McDougal Little Literature
|McDougal Littell Literature |Blackline Masters |Holt Elements of Language |Reader’s Handbook |Other Materials |
|1 Independent Reading (Ongoing) |Response log, 56 |Reading Log, 816 |Reading a Novel, 315 |Pilgreen, Janice L. The SSR Handbook: How to Organize and|
| | | | |Manage a Sustained Silent Reading Program. NH: Heinemann, |
|Learning Log: Brozo, 6 |Book talks, 57 |Making Inferences, 564, 568, 636-637, 814 |Ways of Reading |2000. |
| | | |Fiction, 340-383 | |
| | |Responding to a variety of documents including public | |Gallagher, Kelly. Deeper Reading: Comprehending |
| | |documents and consumer materials, 626, 715, 785 | |Challenging Texts, 4 -12. Maine: Stenhouse Publishers, |
| | | | |2004: Sentence Starters, 70; Reflective response, 156-166 |
| | |Writing a book review, 640-647 | | |
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| | | | |view.asp?id=55 (DEAR) |
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| | | | | (book talk checklist) |
| | | | |SSR: |
| | | | | curr038.shtml |
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|2 Vocabulary Study (Ongoing) | |Denotation and Connotation, 762, 821 |Connotation, |Gallagher, Kelly. Deeper Reading: Comprehending |
|Denotation and connotation, 693, 845, 917 | |Teacher One Stop: Reading Workshop |denotation, 279 |Challenging Texts, 4 -12. Maine: Stenhouse Publishers, |
|Spelling and Grammar, 147-155 | |Support, 58 | |2004: |
|Targeted Instruction for LA Standards, 1 | | |Roots, prefixes, |Prefixes, suffixes, roots, 30-15-10 list, 72-74 |
|Prefixes, Suffixes, Roots: | |Roots, 823 |suffixes, 621-623, | |
|Vocabulary and Spelling, 3-95 | |Spelling Teacher’s Guide, 12-22, 54, 58, |685-692 | (vocabulary) |
|Best Practices Toolkit, E14, E15, E20-E22, | |64, 68 | | |
|E30 | |Spelling Lessons and Activities, 12 – 25, | | (graphic|
|Targeted Instruction for LAStandards, 3 | |64 – 65, 68 - 69 | |organizers) |
|Vocabulary self-awareness: | | | | |
|Brozo, 27; | |Spelling rules, 414-423 | |
|Best Practices Toolkit, E3, E11 | |Spelling: commonly confused, 424 – 435 | |ation.html (connotation, denotation) |
|Graphic organizer: | |Spelling Teacher’s Guide, 2 | | |
|Brozo, 5 | | | | |
| | |Improving Spelling: | | |
| | |Grammar, Usage, and Mechanics | | |
| | |Language Skills Practice, 258-282, | | |
| | |309-312 | | |
| | |Think as a Writer: Grammar, 69 – 73 | | |
| | |Developmental Language Skills, 123-133 | | |
|McDougal Littell Literature |Blackline Masters |Holt Elements of Language |Reader’s Handbook |Other Materials |
|3 Writing Craft Mini-Lessons (Ongoing) | | | |
|Create and map mini-lessons on a calendar for writing | |Paragraph Organization: | |ction%20page.htm (writing craft lessons) |
|craft topics, such as “Organization,” “Elaboration | |Learning about paragraphs, 500 | | |
|techniques,” and “Transitions,” using Writing, | |Think as a Writer: Grammar, 108 – 119 | | |
|Research, & Study Skills Lessons, Best Practices Toolkit,| | | | |
|& Write Smart CD | |Paragraph parts, 501 - 506 | | |
| | |Qualities of a good paragraph, 507-519 | | |
|Big Question Transparencies may be used as prompts with | | | | |
|literature selections. | |Word Choice and Audience, 779 | | |
| | |Think as a Writer: Writing, 105 | | |
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| | |Clear voice: 574, 738 | | |
| | |Think as a Writer: Writing, 85 | | |
| | |Six Traits for Writers, 8 | | |
| | |Transparencies Preview: Daily Writing | | |
| | |Activities, 5, 11, 15 | | |
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| | |Varying Sentence Structure: 185 – 193 | | |
| | |Developmental Language Skills, 51-54 | | |
| | |Grammar, Usage, and Mechanics, 114 – | | |
| | |123 | | |
| | |Think as a Writer: Grammar, 25 – 28 | | |
| | |Grammar Notes | | |
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| | |Modes of Writing, 520 | | |
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|McDougal Littell Literature |Blackline Masters |Holt Elements of Language |Reader’s Handbook |Other Materials |
|4 Grammar/Usage Mini Lessons (Ongoing) |Proof-reading |Varied sentence structure and patterns: 185 – 193 | |Grammar lessons: |
|Varied sentence structure: |checklist, 58 |Developmental Language Skills, 51-54 | |. |
|Grammar Standards Lesson File, 87-94 | |Grammar, Usage, and Mechanics, 114 – | |shtm |
|Targeted Instruction for LA Standards, | |123 | | |
|103 | |Think as a Writer: Grammar, 25 – 28 | | |
|Grammar for Writing, 19, 302 | |Grammar Notes | | |
