A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning
Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation page references are to the Student Edition and Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. is a digitally driven grammar and writing program that improves students skills in Grades 6 12. It s Personalized gives students personalized, detailed feedback on the strengths and weaknesses of their writing. It is the only program that uses a paragraph scorer as well as an essay scorer so struggling students that aren t ready to write larger pieces can receive the same productive feedback as the rest of the class. It s Flexible has several components that work together as a comprehensive writing program or a seamless complement to any literature anthologies, novels, or other language arts program teachers might be using. It s Manageable The best way for students to become better writers is to spend more time writing. The problem is, the more time they spend writing, the more time teachers need to spend grading and assessing. performs this time-consuming task by grading students writing examples and providing personalized feedback. This lets teachers spend more time teaching and a lot less time grading. It s Engaging provides targeted writing feedback in an online format. Plus, students will receive extensive experience communicating in today s digital world with skills instruction in writing e-mails and blogs, evaluating material on the Internet, and developing multimedia presentations. It s Comprehensive is more than just a writing program. It s a complete language arts program that provides personalized grammar instruction as well. Prentice Hall Writing Coach uses students writing examples to diagnose strengths and weaknesses in their grammar and supports them with grammar instruction and remediation. 2
Table of Contents Communication: Speaking, Listening, Media Literacy... 4 Reading... 8 Writing... 13 Research... 15 3
2012, Communication: Speaking, Listening, Media Literacy 10.1 The student will participate in, collaborate in, and report on small-group learning activities. a) Assume responsibility for specific group tasks. SE/TE: Listening and Speaking (skills): Assign a role for each group member, 85, 113, 139, 165, 191, 249; Participating in a Group Discussion, R29 b) Collaborate in the preparation or summary of the group activity. c) Include all group members in oral presentation. d) Choose vocabulary, language, and tone appropriate to the topic, audience, and purpose. e) Demonstrate the ability to work effectively with diverse teams to accomplish a common goal. SE/TE: Listening and Speaking: Celebrate your experiences in class yearbook, 85, Film teaser storyboard, 113, Multimedia advertisements, 139, Compare and contrast in a TV talk show script, 165, Express op-ed message in public service announcement, 191, Staged dialogue between two characters, 217, Develop an infomercial, 249, Present research report for community day, 264 265 SE/TE: Listening and Speaking (skills): Assign a role for each group member, 85, 113, 139, 165, 191, 249; Preparing and Presenting a Speech, R31 SE/TE: Listening and Speaking (skills): Revise poem to convert poem into appealing ad copy or jingle, 139, Discuss how persuasively each group s ad addressed its target market, 139, State clear message and call to action, 191, Use words and tone, gestures and expressions to convey character s point of view, 217, Target a specific audience, 249 SE/TE: Listening and Speaking (skills): Assign a role for each group member, 85, 113, 139, 165, 191, 249; Preparing and Presenting a Speech, R31 4
f) Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. g) Access, critically evaluate, and use information accurately to solve problems. h) Evaluate one s own role in preparation and delivery of oral reports. i) Use a variety of strategies to listen actively. 2012, SE/TE: Listening and Speaking: Celebrate your experiences in class yearbook, 85, Film teaser storyboard, 113, Multimedia advertisements, 139, Compare and contrast in a TV talk show script, 165, Express op-ed message in public service announcement, 191, Staged dialogue between two characters, 217, Develop an infomercial, 249, Present research report for community day, 264 265; Listening Critically to a Speech, R31; also see: Connect to the Big Questions, 65, 84, 91, 112, 119, 138, 145, 164, 171, 190, 197, 216, 223, 248 SE/TE: Listening and Speaking: Discuss merits and drawbacks of each publishing method, 85, Look online to study tools used for film teasers, 113, Revise poem to convert poem into appealing ad copy or jingle, 139, Deliver two distinct points of view, 165, Discuss and select an issue, 191, Incorporate peers feedback, 217, Decide