A Correlation of
Prentice Hall
Writing Coach
©2012
To
Pearson
Common Core Literature
©2015
Grade 7
A Correlation of Prentice Hall Writing Coach, Grade 7, ©2012
to Pearson Common Core Literature, Grade 7, ©2015
Introduction
This document demonstrates how Prentice Hall Writing Coach, ©2012 aligns to
Pearson Common Core Literature, ©2015, and fully complements the program.
Correlation page references are to the Teacher’s Edition and are cited by activity and page
number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages.
Prentice Hall Writing Coach is a digitally driven grammar and writing program that
improves students’ skills in Grades 6–12.
It’s Personalized
Prentice Hall Writing Coach gives students personalized, detailed feedback on the
strengths and weaknesses of their writing. It is the only program that uses a paragraph
scorer as well as an essay scorer so struggling students that aren’t ready to write larger
pieces can receive the same productive feedback as the rest of the class.
It’s Flexible
Prentice Hall Writing Coach has several components that work together as a
comprehensive writing program or a seamless complement to any literature anthologies,
novels, or other language arts program teachers might be using.
It’s Manageable
The best way for students to become better writers is to spend more time writing. The
problem is, the more time they spend writing, the more time teachers need to spend
grading and assessing. Prentice Hall Writing Coach performs this time-consuming task
by grading students’ writing examples and providing personalized feedback. This lets
teachers spend more time teaching and a lot less time grading.
It’s Engaging
Prentice Hall Writing Coach provides targeted writing feedback in an online format. Plus,
students will receive extensive experience communicating in today’s digital world with skills
instruction in writing e-mails and blogs, evaluating material on the Internet, and developing
multimedia presentations.
It’s Comprehensive
Prentice Hall Writing Coach is more than just a writing program. It’s a complete
language arts program that provides personalized grammar instruction as well. Prentice
Hall Writing Coach uses students’ writing examples to diagnose strengths and weaknesses
in their grammar and supports them with grammar instruction and remediation.
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A Correlation of Prentice Hall Writing Coach, Grade 7, ©2012
to Pearson Common Core Literature, Grade 7, ©2015
Table of Contents
Unit 1: Does every conflict have a winner?............................................................. 4
Unit 2: What should we learn? ............................................................................... 6
Unit 3: What is the best way to communicate?....................................................... 9
Unit 4: Do others see us more clearly than we see ourselves? ............................. 12
Unit 5: Community or individual—which is more important? ................................ 14
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A Correlation of Prentice Hall Writing Coach, Grade 7, ©2012
to Pearson Common Core Literature, Grade 7, ©2015
Pearson Common Core Literature
Grade 7, ©2015
Prentice Hall Writing Coach
Grade 7, ©2012
GRADE 7
Unit 1: Does every conflict have a winner?
Part 1 Setting Expectations
The Dinner Party
Mentor Text: Op-Ed Piece, 174–175;
Mona Gardner, page 5
Student Model: Op-ed Piece, 176–177
The Treasure of Lemon Brown
Walter Dean Myers, page 9
Review of a Short Story, 198–216; Writing
for Assessment: Interpretative Response,
220–221
Writing Model: Argumentative Text
Writing to Sources: Explanatory Essay
Part 2 Text Analysis Guided Exploration
Rikki-tikki-tavi
Rudyard Kipling, page 26
Nouns, 294–299
Feature Assignment: Informational
Research Report, 224–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248
Conventions: Common, Proper and
Possessive Nouns
