Virginia English Standards of Learning Grade 8

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1 A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning

2 A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation page references are to the Student Edition and Teacher s Edition and are cited by activity and page number. Lessons in the Teacher s Edition contain facsimile Student Edition pages. is a digitally driven grammar and writing program that improves students skills in Grades It s Personalized 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 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. 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 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 s and blogs, evaluating material on the Internet, and developing multimedia presentations. It s Comprehensive 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. 2

3 A Correlation of, 2012, Table of Contents Communication: Speaking, Listening, Media Literacy... 4 Reading... 7 Writing Research

4 A Correlation of, 2012, 2012, Communication: Speaking, Listening, Media Literacy 8.1 The student will use interviewing techniques to gain information. a) Prepare and ask relevant questions SE/TE: Use an Editorial for an Interview: for the interview. Write questions for the interviewer, 191; also see: Listening and Speaking: Elaborate on each other s comments, 165, Form open-ended research question, 264 b) Make notes of responses. SE/TE: Use an Editorial for an Interview: Write answers for the interviewee, 191; also see: Listening and Speaking: Video record the discussion, 165, Consult one another and critique the research process, 264 c) Compile, accurately report, and publish responses. d) Evaluate the effectiveness of the interview. SE/TE: Use an Editorial for an Interview: Present the interview to the class, 191; also see: Listening and Speaking: Discuss how to best present website, 249, Present research report, 265 SE/TE: Listening and Speaking: Use an Editorial for an Interview (adjust questions and formality of the language for the audience), The student will develop and deliver oral presentations in groups and individually. a) Choose topic and purpose SE/TE: Tell Key Events of a Narrative appropriate to the audience. Through Images, 85; Make Comic Book Based on a Tall Tal, 113; Turn Poem into a Music Video, 139; Conduct a Seminar Based on an Expository Essay, 165; Use an Editorial for an Interview, 191; Build an Advertisement for Fiction and Poetry, 217; Explore Topic by Planning a Website, 249; Present Research Report for Taking Action, ; Preparing and Presenting a Speech, R31 b) Choose vocabulary and tone appropriate to the audience, topic, and purpose. SE/TE: Listening and Speaking: Share reasoning as a group, 85, Use details to explain and describe ideas, 113, Find online examples and use to create storyboards, 139, Work as a team to present information logically, 165, Pay attention to formality of the language, 191, Look online for critics comments, 217; Preparing and Presenting a Speech, R31 4

5 A Correlation of, 2012, c) Use appropriate verbal and nonverbal presentation skills. d) Respond to audience questions and comments. e) Differentiate between standard English and informal language. 2012, SE/TE: Listening and Speaking: Give feedback about volume, pacing, intonation, 85, 113, 139, Work as a team to present information logically, 165, Write questions for the interviewer, 191, Have group discussion about arrangement of ad elements, 217, Edit your pages, 249, Clear thesis statement, 265; Preparing and Presenting a Speech, R31 SE/TE: Listening and Speaking: Give feedback about volume, pacing, intonation, 85, 113, 139, Elaborate on each other s comments, 165, Write answers for the interviewee, 191, Listen actively, 217, Discuss how to best present website, 249, Consult one another and critique the research process, 264 SE/TE: Listening and Speaking: Pay attention to formality of the language, 191 f) Critique oral presentations. SE/TE: Listening and Speaking: Give feedback about volume, pacing, intonation, 85, 113, 139, Elaborate on each other s comments, 165, Write answers for the interviewee, 191, Listen actively, 217 g) Assume shared responsibility for collaborative work. h) Use a variety of strategies to listen actively. SE/TE: Listening and Speaking: Share reasoning as a group, 85, Choose roles within the group, 113, 139, 165, 191, 217, Work as a team to present information logically, 165, Have group discussion about arrangement of ad elements, 217, Consult one another and critique the research process, 264; Participating in a Group Discussion, R29 SE/TE: Listening and Speaking: Share reasoning as a group, 85, Listen actively to suggestions, 165, Watch news interviews on television to establish criteria, 191, Listen actively, 217, Discuss how to best present website, 249; Listening Critically to a Speech, R31; also see: Connect to the Big Questions, 65, 91, 119, 145, 171, 190, 197, 223 5

