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1

Holt McDougal Literature, Grade 10

crosswalk correspondence with

Write Source, Grade 10 Use these Write Source lesson and practice resources

• BEFORE the Holt McDougal Literature selection to review or introduce upcoming instruction OR

• AFTER the Holt McDougal Literature selection for further practice or reinforcement of writing, grammar, usage, and mechanics skills.

Holt McDougal Literature Grade 10, Unit 1 Instruction

Writing Form and Language Skills Common

Focus

Write Source Reinforcement/Additional

Instruction (Print and Online)

Online-only resources in Italics.

Text Analysis Workshop, pp. 28–35 • Setting and Mood, pp. 28–29 • Plot and Story Analysis, p. 30 • Analyze the Text, pp. 31–35

Interactive Whiteboard Lesson • Response to Literature • Narrative Writing

• Response to Literature • Narrative Writing • Plot • Setting and Mood

Student Edition • Plot chart (Response to

Literature: Analyzing a Theme), p. 264

• Plot (Response to Literature: Analyzing a Theme), p. 274

• Setting in story development, p. 318

• Reading Fiction: identify setting, p. 479

Interactive Whiteboard Lesson • Response to Literature • Narrative Writing

Net-text • Respond to Literature Essay 1

Harrison Bergeron, pp. 36–47

• Text Analysis: Plot and Conflict, pp. 37, 40–45

• Writing Prompt: Describe Plot, p. 47

• Grammar and Style: Precise Adjectives, pp. 43, 47

• Vocabulary Strategy: Greek root syn, p. 46

• Response to Literature • Narrative Writing • Adjectives • Roots

Student Edition • Plot in story development, pp.

314–315, 322 • Responding to Prompts About

Literature, pp. 295–303 • Conflict in stories, p. 318 • Reading Fiction: identifying

central conflict, p. 479 • Editing: Adjective forms used

properly, p. 120 • Roots, pp. 506–512 • Adjectives: Making a Precise

Point, pp. 540–541 • Adjectives, pp. 728–729

Skillsbook • Types of Adjectives, pp. 108

Warriner’s • Adjectives, pp. 10, 212, 526-527

2



Focus




Virtual File Cabinet • G10/Vocabulary: Common

Roots, Prefixes, and Suffixes, pp. ix–xviii

• G10: Grammar Adjectives and the Words They Modify, p. 9

• G10: Grammar: Adjectives, pp. 11–12

Interactive Whiteboard Lesson • Narrative Writing

Everyday Use, pp. 48–63

• Text Analysis: Conflict and Character, pp. 49, 53, 56, 59, 61

• Figurative Language, p. 54 • Language Coach: Informal

Language, p.53 • Interview, p. 60 • Grammar and Style:

Descriptive Details, pp. 55, 63

• Vocabulary Strategy: Prefix re-, p. 62

• Writing Prompt: Story Sequel, p. 63

• Character Development

• Conflict • Figurative Language • Informal Language • Descriptive Details • Prefixes • Narrative Writing

Student Edition • Understanding Voice (Formal

Language), p. 46 • Sensory details, pp. 97, 109 • Conflict and characters,

development of in stories, p. 318

• Character sketch, p. 586 • Prefixes, pp. 503–504 • Interview, p. 586 • Figurative language, p. 598 • Writing Stories (prewrite, draft,

revise, edit), pp. 318–320 • Descriptive Paragraph, p. 565



• G10: Grammar: Prefixes and Suffixes, pp. 159–160

• G10: Mechanics Adding Prefixes, p. 339

• G10: Mechanics Prefixes and Suffixes Review, p. 344

Warriner’s • Formal/Informal Language, p.

519 Net-text

• Creative Writing Story 1

3



Focus




Searching for Summer, pp. 64–77 • Text Analysis: Setting and

Mood pp. 65, 68, 71, 72 • Language Coach: Informal

Language, p. 69 • Language Coach:

Connotation, p. 74 • Writing Prompt: Description

(sensory language), p. 77 • Grammar and Style: Sentence

Fragments, Contractions, and Interjections, p. 70

• Grammar and Style: Use Realistic Dialogue, pp. 77

• Vocabulary Strategy: Prefix dis-, p. 76

• Setting • Mood • Informal Language • Description • Letter Writing • Sentence Fragments • Contractions • Interjections • Dialogue • Prefixes

Student Edition • Understanding Voice (Formal

Language), p. 46 • Sensory details, pp. 97, 109 • Adding Dialogue, 99 • Setting in story development,

318 • Radio Script, p. 332 • Using a Dictionary, pp. 352–

353 • Reading Fiction: identify

setting, p. 479 • Fragments, sentence, p. 557 • Contractions, 558, 628.1 • Interjections, definition, 734

Skillsbook • Other uses for apostrophes, p.

29 • Interjections, pp. 115, 116, 120 • Sentence Fragments 1, 2, and 3,

pp. 163–165 Virtual File Cabinet

• G10: Grammar Interjections, p. 22

• G10: Grammar Sentences and Fragments, p. 31

• G10: Grammar: Complete Sentence Fragments, pp. 171–172

• G10: Sentences Identifying Sentence Fragments, pp. 411–412

• G10/Vocabulary: Common Roots, Prefixes, and Suffixes, pp. ix–xviii

• G10: Grammar: Prefixes and Suffixes, pp. 159–160

• G10: Mechanics Adding Prefixes, p. 339

• G10: Mechanics Prefixes and Suffixes Review, p. 344

Warriner’s • Interjections, pp. 27, 541 • Contractions, pp. 361–363 • Sentence Fragments, pp. 444–

445, 446–453 • Formal/Informal Language, p.

519

4



Focus




To Build a Fire, pp. 78–97 • Text Analysis: Setting and

Conflict, pp. 79, 82, 84, 86, 88, 93, 96

• Language Coach: Etymologies, p. 93

• Language Coach: Homophones, p. 84

• Vocabulary Strategy: Connotation and Denotation, p. 97

• Setting • Conflict • Etymologies • Homophones • Connotation and

Denotation

Student Edition • Revising for Word Choice:

correct connotation, p. 280 • Setting in story development,

318 • Conflict, development of in

stories, p. 318 • Etymology, 352–353 • Reading Fiction: identify

setting, p. 479 • Word pairs (homophones),

678–697

from Deep Survival / How to Build a Fire Without Matches (Nonfiction / Diagram) pp. 98–105

• Informational Analysis: Use Text Features, pp. 98–103

• Language Coach: Root Words, ��p. 99

• Writing Prompt: Evaluation of a Character, p. 103

• Text Features • Root Words • Character

Student Edition • Critical Reading: Surveying the

Reading (scan features), p. 475 • Root Words, pp. 506–512 • Heading: business letter, p. 516 • Heading: e–mail messages, p.

518 • Character sketch, p. 586

Virtual File Cabinet

• G10: Vocabulary: Common Roots, Prefixes, and Suffixes, pp. ix–xviii

from The Johnstown Flood (Historical Narrative), pp. 106–117

• Text Analysis: Mood, pp. 107–108, 110, 112, 114, 115

• Language Coach: Multiple Meaning Words, p. 114

• Writing Prompt: Response to a Story, p. 116

• Grammar and Style: Strong Verbs, pp. 111, 116

• Word Meaning • Verbs

Student Edition • Response to Literature, pp.

255–292 • Using a Dictionary (Word

Meaning), pp. 352–353 • Strong Verbs, p. 48 • Dynamic Verbs, p. 538

Warriner’s

• Action Verbs, pp. 16–19 Virtual File Cabinet

• G10: Usage Language in Context: Choices: Exploring Verbs, p. 164

5



Focus




The Race to Save Apollo 13 (Nonfiction) pp. 118–135

• Text Analysis: Suspense in Nonfiction, pp. 119, 121, 125, 127, 132–133 ��

• Author’s Purpose, p. 129 • Take Notes, pp. 119, 122,

126, 130, 133 • Language Coach:

Etymologies, p. 120 • Language Coach: Multiple

Meaning Words, p. 128 • Grammar and Style:

Coordinating Conjunctions, pp. 130, 135

• Writing Prompt: Description of an Event, p. 135

• Etymology • Word Meaning • Coordinating

Conjunctions • Description


255–292 • Taking Notes, pp. 467–471 • Using a Dictionary

(Etymology), pp. 352–353 • Coordinating Conjunctions, p.

734–735 • Descriptive Writing, pp. 446–

447 Skillsbook

• Coordinating Conjunctions, p. 117

Virtual Filing Cabinet • G10: Grammar: Conjunctions

and Interjections, pp. 25–26 Warriner’s

• Coordinating Conjunctions, pp. 26, 90, 455, 469, 470

Exile/Crossing the Border (Narrative Poems), pp. 140–147

• Text Analysis: Narrative Poetry, pp. 141–145, 147

• Reading Poetry, pp. 141–142, 144

• Quickwrite: Journal Entry, p. 140

• Writing Prompt: Short Story, p. 147

• Poetry • Journal Writing • Writing Stories

Student Edition • Reading Poetry, p. 481 • Reacting to Poetry, p. 482 • Journal Writing, pp. 4, 5, 35,

586 • Creative Writing: Writing

Stories, pp. 313–322 • Responding to a Fiction

Prompt, pp. 298–299

6



Focus




Writing Workshop, pp. 148–157 • Writing a Literary Analysis,

pp. 148–157 • Drafting, p. 151 • Editing and Publishing, p. 155 • Grammar in Context:

Quotations, p. 151 • Grammar in Context:

Reciprocal Pronouns, p. 155 • Scoring Rubric, p. 156

Interactive Whiteboard Lesson

• Response to Literature

• Response to Literature • Quotations • Reciprocal Pronouns


255–266 • Response to Literature:

Writing, 267–272 • Revising, pp. 273–284 • Editing and Publishing, pp.

