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Prentice Hall Writing and Grammar, Grade 9, 8th Edition © 2008

C O R R E L A T E D T O

West Virginia Generic Evaluation Criteria for English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) and

Specific Evaluation Criteria for Composition and GrammarGrade 9

G r a d e 9

INSTRUCTIONAL MATERIALS ADOPTION PUBLISHER: Pearson Prentice Hall SUBJECT: Language ArtsSPECIFIC GRADE: 9 COURSE: Composition and Grammar TITLE: Prentice Hall Writing and Grammar, 8E COPYRIGHT DATE: 2008 SE ISBN: 0132009633 TE ISBN: 0132009722

GENERIC EVALUATION CRITERIA GROUP II – 2008-2014

English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12

R-E-S-P-O-N-S-E Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

Multi-ethnic writers are highlighted in a featured called “Writers in Action.” Students are introduced to authors from various cultures and learn about their diverse backgrounds and literary contributions. This recurring feature includes: Larry Cataldo, p. 3 Edgar Allan Poe, p. 19 Isabel Allende, p. 49 Issac Bashevis, p. 75 Toni Cade Bambara, p. 82 Anne McCaffrey, p. 101 Edward Bulwer, p. 129 Rosser Reeves, p. 157 Carl Sagan, p. 177 Henry David Thoreau, p. 203 Gene Bryant Johnson, p. 229 Zora Neale Hurston, p. 251 Lawrence Chua, p. 281 William Strunk, Jr., p. 293 Booker T. Washington, p. 309 Betsy Byers, p. 325

Models from literature are used to provide exemplars of writing genres for students as they begin their own papers. These literature models are by writers from a wide variety of backgrounds and deal with diverse themes. Titles include the following: ”The Shadowland of Dreams,” by Alex Haley, pp. 50–53 ”The Appalachian Trail,” by Bruce Eason, pp. 76–77 ”See Ya’ at the Subway,” by Edwina Armstrong, pp. 102–105 ”We Can Go Home Again,” by Nevada Barr, pp. 130–133 Advertisement for Michigan Opera Theater, pp. 158 ”Murderous Mitch,” by Tim Padgett, pp. 204–205 From Dinosaurs Rediscovered, by Don Lessem, pp. 230–231 ”The Indomitable Spirit of Sojourner Truth,” by William Kaufman, pp. 252–255 ”Lederer’s ‘Miracle’ Is His Well of Wit and Wisdom With Words,” by Charles Harrington Elster, pp. 282–285 Also see: Spotlight on the Humanities: exploring cultural themes, 24, recognizing themes (A Raisin in the Sun), 44, recognizing shared culture, 96 See images on pp. 6, 120, 145, 172, 185, 193, 213, 219, 228, 243, 252, 267, 287, 297, 308, 324, 400, 405, 455, 464, 470, 484, 510, 556, 715, 790

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

Models from literature are used to provide exemplars of writing genres for students as they begin their own papers. These literature models are by writers from a wide variety of backgrounds and deal with diverse themes. Titles include the following: ”The Appalachian Trail,” by Bruce Eason, pp. 76–77 ”See Ya’ at the Subway,” by Edwina Armstrong, pp. 102–105 ”We Can Go Home Again,” by Nevada Barr, pp. 130–133 ”The Indomitable Spirit of Sojourner Truth,” by William Kaufman, pp. 252–255 ”Lederer’s ‘Miracle’ Is His Well of Wit and Wisdom With Words,” by Charles Harrington Elster, pp. 282–285 Also see:

Spotlight on the Humanities: modern myth, 96, evaluating artistic performances, 152, evaluating persuasive art forms, 172, examining ideas and culture in art, 246, analyzing themes in art forms, 304 See images on pp. 24, 139, 148, 172, 198, 252, 273, 300, 360, 363, 371, 378, 405, 484, 510, 541, 561, 573, 643, 645, 675, 678, 707, 715

GROUP II – 2008-2014

English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT I=In-depth

80% A=Adequate

80% M=Minimal

60% N=Nonexistent Less than 60% I A M N

In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop A. Learning Skills Chapter 2: A Walk Through the Writing Process (pp. 12-23) Chapter 30: Speaking, Listening, Viewing, and Representing (pp. 744–763) Chapter 32: Reading Skills (pp. 790–809) Chapter 33: Study, Reference, and Test-Taking Skills, (pp. 812–831) Chapter 34: Workplace Skills and Competencies (pp. 834–845)

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these

21 Century Tools

Also see: Rubric for Self-Assessment/Reflecting on Your Writing, 66, 90, 119, 147, 168, 192, 218, 242, 270, 317 Exposition: Problem–and–Solution Essay, 228–229, 230–231, 232–235, 236–237, 238–240, 241, 242–244

