Standard 1: Reading SIXTH GRADEassets.pearsonschool.com/correlations/Natl_Writing Coach12 to PLIT15_G91.pdfThe Gift of the Magi. O. Henry, page 52 . Conventions: Verb Tenses ... 246,

A Correlation of

Prentice Hall Writing Coach

©2012

To

Pearson Common Core Literature

©2015

Grade 9

A Correlation of Prentice Hall Writing Coach, Grade 9 ©2012 to

Pearson Common Core Literature, Grade 9, ©2015

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Introduction

This document demonstrates how Prentice Hall Writing Coach, ©2012 aligns to Pearson Common Core Literature, ©2015, and fully complements the program. Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages.

Prentice Hall Writing Coach is a digitally driven grammar and writing program that improves students’ skills in Grades 6–12.

It’s Personalized Prentice Hall Writing Coach gives students personalized, detailed feedback on the strengths and weaknesses of their writing. It is the only program that uses a paragraph scorer as well as an essay scorer so struggling students that aren’t ready to write larger pieces can receive the same productive feedback as the rest of the class. It’s Flexible Prentice Hall Writing Coach has several components that work together as a comprehensive writing program or a seamless complement to any literature anthologies, novels, or other language arts program teachers might be using. It’s Manageable The best way for students to become better writers is to spend more time writing. The problem is, the more time they spend writing, the more time teachers need to spend grading and assessing. Prentice Hall Writing Coach performs this time-consuming task by grading students’ writing examples and providing personalized feedback. This lets teachers spend more time teaching and a lot less time grading. It’s Engaging Prentice Hall Writing Coach provides targeted writing feedback in an online format. Plus, students will receive extensive experience communicating in today’s digital world with skills instruction in writing e-mails and blogs, evaluating material on the Internet, and developing multimedia presentations. It’s Comprehensive Prentice Hall Writing Coach is more than just a writing program. It’s a complete language arts program that provides personalized grammar instruction as well. Prentice Hall Writing Coach uses students’ writing examples to diagnose strengths and weaknesses in their grammar and supports them with grammar instruction and remediation.



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Table of Contents

Unit 1: Is conflict necessary? ................................................................................. 4 Unit 2: Is knowledge the same as understanding? ................................................. 8 Unit 3: How does communication change us?....................................................... 11 Unit 4: Do our differences define us? ................................................................... 15 Unit 5: Do heroes have responsibilities? .............................................................. 18



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Pearson Common Core Literature ©2015 Grade 9

Prentice Hall Writing Coach ©2012 Grade 9

GRADE 9 Unit 1: Is conflict necessary? Part 1 Setting Expectations Old Man at the Bridge Ernest Hemingway, page 8 The Jade Peony Wayson Choy, page 9 Writing Model: Argumentative Essay Write: Essay

Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54–55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255 Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125

Part 2 Text Analysis Guided Exploration The Most Dangerous Game Richard Connell, page 24 Conventions: Parts of Speech Writing to Sources: Comparison-and-Contrast Essay

Parts of Speech: nouns and pronouns, 294–307, verbs, 308–314, adjectives and adverbs, 315–324, prepositions, conjunctions, and interjections, 325–331, words as different parts of speech, 332–334 Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199 Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108

The Gift of the Magi O. Henry, page 52 Conventions: Verb Tenses Writing to Sources: News Report

Verb tenses, revising for consistency, 284; also see: Verb tenses, 188–189, 364, 424–454, 460–462, 461, 463–464, 464 Newspaper articles, 17, 147; Newscast, problem–solution, 165; also see: Newspaper titles, 602



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Rules of the Game Amy Tan, page 64 Conventions: Subjects and Predicates Writing to Sources: Written Presentation

Response to Literature, 196–197; Forms of Interpretive Response, 198–199 Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108 Subjects and Predicates, 336–338; Predicate nominatives, 347, 350–351, 468, 470

The Cask of Amontillado Edgar Allan Poe, page 82 Conventions: Active and Passive Voice Writing to Sources: Critique

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Active and Passive Voice, 460–464

Comparing Texts Checkouts Cynthia Rylant, page 96 The Girl Who Can Ama Ata Aidoo, page 100 Writing to Sources: Timed Writing: Explanatory Essay

Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108 Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125



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Writing Process Argument: Response to Literature Conventions: Verb Tenses Using Quotations Writing to Sources: Argument: Response to Literature

Verb tenses, revising for consistent , 284; also see: Verb tenses, 188–189, 364, 424–454, 460–462, 461, 463–464, 464 Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Quotations, 235, 240, 251, 265, 278, 547, 549, 586, 595–606, 622; also see: Document supporting quotations (research writing), 228, 238, 244, 246, 253

Part 3 Text Set Developing Insight The Scarlet Ibis James Hurst, page 128 Conventions: Verb Tenses Transitional Words Writing to Sources: Informative Text: Comparison-and-Contrast Essay

Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199; also see: Comparison, degrees of, 508–510, 511–512 Verb tenses, revising for consistent , 284; also see: Verb tenses, 188–189, 364, 424–454, 460–462, 461, 463–464, 464 Transitional expressions, 589–590

Much madness is divinest sense Emily Dickinson, page 144 Writing to Sources: Argumentative Text: Response

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125

My English Julia Alvarez, page 146 Writing to Sources: Informational Text: Essay

Writing for Assessment: Expository Writing, 168–169



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The Case for Fitting In David Berreby, page 156 Writing to Sources: Argumentative Essay

Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54–55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30

from The Geeks Shall Inherit the Earth Alexandra Robbins, page 162 Writing to Sources: Argumentative Text: Position Paper


from Blue Nines and Red Words from Born on a Blue Day Daniel Tammet, page 168 Writing to Sources: Narrative Text: Autobiographical Narrative

Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–83, 84, 85, 86–87, 88–89

from The New Yorker , page 178 Writing to Sources: Narrative Text: Short Story

Fiction Narration, 90–93, 94–97, 98–99, 100–103, 104–105, 106–109, 110–111, 112, 113, 114–115; Writing for Assessment: Short Story, 116–117

Common Core Assessment Synthesis Writing: Autobiographical Narrative, page 181


Writing to Sources: Argumentative Essay, page 182




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Unit 2: Is knowledge the same as understanding? Part 1 Setting Expectations I am an American Day Address Learned Hand, page 191 Before Hip-Hop was Hip-Hop Rebecca Walker, page 194 Writing Model: Explanatory Essay Write: Essay

Rhetorical devices / techniques, 54–55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30; also see: Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195 Writing for Assessment: Interpretative Response, 220–221 Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216

Part 2 Text Analysis Guided Exploration On Summer Lorraine Hansberry, page 208 Conventions: Direct and Indirect Objects Writing to Sources: Analysis

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Direct objects, 347–348, 352; Indirect objects, 347, 349, 353

The News Neil Postman, page 218 Conventions: Predicate Nominatives and Predicate Adjectives Writing to Sources: Expository Essay

Exposition: Problem-and-Solution Essay, 144–147, 148–149, 150–151, 152–155, 156–157, 158–161, 162–163, 164, 164, 166–167, 168–169 Predicate adjectives an nominatives, 347, 350–351, 357, 359, 405

Libraries Face Sad Chapter Pete Hamill, page 232 Conventions: Colons, Semicolons, Ellipsis Points Writing to Sources: Abstract

Try It! Summarize, 227; Summarize sources, 234; Take notes (paraphrase, summarize), 251; also see: Main idea of a text (going beyond summary), 198, 200, 209, 221 Semicolons, 589–591; Colons, 592–594; Dashes, 624, 625–626, 628; Using the Ellipsis, 624



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I Have a Dream Martin Luther King, Jr., page 242 Conventions: Independent and Dependent Clauses Writing to Sources: Proposal

Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54–55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30 Independent and subordinate clauses, 375–376, 379, 380

Comparing Texts from Silent Spring Rachel Carson, page 254 If I Forget Thee, Oh Earth… Arthur C. Clarke, page 258 Writing to Sources: Timed Writing: Reflective Essay


Writing Process Explanatory Text: Cause-and-Effect Essay Conventions: Subject-Verb Agreement Punctuation Marks Dependent and Independent Clauses Writing to Sources: Exposition: Cause-and-Effect Essay

