Grade 12
Prentice Hall
Literature, The Penguin Edition,
World Masterpieces © 2007
C O R R E L A T E D
T O
West Virginia Reading and English Language Arts
Content Standards and Objectives
Grade 12
INSTRUCTIONAL MATERIALS ADOPTION
PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
Prentice Hall
Reading/Literature
12
English Language Arts
Literature: The Penguin Edition, World Masterpieces
2007
0-13-131737-7
0-13-131767-9
GENERIC EVALUATION CRITERIA
GROUP VI – 2007 TO 2013
Reading/Literature K-12
Yes
R-E-S-P-O-N-S-E
No
N/A
CRITERIA
I. INTER-ETHNIC
The instructional material meets the requirements of
inter-ethnic: concepts, content and illustrations, as
set by West Virginia Board of Education Policy
(Adopted December 1970).
NOTES
Jewish Publication
Society The Book of Ruth
begins on p. 60; N. J.
Dawood, translator from
the Qur’an begins on p.
78; Omar Khayyam from
the Rubáiyát begins on p.
102; African Proverbs
begins on p. 130, 131; R.
K. Narayan, reteller from
the Mahabharata: Sibi
begins on p. 192; R. K.
Narayan, reteller from
the Ramayana: Rama
and Ravana in Battle
begins on p. 208; Lao
Tzu from the Tao Te
Ching begins on p. 266;
Confucius from the
Analects begins on p.
268; Li Po The RiverMerchant’s Wife: A
Letter begins on p. 286;
Ono Komachi Was It
That I Went to Sleep
begins on p. 298;
Sophocles Oedipus the
King begins on p. 468;
Miguel de Cervantes
from Don Quixote begins
on p. 770; Leo Tolstoy
How Much Land Does a
Man Need? begins on p.
913; Federico García
Lorca The Guitar begins
on p. 1146; Juan Ramón
Jimenez Green begins on
p. 1154; Gabriel García
Marquez The
Handsomest Drowned
Man begins on p. 1202;
Jamaica Kincaid from
Annie John: A Walk on
the Jetty begins on p.
1220; Czeslaw Milosz A
Song on the End of the
World begins on p. 1280;
Chinua Achebe
Marriage is a Private
Affair begins on p. 1329;
Shu Ting Also All begins
on p. 1347
II. EQUAL OPPORTUNITY
The instructional material meets the requirements of
equal opportunity: concept, content, illustration,
heritage, roles contributions, experiences and
achievements of males and females in American and
other cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
Sappho You Know the
Place: Then begins on p.
414; Sue Feinberg A
Doll’s House begins on
p. 1028; Judith Ortiz
Cofer Talks About the
Time Period begins on p.
1050; Colette The
Bracelet begins on p.
1118; Gabriela Mistral
Fear begins on p. 1150;
Jamaica Kincaid from
Annie John: A Walk on
the Jetty begins on
p.1220; Nelly Sachs
When in early summer...
begins on p. 1270;
Dahlia Ravikovitch
Pride begins on p. 1312;
Nadine Gordimer
Comrades begins on p.
1324; Shu Ting Also All
begins on p. 1347
GROUP VI – 2007 TO 2013
Reading/Literature, K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect to
Learning for the 21st Century which includes opportunities for students to develop
A. Learning Skills
Reading Informational
Materials, 144–147,
232–235, 326–331,
528–531, 622–625,
810–815, 1028–1033,
1112–1115, 1274–
1277; Writing
Workshops: Problemand-Solution Essay,
570–577; Research
Paper, 698–707;
Comparison-andContrast Essay, 818–
825; Multimedia
Report, 1174–1181;
Job Portfolio and
Résumé, 1354–1361;
Communication
Workshop, 160, 248,
344, 580, 710, 828,
1046, 1184, 1364
‰ Thinking and Problem-Solving Skills.
‰ Information and Communication Skills.
‰ Interpersonal and Self-Direction Skills and use these
___
___
___ ___
___
___
___ ___
21 Century Tools
B. 21st Century Tools
Reading Informational
Materials: Web
Research Sources, 528–
531; Communications
Workshop: Delivering
a Multimedia
Presentation, 1364; also
see: Research and
Technology, 35, 53, 73,
83, 99, 113, 143, 185,
219, 229, 273, 293,
305, 315, 325, 421,
435, 459, 527, 549,
557, 569, 621, 651,
673, 693, 739, 753,
767, 787, 797, 809,
865, 883, 897, 939,
999, 974, 1025, 1111,
1125, 1135, 1157,
1171, 1213, 1229,
‰ Problem-solving tools (such as spreadsheets,
decision support, design tools)
‰ Communication, information processing and
research tools (such as word processing,
e-mail, groupware, presentation, Web development,
Internet search tools)
‰ Personal development and productivity tools (such a
e-learning, time management/calendar, collaboration
tools)
1249, 1273, 1287,
1299, 1309, 1317,
1337, 1351; Using the
Internet, R27–R29
INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless
otherwise specified. These criteria consist of information critical to the development of reading/literature at all
grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined
general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.
GROUP VI – 2007 TO 2013
Reading/Literature, K-12
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
A. MULTIMEDIA
A wide range of
technology resources
support every unit and
part of the program.
These include the
following:
• From the Author’s
Desk DVD which
includes in-depth
interviews with
authors
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
• In addition, several
1.
offer appropriate multimedia (e.g., software, audio,
visual, internet access) materials.
___
___
___ ___
options support a
range of students'
needs by providing
all selections in audio
format, both full
versions and
Reader’s Notebook
adapted versions on
the following CDs:
Listening to
Literature Audio CD
& Spanish/English
Summaries Audio
CD, and Reader’s
Notebook
Adapt/English
Learner’s Version
Audio CD
See next standard for
detailed explanation of
Internet components of
this program.
