Grade 12 Prentice Hall - Pearson Education

Prentice Hall Writing and Grammar, Grade 12, 8th Edition © 2008

C O R R E L A T E D T O

West Virginia Generic Evaluation Criteria for English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) and

Specific Evaluation Criteria for Composition and GrammarGrade 12

G r a d e 1 2

INSTRUCTIONAL MATERIALS ADOPTION PUBLISHER: Pearson Prentice Hall SUBJECT: Language ArtsSPECIFIC GRADE: 12 COURSE: Composition and Grammar TITLE: Prentice Hall Writing and Grammar, 8E COPYRIGHT DATE: 2008 SE ISBN: 0132009676 TE ISBN: 0132009765

GENERIC EVALUATION CRITERIA GROUP II – 2008-2014

English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12

R-E-S-P-O-N-S-E Yes No N/A

CRITERIA

NOTES

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).

Models from literature are used to provide exemplars of writing genres for students as they begin their own papers. These literature models are by writers from a wide variety of backgrounds and deal with diverse themes. Titles include the following: From An American Childhood by Annie Dillard, pp. 50–53 ”The Man Who Shouted Teresa,” by Italo Calvino, pp. 76–77 From “Blindness” by Jorge Luis Borges, pp. 100–101 From The Mother Tongue by Bill Bryson, pp. 248–251 ”Meanings,” by Eavan Boland, pp. 308–309 For visual representations of diversity, see, e.g., pp. 2, 5, 6, 35, 39, 50, 122 Also see: Spotlight on the Humanities: cultural history through the arts (Greek drama), 44, media portrayals of a character (film—Throne of Blood), 70, recognizing inspirations for art (film—A Room with a View), 242, examining messages in film (Grand

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Illusion), 270, examining various media (music—tone poems), 326, understanding history through media (photography—Edward S. Curtis), 344, comparing art forms (film—Luis Buñuel), 360

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).

Models from literature are used to provide exemplars of writing genres for students as they begin their own papers. These literature models are by writers from a wide variety of backgrounds and deal with diverse themes. Titles include the following: ”The Man Who Shouted Teresa,” by Italo Calvino, pp. 76–77 From “Blindness” by Jorge Luis Borges, pp. 100–101 From Woman’s Right to Suffrage by Susan B. Anthony, pp. 124–125 “Semester at Sea,” p. 150 From The Mother Tongue by Bill Bryson, pp. 248–251 ”Football at the Turn of the Twentieth Century,” by Matthew Kachur, pp. 276–277 ”Meanings,” by Eavan Boland, pp. 308–309 Student Models are also used to provide exemplars. Titles include the following: “Why Swing Is Here to Stay” by Carl Byers, pp. 210–211 “Youths Offer a Helping Hand” by Tameeka Mitchem, pp. 267–268 Spotlight on the Humanities: media portrayals of a character (film—Throne of Blood), 70, making connections in the arts (Theater—Noel Coward), 94, appreciating the arts (Patron of the Arts—Isabella Gardner), 144, recognizing connections (film--Camille), 164, connecting themes in the arts (film--Pygmalion), 190, recognizing inspirations for art (film—A Room with a View), 242, recognizing art forms (theater—Agnes de Mille), 302 For visual representations of opportunity, heritage, and achievement, see pp. 122, 150, 218, 348, 371, 379, 400, 429, 483, 518, 522, 525, 875, 883

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GROUP II – 2008-2014

English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12

(IMR Committee) Responses (Vendor/Publisher)

SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT 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

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A. Learning Skills Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 778–797) Chapter 30: Reading Skills (pp. 824–843) Chapter 31: Study, Reference, and Test-Taking Skills, (pp. 846–869) Chapter 32: Workplace Skills and Competencies (pp. 872–883) Also see: Rubric for Self-Assessment/Reflecting on Your Writing, 23, 65, 89, 114, 139, 160, 186, 209, 266, 296, 322 Problem and Solution Essay, 218–219, 220–223, 224–227, 228–229, 230–234, 235, 236–239

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these

21 Century Tools

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B. 21st Century Tools Media and Technology Skills: word–processing, 9, building electronic portfolio, 25, conducting media survey, 45, conveying messages using visuals, 71, video adaptation, 95, 327, analyzing propaganda, 119, evaluating Internet advertising, 145, enhancing video, 165, comparing newspapers' editorial positions, 191, effect of media on perceptions of reality, 215, rating help resources, 243, filming a video documentary, 271, evaluating on-line resources, 303, computerized tests, 345, using business technology, 361; Electronic and Media References: electronic resources (Technology Tip, side column), 284, electronic texts, 843, electronic catalog and database searches, 851, 861, electronic map collections, 860, electronic and media references, 861; Internet: choosing user name for (Technology Tip, side column), 691, publishing research paper on, 296, reference aids on, 807, evaluating material on, 831, using, 862–863, Internet Research Handbook, 925–929; Workplace Skills and Competencies, Managing Time, 880, Managing Money, 881, Applying Computer Skills, 883

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 as e-learning, time management/calendar, collaboration tools)

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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 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 II – 2008-2014 English Language Arts (Composition, Grammar, Handwriting, Journalism and Speech) K-12

(IMR Committee) Responses

(Vendor/Publisher) SPECIFIC LOCATION OF

CONTENT WITHIN PRODUCT 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 provide students with the opportunity to

A. Multimedia

A wide range of technology resources support every aspect of the program. These include the following: Interactive Textbook (available online at www.pearsonsuccessnet.com or on CD-ROM) provides the same content as the textbook and in addition

1. Offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

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includes the following: • PH Online

Essay Scorer which provides instant holistic essay scoring along with revision opportunities and analytical feedback

• Interactive Writing and Grammar Exercises webcodes throughout the student edition (see, e.g., Internet Tip (side column), pp. 65, 89; More Practice (side column), pp. 371, 376) allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials

• Diagnostic Tests and Scoring Rubrics

Other multimedia resources include the following:

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• Teacher Express CD-ROM which contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization

• Examview Test Bank CD-ROM creates customizable tests, worksheets and study guides for print, LAN-based, and Internet-based tests

• Writers at Work DVD which includes in-depth interviews with authors who explain how they incorporate the writing process into their daily lives

See next standard for detailed

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explanation of Internet components of this program.

