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Common Core Lesson Planner
NONFICTION NARRATION Personal Narrative FICTION NARRATION Realistic Short Story POETRY Rhyming Poem and Haiku EXPOSITION Compare
PRENTICE HALL
PERSUASION Persuasive Essay RESPONSE TO LITERATURE Letter to the Author RESEARCH Informational Research Report WORKPLACE WRITIN
Thank You Letter, Friendly Letter NOUNS AND PRONOUNS Concrete and Abstract Nouns VERBS Transitive Verbs ADJECTIVES AND ADVERBS
PREPOSITIONS Preposition or Adverb? CONJUNCTIONS AND INTERJECTIONS Subordinating Conjunctions BASIC SENTENCE PARTS Subjects
PHRASES AND CLAUSES Appositive Phrases EFFECTIVE SENTENCES Combining Sentence Parts PUNCTUATION NONFICTION NARRATION
FICTION NARRATION Realistic Short Story POETRY Rhyming Poem and Haiku EXPOSITION Compare-and-Contrast Essay PERSUASION Persuasive
Letter to the Author RESEARCH Informational Research Report WORKPLACE WRITING How-To Essay,Thank You Letter, Friendly Letter NOUNS
WRITING COACH
Concrete and Abstract Nouns VERBS Transitive Verbs ADJECTIVES AND ADVERBS Interrogative Adjectives PREPOSITIONS Preposition or Adv
Subordinating Conjunctions BASIC SENTENCE PARTS Subjects and Predicates PHRASES AND CLAUSES Appositive Phrases EFFECTIVE SENT
PUNCTUATION NONFICTION NARRATION Personal Narrative FICTION NARRATION Realistic Short Story POETRY Rhyming Poem and Haiku EXPOS
PERSUASION Persuasive Essay RESPONSE TO LITERATURE Letter to the Author RESEARCH Informational Research Report WORKPLACE WRITIN
Thank You Letter, Friendly Letter NOUNS AND PRONOUNS Concrete and Abstract Nouns VERBS Transitive Verbs ADJECTIVES AND ADVERBS
PREPOSITIONS Preposition or Adverb? CONJUNCTIONS AND INTERJECTIONS Subordinating Conjunctions BASIC SENTENCE PARTS Subjects
PHRASES AND CLAUSES Appositive Phrases EFFECTIVE SENTENCES Combining Sentence Parts PUNCTUATION NONFICTION NARRATION
GRADE
Lit581L010
WCNA_G06_FCBC.indd 2 6/9/13 7:47 AM

CONTENTS
Common Core Lesson Planner
for Writing Coach
WRITING
Chapters 1-4................................................................................................................................... 2
Chapter 5 Nonfiction................................................................................................. 4
Chapter 6 Fiction Narration...................................................................................... 6
Chapter 7 Poetry and Description............................................................................ 8
Chapter 8 Exposition............................................................................................... 10
Chapter 9 Persuasion.............................................................................................. 12
Chapter 10 Response to Literature.......................................................................... 14
Chapter 11 Research Writing.................................................................................... 16
Chapter 12 Workplace Writing................................................................................. 18
GRAMMAR
Chapter 13 Nouns and Pronouns.............................................................................. 21
Chapter 14 Verbs....................................................................................................... 23
Chapter 15 Adjectives and Adverbs........................................................................ 25
Chapter 16 Prepositions............................................................................................ 27
Chapter 17 Conjunctions and Interjections............................................................. 29
Chapter 18 Basic Sentence Parts.............................................................................. 31
Chapter 19 Phrases and Clauses.............................................................................. 33
Chapter 20 Effective Sentences................................................................................ 35
Chapter 21 Using Verbs............................................................................................ 37
Chapter 22 Using Pronouns...................................................................................... 39
Chapter 23 Making Words Agree............................................................................. 41
Chapter 24 Using Modifiers...................................................................................... 43
Chapter 25 Punctuation............................................................................................ 45
Chapter 26 Capitalization......................................................................................... 47

CHAPTERS 1–4
Lesson Planner Interactive
Writing CoachTM
Online Journal
NOTES Use the Online Lesson Planner at www.phwritingcoach.com to customize your

instructional plan for an integrated Language Arts curriculum.
DAY 1 DAY 2 DAY 3

CHAPTER 1: ONLINE CHAPTER 2: ONLINE CHAPTER 2: TYPES ONLINE
YOU, THE WRITER TYPES OF WRITING OF WRITING (cont’d)
• Why and What Do You • Genres and Forms • Responses to Literature
Write? • Nonfiction Narration • Research Writing
• How Can You Find and • Fiction Narration • Workplace Writing
Keep Track of Ideas? • Poetry and Description • Writing for Media
• How Can You Get Started? • Exposition • Creating Multimedia
• How Do You Work With Others? • Persuasion Projects
• Where Can You Keep Your • Reflect on Your Writing
Finished Work?
• Reflect on Your Writing
W.4, W.10, SL.1.a, SL.1.c W.4, W.10, SL.1.a, SL.1.b, SL.1.c, W.4, W.10, SL.1.a, SL.1.b, SL.1.c,
SL.1.d, SL.3, SL.4, SL.6, L.6 SL.1.d, L.6
DAY 6 DAY 7 DAY 8

CHAPTER 3: ONLINE CHAPTER 3: ONLINE CHAPTER 4: SENTENCES, ONLINE
THE WRITING PROCESS THE WRITING PROCESS PARAGRAPHS, AND
(cont’d) (cont’d) COMPOSITIONS
• Revising: Making It • Editing: Making It Correct • Writing Strong Sentences
Better • Publishing • Writing Strong Paragraphs
• Reflect on Your Writing • Composing Your Piece
W.4, W.5, W.10, SL.1.a, SL.1.c, L.6 W.4, W.5, W.6. W.10, SL.1.a, SL.1.c, W.4, W.5, W.10, SL.1.a, SL.1.c
SL.4, L.6
Links to Prentice Hall LITERATURE

Featured Authors on Writing Genres and Writing Zlata Filipović Joseph Bruchac
Process • What Is Nonfiction?, p. 378 • What Is a Drama?, p. 692
Jane Yolen • from Zlata’s Diary (excerpt from a diary), p. 383 • Gluskabe and Old Man Winter (play), p. 697
• On Writing Persuasively (Writing Workshop), p. 529 • On Showing Causes and Effects (Writing
• What Are Fiction and Nonfiction?, p. 4
Workshop), p. 803
• “Greyling” (fiction), p. 9 Gary Soto
• “My Heart Is in the Highlands” (speech), p. 17 • What Is Poetry?, p. 550 Julius Lester
• On Writing Narratives (Writing Workshop), p. 157 • “Oranges” (poem), p. 555 • What Is the Oral Tradition?, p. 824
Jean Craighead George • “Ode to Family Photographs” (poem), p. 557 • Black Cowboy, Wild Horses (historical fiction), p. 829
• On Revising a Comparison (Writing Workshop), • On Writing Vivid Descriptions (Writing Workshop),
• What Is a Short Story?, p. 178
p. 671 p. 991
• “The Wounded Wolf” (short story), p. 183
• From the Author’s Desk Videos: Featured authors
• On Revising a Story (Writing Workshop), p. 357
discuss writing.
2 T2A
0132537206_Grade6_Section1.indd 2 6/9/13 7:48 AM

Differentiated Instruction
Common Core State Standards Objectives
Differentiated Instruction Boxes in this Teacher’s Edition address these student populations:
• Below-Level Students • Gifted and Talented Students • English Language Learners W.4 Produce clear and coherent writing in which the SL.1.d Review the key ideas expressed and demonstrate
• Above-Level Students • Special Needs Students • Spanish Speaking Students development, organization, and style are appropriate to understanding of multiple perspectives through reflection
task, purpose, and audience. and paraphrasing.
In addition, for further enrichment, see the Extension features.
W.5 With some guidance and support from peers and SL.3 Delineate a speaker’s argument and specific claims,
adults, develop and strengthen writing as needed by distinguishing claims that are supported by reasons and
planning, revising, editing, rewriting, or trying a new evidence from claims that are not.
approach. SL.4 Present claims and findings, sequencing ideas
W.6 Use technology, including the Internet, to produce and logically and using pertinent descriptions, facts, and details
publish writing as well as to interact and collaborate with to accentuate main ideas or themes; use appropriate eye
others; demonstrate sufficient command of keyboarding contact, adequate volume, and clear pronunciation.
DAY 4 DAY 5
skills to type a minimum of three pages in a single sitting. SL.5 Include multimedia components (e.g., graphics,
W.10 Write routinely over extended time frames (time for images, music, sound) and visual displays in presentations
research, reflection, and revision) and shorter time frames to clarify information.
CHAPTER 3: ONLINE CHAPTER 3: THE WRITING ONLINE (a single sitting or a day or two) for a range of discipline- SL.6 Adapt speech to a variety of contexts and tasks,
specific tasks, purposes, and audiences.
THE WRITING PROCESS PROCESS (cont’d) demonstrating command of formal English when indicated
• Writing Traits • Prewriting SL.1.a Come to discussions prepared, having read or appropriate.
or studied required material; explicitly draw on that L.2.b Spell Correctly.
Rubrics and How to Use • Drafting preparation by referring to evidence on the topic, text, or
Them issue to probe and reflect on ideas under discussion. L.3.a Vary sentence patterns for meaning, reader/listener
• What Is the Writing interest, and style.
SL.1.b Follow rules for collegial discussions, set specific
Process? goals and deadlines, and define individual roles as needed. L.5.a Interpret figures of speech (e.g., personification) in
• Why Use the Writing context.
SL.1.c Pose and respond to specific questions with
Process? elaboration and detail by making comments that contribute L.6 Acquire and use accurately grade-appropriate general
to the topic, text, or issue under discussion. academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
W.4, W.10, SL.1.a, SL.1.c, L.6 W.4, W.10, SL.1.a, SL.1.c, L.6
DAY 9 DAY 10
CHAPTER 4: SENTENCES, ONLINE CHAPTER 4: SENTENCES, ONLINE
PARAGRAPHS, AND PARAGRAPHS, AND
COMPOSITIONS (cont’d) COMPOSITIONS (cont’d)
• Rhetorical and Literary • Using Interactive Writing
Devices Coach
• Using Writing Traits To • Interactive Writing Coach
Develop an Effective and the Writing Process
Composition • Paragraph Feedback With
Interactive Writing Coach
• Essay Scoring With
Interactive Writing Coach
W.4, W.5, W.10, SL.1.a, SL.1.c, L.2.b, W.4, W.10, SL.1.a, SL.1.c
L.5.a, L.5.b
Alternate Pacing Suggestions

• Block Scheduling Each day on • Integrated Language Arts Curriculum For targeted instruction
the Lesson Planner represents a that covers the essential components of the lesson use either a
40–50 minute block. Teachers using 3- or a 5-day plan.
block scheduling may combine
3 day plan 5 day plan
days to revise pacing to meet their
DAY 1: Chapters 1 and 2 DAY 1: Chapters 1 and 2
classroom needs.
DAY 2: Chapter 3 DAYS 2/3: Chapter 3
• Accelerated Lesson Planning
DAY 3: Chapter 4 DAYS 4/5: Chapter 4
Combine instructional days,
focusing on strategies for revising
and for building strong sentences,
paragraphs, and compositions.
T2B 3

CHAPTER 5 LESSON PLANNER
Nonfiction Narration Interactive
Writing CoachTM
Interactive Graphic
Organizers
Interactive
Models

Online Journal Resources Video
DAY 1 DAY 2 DAY 3

CHAPTER OPENER/ ONLINE MENTOR TEXT/ ONLINE ONLINE
Prewriting
GENRE INTRODUCTION STUDENT MODEL
• What Do You Remember? • Mentor Text: • Choose From the
Personal Topic Bank
• What’s Ahead
Narrative • Choose Your Own Topic
Connect to the Big
Questions • Learn From Experience • Narrow Your Topic
• Feature Assignment: • Student Model: • Consider Your Audience
Narrative Nonfiction: Personal Narrative and Purpose
Personal Narrative • Reader’s Eye and Writer’s Eye
• Other Forms of Narrative Nonfiction
• Word Bank
W.4, W.10, SL.1.a, SL.1.c, L.4.c W.4, W.10, SL.1.a, SL.1.c, SL.2 W.5, SL.1.a, SL.1.b, SL.1.c, SL.1.d
DAY 6 DAY 7 DAY 8

For additional grammar support, see
Grammar Game Plan, Error 12, p. 284.
ONLINE ONLINE ONLINE

Revising Editing
• Keep Revision on Your • What Do You Notice?/ MAKE YOUR WRITING
RADaR Grammar Mini-Lesson COUNT
• Look at the Big Picture Rubric for Nonfiction • Create a Storyboard for a
• Focus on Craft Narration: Biographical Personal Narrative
• Fine-Tune Your Draft Narrative • Here’s Your Action Plan
Publishing • Listening and Speaking
• Publish Your Piece

W.3.c, W.3.d, W.4, W.10, SL.1.a, W.4, W.5. W.6. W.10, SL.1.a, SL.1.a, SL.1.b, SL.1.c, SL.1.d, SL.4,
SL.1.c, L.3.a, L.3.b, L.5; L.6 SL.1.c, SL.4, SL.6, L.2.b, L.6 SL.5, SL.6
Alternate Pacing Suggestions Links to Prentice Hall LITERATURE

• Block Scheduling Each day on • Integrated Language Arts Curriculum For targeted instruction Featured Author: Jane Yolen
the Lesson Planner represents a that covers the essential components of the lesson use either a • What Are Fiction and Nonfiction?, p. 4
40–50 minute block. Teachers using 3- or a 5-day plan. • “Greyling” (fiction), p. 9
3 day plan 5 day plan • “My Heart Is in the Highlands” (speech), p. 17
DAY 1: Introduction to the Use 3-day plan, and add: • On Writing Narratives (Writing Workshop),
classroom needs.
Genre, Mentor Text, p. 157
• Accelerated Lesson Planning DAY 4: Make Your Writing Count
Student Model • From the Author’s Desk Videos: Jane Yolen
Combine instructional days by aiding DAY 5: Writing for Assessment
DAY 2: Prewriting/Drafting
students in choosing a topic and then Additional Mentor Text:
focusing on two core stages of the DAY 3: Revising/Editing/
• “Water” (autobiography), Helen Keller, p. 398
writing process, outlining for success Publishing
(Day 5) and RADaR revision (Day 6).
4 T64A

