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PLATO® Course

Teacher’s Guide

PLATO® Course Teacher’s Guide—English 12B

Table of Contents English 12, Semester B

Introduction...................................................................................................................................... 3 Overview........................................................................................................................................... 4 PLATO Courses Components.......................................................................................................... 5 English 12B Overview ..................................................................................................................... 9 English 12, Semester B Instructional Units ................................................................................ 10

Unit 1: The Age of Reason ........................................................................................................ 10 Unit 2: The Romantic Period.................................................................................................... 17 Unit 3: The Victorian Age......................................................................................................... 22 Unit 4: Contemporary Literature............................................................................................. 25

Assessment and Testing................................................................................................................ 31 Unit Pretests ............................................................................................................................. 31 Unit Posttests............................................................................................................................ 31 Mastery Tests ............................................................................................................................ 31 End-of-Semester Tests .............................................................................................................. 31

Appendix—Scope and Sequence ................................................................................................... 32 Unit 1: The Age of Reason ........................................................................................................ 32 Unit 2: The Romantic Period.................................................................................................... 35 Unit 3: The Victorian Age......................................................................................................... 37 Unit 4: Contemporary Literature............................................................................................. 39

Copyright © 2006 PLATO Learning, Inc. All rights reserved. PLATO® is a registered trademark of PLATO Learning, Inc. Straight Curve, Academic Systems, and PLATO Learning are trademarks of PLATO Learning, Inc. PLATO, Inc. is a PLATO Learning, Inc. company.

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Introduction PLATO Courses are a new learning environment where teachers can find a full course of enticing learning options for the classroom, and learners can engage in interactive, self-paced learning. This Teacher’s Guide provides an abundance of information and materials to help teachers and students succeed. The Teacher’s Guide includes information about the following components:

• A Summary gives a brief synopsis of the unit.

• An Activity Matrix lists the title of the activity and the objectives covered by that activity, and it indicates which activities provide exemptions.

• A Pacing Guide provides the instructor an overview of the unit with guidelines for

presenting instruction over a given timeframe.

• Assessment and Testing are crucial for providing correct placement and supporting instruction. This section explains the types of evaluations that are provided in the PLATO Courses, including unit pretests and summative tests, such as mastery tests, unit posttests, and end-of-semester tests.

• The Appendix includes the Scope and Sequence.

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Overview PLATO Courses were developed to give the educator a variety of ways to engage various learning modalities and to give the learner an opportunity to experience a range of standards and objectives to ensure academic success. PLATO Courses integrate PLATO courseware, offline learning activities, and interactive activities. A variety of assessment tools allows the educator to correctly place students at the appropriate learning level, to evaluate strengths and needs, to create individualized learning goals, and to determine proficiency. Reports assist the learner in understanding where he or she needs to focus to be academically successful as measured against objectives. Guidelines and tools are provided to track student progress and to determine a final course grade. PLATO Courses give the educator control over the instructional choices for individual learners as well as for the classroom. The educator may use all of the components as sequenced or select specific activities to support and enhance instruction. PLATO Courses can be used in a variety of ways to increase student achievement. PLATO Learning, Inc., used a number of national and state documents to create a set of objectives that provided the foundation for the development of the PLATO Courses. The prestigious Fordham Foundation rates state standards for excellence and provides that information to the public. It is available at (http://www.edexcellence.net/foundation/publication/publication.cfm?id=24&pubsubid=188). Using only “A” rated states, as identified by the Fordham Foundation, PLATO developed an English index of objectives that informed the development of the PLATO Courses’ content. These states include Alabama, California, Massachusetts, Nebraska, Washington, D.C., and Wisconsin. In addition, the Texas Essential Knowledge and Skills (TEKS), National Assessment of Educational Progress (NAEP), National Council of Teachers of English (NCTE), and International Reading Association (IRA) documents were referenced. The final index guided the development of activities for the PLATO Courses.

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http://www.edexcellence.net/foundation/publication/publication.cfm?id=24&pubsubid=188


PLATO Courses Components For a quick snapshot of what a unit is about, go to the Summary at the beginning of each unit. The Activity Matrix provides a list of the activities by title, the objectives covered by each activity, and an indication of which activities can be exempted.

Learning Activities—Three types of Learning Activities are available in PLATO Courses.

• Courseware—The courseware learning activities are the core of the PLATO Courses.

They provide students access to a standards-based curriculum and include a variety of online, interactive learning formats, such as drag-and-drop, fill-in-the-blank, and problem-solving applications.

• Offline—The offline learning activities are enrichment materials that have been

designed to be implemented in an offline environment. They require the use of higher-order thinking skills and compel learners to think reflectively and deeply. The offline format provides learners with a wide range of activities, such as paper and pencil exercises, technology-based applications, and group discussions.

• Webtivity—The webtivity learning activities are enrichment materials that have been

designed to be implemented in conjunction with the Internet. Learners access websites to answer questions, solve problems, conduct research, and more.

Learning aids assist the student within the courseware activities. In English 12B, these learning aids, or tools, include:

• Advanced Reading Strategies

o Notebook—The Notebook is an online version of a paper notebook. Learners can take notes on important points, edit them, and refer to them to refresh their knowledge.

• Intermediate Writing Process and Practice and Advanced Writing Process

and Practice


o Dictionary—The Dictionary allows learners to type in a word to get a definition.

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• Informational Reading



• Miscellaneous Language Arts Resource



Pacing Guides—Pacing Guides at the beginning of each unit assist in the delivery of instruction. The guides help plan what to teach and when to teach it. Each Pacing Guide lists the learning activity, the type of activity, and a daily timeline for instruction. Related Resources—A list of related resources and websites can be found on the PLATO Support Site, and are accessed via the PLATO Course Teacher Learning Path. Assessment and Testing—Best practices in assessment and testing call for a variety of tools to be used to evaluate student learning. Multiple data points more accurately present an evaluation of student strengths and needs. In support of this model of evaluation, PLATO Courses include:

• Unit pretests are provided for each course unit. The purpose of these assessments is

to determine the student’s existing knowledge. If the student scores the prescribed percentage on a unit pretest, he or she will be exempted from completing the related courseware. However, not all learning activities provide the opportunity for exemptions. The offline activities were developed to apply higher-order thinking skills, such as application, analysis, synthesis, and evaluation. The learners are required to complete these activities.

• Unit posttests incorporate a variety of test items types, ranging from multiple-choice

to proofs and problem-solving questions. The tests are provided in a print format and include answer keys for grading.

• Mastery tests at the end of the courseware tutorials provide the teacher and the student with clear indicators of areas of strength and need. These tests are taken online.

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• End-of-semester tests assess the major objectives covered during the semester.

By combining the unit pretest and unit posttest information with the End-of-Semester Test, the teacher has a clear picture of student progress.

Grade Books—Grade books help the teacher to track grades and determine a final course grade.

