prentice hall literature: the penguin edition, grade 6 © 2007 …€¦ · ·...

Prentice Hall Literature: The Penguin Edition, Grade 6 © 2007Correlated to:

Massachusetts English Language Arts Curriculum Framework(Grades 5-8)

MASSACHUSETTS ENGLISH LANGUAGE ARTS CURRICULUM FRAMEWORK

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1.3 : Apply understanding of agreed-upon rules and individual roles in order to make decisions.

SE/TE: Critical Thinking: Discuss, 28, 48, 112, 120, 188, 200, 266, 276, 376, 382, 458, 470, 548, 554, 734, 798, 806; Informal Discussion, 459, 471

TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook

TECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; Online Essay Scorer

1.4 : Know and apply rules for formal discussions (classroom, parliamentary debate, town meeting rules).

SE/TE: Critical Thinking: Discuss, 28, 48, 112, 120, 188, 200, 266, 276, 376, 382, 458, 470, 548, 554, 734, 798, 806; Informal Discussion, 459, 471; Conversation, 49, 59; Thinking About the Selection, 28, 38, 48, 58, 71, 78, 94, 102, 112, 120, 136, 140, 188, 200, 214, 222, 239, 242, 266, 276, 292, 304, 321, 326, 327, 362, 376, 382, 392, 398, 420, 429, 438, 446, 458, 470, 482, 526, 536, 554, 578, 584, 594, 600, 612, 678, 688, 734, 782, 788, 798, 806, 824, 832, 850, 856, 876, 882, 900, 910



2.3: Gather relevant information for a research project or composition through interviews.

SE/TE: Interview, 267, 277, 527, 537; Multimedia Report, 836–840; Research Report, 916–925


GENERAL STANDARD 2: Questioning, Listening, and Contributing*

Students will pose questions, listen to the ideas of others, and contribute their own information or ideas in group discussions or interviews in order to acquire new knowledge.

GRADES 5–6

General STANDARD 1: Discussion*

Students will use agreed-upon rules for informal and formal discussions in small and large groups.

GRADES 5–6

Grades 7–8

1SE = Student Edition - TE = Teacher Edition - TR = Teaching Resources - TECH = Technology





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2.4: Integrate relevant information gathered from group discussions and interviews for reports.

SE/TE: Interview, 267, 277, 527, 537; Multimedia Report, 836–840; Research Report, 916–925; Critical Thinking: Discuss, 28, 48, 112, 120, 188, 200, 266, 276, 376, 382, 458, 470, 548, 554, 734, 798, 806; Informal Discussion, 459, 471; Conversation, 49, 59



3.8: Give oral presentations for various purposes, showing appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using language for dramatic effect.

SE/TE: Communication Workshops: Delivering an Oral Response to Literature, 926; Oral Report, 783, 789, 799, 807; Oral Response, 579, 585, 877, 883, 926



3.9: Use teacher-developed assessment criteria to prepare their presentations.




GENERAL STANDARD 3: Oral Presentation*

Students will make oral presentations that demonstrate appropriate consideration of audience, purpose, and the information to be conveyed.

GRADES 5–6

GRADES 7–8






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3.10: Present an organized interpretation of aliterary work, film, or dramatic production.




3.11: Use appropriate techniques for oral persuasion.




3.12: Give oral presentations to different audiences for various purposes, showing appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using language for dramatic effect.




4.17: Determine the meaning of unfamiliar words using context clues (definition, example).

SE/TE: Context Clues, 518, 520, 523, 525, 526, 530, 532, 534, 536, 540, 539, 543, 544, 547, 548, 551, 554, 557, 564

GRADES 7–8

GENERAL STANDARD 4: Vocabulary and Concept Development

Students will understand and acquire new vocabulary and use it correctly in reading and writing.

GRADES 5–6






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TR: Student Workbooks; General Resources; Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; Transparencies

TECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

4.18: Determine the meaning of unfamiliar words using knowledge of common Greek and Latin roots, suffixes, and prefixes.

SE/TE: Prefixes, 40, 519, 538, 556; Suffixes, 253, 278, 306, 365, 384, 400; Roots, 21, 40, 60, 81, 175, 202, 224, 245, 651, 680, 695



4.19: Determine pronunciations, meanings, alternate word choices, and parts of speech of words using dictionaries and thesauruses.

SE/TE: For related information see: Using a Dictionary, R6; Using a Thesaurus, R7; Build Language Skills: Vocabulary Skill, 40, 60, 104, 122, 202, 224, 278, 306, 384, 400, 448, 472, 538, 556, 586, 602, 680, 736, 790, 808, 858, 884; Reading and Vocabulary Skills Preview, 20–21, 88–90, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843



4.20: Determine the meaning of unfamiliar words using context clues (contrast, cause and effect).

SE/TE: Context Clues, 518, 520, 523, 525, 526, 530, 532, 534, 536, 540, 539, 543, 544, 547, 548, 551, 554, 557, 564

GRADES 7-8






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4.21: Determine the meaning of unfamiliar words by using knowledge of common Greek and Latin roots, suffixes, and prefixes.

