prentice hall literature, the penguin edition, grade 10...

Prentice Hall Literature, The Penguin Edition, Grade 10 © 2007 North Carolina Edition

Correlated to: North Carolina English Language Arts Curriculum

(English II)

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 1

NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)

PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))

English II Students in English II read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical, argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • Research material to use primarily in clarifying their own explanatory responses to situations and literary-

based issues. • Critically interpret and evaluate experiences, literature, language, and ideas. • Use standard grammatical conventions and select features of language appropriate to purpose, audience, and

context of the work. Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives. 1.01 Produce reminiscences (about a person, event, object, place, animal) that engage the audience by: • using specific and sensory details with purpose.

SE/TE: Gathering details: creating character/setting cards, 100, combining with figurative language (chart), 656, listing sensory details from experience, 810; Providing elaboration: using dialogue, 101, fully developing ideas, 657, using effective imagery, 811, using simile, metaphor, personification, 811; Revising Overall Structure: to add detail, 657; Shaping writing: to replace vague words, 811; also see: Writing Workshop: Autobiographical narrative, 100–104, Reflective essay, 810–814

TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies

TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs

Prentice Hall Literature, The Penguin Edition, Grade 10 © 2007, North Carolina Edition Correlated to:

North Carolina English Language Arts Curriculum, (English II)




• explaining the significance of the reminiscence from an objective perspective.

SE/TE: Writing Workshop: Autobiographical narrative, 100–104, Reflective essay, 810–814; also see: Reflective essay, 741, 791, 810, 813; Autobiographical narrative, 55, 81, 100, 103, 349, 363

TR: Skills Development Workbook; Skills Development Transparencies

TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

• moving effectively between past and present.

SE/TE: Shaping writing: using plot diagram, 101, choosing logical organization (order of events), 811; also see: Writing Workshop: Autobiographical narrative, 100–104, Reflective essay, 810–814



• recreating the mood felt by the author during the reminiscence.

SE/TE: Shaping writing: by personalizing voice (forced vs. genuine), 657; also see: Writing Workshop: Autobiographical narrative, 100–104, Reflective essay, 810–814; Writing to Compare Literary Works: tone and mood, 653



1.02 Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by:

• relating personal knowledge to textual information or class discussion.

SE/TE: Connect to the Literature, 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 489, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 770, 823, 846, 868, 892, 910, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112; Writing Workshop: Response to literature, 712–719; also see: Discussion, 71, 325, 335, 635, 643, 671, 677, R20; Reflecting/assessing, 104, 193, 302, 393, 494, 565, 660, 719, 814, 953, 1058, 1157








• showing an awareness of one's own culture as well as the cultures of others.

SE/TE: Background, 31, 44, 57, 72, 109, 128, 143, 154, 219, 232, 245, 258, 307, 336, 339, 350, 427, 436, 453, 462, 499, 504, 519, 526, 746, 749, 818, 821, 981, 990, 1005, 1018, 1064, 1112; Literature in Context, 65, 76, 121, 151, 227, 248, 289, 319, 331, 354, 430, 441, 465, 507, 529, 767, 776, 832, 848, 860, 870, 902, 914, 986, 997, 1015, 1083, 1105; Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146



• exhibiting an awareness of culture in which text is set or in which text was written.

SE/TE: 248, 289, 319, 331, 354, 430, 441, 465, 507, 529, 767, 776, 832, 848, 860, 870, 902, 914, 986, 997, 1015, 1083, 1105; Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146; also see: Background, 31, 44, 57, 72, 109, 128, 143, 154, 219, 232, 245, 258, 307, 336, 339, 350, 427, 436, 453, 462, 499, 504, 519, 526, 746, 749, 818, 821, 981, 990, 1005, 1018, 1064, 1112








• explaining how culture affects personal responses.

SE/TE: Writing Workshop: Response to literature, 712–719; Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146; also see: Connect to the Literature, 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 489, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 770, 823, 846, 868, 892, 910, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112



• demonstrating an understanding of media's impact

on personal responses and cultural analyses.

SE/TE: Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158; also see: Choosing topic: scanning newspapers/magazines, 187, browsing media sources, 387, scanning news media/neighborhood discussions, 490, conducting media review, 559, reviewing newspapers/magazines, 943)








1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and modifying as necessary

reading strategies appropriate to readers' purpose.

SE/TE: Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; also see: Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587



• identifying and analyzing text components (such as

organizational structures, story elements, organizational features) and evaluating their impact on the text.

SE/TE: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying purpose/structure, 590, 622; Assessing comprehension/interpretation, 369, 517, 699, 797, 931, 1131

TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources

TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD






• providing textual evidence to support understanding of and reader's response to text.

SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying details, 77; Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708; Making Inferences based on stated details, 222, 236, 239, 251, 255, 260, 265; using text aids/details to draw conclusions for analyzing cultural context, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026



• demonstrating comprehension of main idea and

supporting details.

SE/TE: Analyzing main idea/supporting details, 424,426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158








• summarizing key events and/or points from text.

