THE EMC MASTERPIECE SERIES LITERATURE AND THE LANGUAGE ARTS THE BRITISH TRADITION Grade 12. Lesson Plans with Oklahoma PASS Standards

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THE EMC MASTERPIECE SERIES LITERATURE AND THE LANGUAGE ARTS THE BRITISH TRADITION Grade 12 Lesson Plans with Oklahoma PASS Standards

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 2 Unit One Genres and Techniques of Literature Opening the Unit, pages 2 3 Teacher s Name Class Date Dates I Plan to Teach This Unit Unit 1 Goals/Objectives: to appreciate each of the major genres of literature (RL3.1) to name and describe major elements and literary techniques of each of the genres of literature (RL3.2) to identify how the elements and literary techniques employed in each of the main genres applies to a specific literary work (RL3.2) to write a book review (WGUM2.4) to identify and use elements of a paragraph (WGUM1.1b) Lessons I Plan to Teach The Oral Tradition Introduction and Robin Hood and Allen a Dale, pages 4 13 Poetry Introduction and The Naming of Cats, pages 14 26 Fiction Introduction and The Rocking-Horse Winner, pages 27 46 Drama Introduction and The Rising of the Moon, pages 47 61 Nonfiction Introduction and Speech to the Troops at Tilbury, pages 62 69 Guided Writing Informative Writing: Writing a Book Review, pages 70 77 Unit One Review, page 78 Getting Started in the Classroom Opening Pages: Discuss how the artwork by John Constable (PE, page 2) and the quote from William Shakespeare (PE, page 3) might relate to each other and to the theme of the unit. Then discuss the genres students will study in this unit: The Oral Tradition, Poetry, Fiction, Drama, and Nonfiction. Lesson Plan

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 3 The Oral Tradition Introduction and Robin Hood and Allen a Dale, pages 4 13 Teacher s Name Class Date Goals/Objectives: to enjoy an amusing verse narrative from the oral tradition to briefly explain the significance of the Robin Hood legend to define stanza, meter, rhyme scheme, inciting incident, incremental repetition, formulaic language, proverb, and resolution and point to the use of these techniques in Robin Hood and Allen a Dale to identify and use modern English to compare and contrast oral traditions for The Oral Tradition, page 4 Additional Questions and Activities Classifying Writing by Genre (ATE, page 4) (RL3.1) Art Note Charles Perrault (PE, page 4) (VL1.1) Assessment Genre Check Test 4.1.1 (ATE, page 5; UR 1, page 1; TG) (RL3) Genre Test 4.1.2 (UR 1, page 2; TG) (RL3)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 4 The Oral Tradition Introduction and Robin Hood and Allen a Dale, pages 4 13 Teacher s Name Class Date for Robin Hood and Allen a Dale, page 6 Reading Level: Moderate Difficulty Consideration: Medieval syntax Ease Factor: Familiar story Synopsis: Legendary hero Robin Hood helps a common man to marry his beloved. Goals/Objectives: to enjoy an amusing verse narrative from the oral tradition to briefly explain the significance of the Robin Hood legend to define and identify examples of stanza, meter, rhyme scheme, inciting incident, incremental repetition, formulaic language, proverb, and resolution in Robin Hood and Allen a Dale to identify and use modern English to compare and contrast oral traditions Reading Strategies Resource, page 1 Reading Strategy: Write Things Down (RL2.1c) Fix-Up Idea: Use Guided Reading Questions (RL2.1c) Standardized Test Practice: Analyze Elements of Plot (RL2.2b) Before Reading Reader s Journal (PE, page 6; UR 1, page 4) (RL2.2c) Literary Tools: Oral Tradition, Stanza, Meter, Rhyme Scheme, Inciting Incident, Incremental Repetition, Formulaic Language, Proverb, and Resolution (PE, page 6) (RL2.2b, 3.2b) About the Selection (PE, page 6) (RL3.4) Vocabulary from the Selection (ATE, page 6) (RL1) Vocabulary: PAVE (VR, page 1) (RL1) Reading Strategy (RSR, page 1) (RL2.1c) During Reading Graphic Organizer (PE, page 6; VLR I, page 13; UR 1, page 4) (RL2.1d) Dramatic Recording (AL, 7:06) (OLLS1) Guided Reading Questions (PE, page 7; UR 1, page 4) (RL2.1c) Reading Strategy (RSR, page 1) (RL2.1c) Fix-Up Idea (RSR, page 1) (RL2.1c) After Reading Reading Strategy (RSR, page 1) (RL2.1c) Standardized Test Practice (RSR, page 2) Respond to the Selection (PE, page 11; UR 1, page 5) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 11; UR 1, page 5) (RL2.3c) Understanding Literature: Oral Tradition, Stanza, Meter, Rhyme Scheme, Inciting Incident, Incremental Repetition, Proverb, and Resolution (PE, page 11; UR 1, page 7) (RL2.2b, 3.2b) Writer s Journal: Wanted Poster, Motto, or Ballad (PE, page 12; UR 1, page 8) (WGUM2.5) Language, Grammar, and Style: Modern English (PE, page 12; UR 1, page 9) (WGUM3.1) Media Literacy: Setting Ballads to Music (PE, page 13) (OLLS1.5)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 5 Speaking and Listening & Collaborative Learning: Playing Gossip (PE, page 13) (OLLS1) Study and Research: Comparing Oral Traditions (PE, page 13; VLR I, page 14; UR 1, page 10) (RL2.1b, 2.4c) Selection Check Test 4.1.3 (ATE, page 10; UR 1, page 11; TG) (RL2.1) Selection Test 4.1.4 (UR 1, page 12; TG) (RL2.1) Internet activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 6 Poetry Introduction and The Naming of Cats, pages 14 26 Teacher s Name Class Date Goals/Objectives: to have a nonthreatening, pleasant experience reading a humorous lyric poem to identify T. S. Eliot as one of the early twentieth century s most well-known poets to define rhyme scheme, alliteration, meter, personification, parallelism, assonance, and repetition and recognize the use of these techniques in a poem to distinguish between techniques relating to meter, stanza form, sound, and meaning to edit sentences to reduce wordiness to prepare an oral interpretation for Poetry Introduction, page 14 Art Note John Melhuish Strudwick (PE, page 15; VLR II, page 1) (VL1.1) Additional Questions and Activities Evaluating Definitions of Poetry (ATE, page 14) (RL3.1) Poetry Bulletin Board (ATE, page 16) (VL2.1) Literary Note Types of Poetry (ATE, page 15) (RL2.1b) Literary Techniques Meter (ATE, page 17, 19) (RL3.3) Foot (ATE, page 18) (RL3.3) Assessment