Interactive Textbook (available online at www.pearsonsuccessnet.com or on CD-ROM) provides the same content as the textbook and in addition includes the following: • Interactive

Writing and Grammar Exercises webcodes throughout the student edition (see, e.g., Internet Tip (side column), pp. 65, 89; More Practice (side column), pp. 371, 376) allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials

• PH Online Essay Scorer which provides

2. Provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.

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instant holistic essay scoring along with revision opportunities and analytical feedback


In the Teacher’s Edition, links to the Interactive Textbook can be found throughout the text, but for examples, please see pp. 2b, 12b, and 28b. Links can also be found in the student edition on, for example, pages 54, 287, and 589. For examples of online support, see http://phschool.com/atschool/writing_grammar/webcodes/program_page.html and following the links for each level of the program. In addition, the

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http://phschool.com/atschool/writing_grammar/webcodes/program_page.html





Prentice Hall Online Essay Scorer provides instant scoring and feedback for Topic Bank assignments in the Writing chapters and can be found at www.phsuccessnet.com as referenced in the Teacher’s Edition text on, for example, pp. 48b, 74b, and 98b

A wide range of technology resources support every aspect of the program. These include the following: Interactive Textbook (available online at www.pearsonsuccessnet.com or on CD-ROM) provides the same content as the textbook and in addition includes the following: • PH Online

Essay Scorer

3. Integrate technology into the curriculum.

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which provides instant holistic essay scoring along with revision opportunities and analytical feedback

• Interactive Writing and Grammar Exercises webcodes throughout the student edition (see, e.g., Internet Tip (side column), pp. 65, 89; More Practice (side column), pp. 371, 376) allow students to quickly access online grammar exercises, reviews, writing tools, and tutorials


Other multimedia resources include the following: • Teacher

Express CD-ROM which

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contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization

• Examview Test Bank CD-ROM, which creates customizable tests, worksheets and study guides for print, LAN-based, and Internet-based tests

• Writers at Work DVD which includes in-depth interviews with authors who explain how they incorporate the writing process into their daily lives

B. Scientifically-Based Research Strategies

The program emphasizes student awareness of a

1. Provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn diagrams and inverted pyramids.

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variety of learning strategies. In Chapter 32: Reading Skills the first section provides instruction in the use of graphic organizers (pp. 829–830). In addition, every writing lesson in the program introduces a variety of graphic organizers to reinforce the stages of the writing process. For examples please see Chapter 2: A Walk Through the Writing Process pages 15, 16, and 17, as well as examples from other writing chapters such as those found on pages 153, 176, and 213.

The Writer in You, 2–7; A Walk Through the Writing

2. Promote writing skills and study techniques .

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Process, 12–23; Autobiographical Writing, 48–68; Short Story, 74–91; Description, 98–116; Persuasion Speech, 122–141; Persuasion Advertisement, 148–161; Comparison-and Contrast Essay, 168–188; Cause-and-Effect Essay, 194–211; Problem and Solution Essay, 218–239; Research Documented Essay, 246–268; Research Paper, 274–299; Response to Literature, 306–324; Writing for Assessment, 330–341; Workplace Writing, 348–357; Connected Assignment: Email, 358–359 Also see, Chapter 31: Study, Reference, and Test-Taking Skills, pp. 846–869

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Varied teaching models and differentiated instruction can be found integrated throughout the text. Customizing for . . . teaching notes are integrated at point of use throughout the teacher’s edition. Examples include the following: • Customize for

ESL Students (pp. 81, 87)

• Customize for Linguistic Learners (p. 90)

• Customize for Spatial Learners (p. 93)

• Customize for Less Advanced Students (p. 97)

• Customize for Gifted and Talented Students (p. 525)

• Customize for Logical/

3. Present varied teaching models with emphasis on differentiated instruction in content, process and product.

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Mathematical Learners (p. 542)

Other examples of varied teaching models can be found in teaching notes such as those on pp. 49–68 of the teacher’s edition, including Interest Grabber and Activating Prior Knowledge, p. 49, Reading\Writing Connection and Step-by-Step Teaching Guide, p. 50, Teaching From the Model, p. 51, Integrating Workplace Skills and Integrating Vocabulary Skills, p. 52, Step-by-Step Teaching Guides, pp. 54–66, Teaching From the Final Draft, p. 67. In the teacher’s edition, the Time and Resource Manager that introduces every chapter of the program (see, for example, pp. 48a-b, 274a-b,

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and 518a-b) includes an overview of and page list for the following: • In-depth

Lesson Plan • Accelerated

Lesson Plan • Options for

Adapting Lesson Plans

• Integrated Skills Coverage

• Meeting Individual Needs

• Block Scheduling

• Assessment Support



80% A=Adequate

80% M=Minimal


C. Critical Thinking

Questioning models are taught to students in a number of sections of the program. Chapter 30:

1 1. Emphasize questioning models to promote higher order thinking

skills based on Bloom’s Taxonomy.

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Reading Skills includes a section on Using Question-Answer Relationships (QAR) pp. 827–828); Reading Nonfiction Critically includes Questions for Testing Syllogisms, p. 833. In addition, the teacher’s edition includes a step-by-step developmental teaching guide for every chapter that includes notes/guides on each of the Bloom’s Taxonomy competencies as follows: • Knowledge:

Activate Prior Knowledge (see p. 49)

• Comprehension: Teaching From the Model (see p. 51)

• Application: guide for steps of the writing process as students write

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(see p. 57) • Analysis: Peer

Review notes (see p. 63)

• Synthesis: Integrating Speaking and Listening Skills (see p. 64)

• Evaluation: Assess and Close guide with notes (see p. 65)

Student-generated responses are integrated throughout the program. All the Writing and the Academic and Workplace Skills chapter and all Grammar section lessons begin with an Activate Prior Knowledge activity (see, for example, pp. 75 and 440). The Step-by-Step teaching guide not only bases lessons on student generated responses, but also suggests cooperative learning activities such as those found on p. 198,

2. Promote student-generated responses.

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Step-by-Step Teaching Guide: Prewriting: Scan a Newspaper or Magazine (see step 2) and p. 842, Step-by-Step Teaching Guide: Reading From Varied Sources (see step 2). In addition, all Writing chapters from Chapter 4 through Chapter 14 include peer review and shared response activities such as those found on student edition pp. 63 and 112. Students also generate reflective responses using the Reflecting on Your Writing and Rubric for Self-Assessment activities at the end of every genre-specific Writing chapter, including those found on pp. 186 and 209.

D. Life Skills

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Life skills are integrated throughout the program (see technology and writing references above), but there are two key chapters that exemplify this emphasis. The first is Chapter 32: Workplace Skills and Competencies (pp. 872–883) includes the following sections: • Working With

People • Moving Toward

Your Goals • Solving

Problems and with Creative Thinking

• Managing Time • Managing

Money • Applying Math

Skills • Applying

Computer Skills In addition, Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 778–797) includes the

1. 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).