SE/TE: Prefixes, 40, 519, 538, 556; Suffixes, 253, 278, 306, 365, 384, 400; Roots, 21, 40, 60, 81, 175, 202, 224, 245, 651, 680, 695



4.22: Determine pronunciations, meanings, alternate word choices, parts of speech, or etymologies of words using dictionaries and thesauruses.

SE/TE: For related information see: Using a Dictionary, R6; Using a Thesaurus, R7; Build Language Skills: Vocabulary Skill, 40, 60, 104, 122, 202, 224, 278, 306, 384, 400, 448, 472, 538, 556, 586, 602, 680, 736, 790, 808, 858, 884; Reading and Vocabulary Skills Preview, 20–21, 88–90, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843TR: Student Workbooks; General Resources; Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; Transparencies







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5.9: Identify the eight basic parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection).

SE/TE: Reading and Vocabulary Handbook, R1–R9; Grammar Handbook, R31–R47; Adjectives, 384; Adverbs, 426, 448; Interjections, 472; Nouns, 40, 84, 602, 625; Phrases, 680, 698, 736, 747; Prepositional Phrases, 680, 747; Prepositions, 680; Pronouns, 104, 122, 151; Punctuation, 858, 884, 921; Sentences, 538, 556, 568, 625, 698, 747, 808; Verb Tenses, 278, 306, 337; Verbs, 202, 224, 248, 625; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925


TECH: Student Express CD-ROM; Teacher Express CD-ROM; Online Essay Scorer

5.10: Expand or reduce sentences (adding or deleting modifiers, combining or decombiningsentences).

SE/TE: Sentences, 538, 556, 568, 625, 698, 747, 808; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



5.11: Identify verb phrases and verb tenses. SE/TE: Verb Tenses, 278, 306, 337; Verbs, 202, 224, 248, 625; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



5.12: Recognize that a word performs different functions according to its position in the sentence.


GENERAL STANDARD 5: Structure and Origins of Modern English

Students will analyze standard English grammar and usage and recognize how its vocabulary has developed and been influenced by other languages.

GRADES 5-6






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5.13: Identify simple and compound sentences.




5.14: Identify correct mechanics (apostrophes, quotation marks, comma use incompound sentences, paragraph indentations) and correct sentence structure (elimination of sentence fragments and run-ons).

SE/TE: Sentence fragments, revising, 838; Sentences, 538, 556, 568, 625, 698, 747, 808; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



5.15: Recognize the basic patterns of English sentences (noun-verb; noun-verb-noun; noun-verb-noun-noun; noun-linking verb-noun).




5.16: Distinguish phrases from clauses. SE/TE: Phrases, 680, 698, 736, 747; Clauses, 790, 808



GRADES 7-8






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5.17: Recognize the makeup and function of prepositional phrases.

SE/TE: Prepositional Phrases, 680, 747; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



5.18: Identify simple, compound, and complex sentences.




5.19: Recognize appropriate use of pronoun reference.

SE/TE: Pronouns, 104, 122, 151; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



5.20: Identify correct mechanics (comma after introductory structures), correct usage (pronoun reference), and correct sentence structure (complete sentences, properly placed modifiers).

SE/TE: Punctuation, 858, 884, 921; Pronouns, 104, 122, 151; Sentences, 538, 556, 568, 625, 698, 747, 808; Editing and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925



5.21: Employ grammar and usage rhetorically by combining, including, reordering, and reducing sentences.








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5.22: Describe the origins and meanings of common words, as well as of foreign words or phrases used frequently in written English.

SE/TE: Borrowed and Foreign Words, 703, 736, 739; Word Origins, 89, 104, 122, 143; Words with Multiple Meanings, 431, 448, 472, 485



6.4: Demonstrate through role-playing appropriate use of formal and informal language.

SE/TE: Dramatic Reading, 189, 201, 439, 447, 595, 601, 851, 857; Monologue, 113, 121, 215, 223



6.5: Write stories using a mix of formal and informal language.

SE/TE: Developing Plot, 334; Writing Workshops: Autobiographical Narrative, 146–153; Short Story, 332–339; Writing Activities: Narratives, 49, 59; Dramatic Scene, 95, 103; Fable, 783, 789; Journal Entry, 439, 447; Personal Anecdote, 113, 121



GENERAL STANDARD 6: Formal and Informal English

Students will describe, analyze, and use appropriately formal and informal English.

GRADES 5-6






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6.6: Identify differences between oral and written language patterns.

SE/TE: Writing Workshop, 82–86, 146–153, 246–250, 332–339, 424–428, 488–495, 566–570, 620–627, 696–700, 742–749, 836–840, 916–925; Communications Workshop, 154, 340, 496, 628, 750, 926; Writing and Extend Your Learning, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883



6.7: Analyze the language styles of different characters in literary works.

SE/TE: Writing Workshops: Review of Short Story, 246–250; Description of character, 267, 277



8.19: Identify and analyze sensory details and figurative language.

SE/TE: Figurative Language, 474, 508, 544, 546, 547, 548, 551, 552, 554; Images and Imagery, 509, 510, 516, 558, 561, 562, 563

GENERAL STANDARD 8: Understanding a Text

Students will identify the basic facts and main ideas in a text and use them as the basis for interpretation.

