OK Penguin British Tradition 2007 RevLVdG1

8/17/2019 OK Penguin British Tradition 2007 RevLVdG1

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G r a d e 1 2

Prentice Hall

Literature, The Penguin Edition,

The British Tradition,

The Oklahoma Edition © 2008

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

Oklahoma Priority Academic Student Skills for Language Arts

Grade 12


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Prentice Hall Literature, The Penguin Edition, British Traditions,The Oklahoma Edition © 2008

Correlated to:

Oklahoma Priority Academic Student Skills for Language Arts(Grade 12)

OKLAHOMA PRIORITY ACADEMIC

STUDENT SKILLS FOR LANGUAGE ARTSGRADE 12

PAGE (S) WHERE TAUGHT(If submission is not a text, cite

appropriate resource(s))

LANGUAGE ARTS Grade 12

Reading/Literature: The student will apply a wide range of strategies to comprehend, interpret,evaluate, appreciate, and respond to a wide variety of texts.

Standard 1. Vocabulary - The student will expand vocabulary through word study, literature, andclass discussion.

Apply a knowledge of word origins (words from other languages, history, or literature) to determinethe meaning of new words encountered in reading and use those words accurately.

1. Apply knowledge of Greek, Latin, and Anglo-Saxon roots and word parts to draw inferencesabout new words that have been created in thefields of science and mathematics (gene splicing,genetic engineering).

SE/TE: Suffixes, 31, 88, 121, 676, 772, 802,895, 1322; Word roots, 64, 186, 202, 264, 278,289, 341, 379, 396, 488, 534, 571, 602, 686,758, 786, 820, 832, 938, 976, 1034, 1052,1068, 1099, 1114, 1128, 1140, 1180, 1248,1260, 1292, 1310; Prefixes, 135, 359, 446, 518,584, 920, 1198, 1222, 1282

TR: Teaching Resources: Vocabulary andSpelling Practice Book; Reading Support PracticeBook; Academic and Workplace Skills ActivityBook; Formal Assessment

TECH: Interactive Textbook CD-ROM; TeacherExpress CD-ROM, Test Bank CD-ROM; Writers atWork Video Program DVD; Writing and GrammarCompanion Web Site

2. Research unfamiliar words based oncharacters, themes, or historical events.

SE/TE: Word origins, 254, 552; also see: TheChanging English Language: The Beginnings of

English, 14, “A Man of Fire – New Words” 236,No Harmless Drudge, He, 432, The RomanticAge, 662, The Victorian Age, 862, Britspeak, Ato Zed, 1020



3. Analyze the meaning of analogiesencountered, analyzing specific comparisons aswell as relationships and inferences.

SE/TE: Analogies, 278, 895, 986, 1052


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


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4. Rely on context to determine meanings ofwords and phrases such as figurative language,connotations and denotations of words,analogies, idioms, and technical vocabulary.

SE/TE: Context, 88, 379, 396, 518, 802, 1099,1128, 1140, 1198, 1248, 1310; also see:Figurative language, 220, 704–705, 761, 763,766, 770, 771, R13



Standard 2. Comprehension - The student will interact with the words and concepts on the page tounderstand what the writer has said.

Read and understand grade-level-appropriate material. Analyze the organizational patterns andevaluate authors’ argument and positions. At Grade 12, in addition to regular classroom reading,read a wide variety of classic and contemporary literature, poetry, magazines, newspapers,reference materials, and online information.

1. Literal Understanding

a. Identify the structures and format of various

informational documents and explain howauthors use the features to achieve theirpurpose.

SE/TE: Reading Informational Materials

(Reading Strategy): Using Maps for Verificationand Interpretation, 90, Evaluating Information,398, Evaluating the Appropriateness of a SearchResult, 630, Interpreting and Using Diagrams,722, Evaluating Credibility of Sources, 960,Interpreting the Organization of a MissionStatement, 1070





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b. Explain specific devices an author uses toaccomplish purpose (persuasive techniques,style, literary forms or genre, portrayal ofthemes, language).

SE/TE: Reasoned argument, 271, 277;Emotional appeal, 408, 646, 823; the Scholar’sDesk : Frank Kermode on Persuasion, 409;Charged language, 416; Emotive language, 949,953, 955, 957; also see: Selections (PrimarySources: History, Political Texts and Speeches): “Speech before her troops,” reasoned argument,charged language, 275–276; “Declaration ofIndependence,” 588; “Speech to Parliament,”rhetorical questions, balanced clauses, 812–814, “On the passing of the reform bill,” 816–818; “Wartime Speech,” rhetorical devices, 1118–1121, “Defending Nonviolent Resistance,” 1122–1126



c. Use study strategies such as note taking,outlining, and using study-guide questions tobetter understand texts.

SE/TE: Rereading for clarification, 122, 125,127, 128, 129, 131, 134, 292–293;Chronological order, 398, 960, 964; Sequentialorder, 219; Summarizing to understand difficult

work, 271, 277; Using text aids, 305, 307, 310,313, 315, 317, 322, 324; Translating dialect,665, 667, 675; Using visuals as key to meaning,679, 685; Using diagrams, 722–725





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d. Construct images such as graphic organizersbased on text descriptions and text structures.

SE/TE: Reading Strategy (Graphic Organizers),17, 39, 77, 97, 122, 136, 161, 189, 239, 249,257, 271, 281, 305, 326, 342, 360, 380, 435,449, 459, 473, 491, 503, 521, 537, 555, 573,593, 613, 665, 679, 691, 707, 729, 761, 775,789, 811, 823, 865, 883, 903, 929, 949, 967,979, 1023, 1039, 1055, 1075, 1089, 1103,1117, 1131, 1143, 1159, 1183, 1021, 1231,1251, 1263, 1275, 1285, 1297, 1313; ReadingStrategy (Apply the Skills), 30, 63, 87, 120,134, 156, 185, 201, 245, 253, 263, 277, 288,324, 358, 378, 395, 445, 455, 466, 487, 498,517, 533, 551, 569, 583, 601, 623, 675, 685,697, 719, 757, 771, 785, 801, 819, 831, 879,

894, 919, 937, 957, 975, 985, 1033, 1051,1067, 1085, 1098, 1113, 1127, 1139, 1152,1179, 1197, 1221, 1247, 1259, 1271, 1281,1291, 1309, 1321



e. Read silently with comprehension for asustained period of time.