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following sections: • Speaking in a

Group Discussion

• Speaking in Public

• Listening Critically

• Interpreting Maps and Graphs

• Viewing Information Media Critically

Reading skills are covered in Chapter 30: Reading, pp. 824–845, which includes the sections Reading Nonfiction Critically, pp. 831–836 and Reading From Varied Sources (including newspapers), pp. 842–843. Reference and research skills are covered in Chapter 31: Study, Reference, and Test-Taking Skills, which includes the section Reference Skills,

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pp. 850–863.

Habits of mind skills and metacognitive approaches are integrated throughout the program, but there are two key chapters that exemplify this emphasis. The first is Chapter 30: Reading Skills (pp. 824–843) includes the following sections: • Reading

Methods and Tools

• Reading Nonfiction Critically

• Reading from Varied Sources

The second is Chapter 31: Study, Reference, and Test-Taking Skills (pp. 846–864) includes the following sections: • Basic Study

Skills • Reference

Skills

2. Address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

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• Test-Taking Skills

Problem-solving and self-directional skills are covered in Chapter 32: Workplace Skills and Competencies, pp. 872–883, which includes the following sections: • Working With



Problems and with Creative Thinking



Skills • Applying

Computer Skills Communication skills are covered in Chapter 28: Speaking, Listening, Viewing, and Representing, pp. 779–785, which includes these sections.

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In addition, the varied teaching models mentioned above under B.3, General Evaluation Criteria: Scientifically Based Research Strategies, also serve to engage students in a variety of learning modalities and habits of thinking. For example, the Customize for . . . teaching notes include the following: • Customize for

ESL Students (p. 81, 87)




• Customize for Logical/ Mathematical Learners (p. 542)

• Customize for Gifted and Talented

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Students (p. 525)

E. Classroom Management

Opportunities for students to work in a wide variety of cooperative groups as well as independently are integrated into every lesson. The Step-by-Step teaching guide in the teacher’s edition suggests cooperative learning activities such as those found on pp. 227 (see step 3), p. 334 (see step 4), and 842 (see step 2). In addition, all Writing chapters from Chapter 4 through Chapter 14 include peer review and shared response activities, including those found on pp. 207 and 264. Independent learning opportunities appear throughout the

1. Include opportunities for large group, small group and independent learning.

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book; see, for example, Spotlight on the Humanities: Comparison-and-Contrast Writing Application, p. 190; Media and Technology Skills, p. 191. The Customize for . . . notes offer both individualized and group learning activities such as those found on the following pages: • Customize for

ESL Students (p. 87)

• Customize for Interpersonal Learners, p. 213

• Customize for Linguistic Learners, p. 239

In addition, the skills required for group work are covered in the following sections: Chapter 28: Speaking,

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Listening, Viewing, and Representing, Speaking and Listening Skills, pp. 779–785 Chapter 32: Workplace Skills and Competencies, Working with People, pp. 873–876

For professional support guidance and opportunities, see the Block Scheduling note on the Time and Resource Manager pages before each chapter of the teacher’s edition (examples on pp. 348b and 638b). Other classroom management suggestions listed in the Time and Resource Manager include: • In-depth

Lesson Plan • Accelerated



2. Provide classroom management suggestions.

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See for example pp. 348a and 638a. Other classroom management suggestions appear throughout the teacher’s edition in notes such as the Time and Resource Manager (see, for example, pp. 334 and 608), Ongoing Assessment (see, for example, pp. 335 and 589), and Step-by-Step Teaching (see, for example, pp. 334 and 588).

The Time and Resource Manager for each chapter (see, for example, pp. 438a-b and 584a-b) references the Customize for . . . differentiated instruction teaching notes and assessment opportunities as follows: • Meeting

Individual Needs

3. Provide suggestions for differentiated instruction (e.g., practice activities, learning stations, assessment, lesson plans).

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The Customize for . . . teaching notes themselves are integrated at point of use throughout the teacher’s edition. Examples include the following: • Customize for







Ongoing Assessment support references follow the development of each lesson through

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Diagnose, Monitor and Reinforce and Assess Mastery (see, for example, pp. 367, 370, and 384).

F. Instructional Materials

A variety of models and assignments give teachers and students a wealth of opportunities to explore writing, language, and reading skills using different styles and multiple intelligences. Every genre-specific writing chapter begins with a Model from Literature (see pp. 170–173 and 308–309), and then also includes a Student Work in Progress (see pp. 312, 314, 316, and 323–324). Spotlight on the Humanities activities such as those found on

1. Address varied learning styles and multiple intelligences of students by including models.

34

pp. 242 and 302 connect the written word to other artistic forms. Media and Technology Skills give students the opportunity to see how a variety of media also reflect the thinking and learning skills they are developing in other areas of the program (see, for example, pp. 243 and 327 ). The Customize for . . . teaching notes include options for supporting multiple intelligences as seen in the following examples: • Customize for

Linguistic Learners (p. 90)


• Customize for Gifted and Talented Students (p.

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525) • Customize for

Logical/ Mathematical Learners (p. 542)

The structure of the book is centered around students getting directly involved in all skills taught. For example, the first half of the book uses a series of writing assignments as lessons. Students are expected to develop skills as they create their own pieces of writing. See the following chapters as examples: Comparison-and-Contrast Essay, 168–188; Cause-and-Effect Essay, 194–211; Problem-and-Solution Essay, 218–239; Research: Documented Essay, 246–268; Research Paper, 274–299; Response to Literature, 306–324

2. Provide extensive and varied opportunities to practice skills.

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The next section of the book, on Grammar, Usage, and Mechanics, provides students with practice skills throughout as well, including exercises after key concepts (see, for example, pp. 484 and 525), section review exercises (see, for example, pp. 531 and 627). Similarly, each chapter in the Academic and Workplace Skills part of the book contains exercises in which students apply the skills taught; see, for example, pp. 795 and 805. Standardized Test Preparation Workshops are included at the end of all chapters (see, for example, pp. 618–619 and 760–761). A variety of extension activities provide additional practice and

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application of skills as follows: • Spotlight on

the Humanities activities such as those found on pp. 242 and 302 connect the written word to other artistic forms.

• Media and Technology Skills give students the opportunity to see how a variety of media also reflect the thinking and learning skills they are developing in other areas of the program (see, for example, pp. 243 and 327 ).

