Literature, The Penguin Edition Grade 9 ©2007 - … UNIT 9 - dh-JW.pdf · CORRELATED TO Michigan...

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Michigan Merit Curriculum Model Unit StandardsGrade 9

Prentice HallLiterature, The Penguin Edition Grade 9 ©2007

G r a d e 9

Literature, The Penguin Edition, Grade 9 © 2007 Correlated to:

Michigan Merit Curriculum Model Unit Standards (Grades 9)

MICHIGAN MERIT CURRICULUM MODEL

UNIT STANDARDS

PAGE(S) WHERE TAUGHT (If submission is not a text, cite

appropriate resource(s)) MODEL UNIT 9.1: INTRODUCTION TO HIGH SCHOOL READING Big Ideas/Themes Essential Questions Big Ideas • survival, chance rules, chasing after status and wealth, sacrifice, true wisdom, value of material possessions, status for sale

See thematic table of contents on pp. xxiii–xxv for selections organized by themes such as: Spine Tinglers Challenges and Choices Moments of Discovery Reflections on the Past, Visions of the Future Hope and Aspiration

Themes • Seven human emotions: flattery, fear, greed, anger, guilt, exclusivity, and salvation

Opportunities to address this standard may be found on the following pages: Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944

• Learning from texts Reading Informational Materials, 42–44, 118–120, 240–242, 344–346, 446–448, 514–516, 586–588, 652–654, 852–854, 892–894, 1022–1024, 1094–1096 Thinking About the Selection, 20, 32, 38, 58, 68, 77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, 1128

Essential Questions • How do my emotions and wants/needs make me vulnerable?

See thematic table of contents on pp. xxiii–xxv for selections organized by themes such as: Spine Tinglers Challenges and Choices Moments of Discovery Reflections on the Past, Visions of the Future Hope and Aspiration




UNIT STANDARDS


appropriate resource(s)) • How do I read to gain skills, knowledge, and wisdom?

Connecting to the Literature: Reading/Writing Connection, 25, 34, 47, 60, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502, 573, 613, 628, 638, 658, 666, 729, 857, 859, 863, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113 Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093 Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• What do I need to learn in high school to be prepared for college or work?

Opportunities to address this standard may be found on the following pages: Writing Workshops: Business Letter, 466–471 Writing Business Letters: R29 Writing a Resume: R30

• What generalizations or principles have I discovered about my own reading?

Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093 Reading and Vocabulary Skills Review, 86–87, 158–159, 282–283, 368–369, 464–465, 532–533, 618–619, 684–685, 872–873, 912–913, 1038–1039, 1130–1131

• How do I learn best? Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• How do my skills and talents define who I am? See the Moments of Discovery thematic unit, which includes selections (and the critical thinking activities that go with them) such as: “My English” by Julia Alvarez “We never know how high we are” by Emily Dickinson “Women” by Alice Walker “Alabanza: In Praise of Local 100” by Martín Espada




UNIT STANDARDS


appropriate resource(s)) Textbooks as Resources • How can learning the structure and purpose of texts support me in using them more effectively?

Narrative structure, 390 Structure in nonfiction, 146 Author’s purpose, 5, 14, 388, 390, 395, 938, 1098, 1102, 1108

• What are the roles of subtitles, headings, bullets, illustrations, sidebars, and other text features?

Opportunities to address this standard may be found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344, read for specific information, 446, skimming and scanning, 852, following directions, 1022

Short Stories • How do I approach reading a short story? See Unit 2 “Short Stories” which begins on page

182 as noted below. Also see: Short story, 4, 182–186, 188, 190, 193, 194, 196 Genre Review (Apply the Skills): 20, 196, 398, 560, 720, 944 Genre Review (Apply the Skills): Short Story, 196

• What terms do I need to understand to help me comprehend a short story?

Short story, 4, 182–186, 188, 190, 193, 194, 196 Genre Review (Apply the Skills): 20, 196, 398, 560, 720, 944 Genre Review (Apply the Skills): Short Story, 196

• What relationships exist among these stories? Comparing Literary Works: Setting (in short stories), 266, 281

• What techniques do the authors use to keep the reader interested?

Comparing Literary Works: Setting (in short stories), 266, 281 Also see: Short story, 4, 182–186, 188, 190, 193, 194, 196 Genre Review (Apply the Skills): 20, 196, 398, 560, 720, 944 Genre Review (Apply the Skills): Short Story, 196




UNIT STANDARDS


appropriate resource(s)) • How does each character’s perceptions of what is valuable change?

Opportunities to address this standard may be found on the following pages: Character, in short story, 184, 186, 190, 194, 196; characterization of, 292, 302, 316

• What common lessons does each main character learn?

Opportunities to address this standard may be found on the following pages: Character, in short story, 184, 186, 190, 194, 196; characterization of, 292, 302, 316

• What connections can I make between the story and my own life?

Connecting to the Literature: Reading/Writing Connection, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362

• How are the characters’ strengths and weaknesses alike or different from my own strengths and weaknesses?

Character, in short story, 184, 186, 190, 194, 196; characterization of, 292, 302, 316

Literary Genre Focus/Anchor Texts Informational Text Content area textbooks Teacher Resource: Jim Burke’s Illuminating Text Chapter 3 “Reading Textbooks” www.englishcompanion.com “Reading a Textbook” “Reading Expository Text” “How to Read a Short Story” “Elements of Nonfiction” or “How to Read Nonfiction” sections in ELA, science, and social studies texts

Opportunities to address this standard may be found on the following pages: Reading Informational Materials: Historical Research Studies, 514–516, Case Studies, 586–588, Atlases, 852–854, Book Reviews, 892–894, Encyclopedia Entries, 1094–1096 Also see unit 3 on nonfiction/essays and articles which begins on page 386.

Articles on Method Marketing or Method Acting: http://www.profitadvisors.com/method.shtml http://www.dennyhatch.com/method/method_history.html http://www.methodmarketing.com/mmbook.html

See unit 5 on drama which begins on page 702. The Introduction to the unit covers such topics as: “Drama: Actual People Doing Actual Things”, “Never the Same”, and “Types of Drama and Dramatic Speech.”

Narrative Text Short Stories “The Most Dangerous Game” Richard Connell “The Most Dangerous Game” Richard Connelly:

214-235 “The Gift of the Magi” O. Henry “The Gift of the Magi” O. Henry: 247-251 “The Necklace” Guy de Maupassant “The Necklace” Guy de Maupassant: 294-301 Linking Texts/Media Media The Necklace video Opportunities to address this standard may be

found on the following pages: “The Necklace” Guy de Maupassant: 294-301




UNIT STANDARDS


appropriate resource(s)) The Most Dangerous Game video Opportunities to address this standard may be

found on the following pages: “The Most Dangerous Game” Richard Connelly: 214-235

Survivor Opportunities to address this standard may be found on the following pages: “The Most Dangerous Game” Richard Connelly: 214-235

Texts selections from 9th grade English language arts, science, social studies, and mathematics textbooks, primary documents, scientific articles Poetry “Hints on Pronunciation for Foreigners” George Bernard Shaw (TSW)

See poetry Unit 4 for works from same period such as these: “Macavity: the Mystery Cat” T.S. Eliot, 662-666 “Casey at Bat” Ernest Lawrence Thayer, 631–632

“American Hero” Essex Hemphill See poetry Unit 4 for works from same period or related thematic issue: “All Watched over by machines of love and Grace” Richard Brautigan, 557 “I Hear America Singing” Walt Whitman, 681

“Without Commercials” Alice Walker “Women” Alice Walker, 678 Short Stories “Thank You M’am” Langston Hughes See poetry of Langston Hughes in this program:

“A Dream Deferred” Langston Hughes, 566 “Dreams” Langston Hughes, 567

Essay “I Want to Be Miss America” Julia Alvarez “A Celebration of Grandfathers” Rudolfo Anaya,

404–414 “On Summer” Lorraine Hansberry, 415-419 (reflective essay)




UNIT STANDARDS


appropriate resource(s)) Genre Study and Literary Analysis Narrative Text Genre Study Characteristics of short story, poetry, essay Unit Introductions: Fiction and Nonfiction, 2, 4,

Short Stories, 182, 184, Nonfiction, Types of, 386, 388, Poetry, 550, 552 Genre Review (Apply the Skills): Fiction and Non–Fiction, 20, Short Story, 196, Types of Non–Fiction, 398, Poetry, 560, Drama, 720, Themes in Literature, 944 Short story, 182–186, 188, 190, 193, 194, 196 Poetry, 146, 550–554, 556, 558, 560, 628, 631, 632, 636, 639, 640, 642, 643, 644, 646, 648, 676, 678, 681, 683 Essays, 14, 24, 27, 28, 32, 38, 386–390, 398, 424, 427, 428, 431, 433, 434, 439, 440, 442, 474, 477, 479, 480, 484, 488, 520, 523, 524, 527, 528, 530, 531

Literary Elements • plot (exposition, rising action, climax, falling action, resolution)

Plot, 4, 12, 46, 50, 52, 53, 55, 58, 64, 68, 184, 188, 193, 704

• setting Setting, 4, 7, 20, 185, 266, 268, 270, 272, 273, 276, 279, 280, 281

• conflict (internal/external) Conflict, 4, 6, 46, 58, 68, 184, 200, 205, 207, 208, 209, 211, 212, 216, 218, 222, 224, 225, 226, 228, 232, 234, 236, 704, 718

• theme Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944

• character development Character/Characterization, 4, 6, 10, 122, 126, 129, 130, 135, 138, 140, 142, 184, 186, 190, 194, 196, 292, 294, 295, 297, 299, 302, 306, 307, 308, 309, 312, 316, 704, 706, 832, 834, 835, 837, 838, 842, 847, 848

• mood, tone, style Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420 Style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420 Mood in poetry, 628, 632, 636, 643, 648

• author’s purpose Author’s purpose, 5, 14, 388, 390, 395, 938, 1098, 1102, 1108




UNIT STANDARDS


appropriate resource(s)) Literary Devices • narration/point of view Point of view, 4, 6, 72, 75, 76, 77, 79, 81, 85,

911

• author’s use of time Foreshadowing, 46, 50, 53, 55, 58, 64, 68 Flashback, 948, 954, 984, 987, 988

• figurative language, imagery, simile, metaphor Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628 Imagery, 552, 556, 560, 612, 614, 616, 617 Metaphor, 552, 564, 574, 582 Simile, 552, 564, 574, 582, 992, 997, 1007, 1012, 1015, 1016, 1017, 1018

• symbolism, motif, allusion Allusion, 782, 810, 1026, 1037 Motifs in fiction, 622 Motifs in poetry, 612 Symbol, 185, 186, 193, 348, 367

• repetition Repetition, 492, 500, 510, 552, 558

• foreshadowing Foreshadowing, 46, 50, 53, 55, 58, 64, 68

• irony (situational) Irony, 244, 251, 252, 257, 258, 260, 261, 262, 814, 816, 819, 820, 825, 826, 828, 830, 882, 888

• implied meanings Implied theme, 185 Inferences, making, 198, 200, 204, 208, 210, 212, 219, 220, 223, 226, 227, 228, 231, 235, 236, 239, 240, 243, 244, 247, 248, 252, 256, 260, 262, 265, 282

• onomatopoeia Onomatopoeia, 552, 590, 596, 608

• suspense Suspense, 46, 52, 58, 68

• structural conventions Sentence structure, voice and, 96, 104, 114 Structure in nonfiction, 146 Narrative structure, 390




UNIT STANDARDS


appropriate resource(s)) Historical/Cultural • understanding human nature See thematic table of contents on pp. xxiii–xxv

for selections organized by themes such as: Reflections on the Past, Visions of the Future Hope and Aspiration Theme: in fiction, 4, comparing, 146, 148, 149, 151, 152, 153, 156, 157, in short story, 185, 186, 196, in poetry, 554, in drama, 704, archetypal, ill–fated love, 856, 859, 860, 861, 864, 867, 869, 871, in literature, heroism, 934–938, 940, 942, 944, universal, 936, 937

• stereotypes Bias, 388

Critical Perspectives • quotable lines Opportunities to address this standard may be

found on the following pages: Writing Workshops: Response to Literature, 688–695

• different time period Historical context: in drama, 705, 706, in oral tradition, 936

• Connect to self—own perspective on issues of sacrifice and status

See thematic table of contents on pp. xxiii–xxv for selections organized by themes such as: Challenges and Choices “New Directions” Maya Angelou, p. 35 Moments of Discovery “Alabanza: In Praise of Local 100” Martin Espada, p. 1144 Hope and Aspiration “A Dream Deferred” Langston Hughes, p. 567

Informational Text Range of Genre • author information Meet the Author, 403, 414, 425, 436, 449, 475,

482, 493, 502, 521

• biographies Biographical writing, comparing, 450, 455, 456, 458, 459, 462, 463

• editorials - pros and cons Editorial, 491, 513, 536, 597, 609, 811

• essays Essays, 14, 24, 27, 28, 32, 38, 386–390, 398, 424, 427, 428, 431, 433, 434, 439, 440, 442, 474, 477, 479, 480, 484, 488, 520, 523, 524, 527, 528, 530, 531




UNIT STANDARDS


appropriate resource(s)) • historical accounts Historical context, 705, 706, 936

From “Nothing to Fear” Alan Axelrod, p. 515 (Historical Research Study “Glory and Hope” Nelson Mandela, p. 1105 Social Studies Connection: Country Profile: Ghana (illustrated), 83, Dominican Republic, The, 108, Royal Air Force, The, 128, Getting Back to Work: FDR and The WPA (illustrated), 507 History Connection: Legacy of JFK, The (illustrated), 100, Cossacks, 221, World War I Trenches (illustrated), 233, Emancipation Proclamation, The, 457, Andrew Carnegie, 487, Prince of Verona, 734, Mercutio's Allusions, 770, Plague Searchers, 836, Almanacs, 864

• instructions Reading Informational Materials: Instructions: Recipes, 42–44, Signs and Instructions, 240–242

• letters Letter, 331, 341, 397, 423, 445, 466, 755, 849, 1103, 1109

• links to resources Research and Technology (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109

• news articles News story about characters' experiences, 253, 263 Essay, submit to newspaper, 379 Prewriting, scanning newspapers, 537 Reading Informational Materials: Book Reviews, 892–894

• outlines, lists Outlining: problem, 164, arguments, 538 Filling In Details From Outline, 1041 Outline For Biographical Report, 1103, 1109




UNIT STANDARDS


appropriate resource(s)) • scientific research reports Science Connection: International Space

Station, 150, Hawks: Tales and Truths (illustrated), 326, Scarlet Ibis, 352, Changing Planet, The: Continental Drift (illustrated), 440, Swift–Writing Systems (illustrated), 711, Cyclones, 1118 Reading Informational Materials (Science Related): Technical Documents, 446–448, Historical Research Studies, 514–516, Case Studies, 586–588, Web Sites, 652–654

Elements • main ideas or topic sentences, details, examples

Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464

• facts and opinions Distinguish fact from opinion, 472, 514

• editorial perspective Reading Informational Materials: Book Reviews, 892–894 Also see: Editorial, 491, 513, 536, 597, 609, 811

• writer’s tone Tone, 388, 390, 398, 402, 405, 412, 416, 420

Organizational Patterns • categorization Narrowing Topic, categorizing subject, 373

Prewriting, for categories, 917, exploring categories, 1135 Critical Thinking, Categorize, 1064

• cause-effect Cause and effect, analyzing, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368 Also see: Writing Workshops: Cause–and–Effect Essay, 372–379




UNIT STANDARDS


appropriate resource(s)) • compare-contrast Compare and contrast, 1046, 1048, 1052, 1054,

1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090, 1093, 1094, 1097, 1098, 1102, 1107, 1108, 1111, 1130 Also see: Writing Workshops: Comparison–and–Contrast Essay, 1134–1141

• definition Comprehension and interpretation: Spanish/English dictionaries, 121, signs and instructions, 243, technical documents, 449, atlases, 855, encyclopedia entries, 1097

• description Descriptive nonfiction, 5 Descriptive essay, 389 Description, 394, 424, 434, 442 Also see: Writing Workshops: Descriptive Essay, 620–625

• enumeration/process Writing Workshops: How–to Essay, 874–889

• fact-opinion Distinguish fact from opinion, 472, 514 Persuasive appeals, analyze, 472, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532

