2006 Mississippi Language Arts Framework-Revised Grade 9
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1 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 9 to the 2006 Mississippi Language Arts Framework-Revised Grade 9
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 9 Competency 1. The student will develop and apply expansive knowledge of words and word meanings to communicate. Objectives a. The student will analyze the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms) and infer word meanings from these relationships. (DOK 2) ATE Teacher Edition Page References SE/TE: Vocabulary, 57, 549, 561, 891; Vocabulary Workshop: Using a Dictionary and Thesaurus, ; Literary Analysis, 539; Literary Handbook, R15 4
5 b. The student will analyze figurative language (e.g., metaphor, simile, hyperbole, personification, oxymoron, idiom, etc.) in multiple texts to evaluate the effect on setting, tone, theme, and mood. (DOK 3) c. The student will analyze word choice and diction, including formal and informal language, to determine the author s purpose. (DOK 3) SE/TE: Literary Analysis: Irony, 257, 265, 267, 273, 274, 276, 277, 278, 279; Symbolism and Allegory, 384, 385, 387, 388, 390, 391, 393, 394, 397, 398, 400; Figurative Language, 617, 625, 627, 629, 633, 637, 629, 633, 637, 639; Imagery, 678, 679, 680, 683, 684; Irony, 893, 896, 897, 899, 900, 904, 905, 906, 908, 910, 911; Simile, 1087, 1109, 1111, 1112, 1114; Comparing Literary Works, 382, 401, 572, 676, 685, 1216; After You Read, 401, 581, 685; Literary Analysis Workshop, 429; Analyzing Poetic Language, 609; Vocabulary Workshop: Idioms, Jargon, and Technical Terms, ; Literary Handbook, R19, R21, R23, R25 SE/TE: Literary Analysis, 101, 111, 121, 441, 453, 461; Literary Analysis Workshop, 429; Reading Skill, 441, 446, 449, 453, 457, 458, 460, 461; After You Read, 572; Literary Handbook, R17 5
6 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: Vocabulary Workshop: Connotation and Denotation, ; Using a Dictionary and Thesaurus, ; Literary Analysis Workshop, 429, 608; Literary Handbook, R16 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 apply understanding of text features (e.g., introduction, bibliography, prologue, charts, graphics, footnotes, preface, afterword, sidebars, etc.) to verify, support, or clarify meaning. (DOK 2) ATE Teacher Edition Page References SE/TE: Reading for Information: Text Features, 284, 938; Features, 75, 77, 105, 155, 157, 285, 287, 377, 379, 493, 495, 567, 671, 673, 743, 745, 939, 941, 981, 983, 1121, 1123, 1211; Reading Skill: Summarize and Text Aids, 801, 809, 816, 820, 824, 831; Literary Analysis: Dialogue and Stage Directions, 801, 808, 813, 817, 819, 821, 822, 824, 826, 827, 828, 829, 831 6
7 b. The student will recognize text structures (e.g., description, comparison and contrast, sequential order, cause and effect, order of importance, spatial order, process/procedural, problem/solution) and analyze their effect on theme, author s purpose, etc. (DOK 3) SE/TE: Reading for Information: Read to Perform Task (Sequence), 74 79, Analyze Text Structure, Features, Format, , Analyze Text Structure, Features, Format, , Follow Technical Directions (Analyze Structure, Features, Format) , Analyze Text Information, Logic, Sequence, ; Reading Skill: Author s Purpose, 101, 105, 109, 111, 118, 121, 125, 129, 135, 143, 144, 149, Cause and Effect, 313, 320, 323, 324, 326, 328, 329, 334, 335, 340, 341, 343, 347, 351, 356, 358, 359, 365, 369, 370, 371; also see: Literary Analysis: Plot, 43, 48, 50, 51, 53, 57, 66, 69, Analyzing Structure and Theme, 199, Analyzing the Development and Organization of Ideas, 428, Expository Essay, 465, 471, 472, 475, 479, 480, 483, 485, 487, Persuasive Speech, 539, 544, 546, 555, 556, 559; Literary Analysis Workshop, 197, 426, 428; Literary Handbook, R18 7
