prentice hall literature: timeless voices, timeless themes...

Prentice Hall Literature: Timeless Voices, Timeless Themes The American Experience © 2005

Correlated to: Georgia English Language Arts Performance Standards

(American Literature)

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

GEORGIA ENGLISH LANGUAGE ARTS PERFORMANCE STANDARDS

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READING AND AMERICAN LITERATURE (This required literature module may be taught in 10th, 11th, or 12th grade.) Focusing on a study of American literature, the student develops an understanding of chronological context and the relevance of period structures in American literature. The student develops an understanding of the ways the period of a work of literature affects its structure and how the chronology of a work of literature affects its meaning. ELAALRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the American Literature reading list. The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student:

Reading skills and strategies are taught before, during, and after each selection.

a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, frame narrative, epistolary novel) in works of American fiction from different time periods.

SE/TE: Literary Analysis: (narrative) 71, 74, 75, 76, 81, 82, 84, 85, (epistle) 203, 206, 209, 211, (style) 401, 404, 408, (Integrate Language Skills) 414, (point of view) 507, 510, 514, 517, (irony) 607, 610, 613, 615, 621, 623, 633, (Integrate Language Skills) 639, (first person point of view) 675, 685, 808, (Take it to the Net self-test online,) 829, (flashback) 845, 850, 852, (Take it to the Net self-test online) 855, (style) 1013, 1014, 1017, (Integrate Language Skills) 1018, 1021, (Take it to the Net self-test online) 1023; R21, (first person point of view) 1055, 1058, (Take it to the Net self-test online, Review and Access) 1065; R19 (flashback) 845, 850, 852, 855, 1080, 1081, 1084, (Take it to the Net self-test online, Review and Access) 1093; 1191, Take it to the Net self-test online, Review and Access) 1197; R15, (character development)743, 747, 751, 1080, 1081, 1084, 1197

TR: Literary Analysis and Reading and Transparencies 9, 10, 24, 23, 41, 42, 53, 54, 65, 66, 67, 68, 75, 76, 81, 82, 91, 92, 95, 96, 115, 116, 125, 126, 139, 140, Beyond


Correlated to: Georgia English Language Arts Performance Standards, (American Literature)




(Continued) a. Locates and analyzes such elements in fiction as

language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, frame narrative, epistolary novel) in works of American fiction from different time periods.

(Continued) TR: Literature 5, 12, 21, 27, 33, 34, 38, 41, 48, 58,

63, 70, Writing Models G/O Transparencies 9-12, 13-16, 33-36, 37-40, 91 Selection Support Workbook 19, 21, 22, 53, 56, 57, 95, 96, 97, 123, 149, 154, 152, 182, 184, 202, 204, 215, 254, 256, 274, 276, 302, 304 Vocabulary and Spelling Practice Book, Writing and Grammar 124, 442, Daily Language Practice Transparencies, Adapted Reader’s Companion, English Learner’s Companion, Reader’s Companion, Fine Art Transparencies VOL 1, 10,

TECH: Interest Grabber video tapes 1, 2, 4, 5, 6, 8, Take It to the Net www.phscool.com, Listening to Literature Audiocassettes sides 2, 3, 6, 35, Listening to Literature Audio CD's 1, 2, 4, 20, E-Teach www.phschool.com, Writing and Grammar text CD Rom,

b. Identifies and analyzes patterns of imagery or

symbolism.

SE/TE: R21, Literary Analysis: 335, 338, 347, (Take It to the Net self-Test, Integrate Language Skills) 349; 353, 355, 357, (Take It to the Net self-Test, Integrate Language Skills) 371, 770; 795, (Integrate Language Skills) 802; 935, (Integrate Language Skills) 939; 727, (Integrate Language Skills) 770; 1147, (Integrate Language Skills) 1157

TR: Beyond Literature, 18, 19, 40, 45, 67, Literary Analysis and Reading Transparencies 35, 36, 37, 38, 50, 79, 80, 89,133, 134, Selection Support 83, 85, 181, 198, 293, Writing Models and Graphic Organizers on Transparencies 37-40, Reader’s Companion, English Learner’s Companion

TECH: Interest Grabber Video, Tape 3,5, 6, Take It to the Net; www.phschool.com, E-Teach, Listening to Audiocassettes side 12, Listening to Literature on CDs 8

c. Relates identified elements in fiction to theme or

underlying meaning.

SE/TE: R21, Literary Analysis: 353, 358, (critical thinking) 366; 368, (, Integrate Language Skills) 371; 767, 770, (Integrate Language Skills) 771

TR: Beyond Literature, 19, 42 Literary Analysis and Reading Transparencies 37, 38, 83, 84, Selection Support 87, 85, 189

TECH: Interest Grabber Video, Tape 3, 5, Take It to the Net; www.phschool.com,






d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

SE/TE: Literary Analysis 71, 74, 203, 401, 510, 607, 610, 808, 845, 1205

TR: Beyond Literature 5, 12, 21, 33, 48, Literary Analysis and Reading Transparencies 9, 10, 24, 23, 41, 42, 65, 66, 91, 92, 95, 96, Selection Support 19, 22, 53, 57, 95, 97, 149, 202, 204, 215, Writing Models and G/O on Transparencies 13-16, Adapted reader’s Companion, English Learner’s Companion, Reader’s Companion, Fine Art Transparencies VOL 1, 10

TECH: Interest Grabber Video Tape 1,2, 4, 5, Take It to the Net; www.phschool.com, Listening to Literature Audiocassettes sides 2, 3, Listening to Literature CDs 1,2, E-Teach,

e. Analyzes the influence of mythic, traditional, or

classical literature on American literature.

SE/TE: R13, Literary Analysis (Writing workshop) 223, 387, 388, 391, (Integrate Language Skills) 397; 475, 480, (Integrate Language Skills) 483

TR: Beyond Literature 20, 24, Literary Analysis and Reading Transparencies 39, 40, 47, 48 Selection Support 91, 94, 111 Writing Models and G/Os on Transparencies 75

TECH: Interest Grabber Video tapes 3,4, Take It to the Net www.phschool.com, Listening to Literature Audiocassettes side 13, Listening to Literature Audio CDs 9,

f. Traces the history of the development of

American fiction.