286–289 • Using a Rubric, pp. 290–292 • Citing Direct Quotations, pp.

265, 286 • Reciprocal Pronouns, pp. 704,

706 Interactive Whiteboard Lesson

• Response to Literature Net-text

• Respond to Literature Essay 1–3

Skillsbook • Quotation Marks with Direct

Quotations, p. 32 • Reciprocal Pronouns, p. 88

Grammar Snap • Verbals: Gerunds, Infinitives,

Participles • Reflexive and Reciprocal

Pronouns Virtual File Cabinet

• G10: Grammar: Quotation Marks A – AK, pp. 38–39

Warriner’s • Use of Direct Quotations, pp.

341–343, 344–345, 507–514 • Indefinite Pronouns, p. 9

Speaking and Listening Workshop: Presenting a Response to a Short Story, pp. 158–159

• Presenting a Response to a Short Story, pp. 158–159

• Delivering Your Presentation, p. 159

• Response to Literature • Presentations

Student Edition • Speaking in Class, p. 465 • Response to Literature:

Publishing – Make a Recording, p. 289

7



Focus




Text Analysis Workshop, pp. 176-181

• Analyzing Characters, pp. 176–181


• Narrative Writing • Character

Development

Student Edition • Practice Literature Prompt, pp.

302–303 Interactive Whiteboard Lesson

• Narrative Writing Net-text

• Creative Writing Story 1

Shoefly Pie, pp. 182–201 • Text Analysis: Character

Traits, pp. 183, 186, 189–193, 197, 199

• Reading for Information: Magazine Article, p. 201

• Reading-Writing Connection: Description of Characters, p. 200

• Grammar and Style: Add Sensory Details, pp. 195, 200

• Language Coach: Roots and Affixes, p. 187

• Narrative Writing • Character

Development • Reading for

Information • Sensory Language • Affixes

Student Edition • Include sensory details, p. 109 • Revising for Word Choice

(adding figurative language), p. 114

• Character Development, p. 318 • Choosing Characters, pp. 327–

328 • Reading nonfiction articles, pp.

483–490 • Prefixes, Suffixes, Roots, pp.

501–512 Skillsbook

• Adding suffixes, pp. 55, 56, 57, 58, 59, 60



Warriner’s • Adding Prefixes and Suffixes, p.

379–383

8



Focus




The Possibility of Evil, pp. 202–217 • Text Analysis: Character

Motivation, pp. 203, 206, 210–211, 215

• Grammar and Style: Modifiers, pp. 209, 217


• Language Coach: Commonly Confused Words, p. 214

• Writing Prompt: Character Analysis, p. 217


• Modifiers • Connotation and

Denotation • Commonly Confused

Words

Student Edition • Revising for Word Choice:

correct connotation, p. 280 • Character conflict and action, p.

318 • List of character wants, p. 327 • Using the Right Word, pp. 678–

699 • Parts of Speech: Adjectives, pp.

728–729 • Parts of Speech: Adverbs, pp.


• Using the Right Word, pp. 61–67

• Adjectives and Adverbs, pp. 107–114

• Misplaced & Dangling Modifiers, pp. 170–171

Grammar Snap • Adjectives: Positive,

Comparative, Superlative • Adverbs

Virtual File Cabinet • Adjectives and the Words They

Modify Warriner’s

• Using Modifiers Correctly, p. 210–233

Like the Sun, pp. 202-217

• Text Analysis: Moral Dilemma, pp. 219–220, 223, 225

• Predict, pp. 219, 222, 225 • Quckwrite: Write a Letter to

an Advice Columnist, p. 218 • Language Coach: Denotation

and Connotation, p. 223


• Connotation and Denotation

• Predicting • Letter Writing

Student Edition • “Dear Editor” letter, pp. 250–

251 • Character in conflict with him

or herself, p. 318 • Revising for Word Choice:

correct connotation, p. 280 • Critical Reading: SQ3R

(previewing and scanning before you read), pp. 474, 475

• Writing letters, pp. 513–520 Virtual File Cabinet

• Language in Context: Writing Application: Letter

9



Focus




The Teacher Who Changed My Life, pp. 226–237

• Characterization in Nonfiction, pp. 227–228, 230, 233, 235

• Language Coach: Idioms, p. 231

• Writing Prompt: Write a Speech, p. 237

• Grammar and Style: Analyze Examples (concrete and abstract nouns), pp. 232, 237

• Vocabulary Strategy: The Latin Root, p. 236

• Character

Development • Idioms • Writing Speeches • Concrete and Abstract

Nouns • Root Words

Student Edition • Sample Response to Narrative

Prompt (characterization in nonfiction): “Eleanor Roosevelt Teaches Me to Knit,” pp. 140–141

• Making Oral Presentations, pp. 393–403

• Root Words, pp. 506–512 • Understanding Idioms, pp.

672–677 • Nouns (abstract and concrete),

p. 701 Skillsbook

• Types of Nouns, p. 74 Grammar Snap

• Specific Nouns Warriner’s

• Concrete and Abstract Nouns, p. 5

A Celebration of Grandfathers, pp. 238–245

• Character Traits in Nonfiction, pp. 239, 242–245

• Identify Author’s Perspective, pp. 239, 240, 243, 245

• Character

Development • Author’s Perspective

Student Edition • Sample Response to Narrative

Prompt (characterization in nonfiction): “Eleanor Roosevelt Teaches Me to Knit,” pp. 140–141

• Responding to a Nonfiction Prompt (agree or disagree with author’s opinions), 304–305

Simply Grand: Generational Ties Matter (Magazine Article), pp. 246–251

• Main Idea and supporting Details, pp. 246, 247, 249–250, 251

• Writing Prompt: Write an Essay, p. 251


• Main Idea and

supporting Details • Essay Writing • Roots and Affixes

Student Edition • Expository Essay Writing:

Defining a Concept, p. 185–192 • SQ3R: Look for main idea as

you read, p. 474, 475 • Summarizing and Paraphrasing:

find mind idea of an article, p. 486

• Prefixes, Suffixes, Roots, pp. 501–512

Skillsbook • Adding Suffixes, pp. 55, 56, 57,

58, 59, 60 Warriner’s

• Adding Prefixes and Suffixes, p. 379–383

Virtual File Cabinet Language in Context: Writing Application: Definition, p. 334

10



Focus




The Gift/Those Winter Sundays (Poems), pp. 252–257

• Analyze Characters in Poetry, pp. 253–254, 257

• Analyze Poetry

Student Edition • Practice Literature Prompt

(Analyze a Character in an Edith Wharton novel), pp. 302–303

• Enrichment Activity: Writing Poetry, pp. 333–340

• Reading Poetry, p. 481 • Reacting to Poetry, p. 482

A Marriage Proposal (Drama), pp. 258–275

• Text Analysis: Characters in a Farce, pp. 259, 263, 265, 267, 269, 272–273

• Language Coach: Denotation/Connotation, pp. 264, 268

• Writing Prompt: Write a Dialogue, p. 275

• Vocabulary Strategy: Latin Roots, p. 274

• Grammar and Style: Vary Sentence Types, p. 263, 275

• Character

Development • Writing a Dialogue • Connotation and

Denotation • Root Words • Vary Sentence Types

Student Edition • Revising for Sentence Fluency:

Use long and short sentences, pp. 116–117

• Revising for Sentence Fluency: Vary sentence types, pp. 226–227

• Revising for Word Choice: correct connotation, p. 280

• Writing Plays, 323–331 • Radio Script, p. 332 • Root Words, pp. 506–512 • Sentence Variety, pp. 552–553

Skillsbook • Sentence Combining, pp. 155–

159 Virtual File Cabinet

• Varying Sentence Beginnings, pp. 187–188

• Revising Paragraphs by Combining Sentences, pp. 441–442

Writing Workshop: Short Story, pp. 280–289

• Grammar in Context: Verb Tense, p. 283

• Grammar in Context: Participles, p. 287

• Scoring Rubric, p. 288

• Verb Tense • Participles • Rubric

Student Edition • Creative Writing: Writing

Stories, pp. 313–322 • Using a Rubric, pp. 61–72 • Participles, p. 726

Net-text • Creative Writing Story 1

Skillsbook • Participles, p. 101


Participles

11



Focus




Text Analysis Workshop, pp. 301-307

• Narrative Devices, pp. 301-307


• Narrative Writing

Student Edition • Narrative Writing, pp. 89-94


Net-text • Narrative Writing Essay 2

By the Waters of Babylon, pp. 308-323

• Text Analysis: First-Person Point of View, pp. 309, 312, 315, 322

• Punctuation: Dashes, p. 317 • Grammar and Style: Formal

Language, p. 317

• Narrative Writing • Point of

View/Personal Pronouns

• Dashes • Formal Language

Student Edition • Narrative Writing (Writing

Model—First-Person Point of View), pp. 130-131

• Dashes, pp. 640-641 • Understanding Voice (Formal

Language), p. 46 Grammar Snap

• Third-Person Pronouns Skillsbook

• Dashes, pp. 24-25 • Personal Pronouns, p. 81



• G10: Grammar: Case Forms of Personal Pronouns A – AK, p. 20a

• G10: Grammar: Case Forms of Personal Pronouns B – AK, p. 20b

• G10: Grammar: Case Forms of Personal Pronouns C – AK, p. 20c

There Will Come Soft Rains, pp. 324-335

• Text Analysis: Chronological Order, pp. 325-326, 331, 334

• Chronological Order

Copying Master • Time Line—TE p. 133

Inside the Home of the Future/Car of the Future, pp. 336-341

• Synthesize, pp. 336-339

• Synthesize

Student Edition • Synthesizing Information, pp.

