Writer's Choice: Grammar and Composition Grade 8 - Glencoe

Writer’s Choice:Grammar and Composition

©2009

Connections to

Glencoe Literature Grade 8©2009/2010

Copyright ©2009 The McGraw-Hill Companies, Inc. All rights reserved.

Grade 8

0001_0021_G08_Writers.indd 10001_0021_G08_Writers.indd 1 9/10/08 2:04:32 PM9/10/08 2:04:32 PM

ALIGNMENT TO W R I T ER’S CHOICE

Writing Workshop

Research Report

Writing Plan

• Choose a focused subject

or topic on which to develop

a thesis.

• Draw upon reliable information

from multiple sources.

• Incorporate relevant facts

and details to support the

main idea of the report.

• Organize the report in a logical

sequence, concluding with a

summary of the main idea.

• Include a list of sources

(bibliography) and footnotes.

Learning Objectives

For pages 730–737

In this workshop, you will

focus on the following

objective:

Writing:

Writing a research paper

using the writing process.

730 UNIT 5 What Really Matters?

How do you decide what’s really important in life? In this workshop,

you will write a research report that will help you think about the

Unit 5 Big Question: What Really Matters?

Review the writing prompt, or assignment, below. Then read the Writing

Plan. It will tell you what you will do to write your research report.

Writing Assignment

In a research report you investigate a subject and present information

on it, using a variety of reliable documented sources. Write a research

report on a historical or contemporary person whose decisions and

actions led that person to make a positive lasting impact on society or

science. The audience should be your classmates and teacher.

PrewriteHow did the people you have read about in the biographies and

autobiographies in this unit decide and act upon what really matters

to society as a whole? Think about the biography of Mother Jones

in “The March of the Mill Children.” What other historical or

contemporary person like her might be a good subject for your report?

Gather Ideas

Try any or all of the following activities to get ideas about people who

have made a positive lasting impact on society or science:

Talk with your friends and family.

Look through your social studies and science textbooks, and check

the library and the Internet.

Watch the news or read newspapers and news magazines.

Use this research to create a list of people you’d like to write about.

Choose a Subject

Use your list to pick your subject. Consider the person’s impact as well

why the person interests you. Talk about your goal with a partner.

Partner Talk With a partner, follow these steps:

1. Decide which three people interest you the most and explain why.

2. Decide which three people have had the most positive important

impact on society or science. Then complete the sentence below.

I will write about ________. I chose this person because ________.

Plan and Conduct Your Research

Begin by asking specific questions about the positive impact of the

person you have chosen. Questions that begin with who, what, why,

where, when, and how can be especially helpful. Then look for

answers to your questions on reliable Web sites and in encyclopedias,

books, and magazines. Also use primary sources such as letters,

diaries, and interviews, if they’re available. Record the information you

gather in a research chart like the one below. Number each piece of

information and quote, summarize, or paraphrase it. Note whether the

information is a fact or an opinion.

Evaluate Your Information

Now evaluate the information you have gathered. Ask yourself how

important the information is to what you want to say about this person.

Then use the following criteria to determine which sources and

information will be most dependable and useful.

•• Relevance How does the information help you make your point?

•• Authority Does the information come from an author or organization

with a good reputation? Does the author have expert qualifications?

•• Accuracy Can the information be verified with another source? Do

grammatical or factual errors make the source seem questionable?

•• Conflict Do different sources provide conflicting information? How

does performing a multiple-step search resolve any conflicts?

•• Objectivity Is the information a fact or an opinion? Is the source

associated with an author or organization that is one-sided?

•• Currency Is the information current or out-of-date?

Prewriting Tip

Quotations While taking

notes, put quotation marks

around any words or phrases

you copy directly from a

source. Make sure the quote

is accurate and that you give

it correct and proper credit.

SourceSource

1. Britannica 1. Britannica OnlineOnline

2. New York 2. New York Times Times

Location Location of Infoof Info

http://search.http://search.eb.com/eb/ eb.com/eb/ article-9109502article-9109502

April 13, April 13, 1945, p. 161945, p. 16

InformationInformation

Only U.S. president Only U.S. president elected to 4 termselected to 4 terms

“inspired free “inspired free men in every part men in every part of the world” of the world”

Fact or Fact or OpinionOpinion

factfact

opinionopinion

Literature Online

Writing and Research

For prewriting, drafting,

and revising tools, go to

glencoe.com and enter

QuickPass code GL39770u5.

