1Breaking the Rules with Sentence Fragments (lesson) Web view1.2 Defining a Word, ... 2.6 Analyzing the Elements of a Script ... Movie Excerpts Will Smith The Pursuit of Happyness

TOC for the 2014 SpringBoard English Language Arts – Grade 11 Honors Suggested Curriculum Map and Pacing/Planning Guide

Last updated or accessed 8/6/2014

Collins: Embedded Assessments with require 3 in class days: 1 day to brainstorm– 1 day to start - 1 day for Error Correction Log(to revise)REST OF WORK COMPLETED - ON OWN - BY DUE DATE

Projected # days / Title of lesson ………………………………………………….page # in text

Coverage Dates: 8-18-14 - 10-10-14

UNIT 1: The American Dream

1 Activity 1.1 Previewing the Unit ..................4 1.2 Defining a Word, Idea or Concept....................................................5

1 Exploring the Power of Language with Six-Word Memoirs (lesson)

1 Essay: “A Cause Greater Than Self,” by Senator John McCain 1.3 America’s Promise ...................8 Sentence Structures – mini lesson (lesson)

2 Poetry: “The New Colossus,” by Emma Lazarus Speech: President Roosevelt’s Address at Statue of Liberty Celebration 1.4 America’s voices.....................12

1 Breaking the Rules with Sentence Fragments (lesson)

2 PRETEACH Annotating an Argumentative Text.................................................55Poetry: “I Hear America Singing,” by Walt Whitman; “I, Too, Sing America,” by Langston Hughes Poetry: “America” by Claude McKay 1.5 Fulfilling the Promise......................................................................16

2 Short Story: “America and I,” by Anzia Yezierska 1.6 Defining an American.....................................................................27 What is a Thesis? (mini-lesson)

1 Letter: “What is an American?” from Letters from an American Farmer by Hector St. Jean de Crevecoeur 1.7 A Hyphenated American ................................................................32

2 GRAMMAR LESSON _ DIAGRAMMING A SIMPLE and COMPOUND SENTENCE

1 Essay: “Growing Up Asian” by Kesaya E. Noda 1.8 Researching Images of America....................................................37

Differentiated Instruction: For all activities instructions and activities for the diverse classroom shall be utilized to include modification of the following primary differentiation areas: Content/Topic; Process/Activities; Product Requirements; and/or Learning Style Accommodations; to meet the needs of each student, as needed, per lesson.

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http://www.readwritethink.org/classroom-resources/lesson-plans/exploring-power-language-with-30701.html



1 Poetry: “Let America Be America Again” by Langston Hughes 1.9 What Is Freedom?...................43

1 Speech: “The Four Freedoms,” by President Franklin Delano Roosevelt (along with Norman Rockwell paintings) http://linesandcolors.com/2010/11/25/rockwells-four-freedoms/

1 Historical Document: The Preamble to the Constitution of the United States Historical Document: The Bill of Rights 1.10 Strategies for Defining Freedom....................................................48

GRAMMAR LESSON _ DIAGRAMMING SENTENCES

1 Definition Essay: “What Is Freedom?” by Jerald M. Jellison and John H. Harvey

3 days Embedded Assessment 1: Writing a Definition Essay......................................511 day to brainstorm – 1 ECL – 1 to revise and finalize 1.11 Previewing Embedded Assessment 2 and Synthesizing Ideas..............................53 1.12 Annotating an Argumentative Text.(understanding)..............................................55

2 Argumentative Essay: “Is the American Dream Still Possible?” by David Wallechinsky 1.13 The Structure of an Argument...................................59 Mini lesson Ethos Pathos Logos / https://www.youtube.com/watch?v=LwOTGeRwQqY Organizational Patterns http://www.longleaf.net/ggrow/modes.html

1 Historical Document: Declaration of Independence 1.14 Coming for the American Dream .......................64

James Brown – Living in America Lyrics and Rocky Scene (Video) 1 Poetry: “Ellis Island,” by Joseph Bruchac

Poetry: “On Being Brought from Africa to America,” by Phillis Wheatley Poetry: “Europe and America,” by David Ignatow 1.15 Money and the American Dream ...............................68 CRITICAL THINKING https://www.youtube.com/watch?v=GzV1pNQUX5s

