2006 Mississippi Language Arts Framework-Revised Grade 11
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1 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 11 to the 2006 Mississippi Language Arts Framework-Revised Grade 11
2 Introduction This document demonstrates how Prentice Hall Literature Common Core Edition 2012 meets the objectives of the 2006 Mississippi Language Arts Framework-Revised. Correlation page references are to the Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. Prentice Hall Literature Common Core Edition Prentice Hall Literature Common Core Edition is a comprehensive literacy program that brings together the cornerstones of the Common Core State Standards and provides a full array of instructional resources. You ll find everything you need to provide differentiated instruction combined with powerful progress monitoring. Prentice Hall Literature Common Core Edition is designed to motivate and inspire today s digital natives your students. Prentice Hall Literature: Language and Literacy brings the art of teaching literature into the 21st century. Visually striking and thoroughly engaging, the unique student edition looks like the real-world media students interact with outside the classroom. Prentice Hall Literature blends classic and contemporary literature with new literacies informational nonfiction such Web sites and newspapers allowing students to experience and interact with the best of both worlds. PHLitOnline extends that real-world experience with a fully interactive digital literature program that allows students and teachers to move effortlessly between print and multimedia. Meet the Challenges of the Common Core In-depth support for seamless integration of the Common Core State Standards Comprehensive coverage of the standards Variety of assessments to meet the needs of soon-to-be-implemented Common Core assessments Leading author team featuring key contributors to the Common Core Ensure All Students Achieve Systematic approach to helping students read texts of increasing complexity Scaffolding and modeling ensure that all students can meet the rigors of the Common Core Comprehensive support for developing the reading and communication skills students need to compete in the 21st Century Independent reading strand featuring content-area readings and rich literature Differentiate Instruction and Track Progress Online student edition with built-in differentiated instruction Award-winning technology that automatically matches instruction and text levels to students abilities. 2
3 Table of Contents Competency Competency Competency Competency
4 PEARSON Prentice Hall Literature Common Core Edition 2012 CORRELATION TO THE MISSISSIPPI CURRICULUM FRAMEWORKS Language Arts Grade 11 Competency 1. The student will develop and apply expansive knowledge of words and word meanings to communicate. Objectives a. The student will analyze the effect of the relationships between and/or among words to infer the author s purpose. (DOK 3) ATE Teacher Edition Page References SE/TE: Synonyms / Antonyms, 67, 177, 186, 319, 357, 373, 391, 583, 633, 715, 1078, 1092, 1114, 1215, 1235, 1309, 1355, 1361, 1406; also see: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Political assumptions, analyze, 98, 108, 982, 998; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Philosophical argument, analyze, 626, 633, 784, 793 4
5 b. The student will examine the author s (or authors ) use (or uses) of figurative language (e.g., metaphor, simile, hyperbole, personification, oxymoron, idiom, etc.) in multiple texts to analyze its effect on theme. (DOK 3) SE/TE: Metaphor, 80, 83, 364, 372, 376, 380, 385, 390, 402, 1040, 1045, 1050, 1055; Figurative language, 364, 369, 402, 403, 449, 1050; Simile, 402, 784, 793, 1050, 1055; Comparing Literary Works: Hyperbole, 587, 593 5