Writing Workshop RESEARCH REPORT 731

How is Glencoe Literature aligned with Writer’s Choice?

2 Writer’s Choice Connections to Glencoe Literature, Course 3

Alignment to Writer’s ChoiceGlencoe’s Writer’s Choice is a complete, stand-alone grammar and

composition program that can be used to support the selection writing

activities, Grammar Workshops, and Writing Workshops in Glencoe Literature.

In Glencoe Literature, selections include concise Writing prompts that

focus on brief, manageable products, extended Write with Style activities

that apply literary elements, and full-page Respond Through Writing

assignments that cover each step of the writing process. Grammar

Workshops show students common problems and clear solutions, and

Writing Workshops at the end of each unit walk students through the

writing process in detail.

In Writer’s Choice, Composition lessons feature models and rubrics;

Grammar, Usage, and Mechanics lessons show how to apply rules; and

Resources and Skills lessons improve students’ study skills, media literacy,

and oral communication skills. In addition, the reference section includes a

Writing and Research Handbook.

The correlation charts in this section of the Road Map show how these two

programs coordinate and indicate which Writer’s Choice lessons provide

additional instruction, scaffolding, and practice for specific grammar and

writing activities in Glencoe Literature.

Grade 8


Alignment to Writer’s Choice 3

Explore the Big Question: Miracle Man by Sam Blairpp. 2–6• Writing: Write a Journal Entry, p. 6

• Unit 1 Personal Writing; Lesson 1.5 Responding in a Journal, p. 24

My Name / Bums in the Attic by Sandra Cisneros pp. 8–12• Write a Journal Entry, p. 12


Raymond’s Run by Toni Cade Bambarapp. 13–29• Respond Through Writing: Research Report, p. 29• Grammar Tip: Capitalization, p. 29

• Unit 2 The Writing Process; Lesson 2.1 Working with the Writing Process, p. 46

• Unit 5 Expository Writing; Lesson 5.7 Reports: Researching a Topic, p. 226

• Unit 5 Expository Writing; Lesson 5.9 Reports: Planning and Drafting, p. 234

• Unit 5 Expository Writing; Lesson 5.10 Reports: Revising, Editing, and Presenting, p. 238

• Unit 19 Capitalization; Lesson 19.4 Capitalizing Other Proper Nouns and Adjectives, p. 589

And Ain’t I a Woman? by Sojourner Truthpp. 30–34• Writing: Write a Letter, p. 34

• Unit 6 Persuasive Writing; Lesson 6.7 Writing a Letter to the Editor, p. 290

Coordinating Glencoe Literature and Writer’s ChoiceWriter’s Choice activities listed below can be used to highlight, reinforce,

or extend writing and grammar activities related to selections and features

in the Glencoe Literature—Course 3 Student Edition.

Unit 1

Glencoe LiteratureSelections and Workshops Writer’s Choice Lessons

Grade 8




The Medicine Bag by Virginia Driving Hawk Snevepp. 39–54• Respond Through Writing: Summary, p. 54• Grammar Tip: Verb Tense, p. 54


• Unit 2 The Writing Process; Lesson 2.4 Prewriting: Organizing Ideas, p. 58

• Unit 2 The Writing Process; Lesson 2.5 Drafting: Writing It Down, p. 62

• Unit 2 The Writing Process; Lesson 2.6 Revising: Taking a Fresh Look, p. 66

• Unit 2 The Writing Process; Lesson 2.9 Editing/Proofreading: Fine-tuning Your Work, p. 78

• Unit 4 Narrative Writing; Lesson 4.2 Using Chronological Order, p. 160

• Unit 10 Verbs; Lesson 10.5 Present and Past Tenses, p. 409

Waters of Gold by Laurence Yeppp. 56–68• Grammar Link: Concrete and Abstract Nouns, p. 68• Write with Style: Apply Sentence Length, p. 68

• Unit 9 Nouns; Lesson 9.1 Kinds of Nouns, p. 381• Unit 2 The Writing Process; Lesson 2.8 Revising: Creating

Sentence Fluency, p. 74

Abuela Invents the Zero by Judith Ortiz Coferpp. 72–79• Writing: Write a Scene, p. 79