SE/TE: Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 797, 808; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158



• making inferences, predicting, and drawing

conclusions based on text.

SE/TE: Making predictions, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141; Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296; Drawing conclusions from short story, 304, 306, 324, 330, 334, 337, 338, 341, 342, 345, 348, 352, 357, 360, 362, 365, 366, 369, 382; using text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158








• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.

SE/TE: Literature in Context, 65, 76, 121, 151, 227, 248, 289, 319, 331, 354, 430, 441, 465, 507, 529, 767, 776, 832, 848, 860, 870, 902, 914, 986, 997, 1015, 1083, 1105; Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146; also see: Background, 31, 44, 57, 72, 109, 128, 143, 154, 219, 232, 245, 258, 307, 336, 339, 350, 427, 436, 453, 462, 499, 504, 519, 526, 746, 749, 818, 821, 981, 990, 1005, 1018, 1064, 1112



• making connections between works, self and related

topics. SE/TE: Connect to the Literature, 31, 44, 57, 72, 87,

109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 489, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 770, 823, 846, 868, 892, 910, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112; Writing Workshop: Response to literature, 712–719; also see: Discussion, 71, 325, 335, 635, 643, 671, 677, R20; Reflecting/assessing, 104, 193, 302, 393, 494, 565, 660, 719, 814, 953, 1058, 1157








• analyzing and evaluating the effects of author's craft and style.

SE/TE: Style, 86, 89, 90, 93, 94, 96, 97, 408, 420; Writing to Compare Literary Works: writer's style and purpose, 97; also see: From the Author's Desk (includes Introducing the Form, Introducing a selection, Insights on a selection, Writing Workshop), 2, 6, 9, 15, 16, 17, 18, 20, 25, 189, 200, 204, 205, 207, 211, 212, 213, 389, 406, 410, 415, 417, 419, 421, 561, 578, 582, 584, 585, 587, 715, 726, 730, 733, 738, 741, 946, 962, 966, 968, 970, 971, 972, 973, 975, 1153; Literary Analysis: 30, 42, 52, 56, 70, 78, 108, 126, 138, 142, 152, 162, 218, 230, 240, 244, 256, 266, 306, 324, 334, 338, 348, 362, 426, 434, 443, 452, 460, 470, 488, 502, 510, 518, 524, 544, 552, 592, 606, 607 620, 628, 634, 642, 664, 670, 676, 680, 686, 692, 748, 768, 792, 822, 844, 866, 890, 908, 924, 980, 988, 1004, 1016, 1028, 1062, 1074, 1092, 1096, 1110, 1122



• analyzing and evaluating the connections or

relationships between and among ideas, concepts, characters and/or experiences.

SE/TE: Writing to Compare Literary Works, 97, 181, 295, 381, 487, 553, 653, 707, 807, 937, 1051, 1145; Connect, 126, 152, 180, 230, 256, 334, 375, 422, 460, 470, 480, 510, 520, 552, 588, 606, 634, 642, 692, 704, 706, 790, 806, 908, 924, 988, 1043, 1050, 1074, 1122; Comparing/contrasting characters, 816, 910, 911, 914, 922, 924; Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146; also see: Extend Your Learning (includes Listening and Speaking, Research and Technology), 43, 53, 71, 79, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 444, 461, 471, 503, 511, 525, 545, 553, 607, 621, 635, 643, 671, 677, 687, 693, 769, 793, 845, 867, 891, 909, 925, 989, 1017, 1029, 1075, 1093, 1111, 1123;






(Continued) • analyzing and evaluating the connections or


(Continued) SE/TE: Compare and contrast, 52, 126, 162, 230, 240,

281, 334, 434, 444, 460, 470, 530, 588, 606, 642, 686, 768, 806, 866, 908, 936, 976, 1043



• identifying and analyzing elements of expressive

environment found in text in light of purpose, audience, and context.

SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; also see: Communications From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587



Competency Goal 2 The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience. 2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and modifying as necessary


SE/TE: Assessing comprehension /interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; also see: Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561






(Continued) • selecting, monitoring, and modifying as necessary


(Continued) SE/TE: Eady, Cornelius on “The Poetic Interpretation

of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587








• providing textual evidence to support understanding

of and reader's response to text.








(Continued) • providing textual evidence to support understanding


(Continued) TECH: Listening to Literature Audio CD;

Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD


supporting details.













• making inferences, predicting, and drawing conclusions based on text.




• identifying and analyzing personal, social, historical

or cultural influences, contexts, or biases.








(Continued) • identifying and analyzing personal, social, historical





topics.




• analyzing and evaluating the effects of author's craft

and style.







(Continued) • analyzing and evaluating the effects of author's craft

and style.