• Below-Level Students • Gifted and Talented Students • English Language Learners W.3a Engage and orient the reader by establishing a context SL.1.c Pose and respond to specific questions with
and introducing a narrator and/or characters; organize an event elaboration and detail by making comments that contribute to
• Above-Level Students • Special Needs Students • Spanish Speaking Students
sequence that unfolds naturally and logically. the topic, text, or issue under discussion.
In addition, for further enrichment, see the Extension features. W.3.b Use narrative techniques, such as dialogue, pacing, and SL.1.d Review the key ideas expressed and demonstrate
description, to develop experiences, events, and/or characters. understanding of multiple perspectives through reflection and
paraphrasing.
W.3.c Use a variety of transition words, phrases, and clauses
to convey sequence and signal shifts from one time frame or SL.2 Interpret information presented in diverse media and
setting to another. formats (e.g., visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study.
W.3.d Use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences and SL.4 Present claims and findings, sequencing ideas logically
DAY 4 DAY 5
events. and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact,
W.3.e Provide a conclusion that follows from the narrated
adequate volume, and clear pronunciation.
experiences or events.
ONLINE ONLINE SL.5 Include multimedia components (e.g., graphics, images,
W.4 Produce clear and coherent writing in which the
Prewriting Drafting development, organization, and style are appropriate to task,
music, sound) and visual displays in presentations to clarify
information.
• Plan Your Piece • Outline for Success purpose, and audience.
SL.6 Adapt speech to a variety of contexts and tasks,
• Gather Details • Start Your Draft W.5 With some guidance and support from peers and adults,
demonstrating command of formal English when indicated or
develop and strengthen writing as needed by planning, revising,
appropriate.
editing, rewriting, or trying a new approach.
L.2.b Spell Correctly.
W.6 Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with L.3.a Vary sentence patterns for meaning, reader/listener
others; demonstrate sufficient command of keyboarding skills interest, and style.
to type a minimum of three pages in a single sitting.
L.3.b Maintain consistency in style and tone.
W.10 Write routinely over extended time frames (time for
L.4.c Consult reference materials (e.g., dictionaries, glossaries,
research, reflection, and revision) and shorter time frames (a
thesauruses), both print and digital, to find the pronunciation
single sitting or a day or two) for a range of discipline-specific
of a word or determine or clarify its precise meaning or its part
tasks, purposes, and audiences.
of speech.
W.4, W.5, W.10 W.3.a, W.3.b, W.3.c, W.3.d, W.3.e, W.4, SL.1.a Come to discussions prepared, having read or studied
L.6 Acquire and use accurately grade-appropriate general
W.5, W.10, SL.1.a, SL.1.c, L.6 required material; explicitly draw on that preparation by
academic and domain-specific words and phrases; gather
referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
DAY 9 DAY 10 SL.1.b Follow rules for collegial discussions, set specific goals
and deadlines, and define individual roles as needed.
WRITING FOR MEDIA ONLINE WRITING FOR ONLINE

• Biographical Narrative ASSESSMENT
• Create a Biographical • Narrative Nonfiction Prompt
Narrative • The ABCDs of On-Demand
Writing
• More Prompts for Practice
• More Strategies for Writing
Assessment
W.3.a, W.3.b, W.3.c, W.3.d, W.3.e, W.4, W.3.a, W.3.b, W.3.c, W.3.d, W.3.e, W.4,
W.5, W.6, W.10, SL.1.a, SL.1.c, SL.4, W.5, W.10, SL.1.a, SL.1.c, L.2.b, L.6
SL.5, SL.6, L.2.b, L.3.a, L.6
Personalized Assessment
Formal Assessment of Progress Monitoring at
Ongoing Assessment
Feature Assignment End-of-Chapter
Use Paragraph Feedback Use Essay Scorer to Use Essay Scorer to score
and Essay Scorer as a score students’ Feature students’ papers. Students’
revision tool. Assignment papers. learner profiles can be
Interactive adjusted based on their
Writing CoachTM scores.
FEEDBACK
Use rubrics in the Student Use rubrics in the Student Review each student’s work
Edition as a revision tool. Edition to score students’ to plan targeted resources
Conference with students to Feature Assignment papers. for the next writing
review their work and provide assignment.
Teacher personalized support.
Conferencing
T64B 5

Fiction Narration Interactive
Writing CoachTM
Interactive Graphic
Organizers
Interactive
Models

DAY 1 DAY 2 DAY 3

Prewriting
• What’s the Story? • Mentor Text: Realistic • Choose From the
Short Story Topic Bank
• What’s Ahead
• Learn From Experience • Choose Your Own Topic
Connect to the Big
Questions • Student Model: • Narrow Your Topic
• Feature Assignment: Realistic Short Story • Consider Your Audience
Short Story: Realistic • Reader’s Eye and and Purpose
Short Story Writer’s Eye
• Other Forms of Fiction
• Word Bank
W.4, W.10, SL.1.a, SL.1.c, L.4.c W.4, W.10, SL.1.a, SL.1.c, SL.2 W.5, SL.1.a, SL.1.c
DAY 6 DAY 7 DAY 8

For additional grammar support,
see Section 19.1, p. 402.

Revising Editing
• Look at the Big Picture Rubric for Short Story: • Give a Dramatic Reading
• Focus on Craft Realistic Short Story of a Realistic Story
• Fine-Tune Your Draft • Here’s Your Action Plan
Publishing
• Listening and Speaking
W.3.c, W.3.d, W.4, W.5, W.10, W.4, W.5. W.6, W.10, SL.1.a, SL.1.a, SL.1.b, SL.1.c, SL.1.d, SL.4,
SL.1.a, SL.1.c, L.3.a, L.3.b, L.6 SL.1.c, SL.4, SL.5, SL.6, L.2.b, L.6 SL.6, L.6

• Block Scheduling Each day on • Integrated Language Arts Curriculum For targeted instruction Featured Author: Jean Craighead George
the Lesson Planner represents a that covers the essential components of the lesson use either a • What Is a Short Story?, p. 178
40–50 minute block. Teachers using 3- or a 5-day plan. • “The Wounded Wolf” (short story), p. 183
3 day plan 5 day plan • On Revising a Story (Writing Workshop),
DAY 1: Introduction to the Use 3-day plan, and add: p. 357
classroom needs.
Genre, Mentor Text, • From the Author’s Desk Videos: Jean
Student Model Craighead George
DAY 2: Prewriting/Drafting Additional Mentor Text:
students in choosing a topic and then
focusing on two core stages of the DAY 3: Revising/Editing/ • “Zlateh the Goat” (short story), Isaac
writing process, outlining for success Publishing Bashevis Singer, p. 222
6 T90A

• Below-Level Students • Gifted and Talented Students • English Language Learners W.3.a Engage and orient the reader by establishing a context SL.1.c Pose and respond to specific questions with
and introducing a narrator and/or characters; organize an event elaboration and detail by making comments that contribute to
sequence that unfolds naturally and logically. the topic, text, or issue under discussion.
In addition, for further enrichment, see the Extension features. W.3.b Use narrative techniques, such as dialogue, pacing, and SL.1.d Review the key ideas expressed and demonstrate
description, to develop experiences, events, and/or characters. understanding of multiple perspectives through reflection and
paraphrasing.
W.3.c Use a variety of transition words, phrases, and clauses
to convey sequence and signal shifts from one time frame or SL.2 Interpret information presented in diverse media and
setting to another. formats (e.g., visually, quantitatively, orally) and explain how it
contributes to a topic, text, or issue under study.
W.3.d Use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences and SL.4 Present claims and findings, sequencing ideas logically
DAY 4 DAY 5
events. and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact,
W.3.e Provide a conclusion that follows from the narrated adequate volume, and clear pronunciation.
ONLINE ONLINE SL.5 Include multimedia components (e.g., graphics, images,
Prewriting Drafting W.4 Produce clear and coherent writing in which the music, sound) and visual displays in presentations to clarify
development, organization, and style are appropriate to task, information.
• Plan Your Piece • Outline for Success purpose, and audience.
• Gather Details • Start Your Draft W.5 With some guidance and support from peers and adults, demonstrating command of formal English when indicated or
develop and strengthen writing as needed by planning, revising, appropriate.
editing, rewriting, or trying a new approach.
W.6 Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with L.3.a Vary sentence patterns for meaning, reader/listener
others; demonstrate sufficient command of keyboarding skills interest, and style.
to type a minimum of three pages in a single sitting. L.3.b Maintain consistency in style and tone.
W.10 Write routinely over extended time frames (time for L.4.c Consult reference materials (e.g., dictionaries, glossaries,
research, reflection, and revision) and shorter time frames (a thesauruses), both print and digital, to find the pronunciation
single sitting or a day or two) for a range of discipline-specific of a word or determine or clarify its precise meaning or its part
tasks, purposes, and audiences. of speech.
W.5, SL.1.a, SL.1.c W.3.a, W.3.b, W.3.c, W.3.d, W.3.e, W.4, SL.1.a Come to discussions prepared, having read or studied L.6 Acquire and use accurately grade-appropriate general
W.5, W.10, SL.1.a, SL.1.c, L.6 required material; explicitly draw on that preparation by academic and domain-specific words and phrases; gather
referring to evidence on the topic, text, or issue to probe and vocabulary knowledge when considering a word or phrase
DAY 9 DAY 10 reflect on ideas under discussion.

SL.1.b Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as needed.

• Audio Script ASSESSMENT
• Create an Audio Script • Short Story Prompt
• The ABCDs of On-Demand
Writing
Spiral Review: Narrative
W.5, W.6, W.10, SL.1.a, SL.1.c, SL.4, W.5, W.10, SL.1.a, SL.1.c, L.2.b, L.6
SL.5, SL.6, L.2.b, L.6 L.2.b, L.3.a, L.6
Ongoing Assessment
FEEDBACK
Conferencing
T90B 7

Poetry and Description Interactive
Writing CoachTM
Interactive Graphic
Organizers
Interactive
Models

DAY 1 DAY 2 DAY 3

Prewriting
• What Do You See? • Mentor Text: • Choose From the Topic
Rhyming Poem and Haiku Bank
• What’s Ahead
Connect to the Big
• Feature Assignment: Rhyming Poem and Haiku • Consider Your Audience
Poem • Reader’s Eye and and Purpose
• Other Forms of Poetry and Writer’s Eye
Description
• Word Bank
W.4, W.10, SL.1.a, SL.1.c, L.4.c W.4, W.10, SL.1.a, SL.1.c, SL.2 W.4, W.5, W.10, SL.1.a, SL.1.c
DAY 6 DAY 7 DAY 8


Revising Editing
• Look at the Big Picture Rubric for Poetry: • Share the Vision of Your
• Focus on Craft Rhyming Poem or Haiku Poetry Using Multimedia
Publishing
W.4, W.5, W.10, SL.1.a, SL.1.c, W.4, W.5. W.6, W.10, SL.1.a, SL.1.a, SL.1.b, SL.1.c, SL.1.d, SL.4,
L.4.c, L.5.a, L.6 SL.1.c, SL.4, SL.5, SL.6, L.2.b, L.6 SL.5, SL.6, L.6

• Block Scheduling Each day on • Integrated Language Arts Curriculum For targeted instruction Featured Author: Gary Soto
the Lesson Planner represents a that covers the essential components of the lesson use either a • What Is Poetry?, p. 550
40–50 minute block. Teachers using 3- or a 5-day plan. • “Oranges” (poem), p. 555
block scheduling may combine days to
3 day plan 5 day plan • “Ode to Family Photographs” (poem), p. 557
revise pacing to meet their classroom
DAY 1: Introduction to the Use 3-day plan, and add: • On Revising a Comparison (Writing
needs.
Genre, Mentor Text, Workshop), p. 671
Student Model
Combine instructional days by aiding DAY 5: Writing for Assessment • From the Author’s Desk Videos: Gary Soto
students in choosing a topic and then Additional Mentor Text:
focusing on two core stages of the DAY 3: Revising/Editing/
Publishing • Haiku (poem), Matsuo Basho, p. 624
writing process, outlining for success
8 T118A

• Below-Level Students • Gifted and Talented Students • English Language Learners W.2.a Introduce a topic; organize ideas, concepts, W.10 Write routinely over extended time frames (time for
• Above-Level Students • Special Needs Students • Spanish Speaking Students and information, using strategies such as definition, research, reflection, and revision) and shorter time frames
classification, comparison/contrast, and cause/effect; (a single sitting or a day or two) for a range of discipline-
In addition, for further enrichment, see the Extension features. include formatting (e.g., headings), graphics (e.g., specific tasks, purposes, and audiences.
charts, tables), and multimedia when useful to aiding SL.1.a Come to discussions prepared, having read
comprehension. or studied required material; explicitly draw on that
W.2.b Develop the topic with relevant facts, definitions, preparation by referring to evidence on the topic, text, or
concrete details, quotations, or other information and issue to probe and reflect on ideas under discussion.
examples. SL.1.b Follow rules for collegial discussions, set specific
W.2.c Use appropriate transitions to clarify the goals and deadlines, and define individual roles as needed.
DAY 4 DAY 5
relationships among ideas and concepts. SL.1.c Pose and respond to specific questions with
W.2.d Use precise language and domain-specific elaboration and detail by making comments that contribute
vocabulary to inform about or explain the topic. to the topic, text, or issue under discussion.
ONLINE ONLINE
Prewriting Drafting W.2.e Establish and maintain a formal style. SL.1.d Review the key ideas expressed and demonstrate
understanding of multiple perspectives through reflection
W.2.f Provide a concluding statement or section that
• Plan Your Piece • Drafting a Rhyming follows from the information or explanation presented.
and paraphrasing.
• Poet’s Toolbox Poem or Haiku SL.2 Interpret information presented in diverse media and
W.3.a Engage and orient the reader by establishing a
• Start Your Draft context and introducing a narrator and/or characters;
formats (e.g., visually, quantitatively, orally) and explain how
it contributes to a topic, text, or issue under study.
organize an event sequence that unfolds naturally and
logically. SL.4 Present claims and findings, sequencing ideas
logically and using pertinent descriptions, facts, and details
W.3.b Use narrative techniques, such as dialogue, pacing,
to accentuate main ideas or themes; use appropriate eye
and description, to develop experiences, events, and/or
contact, adequate volume, and clear pronunciation.
characters.
SL.5 Include multimedia components (e.g., graphics,
W.3.c Use a variety of transition words, phrases, and
images, music, sound) and visual displays in presentations
clauses to convey sequence and signal shifts from one time
to clarify information.
frame or setting to another.
W.5, SL.1.a, SL.1.c, L.5.a, L.6 W.4, W.5, W.10, SL.1.a, SL.1.c, L.5.a, L.6 W.3.d Use precise words and phrases, relevant descriptive
demonstrating command of formal English when indicated
details, and sensory language to convey experiences and
or appropriate.
events.
DAY 9 DAY 10 W.3.e Provide a conclusion that follows from the narrated
L.4.c Consult reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the
WRITING FOR MEDIA ONLINE WRITING FOR ONLINE W.4 Produce clear and coherent writing in which the
pronunciation of a word or determine or clarify its precise
development, organization, and style are appropriate to
• Descriptive Essays ASSESSMENT task, purpose, and audience.
meaning or its part of speech.
• Create a Descriptive • Poetry Prompt L.5.a Interpret figures of speech (e.g., personification) in
W.5 With some guidance and support from peers and
Essay • The ABCDs of On-Demand adults, develop and strengthen writing as needed by
context.
Writing planning, revising, editing, rewriting, or trying a new L.6 Acquire and use accurately grade-appropriate general
• More Prompts for Practice approach. academic and domain-specific words and phrases; gather
Test Prep Spiral Review: W.6 Use technology, including the Internet, to produce and
Narrative publish writing as well as to interact and collaborate with
others; demonstrate sufficient command of keyboarding
Test Prep Spiral Review: skills to type a minimum of three pages in a single sitting.
Short Story
W.5, W.6, W.10, SL.1.a, SL.1.c, SL.4, SL.5, W.5, W.10, SL.1.a, SL.1.c, L.2.b, L.5.a, L.6
SL.6, L.2.b, L.6 L.2.b, L.6,L.2.b, L.3.a, L.6
Ongoing Assessment
FEEDBACK
Conferencing
T118B 9