B. 21st Century Tools Media and Technology

Skills: examining media's perception of reality, 125, recognizing persuasive techniques, 153, analyzing news coverage, 199, evaluating movie ads, 305; Reading Skills: Reading from Varied Sources, 808–809; Electronic Texts: dictionary, 823, encyclopedia, 824; Standardized Test Preparation Workshop: Constructing Meaning from Informational Texts, 832–833; Chapter 34: Workplace Skills and Competencies, 834–845; also see: Internet: research using, 109, consumer reports on,

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such as e-learning, time management/calendar, collaboration tools)

197, analyzing web pages and newsgroups, 199, maps on, 263, 752, 759, search words, 383, 745, narrowing topic with, 402, library access on, 816, electronic databases on, 818, newspapers and magazines on, 820, electronic calendar on, 842, budgeting sites on, 844;

INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

GROUP II – 2008-2014 English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12

(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

A. Multimedia

A wide range of technology resources support every aspect of the program. These include the following: Interactive Textbook (available online at www.pearsonsuccessnet.com or on CD-ROM) provides the same content as the textbook and in addition includes

1. Offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

http://www.pearsonsuccessnet.com



the following: • In addition, the

Prentice Hall Online Essay Scorer provides instant scoring and feedback for Topic Bank assignments in each Writing chapter and can be found at pearsonsuccessnet.com.

• Interactive Writing and Grammar Exercises webcodes throughout the student edition allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials

• Diagnostic Tests and Scoring Rubrics

Other multimedia resources include the following: • Teacher

Express CD-

ROM which contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization

• Examview Test Bank CD-ROM creates customizable tests, worksheets and study guides for print, LAN-based, and Internet-based tests

• Writers at Work DVD which includes in-depth interviews with authors who explain how they incorporate the writing process into their daily lives

See next standard for detailed explanation of Internet

components of this program.

Interactive Textbook (available online at www.pearsonsuccessnet.com or on CD-ROM) provides the same content as the textbook and in addition includes the following: • Interactive

Writing and Grammar Exercises webcodes throughout the student edition allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials

• In addition, the Prentice Hall Online Essay Scorer provides instant scoring and feedback for Topic Bank assignments in each Writing chapter and can be found

2. Provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.




at pearsonsuccessnet.com.

• Diagnostic

Tests and Scoring Rubrics

In the Teacher’s Edition, links to the Interactive Textbook can be found throughout the text, but for examples, please see pp. 2b, 12b, and 28b. Links can also be found in the student edition on pages 57, 116, and 469. For examples of online support, see http://phschool.com/atschool/writing_grammar/webcodes/program_page.html and following the links for each level of the program. • In addition, the

Prentice Hall Online Essay Scorer

http://phschool.com/atschool/writing_grammar/webcodes/program_page.html





provides instant scoring and feedback for Topic Bank assignments in each Writing chapter and can be found at pearsonsuccessnet.com as referenced in the Teacher’s Edition text on pp. 90, 119, and 147

Skills for using and understanding technology are developed in Media and Technology Skills pages, see pp. 9, 25, 45, 71, 97, 125, 153, 173, 199, 225, 247, 277, 305, 321, and 335 A wide range of technology resources support every aspect of the program. These include the following: Interactive Textbook (available

3. Integrate technology into the curriculum.

online at www.pearsonsuccessnet.com or on or on CD-ROM) provides the same content as the textbook and in addition includes the following: • In addition, the


• Interactive

Writing and Grammar Exercises webcodes throughout the student edition allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials

• Diagnostic




Tests and Scoring Rubrics

Other multimedia resources include the following: • Teacher

Express CD-ROM which contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization

• Examview Test Bank CD-ROM creates customizable tests, worksheets and study guides for print, LAN-based, and Internet-based tests

• Writers at Work DVD which includes in-depth interviews with authors who

explain how they incorporate the writing process into their daily lives

See next standard for detailed explanation of Internet components of this program.

B. Scientifically-Based Research Strategies

The program emphasizes student awareness of a variety of learning strategies. In Chapter 32: Reading Skills the first section provides instruction in the use of graphic organizers (pp. 796–797). In addition, every writing lesson in the program introduces a variety of graphic organizers to reinforce the stages of the

1. Provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn diagrams and inverted pyramids.

writing process. For examples please see Chapter 2: A Walk Through the Writing Process pages 15, 16, and 17, as well as examples from other writing chapters such as those found on pages 57, 160, and 234.

The Writer in You, 2–7; A Walk Through the Writing Process, 12–23; Narration: Autobiography, 48–70; Narration: Short Story: 74–96; Description, 100–124; Persuasion, 128–152; Persuasion Advertisement, 156–172; Exposition: Comparison–and–Contrast Essay, 176–198; Exposition: Cause–and–Effect Essay, 202–224; Exposition:

2. Promote writing skills and study techniques.

Problem–and–Solution Essay, 228–246; Research Paper, 250–276; Response to Literature, 280–304; Writing for Assessment, 308–320; Workplace Writing, 324–334; Please note: • In addition, the