GRADES 5–6

For imaginative/literary texts:

Reading and Literature:

GENERAL STANDARD 7: Beginning Reading

Students will understand the nature of written English and the relationship of letters and spelling patterns to the sounds of speech.

The majority of students will have met these standards by the end of Grade 4, although teachers may need to continue addressing earlier standards.

GRADES 7–8






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8.20: Identify and analyze the author’s use of dialogue and description.

SE/TE: Dialogue in Drama, 636, 638, 646, 648, 652, 657, 658, 660, 662, 666, 668, 669, 670, 672, 674, 675, 676, 678



8.21: Recognize organizational structures (chronological order, logical order, cause and effect, classification schemes).

SE/TE: Cause-and-Effect Organization, 348; Chronological Order, 358; Order of Nonfiction, 348; Types of Nonfiction, 346–349; Literary Analysis: Comparing Fiction and Nonfiction, 66, 79; Narrative Essay, 366, 376, 382; Expository Essay, 386, 392, 398; Comparing Biography and Autobiography, 406, 421; Nonfiction, 15, 72; Autobiography, 44, 51, 408; Autobiographical Narrative, 368, 379; Biography, 97, 410; Diary, 351; Essay, 108, 115; Expository Essay, 388, 395;Letter, 476, 480; Narrative Essay, 441, 456; Reflective Essay, 434, 461; Speech, 92, 403



8.22: Identify and analyze main ideas, supporting ideas, and supporting details.

SE/TE: Main Idea, 430, 432, 436, 438, 443, 444, 446, 453, 454, 458, 462, 463, 464, 466, 469, 470, 473, 484






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8.23: Use knowledge of genre characteristics to analyze a text.

SE/TE: Talks About the Forms: Fiction and Nonfiction, 2–6, 14; Short Stories, 162–165; Poetry, 506–509; Drama, 636–639; Folk Literature, 760–763; Literary Analysis: Comparing Fiction and Nonfiction, 66, 79; Comparing Literary Works: Novels and Dramatization, 682, 689; Fables and Folk Tales, 778, 782, 788; Myths, 792, 798, 806; Fantasy, 814, 833; Fiction, 7, 683; Short Story, 31, 130, 137, 167, 178, 191, 206, 217, 232, 240, 256, 269, 282, 295, 316, 322, 888, 901, 928; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801; Fantasy, 816, 825; Drama, 641, 654, 706, 752



8.24: Interpret mood and tone, and give supporting evidence in a text.

SE/TE: Mood, 348, 354, 360, 454, 458, 462, 463, 465, 467, 468, 470, 558, 563; Tone, 5, 16, 106, 109, 111, 112, 116, 120, 474, 506; Tone, mood, and emotion, identifying, 750

TR: Student Workbooks; General Resources; Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; TransparenciesTECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

GRADES 7–8

For imaginative/literary texts:






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8.26: Recognize organizational structures and use of arguments for and against an issue.




8.27: Identify evidence used to support an argument.

SE/TE: Speech, 92, 403; Evaluating Persuasive Message, 340; Persuasive Writing, 349, 362



8.28: Distinguish between the concepts of theme in a literary work and author’s purpose in an expository text.

SE/TE: Comparing Theme, 314, 317, 319, 321, 322, 324, 325, 326, 327; Theme, 254, 260, 261, 264, 265, 266, 270, 274, 276, 638, 640, 760-764, 766, 769, 770, 774, 864, 869, 870, 875, 876, 880, 882; Implied Theme, 165


For informational/expository texts:






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9.4: Relate a literary work to information about its setting.

SE/TE: Setting, 4, 6, 165, 166, 168, 172, 280, 283, 284, 287, 288, 292, 296, 299, 302, 304, 636, 764


9.5: Relate a literary work to artifacts, artistic creations, or historical sites of the period of its setting.

SE/TE: Historical Fiction, 764; History Connection, 285, 300, 417; Historical Writing, 349; Culture Connection, 199, 656, 718, 804; Critical Viewing: Analyze, 24, 27, 52, 55, 56, 68, 92, 97, 108, 117, 167, 180, 232, 240, 269, 316, 368, 381, 395, 397, 461, 481, 525, 531, 639, 643, 659, 683, 711, 716, 785, 801, 825, 828, 895, 901TR: Student Workbooks; General Resources; Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; TransparenciesTECH: Listening to Literature Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

Students will deepen their understanding of a literary or non-literary work by relating it to its contemporary context or historical background.

GRADES 5–6

GRADES 7–8

GENERAL STANDARD 9: Making Connections






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10.3: Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story, dramatic literature) as forms with distinct characteristics and purposes.