Courseware—The anchor for the PLATO Courses is the selected PLATO courseware. Courseware used in English 12B includes the following:

• Advanced Reading Strategies

o A Reading Strategy—Finding the Resources o A Reading Strategy—Preparing for Review o A Reading Strategy—Asking Questions o A Reading Strategy—Finding Answers o Building Reading Skills—Building Your Vocabulary o Reading the Social Sciences—Building Your Social Science Vocabulary o Reading Science—Building Your Science Vocabulary o Reading History—Understanding History

• Advanced Writing Process and Practice

o Writing Strategies Level LL—Capturing Interest with Anecdotes o Writing Strategies Level LL—Using Indirect Evidence o Writing Strategies Level MM—Using Analogies to Clarify Your Ideas o Writing Strategies Level MM—Supporting Arguments with Additional Evidence

• Intermediate Writing Process and Practice

o Grammar and Mechanics Level JJ—Adding Commas to Indicate Nonessential Information

o Grammar and Mechanics Level JJ—Adding Commas After Introductory Phrases

o Grammar and Mechanics Level JJ—Using Commas with Certain Modifiers o Grammar and Mechanics Level JJ—Fixing Modifier-Subject Mismatches

• Informational Reading

o Reading Directions—More Than One Cause or Effect o Reading Directions—Cause and Effect in Reading Directions o Reading Directions—A Strategy for Reading Directions o Reading Reference and Technical Material—A Strategy for Reading Reference

Material

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• Miscellaneous Language Arts Resource o Interpreting Literature—Kinds of Writing o Interpreting Literature—Biography and Autobiography o Interpreting Literature—What’s a Formal Essay? o Interpreting Literature—What’s an Informal Essay? o Interpreting Literature—Finding Word Meanings o Mechanics—More Spelling Rules o Mechanics—Commonly Misspelled Words o Practical Reading—Inferring the Answer o Reading Skills and Strategies—Identifying the Main Idea 2 o Reading Skills and Strategies—Identifying the Main Idea When It Is Implied o Reading Skills and Strategies—The Title as the Main Idea 2 o Reading Skills and Strategies—Details that Support the Main Idea

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English 12B Overview Instructional Approach Each unit in English 12B allows students to learn both reading concepts and writing skills. By reading and analyzing different forms of British and American literature, students will learn about a variety of writing styles, including business writing, persuasive speech, satire, biography and autobiography, fiction, and investigative reporting. Students will interpret literature by examining historical contexts of different works, and conduct their own historical investigative report. Throughout the semester, students will focus skill development on spelling, sentence structure, punctuation, and general research skills. Instructional Strategies Instructional strategies used in English 12B include:

• Interactive Instruction—Students learn from peers and teachers through discussion and sharing.

• Indirect Instruction—Students learn by observing, investigating, drawing inferences from data, or forming hypotheses.

• Independent Study—Students engage in a variety of activities, such as keeping journals or conducting research, to clarify and reflect upon their thinking.

• Experiential Learning—Students participate in an activity, share reactions and observations, analyze and process information, make inferences and generalizations, and apply learning to new situations.

• Instructional Skills—Students learn by listening to explanations and answering higher-level questions that require analysis, synthesis, and/or evaluation.

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English 12, Semester B Instructional Units Unit 1: The Age of Reason

• Summary o This unit focuses on a variety of literature types as students explore theme

in works by authors and orators from Alexander Pope and Jonathan Swift to Martin Luther King, Jr. Learners examine analogy and satire in literature and learn about the variety of writing styles that can be employed in business writing, autobiography, and persuasive speech. Skills work focuses on spelling rules, subordinate clauses, and reading strategies.

• Activity Matrix

o If the student scores the prescribed percentage on a unit pretest, he or she will be exempted from completing the related courseware.

Title Objective(s) Type Exempt

Analyzing Analogies • Learner will rely on context to determine meanings of words and phrases, such as analogies.

• Learner will analyze the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences.

• Learner will expand vocabulary through wide reading, listening, and discussing.

Webtivity

More Spelling Rules • Learner will apply rules of spelling: doubling final consonants, adding prefixes, and using cede, reed, and sede.

Courseware

Commonly Misspelled Words

• Learner will correct spellings of commonly misspelled words.

Courseware

Sentence Errors • Learner will demonstrate proficiency in using language terminology and in applying language concepts: Grammar usage and spelling (fragments, run-ons, comma splices, shifts in verb tense, and passive voice).

Offline

Cause and Effect in Reading Directions

• Learner will study how to find causes and effects in directions.

Courseware

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A Reading Strategy—Finding the Resources

• Learner will, given a text, be able to select those portions of it that should be read first in order to find the most important ideas and their order of presentation.

• Learner will distinguish between expository and narrative texts and how to find the text aids in each.

Courseware

A Reading Strategy— Preparing for Review

• Learner will prepare materials for review using highlighting or underlining, note taking, and table building skills.

Courseware

Satire in Literature • Learner will relate literary works and their authors to the political events and seminal ideas of their eras.

• Learner will analyze how satire works.

• Learner will evaluate characteristics of subgenres and types of writing, such as satire, that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres: Using humor to point out weaknesses of people and society.

• Learner will evaluate characteristics of subgenres and types of writing, such as parody, that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres: Using humor to imitate or mock a person or situation.

Webtivity

Business Writing • Learner will write for a variety of purposes, audiences, and occasions, both for formal and for practical and personal purposes.

• Learner will follow the conventional style for a type of document (e.g., résumé, memorandum) and use page formats, fonts, and spacing that contribute to the readability and impact of the document.

Webtivity

Capturing Interest with Anecdotes

• Learner will use anecdotes to both draw his or her readers in and support his or her claims.

Courseware

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Autobiographical Narratives • Learner will write fictional autobiographical or biographical narratives that: o narrate a sequence of events and

communicate their significance to the audience.

o locate scenes and incidents in specific places.

o pace the presentation of actions to accommodate changes in time and mood.

• Learner will write fictional autobiographical or biographical narratives that use interior monologue (i.e., what the character says silently to self) to show the characters’ feelings.

• Learner will write autobiographical and biographical narratives in a mature style characterized by suitable vocabulary, descriptive detail, effective syntax, an appropriate voice, a variety of sentence structures, clear coordination and subordination of ideas, and rhetorical devices that help establish tone and reinforce meaning.

• Learner will use language in natural, fresh, and vivid ways to establish a specific tone.

Webtivity

Using Analogies to Clarify Your Ideas

• Learner will use analogies to elucidate complex, abstract, and unfamiliar concepts in his or her writing.

Courseware

Supporting Arguments with Additional Evidence

• Learner will identify when to support arguments with multiple reliable sources of evidence.

Courseware

Using Indirect Evidence • Learner will identify indirect evidence to support his or her claims in a persuasive essay.

Courseware

Elements of a Persuasive Speech

• Learner will analyze the four basic types of persuasive speech (i.e., propositions of fact, value, problem, and policy) and understand the similarities and

Webtivity

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Title Objective(s) Type Exempt differences in the patterns of organization and the use of persuasive language, reasoning, and proof.

• Learner will distinguish between relevant and irrelevant information.

• Learner will attend to both denotative and connotative meanings.