498

The Doll’s House, pp. 342-353 • Omniscient Point of View,

pp. 343-344, 346, 348, 352, 353

• Point of View

Student Edition • Elements of Fiction (Point of

View: Omniscient) p. 322 Net-text

• Narrative Writing Essay 1

12



Focus




The Seventh Man, pp. 354-373 • Latin Roots, p. 372

• Latin Roots

Student Edition • Roots, pp. 506-512

Virtual File Cabinet • G10: Vocabulary: Common


The Man in the Water, pp. 374-381

• Write Concisely (Appositive Phrases) pp. 377, 381

• Appositive Phrases

Student Edition • Using Phrases (Appositive

Phrases), pp. 742-743 Skillsbook

• Appositives, pp. 12, 129, 131 Virtual File Cabinet

• G10: Grammar: The Appositive and the Appositive Phrase – AK, p. 13

Dyaspora, pp. 382-389

• Text Analysis: Second-Person Point of View, pp. 383-384

• Point of View

Student Edition • Forms of Personal Pronouns

(Second-Person Pronouns), pp. 708-709

Skillsbook • Personal Pronouns, p. 81

Writing Workshop: Analysis of Literary Nonfiction, pp. 390-399

• Analysis of Literary Nonfiction, pp. 390-399

• Grammar in Context: Restrictive and Nonrestrictive Clauses, p. 393

• Grammar in Context: Commas in Restrictive and Nonrestrictive Clauses, p. 397


• Response to Literature

Student Edition • Responding to a Nonfiction

Prompt, pp. 304–305 • Restrictive and Nonrestrictive

Clauses, p. 612 Skillsbook

• Commas in Restrictive and Nonrestrictive Clauses 1 and 2, pp. 14–15

GrammarSnap • Commas: Punctuating

Restrictive and Nonrestrictive Phrases

Net-text • Respond to Literature Essay 3

13



Focus




Text Analysis Workshop, pp. 418–425

• Themes in Literature, pp. 418–425

Interactive Whiteboard Lesson • Response to Literature

• Theme • Response to Literature

Student Edition • Response to Literature:

Analyzing a Theme, pp. 255–289


Net-text • Response to Literature Essays

1–3

The Interlopers, pp. 426–437 • Text Analysis: Theme and

Setting, pp. 427–428, 431, 433–435

• Writing Prompt: Analyze a Theme, p. 437

• Vary Sentence Structure (Subordinate Clause), pp. 432, 437

• Vocabulary Strategy: Connotation, p. 436

• Theme • Setting • Theme • Sensory Language • Sentence Structure • Connotation



• Setting in Story Development, p. 318

• Subordinate Clauses, pp. 610, 744

• Using a Dictionary (Word Meaning), pp. 352–353

Warriner’s • Subordinate Clauses, pp. 93–

97, 450, 549 Two Friends, pp. 438–451

• Quickwrite: Make a List, p. 438

• Writing Prompt: Analysis of a Scene, p. 451

• Grammar and Style: Write Concisely – Predicate and Compound Predicate, pp. 446, 451

• Vocabulary Strategy: Analogies, p. 450

• Predicates • Response to Literature • Lists • Analogies

Student Edition • Details, list, pp. 90, 188, 195,

249 • General categories list, p. 152 • Graphic organizers, lists, pp.

155, 189, 327, 328, 335 • Responding to Prompts About

Literature, pp. 295–303 • "Basics of Life" list, p. 583 • Analogies, p. 600 • Predicates and compound

predicates, 740 Skillsbook

• Subjects and Predicates 1 and 2, pp. 126–127

Virtual File Cabinet • G10: Grammar: The Predicate,

pp. 29–30 • G10: Grammar Subjects and

Predicates, p. 32 • G10: Grammar Simple and

Complete Predicates, p. 34 • G10: Grammar Complete and

Simple Subjects and Predicates, p. 35

• G10/Vocabulary: Analogies Lessons 1, pp. 126–140

14



Focus




Warriner’s • Predicates, pp. 37, 39, 545


1–3

When Mr. Pirzada Came to Dine, pp. 452–475

• Text Analysis: Theme and Character, pp. 453, 457–458, 460–462, 467, 469, 471

• Writing Prompt: Compare and Contrast Two Stories, p. 473

• Grammar and Style: Add Descriptive Details - Adverbs, pp. 458, 473

• Vocabulary Strategy: The prefix im-, p. 472

• Theme • Character • Compare and Contrast

Writing • Adverbs • Prefixes

Student Edition • Analyzing a Theme, pp. 255–

294 • Conflict and characters,


• Writing Guidelines: Comparison-Contrast Essay, pp. 448–449

• Character sketch, p. 586 • Parts of Speech: Adverbs, pp.

730–731 • Prefixes, pp. 503–504

Skillsbook • Types of Adverbs 1 and 2, pp.

107–114 Virtual File Cabinet


• G10: Grammar Adverbs and the Words They Modify, p. 17

• G10: Grammar: Adverbs, pp. 21–22

Grammar Snap • Adverbs


1–3 Warriner’s

• Adverbs, pp. 20–23 • Adding Prefixes and Suffixes,

pp. 379–383

Interview with Jhumpa Lahiri/ Refugee Aid Society, pp. 470–474

• Interview, p. 470 • Web Site, p. 474

• Interview • Web Site

Student Edition • A Closer Look at Listening and

Speaking, p. 466 • Creating Your Own Web Site,

pp. 80–81 • Interview, p. 586

15



Focus




Do not weep, maiden, for war is kind/the sonnet-ballad (Poem/Sonnet), pp. 476–481

• Text Analysis: Universal Theme, pp. 477–478, 480–481

• Theme • Response to Literature


255–294

from Tolerance (Persuasive Essay), pp. 482–487

• Text Analysis: Persuasive Essay, pp. 483–484, 486,487

• Analyze Reasons and Evidence, pp. 483, 486–487

• Persuasive Writing • Reasons and Evidence

Student Edition • Persuasive Writing: Reasons

Chart, p. 209 • Persuasive Writing: Gathering

Objections, p. 210 • Persuasive Writing: using

provable facts, p. 219 • Persuasive Writing: Writing an

Editorial, p. 239–246 Net-text

• Persuasive Writing Essays 1 & 2

Letter to a Young Refugee from Another/ Song of P’eng-ya (Essay/Poem), pp. 488–497

• Text Analysis: Author’s Message Across Genres, pp. 489–490, 492–496

• Comparing Themes Across Genres, pp. 494, 496

• Writing for Assessment: Compare and Contrast Different Works, p. 497

• Language Coach: Affixes, p. 493

• Text Analysis • Compare and Contrast

Writing • Themes • Affixes



• Critical Reading, pp. 473–482 • Writing Guidelines:

Comparison-Contrast Essay, pp. 448–449


Skillsbook • Adding suffixes, pp. 55, 56, 57,

58, 59, 60 Virtual File Cabinet



379–383

16



Focus




Writing Workshop, pp. 498–507 • Writing a Comparison-

Contrast Essay, pp. 498–507 • Drafting, p. 501 • Editing and Publishing, p. 505 • Grammar in Context: Comma

Placement in Contrasting Expressions, p. 502

• Grammar in Context: Parallelism, p. 505

• Use Commas After Introductory Words, p. 503


• Compare and Contrast

Writing • Commas • Parallelism

Student Edition • Using a Rubric, pp. 61–72 • Writing Guidelines:


• Comparison–contrast paragraphs, 574

• Commas to separate contrasted elements, pp. 608–609

• Commas to set off appositives, pp. 610–611

• Using a Rubric, pp. 61–72 • Parallelism, p. 601

Skillsbook • Commas to Set Off Contrasted

Elements and Appositives, p. 12

Speaking and Listening Workshop, pp. 508–509

• Participating in a Group Discussion, pp. 508–509

• Group Discussion

Student Edition • Listening in Class, p. 464 • Speaking in Class, p. 465 • A Closer Look at Listening and

Speaking, p. 466

17



Focus





• Purpose and Perspective, pp. 526–527

• Organization and Format, pp. 528–529

• Analyze the Text, pp. 530–531

• Purpose and Perspective

• Organization and Format

• Analyzing Texts

Student Edition • Organization (Writing Trait),

pp. 44–45, 110–111, 166–167, 220–221, 271, 314, 319, 386–387, 571, 276–277, 571–574, 577