• problem-solution Problem–and–solution essay: work in progress, 117, 145, 162 Proposal for school speaker, 501, 511

• sequence Foreshadowing, 46, 50, 53, 55, 58, 64, 68 Flashback, 948, 954, 984, 987, 988 Also see: Cause and effect, analyzing, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368




UNIT STANDARDS


appropriate resource(s)) Features • table of contents • unit and chapter structures • titles, subtitles, headings • illustrations, charts, maps • bullets, sidebars (margin notes) • captions, footnotes • appendices

Opportunities to address this standard may be found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344

• bibliographies Preparing a Reference List, 922 Works Cited, 926 Citing sources and preparing manuscript, R33–R34

• personal vs. business letter formats Business Letter, 466–471, R29 Also see: Business letter, 397, 423, 445, R29 Resumes, R30

Reading, Listening/Viewing Strategies and Activities Reading Informational Text • Identify purpose for reading the selections Set purpose for reading, 1094

• Preview text Reading Informational Materials: read to

perform a task, 42, recognize organizational features, 118, evaluate visual aids, 240, evaluate text format, 344, read for specific information, 446, distinguish fact from opinion, 514, generalizations, 586, evaluating web sources, 652, skimming and scanning, 852, evaluate the author’s credibility, 892, following directions, 1022, set a purpose for reading, 1094

• Read first to understand, then to analyze Connecting to the Literature: Reading/Writing Connection, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502 Thinking About the Selection, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560

• Take notes; make annotations Taking notes, 620




UNIT STANDARDS


appropriate resource(s)) • Identify primary focus, logical arguments, structure, style, organization

Reading Informational Materials: distinguish fact from opinion, 514, evaluating web sources, 652, evaluate the author’s credibility, 892 Persuasive appeals, analyze, 472, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532

• Use textbooks as a resource to answer central questions and to find evidence to support thesis • Interact with textbook as a content expert

Opportunities to address this standard may be found on the following pages: Academic Vocabulary for analyzing literature, 23, 87, 95, 159, 199, 283, 291, 369, 401, 465, 473, 533, 563, 619, 627, 685, 723, 873, 881, 913, 947, 1039, 1047, 1131 Reading Informational Materials: Instructions: Recipes, 42–44, Spanish/English Dictionaries, 118–120, Signs and Instructions, 240–242, Brochures, 344–346, Technical Documents, 446–448, Historical Research Studies, 514–516, Case Studies, 586–588, Web Sites, 652–654, Atlases, 852–854, Book Reviews, 892–894, Applications, 1022–1024, Encyclopedia Entries, 1094–1096

• Summarize information Summarize, 462, 560 Also see: Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872

• Analyze depth of coverage of a subject Reading Informational Materials: read for specific information, 446, evaluating web sources, 652

• Identify various genre in textbooks Genre Review (Apply the Skills): 20, 196, 398, 560, 720, 944




UNIT STANDARDS


appropriate resource(s)) • Analyze three different informational text genre using Jim Burke’s outline

Opportunities to address this standard may be found on the following pages: Academic Vocabulary for analyzing literature, 23, 87, 95, 159, 199, 283, 291, 369, 401, 465, 473, 533, 563, 619, 627, 685, 723, 873, 881, 913, 947, 1039, 1047, 1131 Reading Informational Materials: Instructions: Recipes, 42–44, Spanish/English Dictionaries, 118–120, Signs and Instructions, 240–242, Brochures, 344–346, Technical Documents, 446–448, Historical Research Studies, 514–516, Case Studies, 586–588, Web Sites, 652–654, Atlases, 852–854, Book Reviews, 892–894, Applications, 1022–1024, Encyclopedia Entries, 1094–1096

• Identify role of specific text features in informational text

Opportunities to address this standard may be found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344

• Analyze ads, commercials, movie trailers to determine which of the seven human emotions they are using to influence you to buy or use their product.

Communications Workshop: Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142

• Make a list of the seven trigger emotions (flattery - fear - greed - anger - guilt - exclusivity - salvation) and give examples of each for a ninth grader.

Appeals to reason or emotion, 474, 480, 488 Also see thematic table of contents on pp. xxiii–xxv for selections organized by themes such as: Spine Tinglers Challenges and Choices Moments of Discovery Reflections on the Past, Visions of the Future Hope and Aspiration Theme: archetypal, ill–fated love, 856, 859, 860, 861, 864, 867, 869, 871

Strategies for approaching textbook reading • Read headings and subheadings as questions Opportunities to address this standard may be

found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344




UNIT STANDARDS


appropriate resource(s)) • Ask comprehension questions: why, how, who, what, when, and so what?

Comprehension and interpretation, 45, 121, 243, 347, 449, 519, 589, 655, 855, 895,1025, 1097

• Read the paragraph and its parts; identify topic sentence or thesis, supporting details and examples or evidence

Main idea and supporting details, identify: assessment, 423, 445, 449, 464

Narrative Text • Read several short stories Selections (Fiction/Short Story): 7–12, 48–57,

61–67, 74–77, 78–84, 124–129, 133–141, 148–152, 187–194, 202–211, 215–235, 246–251, 255–261, 268–273, 274–280, 294–301, 305–315, 322–329, 333–339, 350–361, 362–366, 698–699, 858–861, 1050–1063, 1067–1089

• Use reading comprehension strategies (restate, paraphrase, visualize, synthesize, summarize)

Paraphrasing, 626, 628, 633, 635, 636, 640, 641, 645, 647, 648, 651, 652, 655, 657, 661, 663, 664, 672, 675, 684 Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872

• Examine characterization Character/Characterization, 4, 6, 10, 122, 126, 129, 130, 135, 138, 140, 142, 184, 186, 190, 194, 196, 292, 294, 295, 297, 299, 302, 306, 307, 308, 309, 312, 316, 704, 706, 832, 834, 835, 837, 838, 842, 847, 848 Compare and Contrast characters (protagonist/antagonist), 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090

• Identify theme(s), setting, and plot of each short story

Plot, 4, 12, 46, 50, 52, 53, 55, 58, 64, 68, 184, 188, 193, 704 Setting, 4, 7, 20, 185, 266, 268, 270, 272, 273, 276, 279, 280, 281 Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944

• Examine how prior knowledge and personal experience affect understanding

Use prior knowledge for making inferences, 198, 244, 247, 248, 252, 256, 260, 262 Use prior knowledge, 427

• Identify various genre in texts Genre Review (Apply the Skills): 20, 196, 398, 560, 720, 944




UNIT STANDARDS


appropriate resource(s)) • Identify persuasive strategies used by authors (propaganda)

Persuasive appeals, analyze, 472, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532

• Build vocabulary knowledge Vocabulary Builder (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098 Vocabulary Builder (Apply the Skills), 33, 39, 59, 69, 85, 105, 115, 131, 143, 157, 213, 237, 253, 281, 303, 317, 331, 341, 367, 413, 421, 435, 443, 463, 481, 489, 501, 511, 531, 575, 583, 597, 609, 617, 637, 649, 665, 673, 683, 755, 781, 811, 817, 831, 849, 889, 911, 989, 1019, 1037, 1065, 1091, 1103, 1109, 1129

• Self assess Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• Monitor comprehension Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093 Ideas to self–monitor reading, 1046, 1098, 1102, 1107, 1108

• Set reading goals Reading and Vocabulary Skills Preview, 22–23, 94–95, 158–159, 198–199, 282–283, 290–291, 368–369, 400–401, 473–474, 532–533, 562–563, 618–619, 626–627, 684–685, 722–723, 872–873, 880–881, 912–913, 946–947, 1038–1039, 1130–1131 Reading Skill (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098




UNIT STANDARDS


appropriate resource(s)) • Use the profundity scale with main characters in each of the short stories to learn the unique contribution each made to the themes.

Opportunities to address this standard may be found on the following pages: Character/Characterization, 4, 6, 10, 122, 126, 129, 130, 135, 138, 140, 142, 184, 186, 190, 194, 196, 292, 294, 295, 297, 299, 302, 306, 307, 308, 309, 312, 316, 704, 706, 832, 834, 835, 837, 838, 842, 847, 848 Compare and Contrast characters (protagonist/antagonist), 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090

Listening/Viewing • Discuss focus questions in groups; evaluate using rubric

Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141 Talk About It (On Your Own), 179, 383, 547, 699, 931, 1147 Panel discussion, 413, 421, 665, 673, 1103, 1109 Tips for Discussing Literature, R20–R21

• Use graphic organizers to compare - video clips to short stories - Jim Burke’s outlines for reading informational text to those found in ELA, Science, and SS textbooks

Opportunities to address this standard may be found on the following pages: Comparing (Apply the Skill): Biographical Writing, 463, Contemporary Interpretations, 1037 Also see: Compare and contrast: ideas to self–monitor reading, 1046, 1098, 1102, 1107, 1108 set purpose for reading to, 1046, 1094 assessment, 1093, 1097, 1111, 1130

• Use the Internet for research Using the Internet, R31–R32 Research and Technology (Apply the Skills): 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109 Reading Informational Materials: Web Sites, 652–654




UNIT STANDARDS


appropriate resource(s)) • Identify special effects used in video version of short stories

Communications Workshop: Analyzing Broadcast Media Presentations, 170

• Connect to self – examples of same themes in current events

Connecting to the Literature: Reading/Writing Connection, 25, 34, 47, 60, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502, 573, 613, 628, 638, 658, 666, 729, 857, 859, 863, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113 Theme: archetypal, ill–fated love, 856, 859, 860, 861, 864, 867, 869, 871, universal, 936, 937

Writing, Speaking, Expressing Strategies and Activities Writing to Learn • Write to show evidence of flattery, fear, greed, anger, guilt, exclusivity, and salvation as the motivation of the characters in the three short stories

Timed Writing: interpretation of how author evokes fear, 71, interpretation of conveyance of sense of events, 117, analysis of universal human characteristic, 651, interpretation of quotation from play, 813, interpretation of character in tragedy, 851, exposition on depiction of life in drama, 895, interpretation of character's decisions and actions, 1021, explanation of Odysseus' decisions, 1093, exposition on detective stories, 1097, analysis of character from the odyssey, 1111 Writing Workshops: Response to Literature, 688–695

• Outline plots of the three stories Opportunities to address this standard may be found on the following pages: Outlining: problem, 164, arguments, 538 Filling In Details From Outline, 1041 Outline For Biographical Report, 1103, 1109

• Summarize any of the three stories Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872 Summarize, 77, 280, 462, 560, 720, 905, 974, 1017, 1029, 1031, 1064, 1090, 1128




UNIT STANDARDS


appropriate resource(s)) • Write a letter from Della to Mme. Loisel explaining the importance of money in a relationship

Opportunities to address this standard may be found on the following pages: Informal letter from character's point of view, 331, 341

• Identify writer’s tone Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420

• Write journal entries Journal entries, 435, 443

Writing to Demonstrate Learning Informational Text • Create own textbook guidebook Opportunities to address this standard may be

found on the following pages: Writing Workshops: How–to Essay, 874–889

• Develop criteria to evaluate written text Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141, R35–38

• Evaluate information from various perspectives Reading Informational Materials: evaluate visual aids, 240, evaluate text format, 344, read for specific information, 446, distinguish fact from opinion, 514, generalizations, 586, evaluating web sources, 652, skimming and scanning, 852, evaluate the author’s credibility, 892

• Show how the human emotions exhibited by characters in the three short stories are also used to market products.

Opportunities to address this standard may be found on the following pages: Compare and Contrast characters (protagonist/antagonist), 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090

Narrative Text • Use graphic organizer to analyze character traits

Compare and Contrast characters (protagonist/antagonist), 1046, 1048, 1052, 1054, 1055, 1057, 1060, 1063, 1064, 1068, 1069, 1072, 1073, 1074, 1077, 1080, 1083, 1086, 1088, 1090

• Search Internet for information on Magi Using the Internet, R31–R32




UNIT STANDARDS


appropriate resource(s)) • Compare story and film Opportunities to address this standard may be

found on the following pages: Communications Workshop: Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142

• Compare/map irony in three stories Irony, 244, 251, 252, 257, 258, 260, 261, 262, 814, 816, 819, 820, 825, 826, 828, 830, 882, 888

• Write a continuation of “The Necklace” in a blog

“The Necklace” Guy de Maupassant, Extend Your Learning, 303

• Use text-to-text double-entry journal Opportunities to address this standard may be found on the following pages: Reading Skill (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098 Reading Skill (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108

• Write an essay explaining how it might feel to be trapped in an uncontrollable situation

Opportunities to address this standard may be found on the following pages: Writing (Apply the Skills): alternative ending, 213, 237, description of a scene, 575, 583, 637, 649

Authentic Writing • Write a letter to their parents explaining the most important lessons they have learned from them.

Friendly Letter, R28 Letter, 331, 341, 397, 423, 445, 466, 755, 849, 1103, 1109

Speaking • Discuss connections to text as a part of a group.

Tips for Discussing Literature, R20–R21 Talk About It (On Your Own): 179, 383, 547, 699, 931, 1147 Panel discussion, 413, 421, 665, 673, 1103, 1109




UNIT STANDARDS


appropriate resource(s)) On-Going Literacy Development Student Goal Setting and Self-Evaluation Strategies • Set personal learning goals Reading Skill (Monitor Your Progress), 41, 71,

117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093 Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

Daily Fluency Reading Activities • Engage in partner reading Writing Workshops: Revising, peer review, 166,

540, 692, 922, 1138

• Participate in choral reading - poetry Dramatic reading of poem, 597, 609, dialogue from poem, 637, 649

Writing Activities • Respond using quickwrites Thinking About the Selection, 20, 32, 38, 58,

68, 77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, 1128

Vocabulary Development • from selections Reading and Vocabulary Skills Preview, 22–23,

94–95, 198–199, 290–291, 400–401, 472–473, 562–563, 626–627, 722–723, 880–881, 946–947, 1046–1047 Reading and Vocabulary Review, 86–87, 158–159, 282–283, 368–369, 464–465, 532–533, 618–619, 684–685, 872–873, 912–913, 1038–1039, 1130–1131

Writing Strategies • Process writing How–to Essay, 874–889 • Use abstract vs. concrete nouns Abstract nouns, 70

Concrete nouns, 70

• Choose precise verbs Verbs, 238, 264, 377, 468, 541

• Use pronouns correctly Pronouns, 116, 144, 167, 377




UNIT STANDARDS


appropriate resource(s)) • Use clear, concise sentences Sentences, 468, 622, 876, 923, 990, 1020,

1042, 1139 Revising sentences: by varying, beginnings, 89, verb tenses, inconsistent, 286, by combining, 376, for subject–verb agreement, 377, by highlighting active voice, 467, with compound elements, 468, subject–verb patterns, 622, usage problems, common, 693, with phrases, 876, with adverb clauses, 923, fragmented and run–on, 1042, structure and length, 1139

• Employ sentence variety Revising sentences: by varying, beginnings, 89, verb tenses, inconsistent, 286, by combining, 376, for subject–verb agreement, 377, by highlighting active voice, 467, with compound elements, 468, subject–verb patterns, 622, usage problems, common, 693, with phrases, 876, with adverb clauses, 923, fragmented and run–on, 1042, structure and length, 1139

• Use transitions effectively Transitions, 624, 875

• Attend to parallel structure Parallelism, 541

Grammar Skills • sentence structure Writing Workshops: Integrating Grammar Skills,

Combining Sentences, 468, Varying Sentences, 622, Fragments and Run–Ons, 1042, Varying Sentence Structure and Length, 1139

• punctuation for dialogue Punctuation in dialogue, 288 MODEL UNIT 9.2: INTRODUCTION TO HIGH SCHOOL WRITING Big Ideas/Themes Essential Questions Big Ideas • effective communication Communications Workshop: Analyzing Broadcast

Media Presentations, 170, Evaluating a Speech, 380, Delivering a Persuasive Speech, 544, Oral Interpretation of Literature, 696, Multimedia Presentation of a Research Report, 928, Comparing Media Coverage, 1142 Listening and Speaking (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109




UNIT STANDARDS


appropriate resource(s)) • characteristics of effective writing – engaging, clear, and focused – ideas and content are extensively developed and supported by concepts, examples, and details where appropriate – organization and transitions seems natural and moves reader smoothly through the text – voice and tone are authentic and compelling – language use and mastery of conventions contribute to the effect of the presentation

Writing Workshops: Autobiographical Narrative, 88–93, Problem–and–Solution Essay, 162–169, Short Story, 284–289, Cause–and–Effect Essay, 372–379, Business Letter, 466–471, Editorial, 536–543, Descriptive Essay, 620–625, Response to Literature, 688–695, How–to Essay, 874–889, Research Report, 916–927, Writing for Assessment, 1040–1045, Comparison–and–Contrast Essay, 1134–1141

Focus Questions • What are the basic characteristics of good writing?