8 c. The student will make inferences based on textual evidence of details, organization, and language to predict, draw conclusions, or determine author s purpose. (DOK 3) SE/TE: Reading Skill: Make Predictions, 23, 30, 31, 33, 37, 39, 43, 49, 53, 54, 56, 57, 62, 67, 69, Author s Purpose, 101, 105, 109, 111, 118, 121, 125, 129, 135, 143, 144, 149, Make Inferences, 211, 213, 219, 220, 223, 226, 227, 228, 231, 235, 237, 242, 247, 250, 253, 257, 261, 267, 272, 276, 279, 359; Draw conclusions, 967, 971, 974, 975, 978; Test Practice: Reading, 978, Literary Analysis: Philosophical Assumptions, 1193, 1199,
9 d. The student will analyze or evaluate texts to synthesize responses for summary, précis, explication, etc. (DOK 3) SE/TE: Writing Workshop: Response to Literature, ; Timed Writing, 79, 93, 171, 305, 381, 401, 511, 571, 581, 747, 755, 959, 985, 1001, 1125, 1215, 1233; Assessment Workshop, 188, 418, 598, 772, 1022, 1250; Critical Thinking: Analyze, 21, 56, 68, 92, 110, 166, 252, 266, 304, 395, 474, 714, 751, 830, 858, 890, 910, 930, 949, 958, 1000, 1069, 1082, 1114, 1129, 1131, 1133, 1198; Evaluate, 21, 38, 68, 92, 110, 120, 134, 278, 304, 370, 400, 460, 638, 664, 728, 830, 858, 910, 1049, 1069, 1082, 1162; Writing: Critique; 71; Character Profile, 151; News Report, 281; Book Jacket Copy, 463; Description, 641, 717; Abstract, 537; Written Presentations, 345; Book Jacket Copy, 463; Biography, 1117; Editorial, 667 9
10 e. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres and media for their effect on meaning. (DOK 3) SE/TE: Literary Analysis Workshop: Fiction and Nonfiction, 6 22, Short Stories, , Types of nonfiction, , Poetry, , Drama, , Themes in Literature, ; Comparing Informational Texts, 79, 159, 289, 381, 497, 571, 675, 943, 985, 1125, 1215; Comparing Literary Works, 80, 93, 160, 171, 290, 305, 382, 401, 498, 511, 572, 581, 676, 685, 748, 755, 944, 959, 1126, 1137, 1216, 1233; Tips for Discussing Literature, R25 R26; Literary Criticism, R27; also see: Critical Thinking: Analyze, 21, 56, 68, 92, 110, 166, 252, 266, 304, 395, 474, 714, 751, 830, 858, 890, 910, 930, 949, 958, 1000, 1069, 1082, 1114, 1129, 1131, 1133, 1198, Evaluate, 38, 68, 92, 110, 120, 134, 278, 304, 370, 400, 460, 638, 664, 728, 830, 858, 910, 1049, 1069, 1082, 1162, Interpret, 68, 110, 148, 252, 278, 342, 400, 460, 474, 486, 507, 534, 548, 560, 580, 628, 638, 650, 681, 684, 702, 714, 728, 736, 751, 753, 858, 890, 910, 974, 995, 1082, 1114, 1131, 1133, 10
11 (Continued) Compare and contrast, 92, 120, 134, 148, 170, 252, 297, 342, 370, 395, 628, 830, 858, 890, 995, 1069, 1105, ) 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, figurative language, stylistic devices, dramatic irony, symbolism, imagery, language/word choice, foreshadowing, flashback, etc.) -Poetry (e.g., structure, language, theme, setting, persona, conflict, dramatic irony, symbolism, allusion, figurative language, stylistic devices, imagery, language/word choice, etc.) -Drama (e.g., character, structure, techniques [e.g., soliloquy], mood, tone, conflict, imagery, allusion, figurative language, stylistic devices, dramatic 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 Workshop, 6, 8 15, ; Literary Analysis, 43, 48, 50, 51, 53, 57, 64, 69, 83, 84, 85, 86, 87, 89, 101, 111, 121, 125, 130, 134, 135, 141, 144, 146, 149, 162, 163, 165, 166, 167, 170, 211, 216, 218, 222, 225, 226, 228, 232, 235, 237, 257, 265, 267, 273, 274, 276, 277, 278, 279, 293, 294, 296, 297, 300, 303, 304, 313, 318, 319, 320, 324, 329, 334, 336, 339, 341, 343, 382, 384, 387, 388, 390, 391, 393, 394, 395, 397, 398, 399, 400, 401, 572, 581, 680, 683, 693, 697, 698, 703, 708, 711, 713, 714, 715, ; Comparing Literary Works, 80, 160, 296; After You Read, 93, 171, 685; Literary Handbook, R15, R21, R23 11