6 c. The student will analyze author s (or authors ) use (or uses) of word choice and diction in multiple texts as stylistic devices and/or the author s (or authors ) use (or uses) of formal and informal language in multiple texts to determine author s purpose (or authors purposes). (DOK 3) SE/TE: Diction: Whitman's style, 425, 429, 430, 438, persuasive speech, 448, patriotic writing, 536, 539, 543, poetry, 1070, 1077, Safire's style, 1376, 1381; Author's style: Thoreau's, 376, 380, 385, 390, Dickinson's, 406, 407, Whitman's, 424, narrative nonfiction, 517, analysis, 676, Cummings's, 778, 782, 783, Hemingway's, 798, 805, 807, Carver's, 1324, 1328, 1330, 1331, 1332; Satire, 772, 776, 1382, 1390; also see: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Author s Purpose, 56, 74, 79; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's views/insights, compare, 536, 543; Social commentary, 569, 582, 1346, 1354; Philosophical argument, analyze, 626, 633, 784, 793 6
7 d. The student will analyze text to determine how the author s (or authors ) use of connotative words reveals and/ or affects the purpose of the text. (DOK 3) SE/TE: Using Resources to Build Vocabulary: Connotation, 909; Reading Strategy: Interpreting the Connotations, 1050; also see: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Author s Purpose, 56, 74, 79; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Writer's views/insights, compare, 536, 543; Social commentary, 569, 582, 1346, 1354; Philosophical argument, analyze, 626, 633, 784, 793 7
8 Competency 2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity. Objectives a. The student will recognize text structures (e.g., episodic and generalization/principle) and analyze their effect on theme, author s purpose, etc.) (DOK 3) ATE Teacher Edition Page References SE/TE: Sequence of events, 46, 55, 1265; Summarize to Cause and effect, analyze/identify, 139, 152, 858, 860, 865, 1080, 1085, 1086, 1088, 1091, 1382, 1388, 1390; Identify Main Idea, 168; Analyzing Story s Pattern of Organization, 478; Philosophical argument, analyze, 626, 633, 784, 793; Main idea and supporting details, 1102, 1110, 1113; Identify Text Structures, 1123; Common Core Extended Study, 1374,
9 b. The student will interpret textual evidence of details, organization, and language to predict, draw conclusions, or determine author s purpose. (DOK 3) SE/TE: Writer's purpose, identify/analyze, 242, 243, 252, 253, 517, 928, 933, 934, 937, 1375; Predictions, 594, 597, 598, 600, 606, 611, 846, 857, 1160, 1163, 1168, 1176, 1177, 1180, 1182, 1296, 1304, 1307, 1308; Conclusions, draw, 1010, 1015, 1020, 1024, 1393, 1398, 1401; also see: Philosophical assumptions, analyze, 40, 43, 45, 376, 381, 386, 390, 614, 615, 619, 620, 624; Political assumptions, analyze, 98, 108, 982, 998; Writer's perspective, analyze, 178, 179, 181, 184, 186, 187, 682; Philosophical argument, analyze, 626, 633, 784, 793 9
10 c. The student will analyze or evaluate text, including but not limited to textual criticism, to synthesize responses for summary, précis, and explication. (DOK 3) SE/TE: Integrated Language Skills: Writing (literary response and analysis), 109, 154, 154, 373, 491, 515, 584, 593, 612, 639, 715, 763, 777, 794, 807, 831, 871, 887, 910, 927, 999, 1025, 1055, 1069, 1078, 1236, 1322, 1345; also see: Critical Reading: Analyze, 28, 33, 39, 44, 72, 77, 82, 91, 103, 107, 115, 119, 150, 164, 175, 185, 239, 253, 259, 264, 284, 310, 317, 332, 355, 368, 371, 387, 409, 411, 414, 427, 431, 433, 436, 501, 513, 610, 621, 638, 721, 722, 724, 752, 761, 769, 787, 790, 792, 806, 843, 856, 876, 879, 881, 907, 918, 926, 995, 997, 1006, 1023, 1054, 1100, 1181, 1213, 1233, 1307, 1337, 1343, 1354, 1372, 1380, 1396, 1405, 1420, 1438, Evaluate, 65, 91, 107, 115, 150, 253, 259, 267, 310, 389, 431, 499, 556, 574, 592, 621, 622, 721, 722, 724, 752, 769, 782, 864, 907, 1006, 1049, 1107, 1157, 1181, 1213, 1320, 1331, 1380, 1405, 1416; Approaches to Criticism, R18-R19 10
11 d. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres to recognize patterns and connections. (DOK 4) 1) Literary Text and Literary Non-fiction -Short stories, novels, biographies, autobiographies, narrative essays (e.g., character, setting, plot, conflict, theme, mood, tone, point of view, allusion, synecdoche, figurative language, stylistic devices, cosmic irony, symbolism, imagery, language/word choice, foreshadowing, flashback, etc.) -Poetry (e.g., structure, language, theme, setting, persona, conflict, cosmic irony, symbolism, allusion, synecdoche, figurative language, stylistic devices, imagery, language/word choice, etc.) -Drama (e.g., character, structure, techniques [e.g., soliloquy], mood, tone, conflict, imagery, allusion, synecdoche, figurative language, stylistic devices, cosmic irony, language/word choice, foreshadowing, etc.) NOTE: Figurative language includes simile, metaphor, personification, hyperbole, symbolism, imagery, irony, oxymoron, paradox, etc. Stylistic devices include alliteration, assonance, onomatopoeia, rhyme, rhythm, repetition, etc. Both are to be used with appropriate (or specific) mode/audience. SE/TE: Short stories, novels, biographies, autobiographies, narrative essays Literary Analysis, 226, 232, 233, 237, 240, 270, 283, 285, 334, 341, 343, 345, 347, 349, 351, 353, 354, 356, 357, 478, 481, 488, 490, 569, 582, 594, 598, 604, 606, 607, 609, 611, 626, 630, 633, 650, 654, 655, 657, 662, 728, 732, 734, 741, 743, 744, 748, 749, 753, 756, 760, 762, 798, 807, 814, 819, 822, 826, 830, 832, 838, 844, 858, 1010, 1014, 1016, 1018, 1019, 1024, 1026, 1032, 1034, 1037, 1038, 1080, 1083, 1084, 1091, 1296, 1308, 1310, 1313, 1321, 1424, 1439; Comparing Literary Works, 587; After You Read, 593, Communications Workshop, 676; Common Core: Extended Study, 796, 797 Poetry Literary Analysis, 80, 83, 256, 263, 268, 311, 407, 415, 420, 424, 425, 438, 530, 634, 638, 639, 640, 648, 706, 709, 710, 714, 772, 776, 784, 792, 793, 11
12 (Continued) 866, 869, 871, 901, 908, 922, 913, 923, 927, 1040, 1045, 1050, 1055, 1056, 1061, 1062, 1068; Common Core: Extended Study, 402, 403 Drama Literary Analysis, 1123, 1127, 1129, 1130, 1133, 1138, 1139, 1144, 1146, 1147, 1150, 1151, 1156, 1158, 1160, 1162, 1164, 1167, 1173, 1182, 1186, 1188, 1189, 1191, 1193, 1194, 1195, 1200, 1201, 1206, 1207, 1212, 1214; Common Core: Extended Study, ) Informational Texts -Exposition, argumentation (e.g., language, point of view, structure, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.) SE/TE: Literary Analysis, 40, 42, 44, 45, 46, 51, 55, 84, 92, 98, 101, 102, 108, 168, 176, 242, 249, 254, 364, 369, 372, 376, 380, 385, 390, 518, 536, 539, 543, 552, 557, 982, 987, 990, 998, 1094, 1101, 1102, 1105, 1106, 1113, 1411, 1421; Common Core: Extended Study, 96, 97, 1374, 1375; Reading Skills, 110, 114, 120, 139, 141, 143, 145, 152, 1102, 1110, 1113; Primary Sources, 492, 495, 496, 498, 502, 504, 614, 618, 622, 623,
13 e. The student will analyze works of literature to evaluate them as responses to the events of the historical period in which they were written. (DOK 3) f. The student will recognize and evaluate persuasive techniques such as propaganda and bias in different media. (DOK 3) SE/TE: Common Core: Multiple Perspectives on the Era: Snapshot of the Period, 2 3, , , , , , Historical Background, 4 5, , , , , , Essential Questions Across Time, 6 13, , , , , , Recent Scholarship, 14 15, , , , , , Integrate and Evaluate Information, 16, 224, 476, 704, 980, 1292; Reading Strategy: Influences and effects of historical period, 518, 523, 524, 528, 634, 639; Reading for Information: Primary Sources, SE/TE: Communications Workshop: Evaluate a Persuasive Speech, , Political Advertisement (nonprint) Analysis, , Entertainment Media Analysis/Evaluation, ; also see: Common Core: Extended Study, 96-97, 517, Literary Analysis: Persuasion, 110, 113,
14 g. The student will apply understanding of text and electronic text features to assess the validity and to determine the appropriateness of sources (e.g., MAGNOLIA). (DOK 3) SE/TE: Reading for Information: evaluate text features, , evaluate information from charts and graphs, , organize and record information, , online source, evaluate validity and reliability, , newspaper articles, , technical report and mission statement, ; Research Task, 187, 255, 505, 624, 1008; 21 st Century Skills, R47-R50; Research and Technology Guide, R51-R52 Competency 3. The student will produce, analyze, or evaluate effective communication. Objectives ATE Teacher Edition Page References a. The student will utilize, analyze, or evaluate the composing process (e.g., planning, drafting, revising, editing, publishing). (DOK 3) 1) Planning: Determine audience Determine purpose SE/TE: Prewriting: Audience, consider, 189; also see: Writing Workshop: Prewriting, 441, 665, 945, 1257, 1449 SE/TE: Purpose, consider, 189; also see: Writing Workshop: Prewriting, 441, 665, 945, 1257,