SE/TE: Talks About the Forms: Fiction and Nonfiction, 2–6, 14; Short Stories, 162–165; Poetry, 506–509; Drama, 636–639; Folk Literature, 760–763; Literary Analysis: Comparing Fiction and Nonfiction, 66, 79; Comparing Literary Works: Novels and Dramatization, 682, 689; Fables and Folk Tales, 778, 782, 788; Myths, 792, 798, 806; Fantasy, 814, 833; Fiction, 7, 683; Short Story, 31, 130, 137, 167, 178, 191, 206, 217, 232, 240, 256, 269, 282, 295, 316, 322, 888, 901, 928; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801; Fantasy, 816, 825; Drama, 641, 654, 706, 752; For Further Reading, 155, 341, 497, 629, 751, 927; On Your Own, 156, 159, 342, 343, 498, 503, 630, 633, 752, 757, 928, 931; Types of Nonfiction, 346–349; Literary Analysis: Comparing Fiction and Nonfiction, 66, 79; Narrative Essay, 366, 376, 382; Expository Essay, 386, 392, 398; Comparing Biography and Autobiography, 406, 421; Nonfiction, 15, 72; Autobiography, 44, 51, 408; Autobiographical Narrative, 368, 379; Biography, 97, 410; Diary, 351; Essay, 108, 115; Expository Essay, 388, 395;Letter, 476, 480; Narrative Essay, 441, 456; Reflective Essay, 434, 461; Speech, 92, 403



Students will identify, analyze, and apply knowledge of the characteristics of different genres.

GRADES 5–6

GENERAL STANDARD 10: Genre






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10.4: Identify and analyze the characteristics of various genres (poetry, fiction, nonfiction, short story, dramatic literature) as forms chosen by an author to accomplish a purpose.

SE/TE: Talks About the Forms: Fiction and Nonfiction, 2–6, 14; Short Stories, 162–165; Poetry, 506–509; Drama, 636–639; Folk Literature, 760–763; Literary Analysis: Comparing Fiction and Nonfiction, 66, 79; Comparing Literary Works: Novels and Dramatization, 682, 689; Fables and Folk Tales, 778, 782, 788; Myths, 792, 798, 806; Fantasy, 814, 833; Fiction, 7, 683; Short Story, 31, 130, 137, 167, 178, 191, 206, 217, 232, 240, 256, 269, 282, 295, 316, 322, 888, 901, 928; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801; Fantasy, 816, 825; Drama, 641, 654, 706, 752; For Further Reading, 155, 341, 497, 629, 751, 927; On Your Own, 156, 159, 342, 343, 498, 503, 630, 633, 752, 757, 928, 931; Types of Nonfiction, 346–349; Literary Analysis: Comparing Fiction and Nonfiction, 66, 79; Narrative Essay, 366, 376, 382; Expository Essay, 386, 392, 398; Comparing Biography and Autobiography, 406, 421; Nonfiction, 15, 72; Autobiography, 44, 51, 408; Autobiographical Narrative, 368, 379; Biography, 97, 410; Diary, 351; Essay, 108, 115; Expository Essay, 388, 395;Letter, 476, 480; Narrative Essay, 441, 456; Reflective Essay, 434, 461; Speech, 92, 403



GRADES 7–8






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11.3: Apply knowledge of the concept that theme refers to the main idea and meaning of a selection, whether it is implied or stated.

SE/TE: Theme, 254, 260, 261, 264, 265, 266, 270, 274, 276, 638, 640, 760-764, 766, 769, 770, 774, 864, 869, 870, 875, 876, 880, 882; Implied Theme, 165; Main Idea, 430, 432, 436, 438, 443, 444, 446, 453, 454, 458, 462, 463, 464, 466, 469, 470, 473, 484



11.4: Analyze and evaluate similar themes across a variety of selections, distinguishing theme from topic.



Students will identify, analyze, and apply knowledge of theme in a literary work and provide evidence from the text to support their understanding.

GRADES 5–6

GRADES 7–8

GENERAL STANDARD 11: Theme






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12.3: Identify and analyze the elements of setting, characterization, and plot (including conflict).

SE/TE: Characters, 3, 4, 9, 164, 166, 176, 179, 182, 187, 188, 191, 193, 194, 196, 200, 230, 233, 234, 236, 238, 239, 240, 241, 242, 243, 638, 640, 642, 648, 762, 764; Setting, 4, 6, 165, 166, 168, 172, 280, 283, 284, 287, 288, 292, 296, 299, 302, 304, 636, 764; Plot, 4, 6, 12, 22, 25, 27, 28, 31, 34, 37, 38, 164, 166; Conflict, 6, 10, 22, 25, 28, 38, 204, 206, 208, 210, 212, 213, 214, 219, 222, 770TR: Student Workbooks; General Resources; Standardized Test Preparation Workbook; Diagnostic and Benchmark Tests; Reading Kit; Reader’s Notebook; Skills Development Workbook; Transparencies


12.4: Locate and analyze elements of plot and characterization and then use an understanding of these elements to determine how qualities of the central characters influence the resolution of the conflict.

SE/TE: Characters, 3, 4, 9, 164, 166, 176, 179, 182, 187, 188, 191, 193, 194, 196, 200, 230, 233, 234, 236, 238, 239, 240, 241, 242, 243, 638, 640, 642, 648, 762, 764; Plot, 4, 6, 12, 22, 25, 27, 28, 31, 34, 37, 38, 164, 166; Conflict, 6, 10, 22, 25, 28, 38, 204, 206, 208, 210, 212, 213, 214, 219, 222, 770



Students will identify, analyze, and apply knowledge of the structure and elements of fiction and provide evidence from the text to support their understanding.