• Learner will distinguish fact from opinion, evaluate logic, and identify manipulative techniques.

• Learner will analyze messages for their accuracy and usefulness.

• Learner will critique a speaker's use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience.

• Learner will identify logical fallacies used in oral addresses, including ad hominem, false causality, red herring, overgeneralization, and bandwagon effect.

• Learner will summarize a speaker's purpose and point of view and discuss and ask questions to draw interpretations of the speaker's content and attitude toward the subject.

• Learner will construct and present a coherent argument, summarizing then refuting opposing positions, and citing persuasive evidence.

• Learner will demonstrate confidence and poise during presentations, interacting effectively with the audience, and selecting language and gestures mindful of their effect.

• Learner will use language and rhetorical strategies skillfully in informative and persuasive messages.

• Learner will participate effectively in question-and-answer sessions following presentations.

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• Learner will observe the appropriate etiquette when expressing thanks and receiving praise.

• Learner will use praise and suggestions of others to improve his or her own communication.

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• Pacing Guide

o The Unit Pacing Guide provides general time guidelines for presenting this unit. It is designed to fit your class schedule and may be adjusted. This Pacing Guide covers approximately six weeks of instruction.

Unit 1—Week 1

Day Activity Type

1 Pretest—Unit 1 Online

2 Analyzing Analogies Webtivity

3 More Spelling Rules Courseware

4 Commonly Misspelled Words Courseware

5 Sentence Errors Offline

Unit 1—Week 2

Day Activity Type

1 Sentence Errors (continued) Offline

2 Cause and Effect in Reading Directions Courseware

3 A Reading Strategy—Finding the Resources Courseware

4 A Reading Strategy—Preparing for Review Courseware

5 Satire in Literature Webtivity

Unit 1—Week 3

Day Activity Type

1 Satire in Literature (continued) Webtivity

2 Business Writing Webtivity

3 Business Writing (continued) Webtivity

4 Business Writing (continued) Webtivity

5 Capturing Interest with Anecdotes Courseware

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Unit 1—Week 4

Day Activity Type

1 Autobiographical Narratives Webtivity

2 Autobiographical Narratives (continued) Webtivity



5 Using Analogies to Clarify Your Ideas Courseware

Unit 1—Week 5

Day Activity Type

1 Supporting Arguments with Additional Evidence Courseware

2 Using Indirect Evidence Courseware

3 Elements of Persuasive Speech Webtivity

4 Elements of Persuasive Speech (continued) Webtivity


Unit 1—Week 6

Day Activity Type





5 Posttest—Unit 1 Offline

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Unit 2: The Romantic Period

• Summary o This unit focuses on the Romantic period in British literature. Learners

examine works by British authors and poets, including Samuel Taylor Coleridge, John Keats, and William Wordsworth. Learners concentrate on characteristics and tone in different types of text, as well as literary interpretation. Skills work focuses on punctuation, cause and effect, and building vocabulary.

• Activity Matrix



Building Your Vocabulary • Learner will use strategies to improve vocabulary: look up words; use context by finding examples from which to infer a definition; and find a comparison or contrast from which to infer a meaning;

• Learner will infer meanings of words from roots, prefixes, and suffixes.

Courseware

Understanding Idioms • Learner will rely on context to determine meanings of words and phrases, such as idioms.

• Learner will expand vocabulary through wide reading, listening, and discussing.

Webtivity

Adding Commas to Indicate Nonessential Information

• Learner will set nonrestrictive clauses off with commas.

Courseware

Adding Commas After Introductory Phrases

• Learner will set introductory elements off with commas.

Courseware

Using Commas with Certain Modifiers

• Learner will set conjunctive adverbs off with commas.

Courseware

More Than One Cause or Effect

• Learner will use cause and effect to solve problems.

Courseware

Techniques of Fiction • Learner will demonstrate the ability to analyze fiction through identifying and applying knowledge of elements and literary techniques: o identify and analyze the techniques

Offline

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Title Objective(s) Type Exempt of fiction (e.g., irony, foreshadowing, symbolism, flashback, metaphor, personification, epiphany, oxymoron, dialect).

o identify and analyze characteristics of literature, such as satire, parody, and allegory, that overlap or cut across the lines of basic genre classifications.

Kinds of Writing • Learner will identify characteristics of different types of writing (e.g., narrative, descriptive, analytic, realistic, poetic, metamorphic, objective).

Courseware

Biography and Autobiography

• Learner will identify the differences between the characteristics of a biography and the characteristics of an autobiography.

Courseware

What’s a Formal Essay? • Learner will identify the characteristics of a formal essay.

Courseware

What’s an Informal Essay? • Learner will identify the characteristics of an informal essay.

Courseware

Characteristics of Different Types of Texts

• Learner will identify and use characteristics to classify different types of text: Identify characteristics of different types of nonfiction (e.g., autobiography, biography, informational text, essay, technical, editorial, diaries, journals, news articles, memoirs).

• Learner will identify and use characteristics to classify different types of text: Identify different types of poetry (e.g., narrative, haiku, free verse, ballad, limerick, rhyming, couplets, sonnet, epic).

• Learner will identify and use characteristics to classify different types of text: Identify characteristics of different types of fiction (e.g., legend, myth, fantasy, short story, novels, historical fiction).

Webtivity

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Interpretations of Literature • Learner will write interpretations of literary or expository reading that: o demonstrate a grasp of the theme or

purpose of the work. o analyze the use of imagery, language,

and unique aspects of text. o support key ideas through accurate

and detailed references to the text or to other works.

o demonstrate awareness of the effects of the author's stylistic and rhetorical devices.

o assess the impact of perceived ambiguities, nuances, and complexities within text.

Webtivity

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Pacing Guide o The Unit Pacing Guide provides general time guidelines for presenting

this unit. It is designed to fit your class schedule and may be adjusted. This Pacing Guide covers approximately four weeks of instruction.

Unit 2—Week 7

Day Activity Type


2 Building Your Vocabulary Courseware

3 Understanding Idioms Webtivity

4 Adding Commas to Indicate Nonessential Information Courseware

5 Adding Commas After Introductory Phrases Courseware

Unit 2—Week 8

Day Activity Type

1 Using Commas with Certain Modifiers Courseware

2 More Than One Cause or Effect Courseware

3 Techniques of Fiction Offline

4 Techniques of Fiction (continued) Offline

5 Kinds of Writing Courseware

Unit 2—Week 9

Day Activity Type

1 Biography and Autobiography Courseware

2 What’s a Formal Essay? Courseware

3 What’s an Informal Essay? Courseware

4 Characteristics of Different Types of Texts Webtivity

5 Characteristics of Different Types of Texts (continued) Webtivity

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Unit 2—Week 10

Day Activity Type

1 Characteristics of Different Types of Texts (continued) Webtivity

2 Interpretations of Literature Webtivity

3 Interpretations of Literature (continued) Webtivity

4 Interpretations of Literature (continued) Webtivity


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Unit 3: The Victorian Age • Summary

o This unit focuses on the Victorian Age in British literature, with an examination of works, such as those by Edmund Spenser, Alfred Lord Tennyson, John Browning, and Thomas Hardy. Learners examine allegory in literature and focus their skill development on vocabulary development, parallel structures in writing, and how to write summaries of texts. They will also create interpretive presentations through both writing and performance. These symbols ** indicate that there are additional resource materials that must be downloaded in order for students to complete the online courseware. These materials can be found on the PLATO Support Site, and are accessed via the PLATO Course Teacher Learning Path.

