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Prentice Hall Literature, The Penguin Edition, The British Tradition © 2007 CORRELATED TO West Virginia Reading and English Language Arts Content Standards and Objectives Grade 12 Grade 12

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Page 1: Grade 12 Prentice Hall - Pearson School · Prentice Hall Literature, ... Elizabeth Bowen, The Demon Lover, begins on p. 1090. ... offer appropriate multimedia (e.g., software,

Prentice Hall Literature, The Penguin Edition,

The British Tradition © 2007

C O R R E L A T E D T O

West Virginia Reading and English Language Arts Content Standards and Objectives

Grade 12

G r a d e 1 2

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INSTRUCTIONAL MATERIALS ADOPTION

PUBLISHER: Prentice Hall SUBJECT: Reading/Literature SPECIFIC GRADE: 12 COURSE: English Language Arts TITLE: Literature: The Penguin Edition, The British Tradition COPYRIGHT DATE: 2007 SE ISBN: 0-13-131720-2 TE ISBN: 0-13-131763-6

GENERIC EVALUATION CRITERIA GROUP VI – 2007 TO 2013

Reading/Literature K-12

R-E-S-P-O-N-S-E

Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

Alex Haley, from “My Furthest-Back Person,” begins on p. 204; Pablo Neruda, Sonnet 69, begins on p. 267; Heinrich Heine, The Lorelei, begins on p. 804; Basho, Haiku, begins on p. 806; Yosa Buson, Haiku, begins on p. 807; Kobayashi Issa, Haiku, begins on p. 808; Eavan Boland, Outside History, begins on p. 1137; Jorge Luis Borges, The Book of Sand, begins on p. 1224; V. S. Naipaul, B. Wordsworth, begins on p. 1264; Nadine Gordimer, The Train from Rhodesia, begins on p. 1276; Anita Desai, A Devoted Son, begins on p. 1298; Derek Walcott, from “Midsummer XXIII,” 1286

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of

Ann Stanford, Translator, The Wife’s Lament, begins on p. 27; Margaret Paston, Letters of Margaret Paston, begins on p. 190; Queen

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Education Policy (Adopted May 1975).

Elizabeth I, from “Speech Before her Troops,” begins on p. 274; Mary Chesnut, from “Mary Chesnut’s Civil War,” begins on p. 402; Amelia Lanier, from “Eve’s Apology in Defense of Women,’ begins on p. 492; Anna Quindlen, Homeless, begins on p. 626; Mary Wollstonecraft Shelley, Introduction to Frankenstein, begins on p. 692; Jane Austen, On Making an Agreeable Marriage, begins on p. 824; Mary Wollstonecraft, from “A Vindication of the Rights of Woman,” begins on p. 828; Elizabeth Bowen, The Demon Lover, begins on p. 1090

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GROUP VI – 2007 TO 2013

Reading/Literature, K-12

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

In addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop A. Learning Skills

Student & Teacher’s Edition: Reading Informational Materials, 90–93, 398–401, 630–633, 722–725, 960–964, 1070–1073; Writing Workshops: Persuasive Essay, 406–413; Job Portfolio and Résumé, 836–991, Research paper, 992–1001, Multimedia Report, 1330–1337; Communications Workshop, 220, 416, 646, 846, 1004, 1340

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these

21 Century Tools

___ ___ ___ ___

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B. 21st Century Tools

Student & Teacher’s Edition: Reading Informational Materials: Online Search Engines, 630–633, Web Sites, 960–964; also see: Research and Technology, 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323; Using the Internet, R26–R27

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such a e-learning, time management/calendar, collaboration tools)

___ ___ ___ ___

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INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of reading/literature at all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

GROUP VI – 2007 TO 2013 Reading/Literature, K-12

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

For student mastery of content standards and objectives the instructional materials will

A. MULTIMEDIA

A wide range of technology resources support every unit and part of the program. These include the following: • From the Author’s

Desk DVD which includes in-depth interviews with authors

• Student Express CD-ROM an interactive textbook with electronic worksheets, test review, and links to online activities

• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned assessment tools

• Examview Test Generator creates standards-aligned tests that can be matched to individual student needs.

• Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format.

