LESSON PLAN

Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To read and analyze three poems that explore the
nature of good and evil through unusual imagery
• To recognize and understand metaphors
• To write an analysis of an author’s thematic ideas

Skills
Reading/Thinking: Denotation and Connotation;
Interpreting; Comparing/Contrasting
Writing: Contrast Chart
Grammar/Language: Agreement with Compound Subjects
Collaboration: Literature Groups

BEFORE READING (SE/TWE pp. 626–627)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 50
READING THE SELECTION (SE/TWE pp. 628–630)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 59
㛭㛭㛭㛭㛭㛭㛭 Fine Art Transparency 31
RESPONDING TO THE SELECTION (SE/TWE pp. 631–632)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 51
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 59
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 89–90
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 50
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 628–630)

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 8–13
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 163
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 47
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 6.3
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Translations, pp. 65–66
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 83

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8 British Literature, Unit Four, The Romantic Period: 1798–1832 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Challenging (L3)

Objectives
• To read and analyze a poem about ordinary lives
and one about human interaction with nature
• To recognize and understand dialect

Skills
Reading/Thinking: Paraphrasing
Writing: Descriptive Paragraph
Grammar/Language: Agreement with Nouns of Amount

BEFORE READING (SE/TWE pp. 634–635)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 51
READING THE SELECTION (SE/TWE pp. 636–638)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 60
RESPONDING TO THE SELECTION (SE/TWE p. 639)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 52
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 60
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 91–92
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 51
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 636–638)
㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 14–19
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 161
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 48

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 6.4
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 85

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14 British Literature, Unit Four, The Romantic Period: 1798–1832 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Challenging (L3)

Objectives
• To read and analyze an example of persuasive
writing
• To identify and distinguish between subject
and thesis
• To write a summary of a complex work

Skills
Reading/Thinking: Judging the Credibility of a Source;
Logical Reasoning; Skimming
Grammar/Language: Intervening Expressions
Life Skills: Planning and Designing

BEFORE READING (SE/TWE p. 642)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 52
READING THE SELECTION (SE/TWE pp. 643–647)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 61
㛭㛭㛭㛭㛭㛭㛭 Fine Art Transparency 29
㛭㛭㛭㛭㛭㛭㛭 Selection Vocabulary Practice, p. 30
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 47–48
RESPONDING TO THE SELECTION (SE/TWE p. 648)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 53
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 61
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 93–94
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 52

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 643–647)
㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 20–27
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 155
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 50
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 6.2
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 86

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20 British Literature, Unit Four, The Romantic Period: 1798–1832 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To read and analyze two sonnets and a lyrical poem
• To understand enjambment
• To analyze imagery

Skills
Reading/Thinking: Understanding Text Structures;
Drawing Conclusions; Summarizing
Writing: Journal Entry
Grammar/Language: Agreement in Adjective Clauses; Indefinite Pronouns as Subjects
Collaboration: Literature Groups; Multimedia Presentation

BEFORE READING (SE/TWE pp. 650–651)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 53
㛭㛭㛭㛭㛭㛭㛭 Fine Art Transparency 17
READING THE SELECTION (SE/TWE pp. 652–653, 655–659)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, pp. 62–63
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 49–50
RESPONDING TO THE SELECTION (SE/TWE pp. 654; 660–661)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 54
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, pp. 62–63
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 95–96
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 53
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 652–653, 655–659)

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 28–36
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, pp. 167, 169
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparencies 51, 52
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lessons 6.5, 6.9
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 53
㛭㛭㛭㛭㛭㛭㛭 Spanish Translations, p. 67
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, pp. 88–89

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28 British Literature, Unit Four, The Romantic Period: 1798–1832 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To read and analyze an excerpt from a novel that
describes the artistic vision
• To recognize and understand empathy
• To write a descriptive paragraph from the
perspective of a bird

Skills
Writing: Descriptive Paragraph
Collaboration: Role-Play

BEFORE READING (SE/TWE p. 662)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 54
READING THE SELECTION (SE/TWE p. 663)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 64
RESPONDING TO THE SELECTION (SE/TWE p. 664)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 55
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 64
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, p. 97
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 53
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options p. 663)
㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 37–41
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD

㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 54

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Unit Planning Guide British Literature, Unit Four, The Romantic Period: 1798–1832 37
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Challenging (L3)

Objectives
• To read and analyze an excerpt from a journal of
the Romantic period
• To understand the value of a journal as a primary
history source
• To write a second stanza to a lyrical poem

Skills
Reading/Thinking: Comparing and Contrasting
Writing: Poetic Stanza

BEFORE READING (SE/TWE p. 668)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 55
READING THE SELECTION (SE/TWE pp. 669)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 65
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 49–50
RESPONDING TO THE SELECTION (SE/TWE pp. 670)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 56
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 65
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, p. 98
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 54
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options p. 669)
㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 42–46
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 55

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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42 British Literature, Unit Four, The Romantic Period: 1798–1832 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Challenging (L3)

