North Carolina English Language Arts Course of Study€¢ Grammar, Usage, and Mechanics Workbook: Use of this ancillary helps students in composing clear text with standard grammar,

McDougal Littell

5/2000

North CarolinaEnglish Language Arts

Course of StudyEnglish IV

©2001

Grade 12

correlated to the

Strands: Oral Language, Written Language, and Other Media/Technology

Competency Goal 1: The learner will express reflections and reactions to print andnon-print text as well as to personal experience.

1.01 Compose reflective texts that give the audience:

◆ an understanding of complex thoughts and feelings.

PE/TE: 402, 405-406, 408-409, 410, 413-414, 416-417, 428, 431-434, 436-437,438, 441-442, 444, 445, 446-447, 482These pages, which detail the steps in the writing process, also helpstudents understand how to compose reflective texts: 288-289, 290, 291,294, 298The following pages, which discuss style, afford students the opportunityto meet this objective as they consider the best use of language tocompose reflective texts: 354, 357, 361-362, 363, 365, 366-368, 382

Add’l TE: Page 191 prepares students to meet this objective.

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: Use of this ancillary helps students in

composing clear text with standard grammar, usage, and mechanics, includingreflective texts.

• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 7, 8, 17, 19, 45, 46, 49, 57, 58,61, 96, 97, 100

• Assessment Masters: 127, 128, 129, 132• Weekly Vocabulary and Spelling: Weekly vocabulary lessons help students learn

words that will help them express themselves more clearly in writing.• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF19– Critical Thinking Graphic Organizers: CT1-2, 3-4, 11-12, 19-20– Writing and Communication Skills: WC5, 8– Basics in a Box: BB3, 4, 7– Revising, Editing, Proofreading Models: RE9-10, 11-12, 13-14, 15-16, 25-28

Technology:• Writing Coach CD-ROM: Personal Narrative• Electronic Teacher Tools CD-ROM

Language Network ©2001, Grade 12correlated to the

North Carolina English Language Arts Course of StudyEnglish IV

1

◆ a sense of significance (social, political, or philosophical implications).

PE/TE: 428, 431-434, 436-437The following pages, which focus on the study of media, prepare studentsto meet this objective as they reflect on issues they can incorporate intotheir own writing: 521, 522, 524, 526, 532, 536-537These pages, which detail the steps in the writing process, also helpstudents understand how to compose texts that outline significant issues:288-289, 290, 291, 294, 298 The following pages, which discuss style, afford students the opportunityto meet this objective as they consider the best use of language to conveythe significance of issues: 354, 357, 361-362, 363, 365, 366-368, 382

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 7, 8. The following prepare

students to meet this objective: 120, 121, 122• Assessment Masters: 133• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF13, 14, 17, 19– Critical Thinking Graphic Organizers: Students could use the following

transparencies to prepare for this objective: CT1-2, 3-4, 9-10, 11-12, 15-16, 19-20, 21-22

– Writing and Communication Skills: WC5, 8– Basics in a Box: BB6– Revising, Editing, Proofreading Models: RE21-22, 23-24

Technology:• Media Focus Video• Writing Coach CD-ROM: Personal Narrative• Electronic Teacher Tools CD-ROM

Language Network ©2001, Grade 12 correlated to theNorth Carolina English Language Arts Course of Study, English IV

2

◆ a sense of encouragement to reflect on his or her own ideas.

PE/TE: 402, 405-406, 408-409, 410, 413-414, 416-417, 428, 431-434, 436-437,438, 441-442, 444, 445, 446-447, 482These pages, which detail the steps in the writing process, also preparestudents to meet this objective: 288-289, 290, 291, 294, 298

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 7, 8, 17, 19, 45, 46, 49, 57, 58,

61, 96, 97, 100• Assessment Masters: 127, 128, 129, 132• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF19– Critical Thinking Graphic Organizers: Students could use the following

transparencies to organizer their thoughts and feelings before writing: CT1-2,3-4, 11-12, 19-20

– Writing and Communication Skills: WC5, 8– Basics in a Box: BB3, 4, 7– Revising, Editing, Proofreading Models: RE9-10, 11-12, 13-14, 15-16, 25-26,

27-28



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1.02 Respond to texts so that the audience will:

◆ empathize with the voice of the text.

