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8620125-125285The 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. 8620125-530225PEARSON LITERATURE UNITS AT A GLANCE00PEARSON LITERATURE UNITS AT A GLANCE698503200400FeaturesCC Standards CoveredPH 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, 228, 234, 235, 240Comprehending Complex Texts? Strategy 1: Multidraft Reading? Strategy 2: Close Read the Text? Strategy 3: Ask QuestionsLiterature 10Response to Literature, 196–197; Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221Analyzing Arguments? The Art of Argument? Composing an ArgumentInformational Text 8; Writing 1.a, 1.b, 1.e; Language 6Argumentative Essay, 18; Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195Conducting Research? Performing Short-Term and Long-Term Research? Research Process Workshop? Research Model? Citing Sources and Preparing ManuscriptWriting 2.a, 2.c, 5, 7, 8, 9Feature Assignment: Informational Research Report, 224–225, 226–229, 230–237, 238–241, 242–245, 246–247, 248; Writing for Assessment: Research Plan, 254–25500FeaturesCC Standards CoveredPH 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, 228, 234, 235, 240Comprehending Complex Texts? Strategy 1: Multidraft Reading? Strategy 2: Close Read the Text? Strategy 3: Ask QuestionsLiterature 10Response to Literature, 196–197; Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221Analyzing Arguments? The Art of Argument? Composing an ArgumentInformational Text 8; Writing 1.a, 1.b, 1.e; Language 6Argumentative Essay, 18; Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195Conducting Research? Performing Short-Term and Long-Term Research? Research Process Workshop? Research Model? Citing Sources and Preparing ManuscriptWriting 2.a, 2.c, 5, 7, 8, 9Feature Assignment: Informational Research Report, 224–225, 226–229, 230–237, 238–241, 242–245, 246–247, 248; Writing for Assessment: Research Plan, 254–255205105152400Pearson 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.020000Pearson 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.8543925371475Unit Close Reading WorkshopLanguage Study**Speaking and Listening**Writing Process**Independent ReadingAssessment1Focus on Short StoryReading, Writing, Speaking, Research ModelsIndependent PracticeUsing a Dictionary and ThesaurusDelivering an Oral SummaryAutobiographical NarrativeTitles for Extended ReadingOnline Text Set The Fall of the Hindenburg Michael Morrison from Letters from Rifka Karen Hesse Veteran Returns, Becomes Symbol Minneapolis Star and Tribune Assessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: Personal NarrativeWriting to Sources: Argument2Focus on NonfictionReading, Writing, Speaking, Research ModelsIndependent PracticeWord OriginsEvaluating a Persuasive PresentationArgumentTitles for Extended ReadingOnline Text SetSuzy and Leah Jane Yolen Conversational Ballgames Nancy Masterson Sakamoto My Head Is Full of Starshine Peg KehretAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: NarrativeWriting to Sources: Informative Text3Focus on PoetryReading, Writing, Speaking, Research ModelsIndependent PracticeWords with Multiple Meanings Evaluating Media Messages and AdvertisementsExplanatory Text: Comparison-and-Contrast EssayTitles for Extended ReadingOnline Text Setfrom Angela’s Ashes Frank McCourt Seventh Grade Gary Soto Safe Routes to School Assessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: NarrativeWriting to Sources: Explanatory Text4Focus on DramaReading, Writing, Speaking, Research ModelsIndependent PracticeConnotation and DenotationConducting an InterviewResponse to Literature: Review of a Short StoryTitles for Extended ReadingOnline Text SetLoo Wit Wendy Rose What Gives the Sunrise and Sunset its Orange Glow? GantDaily How the Snake Got Poison Zora Neale HurstonAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: NarrativeWriting to Sources: Argument5Focus on the Oral TraditionReading, Writing, Speaking, Research ModelsIndependent