Additional practice opportunities can be found in these other program components: • Grammar Exercise Workbook • Daily Language Practice • Vocabulary and Spelling Practice

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Book • Academic and Workplace Skills Activity Book

Intervention strategies can be found in the Ongoing Assessment notes in the teacher’s edition; see, for example, Ongoing Assessment: Diagnose, p. 169; Ongoing Assessment: Monitor and Reinforce, pp. 170, 175, 179, 181; Ongoing Assessment: Prerequisite Skills, p. 182. The Time and Resource Manager (see, for example, pp. 438a-b and 584a-b) references the Customize for . . . teaching notes and assessment opportunities under the following heads: • Meeting

Individual Needs

• Assessment

3. Provide intervention, practice and enrichment materials.

39

Support The Customize for . . . teaching notes themselves are integrated at point of use throughout the teacher’s edition. Examples include the following: • Customize for







Additional practice and reteaching opportunities can be found in these other program components:

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• Grammar Exercise Workbook • Daily Language Practice • Vocabulary and Spelling Practice Book • Academic and Workplace Skills Activity Book Enrichment opportunities include the following: • Spotlight on the Humanities, pp. 8, 24, 44, 70, 94, 118, 144, 164, 190, 214, 242, 270, 302, 326, 344, 360. • Responding to Literature, pp. 55, 79, 103, 127, 151, 175, 199, 225, 253, 281, 311 • Responding to Fine Art, pp. 55, 79, 103, 127, 175, 199, 225, 253, 281, 311

Every writing chapter from Chapter 4 through Chapter

4. Provide exemplars of narrative, descriptive, informative and persuasive writing types.

41

14 begins with a Model from Literature (see, for example, pp. 170–173 and 308–309), and then also includes a Student Work in Progress (see, for example, pp. 314, 316, and 323). The writing chapters cover all the major genres of writing as follows: Autobiographical Writing, 48–68, including Model From Literature, pp. 50–53, and Student Model, pp. 66–68; Short Story, 74–91, including Model From Literature, pp. 76–77, and Student Model, pp. 90–91; Description, 98–116, including Model From Literature, pp. 100–101, and Student Model, pp. 115–116; Persuasion: Speech, 122–141, including Model From Literature, pp.

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124–125, and Student Model, pp. 140–141; Persuasion: Advertisement, 148–161, including Model From Literature, pp. 150, and Student Model, pp. 161; Comparison-and-Contrast Essay, 168–188, including Model From Literature, pp. 170–173, and Student Model, pp. 187–188; Cause-and-Effect Essay, 194–211, including Model From Literature, pp. 196–197, and Student Model, pp. 210–211; Problem-and-Solution Essay, 218–239, including Model From Literature, pp. 220–223, and Student Model, pp. 237–239; Research: Documented Essay, 246–268, including Model From Literature, pp. 248–251, and Student Model, pp. 267–268; Research Paper, 274–299,

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including Model From Literature, pp. 276–279, and Student Model, pp. 297–299; Response to Literature, 306–324, including Model From Literature, pp. 308–309, and Student Model, pp. 323–324; Writing for Assessment, 330–341, including Student Model, pp. 340–341; Workplace Writing, 348–357, including models on pp. 350, 352, 354, 356, 357; Connected Assignment: Email, 358



80% A=Adequate

80% M=Minimal


Each Writing chapter from Chapter 4 through Chapter 14 contains samples of a student’s revisions to a

5. Provide exemplars of editing/revision for writing.

44

work-in-progress, culminating in the Student Model: Final Draft. See, for example, Student Work in Progress models in Autobiographical Writing, pp. 61 and 63; in Short Story, p. 84; in Description, pp. 108, 110; in Persuasion: Persuasive Speech, pp. 133, 134; in Persuasion Advertisement, p. 157; in Exposition: Comparison-and-Contrast Essay, pp. 180 and 182; Exposition: Cause-and-Effect Essay, p. 205; Exposition: Problem-and-Solution Essay, pp. 230, 231, and 233; Research: Documented Essay, pp. 261 and 263; Research: Research Report, p. 291; and Response to Literature, p. 318. In addition, all Writing chapters

45

from Chapter 4 through Chapter 14 include peer review and shared response activities such as those found on pp. 207 and 264.

This standard is addressed by the student edition as a whole, which functions as an interactive Handbook of the English Language. Part 1 of the textbook, Writing, provides step-by-step instruction in the writing process. Part 2 of the textbook, entitled Grammar, Usage, and Mechanics, provides thorough coverage of the principles of grammar, usage, and mechanics. Chapters include (but are not limited to) the following: • The Parts of

Speech (pp. 366–407)

• Verb Usage (pp. 518–559)

6. include a Handbook of English Language within the text for writing support (grades 5-12) and a supplemental handbook for grades K-4.

46

• Miscellaneous Problems in Usage (pp. 638–661)

In addition, pages at the end of the program, starting on p. 918, include the following reference resources for students: • Citing Sources

and Preparing Manuscript (pp. 918–924)

• Commonly Overused Words (pp. 930–931)

• Commonly Misspelled Words (pp. 932–933)

• Abbreviations Guide (pp. 934–937)

• Proofreading Symbols (p. 938)

Both the writing chapters and the language/ grammar chapters are structured developmentally and thus can be easily presented

7. Continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

47

in both block and multi-day instructional plans. Each chapter is structured to allow in-depth instruction in the major concepts. In the teacher’s edition, In-depth Lesson Plans on the Time and Resources Manager pages for each chapter lay out a three to four day lesson plan for the chapter. See for example, pp. 48a, 366a, and 846a. Other planning materials on the Time and Resource Manager pages include the following (for examples, see pp. 48a–48b, 366a–366b, and 846a–846b): • Accelerated



• Integrated Skills Coverage

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• Meeting Individual Needs

• Block Scheduling


In addition, Teacher Express CD-ROM which contains lesson planning software, searchable and printable resources, and integrated teaching calendar for lesson organization can be used to save, edit, personalize, and schedule lesson plans.

As noted above under B.3, General Evaluation Criteria: Scientifically Based Research Strategies, the teacher’s edition includes a step-by-step developmental teaching guide for every chapter that includes notes/guides on each of the

8. Connect previously taught skills and strategies with new content and text.

49

Bloom’s Taxonomy competencies including prior knowledge: see, for example, Activate Prior Knowledge, pp. 75, 99, 368, 379, 386, 394, 779, and 801. Ongoing Assessment support references follow the development of each lesson from Diagnose through Monitor and Reinforce, Prerequisite Skills, and Assess Mastery (see, for example, pp. 367, 370, 376, and 377) so that teachers can track the flow of previously taught skills and strategies. In addition, each of the Grammar, Usage, and Mechanics chapters begins with a Diagnostic Test, the results of which guide the teacher through the sections of the

50

chapter (see, for example, pp. 479, 519, and 563) through Ongoing Assessment charts in the teacher’s edition (see, for example, teacher’s wrap on pp. 478–479, 518–519, and 562–563.