SE/TE: Reading, 342, 345, 347, 349, 352, 354,358, 704–705, 967, 970, 975, 1156–1157,1275, 1251, 1257, 1259, 1277, 1279, 1281; ForFurther Reading, 221, 417, 647, 847, 1005,1341





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2. Inferences and Interpretation

a. Interpret the possible inferences of thehistorical context on literary works.

SE/TE: Unit Introductions, 6, 10, 228, 232,424, 427, 654, 657, 854, 857, 1012, 1015;Writing About Literature: Analyzing LiteraryPeriods, 208–209, 990–991; Using historical andcultural context, 590–591; From the Translator'sDesk : Seamus Heaney Comments on Beowulf ,66, Burton Raffel Introduces Beowulf , 36, BurtonRaffel Talks About the Time Period, 2, BurtonRaffel on Shaping a Narrative, 213;Understanding dialect, 189, 195, 197, 201;Analyzing cultural differences, 1143, 1145,1146, 1147, 1152; also see: Literature In

Context (culture, economics, history, science,vocabulary, world events): 55, 84, 154, 192,334, 351, 388, 548, 599, 618, 817, 952, 1079,1150, 1278



b. Describe the development of plot and identifyconflicts and how they are addressed andresolved.

SE/TE: Plot, 898–899, 1156–1157, 1159, 1164,1165, 1168, 1169, 1174, 1175, 1179, R16





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c. Identify influences on a reader’s response to atext (e.g., personal experience and values;perspectives shaped by age, gender, class, ornationality).

SE/TE: Connecting to historical context, 17, 19,25, 30; Picturing action and situation, 34–35,1159, 1162, 1164, 1167, 1168, 1171, 1174,1176, 1179; Questioning, 761, 764, 768, 771,1183, 1184, 1191, 1193, 1194, 1197; Settingpurpose for reading, 811, 816, 819; Challengingtext, 1313, 1315, 1316, 1321; Identifying withcharacter, 898–899, 1201, 1204, 1206, 1208,1210, 1216, 1218, 1219, 1221



d. Make reasonable assertions about authors'arguments by using elements of the text todefend and clarify interpretations.

SE/TE: Reasoned argument, 271, 277;Emotional appeal, 408, 646, 823; the Scholar’sDesk : Frank Kermode on Persuasion, 409;Charged language, 416; Emotive language, 949,953, 955, 957; also see: Selections (PrimarySources: History, Political Texts and Speeches): “Speech before her troops,” reasoned argument,charged language, 275–276; “Declaration ofIndependence,” 588; “Speech to Parliament,”

rhetorical questions, balanced clauses, 812–814, “On the passing of the reform bill,” 816–818; “Wartime Speech,” rhetorical devices, 1118–1121, “Defending Nonviolent Resistance,” 1122–1126





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3. Summary and Generalization

a. Determine the main idea and supportingdetails by producing summaries of text.

SE/TE: Summarizing, 161, 163, 167, 168, 170,174, 180, 185, 271, 277, 1131, 1135, 1139;also see: Identifying main points and support,1117, 1121, 1122, 1127


TECH: Interactive Textbook CD-ROM; TeacherExpress CD-ROM, Test Bank CD-ROM; Writers atWork Video Program DVD; Writing and Grammar

Companion Web Site

b. Use text features and elements to supportinferences and generalizations aboutinformation.

SE/TE: Inferring, 281, 288, 380, 384, 386, 393,395, 459, 464, 465, 466, 883, 886, 890, 892,893, 894, 1103, 1111, 1113; Drawinginferences, 593, 601; also see: ReadingInformational Materials (Reading Strategy): Using Maps for Verification and Interpretation,90, Evaluating Information, 398, Evaluating theAppropriateness of a Search Result, 630,Interpreting and Using Diagrams, 722,Evaluating Credibility of Sources, 960,Interpreting the Organization of a MissionStatement, 1070



c. Summarize and paraphrase complex, implicit,hierarchic structures in informational texts,including relationships among concepts anddetails in those structures.

SE/TE: Paraphrasing, 39, 42, 44, 47, 50, 53,54, 60, 63, 239, 245, 292–293, 573, 576, 578,583, 789, 791, 794, 796, 801, 1055, 1058,1067; Summarizing, 161, 163, 167, 168, 170,174, 180, 185, 271, 277, 1131, 1135, 1139;Reading Informational Materials, 90-93, 398-401, 630-633, 722-725, 960-964, 1070-1073




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d. Compare and contrast elements of text suchas themes, conflicts, and allusions both withinand across text.

SE/TE: Writing About Literature: Comparingand Contrasting Literary Trends, 404–405,Comparing and Contrasting Literary Themes,634–635; Relating broad themes to personalexperience, 500; also see: Theme: common,249, 252, 253, monarch as hero, 271, 277,carpe diem, 459, 462, 463, 466, novel, 898–899

TR: Teaching Resources: Vocabulary andSpelling Practice Book; Reading Support Practice

Book; Academic and Workplace Skills ActivityBook; Formal Assessment


4. Analysis and Evaluation

a. Investigate both the features and therhetorical (communication) devices of differenttypes of public documents, such as policystatements, speeches, or debates, and the waysin which authors use those features and devices.

SE/TE: Selections (Primary Sources: History,Political Texts and Speeches): “Speech beforeher troops,” reasoned argument, chargedlanguage, 271, 275–276, 277; “Declaration ofIndependence,” 588; “Speech to Parliament,”

rhetorical questions, balanced clauses, 812–814, “On the passing of the reform bill,” 816–818; “Wartime Speech,” rhetorical devices, 1118–1121, “Defending Nonviolent Resistance,” 1122–1126; also see: Reading Informational Materials:Newspaper Articles, 398–401, Guidebooks, 722–725, Web Sites, 960–964, Mission Statements,1070–1073





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b. Examine the structure and format ofinformational and literary documents and explainhow authors use the features to achieve theirpurposes.