12 (Continued) Poetry Literary Analysis Workshop, , 1034; Literary Analysis, 617, 625, 627, 629, 633, 637, 639, 643, 656, 657, 659, 661, 663, 665, 676, 678, 679, 680, 693, 697, 698, 703, 708, 711, 713, 714, 715, , 725, 726, 729, 732, 735, 737; After You Read, 685; Literary Handbook, R21 Drama Literary Analysis Workshop, , , ; Literary Analysis, 801, 809, 813, 819, 821, 822, 824, 826, 828, 829, 831, 861, 891, 893, 896, 897, 899, 900, 904, 905, 906, 908, 910, 911, 913, 916, 919, 920, 921, 922, 925, 926, 931; Literary Handbook, R17 12
13 2) 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 Workshop, , 428, 429, ; Literary Analysis, 441, 445, 446, 449, 453, 457, 458, 460, 461, 465, 471, 472, 475, 479, 480, 483, 485, 487, 519, 523, 525, 526, 527, 531, 535, 539, 545, 549, 561, 657, 687, 1034; After You Read, 511; Reading Skill, 519, 525, 526, 527, 535, 539, 546, 549, 554, 561; Reading for Information, 566, ; Literary Handbook, R18, R21 f. The student will distinguish fact from opinion in different media. (DOK 2) 1) TV ads SE/TE: Communications Workshop: Comparing Media Coverage, ) Billboards SE/TE: Communications Workshop: Comparing Media Coverage, ; Reading for Information: Signs and Instructions, ; After You Read,
14 3) Essays SE/TE: Literary Analysis Workshop, 4 5, 7, , 428, 429, ; Making Connections, ; After You Read, 487, 571; Literary Analysis, 519, 523, 525, 526, 527, 531, 535, 561 4) Literary non-fiction SE/TE: Literary Analysis Workshop, 4 5, 7, , 428, 429, ; Comparing Literary Works, 160, 171, Literary Analysis, 539, 543, 544, 545, 546, 549, 554, 555, 556, 559; Reading Skill, 566; Test Practice, 565; Reading for Information, ) TV commentary SE/TE: Communications Workshop: Comparing Media Coverage, ; Making Connections, ; After You Read,
15 g. The student will apply understanding of electronic text features to gain information or research a topic using electronic libraries (e.g., MAGNOLIA). (DOK 2) SE/TE: Communications Workshop: Multimedia Presentation of a Research Report, ; Comparing Media Coverage, ; 21 st Century Skills, R42 R47; Research and Technology: Multimedia Presentation, 123, 935; Learning Log, 151; Persuasive Speech, 537; Journal Entries, 489; Informational Chart, 977; Reading for Information, ; After You Read, 985, Writing Workshop, 1003, 1016 Competency 3. The student will produce, analyze, and 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, and publishing). (DOK 3) 1) Planning: Determine audience SE/TE: Audience: identify, 71, ask to evaluate, 281, invite questions from, 373, readers concerns, address, 586, know, 594, engage, 641, consider, 688, 758, plan for, 1085, teach,
16 Determine purpose SE/TE: Writing Workshop: Defining the Form & Assignment, 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235 Generate ideas SE/TE: Prewriting, 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235 Address prompt/topic SE/TE: Timed Writing, 79, 93, 159, 171, 289, 305, 381, 401, 497, 511, 571, 581, 675, 685, 755, 943, 959, 985, 1125, 1137, 1215, 1233; Writing Workshop: Defining the Form & Assignment, 94, 173, 306, 403, 512, 583, 686, 757, 960, 1003, 1138, 1235 Organize ideas SE/TE: Organization: flow chart, 96, sequence of events, maintain effective, 308, chronological order, use, 404, outline, use, 584, 1005, parallelism, create, 587, choose, 688, 1236, ideas, organize, 758, transitions, provide, 962, text structure, choose, 1005, comparisons and contrasts, clarify, 1238 Compose a clearly stated thesis Thesis: write, 583, 756 identify, 758, underline, 760, propose,
17 2) Drafting: Formulate introduction, body, and conclusion Create paragraphs (minimally five paragraphs) SE/TE: Writing Workshop, 94 99, , , , , , , , , , , ; also see: Writing Assignments, 41, 71, 123, 151, 255, 281, 345, 373, 463, 489, 537, 563, 641, 667, 717, 933, 977, 1085, 1117, 1191, 1207 SE/TE: Writing Workshop, 94 99, , , , , , , , , , , ; also see: Writing Assignments, 41, 71, 123, 151, 255, 281, 345, 373, 463, 489, 537, 563, 641, 667, 717, 933, 977, 1085, 1117, 1191,
