Elements of Literature



Elements of Literature

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Black Line Masters |

Holt Elements of Language

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Reader’s Handbook |

Supplementary Materials | |

|1 Ongoing Independent Reading |See Blackboard, |Reading Skills and Strategies, 15-16 |Reading Process, |

|Resources for Teaching Advanced Students: Reading |“Reading: SSR” for BLMs |Reading Process, 588-589 |36-43 |/bookreportideas.html “91 Ways to |

|Instruction for the Advanced Classroom, 3-6; Reading Log |of reading logs and |Reading Log, 1033 |Reading Actively, 49-52 |Respond Literature” |

|Copymaster, 12; Metacognitive Strategies, 16-19 |other SSR documents | | |Gallagher, Kelly. Deeper Reading. |

|Daily Language Activities: Critical Reading Section, 24 | |Transparencies: Your Reading Process, 1-4 | |(Stenhouse, 2004). An incredible |

|transparencies | | | |resource for reading strategies |

|Workshop Resources—Writing, Listening, and Speaking: | | | |Pilgreen, Janice L. The SSR Handbook: |

|Presenting a Literary Response, 44-49 | | | |How to Organize and Manage a Sustained |

|TE: Presenting a Literary Response, 692-693 | | | |Silent Reading Program. (Boyton/Cook, |

| | | | |2000). |

|2 OngoingVocabulary Study |Skills Index, 1 |Vocabulary Strategies, 600, 639, 681,724,768, 816, 873, 915, |Improving Vocabulary: 659 |

|Daily Language Activities: Vocabulary Section, 50 | |959, 960, 963,1039-1048,1077-1078, 1117 |Word Families: 676 |sson_view.asp?id=20 “Using a Word |

|transparencies; Analogy Section, 25 transparencies | |Word Choice, 639, 724, 1117 |Word Roots: 762 |Journal to Create a Personal Dictionary”|

|Vocabulary Development: | |Related Word Forms, 1043-1046 | |

|Act. #8: from A Narrative of the Captivity, 1 | |Analogous Statements, 916, 960, 963, 1040, 1077-1078 | |ges/lesson20/powerpoint.pdf link to |

|Powernotes: Handbook to Literary Terms | | | |handout on Powerpoint from above lesson |

|Resources for Teaching Advanced Students: “Handbook of | |Holt Professional Learning for Language Arts: Effective | | |

|Literary Concepts, ” 229-240; “Handbook of Rhetorical | |Vocabulary Instruction | | |

|Concepts,” 241-243; “Word Banks,” 248 | | | | |

| | |Six Traits: Word Choice, 11-13, 104-105 | | |

| | | | | |

| | |Word Sharp: Context Clues: Synonym, Antonym, Contrast, | | |

| | |Comparison, Example, Restatement; Word Structure: Prefixes, | | |

| | |Latin Roots, Greek and Anglo-Saxon Roots, Suffixes | | |

| | | | | |

| | |Vocabulary Workshop: Making New Words Your Own,1ff.; | | |

| | |Connecting New Words and Patterns, 123ff.; Reading New Words | | |

| | |in Context, 141ff.; Vocabulary Words, 233-234 | | |

|3 Ongoing Writing Prompts |Skills Index, 1 |Writing Strategies & Applications, 17-18. |Connect to Reading: 41 |

|Powernotes: Collection 1, Quickwrites, slides 5, 7-10 | |Informal Writing to Learn: Reading Logs, 1033; Prewriting | |sson_view.asp?id=902 “Draft letters,” |

| | |Techniques, 1111-1114; Types, 1072. Formal Writing to Learn: | |for students to think critically about |

| | |Research Report, 629, 818-856; Comparison / Contrast , 683-704;| |major writing assignments. Students |

| | |Causal Analysis, 726-746. | |write letters of reflection to share |

| | | | |with a peer before completing the final |

| | |Teaching Strategies for English Language Learners, Ch. 21, 23, | |draft. |

| | |24 | | |

| | |Writing Notes DVD | | |

| | |Think as a Writer: Interactive Writing Worktext, Ch. 21, 23, | | |

| | |24 | | |

|4 Ongoing Grammar Study |Elements of Grammar and |Grammar, 48-149 | |

|Daily Language Activities: Proofreading |Style Guide, 2-3 |Usage, 150-339, 472-495 | |sson_view.asp?id=1091 “Analyzing Grammar|

|Warmups Section, 27 transparencies; | |Mechanics, 340-471, 496-507 | |Pet Peeves” |

|Sentence Combining Section, 15 | |Commas, 379-399, 403, 412-413, 1126 | |

|Transparencies Resources for Teaching Advanced Students: | |Diction, 616-617, 658, 890, 935 | |ce/677/01/ |

|“Handbook of Grammatical Concepts, ” 244-247 | |Quotation Marks, 373, 411-417, 786-788, 842, 851-854, 1139 | |Purdue OWL (Online Writing Lab) |