Exposition Interactive
Writing CoachTM
Interactive Graphic
Organizers
Interactive
Models

DAY 1 DAY 2 DAY 3

Prewriting
GENRE INTRODUTION STUDENT MODEL
• How Can You Explain This? • Mentor Text: • Choose From the
Expository Essay Topic Bank
• What’s Ahead
Connect to the Big
• Feature Assignment: Compare-and- • Consider Your Audience
Expository Essay: Compare- Contrast Essay and Purpose
and-Contrast Essay • Reader’s Eye and Writer’s Eye
• Other Forms of Expository Essays
• Word Bank
W.4, W.10, SL.1.a, SL.1.c, L.4.c W.4, W.10, SL.1.a, SL.1.c, SL.2 W.4, W.5, W.10
DAY 6 DAY 7 DAY 8


Revising Editing
• Look at the Big Picture Rubric for Expository • Write and Present the
• Focus on Craft Writing: Compare-and- Results of a Survey
• Fine-Tune Your Draft Contrast Essay • Here’s Your Action Plan

• Extend Your Research
W.2.c, W.4, W.5, W.10, SL.1.a, W.2.d, W.4, W.5, W.6, W.10, SL.1.a, SL.1.b, SL.1.c, SL.1.d, SL.4,
SL.1.c, L.3.a, L.6 SL.1.a, SL.1.c, SL.4, SL.6, SL.6, L.6
L.2.b, L.3.a, L.6

• Block Scheduling Each day on • Integrated Language Arts Curriculum For targeted instruction Featured Author: Jane Yolen
the Lesson Planner represents a that covers the essential components of the lesson use either a • What Are Fiction and Nonfiction?, p. 4
40–50 minute block. Teachers using 3- or a 5-day plan. • “Greyling” (fiction), p. 9
block scheduling may combine days to
3 day plan 5 day plan • “My Heart Is in the Highlands” (speech), p. 17
revise pacing to meet their classroom
DAY 1: Introduction to the Use 3-day plan, and add: • On Writing Narratives: from Passager, p. 157
needs.
Genre, Mentor Text,
• Accelerated Lesson Planning DAY 4: Make Your Writing Count • From the Author’s Desk Videos: Jane Yolen
Student Model
Combine instructional days by aiding DAY 5: Writing for Assessment Additional Mentor Text:
DAY 3: Revising/Editing/
• “Race to the End of the Earth” (compare-
focusing on two core stages of the
Publishing and-contrast article), William G. Scheller,
p. 335
10 T144A

• Below-Level Students • Gifted and Talented Students • English Language Learners W.2.a Introduce a topic; organize ideas, concepts, SL.1.b Follow rules for collegial discussions, set specific
• Above-Level Students • Special Needs Students • Spanish Speaking Students and information, using strategies such as definition, goals and deadlines, and define individual roles as needed.
classification, comparison/contrast, and cause/effect;
In addition, for further enrichment, see the Extension features. SL.1.c Pose and respond to specific questions with
include formatting (e.g., headings), graphics (e.g.,
elaboration and detail by making comments that contribute
charts, tables), and multimedia when useful to aiding
to the topic, text, or issue under discussion.
comprehension.
SL.1.d Review the key ideas expressed and demonstrate
W.2.b Develop the topic with relevant facts, definitions,
concrete details, quotations, or other information and
and paraphrasing.
examples.
SL.2 Interpret information presented in diverse media and
W.2.c Use appropriate transitions to clarify the
DAY 4 DAY 5 relationships among ideas and concepts.
formats (e.g., visually, quantitatively, orally) and explain
how it contributes to a topic, text, or issue under study.
W.2.d Use precise language and domain-specific
SL.4 Present claims and findings, sequencing ideas
ONLINE ONLINE vocabulary to inform about or explain the topic.
Prewriting Drafting logically and using pertinent descriptions, facts, and details
W.2.e Establish and maintain a formal style. to accentuate main ideas or themes; use appropriate eye
• Plan Your Piece • Outline for Success contact, adequate volume, and clear pronunciation.
• Gather Details • Start Your Draft
follows from the information or explanation presented. SL.5 Include multimedia components (e.g., graphics,
task, purpose, and audience. SL.6 Adapt speech to a variety of contexts and tasks,
or appropriate.
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new L.2.b Spell Correctly.
approach.
L.3.a Vary sentence patterns for meaning, reader/listener
W.6 Use technology, including the Internet, to produce and interest, and style.
W.5, SL.1.a, SL.1.c W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.4, W.5, publish writing as well as to interact and collaborate with
W.10, SL.1.a, SL.1.c, L.3.a, L.6 L.4.c Consult reference materials (e.g., dictionaries,
skills to type a minimum of three pages in a single sitting.
DAY 9 DAY 10 W.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
meaning or its part of speech.
L.5.a Interpret figures of speech (e.g., personification) in
(a single sitting or a day or two) for a range of discipline-
WRITING FOR MEDIA ONLINE WRITING FOR ONLINE context.
• Consumer Comparison ASSESSMENT L.6 Acquire and use accurately grade-appropriate general
SL.1.a Come to discussions prepared, having read
• Create a Consumer • Compare-and-Contrast academic and domain-specific words and phrases; gather
or studied required material; explicitly draw on that
Comparison Prompt preparation by referring to evidence on the topic, text, or
• The ABCDs of On-Demand important to comprehension or expression.
issue to probe and reflect on ideas under discussion.
Writing
• Spiral Review: Poetry
W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.4, W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.4, W.5,
W.5, W.6, W.10, SL.1.a, SL.1.c, SL.4, SL.5, W.10, SL.1.a, SL.1.c, L.2.b, L.3.a, L.5.a, L.6
SL.6, L.2.b, L.6
Ongoing Assessment
FEEDBACK
Conferencing
T144B 11

Persuasion Interactive
Writing CoachTM
Interactive Graphic
Organizers
Interactive
Models

DAY 1 DAY 2 DAY 3

Prewriting
• What Do You Think? • Mentor Text: Persuasive • Choose From the
Essay Topic Bank
• What’s Ahead
Connect to the Big
• Feature Assignment: Persuasive Essay • Consider Your Audience
Persuasive Essay • Reader’s Eye and and Purpose
• Other Forms of Persuasive Writing Writer’s Eye
• Word Bank
W.4, W.10, SL.1.a, SL.1.c, SL.3, L.4.c W.4, W.10, SL.1.a, SL.1.c, SL.2 W.4, W.5, W.10
DAY 6 DAY 7 DAY 8

For additional grammar support, see
Grammar Game Plan, Error 4, p. 276.

Revising Editing
• Look at the Big Picture Rubric for Persuasive • Debate an Issue
• Focus on Craft Essay • Here’s Your Action Plan
• Fine-Tune Your Draft • Listening and Speaking
Publishing
W.1.c, W.1.d, W.4, W.5, W.10, W.4, W.5, W.6, W.10, SL.1.a, SL.1.a, SL.1.b, SL.1.c, SL.1.d, SL.4,
SL.1.a, SL.1.c, L.3.a, L.3.b, L.6 SL.1.c, L.2.b, L.3.a, L.6 SL.6, L.1.a, L.1.b, L.1.c, L.1.d, L.3.a,
L.3.b, L.6L.6

• Block Scheduling Each day on • Integrated Language Arts Curriculum For targeted instruction Featured Author: Zlata Filipović
the Lesson Planner represents a that covers the essential components of the lesson use either a • What Is Nonfiction?, p. 378
40–50 minute block. Teachers using 3- or a 5-day plan. • from Zlata’s Diary (excerpt from a diary),
block scheduling may combine p. 383
DAY 1: Introduction to the Use 3-day plan, and add: • On Writing Persuasively (Writing
classroom needs.
Genre, Mentor Text, Workshop), p. 529
Student Model • From the Author’s Desk Videos: Zlata Filipović
DAY 2: Prewriting/Drafting Additional Mentor Text:
focusing on two core stages of the DAY 3: Revising/Editing/ • “Jake Wood Baseball is the start of
writing process, outlining for success Publishing something special” (editorial), Reginald T.
(Day 5) and RADaR revision (Day 6). Dogan, p. 441
12 T170A

• Below-Level Students • Gifted and Talented Students • English Language Learners W.1.a Introduce claim(s) and organize the reasons and SL.1.b Follow rules for collegial discussions, set specific
• Above-Level Students • Special Needs Students • Spanish Speaking Students evidence clearly. goals and deadlines, and define individual roles as needed.
In addition, for further enrichment, see the Extension features. W.1.b Support claim(s) with clear reasons and relevant SL.1.c Pose and respond to specific questions with
evidence, using credible sources and demonstrating an elaboration and detail by making comments that contribute
understanding of the topic or text. to the topic, text, or issue under discussion.
W.1.c Use words, phrases, and clauses to clarify the SL.1.d Review the key ideas expressed and demonstrate
relationships among claim(s) and reasons. understanding of multiple perspectives through reflection
and paraphrasing.
W.1.d Establish and maintain a formal style.
W.1.e Provide a concluding statement or section that
DAY 4 DAY 5 follows from the argument presented.
W.2.a Introduce a topic; organize ideas, concepts,
SL.3 Delineate a speaker’s argument and specific claims,
ONLINE ONLINE and information, using strategies such as definition,
Prewriting Drafting classification, comparison/contrast, and cause/effect;
distinguishing claims that are supported by reasons and
evidence from claims that are not.
• Plan Your Piece • Outline for Success include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding SL.4 Present claims and findings, sequencing ideas
comprehension. logically and using pertinent descriptions, facts, and details
examples. SL.5 Include multimedia components (e.g., graphics,
relationships among ideas and concepts.
vocabulary to inform about or explain the topic.
or appropriate.
W.5, SL.1.a, SL.1.c W.1.a, W.1.b, W.1.c, W.1.d, W.1.e, W.4, W.5, W.2.e Establish and maintain a formal style.
L.1.a Ensure that pronouns are in the proper case
W.10, SL.1.a, SL.1.c, L.6 W.2.f Provide a concluding statement or section that (subjective, objective, possessive).
follows from the information or explanation presented.
L.1.b Use intensive pronouns (e.g., myself, ourselves).
DAY 9 DAY 10 W.4 Produce clear and coherent writing in which the
L.1.c Recognize and correct inappropriate shifts in
pronoun number and person.
task, purpose, and audience.
L.1.d Recognize and correct vague pronouns (i.e., ones
• Magazine Covers ASSESSMENT W.5 With some guidance and support from peers and
with unclear or ambiguous antecedents).
• Create a Magazine Cover • Persuasive Prompt planning, revising, editing, rewriting, or trying a new L.2.b Spell Correctly.
• The ABCDs of On-Demand approach.
Writing L.3.a Vary sentence patterns for meaning, reader/listener
W.6 Use technology, including the Internet, to produce and interest, and style.
• More Prompts for Practice publish writing as well as to interact and collaborate with
L.4.c Consult reference materials (e.g., dictionaries,
• Test Prep Spiral Review: others; demonstrate sufficient command of keyboarding
Expository skills to type a minimum of three pages in a single sitting.
W.10 Write routinely over extended time frames (time for meaning or its part of speech.
context.
W.1.a, W.1.b, W.1.c, W.1.d, W.1.e , W.4, W.1.a, W.1.b, W.1.c, W.1.d, W.1.e, W.2.a, L.6 Acquire and use accurately grade-appropriate general
W.5, W.6, W.10, SL.1.a, SL.1.c, SL.4, W.2.b, W.2.c, W.2.d, W.2.e, W.4, W.5, W.10, academic and domain-specific words and phrases; gather
SL.5, SL.6, L.2.b, L.6 SL.1.a, SL.1.c, L.2.b, L.6 or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or
Ongoing Assessment
FEEDBACK
Conferencing
T170B 13

Response to Literature Interactive
Writing CoachTM
Interactive Graphic
Organizers
Interactive
Models

DAY 1 DAY 2 DAY 3

Prewriting
• What Do You Think? • Mentor Text: • Choose From the Topic
Book Review Bank
• What’s Ahead
Connect to the Big
• Feature Assignment: Letter to an Author • Consider Your Audience
Interpretative Response: • Reader’s Eye and and Purpose
Letter to an Author Writer’s Eye
• Other Forms of Interpretative
Response
W.4, W.10, SL.1.a, SL.1.c, L.1.e, L.4.c W.4, W.10, SL.1.a, SL.1.c, SL.2 W.4, W.5, W.10, SL.1.a, SL.1.c
For more grammar support, see

DAY 6 DAY 7 Sections 25.4 and 25.8, pp. 575 and 601. DAY 8
Revising Editing
• Look at the Big Picture Rubric for Interpretative • Share Letters With the
• Focus on Craft Response: Letter to School Community
• Fine-Tune Your Draft an Author • Here’s Your Action Plan

W.2.c, W.2.d, W.4, W.5, W.10, W.4, W.5, W.6, W.10, SL.1.a, W.6, SL.1.a, SL.1.b, SL.1.c, SL.1.d,
SL.1.a, SL.1.c, L.3.a, L.6 SL.1.c, SL.4, SL.5, SL.6, SL.4, SL.6
L.2.b, L.3.a, L.6

• Block Scheduling Each day on the • Integrated Language Arts Curriculum For targeted instruction Featured Author: Zlata Filipović
Lesson Planner represents a 40–50 that covers the essential components of the lesson use either a • What Is Nonfiction?, p. 378
minute block. Teachers using block 3- or a 5-day plan.
• from Zlata’s Diary (excerpt from a diary),
scheduling may combine days to revise
3 day plan 5 day plan p. 383
pacing to meet their classroom needs.
DAY 1: Introduction to the Use 3-day plan, and add: • On Writing Persuasively (Writing
• Accelerated Lesson Planning Genre, Mentor Text, Workshop), p. 529
DAY 4: Make Your Writing Count
Combine instructional days by aiding Student Model • From the Author’s Desk Videos: Zlata
students in choosing a topic and then DAY 5: Writing for Assessment
DAY 2: Prewriting/Drafting Filipović
focusing on two core stages of the
DAY 3: Revising/Editing/ Additional Mentor Text:
Publishing • “Happiness Is a Charming Charlie Brown
at Orlando Rep” (drama review), Matthew
14 T196A MacDermid, p. 796