• Unit 4 Narrative Writing; Lesson 4.3 Establishing Point of View, p. 164

• Unit 4 Narrative Writing; Lesson 4.4 Writing Realistic Dialogue, p. 168

Grammar Workshop: Sentence Combining

pp. 80–81• Unit 21 Sentence Combining; Lesson 21.1 Prepositional

Phrases, p. 629• Unit 21 Sentence Combining; Lesson 21.2 Appositives, p. 631• Unit 21 Sentence Combining; Lesson 21.3 Adjective Clauses,

p. 633


Grade 8



Who Can Be Born Black by Mari Evans / Saying Yes by Diana Changpp. 82–86• Writing: Stanza, p. 85• Grammar Link: Personal Pronouns, Possessive Pronouns,

and Antecedents, p. 86

• Unit 1 Personal Writing; Lesson 1.4 Writing One’s Own Story, p. 20

• Unit 7 Troubleshooter; Lesson 7.5 Incorrect Use of Pronouns, p. 320

• Unit 11 Pronouns; Lesson 11.1 Personal Pronouns, p. 435• Unit 11 Pronouns; Lesson 11.2 Pronouns and Antecedents,

p. 437• Unit 11 Pronouns; Lesson 11.3 Using Pronouns Correctly,

p. 439• Unit 11 Pronouns; Lesson 11.4 Possessive Pronouns, p. 441

The People Could Fly by Virginia Hamiltonpp. 91–99• Respond Through Writing: Short Story, p. 99• Grammar Tip: Quotation Marks, p. 99









• Unit 20 Punctuation; Lesson 20.6 Using Quotation Marks and Italics, p. 609

Barbara Frietchie by John Greenleaf Whittierpp. 100–106• Grammar Link: Main Verbs and Helping Verbs, p. 106

• Unit 10 Verbs; Lesson 10.6 Main Verbs and Helping Verbs, p. 411


How does Glencoe Literature work together with Writer’s Choice?

Grade 8




Comparing Literature: from Tom Sawyer by Mark Twain / Born Worker by Gary Sotopp. 107–127 • Write to Compare, p. 127• Writing Tip: Comparative Adjectives, p. 127

• Unit 5 Expository Writing; Lesson 5.3 Writing to Compare and Contrast, p. 210

• Unit 7 Troubleshooter; Lesson 7.6 Incorrect Use of Adjectives, p. 322

• Unit 12 Adjectives and Adverbs; Lesson 12.3 Comparative and Superlative Adjectives, p. 461

Writing Workshop: Narrative

pp. 128–133• Prewrite, p. 128• Draft, pp. 129–130• Apply Good Writing Traits: Organization, p. 130• Revise, p. 132• Revising Tip: Speaker Tags, p. 132• Edit and Proofread, p. 133• Grammar Focus: Punctuation of Dialogue, p. 133• Grammar Tip: Question Marks and Exclamation Points, p. 133• Present, p. 133


• Unit 2 The Writing Process; Lesson 2.4 Organizing Ideas, p. 58• Unit 4 Narrative Writing; Lesson 4.3 Establishing Point of

View, p. 164• Unit 2 The Writing Process; Lesson 2.5 Drafting: Writing It

Down, p. 62• Unit 4 Narrative Writing; Lesson 4.2 Using Chronological

Order, p. 160• Unit 2 The Writing Process; Lesson 2.6 Revising: Taking

a Fresh Look, p. 66• Unit 2 The Writing Process; Lesson 2.7 Revising: Writing

Unified Paragraphs, p. 70• Unit 4 Narrative Writing; Lesson 4.4 Writing Realistic

Dialogue, p. 168• Unit 2 The Writing Process; Lesson 2.9 Editing/Proofreading:

Fine-tuning Your Work, p. 78• Unit 20 Punctuation; Lesson 20.6 Using Quotation Marks and

Italics, p. 609• Unit 2 The Writing Process; Lesson 2.10 Publishing/

Presenting: Sharing Your Writing, p. 82


Grade 8



Explore the Big Question: from Zoya’s Story by Zoya with Rita Cristofari and John Follainpp. 146–152• Writing: Write a Short Essay, p. 152

• Unit 5 Expository Writing; Lesson 5.6 Answering an Essay Question, p. 222

There is no Frigate like a Book by Emily Dickinson / Because of Libraries We Can Say These Things by Naomi Shihab Nyepp. 154–158• Writing: Write a Blurb, p. 158

• Unit 6 Persuasive Writing; Lesson 6.1 Writing Persuasively, p. 266

from I Know Why the Caged Bird Sings by Maya Angeloupp. 165–177• Grammar Link: Irregular Verbs, p. 177