• Activity Matrix



Building Your Social Sciences Vocabulary

• Learner will study the definitions of word parts and whole words common to the social sciences.

• Learner will differentiate between expository and narrative text.

• Learner will evaluate the quality if facts that support stated opinions.

• Learner will ask questions that will help him or her better understand the author’s message in a narrative passage.

Courseware

Building Your Science Vocabulary

• Learner will apply the meanings of word parts to correctly define words related to the social sciences.

Courseware

Parallel Structures • Learner will demonstrate proficiency in using language terminology and in applying language concepts: grammar usage and spelling (parallelism).

Offline

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A Strategy for Reading Directions **

• Learner will apply a strategy to follow directions/procedures.

Courseware

Allegory in Literature • Learner will evaluate characteristics of subgenres and types of writing, such as allegory, that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres: Use of fictional figures and actions to express truths about human experiences.

Webtivity

Inferring the Answer • Learner will draw inferences, such as conclusions, generalizations, and predictions, and support them with text, evidence, and experience.

Courseware

How to Write Summaries of Text

• Learner will verify and clarify facts presented in several types of expository texts.

• Learner will analyze and synthesize graphic organizers (e.g., organizational charts, concept maps, comparative tables).

• Learner will write summaries of complex information (e.g., information in a lengthy text, a sequence of events), expand or reduce the summaries by adding or deleting detail, and integrate appropriately summarized information into reviews, reports, or essays, with correct citations.

Webtivity

Interpretive Presentations • Learner will present interpretations, such as telling stories, performing original works, and interpreting poems and stories, for a variety of audiences.

• Learner will use appropriate rehearsal strategies to pay attention to performance details, achieve command of the text, and create skillful, artistic staging.

• Learner will use effective and interesting language, including informal expressions for effect, standard English for clarity, and technical language for specificity.

Webtivity

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• Pacing Guide

o The Unit Pacing Guide provides general time guidelines for presenting this unit. It is designed to fit your class schedule and may be adjusted. This Pacing Guide covers approximately three weeks of instruction.

Unit 3—Week 11

Day Activity Type


2 Building Your Social Sciences Vocabulary Courseware

3 Building Your Social Sciences Vocabulary (continued) Courseware

4 Building Your Science Vocabulary Courseware

5 Building Your Science Vocabulary (continued) Courseware

Unit 3—Week 12

Day Activity Type

1 Parallel Structures Offline

2 A Strategy for Reading Directions ** Courseware

3 Allegory in Literature Webtivity

4 Allegory in Literature (continued) Webtivity

5 Allegory in Literature (continued) Webtivity

Unit 3—Week 13

Day Activity Type

1 Inferring the Answer Courseware

2 How to Write Summaries of Text Webtivity

3 How to Write Summaries of Text (continued) Webtivity

4 Interpretive Presentations Webtivity

5 Interpretive Presentations (continued) Webtivity

Unit 3—Week 14

Day Activity Type


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Unit 4: Contemporary Literature

• Summary o This unit focuses on how literature can be tied to historical and social contexts

and yet remains timeless through the incorporation of universal themes. Learners read and analyze a variety of fiction and nonfiction texts, poetry, and dramatic works. They work on their research skills, including finding main ideas, asking and answering questions, and writing an extended research paper. The unit ends with the development of a rubric that students may use to evaluate their own and others’ work.

• Activity Matrix



Finding Word Meanings • Learner will apply meanings of prefixes, roots, and suffixes in order to comprehend.

Courseware

Comprehending Using Roots and Affixes

• Learner will apply meanings of prefixes, roots, and suffixes in order to comprehend.

Webtivity

Fixing Modifier-Subject Mismatches

• Learner will clarify what a dangling modifier modifies by adding a subject to the modifying phrase or by revising the subject of the main clause.

Courseware

A Strategy for Reading Reference Material

• Learner will analyze and evaluate complex texts with supportive explanations to generate connections to real-life situations and other texts (e.g., consumer materials, public documents).

Courseware

Understanding History • Learner will synthesize information from narrative and expository passages dealing with a single event or period of history.

Courseware

Making Connections to Literature

• Learner will connect literature to historical contexts, current events, and his or her own experiences.

Webtivity

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Identifying the Main Idea 2 • Learner will identify the topic of a paragraph.

• Learner will identify the main idea of a paragraph.

Courseware

Identifying the Main Idea When It Is Implied

• Learner will identify the implied main idea of a paragraph.

Courseware

The Title as the Main Idea 2 • Learner will select a title that most appropriately represents the main idea of a passage.

Courseware

Details that Support the Main Idea

• Learner will identify details that support the main idea of a passage.

Courseware

Reading Strategy—Asking Questions

• Learner will use the structure of a passage to generate questions that are answered in the text.

• Learner will use text aids to generate pre-reading questions.

Courseware

Reading Strategy—Finding Answers

• Learner will locate information within a text to answer questions.

Courseware

Extended Research Essay • Learner will conduct research on issues and interests by generating ideas and questions and by posing problems.

• Learner will access information and conduct research using a variety of primary and secondary sources to produce formal papers.

• Learner will gather relevant information from a variety of print and electronic sources (e.g., books, magazines, newspapers, journals, periodicals, the Internet), as well as from direct observation, interviews, and surveys.

• Learner will organize information from both primary and secondary sources by taking notes, outlining ideas, and paraphrasing information and by creating charts, conceptual maps, and/or timelines.


Webtivity

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• Learner will skim and scan text to locate specific facts and important details by using organizational features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indexes, key/guide words, topic sentences, concluding sentences, endnotes, footnotes, bibliographic references) in expository text.

• Learner will use own summaries, notes, and outlines in writing research papers.

• Learner will analyze, synthesize, and integrate data, drafting a reasoned report that supports and appropriately illustrates inferences and conclusions drawn from research.

• Learner will write an extended research essay that conveys information and ideas from primary and secondary sources accurately and coherently.

• Learner will write an extended research essay that paraphrases and summarizes different perspectives on the topic as appropriate.

• Learner will write an extended research essay that makes distinctions about the relative value and significance of specific data, facts, and ideas.

• Learner will write an extended research essay that anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence.

• Learner will write an extended research essay that provides a clear and coherent conclusion.

• Learner will write an extended research essay that employs technologies and graphics as appropriate.

• Learner will write an extended research essay that cites research sources according to a standard format for works cited.

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• Learner will use standard bibliographic format to document sources (e.g., MLA, APA, CMS).

• Learner will deliver multimedia presentations: Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.

• Learner will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed: Create an appropriate scoring guide to evaluate final presentations.