• Practice Writing Prompt (responding to an editorial), pp. 308–309

• Critical Reading, pp. 473–478

The Plot Against People (Humorous Essay), pp. 532–537

• Text Analysis: Tone and Diction, pp. 533–534, 536, 537


• Quickwrite: Make a List, p. 532

• Tone • Diction • Roots • Affixes • Lists

Student Edition • Details, list, pp. 90, 188, 195,

249 • Evaluating Expository Writing

(voice and word choice), pp. 182–183


• "Basics of Life" list, p. 583 • Tone, p. 599

Skillsbook • Adding suffixes, pp. 55, 56, 57,





• Adding suffixes, pp. 55, 56, 57, 58, 59, 60


379–383

18



Focus




Why Leaves Turn Color in the Fall (Essay), pp. 538–547

• Text Analysis: Author’s Purpose, pp. 539–540, 543–545

• Language Coach: Denotations/ Connotations, p. 540

• Writing Prompt: Write a Reflection, p. 547

• Grammar and Style: Participial Phrases, pp. 544, 547

• Author’s Purpose • Participial Phrases • Connotation and

Denotation

Student Edition • Reflecting on your writing, 32 • Revising for Word Choice:

correct connotation, p. 280 • Evaluating Expository Writing

(voice and word choice), pp. 182–183

• Participial phrases, 554, 726.3, 742.1

Skillsbook • Verbal Phrases, pp. 128–129

Grammar Snap • Participial Phrases

Virtual File Cabinet • G10: Grammar Participial

Phrases, p. 64 • G10: Grammar Participles and

Participial Phrases, p. 65 • G10: Grammar Participial

Phrases and Gerund Phrases, p. 69

Warriner’s • Participial Phrases, p. 71–73

How a Leaf Works / Tree Planting (Guide Textbook Diagrams / Procedural Document), pp. 548–555

• Informational Analysis: Interpret Graphic Aids, pp. 549–551

• Informational Analysis: Evaluate Graphics, pp. 552–555

• Writing Prompt: Paraphrase Information from Sources, p. 551

• Writing Prompt: Synthesize Information from Graphics: Describing Tree Planting, p. 555

• Graphic Aids • Paraphrase

Student Edition • Visual aids, p. 398 • Visual images, used to select

topic, p. 583 • Adding Graphics to Your

Writing, p. 602 • Summarizing and Paraphrasing,

pp. 483–490

19



Focus




Blowup: What Went Wrong at Storm King Mountain / How to Survive a Wildfire (Narrative Nonfiction / Procedural Document), pp. 556–575

• Text Analysis: Narrative Nonfiction, pp. 557, 560–562, 566, 569

• Reading Strategy: Take Notes, pp. 557, 560, 562–563, 565, 569

• Evaluate Graphics, pp. 573–575

• Language Coach: Etymology, p. 558

• Language Coach: Multiple Meanings, p., 567

• Writing Prompt: Write an Essay About Wildlife Protection, p. 575

• Grammar and Style: Add Descriptive Details – Adverb Clauses, pp. 565, 571

• Gerunds, p. 566 • Vocabulary Strategy:

Analogies, p. 570

• Narrative Nonfiction • Take Notes • Graphics • Etymology • Adverb Clauses • Gerunds • Analogies

Student Edition • Evaluating a Personal

Narrative, pp. 126–127 • Writing an Editorial, pp. 239–

246 • Etymology, pp. 352–353 • Visual aids, p. 398 • Taking Notes, pp. 467–472 • Visual images, used to select

topic, p. 583 • Analogies, p. 600 • Adding Graphics to Your

Writing, p. 602 • Adverb clauses, 610.3, 744.2

Skillsbook • Adverb, Adjective, and Noun

Clauses, p. 74 Virtual File Cabinet

• G10: Grammar: The Gerund and the Gerund Phrase, pp. 47–48

• G10: Grammar Gerunds, p. 66 • G10: Grammar Gerunds and

Gerund Phrases, p. 68 • G10: Grammar: The Adverb

Clause, pp. 55–56 • G10: Grammar The Adverb

Clause A, B, pp. 93–94 • G10: Grammar Adjective and

Adverb Clauses, p. 96 Warriner’s

• The Adverb Clause, pp. 96–98

Media Study: News Reports TV Newscast Clip/ Web Page, pp. 576–579

• Credibility in News Reports, pp. 577–579

• Evaluating information

Student Edition • Newspapers, citing, p. 382 • Summarizing an Article, p. 487 • Evaluating information, 493–

499

20



Focus




Getting From Here to There (Procedural Documents), pp. 580–583

• Informational Analysis: Interpret Graphic Aids, pp. 580–583

• Informational Analysis: Synthesize Sources (Graphic Aids), pp. 581–582

• Writing Prompt: Create a Transit Map and Instructions, p. 583

• Read for Information, p. 583

• Graphic Aids • Read for Information

Student Edition • Visual aids, p. 398 • Critical Reading, pp. 473–482 • Visual images, used to select

topic, p. 583 • Adding Graphics to Your

Writing, p. 602 • Maps, 603

And of Clay Are We Created / Girl, Trapped in Water for 55 Hours, Dies Despite Rescue Attempts (Short Story / News Article) pp. 584–601

• Text Analysis: Author’s Perspective, pp. 585–586, 588, 591–592, 594, 596

• Analyze a News Article, pp. 598–600


• Writing Prompt: Compare and Contrast Two Writings, p.601

• Vocabulary Strategy: Latin Root fort, p. 597

• Author’s Perspective • Etymology • News Articles • Roots • Compare and Contrast

Writing

Student Edition • Etymology, pp. 352–353 • Newspapers, citing, p. 382 • Summarizing an Article, p. 487 • Evaluating information, 493–

499 • Responding to a Nonfiction

Prompt (agree or disagree with author’s opinions), 304–305

• Writing Guidelines: Comparison-Contrast Essay, pp. 448–449

Peruvian Child / Lady Freedom Among Us (Poems), pp. 602–609

• Text Analysis: Author’s Purpose and Imagery (poetry), pp. 603–604, 606, 609


• Imagery • Poetry • Etymology

Student Edition • Enrichment Activity: Writing

Poetry, pp. 333–340 • Reading Poetry, p. 481 • Reacting to Poetry, p. 482 • Using a Dictionary

(Etymology), pp. 352–353

21



Focus




Writing Workshop, pp. 610–619 • Writing a Persuasive Letter,

pp. 610–619 • Drafting, p. 613 • Revising, pp. 614-616 • Editing and Publishing, p. 617 • Grammar in Context: Passive

Voice, p. 613 • Grammar in Context: Using

Dashes to Emphasize Parenthetical Information, p. 617


• Persuasive Writing • Active and Passive

Voice • Dashes • Rubrics

Student Edition • Writing a Problem-Solution

Essay, pp. 201–206 • Writing, pp. 211–216 • Revising, pp. 217–226 • Editing, pp. 229–232 • Publishing, p. 233 • Using a Rubric, pp. 234–236 • Active and Passive voice, p.

722.2 Virtual File Cabinet

• G10: Grammar: Active and Passive Voice, pp. 97–98

• G10: Usage Active and Passive Voice, p. 182

• G10: Usage Using and Revising the Passive Voice, p. 183

Net-text • Persuasive Writing Essays 1 &

2 Skillsbook

• Active and Passive Voice, p. 95 Warriner’s

• Passive voice, pp. 199, 200–201, 202

22



Focus





• The Analysis of an Argument, pp. 632–633

• The Craft of Persuasion, pp. 634–636

Interactive Whiteboard Lesson • Persuasive Writing

• Argument • Persuasion

Student Edition • Pro and Con Arguments, 249 • Convincing Arguments, pp.

209, 219 Interactive Whiteboard Lesson

• Persuasive Writing Net-text

• Persuasive Writing Essays 1 & 2

Doing Nothing Is Doing Something (Persuasive Essay), pp. 638–645

• Text Analysis: Argument,pp. 639, 641, 643

• Fact/Opinion, pp. 639, 641–643

• Writing Prompt: Editorial, p. 645

• Grammar and Style: Rhetorical Questions, pp. 642, 645

• Vocabulary Strategy: Etymology, p. 644

• Language Coach: Word Definition, p. 641

• Argument • Fact/Opinion • Editorial • Rhetorical Questions • Etymology

Student Edition • Getting Reasons to Support

Your Solution, p. 209 • Have I convincingly argued for

my solution? 219 • Expressing Opinions, p. 224 • Rhetorical examples: Editorial,

pp. 240–241 • Writing an Editorial, pp. 239–

246 • Checking a Dictionary:

Etymology and Definition, pp. 352–353

Net-text • Persuasive Writing Essays 1 &

2

Abolishing the Penny Makes Good Sense (Editorial), pp. 646–651

• Text Analysis: Evidence, pp. 647, 649–651

• Language Coach: Prefixes, p. 649

• Evidence • Prefixes

Student Edition • Writing an Editorial, pp. 239–

246 • Prefixes, pp. 503–504



Warriner’s • Adding Prefixes and Suffixes,

pp. 379–383

23



Focus




On Nuclear Disarmament (Speech), pp. 652–663

• Text Analysis: Rhetorical Devices, pp. 653, 656, 660

• Author’s Claim, p. 659 • Language Coach: Roots and

Affixes, p. 658 • Writing Prompt: Write a

Response, p. 662 • Grammar and Style: Use

Rhetorical Devices – Repetition and Parallel Structure, pp. 657, 662

• Rhetorical Devices • Author’s Claims • Roots and Affixes • Parallelism

Student Edition • Respond to a Nonfiction

Prompt, pp. 304–305 • Prefixes, pp. 503–504 • Suffixes, p. 506 • Root Words, pp. 506–512 • Parallelism, p. 601 • Repetition in Poetry, p. 341 • Using Direct and Indirect