PE/TE: 402, 405-406. The following pages also prepare students to meet thisobjective as they increase their understanding of voice in writing: 123,290, 311, 341, 346, 350, 365, 366, 663

Add’l TE: 191, 304

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 7, 11, 14, 19• Assessment Masters: 128• Weekly Vocabulary and Spelling: Weekly vocabulary lessons help students develop a

strong, clear voice with which readers can empathize.• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF13, 18– Writing and Communication Skills: WC1, 5– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12



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◆ make connections between the learner’s life and the text.

PE/TE: 402, 405-406. The following pages, detailing comparing and contrasting,also prepare students to meet this objective: 307, 657

Add’l TE: 304

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 45, 46, 49• Assessment Masters: 128• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF8– Critical Thinking Graphic Organizers: CT17-18 – Writing and Communication Skills: WC4, 5– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12


◆ reflect on how cultural or historical perspectives may have influenced theseresponses.

PE/TE: 402, 405-406. The following pages prepare students to meet thisobjective: 299, 390, 393, 398, 401, 406, 409, 417, 421, 434, 437, 441,447, 459, 461, 463, 512-513, 661

Add’l TE: 36, 290, 359

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 45, 46, 49• Assessment Masters: 128• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF8– Critical Thinking Graphic Organizers: CT17-18 – Writing and Communication Skills: WC4, 5– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12



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◆ examine the learner’s own response in light of peers’ responses.

PE/TE: The following pages prepare students to meet this objective: 299, 390,393, 398, 401, 406, 409, 417, 421, 434, 437, 441, 447, 459, 461, 463,512-513, 661

Add’l TE: 12, 290

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: All of the masters are suitable for work

with partners or small groups, thus affording students the opportunity to meet thisobjective.

• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 45, 46, 49• Assessment Masters: 128• Time Saver Transparencies:

– Critical Thinking Graphic Organizers: Transparencies CT1-2, 7-8, 17-18, 23,24

– Writing and Communication Skills: WC2– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12



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◆ recognize features of the author’s use of language and how the learner relatesthese features to his/her own writing.

PE/TE: The following pages prepare students to meet this objective: 346-347,350, 353, 354-356, 357, 358-360, 361-362, 363-364, 365, 366, 367, 373,374-375, 377, 378-379, 382, 383, 663

Add’l TE: These pages prepare students to meet this objective: 27, 151, 167, 191,375

Teacher’s Resource File:• Writing and Communication Masters: 14, 15, 16, 17, 18, 19, 20, 22, 23, 26-27, 38-

39, 47-48, 59-60, 71-72, 86-87, 98-99, 110-111• Assessment Masters: 128• Weekly Vocabulary and Spelling: Weekly vocabulary lessons help students develop

clear and understandable voice in their writing.• Time Saver Transparencies:

– Daily Test Preparation: Daily Test Preparation transparencies reinforce the useof standard language and usage.

– Quick Fix Grammar and Style Charts: QF13, 14, 15, 16, 19– Critical Thinking Graphic Organizers: CT1-2, 23-24– Writing and Communication Skills: WC8– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12

Technology:• Writing Coach CD-ROM: Guided Help for Writing Assignments• Electronic Teacher Tools CD-ROM


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Competency Goal 2: The learner will inform an audience by exploring general principlesat work in life and literature.

2.01 Locate, process, and comprehend texts that explain principles, issues, and conceptsat work in the world in order to:

◆ relate complex issues from a variety of critical stances.

PE/TE: The following pages prepare students to meet this objective: 288-289,290, 291, 294, 298, 307, 402, 405-406, 408-409, 410, 413-414, 416-417,428, 431-434, 436-437, 521, 522, 524, 526, 532, 536-537, 657

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: Consistent use of the masters helps

students develop the ability to write clearly about complex issues.• Writing and Communication Masters: 120, 121, 122• Assessment Masters: 128, 133• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF17, 19– Critical Thinking Graphic Organizers: The following transparencies could be

used to organize thoughts for writing about complex issues: CT1-2, 3-4, 7-8,11-12, 17-18

– Writing and Communication Skills: WC5, 6, 7, 8– Basics in a Box: BB6– Revising, Editing, Proofreading Models: RE21-22, 23-24

Technology:• Media Focus Video• Writing Coach CD-ROM: Interpretive Essay, Critical Essay• Electronic Teacher Tools CD-ROM


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◆ discern significant differences and similarities among texts that propose differentideas related to similar concepts.