SE/TE: Relating structure to theme, 257, 263;Dramatic structure, 1251, 1255, 1259; Using:text aids, 305, 307, 310, 313, 315, 317, 322,324, visuals as key to meaning, 679, 685; Assessment Workshops: Forms of Propaganda,415, 645, Paired Passages, 1003, SequentialOrder, 219, Strategy, Organization, and Style,1339; Reading stanzas as units of meaning,967, 970, 975; Interpreting, organization ofmission statement, 1070; also see: ReadingInformational Materials: Maps, 90–93,Newspaper Articles, 398–401, Online SearchEngines, 630–633, Guidebooks, 722–725, WebSites, 960–964, Mission Statements, 1070–1073



c. Analyze the way in which clarity of meaning isaffected by the patterns of organization,repetition of the main ideas, organization oflanguage, and word choice in the text.

SE/TE: Sequential order, 219; Chronologicalorder, 398, 960, 964; Reading stanzas as unitsof meaning, 967, 970, 975; Interpreting,organization of mission statement, 1070



d. Analyze the way in which authors have usedarchetypes (universal modes or patterns) drawnfrom myth and tradition in literature, film,political speeches, and religious writings.

SE/TE: Archetype, 122, 134, 360, 378; alsosee: Theme: common, 249, 252, 253, monarchas hero, 271, 277, carpe diem, 459, 462, 463,466, novel, 898–899, mood as key to, 929, 931,

936, 937, poetry, 1055, 1057, 1058, 1067,1285, 1289, short story, 1156–1157, 1159,1179, 1201, 1202, 1204, 1206, 1207, 1211,1212, 1213, 1214, 1215, 1217, 1220, 1221,1275, 1279, 1281, implied, 1275, 1281




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e. Evaluate the credibility of informationsources, including how the writer’s motivationmay affect that credibility.

SE/TE: Reading Informational Materials(Reading Strategy): Evaluating Information,398, Evaluating Credibility of Sources, 960,Interpreting the Organization of a MissionStatement, 1070; also see: Appeal, 408, 410,823; Charged language, 271, 277, 416;Emotional appeal, 408, 646, 823; Emotivelanguage, 949, 953, 955, 957; reasonedargument, 271, 277





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Standard 3. Literature - The student will read, construct meaning, and respond to a wide variety ofliterary forms.

Read and respond to grade-level-appropriate historically or culturally significant works of British,American, or world literature. Conduct in-depth analysis of themes, styles, and trends of theseworks across historical periods.

1. Literary Genres - Demonstrate a knowledge of and an appreciation for various forms of literature.

a. Analyze the characteristics of genres includingshort story, novel, drama, poetry, and essay.

SE/TE: Selections (Poetry): 18–22, 23–26, 27–29, 98–119, 123–133, 137–155, 162–175, 194,195, 196–197, 198–200, 240, 241, 242, 243,244, 250, 251, 259, 260, 261, 262, 266, 267,268, 436–437, 438–439, 440–441, 442–444,450–451, 452–453, 454, 460–462, 463, 465,

475, 477, 492–493, 494, 496–497, 539, 540–550, 574–579, 580–582, 666–668, 669–671,672–674, 680, 681–682, 683, 684, 692–696,708–713, 714–716, 717, 718, 730–753, 754–756, 762–763, 764–767, 768–770, 777, 778–780, 781–784, 791, 792, 794–797, 798–800,805, 806, 807, 808, 815, 866–868, 869–874,875, 876–878, 884–886, 887, 888–891, 893,930–931, 932–934, 935–936, 943–944, 945,947, 969–970, 971–972, 973–974, 981, 982,983, 984, 988–989, 1025, 1026, 1027–1028,1029–1030, 1031–1032, 1040–1041, 1042–1043, 1047–1050, 1056–1059, 1060–1061,1062–1064, 1065–1066, 1105, 1106, 1107,

1132–1134, 1135–1136, 1137–1138, 1232–1233, 1234–1235, 1236–1238, 1252–1253,1254–1255, 1257, 1258, 1286–1287, 1289–1290; Selections (Primary Sources: History,Political Texts and Speeches): 78–82, 83–86,275–276, 556–558, 559–561, 588, 812–814,816–818, 1118–1121, 1122–1126, ; Selections(Fiction/Short Story): 176–184, 272–273, 511–516, 522–528, 529–532, 700–702, 904–910,911–918, 922–926, 1090–1097, 1144–1151,1160–1172, 1173–1178, 1184–1189, 1190–1196, 1202–1215, 1216–1220, 1224–1228,1239–1246, 1264–1270, 1276–1280, 1298–1308; Selections (Autobiography/Biography):

204–207, 562–568, 10761084–, 1324–1327;Selections (Drama): 306–323, 327–339, 343–357, 361–377, 381–394; Selections (Non–Fiction/Essays and Articles): 587, 594–597,598–600, 607–611, 614–622, 626–629, 692–696, 824–827, 950–953, 954–956, 1108–1112,1314–1320



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b. Analyze the characteristics of subgenresincluding allegory, ballad, elegy, ode, parody,pastoral, satire and tragedy.

SE/TE: Satire, 521, 523, 526, 528, 530, 533;Anglo-Saxon lyrics, 17, 20, 21, 23, 26, 29, 30;Ballad, 188, 189, 196, 197, 199, 200, 201, R10;Biography, 555, 564, 567, 569; Border ballad,188; Comedy of manners, 292–293; Romantic,

707, 719; Elizabethan drama, 296, 297, 305,309, 311, 312, 317, 318, 321, 324;Shakespearean tragedy, 380, 383, 384, 386,387, 389, 391, 395; Epic, 34–35, 38, 39, 41,42, 45, 47, 48, 49, 50, 53, 57, 58, 59, 61, 63,473, 479, 480, 481, 482, 485, 487, 537, 544,549, 551, R12, R15; Folk ballad, 188, 189, 196,197, 199, 200, 201; Journalistic essay, 949,951, 956, 957; Italian Sonnet, 473, 477, 480,481, 482, 485, 487; Medieval romance, 161,164, 166, 168, 170, 171, 172, 174, 179, 181,182, 183, 185; Pastoral, 249, 250, 252, 253;Ode, 794–797, 799–801; Elegy 575–579





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2. Literary Elements - Demonstrate knowledge of literary elements and techniques and show howthey affect the development of a literary work.

a. Evaluate the way in which the theme ormeaning of a selection represents a view orcomment on life, using textual evidence tosupport the claim.