Writing Workshops: Student model, 89, 91, 164, 168, 285, 287, 374, 376, 378, 467, 469, 538, 540, 542, 621, 623, 690, 692, 694, 875, 877, 920, 922, 924, 1041, 1043, 1136, 1138, 1140 Writing Workshop: Professional Model, 165, 375, 539, 691, 921, 1137

• What techniques does a good writer use? From the Author’s Desk: Introduction to Selection, Elizabeth McCracken on from The Giant's House, 6, Elizabeth McCracken on Desiderata, 14, Wayson Choy on The Jade Peony, 186, Rebecca Walker on Before Hip–Hop Was Hip–Hop, 390, Pat Mora on A Voice and Uncoiling, 554, Gary Blackwood on from The Shakespeare Stealer, 706, Dean Smith on from The Carolina Way, 938

• What purposes does writing serve in the real world?

Writing Friendly Letters: R28 Writing Business Letters: R29 Writing a Resume: R30 Writing Workshops: Business Letter, 466–471, Editorial, 536–543, How–to Essay, 874–889, Research Report, 916–927

• How can writing help people understand what they are thinking?

Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• How can I use writing to communicate with my teachers? my community? society?

Writing Friendly Letters: R28 Writing Business Letters: R29 Writing Workshops: Business Letter, 466–471, Editorial, 536–543

• How important are effective writing skills in various careers?

Writing Workshops: Business Letter, 466–471, Editorial, 536–543, How–to Essay, 874–889, Research Report, 916–927




UNIT STANDARDS


appropriate resource(s)) Quotations “To think is to write” Jim Burke Authors talk about the forms: 2–3, 182–183,

386–387, 550–551, 702–703, 934–935 This feature, written by the featured authors, gives teachers the opportunity to find and use quotes like Jim Burke’s to stimulate student conversation and thinking about the writing process. Examples include: “The best stories say, ‘You are not alone.” (page 183) “A poem is like a river in a room.” (page 551)

“Reflection is, in short, a habit of mind” Costa and Kallick 2000

Authors talk about the forms: 2–3, 182–183, 386–387, 550–551, 702–703, 934–935 “I have always loved essays in which the author uses his personal experience to challenge the reader to think about the world in a different way.” (page 387)

Literary Genre Focus/Anchor Texts Narrative Text: Personal Narrative “Darkness at Noon” Harold Krents “Desiderata” Elizabeth McCracken (Personal

Essay): 15–19 “On Summer” Lorraine Hansberry (Reflective Essay): 415–419

Literary Nonfiction (LNF) Autobiographical Sketch “The Loophole of Retreat” Harriet Jacobs “My English” Julia Alvarez (Autobiography):

107–113

Autobiography Out of Africa (Chapter 1) Isak Dinesen from “A White House Diary” Lady Bird Johnson

(Autobiography): 98–103

Informational Text: Descriptive Essays : from “Pilgrim at Tinker Creek” Annie Dillard “The Polyphemous Moth” (Ch. 4, 61–64) “The Giant Waterbug” (Ch. 1, 7–11) “Homeless” Anna Quindlen

from “Silent Spring” Rachel Carson (Descriptive Nonfiction), p. 153 Also see: “The Washwoman” Isaac Bashevis Singer (Narrative Essay), p. 26 “Single Room, Earth View” Sally Ride (Expository Essay) , p. 437 “New Directions” Maya Angelou (Narrative Essay) , p. 35




UNIT STANDARDS


appropriate resource(s)) Current events in newspaper and magazine articles with a call for action, identifiable organizational patterns, and use of various sidebars

“Cheerful Gift Becomes a Tradition” Amy Ash Nixon (Article) , p. 546 Reading Informational Materials: Book Reviews, 892–894

Linking Texts/Media Media: Video Clips (Disney) Fantasia Grand Canyon Suite

Communications Workshop: Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142

Texts: Five persuasive nonfiction models that illustrate good writing and an organizational text pattern compare/contrast Writing Workshops: Comparison–and–Contrast

Essay, 1134–1141 Writing to Compare Literary Works, 85, 157, 281, 367, 463, 531, 617, 683, 817, 911, 1037, 1129

cause/effect Writing Workshops: Cause–and–Effect Essay, 372–379

fact/opinion Writing Workshops: Editorial, 536–543 Timed Writing: evaluation of persuasive techniques, 513, evaluation of web site, 655 Persuasive appeals, analyze distinguish fact from opinion to, 472, 514

Career related texts Writing Workshops: Business Letter, 466–471, Editorial, 536–543, How–to Essay, 874–889, Research Report, 916–927 Writing Business Letters: R29 Writing a Resume: R30

Poetry 10 poems with various topics Grade–appropriate poetry selections for reading in two or more voices Billy Collins poetry

Unit 4: Poetry, pp. 550–685 includes poems by writers such as: Stanley Kunitz (former Poet Laureate like Billy Collins) Langston Hughes William Wordsworth Mary Tall Mountain Naomi Shihab Nye




UNIT STANDARDS


appropriate resource(s)) Student Exemplars Descriptive Essay Writing Workshops: Student model, descriptive

essay, 621, 623

Personal Narrative Writing Workshops: Student model, autobiographical narrative, 89, 91, descriptive essay, 621, 623

Persuasive Essay/Speech Writing Workshops: Student model, problem–and–solution essay, 164, 168, editorial, 538, 540, 542

Genre Study and Literary Analysis Narrative Text Genre Study: Characteristics of: descriptive essay Descriptive essay, 389

Also see: Genre Review (Apply the Skills): Types of Non–Fiction, 398 from “Silent Spring” Rachel Carson (Descriptive Nonfiction), p. 153 Writing Workshops: Descriptive Essay, 620–625

personal narrative Personal essay, 14 Also see: “Desiderata” Elizabeth McCracken (Personal Essay): 15–19 “On Summer” Lorraine Hansberry (Reflective Essay): 415–419

autobiography Autobiographical writing, 96, 99, 103, 104, 109, 110, 113, 114

Literary Elements • theme Unit Introductions: Themes in Literature:

Heroism, 934, 936 Genre Review (Apply the Skills), Themes in Literature, 944 Comparing Literary Works: Theme, 146, Setting, 266, Archetypal Theme: Ill–fated Love, 856 Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944




UNIT STANDARDS


appropriate resource(s)) • mood, tone, style: Mood in poetry, 628, 632, 636, 643, 648

Style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420 Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420

• author’s purpose Author's purpose, in nonfiction, 5, 14, 388, 390, 395, in heroism, 938, in poetry, 1098, 1102, 1108

Descriptive Essay • Answers Question: What is it like? • Has defined subject • Makes a point • Organized by space, an aspect, or writer’s perspective • Has sense of purpose • Uses strong visual images • Draws on 5 senses • Takes a stance • Includes practical and precise details • Supports underlying point using creative approaches • Seen through a new lens • Employs word choice and sentence structure that support mood • Uses literary devices

Descriptive essay, 389 from “Silent Spring” Rachel Carson (Descriptive Nonfiction), p. 153 Writing Workshops: Descriptive Essay, 620–625

Personal Narrative and Autobiography • Describes important moment(s) • Describes what, why, and how • Mood is determined by memory of event • Point of view shapes voice, tone, and purpose of story • Establishes a main idea that defines the purpose of the story • Includes interesting sensory details and dialogue • Uses examples to support ideas and create understanding • Includes chronological order of events (transitional words) • Identifies motives • Uses appropriate tone and mood • Reflects style, voice is appropriate

“Desiderata” Elizabeth McCracken (Personal Essay): 15–19 “On Summer” Lorraine Hansberry (Reflective Essay): 415–419 “My English” Julia Alvarez (Autobiography): 107–113 from “A White House Diary” Lady Bird Johnson (Autobiography): 98–103 Writing Workshops: Autobiographical Narrative, 88–93




UNIT STANDARDS


appropriate resource(s)) Literary Devices • narration/point of view Point of view, 4, 6, 72, 75, 76, 77, 79, 81, 85,

911; Narrative voice, 183; Narrative structure, 390

• speaker/audience Audience, 5, 14, 702, 938, 1098, 1102, 1108; Speaker in poetry, 550

• author’s use of time Foreshadowing, 46, 50, 53, 55, 58, 64, 68; Flashback, 948, 954, 984, 987, 988

• figurative language, imagery, simile, metaphor :

Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628

• symbolism, motif, allusion Symbol, 185, 186, 193; Symbolism, comparing allegory to, 348, 350, 351, 353, 354, 356, 357, 359, 360, 361, 363, 364, 366, 367 Allusion, 782, 810, 1026, 1037 Mythology, 1112


• personification Personification in poetry, 552, 554, 560, 564, 574, 582

• implied meanings Implied theme, 185; Also see: Inferences, making, 198, 200, 204, 208, 210, 212, 219, 220, 223, 226, 227, 228, 231, 235, 236, 239, 240, 243, 244, 247, 248, 252, 256, 260, 262, 265, 282

• description Descriptive essay, 389; Description, 394, 424, 434, 442

• structural conventions Sentence structure, voice and, 96, 104, 114; Structure in nonfiction, 146; Narrative structure, 390

• syntax Syntax, 402, 412, 420

• diction Diction, 390, 402, 412, 420, 520, 531




UNIT STANDARDS


appropriate resource(s)) Informational Text: Characteristics of: Essays:

Essays, 386–390, 398: personal, 14 narrative, 24, 27, 28, 32, 38 expository, 424, 427, 428, 431, 433, 434, 439, 440, 442 humorous, 520, 523, 524, 527, 528, 530, 531 persuasive, 389, 474, 477, 479, 480, 484, 488

newspaper News story about characters' experiences, 253, 263 Essay, submit to newspaper, 379 Prewriting, scanning newspapers, 537 Reading Informational Materials: Book Reviews, 892–894

magazine articles “Cheerful Gift Becomes a Tradition” Amy Ash Nixon (Article): 546–547 Reading Informational Materials: Book Reviews, 892–894

letters Writing Friendly Letters: R28 Writing Business Letters: R29 Writing a Resume: R30 Writing Workshops: Business Letter, 466–471, Editorial, 536–543

Elements • subject Writing Workshops: Choosing topic, 88, 163,

284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135

• main ideas Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464

• strong verbs • descriptive adjectives

Revising word choice, 166, 285, 467, 540, 621, 692, 875, 922, 1041, 1138 Verbs, 238, 264, 377, 468, 541 Adjectives, 444, 468, 490

• voice Voice, 96, 99, 103, 104, 109, 110, 113, 114, 183

• appropriate language Word choice, for target audience, 166, to create formal tone, 467, formal language, 1041




UNIT STANDARDS


appropriate resource(s)) • formal/informal language Informal tone, 14; Formality, level of, 390, 398;

Word choice, to create formal tone, 467, formal language, 1041

• structure Sentence structure, voice and, 96, 104, 114; Structure in nonfiction, 146; Narrative structure, 390

• paragraphs Revising paragraphs: possessive nouns, 90, to support generalizations, 166, for pronoun–antecedent agreement, 167, for parallelism, 541, for clarity, 875, peer review for, 875, to make comparisons/contrasts clear, 1138

• transitions Editing/proofreading, transitions, 624; Word choice, transitions, 875

• genre

Unit Introductions: Fiction and Nonfiction, 2, 4, Short Stories, 182, 184, Nonfiction, Types of, 386, 388, Poetry, 550, 552, Drama, 702, 704, Themes in Literature: Heroism, 934, 936 Genre Review (Apply the Skills): Fiction and Non–Fiction, 20, Short Story, 196, Types of Non–Fiction, 398, Poetry, 560, Drama, 720, Themes in Literature, 944

• form • style Style in nonfiction, 388, 398, 402, 405, 406,

409, 412, 416, 417, 419, 420

• descriptive Descriptive essay, 389 Also see: Genre Review (Apply the Skills): Types of Non–Fiction, 398 from “Silent Spring” Rachel Carson (Descriptive Nonfiction), p. 153 Writing Workshops: Descriptive Essay, 620–625

• expressive FLAG – no express in index or features • informative Research Report, 916–927

Also see: Brochure, informative: 303, 317 Informational chart on life in Russia, 889

Organizational Patterns • compare/contrast Comparison–and–Contrast Essay, 1134–1141




UNIT STANDARDS


appropriate resource(s)) • cause/effect Cause–and–Effect Essay, 372–379

• fact/opinion Distinguishing between fact and opinion, 472,

514, 538

Persuasive Essay • Addresses an interesting and controversial subject • Takes a position /thesis based on fact, value, or policy • Consistently supports stand • Uses effective lead and closing argument • Anticipates reader bias • Provides relevant information • Supports with facts, examples, stories, expert quotes, graphics • Refutes alternative perspectives • Avoids use of logical fallacies (e.g., appeal to emotion, false analogy)

Persuasion, 243, 347, 1025 Persuasive essay, 389, 474, 477, 479, 480, 484, 488 Abstract of persuasive essay, 481, 489 Editorial, 491, 513, 536–543, 597, 609, 811 Persuasive letter, 849 Also see: Persuasive appeals, analyze, 472, 474, 476, 478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532

Reflective Essay • Analyzes something significant • Answers questions • Can be serious or humorous • Is narrative and descriptive • Explains what the topic means to the writer and why it might be important to the reader

Reflective writing, 5 Reflective essay, 389 Also see: Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

Features • table of contents Opportunities to address this standard may be

found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344

• introduction Introduction for multimedia presentation, 105, 115 Introduction, body, conclusion, 690, 1041

• body Introduction, body, conclusion, 690, 1041

• conclusion Introduction, body, conclusion, 690, 1041 revising conclusion, 1041

• lead Opportunities to address this standard may be found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344




UNIT STANDARDS


appropriate resource(s)) • paragraph Revising paragraphs: 90, 166, 167, 541, 875,

1138 TRI method to develop paragraphs, 374

• transitions Transitions, 624, 875

• content Reading Informational Materials: read for specific information, 446, distinguish fact from opinion, 514, evaluating web sources, 652, set a purpose for reading, 1094

• thesis Writing thesis statement, 537, 690, 919

• side bars Opportunities to address this standard may be found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344

Literary Devices • narration/point of view Point of view, 4, 6, 72, 75, 76, 77, 79, 81, 85,

911

• subject Journal Entry on important subject, 115

• speaker Speaker in poetry, 550

• audience Audience, 5, 14, 702, 938, 1098, 1102, 1108


• diction Diction, 390, 402, 412, 420, 520, 531

• figurative language Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628

Reading, Listening/Viewing Strategies and Activities Reading: Analyze text for • structural purpose/audience Audience, 5, 14, 702, 938, 1098, 1102, 1108

Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344, read for specific information, 446, following directions, 1022, set a purpose for reading, 1094

• point of view Point of view, 4, 6, 72, 75, 76, 77, 79, 81, 85, 911




UNIT STANDARDS


appropriate resource(s)) • depth of content Persuasive appeals, analyze, 472, 474, 476,

478, 479, 480, 488, 491, 492, 498, 500, 504, 513, 514, 519, 532; Shaping Writing: evaluating arguments, 538; Appeals to reason or emotion, 474, 480, 488; Reading Informational Materials: Distinguish Fact from Opinion, 514, Deductive, Inductive reasoning, 586, Evaluate the Author’s Credibility, 892; also see: Cultural and historical context, analyzing influence of, 946, 948, 954, 956, 959, 962, 966, 969, 972, 973, 977, 981, 988, 991, 992, 996, 998, 1001, 1002, 1003, 1005, 1009, 1011, 1013, 1018, 1021, 1022, 1025, 1038; Universal themes, 936, 937

• organization Cause and effect, analyzing, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368 Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464

• style/voice Author's style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420 Voice, 96, 99, 103, 104, 109, 110, 113, 114, 183

Activities • Critique others’ text and own using a rubric of characteristics of effective writing specific to genre

Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141, R35–38

• Analyze poetry for descriptive language Poetry, 146, 550–554, 556, 558, 560, 628, 631, 632, 636, 639, 640, 642, 643, 644, 646, 648, 676, 678, 681, 683




UNIT STANDARDS


appropriate resource(s)) • Read 10 poems. Rank poems based on group preference. Note figurative language. Identify preferred qualities.