18 Use various sentence structures Use paraphrasing for reports and documented text 3) Revising: Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.] SE/TE: Writer s Toolbox: Sentence Fluency, 515, Revising to Vary Sentence Patterns, 689, Revising to Combine Sentences with Phrases, 963, Revising to Combine Sentences Using Adverb Clauses, 1009, Revising to Correct Fragments and Run-ons, 1141, Varying Sentence Structure and Length, 1239; also see: Grammar (Integrated Language Skills): Simple and Compound Sentences, 1084, Complex and Compound-Complex Sentences, 1116 SE/TE: Drafting: paraphrase, 758, 1005; also see: Use a variety of sources, 1003; Source and notecards, 1004; Documenting sources, 1008; Works Cited, 1012 SE/TE: Writing Workshop, 97, 176, 309, 407, 515, 586, 689, 760, 962, 1006, 1140,
19 Add and delete information and details (for audience, for purpose, for unity, etc.) Use precise language (appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.) SE/TE: Details: use significant, 41, select, 174, list/itemize/identify, 512, jot down, 717, response to literature, 757, provide supporting, 758, discuss, 977; Examples: include, 151, 960, use, 174, 758; Expert opinion, provide, 174, 584; Evidence: use logical, 404, provide, 584, find supporting, 757 SE/TE: Word choice, 95, 687, 933; Vocabulary, evaluate, 176; Language, use active, 308; Words, choose powerful, 586; Sensory words list, 641, 667; Figurative language, use, 686; Vivid words, choose, 687; Word choice, revise to vary, 1006; Word choice, review,
20 Use available resources (reference materials, technology, etc.) 4) Editing: Proofread to correct errors Apply tools to judge quality (rubric, checklist, feedback, etc.) 5) Publishing: Proofread final text SE/TE: Use a variety of sources, 1003; Source and notecards, 1004; Credit sources, 1005; Consistent research format, 1006; Professional Model, 1007; Documenting sources, 1008; Works Cited, 1012; Citing Sources and Preparing Manuscript, R36 R37; also see: Sources, identify primary and secondary, 739; Find appropriate sources, 1003; Question sources, 1004; Make direct references to sources, 1005 SE/TE: Writing Workshop: Editing and Proofreading, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 SE/TE: Writing Workshop: Editing & Rubric for Self- Assessment, 99, 129, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 SE/TE: Writing Workshop: Publishing and Sharing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143,
21 Prepare final text (PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal, classroom wall, etc.) b. The student will compose text in the narrative mode clearly relating an event, telling what happened within a time frame defined by the event. (DOK 3) SE/TE: Writing Workshop: Publishing and Sharing, 99, 179, 311, 409, 517, 589, 691, 763, 965, 1013, 1143, 1241 SE/TE: Writing Workshop: Write a Narrative, 94 99, ; Writing: Anecdote, 41; Journal Entry, 123, 1191; Alternative Ending, 255; News Report, 281; Play, 977; Everyday Epic, 1085; Speaking and Listening, 373; Research and Technology: Journal Entry,
22 c. The student will compose responses to literature, position papers, and expository essays 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: Writing Workshop: Cause-and-Effect Essay, ; Business Letter, ; Descriptive Essay, ; Response to Literature, ; How-to Essay, ; Research Report, ; Technical Document, ; Comparisonand-Contrast Essay, ; Critique; 71; Character Profile, 151; Written Presentations, 345; Book Jacket Copy, 463; Description, 641, 717; Biography, 1117; Letter, 1207; Timed Writing: Speech, 289; Essay, 305, 401, 581, 685, 747, 943, 1001, 1137, 1215, 1233; Explanation, 497; Research and Technology: Learning Log, 151; After Your Read, 615 d. The student will compose persuasive texts for different audiences using facts and opinions. (DOK 3) 1) Newspaper ads SE/TE: For related material see: Writing Workshop: Drafting Strategies, 584; Revising: Choose Powerful Words, 586 2) Commercials SE/TE: For related material see: Writing Workshop: Drafting Strategies, 584; Revising: Choose Powerful Words,