1 Poetry: “Money,” by Dana Gioia Drama: Excerpt from A Raisin in the Sun,(video Selection) by Lorraine Hansberry

1.16 Working Toward the Dream .........................73 Poetry: “Who Burns for the Perfection of Paper,” by Martin Espada Nonfiction: Excerpt

from Working, “Roberto Acuna Talks About Farm Workers,” by Studs Terkel 1.17 The Road to Success.....................78 ROBERT FROST – The Road Not Taken


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https://www.youtube.com/watch?v=GzV1pNQUX5s

https://www.youtube.com/watch?v=LwOTGeRwQqY

http://linesandcolors.com/2010/11/25/rockwells-four-freedoms/



1 Speech: Excerpt from 2004 Democratic National Convention Keynote, by Barack Obama Essay: “The Right to Fail,” by William Zinsser ARNOLD SWARTZENEGGER KEYNOTE Video1.21 American Dream: Real or Imagined? Structured Academic Controversy.........................84

WRITING 3 days in class Embedded Assessment 2: Synthesizing the American Dream...............87 (TASK 2)

1 day to brainstorm – 1 ECL – 1 to revise and finalize

_____ _ Unit 1 30 days

Continued from 8-18-14 - 10-10-14

UNIT 2: The Power of Persuasion 1 Activity

2.1 Previewing the Unit .................................................................... 92 2.2 Preparing to Read The Crucible: Setting Context .................... 93 DISCUSSION – What is PERSUASION and WHEN/WHY is it employed?http://changingminds.org/techniques/language/persuasive/persuasive.htm

Mini Lessons Assumptive Adverb Opener: Obviously, it works.

Connection Language: Attaching and pushing away. Experiential Language: Talk about real experience. Final Impact: Put the impact at the end of the sentence. Future Language: Using the future in persuasion. Hidden Commands: Burying commands in sentences.

2 Sermon “Sinners in the Hands of an Angry God,” by Jonathan Edwards Detecting Persuasive Language in SINNERShttp://changingminds.org/techniques/language/persuasive/persuasive.htm

The Hook : Grabbing them. Intensifiers : increasing the emotional impact of a statement. Money Words : Appeal to greed. Object Focus : Focus on the object and let the subject slip by. Perceptual language : What you perceive, not what is. Possibility Language : Talking about what could be. Power Words : Words that have special meaning.

Historical Document: The New England Primer IN THE DEVIL’S SNARE: THE SALEM WITCHCRAFT CRISIS OF 1692


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http://changingminds.org/techniques/language/persuasive/hidden_commands.htm

http://changingminds.org/techniques/language/persuasive/future_language.htm

http://changingminds.org/techniques/language/persuasive/final_impact.htm

http://changingminds.org/techniques/language/persuasive/experiential_language.htm

http://changingminds.org/techniques/language/persuasive/connection_language.htm

http://changingminds.org/techniques/language/persuasive/assumptive_adverb_opener.htm

http://changingminds.org/techniques/language/persuasive/persuasive.htm



1 Essay : “The Trial of Martha Carrier,” by Cotton Mather Article: “The Lessons of Salem,” by Laura Shapiro http://changingminds.org/techniques/language/persuasive/persuasive.htm

The Power of Abbreviation : Short but powerful. Pre-apology : Sorry, but... Pre-thanking : Thank you for... Pronoun Language : I, you and so on add power. Punch Words : Words with impact. Sensory Language : Language that evokes senses. Short Sentences : Like this. That work. Of course.

2.3 Salem Society: Meet the Characters ...................................... 101

5 *Drama: The Crucible (Act One) by Arthur Miller (Act One also used for Activities 2.4-2.6 and 2.8) 2.4 The Beginnings of Characterization......................................... 105 2.5 Pivotal Scene 1: Considering Interpretations .......................... 107 2.6 Analyzing the Elements of a Script ......................................... 109 2.7 Illuminating Hysteria: Characters, Conflict, and Social Commentary ............ 110

2 Article: Excerpt from “The Lessons of Salem,” by Laura Shapiro Fable: “The Very Proper Gander,” by James Thurber

http://www.tep-online.info/fable/gander.htm2.71 Comprehension Exam: http://nubuk.com/texts/propergander.pdf

2.8 Conflicts in Salem .................................................................... 113 2.9 Speaking like a Puritan ............................................................ 115 http://changingminds.org/techniques/language/persuasive/persuasive.htm

Superiority Words: That grab status. Temporal Language : Changing time and hence meaning. Trivializing Words : Deflating what others say. Using Pauses : Adding power with very largely nothing.

