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Publisher: American Guidance Service, Inc. Program Title: World Literature Components: SE: Student Edition; TE: Teacher’s Edition; ACT: Activities in Teacher’s Resource Library (TRL); WB: Workbook Activities in TRL; WA: Writing Activities in TRL; VW: Vocabulary Workbook (TRL);

TR: Transparency (TRL) Grade Level: Grade Eight Intended Audience: Students whose reading level and/or language skills are below grade level.

California Standards Map – Grade Eight

PUBLISHER’S CITATIONS* MEETS STANDARD

GRADE STANDARD #

TEXT OF STANDARD INTRODUCED PRACTICED TAUGHT TO MASTERY

Y N

DOMAIN READING

STRAND 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Substrand: Vocabulary and Concept Development

8 1.1 Identify idioms, analogies, metaphors, and similes to infer the literal and figurative meanings of phrases.

SE 287 SE 289, 342; TE 289, 342; ACT 45, 52; WB 45, 52; VW 26, 28, 31

SE 289, 314, 337, 342; TE 299, 314, 322, 341, 404

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(California Standard Map, Language Arts—Grade Eight: AGS World Literature)


GRADE STANDARD #


Y N

DOMAIN READING, Cont.

STRAND 1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

Substrand: Vocabulary and Concept Development

8 1.2 Understand the most important points in the history of the English language and use common word origins to determine the historical influences on English word meanings.

*1 (See Publisher’s Notes at end of correlation) See also TE 97

*1 *1

8 1.3 Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast.

*1 *1 *1

3



GRADE STANDARD #


Y N


STRAND 2.0 READING COMPREHENSION Students read and understand grade level appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

Substrand: Structural Features of Informational Materials

8 2.1 Compare and contrast the features and elements of consumer materials to gain meaning from documents (e.g., warranties, contracts, product information, instruction manuals).

8 2.2 Analyze text that uses proposition and support patterns.

SE 320-332; TE 320-332

SE 333, 342, 360-361, 376; TE 321-333, 336-342, 348-361, 372-376; VW 30-33; ACT 55-57, 60, 64; WB 55-57, 60, 64

SE 335-341, 347-359, 371-375; TE 335-341, 347-359, 371-375

4



GRADE STANDARD #


Y N


STRAND 2.0 READING COMPREHENSION, Cont.

Substrand: Comprehension and Analysis of Grade-Level-Appropriate Text

8 2.3 Find similarities and differences between texts in the treatment, scope, or organization of ideas.

*2 *2 *2

8 2.4 Compare the original text to a summary to determine whether the summary accurately captures the main ideas, includes critical details, and conveys the underlying meaning.

*3 *3 *3

8 2.5 Understand and explain the use of a complex mechanical device by following technical directions.

5



GRADE STANDARD #


Y N


STRAND 2.0 READING COMPREHENSION, Cont.

Substrand: Comprehension and Analysis of Grade-Level-Appropriate Text, Cont.

8 2.6 Use information from a variety of consumer, workplace, and public documents to explain a situation or decision and to solve a problem.

TE 26, 58, 60, 151, 160, 171, 179, 206, 222, 254, 255, 269, 294, 349, 403

TE 26, 58, 60, 151, 160, 171, 179, 206, 222, 254, 255, 269, 294, 349, 403

TE 26, 58, 60, 151, 160, 171, 179, 206, 222, 254, 255, 269, 294, 349, 403

Substrand: Expository Critique

8 2.7 Evaluate the unity, coherence, logic, internal consistency, and structural patterns of text.

*4 *4 *4

STRAND 3.0 LITERARY RESPONSE AND ANALYSIS Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.

Substrand: Structural Forms of Literature

8 3.1 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (e.g., ballad, lyric, couplet, epic, elegy, ode, sonnet).

SE 280-281, 282-283; TE 280-281, 282-283

SE 286, 289, 296, 300, 303, 307, 308; TE 286, 296, 300, 303, 307, 308; VW 26-28, 289; ACT 44-51; WB 44-51; TR 10

SE 284-285, 287-288, 290-295, 297-299, 301-302, 304-306, 308; TE 284-285, 287-288,290-295, 297-299, 301-302, 304-306

6



GRADE STANDARD #


Y N


STRAND 3.0 LITERARY RESPONSE AND ANALYSIS, Cont.