PE/TE: The following pages prepare students to meet this objective: 288-289,290, 291, 294, 298, 307, 402, 405-406, 408-409, 410, 413-414, 416-417,428, 431-434, 436-437, 521, 522, 524, 526, 532, 536-537, 657

Teacher’s Resource File:• Writing and Communication Masters: 120, 121, 122• Assessment Masters: 128, 133• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF17, 19– Critical Thinking Graphic Organizers: The following transparencies could be

used to organize thoughts for writing about complex issues: CT1-2, 3-4, 7-8,11-12, 17-18

– Writing and Communication Skills: WC5, 6, 7, 8– Basics in a Box: BB6– Revising, Editing, Proofreading Models: RE21-22, 23-24

Technology:• Media Focus Video• Writing Coach CD-ROM: Comparison-Contrast• Electronic Teacher Tools CD-ROM


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2.02 Analyze general principles at work in life and literature by:

◆ discovering and defining principles at work in personal experience and inliterature.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 402, 405-406, 408-409, 410, 413-414, 416-417, 663

Teacher’s Resource File:• Writing and Communication Masters: 45, 46, 49, 57, 58, 61• Assessment Masters: 127, 128, 129, 131• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF17, 19– Critical Thinking Graphic Organizers: Students could use the following

transparencies to organize their thoughts: CT1-2, 3-4, 7-8, 9-10, 11-12, 13-14,15-16, 17-18, 19-20, 21-22

– Writing and Communication Skills: WC5, 6, 7, 8– Basics in a Box: BB3, 4, 7, 8– Revising, Editing, Proofreading Models: RE9-10, 11-12, 13-14, 15-16, 25-26,

27-28, 29-32, 33-36

Technology:• Media Focus Video• Writing Coach CD-ROM: Personal Narrative• Electronic Teacher Tools CD-ROM


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◆ predicting what is likely to happen in the future on the basis of those principles.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 306, 402, 405-406, 408-409, 410, 413-414, 416-417, 505

Teacher’s Resource File:• Time Saver Transparencies:


transparencies to organize their thoughts: CT1-2, 3-4, 7-8, 9-10, 11-12, 13-14,15-16, 17-18, 19-20, 21-22

– Writing and Communication Skills: WC5, 6, 7, 8– Basics in a Box: BB3, 4, 7, 8– Revising, Editing, Proofreading Models: RE9-10, 11-12, 13-14, 15-16, 25-26,

27-28, 29-32, 33-36

Technology:• Media Focus Video• Writing Coach CD-ROM: Guided Help for Writing Assignments• Electronic Teacher Tools CD-ROM


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2.03 Compose texts (in print and non-print media) that help the audience understand aprinciple or theory by:

◆ researching experience for relevant principles that relate to themes in literatureand life.

PE/TE: 170-171, 402, 405-406, 408-409, 410, 413-414, 416-417, 438, 441-442,444, 445, 446-447, 451-452, 479, 509-510, 515, 517, 536, 537, 544-545,546, 663

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 7, 45, 46, 49, 120• Assessment Masters: 128, 129, 131, 133• Time Saver Transparencies:


transparencies to organize their research: CT1-2, 3-4, 11-12, 13-14, 19-20– Writing and Communication Skills: WC5, 6, 8, 10– Basics in a Box: BB3, 4, 6, 7, 8– Revising, Editing, Proofreading Models: RE9-10, 11-12, 13-14, 15-16, 21-22,

23-24, 25-26, 27-28, 29-32, 33-36

Technology:• Media Focus Video• Writing Coach CD-ROM: Research Paper• Electronic Teacher Tools CD-ROM


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◆ presenting a thesis, supporting it, and considering alternative perspectives on thetopic.

PE/TE: 288-289, 290, 291, 294, 298, 305, 306, 334-335, 350, 402, 405-406, 432,456, 461, 663

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 45, 46, 57, 58, 84,

85, 108, 109• Assessment Masters: 128, 129, 131, 133• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF17, 19, 21, 22– Critical Thinking Graphic Organizers: The following transparencies could be

used to organize writing with a strong thesis and supporting details: CT3-4, 5-6, 11-12, 13-14

– Basics in a Box: BB3, 8– Revising, Editing, Proofreading Models: RE9-10, 11-12, 29-32, 33-36

Technology:• Writing Coach CD-ROM: Research Paper• Electronic Teacher Tools CD-ROM


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◆ adjusting the diction, tone, language, and method of presentation to the audience.

