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8620125-113855The chart below provides an overview of features and assessments for each Pearson Literature unit. A more detailed listing of each unit’s skills begins on the following pages with ** columns showing strands that Writing Coach can support. 00The chart below provides an overview of features and assessments for each Pearson Literature unit. A more detailed listing of each unit’s skills begins on the following pages with ** columns showing strands that Writing Coach can support. 118110118745Pearson Literature/Prentice Hall Writing Coach Alignment GuideIf you are using both the Pearson Literature and Writing Coach programs, this editable guide will help you plan for teaching from Pearson Literature and going into more in-depth instruction and coverage of Conventions, Language Study, Speaking & Listening, and Writing standards by using lessons from the Writing Coach program. HOW TO USE THIS ALIGNMENT GUIDE: The Pearson Literature Skills Navigator chart provides a detailed look at the specific features, workshops, skills, and standards covered in each unit. Use these pages to guide you through planning your instruction for a day, unit, or entire year and see how you can use Writing Coach for additional support.Users of Pearson Literature Writing Workshops and writing strand lessons can find point-of-use support in Writing Coach including Mentor Text, Student Models, writing process strategies, grammar/conventions practice and applications, and connected assignments. When covering grammar/conventions and listening & speaking skill strands in Pearson Literature, go to Writing Coach for additional in-depth instruction, activities, and practice. Strands with ** have Writing Coach page references which are found in the far right column. INTRODUCTORY UNITThe Introductory Unit can be used at any time through the year to teach essential Common Core skills and standards. The chart below provides an overview of the features of this unit.00Pearson Literature/Prentice Hall Writing Coach Alignment GuideIf you are using both the Pearson Literature and Writing Coach programs, this editable guide will help you plan for teaching from Pearson Literature and going into more in-depth instruction and coverage of Conventions, Language Study, Speaking & Listening, and Writing standards by using lessons from the Writing Coach program. HOW TO USE THIS ALIGNMENT GUIDE: The Pearson Literature Skills Navigator chart provides a detailed look at the specific features, workshops, skills, and standards covered in each unit. Use these pages to guide you through planning your instruction for a day, unit, or entire year and see how you can use Writing Coach for additional support.Users of Pearson Literature Writing Workshops and writing strand lessons can find point-of-use support in Writing Coach including Mentor Text, Student Models, writing process strategies, grammar/conventions practice and applications, and connected assignments. When covering grammar/conventions and listening & speaking skill strands in Pearson Literature, go to Writing Coach for additional in-depth instruction, activities, and practice. Strands with ** have Writing Coach page references which are found in the far right column. INTRODUCTORY UNITThe Introductory Unit can be used at any time through the year to teach essential Common Core skills and standards. The chart below provides an overview of the features of this unit.8622030-533400PEARSON LITERATURE UNITS AT A GLANCE00PEARSON LITERATURE UNITS AT A GLANCE1397003200400FeaturesStandards AddressedPH Writing Coach AlignmentBuilding Academic Vocabulary? General Academic Vocabulary??Domain-specific Academic Vocabulary? Increasing Your Word Knowledge? Building Your Speaking VocabularyLanguage 6Word Bank, 67, 93, 121, 147, 173, 199, 225, 257Writing an Objective Summary??Model Objective SummaryLiterature 2; Informational Text 2Summaries, 224, 227, 234, 235, 238, 239, 240, 243, 244, 246, 251, 252, 265Comprehending Complex Texts? Strategy 1: Multidraft Reading? Strategy 2: Close Read the Text? Strategy 3: Ask QuestionsLiterature 10Response to Literature, 196–197; Feature Assignment: Letter to an Author, 200–216; Interpretive Response, 220–221Analyzing Arguments??The Art of Argument? Composing an ArgumentInformational Text 8; Writing 1.a, 1.b, 1.e; Language 6Persuasion, 170–171; Feature Assignment: Persuasive Essay, 172–191Conducting Research? Performing Short-Term and Long-Term Research? Research Process Workshop? Research Model? Citing Sources and Preparing ManuscriptWriting 2, 2.a, 2.b, 2.d, 2.f, 6, 7, 8Research Report, 222–223; Feature Assignment: Informational Research Report, 224–248; Writing For Assessment Research Plan, 254–25500FeaturesStandards AddressedPH Writing Coach AlignmentBuilding Academic Vocabulary? General Academic Vocabulary??Domain-specific Academic Vocabulary? Increasing Your Word Knowledge? Building Your Speaking VocabularyLanguage 6Word Bank, 67, 93, 121, 147, 173, 199, 225, 257Writing an Objective Summary??Model Objective SummaryLiterature 2; Informational Text 2Summaries, 224, 227, 234, 235, 