Writing to Sources: Informative Article
Two Kinds from The Joy Luck Club
Amy Tan, page 48
Pronouns, 300–311; Using Pronouns, 501–
512
Conventions: Personal and Possessive
Pronouns
Writing to Sources: Journal Entry
Journal Entry, 4, 7, 10, 21, 84; also see:
Create a Travel Blog, 140–141
The Third Wish
Joan Aiken, page 70
Adjectives, 325–338; Adverbs, 339–344
Feature Assignment: Personal Narrative,
66–67, 68–69, 70–71, 72–75, 76–77, 78–
81, 82–83, 84
Conventions: Adjectives and Adverbs
Writing to Sources: Anecdote
Ribbons
Laurence Yep, page 82
Comparisons Using Adjectives and Adverbs,
534–543; Troublesome Adjectives and
Adverbs, 544–548
Conventions: Comparison of Adjectives and
Adverbs
Writing to Sources: Letter to the Author
Review of a Short Story, 198–216; also
see: Letters, 260–263; Business Letter,
R14; Friendly Letter, R15
The Night the Bed Fell
James Thurber, page 100
Response to Literature, 196–197; Review of
a Short Story, 198–216; also see:
Compare-and-Contrast Essay, 146–164
Stolen Day
Sherwood Anderson, page 106
Writing to Sources: Timed Writing:
Explanatory Essay
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to Pearson Common Core Literature, Grade 7, ©2015
Pearson Common Core Literature
Grade 7, ©2015
Prentice Hall Writing Coach
Grade 7, ©2012
Writing Process
Narration: Autobiographical Narrative, page
118
Autobiographical Essays, 9; Feature
Assignment: Personal Narrative, 66–67,
68–69, 70–71, 72–75, 76–77, 78–81, 82–
83, 84
Conventions: Pronoun-Antecedent
Agreement
Adjectives and Adverbs
Agreement Between Pronouns and
Antecedents, 527–532
Adjectives, 325–338; Adverbs, 339–344;
Using Modifiers, 533–548
Part 3 Text Sets Developing Insight
Amigo Brothers
Piri Thomas, page 134
Proper Nouns, 280, 298, 299, 613–620
Agreement Between Pronouns and
Antecedents, 527–532
Conventions: Proper Nouns
Pronoun Agreement
Writing to Sources: Informative Text:
Analytical Essay
Response to Literature, 196–197; Review of
a Short Story, 198–216; Writing for
Assessment: Interpretative Response, 220–
221; also see: Theme, 92, 102, 104, 108
Get More From Competition
Christopher Funk, page 148
Writing Assignment: Short Story, 116–117;
also see: Feature Assignment: Short Story:
Science Fiction, 93–112
Writing to Sources: Fictional Narrative
Forget Fun, Embrace Enjoyment
Adam Naylor, page 152
Argumentative Essay, 18; Persuasion, 170–
171; Feature Assignment: Op-Ed Piece,
172–190; Writing for Assessment:
Persuasive Writing, 194–195
Writing to Sources: Argumentative Essay
Video Game Competitiveness, Not
Violence, Spurs Aggression, Study
Suggests
Jenifer LaRue Huget, page 156
Feature Assignment: Informational
Research Report, 224–248
Writing to Sources: Informative Text: Essay
Win Some, Lose Some
Charles Osgood, page 158
Argumentative Essay, 18; Persuasion, 170–
171; Feature Assignment: Op-Ed Piece,
172–190; Writing for Assessment:
Persuasive Writing, 194–195
Writing to Sources: Argumentative Essay
Orlando Magic
LeRoy Neiman, page 164
Argumentative Essay, 18; Persuasion, 170–
171; Feature Assignment: Op-Ed Piece,
172–190; Writing for Assessment:
Persuasive Writing, 194–195
Writing to Sources: Argumentative Essay
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to Pearson Common Core Literature, Grade 7, ©2015
Pearson Common Core Literature
Grade 7, ©2015
Prentice Hall Writing Coach
Grade 7, ©2012
Common Core Assessment Synthesis
Writing: Personal Narrative, page 167
Feature Assignment: Personal Narrative,
66–67, 68–69, 70–71, 72–75, 76–77, 78–
81, 82–83, 84
Writing to Sources: Argumentative Essay,
page 168
Argumentative Essay, 18; Persuasion, 170–
171; Feature Assignment: Op-Ed Piece,
172–190; Writing for Assessment:
Persuasive Writing, 194–195
Unit 2: What should we learn?
Part 1 Setting Expectations
from Freedom Walkers
Russell Freedman, page 177
Feature Assignment: Informational
Research Report, 224–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248
From What Makes a Rembrandt a
Rembrandt?