Both the writing chapters and the language/ grammar chapters are structured developmentally. Writing chapters focus on both general and specific strategies in several categories that repeat: • Prewriting pp.

54–57, 78–81, 102–105, 126–131, 151–154, 174–177, 198–201, 224–227, 252–256, 280–285, 310–314, 332–333, 351, 353, 355

• Drafting pp. 58–59, 82–83, 106–107, 132, 155, 178–179,

9. Cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

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202–203, 228–229, 257–258, 286–288, 315–316, 334–335, 351, 353, 355

• Revising pp. 60–63, 84–87, 108–112, 133–137, 156–158, 180–184, 204–207, 230–234, 259–264, 289–293, 317–320, 336–337, 351, 353, 355

• Editing 64, 88, 113, 138, 159, 185, 208, 235, 265, 294–295, 321, 338, 351, 353, 355

• Publishing and Presenting 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322, 339, 351, 353, 355

Within these repeated writing process stages are more specific sub-categories that also repeat in every lesson, providing students with both structure and variety in their approach to mastering their own writing. These sub-

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categories include, but are not limited to the following: • Choosing Your

Topic 54, 78, 102, 126, 151, 174, 198, 224, 252, 280, 310, 332

• Narrowing (or Evaluating) Your Topic 56, 80, 104, 128, 152, 176, 200, 226, 254, 282, 312, 333

• Gathering Details or Evidence 57, 81, 105, 130–131, 154, 177, 201, 227, 255–256, 283–285, 314

• Shaping Your Writing 58, 82, 106, 132, 155, 178, 202, 228, 257, 286, 315, 334

• Revising Overall Structure 60, 84, 108, 133, 156, 180, 204, 230, 259, 289, 317, 336

A range of learning strategies are also taught and

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summarized in several chapters that allow teachers to isolate specific approaches to learning and help students integrate them in other areas of the program and their lives. These chapters include: • Chapter 1: The

Writer in You (pp. 2–7)

• Chapter 2: A Walk Through the Writing Process (pp. 12–23)

• Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 778–797)

• Chapter 30: Reading Skills (pp. 824–843)

• Chapter 31: Study, Reference, and Test-Taking Skills (pp. 846-869)

• Chapter 32: Workplace Skills and Competencies (pp. 872–883)

G. Assessment

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A wide range of print and technology resources support assessment in every aspect of the program. These include the following: In the student edition: • Standardized

Test Preparation Workshops (see pp. 10–11, 26–27, 46–47, 72–73, 96–97, 120–121, 146–147, 166–167, 192–193, 216–217, 244–245, 272–273, 304–305, 328–329, 346–347, 362–363, 408–409, 436–437, 474–475, 516–517, 560–561, 582–583, 636–637, 662–663, 684–685, 760–761, 798–799, 822–823, 844–845, 870–871, 884–885)

• Test Preparation Handbook: Preparing for the New SAT and the ACT

1. Provide assessment formats commensurate with WV assessment programs (e.g., WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

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(see pp. 886–917)

• Rubric for Self-Assessment (see pp. 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322, and 339)

• Diagnostic Test (see pp. 367, 411, 439, 479, 519, 563, 585, 621, 639, 667, and 687)

• Section, Chapter, & Cumulative Review (see pp. 378, 385, 393, 401, 405, 406–407, 419, 425, 433, 434–435, 445, 457, 467, 471, 472–473, 476–477, 482, 487, 491, 500, 504, 509, 513, 514–515, 531, 546–547, 551, 556, 557–559, 573, 579, 580–581, 598–599, 607, 615, 616–617, 627, 633, 634–635, 645, 659, 660–661, 664–665, 682–683, 693, 710–711, 720–721, 734–735, 744, 755–756, 757–759, and

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762–763) In the teacher edition: • Ongoing

Assessment support references follow the development of each lesson from Diagnose through Monitor and Reinforce, Prerequisite Skills, and Assess Mastery (see, for example, pp. 367, 370, 376, and 377)

• Test-Taking Tips (see, for example, pp. 474 and 516)

In technology and print resources: • PH Online

Essay Scorer in the Interactive Textbook, at www.pearsonsuccessnet.com, which provides instant holistic essay scoring along with revision opportunities and analytical

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feedback • Diagnostic

Tests and Scoring Rubrics (also in Interactive Textbook, at www.pearsonsuccessnet.com)

• Teacher Express CD-ROM, containing the Examview Test Bank, which allows teachers to create customizable tests, worksheets and study guides for print, LAN-based, and Internet-based tests

In the student edition: • Standardized

Test Preparation Workshops (see pp. 304–305, 328–329, 516–517) (see pp. 10–11, 26–27, 46–47, 72–73, 96–97, 120–121, 146–147, 166–167, 192–193, 216–217, 244–245,

2. Provide preparation for standardized tests.

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272–273, 304–305, 328–329, 346–347, 362–363, 408–409, 436–437, 474–475, 516–517, 560–561, 582–583, 636–637, 662–663, 684–685, 760–761, 789–799, 822–823, 844–845, 870–871, 884–885)

• Test Preparation Handbook: Preparing for the New SAT and the ACT (see pp. 886–917)

In the teacher edition: • Test-Taking

Tips (see pp. 10, 26, 46, 72, 96, 120, 146, 166, 192, 216, 244, 272, 304, 328, 346, 362, 408, 436, 474, 516, 560, 582, 636, 662, 684, 760, 798, 822, 844, 870, and 884)


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Essay Scorer in the Interactive Textbook, at www.pearsonsuccessnet.com, which provides instant holistic essay scoring along with revision opportunities and analytical feedback

• Diagnostic Tests and Scoring Rubrics (also in Interactive Textbook, at www.pearsonsuccessnet.com)

• Teacher Express CD-ROM containing the Examview Test Bank, which allows teachers to create customizable tests, worksheets and study guides for print, LAN-based, and Internet-based tests

The program includes a wide range of performance-

3. Provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

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based assessment as follows: • Rubric for

Self-Assessment (see pp. 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322, and 339)

• Building Your Portfolio (see pp. 23, 65, 89, 114, 139, 160, 186, 209, 236, 266, 322, and 339)

• Section, Chapter, & Cumulative Review (see pp. 378, 385, 393, 401, 405, 406–407, 419, 425, 433, 434–435, 445, 457, 467, 471, 472–473, 476–477, 482, 487, 491, 500, 504, 509, 513, 514–515, 531, 546–547, 551, 556, 557–559, 573, 579, 580–581, 598–599, 607, 615, 616–617, 627, 633, 634–635, 645, 659, 660–661, 664–665, 682–683, 693, 710–711, 720–

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721, 734–735, 744, 755–756, 757–759, and 762–763) pp. 8, 24, 44, 70, 94, 118, 144, 164, 190, 214, 242, 270, 302, 326, 344, 360, connect the written word to other artistic forms and allow for open-ended responses.