238, 239, 240, 243, 244, 246, 251, 252, 265Comprehending Complex Texts? Strategy 1: Multidraft Reading? Strategy 2: Close Read the Text? Strategy 3: Ask QuestionsLiterature 10Response to Literature, 196–197; Feature Assignment: Letter to an Author, 200–216; Interpretive Response, 220–221Analyzing Arguments??The Art of Argument? Composing an ArgumentInformational Text 8; Writing 1.a, 1.b, 1.e; Language 6Persuasion, 170–171; Feature Assignment: Persuasive Essay, 172–191Conducting Research? Performing Short-Term and Long-Term Research? Research Process Workshop? Research Model? Citing Sources and Preparing ManuscriptWriting 2, 2.a, 2.b, 2.d, 2.f, 6, 7, 8Research Report, 222–223; Feature Assignment: Informational Research Report, 224–248; Writing For Assessment Research Plan, 254–2558543925371475Unit Close Reading WorkshopLanguage Study**Speaking and Listening**Writing Process**Independent ReadingAssessment1Focus on Short StoryReading, Writing, Speaking, Research ModelsIndependent PracticeUsing a Dictionary and ThesaurusFollowing Oral DirectionsNarrative: Short StoryTitles for Extended ReadingOnline Text SetElevenSandra CisnerosA Backwoods BoyRussell FreedmanLetter to ScottieF. Scott FitzgeraldAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Short StoryWriting to Sources: Argument2Focus on NonfictionReading, Writing, Speaking, Research ModelsIndependent PracticeWord OriginsEvaluating Media Messages and AdvertisementsInformative Text: Comparison-and-Contrast EssayTitles for Extended ReadingOnline Text SetWhy Monkeys Live in TreesJulius LesterJake Wood Baseball Is the Start of Something SpecialReginald T. DoganWilbur Wright and Orville WrightRosemary and Stephen Vincent BenétAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: NarrativeWriting to Sources: Explanatory Text3Focus on PoetryReading, Writing, Speaking, Research ModelsIndependent PracticeWords with Multiple MeaningsProblem-and-Solution ProposalArgumentative EssayTitles for Extended ReadingOnline Text SetThe Lady and the SpiderRobert FulghumDragon, DragonJohn GardnerAnkylosaurusJack PrelutskyAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: NarrativeWriting to Sources: Argument4Focus on DramaReading, Writing, Speaking, Research ModelsIndependent PracticeConnotation and DenotationDelivering a Persuasive SpeechArgument: Problem-and-Solution EssayTitles for Extended ReadingOnline Text SetMy Heart Is in the HighlandsJane Yolenfrom Roll of Thunder, Hear My CryMildred D. TaylorAlphabetNaomi Shihab NyeAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: NarrativeWriting to Sources: Informative Text5Focus on Folk LiteratureReading, Writing, Speaking, Research ModelsIndependent PracticeIdiomsOral Response to LiteratureExplanatory Text: Cause-and-Effect EssayTitles for Extended ReadingOnline Text SetThe Market Square DogJames HerriotAaron’s GiftMyron LevoyChildhood and PoetryPablo NerudaAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Small Group DiscussionWriting: NarrativeWriting to Sources: Explanatory Text00Unit Close Reading WorkshopLanguage Study**Speaking and Listening**Writing Process**Independent ReadingAssessment1Focus on Short StoryReading, Writing, Speaking, Research ModelsIndependent PracticeUsing a Dictionary and ThesaurusFollowing Oral DirectionsNarrative: Short StoryTitles for Extended ReadingOnline Text SetElevenSandra CisnerosA Backwoods BoyRussell FreedmanLetter to ScottieF. Scott FitzgeraldAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: Short StoryWriting to Sources: Argument2Focus on NonfictionReading, Writing, Speaking, Research ModelsIndependent PracticeWord OriginsEvaluating Media Messages and AdvertisementsInformative Text: Comparison-and-Contrast EssayTitles for Extended ReadingOnline Text SetWhy Monkeys Live in TreesJulius LesterJake Wood Baseball Is the Start of Something SpecialReginald T. DoganWilbur Wright and Orville WrightRosemary and Stephen Vincent BenétAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: NarrativeWriting to Sources: Explanatory Text3Focus on PoetryReading, Writing, Speaking, Research ModelsIndependent PracticeWords with Multiple MeaningsProblem-and-Solution ProposalArgumentative EssayTitles for Extended ReadingOnline Text SetThe Lady and the SpiderRobert FulghumDragon, DragonJohn GardnerAnkylosaurusJack PrelutskyAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: NarrativeWriting to Sources: Argument4Focus on DramaReading, Writing, Speaking, Research ModelsIndependent PracticeConnotation and DenotationDelivering a Persuasive SpeechArgument: Problem-and-Solution EssayTitles for Extended ReadingOnline Text SetMy Heart Is in the HighlandsJane Yolenfrom Roll of Thunder, Hear My CryMildred D. TaylorAlphabetNaomi Shihab NyeAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group DiscussionWriting: NarrativeWriting to Sources: Informative Text5Focus on Folk LiteratureReading, Writing, Speaking, Research ModelsIndependent PracticeIdiomsOral Response to LiteratureExplanatory Text: Cause-and-Effect EssayTitles for Extended ReadingOnline Text SetThe Market Square DogJames HerriotAaron’s GiftMyron LevoyChildhood and PoetryPablo NerudaAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Small Group DiscussionWriting: NarrativeWriting to Sources: Explanatory Text7639053457575Introductory Unit00Introductory Unit213995139700Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach Alignment-3937082550PART 100PART 1IBQ/Close Reading WorkshopThe Old Grandfather and His Little GrandsonLeo TolstoyThe Wounded WolfJean Craighead George4 daysRL1, RL2, RL3, RL4, RL5, W2, W4, W7, W8, W9, SL1, L6pp 2, 15, 28, 41, 54, 184, 207, 246, 253, 267, 286, 353Close Reading: Short StorySmall-Group DiscussionExplanation: Wolf BehaviorWriting Model: ArgumentWriting: Explanatory EssayWRITING: Persuasion, 170–171; Feature Assignment: Persuasive Essay, 172–191; Exposition, 144–145; Feature Assignment: Compare-and-Contrast Essay, 146–164PART 2CHARACTERS AND CONFLICTStrayCynthia Rylant4–16 daysRL3, W2b, W2e, W4, W7, SL3, L2, L4bpp 28, 184, 207, 246, 297, 331, 339Make PredictionsPlotCommon, Proper, and Possessive NounsAcademic VocabularySelection VocabularyBrochureList of ReasonsCONVENTIONS: Using Common and Proper Nouns, 300–301; Possessive Nouns, 286, 593–594, 595–596, 598WRITING: Develop Your Persuasive Arguments, 180The Tail Joyce HansenRL1, RL3, W4, SL2, L1, L1a, L6pp 2, 28, 207, 293, 321, 353Make InferencesCharacterizationPersonal and Possessive PronounsAcademic VocabularySelection VocabularyCompare-and-Contrast ChartLetter of RecommendationCONVENTIONS: Personal and Possessive Pronouns, 305, 307, 500–510, 594RESEARCH: Logically Organize Your Points, 154WRITING: Letter to an Author, 198–216; Writing Business Letters, R14; Writing Friendly Letters, R15Zlateh the GoatIsaac Bashevis SingerRL1, RL3, W1, SL4, SL5, L1b, L4pp 2, 28, 173, 304, 311, 321, 339Make InferencesConflict and ResolutionInterrogative, Indefinite, Reflexive, and Intensive PronounsAcademic VocabularySelection VocabularyCompare-and-Contrast ChartPersuasive SpeechCONVENTIONS: Pronouns, 302, 303–304, 305, 306–307, 308, 309, 310–313SPEAKING & LISTENING: Listening Critically to a Speech, R31RESEARCH: Logically Organize Your Points, 154WRITING: Persuasive Speeches, 18, 173, R30; Preparing and Presenting a Speech, R31; Evaluating a Speech, R31The CircuitFrancisco JiménezRL2, W4, SL1c, L1a, L4bpp 15, 207, 286, 321, 339Draw ConclusionsThemePronoun CaseAcademic VocabularySelection VocabularyInterviewDescriptionCONVENTIONS: Pronoun Case, 499, 500, 501SPEAKING & LISTENING: Interview, 33WRITING: Writing for Media: Descriptive Essays, 140–141comparing textsLob’s Girl Joan AikenJeremiah’s Song Walter Dean Myers2 daysRL5, W2app 54, 184Foreshadowing and FlashbackTimed Writing: Explanatory EssayWRITING: Exposition, 144–145; Feature Assignment: Compare-and-Contrast Essay, 146–164workshopsLanguage Study1 dayL4c, L4d, L5cpp 339, 347Using a Dictionary and Thesaurus LANGUAGE STUDY: Using a Dictionary, 470, 473, 588, 590Speaking and Listening1 daySL1c, SL1dp 286Following Oral DirectionsSPEAKING & LISTENING: Procedural Writing, 268–269Writing Process3 daysW3, W3a, W3b, W3c, W3d, W3e, L1c, L1d, L2bpp 196, 321, 331Pronoun-Antecedent AgreementPronoun Types and CaseVoiceFocus on Research: NarrativeNarrative: Short StoryCONVENTIONS: Pronoun-Antecedent Agreement, 527–532; Pronoun Types and Case, 302–313, 499, 500, 501WRITING: Fiction Narration, 90–91; Feature Assignment: Realistic Short Story, 92–112; Writing for Assessment: Short Story, 116–117PART 3TEXT SET: THE GOLD RUSHAnchor: The King of Mazy MayJack London5 daysRL1, RL2, RL3, RL4, RL5, W2, W4, W5, W7, W8, W9, W9a, W10, SL1, SL4, L1, L2, L3, L4, L4a, L5, L6pp 2, 15, 28, 41, 54, 184, 207, 214, 246, 253, 267, 275, 286, 304, 321, 331, 335, 339, 347, 353SettingNounsVerb TenseDiction and StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Gold Rush StrugglesInformative Text: Cause-and-Effect EssayCONVENTIONS: Verb Tense, 82, 833, 284, 470–477, 478–493SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Cause and Effect Essays, 15, 147; Cause and Effect Chart, R24To Klondyke We’ve Paid Our Fare H.J. Dunham2–3 daysRL1, RL2, RL4, RL5, W3, W4, W7, W8, W9, W9a, W10, SL1, SL4, L1pp 2, 15, 41, 54, 196, 207, 246, 253, 267, 275, 286, 304, 321AlliterationAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Striking It RichNarrative: Short StorySPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Fiction Narration, 90–91; Feature Assignment: Realistic Short Story, 92–112Gold Rush: The Journey by Land from The Sacramento Bee1 dayRI1, RI7, W3, W4, SL1, L1, L2, L3, L4, L6pp 90, 144, 196, 207, 286, 321, 331, 335, 339, 353Academic VocabularySelection VocabularyClass DiscussionNarrative: Journal EntrySPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Writing for Media: Create a Blog Entry, 218–219; Blogs, 9; Diary and Journal Entries, 10A Woman’s View of the Gold Rush Mary B. Ballou2–3 daysRL1, RL2, RL4, RL5, W2, W4, W7, W8, W9, W9a, W10, SL1, SL4, L1, L3, L4, L6pp 2, 15, 41, 54, 184, 207, 246, 253, 267, 275, 286, 304, 321, 335, 339, 353ToneAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Gold Rush HousingInformative TextSPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Feature Assignment: Informational Research Report, 224–248Chinese