A Correlation of
Prentice Hall
Writing Coach ©2012
To
Pearson
Common Core Literature ©2015
Grade 9
A Correlation of Prentice Hall Writing Coach, Grade 9 ©2012 to Pearson Common Core Literature, Grade 9, ©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 9 ©2012 to Pearson Common Core Literature, Grade 9, ©2015 Table of Contents Unit 1: Is conflict necessary? ................................................................................. 4 Unit 2: Is knowledge the same as understanding? ................................................. 8 Unit 3: How does communication change us?....................................................... 11 Unit 4: Do our differences define us? ................................................................... 15 Unit 5: Do heroes have responsibilities? .............................................................. 18
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A Correlation of Prentice Hall Writing Coach, Grade 9 ©2012 to Pearson Common Core Literature, Grade 9, ©2015 Pearson Common Core Literature ©2015 Grade 9
Prentice Hall Writing Coach ©2012 Grade 9
GRADE 9 Unit 1: Is conflict necessary? Part 1 Setting Expectations Old Man at the Bridge Ernest Hemingway, page 8
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255
The Jade Peony Wayson Choy, page 9 Writing Model: Argumentative Essay Write: Essay
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
Part 2 Text Analysis Guided Exploration The Most Dangerous Game Richard Connell, page 24
Parts of Speech: nouns and pronouns, 294– 307, verbs, 308–314, adjectives and adverbs, 315–324, prepositions, conjunctions, and interjections, 325–331, words as different parts of speech, 332–334
Conventions: Parts of Speech Writing to Sources: Comparison-andContrast Essay
Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199 Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108
The Gift of the Magi O. Henry, page 52
Verb tenses, revising for consistency, 284; also see: Verb tenses, 188–189, 364, 424– 454, 460–462, 461, 463–464, 464
Conventions: Verb Tenses Writing to Sources: News Report
Newspaper articles, 17, 147; Newscast, problem–solution, 165; also see: Newspaper titles, 602
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Rules of the Game Amy Tan, page 64
Response to Literature, 196–197; Forms of Interpretive Response, 198–199
Conventions: Subjects and Predicates Writing to Sources: Written Presentation
Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108 Subjects and Predicates, 336–338; Predicate nominatives, 347, 350–351, 468, 470
The Cask of Amontillado Edgar Allan Poe, page 82
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
Conventions: Active and Passive Voice Writing to Sources: Critique
Active and Passive Voice, 460–464 Comparing Texts Checkouts Cynthia Rylant, page 96
Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108
The Girl Who Can Ama Ata Aidoo, page 100
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
Writing to Sources: Timed Writing: Explanatory Essay
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A Correlation of Prentice Hall Writing Coach, Grade 9 ©2012 to Pearson Common Core Literature, Grade 9, ©2015 Pearson Common Core Literature ©2015 Grade 9
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Writing Process Argument: Response to Literature
Verb tenses, revising for consistent , 284; also see: Verb tenses, 188–189, 364, 424– 454, 460–462, 461, 463–464, 464
Conventions: Verb Tenses Using Quotations Writing to Sources: Argument: Response to Literature
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Quotations, 235, 240, 251, 265, 278, 547, 549, 586, 595–606, 622; also see: Document supporting quotations (research writing), 228, 238, 244, 246, 253
Part 3 Text Set Developing Insight The Scarlet Ibis James Hurst, page 128
Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199; also see: Comparison, degrees of, 508–510, 511–512
Conventions: Verb Tenses Transitional Words Writing to Sources: Informative Text: Comparison-and-Contrast Essay
Verb tenses, revising for consistent , 284; also see: Verb tenses, 188–189, 364, 424– 454, 460–462, 461, 463–464, 464 Transitional expressions, 589–590
Much madness is divinest sense Emily Dickinson, page 144
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
Writing to Sources: Argumentative Text: Response My English Julia Alvarez, page 146
Writing for Assessment: Expository Writing, 168–169
