A Correlation of, 2010 To the North Carolina English Course of Study, 2004 and the Common Core Standards for English Language Arts
INTRODUCTION This document demonstrates how Prentice Hall Literature meets both the objectives of the Course of Study as well as the Common Core Standards for Language Arts (2010). Correlation page references are 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 is a comprehensive basal language and literacy program for Grades Six through Twelve that is built on solid research and allows skills and concepts to be taught to mastery through an innovative approach of grouping content thematically, by skill focus, and genre. Selection Choices Prentice Hall Literature lets you choose the literature you teach based on students backgrounds, needs and interests. Additionally, a full complement of leveled support is provided for each selection to help you attend to varied learning needs, including leveled reading and vocabulary warm-ups, graphic organizers, assessment, trade books, online practice and reader s notebook. The Big Question Full immersion in a concept provides a safe place for all learners to connect knowledge, build vocabulary, and learn how to learn. Prentice Hall Literature puts students in the world of a concept for six weeks, six times per year. Instruction is built from Grant Wiggins Understanding by Design. The Big Question drives students to promote inquiry, foster deep understanding, engage in lively debate, connect to prior learning, stimulate rethinking, and build vocabulary. Assessment Prentice Hall Literature helps teachers administer assessment at different stages to keep track of student progress. Teachers are guided to Diagnose Readiness with tools to help them assess a student s understanding prior to reading, which helps them implement personalized instruction. Teachers can Monitor Progress with well-designed check-ins to implement as the students read. Finally, the program provides Benchmark Mastery assessments every three weeks to help students catch small learning problems before they become big ones. Digital Connection Prentice Hall Literature is designed to meet the needs of tech-savvy students living in a world teeming with handheld devices and social networks by letting students seamlessly integrate school with their digital world. The Student Edition is online with exciting ways to access content, video, and audio. Plus, an online teacher center helps teachers improve upon their instruction. This document demonstrates the high degree of success students will achieve by using Prentice Hall Literature. 2
Table of Contents Competency Goal 1 The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues.... 4 Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed....10 Competency Goal 3 The learner will continue to refine the understanding and use of argument...15 Competency Goal 4 The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials...20 Competency Goal 5 The learner will respond to various literary genres using interpretive and evaluative processes....24 Competency Goal 6 The learner will apply conventions of grammar and language usage...32, Grades 9-10 not represented in the correlation to NC English s...37 3
Language Arts, 2010, English Language Arts Curriculum Eighth grade students use oral language, written language, and other media and technology for expressive, informational, argumentative, critical, and literary purposes. They continue to refine their study of language and grammar in order to speak and write effectively. Although emphasis in eighth grade is placed on using information for a specific task, students also: Express individual perspectives through analysis and personal response. Refine understanding and use of argument. Critically analyze print and non-print communication. Use effective sentence construction and edit for improvements in sentence formation, usage, mechanics, and spelling. Interpret and evaluate a wide range of literature. Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will use language to express individual perspectives through analysis of personal, social, cultural, and historical issues. 