nature.

• to experience the speaker’s awe at the wonder of nature
• to describe the characteristics of the Byronic hero and relate click this box for details
them to the ideals of the Romantic Era
• to define iambic tetrameter, simile, repetition, parallelism, and
Byronic hero and identify and explain examples of each
• to identify and correct sentence run-ons
• to conduct research on Greek wars
Before Reading
_________ Reader’s Journal: “She Walks in Beauty” (PE, page 720; UR 8, page 108)
_________ Reader’s Journal: from Childe Harold’s Pilgrimage (PE, page 724; UR 8, page 115)
_________ Literary Tools: “She Walks in Beauty”: Iambic Tetrameter and Simile (PE, page 720)
_________ Literary Tools: from Childe Harold’s Pilgrimage: Repetition, Parallelism, and Byronic Hero (PE, page 724)
_________ About the Author: George Gordon, Lord Byron (PE, page 720)
_________ Vocabulary from the Selection: “She Walks in Beauty” (ATE, page 720)
_________ Vocabulary from the Selection: from Childe Harold’s Pilgrimage (ATE, page 724)
_________ Vocabulary: Eponyms (VR, page 123)
During Reading
_________ Dramatic Recording: “She Walks in Beauty” (AL, 1:04)
_________ Guided Reading Questions: “She Walks in Beauty” (PE, page 721; UR 8, page 108)
_________ Guided Reading Questions: from Childe Harold’s Pilgrimage (PE, page 724; UR 8, page 115)
After Reading
_________ Respond to the Selection: “She Walks in Beauty” (PE, page 722; UR 8, page 108)
_________ Respond to the Selection: from Childe Harold’s Pilgrimage (PE, page 725; UR 8, page 115)
© EMC Corporation
_________ Investigate, Inquire, and Imagine: “She Walks in Beauty” (PE, page 723; UR 8, page 109)
_________ Investigate, Inquire, and Imagine: from Childe Harold’s Pilgrimage (PE, page 726; UR 8, page 115)
_________ Understanding Literature: “She Walks in Beauty”: Iambic Tetrameter and Simile
_________ Understanding Literature: from Childe Harold’s Pilgrimage: Repetition, Parallelism, and Byronic Hero (PE,
_________ Graphic Organizer: from Childe Harold’s Pilgrimage (PE, page 726; VLR I, page 75; UR 8, page 117)
_________ Writer’s Journal: Inscription, Essay, or Plan (PE, page 727; UR 8, page 118)
_________ Language, Grammar, and Style: Correcting Sentence Run-Ons (PE, page 727; UR 8, page 119)
_________ Collaborative Learning & Speaking and Listening: Speech Writing (PE, page 727)
_________ Study and Research: Researching Greek History (PE, page 727; UR 8, page 120)

Lesson Plan
“She Walks in Beauty” and from Childe Harold’s Pilgrimage, page 720

M T W TH F

_________ Writer’s Journal: Inscription, Essay, or Plan
Individual Learning Strategies (PE, page 727; UR 8, page 118)
_________ Motivation: Discussing a Quotation (ATE, _________ Language, Grammar, and Style: Correcting
page 721) Sentence Run-Ons (PE, page 727; UR 8,
_________ Reading Proficiency: Previewing Vocabulary page 119)
(ATE, page 721) _________ Study and Research: Researching Greek
_________ English Language Learning: Word Order History (PE, page 727; UR 8, page 120)
(ATE, page 721)
_________ Special Needs: Working in Small Groups Strategies for Developing Readers
(ATE, page 721)
Tackle Inverted Word Order
_________ Enrichment: Lecture on the Romantic Era
(ATE, page 721) _________ Direct students to the Language, Grammar,
and Style Resource 3.26: Working with
Cross-Curricular Activities Inverted Sentences (PE, page 1223).
_________ Picture of the Subject of the Poem (ATE, _________ Ask students to identify the inverted
page 720) sentences in the poems. Then have them
rewrite the sentences so that they are no
Biographical Note longer inverted.
_________ Byron (ATE, page 724) _________ Have students complete English Language
Learning: Word Order (ATE, page 721)
Literary Note
_________ Byron’s Travels (ATE, page 725) Additional Strategies for English Language
Learners
_________ Special Needs: Working in Small Groups for “She Walks in Beauty”
(ATE, page 721) _________ Play the Dramatic Recording (AL, 1:04)
_________ Investigate, Inquire, and Imagine: “She Walks
for from Childe Harold’s Pilgrimage
in Beauty” (PE, page 723; UR 8, page 109)
_________ Have students read the information on
_________ Investigate, Inquire, and Imagine: from Childe
Byronic Hero (PE, page 724). Have students
Harold’s Pilgrimage (PE, page 726; UR 8,
complete the Graphic Organizer on page
page 115)
726. Then have them answer the questions in
_________ Understanding Literature: “She Walks in
Understanding Literature: from Childe
Beauty”: Iambic Tetrameter and Simile (PE,
Harold’s Pilgrimage: Repetition, Parallelism,
and Byronic Hero (PE, page 726; UR 8,
_________ Understanding Literature: from Childe page 117).
© EMC Corporation
Harold’s Pilgrimage: Repetition, Parallelism,
and Byronic Hero (PE, page 726; UR 8,
page 117)
_________ Graphic Organizer: from Childe Harold’s
Pilgrimage (PE, page 726; VLR I, page 75;
UR 8, page 117)
Listening: Speech Writing (PE, page 727)


Lesson Plan
“When I Have Fears” and “Ode on a Grecian Urn,” page 728

M T W TH F
Reading Level: Moderate, Moderate READING STRATEGIES RESOURCE
Difficulty Considerations: A poem that is one long sentence; Reading Strategies: Connect to Prior
vocabulary; archaic words Knowledge and Find a Purpose for Reading
Ease Factors: Speaker’s emotions; use of personification There are two Reading Strategy Mini-Lessons
Synopsis: The first poem is a meditation on death. In the second associated with this Lesson Plan. See pages 285
poem, the speaker explores the value and purpose of art. and 289 of the Reading Strategies Resource.
Goals/Objectives:
• to experience the speaker’s feelings about love, death, and beauty WASHINGTON STATE STANDARDS
• to describe Keats’s poetry and its literary significance
• to define sonnet, theme, apostrophe, and paradox click this box for details
• to demonstrate the ability to achieve subject-verb agreement
• to conduct research on Greek classical art
Before Reading
_________ Reader’s Journal: “When I Have Fears” (PE, page 729;
UR 8, page 124)
_________ Reader’s Journal: “Ode on a Grecian Urn” (PE, page 731; UR 8, page 130)
_________ Literary Tools: “When I Have Fears”: Sonnet and Theme (PE, page 729)
_________ Literary Tools: “Ode on a Grecian Urn”: Apostrophe and Paradox (PE, page 731)
_________ About the Author: John Keats (PE, page 728)
_________ Fine Art: John Constable (PE, page 729; VLR II, page 61)
_________ Vocabulary from the Selection: “When I Have Fears” (ATE, page 729)
_________ Vocabulary from the Selection: “Ode on a Grecian Urn” (ATE, page 731)
_________ Vocabulary: Semantic Families: Fear (VR, page 124)
During Reading
_________ Graphic Organizer: “Ode on a Grecian Urn” (PE, page 731; VLR I, page 76; UR 8, page 130)
_________ Dramatic Recording: “When I Have Fears” (AL, 0:50)
_________ Dramatic Recording: “Ode on a Grecian Urn” (AL, 2:54)
_________ Guided Reading Question: “When I Have Fears” (PE, page 729; UR 8, page 124)
_________ Guided Reading Questions: “Ode on a Grecian Urn” (PE, page 731; UR 8, page 131)
After Reading
© EMC Corporation
_________ Respond to the Selection: “When I Have Fears” (PE, page 730; UR 8, page 124)
_________ Respond to the Selection: “Ode on a Grecian Urn” (PE, page 733; UR 8, page 131)
_________ Investigate, Inquire, and Imagine: “When I Have Fears” (PE, page 730; UR 8, page 124)
_________ Investigate, Inquire, and Imagine: “Ode on a Grecian Urn” (PE, page 734; UR 8, page 131)
_________ Understanding Literature: “When I Have Fears”: Sonnet and Theme (PE, page 730; UR 8, page 126)
_________ Understanding Literature: “Ode on a Grecian Urn”: Apostrophe and Paradox (PE, page 734; UR 8, page 133)
_________ Writer’s Journal: Epitaph, Metaphors, or Myth (PE, page 735; UR 8, page 133)
_________ Language, Grammar, and Style: Subject-Verb Agreement (PE, page 735; UR 8, page 134)
_________ Study and Research: Researching Art (PE, page 735; UR 8, page 135)
_________ Collaborative Learning: Time Capsule (PE, page 735)

Lesson Plan
“When I Have Fears” and “Ode on a Grecian Urn,” page 728

M T W TH F

Individual Learning Strategies Tackle A Poem That Is One Long Sentence
_________ Motivation: Discussing a Saying (ATE, _________ Even though the first poem is one long
page 728) sentence, divide it up into sections (3
_________ Reading Proficiency: Listening to the quatrains and 1 couplet) before reading it.
Selection and Answering Additional Check students’ comprehension after each
Questions (ATE, page 728) section.
_________ English Language Learning: Role-Playing, _________ Play the Dramatic Recording (AL, 0:50), or
Drawing, or Describing Scenes (ATE, page have skilled readers read aloud the selection,
728) interpreting each line as they read.
_________ Special Needs: Working with a Partner (ATE,
Tackle Vocabulary
page 728)
_________ Enrichment: Speech about an Inspiring Work
words and footnotes.
(ATE, page 728)
_________ Aphorism (ATE, page 733) _________ Encourage students to predict meanings of
Flexible Grouping Suggestions _________ Familiarize students with new vocabulary by
_________ Special Needs: Working with a Partner (ATE, working on vocabulary activities (VR, page
page 728) 124).
_________ Investigate, Inquire, and Imagine: “When I
Have Fears” (PE, page 730; UR 8, page 124) Tackle Archaic Words
_________ Investigate, Inquire, and Imagine: “Ode on a _________ Have students preview the footnotes and
Grecian Urn” (PE, page 734; UR 8, page 131) vocabulary before reading the selections.
_________ Understanding Literature: “When I Have _________ Present the information given in Reading
Fears”: Sonnet and Theme (PE, page 730; UR Proficiency: Listening to the Selection and
8, page 126) Answering Additional Questions (ATE, page
728).
_________ Understanding Literature: “Ode on a Grecian
Urn”: Apostrophe and Paradox (PE, page _________ Ask students to make a list of archaic words
734; UR 8, page 133) found in each selection. Then have them write
the modern equivalent of the term.
_________ Collaborative Learning: Time Capsule (PE,
Learners
© EMC Corporation
_________ Writer’s Journal: Epitaph, Metaphors, or Myth for “When I Have Fears”
(PE, page 735; UR 8, page 133) _________ Have students reflect on some of the fears
_________ Language, Grammar, and Style: Subject-Verb they have, and brainstorm ways in which they
Agreement (PE, page 735; UR 8, page 134) can overcome them.
_________ Study and Research: Researching Art (PE, _________ To check comprehension, have students list
page 735; UR 8, page 135) the things that the speaker will miss the most
when he dies.
for “Ode on a Grecian Urn”

_________ Have students role-play the scenes
described on the urn (English Language
Learning, ATE, page 728).


Lesson Plan
from A Vindication of the Rights of Woman, page 736

M T W TH F
Difficulty Considerations: Speaker’s point of view; vocabulary Reading Strategy: Write Things Down
Analyze Author’s Purpose
Synopsis: Wollstonecraft argues that inequities reduce women to
a dependent state and keep them from becoming fully human.
• to understand and empathize with women of the Romantic Era
who did not have the educational opportunities available today
• to describe Wollstonecraft’s contributions to the women’s rights
movement
• to define didactic criticism and metaphor and recognize and
• to identify and correct split infinitives
• to conduct a survey of works about women’s rights
Before Reading
_________ Literary Tools: Didactic Criticism and Metaphor (PE, page 736)
_________ About the Author: Mary Wollstonecraft (PE, page 736)
_________ Art Note: Dante Gabriel Rossetti (PE and ATE, page 738; VLR II, page 64; UR 8, page 140)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Didactic Criticism and Metaphor (PE, page 740; UR 8, page 142)
_________ Writer’s Journal: Bumper Sticker, Poster, or Bill of Rights (PE, page 741; UR 8, page 142)
_________ Language, Grammar, and Style: Split Infinitives (PE, page 741; UR 8, page 143)
_________ Study and Research: Survey of the History of Writing about Women’s Rights (PE, page 741; UR 8, page 144)
_________ Speaking and Listening: Panel Discussion (PE, page 741)


Lesson Plan
from A Vindication of the Rights of Woman, page 736

M T W TH F

Individual Learning Strategies Tackle Speaker’s Point of View
_________ Motivation: Gender Stereotypes (ATE, _________ Read the About the Author information aloud
page 737) (PE, page 736).
_________ Reading Proficiency: Checking Reading _________ Read the About the Selection paragraph
Comprehension (ATE, page 737) aloud (PE, page 736).
Tackle Vocabulary
page 737)
words and footnotes.
page 737)
_________ Enrichment: Panel Discussion on Women’s
already know.
Rights (ATE, page 737)
Literary Note unknown words by using context clues.
_________ Humanism (ATE, page 738) _________ Familiarize students with new vocabulary by
working on vocabulary activities (VR, page
Additional Questions and Activities 126).
_________ Special Needs: Graphic Organizer (ATE, _________ Share the words in English Language
page 737) Learning: Vocabulary (ATE, page 737). Then
_________ Enrichment: Panel Discussion on Women’s have students come up with one synonym
Rights (ATE, page 737) and antonym for each word.
_________ Investigate, Inquire, and Imagine (PE, page _________ Have students write their own “A Vindication
740; UR 8, page 140) of the Rights of Woman” or “A Vindication of
_________ Understanding Literature: Didactic Criticism the Rights of Man,” making sure that they
and Metaphor (PE, page 740; UR 8, page argue against a certain injustice that women
142) or men face in their native country.
_________ Speaking and Listening: Panel Discussion
(PE, page 741)
_________ Writer’s Journal: Bumper Sticker, Poster, or Bill
of Rights (PE, page 741; UR 8, page 142)
© EMC Corporation
_________ Language, Grammar, and Style: Split
Infinitives (PE, page 741; UR 8, page 143)
_________ Study and Research: Survey of the History of
Writing about Women’s Rights (PE, page 741;
UR 8, page 144)


Lesson Plan
from the Introduction to Frankenstein, page 742

M T W TH F
Difficulty Considerations: Literary allusions; vocabulary Reading Strategy: Find a Purpose for
Reading
Ease Factor: Selection length Fix-Up Idea: Write Things Down
Synopsis: Shelley describes how she came to write Frankenstein.
Goals/Objectives:
• to experience the speaker’s excitement about the creative process WASHINGTON STATE STANDARDS
• to describe Mary Shelley’s connections and contributions to the
Romantic Era click this box for details
• to define autobiography and catharsis and identify and explain
• to identify and eliminate clichés and euphemisms
• to participate in a discussion about various film versions of
Frankenstein
Before Reading
_________ Literary Tools: Autobiography and Catharsis (PE, page 742)
_________ About the Author: Mary Wollstonecraft Shelley (PE, page 742)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Autobiography and Catharsis (PE, page 747; UR 8, page 152)
_________ Writer’s Journal: One-Paragraph Description, Letter to the Editor, or Interview Questions (PE, page 748;
UR 8, page 152)
_________ Language, Grammar, and Style: Clichés and Euphemisms (PE, page 748; UR 8, page 153)
_________ Media Literacy & Speaking and Listening: Film Discussion Group (PE, page 748)
_________ Study and Research: Researching Prometheus (PE, page 748; UR 8, page 154)


Lesson Plan
from the Introduction to Frankenstein, page 742

M T W TH F

Individual Learning Strategies Tackle Literary Allusions
_________ Motivation: Preconceptions and Predictions _________ Tell students that many of the literary allusions
(ATE, page 743) found in the selection are explained in the
_________ Reading Proficiency: Main Ideas (ATE, footnotes.
page 743) _________ Have students preview the footnotes.
_________ English Language Learning: Time Line (ATE, _________ Discuss as a class those literary allusions that
page 743) are not explained: Childe Harold, history of
_________ Special Needs: Paraphrasing (ATE, the inconstant lover, Hamlet, Polidori, and the
page 743) Capulets.
_________ Enrichment: Nature vs. Society (ATE,
Tackle Vocabulary
page 743)
Additional Questions and Activities words.
_________ Important People (ATE, page 742) _________ Have students identify words that they
_________ Nature of Creative Process (ATE, page 745) already know.
Literary Note unknown words by using context clues.
_________ Erasmus Darwin (ATE, page 744) _________ Familiarize students with new vocabulary by
Flexible Grouping Suggestions 128).
747; UR 8, page 151) Additional Strategies for English Language
_________ Understanding Literature: Autobiography and Learners
Catharsis (PE, page 747; UR 8, page 152) _________ Have students complete English Language
_________ Media Literacy & Speaking and Listening: Learning: Time Line (ATE, page 743).
Film Discussion Group (PE, page 748) _________ Have students brainstorm and list all they
know about the horror story Frankenstein.
Homework Suggestions Then have them identify monsters from their
_________ Writer’s Journal: One-Paragraph Description, own cultural folklore.
Letter to the Editor, or Interview Questions _________ Have students share a horror story that is
(PE, page 748; UR 8, page 152) well-known in their native country.
_________ Language, Grammar, and Style: Clichés and
Euphemisms (PE, page 748; UR 8, page 153)
_________ Study and Research: Researching
© EMC Corporation
Prometheus (PE, page 748; UR 8, page 154)


Lesson Plan
Poems from The Narrow Road to the Deep North and

Other Travel Sketches, page 749
M T W TH F
Difficulty Consideration: Use of metaphors Reading Strategy: Write Things Down

Ease Factors: Simple, vivid images; simple language Standardized Test Practice:
Identify Main Ideas
Synopsis: Four haiku express the theme of harmony between
humans and nature.
Goals/Objectives:
• to interpret and appreciate haiku poems
• to describe how Matsuo Basho- ’s poetry relates to poetry of the
Romantic Era in England
• to define haiku and sensory details and identify and explain
examples of each
• to identify direct and indirect objects
• to explore the opportunity to adopt an acre of rainforest land
Before Reading
_________ Literary Tools: Haiku and Sensory Details (PE, page 749)
_________ About the Author: Matsuo Basho- (PE, page 749)
_________ Fine Art: Ando Hiroshige (PE, page 750; VLR II, page 67)
_________ Vocabulary: Japanese Words in English (VR, page 130)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Haiku and Sensory Details (PE, page 751; UR 8, page 161)
_________ Writer’s Journal: Haiku, Journal Entry, or Title (PE, page 752; UR 8, page 161)
_________ Language, Grammar, and Style: Identifying Direct and Indirect Objects (PE, page 752; UR 8, page 162)
_________ Collaborative Learning & Applied English: Adopt an Acre (PE, page 752)
_________ Applied English: Travelogue (PE, page 752; UR 8, page 163)


Lesson Plan
Poems from The Narrow Road to the Deep North and

Other Travel Sketches, page 749
M T W TH F

Individual Learning Strategies Tackle Use of Metaphors
_________ Motivation: Metaphors for Life (ATE, _________ Read the About the Author and Literary Tools
page 749) sections aloud (PE, page 749).
_________ Reading Proficiency: Summarizing (ATE, _________ Present Reading Proficiency: Summarizing
page 749) (ATE, page 749).
_________ English Language Learning: Haiku in _________ Use the Investigate, Inquire, and Imagine
Japanese (ATE, page 749) questions to check comprehension (PE, 751;
_________ Special Needs: Paraphrasing (ATE, UR 8, page 160).
page 749)
_________ Enrichment: Comparing Basho- to a Romantic
Learners
Poet (ATE, page 749)
_________ Complete English Language Learning: Haiku
Flexible Grouping Suggestions in Japanese (ATE, page 749).
_________ Investigate, Inquire, and Imagine (PE, page _________ If applicable, have Japanese students share
751; UR 8, page 160) something about their culture, heritage, and
_________ Understanding Literature: Haiku and Sensory native land.
Details (PE, page 751; UR 8, page 161) _________ Encourage students to conduct research on
the samurai class—their training, their way of
Homework Suggestions life, and their position in Japanese society.
_________ Writer’s Journal: Haiku, Journal Entry, or Title
Direct and Indirect Objects (PE, page 752;
UR 8, page 162)
_________ Collaborative Learning & Applied English:
Adopt an Acre (PE, page 752)
_________ Applied English: Travelogue (PE, page 752;
UR 8, page 163)
© EMC Corporation


Lesson Plan
Unit Eight
M T W TH F
The Romantic Era, pages 753–755
_________ “She Dwelt among the Untrodden Ways” by William
Wordsworth (PE, page 753) click this box for details
_________ Dramatic Recording: “She Dwelt among the Untrodden
Ways” (AL, 0:42)
_________ “Dirce” by Walter Savage Landor (PE, page 753)
_________ Dramatic Recording: “Dirce” (AL, 0:21)
_________ “The Harp That Once through Tara’s Halls” by Thomas
Moore (PE, page 753)
_________ Dramatic Recording: “The Harp That Once through Tara’s
Halls” (AL, 0:53)
_________ “Casablanca” by Felicia Dorothea Hemans (PE, page 753)
_________ from “Macbeth” by William Hazlitt (PE, page 754)
Guided Writing
GUIDED WRITING
Informative Writing: Writing a Research Paper
Software
Assignment: Students write a research paper (PE, pages 756–763).
See the Guided
_________ Writing a Research Paper (PE, page 756) lesson that includes printable
_________ Student Model (PE, page 756) graphic organizers, extensive
_________ Previewing Models and Rubric for Assignment (VLR I, page 169; WR, page student models and student-
159)
During Writing
_________ Language, Grammar, and Style: Effective Documentation (PE, page 760; WR, page 150)
© EMC Corporation

After Writing

_________ Motivation: Experiences with Writing Research Papers (ATE, page 756)
_________ Reading Proficiency: Previewing Parts of the Lesson (ATE, page 756)
_________ English Language Learning: Writing as a Process (ATE, page 756)
_________ Special Needs: Summary (ATE, page 756)
_________ Enrichment: Multimedia Presentation (ATE, page 756)


Lesson Plan
Unit Eight
M T W TH F

_________ Language, Grammar, and Style: Effective Documentation (PE, page 760; WR, page 150)
_________ Self-Evaluation—Research Paper (PE, page 759; WR, page 153)
_________ Rubric for Informative Writing: Writing a Research Paper (VLR I, page 169; WR, page 159)
Unit Eight Review

_________ Vocabulary Development (PE, page 764)

_________ Genre Studies: Lyric Poetry (PE, page 765)
_________ Thematic Studies: Coping with Death; Nature in Romantic Poetry (PE, page 765)
_________ Historical/Biographical Studies: Human Rights (PE, page 765)
© EMC Corporation


Lesson Plan
Unit Nine
The Victorian Age (1832–1900)
M T W TH F
• to gain an appreciation for the poetry and prose of the Victorian Age
• to describe the reaction of writers and intellectuals to the scientific
revolution, the Industrial Revolution, and their consequences
• to describe Victorian England’s idea of the role of art and artists
• to explain the concept of Realism in literature
• to understand the concepts of dramatic monologue, metaphor,
and symbol
• to write an essay to analyze a work of art
• to identify and use effective transitions

_________ “The Lady of Shalott,” page 776
_________ “Ulysses,” page 784
_________ from In Memoriam, page 788
_________ “My Last Duchess,” page 799
_________ “Andrea del Sarto,” page 803
_________ “Dover Beach,” page 813
_________ “The Man He Killed” and “Channel Firing,” page 818
_________ “The Darkling Thrush,” page 824
_________ Sonnet 43 (“How do I love thee…”), page 828
_________ “Pied Beauty,” “God’s Grandeur,” and “Spring and Fall: To a Young Child,” page 832
_________ “Promises Like Pie-Crust” and “A Birthday,” page 840
_________ “To an Athlete Dying Young,” page 846
_________ “The Signalman,” page 850
_________ from Through the Looking Glass, page 863
_________ from Madame Bovary, page 873
_________ Selections for Additional Reading: The Victorian Age, pages 882–883
_________ Guided Writing—Informative Writing: Analyzing Art, page 884
_________ Unit Nine Review, page 890
© EMC Corporation

_________ Discuss how the artwork by Luke Fildes (PE, page 766; Art Note, PE, page 768) and the quote from
Matthew Arnold (PE, page 767) relate to each other and to the content of this unit.
_________ The Victorian Age (PE, pages 768–774)
_________ Cross-Cultural Activities: The British Monarch and the Jubilee (ATE, page 768)
_________ Cross-Curricular Activities: Colonialism (ATE, page 769)
_________ Biographical Note: Sir Henry Morton Stanley (ATE, page 769)
_________ Quotables (ATE, page 769)
_________ Cross-Curricular Activities: Urban Migration (ATE, page 770)
_________ Cross-Cultural Activities: Courts in Victorian England (ATE, page 770)
_________ Cross-Cultural Activities: Workingman’s Right to Vote (ATE, page 771)
_________ Cross-Curricular Activities: Comparing Natural Selection and the Invisible Hand (ATE, page 772)
_________ Echoes (PE, page 775)
_________ Additional Questions and Activities: Echoes Quotes (ATE, page 775).