PracticeFigurative LanguageResearch PresentationExplanatory Text: Cause-and-Effect EssayTitles for Extended ReadingOnline Text SetMartin Luther King Raymond R. Patterson The Bear Boy Joseph Bruchac Theater Show Contract Crystal Springs Upland School Assessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: Narrative Writing 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 ThesaurusDelivering an Oral SummaryAutobiographical NarrativeTitles for Extended ReadingOnline Text Set The Fall of the Hindenburg Michael Morrison from Letters from Rifka Karen Hesse Veteran Returns, Becomes Symbol Minneapolis Star and Tribune Assessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: Personal NarrativeWriting to Sources: Argument2Focus on NonfictionReading, Writing, Speaking, Research ModelsIndependent PracticeWord OriginsEvaluating a Persuasive PresentationArgumentTitles for Extended ReadingOnline Text SetSuzy and Leah Jane Yolen Conversational Ballgames Nancy Masterson Sakamoto My Head Is Full of Starshine Peg KehretAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: NarrativeWriting to Sources: Informative Text3Focus on PoetryReading, Writing, Speaking, Research ModelsIndependent PracticeWords with Multiple Meanings Evaluating Media Messages and AdvertisementsExplanatory Text: Comparison-and-Contrast EssayTitles for Extended ReadingOnline Text Setfrom Angela’s Ashes Frank McCourt Seventh Grade Gary Soto Safe Routes to School Assessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: NarrativeWriting to Sources: Explanatory Text4Focus on DramaReading, Writing, Speaking, Research ModelsIndependent PracticeConnotation and DenotationConducting an InterviewResponse to Literature: Review of a Short StoryTitles for Extended ReadingOnline Text SetLoo Wit Wendy Rose What Gives the Sunrise and Sunset its Orange Glow? GantDaily How the Snake Got Poison Zora Neale HurstonAssessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: NarrativeWriting to Sources: Argument5Focus on the Oral TraditionReading, Writing, Speaking, Research ModelsIndependent PracticeFigurative LanguageResearch PresentationExplanatory Text: Cause-and-Effect EssayTitles for Extended ReadingOnline Text SetMartin Luther King Raymond R. Patterson The Bear Boy Joseph Bruchac Theater Show Contract Crystal Springs Upland School Assessment: SkillsSelected ResponseConstructed ResponseAssessment: SynthesisSpeaking and Listening: Group Discussion Writing: Narrative Writing 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-39370-31750PART 100PART 1IBQ/Close Reading WorkshopThe Dinner PartyMona GardnerThe Treasure of Lemon BrownWalter Dean Myers4 daysRL1, RL2, RL3, RL6, W2, W7, W9, SL1, L6pp 2, 15, 28, 67, 202, 258, 279, 298, 359Close Reading: Short StorySmall-Group DiscussionExplanation: Author’s Role and MessageWriting Model: ArgumentWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248; Writing for Assessment: Research Plan, 254–255WRITING: Mentor Text: Op-Ed Piece, 174–175; Student Model: Op-ed Piece, 176–177; Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221PART 2DIFFERENT PERSPECTIVESRikki-tikki-taviRudyard Kipling4–16 daysRL3, W2d, W2e, SL1a, SL3, L2, L4b, L6pp 28, 202, 298, 309, 339, 345, 359Make Predictions PlotCommon, Proper, and Possessive NounsAcademic VocabularySelection VocabularyInformal DebateInformative ArticleCONVENTIONS: Nouns, 294–299WRITING: Feature Assignment: Informational Research Report, 224–248Two Kinds from The Joy Luck ClubAmy TanRL6, W3a, W3b, W7, L1, L6pp 67, 214, 258, 333, 359Make Predictions Character and Point of ViewPersonal and Possessive PronounsAcademic VocabularySelection VocabularyOutlineJournal EntryCONVENTIONS: Pronouns, 300–311; Using Pronouns, 501–512RESEARCH: Outline, R26WRITING: Journal Entry, 4, 7, 10, 21, 84; also see: Create a Travel Blog, 140–141The Third WishJoan AikenRL1, W2a, W2e, W3, W3e, SL6, L2a, L4bpp 2, 202, 214, 325, 339, 345Make Inferences Conflict and ResolutionAdjectives and AdverbsAcademic VocabularySelection