15 Generate ideas Address prompt/topic Organize ideas SE/TE: Prewriting: Ideas, 121, 794, 1025, 1114, 1159; also see: List, using, 30, 121, 441, 491, 1045, 1322, 1422, Questions, address, 67, 680, 777, 1249, 1355, 1369, Topic, choose/narrow, 189, 441, 665, 945, 1114, 1257, 1449, Characters, analyze/interview, 357, 1092, 1449 SE/TE: Writing Workshop: Prewriting, 189, 441, 665, 945, 1257, 1449; Writing Lesson: Prewriting, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422, 1440 SE/TE: Prewriting: List, using, 30, 121, 441, 491, 1045, 1322, 1422, Chart, using, 67, 109, 154, 241, 1025, Notes, organize/use, 665, 831, 887, 1025, Organization, logical, 794, Outline support, 1215, Thoughts, cluster diagram, 1391, Story chart, use,
16 Compose a clearly stated thesis SE/TE: Prewriting: Thesis statement, 910, 945; also see: Topic, choose/narrow, 189, 441, 665, 945, 1114, 1257, ) Drafting: Formulate introduction, body, and conclusion SE/TE: Introduction / body / conclusion, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422 Create paragraphs SE/TE: Structure, overall, 192, 444; also see: introduction/body/conclusi on, 93, 154, 373, 391, 442, 529, 557, 754, 910, 999, 1025, 1101, 1258, 1422 Use various sentence structures SE/TE: Sentences, combine, 31, 94, 1237, 1323; Sentences, vary, 192, 444, 613, 1114, 1441; Sentence fragments, 447, 951, 1237; Sentence Fluency, 1453; also see: Revise sentences, 254, 491, 585, 613, 1061, 1069, 1345, 1423; Using Transitional Expressions,
17 Use paraphrasing for reports and documented papers SE/TE: Research Task: Synthesize sources and information, 187, 255, 505, 624, 771, 1008, 1407; Writing Workshop: Organize notes, 665, Variety of sources, 666, Integrate source material, 668; also see: Quotations, 109, 286, 320, 421, 491, 557, 584, 715, 754, 794, 777, 927, 999, 1069, 1159; Findings summary, 639 3) Revising: Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.] SE/TE: Writing Workshop: Revising, 192, 444, 948, 1260, 1452; also see: Integrated Language Skills: Writing, 30, 67, 93, 109, 121, 154, 177, 241, 286, 320, 357, 373, 391, 421, 439, 491, 515, 529, 584, 612, 649, 663, 715, 727, 754, 763, 777, 794, 831, 845, 887, 910, 999, 1025, 1039, 1069, 1078, 1092, 1114, 1159, 1183, 1215, 1236, 1309, 1322, 1345, 1361, 1391, 1422,
18 Add and delete information and details (for audience, for purpose, for unity) Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.) Use available resources (reference materials, technology, etc.) SE/TE: Revising: Details, 67, 421, 529, 1309, 1361, Reread for accuracy/effectiveness, 67, 1183, Ideas, 109, 154, 286, 421, 515, 543, 584, 612, 777, 794, 831, 1025, 1078, Support, review and evaluate, 121, Quotations, 109, 286, 320, 491, 794, 999, 1069, 1159, Source material, integrate, 668 SE/TE: Revising: Word choice, 55, 67, 193, 439, 668, 715, 727, 910, 1114, 1183, 1215, 1422, 1452, Adjectives/adverbs, use precise, 1322 SE/TE: Research Task: Gather Sources, 187, 255, 505, 624, 771, 1008, 1407; Writing Workshop: Organize notes, 665, Variety of sources, 666, Integrate source material, 668; also see: Quotations, 109, 286, 320, 421, 491, 557, 584, 715, 754, 794, 777, 927, 999, 1069, 1159; Findings summary,
19 4) Editing: Proofread to correct errors Apply tools to judge quality (e.g., rubric, checklist, feedback, etc.) 5) Publishing: Proofread final document Prepare final document (e.g., PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal, classroom wall, etc.) SE/TE: Writing Workshop: Editing and Proofreading, 195, 447, 675, 951, 1263, 1455; also see: Conventions and Style, 31, 94, 155, 287, 321, 358, 585, 613, 755, 911, 1093, 1115, 1237, 1323; Grammar, Usage, and Mechanics Handbook, R56 R63 SE/TE: Writing Workshop: Publishing, Presenting, and Reflecting & Rubric for Self-Assessment, 195, 447, 675, 951, 1263, 1455 SE/TE: Editing and Proofreading, 195, 447, 675, 951, 1263, 1455 SE/TE: Writing Workshop: Publishing, Presenting, and Reflecting, 195, 447, 675, 951, 1263, 1455; Multimedia Presentation, b. The student will produce a personal composition in the narrative mode. (DOK 3) SE/TE: Writing Workshop, Autobiographical Narrative (Write a Narrative), ; also see: Integrated Language Skills: Writing, 30, 55, 241, 529, 649, 845, 857, 937, 1092, 1309, 1361,