Lesson Plan
“The Lady of Shalott,” page 776

M T W TH F
Reading Level: Moderate, Moderate, Moderate READING STRATEGIES RESOURCE, PAGE 305
Difficulty Consideration: Obsolete verb forms Reading Strategy: Make Predictions

Fix-Up Idea: Read Shorter Sections
Ease Factors: Simple language; simple rhyme; repetition Standardized Test Practice:
Synopsis: The Lady of Shalott tires of isolation, but when she
leaves her tower for the outside world, she dies.*
Goals/Objectives:
• to enjoy lyric poetry and empathize with the isolation of the artist click this box for details
in society
• to describe Alfred, Lord Tennyson’s literary accomplishments
and explain the historical significance of his writings
• to define symbol and recognize and interpret symbols in a poem
• to define foil and recognize foils in reading
Before Reading
_________ Literary Tools: Symbol and Foil (PE, page 777)
_________ About the Author: Alfred, Lord Tennyson (PE, page 776)
During Reading
_________ Fine Art: John William Waterhouse (Art Note, ATE, page 781; VLR II, page 70)
After Reading
© EMC Corporation
_________ Understanding Literature: Symbol and Foil (PE, page 783; UR 9, page 11)
*The lesson plan for “Ulysses” is on page 176, and the lesson plan for “In Memoriam” is
on page 178.


Lesson Plan
“The Lady of Shalott,” page 776

M T W TH F

Individual Learning Strategies Tackle Obsolete Verb Forms
_________ Motivation: Reading Aloud (ATE, page 776) _________ Present the information given in Reading
_________ Reading Proficiency: Obsolete Verb Forms Proficiency: Obsolete Verb Forms (ATE, page
(ATE, page 776) 776).
_________ English Language Learning: Vocabulary (ATE, _________ Make a list of obsolete verb forms and have
page 776) students translate them into modern verb
_________ Special Needs: Graphic Organizer (ATE, forms.
page 776)
_________ Enrichment: Debate (ATE, page 776)
Learners
Literary Note _________ Share the words in English Language
_________ Didacticism (ATE, page 778) Learning: Vocabulary (ATE, page 776).
_________ Lancelot (ATE, page 779) _________ Have students find alternate paintings that
correspond with the tone, mood, and content
Cross-Curricular Connections of the poem.
_________ Art for Art’s Sake (ATE, page 778) _________ Play the scene from the movie series Anne of
Green Gables in which Anne and her friends
Cross-Curricular Activities dramatically perform sections of the poem.
_________ Medieval England (ATE, page 780)
_________ Comparing Works of Art (ATE, page 781)
_________ Weaving (ATE, page 781)
Literary Technique
_________ Refrain (ATE, page 780)

_________ Motivation: Reading Aloud (ATE, page 776)
_________ Enrichment: Debate (ATE, page 776)
_________ Cross-Curricular Activities: Medieval England
(ATE, page 780)
783; UR 9, page 9)
_________ Understanding Literature: Symbol and Foil
© EMC Corporation
Homework Suggestion
_________ Respond to the Selection (PE, page 783; UR
9, page 9)


Lesson Plan
“Ulysses,” page 784

M T W TH F
Difficulty Consideration: Context Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Personal tone Fix-Up Idea: Refocus
Synopsis: Ulysses longs for one last adventure.
Before Reading
_________ Reader’s Journal (PE, page 784; UR 9, page 17) WASHINGTON STATE STANDARDS
_________ Literary Tools: Dramatic Monologue, Character, and
Motivation (PE, page 784) click this box for details
During Reading
After Reading
_________ Understanding Literature: Dramatic Monologue, Character, and Motivation (PE, page 787; UR 9, page 19)
_________ Fine Art: Romare Bearden (PE, page 785; VLR II, page 73; Art Notes, PE and ATE, page 787)
© EMC Corporation


Lesson Plan
“Ulysses,” page 784

M T W TH F

Individual Learning Strategies Tackle Context
_________ Motivation: Discussing Ulysses (ATE, _________ Go back and reread About the Selections
page 784) information on Ulysses (PE, page 776).
_________ Reading Proficiency: Modifiers (ATE, _________ Ask students to recall what they know about
page 784) Ulysses and his adventures.
_________ Special Needs: Talking about Aging (ATE, Learners
page 785) _________ Share the information given under English
_________ Enrichment: Attitudes toward Aging (ATE, Language Learning: Vocabulary (ATE, page
page 785) 784).
_________ Have students find alternate paintings that
Literary Technique correspond with the tone, mood, and content
_________ Blank Verse (ATE, page 785) of the poem.
_________ Have students write a poem about a mythical
Additional Questions and Activities figure from their culture.
_________ Heroes (ATE, page 786)

787; UR 9, page 18)
_________ Understanding Literature: Dramatic
Monologue, Character, and Motivation (PE,
Homework Suggestion
9, page 18)
© EMC Corporation


Lesson Plan
from In Memoriam, page 788

M T W TH F
Difficulty Considerations: Archaic word forms; vocabulary Reading Strategy: Connect to Prior
Knowledge
Ease Factor: Vivid images Fix-Up Idea: Read Shorter Sections
Synopsis: An elegy written in response to the death of a friend
Identify Main Ideas
shows a speaker’s development from grief to spiritual renewal.

_________ Literary Tools: Elegiac Lyric and Image (PE, page 788) click this box for details
During Reading
After Reading
_________ Understanding Literature: Elegiac Lyric and Imagery (PE, page 797; UR 9, page 28)
_________ Writer’s Journal: Note, Obituary, or Adventure Story (PE, page 798; UR 9, page 29)
_________ Language, Grammar, and Style: Clichés and Euphemisms (PE, page 798; UR 9, page 30)
_________ Speaking and Listening: Oral History (PE, page 798)
_________ Collaborative Learning & Study and Research: Research Report (PE, page 798; UR 9, page 30)
_________ Media Literacy: Media Death Watch (PE, page 798; UR 9, page 31)
© EMC Corporation


Lesson Plan
from In Memoriam, page 788

M T W TH F

Individual Learning Strategies Tackle Archaic Word Forms
_________ Motivation: Analyzing Stages of Grief (ATE, _________ Present the information given in Reading
page 789) Proficiency: Archaic Terms (ATE, page 496).
_________ Reading Proficiency: Archaic Terms (ATE, _________ Ask students to make a list of archaic words
page 789) found in the selection. Then have them write
_________ English Language Learning: Vocabulary (ATE, the modern equivalent of each.
page 789)
_________ Special Needs: Reading and Interpreting the Tackle Vocabulary
Poem (ATE, page 789) _________ Allow students to preview new vocabulary
_________ Enrichment: Writing about Loss (ATE, words.
already know.
Literary Technique _________ Encourage students to predict meanings of
_________ Punctuation (ATE, page 790) unknown words by using context clues.
Additional Questions and Activities working on vocabulary activities (VR, page
_________ Aphorism (ATE, page 790) 131).
_________ Stages of Grief (ATE, page 794)
_________ Christmas (ATE, page 795) Additional Strategies for English Language
Learners
Quotables _________ Share the words in English Language
_________ Walter Bagehot (ATE, page 791) Learning: Vocabulary (ATE, page 789).
_________ Have students find alternate paintings that
Flexible Grouping Suggestions correspond with the tone, mood, and content
_________ Investigate, Inquire, and Imagine (PE, page of the poem.
797; UR 9, page 27) _________ Play the Dramatic Recording (AL, 11:41).
_________ Understanding Literature: Elegiac Lyric or
Research: Research Report (PE, page 798;
UR 9, page 30)
_________ Writer’s Journal: Note, Obituary, or Adventure
Story (PE, page 798; UR 9, page 29)
© EMC Corporation
_________ Language, Grammar, and Style: Clichés and

Euphemisms (PE, page 798; UR 9, page 30)
_________ Speaking and Listening: Oral History (PE,
page 798)
_________ Media Literacy: Media Death Watch (PE,


Lesson Plan
“My Last Duchess,” page 799

M T W TH F
Difficulty Consideration: Punctuation Reading Strategy: Find a Purpose for

Reading
Ease Factor: Conversational tone Fix-Up Idea: Reread
Synopsis: A duke reveals himself to be a cruel, shallow man as
he talks to a marriage broker about a painting of his last wife.*

• to have a positive experience reading dramatic monologues
• to describe Browning’s literary accomplishments and explain click this box for details
the historical significance of his writings
• to define dramatic monologue and identify poems that are
written as dramatic monologues
• to define theme and identify themes of a poem
• to define diction and paradox and recognize and interpret
these techniques as used in a poem
• to write a dramatic monologue and dramatic skit
• to revise sentences to vary length and structure
Before Reading
_________ Literary Tools: Dramatic Monologue and Diction (PE, page 799)
_________ About the Author: Robert Browning (PE, page 799)
_________ Vocabulary: Art Terms (VR, page 132)
During Reading
© EMC Corporation
After Reading
_________ Understanding Literature: Dramatic Monologue and Diction (PE, page 802; UR 9, page 39)
*The lesson plan for “Andrea del Sarto” is on page 182.


Lesson Plan
“My Last Duchess,” page 799

M T W TH F

Individual Learning Strategies Tackle Punctuation
_________ Motivation: Role-Play (ATE, page 800) _________ Present information provided in Reading
_________ Reading Proficiency: Punctuation (ATE, Proficiency: Punctuation (ATE, page 800).
_________ English Language Learning: Vocabulary (ATE, Style Resource 3.93: Hyphens and Dashes
page 800) (PE, page 1245).
_________ Special Needs: Speaker (ATE, page 800)
_________ Enrichment: Speeches (ATE, page 800)
Learners
Literary Note _________ Share with students the information and
_________ Irony (ATE, page 800) words in English Language Learning:
_________ Alphonso II d’Este (ATE, page 801) Vocabulary (ATE, page 800).
_________ Neptune (ATE, page 801) _________ In pairs, have students role play the interview
between the policeman and the Duke. Then
Flexible Grouping Suggestions have students compare their interpretation
_________ Motivation: Role-Play (ATE, page 800) with those of other pairs.
802; UR 9, page 38)
_________ Understanding Literature: Dramatic
Monologue and Diction (PE, page 802; UR 9,
page 39)
Homework Suggestion
9, page 38)
© EMC Corporation


Lesson Plan
“Andrea del Sarto,” page 803

M T W TH F
Difficulty Consideration: Paradox Reading Strategy: Make Predictions

Ease Factor: First-person point of view Standardized Test Practice:
Identify Main Ideas
Synopsis: Del Sarto discusses his wife’s influence on his art.

_________ Literary Tools: Paradox and Theme (PE, page 803)
_________ Vocabulary: Art Terms (VR, page 132)
During Reading
_________ Fine Art: Andrea del Sarto (Art Note, ATE, page 804; VLR II, page 76)
After Reading
_________ Understanding Literature: Paradox and Theme (PE, page 811; UR 9, page 47)
_________ Writer’s Journal: Thank-You Note, Personal Essay, or Dramatic Monologue (PE, page 812; UR 9,
page 48)
_________ Language, Grammar, and Style: Writing Varied Sentences (PE, page 812; UR 9, page 49)
_________ Study and Research: Art History (PE, page 812; UR 9, page 50)
_________ Speaking and Listening & Collaborative Learning: Dramatic Skit (PE, page 812)
© EMC Corporation


Lesson Plan
“Andrea del Sarto,” page 803

M T W TH F
Teaching Options _________ Language, Grammar, and Style: Writing

Varied Sentences (PE, page 812; UR 9,
Individual Learning Strategies page 49)
_________ Motivation: Role-Play (ATE, page 803) _________ Study and Research: Art History (PE, page
_________ Reading Proficiency: Predicting (ATE, 812; UR 9, page 50)
page 803) _________ Applied English: Public Service
_________ English Language Learning: Cousin and Announcement (PE, page 812; UR 9,
Vocabulary (ATE, page 803) page 51)
_________ Special Needs: Discussing Conflict (ATE,
_________ Enrichment: Analyzing Art (ATE, page 803)
Tackle Paradox
Cross-Curricular Connections _________ Read Literary Tools, focusing especially on
_________ Elizabeth Barrett Browning (ATE, page 804) Paradox (PE, page 803).
_________ Vasari’s Lives (ATE, page 807) _________ Use the questions asked in Understanding
Literature to discuss the main paradox in the
Literary Technique selection (PE, page 811).
_________ Image (ATE, page 805)
_________ Metaphor (ATE, page 805)
Learners
Additional Questions and Activities _________ Share with students the information and
_________ Theme (ATE, page 806) words in English Language Learning:
_________ Obstacles (ATE, page 807) Vocabulary (ATE, page 803).
_________ Discussing Quotables (ATE, page 808) _________ Have students research a painter whose
works they admire. Then have them write a
Quotables dramatic monologue, with the painter as the
_________ Robert Browning (ATE, page 806) speaker.
_________ Horace (ATE, page 808)
_________ Oscar Wilde (ATE, page 809)
Literary Note
_________ Michelangelo (ATE, page 808)
Bibliographical Note
_________ Common Theme (ATE, page 809)

© EMC Corporation
_________ Motivation: Role-Play (ATE, page 803)

Discussing Quotables (ATE, page 808)
811; UR 9, page 46)
_________ Understanding Literature: Paradox and
Theme (PE, page 811; UR 9, page 47)
Learning: Dramatic Skit (PE, page 812)
_________ Writer’s Journal: Thank-You Note, Personal
Essay, or Dramatic Monologue (PE, page 812;
UR 9, page 48)


Lesson Plan
“Dover Beach,” page 813

M T W TH F
Difficulty Consideration: Allusion Reading Strategy: Write Things Down

Ease Factor: Speaker’s emotions Standardized Test Practice:
Synopsis: A speaker expresses melancholy at the loss of his
faith.
Goals/Objectives:
• to interpret and appreciate a lyric poem click this box for details
• to describe Matthew Arnold’s literary accomplishments and
• to define allusion and symbol and identify examples of each
• to write topic sentences
Before Reading
_________ Literary Tools: Allusion and Symbol (PE, page 813)
_________ About the Author: Matthew Arnold (PE, page 813)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Allusion and Symbol (PE, page 816; UR 9, page 59)
_________ Writer’s Journal: List, Editorial, or Personal Essay (PE, page 817; UR 9, page 59)
_________ Language, Grammar, and Style: Writing Topic Sentences (PE, page 817; UR 9, page 60)
_________ Study and Research: Researching Dover (PE, page 817; UR 9, page 60)
_________ Media Literacy: Evaluating Media (PE, page 817; UR 9, page 62)


Lesson Plan
“Dover Beach,” page 813

M T W TH F

Individual Learning Strategies Tackle Allusion
_________ Motivation: Locating Places on a Map (ATE, _________ Read Literary Tools, focusing especially on
page 814) Allusion (PE, page 813).
_________ Reading Proficiency: Working with a Partner _________ Use the questions asked in Understanding
(ATE, page 814) Literature to discuss the primary allusion
_________ English Language Learning: Vocabulary (ATE, made in the poem (PE, page 816).
page 814)
_________ Special Needs: Classifying (ATE, page 814) Additional Strategies for English Language
Learners
_________ Enrichment: Researching a Census (ATE,
page 814) _________ Share the additional vocabulary listed under
Additional Questions and Activities page 814).
_________ Comparing Women in Poems (ATE, page 815) _________ Have students find a poem about a beach
written by a poet from their native country.
_________ Reading Proficiency: Working with a Partner
(ATE, page 814)
816; UR 9, page 57)
_________ Understanding Literature: Allusion and
Symbol (PE, page 816; UR 9, page 59)
_________ Writer’s Journal: List, Editorial, or Personal
_________ Language, Grammar, and Style: Writing Topic
_________ Study and Research: Researching Dover (PE,
_________ Media Literacy: Evaluating Media (PE, page
817; UR 9, page 62)
© EMC Corporation


Lesson Plan
“The Man He Killed” and “Channel Firing,” page 818

M T W TH F
Difficulty Considerations: Dialect; speaker’s identity; vocabulary Reading Strategy: Find a Purpose for
Reading
Ease Factors: Personal tone; satiric tone Fix-Up Idea: Unlock Difficult Words
Synopsis: Three poems by Thomas Hardy express pessimism
and hope.* Synthesize Information
Goals/Objectives
• to experience the speaker’s feelings toward war, death, hope,
and nature click this box for details
• to describe the literary significance of Thomas Hardy’s writings
• to recognize and analyze the theme of each poem
• to explain irony, understatement, satire, dialect, metaphor, and
simile
Before Reading
_________ Reader’s Journal: “The Man He Killed” (PE, page 819; UR 9, page 67)
_________ Reader’s Journal: “Channel Firing” (PE, page 821; UR 9, page 74)
_________ Literary Tools: “The Man He Killed”: Dialect, Irony, and Understatement (PE, page 819)
_________ Literary Tools: “Channel Firing”: Satire and Concrete Universal (PE, page 821)
_________ About the Author: Thomas Hardy (PE, page 818)
During Reading
_________ Dramatic Recording: “The Man He Killed” (AL, 0:48)
_________ Dramatic Recording: “Channel Firing” (AL, 1:50)
_________ Guided Reading Questions: “The Man He Killed” (PE, page 819; UR 9, page 67)
_________ Guided Reading Questions: “Channel Firing” (PE, page 821; UR 9, page 74)
After Reading
© EMC Corporation
_________ Respond to the Selection: “The Man He Killed” (PE, page 820; UR 9, page 67)
_________ Respond to the Selection: “Channel Firing” (PE, page 822; UR 9, page 74)
_________ Investigate, Inquire, and Imagine: “The Man He Killed” (PE, page 820; UR 9, page 68)
_________ Investigate, Inquire, and Imagine: “Channel Firing” (PE, page 823; UR 9, page 75)
_________ Understanding Literature: “The Man He Killed”: Dialect, Irony, and Understatement (PE, page 820; UR 9, page 69)
_________ Understanding Literature: “Channel Firing”: Satire and Concrete Universal (PE, page 823; UR 9, page 76)
* The lesson plan for third poem, “The Darkling Thrush,” is on page 188.


