MICHIGAN HIGH SCHOOL LANGUAGE ARTS CONTENT …



MICHIGAN HIGH SCHOOL LANGUAGE ARTS CONTENT STANDARDS 2 - 8

CORRELATED TO

AGS BASIC ENGLISH COMPOSITION, PRACTICAL GUIDE TO BETTER ENGLISH 1-4, BASIC ENGLISH GRAMMAR, ENGLISH TO USE, EXPLORING LITERATURE, AMERICAN LITERATURE, WORLD LITERATURE

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

| | | | | |

|MEANING AND COMMUNICATION | |Level 1: Pp. 50-52, 62-64, | |Types of Writing: |

|CONTENT STANDARD 2: | |74-75, 86-87, 98-99, 138-42 | |Pp. 202-03, 220-29, |

|All students will demonstrate the ability to write clear and grammatically| |Level 2: Pp. 14-15, 26-27, | |230-35 |

|correct sentences, paragraphs, and compositions. | |38-39, 50-51, 62-63, 74-75, | |Writing Process: Pp.|

| | |86-87, 98-99, 154, 156 | |106-07, 125, 172-73,|

|BENCHMARKS: | |Level 3: Pp. 14-15, 26-27, | |192-93, 223-33 |

|1. Write fluently for multiple purposes to produce compositions, such as | |38-39, 50-51, 62-63, 74-75, | |Writing Mechanics: |

|stories, poetry, personal narratives, editorials, research reports, |Pp. 17-26, 126, 173-75, 180-83,|86-87, 98-99, 107, 166-70 |Grammar Usage: |Pp. 22-23, 44-45, |

|persuasive essays, resumes, and memos. |189-91, 194-97, 219-55, 259-91 |Level 4: Pp. 14-15, 26-27, |Pp. 1-315 |62-63, 86-87, |

| | |38-39, 50-51, 62-63, 74-75, | |108-09, 126-27, |

| | |86-100, 167-70 | |152-53, 174-75, |

| | | | |194-95, 214-15, |

| | | | |236-37, 256-57, |

| | | | |276-77 |

| | | | | |

|2. Recognize and approximate author’s innovative techniques to convey |Pp. 1-291 |Levels 1-4: Units I-IX and Pp. |Pp. 1-315 |Pp. 1-279 |

|meaning and influence an audience when composing their own texts. Examples| |113-74 | | |

|include experimentation with time, stream of consciousness, multiple | | | | |

|perspectives, and use of complex grammatical conventions. | | | | |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

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|3. Plan, draft, revise, and edit their texts, and analyze and critique the|Planning: Pp. 164-75, 180-97, |Level 1: Pp. 50-52, 62-64, | |Pp. 106-07, 125, |

|texts of others in such areas as purpose, effectiveness, cohesion, and |223-27, 232-37, 242-44, 246-53,|74-75, 86-87, 98-99, 138-42 | |172-73, 192-93, |

|creativity. |260-63 |Level 2: Pp. 14-15, 26-27, | |212-13, 223-33, |

| |Revise/Edit: Pp. 202-10, 227, |38-39, 50-51, 62-63, 74-75, | |276-77 |

| |233, 236-39, 256-57, 279, 285 |86-87, 98-99, 154, 156 | | |

| |Proofreading: Pp. 185-86, 227, |Level 3: Pp. 14-15, 26-27, | | |

| |285 |38-39, 50-51, 62-63, 74-75, | | |

| | |86-87, 98-99, 107, 166-70 | | |

| | |Level 4: Pp. 14-15, 26-27, | | |

| | |38-39, 50-51, 62-63, 74-75, | | |

| | |86-87, 98-99, 167-70 | | |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

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|4. Demonstrate precision in selecting appropriate language conventions |Pp. 2-7, 11-29, 32-39, 65-69, |Level 1: 7, 9-16, 18, 22-23, |Subject/Verb Agreement: Pp. |Subject/vb |

|when editing text. Examples include complex grammatical constructions, |73-113, 116-19, 152, 242-45, |25-28, 33-40, 41-42, 46-58, |80-81, 95, 102, 105, 112, 122, |Agreement: |

|sentence structures, punctuation, and spelling. |249-50, 254-55, 272, 274 |61-64, 73-100, 103-110, 114-58 |279 |Pp. 262-67 |

