English III---Unit 6: Early 20th Century LPSS---updated Summer 2009

Holt Elements of Literature / BLM / Elements of Language / Reader’s Handbook / Supplementary Materials /
1 Ongoing Independent Reading
Daily Language Activities: Critical Reading
Section, 24 transparencies
Resources for Teaching Advanced Students:
Reading Instruction for the Advanced
Classroom, 3-6; Reading Log Copymaster,
12; Metacognitive Strategies, 16-19
Workshop Resources—Writing, Listening,
and Speaking: Analyzing a Novel, 59;
Presenting a Literary Analysis, 68-73 / See Blackboard, “Reading: SSR” for BLMs of reading logs and other SSR documents / Reading Skills and Strategies, 15-16
Reading Process, 546-547
Reading Log, 991
Quick Reference Handbook: Reading, 988-998
Transparencies: Your Reading Process, 1-4
Holt Professional Learning for Language Arts: Strategies for Helping Struggling Readers; Developing Critical Thinking about Literature / Connect to Reading, 41
Reading Process, 36-43
Reading Actively, 49-
52
Strategy Handbook, 713
Reading Tools, 738-757 / See LCC, English III, page 95 for a list of recommended novels for this grade level
http://www.angelfire.com/ok/freshenglish/bookreportideas.html “91 Ways to Respond Literature”
Gallagher, Kelly. Deeper Reading. (Stenhouse, 2004). Practical reading strategies
Pilgreen, Janice L. The SSR Handbook: How to Organize and Manage a Sustained Silent Reading Program. (Boyton/Cook, 2000).
2 Ongoing Vocabulary Study
Daily Language Activities: Vocabulary Section, 50 transparencies on ; Analogy Section, 25 transparencies
Vocabulary Development:
Act. #7: “Winter Dreams,” 34
Act.#9: from Dust Tracks on a Road, 42
Act. #10: “Soldier’s Home,” 33
Act. #12: “A Rose for Emily,” 35; “A Worn Path,” 39
Resources for Teaching Advanced Students: “Handbook of Literary Concepts, ” 229-240; “Handbook of Rhetorical Concepts,” 241-243; “Word Banks,” 248
Powernotes: Handbook to Literary Terms / Checklist of Common Errors, 1 / Vocabulary Strategies, 559, 560, 575, 600, 601, 607, 646, 688, 689, 728, 729, 774, 775, 827, 828, 869, 887, 907, 918, 1037-1038
Word Choice, 729, 775, 828, 907, 1000-1003
Related Word Forms, 688, 728, 827, 1000, 1004-1007
Analogous Statements, 601, 607, 775, 918, 1037-1038
Quick Reference Handbook: Vocabulary, 999-1009
Holt Professional Learning for Language Arts: Effective Vocabulary Instruction
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 (word attack strategies),1ff.; Connecting New Words and Patterns (analogies), 123ff.; Reading New Words in Context (context clues), 141ff.; Vocabulary Words, 233-234 / Improving Vocabulary: 657
Word Families: 676
Word Roots: 762 / http://www.readwritethink.org/lessons/lesson_view.asp?id=20 “Using a Word Journal to Create a Personal Dictionary”
http://www.readwritethink.org/lesson_images/lesson20/powerpoint.pdf link to handout on Powerpoint from above lesson.
http://www.m-w.com/info/new_words.htm Merriam Webster’s Online Dictionary to identify new words
Allen, Janet. Inside Words. (Stenhouse, 2007). Practical strategies for teaching vocabulary.
3 Ongoing Writing Prompts
Powernotes: Collection 5, slides 7 and 8 for
Activity 9—“Weary Blues” and “Harlem”
Brozo in CLSD for the LCC: QtA
(Questioning the Author), 12
Holt Assessment—Writing, Listening, and Speaking: Portfolio Assessment, 120-164 / Writing Strategies & Applications,
Writer’s notebook, 1076
Informal Writing to Learn: Reading Log, 991; Graphic Organizers, 1068-1069; Outlines, 1071; Prewriting Techniques, 1073-1076.