if it s a good product or service, 249, Critique the research process, 264, Study major issues or debates related to the topic, 265 SE/TE: Listening and Speaking (skills): Assign a role for each group member, 85, 113, 139, 165, 191, 249; Preparing and Presenting a Speech, R31 SE/TE: Listening and Speaking: Discuss merits and drawbacks of each publishing method, 85, Discuss how persuasively each group s ad addressed its target market, 139, Accept feedback about content and delivery, 165, Discuss and select an issue, 191, Incorporate peers feedback, 217, Study major issues or debates related to the topic, 265; Listening Critically to a Speech, R31; also see: Connect to the Big Questions, 65, 84, 91, 112, 119, 138, 145, 164, 171, 190, 197, 216, 223, 248 5
j) Analyze and interpret other s presentations. k) Evaluate effectiveness of group process in preparation and delivery of oral reports. 2012, SE/TE: Listening and Speaking: Review peers mystery stories, 113, Discuss how persuasively each group s ad addressed its target market, 139, Accept feedback about content and delivery, 165, Incorporate peers feedback, 217; Listening Critically to a Speech, R31 SE/TE: Listening and Speaking: Discuss merits and drawbacks of each publishing method, 85, Set group objectives, 139, Discuss how persuasively each group s ad addressed its target market, 139, Discuss and select an issue, 191, State clear message and call to action, 191, Decide if it s a good product or service, 249, Critique the research process, 264, Study major issues or debates related to the topic, 265; Participating in a Group Discussion, R29 10.2 The student will analyze, produce, and examine similarities and differences between visual and verbal media messages. a) Use media, visual literacy, and SE/TE: Celebrate your experiences in class technology skills to create products. yearbook, 85; Film teaser storyboard, 113; Multimedia advertisements, 139; Compare and contrast in a TV talk show script, 165; Express op-ed message in public service announcement, 191; Staged dialogue between two characters, 217; Develop an infomercial, 249; Present research report for community day, 264 265; also see: Writing for Media: Create radio script, 86 87, Create script for radio, 114 115, Descriptive essays, 140 141, Advice columns, 166 167, Letter to the editor, 192 193, Create a scripts, 218 219, Fictional interview scripts, 250 253, Create a multimedia project plan, 266 267 6
b) Evaluate sources including advertisements, editorials, blogs, Web sites, and other media for relationships between intent, factual content, and opinion. c) Determine the author s purpose and intended effect on the audience for media messages. d) Identify the tools and techniques used to achieve the intended focus. 2012, SE/TE: Listening and Speaking: Look online to study tools used for film teasers to reflect point of view and appeal to an audience, 113, Find online models of ads, 139, View online talk shows for ideas about staging and recording, 165, View online infomercials, 249, Evaluate collected information, 264, Check authority and objectivity of sources, 265; also see: Writing for Media (model and extension): Create radio script, 86, Create script for radio, 114, Descriptive essays, 140, Advice columns, 166, Letter to the editor, 192, Create a scripts, 218, Fictional interview scripts, 250, Create a multimedia project plan, 266 SE/TE: Listening and Speaking (skills): Look online to study tools used for film teasers to reflect point of view, 113 Discuss how persuasively each group s ad addressed its target market, 139 Deliver two distinct points of view, 165 State clear message and call to action, 191 Consider audience and purpose, 264 Point of view on the topic, 265; also see: Writing for Media: Writing for Media (model and extension): Advice columns, 166, Letter to the editor, 192 SE/TE: Listening and Speaking: Discuss merits and drawbacks of each publishing method, 85, Look online to study tools used for film teasers, 113, View online talk shows for ideas about staging and recording, 165, View online infomercials, 249, Use audio-visual support, 265; also see: Writing for Media (model and extension): Create radio script, 86, Create script for radio, 114, Descriptive essays, 140, Advice columns, 166, Letter to the editor, 192, Create a scripts, 218, Fictional interview scripts, 250, Create a multimedia project plan, 266 7