Richard Muhlberger, page 181
Review of a Short Story, 198–216; Writing
for Assessment: Interpretative Response,
220–221
Writing Model: Informative Essay
Writing to Sources: Explanatory Essay
Part 2 Text Analysis Guided Exploration
Life Without Gravity
Robert Zimmerman, page 194
Action Verbs, 314–316; Linking Verbs,
317–321
Conventions: Action Verbs and Linking
Verbs
Writing to Sources: Analogy
For related material see: Metaphor, 55, 129
I Am a Native of North America
Chief Dan George, page 204
The Four Principal Parts of Verbs, 472–479
Outline, R26
Conventions: Principal Parts of Verbs
Writing to Sources: Outline
All Together Now
Barbara Jordan, page 214
Conjunctions and Interjections, 355;
Conjunctions, 356–362; Interjections, 363–
364
Conventions: Conjunctions and
Interjections
Writing to Sources: Persuasive Letter
Student Model: Letter of Opinion, 260–261;
Student Model: Letter of Request, 262;
Feature Assignment: Letter of Request,
263; Business Letter, R14; Friendly Letter,
R15
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Grade 7, ©2015
Prentice Hall Writing Coach
Grade 7, ©2012
Rattlesnake Hunt
Marjorie Kinnan Rawlings, page 222
Subjects and Predicates, 368–370, 371–
373, 374–376, 377–382. 383–396
Conventions: Subjects and Predicates
Writing to Sources: Adaptation
Short Story, 92–112; Writing for Media:
Create a Dramatic Scene, 114–115; Writing
for Assessment: Short Story, 116–117
from Barrio Boy
Ernesto Galarza, page 234
Feature Assignment: Compare-andContrast Essay, 146–164; Review of a
Short Story, 198–216; Writing for
Assessment: Interpretative Response, 220–
221; also see: Point of View, 94, 109, 161,
213, 240
A Day's Wait
Ernest Hemingway, page 240
Writing to Sources: Timed Writing
Explanatory Essay
Writing Process
Argument: Argumentative Essay, page 250
Persuasive Essays, 18, 173, 174;
Arguments, 172, 174, 180; Call to Action,
183, 191; Characteristics of, 172; CounterArguments and Concerns, 172, 175, 180;
Evidence, 172, 181, 186; lead in, 172, 174,
183; Organization, 182, 189; Thesis
Statements, 172, 183; Voice, 172, 189;
Writing Prompt, 194-195, 221
Conventions: Correct Verb Tense
Combine Sentences Using Conjunctions
Principal Parts of Verbs
The Six Tenses of Verbs, 480–495
Combine Sentences Using Conjunctions,
356–361
The Four Principal Parts of Verbs, 472–479
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to Pearson Common Core Literature, Grade 7, ©2015
Pearson Common Core Literature
Grade 7, ©2015
Prentice Hall Writing Coach
Grade 7, ©2012
Part 3 Text Sets Developing Insight
No Gumption
Russell Baker, page 266
Compound Subjects and Compound Verbs,
374–376
Agreement Between Pronouns and
Antecedents, 527–532
Conventions: Verbs in Compound
Predicates
Pronoun Agreement
Writing to Sources: Argument: Persuasive
Essay
Persuasion, 170–171; Feature Assignment:
Op-Ed Piece, 172–173, 174–177, 178–181,
182–183, 184–187, 188–189, 190; Writing
for Assessment: Persuasive Writing, 194–
195
Intrinsic Motivation Doesn't Exist,
Researcher Says
Jeff Grabmeier, page 278
Argumentative Essays, 18; Feature
Assignment: Op-Ed Piece, 172–190; Writing
for Assessment: Persuasive Writing, 194–
195
Writing to Sources: Argumentative Essay
The Cremation of Sam McGee
Robert Service, page 284
Feature Assignment: Personal Narrative,
66–67, 68–69, 70–71, 72–75, 76–77, 78–
81, 82–83, 84
Writing to Sources: Fictional Narrative
A Special Gift - The Legacy of
"Snowflake" Bentley
Barbara Eaglesham, page 290
Feature Assignment: Informational
Research Report, 224–248; Writing for
Assessment: Research Plan, 254–255
Writing to Sources: Informative Essay
All Stories Are Anansi's
Harold Courlander, page 296
For related material see: Feature
Assignment: Short Story, 92–112; Writing
for Media: Create a Dramatic Scene, 114–
115; Writing for Assessment: Short Story,
116–117
Writing to Sources: Fictional Narrative: Folk
Tale
Common Core Assessment Synthesis
Writing: Autobiographical Narrative, page
305
Autobiographical Essays, 9; Assignment:
Personal Narrative, 66–67, 68–69, 70–71,
72–75, 76–77, 78–81, 82–83, 84
Writing to Sources: Informative Text, page
306
Feature Assignment: Informational
Research Report, 224–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248;
Writing for Assessment: Research Plan,
254–255
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to Pearson Common Core Literature, Grade 7, ©2015
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Grade 7, ©2015
Prentice Hall Writing Coach
Grade 7, ©2012
Unit 3: What is the best way to communicate?