Questions, p. 606





pp. 379–383

I Acknowledge Mine (Essay), ��pp. 664–677

• Text Analysis: Persuasive Techniques, pp. 665, 668, 671, 674, 675

• Summarize, pp. 665–666, 671–672, 675, 677

• Language Coach: Connotations, p. 668

• Writing Prompt: Summary, p. 677

• Set the Tone – Word Choice, Imagery, and Formal and Informal Language, pp. 668, 677

• Vocabulary Strategy: Analogies, p. 676

• Persuasive Techniques • Summarize • Connotation • Formal and Informal

Language • Analogies

Student Edition • Gathering Reasons to Support

Your Solution, p. 209 • Gathering Objections, p. 210 • Evaluating a Persuasive Essay,

pp. 236–237 • Guidelines for Summarizing,

pp. 484–487 • Using a Dictionary, pp. 352–

353 • Analogies, p. 600 • Word Choice: Expository

Writing, pp. 170–171

Virtual File Cabinet • G10: Usage Slow and Slowly,

Real and Really, p. 199 Warriner’s

• Formal Slang: Avoiding Slang, p. 346

• Informal English, p. 236

24



Focus




Use of Animals in Biomedical Research (Position Paper), pp. 678–687

• Text Analysis: Counterarguments, pp. 679–685

• Summarize and Critique, pp. 679, 680–683, 685, 687

• Language Coach: Commonly Confused Words, p. 682

• Writing Prompt: Summarize, p. 687

• Grammar and Style: Formal Language, pp. 684, 687


• Counterarguments • Summarize • Critique • Formal Language • Connotation

Student Edition • Gathering Reasons to Support

Your Solution, p. 209 • Gathering Objections, p. 210 • Guidelines for Summarizing,


353 • Using the Right Word, pp. 678–

699

Skillsbook • Using the Right Word, pp. 61–


• G10: Usage Slow and Slowly, Real and Really, p. 199

• G10: Grammar: Words Often Confused A, B, C, pp. 163–168

Warriner’s • Formal Slang: Avoiding Slang,

p. 346 • Informal English, p. 236

The Blue Stones (Allegory), pp. 688–693

• Text Analysis: Allegory, pp. 689, 692–693

• Paraphrase, pp. 689, 690, 693 • Language Coach: Prefixes, p.

692

• Response to Literature • Paraphrase • Prefixes

Student Edition • Responding to a Fiction

Prompt, pp. 298–299 • Strategies for Paraphrasing, pp.

488–490 • Prefixes, pp. 503–504

Virtual File Cabinet



pp. 379–383 • Paraphrasing, pp. 505, 507

25



Focus




A Chip of Glass Ruby, pp. 694–709

• Text Analysis: Theme and Persuasion, pp. 695, 699, 704, 707

• Language Coach: Multiple-Meaning Words, p. 698

• Writing Prompt: Response about Theme, p. 709

• Grammar and Style: Vary Sentence Types – Compound-Complex Sentence, pp. 703, 709

• Vocabulary Strategy: Thesaurus, p. 708

• Theme • Persuasion • Word Meaning • Compound-Complex

Sentences • Thesaurus

Student Edition • Analyzing a Theme, pp. 255–

294 • Using a Dictionary, pp. 352–

353 • Thesaurus, p. 488 • Compound-Complex Sentence,

pp. 748–749

Skillsbook • Types of Sentences 1 and 2, pp.

141–142 GrammarSnap

• Sentence Types: Simple, Compound, Complex, Complex-compound

Warriner’s • Compound-Complex Sentences,

pp. 103, 536 Virtual File Cabinet

• G10: Grammar: Sentence Structure B – AK, p. 16

The Question of South Africa / Stop Apartheid Now! (Speech / Poster), pp. 710–715

• Informational Analysis: Analyze a Speech, pp.711–713

• Writing Prompt: Respond to a Selection, p. 713

• Language Coach: Affixes, p. 711

• Respond to Nonfiction • Affixes

Student Edition • Prefixes, pp. 503–504 • Suffixes, p. 506 • Respond to a Nonfiction

Prompt, pp. 304–305 Skillsbook

• Adding Suffixes, pp. 55, 56, 57, 58, 59, 60




pp. 379–383

26



Focus




How Much Land Does a Man Need? / from The New Testament (Short Story / Scriptural Writing), pp. 716–737

• Text Analysis: Didactic Literature, pp. 717–718, 723, 727, 733–735

• Language Coach: Synonyms, p. 726


• Writing for Assessment: Compare and Contrast Two Selections, p. 737

• Vocabulary Strategy: Similes/Metaphors, p. 736

• Response to Literature • Synonyms • Etymology • Compare and Contrast

Writing • Similes • Metaphors



• Using a Dictionary: Etymology, pp. 352–353

• Similes, pp. 340, 544, 601 • Comparison-Contrast Essay,

pp. 448–449 • Metaphors, pp. 49, 340, 535,

539, 601

Virtual File Cabinet • G10: Vocabulary: Introduction:

Reading New Words in Context (synonyms), pp. 141–142

• G10: Vocabulary: Reading New Words in Context p. 135b

• G10: Vocabulary: Reading New Words in Context p. 137a

Media Study: Daisy / America’s Back (Political Ads), pp. 738–741

• Persuasion in Political Ads, p. 739

• Evaluate the Message, p. 741

• Persuasion

Student Edition • Persuasive Prompts, pp. 247–

252

27



Focus




Writing Workshop, pp. 742–751

• Writing a Persuasive Essay, pp. 742–751

• Drafting, p. 745 • Revising, pp. 746–748 • Editing and Publishing, p. 749 • Grammar in Context:

Subjunctive Mood, p. 745 • Grammar in Context:

Spelling, p. 749 • Scoring Rubric, p. 750


• Persuasive Writing

• Persuasive Writing • Subjunctive Mood • Spelling • Rubrics

Student Edition • Writing a Problem-Solution

Essay, pp. 201–206 • Writing, pp. 211–216 • Revising, pp. 217–226 • Editing, pp. 229–232 • Publishing, p. 233 • Subjunctive Mood, p. 724 • Using a Rubric, pp. 234–236 • Commonly Misspelled Words,

pp. 666–667 Net-text

• Persuasive Writing Essay 1 • Persuasive Writing Essay 2

Interactive Whiteboard Lesson • Persuasive Writing

Skillsbook • Spelling, pp. 53–58 • Verb Ss, p. 104

GrammarSnap • Subjunctive Mood

Warriner’s • Spelling, pp. 378, 391–398

Speaking and Listening Workshop, pp. 752–753

• Presenting an Argument pp. 752–753

• Use Parallel Structure, p. 752

• Argument • Parallelism

Student Edition • Speaking in Class, p. 465 • Pro and Con Arguments, 249 • Convincing Arguments, pp.

209, 219 • Parallelism, p. 601

28



Focus




Text Analysis Workshop: The Language of Poetry, pp. 770–777

• Form, pp. 770–771 • Poetic Elements, pp. 772–775

Interactive Whiteboard Lesson • Creative Writing – Figurative

Language

• Poetry • Figurative Language

Student Edition • Various Types of Poems, pp.

338–339 • Use Special Poetry Techniques,

pp. 340–341 Interactive Whiteboard Lesson

• Creative Writing – Figurative Language

Net-text • Creative Writing Poem 1–4

There Will Come Soft Rains/Meeting at Night/ The Sound of Night (Poems), pp. 778–785

• Text Analysis: Sound Devices, ��pp. 779–780, 783–784

• Writing Prompt: Compare and Contrast Theme, p. 785

• Grammar and Style: Use Precise Language, p. 785

• Language Coach: Affixes, ��p. 783

• Poetry Techniques • Theme • Precise Language • Affixes

Student Edition • Use Special Poetry Techniques,

pp. 340–341 • Writing a Paragraph Analysis

About Theme (Sample), p. 257 • Precise Language: Dynamic

Verbs, p. 538 • Prefixes, pp. 503–504 • Suffixes, p. 506


58, 59, 60




pp. 379–383

29



Focus




I dwell in Possibility—/ Variation on a Theme by Rilke/blessing the boats (Poems), pp. 786–793

• Text Analysis: Lyric Poetry, pp. 787, 791–792

• Figurative Language, pp. 787–788, 790, 792

• Writing Prompt: Lyric Poem, p. 793

• Grammar and Style: Create Rhythm, p. 793


Language

• Poetry • Figurative Language • Rhythm

Student Edition • Reading Poetry, p. 481 • Reacting to Poetry, p. 482 • Revising for Word Choice

(adding figurative language), p. 114

• Figurative Language, p. 598 • Writing Poetry, pp. 333–337 • Rhythm, pp. 336, 341

Virtual File Cabinet • G10: Grammar Language in

Context: Literary Model: Poetry, pp. 27–28

• G10: Common Errors Language in Context: Literary Model: Poem, pp. 407–408


Language

The Fish/Christmas Sparrow/The Sloth (Poems), pp. 794–801

• Text Analysis: Free Verse, pp. 795–796, 801

• Imagery, pp. 795, 797–798, 800–801

• Language Coach: Connotations, p. 796

• Language Coach: Suffixes, p. 798

• Poetry • Connotation • Suffixes

Student Edition • Reading Poetry, p. 481 • Reacting to Poetry, p. 482 • Sample Free Verse Poem, p.

334 • Writing a Free Verse Poem, pp.

