2013-2014 COURSE NAME
Transcript of 2013-2014 COURSE NAME
2013-2014 COURSE NAME
1
COURSE CODE: 1000410
COURSE NAME: Intensive Reading—Grade 9
UNIT TITLE: 6—Non-Fiction: Are You Buying It? UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 1
CONCEPT CONCEPT CONCEPT
Synthesizing/Analyzing Arguments and Evidence in
Nonfiction
Synthesizing/Analyzing Arguments and Evidence in
Nonfiction
Synthesizing/Analyzing Arguments and Evidence in
Nonfiction
STANDARD(S) Week 1
STANDARD(S) Week 2 STANDARD(S) Week 3
LA.910.1.6.3 ‐ Context Clues
LA.910.1.6.8 ‐ Word/Phrase Relationships
LACC.910.RL.2.4/ LACC.910.RI.2.4
LACC.910.RL.2.6:
LACC.910.W.1.2
LACC.910.L.1.1
LACC.910.SL.1.1
LA.910.1.6.9 ‐ Multiple Meanings
LA.910.1.6.3 ‐ Context Clues
LACC.910.RL.2.4/ LACC.910.RI.2.4
LACC.910.W.1.2b-e
LACC.910.SL.1.1
LA.910.1.6.7 ‐ Prefix, Suffix, Roots
LA.910.1.6.3 ‐ Context Clues
LACC.910.RL.2.4/ LACC.910.RI.2.4
LACC.910.W.1.2
LACC.910.SL.1.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
FCIM: How do context clues help a reader determine
the meaning of an unfamiliar word?
Edge: How do the media shape the way people think?
FCIM: How do you choose the correct meaning of a
multiple meaning word?
Edge: What is one of Graydon’s most valid claims about
how the media shape the way people think?
FCIM: How do you use the knowledge of prefixes and
suffixes to determine the meaning of unfamiliar words?
Edge: How would you respond to Ogilvy’s claims about
how the media shape the way people think?
VOCABULARY VOCABULARY VOCABULARY
Benchmark: Definition, Restatement, Example,
Comparison/ Synonym, and Contrast/ Antonym
Edge: ethics, evidence, logic, persuasion, synthesize,
argument
Benchmark: Definition, Restatement, Example,
Comparison/ Synonym, and Contrast/ Antonym
Edge: advertising, appeal, consumer, convince, impact,
manipulate, persuasive
Benchmark: List of common prefixes, suffixes, roots,
Definition, Restatement, Example, Comparison/
Synonym, and Contrast/ Antonym
Edge: advertising, appeal, consumer, convince, impact,
manipulate, persuasive, profit
How Do The Media Shape The Way People Think?
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RESOURCES
Hampton-Brown Edge: Level B Unit 6 Cluster 1
EQ: Study the Facts, Analyze and Debate-pg. 488
(This is a research task that may be done individually or
in cooperative learning groups)pg. 488/T488
How to read Nonfiction-pg. 490-493
Learn the Vocabulary—pg. 484. Use a Vocabulary
Routines—pg. PD27-PD36 in the teacher’s edition.
Before Reading: “Ad Power” pg. 495
*Argument and Evidence
*Synthesize
*How to Draw Conclusions
Reading Selection: “Ad Power” pg. 497-506: Have
students complete the critical viewing, draw
conclusions, access vocabulary, argument/evidence, and
monitor comprehension questions as they read. They
may do so individually or in cooperative learning
groups.
Link Vocabulary and Concepts: T501—Ask questions
to link Key Vocabulary with the Essential Question.
Enrichment:
Out of School Literacy: Interpreting Commercials—
T504
Content Area Connections: Explore Music in
Advertising—T505
Analyze “Ad Power” pg. 506
Hampton-Brown Edge: Level B Unit 6 Cluster 1
Before Reading: pg. 510-Persuasive Appeals
Chart
Reading Selections:
“Without Commericals” pg. 507-509
*Read poetry aloud—popcorn and choral
reading
*Figurative Language—Imagery : Use an
imagery chart to collect images expressed by
the author. Students may also create
illustrations that show what they envision as
they read the poem.
“What’s Wrong with Advertising?”—pg.
511-516 Have students complete the persuasive
appeals, draw conclusions, interpret the chart,
access vocabulary, and monitor
comprehension questions as they read. They
may do so individually or in cooperative
learning groups (you can assign each group a
set a questions and have them share out during
the class discussion).
Enrichment:
Out of School Literacy: Estimating the Value
of Products—T513
Content Area Connections: Use Graphic
Technology—T515
Workplace Workshop: Inside a Department
Store –Create a Resume’—pg. 520/T520
Analyze “What’s Wrong with Advertising?”
Assessment:
Fluency Check—Expression pg. 740
Hampton-Brown Edge: Level B Unit 6 Cluster 1
Reflect and Assess—pg. 517/T517
Teacher may choose which activities they would like the students to
do or follow the suggestions below:
Reading: Create five stations: Analyze, Compare, Interpret,
Speculate, Draw Conclusions: Divide the class into five groups and
allow each group to take turns working on the question(s) for each
station.
Write About Literature—Definition: Complete this activity in
whole group. Allow different students to share their responses on the
board, chart paper, smart board, etc. To wrap up, create a class
definition of “advertising” based on all the definitions gathered from
the text.
Fluency: Put students in pairs. Refer to the reading handbook on
page 740 and discuss reading with expression. Allow them each to
read the fluency passage to each other for one minute using the
printed copy, so that they can score the expression using the rubric,
and highlight the mistakes, omissions, and number of words read by
their partner. Lastly, they will evaluate themselves using the self-
check on page 517.
Vocabulary
--Review: Complete orally.
--Writing Application: Complete individually as homework or extra
credit assignment.
Integrate the Language Arts
Teacher may choose which activities they would like the students to
do or follow the suggestions below:
Writing: Write a Letter to the Editor—Allow students to complete
in class daily by finishing one task per day: prewrite, draft, revise,
proofread, publish
Vocabulary Study: Latin and Greek Roots
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Common Core Exemplar Lessons:
Each week create a common core lesson using the text
samples from Appendix B. You may use sample lessons
and/or the CCSS EVIDENCE GUIDE FOR
PLANNING AND PRACTICE IN A SINGLE LESSON
from achievethecore.org to guide you in your lesson
planning. Each day complete 1-2 steps of the lessons.