Every unit and part of
the program includes a
wealth of Internet
support. Using in-text
links and companion
website codes, teachers
access: Author Video
Clips, Crosswords,
selection-specific SelfTests, and selectionspecific Internet
Activities. For
examples, see
http://phschool.com/ats
chool/literature/ and
follow the links for
each level of the
program. In the
Teacher’s Edition, links
can be found
throughout the text, but
for examples, please
see pp. 51, 53, 71, 143,
185, and 271.
In addition, the
Prentice Hall Online
Essay Scorer provides
instant scoring and
feedback for all
Writing Workshop
assignments and can be
found at
www.phsuccessnet.co
m as referenced in the
Teacher’s Edition text
on pp. 151, 239, 335,
571, 699, 819, 1037,
1175, and 1355.
2.
provide a website which provides links to relevant
sites as well as lesson plans, student activities and
parent resources.
___
___
___ ___
A wide range of
technology resources
support every unit and
part of the program.
These include the
following:
From the Author’s
Desk DVD which
includes in-depth
interviews with authors
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
• In addition, several
options support a
range of students'
needs by providing
all selections in audio
format, both full
versions and
Reader’s Notebook
adapted versions on
the following CDs:
Listening to
Literature Audio CD
& Spanish/English
Summaries Audio
CD, and Reader’s
Notebook
Adapt/English
Learner’s Version
Audio CD
See the previous
standard for detailed
explanation of Internet
components of this
program.
3.
integrate technology into the curriculum.
___
___
___ ___
B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES
Every selection in the
program introduces a
reading skill, then
reinforces it after the
selection. Each of these
skills is taught with a
graphic organizer
supported in the
resources materials. For
all reading strategies
and graphic organizers,
please see: Reading
Strategy, 17, 37, 59,
77, 85, 101, 129, 179,
191, 221, 265, 279,
297, 307, 319, 364,
413, 423, 439, 467,
502, 535, 551, 559,
599, 629, 657, 674,
729, 743, 757, 769,
789, 801, 845, 875,
885, 905, 941, 1000,
1065, 1117, 1145,
1161, 1219, 1231,
1253, 1279, 1289,
1301, 1311, 1323,
1341; also see the
reading skills taught
with Reading
Informational
Materials, 144–147,
232–235, 326–331,
528–531, 622–625,
810–815, 1028–1033,
1112–1115, 1274–1277
Reading Strategy
(Build Skills), 17, 37,
59, 77, 85, 101, 129,
179, 191, 221, 265,
279, 297, 307, 319,
364, 413, 423, 439,
467, 502, 535, 551,
559, 599, 629, 657,
674, 729, 743, 757,
769, 789, 801, 845,
875, 885, 905, 941,
1000, 1065, 1117,
1145, 1161, 1219,
1231, 1253, 1279,
1289, 1301, 1311,
1323, 1341; Reading
Strategy (Apply the
Skills), 33, 51, 71, 81,
97, 111, 125, 141, 183,
217, 227, 271, 291,
303, 313, 323, 380,
409, 419, 433, 457,
500, 525, 545, 553,
565, 619, 649, 672,
1.
2.
provide explicit instructional strategies to present
varied teaching models including but not limited to:
webbing, mapping, Venn diagrams and inverted
pyramids.
promote independent reading skills and study
techniques (e.g., DRTA, SQ3R, ReQuest, Feature
Analysis, QAR).
___
___
___ ___
___
___
___ ___
691, 737, 751, 765,
785, 795, 807, 863,
881, 895, 937, 972,
998, 1023, 1109, 1123,
1133, 1155, 1169,
1211, 1227, 1247,
1271, 1285, 1297,
1307, 1315, 1335,
1349; Reading Skill
(Monitor Your
Progress), 147, 235,
331, 531, 625, 815,
1033, 1115, 1277;
Reading Informational
Materials, 144–147,
232–235, 326–331,
528–531, 622–625,
810–815, 1028–1033,
1112–1115, 1274–1277
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T32–T44. Also
see the Differentiated
Instruction notes
throughout the
Teacher’s Edition text,
such as those found on
pp. 17, 21, 27, 53, 61,
75, and 103.
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T32–T44. Also
see the Differentiated
Instruction notes
throughout the
Teacher’s Edition text,
such as those found on
pp. 17, 21, 27, 53, 61,
75, and 103.
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T32–T44. Also
see the Differentiated
Instruction notes
3.
present varied teaching models.
___
___
___ ___
4.
present varied teaching models.
___
___
___ ___
5.
present varied teaching models.
___
___
___ ___
throughout the
Teacher’s Edition text,
such as those found on
pp. 17, 21, 27, 53, 61,
75, and 103.
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T32–T44. Also
see the Differentiated
Instruction notes
throughout the
Teacher’s Edition text,
such as those found on
pp. 17, 21, 27, 53, 61,
75, and 103.
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T32–T44. Also
see the Differentiated
Instruction notes
throughout the
Teacher’s Edition text,
such as those found on
pp. 17, 21, 27, 53, 61,
75, and 103.
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T32–T44. Also
see the Differentiated
Instruction notes
throughout the
Teacher’s Edition text,
such as those found on
pp. 17, 21, 27, 53, 61,
75, and 103.
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
6.
present varied teaching models.
___
___
___ ___
7.
present varied teaching models.
___
___
___ ___
8.
present varied teaching models.
___
___
___ ___
9.
present varied teaching models.
___
___
___ ___
on pp. T36–T48. Also
see the Differentiated
Instruction notes
throughout the
Teacher’s Edition text,
such as those found on
pp. 37, 49, 59, 109,
139, and 203. Also see
the Concept Connector,
13 ; Accessibility at a
Glance, 86, 414;
Enrichment, 202, 364,
386; Extend the
Lesson, 1115.
C.
