Prentice Hall Writing and Grammar, Grade 8, 8E 2008 Correlated to: Ohio Academic Content Standards (Grade 8)

Transcription

1 Grade Eight Phonemic Awareness, Word Recognition and Fluency Fluency continues to develop past the primary grades. Readers increase their rate of oral reading to near conversational pace. They show their appropriate use of pauses, pitch, stress and intonation that they are reading in clauses and sentence units to support comprehension. They gain control over a wider, complex sight vocabulary and over longer syntactic structures, so that they are able to read progressively more demanding texts with greater ease. Silent reading becomes considerably faster than oral reading and becomes the preferred, more efficient way to process everyday texts. Acquisition of Vocabulary Contextual Understanding 1. Define unknown words through context clues and the author s use of comparison, contrast and cause and effect. Conceptual Understanding 2. Apply knowledge of connotation and denotation to determine the meaning of words. 3. Identify the relationships of pairs of words in analogical statements (e.g., synonyms and antonyms) and infer word meanings from these relationships. SE/TE: Context Clues, ; Studying Meanings in the Content Areas, 698; Using Context to Determine Meaning, Book, 19-20, 43-46; Standardized Test Preparation Workshop; Teaching Resources: Vocabulary and Spelling Practice Book: Reading Support Practice Book; Formal TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM; Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site SE/TE: Connotation and Denotation, 678, 729 Book, 4-5; Teaching Resources: Vocabulary and Spelling Practice Book: Reading Support Practice Book; Formal TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM; Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site SE/TE: Synonym Finder, 701. For related information see: Studying Words Systematically, ; Analogies, , Book, 22; Teaching Resources: Vocabulary and Spelling Practice Book: Reading Support Practice Book; Formal 1

2 4. Infer the literal and figurative meaning of words and phrases and discuss the function of figurative language, including metaphors, similes and idioms. 5. Examine and discuss the ways that different events (e.g., cultural, political, social, technological, and scientific events) impact and change the English language. Structural Understanding 6. Use knowledge of Greek, Latin and Anglo- Saxon roots, prefixes and suffixes to understand complex words and new subject-area vocabulary (e.g., unknown words in science, mathematics and social studies). Tools and Resources 7. Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. SE/TE: Figurative Language, 696, 734; Poem, Book, 19-20, 49-50; Teaching Resources: Vocabulary and Spelling Practice Book: Reading Support Practice Book; Formal SE/TE: Using Formal and Informal English, 43; Word Origins, 705; Understanding the Influence of Other Languages and Cultures, 711 Book, 26-30; Teaching Resources: Vocabulary and Spelling Practice Book: Reading Support Practice Book; Formal SE/TE: Prefixes, 703; Suffixes, 704, Root Words, 702 Book, 23-30; Teaching Resources: Vocabulary and Spelling Practice Book: Reading Support Practice Book; Formal SE/TE: Dictionaries and Resources, 698, 701, , Book, 22, 34-37; Teaching Resources: Vocabulary and Spelling Practice Book: Reading Support Practice Book; Formal 2

3 Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies In Grades 8 through 12, students should read purposefully and automatically, using the comprehension and self-monitoring strategies outlined in previous grades. As they encounter increasingly challenging content-area and literary texts, students may more consciously employ these strategies and benefit from teacher modeling of the reading process. Comprehension Strategies 1. Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. 2. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media. Self-Monitoring Strategies 3. Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. SE/TE: Model From Literature: 50 51, 78 83, , , , , , , ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, Book, 37-39; Reading Support Practice Book, Formal SE/TE: Reading Skills: Reading Methods and Tools, ; Reading Literary Writing, ; Answering Different Types of Questions, Book, 36, 47-50; Reading Support Practice Book, Formal SE/TE: Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, Book, 34-37, 47-48; Reading Support Practice Book, Formal 3