Lesson Plan
“The Man He Killed” and “Channel Firing,” page 818

M T W TH F

_________ Motivation: Faulty Reasoning (ATE, page 818) _________ Read Literary Tools, focusing especially on
_________ Reading Proficiency: Dialect (ATE, page 818) Dialect (PE, page 819).
_________ English Language Learning: Vocabulary (ATE, _________ Use the questions asked in Understanding
page 818) Literature to discuss the use of dialect in “The
_________ Special Needs: Tone (ATE, page 818) Man He Killed” (PE, page 820).
_________ Enrichment: Working Class in Victorian _________ Direct students to the Language, Grammar,
England (ATE, page 818) and Style Resource 3.5: Dialects of English
(PE, page 1216).
_________ Mercury Poisoning (ATE, page 821) Tackle Speaker’s Identity
_________ Ask students who is the speaker in each
Flexible Grouping Suggestions poem.
_________ Investigate, Inquire, and Imagine: “The Man _________ Help students understand that the speaker in
He Killed” (PE, page 820; UR 9, page 68) “Channel Firing”is a corpse in a grave.
_________ Investigate, Inquire, and Imagine: “Channel _________ After discussing who is the speaker in each
Firing” (PE, page 823; UR 9, page 75) poem, have students reread the poems.
_________ Understanding Literature: “The Man He
Killed”: Dialect, Irony, and Understatement Tackle Vocabulary
(PE, page 820; UR 9, page 69) _________ Preview the vocabulary words and footnotes.
_________ Understanding Literature: “Channel Firing”: _________ Use the vocabulary activity for all three Hardy
Satire and Concrete Universal (PE, page 823; poems (VR, page 135).
UR 9, page 76)
Homework Suggestion Learners
_________ Respond to the Selection: “The Man He
for “The Man He Killed” and “Channel Firing”
Killed” (PE, page 820; UR 9, page 67)
_________ Respond to the Selection: “Channel Firing”
page 818).
_________ Have students find a poem about a war that
took place in their native country. Before
students read the poem to the class, have
them give some background information
about the war.
© EMC Corporation


Lesson Plan
“The Darkling Thrush,” page 824

M T W TH F
Difficulty Considerations: Vocabulary and footnotes; use of Reading Strategy: Visualize

simile and metaphor Fix-Up Idea: Reread
Ease Factors: Vivid images; slant rhyme Identify Main Ideas
Synopsis: A speaker expresses disillusionment with the age in which
he lives but takes hope from a natural event.
Before Reading click this box for details
_________ Literary Tools: Stanza, Slant Rhyme, Simile, and
Metaphor (PE, page 824)
During Reading
After Reading
_________ Understanding Literature: Simile, Metaphor, Stanza, and Slant Rhyme (PE, page 826; UR 9, page 83)
_________ Writer’s Journal: Note of Encouragement, Dialogue, and Ghost Story (PE, page 827; UR 9, page 85)
_________ Language, Grammar, and Style: Translating Dialect (PE, page 827; UR 9, page 86)
_________ Critical Thinking & Collaborative Learning: Poetry Discussion Group (PE, page 827)
_________ Study and Research: Researching World Events (PE, page 827; UR 9, page 87)
_________ Collaborative Learning: Debate (PE, page 827)
© EMC Corporation


Lesson Plan
“The Darkling Thrush,” page 824

M T W TH F

_________ Motivation: Historical Background (ATE, _________ Allow students to preview the vocabulary
page 824) words and footnotes.
_________ Reading Proficiency: Examining the Last
Stanza (ATE, page 824) Tackle Use of Simile and Metaphor
_________ English Language Learning: Vocabulary (ATE, _________ Read and discuss Literary Tools: Simile and
page 824) Metaphor (PE, page 824).
_________ Special Needs: Sensory Details (ATE, _________ Review the definitions of simile (PE, page
page 824) 1323) and metaphor (PE, page 1314).
_________ Enrichment: Fin de Siècle (ATE, page 824) _________ Have small groups write their own similes and
metaphors, and ask them to complete
Flexible Grouping Suggestions Understanding Literature: Simile and
_________ Investigate, Inquire, and Imagine (PE, page Metaphor (PE, page 826) together.
826; UR 9, page 82)
_________ Understanding Literature: Simile, Metaphor,
Learners
Stanza, and Slant Rhyme (PE, page 826; UR
9, page 83) _________ Share the additional vocabulary listed under
page 824).
_________ Make copies of the poem. Have students
_________ Critical Thinking & Collaborative Learning:
highlight or underline each simile and
Poetry Discussion Group (PE, page 827)
metaphor they encounter in the text.
_________ Collaborative Learning: Debate (PE,
page 827)
_________ Writer’s Journal: Note of Encouragement,
Dialogue, or Ghost Story (PE, page 827; UR
9, page 85)
_________ Language, Grammar, and Style: Translating
Dialect (PE, page 827; UR 9, page 86)
_________ Study and Research: Researching World
Events (PE, page 827; UR 9, page 87)
© EMC Corporation


Lesson Plan
Sonnet 43 (“How do I love thee . . .”), page 828

M T W TH F
Difficulty Consideration: Archaic pronouns Reading Strategy: Use Text’s Organization

Fix-Up Idea: Reread
Ease Factors: Familiar poem; repetition Standardized Test Practice:
Identify Main Ideas
Synopsis: The speaker relates the many ways she loves her
lover.
Goals/Objectives:
• to enjoy reading a love sonnet click this box for details
• to describe Elizabeth Barrett Browning’s literary accomplishments
and explain the historical significance of her writings
• to define repetition and identify and analyze how it is used in a
poem
• to define sonnet and identify sonnets that are encountered in
reading
• to write a question poem and a comparison essay
Before Reading
_________ Literary Tools: Sonnet and Repetition (PE, page 829)
_________ About the Author: Elizabeth Barrett Browning (PE, page 828)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Sonnet and Repetition (PE, page 830; UR 9, page 94)
_________ Writer’s Journal: Journal Entry, Love Poem, or Advice Column (PE, page 831; UR 9, page 95)
_________ Language, Grammar, and Style: Sentence Variety (PE, page 831; UR 9, page 96)
_________ Critical Thinking: Comparing and Contrasting (PE, page 831; UR 9, page 97)
_________ Media Literacy & Collaborative Learning: Media Collage (PE, page 831)


Lesson Plan
Sonnet 43 (“How do I love thee . . .”), page 828

M T W TH F

Individual Learning Strategies Tackle Archaic Pronouns
_________ Motivation: Comparing Poems (ATE, _________ Present the information given under English
page 828) Language Learning: Pronouns and
_________ Reading Proficiency: Listening to the Poem Capitalization (ATE, page 828).
(ATE, page 828) _________ Make copies of the poem. Allow students to
_________ English Language Learning: Pronouns and replace archaic pronouns with modern-day
Capitalization (ATE, page 828) pronouns.
page 828)
Learners
_________ Enrichment: Forming and Testing a
_________ Have students dramatically perform a love
Hypothesis (ATE, page 828)
poem popular in their native country. If the
Flexible Grouping Suggestions poems were written in a language other than
_________ Media Literacy & Collaborative Learning English, make sure students translate the
Media Collage (PE, page 831) poems into English after reading them.
_________ Motivation: Comparing Poems (ATE,
page 828)
830; UR 9, page 93)
_________ Understanding Literature: Sonnet and
Repetition (PE, page 830; UR 9, page 94)
_________ Writer’s Journal: Journal Entry, Love Poem, or
Advice Column (PE, page 831; UR 9, page
95)
_________ Language, Grammar, and Style: Sentence
Variety (PE, page 831; UR 9, page 96)
_________ Critical Thinking: Comparing and Contrasting
© EMC Corporation


Lesson Plan
“Pied Beauty,” “God’s Grandeur,” and

“Spring and Fall: To a Young Child,” page 832
M T W TH F
Reading Level: Moderate, Moderate, Moderate READING STRATEGIES RESOURCE
Difficulty Considerations: Vocabulary; footnotes; theme Reading Strategies: Find a Purpose for
Reading and Write Things Down
Ease Factors: Joyful tone; repetition; optimistic tone; personal tone There are two Reading Strategy Mini-Lessons
associated with this Lesson Plan. See pages 341
Synopsis: The first poem celebrates the variety of nature. The
and 345 of the Reading Strategies Resource.
second poem expresses the widespread grandeur of God. In the
third poem, an older speaker tells a child that life gets harder as you
grow older. WASHINGTON STATE STANDARDS

• to experience the speaker’s feelings of joy in the variety of
wonders in the world
• to describe the significance of Gerard Manley Hopkins’s writings
• to define sprung rhythm and identify it in a poem
• to define sonnet and identify an Italian, or Petrarchan, sonnet
• to define alliteration, metaphor, repetition, and theme and
recognize and analyze them in a poem
• to identify the parts of speech
• to create a nature guide
• to participate in a debate
Before Reading
_________ Reader’s Journal: “Pied Beauty” (PE, page 833; UR 9, page 101)
_________ Reader’s Journal: “God’s Grandeur” (PE, page 835; UR 9, page 107)
_________ Reader’s Journal: “Spring and Fall: To a Young Child” (PE, page 837; UR 9, page 114)
_________ Literary Tools: “Pied Beauty”: Sprung Rhythm and Alliteration (PE, page 833)
_________ Literary Tools: “God’s Grandeur”: Sonnet and Repetition (PE, page 835)
_________ Literary Tools: “Spring and Fall: To a Young Child”: Metaphor and Theme (PE, page 837)
_________ About the Author: Gerard Manley Hopkins (PE, page 832)
_________ Vocabulary: Synonyms and Antonyms (VR, page 137)
During Reading
_________ Dramatic Recording: “Pied Beauty” (AL, 1:07)
© EMC Corporation
_________ Dramatic Recording: “God’s Grandeur” (AL, 1:13)
_________ Dramatic Recording: “Spring and Fall: To a Young Child” (AL, 0:56)
_________ Guided Reading Questions: “Pied Beauty” (PE, page 833; UR 9, page 101)
_________ Guided Reading Question: “God’s Grandeur” (PE, page 835; UR 9, page 107)
_________ Guided Reading Questions: “Spring and Fall: To a Young Child” (PE, page 837; UR 9, page 114)


Lesson Plan

M T W TH F
After Reading
_________ Respond to the Selection: “Pied Beauty” (PE, page 834; UR 9, page 101)
_________ Respond to the Selection: “God’s Grandeur” (PE, page 836; UR 9, page 107)
_________ Respond to the Selection: “Spring and Fall: To a Young Child” (PE, page 838; UR 9, page 114)
_________ Investigate, Inquire, and Imagine: “Pied Beauty” (PE, page 834; UR 9, page 102)
_________ Investigate, Inquire, and Imagine: “God’s Grandeur” (PE, page 836; UR 9, page 107)
_________ Investigate, Inquire, and Imagine: “Spring and Fall: To a Young Child” (PE, page 838; UR 9, page 115)
_________ Understanding Literature: “Pied Beauty”: Sprung Rhythm and Alliteration (PE, page 834; UR 9, page 103)
_________ Understanding Literature: “God’s Grandeur”: Sonnet and Repetition (PE, page 836; UR 9, page 109)
_________ Understanding Literature: “Spring and Fall: To a Young Child”: Metaphor and Theme (PE, page 838; UR 9,
page 116)
_________ Writer’s Journal: Cheer, Editorial, or Short Story (PE, page 839; UR 9, page 116)
_________ Language, Grammar, and Style: Identifying Parts of Speech (PE, page 839; UR 9, page 117)
_________ Study and Research: Pied Beauty Nature Guide (PE, page 839; UR 9, page 119)
_________ Speaking and Listening & Collaborative Learning: Debate (PE, page 839)
© EMC Corporation


Lesson Plan

M T W TH F

_________ Motivation: Synonyms (ATE, page 832) _________ Allow students to preview new vocabulary
_________ Reading Proficiency: Working with a Partner words.
(ATE, page 832) _________ Have students identify words that they
_________ English Language Learning: Opposites (ATE, already know.
page 832) _________ Encourage students to predict meanings of
_________ Special Needs: Rhyme Scheme and Art (ATE, unknown words by using context clues.
page 832) _________ Familiarize students with new vocabulary by
_________ Enrichment: Sprung Rhythm (ATE, page 832) working on vocabulary activities (VR, page
137).
_________ Ecology and Environment (ATE, page 835) Tackle Footnotes
_________ Have students preview the footnotes.
Flexible Grouping Suggestions _________ Discuss in more detail the metaphor, “shook
_________ Reading Proficiency: Working with a Partner foil,” and the simile “ooze of oil / Crushed,”
(ATE, page 832) that are defined in the footnotes (PE, page
_________ Investigate, Inquire, and Imagine: “Pied 835).
Beauty” (PE, page 834; UR 9, page 102)
Tackle Theme
_________ Investigate, Inquire, and Imagine: “God’s
Grandeur” (PE, page 836; UR 9, page 107) _________ Read Literary Tools, focusing especially on
Theme (PE, page 837).
_________ Investigate, Inquire, and Imagine: “Spring
and Fall: To a Young Child” (PE, page 838; _________ Use the questions asked in Understanding
UR 9, page 115) Literature to discuss the theme of “Spring and
Fall: To a Young Child” (PE, page 838).
_________ Understanding Literature: “Pied Beauty”:
Sprung Rhythm and Alliteration (PE, page Additional Strategies for English Language
834; UR 9, page 103) Learners
_________ Understanding Literature: “God’s Grandeur”:
Sonnet and Repetition (PE, page 836; UR 9, for “Pied Beauty” and “God’s Grandeur”
page 109) _________ Have students complete English Language
_________ Understanding Literature: “Spring and Fall: To Learning: Opposites (ATE, 832).
a Young Child”: Metaphor and Theme (PE, _________ Ask students to write a religious poem that
page 838; UR 9, page 116) resonates with ideas of spirituality found in
_________ Speaking and Listening & Collaborative their own culture.
Learning: Debate (PE, page 839)
© EMC Corporation
for “Spring and Fall: To a Young Child”
Homework Suggestions _________ Have students discuss what the seasons
_________ Writer’s Journal: Cheer, Editorial, or Short spring and fall symbolize in their native
Story (PE, page 839; UR 9, page 116) culture.
Parts of Speech (PE, page 839; UR 9,
page 117)
_________ Study and Research: Pied Beauty Nature
Guide (PE, page 839; UR 9, page 119)


Lesson Plan
“Promises Like Pie-Crust” and “A Birthday,” page 840

M T W TH F
Difficulty Considerations: Inverted word order; vocabulary Reading Strategy: Write Things Down
and footnotes Fix-Up Idea: Refocus
Ease Factor: Author’s style
Synopsis: In the first poem, the speaker asks her lover not to
make promises that he may not keep. In the second poem, the WASHINGTON STATE STANDARDS
speaker expresses the joy of finding love.
Goals/Objectives:
• to enjoy the simple beauty of Rossetti’s lyric poetry
• to describe Rossetti’s literary accomplishments and explain the
historical significance of her writings
• to define parallelism, alliteration, and chiasmus and recognize
and analyze them in a poem
• to define metaphor, simile, parallelism, and alliteration and
recognize and analyze them in a poem
• to identify participles, gerunds, and infinitives
• to write nursery rhymes, art criticism, and comparison-and contrast-essays
Before Reading
_________ Literary Tools: Metaphor, Simile, Parallelism, and Alliteration (PE, page 841)
_________ About the Author: Christina Rossetti (PE, page 840)
During Reading
_________ Dramatic Recording: “Promises Like Pie-Crust” (AL, 1:12)
_________ Dramatic Recording: “A Birthday” (AL, 0:59)
_________ Guided Reading Questions: “Promises Like Pie-Crust” (PE, page 841; UR 9, page 123)
_________ Guided Reading Questions: “A Birthday” (PE, page 843; UR 9, page 129)
After Reading
© EMC Corporation
_________ Respond to the Selection: “Promises Like Pie-Crust” (PE, page 842; UR 9, page 123)
_________ Respond to the Selection: “A Birthday” (PE, page 844; UR 9, page 129)
_________ Investigate, Inquire, and Imagine: “Promises Like Pie-Crust” (PE, page 842; UR 9, page 123)
_________ Investigate, Inquire, and Imagine: “A Birthday” (PE, page 844; UR 9, page 129)
_________ Understanding Literature: “Promises Like Pie-Crust”: Metaphor and Simile (PE, page 842; UR 9, page 124)
_________ Understanding Literature: “A Birthday”: Parallelism and Alliteration (PE, page 844; UR 9, page 130)
_________ Writer’s Journal: Promise, Poem, or Comparison or Contrast Essay (PE, page 845; UR 9, page 131)
_________ Language, Grammar, and Style: Verbals (PE, page 845; UR 9, page 132)
_________ Speaking and Listening: Multimedia Presentation (PE, page 845)
_________ Collaborative Learning: Chapbook (PE, page 845)


Lesson Plan
“Promises Like Pie-Crust” and “A Birthday,” page 840

M T W TH F
Teaching Options Presentation

Strategies (PE, pageReaders
for Developing 845)

Tackle Inverted Word Order
_________ Motivation: Additional Questions (ATE,
page 840) _________ Direct students to the Language, Grammar,
and Style Resource 3.26: Working with
_________ English Language Learning: Fortune Telling
Inverted Sentences (PE, page 1223).
(ATE, page 840)
_________ Ask students to identify the inverted
sentences in the poems. Then have them
(ATE, page 840)
rewrite the sentences so that they are no
_________ Enrichment: Politically Conscious Poetry (ATE,
longer inverted.
page 840)
Tackle Vocabulary and Footnotes
_________ Investigate, Inquire, and Imagine: “Promises
words and footnotes (PE, page 843).
Like Pie-Crust” (PE, page 842; UR 9,
page 123)
already know.
_________ Investigate, Inquire, and Imagine: “A
Birthday” (PE, page 844; UR 9, page 129)
_________ Understanding Literature: “Promises Like Pie-
Crust”: Metaphor and Simile (PE, page 842;
UR 9, page 124)
139).
_________ Understanding Literature: “A Birthday”:
Parallelism and Alliteration (PE, page 844; UR Additional Strategies for English Language
9, page 130) Learners
_________ Collaborative Learning: Chapbook (PE, _________ Share with students the information given
page 845) under English Language Learning: Fortune
Telling (ATE, page 840).
_________ Have students share birthday traditions from
_________ Writer’s Journal: Promise, Poem, or
their native culture and discuss how they
Comparison-and-Contrast Essay (PE, page
compare with American traditions.
845; UR 9, page 131)
_________ Language, Grammar, and Style: Verbals (PE,
_________ Speaking and Listening: Multimedia
© EMC Corporation


Lesson Plan
“To an Athlete Dying Young,” page 846

M T W TH F
Difficulty Consideration: Syntax Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Simple, direct language Fix-Up Idea: Reread
Synopsis: The speaker honors a dead athlete.
Identify Main Ideas
Goals/Objectives:
• to experience the speaker’s feelings toward youth, glory, WASHINGTON STATE STANDARDS
and death
• to define allusion and recognize and interpret allusions in a click this box for details
poem
• to define aim and tone and analyze examples of each
• to write a eulogy, a newspaper article, and images of change and
victory
Before Reading
_________ Literary Tools: Allusion and Tone (PE, page 846)
_________ About the Author: A. E. Housman (PE, page 846)
_________ Vocabulary: Words and Phrases from Sports (VR, page 141)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Allusion and Tone (PE, page 848; UR 9, page 139)
_________ Writer’s Journal: Personal Essay, Profile, or Eulogy (PE, page 849; UR 9, page 140)
_________ Study and Research: Newspaper Article (PE, page 849; UR 9, page 141)
_________ Speaking and Listening & Collaborative Learning: Debate (PE, page 849)
_________ Applied English & Collaborative Learning: Writing Press Releases (PE, page 849; UR 9, page 142)


Lesson Plan
“To an Athlete Dying Young,” page 846

M T W TH F

Individual Learning Strategies Tackle Syntax
_________ Motivation: Using an Almanac or Yearbook _________ Present the information given under Reading
(ATE, page 847) Proficiency: Syntax (ATE, page 847).
_________ Reading Proficiency: Syntax (ATE, page 847) _________ Direct students to the Language, Grammar,
_________ English Language Learning: Vocabulary (ATE, and Style Resource 3.26: Working with
page 847) Inverted Sentences” (PE, page 1223).
_________ Special Needs: Working Together (ATE, _________ Ask students to identify the inverted
page 847) sentences in the poems. Then have them
_________ Enrichment: Poems Set to Music (ATE, rewrite the sentences so that they are no
page 847) longer inverted.
Quotables Additional Strategies for English Language

Learners
_________ Andy Warhol (ATE, page 846)
_________ Have students complete the synonym activity
Flexible Grouping Suggestions suggested under English Language Learning:
_________ Reading Proficiency: Syntax (ATE, page 847) Vocabulary (ATE, page 847).
_________ Enrichment: Poems Set to Music _________ Have students practice using allusion and
(ATE, page 847) establishing tone by writing poems about
_________ Investigate, Inquire, and Imagine (PE, page athletes from their native country.
848; UR 9, page 138)
_________ Understanding Literature: Allusion and Tone
Learning: Debate (PE, page 849)
_________ Applied English & Collaborative Learning:
Writing Press Releases (PE, page 849; UR 9,
page 142)
_________ Writer’s Journal: Personal Essay, Profile, or
Eulogy (PE, page 849; UR 9, page 140)
_________ Study and Research: Newspaper Article
© EMC Corporation


Lesson Plan
“The Signalman,” page 850

M T W TH F

Fix-Up Idea: Visualize
Ease Factor: Ghost story Standardized Test Practice:
Synopsis: This selection is a psychological and supernatural
thriller in which a mysterious signal ends in tragedy.
Goals/Objectives:
• to appreciate a story with supernatural and psychological
elements
• to describe Dickens’s literary accomplishments and explain
• to define setting and mood and identify these elements
in reading
• to explain the connection between setting and mood
• to recognize both supernatural and psychological elements in a story
Before Reading
_________ Literary Tools: Ghost Story, Setting, and Mood (PE, page 850)
_________ About the Author: Charles Dickens (PE, page 850)
_________ Vocabulary: Psych Words (VR, page 143)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Ghost Story, Setting, and Mood (PE, page 861; UR 9, page 151)
_________ Writer’s Journal: Obituary, Review, or Ghost Story (PE, page 862; UR 9, page 151)
_________ Speaking and Listening: Telling Ghost Stories (PE, page 862)
_________ Study and Research: Researching Skills (PE, page 862; UR 9, page 154)


Lesson Plan
“The Signalman,” page 850

M T W TH F

_________ Motivation: Scary Stories (ATE, page 851) _________ Allow students to preview new vocabulary
_________ Reading Proficiency: Psychological and words.
Supernatural Elements (ATE, page 851) _________ Have students identify words that they
_________ English Language Learning: Vocabulary (ATE, already know.
_________ Special Needs: Working in Pairs (ATE, unknown words by using context clues.
_________ Enrichment: Social Issues Magazine (ATE, working on vocabulary activities (VR, page
page 851) 143).
Literary Note Additional Strategies for English Language

_________ Satire (ATE, page 853) Learners
_________ Double Meaning (ATE, page 855) _________ Share the additional vocabulary listed under
_________ Dickens and Christmas (ATE, page 856)
page 851).
Quotables _________ Have students pick ten vocabulary words and
_________ Charles Dickens (ATE, page 853) write a contextual sentences for each.
_________ Allow students to share ghost stories from
Cross-Curricular Activities their native culture with the rest of the class.
_________ Telegraph (ATE, page 854)

_________ Special Needs: Working in Pairs (ATE,
page 851)
_________ Enrichment: Social Issues Magazine (ATE,
page 851)
861; UR 9, page 150)
_________ Understanding Literature: Ghost Story,
Setting, and Mood (PE, page 861; UR 9,
page 151)
© EMC Corporation
_________ Writer’s Journal: Obituary, Review, or Ghost
Story (PE, page 862; UR 9, page 151)
_________ Speaking and Listening: Telling Ghost Stories
(PE, page 862)
_________ Study and Research: Researching Skills (PE,


Lesson Plan
from Through the Looking Glass, page 863

M T W TH F
Difficulty Consideration: Wordplay Reading Strategy: Connect to Prior

Knowledge
Ease Factors: Familiar story; appealing subject matter Fix-Up Idea: Work with Word Play
Synopsis: The main character meets a strange character who
confuses her by his use of wordplay.
Goals/Objectives:
• to enjoy a work of fantasy filled with wordplay WASHINGTON STATE STANDARDS
• to describe Lewis Carroll’s literary accomplishments and click this box for details
• to define riddle and fantasy and identify and analyze
examples of each
• to use the Oxford English Dictionary to research word histories
• to critique conversation techniques
• to analyze a children’s show
Before Reading
_________ Literary Tools: Riddle and Fantasy (PE, page 863)
_________ About the Author: Lewis Carroll (PE, page 863)
_________ Vocabulary: Portmanteau Words: Blends (VR, page 145)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Riddle and Fantasy (PE, page 871; UR 9, page 164)
_________ Writer’s Journal: Definitions, Rhyming Poem, or Comic Strip (PE, page 872; UR 9, page 164)
_________ Language, Grammar, and Style: Word Origins (PE, page 872; UR 9, page 165)
_________ Speaking and Listening: Communication Critique (PE, page 872; UR 9, page 166)
_________ Media Literacy: Analyzing Media (PE, page 872; UR 9, page 166)