and African Americans in the Gold RushJohns Hopkins University2–3 daysRI1, RI2, RI4, RI5, RI6, W1, W2, W4, W7, W8, W9, W9b, W10, SL1, SL4, L1, L2, L3, L4, L6pp 90, 103, 123, 130, 137, 173, 184, 207, 246, 253, 267, 275, 286, 304, 321, 331, 335, 339, 353Author’s PurposeAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Labor During the Gold RushEditorialSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Collect and Organize Your Data, 234WRITING: Op–ed (opposite–editorial) pieces, 18, 173; also see: Persuasive Essays, 174–191Birds Struggle to Recover from Egg Thefts of 1800sEdie Lau2–3 daysRI1, RI2, RI3, RI4, RI5, RI6, RI7, W1, W4, W7, W8, W9, W9b, W10, SL1, SL4, L1, L2, L3, L4, L6pp 90, 103, 116, 123, 130, 137, 144, 173, 207, 246, 253, 267, 275, 286, 304, 321, 331, 335, 339, 353ImageryAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: The Gold Rush and FoodArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Collect and Organize Your Data, 234; Document Your Sources, 236WRITING: Feature Assignment: Persuasive Essay, 172–191242570168275Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach Alignment-48895-6350PART 100PART 1IBQ/Close Reading Workshopfrom Rambling ‘RoundElizabeth Partridgefrom Zlata’s DiaryZlata Filipovic?4 daysRI1, RI2, RI3, RI4, RI5, RI6, W2, W4, W7, W9b, SL1, L4d, L6pp 90, 103, 116, 123, 130, 137, 184, 207, 246, 267, 286, 340, 353Close Reading: NonfictionSmall-Group DiscussionExplanation: Historical EventsWriting Model: Informative TextWriting: Explanatory EssayWRITING: Feature Assignment: Informational Research Report, 224–248; Feature Assignment: Compare-and-Contrast Essay, 146–164; Writing for Assessment: Expository Writing, 168–169PART 2LIFE STORIESThe Drive-In MoviesGary Soto4–16 daysRI6, W3, SL6, L1, L6pp 137, 196, 313, 321, 353Make PredictionsNarrator and Point of ViewPrincipal Parts of VerbsAcademic VocabularySelection VocabularyConversationAutobiographical NarrativeCONVENTIONS: The Four Principal Parts of Verbs, 470–477WRITING: Autobiographical Essays, 9; Nonfiction Narrative, 64–65; Feature Assignment: Personal Narrative, 66–84Names/Nombres Julia AlvarezRL4, RI8, W3d, SL6, L1, L6pp 41, 151, 196, 313, 321, 353Fact and OpinionToneAction and Linking VerbsAcademic VocabularySelection VocabularyMonologuePersonal AnecdoteCONVENTIONS: Action Verbs, 316–318; Linking Verbs, 319–323; Helping Verbs, 324SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: Feature Assignment: Personal Narrative, 66–84; Writing for Media: Create a Blog Entry, 218–219Langston TerraceEloise GreenfieldRI1, RI2, W3, W3b, W8, SL5, L1, L6 pp 90, 103, 196, 253, 311, 321, 353Main IdeaAuthor’s InfluencesSimple Verb TensesAcademic VocabularySelection VocabularyInformative PresentationJournal EntryCONVENTIONS: Identifying the Basic Forms of the Six Tenses, 478–482RESEARCH: Make a Research Plan, 232–233WRITING: Writing for Media: Create a Blog Entry, 218–219; Blogs, 9; Diary and Journal Entries, 10from The Pigman & MePaul ZindelRI2, W2a, W2b, SL1a, SL1b, SL1d, L1, L4b, L6pp 103, 184, 286, 321, 339, 353Main IdeaMoodPerfect Tenses of VerbsAcademic VocabularySelection VocabularyInformal DiscussionProblem-and-Solution EssayCONVENTIONS: For related material see: The Six Tenses of Verbs, 478–493SPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Problem and Solution Chart, R26; Problem–Solution Essays, 16, 147; also see: Writing for Assessment: Persuasive Writing, 194–195comparing textsThe Seven Wonders of the WordInfoplease?Art, Architecture, and Learning in Egypt Prentice Hall Ancient Civilizations2 daysRI5, RI7, W1, L6pp 130, 144, 173, 353Use Text Aids and FeaturesTimed Writing: Position StatementWRITING: Position on Issues, 171, 172, 173, 174, 175, 179, 180, 182, 183, 184, 186, 193, 195, 221workshopsLanguage Study1 dayL4b, L4cp 339Word OriginsLANGUAGE STUDY: For related material see: Writing in the Content Areas, R2–R5Speaking and Listening1 daySL2, SL3pp 293, 297Evaluating Media Messages and AdvertisementsSPEAKING & LISTENING: Advertisements, 173Writing Process3 daysW2, W2a, W2b, W2c, L1, L2bpp 184, 321, 331Correcting Errors with VerbsPrincipal Parts of VerbsVerb TensesOrganizing a Comparison-and-Contrast EssayFocus on Research: Informative TextInformative Text: Comparison-and-Contrast EssayCONVENTIONS: Troublesome Verbs, 494–498; The Four Principal Parts of Verbs, 470–477; The Six Tenses of Verbs, 478–493RESEARCH: Collect and Organize Your Data, 234WRITING: Exposition, 144–145; Feature Assignment: Compare-and-Contrast Essay, 146–164PART 3TEXT SET: BASEBALLAnchor: Jackie Robinson: Justice at LastGeoffrey C. Ward and Ken Burns5 daysRI1, RI2, RI3, RI4, RI5, RI6, W1a, W1b, W1c, W2a, W2b, W2c, W4, W5, W7, W8, SL1, SL4, L1cpp 90, 103, 116, 123, 130, 137, 173, 184, 207, 214, 246, 253, 286, 304, 321Author’s ViewpointVerb TensesPast Tense VerbsPast Perfect Tense VerbsDiction and StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Segregation in SportsInformative Text: Comparison-and-Contrast EssayCONVENTIONS: Verb Tense, 82, 833, 284, 470–477, 478–493SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Feature Assignment: Compare-and-Contrast Essay, 146–164Memories