• In addition, several

1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

___ ___ ___ ___

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options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

See next standard for detailed explanation of Internet components of this program. The program includes a wealth of Internet support. Using in-text links and companion website codes, teachers access: Author Video Clips, Crosswords, selection-specific Self-Tests, and selection-specific Internet Activities. For examples, see http://phschool.com/atschool/literature/ and following the links for each level of the program. In the Teacher’s Edition, links can be found throughout the text, but for examples, please see pp. T51, 3, 30, 32, 63, and 89. In addition, the Prentice Hall Online Essay Scorer provides instant scoring and feedback for all Writing Workshop assignments and can be found at www.phsuccessnet.com as referenced in the Teacher’s Edition text on pp. 208, 404, 570, 634, 699, 834, 837, 837, 881, 939, 959, 990, 993, 993, 1199,

2. provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.

___ ___ ___ ___

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1249, 1328, and 1331. A wide range of technology resources support every unit and part of the program. These include the following: • From the Author’s

Desk DVD which includes in-depth interviews with authors

• Student Express CD-ROM an interactive textbook with electronic worksheets, test review, and links to online activities

• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned assessment tools

• Examview Test Generator creates standards-aligned tests that can be matched to individual student needs.

• Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format.

• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

See the previous standard for detailed explanation of Internet

3. integrate technology into the curriculum. ___ ___ ___ ___

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components of this program. B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES

Every selection in the program introduces a reading skill, then reinforces it after the selection. Each of these skills is taught with a graphic organizer supported in the resources materials. For all reading strategies and graphic organizers, please see: Reading Strategy, 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313; also see the reading skills taught with Reading Informational Materials, 93, 401, 633, 725, 964, 1073

1. provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn diagrams and inverted pyramids.

___ ___ ___ ___

Reading Strategy (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297,

2. promote independent reading skills and study techniques (e.g., DRTA, SQ3R, ReQuest, Feature Analysis, QAR).

___ ___ ___ ___

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1313; (Apply the Skills), 30, 63, 87, 120, 134, 156, 185, 201, 245, 253, 263, 277, 288, 324, 358, 378, 395, 445, 455, 466, 487, 498, 517, 533, 551, 569, 583, 601, 623, 675, 685, 697, 719, 757, 771, 785, 801, 819, 831, 879, 894, 919, 937, 957, 975, 985, 1033, 1051, 1067, 1085, 1098, 1113, 1127, 1139, 1152, 1179, 1197, 1221, 1247, 1259, 1271, 1281, 1291, 1309, 1321; Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading: Strategy, Organization, and Style, 1339; Reading Informational Materials, 93, 401, 633, 725, 964, 1073 For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T32–T44. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 27, 41, 77, 103, 109, and 195.

3. present varied teaching models. ___ ___ ___ ___

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C. CRITICAL THINKING

Student & Teacher’s Edition: Questioning, 761, 764, 768, 771, 1183, 1184, 1191, 1193, 1194, 1197

1. emphasize questioning models to promote higher order thinking skills in all levels of comprehension (literal, interpretive, critical/evaluative).

See Critical Reading in the Student and Teacher’s edition on pp. 22, 26, 29, 62, 82, 86, 119, 133, 155, 175, 184, 193, 195, 197, 200, 242, 244, 252, 260, 262, 273, 276, 283, 284, 287, 323, 339, 357, 377, 394, 437, 439, 441, 444, 451, 453, 454, 462, 463, 465, 475, 477, 486, 493, 497, 510, 516, 532, 539, 550, 561, 568, 579, 582, 597, 600, 611, 622, 668, 671, 674, 682, 684, 696, 713, 716, 718, 753, 756, 763, 767, 770, 777, 780, 784, 792, 797, 800, 814, 818, 827, 830, 868, 874, 878, 887, 891, 893, 910, 918, 931, 934, 936, 947, 953, 956, 970, 972, 974, 982, 984, 1025, 1026, 1028, 1030, 1032, 1041, 1043, 1050, 1059, 1061, 1064, 1066, 1084, 1097, 1105, 1107, 1112, 1121, 1126, 1134, 1136, 1138, 1151, 1172, 1178, 1189, 1196, 1215, 1220, 1233, 1235, 1238, 1246, 1255, 1257, 1258, 1270, 1280, 1287, 1290, 1308, and 1320. Skills includes the following: Analyze, Analyze cause and effect, Apply, Assess, Categorize, Cause and effect, Clarify, Compare, Compare and contrast, Connect, Contrast, Define, Describe, Discuss,

2. emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy. ___ ___ ___ ___

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Distinguish, Draw conclusions, Evaluate, Explain, Extend, Generalize, Hypothesize, Infer, Interpret, Make a judgment, Make generalizations, Recall, Reflect, Relate, Resolve, Respond, Speculate, Summarize, Support, Take a position

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(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

D. LIFE SKILLS

Student & Teacher’s Edition: Reading Informational Materials: Maps, 90–93, Newspaper Articles, 398–401, Online Search Engines, 630–633, Guidebooks, 722–725, Web Sites, 960–964, Mission Statements, 1070–1073

1. address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

___ ___ ___ ___

Student & Teacher’s Edition: Reading Strategy (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313; Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading: Strategy, Organization, and Style, 1339; Communications Workshop, 220, 416, 646, 846, 1004, 1340; also see: Listening and Speaking (Apply the Skills), 32, 65, 89, 122,

2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

___ ___ ___ ___

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136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323 E. CLASSROOM MANAGEMENT

Student & Teacher’s Edition: Extend Your Learning (Apply the Skills), 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323; also, in the Teacher’s Edition, see the Differentiated Instruction notes throughout the text, such as those found on pp. 27, 41, 77, 103, 109, and 195.

1. include opportunities for large group, small group and independent learning.

___ ___ ___ ___

For professional support guidance and opportunities, see the Research and Professional Development articles provided in the Teacher’s edition, such

2. provide classroom management suggestions. ___ ___ ___ ___

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as: “Giving Hope to Struggling Readers” on page T41, and “Making the Difference Matter” on page T43. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 27, 41, 77, 103, 109, and 195. F. INSTRUCTIONAL MATERIALS

For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T32–T44. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 27, 41, 77, 103, 109, and 195.

1. address varied learning styles and multiple intelligences of students including models for insightful decision-making by the instructor.

___ ___ ___ ___

Student & Teacher’s Edition: Literary Analysis & Reading Strategy (Apply the Skills), 30, 63, 87, 120, 134, 156, 185, 201, 245, 253, 263, 277, 288, 324, 358, 378, 395, 445, 455, 466, 487, 498, 517, 533, 551, 569, 583, 601, 623, 675, 685, 697, 719, 757, 771, 785, 801, 819, 831, 879, 894, 919, 937, 957, 975, 985, 1033, 1051, 1067, 1085, 1098, 1113, 1127, 1139, 1152, 1179, 1197, 1221, 1247, 1259, 1271, 1281, 1291, 1309, 1321; Extend

2. provide extensive and varied opportunities to practice skills. ___ ___ ___ ___

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Your Learning (Apply the Skills), 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323; Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading: Strategy, Organization, and Style, 1339 For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T32–T44. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 27, 41, 77, 103, 109, and 195. Also see the following technology resources: • Student Express CD-

ROM an interactive textbook with electronic worksheets, test review, and links to online activities

• Examview Test Generator creates standards-aligned tests that can be matched to individual

3. provide intervention, practice and enrichment materials.

___ ___ ___ ___

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student needs. • Examview Quicktake

allows the instructor to monitor student progress instantly in an interactive format.

• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

Student & Teacher’s Edition:Writing Workshops: Autobiographical narrative, 210–220, Persuasive Essay, 406–413, Reflective Essay, 636–643, Job Portfolio and Résumé, 836–991, Research paper, 992–1001, Multimedia Report, 1330–1337; also see: Timed Writing, 32, 65, 89, 93, 255, 265, 397, 457, 489, 500, 519, 677, 686, 687, 699, 721, 759, 803, 939, 959, 987, 1035, 1053, 1115, 1154, 1181, 1199, 1261, 1283, 1323

4. provide exemplars of narrative, descriptive and expository writing types.