Writing to Sources: Informational Text: Essay
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The Case for Fitting In David Berreby, page 156
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
Writing to Sources: Argumentative Essay
from The Geeks Shall Inherit the Earth Alexandra Robbins, page 162 Writing to Sources: Argumentative Text: Position Paper
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
from Blue Nines and Red Words from Born on a Blue Day Daniel Tammet, page 168
Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–83, 84, 85, 86–87, 88–89
Writing to Sources: Narrative Text: Autobiographical Narrative from The New Yorker , page 178
Fiction Narration, 90–93, 94–97, 98–99, 100–103, 104–105, 106–109, 110–111, 112, 113, 114–115; Writing for Assessment: Short Story, 116–117
Writing to Sources: Narrative Text: Short Story Common Core Assessment Synthesis Writing: Autobiographical Narrative, page 181
Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89
Writing to Sources: Argumentative Essay, page 182
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
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Unit 2: Is knowledge the same as understanding? Part 1 Setting Expectations I am an American Day Address Rhetorical devices / techniques, 54–55, 77, Learned Hand, page 191 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30; Before Hip-Hop was Hip-Hop also see: Persuasion: Editorial, 170–173, Rebecca Walker, page 194 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing Model: Explanatory Essay Writing For Assessment: Persuasive, 194– Write: Essay 195 Writing for Assessment: Interpretative Response, 220–221 Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216 Part 2 Text Analysis Guided Exploration On Summer Lorraine Hansberry, page 208
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
Conventions: Direct and Indirect Objects Writing to Sources: Analysis
Direct objects, 347–348, 352; Indirect objects, 347, 349, 353 The News Neil Postman, page 218
Exposition: Problem-and-Solution Essay, 144–147, 148–149, 150–151, 152–155, 156–157, 158–161, 162–163, 164, 164, 166–167, 168–169
Conventions: Predicate Nominatives and Predicate Adjectives Writing to Sources: Expository Essay
Predicate adjectives an nominatives, 347, 350–351, 357, 359, 405
Libraries Face Sad Chapter Pete Hamill, page 232
Try It! Summarize, 227; Summarize sources, 234; Take notes (paraphrase, summarize), 251; also see: Main idea of a text (going beyond summary), 198, 200, 209, 221
Conventions: Colons, Semicolons, Ellipsis Points Writing to Sources: Abstract
Semicolons, 589–591; Colons, 592–594; Dashes, 624, 625–626, 628; Using the Ellipsis, 624
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I Have a Dream Martin Luther King, Jr., page 242
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
Conventions: Independent and Dependent Clauses Writing to Sources: Proposal
Independent and subordinate clauses, 375– 376, 379, 380 Comparing Texts from Silent Spring Rachel Carson, page 254
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
If I Forget Thee, Oh Earth… Arthur C. Clarke, page 258 Writing to Sources: Timed Writing: Reflective Essay Writing Process Explanatory Text: Cause-and-Effect Essay
Cause–and–effect essays, 15, 147
Conventions: Subject-Verb Agreement Punctuation Marks Dependent and Independent Clauses Writing to Sources: Exposition: Cause-andEffect Essay
Punctuation, 82–83, 214–215, 247, 253, 257, 287, 287, 398, 399, 400, 403, 407, 410, 565–580, 597, 598, 621 Independent and subordinate clauses, 375– 376, 379, 380 Subject-Verb Agreement, 480–494
Part 3 Text Set Developing Insight First Inaugural Address Franklin Delano Roosevelt, page 284
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
Conventions: Predicate Nominatives Ellipsis Points Writing to Sources: Argumentative Text: Persuasive Essay
Predicate nominatives, 347, 350–351, 357, 359, 405 Using the Ellipsis, 624
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from Nothing to Fear Alan Axelrod, page 294
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
Writing to Sources: Argumentative Essay
from Americans in the Great Depression Eric Rauchway, page 298 Writing to Sources: Narrative Text: Fictional Narrative Women on the Breadlines Meridel Le Sueur, page 308 Writing to Sources: Explanatory Essay Bread Line, New York City, 1932 Dorothea Lange, page 318 Writing to Sources: Informative Text: Explanatory Caption Common Core Assessment Synthesis Writing: Reflective Essay, page 321