Also see, Chapter 33: Study, Reference, and Test-Taking Skills, pp. 812–831

Varied teaching models and differentiated instruction can be found integrated

3. Present varied teaching models with emphasis on differentiated instruction in content, process and product.

throughout the text. The Time and Resource Manager that introduces every chapter of the program (see pp. 48a-b, 280a-b, and 524a-b) includes an overview of and page list for the following: • In-depth

Lesson Plan • Accelerated

Lesson Plan • Options for

Adapting Lesson Plans

• Integrated Skills Coverage

• Meeting Individual Needs

• Block Scheduling

• Assessment Support

Also see the Customize for… differentiated instruction teaching notes integrated at point of use throughout the

teacher’s edition. Examples include the following: • Customize for

ESL Students (p. 111)

• Customize for Logical/ Mathematical Learners (p. 261)

• Customize for Intrapersonal Learners (p. 333)

• Customize for Less Advanced Students (p. 576)

• Customize for More Advanced Students (p. 586)

• Customize for Visual/ Spatial Learners (p. 662)



80% A=Adequate

80% M=Minimal


C. Critical Thinking

Questioning models are taught to students in a number of sections of the program. Chapter 32: Reading Skills includes sections on Using the SQ4R Method (pp. 793–794), Reading Nonfiction Critically (pp. 798–803), and Reading Actively (p. 804). In addition, the teacher’s edition includes a step-by-step developmental teaching guide for every chapter that includes notes/guides on each of the Bloom’s Taxonomy competencies as follows: • Knowledge:

Activating Prior Knowledge (see p. 75)

• Comprehension: Teaching From the Model

1 1.

2

Emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy.

(see p. 76) • Application:

guide for steps of the writing process as students write (see p. 83)

• Analysis: Responding to… notes (see p. 79)

• Synthesis: Integrating Representing Skills (see p. 84)

• Evaluation: Assess guide with notes (see p. 90)

Student generated responses are integrated throughout the program. All section lessons begin with an Activating Prior Knowledge activity (see pp. 281 and 346). The Step-by-Step teaching guide not only bases lessons on student generated responses, but also suggests cooperative learning activities such as those

2. Promote student-generated responses.

found on pp. 388 and 581. In addition, all steps of the writing process, include peer review and shared response activities such as those found on pp. 190 and 267. Students also generate reflective responses using the Reflecting on Your Writing and Rubric for Self-Assessment activities at the end of every one of the major writing activities such as those found on pp. 218 and 242.

D. Life Skills

Life skills are integrated throughout the program (see technology and writing references above), but there are two key chapters that exemplify this emphasis. The first is Chapter

1. address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

34: Workplace Skills and Competencies (pp. 834–845) includes the following sections: • Working With

People • Learning

Teamwork • Moving Toward

Your Goals • Solving

Problems and Thinking Creatively

• Managing Time • Managing

Money • Applying Math

Skills • Applying

Computer Skills In addition, Chapter 30: Speaking, Listening, Viewing, and Representing (pp. 744–763) includes the following sections: • Speaking in a

Group Discussion

• Giving a Speech

• Using Critical

Listening • Interpreting

Maps and Graphs

• Viewing Information Media Critically

• Creating Visual Representations

Habits of mind skills and metacognitive approaches are integrated throughout the program, but there are two key chapters that exemplify this emphasis. The first is Chapter 32: Reading Skills (pp. 790–809) includes the following sections: • Reading

Methods and Tools

• Reading Nonfiction Critically

• Reading from Varied Sources

In addition, Chapter 33: Study, Reference, and Test-Taking

2. Address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

Skills (pp. 812–831) includes the following sections: • Basic Study

Skills • Reference

Skills • Test-Taking

Skills In addition, the varied teaching models mentioned above also serve to engage students in a variety of learning modalities and habits of thinking. For example, the Customize for… differentiated instruction teaching notes include the following: • Customize for


• Customize for Logical/ Mathematical Learners (p. 261)



• Customize for More Advanced Students (p. 586)


E. Classroom Management

Opportunities for students to work in a wide variety of cooperative groups as well as independently are integrated into every lesson. The Step-by-Step teaching guide suggests cooperative learning activities such as those found on pp. 388 and 581. See examples in the Teacher’s Edition: pp. 6, 14, 40, 44, 66, 88, 94, 102, 107, 145, 235, 258, 406, 493, 559, 757) In addition, all steps of the writing process,

1. Include opportunities for large group, small group and independent learning.

include peer review and shared response activities such as those found on pp. 190 and 267. Students also generate reflective responses using the Reflecting on Your Writing and Rubric for Self-Assessment activities at the end of every one of the major writing activities such as those found on pp. 218 and 242. The Customize for… differentiated instruction offer both individualized and group learning activities such as those found on the following pages: • Customize for



In addition, the

skills required for group work are covered in the following chapters: Chapter 34: Workplace Skills and Competencies (pp. 834–845) includes the following sections: • Working With

People • Learning

Teamwork • Moving Toward

Your Goals • Solving

Problems and Thinking Creatively

Chapter 30: Speaking, Listening, Viewing, and Representing (pp. 744–763) includes the following sections: • Speaking in a

Group Discussion

• Using Critical Listening

For professional 2. Provide classroom management suggestions.

support guidance and opportunities, see the Resources for Varying Instruction and Professional Development Support referenced in the Time and Resource Manager pages before each chapter of the teacher’s edition (examples on pp. 156a-b and 448a-b). Other classroom management suggestions listed in the Time and Resource Manager include: • In-depth








These lesson plans and the Step-by-Step Teaching Guide in the teacher’s edition are supported by ongoing assessment notes such as those found on pp. 452 and 498 which support the stages of the suggested lessons.