___ ___ ___ ___

Student & Teacher’s Edition:Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 32, 65, 89, 158, 203, 209, 214, 290, 405, 408, 410, 447, 457, 468, 489, 519, 535, 585, 603, 635, 640, 677, 721, 759, 773, 803, 833, 835, 840, 896, 987,

5. provide exemplars of editing/revision for writing. ___ ___ ___ ___

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991, 996, 1035, 1053, 1069, 1097, 1129, 1141, 1154, 1181, 1261, 1273, 1283, 1311, 1323, 1329, 1334; Writing Workshops: Editing and Proofreading, 413, 643, 843, 1001, 1337 Student & Teacher’s Edition: Reading and Vocabulary Handbook, R1–R9; Literary Handbook, R10–R20; Writing Handbook, R21–R38; Communications Handbook, R39; Test Prep Handbook R41–R43; Grammar, Usage and Mechanics Handbook, R44–R49; also see: Background & Meet the Author, 19, 41, 41, 162, 190, 194, 240, 251, 272, 275, 272, 275, 283, 306, 441, 451, 461, 474, 479, 492, 494, 504, 522, 540, 556, 575, 594, 614, 709, 714, 730, 754, 762, 768, 777, 791, 794, 812, 816, 828, 876, 885, 904, 933, 951, 969, 981, 1029, 1042, 1057, 1065, 1077, 1090, 1105, 1118, 1135, 1144, 1236, 1252, 1264, 1276, 1286, 1298, 1314 and Literature in Context, 55, 84, 154, 192, 334, 351, 388, 548, 599, 618, 817, 952, 1079, 1150, 1278

6. provide leveled texts to allow students to read independently (grades K-4) or include a Handbook of English Language Arts, which will include an extensive glossary of literary and grammatical terminology as well as background on authors (grades 5-12).

___ ___ ___ ___

A wide range of technology resources support every unit and part of the program. These include the following: • From the Author’s

Desk DVD which includes in-depth interviews with authors

• Student Express CD-ROM an interactive

7. include teacher and student study guides for literary works.

___ ___ ___ ___

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textbook with electronic worksheets, test review, and links to online activities

• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned assessment tools

• Examview Test Generator creates standards-aligned tests that can be matched to individual student needs.

• Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format.

• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

Student & Teacher’s Edition: Strategies for Reading: Poetry, 35, Drama, 293, Essay, 591, Lyric Poetry, 705, Novel, 899, Short Story, 1157 Connecting Literature Around the World (Comprehension Questions): 74, 268, 588, 808, 926, 1228; Reading Strategy (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491,

8. continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

___ ___ ___ ___

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503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313; Reading Strategy (Apply the Skills), 30, 63, 87, 120, 134, 156, 185, 201, 245, 253, 263, 277, 288, 324, 358, 378, 395, 445, 455, 466, 487, 498, 517, 533, 551, 569, 583, 601, 623, 675, 685, 697, 719, 757, 771, 785, 801, 819, 831, 879, 894, 919, 937, 957, 975, 985, 1033, 1051, 1067, 1085, 1098, 1113, 1127, 1139, 1152, 1179, 1197, 1221, 1247, 1259, 1271, 1281, 1291, 1309, 1321; Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading: Strategy, Organization, and Style, 1339

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

Student & Teacher’s Edition: Connecting to the Literature: Reading/Writing Connection, 19, 41, 41, 162, 190, 194, 240, 251, 272, 275, 272,

9. connect previously taught skills and strategies with new content and text.

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275, 283, 306, 441, 451, 461, 474, 479, 492, 494, 504, 522, 540, 556, 575, 594, 614, 709, 714, 730, 754, 762, 768, 777, 791, 794, 812, 816, 828, 876, 885, 904, 933, 951, 969, 981, 1029, 1042, 1057, 1065, 1077, 1090, 1105, 1118, 1135, 1144, 1236, 1252, 1264, 1276, 1286, 1298, 1314 ; also see: Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading: Strategy, Organization, and Style, 1339 Student & Teacher’s Edition: Strategies for Reading: Poetry, 35, Drama, 293, Essay, 591, Lyric Poetry, 705, Novel, 899, Short Story, 1157 Connecting Literature Around the World (Comprehension Questions): 74, 268, 588, 808, 926, 1228; Reading Strategy (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313; Reading Strategy (Apply the

10. cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

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Skills), 30, 63, 87, 120, 134, 156, 185, 201, 245, 253, 263, 277, 288, 324, 358, 378, 395, 445, 455, 466, 487, 498, 517, 533, 551, 569, 583, 601, 623, 675, 685, 697, 719, 757, 771, 785, 801, 819, 831, 879, 894, 919, 937, 957, 975, 985, 1033, 1051, 1067, 1085, 1098, 1113, 1127, 1139, 1152, 1179, 1197, 1221, 1247, 1259, 1271, 1281, 1291, 1309, 1321; Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading: Strategy, Organization, and Style, 1339; Writing Workshops: Rubric for Self–Assessment, 216, 413, 643, 843, 1001, 1337, R34 H. ASSESSMENT

Student & Teacher’s Edition: Timed Writing, 32, 65, 89, 93, 255, 265, 397, 457, 489, 500, 519, 677, 686, 687, 699, 721, 759, 803, 939, 959, 987, 1035, 1053, 1115, 1154, 1181, 1199, 1261, 1283, 1323; Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading:

1. provide assessment formats commensurate with WV assessment programs (WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

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Strategy, Organization, and Style, 1339; Writing Workshops: Rubric for Self–Assessment, 216, 413, 643, 843, 1001, 1337, R34 In addition, technology resources support assessment: • Student Express CD-

ROM an interactive textbook with electronic worksheets, test review, and links to online activities

• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned assessment tools

• Examview Test Generator creates standards-aligned tests that can be matched to individual student needs.

• Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format.

Student & Teacher’s Edition: Timed Writing, 32, 65, 89, 93, 255, 265, 397, 457, 489, 500, 519, 677, 686, 687, 699, 721, 759, 803, 939, 959, 987, 1035, 1053, 1115, 1154, 1181, 1199, 1261, 1283, 1323; Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading: Strategy, Organization, and Style, 1339 Teaching resources

2. provide preparation for standardized tests. ___ ___ ___ ___

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include Standardized Test Preparation Workbook with separate Teacher’s Guide. In addition, technology resources support assessment: • Student Express CD-

ROM an interactive textbook with electronic worksheets, test review, and links to online activities

• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned assessment tools

• Examview Test Generator creates standards-aligned tests that can be matched to individual student needs.

• Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format.

Student & Teacher’s Edition: Extend Your Learning (Apply the Skills), 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323; Writing Workshops: Rubric for Self–Assessment, 216, 413, 643, 843, 1001, 1337, R34, R35–38

3. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

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Student & Teacher’s 4. provide benchmark and ongoing progress ___ ___ ___ ___

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Edition: Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading: Strategy, Organization, and Style, 1339 In addition, technology resources support assessment: • Student Express CD-

ROM an interactive textbook with electronic worksheets, test review, and links to online activities

• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned assessment tools

• Examview Test Generator creates standards-aligned tests that can be matched to individual student needs.

• Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format.

monitoring.

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READING/LITERATURE SPECIFIC CRITERIA FOR CONTENT AND SKILLS

TWELFTH GRADE Reading and English Language Arts twelfth grade students will focus and polish personal skills and goals. Experiences such as a senior project or a sophisticated persuasive research paper will culminate the graduation experience. Readiness for the work place or post secondary education is the final educational reality check during the twelfth grade year. The expansion and appreciation of language and literature in spoken and written for is a primary focus. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment. To meet the needs of the 21st Century student, instructional delivery should be enhanced through a wide range of media.

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N

For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to A. VOCABULARY: use a variety of techniques to enhance vocabulary

development

Student & Teacher’s Edition: The Changing English Language: The Beginnings of English, 14, “A Man of Fire – New Words” 236, No Harmless Drudge, He, 432, The Romantic Age, 662, The Victorian Age, 862, Britspeak, A to Zed, 1020; Vocabulary Builder (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313

1. expand vocabulary by reading various literary works and applying word etymologies to determine meaning.

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Student & Teacher’s Edition: Developing

2. recognize vocabulary that is vivid, precise and economical. ___ ___ ___ ___

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style: strong verbs and adjectives, 215, vivid word choice, 215, 408; Revising word choice: 214, 408, 640, 840

B. FLUENCY: increase personal reading fluency, both silent and oral, through a

variety of genres to enhance reading development

Student & Teacher’s Edition: For Further Reading, 221, 417, 647, 847, 1005, 1341; also see: Extend Your Learning (Apply the Skills), 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323

1. provide independent reading. ___ ___ ___ ___

Student & Teacher’s Edition: Reading verse for meaning, 34–35, 326, 327, 334, 337, 340; Reading: between the lines, 342, 345, 347, 349, 352, 354, 358, 1156–1157, 1275, 1277, 1279, 1281; lyric poetry, 704–705; stanzas as units of meaning, 967, 970, 975; sentences, 1251, 1257, 1259

2. increase reading rate, accuracy, prosody and comprehension.