| | |Level 2: Pp. 6, 9-12, 14-16, |Punctuation: Pp. 4, 8, 11-12, |Spelling: Pp. 241-57|

| | |19-28, 32-40, 41-45, 47-52, |60-62, 176-77, 192-93, 200, |Punctuation |

| | |58-71, 73-76, 78-88, 93-100, |212-15 |Pp. 4, 22-23, 44-45,|

| | |103-110, 114-162 | |58-59, 62-63, 86-87,|

| | |Level 3: Pp. 36-64, 66-110, | |94-95, 98, 108-09, |

| | |113-75 | |126-27, 184, 194-95,|

| | |Level 4: Pp. 6-16, 21-28, | |200-01, 210-11, 236,|

| | |29-40, 41-88, 96, 102-10, | |Sentences: Pp. |

| | |114-67 | |1-23, 40, 58-59, |

| | | | |62-63, 68-74, 78, |

| | | | |100, 113-53, 207, |

| | | | |272-73 |

| | | | |Grammar: throughout |

| | | | |textbook. |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

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|MEANING AND COMMUNICATION | | | | |

|CONTENT STANDARD 3: | | | | |

|All students will focus on meaning and communication as they listen, | | | | |

|speak, view, read, and write in personal, social, occupational, and civic | | | | |

|contexts. | | | | |

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|BENCHMARKS: | | | | |

|1. Integrate listening, viewing, speaking, reading, and writing skills for| | | | |

|multiple purposes and in varied contexts. An example is using all the |Pp. 1-291 |Levels 1-4: Pp. 5-157 |Grammar only: Pp. 1-315 |Pp. 1-279 |

|language arts to complete and present a multi-media project on a national | | | | |

|or international issue. | | | | |

| | | | | |

|2. Consistently use strategies to regulate the effects of variables on the|Pp. 12, 189-93, 231-39, 242-55 |Level 1: Pp. 86-88 |Pp. 197, 212-14 |Pp. 228-29 |

|communication process. An example is designing a communication | |Level 2: Pp. 50-52, 98-100 | | |

|environment for maximum impact on the receiver. | |Level 3: 14-16, 62-64, 86-88 | | |

| | |Level 4: 26-28, 50-52, 86-88 | | |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

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|3. Read and write fluently, speak confidently, listen and interact |Writing: Pp. 17-26, 126, |Level 1: 50-52, 74-76, 86-88, |Grammar: |Grammar Usage and |

|appropriately, view critically, and represent creatively. Examples |173-75, 180-83, 189, 194-97, |98-100, 135 |Pp. 1-315 |Writing Skills: |

|include speaking publicly, demonstrating teamwork skills, debating |219-55, 259-91 |Level 2: 14-16, 26-28, 50-52, | |Pp. 1-279 |

|formally, performing literature, and interviewing for employment. | |62-64, 74-76, 98-100, 155 | | |

| | |Level 3: 14-16, 26-28, 50-52, | | |

| | |62-64, 74-76, 86-88, 98-100, | | |

| | |174 | | |

| | |Level 4; Pp. 14-16, 26-28, | | |

| | |38-40, 50-52, 62-64, 86-88, 174| | |

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|4. Consistently use effective listening strategies (e.g., discriminating, |Language Choices: Pp. 1-291 |Level 1: P. 135 |Language Choices: Pp. 1-315 |Language Choices: |

|assigning meaning, evaluating, and remembering) and elements of effective | |Level 2: P. 155 | |Pp. 1-279 |

|speaking (e.g., message content, language choices, and audience analysis).| |Level 3: P. 174 | | |

| | | | | |

|5. Employ the most effective strategies to construct meaning while |Pp. 1-291 |Levels 1-4: Pp. 5-157 |Pp. 1-315 |Pp. 1-279 |

|reading, listening to, viewing, or creating texts. Examples include | | | | |

|generating focus questions; deciding how to represent context through | | | | |

|analyzing, clustering, and mapping. | | | | |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

| | | | | |

|6. Determine the meaning of specialized vocabulary and concepts in oral, |Reference materials: Pp. |L 1: Pp. 108, 153 | | |

|visual, and written texts by using a variety of resources, such as |264-73, 286-89 |L 2: Pp. 77-79, 167 | | |

|context, research, reference materials, and electronic sources. | |L 3: Pp. 42-43, 171 | | |