1.01 Narrate a personal account which: creates a coherent, organizing structure appropriate to purpose, audience, and context. W.3.a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. SE/TE: Writing Workshop: Autobiographical Narrative: Make a Blueprint, 209; Determine Audience and Purpose, 209; Order Events, 210 establishes a point of view and sharpens focus. W.3.b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. SE/TE: Writing Workshop: Autobiographical Narrative: Use a Consistent Point of View, 210 uses remembered feelings. SE/TE: Writing Workshop: Autobiographical Narrative: Use Remembered Feelings, 210 selects details that best illuminate the topic. connects events to self/society. W.3.d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. SE/TE: Writing Workshop: Autobiographical Narrative: Gather Descriptive Details, 209; Develop Readers Interest, 210; Use Specific, Precise Nouns and Verbs, 212 SE/TE: Writing Workshop: Autobiographical Narrative: Determine Audience and Purpose (share a lesson learned), 209 4
Language Arts, 2010, 1.02 Analyze expressive materials that are read, heard, and/or viewed by: monitoring comprehension SE/TE: Throughout Prentice for understanding of what Hall Literature side-note is read, heard and/or questions focusing on key skills viewed. accompany each selection. Students monitor comprehension as they answer these questions. See for examples pages: 17, 45, 59, 89, 131, 161, 249, 265, 285, 365, 655, 675, 683, 751, 883, 1017. Critical Thinking following each selection provides another opportunity for monitoring comprehension. See for examples pages: 50, 76, 152, 260, 290, 402, 658, 678, 912, 1100, and 1118. reviewing the characteristics of expressive works. R-L.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship characters, setting, and plot; provide an objective summary of the text. R-L.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. R-L.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. SE/TE: Paraphrase, P9, 715, 719, 722, 725, 733, 734, 737, 741, 744, 750, 753, 760, 761; Summarize, P11, 1023, 1029, 1034, 1035, 1039, 1044, 1046, 1049, 1054, 1057, 1059; Literary Analysis, 25, 51, 55, 77, 111, 153, 157, 177, 245, 273, 277, 303, 333, 379, 385, 403, 475, 651, 667, 671, 687, 715, 737, 741, 761, 815, 825, 849, 913, 917, 957, 1023, 1035, 1039, 1059, 1091, 1107, 111, 1129 5
determining the importance of literary effects on the reader/viewer/listener. Language Arts, R-L.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship characters, setting, and plot; provide an objective summary of the text. R-L.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. R-L.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. 2010, SE/TE: Literary Analysis, 25, 51, 55, 77, 111, 153, 157, 177, 245, 273, 277, 303, 333, 379, 385, 403, 475, 651, 667, 671, 687, 715, 737, 741, 761, 815, 825, 849, 913, 917, 957, 1023, 1035, 1039, 1059, 1091, 1107, 111, 1129; Communications Workshop, 626, 792, 998 making connections between works, self and related topics R-L.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. SE/TE: Making Connections, 26, 40, 56, 64, 87, 112, 120, 158, 170, 191, 246, 262, 278, 292, 313, 334, 344, 386, 394, 415, 652, 660, 672, 680, 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165; For related activities see: Applying the Big Question: Talk About It & Write About It, 217, 447, 789, 995, 1165 6
Language Arts, drawing inferences. R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text generating a learning log or journal. maintaining an annotated list of works that are read or viewed, including personal reactions. 2010, SE/TE: Inferences, make, 333, 338, 339, 341, 343, 347, 349, 352, 353, 354, 355, 356, 358, 359, 360, 362, 363, 366, 367, 372, 373, 376, 377, 380, 381, 385, 388, 391, 393, 397, 398, 399, 400, 403; Conclusions, draw, P4, 815, 818, 824, 825; also see: Critical Thinking: Infer, 31, 62, 76, 118, 199, 206, 260, 320, 324, 425, 473, 482, 522, 539, 578, 604, 658, 686, 701, 706, 752, 760, 775, 778, 824, 840, 974, 980, 1021, 1028, 1034, 1048, 1074, 1082, 1100, 1128, 1147; Draw conclusions, 76, 102, 168, 199, 206, 272, 302, 324, 342, 392, 402, 436, 510, 522, 539, 649, 701, 752, 778, 1100, 1151 SE/TE: Writer's Journal, 109, 215, 331, 445, 553, 621, 713, 787, 847, 993, 1089, 1163. As students complete each section of the Big Question Chart they can bring closure to each unit. See Applying the Big Question: Think About It, Talk About It, & Write About It, 216 217, 446 447, 622 623, 788 789, 994 995, 1164 1165. SE/TE: As students complete each section of the Big Question Chart they can bring closure to each unit. See Applying the Big Question: Think About It, Talk About It, & Write About It, 216 217, 446 447, 622 623, 788 789, 994 995, 1164 1165. 7