Cause–and–effect essays, 15, 147 Punctuation, 82–83, 214–215, 247, 253, 257, 287, 287, 398, 399, 400, 403, 407, 410, 565–580, 597, 598, 621 Independent and subordinate clauses, 375–376, 379, 380 Subject-Verb Agreement, 480–494

Part 3 Text Set Developing Insight First Inaugural Address Franklin Delano Roosevelt, page 284 Conventions: Predicate Nominatives Ellipsis Points Writing to Sources: Argumentative Text: Persuasive Essay

Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54–55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30 Predicate nominatives, 347, 350–351, 357, 359, 405 Using the Ellipsis, 624



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from Nothing to Fear Alan Axelrod, page 294 Writing to Sources: Argumentative Essay


from Americans in the Great Depression Eric Rauchway, page 298 Writing to Sources: Narrative Text: Fictional Narrative


Women on the Breadlines Meridel Le Sueur, page 308 Writing to Sources: Explanatory Essay

Exposition: Problem-and-Solution Essay, 144–147, 148–149, 150–151, 152–155, 156–157, 158–161, 162–163, 164, 164, 166–167, 168–169

Bread Line, New York City, 1932 Dorothea Lange, page 318 Writing to Sources: Informative Text: Explanatory Caption

Make Your Writing Count: Stage a Problem-Solution Newscast, 165; also see: Photographs, 241, 250

Common Core Assessment Synthesis Writing: Reflective Essay, page 321 Autobiographical Narrative, 64–67, 68–69,

70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87; Writing for Assessment: Narrative Nonfiction, 88–89

Writing to Sources: Expository Essay, page 322

Research Writing, 222–223, 226–229, 230–237, 238–241, 242–245, 246–248, 249, 250–253, 254–255; also see: Exposition, 144–169



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Unit 3: How does communication change us? Part 1 Setting Expectations Barter Sara Teasdale, page 331 Uncoiling Pat Mora, page 334 A Voice Pat Mora, page 335 Writing Model: Argumentative Essay Write: Essay

Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54–55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30 Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125

Part 2 Text Analysis Guided Exploration Collection 1 Dream Deferred Langston Hughes, page 347 Dreams Langston Hughes, page 348 Sonnet on Love XIII Jean de Sponde, page 349 Meciendo/Rocking Gabriela Mistral, page 350 "Hope" is the thing with feathers Emily Dickinson, page 352 Conventions: Prepositions and Prepositional Phrases Writing to Sources: Description of a Scene

Poetry/description, 13–14, 120–121, 129, 135, 142–143 Prepositions and Prepositional Phrases, 325–327, 356–359



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Collection 2 The Bells Edgar Allan Poe, page 359 Analysis of Baseball May Swenson, page 364 Slam, Dunk, & Hook Yusef Komunyakaa, page 366 Jabberwocky Lewis Carroll, page 368 Conventions: Participles and Participial Phrases Gerunds and Gerund Phrases Writing to Sources: Editorial

Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54–55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30 Verbals, 136–137; Verbal phrases, 364–374

Collection 3 Fifteen William Stafford, page 377 Casey at the Bat Ernest Lawrence Thayer, page 378 Twister Hits Houston Sandra Cisneros, page 381 The Raven Edgar Allan Poe, page 382 Conventions: Appositives and Absolute Phrases Writing to Sources: Description of the Scene

Poetry/description, 13–14, 120–121, 129, 135, 142–143 Appositive phrases, 356, 360–362, 363, 401



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Collection 4 The Road Not Taken Robert Frost, page 395 Macavity: The Mystery Cat T.S. Eliot, page 396 The Seven Ages of Man Shakespeare, page 398 We never know how high we are-- Emily Dickinson, page 400 Conventions: Infinitives and Infinitive Phrases Writing to Sources: Poem

Free Verse Poem or Ballad, 122–123, 124–125, 126–129, 130–131, 132–135, 136–137, 138; Writing for Assessment: Poetry, 142–143 Infinitives and Infinitive Phrases, 370–371, 373–374

Comparing Texts I Hear America Singing Walt Whitman, page 406 Three Haiku Basho, Chiyojo, page 407 Women Alice Walker, page 408 Sonnet 30 Shakespeare, page 410 Writing to Sources: Timed Writing: Explanatory Essay