Questioning, 265, 266,
271, 502, 503, 506,
508, 510, 512, 516,
519, 522, 523, 525
See Critical Reading
in the Student and
Teacher’s edition on
pp. 24, 32, 43, 50, 66,
80, 96, 105, 110, 121,
124, 131, 140, 182,
199, 207, 216, 226,
270, 285, 288, 290,
299, 302, 312, 322,
379, 408, 417, 432,
456, 499, 524, 544,
552, 564, 609, 618,
641, 648, 664, 671,
682, 690, 733, 736,
750, 764, 777, 784,
794, 806, 850, 862,
878, 880, 888, 893,
894, 912, 927, 936,
971, 997, 1022, 1079,
1108, 1122, 1132,
1147, 1149, 1153,
1154, 1168, 1210,
1226, 1246, 1260,
1269, 1270, 1281,
1284, 1294, 1296,
1306, 1313, 1314,
1328, 1334, 1345, and
1348. Skills includes
the following: Analyze,
Analyze cause and
effect, Apply, Assess,
Categorize, Cause and
effect, Clarify,
Compare, Compare and
contrast, Connect,
Contrast, Define,
Describe, Discuss,
Distinguish, Draw
conclusions, Evaluate,
CRITICAL THINKING
1.
2.
emphasize questioning models to promote higher
order thinking skills in all levels of comprehension
(literal, interpretive, critical/evaluative).
emphasize questioning models to promote higher
order thinking skills based on Bloom’s Taxonomy.
___
___
___ ___
___
___
___ ___
Explain, Extend,
Generalize,
Hypothesize, Infer,
Interpret, Make a
judgment, Make
generalizations, Recall,
Reflect, Relate,
Resolve, Respond,
Speculate, Summarize,
Support, Take a
position
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
I
A
M
N
___
___
___ ___
___
___
___ ___
D. LIFE SKILLS
Student & Teacher’s
Edition: Reading
Informational
Materials: Brochures,
144–147; Atlases and
Maps, 232–235;
Reference Materials,
326–331; Web
Research Sources, 528–
531; Interviews, 622–
625; Feature Articles,
810–815; Critical
Reviews, 1028–1033;
Scientific Texts, 1112–
1115; Magazine
Article, 1274–1277
Student & Teacher’s
Edition: Reading
Strategy (Build Skills),
17, 37, 59, 77, 85, 101,
129, 179, 191, 221,
265, 279, 297, 307,
319, 364, 413, 423,
439, 467, 502, 535,
551, 559, 599, 629,
657, 674, 729, 743,
757, 769, 789, 801,
845, 875, 885, 905,
941, 1000, 1065, 1117,
1145, 1161, 1219,
1231, 1253, 1279,
1289, 1301, 1311,
1323, 1341; Reading
Skill (Monitor Your
Progress), 147, 235,
331, 531, 625, 815,
1033, 1115, 1277;
Communication
Workshop, 160, 248,
344, 580, 710, 828,
1046, 1184, 1364; also
see: Listening and
Speaking (Build
Language Skills), 35,
53, 73, 83, 99, 113,
143, 185, 219, 229,
273, 293, 305, 315,
325, 421, 435, 459,
527, 549, 557, 569,
621, 651, 673, 693,
739, 753, 767, 787,
1.
2.
address life skills (e.g., reading road maps, using
reference tools, researching, reading a newspaper,
using want ads, completing an application, applying
the interview process and goal setting).
address habits of mind activities (e.g., literacy skills,
interpersonal communications, problem solving and
self-directional skills).
797, 809, 865, 883,
897, 939, 999, 974,
1025, 1111, 1125,
1135, 1157, 1171,
1213, 1229, 1249,
1273, 1287, 1299,
1309, 1317, 1337, 1351
E. CLASSROOM MANAGEMENT
Student & Teacher’s
Edition: Extend Your
Learning (Build
Language Skills), 35,
53, 73, 83, 99, 113,
143, 185, 219, 229,
273, 293, 305, 315,
325, 421, 435, 459,
527, 549, 557, 569,
621, 651, 673, 693,
739, 753, 767, 787,
797, 809, 865, 883,
897, 939, 999, 974,
1025, 1111, 1125,
1135, 1157, 1171,
1213, 1229, 1249,
1273, 1287, 1299,
1309, 1317, 1337,
1351; also, in the
Teacher’s Edition, see
the Differentiated
Instruction notes
throughout the text,
such as those found on
pp. 37, 49, 59, 109,
139, and 203. Also see
the Concept Connector,
13 ; Accessibility at a
Glance, 86, 414;
Enrichment, 202, 364,
386; Extend the
Lesson, 1115
1.
include opportunities for large group, small group
and independent learning.
___
___
___ ___
For professional
support guidance and
opportunities, see the
Research and
Professional
Development articles
provided in the
Teacher’s Edition, such
as: “Giving Hope to
Struggling Readers” on
page T45, and “Making
the Difference Matter”
on page T47. Also see
the Differentiated
Instruction notes
throughout the
Teacher’s Edition text,
such as those found on
pp. 37, 49, 59, 109,
139, and 203.
2.
provide classroom management suggestions.
___
___
___ ___
___
___
___ ___
F. INSTRUCTIONAL MATERIALS
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T36–T48. Also
see the Differentiated
Instruction notes
throughout the
Teacher’s Edition text,
such as those found on
pp. 37, 49, 59, 109,
139, and 203. Also see
the Concept Connector,
13 ; Accessibility at a
Glance, 86, 414;
Enrichment, 202, 364,
386; Extend the
Lesson, 1115
1.
address varied learning styles and multiple
intelligences of students including models for
insightful decision-making by the instructor.