Websites:
http://www.achievethecore.org/ela-literacy-common-
core/sample-lessons/close-reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—
www.fcrr.org: Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
Common Core Exemplar Lessons:
Each week create a common core lesson using
the text samples from Appendix B. You may
use sample lessons and/or the CCSS
EVIDENCE GUIDE FOR PLANNING AND
PRACTICE IN A SINGLE LESSON
from achievethecore.org to guide you in your
lesson planning. Each day complete 1-2 steps
of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-
common-core/sample-lessons/close-reading-
exemplars
http://www.corestandards.org/assets/Appendix
_B.pdf
The Florida Center for Reading Research—
www.fcrr.org: Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
Common Core Exemplar Lessons:
Each week create a common core lesson using the text samples from
Appendix B. You may use sample lessons and/or the CCSS
EVIDENCE GUIDE FOR PLANNING AND PRACTICE IN A
SINGLE LESSON
from achievethecore.org to guide you in your lesson planning. Each
day complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-common-core/sample-
lessons/close-reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—www.fcrr.org: Lessons
and graphic organizers
CPalms—www.cpalms.org: Lessons
Additional Information
Homework: Edge Interactive Practice Book: Unit 6 pg.
214-227 (Teachers may select the activities).
Edge Unit Project: Plan a Project: Ad Campaign—pg.
489
Unit Novels: Keeper, Picture Bride, Warriors Don’t Cry
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The
key code is found on the first page of the teacher’s
edition
Homework: Edge Interactive Practice Book: Unit 6
pg. 214-227 (Teachers may select the activities).
Edge Unit Project: Plan a Project: Ad Campaign—pg.
489
Unit Novels: Keeper, Picture Bride, Warriors Don’t Cry
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Book: Unit 6
pg. 214-227 (Teachers may select the activities).
Edge Unit Project: Plan a Project: Ad Campaign—pg.
489
Unit Novels: Keeper, Picture Bride, Warriors Don’t Cry
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
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CONCEPT CONCEPT CONCEPT
Evaluate Evidence in Nonfiction Analyze Fact and Opinion Evaluate Evidence in Nonfiction
Interpret and Evaluate Literature
STANDARD(S): Week 4 STANDARD(S): Week 5 STANDARD(S): Week 6
LA.910.1.6.7 ‐ Prefix, Suffix, Roots
LA.910.1.6.3 ‐ Context Clues
LACC.910.RL.2.4/ LACC.910.RI.2.4
LACC.910.W.1.2
LACC.910.SL.1.1
LA.910.1.7.3 ‐ Main Idea
LACC.910.RL.1.1/ LACC.910.RL.1.2/ LACC.910.RI.1.1/
LACC.910.RI.1.2
LACC.910.RL.2.5/ LACC.910.RI.2.5/ LACC.910.RI.2.6
LACC.910.W.1.2b-e
LACC.910.SL.1.1
LA.910.1.7.2 ‐ Author's Purpose/ Perspective
LACC.910.RL.1.1/ LACC.910.RL.1.2/
LACC.910.RI.1.1/ LACC.910.RI.1.2
LACC.910.RL.2.5/ LACC.910.RI.2.5/
LACC.910.RI.2.6
LACC.910.W.1.2b-e
LACC.910.SL.1.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
FCIM: How do you use the knowledge of prefixes and
suffixes to determine the meaning of unfamiliar words?
Edge: How far do minorities in the media need to go in
order to present themselves without stereotypes?
FCIM: How can I distinguish the main idea from the details?
Edge: Which writer has a better approach to changing the way
the media shape people’s thinking about minorities?
FCIM: How does the author help the reader
determine his purpose for writing and his attitude
towards his subject?
Edge: Why should people care about the way
minorities are represented on TV?
VOCABULARY VOCABULARY VOCABULARY
FCIM List of common prefixes, suffixes, roots,
Definition, Restatement, Example, Comparison/
Synonym, and Contrast/ Antonym
Edge: alternative, expand, influence, media, minority,
racism, stereotypes, token
FCIM: Main Idea, Details- Relevant/ Supporting, Point of
View, Persuade, Inform, Entertain, Explain
Edge: alternative, expand, influence, media, minority, racism,
stereotypes, token
FCIM:Author’s Point of View, Perspective,
Persuade, Inform, Entertain, Explain
Edge: alternative, expand, influence, media,
minority, racism, stereotypes, token
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RESOURCES
Hampton-Brown Edge: Level B
Unit 6 Cluster 1 Vocabulary Workshop—Latin and
Greek Roots pg. 521
Assessment:
Hampton-Brown Edge: Level B Unit
6 Cluster 1 Test
Hampton-Brown Edge: Level B
Unit 6 Cluster 2 Prepare to Read: Anticipation Guide
Learn the Vocabulary—pg. 522. Use
a Vocabulary Routines—pg. PD27-
PD36 in the teacher’s edition.
Before Reading: “A Long Way to
Go: Minorities in the Media” pg. 523
*Evaluate Evidence
*Synthesize
*How to Compare Conclusions:
Perspective Chart
Reading Selection: “A Long Way to
Go: Minorities in the Media”pg. 525-
531: Have students complete the
compare opinions, evaluate evidence,
access vocabulary, and monitor
comprehension questions as they read.
They may do so individually or in
cooperative learning groups.
Link Vocabulary and Concepts:
T529—Ask questions to link Key
Vocabulary with the Essential
Question.
Analyze ““A Long Way to Go:
Minorities in the Media”” pg. 531
Hampton-Brown Edge: Level B Unit 6 Cluster 2
Before Reading: “The Color Green” pg. 532
*Fact and Opinion
*Synthesize
*Perspectives Chart
Reading Selections: “The Color Green” pg. 533-535--Have students complete the
fact and opinion, and compare opinions questions as they read. They may do so
individually or in cooperative learning groups (you can assign each group a set a
questions and have them share out during the class discussion).
Enrichment: Vocabulary: Content Area Vocabulary: Law-- pg. T535
Analyze “The Color Green”
Reflect and Assess—pg. 517/T517
Teacher may choose which activities they would like the students to do or follow the
suggestions below:
Reading: Create five stations: Analyze, Interpret, Compare, Assess, Synthesize:
Divide the class into five groups and allow each group to take turns working on the
question(s) for each station.
Write About Literature—Opinion Statement: Complete chart activity in whole
group. Have students write the opinion statements individually.