| | |L 4: Pp. 97, 171 | | |

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|7. Recognize and use varied innovative techniques to construct text, |Pp. 1-291 |Level 1: Pp. 74-76, 86-88, | |Writing Practice: |

|convey meaning, and express feelings to influence an audience. Examples | |98-100 | |Pp. 124-25, 150-51, |

|include experimentation with time, order, stream of consciousness, and | |Level 2: Pp. 14-16, 26-28, | |172-73, 192-93, |

|multiple points of view. | |38-40, 50-52, 62-64, 74-76, | |212-13 |

| | |86-88, 98-100 | |Writing Process: Pp.|

| | |Level 3: Pp. 14-16, 26-28, | |106-07, 125, 172-73,|

| | |38-40, 50-52, 62-64, 74-76, | |192-93, 223-33 |

| | |86-88, 98-100 | |Writing Skills: Pp. |

| | |Level 4: Pp. 14-16, 26-28, | |1, 3-23, 199-215, |

| | |38-40, 50-52, 62-64, 86-88 | |222-29 |

| | | | |Writing: Pp. 202-03,|

| | | | |220-35 |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

|8. Analyze their responses to oral, visual, written, and electronic texts,|Independent activity |Independent activity |Independent activity |Independent activity|

|providing examples of how texts affect their lives, connect them with the | | | | |

|contemporary world, and transmit issues across time. | | | | |

|LANGUAGE | |Level 1: Pp. 12-18, 23, 25-28, | | |

|CONTENT STANDARD 4: | |32-40, 46-58, 61-64, 68-100, | | |

|All students will use the English language effectively. | |102-07, 109-10, 113-48 | | |

| | |Level 2: Pp. 10, 21-28, 32-52, | | |

|BENCHMARKS: | |58-76, 80-100, 105-75 | | |

|1. Demonstrate how language usage is related to successful communication | |Level 3: Pp. 6-11, 14-175 | | |

|in their different spoken, written, and visual communication contexts, |Pp. 1-291 |Level 4: Pp. 5-175 |Pp. 1-315 |Pp. 1-279 |

|such as job interviews, public speeches, debates, and advertising. | | | | |

|2. Use an understanding of how language patterns and vocabularies transmit| | | | |

|culture and affect meaning in formal and informal situations. An example | | | | |

|is identifying distinctions in the verbal and non-verbal communication | | | | |

|behaviors of national or world leaders. | | | | |

|3. Explore and explain how the same words can have different usages and |Pp. 73-85 | | | |

|meanings in different contexts, cultures, and communities. | | | | |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

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|4. Demonstrate ways in which communication can be influenced through word |Pp. 191 |Level 1: Pp. 86-87 | |Pp. 228-29 |

|usage. Examples include propaganda, irony, parody, and satire. | |Level 2: Pp. 50-52 | | |

| | |Level 3: 14-15 | | |

| | |Level 4: Pp. 26-27, 50-51 | | |

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|5. Recognize and use levels of discourse appropriate for varied contexts, |Pp. 12, 189-93, 231-39, 242-55 |Level 1: Pp. 86-88 | |Pp. 202-03, 220-35 |

|purposes, and audiences, including terminology specific to particular | |Level 2: Pp. 50-52, 98-100 | | |

|fields. Examples include community building, presentations integrating | |Level 3: 14-16, 62-64, 86-88 | | |

|different disciplines, lessons comparing fields of study, promotional | |Level 4: 26-28, 50-52, 86-88 | | |

|material created for an interdisciplinary project, and videos designed to | | | | |

|inform or entertain diverse audiences. | | | | |

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|MICHIGAN CONTENT STANDARDS |AGS EXPLORING LITERATURE |AGS AMERICAN LITERATURE |AGS WORLD LITERATURE |