The Time and Resource Manager (see pp. 420a-b and 550a-b) references the Customize for… differentiated instruction teaching notes and assessment opportunities as follows: • Meeting

Individual Needs


The Customize for… differentiated instruction teaching notes themselves are

3. Provide suggestions for differentiated instruction (e.g., practice activities, learning stations, assessment, lesson plans).

integrated at point of use throughout the teacher’s edition. Examples include the following: • Customize for



• Customize for Gifted / Talented Students (p. 301)

• Customize for Bodily/Kinesthetic Learners (p. 83)

Ongoing Assessment support references follow the development of each lesson through Prerequisite Skills, Monitor and Reinforce and Assess Mastery (see pp. 451, 452, and 482). Students also have a variety of self-assessment opportunities

using the Reflecting on Your Writing and Rubric for Self-Assessment activities at the end of every one of the major writing activities such as those found on pp. 66 and 270.

F. Instructional Materials

A variety of models and assignments give teachers and students a wealth of opportunities to explore writing, language, and reading skills using different styles and multiple intelligences. Every writing chapter begins with a Model from Literature (see pp. 50–53 and 158), and then also includes a Student Work in Progress (see pp. 165, 166, and 169). Connected Assignments

2. Address varied learning styles and multiple intelligences of students by including models.

(pp. 94–95 and 151) give students the opportunity to connect writing activities to other genres of expression. Spotlight on the Humanities activities such as those found on pp. 152 and 224 connect the written word to other artistic forms. • Media and

Technology Skills give students the opportunity to see how a variety of media also reflect the thinking and learning skills they are developing in other areas of the program (see pp. 9, 25, 45, 71, 97, 125, 153, 173, 199, 225, 247, 277, 305, 321, and 335).

The Customize for… differentiated

instruction teaching notes include options for supporting multiple intelligences as seen in the following examples: • Customize for

Logical/ Mathematical Learners (p. 261)


• Customize for Verbal/ Linguistic Learners (p. 311)


The structure of the book is centered around students getting directly involved in all skills taught. For example, the first half of the book uses a series of writing assignments as lessons. Students are expected to develop skills as

3. Provide extensive and varied opportunities to practice skills.

they create their own pieces of writing. See the following chapters as examples: Exposition: Comparison–and–Contrast Essay, 176–195; Exposition: Cause–and–Effect Essay, 202–221; Exposition: Problem–and–Solution Essay, 228–244 The next section of the book on Grammar, Usage, and Mechanics, provides students with practice skills throughout as well, including exercises after key concepts (see pp. 342 and 343), section review exercises (see pp. 345 and 373), as well as Standardized Test Preparation Workshops (see pp. 376–377 and 446–447). A variety of extension activities provide additional

practice and application of skills as follows: • Connected

Assignments (pp. 94–95 and 151) give students the opportunity to connect writing activities to other genres of expression.

• Spotlight on the Humanities activities such as those found on pp. 152 and 224 connect the written word to other artistic forms.

• Media and Technology Skills give students the opportunity to see how a variety of media also reflect the thinking and learning skills they are developing in other areas of the program (see pp. 9, 25, 45, 71, 97, 125, 153, 173, 199, 225, 247, 277, 305, 321, and 335).

Intervention strategies can be found in Resources for Varying Instruction and Professional Development Support referenced in the Time and Resource Manager pages before each chapter of the teacher’s edition (examples on pp. 156a-b and 448a-b). The Time and Resource Manager (see pp. 420a-b and 550a-b) references the Customize for… differentiated instruction teaching notes and assessment opportunities as follows: • Meeting

Individual Needs


The Customize for…

4. Provide intervention, practice and enrichment materials.

differentiated instruction teaching notes themselves are integrated at point of use throughout the teacher’s edition. Examples include the following: • Customize for



• Customize for Gifted / Talented Students (p. 301)

Every writing chapter begins with a Model from Literature (see pp. 50–53 and 158), and then also includes a Student Work in Progress (see pp. 165, 166, and 169). The writing chapters cover all the major genres of writing as follows: A Walk Through

5. Provide exemplars of narrative, descriptive, informative and persuasive writing types.

the Writing Process, 12–23; Narration: Autobiography, 48–68; Narration: Short Story: 74–93; Description, 100–121; Persuasion, 128–150; Persuasion Advertisement, 156–169; Exposition: Comparison–and–Contrast Essay, 176–195; Exposition: Cause–and–Effect Essay, 202–221; Exposition: Problem–and–Solution Essay, 228–244; Research Paper, 250–274; Response to Literature, 280–302; Writing for Assessment, 308–318; Workplace Writing, 324–331



80% A=Adequate

80% M=Minimal


Every unit includes a Student Work in Progress (see pp. 165, 166, and 169). In addition, all steps of the writing process, include peer review and shared response activities such as those found on pp. 190 and 267. Students also generate reflective responses using the Reflecting on Your Writing and Rubric for Self-Assessment activities at the end of every one of the major writing activities such as those found on pp. 218 and 242.