PE/TE: 170-171, 288-289, 290, 291, 294, 298, 304, 311, 341, 342, 350, 354-355,361-362, 366, 418, 420-421, 422, 424, 426-427, 428, 431-434, 436-437,438, 441-442, 444, 445, 446-447, 509-510, 515, 517, 536, 537, 544-545,546, 663

Add’l TE: These pages prepare students to meet this objective: 27, 191

Teacher’s Resource File:• Writing and Communication Masters: 17, 19, 20, 21, 22, 23, 24, 36, 45, 57, 69, 84,

96, 108, 123, 124, 128, 129, 130, 131• Assessment Masters: 126, 127, 128, 129, 130, 131, 132, 133, 134, 135, 136, 137,

138, 139, 140, 141• Time Saver Transparencies:

– Daily Test Preparation: Use of the Daily Test Preparation transparencies helpsstudents use language effectively.

– Quick Fix Grammar and Style Charts: QF12, 13, 14, 15, 16, 18, 20, 21, 22– Writing and Communication Skills: WC1, 4, 5, 8, 9– Basics in a Box: All of the Basics in a Box assignments require students to

consider their audience as they write.– Revising, Editing, Proofreading Models: All of the revising, editing, and

proofreading models encourage students to consider audience as they adjustdiction, tone, and language.



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Competency Goal 3: The learner will be prepared to enter issues of public concern as anadvocate.

3.01 Research and define issues of public concern by:

◆ using a variety of resources such as the media center, on-line resources,interviews, and personal reflection.

PE/TE: 448, 451-455, 456, 462-463, 468-469, 470, 471-472, 473-474, 475-478Add’l TE: These pages prepare students to meet this objective: 203, 286

Teacher’s Resource File:• Writing and Communication Masters: 120, 128• Assessment Masters: Page 133 prepares students to meet this objective.• Time Saver Transparencies:

– Critical Thinking Graphic Organizers: Students could use the followingtransparencies to organize their research: CT1-2, 3-4, 5-6, 11-12, 17-18

Technology:• Electronic Teacher Tools CD-ROM

◆ specifying the nature of an issue, including the various claims made and thereasoning that supports these claims.

PE/TE: 320, 324, 325, 330, 331,399, 432. These pages also prepare students tomeet this objective: 486, 493, 494, 499, 537, 662

Teacher’s Resource File:• Writing and Communication Masters: 84, 85, 88• Assessment Masters: 131• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF17– Critical Thinking Graphic Organizers: Students could use the following

transparencies to organize their thoughts about issues and the details thatsupport their ideas: CT3-4, 5-6, 11-12, 13-14, 17-18

– Writing and Communication Skills: WC5, 6, 8– Basics in a Box: BB6– Revising, Editing, Proofreading Models: RE21-22, 23-24

Technology:• Writing Coach CD-ROM: Research Paper• Electronic Teacher Tools CD-ROM


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3.02 Organize and deliver an argument so that an intended audience respects it by:

◆ wording the claim clearly.

PE/TE: 432, 488-489, 499, 514, 516, 656Add’l TE: These pages prepare students to meet this objective: 354, 363, 386, 410,

428, 470, 536

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: Consistent use of the grammar, usage,

and mechanics masters prepares students to clearly word written and oral arguments.• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 10, 14, 84, 85, 88• Assessment Masters: All of the pretests, midpoint tests, and mastery tests prepare

students to meet this objective by helping them developing skill in using standardgrammar and mechanics.

• Weekly Vocabulary and Spelling: Weekly vocabulary lessons afford students theopportunity to create clear written arguments.

• Time Saver Transparencies:– Daily Test Preparation: All of the Daily Test Preparation Transparencies

prepare students to use clear wording in their writing.– Quick Fix Grammar and Style Charts: QF13, 14, 17, 19– Writing and Communication Skills: WC6, 7, 8, 9– Basics in a Box: BB6– Revising, Editing, Proofreading Models: RE21-22, 23-24

Technology:• Writing Coach CD-ROM: Persuasive Essay• Electronic Teacher Tools CD-ROM


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◆ specifying reasons in support of the claim that are likely to be convincing.

PE/TE: 320, 322, 324, 325, 330, 331, 336-337, 399, 432, 444, 658

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 10, 14, 84, 85, 88• Assessment Masters: 131, 139• Time Saver Transparencies:

– Daily Test Preparation: All of the Daily Test Preparation Transparenciesprepare students to use clear wording in their writing.

– Quick Fix Grammar and Style Charts: QF13, 14, 17, 19– Critical Thinking Graphic Organizers: Students can use the following

transparencies to organize reasons that support their claims: CT1-2-6, 11-14– Writing and Communication Skills: WC6, 7, 8, 9– Basics in a Box: BB6– Revising, Editing, Proofreading Models: RE21-22, 23-24


◆ adopting an appropriate tone and stance toward the issue.