• Below-Level Students • Gifted and Talented Students • English Language Learners W.1.a Introduce claim(s) and organize the reasons and SL.1.a Come to discussions prepared, having read
• Above-Level Students • Special Needs Students • Spanish Speaking Students evidence clearly. or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or
In addition, for further enrichment, see the Extension features. W.1.b Support claim(s) with clear reasons and relevant
evidence, using credible sources and demonstrating an
understanding of the topic or text. SL.1.b Follow rules for collegial discussions, set specific
goals and deadlines, and define individual roles as needed.
W.1.c Use words, phrases, and clauses to clarify the
relationships among claim(s) and reasons. SL.1.c Pose and respond to specific questions with
elaboration and detail by making comments that contribute
to the topic, text, or issue under discussion.
W.1.e Provide a concluding statement or section that
DAY 4 DAY 5 follows from the argument presented.
W.2.a Introduce a topic; organize ideas, concepts, and paraphrasing.
ONLINE ONLINE and information, using strategies such as definition,
Prewriting Drafting classification, comparison/contrast, and cause/effect;
• Plan Your Piece • Outline for Success include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding
comprehension. SL.4 Present claims and findings, sequencing ideas
examples.
W.2.e Establish and maintain a formal style. or appropriate.
W.4, W.5, W.10, SL.1.a, SL.1.c W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.4, W.5,
W.10, SL.1.a, SL.1.c, L.6 W.2.f Provide a concluding statement or section that L.1.d Recognize variations from standard English in their
follows from the information or explanation presented. own and others’ writing and speaking, and identify and use
DAY 9 DAY 10 W.4 Produce clear and coherent writing in which the
strategies to improve expression in conventional language.
WRITING FOR MEDIA ONLINE WRITING FOR ONLINE L.3.a Vary sentence patterns for meaning, reader/listener
• Blog Entry ASSESSMENT W.5 With some guidance and support from peers and interest, and style.
• Create a Blog Entry • Interpretative Response L.3.b Maintain consistency in style and tone.
planning, revising, editing, rewriting, or trying a new
Prompt approach. L.4.c Consult reference materials (e.g., dictionaries,
• The ABCDs of On-Demand glossaries, thesauruses), both print and digital, to find the
Writing W.6 Use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with
• More Prompts for Practice meaning or its part of speech.
• Spiral Review: Persuasive skills to type a minimum of three pages in a single sitting. L.5.a Interpret figures of speech (e.g., personification) in
context.
W.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames L.6 Acquire and use accurately grade-appropriate general
(a single sitting or a day or two) for a range of discipline- academic and domain-specific words and phrases; gather
specific tasks, purposes, and audiences. vocabulary knowledge when considering a word or phrase
W.1.a, W.1.b, W.1.c, W.1.d, W.1.e, W.4, W.1.a, W.1.b, W.1.c, W.1.d, W.1.e, W.2.a, W.2.b, important to comprehension or expression.
W.5, W.6, W.10, SL.1.a, SL.1.c, L.2.b, W.2.c, W.2.d, W.2.e, W.4, W.5, W.10, SL.1.a,
L.3.b, L.6 SL.1.c, L.2.b, L.6
Ongoing Assessment
FEEDBACK
Conferencing
T196B 15

Research Writing Interactive
Writing CoachTM
Interactive Graphic
Organizers
Interactive
Models
NOTES Online Journal Resources Video
DAY 1 DAY 2 DAY 3-4

CHAPTER OPENER/ ONLINE STUDENT MODEL ONLINE ONLINE
Prewriting
GENRE INTRODUCTION • Student Model:
• What Do You Want Informational Research • Choose Your Topic
to Know? Report • Formulate Your Research
• What’s Ahead • Learn From Experience Question
Connect to the Big • Reader’s Eye and • Consider Your Audience
Questions Writer’s Eye and Purpose
• Feature Assignment: • Make a Research Plan
Informational Research Report
• Other Forms of Research Writing
• Word Bank
W.4, W.10, SL.1.a, SL.1.c, L.1.e, L.4.c W.4, W.10, SL.1.a, SL.1.c, SL.2 W.4, W.5, W.7, W.8, W.10, SL.1.a,
SL.1.c
DAY 9-10 DAY 11 DAY 12


Revising Editing
• Look at the Big Picture Rubric for Research • Get Your Message Out in
• Focus on Craft Writing a Magazine or eZine
Publishing
W.4, W.5, W.10, SL.1.a, SL.1.c, W.4, W.5, W.6, W.10, SL.1.a, W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f,
L.3.a, L.6 SL.1.c, SL.4, SL.5, SL.6, L.2.b, W.4, W.5, W.6, W.10, SL.1.a, SL.1.b,
L.3.a, L.6 SL.1.c, SL.1.d, SL.4, SL.5, SL.6, L.6

• Block Scheduling Each day on the • Integrated Language Arts Curriculum For targeted instruction Expand and deepen students’ knowledge
Lesson Planner represents a 40–50 that covers the essential components of the lesson use either a of research sources using the Informational
minute block. Teachers using block 3- or a 5-day plan. Texts features, which include excerpts from an
scheduling may combine days to 3 day plan 5 day plan atlas, a Web site, an online almanac, and other
revise pacing to meet their classroom research sources.
DAY 1: Introduction to the Use 3-day plan, and add:
needs.
Genre, Student Model
Combine days by focusing on core DAY 5: Writing for Assessment
DAY 3: Revising/Editing/
stages of the writing process:
choosing a topic (Days 3–4), outline Publishing
for success (Days 7–8), and RADaR
revision (Days 9–10).
16 T222A

• Below-Level Students • Gifted and Talented Students • English Language Learners W.1.a Introduce claim(s) and organize the reasons and W.6 Use technology, including the Internet, to produce and
• Above-Level Students • Special Needs Students • Spanish Speaking Students evidence clearly. publish writing as well as to interact and collaborate with
skills to type a minimum of three pages in a single sitting.
understanding of the topic or text. W.10 Write routinely over extended time frames (time for
relationships among claim(s) and reasons.
W.1.e Provide a concluding statement or section that or studied required material; explicitly draw on that
DAY 5-6 DAY 7-8 follows from the argument presented. preparation by referring to evidence on the topic, text, or
ONLINE ONLINE and information, using strategies such as definition, SL.1.b Follow rules for collegial discussions, set specific
Prewriting (cont’d) Drafting classification, comparison/contrast, and cause/effect; goals and deadlines, and define individual roles as needed.
• Collect and Organize • Outline for Success include formatting (e.g., headings), graphics (e.g.,
Your Data charts, tables), and multimedia when useful to aiding
• Provide and Document elaboration and detail by making comments that contribute
comprehension.
• Avoid Plagiarism Evidence to the topic, text, or issue under discussion.
• Document Your Sources • Use Graphics and W.2.b Develop the topic with relevant facts, definitions,
Illustrations concrete details, quotations, or other information and
examples.
and paraphrasing.
W.2.d Use precise language and domain-specific how it contributes to a topic, text, or issue under study.
W.4, W.5, W.7, W.8, W.9.b, W.10, W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f, W.4, W.2.e Establish and maintain a formal style. logically and using pertinent descriptions, facts, and details
SL.1.a, SL.1.c W.5, W.7, W.8, W.9.b, W.10, SL.1.a, SL.1.c, L.6 to accentuate main ideas or themes; use appropriate eye
DAY 13-14 DAY 15 W.3.a Engage and orient the reader by establishing a
context and introducing a narrator and/or characters;
logically. SL.6 Adapt speech to a variety of contexts and tasks,
• I-Search Report ASSESSMENT demonstrating command of formal English when indicated
• Create an I-Search Report • Research Plan Prompt or appropriate.
• The ABCDs of On-Demand characters. L.1.d Recognize variations from standard English in their
Writing own and others’ writing and speaking, and identify and use
• More Prompts for Practice clauses to convey sequence and signal shifts from one
Test Prep Spiral Review: time frame or setting to another. L.2.b Spell Correctly.
Narrative
W.3.d Use precise words and phrases, relevant L.3.a Vary sentence patterns for meaning, reader/listener
• Spiral Review: Response to descriptive details, and sensory language to convey interest, and style.
Literature experiences and events.
L.3.b Maintain consistency in style and tone
W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f, W.1.a, W.1.b, W.1.c, W.1.d, W.1.e, W.2.a, L.4.c Consult reference materials (e.g., dictionaries,
W.4, W.5, W.6, W.7, W.8, W.9.b, W.10, W.2.b, W.2.c, W.2.d, W.2.e, W.3.a, W.3.b, glossaries, thesauruses), both print and digital, to find the
SL.1.a, SL.1.c, SL.4, SL.5, SL.6, L.2.b, W.3.c, W.3.d, W.3.e, W.4, W.5, W.10, SL.1.a, W.4 Produce clear and coherent writing in which the pronunciation of a word or determine or clarify its precise
L.3.b, L.6 SL.1.c, L.2.b, L.6 development, organization, and style are appropriate to meaning or its part of speech.
W.5 With some guidance and support from peers and context.
Personalized Assessment planning, revising, editing, rewriting, or trying a new
academic and domain-specific words and phrases; gather
Formal Assessment of Progress Monitoring at approach.
Ongoing Assessment vocabulary knowledge when considering a word or phrase
Feature Assignment End-of-Chapter important to comprehension or expression.
FEEDBACK
Conferencing
T222B 17

Workplace Writing Interactive
Writing CoachTM
Interactive Graphic
Organizers
Interactive
Models

DAY 1 DAY 2 DAY 3

CHAPTER OPENER/ ONLINE FEATURE ASSIGNMENT: ONLINE FEATURE ASSIGNMENT: ONLINE
GENRE INTRODUCTION HOW-TO ESSAY HOW-TO ESSAY (cont’d)
• What’s Ahead • Student Model • Drafting
• Characteristics of Writing • Learn From Experience • Revising
• Forms of Writing • Choose from the Topic • Editing
Connect to the Big Bank • Publishing
Questions • Prewriting
• Word Bank
W.4, W.10, SL.1.a, SL.1.c, L.1.e, L.4.c W.4, W.5 W.10, SL.1.a, SL.1.c W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f,
W.4, W.5, W.6, W.10, SL.1.a, SL.1.c,
SL.2, L.2.b, L.6
DAY 6 DAY 7 DAY 8

MAKE YOUR WRITING MAKE YOUR WRITING MAKE YOUR WRITING

COUNT COUNT (cont’d) COUNT (cont’d)
• Present a Research • Present a Research Report • Present a Research Report
Report on Making on Making Connections on Making Connections
Connections • Action Plan • Action Plan
• Action Plan
W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f,
W.2.f, W.4, W.5, W.6, W.7. W.8, W.9.b, W.2.f, W.4, W.5, W.6, W.7. W.8, W.9.b, W.4, W.5, W.6, W.7. W.8, W.9.b, W.10,
W.10, SL.1.a, SL.1.c, SL.4, SL.5, SL.6, L.6 W.10, SL.1.a, SL.1.c, SL.4, SL.5, SL.6, L.6 SL.1.a, SL.1.c, SL.4, SL.5, SL.6, L.6
Alternate Pacing Suggestions LITERATURE

• Block Scheduling Each day on • Integrated Language Arts Curriculum For targeted instruction Additional Mentor Text:
the Lesson Planner represents a that covers the essential components of the lesson, use either a 3- “Origami: Apatosaurus” (instructions),
40–50 minute block. Teachers using or a 5-day plan. Rachel Katz, p. 603
DAY 1: Introduction to the Genre Use 3-day plan, and add
classroom needs.
How-to Essay
DAY 4: Make Your Writing Count
• Accelerated Lesson Planning DAY 2: Thank-You Letter
Combine instructional days, DAY 5: Writing for Assessment
DAY 3: Friendly Letter
choosing one of the Feature
Assignments to focus on.
18 T256A