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Compare–and–contrast essays, 15, 20, 147; Comparing writings: ballad/free verse poems, 122

Writing Process Argument: Problem-and-Solution Essay Conventions: Revising to Combine Choppy Sentences Appositive and Absolute Phrases Infinitives Writing to Sources: Argument: Problem-and-Solution Essay

Problem–solution essays, 150–151, 152–155, 156–157, 158–161, 162–163, 164; Make Your Writing Count: Stage a Problem-Solution Newscast, 165 Sentences, combining, 49, 400–401, 402–403 Appositive phrases, 356, 360–362, 363, 401 Infinitives and Infinitive Phrases, 370–371, 373–374



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Part 3 Text Set Developing Insight The Assassination of John F. Kennedy Gwendolyn Brooks, page 432 Instead of an Elegy G. S. Fraser, page 434 Conventions: Prepositional Phrases Using Line Breaks in Quotations from Poetry Writing to Sources: Expository Essay

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Prepositions and Prepositional Phrases, 325–327, 356–359 Quotations, responses to literature, 20, 200, 201, 221

from A White House Diary Lady Bird Johnson, page 440 Writing to Sources: Argumentative Text: Character Analysis

Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108 Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125

American History Judith Ortiz Cofer, page 448 Writing to Sources: Informational Text: Analytical essay

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108



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Address Before a Joint Session of the Congress Lyndon Johnson, page 460 Writing to Sources: Narrative text: Historical Narrative

Biographical narratives, 9, 67; Biographical profiles, 225; Biographical description, R8 Historical fiction, 11, 93; Historical period, 97; Historical reports, 225; Historical present tense, 439 Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89

Images of a Tragedy, page 468 Writing to Sources: Informational Text: Magazine Article

Newspaper articles, 17, 147; Newscast, problem–solution, 165; also see: Newspaper titles, 602 Magazine articles, 17, 147, 236; also see: Print resources: Magazines, 562, 593, 602

Common Core Assessment Synthesis Writing: Memoir, page 473 Autobiographical Narrative, 64–67, 68–69,

70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89

Writing: Argumentative Essay, page 472 Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54–55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30

Unit 4: Do our differences define us? Part 1 Setting Expectations from The Glass Menagerie Tennessee Williams, page 483 The Inspector-General Anton Chekov, page 487 Writing Model: Explanatory Essay Writing to Sources: Explanatory Essay




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Part 2 Text Analysis Guided Exploration The Tragedy of Romeo and Juliet, Act I Shakespeare, page 508 The Tragedy of Romeo and Juliet, Act II Shakespeare, page 536 The Tragedy of Romeo and Juliet, Act III Shakespeare, page 564 The Tragedy of Romeo and Juliet, Act IV Shakespeare, page 596 The Tragedy of Romeo and Juliet, Act V Shakespeare, page 616 Conventions: Parallelism Writing to Sources: Editorial Persuasive Letter Persuasive Speech

Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54–55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30 Parallelism, 282, 415–417, 420, 422

Comparing Texts Pyrammus and Thisbe Ovid, page 640 from A Midsummer Night's Dream Shakespeare, page 644 Writing to Sources: Timed Writing: Explanatory Essay

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108

Writing Process Informative Text: Comparison-and-Contrast Essay Conventions: Combining Sentences With Phrases Getting Organized Writing to Sources: Exposition: Comparison-and-Contrast Essay

Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199; also see: Comparison, degrees of, 508–510, 511–512 Participial phrases, combining sentences with, 366, 367



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Part 3 Text Set Developing Insight from The Importance of Being Earnest Oscar Wilde, page 674 Conventions: Parallelism Block Quotations Writing to Sources: Informative Text: Character Analysis

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108 Parallelism, 282, 415–417, 420, 422 Quotations, colons introducing, 592

The Necklace Guy de Maupassant, page 686 Writing to Sources: Expository Essay


New Directions Maya Angelou, page 696 Writing to Sources: Argumentative Text: Advice Column


from Fragile Self-Worth Tim Kasser, page 702 Writing to Sources: Argumentative Text: Critical Response

Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216 Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195