GRADES 5–6

GRADES 7–8

GENERAL STANDARD 12: Fiction






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13.13: Identify and use knowledge of common textual features (paragraphs, topic sentences, concluding sentences, glossary, index).

SE/TE: Use Text Aids and Features, 174, 226; Use Text Structure for Predicting, 20, 62; Using Text Aids and Text, 229; Web Site, 65; Research Report, 916–925; Multimedia Report, 836–840; Research and Technology Guide, R24–R25; Research and Technology, 29, 39, 49, 59, 95, 103,113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883


13.14: Identify and use knowledge of common graphic features (charts, maps, diagrams, captions, illustrations).

SE/TE: Chart, 82, 189, 201, 215, 223, 743, 836; Venn Diagram, 621; Timeline, 393, 399; Graphic Organizer, 489. Students use graphic organizers as they complete the Apply the Skills activities. See pages 28, 38, 48, 58, 94, 102, 112, 120, 188, 200, 214, 222, 266, 276, 292, 304, 327, 362, 376, 382, 392, 398, 438, 446, 458, 470, 526, 536, 554, 578, 584, 594, 600, 678, 734, 782, 788, 798, 806, 850, 856, 876, and 882.



Students will identify, analyze, and apply knowledge of the purpose, structure, and elements of nonfiction or informational materials and provide evidence from the text to support their understanding.

GRADES 5–6

GENERAL STANDARD 13: Nonfiction






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13.15: Identify and use knowledge of common organizational structures (chronological order, logical order, cause and effect, classification schemes).



13.17: Identify and analyze main ideas, supporting ideas, and supporting details.

SE/TE: Main Idea, 430, 432, 436, 438, 443, 444, 446, 453, 454, 458, 462, 463, 464, 466, 469, 470, 473, 484; Identify Key Details for Main Idea, 430, 432, 436, 438, 443, 444, 446



13.18: Identify and use knowledge of common textual features (paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).

SE/TE: Use Text Aids and Features, 174, 226; Use Text Structure for Predicting, 20, 62; Using Text Aids and Text, 229; Web Site, 65; Research Report, 916–925; Multimedia Report, 836–840; Research and Technology Guide, R24–R25; Research and Technology, 29, 39, 49, 59, 95, 103,113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883

GRADES 7–8






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13.19: Identify and use knowledge of common graphic features (charts, maps, diagrams).

SE/TE: Chart, 82, 189, 201, 215, 223, 743, 836; Venn Diagram, 621; Timeline, 393, 399; Graphic Organizer, 489. Students use graphic organizers as they complete the Apply the Skills activities. See pages 28, 38, 48, 58, 94, 102, 112, 120, 188, 200, 214, 222, 266, 276, 292, 304, 327, 362, 376, 382, 392, 398, 438, 446, 458, 470, 526, 536, 554, 578, 584, 594, 600, 678, 734, 782, 788, 798, 806, 850, 856, 876, and 882.



13.20: Identify and use knowledge of common organizational structures (logical order, comparison and contrast, cause and effect relationships).









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13.21: Recognize use of arguments for and against an issue.

SE/TE: Speech, 92, 403; Evaluating Persuasive Message, 340; Persuasive Writing, 349, 362; Anticipating Counter-Arguments, 489; Evaluate Media, 837


13.22: Identify evidence used to support an argument.

SE/TE: Speech, 92, 403; Evaluating Persuasive Message, 340; Persuasive Writing, 349, 362


13.23: Distinguish between the concepts of theme in a literary work and author’s purpose in an expository text.









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14.3: Respond to and analyze the effects of sound, figurative language, and graphics in order to uncover meaning in poetry:

• sound (alliteration, onomatopoeia, rhyme scheme);

• figurative language (personification, metaphor, simile, hyperbole); and

• graphics (capital letters, line length).



14.4: Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry:• sound (alliteration, onomatopoeia, internal rhyme, rhyme scheme);

• figurative language (personification, metaphor, simile, hyperbole);

• graphics (capital letters, line length, word position).


SE/TE: Talks About the Forms: Poetry, 506–509; Literary Analysis: Forms of Poetry, 574, 578, 584; Poetry: Narrative Poem, 511; Lyric Poem, 513; Rhyme and Rhythm, 522, 523, 524, 529, 530, 532; Figurative Language, 546, 547, 551, 552, 553; Imagery, 560, 562; Haiku, 576, 581; Limerick, 576, 582; Concrete, 577, 583; Sound Devices, 590, 592, 593, 597, 598, 599; Sensory Language, 610, 613

Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding.

GRADES 5–6

SE/TE: Talks About the Forms: Poetry, 506–509; Literary Analysis: Forms of Poetry, 574, 578, 584; Poetry: Narrative Poem, 511; Lyric Poem, 513; Rhyme and Rhythm, 522, 523, 524, 529, 530, 532; Figurative Language, 546, 547, 551, 552, 553; Imagery, 560, 562; Haiku, 576, 581; Limerick, 576, 582; Concrete, 577, 583; Sound Devices, 590, 592, 593, 597, 598, 599; Sensory Language, 610, 613

GRADES 7–8

GENERAL STANDARD 14: Poetry






resource(s))

15.3: Identify imagery, figurative language, rhythm, or flow when responding to literature.