VocabularyNews StoryAnecdoteCONVENTIONS: Adjectives, 325–338; Adverbs, 339–344WRITING: Feature Assignment: Personal Narrative, 66–84RibbonsLaurence YepRL1, RL2, W1d, W1e, W7, SL5, L1, L4bpp 2, 15, 191, 258, 323, 333, 345Make Inferences ThemeComparison of Adjectives and AdverbsAcademic VocabularySelection VocabularyPosterLetter to the AuthorCONVENTIONS: Comparisons Using Adjectives and Adverbs, 534–543; Troublesome Adjectives and Adverbs, 544–548RESEARCH: Collect and Organize Your Data, 234; Use Graphics and Illustrations, 241WRITING: Review of a Short Story, 198–216; also see: Letters, 260–263; Business Letter, R14; Friendly Letter, R15comparing textsThe Night the Bed FellJames ThurberStolen DaySherwood Anderson2 daysRL3, RI3, W2app 28, 122, 202CharacterizationTimed Writing: Explanatory EssayWRITING: Response to Literature, 196–197; Review of a Short Story, 198–216; also see: Compare-and-Contrast Essay, 146–164workshopsLanguage Study1 dayL4c, L4d, L5cpp 345, 353Using a Dictionary and Thesaurus LANGUAGE STUDY: Dictionary, 472, 475, 590, 592Speaking and Listening1 daySL4p 316Delivering an Oral SummarySPEAKING & LISTENING: Summaries, 224, 228, 234, 235, 240Writing Process3 daysW3, W3a-e, W5, L3app 214, 232, 343Pronoun-Antecedent AgreementAdjectives and AdverbsVoiceFocus on Research: NarrativeAutobiographical NarrativeCONVENTIONS: Agreement Between Pronouns and Antecedents, 527–532; Adjectives, 325–338; Adverbs, 339–344; Using Modifiers, 533–548RESEARCH: Make a Research Plan, 232–233WRITING: Autobiographical Essays, 9; Feature Assignment: Personal Narrative, 66–84PART 3TEXT SET: COMPETITIONAnchor: Amigo BrothersPiri Thomas5 daysRL1, RL2, RL3, RL4, RL6, W2, W2c, W5, W7, W8, W9, W9a, W10, SL1, SL4, SL5, L1, L2, L3a, L4a, L5a, L5b, L5c, L6pp 2, 15, 28, 41, 67 202, 232, 258, 265, 279, 287, 298, 316, 323, 333, 339, 343, 345, 353, 359ConflictProper NounsPronoun AgreementDiction and StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Healthy and Unhealthy CompetitionExplanatory Text:Analytical EssayCONVENTIONS: Proper Nouns, 280, 298, 299, 613–620; Agreement Between Pronouns and Antecedents, 527–532SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Response to Literature, 196–197; Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221Get More From CompetitionChristopher Funk2–3 daysRI2, RI4, RI5, RI8, W3, W3b, W3c, W7, SL1, SL1a, L4a, L6pp 109, 129, 142, 169, 214, 258, 298, 345, 359StructureAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Mind and BodyFictional NarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Authoritative Objective Sources, 232WRITING: Writing Assignment: Short Story, 116–117; also see: Feature Assignment: Short Story: Science Fiction, 93–112Forget Fun, Embrace EnjoymentAdam Naylor2–3 daysRI1, RI2, RI3, RI4, RI8, W1a-e, W7, W8, SL1, SL1a, L4a, L6pp 96, 109, 122, 129, 169, 191, 258, 265, 298, 345, 359Persuasive TechniquesAcademic VocabularySelection VocabularyDebateInvestigate the Topic: Coaching and CompetitionArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Argumentative Essay, 18; Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195Video Game Competitiveness, Not Violence, Spurs Aggression, Study SuggestsJennifer LaRue Huget1 dayRI2, RI4, W2, W2d-e, L4a, L4d, L6pp 109, 129, 202, 345, 359Academic VocabularySelection VocabularyInformative Text: EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Feature Assignment: Informational Research Report, 224–248Win Some, Lose SomeCharles Osgood2–3 daysRI1, RI2, RI4, RI6, RI8, W1a-d, W7, W9, W10, SL1, L4a, L5b, L6pp 96, 109, 129, 149, 169, 191, 258, 279, 287, 298, 345, 353, 359Rhetorical DevicesAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: A Model of CharacterArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Document Your Sources, 236; Provide and Document Evidence, 240WRITING: Argumentative Essay, 18; Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195Orlando MagicLeroy Neiman1 dayRI7, W1, W1c, SL1, SL2pp 162, 191, 298, 305Academic