*Drama: The Crucible (Act Two) by Arthur Miller (Act Two also used in 2.10 and 2.11) 2.10 Rising Action ..................... 117 2.11 Pivotal Scene 2: Proctor and Elizabeth.................................... 119 2.12 Courtroom Drama: Evidence and Confession ......................... 122 *Drama: The Crucible (Act Three) by Arthur Miller (Act Three also used in 2.13 and 2.16) 2.13 The Role of Irony in Climax...................................................... 124 2.14 Speaking Out .................... 126


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http://changingminds.org/techniques/language/persuasive/persuasive.htm

http://www.tep-online.info/fable/gander.htm



1 Speech: Excerpt from “A Declaration of Conscience,” by Margaret Chase Smith http://americanrhetoric.com/speeches/margaretchasesmithconscience.html

Essay: Why I Wrote The Crucible: An Artist’s Answer to Politics,” by Arthur Miller http://www.newyorker.com/magazine/1996/10/21/why-i-wrote-the-crucible

2.15 Integrity Rises to the Top: Writing Dialogue............................. 136 Drama: Excerpts from The Crucible, by Arthur Miller 2.16 Comparing Interpretation, Arriving at Conclusions .................. 139 *Film: The Crucible 2.17 Timed Writing .................... 141 2.18 Contemporary Conflicts............................................................ 142

Using NEWS in the Classroom Paul DeenEdward Snowden

http://www.care2.com/causes/3-modern-witch-hunts-that-shape-our-current-world.html

3 Modern Witch Hunts That Shape Our Current World by Piper Hoffman October 16, 2013

Read more: http://www.care2.com/causes/3-modern-witch-hunts-that-shape-our-current-world.html#ixzz39AxGEUYC

*Drama: The Crucible (Act Four), by Arthur Miller

TOLSTOY HOW MUCH LAND DOES A MAN NEED (refresh from 10 th and video) http://www.youtube.com/watch?v=GyvajBjadHc

2 Embedded Assessment 1: Creating and Performing a Dramatic Scene................... 144 2.19 Previewing Embedded Assessment 2 and Speaking Skills.................................................. 146 2.20 American Rhetoric: Historical Context ..................................... 148

END 1 st NINE WEEK GRADING PERIOD

Coverage Dates: 10-13-14 – 12-15-14

3 AMERICAN RHETORIC FOR ALL Speech: “Second Inaugural Address,” by Abraham Lincoln 2.21 The Power of Rhetoric ............................................................. 151 Speech: “Speech to the Virginia Convention,” by Patrick Henry 2.22 The Appeal of Rhetoric ............................................................ 155 Speech: “The Gettysburg Address,” by Abraham Lincoln 2.23 Planning the Delivery .............................................................. 157 Speech: “First Inaugural Address,” by Franklin D. Roosevelt 2.24 One Last Stand with Syntax .................................................... 160 Speech “Inaugural Address,” by John F. Kennedy 2.25 Vocal Delivery ................... 165 *Speech “9/11 Address to the Nation,” by George W. Bush


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http://www.care2.com/causes/3-modern-witch-hunts-that-shape-our-current-%09world.html#ixzz39AxGEUYC

http://www.care2.com/causes/3-modern-witch-hunts-that-shape-our-current-%09world.html#ixzz39AxGEUYC

http://www.care2.com/causes/author/piperh

http://www.care2.com/causes/3-modern-witch-hunts-that-shape-our-current-world.html



*Speech: “President-Elect Victory Speech,” by Barack Obama 3 Embedded Assessment 2: Writing and Presenting a Persuasive Speech….. 167

1 day to brainstorm – 1 ECL – 1 to revise and finalize

___________________________________________________________________________________ Unit 2 20 days

Coverage Dates: 01-05-15 – 02-27-15

UNIT 3: American Forums: The Marketplace of Ideas Activity 1 3.1 Previewing the Unit ................................................................. 172

3.2 Rights and Responsibility......................................................... 173

1 Historical Document: First Amendment to the United States Constitution

2 Informational Text: “The Role of Media in a Democracy,” by George A. Krimsky 3.3 Introducing the Media............................................................... 179

2 3.4 Independent Reading: Newspapers......................................... 181 3.5 The Newspaper Debate ........................................................... 183

