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


Nonfiction


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


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


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?


2

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


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


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



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


3

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


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





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


The Florida Center for Reading Research—www.fcrr.org: Lessons

and graphic organizers


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).


489



transparencies, assessments, and edge resources. The key

code is found on the first page of the teacher’s edition




489






4


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


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


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?


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


5

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


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”


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


--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


6


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


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-


http://www.corestandards.org/assets/Ap

pendix_B.pdf

The Florida Center for Reading

Research—www.fcrr.org: Lessons and

graphic organizers


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


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


The Florida Center for Reading Research—www.fcrr.org: Lessons and graphic

organizers


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.AmericanRhetoric.com : Students can listen to movie speeches, and political

speeches, and determine the main idea and supporting details in each speech.


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



lesson planning. Each day complete 1-2 steps

of the lessons

Websites:



exemplars

http://www.corestandards.org/assets/Appendi

x_B.pdf





presentations on author’s purpose and

perspective.

www.authorstream.com: Explore for Power

Point presentations on author’s purpose and

perspective.


www.AmericanRhetoric.com : Students can

listen to movie speeches, and political

speeches, and determine the author’s purpose

and perspective in each speech.

http://www.prezi.com/

http://www.authorstream.com/



http://www.americanrhetoric.com/





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8


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


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?


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



FCIM: Compare-Contrast, similarities, differences




9

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


10

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.











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Homework: Edge Interactive Practice Book: Unit 6pg.



489








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12

COURSE CODE: 1001340

COURSE NAME: Intensive Reading Grade 9

UNIT TITLE: 5--Short Stories: Fear This! UNIT ESSENTIAL QUESTION:

SEMESTER: 1

Grading Period: 2


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


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?


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?


13

RESOURCES


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


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


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


--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


14




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:




The Florida Center for Reading Research—www.fcrr.org:

Lessons and graphic organizers


www.Prezi.com: Explore for Prezi presentations on text

structure.

www.authorstream.com: Explore for Power Point

presentations on text structure.


www.AmericanRhetoric.com : Students can listen to movie

speeches, and political speeches, and determine how the

speaker structured the ir speech.







planning. Each day complete 1-2 steps of the lessons

Websites:







www.Prezi.com: Explore for Prezi presentations on literary

elements.


presentations on literary elements



speeches, and political speeches, and identify literary

elements the author incorporated in their speech.

www.quizlet.com : vocabulary quizzes


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


lesson planning. Each day complete 1-2 steps of

the lessons

Websites:



exemplars

http://www.corestandards.org/assets/Appendix_B

.pdf




www.Prezi.com: Explore for Prezi presentations

on literary elements.

www.authorstream.com: Explore for Power

Point presentations on literary elements


www.AmericanRhetoric.com : Students can listen

to movie speeches, and political speeches, and

identify literary elements the author incorporated

in their speech.








http://www.quizlet.com/




http://www.quizlet.com/


15


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


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




Monster





Unit 5 pg. 170-213




Monster





16


Activate Prior Knowledge/Make Connections Make Connections Make Connections


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


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?


FCIM: sensory details, imagery, simile, metaphor,

personification, allusion, hyperbole, understatement,

onomatopoeia, symbolism, oxymoron


trace, vulnerable

FCIM: sensory details, imagery, simile, metaphor,

personification, allusion, hyperbole, understatement,

onomatopoeia, symbolism, oxymoron


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


trace, vulnerable


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


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


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.


page 738 and discuss reading with phrasing. Allow them each to


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


--Writing Application: Complete individually as homework or

extra credit assignment

.




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:



18



samples from Appendix B. You may use sample

lessons and/or the CCSS EVIDENCE GUIDE FOR

PLANNING AND PRACTICE IN A SINGLE

LESSON



Websites:







www.Prezi.com: Explore for Prezi presentations on

descriptive/figurative language.


presentations on descriptive/figurative language.


www.AmericanRhetoric.com: Students can listen to

movie speeches, and political speeches, and identify

literary elements the author incorporated in their

speech.









Websites:







www.Prezi.com: Explore for Prezi presentations on

descriptive/figurative language


presentations on descriptive/figurative language.



speeches, and political speeches, and identify literary

elements the author incorporated in their speech.









Websites:







www.Prezi.com: Explore for Prezi presentations on text

features.


presentations on text features.




19



Unit 5 pg. 170-213




Monster





Unit 5 pg. 170-213




Monster





Unit 5 pg. 170-213




Monster





20


Activate Prior Knowledge/Make Connections Make Connections Make Connections


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


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?


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










21

RESOURCES


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


Before Reading: “The Raven” pg.458

*Imagery and Repetition

*Suspense 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




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


page 739 and discuss reading with intonation. Allow them each to


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


--Writing Application: Complete individually as homework or extra

credit assignment.





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:


Unit Reading and Literary Analysis Assessment

End of First Semester


22


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-


http://www.corestandards.org/assets/App

endix_B.pdf

The Florida Center for Reading

Research—www.fcrr.org: Lessons and

graphic organizers



presentations on text features.

www.authorstream.com: Explore for

Power Point presentations on text

features.




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-



The Florida Center for Reading Research—www.fcrr.org: Lessons

and graphic organizers


www.Prezi.com: Explore for Prezi presentations on text features.

www.authorstream.com: Explore for Power Point presentations on

text features.




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


from achievethecore.org to guide you in your lesson planning.

Each day complete 1-2 steps of the lessons

Websites:







www.Prezi.com: Explore for Prezi presentations on validity

and reliability


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.




23



Unit 5 pg. 170-213




Monster





Unit 5 pg. 170-213




Monster





Unit 5 pg. 170-213




Monster




2013-2014 COURSE NAME

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