2006 Mississippi Language Arts Framework-Revised Grade 12

Transcription

1 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12

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 12 Competency 1. The student will develop and apply expansive knowledge of words and word meanings to communicate. Objectives a. The student as reader will critique the author s choice and placement of words (diction and style) in an analysis of the reader s response to the text. (DOK 3) b. The student will contrast the author s (or authors ) use (or uses) of figurative language (e.g., metaphors, similes, hyperboles, personification, oxymoron, idioms, etc.) in multiple texts to evaluate the author s (or authors ) style (or styles). (DOK 3) ATE Teacher Edition Page References SE/TE: Diction, 308, 309, 774, 775, 779, 784, 792, 1366, 1368, 1376; Style, 652, 702, 1366, 1376, 1388, 1390, 1393, 1396, 1399; Common Core Extended Study: Style, 34, 35, 678, 679 SE/TE: Literary Analysis: Figurative language, 223, 296, 299, 305, 451, 774, 775, 852, 855, 858, 864; Common Core Extended Study: Figurative Language, 774, 775; Vocabulary Acquisition and Use: Literal and Figurative Meanings, 975; also see: Common Core Extended Study: Imagery, 308, 309; Literary Analysis: Imagery, 378, 382, 383, 385, 388, 389, 393, 395, 397, 702, 774, 866, 870, 872, 874, 875, 878 4

5 c. The student will compare and contrast authors uses of word choice and diction as stylistic devices. (DOK 3) d. The student will analyze text(s) to determine how the author s (or authors ) use of connotative words reveals and/or affects the purpose of the text(s) in relation to the historical period that the text(s) addresses. (DOK 3) SE/TE: Comparing Literary Works: Persuasive techniques, 296, 305, 910, Irony, 604, 1308, Diction, 662, 779, 792, 850, Rhythms of speech, 976, 987; also see: Diction, 308, 309, 774, 775, 779, 784, 792, 1366, 1368, 1376; Style, 652, 702, 1366, 1376, 1388, 1390, 1393, 1396, 1399; Common Core Extended Study: Style, 34, 35, 678, 679 SE/TE: Common Core Extended Study: Vocabulary Acquisition and Use, 152, 341, 793; Literary Analysis: Romanticism and Diction, 779, 784, 792; also see: The Changing English Language: Beginnings of English, 7, A Man of Fire New Words, 241, No Harmless Drudge, He, 469, The Romantic Age, 723, Euphemisms: the Fig Leaves of Language, 949, Britspeak, A to Zed,

6 Competency 2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty. Objectives a. The student will analyze text structures (e.g., concept/definition) in multiple texts and evaluate their effects on theme, author s purpose, etc. (DOK 3) ATE Teacher Edition Page References SE/TE: Reading for Information, 70 75, , , , , , , , , ; Common Core: Extended Study, 678, 679, 774, Literary Analysis: Frame Story, 137, 141, 146, 150, 151, Sonnets (craft and structure), 252, 260, 261, 272, 278, 279, Epic, 521, 536, Odes, 880, 893, Plot Devices, 1218, Form, 1410, 1415; Comparing Literary Works, 156, 160, 165, 166; Reading Strategies, 378, 381, 391, 392, 397, 552, 557, 628; After You Read, 551 6

7 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: Reading for Information: evaluate author s purpose and perspective, , draw conclusions, analyze, , predict content and purpose, , determine essential message, analyze rhetorical devices, , analyze cause-andeffect relationships, ; Author s purpose, 651, 656, 678, 679, 1002, 1006; Predictions, make/confirm, 758, 762, 765, 1244, 1249, 1251, 1252, 1256, 1259, 1267, 1269; also see: Critical Reading: Draw conclusions, 25, 31, 119, 134, 183, 195, 204, 206, 208, 256, 260, 278, 289, 295, 300, 301, 415, 483, 485, 487, 490, 497, 508, 513, 534, 565, 579, 595, 625, 653, 671, 684, 739, 743, 808, 845, 849, 859, 863, 869, 885, 892, 968, 973, 981, 1004, 1043, 1047, 1049, 1076, 1079, 1080, 1081, 1082, 1090, 1143, 1146, 1148, 1157, 1159, 1181, 1200, 1214, 1234, 1241, 1268, 1277, 1293, 1305, 1326, 1336, 1347, 1355, 1361, 1364, 1369, 1371, 1394, 1398, 1451,

