Grade 8 - Unit 4: Life Is a Poem - Poetry Correlations LPSS –2009-2010 1
McDougal Littell Literature / Blackline Masters / HoltElements of Language / Reader’s Handbook / Other Materials1 Independent Reading(Ongoing)
Learning Log: Brozo, 6 / Response log, 56
Book talks, 57 / Reading Log, 816
Making Inferences, 564, 568, 636-637, 814
Responding to a variety of documents including public documents and consumer materials, 626, 715, 785
Writing a book review, 640-647 / Reading a Novel, 315
Ways of Reading Fiction, 340-383 / Pilgreen, Janice L. The SSR Handbook: How toOrganize and Manage a Sustained Silent ReadingProgram. NH: Heinemann, 2000.
Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4 -12. Maine: Stenhouse Publishers, 2004: Sentence Starters, 70; Reflective response, 156-166
view.asp?id=55 (DEAR)
(book talk checklist)
SSR:
curr038.shtml
2 Vocabulary Study(Ongoing)
Denotation and connotation, 693, 845, 917
Spelling andGrammar, 147-155
Targeted Instruction for LAStandards, 1
Prefixes, Suffixes, Roots:
Vocabulary andSpelling, 3-95
Best PracticesToolkit, E14, E15, E20-E22,
E30
Targeted Instruction for LAStandards, 3
Vocabulary self-awareness:
Brozo, 27;
Best Practices Toolkit, E3, E11
Graphic organizer:
Brozo, 5 / Denotation and Connotation, 762, 821
Teacher One Stop: Reading Workshop
Support, 58
Roots, 823
Spelling Teacher’s Guide, 12-22, 54, 58,
64, 68
Spelling Lessons and Activities, 12 – 25,
64 – 65, 68 - 69
Spelling rules, 414-423
Spelling: commonly confused, 424 – 435
Spelling Teacher’s Guide, 2
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 / Connotation, denotation, 279
Roots, prefixes, suffixes, 621-623,685-692 / Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4 -12. Maine: Stenhouse Publishers, 2004:
Prefixes, suffixes, roots, 30-15-10 list, 72-74
(vocabulary)
(graphic organizers)
(connotation, denotation)
McDougal Littell Literature / Blackline Masters / HoltElements of Language / Reader’s Handbook / Other Materials
3 Writing Craft Mini-Lessons(Ongoing)
Create and map mini-lessons on a calendar for writing craft topics, such as “Organization,” “Elaboration techniques,” and “Transitions,” using Writing, Research,& Study Skills Lessons, Best Practices Toolkit, Write Smart CD
Big Question Transparencies may be used as prompts with literatureselections. / Paragraph Organization:
Learning about paragraphs, 500
Think as a Writer: Grammar, 108 – 119
Paragraph parts, 501 - 506
Qualities of a good paragraph, 507-519
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 / (writing craft lessons)
McDougal Littell Literature / Blackline Masters / Holt Elements of Language / Reader’s Handbook / Other Materials
4 Grammar/Usage Mini Lessons (Ongoing)
Varied sentence structure:
GrammarStandards Lesson File, 87-94
Targeted Instruction for LA Standards,
103
Grammar for Writing,19, 302
Subject verb agreement:
GrammarStandards Lesson File, 21-66
Grammar for Writing,206-227
Fragments:
Grammar Standards Lesson,1-8
Grammar for Writing, 25-26, 290
Phrases, clauses, infinitives, participles, gerunds in writing (sentence combining):
Grammar Standards Lesson File, 55-
86
Targeted Instruction for LA Standards, 73,
103-107
Superlative/comparative degrees of
adjectives/adverbs:
Grammar for Writing,137-139, 149
Targeted Instruction for LA Standards,
109-111 / Proof-reading checklist, 58 / Varied sentence structure and patterns: 185 – 193
Developmental Language Skills, 51-54
Grammar, Usage, and Mechanics, 114 –
123
Think as a Writer: Grammar, 25 – 28
Grammar Notes
Subject-verb Agreement: 202-218, 882
Grammar, Usage, and Mechanics, 125 –
134
Phrases and clauses as modifiers (Infinitives, Gerunds, Participles): 141-159
Developmental Language Skills, 37-46
Grammar, Usage, and Mechanics
Language Skills Practice, 71-97
Think as a Writer: Grammar, 17-20
Grammar Notes
Transparencies Preview: Proofreading
Warmups
Superlative/Comparative degrees of modifiers : 285-292;
Grammar, Usage, and Mechanics, 179-
184 / Grammar lessons:
shtm
McDougal Littell Literature / Blackline Masters / HoltElements of Language / Reader’s Handbook / Other Materials
5 Narrative or Lyric Poetry?
Text, 619
Literature Standards Lesson File, 151-161
Poetic elements: Text, 578-580
“Introduction to Poetry,” 586
“Ode to Solitude,” 622
“On the Grasshopper & Cricket,” 618
“How Things Work,” 826
“Paul Revere’s Ride,” 132
“Boots of Spanish Leather,” 636
“Song of Hiawatha,” 640
Graphic organizers:
Brozo, 5
BestPractices Toolkit, A24-A27; A56-A59
Word Grid:
Brozo, 28 / Poetry terms, 59
Techniques, 60/ 61 / Responding to poems, 661-663 / Reading a Poem, 408
Ways of Reading Poetry, 422-439
Elements of Poetry, 446
Narrative Poem, 457
Lyric Poem, 454 / Poets:
poets/
McDougal Littell Literature / Blackline Masters / HoltElements of Language / Reader’s Handbook / Other Materials