15.4: Identify and analyze the importance of shades of meaning in determining word choice in a piece of literature.

SE/TE: Reading and Vocabulary Skills Preview, 20–21, 88–90, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843; Reading and Vocabulary Skill Review, 80–81, 244–245, 328–329, 422–423, 484–485, 564–565, 616–617, 694–695, 738–739, 834–835, 912–913



15.5: Identify and analyze imagery and figurative language.




GRADES 7–8

GENERAL STANDARD 15: Style and Language

Students will identify and analyze how an author’s words appeal to the senses, create imagery, suggest mood, and set tone and provide evidence from the text to support their understanding.

GRADES 5–6






resource(s))

15.6: Identify and analyze how an author’s use of words creates tone and mood.

SE/TE: Mood, 348, 354, 360, 454, 458, 462, 463, 465, 467, 468, 470, 558, 563; Tone, 5, 16, 106, 109, 111, 112, 116, 120, 474, 506; Tone, mood, and emotion, identifying, 750



16.7: Compare traditional literature from different cultures.

SE/TE: Talks About the Forms: Folk Literature, 760–763; Comparing Literary Works: Fables and Folk Tales, 778, 782, 788; Myths, 792, 798, 806; Fantasy, 814, 833; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801; Fantasy, 816, 825


16.8: Identify common structures (magic helper, rule of three, transformation) and stylistic elements (hyperbole, refrain, simile) in traditional literature.

SE/TE: Talks About the Forms: Folk Literature, 760–763; Comparing Literary Works: Fables and Folk Tales, 778, 782, 788; Myths, 792, 798, 806; Fantasy, 814, 833; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801; Fantasy, 816, 825


GENERAL STANDARD 16: Myth, Traditional Narrative, and Classical Literature

Students will identify, analyze, and apply knowledge of the themes, structure, and elements of myths, traditional narratives, and classical literature and provide evidence from the text to support their understanding.

GRADES 5–6






resource(s))


16.9: Identify conventions in epic tales (extended simile, the quest, the hero’s tasks, special weapons or clothing, helpers).

SE/TE: Talks About the Forms: Folk Literature, 760–763; Comparing Literary Works: Fables and Folk Tales, 778, 782, 788; Myths, 792, 798, 806; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801



16.10: Identify and analyze similarities and differences in mythologies from different cultures (ideas of the afterlife, roles and characteristics of deities, types and purposes of myths).

SE/TE: Talks About the Forms: Folk Literature, 760–763; Comparing Literary Works: Myths, 792, 798, 806; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801



17.3: Identify and analyze structural elements particular to dramatic literature (scenes, acts, cast of characters, stage directions) in the plays they read, view, write, and perform.

SE/TE: Drama, 636–639; Comparing Literary Works: Novels and Dramatization, 682, 689; Drama, 641, 654, 706, 752; Characters in Drama, 638, 640, 642, 648

GRADES 7–8

GENERAL STANDARD 17: Dramatic Literature

Students will identify, analyze, and apply knowledge of the themes, structure, and elements of drama and provide evidence from the text to support their understanding

GRADES 5–6






resource(s))



17.4: Identify and analyze the similarities and differences between a narrative text and its film or play version.

SE/TE: Drama, 636–639; Comparing Literary Works: Novels and Dramatization, 682, 689; Drama, 641, 654, 706, 752



17.5: Identify and analyze elements of setting, plot, and characterization in the plays that are read, viewed, written, and/or performed:• setting (place, historical period, time of day);

• plot (exposition, conflict, rising action, falling action); and

• characterization (character motivations, actions, thoughts, development).


GRADES 7–8

SE/TE: Drama, 636–639; Comparing Literary Works: Novels and Dramatization, 682, 689; Drama, 641, 654, 706, 752; Characters in Drama, 638, 640, 642, 648; Setting in Drama, 636






resource(s))

17.6: Identify and analyze the similarities and differences in the presentation of setting,character, and plot in texts, plays, and films.

SE/TE: Drama, 636–639; Comparing Literary Works: Novels and Dramatization, 682, 689; Drama, 641, 654, 706, 752; Characters in Drama, 638, 640, 642, 648; Setting in Drama, 636



18.3: Develop characters through the use of basic acting skills (memorization, sensory recall, concentration, diction, body alignment, expressive detail) and self-assess using teacher-developed criteria before performing.

SE/TE: Dramatic Reading, 189, 201, 439, 447, 595, 601, 851, 857; Drama, 641, 654, 706, 752; Monologue, 113, 121, 215, 223



18.4: Develop and present characters through the use of basic acting skills (memorization, sensory recall, concentration, diction, body alignment, expressive detail), explain the artistic choices made, and use a scoring guide with teacher-developed categories (content, presentation style) to create scoring criteria for assessment.