|Powernotes: Collection 4, Proofreading | |Parallel Structure, 518-521, 703, 1137 | |

|Warmups, 14 slides | |Passive/Active Voice, 257-269, 978-979 | |20Quotations.swf Flash-based overview |

| | |Sentence Clarity, 510-529 | |of quoatations |

| | |Sentence Combining, 530-543 | |

| | |Style, 544-555, 742-743 | |sson_view.asp?id=248 “Manipulating |

| | | | |Sentences to Reinforce Grammar” |

| | |Grammar Notes DVD, Lesson 11 (passive/active voice), Lesson 30 | | |

| | |(strong verbs) | | |

| | |Holt Professional Learning for Language Arts: Teaching Grammar | | |

| | |in Context | | |

| | |Transparencies: Proofreading Warmups, Sentence Combining | | |

| | |Six Traits: Sentence Fluency, 14, 106-112; Conventions, | | |

| | |17,113-118 | | |

| | |Thinking as a Writer: Interactive Grammar Worktext: Sections | | |

| | |1, 2, 3 | | |

| | |Grammar,Usage, Mechanics: | | |

| | |Language Skills Practice, Ch. 1-14, 16 | | |

| | |Developmental Language Skills: Ch. 1-14, 16 | | |

| | |Preparing for the SAT and ACT | | |

|5 The Age of Reason: An Introduction | |Historical Research , 629 |Reading a Website, 513-527 | |

|TE: “The Restoration and the | |Literary Research, 818—856 |Doing Research, 691-712 |Voice of the Shuttle: Restoration and |

|Eighteenth Century: 1660–1800,” | |Film Research, 856-861 |Drawing Conclusions, 47, |18tth Century |

|564; A Closer Look: Life Among the | |Library, Media Center, Internet, 970, 1018-1028, 1104 |221 | |

|Haves, 568; A Closer Look: . . . and | | |Reading on the Internet, |Luminarium: English Literature: |

|Life Among the Have-Nots, 570 | |Writing and Research in a Digital Age DVD, 15 lessons |510-537 |Restoration and 18th Century |

|Holt Reading Solutions: Alternative Lesson | | | |

|Plans, 93; Adapted Reading, 342 | |Think as a Writer: Interactive Writing Worktext, Ch. 26 | |nael/18th century/welcome.htm The Norton|

|The Holt Reader: “The Restoration and | | | |Anthology of English Literature: Norton |

|the Eighteenth Century: 1660–1800,” | |Teaching Strategies for English Language Learners, Ch. 26 | |Topics Online |

|117 | | | |

|Holt Adapted Reader: Adapted | | | |8thcent.htm San Antonio College: |

|Reading (with apparatus), 70 | | | |Restoration and Eighteenth Century |

|Holt Assessment: Literature, Reading, | | | |English Literature Index |

|and Vocabulary, Literary Period | | | |celo/ent/A0858003.htm|

|Introduction Test, 146 | | | |l 18th c. info. with links to authors, |

|Powernotes: Collection 4, Historical | | | |published by Columbia U. Press, 2005 |

|Introduction; Audio/Video File “The | | | |

|Best of Both Possible Worlds” 12-4-F | | | |source/557/01/ MLA format |

|Visual Connections, “English: A Living | | | | |

|Language, Part 2”; “London Life” | | | |develops bibliographic entries |

|Holt Assessment—Writing, Listening, and Speaking: “Writing: | | | | |

|Reporting Literary Research,” scale and rubric 36; | | | |a site for high school and college |

|“Speaking: Presenting Literary Research,” scale 40 | | | |students on how to research |

| | | | | database for |

| | | | |print and web resources |

| | | | | online |

| | | | |database |

|6 Gulliver: A World in Need of Change |Elements of Satire, 44; |Multimedia Presentations, 1087 |Irony, 376 |

|TE: Meet the Writer: Jonathon Swift, |Satire Rubric, 45 |Parody, 895 |Satire, 261 |on-17/ Lesson on irony using rock |

|579 “A Modest Proposal,” 582; | | | |lyrics and “A Modest Proposal” |

|Connection: “Top of the Food | | | | |

|Chain,” 590; “from Gulliver’s Travels” | | | | |

|“from Part 1: A Voyage to Lilliput,” | | | | |

|653; “from Part 2: A Voyage to | | | | |

|Brobdingnag,” 660 | | | | |

|Holt Reading Solutions: Alternative | | | | |

|Lessons, 95; Vocabulary and Comprehension | | | | |

|(copying master), 105; Additional | | | | |

|Vocabulary Practice (copying master), 106 | | | | |

|Resources for Teaching Advanced Students: | | | | |

|127 | | | | |

|The Holt Reader: “A Modest Proposal,” 125 | | | | |

|Holt Adapted Reader: Adapted Reading (with | | | | |

|apparatus), 76; Graphic Organizer--Irony, 82 | | | | |

|Audio CD Library, disc 7 | | | | |

|Vocabulary Development, 20 | | | | |

|Holt Assessment: Literature, Reading, | | | | |

|and Vocabulary, “A Modest Proposal”; “Top | | | | |

|of the Food Chain”; 146 | | | | |

|Fine Art Transparencies:Transparency | | | | |

|6, Teaching Notes, Worksheets, and | | | | |

|Answer Key, 17; Transparency 7, | | | | |

|Teaching Notes, Worksheets, and | | | | |

|Answer Key, 20 | | | | |

|Powernotes: Collection 4, “A Modest | | | | |

|Proposal” | | | | |

|7 Expressing Pope: His Couplet and His Vision |Pope’s Heroic Couplet, |Parallel Structure, 518-521, 703 | | |