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|LITERATURE | | | |

|CONTENT STANDARD 5: | | | |

|All students will read and analyze a wide variety of classic | | | |

|and contemporary literature and other texts to seek | | | |

|information, ideas, enjoyment, and understanding of their | | | |

|individuality, our common heritage and common humanity, and the| |Pp. 9-455 contains both classic and | |

|rich diversity of our society. | |contemporary literature in the following | |

| | |time periods: | |

|BENCHMARKS: | |1620-1849 | |

|1. Select, read, listen to, view, and respond thoughtfully to | |1837-1860 |Pp. 18-411 contains both classic and |

|both classic and contemporary texts recognized for quality and |Pp. 8-465 contains both classic and |1849-1889 |contemporary literature: |

|literary merit. |contemporary literature: Fables, Myths, |1890-1908 |Fiction, Nonfiction, Drama, Poetry, |

| |Short Stories, Suspense, Nonfiction, |1905-1940 |Persuasive Literature, Humorous |

| |Poetry, and Drama. |1940-1970 |Literature. |

| | |1971-Present. | |

| | | | |

|2. Describe and discuss archetypal human experiences that |Pp. 8-455 |American Literature only: Pp. 9-455 |Pp. 18-411 |

|appear in literature and other texts from around the world. | | | |

| | | | |

|3. Analyze how the tensions among characters, communities, |Pp. 8-465 |Pp. 9-455 |Pp. 18-411 |

|themes, and issues in literature and other texts reflect the | | | |

|substance of the human experience. | | | |

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|MICHIGAN CONTENT STANDARDS |AGS EXPLORING LITERATURE |AGS AMERICAN LITERATURE |AGS WORLD LITERATURE |

| | | | |

|5. Analyze and devaluate the authenticity of the portrayal of |Throughout textbook. |Throughout textbook. |Throughout textbook. |

|various societies and cultures in literature and other texts. | | | |

|An example is critiquing print and non-print accounts of | | | |

|historical and contemporary social issues. | | | |

FOR ADDITIONAL LITERATURE PLEASE REFER TO:

AGS Illustrated Classics (72 titles)

Reading Level: 3.8-4.8, Interest Level: Middle School, High School, ABE, ESL

AGS Classic Short Stories (50 titles)

Reading Level: 3-4, Interest Level: Middle School, High School, ABE, ESL

30 Great American Short Stories

10 Stories from Great Britain and Ireland

10 Stories from Around the World

AGS Classroom Reading Plays (24 titles)

Reading Level: 3-4, Interest Level: Middle School, High School, ABE, ESL

8 each:

British Literature

American Literature

Shakespeare

SEE THE AGS CATALOG FOR SPECIFIC TITLES.

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

| | | | | |

|VOICE | | | |Writing Practice: |

|CONTENT STANDARD 6: | | | |Pp. 124-25, 150-51, |

|All students will learn to communicate information accurately and | | | |172-73, 192-93, |

|effectively and demonstrate their expressive abilities by creating oral, | | | |212-13 |

|written, and visual texts that enlighten and engage an audience. | | | |Writing Process: Pp.|

| | | | |106-07, 125, 172-73,|

|BENCHMARKS: | | | |192-93, 223-33 |

|1. Assess their use of elements of effective communication in personal, | | | |Writing Skills: Pp. |

|social, occupational, and civic contexts. Examples include use of pacing,| | | |1, 3-23, 199-215, |

|repetition, and emotion. |Pp. 1-291 |Level 1: Pp. 74-76, 86-88, |Pp. 1-315 |222-29 |

| | |98-100 | |Types of Writing: |

| | |Level 2: Pp. 14-16, 26-28, | |Pp. 202-03, 220-35 |

| | |38-40, 50-52, 62-64, 74-76, | | |

| | |86-88, 98-100 | | |

| | |Level 3: Pp. 14-16, 26-28, | | |

| | |38-40, 50-52, 62-64, 74-76, | | |

| | |86-88, 98-100 | | |

| | |Level 4: Pp. 14-16, 26-28, | | |

| | |38-40, 50-52, 62-64, 86-88 | | |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

| | | | | |

|2. Evaluate the power of using multiple voices in their oral and written |Pp. 1-291 |Level 1: Pp. 74-76, 86-88, | |Writing Practice: |

|communication to persuade, inform, entertain, and inspire their audiences.| |98-100 | |Pp. 124-25, 150-51, |

| | |Level 2: Pp. 14-16, 26-28, | |172-73, 192-93, |

| | |38-40, 50-52, 62-64, 74-76, | |212-13 |

| | |86-88, 98-100 | |Writing Process: Pp.|

| | |Level 3: Pp. 14-16, 26-28, | |106-07, 125, 172-73,|

| | |38-40, 50-52, 62-64, 74-76, | |192-93, 223-33 |

| | |86-88, 98-100 | |Writing Skills: Pp. |

| | |Level 4: Pp. 14-16, 26-28, | |1, 3-23, 199-215, |

| | |38-40, 50-52, 62-64, 86-88 | |222-29 |

| | | | |Types of Writing: |

| | | | |Pp. 202-03, 220-35 |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