8 c. The student will analyze or evaluate text, including but not limited to textual criticism, to synthesize responses for annotated bibliography. (DOK 3) SE/TE: Writing (essay about literature), 153, 166, 271, 280, 359, 398, 418, 435, 502, 538, 551, 645, 663, 794, 809, 851, 879, 894, 1008, 1021, 1051, 1084, 1150, 1168, 1206, 1215, 1243, 1270, 1279, 1307, 1431; Common Core Assessment Workshop: Performance Tasks (analyzing literature), 230, 231, 458, 459, 710, 711, 936, 937, 1116, 1117, 1484, 1485; Approaches to Criticism, R18 R19 8

9 d. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres to assess the effectiveness of 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, metonymy, 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, metonymy, figurative language, stylistic devices, imagery, language/word choice, etc.) Drama (e.g., character, structure, techniques [e.g., soliloquy], mood, tone, conflict, imagery, allusion, synecdoche, metonymy, 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, 18, 32, 95, 98, 101, 103, 106, 107, 110, 115, 117, 120, 137, 151, 252, 264, 268, 272, 278, 321, 337, 340, 360, 364, 366, 373, 376, 378, 382, 383, 385, 388, 389, 393, 395, 397, 400, 403, 404, 407, 409, 411, 416, 480, 491, 588, 591, 593, 596, 604, 610, 614, 626, 779, 784, 792, 818, 850, 852, 864, 866, 870, 872, 874, 878, 1040, 1043, 1047, 1049, 1050, 1072, 1083, 1086, 1090, 1094, 1138, 1143, 1149, 1191, 1194, 1195, 1218, 1224, 1226, 1228, 1230, 1237, 1242, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1268, 1269, 1272, 1296, 1300, 1306, 1308, 1315, 1319, 1322, 1325, 1330, 1334, 1337, 1346, 1349, 1350, 1351, 1352, 1356, 1358, 1366, 1368, 1376, 1388, 1390, 1393, 1397, 1400, 1409, 1418, 1424, 1426, 1429, 1430, 1434, 1437, 1440, 1443; Common Core: Extended Study, 34, 9

10 (Continued) 308, 309, 568, 569, 678, 679, 774, 775, 896, 897, 990, 1161, 1162, 1216, 1217; Reading Strategies, 268, 871, 875, 1016, 1061, 1418, 1420, 1422, 1425, Poetry Literary Analysis, 18, 32, 95, 98, 101, 103, 106, 107, 110, 115, 117, 120, 137, 151, 252, 264, 268, 272, 278, 480, 491, 779, 784, 792, 818, 850, 852, 864, 866, 870, 872, 874, 878, 1040, 1043, 1047, 1049, 1050, 1072, 1083, 1086, 1090, 1094, 1138, 1143, 1149, 1272, 1308, 1315, 1358, 1366, 1368, 1376, 1388, 1390, 1393, 1397, 1400, 1409; Common Core: Extended Study, 34, 774, 775, 1161, 1162; Reading Strategies, 268, 871, 875, 1016, 1061 Drama Common Core: Extended Study, 308, 309, Literary Analysis, 321, 337, 340, 360, 364, 366, 373, 376, 378, 382, 383, 385, 388, 389, 393, 395, 397, 400, 403, 404, 407, 409, 411,

11 2) Informational Texts Exposition, argumentation (e.g., language, point of view, structure, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.) SE/TE: Analyzing Arguments, lxiv lxv; The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi lxvii; Analyzing Legal Meanings and Reasoning, lxviii lxix; Composing an Argument, lxx lxxi; Persuasive techniques, 296, 305, 910; Persuasive techniques, identification, 223; Rhetorical questions, 223, 451; Reading for Information: evaluate author s purpose and perspective, , diary, policy statement, , rhetorical devices, analyze, , analyze rhetorical devices, ; Author's arguments, outline, 1462, 1464,

12 e. The student will compare multiple texts in different media to analyze persuasive techniques such as propaganda and to evaluate for bias. (DOK 4) f. The student will compare texts to distinguish between a deductive argument and an inductive argument. (DOK 3) SE/TE: Communication Workshop: Evaluate persuasive speech, , Political advertisement (non-print) analyze, , Media coverage of same event, analyze, ; also see: Reading for Information: evaluate author s purpose and perspective, , rhetorical devices, analyze, , analyze rhetorical devices, ; Research and Technology Guide, R54 SE/TE: Communications Workshop: Evaluate persuasive speech (inductive and deductive reasoning), 222, Deliver persuasive speech (reasoning, deductive/inductive),