4 Independent Reading 4. Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). 5. Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task). SE/TE: Reading Literary Writing, ; Reading from Varied Sources, Book, 38-51; Reading Support Practice Book, Formal SE/TE: Reading Literary Writing, ; Reading from Varied Sources, Book, 38-51; Reading Support Practice Book, Formal Reading Applications: Informational, Technical and Persuasive Text 1. Compare and contrast text features, including format and headers of various informational texts in terms of their structure and purpose. 2. Identify and use the organizational structure of a text, such as chronological, comparecontrast, cause-effect, problem-solution, and evaluate its effectiveness. SE/TE: Using Features of Textbooks, 720; Interpreting Maps, Graphs, ; Creating Visual Aids, 686; Use Formatting Features, 688; Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading from Varied Sources, Book, 35; Reading Support Practice Book, Formal SE/TE: Chronological Order, 116, 218, 292 Cause and Effect, ; Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading from Varied Sources, Book, 43-46; Reading Support Practice Book, Formal 4

5 3. Compare and contrast the treatment, scope and organization of ideas from different sources on the same topic. 4. Analyze information found in maps, charts, tables, graphs, diagrams, cutaways and overlays. 5. Assess the adequacy, accuracy and appropriateness of an author s details, identifying persuasive techniques (e.g., bandwagon, testimonial and emotional word repetition) and examples of bias and stereotyping. 6. Identify the author s purpose and intended audience for the text. SE/TE: Comparison-and Contrast Essay, ; Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading from Varied Sources, TECH: Teaching Resources: Academic and Practice Book, Formal SE/TE: Interpreting Maps and Graphs, ; Interpreting Graphic Aids, Practice Book, Formal SE/TE: Persuasive Essay, ; Persuasive Techniques, 684; Persuasive Language, 678 Practice Book, Formal SE/TE: Model From Literature: 50 51, 78 83, , , , , , , ; Reading Skills: Reading Methods and Tools, ; Reading Nonfiction Critically, ; Reading Literary Writing, ; Reading from Varied Sources, Book, 37-39; Reading Support Practice Book, Formal 5

6 7. Analyze an author s argument, perspective or viewpoint and explain the development of key points. 8. Recognize how writers cite facts, draw inferences and present opinions in informational text. 9. Distinguish the characteristics of consumer materials (e.g., warranties, product information, instructional materials), functional or workplace documents (e.g., job-related materials, memoranda, instructions) and public documents (e.g., speeches or newspaper editorials). Reading Applications: Literary Text 1. Identify and explain various types of characters (e.g., flat, round, dynamic, static) and how their interactions and conflicts affect the plot. SE/TE: Analyze Perspective, 119; Persuasive Essay, ; Reading Nonfiction Critically, ; Comparison-and Contrast Essay, Practice Book, Formal SE/TE: Reading Nonfiction Critically, ; Research Report, ; Response to Literature, ; Writing for, ; Citing Sources, TR: Scoring Rubrics on Transparency, Chapter 11; Writing : Scoring Rubric and Scoring Models for Research Report; Academic and Workplace Skills Activity Book, SE/TE: Persuasive Essay, ; Consumer Report, ; Reading from Varied Sources, Book, 51; Reading Support Practice Book, Formal SE/TE: Student Model, 97-99; Characters, 57, 77, 87, 91, 103; Reading Literary Writing, ; Response to Literature, TR: Academic Workplace Skills and Activity Book, 44-50; Standardized Test Preparation Workshop; Reading Support Practice Book, Formal 6

7 2. Analyze the influence of setting in relation to other literary elements. 3. Explain how authors pace action and use subplots, parallel episodes and climax. 4. Compare and contrast different points of view (e.g., first person and third person limited, omniscient, objective and subjective), and explain how voice affects literary text. 5. Identify and explain universal themes across different works by the same author and by different authors. 6. Explain how an author s choice of genre affects the expression of a theme or topic. SE/TE: Setting, ; Student Model, 97-99; Reading Literary Writing, ; Response to Literature, TR: Academic Workplace Skills and Activity Book, 44-50; Reading Support Practice Book, Formal SE/TE: Student Model, 97-99; Plot, 58, 88, 103, 104; Reading Literary Writing, ; Response to Literature, TR: Academic Workplace Skills and Activity Book, 44-50; Reading Support Practice Book, Formal SE/TE: Student Model, 97-99; Point of View, 114, 117, 119; Reading Literary Writing, ; Response to Literature, Practice Book, Formal SE/TE: Theme, ; Student Model, 97-99;; Reading Literary Writing, ; Response to Literature, Practice Book, Formal SE/TE: Autobiographical Writing, 48 75; Short Story, ; Literary Writing, ; Response to Literature, Book, 38-51; Reading Support Practice Book, Formal 7