SE/TE: Inferring: beliefs of the period, 380,384, 386, 393, 395, speaker's attitude, 459,464, 465, 466, 883, 886, 890, 892, 893, 894;Argument, 408, 410, 411, 811; Rhetoric andrhetorical devices, 537, 551, 646, 846, 1117,1127; Judging poet's message, 704–705, 865,867, 1231, 1235, 1238, 1240, 1242, 1244,1245, 1246, 1247; Romantic philosophy, 775,780, 785; also see: Selections (PrimarySources: History, Political Texts and Speeches): “Speech before her troops,” reasoned argument,

charged language, 271, 275–276, 277; “Declaration of Independence,” 588; “Speech toParliament,” rhetorical questions, balancedclauses, 812–814, “On the passing of the reformbill,” 816–818; “Wartime Speech,” rhetoricaldevices, 1118–1121, “Defending NonviolentResistance,” 1122–1126


TECH: Interactive Textbook CD-ROM; TeacherExpress CD-ROM, Test Bank CD-ROM; Writers at

Work Video Program DVD; Writing and GrammarCompanion Web Site

b. Analyze the way in which irony, tone, mood,the author’s style, and the “sound” of languageachieve specific rhetorical (communication) oraesthetic (artistic) purposes or both.

SE/TE: Sound devices, 220, 704–705, 729,731, 732, 734, 737, 738, 740, 742, 744, 747,750, 755, 757; Irony, 342, 348, 358, 521, 526,530, 533, 967, 975, 1004, 1075, 1080, 1085;Rhetoric and rhetorical devices, 537, 551, 646,846, 1117, 1127; Tone, 569, 638, 1075, 1085,1103, 1105, 1109, 1113; Mood, 929, 931, 936,937

TR: Teaching Resources: Vocabulary andSpelling Practice Book; Reading Support PracticeBook; Academic and Workplace Skills Activity

Book; Formal Assessment




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c. Analyze characters' traits by what thecharacters say about themselves in narration,dialogue, and soliloquy (when they speak outloud to themselves).

SE/TE: Dialogue, 212; Dramatic monologue,292–293; Soliloquy, 305, 318, 321, 324, 1224,R18



d. Evaluate the significance of various literarydevices and techniques, including imagery,allegory (the use of fictional figures and actionsto express truths about human experiences),and symbolism (the use of symbols to representan idea or theme), and explain their appeal.

SE/TE: Imagery, 360, 364, 365, 367, 370, 371,373, 375, 376, 378, 704–705, 775, 778, 780,781, 785, 1004; Symbol, 679, 683, 685, 1023,1033, 1201, 1202, 1204, 1206, 1207, 1211,1212, 1213, 1214, 1215, 1217, 1220; ThePardoner’s Tale (allegory), 122-134


TECH: Interactive Textbook CD-ROM; Teacher

Express CD-ROM, Test Bank CD-ROM; Writers atWork Video Program DVD; Writing and GrammarCompanion Web Site

e. Evaluate the author’s purpose and thedevelopment of time and sequence, includingthe use of complex literary devices, such asforeshadowing (providing clues to future events)or flashbacks (interrupting the sequence ofevents to include information about an eventthat happened in the past).

Opportunities to address this standard can befound on the following pages:

SE/TE: Plot, 898–899, 1156–1157, 1159, 1164,1165, 1168, 1169, 1174, 1175, 1179, R16






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3. Figurative Language and Sound Devices - Identify figurative language and sound devices andanalyze how they affect the development of a literary work.

a. Identify and explain figurative languageincluding analogy, hyperbole, metaphor,personification, and simile.

SE/TE: Figurative language, 220, 613, 704–705, 761, 763, 766, 770, 771, R13



Companion Web Site

b. Identify and explain sound devices includingalliteration and rhyme.

SE/TE: Literary Analysis, 17, 30; Sounddevices, 220, 704–705, 729, 731, 732, 734,737, 738, 740, 742, 744, 747, 750, 755, 757



c. Analyze the melodies of literary language,including its use of evocative words, rhythmsand rhymes.

SE/TE: Rhyme, 704–705, 729, 757; Rhythm,979, 982, 985





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4. Literary Works - Read and respond to historically and culturally significant works of literature.

a. Analyze and evaluate works of literature andthe historical context in which they were written.

SE/TE: Unit Introductions, 6, 10, 228, 232,424, 427, 654, 657, 854, 857, 1012, 1015;Writing About Literature: Analyzing LiteraryPeriods, 208–209, 990–991; Using historical andcultural context, 590–591; From the Translator'sDesk : Seamus Heaney Comments on Beowulf ,66, Burton Raffel Introduces Beowulf , 36, BurtonRaffel Talks About the Time Period, 2, BurtonRaffel on Shaping a Narrative, 213;Understanding dialect, 189, 195, 197, 201;Analyzing cultural differences, 1143, 1145,1146, 1147, 1152; also see: Literature In

Context (culture, economics, history, science,vocabulary, world events): 55, 84, 154, 192,334, 351, 388, 548, 599, 618, 817, 952, 1079,1150, 1278



b. Analyze and evaluate literature from variouscultures to broaden cultural awareness.

SE/TE: Connections: Literature Around theWorld, 68–70, 71–74, 266, 267, 268, 587, 588,805, 806, 807, 808, 922–926, 1224–1228





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c. Compare works that express the recurrence ofarchetypal (universal modes or patterns)characters, settings, and themes in literatureand provide evidence to support the ideasexpressed in each work.

SE/TE: Archetype, 122, 134, 360, 378; alsosee: Theme: common, 249, 252, 253, monarchas hero, 271, 277, carpe diem, 459, 462, 463,466, novel, 898–899, mood as key to, 929, 931,936, 937, poetry, 1055, 1057, 1058, 1067,1285, 1289, short story, 1156–1157, 1159,1179, 1201, 1202, 1204, 1206, 1207, 1211,1212, 1213, 1214, 1215, 1217, 1220, 1221,1275, 1279, 1281, implied, 1275, 1281



d. Analyze the clarity and consistency of politicalassumptions in a selection of literary works oressays on a topic.