VocabularySelection VocabularyDebateArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29WRITING: Argumentative Essay, 18; Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195213995130175Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventionsLanguage Study**Speaking and ListeningResearchWritingPH Writing Coach Alignment-39370-41275PART 100PART 1IBQ/Close Reading Workshopfrom Freedom WalkersRussell Freedmanfrom What Makes a Rembrandt a Rembrandt?Richard Mühlberger4 daysRI1, RI2, RI5, RI6, RI9, W2, W7, SL1, SL1b, L4b, L6pp 96, 109, 142, 149, 176, 202, 258, 298, 345, 359Close Reading: NonfictionSmall-Group DiscussionExplanation: Comparing ArticlesWriting Model: Informative TextWriting: Explanatory Essay SPEAKING & LISTENING: Participating in a Group Discussion, R29 RESEARCH: Make a Research Plan, 232–233 WRITING: Feature Assignment: Informational Research Report, 224–248; Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221PART 2EXPLORING IDEASLife Without GravityRobert Zimmerman4–16 daysRI2, RI5, RI7, W9, W9b, SL2, SL4, L1pp 109, 142, 162, 279, 305, 316, 333Main IdeaExpository EssayAction Verbs and Linking VerbsAcademic VocabularySelection VocabularyOral SummaryAnalogyCONVENTIONS: Action Verbs, 314–316; Linking Verbs, 317–321SPEAKING & LISTENING: Summaries, 224, 228, 234, 235, 240WRITING: For related material see Metaphor, 55, 129I Am a Native of North AmericaChief Dan GeorgeRI1, RI2, RI3, RI6, RI7, W2a, L1, L5bpp 96, 109, 122, 149, 162, 202, 333, 353Main IdeaReflective EssayPrincipal Parts of VerbsAcademic VocabularySelection VocabularyResponseOutlineCONVENTIONS: The Four Principal Parts of Verbs, 472–479SPEAKING & LISTENING: Speaking, R30–R31WRITING: Outline, R26All Together NowBarbara JordanRI8, W1a, W1b, SL4, L1, L2, L4bpp 169, 191, 316, 333, 339, 345Classifying Fact and OpinionPersuasive EssayConjunctions and InterjectionsAcademic VocabularySelection VocabularyPublic Service AnnouncementPersuasive LetterCONVENTIONS: Conjunctions and Interjections, 355; Conjunctions, 356–362; Interjections, 363–364SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: Letter of Opinion, 260–261; Letter of Request, 262–263; Business Letter, R14; Friendly Letter, R15Rattlesnake HuntMarjorie Kinnan RawlingsRI4, W3d, W4, W5, W6, W8, L1, L4b, L6pp 129, 214, 225, 232, 245, 265, 333, 345, 359Classifying Fact and OpinionWord Choice, or DictionSimple and Compound Subjects and PredicatesAcademic VocabularySelection VocabularyHelp-Wanted AdAdaptationCONVENTIONS: Subjects and Predicates, 368–370, 371–373, 374–376, 377–382, 383–396RESEARCH: Use Graphics and Illustrations, 241WRITING: Short Story, 92–112; Writing for Media: Create a Dramatic Scene, 114–115; Writing for Assessment: Short Story, 116–117comparing textsfrom Barrio BoyErnesto GalarzaA Day’s WaitErnest Hemingway2 daysRL3, RI3, W2app 28, 122, 202Fiction and NonfictionTimed Writing: Explanatory EssayWRITING: Feature Assignment: Compare-and-Contrast Essay, 146–164; Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221; also see: Point of View, 94, 109, 161, 213, 240workshopsLanguage Study1 dayL4b, L4c, L5app 345, 353Word OriginsLANGUAGE STUDY: For related material see: Writing in the Content Areas, R2–R5Speaking and Listening1 daySL2, SL3pp 305, 309Evaluating a Persuasive PresentationSPEAKING & LISTENING: Listening Critically to a Speech, R31Writing Process3 daysW1, W1a-e, L1, L2b, L3, L3app 191, 333, 339, 343Correct Verb TenseCombine Sentences Using ConjunctionsPrincipal Parts of VerbsFocus on Research: Argumentative TextArgumentative EssayCONVENTIONS: The Six Tenses of Verbs, 480–495; Combine Sentences Using Conjunctions, 356–361; The Four Principal Parts of Verbs, 472–479WRITING: Argumentative Essays, 18; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195PART 3TEXT SET: MOTIVATIONAnchor: No GumptionRussell Baker5 daysRI1, RI2, RI4, RI6, W1a, W1b, W1e, W5, W6, W7, W8, SL1a, SL1c, SL2b, L4c, L5b, L6pp 96, 109, 129, 149, 191, 232, 245, 258, 265, 298, 305, 345, 353, 359AutobiographyVerbs