Substrand: Narrative Analysis of Grade-Level-Appropriate Text

8 3.2 Evaluate the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plot’s development, and the way in which conflicts are (or are not) addressed and resolved.

SE 20; TE 20 *5 SE 134; TE 134

*5 SE 84, 134; TE 44, 73, 84

8 3.3 Compare and contrast motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.

*4 *4 *4

8 3.4 Analyze the relevance of setting (e.g., place, time, customs) to the mood, tone, and meaning of the text.

SE 20; TE 20 *6 SE 91, 230, 279, 362; TE 91, 230, 279, 362; ACT 9; WB 9; VW 5, 33; TR 11

*6 SE 85, 86, 230, 279, 347, 362, 368, 376; TE 44, 73, 113

7



GRADE STANDARD #


Y N


STRAND 3.0 LITERARY RESPONSE AND ANALYSIS, Cont.

Substrand: Narrative Analysis of Grade-Level-Appropriate Text, Cont.

8 3.5 Identify and analyze recurring themes (e.g., good versus evil) across traditional and contemporary works.

*4 See also SE 35

*4 See also SE 115, 392; TE 115, 392; VW 13, 36

*4 See also SE 115, 153, 389, 392

8 3.6 Identify significant literary devices (e.g., metaphor, symbolism, dialect, irony) that define a writer’s style and use those elements to interpret the work.

*6 SE 52; TE 52

*6 SE 65, 342, 412; TE 65, 342, 412; ACT 6, 8, 43, 52; WB 8, 43, 52; VW 10, 26, 27, 28, 31

*6 SE 65, 84, 126, 282, 284, 314, 337, 342, 347, 370, 401, 412

Substrand: Literary Criticism

8 3.7 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Biographical approach)

*7 *7 *7

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GRADE STANDARD #


Y N

DOMAIN WRITING

STRAND 1.0 WRITING STRATEGIES Students write clear, coherent, and focused essays. They writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

Substrand: Organization and Focus

8 1.1 Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion.

*6 SE 137, 227, 307, 319, 346, 381; TE 26, 137, 212, 227, 307, 319, 346, 381; WA 17, 18, 23, 37, 38, 39, 41, 43

8 1.2 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

*6 SE 83, 106, 275, 279; TE 62, 106, 247, 279; WA 5, 21, 22, 28

8 1.3 Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices.

*6 SE 50, 137, 194, 200, 227; TE 50, 194, 227; WA 18, 23, 43

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GRADE STANDARD #


Y N

DOMAIN WRITING

STRAND 1.0 WRITING STRATEGIES, Cont.

Substrand: Research and Technology

8 1.4 Plan and conduct multiple-step information searches by using computer networks and modems.

SE 208, 214; TE 208, 217

8 1.5 Achieve an effective balance between researched information and original ideas.

*6 SE 149, 264, 365; TE 264, 365; WA 24

Substrand: Evaluation and Revision

8 1.6 Revise writing for word choice; appropriate organization; consistent point of view; and transitions between paragraphs, passages, and ideas.

SE 133, 223, 296; TE 133, 223, 296; WA Throughout

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GRADE STANDARD #


Y N

DOMAIN WRITING

STRAND 2.0 WRITING APPLICATIONS (Genre and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0. Using the writing strategies of grade seven outlined in Writing Standard 1.0, students;

8 2.1 Write biographies, autobiographies, short stories, or narratives: a. Relate a clear, coherent incident, event, or situation by using well-chosen details. b. Reveal the significance of, or the writer’s attitude about, the subject. c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

SE 83, 91, 98, 115, 125, 134, 174, 228, 231, 289, 376; TE 77, 83, 91, 98, 115, 125, 134, 174, 228, 231, 289, 376; WA 5, 6, 7, 10, 11, 24, 28, 46, 47, 49

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GRADE STANDARD #


Y N

DOMAIN WRITING

STRAND 2.0 WRITING APPLICATIONS, Cont.

8 2.2 Write responses to literature: a. Exhibit careful reading and insight in their interpretations. b. Connect the student’s own responses to the writer’s techniques and to specific textual references. c. Draw supported inferences about the effects of literary work on its audience. d. Support judgments through references to the text, other works, other authors, or to personal knowledge.