Student & Teacher’s
Edition: Reading
Strategy (Apply the
Skills), 33, 51, 71, 81,
97, 111, 125, 141, 183,
217, 227, 271, 291,
303, 313, 323, 380,
409, 419, 433, 457,
500, 525, 545, 553,
565, 619, 649, 672,
691, 737, 751, 765,
785, 795, 807, 863,
881, 895, 937, 972,
998, 1023, 1109, 1123,
1133, 1155, 1169,
1211, 1227, 1247,
1271, 1285, 1297,
1307, 1315, 1335,
1349; Extend Your
Learning (Build
Language Skills), 35,
53, 73, 83, 99, 113,
143, 185, 219, 229,
273, 293, 305, 315,
325, 421, 435, 459,
527, 549, 557, 569,
621, 651, 673, 693,
739, 753, 767, 787,
797, 809, 865, 883,
897, 939, 999, 974,
1025, 1111, 1125,
1135, 1157, 1171,
1213, 1229, 1249,
1273, 1287, 1299,
1309, 1317, 1337,
1351; Reading Skill
(Monitor Your
Progress), 147, 235,
331, 531, 625, 815,
1033, 1115, 1277;
Comparing Literary
Works, 59, 101, 129,
179, 191, 265, 279,
297, 413, 599, 629,
729, 789, 875, 885,
905, 1145, 1253, 1279,
1289, 1311, 1323, 1341
For professional
support guidance and
opportunities, see the
Research and
Professional
Development section of
the Teacher’s Edition
on pp. T36–T48. Also
see the Differentiated
Instruction notes
throughout the
Teacher’s Edition text,
such as those found on
2.
provide extensive and varied opportunities to
practice skills.
3.
provide intervention, practice and enrichment
materials.
___
___
___ ___
___
___
___ ___
pp. 37, 49, 59, 109,
139, and 203. Also see
the Concept Connector,
13 ; Accessibility at a
Glance, 86, 414;
Enrichment, 202, 364,
386; Extend the
Lesson, 1115
Also see the following
technology resources:
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
• In addition, several
options support a
range of students'
needs by providing
all selections in audio
format, both full
versions and
Reader’s Notebook
adapted versions on
the following CDs:
Listening to
Literature Audio CD
& Spanish/English
Summaries Audio
CD, and Reader’s
Notebook
Adapt/English
Learner’s Version
Audio CD
Student & Teacher’s
Edition:Writing
Workshops: Narration:
Autobiographical
Narrative, 150–157;
Narration: Reflective
Essay, 238–245;
Persuasive Essay, 334–
341; Exposition:
Problem-and-Solution
Essay, 570–577;
Research Paper, 698–
707; Exposition:
4.
provide exemplars of narrative, descriptive and
expository writing types.
___
___
___ ___
Comparison-andContrast Essay, 818–
825; Narration:
Response to Literature,
1036–1043;
Exposition: Multimedia
Report, 1174–1181;
Workplace Writing:
Job Portfolio and
Résumé, 1354–1361;
also see: Timed
Writing, 35, 53, 73, 83,
99, 113, 143, 185, 219,
229, 273, 293, 305,
315, 325, 421, 435,
459, 527, 549, 557,
569, 621, 651, 693,
739, 753, 767, 787,
797, 809, 865, 883,
897, 939, 974, 1025,
1111, 1125, 1135,
1157, 1171, 1213,
1229, 1249, 1273,
1287, 1299, 1309,
1317, 1337, 1351
Student & Teacher’s
Edition:Writing
Workshops: Revising
(includes overall
structure, paragraphs,
sentences, and word
choice), 154, 242, 338,
574, 702, 822, 1040,
1178, 1358; Writing
Workshops: Editing
and Proofreading, 157,
245, 341, 577, 707,
825, 1043, 1181, 1361
Student & Teacher’s
Edition: Vocabulary
Handbook, R1–R9;
Literary Handbook,
R10–R19; Writing
Handbook, R26–R36;
Grammar, Usage and
Mechanics Handbook,
R39–R44; also see:
Preview, 17, 37, 59, 77,
85, 101, 117, 129, 179,
191, 221, 265, 279,
297, 307, 319, 362,
382, 413, 423, 439,
467, 502, 533, 549,
557, 599, 629, 657,
729, 743, 757, 769,
789, 801, 845, 875,
885, 905, 941, 1065,
1117, 1145, 1161,
1219, 1231, 1253,
1279, 1289, 1301,
5.
provide exemplars of editing/revision for writing.
6.
provide leveled texts to allow students to read
independently (grades K-4) or include a Handbook
of English Language Arts, which will include an
extensive glossary of literary and grammatical
terminology as well as background on authors
(grades 5-12).
___
___
___ ___
___
___
___ ___
1311, 1323, 1341 and
Literature in Context,
22, 65, 212, 398, 445,
475, 481, 495, 561,
645, 955, 1017, 1088,
1121, 1224, 1265,
1292, 1304
A wide range of
technology resources
support every unit and
part of the program.
These include the
following:
• From the Author’s
Desk DVD which
includes in-depth
interviews with
authors
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
• In addition, several
options support a
range of students'
needs by providing
all selections in audio
format, both full
versions and
Reader’s Notebook
adapted versions on
the following CDs:
Listening to
Literature Audio CD
& Spanish/English
Summaries Audio
CD, and Reader’s
Notebook
Adapt/English
Learner’s Version
7.
include teacher and student study guides for literary
works.
___
___
___ ___
Audio CD
Student & Teacher’s
Edition: Build Skills,
16-17, 36-37, 58-59,
76-77, 84-85, 100-101,
128-129, 178-179, 190191, 220-221, 264-265,
278-279, 296-297, 306307, 318-319, 362-364,
412-413, 422-423, 438439, 466-467, 502,
534-535, 550-551, 558559, 598-599, 628-629,
656-657, 674, 728-729,
742-743, 756-757, 768769, 788-789, 800-501,
844-845, 874-875, 884885, 904-905, 940-941,
1000, 1064-1065,
1116-1117, 1126-1127,
1144-1145, 1160-1161,
1200-1201, 1218-1219,
1230-1231, 1252-1253,
1278-1279, 1288-1289,
1300-1301, 1310-1311,
1322-1323, 1340-1341;
Apply the Skills, 33,
51, 71, 81, 97, 111,
125, 141, 183, 217,
227, 271, 291, 303,
313, 323, 380, 409,
419, 433, 457, 500,
525, 545, 553, 565,
619, 649, 672, 691,
737, 751, 765, 785,
795, 807, 863, 881,
895, 937, 972, 998,
1023, 1109, 1123,
1133, 1155, 1169,
1211, 1227, 1247,
1271, 1285, 1297,
1307, 1315, 1335,
1349; Reading Skill
(Monitor Your
Progress), 147, 235,
331, 531, 625, 815,
1033, 1115, 1277
8.
continue skill or strategy instruction across several
instructional sessions to expand the applicability and
utility of the skill or strategy.