SE/TE: Selections (Primary Sources: History,Political Texts and Speeches): “Speech beforeher troops,” reasoned argument, chargedlanguage, 271, 275–276, 277; “Declaration ofIndependence,” 588; “Speech to Parliament,”rhetorical questions, balanced clauses, 812–814, “On the passing of the reform bill,” 816–818; “Wartime Speech,” rhetorical devices, 1118–1121, “Defending Nonviolent Resistance,” 1122–

1126; also see: Reading Informational Materials(Reading Strategy): Evaluating Information,398, Evaluating Credibility of Sources, 960,Interpreting the Organization of a MissionStatement, 1070





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Standard 4. Research and Information - The student will conduct research and organize information.

1. Accessing Information - Select the best source for a given purpose.

a. Access information from a variety of primaryand secondary sources.

SE/TE: Comparison of historical sources, 89;Selections (Primary Sources: History, PoliticalTexts and Speeches): 78–82, 83–86, 275–276,556–558, 559–561, 588, 812–814, 816–818,1118–1121, 1122–1126; Analysis of sources,977; Communications Workshops: AnalyzingBias in News Media, 1340; Elaborating: clarifyingmedia references, 1332; Research andTechnology Guide: Using the Internet forResearch, R26–R27; Citing Sources and

Preparing Manuscript, R28–R30; also see: Providing Elaboration: including references andcitations, 397, citing specific examples, 405,including examples in informal outline, 635,outlining examples, 635, citing specificexamples, 835, outlining ideas, 835, draftingannotations for primary sources, 921, handlingsources, 994, clarifying media references, 1332,considering variety and flow, 1332, framingmedia references, 1332




b. Skim text for an overall impression and scantext for particular information.


SE/TE: Reading Informational Materials: Maps,90–93, Newspaper Articles, 398–401, OnlineSearch Engines, 630–633, Guidebooks, 722–725, Web Sites, 960–964, Mission Statements,1070–1073





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c. Use organizational strategies as an aid tocomprehend increasingly difficult contentmaterial (e.g., compare/contrast, cause/effect,problem/solution, sequential order).


SE/TE: Chronological order, 398, 960, 964;Sequential order, 219; Summarizing tounderstand difficult work, 271, 277; Using textaids, 305, 307, 310, 313, 315, 317, 322, 324;Using visuals as key to meaning, 679, 685;Using diagrams, 722–725



2. Interpreting Information - Analyze and evaluate information from a variety of sources.

a. Summarize, paraphrase, and or quoterelevant information.

SE/TE: Paraphrasing, 39, 42, 44, 47, 50, 53,54, 60, 63, 239, 245, 292–293, 573, 576, 578,583, 789, 791, 794, 796, 801, 1055, 1058,1067; Summarizing, 161, 163, 167, 168, 170,174, 180, 185, 271, 277, 1131, 1135, 1139;also see: Providing Elaboration: includingreferences and citations, 397, citing specificexamples, 405, including examples in informaloutline, 635, outlining examples, 635, citingspecific examples, 835, outlining ideas, 835,drafting annotations for primary sources, 921,handling sources, 994, clarifying mediareferences, 1332, considering variety and flow,1332, framing media references, 1332; CitingSources and Preparing Manuscript, R28–R30






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b. Determine the author's viewpoint to evaluatesource credibility and reliability.

SE/TE: Inferring: beliefs of the period, 380,384, 386, 393, 395, speaker's attitude, 459,464, 465, 466, 883, 886, 890, 892, 893, 894;Argument, 408, 410, 411, 811; Rhetoric andrhetorical devices, 537, 551, 646, 846, 1117,1127; Judging poet's message, 704–705, 865,867, 1231, 1235, 1238, 1240, 1242, 1244,1245, 1246, 1247; Romantic philosophy, 775,780, 785; also see: Selections (PrimarySources: History, Political Texts and Speeches): “Speech before her troops,” reasoned argument,charged language, 271, 275–276, 277; “Declaration of Independence,” 588; “Speech toParliament,” rhetorical questions, balanced

clauses, 812–814, “On the passing of the reformbill,” 816–818; “Wartime Speech,” rhetoricaldevices, 1118–1121, “Defending NonviolentResistance,” 1122–1126



c. Synthesize information from multiple sourcesto draw conclusions that go beyond those foundin any of the individual studies.

SE/TE: Writing Workshops: Research paper,992–1001, Multimedia Report, 1330–1337; alsosee; Research and Technology (Apply theSkills): 32, 65, 89, 122, 136, 158, 187, 203,247, 255, 265, 279, 290, 326, 360, 380, 397,447, 457, 468, 489, 500, 519, 535, 553, 571,585, 603, 625, 677, 687, 699, 720, 759, 773,787, 803, 821, 833, 881, 896, 921, 939, 959,977, 987, 1035, 1053, 1069, 1087, 1111, 1115,1129, 1141, 1154, 1181, 1199, 1223, 1249,1261, 1273, 1283, 1293, 1311, 1323; ProvidingElaboration: including references and citations,397, citing specific examples, 405, includingexamples in informal outline, 635, outlining

examples, 635, citing specific examples, 835,outlining ideas, 835, drafting annotations forprimary sources, 921; Research and TechnologyGuide: Using the Internet for Research, R26–R27; Citing Sources and Preparing Manuscript,R28–R30



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d. Identify complexities and inconsistencies inthe information and the different perspectivesfound in each medium, including almanacs,microfiche, news sources, in-depth field studies,speeches, journals, technical documents, or

Internet sources.

SE/TE: Providing Elaboration: includingreferences and citations, 397, citing specificexamples, 405, including examples in informaloutline, 635, outlining examples, 635, citingspecific examples, 835, outlining ideas, 835,

drafting annotations for primary sources, 921,handling sources, 994, clarifying mediareferences, 1332, considering variety and flow,1332, framing media references, 1332; also see:Comparison of historical sources, 89; Analysis ofsources, 977; Communications Workshops:Analyzing Bias in News Media, 1340;Elaborating: clarifying media references, 1332;Research and Technology Guide: Using theInternet for Research, R26–R27; Citing Sourcesand Preparing Manuscript, R28–R30

TR: Teaching Resources: Vocabulary andSpelling Practice Book; Reading Support Practice

Book; Academic and Workplace Skills ActivityBook; Formal Assessment


e. Develop presentations by using clear researchquestions and creative and critical researchstrategies, such as field studies, oral histories,interviews, experiments, and Internet sources.