*4 In addition, see the following writing assignments: SE 50, 65, 83, 106, 125, 137, 156, 200, 207, 275, 276, 279, 311; TE 50, 65, 83, 90, 106, 125, 137, 156, 200, 207, 275, 276, 279, 311; WA 48

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GRADE STANDARD #


Y N

DOMAIN WRITING


8 2.3 Write research reports: a. Define a thesis b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate. c. Use a variety of primary and secondary sources and distinguish the nature and value of each. d. Organize and display information on charts, maps, and graphs.

SE 264; TE 264

13



GRADE STANDARD #


Y N

DOMAIN WRITING


8 2.4 Write persuasive compositions: a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment). b. Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinions c. Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments.

SE 50, 194, 227, 279, 307, 381, 413; TE 50, 147, 194, 212, 227, 279, 307, 325, 381, 413; WA 23, 37, 43, 45

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GRADE STANDARD #


Y N

DOMAIN WRITING


8 2.5 Write documents related to career development, including simple business letters and job applications: a. Present information purposefully and succinctly and meet the needs of the intended audience. b. Follow the conventional format for the type of document (e.g., letter of inquiry, memorandum).

8 2.6 Write technical documents: a. Identify the sequence of activities needed to design a system, operate a tool, or explain the bylaws of an organization. b. Include all the factors and variables that need to be considered. c. Use formatting techniques (e.g., headings, differing fonts) to aid comprehension.

SE 400; TE 400; WA 15

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GRADE STANDARD #


Y N

DOMAIN WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

STRAND 1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS Students write and speak with a command of standard English conventions appropriate to this grade level.

Substrand: Sentence Structure

8 1.1 Use correct and varied sentence types and sentence openings to present a lively and effective personal style.

*8

8 1.2 Identify and use parallelism, including similar grammatical forms, in all written discourse to present items in a series and items juxtaposed for emphasis.

TE 325

8 1.3 Use subordination, coordination, apposition, and other devices to indicate clearly the relationship between ideas.

16



GRADE STANDARD #


Y N

DOMAIN WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS, Cont.

STRAND 1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS, Cont.

Substrand: Grammar

8 1.4 Edit written manuscripts to ensure that correct grammar is used.

SE 414, 416; WA 1-50 TE 25, 169, 177; WA 1-50

WA 1-50

Substrand: Punctuation and Capitalization

8 1.5 Use correct punctuation and capitalization.

SE 414, 416; WA 1-50 TE 27, 29, 37, 41, 95, 145, 273, 292, 340, 374, 391; WA 1-50

WA 1-50

Substrand: Spelling

8 1.6 Use correct spelling conventions.

SE 414, 416 TE 41, 340

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GRADE STANDARD #


Y N

DOMAIN LISTENING AND SPEAKING

STRAND 1.0 LISTENING AND SPEAKING STRATEGIES Deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Students evaluate the content of oral communication.

Substrand: Comprehension

8 1.1 Analyze oral interpretations of literature, including language choice and delivery, and the effect of the interpretations on the listener.

SE 137, 231, 279, 311, 364, 413; TE 63, 114, 121, 137, 162, 188, 231, 239, 244, 261, 279, 295, 306, 311, 340, 364, 390, 399, 405, 413

8 1.2 Paraphrase a speaker’s purpose and point of view and ask relevant questions concerning the speaker’s content, delivery, and purpose.

TE 48, 54, 75, 241, 268, 379

Substrand: Organization and Delivery of Oral Communication

8 1.3 Organize information to achieve particular purposes by matching the message, vocabulary, voice modulation, expression, and tone to the audience and purpose.

SE 137, 231, 279, 311, 364, 413; TE 63, 114, 121, 137, 162, 188, 231, 239, 244, 261, 279, 295, 306, 311, 340, 364, 390, 399, 405, 413

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GRADE STANDARD #


Y N

DOMAIN LISTENING AND SPEAKING, Cont.

STRAND 1.0 LISTENING AND SPEAKING STRATEGIES, Cont.


8 1.4 Prepare a speech outline based upon a chosen pattern of organization, which generally includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.