Lesson Plan
from Through the Looking Glass, page 863

M T W TH F

Individual Learning Strategies Tackle Wordplay
_________ Motivation: Classifying (ATE, page 864) _________ Present students with the information given in
_________ Reading Proficiency: Carroll’s Use of Words Reading Proficiency: Carroll’s Use of Words
(ATE, page 864) (ATE, page 864).
_________ English Language Learning: Vocabulary (ATE, _________ Read Literary Tools, focusing especially on
page 864) Riddle.
_________ Special Needs: Working in Pairs (ATE, _________ Work with students to solve the riddles and
page 864) various play on words that appear in the text.
_________ Enrichment: Portmanteau Words
(ATE, page 864)
Learners
Quotables _________ Share the additional vocabulary listed under
_________ Lewis Carroll (ATE, page 865, 868) English Language Learning: Vocabulary (ATE,
page 864).
Literary Technique _________ Show students a film version of Alice in
_________ Satire (ATE, page 866) Wonderland to help them visualize the
fantastical world of Lewis Carroll.
Additional Questions and Activities _________ Have students pose riddles from their native
_________ Point of View (ATE, page 866) culture and encourage the rest of the class to
_________ Writing an Encounter between Characters solve them.
(ATE, page 867)
_________ Comparing Humpty Dumpty to Authors (ATE,
page 867)
_________ Types of Words (ATE, page 868)
_________ Translating “Jabberwocky” (ATE, page 869)
_________ Elements of Medieval Romance (ATE,
page 869)

_________ Special Needs: Working in Pairs (ATE,
page 864)
_________ Enrichment: Portmanteau Words (ATE,
page 864)
© EMC Corporation
871; UR 9, page 162)
_________ Understanding Literature: Riddle and Fantasy
_________ Writer’s Journal: Definitions, Rhyming Poem,
or Comic Strip (PE, page 872; UR 9,
page 164)
_________ Language, Grammar, and Style: Word Origins
_________ Speaking and Listening: Communication
Critique (PE, page 872; UR 9, page 166)
_________ Media Literacy: Analyzing Media (PE, page
872; UR 9, page 166)


Lesson Plan
from Madame Bovary, page 873

M T W TH F
Difficulty Considerations: Long, complex sentences; French Reading Strategy: Visualize

terms Fix-Up Idea: Write Things Down
Ease Factor: Famous character Analyze Literary Elements
Synopsis: Emma Bovary is eager to escape into a more romantic

and exciting world for an evening when she and her husband WASHINGTON STATE STANDARDS
attend an elegant ball.
Goals/Objectives:
• to appreciate Gustave Flaubert’s skill as a novelist
• to describe Flaubert’s literary accomplishments and explain the
• to explain the connection between Flaubert’s writing and the
English literature in this unit
• to define flashback and description and identify examples of each
Before Reading
_________ Literary Tools: Flashback and Description (PE, page 873)
_________ About the Author: Gustave Flaubert (PE, page 873)
_________ Vocabulary: Predicting Meaning (VR, page 147)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Flashback and Description (PE, page 880; UR 9, page 174)
_________ Writer’s Journal: Party Invitation, Journal Entry, or Letter of Apology (PE, page 881; UR 9, page 175)
_________ Collaborative Learning: Travel Guide (PE, page 881; UR 9, page 176)
_________ Media Literacy & Speaking and Listening: Morality Debate (PE, page 881)


Lesson Plan
from Madame Bovary, page 873

M T W TH F

_________ Motivation: Discussing Madame Bovary (ATE, _________ Direct students to Language, Grammar, and
page 874) Style Resource 3.84: The Clauses of a
_________ Reading Proficiency: Specialty Vocabulary Sentence: Simple, Compound, and Complex
(ATE, page 874) Sentences (PE, page 1242) to discuss the
_________ English Language Learning: Vocabulary (ATE, parts of a complex sentence.
page 874) _________ Have skilled readers read the selection aloud,
_________ Special Needs: Sensory Detail Chart (ATE, interpreting each sentence as they read.
page 874) _________ Reread difficult sections of the story.
_________ Enrichment: Reading and Reviewing Madame _________ Use the Guided Reading Questions to check
Bovary (ATE, page 874) understanding.
Cross-Curricular Activities Tackle French Terms

_________ Researching Flowers (ATE, page 875) _________ Present the information given under Reading
Proficiency: Specialty Vocabulary (ATE, page
Literary Note 874).
_________ Harriet Taylor (ATE, page 883) _________ Invite a French teacher or a student who
speaks French to read the selection.
Flexible Grouping Suggestions _________ Make a list of French terms found in the
_________ Special Needs: Sensory Detail Chart (ATE, selection. Ask students who know how to
page 874) speak French to give both the pronunciation
_________ Investigate, Inquire, and Imagine (PE, page and English translation of each word or
880; UR 9, page 173) phrase.
_________ Understanding Literature: Flashback and
Description (PE, page 880; UR 9, page 174) Additional Strategies for English Language
_________ Collaborative Learning: Travel Guide (PE, Learners
page 881; UR 9, page 176) _________ Share the additional vocabulary listed under
Homework Suggestions page 874).
_________ Writer’s Journal: Party Invitation, Journal Entry, _________ Have students identify flashbacks in the text
or Letter of Apology (PE, page 881; UR 9, by placing sticky notes at the beginning and
page 175) end of each flashback.
© EMC Corporation
_________ Media Literacy & Speaking and Listening:
Morality Debate (PE, page 881)


Lesson Plan
Unit Nine
M T W TH F
The Victorian Age, pages 882–883
_________ “Flower in the Crannied Wall” by Alfred, Lord Tennyson click this box for details
(PE, page 882)
_________ “When I Was One-and-Twenty” by A. E. Housman (PE,
page 882)
_________ “Loveliest of Trees” by A. E. Housman (PE, page 882)
_________ “The Night is Darkening” by Emily Brontë (PE, page 882)
_________ from The Subjection of Women by John Stuart Mill (PE,
page 882)
_________ “The Slave Ship” from Modern Painters by John Ruskin
(PE, page 883)
Guided Writing
Informative Writing: Analyzing Art GUIDED WRITING
Software
Assignment: Students write an analysis of a piece of art (PE, pages 884–889).
See the Guided
Before Writing Writing Software for
_________ Analyzing Art (PE, page 884) an extended version of this
_________ Professional Model (PE, page 884) lesson that includes printable
_________ Previewing Models and Rubric for Assignment (VLR I, page 172; WR, page student models and student-
174) friendly checklists, and self-,
_________ Prewriting (PE, page 885; WR, page 161) peer, and teacher evaluation
_________ Student Model—Graphic Organizer (PE, page 886; WR, page 163) features.
During Writing
_________ Language, Grammar, and Style: Effective Transitions (PE, page 887; WR, page 164)
© EMC Corporation
After Writing

_________ Motivation: Art and Literature (ATE, page 885)
_________ Reading Proficiency: Summarizing Sections of the Lesson (ATE, page 885)
_________ English Language Learning: Art Terms and Goals of the Essay (ATE, page 885)
_________ Special Needs: Talking about Paintings (ATE, page 885)
_________ Enrichment: Researching 19th-Century Artistic Movements (ATE, page 885)



Lesson Plan
Unit Nine
M T W TH F
_________ Language, Grammar, and Style: Effective Transitions (PE, page 887; WR, page 164)
_________ Self-Evaluation—Analyzing Art (PE, page 887; WR, page 168)
_________ Rubric for Informative Writing: Analyzing Art (VLR I, page 172; WR, page 174)
Unit Nine Review


_________ Genre Studies: The Dramatic Monologue; Lyric Poetry (PE, page 891)
_________ Thematic Studies: Challenges to Conventional Thinking; Aging and Mortality (PE, page 891)
_________ Historical/Biographical Studies: Biographical Criticism (PE, page 891)
© EMC Corporation


Lesson Plan
Unit Ten
Twentieth-Century to Contemporary Poetry (1900–Present)
M T W TH F
• to interpret and appreciate twentieth-century British poetry
• to describe how English-speaking writers responded to the social
and economic upheaval of the twentieth century
• to name and describe the literary accomplishments of some of the
main figures of twentieth-century poetry
• to define rhyme scheme, image, allusion, symbol, speaker, tone,
objective correlative, theme, sonnet, diction, simile, pun, villanelle,
verbal irony, alliteration, irony, figurative language, oxymoron,
caesura, tone, point of view, prose poem, stanza, sight rhyme, and
free verse and recognize the use of these techniques in the
selections
• to write a poetry explication
• to create a good title

_________ “The Lake Isle of Innisfree,” page 906
_________ “Adam’s Curse,” page 909
_________ “The Second Coming,” page 912
_________ “Preludes,” page 916
_________ “Snake,” page 921
_________ “The Soldier,” page 928
_________ “Dulce et Decorum Est,” page 932
_________ “Rough,” page 937
_________ “Do Not Go Gentle into That Good Night,” page 941
_________ “Who’s Who,” page 945
_________ “Musée des Beaux Arts,” page 948
_________ “Not Waving but Drowning,” page 952
_________ “Thistles,” page 956
_________ “Follower,” page 960
_________ “A Call,” page 963
© EMC Corporation
_________ “Bread,” page 966

_________ “Naked Girl and Mirror,” page 971
_________ “Map of the New World,” page 976
_________ Guided Writing—Informative Writing: Writing a Poetry Explication, page 980
_________ Unit Ten Review, page 988


Lesson Plan
Unit Ten
M T W TH F

_________ Opening Pages: Discuss how the artwork by Robert Penrose (PE, page 892; VLR II, page 79) and the
quote from Monty Python’s Flying Circus (PE, page 893) relate to each other and to the content of this
unit.
_________ Twentieth-Century to Contemporary Poetry (PE, page 894)
_________ Additional Questions and Activities: Predictions for a Century (ATE, page 894)
_________ Quotables: King George V (ATE, page 894)
_________ Cross-Curricular Connections: Battle of the Somme (ATE, page 895)
_________ Additional Questions and Activities: Editorial on Chemical Warfare (ATE, page 895)
_________ Additional Questions and Activities: Russian Revolution (ATE, page 896)
_________ Biographical Note: George Orwell (ATE, page 896)
_________ Cross-Curricular Connections: Women’s Suffrage (ATE, page 897)
_________ Quotables: “The Foggy Dew” (ATE, page 897)
_________ Cross-Curricular Activities: Britain and Ireland (ATE, page 898)
_________ Cross-Curricular Connections: Great Depression (ATE, page 898)
_________ Additional Questions and Activities: Listening to Churchill’s Speeches (ATE, page 899)
_________ Quotables: Winston Churchill (ATE, page 899)
_________ Cross-Curricular Connections: Gandhi (ATE, page 900)
_________ Additional Questions and Activities: British Royal Family (ATE, page 900)
_________ Quotables: Bernard Baruch (ATE, page 900)
_________ Cross-Curricular Connections: The Movement (ATE, page 901)
_________ Additional Questions and Activities: Differences between Isms (ATE, page 901)
_________ Cross-Curricular Activities: Modernist Music and Primitivism (ATE, page 902)
_________ Cross-Curricular Connections: Imagism (ATE, page 903)
_________ Quotables: T. S. Eliot (ATE, page 903)
_________ Echoes (PE, page 905)
_________ Biographical Notes: Twentieth-Century Poets (ATE, page 905)
© EMC Corporation


Lesson Plan
“The Lake Isle of Innisfree,” page 906

M T W TH F
Difficulty Consideration: Footnotes Reading Strategy: Visualize

Ease Factors: Simple sentence structure; vivid images Standardized Test Practice:
Identify Main Ideas
Synopsis: A modern speaker expresses a desire to escape from
city life to a life of peace in the countryside.*
Goals/Objectives:
• to interpret and appreciate the poetry of William Butler Yeats click this box for details
• to describe Yeats’s literary accomplishments and explain the
• to define rhyme scheme, image, allusion, and symbol and
recognize the use of these techniques in the selections
• to identify adjectives and participles
• to select titles from phrases in Yeats’s poetry
• to write a résumé
• to plan and participate in a Nobel Prize Winners festival
Before Reading
_________ Literary Tools: Rhyme Scheme and Image (PE, page 907)
_________ About the Author: William Butler Yeats (PE, page 906)
_________ Vocabulary: Pronunciation (VR, page 148)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Rhyme Scheme and Image (PE, page 908; UR 10, page 9)
*The lesson plan for “Adam’s Curse” is on page 211, and the lesson plan for “The Second Coming”
is on page 213.


Lesson Plan
“The Lake Isle of Innisfree,” page 906

M T W TH F

Individual Learning Strategies Tackle Footnotes
_________ Motivation: Discussing Experiences with _________ Have students preview the footnotes.
Nature (ATE, page 906) _________ Make copies of the poem. Allow students to
_________ Reading Proficiency: Onomatopoeia (ATE, replace each footnoted term with its meaning
page 906) before rereading the poem.
_________ English Language Learning: Descriptive
Language (ATE, page 906)
Learners
(ATE, page 906) for “The Lake Isle of Innisfree”
_________ Enrichment: Yeats, Thoreau, and Donne (ATE, _________ Share the information given under English
page 906) Language Learning: Descriptive Language
(ATE, page 906).
_________ Have students find paintings showing the
_________ Motivation: Discussing Experiences with
countryside of their native land, and have
Nature (ATE, page 906)
them share the paintings with the class.
908; UR 10, page 8)
_________ Understanding Literature: Rhyme Scheme
and Image (PE, page 908; UR 10, page 9)
Homework Suggestion
10, page 8)
© EMC Corporation


Lesson Plan
“Adam’s Curse,” page 909

M T W TH F
Difficulty Consideration: Long sentences Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Author’s style Fix-Up Idea: Use Text Organization
Synopsis: A speaker suggests that nothing wonderful comes
Identify Main Ideas
without hard work and sacrifice.

_________ Literary Tools: Allusion (PE, page 909) click this box for details
During Reading
After Reading
_________ Understanding Literature: Allusion (PE, page 911; UR 10, page 16)
© EMC Corporation


Lesson Plan
“Adam’s Curse,” page 909

M T W TH F

_________ Motivation: Discussing Difficulties in Reaching _________ Direct students to Language, Grammar, and
Goals (ATE, page 909) Style Resource 3.34: Correcting Sentence
_________ Reading Proficiency: Main Ideas and Run-Ons (PE, page 1225). Then allow
Additional Vocabulary (ATE, page 909) students to rewrite a stanza or two, correcting
_________ English Language Learning: Vocabulary (ATE, sentence run-ons.
page 909) _________ Play the Dramatic Recording (AL, 2:13), or
_________ Special Needs: Organization of the Poem have skilled readers read the selection aloud,
(ATE, page 909) interpreting each sentence as they read.
_________ Enrichment: Biographical Criticism (ATE, _________ Replay or reread difficult sections of the story.
page 909) _________ Use the Guided Reading Questions to check
understanding.
_________ Investigate, Inquire, and Imagine (PE, page Additional Strategies for English Language
_________ Understanding Literature: Allusion (PE, page _________ Share the additional vocabulary listed under
911; UR 10, page 16) English Language Learning: Vocabulary (ATE,
page 909).
Homework Suggestion _________ Give students a summary of the story of
_________ Respond to the Selection (PE, page 910; UR Adam and Eve, their fall, and the various
10, page 15) curses that God placed on them.
© EMC Corporation


Lesson Plan
“The Second Coming,” page 912

M T W TH F
Difficulty Considerations: Complex sentence structure; Reading Strategy: Write Things Down
footnotes Fix-Up Idea: Reread
Ease Factor: Vivid images Analyze Literary Elements
Synopsis: A speaker prophesies the beginning of a new and

frightening cycle of history. WASHINGTON STATE STANDARDS

Before Reading
_________ Literary Tools: Symbol (PE, page 912)
During Reading
After Reading
_________ Understanding Literature: Symbol (PE, page 914; UR 10, page 23)
_________ Writer’s Journal: Prediction, Travel Brochure, or Paragraph (PE, page 915; UR 10, page 24)
_________ Language, Grammar, and Style: Adjectives and Participles (PE, page 915; UR 10, page 25)
_________ Speaking and Listening: Titles (PE, page 915)
_________ Applied English & Study and Research: Writing a Résumé (PE, page 915)
_________ Collaborative Learning & Study and Research: Nobel Prize Winners (PE, page 915)
© EMC Corporation



Lesson Plan
“The Second Coming,” page 912

M T W TH F

Individual Learning Strategies Tackle Complex Sentence Structure
_________ Motivation: Predictions about the Century _________ Direct students to Language, Grammar, and
(ATE, page 912) Style Resource 3.84: The Clauses of a
_________ Reading Proficiency: Explaining Meaning Sentence: Simple, Compound, and Complex
_________ English Language Learning: Understanding parts of a complex sentence.
Long Sentences (ATE, page 912) _________ Play the Dramatic Recording (AL, 1:37).
_________ Special Needs: Checking Comprehension _________ Replay or reread difficult sections of the story.
(ATE, page 912) _________ Use Guided Reading Questions to check
_________ Enrichment: Evaluating Yeats’ Prediction (ATE, understanding.
page 912)
Tackle Footnotes
Flexible Grouping Suggestions _________ Have students thoroughly read and preview
_________ Investigate, Inquire, and Imagine (PE, page the footnotes.
914; UR 10, page 22)
_________ Understanding Literature: Symbol (PE, page
Learners
914; UR 10, page 23)
Language Learning: Understanding Long
Research: Nobel Prize Winners (PE,
Sentences (ATE, page 912).
page 915)
_________ Discuss the concept of apocalypse with
Homework Suggestions students and have them share whether or not
_________ Writer’s Journal: Prediction, Travel Brochure, they believe in such an idea.
or Paragraph (PE, page 915; UR 10,
page 24)
_________ Language, Grammar, and Style: Adjectives
and Participles (PE, page 915; UR 10,
page 25)
_________ Speaking and Listening: Titles (PE, page 915)
Writing a Résumé (PE, page 915)
© EMC Corporation


Lesson Plan
“Preludes,” page 916

M T W TH F
Difficulty Consideration: Sentence fragments Reading Strategy: Visualize

Fix-Up Idea: Write Things Down
Ease Factor: Vivid Images Standardized Test Practice:
Synopsis: The speaker finds hope amid the futility and
dreariness of modern life.
Goals/Objectives:
• to appreciate the poetry of T. S. Eliot click this box for details
• to understand the associations connected with a description
of an urban setting
• to describe T. S. Eliot’s literary accomplishments and explain
• to define speaker, tone, image, and objective correlative and
• to tell a story
• to compile a bibliography
Before Reading
_________ Literary Tools: Speaker, Tone, Image, and Objective Correlative (PE, page 916)
_________ About the Author: T. S. Eliot (PE, page 916)
_________ Vocabulary: Proofreading (VR, page 151)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Speaker, Tone, Image, and Objective Correlative (PE, page 919; UR 10, page 32)
_________ Writer’s Journal: Letter of Complaint, Paragraph, or Poem (PE, page 920; UR 10, page 33)
_________ Language, Grammar, and Style: Sentence Run-Ons (PE, page 920; UR 10, page 34)
_________ Speaking and Listening & Collaborative Learning: Telling a Story (PE, page 920)
_________ Study and Research: Catalog Search (PE, page 920; UR 10, page 35)


Lesson Plan
“Preludes,” page 916

M T W TH F

Individual Learning Strategies Tackle Sentence Fragments
_________ Motivation: Sensory Detail Chart (ATE, _________ Direct students to Language, Grammar, and
page 917) Style Resource 3.33: Correcting Sentence
_________ Reading Proficiency: Phrases in Poetry (ATE, Fragments (PE, page 1225).
page 917) _________ Allow students to rewrite some of the stanzas
_________ English Language Learning: Background by changing sentence fragments to complete
Information (ATE, page 917) sentences.
_________ Special Needs: Checking Comprehension _________ Remind students that in poetry, writers are
(ATE, page 917) allowed to break grammatical and syntactical
_________ Enrichment: Comparing and Contrasting rules.
Imagery (ATE, page 917)
Literary Technique Learners
_________ Simile (ATE, page 918) _________ Discuss English Language Learning:
Background Information (ATE, page 917).
Flexible Grouping Suggestions _________ Have students find a poem written by a poet
_________ Investigate, Inquire, and Imagine (PE, page from their native country that details some
919; UR 10, page 31) aspect of the country’s urban setting. Then
_________ Understanding Literature: Speaker, Tone, have them find a painting that captures the
Image, and Objective Correlative (PE, page tone and images of the poem.
919; UR 10, page 32)
Learning: Telling a Story (PE, page 920)
_________ Writer’s Journal: Letter of Complaint,
Paragraph, or Poem (PE, page 920; UR 10,
page 33)
_________ Study and Research: Catalog Search (PE,
© EMC Corporation


Lesson Plan
“Snake,” page 921

M T W TH F
Difficulty Consideration: Vocabulary Reading Strategy: Find a Purpose for

Reading
Ease Factors: Short sentences; author’s style Fix-Up Idea: Unlock Difficult Words
Synopsis: A speaker wants to reconnect to nature.
Identify Main Ideas
Goals/Objectives:
• to appreciate the speaker’s desire to become connected with WASHINGTON STATE STANDARDS
primitive, vital natural forces often buried by such “civilizing”
forces as education click this box for details
• to describe D. H. Lawrence’s literary accomplishments and
• to define symbol and theme and recognize the use
of these techniques in the selection
• to research the culture of snakes
• to write a public service announcement
Before Reading
_________ Literary Tools: Symbol and Theme (PE, page 921)
_________ About the Author: D. H. Lawrence (PE, page 921)
_________ Vocabulary: Comparison and Contrast Context Clues (VR, page 152)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Symbol and Theme (PE, page 926; UR 10, page 43)
_________ Writer’s Journal: Note, Dialogue, or Story (PE, page 927; UR 10, page 44)
_________ Speaking and Listening & Collaborative Learning: Participating in a Debate (PE, page 927; UR 10, page 45)
_________ Study and Research: Researching the Culture of Snakes (PE, page 927; UR 10, page 47)


Lesson Plan
“Snake,” page 921

M T W TH F

_________ Motivation: Wild Animals in Their Habitat (ATE, _________ Allow students to preview new vocabulary
page 922) words.
_________ Reading Proficiency: Italics (ATE, page 922) _________ Have students identify words that they
_________ Special Needs: Checking Comprehension unknown words by using context clues.
(ATE, page 922) _________ Familiarize students with new vocabulary by
_________ Enrichment: “Civilized” Society (ATE, working on vocabulary activities (VR, page
page 922) 152).
Literary Technique Additional Strategies for English Language