(Continued) TR: Skills Development Workbook; Skills

Development Transparencies; Unit Resources Binder, General Resources







• identifying and analyzing elements of informational


SE/TE: Writing to Compare Literary Works, 97, 181, 295, 381, 487, 553, 653, 707, 807, 937, 1051, 1145; Connect, 126, 152, 180, 230, 256, 334, 375, 422, 460, 470, 480, 510, 520, 552, 588, 606, 634, 642, 692, 704, 706, 790, 806, 908, 924, 988, 1043, 1050, 1074, 1122; Comparing/contrasting characters, 816, 910, 911, 914, 922, 924;






(Continued) • identifying and analyzing elements of informational


(Continued) SE/TE: Comparing and contrasting worldviews, 1060,

1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146; also see: Extend Your Learning (includes Listening and Speaking, Research and Technology), 43, 53, 71, 79, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 444, 461, 471, 503, 511, 525, 545, 553, 607, 621, 635, 643, 671, 677, 687, 693, 769, 793, 845, 867, 891, 909, 925, 989, 1017, 1029, 1075, 1093, 1111, 1123; Compare and contrast, 52, 126, 162, 230, 240, 281, 334, 434, 444, 460, 470, 530, 588, 606, 642, 686, 768, 806, 866, 908, 936, 976, 1043



2.02 Create responses that examine a cause/effect relationship among events by: • effectively summarizing situations.

SE/TE: Analyzing main idea/supporting details by summarizing, 424, 426, 429; Critical Thinking: Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 797, 808; also see: Timed Writing Assignments: Exposition on cause-effect relationship, 141, 165; Gathering details: making cause-and-effect chart, 187; Critical Thinking: Analyze cause and effect, 70, 78, 126, 152, 176, 214, 324, 444, 510, 530, 544, 588, 670, 790, 924, 976, 988, 1000, 1016, 1122, 1144; From the Author’s Desk: Susan Vreeland on Showing Causes and Effects, 189








• showing a clear, logical connection among events.

SE/TE: also see: Timed Writing Assignments: Exposition on cause-effect relationship, 141, 165; Gathering details: making cause-and-effect chart, 187; Critical Thinking: Analyze cause and effect, 70, 78, 126, 152, 176, 214, 324, 444, 510, 530, 544, 588, 670, 790, 924, 976, 988, 1000, 1016, 1122, 1144; From the Author’s Desk: Susan Vreeland on Showing Causes and Effects, 189



• logically organizing connections by transitioning

between points.

SE/TE: Providing elaboration: using clear transitions, 188, using transitions to clarify connections, 1152; Editing/Proofreading: focusing on transitional words, 1157



• developing appropriate strategies such as graphics,

essays, and multimedia presentations to illustrate points.

SE/TE: Providing elaboration: incorporating graphic aids and visuals, 945; Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954; also see: Research and Technology: Multimedia report/outline, 127, 139, visual arts presentation, 257, 267, Visual aids, 325, 335, multimedia presentation, 461, 471, visual presentation, 635, 643, visual arts presentation, 687, 693, Map, 891, slide-show presentation, 909








2.03 Pose questions prompted by texts (such as the impact of imperialism on Things Fall Apart) and research answers by: • accessing cultural information or explanations from

print and nonprint media sources.

SE/TE: Writing to Compare Literary Works: universal and culturally specific themes, 807; Theme: and cultural context, 973, culturally specific and universal, 798, 801, 802, 803, 805, 806, 807;Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; Reading Informational Materials: Literary Reviews, 366-371, Research Sources, 622-658, 1030-1035, Feature Articles, 696-701, Drama Reviews, 794-799; also see: For Further Reading, 195, 395, 567, 721, 955, 1159; Readings in Contemporary Literature, Talk about It, 197, 403, 575



• prioritizing and organizing information to construct

a complete and reasonable explanation.

SE/TE: Analyzing Cultural Context: generating questions, 978, 980, 984, 991, 996, 998, 999, using research, 978, 1030; also see: Shaping Writing: choosing logical organization (order of events), 188, organizing essay, 560, organizing response, 714, choosing logical organization (order of events), 811, Nestorian organization, 1055, compare-and-contrast organization, 1055, 1152; Narrowing Topic: conducting research, 559, asking own questions, 713, developing research plan, 943; Research and Technology: answering questions report, 607, 619; Gathering details: listing research questions, documenting/ organizing sources, 944








Competency Goal 3 The learner will defend argumentative positions on literary or nonliterary issues. 3.01 Examine controversial issues by: • sharing and evaluating initial personal response.

SE/TE: Writing Workshop: Letter to the editor, 490–494, Persuasive essay, 558–565, Response to literature, analytic, 712–719; also see: Choosing topic: listing pros and cons of issues in chart, 490; Gathering details: looking at both sides of issue, 559; Narrowing Topic: categorizing aspects of issue/problem, 387



• researching and summarizing printed data.

SE/TE: Gathering details: researching, 20, 23, conducting research, 1151; Reading Informational Materials: Technical Articles, 166-173, Research Sources, 622-658, 1030-1035, Feature Articles, 696-701, Position Statements, 1126-1133; Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954; Narrowing Details: conducting research, 559; Writing Workshop: Research report, 942–953; also see: Research and Technology, 43, 53, 71, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123








• developing a framework in which to discuss the issue (creating a context).

