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... 7 Writing... 11 Research... 13 3
2012, Communication: Speaking, Listening, Media Literacy 7.1 The student will participate in and contribute to conversations, group discussions, and oral presentations. a) Communicate ideas and information orally in an organized and succinct manner. SE/TE: Create and Present Script of a Personal Narrative, 85; Sci-Fi Film Trailer, 113; Share Poetic Vision Using Graphics and Text, 139; Humorous Skit, 165; Public Action Day, 191; Advertisement for a Story, 217; Press Conference Script, 249; Research Report as Multimedia Presentation, 264 265; Preparing and Presenting a Speech, R31 b) Ask probing questions to seek elaboration and clarification of ideas. c) Make statements to communicate agreement or tactful disagreement with others ideas. d) Use language and style appropriate to audience, topic, and purpose. SE/TE: Listening and Speaking: List questions people may ask, 191; Ask for feedback on evidence and position presented, 249; Formulate open-ended research question, 264; Narrow or broaden research question, 265; also see: Connect to the Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 SE/TE: Listening and Speaking: Use details to describe and explain ideas, 85; Give and receive feedback, 113; Take turns making suggestions, 165; Explain importance of issue and discuss the facts, 191; Ask for feedback on evidence and position presented, 249; Group members consult and critique one another, 264 SE/TE: Create and Present Script of a Personal Narrative, 85; Sci-Fi Film Trailer, 113; Share Poetic Vision Using Graphics and Text, 139; Humorous Skit, 165; Public Action Day, 191; Advertisement for a Story, 217; Press Conference Script, 249; Research Report as Multimedia Presentation, 264 265; Preparing and Presenting a Speech, R31 4
e) Use a variety of strategies to listen actively. 2012, SE/TE: Listening and Speaking: Give and receive feedback, 113, Listen actively as group works, 165, Listen actively so that you can give feedback, 217, Group members consult and critique one another, 264; Listening Critically to a Speech, R31; also see: Connect to the Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 7.2 The student will identify and demonstrate the relationship between a speaker s verbal and nonverbal messages. a) Use verbal communication skills, SE/TE: Listening and Speaking: Use details such as word choice, pitch, feeling, to describe and explain ideas, 85, Use tone, and voice appropriate for the details to describe and explain ideas, 191, intended audience. Ask for feedback on evidence and position presented, 249, State specific thesis, 264, 265; Writing For Media Assignment: Dramatic Scene, 114 115 b) Use nonverbal communication skills, such as eye contact, posture, and gestures to enhance verbal communication skills. c) Compare/contrast a speaker s verbal and nonverbal messages. SE/TE: Listening and Speaking: Rehearse/give feedback on vocal expression and gestures, 85, Work as a team to rehearse, 113, Speak and gesture expressively, 217, Adjust content, volume, and pacing, 249; Writing For Media Assignment: Dramatic Scene, 114 115 SE/TE: Writing For Media Assignment: Dramatic Scene, 114 115; Listening and Speaking: Rehearse/give feedback on vocal expression and gestures, 85, Video-record the trailer, 113, Take turns making suggestions, 165, Speak and gesture expressively, 217, Ask for feedback on evidence and position presented, 249 5
2012, 7.3 The student will understand the elements of media literacy. a) Identify persuasive/informative SE/TE: Writing For Media Assignment: techniques used in nonprint media Event Letter, 86 87, Technical Newsletter, including television, radio, video, 166 167, Advertisements, 192 193, Online and Internet. Consumer Report, 250 253; Listening and Speaking: Sci-Fi Film Trailer, 113, Advertisement for a Story, 217, Press Conference Script, 249, Research Report as Multimedia Presentation, 264 265 b) Distinguish between fact and opinion, and between evidence and inference. c) Describe how word choice and visual images convey a viewpoint. d) Compare and contrast the techniques in auditory, visual, and written media messages. e) Craft and publish audience-specific media messages. SE/TE: Writing For Media Assignment: Advertisements, 192 193, Online Consumer Report, 250 253; Listening and Speaking: Convince audience to support your position, 191, Ask for feedback on evidence and position presented, 249, Evaluate research sources, 265 SE/TE: Listening and Speaking: Use details to describe and explain ideas, 85, Use details to describe and explain ideas, 191, Ask for feedback on evidence and position presented, 249, State specific thesis, 264, 265; Writing For Media