of an All-American Girl Carmen Pauls2–3 daysRI1, RI2, RI3, RI4, RI5, W3, W4, SL1, SL4, L4pp 90, 103, 116, 123, 130, 196, 207, 286, 304, 339Narrative Time ShiftsAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Women and BaseballAutobiographical NarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Autobiographical Essays, 9; Nonfiction Narrative, 64–65; Feature Assignment: Personal Narrative, 66–84Preserving a Great American SymbolRichard Durbin2–3 daysRI1, RI2, RI3, RI4, RI5, RI8, W2, W4, W7, SL1pp 90, 103, 116, 123, 130, 151, 184, 207, 246, 286HyperboleAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: Baseball TraditionsArgument: Persuasive SpeechSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Persuasive Speeches, 18, 173, R30; Preparing and Presenting a Speech, R31; Evaluating a Speech, R31; Listening Critically to a Speech, R31The SouthpawJudith Viorst2–3 daysRL1, RL2, RL3, RL4, RL5, W2, W4, SL1, SL4pp 2, 15, 28, 41, 54, 184, 207, 286, 304CharacterizationAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Teams and ClubsPersuasive LetterSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Letter to the Editor, 173; Op–ed (opposite–editorial) pieces, 18, 173; Writing Business Letters, R14Red Sox Get Ready to Celebrate 100 Years at FenwayLarry Fine2–3 daysRI1, RI2, RI3, RI4, RI5, W1, W4, SL1, SL4, L4, L5pp 90, 103, 116, 123, 130, 173, 207, 286, 304, 339, 347Figurative LanguageAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Popular StadiumsArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Feature Assignment: Persuasive Essay, 172–191Why We Love BaseballMark Newman/2–3 daysRI1, RI2, RI4, W2, W4, W7, W10, SL1, L4, L5pp 90, 103, 123, 184, 207, 246, 275, 286, 339, 347Word ChoiceAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Baseball in LiteratureExplanatory TextSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Collect and Organize Your Data, 234; Document Your Sources, 236WRITING: Reflective Essays, 10, 67; also see: Personal Narrative, 66–84Ted Williams Baseball Card1 dayRI1, RI6, RI7, W3, W4pp 90, 137, 144, 196, 207Academic VocabularySelection VocabularyNarrative: Journal EntryWRITING: Writing for Media: Create a Blog Entry, 218–219; Blogs, 9; Diary and Journal Entries, 10239395177800Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach Alignment-2984569850PART 100PART 1IBQ/Close Reading WorkshopTwelfth Song of ThunderNavajoOrangesGary SotoOde to Family PhotographsGary Soto 4 daysRL1, RL2, RL4, RL5, RL6, W2, W7, W9a, SL1, L6pp 2, 15, 41, 54, 61, 184, 246, 267, 286, 353Close Reading: PoetrySmall-Group DiscussionExplanation: Importance of SettingWriting Model: ArgumentWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Mentor Text: Book Review, 200–201; Writing for Assessment: Interpretative Response, 220–221PART 2RHYTHM AND RHYMEPoetry Collection 1Poe ? Nash ? Angelou ? Carroll4–16 daysRL4, W2, W2b, W2e, W2f, W9, L1, L4a, L6pp 41, 184, 267, 321, 339, 353Context Clues Rhythm and RhymeAdjectives and AdverbsAcademic VocabularySelection VocabularyIllustrated BookletLetter to an AuthorCONVENTIONS: Adjectives, 328–338; Adverbs, 339–346RESEARCH: Use Graphics and Illustrations, 240WRITING: Response to Literature, 196–197; Feature Assignment: Letter to an Author, 200–216Poetry Collection 2 Cisneros ? Hughes ? Giovanni ? DickinsonRL4, RL7, W3d, SL6, L1, L4a, L4cpp 41, 68, 196, 313, 321, 339Context Clues Figurative LanguageComparisons with Adjectives and AdverbsAcademic VocabularySelection VocabularyDramatic Poetry ReadingPoemCONVENTIONS: Comparisons Using Adjectives and Adverbs, 534–543WRITING: Feature Assignment: Rhyming Poem and Haiku, 120–138; Writing for Assessment: Poetry, 142–143Poetry Collection 3Bashò ? Morrison ? Charles ? AnonymousRL5, W4, W6, L1, L3, L6 pp 54, 207, 227, 321, 335, 353Paraphrasing Forms of PoetryConjunctions and InterjectionsAcademic VocabularySelection VocabularyPresentation of a PoemPoemCONVENTIONS: Conjunctions and Interjections, 357; Conjunctions, 358–366; Interjections, 367–368; Cumulative Review, 369WRITING: Poetry and Description, 118–119; Feature Assignment: Rhyming Poem and Haiku, 120–138; Writing for Assessment: Poetry, 142–143Poetry Collection 4Paz ? Silverstein ? Shakespeare ? BrooksRL4, W4, W6, L1, L3a, L4cpp 41, 207, 227, 321, 335, 339Paraphrasing Sound Devices and ToneSentence Parts and TypesAcademic VocabularySelection VocabularyRésuméProse DescriptionCONVENTIONS: Basic Sentence Parts, 371–400; Classifying the Four Functions of a Sentence, 434–437RESEARCH: Résumé, 23WRITING: Writing for Media: Create a Descriptive Essay, 140–141; also see: Writing a Poem, 120–138; Writing for Assessment: Interpretative Response, 220–221comparing textswho knows if the moon’sE.E. cummingsDust of SnowRobert Frost2 daysRL4, W2a, W2bpp 41, 184ImageryTimed Writing: Explanatory EssayWRITING: Writing for Assessment: Interpretative Response, 220–221workshopsLanguage Study1 dayL4, L4a, L4c, L4dp 339Words with Multiple MeaningsLANGUAGE STUDY: Use the Right Word, 273Speaking and Listening1 daySL4, SL5, L1epp 304, 311, 321Problem-and-Solution ProposalSPEAKING & LISTENING: Problem and Solution Chart, R26; Problem–Solution