in Compound PredicatesPronoun AgreementDiction and StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Goals and MotivationArgument: Persuasive EssayCONVENTIONS: Compound Subjects and Compound Verbs, 374–376; Agreement Between Pronouns and Antecedents, 527–532SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–225, 226–229, 230–237, 238–241, 242–245, 246–247, 248WRITING: Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195Intrinsic Motivation Doesn’t Exist, Researcher SaysJeff Grabmeier2–3 daysRI1, RI2, RI6, W1, W1c, W1d, SL1, SL2b, L4pp 96, 109, 149, 191, 298, 345Expository WritingAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Money and GradesArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Argumentative Essays, 18; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195The Cremation of Sam McGeeRobert Service2–3 daysRL1, RL2, RL3, RL4, RL6, W3, W3c, W3d, W7, W10, SL1pp 2, 15, 28, 41, 67, 214, 258, 287, 298CharactersAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Klondike Gold RushFictional NarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Feature Assignment: Personal Narrative, 66–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–83, 84A Special Gift—The Legacy of “Snowflake” BentleyBarbara Eaglesham2–3 daysRI1, RI3, W2, W2e, W7, SL1pp 96, 122, 202, 258, 298BiographyAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Snow CrystalsInformative EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Feature Assignment: Informational Research Report, 224–248; Writing for Assessment: Research Plan, 254–255All Stories are Anansi’sHarold Courlander2–3 daysRL1, RL2, RL6, W3, SL1, L5b, L6pp 2, 15, 67, 214, 298, 353, 359Folk TalesAcademic VocabularySelection VocabularySmall Group DiscussionInvestigate the Topic: Tricksters in Folk TalesNarrative: Folk TaleSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: For related material see: Feature Assignment: Short Story, 92–112; Writing for Media: Create a Dramatic Scene, 114–115; Writing for Assessment: Short Story, 116–117Maslow’s Theory of Motivation and Human NeedsAbraham Maslow1 dayRI1, RI3, RI5, RI6, W7, L6pp 96, 122, 142, 149, 258, 359Academic VocabularySelection VocabularyInvestigate the Topic: Abraham MaslowSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Feature Assignment: Informational Research Report, 224–248; Writing for Assessment: Research Plan, 254–255213995149225Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventionsLanguage Study**Speaking and ListeningResearchWritingPH Writing Coach Alignment-39370-22225PART 100PART 1IBQ/Close Reading WorkshopThe Railway TrainEmily DickinsonMaestro ? The Desert Is My Mother ? BailandoPat Mora4 daysRL1, RL2, RL4, RL5, W2, W4, W7, W9a, SL1, L6pp 2, 15, 41, 54, 202, 225, 258, 279, 298, 359Close Reading: PoetrySmall-Group DiscussionAnalysis: Cultural InfluencesWriting Model: Informative TextWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Informational Research Report, 224–248; Writing for Assessment: Research Plan, 254–255; Writing for Assessment: Interpretative Response, 220–221; Writing for Assessment: Expository Writing, 168–169PART 2SOUNDS AND IMAGESPoetry Collection 1Giovanni ? Nye ? Smith ? Basho? 4–16 daysRL5, RL7, W4, W6, SL1d, L2, L6pp 54, 74, 225, 245, 298, 339, 359Draw ConclusionsForms of PoetrySentence Functions and EndmarksAcademic VocabularySelection VocabularyPresentationLyric Poem, Concrete Poem, or HaikuCONVENTIONS: Classifying the Four Functions of a Sentence, 432–435; Punctuation: End Marks, 552–555SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: Feature Assignment: Free Verse Poem and Lyric Poem, 120–138; Writing for Assessment: Poetry, 142–143Poetry Collection 2Madgett ? Millay ? Hughes ? SandburgRL4, W2, W2d, W7, SL5, L1a, L6pp 41, 202, 258, 323, 333, 359Draw ConclusionsFigurative LanguageIndependent and Dependent ClausesAcademic VocabularySelection VocabularyScientific ExplanationMetaphorCONVENTIONS: Independent Clauses, 415, 417; Subordinate Clauses, 415-416, 