PE/TE: 304, 311, 341, 342, 350, 361-362, 432, 488-489, 499, 510, 514, 516, 656,663

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 10, 14, 17, 18, 19, 84, 85, 88• Assessment Masters: 131, 139• Weekly Vocabulary and Spelling: Weekly vocabulary lessons help students choose

words that work toward creating a particular tone.• Time Saver Transparencies:

– Daily Test Preparation: All of the Daily Test Preparation Transparenciesprepare students to use clear wording in their writing.

– Quick Fix Grammar and Style Charts: QF13, 14, 17, 19– Writing and Communication Skills: WC6, 7, 8, 9– Basics in a Box: BB6– Revising, Editing, Proofreading Models: RE21-22, 23-24



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Competency Goal 4: The learner will analyze and critique texts from variousperspectives and approaches.

4.01 Develop critiques that enable an audience to judge claims and arguments by:

◆ establishing and applying clear, credible criteria for evaluation.

PE/TE: 299, 390, 393, 398, 401, 406, 409, 414, 417, 421, 434, 437, 441, 447,453, 459, 461, 463, 472, 474, 484-487, 488-489, 490-492, 505, 517, 543,546, 659, 661

Add’l TE: The following pages prepare students to meet this objective: 391, 399,407, 415, 435

Teacher’s Resource File:• Writing and Communication Masters: 6, 28, 40, 49, 61, 73, 88, 100, 112, 121• Assessment Masters: All of the rubrics prepare students to develop appropriate

criteria.• Time Saver Transparencies:

– Daily Test Preparation: All of the transparencies help students develop theirabilities to evaluate and to create criteria for evaluation.

– Writing and Communication Skills: WC1, 2, 3– Basics in a Box: All of the writing assignments detailed in Basics in a Box

lend themselves to the development of criteria for evaluation.– Revising, Editing, Proofreading Models: All of the models meet this objective.

Technology:• Grammar Coach CD-ROM• Writing Coach CD-ROM: Comparison-Contrast• Electronic Teacher Tools CD-ROM


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◆ substantiating assessments with reasons and evidence.

PE/TE: 299, 390, 393, 398, 401, 406, 409, 414, 417, 421, 434, 437, 441, 447,453, 459, 461, 463, 472, 474, 484-487, 488-489, 490-492, 505, 517, 543,546, 659, 661

Add’l TE: The following pages prepare students to meet this objective: 391, 399,407, 415, 435

Teacher’s Resource File:• Writing and Communication Masters: 6, 28, 40, 49, 61, 73, 88, 100, 112, 121• Assessment Masters: All of the rubrics prepare students to develop appropriate

criteria.• Time Saver Transparencies:

– Daily Test Preparation: All of the transparencies help students develop theirabilities to evaluate and to create criteria for evaluation.

– Writing and Communication Skills: WC1, 2, 3– Basics in a Box: All of the writing assignments detailed in Basics in a Box

lend themselves to the development of criteria for evaluation.– Revising, Editing, Proofreading Models: All of the models meet this objective.

Technology:• Grammar Coach CD-ROM• Writing Coach CD-ROM: Comparison-Contrast• Electronic Teacher Tools CD-ROM


19

4.02 Develop critiques that give an audience:

◆ an appreciation of how themes relate among texts.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 402, 405-406, 663. The following pages also prepare students to meet

this objective: 307, 657

Teacher’s Resource File:• Writing and Communication Masters: 1, 2, 3, 4, 5, 6, 7, 45, 46, 49• Assessment Masters: 128• Time Saver Transparencies:


transparencies to organize their ideas: CT3-4, 7-8, 17-18– Writing and Communication Skills: WC4, 5, 6, 7, 8– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12

Technology:• Writing Coach CD-ROM: Critical Essay• Electronic Teacher Tools CD-ROM


20

◆ an understanding of how author’s assumptions, cultural backgrounds, and socialvalues affect the texts.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 402, 405-406, 663Add’l TE: Pages 36 and 304 prepare students to meet this objective.





◆ an understanding of how more than one critical approach affects interpretation.

PE/TE: 402, 405-406, 658






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Competency Goal 5: The learner will deepen understanding of British literature throughexploration and extended engagement.

5.01 Explore British literature by:

◆ recognizing common themes that run through works, using evidence from thetexts to substantiate ideas.



Teacher’s Resource File:• Writing and Communication Masters: 5, 45, 46, 49• Assessment Masters: 128• Time Saver Transparencies:


transparencies to organize their thoughts: CT3-4, 7-8, 17-18– Writing and Communication Skills: WC4, 5, 8– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12



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◆ relating the cultural and historical contexts to the literature and identifyingperceived ambiguities, prejudices, and complexities.