Genre Check Test 4.1.5 (ATE, page 20; UR 1, page 14; TG) (RL3.1) Genre Test 4.1.6 (UR 1, page 17; TG) (RL3.1)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 7 Poetry Introduction and The Naming of Cats, pages 14 26 Teacher s Name Class Date for The Naming of Cats, page 22 Reading Level: Moderate Difficulty Consideration: Vocabulary Ease Factors: Humorous; appealing subject matter Synopsis: A speaker talks about cats names. Goals/Objectives: to have a nonthreatening, pleasant experience reading a humorous lyric poem to identify T. S. Eliot as one of the early twentieth century s most well-known poets to define and recognize the use of rhyme scheme, alliteration, meter, personification, parallelism, assonance, and repetition to distinguish between techniques relating to meter, stanza form, sound, and meaning to edit sentences to reduce wordiness to prepare an oral interpretation Reading Strategies Resource, page 5 Reading Strategy: Use Text Organization (RL2.4c) Fix-Up Idea: Read Aloud/Think Aloud (RL2.1c) Standardized Test Practice: Identify Main Ideas (RL2.3a) Before Reading Reader s Journal (PE, page 22; UR 1, page 20) (RL2.2c) Literary Tools: Rhyme Scheme, Alliteration, Meter, Personification, Parallelism, Assonance, and Repetition (PE, page 22) (RL2-3) About the Author: T. S. Eliot (PE, page 22) (RL3.4) About the Selection (PE, page 22) (RL3.4) Vocabulary from the Selection (ATE, page 22) (RL1) Vocabulary: Word Study Notebook (VR, page 5) (RL1) Reading Strategy (RSR, page 5) (RL2.4c) During Reading Guided Reading Questions (PE, page 23; UR 1, page 20) (RL2.1c) Reading Strategy (RSR, page 5) (RL2.4c) Fix-Up Idea (RSR, page 5) (RL2.1c) After Reading Reading Strategy (RSR, page 5) (RL2.4c) Standardized Test Practice (RSR, page 6) (RL2.3a) Respond to the Selection (PE, page 24; UR 1, page 20) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 25; UR 1, page 21) (RL2.3c) Understanding Literature: Rhyme Scheme, Alliteration, Assonance, Meter, Personification, Parallelism, and Repetition (PE, page 25; UR 1, page 22) (RL2-3) Writer s Journal: Names, Advertisement, or Poem (PE, page 26; UR 1, page 23) (WGUM2.5)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 8 Language, Grammar, and Style: Reducing Wordiness (PE, page 26; UR 1, page 24) (WGUM3.3) Speaking and Listening: Oral Interpretation (PE, page 26) (OLLS2.1) Study and Research: Researching Cats (PE, page 26; UR 1, page 25) (RL4.1) Selection Check Test 4.1.7 (ATE, page 24; UR 1, page 26; TG) (RL2.1) Selection Test 4.1.8 (UR 1, page 28; TG) (RL2.1) Internet Activities at http://www.emcp.com(rl4.1) Free reading time(rl2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 9 Fiction Introduction and The Rocking-Horse Winner, pages 27 46 Teacher s Name Class Date Goals/Objectives: to empathize with a main character in a short story to explain D. H. Lawrence s literary contributions to define the basic elements of fiction, including character, characterization, setting, plot, mood, and theme and identify these in a work of fiction to identify all the elements of a plot in a work of fiction including exposition, inciting incident, rising action, climax, crisis, falling action, resolution, and dénouement to define conflict and foreshadowing and identify the use of these techniques in fiction to use commas properly to hold a class debate to research an author for Fiction Introduction, page 27 Fine Art Samuel Palmer (PE, page 28; Art Note, PE, page 27; VLR II, page 4) (VL1.1) Literary Technique Reciting Songs (ATE, page 27) (OLLS2.1) Additional Questions and Activities Stories about the Painting (ATE, page 28) (RL2) Quotables Benjamin Disraeli (ATE, page 29) (RL2.2) Saul Bellow (ATE, page 29) (RL2.2) Assessment Genre Check Test 4.1.9 (ATE, page 31; UR 1, page 31; TG) (RL3.1) Genre Test 4.1.10 (UR 1, page 33; TG) (RL3.1)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 10 Fiction Introduction and The Rocking-Horse Winner, pages 27 46 Teacher s Name Class Date for The Rocking-Horse Winner, page 32 Reading Level: Moderate Difficulty Consideration: Briticisms Ease Factor: Simple narrative style Synopsis: A small boy finds a way to ease his family s money problems. Goals/Objectives: to empathize with a main character in a short story to explain D. H. Lawrence s literary contributions to define and identify the basic elements of fiction, including character, characterization, setting, plot, mood, and theme to identify all the elements of a plot including exposition, inciting incident, rising action, climax, crisis, falling action, resolution, and dénouement to define conflict and foreshadowing and identify the use of these techniques in fiction to use commas properly to hold a class debate to research an author Reading Strategies Resource, page 9 Reading Strategy: Write Things Down (RL2.1c) Fix-Up Idea: Connect to Prior Knowledge (RL2.2c) Standardized Test Practice: Analyze Elements of Plot (RL2.2b) Before Reading Reader s Journal (PE, page 32; UR 1, page 34) (RL2.2c) Literary Tools: Plot, Exposition, Conflict, Inciting Incident, Rising Action, Foreshadowing, Climax, Crisis, Falling Action, Resolution, and Dénouement (PE, page 32) (RL2.2b, 3.2e) About the Author: David Herbert Lawrence (PE, page 32) (RL3.4) About the Selection (PE, page 32) (RL3.4) Vocabulary from the Selection (ATE, page 32) (RL1) Vocabulary: Context Clues: Understanding Briticisms (VR, page 6) (RL1.4) Reading Strategy (RSR, page 9) (RL2.1c) During Reading Dramatic Recording (AL, 34:51) (OLLS1) Guided Reading Questions (PE, page 33; UR 1, page 34) (RL2.1c) Reading Strategy (RSR, page 9) (RL2.1c) Fix-Up Idea (RSR, page 9) After Reading Reading Strategy (RSR, page 9) (RL2.1c) Standardized Test Practice (RSR, page 10) Respond to the Selection (PE, page 44; UR 1, page 36) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 44; UR 1, page 36) (RL2.3c)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 11 Understanding Literature: Conflict, Plot, and Foreshadowing (PE, page 45; UR 1, page 37) (RL2.2b, 3.2e) Graphic Organizer (PE, page 45; VLR I, page 15; UR 1, page 38) (RL2.1d) Writer s Journal: Headline, Personal Letter, or Newspaper Article (PE, page 45; UR 1, page 