_________ Freudian Criticism (ATE, page 923) Learners
Flexible Grouping Suggestions English Language Learning: Vocabulary (ATE,
_________ Investigate, Inquire, and Imagine (PE, page page 922).
926; UR 10, page 42) _________ Have students conduct research on snakes
_________ Understanding Literature: Symbol and Theme that are indigenous to their native country.
(PE, page 926; UR 10, page 43) Ask students to present their findings to the
_________ Speaking and Listening & Collaborative class, including visuals in their presentation.
Learning: Participating in a Debate (PE, page
927; UR 10, page 45)
_________ Writer’s Journal: Note, Dialogue, or Story (PE,
UR 10, page 46)
_________ Study and Research: Researching the Culture
of Snakes (PE, page 927; UR 10, page 47)
© EMC Corporation


Lesson Plan
“The Soldier,” page 928

M T W TH F
Difficulty Consideration: Multiple commas Reading Strategy: Use Text Organization

Fix-Up Idea: Reread
Ease Factor: Personal tone Standardized Test Practice:
Identify Main Ideas
Synopsis: The speaker presents an idealized view of war and
heroism.
Goals/Objectives:
• to experience the speaker’s feelings of love for his country
• to describe Rupert Brooke’s literary accomplishments and
• to define sonnet, rhyme scheme, and theme and recognize
• to rewrite inverted sentences
• to practice using the dictionary
• to create a poetry booklet about war
Before Reading
_________ Literary Tools: Sonnet, Rhyme Scheme, and Theme (PE, page 928)
_________ About the Author: Rupert Brooke (PE, page 928)
_________ Vocabulary: Concept Cluster Chart (VR, page 154)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Sonnet, Rhyme, Scheme, and Theme (PE, page 930; UR 10, page 55)
_________ Writer’s Journal: Press Release, Editorial, or Poem or Essay (PE, page 931; UR 10, page 56)
_________ Language, Grammar, and Style: Inverted Sentences (PE, page 931; UR 10, page 57)
_________ Vocabulary: Finding Alternative Meanings (PE, page 931; UR 10, page 58)
_________ Collaborative Learning & Media Literacy: Poetry Booklet (PE, page 931)


Lesson Plan
“The Soldier,” page 928

M T W TH F

Individual Learning Strategies Tackle Multiple Commas
_________ Motivation: Listening to the British National _________ Have students complete Reading Proficiency:
Anthem (ATE, page 928) Commas and Paraphrasing (ATE, page 928).
_________ Reading Proficiency: Commas and _________ Have students read the poem aloud. Remind
Paraphrasing (ATE, page 928) them to pause at the commas and read to the
_________ English Language Learning: Vocabulary (ATE, end of a thought, not to the end of a line.
page 928)
Learners
(ATE, page 928)
_________ Enrichment: Compare Anti-war Poems (ATE,
page 929)
page 928).
Flexible Grouping Suggestions _________ Have students find poems that describe a
_________ Investigate, Inquire, and Imagine (PE, page war that involved their native country. Then
930; UR 10, page 54) have them compare the theme, tone, and
form of the poem with “The Soldier.”
_________ Understanding Literature: Sonnet, Rhyme,
Scheme, and Theme (PE, page 930; UR 10,
page 55)
_________ Collaborative Learning & Media Literacy:
Poetry Booklet (PE, page 931)
_________ Writer’s Journal: Press Release, Editorial, or
Poem or Essay (PE, page 931; UR 10,
page 56)
_________ Language, Grammar, and Style: Inverted
_________ Vocabulary: Finding Alternative Meanings
© EMC Corporation


Lesson Plan
“Dulce et Decorum Est,” page 932

M T W TH F
Difficulty Consideration: Verbal irony Reading Strategy: Visualize

Ease Factor: Vivid images Standardized Test Practice:
Analyze Literary Techniques
Synopsis: The poet uses vivid imagery to refute the glory of war.

• to experience the speaker’s disgust and horror at the cruelty
of war
• to describe Wilfred Owen’s literary accomplishments and explain
• to define verbal irony, alliteration, and image and recognize
• to identify participles and gerunds
• to research wartime technology during World War I
• to write a dialogue between Wilfred Owen and Siegfried Sassoon
Before Reading
_________ Literary Tools: Verbal Irony, Alliteration, and Image (PE, page 932)
_________ About the Author: Wilfred Owen (PE, page 932)
_________ Fine Art: Christopher Nevinson (PE, page 933; VLR II, page 85; Art Note, PE, page 934)
_________ Vocabulary: Latin Influences on English (VR, page 155)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Verbal Irony, Alliteration, and Image (PE, page 935; UR 10, page 64)
_________ Writer’s Journal: Slogan, Letter, or Scene (PE, page 936; UR 10, page 65)
_________ Language, Grammar, and Style: Verbals: Participles and Gerunds (PE, page 936; UR 10, page 66)
_________ Study and Research: Wartime Technology (PE, page 936; UR 10, page 67)
_________ Speaking and Listening & Collaborative Learning: Writing a Dialogue (PE, page 936; UR 10, page 68)


Lesson Plan
“Dulce et Decorum Est,” page 932

M T W TH F

Individual Learning Strategies Tackle Verbal Irony
_________ Motivation: Shell Shock (ATE, page 933) _________ Read the Literary Tools section aloud,
_________ Reading Proficiency: Similes (ATE, page 933) focusing especially on Verbal Irony.
_________ English Language Learning: Latin Words and _________ Read About the Selection information aloud
Roots (ATE, page 933) (PE, page 932).
_________ Special Needs: Checking Comprehension _________ Use the question asked in Understanding
(ATE, page 933) Literature to discuss the irony of the poem’s
_________ Enrichment: Trench Warfare (ATE, page 933) title (PE, page 935).
Additional Questions and Activities Additional Strategies for English Language

Learners
_________ Colorful Language (ATE, page 934)
_________ Share the information on etymologies given
Flexible Grouping Suggestions under English Language Learning: Latin
_________ Investigate, Inquire, and Imagine (PE, page Words and Roots (ATE, page 933).
935; UR 10, page 63) _________ Have students find a painting that depicts a
_________ Understanding Literature: Verbal Irony, war in which their native country participated.
Alliteration, and Image (PE, page 935; UR 10, Then have students write a brief summary of
page 64) the war, including an explanation on how the
_________ Speaking and Listening & Collaborative painting captures some aspect of it.
Learning: Writing a Dialogue (PE, page 936;
UR 10, page 68)
_________ Writer’s Journal: Slogan, Letter, or Scene (PE,
_________ Language, Grammar, and Style: Verbals:
Participles and Gerunds (PE, page 936; UR
10, page 66)
_________ Study and Research: Wartime Technology
© EMC Corporation


Lesson Plan
“Rough,” page 937

M T W TH F
Difficulty Consideration: Elliptical phrases Reading Strategy: Connect to Prior

Experience
Ease Factors: Simple sentence structure; author’s style Fix-Up Idea: Make Predictions
Synopsis: The speaker reveals the pain rough children caused
Identify Main Ideas
him as a child.

• to empathize with the physical and emotional pain the speaker
suffered as a child click this box for details
• to describe Stephen Spender’s literary accomplishments and
• to define diction and simile and recognize the use of these
techniques in the selection
• to compile a bibliography of Spender’s works
• to participate in a panel discussion
Before Reading
_________ Literary Tools: Diction and Simile (PE, page 937)
_________ About the Author: Stephen Spender (PE, page 937)
_________ Vocabulary: Homophones (VR, page 157)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Diction and Simile (PE, page 939; UR 10, page 75)
_________ Writer’s Journal: Request, Description, or Critical Analysis (PE, page 940; UR 10, page 76)
_________ Language, Grammar, and Style: Sentence Fragments (PE, page 940; UR 10, page 77)
_________ Study and Research: Compiling a Bibliography (PE, page 940; UR 10, page 78)
_________ Speaking and Listening & Collaborative Learning: Panel Discussion (PE, page 940)


Lesson Plan
“Rough,” page 937

M T W TH F

Individual Learning Strategies Tackle Elliptical Phrases
_________ Motivation: Children Acting Cruelly (ATE, _________ Present the information given under English
_________ Reading Proficiency: Predictions (ATE, 938).
page 938) _________ Read the poem aloud.
_________ English Language Learning: Vocabulary (ATE, _________ Discuss the answers to the Guided Reading
page 938) Questions aloud.
(ATE, page 938)
Learners
_________ Enrichment: Biographical Criticism (ATE,
_________ Ask students if they have ever encountered a
page 938)
situation similar to that of the speaker. Engage
Flexible Grouping Suggestions students in a discussion about poverty, class
_________ Investigate, Inquire, and Imagine (PE, page systems, and the importance of being
939; UR 10, page 74) nonjudgmental of those who are different from
them.
_________ Understanding Literature: Diction and Simile
Learning: Panel Discussion (PE, page 940)
_________ Writer’s Journal: Request, Description, or
Critical Analysis (PE, page 940; UR 10,
page 76)
Fragments (PE, page 940; UR 10, page 77)
_________ Study and Research: Compiling a
Bibliography (PE, page 940; UR 10, page 78)
_________ Applied English: Public Service
Announcement (PE, page 940; UR 10,
page 79)
© EMC Corporation


Lesson Plan
“Do Not Go Gentle into That Good Night,” page 941

M T W TH F
Difficulty Consideration: Figurative language for death Reading Strategy: Use Text Organization
Ease Factors: Familiar poem; author’s style Standardized Test Practice:
Identify Main Ideas
Synopsis: A speaker urges his father to fight death.

• to empathize with the speaker’s feelings about death
• to describe Dylan Thomas’s literary accomplishments click this box for details
and explain the historical significance of his writings
• to define pun, symbol, villanelle, and rhyme scheme and recognize
• to write imperative sentences
Before Reading
_________ Literary Tools: Pun, Symbol, Villanelle, and Rhyme Scheme (PE, page 941)
_________ About the Author: Dylan Thomas (PE, page 941)
_________ Vocabulary: Figurative Language and Vocabulary (VR, page 159)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Pun, Symbol, Villanelle, or Rhyme Scheme (PE, page 943; UR 10, page 85)
_________ Writer’s Journal: Sympathy Card, Epitaph, or Personal Statement (PE, page 944; UR 10, page 85)
_________ Language, Grammar, and Style: Imperative Sentences (PE, page 944; UR 10, page 86)
_________ Speaking and Listening & Collaborative Learning: Participating in a Debate (PE, page 944)
_________ Collaborative Learning & Speaking and Listening: Panel Discussion (PE, page 944)


Lesson Plan
“Do Not Go Gentle into That Good Night,” page 941

M T W TH F

Individual Learning Strategies Tackle Figurative Language for Death
_________ Motivation: Dylan-Dylan Contest (ATE, _________ Present the information given under English
page 941) Language Learning: Figurative Language
_________ Reading Proficiency: Structure (ATE, (ATE, page 942).
page 941) _________ Use the Understanding Literature question to
_________ English Language Learning: Figurative discuss other figurative language that
Language (ATE, page 942) symbolizes death (PE, page 943).
(ATE, page 942)
Learners
_________ Enrichment: Listening to Dylan Thomas (ATE,
_________ Have students share other words or phrases
page 942)
from in their native culture that symbolize
Flexible Grouping Suggestions death.
_________ Investigate, Inquire, and Imagine (PE, page _________ Have students share their cultural views on
943; UR 10, page 84) death.
_________ Understanding Literature: Pun, Symbol,
Villanelle, and Rhyme Scheme (PE, page 943;
UR 10, page 85)
Learning: Participating in a Debate (PE,
page 944)
Listening: Panel Discussion (PE, page 944)
_________ Writer’s Journal: Sympathy Card, Epitaph, or
Personal Statement (PE, page 944; UR 10,
page 85)
_________ Language, Grammar, and Style: Imperative
© EMC Corporation


Lesson Plan
“Who’s Who,” page 945

M T W TH F
Difficulty Consideration: Colons Reading Strategy: Use Text Organization

Ease Factors: Simple language; author’s style Standardized Test Practice:
Synopsis: A speaker presents an ironic view of worldly fame.*

• to empathize with the speaker’s attitude toward fame and
suffering
• to describe W. H. Auden’s literary accomplishments and
• to define sonnet, irony, theme, and allusion and recognize
the use of these techniques in the selections
• to identify the functions of sentences
• to identify synonyms
• to present an oral history
Before Reading
_________ Literary Tools: Sonnet and Irony (PE, page 945)
_________ About the Author: W. H. Auden (PE, page 945)
_________ Vocabulary: Bio Words and Graphy Words (VR, page 161)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Sonnet and Irony (PE, page 947; UR 10, page 93)
*The lesson plan for “Musée des Beaux Arts” is on page 229.


Lesson Plan
“Who’s Who,” page 945

M T W TH F

Individual Learning Strategies Tackle Colons
_________ Motivation: “Who’s Who” Entry (ATE, _________ Have students complete Reading Proficiency:
page 945) Character Changes in the Octet and the
_________ Reading Proficiency: Character Changes in Sestet (ATE, page 945).
the Octet and the Sestet (ATE, page 945) _________ Read “Who’s Who” aloud.
page 945)
Learners
_________ Special Needs: Relationship between
Characters (ATE, page 946) for “Who’s Who”
_________ Enrichment: Auden’s Life (ATE, page 946) _________ Have students share the additional
vocabulary listed under English Language
Learning: Vocabulary (ATE, page 945)
_________ For each vocabulary word, have students
947; UR 10, page 92)
write a contextual sentence.
_________ Understanding Literature: Sonnet and Irony
Homework Suggestion
10, page 92)
© EMC Corporation


Lesson Plan
“Musée des Beaux Arts,” page 948

M T W TH F
Difficulty Consideration: Allusions Reading Strategy: Use Text Organization

Fix-Up Idea: Reread
Ease Factor: Author’s style Standardized Test Practice:
Identify Main Ideas
Synopsis: The speaker reflects on a painting and comments on
suffering and its place in human life.
Before Reading
_________ Literary Tools: Theme and Allusion (PE, page 948)
_________ Fine Art: Pieter Brueghel (PE, page 949; VLR II,
page 88)
_________ Vocabulary: Bio Words and Graphy Words
(VR, page 161)
During Reading
After Reading
_________ Understanding Literature: Theme and Allusion (PE, page 950; UR 10, page 99)
_________ Writer’s Journal: Letter, Character Sketch, or Poem or Essay (PE, page 951; UR 10, page 99)
_________ Language, Grammar, and Style: Functions of Sentences (PE, page 951; UR 10, page 100)
_________ Study and Research: Identifying Synonyms (PE, page 951; UR 10, page 101)
_________ Collaborative Learning & Speaking and Listening: Oral History (PE, page 951)
© EMC Corporation


Lesson Plan
“Musée des Beaux Arts,” page 948

M T W TH F

Individual Learning Strategies Tackle Allusions
_________ Motivation: Describing a Painting (ATE, _________ Read Literary Tools, focusing especially on
page 948) Allusion (PE, page 948).
_________ Reading Proficiency: Inspiration for the Poem _________ Have students preview the footnotes.
(ATE, page 948) _________ Encourage students to complete the Graphic
_________ English Language Learning: Vocabulary (ATE, Organizer as they read (PE, page 948; VLR I,
page 948) page 98; UR 10, page 97).
_________ Special Needs: Checking Comprehension _________ Use the question asked in Understanding
(ATE, page 948) Literature to discuss the allusions made in the
_________ Enrichment: Brueghel’s Life and Works (ATE, poem (PE, page 950).
page 948)
_________ Enrichment: Brueghel’s Life and Works (ATE, _________ Have students share the additional
page 948) vocabulary listed under English Language
_________ Investigate, Inquire, and Imagine (PE, page Learning: Vocabulary (ATE, page 948).
950; UR 10, page 98) _________ Have students come up with an antonym and
_________ Understanding Literature: Theme and Allusion synonym for each vocabulary word.
Listening: Oral History (PE, page 951)
_________ Writer’s Journal: Letter, Character Sketch, or
Poem or Essay (PE, page 951; UR 10,
page 99)
_________ Language, Grammar, and Style: Functions of
_________ Study and Research: Identifying Synonyms
(PE, page 951; UR 10, page 101)
© EMC Corporation


Lesson Plan
“Not Waving but Drowning,” page 952

M T W TH F
Difficulty Consideration: Shift from speaker to voice of dead Reading Strategy: Connect to Prior
man Knowledge
Ease Factors: Simple sentences and language Standardized Test Practice:
Compare and Compare
Synopsis: The subject of the poem drowns, both literally and
figuratively.

• to empathize with the drowning man’s isolation and click this box for details
helplessness
• to describe Stevie Smith’s literary accomplishments and
explain the historical significance of her writings
• to define figurative language and irony and recognize the
use of these techniques in the selection
• to insert italics and quotation marks as necessary
• to make a study plan
• to write a monologue or a dialogue
Before Reading
_________ Literary Tools: Figurative Language and Irony (PE, page 952)
_________ About the Author: Stevie Smith (PE, page 952)
_________ Fine Art: Erich Heckel (PE, page 953; VLR II, page 91)
_________ Vocabulary: Literal and Figurative Language (VR, page 163)
During Reading
© EMC Corporation
After Reading
_________ Understanding Literature: Figurative Language and Irony (PE, page 954; UR 10, page 108)
_________ Writer’s Journal: Journal Entry, Newspaper Article, or Poem (PE, page 955; UR 10, page 108)
_________ Language, Grammar, and Style: Proofreading (PE, page 955; UR 10, page 109)
_________ Study and Research: Making a Study Plan (PE, page 955; VLR I, page 99; UR 10, page 110)
_________ Speaking and Listening: Monologue/Dialogue (PE, page 955; UR 10, page 111)

Lesson Plan
“Not Waving but Drowning,” page 952

M T W TH F

Individual Learning Strategies Tackle Shifts from Speaker to Voice of Dead
_________ Motivation: Masking Feelings (ATE, page 952) Man
_________ Reading Proficiency: Speaker (ATE, _________ Present the information given under Reading
page 952) Proficiency: Speaker (ATE, page 952).
_________ English Language Learning: Slant Rhyme _________ Allow students to rewrite the poem in
(ATE, page 952) dramatic form, using S for Speaker and D for
_________ Special Needs: Checking Comprehension Dead Man.
(ATE, page 952)
_________ Enrichment: Stevie (ATE, page 952) Learners
Additional Questions and Activities _________ Share the information in English Language
Learning: Slant Rhyme (ATE, page 952).
_________ Generalizing (ATE, page 953)
_________ Engage students in Enrichment: Stevie,
Flexible Grouping Suggestions allowing them to act or help create the
_________ Investigate, Inquire, and Imagine (PE, page play’s set.
954; UR 10, page 107)
_________ Understanding Literature: Figurative
Language and Irony (PE, page 954; UR 10,
page 108)
_________ Writer’s Journal: Journal Entry, Newspaper
Article, or Poem (PE, page 955; UR 10, page
108)
_________ Language, Grammar, and Style: Proofreading
(PE, page 955; UR 10, page 109)
_________ Study and Research: Making a Study Plan
page 110)
_________ Speaking and Listening: Monologue/Dialogue
(PE, page 955; UR 10, page 111)
UR 10, page 112)
© EMC Corporation


Lesson Plan
“Thistles,” page 956

M T W TH F
Difficulty Consideration: Allusions Reading Strategy: Visualize

Fix-Up Idea: Write Things Down
Ease Factor: Simple language Standardized Test Practice:
Identify Main Ideas
Synopsis: A speaker discusses the fierce tenacity of thistles.

• to appreciate the fierce tenacity projected by the speaker onto
his subject
• to describe Ted Hughes’s literary contributions and explain the
• to define oxymoron, caesura, and image and recognize the
use of these techniques in the selection
• to combine sentences
• to interpret a poem orally
Before Reading
_________ Literary Tools: Oxymoron, Caesura, and Image (PE, page 956)
_________ About the Author: Ted Hughes (PE, page 956)
_________ Vocabulary: Hyponyms and Hypernyms (VR, page 164)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Oxymoron, Caesura, and Image (PE, page 958; UR 10, page 119)
_________ Writer’s Journal: Catalog Copy, Magazine Article, or Poem (PE, page 959; UR 10, page 120)
_________ Study and Research & Collaborative Learning: Panel Discussion (PE, page 959; UR 10, page 122)


Lesson Plan
“Thistles,” page 956

M T W TH F

Individual Learning Strategies Tackle Allusions
_________ Motivation: Personification Poem (ATE, _________ Present Reading Proficiency: Background
page 956) Information (ATE, page 956).
_________ Reading Proficiency: Background Information _________ Present the information given under English
(ATE, page 956) Language Learning: Thistle (ATE, page 956).
_________ English Language Learning: Thistle (ATE, _________ Read Literary Tools aloud (PE, page 956).
page 956)
Learners
(ATE, page 956)
_________ Share English Language Learning: Thistle
_________ Enrichment: Myth of Jason (ATE, page 956)
(ATE, page 956).
Additional Questions and Activities _________ Have students write poems that provide
_________ Vivid Language (ATE, page 957) insights into a human characteristic, using
plants indigenous to their native culture as the
Flexible Grouping Suggestions primary metaphors.
958; UR 10, page 118)
_________ Understanding Literature: Oxymoron,
Caesura, and Image (PE, page 958; UR 10,
page 119)
Learning: Panel Discussion (PE, page 959;
UR 10, page 122)
_________ Writer’s Journal: Catalog Copy, Magazine
Article, or Poem (PE, page 959; UR 10, page
120)
(PE, page 959)
© EMC Corporation


Lesson Plan
“Follower,” page 960

M T W TH F
Difficulty Consideration: Plowing terms Reading Strategy: Find a Purpose for

Reading
Ease Factor: Simple sentence structure Fix-Up Idea: Unlock Special Vocabulary
Synopsis: The speaker describes his relationship with his father.*
Synthesize Information
Goals/Objectives:
• to understand the speaker’s relationship with his father WASHINGTON STATE STANDARDS
• to describe Seamus Heaney’s literary accomplishments and
explain the historical significance of his writings click this box for details
• to define simile and irony and recognize the use of these
techniques in the selections
• to correct split infinitives
• to write an introduction to an Irish film about the Troubles Era in
Northern Ireland
• to conduct an informational interview
Before Reading
_________ Literary Tools: Simile and Irony (PE, page 960; UR 10, page 126)
_________ About the Author: Seamus Heaney (PE, page 960)
_________ Vocabulary: The Language of Communication (VR, page 166)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Simile and Irony (PE, page 962; UR 10, page 128)
*The lesson plan for “A Call” is on page 237.