8 7. Identify examples of foreshadowing and flashback in a literary text. 8. Explain ways in which the author conveys mood and tone through word choice, figurative language, and syntax. SE/TE: Responding to Literature Based Prompts, ; Literary Writing, ; Response to Literature, Practice Book, Formal SE/TE: Figurative Language, 696, 734; Poem, ; Responding to Literature Based Prompts, ; Literary Writing, ; Response to Literature, Book, 19-20, p.49-50; Reading Support Practice Book, Formal 9. Examine symbols used in literary texts. SE/TE: Responding to Literature Based Prompts, ; Literary Writing, ; Response to Literature, Writing Processes Prewriting 1. Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. Practice Book, Formal SE/TE: Prewriting Strategies, 14 18, 50-55, 67, 71, 78 81, 93, 97, , , 144, 157, 169, 173, , 193, 197, , 217, 221, 227, , 243, , , , 287 8

9 2. Conduct background reading, interviews or surveys when appropriate. 3. Establish a thesis statement for informational writing or a plan for narrative writing. 4. Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure and point of view) to address purpose and audience. 5. Use organizational strategies (e.g., notes and outlines) to plan writing. SE/TE: Model From Literature: 50 51, 78 83, , , , , , , ; Topic Bank, 55, 85, 113, 141, 167, 191, 215, 239, 265 TR: Writing Support Transparencies, Chapter 4, 9-A-D, 11-A-C; Writing Support Activity Book, 11-1; Extra Grammar and Writing Exercises; Formal SE/TE: Thesis Statements, 5, 39, 86, 144, 242, TR: Writing Support Transparencies, Chapter 5, 7-D, 11-D, 13-A; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal SE/TE: Prewriting: Audience and Purpose, 57, 87, 114, 142, 168, 193, 216, 241, 267 TR: Writing Support Transparencies, Chapter 4, 6, 7, 7-E-G, 8, 8-F-G, 9, 11, 12, 12-E, 12-F-H, 13-A; Writing Support Activity Book, 7-2; Extra Grammar and Writing Exercises; Formal SE/TE: Prewriting Strategies, 14 18, 50-55, 67, 71, 78 81, 93, 97, , , 144, 157, 169, 173, , 193, 197, , 217, 221, 227, , 243, , , , 287 TR: Writing Support Transparencies, 6-D, 8-E, 11-D, 11-E-F, 13-B-C; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal 9

10 Drafting, Revising and Editing 6. Organize writing with an effective and engaging introduction, body and a conclusion that summarizes, extends or elaborates on points or ideas in the writing. 7. Vary simple, compound and complex sentence structures. 8. Group related ideas into paragraphs, including topic sentences following paragraph form, and maintain a consistent focus reinforced by parallel structures across paragraphs. 9. Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose. SE/TE: Drafting Strategies, 18, 58, 59, 88, 89, 116, 117, 144, 145, 170, 171, 194, 195, 218, 219, 242, 243, 270, 271, 292, 293 SE/TE: Sentence Combining, 29 32; Basic Sentence Parts, ; Chapter Review, ; Standardized Test Preparation Workshop, ; Effective Sentences, ; Chapter Review, ; Standardized Test Preparation Workshop, ; Revising: Sentences, 63, 92, 121, 149, 175, 198, 222, 246, 274, 295 TR: Grammar Exercise Workbook, 49-72; Hands-On Grammar Activity Book, Chapter 19; Standardized Test Preparation Workshop; Sentence Diagramming Workshop SE/TE: Writing Effective Paragraphs, 33 38; Paragraphs in Essays and Other Compositions, See also all Revising Your Paragraphs pages 62, 91, 120, 148, 174, 197, 221, 245, 273, and 294. TR: Writing Support Transparencies, Chapter 6, Chapter 9, Chapter 15; Grammar Exercise Workbook, 13-20, , , ; Hands-on Grammar Activity Book, Chapter 25; Standardized Test Preparation Workshop SE/TE: Gathering Details, 57, 87, 115, 169, 193, 217, 241, 268; Revising: Word Choice, 64, 93, 122, 150, 175, 200, 223, 248, 276,