417RESEARCH: Make a Research Plan, 232–233; Use Graphics and Illustrations, 241WRITING: Metaphor, 55, 129; also see: Feature Assignment: Free Verse Poem and Lyric Poem, 120–138; Writing for Assessment: Poetry, 142–143Poetry Collection 3Bogan ? Shakespeare ? Silverstein ? Merriam RL4, W9a, SL4, SL6, L1b, L4c, L5bpp 41, 279, 316, 325, 333, 345, 353ParaphraseSound DevicesSentence StructuresAcademic VocabularySelection VocabularyPoetry ReadingParaphraseCONVENTIONS: Classifying Sentence by Structure, 424–430SPEAKING & LISTENING: Speaking, R30–R31WRITING: Paraphrases, 224, 234, 235, 240; also see: Writing for Assessment: Interpretative Response, 220–221Poetry Collection 4Frost ? Poe ? Carroll ? BrooksRL4, W6, W7, SL1c, SL2, L1, L6pp 41, 245, 258, 298, 305, 333, 359ParaphraseSound DevicesSubject-Verb AgreementAcademic VocabularySelection VocabularySurveyPoemCONVENTIONS: Subject-Verb Agreement, 513, 514–517, 518–519, 520-523, 524–525RESEARCH: Collect and Organize Your Data, 234WRITING: Feature Assignment: Free Verse Poem and Lyric Poem, 120–138; Writing for Assessment: Poetry, 142–143comparing textsMiraclesWalt Whitmanin Just—E. E. Cummings2 daysRL4, W1, L5cpp 41, 191, 353ImageryTimed Writing: Argument: RecommendationWRITING: Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190workshopsLanguage Study1 dayL4, L4a, L4c, L4dp 345Words with Multiple MeaningsLANGUAGE STUDY: Using the Right Word, 273Speaking and Listening1 daySL2, SL3pp 305, 309Evaluating Media Messages and AdvertisementsSPEAKING & LISTENING: Advertisements, 19, 24, 173, 192–193, 217Writing Process3 daysW2, W2a-e, W4, W5, L1b, L1c, L3app 202, 225, 232, 333, 343Sentence StructuresIndependent and Dependent ClausesDeveloping Your IdeasFocus on Research: Explanatory TextExplanatory Text: Comparison-and-Contrast EssayCONVENTIONS: Classifying Sentence by Structure, 424-430; Independent Clauses, 415, 417; Subordinate Clauses, 415-416, 417RESEARCH: Make a Research Plan, 232–233WRITING: Exposition, 144–145; Feature Assignment: Compare-and-Contrast Essay, 146–164PART 3TEXT SET: HEROES AND OUTLAWSAnchor: The HighwaymanAlfred Noyes5 daysRL1, RL2, RL3, RL4, RL5, W2, W4, W7, W8, W9, W10, SL1, SL4, SL6, L1, L1a, L4a, L4d, L5bpp 2, 15, 28, 41, 54, 202, 225, 258, 265, 279, 287, 298, 316, 325, 333, 345, 353RepetitionClauses and ConjunctionsPronoun-Antecedent AgreementDiction and StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Heroes and Outlaws in LiteratureInformative Text: Character AnalysisCONVENTIONS: Clauses, 415–423; Conjunctions, 356–362; Pronoun-Antecedent Agreement, 527–532SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221; also see Characters, 66, 74–75, 80, 92, 95, 114Carnegie Hero Fund Commission2–3 daysRI1, RI2, RI3, RI4, RI5, W1, W4, W7, W8, SL1, L5pp 96, 109, 122, 129, 142, 191, 225, 258, 265, 298, 353StructureAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Civilization’s HeroesPersuasive LetterSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Authoritative Objective Sources, 232WRITING: Student Model: Letter of Opinion, 260–261; Student Model: Letter of Request, 262; Feature Assignment: Letter of Request, 263; Business Letter, R14; Friendly Letter, R15The Myth of the OutlawRuth M. Hamel2–3 daysRI1, RI2, RI4, RI6, W1, W1d, W4, W7, W8, SL1, SL4, L5bpp 96, 109, 129, 149, 191, 225, 258, 265, 298, 316, 353DictionAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Outlaws After the Civil WarArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Argumentative Essays, 18; Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195The Real Story of a Cowboy’s LifeGeoffrey C. Ward2–3 daysRI1, RI2, RI3, RI4, W1, W4, SL1, SL4, SL6, L4pp 96, 109, 122, 129, 191, 225, 298, 316, 325, 345Primary SourcesAcademic VocabularySelection VocabularyDebateInvestigate the Topic: Cowboys and SettlersArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Argumentative Essays, 18; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195After Twenty YearsO. Henry2–3 