Part 1 Setting Expectations
The Railway Train
Informational Research Report, 224–248;
Emily Dickinson, page 315
Writing for Assessment: Research Plan,
254–255
Maestro / The Desert Is My Mother /
Writing for Assessment: Interpretative
Bailando
Response, 220–221; Writing for
Pat Mora, page 318
Assessment: Expository Writing, 168–169
Writing Model: Informative Text
Writing to Sources: Explanatory Essay
Part 2 Text Analysis Guided Exploration
Winter
Nikki Giovanni, page 331
Classifying the Four Functions of a
Sentence, 432–435; Punctuation: End
Marks, 552–555
The Rider
Naomi Shihab Nye, page 332
Feature Assignment: Free Verse Poem and
Lyric Poem, 120–121, 122–125, 126–129,
130–131, 132–135, 136–137, 138; Writing
for Assessment: Poetry, 142–143
Seal
William Jay Smith, page 334
Haiku
Matsuo Basho, page 336
Conventions: Sentence Functions and
Endmarks
Writing to Sources: Lyric Poem, Concrete
Poem, or Haiku
Collection 2: Figurative Language
Life
Naomi Long Madgett, page 343
Independent Clauses, 415, 417;
Subordinate Clauses, 415-416, 417
The Courage That My Mother Had
Edna St. Vincent Millay, page 344
Metaphor, 55, 129; also see: Feature
Assignment: Free Verse Poem and Lyric
Poem, 120–138; Writing for Assessment:
Poetry, 142–143
Mother to Son
Langston Hughes, page 345
Fog
Carl Sandburg, page 346
Conventions: Independent and Dependent
Clauses
Writing to Sources: Metaphor
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Collection 3: Sound Devices
Train Tune
Louise Bogan, page 353
Full Fathom Five
William Shakespeare, page 354
Prentice Hall Writing Coach
Grade 7, ©2012
Classifying Sentence by Structure, 424–430
Paraphrases, 224, 234, 235, 240; also see:
Writing for Assessment: Interpretative
Response, 220–221
Sarah Cynthia Sylvia Stout Would Not
Take the Garbage Out
Shel Silverstein, page 356
Onomatopoeia
Eve Merriam, page 358
Conventions: Sentence Structure
Writing to Sources: Paraphrase
Collection 4: Rhythm & Rhyme
Stopping by Woods on a Snowy
Evening
Robert Frost, page 365
Annabel Lee
Edgar Allan Poe, page 366
Father William
Lewis Carroll, page 368
Subject-Verb Agreement, 513, 514-517,
518–519, 520-523, 524-525
Feature Assignment: Free Verse Poem and
Lyric Poem, 120–121, 122–125, 126–129,
130–131, 132–135, 136–137, 138; Writing
for Assessment: Poetry, 142–143
Jim
Gwendolyn Brooks, page 370
Conventions: Subject-Verb Agreement
Writing to Sources: Poem
Miracles
Walt Whitman, page 376
in Just-E. E. Cummings, page 378
Persuasion, 170–171; Feature Assignment:
Op-Ed Piece, 172–173, 174–177, 178–181,
182–183, 184–187, 188–189, 190; Writing
for Assessment: Persuasive Writing, 194–
195
Writing to Sources: Timed Writing:
Argumentative Essay
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to Pearson Common Core Literature, Grade 7, ©2015
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Prentice Hall Writing Coach
Grade 7, ©2012
Writing Process
Explanatory text: Comparison-and-Contrast
Essay, page 384
Exposition, 144–145; Feature Assignment:
Compare-and-Contrast Essay, 146–147,
148–149, 150–151, 152–155, 156–157,
158–161, 162–163, 164
Conventions: Sentence Structures
Independent and Dependent Clauses
Classifying Sentence by Structure, 424–430
Independent Clauses, 415, 417;
Subordinate Clauses, 415-416, 417
Part 3 Text Sets Developing Insight
The Highwayman
Alfred Noyes, page 400
Clauses, 415–423; Conjunctions, 356–362
Pronoun-Antecedent Agreement, 527–532
Conventions: Clauses and Conjunctions