6 A Correlation of, 2012, 2012, 8.3 The student will analyze, develop, and produce creative or informational media messages. a) Evaluate the SE/TE: Writing for Media Assignment: persuasive/informational technique Diary Entry for Blog, 86 87, Documentary being used in nonprint media Video Script, ; also see: Listening including television, radio, video, and Speaking: Creating Multimedia and Internet. Projects, 25, Tell Key Events of a Narrative Through Images, 85, Build an Advertisement for Fiction and Poetry, 217, Explore Topic by Planning a Website, 249 b) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and interpretations. c) Use media and visual literacy skills to create products that express new understandings. d) Evaluate sources for relationships between intent and factual content. SE/TE: Writing for Media Assignment: Letter to the Editor, ; also see: Listening and Speaking: Use an Editorial for an Interview, 191, Build an Advertisement for Fiction and Poetry, 217 SE/TE: Writing for Media Assignment: Diary Entry for Blog, 86 87, Dramatic Scene, , Profile of a Natural Place, , Documentary Video Script, , Letter to the Editor, , Response to a Poem, , Observation Report, , How-To Essay, ; also see: Listening and Speaking: Tell Key Events of a Narrative Through Images, 85, Make Comic Book Based on a Tall Tal, 113, Turn Poem into a Music Video, 139, Conduct a Seminar Based on an Expository Essay, 165, Use an Editorial for an Interview, 191, Build an Advertisement for Fiction and Poetry, 217, Explore Topic by Planning a Website, 249, Present Research Report for Taking Action, SE/TE: Listening and Speaking: Conduct online research to use technology, 113, Research for more information, 165, Watch news interviews on television to establish criteria, 191, Look online for critics comments, 217, Choose research report as a basis for website, 249, Reliable and valid sources, 265 6

7 A Correlation of, 2012, 2012, Reading 8.4 The student will apply knowledge of word origins, analogies, and figurative language to extend vocabulary development within authentic texts. a) Identify and analyze an author s use of figurative language. SE/TE: Figurative language, 55, 96, 129, 131, 133, 135, 142, 143, 169 b) Use context, structure, and connotations to determine meaning and differentiate among multiple meanings of words and phrases. c) Use roots, affixes, cognates, synonyms, and antonyms to determine the meaning of unfamiliar words and technical vocabulary. d) Use dictionaries, thesauruses, and glossaries to determine definition, pronunciation, etymology, spelling, and usage of words. e) Discriminate between connotative and denotative meanings and interpret the connotation. f) Extend general and specialized vocabulary through speaking, listening, reading, and writing. SE/TE: Word Bank, 67, 93, 121, 147, 113, 199, 225, 251; Dictionary, 470, 473, 588, 590; Spelling, 66, 82, 136, 137, 162, 163, 214, 215, 246, 247, 257, R17 SE/TE: Roots, prefixes, suffixes, 199; also see: Word Bank, 67, 93, 121, 147, 173, 225, 257 SE/TE: Word Bank: use a dictionary, 67, 93, 121, 147, 173, 199, 225, 257 SE/TE: Word Bank, 67, 93, 121, 147, 173, 199, 225, 257 SE/TE: Word Bank, 67, 93, 121, 147, 113, 199, 225, 251; Dictionary, 470, 473, 588, The student will read and analyze a variety of fictional texts, narrative nonfiction, and poetry. a) Explain the use of symbols and SE/TE: Figurative language, 55, 96, 129, figurative language. 131, 133, 135, 142, 143, 169; also see: Characteristics and Forms of Poetry and Description, ; Student Model: Free Verse and Lyric Poem, ; Poet s Toolbox, 129; Revising and poetic techniques, b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. SE/TE: Response to Literature, ; also see: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 7