• Below-Level Students • Gifted and Talented Students • English Language Learners W.1.a Introduce claim(s) and organize the reasons and W.8 Gather relevant information from multiple print and
• Above-Level Students • Special Needs Students • Spanish Speaking Students evidence clearly. digital sources; assess the credibility of each source; and
quote or paraphrase the data and conclusions of others
while avoiding plagiarism and providing basic bibliographic
information for sources.
understanding of the topic or text.
W.9.b Apply grade 6 Reading standards to literary nonfiction
(e.g., “Trace and evaluate the argument and specific claims
relationships among claim(s) and reasons.
in a text, distinguishing claims that are supported by reasons
W.1.d Establish and maintain a formal style. and evidence from claims that are not”).
W.1.e Provide a concluding statement or section that W.10 Write routinely over extended time frames (time for
DAY 4 DAY 5 follows from the argument presented. research, reflection, and revision) and shorter time frames
FEATURE ASSIGNMENT: ONLINE FEATURE ASSIGNMENT: ONLINE and information, using strategies such as definition,
THANK-YOU LETTER FRIENDLY LETTER classification, comparison/contrast, and cause/effect; SL.1.a Come to discussions prepared, having read
include formatting (e.g., headings), graphics (e.g., or studied required material; explicitly draw on that
• Student Model • Student Model charts, tables), and multimedia when useful to aiding preparation by referring to evidence on the topic, text, or
• Choose from the Topic • Choose from the Topic Bank comprehension. issue to probe and reflect on ideas under discussion.
Bank • Prewriting – Publishing W.2.b Develop the topic with relevant facts, definitions, SL.1.b Follow rules for collegial discussions, set specific
• Prewriting – Publishing concrete details, quotations, or other information and goals and deadlines, and define individual roles as needed.
examples.
W.2.c Use appropriate transitions to clarify the elaboration and detail by making comments that contribute
relationships among ideas and concepts. to the topic, text, or issue under discussion.
W.2.d Use precise language and domain-specific SL.1.d Review the key ideas expressed and demonstrate
vocabulary to inform about or explain the topic. understanding of multiple perspectives through reflection
W.2.a, W.2.b, W.2.c, W.2.d, W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, and paraphrasing.
W.2.e, W.2.f, W.4, W.5, W.6, W.10, W.2.f, W.4, W.5, W.6, W.10, SL.1.a, W.2.e Establish and maintain a formal style.
SL.1.a, SL.1.c, SL.2, L.2.b, L.6 SL.1.c, SL.2, L.2.b, L.6 SL.2 Interpret information presented in diverse media and
DAY 9 DAY 10 W.3.a Engage and orient the reader by establishing a
context and introducing a narrator and/or characters;
WRITING FOR MEDIA ONLINE WRITING FOR ONLINE to accentuate main ideas or themes; use appropriate eye
logically.
• E-Mail Message ASSESSMENT contact, adequate volume, and clear pronunciation.
• Create an E-Mail • Procedural Text Prompt SL.5 Include multimedia components (e.g., graphics,
Message • The ABCDs of On-Demand characters.
Writing to clarify information.
• More Prompts for Practice clauses to convey sequence and signal shifts from one
Test Prep Spiral Review: time frame or setting to another.
or appropriate.
Expository
W.3.d Use precise words and phrases, relevant
• Spiral Review: Research L.1.d Recognize variations from standard English in their
descriptive details, and sensory language to convey
Plan own and others’ writing and speaking, and identify and use
experiences and events.
L.1.e Recognize variations from standard English in their
W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f, W.2.a, W.2.b, W.2.c, W.2.d, W.2.e, W.2.f, W.4, own and others’ writing and speaking, and identify and use
W.4, W.5, W.6, W.10, SL.1.a, SL.1.c, L.6 W.5, W.6, W.10, SL.1.a, SL.1.c, L.2.b, L.6 W.4 Produce clear and coherent writing in which the strategies to improve expression in conventional language.
L.3.a Vary sentence patterns for meaning, reader/listener
interest, and style.
Personalized Assessment planning, revising, editing, rewriting, or trying a new L.3.b Maintain consistency in style and tone.
Formal Assessment of Progress Monitoring at approach.
Ongoing Assessment L.4.c Consult reference materials (e.g., dictionaries,
Feature Assignment End-of-Chapter W.6 Use technology, including the Internet, to produce and glossaries, thesauruses), both print and digital, to find the
Use Paragraph Feedback Use Essay Scorer to Use Essay Scorer to score publish writing as well as to interact and collaborate with pronunciation of a word or determine or clarify its precise
and Essay Scorer as a score students’ Feature students’ papers. Students’ others; demonstrate sufficient command of keyboarding meaning or its part of speech.
revision tool. Assignment papers. learner profiles can be skills to type a minimum of three pages in a single sitting.
Interactive adjusted based on their W.7 Conduct short research projects to answer a context.
Writing CoachTM scores. question, drawing on several sources and refocusing the
inquiry when appropriate.
Use rubrics in the Student Use rubrics in the Student Review each student’s work academic and domain-specific words and phrases; gather
FEEDBACK
Edition as a revision tool. Edition to score students’ to plan targeted resources vocabulary knowledge when considering a word or phrase
Conference with students to Feature Assignment papers. for the next writing important to comprehension or expression.
Conferencing
T256B 19

NOTES
Lesson Planner continues on next page
20
0132537206_Grade6_section2.indd 20 6/9/13 7:53 AM

Nouns and Pronouns Alternate Pacing Plans
• Block Scheduling Each day in
the Lesson Planner represents a
Use the Online Lesson Planner at www.phwritingcoach.com to customize
your instructional plan for an integrated Language Arts curriculum.
40–50 minute block. Teachers using
NOTES
classroom needs.
DAY 1 13 . 1 Nouns
“What Do You Notice?” INSTRUCTION AND PRACTICE Combine instructional days, focusing
Objectives: Identify, use, and understand nouns, including Student Edition pp. 293–298 on concepts called out by students’
• as people, places, and diagnostic test results.
Test Warm-Up p. 299
things • Integrated Language Arts
• concrete and abstract Curriculum Use the instruction
nouns
and practice in this chapter to
• collective nouns
• count and non-count nouns W.4, W.10, SL.1.a, SL.1.c provide reinforcement, remediation,
or extension of grammar concepts
DAY 2 13 . 1 Nouns (continued) taught in your literature curriculum.

Links to
Objectives: Identify, use, and understand nouns, including INSTRUCTION AND PRACTICE Prentice Hall LITERATURE
• compound nouns Student Edition pp. 300–301
• Unit 1 Common and Proper
• common and proper nouns W.4, W.10, SL.1.a, SL.1.c
Nouns, p. 40; Singular and Plural
Nouns, p. 62; Personal and
DAY 3 13 . 2 Pronouns Possessive Pronouns, p. 108;
Interrogative and Indefinite
Objectives: Identify, use, and understand pronouns, including INSTRUCTION AND PRACTICE Pronouns, p. 130
• antecedents of pronouns W.4, W.10, SL.1.a, SL.1.c, L.1.d Student Edition pp. 302–304
DAY 4 13 . 2 Pronouns (continued)

Objectives: Identify, use, and understand pronouns, including INSTRUCTION AND PRACTICE
• personal pronouns Student Edition pp. 305–307
• reflexive and intensive
pronouns W.4, W.10, SL.1.a, SL.1.c, L.1.b
www.phwritingcoach.com
Grammar Assessment Grammar Assessment

Grammar Diagnostic Assessment End-of-Chapter Assessment Progress Monitoring
and Practice
Coach: Chapter diagnostic tests
Personalized Students take grammar Teacher uses ExamView to Teachers may use the assess students’ skills
Instruction diagnostic test online and administer end-of-chapter Test Warm-Ups and the and assign instruction
are automatically assigned assessment and remediation. Cumulative Reviews and practice.
instruction and practice in Teachers may customize in the student book or
areas where they need support. ExamView tests or use the eText to check students’
ones provided. mastery of grammar
DimensionL Video
Teacher- Teacher administers the skills. Games
Directed diagnostic test and determines Fast-paced interactive
Instruction Students may also play
focus of instruction and video games challenge
DimensionL grammar
practice. students’ mastery of
video games to test their
grammar skills. grammar.
T293A 21

Nouns and Pronouns CONTINUED
Common Core
NOTES DAY 5 13 . 2 Pronouns (continued) NOTES
State Standards
Objectives: Identify, use, and understand pronouns, including INSTRUCTION AND PRACTICE W.4 Produce clear and coherent writing in which the
development, organization, and style are appropriate
• demonstrative pronouns Student Edition pp. 308–313 to task, purpose, and audience.
• relative pronouns
Test Warm-Up p. 314 W.10 Write routinely over extended time frames
• interrogative pronouns
(time for research, reflection, and revision) and
• indefinite pronouns W.4, W.10, SL.1.a, SL.1.c shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and
audiences.
“ Nouns are the stuff of writing. In terms of writer’s craft, the

well-chosen noun can be all the difference between bug and
cockroach, or a writer saying “stuff” instead of a list of items
preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under
discussion.
that reveal something about a character or setting. Naming names
”
gives a reader an exact image on which to focus. elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.
—Jeff Anderson L.1.b Use intensive pronouns (e.g., myself,
ourselves).
Differentiated Instruction L.1.d Recognize and correct vague pronouns (i.e.,
ones with unclear or ambiguous antecedents).
• Below-Level Students • Gifted and Talented Students • English Language Learners
Grammar Ground Rule: Keep It Clear!

Model with Students
In this chapter, keeping it clear means using pronouns correctly. For example, explain to students that
personal pronouns, such as I, he, she, and it, usually have antecedents. In other words, they stand in for
specific nouns or noun phrases.
Say: It’s great to use pronouns to keep your writing from being repetitive and boring, but you need to
keep clear to what each pronoun refers. Here’s an example from someone who didn’t. She told her sister
that she was not the neatest person in the world. They decided that her clothes would go only in the
dresser and closet near the door and they could be messy if she wanted. Who was not the neatest person
in the world? Whose clothes would go in the dresser near the door? What could be messy? Here’s how
the sentences sound with clear antecedents. She told her sister, “You’re not the neatest person in the
world.” They decided that the sister’s clothes would go only in the dresser and closet near the
door. Then the clothes could be messy if she wanted.
Small Group Activity – Finding Pronouns and Antecedents

Grammar Ground Rules
Have students form groups to search articles on the internet or in magazines to find examples 1. Keep it clear.
of pronouns and their antecedents. Have the groups discuss what they found. Their discussion 2. Make them agree.
should answer these questions: 3. Make it specific.
• What is the antecedent of sentence? 4. Dot your i’s and cross your t’s
• Is the antecedent clear to the reader? 5. Make it active.
Have a member of each group present their findings to the class with at least one example, and
explain why the group thought the pronoun followed this grammar ground rule: Keep it clear.
22 T293B

Verbs Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 14 . 1 Action Verbs
Objectives: Identify, use, and understand verbs and action verbs, Student Edition pp. 315–318 on concepts called out by students’
including diagnostic test results.
• transitive verbs • Integrated Language Arts
• intransitive verbs W.4, W.10, SL.1.a, SL.1.c
Curriculum Use the instruction
DAY 2 14 . 2 Linking Verbs provide reinforcement, remediation,
Objectives: Identify, use, and understand linking verbs, including INSTRUCTION AND PRACTICE taught in your literature curriculum.
• forms of be Student Edition pp. 319–322
Links to
• other linking verbs
W.4, W.10, SL.1.a, SL.1.c
Test Warm-Up p. 323 Prentice Hall LITERATURE
• action or linking verb?
Unit 2 Verbs, p. 216
DAY 3 14 . 3 Helping Verbs
• Objectives: Identify, use, and understand helping verbs. INSTRUCTION AND PRACTICE
W.4, W.10, SL.1.a, SL.1.c Student Edition pp. 324–326
“ Verbs sizzle, snap, and move. A verb may just be the most crucial
word in a sentence. Without verbs, nothing would ever happen—
nothing could even exist. A well-chosen verb can enliven student
writing more than any other part of speech.
” —Jeff Anderson

and Practice
DimensionL Video
DimensionL grammar
T315A 23

Verbs CONTINUED
Common Core
NOTES
“ Look at verbs this way: If a sentence were a car, the verb would
be the engine. Strong sentences usually contain strong verbs. Take
the following sentence, for example: ‘The day was cloudy.’ Simply
State Standards
to task, purpose, and audience.
improving the verb elevates the sentence: ‘The clouds hung in the W.10 Write routinely over extended time frames
”
sky.’ That’s the importance of verbs. (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two)
—Kelly Gallagher for a range of discipline-specific tasks, purposes, and
audiences.
Differentiated Instruction or studied required material; explicitly draw on that
Differentiated Instruction Boxes in this Teacher’s Edition address these student populations: text, or issue to probe and reflect on ideas under
discussion.
• Below-Level Students
• Above-Level Students elaboration and detail by making comments that
• Gifted and Talented Students
• Special Needs Students
• English Language Learners
• Spanish Speaking Students
Grammar Ground Rule: Make It Active!

Model with Students
In this chapter, making it active means writing most of your sentences in the active voice, or tense. Explain
to students that most sentences in English have a subject that does something or that is a certain way. It’s
not wrong to write a sentence in which the subject has something done to it, instead, but there should be a
good reason for it.
Say: I could tell you what I did this morning this way: I ate my breakfast. I drove my car to school. I had a
cup of coffee. Or I could tell you this way: My breakfast was eaten by me. My car was driven to school by
me. A cup of coffee was had by me.. Which one makes me sound more active? Which one is easier to hear
and understand?
Explain to students that there will be times when an active verb will just not seem right. They will usually
know when that happens. For example, John F. Kennedy was elected president in 1960 or That chair was
broken before I got here.
Small Group Activity – Looking at Active and Passive Verbs

Have students form small groups and look at a paragraph from a history book. Have them
decide which verbs in the paragraph are active and which are passive. If they find passive 1. Keep it clear.
verbs, have them see if they can rewrite the sentences in the active voice. Have the 2. Make them agree.
groups discuss how the rewrite changes their sense of the event. Their discussion should 3. Make it specific.
answer these questions:
4. Dot your i’s and cross your t’s
• Is it usually important in history to think about who performed an action? 5. Make it active.
• Does writing a sentence in the active voice help you think about that?
Have a member of each group present their findings to the class with at least one example,
and explain why the group followed this grammar ground rule: Make it active.
24 T315B

Adjectives and Adverbs Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 15 . 1 Adjectives
Objectives: Identify, use, and understand adjectives, including Student Edition pp. 327–332 on concepts called out by students’
• articles diagnostic test results.
W.4, W.10, SL.1.a, SL.1.c
• Integrated Language Arts
DAY 2 15 . 1 Adjectives (continued) Curriculum Use the instruction
Objectives: Identify, use, and understand adjectives, including INSTRUCTION AND PRACTICE provide reinforcement, remediation,
• proper adjectives Student Edition pp. 333–335 or extension of grammar concepts
• nouns used as adjectives taught in your literature curriculum.
Test Warm-Up p. 346
• compound adjectives W.4, W.10, SL.1.a, SL.1.c
Links to
Prentice Hall LITERATURE
DAY 3 15 . 1 Adjectives (continued) Unit 3 Adjectives and Articles, p. 416;
Objectives: Identify, use, and understand adjectives, including INSTRUCTION AND PRACTICE Adverbs, p. 486
• pronouns used as • interrogative adjectives Student Edition pp. 336–338
adjectives • indefinite adjectives
• possessive nouns and
pronouns as adjectives
• demonstrative adjectives W.4, W.10, SL.1.a, SL.1.c
DAY 4 15 . 2 Adverbs
Objectives: Identify, use, and understand adjectives, including INSTRUCTION AND PRACTICE
• adverbs that modify verbs • finding adverbs in Student Edition pp. 339–345
• adverbs that modify sentences
Test Warm-Up p. 346
adjectives • adverb or adjective?
• adverbs that modify
other adverbs

and Practice
DimensionL Video
DimensionL grammar
T327A 25

Adjectives and Adverbs CONTINUED
Common Core
NOTES
“ Much maligned by professional writers, adjectives and adverbs do
have their place. A powerful verb is better than a weak one paired
with an adverb. A list of features that make some thing beautiful or
State Standards
ugly is better than the simple adjectives. Yet, a precise adjective or W.10 Write routinely over extended time frames
”
a deftly used adverb sings. (time for research, reflection, and revision) and
—Jeff Anderson for a range of discipline-specific tasks, purposes, and
audiences.
discussion.
• Above-Level Students elaboration and detail by making comments that
Grammar Ground Rule: Make It Specific!