Presentation Rubric • Learner will create a rubric (i.e., scoring guide) based on categories generated by the teacher and students (e.g., content, organization, presentation style, vocabulary) to prepare, improve, and assess the presentations listed in this section.

Offline

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• Pacing Guide o The Unit Pacing Guide provides general time guidelines for presenting this unit.

It is designed to fit your class schedule and may be adjusted. This Pacing Guide covers approximately five weeks of instruction.

Unit 4—Week 14

Day Activity Type


3 Finding Word Meanings Courseware

4 Comprehending Using Roots and Affixes Webtivity

5 Comprehending Using Roots and Affixes (continued) Webtivity

Unit 4—Week 15

Day Activity Type

1 Fixing Modifier-Subject Mismatches Courseware

2 A Strategy for Reading Reference Material Courseware

3 Understanding History Courseware

4 Making Connections to Literature Webtivity

5 Identifying the Main Idea 2 Courseware

Unit 4—Week 16

Day Activity Type

1 Identifying the Main Idea When It Is Implied Courseware

2 The Title as the Main Idea 2 Courseware

3 Details that Support the Main Idea Courseware

4 Reading Strategy—Asking Questions Courseware

5 Reading Strategy—Finding Answers Courseware

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Unit 4—Week 17

Day Activity Type

1 Extended Research Essay Webtivity

2 Extended Research Essay (continued) Webtivity




Unit 4—Week 18

Day Activity Type



3 Presentation Rubric Offline


5 End-of-Semester Test Offline

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Assessment and Testing Unit Pretests

Unit pretests are taken online. A report lists the modules from which the learner is exempted and identifies the modules on which the learner should focus attention.

Unit Posttests

Unit posttests include a variety of item types, such as multiple-choice and open-response. The posttest is a PDF or Word-format document that can be accessed online through the Teacher’s Support Materials link under the appropriate unit. There is a printable test, an answer sheet for the student, and an answer key.

Mastery Tests

Mastery tests are also online and are used to measure what the student has learned. A score of 80% is used to determine mastery for each objective.

End-of-Semester Tests

End-of-semester tests include a variety of item types, such as multiple-choice and open-response. The End-of-Semester Test is a PDF or Word-format document that can be accessed online through the Teacher’s Support Materials link under the final unit of each semester. There is a printable test, an answer sheet for the student, and an answer key.

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Appendix—Scope and Sequence Unit 1: The Age of Reason

Analyzing Analogies (Webtivity) Objectives • Learner will rely on context to determine meanings of words and phrases, such as analogies. • Learner will analyze the meaning of analogies encountered, analyzing specific comparisons as well as

relationships and inferences. • Learner will expand vocabulary through wide reading, listening, and discussing.

More Spelling Rules (Courseware/Exempt) Objective • Learner will apply rules of spelling: doubling final consonants, adding prefixes, and using cede, reed,

and sede.

Commonly Misspelled Words (Courseware/Exempt) Objective • Learner will correct spellings of commonly misspelled words.

Sentence Errors (Offline) Objective • Learner will demonstrate proficiency in using language terminology and in applying language

concepts: Grammar usage and spelling (fragments, run-ons, comma splices, shifts in verb tense, and passive voice).

Cause and Effect in Reading Directions (Courseware/Exempt) Objective • Learner will study how to find causes and effects in directions.

A Reading Strategy—Finding the Resources (Courseware/Exempt) Objectives • Learner will, given a text, be able to select those portions of it that should be read first in order to

find the most important ideas and their order of presentation. • Learner will distinguish between expository and narrative texts and how to find the text aids in

each.

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A Reading Strategy—Preparing for Review (Courseware/Exempt) Objective • Learner will prepare materials for review using highlighting or underlining, note taking, and table

building skills.

Satire in Literature (Webtivity) Objectives • Learner will relate literary works and their authors to the political events and seminal ideas of their

eras. • Learner will analyze how satire works. • Learner will evaluate characteristics of subgenres and types of writing, such as satire, that are used

in poetry, prose, plays, novels, short stories, essays, and other basic genres: Using humor to point out weaknesses of people and society.

• Learner will evaluate characteristics of subgenres and types of writing, such as parody, that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres: Using humor to imitate or mock a person or situation.

Business Writing (Webtivity) Objectives • Learner will write for a variety of purposes, audiences, and occasions, both for formal and for

practical and personal purposes. • Learner will follow the conventional style for a type of document (e.g., résumé, memorandum) and

use page formats, fonts, and spacing that contribute to the readability and impact of the document.

Capturing Interest with Anecdotes (Courseware) Objective • Learner will use anecdotes to both draw his or her readers in and support his or her claims.

Autobiographical Narratives (Webtivity) Objectives • Learner will write fictional autobiographical or biographical narratives that:

o narrate a sequence of events and communicate their significance to the audience. o locate scenes and incidents in specific places. o pace the presentation of actions to accommodate changes in time and mood.

• Learner will write fictional autobiographical or biographical narratives that use interior monologue (i.e., what the character says silently to self) to show the characters’ feelings.

• Learner will write autobiographical and biographical narratives in a mature style characterized by suitable vocabulary, descriptive detail, effective syntax, an appropriate voice, a variety of sentence structures, clear coordination and subordination of ideas, and rhetorical devices that help establish tone and reinforce meaning.

• Learner will use language in natural, fresh, and vivid ways to establish a specific tone.

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Using Analogies to Clarify Your Ideas (Courseware) Objective • Learner will use analogies to elucidate complex, abstract, and unfamiliar concepts in his or her

writing.

Supporting Arguments with Additional Evidence (Courseware) Objective • Learner will identify when to support arguments with multiple reliable sources of evidence.

Using Indirect Evidence (Courseware) Objective • Learner will identify indirect evidence to support his or her claims in a persuasive essay.

Elements of a Persuasive Speech (Webtivity) Objectives • Learner will analyze the four basic types of persuasive speech (i.e., propositions of fact, value,

problem, policy) and understand the similarities and differences in the patterns of organization and the use of persuasive language, reasoning, and proof.

• Learner will distinguish between relevant and irrelevant information. • Learner will attend to both denotative and connotative meanings. • Learner will distinguish fact from opinion, evaluate logic, and identify manipulative techniques. • Learner will analyze messages for their accuracy and usefulness. • Learner will critique a speaker's use of words and language in relation to the purpose of an oral

communication and the impact the words may have on the audience. • Learner will identify logical fallacies used in oral addresses, including ad hominem, false causality, red

herring, overgeneralization, and bandwagon effect. • Learner will summarize a speaker's purpose and point of view and discuss and ask questions to

draw interpretations of the speaker's content and attitude toward the subject. • Learner will construct and present a coherent argument, summarizing then refuting opposing

positions, and citing persuasive evidence. • Learner will demonstrate confidence and poise during presentations, interacting effectively with the

audience, and selecting language and gestures mindful of their effect. • Learner will use language and rhetorical strategies skillfully in informative and persuasive messages. • Learner will participate effectively in question-and-answer sessions following presentations. • Learner will observe the appropriate etiquette when expressing thanks and receiving praise. • Learner will use praise and suggestions of others to improve his or her own communication.