8 A Correlation of, 2012, c) Explain how authors use characters, conflict, point of view, voice, and tone to create meaning. d) Understand the author s use of conventional elements and characteristics within a variety of genres. e) Compare and contrast the author s use of word choice, dialogue, form, rhyme, rhythm, and voice in different texts. f) Compare and contrast authors styles. g) Identify and ask questions that clarify various viewpoints. 2012, SE/TE: Response to Literature: Literary Elements, 198; also see: Setting in fiction narratives, 91, 92, 94, 102, 108, 111; Plot, 66, 92, 102, 108, 117; Characters, 75, 92, 95, 102, 114, 117,200 SE/TE: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 SE/TE: Figurative language, 55, 96, 129, 131, 133, 135, 142, 143, 169; Characteristics and Forms of Poetry and Description, ; Student Model: Free Verse and Lyric Poem, ; Poet s Toolbox, 129; Revising and poetic techniques, SE/TE: Style, 92, 103, 117; also see: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 SE/TE: Mentor Texts: of view, 94, Personal insights and judgments, 201 h) Identify the main idea. SE/TE: Mentor Texts: Clearly defined focus, 68; Theme (controlling idea), 24, 131, 134, 143, 146, 148, 154, 157, 158, 160, 166, 169, 195 i) Summarize text relating supporting details. j) Identify an author s organizational pattern using textual clues, such as transitional words and phrases. k) Identify cause and effect relationships. SE/TE: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, 125 SE/TE: Mentor Texts: Chronological order, 68; Beginning, Middle, End (narrative structure and plot), 74, 76, 77, 80, 102, 104, 108; Tell Key Events of a Narrative Through Images, 85 SE/TE: Mentor Texts: What happened as a consequence, 69; also see: Beginning, Middle, End (narrative structure and plot), 74, 76, 77, 80, 102, 104, 108 8

9 A Correlation of, 2012, l) Use prior and background knowledge as a context for new learning. m) Use reading strategies to monitor comprehension throughout the reading process. 2012, SE/TE: Response to Literature: Connect to the Big Questions, 197; also see: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model, 70 71, 98 99, 124, 125 SE/TE: Mentor Texts (Try It activities), 68 69, 94 97, ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, 98 99, 124, The student will read, comprehend, and analyze a variety of nonfiction texts. a) Draw on background knowledge and SE/TE: Connect to the Big Questions, 145, knowledge of text structure to 171, 223; Mentor Texts (Try It activities), understand selections , , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , b) Make inferences and draw conclusions based on explicit and implied information using evidence from text as support. c) Analyze the author s qualifications, viewpoint, and impact. d) Analyze the author s use of text structure and word choice. e) Analyze details for relevance and accuracy. SE/TE: Mentor Texts (Try It activities), 68 69, , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , SE/TE: Mentor text: controlling idea, 148, thesis, 174, statements that consider and respond to viewpoints of others, 175; Use an Editorial for an Interview, 191 Writing for Media Assignment: Letter to the Editor (model and extension), SE/TE: Rhetorical and Literary Devices, 54 55; Mentor text: variety of sentence structures, 148, transitions and logical organization, 149; Introduction, Body, Conclusion, 156, 157, 160, 182, 183, 186, 208, 209, 212 SE/TE: Mentor Texts (Try It activities), 68 69, , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , ; also see: Research Writing: Evaluate Your Sources, 232, Careful Note-taking matters, 235; Listening and Speaking: Reliable and valid sources, 265 9