Poetry, 146, 550–554, 556, 558, 560, 628, 631, 632, 636, 639, 640, 642, 643, 644, 646, 648, 676, 678, 681, 683 Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628 Also see poetry Unit 4, pages 550-698 with poems such as the following: “A Dream Deferred” Langston Hughes, 566 “ I wandered lonely as a cloud” William Wordsworth, 568–569 “The Bells” Edgar Allen Poe, 599–603

Listening/Viewing • Discuss in groups Talk About It (On Your Own), 179, 383, 547,

699, 931, 1147 Panel discussion, 413, 421, 665, 673, 1103, 1109 Class discussion, 430 Tips for Discussing Literature, R20–R21

• Conference with peers Writing Workshops: Revising, peer review, 166, 540, 692, 922, 1138

• Analyze media clips for descriptive language and special use of visual images

Broadcast media presentations, analyzing, 170 Media coverage, comparing, 1142

• Use rubric to evaluate prepared speeches Evaluating a Speech, 380 Reading Fluency • slam poetry Dramatic reading of poem, 597, 609

• poetry choral reading Dramatic reading of poem, 597, 609

Critical Perspective Ask • What characteristics of writing do I appreciate? Writing Workshops: Revising, peer review, 166,

540, 692, 922, 1138 Writing Workshops: Response to Literature, 688–695

• What are my strengths and weakness as a writer?

Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141 Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141, R35–38




UNIT STANDARDS


appropriate resource(s)) Writing, Speaking, Expressing Strategies and Activities Writing to learn • Practice prewriting strategies Writing Workshops: Prewriting (includes

choosing topic, narrowing topic and gathering details), 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135

• Write 3 different leads/closing Introduction, body, conclusion, 690, 1041

• Reflect on specific skill or characteristic Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• Use double–entry journal Opportunities to address this standard may be found on the following pages: Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

Writing Process and Activities • Identify audience Considering audience, 163

Engaging audience immediately, 164 Revising for target audience, 166 Considering audience, 467, 621, 690 Audience, 5, 14, 702, 938, 1098, 1102, 1108

• Identify subject Choosing Topic by: blueprinting, 88, media scan, 163, using sentence starters, 163, 284, freewriting, 373, listing events, 373, examining current events, 373, and itemizing, 466, working with partner, 537, scanning newspapers, 537, taking notes, 620, making top–ten list, 689, making calendar, 874, brainstorming, for categories, 917, notebook review, 917, relating question to own knowledge, 1040, for topic pairs, 1135, exploring categories, 1135

• Prewriting Writing Workshops: Prewriting (includes choosing topic, narrowing topic and gathering details), 88, 163, 284, 373, 466, 537, 620, 689, 874, 917, 918, 1040, 1135

• Drafting Writing Workshops: Drafting (includes shaping writing, providing elaboration), 89, 164, 285, 374, 467, 538, 621, 690, 875, 919, 920, 1041, 1136




UNIT STANDARDS


appropriate resource(s)) • Revision Writing Workshops: Revising (includes overall

structure, paragraphs, sentences, and word choice), 89, 90, 166, 167, 285, 286, 376, 377, 467, 468, 540, 541, 621, 622, 692, 875, 876, 922, 923, 1041, 1042, 1138, 1139

• Editing/peer editing Writing Workshops: Editing and Proofreading, 92, 169, 543, 288, 379, 470, 624, 695, 878, 927, 1044, 1141

• Publishing Writing Workshops: Publishing and Presenting, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• Proofreading Writing Workshops: Editing and Proofreading, 92, 169, 543, 288, 379, 470, 624, 695, 878, 927, 1044, 1141

• Outlining, developing graphic organizers Outlining: problem, 164, arguments, 538 Filling In Details From Outline, 1041 Outline For Biographical Report, 1103, 1109

• Note taking Taking notes, 620

• Summarizing Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872

• Paraphrasing Paraphrasing, 626, 628, 633, 635, 636, 640, 641, 645, 647, 648, 651, 652, 655, 657, 661, 663, 664, 672, 675, 684

• Use writer’s handbook Writing Handbook: R26–R30

• Use writing rubrics for self–evaluation Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141, R35–38

Writing to Demonstrate Learning • Critique of piece identifying characteristics of effective writing

Critique: of ending of story, 59, of suspense in story, 69

• Descriptive essay of a special place Description of scene, 575, 583, 637, 649 Descriptive essay, 559, 585, 611, 620

• Personal experience narrative Writing Workshops: Autobiographical Narrative, 88–93




UNIT STANDARDS


appropriate resource(s)) • Reflective essay in response to newspaper or magazine article(s)

Prewriting, scanning newspapers, 537 Also see: Writing Workshops: Problem–and–Solution Essay, 162–169, Cause–and–Effect Essay, 372–379, Editorial, 536–543 Reading Informational Materials: Book Reviews, 892–894

• Select a topic and present it in two different pieces using different organizational patterns.

Opportunities to address this standard may be found on the following pages: Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111

• Write a persuasive essay arguing a point on a controversial issue, using 5 articles as models

Writing Workshops: Problem–and–Solution Essay, 162–169, Cause–and–Effect Essay, 372–379, Editorial, 536–543 Persuasive letter, 849

Poetry • Read poem; eliminate all non–vital words Opportunities to address this standard may be

found on the following pages: Poetry, 146, 550–554, 556, 558, 560, 628, 631, 632, 636, 639, 640, 642, 643, 644, 646, 648, 676, 678, 681, 683 Also see poetry Unit 4, pages 550-698 with poems such as the following: “A Dream Deferred” Langston Hughes, 566 “ I wandered lonely as a cloud” William Wordsworth, 568–569 “The Bells” Edgar Allen Poe, 599–603

• Write a poem from all the vital words (strong verbs, adjectives, descriptive words)

Poem using rhyme scheme, 665, 673 Also see: Dramatic reading of poem, 597, 609 Dialogue: from poem, 637, 649




UNIT STANDARDS


appropriate resource(s)) • Write a two–voice poem Opportunities to address this standard may be

found on the following pages: Dialogue: from poem, 637, 649 Poem using rhyme scheme, 665, 673

Careers • Contact speakers, formulate questions, introduce speakers, and write letters thanking speakers

Opportunities to address this standard may be found on the following pages: Communications Workshop: Evaluating a Speech, 380

• Write career–related texts Business Letter, 466–471, R29 Also see: Business letter, 397, 423, 445, R29 Resumes, R30

• Write journal entries for each speaker and critique presentations using advanced organizer

Opportunities to address this standard may be found on the following pages: Communications Workshop: Evaluating a Speech, 380

• Research the skills needed for their preferred career pathways

Opportunities to address this standard may be found on the following pages: Research and Technology (Apply the Skills): oral presentation on business opportunity, 39

• Create a poster showing their research results and their sources (MLA Citation)

Opportunities to address this standard may be found on the following pages: Research and Technology (Apply the Skills): oral presentation on business opportunity, 39 Communications Workshop: Multimedia Presentation of a Research Report, 928

Speaking • Prepared speech on work related topic Opportunities to address this standard may be

found on the following pages: Research and Technology (Apply the Skills): oral presentation on business opportunity, 39 Communications Workshop: Delivering a Persuasive Speech, 544, Multimedia Presentation of a Research Report, 928




UNIT STANDARDS


appropriate resource(s)) • Peer discussions and writing conferences Writing Workshops: Revising, peer review, 166,

540, 692, 922, 1138 Tips for Discussing Literature, R20–R21 Also see: Panel discussion, 413, 421, 665, 673, 1103, 1109 Class discussion, 430 Talk About It, 179, 383, 547, 699, 931, 1147

On–Going Literacy Development Student Goal Setting and Self–Evaluation Strategies • Set personal learning goals Writing Workshops: Reflecting on Your Writing

(journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

Writing Portfolio Short persuasive essay on unit writing arguing for a grade • Identify grade you feel you deserve • Include specific details and examples for support • Refer to writing rubric as evidence • Organize main ideas and supporting details • Anticipate teacher bias • Use transition words to create flow

Opportunities to address this standard may be found on the following pages: Persuasive letter, 849 Writing Workshops: Problem–and–Solution Essay, 162–169, Editorial, 536–543

Daily Fluency Writing • process writing Writing Workshops: Reflecting on Your Writing

(journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• think, pair, share Writing Workshops: Revising, peer review, 166, 540, 692, 922, 1138 Tips for Discussing Literature, R20–R21 Also see: Panel discussion, 413, 421, 665, 673, 1103, 1109 Class discussion, 430 Talk About It, 179, 383, 547, 699, 931, 1147

• letter/note writing Informal letter from character's point of view, 331, 341 Business letter, 397, 423, 445, 466 Letter, 755, 849, 1103, 1109 Letter, R28–R30




UNIT STANDARDS


appropriate resource(s)) • timed writing Timed Writing, 41, 45, 71, 117, 121, 145, 239,

243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111

Vocabulary Development • language patterns Word choice, voice and, 96, 104, 114

• appropriate language for audience Audience, 5, 14, 702, 938, 1098, 1102, 1108

Considering audience, 163 Engaging audience immediately, 164 Revising for target audience, 166 Considering audience, 467, 621, 690

• vocabulary from selections Reading and Vocabulary Skills Preview, 22–23, 94–95, 198–199, 290–291, 400–401, 472–473, 562–563, 626–627, 722–723, 880–881, 946–947, 1046–1047 Reading and Vocabulary Review, 86–87, 158–159, 282–283, 368–369, 464–465, 532–533, 618–619, 684–685, 872–873, 912–913, 1038–1039, 1130–1131

• academic vocabulary Academic Vocabulary for analyzing literature, 23, 87, 95, 159, 199, 283, 291, 369, 401, 465, 473, 533, 563, 619, 627, 685, 723, 873, 881, 913, 947, 1039, 1047, 1131

• effective adjectives Adjectives, 444, 468, 490

• strong verbs Verbs, 238, 264, 377, 468, 541

• transition words Transitions, 624, 875

Grammar Skills • convention use Grammar, Usage and Mechanics Handbook

Grammar Lesson (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092 Writing Workshops: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139




UNIT STANDARDS


appropriate resource(s)) • mechanics Grammar, Usage and Mechanics Handbook

Grammar Lesson (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092 Writing Workshops: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139


• diction Diction, 390, 402, 412, 420, 520, 531

• proofreading marks Writing Workshops: Editing and Proofreading, 92, 169, 543, 288, 379, 470, 624, 695, 878, 927, 1044, 1141

MODEL UNIT 9.3: CONTEMPORARY REALISTIC FICTION, NOVEL Big Ideas/Themes Essential Questions Big Ideas • integrity, truth, courage See thematic table of contents on pp. xxiii–xxv

for selections organized by themes such as: Challenges and Choices Reflections on the Past, Visions of the Future Hope and Aspiration Also see selections that focus on these themes such as: From “Nothing to Fear” Alan Axelrod, p. 515 (Historical Research Study “Glory and Hope” Nelson Mandela, p. 1105




UNIT STANDARDS


appropriate resource(s)) • relationships, responsibility, equality See thematic table of contents on pp. xxiii–xxv

for selections organized by themes such as: Moments of Discovery Reflections on the Past, Visions of the Future Also see selections that focus on these themes such as: “The Gift of the Magi” O. Henry: 247-251 “The Necklace” Guy de Maupassant: 294-301 “A Celebration of Grandfathers” Rudolfo Anaya, 404–414 Theme: archetypal, ill–fated love, 856, 859, 860, 861, 864, 867, 869, 871, in literature, heroism, 934–938, 940, 942, 944, universal, 936, 937

Themes • Finding the truth through knowledge and experience “Most people are [nice], Scout, when you finally see [know] them.” (Atticus) 281

See thematic table of contents on pp. xxiii–xxv for selections organized by themes such as: Spine Tinglers Challenges and Choices Moments of Discovery Reflections on the Past, Visions of the Future Hope and Aspiration Theme: in fiction, 4, comparing, 146, 148, 149, 151, 152, 153, 156, 157, in short story, 185, 186, 196, in poetry, 554, in drama, 704, archetypal, ill–fated love, 856, 859, 860, 861, 864, 867, 869, 871, in literature, heroism, 934–938, 940, 942, 944, universal, 936, 937

• Education is key to overcoming prejudice. See selections that focus on this theme/idea such as: Hope and Aspiration “A Dream Deferred” Langston Hughes, 566 “Dreams” Langston Hughes, 567 Also see speeches from important leaders/moments in history: “I have a Dream” Martin Luther King, Jr., 494 “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105




UNIT STANDARDS


appropriate resource(s)) Essential Questions • Who am I and how do I find my place in the world?

Writing Workshops: Autobiographical Narrative, 88–93 Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141 Also thematic selections such as those found in: Moments of Discovery “My English” by Julia Alvarez “A Celebration of Grandfathers” Rudolfo Anaya, 404–414 “On Summer” Lorraine Hansberry, 415-419 (reflective essay)

• What influences gender roles in our society? See the following quote on page 387 for an opportunity to frame student readings: “Intellectual freedom depends upon material things. Poetry depends upon intellectual freedom. And woman have always been poor, not for two hundred years merely, but from the beginning of time. Women have had less intellectual freedom than the sons of Athenian slaves…” “Single Room, Earth View” Sally Ride, p. 436 “Carry Your Own Skis” Lian Dolan, p. 476 “Women” by Alice Walker, p. 678

• What stereotypes exist in our world? Bias, 388

• What is equality? How can we work to achieve it? • Why is it so difficult for people to stand up and do what is right? • Do I have the courage to do what is right? • Is it possible for one person to make a difference?