335–337 • Use Special Poetry Techniques,


353 • Suffixes, p. 506

Skillsbook





pp. 379–383

30



Focus




Piano/Fifteen/Tonight I Can Write . . ./ Puedo Escribir Los Versos . . . (Poems), pp. 802–809

• Text Analysis: Sound Devices, pp. 803–804, 806, 809

• Line Length, p.806 • Quickwrite: Describe a

Memory, p. 802 • Writing Prompt: Analyze

Images in a Poem, p. 809

• Poetry Techniques • Figurative Language

Student Edition • Using Special Poetry

Techniques, pp. 340–341 • Reading Poetry, p. 481 • Reacting to Poetry, p. 482 • Writing Poetry: Gathering

Details, p. 336 • Line Breaks, p. 336


Language Net-text

• Creative Writing Poem 1–4

Lord Randall/Ballad/Balada/ Midwinter Blues (Poems), pp. 816–823

• Poetic Form: Ballad, pp. 817–818, 820, 822–823

• Quickwrite: Analyze a Poem, p. 816

• Writing Prompt: Write an Opinion About Two Poems, p. 823

• Poetry Techniques • Reading Poetry

Student Edition • Sample Free-Verse Poem, p.

334 • Using Special Poetry

Techniques, pp. 340–341 • Reading Poetry, p. 481 • Reacting to Poetry, p. 482

Net-text • Creative Writing Poem 1–4

from Blues Poems (Essay), pp. 824–827

• Take Notes, pp. 825–826 • Evaluate Poems, p. 827

• Take Notes • Reading Poetry

Student Edition • Taking Notes, pp. 467–472 • Reading Poetry, pp. 481–482

31



Focus




Writing Workshop: Analysis of a Poem, pp. 828–837

• Writing an Analysis of a Poem, pp. 828–837

• Drafting p. 831 • Editing and Publishing, p. 835 • Grammar in Context: Using

Quotations Correctly, p. 831 • Grammar in Context:

Complex Sentences, p. 835 • Scoring Rubric, p. 836

• Writing Poems • Using Direct

Quotations • Complex Sentences • Scoring Rubric

Student Edition • Reading Poetry, p. 481 • Reacting to Poetry, p. 482 • Responding to Literature:


• Complex Sentences, pp. 555, 610, 748

• Citing Direct Quotations, pp. 265, 286

• Using a Rubric, 61–72 Net-text

• Creative Writing Poem 1–4 Skillsbook

• Types of Sentences 1 and 2, pp. 141–142

• Quotation Marks with Direct Quotations, p. 32

Grammar Snap • Sentence Types: Simple,

Compound, Complex, Complex-Compound

Virtual File Cabinet • G10: Grammar: Quotation

Marks A – AK, pp. 38–39 Warriner’s

• Direct Quotations, pp. 341–343

Technology Workshop: Creating a Class Blog, pp. 838–839

• Creating a Class Blog, ��pp. 838–839

• Publishing Online

Student Edition • Publishing Online, p. 79 • Creating Your Own Web Site,

pp. 80–81

32



Focus




Text Analysis Workshop: Author’s Style and Voice pp. 850–855

• Style in Literature, pp. 850–851


• Narrative Writing • Style

Student Edition • Critical Reading, pp. 473–478


• Narrative Writing

The Pit and the Pendulum/ The Lake (Short Story/Poem), pp. 856–877

• Text Analysis: Poe’s Style, pp. 857–858, 862–864, 867, 870, 873– 875

• Paraphrase, pp. 857, 860, 863–864, 866, 870, 874– 875

• Language Coach: Etymology, pp. 861

• Language Coach: Multiple Meaning Words, p. 865

• Affixes, p.872 • Writing Prompt: Write About

Theme, p. 877 • Grammar and Style:

Personification, pp. 866, 877 • Vocabulary Strategy: Foreign

Words Used in English, p. 876

• Paraphrase • Response to Literature • Etymology • Word Meaning • Affixes • Theme • Personification • Foreign Words

Student Edition • Critical Reading, pp. 473–478 • Analyzing a Theme, pp. 255–

289 • Using a Dictionary (Word

Meaning & Etymology), pp. 352–353

• Prefixes, pp. 503–504 • Suffixes, p. 506 • Strategies for Paraphrasing, pp.

488–490 • Personification, pp. 340. 601 • Foreign Words: Punctuation, p.

636 Skillsbook




Warriner’s • Paraphrasing, pp. 505, 507 • Adding Prefixes and Suffixes,

pp. 379–383

When I Heard the Learn’d Astronomer/The Artilleryman’s Vision (Poems), pp. 878–885

• Text Analysis: Whitman’s Style, pp. 879, 883, 885

• Analyze Sensory Details, pp. 879–880, 882, 885

• Language Coach: Multiple Meanings, p. 882

• Response to Literature • Sensory Details • Word Meaning


Prompt, pp. 298–299 • Critical Reading, pp. 473–478 • Using a Dictionary (Word


• Sensory Details, pp. 97, 109

33



Focus




Birches/Mending Wall (Poems), pp. 886–893

• Text Analysis: Frost’s Style, pp. 887–892

• Writing Prompt: Analyze a Poem, p. 893

• Grammar and Style: Use Verbals Effectively, p. 893

• Response to Literature • Reading Poetry • Verbals


Prompt, pp. 298–299 • Reading Poetry, pp. 481–482 • Verbals, pp. 726, 742

Skillsbook

• Verbals: Gerunds, Infinitives, and Participles, p. 101


Participles Virtual File Cabinet

• G10: Grammar Verbal Phrases A, B, pp. 73–74

The Pond/Fourth of July Night/The Red Wheelbarrow (Poems), pp. 894–899

• Text Analysis: Imagism, pp. 895–896, 899

• Visualize, pp. 895, 897– 899

• Response to Poetry • Poetry Techniques

Student Edition • Critical Reading of Poetry, p.

481 • Reacting to Poetry, pp. 482 • Reading Sample Student

Poems, pp. 338–339 • Using Special Poetry

Techniques, pp. 340–341

Only Daughter/from Caramelo (Personal Essay/Fiction), pp. 900–909

• Text Analysis: Style and Voice, pp. 901, 904, 906, 908

• Language Coach: Connotations, p.905


• Response to Literature • Connotations • Etymology


Prompt, pp. 298–299 • Responding to Narrative

Prompts, pp. 137–139 • Using a Dictionary (Word


34



Focus




Author Brings Back Memories of Not So Long Ago (Newspaper Column), pp. 910–913

• Characteristics of a Critique, pp. 911–913

• Language Coach: Formal Language, p.911

• Writing Prompt: Support Analysis with Sources, p. 913

• Nonfiction Analysis • Formal Language • Citations

Student Edition • Expository Essay Writing:

Defining a Concept, p. 185–192 • SQ3R: Look for main idea as

you read, p. 474, 475 • Summarizing and Paraphrasing:

find mind idea of an article, p. 486

• Understanding Voice (Formal Language), p. 46

• Citing Direct Quotations, pp. 265, 286, 650


519 • Use of Direct Quotations, pp.

41–343, 344–345, 507–514

Writing Workshop: Online Feature Article ��, pp. 914–921

• Writing an Online Feature Article, pp. 914–921

• Grammar in Style: Incorporating Quotations, 917

• Grammar in Style: Absolute Phrases, p. 920


• Web Site • Quotations • Absolute Phrases • Rubrics

Student Edition • Creating Your Own Web Site,

pp. 80–81 • Writing Guidelines: Document-

Based Essay, p. 424–430 • Using a Rubric, pp. 61–72 • Citing Direct Quotations, pp.

265, 286, 650 • Absolute Phrases, p. 744

Skillsbook • Absolute Phrases, p. 132


41–343, 344–345, 507–514

Technology Workshop: Updating an Online Feature Article, pp. 922–923

• Writing an Online Feature Article, pp. 914–921


pp. 80–81

35



Focus




Text Analysis Workshop: History, Culture, and the Author pp. 934–939

• Writer’s Background, pp. 934–935

• Historical and Cultural Influences, pp. 936–937

• Analyze the Text, pp. 938–939


• Writer’s Background • Historical Writing

Student Edition • Critical Reading, pp. 473–482 • Writing a Historical Narrative,

pp. 129–136

from Night Memoir, pp. 940–951

• Memoir, pp. 941–942, 945, 949


• Writing Prompt: Journal Entry, p. 951

• Grammar and Style: Establish Tone, pp. 951


• Memoir / Autobiography

• Journal • Tone • Etymology

Student Edition • Writing a Phase

Autobiography, 89–123 • Using a Dictionary (Etymology

& • Word Meaning), pp. 352–353 • Journal Writing, pp. 4, 5, 35,

586 • Tone, p. 599

36



Focus




from Farewell to Manzanar (Memoir), pp. 952–967

• Cultural Characteristics, pp. 953–954, 958, 965

• Foreign Words in English, p. 960


• Language Coach: Multiple-Meaning Words, p. 963

• Quickwrite: Political Discussion, p. 952

• Writing Prompt: Editorial, p. 967

• Grammar and Style: Sentence Structure, pp. 964, 967

• Vocabulary Strategy: Prefix in-, p. 966

• Cultural Characteristics

• Roots and Affixes • Multiple-Meaning

Words • Editorial • Sentence Structure

Student Edition • Critical Reading, pp. 473–482 • Persuasive Writing: Writing an

Editorial, p. 239–246 • Using a Dictionary (Word

Meaning), pp. 352–353 • Prefixes, pp. 503–504 • Suffixes, p. 506 • Root Words, pp. 506–512 • Types of Sentences, p. 746




• G10: Grammar: Sentence Structure A, pp. 59–60

• G10: Grammar: Sentence Structure B, pp. 61–62


pp. 379–383 • Varying Sentence Structure, pp.