39) (WGUM2.5) Language, Grammar, and Style: Comma Usage (PE, page 46; UR 1, page 40) (WGUM3.2c) Speaking and Listening: Debate (PE, page 46) (OLLS1-2) Study and Research: Researching an Author (PE, page 46; UR 1, page 41) (RL4.1) Selection Check Test 4.1.11 (ATE, page 43; UR 1, page 42; TG) (RL2.1) Selection Test 4.1.12 (UR 1, page 44; TG) (RL2.1) Internet activities at http://www.emcp.com(rl4.1) Free reading time(rl2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 12 Drama Introduction and The Rising of the Moon, pages 47 61 Teacher s Name Class Date Goals/Objectives: to appreciate a drama that is read rather than witnessed on stage or in film to briefly explain who Lady Augusta Gregory was and summarize her place in the dramatic tradition to name and describe the main elements of drama (playwright, script, stage directions, dialogue, stage, set, properties, sound effects, and blocking) to research the Irish Nationalist movement to rewrite dialect into the dialect of another place and time to use a map to locate places in Ireland for Drama Introduction, page 47 Art Note (Alice) Ellen Terry (ATE, page 48) (VL1.1) John Singer Sargent (ATE, page 48) (VL1.1) Literary Technique Stage Directions (ATE, page 49) (RL3.1a) Cross-Curricular Activities Stage Slope (ATE, page 49) (RL3.1) Assessment Genre Check Test 4.1.13 (ATE, page 50; UR 1, page 48; TG) (RL3.1) Genre Test 4.1.14 (UR 1, page 47; TG) (RL3.1)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 13 Drama Introduction and The Rising of the Moon, pages 47 61 Teacher s Name Class Date for The Rising of the Moon, page 51 Reading Level: Moderate Difficulty Consideration: Stage directions Ease Factor: Simple vocabulary Synopsis: Faced with the task of capturing a leader of the Irish Nationalist Movement, an Irish police officer sympathetic to the nationalist cause must decide whether to do his duty or follow his heart. Goals/Objectives: to appreciate a drama that is read rather than witnessed on stage or in film to briefly explain who Lady Augusta Gregory was and to summarize her place in the dramatic tradition to define stage directions, dialogue, monologue, and sound effects and to explain how the terms relate to the selection to research the Irish Nationalist Movement to rewrite dialect into the dialect of another place and time to use a map to locate places in Ireland Reading Strategies Resource, page 13 Reading Strategy: Visualize (RL2.1c) Fix-Up Idea: Read Aloud (RL2.1c) Standardized Test Practice: Analyze Literary Elements (RL3.2) Before Reading Reader s Journal (PE, page 51; UR 1, page 51) (RL2.2c) Literary Tools: Stage Directions, Dialogue, Monologue, Sound Effects, and Properties (PE, page 51) (RL3.2) About the Author: Lady Augusta Gregory (PE, page 51) (RL3.4) About the Selection (PE, page 51) (RL3.4) Vocabulary from the Selection (ATE, page 52) (RL1) Vocabulary: British Spellings and British Grammar (VR, page 8) (RL1.1.2) Reading Strategy (RSR, page 13) (RL2.1c) During Reading Dramatic Recording (AL, 16:19) (OLLS1) Guided Reading Questions (PE, page 52; UR 1, page 51) (RL2.1c) Reading Strategy (RSR, page 13) (RL2.1c) Fix-Up Idea (RSR, page 13) (RL2.1c) After Reading Reading Strategy (RSR, page 13) (RL2.1c) Standardized Test Practice (RSR, page 14) Respond to the Selection (PE, page 59; UR 1, page 52) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 60; UR 1, page 53) (RL2.3c)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 14 Understanding Literature: Stage Directions, Monologue, Sound Effects, Properties (PE, page 60; UR 1, page 54) (RL3.2) Writer s Journal: Wanted Poster, Playbill, or Report (PE, page 61; UR 1, page 55) (WGUM2.5) Study and Research: Researching the Irish Nationalist Movement (PE, page 61; UR 1, page 55) (RL4.1) Language, Grammar, and Style & Speaking and Listening: Rewriting a Dialect (PE, page 61) (RL3.1) Study and Research: Using a Map (PE, page 61) (RL4.1) Selection Check Test 4.1.15 (ATE, page 59; UR 1, page 57; TG) (RL2.1) Selection Test 4.1.16 (UR 1, page 58; TG) (RL2.1) Internet activities at http://www.emcp.com(rl4.1) Free reading time(rl2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 15 Nonfiction Introduction and Speech to the Troops at Tilbury, pages 62 69 Teacher s Name Class Date Goals/Objectives: to be moved by a stirring speech delivered by a great leader at a time of crisis to identify Queen Elizabeth I and briefly explain her significance to define mode, description, exposition, and parallelism and point out examples of these techniques in a nonfiction speech to research some famous speeches to research Queen Elizabeth I for Nonfiction Introduction, page 62 Art Note English Artist (PE, page 63) (VL1.1) Cross-Curricular Activities Depicting the Spanish Armada (ATE, page 63) (RL4.2) Cross-Curricular Connections The Spanish Armada (ATE, page 63) (RL4.1) Additional Questions and Activities Writing with Different Purposes (ATE, page 64) (RL2) Assessment Genre Check Test 4.1.17 (ATE, page 64; UR 1, page 61; TG) (RL3.1) Genre Test 4.1.18 (UR 1, page 63; TG) (RL3.1)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 16 Nonfiction Introduction and Speech to the Troops at Tilbury, pages 62 69 Teacher s Name Class Date for Speech to the Troops at Tilbury, page 66 Reading Level: Moderate Difficulty Consideration: Vocabulary Ease Factor: Selection length Synopsis: Queen Elizabeth I delivered this speech to rally her troops. Goals/Objectives: to be moved by a stirring speech delivered by a great leader at a time of crisis to identify Queen Elizabeth I and briefly explain her significance to define mode, description, exposition, and parallelism and to point out examples of these techniques in a nonfiction speech to research some famous speeches to research Queen Elizabeth I Reading Strategies Resource, page 17 Reading Strategy: Find a Purpose for Reading (RL2) Fix-Up Idea: Unlock Difficult Words (RL1) Standardized Test Practice: Identify Author s Purpose (RL2.4e) Before Reading Reader s Journal (PE, page 66; UR 1, page 64) (RL2.2c) Literary Tools: Aim, Mode, Description, Exposition, and Parallelism (PE, page 66) (RL2.2d, 2.4e, 3.2e) About the Author: Queen Elizabeth I (PE, page 66) (RL3.4) About the Selection (PE, page 66) (RL3.4) Vocabulary from the Selection (ATE, page 66) (RL1) Vocabulary: Context Clues (VR, page 10) (RL1.4) Reading Strategy (RSR, page 17) (RL2) During Reading Guided Reading Question (PE, page 67; UR 1, page 64) (RL2.1c) Reading Strategy (RSR, page 17) (RL2) Fix-Up Idea (RSR, page 17) (RL1) After Reading Reading Strategy (RSR, page 18) (RL2) Standardized Test Practice (RSR, page 17) (RL2.4e) Respond to the Selection (PE, page 67; UR 1, page 64) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 68; UR 1, page 65) (RL2.3c) Understanding Literature: Aim, Mode, Description, Exposition, and Parallelism (PE, page 68; UR 1, page 66) (RL2.2d, 2.4e, 3.2e) Writer s Journal: Journal Entry, News Account, or Persuasive Paragraph (PE, page 69; UR 1, page 67) (WGUM2.5) Language, Grammar, and Style & Media Literacy: Identifying Modes of Writing (PE, page 69) (RL3.1)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 17 Media Literacy & Study and Research: Researching Speeches (PE, page 69; UR 1, page 67) (RL4.1) Study and Research: Researching Queen Elizabeth I (PE, page 69; UR 1, page 68) (RL4.1) Selection Check Test 4.1.19 (ATE, page 67; UR 1, page 69; TG) (RL2.1) Selection Test 4.1.20 (UR 1, page 70; TG) (RL2.1) Internet activities at http://www.emcp.com(rl4.1) Free reading time(rl2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 18 Unit One Genres and Techniques of Literature Closing the Unit, pages 70 79 Teacher s Name Class Date Guided Writing, page 70 Informative Writing: Writing a Book Review Assignment: Students write a book review (PE, pages 70 77). (WGUM1, 3-4) Before Writing Writing a Book Review (PE, page 70) Professional Model (PE, page 70) Previewing Models and Rubric for Assignment (VLR I, page 140; WR, page 37) Prewriting (PE, page 71; WR, page 20) Student Model Graphic Organizer (PE, page 72; WR, page 22) Graphic Organizer (VLR I, page 136; WR, page 21) During Writing Drafting (PE, page 72) Student Model Draft (PE, page 73; VLR I, page 137; WR, page 23) Self- and Peer Evaluation (PE, page 75; WR, page 29) Language, Grammar, and Style: Effective Paragraphs (PE, page 74; WR, page 25) Revising and Proofreading (PE, page 76) Student Model (PE, page 76; WR, page 33) After Writing Publishing and Presenting (PE, page 77) Reflecting (PE, page 77)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 19 Unit One Review Review and Assessment Words for Everyday Use (PE, page 78; UR 1, page 74) (RL1) Literary Tools (PE, page 78; UR 1, page 74) (RL3) Unit 1 Review/Study Guide (UR 1, page 72) (RL2) Unit 1 Test (UR 1, page 76; TG) (RL2) Reflecting on Your Reading The Oral Tradition: Ballads and the Oral Tradition (PE, page 78) (RL3.1b) Poetry: Lyric Poetry (PE, page 78) (RL3.1b) Fiction: Short Story Structure (PE, page 79) (RL3.1b) Drama: The Spectacle in Drama (PE, page 79) (RL3.1) Nonfiction: The Rhetoric of a Speech (PE, page 79) (RL3.1)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 20 Unit Two: The Anglo Saxon Period (449 1066) Opening the Unit, pages 82 89 Teacher s Name Class Date Unit 2 Goals/Objectives: to interpret and appreciate Anglo-Saxon literature (RL2.2a) to summarize the history of pre-christian England and its literature (RL3.2a-b) to name the sources and tell the history of Old English (RL2.1a) to relate themes common in Anglo-Saxon literature to characteristics common in Anglo-Saxon society (RL3.2a) to describe the achievements of Queen Boadicea, the Venerable Bede, and Alfred the Great (RL2.3c) to describe and explain the influence of Christianity on Anglo-Saxon literature and culture (RL2.2a) to identify and give examples of the major characteristics of Anglo-Saxon verse (RL2.4c) Lessons I Plan to Teach The Conversion of King Edwin from Ecclesiastical History of the English People, page 90 The Story of Cædmon, from Ecclesiastical History of the English People, page 95 The Wife s Lament, page 101 Anglo-Saxon Riddles, page 107 from Beowulf, page 112 Selections for Additional Reading: Anglo-Saxon Literature, page 144 The Development of the English Language: Origins, page 145 Guided Writing Imaginative Writing: Creating a Narrative Poem, page 149 Unit Two Review, page 156

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 21 The Conversion of King Edwin from Ecclesiastical History of the English People, page 90 Teacher s Name Class Date Reading Level: Challenging Difficulty Considerations: Unfamiliar setting; vocabulary Ease Factor: Selection length Synopsis: This selection tells how Christian missionaries converted an Anglo-Saxon king. Goals/Objectives: to empathize with Edwin s uncertainties about the afterlife to describe Bede s accomplishments and explain the historical significance of Bede s writing to describe some key differences between Anglo-Saxon paganism and Christianity to define and recognize an allegory to recognize and correct run-ons to deliver a persuasive speech Reading Strategies Resource, page 21 Reading Strategy: Find a Purpose for Reading (RL2.1c) Fix-Up Idea: Unlock Difficult Words (RL1) Standardized Test Practice: Identify Author s Purpose and Point of View (RL3.2e) Before Reading Reader s Journal (PE, page 90; UR 2, page 6) (RL2.2c) Literary Tools: Allegory and Aim (PE, page 90) (RL3.2d-e) About the Author: Saint Bede the Venerable (PE, page 90) (RL3.4a-b) About the Selection (PE, page 90) (RL3.4a-b) Vocabulary from the Selection (ATE, page 90) (RL1) Vocabulary: Vocabulary Cards (VR, page 12) (RL1) Reading Strategy (RSR, page 21) (RL2.1c) During Reading Graphic Organizer (PE, page 90; VLR I, page 16; UR 2, page 6) (RL2.1d) Dramatic Recording (AL, 4:47) (OLLS1.1-2) Guided Reading Questions (PE, page 91; UR 2, page 6) (RL2.1c) Reading Strategy (RSR, page 21) (RL2.1c) Fix-Up Idea (RSR, page 21) (RL1) After Reading Reading Strategy (RSR, page 21) (RL2.1c) Standardized Test Practice (RSR, page 22) (RL3.2e) Respond to the Selection (PE, 92; UR 2, page 7) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 93; UR 2, page 7) (RL2.2b, d, 2.3a) Understanding Literature: Allegory and Aim (PE, page 93; UR 2, page 8) (RL3.2d-e) Writer s Journal: Statement of Belief, Persuasive Speech, or Allegorical Paragraph (PE, page 94; UR 2, page 9) (WGUM2.4, 