Throughout entire text. SE/TE: Examples: 12, 76, 136, 238, 472, 714, 968

The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

The Reading Informational Materials selections in each unit introduce students to real-world non-fiction texts and provide tolls to analyze editorials, warranties, business documents, critical reviews, websites, etc. SE/TE: Examples: 24, 32, 37, 44, 52, 62, 78, 180,

300, 547, 914, 1070 TR: Literary Analysis for Enrichment 4, Selection

Support 5, 7, 12, 15, 18, 213, 273, Reader’s Companions, English Learner’s Companion, Beyond Literature 4, Literary Analysis and Reading Transparencies 8,

TECH: Listening to Literature Audiocassettes Sides 1, 2, 32, 36, Listening to Literature CDs 1, 18, 20, Interest Grabber Video Tape 1,






a. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters, journals and diaries, speeches, and essays.

SE/TE: Literary Analysis (journal) 62-92, (autobiography) 140-168, (letter) 180-182, (speeches) 186-196, (letter) 204-214, (journal) 286-300, (essay) 388-392, (essay) 402-416, (autobiography) 496-503, (diary) 536-558, (humor essay) 559-577, (diary) 596-601, (speech) 875-876, (non-fiction narrative) 1162-1172, (essay) 1112-1139

TR: Beyond Literature 4,30, Take It to the Net www.phschool.com, Literature Analysis and Reading Transparencies 8, 40, 60, 64, Selection Support, 15, 18, 36, 47, 50, 53, 54, 56, 71, 72, 74, 91, 93, 95, 96, 98, 116, 117, 118, 128, 129, 130, 134, 36, 134, 135, 137, 142, 144, 282, 283, 285, 297, Adapted Reader’s Companion, Reader’s Companion, English Learner’s Companion, Authors In Depth The American Experience, Writing Models and G/Os on Transparencies 5, 9-12, 25-31, 33-36, 37-40, 75, 91 Writing and Grammar 37, 52, 56, 100, 124, 129, 153, 309, 310, 388, 442, 562, 642, Daily Language Practice Transparencies, Formal Assessments 51-53, 59-63, 76-78, 125, 138, 146-148, 282-284 Open Book Test 31-33, 34-36, 46-48, 76, 85, 88-90, 193-195, Performance Assessment and Portfolio Management 10, 13, 16, 17, 23, 26, 31, Assessment System: Workbook, Skill Book, Transparencies, CD-ROM, Vocabulary and Spelling Practice Book, Fine Art Transparency VOL1, trans. 2, 5, Test Bank Software, Extension Activities, Test Bank Software, Authors In Depth, The American Experience

TECH: Interest Grabber Video Tape 1, 4, Listening to Literature Audiocassettes sides 5, 6, 8, 13, 14, 17, 18, 37, 39, Listening to Literature Audio CDs 2, 3, 4, 5, 9, 11, 12, 21, 23 Writing and Grammar iText CD-Rom, GotIt! Assessment Videotapes, Tapes 1, 2, 3, 4






b. Analyzes and evaluates the logic and use of evidence in an author’s argument.

SE/TE: Literary Analysis (author’s point of view) 61, 65, (essay) 1111, 1112, 1113, 1114, 1118, 1119, 1123, 1124-1125, 1128-1132 1133-1135, 1136-1141, (Integrate Language Skills) 1142-1144, (Social protest) 1146-1157, (Integrate Language Skills) 1158-1159, (logical fallacy) 1290-1315 (Integrate Language Skills) 1316-1317

TR: Beyond Literature 4, 65, 66, 67, 75, Literary Analysis and Reading Transparencies 7, 8, 129, 130, 131, 132, 133, 134, 149, 150, Selection Support 15, 17, 282, 283, 285, 286, 287, 289, 290, 291, 292, 293, 322, 323, 325, 324, Vocabulary and Spelling Practice Book, Writing and Grammar 37, 97, 309, 311, 455, 487, 562, 584, Formal Assessment 282-284, 285-287, 315-317, Open Book Test 193-195, 196-198, 223-225, Got It! Assessment Videotape 6, Test Bank Software, Performance and Assessment and Portfolio Management 26, 55, Assessment System: Workbook, Skill Book, Transparencies, CD-ROM, Writing Models and G/Os on Transparencies 41, 80, 91, Daily Language Practice Transparencies

TECH: E-Teach, Interest Grabber Video Tape 1, 6, Take It to the Net www.phschool.com, Listening to Literature Audio CD 21, 22, Listening to Literature Audiocassettes side 37, 38, Writing and Grammar iText CD-ROM,

c. Analyzes, evaluates, and applies knowledge of the

ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

SE/TE: (autobiography) 140-168, (letter) 180-182, (speeches) 186-196, (letter) 204-214, (journal) 286-300, (essay) 388-392, (essay) 402-416, (autobiography) 496-503, (diary) 536-558, (humor essay) 559-577, (diary) 596-601, (speech) 875-876, (non-fiction narrative) 1162-1172, (essay) 1112-1139

TR: Beyond Literature 4,30, Literature Analysis and Reading Transparencies 8, 40, 60, 64, Selection Support, 15, 18, 36, 47, 50, 53, 54, 56, 71, 72, 74, 91, 93, 95, 96, 98, 116, 117, 118, 128, 129, 130, 134, 36, 134, 135, 137, 142, 144, 282, 283, 285, 297, Adapted Reader’s Companion, Reader’s Companion, English Learner’s Companion, Authors In Depth The American Experience, Writing Models and G/Os on Transparencies 5, 9-12, 25-31, 33-36, 37-40, 75, 91 Writing and