Writing to Sources: Expository Essay, page 322
Fiction Narration, 90–93, 94–97, 98–99, 100–103, 104–105, 106–109, 110–111, 112, 113, 114–115; Writing for Assessment: Short Story, 116–117 Exposition: Problem-and-Solution Essay, 144–147, 148–149, 150–151, 152–155, 156–157, 158–161, 162–163, 164, 164, 166–167, 168–169 Make Your Writing Count: Stage a ProblemSolution Newscast, 165; also see: Photographs, 241, 250
Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87; Writing for Assessment: Narrative Nonfiction, 88–89 Research Writing, 222–223, 226–229, 230– 237, 238–241, 242–245, 246–248, 249, 250–253, 254–255; also see: Exposition, 144–169
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Unit 3: How does communication change us? Part 1 Setting Expectations Barter Persuasion: Editorial, 170–173, 174–175, Sara Teasdale, page 331 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Uncoiling Assessment: Persuasive, 194–195; also Pat Mora, page 334 see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, A Voice 160, 209, 221, 255; Rhetorical language, Pat Mora, page 335 R30 Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
Writing Model: Argumentative Essay Write: Essay
Part 2 Text Analysis Guided Exploration Collection 1 Dream Deferred Langston Hughes, page 347
Poetry/description, 13–14, 120–121, 129, 135, 142–143
Dreams Langston Hughes, page 348
Prepositions and Prepositional Phrases, 325–327, 356–359
Sonnet on Love XIII Jean de Sponde, page 349 Meciendo/Rocking Gabriela Mistral, page 350 "Hope" is the thing with feathers Emily Dickinson, page 352 Conventions: Prepositions and Prepositional Phrases Writing to Sources: Description of a Scene
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Collection 2 The Bells Edgar Allan Poe, page 359
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Slam, Dunk, & Hook Yusef Komunyakaa, page 366
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
Jabberwocky Lewis Carroll, page 368
Verbals, 136–137; Verbal phrases, 364– 374
Analysis of Baseball May Swenson, page 364
Conventions: Participles and Participial Phrases Gerunds and Gerund Phrases Writing to Sources: Editorial Collection 3 Fifteen William Stafford, page 377
Poetry/description, 13–14, 120–121, 129, 135, 142–143
Casey at the Bat Ernest Lawrence Thayer, page 378
Appositive phrases, 356, 360–362, 363, 401
Twister Hits Houston Sandra Cisneros, page 381 The Raven Edgar Allan Poe, page 382 Conventions: Appositives and Absolute Phrases Writing to Sources: Description of the Scene
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Collection 4 The Road Not Taken Robert Frost, page 395 Macavity: The Mystery Cat T.S. Eliot, page 396 The Seven Ages of Man Shakespeare, page 398
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Free Verse Poem or Ballad, 122–123, 124– 125, 126–129, 130–131, 132–135, 136– 137, 138; Writing for Assessment: Poetry, 142–143 Infinitives and Infinitive Phrases, 370–371, 373–374
We never know how high we are-Emily Dickinson, page 400 Conventions: Infinitives and Infinitive Phrases Writing to Sources: Poem Comparing Texts I Hear America Singing Walt Whitman, page 406 Three Haiku Basho, Chiyojo, page 407 Women Alice Walker, page 408 Sonnet 30 Shakespeare, page 410
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Compare–and–contrast essays, 15, 20, 147; Comparing writings: ballad/free verse poems, 122
Writing to Sources: Timed Writing: Explanatory Essay Writing Process Argument: Problem-and-Solution Essay Conventions: Revising to Combine Choppy Sentences Appositive and Absolute Phrases Infinitives Writing to Sources: Argument: Problemand-Solution Essay
Problem–solution essays, 150–151, 152– 155, 156–157, 158–161, 162–163, 164; Make Your Writing Count: Stage a ProblemSolution Newscast, 165 Sentences, combining, 49, 400–401, 402– 403 Appositive phrases, 356, 360–362, 363, 401 Infinitives and Infinitive Phrases, 370–371, 373–374
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Part 3 Text Set Developing Insight The Assassination of John F. Kennedy Gwendolyn Brooks, page 432 Instead of an Elegy G. S. Fraser, page 434 Conventions: Prepositional Phrases Using Line Breaks in Quotations from Poetry Writing to Sources: Expository Essay
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Prepositions and Prepositional Phrases, 325–327, 356–359 Quotations, responses to literature, 20, 200, 201, 221