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C. COMPREHENSION: use comprehension skills to read for literacy experience, read to inform, and read to perform a task

Student & Teacher’s Edition: Unit Introductions: Historical background of Old English and Medieval Periods, 6–13, Historical background of English Renaissance, 228–235, Historical background of Seventeenth and Eighteenth Centuries, 424–431, Historical background of Romantic Period, 654–661, Historical background of Victorian Period, 854–861, Historical background of Modern and Postmodern Periods, 1012–1019; The British Tradition: Point/Counterpoint, The Middle Ages: 1000 Years of Darkness?, 9, Royal Victim or Devious King?, 425, Wordsworth, Visionary Poet or Comfortable Country Gentleman?, 658, World War I Poets: “Not the Best” or a Valuable Resource?, 1016; Writing About Literature: Analyzing Literary Periods, 208–209, 990–991; Using historical and cultural context, 590–591; From the Translator's Desk: Seamus Heaney Comments on Beowulf, 66, Burton Raffel Introduces Beowulf, 36, Burton Raffel Talks About the Time Period, 2, Burton Raffel on Shaping a Narrative, 213; Understanding dialect, 189, 195, 197, 201; Analyzing cultural differences, 1143, 1145, 1146, 1147, 1152

1. research, analyze and evaluate historical, cultural and biographical influences to determine the impact on literary works.

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Student & Teacher’s Edition: From the Scholar’s Desk

2. analyze and evaluate author’s choice of genre. ___ ___ ___ ___

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(Selection Introductions): Frank Kermode Introduces Macbeth, 300–301, Richard Rodriguez Introduces From Days of Obligation, 604–606, Elizabeth McCracken on Introduction to Frankenstein, 688–689; Strategies for Reading: Poetry, 35, Drama, 293, Essay, 591, Lyric Poetry, 705, Novel, 899, Short Story, 1157 Thinking About the Commentary (Translator, Scholar and Author Selection Introductions): 37, 301, 606, 689, 942, 1295; Reading Informational Materials: Maps, 90–93, Newspaper Articles, 398–401, Online Search Engines, 630–633, Guidebooks, 722–725, Web Sites, 960–964, Mission Statements, 1070–1073

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(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

Student & Teacher’s Edition: From the Scholar’s Desk (Selection Introductions): Frank Kermode Introduces Macbeth, 300–301, Richard Rodriguez Introduces From Days of Obligation, 604–606, Elizabeth McCracken on Introduction to Frankenstein, 688–689; Thinking About the Commentary (Translator, Scholar and Author Selection Introductions): 37, 301, 606, 689, 942, 1295

3. analyze and evaluate characteristic of author’s style, purpose and techniques from a variety of selections by the same author such as critical review and literary character analysis.

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Student & Teacher’s Edition: Character/ Characterization, 97, 99, 100, 102, 104, 107, 108, 111, 112, 114, 116, 118, 120, 208, 212, 220, 296, 416, 898–899, 1156–1157, 1263, 1269, 1271, 1297, 1302, 1303, 1306, 1307, 1309; Inferring, 281, 288, 380, 384, 386, 393, 395, 459, 464, 465, 466, 883, 886, 890, 892, 893, 894, 1103, 1111, 1113; Drawing conclusions, 503, 505, 508, 513, 517, 929, 934, 937; Drawing inferences, 593, 601

4. construct supportable conclusions, make inferences and generalizations, and interpret character traits.

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Student & Teacher’s Edition: Communications Workshops: Analyzing Persuasive Techniques, 646, Critiquing Persuasive Devices, 846, Analyzing Bias in News Media, 1340; Reading Informational Materials: Web Sites,

5. analyze and evaluate persuasive language and techniques (e.g., advertisements, junk mail, web sites and news stories).