11 TR: Writing Support Transparencies, Chapter 6, Chapter 9, Chapter 15; Grammar Exercise Workbook, 13-20, , , ; Hands-on Grammar Activity Book, Chapter 25; Standardized Test Preparation Workshop 10. Use available technology to compose text. SE/TE: Word Processing Programs: Boldface, 146, 688; Cutting and Pasting, 144; Find Function, 93; Fonts, 688; Highlight Feature, 146; Hyphens, 625; Inputting, 57; Italics, 619; Manuscripts, 797; Tracking Changes, 92. Note: The Online Essay Scorer provides instant essay scoring and analytical feedback. 11. Reread and analyze clarity of writing and consistency of point of view. 12. Add and delete information and details to better elaborate on a stated central idea and to more effectively accomplish purpose. SE/TE: Point of View, , 731 TR: Writing Support Transparencies, 12-F-H; Academic Workplace Skills and Activity Book, 44-50; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal SE/TE: Central Idea, 59, 89, 119, 173, 218, 240, 244, 292 TR: Writing and Support Transparencies, Chapter 4, Chapter 5, Chapter 6, Chapter 8, 10- C, Chapter 11, 11-E-F, 13-B-C; Writing Support Activity Book, 13-1; Extra Grammar and Writing Exercises; Formal 11

12 13. Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning. 14. Use resources and reference materials (e.g., dictionaries and thesauruses) to select more effective vocabulary. 15. Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization) and identify and correct fragments and run-ons. 16. Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. SE/TE: Transitions, 148, 221; Revising Strategies, 9 21, 60 65, 70 71, 75, 90 94, , 105, , , , , 161, , , 185, , 205, 209, , 229, 233, , 255, , , 287, , TECH: Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal SE/TE: Resources, 701, , ; Revising: Word Choice, 64, 93, 122, 150, 175, 200, 223, 248, 276, 295 Book, 22; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal SE/TE: Editing and Proofreading, 13, 27, 31, 66, 71, 75, 95, 101, 105, 124, 129, 151, 157, 161, 176, 181, 185, 201, 205, 209, 225, 229, 233, 250, 255, 283, 287, 296 TR: Scoring Rubrics on Transparency, Chapters: 4, 5, 6, 7, 8, 9, 10, 11, 12; Writing : Scoring Rubric and Scoring Models in Autobiographical Writing, Short Story, Descriptive Essay, Persuasive Essay, How-to- Essay Comparison-and-Contrast, Cause-and- Effect Essay, Research Report, Response to Literature; Standardized Test Preparation Workshop SE/TE: Rubric for Self-, 67, 96, 125, 152, 177, 202, 226, 251, 279, 297; Please note: The Online Essay Scorer provides scoring rubrics for writing. 12

13 Publishing Prentice Hall Writing and Grammar, Grade 8, 8E Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. Writing Applications TR: Scoring Rubrics on Transparency, Chapters: 4, 5, 6, 7, 8, 9, 10, 11, 12; Writing : Scoring Rubric and Scoring Models in Autobiographical Writing, Short Story, Descriptive Essay, Persuasive Essay, How-to- Essay Comparison-and-Contrast, Cause-and- Effect Essay, Research Report, Response to Literature; Writing and Grammar itext, Section 13.3 SE/TE: Publishing, 23, 67, 96, 125, 152, 177, 202, 226, 251, 279, 297; Topic Bank, 55, 85, 113, 141, 167, 191, 215, 239, 265. Book, 10-16; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal 1. Write narratives that: SE/TE: Autobiographical Writing, 48 75; Short Story, a. sustain reader interest by pacing action and developing an engaging plot (e.g., tension and suspense); SE/TE: Developing Plot, 58, 61, 77, 88, 90, 246 TR: Writing Support Transparencies, 4-D-E-F-I, 5-D-E-F-G; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal 13

14 b. use literary devices to enhance style and tone; and c. create complex characters in a definite, believable setting. 2. Write responses to literature that organize an insightful interpretation around several clear ideas, premises or images and support judgments with specific references to the original text, to other texts, authors and to prior knowledge. 3. Write business letters, letters to the editor and job applications that: SE/TE: Writing Style, 42-43; Autobiographical Writing, 48 75; Short Story, SE/TE: Character Development, 57, 87-89, 91 TR: Writing Support Transparencies, Chapter 4, 5-D-E; Writing Support Activity Book, 5-1; Extra Grammar and Writing Exercises; Formal SE/TE: Response to Literature, ; Topic Bank: Responding to Literature, 55, 85, 113, 141, 167, 191, 215, 239, 265 TR: Writing Support Transparencies, 13-A-D; Writing Support Activity Book, , 12-E-F- H; Scoring Rubrics on Transparency, Chapter 12; Writing : Scoring Rubric and Scoring Models for Response to Literature; Standardized Test Preparation Workshop SE/TE: Letter to an Author, 261,