| | | | | |

|3. Analyze the style and characteristics of authors, actors, and artists |Refer to AGS literature listed |Refer to AGS literature listed |Refer to AGS literature listed |Refer to AGS lit. on|

|of classics and masterpieces to determine why these voices endure. |on page 11 of this correlation.|on page 11 of this correlation.|on page 11 of this correlation.|page 11 of |

| | | | |correlation. |

|4. Document and enhance a developing voice with authentic writings for |Pp. 1-291 |Level 1: Pp. 74-76, 86-88, | |Writing Practice: |

|different audiences and purposes. Examples include portfolios, video | |98-100 | |Pp. 124-25, 150-51, |

|productions, submissions for competitions or publications, individual | |Level 2: Pp. 14-16, 26-28, | |172-73, 192-93, |

|introspections, and applications for employment and higher education. | |38-40, 50-52, 62-64, 74-76, | |212-13 |

| | |86-88, 98-100 | |Writing Process: Pp.|

| | |Level 3: Pp. 14-16, 26-28, | |106-07, 125, 172-73,|

| | |38-40, 50-52, 62-64, 74-76, | |192-93, 223-33 |

| | |86-88, 98-100 | |Writing Skills: Pp. |

| | |Level 4: Pp. 14-16, 26-28, | |1, 3-23, 199-215, |

| | |38-40, 50-52, 62-64, 86-88 | |222-29 |

| | | | |Types of Writing: |

| | | | |Pp. 202-03, 220-35 |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

| | | | | |

|SKILLS AND PROCESSES | | | | |

|CONTENT STANDARD 7: | | | | |

|All students will demonstrate, analyze, and reflect upon the skills and | | | | |

|processes used to communicate through listening, speaking, viewing, | | | | |

|reading, and writing. | | | | |

| | | | | |

|BENCHMARKS: | | | | |

|1. Use a combination of strategies when encountering unfamiliar texts | | | | |

|while constructing meaning. Examples include generating questions, |Refer to AGS literature on page|Refer to AGS literature on page|Refer to AGS literature on page|Refer to AGS |

|scanning for specific information related to research questions; analyzing|11 of this correlation. |11 of this correlation. |11 of this correlation. |literature on page |

|tone and voice; and representing content through summarizing, clustering, | | | |11 of this |

|and mapping. | | | |correlation. |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

| | | | | |

|2. Monitor their progress while using a variety of strategies to overcome |Pp. 1-291 |Level 1: Pp. 74-76, 86-88, | |Writing Practice: |

|difficulties when constructing and conveying meaning, and demonstrate | |98-100 | |Pp. 124-25, 150-51, |

|flexible use of strategies across a wide range of situations. | |Level 2: Pp. 14-16, 26-28, | |172-73, 192-93, |

| | |38-40, 50-52, 62-64, 74-76, | |212-13 |

| | |86-88, 98-100 | |Writing Process: Pp.|

| | |Level 3: Pp. 14-16, 26-28, | |106-07, 125, 172-73,|

| | |38-40, 50-52, 62-64, 74-76, | |192-93, 223-33 |

| | |86-88, 98-100 | |Writing Skills: Pp. |

| | |Level 4: Pp. 14-16, 26-28, | |1, 3-23, 199-215, |

| | |38-40, 50-52, 62-64, 86-88 | |222-29 |

| | | | |Types of Writing: |

| | | | |Pp. 202-03, 220-35 |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

| | | | | |

|3. Reflect on their understanding of literacy, assess their developing |Refer to AGS literature on page|Refer to AGS literature on page|Refer to AGS literature on page|Refer to AGS lit. on|

|ability, set personal learning goals, create strategies for attaining |11 of this correlation. |11 of this correlation |11 of this correlation. |page 11 of |

|those goals, and take responsibility for their literacy development. | | | |correlation. |

| | | | | |

|4. Demonstrate flexibility in using strategies for planning, drafting, |Pp. 1-291 |Level 1: Pp. 74-76, 86-88, |Pp. 1-315 |Writing Practice: |

|revising, and editing complex texts in a variety of genres, and describe | |98-100 | |Pp. 124-25, 150-51, |