___
___
___ ___
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Preview, 17,
37, 59, 77, 85, 101,
117, 129, 179, 191,
221, 265, 279, 297,
307, 319, 362, 382,
413, 423, 439, 467,
502, 533, 549, 557,
599, 629, 657, 729,
743, 757, 769, 789,
801, 845, 875, 885,
905, 941, 1065, 1117,
1145, 1161, 1219,
1231, 1253, 1279,
1289, 1301, 1311,
1323, 1341; also see:
Build Skills, 16-17, 3637, 58-59, 76-77, 8485, 100-101, 128-129,
178-179, 190-191, 220221, 264-265, 278-279,
296-297, 306-307, 318319, 362-364, 412-413,
422-423, 438-439, 466467, 502, 534-535,
550-551, 558-559, 598599, 628-629, 656-657,
674, 728-729, 742-743,
756-757, 768-769, 788789, 800-501, 844-845,
874-875, 884-885, 904905, 940-941, 1000,
1064-1065, 1116-1117,
1126-1127, 1144-1145,
1160-1161, 1200-1201,
1218-1219, 1230-1231,
1252-1253, 1278-1279,
1288-1289, 1300-1301,
1310-1311, 1322-1323,
1340-1341; Apply the
Skills, 33, 51, 71, 81,
97, 111, 125, 141, 183,
217, 227, 271, 291,
303, 313, 323, 380,
409, 419, 433, 457,
500, 525, 545, 553,
565, 619, 649, 672,
691, 737, 751, 765,
785, 795, 807, 863,
881, 895, 937, 972,
998, 1023, 1109, 1123,
1133, 1155, 1169,
1211, 1227, 1247,
1271, 1285, 1297,
(IMR Committee) Responses
I=In-depth
80%
9.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
connect previously taught skills and strategies with
new content and text.
I
A
___
___
M
N
___ ___
1307, 1315, 1335,
1349; Reading Skill
(Monitor Your
Progress), 147, 235,
331, 531, 625, 815,
1033, 1115, 1277
Student & Teacher’s
Edition: Academic
Vocabulary for
analyzing literature,
158, 246, 342, 578,
708, 826, 1044, 1182,
1362; Reading Skill
(Monitor Your
Progress), 147, 235,
331, 531, 625, 815,
1033, 1115, 1277;
Writing Workshops:
Rubric for Self–
Assessment, 157, 245,
341, 577, 707, 825,
1043, 1181, 1361;
Vocabulary
Workshops
(assessment), 158, 246,
342, 578, 708, 826,
1044, 1182, 1362
10. cumulatively build a repertoire of multiple strategies
that are introduced, applied and integrated
throughout the course of study.
___
___
___ ___
H. ASSESSMENT
Student & Teacher’s
Edition: Timed
Writing, 35, 53, 73, 83,
99, 113, 143, 185, 219,
229, 273, 293, 305,
315, 325, 421, 435,
459, 527, 549, 557,
569, 621, 651, 693,
739, 753, 767, 787,
797, 809, 865, 883,
897, 939, 974, 1025,
1111, 1125, 1135,
1157, 1171, 1213,
1229, 1249, 1273,
1287, 1299, 1309,
1317, 1337, 1351;
Reading Skill (Monitor
Your Progress), 147,
235, 331, 531, 625,
815, 1033, 1115, 1277;
Writing Workshops:
Rubric for Self–
Assessment, 157, 245,
341, 577, 707, 825,
1043, 1181, 1361;
Vocabulary
Workshops
(assessment), 158, 246,
342, 578, 708, 826,
1044, 1182, 1362
In addition, technology
resources support
assessment:
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
1.
provide assessment formats commensurate with WV
assessment programs (WESTEST, NAEP, State
Writing Assessment, informal assessments, PLAN,
EXPLORE, ACT and SAT).
___
___
___ ___
an interactive format.
Student & Teacher’s
Edition: Timed
Writing, 35, 53, 73, 83,
99, 113, 143, 185, 219,
229, 273, 293, 305,
315, 325, 421, 435,
459, 527, 549, 557,
569, 621, 651, 693,
739, 753, 767, 787,
797, 809, 865, 883,
897, 939, 974, 1025,
1111, 1125, 1135,
1157, 1171, 1213,
1229, 1249, 1273,
1287, 1299, 1309,
1317, 1337, 1351;
Reading Skill (Monitor
Your Progress), 147,
235, 331, 531, 625,
815, 1033, 1115, 1277;
Writing Workshops:
Rubric for Self–
Assessment, 157, 245,
341, 577, 707, 825,
1043, 1181, 1361;
Vocabulary
Workshops
(assessment), 158, 246,
342, 578, 708, 826,
1044, 1182, 1362
Teaching resources
include Standardized
Test Preparation
Workbook with
separate Teacher’s
Guide. In addition,
technology resources
support assessment:
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
standards-aligned
tests that can be
matched to individual
student needs.
2.
provide preparation for standardized tests.
___
___
___ ___
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
Student & Teacher’s
Edition: Extend Your
Learning (Build
Language Skills), 35,
53, 73, 83, 99, 113,
143, 185, 219, 229,
273, 293, 305, 315,
325, 421, 435, 459,
527, 549, 557, 569,
621, 651, 673, 693,
739, 753, 767, 787,
797, 809, 865, 883,
897, 939, 999, 974,
1025, 1111, 1125,
1135, 1157, 1171,
1213, 1229, 1249,
1273, 1287, 1299,
1309, 1317, 1337,
1351; Writing
Workshops: Rubric
for Self–Assessment,
157, 245, 341, 577,
707, 825, 1043, 1181,
1361
3.
provide opportunities for assessment based on
performance-based measures, open-ended
questioning, portfolio evaluation, rubrics and
multimedia simulations.