Teaching Strategies for English Language Learners: Think as a Writer, 2; prompts in Ch. 21-29
Writing Notes DVD
Think as a Writer: Interactive Writing Worktext, prompts in Ch. 21-29 / Connect to Reading, 41 / http://www.readwritethink.org/lessons/lesson_view.asp?id=902 “Draft letters,” for students to think critically about major writing assignments. Students write letters of reflection to share with a peer before completing the final draft.
4 Ongoing Grammar Study
Daily Language Activities: Proofreading Warmups Section, 27 transparencies; Sentence Combining Section, 15 transparencies
Resources for Teaching Advanced Students: “Handbook of Grammatical Concepts, ” 244-247
Powernotes: Collection 5, Proofreading Warmups / Checklist of Common Errors, 1 / Grammar, 47-139; Usage, 140-313; Mechanics, 314-477
Commas, 338-363
Diction, 575, 618-619, 842-843, 930-933
Quotation Marks, 379-387
Parallel Structure, 486-487, 1099
Passive/Active Voice, 240-244
Sentence Clarity, 480-497
Sentence Combining, 498-508, 706-708
Style, 510-514, 574-575, 661-663, 618-619, 807-809, 842-843, 886-887, 931-933
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 / Reading for Tests, 596-637 / http://www.readwritethink.org/lessons/lesson_view.asp?id=1091 “Analyzing Grammar Pet Peeves”
http://owl.english.purdue.edu/owl/resource/677/01/ Purdue OWL (Online Writing Lab)
http://content1.docstoc.com/flash/Using%20Quotations.swf Flash-based overview of quotations
http://www.readwritethink.org/lessons/lesson_view.asp?id=248 “Manipulating Sentences to Reinforce Grammar”
http://www.docstyles.com/mlaquick.htm quick reference to MLA style
http://www.collegeboard.org Students can sign up to have a daily SAT question delivered to their e-mailboxes. Other invaluable resources for college are available here.
http://grammar.ccc.commnet.edu/grammar/
student guide to grammar and writing
http://www.testprepreview.com/ free practice tests for ACT, SAT, MCAT, LSAT, etc.
http://www.actstudent.org/sampletest/index.html for ACT preparation
5 The Early 20th Century: The Beginning of the Modern Age and the Lost Generation Writers
Holt Reader: Introduction to the Moderns, 198-204
Holt Adapted Reader: Introduction to the Moderns, 146-149
Holt Reading Solutions, 145; 381
Student Edition: “The Moderns: 1914–1939,” 636; A Closer Look: Popular Entertainment, 638; “Make It New: Symbolism, Imagism, and Beyond,” 644
Visual Connections: Segment 8, “American Dreamers, Part 2”
Holt Assessment: Literature, Reading,
and Vocabulary, “Literary Period
Introduction Test,” 208 / Comparing Youth of Today/ Youth of the 20s, 35-36 / Note-taking: 718
Cornell Notes: 81 / Overview of early 20 & WWI + “Lost Generation”: Hemingway, Firzgerald, Stein, Poud
6 Researching the Roaring Twenties
Visual Connections, Appendix 1: Researching and Interviewing, 77-79 / Rubric for Roaring Twenties Research, 37 / Historical research, 776ff.