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960–964, Mission Statements, 1070–1073; Assessment Workshops: Sequential Order, 219, Forms of Propaganda, 415, 645, Critical Reasoning, 845, Paired Passages, 1003, Strategy, Organization, and Style, 1339 Student & Teacher’s Edition: Reading Informational Materials: Maps, 90–93, Newspaper Articles, 398–401, Online Search Engines, 630–633, Guidebooks, 722–725, Web Sites, 960–964, Mission Statements, 1070–1073; Strategies for Reading: Poetry, 35, Drama, 293, Essay, 591, Lyric Poetry, 705, Novel, 899, Short Story, 1157; Thinking About the Commentary (Translator, Scholar and Author Selection Introductions): 37, 301, 606, 689, 942, 1295; Assessment Workshops: Critical Reading: Sequential Order, 219, Critical Reading: Forms of Propaganda, 415, 645, Critical Reading: Critical Reasoning, 845, Critical Reading: Paired Passages, 1003, Critical Reading: Strategy, Organization, and Style, 1339; Writing About Literature: Analyzing Literary Periods, 208–209, Compare and Contrast Literary Trends, 404–405, Compare and Contrast Literary Themes, 634–635, Evaluate Literary Trends, 834–835, Analyze Literary Periods, 990–991, Evaluate Literary Trends, 1328–1329

6. analyze and evaluate types of text according to content, structure and tone.

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Student & Teacher’s Edition: Thinking About the Commentary (Translator, Scholar and Author Selection Introductions): 37, 301, 606, 689, 942, 1295; From the Translator’s Desk (Selection Introductions/Commentary): Burton Raffel Introduces Beowulf, 36–37, Seamus Heaney Comments on Beowulf, 66–67; also see: Writing About Literature: Analyzing Literary Periods, 208–209, Compare and Contrast Literary Trends, 404–405, Compare and Contrast Literary Themes, 634–635, Evaluate Literary Trends, 834–835, Analyze Literary Periods, 990–991, Evaluate Literary Trends, 1328–1329

7. read and evaluate literary criticism applicable to the genre being studied.

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Student & Teacher’s Edition: Reading technical directions, 960; also see: Reading Informational Materials: Maps, 90–93, Newspaper Articles, 398–401, Online Search Engines, 630–633, Guidebooks, 722–725, Mission Statements, 1070–1073

8. perform a task from written directions. ___ ___ ___ ___

D. WRITING: employ a wide variety of writing strategies to communicate

effectively for different purposes

Student & Teacher’s Edition: Writing about Literature (includes Prewriting, Model, Drafting, Revising and Editing, and Publishing and Presenting), 208–209, 404–405, 634–635, 834–835, 990–991, 1328–1329; Writing Workshops: Autobiographical narrative, 210–220,

1. employ writing strategies to address specific purposes: narrative, expository, persuasive, research and creative.

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Persuasive Essay, 406–413, Reflective Essay, 636–643, Job Portfolio and Résumé, 836–991, Research paper, 992–1001, Multimedia Report, 1330–1337 Student & Teacher’s Edition: Writing about Literature (includes Prewriting, Model, Drafting, Revising and Editing, and Publishing and Presenting), 208–209, 404–405, 634–635, 834–835, 990–991, 1328–1329; also see: Timed Writing Applications (including essay), 32, 65, 89, 93, 255, 265, 397, 457, 489, 500, 519, 677, 686, 687, 699, 721, 759, 803, 939, 959, 987, 1035, 1053, 1115, 1154, 1181, 1199, 1261, 1283, 1323

2. employ drafting strategies for writing tasks involving literature.

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Student & Teacher’s Edition: Writing about Literature (includes Prewriting, Model, Drafting, Revising and Editing, and Publishing and Presenting), 208–209, 404–405, 634–635, 834–835, 990–991, 1328–1329; Writing Workshops: Persuasive Essay, 406–413, Reflective Essay, 636–643, Research paper, 992–1001, Multimedia Report, 1330–1337; also see: Timed Writing Applications (including essay), 32, 65, 89, 93, 255, 265, 397, 457, 489, 500, 519, 677, 686, 687, 699, 721, 759, 803, 939, 959, 987, 1035, 1053, 1115, 1154, 1181, 1199, 1261, 1283, 1323

3. develop a focused composition that has a clear and logical progression of ideas supported by relevant details.