Model with Students
In this chapter, making it specific means choosing adjectives and adverbs carefully. Explain to students
that sometimes they may think of modifiers as decoration for their sentences. But modifiers are really
language tools that will allow them to craft sentences that express just about anything they can think.
Say: The difference between giving a piece of information and really communicating often lies with the
adjectives and adverbs you choose. I could write, for example, “The cat came into the yard.”” This sentence
just gives you piece of information. Or I could write, “The hungry cat came fearfully into my yard.” The
second sentence communicates an image and an emotion, along with the information, because it is specific.
Write this sentence on the board: The boy ran across the grass.. Have students come up with modifiers that
could make that sentence specific and say the new sentence. For example, The joyful boy walked quickly
across the soft, green grass. The sad boy walked slowly across the dry grass.
Small Group Activity – Finding Adjectives and Adverbs

Have students form groups to find one short story or poem and one newspaper article.
Ask the groups to compare the kinds of adjectives and adverbs they find in the two kinds
of writing. Their discussion should answer these questions: 1. Keep it clear.
• Does this modifier create an image or communicate an emotion? 2. Make them agree.
• Does this modifier add more information to the sentence? 3. Make it specific.
• Does the modifier make the sentence more specific? 4. Dot your i’s and cross your t’s.
5. Make it active.
Have a member of each group present their group’s conclusions to the class and give one
good example of modifier usage that follows this grammar ground rule: Make it specific.
26 T327B

Prepositions Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 16 . 1 Prepositions
Objectives: Identify, use, and understand prepositions, including Student Edition pp. 347–350 on concepts called out by students’
• compound prepositions diagnostic test results.
W.4, W.10, SL.1.a, SL.1.c Test Warm-Up p. 356
DAY 2 16 . 1 Prepositions (continued) Curriculum Use the instruction
Objectives: Identify, use, and understand prepositions, including INSTRUCTION AND PRACTICE provide reinforcement, remediation,
Student Edition pp. 351–355
• prepositions used in
sentences taught in your literature curriculum.
• preposition or adverb? Links to
Unit 5 Prepositions and Appositives,
p. 734
“ Prepositions ground us in a specific place. Without prepositional

phrases, writing just floats in time and space. The bird flies. is
indeed a sentence, but The bird flies above an abandoned grain
elevator in the fading night sky. tells where and when.
”
—Jeff Anderson

and Practice
DimensionL Video
DimensionL grammar
T347A 27

Prepositions CONTINUED
Common Core
NOTES
“ To help students understand the value of prepositions and to
encourage sentence variety, have students practice by writing
sentences that begin with prepositional phrases (‘Across the
State Standards
to task, purpose, and audience. (Grade-specific
country, she waited for the phone to ring.’ ‘Under the weather, he expectations for writing types are defined in
”
standards 1–3 above.)
stayed home.’)
W.10 Write routinely over extended time frames
—Kelly Gallagher (time for research, reflection, and revision) and
Differentiated Instruction audiences.
Differentiated Instruction Boxes in this Teacher’s Edition address these student populations: or studied required material; explicitly draw on that
• Above-Level Students discussion.
elaboration and detail by making comments that
• Special Needs Students contribute to the topic, text, or issue under discussion.


Model with Students
In this chapter, keep it clear means putting a prepositional phrase in just the right place in a sentence.
Explain to students that prepositional phrases tell the relationship between a noun and some part of a
sentence. To keep it clear, the prepositional phrase needs to be near that part of the sentence.
Say: I could use a prepositional phrase to help describe a noun: The lion with the golden mane. Or I could
use one to describe a verb: walked around his cage. Each prepositional phrase is right next to the thing it
modifies. But what if I put those sentence parts together this way? The lion walked around his cage with
the golden mane. One of the prepositional phrases has been moved away from the word it modifies, and
the sentence doesn’t make sense.
Write this sentence on the board: The horse ran. Ask students to think of prepositional phrases to describe
either the horse or the way it ran. Have them tell you where the phrase would go in the sentence.
Small Group Activity – Finding Adjectives and Adverbs

Have students form groups to a set of directions for a simple task. Ask the groups to look
for prepositional phrases in the directions. Have them discuss how moving the phrases
to different places in the sentences could confuse the directions. Their discussion should 1. Keep it clear.
answer these questions: 2. Make them agree.
• What sentence part does the prepositional phrase modify? 3. Make it specific.
• Is the phrase closely connected to that part? 4. Dot your i’s and cross your t’s .
Have a member of each group present their conclusions to the class and give one good 5. Make it active.
example of prepositional phrase usage that follows this grammar ground rule: Keep it
clear.
28 T347B

Conjunctions and Interjections Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 17 . 1 Conjunctions
Objectives: Identify, use, and understand conjunctions, including Student Edition pp. 357–365 on concepts called out by students’
• coordinating conjunctions diagnostic test results.
Test Warm-Up p. 366
• correlative conjunctions • Integrated Language Arts
• subordinating conjunctions Curriculum Use the instruction
• conjunctive adverbs and practice in this chapter to
• punctuation with
W.4, W.10, SL.1.a, SL.1.c provide reinforcement, remediation,
conjunctive adverbs
taught in your literature curriculum.
DAY 2 17 . 2 Interjections
Links to
Objectives: Identify, use, and understand interjections INSTRUCTION AND PRACTICE Prentice Hall LITERATURE
W.4, W.10, SL.1.a, SL.1.c Student Edition pp. 367–368 Unit 3 Conjunctions and Interjections,
p. 508
DAY 3 Cumulative Review
Objectives: Identify, use, and understand the parts of speech, INSTRUCTION AND PRACTICE
including Student Edition pp. 369–370
• nouns, pronouns, and
verbs W.4, W.10, SL.1.a, SL.1.c,
• the other parts of speech L.1.b, L.1.d
“ Have students practice using short interjections as a way of adding

power to their writing. Do it! Now! Okay?
” —Kelly Gallagher

and Practice
DimensionL Video
DimensionL grammar
T357A 29

Conjunctions and Interjections CONTINUED
Common Core
NOTES
“ Have some fun with conjunctions. I love to use mnemonics to
help students feel less threatened. The coordinating conjunctions
become FANBOYS, helping us quickly recall for, and, nor, but,
State Standards
or, yet, so. But that’s just the first step—the real key to teaching W.10 Write routinely over extended time frames
conjunctions isn’t memorizing them; it’s learning how they function (time for research, reflection, and revision) and
”
for writers and readers. for a range of discipline-specific tasks, purposes, and
audiences.
—Jeff Anderson
Differentiated Instruction preparation by referring to evidence on the topic,
discussion.
• Below-Level Students elaboration and detail by making comments that
• Above-Level Students
L.1.b Use intensive pronouns (e.g., myself,
• Gifted and Talented Students ourselves).
• Special Needs Students L.1.d Recognize and correct vague pronouns (i.e.,
ones with unclear or ambiguous antecedents).
Grammar Ground Rule: Make It Specific!

Model with Students
In this chapter, making it specific means using conjunctions to say what you really mean. Explain to
students that two clauses always have some kind of relationship with each other. If they don’t, they
shouldn’t be in the same sentence. Conjunctions make that relationship clear.
Say: I could say, I lost my pen and I can’t write. Using the conjunction and indicates that the two things
are of equal importance and just happened together. But that’s not really what I mean. I mean, Because I
lost my pen, I can’t write. One thing (losing the pen) made the other thing (not being able to write) happen.
Using the specific conjunction Because makes the sentence communicate that.
Write this sentence on the board: The boy ate his breakfast and he went to school. Ask students to think
of a conjunction that could tell the time relationship between the boy eating his breakfast and his going to
school (before, when).
Small Group Activity – Looking at Conjunctions Grammar Ground Rules

Have students form groups to find a recipe for a simple meal. If it is written in paragraph 1. Keep it clear.
form, have students identify the subordinating conjunctions and discuss how they relate 2. Make them agree.
the clauses. If it is written in numbered steps, have the students turn it into a paragraph
3. Make it specific.
by using subordinating conjunctions, then have them discuss why they used particular
conjunctions. Have a member of each group present their conclusions to the class and 4. Dot your i’s and cross your t’s.
give one good example of conjunction usage that follows this grammar ground rule: Make 5. Make it active.
it specific.
30 T357B

Basic Sentence Parts Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 18 . 1 The Basic Sentence;
18 . 2 Complete Subjects and Predicates Combine instructional days, focusing
on concepts called out by students’
diagnostic test results.
“What Do You Notice?” INSTRUCTION AND PRACTICE
Objectives: Identify, use, and understand basic sentence parts, Student Edition pp. 371–376 • Integrated Language Arts
including subjects and verbs to express complete thoughts. Curriculum Use the instruction
Identify, use, and understand complete subjects and predicates. and practice in this chapter to
W.4, W.10, SL.1.a, SL.1.c provide reinforcement, remediation,
DAY 2 18 . 2 Complete Subjects and Predicates (continued); taught in your literature curriculum.
Links to
18 . 3 Compound Subjects and Compound Verbs Prentice Hall LITERATURE
Objectives: Identify, use, and understand complete subjects and INSTRUCTION AND PRACTICE Unit 4 Simple and Compound
predicates. Identify, use, and understand compound subjects and Subjects, p. 582; Subject
verbs. Complements, p. 634; Predicate Nouns
W.4, W.10, SL.1.a, SL.1.c
and Predicate Adjectives, p. 652
DAY 3 18 . 4 Hard-to-Find Subjects

Objectives: Identify, use, and understand complements, including INSTRUCTION AND PRACTICE
• subject of a command or • subjects in sentences Student Edition pp. 381–386
request inverted for emphasis
• subjects in questions
• subjects in sentences
beginning with there or here W.4, W.10, SL.1.a, SL.1.c
DAY 4 18 . 5 Complements
Objectives: Identify, use, and understand complements, including INSTRUCTION AND PRACTICE
• direct objects • direct objects in questions Student Edition pp. 387–392
• distinguishing between
direct objects, adverbs, and
objects of prepositions W.4, W.10, SL.1.a, SL.1.c

and Practice
assess students’ skills
Personalized Students take grammar Teacher uses ExamView to Teachers may use the
areas where they need support. ExamView tests or use the eText to check students’ DimensionL Video
ones provided. mastery of grammar Games
Teacher- Teacher administers the skills.
Instruction Students may also play video games challenge
focus of instruction and
DimensionL grammar students’ mastery of
practice.
video games to test their grammar.
grammar skills.
T371A 31

Basic Sentence Parts CONTINUED
Common Core
NOTES make
DAY 5 18cell/row height
. 5 Complements = exactly 1p10
(continued) State Standards
Objectives: Identify, use, and understand complements, including INSTRUCTION AND PRACTICE W.4 Produce clear and coherent writing in which the
• indirect objects Student Edition pp. 393–395 to task, purpose, and audience.
• distinguishing between W.10 Write routinely over extended time frames
indirect objects and objects (time for research, reflection, and revision) and
of prepositions W.4, W.10, SL.1.a, SL.1.c
DAY 6 18 . 5 Complements (continued) audiences.
Objectives: Identify, use, and understand subject complements INSTRUCTION AND PRACTICE
Student Edition 396–399 text, or issue to probe and reflect on ideas under
discussion.
“ Fragment and run-on problems will disappear only when students

are able to accurately identify the subject and the predicate. We
should not take for granted that students—even those in high
school—are able to make this distinction.
” —Kelly Gallagher
“ If students are to edit with skill, they have to have a strong notion
of what it takes to make a sentence. Though, most students
can write a sentence, they may not have truly internalized the
successful patterns that go into good sentences. Without these
essential tools, they can’t perform the drafting acrobatics evolving
writers require.
32 T371B

Phrases and Clauses Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 19 . 1 Phrases
Objectives: Identify, use, and understand phrases, including Student Edition pp. 401–408 on concepts called out by students’
• prepositional phrases diagnostic test results.
• appositives and appositive • Integrated Language Arts
phrases W.4, W.10, SL.1.a, SL.1.c
DAY 2 19 . 1 Phrases (continued) provide reinforcement, remediation,
Objectives: Identify, use, and understand verbals and verbal INSTRUCTION AND PRACTICE taught in your literature curriculum.
phrases (participles) W.4, W.10, SL.1.a, SL.1.c Student Edition pp. 409–412
Links to
DAY 3 19 . 1 Phrases (continued)
• Unit 5 Prepositions and
Objectives: Identify, use, and understand verbals and verbal INSTRUCTION AND PRACTICE Appositives, p. 734; Gerunds and
phrases (gerunds, infinitives) Student Edition pp. 413–416 Gerund Phrases, p. 778
W.4, W.10, SL.1.a, SL.1.c
• Unit 6 Independent and
DAY 4 19 . 2 Clauses Subordinate Clauses, p. 854;
Simple, Compound, and Complex
Objectives: Identify, use, and understand adjectival clauses INSTRUCTION AND PRACTICE Sentences, p. 874

and Practice
DimensionL Video
DimensionL grammar
T401A 33

Phrases and Clauses CONTINUED
Common Core
NOTES make
DAY 5 19cell/row height = exactly 1p10
. 2 Clauses (continued) State Standards
Objectives: Identify, use, and understand adverbial clauses INSTRUCTION AND PRACTICE W.4 Produce clear and coherent writing in which the
W.4, W.10, SL.1.a, SL.1.c Student Edition pp. 423–425 to task, purpose, and audience.
DAY 6 19 . 3 Classifying Sentences by Structure (time for research, reflection, and revision) and
Objectives: Identify, use, and understand the four structures of INSTRUCTION AND PRACTICE audiences.
sentences, including Student Edition pp. 426–431 SL.1.a Come to discussions prepared, having read
• simple sentences or studied required material; explicitly draw on that
Test Warm-Up p. 432
• compound sentences preparation by referring to evidence on the topic,
• complex sentences text, or issue to probe and reflect on ideas under
• compound-complex discussion.
sentences W.4, W.10, SL.1.a, SL.1.c SL.1.c Pose and respond to specific questions with
“ Powerful writing has a lot to do with the artful use of phrases and
clauses. In these sentence parts are the potential of powerful detail.
These grammatical structures, more than any other, help students
paint clear pictures and establish rhythms and patterns in their
”
writing.
—Jeff Anderson
“ Students like to write simple sentences, usually in the 6–10 word

range. It is not until we teach them how to add branches (phrases
and clauses) to their sentences that we begin to see their writing
flourish. We want to move our students’ sentencing past the ‘palm
tree’ stage and into writing that exhibits multiple branching.
”
—Kelly Gallagher
34 T401B