(Continued) c. Analyzes, evaluates, and applies knowledge of the

ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

(Continued) TR: Grammar 37, 52,56, 100, 124, 129, 153, 309,

310, 388, 442, 562, 642, Daily Language Practice Transparencies, Formal Assessments 51-53, 59-63, 76-78, 125, 138, 146-148, 282-284 Open Book Test 31-33, 34-36, 46-48, 76, 85, 88-90, 193-195, Performance Assessment and Portfolio Management 10, 13, 16, 17, 23, 26, 31, Assessment System: Workbook, Skill Book, Transparencies, CD-ROM, Vocabulary and Spelling Practice Book, Fine Art Transparency VOL1, trans. 2, 5, Test Bank Software, Extension Activities, Test Bank Software, Authors In Depth, The American Experience

TECH: Interest Grabber Video Tape 1, 4, Take It to the Net www.phschool.com, Listening to Literature on Audiocassettes sides 5, 6, 8, 13, 14, 17, 18, 37, 39, Listening to Literature Audio CDs 2, 3, 4, 5, 9, 11, 12, 21, 23, Writing and Grammar iText CD-Rom, GotIt! Assessment Videotapes, Tapes 1, 2, 3, 4

The student identifies and analyzes elements of poetry from various periods of American literature and provides evidence from the text to support understanding; the student: a. Identifies, responds to, and analyzes the effects of

diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

SE/TE: Literary Analysis (diction) 433, 434, 438, 445, 1013, 1014, 1017, 1018, 1021, 1023, (Integrate Language Skills) 1024-1025; R14, (tone) 661, 777, (mood) 257, 261, 266, 268, 273, 277, 279, 281, 595, R17 (form) 258, 1219, 1225 (figurative language) 101

TR: Beyond Literature 14, 15, 23, 58, Literary Analysis and Reading Transparencies 27, 28, 29, 30, 45, 46, 115, 116, Selection Support 25, 27, 63, 66, 67, 68, 70, 106, 162, 193, 254, 255, 257, Authors in Depth The American Experience, Fine Art Transparencies, VOL 1, 12, 19, Writing Models and G/Os on Transparencies 37-40, 67, Vocabulary and Spelling Practice Book, Writing and Grammar 309, 442, 584, 857, Formal Assessment 73-75, 257-259, Open Book Test 43-45, 172-174, Test Bank Software, Performance Assessment and Portfolios Management 23, 30, Assessment Systems: Workbook, Skill Book, Transparencies, CD-ROM, Adapted Reader’s Companion, English Learner’s Companion, Authors in Depth The American Experience






(Continued) a. Identifies, responds to, and analyzes the effects of

diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

(Continued) TECH: Interest Grabber Video Tape 3, 6, Take It to

the Net www.phschool.com, Listening to Literature Audiocassettes sides 3, 7, 15, 16, 23, 26, 27, 35, Listening to Literature Audio CDs 2, 5, 10, 13, 15, 20, Writing and Grammar iText CD-ROM, Got It! Assessment Videotapes 2, 5,

i. sound: alliteration, end rhyme, slant

rhyme, internal rhyme, consonance, assonance

SE/TE: Literary Analysis (alliteration, assonance) R12; (slant rhyme) R13, R19, 419, 423, 429, (Integrate Language Skills) 430- 431, 661 (end rhyme) R19, 657, (internal rhyme) 657, (consonance) R13

TR: Beyond Literature 22, Literary Analysis and Reading Transparencies 43, 44, Selections Support 99, 101, 102, 160, 162, Writing Models and G/Os on transparencies 57, 95, Vocabulary and Spelling Practice Book, Writing and Grammar 309, 442, Daily Language Practice Transparencies, Formal Assessment 108-110, Open Book Test 64-66, Performance Assessment and Portfolio Management 12, Assessment System: Workbook, Skill Book, Transparencies, CD-ROM

TECH: Interest Grabber Video Tape 3, Take It to the Net www.phschool.com, E-Teach, , Listening to Literature Audiocassettes sides 14, 15, 23, Listening to Literature Audio CDs 9, 10, 13, Writing and Grammar iText CD-ROM, Got It! Assessment Videotapes 2,

ii. form: fixed and free, lyric, ballad,

sonnet, narrative poem, blank verse

SE/TE: Literary Analysis (Ballad) R12, R17; (lyric) 1191-1197, (Integrate Language Skills) 1198-1199; R16, (free verse) 433-445, (Integrate Language Skills) 446-447; R15, R17, (blank verse) 881-893, (Integrate Language Skills) 894-895 R13, R17

TR: Beyond Literature 23, 50, 70, Literary Analysis and Reading Transparencies 44, 44, 46, 99, 100, 139, 140, Selection Support 103, 104, 105, 220, 221, 222, 223, 302, 303, Vocabulary and Spelling Practice Book, Writing and Grammar 42, 442, 532, 596, Daily Language Practice Transparencies, Writing Models and G/Os on Transparencies 83-85, 95-97, 99, Formal Assessment 300, 111-113, 148-150, 227-228, Open Book






(Continued) ii. form: fixed and free, lyric, ballad,

sonnet, narrative poem, blank verse

(Continued) TR: Test 67-68, 148-150, 208, Performance

Assessment and Portfolio Management 13, 15, 30, Assessment System: Workbook, Skill Book, Transparencies, CD-ROM, Authors In Depth Ruby Level

TECH: Interest Grabber Video Tap 3, 5, 6, Take It to the Net www.phschool.com, E-Teach, Got It! Videotape 2, 6 Listening to Literature Audio Cassettes sides 31, 32, Listening to Literature Audio CDs 17, 18,

iii. figurative language: personification,

imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion

SE/TE: Literary Analysis: (personification) 171, 177, 421, 837, 841, R18, (imagery) 727, 728, 730, 732, 739, 795, 802, 935, R15, (metaphor) 935, 939, R16, (conceit) 103, (simile) 795, 798, 800, 802, R20, (hyperbole) R15, (symbolism) R21, (allusion) 717, 719, 723, R12