See the program’s final unit: “Themes in Literature: Heroism” for a range of selections and activities that explore these questions: Theme: heroism, 934–938, 940, 942, 944 “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105 Literature in Context: Voices for Change, 1106 Also see a range of narrative accounts and essays related to the questions such as these: From “Nothing to Fear: Lessons in Leadership from FDR” Alan Axelrod, p. 515 (Historical Research Study




UNIT STANDARDS


appropriate resource(s)) Quotations • “Shoot all the blue jays you want, if you can hit ‘em, but remember it’s a sin to kill a mockingbird.” (Atticus) 90 • “You never really understand a person until you consider things from his point of view– until you climb into his skin and walk around in it.” (Atticus) 30 • Real courage “is when you know you’re licked before you begin but you begin anyway and you see it through no matter what.” (Atticus) 112

Writing Workshops: Response to Literature, 688–695 Gathering Details, quoting accurately, 918 Timed Writing: interpretation of quotation from play, 813, exposition on depiction of life in drama, 895, interpretation of character's decisions and actions, 1021

Literary Genre Focus/Anchor Texts Narrative Text Realistic Contemporary Fiction, Novel To Kill a Mockingbird, Harper Lee

The program opens with an excerpt from a novel, The Giant’s House, by the writer Elizabeth McCracken, one of the authors of the unit, on page 7. Lessons to support teach work with a related novel can be found in the pages preceding and following this excerpt. Unit Introductions: Fiction and Nonfiction, 2–4 Genre Review (Apply the Skills): Fiction and Non–Fiction, 20 From the Author’s Desk: Introduction to Selection, Elizabeth McCracken on from The Giant's House, 6 From the Author’s Desk: Insights into Selection, Elizabeth McCracken on from The Giant's House, 8, 9, 11, 12, 13 For Further Reading, 171, 381, 545, 697, 929, 1143 (suggestions for novels)

Informational Text Opinion/Editorial Articles “Jocks and Prejudice,” Nicholas D. Kristof, N.Y. Times, 6-11-06 Related articles and letters to the editor

“Carry your own Skis” by Lian Dolan: 476-482 “Libraries Face Sad Chapter” Pete Hamill: 483-493

Personal Account Holocaust account from survivor’s perspective “My English” Julia Alvarez: 107-117

“A Celebration of Grandfathers” Rudolfo Anaya: 404-414 “On Summer” Lorraine Hansberry: 415-425




UNIT STANDARDS


appropriate resource(s)) Historical Document “Declaration of Independence” Thomas Jefferson “ I Have a Dream” Martin Luther King, Jr. 494-

502 “ First Inaugural Address” Franklin Delano Roosevelt: 503-514

Linking Texts Media To Kill a Mockingbird (movie), Gregory Peck, 1962, Universal (2:10) To Kill a Mockingbird from Three Screenplays by Horton Foote, 1989, Grove Press–Walking in others’ shoes Academy Award Best Actor Acceptance Speech Gregory Peck Scottsboro: An American Tragedy

Opportunities to address this standard may be found on the following pages: Communications Workshop: Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142 Also see: Storyboard for movie, 59, 69 Description of scene for movie script, 637, 649

Texts Novels Mockingbird, Charles Shields Mississippi Trial, 1955, Chris Crow Getting Away with Murder, Chris Crowe

The program opens with an excerpt from a novel, The Giant’s House, by the writer Elizabeth McCracken, one of the authors of the unit, on page 7. Lessons to support teach work with a related novel can be found in the pages preceding and following this excerpt. Unit Introductions: Fiction and Nonfiction, 2–4 Genre Review (Apply the Skills): Fiction and Non–Fiction, 20 From the Author’s Desk: Introduction to Selection, Elizabeth McCracken on from The Giant's House, 6 From the Author’s Desk: Insights into Selection, Elizabeth McCracken on from The Giant's House, 8, 9, 11, 12, 13 For Further Reading, 171, 381, 545, 697, 929, 1143 (suggestions for novels)

Memoir “A Christmas Memory” Truman Capote “My English” Julia Alvarez: 107-117

“A Celebration of Grandfathers” Rudolfo Anaya: 404-414 “On Summer” Lorraine Hansberry: 415-425




UNIT STANDARDS


appropriate resource(s)) Timelines “Civil Rights Timeline,” Chris Crowe Social Studies textbook excerpts on civil rights

Opportunities to address this standard may be found on the following pages: From “A Lincoln Preface” Carl Sandburg, p. 452 “ I Have a Dream” Martin Luther King, Jr. 494 “Arthur Ashe Remembered” John McPhee, p. 460 “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105

Poetry “Freedom,” Langston Hughes “A Dream Deferred” Langston Hughes, p. 566

“Dreams” Langston Hughes, p. 567 “The Hidden Songs of a Secret Soul,” Bob Greene

Opportunities to address this standard may be found on the following pages: “Cheerful Gift Becomes a Tradition” Amy Ash Nixon (Article), p. 546 Reading Informational Materials: Book Reviews, 892–894

Speeches/ Essays Chris Crowe-picture essay On Your Own: Readings in Media

Excerpt from “Understanding Comics” pp. 172–179

“I Have a Dream,” Martin Luther King, Jr. “ I Have a Dream” Martin Luther King, Jr. 494-502

Music Lyrics “The Death of Emmett Till,” Bob Dylan Opportunities to address this standard may be

found on the following pages: Readings in Contemporary Literature: “The Serenade in Nine Innings” Judith Ortiz Cofer, p. 698

Historical Documents Brown vs. Board of Education articles Scottsboro trial articles

Opportunities to address this standard may be found on the following pages: From “A Lincoln Preface” Carl Sandburg, p. 452 “ I Have a Dream” Martin Luther King, Jr. 494 “Arthur Ashe Remembered” John McPhee, p. 460 “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105




UNIT STANDARDS


appropriate resource(s)) Internet links to resources http://english.byu.edu/novelinks For Further Reading, 171, 381, 545, 697, 929,

1143 (suggestions for novels) Also see: Research and Technology (Apply the Skills): 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109

Genre Study and Literary Analysis Narrative Text Genre Study Characteristics of • novel Novel and novella, 4

For Further Reading, 171, 381, 545, 697, 929, 1143 (suggestions for novels)

• screenplay Opportunities to address this standard may be found on the following pages: Storyboard for movie, 59, 69 Description of scene for movie script, 637, 649 Script, 704, 706

• editorial Editorial, 491, 513, 536, 597, 609, 811

• poetry Note: A whole unit in the program is devoted to poetry, Unit 4, and begins on p. 550. For specific references, please see the following pages: Poetry, 146, 550–554, 556, 558, 560, 628, 631, 632, 636, 639, 640, 642, 643, 644, 646, 648, 676, 678, 681, 683 Elements of poetry, 520, 531, 552, 553, 564, 574, 582, 590, 596, 608, 676, 683, 992, 997, 1007, 1012, 1015, 1016, 1017, 1018, 1112 Selections (Poetry): 382–383, 555–556, 557–558, 566, 567, 568–569, 570, 571, 573, 577, 578, 579, 581, 592, 593, 594–595, 599–603, 604–605, 606–607, 614, 615, 616, 631–632, 633, 635, 639–643, 644–645, 646–647, 659, 661, 662–663, 667, 668, 671, 678, 679, 681, 682, 930–931, 1029, 1030–1031, 1032–1033, 1034–1036, 1144–1147




UNIT STANDARDS


appropriate resource(s)) • lyrics Opportunities to address this standard may be

found on the following pages: Readings in Contemporary Literature: “The Serenade in Nine Innings” Judith Ortiz Cofer, p. 698

Literary Elements • plot, setting, conflict (internal/external), theme

Conflict, 4, 6, 46, 58, 68, 184, 200, 205, 207, 208, 209, 211, 212, 216, 218, 222, 224, 225, 226, 228, 232, 234, 236, 704, 718 Plot, 4, 12, 46, 50, 52, 53, 55, 58, 64, 68, 184, 188, 193, 704 Setting, 4, 7, 20, 185, 266, 268, 270, 272, 273, 276, 279, 280, 281 Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944

• character development Character/Characterization, 4, 6, 10, 122, 126, 129, 130, 135, 138, 140, 142, 184, 186, 190, 194, 196, 292, 294, 295, 297, 299, 302, 306, 307, 308, 309, 312, 316, 704, 706, 832, 834, 835, 837, 838, 842, 847, 848

• mood, tone, style Mood in poetry, 628, 632, 636, 643, 648 Style in nonfiction, 388, 398, 402, 405, 406, 409, 412, 416, 417, 419, 420 Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420

• author’s purpose Author’s purpose, 5, 14, 388, 390, 395, 938, 1098, 1102, 1108


911

• figurative language, imagery, symbolism Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628 Imagery, 552, 556, 560, 612, 614, 616, 617 Symbol, 185, 186, 193, 348, 367 Symbolism, comparing allegory to, 348, 350, 351, 353, 354, 356, 357, 359, 360, 361, 363, 364, 366, 367

• allusions Allusion, 782, 810, 1026, 1037




UNIT STANDARDS


appropriate resource(s)) • foreshadowing Foreshadowing, 46, 50, 53, 55, 58, 64, 68

• implied meanings Implied theme, 185

Inferences, making, 198, 200, 204, 208, 210, 212, 219, 220, 223, 226, 227, 228, 231, 235, 236, 239, 240, 243, 244, 247, 248, 252, 256, 260, 262, 265, 282

Historical/Cultural • roles of women See the following quote on page 387 for an

opportunity to frame student readings: “Intellectual freedom depends upon material things. Poetry depends upon intellectual freedom. And woman have always been poor, not for two hundred years merely, but from the beginning of time. Women have had less intellectual freedom than the sons of Athenian slaves…” “Single Room, Earth View” Sally Ride, p. 436 “Carry Your Own Skis” Lian Dolan, p. 476 “Women” by Alice Walker, p. 678

• racial/gender equality • stereotyping • culture of the deep South in the 1930s • urban legends (Boo Radley) • racism through dialogue

Opportunities to address this standard may be found on the following pages: From “A Lincoln Preface” Carl Sandburg, p. 452 “ I Have a Dream” Martin Luther King, Jr. 494 “Arthur Ashe Remembered” John McPhee, p. 460 “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105 Literature in Context: Emancipation Proclamation, The, 457, Voices for Change, 1106

Critical Perspectives • time period • geographical (North vs. South) • connections to self —own perspective on issues of inequality, racism, prejudgment

Connecting to the Literature, 493 (Build Understanding for “ I Have a Dream” Martin Luther King, Jr. 494) Annotated Source List for Civil Rights Movement, 501 Letter, to Chief Dan George, 1103, to Nelson Mandela, 1109




UNIT STANDARDS


appropriate resource(s)) Informational Text Genre Study Characteristics of • editorial, news article Editorial, 491, 513, 536, 597, 609, 811

News story about characters' experiences, 253, 263 Essay, submit to newspaper, 379 Prewriting, scanning newspapers, 537 Reading Informational Materials: Book Reviews, 892–894

• letters to the editor, speech Business letter, 397, 423, 445, 466, R29 Dramatic speeches, 705, 782, 784, 789, 790, 793, 797, 799, 801, 803, 806, 808, 810 Speeches, 388, 492, 495, 497, 498, 500, 505, 506, 509, 510, 705, 782, 784, 789, 790, 793, 797, 799, 801, 803, 806, 808, 810 Letter to advice columnist, 755, persuasive, 849

• primary source document Primary and secondary sources, 917 Also see: Paraphrasing, evaluate Web sources by, 626, 652; Conclusions, Drawing, evaluate author's credibility before, 880, 892; Gathering Details: recording and organizing information, 918; Providing Elaboration by: crediting sources, making direct references to sources, 920; Revising Overall Structure by evaluating sources, 922; Research report: Preparing a Reference List, 927; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33

• memoir “Desiderata” Elizabeth McCracken (Personal Essay): 15–19 “On Summer” Lorraine Hansberry (Reflective Essay): 415–419

• timeline Gathering Details, making timeline, 88

Expository Elements • thesis Writing thesis statement, 537, 690, 919

• supporting ideas Providing Elaboration, 89, 164, 285, 374, 467,

538, 621, 690, 875, 920, 1041, 1136 Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464

• statistical evidence Timed Writing: exposition on statistics, 449




UNIT STANDARDS


appropriate resource(s)) • chronology Shaping Writing: chronological, 374, 875, 919

Organizational Patterns • fact/opinion Writing Workshops: Editorial, 536–543

Timed Writing: evaluation of persuasive techniques, 513, evaluation of web site, 655 Persuasive appeals, analyze distinguish fact from opinion to, 472, 514

• cause/effect Cause and effect, 424, 434, 442 Cause and effect, analyzing, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368 identify cause and effect for summarizing, 722, 832, 837, 839, 845, 848 Cause and effect essay, 319, 343, 372

• theory/evidence Gathering Details, finding supporting evidence, 689, recording and organizing information, 918, listing ideas, 1040 Writing Workshops: Problem–and–Solution Essay, 162–169, Response to Literature, 688–695 Providing Elaboration by building ideas with facts, 374

Features • editorial format: date, byline, attribution Editorial, 491, 513, 536, 597, 609, 811

Also see: News story about characters' experiences, 253, 263 Essay, submit to newspaper, 379 Prewriting, scanning newspapers, 537 Reading Informational Materials: Book Reviews, 892–894

• letter-to-editor format: salutation, body, signature

Opportunities to address this standard may be found on the following pages: Business letter, 397, 423, 445, 466, R29 Letter to advice columnist, 755, persuasive, 849




UNIT STANDARDS


appropriate resource(s)) • document format with signatures Citing sources and preparing manuscript, R33–

R34 Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344

• media conventions and special effects Communications Workshop: Analyzing Broadcast Media Presentations, 170, Multimedia Presentation of a Research Report, 928, Comparing Media Coverage, 1142

• headings and subheadings Opportunities to address this standard may be found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344

• photographs and drawings Informal presentation on photographs of Earth, 443 On Your Own: Readings in Media Excerpt from “Understanding Comics” pp. 172–179

• boldface, italics, parenthesis Opportunities to address this standard may be found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate text format, 344

Historical/Cultural • racial/gender equality • stereotyping • culture of the deep South in the 1930s





UNIT STANDARDS


appropriate resource(s)) Critical Perspectives • facts and opinions Timed Writing: evaluation of persuasive

techniques, 513, evaluation of web site, 655 Persuasive appeals, analyze distinguish fact from opinion to, 472, 514

• editorial perspective Editorial, 491, 513, 536, 597, 609, 811

• writer’s tone, bias Bias, 388 Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420

• logic Appealing to logic and emotion, 537

• authenticity Primary and secondary sources, 917 Also see: Paraphrasing, evaluate Web sources by, 626, 652; Conclusions, Drawing, evaluate author's credibility before, 880, 892; Gathering Details: recording and organizing information, 918; Providing Elaboration by: crediting sources, making direct references to sources, 920; Revising Overall Structure by evaluating sources, 922; Research report: Preparing a Reference List, 927; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33




UNIT STANDARDS


appropriate resource(s)) Reading, Listening/Viewing Strategies and Activities Reading • Use reading comprehension strategies Thinking About the Selection, 20, 32, 38, 58, 68,

77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, 1128 Reading Skill (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 656–657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098 Reading Skill (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108 Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093

• Identify themes; find examples in text Theme, 4, 146, 148, 149, 151, 152, 153, 156, 157, 185, 186, 196, 554, 704, 856, 859, 860, 861, 864, 867, 869, 871, 934–938, 940, 942, 944

• Recognize levels of symbolism Symbol, 185, 186, 193, 348, 367

• Build vocabulary knowledge Vocabulary Builder (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098 Vocabulary Builder (Apply the Skills), 33, 39, 59, 69, 85, 105, 115, 131, 143, 157, 213, 237, 253, 281, 303, 317, 331, 341, 367, 413, 421, 435, 443, 463, 481, 489, 501, 511, 531, 575, 583, 597, 609, 617, 637, 649, 665, 673, 683, 755, 781, 811, 817, 831, 849, 889, 911, 989, 1019, 1037, 1065, 1091, 1103, 1109, 1129




UNIT STANDARDS


appropriate resource(s)) Listening/Viewing • Discuss in groups Writing Workshops: Revising, peer review, 166,

540, 692, 922, 1138 Talk About It, 179, 383, 547, 699, 931, 1147 Panel discussion, 413, 421, 665, 673, 1103, 1109 Tips for Discussing Literature, R20–R21

• Compare movie script to historical accounts • Compare with “Tom Robinsons” of today • Identify violations of rights in “The Declaration of Independence” in TKAM

Opportunities to address this standard may be found on the following pages: Storyboard for movie, 59, 69 Description of scene for movie script, 637, 649

• Find intersections between visual images and verbal communication

Communications Workshop: Analyzing Broadcast Media Presentations, 170, Multimedia Presentation of a Research Report, 928, Comparing Media Coverage, 1142 Inferences, making evaluate visual aids for, 198, 240 Informal presentation on photographs of Earth, 443 On Your Own: Readings in Media Excerpt from “Understanding Comics” pp. 172–179

• Connect to self—own perspective on issues of inequality, racism, prejudgment


Writing, Speaking, Expressing Strategies and Activities Writing to learn • Personal narrative: truth through knowledge Writing Workshops: Autobiographical Narrative,

88–93




UNIT STANDARDS


appropriate resource(s)) • Quickwrites Thinking About the Selection, 20, 32, 38, 58, 68,

77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, 1128

• Write a journal entry describing the trial Opportunities to address this standard may be found on the following pages: Mock trial for tragedy, 849

• Compare with Declaration of Independence - discuss personal freedoms - explain use of literary devices in texts - adapt language to our modern world


Writing to Demonstrate Learning • Summarize the story from another character’s perspective

Timed Writing: interpretation of character in tragedy, 851, interpretation of character's decisions and actions, 1021, explanation of Odysseus' decisions, 1093, analysis of character from the Odyssey, 1111 Also see: Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872

• Write journals from Tom Robinson’s, Scout’s, Jem’s, Dill’s or Boo’s point of view

Informal letter from character's point of view, 331, 341 Journal entries describing story events, 1065, 1091




UNIT STANDARDS


appropriate resource(s)) • Write to persuade another person to stand up for what is right. Write to prove social action is still necessary

Timed Writing: persuasion for viewpoint on issue, 491 Writing Workshops: Editorial, 536–543 Letter, persuasive, 849

• Research and report on: - Harper Lee’s life - “Brown vs. Board of Education” - historical elements - roles of women and the impact that they had on the story

Opportunities to address this standard may be found on the following pages: Research and Technology (Apply the Skills): Annotated source list on civil rights movement, 501 Writing Workshops: Response to Literature, 688–695, Research Report, 916–927

• Use poetic structure to tell the story. Opportunities to address this standard may be found on the following pages: Poem using rhyme scheme, 665, 673

• Defend a position on a social injustice and present multi-genre project.