SE/TE: Writing Workshops: Multimedia Report,1330–1337; Reports: multimedia, 135, 187,265; Proposal for multimedia presentation, 187;Presentation, multimedia, 677, 987;Presentation: photo essay, 721, audiovisual,1087





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f. Compile written ideas and information intoreports, summaries, or other formats and drawconclusions.

SE/TE: Writing Workshops: Research paper,992–1001, Multimedia Report, 1330–1337; alsosee; Research and Technology (Apply theSkills): 32, 65, 89, 122, 136, 158, 187, 203,247, 255, 265, 279, 290, 326, 360, 380, 397,447, 457, 468, 489, 500, 519, 535, 553, 571,585, 603, 625, 677, 687, 699, 720, 759, 773,787, 803, 821, 833, 881, 896, 921, 939, 959,977, 987, 1035, 1053, 1069, 1087, 1111, 1115,1129, 1141, 1154, 1181, 1199, 1223, 1249,1261, 1273, 1283, 1293, 1311, 1323; ProvidingElaboration: including references and citations,397, citing specific examples, 405, includingexamples in informal outline, 635, outlining

examples, 635, citing specific examples, 835,outlining ideas, 835, drafting annotations forprimary sources, 921; Research and TechnologyGuide: Using the Internet for Research, R26–R27; Citing Sources and Preparing Manuscript,R28–R30



Writing/Grammar/ Mechanics and Usage: The student will express ideas effectively in written modesfor a variety of purposes and audiences.

Write coherent and focused texts that show a well-defined point of view and tightly reasonedargument. The writing demonstrates a progression through the stages of the writing process(prewriting, writing, revising and editing).

Standard 1. Writing Process - The student will use the writing process to write coherently.

1. Use a writing process to develop and refine composition skills. Students are expected to:

a. use prewriting strategies to generate ideassuch as brainstorming, using graphic organizers,keeping notes and logs.

SE/TE: Prewriting (including choosing yourtopic, gathering details, narrowing your topicand general prewriting), 208, 211, 247, 255,404, 407, 570, 634, 637, 699, 787, 834, 837,881, 939, 959, 990, 993, 1199, 1249, 1328,1331

TR: Teaching Resources: Scoring Rubrics onTransparency; Topic Bank for HeterogeneousClasses; Academic and Workplace Skills ActivityBook; Formal Assessment



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b. develop multiple drafts both alone andcollaboratively to categorize ideas, organizingthem into paragraphs, and blending paragraphsinto larger text.

SE/TE: Writing Lessons (Build Language Skills –includes Prewriting, Drafting, Revising andModel): 32, 65, 89, 122, 136, 158, 187, 203,247, 255, 265, 279, 290, 326, 360, 380, 397,447, 457, 468, 489, 500, 519, 535, 553, 571,585, 603, 625, 677, 687, 699, 720, 759, 773,787, 803, 821, 833, 881, 896, 921, 939, 959,977, 987, 1035, 1053, 1069, 1087, 1111, 1115,1129, 1141, 1154, 1181, 1199, 1223, 1249,

1261, 1273, 1283, 1293, 1311, 1323; Writingabout Literature (includes Prewriting, Model,Drafting, Revising and Editing, and Publishingand Presenting), 208–209, 404–405, 634–635,834–835, 990–991, 1328–1329; WritingWorkshops: Autobiographical narrative, 210–220, Persuasive Essay, 406–413, ReflectiveEssay, 636–643, Job Portfolio and Résumé, 836–843, Research paper, 992–1001, MultimediaReport, 1330–1337



c. organize and reorganize drafts and refinestyle to suit occasion, audience, and purpose.

SE/TE: Drafting (including providing elaborationand shaping writing): 187, 209, 212, 397, 405,408, 500, 553, 635, 638, 835, 838, 921, 991,994, 1115, 1224, 1293, 1329, 1332





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d. proofread writing for appropriateness oforganization, content and style.

SE/TE: Editing/Proofreading, 413, 643, 843,1001, 1337



e. edit for specific purposes such as to ensurestandard usage, varied sentence structure,

appropriate word choice, mechanics andspelling.

SE/TE: Editing/Proofreading, 413, 643, 843,1001, 1337; also see: Grammar and Style

Lesson, 31, 64, 88, 121, 135, 157, 186, 202,246, 254, 264, 278, 289, 325, 359, 379, 396,446, 456, 467, 488, 499, 518, 534, 552, 570,584, 602, 624, 676, 686, 698, 720, 758, 772,786, 802, 820, 832, 880, 895, 920, 938, 958,976, 986, 1034, 1052, 1068, 1086, 1099, 1114,1128, 1140, 1153, 1180, 1198, 1222, 1248,1260, 1272, 1282, 1292, 1310, 1322




f. refine selected pieces frequently to publish forgeneral and specific audiences.

SE/TE: Revising, 32, 65, 89, 158, 203, 209,214, 279, 290, 405, 408, 410, 447, 457, 468,489,519, 535, 585, 603, 635, 640, 677, 687,721, 759, 773, 803, 821, 833, 835, 840, 896,987, 991, 996, 1035, 1053, 1069,1097, 1129,1141, 1154, 1181, 1261, 1273, 1283, 1311,1323, 1329, 1334





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2. Demonstrate an understanding of theelements of discourse, such as purpose,speaker, audience, and form when completingnarrative, expository, persuasive, or descriptivewriting assignments.

SE/TE: Providing Elaboration: using reactions todevelop situation, 187, elaborating, 209,conflict, 212, including references and citations,397, citing specific examples, 405, appeals, 408,arguments, 408, including examples in informaloutline, 635, outlining examples, 635, explode amoment, 638, incorporating specific details,638, citing specific examples, 835, outliningideas, 835, drafting annotations for primarysources, 921, handling sources, 994, wordbanks, 1224, clarifying media references, 1332,considering variety and flow, 1332, framingmedia references, 1332



3. Enhance meaning by using rhetorical devices,including the extended use of parallelism,repetition, and analogy and the issuance of a callfor action.