15 a. address audience needs, stated purpose and context in a clear and efficient manner; b. follow the conventional style appropriate to the text using proper technical terms; SE/TE: Letter to an Author, 261, SE/TE: Letter to an Author, 261, TR: Grammar Exercise Workbook, ; Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal c. include appropriate facts and details; SE/TE: Letter to an Author, 261, d. exclude extraneous details and inconsistencies; and SE/TE: Letter to an Author, 261, e. provide a sense of closure to the writing. SE/TE: Letter to an Author, 261,

16 4. Write informational essays or reports, including research, that: a. pose relevant and tightly drawn questions that engage the reader; b. provide a clear and accurate perspective on the subject; c. create an organizing structure appropriate to the purpose, audience and context; SE/TE: Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, ; Research Report, ; Response to Literature, ; Writing for, SE/TE: Choosing Your Topic, 166, 190, 214, 238, 264, 290; Narrowing Your Topic, 168, 192, 216, 240, 291; Gathering Details, 169, 193, 217, 241, 268 TR: Writing Support Transparencies, Chapter 9 11-A-C; Writing Support Activity Book, 11-1, 11- D-E-F; Extra Grammar and Writing Exercises; Formal SE/TE: Audience and Purpose, 168, 193, 216, 241, 267 TR: Writing Support Transparencies, Chapter 9; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal SE/TE: Drafting Strategies, 170, 171, 194, 195, 218, 219, 242, 243, 270, 271, 292, 293 TR: Writing Support Transparencies, Chapter 9; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal 16

17 d. support the main ideas with facts, details, examples and explanations from sources; and SE/TE: Comparison-and Contrast Essay, ; Cause-and-Effect Essay, ; How-to Essay, ; Research Report, ; Response to Literature, ; Writing for, TR: Writing Support Transparencies, 11-A-C; Writing Support Activity Book, 11-1, 11-D-E-F; e. document sources and include bibliographies. SE/TE: Research Report, ; Citing Sources, TR: Scoring Rubrics on Transparency, Chapter 11; Writing : Scoring Rubric and Scoring Models for Research Report 5. Write persuasive compositions that: SE/TE: Persuasive Essay, a. establish and develop a controlling idea; SE/TE: Persuasive Essay, , TR: Writing Support Transparencies, 7-A-C; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal b. support arguments with detailed evidence; SE/TE: Evidence, 143, 145 TR: Writing Support Transparencies, Chapter 7, 7-D; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal 17

18 c. exclude irrelevant information; and SE/TE: Revising Your Word Choice, d. cite sources of information. SE/TE: Persuasive Essay, ; Citing Sources, Produce informal writings (e.g., journals, notes and poems) for various purposes. Writing Conventions Spelling SE/TE: Why Write? 3-4; Poem, ; Topic Bank, 55, 85, 113, 141, 167, 191, 215, 239, 265 Book, 47-50; Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal 1. Use correct spelling conventions. SE/TE: Vocabulary and Spelling, 694; Developing Your Vocabulary, ; Improving Your Spelling, ; Standardized Test Preparation Workshop, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296. See also: Studying Words Systematically, ; Studying Word Parts and Origins, TR: Standardized Test Preparation Workshop; Academic and Workplace Skills Activity Book, 20-27; Prentice Hall Everyday Spelling, Grade 8, 12, 38, 64, 90, 116,