6. Provide exemplars of editing/revision for writing.

This standard is addressed by the program as a whole, which functions as an interactive Handbook of the English Language. For example, in Part

7.

include a Handbook of English Language within the text for writing support (grades 5-12) and a supplemental handbook for grades K-4.

2 of the program, entitled Grammar, Usage, and Mechanics, chapters include (but are not limited to) the following: • Nouns and

Pronouns (pp. 340–359)

• Verbs (pp. 360–377)

• Basic Sentence Parts (pp. 420–447)

• Miscellaneous Problems in Usage (pp. 614–635)

In addition, pages at the end of the program, starting on p. 880, include the following reference resources for students: • Citing Sources

and Preparing Manuscript

• Commonly Overused Words

• Commonly Misspelled Words

• Abbreviations

Guide • Proofreading

Symbols

Both the writing chapters and the language/ grammar chapters are structured developmentally and thus can be easily presented in both block and multi-day instructional plans. The first place for instructors to begin planning is in the Time and Resource Manager that introduces every chapter of the program (see pp. 48a-b, 280a-b, and 524a-b) and includes an overview of and page list for the following: • In-depth




8. Continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.





In addition, Teacher Express CD-ROM which contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization can be used to save, edit, personalize, and schedule lesson plans.

As noted above, the teacher’s edition includes a step-by-step developmental teaching guide for every chapter that includes notes/guides on each of the Bloom’s Taxonomy competencies including prior

9. Connect previously taught skills and strategies with new content and text.

knowledge: • Knowledge:

Activating Prior Knowledge (see p. 75)

Ongoing Assessment support references follow the development of each lesson through Prerequisite Skills, Monitor and Reinforce and Assess Mastery (see pp. 451, 452, and 482) so that teachers can track the flow of previously taught skills and strategies. In addition, each of the Grammar, Usage, and Mechanics chapters begins with a Diagnostic Test, the results of which guide the teacher through the sections of the chapter (see pp. 341, 361, and 379) through Ongoing Assessment charts in the

teacher’s edition (see teacher’s wrap below the pages listed above).

Both the writing chapters and the language/ grammar chapters are structured developmentally. Writing chapters focus on both general and specific strategies in several categories that repeat: • Prewriting (see

p. 134–138) • Drafting (see p.

139–140) • Revising (see

p. 141–145) • Editing (see p.

146) • Publishing and

Presenting (see p. 147)

Within these repeated writing process strategies, are more specific sub-categories that also repeat in every lesson, providing

10. Cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

students with both structure and variety in their approach to mastering their own writing. These strategies include, but are not limited to the following: • Choosing Your

Topic(see p. 180)

• Narrowing Your Topic (see p. 182)

• Gathering Details or Evidence (see p. 183)

• Shaping Your Writing (see p. 184)

• Revising Overall Structure (see p. 186)

A range of learning strategies are also taught and summarized in several chapters that allow teachers to isolate specific approaches to learning and help students integrate them in other areas of the program and their

lives. These chapters include: • Chapter 2: A

Walk Through the Writing (pp. 12–23)

• Chapter 30: Speaking, Listening, Viewing, and Representing (pp. 744–763)

• Chapter 32: Reading Skills (pp. 790–811).

• Chapter 33: Study, Reference, and Test-Taking Skills (pp. 812–831)

• Chapter 34: Workplace Skills and Competencies (pp. 834–845)

G. Assessment

A wide range of print and technology resources support assessment in every aspect of the program. These include the following: In the student edition:

1.

Provide assessment formats commensurate with WV assessment programs (e.g., WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

• Standardized Test Preparation Workshops (see pp. 306–307, 336–337, 724–725)

• Test Preparation Handbook: Preparing for the New SAT and ACT (see pp. 848–879)

• Rubric for Self-Assessment (see pp. 218 and 242)

• Diagnostic Test (see pp. 341 and 525)

• Section, Chapter, & Cumulative Review (see pp. 517, 518–519, and 522–523)

In the teacher edition: • Ongoing

Assessment support references follow the development of each lesson through Prerequisite Skills, Monitor and Reinforce

and Assess Mastery (see pp. 451, 452, and 482)

• Test-Taking Tips (see pp. 398 and 520)

In technology and print resources: • In addition, the


• Diagnostic

Tests and Scoring Rubrics (also in Interactive Textbook)

• Teacher Express CD-ROM which contains the Examview Test Bank CD-ROM which allows teachers to create customizable tests,

worksheets and study guides for print, LAN-based, and Internet-based tests

In the student edition: • Standardized

Test Preparation Workshops (see pp. 306–307, 336–337, 724–725)


In the teacher edition: • Test-Taking

Tips (see pp. 398 and 520)

In technology and print resources: • In addition, the

Prentice Hall Online Essay Scorer provides instant scoring and feedback for Topic Bank

2. Provide preparation for standardized tests.

assignments in each Writing chapter and can be found at pearsonsuccessnet.com.