SE/TE: Writing Workshops: Persuasive Essay,406–413; Timed Writing Applications (includingessay): Persuasive, 93, Response, critical, 457,1115, to criticism, 65, 397, 519, 721, 803, 939,1035, 1053, Analysis, argument, 1323, Problem-

and-solution, 1154; Revising par agraphs:parallelism to create persuasive tone, 279; forpersuasive language, 821; Revising tone:persuasive, 468; Developing Style: persuasiveevidence, 411; From the Scholar’s Desk : FrankKermode on Persuasion, 409; Speech:persuasive, 646, 821, 1004; Editorial, onpolitical issue, 821; Letter to an editor, 279






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4. Use point of view, characterization, style, andrelated elements for specific rhetorical(communication) and aesthetic (artistic)purposes.

SE/TE: Writing Workshops: Autobiographicalnarrative, 210–220, Reflective Essay, 636–643;also see: Monologue, 187, 773; Parable, in KingJames style, 290; Journal, investigative, 341;Diary entry, 359; Speech, persuasive, 413, 447,1129; Poem, 468, 1069, 1141; Style, imitatingauthor's, 553; Parody, writer's voice, 1249;Sequel, 1100




5. Structure ideas and arguments in a sustainedand persuasive way and support them withprecise and relevant examples.

SE/TE: Providing Elaboration: appeals, 408,arguments, 408, including examples in informaloutline, 635, citing specific examples, 835,outlining ideas, 835, drafting annotations forprimary sources, 921, handling sources, 994,word banks, 1224, clarifying media references,1332, considering variety and flow, 1332,framing media references, 1332



6. Evaluate own writing and others’ writing tohighlight the individual voice, improve sentencevariety and style, and enhance subtlety ofmeaning and tone in ways that are consistentwith the purpose, audience, and form of writing.

SE/TE: Reflecting/Assessing (journal/rubric),216, 413, 643, 843, 1001, 1337; also see: PeerReview, 214, 410, 640, 840, 1334





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7. Further develop unique writing style andvoice, improve sentence variety, and enhancesubtlety of meaning and tone in ways that areconsistent with the purpose, audience, and formof writing.

SE/TE: Revising sentences: sentence order,158, checking for accuracy, 519, balancingcomparisons, 677, to structure ideas for effect,773, to strengthen support, 987, topic sentencecoherence, 996, to strengthen main impression,1069, to strengthen central image, 1141, tosharpen insight, 1181, transitions to makecomparisons, 1261, to improve delivery, 1334,to strengthen transitions, 1334; Revising style:for transitions, 209, consistent, 290, for varyingsentence length, 405, general, 408, thoughtshots to elaborate, 489, for word choice, 635,for vague language, 835, for sentence variety,991, for consistency, 1097, to avoid ambiguity,

1329





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Standard 2. Modes and Forms of Writing - The student will write for a variety of purposes andaudiences using narrative, descriptive, expository, persuasive, and reflective modes.

At Grade 12, continue to combine the rhetorical strategies of narration, exposition, persuasion, anddescription to produce reflective compositions, historical investigation reports, and delivermultimedia presentations. The writing demonstrates a command of Standard English and theresearch, organization, and drafting strategies outlined in the writing process. Writing demonstratesan awareness of the audience (intended reader) and purpose for writing.

1. Write fictional, biographical, or autobiographical narratives that:

a. narrate a sequence of events andcommunicate their significance to the audience.b. identify scenes and incidents in specificplaces.

c. describe with specific details the sights,sounds, and smells of a scene and the specificactions, movements, gestures, and feelings ofthe character; use interior monologue (whatcharacter says silently to self) to show thecharacter’s feelings.d. present action segments to accommodatechanges in time and mood.

Example: After reading from Geoffrey Chaucer’sThe Canterbury Tales, write your own version ofa traveler’s tale.

SE/TE: Writing Workshops: Autobiographicalnarrative, 210–217, Reflective Essay, 636–643;also see: Writing Lessons: allegory, 158, interiormonologue, 187, parable in King James style,

290, descriptive satire, 535, imitating anauthor’s style, 553, reflective essay, 585, 1261

TR: Teaching Resources: Scoring Rubrics onTransparency; Topic Bank for Heterogeneous

Classes; Academic and Workplace Skills ActivityBook; Formal Assessment




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2. Write historical investigations that:

a. use exposition, narration, description,argumentation, or some combination ofrhetorical strategies to support the mainargument.b. analyze several historical records of a singleevent, examining critical relationships betweenelements of the topic.c. explain the perceived reason or reasons forthe similarities and differences in historicalrecords with information derived from primaryand secondary sources to support or enhancethe presentation.

d. include information from all relevantperspectives and take into consideration thevalidity and reliability of sources.e. include a formal bibliography.

Example: Write a historical investigation reporton the death of Diana, Princess of Wales.Include perspectives from newspapers oraccounts of witnesses. Place the event into thelarger societal context of the time, and indicatehow or if the event has impacted the British andpeople from around the world.

SE/TE: Writing Workshops: Research paper onhistorical event, 992–1001; also see: Researchand Technology (Apply the Skills): exhibit,museum, 89, report, biographical, 247, 457,468, 977, 1087, bibliography, annotated, 359,397, essay, biographical sketch, 570, timeline,on–line resources for, 625, analysis, cultural,721, report, cultural, 787, 1199, report, political,821, timeline, annotated illustrated, 833,reports, on Victorian newspaper, 959, report,cultural, 1053, report, history, 1100, report,historical, 1283, Caribbean culture festival, 1293






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3. Write reflective compositions that may address one of the following purposes:

a. explore the significance of personalexperiences, events, conditions, or concerns byusing rhetorical strategies, including narration,description, exposition, and persuasion.b. draw comparisons between specific incidentsand broader themes that illustrate the writer’simportant beliefs or generalizations about life.c. maintain a balance in describing individualincidents and relate those incidents to moregeneral and abstract ideas.

Example: Write a reflective essay for fellowstudents on the significance of family in one’s

life or on growing up at the turn of the 21stcentury. Make personal observations, butconnect them to a larger theme of interest toyour audience.