Fluency: Put students in pairs. Refer to the reading handbook on page 741 and discuss
reading with intonation. Allow them each to read the fluency passage to each other for
one minute using the printed copy, so that they can score the intonation using the
rubric, and highlight the mistakes, omissions, and number of words read by their
partner. Lastly, they will evaluate themselves using the self-check on page 537.
Vocabulary
--Review: Complete orally.
--Writing Application: Complete individually as homework or extra credit assignment.
Integrate the Language Arts
Teacher may choose which activities they
would like the students to do or follow the
suggestions below:
Grammar: (Follow the textbooks grammar
sequence) Write Complete Sentences—Unit 1,
pg. 34.
Writing: Organization—Discuss the point-
counterpoint structure in whole group, then
break into small groups to complete the task.
Vocabulary Study: Latin and Greek Roots
Literary Analysis: Persuasive Text Structure
Media Study: Report on the Minorities in the
Media(Complete in cooperative learning
groups.)
Language Development: Group Talk—
Complete in a whole group discussion.
Listening and Speaking Workshop:
Debate-pg. 540-541
Put students into groups of 3 or 5. Allow them
one day for each task.
Assessment:
Hampton-Brown Edge: Level B Unit 6
Cluster 2 Test
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Common Core Exemplar Lessons:
Each week create a common core
lesson using the text samples from
Appendix B. You may use sample
lessons and/or the CCSS EVIDENCE
GUIDE FOR PLANNING AND
PRACTICE IN A SINGLE LESSON
from achievethecore.org to guide you in
your lesson planning. Each day
complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-
literacy-common-core/sample-
lessons/close-reading-exemplars
http://www.corestandards.org/assets/Ap
pendix_B.pdf
The Florida Center for Reading
Research—www.fcrr.org: Lessons and
graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi
presentations on main idea and
supporting detail
www.authorstream.com: Explore for
Power Point presentations on main idea
and supporting details
www.ereadingworksheets.com
Common Core Exemplar Lessons:
Each week create a common core lesson using the text samples from Appendix B. You
may use sample lessons and/or the CCSS EVIDENCE GUIDE FOR PLANNING
AND PRACTICE IN A SINGLE LESSON
from achievethecore.org to guide you in your lesson planning. Each day complete 1-2
steps of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-
reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—www.fcrr.org: Lessons and graphic
organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations on main idea and supporting detail
www.authorstream.com: Explore for Power Point presentations on main idea and
supporting details
www.ereadingworksheets.com
www.AmericanRhetoric.com : Students can listen to movie speeches, and political
speeches, and determine the main idea and supporting details in each speech.
Common Core Exemplar Lessons:
Each week create a common core lesson using
the text samples from Appendix B. You may
use sample lessons and/or the CCSS
EVIDENCE GUIDE FOR PLANNING AND
PRACTICE IN A SINGLE LESSON
from achievethecore.org to guide you in your
lesson planning. Each day complete 1-2 steps
of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-
common-core/sample-lessons/close-reading-
exemplars
http://www.corestandards.org/assets/Appendi
x_B.pdf
The Florida Center for Reading Research—
www.fcrr.org: Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi
presentations on author’s purpose and
perspective.
www.authorstream.com: Explore for Power
Point presentations on author’s purpose and
perspective.
www.ereadingworksheets.com
www.AmericanRhetoric.com : Students can
listen to movie speeches, and political
speeches, and determine the author’s purpose
and perspective in each speech.
2013-2014 COURSE NAME
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Additional Information
Homework: Edge Interactive Practice Book: Unit 6
pg. 214-227 (Teachers may select the activities).
Edge Unit Project: Plan a Project: Ad Campaign—pg.
489
Unit Novels: Keeper, Picture Bride, Warriors Don’t Cry
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Book: Unit 6
pg. 214-227 (Teachers may select the activities).
Edge Unit Project: Plan a Project: Ad Campaign—pg.
489
Unit Novels: Keeper, Picture Bride, Warriors Don’t Cry
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Book: Unit 6 pg.
214-227 (Teachers may select the activities).
Edge Unit Project: Plan a Project: Ad Campaign—pg.
489
Unit Novels: Keeper, Picture Bride, Warriors Don’t Cry
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
2013-2014 COURSE NAME
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CONCEPT CONCEPT CONCEPT
Synthesize Synthesize Synthesize
STANDARD(S) Week 7 STANDARD(S) Week 8 STANDARD(S)Week 9
LA.910.1.7.2 ‐ Author's Purpose/ Perspective
LACC.910.RL.1.1/ LACC.910.RL.1.2/
LACC.910.RI.1.1/ LACC.910.RI.1.2
LACC.910.RL.2.5/ LACC.910.RI.2.5/ LACC.910.RI.2.6
LACC.910.W.1.2b-e
LACC.910.SL.1.1
LA.910.1.7.4 ‐ Cause & Effect
LACC.910.RI.3.7/ LACC.910.RI.3.8
LACC.910.W.1.2
LACC.910.SL.2.4
LACC.910.SL.1.1
LA.910.1.7.7 ‐ Compare & Contrast
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
FCIM: How does the author help the reader determine
his purpose for writing and his attitude towards his
subject?
Edge: Does the author persuade you to think differently
about how the media shape the way people think?
FCIM: How do readers identify cause/effect
relationships in a text and use them to connect
ideas?
Edge: Is it possible to have objectivity in the news
media?
FCIM: How does authors use compare and contrast to
help readers understand information?
Edge: Which news medium-newspaper, TV news shows,
radio broadcast—does the best job of covering the news?