2012, Reading 10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. SE/TE: Roots, prefixes, suffixes, 199; also see: Word Bank, 67, 93, 121, 147, 173, 225, 257 b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. f) Extend general and specialized vocabulary through speaking, reading, and writing. g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts. SE/TE: Word Bank, 67, 93, 121, 147, 173, 199, 225, 257; Academic Vocabulary, 88, 116, 142, 168, 194, 220, 254, 268; also see: Thesaurus, use, 135, 161, 273 SE/TE: Thesaurus, use, 135, 161, 273; also see: Word Bank, 67, 93, 121, 147, 173, 199, 225, 257 SE/TE: Idiomatic expressions, 504; also see: Focus on Craft: Figurative language, 135, Subtlety of Meaning, 161, Word Choice, 213 SE/TE: Figurative language, 13, 55, 80, 89, 107, 109, 120, 125, 129, 131, 134, 137, 141, 187; Mentor Text: poet s use of figurative language, 122, 123; Poet s Toolbox, 129; Focus on Craft: Figurative language, 135 SE/TE: Word Bank, 67, 93, 121, 147, 173, 199, 225, 257; Academic Vocabulary, 88, 116, 142, 168, 194, 220, 254, 268; also see: Thesaurus, use, 135, 161, 273 SE/TE: Roots, prefixes, suffixes, 199; Idiomatic expressions, 504; also see: Focus on Craft: Figurative language, 135, Subtlety of Meaning, 161, Word Choice, 213 8
2012, 10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras. a) Identify main and supporting ideas. SE/TE: Main idea/thesis (going beyond summary), 198, 209, 212; Letter to an Author (Response to Literature Essay), 204 207, 208, 210 211 b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. c) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. d) Analyze the cultural or social function of literature. e) Identify universal themes prevalent in the literature of different cultures. f) Examine a literary selection from several critical perspectives. SE/TE: Response to Literature: Connect to the Big Questions, 197; also see: Mentor Texts (Try It activities), 68 69, 94 97, 122 123; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 SE/TE: Characteristics of the Feature Assignment/Genre, 66, 92, 120; Other Forms of Fiction, Nonfiction, and Poetry, 67, 93, 121; also see: Historical fiction, 11, 93; Historical reports, 225; Mentor Texts: Autobiographical Narrative, 68 69; Listening and Speaking: Analyze themes and concerns associated with your characters, 217 SE/TE: Other Forms of Fiction, Nonfiction, and Poetry, 67, 93, 121; also see: Writing for Media: Create script for radio, 114 115, Create a script, 218 219, Fictional interview scripts, 250 253 SE/TE: Writing for Media: Theme of a model script, 86, 114; Mentor Text: Theme of a poem, 123; Revision model text: theme, 132; Developing themes in writing, 74, 102, 128, 134; Listening and Speaking: Analyze themes and concerns associated with your characters, 217 SE/TE: Response to Literature, 196 221; also see: Mentor Texts (Try It activities), 68 69, 94 97, 122 123; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 9
g) Explain the influence of historical context on the form, style, and point of view of a literary text. h) Evaluate how an author s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and support the author s purpose. i) Compare and contrast literature from different cultures and eras. j) Distinguish between a critique and a summary. k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader s emotions. l) Compare and contrast character development in a play to characterization in other literary forms. 2012, SE/TE: Historical fiction, 11, 93; Historical reports, 225; Mentor Texts: Autobiographical Narrative, 68 69; Listening and Speaking: Analyze themes and concerns associated with your characters, 217 SE/TE: Figurative language, 13, 55, 80, 89, 107, 109, 120, 125, 129, 131, 134, 137, 141, 187; Mentor Text: poet s use of figurative language, 122, 123; Poet s Toolbox, 129; Focus on Craft: Figurative language, 135 SE/TE: Response to Literature, 196 221; also see: Historical fiction, 11, 93; Historical reports, 225; Mentor Texts (Try It activities), 68 69, 94 97, 122 123; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125; SE/TE: Main idea of a text (going beyond summary), 198, 208, 221; Letter to an Author (Interpretive Response), 204 207, 210 212 SE/TE: Forms of Poetry and Description, 121; Mentor Text: sound devices, 122, metaphors, 123; Student Model: Sonnet and Free Verse, 123; Poet s Toolbox, 129; Characteristics of Sonnet and Free Verse, 130; Focus on Craft: Figurative language, 135; also see: Figurative language, 13, 55, 80, 89, 107, 109, 120, 125, 129, 131, 134, 137, 141, 187 SE/TE: Staged dialogue between two characters, 217; also see: Characterization, 66; Characters in writing: nonfiction narratives, 9, fiction narratives, 11, autobiographical narratives, 68 69, 71, 143, mystery stories, 92, 99, 102 105, 117, results of actions of, 108, radio play scripts, 114 115, staged dialogue between, 217; Characters: analysis of, 198, 204; 10