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◆ making associations between historical and current viewpoints.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 402, 405-406. The following pages also prepare students to meet this

objective: 307, 657





◆ understanding how literary movements influence writers.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 402, 405-406



transparencies to organize their thoughts: CT3-4– Writing and Communication Skills: WC4, 5, 8– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12



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5.02 Extend engagement with selected works of British literature by:

◆ observing how the imaginative experience of literature broadens and enrichesreal life.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 402, 405-406, 512-513


– Critical Thinking Graphic Organizers: Students could use the followingtransparencies to organize their observations: CT1-2, 3-4, 11-12

– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12



25

◆ relating style, meaning, and genre (including fiction, non-fiction, drama, andpoetry).

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 288-289, 290, 291, 294, 298, 353, 354-356, 357, 358-360, 361-362, 366,

367, 373, 377, 378-379, 382, 402, 405-406, 410, 413-414, 416-417, 438,441-442, 444, 445, 446-447

Add’l TE: The following pages prepare students to meet this objective: 27, 90, 157,191, 209, 304, 306, 360, 375


37, 46, 58, 70, 85, 97, 109• Assessment Masters: All of the writing prompts give students experience in

studying, reading, and writing in various genres.• Weekly Vocabulary and Spelling: Weekly vocabulary lessons afford students the

opportunity to develop personal style in writing.• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF12, 13, 14, 15, 16, 17, 18, 19, 20, 21,22

– Critical Thinking Graphic Organizers: Students could use the followingtransparencies to organize their thoughts: CT1-2, 3-4, 5-6, 7-8, 11-12, 17-18

– Writing and Communication Skills: WC9– Basics in a Box: All of the assignments detailed in Basics in a Box give

students experience with various literary genres.– Revising, Editing, Proofreading Models:



26

◆ applying literary, grammatical, and rhetorical terms of literature.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 402, 405-406, 438, 441-442, 444, 445, 446-447Add’l TE: The following pages prepare students to meet this objective: 51, 167,

209, 360, 377

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: As the entire focus of this ancillary is

on grammar, usage, and mechanics, students are afforded the opportunity to applygrammatical terms.

• Writing and Communication Masters: 69, 70, 71-72, 73• Assessment Masters: Pretests, mid-point tests, and mastery tests help students hone

their skills relating to grammatical terms.• Time Saver Transparencies:

– Daily Test Preparation: All daily test preparation transparencies afford studentsthe opportunity to meet this objective.

– Quick Fix Grammar and Style Charts: QF1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11– Visual Grammar Tiles– Writing and Communication Skills: WC4, 5– Basics in a Box: All of the assignments details in Basics in a Box afford

students the opportunity to apply literary, grammatical, and/or rhetorical terms.– Revising, Editing, Proofreading Models: All of the models encourage students

to consider literary, grammatical, and/or rhetorical terms as they proofread,edit, and revise.

Technology:• Grammar Coach CD-ROM• Electronic Teacher Tools CD-ROM


27

◆ demonstrating in various print and non-print media the significance of works.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 288-289, 290, 291, 294, 298, 320, 322, 330, 336-337, 402, 405-406, 432

Teacher’s Resource File:• Writing and Communication Masters: 45, 46, 49• Assessment Masters: 128, 133• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF17– Critical Thinking Graphic Organizers: The following transparencies prepare

students to meet this objective: CT1-2, 3-4, 5-6, 11-12, 13-14– Writing and Communication Skills: WC8– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12

Technology:• Writing Coach CD-ROM: Interpretive Essay• Electronic Teacher Tools CD-ROM

◆ discerning the effect of interpreting literature from various critical perspectives.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 402, 405-406, 512-513Add’l TE: Page 360 prepares students to meet this objective.

Teacher’s Resource File:• Writing and Communication Masters: 45, 46, 47-48, 49• Assessment Masters: 128• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF17– Critical Thinking Graphic Organizers: The following transparencies prepare

students to meet this objective: CT1-2, 3-4, 5-6, 7-8, 11-12, 13-14, 17-18– Writing and Communication Skills: WC8– Basics in a Box: BB3– Revising, Editing, Proofreading Models: RE9-10, 11-12

Technology:• Writing Coach CD-ROM: Interpretive Essay• Electronic Teacher Tools CD-ROM


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Competency Goal 6: The learner will apply conventions of grammar and languageusage.