6 Figuratively Speaking; Simile, Metaphor, Personification, Hyperbole, or Idiom?
Appreciating Poetry, 576-584
Simile & Metaphor: Text, 580, 583-587;
Literature Standards Lesson File, 271-
279; Targeted Instruction for Louisiana
Standards, 43
Personification: Literature Standards
Lesson File, 281-290, 580
Hyperbole: Text, 705; Targeted
Instruction for Louisiana Standards, 14
“O Captain! My Captain!” 728
“Macavity: The Mystery Cat,” 588
“I Saw Old General at Bay,” 732
“Willow and Ginkgo,” 582
“Lineage,” 581
“Vermin,” 593
RAFT:
Brozos, 14
Best Practices Toolkit, C8, C47
Graphic organizers:
Brozo, 5
BestPractices Toolkit, A24-A27; A56-A59
Professor know-it-all:
Brozo, 9
Brainstorming:
Brozo, 1 / Paragraph Organization: 500 – 505
Making Inferences: 636 – 637, 639 / Idioms in poetry,
452
Simile, 464
Metaphor, 455
Personification,
459
Hyperbole, 139
Understatement
140 / (figurative language lessons)
(“The Base Stealer”)
(“Fame is a Bee”)
(“Oranges”)
htm (“Birdfoot’s Grandpa”)
(“The Courage That My Mother Had”)
(“Hold Fast to Dreams”)
(“Fog”)
McDougal Littell Literature / Blackline Masters / HoltElements of Language / Reader’s Handbook / Other Materials
7 Free Verse or Structured Verse?
Poetic forms, 597
Literature Standards Lesson File,123-150,
161-171
“Barbara Frietchie,” 282
“John Henry,” 288
Brainstorming, Brozo, 1 / Free Verse, 200, 205, 451
Rhythm or Meter, 443 / Hinky Pinkys:
8 Allusions and Symbolism
Allusion:
Literature Standards Lesson File, 309-316
Symbolism:
Literature Standards LessonFile, 291-300
Targeted Instruction forLA Standards, 43
“My Mother Pieced Quilts,” 478 (477)
“Quilting,” 481
“We Alone,” 608
Literary Analysis of Poetry, 610
Graphic organizers:
Brozo, 5
BestPractices Toolkit, A24-A27; A56-A59 / Paragraph Organization: 500 – 505 / Allusion, 448
Symbol, 467
Personification,
459
Idioms in poetry, 452 / (“This is My Rock”)
(“The Road Not Taken”)
(allusion)
9 A Poem’s Meaning
Text,654; Literature Standards Lesson
File,259-269; Best Practices Toolkit,
D19, D36-D43, D66; Targeted
Instruction for Louisiana Standards, 43
“I Want to Write,” 854
“Sit-Ins,” 857 / Responding to poems, 661-663 / Repetition, rhyme, rhythm, 460-463
Figurative
language, 426-427
Simile, 464
Metaphor, 455
McDougal Littell Literature / Blackline Masters / HoltElements of Language / Reader’s Handbook / Other Materials
10 Visualizing Poetry
Imagery: Literature Standards Lesson
File,259-269
Word Choice: Literature Standards
Lesson File, 339-346
“Mother to Son,” 616
“Identity,” 601
“lesson of the moth,” 596
“One More Round,” 624
“Speech to the Young,” 612
Graphic organizers: Brozo, 5, Best
Practices Toolkit: A24-A27; A56-A59 / Tone and Voice, 468-469 / (“Daybreak in Alabama”)
(“Still I Rise”)
and
and (“Knoxville, Tennessee”)
at the Bat”)
11 Poetry: Comparison/Contrast Essay
Comparison-Contrast Essay, 424-426,740
Best PracticesToolkit, D39-D43
Targeted Instruction for LA Standards, 61-
67
“Canyon de Chelly,” 420
“Mi Madre,” 416
“The Other Pioneers,” 738
“Western Wagons,” 734 / Transparencies Preview CD: Daily
Writing Activities: Writing a Compare /
Contrast Essay: Poetry to a Story–
Transparency 24; Poetry to a Song –
Transparency 26
Editing and proofreading: 553
Peer Editing: 553, 704, 742
Revising:
Think as a Writer: Writing, 12 / (numerous poems)
12 Poetry: The Total Effect
Text, 648-654
“The Sunflowers,” 657
“Indian Summer Day,” 656 / Response sheet, 62 / Responding to a Poem: 661 - 663
Transparencies Preview CD: Daily
Writing Activities: Writing an Essay to
Analyze a Poem - Transparency 25
McDougal Littell Literature / Blackline Masters / HoltElements of Language / Reader’s Handbook / Other Materials
13 Writing Poetry
Best Practices Toolkit, C38 / Traditional forms, 63/64
Invented forms, 65/66 / Writing a Humorous How-to Poem, 589 / types.html (types)
(poetry terminology)
ppt (poem types)
shtmal (Invent your own poetry form)
rainbow.html (poems by kids)
14 Poetry Alive
Oral Interpretation of a Poem, 655 / Oral Presentation of Literature: 835-836 / Reading Poetry,
196-197
Tone/voice of
speaker, 468-469 / view.asp?id=28 (fluency through oral interpretation)
techlp/techlp018.shtml
(performing poetry)
(writing poetry)
(teaching and performing poetry)
(writing poetry)