10 A Correlation of, 2012, f) Differentiate between fact and opinion. 2012, SE/TE: Differentiate between fact and opinion, 181; Authoritative, Objective Sources, 232; Listening and Speaking: Reliable and valid sources, 265; Facts and Statistics, 240 g) Identify the main idea. SE/TE: Main Idea, 50, 76, 160, 182, 198; also see: Summarizing, in research writing, 226, 235, 251, 265; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , h) Summarize the text identifying supporting details. i) Identify an author s organizational pattern using textual clues, such as transitional words and phrases. j) Identify cause and effect relationships. k) Evaluate, organize, and synthesize information for use in written and oral formats. l) Use reading strategies to monitor comprehension throughout the reading process. SE/TE: Summarizing, in research writing, 226, 235, 251, 265; also see: Mentor Texts (Try It activities), 68 69, , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , , SE/TE: Mentor text: transitions, 149; Focus on Craft: Effective Transitions, 161; also see: Introduction, Body, Conclusion, 156, 157, 160, 182, 183, 186, 208, 209, 212 SE/TE: Cause and effect Essay: Mentor text, , Student Model, , One cause, many effects, 154; also see: Introduction, Body, Conclusion, 156, 157, 160, 182, 183, 186, 208, 209, 212 SE/TE: Gather Details, 155, 181, 207; Interview and Research, 178; Differentiate between fact and opinion, 181; Mentor Text: Organize the details, 200, reasons and evidence, 228; Authoritative, Objective Sources, 232; Facts and Statistics, 240 SE/TE: Mentor Texts (Try It activities), 68 69, , , ; Student Model (Use a Reader s Eye & Use a Writer s Eye), 70 71, , ,

11 A Correlation of, 2012, 2012, Writing 8.7 The student will write in a variety of forms, including narration, exposition, persuasion, and informational. a) Identify intended audience. SE/TE: The Writing Process: Audience and Purpose, 32, 33; Narrow Your Topic: Consider Your Audience and Purpose, 73, 101, 127, 153, 179, 205, 231 b) Use prewriting strategies to generate and organize ideas. c) Distinguish between a thesis statement and a topic sentence. d) Organize details to elaborate the central idea and provide unity. e) Select specific vocabulary and information for audience and purpose. f) Use interview quotations as evidence. g) Revise writing for clarity of content, word choice, sentence variety, and transitions among paragraphs. SE/TE: Prewriting, 32 34, 72 75, , , , , , SE/TE: Topic sentences, 50, 50, 51, 224, 238; Thesis/thesis statements, 35, 146, 154, 157, 158, 160, 166, , 174, 180, 183, 184, 186, 195, 198, 206, 209, 212, 221, 226, 238, 239, 244, 255, 265 SE/TE: Theme (controlling idea): in exposition, in poems, 131, 134, 143, 146, 148, 154, 157, 158, 160, 166, 169, in persuasive writing, 195; Drafting and organization, 35, 76 77, , , , , , SE/TE: Word choice as a writing trait, 27, 28, 48, 58, 63; Rhetorical and Literary Devices, 54 55; Figurative language, 96, 129, 131, 133, 135, 142, 143, 169; also see: Characteristics and Forms of Poetry and Description, ; Student Model: Free Verse and Lyric Poem, ; Poet s Toolbox, 129; Revising and poetic techniques, ; Mentor text: transitions, 149; Focus on Craft: Effective Transitions, 161 SE/TE: Listening and Speaking: Watch news interviews on television to establish criteria, 191; Research Plan: Interview a Friend, 255 SE/TE: Revising, 36 41, 78 81, , , , , ,