___
___
___ ___
___
___
___ ___
Student & Teacher’s
Edition: Reading Skill
(Monitor Your
Progress), 147, 235,
331, 531, 625, 815,
1033, 1115, 1277;
Vocabulary
Workshops
(assessment), 158, 246,
342, 578, 708, 826,
1044, 1182, 1362
In addition, technology
resources support
assessment:
• Student Express CDROM an interactive
textbook with
electronic
worksheets, test
review, and links to
online activities
• Teacher Express
CD-ROM which
contains lesson
planning software,
resource manager,
and standards-aligned
assessment tools
• Examview Test
Generator creates
4.
provide benchmark and ongoing progress
monitoring.
standards-aligned
tests that can be
matched to individual
student needs.
• Examview Quicktake
allows the instructor
to monitor student
progress instantly in
an interactive format.
READING/LITERATURE
SPECIFIC CRITERIA FOR CONTENT AND SKILLS
TWELFTH GRADE
Reading and English Language Arts twelfth grade students will focus and polish personal skills and goals.
Experiences such as a senior project or a sophisticated persuasive research paper will culminate the graduation
experience. Readiness for the work place or post secondary education is the final educational reality check during
the twelfth grade year. The expansion and appreciation of language and literature in spoken and written for is a
primary focus. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for
integrating technology appropriately in the students’ learning environment. To meet the needs of the 21st Century
student, instructional delivery should be enhanced through a wide range of media.
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
(IMR Committee) Responses
I=In-depth
80%
A=Adequate
80%
M=Minimal
60%
N=Nonexiste
nt
Less than
60%
I
A
M
N
For student mastery of content standards and objectives the instructional materials will
provide opportunities for the student to
A.
Student & Teacher’s
Edition: Vocabulary
Lesson and Word
Analysis, 34, 52, 72,
82, 98, 112, 142, 184,
218, 228, 272, 292,
304, 314, 324, 420,
434, 458, 501, 526,
548, 556, 568, 620,
650, 673, 692, 738,
752, 766, 786, 796,
808, 864, 882, 896,
938, 973, 999, 1024,
1110, 1124, 1134,
1156, 1212, 1228,
1248, 1272, 1286,
1298, 1308, 1316,
1336, 1350;
Vocabulary Workshops
(assessment), 158, 246,
342, 578, 708, 826,
1044, 1182, 1362.
Student & Teacher’s
Edition: Vocabulary
Workshops
(assessment), 158, 246,
342, 578, 708, 826,
1044, 1182, 1362;
Figurative Language,
186-187, 277, 872-873,
1311, 1312, 1315, R12;
Responding to
Figurative Language,
727; Symbolism, R18,
VOCABULARY: use a variety of techniques to enhance vocabulary
development
1.
2.
expand vocabulary by reading various literary works
and applying word etymologies to determine
meaning.
recognize vocabulary that is vivid, precise and
economical.
___
___
___ ___
___
___
___ ___
186-187, 596-597, 629,
637, 638, 642, 649,
875, 881; Dialect, R11;
Sound Devices, 277,
872-873
B.
Student & Teacher’s
Edition: Suggestions
for Further Reading,
161, 249, 345, 581,
711, 829, 1047, 1185,
1365
Student & Teacher’s
Edition: Build Skills,
17, 37, 59, 77, 85, 101,
129, 179, 191, 221,
265, 279, 297, 307,
319, 364, 413, 423,
439, 467, 502, 535,
551, 559, 599, 629,
657, 674, 729, 743,
757, 769, 789, 801,
845, 875, 885, 905,
941, 1000, 1065, 1117,
1145, 1161, 1219,
1231, 1253, 1279,
1289, 1301, 1311,
1323, 1341; Apply the
Skills, 33, 51, 71, 81,
97, 111, 125, 141, 183,
217, 227, 271, 291,
303, 313, 323, 380,
409, 419, 433, 457,
500, 525, 545, 553,
565, 619, 649, 672,
691, 737, 751, 765,
785, 795, 807, 863,
881, 895, 937, 972,
998, 1023, 1109, 1123,
1133, 1155, 1169,
1211, 1227, 1247,
1271, 1285, 1297,
1307, 1315, 1335, 1349
C.
Student & Teacher’s
Edition: Historical and
Literary Background,
2, 4, 164, 166, 252,
254, 348, 350, 584,
586, 714, 716, 834,
832, 1050, 1052, 1188,
1190; Cultural Values,
FLUENCY: increase personal reading fluency, both silent and oral, through a
variety of genres to enhance reading development
1.
provide independent reading.
2.
increase reading rate, accuracy, prosody and
comprehension.
___
___
___ ___
___
___
___ ___
COMPREHENSION: use comprehension skills to read for literacy experience,
read to inform, and read to perform a task
1.
research, analyze and evaluate historical, cultural
and biographical influences to determine the impact
on literary works.
___
___
___ ___
15, 597; Cultural
Attitudes, 423, 426,
428, 433, 1231, 1234,
1235, 1236, 1238,
1239, 1241, 1245,
1247; Cultural Context,
17, 19, 27, 28, 32, 33;
Connecting to
Historical Context,
801, 805, 807, 1253,
1257, 1266, 1271,
1341, 1343, 1348,
1349; Author, 76, 100,
264, 266, 268, 275,
278, 296, 360, 422,
424, 437, 438, 440,
466, 532, 556, 558,
628, 656, 728, 730,
742, 756, 758, 762,
768, 788, 800, 844,
874, 884, 904, 940,
1029, 1031, 1032,
1064, 1116, 1126,
1141, 1144, 1200,
1230, 1252, 1278,
1300, 1310, 1318,
1321, 1322, 1340
Student & Teacher’s
Edition: Focus on
Literary Forms: 14-15,
186-187, 276-277, 460461, 596-597, 726-727,
872-873, 1062-1063,
1250-1251
2.
analyze and evaluate author’s choice of genre.