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My Possessions, Myself Russell Belk, page 710 Writing to Sources: Argumentative Text: Persuasive Essay


from The New Yorker, page 716 Writing to Sources: Narrative Text: Short Story


Common Core Assessment Synthesis Writing: Personal Narrative, page 719 Autobiographical Narrative, 64–67, 68–69,

70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89

Writing to Sources: Informative Essay, page 720


Unit 5: Do heroes have responsibilities? Part 1 Setting Expectations Sally Ann Thunder Ann Whirlwind Crockett Caron Lee Cohen, page 729 Pecos Bill: The Cyclone Harold Felton, page 733 Writing Model: Argumentative Essay Write: Informative Essay




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Part 2 Text Analysis Guided Exploration The Odyssey, Part 1 Homer, page 756 Conventions: Simple and Compound Sentences Writing to Sources: Retelling

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Basic Sentence Parts, 335, 336–342, 343–346, 347–356; Four Functions of a Sentence, 398–399; Sentence Combining, 400–403; Varying Sentence Length, 404–406

The Odyssey, Part 2 Homer, page 800 Conventions: Complex and Compound-Complex Sentences Writing to Sources: Biography

Biographical narratives, 9, 67; Biographical profiles, 225; Biographical description, R8 Historical fiction, 11, 93; Historical period, 97; Historical reports, 225; Historical present tense, 439 Compound sentences, 49, 392, 571; Compound–complex sentences, 82, 392, 393, 394

Comparing Texts An Ancient Gesture Edna St. Vincent Millay, page 830 Siren Song Margaret Atwood, page 832 Prologue and Epilogue from The Odyssey Derek Walcott, page 834 Ithaca Constantine Cavafy, page 836 Writing to Sources: Timed Writing: Explanatory Essay

Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199; also see: Comparison, degrees of, 508–510, 511–512



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Writing Process Narrative: Autobiographical Narrative Conventions: Using Adverb Clauses Types of Sentences Writing to Sources: Narration: Autobiographical Narrative


Part 3 Text Set Developing Insight from The Ramayana R.K. Narayan, page 860 Conventions: Simple and Compound Sentences Varied Sentence Structure Prepositional Phrases Writing to Sources: Informative Text: Comparison-and-Contrast Essay

Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199; also see: Comparison, degrees of, 508–510, 511–512 Basic Sentence Parts, 335, 336–342, 343–346, 347–356; Four Functions of a Sentence, 398–399; Sentence Combining, 400–403; Varying Sentence Length, 404–406 Prepositions and Prepositional Phrases, 325–327, 356–359

Perseus Edith Hamilton, page 868 Writing to Sources: Argumentative Text: Response to Literature


The Washwoman I.B. Singer, page 878 Writing to Sources: Narrative Test: Short Story


from The Hero’s Adventure Joseph Campbell/Bill Moyers, page 886 Writing to Sources: Argumentative Text: Persuasive Essay




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from My Hero's Hero Elie Wiesel, page 892 Writing to Sources: Explanatory Text: Definition Essay


Of Altruism, Heroism, and Nature's Gifts in the Face of Terror Natalie Angier, page 898 Writing to Sources: Informative Text: Article or Blog Post

Blogs, R7, 9 Newspaper articles, 17, 147; Newscast, problem–solution, 165; also see: Newspaper titles, 602 Magazine articles, 17, 147, 236; also see: Print resources: Magazines, 562, 593, 602

American Blood Donation Executive Healthcare Management Magazine, page 904

Magazine articles, 17, 147, 236; also see: Print resources: Magazines, 562, 593, 602

Common Core Assessment Synthesis Writing: Reflective Essay, page 907 Biographical narratives, 9, 67; Biographical

profiles, 225; Biographical description, R8 Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89

Writing to Sources: Argumentative Essay, page 908


It’s PersonalizedIt’s FlexibleIt’s ManageableIt’s EngagingIt’s ComprehensiveUnit 1: Is conflict necessary?Unit 2: Is knowledge the same as understanding?Unit 3: How does communication change us?Unit 4: Do our differences define us?Unit 5: Do heroes have responsibilities?

Documents

Standard 1: Reading SIXTH GRADEassets.pearsonschool.com/correlations/Natl_Writing Coach12 to PLIT15_G91.pdfThe Gift of the Magi. O. Henry, page 52 . Conventions: Verb Tenses ... 246,