from A White House Diary Lady Bird Johnson, page 440 Writing to Sources: Argumentative Text: Character Analysis
Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108 Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
American History Judith Ortiz Cofer, page 448 Writing to Sources: Informational Text: Analytical essay
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108
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Address Before a Joint Session of the Congress Lyndon Johnson, page 460 Writing to Sources: Narrative text: Historical Narrative
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Biographical narratives, 9, 67; Biographical profiles, 225; Biographical description, R8 Historical fiction, 11, 93; Historical period, 97; Historical reports, 225; Historical present tense, 439 Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89
Images of a Tragedy, page 468 Writing to Sources: Informational Text: Magazine Article
Common Core Assessment Synthesis Writing: Memoir, page 473
Writing: Argumentative Essay, page 472
Unit 4: Do our differences define us? Part 1 Setting Expectations from The Glass Menagerie Tennessee Williams, page 483 The Inspector-General Anton Chekov, page 487 Writing Model: Explanatory Essay Writing to Sources: Explanatory Essay
Newspaper articles, 17, 147; Newscast, problem–solution, 165; also see: Newspaper titles, 602 Magazine articles, 17, 147, 236; also see: Print resources: Magazines, 562, 593, 602 Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89 Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
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Part 2 Text Analysis Guided Exploration The Tragedy of Romeo and Juliet, Act I Shakespeare, page 508 The Tragedy of Romeo and Juliet, Act II Shakespeare, page 536 The Tragedy of Romeo and Juliet, Act III Shakespeare, page 564 The Tragedy of Romeo and Juliet, Act IV Shakespeare, page 596 The Tragedy of Romeo and Juliet, Act V Shakespeare, page 616
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30 Parallelism, 282, 415–417, 420, 422
Conventions: Parallelism Writing to Sources: Editorial Persuasive Letter Persuasive Speech Comparing Texts Pyrammus and Thisbe Ovid, page 640 from A Midsummer Night's Dream Shakespeare, page 644 Writing to Sources: Timed Writing: Explanatory Essay
Writing Process Informative Text: Comparison-and-Contrast Essay Conventions: Combining Sentences With Phrases Getting Organized Writing to Sources: Exposition: Comparison-and-Contrast Essay
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108 Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199; also see: Comparison, degrees of, 508–510, 511–512 Participial phrases, combining sentences with, 366, 367
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Part 3 Text Set Developing Insight from The Importance of Being Earnest Oscar Wilde, page 674 Conventions: Parallelism Block Quotations Writing to Sources: Informative Text: Character Analysis
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Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Characterization, 66, 204; also see: Characters, interesting / believable, 9, 11, 68, 71, 75, 80, 83, 89, 92, 94, 99, 102, 105, 109, 114–115, 117, 143; Characters' actions, results of, 108 Parallelism, 282, 415–417, 420, 422 Quotations, colons introducing, 592
The Necklace Guy de Maupassant, page 686 Writing to Sources: Expository Essay
New Directions Maya Angelou, page 696
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
Writing to Sources: Argumentative Text: Advice Column
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
from Fragile Self-Worth Tim Kasser, page 702
Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216
Writing to Sources: Argumentative Text: Critical Response
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195
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My Possessions, Myself Russell Belk, page 710
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
Writing to Sources: Argumentative Text: Persuasive Essay
from The New Yorker, page 716
Fiction Narration, 90–93, 94–97, 98–99, 100–103, 104–105, 106–109, 110–111, 112, 113, 114–115; Writing for Assessment: Short Story, 116–117
Writing to Sources: Narrative Text: Short Story Common Core Assessment Synthesis Writing: Personal Narrative, page 719
Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89
Writing to Sources: Informative Essay, page 720
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125