2 Editorial: “How the Rise of the Daily Me Threatens Democracy,” by Cass Sunstein Article and Worksheet http://xinkaishi.typepad.com/a_new_start/2008/01/ft-how-the-rise.htmlEditorial: “The Newspaper Is Dying—Hooray for Democracy,” by Andrew Potterhttp://www.macleans.ca/general/the-newspaper-is-dying-hooray-for-democracy-revisited/ 3.6 News or Views: A Closer Look................................................. 189

1 Article: “Facebook Photos Sting Minnesota High School Students” MAROON FIVE Lyric (Lucky Strike)VideoPPT Activity

2 Article: “Federal Way Schools Restrict Gore Film” 3.7 The Bias of Rhetoric................................................................. 195 3.8 Fair and Balanced .................................................................... 197

2 Editorial: “Abolish High School Football!” by Raymond Schroth 3.9 How to Read an Editorial ......................................................... 200

2 Editorial: “Facing Consequences at Eden Praire High” from Minneapolis/St Paul Star Tribune 3.10 How to Write an Editorial.......................................................... 204


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http://www.macleans.ca/general/the-newspaper-is-dying-hooray-for-democracy-



Editorial rubric AND ASSIGNMENTS (THREE OPTIONS)http://www.readwritethink.org/resources/resource-print.html?id=923http://www.readwritethink.org/resources/resource-print.html?id=199http://www.readwritethink.org/resources/resource-print.html?id=1111

1 Editorial: “Time to raise the bar in high schools,” by Jack O'Connell

1 Editorial: “New Michigan Graduation Requirements Shortchange Many Students,” by Nick Thomas 3.11 Where’s Your Proof?................................................................ 210 3.12 Reading and Writing a Letter to the Editor............................... 212

1 DIGRAMMING SENTENCES

2 Editorial: “Why I Hate Cell Phones,” by Sara Reihani 3.13 Fallacies 101 ..................... 216 3.14 How to Read and Write an Editorial Cartoon........................... 219 Informational Text: “An Inside Look at Editorial Cartoons,” by Bill Brennen *Sample Editorial Cartoons Analyze Lesson Plan

http://www.readwritethink.org/resources/resource-print.html?id=923

3 Embedded Assessment 1: Creating an Op-Ed News Project (See 3.10 lessons)......... 223

3 3.15 Previewing Embedded Assessment 2 and Introducing Satire................. 225 3.16 Identifying the Elements of Satire ............................................ 227 Satire: “Let’s Hear It for the Cheerleaders,” by David Bouchier http://www.nytimes.com/1998/08/02/nyregion/out-of-order-let-s-hear-it-for-the-cheerleaders.html3.17 The Satirical Spectrum............................................................. 231 *Sample Editorial Cartoons 3.18 The Tone of Satire ................................................................... 233

2 Satire: “Girl Moved to Tears by Of Mice and Men Cliff Notes,” from The Onion http://www.theonion.com/articles/girl-moved-to-tears-by-of-mice-and-men-cliffs-note,2029/3.19 Writing a Parody....................................................................... 235 SENTENCE STRUCTURE

2 Parody: “In Depth but Shallowly,” by Dave Barry 3.20 Need Some Advice? ................................................................ 239

1 Satire: “Advice to Youth,” by Mark Twain 3.21 Twain in Twain .................. 243

2 Satire: “The War Prayer,” by Mark Twain 3.22 The Satirical Critique................................................................ 246


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Satire: “Gambling in Schools,” by Howard Mohr Satire: “How to Poison the Earth,” by Linnea Saukko

3 Embedded Assessment 2: Writing a Satirical Piece ............................................................... 251

UNIT 3 36 days END 2 nd Nine Week Grading Period

Coverage Dates: 02-27-15 – 05-29-15Unit 4: The Pursuit of Happiness

Activity 1 4.1 Previewing the Unit .................................................................. 256

4.2 Searching for Meaning............................................................. 257Movie Excerpts Will Smith The Pursuit of Happyness

2 Essay: from Self-Reliance, by Ralph Waldo Emerson

2 Essay: from Walden, by Henry David Thoreau 4.3 Re-Searching for Meaning ....................................................... 265 4.4 Linking the Past to the Present ............................................... 266

1 Poetry: “In the Depths of Solitude,” by Tupac;

1 Poetry: “Remember” by Joy Harjo

1 Poetry: “A Light Exists in Spring,” by Emily Dickinson 4.5 Another Transcendental View.................................................. 269