Pronoun-Antecedent Agreement
Review of a Short Story, 198–216; Writing
for Assessment: Interpretative Response,
220–221; also see: Characters, 66, 74–75,
80, 92, 95, 114
Writing to Sources: Informative Text:
Character Analysis
Carnegie Hero Fund Commission, page
410
Student Model: Letter of Opinion, 260–261;
Student Model: Letter of Request, 262;
Feature Assignment: Letter of Request,
263; Business Letter, R14; Friendly Letter,
R15
Writing to Sources: Persuasive Letter
The Myth of the Outlaw
Ruth M. Hamel, page 416
Argumentative Essays, 18; Persuasion,
170–171; Feature Assignment: Op-Ed
Piece, 172–173, 174–177, 178–181, 182–
183, 184–187, 188–189, 190; Writing for
Assessment: Persuasive Writing, 194–195
Writing to Sources: Argumentative Essay
The Real Story of a Cowboy's Life
Geoffrey C. Ward, page 420
Argumentative Essays, 18; Feature
Assignment: Op-Ed Piece, 172–190; Writing
for Assessment: Persuasive Writing, 194–
195
Writing to Sources: Argumentative Essay
After Twenty Years, page 426
Writing to Sources: Narrative Text: Fictional
Character
Harriet Tubman, page 432
Writing to Sources: Narrative Text: Fictional
Character
Feature Assignment: Short Story, 92–112;
21st Century Learning: Make a Sci-Fi film
Trailer, 113; Writing for Media: Create a
Dramatic Scene, 114–115; Writing for
Assessment: Short Story, 116–117
Diaries, 10, 67; Blogs, 9, 24, 67, 199, R7;
Writing for Assessment: Short Story, 116–
117
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Harriet Tubman Wanted Poster, page
436
Argumentative Essays, 18; Persuasion,
170–171; Feature Assignment: Op-Ed
Piece, 172–173, 174–177, 178–181, 182–
183, 184–187, 188–189, 190; Writing for
Assessment: Persuasive Writing, 194–195
Writing to Sources: Argumentative Essay
Common Core Assessment Synthesis
Writing: Fictional Narrative, page 439
Feature Assignment: Short Story, 92–112;
21st Century Learning: Make a Sci-Fi film
Trailer, 113; Writing for Media: Create a
Dramatic Scene, 114–115; Writing for
Assessment: Short Story, 116–117
Writing to Sources: Expository Essay, page
440
Feature Assignment: Compare-andContrast Essay, 146–164; Review of a
Short Story, 198–216; Writing for
Assessment: Interpretative Response, 220–
221
Unit 4: Do others see us more clearly than we see ourselves?
Part 1 Setting Expectations
from Sorry, Wrong Number
Argumentative Essays, 18; Arguments in
Lucille Fletcher, page 449
Persuasive Essays, 172, 174, 180
from Dragonwings
Laurence Yep, page 453
Review of a Short Story, 198–216; Writing
for Assessment: Interpretative Response,
220–221
from Dragonwings
Laurence Yep, page 455
Writing Model: Argument
Writing to Sources: Explanatory Essay
Part 2 Text Analysis Guided Exploration
A Christmas Carol: Scrooge and Marley,
Act 1
Israel Horovitz, page 468
Conventions: Prepositions and Prepositional
Phrases
Writing to Sources: Letter
Prepositions, 345–354; Prepositional
Phrases, 398–404
Feature Assignments: Letters, 256–263;
Business Letter, R14; Friendly Letter, R15
A Christmas Carol: Scrooge and Marley,
Act 2
Israel Horovitz, page 502
Using Appositives and Appositive Phrases,
405–406, 563; Commas and Appositives,
279, 283, 563, 566
Conventions: Appositives and Appositive
Phrases
Writing to Sources: Tribute
For related material see: Writing for
Assessment: Interpretative Response, 220–
221; Speeches, R30
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Zoos: Joys or Jails?
Rachel F., page 539
Kid Territory: Why Do We Need Zoos?