• Diagnostic

Tests and Scoring Rubrics (also in Interactive Textbook

• Teacher Express CD-ROM which contains the Examview Test Bank CD-ROM which allows teachers to create customizable tests, worksheets and study guides for print, LAN-based, and Internet-based tests

The program includes a wide range of performance-based assessment as follows: • Rubric for

Self-Assessment (see pp. 218

3. Provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

and 242) • Building Your

Portfolio (see pp. 23, 299 and 317)

• Section, Chapter, & Cumulative Review (see pp. 517, 518–519, and 522–523)

• Spotlight on the Humanities feature Critical Viewing open-ended questions (see examples on pp. 70, 96, 152, and 224)

In addition, some chapters of the program emphasize assessment through performance. These include but are not limited to the following: Chapter 30: Speaking, Listening, Viewing, and Representing (pp. 744–763) includes the following sections: Section 30.1

• Speaking and Listening Skills pp. 745-751

Section 30.2 • Viewing Skills

pp. 752-757 Section 30.3 • Representing

Skills pp. 758-763

Writing and Grammar Ancillary Writing Assessment and Portfolio Management includes: • Guidelines for

managing portfolios in the classroom

• Scoring rubrics for each writing chapter

• Models of scored essays

Diagnostic tests and on-going assessment monitoring can be found in the following places: In the student edition: • Standardized

Test Preparation Workshops

4. Provide benchmark and ongoing progress monitoring.

concludes of every chapter in Parts 2 and 3 (see pp. 306–307, 336–337, 724–725)


• Rubric for Self-Assessment concludes every chapter in Part 1 (see pp. 218 and 242)

• Diagnostic Test appear at the beginning of every chapter in Part 2 (see pp. 341 and 525)

• Section, Chapter, & Cumulative Review concludes each Grammar, Usage and Mechanics chapter (see pp. 517, 518–519, and 522–523)

In the teacher edition: • Ongoing

Assessment support references follow the development of each lesson through Prerequisite Skills, Monitor and Reinforce and Assess Mastery (see pp. 451, 452, and 482)

• Test-Taking Tip accompany each Standardized Test Preparation Workbook spread (see pp. 398 and 520)

In technology and print resources: • Diagnostic

Tests and Scoring Rubrics (also in Interactive Textbook

• Teacher Express CD-ROM which contains the Examview Test Bank CD-ROM which allows teachers to create customizable tests,

worksheets and study guides for print, LAN-based, and Internet-based tests

Rubrics can be found in the student edition, in the teacher’s edition, and in customizable form in the teaching resources and technology, as well as on-line: • Rubric for

Self-Assessment concludes every chapter in Part 1 (see pp. 218 and 242)

• In addition, the Prentice Hall Online Essay Scorer provides instant scoring and feedback for Topic Bank assignments in each Writing chapter and can be found at pearsonsuccessnet.com.

• Diagnostic

Tests and

5. Provide rubric-based differentiated assessment.

Scoring Rubrics (also in Interactive Textbook

NINTH GRADE ENGLISH LANGUAGE ARTS K-12 (COMPOSITION, GRAMMAR, HANDWRITING, JOURNALISM AND SPEECH)

SPECIFIC CRITERIA FOR CONTENT AND SKILLS Reading and English Language Arts ninth grade students will focus on the effective use of written language in educational and

occupational endeavors and interpersonal communications. Instructional delivery will be enhanced through a wide range of information media and the interpretation of media communication. Frequent interaction with a broad array of quality literature and informational texts will encourage an appreciation for the power of the written and spoken word. All reading, writing, speaking, listening and media literacy skills and strategies will be utilized across the curriculum. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. Standard 2: Writing Students will apply writing skills and strategies to communicate effectively for different purposes. They will use the writing process by appropriately applying the organization of ideas, development of main ideas and supporting details, varied sentence structure, word choice and mechanics. Using a variety of print and media sources, students will select, organize and evaluate for research purposes. Standard 3: Listening, Speaking, Media Literacy In the twenty-first century, students will be required to communicate ideas clearly and efficiently. They will need to be able to use information technology proficiently to explore, research and express themselves for a variety of purposes. Applying listening, speaking and media literacy skills and strategies, they will connect with different audiences using media appropriate to the situation.