Lesson Plan
“Follower,” page 960

M T W TH F

Individual Learning Strategies Tackle Plowing Terms
_________ Motivation: Characteristics of a Good Father _________ Present the information given under English
(ATE, page 960) Language Learning: Vocabulary (ATE, page
_________ Reading Proficiency: Stanzas and Complete 960).
Thoughts (ATE, page 960) _________ After students identify the words that have to
_________ English Language Learning: Vocabulary (ATE, do with plowing, ask students to define them
page 960) and form contextual sentences.
(ATE, page 960)
Learners
_________ Enrichment: Biographical Criticism (ATE,
page 960)
Flexible Grouping Suggestions page 960).
_________ Investigate, Inquire, and Imagine (PE, page _________ Ask students to write poems about parental
962; UR 10, page 127) figures in their lives and their relationships
with these parental figures.
_________ Understanding Literature: Simile and Irony
(PE, page 962; UR 10, page 128)
Homework Suggestion
10, page 127)
© EMC Corporation


Lesson Plan
“A Call,” page 963

M T W TH F
Difficulty Consideration: Allusion to Everyman Reading Strategy: Find a Purpose for

Reading
Ease Factor: Conversational tone Fix-Up Idea: Unlock Special Vocabulary
Synopsis: The speaker thinks about his father’s mortality.
Synthesize Information
Before Reading
_________ Reader’s Journal (PE, page 963; UR 10, page 133) WASHINGTON STATE STANDARDS
_________ Literary Tools: Allusion (PE, page 963)
_________ Vocabulary: The Language of Communication
(VR, page 166)
During Reading
_________ Guided Reading Question (PE, page 963;
UR 10, page 133)
After Reading
_________ Understanding Literature: Allusion (PE, page 964; UR 10, page 134)
_________ Writer’s Journal: Father’s Day Card, Toast, or Dialogue (PE, page 965; UR 10, page 134)
_________ Language, Grammar, and Style: Avoiding Split Infinitives (PE, page 965; UR 10, page 135)
_________ Speaking and Listening: Conducting an Informational Interview (PE, page 965; UR 10, page 136)
_________ Media Literacy & Study and Research: Writing a Film Introduction (PE, page 965)
© EMC Corporation


Lesson Plan
“A Call,” page 963

M T W TH F

Individual Learning Strategies Tackle Allusion to Everyman
_________ Motivation: Associations to a Parent (ATE, _________ Have students recall the story of Everyman in
page 963) Unit 3. Then ask them how knowing the story
_________ Reading Proficiency: Clues to Meaning (ATE, enhances the meaning of the poem.
page 963)
_________ English Language Learning: Verbs Related to
Learners
an Activity (ATE, page 963)
_________ Have students complete English Language
Learning: Verbs Related to an Activity (ATE,
(ATE, page 963)
page 963).
_________ Enrichment: Bly and Heaney (ATE, page 963)

964; UR 10, page 133)
_________ Understanding Literature: Allusion (PE, page
964; UR 10, page 134)
_________ Speaking and Listening: Conducting an
Informational Interview (PE, page 965; UR 10,
page 136)
_________ Writer’s Journal: Father’s Day Card, Toast, or
Dialogue (PE, page 965; UR 10, page 134)
Split Infinitives (PE, page 965; UR 10,
page 135)
_________ Media Literacy & Study and Research: Writing
a Film Introduction (PE, page 965)
© EMC Corporation


Lesson Plan
“Bread,” page 966

M T W TH F
Difficulty Consideration: Textual breaks Reading Strategy: Visualize

Fix-Up Idea: Read in Chunks
Ease Factors: Conversational tone; selection length Standardized Test Practice:
Analyze Author’s Purpose and Point of View
Synopsis: This second-person prose poem invites readers to put
themselves in different situations to order to gain an understanding
of human rights abuses. WASHINGTON STATE STANDARDS

• to understand the speaker’s intense feelings of social concern
as expressed in the prose poem
• to describe Margaret Atwood’s literary accomplishments and
• to define tone, point of view, and prose poem and recognize the
use of these techniques in the poem
• to classify pronouns
• to write and perform a play
• to participate in a human rights letter-writing campaign
Before Reading
_________ Literary Tools: Tone, Point of View, and Prose Poem (PE, page 966)
_________ About the Author: Margaret Atwood (PE, page 966)
_________ Vocabulary: Human Rights Language (VR, page 168)
During Reading
© EMC Corporation
After Reading
_________ Understanding Literature: Tone, Point of View, and Prose Poem (PE, page 969; UR 10, page 143)
_________ Writer’s Journal: Slogan, Personal Essay, or Scene (PE, page 970; UR 10, page 144)
_________ Language, Grammar, and Style: Classifying Pronouns (PE, page 970; UR 10, page 145)
_________ Critical Thinking: Point of View (PE, page 970; UR 10, page 145)
_________ Speaking and Listening & Collaborative Learning: Writing and Performing a Play (PE, page 970)
_________ Applied English & Media Literacy: Letter-Writing Campaign (PE, page 970)


Lesson Plan
“Bread,” page 966

M T W TH F

Individual Learning Strategies Tackle Textual Breaks
_________ Motivation: Social Issues (ATE, page 967) _________ Present the information given under Reading
_________ Reading Proficiency: Shifts in Focus (ATE, Proficiency: Shifts in Focus (ATE, page 967).
page 967) _________ Have students summarize each section and
_________ English Language Learning: Purpose and explain how each section relates to the
Ideas about Bread (ATE, page 967) subject of bread.
(ATE, page 967)
Learners
_________ Enrichment: Baking Bread (ATE, page 967)
_________ Discuss English Language Learning: Purpose
Flexible Grouping Suggestions and Ideas about Bread (ATE, page 967).
_________ Enrichment: Baking Bread (ATE, page 967) _________ Discuss concepts of famine and poverty. Ask
students to research what people around the
world are doing to end world hunger.
969; UR 10, page 142)
Encourage them to participate in this
_________ Understanding Literature: Tone, Point of View,
discourse by coming up with their own
and Prose Poem (PE, page 969; UR 10,
solutions.
page 143)
Learning: Writing and Performing a Play (PE,
page 970)
_________ Writer’s Journal: Slogan, Personal Essay, or
Scene (PE, page 970; UR 10, page 144)
_________ Language, Grammar, and Style: Classifying
Pronouns (PE, page 970; UR 10, page 145)
_________ Critical Thinking: Point of View (PE, page 970;
UR 10, page 145)
_________ Applied English & Media Literacy: Letter-
Writing Campaign (PE, page 970)
© EMC Corporation


Lesson Plan
“Naked Girl and Mirror,” page 971

M T W TH F
Difficulty Considerations: Complex sentences Reading Strategy: Connect to Prior

Knowledge
Ease Factor: Personal tone Fix-Up Idea: Reread
Synopsis: As a speaker looks into the mirror, she expresses
Identify Main Ideas
uncertainty about her transition into adulthood.

• to experience the speaker’s feelings of ambivalence about her
transition into adulthood click this box for details
• to describe Judith Wright’s literary accomplishments and
• to define stanza, sight rhyme, and rhyme scheme and
• to identify verbs in the subjunctive mood
• to write the answer to an essay test question
• to write a summary
Before Reading
_________ Literary Tools: Stanza, Sight Rhyme, and Rhyme Scheme (PE, page 971)
_________ About the Author: Judith Wright (PE, page 971)
_________ Vocabulary: Self Words (VR, page 170)
During Reading
After Reading
© EMC Corporation

_________ Understanding Literature: Stanza, Sight Rhyme, and Rhyme Scheme (PE, page 974; UR 10, page 152)
_________ Writer’s Journal: Advice Column, Letter, or Poem (PE, page 975; UR 10, page 153)
_________ Language, Grammar, and Style: The Subjunctive Mood (PE, page 975; UR 10, page 154)
_________ Study and Research & Critical Thinking: Taking an Essay Test (PE, page 975; UR 10, page 155)
_________ Media Literacy: Writing a Summary (PE, page 975; UR 10, page 155)


Lesson Plan
“Naked Girl and Mirror,” page 971

M T W TH F

Individual Learning Strategies Tackle Complex Sentences
_________ Motivation: Concerns of Adolescents (ATE, _________ Direct students to Language, Grammar, and
_________ Reading Proficiency: Stanzas and Sentences Sentence: Simple, Compound, and Complex
_________ English Language Learning: Dashes (ATE, parts of a complex sentence.
page 972) _________ Play the Dramatic Recording (AL, 2:37).
_________ Special Needs: Checking Comprehension _________ Use the Guided Reading Questions to check
(ATE, page 972) understanding.
_________ Enrichment: Judith Wright’s Subjects (ATE, _________ Share information in English Language
page 972) Learning: Dashes (ATE, page 972).

_________ Investigate, Inquire, and Imagine (PE, page Learners
974; UR 10, page 151) _________ Share the information in English Language
_________ Understanding Literature: Stanza, Sight Learning: Dashes (ATE, page 972).
Rhyme, and Rhyme Scheme (PE, page 974; _________ Encourage students to complete Enrichment:
UR 10, page 152) Judith Wright’s Subjects (ATE, page 972).
_________ Depending on their comfort level, have
Homework Suggestions students share any cultural traditions they
_________ Writer’s Journal: Advice Column, Letter, or may have that help adolescents deal with
Poem (PE, page 975; UR 10, page 153) puberty and their changing bodies.
_________ Language, Grammar, and Style: The
Subjunctive Mood (PE, page 975; UR 10,
page 154)
_________ Study and Research & Critical Thinking:
Taking an Essay Test (PE, page 975; UR 10,
page 155)
_________ Media Literacy: Writing a Summary (PE, page
975; UR 10, page 155)
© EMC Corporation


Lesson Plan
“Map of the New World,” page 976

M T W TH F
Difficulty Consideration: Allusion Reading Strategy: Find a Purpose for

Reading
Ease Factor: Simple language Fix-Up Idea: Use Guided Reading Questions
Synopsis: A poem about the writing of Homer’s Odyssey begins
by describing its own writing.

• to appreciate the poet’s description of the creative process
• to describe Derek Walcott’s literary accomplishments and click this box for details
• to define free verse and allusion and recognize the use of
these techniques in the selections
• to use hyphens, dashes, and capital letters correctly
• to organize an art exhibit
• to write an introduction
Before Reading
_________ Literary Tools: Free Verse and Allusion (PE, page 976)
_________ About the Author: Derek Walcott (PE, page 976)
_________ Vocabulary: British Spellings (VR, page 172)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Free Verse and Allusion (PE, page 978; UR 10, page 163)
_________ Writer’s Journal: Footnote, Eulogy, or Poetry Review (PE, page 979; UR 10, page 164)
_________ Language, Grammar, and Style: Hyphens, Dashes, and Capital Letters (PE, page 979; UR 10, page 164)
_________ Study and Research & Speaking and Listening: Art Exhibit (PE, page 979)
_________ Applied English: Writing an Introduction (PE, page 979; UR 10, page 165)


Lesson Plan
“Map of the New World,” page 976

M T W TH F

Individual Learning Strategies Tackle Allusion
_________ Motivation: Starting a Writing Assignment _________ Read the Literary Tools section aloud,
(ATE, page 976) focusing especially on Allusion (PE, page
_________ Reading Proficiency: Metaphor (ATE, 976).
page 976) _________ Use English Language Learning: Background
_________ English Language Learning: Background on on Odysseus and the Trojan War (ATE, page
Odysseus and the Trojan War (ATE, 976).
page 976) _________ Encourage students to complete the Graphic
_________ Special Needs: Checking Comprehension Organizer as they read (PE, page 976; VLR I,
(ATE, page 976) page 104; UR 10, page 161).
_________ Enrichment: Poems about Odysseus (ATE, _________ Ask students to compare and contrast this
page 976) poem with “Ulysses” (PE, page 784).

_________ Enrichment: Poems about Odysseus (ATE, Learners
page 976) _________ Complete English Language Learning:
_________ Investigate, Inquire, and Imagine (PE, page Background on Odysseus and the Trojan War
978; UR 10, page 162) (ATE, page 976).
_________ Understanding Literature: Free Verse and _________ Encourage students to conduct research on
Allusion (PE, page 978; UR 10, page 163) Derek Walcott and how his experience as a
colonized subject has affected him and his
Homework Suggestions work.
_________ Writer’s Journal: Footnote, Eulogy, or Poetry
Review (PE, page 979; UR 10, page 164)
_________ Language, Grammar, and Style: Hyphens,
Dashes, and Capital Letters (PE, page 979;
UR 10, page 164)
Listening: Art Exhibit (PE, page 979)
_________ Applied English: Writing an Introduction (PE,
page 979; UR 10, page 165)
© EMC Corporation


Lesson Plan
Unit Ten
M T W TH F
Guided Writing
Informative Writing: Writing a Poetry Explication
Assignment: Students write a poetry explication (PE, pages click this box for details
980–987).
Before Writing
_________ Writing a Poetry Explication (PE, page 980)
_________ Student Model (PE, page 980)
175; WR, page 190)
page 179)
GUIDED WRITING
During Writing Software
See the Guided
_________ Revising and Proofreading (PE, page 984) Writing Software for
_________ Self- and Peer Evaluation (PE, page 984; WR, page 183) an extended version of this
_________ Language, Grammar, and Style: Effective Titles (PE, page 985; WR, page lesson that includes printable
180) graphic organizers, extensive
_________ Student Model (PE, page 984; WR, page 185) friendly checklists, and self-,
After Writing features.

_________ Motivation: Questions about Poems (ATE, page 980)
_________ Reading Proficiency: Previewing the Assignment (ATE, page 980)
_________ English Language Learning: Transitional Phrases (ATE, page 980)
_________ Special Needs: Summarizing an Explication (ATE, page 980)
_________ Enrichment: Eliot’s Definition of Poetry (ATE, page 980)
© EMC Corporation

_________ Language, Grammar, and Style: Effective Titles (PE, page 985; WR, page 180)
_________ Self-Evaluation—Poetry Explication (PE, page 984; WR, page 183)
_________ Rubric for Informative Writing: Writing a Research Paper ((VLR I, page 175; WR, page 190)


Lesson Plan
Unit Ten
M T W TH F
Unit One Review

_________ Genre Studies: Free Verse; Confessional Poetry (PE, page 989)
_________ Thematic Studies: Irony in Modern Poetry (PE, page 989)
_________ Historical/Biographical Studies: Social Consciousness; Attitudes towards Death; The War Poets (PE, page
989)
© EMC Corporation


Lesson Plan
Unit Eleven
Twentieth-Century to Contemporary Prose (1900–Present)
M T W TH F
• to interpret and appreciate modern prose
• to understand the major literary movements of the twentieth
century and the English writers who exemplify them
• to define the stream-of-consciousness technique of writing and
recognize its major practitioners
• to write an analysis on a media advertisement
• to demonstrate the ability to use correct punctuation and
paragraph formatting in dialogue

_________ from A Room of One’s Own, page 993
_________ from A Portrait of the Artist as a Young Man, page 1000
_________ “Shooting an Elephant,” page 1010
_________ “The Garden-Party,” page 1019
_________ “The Lagoon,” page 1033
_________ “Heat,” page 1046
_________ “A Sunrise on the Veld,” page 1051
_________ “Red Dress—1946,” page 1061
_________ from Angela’s Ashes, page 1073
_________ from Nectar in a Sieve, page 1082
_________ Guided Writing—Persuasive Writing: Analyzing the Media, page 1089
_________ Unit Eleven Review, page 1094

_________ Opening Pages: Discuss how the artwork by Andre Derain (PE, page 990; VLR II, page 94) and the quote
from E. M. Forster (PE, page 991) relate to each other and to the content of this unit.
© EMC Corporation
_________ Twentieth-Century to Contemporary Prose (PE, page 990)

_________ Echoes (PE, page 992)


Lesson Plan
from A Room of One’s Own, page 993

M T W TH F
Difficulty Consideration: Complex sentence structure Reading Strategy: Find a Purpose for
Reading
Ease Factor: Conversational tone Fix-Up Idea: Connect to Prior Knowledge
Synopsis: Woolf creates a sister for Shakespeare and imagines
Identify Main Ideas
what would have happened to her to illustrate a point about the
obstacles faced by creative women.

• to empathize with the torment of a creative mind bound by click this box for details
society
• to describe Virginia Woolf’s contributions to twentieth-century
literature
• to define essay and aim and explain how these terms apply
to this selection
• to demonstrate the ability to make sentences parallel
• to work collaboratively on a role-play activity
Before Reading
_________ Literary Tools: Essay and Aim (PE, page 993)
_________ About the Author: Virginia Woolf (PE, page 993)
_________ Fine Art: Vanessa Bell (PE, page 995; VLR II, page 97)
_________ Vocabulary: Omni Words (VR, page 173)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Essay and Aim (PE, page 998; UR 11, page 4)
_________ Writer’s Journal: Epitaph, Letter, or Character Sketch (PE, page 999; UR 11, page 5)
_________ Language, Grammar, and Style: Achieving Parallelism (PE, page 999; UR 11, page 6)
_________ Speaking and Listening & Collaborative Learning: Role-Play (PE, page 999)
_________ Study and Research: Research Report (PE, page 999; UR 11, page 7)


Lesson Plan
from A Room of One’s Own, page 993

M T W TH F

_________ Motivation: Predictions (ATE, page 994) _________ Direct students to Language, Grammar, and
_________ Reading Proficiency: Conditional Verbs (ATE, Style Resource 3.84: The Clauses of a
page 994) Sentence: Simple, Compound, and Complex
_________ English Language Learning: Vocabulary (ATE, Sentences (PE, page 1242) to discuss the
page 994) parts of a complex sentence.
_________ Special Needs: Checking Comprehension _________ Play the Dramatic Recording (AL, 8:48).
(ATE, page 994) _________ Replay or reread difficult sections of the story.
_________ Enrichment: Obstacles Faced by Women _________ Use the Guided Reading Questions to check
Writers and Artists (ATE, page 994) understanding.

_________ Trevelyan’s History of England (ATE, Learners
page 995) _________ Share the additional vocabulary listed under
Literary Technique page 994).
_________ Allusion (ATE, page 996) _________ Have students complete Enrichment:
Obstacles Faced by Women Writers and
Flexible Grouping Suggestions Artists; however, ask them to choose women
_________ Special Needs: Checking Comprehension writers or artists from their native country.
(ATE, page 994) _________ Encourage students to conduct research on
_________ Investigate, Inquire, and Imagine (PE, page the Feminist Movement and the influence it
998; UR 11, page 2) had on helping women gain equal rights.
_________ Understanding Literature: Essay and Aim (PE,
Learning: Role-Play (PE, page 999)
_________ Writer’s Journal: Epitaph, Letter, or Character
Sketch (PE, page 999; UR 11, page 5)
_________ Language, Grammar, and Style: Achieving
© EMC Corporation
Parallelism (PE, page 999; UR 11, page 6)

_________ Study and Research: Research Report (PE,


Lesson Plan
from A Portrait of the Artist as a Young Man, page 1000

M T W TH F
Difficulty Consideration: Stream-of-consciousness writing style Reading Strategy: Write Things Down
Analyze Author’s Purpose and Point of View
Synopsis: The selection describes Stephen Dedalus’s
experiences at school.
Goals/Objectives:
• to empathize with the sensitive nature of the protagonist in a click this box for details
rough, unkind world
• to describe James Joyce’s contributions to twentieth-century
literature
• to define image, objective correlative, and
stream-of-consciousness writing and identify examples of each
• to demonstrate the ability to correct run-on sentences
• to conduct research on Greek mythology
Before Reading
_________ Literary Tools: Image, Objective Correlative, and
Stream-of-Consciousness Writing (PE, page 1000)
_________ About the Author: James Joyce (PE, page 1000)
_________ Vocabulary: Manipulating Language (VR, page 175)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Image, Objective Correlative, and Stream-of-Consciousness Writing (PE, page
1008; UR 11, page 17)
_________ Writer’s Journal: Letter, Progress Report, or Stream-of-Consciousness Paragraph (PE, page 1009; UR 11, page 18)
_________ Study and Research: Researching a Myth (PE, page 1009; UR 11, page 20)


Lesson Plan
from A Portrait of the Artist as a Young Man, page 1000

M T W TH F

Individual Learning Strategies Tackle Stream-of-Consciousness Writing Style
_________ Motivation: Freewriting and Stream-of- _________ Read Literary Tools, focusing especially on
Consciousness Writing (ATE, page 1001) Stream-of-Consciousness Writing (PE, page
_________ Reading Proficiency: Establishing Main 1000).
Elements of Fiction (ATE, page 1001) _________ Encourage students to fill in the Graphic
_________ English Language Learning: Vocabulary (ATE, Organizer as they read (PE, page 1000; UR
page 1001) 11, page 13).
_________ Special Needs: Preparing Students for _________ Read the About the Selection section aloud
Innovative Style (ATE, page 1001) (PE, page 1000).
_________ Enrichment: Stream-of-Consciousness Story
Learners
Additional Questions and Activities _________ Share the additional vocabulary listed under
_________ Tracing Stream-of-Consciousness (ATE, English Language Learning: Vocabulary (ATE,
page 1002) page 1001).
_________ Contest of Sums (ATE, page 1005) _________ In pairs, have students practice reading the
dialogue.
Literary Technique _________ Have students check to see if writers from
_________ Dialogue (ATE, page 1003) their native country have been influenced by
_________ Flashback (ATE, page 1003) James Joyce’s writing style. If so, ask
students to pick one author and to share the
Cross-Curricular Connections author’s stream-of-consciousness writing with
_________ War of the Roses (ATE, page 1004) the rest of the class.
_________ Locations (ATE, page 1006)

1008; UR 11, page 16)
_________ Understanding Literature: Image, Objective
Correlative, and Stream-of-Consciousness
Writing (PE, page 1008; UR 11, page 17)
© EMC Corporation
_________ Writer’s Journal: Letter, Progress Report, or

Stream-of-Consciousness Paragraph (PE,
page 1009; UR 11, page 18)
_________ Study and Research: Researching a Myth
(PE, page 1009; UR 11, page 20)


Lesson Plan
“Shooting an Elephant,” page 1010

M T W TH F
Difficulty Considerations: Vocabulary and footnotes Reading Strategy: Find a Purpose for
Reading
Ease Factor: Simple sentence structure Fix-Up Idea: Write Things Down
Synopsis: Orwell recalls a time during his years as a police
Identify Main Ideas
officer in Burma when he was pressured into shooting an elephant.
Goals/Objectives:
• to empathize with the speaker’s feeling of peer pressure WASHINGTON STATE STANDARDS
• to describe George Orwell’s experience as a police officer
in Burma
• to define thesis and irony and recognize and explain examples
of each in the selection
• to demonstrate the ability to reduce wordiness in sentences
• to conduct research of the history of Burma
Before Reading
_________ Literary Tools: Thesis and Irony (PE, page 1010)
_________ About the Author: George Orwell (PE, page 1010)
_________ Vocabulary: The Language of Imperialism (VR, page 177)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Thesis and Irony (PE, page 1017; UR 11, page 28)
_________ Writer’s Journal: Newspaper Headline, Police Report, or Opening Paragraph of a Personal Essay (PE,
page 1018; UR 11, page 29)
_________ Study and Research: A Brief History of Burma (PE, page 1018; UR 11, page 31)
_________ Speaking and Listening: Conducting a Debate (PE, page 1018)


Lesson Plan
“Shooting an Elephant,” page 1010

M T W TH F

_________ Motivation: Moral Dilemmas about Killing _________ Allow students to preview new vocabulary
Animals (ATE, page 1011) words and footnotes.
_________ Reading Proficiency: Time Line (ATE, _________ Have students identify words that they
_________ English Language Learning: Cultural _________ Encourage students to predict meanings of
Practices Related to Killing Animals (ATE, unknown words by using context clues.
_________ Special Needs: Main Idea of the Story (ATE, working on vocabulary activities (VR, page
page 1011) 177).
_________ Enrichment: British Rule of Burma (ATE,
Learners
Additional Questions and Activities _________ Have students complete English Language
_________ Going Against Beliefs (ATE, page 1012) Learning: Cultural Practices Related to Killing
Animals (ATE, page 1011).
Cross-Curricular Connections _________ Students may be interested in gaining a
_________ Imperialism (ATE, page 1012) colonized subject’s perspective on
_________ Elephants (ATE, page 1014) colonialism. Suggest that they read works by
_________ Elephant Size (ATE, page 1015) the following writers: V. S. Naipaul, Edward
Brathwaite, Jamaica Kincaid, Merle Collins,
Internet Resources Salman Rushdie, Caryl Phillips, and Aimé
_________ African Safaris (ATE, page 1013) Césaire.