• Unit 10 Verbs; Lesson 10.11 Irregular Verbs, p. 421• Unit 10 Verbs; Lesson 10.12 More Irregular Verbs, p. 423

Huge, Freed Pet Pythons Invade Florida Everglades by Stefan Lovgrenpp. 178–185• Respond Through Writing: Summary, p. 185• Grammar Tip: Apostrophes, p. 185


• Unit 2 The Writing Process; Lesson 2.3 Prewriting: Investigating a Topic, p. 54




• Unit 2 The Writing Process; Lesson 2.7 Revising: Writing Unified Paragraphs, p. 70


• Unit 20 Punctuation; Lesson 20.7 Using Apostrophes, p. 611

from The Great Fire by Jim Murphypp. 188–198• Grammar Link: Agreement with Indefinite Pronouns, p. 198

• Unit 11 Pronouns; Lesson 11.5 Indefinite Pronouns, p. 443• Unit 16 Subject-Verb Agreement; Lesson 16.4 Indefinite

Pronouns as Subjects, p. 547

Unit 2


Grade 8




Functional Document: Consumer Choice Article / Product

Warranty / Technical Directions

pp. 199–207• Writing Tip: Write Technical Directions, p. 207

• Unit 5 Expository Writing; Lesson 5.4 Writing About a Process, p. 214

Hollywood’s Rise to Fame by Robert D. San Soucipp. 209–215• Writing: Write a Summary, p. 215


Grammar Workshop: Sentence Fragments

p. 216• Unit 7 Troubleshooter; Lesson 7.1 Sentence Fragment, p. 310

Pretty Words by Elinor Wylie / Introduction to Poetry by Billy Collinspp. 218–221• Writing: Write a Journal Entry, p. 221


Casey at the Bat by Ernest Lawrence Thayerpp. 222–228• Writing: Write a Letter, p. 228

• Unit 1 Personal Writing; Lesson 1.1 Writing for Yourself, p. 8

The Tell-Tale Heart by Edgar Allan Poepp. 230–241• Respond Through Writing: Expository Essay, p. 241






• Unit 5 Expository Writing; Lesson 5.5 Explaining Connections Between Events, p. 218


Grade 8



The Monkey’s Paw by W.W. Jacobspp. 247–265• Grammar Link: Present Perfect Tense, p. 265• Write with Style: Apply Diction, p. 265

• Unit 10 Verbs; Lesson 10.8 Perfect Tenses, p. 415• Unit 3 Descriptive Writing; Lesson 3.3 Using Precise

Language, p. 122• Writing and Research Handbook; Using the 6+1 Trait®

Model, p. 839

Comparing Literature: A Retrieved Reformation by O. Henry / A Retrieved Reformation adapted by Gary Gianni pp. 266–286• Write to Compare, p. 286• Writing Tip: Adjectives, p. 286


• Unit 3 Descriptive Writing; Lesson 3.3 Using Precise Language, p. 122

• Unit 12 Adjectives; Lesson 12.1 Adjectives, p. 457

Writing Workshop: Functional Document

pp. 288–293• Prewrite, p. 288• Draft, pp. 289–290• Apply Good Writing Traits: Conventions, p. 290• Revise, p. 292• Edit and Proofread, p. 293• Grammar Focus: Capitalization, p. 293• Grammar Tip: Proper Names, p. 293• Present, p. 293



• Unit 2 The Writing Process; Lesson 2.4 Organizing Ideas, p. 58• Business and Technical Writing; Memos, p. 338• Business and Technical Writing; Work Plans, p. 341• Unit 2 The Writing Process; Lesson 2.2 Prewriting:

Determining Audience and Purpose, p. 50• Unit 2 The Writing Process; Lesson 2.5 Drafting: Writing It

Down, p. 62• Unit 2 The Writing Process; Lesson 2.6 Revising: Taking a

Fresh Look, p. 66• Unit 2 The Writing Process; Lesson 2.9 Editing/Proofreading:

Fine-tuning Your Work, p. 78• Unit 19 Capitalization; Lesson 19.2 Capitalizing Names and

Titles of People, p. 585• Unit 19 Capitalization; Lesson 19.3 Capitalizing Names of

Places, p. 587• Unit 19 Capitalization; Lesson 19.4 Capitalizing Other Proper

Nouns and Adjectives, p. 589• Unit 7 Troubleshooter; Lesson 7.9 Incorrect Capitalization,

p. 330• Unit 2 The Writing Process; Lesson 2.10 Publishing/



Grade 8




Unit 3


Explore the Big Question: Travel by Edna St. Vincent Millay pp. 306–308• Writing: Write a Poem, p. 308