San Diego Zoo Staff, page 541
Prentice Hall Writing Coach
Grade 7, ©2012
Editorials, 18, 173; Feature Assignment:
Op-Ed Piece, 172–173, 174–177, 178–181,
182–183, 184–187, 188–189, 190
Writing to Sources: Timed Writing: Editorial
Writing Process
Argument: Review of a Short Story, page
548
Conventions: Revising Sentences using
Participles
Prepositional Phrases
Appositive Phrases
Part 3 Text Sets Developing Insight
The Monsters Are Due on Maple Street
Rod Serling, page 564
Conventions: Prepositions and Prepositional
Phrases
End Punctuation
Writing to Sources: Argumentative Essay
All Summer in a Day
Ray Bradbury, page 588
Writing to Sources: Informational Text:
News Report
Joseph R. McCarthy, page 598
Writing to Sources: Argumentative Essay
The Salem Witch Trials of 1692
The Salem Witch Museum, page 604
Writing to Sources: Informational Text:
Expository Essay
Response to Literature, 196–197; Feature
Assignment: Review of a Short Story, 200–
201, 202–203, 204–207, 208–209, 210–
213, 214–215, 216; Writing for
Assessment: Interpretative Response, 220–
221
Participles/Participial Phrases, 407–408,
409–410
Prepositional Phrases, 398–404
Appositive Phrases, 405–406, 563
Prepositions, 345–354; Prepositional
Phrases, 398–404
Punctuation: End Marks, 552–555
Argumentative Essays, 18; Persuasion,
170–171; Feature Assignment: Op-Ed
Piece, 172–173, 174–177, 178–181, 182–
183, 184–187, 188–189, 190; Writing for
Assessment: Persuasive Writing, 194–195
Newspaper Articles, 17, 147; also see:
Write a Press Conference Script, 249–250;
Research Plan, 254–255
Argumentative Essays, 18; Persuasion,
170–171; Feature Assignment: Op-Ed
Piece, 172–173, 174–177, 178–181, 182–
183, 184–187, 188–189, 190; Writing for
Assessment: Persuasive Writing, 194–195
Feature Assignment: Informational
Research Report, 224–225, 226–229, 230–
237, 238–241, 242–245, 246–247, 248
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Herd Mentality? The Freakonomics of
Boarding a Bus
Stephen J. Dubner, page 608
Prentice Hall Writing Coach
Grade 7, ©2012
Assignment: Personal Narrative, 66–67,
68–69, 70–71, 72–75, 76–77, 78–81, 82–
83, 84
Writing to Sources: Autobiographical
Narrative
Follow the Leader: Democracy in Herd
Mentality
Michael Shirber, page 614
Argumentative Essays, 18; Op-Ed Piece,
172–190; Writing for Assessment:
Persuasive Writing, 194–195
Writing to Sources: Argumentative Essay
Martin Luther King, Jr. Memorial, page 620
Writing to Sources: Argumentative Essay
Common Core Assessment Synthesis
Writing: Autobiographical Narrative, page
623
Writing to Sources: Argumentative Essay,
page 624
Argumentative Essays, 18; Arguments,
172, 174, 180
Assignment: Personal Narrative, 66–67,
68–69, 70–71, 72–75, 76–77, 78–81, 82–
83, 84
Argumentative Essays, 18; Op-Ed Piece,
172–190; Writing for Assessment:
Persuasive Writing, 194–195
Unit 5: Community or individual—which is more important?
Part 1 Setting Expectations
The Travelers and The Bear from
Feature Assignment: Informational
Aesop’s Fables
Research Report, 224–248; also see:
Jerry Pinkney, page 633
Review of a Short Story, 198–216; Writing
for Assessment: Interpretative Response,
Grasshopper Logic
220–221
Jon Scieszka and Lane Smith, page 636
The Other Frog Prince
Jon Scieszka and Lane Smith, page 636
Duckbilled Platypus vs. BeefSnakStik
Jon Scieszka and Lane Smith, page 636
Writing Model: Explanatory Text
Writing to Sources: Explanatory Essay
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Part 2 Text Analysis Guided Exploration
Demeter and Persephone
Anne Terry White, page 648
Infinitive Phrases, 412, 414; Gerund
Phrases, 411, 413
Conventions: Infinitive Phrases and Gerund
Phrases
Writing to Sources: Myth
Myths, 12, 93. For related material see:
Short Story: Science Fiction, 92–112
Popocatepetl and Ixtlaccihuatl
Juliet Piggott Wood, page 660
Punctuation: End Marks, 552–555;
Commas, 556–570; Semicolons and Colons,
571–576; Quotation Marks, Underlining,
and Italics, 577–588; Hyphens, 589–594;