Unit 5: Do heroes have responsibilities? Part 1 Setting Expectations Sally Ann Thunder Ann Whirlwind Crockett Caron Lee Cohen, page 729 Pecos Bill: The Cyclone Harold Felton, page 733 Writing Model: Argumentative Essay Write: Informative Essay
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
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Part 2 Text Analysis Guided Exploration The Odyssey, Part 1 Homer, page 756 Conventions: Simple and Compound Sentences Writing to Sources: Retelling
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Basic Sentence Parts, 335, 336–342, 343– 346, 347–356; Four Functions of a Sentence, 398–399; Sentence Combining, 400–403; Varying Sentence Length, 404– 406
The Odyssey, Part 2 Homer, page 800
Biographical narratives, 9, 67; Biographical profiles, 225; Biographical description, R8
Conventions: Complex and CompoundComplex Sentences Writing to Sources: Biography
Historical fiction, 11, 93; Historical period, 97; Historical reports, 225; Historical present tense, 439 Compound sentences, 49, 392, 571; Compound–complex sentences, 82, 392, 393, 394
Comparing Texts An Ancient Gesture Edna St. Vincent Millay, page 830 Siren Song Margaret Atwood, page 832 Prologue and Epilogue from The Odyssey Derek Walcott, page 834 Ithaca Constantine Cavafy, page 836
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199; also see: Comparison, degrees of, 508–510, 511–512
Writing to Sources: Timed Writing: Explanatory Essay
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Writing Process Narrative: Autobiographical Narrative Conventions: Using Adverb Clauses Types of Sentences Writing to Sources: Narration: Autobiographical Narrative Part 3 Text Set Developing Insight from The Ramayana R.K. Narayan, page 860 Conventions: Simple and Compound Sentences Varied Sentence Structure Prepositional Phrases Writing to Sources: Informative Text: Comparison-and-Contrast Essay
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Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89
Compare–and–contrast essays, 15, 20, 147; Comparison essays, 199; also see: Comparison, degrees of, 508–510, 511–512 Basic Sentence Parts, 335, 336–342, 343– 346, 347–356; Four Functions of a Sentence, 398–399; Sentence Combining, 400–403; Varying Sentence Length, 404– 406 Prepositions and Prepositional Phrases, 325–327, 356–359
Perseus Edith Hamilton, page 868 Writing to Sources: Argumentative Text: Response to Literature The Washwoman I.B. Singer, page 878 Writing to Sources: Narrative Test: Short Story from The Hero’s Adventure Joseph Campbell/Bill Moyers, page 886 Writing to Sources: Argumentative Text: Persuasive Essay
Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Fiction Narration, 90–93, 94–97, 98–99, 100–103, 104–105, 106–109, 110–111, 112, 113, 114–115; Writing for Assessment: Short Story, 116–117 Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
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from My Hero's Hero Elie Wiesel, page 892 Writing to Sources: Explanatory Text: Definition Essay Of Altruism, Heroism, and Nature's Gifts in the Face of Terror Natalie Angier, page 898 Writing to Sources: Informative Text: Article or Blog Post
American Blood Donation Executive Healthcare Management Magazine, page 904 Common Core Assessment Synthesis Writing: Reflective Essay, page 907
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Response to Literature, 196–197; Forms of Interpretive Response, 198–199; Letter to an Author, 202–203, 204–216; also see: Fiction and Poetry: Learn From Experience, 94–97, 122–123; Use a Reader’s / Writer’s Eyes, 98–99, 124–125 Blogs, R7, 9 Newspaper articles, 17, 147; Newscast, problem–solution, 165; also see: Newspaper titles, 602 Magazine articles, 17, 147, 236; also see: Print resources: Magazines, 562, 593, 602 Magazine articles, 17, 147, 236; also see: Print resources: Magazines, 562, 593, 602
Biographical narratives, 9, 67; Biographical profiles, 225; Biographical description, R8 Autobiographical Narrative, 64–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–883, 84, 85, 86–87, 88–89
Writing to Sources: Argumentative Essay, page 908
Persuasion: Editorial, 170–173, 174–175, 176–177, 178–181, 182–183, 184–187, 188–189, 190, 191, 192–193; Writing For Assessment: Persuasive, 194–195; also see: Rhetorical devices / techniques, 54– 55, 77, 89, 105, 131, 143, 146, 151, 156, 160, 209, 221, 255; Rhetorical language, R30
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