|the relationship between form and meaning. Examples include preparing | |Level 2: Pp. 14-16, 26-28, | |172-73, 192-93, |

|text for publication and presentation and using strategies appropriate for| |38-40, 50-52, 62-64, 74-76, | |212-13 |

|purposes, such as editorializing an opinion, and developing and justifying| |86-88, 98-100 | |Writing Process: Pp.|

|a personal perspective on a controversial issue. | |Level 3: Pp. 14-16, 26-28, | |106-07, 125, 172-73,|

| | |38-40, 50-52, 62-64, 74-76, | |192-93, 223-33 |

| | |86-88, 98-100 | |Writing Skills: Pp. |

| | |Level 4: Pp. 14-16, 26-28, | |1, 3-23, 199-215, |

| | |38-40, 50-52, 62-64, 86-88 | |222-29 |

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|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

|GENRE AND CRAFT OF LANGUAGE | | | |Types of Writing: |

|CONTENT STANDARD 8: | | | |Pp. 202-03, 220-29, |

|All students will explore and use the characteristics of different types | | | |230-35 |

|of texts, aesthetic elements, and mechanics-including text structure, | | | |Writing Process: Pp.|

|figurative and descriptive language; spelling, punctuation, and grammar-to| | | |106-07, 125, 172-73,|

|construct and convey meaning. | | | |192-93, 223-33 |

| | | |Sentences: Pp. 80, 174, 197, |Writing Mechanics: |

|BENCHMARKS: | | |199-219, 221-73, 275-97 |Pp. 22-23, 44-45, |

|1. Identify and use selectively mechanics that facilitate understanding. | | |Punctuation: Pp. 4, 8, 11-12, |62-63, 86-87, |

|Examples include organizational patterns, documentation of sources, | | |60-62, 176-77, 192-93, 200, |108-09, 126-27, |

|appropriate punctuation, grammatical constructions, conventional spelling,|Pp. 1-291 |Levels 1-4: Pp. 5-174 |212-15 |152-53, 174-75, |

|and the use of connective devices, such as transitions and paraphrasing an| | |Grammatical Construction: Pp. |194-95, 214-15, |

|oral message completely and accurately. | | |1-315 |236-37, 256-57, |

| | | | |276-77 |

| | | | |Spelling: Pp. 241-57|

| | | | | |

|2. Describe and use characteristics of various narrative genres and |Refer to AGS literature on page|Refer to AGS literature on page|Refer to AGS literature on page|Refer to AGS |

|complex elements of narrative technique to convey ideas and perspectives. |11 of this correlation. |11 of this correlation. |11 of this correlation. |literature on page |

|Examples include use of symbol, motifs, and function of minor characters | | | |11 of this |

|in epics, satire, and drama. | | | |correlation. |

| | | | | |

|MICHIGAN CONTENT STANDARDS |BASIC ENGLISH |PRACTICAL GUIDE TO BETTER ENG. |BASIC ENGLISH GRAMMAR |ENGLISH TO USE |

| |COMPOSITION | | | |

| | | | | |

|3. Describe and use characteristics of informational genre (e.g., manuals,|Pp. 17-26, 126, 173-75, 180-83,|Level 1: Pp. 50-52, 62-64, | |Pp. 202-03, 220-35 |

|briefings, documentaries, and research presentations) and complex elements|189, 191, 194-97, 219-55, |74-76, 86-88, 138, 140 | | |

|of expository texts (e.g., thesis statement, supporting ideas, and |259-91 |Level 2: Pp. 14-16, 38-40, | | |

|authoritative and/or statistical evidence) to convey ideas. | |62-64, 74-76, 86-88 | | |

| | |level 3: Pp. 14-16, 26-28, | | |

| | |86-88, 167 | | |

| | |Level 4: Pp. 14-16, 38-40, | | |

| | |74-76, 94, 98-99 | | |

| |Refer to AGS literature |Refer to AGS literature |Refer to AGS literature | |

|4. Identify and use aspects of the craft of the speaker, writer, and |materials listed on pages 11-12|materials listed on pages 11-12|materials listed on pages 11-12| |

|illustrator to formulate and express their ideas artistically. Examples |of this correlation. |of this correlation. |of this correlation. | |

|include imagery, irony, multiple points of view, complex dialogue, | | | | |

|aesthetics, and persuasive techniques. | | | | |

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