|TE: Meet the Writer: Alexander Pope, 597 |46 | | | |

|“Heroic Couplets,” 599; “from An Essay on | |Six Traits for Writing: Using Parallel Construction, 107 | | |

|Man,” 601; “from The Rape of the Lock,” | | | | |

|604 | |Think as a Writer: Interactive Grammar Worktext: Parallelism,| | |

|Holt Reading Solutions: Alternative Lesson | |88-89 | | |

|Plans; “Heroic Couplets”; “from An Essay | | | | |

|on Man,” 101 | |Grammar Notes DVD: Lesson 26: Parallel Structure | | |

|Resources for Teaching Advanced Students: | | | | |

|Vocabulary and Comprehension (copying | | | | |

|master), 105 | | | | |

|Additional Vocabulary Practice (copying | | | | |

|master), 106 | | | | |

|Teaching Advanced Students: “An Essay on | | | | |

|Man,” 130 | | | | |

|The Holt Reader: “from An Essay on Man,” | | | | |

|Vocabulary Development, 21 (“from The Rape | | | | |

|of the Lock”) | | | | |

|Holt Assessment: Literature, Reading, and | | | | |

|Vocabulary, “Heroic Couplets”; “from An | | | | |

|Essay on Man”; 152; “from The Rape of the | | | | |

|Lock,”.155 | | | | |

|Powernotes: Collection 4, Quickwrites, slide 1 | | | | |

|Fine Art Transparencies (to accompany “The | | | | |

|Rape of the Lock”): Transparency 8; | | | | |

|Teaching Notes, Worksheets, and Answer | | | | |

|Key, 23 | | | | |

|8 A Study of the Mock Epic |Split-page Notetaking, |Parody, 895 |Epic 389 |unix.oit.umass.edu/~sconstan for |

|Brozo in CLSD for the 2008 LCC: DR-TA, 2; Split-Page |47 |Predicting, 1032 | |full text of Pope’s Rape of the Lock |

|Notetaking, 20 | |Notetaking, 1070 | | |

|9 It’s Only Words: Lexicons and Lexicographers |Vocabulary Card, 48 |Dictionary Entry, 992-995 |Diving into Dictionaries, | Oxford English Dictionary |

|TE: “from A Dictionary of the English | | |677 |(subscription required) |

|Language,” 667; Meet the Writer- | | | | |

|Samuel Johnson | | | | |

|10 The Prose of the Times |Personal Prose Rubric, |Reflective Essay, 591, 602-619 |Reading an Essay, 155-167 | |

|TE: Meet the Writer: Mary Wollstonecraft, |49 |Persuasive Essay, 875-891 |Organizational Schemes, 60 | |

|636; “from A Vindication of the Rights of | |Persuasive appeals, 868-870 | | |

|Woman,” 638; Meet the Writer: Daniel | | | | |

|Defoe; “from A Journal of the Plague Year,” | |Teaching Strategies for English-Language Learners, Ch. 21: | | |

|663 | |Reflective Essay; Ch. 27: Persuasive Essay | | |

|Resources for Teaching Advanced Students: | | | | |

|Alternative Lesson Plans, | |Think as a Writer: Interactive Writing Worktext: Ch. | | |

|139 | |21:Reflective Essay; Ch. 27: Persuasive Essay | | |

|Audio CD Library, disc 8 | | | | |

|Vocabulary Development, 24 | |Six Traits for Writing: Persuasive Essay, 26, 37, 50, 66 | | |

|Holt Assessment: Literature, Reading, and | | | | |

|Vocabulary, “from A Vindication of the | |Transparencies: Reading, Writing, Revising: Reflective Essay, | | |

|Rights of Woman,” 166 | |10-12 | | |

|Powernotes: Collection 4, “Education of | | | | |

|Women”; “Vindication” | |Writing Notes DVD: Narration/Description: Reflective Essay, | | |

| | |Autobiographical Essay; Persuasion: Persuasive Essay | | |

|11 Boswell and Biography | |Oral History, 622-626 | | |

|TE: “from The Life of Samuel Johnson,” 670 Meet the Writer: | |Essay Reflection, 619 | | |

|James Boswell, 670 | | | | |

| | |Teaching Strategies for English-Language Learners: Ch. 21: Oral| | |

| | |History | | |

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