VOCABULARY VOCABULARY VOCABULARY
FCIM: inform, persuade, entertain, bias, perspective,
tone, mood
Edge: access. bias, deliberate, detect, distorted, engaged,
objectivity, priority
FCIM: Signal Words, Cause, Effect, Action, Reaction,
Results, Events
Edge: access. bias, deliberate, detect, distorted, engaged,
objectivity, priority
FCIM: Compare-Contrast, similarities, differences
Edge: access. bias, deliberate, detect, distorted, engaged,
objectivity, priority
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RESOURCES
Hampton-Brown Edge: Level B Unit 6 Cluster 3 Prepare to Read: Make a Connection—Interpret the Cartoon pg. 542 Learn the Vocabulary—pg. 542. Use a Vocabulary Routines—pg. PD27-PD36 in the teacher’s edition. Before Reading: “What Is News?” pg. 543 *Author’s Tone *Synthesize *How to Form Generalizations—Generalization Map Reading Selection: “What Is News?” pg. 497-506: Have students complete the author’s tone, interpret data, form generalizations, language and tone, and monitor comprehension questions as they read. They may do so individually or in cooperative learning groups. Link Vocabulary and Concepts: T549—Ask questions to link Key Vocabulary with the Essential Question. Enrichment: Out of School Literacy—Interpreting Television News Shows pg. T551 Analyze “What Is News?” pg. 553
Hampton-Brown Edge: Level B Unit 6 Cluster 3 Before Reading: “How To Detect Bias in the News” pg. 554 *How-To Article *Synthesize *How to Form Generalizations—How-To Chart Reading Selection: “How To Detect Bias in the News?” pg. 497-506: Have students complete the how-to article, form generalizations, and interpret the photo questions as they read. They may do so individually or in cooperative learning groups. Enrichment: *Content Area Connections-Research Political Advertising pg. T557 Analyze: “How To Detect Bias in the News?” pg. 558
Reflect and Assess—pg. 517/T517 Teacher may choose which activities they would like the students to do or follow the suggestions below: Reading: Create five stations: Analyze, Compare, Interpret, Judge, Speculate: Divide the class into five groups and allow each group to take turns working on the question(s) for each station. Write About Literature—: Complete chart activity in whole group. Have students write the conclusion statements individually. Fluency: Put students in pairs. Refer to the reading handbook on page 742 and discuss reading with phrasing. Allow them each to read the fluency passage to each other for one minute using the printed copy, so that they can score the phrasing using the rubric, and highlight the mistakes, omissions, and number of words read by their partner. Lastly, they will evaluate themselves using the self-check on page 537. Vocabulary --Review: Complete orally. --Writing Application: Complete individually as homework or extra credit assignment.
Integrate the Language Arts pg. 561 Teacher may choose which activities they would like the students to do or follow the suggestions below: Grammar: Follow the textbook’s grammar sequence beginning with Unit 1. Writing: Write a Test Response—Use the Writing Rubric on page T561. Have students refer to pg. 758 for additional assistance, Vocabulary Study: Denotations and Connotations Literary Analysis: Persuasive Text Structure Media Study: Evaluate Bias in the Media(Complete in cooperative learning groups.) Have students refer to pg. 676 for additional assistance. Language Development: Justify: Pair Talk—Complete in a pair groups. Listening and Speaking: Oral Report—News Survey Have students refer to pg. 676 for additional assistance. Assessment: Hampton-Brown Edge: Level B Unit 6 Cluster 2 Test
Unit 6 Wrap Up: Present Your Project: Plan a Project: Ad Campaign—pg. 562 Cummulative Vocabulary Review Game: Interactive Practice Book—pg. 252-253
20 Questions
Categories
Draw the Words Assessments: Level B Unit 6 Cluster 3 Test Unit Reading and Literary Analysis Assessment
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Common Core Exemplar Lessons: Each week create a common core lesson using the text samples from Appendix B. You may use sample lessons and/or the CCSS EVIDENCE GUIDE FOR PLANNING AND PRACTICE IN A SINGLE LESSON from achievethecore.org to guide you in your lesson planning. Each day complete 1-2 steps of the lessons Websites: http://www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-reading-exemplars http://www.corestandards.org/assets/Appendix_B.pdf The Florida Center for Reading Research—www.fcrr.org: Lessons and graphic organizers CPalms—www.cpalms.org: Lessons www.Prezi.com: Explore for Prezi presentations on author’s purpose and perspective. www.authorstream.com: Explore for Power Point presentations on author’s purpose and perspective www.ereadingworksheets.com www.AmericanRhetoric.com : Students can listen to movie speeches, and political speeches, and determine the author’s purpose and perspective in each speech.
Common Core Exemplar Lessons: Each week create a common core lesson using the text samples from Appendix B. You may use sample lessons and/or the CCSS EVIDENCE GUIDE FOR PLANNING AND PRACTICE IN A SINGLE LESSON from achievethecore.org to guide you in your lesson planning. Each day complete 1-2 steps of the lessons Websites: http://www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-reading-exemplars http://www.corestandards.org/assets/Appendix_B.pdf The Florida Center for Reading Research—www.fcrr.org: Lessons and graphic organizers CPalms—www.cpalms.org: Lessons www.Prezi.com: Explore for Prezi presentations on cause and effect www.authorstream.com: Explore for Power Point presentations on cause and effect www.ereadingworksheets.com www.AmericanRhetoric.com : Students can listen to movie speeches, and political speeches, and identify cause and effect events within the speech.
Common Core Exemplar Lessons: Each week create a common core lesson using the text samples from Appendix B. You may use sample lessons and/or the CCSS EVIDENCE GUIDE FOR PLANNING AND PRACTICE IN A SINGLE LESSON from achievethecore.org to guide you in your lesson planning. Each day complete 1-2 steps of the lessons Websites: http://www.achievethecore.org/ela-literacy-common-core/sample-lessons/close-reading-exemplars http://www.corestandards.org/assets/Appendix_B.pdf The Florida Center for Reading Research—www.fcrr.org: Lessons and graphic organizers CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations on main idea and supporting detail www.authorstream.com: Explore for Power Point presentations on main idea and supporting details www.ereadingworksheets.com www.AmericanRhetoric.com : Students can listen to movie speeches, and political speeches, and compare and contrast two or more speeches.
2013-2014 COURSE NAME
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Additional Information
Homework: Edge Interactive Practice Book: Unit 6 pg.
214-227 (Teachers may select the activities).
Edge Unit Project: Plan a Project: Ad Campaign—pg.
489
Unit Novels: Keeper, Picture Bride, Warriors Don’t Cry
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Book: Unit 6pg.
214-227 (Teachers may select the activities).
Edge Unit Project: Plan a Project: Ad Campaign—pg.
489
Unit Novels: Keeper, Picture Bride, Warriors Don’t Cry
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Book: Unit 6 pg.
214-227 (Teachers may select the activities).
Edge Unit Project: Plan a Project: Ad Campaign—pg.