20 c. The student will compose responses to literature in the informative mode clearly expressing a main idea thoroughly developed by relevant supporting details, which are well elaborated and sufficient in number. (DOK 3) SE/TE: Integrated Language Skills: Writing (literary response and analysis), 109, 154, 154, 373, 491, 515, 584, 593, 612, 639, 715, 763, 777, 794, 807, 831, 871, 887, 910, 927, 999, 1025, 1055, 1069, 1078, 1236, 1322, 1345; Common Core: Extended Study (Performance Tasks), 204, 456, 684, 960, 1272, 1464 d. The student will compose formal persuasive texts, providing evidence as support. (DOK 3) SE/TE: Writing Workshop: Write a Persuasive Essay (Argument), ; also see: Integrated Language Skills: Writing, 93, 121, 357, 391, 612, 663, 715, 831, 887, 1114, 1183, 1215, 1322, 1391 e. The student will compose documented texts (e.g., MLA, APA). (DOK 2) SE/TE: Writing Workshop: Historical Investigation Report (Write a Research Report), , Research: Write a Multimedia Presentation, ; also see: Research Task, 187, 255, 505, 624,
21 f. The student will compose functional documents (e.g., college applications, resumes, PowerPoint presentations). (DOK 3) SE/TE: Workplace Writing, R35 R42; also see: Persuasive memorandum, 127; Museum placard, 177; College application essay, 529; Slide presentation, introductions for, 535; Newspaper article, 557, 1159; Write a Multimedia Presentation, ; Letter to editor, 1114; Personality profile, 1039; Workplace document: legal brief, 1215 g. The student will compose personal statements. (DOK 2) SE/TE: Writing Workshop, Autobiographical Narrative (Write a Narrative), , Write a Write a Reflective Essay, ; also see: Integrated Language Skills: Writing, 439, 529, 663, 1095,
22 Competency 4. The student will use Standard English grammar, mechanics, and sentence structure to communicate. Objectives ATE Teacher Edition Page References a. The student will analyze text(s) to evaluate the appropriate use of advanced grammar techniques in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (e.g., present, past, and future progressive; indicative, imperative, and subjunctive mood) SE/TE: Conventions and Style Lesson: Verb tense, 1093, Grammar, Usage, and Mechanics Handbook, R60 2) Pronouns (e.g., agreement, case, and reference) SE/TE: Conventions and Style Lesson: Pronoun, 755, Pronoun-antecedent agreement, 911; Grammar, Usage, and Mechanics Handbook, R56, R59, R60 3) Subject-verb agreement (in sentences containing adjective clauses separated by intervening words from the word(s) they modify; [One of our state s most influential politicians, who typically wins his district s elections easily, trails in the most recent public opinion polls.] [e.g., One of our state s many influential politicians who typically win their districts elections currently serves as the chairperson of the Intelligence Committee.]) SE/TE: Conventions and Style Lesson: Subject-verb agreement, 755; Grammar, Usage, and Mechanics Handbook, R59 b. The student will analyze text(s) to evaluate the appropriate use of advanced mechanics in composing or editing. (DOK 2) 1) Colons to separate sentences when the second sentence explains the first sentence SE/TE: Grammar, Usage, and Mechanics Handbook: Colons, R62 2) Parentheses vs. Dashes SE/TE: Grammar, Usage, and Mechanics Handbook: Parentheses, Dashes, R62 22
23 c. The student will analyze advanced sentence structure in multiple texts in composing or editing to achieve a purpose. (DOK 2) SE/TE: Sentences, combine, 31, 94, 1237, 1323; Sentences, vary, 192, 444, 613, 1114, 1441; Sentence fragments, 447, 951, 1237; Sentence Fluency, 1453; also see: Revise sentences, 254, 491, 585, 613, 1061, 1069, 1345, 1423; Using Transitional Expressions, 1323 All competencies and objectives must be listed even though you may not correlate to the competencies and/or objectives. Please write "NA" in the page reference if there is no correlation. If you have an annotated teacher edition (ATE), then you may correlate to that one book as it contains both the pupil and teacher edition. Please indicate that you are correlating to the ATE. If you have a series of books that are being submitted, please do a correlation for each book. Each book's correlation should stand-alone. 23
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