483–484

Montgomery Boycott (Memoir), pp. 968–979

• Historical Events, pp. 969–970, 973, 978

• Distinguish Fact from Opinion, pp. 969, 972, 976, 978

• Language Coach: Informal Language, p. 975

• Cite Evidence, p. 983 • Vocabulary Strategy: Suffix –

ion, p. 979

• Historical Events • Fact from Opinion • Suffixes

Student Edition • Writing a Historical Narrative,

pp. 129–136 • Using Facts, pp. 43, 569 • Persuasive Writing: using

provable facts, p. 219 • Expressing Opinions, p. 224 • Suffixes, p. 506




519 • Adding Prefixes and Suffixes,

pp. 379–383

37



Focus




A Eulogy for Dr. Martin Luther King Jr. (Speech), pp. 980–983

• Rhetorical Devices, pp. 980–983

• Writing Prompt: Response to a Speech, p. 983

• Responding to a

Speech

Student Edition • Critical Reading, pp. 473–482 • Speaking and Listening Skills,

pp. 463–46

Marriage is a Private Affair (Short Story), pp. 984–994

• Moral Dilemma, pp. 985–986, 988, 990, 992


• Writing Prompt: Literary Analysis, p. 994

• Grammar and Style: Write Concisely, p. 994

• Vocabulary Strategy: kosmos Word Family, p. 993

• Grammar and Style: Gerund, p. 988

• Literary Analysis • Etymology • Gerund

Student Edition • Critical Reading, pp. 473–482 • Response to Literature, pp.

255–289 • Using a Dictionary

(Etymology), pp. 352–353 • Gerund, pp. 726

SkillsBook • Verbals: Gerund, Infinitives,

and Participles, p. 101 Grammar Snap

• Verbals: Gerunds, Infinitives, Participles

Warriner’s • Gerunds, pp. 74, 155, 539

38



Focus




On the Rainy River, (Short Story), pp. 998–1019

• Historical Context, pp. 999, 1002, 1004, 1009, 1016–1017

• Language Coach: Fixed Expressions, p. 1003

• Language Coach: Informal Language, p. 1010

• Affixesm p. 1005 • Writing Prompt: Literary

Analysis, p. 1019 • Grammar and Style: Establish

Voice, p. 1019 • Vocabulary Strategy:

Dictionary, Glossary, Thesaurus, p. 1018

• Historical Context • Informal Language • Affixes • Voice • Dictionary, Glossary,

and Thesaurus

Student Edition • Writing a Historical Narrative,

pp. 129–136 • Response to Literature, pp.

255–289 • Appropriate Voice, p. 112 • Characteristics of Voice, pp.

168–169, 222–223 • Prefixes, pp. 503–504 • Suffixes, p. 506 • Using a Dictionary, pp. 352–

353 • Thesaurus, p. 488





pp. 379–383 • Formal/Informal Language, p.

519

The New Colossus/Who Makes the Journey (Poems), pp. 1020–1025

• Text Analysis: Literary Periods, pp. 1021, 1023, 1025

• Sensory Details, pp. 1021–1022, 1024–1025

• Allusion, p. 1022

• Reading Poetry • Reacting to Poetry • Allusion

Student Edition • Reading Poetry, p. 481 • Reacting to Poetry, p. 482 • Allusion, p. 600 • Sensory details, pp. 97, 109

39



Focus




Writing Workshop: Cause-and-Effect Essay, pp. 1030–1039

• Writing a Cause- and-Effect Essay, pp. 1030–1039

• Editing and Publishing, p. 1037

• Grammar in Context: Transitions that Relate Cause and Effect, p. 1033

• Grammar in Context: Punctuating Compound and Compound-Complex Sentences, p. 1037


• Cause- and-Effect

Essay • Compound and

Compound-Complex Sentences

• Rubrics • Transitions

Student Edition • Writing a Cause-Effect Essay,

pp. 145–174 • Editing, pp. 175–178 • Publishing, pp. 179–184 • Using a Rubric, pp. 180–181 • Transition words and phrases

(in cause-effect writing), 167 • Sentences, compound and

compound–complex, 748.1 Skillsbook

• Types of Sentences 1 and 2, pp. 141–142

Grammar Snap • Sentence Types: Simple,

Compound, Complex, Complex-Compound

40



Focus




Text Analysis Workshop: Greek Tragedy and Medieval Romance, pp. 1058–1063

• Greek Tragedy, pp. 1058– 1059

• Medieval Romance, pp. 1060– 1061

• Analyze the Text, pp. 1062– 1063


• Critical Reading • Narrative Writing

Student Edition • Critical Reading, pp. 473–482

Net-text • Creative Writing Script 1

Classical Greek Drama, (Informational Article), pp. 1064–1065

• Greek Drama, pp. 1064– 1065

• Reading Literature

Student Edition • Before Your Read, p. 475–476 • As You Read, p. 477 • After You Read, p. 478 • Reading Fiction, p. 479

Antigone, (Drama), pp. 1066–1109

• Classical Drama, pp. 1067, 1077, 1080, 1082, 1084, 1091– 1092, 1096, 1098, 1105–1106, 1107

• Language Coach: Fixed Expressions, pp. 1070

• Language Coach: Denotations/Connotations, 1078

• Language Coach: Roots and Affixes, 1085

• Language Coach: Word Definitions, 1100

• Writing Prompt: Literary Analysis, p. 1109

• Grammar and Style: Vary Sentence Structure, pp. 1109

• Grammar and Style: Inverted Sentences, p. 1079


• Plays • Critical Reading • Connotation and

Denotation • Sentences • Word Meaning • Dictionary • Eytmology

Student Edition • Critical Reading, pp. 473–482 • Writing Plays, 323–331 • Responding to a Fiction

Prompt, pp. 298–299 • Using a Dictionary (Word

Meaning), pp. 352–353 • Prefixes, pp. 503–504 • Suffixes, p. 506 • Root Words, pp. 506–512 • Using a Dictionary (Word


• Sentence Variety, pp. 116–117, 227, 283, 552–553, 746


58, 59, 60 • Kinds of Sentences, p. 140

Grammar Snap • Kinds of Sentences




pp. 379–383 • Varying Sentence Structure, pp.

483–484

41



Focus




from Le Morte d’Arthur: The Crowning of Arthur, Sir Launcelot du Lake Romance, pp. 1110–1129

• Medieval Romance, pp. 1111, 1114–1115, 1117–1118, 1120, 1122, 1126, 1128

• Language Coach: Roots and Affixes, p.1116

• Historical Account, p. 1127 • Vocabulary Strategy:

Analogies, p. 1129 • Language Coach: Multiple

Meaning Words, p. 1124

• Roots • Affixes • Analogies • Word Meaning • Connotation and

Denotation

Student Edition • Historical Narrative, pp. 129–

136 • Writing Guidelines: Descriptive

Report, pp. 420–421 • Prefixes, pp. 503–504 • Suffixes, p. 506 • Root Words, pp. 506–512 • Analogies, p. 600 • Using a Dictionary (Word

Meaning), pp. 352–353 Skillsbook




• G10: Vocabulary: Analogies Lessons 1, pp. 126–140


pp. 379–383 from The Acts of King Arthur and His Noble Knights Romance, pp. 1130–1143

• Style, pp. 1131–1132, 1135, 1137, 1140–1141

• Analyze Character, p. 1140 • Language Coach: Commonly

Confused Words, p.1138 • Quickwrite: Narrative, p.

1130 • Writing Prompt: Comparison,

p. 1143 • Grammar and Style: Vary

Sentence Beginnings (phrases and clauses), pp. 1135, 1143


• Critical Reading • Character • Narrative • Comparison and

Contrast Writing • Sentence Beginnings

(phrases and clauses) • Connotation

Student Edition • Critical Reading, pp. 473–478 • Conflict and characters,


• Character sketch, p. 586 • Historical Narrative, 129–136 • Writing Guidelines:


• Types of Phrases, pp. 742–743 • Using Clauses, pp. 744–745

Skillsbook • Prepositional and Appositive

Phrases, p. 129 • Effective Phrases, p. 131 • Phrases and Clauses, 132–137

Grammar Snap • Participial Phrases • Commas: Setting Apart

Participial Phrases • Commas: Setting Apart

Independent Clauses in a Sentence

Virtual File Cabinet • G10: Grammar Review C, D:

The Clause, pp. 105–106

42



Focus




• G10: Grammar The Adjective Clause A, B, pp. 90–91

• G10: Grammar: The Participle and the Participle Phrase – AK, pp. 11–12

Warriner’s • Varying Sentence Beginnings,

pp. 481–482

from Don Quixote/ from Man of La Mancha Novel/Musical Play, pp. 1144–1163

• Parody, pp. 1145–1146, 1148, 1150–1151, 1153, 1155,1157–1161

• Language Coach: Multiple Meanings, pp. 1154

• Language Coach: Fixed Expressions, p. 1159

• Writing for Assessment, p. 1163

• Vocabulary Strategy: Similes and Metaphors, p. 1162

•

• Critical Reading • Word Meaning • Similes • Metaphors

Student Edition • Critical Reading, pp. 473–482 • Using a Dictionary (Word

Meaning), pp. 352–353 • Similes, pp. 340, 544, 601 • Metaphors, pp. 49, 340, 535,

539, 601

Writing Workshop: Video Script, pp. 1164–1175

• Writing a Video Script, pp. 1164–1173

• Grammar in Context: Stage Directions, p. 1167

• Grammar in Context: Formatting a Script, p. 1171


• Writing Plays/Scripts

Student Edition • Writing Plays, 323–331 • Radio Script, p. 332 • Using a Rubric, pp. 61–72


Technology Workshop: Producing a Drama, pp. 1174–1175

• Producing a Drama, pp. 1174–1175

• Writing Plays/Scripts

Student Edition • Writing Plays, pp. 323–332


43



Focus




Shakespeare’s World (Informational Article), pp. 1186–1189

• Read Nonfiction Text, pp. 1186–1189

• Respond to a Nonfiction

• Evaluating Information

Student Edition • Respond to a Nonfiction Text,

pp. 304–305 • Evaluating Sources of

Information, p. 345

Text Analysis Workshop: Shakespearean (Drama), pp. 1190–1197

• Characteristics of Shakespearean Tragedy, pp. 1190–1191

• The Language of Shakespeare, pp. 1192–1193

• Shakespearean Language, pp. 1190– 1197

• Reading Poetry • Written Response to

Literature


Prompt, pp. 298–299 • Critical Reading of Poetry, p.