489
Unit Novels: Keeper, Picture Bride, Warriors Don’t Cry
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
2013-2014 COURSE NAME
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COURSE CODE: 1001340
COURSE NAME: Intensive Reading Grade 9
UNIT TITLE: 5--Short Stories: Fear This! UNIT ESSENTIAL QUESTION:
SEMESTER: 1
Grading Period: 2
CONCEPT CONCEPT CONCEPT
STANDARD(S) Week 1 STANDARD(S) Week 2 STANDARD(S) Week 3
LA.910.1.7.5 ‐ Text Structures
LACC.910.RL.2.5/ LACC.910.RI.3.7
LACC.910.W.1.1
LACC.910.SL.2.4
LACC.910.SL.1.1
LA.910.2.1.5 ‐ Literary Elements (theme, plot, setting, etc
.)
LACC.910.RL.1.2/ LACC.910.RL.1.3
LACC.910.W.1.1
LACC.910.SL.1.1
LA.910.2.1.5 ‐ Literary Elements (theme, plot, setting, et
c.)
LACC.910.RL.1.2/ LACC.910.RL.1.3
LACC.910.W.1.1
LACC.910.SL.1.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
FCIM: How does text structure aid the reader’s
understanding of the passage?
Edge: How does unexpected events throughout a story
frighten the characters?
FCIM: How does an author use literary elements to
develop a story?
Edge: How does King bring terror to people?
FCIM: How does an author use literary elements to
develop a story?
VOCABULARY VOCABULARY VOCABULARY
FCIM: Signal Words, Sequence, Description, Compare-
Contrast, Cause-Effect, Time-Order, Definition and
Example, and Problem-Solution.
Edge: boundary, feud, grant , identification, obvious,
reconciliation, release, terror
Benchmark Vocabulary: Plot, Exposition, Character,
Setting, Rising and Falling Action, Climax, Conflict,
Resolution, and Theme
Edge: boundary, feud, grant , identification, obvious,
reconciliation, release, terror
Benchmark Vocabulary: Plot, Exposition, Character,
Setting, Rising and Falling Action, Climax, Conflict,
Resolution, and Theme
Edge: capable, precision, rely, resist, ritual, subside,
trace, vulnerable
What Makes Something Frightening?
2013-2014 COURSE NAME
13
RESOURCES
Hampton-Brown Edge: Level B Unit 5 Cluster 1
Unit Launch: Use the Three-Step Interview cooperative
learning technique to explore the quotations. pg. T388
EQ: Study the Painting, Analyze and Vote-pg. 390
(This can be done as a whole group or cooperative learning
group activity) pg. 390/T390
How to Read Short Stories-pg. 392-395
Make a Connection: Rank Fears pg. 396
Learn the Vocabulary—pg. 396/T396. Use the suggested
“Word Square” or a Vocabulary Routine—pg. PD27-PD36
in the teacher’s edition.
Before Reading: “Ad Power” pg. 397
*Plot Structure
*How to Make Connections
Reading Selection: “The Interlopers” pg. 399-407: Have
students complete the critical viewing, make connections,
plot structure, access vocabulary, and predict questions as
they read. They may do so individually or in cooperative
learning groups.
Link Vocabulary and Concepts: T403—Ask questions to
link Key Vocabulary with the Essential Question.
Enrichment:
Out of School Literacy: Plot Structure of a Joke—T392
Content Area Connections: Research the Carpathian
Mountains—T406
Vocabulary: Develop Word Consciousness: Using a
Thesaurus
Analyze “The Interlopers” pg. T407
Hampton-Brown Edge: Level B Unit 5 Cluster 1
Before Reading: “An Interview with the King of Terror”
pg.408
*Analogy
*How to Make Connections—Connections Chart
Reading Selection: “An Interview with the King of
Terror” pg. 409-414: Have students complete the analogy,
make connections, access vocabulary, and monitor
comprehension questions as they read. They may do so
individually or in cooperative learning groups.
Enrichment:
*Out-of-School Literacy—Interpreting Television Shows
and Movies pg. T411
*Content Area Connections-Explore Literary Art pg. T413
Analyze: “How To Detect Bias in the News?” pg. 558
Reflect and Assess—pg. 415/T415
Teacher may choose which activities they would like the
students to do or follow the suggestions below:
Reading: Create five stations: Analyze, Interpret, Compare,
Generalize, Judge: Divide the class into five groups and
allow each group to take turns working on the question(s) for
each station.
Write About Literature—Story Starter: Students will use
the story starter to begin their own tale of terror.
Fluency: Put students in pairs. Refer to the reading
handbook on page 737 and discuss reading with phrasing.
Allow them each to read the fluency passage to each other
for one minute using the printed copy, so that they can score
the phrasing using the rubric, and highlight the mistakes,
omissions, and number of words read by their partner.
Lastly, they will evaluate themselves using the self-check on
page 415.
Vocabulary
--Review: Complete orally.
--Writing Application: Complete individually as homework
or extra credit assignment.
Hampton-Brown Edge: Level B Unit 5 Cluster
1
Integrate the Language Arts pg. 561
Teacher may choose which activities they would
like the students to do or follow the suggestions
below:
Writing: Write a Character Sketch—Use the
Writing Rubric on page T417. Have students
refer to pg. 758 for additional assistance,
Vocabulary Study: Synonyms
Literary Analysis: Analyze Irony
Language Development: Tell a Story: Group
Talk—With a partner, students will make up the
beginning of a scary story incorporating
adjectives.
Listening and Speaking: Dramatization--
In a small group, students will perform a scene
from “The Interlopers”.
Enrichment:
*Workplace Workshop: Inside a Newspaper
Office pg. 418
*Vocabulary Workshop: Make Word
Connections pg. 419
*Reading: Write a business letter. pg. T418
Assessments:
Level B Unit 5 Cluster 1 Test
2013-2014 COURSE NAME
14
Common Core Exemplar Lessons:
Each week create a common core lesson using the text
samples from Appendix B. You may use sample lessons
and/or the CCSS EVIDENCE GUIDE FOR PLANNING
AND PRACTICE IN A SINGLE LESSON from
achievethecore.org to guide you in your lesson planning.
Each day complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-common-
core/sample-lessons/close-reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—www.fcrr.org:
Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations on text
structure.
www.authorstream.com: Explore for Power Point
presentations on text structure.
www.ereadingworksheets.com
www.AmericanRhetoric.com : Students can listen to movie
speeches, and political speeches, and determine how the
speaker structured the ir speech.