12 A Correlation of, 2012, h) Use computer technology to plan, draft, revise, edit, and publish writing. 2012, SE/TE: Publishing, 46 47, 84, 112, 138, 164, 190, 216, 248; also see: Writing for Media Assignment: Diary Entry for Blog, 86 87; Dramatic Scene, ; Profile of a Natural Place, ; Documentary Video Script, ; Letter to the Editor, ; Response to a Poem, ; Observation Report, ; How-To Essay, ; Multimedia projects/ presentations, 25; Web sites, 249; Poems as music videos, The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. a) Use a variety of graphic organizers, SE/TE: Effective Sentences: Classifying the including sentence diagrams, to Four Functions of a Sentence, , analyze and improve sentence Combining Sentences, ; Varying formation and paragraph structure. Sentences, , Avoiding Sentence Problems, b) Use and punctuate correctly varied sentence structures to include conjunctions and transition words. c) Choose the correct case and number for pronouns in prepositional phrases with compound objects. d) Maintain consistent verb tense across paragraphs. e) Use comparative and superlative degrees in adverbs and adjectives. f) Use quotation marks with dialogue and direct quotations. g) Use correct spelling for frequently used words. SE/TE: Focus on Craft: Sentence variety, 81; Mentor Text: variety of sentence structures, 148, Transitions, 149; also see: Conjunctions, ; Effective Sentences: Classifying the Four Functions of a Sentence, , Combining Sentences, ; Varying Sentences, , Avoiding Sentence Problems, SE/TE: Prepositional Phrases, SE/TE: Verbs, using consistent, 82, 83, 215, 464, 465 SE/TE: Comparisons Using Adjective and Adverbs, ; Troublesome Adjectives and Adverbs, SE/TE: Quotation marks with dialogue, SE/TE: Spelling, 66, 82, 136, 137, 162, 163, 214, 215, 246, 247,

13 A Correlation of, 2012, 2012, Research 8.9 The student will apply knowledge of appropriate reference materials to produce a research product. a) Collect and synthesize information from multiple sources including online, print and media. SE/TE: Research Writing: Prewriting: Formulate Your Research Question, 231; Make a Research Plan, ; Collect and Organize Your Data, 234; Avoid Plagiarism, 235; Document Your Sources, ; also see: Gather Details, 155, 181, 207; Differentiate between fact and opinion, 181; Listening and Speaking: Research for more information, 165, Look online for critics comments, 217, View informational websites, 249, Reliable and valid sources, 265; Mentor Text: Organize the details, 200, reasons and evidence, 228; Authoritative, Objective Sources, 232; Facts and Statistics, 240 b) Evaluate the validity and authenticity of texts. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view or bias. SE/TE: Differentiate between fact and opinion, 181; Research Writing: Evaluate Your Sources, 232; Careful Note-taking matters, 235; Provide and Document Evidence, 240; also see: Differentiate between fact and opinion, 181; Organize the details, 200, reasons and evidence, 228; Listening and Speaking: Reliable and valid sources, 265; SE/TE: Publishing, 46 47, 248; also see: Writing for Media Assignment: Diary Entry for Blog, 86 87; Dramatic Scene, ; Profile of a Natural Place, ; Documentary Video Script, ; Letter to the Editor, ; Response to a Poem, ; Observation Report, ; How-To Essay, ; Multimedia projects/ presentations, 25; Web sites, 249; Poems as music videos, 139 SE/TE: Differentiate between fact and opinion, 181; Research Writing: Evaluate Your Sources, 232; Careful Note-taking matters, 235; Provide and Document Evidence, 240; also see: Differentiate between fact and opinion, 181; Organize the details, 200, reasons and evidence, 228; Listening and Speaking: Reliable and valid sources, 265; 13

14 A Correlation of, 2012, e) Cite primary and secondary sources using Modern Language Association (MLA) or American Psychological Association (APA) style. f) Publish findings and respond to feedback. g) Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information. 2012, SE/TE: Document Your Sources, ; also see: MLA (Modern Language Association) style, 228, 234, 246, 275; Model of Works Cited, 229 SE/TE: Publishing, 248; also see: Creating Multimedia Projects, 25; Conduct a Seminar Based on an Expository Essay, 165; Explore Topic by Planning a Website, 249; Present Research Report for Taking Action, SE/TE: Research Writing: Avoid Plagiarism, 235; Research Writing: Document Your Sources, ; also see: MLA (Modern Language Association) style, 228, 234, 246, 275; Model of Works Cited,

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