Assignment: Event Letter, 86 87, Dramatic Scene, 114 115, Travel Writing, 140 141, Technical Newsletter, 166 167, Advertisements, 192 193, Online Consumer Report, 250 253, Instructions, 266 267 SE/TE: Writing For Media Assignment: Event Letter, 86 87, Dramatic Scene, 114 115, Travel Writing, 140 141, Technical Newsletter, 166 167, Advertisements, 192 193, Online Consumer Report, 250 253, Instructions, 266 267 SE/TE: Listening and Speaking: Sci-Fi Film Trailer, 113, Advertisement for a Story, 217, Press Conference Script, 249, Research Report as Multimedia Presentation, 264 265; Writing For Media Assignment: Event Letter, 86 87, Technical Newsletter, 166 167, Advertisements, 192 193, Online Consumer Report, 250 253 6
2012, Reading 7.4 The student will read to determine the meanings and pronunciations of unfamiliar words and phrases within authentic texts. a) Identify word origins and derivations. SE/TE: Word Bank: use a dictionary, 67, 93, 121, 147, 173, 199, 225, 257 b) Use roots, cognates, affixes, synonyms, and antonyms to expand vocabulary. c) Identify and analyze figurative language. SE/TE: Roots, prefixes, suffixes, 199; also see: Word Bank: use a dictionary, 67, 93, 121, 147, 173, 225, 257 SE/TE: Figurative Language and Writing, 120, 122 123, 129, 131, 134 d) Identify connotations. SE/TE: Word Bank: use a dictionary, 67, 93, 121, 147, 173, 199, 225, 257 e) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing. SE/TE: Word Bank: use a dictionary, 67, 93, 121, 147, 173, 199, 225, 257 SE/TE: Word Bank: use a dictionary, 67, 93, 121, 147, 173, 199, 225, 257 7.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. a) Describe the elements of narrative SE/TE: Response to Literature: Literary structure including setting, character Elements, 198, Plot, 204, 205; also see: development, plot structure, theme, Settings, 24, 74 75, 91 92,96, 102 105, and conflict. 108; Plot, 66, 68 69, 74 77, 80, 86; Story Line, 92, 97, 102, 108, 114, 117; Characters, 66 74 75, 80, 92, 95, 102, 105 106, 114 b) Compare and contrast various forms and genres of fictional text. c) Identify conventional elements and characteristics of a variety of genres. 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 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 7
d) Describe the impact of word choice, imagery, and literary devices including figurative language. e) Make, confirm, and revise predictions. f) Use prior and background knowledge as a context for new learning. g) Make inferences and draw conclusions based on the text. 2012, SE/TE: Figurative Language and Writing, 120, 122 123, 129, 131, 134; also see: Characteristics and Forms of Poetry and Description, 120 121; Student Model: Free Verse and Lyric Poem, 124 125; Poet s Toolbox, 129; Revising and poetic techniques, 132 133 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, 70 71, 98 99, 124, 125 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, 70 71, 98 99, 124, 125 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 h) Identify the main idea. SE/TE: Focus of a personal narrative, 68; Theme, 92, 93, 102, 104, 108; Controlling Idea, 128, 132 i) Summarize text relating supporting details. j) Identify the author s organizational pattern. k) Identify cause and effect relationships. l) Use reading strategies to monitor comprehension throughout the reading process. 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 SE/TE: Plot events, 74; Beginning, Middle, End (narrative structure and plot), 76, 77, 80, 102, 104, 108; Rhyme scheme, 123; Structural Devices, 134 SE/TE: Mentor Texts: events that led to conflict, 68, resolution, 69; also see: Beginning, Middle, End (narrative structure and plot), 76, 77, 80, 102, 104, 108 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 8
2012, 7.6 The student will read and demonstrate comprehension of a variety of nonfiction texts. a) Use prior and background knowledge SE/TE: Connect to the Big Questions, 145, as a context for new learning. 171, 223; Mentor Texts (Try It activities), 68 69, 148 149, 174 175, 200 201; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 150 151, 176 177, 202 203 b) Use text structures to aid comprehension. c) Identify an author s organizational pattern using textual clues, such as transitional words and phrases. d) Draw conclusions and make inferences on explicit and implied information. e) Differentiate between fact and opinion. f) Identify the source, viewpoint, and purpose of texts. g) Describe how word choice and language structure convey an author s viewpoint. SE/TE: Beginning, Middle, End, 76, 77, 80; Comparison and contrast, 154; Introduction, Body, Conclusion, 156, 157, 160, 182, 183, 186, 208, 209, 212; Focus on Craft: Effective Transitions, 161; also see: Mentor