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Unit 2: The Romantic Period

Building Your Vocabulary (Courseware/Exempt) Objectives • Learner use strategies to improve vocabulary: look up words; use context by finding examples from

which to infer a definition; and find a comparison or contrast from which to infer a meaning.

• Learner will infer meanings of words from roots, prefixes, and suffixes.

Understanding Idioms (Webtivity) Objectives • Learner will rely on context to determine meanings of words and phrases, such as idioms. • Learner will expand vocabulary through wide reading, listening, and discussing.

Adding Commas to Indicate Nonessential Information (Courseware/Exempt) Objective • Learner will set nonrestrictive clauses off with commas.

Adding Commas After Introductory Phrases (Courseware/Exempt) Objective • Learner will set introductory elements off with commas.

Using Commas with Certain Modifiers (Courseware/Exempt) Objective • Learner will set conjunctive adverbs off with commas.

More Than One Cause or Effect (Courseware/Exempt) Objective • Learner will use cause and effect to solve problems.

Techniques of Fiction (Offline) Objectives • Learner will demonstrate the ability to analyze fiction through identifying and applying knowledge of

elements and literary techniques: o identify and analyze the techniques of fiction (e.g., irony, foreshadowing, symbolism,

flashback, metaphor, personification, epiphany, oxymoron, dialect). o identify and analyze characteristics of literature, such as satire, parody, and allegory, that

overlap or cut across the lines of basic genre classifications.

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Kinds of Writing (Courseware/Exempt) Objective • Learner will identify characteristics of different types of writing (e.g., narrative, descriptive, analytic,

realistic, poetic, metamorphic, objective). Biography and Autobiography (Courseware/Exempt)

Objective • Learner will identify the differences between the characteristics of a biography and the

characteristics of an autobiography. What’s a Formal Essay? (Courseware/Exempt)

Objective • Learner will identify the characteristics of a formal essay.

What’s an Informal Essay? (Courseware/Exempt)

Objective • Learner will identify the characteristics of an informal essay.

Characteristics of Different Types of Texts (Webtivity)

Objectives • Learner will identify and use characteristics to classify different types of text: Identify characteristics

of different types of nonfiction (e.g., autobiography, biography, informational text, essay, technical, editorial, diaries, journals, news articles, memoirs).

• Learner will identify and use characteristics to classify different types of text: Identify different types of poetry (e.g., narrative, haiku, free verse, ballad, limerick, rhyming, couplets, sonnet, epic).

• Learner will identify and use characteristics to classify different types of text: Identify characteristics of different types of fiction (e.g., legend, myth, fantasy, short story, novels, historical fiction).

Interpretations of Literature (Webtivity) Objective • Learner will write interpretations of literary or expository reading that:

o demonstrate a grasp of the theme or purpose of the work. o analyze the use of imagery, language, and unique aspects of text. o support key ideas through accurate and detailed references to the text or to other works. o demonstrate awareness of the effects of the author's stylistic and rhetorical devices. o assess the impact of perceived ambiguities, nuances, and complexities within text.

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Unit 3: The Victorian Age

Building Your Social Sciences Vocabulary (Courseware/Exempt)

Objectives • Learner will study the definitions of word parts and whole words common to the social sciences.

• Learner will differentiate between expository and narrative text.

• Learner will evaluate the quality if facts that support stated opinions.

• Learner will ask questions that will help him or her better understand the author’s message in a narrative passage.

Building Your Science Vocabulary (Courseware/Exempt)

Objective • Learner will apply the meanings of word parts to correctly define words related to the social

sciences.

Parallel Structures (Offline) Objective • Learner will demonstrate proficiency in using language terminology and in applying language

concepts: grammar usage and spelling (parallelism).

A Strategy for Reading Directions (Courseware/Exempt)

Objective • Learner will apply a strategy to directions/procedures.

Allegory in Literature (Webtivity)

Objective • Learner will evaluate characteristics of subgenres and types of writing, such as allegory, that are

used in poetry, prose, plays, novels, short stories, essays, and other basic genres: Use of fictional figures and actions to express truths about human experiences.

Inferring the Answer (Courseware/Exempt)

Objective • Learner will draw inferences, such as conclusions, generalizations, and predictions, and support

them with text, evidence, and experience.

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How to Write Summaries of Text (Webtivity) Objectives • Learner will verify and clarify facts presented in several types of expository texts. • Learner will analyze and synthesize graphic organizers (e.g., organizational charts, concept maps,

comparative tables). • Learner will write summaries of complex information (e.g., information in a lengthy text, sequence

of events), expand or reduce the summaries by adding or deleting detail, and integrate appropriately summarized information into reviews, reports, or essays, with correct citations.

Interpretive Presentations (Webtivity)

Objectives • Learner will present interpretations, such as telling stories, performing original works, and

interpreting poems and stories, for a variety of audiences. • Learner will use appropriate rehearsal strategies to pay attention to performance details, achieve

command of the text, and create skillful artistic staging. • Learner will use effective and interesting language, including informal expressions for effect,

standard English for clarity, and technical language for specificity.

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Unit 4: Contemporary Literature

Finding Word Meanings (Courseware/Exempt)

Objective • Learner will apply meanings of prefixes, roots, and suffixes in order to comprehend.

Comprehending Using Roots and Affixes (Webtivity) Objective • Learner will apply meanings of prefixes, roots, and suffixes in order to comprehend.

Fixing Modifier-Subject Mismatches (Courseware/Exempt) Objective • Learner will clarify what a dangling modifier modifies by adding a subject to the modifying phrase or

by revising the subject of the main clause. A Strategy for Reading Reference Material (Courseware/Exempt)

Objective • Learner will analyze and evaluate complex texts with supportive explanations to generate

connections to real-life situations and other texts (e.g., consumer materials, public documents). Understanding History (Courseware/Exempt)

Objective • Learner will synthesize information from narrative and expository passages dealing with a single

event or period of history.

Making Connections to Literature (Webtivity) Objective • Learner will connect literature to historical contexts, current events, and his or her own

experiences.

Identifying the Main Idea 2 (Courseware/Exempt) Objectives • Learner will identify the topic of a paragraph. • Learner will identify the main idea of a paragraph.

Identifying the Main Idea When It Is Implied (Courseware/Exempt) Objective • Learner will identify the implied main idea of a paragraph.

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The Title as the Main Idea 2 (Courseware/Exempt) Objective • Learner will select a title that most appropriately represents the main idea of a passage.

Details that Support the Main Idea (Courseware/Exempt) Objective • Learner will identify details that support the main idea of a passage.

Reading Strategy—Asking Questions (Courseware/Exempt) Objectives • Learner will use the structure of a passage to generate questions that are answered in the text.

• Learner will use text aids to generate pre-reading questions.

Reading Strategy—Finding Answers (Courseware/Exempt) Objective • Learner will locate information within a text to answer questions.