Objectives
• To read and analyze two poems that illustrate the
fantastic as a characteristic of Romantic poetry
• To recognize and understand onomatopoeia
• To write descriptive and expository paragraphs

Skills
Reading/Thinking: Comparing and Contrasting;
Inferring; Summarizing; Drawing Conclusions;
Using Text Structures; Identifying Cause and Effect; Analyzing; Synthesizing
Writing: Descriptive Paragraphs; Eliminating Unnecessary Words; Character Analysis; Journal Writing
Grammar/Language: Nominative and Objective Case of Personal Pronouns; Possessive Case of Personal
Pronouns; Pronouns with and as Appositives; Pronouns after Than and As
Listening/Speaking: Performing Dialogues
Collaboration: Literature Groups

BEFORE READING (SE/TWE pp. 673–674)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 56
㛭㛭㛭㛭㛭㛭㛭 Literature Launchers, Side B, Segment 14
READING THE SELECTION (SE/TWE pp. 675–676; 678–679)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, pp. 66–67
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 51–52
RESPONDING TO THE SELECTION (SE/TWE pp. 677; 700–701)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparencies 57–58
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, pp. 66–67
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 99–100
Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 55

㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 675–676; 678–679)
㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 47–55
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, pp. 175, 177
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparencies 53–56
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lessons 7.1–7.3
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 56
㛭㛭㛭㛭㛭㛭㛭 Spanish Translations, p. 69
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, pp. 91–93

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Unit Planning Guide British Literature, Unit Four, The Romantic Period: 1798 –1832 47
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To read and analyze a short work of fantastic prose
• To recognize and understand theme as a literary
element
• To write a fictional scene involving two characters

Skills
Reading/Thinking: Making Critical Judgments
Writing: Scene Description
Grammar/Language: Voice of Verbs

BEFORE READING (SE/TWE p. 702)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 57
READING THE SELECTION (SE/TWE pp. 703–704)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 68
㛭㛭㛭㛭㛭㛭㛭 Selection Vocabulary Practice, p. 31
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 51–52
RESPONDING TO THE SELECTION (SE/TWE p. 705)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 59
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 68
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, p. 101
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 703–704)
㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 56–61
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 145

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 57
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 5.7
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 57

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56 British Literature, Unit Four, The Romantic Period: 1798 –1832 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Average (L2)

Objectives
• To read and analyze an author’s introduction to
a novel
• To recognize the elements of a gothic novel
• To write a fictional scene

Skills
Reading/Thinking: Inferring; Summarizing;
Activating Prior Knowledge
Writing: Scene
Grammar/Language: Who and Whom in Questions

BEFORE READING (SE/TWE p. 709)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 58
㛭㛭㛭㛭㛭㛭㛭 Literature Launchers, Side B, Section 13
READING THE SELECTION (SE/TWE pp. 710–714)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 69
㛭㛭㛭㛭㛭㛭㛭 Selection Vocabulary Practice, p. 32
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 53–54
RESPONDING TO THE SELECTION (SE/TWE p. 715)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparency 60
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 69
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, p. 102
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 56
㛭㛭㛭㛭㛭㛭㛭 Testmaker

Copyright © by The McGraw-Hill Companies, Inc.

EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 710–714)
㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 62–69
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 181
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 58
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 7.5
㛭㛭㛭㛭㛭㛭㛭 Vocabulary PuzzleMaker
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 58
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 94

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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62 British Literature, Unit Four, The Romantic Period: 1798 –1832 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Challenging (L3)

Objectives
• To read and analyze an apostrophe and a lyric poem
• To write an apostrophe

Skills
Reading/Thinking: Comparing and Contrasting;
Inferring
Writing: Apostrophe
Grammar/Language: Pronoun-Antecedent Agreement
Listening/Speaking: Writing About Sounds
Life Skills: Lifelong Learning

BEFORE READING (SE/TWE pp. 723–724)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 59
㛭㛭㛭㛭㛭㛭㛭 Literature Launchers, Side B, Segment 16
㛭㛭㛭㛭㛭㛭㛭 Fine Art Transparency 25
READING THE SELECTION (SE/TWE pp. 725–727)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, p. 70
RESPONDING TO THE SELECTION (SE/TWE p. 728)
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, p. 70
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 103–104
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 57
㛭㛭㛭㛭㛭㛭㛭 Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 725–727)
㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 76–80

Copyright © by The McGraw-Hill Companies, Inc.

㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, pp. 183, 187
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 59
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 7.6
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 59
㛭㛭㛭㛭㛭㛭㛭 Spanish Translations, p. 70
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, p. 95

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76 British Literature, Unit Four, The Romantic Period: 1798–1832 Unit Planning Guide
 LESSON PLAN
Name 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Date 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭 Class 㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭㛭

Reading Level: Challenging (L3)

Objectives
• To read and analyze a sonnet and two odes
• To identify irony and the terza rima verse form
• To write a critique

Skills
Reading/Thinking: Drawing Conclusions; Identifying
Cause and Effect; Classifying; Setting a Purpose
for Reading; Identifying Author’s Purpose; Summarizing;
Inferring
Writing: Journal Entry; External-Internal Order; Poem
Grammar/Language: Clear Pronoun Reference
Collaboration: Literature Groups; Interpretive Performance

BEFORE READING (SE/TWE pp. 730–731)

㛭㛭㛭㛭㛭㛭㛭 Selection Focus Transparency 60
READING THE SELECTION (SE/TWE pp. 732, 734–740)
㛭㛭㛭㛭㛭㛭㛭 Active Reading Guide*, pp. 71–72
㛭㛭㛭㛭㛭㛭㛭 Reading Workbook, pp. 55–56
RESPONDING TO THE SELECTION (SE/TWE pp. 733, 741–742)
㛭㛭㛭㛭㛭㛭㛭 Literary Elements Transparencies 61–62
㛭㛭㛭㛭㛭㛭㛭 Selection Quick Checks*, pp. 71–72
㛭㛭㛭㛭㛭㛭㛭 Selection and Theme Assessment, pp. 105–106
㛭㛭㛭㛭㛭㛭㛭 Performance Assessment, p. 58
㛭㛭㛭㛭㛭㛭㛭 Testmaker
Copyright © by The McGraw-Hill Companies, Inc.

EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 732, 734–740)

㛭㛭㛭㛭㛭㛭㛭 Unit Four Planning Guide, pp. 81–89
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Workbook, p. 189
㛭㛭㛭㛭㛭㛭㛭 Grammar and Language Transparency 60
㛭㛭㛭㛭㛭㛭㛭 Grammar and Composition Handbook, Lesson 7.7
㛭㛭㛭㛭㛭㛭㛭 Glencoe Literature Web Site (lit.glencoe.com)
㛭㛭㛭㛭㛭㛭㛭 Audio Library, Tape or CD
㛭㛭㛭㛭㛭㛭㛭 Spanish Summaries, p. 60
㛭㛭㛭㛭㛭㛭㛭 English Language Learners Sourcebook, pp. 96–97
II A–D; III A, B; IV C; V A, B

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Unit Planning Guide British Literature, Unit Four, The Romantic Period: 1798–1832 81
 LESSON PLAN
Name

























































Date

























Class

Reading Level: Challenging (L3)

Objectives
• To read and analyze four examples of
Romantic poetry
• To identify the characteristics of an ode
• To write an analysis

Skills
Reading/Thinking: Using Text Structures; Synthesizing;
Classifying; Paraphrasing; Inferring
Writing: Journal Entry; Poem
Grammar/Language: Three Degrees of Comparison;
Irregular Comparisons
Collaboration: Literature Groups

BEFORE READING (SE/TWE pp. 744–745)

Selection Focus Transparency 61







Literature Launchers, Side B, Segment 15
READING THE SELECTION (SE/TWE pp. 746–748, 750–753)







Active Reading Guide*, pp. 73–74







Fine Art Transparency 20
RESPONDING TO THE SELECTION (SE/TWE pp. 749, 754–755)







Literary Elements Transparency 63







Selection Quick Checks*, pp. 73–74







Selection and Theme Assessment, pp. 107–108







Performance Assessment, p. 59

Copyright © by The McGraw-Hill Companies, Inc.

Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options pp. 746–748, 750–753)







Unit Four Planning Guide, pp. 90–98







Grammar and Language Workbook, pp. 195, 197







Grammar and Language Transparencies 61–62







Grammar and Composition Handbook, Lessons 8.1–8.2







Glencoe Literature Web Site (lit.glencoe.com)







Audio Library, Tape or CD







Spanish Audio Library, Tape or CD







Spanish Summaries, p. 61







Spanish Translations, p. 71







English Language Learners Sourcebook, pp. 98–99

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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90 British Literature, Unit Four, The Romantic Period: 1798–1832 Unit Planning Guide
 LESSON PLAN
Name

























































Date

























Class

Reading Level: Basic (L1)

Objectives
• To read and analyze four examples of haiku
• To identify the structural and thematic
characteristics of haiku
• To write a poem using haiku traditions

Skills
Writing: Haiku

BEFORE READING (SE/TWE p. 756)

Selection Focus Transparency 62
READING THE SELECTION (SE/TWE p. 757)







Active Reading Guide*, p. 75
RESPONDING TO THE SELECTION (SE/TWE p. 758)







Literary Elements Transparency 64







Selection Quick Checks*, p. 75







Selection and Theme Assessment, pp. 107–108







Performance Assessment, p. 59







Testmaker
EXTENDING AND CUSTOMIZING (TWE Teaching Options p. 757)







Unit Four Planning Guide, pp. 99–103







Glencoe Literature Web Site (lit.glencoe.com)







Audio Library, Tape or CD







Spanish Summaries, p. 62
Copyright © by The McGraw-Hill Companies, Inc.

SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

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Unit Planning Guide British Literature, Unit Four, The Romantic Period: 1798–1832 99