Texts (Try It activities), 68 69, 148 149, 174 175, 200 201; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 150 151, 176 177, 202 203 SE/TE: Mentor text: transitions, 149; Focus on Craft: Effective Transitions, 161; also see: Beginning, Middle, End, 76, 77, 80; Comparison and contrast, 154; Introduction, Body, Conclusion, 156, 157, 160, 182, 183, 186, 208, 209, 212 SE/TE: Mentor Texts (Try It activities), 68 69, 148 149, 174 175, 200 201; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 150 151, 176 177, 202 203 SE/TE: Differentiate between fact and opinion, 181; Mentor Text: Relevant facts, 228; Authoritative, Objective Sources, 232; Facts and Statistics, 240 SE/TE: Mentor text: focus of narrative, 68, controlling idea, 148, effective lead and thesis, 174; Persuasive arguments and counterarguments, 174, 175, 180; Gather Details/Mentor Text: Writing For Media Assignment: Advertising claims, 192 SE/TE: Rhetorical and Literary Devices, 54 55; Mentor text: transitions, 149; Focus on Craft: Effective Transitions, 161; Technical Newsletter, 166 167 9
2012, h) Identify the main idea. SE/TE: Mentor text: controlling idea, 148, effective lead and thesis, 174; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 150 151, 176 177, 202 203 i) Summarize text identifying supporting details. j) Identify cause and effect relationships. k) Organize and synthesize information for use in written formats. l) Use reading strategies to monitor comprehension throughout the reading process. SE/TE: Mentor Texts (Try It activities), 68 69, 148 149, 174 175, 200 201; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 150 151, 176 177, 202 203 SE/TE: Cause and effect essays, 15, 147; Cause and Effect Chart, R24; also see: Introduction, Body, Conclusion, 156, 157, 160, 182, 183, 186, 208, 209, 212 SE/TE: Gather Details, 155, 181, 207; Interview and Research, 178; Differentiate between fact and opinion, 181; Mentor Text: relevant evidence/quotations, 201, relevant facts, 228; Authoritative, Objective Sources, 232; Facts and Statistics, 240 SE/TE: Mentor Texts (Try It activities), 68 69, 148 149, 174 175, 200 201; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 150 151, 176 177, 202 203 10
2012, Writing 7.7 The student will write in a variety of forms with an emphasis on exposition, narration, and persuasion. a) Identify intended audience. SE/TE: The Writing Process: Audience and Purpose, 32, 33; Narrow Your Topic: Consider Your Audience and Purpose, 73, 101, 127, 153, 179, 205, 231 b) Use a variety of prewriting strategies including graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic. d) Establish a central idea and organization. e) Compose a topic sentence or thesis statement. f) Write multiparagraph compositions with unity elaborating the central idea. SE/TE: Prewriting, 32 34, 72 75, 100 103, 126 129, 152 155, 178 181, 204 207, 238 241; Drafting, 35, 76 77, 104 105, 130 131, 156 157, 182 183, 208 209, 238 239 SE/TE: Drafting and organization, 35, 76 77, 104 105, 130 131, 156 157, 182 183, 208 209, 238 239 SE/TE: Controlling idea, 120, 128, 131, 132, 134, 142, 143, 148, 149, 198, 201; Drafting and organization, 35, 76 77, 104 105, 130 131, 156 157, 182 183, 208 209, 238 239 SE/TE: Topic sentences, thesis statements, controlling ideas, 50, 146, 148, 151, 154, 155, 156, 157, 160, 172, 174, 177, 179, 180, 181, 182, 183, 184, 185, 186, 195, 198, 203, 206, 207, 208, 209, 210, 211, 212, 220, 221, 224, 226, 229, 237, 238, 239, 240, 241, 242, 243, 244, 247, 252, 264, 264, 265 SE/TE: Types of Writing, 8 25; The Writing Process, 26 47; Nonfiction Narrative, 64 89; Fiction Narration, 90 117; Poetry and Description, 118 143; Exposition: Compare-and-Contrast Essay, 144 169; Persuasion, 170 195; Response to Literature, 196 221; Research Writing, 222 255; Workplace Writing, 256 269 11
g) Select vocabulary and information to enhance the central idea, tone, and voice. h) Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences. i) Use clauses and phrases for sentence variety. j) Revise sentences for clarity of content including specific vocabulary and information. k) Use computer technology to plan, draft, revise, edit, and publish writing. 