m) Use reading strategies to monitor comprehension throughout the reading process. 2012, SE/TE: Mentor Texts (Try It activities), 68 69, 94 97, 122 123; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 10.5 The student will read, interpret, analyze, and evaluate nonfiction texts. a) Identify text organization and SE/TE: Overview of text structures, 146, structure. 172, 198; Mentor Texts (Try It activities): introductory paragraphs and organizing structure, 148, concluding paragraph, 149, introduction, 174, 200, conclusion, 175, 201; also see: Use a Reader s / Writer s Eyes, 150 151, 176 177, 202 203 b) Recognize an author s intended audience and purpose for writing. c) Skim manuals or informational sources to locate information. d) Compare and contrast informational texts. SE/TE: Mentor Texts: Op-Ed Piece, 174 175; Student Model (Use a Reader s Eye & Use a Writer s Eye), 176 177; Writing for Media (model and extension): Advice columns, 166, Letter to the editor, 192; also see: 21 st Century Learning: Film teaser storyboard, 113, Multimedia advertisements, 139, Express op-ed message in public service announcement, 191, Develop an infomercial, 249 SE/TE: Research Writing: Evaluate Your Sources, 232; Distinguish Between Types of Sources, 233; Careful Note-taking matters, 235; also see: Listening and Speaking: Go on-line to find year in review lists, 165, Discuss and select an issue, 191, View online infomercials, 249, Evaluate collected information, 264, Check authority and objectivity of sources, 265 SE/TE: Forms of expository and persuasive texts, 147, 173, 199; Mentor Texts (Try It activities), 148 149, 174 175, 200 201; Student Model (Use a Reader s Eye & Use a Writer s Eye), 150 151, 176 177, 202 203; also see: Writing for Media (model and extension): Create radio script, 86 87, Create script for radio, 114 115, Descriptive essays, 140 141, Advice columns, 166 167, Letter to the editor, 192 193, Create a scripts, 218 219, Fictional interview scripts, 250 253, Create a multimedia project plan, 266 267 11
e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams. f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. h) Use reading strategies throughout the reading process to monitor comprehension. 2012, SE/TE: Use Graphics and Illustrations, 241; Listening and Speaking: Use audiovisual support, 265 SE/TE: Connect to the Big Questions, 145, 171, 223; Mentor Texts (Try It activities), 148 149, 174 175, 200 201; Student Model (Use a Reader s Eye & Use a Writer s Eye), 150 151, 176 177, 202 203 SE/TE: Research Writing, 222 223, 226 229, 230 237, 238 241, 242 245, 246 248, 249, 250 253, 254 255; also see: Listening and Speaking: Look online to study tools used for film teasers, 113, Find online models of ads, 139, Go on-line to find year in review lists, 165, View online infomercials, 249, Evaluate collected information, 264, Check authority and objectivity of sources, 265 SE/TE: Mentor Texts (Try It activities), 148 149, 174 175, 200 201; Student Model (Use a Reader s Eye & Use a Writer s Eye), 150 151, 176 177, 202 203 12
2012, Writing 10.6 The student will develop a variety of writing to persuade, interpret, analyze, and evaluate with an emphasis on exposition and analysis. a) Generate, gather, plan, and organize ideas for writing to address a specific audience and purpose. SE/TE: Prewriting/planning, 30, 32 34, 72 75, 87, 100 103, 115, 141, 126 129, 152 155, 167, 178 181, 193, 204 207, 219, 230 237, 251, 259, 261, 263, 267 b) Synthesize information to support the thesis. c) Elaborate ideas clearly through word choice and vivid description. d) Write clear and varied sentences, clarifying ideas with precise and relevant evidence. e) Organize ideas into a logical sequence using transitions. f) Revise writing for clarity of content, accuracy, and depth of information. SE/TE: Thesis/thesis statements, controlling idea, 15, 20, 146, 148, 151, 154, 156 159, 160, 169, 172, 174, 177, 180, 182, 183, 186, 195, 198, 200, 203, 206, 208, 212, 221, 224, 226, 229, 237, 238 239, 242, 244, 247, 252, 265 SE/TE: Poet s Toolbox, 129; Characteristics of Sonnet and Free Verse, 130; Focus on Craft: Style, 109, 187, Figurative language, 135, Subtlety of Meaning, 161, Word Choice, 213; also see: Figurative language, 13, 55, 80, 89, 107, 109, 120, 125, 129, 131, 134, 137, 141, 187; Mentor Text: sound devices, 122, metaphors, 123; Student Model: Sonnet and Free Verse, 123 SE/TE: Focus on Craft: Sentence Variety, 81; also see: Variety of sentence structures in writing, 15, 52, 83, 89, 146, 160, 169, 195, 213, 245; The Four Structures of Sentences, 392 396; The Four Functions of a Sentence, 398 399; Sentence Combining, 400 403; Varying Sentences, 404 406 SE/TE: Transitions, 157; Transitional expressions, 589 590 SE/TE: Revising drafts, 30, 36 41, 78 81, 87, 106 109, 115, 132 135, 141, 158 161, 167, 193, 210 213, 219, 242 245, 252, 259, 261, 263, 267, 274, 276, 278, 279, 280, 281, 281, 282, 283, 285, 286, 287, 288, 290, 291, 292 13