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Student & Teacher’s Edition: Transitions, 209, 410; Revising:

4. use subtle forms of transition in a composition (e.g., sentence links, repetition of key words and sentences).

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indicating cause-and-effect transition, 896, clarifying connections with transitions, 1283; Transitions to make comparisons, 1261

Student & Teacher’s Edition: Writing Workshops: Persuasive Essay, 406–413; Timed Writing Applications (including essay): Persuasive, 93, Response, critical, 457, 1115, to criticism, 65, 397, 519, 721, 803, 939, 1035, 1053, Analysis, argument, 1323, Problem-and-solution, 1154; Revising paragraphs: parallelism to create persuasive tone, 279; for persuasive language, 821; Revising tone: persuasive, 468; Developing Style: persuasive evidence, 411

5. apply rhetorical devices (e.g., parallel structure, antithesis and narrative pace).

___ ___ ___ ___

Student & Teacher’s Edition: Writing Workshops: Job Portfolio and Résumé, 836–991

6. produce functional writing related to life skills (e.g., letter of job application, scholarship application, essay and personal letter).

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(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

Student & Teacher’s Edition: Sources: primary/secondary, R27, R28, R33, including references and citations, 397, checking available, 993, works-cited list, 1001; also see: Elaborating: including references and citations, 397; Reading Informational Materials: Online Search Engines, 630–633; Writing Workshops: Research paper, 992–1001; Research and Technology Guide: Using the Internet for Research, R26–R27

7. explain the concept of intellectual property and plagiarism(e.g., media copyright laws and private/public domain).

Student & Teacher’s Edition: Paraphrasing, 39, 42, 44, 47, 50, 53, 54, 60, 63, 239, 245, 292–293, 573, 576, 578, 583, 789, 791, 794, 796, 801, 1055, 1058, 1067; Sources: primary/secondary, R27, R28, R33, including references and citations, 397, checking available, 993, works-cited list, 1001; also see: Elaborating: including references and citations, 397; Reading Informational Materials: Online Search Engines, 630–633; Writing Workshops: Research paper, 992–1001; Research and Technology Guide: Using the Internet for

8. differentiate between plagiarism and paraphrasing.

Student & Teacher’s Edition: Revising Sentences: sentence order, 158, checking for accuracy, 519,

9. correct errors in sentence structure and usage (e.g., parallelism, redundancy, misplaced modifiers and subordination).

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balancing comparisons, 677, to strengthen transitions, 1334; also see: Analyzing difficult sentences, 97, 99, 102, 105, 107, 109, 113, 114, 116, 120 Student & Teacher’s Edition: Writing About Literature: Analyzing Literary Periods, 208–209, Compare and Contrast Literary Trends, 404–405, Compare and Contrast Literary Themes, 634–635, Evaluate Literary Trends, 834–835, Analyze Literary Periods, 990–991, Evaluate Literary Trends, 1328–1329; also see: Timed Writing Applications (including essay), 32, 65, 89, 93, 255, 265, 397, 457, 489, 500, 519, 677, 686, 687, 699, 721, 759, 803, 939, 959, 987, 1035, 1053, 1115, 1154, 1181, 1199, 1261, 1283, 1323

10. integrate writing skills and assignments using literary text.

Student & Teacher’s Edition: The following resources materials provide integrated and supplemental grammar and writing support: Daily Language Practice Transparencies, Graphic Organizer Transparencies, and the Skills Development Workbook. In addition, Prentice Hall Online Essay Scorer provides instant scoring and feedback for all Writing Workshop assignments and can be found at www.phsuccessnet.com as referenced in the Teacher’s Edition text on pp. 208, 404, 570, 634, 699, 834, 837, 837, 881, 939, 959, 990, 993, 993, 1199,

11. use supplemental language materials to support writing.

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1249, 1328, and 1331. • Student & Teacher’s

Edition: Using in-text links and companion website codes, teachers access: Author Video Clips, , and selection-specific Internet Activities. For examples, see http://phschool.com/atschool/literature/ . In addition, the From the Author’s Desk DVD includes in-depth interviews with authors.

The following resources materials provide additional opportunities for humanities study: Fine Art Transparencies, Volumes 1 & 2

12. provide supplemental materials on literary criticism for the advanced student (e.g., literary criticism, graphic organizers, essential questions and researched based strategies).