80% A=Adequate

80% M=Minimal


For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

Composition/Grammar

A Walk Through the Writing Process, 12–27; Narration: Autobiographical Writing, 48-68, including Topic Bank, p. 55; Narration: Short Story: 74-93, including Topic Bank, p. 79; Description, 100-121, including Topic Bank, p. 107; Persuasion: Persuasive Essay, 128-150, including Topic Bank, p. 135; Persuasion: Advertisement, 156-169, including Topic Bank, p. 159; Exposition: Comparison–and–Contrast Essay, 176-195, including Topic Bank, p. 181; Exposition: Cause–and–Effect Essay, 202-221, including Topic Bank, p. 207; Exposition: Problem–and–

1. Compose narrative, informative, descriptive and persuasive writing from a prompt using the five-step writing process (pre-writing, drafting, revising, editing, publishing).

Solution Essay, 228-244, including Topic Bank, p. 233; Research: Research Paper, 250-274, including Topic Bank, p. 257; Response to Literature, 280-302, including Topic Bank, p. 287; Writing for Assessment, including Topic Bank, p. 310; Workplace Writing, 324-331, including Topic Bank, p. 327




A=Adequate 80%

M=Minimal 60%


Research Paper, 250-274; Reference Skills, 816–826; Citing Sources, 880-886; Internet Research Handbook, 887-891; also see: Connected Assignment: Documented Essay, 275

2. develop research topics, select approaches, create and publish (e.g., word processing and desktop publishing) a well developed paper with documented and cited sources and computer-generated graphics, following a specific format: • APA • MLA. Apply the examples of each format with citation and work cited documentation.

Thesis Statements: unity with, 37, composition, 39, supporting, 139, Response to Literature, Drafting: Shaping Your Writing, p. 291-292, 313, Research Paper, Drafting: Shaping your Writing, p. 261-267; also see: Topical Paragraphs, 40, developing, 211

3. Construct a clearly worded and correctly placed thesis statement to develop a composition that addresses the assigned topic.

Reading Skills: Reading Nonfiction Critically, 798–803, Reading

4. Identify, evaluate and analyze a variety of informational media using primary and secondary sources.

from Varied Sources, 808–809; Section 33.2 Reference Skills, pp. 816-826; Standardized Test Preparation Workshop: Constructing Meaning from Informational Texts, 832–833; Interpreting Graphic Aids 764-765; also see: Internet: research using, 109, consumer reports on, 197, Comparing Media Coverage, 199, Providing Elaboration: Using Outside Sources, 263; Section 30.2 Viewing Skills, pp. 752-757, maps 759

Chapter 12, Research Paper, 250-274; Reference Skills, pp. 816–826; Internet Research Handbook, pp. 887-891; also see: Connected Assignment: Documented

5. Formulate a working research question and identify, organize and consider the relevance of known information from print and electronic media (e.g., Internet research, electronic databases for magazines and newspaper articles) to guide further research.

Essay, 275

Outlines: types of, 262, quic, 312, for speeches, 747, using, 795; also see: Prewriting, pp. 54–57, 78–81, 106–109, 134–138, 159–162, 180–183, 206–209, 232–235, 256–260, 286–289, 310–311

6. Incorporate varied note taking skills to process and organize information into an outline for a composition (introduction, main points, supporting details, conclusion).

Drafting, pp. 58–59, 82–83, 110–111, 139–140, 163, 184–185, 210–211, 236–237, 261–263, 291–292, 312–313; Revising, pp. 18-21, 60-63, 84-88, 112-118, 141-145, 164-166, 186-190, 212-217, 238-240, 264-267, 293-297, 314-315.

7. Examine and prioritize different drafting strategies for specific writing tasks to structure a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.



80% A=Adequate

80% M=Minimal


Research Paper: Model from Literature, 252–255, Notecard samples, 260, Student Work in Progress, 262-263, 265, Writing a Reference List, 268, Conventions in Documentation, 269; Reference Skills, 816–826; Citing Sources, 880-886; Internet Research Handbook, 887-891; also see: Connected Assignment: Documented Essay, 275

8. Use exemplars to summarize, paraphrase and use direct quotations in writing to avoid plagiarism.

Internet Research Handbook, 887-891

9. Recognize media copyright laws and public/private domain.

Transitions: list of connecting, 38, 187, paragraph, 40, list of logical, 145; also see: Revising Paragraphs: color–coding connections, 20,

10. Create and apply transition sentences to signal progression of ideas between and within paragraphs as well as appropriate words and phrases to signal organizational patterns.

Revising Sentences: using transition boxes to smooth writing, 144; also see: Revising Overall Structure, 19, 60, 84, 112, 141, 164, 186, 212, 238, 264, 293, 314

Structure and Style: Sentence Combining, pp. 29–32; Revising Sentences, 62-63, 86-88, 144-145, 165-166, 187-188, 214-216, 239-240, 264-267, 295-296, 315 Chapter 22, Effective Sentences, pp. 490-519 Standardized Test Preparation Workshop: Revising and Editing Sentences, 520–521

11. Use pre-writing, editing and revision techniques to construct complete and varied sentences, eliminate organizational errors and use more precise and concise language.