Apostrophes, 595–599; Parentheses and
Brackets, 600–602; Ellipses and Dashes,
603–606
Conventions: Punctuation Marks
Writing to Sources: Description
Descriptive Essays, 14, 121
Sun and Moon in a Box
Alfonso Ortiz and Richard Erdoes, page 674
Conventions: Commas
Writing to Sources: Plot Summary
The People Could Fly
Virginia Hamilton, page 684
Conventions: Capitalization
Writing to Sources: Review
The Voyage from Tales from the
Odyssey
Mary Pope Osborne, page 694
To the Top of Everest
Samantha Larson, page 698
Punctuation: Commas, 556–570
Plot in Personal Narratives, 66, 68-69, 7477, 80
Capitalization, 607–630
Review of a Short Story, 198–216; Writing
for Media: Write a Movie Review, 218–219
Response to Literature, 196–197; Review of
a Short Story, 198–216; Writing for
Assessment: Interpretative Response, 220–
221; also see: Theme, 92, 102, 104, 108
Writing to Sources: Timed Writing:
Explanatory Essay
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Writing Process
Explanatory Text: Cause-and-Effect Essay,
page 712
Conventions: Commas and Other
Punctuation Marks
Capitalization
Part 3 Text Sets Developing Insight
My First Free Summer
Julia Alvarez, page 728
Conventions: Punctuation Marks
Adverbial Clauses
Writing to Sources: Informative Text:
Comparison-and-Contrast Essay
Prentice Hall Writing Coach
Grade 7, ©2012
Cause-and-Effect Essays, 15, 147; also
see: Writing for Assessment: Expository
Writing, 168–169
Punctuation: End Marks, 552–555;
Commas, 556–570; Semicolons and Colons,
571–576; Quotation Marks, Underlining,
and Italics, 577–588; Hyphens, 589–594;
Apostrophes, 595–599; Parentheses and
Brackets, 600–602; Ellipses and Dashes,
603–606
Capitalization, 607–630
Punctuation: End Marks, 552–555;
Commas, 556–570; Semicolons and Colons,
571–576; Quotation Marks, Underlining,
and Italics, 577–588; Hyphens, 589–594;
Apostrophes, 595–599; Parentheses and
Brackets, 600–602; Ellipses and Dashes,
603–606
Feature Assignment: Compare-andContrast Essay, 146–164; Review of a
Short Story, 198–216; Writing for
Assessment: Interpretative Response, 220–
221
How I Learned English
Gregory Djanikian, page 736
Writing to Sources: Autobiographical
Narrative
Assignment: Personal Narrative, 66–67,
68–69, 70–71, 72–75, 76–77, 78–81, 82–
83, 84
mk
Jean Fritz, page 740
Writing to Sources: Comparison-andContrast Essay
Feature Assignment: Compare-andContrast Essay, 146–164; Review of a
Short Story, 198–216; Writing for
Assessment: Interpretative Response, 220–
221
Discovering a Paper Son
Byron Yee, page 752
Expository Writing, 168–169; Review of a
Short Story, 198–216; Writing for
Assessment: Interpretative Response,
220–221
Writing to Sources: Informative Text:
Expository Essay
16
A Correlation of Prentice Hall Writing Coach, Grade 7, ©2012
to Pearson Common Core Literature, Grade 7, ©2015
Pearson Common Core Literature
Grade 7, ©2015
from Grandpa and the Statue
Arthur Miller, page 756
Prentice Hall Writing Coach
Grade 7, ©2012
Writing to Sources: Expository Essay
Writing for Assessment: Expository Writing,
168–169; Review of a Short Story, 198–
216; Writing for Assessment: Interpretative
Response, 220–221
Melting Pot
Anna Quindlen, page 764
Problem-and-Solution Chart, R26; Problemand-Solution Essays, 16, 147
Writing to Sources: Argumentative Text:
Problem-and-Solution Essay
Census Data on Immigration
US Dept. of Homeland Security, page 770
Writing to Sources: Narrative Text: Short
Story
Common Core Assessment Synthesis
Writing: Autobiographical Narrative, page
773
Writing to Sources: Informative Essay,
page 774
Feature Assignment: Short Story: Science
Fiction, 93–112; Writing Assignment: Short
Story, 116–117
Assignment: Personal Narrative, 66–67,
68–69, 70–71, 72–75, 76–77, 78–81, 82–
83, 84
Feature Assignment: Compare-andContrast Essay, 146–164; Review of a
Short Story, 198–216; Writing for
Assessment: Interpretative Response, 220–
221; also see: Characters, 66, 74–75, 80,
92, 95, 114
17