1 *Art: The Oxbow by Thomas Cole

1 *Art: Kindred Spirits by Asher Durand OPTIC ORGANIZER

1 4.6 Drafting My Credo .................................................................... 271

1 Nonfiction: Credo from “All I Really Need to Know I Learned in Kindergarten,” by Robert Fulghum DIAGRAMMING SENTENCES

2 4.7 Writer’s Craft: Revising My Credo ........................................... 274 4.8 Framing the Subject ................................................................ 276

3 Biography: “Author’s Note” from Into the Wild, by Jon Krakauer http://www.nationalgeographic.com/adventure/news/into-the-wild.html

4.9 Meeting Christopher McCandless ......................................... 279


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http://www.nationalgeographic.com/adventure/news/into-the-wild.html



2 *Biography: Into the Wild, by Jon Krakauer 4.10 Literary Connection ............................................................. 281

2 *Biography: Into the Wild, by Jon Krakauer 4.11 Shedding Light ...................................................................... 283

2 *Biography: Into the Wild, by Jon Krakauer 4.12 Meaning Through Structure ................................................ 285

ORGANIZATIONAL PATTERNS

1 *Biography: Into the Wild, by Jon Krakauer 4.13 A Personal Perspective............................................................ 287

1 Biography: Exceprt from Into the Wild, by Jon Krakauer 4.14 Writer’s Craft: A personal Perspective on Style ...................... 291 4.15 Reflecting on Life Experiences ............................................... 293

2 Essay: “A View from Mount Ritter,” by Joseph T. O’Connor 4.16 Making Your Choice................................................................. 297

3 Embedded Assessment 1: Writing a Personal Essay ..................... 299 4.17 Previewing Embedded Assessment 2 and Style ..................... 301

5 *Biography: Chapters 16-17 from Into the Wild, by Jon Krakauer 4.18 Searching for the Author ......................................................... 303 *Biography: Chapter 18 from Into the Wild, by Jon Krakauer 4.19 Many Ways of Showing............................................................ 304 *Biography: Chapter 18 from Into the Wild, by Jon Krakauer 4.20 Nuts and Bolts of the Multi-Genre Research Project ............... 307

1 Multi-Genre Research Project: Student Sample

1 4.21 Exploring, Recording, and Imagining Research ...................... 325

1 4.22 Melding Facts, Interpretation, and Imagination........................ 328

1 4.23 Meeting in the Middle............................................................... 333

1 4.24 Thematic Threads to Create Flow............................................ 335

1 4.25 Organing the Multi-Genre Research Paper ............................. 337

5 Embedded Assessment 2: Writing a Multi-Genre Research Project................ 339IN CLASS EXTRA DAYS FOR RESEARCH MLA STYLINGS


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UNIT 4 46 DAYS

END FORTH NINE WEEK GRADING PERIOD

Contiued from Coverage Dates: 02-27-15 – 05-29-15

Unit 5: An American Journey 1 Activity

5.1 Previewing the Unit ................................................................... 344 5.2 Developing Research Questions ............................................... 345

1 Informational Text: “The Harlem Renaissance, adapted from The 1920s, by Kathleen Drowne and Patrick Huber

1 5.3 The Historical Context of the Harlem Renaissance ................... 349 Langston Hughes Waldorf Astoria Poem

2 *Documentary Film: Clips from Zora Neale Hurston: Jump at the Sun

2 Informational Text: Excerpt from “Introduction to The New Negro,” by Alain Locke

1 Poetry: “Usward,” by Gwendolyn B. Bennett

1 Poetry: “Lift Every Voice and Sing,” by James Weldon Johnson

2 Literary Criticism: Excerpt from “On ‘From the Dark Tower,’” by Eugenia W. Collier 5.4 Synthesizing Facts, Interpretation, and Media Formats ............ 359 5.5 Documenting Your Sources ....................................................... 362 5.6 Finalizing Research.................................................................... 364 MLA FORMATTING AND CITING

5 Embedded Assessment 1: Presenting a Literary Movement: The Harlem Renaissance .................... 366

1 5.7 Previewing Embedded Assessment 2 ....................................... 368

1 5.8 “A Unity of Opposites” ................................................................ 369

1 Essay: “How It Feels to Be Colored Me,” by Zora Neale Hurston 5.9 Dialect in Language ................................................................... 374

2 Short Story: “Sweat,” by Zora Neale Hurston

1 5.10 Janie’s Return Home.................................................................. 385