Timed Writing: persuasion for viewpoint on issue, 491 Letter to Chief Dan George, 1103, to Nelson Mandela, 1109

• Write a feature article about Boo Radley’s rescue of Scout and Jem

Opportunities to address this standard may be found on the following pages: News story about characters' experiences, 253, 263

• Answering Focus Questions in Essay Form: - What themes are represented across the texts? - What does information from the texts tell us about societal beliefs? - How do these texts inform you about your prejudices?

Comparing Literary Works: Theme, 146 Timed Writing: persuasion for viewpoint on issue, 491 Theme: in fiction, 4, comparing, 146, 148, 149, 151, 152, 153, 156, 157, in short story, 185, 186, 196, in poetry, 554, in drama, 704, archetypal, ill–fated love, 856, 859, 860, 861, 864, 867, 869, 871, in literature, heroism, 934–938, 940, 942, 944, universal, 936, 937 Writing Workshops: Problem–and–Solution Essay, 162–169, Cause–and–Effect Essay, 372–379, Response to Literature, 688–695




UNIT STANDARDS


appropriate resource(s)) Authentic Writing • Write a letter to the editor: take a position on a local example of prejudice

Opportunities to address this standard may be found on the following pages: Writing Workshops: Editorial, 536–543 Letter, persuasive, 849

Speaking • Discuss prejudice, social codes and/or social action • Debate the outcome of civil rights

Opportunities to address this standard may be found on the following pages: Debate about story lesson, 253, about disputed land, 263, about prosecuting Odysseus, 1019

• Use Readers’ Theatre to perform a scene from Mississippi Trial, 1955

Opportunities to address this standard may be found on the following pages: Readers Theatre presentation, 889

Expressing • Compare/contrast movie screenplay with novel Opportunities to address this standard may be

found on the following pages: Storyboard for movie, 59, 69 Description of scene for movie script, 637, 649

• Develop multi-media presentation Multimedia presentation, 105, 115, 831

On-Going Literacy Development Student Goal Setting and Self-Evaluation Strategies • Maintain writing portfolio Writing Workshops: Publishing and Presenting,

92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141 Writing (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 755, 781, 811, 831, 849, 889, 989, 1019, 1065, 1091, 1103, 1109

• Reflect on selected journal entry Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• Reflect on two pieces of unit writing that represent best effort





UNIT STANDARDS


appropriate resource(s)) Daily Fluency Reading • Engage in partner reading Writing Workshops: Revising, peer review, 166,

540, 692, 922, 1138 Tips for Discussing Literature, R20–R21

• Participate in choral reading Listening And Speaking (Apply the Skills): staged performance from drama scene, 755, readers theatre presentation, 889

Writing • Respond with Quickwrites Thinking About the Selection, 20, 32, 38, 58, 68,

77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, 1128

Vocabulary Development • Gain a sense of different language patterns (Black dialect vs. Standard English)

Dialect, 320, 323, 327, 330, 337, 340

• Recognize regional and period dialect Dialect, 320, 323, 327, 330, 337, 340

• Build academic vocabulary Academic Vocabulary for analyzing literature, 23, 87, 95, 159, 199, 283, 291, 369, 401, 465, 473, 533, 563, 619, 627, 685, 723, 873, 881, 913, 947, 1039, 1047, 1131

• Discuss the use of language to understand the American South

Dialect, 320, 323, 327, 330, 337, 340

Writing Strategies • Process writing Writing Workshops: How–to Essay, 874–889 • Use vivid verbs Vivid words, 621

• Select appropriate language for the audience Gathering Details: considering audience, 163

Shaping Writing by: engaging audience immediately, 164 Providing Elaboration by: considering audience, 467, 621, 690 Revising Word Choice: for target audience, 166

Grammar Skills • Know elements of dialogue Editing/Proofreading: punctuation in dialogue,

288 Dialogue, 320, 323, 324, 327, 330, 337, 340, 702, 704, 713, 717, 720, 728, 732, 736, 739, 743, 744, 745, 747, 748, 751, 752, 753, 754




UNIT STANDARDS


appropriate resource(s)) • Apply parts of speech correctly Grammar Lesson (Build Language Skills), 40,

70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092 Writing Workshops: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139

MODEL UNIT 9.4: Epic Poetry Big Ideas/Themes Essential Questions / Big Ideas • relationships, survival, courage, bravery, effects of war, faithfulness, time passage

See the program’s final unit: “Themes in Literature: Heroism” for a range of selections and activities that explore these questions (unit begins on p. 934): Theme: heroism, 934–938, 940, 942, 944 Also see a range of epic narratives on the following pages: Epic hero, 948, 953, 954, 955, 958, 959, 960, 961, 963, 964, 965, 968, 975, 978, 979, 980, 982, 984, 985, 987, 988 Epic simile, 992, 997, 1007, 1012, 1015, 1016, 1017, 1018 Epics, 937, 948 Epic poetry, 553

Themes • Balance is best in all things. • Love conquers all. • Nothing is more important than getting home. • Family relationships sustain us. • In time of tragedy, we rely on past relationships to give us hope for survival.

Particularly strong connections to this model unit’s themes can be found on the following pages: Sonnets on Love XIII, Jean de Sponde, p. 573 Archetypal theme, ill–fated love, comparing, 856, 859, 860, 861, 864, 867, 869, 871 “The Tragedy of Romeo and Juliet” Shakespeare, pp. 724–852 “The Odyssey, pt 1” Homer, pp. 950-992 “The Odyssey, pt 2” Homer, pp. 993-1021




UNIT STANDARDS


appropriate resource(s)) Essential Questions • What is a relationship? • What obstacles stand in the way of enduring relationships? • In times of adversity, do family bonds/ relationships help us survive? • Does it take courage to sustain a relationship? • How do relationships endure over time?

Particularly strong connections to this model unit’s themes can be found on the following pages: “A Voice”: Mom’s Power is a Key to the Theme, Pat Mora, p. 554 “Every family has good stories to tell…” p. 554 “Family stories sing of what lives in the blood.” p. 558 “There is No Word for Goodbye” Mary Tall Mountain, p. 614 Sonnets on Love XIII, Jean de Sponde, p. 573 “The Tragedy of Romeo and Juliet” Shakespeare, pp. 724–852

Quotations “Balance is best in all things.” –Homer, The Odyssey

“The Odyssey, pt 1” 950-992 “The Odyssey, pt 2” 993-1021

Literary Genre Focus/Anchor Texts Narrative Text: Epic Poetry Read two or more sections of The Odyssey of Homer (the story of the Cyclops & Odysseus’s return home, Book XVI—Father and son, Hades, & Test of the Bow)

“The Odyssey, pt 1” 950-992 “The Odyssey, pt 2” 993-1021

Literary Nonfiction The Things They Carried by Tim O’Brien–excerpt Chapter 1

“The Washerwoman” Isaac Bashevis Singer, 26-34 “New Directions” Maya Angelou, 35-41

Informational Text: Essay “Only Daughter” Sandra Cisneros “Women” by Alice Walker, p. 678

“A Celebration of Grandfathers” Rudolfo Anaya, 404–414 (Reflective Essay) Also see: “Twister Hits Houston” Sandra Cisneros, p. 634 (thematically unrelated but by same author)




UNIT STANDARDS


appropriate resource(s)) Newspaper Articles Reunions of victims of natural disasters, POWs, and/or modern soldiers

Opportunities to address this standard may be found on the following pages: Prewriting, scanning newspapers, 537 Communications Workshop: Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142

Photo Essay “Things They Carry” (Afghanistan) Kevin Sites Research and Technology (Apply the Skills):

Photo essay on day of national significance, 213, Photo essay on big–game species, 237, Photo collection on birds of prey, 331, Photo collection on Mark Twain, 341 Informal presentation on photographs of Earth, 443

Work of Art “The Return of Odysseus (Homage to Pintoricchio and Benin)” Romare Bearden, 1977 http://www.artic.edu/artaccess/AA_AfAm_10.shtml

Critical Viewing: “Ulysses Deriding Polyphemus” J.M.W. Turner, p. 950 “Polyphemus, The Cyclops” N.C. Wyeth, p. 967 “Odysseus in the Land of the Dead” N.C. Wyeth, p. 970 “Circe Meanwhile Had Gone Her Ways…”William Russell Flint, p. 976

Linking Texts/Themes Media Media Video clips: from Sounder, from The Odyssey, from Clash of the Titans, from O Brother

Research and Technology: View and analyze movie based on the “Odyssey”, p. 1019

Texts: Poetry “My Mother Combs My Hair” Chitra Banerjee Divakaruni

“Women” by Alice Walker, p. 678 “Rocking” Gabriela Mistral, 570-572

“Good Night, Willie Lee, I’ll See You in the Morning” Alice Walker

“Women” Alice Walker, 678

“The Reading” Gabriel Gbadamosi “Wanderer” Joan Fallert

Opportunities to address this standard may be found on the following pages: “Blackberry Eating” Galway Kinnell, p. 615 “Daily” Naomi Shihab Nye, p. 616

“Sympathy” Paul Laurence Dunbar “A Dream Deferred” Langston Hughes, 566 “Dreams” Langston Hughes, 567




UNIT STANDARDS


appropriate resource(s)) “Lineage” Margaret Walker “Women” by Alice Walker, p. 678

“Those Winter Sundays” Robert Hayden Though this selection is not a poem, it fits well

thematically with Robert Hayden’s poem about fatherhood. “A Celebration of Grandfathers” Rudolfo Anaya, 404–414 (Reflective Essay)

“Siren Song” Margaret Atwood “Siren Song” Margaret Atwood, 1030-1031 Music Lyrics “Dance with My Father Again” Luther Vandross “Cat’s in the Cradle” Harry Chapin “Home” Michael Bublé “November 8, 1965” Big and Rich

Opportunities to address this standard may be found on the following pages: Readings in Contemporary Literature: “The Serenade in Nine Innings” Judith Ortiz Cofer, p. 698

Genre Study and Literary Analysis Narrative Text Genre Study Characteristics of epic narrative poetry Epic poetry, 553

Narrative poetry, 628, 631, 632, 636, 639, 640, 642, 643, 644, 646, 648 Epic hero, 948, 953, 954, 955, 958, 959, 960, 961, 963, 964, 965, 968, 975, 978, 979, 980, 982, 984, 985, 987, 988 Epic simile, 992, 997, 1007, 1012, 1015, 1016, 1017, 1018 Epics, 937, 948

Literary Elements • indirect & direct characterization Characterization, direct and indirect, 292, 294,

295, 297, 299, 302, 306, 307, 308, 309, 312, 316

• epic hero Epic hero, 948, 953, 954, 955, 958, 959, 960, 961, 963, 964, 965, 968, 975, 978, 979, 980, 982, 984, 985, 987, 988

• character flaws Tragic flaw, 705

• dialogue Dialogue, 320, 323, 324, 327, 330, 337, 340, 702, 704, 713, 717, 720, 728, 732, 736, 739, 743, 744, 745, 747, 748, 751, 752, 753, 754

• time passage Flag


911




UNIT STANDARDS


appropriate resource(s)) • figurative language Figurative language, 552, 554, 558, 564, 568,

571, 574, 577, 581, 582, 628

• imagery Imagery, 552, 556, 560, 612, 614, 616, 617

• extended metaphor Metaphor, 552, 564, 574, 582

• allusion Allusion, 782, 810, 1026, 1037

• simile Simile, 552, 564, 574, 582, 992, 997, 1007, 1012, 1015, 1016, 1017, 1018

• foreshadowing Foreshadowing, 46, 50, 53, 55, 58, 64, 68

• implied meanings Implied theme, 185 Inferences, making, 198, 200, 204, 208, 210, 212, 219, 220, 223, 226, 227, 228, 231, 235, 236, 239, 240, 243, 244, 247, 248, 252, 256, 260, 262, 265, 282

• symbolism Symbol, 185, 186, 193, 348, 367

• personification Personification in poetry, 552, 554, 560, 564, 574, 582

• irony Irony, 244, 251, 252, 257, 258, 260, 261, 262, 814, 816, 819, 820, 825, 826, 828, 830, 882, 888

Historical/Cultural • faithfulness, polytheistic gods are central to all aspects of life • background knowledge of Trojan War • effects of war

Forms that Express Universal Themes, 937

Historical and Social Context, 948, 992 Background: The Trojan War, p. 949 Literature in Context: Real Places and Imaginary Events in the Odyssey (illustrated), 983, Athena, 999




UNIT STANDARDS


appropriate resource(s)) Informational Text: Genre Study Characteristics of • essays Introduction: Exploring Types of Nonfiction,

386–387 Exploring Types of Nonfiction, 388–389 Model Selection: Essay, 390–398 Essays, 14, 24, 27, 28, 32, 38, 386–390, 398, 424, 427, 428, 431, 433, 434, 439, 440, 442, 474, 477, 479, 480, 484, 488, 520, 523, 524, 527, 528, 530, 531 Selections (Non–Fiction/Essay): 15–18, 26–31, 35–37, 153–156, 172–179, 391–396, 404–411, 415–419, 426–433, 437–441, 476–479, 483–487, 522–524, 525–530, 546–547, 906–910, 939–942

• literary nonfiction From the Author’s Desk: Elizabeth McCracken Introduces Model Selection for Nonfiction, 14 “Desiderata” Elizabeth McCracken (Personal Essay): 15–19 “On Summer” Lorraine Hansberry (Reflective Essay): 415–419 From the Author’s Desk: Rebecca Walker on Before Hip–Hop Was Hip–Hop, 390, 706, Dean Smith on from The Carolina Way, 938 Selections (Non–Fiction/Essay): 15–18, 26–31, 35–37, 153–156, 172–179, 391–396, 404–411, 415–419, 426–433, 437–441, 476–479, 483–487, 522–524, 525–530, 546–547, 906–910, 939–942

• photo essay Research and Technology (Apply the Skills): Photo essay on day of national significance, 213, Photo essay on big–game species, 237, Photo collection on birds of prey, 331, Photo collection on Mark Twain, 341 Informal presentation on photographs of Earth, 443

• personal narrative/memoir from “A White House Diary” Lady Bird Johnson (Autobiography): 98–103 “Desiderata” Elizabeth McCracken (Personal Essay): 15–19 “On Summer” Lorraine Hansberry (Reflective Essay): 415–419




UNIT STANDARDS


appropriate resource(s)) • newspaper article structures News story about characters' experiences, 253,

263 Essay, submit to newspaper, 379 Prewriting, scanning newspapers, 537 Reading Informational Materials: Book Reviews, 892–894

Elements • main ideas or topic sentences, details, examples

Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464

• facts and opinions Timed Writing: evaluation of persuasive techniques, 513 Persuasive appeals, analyze distinguish fact from opinion to, 472, 514

• writer’s tone Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420

Organizational Patterns • fact/opinion Persuasive appeals, analyze distinguish fact from

opinion to, 472, 514

• compare/contrast Comparison and contrast, 424, 434, 442 Writing Workshops: Comparison–and–Contrast Essay, 1134–1141

• inverted pyramid Opportunities to address this standard may be found on the following pages: News story about characters' experiences, 253, 263 Essay, submit to newspaper, 379 Prewriting, scanning newspapers, 537 Reading Informational Materials: Book Reviews, 892–894

• problem/solution Problem–and–solution essay, 117, 145 Writing Workshops: Problem–and–Solution Essay, 162–169




UNIT STANDARDS


appropriate resource(s)) • cause/effect Cause and effect, analyzing, 290, 292, 295, 296,

300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368 Writing Workshops: Cause–and–Effect Essay, 372–379

Features • geography of setting, now and then Setting, 4, 7, 20, 185, 266, 268, 270, 272, 273,

276, 279, 280, 281

Reading, Listening, Viewing Strategies and Activities Reading Comprehension Strategies • Determine importance Main idea and supporting details, identify, 400,