Evaluating Web Sites, 813-816
Writing and Researching in a Digital Age DVD, 15 lessons
Think as a Writer: Interactive Writing WorkText, Ch. 26
Transparencies, 25-27
WritingNotes DVD, Lesson 18
Teaching Strategies for English Language Learners, Ch. 26 / Reading a Website, 513-527
Doing Research, 691-712
Drawing Conclusions, 47, 221
Reading on the Internet, 510-537 / Possible topics: Al Capone, Lucky Luciano, Babe Ruth, Prohibition, fads, dances, fashion
http://www.owl.english.purdue.edu/owl/resource/557/01/ MLA format
http://www.citationmaching.com
develops bibliographic entries
http://www.ipl.org/div/teen/aplus/
a site for high school and college students on how to research
http://www.ebscohost.com database for print and web resources
http://search.ebscohost.com online database
7 F. Scott Fitzgerald and The Great Gatsby
Holt Adapted Reader: “Winter Dreams,”
150-159 / Students Notes for Chapter 1 Reciprocal Teaching, 38;
Students Notes for Reciprocal Teaching #2, 39 / Support for literary analysis, 726-727
Quotations: citing sources of, 735; incorporating, 745-747, 799; notetaking and, 786
Think as a Writer: Interactive Writing WorkText, Ch. 26
Transparencies, 25-27
WritingNotes DVD, Lesson 18
Teaching Strategies for English Language Learners, Ch. 26
Holt Professional Learning for Language Arts: Using Literature Circles; Developing Critical Thinking about Literature / Focus on Characters: 332
Focus on Theme: 345
Symbol: 383
Focus on Setting: 323 / http://www.pbs.org/kteh/amstorytellers/bios.html --short bio. of F. Scott and Zelda Fitzgerald
http://www.readwritethink.org/lessons/lesson_view.asp?id=831
“Connotation, Character, and Color Imagery in The Great Gatsby”
http://www.readwritethink.org/lessons/lesson_view.asp?id=967 “Judging a Book by its Cover: The Art and Imagery of The Great Gatsby”
http://www.readwritethink.org/lessons/lesson_view.asp?id=168
“Become a Character: Adjectives, Character Traits, and Perspective”
http://www.readwritethink.org/lessons/lesson_view.asp?id=397 “Exploring Literature Through Letter-Writing Groups”
http://home.cogeco.ca/~rayser3/gatsmap.txt lesson plan for collaborative map of setting for Gatsby
8 Imagist Poetry of the Early 20th Century
Holt Reader: “The River-Merchant’s Wife: A Letter,” 205-208; “The Love Song of J. Alfred Prufrock,” 209-216
Resources for Teaching Advanced Students: “The Love Song of J. Alfred Prufrock,” 146-148; “The Red Wheelbarrow,” 149-151; “Ars Poetica,” 152-154
Holt Reading Solutions: Vocabulary and Comprehension (copying master), 154; Additional Vocabulary Practice (copying master), 155
Powernotes (Collection 5): “Love Song” with focus on dramatic monologue
Audio CD: disc 14
Holt Assessment: Literature, Reading, and Vocabulary: “The River-Merchant’s Wife: A Letter”; “The Garden”; “A Few Don’ts by an Imagiste,” 210; “The Love Song of J. Alfred Prufrock,” 213; “The Red Wheelbarrow,” “The Great Figure,” “This Is Just to Say,” 216; “Poetry” and “Ars Poetica,” 219
Fine Art Transparencies: #11 for “The Red Wheelbarrow” plus Teaching Notes, Worksheets, and Answer Key, 32 / Who is Prufrock?, 40 / Delivery, 688-671, 850-854
Paraphrasing, 724-725; 990
Oral interpretation of a poem, 625-629
Poetic devices, 624 / Reading Strategies for Poetry: 392
Reading Poetry: 387 / http://www.mmoca.org/exhibitions/exhibitdetails/karlwirsum/index.php
(Imagist paintings of Karl Wirsum)
http://www.poets.org/page.php/prmID/1
http://www.writing.upenn.edu/~afilreis/88/imagism-def.html
The following site contains thumbnail sketches of work by imagist artists, such as N. C. Wyeth and Norman Rockwell:
http://www.americanillustration.org/html/m_collection.html
9 Harlem Renaissance
Holt Reader: “Harlem,” 259-261; from Dust Tracks on a Road, 262-273
Resources for Teaching Advanced Students: from Dust Tracks on a Road, 163-165
Holt Reading Solutions: “Harlem,” 171; from Dust Tracks on the Road, 175; Vocabulary and Comprehension (copying master), 173; Additional Vocabulary Practice (copying master), 174
Audio CD Library, disc 19
Powernotes: Collection 5-- “Harlem,” with focus on mood; “from Dust Tracks on a Road,” with focus on autobiography; Quickwrites, 7, 8
Holt Assessment: Literature, Reading,
and Vocabulary:, “The Weary Blues,”
“Harlem,” “Heyday in Harlem,” 273;
“from Dust Tracks on a Road,” 279 / Connecting Poetry, Art, and Music in Harlem, 41;
Assessing the Presentation, 42;
Assessing the Composition, 43 / Group discussions, 1019-1020
Refining presentations, 853
Informal speaking, 1021-1023
Delivery strategies, 670
Oral interpretation of a poem, 625-629
Writing and Researching in a Digital Age DVD, 15 lessons / Research: 691
Reading Poetry: 389
Model of Comparison and Contrast: 365 / http://www.loc.gov/rr/program/bib/harlem/harlem.html (excellent resources for Harlem Renaissance)
Harlem Renaissance: The Black Poets. 20 mins. Carousel Films, Inc., 1972.