|Subject verb agreement: | | | | |
|Grammar Standards Lesson File, 21-66 | |Subject-verb Agreement: 202-218, 882 | | |
|Grammar for Writing, 206-227 | |Grammar, Usage, and Mechanics, 125 – | | |
|Fragments: | |134 | | |
|Grammar Standards Lesson, 1-8 | | | | |
|Grammar for Writing, 25-26, 290 | |Phrases and clauses as modifiers (Infinitives, | | |
| | |Gerunds, Participles): 141-159 | | |
|Phrases, clauses, infinitives, participles, gerunds in | |Developmental Language Skills, 37-46 | | |
|writing (sentence combining): | |Grammar, Usage, and Mechanics | | |
|Grammar Standards Lesson File, 55- | |Language Skills Practice, 71-97 | | |
|86 | |Think as a Writer: Grammar, 17-20 | | |
|Targeted Instruction for LA Standards, 73, | |Grammar Notes | | |
|103-107 | |Transparencies Preview: Proofreading | | |
|Superlative/comparative degrees of | |Warmups | | |
|adjectives/adverbs: | | | | |
|Grammar for Writing,137-139, 149 | |Superlative/Comparative degrees of modifiers : | | |
|Targeted Instruction for LA Standards, | |285-292; | | |
|109-111 | |Grammar, Usage, and Mechanics, 179- | | |
| | |184 | | |
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|McDougal Littell Literature |Blackline Masters |Holt Elements of Language |Reader’s Handbook |Other Materials |
|5 Narrative or Lyric Poetry? |Poetry terms, 59 |Responding to poems, 661-663 |Reading a Poem, 408 |Poets: |
|Text, 619 |Techniques, 60/ 61| | | |
|Literature Standards Lesson File, 151-161 | | |Ways of Reading | |
| | | |Poetry, 422-439 | poets/ |
|Poetic elements: Text, 578-580 | | | | |
|“Introduction to Poetry,” 586 | | |Elements of Poetry, | |
|“Ode to Solitude,” 622 | | |446 | |
|“On the Grasshopper & Cricket,” 618 | | | | |
|“How Things Work,” 826 | | |Narrative Poem, 457 | |
|“Paul Revere’s Ride,” 132 | | | | |
|“Boots of Spanish Leather,” 636 | | |Lyric Poem, 454 | |
|“Song of Hiawatha,” 640 | | | | |
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|Graphic organizers: | | | | |
|Brozo, 5 | | | | |
|Best Practices Toolkit, A24-A27; A56-A59 | | | | |
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|Word Grid: | | | | |
|Brozo, 28 | | | | |
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|McDougal Littell Literature |Blackline Masters |Holt Elements of Language |Reader’s Handbook |Other Materials |
|6 Figuratively Speaking; Simile, Metaphor, | |Paragraph Organization: 500 – 505 |Idioms in poetry, | (figurative language |
|Personification, Hyperbole, or Idiom? | | |452 |lessons) |
|Appreciating Poetry, 576-584 | |Making Inferences: 636 – 637, 639 | | |
| | | |Simile, 464 | (“The |
|Simile & Metaphor: Text, 580, 583-587; | | | |Base Stealer”) |
|Literature Standards Lesson File, 271- | | |Metaphor, 455 | |
|279; Targeted Instruction for Louisiana | | | | |
|Standards, 43 | | |Personification, |(“Fame is a Bee”) |
|Personification: Literature Standards | | |459 | |
|Lesson File, 281-290, 580 | | | |
|Hyperbole: Text, 705; Targeted | | |Hyperbole, 139 |etry-month-gary-soto/ (“Oranges”) |
|Instruction for Louisiana Standards, 14 | | | | |
| | | |Understatement |. htm |
|“O Captain! My Captain!” 728 | | |140 |(“Birdfoot’s Grandpa”) |
|“Macavity: The Mystery Cat,” 588 | | | | |
|“I Saw Old General at Bay,” 732 | | | |
|“Willow and Ginkgo,” 582 | | | |illage/CAHSEEPoetry/The%20Courage%20That%20My%20Mother.doc |
|“Lineage,” 581 | | | |(“The Courage That My Mother Had”) |
|“Vermin,” 593 | | | | |
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|RAFT: | | | |e_214.pdf (“Hold Fast to Dreams”) |
|Brozos, 14 | | | | |
|Best Practices Toolkit, C8, C47 | | | | (“Fog”) |
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|Graphic organizers: | | | | |
|Brozo, 5 | | | | |
|Best Practices Toolkit, A24-A27; A56-A59 | | | | |
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|Professor know-it-all: | | | | |
|Brozo, 9 | | | | |
|Brainstorming: | | | | |
|Brozo, 1 | | | | |
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|McDougal Littell Literature |Blackline Masters |Holt Elements of Language |Reader’s Handbook |Other Materials |
|7 Free Verse or Structured Verse? | | |Free Verse, 200, 205,|Hinky Pinkys: |
|Poetic forms, 597 | | |451 | |
|Literature Standards Lesson File, 123-150, | | | | |
|161-171 | | |Rhythm or Meter, 443 | |
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|“Barbara Frietchie,” 282 | | | | |
|“John Henry,” 288 | | | | |
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|Brainstorming, Brozo, 1 | | | | |