daysRL1, RL2, RL3, RL6, W3, W4, SL1, SL4pp 2, 15, 28, 67, 214, 225, 298, 316IronyAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Police HeroesNarrative: Fictional NarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Feature Assignment: Short Story, 92–112; Writing for Media: Create a Dramatic Scene, 114–115; Writing for Assessment: Short Story, 116–117Harriet Tubman2–3 daysRI1, RI2, RI3, RI4, RI5, RI6, W3, W4, W7, W8, SL1, SL5, L4pp 96, 109, 122, 129, 142, 149, 214, 225, 258, 265, 298, 323, 345Author’s ViewpointAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: The Underground RailroadNarrative: Fictional NarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Multimedia Projects, 25, 113, 139, 191, 217, 249, 264, 266–267WRITING: Diaries, 10, 67; Blogs, 9, 24, 67, 199, R7; Writing for Assessment: Short Story, 116–117Wanted: Harriet Tubman, Abolitionist1 dayRI1, RI4, RI6, RI9, W1, W4, W7, SL4pp 96, 129, 149, 176, 191, 225, 258, 316Academic VocabularySelection VocabularyInvestigate the Topic: Abolitionist LeaderExplanatory Text: Comparison-and-Contrast EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Persuasion, 170–171117475847725PART 100PART 1223520158750Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventionsLanguage Study**Speaking and ListeningResearchWritingPH Writing Coach Alignment-29845-12700PART 100PART 1IBQ/Close Reading Workshopfrom Sorry, Wrong NumberLucille Fletcherfrom DragonwingsLaurence Yep4 daysRL1, RL2, RL3, RL4, RL5, W2, W7, SL1, SL4, L6pp 2, 15, 28, 41, 54, 202, 258, 298, 316, 359Close Reading: DramaSmall-Group DiscussionExplanation: Importance of Dragon King to WindriderWriting Model: ArgumentWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Make a Research Plan, 232–233WRITING: Argumentative Essays, 18; Arguments in Persuasive Essays, 172, 174, 180; Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221PART 2DRAMATIC TRANS-FORMATIONSA Christmas Carol: Scrooge and Marley, Act IIsrael Horovitz4 daysRL3, RL5, W1, W1a, W1b, W1c, W7, L1a, L6pp 28, 54, 191, 258, 333, 359Purpose for ReadingDialoguePrepositions and Prepositional PhrasesAcademic VocabularySelection VocabularyCostume PlansLetterCONVENTIONS: Prepositions, 345–354; Prepositional Phrases, 398–404RESEARCH: Make a Research Plan, 232–233WRITING: Feature Assignments: Letters, 256–263; Business Letter, R14; Friendly Letter, R15A Christmas Carol: Scrooge and Marley, Act IIIsrael Horovitz4 daysRL3, RL5, W2, W9, SL6, L1a, L2, L4b, L5bpp 28, 54, 202, 279, 325, 333, 339, 345, 353Purpose for ReadingStage DirectionsAppositives and Appositive PhrasesAcademic VocabularySelection VocabularyDramatic MonologueTributeCONVENTIONS: Using Appositives and Appositive Phrases, 405–406, 563; Commas and Appositives, 279, 283, 563, 566SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: For related material see Writing for Assessment: Interpretative Response, 220–221; Speeches, R30comparing textsZoos: Joys or Jails?from Teen InkKid Territory: Why Do We Need Zoos?San Diego Zoo Staff2 daysRI6, RI9, W1a, W1bpp 149, 176, 191Point of ViewTimed Writing: EditorialWRITING: Editorials, 18, 173; Feature Assignment: Op-Ed Piece, 172–190workshopsLanguage Study1 dayL4c, L5b, L5cpp 345, 353Connotation and DenotationLANGUAGE STUDY: Using the Right Word, 273Speaking and Listening1 daySL1a, SL1b, SL1c, SL2pp 298, 305Conducting an InterviewSPEAKING & LISTENING: Interviews, 33, 178, 232Writing Process3 daysW1, W1a, W1b, W1c, W1d, W1e, W5, W9, W9a, L1c, L2b, L3, L5cpp 191, 232, 279, 333, 339, 343, 353Revising Sentences Using ParticiplesPrepositional PhrasesAppositive PhrasesFinding the Perfect WordFocus on Research: ArgumentResponse to Literature: Review of a Short StoryCONVENTIONS: Participles/ParticipialPhrases, 407–408, 409–410; Prepositional Phrases, 398–404; Appositive Phrases, 405–406, 563RESEARCH: Make a Research Plan, 232–233WRITING: Response to Literature, 196–197; Feature Assignment: Review of a Short Story, 200–216; Writing for Assessment: Interpretative Response, 220–221PART 3TEXT