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 | | |

| | | | | |

| | | | |view.asp?id=55 (DEAR) |

| | | | | |

| | | | | (book talk checklist) |

| | | | |SSR: |

| | | | | curr038.shtml |

| | | | | |

| | | | |

|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 | | |

| | | | | |

| | |Clear voice: 574, 738 | | |

| | |Think as a Writer: Writing, 85 | | |

| | |Six Traits for Writers, 8 | | |

| | |Transparencies Preview: Daily Writing | | |

| | |Activities, 5, 11, 15 | | |

| | | | | |

| | |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 | | |

| | | | | |

| | |Modes of Writing, 520 | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|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 | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|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 | | | | |

| | | | | |

|Graphic organizers: | | | | |

|Brozo, 5 | | | | |

|Best Practices Toolkit, A24-A27; A56-A59 | | | | |

| | | | | |

|Word Grid: | | | | |

|Brozo, 28 | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|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 | | | | |

| | | | |

|RAFT: | | | |e_214.pdf (“Hold Fast to Dreams”) |

|Brozos, 14 | | | | |

|Best Practices Toolkit, C8, C47 | | | | (“Fog”) |

| | | | | |

|Graphic organizers: | | | | |

|Brozo, 5 | | | | |

|Best Practices Toolkit, A24-A27; A56-A59 | | | | |

| | | | | |

|Professor know-it-all: | | | | |

|Brozo, 9 | | | | |

|Brainstorming: | | | | |

|Brozo, 1 | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|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 | |

| | | | | |

|“Barbara Frietchie,” 282 | | | | |

|“John Henry,” 288 | | | | |

| | | | | |

|Brainstorming, Brozo, 1 | | | | |

| | | | | |

|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 | |

| | | | | |

|“My Mother Pieced Quilts,” 478 (477) | | |Idioms in poetry, 452|(allusion) |

|“Quilting,” 481 | | | | |

|“We Alone,” 608 | | | | |

| | | | | |

|Literary Analysis of Poetry, 610 | | | | |

| | | | | |

|Graphic organizers: | | | | |

|Brozo, 5 | | | | |

|Best Practices Toolkit, A24-A27; A56-A59 | | | | |

| | | | | |

|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”) |

| | | | | |

|“Mother to Son,” 616 | | | | (“Silver”) |

|“Identity,” 601 | | | | |

|“lesson of the moth,” 596 | | | |

|“One More Round,” 624 | | | |792 and |

|“Speech to the Young,” 612 | | | | and|

| | | | | |

|Graphic organizers: Brozo, 5, Best | | | |(“Knoxville, Tennessee”) |

|Practices Toolkit: A24-A27; A56-A59 | | | | |

| | | | | and |

| | | | | (“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 | | |

| | | | | |

|“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) |

| | | | | |

| | | | |. ppt (poem |

| | | | |types) |

| | | | | |

| | | | | |

| | | | | |

| | | | |a-curr/curr079. shtmal (Invent your |

| | | | |own poetry form) |

| | | | | |

| | | | |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) |

| | | | |

| | | | |tm#Poetry_Lesson_Chart (writing poetry) |

| | | | | |

| | | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download