___
___
___ ___
(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Author's
Purpose, 1045, 1251;
Determining Author's
Purpose, 1301, 1306,
1307; Author's
Meaning on Test, 1363;
Author's Biography,
1065, 1066, 1071,
1077, 1078, 1085,
1086, 1093, 1109;
Author's Bias, 557,
563, 565; Author's
Meaning, 1363; From
the Author's Desk, 821,
1039, 1357; From the
Scholar's Desk, 337,
573, 701, 1177; From
the Translator's Desk,
153, 241; Author, 76,
100, 264, 266, 268,
275, 278, 296, 360,
422, 424, 437, 438,
440, 466, 532, 556,
558, 628, 656, 728,
730, 742, 756, 758,
762, 768, 788, 800,
844, 874, 884, 904,
940, 1029, 1031, 1032,
1064, 1116, 1126,
1141, 1144, 1200,
1230, 1252, 1278,
1300, 1310, 1318,
1321, 1322, 1340
Student & Teacher’s
Edition: Characters,
R10, 1161, 1165, 1169;
Short Story, 1062;
Characterization, R10;
Characters in Drama,
974, 975, 976, 982,
983, 984, 987, 989,
992, 994, 996, 998;
Characters in Epic, 17,
20, 30, 33; Characters
in Epic Poem, 674,
676, 677, 679, 680,
682, 685, 691;
Indirect/direct
Characterization, R10,
674, 691, 1062, 1127,
1133; Drawing
Conclusions, , 789,
(IMR Committee) Responses
I=In-depth
80%
3.
4.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
analyze and evaluate characteristic of author’s style,
purpose and techniques from a variety of selections
by the same author such as critical review and
literary character analysis.
construct supportable conclusions, make inferences
and generalizations, and interpret character traits.
I
A
M
N
___
___
___ ___
___
___
___ ___
790, 795, 1117, 1118,
1120, 1123; Critical
Reading: Draw
Conclusions, 24, 32,
43, 50, 110, 140, 207,
216, 226, 290, 322,
408, 432, 524, 671,
736, 784, 794, 893,
912, 971, 1022, 1132,
1147, 1153, 1246,
1260, 1281, 1306,
1313; Infer, 10, 11, 13,
136, 173, 197, 202,
211, 257, 260, 357,
359, 366, 369, 379,
397, 427, 431, 448,
534, 560, 588, 589,
594, 720, 722, 725,
839, 868;
Generalizations, 117,
118, 120, 122, 125,
1045, 1063
Student & Teacher’s
Edition: Persuasive
Essay, 334–341, 570;
Editorial, 570, 1171;
Review, 818, 1036,
1174; Delivering
Persuasive Arguments,
344; Debate, 273, R37
Student & Teacher’s
Edition: Focus on
Literary Form, 14, 186,
276, 460, 596, 726,
872, 1062, 1250;
Nonfiction,
Philosophical Text,
266, 268, 440, Journal,
308, 309, 312; Speech,
424, 436, Memoir,
1254; Autobiography,
1261; Essay, 761, 762;
Historical Document,
558; Prose Poem, 1290;
Speech, 1291; Poetry,
102, 114, 118, 120,
122, 124, 280, 281,
282, 285, 286, 288,
289, 290, 294, 414,
416, 418, 652, 730,
732, 733, 734, 736,
740, 876, 879, 880,
886, 888, 889, 890 894,
901, 902, 1142, 1146,
1148, 1150, 1151,
1154, 1270, 1295,
1312, 1313, 1314,
1342, 1346, 1347,
1348; Tanka, 298;
Haiku, 300, 301, 302;
5.
6.
analyze and evaluate persuasive language and
techniques (e.g., advertisements, junk mail, web
sites and news stories).
analyze and evaluate types of text according to
content, structure and tone.
___
___
___ ___
___
___
___ ___
Epic Poem, 363, 374,
411, 534, 600, 658,
665, 675, 683;
Narrative Poem, 550;
Prose Poem, 1290;
Fiction: Novel, 770,
778, 781, 802; Short
Story, 642, 744, 906,
913, 928, 1066, 1162,
1202, 1232, 1302,
1324, 1329; Fable, 106,
230, 790, 792; Folk
Tale, 86; Parable, 320,
321, 322; Drama, 460,
462, 468, 503, 846,
851, 942, 975, 1001;
Proverb, 130, 131;
Epic, 18, 23, 25, 30,
132, 192, 200, 208,
222, 610; Religious
Writings: Hymns, 176,
180, 181; Scripture, 38,
44, 60, 67, 68, 69, 70,
74, 78, 79, 80
Student & Teacher’s
Edition: Build Skills,
17, 37, 59, 77, 85, 101,
129, 179, 191, 221,
265, 279, 297, 307,
319, 364, 413, 423,
439, 467, 502, 535,
551, 559, 599, 629,
657, 674, 729, 743,
757, 769, 789, 801,
845, 875, 885, 905,
941, 1000, 1065, 1117,
1145, 1161, 1219,
1231, 1253, 1279,
1289, 1301, 1311,
1323, 1341; Apply the
Skills, 33, 51, 71, 81,
97, 111, 125, 141, 183,
217, 227, 271, 291,
303, 313, 323, 380,
409, 419, 433, 457,
500, 525, 545, 553,
565, 619, 649, 672,
691, 737, 751, 765,
785, 795, 807, 863,
881, 895, 937, 972,
998, 1023, 1109, 1123,
1133, 1155, 1169,
1211, 1227, 1247,
1271, 1285, 1297,
1307, 1315, 1335,
1349; Critical Reading,
24, 32, 43, 50, 66, 80,
96, 105, 110, 121, 124,
131, 140, 182, 199,
207, 216, 226, 270,
285, 288, 290, 299,
7.
read and evaluate literary criticism applicable to the
genre being studied.