TR: Beyond Literature 10, 21, 40, 45, 47, 54, Literary Analysis and Reading Transparencies 19, 20, 41, 42, 44, 79, 80, 84, 89, 90, 93, 94, 107, 108, Selection Support 42, 43, 44,95, 97, 174, 176, 177, 181, 193, 191, 198, 199, 200, 210, 236, 238, Writing Models and G/Os Transparencies 57, 67, 95, Authors In Depth, The American Experience, Daily Language Practice Transparencies, Writing and Grammar 9, 425,

TECH: Interest Grabber Tape 2, 5, Listening to Literature Audiocassettes sides 5, 14, 15, 24, 25, Listening to Literature Audio CDs 3, 9, 10, 14, Writing and Grammar iText CD-ROM

b. Analyzes and evaluates the effects of diction and

imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

SE/TE: Literary Analysis (figure of speech) 99, R15, (figurative language) R 14, (extended metaphor) 935, 939, 1318, 1324, 1331, 1335, (hyperbole) R15, (irony) 607, 610, 613, 615, 621, 623, 633, (Integrate Language Skills) 639, (paradox) R18, (tone) 495, 501, 503, 595, 596, 598, 600, 603, 661, 775, 781, 1111, 1120, 1123, R21

TR: Beyond Literature 6, 26, 32, 33, 43, 76, Literary Analysis and Reading Transparencies 11, 12, 51, 52, 63, 64, 65, 66, 85, 86, 107, 108, 119, 151, 152, Selection Support 28, 149, 154, 190, 192, 236, 238, 326, 328,

TECH: Interest Grabber Video Tape 1, 3, 4, 5, 6, Take It to the Net www.phschool.com, Listening to Literature Audiocassettes Sides 20, Listening to Literature Audio CDs 12,






c. Traces the historical development of poetic styles and forms in American literature.

SE/TE: Literary Analysis 436, 448, 451

The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student: a. Identifies and analyzes types of dramatic

literature (e.g., political drama, modern drama, theatre of the absurd).

SE/TE: (poem) R14, A Closer Look (modern) 1228-1229, Literary Analysis (play) 1230-12-63, Review and Assess, Integrate Language Skills 1264-1265, Literary Analysis 1266-1287, Review and Assess, Integrate Language Skills 1288-1289, Literary Analysis 1290-1315, Review and Assess, Integrate Language Skills 1316-1317, Literary Analysis 1318-1335, Review and Assess, Integrate Language Skills 1336-1337 (social plays) 1339-1341, Writing About Literature 1342-1343, Writing Workshop 1344-1347

TR: Beyond Literature 73, 74, 76, Literary Analysis and Reading Transparencies 145, 146, 147, 148, 149, 150, 151, 152, Selection Support 314, 315, 317, 318, 319, 320, 321, 322, 323, 324, 325, 324, 326, 327, 328, 329, Writing and Grammar 97, 124, CH 14 298-317, CH 16 344-354520, 572, 584, Daily Language Practice Transparencies Formal Assessment 309-311, 312-314, 315-317, 318-320, Open Book Test 217-219, 220-222, 223-225, 226-228, Assessment System: Workbook, Skill Book Transparencies, CD-ROM, Writing Models and G/Os on Transparencies 33-36, 53-56, 75, Vocabulary and Spelling Practice Book, Performance Assessment and Portfolio Management 21,

TECH: Interest Grabber Video Tapes 6, Writing and Grammar iText CD-ROM, Got It! Assessment Videotapes tape 6, Take It to the Net www.phschool.com Test Bank Software

b. Analyzes the characters, structures, and themes of

dramatic literature.

SE/TE: Reading Strategy 1232, 1138






c. Identifies and analyzes dramatic elements, (e.g., stage directions, fourth wall, expressionism, minimalism, dramatic irony).

SE/TE: Literary Analysis (stage directions) 1232, 1250, (dramatic irony) 607, 623, 633, 639, 1290, 1293, 1296, 1297, 1298, 1301, 1303, 1306, 1307, 1310, 1311, 1313, 1314, (Review and Assess) 1316, (Integrate Language skills) 1317; R16

TR: Beyond Literature 33, 75, Literary Analysis and Reading Transparencies 65, 66, 149, 150, Section Support 149, 322, 323, 324, Vocabulary and Spelling Practice Book, Daily Language Transparencies, Writing and Grammar 97, Formal Assessment 315-317, Open Book Test 223-225, Assessment System: Workbook, Skill Book, Transparencies, CD-ROM

TECH: Interest Grabber Video Tape 4, 6, Take It to the Net www.phschool.com, E-teach, Writing and Grammar iText CD-ROM, Got It! Assessment Videotapes 6,

d. Identifies and analyzes how dramatic elements

support and enhance the interpretation of dramatic literature.

SE/TE: Literary Analysis 1232, 1266

Sample Task for ELAALRL1: The student focuses on one American poet and creates a project board or a multimedia presentation that illustrates understanding of

Supports similar task indirectly throughout text.

a. the poet’s subject matter and use of diction, syntax, sound, form, figurative language, and structure;

SE/TE: Literary Analysis 1173-1195 (Integrate Language skills) 1176-1177, 1198-1199

TR: Selection Support 294, 295, 298, 299, 300, 302, 303, 304, 305, Literary Analysis and Reading Transparencies 137, 138, 139, 140, Vocabulary and Spelling Practice Book, Beyond Literature 69, 70, Writing and Grammar 37, 72, 154, 272, 311, 532, Writing Models and G/Os Transparencies 37-40, 95, Formal Assessment 294, 272-299, 300, Open Book Test 202, 205-207, 208, Performance Assessment and Portfolios Management 13, 15, 23, 30, Assessment System Workbook, Skill Book, Transparencies, CD-ROM, Fine Art Transparencies VOL1, 11, 20, Daily Language Practice Transparencies

TECH: Got It! Assessment Videotape 6, Test Bank Software, Interest Grabber Video Tape 6, Take It to the Net www.phschool.com, Listening to Literature Audiocassettes Sides 39, 40, Listening to Literature Audi CDs 23






b. the characteristics of the poet’s particular style;




c. the poet’s life and times and the affect of these

factors on the poet’s work; and









d. the ways in which the poet’s work furthers and/or breaks from prior literary traditions and informs or affects the traditions and literary works that follow.




ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding. The student a. Applies knowledge of the concept that the theme

or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

SE/TE: R21, Writing About Literature: 218-219, Literary Analysis: 353, 358, 366, 368, (Review and Assess) 371, Writing About Literature 692, (Review and Assess) 767, 770, 771

TR: Writing and Grammar Ch 14, Performance Assessment and Portfolios Management 23, Writing Models and G/Os on Transparencies 37-40, 75, Beyond Literature 19, 42, Literary Analysis and Reading Transparencies 37, 38, 83, 84, Selection Support 85, 189Writing and Grammar 166-186,

TECH: Writing and Grammar iText CD-ROM, Interest Grabber Video Tape 3, 5, Take It to the Net www.phschool.com






b. Evaluates the way an author’s choice of words advances the theme or purpose of the work.




c. Applies knowledge of the concept that a text can

contain more than one theme.




d. Analyzes and compares texts that express

universal themes characteristic of American literature across time and genre (e.g., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the texts for the identified themes.









Sample Task for ELAALRL2: The student identifies a universal theme characteristic of American fiction (e.g., American individualism, the American dream, etc.) and works with other students to prepare an annotated time line of works that embody this theme in a number of literary periods and genres, including at least one contemporary work. The time line illustrates the chronological progression of these works and includes

Supports similar task indirectly throughout text. SE/TE: Examples: Development of American English

12, Literary Analysis 100, Writing About Literature 116; A Nation Is Born (1750-1800) 124, Writing About Literature 218, Development of American English 238, (A Closer Look) 384, (Connections) 448, Division, Reconciliation and Expansion 1850-1914) 460, Writing About Literature 692, (Timeline) 1914-1946 704, (A Closer Look) 910, (Timeline 1946-Present) 958

TR: Selection Support 25, 27, Authors in Depth, The American Experience, Writing and Grammar CH 9 166-186, CH 12 242-260, CH 14, Performance Assessment and Portfolios Management 21, 23, Writing Models and G/Os on Transparencies 37-40, 75,

TECH: Listening to Literature Audiocassettes Side 3, Listening to Literature Audio CD 2, Writing and Grammar iText CD-ROM

a. the title of each work;










b. the genre of each work;





c. a brief synopsis of each work;










d. major historical events around the time of each work’s production and publication;





e. an analytical statement of the representation of

the identified theme as it appears in each work;



TR: Selection Support 25, 27, Authors in Depth, The American Experience, Writing and Grammar CH 9 166-186, CH 12 242-260, CH 14, Performance Assessment and Portfolios Management 21, 23, Writing Models and G/Os on Transparencies 37-40, 75







f. and appropriate illustrations and/or graphics to make the time line attractive.





The student and his/her colleagues will display the time line in the classroom and explain the information it contains for the other members of the class.










ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods. The student relates a literary work to primary source documents of its literary period or historical setting; the student: a. Relates a literary work to the seminal ideas of the

time in which it is set or the time of its composition.





i. Native American literature

SE/TE: Literary Analysis 16-24 Integrate Language Skills 28-29

TR: Literary Analysis for Enrichment 2, Selection Support 1, 2, 3, Fine Art Transparencies VOL 1, 1, Vocabulary and Spelling Practice Book, Daily Language Practice transparencies, Writing and Grammar 79, 466-467, Writing Models and G/Os on Transparencies 17-23 Formal Assessment 1-3, Open Book Test 1-3, Performance Assessment and Portfolio Management 15, Assessment System: Workbook, Skill Book, Transparencies, CD-ROM

TECH: Listening to Literature Audiocassettes side 1, Listening to Literature CDs 1, Writing and Grammar iText, CD-ROM, Test Bank Software, Got It! Assessment Videotape 1,






ii. Colonial/Revolutionary/National literature

SE/TE: A Nation is Born (1750-1800) 124- 150, Integrate Language Skills 150-151, (A Closer Look) 152-153, Prepare to Read 154-155, Literary Analysis 156- 163, Integrate Language Skills 164-165, Literary Analysis 170-177, Integrate Language Skills 178-179, Focus on Literary Forms: Speeches 183-194, Integrated Language Skills 195-196, Defining Americanism 201-211, Integrating Language Skills 121-213

TR: Beyond Literature 9, 10, 11, 12, Selection Support 33, 34, 36, 37, 37, 38, 39, 40, 41, 42, 44, 47, 48, 53, 54, 57, Literary Analysis and Reading Transparencies 17, 18, 19, 20, 21, 22, 23, 24, Reader’s companion, English Learner’s Companion Authors In Depth The American Experience, Vocabulary and Spelling Practice Book, Writing and Grammar 58, 118, 131, 153, 310, 504, 562, 584, 642, 716, Writing Models and G/Os on Transparencies 67, 91, 95, Formal Assessment 9-12, 38-40, 42-44, 51-53, 59-63, Open Book Test 22-24, 25-27, 28- 30, 31-33, 34- 36, Performance Assessment and Portfolios Management 9, 16, 17, Assessment Systems: Workbook, Skill Book, Transparencies, CD-ROM, Adapted Reader’s Companion

TECH: Listening to Literature Audiocassettes side 4, 5, 6, Listening to Literature CDs 2, 3, 4, Writing and Grammar iText CD-Rom, Take It to the Net www.phschool.com, Got It! Assessment Videotape 1, Interest Grabber Video 2, E-Teach

b. Relates a literary work to the characteristics of the literary time period that it represents.

i. Romanticism/Transcendentalism

SE/TE: R20, R21, Literary Analysis 308-331, Integrated Language Skills 332-333, A Closer Look 384-385, Literary Analysis 384-387, Integrated Language Skills 398-399, Literary Analysis 400-414 Integrated Language Skills 415-416