SE/TE: Choosing topic: listing pros and cons of issues in chart, 490; Gathering details: looking at both sides of issue, 559; Narrowing Topic: categorizing aspects of issue/problem, 387; also see: Discussion, 71, 325, 335, 635, 643, 671, 677, R20



• compiling personal responses and researched data to organize the argument.

SE/TE: Writing Workshop: Letter to the editor, 490–494, Persuasive essay, 558–565, Response to literature, analytic, 712–719; also see: Choosing topic: listing pros and cons of issues in chart, 490; Gathering details: looking at both sides of issue, 559; Narrowing Topic: categorizing aspects of issue/problem, 387



• presenting data in such forms as a graphic, an essay, a speech, or a video.

SE/TE: Publishing/presenting: illustrated class presentation, 193, discussion, 393, essay for newspaper, 393, letter to the editor, 494, speech, 565, oral reading, 660, online review, 719, essay on Web site, 814, 1058, multimedia presentation, 953; Research and Technology: Multimedia report/outline, 127, 139, visual arts presentation, 257, 267, Visual aids, 325, 335, Summary of research, 349, 363, multimedia presentation, 461, 471, visual presentation, 635, 643, visual arts presentation, 687, 693, slide-show presentation, 909, language report, 989, Summary of research, 1017, 1027, technical report, 1075, 1093; Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954








3.02 Produce editorials or responses to editorials for a neutral audience by providing: • a clearly stated position or proposed solution.

SE/TE: Writing Workshop: Essay, problem-and-solution, 386–393, Letter to the editor, 490–494, Persuasive essay, 558–565; Communications Workshop: Delivering a Persuasive Speech, 566, Delivering an Oral Interpretation of a Literary Work, 720; Timed Writing Application: persuasive position statement, 513, persuasive position statement, 699, persuasive position statement, 1131; also see: Critical Thinking: Take a position, 240, 362, 530, 1136; Problem-and-solution essay, 337, 365, 386, 389, 392



• relevant, reliable support.

SE/TE: Gathering details: collecting support details, 1054; Providing elaboration: supporting opinion with evidence, 560, supporting opinions/observations, 1152; Revising Overall Structure: highlighting to add supporting details, 491, evaluating support, 491; Critical Thinking: Support, 26, 266, 375, 552, 1050, 1074, 1144; Critical Viewing: Support, 91, 212, 409, 418, 442, 521; also see: Newspaper editorial, 514; Letter to editor, 891, student model, 493, work in progress, 447, 473, writing workshop, 490; Timed Writing Applications: persuasive editorial response (critical stance), 517








3.03 Respond to issues in literature in such a way that: • requires gathering of information to prove a

particular point.

SE/TE: Writing Workshop: Response to literature, analytic, 712–719; also see: Critical Thinking: Respond, 26, 42, 52, 70, 78, 93, 96, 126, 138, 152, 162, 176, 180, 214, 230, 240, 256, 266, 281, 294, 324, 334, 348, 362, 375, 380, 422, 434, 444, 460, 470, 480, 486, 502, 510, 520, 530, 544, 552, 588, 606, 618, 634, 642, 652, 670, 676, 686, 692, 704, 706, 742, 768, 790, 806, 844, 866, 890, 908, 924, 936, 976, 988, 1000, 1016, 1026, 1043, 1050, 1074, 1092, 1110, 1122, 1136, 1144



• effectively uses reason and evidence to prove a

given point.

SE/TE: Timed Writing Applications: explanation of belief, 55; Providing elaboration: focusing on evidence (sticking to the facts), 388, providing expert opinion, case studies, 560, fully developing ideas, 657, quoting, paraphrasing, summarizing text, 714, including facts/examples, 1055, using examples, facts, quotations, 1152; Shaping writing: emphasizing strongest arguments, 560, evaluating arguments, 560, presenting a controlling idea, 657; also see: Writing Workshop: Essay, problem-and-solution, 386–393, Letter to the editor, 490–494, Persuasive essay, 558–565; Communications Workshop: Delivering a Persuasive Speech, 566, Delivering an Oral Interpretation of a Literary Work, 720; Timed Writing Application: persuasive position statement, 513, persuasive position statement, 699, persuasive position statement, 1131








• emphasizes culturally significant events.




3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.









• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.














• demonstrating comprehension of main idea and supporting details.








• making inferences, predicting, and drawing


SE/TE: Making predictions, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141; Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296; Drawing conclusions from short story, 304, 306, 324, 330, 334, 337, 338, 341, 342, 345, 348, 352, 357, 360, 362, 365, 366, 369, 382; using text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; also see: Reading Informational Materials: Literary Reviews, 366-371,






(Continued) • making inferences, predicting, and drawing


(Continued) SE/TE: Newspaper Editorials, 514-519, Drama

Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158













• making connections between works, self and related topics.





and style.









• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

SE/TE: Writing to Compare Literary Works, 97, 181, 295, 381, 487, 553, 653, 707, 807, 937, 1051, 1145; Connect, 126, 152, 180, 230, 256, 334, 375, 422, 460, 470, 480, 510, 520, 552, 588, 606, 634, 642, 692, 704, 706, 790, 806, 908, 924, 988, 1043, 1050, 1074, 1122; Comparing/contrasting characters, 816, 910, 911, 914, 922, 924; Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146; also see: Extend Your Learning (includes Listening and Speaking, Research and Technology), 43, 53, 71, 79, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 444, 461, 471, 503, 511, 525, 545, 553, 607, 621, 635, 643, 671, 677, 687, 693, 769, 793, 845, 867, 891, 909, 925, 989, 1017, 1029, 1075, 1093, 1111, 1123; Compare and contrast, 52, 126, 162, 230, 240, 281, 334, 434, 444, 460, 470, 530, 588, 606, 642, 686, 768, 806, 866, 908, 936, 976, 1043



• identifying and analyzing elements of

argumentative environment found in text in light of purpose, audience, and context.








(Continued) • identifying and analyzing elements of

argumentative environment found in text in light of purpose, audience, and context.



Competency Goal 4 The learner will critically interpret and evaluate experiences, literature, language, and ideas. 4.01 Interpret a real-world event in a way that: • makes generalizations about the event supported by

specific references.

SE/TE: Critical Thinking: Generalize, 138, 176, 380, 422, 434, 844, 976, 1016; Making generalizations, 1030; also see: Gathering details: collecting support details, 1054; Providing elaboration: supporting opinion with evidence, 560, supporting opinions/ observations, 1152; Revising Overall Structure: highlighting to add supporting details, 491



• reflects on observation and shows how the event

affected the current viewpoint.

SE/TE: Writing Workshop: Reflective essay, 810–814; also see; Critical Thinking: Reflect, 266; Assessing comprehension/ interpretation, 85, 171, 270, 369, 451, 517, 625, 699, 797, 931, 1033, 1131; Reflecting/assessing, 104, 193, 302, 393, 494, 565, 660, 719, 814, 953, 1058, 1157; Reflective essay, 409, 452, 456, 459, 460, 464, 470; Reflective essay, 741, 791, 810, 813



• distinguishes fact from fiction and recognizes

personal bias.

SE/TE: Gathering details: evaluating validity/bias of information, 944; distinguishing between fact/opinion, 496, 518, 524, 528, 530; also see: Providing Evidence: focusing on evidence (sticking to the facts), 388, providing facts, statistics, anecdotes, 560, including facts/examples, 1055, using examples, facts, quotations, 1152






(Continued) • distinguishes fact from fiction and recognizes

personal bias.

(Continued) TR: Reading Kit; Reader’s Notebook; Unit

Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies


4.02 Analyze thematic connections among literary works by: • showing an understanding of cultural context.

SE/TE: Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146; also see: Background, 31, 44, 57, 72, 109, 128, 143, 154, 219, 232, 245, 258, 307, 336, 339, 350, 427, 436, 453, 462, 499, 504, 519, 526, 746, 749, 818, 821, 981, 990, 1005, 1018, 1064, 1112; Literature in Context, 65, 76, 121, 151, 227, 248, 289, 319, 331, 354, 430, 441, 465, 507, 529, 767, 776, 832, 848, 860, 870, 902, 914, 986, 997, 1015, 1083, 1105



• using specific references from texts to show how a

theme is universal.

SE/TE: Drawing Conclusions: about theme, 306, 330, by recognizing key details about theme, 304, 306, 311, 313, 317, 318, 322; Timed Writing: Exposition on theme/symbol, 337, Theme list for, 975; Theme, 203, 214, 306, 309, 312, 314, 323, 324, 328, 334, 700, 702, 705, 707, 728, 770, 790, 798, 801, 802, 803, 805, 806, 807, 962, 964-965, 970, 973; Writing to Compare Literary Works: themes, 707, themes and worldviews, 1145, universal and culturally specific themes, 807






(Continued) • using specific references from texts to show how a

theme is universal.

(Continued) TR: Skills Development Workbook; Skills

Development Transparencies; Unit Resources Binder, General Resources


• examining how elements such as irony and

symbolism impact theme.

SE/TE: Irony, 127, 139, 274, 295, 370, 373, 375, 377, 378, 380, 381; Drawing Conclusions: by identifying related textual details about meaning of symbol, 304, 338, 341, 342, 345, 352, 357, 360; Symbol, 337, 348, 362; Symbolism, 337, 347, 348, 351, 355, 358, 361, 362; also see: Writing to Compare Literary Works: themes, 707, themes and worldviews, 1145, universal and culturally specific themes, 807, irony and paradox, 381



4.03 Analyze the ideas of others by identifying the ways in which writers: • introduce and develop a main idea.

SE/TE: Analyzing main idea/supporting details, 424,426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488








• choose and incorporate significant, supporting, relevant details.

SE/TE: Reflecting on key details to find clues for, 106, 108, 112, 113, 114, 116, 118, 120, 123, 131, 134, 137, 149, 160; Inferences, based on stated details, 222, 236, 239, 251, 255, 260, 265; By recognizing key details about theme, 304, 306, 311, 313, 317, 318, 322; Using text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; also see: Analyzing main idea/supporting details, 424,426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488



• relate the structure/organization to the ideas.