Extended Research Essay (Webtivity) Objectives • Learner will conduct research on issues and interests by generating ideas and questions and by

posing problems. • Learner will access information and conduct research using a variety of primary and secondary

sources to produce formal papers. • Learner will gather relevant information from a variety of print and electronic sources (e.g., books,

magazines, newspapers, journals, periodicals, the Internet), as well as from direct observation, interviews, and surveys.

• Learner will organize information from both primary and secondary sources by taking notes, outlining ideas, and paraphrasing information and by creating charts, conceptual maps, and/or timelines.


• Learner will skim and scan text to locate specific facts and important details by using organizational features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indexes, key/guide words, topic sentences, concluding sentences, endnotes, footnotes, bibliographic references) in expository text.

• Learner will use own summaries, notes, and outlines in writing research papers. • Learner will analyze, synthesize, and integrate data, drafting a reasoned report that supports and

appropriately illustrates inferences and conclusions drawn from research. • Learner will write an extended research essay that conveys information and ideas from primary and

secondary sources accurately and coherently. • Learner will write an extended research essay that paraphrases and summarizes different

perspectives on the topic as appropriate.

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• Learner will write an extended research essay that makes distinctions about the relative value and significance of specific data, facts, and ideas.

• Learner will write an extended research essay that anticipates and addresses the reader's potential misunderstandings, biases, and expectations with evidence.

• Learner will write an extended research essay that provides a clear and coherent conclusion. • Learner will write an extended research essay that employs technologies and graphics as

appropriate. • Learner will write an extended research essay that cites research sources according to a standard

format for works cited. • Learner will use standard bibliographic format to document sources (e.g., MLA, APA, CMS). • Learner will deliver multimedia presentations: Combine text images and sound by incorporating

information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.

• Learner will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed: Create an appropriate scoring guide to evaluate final presentations.


Presentation Rubric (Offline) Objective • Learner will create a rubric (i.e., scoring guide) based on categories generated by the teacher and

students (e.g., content, organization, presentation style, vocabulary) to prepare, improve, and assess the presentations listed in this section.

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Recommended Literature

British Literature: Drama: William Shakespeare Christopher Marlowe George Bernard Shaw Oscar Wilde Authors: Geoffrey Chaucer Sir Thomas Malory Sir Walter Raleigh Jonathan Swift Charles Dickens Thomas Hardy George Eliot Virginia Woolf Jane Austen Emily Bronte Joseph Conrad Mary Shelley William Golding Aldous Huxley Poets/Poetry: Beowulf Edmund Spenser Alexander Pope William Blake William Wordsworth Samuel T. Coleridge Percy B. Shelley Lord Byron John Keats Alfred Tennyson Elizabeth Barrett Browning Robert Browning William Butler Yeats John Milton

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Nonfiction Authors/Essayists: Sir Francis Bacon Joseph Addison Samuel Johnson George Orwell Winston Churchill Rebecca West Stephen Hawking

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Contemporary Teen Fiction: The American Library Association’s Alex Award Winners 2006: Bates, Judy Fong. Midnight at the Dragon Café. Counterpoint. Buckhanon, Kalisha. Upstate. St Martins. Gaiman, Neil. Anansi Boys. William Morrow & Company. Galloway, Gregory. As Simple As Snow. Putnam. Ishiguro, Kazuo. Never Let Me Go. Alfred A. Knopf. Martinez, A. Lee. Gil’s All Fright Diner. Tor. Palwick, Susan. The Necessary Beggar. Tor. Rawles, Nancy. My Jim. Crown. Scheeres, Julia. Jesus Land: A Memoir. Counterpoint. Walls, Jeannette. The Glass Castle: A Memoir. Scribner. 2005: Almond, Steve. Candyfreak: A Journey through the Chocolate Underbelly of America. Algonquin Books of Chapel Hill. Cox, Lynn. Swimming to Antarctica: Tales of a Long-Distance Swimmer. Knopf. Halpin, Brendan. Donorboy. Random House. Kurson, Robert. Shadow Divers. Random House. Meyers, Kent. Work of Wolves. Harcourt. Patchett, Ann. Truth & Beauty: A Friendship. HarperCollins. Picoult, Jodi. My Sister’s Keeper. Atria. Reed, Kit. Thinner Than Thou. Tom Doherty Associates. Shepard, Jim. Project X. Knopf . Sullivan, Robert. Rats: Observations on the History and Habitat of the City’s Most Unwanted Inhabitants. Bloomsbury. 2004: Davis, Amanda. Wonder When You’ll Miss Me. William Morrow/HarperCollins. Haddon, Mark. The Curious Incident of the Dog in the Night-time. Doubleday. Hosseini, Khaled. The Kite Runner. Riverhead. Niffenegger, Audrey. The Time Traveler’s Wife. MacAdam Cage. Packer, Z.Z. Drinking Coffee Elsewhere. Riverhead. Roach, Mary. Stiff. Norton. Salzman, Mark. True Notebooks. Knopf. Satrapi, Marjane. Persepolis. Pantheon. Winspear, Jacqueline. Maisie Dobbs. Soho. Yates, Bart. Leave Myself Behind. Kensington.

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2003: Barry, Lynda. One Hundred Demons. Sasquatch. Conroy, Pat. My Losing Season. Doubleday/Nan A Talese. Ferris, Timothy. Seeing in the Dark: How Backyard Stargazers Are Probing Deep Space and Guarding Earth from Interplanetary Peril. Simon & Schuster. Fforde, Jasper. The Eyre Affair. Viking. Lawson, Mary. Crow Lake. Dial. Malloy, Brian. The Year of Ice. St. Martin’s. Otsuka, Julie. When the Emperor Was Divine. Knopf. Packer, Ann. The Dive from Clausen’s Pier. Knopf/Borzoi. Southgate, Martha. The Fall of Rome. Scribner. Weisberg, Joseph. 10th Grade. Random. 2002: Brooks, Geraldine. Year of Wonders: A Novel of the Plague. Viking. Doyle, William. An American Insurrection: The Battle of Oxford, Mississippi. Doubleday. Durham, David Anthony. Gabriel's Story. Doubleday. Ehrenreich, Barbara. Nickel and Dimed: On (Not) Getting by in Boom- Time America. Holt/Metropolitan. Enger, Leif. Peace like a River. Atlantic Monthly. Kruger, Kobie. The Wilderness Family: At Home with Africa's Wildlife. Ballantine. Morrissey, Donna. Kit's Law. Houghton/Mariner. Odom, Mel. The Rover. Tor. Vijayaraghavan, Vineeta. Motherland. Soho. Walker, Rebecca Black. White, and Jewish: Autobiography of a Shifting Self. Putnam/Riverhead.