13 g. The student will use electronic text features to gain information or research a topic, integrating multiple sources to synthesize information. (DOK 4) SE/TE: Reading for Information: digital reference tools: online encyclopedia article, Wikipedia article, brochure, web site homepage, ; Research Task, 213, 291, 581, 909, 1070, 1295; Writing Workshop: Create a Multimedia Presentation, , Write a Report (Historical Investigation), ; Research and Technology Skills, R53 R54 Competency 3. The student will produce, analyze, or evaluate effective communication. Objectives ATE Teacher Edition Page References a. The student will produce, analyze, or evaluate the composing process (e.g., planning, drafting, revising, editing, publishing). (DOK 3) 1) Planning: Determine audience SE/TE: Prewriting: Arguments, anticipate, 745, Point of view, maintain, 766, Question and answer method, use, 932; also see: Writing Workshop: Prewriting, 215, 443, 695, 921, 1097,

14 Determine purpose Generate ideas Address prompt/topic SE/TE: Prewriting: Thesis statement, 226, 706, 754, 794, 894, 1084, Position, summarize, 418, Position, establish, 663, 1279, Rhetorical strategies, prepare, 695; also see: Writing Workshop: Prewriting, 215, 443, 695, 921, 1097, 1469 SE/TE: Prewriting: Ideas, jot/list, 341, 377, 418, 645, 695, 865, 921, 1307; also see: Prewriting: Topic, choose/narrow, 121, 215, 306, 443, 645, 695, 921, 932, 1097, 1112, 1206, 1243, 1270, 1357, 1469, Notes, jot down/review, 197, 538, 597, 894, 1150, 1186, 1357 SE/TE: Topic, choose/narrow, 121, 215, 306, 443, 645, 695, 921, 932, 1097, 1112, 1206, 1243, 1270, 1357, 1469; Timed Writing, 75, 441, 603, 817, 1027, 1459; Performance Tasks (Common Core Assessment Workshop): Writing, 230, 458, 710, 936, 1116,

15 Organize ideas Compose a clearly stated thesis 2) Drafting: Formulate introduction, body, and conclusion SE/TE: Prewriting: Outline, develop, 538, 745, 794, 1168, 1243; also see: Details, chart, 280, Similarities/differences, chart, 271, Flow chart, create, 398, Thoughts, diagram, 695, Diagrams, sketch, 754, Cluster diagram, use, 851, Question and answer method, use, 932, Causeand-effect relationships, chart, 975 SE/TE: Prewriting: Thesis statement, 226, 706, 754, 794, 894, 1084; also see: Drafting: Thesis statement, 153, 271, 280, 359, 444, 454, 894, 1084, 1098 SE/TE: Drafting: Opening strategy, 136, 216, 341, 398, 418, 444, 538, 696, 794, 1098, 1431; Outline, develop/follow, 492, 538, 745; Closing strategy, 216, 306, 538,

16 Create paragraphs Use various sentence structures Use paraphrasing for reports and documented papers SE/TE: Drafting: Opening strategy, 136, 216, 341, 398, 418, 444, 538, 696, 794, 1098, 1431; Elaboration, provide, 216, 444, 696, 922, 1098, 1470; Closing strategy, 216, 306, 538, 794; Concrete incidents, use, 597 SE/TE: Sentence order, normal/inverted, 1339; also see: Grammar and Style Lesson: Using Coordinating Conjunctions, 67; Subordinating Conjunctions, 263; Grammar, Usage, and Mechanics Handbook: Sentence Structure, R60 SE/TE: Primary source note-taking guide, 283, 569, 897, 1063, 1285; References from text, include, 398, 418, 502, 754, 794; also see: Research Task: Gather Sources (citations), 213, Research checklist (citations), 291, Sources, list, 879, Use source and note cards, 1097, Handle sources well, 1098, Deciding what to cite,

17 3) Revising: Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.] Add and delete information and details (for audience, for purpose, for unity) SE/TE: Writing Workshop: Revising, 218, 446, 698, 924, 1100, 1472; also see: Writing assignments (revising), 66, 121, 136, 153, 197, 262, 280, 306, 341, 359, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1150, 1168, 1186, 1206, 1243, 1270, 1279, 1307, 1338, 1357, 1431 SE/TE: Revising: Irrelevant details, delete, 121, Details, add, 280, 1051, 1472, Breadth and depth, add, 398, Supporting details / evidence, add, 745, 794, 1206, 1243, 1279, Details, place for emphasis, 754, Evidence and support, ensure, 975, Citations, provide, 1102, Sensory details/language, use, 1307,