SE 334; TE 334

8 1.5 Use precise language, action verbs, sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

8 1.6 Use appropriate grammar, word choice, enunciation, and pace during formal presentations.

19



GRADE STANDARD #


Y N




8 1.7 Use audience feedback (e.g., verbal and nonverbal cues): a. Reconsider and modify the organizational structure or plan. b. Rearrange words and sentences to clarify the meaning.

SE 137, 231, 279, 311, 364, 413

Substrand: Analysis and Evaluation or Oral and Media Communications

8 1.8 Evaluate the credibility of a speaker (e.g., hidden agendas, slanted or biased material).

20



GRADE STANDARD #


Y N



Substrand: Analysis and Evaluation or Oral and Media Communications, Cont.

8 1.9 Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

*9 *9 TE 42, 69, 244, 292, 328, 355

*9

21



GRADE STANDARD #


Y N


STRAND 2.0 SPEAKING APPLICATIONS (Genres and Their Characteristics) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of Grade Eight outlined in Listening and Speaking Standard 1.0, students:

8 2.1 Deliver narrative presentations (e.g., biographical, autobiographical): a. Relate a clear, coherent incident, event, or situation by using well-chosen details. b. Reveal the significance of, and the subject’s attitude about, the incident, event, or situation. c. Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters).

22



GRADE STANDARD #


Y N


STRAND 2.0 SPEAKING APPLICATIONS, Cont.

8 2.2 Deliver oral responses to literature: a. Interpret a reading and provide insight. b. Connect the students’ own responses to the writer’s techniques and to specific textual references. c. Draw supported inferences about the effects of a literary work on its audience. d. Support judgments through references to the text, other works, other authors, or personal knowledge.

SE 137, 231, 279, 311, 364, 413; TE 63, 114, 121, 137, 162, 188, 231, 239, 244, 261, 279, 295, 306, 311, 340, 364, 390, 399, 405, 413

23



GRADE STANDARD #


Y N



8 2.3 Deliver research presentations: a. Define a thesis. b. Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all relevant perspectives on the topic, as appropriate c. Use a variety of primary and secondary sources and distinguish the nature and value of each. d. Organize and record information on charts, maps, and graphs.

SE 365; TE 365

24



GRADE STANDARD #


Y N



8 2.4 Deliver persuasive presentations: a. Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment). b. Differentiate fact from opinion and support arguments with detailed evidence, examples, and reasoning. c. Anticipate and answer listener concerns and counterarguments effectively through the inclusion and arrangement of details, reasons, examples, and other elements. d. Maintain a reasonable tone.

SE 365; TE 365

8 2.5 Recite poems (of four to six stanzas), sections of speeches, or dramatic soliloquies, using voice modulation, tone, and gestures expressively to enhance the meaning.

SE 311; TE 295, 311

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(California Standard Map, Language Arts—Grade Eight: AGS World Literature) PUBLISHER’S NOTES: *1 = See Vocabulary side notes and footnotes throughout (Examples on SE pages 56, 60, 184, 239, 241, 267). *2 = Unit Summaries present short descriptions of each reading selection to refresh the reader’s memory and encourage comparison and contrast (SE pages 135, 229, 277, 309, 363, 411). Questions in Unit Reviews require students to compare and contrasts selections as to treatment, scope, and/or organization (SE pages 136-137, 230-231, 278-279, 310-311, 364-365, 412-413). *3 = See Unit Summaries (SE pages 135, 229, 277, 309, 363, 411). *4 = See “Reviewing the Selection” assignments following each reading. *5 = See “Reviewing the Selection” assignments in Units 1 and 3 (Examples on SE pages 33-34, 49-50, 82-83, 98, 106, 115, 248-249). *6 = Pages listed are representative samples. *7 = Each literary selection is preceded by biographical information about the author and related historical information (Examples on SE pages 23, 108, 126, 153, 175). Questions following the selections further aid the student to tie in the author’s heritage, traditions, attitudes, and beliefs (See examples on SE pages 149, 164, 173-174, 193-194, 296, 333-334). *8 = See “Writing Activities” 1-50 in the Teacher’s Resource Library. *9 = See fine art illustrations included throughout the text, as well as “Viewing the Art” exercises that accompany the illustrations (Examples on SE/TE pages 19, 100, 103, 132, 139, 233, 241, 269).

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