Essays, 16, 147Writing Process3 daysW1, W1a, W1b, W1c, W1d, W1e, W5, L1, L1e, L2b, L3pp 173, 214, 321, 331, 335Using Coordinating ConjunctionsAdjectives and AdverbsComparisons with AdjectivesWord ChoiceFocus on Research: ArgumentArgumentative EssayCONVENTIONS: Coordinating Conjunctions, 287, 288, 358, 361, 439, 453, 556; Adjectives and Adverbs, 327; Adjectives, 328–338; Adverbs, 339–346; Comparisons Using Adjectives and Adverbs, 534–543WRITING: Feature Assignment: Persuasive Essay, 172–191PART 3TEXT SET: DETERMINA-TIONAnchor: Simile: Willow and GinkgoEve Merriam5 daysRL1, RL2, RL4, RL5, RL6, W2, W4, W7, W8, W9, W9b, W10, SL1, SL4, L3, L4, L5pp 2, 15, 41, 54, 61, 184, 207, 246, 253, 267, 275, 286, 304, 335, 339, 347SimileAdjectivesPresent Tense VerbsPast Tense VerbsDiction and StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Survival SkillsInformative Text: Expository EssayCONVENTIONS: Adjectives, 328–338; Comparisons Using Adjectives and Adverbs, 534–543; Identifying the Basic Forms of the Six Tenses, 478, 481SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Feature Assignment: Compare-and-Contrast Essay, 146–164; Writing for Assessment: Expository Writing, 168–169Angela Duckworth and the Research on “Grit” Emily Hanford2–3 daysRI1, RI2, RI3, RI5, W3, W4, W5, W7, W8, SL1, SL4, SL6pp 90, 103, 116, 130, 196, 207, 214, 246, 253, 286, 304, 313Direct QuotationAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: College ChallengesNarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Autobiographical Essays, 9; Nonfiction Narrative, 64–65; Feature Assignment: Personal Narrative, 66–84Race to the End of the EarthWilliam G. Scheller2–3 daysRI1, RI2, RI3, RI5, RI6, W3, W4, W7, W8, SL1, SL4, L1app 90, 103, 116, 130, 137, 196, 207, 246, 253, 286, 304, 321ForeshadowingAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Expedition to the South PoleNarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Research Writing, 224–248WRITING: Diary and Journal Entries, 10; Writing for Media: Create a Blog Entry, 218–219The Sound of Summer RunningRay Bradbury2–3 daysRL1, RL2, RL3, RL4, RL5, W3, W4, W5, W7, W8, SL1, SL4, L1pp 2, 15, 28, 41, 54, 196, 207, 214, 246, 253, 286, 304, 321SymbolsAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Financial SkillsNarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Publishing, 253WRITING: Reflective Essays, 10, 67; also see: Personal Narrative, 66–84from Letter on Thomas JeffersonJohn Adams2–3 daysRI1, RI2, RI3, RI5, W1, W2, W4, W5, W7, W8, W9, SL1, SL4pp 90, 103, 116, 130, 173, 184, 207, 214, 246, 253, 267, 286, 304Central IdeaAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Determination and the Declaration of IndependenceArgument: Comparison-and-Contrast EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Exposition, 144–145; Feature Assignment: Compare-and-Contrast Essay, 146–164WaterHelen Keller2–3 daysRI1, RI2, RI3, RI4, RI5, RI6, W1, W4, W5, W7, W8, SL1, SL4pp 90, 103, 116, 123, 130, 137, 173, 207, 214, 246, 253, 286, 304Author’s PurposeAcademic VocabularySelection VocabularySmall Group DiscussionInvestigate the Topic: Learning to CommunicateArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Feature Assignment: Persuasive Essay, 172–191Determination1 dayRI1, RI2, RI3, RI5, RI6, RI7, W2, W4, W7, W8pp 90, 103, 116, 130, 137, 144, 184, 207, 246, 253Academic VocabularySelection VocabularyInvestigate the Topic: Politics and DeterminationRESEARCH: Research Writing, 224–248271145187325Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach Alignment-29845-25400PART 100PART 1IBQ/Close Reading Workshopfrom Brighton Beach MemoirsNeil SimonGluskabe and Old Man WinterJoseph Bruchac4 daysRL1, RL2, RL3, RL5, W2, W4, W7, W9a, SL1, L6pp 2, 15, 28, 54, 184, 207, 246, 267, 286, 353Close Reading: DramaSmall-Group DiscussionExplanation: Similarities in Different TextsWriting Model: Informative EssayWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29:WRITING: Reviews, 173; Critical Reviews, 199; Mentor Text: Book Review, 200–201; Feature Assignment: Letter to an Author, 204–216; Interpretive Response, 220–221PART 2ADVENTURE AND IMAGINATIONThe Phantom Tollbooth Act ISusan Nanus4 daysRL2, RL3, RL5, RL6, W4, W6, W8, SL5, L1, L2app 15, 28, 54, 61, 207, 227, 253, 311, 321, 331SummaryDialogue in DramaPrepositions and AppositivesAcademic VocabularySelection VocabularyMultimedia PresentationSummaryCONVENTIONS: Prepositions, 274, 347–356, 573; Appositives, 279, 283, 407, 408, 563, 566, 603RESEARCH: Multimedia Presentation, 264–265; Multimedia Elements, R10WRITING: Summaries, 224, 227, 234, 235, 238, 239, 240, 243, 244, 246, 251, 252, 265The Phantom Tollbooth Act IISusan Nanus4 daysRL5, RL7, W1, W1a, SL1c, SL3, L1, L3, L3a, L6pp 54, 68, 173, 286, 297, 321, 335, 353Compare and ContrastStage DirectionsParticiples and GerundsAcademic VocabularySelection VocabularyGroup DiscussionReviewCONVENTIONS: Participles, 409, 410, 411, 470; Gerunds, 413, 415, 444SPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Reviews, 173; Critical Reviews, 199; Mentor Text: Book Review, 200–201; Feature Assignment: Letter to an Author, 