2.5)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 22 Language, Grammar, and Style: Correcting Run-Ons (PE, page 94; UR 2, page 10) (WGUM3.3c) Speaking and Listening: Delivering a Speech (PE, page 94) (OLLS2.1-4) Selection Check Test 4.2.3 (ATE, page 92; UR 2, page 11; TG) (RL2.2b, d, 2.3a) Selection Test 4.2.4 (UR 2, page 13; TG) (RL2.2b, d, 2.3a) Internet activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 23 The Story of Caedmon from Ecclesiastical History of the English People, page 95 Teacher s Name Class Date Reading Level: Moderate Difficulty Consideration: Vocabulary Ease Factor: Selection length Synopsis: This early miracle tale describes how Caedmon discovered his gifts for singing and composing poetry. Goals/Objectives: to empathize with Caedmon s feelings of inadequacy and his sudden awareness of an unknown talent to describe the life of Caedmon and his literary accomplishments to define the terms stress, caesura, and alliteration and give examples to recognize and correct errors in the capitalization of words that name sacred beings and writings to use a dictionary to check the etymology of words Reading Strategies Resource, page 25 Reading Strategy: Connect to Prior Knowledge (RL2.2c) Fix-Up Idea: Use Guided Reading Questions (RL2.1c) Standardized Test Practice: Identify Main Ideas (RL2.3a) Before Reading Reader s Journal (PE, page 95; UR 2, page 15) (RL2.2c) Literary Tools: Stress, Caesura, and Alliteration (PE, page 95) (RL3.3b) About the Author: Saint Bede the Venerable (PE, page 95) (RL3.4a-b) About the Selection (PE, page 95) (RL3.4a-b) Vocabulary from the Selection (ATE, page 95) (RL1) Vocabulary: Vocabulary Cards (VR, page 12) (RL1) Reading Strategy (RSR, page 25) (RL2.2c) During Reading Dramatic Recording (AL, 4:54) (OLLS1.1-2) Guided Reading Questions (PE, page 96; UR 2, page 15) (RL2.1c) Reading Strategy (RSR, page 25) (RL2.2c) Fix-Up Idea (RSR, page 25) (RL2.1c) After Reading Reading Strategy (RSR, page 25) (RL2.2c) Standardized Test Practice (RSR, page 26) (RL2.3a) Fine Art: Lexden L. Pocock (PE, page 98; VLR II, page 7) (VL1.1) Respond to the Selection (PE, page 98; UR 2, page 16) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 98; UR 2, page 16) (RL2.2b, d, 2.3a) Understanding Literature: Stress, Caesura, and Alliteration (PE, page 99; UR 2, page 17) (RL3.3b) Writer s Journal: Eulogy, Dream Report, or Song Lyrics (PE, page 100; UR 2, page 18) (WGUM2.4, 2.5)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 24 Language, Grammar, and Style: Capitalization of Sacred Beings and Writings (PE, page 100; UR 2, page 18) (WGUM3.2a) Speaking and Listening: Interviewing (PE, page 100) (OLLS1.4-5) Study and Research: Using a Dictionary (PE, page 100; UR 2, page 19) (RL1.3) Selection Check Test 4.2.5 (ATE, page 97; UR 2, page 20; TG) (RL2.2b, d, 2.3a) Selection Test 4.2.6 (UR 2, page 22; TG) (RL2.2b, d, 2.3a) Internet Activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 25 The Wife s Lament, page 101 Teacher s Name Class Date Reading Level: Moderate Difficulty Consideration: Unusual order of events Ease Factor: Conversational tone Synopsis: The speaker experiences the loss the of her beloved and exile from family and friends. Goals/Objectives: to empathize with the speaker s feelings of loneliness, loss, and isolation to define and give examples of elegiac lyric and aphorism to write a humorous limerick to define kenning, an imaginative compound word, and invent kennings to write a personal letter Reading Strategies Resource, page 29 Reading Strategy: Connect to Prior Knowledge (RL2.2c) Fix-Up Idea: Use Guided Reading Questions (RL2.1c) Standardized Test Practice: Identify Main Ideas (RL2.3a) Before Reading Reader s Journal (PE, page 101; UR 2, page 24) (RL2.2c) Literary Tools: Elegiac Lyric and Aphorism (PE, page 101) (RL3.3c) About the Author: Anonymous (PE, page 101) (RL3.4a-b) About the Selection (PE, page 101) (RL3.4a-b) Vocabulary from the Selection (ATE, page 101) (RL1) Vocabulary: Semantic Families: Human Moods (VR, page 14) (RL1) Reading Strategy (RSR, page 29) (RL2.2c) During Reading Dramatic Recording (AL, 4:29) (OLLS1.1-2) Guided Reading Questions (PE, page 103; UR 2, page 24) (RL2.1c) Reading Strategy (RSR, page 29) (RL2.2c) Fix-Up Idea (RSR, page 29) (RL2.1c) After Reading Reading Strategy (RSR, page 29) (RL2.2c) Standardized Test Practice (RSR, page 30) (RL2.3a) Respond to the Selection (PE, page 104; UR 2, page 25) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 105; UR 2, page 25) (RL2.2b, d, 2.3a) Understanding Literature: Elegiac Lyric and Aphorism (PE, page 105; UR 2, page 26) (RL3.3c) Writer s Journal: Love Letter, Limerick, or Short Short Story (PE, page 106; UR 2, page 27) (WGUM2.4, 2.5) Language, Grammar, and Style: Compound Words and Using Colorful Language (PE, page 106; UR 2, page 27) (WGUM1.6-7) Speaking and Listening & Collaborative Learning: Planning a Celebration (PE, page 106) (OLLS1.5, 2.6) Applied English: Personal Letter (PE, page 106) (WGUM2.5) Selection Check Test 4.2.7 (ATE, page 103; UR 2, page 28; TG) (RL2.2b, d, 2.3a)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 26 Selection Test 4.2.8 (UR 2, page 30; TG) (RL2.2b, d, 2.3a) Internet activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 27 Anglo-Saxon Riddles, page 107 Teacher s Name Class Date Reading Level: Moderate Difficulty Consideration: Answer to Riddle 1 Ease Factor: Appealing subject matter Synopsis: Word games describe three items in unusual ways. Goals/Objectives: to appreciate the challenge of writing and solving Anglo-Saxon riddles to define the terms point of view, speaker, and personification and identify examples to proofread for errors in end marks to write a résumé Reading Strategies Resource, page 33 Reading Strategy: Find a Purpose for reading(rl2.1c) Fix-Up Idea: Unlock Difficult Words(RL1) Standardized Test Practice: Identify Main Ideas (RL2.3a) Before Reading Reader s Journal (PE, page 107; UR 2, page 32) (RL2.2c) Literary Tools: Point of View, Speaker, and Personification (PE, page 107) (RL3.2c, 3.3a) About the Author (PE, page 107) (RL3.4a-b) About the Selection (PE, page 107) (RL3.4a-b) Vocabulary from the Selection (ATE, page 