• Unit 3 Descriptive Writing; Lesson 3.1 Writing Descriptions, p. 114

• Unit 3 Descriptive Writing; Lesson 3.2 Collecting Sensory Details, p. 118


The Drummer Boy of Shiloh by Ray Bradburypp. 310–319• Writing: Write a Persuasive Letter, p. 319


The Dying Cowboy

pp. 320–323• Writing: Write an Action Scene, p. 323




the lesson of the moth by Don Marquis / Identity by Julio Noboa Polancopp. 324–328• Writing: Write a Journal Entry, p. 328



Icarus and Daedalus by Josephine Preston Peabodypp. 329–335• Grammar Link: Common and Proper Nouns, p. 335

• Unit 9 Nouns; Lesson 9.1 Kinds of Nouns, p. 381

Paul Revere’s Ride by Henry Wadsworth Longfellowpp. 338–346• Grammar Link: Pronouns, p. 346

• Unit 11 Pronouns; Lesson 11.2 Pronouns and Antecedents, p. 437

• Unit 11 Pronouns; Lesson 11.6 Reflexive and Intensive Pronouns, p. 445

Exile by Julia Alvarezpp. 347–353• Grammar Link: Future Tense, p. 353• Write with Style: Apply Figurative Language, p. 353

• Unit 10 Verbs; Lesson 10.9 Expressing Future Time, p. 417• Unit 1 Personal Writing; Lesson 1.4 Writing One’s Own Story,

p. 20• Unit 3 Descriptive Writing; Lesson 3.1 Writing Descriptions,

p. 114• Unit 3 Descriptive Writing; Lesson 3.3 Using Precise

Language, p. 122

Grade 8



The Oxcart by Eric A. Kimmelpp. 354–365• Respond Through Writing: Research Report• Grammar Tip: Semicolons





• Unit 20 Punctuation; Lesson 20.5 Using Semicolons and Colons, p. 607

Harriet Tubman by Eloise Greenfieldpp. 366–368• Writing: Write a Stanza, p. 368



Stopping by Woods on a Snowy Evening by Robert Frostpp. 384–388• Grammar Link: Adjectives and Adverbs, p. 388

• Unit 12 Adjectives and Adverbs; Lesson 12.1 Adjectives, p. 457

• Unit 12 Adjectives and Adverbs; Lesson 12.5 Adverbs, p. 465• Unit 12 Adjectives and Adverbs; Lesson 12.7 Using Adverbs

and Adjectives, p. 469

The Sound of Night by Maxine Kuminpp. 389–392• Writing: Write a Stanza, p. 392




Checkouts by Cynthia Rylantpp. 393–401• Grammar Link: Modifying Phrases and Clauses, p. 401

• Unit 14 Clauses and Complex Sentences; Lesson 14.1 Sentences and Clauses, p. 505

• Unit 14 Clauses and Complex Sentences; Lesson 14.3 Adjective Clauses, p. 509

• Unit 14 Clauses and Complex Sentences; Lesson 14.5 Adverb Clauses, p. 513


Grade 8




Knoxville, Tennessee by Nikki Giovanni / Los New Yorks

by Victor Hernández Cruzpp. 403–409• Grammar Link: Comparative and Superlative, p. 409• Write with Style: Apply Imagery, p. 409

• Unit 12 Adjectives and Adverbs; Lesson 12.3 Comparative and Superlative Adjectives, p. 461

• Unit 12 Adjectives and Adverbs; Lesson 12.6 Comparative and Superlative Adverbs, p. 467


• Unit 3 Descriptive Writing; Lesson 3.2 Collecting Sensory Details, p. 114


The New Colossus by Emma Lazarus / Childhood

by Margaret Walkerpp. 410–416• Respond Through Writing: Expository Essay, p. 416• Grammar Tip: Colons







• Unit 20 Punctuation; Lesson 20.5 Using Semicolons and Colons, p. 607

Comparing Literature: from Beowulf by Anonymous, translated by Burton Raffel / Racing the Great Bear by Joseph Bruchacpp. 417–433• Write to Compare, p. 433• Writing Tip: Word Choice, p. 433