TR: Beyond Literature 20, 21, Selection Support 77, 78, 79, 91, 92, 93, 95, 96, 97, Literary Analysis and Reading transparencies 39, 40, 41, 42, Reader’s Companion, English Learner’s Companion, Authors In Depth The American Experience, Writing and Grammar






(Continued) i. Romanticism/Transcendentalism

(Continued) TR: 16, 124, 304, 309, 442, 487, Writing Models

and G/Os on Transparencies 33-36, 37-40, 75, 91, Formal Assessment 85-87, 99-101, 102-104, Open Book Test 49-51, 58-60, 61-63, Performance Assessment and Portfolio Management 23, Assessment Systems: Workbook, Skill Book, Transparencies, CD-ROM, Adapted Reader’s Companion, Daily Language Practice Transparencies

TECH: Interest Grabber Video tape 2, 3, Listening to Literature Audiocassettes side 9, 10, 13, 14, Listening to Literature CDs 6, 9, Writing and Grammar iText CD-Rom, Take It to the Net www.phschool.com, Got It! Assessment Videotape 2, Interest Grabber Video 2, E-Teach

ii. Realism

SE/TE: R13, R19, 472, 475, 480, 483, 560 TR: Beyond Literature 24, Literary Analysis and

Reading transparencies 46, 47, Selection Support 111

TECH: Interest Grabber Video Tape 4

iii. Naturalism

SE/TE: R17, 475, 476, 480, 483 TR: Beyond Literature 24, Literary Analysis and

Reading transparencies 46, 47, Selection Support 111

TECH: Interest Grabber Video Tape 4

iv. Modernism (including Harlem Renaissance)

SE/TE: A Closer Look 910-911, Prepare to Read 912-913, Literary Analysis 914-921 Integrate Language skills 922-923, Prepare to Read 924-925 Literary Analysis 926-931, Integrate Language Skills 932-933

TR: Beyond Literature 52, 53, Literary Analysis and Reading transparencies 103, 104,105, 106, Selection Support 228, 230, 231, 232, 233, 235, Writing Models and G/Os on Transparencies 37, 103, Writing and Grammar 172, 532, Daily Language Practice Transparencies, Formal Assessment 236, Open Book Test 157, Performance Assessment and Portfolio Management 23, Assessment Systems: Workbook, Skill Book, Transparencies, CD-ROM






(Continued) iv. Modernism (including Harlem

Renaissance)

(Continued) TECH: Interest Grabber Video Tape 5, Listening to

Literature Audiocassettes Sides 32, 33, Listening to Literature on Audio CDs 18, 19, Writing and Grammar CD-ROM, Got It! Assessment Videotape 4, Take It to the Net www.phschool.com

v. Postmodernism

SE/TE: Writing About Literature 948-949, Timeline 958-959, Literature of the Period 960-967, Development of American English 968, Prepare to Read 970-971, Literary Analysis 972-983, Integrate Language Skills 984-985, Prepare to Read 986-987, Literary Analysis 988-997, Integrate Language Skills 998-999

TR: Beyond Literature 56, Selection Support 242, 243, 245, 246, 247, 248, Literary Analysis and Reading Transparencies 111, 112, Writing and Grammar 100, 204, CH 14 298-317, 548, 572, Writing Models and G/Os on Transparencies 9-12, Performance assessment and Portfolio Management 13, Daily Language Practice Transparencies, Adapted Reader’s companion, English Learner’s Companion, Formal Assessment 248-250, 251-253, Open Book Test 163-165, 166-168, Performance Assessment and Portfolio Management 16, 20, Assessment Systems: Workbook, Skill Book, Transparencies, CD-ROM

TECH: Interest Grabber Video 6, Writing and Grammar iText CD-ROM, Listening to Literature Audiocassettes Sides 33, 34, Listening to Literature on Audio CDs 19,Test Bank Software, Got It! Assessment Videotape 5, Take It to the Net www.phschool.com

The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson, Whitman] in poetry).

SE/TE: Compare and Contrast 6, 23, 116, 148, 173, 210, 292, 348, 356, 370, 435, 452, 465, 548, 601, 684, 692, 813, 906, 917, 1015, 1074

TR: Literary Analysis and Reading Transparencies 46, Selection Support 106, Authors In Depth The American Experience, Fine Art Transparencies VOL 1, 12, 19

TECH: Listening to Literature Audiocassettes sides 15, 16, Listening to Literature Audi CDs, 10,






The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications.

The instructional material with each selection, coupled with full author biographies, places the literature in its appropriate context for students. Each unit introduction provides an overview of historical events and literary trends in each period. SE/TE: Examples: (Unit Introductions) 12, 136, 238,

472, 714, 968

Sample Task for ELAALRL3: The student adopts the persona of an historical figure from the Colonial or Revolutionary Period, researches the life and times of the historical figure, including primary source documents such as diaries, letters, sermons, and secondary sources such as biographies and autobiographies, then keeps a diary for a specified period in the voice and style of that figure. Maintaining the persona, the student corresponds with other classmates who are writing as other historical figures. To conclude the task, the students debrief their experiences and compare and contrast life in the Colonial or Revolutionary Period to their own lives in the 21st century.

Task supported indirectly SE/TE: Diary entry 529

ELAALRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents. The student a. Demonstrate awareness of an author’s use of

stylistic devices and an appreciation of the effects created by the devices.

SE/TE: Writing About Literature 452, 694 TR: Writing and Grammar CH 9, 166-193, CH 13,

266-288, Performance Assessment and Portfolio Management 19, 22, Writing Models and G/Os on Transparencies 88, 95,

TECH: Writing and Grammar iText CD-ROM

b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.




c. Draw comparisons between specific incidents in a text and broader themes that illustrate the writer’s important beliefs or generalizations about life.









d. Analyze multiple, relevant historical records of a single event and examine their critical relationships to a literary work.




e. Include a formal works cited or bibliography when applicable.