Effective Sentences Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 20 . 1 Classifying the Four Functions of a Sentence
Objectives: Identify, use, and understand the four functions of a Student Edition pp. 433–437 on concepts called out by students’
sentence diagnostic test results.
W.4, W.10, SL.1.a, SL.1.c
DAY 2 20 . 2 Combining Sentences Curriculum Use the instruction
Objectives: Identify, use, and understand sentence-combining INSTRUCTION AND PRACTICE provide reinforcement, remediation,
methods, including or extension of grammar concepts
• combining sentence parts taught in your literature curriculum.
• joining clauses W.4, W.10, SL.1.a, SL.1.c
Links to
DAY 3 20 . 3 Varying Sentences • Unit 3 Writing Workshop:
Objectives: Identify, use, and understand aspects of varying INSTRUCTION AND PRACTICE Combining Sentences, p. 531
sentences, including Student Edition pp. 443–445 • Unit 4 Sentence Types, p. 598;
• varying sentence length Writing Workshop: Revising for
• varying sentence Strong, Functional Sentences,
beginnings W.4, W.10, SL.1.a, SL.1.c p. 617; Writing Workshop: Revising
Choppy Sentences, p. 673
DAY 4 20 . 4 Avoiding Sentence Problems • Unit 5 Writing Workshop:
Combining Sentences for Variety, p.
Objectives: Identify, use, and understand adjectives, including INSTRUCTION AND PRACTICE
805
• correcting sentence Student Edition pp. 446–455 • Unit 6 Writing Workshop: Revising
fragments
Sentence Fragments, p. 909
• correcting clause
fragments
• recognizing run-on
sentences
• correcting run-on
sentences W.4, W.10, SL.1.a, SL.1.c

and Practice
DimensionL Video
DimensionL grammar
T433A 35

Effective Sentences CONTINUED
Common Core
NOTES make
DAY 5 20cell/row
. 4 Avoiding height = exactly
Sentence Problems 1p10
(continued) State Standards
Objectives: Identify, use, and understand methods for avoiding INSTRUCTION AND PRACTICE W.4 Produce clear and coherent writing in which the
sentence problems, including development, organization, and style are appropriate
Student Edition pp. 451–455, to task, purpose, and audience.
• recognizing run-on • avoiding double negatives 457–460
sentences (continued)
Test Warm-Up p. 456 (time for research, reflection, and revision) and
• correcting run-on shorter time frames (a single sitting or a day or two)
sentences (continued) for a range of discipline-specific tasks, purposes, and
• properly placing modifiers W.4, W.10, SL.1.a, SL.1.c audiences.
DAY 6 20 . 4 Avoiding Problems (continued) or studied required material; explicitly draw on that
Objectives: Identify, use, and understand methods for avoiding INSTRUCTION AND PRACTICE discussion.
common usage problems Student Edition pp. 461–465
W.4, W.10, SL.1.a, SL.1.c SL.1.c Pose and respond to specific questions with

Objectives: Identify, use, and understand sentence structure and INSTRUCTION AND PRACTICE
style, including Student Edition pp. 466–468
• subjects and predicates • avoiding sentence
• complements problems
• phrases and clauses
• combining and varying
sentences W.4, W.10, SL.1.a, SL.1.c
“ If we want young writers to bloom, we should spend time focusing

on what good writers do before focusing on editing rules. The ‘stuff’
needs to get better before it gets correct. Let’s start by teaching
students sentence variety, and the editing will follow.
”
—Kelly Gallagher
36 T43336

Using Verbs Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 21 . 1 Four Principal Parts of Verbs
Objectives: Identify, use, and understand the four principal parts Student Edition pp. 469–472 on concepts called out by students’
of regular verbs diagnostic test results.
W.4, W.10, SL.1.a, SL.1.c
DAY 2 21 . 1 Four Principal Parts of Verbs (continued) Curriculum Use the instruction
Objectives: Identify, use, and understand the four principal parts INSTRUCTION AND PRACTICE provide reinforcement, remediation,
of irregular verbs or extension of grammar concepts
Links to
DAY 3 21 . 2 The Six Verb Tenses Prentice Hall LITERATURE
Objectives: Identify, use, and understand aspects of verb tenses, INSTRUCTION AND PRACTICE Unit 2 Principal Parts of Verbs,
including Student Edition pp. 478–482 p. 240; Writing Workshop: Correcting
• the six verb tenses Errors With Verbs, p. 267; Simple Verb
• conjugating the basic Tenses, p. 298; Perfect Tenses of Verbs,
forms p. 330; Writing Workshop: Revising to
• conjugating be W.4, W.10, SL.1.a, SL.1.c
Maintain Verb Tense, p. 359
DAY 4 21 . 2 The Six Verb Tenses (continued)

Objectives: Identify, use, and understand aspects of verb tenses, INSTRUCTION AND PRACTICE
• the progressive tenses of
verbs
• the progressive tenses of
sing W.4, W.10, SL.1.a, SL.1.c

and Practice
DimensionL Video
DimensionL grammar
T469A 37

Using Verbs CONTINUED
Common Core
NOTES make
DAY 5 21cell/row height
. 2 The Six Verb Tenses=(continued)
exactly 1p10 State Standards
Objectives: Identify, use, and understand aspects of verb tenses, INSTRUCTION AND PRACTICE W.4 Produce clear and coherent writing in which the
including development, organization, and style are appropriate
Student Edition pp. 486–490, to task, purpose, and audience.
• active and passive voice 492–493
• moods of verbs W.4, W.10, SL.1.a, SL.1.c Test Warm-Up p. 491 (time for research, reflection, and revision) and
DAY 6 21 . 3 Troublesome Verbs for a range of discipline-specific tasks, purposes, and

audiences.
Objectives: Identify, use, and understand troublesome verbs INSTRUCTION AND PRACTICE or studied required material; explicitly draw on that
discussion.
“ Since strong verbs make writing vivid, it is important that we show

students how much their writing pivots on crafting the right verb.
Verbs place the reader in time—past, present, or future. However,
when verbs don’t agree in number or person or follow the patterns
of standard English, clear writing grinds to a halt.
”—Jeff Anderson
“ Re means ‘again.’ Vision means ‘to see.’ Revision means the paper
needs to be seen again in a different light. It must move somewhere.
One simple way to improve writing is to replace weak verbs with
stronger verbs. Strong verbs drive strong sentences.
”
—Kelly Gallagher
38 T469B

Using Pronouns Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 22 . 1 Case • Accelerated Lesson Planning
Objectives: Recognize cases of personal pronouns Student Edition pp. 499–501 on concepts called out by students’
W.4, W.10, SL.1.a, SL.1.c, L.1.a
DAY 2 22 . 1 Case (continued) and practice in this chapter to
INSTRUCTION AND PRACTICE
provide reinforcement, remediation,
Objectives: Identify, use, and understand pronoun cases,
including or extension of grammar concepts
Student Edition pp. 502–503,
• the nominative case 505–506
• the objective case W.4, W.10, SL.1.a, SL.1.c, L.1.a Test Warm-Up p. 508 Links to
DAY 3 22 . 1 Case (continued) Unit 1 Personal and Possessive
Pronouns, p. 108; Interrogative and
Objectives: Identify, use, and understand pronouns, including INSTRUCTION AND PRACTICE Indefinite Pronouns, p. 130
• the possessive case Student Edition pp. 504, 507,
• who and whom 509–510
W.4, W.10, SL.1.a, SL.1.c, L.1.a Test Warm-Up p. 508
“ Since strong verbs make writing vivid, it is important that we show

students how much their writing pivots on crafting the right verb.
Verbs place the reader in time—past, present, or future. However,
when verbs don’t agree in number or person or follow the patterns
of standard English, clear writing grinds to a halt.

and Practice
Personalized Students take grammar Teacher uses ExamView to Teachers may use assess students’ skills
Instruction diagnostic test online and administer end-of-chapter the Test Warm-Ups and assign instruction
are automatically assigned assessment and remediation. and the Cumulative and practice.
instruction and practice in Teachers may customize Reviews in the student
areas where they need support. ExamView tests or use the book or eText to check
ones provided. students’ mastery of
DimensionL Video
Teacher- Teacher administers the grammar skills. Games
DimensionL grammar
T499A 39

CHAPTER 23 LESSON PLAN
Using Pronouns CONTINUED Using Pronouns CONTINUED
Making Words Ag
Common Core
NOTES
“ Students should be taught the different casesStudents
of pronouns
(nominative, objective, possessive), but they will “
should be taught the different cases of pronouns (nominative,
only internalize
objective, possessive), but they will only internalize them when they
State Standards
” ”
them when they begin using them in their own writing.
begin using them in their own writing. to task, purpose, and audience.
—Kelly Gallagher —Kelly Gallagher W.10 Write routinely over extended time frames
Differentiated Instruction Differentiated Instruction for a range of discipline-specific tasks, purposes, and
audiences.
Differentiated Instruction Boxes in this Teacher’s EditionDifferentiated
address theseInstruction
student populations:
Boxes in this Teacher’s Edition address these student populations:
• Below-Level Students • Below-Level Students or studied required material; explicitly draw on that
• Above-Level Students • Above-Level Students text, or issue to probe and reflect on ideas under
discussion.
• Gifted and Talented Students • Gifted and Talented Students
• Special Needs Students • Special Needs Students elaboration and detail by making comments that
• English Language Learners • English Language Learners
L.1.a Ensure that pronouns are in the proper case
• Spanish Speaking Students • Spanish Speaking Students (subjective, objective, possessive).
Grammar Ground Rule: Keep It Simple!

Grammar Ground Rule: Keep It Simple!
Model with Students Model with Students
In this chapter, keep it simple means using pronouns, especially possessive
In this chapter, keep it pronouns. Explain
simple means usingtopronouns,
students especially possessive pronouns. Explain to students
that a possessive pronoun such as his can take the place
thatofafour or five words.
possessive pronounThat makes
such a sentence
as his can take the place of four or five words. That makes a sentence
simpler and easier to read. simpler and easier to read.
Say: Suppose I want to talk about a zebra’s stripes. I could Say:say,Suppose
A zebra Inever
want changes the stripes
to talk about thatstripes. I could say, A zebra never changes the stripes that
a zebra’s
belong to the zebra. Or I could say, A zebra never changesbelongits stripes.
to theThe second
zebra. Or I sentence
could say,isAazebra
simpler,
never changes its stripes. The second sentence is a simpler,
better sentence because of the pronoun its. Or consider this sentence:
better sentence Marlie is wearing
because of the the sweater
pronoun its. of
Or consider this sentence: Marlie is wearing the sweater of
the sister of Marlie. It’s simpler and easier to say, Marlie isthe
wearing
sister ofherMarlie.
sister’s
It’ssweater.
simpler and easier to say, Marlie is wearing her sister’s sweater.
Explain that students can use possessive pronouns to make their
Explain thatwriting simpler
students can and clearer, but pronouns
use possessive they need to make their writing simpler and clearer, but they need
to be careful. Say: We make a noun possessive by adding ancareful.
to be apostrophe
Say: and an –s,a but
We make nounyou should never
possessive by adding an apostrophe and an –s, but you should never
add that to a possessive pronoun. Steve’s hat means “the
addhat ofto
that Steve.” His hat means
a possessive “the
pronoun. hat ofhat
Steve’s him.” If “the hat of Steve.” His hat means “the hat of him.” If
means
you add an apostrophe and an –s, you get “the hat of him
youofadd
him.”
an apostrophe and an –s, you get “the hat of him of him.”
Grammar Assessment
Grammar Diagnostic
Small Group Activity – Finding Pronouns Small Group Activity – Finding Pronouns Coach:
Have students form groups and find a paragraph from aHave shortstudents
story. Have
formone student
groups andread
find the paragraph,
a paragraph from a short story. Have one student
Grammar Ground Rules Personalized Students
Instruction diagnost
stopping at each pronoun. The other students should thenreadsay
thethe words that
paragraph, the pronoun
stopping at eachhas replaced,
pronoun. The other students should then say the 1. Keep it clear. are autom
if they can. Sometimes an antecedent will not be in the words
selection.
thatHave studentshas
the pronoun discuss howifthe
replaced, use
they of Sometimes an antecedent will not be
can. 2. Make them agree. instructio
pronouns makes the sentences simpler and clearer. Their discussion
in the should
selection. Haveanswer
studentsthese questions:
discuss how the use of pronouns makes the sentences 3. Make it specific. areas wh
• What kinds of words do pronouns replace? simpler and clearer. Their discussion should answer these questions:
4. Dot your i’s and cross your t’s.
Teacher- Teacher a
• How do they make sentences simpler? • What kinds of words do pronouns replace? 5. Make it active. Directed diagnosti
Have a member of each group present their conclusions to• the
How do and
class theygive
make sentences
one simpler?
good example of Instruction focus of
pronoun usage that follows this grammar ground rule: Keep
Haveitasimple.
member of each group present their conclusions to the class and give one good practice.
example of pronoun usage that follows this grammar ground rule: Keep it simple.
4040 T499B

SON PLANNER
ds Agree
Making Words Agree Alternate Pacing Plans
Alternate Pacing Plans
the Lesson Planner represents a the Lesson Planner represents a
Use the Online Lesson Planner at www.phwritingcoach.com
block
your instructional plan for an integrated Language Arts
to customize
scheduling may combine
curriculum.
NOTES
days to revise pacing to meet their days to revise pacing to meet their
classroom needs. classroom needs.
DAY 1 23 . 1 Subject-Verb Agreement
• Accelerated Lesson Planning • Accelerated Lesson Planning
“What Do You Notice?” Combine instructional days, focusing AND PRACTICE
INSTRUCTION Combine instructional days, focusing
on concepts called out
Objectives: Identify, use, and understand aspects of subject-verb Student by students’
Edition pp. 511–518 on concepts called out by students’
agreement, including diagnostic test results.
Test Warm-Up p. 519 diagnostic test results.
• singular and plural • Integrated Language Arts • Integrated Language Arts
subjects
Curriculum Use the instruction Curriculum Use the instruction
• singular and plural verbs
and practice in this chapter to and practice in this chapter to
• making verbs agree
with singular and plural provide reinforcement, remediation, provide reinforcement, remediation,
subjects or extension
W.4, W.10, SL.1.a, SL.1.c of grammar concepts or extension of grammar concepts
taught in your literature curriculum. taught in your literature curriculum.
DAY 2 23 . 1 Subject-Verb Agreement (continued)
Links to Links to
Prentice Hall LITERATURE Prentice Hall LITERATURE
Objectives: Identify, use, and understand aspects of subject-verb INSTRUCTION AND PRACTICE
agreement, including Unit 1 Writing Workshop: Revising Unit 1 Writing Workshop: Revising
Student Edition
• making verbs agree with for agree
• making verbs Pronoun-Antecedent
with pp.Agreement,
520–523, 525 for Pronoun-Antecedent Agreement,
collective nouns p. 159
compound subjects p. 159
W.4, W.10, SL.1.a, SL.1.c
DAY 3 23 . 1 Subject-Verb Agreement (continued)

Objectives: Identify, use, and understand aspects of subject-verb INSTRUCTION AND PRACTICE
agreement, including Student Edition pp. 523–524,
• inverted sentences 526–528
• indefinite pronouns W.4, W.10, SL.1.a, SL.1.c
DAY 4 23 . 2 Pronoun-Antecedent Agreement