204–216; Interpretive Response, 220–221comparing textsfrom You’re a Good Man, Charlie BrownClark GesnerHappiness is a Charming Charlie Brown at Orlando Rep Matthew MacDermid2 daysRL9, RI6, RI9pp 75, 137, 158Author’s PurposeTimed Writing: Explanatory EssayWRITING: Feature Assignment: Compare-and-Contrast Essay, 146–164; also see: Interpretive Response, 220–221workshopsLanguage Study1 dayL4c, L5, L5cpp 339, 347Connotation and DenotationLANGUAGE STUDY: Use the Right Word, 273Speaking and Listening1 daySL3, SL4, SL5pp 297, 304, 311Delivering a Persuasive SpeechSPEAKING & LISTENING: Persuasive Speeches, 18, 173, R30–R31Writing Process3 daysW1, W1a, W1b, W1c, W1d, W1e, L2b, L3, L3app 173, 331, 335Combining Sentences for VarietyPrepositions and AppositivesParticiples and GerundsSupport Your IdeasFocus on Research: ArgumentArgument: Problem-and-Solution EssayCONVENTIONS: Combining Sentences, 438–442; Varying Sentences, 443–445; Prepositions, 274, 347–356, 573; Appositives, 279, 283, 407, 408, 563, 566, 603; Participles, 409, 410, 411, 470; Gerunds, 413, 415, 444WRITING: Problem and Solution Chart, R26; Problem–Solution Essays, 16, 147; also see: Writing for Assessment: Persuasive Writing, 194–195PART 3TEXT SET: MARK TWAINAnchor: The Prince and the PauperMark Twain5 daysRL1, RL2, RL4, W2a, W2b, W2c, W2d, W2f, W4, SL1a, SL1b, SL1c, SL1d, L1d, L4a, L5c, L6pp 2, 15, 41, 184, 207, 286, 321, 339, 347, 353ThemeAppositive PhrasesAdverbs Diction and StyleAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: The Palace of WestminsterInformative Text: Comparison-and-Contrast EssayCONVENTIONS: Appositive Phrases, 407, 408, 563; Adverbs, 339–346, 423, 444, 536SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Feature Assignment: Compare-and-Contrast Essay, 146–164Stage Fright Mark Twain2–3 daysRI1, RI2, RI4, RI5, W2, SL1, L3b, L4, L5, L6pp 90, 103, 123, 130, 184, 286, 335, 339, 347, 353HumorAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: Stage FrightInformative Text: How-To EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: How-to Essay, 257–259, 264–265My Papa, Mark TwainSusy Clemens2–3 daysRI1, RI2, RI5, RI6, RI8, RI9, W1, W1d, SL1, L4, L6pp 90, 103, 130, 137, 151, 158, 173, 286, 339, 353Point of ViewAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Twain According to OthersArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Argumentative Essays, 18; Feature Assignment: Persuasive Essay, 172–191Mark Twain’s First “Vacation”The New York World2–3 daysRI1, RI2, RI3, RI4, RI5, W3a, SL1, SL2, SL5, L4, L6pp 90, 103, 116, 123, 130, 196, 286, 293, 311, 339, 353PlotAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Twain’s First Riverboat JourneyNarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232; Use Graphics and Illustrations, 241WRITING: Feature Assignment: Realistic Short Story, 92–112; Writing for Assessment: Short Story, 116–117According to Mark TwainMark Twain1 dayRI1, RI4, W1app 90, 123, 173Academic VocabularySelection VocabularyInvestigate the Topic: Twain’s QuotationsArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Provide and Document Evidence, 240WRITING: Argumentative Essays, 18; Feature Assignment: Persuasive Essay, 172–191An Encounter With An InterviewerMark Twain2–3 daysRL1, RL2, RL5, RL6, W1, SL1, L4, L6pp 2, 15, 54, 61, 173, 286, 339, 353ToneAcademic VocabularySelection VocabularySmall Group DiscussionInvestigate the Topic: Real Twain InterviewsArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Argumentative Essays, 18; Feature Assignment: Persuasive Essay, 172–191280670168275Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventions**Language Study**Speaking and Listening**Research**Writing**PH Writing Coach Alignment-29845-25400PART 100PART 1IBQ/Close Reading Workshopfrom Black Ships Before TroyRosemary SutcliffBlack Cowboy, Wild HorsesJulius Lester4 daysRL1, RL2, W2b, W7, W9a, SL1, L6pp 2, 15, 184, 246, 267, 286, 353Close Reading: Folk LiteratureSmall-Group DiscussionExplanation: Legendary CharacterWriting Model: Explanatory TextWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Mentor Text: Book Review, 200–201; Feature Assignment: Letter to an Author, 204–216; Interpretive Response, 220–221PART 2SHARED LESSONSThe Tiger Who Would Be KingJames ThurberThe Ant and the DoveLeo Tolstoy4–16 daysRL2, W3b, W3e, W6, W7, SL5, L1, L4bpp 15, 196, 227, 246, 311, 321, 339Cause and EffectFables and Folk TalesSubject ComplementsAcademic VocabularySelection VocabularyOral ReportFableCONVENTIONS: Subject Complements, 396–397, 398, 399RESEARCH: Preparing and Presenting a Speech, R30WRITING: For related material see: Short Story, 116–117; also see: Plot, 198, 199, 200, 204ArachneOlivia E. CoolidgeRL2, RL5, W2, W2a, W2d, W2e, W8, L3, L4bpp 15, 54, 184, 253, 335, 339Cause and EffectMythsDirect and Indirect ObjectsAcademic VocabularySelection VocabularyAnnotated Bibliography EntryCompare-and-Contrast EssayCONVENTIONS: For related material see: Indirect Objects, 393 and Subject Complements, 396–397, 398, 399RESEARCH: Provide and Document Evidence, 240WRITING: Feature Assignment: Compare-and-Contrast Essay, 146–164The StoneLloyd