19 Punctuation and Capitalization 2. Use correct punctuation and capitalization. SE/TE: Punctuation, ; Chapter Review, ; Standardized Test Preparation Workshop, ; Capitalization, ; Chapter Review, ; Standardized Test Preparation Workshop, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296. Grammar and Usage 3. Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection). 4. Use clauses (e.g., main, subordinate) and phrases (e.g., gerund, infinitive, participial). TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal SE/TE: Nouns and Pronouns, ; Verbs, ; Adjectives and Adverbs, ; Prepositions, ; Conjunctions and Interjections, ; Basic Sentence Parts, ; Phrases and Clauses, ; Effective Sentences, ; Using Verbs, ; Using Pronouns, ; Making Words Agree, ; Using Modifiers, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296. TR: Writing Support Transparencies, Chapter 6, 10-D-E, Chapter 19; Scoring Rubrics on Transparency, Chapter 9; Writing : Scoring Rubric and Scoring Models for Causeand-Effect Essay; Grammar Exercise Workbook, 1-48, 63-64, 69-70, 72-84, 89-92, , , , ; Hands-on Grammar Activity Book, Chapter 14, Chapter 15, Chapter 18, Chapter 20, Chapter 24; Standardized Test Preparation Workshop SE/TE: Clauses, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296. TR: Grammar Exercise Workbook, 75-80, 83-84, 85-92; Teaching Resources: Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal 19

20 5. Use parallel structure to present items in a series and items juxtaposed for emphasis. SE/TE: Parallel Structure, 121, 145, 149. See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296. TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal 6. Use proper placement of modifiers. SE/TE: Using Modifiers, See also all Proofreading pages 22, 66, 95, 124, 151, 176, 201, 225, 249, 278, and 296. TR: Grammar Exercise Workbook, 86-89, ; Teaching Resources: Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal 7. Maintain the use of appropriate verb tenses. SE/TE: Verbs, 30, 93, 200, , 394, , , 438, , , , 629, Conjugate regular and irregular verbs in all tenses correctly. TR: Grammar Exercise Workbook, 13-22, 49-50, 53-54, 75-80, , , ; Teaching Resources: Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal SE/TE: Verb Tenses, TR: Grammar Exercise Workbook, ; Teaching Resources: Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal 20

21 Research 1. Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation. 2. Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). 3. Explain the usefulness and accuracy of sources by determining their validity (e.g., authority, accuracy, objectivity, publication date and coverage) and define primary and secondary sources. 4. Select an appropriate structure for organizing information in a systematic way (e.g., notes, outlines, charts, tables and graphic organizers). SE/TE: Research Report, , 240, 256 TR: Writing Support Transparencies, 11-A-C; Writing Support Activity Book, 11-1; Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal SE/TE: Use a Variety of Sources, 241; Evaluating On-line Sources, 257. See also: Reading from Varied Sources, TR: Writing Support Transparencies, Chapter 11; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal SE/TE: Use a Variety of Sources, 241; Evaluating On-line Sources, 257. See also: Reading from Varied Sources, TR: Writing Support Transparencies, Chapter 11; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal SE/TE: Drafting and Revising,

22 5. Compile and organize the important information and select appropriate sources to support central ideas, concepts and themes. 6. Integrate quotations and citations into written text to maintain a flow of ideas. 7. Use style guides to produce oral and written reports that give proper credit for sources and include an acceptable format for source acknowledgement. 8. Use a variety of communication techniques, including oral, visual, written or multimedia reports, to present information that supports a clear position about the topic or research question and to maintain an appropriate balance between researched information and original ideas. TR: Writing Support Transparencies, 11D-E-F; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal SE/TE: Research Report, TR: Writing Support Transparencies, 11D-E-F; Teaching Resources: Writing Support Activity Book; Extra Grammar and Writing Exercises; Formal SE/TE: Research Report, ; Response to Literature, ; Writing for, ; Citing Sources, TR: Scoring Rubrics on Transparency, Chapter 11; Writing : Scoring Rubric and Scoring Models for Research Report SE/TE: Research Report, ; Response to Literature, ; Writing for, ; Citing Sources, ; Speech, 135, TR: Writing Support Transparencies, Chapter 11; Scoring Rubrics on Transparency, Chapter 11; Writing : Scoring Rubric and Scoring Models for Research Report SE/TE: Research Report, ; Response to Literature, ; Writing for, ; Spotlight on the Humanities, 72, 102, 130, 158, 182, 206, 230, 257, 284, 302; Media and Technology Skills, 73, 103, 131, 159, 183, 207, 231, 258, 285,