6.01 Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly,succinctly, and accurately by:

◆ understanding how to use and apply grammatical, metaphorical, or rhetoricaldevices.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 358-360, 366, 367, 369, 370, 371, 376, 380, 381, 383, 659Add’l TE: 6, 16, 55, 60, 90, 157, 167, 183, 306

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: The entire book affords students the

opportunity to use and apply grammatical devices.• Writing and Communication Masters: 14, 15, 16, 17, 18, 19, 20, 21, 22, 23• Assessment Masters: All of the pretests, mid-tests, and mastery tests help students

understand how to apply grammatical devices. All of the prompts afford students theopportunity to use rhetorical devices.

• Time Saver Transparencies:– Daily Test Preparation: All of the daily test preparation transparencies prepare

students to meet this objective. – Quick Fix Grammar and Style Charts: QF1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 18, 20– Visual Grammar Tiles– Writing and Communication Skills: WC9– Basics in a Box: All of the assignments in Basics in a Box lend themselves to

the application of grammatical, rhetorical, and metaphorical devices.– Revising, Editing, Proofreading Models: Students could consider this objective

as they use all of the models.

Technology:• Grammar Coach CD-ROM• Writing Coach CD-ROM: Grammar, Usage, and Mechanics Activities• Electronic Teacher Tools CD-ROM


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◆ recognizing how to use different language conventions (such as loose or periodicsentences, effective use of passive voice, or the importance of strong verbs).

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 13, 32-33, 104, 112, 114, 116-117, 290, 343-344, 346, 350, 367, 374-375,

376-377, 382Add’l TE: 27, 55, 90, 191, 209, 304, 377

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: 25-27, 28-30, 31-33, 79-81, 82-84, 85-

87, 88-90, 91-93• Writing and Communication Masters: 12, 14, 18, 21, 22• Assessment Masters: The writing prompts afford students the opportunity to use and

discuss language conventions.• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF12, 13, 14, 15, 16, 17, 18, 19, 20– Writing and Communication Skills: WC1, 4, 5, 6, 8– Basics in a Box: All of the Basics in a Box assignments prepare students to

meet this objective.– Revising, Editing, Proofreading Models: All of the proofreading models

encourage students to consider language conventions in their writing.



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◆ revising writing to enhance voice and style, sentence variety, subtlety of meaning,and tone in considerations of questions being addressed, purpose, audience, andgenres.

PE/TE: 109, 314-316, 317-318, 370-372, 373-376, 377-378, 379-380, 381-383,384, 385, 407, 416, 424, 431, 442, 450, 458, 477, 543, 561, 566

Add’l TE: 55, 90, 157, 158, 324

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: 25-27, 28-30, 31-33• Writing and Communication Masters: 10, 11, 12, 14, 17, 18, 19, 20, 21, 22, 23, 28,

40, 49, 61, 73, 88, 100, 112• Assessment Masters: All of the rubrics (134-141) guide students in the revision

process.• Weekly Vocabulary and Spelling: Weekly vocabulary lessons prepare students to

meet this objective.• Time Saver Transparencies:

– Daily Test Preparation: All of the transparencies provide practice in revision.– Quick Fix Grammar and Style Charts: All of the Grammar and Style Charts

prepare students to meet this objective.– Visual Grammar Tiles– Writing and Communication Skills: WC2, 3, 4– Revising, Editing, Proofreading Models: All of the models encourage students

to revise their writing.



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◆ contrasting use of language conventions of authors in different time periods ofBritish literature.

This objective can be taught in more depth in the The Language of Literatureprogram.PE/TE: 402, 405-406Add’l TE: The following pages prepare students to meet this objective: 167, 209,

377




Technology:• Writing Coach CD-ROM: Critical Essay, Interpretive Essay• Electronic Teacher Tools CD-ROM


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◆ analyzing the power of standard usage over nonstandard usage in formal settingssuch as job interviews, academic presentations, or public speaking events.

PE/TE: Because the focus of this book is on grammar, usage, and mechanics,formal usage is practiced and used throughout the book. These pagesprovide opportunities for students to use language in formal settings:314-315, 475-476, 506-508, 509-510, 514-515, 579, 580, 582, 584, 594

Add’l TE: 27, 158, 250, 341, 395, 429

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: Use of all the masters helps students

develop proficiency in using standard usage.• Writing and Communication Masters: All of the writing process lessons afford

students the opportunity to use formal language.• Assessment Masters: All pretests, midpoint tests, and mastery tests afford students

the opportunity to practice standard usage.• Weekly Vocabulary and Spelling: Weekly vocabulary lessons and spelling strategies

increase students’ awareness of formal and informal language.• Time Saver Transparencies:

– Daily Test Preparation: All of the transparencies assist students in meeting thisobjective.