taking an active role in and/or leading formal/informal book /media talks. Language Arts, SL.1.b. Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. SL.1.c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. 2010, SE/TE: Researching the Author: Talk show, 23; Panel discussion, 405; Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995, 1165; Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058 1.03 Interact in group activities and/or seminars in which the student: shares personal reactions to questions raised. SL.1.c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. SE/TE: Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995, 1165; Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058 gives reasons and cites examples from text in support of expressed opinions. SL.1.c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. SL.1.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. SE/TE: Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; also see: Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995, 1165 8
clarifies, illustrates, or expands on a response when asked to do so, and asks classmates for similar expansion. Language Arts, SL.1.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 2010, SE/TE: Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; also see: Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995, 1165 1.04 Reflect on learning experiences by: evaluating how personal perspectives are influenced by society, cultural differences, and historical issues. appraising changes in self throughout the learning process. SE/TE: Think About It, Talk About It, & Write About It, 216 217, 446 447, 622 623, 788 789, 994 995, 1164 1165; Writing About the Big Question: Is truth the same for everyone?, 26, 40, 56, 64, 87, 112, 120, 158, 170, 191; Can all conflicts be resolved?, 246, 262, 278, 292, 313, 334, 344, 386, 394, 415; What is the secret to reaching someone with words?, 652, 660, 672, 680, 699, 716, 726, 742, 754, 773; Is it our differences or our similarities that matter most?, 816, 837, 852, 918, 969; Are yesterday's heroes important today?, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165 SE/TE: Applying the Big Question: Think About It, Talk About It, & Write About It, 216 217, 446 447, 622 623, 788 789, 994 995, 1164 1165. 9
evaluating personal circumstances and background that shape interaction with text. Language Arts, 2010, SE/TE: Making Connections, 26, 40, 56, 64, 87, 112, 120, 158, 170, 191, 246, 262, 278, 292, 313, 334, 344, 386, 394, 415, 652, 660, 672, 680, 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165; also see: Applying the Big Question: Talk About It & Write About It, 217, 447, 623, 789, 995, 1165; Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058 Competency Goal 2 The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. 2.01 Analyze and evaluate informational materials that are read, heard, and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. SE/TE: Throughout Prentice Hall Literature side-note questions focusing on key skills accompany each selection. Students monitor comprehension as they answer these questions. See for examples pages: 469, 471, 479, 481, 493, 507, 537, 545, 559. Critical Thinking following each selection provides another opportunity for monitoring comprehension. See for examples pages: 473, 482, 510, 539, 544, 546, 562, 568. 10
recognizing the characteristics of informational materials. Language Arts, R-IT.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. 2010, SE/TE: What is nonfiction?, 462-463, Learning About Types of Nonfiction, 464-465; Narrative Essay, 475, 483, 497; Biography and Autobiography, 501, 511, 523; Informational Texts, 82 85, 182 189, 308 312, 408 413, 528 533, 592 597, 692 697, 766 771, 830 835, 962 967, 1064 1069, 1134 1141 summarizing information. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. SE/TE: Summarize, P11, 1023, 1029, 1034, 1035, 1039, 1044, 1046, 1049, 1054, 1057, 1059 determining the importance and accuracy of information. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. SE/TE: Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523; also see: Use a variety of primary and secondary sources, 983; Evaluate sources, 984; ; also see: Sources, primary/secondary, 968, 971, 972, 974, 978, 980, 981, 1084, 1109; 21 st Century Skills, R28 R33 11