http://artsedge.kennedy-center.org/exploring/harlem/artsedge.html “Drop Me Off in Harlem”
http://memory.loc.gov/ammem/aaohtml/exhibit/aopart7b.html “The Harlem Renaissance and the Flowering of Creativity
http://www.readwritethink.org/lessons/lesson_view.asp?id=194 “Varying Views of America”
http://www.yale.edu/ynhti/curriculum/units/1996/1/96.01.02.x.html
“Langston Hughes: Artist and Historian”
http://www.americaslibrary.gov/cgi-bin/page.cgi/aa/hughes
biog. of Langston Hughes, part of “Meet Amazing Americans: Writers and Artists” series
http://www.readwritethink.org/lessons/lesson_view.asp?id=251 (Discovering a Passion for Poetry with Langston Hughes)
http://www.readwritethink.org/lessons/lesson_view.asp?id=252 (A Harlem Renaissance Retrospective: Connecting Art, Music, Dance, and Poetry)
10 Ernest Hemingway and the Hemingway Hero / Analyzing the Hemingway Hero, 44 / Support for literary analysis, 726-727
Quotations: citing sources of, 735; incorporating, 745-747, 799; notetaking and, 786
Structure of a composition, 527-540
Compositions, 1061-1064
Holt Professional Learning for Language Arts: Developing Critical Thinking about Literature / Style: 307
Using Graphic Organizers: 361
Clues About Character: 355
Close Reading Chart: 284 / http://nobelprize.org/literature/laureates/1954/hemingway-bio.html
biography
http://www.cnn.com/SPECIALS/books/1999/hemingway/ CNN retrospective on Hemingway
http://www.lib.udel.edu/ud/spec/exhibits/hemingway/ University of Delaware Special Collections
http://www.readwritethink.org/lessons/lesson_view.asp?id=784 “Heroes are Made of This: Studying the Character of Heroes”
http://www.readwritethink.org/lessons/lesson_view.asp?id=209 “Style: Defining and Exploring an Author’s Stylistic Choices”
11 The Poetry of Robert Frost
Holt Assessment: Literature,
Reading, and Vocabulary, “Birches,”
262; “Common Diction”; “Design,”
“Nothing Gold Can Stay”; “Trying
to Name What Doesn’t Change,”
259
Audio CD Library, disc 18
Allusion
Sonnets
Sound and punctuation / Oral interpretation of a poem, 625-629 / Lyric Poetry: 389, 432 / http://www.frostfriends.org/
http://www.poets.org/poet.php/prmPID/192
http://www.nhstateparks.org/ParksPages/FrostFarm/Frost.html
town.hall.org/Archives/radio/ IMS/HarperAudio/012294_harp_ITH.html - 5k -
12 Southern Writers of the Early 20th Century
Holt Reader: “A Rose for Emily,” 217-232; “The Jilting of Granny Weatherall,” 233-248
Holt Adapted Reader: “A Rose for Emily,” 160-167; “Nobel Prize Acceptance Speech,” 168-171; “A Worn Path,” 172-177
Resources for Teaching Advanced Students: “A Rose for Emily,” 155-157; “The Jilting of Granny Weatherall,” 160-162 / Connecting Setting and Theme in Southern Writing, 45 / Timelines, 998
Support for literary analysis, 726-727
Quotations: citing sources of, 735; incorporating, 745-747, 799; notetaking and, 786
Descriptive details, 550, 557
Structure of a composition, 527-540
Compositions, 1061-1064
Holt Professional Learning for Language Arts: Developing Critical Thinking about Literature / Focus on Setting: 323
Focus on Theme: 345 / http://lcweb2.loc.gov/fsowhome.html (photos of depression era southern towns and landscapes)
http://www.mcsr.olemiss.edu/~egjbp/faulkner/faulkner.html
http://www.olemiss.edu/mwp/dir/faulkner_william/index.html

8