SE/TE: Dramatic Reading, 189, 201, 439, 447, 595, 601, 851, 857; Drama, 641, 654, 706, 752; Monologue, 113, 121, 215, 223

GRADES 5–6

GRADES 7–8

GENERAL STANDARD 18: Dramatic Reading and Performance*

Students will plan and present dramatic readings, recitations, and performances that demonstrate appropriate consideration of audience and purpose.






resource(s))



19.14: Write stories or scripts containing the basic elements of fiction (characters, dialogue, setting, plot with a clear resolution).




19.15: Write poems using poetic techniques (alliteration, onomatopoeia), figurative language (simile, metaphor), and graphic elements (capital letters, line length). For informational/expository writing:

SE/TE: Poem, 549, 555, 579, 585



19.16: Write brief research reports with clear focus and supporting detail.

SE/TE: Writing Workshops: Multimedia Report, 836–840; Research Report, 916–925. Interview, 267, 277, 527, 537; Taking Notes, 917; Research and Technology, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Research and Technology Guide, R24–R26

Students will write with a clear focus, coherent organization, and sufficient detail.

GRADES 5–6

For imaginative/literary writing:*

Composition:

GENERAL STANDARD 19: Writing






resource(s))



19.17: Write a short explanation of a process that includes a topic statement, supporting details, and a conclusion.

SE/TE: How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Cause-and-Effect Essay, 742–749



19.18: Write formal letters to correspondents such as authors, newspapers, businesses, or government officials.

SE/TE: Letter, 393, 383, 399, 527, 537, 647, 681, 696–700








resource(s))

19.19: Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.




19.20: Write poems using poetic techniques (alliteration, onomatopoeia, rhyme scheme), figurative language (simile, metaphor, personification), and graphic elements (capital letters, line length, word position). For informational/expository writing

SE/TE: Poem, 549, 555, 579, 585



19.21: Write reports based on research that include quotations, footnotes or endnotes, and a bibliography.

SE/TE: Writing Workshops: Multimedia Report, 836–840; Research Report, 916–925. Interview, 267, 277, 527, 537; Taking Notes, 917; Research and Technology, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Research and Technology Guide, R24–R26TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


19.22: Write and justify a personal interpretation of literary, informational, or expository reading that includes a topic statement, supporting details from the literature, and a conclusion.

SE/TE: Review of Short Story, 246–250; Writing for Assessment, 566–570

For imaginative/literary writing:*

GRADES 7–8






resource(s))



19.23: Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.

SE/TE: Writing Workshops: Descriptive Essay, 82–86; Autobiographical Narrative, 146–153; Review of Short Story, 246–250; Short Story, 332–339; How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883



20.3: Make distinctions among fiction, nonfiction, dramatic literature, and poetry, and use these genres selectively when writing for different purposes.

SE/TE: Writing Workshops: Descriptive Essay, 82–86; Autobiographical Narrative, 146–153; Review of Short Story, 246–250; Short Story, 332–339; How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook

GENERAL STANDARD 20: Consideration of Audience and Purpose

Students will write for different audiences and purposes.

GRADES 5–6






resource(s))


20.4: Select and use appropriate rhetorical techniques for a variety of purposes, such as to convince or entertain the reader.




21.4: Revise writing to improve level of detail and precision of language after determining where to add images and sensory detail, combine sentences, vary sentences, and rearrange text.

SE/TE: Revising, 84, 150, 247, 336, 426, 492, 567, 624, 697, 746, 837, 920; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883TR: General Resources: Student Workbooks; Reader’s Notebook; Skills Development Workbook


21.5: Improve word choice by using dictionaries or thesauruses.

SE/TE: Revising: Word Choice, 425, 624, 920

GRADES 7–8

GENERAL STANDARD 21: Revising

Students will demonstrate improvement in organization, content, paragraph development, level of detail, style, tone, and word choice (diction) in their compositions after revising them.

GRADES 5–6






resource(s))



21.6: Revise writing to improve organization and diction after checking the logic underlying the order of ideas, the precision of vocabulary used, and the economy of writing.

SE/TE: Revising, 84, 150, 247, 336, 426, 492, 567, 624, 697, 746, 837, 920; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883



21.7: Improve word choice by using a variety of references.

SE/TE: Revising: Word Choice, 425, 624, 920



23.6: Decide on the placement of descriptive details about setting, characters, and events in stories.



Students will organize ideas in writing in a way that makes sense for their purpose.

GRADES 5–6

GRADES 7–8

GENERAL STANDARD 22: Standard English Conventions

Students will use knowledge of standard English conventions in their writing, revising, and editing.

GENERAL STANDARD 23: Organizing Ideas in Writing






resource(s))


23.7: Group related ideas and place them in logical order when writing summaries or reports.

SE/TE: Multimedia Report, 836–840; Research Report, 916–925; Summary, 679



23.8: Organize information about a topic into a coherent paragraph with a topic sentence, sufficient supporting detail, and a concluding sentence.




23.9: Integrate the use of organizing techniques that break up strict chronological order in a story (starting in the middle of the action, then filling in background information using flashbacks).




GRADES 7–8






resource(s))

23.10: Organize information into a coherent essay or report with a thesis statement in the introduction, transition sentences to link paragraphs, and a conclusion.