107) (RL1) Vocabulary: Anglo-Saxon Word Origins (VR, page 16) (RL1) Reading Strategy (RSR, page 33) (RL2.1c) During Reading Dramatic Recording (AL, 3:17) (OLLS1.1-2) Guided Reading Questions (PE, page 109; UR 2, page 32) (RL2.1c) Reading Strategy (RSR, page 33) (RL2.1c) Fix-Up Idea (RSR, page 33) After Reading Reading Strategy (RSR, page 33) (RL2.1c) Standardized Test Practice (RSR, page 34) Respond to the Selection (PE, page 110; UR 2, page 33) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 110; UR 2, page 33) (RL2.2b, d, 2.3a) Understanding Literature: Point of View, Speaker, and Personification (PE, page 110; UR 2, page 34) (RL3.2c, 3.3a) Writer s Journal: Descriptive Paragraph, Advertising Brochure, or Riddle (PE, page 111; UR 2, page 35) (WGUM2.4, 2.5) Language, Grammar, and Style: Proofreading for Errors in End Marks (PE, page 111; UR 2, page 35) (WGUM3.2c) Applied English: Writing a Résumé (PE, page 111) (WGUM2.5) Selection Check Test 4.2.9 (ATE, page 109; UR 2, page 36; TG) (RL2.2b, d, 2.3a) Selection Test 4.2.10 (UR 2, page 38; TG) (RL2.2b, d, 2.3a) Internet activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 28 from Beowulf, page 112 Teacher s Name Class Date Reading Level: Challenging Difficulty Considerations: Selection length; long, complex sentences Ease Factor: Action-packed narrative Synopsis: This selection recounts how the Anglo-Saxon hero Beowulf slew the mighty monster Grendel. Goals/Objectives: to appreciate the classic Anglo-Saxon epic Beowulf and empathize with the difficulties of life in Anglo-Saxon times to define heroic epic, compound words, and apposition and relate them to the selection to gain a sense of the important role of gleemen, or scops, in conveying stories via the oral tradition to retell the story of Beowulf and identify features it shares with other traditional tales and epics to describe the Anglo-Saxon heroic ideal to write a critical essay about Beowulf to define and identify compound and collective nouns Reading Strategies Resource, page 37 Reading Strategy: Connect to Prior Knowledge (RL2.2c) Fix-Up Idea: Read Shorter Sections at a Time (RL2.1c) Standardized Test Practice: Analyze Literary Elements (RL3.2) Before Reading Reader s Journal (PE, page 113; UR 2, page 40) (RL2.2c) Literary Tools: Heroic Epic, Compound Words, and Apposition (PE, page 113) (RL1.4, 3.1b) About the Selection (PE, page 112) (RL3.4a-b) Fine Art: Anglo Saxon Belt Buckle (PE, page 115; VLR II, page 10) (VL1.1) Vocabulary from the Selection (ATE, page 112) (RL1) Vocabulary: Old English (VR, page 18) (RL1) Reading Strategy (RSR, page 37) (RL2.2c) During Reading Dramatic Recording: from Beowulf (AL, 49:17) (OLLS1.1-2) Guided Reading Questions (PE, page 116; UR 2, page 40) (RL2.1c) Reading Strategy (RSR, page 37) (RL2.2c) Fix-Up Idea (RSR, page 37) (RL2.1c) After Reading Reading Strategy (RSR, page 37) (RL2.2c) Standardized Test Practices (RSR, page 38) (RL3.2) Respond to the Selection (PE, page 140; UR 2, page 45) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 141; UR 2, page 45) (RL2.2b, d, 2.3a) Understanding Literature: Heroic Epic, Compound Words, and Apposition (PE, page 141; UR 2, page 47) (RL1.4, 3.1b) Writer s Journal: Menu, Script, or Critical Essay (PE, page 142; UR 2, page 47) (WGUM2.4, 2.5)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 29 Language, Grammar, and Style: Subject-Verb Agreement in Compound Subjects and Collective Nouns (PE, page 142; UR 2, page 49) (WGUM3.1c) Study and Research: Working with Analogy Questions (PE, page 143; UR 2, page 50) (RL1.3) Speaking and Listening & Collaborative Learning: Conducting a Survey (PE, page 143) (OLLS1.1) Selection Check Test 4.2.11 (ATE, page 140; UR 2, page 51; TG) (RL2.2b, d, 2.3a) Selection Test 4.2.12 (UR 2, page 53; TG) (RL2.2b, d, 2.3a) Internet activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 30 Unit Two: The Anglo-Saxon Period (449 1066) Closing the Unit, page 144 157 Teacher s Name Class Date Selections for Additional Reading Anglo-Saxon Literature, page 144 from The Seafarer by Anonymous, translated by George K. Anderson (PE, page 144) (RL2.1e) Dramatic Recording: from The Seafarer (AL, 3:59) (OLLS1.1-2) Wulf and Eadwacer by Anonymous, translated by Marcelle Thiébaux (PE, page 144) (RL2.1e) Dramatic Recording: Wulf and Eadwacer (AL, 1:25) (OLLS1.1-2) The Development of the English Language Origins, pages 145 148 (RL1.1) Language Change (PE, page 145) Language Families (PE, page 146) The Emergence of English (PE, page 148) Early Borrowings from Other Languages (PE, page 148) The Written Language (PE, page 148)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 31 Guided Writing, page 149 Narrative/Informative Writing: Creating a Narrative Poem Assignment: Students write a narrative poem (PE, pages 149 155). (WGUM1.1-1.7, 2.1) Before Writing Creating a Narrative Poem (PE, page 149) Professional Model (PE, page 149) Previewing Models and Rubric for Assignment (VLR I, page 144; WR, page 55) Prewriting (PE, page 150; WR, page 39) Student Model Graphic Organizer (PE, page 151; WR, page 42) Graphic Organizer (VLR I, page 142; WR, page 41) During Writing Drafting (PE, page 152) Student Model Draft (PE, page 153; VLR I, page 143; WR, page 43) Self- and Peer Evaluation (PE, page 152; WR, page 47) Language, Grammar, and Style: Working with Meter in Poetry (PE, page 152; WR, page 44) Revising and Proofreading (PE, page 154) Student Model (PE, page 154; WR, page 51) After Writing Publishing and Presenting (PE, page 155) Reflecting (PE, page 155) Unit Two Review Review and Assessment Words for Everyday Use (PE, page 156; UR 2, page 58) (RL1) Vocabulary Development (ATE, page 156) (RL1) Literary Tools (PE, page 156; UR 2, page 58) (RL3.2-3.3) Unit 2 Review/Study Guide (UR 2, page 56) (RL2.2b, d, 2.3a) Unit 2 Test (UR 2, page 60; TG) (RL2.2b, d, 2.3a) Reflecting on Your Reading Genre Studies: Poetic Devices; Heroic Epic (PE, page 157) (RL3.1a-b) Thematic Studies: The Treatment of Outcasts; Heroes versus Monsters (PE, page 157) (RL2.3d, 3.4c) Historical/Biographical Studies: Kinship in Society; The Influence of Christianity (PE, page 157) (RL3.4a-b)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 