Common Core Exemplar Lessons:
Each week create a common core lesson using the text
samples from Appendix B. You may use sample lessons
and/or the CCSS EVIDENCE GUIDE FOR PLANNING
AND PRACTICE IN A SINGLE LESSON
from achievethecore.org to guide you in your lesson
planning. Each day complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-common-
core/sample-lessons/close-reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—www.fcrr.org:
Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations on literary
elements.
www.authorstream.com: Explore for Power Point
presentations on literary elements
www.ereadingworksheets.com
www.AmericanRhetoric.com : Students can listen to movie
speeches, and political speeches, and identify literary
elements the author incorporated in their speech.
www.quizlet.com : vocabulary quizzes
Common Core Exemplar Lessons:
Each week create a common core lesson using the
text samples from Appendix B. You may use
sample lessons and/or the CCSS EVIDENCE
GUIDE FOR PLANNING AND PRACTICE IN
A SINGLE LESSON
from achievethecore.org to guide you in your
lesson planning. Each day complete 1-2 steps of
the lessons
Websites:
http://www.achievethecore.org/ela-literacy-
common-core/sample-lessons/close-reading-
exemplars
http://www.corestandards.org/assets/Appendix_B
The Florida Center for Reading Research—
www.fcrr.org: Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations
on literary elements.
www.authorstream.com: Explore for Power
Point presentations on literary elements
www.ereadingworksheets.com
www.AmericanRhetoric.com : Students can listen
to movie speeches, and political speeches, and
identify literary elements the author incorporated
in their speech.
www.quizlet.com : vocabulary quizzes
2013-2014 COURSE NAME
15
Additional Information
Homework: Edge Interactive Practice Workbook
Unit 5 pg. 170-213
Edge Unit Projects: Plan a Project: Radio Drama or
Podcast—pg. 391/T391
Unit Novels: The Afterlife, Dr. Jenner and the Speckled
Monster
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The
key code is found on the first page of the teacher’s
edition
Homework: Edge Interactive Practice Workbook Unit
5 pg. 170-213
Edge Unit Projects: Plan a Project: Radio Drama or
Podcast—pg. 391/T391
Unit Novels: The Afterlife, Dr. Jenner and the Speckled
Monster
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Workbook
Unit 5 pg. 170-213
Edge Unit Projects: Plan a Project: Radio Drama or
Podcast—pg. 391/T391
Unit Novels: The Afterlife, Dr. Jenner and the Speckled
Monster
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
2013-2014 COURSE NAME
16
CONCEPT CONCEPT CONCEPT
Activate Prior Knowledge/Make Connections Make Connections Make Connections
STANDARD(S) Week 4 STANDARD(S) Week 5 STANDARD(S) Week 6
LA.910.2.1.7 ‐ Descriptive/Figurative Language
LACC.910.RL.2.4/ LACC.910.RI.2.4
LACC.910.W.1.1b-e
LACC.910.SL.1.1
LA.910.2.1.7 ‐ Descriptive/Figurative Language
LACC.910.RL.2.4/ LACC.910.RI.2.4
LACC.910.W.1.1b-e
LACC.910.SL.1.1
LA.910.2.2.1 ‐ Text Features
LACC.910.W.1.1b-e
LACC.910.SL.1.1
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
FCIM: How do words create mental images?
Edge: How do Hilary’s fears become realities to her?
FCIM: How do words create mental images?
Edge: What makes this poem frightening?
FCIM: How do text features aid the reader’s
understanding of the passage?
Edge: Which events are more frightening—scenes that
are shown, or scenes that rely on the reader’s
imagination?
VOCABULARY VOCABULARY VOCABULARY
FCIM: sensory details, imagery, simile, metaphor,
personification, allusion, hyperbole, understatement,
onomatopoeia, symbolism, oxymoron
Edge: capable, precision, rely, resist, ritual, subside,
trace, vulnerable
FCIM: sensory details, imagery, simile, metaphor,
personification, allusion, hyperbole, understatement,
onomatopoeia, symbolism, oxymoron
Edge: capable, precision, rely, resist, ritual, subside,
trace, vulnerable
FCIM: bullets, captions, footnotes, illustrations, sidebars,
timelines, labels, photographs, cutaways, maps, closeups,
table of contents, index, glossary, italics, boldface,
diagrams, headlines, headings, subheadings, graphs,
nonfiction, text boxes, tables, bibliography, icons
Edge: capable, precision, rely, resist, ritual, subside,
trace, vulnerable
2013-2014 COURSE NAME
17
RESOURCES
Hampton-Brown Edge: Level B Unit 5 Cluster
2
Make a Connection: Discussion pg. 420
Learn the Vocabulary—pg. 420/T420. Use the
suggested “Vocabulary Example Chart(Reading
Transparency 21) ” or a Vocabulary Routine—
pg. PD27-PD36 in the teacher’s edition.
Before Reading: “The Baby-Sitter” pg. 421
*Mood and Tone(Reading Transparency 22)
*Make Connections
Reading Selection: “The Baby-Sitter” pg.
423-434: Have students complete the critical
viewing, make connections, tone, mood, access
vocabulary, language monitor comprehension,
and predict questions as they read. They may do
so individually or in cooperative learning
groups.
Enrichment:
Out of School Literacy: Ghost Stories—T430
Content Area Connections: Research
Adrenaline—T433
Vocabulary: Determine Word Meanings: Use a
Thesaurus pg. T427;
Vocabulary: Content Area Vocabulary: Horror
and Fantasy Game pg. T429
Analyze “The Baby-Sitter” pg. T434
Before Reading: “Beware: Do Not Read This Poem” pg.436
*Repitition and Word Choice
*How to Make Connections—Connections Chart
Reading Selection: “Beware: Do Not Read This Poem” pg.
437-439: Have students complete the critical viewing, make
connections, and mood questions as they read. They may do so
individually or in cooperative learning groups.
Enrichment:
*Content Area Connections-Explore Missing Persons Agencies
pg. T439
Analyze: “Beware: Do Not Read This Poem” pg. 440
Reflect and Assess—pg. 441/T441
Teacher may choose which activities they would like the students
to do or follow the suggestions below:
Reading: Create five stations: Analyze, Interpret, Compare,
Judge, Speculate: Divide the class into five groups and allow each
group to take turns working on the question(s) for each station.
Write About Literature—Opinion Statement: Students will use
complete the chart and then write an opinon about which events
are more frightening using the examples from their charts.