Objectives: Identify, use, and understand aspects of pronoun- INSTRUCTION AND PRACTICE
antecedent agreement, including Student Edition pp. 529–532
• personal pronouns • agreement between
• avoiding problems with personal and indefinite
number and gender pronouns
W.4, W.10, SL.1.a, SL.1.c,
L.1.c, L.1.d www.phwritingcoach.com
Grammar Assessment Grammar Assessment Grammar Assessment

mmar Diagnostic Assessment End-of-Chapter Assessment
and Practice
Progress Monitoring
and Practice
ch: Grammar Diagnostic Assessment End-of-Chapter Assessment Progress Monitoring
Coach: Chapter diagnostic tests Chapter diagnostic tests
alized Students take grammar Teacher uses ExamView to assess students’ skills Teachers may use assess students’ skills
ction Personalized
diagnostic test online and Students takeend-of-chapter
administer grammar Teacher uses ExamView to
and assign instructionthe Test Warm-Ups and assign instruction
are automatically Instruction
assigned diagnostic
assessmenttest and
online and
remediation. administer end-of-chapter
andand
practice. and the Cumulative and practice.
instruction and practice in are automatically assigned
Teachers may customize assessment remediation.Reviews in the student
areas where they need support.instruction
ExamView andtests
practice in the
or use Teachers may customize book or eText to check
areas where they
ones provided. need support. DimensionL Video
ExamView tests or use the students’ mastery of
DimensionL Video
her- Teacher administers the Games
ones provided. grammar skills. Games
cted diagnostic test andTeacher-
determines Teacher administers the Fast-paced interactive Fast-paced interactive
focus of instructionDirected
ction diagnostic test and determines Students may also play
and video games challenge Students may also play video games challenge
Instruction focus of instruction and DimensionL grammar
practice.
practice. videostudents’ mastery
games to test their of DimensionL grammar students’ mastery of
grammar.
grammar skills. video games to test their grammar.
grammar skills.
Lesson Planner continues on next page Lesson Planner continues on next page
T511A T511A 41

Making Words Agree CONTINUED
Common Core
NOTES
“ When our words don’t match, the reader hits a snag. Making verbs
agree in number simply means you need to know the difference
between plural and singular. Plural nouns that end in s take no s in
State Standards
W.4 Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
the verb; singular nouns need the s on the verb. Pay attention to the W.10 Write routinely over extended time frames
”
patterns; they exist and help you know what to do. (time for research, reflection, and revision) and
—Jeff Anderson for a range of discipline-specific tasks, purposes,
and audiences.
discussion.
SL.1.c Pose and respond to specific questions
• Above-Level Students with elaboration and detail by making comments
that contribute to the topic, text, or issue under
discussion.
• Special Needs Students L.1.c Recognize and correct inappropriate shifts in
L.1.d Recognize and correct vague pronouns (i.e.,
• Spanish Speaking Students ones with unclear or ambiguous antecedents).
Grammar Ground Rule: Make Them Agree!

Model with Students
In this chapter, everything is about making them agree—pronouns and their antecedents, verbs and their
subjects. Explain to students that, when it comes to agreement, nouns rule. Everything else must agree with
them.
Say: A noun that is the subject of a sentence or a clause can be singular or it can be plural. Whatever it
is, the verb must agree with it. If I want to talk about one cat, any verb I use must be singular. The cat
sits. The cat runs. The cat walks across my computer keyboard. If I’m talking about several cats, any verb
I use must be plural. The cats sit. The cats run. The cats knock over all my plants.
Explain that the same thing is true for nouns and pronouns. If the noun antecedent is singular, the pronoun
must be singular. Write on the board this sentence: The cats ran for _______ food bowls. Ask what pronoun
belongs in the blank.
Small Group Activity – Finding and Describing Verbs

Have students form groups and find a simple science article. Have one student read the
article, stopping at each verb. The other students should then tell whether the verb is
singular or plural. Have students discuss helping verbs and the question of agreement. 1. Keep it clear.
The discussion should answer these questions: 2. Make them agree.
• In a verb phrase, does the helping verb need to agree with the subject? 3. Make it specific.
• In a verb phrase, does the main verb change to agree with the subject? 4. Dot your i’s and cross your t’s.
Have a member of each group present their conclusions to the class and give one good 5. Make it active.
example of verb usage that follows this grammar ground rule: Make them agree!
42 T511B

Using Modifiers Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 24 . 1 Comparisons Using Adjectives and Adverbs
Objectives: Identify, use, and understand aspects of comparison, Student Edition pp. 533–537 on concepts called out by students’
• three forms of comparison • adverbs ending in –ly • Integrated Language Arts
• regular modifiers with one • less and least Curriculum Use the instruction
or two syllables
• regular modifiers with
three or more syllables W.4, W.10, SL.1.a, SL.1.c provide reinforcement, remediation,
DAY 2 24 . 1 Comparisons Using Adjectives and Adverbs (continued) taught in your literature curriculum.
Links to
Objectives: Identify, use, and understand aspects of comparison, INSTRUCTION AND PRACTICE Prentice Hall LITERATURE
• irregular adjective and Unit 3 Comparisons With Adjectives,
adverb forms p. 434; Writing Workshop: Revising for
• comparative and Correct Use of Troublesome Modifiers,
superlative degrees W.4, W.10, SL.1.a, SL.1.c
p. 465
DAY 3 24 . 1 Comparisons Using Adjectives and Adverbs (continued)

Objectives: Identify, use, and understand aspects of making INSTRUCTION AND PRACTICE
logical comparisons Student Edition pp. 541–543
W.4, W.10, SL.1.a, SL.1.c
DAY 4 24 . 2 Troublesome Adjectives and Adverbs

Objectives: Identify, use, and understand making clear INSTRUCTION AND PRACTICE
comparisons, including using troublesome adjectives and Student Edition pp. 544–547
adverbs

and Practice
DimensionL Video
DimensionL grammar
T533A 43

Using Modifiers CONTINUED
Common Core
NOTES make cell/rowReview
DAY 5 Cumulative height = exactly 1p10 State Standards
Objectives: Identify, use, and understand word usage, including INSTRUCTION AND PRACTICE W.4 Produce clear and coherent writing in which the
• verb tenses and forms • subject-verb and pronoun- Student Edition pp. 549–550 to task, purpose, and audience.
• pronouns antecedent agreement
• modifiers (time for research, reflection, and revision) and
W.4, W.10, SL.1.a, SL.1.c, L.1.a, shorter time frames (a single sitting or a day or two)
L.1.c, L.1.d for a range of discipline-specific tasks, purposes, and
audiences.
“
Groucho Marx once said: ‘One morning I shot an elephant in my preparation by referring to evidence on the topic,
pajamas. How he got into my pajamas I’ll never know!’ Before discussion.
teaching misplaced modifiers, give students humorous examples SL.1.c Pose and respond to specific questions with
and have them figure out the double meanings. Let them play with elaboration and detail by making comments that
”
misplaced modifiers before introducing the rules. L.1.a Ensure that pronouns are in the proper case
(subjective, objective, possessive).
—Kelly Gallagher
L.1.c Recognize and correct inappropriate shifts in
Differentiated Instruction L.1.d Recognize and correct vague pronouns (i.e.,
Differentiated Instruction Boxes in this Teacher’s Edition address these student populations: ones with unclear or ambiguous antecedents).

Model with Students
In this chapter, keep it clear means making your comparisons logical and balanced. Explain to students that
comparisons are important in many different kinds of writing, but comparisons that don’t really make sense
will just confuse your reader.
Say: Suppose I want to compare two activities, to tell you which one I like better. I might say, I like
sewing my own clothes better than the piano. But that’s just confusing. You can’t sew a piano, and that’s
what the sentences suggests. You can’t compare an activity, such as sewing, with a musical instrument,
such as the piano. It’s much better to say, I like sewing my own clothes better than playing the piano.
Compare things that can be compared.
Write this sentence on the board. Riding a boogie board is easier than a surfboard. Have students tell you
what two things are being compared. (riding, surfboard) Ask: Does it make sense to compare these two
things? How could you change the sentence so that the comparison makes sense? (Riding a boogie board
is easier than riding a surfboard.)
Small Group Activity – Finding and Making Comparisons Grammar Ground Rules
Have students form groups and research or imagine two products. Have the students write a 1. Keep it clear.
paragraph comparing the products and how they work. Have students discuss the comparisons
2. Make them agree.
they use in the paragraph. The discussion should answer these questions:
3. Make it specific.
• What are the two things being compared?
4. Dot your i’s and cross your t’s.
• Does it make sense to compare these two things?
5. Make it active.
Have a member of each group present their conclusions to the class and give one good example
of a comparison that follows this grammar ground rule: Keep it clear.
44 T533B

Punctuation Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 25 . 1 End Marks
Objectives: Identify, use, and understand end marks, including Student Edition pp. 551–555 on concepts called out by students’
• periods • exclamation marks
• question marks W.4, W.10, SL.1.a, SL.1.c, L.2.a • Integrated Language Arts
DAYS 2–4 25 . 2 Commas and practice in this chapter to
Objectives: Identify and understand aspects of using commas, INSTRUCTION AND PRACTICE or extension of grammar concepts
• in compound sentences • with dates and Links to
• avoiding comma splices geographical names Prentice Hall LITERATURE
• in a series • in numbers
• between adjectives • with addresses and in • Unit 1 Writing Workshop: Revising
• after introductory material letters for Errors With Possessive Nouns,
• with parenthetical • with direct quotations
p. 89
expressions
• with nonessential • Unit 6 Commas, p. 930;
expressions W.4, W.10, SL.1.a, SL.1.c Semicolons and Colons, p. 954;
Writing Workshop: Punctuating
DAY 5 25 . 3 Semicolons and Colons Citations and Titles of Reference
Works, p. 993
Objectives: Identify and understand aspects of using semicolons INSTRUCTION AND PRACTICE
and colons, including Student Edition pp. 571–574
• to join independent clauses
• to avoid confusion W.4, W.10, SL.1.a, SL.1.c

and Practice
DimensionL Video
DimensionL grammar
T551A 45

Punctuation CONTINUED
Common Core
NOTES DAYS 6–8 25 . 4 Quotation Marks, Underlining, and Italics State Standards
Objectives: Identify and understand aspects of using quotation INSTRUCTION AND PRACTICE W.4 Produce clear and coherent writing in which the
marks including development, organization, and style are appropriate
Student Edition pp. 575–586 to task, purpose, and audience.
• with quotations • for dialogue
• with other punctuation • in titles and other special (time for research, reflection, and revision) and
marks words shorter time frames (a single sitting or a day or two)
• quotations within for a range of discipline-specific tasks, purposes, and
quotations audiences.
• explanatory material SL.1.a Come to discussions prepared, having read
within quotations or studied required material; explicitly draw on that
DAY 9 25 . 5 Hyphens text, or issue to probe and reflect on ideas under

discussion.
Objectives: Identify and understand aspects of using hyphens, INSTRUCTION AND PRACTICE
including Student Edition pp. 587–592 contribute to the topic, text, or issue under discussion.
• in numbers • at the ends of lines L.2.a Use punctuation (commas, parentheses,
• with prefixes and suffixes • to divide words dashes) to set off nonrestrictive/parenthetical
• in compound words elements.
• with compound modifiers
DAY 10 25 . 6 Apostrophes
Objectives: Identify and understand aspects of using INSTRUCTION AND PRACTICE
apostrophes, including Student Edition pp. 593–597
• with possessive nouns • to create plurals
• with pronouns
• with contractions
DAY 11 25 . 7 Parentheses and Brackets

Objectives: Identify and understand aspects of using INSTRUCTION AND PRACTICE
parentheses and brackets. Student Edition pp. 598–600
DAY 12 25 . 8 Ellipses and Dashes

Objectives: Identify and understand aspects of using ellipses INSTRUCTION AND PRACTICE
and dashes. Student Edition pp. 601–605
Test Warm-Up p. 606
46 T551B

Capitalization Alternate Pacing Plans
NOTES
classroom needs.
DAY 1 26 . 1 Capitalization
Objectives: Identify, use, and understand capitalization, Student Edition pp. 607–618 on concepts called out by students’
• with the word I • Integrated Language Arts
• in sentences Curriculum Use the instruction
• in quotations
W.4, W.10, SL.1.a, SL.1.c, L.2.a
• for proper nouns
DAY 2 26 . 1 Capitalization taught in your literature curriculum.
Objectives: Identify, use, and understand capitalization, INSTRUCTION AND PRACTICE

• for proper adjectives
Test Warm-Up p. 628
• for titles of people
• for titles of works
• in letters
• in abbreviations, acronyms, W.4, W.10, SL.1.a, SL.1.c
and initials

Objectives: Identify, use, and understand mechanics, including INSTRUCTION AND PRACTICE
• punctuation Student Edition pp. 629–630
• capitalization W.4, W.10, SL.1.a, SL.1.c

and Practice
DimensionL Video
DimensionL grammar
T607A 47

Capitalization CONTINUED
Common Core
NOTES
“ With apologies to e.e. cummings, capitalization needs to be addressed
more vigorously in our classrooms. This is especially true in the age of
State Standards
”
text-messaging, instant messaging, and social Web site posts. to task, purpose, and audience.
—Kelly Gallagher W.10 Write routinely over extended time frames
audiences.
Differentiated Instruction SL.1.a Come to discussions prepared, having read
Differentiated Instruction Boxes in this Teacher’s Edition address these student populations: or studied required material; explicitly draw on that
• Below-Level Students text, or issue to probe and reflect on ideas under
discussion.
• Gifted and Talented Students elaboration and detail by making comments that
L.2.a Use punctuation (commas, parentheses,
• English Language Learners dashes) to set off nonrestrictive/parenthetical
elements.
Grammar Ground Rule: Dot Your i’s and Cross Your t’s!
Model with Students
In this chapter, dotting your i’s and crossing your t’s
’s means being careful to use the right capitalization.
Explain to students that, when almost everything was written by hand, dotting your i’s ’s and crossing your t’s
was very important.
Say: An undotted i could look like an e, and an uncrossed t could look like an i. So the last thing a writer
did was to go over what he or she had written to make sure that these letters were dotted and crossed.
Today, we use this phrase to mean “make sure you’ve got the details right.” In other words, you need to
edit your writing. I don’t like to worry about all the details of capitalization when I’m writing my first draft.
I like to let the ideas flow. That’s why I make sure that I always edit what I’ve written.
Write this sentence on the board, incorrect capitalization and all: when mr. thomas went to houston, he
took the Train. Have students work with you to edit and revise the sentence. As they make suggestions for
capitalizing, have them explain why they think the word in question should be capitalized or lower case.
Small Group Activity – Editing and Revising

Have students form groups to find an article about a vacation area. Have the students
rewrite a paragraph from the article, changing the capitalization so that it is incorrect.
Then have the groups exchange articles and edit the paragraphs. As they do their 1. Keep it clear.
revisions, have the groups discuss the changes they are making. The discussions should 2. Make them agree.
answer these questions: 3. Make it specific.
• Why should this particular word be capitalized? 4. Dot your i’s and cross your t’s.
• Why should this other word not be capitalized? 5. Make it active.
Have a member of each group present their conclusions to the class and give one good
example of a sentence that follows this grammar ground rule: Dot your i’s and cross your t’s.
48 T607B

NOTES

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