• Writing and Research Handbook; Using the 6+1 Trait® Model, p. 839


Grade 8



Writing Workshop: Response to Literature pp. 434–439• Prewrite, pp. 434–435• Draft, pp. 435–436• Writing Tip: Transitions, p. 436• Apply Good Writing Traits: Word Choice, p. 436• Revise, p. 438• Edit and Proofread, p. 439• Grammar Focus: Quotations from Poetry, p. 439• Present, p. 439


• Unit 2 The Writing Process; Lesson 2.3 Investigating a Topic, p. 54

• Unit 2 The Writing Process; Lesson 2.4 Organizing Ideas, p. 58• Unit 2 The Writing Process; Lesson 2.5 Drafting: Writing It

Down, p. 62• Unit 2 The Writing Process; Lesson 2.7 Revising: Writing

Unified Paragraphs, p. 70• Unit 3 Descriptive Writing; Lesson 3.3 Using Precise

Language, p. 122• Writing and Research Handbook; Using the 6+1 Trait®

Model, p. 838• Unit 2 The Writing Process; Lesson 2.6 Revising: Taking


Unified Paragraphs, p. 70• Unit 2 The Writing Process; Lesson 2.9 Editing/Proofreading:

Fine-tuning Your Work, p. 78• Unit 20 Punctuation; Lesson 20.6 Using Quotation Marks

and Italics, p. 609• Unit 2 The Writing Process; Lesson 2.10 Publishing/


Explore the Big Question: Homeless by Anna Quindlenpp. 452–456• Writing: Write a Letter, p. 456

• Unit 1 Personal Writing; Lesson 1.1 Writing for Yourself,p. 8

Saving Water by Marjorie Lambpp. 458–467• Grammar Link: Double Negatives, p. 467

• Unit 12 Adjectives and Adverbs; Lesson 12.8 Avoiding Double Negatives, p. 471

The Trouble with Television by Robert MacNeilpp. 468–474• Writing: Write a Blurb, p. 474

• Unit 6 Persuasive Writing; Lesson 6.1 Writing Persuasively,p. 266

Unit 4



Grade 8




The Treasure of Lemon Brown by Walter Dean Myerspp. 476–492• Respond Through Writing: Expository Essay, p. 492• Grammar Tip: Commas, p. 492





• Unit 2 The Writing Process; Lesson 2.7 Revising; Writing Unified Paragraphs, p. 70


• Unit 20 Punctuation; Lesson 20.2 Using Commas I, p. 601• Unit 20 Punctuation; Lesson 20.3 Using Commas II, p. 603• Unit 20 Punctuation; Lesson 20.4 Using Commas III, p. 605

from Civil War Journal by Louisa May Alcottpp. 494–503• Grammar Link: Capitalization of Sentences, p. 503

• Unit 19 Capitalization; Lesson 19.1 Capitalization of Sentences, Quotations, and Salutations, p. 583

The Gettysburg Address by Abraham Lincolnpp. 504–509• Grammar Link: Misplaced/Dangling Modifiers, p. 509• Write with Style: Apply Parallelism, p. 509

• Unit 15 Verbals; Lesson 15.1 Participles and Participial Phrases, p. 527

• Writing and Research Handbook; Using Parallelism, p. 834

Going, Going Green by Alexander Wolffpp. 516–525• Respond Through Writing: Persuasive Essay, p. 525• Grammar Tip: Parallelism, p. 525






• Unit 2 The Writing Process; Lesson 2.7 Revising; Writing Unified Paragraphs, p. 70


• Unit 6 Persuasive Writing; Lesson 6.1 Writing Persuasively, p. 266• Unit 6 Persuasive Writing; Lesson 6.2 Determining a Position,

p. 270• Unit 6 Persuasive Writing; Lesson 6.3 Evaluating Evidence, p. 274• Unit 6 Persuasive Writing; Lesson 6.4 Developing a Strategy,

p. 278• Writing and Research Handbook; Using Parallelism, p. 834


Grade 8



Ode to Thanks by Pablo Neruda / Ode to Rain by Pat Morapp. 526–532• Grammar Link: Demonstrative Adjectives, p. 532

• Unit 12 Adjectives and Adverbs; Lesson 12.4 Demonstratives, p. 463

Functional Documents: Poster / Contract / Regulations / Form

pp. 533–538• Writing: Create a Poster, p. 538

• Unit 6 Persuasive Writing; Lesson 6.6 Creating an Ad, p. 286

Escaping by Zdenko Slobodnik pp. 542–546• Grammar Link: Direct Object, p. 546

• Unit 10 Verbs; Lesson 10.2 Transitive and Intransitive Verbs, p. 403

A Giant Step by Henry Louis Gates, Jr. pp. 547–554• Writing: Write a Scene, p. 554