In addition, some chapters of the program emphasize assessment through performance. These include but are not limited to the following: Chapter 32: Workplace Skills and Competencies (pp. 872–883) • Working With



Problems With Creative Thinking



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Skills • Applying

Computer Skills Chapter 28: Speaking, Listening, Viewing, and Representing (pp. 778–797) provides students with opportunities to engage with multimedia and includes the following sections: • Speaking in a

Group Discussion

• Speaking in Public

• Listening Critically

• Interpreting Maps and Graphs

• Viewing Information Media Critically

• Working With Multimedia

The Writing Assessment and Portfolio Management booklet, as cited under Assessment, teacher’s edition pp. 48b, 74b, 98b, 122b, 148b,

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168b, 194b, 218b, 246b, 274b, and 306b, includes scoring rubrics for each major genre covered in the student edition along with guidelines for managing portfolios.

Diagnostic tests and on-going assessment monitoring can be found in the following places: In the student edition: • Standardized

Test Preparation Workshops (see pp. 10–11, 26–27, 46–47, 72–73, 96–97, 120–121, 146–147, 166–167, 192–193, 216–217, 244–245, 272–273, 304–305, 328–329, 346–347, 362–363, 408–409, 436–437, 474–475, 516–517, 560–561, 582–583, 636–637, 662–663, 684–685, 760–761,

4. Provide benchmark and ongoing progress monitoring.

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798–799, 822–823, 844–845, 870–871, 884–885)

• Rubric for Self-Assessment (see pp. 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322, and 339)

• Diagnostic Test (see pp. 367, 411, 439, 479, 519, 563, 585, 621, 639, 667, and 687)

• Section, Chapter, & Cumulative Review (see pp. 378, 385, 393, 401, 405, 406–407, 419, 425, 433, 434–435, 445, 457, 467, 471, 472–473, 476–477, 482, 487, 491, 500, 504, 509, 513, 514–515, 531, 546–547, 551, 556, 557–559, 573, 579, 580–581, 598–599, 607, 615, 616–617, 627, 633, 634–635, 645, 659, 660–661, 664–665, 682–683, 693, 710–711, 720–721, 734–735,

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744, 755–756, 757–759, and 762–763)

In the teacher edition: • Ongoing

Assessment support references follow the development of each lesson from Diagnose through Monitor and Reinforce, Prerequisite Skills, and Assess Mastery (for examples, see pp. 49, 55, 57, 62, and 65; also see, 366, 367, 370, 376, 377, 381, 382, 384, 389, 392, 393, 395, 396, 399, 400, 403, and 404; also see 782, 784, 787, 790, 794, and 797)

• Test-Taking Tips (see pp. 10, 26, 46, 72, 96, 120, 146, 166, 192, 216, 244, 272, 304, 328, 346, 362, 408, 436, 474, 516, 560, 582, 636, 662, 684, 760, 798, 822,

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844, 870, and 884)


Essay Scorer in the Interactive Textbook, at www.pearsonsuccessnet.com, which provides instant holistic essay scoring along with revision opportunities and analytical feedback

• Diagnostic Tests and Scoring Rubrics (also in Interactive Textbook, at www.pearsonsuccessnet.com)

• Teacher Express CD-ROM, containing the Examview Test Bank, which allows teachers to create customizable tests, worksheets and study guides for print, LAN-based, and Internet-based

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tests

Rubrics can be found in the student edition, in the teacher’s edition, and in customizable form in the teaching resources and technology, as well as on-line: • Rubric for

Self-Assessment (see pp. 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322, and 339)

• PH Online Essay Scorer in the Interactive Textbook, at www.pearsonsuccessnet.com, which provides instant holistic essay scoring along with revision opportunities and analytical feedback

• Diagnostic Tests and Scoring Rubrics (also in the Interactive

5. Provide rubric-based differentiated assessment.

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Textbook, at www.pearsonsuccessnet.com)

Rubrics and scoring models are also available in the Writing Assessment and Portfolio Management booklet, as cited under Assessment, teacher’s edition pp. 48b, 74b, 98b, 122b, 148b, 168b, 194b, 218b, 246b, 274b, and 306b.

TWELFTH GRADE ENGLISH LANGUAGE ARTS K-12 (COMPOSITION, GRAMMAR, HANDWRITING, JOURNALISM AND SPEECH)

SPECIFIC CRITERIA FOR CONTENT AND SKILLS

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. Evaluation, analysis and appreciation of language and literature in spoken and written form will be the primary focus. Readiness for the work place, by thinking creatively and logically to solve problems and using tools that are essential for workplace productivity, and post secondary education is the final educational reality check during the twelfth grade year. To meet the needs of the 21st century student, instructional delivery should be enhanced through a wide range of media. The West Virginia Standards for 21st Century Learning include the following components: 21st Century Content Standards and Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools and content standards and objectives. Standard 2: Writing

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Students will apply writing skills and strategies to communicate effectively for different purposes. They will use the writing process by appropriately applying the organization of ideas, development of main ideas and supporting details, varied sentence structure, word choice and mechanics. Using a variety of print and media sources, students will select, organize and evaluate for research purposes. Standard 3: Listening, Speaking, Media Literacy In the twenty-first century, students will be required to communicate ideas clearly and efficiently. They will need to be able to use information technology proficiently to explore, research and express themselves for a variety of purposes. Applying listening, speaking and media literacy skills and strategies, they will connect with different audiences using media appropriate to the situation.