Structure and Style: Sentence Combining, 29–32; Chapter 22, Effective Sentences, pp. 490-519

12. use provided exemplars of sentence structure: • simple • compound • complex • compound-complex

Standardized Test Preparation Workshop: Revising and Editing Sentences, 520–521

Transitions: list of connecting, 38, 187, paragraph, 40, list of logical, 145; also see: Revising Paragraphs: color–coding connections, 20, Revising Sentences: using transition boxes to smooth writing, 144; also see: Revising Overall Structure, 19, 60, 84, 112, 141, 164, 186, 212, 238, 264, 293, 314

13. Include a variety of commonly used transitional devices (e.g., coordinating and subordinating conjunctions, and conjunctive adverbs).

Chapter 12, Research pp. 250-275 Speaking Skills: speaking in a group discussion, 745, giving a speech, 746–748; Representing Skills: creating visual representations, 758–759, working

14. plan and prepare appropriate background information on a specified topic and communicate effectively in different settings (e.g., interpersonal, small group, whole group) and for different purposes to • inform • persuade • relate • entertain

with multimedia, 761, preparing a flip chart, 762; Workplace Skills: working with people, 835–836, learning teamwork, 837–838; also see: Peer review, 6, 64, 88, 117, 145, 166, 190, 216, 240, 267, 297; Media and Technology Skills: creating a video postcard, 71, producing short–story video, 97, producing documentary video, 277




A=Adequate 80%

M=Minimal 60%


Speaking Skills: speaking in a group discussion, 745, giving a speech, 746–748; Workplace Skills: working with people, 835–836, learning teamwork, 837–838; also see: Considering Audience, 16, 56, 80, 108, 137, 161, 162, 178, 179, 182, 208, 234, 258, 289; Editing and Proofreading & Grammar in Your Writing, 22, 62, 65, 87, 89, 115, 118, 143, 146, 167, 189, 191, 215, 217, 239, 241, 266, 269, 295, 298, 316

15. Formulate and deliver grammatically correct messages, taking into consideration the purpose of the message and the speaker’s and the listener’s culture, knowledge, beliefs, feelings and experiences.

Speaking Skills: speaking in a group discussion, 745; Workplace Skills: working with people, 835–836, learning teamwork, 837–838; also see:

16. perform a variety of roles in various settings: • critique oral/visual information • relate personal experiences • collaborate to gain consensus • mediate • speak extemporaneously

Peer Review 6, 64, 88, 117, 145, 166, 190, 216, 240, 267, 297

Speaking Skills: using critical listening, 749–751; Workplace Skills: working with people, 835–836, learning teamwork, 837–838; also see: , 6, 64, 88, 117, 145, 166, 190, 216, 240, 267, 297; Media and Technology Skills: examining media's perception of reality, 125, recognizing persuasive techniques, 153, analyzing news coverage, 199, evaluating movie ads, 305

17. use listening strategies to analyze the message, formulate a response and react to • determine purpose • make predictions • differentiate fact from opinion • construct meaning of discussion, speech or media

Media and Technology Skills: examining media's perception of reality, 125, recognizing persuasive techniques, 153, analyzing news coverage, 199, evaluating movie ads, 305;

18. Understand, interpret and evaluate various media communications.

Reading Skills: Reading from Varied Sources, 808–809; Electronic Texts: dictionary, 823, encyclopedia, 824; Standardized Preparation Workshop: Constructing Meaning from Informational Texts, 832–833; also see: Internet: research using, 109, consumer reports on, 197, analyzing news coverage, 199, maps on, 263, 752, 759, search words, 383, 745, narrowing topic with, 402, library access on, 816-17, electronic databases on, 818, newspapers and magazines on, 820,

Research Paper: Notecard samples, 260, Writing a Reference List, 268, Conventions in Documentation, 269; Reference

19. Distinguish between private and public information for use in research and writing.

Skills, 816–826; Citing Sources, 880-886; Internet Research Handbook, 887-891; also see: Connected Assignment: Documented Essay, 275

Media and Technology Skills: building electronic portfolio, 25, Technology survey, 45, creating a video postcard, 71, producing short-story video, 97, word processing, 173, 247, 335, producing documentary video, 277; Persuasion Advertisement, pp. 156-169; also see: Representing Skills: creating visual representations, 758–759, working with multimedia, 761, preparing a flip chart, 762

20. Plan, create, organize and present an age appropriate media product that demonstrates an understanding of format, purpose and audience.

Checklist for Evaluating a

21. Use provided differentiated rubrics for evaluating oral and visual presentations.

Speech, 748; also see: Peer review, 6, 64, 88, 117, 145, 166, 190, 216, 240, 267, 297

Rubric for Self-Assessment/Reflecting on Your Writing, 23, 66, 90, 119, 147, 168, 192, 218, 242, 270, 317

22. Use a writing rubric which incorporates and evaluates organization, development, sentence structure, word choice and mechanics.

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