Napa, California by Ana Castillo / Working Hands by Francisco X Alarcón pp. 555–560• Grammar Link: Indirect Objects, p. 560• Write with Style: Apply Figurative Language, p. 560

• Unit 10 Verbs; Lesson 10.3 Verbs with Indirect Objects, p. 405• Unit 3 Descriptive Writing; Lesson 3.1 Writing Descriptions,

p. 114• Unit 3 Descriptive Writing; Lesson 3.3 Using Precise

Language, p. 122

Gentleman of Río en Medio by Juan A. A. Sedillo pp. 564–570• Writing: Write a Summary, p. 570



Comparing Literature: Harlem by Langston Hughes / I Have a Dream by Martin Luther King, Jr. pp. 571–581• Write to Compare, p. 581• Writing Tip: Direct Quotation, p. 581





Grade 8




Writing Workshop: Persuasive Essay pp. 582–587• Prewrite, pp. 582–583• Prewriting Tip: Audience, p. 582• Draft, pp. 583–584• Drafting Tip: Appeal to Authority, p. 584• Apply Good Writing Traits: Voice, p. 584• Revise, p. 586• Edit and Proofread, p. 587• Grammar Focus: Parallelism, p. 587• Grammar Tip: Parallelism, p. 587• Present, p. 587


• Unit 2 The Writing Process; Lesson 2.3 Investigating a Topic,p. 54

• Unit 2 The Writing Process; Lesson 2.4 Organizing Ideas, p. 58• Unit 6 Persuasive Writing; Lesson 6.2 Determining a Position,

p. 270

• Unit 2 The Writing Process; Lesson 2.2 Prewriting: Determining Audience and Purpose, p. 50


• Unit 6 Persuasive Writing; Lesson 6.3 Evaluating Evidence, p. 274

• Unit 6 Persuasive Writing; Lesson 6.4 Developing a Strategy, p. 278

• Unit 6 Persuasive Writing; Lesson 6.3 Evaluating Evidence, p. 274

• Writing and Research Handbook; Using the 6+1 Trait® Model, p. 838


• Unit 6 Persuasive Writing; Lesson 6.5 Strengthening Your Argument, p. 282


• Writing and Research Handbook; Using Parallelism, p. 834• Unit 2 The Writing Process; Lesson 2.10 Publishing/



Grade 8



Explore the Big Question: from The Book of Rock Stars:

Bob Marley by Kathleen Krull pp. 600–604• Writing: Write a Letter, p. 604


Clean Sweep by Joan Bauer pp. 606–622• Respond Through Writing: Autobiographical Narrative, p. 622• Grammar Tip: Dashes, p. 622







• Unit 20 Punctuation; Lesson 20.8 Using Hyphens, Dashes, and Parentheses, p. 613

The Night Ghost, from Woodsong by Gary Paulsen pp. 623–629• Writing: Write a Journal Entry, p. 629



My Father’s Song by Simon J. Ortiz / I Ask My Mother to Sing by Li-Young Lee pp. 634–638• Writing: Write a Letter, p. 638


O Captain! My Captain! by Walt Whitman pp. 640–645• Grammar Link: Subject-Verb Agreement, p. 645

• Unit 16 Subject-Verb Agreement; Lesson 16.1 Making Subjects and Verbs Agree, p. 541

Unit 5


Grade 8




The March of the Mill Children by Judith Pinkerton Josephson pp. 648–660• Respond Through Writing: Biographical Narrative, p. 660







• Unit 4 Narrative Writing; Lesson 4.1 Writing the Stories of History, p. 156

from Elegy on the Death of César Chávez by Rudolfo Anaya pp. 662–666• Writing: Write an Informational Blurb, p. 666



Flowers for Algernon, Part 1 by Daniel Keyes pp. 670–688• Grammar Link: Commas with Appositives, p. 688• Writing: Apply Irony, p. 688

• Unit 9 Nouns; Lesson 9.6 Appositives, p. 391• Unit 1 Personal Writing; Lesson 1.4 Writing One’s Own Story,

p. 20• Unit 4 Narrative Writing; Lesson 4.2 Using Chronological

Order, p. 160• Unit 4 Narrative Writing; Lesson 4.4 Writing Realistic

Dialogue, p. 168

Flowers for Algernon, Part 2 by Daniel Keyes pp. 689–713• Grammar Link: Commas with Relative Clauses, p. 713