making connections to related topics/information. drawing inferences and/or conclusions. Language Arts, R-IT.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: Comparing Literary Works, 534, 536, 540, 545, 600, 605; Informational Texts: Identify Main Idea and Details, 182 189; Main idea, identify, 501, 505, 506, 511, 516, 519, 521, 522, 523; Comparing informational texts, 85, 189, 311, 413, 533, 597, 697, 771, 835, 967, 1069, 1141; Compare and Contrast Features and Elements, 830 835 SE/TE: Drawing Conclusions/ Infer, 473, 482, 510, 522, 539, 578; Comparing Informational Texts, 85, 189, 311, 413, 533, 597, 697, 771, 835, 967, 1069, 1141 generating questions. SE/TE: Ask Questions: evaluate, 573, 577, 579, 583, 584, 587, 590; analyze cause and effect, 917; compare and contrast, 245; evaluate support, 573, 579, 587 extending ideas. SE/TE: Integrated Language Activities, 499, 525, 571, 589 2.02 Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by: determining purpose, audience, and context. W.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. SE/TE: Writing Workshop: Research Report, 982 993; Multimedia Report, 1084 1089; Research and Technology: Research Report, 155; Brochure, 179; Multimedia Presentation, 525; Bulletin Board Display, 959; Writing: Research Proposal, 1109; Research the Author: 23, 473 12
Language Arts, understanding the focus. W.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 2010, SE/TE: Develop a Research Plan, 983; Ask open-ended questions, 983; Define your thesis, 985 recognizing and/or choosing a relevant topic. Recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience. evaluating information for extraneous detail, inconsistencies, relevant facts, and organization. W.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. SE/TE: Develop a Research Plan, 983; Ask open-ended questions, 983; Define your thesis, 985 SE/TE: Create Visuals, 986; Publishing and Presenting, 993; Multimedia Report, 1084 1089; also see: Brochure, 179; Multimedia Presentation, 525; Bulletin Board Display, 959 SE/TE: Evaluate Sources, 984; Use Source Cards and Notecards, 984; Check Your Citations, 988 13
researching and organizing information to achieve purpose. using notes and/or memory aids to structure information. supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources. noting and/or citing sources used. Language Arts, W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. W.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 2010, SE/TE: Use Source Cards and Notecards, 984; Make an Outline, 985; Check for Unity, 988 SE/TE: Use Source Cards and Notecards, 984; Make an Outline, 985; Check for Unity, 988 SE/TE: Use a variety of primary and secondary sources, 983; Evaluate sources, 984; Balance research and original ideas, 985; Prepare to credit sources, 985; Make direct reference to sources, 986; Create a Works Cited list, 986 SE/TE: Prepare to credit sources, 985; Make direct reference to sources, 986; Create a Works Cited list, 986; Check your citations, 988; Focus on Citations, 993 14
recognizing the use of and/or employing graphics such as charts, diagrams, and graphs to enhance the communication of information. Language Arts, W.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. 2010, SE/TE: Create visuals, 986; Multimedia Report, 1084 1089; also see: Brochure, 179; Multimedia Presentation, 525; Bulletin Board Display, 959 Competency Goal 3 The learner will continue to refine the understanding and use of argument. 3.01 Explore and evaluate argumentative works that are read, heard and/or viewed by: monitoring comprehension for understanding of what is read, heard and/or viewed. SE/TE: Persuasive Speech, 558 560; Persuasive Speech, 566 569; Comparing Informational Texts, 413, 597, 1069; Communications Workshop: Evaluating Media Messages, 792 analyzing the work by identifying the arguments and positions stated or implied and the evidence used to support them. identifying the social context of the argument. R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. SE/TE: Persuasive Speech, 558 560; Persuasive Speech, 566 569; Informational Texts: Evaluate Persuasive Appeals, 408 413; Analyze Proposition and Support, 592 597; Evaluate Treatment, Scope, and Organization of Ideas, 1134 1141; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing About the Big Question, 556, 564; Critical Thinking, 562, 568; Informational Texts: Evaluate Persuasive Appeals, 408 413; Communications Workshop: Evaluating Media Messages, 792 15