23 Communication: Oral and Visual Listening and Viewing 1. Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace). 2. Identify and analyze the persuasive techniques (e.g., bandwagon, testimonial, glittering generalities, emotional word repetition and bait and switch) used in presentations and media messages. 3. Determine the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages. TR: Writing Support Transparencies, 11-A-C-D- E-F; Writing Support Activity Book, 11-1; Scoring Rubrics on Transparency, Chapter 11; Writing : Scoring Rubric and Scoring Models for Research Report SE/TE: Speaking and Listening Skills, 673; Using Listening Effectively, 677; Listening Critically, 678; Viewing Information Media Critically, ; Analyze How the Media Shapes Perceptions, 159; Analyzing Media Images, 207 Book, 1-35; Teaching Resources: Reading Support Practice Book SE/TE: Speaking and Listening Skills, 673; Using Listening Effectively, 677; Listening Critically, 678; Viewing Information Media Critically, ; Analyze How the Media Shapes Perceptions, 159; Analyzing Media Images, 207; Persuasive Language, 135, 145 Practice Book SE/TE: Using Listening Effectively, 677; Listening Critically, 678; Viewing Information Media Critically, ; Analyze How the Media Shapes Perceptions, 159; Analyzing Media Images, 207; Persuasive Language, 135, 145 TR: Writing Support Transparencies, Chapter 7; Academic and Workplace Skills Activity Book, 4-5; Reading Support Practice Book 23

24 4. Identify the speaker s choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and how they contribute to meaning. Speaking Skills and Strategies 5. Demonstrate an understanding of the rules of the English language and select language appropriate to purpose and audience. 6. Adjust volume, phrasing, enunciation, voice modulation and inflection to stress important ideas and impact audience response. 7. Vary language choices as appropriate to the context of the speech. Speaking Applications 8. Deliver informational presentations (e.g., expository, research) that: SE/TE: Using Listening Effectively, 677; Listening Critically, 678; Viewing Information Media Critically, ; Persuasive Language, 135, 145 TR: Writing Support Transparencies, Chapter 7; Academic and Workplace Skills Activity Book, 4-5; Reading Support Practice Book SE/TE: 43, , , , , Practice Book SE/TE: 675 Practice Book SE/TE: 43, Book, 1-3; Teaching Resources: Reading Support Practice Book SE/TE: Speech, 135, Practice Book 24

25 a. demonstrate an understanding of the topic and present events or ideas in a logical sequence; b. support the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories and anecdotes; c. include an effective introduction and conclusion and use a consistent organizational structure (e.g., cause-effect, compare-contrast, problem-solution); d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and available technology; and SE/TE: Speech, 135, Practice Book SE/TE: Speech, 135, Practice Book SE/TE: Speech, 135, Book, 1-3; Teaching Resources: Reading Support Practice Book SE/TE: Speech, 135, ; Viewing Fine Art Critically, 685; Creating Visual Aids, 686; Use Formatting Features, 688; Working with Multimedia, 689; Creating a Video, 690 Book, 10-16; Teaching Resources: Reading Support Practice Book 25

26 e. draw from multiple sources, including both primary and secondary sources, and identify sources used. 9. Deliver formal and informal descriptive presentations that convey relevant information and descriptive details. SE/TE: Speech, 135, ; Working with Multimedia, 689; Creating a Video, 690 Book, 1-3; Teaching Resources: Reading Support Practice Book SE/TE: Using Informal Speaking Skills, 673; Using Formal Speaking Skills, ; Speech, 135; Working with Multimedia, 689; Creating a Video, 690; Performing or Interpreting, 691 Book, 1-3; Teaching Resources: Reading Support Practice Book 10. Deliver persuasive presentations that: SE/TE: Using Formal Speaking Skills, ; Viewing Information Media Critically, 684 a. establish and develop a logical and controlled argument; b. include relevant evidence, differentiating between evidence and opinion to support a position and to address counter-arguments or listener bias; and Practice Book SE/TE: Using Formal Speaking Skills, ; Viewing Information Media Critically, 684 Practice Book SE/TE: Using Formal Speaking Skills, ; Viewing Information Media Critically, 684 Practice Book 26

27 c. consistently use common organizational structures as appropriate (e.g., cause-effect, compare-contrast, problem-solution). SE/TE: Using Formal Speaking Skills, ; Viewing Information Media Critically, 684 Practice Book 27