• Unit 14 Clauses and Complex Sentences; Lesson 14.3 Adjective Clauses, p. 509

• Unit 20 Punctuation; Lesson 20.3 Using Commas II, p. 603• Unit 21 Sentence Combining; Lesson 21.3 Adjective Clauses,

p. 633


Grade 8



Comparing Literature: from The Story of My Life by Helen Keller / Letters of Annie Sullivan by Annie Sullivan pp. 714–729• Write to Compare, p. 729• Writing Tip: Direct Quotation, p. 729



Writing Workshop: Research Report pp. 730–737• Prewrite, p. 730• Plan and Conduct Your Research, pp. 731–732• Prewriting Tip: Quotations, p. 731• Draft, pp. 732–733• Apply Good Writing Traits: Sentence Fluency, p. 733• Revise, p. 736• Revising Tip: Citing Sources, p. 736• Edit and Proofread, p. 737• Grammar Focus: Commas in Dates and Place Names, p. 737• Grammar Tip: State Names, p. 737• Present, p. 737





• Unit 2 The Writing Process; Lesson 2.8 Revising: Creating Sentence Fluency, p. 74


• Unit 20 Punctuation; Lesson 20.4 Using Commas III, p. 605• Unit 20 Punctuation; Lesson 20.9 Using Abbreviations, p. 615


Grade 8




Explore the Big Question: Bouncing Back by Jan Ferrington pp. 750–756• Writing: Write a Summary, p. 756


The Diary of Anne Frank, Act 1 by Frances Goodrich and Albert Hackett pp. 758–813• Grammar Link: Commas to Prevent Misreading or Confusion,

p. 813

• Unit 20 Punctuation; Lesson 20.2 Using Commas I, p. 601• Unit 20 Punctuation; Lesson 20.3 Using Commas II, p. 603• Unit 20 Punctuation; Lesson 20.4 Using Commas III, p. 605

The Diary of Anne Frank, Act 2 by Frances Goodrich and Albert Hackett pp. 816–852• Respond Through Writing: Review, p. 852




• Unit 2 The Writing Process; Lesson 2.6 Taking a Fresh Look, p. 66




• Unit 6 Persuasive Writing; Lesson 6.2 Determining a Position, p. 270

from Anne Frank: The Diary of a Young Girl by Anne Frank pp. 853–864• Writing: Write a Journal Entry, p. 864


Comparing Literature: Mother to Son by Langston Hughes / Speech to the Young, Speech to the Progress-Toward by Gwendolyn Brooks pp. 876–879• Write to Compare, p. 879• Writing Tip: Direct Quotes, p. 879

• Unit 1 Personal Writing; Lesson 1.1 Writing for Yourself, p. 8• Unit 5 Expository Writing; Lesson 5.3 Writing to Compare and

Contrast, p. 210• Unit 5 Expository Writing; Lesson 5.11 Comparing Two Poems,

p. 242• Unit 6 Persuasive Writing; Lesson 6.1 Writing Persuasively,

p. 266• Unit 20 Punctuation; Lesson 20.6 Using Quotation Marks and

Italics, p. 609

Unit 6


Grade 8



Writing Workshop: Expository Essay pp. 880–885• Prewrite, pp. 880–881• Draft, pp. 881–882• Apply Good Writing Traits: Ideas, p. 882• Revise, p. 884• Edit and Proofread, p. 885• Grammar Focus: Colons, p. 885• Grammar Tip: Semicolons, p. 885• Present, p. 885


• Unit 2 The Writing Process; Lesson 2.3 Investigating a Topic, p. 54

• Unit 2 The Writing Process; Lesson 2.4 Organizing Ideas, p. 58• Unit 2 The Writing Process; Lesson 2.5 Drafting: Writing It

Down, p. 62• Writing and Research Handbook; Using the 6+1 Trait®

Model, p. 838• Unit 2 The Writing Process; Lesson 2.6 Revising: Taking


Unified Paragraphs, p. 70• Unit 2 The Writing Process; Lesson 2.9 Editing/Proofreading:

Fine-tuning Your Work, p. 78• Unit 20 Punctuation; Lesson 20.5 Using Semicolons and

Colons, p. 607• Unit 2 The Writing Process; Lesson 2.10 Publishing/



Grade 8