recognizing the effects of bias, emotional factors, and/or semantic slanting. comparing the argument and counter-argument presented. identifying/evaluating the effectiveness of tone, style, and use of language. evaluating the author's purpose and stance. making connections between works, self and related topics. Language Arts, R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. R-IT.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. R-IT.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. 2010, SE/TE: Bias, determine, 573, 579, 587; Persuasive techniques, 555, 559, 563, 569; Informational Texts: Evaluate Persuasive Appeals, 408 413; Analyze Proposition and Support, 592 597; Evaluate Treatment, Scope, and Organization of Ideas, 1134 1141; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing About the Big Question, 556, 564; Critical Thinking, 562, 568; Informational Texts: Evaluate Persuasive Appeals, 408 413; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Persuasive techniques, 555, 559, 563, 569; Informational Texts: Evaluate Persuasive Appeals, 408 413; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing About the Big Question, 556, 564; Critical Thinking, 562, 568; Informational Texts: Evaluate Persuasive Appeals, 408 413; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing About the Big Question, 556, 564; Timed Writing, 413; Communications Workshop: Evaluating Media Messages, 792 16
responding to public documents (such as but not limited to editorials, reviews, local, state, and national policies/issues including those with a historical context). Language Arts, R-IT.9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. 2010, SE/TE: Informational Text: Comparing Informational Text and Timed Writing, 413, 597, 835; also see: Writing About the Big Question, 556, 564; Critical Thinking, 562, 568 3.02 Continue to explore and analyze the use of the problem-solution process by: evaluating problems and solutions within various texts and situations. R-IT.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. SE/TE: For related material see: Student Model: Problemand-Solution Essay, 712; Informational Texts: Use information to solve a problem, 82 85 utilizing the problemsolution process within various contexts/ situations. SE/TE: Writing Workshop: Problem-and-Solution Essay, 708 713; also see: Editorial, 614 621; Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131 constructing essays/ presentations that respond to a given problem by proposing a solution that includes relevant details. W.2.a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. W.2.b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. W.2.e. Establish and maintain a formal style. W.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. SE/TE: Writing Workshop: Problem-and-Solution Essay, 708 713; also see: Editorial, 614 621; Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Delivering a Persuasive Speech Using Multimedia, 1168 17
recognizing and/or creating an organizing structure appropriate to purpose, audience, and context. Language Arts, W.2.e. Establish and maintain a formal style. W.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented. 2010, SE/TE: Writing Workshop: Problem-and-Solution Essay: Use an Appropriate Structure, 710; Promote Your Solution, 710; Offer Support, 710; also see: Editorial, 614 621 3.03 Evaluate and create arguments that persuade by: understanding the W.1.a. Introduce claim(s), importance of the acknowledge and distinguish engagement of audience by the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. SE/TE: Writing Workshops: Editorial, 614 621; also see: Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 establishing a context, creating a persona, and otherwise developing interest. noting and/or developing a controlling idea that makes a clear and knowledgeable judgment. W.1.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. W.1.b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. SE/TE: Writing Workshops: Editorial: Define Your Position, 615; also see: Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing Workshops: Editorial: Define Your Position, 615; Prepare to Provide Support, 614; also see: Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 18