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The American Library Association’s 2006 Best Books for Young Adults Nonfiction: Akbar, Said Hyder and Burton, Susan. Come Back to Afghanistan: A California Teenager's Story. Bloomsbury. Bartoletti, Susan Campbell. Hitler Youth: Growing Up in Hitler's Shadow. Scholastic. Blumenthal, Karen. Let Me Play: The Story of Title IX: The Law That Changed the Future of Girls in America. Simon & Schuster/Atheneum. Bolden, Tonya. Maritcha: A Nineteenth Century American Girl. Abrams. Deem, James M. Bodies From the Ash: Life and Death in Ancient Pompeii. Houghton. Delisle, Guy. Pyongyang: A Journey in North Korea. Drawn and Quarterly. Dendy, Leslie and Boring, Mel. Guinea Pig Scientists: Bold Self-Experimenters in Science and Medicine. Holt. Eisner, Will. The Plot: The Secret Story of the Protocols of the Elders of Zion. Norton. Farrell, Jeanette. Invisible Allies: Microbes That Shape Our Lives. Farrar. Fleming, Candace. Our Eleanor: A Scrapbook Look at Eleanor Roosevelt's Remarkable Life. Simon & Schuster/Atheneum. Frank, Mitch. Understanding the Holy Land: Answering Questions About the Israeli-Palestinian Conflict. Viking. Giblin, James Cross. Good Brother, Bad Brother: The Story of Edwin Booth and John Wilkes Booth. Clarion. Growing Up in Slavery: Stories of Young Slaves as Told By Themselves. Ed. by Yuval Taylor. Lawrence Hill. Jurmain, Suzanne. The Forbidden Schoolhouse: The True and Dramatic Story of Prudence Crandall and Her Students. Houghton. Lavender, Bee. Lessons in Taxidermy. Akashic Books/Punk Planet Books. Nelson, Marilyn. Fortune's Bones: The Manumission Requiem. Front Street. Nelson, Marilyn. A Wreath for Emmett Till. Illus. by Philippe Lardy. Houghton. O'Donnell, Joe. Japan 1945: A U.S. Marine's Photographs from Ground Zero. Vanderbilt. Partridge, Elizabeth. John Lennon: All I Want Is the Truth. Viking. Zenatti, Valérie. When I Was a Soldier: A Memoir. Bloomsbury. Fiction: Adlington, L. J. The Diary of Pelly D. Greenwillow. Bechard, Margaret. Spacer and Rat. Roaring Brook/Deborah Brodie. Black, Holly. Valiant: A Modern Tale of Faerie. Simon & Schuster. Bray, Libba. Rebel Angels. Delacorte. Bruchac, Joseph. Code Talker: A Novel About the Navajo Marines of World War Two. Dial. Buckhanon, Kalisha. Upstate. St. Martin's. Castellucci, Cecil. Boy Proof. Candlewick. Coburn, Jake. LoveSick. Dutton.

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Cummings, Priscilla. Red Kayak. Dutton. Delaney, Joseph. Revenge of the Witch. Greenwillow. Mercado, Nancy E. (Ed.) Every Man for Himself: Ten Short Stories About Being a Guy. Dial. Flake, Sharon G. Bang! Hyperion/Jump at the Sun. Fleischman, Paul. Zap. Candlewick. Frank, E. R. Wrecked. Simon & Schuster/Atheneum. Gaiman, Neil. Anansi Boys. HarperCollins/William Morrow. Galloway, Gregory. As Simple as Snow. Putnam. Green, John. Looking for Alaska. Dutton. Griffin, Adele. Where I Want to Be. Putnam. Grimes, Nikki. Dark Sons. Hyperion/Jump at the Sun. Gruber, Michael. The Witch's Boy. HarperTempest. Halam, Ann. Siberia: A Novel. Random/Wendy Lamb. Hartnett, Sonya. Stripes of the Sidestep Wolf. Candlewick. Hautman, Pete. Invisible. Simon & Schuster. Hearn, Julie. The Minister's Daughter. Simon & Schuster/Atheneum. Hiaasen, Carl. Flush. Knopf. Holub, Josef. An Innocent Soldier. Translated by Michael Hofmann. Scholastic/Arthur A. Levine. Jacobson, Jennifer Richard. Stained. Simon & Schuster/Atheneum. Johnson, Maureen. 13 Little Blue Envelopes. HarperCollins. Kass, Pnina Moed. Real Time. Clarion. Kibuishi, Kazu. Daisy Kutter: The Last Train. Viper. Krovatin, Christopher. Heavy Metal and You. Scholastic/Push. Lanagan, Margo. Black Juice. HarperCollins/Eos. Larbalestier, Justine. Magic or Madness. Penguin/Razorbill. Larochelle, David. Absolutely Positively Not. Scholastic/Arthur A. Levine. Lester, Julius. Day of Tears: A Novel in Dialogue. Hyperion/Jump at the Sun. Levithan, David. Are We There Yet? Knopf. Lubar, David. Sleeping Freshmen Never Lie: A Novel. Dutton. Lynch, Chris. Inexcusable. Simon & Schuster/Atheneum. Lynch, Jim. The Highest Tide: A Novel. Bloomsbury. Martinez, A. Lee. Gil's All Fright Diner. Tor. McGhee, Alison. All Rivers Flow to the Sea. Candlewick. Meyer, Stephanie. Twilight: A Novel. Little, Brown/Megan Tingley. Myers, Walter Dean. Autobiography of My Dead Brother. HarperCollins/Amistad. Oppel, Kenneth. Skybreaker. HarperCollins/Eos. Pearson, Mary E. A Room on Lorelei Street. Holt. Peet, Mal. Keeper. Candlewick. Peña, Matt de la. Ball Don't Lie. Delacorte. Perkins, Lynne Rae. Criss Cross. Greenwillow. Qualey, Marsha. Just Like That. Dial. Riordan, Rick. The Lightning Thief: Percy Jackson and the Olympians. Hyperion. Rowling, J. K. Harry Potter and the Half-Blood Prince. Scholastic/Arthur A. Levine.

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Salisbury, Graham. Eyes of the Emperor. Random/Wendy Lamb. Spillebeen, Geert. Kipling's Choice. Translated by Terese Edelstein. Houghton. Staples, Suzanne Fisher. Under the Persimmon Tree. Farrar/ Frances Foster. Stein, Tammar. Light Years: A Novel. Knopf. Thal, Lilli. Mimus. Translated by John Brownjohn. Annick. Tiffany, Grace. Ariel. HarperCollins/Laura Geringer. Tingle, Rebecca. Far Traveler. Putnam. Tullson, Diane. Red Sea. Orca. Vaughan, Brian K. Runaways: Volume 1 HC. Marvel. Vaught, Susan. Stormwitch. Bloomsbury. Volponi, Paul. Black and White. Viking. Waid, Mark and others. Superman: Birthright. DC Comics. Weaver, Will. Full Service. Farrar. Westerfeld, Scott. Peeps. Penguin/Razorbill. Westerfeld, Scott. Uglies. Simon & Schuster/Simon Pulse. Whitcomb, Laura. A Certain Slant of Light. Houghton/Graphia. Wittlinger, Ellen. Sandpiper. Simon & Schuster. Wooding, Chris. Poison. Scholastic/Orchard. Wynne-Jones, Tim. A Thief in the House of Memory. Farrar/Melanie Kroupa. Zusak, Markus. I Am the Messenger. Knopf.

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