– Quick Fix Grammar and Style Charts: All of the charts assist students inmeeting this objective.

– Visual Grammar Tiles– Writing and Communication Skills: WC1, 2, 3– Basics in a Box: All of the Basics in a Box assignments encourage students to

consider whether to use formal or informal language.– Revising, Editing, Proofreading Models: All of the models encourage students

to consider the language of their written work.



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6.02 Discern and correct errors in speaking and writing by:

◆ reviewing and refining purposeful use of various sentence types.

PE/TE: 31, 32, 47, 87, 90, 93, 101, 289, 290, 291, 292, 293, 294, 298, 305, 334-337, 339, 343-344, 345, 346-347, 348-349, 350, 373, 374-375, 376-377,382, 398, 406, 414, 421, 434, 441, 461, 533, 541, 543, 546, 662

Add’l TE: 55, 183, 324

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: 19-21, 22-24, 25-27, 28-30, 31-33, 34-

36, 37-39• Writing and Communication Masters: 11, 12, 13, 21, 22, 28, 40, 49, 61, 73, 88, 100,

112• Assessment Masters: 4-5, 6-7, 8-9, 25, 26, 27, 41, 43, 47• Time Saver Transparencies:

– Daily Test Preparation: All of the daily test preparation transparencies helpstudents meet this objective.

– Quick Fix Grammar and Style Charts: QF1, 2, 3, 4, 13, 15, 16– Writing and Communication Skills: WC2, 3, 6– Basics in a Box: All of the Basics in a Box assignments afford students the

opportunity to consider sentence types in their writing.– Revising, Editing, Proofreading Models: All of the models encourage students

to consider their use of sentence structure in writing.

Technology:• Grammar Coach CD-ROM• Writing Coach CD-ROM: Grammar, Usage, and Mechanics Activities


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◆ editing for correct punctuation, spelling, mechanics, and standard editedAmerican English.

PE/TE: 72, 210, 238-240, 241-242, 243, 245-247, 252, 254-255, 258, 289, 291,292, 293, 294, 298, 334-337, 339, 343-344, 345, 346-347, 348-349, 350,378-379, 398, 406, 414, 421, 434, 441, 461, 533, 541, 543, 546, 637-641,662

Add’l TE: All of the Daily Test Preparation Sidenotes afford students theopportunity to meet this objective. The following pages show a fewexamples: 6, 13, 16, 21, 31, 53, 60, 76, 83, 89

Teacher’s Resource File:• Grammar, Usage, and Mechanics Workbook: The entire book helps students focus

on standard edited American English. The following pages focus on punctuation andmechanics: 142-144, 145-147, 148-150, 151-153, 154-156, 157-159, 160-162, 163-165, 166-168, 169-171, 172-174, 175-177, 178-180, 181-183

• Writing and Communication Masters: 11, 12, 13, 21, 22, 28, 40, 49, 61, 73, 88, 100,112

• Assessment Masters: 18-19, 20-21, 22-23, 32, 33, 34, 81-84, 85-88, 89-92, 93, 94-103, 104-113, 114-124, 131-141

• Time Saver Transparencies:– Daily Test Preparation: All of the daily test preparation transparencies help

students meet this objective.– Quick Fix Grammar and Style Charts: QF1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11– Visual Grammar Tiles– Writing and Communication Skills: WC1, 2, 3– Revising, Editing, Proofreading Models: All of the models help students meet

this objective.

Technology:• Grammar Coach CD-ROM• Writing Coach CD-ROM: Grammar, Usage, and Mechanics Activities, Standards for

Evaluation• Electronic Teacher Tools CD-ROM


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◆ using appropriate transitional words and phrases.

PE/TE: 313, 316, 339-340, 663Add’l TE: 157, 312


100, 112• Assessment Masters: 134-141• Time Saver Transparencies:

– Quick Fix Grammar and Style Charts: QF10, 16– Writing and Communication Skills: WC4– Revising, Editing, Proofreading Models: Students can consider transitional

words and phrases as they work through all of the models.

Technology:• Grammar Coach CD-ROM• Writing Coach CD-ROM: Guided Help for Writing Assignments• Electronic Teacher Tools CD-ROM


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Documents

North Carolina English Language Arts Course of Study€¢ Grammar, Usage, and Mechanics Workbook: Use of this ancillary helps students in composing clear text with standard grammar,