2012, SE/TE: Word choice as a writing trait, 27, 28, 48, 58, 63; Rhetorical and Literary Devices, 54 55; Figurative Language and Writing, 120, 122 123, 129, 131, 134; also see: Characteristics and Forms of Poetry and Description, 120 121; Student Model: Free Verse and Lyric Poem, 124 125; Poet s Toolbox, 129; Revising and poetic techniques, 132 133; Mentor text: transitions, 149; Focus on Craft: Effective Transitions, 161; Technical Newsletter, 166 167 SE/TE: Using Modifiers, 533; Comparisons Using Adjectives and Adverbs, 534 543; Troublesome Adjectives and Adverbs, 544 547; Coordinating conjunctions, 356, 359, to combine independent clauses, 451, commas and, 287, 288, 556, in compound sentence, 437; Subordinating conjunctions, 357, 360-, 362, in adverbial clauses, 421, 423, common, listed, 422, in complex sentences, 438, in subordinate clauses, 416 SE/TE: Combining Sentences: Joining Clauses, 437 440; also see: Sentence variety in structure, variety, in structure, 49, 52, 81, 148, 157, 188, 213; Focus on Craft: Sentence Variety, 245 SE/TE: Focus on Craft: Sentence Variety, 245; also see: Sentence variety in structure, variety, in structure, 49, 51, 52, 81, 148, 157, 188, 213; Varying Sentences, 441 443 SE/TE: Creating Multimedia Projects, 25; Publishing, 46 47, 84, 112, 138, 164, 190, 216, 248; also see: Writing For Media Assignment: Event Letter, 86 87, Dramatic Scene, 114 115, Travel Writing, 140 141, Technical Newsletter, 166 167, Advertisements, 192 193, Online Consumer Report, 250 253, Instructions, 266 267; 21 st Century Learning: Create and Present Script of a Personal Narrative, 85, Sci-Fi Film Trailer, 113, Share Poetic Vision Using Graphics and Text, 139, Humorous Skit, 165, Public Action Day, 191, Advertisement for a Story, 217, Press Conference Script, 249, Research Report as Multimedia Presentation, 264 265 12
2012, 7.8 The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, SE/TE: Effective Sentences: Classifying the including sentence diagrams, to Four Functions of a Sentence, 432 435, analyze and improve sentence Combining Sentences, 436 440; Varying formation and paragraph structure. Sentences, 441 443, Avoiding Sentence Problems, 444 467 b) Choose appropriate adjectives and adverbs to enhance writing. c) Use pronoun-antecedent agreement to include indefinite pronouns. d) Use subject-verb agreement with intervening phrases and clauses. e) Edit for verb tense consistency and point of view. f) Demonstrate understanding of sentence formation by identifying the eight parts of speech and their functions in sentences. SE/TE: Comparisons Using Adjective and Adverbs, 534 543; Troublesome Adjectives and Adverbs, 544 547 SE/TE: Agreement Between Pronouns and Antecedents, 527 532 SE/TE: Subject verb agreement, 514 526 SE/TE: Verbs, using consistent, 82 83, 214 215, 284, 466, 467 SE/TE: Effective Sentences: Classifying the Four Functions of a Sentence, 432 435, Combining Sentences, 436 440; Varying Sentences, 441 443, Avoiding Sentence Problems, 444 467 g) Use quotation marks with dialogue. SE/TE: Quotation marks with dialogue, 582 583 h) Use correct spelling for commonly used words. SE/TE: Spelling, 277, R17; also see: Using a Spell-checker, 43, 273, 277 Research 7.9 The student will apply knowledge of appropriate reference materials to produce a research product. a) Collect and organize information from multiple sources including online, print and media. SE/TE: Research Writing: Prewriting: Formulate Your Research Question, 231; Make a Research Plan, 232 233; Collect and Organize Your Data, 234; Avoid Plagiarism, 235; Document Your Sources, 236 237; also see: Gather Details, 155, 181, 207; Interview and Research, 178; Differentiate between fact and opinion, 181; Mentor Text: relevant evidence/quotations, 201, relevant facts, 228; Authoritative, Objective Sources, 232; Facts and Statistics, 240 13
b) Evaluate the validity and authenticity of sources. c) Use technology as a tool to research, organize, evaluate, and communicate information. 2012, SE/TE: Research Writing: Evaluate Your Sources, 232; Careful Note-taking matters, 235; Provide and Document Evidence, 240; also see: Differentiate between fact and opinion, 181; Mentor Text: relevant evidence/quotations, 201, relevant facts, 228 SE/TE: Creating Multimedia Projects, 25; Publishing, 46 47, 84, 112, 138, 164, 190, 216, 248; also see: Writing For Media Assignment: Event Letter, 86 87, Dramatic Scene, 114 115, Travel Writing, 140 141, Technical Newsletter, 166 167, Advertisements, 192 193, Online Consumer Report, 250 253, Instructions, 266 267; 21 st Century Learning: Create and Present Script of a Personal Narrative, 85, Sci-Fi Film Trailer, 113, Share Poetic Vision Using Graphics and Text, 139, Humorous Skit, 165, Public Action Day, 191, Advertisement for a Story, 217, Press Conference Script, 249, Research Report as Multimedia Presentation, 264 265 d) Cite primary and secondary sources. SE/TE: Document Your Sources, 236 237; also see: MLA (Modern Language Association) style, 228, 234, 246, 247, 275; Model of Works Cited, 229 e) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. SE/TE: Research Writing: Avoid Plagiarism, 235; Research Writing: Document Your Sources, 236 237; also see: MLA (Modern Language Association) style, 228, 234, 246, 247, 275; Model of Works Cited, 229 14