SE/TE: Identifying purpose/structure, 28, 496, 590, 622, 744, 816; Determining purpose/structure for inferences, 216; Evaluating purpose/structure, 424; also see: Introducing the form: 2, 200, 406, 578, 726, 962; Literary Analysis: 30, 42, 52, 56, 70, 78, 108, 126, 138, 142, 152, 162, 218, 230, 240, 244, 256, 266, 306, 324, 334, 338, 348, 362, 426, 434, 443, 452, 460, 470, 488, 502, 510, 518, 524, 544, 552, 592, 606, 607 620, 628, 634, 642, 664, 670, 676, 680, 686, 692, 748, 768, 792, 822, 844, 866, 890, 908, 924, 980, 988, 1004, 1016, 1028, 1062, 1074, 1092, 1096, 1110, 1122








• use effective word choice as a basis for coherence.

SE/TE: Figurative language in poetry, 580, 584, 588, 664, 667, 668, 670, 673, 675, 676; also see: Sensory language, 580; Setting, 7, 26, 203, 244, 247, 252, 255, 256, 261, 262, 265, 266, R10-R19; Style, 86, 89, 90, 93, 94, 96, 97, 408, 420; Writing to Compare Literary Works: writer's style and purpose, 97



• achieve a sense of completeness and closure. SE/TE: Evaluating persuasive appeals, 496, 498, 502,

509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying details, 77; Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708; Making Inferences based on stated details, 222, 236, 239, 251, 255, 260, 265; using text aids/details to draw conclusions for analyzing cultural context, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026








4.04 Evaluate the information, explanations, or ideas of others by: • identifying clear, reasonable criteria for evaluation.

SE/TE: Reflecting/assessing, 104, 193, 302, 393, 494, 565, 660, 719, 814, 953, 1058, 1157; also see: Discussion, 71, 325, 335, 635, 643, 671, 677, R20



• applying those criteria using reasoning and

substantiation..

SE/TE: Reflecting/assessing, 104, 193, 302, 393, 494, 565, 660, 719, 814, 953, 1058, 1157; also see: Discussion, 71, 325, 335, 635, 643, 671, 677, R20





SE/TE: Reading Skills, 30, 42, 52, 56, 70, 78, 108, 126, 138, 142, 152, 162, 218, 230, 240, 244, 256, 266, 306, 324, 334, 338, 348, 362, 426, 434, 443, 452, 460, 470, 488, 502, 510, 518, 524, 544, 552, 592, 606, 607, 620, 629, 634, 642, 664, 670, 676, 680, 686, 692, 748, 768, 792, 822, 844, 866, 890, 908, 924, 980, 988, 1004, 1016, 1028, 1062, 1074, 1092, 1096, 1110, 1122; Reading fluently, 631, 590, 592, 596, 602, 605, 606, 609, 611, 615, 618, 621, 622, 625, 627, 633, 634, 637, 639, 642, 645, 654, R24









(Continued) TECH: Reader’s Notebook Adapt/English Learner’s

Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs



SE/TE: Text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; Identifying related textual details about meaning of symbol, 304, 338, 341, 342, 345, 352, 357, 360; Identifying purpose/structure, 590, 622; Assessing comprehension/interpretation, 369, 517, 699, 797, 931, 1131













• demonstrating comprehension of main idea and supporting details.


















topics.





and style.









and style.













• identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.




Competency Goal 5 The learner will demonstrate understanding of selected world literature through interpretation and analysis. 5.01 Read and analyze selected works of world literature by: • using effective strategies for preparation,

engagement, and reflection.

SE/TE: Reading Skills, 30, 42, 52, 56, 70, 78, 108, 126, 138, 142, 152, 162, 218, 230, 240, 244, 256, 266, 306, 324, 334, 338, 348, 362, 426, 434, 443, 452, 460, 470, 488, 502, 510, 518, 524, 544, 552, 592, 606, 607, 620, 629, 634, 642, 664, 670, 676, 680, 686, 692, 748, 768, 792, 822, 844, 866, 890, 908, 924, 980, 988, 1004, 1016, 1028, 1062, 1074, 1092, 1096, 1110, 1122; Connect to Literature, 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 489, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 770, 823, 846, 868, 892, 910, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112; Extend Your Learning (includes Listening and Speaking, Research and Technology), 43, 53, 71, 79, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 444, 461, 471, 503, 511, 525, 545, 553, 607, 621, 635, 643, 671, 677, 687, 693, 769, 793, 845, 867, 891, 909, 925, 989, 1017, 1029, 1075, 1093, 1111, 1123






(Continued) • using effective strategies for preparation,

engagement, and reflection.




• building on prior knowledge of the characteristics of

literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures.