481 • Reacting to Poetry, pp. 481–

482

The Tragedy of Julius Caesar, Act One (Drama), pp. 1198–1219

• Shakespearean Tragedy, pp. 1199, 1215, 1219

• Blank Verse, pp. 1210, 1212 • English Roots, ��p.1202 • Language Coach: Roots and

Affixes, p. 1209 • Quickwrite: Explanation

Paragraph, p. 1198

• Poetry • Roots • Affixes

Student Edition • Writing Poetry, pp. 333–340 • Prefixes, pp. 503–504 • Suffixes, p. 506 • Root Words, pp. 506–512 • Responding to a Fiction

Prompt, pp. 298–299 Skillsbook





pp. 379–383

The Tragedy of Julius Caesar, Act Two (Drama), pp. 1220–1237

• Tragedy, pp. 1225, 1236, 1237

• Soliloquy, p. 1223 • Language Coach: Multiple

Meanings, pp. 1223, 1227 • Language Coach: Etymology,

p. 1232 • Word Origins, p. 1220

• Response to Literature • Word Meaning • Dictionary • Etymology



• Using a Dictionary, pp. 352–353

44



Focus




The Tragedy of Julius Caesar, Act Three (Drama), pp. 1238–1257

• Rhetorical Devices, pp. 1251, 1252, 1254, 1257

• Language Coach: Fixed Expressions, pp. 1245

• Language Coach: Denotations/ Connotations, 1253

• Grammar and Style: Adjective Clauses, p. 1249

• Rhetorical Devices • Idioms • Denotations/

Connotations • Adjective Clauses

Student Edition • Response Paragraph: Literary

Analysis of a Novel, pp. 255–257

• Understanding Idioms, pp. 672–677

• Using a Dictionary, pp. 352–353

• Adjective Clauses, p. 540, 744 Skillsbook

• Adverb, Adjective, and Noun Clauses, p. 137

Warriner’s • Adjective Clauses, pp. 93–95,

303, 472, 497–498, 527 Virtual File Cabinet

• G10: Grammar: The Adjective Clause, p. 14

• G10: Grammar: The Adjective Clause, pp. 53–54


• G10: Grammar Adjective and Adverb Clauses, p. 96

The Tragedy of Julius Caesar, Act Four (Drama), pp. 1258–1273

• Text Analysis: Tragic Hero, pp. 1261, 1264, 1265, 1270, 1271, 1273

• Allusion, p.1266 • Language Coach: Slang

Words, p. 1271

• Characters • Allusion • Slang

Student Edition • Development of Characters in a

Story, p. 318 • Allusion, p. 600 • Slang, p. 601

Skillsbook • Slang, pp. 601, 634

Warriner’s • Slang, pp. 346, 519

Virtual File Cabinet • G10: Mechanics Single

Quotation Marks, Slang, and Technical Terms, p. 301

45



Focus




The Tragedy of Julius Caesar, Act Five (Drama), pp. 1274–1289

• Language Coach: Multiple Meanings, p.1284

• Writing Prompt: Write a Response, p. 1289

• Language and Style: Descriptive Details – Adjective Clauses, p. 1289

• Word Meaning • Response to Literature • Adjective Clauses

Student Edition • Using a Dictionary, pp. 352–

353 • Response Paragraph: Literary

Analysis of a Novel, pp. 255–257

• Adjective Clauses, p. 540, 744 Skillsbook

• Adverb, Adjective, and Noun Clauses, p. 137

Warriner’s • Adjective Clauses, pp. 93–95,

303, 472, 497–498, 527 Virtual File Cabinet

• G10: Grammar: The Adjective Clause, p. 14

• G10: Grammar: The Adjective Clause, pp. 53–54


• G10: Grammar Adjective and Adverb Clauses, p. 96

Media Study: from Julius Caesar (Film Clip), pp. 1294–1297

• Shakespearean Drama on Film, pp. 1294–1297

• Write a Shooting Script, p. 1297

• Writing Plays • Multimedia

Presentation

Student Edition • Writing Plays, pp. 323–332 • Preparing a Multimedia Report,

pp. 402–403

Writing Workshop: Critical Review, pp. 1298–1307

• Writing a Critical Review, pp. 1298–1307

• Editing and Publishing, p. 1305

• Grammar in Context: Use Transitions, p. 1301

• Grammar in Context: Semicolons and Conjunctive Adverbs, p. 1305



• Response to Literature • Semicolons • Conjunctive Adverbs



• Editing and Publishing, pp. 285–289

• Using a Rubric, pp. 290–291 • Transition Words and Phrases,

pp. 103, 111, 167, 214, 271, 592–593

• Semicolons with Conjunctive Adverbs, p. 618

Virtual File Cabinet • G10 Grammar: Semicolons

Net-text • Response to Literature


46



Focus




Skillsbook • Semicolons to Join Independent

Clauses, p. 17 Grammar Snap

• Semicolons Virtual File Cabinet

• G10: Grammar: Semicolons – AK, p. 36

47



Focus




Research Strategies Workshop, pp. 1320–1341

• Plan and Focus Research, pp. 1321–1322, 1340

• Narrow or Broaden Your Research Inquiry, p. 1322

• Take Notes, p. 1322 Interactive Whiteboard Lesson

• Research Writing

• Research • Taking Notes

Student Edition • Selecting a Topic, p. 365 • Sizing Up Your Topic, p. 366 • Gathering Questions and Ideas,

p. 367 • Prewriting, pp. 368–372 • Taking Notes, pp. 467–471

Interactive Whiteboard Lesson • Research Writing

Net-text • Research Report


• Use the Internet to Select and Assess Relevant Sites, pp. 1323–1325

• Navigate Relevant Internet Sites, pp. 1324, 1325

• Use Library or Media Center Resources, Including Databases and Online Catalogs, pp. 1326–1327, 1330



• Using the Internet • Research

Student Edition • Evaluating Sources of

Information, p. 345 • Using the Internet, p. 346 • Using the Library, pp. 347–349




• Distinguish Between Primary and Secondary Sources, pp. 1328–1329, 1332

• Use Parts of a Book to Locate Information, p. 1331

• Choose and Evaluate Information and Sources by Applying Evaluation Criteria, pp. 1333– 1337


• Primary vs. Secondary Sources


• Using Reference Materials

• Research

Student Edition • Primary vs. Secondary Sources,

p. 344 • Evaluating Sources of

Information, p. 345 • Using Reference Books, pp.

350–351 Interactive Whiteboard Lesson

• Research Writing Net-text

• Research Report

48



Focus





• Use Evaluation Criteria to Evaluate a Web Site, pp. 1334–1335

• Use Evaluation Criteria to Evaluate Nonfiction Books, Periodicals, and Newspapers, pp. 1336–1337

• Collect Original Data for a Report, pp. 1338–1339



• Using the Internet • Research

Student Edition • Evaluating Sources of

Information, p. 345 • Using the Internet, p. 346 • Using the Library, pp. 347–349 • Using Reference Books, pp.

350–351 • Selecting a Topic, p. 365 • Sizing Up Your Topic, p. 366 • Gathering Questions and Ideas,

p. 367 • Prewriting, pp. 368–372



Writing Workshop: Research Paper, pp. 1342–1365

• Writing a Research Paper, pp. 1342–1365

• Planning/Prewriting, p. 1343–1344

• Drafting, pp. 1350–1351 • Revising, pp. 1352–1359 • Editing and Publishing, p.

1360 • MLA Citation Guidelines, pp.

1362–1363 • Grammar in Context:

Integrating Quotations, p. 1360



• Research • Rubrics • Quotations

Student Edition • Prewriting, pp. 364–372 • Writing, pp. 373–380 • Creating Your MLA Works-

Cited Page, pp. 381–384 • Revising, pp. 385–388 • Editing, pp. 389–391 • Publishing, p. 392 • Using a Rubric, pp. 61–72


41–343, 344–345, 507–514 Interactive Whiteboard Lesson

• Research Writing Net-text

• Research Report

Technology Workshop: Creating a Web Site, pp. 1364–1365

• Creating a Web Site, pp. 1364–1365

• Creating a Web Site


pp. 80–81