arranging details, reasons, and examples effectively and persuasively. Language Arts, W.1.c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. W.1.d. Establish and maintain a formal style. W.1.e. Provide a concluding statement or section that follows from and supports the argument presented. 2010, SE/TE: Writing Workshops: Editorial: Prepare to Provide Support, 614; Use a Variety of Persuasive Techniques, 616; also see: Timed Writing: Letter Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 anticipating and addressing reader/listener concerns and counterarguments. recognizing and/or creating an organizing structure appropriate to purpose, audience, and context. W.1.a. Introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. W.1.d. Establish and maintain a formal style. SE/TE: Writing Workshops: Editorial: Define Your Position, 615; Anticipate and Respond to Counterarguments, 616; Revising to Strengthen Appeals to Your Audience, 618; also see: Timed Writing: Letter to the Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 SE/TE: Writing Workshops: Editorial: Prewriting, 616; Drafting Strategies, 616; Revise for Coherence, 618; also see: Timed Writing: Letter to the Editor, 597; Writing Activity: Persuasive Speech, 1131; Communications Workshop: Evaluating Media Messages, 792 19
Language Arts, 2010, Competency Goal 4 The learner will continue to refine critical thinking skills and create criteria to evaluate print and non-print materials. 4.01 Analyze the purpose of the author or creator and the impact of that purpose by: monitoring comprehension for understanding of what is read, heard, and/or viewed. SE/TE: Author's Purpose, 7, 8, 23, 111, 116, 117, 119, 123, 125, 126, 130, 132, 134, 136, 141, 144, 147, 152, 153, 157, 161, 166, 167, 168, 169, 172, 176, 177, 462, 466, 471; Communications Workshop: Effective Listening and Note Taking, 220; Evaluating an Oral Presentation, 626; Evaluating Media Messages, 792 evaluating any bias, apparent or hidden messages, emotional factors, and/or propaganda techniques. R-IT.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. SL.3. Delineate a speaker s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. SE/TE: Bias, determine, 573, 579, 587; Persuasive techniques, 555, 559, 563, 569; Informational Texts: Evaluate Persuasive Appeals, 408 413; Analyze Proposition and Support, 592 597; Evaluate Treatment, Scope, and Organization of Ideas, 1134 1141; Communications Workshop: Evaluating Media Messages, 792 evaluating the underlying assumptions of the author/creator. R-IT.6. Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. SE/TE: Author's influences, 1111, 1115, 1119, 1124, 1129; also see: Author's Purpose, 7, 8, 23, 111, 116, 117, 119, 123, 125, 126, 130, 132, 134, 136, 141, 144, 147, 152, 153, 157, 161, 166, 167, 168, 169, 172, 176, 177, 462, 466, 471 20
evaluating the effects of author's craft on the reader/viewer/listener. Language Arts, R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: Literary Analysis, 25, 51, 55, 77, 111, 153, 157, 177, 245, 273, 277, 303, 333, 379, 385, 403, 475, 497, 501, 523, 555, 569, 573, 587, 651, 667, 671, 687, 715, 737, 741, 761, 815, 825, 849, 913, 917, 957, 1023, 1035, 1039, 1059, 1091, 1107, 111, 1129 4.02 Analyze and develop (with limited assistance) and apply appropriate criteria to evaluate the quality of the communication by: using knowledge of R-L.7. Analyze the extent to language structure and which a filmed or live literary or media production of a story or drama techniques. stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. R-IT.7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. SL.2. Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SE/TE: Communications Workshop: Evaluating Media Messages, 792; Bias, determine, 573, 579, 587; Persuasive techniques, 555, 559, 563, 569; also see: Writing Workshop: Multimedia Report, 1084 1089; Informational Texts: Evaluate Persuasive Appeals, 408 413; Analyze Treatment, Scope, and Organization of Ideas, 528 533; Analyze Proposition and Support, 592 597; Evaluate structural patterns, 1064 1069; Evaluate Treatment, Scope, and Organization of Ideas, 1134 1141 21
drawing conclusions based on evidence, reasons, or relevant information. Language Arts, R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. 2010, SE/TE: Conclusions, draw, P4, 815, 818, 824, 825; Critical Thinking: Draw conclusions, 76, 102, 168, 199, 206, 272, 302, 324, 342, 392, 402, 436, 510, 522, 539, 649, 701, 752, 778, 1100, 1151 considering the implications, consequences, or impact of those conclusions. R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: Conclusions, draw, P4, 815, 818, 824, 825 4.03 Use the stance of a critic to: consider alternative points W.9.a. Apply grade 8 Reading of view or reasons. standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ). SE/TE: Students consider alternative interpretations as they compare their written works: Writing Workshop: Critical Review, 326-331; Writing to Compare Literary Works: 103, 207, 325, 437, 707, 779, 841, 981, 1083, 1155 W.9.b. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). 22