Fluency: Put students in pairs. Refer to the reading handbook on
page 738 and discuss reading with phrasing. Allow them each to
read the fluency passage to each other for one minute using the
printed copy, so that they can score the expression using the
rubric, and highlight the mistakes, omissions, and number of
words read by their partner. Lastly, they will evaluate themselves
using the self-check on page 441.
Vocabulary
--Review: Complete orally.
--Writing Application: Complete individually as homework or
extra credit assignment
.
Integrate the Language Arts pg. 561
Teacher may choose which activities they would like the
students to do or follow the suggestions below:
Writing: Write a Literary Analysis—Write a literary
analysis of the plot of “The Baby-Sitter”. Use the writing
rubric on page T443. Have students refer to pg. 758 for
additional assistance,
Vocabulary Study: Thesaurus
Literary Analysis: Analyze Foreshadowing
Language Development: Pair Talk: Compare Hillary’s
behavior to the way you would react in the same
situation.
Listening and Speaking: Storytelling—Jump Stories
In a small group, share a story with a frightening twist
that makes listeners jump.
Enrichment:
Listening and Speaking Workshop: Perform a Dramatic
Reading—pg. 444-445
Assessments:
Level B Unit 5 Cluster 2 Test
2013-2014 COURSE NAME
18
Common Core Exemplar Lessons:
Each week create a common core lesson using the text
samples from Appendix B. You may use sample
lessons and/or the CCSS EVIDENCE GUIDE FOR
PLANNING AND PRACTICE IN A SINGLE
LESSON
from achievethecore.org to guide you in your lesson
planning. Each day complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-common-
core/sample-lessons/close-reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—
www.fcrr.org: Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations on
descriptive/figurative language.
www.authorstream.com: Explore for Power Point
presentations on descriptive/figurative language.
www.ereadingworksheets.com
www.AmericanRhetoric.com: Students can listen to
movie speeches, and political speeches, and identify
literary elements the author incorporated in their
speech.
www.quizlet.com : vocabulary quizzes
Common Core Exemplar Lessons:
Each week create a common core lesson using the text
samples from Appendix B. You may use sample lessons
and/or the CCSS EVIDENCE GUIDE FOR PLANNING
AND PRACTICE IN A SINGLE LESSON
from achievethecore.org to guide you in your lesson
planning. Each day complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-common-
core/sample-lessons/close-reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—www.fcrr.org:
Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations on
descriptive/figurative language
www.authorstream.com: Explore for Power Point
presentations on descriptive/figurative language.
www.ereadingworksheets.com
www.AmericanRhetoric.com : Students can listen to movie
speeches, and political speeches, and identify literary
elements the author incorporated in their speech.
www.quizlet.com : vocabulary quizzes
Common Core Exemplar Lessons:
Each week create a common core lesson using the text
samples from Appendix B. You may use sample lessons
and/or the CCSS EVIDENCE GUIDE FOR PLANNING
AND PRACTICE IN A SINGLE LESSON
from achievethecore.org to guide you in your lesson
planning. Each day complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-common-
core/sample-lessons/close-reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—
www.fcrr.org: Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations on text
features.
www.authorstream.com: Explore for Power Point
presentations on text features.
www.ereadingworksheets.com
www.quizlet.com : vocabulary quizzes
2013-2014 COURSE NAME
19
Additional Information
Homework: Edge Interactive Practice Workbook
Unit 5 pg. 170-213
Edge Unit Projects: Plan a Project: Radio Drama or
Podcast—pg. 391/T391
Unit Novels: The Afterlife, Dr. Jenner and the Speckled
Monster
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Workbook
Unit 5 pg. 170-213
Edge Unit Projects: Plan a Project: Radio Drama or
Podcast—pg. 391/T391
Unit Novels: The Afterlife, Dr. Jenner and the Speckled
Monster
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Workbook
Unit 5 pg. 170-213
Edge Unit Projects: Plan a Project: Radio Drama or
Podcast—pg. 391/T391
Unit Novels: The Afterlife, Dr. Jenner and the Speckled
Monster
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
2013-2014 COURSE NAME
20
CONCEPT CONCEPT CONCEPT
Activate Prior Knowledge/Make Connections Make Connections Make Connections
STANDARD(S) Week 7 STANDARD(S) Week 8 STANDARD(S) Week 9
LA.910.2.2.1 ‐ Text Features
LACC.910.W.1.1b-e
LACC.910.SL.1.1
LA.910.6.2.2 ‐ Validity and Reliability
LACC.910.RI.3.8
LACC.910.W.1.1f
LACC.910.SL.1.1
FCAT Review
LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION LESSON ESSENTIAL QUESTION
FCIM: How do text features help the reader comprehend
informational text?
Edge: What roles does imagination play in making “The
Tell-Tale Heart” frightening?
FCIM: What strategies can researchers use to evaluate
the validity and reliability of information from different
sources?
Edge: The speaker requires you to imagine what
happened to Lenore. Does this make the poem
frightening?
Edge: How would Poe answer the question “What makes
something frightening?
VOCABULARY VOCABULARY VOCABULARY
FCIM: bullets, captions, footnotes, illustrations, sidebars,
timelines, labels, photographs, cutaways, maps, closeups,
table of contents, index, glossary, italics, boldface,
diagrams, headlines, headings, subheadings, graphs,
nonfiction, text boxes, tables, bibliography, icons
Edge: burden, cease, dread, ominous, ponder, prophet,
relevance, suspect, dread
FCIM: analyze, evaluate, synthesize, valid
Edge: burden, cease, dread, ominous, ponder, prophet,
relevance, suspect, dread
Edge: burden, cease, dread, ominous, ponder, prophet,
relevance, suspect, dread
Edge: burden, cease, dread, ominous, ponder, prophet,
relevance, suspect, dread
Edge: burden, cease, dread, ominous, ponder, prophet,
relevance, suspect, dread
2013-2014 COURSE NAME
21
RESOURCES
Hampton-Brown Edge: Level B Unit 5 Cluster 3
Make a Connection: Quickwrite pg.
446
Learn the Vocabulary—pg. 446/T446.
Use the Vocabulary Routine—pg. PD27-
PD36 in the teacher’s edition.
Before Reading: “The Tell-Tale
Heart” pg. 421
*Suspense (Reading Transparency 23)
*Make Connections—Triple Entry
Journal
Reading Selection: “The Baby-Sitter”
pg. 423-434: Have students complete the
critical viewing, make connections,
suspense, monitor comprehension, and
predict questions as they read. They may
do so individually or in cooperative
learning groups.