g) Use computer technology to plan, draft, revise, edit, and publish writing. 2012, SE/TE: Creating Multimedia Projects, 25; Writing for Media Assignments, 140 141, 192 193, 218 219, 250 251, 266 267, R6 R11; also see: Publishing / presenting and reflecting, 30, 46 47, 84, 85, 87, 112, 115, 138, 141, 164, 167, 190, 193, 216, 219, 248, 253, 259, 261, 263, 267; 21 st Century Learning: Film teaser storyboard, 113, Multimedia advertisements, 139, Compare and contrast in a TV talk show script, 165, Express op-ed message in public service announcement, 191, Develop an infomercial, 249, Present research report for community day, 264 265 10.7 The student will self- and peer-edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Distinguish between active and SE/TE: Passive voice or tense, 188 189, passive voice. 460, 461, 462, 463 464; Active voice or tense, 460, 462, 463 464 b) Apply rules governing use of the colon. c) Use a style manual, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA), to apply rules for punctuation and formatting of direct quotations. d) Differentiate between in-text citations and works cited on the bibliography page. SE/TE: Colons, 547, 548, 589, 592, 593, 596 597, 594, 621 SE/TE: Direct quotations, 278, 586, 595 597 SE/TE: Document Your Sources, 236 237; Provide and Document Evidence, 240; also see: MLA (Modern Language Association) style, 226, 228, 234, 246, 275, R16; Model of Works Cited, 229 e) Analyze the writing of others. SE/TE: Mentor Text: Learn From Experience, 68 69, 94 97, 122, 123, 148 149, 174 175, 200 201; Student Models: Use a Reader s / Writer s Eyes, 70 71, 98 99, 124 125, 150 151, 176 177, 202 203, 226 229; also see: Listening and Speaking: Review peers narratives, 85, Review peers mystery stories, 113, Review peers compare and contrast essays, 165 14
f) Describe how the author accomplishes the intended purpose of a piece of writing. g) Suggest how writing might be improved. h) Proofread and edit final product for intended audience and purpose. 2012, SE/TE: Mentor Text: Learn From Experience, 68 69, 94 97, 122, 123, 148 149, 174 175, 200 201; Student Models: Use a Reader s / Writer s Eyes, 70 71, 98 99, 124 125, 150 151, 176 177, 202 203, 226 229 SE/TE: Revising drafts, 30, 36 41, 78 81, 87, 106 109, 115, 132 135, 141, 158 161, 167, 193, 210 213, 219, 242 245, 252, 259, 261, 263, 267, 274, 276, 278, 279, 280, 281, 281, 282, 283, 285, 286, 287, 288, 290, 291, 292 SE/TE: Editing, 30, 42 45, 42, 82 83, 87, 110 111, 115, 136 137, 141, 162 163, 167, 188 189, 193, 214 215, 219, 246 247, 253, 259, 261, 263, 267 Research 10.8 The student will collect, evaluate, organize, and present information to create a research product. a) Use technology as a tool to research, organize, evaluate, synthesize, and communicate information. SE/TE: Creating Multimedia Projects, 25; Writing for Media Assignments, 140 141, 192 193, 218 219, 250 251, 266 267, R6 R11; 21 st Century Learning: Film teaser storyboard, 113, Multimedia advertisements, 139, Compare and contrast in a TV talk show script, 165, Express op-ed message in public service announcement, 191, Develop an infomercial, 249, Present research report for community day, 264 265 b) Develop the central idea or focus. SE/TE: Research Writing: Formulate Your Research Question, 231, Make a Research Plan, 232; Listening and Speaking (skills): Modify research questions, 264 c) Verify the accuracy, validity, and usefulness of information. SE/TE: Research Writing: Evaluate Your Sources, 232; Distinguish Between Types of Sources, 233; Careful Note-taking matters, 235; also see: Listening and Speaking: Evaluate collected information, 264, Check authority and objectivity of sources, 265 15
d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. e) Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA). f) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. 2012, SE/TE: Research Writing, 222 223, 226 229, 230 237, 238 241, 242 245, 246 248, 249, 250 253, 254 255; also see: Listening and Speaking: Look online to study tools used for film teasers, 113, Find online models of ads, 139, Go on-line to find year in review lists, 165, View online infomercials, 249, Evaluate collected information, 264, Check authority and objectivity of sources, 265 SE/TE: Document Your Sources, 236 237; Provide and Document Evidence, 240; also see: MLA (Modern Language Association) style, 226, 228, 234, 246, 275, R16; Model of Works Cited, 229 SE/TE: Research Writing: Avoid Plagiarism, 235; Document Your Sources, 236 237; Provide and Document Evidence, 240; also see: MLA (Modern Language Association) style, 226, 228, 234, 246, 275, R16; Model of Works Cited, 229 16