32 Unit Three: The Medieval Period (1066 1485) Opening the Unit, pages 158 167 Teacher s Name Class Date Unit 3 Goals/Objectives: to interpret and appreciate medieval literature (RL3.4a-b) to explain the social organization of medieval English society, with particular reference to feudalism and the church, using examples from The Canterbury Tales and other works (RL3.4a-b) to identify and explain the main characteristics of ballads, medieval romances, frame tales, and morality plays (RL3.1a-b) to write a parable (WGUM2.1) to demonstrate the ability to use correct verb tense (WGUM3.1b) Lessons I Plan to Teach Sir Patrick Spens and The Great Silkie of Shule Skerrie, page 168 Ubi Sunt Qui ante Nos Fuerunt? and I Sing of a Maiden, page 175 The Honeysuckle: Chevrefoil, page 182 from Sir Gawain and the Green Knight, page 187 from Le Morte d Arthur, page 200 from The Book of Margery Kempe, page 211 The Prologue from The Canterbury Tales, page 216 The Pardoner s Tale from The Canterbury Tales, page 236 from Everyman, page 243 from The Ingenious Hidalgo Don Quixote de la Mancha, page 254 Selections for Additional Reading: Medieval Literature, page 262 Guided Writing Expressive Writing: Writing a Parable, page 268 Unit Three Review, page 276

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 33 Sir Patrick Spens and The Great Silkie of Shule Skerrie, page 168 Teacher s Name Class Date Reading Level: Easy, Moderate Difficulty Consideration: Archaic language Ease Factor: Familiar folk tales Synopsis: The first ballad tells of the shipwreck of a Scottish knight and his men. The second ballad predicts doom for a child born to an earth mother and a supernatural father. Goals/Objectives: to empathize with the feelings of fear and loss of the main characters to explain how ballads illustrate relationships between classes in medieval feudal society and explain how ballads were used to communicate during the Medieval Period to define mood, rhyme scheme, and ballad and recognize examples in the selection to identify different parts of speech to conduct research to find ballads Reading Strategies Resource, page 41 Reading Strategy: Use Text Organization (RL2.4b) Fix-Up Idea: Read Aloud/Think Aloud (RL2.1c) Standardized Test Practice: Synthesize Information from Multiple Sources (RL2.4d) Before Reading Reader s Journal: Sir Patrick Spens (PE, page 168; UR 3, page 7) (RL2.2c) Reader s Journal: The Great Silkie of Shule Skerrie (PE, page 171; UR 3, page 9) (RL2.2c) Literary Tools: Mood, Rhyme Scheme, and Ballad (PE, page 168) (RL3.1b, 3.3c) About the Authors: Anonymous (PE, page 168) (RL3.4a-b) About the Selections (PE, page 168) (RL3.4a-b) Vocabulary from the Selection: The Great Silkie of Shule Skerrie (ATE, page 171) (RL1) Vocabulary: Recognizing Words for Everyday Use (VR, page 20) (RL1) Reading Strategy (RSR, page 41) (RL2.4b) During Reading Dramatic Recording: Sir Patrick Spens (AL, 1:50) (OLLS1.1-2) Dramatic Recording: The Great Silkie of Shule Skerrie (AL, 1:42) (OLLS1.1-2) Guided Reading Question: Sir Patrick Spens (PE, page 169; UR 3, page 7) (RL2.1c) Guided Reading Questions: The Great Silkie of Shule Skerrie (PE, page 171; UR 3, page 9) (RL2.1c) Reading Strategy (RSR, page 41) (RL2.4b) Fix-Up Idea (RSR, page 41) (RL2.1c) After Reading Reading Strategy (RSR, page 41) (RL2.4b) Standardized Test Practice (RSR, page 42) (RL2.4d) Respond to the Selection: Sir Patrick Spens (PE, page 168; UR 3, page 7) (RL2.2c)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 34 Respond to the Selection: The Great Silkie of Shule Skerrie (PE, page 172; UR 3, page 9) (RL2.2c) Investigate, Inquire, and Imagine: Sir Patrick Spens (PE, page 170; UR 3, page 7) (RL2.2b, d, 2.3a) Investigate, Inquire, and Imagine: The Great Silkie of Shule Skerrie (PE, page 173; UR 3, page 9) (RL2.2b, d, 2.3a) Understanding Literature: Mood, Rhyme Scheme, and Ballad (PE, page 173; VLR I, page 17; UR 3, page 11) (RL3.1b, 3.3c) Writer s Journal: Note, Tabloid Report, or Eulogy (PE, page 174; UR 3, page 11) (WGUM2.4, 2.5) Language, Grammar, and Style: The Parts of Speech (PE, page 174; UR 3, page 12) (WGUM3.1) Study and Research: Other Versions of Ballads (PE, page 174; UR 3, page 13) (RL2.4d)) Collaborative Learning & Study and Research: Researching Shape Shifters (PE, page 174; UR 3, page 14) (RL4.1) Speaking and Listening: Presenting a Ballad (PE, page 174) (OLLS2.1) Selection Check Test 4.3.3 (ATE, page 169; UR 3, page 15; TG) (RL2.2b, d, 2.3a) Selection Test 4.3.4 (UR 3, page 16; TG) (RL2.2b, d, 2.3a) Internet activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 35 Ubi Sunt Qui ante Nos Fuerunt? and I Sing of a Maiden, page 175 Teacher s Name Class Date Reading Level: Easy, Moderate Difficulty Consideration: Inverted word order Ease Factor: Familiar hymns Synopsis: The first poem warns about the transience of life on earth. The second poem compares the return of spring to the Virgin Birth. Goals/Objectives: to experience the speaker s awareness of the inevitability of death to explain the influence of the medieval church on early English lyric poetry to define theme and simile to explain the memento mori and contemptu mundi themes to create dictionary entries in proper form to identify nonstandard language Reading Strategies Resource, page 45 Reading Strategy: Find a Purpose for Reading (RL2.1c) Fix-Up Idea: Reread (RL2.1c) Standardized Test Practice: Identify Main Ideas (RL2.3a) Before Reading Reader s Journal (PE, page 175; UR 3, page 19) (RL2.2c) Literary Tools: Theme and Simile (PE, page 175) (RL3.3a) About the Authors: Anonymous (PE, page 175) (RL3.4a-b) About the Selections (PE, page 175) (RL3.4a-b) Vocabulary: Words with Latin Origins (VR, page 22) (RL1.1) Reading Strategy (RSR, page 45) (RL2.1c) During Reading Dramatic Recording: Ubi Sunt Qui ante Nos Fuerunt? (AL, 2:53) (OLLS1.1-2) Dramatic Recording: I Sing of a Maiden (AL, 2:16) (OLLS1.1-2) Reading Strategy (RSR, page 45) (RL2.1c) Fix-Up Idea (RSR, page 45) (RL2.1c) After Reading Reading Strategy (RSR, page 45) (RL2.1c) Standardized Test Practice (RSR, page 46) Respond to the Selection: Ubi Sunt Qui ante Nos Fuerunt? (PE, page 177; UR 3, page 19) (RL2.2c) Respond to the Selection: I Sing of a Maiden (PE, page 180; UR 3, page 21) (RL2.2c) Investigate, Inquire, and Imagine: Ubi Sunt Qui ante Nos Fuerunt? (PE, page 178; UR 3, page 19) (RL2.2b, d, 2.3a) Investigate, Inquire, and Imagine: I Sing of a Maiden (PE, page 180; UR 3, page 21) (RL2.2b, d, 2.3a) Understanding Literature: Theme and Simile (PE, page 180; UR 3, page 22) (RL3.3a)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 36 Writer s Journal: Descriptive Paragraph, Lyric Poem, or Personal Essay (PE, page 181; UR 3, page 22) (WGUM2.4, 2.5) Language, Grammar, and Style: Identifying Nonstandard Language (PE, page 181; UR 3, page 23) (WGUM3.1) Vocabulary: Dictionary Entries (PE, page 181; UR 3, page 24) (RL1.2) Speaking and Listening: Women s Studies (PE, page 181) (OLLS1-2) Study and Research: Researching the Medieval Period (PE, page 181; UR 3, page 24) (RL4.1) Selection Check Test 4.3.5 (ATE, page 179; UR 3, page 26; TG) (RL2.2b, d, 2.3a) Selection Test 4.3.6 (UR 3, page 27; TG) (RL2.2b, d, 2.3a) Internet Activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 37 The Honeysuckle: Chevrefoil, page 182 Teacher s Name Class Date Reading Level: Easy Difficulty Consideration: Poem s opening Ease Factor: Simple, direct language Synopsis: Lovers Tristan and Iseult are secretly reunited after a forced separation. Goals/Objectives: to empathize with the love and longing of the main characters to relate the principal events in the legend of Tristan and Iseult and recognize that the stories of these characters are told in many forms to define romance and courtly love and cite examples in the selection to use a dictionary to find definitions and build vocabulary to demonstrate knowledge of the proper form of a personal letter Reading Strategies Resource, page 49 Reading Strategy: Write Things Down (RL2.1c) Fix-Up Idea: Refocus on Organization (RL2.4c) Standardized Test Practice: Identify Main Ideas (RL2.3a) Before Reading Reader s Journal (PE, page 182; UR 3, page 29) (RL2.2c) Literary Tools: Romance and Courtly Love (PE, page 182) (RL3.1b) About the Author: Marie de France (PE, page 182) (RL3.4a-b) About the Selection (PE, page 182) (RL3.4a-b) Fine Art: Aubrey Beardsley (PE, page 183; VLR II, page 22; Art Note, PE, page 182; UR 3, page 29) (VL1.1) Vocabulary: Words with French Origins (VR, page 24) (RL1.1) Reading Strategy (RSR, page 49) (RL2.1c) During Reading Dramatic Recording (AL, 4:44) (OLLS1.1-2) Guided Reading Questions (PE, page 183; UR 3, page 29) (RL2.1c) Reading Strategy (RSR, page 49) (RL2.1c) Fix-Up Idea (RSR, page 49) (RL2.4c) After Reading Reading Strategy (RSR, page 49) (RL2.1c) Standardized Test Practice (RSR, page 50) (RL2.3a) Respond to the Selection (PE, page 184; UR 3, page 30) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 185; UR 3, page 30) (RL2.2b, d, 2.3a) Understanding Literature: Romance and Courtly Love (PE, page 185; VLR I, page 18; UR 3, page 31) (RL3.1b) Writer s Journal: Journal Entry, Adaptation, or Medieval Romance (PE, page 186; UR 3, page 31) (WGUM2.4, 2.5) Language, Grammar, and Style: Contractions in Sentences (PE, page 186; UR 3, page 33) (WGUM3.2c)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 38 Speaking and Listening: Story Tellers (PE, page 186) (OLLS2.1) Applied English: Personal Letter (PE, page 186; UR 3, page 33) (WGUM2.5) Vocabulary: Defining Words with French Origins (PE, page 186; UR 3, page 34) (RL1.2) Selection Check Test 4.3.7 (ATE, page 184; UR 3, page 35; TG) (RL2.2b, d, 2.3a) Selection Test 4.3.8 (UR 3, page 37) (RL2.2b, d, 2.3a) Internet activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 39 from Sir Gawain and the Green Knight, page 187 Teacher s Name Class Date Reading Level: Moderate Difficulty Consideration: Vocabulary Ease Factor: Action-packed narrative Synopsis: Sir Gawain is challenged by the Green Knight. Goals/Objectives: to empathize with Gawain s difficulties to explain the code of chivalry and identify the virtues that are part of that code to define Arthurian romance and give examples of the two main types of situations found in the plots of those romances to define chivalry and explain how it relates to the selection to identify gerunds to answer synonym and antonym questions Reading Strategies Resource, page 53 Reading Strategy: Write Things Down (RL2.1c) Fix-Up Idea: Read Shorter Sections at a Time (RL2.1c) Standardized Test Practice: Analyze Literary Elements (RL3.2) Before Reading Reader s Journal (PE, page 187; UR 3, page 39) (RL2.2c) Literary Tools: Arthurian Romance and Chivalry (PE, page 187) (RL3.1b) About the Author: The Pearl Poet (PE, page 187) (RL3.4a-b) About the Selection (PE, page 187) (RL3.4a-b) Vocabulary from the Selection (ATE, page 189) (RL1) Vocabulary: Development of Middle English (VR, page 27) (RL1.1) Reading Strategy (RSR, page 53) (RL2.1c) During Reading Graphic Organizer (PE, page 187; VLR I, page 19; UR 3, page 39) (RL2.1d) Dramatic Recording (AL, 32:59) (OLLS1.1-2) Guided Reading Questions (PE, page 189; UR 3, page 39) (RL2.1c) Reading Strategy (RSR, page 53) (RL2.1c) Fix-Up Idea (RSR, page 53) (RL2.1c) After Reading Reading Strategy (RSR, page 53) (RL2.1c) Standardized Test Practice (RSR, page 54) (RL3.2) Respond to the Selection (PE, page 197; UR 3, page 41) (RL2.2c) Investigate, Inquire, and Imagine (PE, page 197; UR 3, page 41) (RL2.2b, d, 2.3a) Understanding Literature: Arthurian Romance and Chivalry (PE, page 197; UR 3, page 42) (RL3.1b) Writer s Journal: Challenge, Descriptive Paragraph, and Medieval Romance (PE, page 198; UR 3, page 43) (WGUM2.4, 2.5)

EMC Literature and the Language Arts: Oklahoma Lesson Plans page 40 Language, Grammar, and Style: Identifying Gerunds (PE, page 198; UR 3, page 44) (WGUM3.1b) Study and Research: Selecting Synonyms (PE, page 198; UR 3, page 44) (RL1.2) Applied English: Identifying Personal Traits (PE, page 198; UR 3, page 45) (RL3.2c) Collaborative Learning: Trivia Contest (PE, page 198) (OLLS1-2) Selection Check Test 4.3.9 (PE, page 195; UR 3, page 46; TG) (RL2.2b, d, 2.3a) Selection Test 4.3.10 (UR 3, page 48; TG) (RL2.2b, d, 2.3a) Internet activities at http://www.emcp.com (RL4.1) Free reading time (RL2.1e)

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