SE/TE: Writing About Literature 452, 694, R 31 TR: Writing and Grammar CH 9, 166-193, CH 13,



Sample Task for ELAALRL4: The student identifies the characteristics of theatre of the absurd, researches the historical, societal, and philosophical underpinnings of theatre of the absurd, reads and analyzes a specific work of dramatic literature identified as theatre of the absurd, and composes an expository essay to illustrate and explain the connection between the play and the seminal ideas of the time of its composition.

ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

Vocabulary skills and strategies are taught before, during and after each selection. Writing lessons offered throughout text.

SE/TE: Examples. (vocabulary) 28, 50, 66, 150, 194, 446, 504, 686 (writing) 87, 195, 218, 351, 416, 505, 694, 804, 941

TR: (for vocabulary throughout text): Vocabulary and Spelling Practice Book, Daily Language Practice Transparencies

TR: (for writing throughout text): Writing and Grammar, Ruby Level

TECH: (writing, throughout text) Writing and Grammar iText CD-ROM

a. Identifies and correctly uses idioms, cognates,

words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

Text supports indirectly

b. Uses knowledge of mythology, the Bible, and other works often alluded to in American literature to understand the meanings of new words.

SE/TE: 16, 19, 22, 136, 238, 472, 714, 968






c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

Sample Task for ELAALRL5: The student focuses on one American poet and creates a project board or a multimedia presentation that illustrates understanding of


a. the poet’s subject matter and use of diction, syntax, sound, form, figurative language, and structure;


b. the characteristics of the poet’s particular style;


c. the poet’s life and times and the affect of these factors on the poet’s work; and


d. the ways in which the poet’s work furthers and/or breaks from prior literary traditions and informs or affects the traditions and literary works that follow.


READING ACROSS THE CURRICULUM After the elementary and middle grades years, the student seriously engages in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. The student encounters a variety of informational and fictional texts and reads texts in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), the student must learn, through reading, the communities of discourse of those disciplines. Each subject has its own specific vocabulary, and for a student to excel in all subjects, he or she must learn the specific vocabulary of all subject areas in context. Reading across the curriculum develops the student’s academic and personal interests in different subjects, as well as his or her understanding and expertise across subject areas. As the student reads, he or she develops both content and contextual vocabulary and builds good habits for reading, researching, and learning. The Reading Across the Curriculum standards focus on the academic and personal skills a student acquires as the student reads in all areas of learning. ELAALRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Over 100 selections of works/abstracts are represented in this text including essays, speeches, diaries, editorials, journals, letters, poetry, short stories, novels, and one play. SE/TE: Examples (myth) 16, (nonfiction) 32, 37, 44,

52, (website) 88, (poetry) 100, 102, 108, (editorials) 167, 168, (speech) 186, 191, 196, (letter) 204, 208, (short story) 242, 308, (fiction 354, 786, (essay) 1111, 1112, 1130, (drama) 1233) (critical commentary) 1338






Sample Task for ELAALRC1: The student adopts the persona of an historical figure from the Colonial or Revolutionary Period, researches the life and times of the historical figure, including primary source documents such as diaries, letters, sermons, and secondary sources such as biographies and autobiographies, then keeps a diary for a specified period in the voice and style of that figure. Maintaining the persona, the student corresponds with other classmates who are writing as other historical figures. To conclude the task, the students debrief their experiences and compare and contrast life in the Colonial or Revolutionary Period to their own lives in the 21st century.

Text supports this task indirectly.

ELAALRC2 The student participates in discussions related to curricular learning in all subject areas. The student

Throughout text with teacher-guided question and answer session, and Listening and Speaking Workshops SE/TE: Examples: (listening and speaking workshops)

122, 224, 700, 954, 1348

a. Identifies messages and themes from books in all subject areas.


122, 224, 700, 954, 1348

b. Responds to a variety of texts in multiple modes of discourse.


122, 224, 700, 954, 1348

c. Relates messages and themes from one subject area to those in another area.


122, 224, 700, 954, 1348

d. Evaluates the merits of texts in every subject discipline.


122, 224, 700, 954, 1348






e. Examines the author’s purpose in writing.


122, 224, 700, 954, 1348

f. Recognizes the features of disciplinary texts.


122, 224, 700, 954, 1348

Sample Task for ELAALRC2: The student compares a fictional account of a time period or an event (e.g., Puritanism in The Scarlet Letter or the Salem witch trials in The Crucible) to the historical record of that period or event and works with a group of three to four other students to present a panel discussion on the topic to the class as a whole.

Text supports indirectly.

ELAALRC3 The student acquires new vocabulary in each content area and uses it correctly. The student

R12-R21 and throughout text. Vocabulary skills and strategies are taught before, during and after each selection. Writing lessons offered throughout text. during and after each selection. SE/TE: Examples: (vocabulary) 28, 50, 66, 150, 194,

446, 504, 686 (writing) 87, 195, 218, 351, 416, 505, 694, 804, 941




a. Demonstrates an understanding of contextual

vocabulary in various subjects.


446, 504, 686 (writing) 87, 195, 218, 351, 416, 505, 694, 804, 941









b. Uses content vocabulary in writing and speaking.

R12-R21 and throughout text. Vocabulary skills and strategies are taught before, during and after each selection. Writing lessons offered throughout text, during and after each selection. Speaking: throughout text with teacher-guided question and answer session, and Listening and Speaking Workshops SE/TE: Examples: (listening and speaking workshops)

122, 224, 700, 954, 1348 SE/TE: Examples: (vocabulary) 28, 50, 66, 150, 194,

446, 504, 686 (writing) 87, 195, 218, 351, 416, 505, 694, 804, 941




c. Explores understanding of new words found in

subject area texts.


446, 504, 686 (writing) 87, 195, 218, 351, 416, 505, 694, 804, 941




Sample Task for ELAALRC3: The student identifies the characteristics of theatre of the absurd, researches the historical, societal, and philosophical underpinnings of theatre of the absurd, reads and analyzes a specific work of dramatic literature identified as theatre of the absurd, and composes an expository essay to illustrate and explain the connection between the play and the seminal ideas of the time of its composition.