23 3) Billboards SE/TE: For related material see: Writing Workshop: Drafting Strategies, 584; Revising: Choose Powerful Words, 586 4) Catalog descriptions SE/TE: For related material see: Writing Workshop: Revising: Choose Powerful Words, 586 5) Editorials SE/TE: Writing Workshop: Editorial, ; Writing: Editorial, 667, 933; also see: Integrated Language Arts: Persuasive Speech, 537; Proposal, 563; Persuasive Letter, 933 e. The student will research a topic comparing and/or contrasting information from a variety of sources to present findings. (DOK 4) SE/TE: Integrated Language Arts, 123, 151, 345, 489, 537, 935, 977, 988, 1191, Writing Workshop, , , , , , Writing Handbook, R36 R37 23
24 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 to determine the appropriate use of advanced grammar in composing or editing. (DOK 2) 1) Verb tenses [including purpose] (present perfect, past perfect, future perfect; emphatic [present and past]) SE/TE: Verbs, 254, 255, 280, 281; Revising: Inconsistent Verb Tense, 309 2) Active and passive voice SE/TE: Writing Workshop: Revising Strategy Active and Passive Voice, 514 3) Pronoun-antecedent agreement SE/TE: Writer s Toolbox: Revising Pronoun- Antecedent Agreement, 177; Grammar, Usage, and Mechanics Handbook: Pronoun-Antecedent Agreement, R52 4) Objective complements SE/TE: Writer s Toolbox, 515, 1239, Grammar, Usage, and Mechanics Handbook, R50 5) Subject-verb agreement (in sentences containing collective nouns, indefinite pronouns, compound subjects, and prepositional phrases separating subject and verb.) SE/TE: Writer s Toolbox: Revising to Correct Faulty Subject-Verb Agreement, 407; Grammar, Usage, and Mechanics Handbook: Subject-Verb Agreement, R52 24
25 b. The student will analyze text to determine the appropriate use of advanced mechanics in composing or editing. (DOK 1) 1) Capitalize regions of countries SE/TE: Integrated Language Skills: Common Nouns and Proper Nouns, 40, 41; Writing Workshop: Editing and Proofreading, 99; Grammar, Usage, and Mechanics Handbook, R50, R52 2) Semicolons to separate items in a series when items include commas SE/TE: Integrated Language Skills: Conventions: Colons, Semicolons, and Ellipses Points, 1206; Grammar, Usage, and Mechanics: Semicolons, R53 3) Commas to avoid misreading SE/TE: Writer s Toolbox, 689, 1009; Conventions: Using Commas and Dashes, 1190; Grammar, Usage, and Mechanics Handbook: Commas, R53 4) Coordinate adjectives SE/TE: Integrated Language Skills, 536, Writing Workshop, 587, Grammar, Usage, and Mechanics Handbook: Adjectives, R50 5) Single quotation marks to identify quotes-within-quotes SE/TE: Writer s Toolbox: Using Quotations, 761; Grammar, Usage, and Mechanics Handbook: Quotation Marks, R53 R54 25
26 c. The student will manipulate sentence structure to achieve a purpose such as clarification, definition, or emphasis in composing or editing. (DOK 2) 1) Parallel structure of sentences i) Using participial and infinitive phrases and adverb and adjective clauses as modifiers; noun clauses as subjects, direct and indirect objects, predicate nominatives, or objects of the preposition; ii) Presenting items in compound subjects and verbs, items in a series, and items juxtaposed for emphasis. SE/TE: For related material see: Writer s Toolbox: Revising to Create Parallelism, 587 SE/TE: For related material see: Writer s Toolbox: Revising to Create Parallelism, 587 2) Avoiding misplaced modifiers to ensure clarity SE/TE: Writer s Toolbox: Revising to Combine Sentences With Phrases, 963 3) Using subordination to express the relationship between two unequal ideas within a single sentence. SE/TE: Writer s Toolbox: Revising to Combine Sentences Using Adverb Clauses, 1009; Varying Sentence Structure and Length, 1239; Grammar, Usage, and Mechanics Handbook: Sentences, Phrases, and Clauses, R51 R52 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. 26
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