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|8 Allusions and Symbolism | |Paragraph Organization: 500 – 505 |Allusion, 448 | (“This is My |
|Allusion: | | | |Rock”) |
|Literature Standards Lesson File, 309-316 | | |Symbol, 467 | |
|Symbolism: | | | |
|Literature Standards Lesson File, 291-300 | | |Personification, |Frost/rfrost3.shtml (“The Road Not Taken”) |
|Targeted Instruction for LA Standards, 43 | | |459 | |
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|“My Mother Pieced Quilts,” 478 (477) | | |Idioms in poetry, 452|(allusion) |
|“Quilting,” 481 | | | | |
|“We Alone,” 608 | | | | |
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|Literary Analysis of Poetry, 610 | | | | |
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|Graphic organizers: | | | | |
|Brozo, 5 | | | | |
|Best Practices Toolkit, A24-A27; A56-A59 | | | | |
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|9 A Poem’s Meaning | |Responding to poems, 661-663 |Repetition, rhyme, | |
|Text, 654; Literature Standards Lesson | | |rhythm, 460-463 | |
|File, 259-269; Best Practices Toolkit, | | |Figurative | |
|D19, D36-D43, D66; Targeted | | |language, 426-427 | |
|Instruction for Louisiana Standards, 43 | | |Simile, 464 | |
| | | |Metaphor, 455 | |
|“I Want to Write,” 854 | | | | |
|“Sit-Ins,” 857 | | | | |
|McDougal Littell Literature |Blackline Masters |Holt Elements of Language |Reader’s Handbook |Other Materials |
|10 Visualizing Poetry | | |Tone and Voice, | |
|Imagery: Literature Standards Lesson | | |468-469 |(“Daybreak in Alabama”) |
|File, 259-269 | | | | |
|Word Choice: Literature Standards | | | | (“Still I |
|Lesson File, 339-346 | | | |Rise”) |
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|“Mother to Son,” 616 | | | | (“Silver”) |
|“Identity,” 601 | | | | |
|“lesson of the moth,” 596 | | | |
|“One More Round,” 624 | | | |792 and |
|“Speech to the Young,” 612 | | | | and|
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|Graphic organizers: Brozo, 5, Best | | | |(“Knoxville, Tennessee”) |
|Practices Toolkit: A24-A27; A56-A59 | | | | |
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| | | | | (“Casey at|
| | | | |the Bat”) |
|11 Poetry: Comparison/Contrast Essay | | Transparencies Preview CD: Daily | | (numerous |
|Comparison-Contrast Essay, 424-426, 740 | |Writing Activities: Writing a Compare / | |poems) |
|Best Practices Toolkit, D39-D43 | |Contrast Essay: Poetry to a Story– | | |
|Targeted Instruction for LA Standards, 61- | |Transparency 24; Poetry to a Song – | | |
|67 | |Transparency 26 | | |
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|“Canyon de Chelly,” 420 | |Editing and proofreading: 553 | | |
|“Mi Madre,” 416 | |Peer Editing: 553, 704, 742 | | |
|“The Other Pioneers,” 738 | | | | |
|“Western Wagons,” 734 | |Revising: | | |
| | |Think as a Writer: Writing, 12 | | |
|12 Poetry: The Total Effect |Response sheet, 62|Responding to a Poem: 661 - 663 | | |
|Text, 648-654 | | | | |
|“The Sunflowers,” 657 | |Transparencies Preview CD: Daily | | |
|“Indian Summer Day,” 656 | |Writing Activities: Writing an Essay to | | |
| | |Analyze a Poem - Transparency 25 | | |
|McDougal Littell Literature |Blackline Masters |Holt Elements of Language |Reader’s Handbook |Other Materials |
|13 Writing Poetry |Traditional forms,|Writing a Humorous How-to Poem, 589 | | types.html |
|Best Practices Toolkit, C38 |63/64 | | |(types) |
| |Invented forms, | | | |
| |65/66 | | |
| | | | |0TERMINOLOGY%20-Traditional%20Poetry%20Forms.pdf (poetry |
| | | | |terminology) |
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| | | | |. ppt (poem |
| | | | |types) |
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| | | | |a-curr/curr079. shtmal (Invent your |
| | | | |own poetry form) |
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| | | | |exhibits/magnificent rainbow.html (poems |
| | | | |by kids) |
|14 Poetry Alive | |Oral Presentation of Literature: 835-836 |Reading Poetry, | |
|Oral Interpretation of a Poem, 655 | | |196-197 |view.asp?id=28 (fluency through oral interpretation) |
| | | |Tone/voice of | |
| | | |speaker, 468-469 |techlp/techlp018.shtml |
| | | | | performpoetry.htm |
| | | | |(performing poetry) |
| | | | | (writing |
| | | | |poetry) |
| | | | | intro (teaching |
| | | | |and performing poetry) |
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| | | | |tm#Poetry_Lesson_Chart (writing poetry) |
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