AlexanderRL2, W4, W6, W8, SL1, L1, L2a, L6pp 15, 207, 227, 253, 286, 321, 331, 353Setting a PurposeUniversal ThemeIndependent and Dependent ClausesAcademic VocabularySelection VocabularyWritten and Visual ReportPlot ProposalCONVENTIONS: Independent and Dependent Clauses, 415, 416, 417– 419, 420, 423, 425, 426–428, 571–572RESEARCH: Make a Research Plan, 232–233; Use Graphics and Illustrations, 241WRITING: Create a Storyboard for a Personal Narrative, 85–86; Short Story, 116–117; also see: Plot, 198, 199, 200, 204Why the Tortoise’s Shell Is Not SmoothChinua AchebeRL4, W4, SL6, L1, L3a, L5a, L5bpp 41, 207, 313, 321, 335, 347Purpose for ReadingPersonificationSimple, Compound, and Complex SentencesAcademic VocabularySelection VocabularyDramatic ReadingInvitationCONVENTIONS: Simple, Compound, and Complex Sentences, 426–431WRITING: For related material see: Writing Friendly Letters, R15comparing textsMowgli’s BrothersRudyard Kiplingfrom James and the Giant PeachRoald Dahl2 daysRL2, W2app 15, 184FantasyTimed Writing: Explanatory EssayWRITING: Feature Assignment: Compare-and-Contrast Essay, 146–164; also see: Mentor Text: Book Review, 200–201; Feature Assignment: Letter to an Author, 204–216; Interpretive Response, 220–221workshopsLanguage Study1 dayL5ap 347IdiomsLANGUAGE STUDY: For related material see: Figurative Language, 55, 129Speaking and Listening1 daySL1c, SL1d, SL4pp 286, 304Oral Response to LiteratureSPEAKING & LISTENING: Preparing and Presenting a Speech, R30Writing Process3 daysW2, W2a, W2b, W2c, W2f, W5, L2, L2a, L2b, L3pp 184, 214, 331, 335Commas, Parentheses, and DashesSubject ComplementsObject ComplementsRevising Choppy SentencesFocus on Research: Explanatory TextExplanatory Text: Cause-and-Effect EssayCONVENTIONS: Commas, Parentheses, and Dashes, 556–570, 598–600, 601–603; Subject Complements, 396–397, 398, 399RESEARCH: Find Multiple Relevant Sources, 232WRITING: Cause and Effect Essays, 15, 147; Cause and Effect Chart, R24PART 3TEXT SET: PEOPLE AND ANIMALSAnchor: Prologue from The Whale RiderWiti Ihimaera5 daysRL1, RL2, RL4, W2a, W2b, W2c, W7, W8, W9a, SL1, SL4, L2, L3, L4, L5, L6pp 2, 15, 41, 184, 246, 253, 267, 286, 304, 331, 335, 339, 347, 353MythIndependent and Dependent ClausesDiction and StyleAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: The Role of MythsInformative Text: Cause-and-Effect EssayCONVENTIONS: Independent Clauses, 417, 419, 426–428, 571–572SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232; Preparing and Presenting a Speech, R30WRITING: Cause and Effect Essays, 15, 147; Cause and Effect Chart, R24The Case of the Monkeys That Fell from the Trees Susan E. Quinlan2–3 daysRI1, RI2, RI6, W2, W7, SL1, SL4, L6pp 90, 103, 137, 184, 246, 286, 304, 353Expository WritingAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: The Scientific MethodInformative Text: ExplanationSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Collect and Organize Your Data, 234; Document Your Sources, 236WRITING: Feature Assignment: Informational Research Report, 224–248Rescuers to Carry Oxygen Masks for PetsAssociated Press2–3 daysRI1, RI2, RI5, W3, W7, SL1, L4, L5, L6pp 90, 103, 130, 196, 246, 286, 339, 353Text FeaturesAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Oxygen MasksNarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232WRITING: Nonfiction Narrative, 64–65; Feature Assignment: Personal Narrative, 66–842012 Pet Ownership StatisticsAmerican Pet Products Association1 dayRI1, RI7, W1, W1b, SL1, SL2pp 90, 144, 173, 286, 293Academic VocabularySelection VocabularyClass DiscussionArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Feature Assignment: Persuasive Essay, 172–191The Old Woman Who Lived With the WolvesChief Luther Standing Bear2–3 daysRL1, RL2, RL3, RL4, W2, W7, W8, SL1, SL4, L1, L4pp 2, 15, 28, 41, 184, 246, 253, 286, 304, 321, 339Conflict and ResolutionAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Humans and AnimalsInformative TextSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232; Preparing and Presenting a Speech, R30WRITING: For related material see: Feature Assignment: Letter to an Author, 204–216; Interpretive Response, 220–221 and Feature Assignment: Informational Research Report, 224–248Satellites and Sea LionsNASA2–3 daysRI1, RI2, RI5, W1, W7, W8, SL1, L4, L6pp 90, 103, 130, 173, 246, 253,286, 339, 353Expository WritingAcademic VocabularySelection VocabularyClass DiscussionInvestigate the Topic: OceanographersArgument: Persuasive LetterSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232; Use Graphics and Illustrations, 241WRITING: Letter to the Editor, 173; Op–ed (opposite–editorial) pieces, 18, 173; Writing Business Letters, R14TurkeysBailey White2–3 daysRL1, RL2, RL3, W1, W4, SL1, L4, L6pp 2, 15, 28, 173, 207, 286, 339, 353Author’s InfluencesAcademic VocabularySelection VocabularyClass DiscussionInvestigate the Topic: Wild TurkeysArgument: Persuasive EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Multiple Relevant Sources, 232; Preparing and Presenting a Speech, R30WRITING: Feature Assignment: Persuasive Essay, 172–191 ................
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