402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464

• Inference Inferences, making, 198, 200, 204, 208, 210, 212, 219, 220, 223, 226, 227, 228, 231, 235, 236, 239, 240, 243, 244, 247, 248, 252, 256, 260, 262, 265, 282

• Making connections Connecting to the Literature: Reading/Writing Connection, 25, 34, 47, 60, 97, 106, 123, 132, 147, 201, 214, 245, 254, 267, 293, 304, 321, 332, 349, 362, 403, 414, 425, 436, 453, 461, 475, 482, 493, 495, 502, 573, 613, 628, 638, 658, 666, 729, 857, 859, 863, 883, 897, 949, 1027, 1049, 1066, 1099, 1104, 1113

• Mental modeling Visualize action for, 290, 320, 323, 328, 329, 330, 335, 339, 340

• Metaphorical thinking Opportunities to address this standard may be found on the following pages: Symbolism, comparing allegory to, 348, 350, 351, 353, 354, 356, 357, 359, 360, 361, 363, 364, 366, 367 Metaphor, 552, 564, 574, 582

• Paraphrasing Paraphrasing, 626, 628, 633, 635, 636, 640, 641, 645, 647, 648, 651, 652, 655, 657, 661, 663, 664, 672, 675, 684

• Predictions Predictions, make, 22, 24, 30, 31, 32, 36, 38, 41, 42, 45, 46, 51, 55, 56, 57, 58, 62, 67, 68, 71, 86




UNIT STANDARDS


appropriate resource(s)) • Summarize Summarizing, 722, 728, 732, 735, 738, 740,

744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872

• Visualization Visualize action for, 290, 320, 323, 328, 329, 330, 335, 339, 340

Activities • Read other epics to become more familiar with style


Historical and Social Context, 948, 992 For Further Reading (novels thematically related and contemporary translation of the Odyssey), 1143

• Describe how figurative language such as the Homeric or epic simile can clarify the meaning of the epic

Epic simile, 992, 997, 1007, 1012, 1015, 1016, 1017, 1018

Listening/Viewing • Research songs that deal with relationship Opportunities to address this standard may be

found on the following pages: Multimedia presentation on Renaissance music, 831

• Listen for sound effects, such as alliteration, assonance, consonance, and rhyme

Sound devices, 552, 590, 594, 596, 600, 601, 603, 605, 607, 608 Also see: Dialogue from poem, 637, 649 Dramatic reading of poem, 597, 609

• Compile a collection of songs and reflect by explaining their significance

Multimedia presentation on Renaissance music, 831

Writing, Speaking, Expressing Strategies and Activities Writing to Learn • journal entries (explicit instruction) Journal entries, 105, 115, 1065, 1091

Journal entries, 435, 443

• letters Letter, 331, 341, 397, 423, 445, 466, 755, 849, 1103, 1109




UNIT STANDARDS


appropriate resource(s)) • memoirs Opportunities to address this standard may be

found on the following pages: Autobiographical narrative, 13, 19, 41, 71, 88 Description of scene, 575, 583, 637, 649

Writing to Demonstrate Learning • Create a narrative poem Write an everyday epic, 989

• Create a collection of poems around a theme Opportunities to address this standard may be

found on the following pages: Poem using rhyme scheme, 665, 673

• Convert a published or previously written story into a narrative poem

Opportunities to address this standard may be found on the following pages: Write an everyday epic, 989

• Create an epic poem; study its characteristics Write an everyday epic, 989

• Respond to focus questions using text support Thinking About the Selection, 20, 32, 38, 58, 68, 77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, 1128

• Compile a collection of songs and reflect by explaining their significance

Multimedia presentation on Renaissance music, 831

• Answer questions with persuasive essay—Is Odysseus a hero or not?

Writing: Biography of Odysseus, 1019 Listening and Speaking: Conversation discussing Odysseus’ exploits, 989, Debate about prosecuting Odysseus, 1019

• Research heroic adventures in other cultures, and present


“Pecos Bill: The Cyclone” Harold W. Felton, 1114–1120 For Further Reading (novels thematically related and contemporary translation of the Odyssey), 1143




UNIT STANDARDS


appropriate resource(s)) Authentic Writing • Write a letter to a soldier fighting in a current war

Opportunities to address this standard may be found on the following pages: Letter: informal, 331, 341 History Connection: World War I Trenches (illustrated), 233

Speaking • Perform Reader’s Theatre Dramatic reading of poem, 597, 609

Readers Theatre presentation of The Inspector–General, 889

• Interview parents or guardians about relationship with their parents or guardians

Interview with older person, 33

• Partner with local organization to assemble care packages for soldiers or for victims of natural disasters

Opportunities to address this standard may be found on the following pages: Photo essay on day of national significance, 213

Expressing • Create a travel brochure Brochure, informative, 303, 317

Illustrated travelogue on Odysseus' wanderings, 989

• Create a photo essay Photo essay, 213, 237



• Reflect on selected journal entry Writing Workshops: Reflecting on Your Writing (journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141






UNIT STANDARDS


appropriate resource(s)) Daily Fluency Reading • Engage in partner reading Writing Workshops: Revising, peer review, 166,



Writing • Respond with quickwrites Thinking About the Selection, 20, 32, 38, 58, 68,

77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, 1128




UNIT STANDARDS


appropriate resource(s)) Vocabulary Development • Know meaning of prefixes, suffixes, and root words (Greek & Latin)

Prefixes, Latin: ante–/anti–, 473, 490 con–/com–, 401, 422 contra–, 947, 990 equi–, 401, 444 inter–, 473, 512 assessment, 465, 533, 1039 Suffixes, Latin –able–, 563, 584 –age–, 627, 650 –ism–, 627, 674 –ize–, 627, 674 –tion–, 563, 610 assessment, 619, 685 Word roots Greek, –techni–, 947, 1020, 1039 Latin –circum–, 199, 238 –her–, 1047, 1110 –labor–, 723, 812 –mot–, 199, 264 –part–, 23, 40 –sequi–, 291, 342 –sign–, 1047, 1092 –spec–, 23, 70, 199, 238 –tempor–, 23, 70 –tri–, 95, 116 –ver–, 291, 318 –via–, 95, 144 –vid–, 881, 890 –vinc–/–vict–, 881, 890 –vis–, 881, 890 –vit–, 95, 144 –volut–, 40 –volve–, 23, 40 –lum–, 723, 850


Writing Strategies • Process writing Writing Workshops: Reflecting on Your Writing

(journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• Analyze poetic structure: iams, meter, foot, pentameter

Meter, 552, 656, 664, 671, 672




UNIT STANDARDS


appropriate resource(s)) • Understand the effects of white space Opportunities to address this standard may be

found on the following pages: Reading Informational Materials: recognize organizational features, 118, evaluate visual aids, 240, evaluate text format, 344

Grammar Skills • Recognize elements of dialogue Editing/Proofreading: punctuation in dialogue,

288 Dialogue, 320, 323, 324, 327, 330, 337, 340, 702, 704, 713, 717, 720, 728, 732, 736, 739, 743, 744, 745, 747, 748, 751, 752, 753, 754

• Apply parts of speech correctly Grammar Lesson (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092 Writing Workshops: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139

• Use correct punctuation: commas, semicolons Commas, 1092 Semicolons, 1110

MODEL UNIT 9.5: SHAKESPEAREAN TRAGEDY Big Ideas/Themes Essential Questions Big Ideas • responsibility, conflict resolution, choices • cultural and historical influences, call to action

From “Silent Spring” Rachel Carson, p. 153 “I have a Dream” Martin Luther King, Jr., 494 From “Nothing to Fear: Lessons in Leadership from FDR” Alan Axelrod, p. 515 (Historical Research Study “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105




UNIT STANDARDS


appropriate resource(s)) Themes • Decisions can have long-term effects. See thematic table of contents on pp. xxiii–xxv

for selections organized by themes such as: Reflections on the Past, Visions of the Future From “Silent Spring” Rachel Carson, p. 153 “I have a Dream” Martin Luther King, Jr., 494 Hope and Aspiration “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105 Also see: Explanation of Odysseus' decisions, 1093 Interpretation of character's decisions and actions, 1021, of conveyance of sense of events, 117 Cause and effect, analyzing, ask questions for, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316

Focus Questions • How may personal decisions affect your family or neighborhood?

Particularly strong connections to this model unit’s themes can be found on the following pages: From “Silent Spring” Rachel Carson, p. 153 “A Voice”: Mom’s Power is a Key to the Theme, Pat Mora, p. 554 “Every family has good stories to tell…” p. 554 “Family stories sing of what lives in the blood.” p. 558

• Can decisions based on violence or anger have a peaceful resolution? • Which historical figures have made crucial decisions affecting society? • Are decisions based on common good or personal gain? • How do world conditions affect our decisions? • Can decisions be reversed? • How can potential consequences guide decision making?

“I have a Dream” Martin Luther King, Jr., 494 From “Nothing to Fear: Lessons in Leadership from FDR” Alan Axelrod, p. 515 (Historical Research Study “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105




UNIT STANDARDS


appropriate resource(s)) Essential Questions • How do personal decisions impact more than yourself?

From “Silent Spring” Rachel Carson, p. 153 “I have a Dream” Martin Luther King, Jr., 494

• Why did Shakespeare write R&J and what social issue does the play address?

The Shakespearean Theater, 724–725 Meet the Author: William Shakespeare, 726–727 Background: Shakespeare’s Source, 729

• Where do these same themes present themselves in today’s society?

Particularly strong connections to this model unit’s themes can be found on the following pages: “There is No Word for Goodbye” Mary Tall Mountain, p. 614 Sonnets on Love XIII, Jean de Sponde, p. 573 Archetypal theme, ill–fated love, comparing, 856, 859, 860, 861, 864, 867, 869, 871

Literary Genre Focus/Anchor Texts Narrative Text Drama/Tragedy The Tragedy of Romeo and Juliet, William Shakespeare

The Tragedy of Romeo and Juliet, William Shakespeare, Act I-V, 730-850

Informational Text Historical/Political Essay Speech “The Gettysburg Address” Abraham Lincoln From “A Lincoln Preface” Carl Sandburg, p. 452

“I Have a Dream” Martin Luther King Jr., 494-502 “First Inaugural Address” Franklin Delano Roosevelt, 503-509

Motivational Guide Teens Can Make It Happen: Nine Steps for Success Stedman Graham

“Carry Your Own Skis” Lian Dolan, 476-482 From “The Carolina Way” Dean Smith, 939–944

Linking Texts Media Opening scene from Romeo and Juliet (Leonardo di Caprio version)

Opportunities to address this standard may be found on the following pages: Research and Technology: View film of Prokofiev ballet, 811

Six Degrees of Separation (film) Opportunities to address this standard may be found on the following pages: Research and Technology: View and analyze movie based on the “Odyssey”, p. 1019




UNIT STANDARDS


appropriate resource(s)) Texts R&J stories from other cultures Romiette and Julio Sharon Draper “Romeo and Juliet are Palestinian and Jewish” Carol Rosenburg “Romeo and Juliet in Bosnia” Bob Herbert (editorial) “Romeo and Juliet in Sarajevo” CBS Evening News May 10, 1994 (FRONTLINE)

Opportunities to address this standard may be found on the following pages: Background: Shakespeare’s Source, 729 Research and Technology: View film of Prokofiev ballet, 811

“The Telltale Heart” Edgar Allen Poe

“The Cask of Amontillado” Edgar Allen Poe, 61-70

“Achieving the American Dream” Mario Cuomo “Carry Your Own Skis” Lian Dolan, 476-482 “I have a Dream” Martin Luther King, Jr., 494 First Inaugural Address, Franklin Delano Roosevelt, 503

Music Lyrics Westside Story score Stephen Sondheim Opportunities to address this standard may be

found on the following pages: Multimedia presentation on Renaissance music, 831

Genre Study and Literary Analysis Narrative Text Genre Study Elements and structure of Shakespearean drama, Elizabethan syntax

The Shakespearean Theater, 724-725 Meet the Author: William Shakespeare, 726-727 Elizabethan Language, 729

Literary Elements • monologue, soliloquy, aside Aside in dramatic speech, 705, 782, 810

Monologue, 705, 782, 810 Soliloquy, 705, 782, 810

• dialogue between characters/comic relief Dialogue in drama, 702, 704, 713, 717, 720, 728, 732, 736, 739, 743, 744, 745, 747, 748, 751, 752, 753, 754 Comic relief, 814, 830

• tragedy Tragedy, 705, 832, 834, 840, 841, 844, 846, 848

• plot, structural pyramid Plot in drama, 704

• character analysis Character in drama, 704, 706

• syntax, style, form Syntax, 402, 412, 420

• iambic pentameter Meter, 552, 656, 664, 671, 672




UNIT STANDARDS


appropriate resource(s)) • blank verse Blank verse, 756, 758, 759, 761, 763, 764, 765,

767, 768, 771, 772, 775, 776, 778, 780

Literary Devices • foreshadowing Foreshadowing, 46, 50, 53, 55, 58, 64, 68

• symbolism Symbol, 185, 186, 193, 348, 367

• figurative language Figurative language, 552, 554, 558, 564, 568,

571, 574, 577, 581, 582, 628

• imagery Imagery, 552, 556, 560, 612, 614, 616, 617

• metaphor Metaphor, 552, 564, 574, 582

• simile Simile, 552, 564, 574, 582, 992, 997, 1007, 1012, 1015, 1016, 1017, 1018

• allusion Allusion, 782, 810, 1026, 1037

• oxymoron Oxymoron, 755

• dramatic irony Dramatic irony, 814, 816, 819, 820, 825, 826, 828, 830, 882, 888

Historical/Cultural • influence of language • archaic language vs. modern language

Elizabethan Language, 729 Historical context, in oral tradition, 936 Historical and Social Context, 948, 992

• social action • social issues





UNIT STANDARDS


appropriate resource(s)) Informational Text Genre Study Characteristics of • literary nonfiction From the Author’s Desk: Elizabeth McCracken

Introduces Model Selection for Nonfiction, 14 “Desiderata” Elizabeth McCracken (Personal Essay): 15–19 “On Summer” Lorraine Hansberry (Reflective Essay): 415–419 From the Author’s Desk: Rebecca Walker on Before Hip–Hop Was Hip–Hop, 390, 706, Dean Smith on from The Carolina Way, 938 Selections (Non–Fiction/Essay): 15–18, 26–31, 35–37, 153–156, 172–179, 391–396, 404–411, 415–419, 426–433, 437–441, 476–479, 483–487, 522–524, 525–530, 546–547, 906–910, 939–942

• historical/political essay From “Nothing to Fear” Alan Axelrod, p. 515 (Historical Research Study

• primary historical documents Primary and secondary sources, 917 Also see: “First Inaugural Address” Franklin Delano Roosevelt, 503-509 “I have a Dream” Martin Luther King, Jr., 494 “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105

• speeches Speeches, 388, 492, 495, 497, 498, 500, 505, 506, 509, 510, 705, 782, 784, 789, 790, 793, 797, 799, 801, 803, 806, 808, 810

Expository Elements • Lincoln’s persuasive techniques • Lincoln’s purpose • Lincoln’s perspective • poetic flow • pacing • emphasis (strong verbs)

Comparing Biographical Writing, 450 From “A Lincoln Preface” Carl Sandburg, 452–462 Background, 453 Writing to Compare Literary Works, 463


• tone (urgent) Tone, 5, 14, 388, 390, 398, 402, 405, 412, 416, 420




UNIT STANDARDS


appropriate resource(s)) Organizational Patterns • problem/solution Problem–and–solution essay, 117, 145, 162

• cause/effect Cause and effect, 424, 434, 442

Cause and effect, analyzing, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316, 319, 320, 323, 328, 329, 330, 335, 339, 340, 343, 344, 347, 368

• fact/opinion Timed Writing: evaluation of persuasive techniques, 513 Persuasive appeals, analyze distinguish fact from opinion to, 472, 514

Features • authoritative sources Primary and secondary sources, 917; also see:

Paraphrasing, evaluate Web sources by, 626, 652; Conclusions, Drawing, evaluate author's credibility before, 880, 892; Gathering Details: recording and organizing information, 918; Providing Elaboration by: crediting sources, making direct references to sources, 920; Revising Overall Structure by evaluating sources, 922; Research report: Preparing a Reference List, 927; Using the Internet, R31–R32; Citing Sources and Preparing Manuscript, R33