ELAALRC4 The student establishes a context for information acquired by reading across subject areas. The student

a. Explores life experiences related to subject area content.






b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

Sample Task for ELAALRC4: The student adopts the persona of an historical figure from the Colonial or Revolutionary Period, researches the life and times of the historical figure, including primary source documents such as diaries, letters, sermons, and secondary sources such as biographies and autobiographies, then keeps a diary for a specified period in the voice and style of that figure. Maintaining the persona, the student corresponds with other classmates who are writing as other historical figures. To conclude the task, the students debrief their experiences and compare and contrast life in the Colonial or Revolutionary Period to their own lives in the 21st century.


Sample Reading List This is a sample reading list from which the students and teachers could select. This list is not exclusive. Acceptable titles also appear on lists produced by organizations such as the National Council of Teachers of English and the American Library Association. Substitutions might also be made from lists approved locally. Fiction

• A Death in the Family—James Agee

• Winesburg, Ohio—Sherwood Anderson

• Parable of the Sower—Octavia Butler

• The Awakening—Kate Chopin

• The Red Badge of Courage—Stephen Crane

• A Yellow Raft in Blue Water—Michael Dorris

• As I Lay Dying, The Sound and the Fury, or The Unvanquished—William Faulkner

• The Great Gatsby—F. Scott Fitzgerald






• Cold Mountain—Charles Frazier

• A Gathering of Old Men—Ernest Gaines

• The Yellow Wallpaper—Charlotte Perkins Gillman

• The Scarlet Letter or The House of Seven Gables—Nathaniel Hawthorne

• A Farewell to Arms or The Sun Also Rises—Ernest Hemingway

• Their Eyes Were Watching God—Zora Neale Hurston

• A Prayer for Owen Meany—John Irving

• Turn of the Screw—Henry James

• All the Pretty Horses—Cormac McCarthy

• House Made of Dawn—N. Scott Momaday

• The Bluest Eye—Toni Morrison

• Fallen Angels or Monster—Walter Dean Myers

• Mama Day—Gloria Naylor

• Wise Blood—Flannery O’Connor

• The Bell Jar—Sylvia Plath

• “The Fall of the House of Usher”—Edgar Allan Poe

SE/TE: 308

• The Grass Dancer—Susan Power

• The Killer Angels—Michael Shaara

• Catcher in the Rye—J. D. Salinger

• Ceremony—Leslie Marmon Silko

• Sophie’s Choice—William Styron






• Mockingbird—Walter Tevis

• Slaughterhouse-Five—Kurt Vonnegut

• The Color Purple—Alice Walker

• All the King’s Men—Robert Penn Warren

• Native Son—Richard Wright

Drama

• Three Tall Women, Who’s Afraid of Virginia Woolf, or Zoo Story—Edward Albee

• Triffles—Susan Glaspell

• A Raisin in the Sun—Lorraine Hansberry

• The Children’s Hour or Little Foxes—Lillian Hellman

• Broken Glass, The Crucible, and/or Death of a Salesman—Arthur Miller

SE/TE: 1233 (Crucible)

• Driving Miss Daisy—Alfred Uhry

• Our Town—Thornton Wilder

• The Glass Menagerie and/or A Streetcar Named Desire—Tennessee Williams

• Memoir, Biography, and Autobiography; Non-fiction, and Informational Texts

SE/TE: (autobiography) 139, 141-145, 149, 497-502, (informational) 156-159, 167-168, (memoir) 1069-1076

TR: Beyond Literature 8, 62, Literary Analysis and Reading Transparencies 23, 24, 123, 124, Selection Support 33, 35, 36, 37, 39, 116, 118, 273, Reader’s Companion, English Learner’s Companion, Adapted Reader’s Companion, Authors In Depth The American Experience, Writing Models and G/Os on Transparencies 95, Fine Art Transparencies VOL1, 5

TECH: Interest Grabber Video Tape 2, 6, Listening to Literature Audiocassettes sides 4, 5, 17, Listening to Literature on Audio CDs 2, 3, 11, Take It to the Net www.phscool.com






• The Way of the Spirit: Nature, Myth, and Magic in Native American Life

• The Moon by Whale Light or A Natural History of the Senses—Diane Ackerman

• The Closing of the American Mind—Allan Bloom

• The Greatest Generation—Tom Brokaw

• Bury My Heart at Wounded Knee—Dee Brown

• Silent Spring—Rachel Carson

• The Mathematical Experience—Phillip J. Davis and Reuben Hersh

• Slouching Towards Bethlehem—Joan Didion

• A Pilgrim at Tinker Creek or Teaching a Stone to Talk—Annie Dillard

• Narrative of the Life of Frederick Douglass, An American Slave—Frederick Douglass

• Civil War (3 vols.)—Shelby Foote

• Wartime—Paul Fussell

• Visions of Jazz—Gary Giddins

• Praying for Sheetrock—Melissa Faye Greene

• To Be Young, Gifted, and Black—Lorraine Hansberry

• Writing a Woman’s Life—Carolyn G. Heilbrun

• Hiroshima—John Hersey

• Pragmatism—William James

• The Devil in the Shape of a Woman: Witchcraft in Colonial New England—Carol F. Karlsen






• Small Wonder—Barbara Kingsolver

• The American Adam: Innocence, Tragedy, and Tradition in the Nineteenth Century—R.W.B. Lewis

• Accept No Substitutes: The History of American Advertising—Christina Mierau

• Blue Highways—William Least Heat-Moon

• Playing in the Dark: Whiteness and the Literary Imagination—Toni Morrison

• The American Reader: Words that Moved a Nation—Diane Ravitch, ed.

• Hunger of Memory—Richard Rodriquez

• The Demon-Haunted World: Science as a Candle in the Dark—Carl Sagan

• In Search of Our Mother’s Gardens—Alice Walker

• The Strange Career of Jim Crow—C. Vann Woodward

• Black Boy—Richard Wright

Reference: http://www.georgiastandards.org/langart.asp

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