remain fair-minded and open to other interpretations. Language Arts, W.9.a. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ). W.9.b. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). 2010, SE/TE: Writing Workshop: Critical Review, 326-331; Writing to Compare Literary Works: 103, 207, 325, 437, 707, 779, 841, 981, 1083, 1155 constructing a critical response/review of a work/topic. W.9.a. Apply grade 8 Reading standards to literature (e.g., Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new ). W.9.b. Apply grade 8 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced ). SE/TE: Writing Workshop: Critical Review, 326-331; Writing to Compare Literary Works: 103, 207, 325, 437, 707, 779, 841, 981, 1083, 1155; Writing: Response to Literature, 589; Research and Technology: Write a Summary of an Article, 383; Mini- Anthology, 689; Timed Writing, 597 23
Language Arts, 2010, Competency Goal 5 The learner will respond to various literary genres using interpretive and evaluative processes. 5.01 Increase fluency, comprehension, and insight through a meaningful and comprehensive literacy program by: using effective reading strategies to match type of text. R-L.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. R-IT.1. Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. SE/TE: Reading Skill, 25, 51, 55, 77, 111, 153, 157, 177, 245, 273, 277, 303, 333, 379, 385, 403, 475, 497, 501, 523, 555, 569, 573, 587, 651, 667, 671, 687, 715, 737, 741, 761, 815, 825, 849, 913, 917, 957, 1023, 1035, 1039, 1059, 1091, 1107, 111, 1129 reading self-selected literature and other materials of interest individual. R-L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. R-IT.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. SE/TE: Independent Reading, 221, 451, 627, 793, 999, 1169 reading literature and other materials selected by the teacher. R-L.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6 8 text complexity band independently and proficiently. R-IT.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. SE/TE: Independent Reading, 221, 451, 627, 793, 999, 1169; Additionally, Challenge selections for gifted students are included in the Teacher side notes. 24
assuming a leadership role in student-teacher reading conferences. leading small group discussions. taking an active role in whole class seminars. Language Arts, SL.1.a. Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.1.b. Follow rules for collegial discussions and decisionmaking, track progress toward specific goals and deadlines, and define individual roles as needed. SL.1.c. Pose questions that connect the ideas of several speakers and respond to others questions and comments with relevant evidence, observations, and ideas. SL.1.d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 2010, SE/TE: Researching the Author: Talk show, 23; Panel discussion, 405; Debate, 827; also see: Listening and Speaking: Panel Discussion, 405; also see: Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; Peer Review, 212, 442, 618, 784, 988, 1160; Talk About It, 217, 447, 623, 789, 995, 1165 SE/TE: Researching the Author: Talk show, 23; Panel discussion, 405; also see: Put Yourself in the Picture, 7, 235, 465, 641, 807, 1013; Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; Response to Big Questions: Talk and Write About It, 217, 447, 623, 789, 995, 1165 SE/TE: Put Yourself in the Picture, 7, 235, 465, 641, 807, 1013; Critical Thinking: Discuss, 76, 168, 176, 272, 342, 380, 482, 496, 510, 522, 578, 724, 736, 813, 912, 1021, 1048, 1058; Response to Big Questions: Talk and Write About It, 217, 447, 623, 789, 995, 1165; Researching the Author: Talk show, 23; Panel discussion, 405; Debate, 827 25