SE/TE: Review of Short Story, 246–250; How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925



23.11: Organize ideas for writing comparison-and-contrast essays.

SE/TE: Comparison-and-Contrast Essay, 620–627



24.3: Apply steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual and group projects:

• use an expanded range of print and non-print sources (atlases, data bases, electronic, on-line resources);

• follow established criteria for evaluating information;

• locate specific information within resources by using indexes, tables of contents, electronic search key words;

• organize and present research using the GRADES 5–6 Learning Standards in the Composition Strand as a guide for writing; and• provide appropriate documentation in a consistent format.

Students will gather information from a variety of sources, analyze and evaluate the quality of the information they obtain, and use it to answer their own questions.

GRADES 5–6

SE/TE: Writing Workshops: Multimedia Report, 836–840; Research Report, 916–925. Timed Writing: Explanation, 61, 65, 225, 229, 401, 449, 453, 543, 557, 587, 603, 607, 737, 809, 813, 859; Research and Technology, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Research and Technology Guide, R24–R26; Reading Information Materials, 63–67, 124–126, 226–228, 308–312, 326, 402, 450, 452, 540–542, 604–606, 690–692, 810–812, 860–862

GENERAL STANDARD 24: Research*






resource(s))



24.4: Apply steps for obtaining information from a variety of sources, organizing information, documenting sources, and presenting research in individual projects:

• differentiate between primary and secondary source materials;

• differentiate between paraphrasing and using direct quotes in a report;

• organize and present research using the grade 7–8 Learning Standards in the Composition Strand as a guide for writing;

• document information and quotations and use a consistent format for footnotes or endnotes; and

• use standard bibliographic format to document sources.



25.3: Use prescribed criteria from a scoring rubric to evaluate compositions, recitations, or performances before presenting them to an audience.

SE/TE: Reflecting on Your Writing & Rubric for Self-Assessment, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925

TR: General Resources: Writing Rubrics, 41–80; Student Workbooks; Reader’s Notebook; Skills Development Workbook


SE/TE: Writing Workshops: Multimedia Report, 836–840; Research Report, 916–925. Timed Writing: Explanation, 61, 65, 225, 229, 401, 449, 453, 543, 557, 587, 603, 607, 737, 809, 813, 859; Research and Technology, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Research and Technology Guide, R24–R26; Reading Information Materials, 63–67, 124–126, 226–228, 308–312, 326, 402, 450, 452, 540–542, 604–606, 690–692, 810–812, 860–862

GENERAL STANDARD 25: Evaluating Writing and Presentations*

Students will develop and use appropriate rhetorical, logical, and stylistic criteria for assessing final versions of their compositions or research projects before presenting them to varied audiences.

GRADES 5–6

GRADES 7–8






resource(s))

GRADES 7–8

25.4: As a group, develop and use scoring guides or rubrics to improve organization and presentation of written and oral projects.

SE/TE: Reflecting on Your Writing & Rubric for Self-Assessment, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925

TR: General Resources: Writing Rubrics, 41–80; Student Workbooks; Reader’s Notebook; Skills Development Workbook


26.3: Identify techniques used in educational reference software and websites and describe how these techniques are the same as or different from the techniques used by authors and illustrators of print materials.

SE/TE: Evaluating a Persuasive Message, 340; Editorials, 860; Media Accounts, 349; Critical Viewing: Analyze, 24, 27, 52, 55, 56, 68, 92, 97, 108, 117, 167, 180, 232, 240, 269, 316, 368, 381, 395, 397, 461, 481, 525, 531, 639, 643, 659, 683, 711, 716, 785, 801, 825, 828, 895, 901



26.4: Analyze the effect on the reader’s or viewer’s emotions of text and image in print journalism, and images, sound, and text in electronic journalism, distinguishing techniques used in each to achieve these effects.

SE/TE: Evaluating a Persuasive Message, 340; Editorials, 860; Media Accounts, 349; Critical Viewing: Analyze, 24, 27, 52, 55, 56, 68, 92, 97, 108, 117, 167, 180, 232, 240, 269, 316, 368, 381, 395, 397, 461, 481, 525, 531, 639, 643, 659, 683, 711, 716, 785, 801, 825, 828, 895, 901



GRADES 7–8

Media:

GENERAL STANDARD 26: Analysis of Media*

Students will identify, analyze, and apply knowledge of the conventions, elements, and techniques of film, radio, video, television, multimedia productions, the Internet, and emerging technologies, and provide evidence from the works to support their understanding.

GRADES 5–6






resource(s))

27.3: Create a media production using effective images, text, music, sound effects, or graphics.

SE/TE: Multimedia Report, 836–840; Plan for Multimedia Presentation, 172; Multimedia Presentation on History of Drama, 679; Multimedia Report, 549, 555



27.4: Create media presentations and written reports on the same subject and compare the differences in effects of each medium.




27.5: Use criteria to assess the effectiveness of media presentations.




GRADES 7–8

GENERAL STANDARD 27: Media Production*

Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. (See also Standards 18, 24, 26, and the Theatre Standards of the Arts Curriculum Framework.)

GRADES 5–6


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