Link Vocabulary and Concepts:
T403—Ask questions to link Key
Vocabulary with the Essential Question
(pg. T453)
Enrichment:
Content Area Connections: Research
Superstitions—T456
Analyze: “The Tell-Tale Heart” pg.
457
Hampton-Brown Edge: Level B Unit 5 Cluster 3
Before Reading: “The Raven” pg.458
*Imagery and Repetition
*Suspense Chart
*How to Make Connections—Connections Chart
Reading Selection: “The Raven” pg. 459-465: Have students
complete the repetition, make connections, imagery, and vocabulary
questions as they read. They may do so individually or in
cooperative learning groups.
Enrichment:
*Out-of-School Literacy—Compare Classic and Modern Horror
Genres pg. T461
*Content Area Connections-Research Ravens pg. T463
*Literary Criticism: What is a “Classic”?
Analyze: “The Raven?” pg. 465
Reflect and Assess—pg. 415/T415
Teacher may choose which activities they would like the students to
do or follow the suggestions below:
Reading—Critical Thinking: Create five stations: Analyze,
Compare, Interpret, Assess, Evaluate: Divide the class into five
groups and allow each group to take turns working on the
question(s) for each station.
Write About Literature—Opinion
Fluency: Put students in pairs. Refer to the reading handbook on
page 739 and discuss reading with intonation. Allow them each to
read the fluency passage to each other for one minute using the
printed copy, so that they can score the phrasing using the rubric,
and highlight the mistakes, omissions, and number of words read by
their partner. Lastly, they will evaluate themselves using the self-
check on page 467.
Vocabulary
--Review: Complete orally.
--Writing Application: Complete individually as homework or extra
credit assignment.
Hampton-Brown Edge: Level B Unit 5 Cluster 3
Integrate the Language Arts pg. 561
Teacher may choose which activities they would like the
students to do or follow the suggestions below:
Writing: Organization—Organize the event in a story into a
paragraph that would keep your readers’ attention. Use the
writing rubric on page T469. Have students refer to pg. 758 for
additional assistance,
Vocabulary Study: Analogies—Complete the analogies and
explain their relationship.
Literary Analysis: Analyze Mood and Tone—Complete the
chart by selecting story words that illustrate mood and tone.
Language Development: Group Talk—“The Tell-Tale Heart”:
Discuss the murderer’s actions from the beginning of the story
to the end of the story.
Listening and Speaking: Dramatization—Police Story:
Dramatize the final scene of “The Tell-Tale Heart” with three
classmates.
Enrichment:
Listening and Speaking Workshop: Perform a Dramatic
Reading—pg. 444-445
Unit 5 Wrap Up:
Present Your Project: Radio Drama or Podcast pg. 470
Cummulative Vocabulary Review Game: Interactive
Practice Book—pg. 252-253
20 Questions
Categories
Draw the Words
Assessments:
Level B Unit 5 Cluster 3 Test
Unit Reading and Literary Analysis Assessment
End of First Semester
2013-2014 COURSE NAME
22
Common Core Exemplar Lessons:
Each week create a common core lesson
using the text samples from Appendix B.
You may use sample lessons and/or the
CCSS EVIDENCE GUIDE FOR
PLANNING AND PRACTICE IN A
SINGLE LESSON
from achievethecore.org to guide you in
your lesson planning. Each day
complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-
literacy-common-core/sample-
lessons/close-reading-exemplars
http://www.corestandards.org/assets/App
endix_B.pdf
The Florida Center for Reading
Research—www.fcrr.org: Lessons and
graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi
presentations on text features.
www.authorstream.com: Explore for
Power Point presentations on text
features.
www.ereadingworksheets.com
www.quizlet.com : vocabulary quizzes
Common Core Exemplar Lessons:
Each week create a common core lesson using the text samples from
Appendix B. You may use sample lessons and/or the CCSS
EVIDENCE GUIDE FOR PLANNING AND PRACTICE IN A
SINGLE LESSON
from achievethecore.org to guide you in your lesson planning. Each
day complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-common-core/sample-
lessons/close-reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—www.fcrr.org: Lessons
and graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations on text features.
www.authorstream.com: Explore for Power Point presentations on
text features.
www.ereadingworksheets.com
www.quizlet.com : vocabulary quizzes
Common Core Exemplar Lessons:
Each week create a common core lesson using the text samples
from Appendix B. You may use sample lessons and/or the
CCSS EVIDENCE GUIDE FOR PLANNING AND
PRACTICE IN A SINGLE LESSON
from achievethecore.org to guide you in your lesson planning.
Each day complete 1-2 steps of the lessons
Websites:
http://www.achievethecore.org/ela-literacy-common-
core/sample-lessons/close-reading-exemplars
http://www.corestandards.org/assets/Appendix_B.pdf
The Florida Center for Reading Research—www.fcrr.org:
Lessons and graphic organizers
CPalms—www.cpalms.org: Lessons
www.Prezi.com: Explore for Prezi presentations on validity
and reliability
www.authorstream.com: Explore for Power Point
presentations on validity and reliability.
www.AmericanRhetoric.com : Students can listen to political
speeches determine how valid and reliable is the information
given by the speaker.
www.ereadingworksheets.com
www.quizlet.com : vocabulary quizzes
2013-2014 COURSE NAME
23
Additional Information
Homework: Edge Interactive Practice Workbook
Unit 5 pg. 170-213
Edge Unit Projects: Plan a Project: Radio Drama or
Podcast—pg. 391/T391
Unit Novels: The Afterlife, Dr. Jenner and the Speckled
Monster
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Workbook
Unit 5 pg. 170-213
Edge Unit Projects: Plan a Project: Radio Drama or
Podcast—pg. 391/T391
Unit Novels: The Afterlife, Dr. Jenner and the Speckled
Monster
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition
Homework: Edge Interactive Practice Workbook
Unit 5 pg. 170-213
Edge Unit Projects: Plan a Project: Radio Drama or
Podcast—pg. 391/T391
Unit Novels: The Afterlife, Dr. Jenner and the Speckled
Monster
www.hbedge.net--Edge Library Student Journals,
transparencies, assessments, and edge resources. The key
code is found on the first page of the teacher’s edition