80% A=Adequate

80% M=Minimal


For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to

Composition/Grammar

A Walk Through the Writing Process, 12–23, Autobiographical Writing, 48–49, 50–53, 54–57, 58–59, 60–63, 64, 65–69, Short Story, 74–75, 76–77, 78–81, 82–83, 84–87, 88, 89–93, Description, 98–99, 100–101, 102–105, 106–107, 108–112, 113, 114–117, Persuasion: Persuasive Speech, 122–123, 124–125, 126–131, 132, 133–137, 138, 139–141,

1. compose using the five-step writing process (pre-writing, drafting, revising, editing, publishing), critique and evaluate narrative, informative, descriptive, persuasive and functional writings that include: • letter of job application • scholarship application • personal letters

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Persuasion Advertisement, 148–149, 150, 151–154, 155, 156–158, 159, 160–163, Comparison-and Contrast Essay, 168–169, 170–173, 174–177, 178–179, 180–184, 185, 186–189, Cause-and-Effect Essay, 194–195, 196–197, 198–201, 202–203, 204–207, 208, 209–213, Problem and Solution Essay, 218–219, 220–223, 224–227, 228–229, 230–234, 235, 236–241, Research: Documented Essay, 246–247, 248–251, 252–256, 257–258, 259–264, 265, 266–269, Research Paper, 274–275, 276–279, 280–285, 286–288, 289–293, 294–295, 296–301, Response to Literature, 306–307, 308–309, 310–314, 315–316, 317–320, 321, 322–325, Writing for

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Assessment, 330–331, 332–333, 334–335, 336–337, 338, 339–343, Workplace Writing (including Business Letter, Memorandum, Résumé, and Application), 348–349, 350–351, 352–353, 354–355, 356–359

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A=Adequate 80%

M=Minimal 60%


Maintain Unity, p. 37; The Parts of a Composition, p. 39; Shaping Your Writing: Write and Introduction, Body and Conclusion, p. 257; Thesis Statement: developing, 286, organizing to support, 286, writing, 329; also see: What Is a Research Paper? p. 275; Making an Outline, p. 287

2. Generate a clearly worded and effectively placed thesis statement to develop a document (e.g., composition, essay, literary critique, research paper) that has a clear, logical progression of ideas in the introduction, body and conclusion.

Research: Documented Essay: Gathering Details, 255–256, Providing Elaboration, 258; Research Paper: Gathering Details, 283–285, Providing Elaboration, 288; Media and Technology Skills: conducting media survey, 45, analyzing propaganda, 119, evaluating

3. Identify, evaluate and analyze information (e.g., primary and secondary sources, print and electronic media, personal interview) and integrate the concepts of intellectual property and plagiarism in all media (e.g., media copyright laws, private/public domain).

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Internet advertising, 145, comparing newspapers' editorial positions, 191, rating help resources, 243, evaluating on-line resources, 303, Electronic and Media References: electronic resources, 284, electronic texts, 843, electronic catalog, 851, electronic map collections, 860, Using Electronic and Media References, 861, Internet: evaluating advertising on, 145, reference aids on, 807, Using the Internet, 862, Internet Research Handbook, 925–929 (including Respecting Copyrighted Material, 927); Reading: Reading Nonfiction Critically, 831-836, Reading From Varied Sources, 842–

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843; Reference Skills, 850–863, Citing Sources, 920–924

Research: Documented Essay: Prewriting, 252–256, Research Paper: Prewriting, 280–285

4. Refine the research question through pre-writing strategies by considering whether the thesis claim is personally relevant, interesting and meaningful, is relevant and meaningful to the audience, is aligned with purposes and goals and is logical and can be supported within the limits of the assignment and available resources.

Research: Research Paper: Gathering Details, 283–285; Drafting, 286–287; Outline: creating, 128, making new, 204, for research paper, 287, punctuation of, 692, in speech preparation, 781, modified, 848, free–form, 849; Reference Skills, 850–863, Citing Sources, 920–924, Internet Research Handbook, 925–929

5. use, plan and incorporate varied note-taking skills to Organize and synthesize information from print and electronic primary and secondary sources (e.g., Internet, reference books, electronic databases for periodicals and newspapers) into an outline (introduction, thesis/hypothesis, main points, supporting details/examples, conclusion) to develop a composition and research project.

Research: Documented Essay, 246–247, 248–251, 252–256, 257–258, 259–264, 265,

6. Plan, develop and write a focused research project that has a clear thesis/hypothesis and logical progression of ideas supported by relevant details with an accompanying multimedia presentation and/or Web page using an accepted format (MLA, APA, Chicago, ASA).

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266–268, Research Paper, 274–275, 276–279, 280–285, 286–288, 289–293, 294–295, 296–299 (including Formatting, 294, 295, and Building Your Portfolio: Internet, 296); Multimedia Report, 300–301; also see: Reading from Varied Sources, 842–843, Reference Skills, 850–863, Citing Sources, 920–924, Internet Research Handbook, 925–929

Citing Sources: statistics and experts, 155, citing sources, 288, formatting, 294, 295, passages, 316, Citing Sources, 920–924 (including Incorporating Ideas from Research, 920), Ellipsis Marks, 729–730; also see: Reference Skills, 850–863,

7. strategically incorporate source material in a variety of ways, demonstrating a sophisticated understanding of the ethics of writing: • directly quoting • paraphrasing • summarizing • using ellipses

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Internet Research Handbook, 925–929




A=Adequate 80%

M=Minimal 60%


Organize for Coherence, 38; Revising Your Overall Structure: Linking Your Paragraphs, 259; Transitions: adding, 184, 337, also see: Types of Paragraphs: Functional Paragraphs, 40; Shaping Your Writing, 178, 202, 228, 257, 286, 287, 315, 334

8. evaluate the effectiveness of and apply various forms of transition in a composition: • sentence links • repetition of key words or phrases • restating of main/key words • inferred transitions

Sentence Combining, 29–32, 483–487; Active and Passive Voice, 552–556; Revising Your Sentences: color–coding to identify verb tenses, 61, creating varied

9. revise, edit and strategically employ a variety of sentence structures to improve variety and create a more precise and concise language: • compound-complex • coordination/subordination • parallel structures • appositives • rhetorical questions • word/usage/choice • passive/active voice

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sentences and creating variety for, 85, adding partial, 87, adding details with appositives, 110, revising to create parallelism, 134, correcting run-on sentences, 157, varying sentences, 182, types of sentences, 183, 292, fixing faulty coordination, 205, underling to code sentence length and varying sentence lengths, 233, improving sentence variety, 261, creating variety and identifying length of sentences, 291, Revising Your Word Choice: synonym bank, 21, circling the I’s, 63, to suit the characters, 87, to create tone, 112, 263, unnecessary words and phrases, 136, connotations, 137, 264, to achieve purpose, 158, 320, to strengthen

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connections, 184, qualifying words and phrases, 207, redundancies, 234, I and you, 293; Effective Sentences, 478–515 (including Varying Sentences, 488–491), Standardized Test Preparation Workshop: Appropriate Sentence Construction, 516–517, Run–on Sentences: correcting, 496, 498; also see Sentence Diagramming Workshop, 764–775

Shaping Your Writing: setting, 58, focus on appeal, 132; Gathering Details: setting, 81; Revising Your Word Choice: tone, 112, 263, unnecessary words and phrases, 136, connotations, 137, 264, weak words, 158, qualifying words and phrases,