_________ Motivation: Moral Dilemmas about Killing
Animals (ATE, page 1011)
1017; UR 11, page 27)
_________ Understanding Literature: Thesis and Irony
(PE, page 1017; UR 11, page 28)
© EMC Corporation
_________ Writer’s Journal: Newspaper Headline, Police
Report, or Opening Paragraph of a Personal
_________ Study and Research: A Brief History of Burma
(PE, page 1018; UR 11, page 31)
_________ Speaking and Listening: Conducting a
Debate (PE, page 1018)


Lesson Plan
“The Garden-Party,” page 1019

M T W TH F
Difficulty Consideration: Use of symbolism Reading Strategy: Visualize

Ease Factor: Simple sentence structure Standardized Test Practice:
Synopsis: During a garden party, the protagonist struggles with
issues of class.
Goals/Objectives:
• to empathize with Laura’s distress, concern, and discomfort click this box for details
• to describe Katherine Mansfield’s contribution to
twentieth-century literature and how her writing reflects the
social atmosphere of the time
• to define image, objective correlative, and symbol and
recognize and explain examples of each
• to identify base words and suffixes
Before Reading
_________ Literary Tools: Image, Objective Correlative, and Symbol (PE, page 1019)
_________ About the Author: Katherine Mansfield (PE, page 1019)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Image, Objective Correlative, and Symbol (PE, page 1031; UR 11, page 41)
_________ Writer’s Journal: Invitation, Short Column, or Opening Paragraph (PE, page 1032; UR 11, page 42)
_________ Language, Grammar, and Style: Base Words and Suffixes (PE, page 1032; UR 11, page 43)
_________ Collaborative Learning: Recreating Imagery from “The Garden-Party” (PE, page 1032)
_________ Speaking and Listening: Dramatic Skit (PE, page 1032)


Lesson Plan
“The Garden-Party,” page 1019

M T W TH F

_________ Writer’s Journal: Invitation, Short Column, or
Individual Learning Strategies Opening Paragraph (PE, page 1032; UR 11,
_________ Motivation: Planning a Garden Party (ATE, page 42)
page 1020) _________ Language, Grammar, and Style: Base Words
_________ Reading Proficiency: Tone (ATE, page 1020) and Suffixes (PE, page 1032; UR 11,
page 1020)
_________ Special Needs: Checking Comprehension Strategies for Developing Readers
(ATE, page 1020)
Tackle Symbol
_________ Enrichment: Social Conditions in the Georgian
Era (ATE, page 1020) _________ Read the Literary Tools section aloud,
focusing especially on Symbol (PE, page
Additional Questions and Activities 1019).
_________ Laura’s Upbringing (ATE, page 1021) _________ Use the questions asked in Understanding
_________ Mrs. Sheridan’s Planning (ATE, page 1024) Literature to discuss the significance of
_________ Comparing and Contrasting Descriptions Laura’s hat (PE, page 1031).
(ATE, page 1026)
_________ Laura’s Difference (ATE, page 1028) Learners
_________ Analyzing Saying (ATE, page 1029) _________ Share the additional vocabulary listed under
Literary Technique
page 1020).
_________ Dramatic Irony (ATE, page 1022)
_________ Have students research class relations in their
_________ Characterization (ATE, page 1023)
native country during the twentieth century.
Art Note Use the following questions as prompts to
help students get started: How would you
_________ Maurice Prendergast (ATE, page 1025)
characterize the relationship between the rich
Cross-Curricular Activities and the poor? Is anything being done to
make class relations better? How do
_________ Set or Costume Design (ATE, page 1027)
conditions compare with class relations in
Flexible Grouping Suggestions twentieth-century New Zealand?
_________ Motivation: Planning a Garden-Party (ATE,
page 1020)
(ATE, page 1020)
© EMC Corporation
_________ Cross-Curricular Activities: Set or Costume

Design (ATE, page 1027)
1031; UR 11, page 39)
_________ Understanding Literature: Image, Objective
Correlative, and Symbol (PE, page 1031; UR
11, page 41)
_________ Collaborative Learning: Recreating Imagery
from “The Garden-Party” (PE, page 1032)
_________ Speaking and Listening: Dramatic Skit (PE,
page 1032)


Lesson Plan
“The Lagoon,” page 1033

M T W TH F
Difficulty Consideration: Complex sentence structure Reading Strategy: Visualize

Fix-Up Idea: Unlock Difficult Vocabulary
Ease Factor: Vivid images Standardized Test Practice:
Synopsis: The protagonist struggles with the guilt of betraying his
brother to save himself and a woman.
Goals/Objectives:
• to empathize with the speaker’s struggle to be loyal to both click this box for details
friend and family
• to explain the elements and themes characteristic of
Joseph Conrad
• to define image and character and recognize and explain
examples of each
• to demonstrate the ability to make sentences more colorful
and vivid
• to conduct research on the history of Malaysia
Before Reading
_________ Literary Tools: Image and Character (PE, page 1033)
_________ About the Author: Joseph Conrad (PE, page 1033)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Image and Character (PE, page 1044; UR 11, page 52)
_________ Writer’s Journal: Letter, Captain’s Log Entry, or Explanation (PE, page 1045; UR 11, page 53)
_________ Language, Grammar, and Style: Using Colorful Language (PE, page 1045; UR 11, page 54)
_________ Study and Research: Researching Malaysia’s History (PE, page 1045; UR 11, page 55)
_________ Speaking and Listening: Recreating Imagery from “The Lagoon” (PE, page 1045)


Lesson Plan
“The Lagoon,” page 1033

M T W TH F

_________ Motivation: Boats and Bodies of Water (ATE, _________ Direct students to Language, Grammar, and
_________ Reading Proficiency: Reading Aloud (ATE, Sentence: Simple, Compound, and Complex
page 1034) Sentences (PE, page 1242) to discuss the
_________ English Language Learning: Vocabulary (ATE, parts of a complex sentence.
page 1034) _________ Play the Dramatic Recording (AL, 37:43).
_________ Special Needs: Lagoons (ATE, page 1034) _________ Replay or reread difficult sections of the story.
_________ Enrichment: Biography of Conrad (ATE, _________ Use the Guided Reading Questions to check
page 1034) understanding.
Additional Questions and Activities Additional Strategies for English Language

_________ Guided Imagery (ATE, page 1035) Learners
_________ Reading Comprehension (ATE, pages 1036, _________ Have students complete English Language
1039, and 1041–1042) Learning: Vocabulary (ATE, page 1034).
_________ Friends in Need (ATE, page 1037) _________ Have students discuss their cultural beliefs
towards family and friends. Ask the following
Literary Technique questions: In your culture, who is considered
_________ Personification (ATE, page 1038) to be more important—your family or your
friends? Why? If you were Arsat, what
Bibliographic Note decision would you have made? How do your
_________ Works by Conrad (ATE, page 1040) cultural beliefs on friendship and family
compare to other ELL students’ beliefs?
page 1034)
page 1034)
1044; UR 11, page 51)
_________ Understanding Literature: Image and
Character (PE, page 1044; UR 11, page 52)
© EMC Corporation
_________ Speaking and Listening: Recreating Imagery

from “The Lagoon” (PE, page 1045)
_________ Writer’s Journal: Letter, Captain’s Log Entry, or
Explanation (PE, page 1045; UR 11, page 53)
_________ Language, Grammar, and Style: Using
Colorful Language (PE, page 1045; UR 11,
page 54)
_________ Study and Research: Researching Malaysia’s
History (PE, page 1045; UR 11, page 55)


Lesson Plan
“Heat,” page 1046

M T W TH F
Difficulty Consideration: Unclear order of events Reading Strategy: Find a Purpose for
Reading
Ease Factors: Simple sentence structure; selection length Fix-Up Idea: Read Aloud/Think Aloud
Synopsis: The selection is a first-person remembrance of Mount
Pelée’s eruption in 1902.

• to empathize with the people who were killed by Mount Pelee’s
volcanic eruption click this box for details
• to summarize Jean Rhys’s literary accomplishments and her
style of writing
• to define narrator and point of view and explain and recognize
examples in the selection
• to demonstrate the ability to edit punctuation errors
• to conduct research on West Indian volcanoes
Before Reading
_________ Literary Tools: Narrator and Point of View (PE, page 1046)
_________ About the Author: Jean Rhys (PE, page 1046)
_________ Vocabulary: Disaster Words (VR, page 182)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Narrator and Point of View (PE, page 1049; UR 11, page 63)
_________ Writer’s Journal: Diary Entry, Poster Copy, or Myths (PE, page 1050; UR 11, page 63)
_________ Language, Grammar, and Style: Editing for Punctuation Errors (PE, page 1050; UR 11, page 64)
_________ Study and Research: Researching Volcanoes (PE, page 1050; UR 11, page 65)
_________ Speaking and Listening: Comparing Recollections (PE, page 1050)


Lesson Plan
“Heat,” page 1046

M T W TH F

Individual Learning Strategies Tackle Unclear Order of Events
_________ Motivation: Volcanoes (ATE, page 1047) _________ Direct students to Writing Resource 2.19:
_________ Reading Proficiency: Reading Aloud and Time Lines (PE, page 1202).
Summarizing (ATE, page 1047) _________ After reading, have students complete a time
_________ English Language Learning: Vocabulary (ATE, line, putting the story’s events in order.
page 1047)
_________ Special Needs: Time Line (ATE, page 1047) Additional Strategies for English Language
Learners
_________ Enrichment: Researching a Volcano Eruption
(ATE, page 1047) _________ Have students complete English Language
Flexible Grouping Suggestions _________ If you have West Indian students in your
_________ Reading Proficiency: Reading Aloud and class, ask them to share some information
Summarizing (ATE, page 1047) about their culture and language. Students
_________ Investigate, Inquire, and Imagine (PE, page may also discuss what it is like to be
1049; UR 11, page 62) colonized, what their country is doing to gain
_________ Understanding Literature: Narrator and Point independence (if applicable), and what the
of View (PE, page 1049; UR 11, page 63) relationship between the colonizer and the
colonized is like today.
_________ Writer’s Journal: Diary Entry, Poster Copy, or
Myths (PE, page 1050; UR 11, page 63)
Punctuation Errors (PE, page 1050; UR 11,
page 64)
_________ Study and Research: Researching Volcanoes
(PE, page 1050; UR 11, page 65)
_________ Speaking and Listening: Comparing
Recollections (PE, page 1050)
© EMC Corporation


Lesson Plan
“A Sunrise on the Veld,” page 1051

M T W TH F

Ease Factor: Appealing story line Standardized Test Practice:
Analyze Plot Development
Synopsis: By discovering what happens to an injured antelope,
the protagonist discovers his own limitations.
Goals/Objectives:
• to enjoy a brief, naturalistic short story click this box for details
• to describe Doris Lessing’s literary accomplishments and
explain her influence on twentieth-century prose
• to define Naturalism and plot and identify and explain
• to identify direct and indirect objects and complements in
sentences
• to participate in a class debate on hunting
Before Reading
_________ Literary Tools: Naturalism and Plot (PE, page 1051)
_________ About the Author: Doris Lessing (PE, page 1051)
During Reading
After Reading
© EMC Corporation
_________ Fine Art: Franz Marc (PE, page 1057; VLR II, page 100)
_________ Understanding Literature: Naturalism and Plot (PE, page 1059; UR 11, page 74)
_________ Writer’s Journal: Apology, Advice Column, or Personal Essay (PE, page 1060; UR 11, page 75)
_________ Language, Grammar, and Style: Direct and Indirect Objects and Complements
(PE, page 1060; UR 11, page 76)


Lesson Plan
“A Sunrise on the Veld,” page 1051

M T W TH F

_________ Motivation: Discussing Hunting (ATE, _________ Have students preview new vocabulary
page 1052) words.
_________ Reading Proficiency: Storyteller (ATE, _________ Ask students to identify words that they
_________ English Language Learning: Vocabulary (ATE, _________ Encourage students to predict meanings of
_________ Special Needs: Checking Comprehension _________ Familiarize students with new vocabulary by
(ATE, page 1052) working on vocabulary activities (VR, page
_________ Enrichment: Comparison-Contrast Essay 184).
(ATE, page 1052)
Cross-Curricular Connections Learners
_________ African Veld (ATE, page 1053) _________ Have students complete English Language
_________ Weather in Africa (ATE, page 1053) Learning: Vocabulary (ATE, page 1052).
_________ If you have students from Africa in your class,
Bibliographic Note ask them to describe the African veld.
_________ Lessing’s Other Novels (ATE, page 1054) Students may also discuss the problems of
_________ Lessing’s Fiction (ATE, page 1055) poaching, of race relations, and of tribal
conflicts.
Internet Resources
_________ WildNet Africa and Giving a Speech (ATE,
page 1058)

_________ Internet Resources: WildNet Africa and Giving
a Speech (ATE, page 1058)
1059; UR 11, page 73)
_________ Understanding Literature: Naturalism and Plot
(PE, page 1059; UR 11, page 74)
_________ Writer’s Journal: Apology, Advice Column, or
Personal Essay (PE, page 1060; UR 11, page
© EMC Corporation
75)
_________ Language, Grammar, and Style: Direct and
Indirect Objects and Complements (PE, page
1060; UR 11, page 76)
page 1060; UR 11, page 76)


Lesson Plan
“Red Dress—1946,” page 1061

M T W TH F
Difficulty Consideration: Selection length Reading Strategy: Write Things Down

Fix-Up Idea: Connect to Prior Experience
Ease Factors: Familiar character; familiar setting Standardized Test Practice:
Synopsis: The protagonist must decide between two social
groups.
Goals/Objectives:
• to empathize with the protagonist’s feelings of exclusion and click this box for details
social discomfort
• to describe Alice Munro’s literary accomplishments and her
style of writing
• to define characterization, plot, and conflict and identify and
• to conduct research on world events during 1946
Before Reading
_________ Literary Tools: Characterization, Plot, and Conflict
(PE, page 1061)
_________ About the Author: Alice Munro (PE, page 1061)
_________ Vocabulary: Specialized Vocabulary (VR, page 186)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Characterization, Plot, and Conflict (PE, page 1071; UR 11, page 86)
_________ Writer’s Journal: Journal Entry, Advice Column, or List of Rules of Etiquette (PE, page 1072; UR 11, page 87)
_________ Study and Research & Collaborative Learning: Time Machine (PE, page 1072; UR 11, page 89)
_________ Speaking and Listening: Conducting an Interview (PE, page 1072)


Lesson Plan
“Red Dress—1946,” page 1061

M T W TH F

Individual Learning Strategies Tackle Selection Length
_________ Motivation: Sewing (ATE, page 1062) _________ Read the story in short sections.
_________ Reading Proficiency: Recording Parts of the _________ Use the Guided Reading Questions to check
Story (ATE, page 1062) comprehension.
_________ English Language Learning: Sewing Words
_________ Special Needs: Sample Dresses (ATE, Learners
page 1062) _________ Have students complete English Language
_________ Enrichment: Interview Project (ATE, Learning: Sewing Words (ATE, page 1062).
page 1062) _________ Have students come up with a synonym for
each vocabulary word. Then ask them to write
Additional Questions and Activities contextual sentences using the synonym.
_________ Comparing Characters (ATE, page 1063) _________ Ask students to write a short story, set in their
_________ Writing about Being Compelled (ATE, native country, that tells about a pivotal
page 1065) experience in their youth. Remind students
_________ Description of Dance (ATE, page 1066) that their short story should use elements of
_________ Discussion (ATE, page 1069) characterization, plot, and conflict.
Literary Note
_________ Pompeii (ATE, page 1064)
Literary Technique
_________ Tag Lines (ATE, page 1067)

1071; UR 11, page 85)
_________ Understanding Literature: Characterization,
Plot, and Conflict (PE, page 1071; UR 11,
page 86)
Learning: Time Machine (PE, page 1072; UR
© EMC Corporation
11, page 89)
_________ Writer’s Journal: Journal Entry, Advice
Column, or List of Rules of Etiquette (PE,
page 1072; UR 11, page 87)
_________ Speaking and Listening: Conducting an
Interview (PE, page 1072)


Lesson Plan
from Angela’s Ashes, page 1073

M T W TH F
Difficulty Considerations: Dialect; footnotes; missing quotation Reading Strategy: Write Things Down
marks Fix-Up Idea: Preview Footnotes
Ease Factors: Popular novel; humorous Identify Main Ideas
Synopsis: The protagonist gets his first job and feels like an adult.
Goals/Objectives:
• to empathize with the speaker’s struggle of growing up in click this box for details
poverty and enjoy Frank McCourt’s sense of humor
• to describe Frank McCourt’s literary accomplishments and
explain his contributions to the twentieth-century memoir
• to define memoir and theme and identify and explain examples
• to demonstrate the ability to use quotation marks
• to create a map of Ireland
Before Reading
_________ Literary Tools: Memoir and Theme (PE, page 1073)
_________ About the Author: Frank McCourt (PE, page 1073)
_________ Vocabulary: Work Words (VR, page 188)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Memoir and Theme (PE, page 1080; UR 11, page 99)
_________ Writer’s Journal: Personal Letter, Limerick, or Memoir (PE, page 1081; UR 11, page 99)
_________ Language, Grammar, and Style: Using Quotation Marks (PE, page 1081; UR 11, page 101)
_________ Study and Research & Collaborative Learning: Using Almanacs, Yearbooks, and Atlases (PE, page 1081)


Lesson Plan
from Angela’s Ashes, page 1073

M T W TH F

_________ Motivation: Interviewing an Irish Immigrant _________ Direct students to the Language, Grammar,
(ATE, page 1075) and Style Resource 3.5: Dialects of English
_________ Reading Proficiency: Working with a Partner (PE, page 1216).
(ATE, page 1075) _________ Present the information on colloquialism
_________ English Language Learning: Previewing found under Literary Technique (ATE,
Footnotes (ATE, page 1075) page 1077).
Tackle Footnotes
(ATE, page 1075)
_________ Have students preview the footnotes.
_________ Enrichment: Economic and Employment
Status in Ireland (ATE, page 1075) _________ Make sure students comprehend the meaning
of the footnotes before reading the selection.
Tackle Missing Quotation Marks
_________ River Shannon (ATE, page 1076)
_________ Warn students that the dialogue remains
_________ Illness (ATE, page 1078)
unpunctuated.
Literary Technique _________ Make copies of the selection. Allow students
_________ Colloquialism (ATE, page 1077) to highlight those sections of the text that are
dialogue.
Flexible Grouping Suggestions _________ Play the Dramatic Recording (AL, 15:04).
_________ Cross-Curricular Activities: River Shannon _________ Have students complete Language,
(ATE, page 1076) Grammar, and Style: Using Quotation Marks
_________ Cross-Curricular Activities: Illness (ATE, (PE, page 1081).
page 1078)
_________ Investigate, Inquire, and Imagine (PE, page Additional Strategies for English Language
_________ Understanding Literature: Memoir and Theme _________ Have students complete Enrichment:
(PE, page 1080; UR 11, page 99) Economic and Employment Status in Ireland;
however, instead of researching the economic
and employment status of Ireland, ask
Learning: Using Almanacs, Yearbooks, and
students to research their native country.
Atlases (PE, page 1081)
_________ If you have students who are immigrants (or
Homework Suggestions whose parents, grandparents, or other family
_________ Writer’s Journal: Personal Letter, Limerick, or members are immigrants), ask them to share
their experiences of being an immigrant.
© EMC Corporation
Memoir (PE, page 1081; UR 11, page 99)

_________ Language, Grammar, and Style: Using Students may also discuss why they
Quotation Marks (PE, page 1081; UR 11, immigrated, if they desire to move back to
page 101) their native land, and some of the advantages
of being in America.


Lesson Plan
from Nectar in a Sieve, page 1082

M T W TH F

Fix-Up Idea: Unlock Specialized Vocabulary
Synopsis: An Indian family tries to pick up the pieces after a
devastating storm.
Goals/Objectives:
• to empathize with the narrator’s struggle for survival and click this box for details
experience her optimism in the face of adversity
• to describe Kamala Markandaya’s literary accomplishments
and the cultural influence on her writing
• to define simile and narrator and identify and explain examples
• to demonstrate the ability to correct misplaced or dangling
modifiers
• to conduct research on the economic development of India
Before Reading
_________ Literary Tools: Simile and Narrator (PE, page 1082)
_________ About the Author: Kamala Markandaya (PE, page 1082)
_________ Vocabulary: Semantic Families: Hunger Words (VR, page 189)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Simile and Narrator (PE, page 1087; UR 11, page 110)
_________ Writer’s Journal: Article, Journal Entry, or Letter (PE, page 1088; UR 11, page 111)
_________ Language, Grammar, and Style: Dangling and Misplaced Modifiers (PE, page 1088; UR 11, page 112)
_________ Media Literacy: Economic Development in India (PE, page 1088; UR 11, page 113)
_________ Study and Research: Researching British Colonialism (PE, page 1088)


Lesson Plan
from Nectar in a Sieve, page 1082

M T W TH F

_________ Motivation: Storms (ATE, page 1083) _________ Allow students to preview new vocabulary
_________ Reading Proficiency: Outlining Main Ideas words.
(ATE, page 1083) _________ Have students identify words that they
_________ Special Needs: Graphic Organizer (ATE, unknown words by using context clues.
_________ Enrichment: British Colonial Rule of India working on vocabulary activities (VR, page
(ATE, page 1083) 189).