analyzing the effects of elements such as plot, theme, characterization, style, mood, and tone. discussing the effects of such literary devices as figurative language, dialogue, flashback, allusion, irony, and symbolism. Language Arts, R-L.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship characters, setting, and plot; provide an objective summary of the text. R-L.3. Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. R-L.6. Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. R-L.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. L.5.a. Interpret figures of speech (e.g. verbal irony, puns) in context. 2010, SE/TE: Plot, 25,29, 32, 37, 39, 44, 47, 48, 50, 51; Themes: short story, 385, 389, 392, 393, 398, 401, 402, 403, 405; Universal theme, 235, 236, 1012, 1142; Universal truth, 232; Characters, 190, 194, 196, 198, 199, 201, 202, 203, 204, 206, 207, 234, 236, 243, 300, 312, 804, 813, 815, 819, 820, 825, 1070, 1072, 1074, 1076, 1081, 1082, 1083; Character traits, 277, 282, 284, 285, 286, 289, 291, 295, 297, 300, 302, 303; Character motivation, 917, 920, 922, 924, 928, 929, 934, 938, 940, 941, 944, 948, 953, 954, 957; Mood, 7, 111, 116, 118, 119, 125, 128, 131, 133, 137, 139, 142, 143, 146, 148, 151, 153, 234, 245, 261, 273, 475; Tone, 157, 169, 177, 245, 261, 464, 468, 473, 598, 601, 602, 603, 604, 606, 608, 609, 611, 613 SE/TE: Figurative Language, 640, 649, 671, 677, 679, 685, 687, 772, 1166; Dialogue, 804, 806, 808, 811, 849, 857, 858, 860, 864, 865, 867, 872, 873, 876, 877, 879, 880, 893, 895, 896, 898, 899, 901, 905, 906, 909, 912, 913; Foreshadowing, 86, 103, 235, 440; Flashback, 86, 103, 235, 440; Allusion, 715, 725, 737; Irony, 235, 236; Symbolism, 414, 417, 418, 419, 420, 421, 422, 423, 424, 427, 429, 430, 431, 432, 435, 436, 437 26
analyzing and evaluating themes and central ideas in literature and other texts in relation to personal and societal issues. extending understanding by creating products for different purposes, different audiences, and within various contexts. Language Arts, R-L.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship characters, setting, and plot; provide an objective summary of the text. R-IT.2. Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) W.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 2010, SE/TE: Themes: short story, 385, 389, 392, 393, 398, 401, 402, 403, 405; Universal theme, 235, 236, 1012, 1142; Universal truth, 232; Informational Texts: Identify Main Idea and Details, 182 189; Main idea, identify, P6, 501, 505, 506, 511, 516, 519, 521, 522, 523 SE/TE: Writing Workshop, 104 109, 208 215, 326 331, 438 445, 548 553, 614 621, 708 713, 780 787, 842 847, 982 993, 1084 1089, 1156 1163; Communications Workshop, 220, 450, 626, 792, 998, 1168; Integrated Language Activities, 53, 98, 155, 179, 275, 305, 383, 405, 499, 525, 571, 589, 669, 689, 739, 763, 827, 915, 959, 1037, 1061, 1109, 1131 27
analyzing and evaluating the relationships between and among characters, ideas, concepts, and/or experiences. Language Arts, R-L.9. Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. R-IT.3. Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). 2010, SE/TE: Comparing Literary Works, 86, 88, 94, 190, 192, 200, 312, 314, 321, 414, 416, 426, 534, 536, 540, 545, 598, 600, 605, 698, 700, 702, 772, 774, 777, 836, 838, 968, 970, 976, 1070, 1072, 1075, 1078, 1142, 1144, 1148, 1152; Making Connections, 26, 40, 56, 64, 87, 112, 120, 158, 170, 191, 246, 262, 278, 292, 313, 334, 344, 386, 394, 415, 476, 484, 502, 512, 535, 556, 564, 574, 580, 599, 652, 660, 672, 680, 699, 716, 726, 742, 754, 773, 816, 837, 852, 918, 969, 1024, 1030, 1040, 1050, 1071, 1092, 1102, 1112, 1120, 1143, 1165; also see: Characters, 190, 194, 196, 198, 199, 201, 202, 203, 204, 206, 207, 234, 236, 243, 300, 312, 804, 813, 815, 819, 820, 825, 1070, 1072, 1074, 1076, 1081, 1082, 1083 28
Language Arts, 2010, 5.02 Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through: reading a variety of R-L.10. By the end of the year, literature and other text read and comprehend (e.g., young adult novels, literature, including stories, short stories, biographies, dramas, and poems, at the plays, free verse, narrative high end of grades 6 8 text poems). complexity band independently and proficiently. R-IT.10. By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently. SE/TE: Fiction and Nonfiction, 28, 42, 59, 66, 88, 94, 115, 122, 160, 172, 192, 200; Short Story, 237, 248, 264, 281, 294, 314, 321, 336, 347, 388, 396, 416, 426; Nonfiction, 467, 478, 486, 504, 514, 536, 540, 545, 558, 566, 576, 582, 600, 605; Poetry, 645, 647, 654, 657, 658, 663, 665, 666, 675, 677, 678, 683, 685, 686, 700, 702, 718, 720, 723, 728, 731, 735, 744, 746, 749, 756, 758, 759, 774, 777; Drama, 818, 838, 855, 919, 970; American Stories, 1027, 1032, 1042, 1045, 1052, 1055, 1072, 1075, 1078, 1094, 1104, 1114, 1122, 1144, 1148, 1152; Informational Texts, 82 85, 182 189, 308 312, 408 413, 528 533, 592 597, 692 697, 766 771, 830 835, 962 967, 1064 1069, 1134 1141; Independent Reading, 221, 451, 627, 793, 999, 1169 29