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7 Novel: Excerpt from Their Eyes Were Watching God, by Zora Neale Hurston 5.11 Nanny’s Life ........................ 388 Poetry: “Mother to Son,” by Langston Hughes *Novel: Their Eyes Were Watching God, by Zora Neale Hurston 5.12 Nanny, Janie, and Logan ........................................................... 392 *Novel: Their Eyes Were Watching God, by Zora Neale Hurston 5.13 Janie’s New Life .................. 394 *Novel: Their Eyes Were Watching God, by Zora Neale Hurston 5.14 Janie’s “Route of Tradition” ........................................................ 398 *Novel: Their Eyes Were Watching God, by Zora Neale Hurston 5.15 Discussion Groups ..................................................................... 402 *Novel: Their Eyes Were Watching God, by Zora Neale Hurston 5.16 The End of a Long Journey........................................................ 404 *Novel: Their Eyes Were Watching God, by Zora Neale Hurston 5.17 Reviewing the Reviews .............................................................. 405

2 Informational Texts: Excerpts from critical reviews

1 5.18 Oprah Winfrey Presents…......................................................... 408

2 *Film: Their Eyes Were Watching God, directed by Darnell Martin

3 Embedded Assessment 2: Writing an Analytical Essay................... 411 *Texts not included in these materials.

Unit 4 31 Days

TOTAL DAYS ASSIGNED 163 DAYS LEAVING 12 DAYS FOR MOVEMENT AND UNEXPECTED DAYS OUT OF CLASS.

END OF 4 th NINE WEEKS GRADING PERIOD

Calendar Dates from which above are based:

Schools Starts on Monday: 08.18.14 Return for 2015 on Wednesday: 01.07.15

Days Out or *Early Release09.1.14 09.25.14*10.20.14 10.30.14*

Thanksgiving Break 11.24.14-11.28.1412.19.14* Christmas Break 12.22.14-01.06.1501.19.1502.05.14* 02.16.1403.05.15* Spring Break 03.23.15-03.27.1504.03.15 04.30.15*


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05.25.14LAST DAY 06.03.15*

Grading Periods1st 08.18.14 – 10.15.14 45 Days in School (includes 2 for Homecoming)2nd 10.16.14 - 12.19.14 35 Days in School (includes 3 days for SEMEX)3rd 12.20.14 - 03.17.15 50 Days is School4th 03.18.15 - 06.03.15 45 Days is school (includes 3 days for SEMEX and 2 for prom)175 ACTUAL CLASS AVAILABLE DAYS (not including other testing such as AP or EOC)

OTHER ConsiderationsSemester Exam Dates: December 17 & 18, 2014 (Grades 8-12)

December 19, 2014 (Makeup for Grades 8-12) May 18 & 19, 2015 (Senior Exam)

May 20, 2015 (Senior Makeup Exam) June 1-2, 2015 (Grades 8-11)

June 3, 2015 (Makeup for Grades 8-11)

Homecoming Week – Meaning Thursday PM and Friday are LOST daysOct. 10, 2014 Chipley High School (10.6.14- 10.10.14)Oct. 24, 2014 Vernon High School (10.20.14-10.24.14)

Prom - Meaning Thursday PM and Friday are LOST daysChipleyVernon

COUNTY-WIDE EOC Testing Begins for the following on: 05.01.2015 resulting in a loss of approx 8 total days for testing.Algebra 1 EOC Assessment Biology 1 EOC AssessmentGeometry EOC Assessment U.S. History EOC Assessment

English Language Arts EOC Assessment WRITING 03.01.15English Language Arts EOC Assessment READING 05.01.15

AP tests (11th/12th Grade) Dates for Chipley – unsure of VMS courses offered05.04.15 CHEMISTRY 05.05.15 CALCULUS 05.11.15 MUSIC THEORY 05.13.15 ENG LANG

Helpful web pages

http://www.macmillanhighered.com/Catalog/uploadedFiles/Content/BSM/Custom_Solutions/BedfordSelect_eBookToGo_TOC.pdf


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http://www.macmillanhighered.com/Catalog/other/BedfordSelect_QuickSelect_Clusters


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Documents

1Breaking the Rules with Sentence Fragments (lesson) Web view1.2 Defining a Word, ... 2.6 Analyzing the Elements of a Script ... Movie Excerpts Will Smith The Pursuit of Happyness