10. demonstrate use of precise vocabulary, figurative language and literary devices to establish credibility, authority and authorial voice to suggest an attitude toward subject matter, create mood and carefully appeal to the audience: • imagery • rhetorical question • connotation/denotation • irony (situational, dramatic, verbal) • setting (geographical, historical, political) • symbolism • extended metaphor

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207; Connected Assignment: Poem (including imagery), p. 117; also see: Figurative language, 802, 942; Irony, 835, dramatic, 840, 943; Symbol, 839, 947; Metaphor, 944; Mood, 944

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A=Adequate 80%

M=Minimal 60%


Revising Your Overall Structure, 204, 259, 317; Editing and Proofreading, 22, 64, 88, 93, 113, 138, 159, 185, 208, 235, 265, 294, 321, 338, also see: Grammar in Your Writing: verb tenses, 62, homophones, 64, 338, parallelism, 135, abbreviating dates and ordinals, 159, using commas, 185, independent and subordinate clauses, 206, commas in essential and nonessential expressions, 208, Using reference aids, including using a dictionary, using a thesaurus, using software, 807; Dictionaries, using, 264, 856–859 (including electronic

11. Use proofreading and editing strategies to correct errors in and improve organization, content, usage and mechanics. In the editing process, integrate print and electronic tools: • dictionary • thesaurus • spell check • grammar check

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dictionaries, 857); Thesauruses: Technology Tip (side column), 158, 390, using, 264, 860 Grammar check: Technology Tip, (side column), 595; Spell check, Spelling Tip (side column), 64, 143, Technology Tip (side column), 294, 574, 819

Audiences: analyzing, 16, considering, 56, 80, amusing, 104, 176, 200, 254, 282, suiting needs of, 129, profiling, 152, identifying questions of and considering taste of, 153, suiting details to, 226, satisfying expectations of, 313, identifying, 333, Shaping Your Writing: develop a main idea, 155, focus on your appeal, 132, organize to support your thesis, 286, make an outline, 287; Providing Elaboration: use

12. use sophisticated rhetorical appeals and establish a credible authorial voice: • consider knowledge and interest of audience • establish credibility • use an effective organizational pattern • locate and interpret parallel structure, antithesis and narrative pace

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“layering,” 132, cite statistics and experts, 155, give details and cite sources, 288; Revising Your Paragraphs: to create parallelism, 134, 135; Revising Your Word Choice: unnecessary words and phrases, 136, connotations, 137, 264, tone, 263, I and you, 293; also see: Speaking in Public: rhetorical strategies, 781

Response to Literature, 306–307, 308–309, 310–314, 315–316, 317–320, 321, 322–324, also see: Reading Literary Writing, 837–841

13. Compose an analysis of a literary selection with precise literary terminology (e.g., symbolism, imagery) to establish credibility and authority, to support interpretation of the text and to appeal to the audience’s interests.

Rubric for Self–Assessment/Reflecting on Your Writing, 65, 89, 114, 139, 160, 186, 209, 236, 266, 296, 322

14. Use a writing rubric which incorporates and evaluates organization, development, sentence structure, word choice and mechanics.

Speaking and Listening Skills, 779–785, Workplace Skills

15. Present using the transactional process of communication that includes the components of speaker, listener, message, channel, feedback and noise.

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and Competencies : Working With People, 873–876; also see: Representing Skills, 792–797

Connected Assignment: Documentary, 212–213, Multimedia Report, 300–301; Build Your Portfolio: record your story, 89, speech, 139, post it, 160, discussion, 209, 236, 322, class presentation, 266, Internet, 296, oral presentation, 296; also see: Speaking and Listening Skills, 779–785; also see Media and Technology Skills: conveying messages using visuals, 71, video adaptation, 95, enhancing video, 165, filming a video documentary, 271

16. Plan, organize, adapt and deliver a grammatically correct presentation using a variety of media (e.g., live performance, video, PowerPoint, Web pages).

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A=Adequate 80%

M=Minimal 60%


Speaking and Listening Skills: evaluating a speech, 782, listening critically, 783–785; Workplace Skills and Competencies : Working With People, 873–876

17. adapt and use verbal and nonverbal strategies to listen for diverse purposes: • comprehension • evaluation • expression of empathy • persuasion • mediation • collaboration • facilitation

Media and Technology Skills: word–processing, 9, building electronic portfolio, 25, conducting media survey, 45, conveying messages using visuals, 71, video adaptation, 95, 327, analyzing propaganda, 119, evaluating Internet advertising, 145, enhancing video, 165, comparing newspapers' editorial positions, 191, effect of media on perceptions of

18. Critique and create examples of the wide range of purposes embedded in media communications.

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reality, 215, rating help resources, 243, filming a video documentary, 271, evaluating on-line resources, 303, also see: Spotlight on the Humanities: meaning communicated in the arts, 8, cultural history through the arts (Greek drama), 44, media portrayals of a character (film—Throne of Blood), 70, making connections in the arts (Theater—Noel Coward), 94, appreciating art (Art Deco), 118, appreciating the arts (Patron of the Arts—Isabella Gardner), 144, recognizing connections (film--Camille), 164, connecting themes in the arts (film--Pygmalion), 190, appreciating music (Ralph Vaughan Williams), 214, recognizing

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inspirations for art (film—A Room with a View), 242, examining messages in film (film—Grand Illusion), 270, recognizing art forms (theater—Agnes de Mille), 302, examining various media (music—tone poems), 326, understanding history through media (photography—Edward S. Curtis), 344, comparing art forms (film—Luis Buñuel), 360

Media and Technology Skills: conveying messages using visuals, 71, video adaptation, 95, enhancing video, 165, filming a video documentary, 271, video adaptation, 95, Connected Assignment: Documentary, 212–213, Multimedia Report, 300–301,

19. Plan, compose, produce, evaluate and revise an age-appropriate product from various forms of media communication that demonstrate an understanding of format, purpose, audience and choice of medium.

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Representing Skills, 792–797 Speaking and Listening Skills, 779–785

Citing Sources: statistics and experts, 155, citing sources, 288, formatting, 294, 295, passages, 316, Reference Skills, 850–863, Citing Sources, 920–924, Internet Research Handbook, 925–929, also see: Media and Technology Skills: analyzing propaganda, 119, evaluating Internet advertising, 145, comparing newspapers' editorial positions, 191, rating help resources, 243, evaluating On–line Resources, 303

20. Distinguish between private and public information for use in research and writing.

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Grade 12 Prentice Hall - Pearson Education

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Transcript of Grade 12 Prentice Hall - Pearson Education