SE/TE: Making predictions by: using prior knowledge, 28, 30, 36, 39, 50; Revising predictions: using prior knowledge, 28; also see: Literary Analysis: 30, 42, 52, 56, 70, 78, 108, 126, 138, 142, 152, 162, 218, 230, 240, 244, 256, 266, 306, 324, 334, 338, 348, 362, 426, 434, 443, 452, 460, 470, 488, 502, 510, 518, 524, 544, 552, 592, 606, 607 620, 628, 634, 642, 664, 670, 676, 680, 686, 692, 748, 768, 792, 822, 844, 866, 890, 908, 924, 980, 988, 1004, 1016, 1028, 1062, 1074, 1092, 1096, 1110, 1122; Build Understanding (includes Background, Connect to Literature and Meet the Author): 31, 44, 57, 72, 87, 109, 128, 143, 154, 173, 219, 232, 245, 258, 275, 307, 326, 339, 350, 427, 436, 453, 462, 489, 504, 519, 526, 535, 593, 608, 636, 665, 672, 681, 688, 749, 770, 823, 846, 868, 892, 910, 981, 990, 1005, 1018, 1063, 1076, 1097, 1112



• analyzing literary devices such as allusion,

symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.

SE/TE: Situational/verbal irony, 127, 139, 370, 373, 375, 377, 378, 380, 381; Symbolism, 337, 347, 348, 351, 355, 358, 361, 362; Dramatic irony; Figurative language in poetry, 580, 584, 588, 664, 667, 668, 670, 673, 675, 676; Allusion, 594; Flashback; Imagery, 580, 664, 729







(Continued) • analyzing literary devices such as allusion,

symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.



• analyzing the importance of tone and mood. SE/TE: Tone, 172, 175, 176, 178, 181, 181, 408, 413,

646, 648, 649, 653; Writing to Compare: tone and mood, 653, writers' tones, 181; Mood, 646, 651, 653



• analyzing archetypal characters, themes, and

settings in world literature. SE/TE: Archetype, 964-965; Archetypal narrative

patterns, 1034, 1037, 1039, 1040, 1042, 1045, 1046, 1049, 1050, 1051; Writing to Compare Literary Works: universal and culturally specific themes, 807, archetypal narrative patterns, 1051, themes and worldviews, 1145; also see: Character, 4, 7, 12, 203, 208, 214, 218, 221, 222, 225, 229, 230, 235, 237, 238, 239, 240, 729, 731, 737, 742, 820, 822, 932, 935, 937, 980; Setting, 7, 26, 203, 244, 247, 252, 255, 256, 261, 262, 265, 266; Theme, 203, 214, 306, 309, 312, 314, 323, 324, 328, 334, 700, 702, 705, 707, 728, 770, 790, 798, 801, 802, 803, 805, 806, 807, 962, 964-965, 970, 973








• making comparisons and connections between historical and contemporary issues.

SE/TE: Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146



• understanding the importance of cultural and

historical impact on literary texts.

SE/TE: Background, 31, 44, 57, 72, 109, 128, 143, 154, 219, 232, 245, 258, 307, 336, 339, 350, 427, 436, 453, 462, 499, 504, 519, 526, 746, 749, 818, 821, 981, 990, 1005, 1018, 1064, 1112; Literature in Context, 65, 76, 121, 151, 227, 248, 289, 319, 331, 354, 430, 441, 465, 507, 529, 767, 776, 832, 848, 860, 870, 902, 914, 986, 997, 1015, 1083, 1105; Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146








5.02 Demonstrate increasing comprehension and ability to respond personally to texts by: • selecting and exploring a wide range of works

which relate to an issue, author, or theme of world literature.

SE/TE: Comparing and contrasting worldviews, 1060, 1062, 1065, 1067,1068, 1071, 1072, 1074, 1078, 1080, 1082, 1085, 1087, 1089, 1091, 1092, 1095, 1096, 1101, 1102, 1104, 1105, 1106, 1107, 1108, 1109, 1110, 1115, 1117, 1119, 1120, 1121, 1122, 1125, 1126, 1131, 1146



• documenting the reading of student-chosen works.

SE/TE: On Your Own, Readings in: Contemporary Literature, 196, Contemporary Essays, 396, Contemporary Biography, 568, Contemporary Poetry, 722, Contemporary Speeches, 956, Classic Fiction, 1160











(Continued) • providing textual evidence to support understanding





supporting details.


















topics.





and style.









and style.













• identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.




Competency Goal 6 The learner will apply conventions of grammar and language usage. 6.01 Demonstrate an understanding of conventional written and spoken expression by: employing varying sentence structures (e.g., inversion, introductory phrases) and sentence types (e.g., simple, compound, complex, compound-complex). • analyzing authors' choice of words, sentence

structure, and use of language.

SE/TE: Figurative language in poetry, 580, 584, 588, 664, 667, 668, 670, 673, 675, 676; also see: Sensory language, 580, R10-R19; Setting, 7, 26, 203, 244, 247, 252, 255, 256, 261, 262, 265, 266, R10-R19; Style, 86, 89, 90, 93, 94, 96, 97, 408, 420; Writing to Compare Literary Works: writer's style and purpose, 97

TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies







• using word recognition strategies to understand vocabulary and exact word choice (Greek, Latin roots and affixes, analogies, idioms, denotation, connotation).