SE/TE: Writing Workshops: Autobiographicalnarrative, 210–217, Reflective Essay, 636–643;also see: Writing Lessons: reflective essay, 585,1261



4. Write responses to literature that:

a. demonstrate a comprehensive understandingof the significant ideas in works or passages.b. analyze the use of imagery, language,universal themes, and unique aspects of thetext.c. support important ideas and viewpointsthrough accurate and detailed reference to thetext or to other works.d. demonstrate an understanding of author’sstyle and an appreciation of the effects created.e. identify and assess the impact of ambiguities,nuances, and complexities within the text.

Example: Analyze the events, point of view, andcharacterization in Virginia Woolf’s novel, Mrs.Dalloway. Write an essay arguing whether or notcriticism of her work is valid.

SE/TE: Writing About Literature: AnalyzingLiterary Periods, 208–209, 990–991, Comparingand Contrasting Literary Trends, 404–405,Comparing and Contrasting Literary Themes,634–635, Evaluating Literary Trends, 834–835,1328–1329; Writing Applications: Criticism, 121,R23, R31; Timed Writing Applications: literarytheme, 32, 489, sonnet imagery, 265, response,critical, 457, 1115, to criticism, 65, 397, 519,721, 803, 939, 1035, 1053, connecting literaturewith experience, 500, comparison, of characters,677, literary works, 687, symbol, 759,

storytelling technique, 1283, literary theme,1181, 1199




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5. Write for different purposes and to a specificaudience or person, adjusting tone and style asnecessary to make writing interesting. Continueto produce other forms of writing introduced inearlier grades.

Example. Write stories, reports, and lettersshowing a variety of word choices, or review afavorite book or film.

SE/TE: Analysis of audience, 603; Narrowingtopic by finding focus, 208, 404, 407, 834, 990,1328; also see: Revising style: for transitions,209, consistent, 290, for varying sentencelength, 405, general, 408, thought shots toelaborate, 489, for word choice, 635, for vaguelanguage, 835, for sentence variety, 991, forconsistency, 1097, to avoid ambiguity, 1329



6. Write documented papers incorporating thetechniques of Modern Language Association(MLA) or similar parenthetical styles.

SE/TE: Providing Elaboration: includingreferences and citations, 397, citing specificexamples, 405, including examples in informaloutline, 635, outlining examples, 635, citingspecific examples, 835, outlining ideas, 835,

drafting annotations for primary sources, 921,handling sources, 994, clarifying mediareferences, 1332, considering variety and flow,1332, framing media references, 1332; also see:Comparison of historical sources, 89; Analysis ofsources, 977; Communications Workshops:Analyzing Bias in News Media, 1340;Elaborating: clarifying media references, 1332;Research and Technology Guide: Using theInternet for Research, R26–R27; Citing Sourcesand Preparing Manuscript, R28–R30






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Standard 3: Grammar/Usage and Mechanics - The student will demonstrate appropriate practices inwriting by applying Standard English conventions to the revising and editing stages of writing.

1. Standard English Usage - Demonstrate correct use of Standard English in speaking and writing.

a. Distinguish commonly confused words (e.g.,there, their, they're; two, too, to; accept,except; affect, effect).

SE/TE: Words, commonly confused, 341, 686,895, 1153, 1292



b. Use correct verb forms and tenses. SE/TE: Verb tense, 121, 214, 938, 1260; Verb,325, 359, 518, 772, 1198, 1322



c. Use correct subject-verb agreement. SE/TE: Subject of sentence agreement withverb, 359, 772, 1198



d. Distinguish active and passive voice. SE/TE: Voice, active, passive, 446, 841





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e. Use pronouns effectively, correctpronoun/antecedent agreement, and clearpronoun reference.

SE/TE: Pronoun, agreement with antecedent,584



f. Use correct forms of comparative and

superlative adjectives.

SE/TE: Comparative form, 186; Adjectival

modifier, 1052; Adjective, 264, 289, 467, 518,602, 1114; Adverb, 157, 289, 1180, 1248



2. Mechanics and Spelling - Demonstrate appropriate language mechanics in writing.

a. Demonstrate correct use of capitals. SE/TE: Capitalization, 246, 986, R46



b. Use correct formation of plurals. Opportunities to address this standard can befound on the following pages:

SE/TE: Spelling Strategy (Build Language

Skills): 31, 64, 88, 121, 135, 157, 186, 202,246, 254, 264, 278, 289, 325, 359, 379, 396,446, 456, 467, 488, 499, 518, 534, 552, 570,584, 602, 624, 676, 686, 698, 720, 758, 772,786, 802, 820, 832, 880, 895, 920, 938, 958,976, 986, 1034, 1052, 1068, 1086, 1099, 1114,1128, 1140, 1153, 1180, 1198, 1222, 1248,1260, 1272, 1282, 1292, 1310, 1322



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c. Demonstrate correct use of punctuation andrecognize its effect on sentence structure.

SE/TE: Punctuation, 64, 88, 157, 202, 832, 920




d. Use correct spelling of commonly misspelledwords and homonyms

SE/TE: Spelling Workshops (assessment), 161,371, 535, 687, 915, 1133; also see: SpellingStrategy (Build Language Skills): 31, 64, 88,121, 135, 157, 186, 202, 246, 254, 264, 278,289, 325, 359, 379, 396, 446, 456, 467, 488,499, 518, 534, 552, 570, 584, 602, 624, 676,686, 698, 720, 758, 772, 786, 802, 820, 832,

880, 895, 920, 938, 958, 976, 986, 1034, 1052,1068, 1086, 1099, 1114, 1128, 1140, 1153,1180, 1198, 1222, 1248, 1260, 1272, 1282,1292, 1310, 1322





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3. Sentence Structure - The student will demonstrate appropriate sentence structure in writing.

a. Use parallel structure. SE/TE: Shaping writing: parallelism to createpersuasive tone, 279, using parallelism andantithesis, 553; Parallel structure, 880, 1068,1128



Companion Web Site

b. Correct dangling and misplaced modifiers. SE/TE: Adjectival modifier, 1052; Adjective,264, 289, 467, 518, 602, 1114; Adverb, 157,289, 1180, 1248



c. Correct run-on sentences. SE/TE: Sentence, correcting run-on, 157





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OK Penguin British Tradition 2007 RevLVdG1