_________ Mapping Monsoons (ATE, page 1084) Learners
_________ Nadine Gordimer (ATE, page 1085) _________ Have students complete English Language
Additional Questions and Activities _________ Have students complete Enrichment: British
_________ Natural Disasters (ATE, page 1084) Colonial Rule of India. Students may,
however, choose to research another country
Flexible Grouping Suggestions that was colonized by Britain rather than
_________ Special Needs: Graphic Organizer (ATE, India.
page 1083) _________ Interested students may complete the Cross-
_________ Investigate, Inquire, and Imagine (PE, page Curricular Activity on South African literature
1087; UR 11, page 109) (ATE, page 1085).
_________ Understanding Literature: Simile and Narrator
(PE, page 1087; UR 11, page 110)
_________ Writer’s Journal: Article, Journal Entry, or
Letter (PE, page 1088; UR 11, page 111)
_________ Language, Grammar, and Style: Dangling and
Misplaced Modifiers (PE, page 1088; UR 11,
page 112)
_________ Media Literacy: Economic Development in
India (PE, page 1088; UR 11, page 113)
© EMC Corporation
_________ Study and Research: Researching British

Colonialism (PE, page 1088)


Lesson Plan
Unit Eleven
M T W TH F
Guided Writing
Persuasive Writing: Analyzing the Media
Assignment: Students analyze an advertisement and write a three- click this box for details
part analysis (PE, pages 1089–1093).
Before Writing
_________ Analyzing the Media (PE, page 1089)
_________ Student Model (PE, page 1089)
177; WR, page 204)
page 194)
_________ Graphic Organizer (VLR I, page 176; WR, page 193) GUIDED WRITING
During Writing Software
_________ Drafting (PE, page 1092) See the Guided
_________ Self- and Peer Evaluation (PE, page 1093; WR, page 198) Writing Software for
_________ Revising and Proofreading (PE, page 1093) an extended version of this
_________ Language, Grammar, and Style: Dialogue (PE, page 1091; WR, page 195)
_________ Student Model—Revised (WR, page 200) student models and student-
After Writing peer, and teacher evaluation
_________ Publishing and Presenting (PE, page 1093) features.

_________ Motivation: Discussing Ads (ATE, page 1089)
_________ Reading Proficiency: Previewing the Activity (ATE, page 1089)
_________ Special Needs: Simplified Lesson (ATE, page 1089)
_________ Enrichment: Creating an Advertisement (ATE, page 1089)
© EMC Corporation
_________ Language, Grammar, and Style: Dialogue (PE, page 1091; WR, page 195)
_________ Self-Evaluation—Analyzing the Media (PE, page 1093; WR, page 198)
_________ Rubric for Informative Writing: Writing a Research Paper (VLR I, page 177; WR, page 204)


Lesson Plan
Unit Eleven
M T W TH F
Unit Eleven Review

_________ Genre Studies: Minimalist Writing (PE, page 1095)
_________ Thematic Studies: Role of Women; Comparing Themes (PE, page 1095)
_________ Historical/Biographical Studies: Social Commentary (PE, page 1095)
© EMC Corporation


Lesson Plan
Unit Twelve
Twentieth-Century to Contemporary Drama (1900–Present)
M T W TH F
• to enjoy a twentieth-century drama and understand the motifs and
themes that differentiate twentieth-century drama from the work of
earlier periods
• to describe the literary and social significance of Bernard Shaw’s
work
• to define elements of drama and identify them in a play
• to write a film or play review
• to demonstrate the ability to write introductory paragraphs

_________ Pygmalion, Act One, page 1100
_________ Pygmalion, Act Two, page 1111
_________ Pygmalion, Act Three, page 1131
_________ Pygmalion, Act Four, page 1143
_________ Pygmalion, Act Five, page 1150
_________ “The Story of Pygmalion” from the Metamorphoses, page
1167
_________ Guided Writing—Persuasive Writing: Reviewing a Film or Play, page 1171
_________ Unit Twelve Review, page 1180

_________ Opening Pages: Discuss how the artwork by Gilbert and George (PE, page 1096; VLR II, page 103) and
the quote from William Shakespeare (PE, page 1097) relate to each other and to the content of this unit.
_________ Twentieth-Century to Contemporary Drama (PE, page 1098)
_________ Cross-Curricular Activities: Twentieth-Century Drama (ATE, page 1098)
_________ Echoes (PE, page 1099)
© EMC Corporation


Lesson Plan
Pygmalion, Act One, page 1100

M T W TH F
Difficulty Considerations: Vocabulary; dialect; plot Reading Strategy: Visualize

Fix-Up Idea: Refocus on Dialect
Ease Factors: Small cast; popular story Standardized Test Practice:
Identify Main Ideas
Synopsis: Henry Higgins sets out to turn a lower-class Cockney
girl into a woman of high society.
Goals/Objectives:
• to enjoy a twentieth-century adaptation of a classical myth click this box for details
• to describe Bernard Shaw’s literary accomplishments and
• to define spectacle, inciting incident, satire, character, dramatic irony, blocking, antihero, climax, and resolution and
explain how they relate to the selection
• to edit to reduce wordiness
• to use formal and informal English appropriately
Before Reading
_________ Literary Tools: Spectacle and Inciting Incident (PE, page 1101)
_________ About the Author: Bernard Shaw (PE, page 1100)
_________ Vocabulary: Dialect (VR, page 191)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Spectacle and Inciting Incident (PE, page 1110; UR 12, page 4)


Lesson Plan
Pygmalion, Act One, page 1100

M T W TH F

_________ Motivation: Set, Costumes, and Special _________ Allow students to preview new vocabulary
Effects (ATE, page 1100) words.
_________ Reading Proficiency: Shaw’s Contractions and _________ Have students identify words that they
Dialect (ATE, page 1100) already know.
_________ English Language Learning: Vocabulary (ATE, _________ Encourage students to predict meanings of
_________ Special Needs: Reading Aloud (ATE, _________ Familiarize students with new vocabulary by
page 1100) working on vocabulary activities (VR, pages
_________ Enrichment: Adaptation (ATE, page 1100) 191–198).
Literary Technique Tackle Dialect

_________ Satire (ATE, page 1102) _________ Direct students to the Language, Grammar,
_________ Motif (ATE, page 1105) and Style Resource 3.5: Dialects of English
(PE, page 1216).
_________ Hyperbole (ATE, page 1108)
_________ Tell students that Shaw has his characters
Additional Questions and Activities using British slang and speaking in the
_________ Satiric Dialogue (ATE, page 1103) Cockney dialect of London to make his
_________ Regional Accents (ATE, page 1106) characters and the setting more real.
_________ Reading Comprehension (ATE, page 1107) Tackle Plot
Cross-Curricular Activities _________ Review the elements of a plot: introduction,
inciting incident, crisis, resolution, and
_________ Social Background (ATE, page 1104)
dénouement.
Cross-Curricular Connections _________ As they read the play, encourage students to
_________ Communication Problems (ATE, page 1109) fill in the plot pyramid (ATE, page 1109).

_________ Motivation: Set, Costumes, and Special Learners
Effects (ATE, page 1100) _________ Share the additional vocabulary listed under
_________ Investigate, Inquire, and Imagine (PE, page English Language Learning: Vocabulary (ATE,
1110; UR 12, page 3) page 1100).
_________ Understanding Literature: Spectacle and _________ Ask students to discuss any class distinctions
Inciting Incident (PE, page 1110; UR 12, they are aware of in their native country’s
society.
© EMC Corporation
page 4)
_________ Encourage students to play a major role in
Homework Suggestion designing the set and costumes.
12, page 3)


Lesson Plan
Pygmalion, Act Two, page 1111

M T W TH F
Before Reading READING STRATEGIES RESOURCE, PAGE 481

_________ Reader’s Journal (PE, page 1111; UR 12, page 10) Reading Strategy: Write Things Down
_________ Literary Tools: Satire and Character (PE, page 1111) Fix-Up Idea: Use Guided Reading Questions
_________ Vocabulary from the Selection (ATE, page 1111) Standardized Test Practice:
_________ Vocabulary: Context Clues (VR, page 192) Comparing and Contrasting
_________ Review act 1.
During Reading
UR 12, page 10)
UR 12, page 10)
After Reading
_________ Understanding Literature: Satire and Character (PE, page 1130; UR 12, page 15)
© EMC Corporation


Lesson Plan
Pygmalion, Act Two, page 1111

M T W TH F

English Language Learning Additional Strategies for English Language
_________ Additional Vocabulary (ATE, page 1111) Learners
Cross-Curricular Activities English Language Learning (ATE,
_________ Drawing the Set (ATE, page 1112) page 1111).
_________ Financial Figures (ATE, page 1114) _________ Ask students to act out their favorite scene
_________ Careers Related to Speech (ATE, page 1119) from act 2. Then have them compare their
interpretation of the scene to the movie
Quotables version.
_________ Bernard Shaw (ATE, page 1113)

_________ Editorial on Class Difference (ATE,
page 1113)
_________ Project (ATE, page 1115)
_________ Writing about Follies (ATE, page 1116)
_________ Summarizing Dialogue (ATE, page 1117)
_________ Smart Servants (ATE, page 1118)
_________ Character (ATE, page 1118)
_________ Paternalism (ATE, page 1118)
_________ Body Language (ATE, page 1122)
_________ Note (ATE, page 1123)
_________ Party Platform (ATE, page 1125)
_________ Advice Column (ATE, page 1126)
_________ Manipulation (ATE, page 1128)
Literary Technique
_________ Point of View (ATE, page 1117)
_________ Alliteration (ATE, page 1121)
_________ Characterization (ATE, page 1124)

© EMC Corporation
1130; UR 12, page 14)
_________ Understanding Literature: Satire and
Character (PE, page 1130; UR 12, page 15)
Homework Suggestion
12, page 16)


Lesson Plan
Pygmalion, Act Three, page 1131

M T W TH F

_________ Reader’s Journal (PE, page 1131; UR 12, page 22) Reading Strategy: Make Predictions
_________ Literary Tools: Dramatic Irony and Blocking (PE, page 1131) Fix-Up Idea: Unlock Difficult Vocabulary
_________ Vocabulary: Register (VR, page 194) Identify Main Ideas
_________ Review act 2.
During Reading click this box for details
_________ Graphic Organizer (VLR I, page 115;
UR 12, page 21)
UR 12, page 22)
After Reading
_________ Understanding Literature: Dramatic Irony and Blocking (PE, page 1142; UR 12, page 25)
© EMC Corporation


Lesson Plan
Pygmalion, Act Three, page 1131

M T W TH F

_________ Description (ATE, page 1132) Learners
_________ Ask students to list the various dialects that
Additional Questions and Activities exist in their native country.
_________ Phonetic Messages (ATE, page 1132) _________ Have students discuss their culture’s rules of
_________ Reading Comprehension (ATE, pages 1133, etiquette in social gatherings and have them
1137, and 1140) compare their rules with the behavior of Mrs.
_________ Manners (ATE, page 1135) Higgins and her friends.
_________ Conventions (ATE, page 1135)
_________ Slang (ATE, page 1136)
_________ Self-Awareness (ATE, page 1139)
Literary Technique
_________ Foreshadowing (ATE, page 1133)
Quotables
Internet Resources
_________ Shaw and Other Nobel Prize Winners (ATE,
page 1134)
Literary Note
_________ Myth of Pygmalion (ATE, page 1138)

1142; UR 12, page 24)
_________ Understanding Literature: Dramatic Irony and
Blocking (PE, page 1142; UR 12, page 25)
Homework Suggestion
12, page 24)
© EMC Corporation


Lesson Plan
Pygmalion, Act Four, page 1143

M T W TH F

Reading Strategy: Connect to Prior
_________ Literary Tools: Antihero and Climax (PE, page 1143)
Knowledge
Fix-Up Idea: Refocus on Higgins’s Character
_________ Vocabulary: Spelling with Silent Consonants
Standardized Test Practice: Compare
(VR, page 196)
and Contrast Character Development
_________ Review act 3.
During Reading
_________ Graphic Organizer (PE, page 1143; VLR I, page 116; click this box for details
UR 12, page 30)
_________ Guided Reading Questions (PE, page 1144; UR 12,
page 30)
After Reading
_________ Understanding Literature: Antihero and Climax (PE, page 1149; UR 12, page 33)
© EMC Corporation


Lesson Plan
Pygmalion, Act Four, page 1143

M T W TH F

Literary Note English Language Learning (ATE,
_________ Errors (ATE, page 1144) page 1143).
_________ Ask students to act out their favorite scene
Literary Technique from act 4. Then have them compare their
_________ Aside (ATE, page 1145) interpretation of the scene to the movie
_________ Antihero (ATE, page 1146) version.
_________ Myth (ATE, page 1147)
Quotables

_________ Communication (ATE, page 1146)

1149; UR 12, page 32)
_________ Understanding Literature: Antihero and
Climax (PE, page 1149; UR 12, page 33)
Homework Suggestion
12, page 31)
© EMC Corporation


Lesson Plan
Pygmalion, Act Five, page 1150

M T W TH F

_________ Reader’s Journal (PE, page 1150; UR 12, page 39) Reading Strategy: Make Predictions
_________ Literary Tools: Satire and Resolution (PE, page 1150) Fix-Up Idea: Use Guided Reading Questions
_________ Vocabulary: Word Study (VR, page 198) Identify Main Ideas
_________ Review act 4.
During Reading click this box for details
UR 12, page 39)
UR 12, page 39)
After Reading
_________ Understanding Literature: Satire and Resolution (PE, page 1165; UR 12, page 44)
_________ Writer’s Journal: Note, Epilogue, or Treatment (PE, page 1166; UR 12, page 44)
_________ Applied English: Writing a Newspaper Ad (PE, page 1166; UR 12, page 46)
_________ Media Literacy & Collaborative Learning: Comparing Genres (PE, page 1166)
© EMC Corporation


Lesson Plan
Pygmalion, Act Five, page 1150

M T W TH F

Literary Note English Language Learning (ATE,
_________ Comic Characters (ATE, page 1152) page 1150).
_________ Comic Conventions (ATE, page 1158) _________ Ask students to research other plays around
the world that deal with issues of class.
Additional Questions and Activities Suggest that they find at least one play from
_________ Comparison-Contrast Essay (ATE, page 1151) 5–10 different countries. Then have them
_________ Reading Comprehension (ATE, pages 1154 compile their findings into an annotated
and 1160) bibliography.
_________ Liza’s Attraction (ATE, page 1156)
_________ Learning a New Language (ATE, page 1156)
_________ Talking without Fillers (ATE, page 1156)
_________ Predicting Liza’s Future (ATE, page 1157)
_________ Vows (ATE, page 1158)
_________ Analyzing Statements (ATE, page 1159)
_________ Liza’s Choices (ATE, page 1162)
_________ Retirement (ATE, page 1153)
_________ Career Advice (ATE, page 1163)
Literary Technique
_________ Incongruity (ATE, page 1153)
Biographical Note
_________ Fabian Society (ATE, page 1161)
Internet Resource
_________ Afterward (ATE, page 1164)

© EMC Corporation
1165; UR 12, page 42)
_________ Understanding Literature: Satire and
Resolution (PE, page 1165; UR 12, page 44)


Lesson Plan
“The Story of Pygmalion” from the Metamorphoses, page 1167

M T W TH F
Difficulty Consideration: Mythical elements Reading Strategy: Write Things Down

Synopsis: After Pygmalion sculpts a statue and falls in love
with it, the statue comes to life.
Goals/Objectives:
• to enjoy a myth
• to compare and contrast Ovid’s version of the myth of
Pygmalion and Shaw’s Pygmalion
• to define myth and narration and identify elements of each
• to demonstrate the ability to research on a variety of topics
Before Reading
_________ Literary Tools: Myth and Narration (PE, page 1167)
_________ About the Author: Ovid (PE, page 1167)
_________ Vocabulary: Morphemes and Meaning (VR, page 200)
During Reading
After Reading
© EMC Corporation
_________ Understanding Literature: Myth and Narration (PE, page 1169; UR 12, page 53)
_________ Writer’s Journal: Thank-You Note, Definition, or Catalogue Entry (PE, page 1170; UR 12, page 53)
_________ Speaking and Listening & Study and Research: Researching Venus (PE, page 1170; UR 12, page 54)
_________ Study and Research & Collaborative Learning: Researching the Metamorphoses (PE, page 1170; VLR I,
_________ Speaking and Listening & Collaborative Learning: Participating in a Debate (PE, page 1170)


Lesson Plan
“The Story of Pygmalion” from the Metamorphoses, page 1167

M T W TH F

Individual Learning Strategies Tackle Mythical Elements
_________ Motivation: Depicting an Ideal (ATE, _________ Read the Literary Tools section aloud,
page 1168) focusing especially on Myth (PE, page 1167).
_________ Reading Proficiency: Predictions (ATE, _________ Use the question asked in Understanding
page 1168) Literature to discuss the mythical elements of
_________ English Language Learning: Vocabulary (ATE, the story (PE, page 1169).
page 1168)
Learners
(ATE, page 1168)
_________ Enrichment: Retelling a Story from Ovid (ATE,
page 1168)
page 1168).
Flexible Grouping Suggestions _________ Ask students to find a myth that is a part of
_________ Investigate, Inquire, and Imagine (PE, page their cultural mythology and folklore. Then
1169; UR 12, page 52) have them retell that myth in the form of a
poem, play, or comic strip. Students may wish
_________ Understanding Literature: Myth and Narration
to tell a modern-day version of the myth.
(PE, page 1169; UR 12, page 53)
Learning: Researching the Metamorphoses
page 55)
Learning: Participating in a Debate (PE, page
1170)
_________ Writer’s Journal: Thank-You Note, Definition,
or Catalogue Entry (PE, page 1170; UR 12,
page 53)
_________ Speaking and Listening & Study and
Research: Researching Venus (PE, page
1170; UR 12, page 54)
© EMC Corporation


Lesson Plan
Unit Twelve
M T W TH F
Guided Writing
Persuasive Writing: Reviewing a Film or Play
Assignment: Students write a review of a film or play (PE, pages
1171–1179).
Before Writing
_________ Reviewing a Film or Play (PE, page 1171)
183; WR, page 221)
page 209)
_________ Graphic Organizer (VLR I, page 179; WR, page 208) GUIDED WRITING
Software
During Writing
_________ Drafting (PE, page 1174) See the Guided
_________ Student Model—Draft (PE, page 1174; VLR I, page 180; UR 12, Writing Software for
page 210) an extended version of this
_________ Self- and Peer Evaluation (PE, page 1175; WR, page 215) graphic organizers, extensive
_________ Revising and Proofreading (PE, page 1176) student models and student-
_________ Language, Grammar, and Style: Writing Introductory Paragraphs (PE, page friendly checklists, and self-,
1177; WR, page 212) peer, and teacher evaluation
features.
_________ Student Model—Revised (PE, page 1176; WR, page 217)
After Writing

_________ Motivation: Discussing Reviews (ATE, page 1171)
_________ Reading Proficiency: Learning to Evaluate a Film (ATE, page 1171)
_________ English Language Learning: Context Clues (ATE, page 1172)
© EMC Corporation
_________ Special Needs: Using Student Model (ATE, page 1172)

_________ Enrichment: Submitting a Review (ATE, page 1172)

_________ Language, Grammar, and Style: Writing Introductory Paragraphs (PE, page 1177; WR, page 212)
_________ Self-Evaluation—Film or Play Review (PE, page 1175; WR, page 215)
_________ Rubric for Persuasive Writing: Writing a Film or Play Review (VLR I, page 183; WR, page 221)


Lesson Plan
Unit Twelve
M T W TH F
Unit Twelve Review

_________ Genre Studies: Dramatic Irony; Didacticism; Staging in Modern Theater (PE, page 1181)
_________ Thematic Studies: Gender (PE, page 1181)
_________ Historical/Biographical Studies: Social Class (PE, page 1181)
© EMC Corporation


WA-Gr12 LessonPlans PDF

Uploaded by

Copyright:

Available Formats

You might also like

WA-Gr12 LessonPlans PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

WA-Gr12 LessonPlans PDF

Uploaded by

Copyright:

Available Formats

LESSON PLANS

with Alternative Teaching Options

ISBN 0-8219-2778-7 (Georgia)

Published by EMC/Paradigm Publishing

Printed in the United States of America.

The British Tradition Readability Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxii

Lesson Plans with Alternative Teaching Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Unit 2 The Anglo-Saxon Period (449–1066)

Unit 3 The Medieval Period (1066–1485)

CONTENTS THE BRITISH TRADITION LESSON PLANS iii

Unit 5 Renaissance Drama (1485–1660)

Unit 6 The Early Seventeenth Century (1625–1675)

Unit 7 The Restoration and the Eighteenth Century (1660–1785)

Unit 8 The Romantic Era (1785–1832)

iv CONTENTS THE BRITISH TRADITION LESSON PLANS

Unit 9 The Victorian Age (1832–1900)

Unit 10 Twentieth-Century to Contemporary Poetry (1900–Present)

Unit 11 Twentieth-Century to Contemporary Prose (1900–Present)

from A Room of One’s Own . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248

Unit 12 Twentieth-Century to Contemporary Drama (1900–Present)

CONTENTS THE BRITISH TRADITION LESSON PLANS v

OVERVIEW THE BRITISH TRADITION LESSON PLANS vii

viii OVERVIEW THE BRITISH TRADITION LESSON PLANS

Free Reading Log

DATE TITLE AUTHOR PAGES READ SUMMARY/REACTIONS

Total number of pages read this week ______________

Genres read this week: (circle)

Fiction Nonfiction Poetry Drama Informational or Visual Media

READING LOG THE BRITISH TRADITION LESSON PLANS xi

Possibilities for Pair and Small Groups

Pair Groups Small Groups

Possibilities for Large Groups

Fish Bowl Rows Facing Forward, Aisles Between

xii S E AT I N G THE BRITISH TRADITION LESSON PLANS

Group Evaluation Guidesheet 1A

Evaluating Pair Group Communication

I provided feedback as I listened.

I did not interrupt.

I rephrased what my partner said to show that I understood.

GUIDESHEET THE BRITISH TRADITION LESSON PLANS xv

Group Evaluation Guidesheet 1B

Communicating in a Pair Group—Peer Evaluation

Evaluating Pair Group Communication

My partner provided feedback as he/she listened.

My partner did not interrupt.

My partner rephrased what I said to show that she/he understood.

xvi GUIDESHEET THE BRITISH TRADITION LESSON PLANS

Group Evaluation Guidesheet 2

Evaluating a Small Group

Group members understand group roles.

Group members take turns participating.

Group members help to create a positive climate.

Group members work together to establish group goals.

GUIDESHEET THE BRITISH TRADITION LESSON PLANS xvii

Group Evaluation Guidesheet 3

Evaluating Large Group Communication

Group members emphasized a group identity and set reachable goals.

Group members stood up when making presentations.