• speaker’s notes Communications Workshop: Delivering a Persuasive Speech, 544 Listening And Speaking (Apply the Skills): speech eulogizing Kennedy, 213, speech to big–game hunters, 237, persuasive speech to urge participation, 481, persuasive speech to preserve library, 489

• essay structure Shaping Writing: 89, 164, 285, 374, 467, 538, 621, 690, 875, 919, 1041, 1136

• media conventions and special effects Communications Workshop: Analyzing Broadcast Media Presentations, 170, Comparing Media Coverage, 1142

Reading, Listening/Viewing Strategies and Activities Reading Reading Comprehension/Critical Thinking Strategies • retelling Retelling of story, 59, 69




UNIT STANDARDS


appropriate resource(s)) • paraphrasing Paraphrasing, 626, 628, 633, 635, 636, 640,

641, 645, 647, 648, 651, 652, 655, 657, 661, 663, 664, 672, 675, 684

• summarizing Summarizing, 722, 728, 732, 735, 738, 740, 744, 748, 749, 754, 756, 760, 766, 774, 780, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810, 813, 832, 837, 839, 845, 848, 851, 852, 855, 872

• visualization Visualize action, 290, 320, 323, 328, 329, 330, 335, 339, 340

• Use Question-Answer-Relationship (QAR) Predictions, make: ask questions to, 22, 24, 30, 31, 32, 36, 38 Cause and effect, analyzing: ask questions for, 290, 292, 295, 296, 300, 301, 302, 308, 311, 312, 314, 315, 316 Main idea and supporting details, identify: generate questions to, 400, 402, 408, 411, 412, 417, 420

• Use structural pyramid for 5 Acts • text mapping • Use margin notes, director’s notes

Opportunities to address this standard may be found on the following pages: Reading Skill (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098 Reading Skill (Apply the Skills), 32, 38, 58, 68, 104, 114, 130, 142, 212, 236, 252, 302, 316, 330, 340, 412, 420, 434, 442, 480, 488, 500, 510, 574, 582, 596, 608, 636, 648, 664, 672, 683, 754, 780, 810, 830, 848, 888, 988, 1018, 1064, 1090, 1102, 1108 Reading Skill (Monitor Your Progress), 41, 71, 117, 145, 239, 319, 343, 423, 445, 491, 513, 585, 611, 651, 675, 813, 851, 893, 1021, 1093

• Use content clues to build vocabulary knowledge

Content area words, 160 Context clues: prefixes/roots for, 947, 990, 1020, 1047, 1092, 1110, assessment, 1039, 1131




UNIT STANDARDS


appropriate resource(s)) • Apply profundity scale levels to increase comprehension

Opportunities to address this standard may be found on the following pages: Main idea and supporting details, identify, 400, 402, 408, 411, 412, 417, 420, 423, 424, 429, 433, 434, 438, 442, 445, 446, 449, 464

• Describe how Shakespeare uses figurative language to enhance meaning

Elizabethan Language, 729 Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628

Personal Reading Independent Reading Listening/Viewing • Listen to teacher read-alouds • Listen for meaning

Opportunities to address this standard may be found on the following pages: Listening And Speaking (Apply the Skills): retelling of story, 59, 69, dialogue from short story, 331, 341, dramatic reading of poem, 597, 609, dialogue from poem, 637, 649, staged performance from drama scene, 755, readers theatre presentation of “The Inspector–General,” 889 Writing Workshops: Revising, peer review, 166, 540, 692, 922, 1138 Talk About It, 179, 383, 547, 699, 931, 1147 Tips for Discussing Literature, R20–R21

• Find intersections between visual images and verbal communication

On Your Own: Readings in Media, Excerpt from “Understanding Comics” pp. 172–179 Research and Technology (Apply the Skills): Photo essay on day of national significance, 213, Photo essay on big–game species, 237, Photo collection on birds of prey, 331, Photo collection on Mark Twain, 341 Informal presentation on photographs of Earth, 443




UNIT STANDARDS


appropriate resource(s)) Writing, Speaking, Expressing Strategies and Activities Writing to Learn • Use writing process Writing Workshops, 88–93, 162–169, 284–289,

372–379, 466–471, 536–543, 620–625, 688–695, 874–889, 916–927, 1040–1045, 1134–1141 Writing (Apply the Skills), 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 755, 781, 811, 831, 849, 889, 989, 1019, 1065, 1091, 1103, 1109

• Participate in Writers’ Workshop Writing Workshops: Revising, peer review, 166, 540, 692, 922, 1138

• Produce extended writing (to prompts) Timed Writing, 41, 45, 71, 117, 121, 145, 239, 243, 265, 319, 343, 347, 423, 445, 449, 491, 513, 519, 585, 589, 611, 651, 655, 675, 813, 851, 855, 891, 895, 943, 991, 1021, 1025, 1040, 1093, 1097, 1111

• Write an opinion paper (scored with rubric) Editorial, 536–543 (Rubric p. 543)

Writing to Demonstrate Learning Letter Writing • Write from one character to another Informal letter from character's point of view,

331, 341 Letter, to Chief Dan George, 1103, to Nelson Mandela, 1109

• Use archaic or modern language Writing (Apply the Skills): anecdote, 33, 39, alternative ending, 213, 237, script, 435, 443, parody, 781, everyday epic, 989

• Score with rubric Writing Workshops: Rubric for Self–Assessment, 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141, R35–38

Journal Entry Topics and Formats • decision-making, conflict resolution Opportunities to address this standard may be

found on the following pages: Journal entries, describing story events, 1065, 1091




UNIT STANDARDS


appropriate resource(s)) • self-perception, possibilities for peace Journal entries, on significant event, 105


• retellings, reflections Listening And Speaking (Apply the Skills): retelling of story, 59, 69

• world events influencing Lincoln’s presidency Comparing Biographical Writing, 450 From “A Lincoln Preface” Carl Sandburg, 452–462 Background, 453 Writing to Compare Literary Works, 463

• social issues in historical and contemporary times

Literature in Context (culture, geography, history, humanities, language, literature, math, mythology, science, social studies), 37, 65, 83, 100, 108, 128, 141, 150, 221, 233, 249, 278, 310, 326, 338, 352, 410, 440, 457, 487, 507, 607, 640, 711, 734, 764, 770, 791, 801, 827, 836, 864, 909, 983, 999, 1070, 1082, 1106, 1118 Elizabethan Language, 729 Historical context, in oral tradition, 936 Historical and Social Context, 948, 992

• compare and contrast different versions of the play, film, other Romeo & Juliet stories

Opportunities to address this standard may be found on the following pages: Background: Shakespeare’s Source, 729 Research and Technology: View film of Prokofiev ballet, 811

• compare human and civil rights across texts Comparing Literary Worlds: From “A Lincoln Preface” Carl Sandburg, p. 452 “Arthur Ashe Remembered” John McPhee, p. 460 Also see: “I have a Dream” Martin Luther King, Jr., 494 “There is a Longing” Chief Dan George, p. 1100 “Glory and Hope” Nelson Mandela, p. 1105




UNIT STANDARDS


appropriate resource(s)) • summary writing Opportunities to address this standard may be

found on the following pages: Summary, of historical document, 514 Summarizing: paraphrase for, 722, 782, 784, 787, 792, 795, 796, 798, 800, 802, 805, 807, 810

• distinguish fact from opinion Timed Writing: evaluation of persuasive techniques, 513 Persuasive appeals, analyze distinguish fact from opinion to, 472, 514

• essays answering focus questions, scored using rubric

Scoring Rubrics for essays: Problem–and–Solution Essay, 169, Cause–and–Effect Essay, 379, Descriptive Essay, 625, How–to Essay, 889, Writing for Assessment, 1045, Comparison–and–Contrast Essay, 1141

Research • Research historical context and significance Historical context, 705, 706, 936

Historical context, in oral tradition, 936 Historical and Social Context, 948, 992

• Research how teens addressed a social issue; decisions; impact on society

Opportunities to address this standard may be found on the following pages: Research and Technology (Apply the Skills): Comparative chart on sports participation, 481 Listening And Speaking (Apply the Skills): interview with older person, 33, interview with potential employer, 39, panel discussion on image in mass media, 413, informal presentation on television news images, 435

• Write an abbreviated research report on Lincoln’s life and presidency

Writing to Compare Literary Works, 463

• Research other Romeo & Juliet scenarios Opportunities to address this standard may be found on the following pages: Background: Shakespeare’s Source, 729 Research and Technology: View film of Prokofiev ballet, 811




UNIT STANDARDS


appropriate resource(s)) • Write one full research report Writing Workshops: Research Report, 916–927

Research and Technology (Apply the Skills): 33, 39, 59, 69, 105, 115, 131, 143, 213, 237, 253, 263, 303, 317, 331, 341, 413, 421, 435, 443, 481, 489, 501, 511, 575, 583, 597, 609, 637, 649, 665, 673, 781, 811, 891, 889, 989, 1019, 1065, 1091, 1103, 1109

• Use MLA citation Research report: Preparing a Reference List, 927; Citing Sources and Preparing Manuscript, R33; MLA Style, R34

Authentic Writing • Write a reflective essay on the historical context and significance of The Tragedy of Romeo and Juliet (score with rubric)

Research and Technology: Annotated Flowchart on nobility in 16th century Verona, 781 Multimedia presentation on Renaissance music, 831

• Write a critique after each Act; combine for formal essay

Literary Analysis (Apply the Skills), 754, 780, 810, 830, 848

• Develop a personal plan of action Timed Writing: Exposition on the following quote: “Success is the sum of all efforts, repeated day in and day out.”

Speaking • Practice fluency with Reader’s Theater and choral reading

Listening And Speaking (Apply the Skills): retelling of story, 59, 69, dialogue from short story, 331, 341, dramatic reading of poem, 597, 609, staged performance from drama scene, 755, readers theatre presentation of “The Inspector–General,” 889

• Re-enact scenes/role play Listening And Speaking (Apply the Skills): retelling of story, 59, 69, comic scene on daydream, 131, scene on flight across mountains, 143, monologue on lost necklace, 303, monologue on chess, 317, dialogue from short story, 331, 341, dramatic reading of poem, 597, 609, staged performance from drama scene, 755, readers theatre presentation of “The Inspector–General,” 889




UNIT STANDARDS


appropriate resource(s)) • Discuss lessons from Romeo & Juliet and the “Gettysburg Address” that apply today with think-pair-share

Opportunities to address this standard may be found on the following pages: From “A Lincoln Preface” Carl Sandburg, p. 452 Thinking About the Selection, 459, 754, 780, 810, 830, 848

• Participate in whole class, small group, peer discussions

Talk About It , 179, 383, 547, 699, 931, 1147 Panel discussion, 413, 421, 665, 673, 1103, 1109 Discussion, 470, 543, 927 Tips for Discussing Literature, R20–R21

• Respond to three versions of the play Opportunities to address this standard may be found on the following pages: Background: Shakespeare’s Source, 729 Research and Technology: View film of Prokofiev ballet, 811

• Relate implications for decision making and possibilities for different outcomes through panel discussions

Opportunities to address this standard may be found on the following pages: Panel discussion, 413, 421, 665, 673, 1103, 1109

• Perform an oration Communications Workshop: Delivering a Persuasive Speech, 544 Listening And Speaking (Apply the Skills): speech eulogizing Kennedy, 213, speech to big–game hunters, 237, persuasive speech to urge participation, 481, persuasive speech to preserve library, 489






UNIT STANDARDS


appropriate resource(s)) • Reflect on selected journal entry Writing Workshops: Reflecting on Your Writing

(journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141



Daily Fluency Reading • Engage in partner reading Writing Workshops: Revising, peer review, 166,



Writing • Respond with Quickwrites Thinking About the Selection, 20, 32, 38, 58, 68,

77, 84, 104, 114, 130, 142, 152, 156, 196, 212, 236, 252, 262, 273, 280, 302, 316, 330, 340, 361, 366, 398, 412, 420, 434, 442, 459, 480, 488, 500, 510, 524, 530, 560, 574, 582, 596, 608, 615, 616, 636, 648, 664, 672, 679, 681, 682, 720, 754, 780, 810, 830, 848, 861, 870, 888, 905, 910, 944, 955, 974, 987, 988, 1008, 1017, 1018, 1029, 1031, 1033, 1036, 1064, 1090, 1102, 1108, 1120, 1128

Vocabulary Development • Practice using context clues Context clues: prefixes/roots for, 947, 990,

1020, 1047, 1092, 1110, assessment, 1039, 1131

• Create data walls – word etymologies, metaphors, similes, symbolism

Word origins, 95, 116, 144 Figurative language, 552, 554, 558, 564, 568, 571, 574, 577, 581, 582, 628

• Explore multiple meanings Opportunities to address this standard may be found on the following pages: Analogies, 59, 69, 105, 115, 331, 341, 481, 489, 501, 511, 575, 583, 637, 649, 755, 1065, 1091

• Discover connotations (e.g., “consecrate” used in both texts with different connotations)

Connotations, 105, 115




UNIT STANDARDS


appropriate resource(s)) • Restate analogy Analogies, 59, 69, 105, 115, 331, 341, 481,

489, 501, 511, 575, 583, 637, 649, 755, 1065, 1091

• Study vocabulary concepts with Frayer model Opportunities to address this standard may be found on the following pages: Academic Vocabulary for analyzing literature, 23, 87, 95, 159, 199, 283, 291, 369, 401, 465, 473, 533, 563, 619, 627, 685, 723, 873, 881, 913, 947, 1039, 1047, 1131 Vocabulary Builder (Build Skills), 24, 46, 96, 122, 200, 242, 320, 402, 424, 474, 492, 564, 575, 590, 597, 628, 657, 676, 728, 756, 782, 814, 832, 882, 948, 992, 1048, 1098 Vocabulary Builder (Apply the Skills), 33, 39, 59, 69, 85, 105, 115, 131, 143, 157, 213, 237, 253, 281, 303, 317, 331, 341, 367, 413, 421, 435, 443, 463, 481, 489, 501, 511, 531, 575, 583, 597, 609, 617, 637, 649, 665, 673, 683, 755, 781, 811, 817, 831, 849, 889, 911, 989, 1019, 1037, 1065, 1091, 1103, 1109, 1129 Vocabulary Skill (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092

• Complete semantic mapping • Create word webs

Opportunities to address this standard may be found on the following pages: Spelling Workshops: Content Area Words, practice, 160, Unusual Consonant Groupings, practice, 370, assessment, 371, Tools for Checking Spelling, practice, 534, assessment, 535, Words with Affixes, practice, 686, assessment, 687, Using Silent e, practice, 914, assessment, 915, Spelling on College Entrance Exams, practice, 1132, assessment, 1133

• Recognize iambic pentameter Meter, 552, 656, 664, 671, 672 Elizabethan Language, 729





UNIT STANDARDS


appropriate resource(s)) Writing Strategies • Process writing Writing Workshops: Reflecting on Your Writing

(journal): 92, 169, 288, 379, 470, 543, 624, 695, 878, 927, 1044, 1141

• Use strong verbs Word choice, vivid words, 621

• Select appropriate language for the audience Gathering Details: considering audience, 163 Providing Elaboration: considering audience, 467, 621, 690 Revising Word Choice for target audience, 166

Grammar Skills • Recognize elements of dialogue Editing/Proofreading: punctuation in dialogue,

288 Dialogue, 320, 323, 324, 327, 330, 337, 340, 702, 704, 713, 717, 720, 728, 732, 736, 739, 743, 744, 745, 747, 748, 751, 752, 753, 754

• Apply parts of speech correctly Grammar Lesson (Build Language Skills), 40, 70, 116, 144, 238, 318, 342, 422, 444, 490, 512, 584, 610, 650, 674, 812, 850, 892, 1020, 1092 Writing Workshops: Integrating Grammar Skill, 90, 167, 286, 377, 468, 541, 622, 693, 876, 923, 1042, 1139

Literature, The Penguin Edition Grade 9 ©2007 - … UNIT 9 - dh-JW.pdf · CORRELATED TO Michigan...

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Transcript of Literature, The Penguin Edition Grade 9 ©2007 - … UNIT 9 - dh-JW.pdf · CORRELATED TO Michigan...