___
___
___ ___
302, 312, 322, 379,
408, 417, 432, 456,
499, 524, 544, 552,
564, 609, 618, 641,
648, 664, 671, 682,
690, 733, 736, 750,
764, 777, 784, 794,
806, 850, 862, 878,
880, 888, 893, 894,
912, 927, 936, 971,
997, 1022, 1079, 1108,
1122, 1132, 1147,
1149, 1153, 1154,
1168, 1210, 1226,
1246, 1260, 1269,
1270, 1281, 1284,
1294, 1296, 1306,
1313, 1314, 1328,
1334, 1345, 1348
Student & Teacher’s
Edition: Extend Your
Learning, 35, 53, 73,
83, 99, 113, 143, 185,
219, 229, 273, 293,
305, 315, 325, 421,
435, 459, 527, 549,
557, 569, 621, 651,
673, 693, 739, 753,
767, 787, 797, 809,
865, 883, 897, 939,
999, 974, 1025, 1111,
1125, 1135, 1157,
1171, 1213, 1229,
1249, 1273, 1287,
1299, 1309, 1317,
1337, 1351
8.
D.
Student & Teacher’s
Edition: Writing
Workshop: Narration:
Autobiographical
Narrative, 150–157;
Narration: Reflective
Essay, 238–245;
Persuasive Essay, 334–
341; Exposition:
Problem-and-Solution
Essay, 570–577;
Research Paper, 698–
707; Exposition:
Comparison-andContrast Essay, 818–
825; Narration:
Response to Literature,
1036–1043;
Exposition: Multimedia
Report, 1174–1181;
perform a task from written directions.
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WRITING: employ a wide variety of writing strategies to communicate
effectively for different purposes
1.
employ writing strategies to address specific
purposes: narrative, expository, persuasive, research
and creative.
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Workplace Writing:
Job Portfolio and
Résumé, 1354–1361.
See also Writing About
Literature, 148–149,
236–237, 332–333,
568–569, 696–697,
816–817, 1034–1035,
1172–1173, 1352–
1353.
Student & Teacher’s
Edition: Drafting, 152,
240, 336, 572, 700,
820, 1038, 1176, 1356.
See also Writing About
Literature, 148–149,
236–237, 332–333,
568–569, 696–697,
816–817, 1034–1035,
1172–1173, 1352–
1353.
Student & Teacher’s
Edition: Writing
Workshop,150-157,
238–245, 334–341,
570–577, 698–707,
818–825, 1036–1043,
1174–1181, 1354–
1361. See also Writing
About Literature, 148–
149, 236–237, 332–
333, 568–569, 696–
697, 816–817, 1034–
1035, 1172–1173,
1352–1353.
Student & Teacher’s
Edition: Transitions,
458, 547, 567, 752,
939, 1178; Revising:
Sentences, 127, 149,
154, 242, 697, 702,
822, 1351
Student & Teacher’s
Edition: Writing
Workshop,150-157,
238–245, 334–341,
570–577, 698–707,
818–825, 1036–1043,
1174–1181, 1354–
1361. See also Writing
About Literature, 148–
149, 236–237, 332–
333, 568–569, 696–
697, 816–817, 1034–
1035, 1172–1173,
1352–1353.
2.
3.
4.
5.
employ drafting strategies for writing tasks
involving literature.
develop a focused composition that has a clear and
logical progression of ideas supported by relevant
details.
use subtle forms of transition in a composition (e.g.,
sentence links, repetition of key words and
sentences).
apply rhetorical devices (e.g., parallel structure,
antithesis and narrative pace).
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Student & Teacher’s
Edition: Workplace
Writing: Job Portfolio
and Résumé, 1354–
1361; Reading
Informational
Materials, 144–147,
232–235, 326–331,
528–531, 622–625,
810–815, 1028–1033,
1112–1115, 1274–1277
6.
produce functional writing related to life skills (e.g.,
letter of job application, scholarship application,
essay and personal letter).
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(Vendor/Publisher)
SPECIFIC
LOCATION OF
CONTENT WITHIN
PRODUCT
Student & Teacher’s
Edition: Research and
Technology Guide,
R25; Citing Sources
and Preparing
Manuscript, R27; R32;
Citing/Documenting,
700; Using APA Style,
R29; Using MLA
Style, 325
Student & Teacher’s
Edition: Research and
Technology Guide,
R25; Citing Sources
and Preparing
Manuscript, R27; R32;
Citing/Documenting,
700; Using APA Style,
R29; Using MLA
Style, 325
Student & Teacher’s
Edition: Sentences,
127, 149, 154, 242,
697, 702, 822, 1351;
Revising: Sentences,
127, 149, 154, 242,
697, 702, 822, 1351
Student & Teacher’s
Edition: Narration:
Response to Literature,
1036–1043; Writing
About Literature, 148–
149, 236–237, 332–
333, 568–569, 696–
697, 816–817, 1034–
1035, 1172–1173,
1352–1353
The following
resources materials
provide integrated and
supplemental grammar
and writing support:
Daily Language
Practice
Transparencies,
Graphic Organizer
Transparencies, and
the Skills Development
Workbook.
(IMR Committee) Responses
I=In-depth
80%
7.
A=Adequate
80%
M=Minimal
60%
N=Nonexistent
Less than 60%
explain the concept of intellectual property and
plagiarism (e.g., media copyright laws and
private/public domain).
8.
differentiate between plagiarism and paraphrasing.
9.
correct errors in sentence structure and usage (e.g.,
parallelism, redundancy, misplaced modifiers and
subordination).
10. integrate writing skills and assignments using
literary text.
I
A
M
N
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‰ use supplemental language materials to support
writing.
In addition, Prentice
Hall Online Essay
Scorer provides instant
scoring and feedback
for all Writing
Workshop assignments
and can be found at
www.phsuccessnet.co
m as referenced in the
Teacher’s Edition text
on pp. 151, 239, 335,
571, 699, 819, 1037,
1175, and 1355.
Using in-text links and
companion website
codes, teachers access:
Author Video Clips, ,
and selection-specific
Internet Activities. For
examples, see
http://phschool.com/ats
chool/literature/ . In
addition, the From the
Author’s Desk DVD
includes in-depth
interviews with
authors. The following
resource materials
provide additional
opportunities for
humanities study: Fine
Art Transparencies,
Volumes 1 & 2
‰ provide supplemental materials on literary
criticism for the advanced student (e.g., literary
criticism, graphic organizers, essential questions
and researched based strategies).
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