SE/TE: Word roots (Latin), 29, 54, 80, 107, 140, 164, 217, 242, 268, 297, 305, 336, 383, 745, 792, 817, 926; Context clues, 127, 139, 471, 1053, 1147; Prefixes, 425, 446, 472, 497, 512, 532; Suffixes, 591, 620, 644, 663, 678, 694; Context clues, 979, 1002, 1028, 1061, 1094, 1124; also see: Using dictionary, 43, 53, 71, 153, 163, 257, 267, 349, 363, 435, 445, 525, 531, 635, 643, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1075, 1111, 1123, R6; Using thesaurus, 127, 139, 231, 241, 325, 335, 461, 471, 503, 511, 607, 619, 671, 677, 1093, R7



• using vocabulary strategies such as context clues,

resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases.

SE/TE: Word roots (Latin), 29, 54, 80, 107, 140, 164, 217, 242, 268, 297, 305, 336, 383, 745, 792, 817, 926; Context clues, 127, 139, 471, 1053, 1147; Prefixes, 425, 446, 472, 497, 512, 532; Suffixes, 591, 620, 644, 663, 678, 694; Context clues, 979, 1002, 1028, 1061, 1094, 1124; also see: Using dictionary, 43, 53, 71, 153, 163, 257, 267, 349, 363, 435, 445, 525, 531, 635, 643, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1075, 1111, 1123, R6; Using thesaurus, 127, 139, 231, 241, 325, 335, 461, 471, 503, 511, 607, 619, 671, 677, 1093, R7



• examining textual and classroom language for

elements such as idioms, denotation, and connotation to apply effectively in own writing/speaking.

SE/TE: Connotation, Denotation, Idiom, R10-R19 TR: Daily Language Practice Transparencies;

Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies







• using correct form/format for essays, business letters, research papers, bibliographies.

SE/TE: Writing Workshop: Autobiographical narrative, 100–104, Cause-and-effect essay (article), 186–193, Narrative, short story, 298–302, Essay, problem-and-solution, 386–393, Letter to the editor, 490–494, Persuasive writing, persuasive essay, 558–565, Descriptive essay, 656–660, Response to literature, analytic, 712–719, Reflective essay, 810–814, Research report, 942–953, Timed essay, 1054–1058, Comparison-and-contrast essay, 1150–1157; also see: Introducing the form: 2, 200, 406, 578, 726, 962; Writing Assignments, 43, 53, 71, 79, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 444, 461, 471, 503, 511, 525, 545, 553, 607, 621, 635, 643, 671, 677, 687, 693, 769, 793, 845, 867, 891, 909, 925, 989, 1017, 1029, 1075, 1093, 1111, 1123



• using language effectively to create mood and tone.

SE/TE: Providing elaboration: considering audience and tone, 491; Revising Word Choice: evaluating tone/style (optimistic/pessimistic), 390; also see: Tone, 172, 175, 176, 178, 181, 181, 408, 413, 646, 648, 649, 653; Mood, 646, 651, 653; Writing to Compare Literary Works: tone and mood, 653, writers' tones, 181



6.02 Edit for: • subject-verb agreement, tense choice, pronoun

usage, clear antecedents, correct case, and complete sentences.

SE/TE: Editing/Proofreading: using possessive nouns correctly, 102, identifying incorrect pronoun-antecedent agreement, 191, applying consistent verb tense, 300, revising subject-verb agreement, 391, identifying overuse of subject-verb pattern, 658, correcting run-on sentences, 1056, sentence beginnings, short choppy sentences, subject-verb order, 1155, focusing on transitional words, 1157







(Continued) • subject-verb agreement, tense choice, pronoun

usage, clear antecedents, correct case, and complete sentences.

(Continued) TECH: Student Express CD-ROM; Teacher Express

CD-ROM; From the Author’s Desk DVD

• appropriate and correct mechanics (commas, italics, underlining, semicolon, colon, apostrophe, quotation marks).

SE/TE: Editing/proofreading, 102, 104, 191, 193, 300, 302, 391, 393, 492, 494, 563, 565, 658, 660, 717, 719, 812, 814, 949, 953, 1056, 1058, 1155, 1157



• parallel structure.

SE/TE: Editing/Proofreading: identifying/fixing faulty parallelism, 563; also see: Parallelism, 498; Grammar to create parallelism, 563



• clichés trite expressions.

SE/TE: Word choice, 190, 390, 491, 562, 657, 716, 811, 948, 1055, 1154; also see: Idiomatic expressions, R6-R9



• spelling.

SE/TE: Editing/Proofreading: focusing on usage errors (commonly-confused words), focusing on spelling, 660, 719; also see: Spelling, 184, 384, 556, 660, 710, 719, 940, 1148



Reference: http://www.ncpublicschools.org/curriculum/languagearts/2004/index.html

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