18 Use precise language (e.g., appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.) Use available resources (e.g., reference materials, technology, etc.) SE/TE: Revising: Vivid language, use, 197, 341, 446, 663, 851, Figurative language, strengthen, 377, 766, 1472, Weak language, replace, 446, Formal language, use, 1095, Descriptive language, use, 1472 SE/TE: Research task: Gather sources, 213, 291, 581, 1070, 1295; Sources, list, 879; Use source and note cards, 1097; Handle sources well, 1098; Deciding what to cite, 1102; also see: Story Behind the Documents, 200, 284, 570, 898, 1064, 1286; Comparing primary sources, 212, 290, 580, 908, 1069, 1294; Primary source note-taking guide, 283, 569, 897, 1063, 1285; References from other texts, include, 398, 418, 502, 754,

19 4) Editing: Proofread to correct errors SE/TE: Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Grammar, Usage and Mechanics, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Grammar, Usage and Mechanics Handbook, R58 R65 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: Publishing and Presenting: Publishing, Presenting, and Reflecting & Rubric for Self- Assessment, 221, 449, 701, 927, 1107, 1475 SE/TE: Writing Workshop: Editing / proofreading, 221, 449, 701, 927, 1107, 1475 SE/TE: Publishing and Presenting: Publishing, Presenting, and Reflecting, 221, 449, 701, 927, 1107,

20 b. The student will produce a reflective composition in the narrative mode. (DOK 3) SE/TE: Writing Workshop: Autobiographical Narrative (Write a Narrative), , Write a Write a Reflective Essay, ; also see: Integrated Language Skills: Writing, 121, 197, 306, 341, 377, 492, 566, 597, 766, 865, 1307, 1357, 1387, 1409 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: Writing (essay about literature), 153, 166, 271, 280, 359, 398, 418, 435, 502, 538, 551, 645, 663, 794, 809, 851, 879, 894, 1008, 1021, 1051, 1084, 1150, 1168, 1206, 1215, 1243, 1270, 1279, 1307, 1431; Common Core Assessment Workshop: Performance Tasks (analyzing literature), 230, 231, 458, 459, 710, 711, 936, 937, 1116, 1117, 1484, 1485; Approaches to Criticism, R18 R19 20

21 d. The student will compose formal persuasive texts, providing evidence as support. (DOK 3) SE/TE: Common Core Workshop: Composing an Argument, lxx lxxi; Writing Workshop: Write a Persuasive Essay (Argument), ; Communication Workshop: Persuasive speech (deliver and write), ; also see: Writing (persuasive and argumentative texts), 32, 66, 89, 136, 153, 359, 418, 502, 514, 538, 685, 745, 794, 988, 1051, 1095, 1150, 1279, 1431, 1443; Timed Writing, 166, 603 e. The student will compose research or I SEARCH papers and documented texts (e.g., MLA, APA). (DOK 4) SE/TE: Research task: Research Report, 213, 291, 581, 1070; Writing Workshop: Historical Investigation, ; Writing Lesson: Biographical Narrative, 492, Develop a Research Plan, 879, Annotated Bibliography, 1008; Citing Sources and Preparing Manuscript, R21 R23 21

22 f. The student will compose functional documents (e.g., college applications, resumes, scholarship applications). (DOK 3) SE/TE: Workplace Writing, R35 R42; also see: Job application, 66; Business memo, 89; Public service announcement, 514; Memo, 557, 1315; Letter to the editor, 685; Letter of recommendation, 1095; Magazine advertisement, 1443 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, 597, 1409, 1186 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) Verbs tenses [including purpose] (e.g., present, past, and future perfect progressive tense; indicative, imperative, and subjunctive mood) SE/TE: Conventions and Style: Verb tense, 1009; Writing Workshop: Editing and Proofreading,1107; Grammar, Usage, and Mechanics Handbook, R62 22

23 2) Pronouns (e.g., agreement, case, and reference) SE/TE: Conventions and Style: Pronoun-antecedent agreement, 795; Grammar, Usage, and Mechanics, R58, R62 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.] b. The student will analyze text(s) to evaluate the appropriate use of advanced mechanics in composing or editing. (DOK 2) c. The student will analyze the use of advanced sentence structure in composing or editing passages to enhance style. (DOK 2) SE/TE: Conventions and Style: Subject/verb agreement, 767; Writing Workshop: Editing and Proofreading, 927; Grammar, Usage, and Mechanics Handbook, R61 SE/TE: Editing / proofreading, 221, 449, 701, 927, 1107, 1475; also see: Grammar, Usage and Mechanics, 67, 154, 263, 419, 493, 503, 539, 755, 767, 795, 1009, 1085, 1151, 1169, 1207, 1339; Grammar, Usage and Mechanics Handbook, R58 R65 SE/TE: Conventions and Style: Sentences, 67, 154, 263, 419, 755, 767, 1085, 1151, 1207, 1339; Writing Workshop: Editing / proofreading, 1475, Grammar, Usage, and Mechanics Handbook, R60 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