SET: LEADERS AND FOLLOWERSAnchor: The Monsters Are Due on Maple StreetRod Serling5 daysRL1, RL2, RL3, RL4, RL7, W1a-c, W1e, W4, W7, W8, W10, SL1, SL4, SL6, L1a, L5c, L6pp 2, 15, 28, 41, 74, 191, 225, 258, 265, 287, 298, 316, 325, 333, 353, 359Characters’ MotivesPrepositions and Prepositional PhrasesEnd PunctuationDiction and StyleAcademic VocabularySelection VocabularyPanel DiscussionInvestigate the Topic: Crowds and Their ActionsArgumentCONVENTIONS: Prepositions, 345–354; Prepositional Phrases, 398–404; Punctuation: End Marks, 552–555SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Authoritative Objective Sources, 232; Collect and Organize Your Data, 234WRITING: Argumentative Essays, 18; Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195All Summer in a DayRay Bradbury2–3 daysRL1, RL2, RL3, RL4, W2a, W2b, W7, SL1, L5b, L6pp 2, 15, 28, 41, 202, 258, 298, 353, 359SettingAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: BullyingInformative Text: News ReportSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Newspaper Articles, 17, 147; also see: Write a Press Conference Script, 249–250; Research Plan, 254–255Joseph R. McCarthyPrentice Hall United States History2–3 daysRI1, RI2, RI3, RI4, RI5, W1, W7, W8, SL1, SL4, L4a, L4c, L6pp 96, 109, 122, 129, 142, 191, 258, 265, 298, 316, 345, 359Main IdeaAcademic VocabularySelection VocabularyDebateInvestigate the Topic: McCarthyismArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Outline, R26WRITING: Argumentative Essays, 18; Persuasion, 170–171; Feature Assignment: Op-Ed Piece, 172–190The Salem Witch Trials of 1692The Salem Witch Museum2–3 daysRL9, RI1, RI2, RI3, RI4, W2, W7, SL1a, SL1c, SL4, L4c, L6pp 81, 96, 109, 122, 129, 202, 258, 298, 316, 345, 359ToneAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Mass HysteriaExplanatory Text: Comparison-and-Contrast EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Feature Assignment: Informational Research Report, 224–225, 226–229, 230–237, 238–241, 242–245, 246–247, 248Herd Mentality? The Freakonomics of Boarding a BusStephen J. Dubner2–3 daysRI1, RI2, RI4, RI5, RI6, W3, W7, W8, SL1a, SL6, L4a, L6pp 96, 109, 142, 149, 214, 258, 265, 298, 325, 345, 359Author’s ArgumentAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Herd MentalityAutobiographical NarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Assignment: Personal Narrative, 66–84Follow the Leader: Democracy in Herd MentalityMichael Schirber2–3 daysRI1, RI2, RI3, W1, W7, W8, SL1a, L4a, L4c, L5b, L6pp 96, 109, 122, 191, 258, 265, 298, 345, 353, 359Expository WritingAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Wisdom of the CrowdArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Argumentative Essays, 18; Op-Ed Piece, 172–190; Writing for Assessment: Persuasive Writing, 194–195Martin Luther King, Jr., Memorial1 dayRI4, W1, W4, W7, L4c, L6pp 129, 191, 225, 258, 345, 359Academic VocabularySelection VocabularyInvestigate the Topic: Memorial to a LeaderArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Find Authoritative Objective Sources, 232WRITING: Argumentative Essays, 18; Arguments, 172, 174, 180213995158750Selection/Feature00Selection/FeaturePacingStandards CoveredCommon Core Companion Workbook*Close Reading FocusConventionsLanguage Study**Speaking and ListeningResearchWritingPH Writing Coach Alignment-39370120650PART 100PART 1IBQ/Close Reading WorkshopThe Travelers and the Bear from Aesop’s FablesJerry PinkneyGrasshopper Logic ? The Other Frog Prince ? Duckbilled Platypus vs. BeefSnakStik?Jon Scieszka and Lane Smith4 daysRL1, RL2, RL3, W2b, W7, W9a, SL1, L6pp 2, 15, 28, 202, 258, 279, 298Close Reading: The Oral TraditionSmall-Group DiscussionExplanation: Comparing Fables and Fairy TalesWriting Model: Informative TextWriting: Explanatory EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Feature Assignment: Informational Research Report, 224–248; also see: Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221PART 2EXPLAINING THE WORLDDemeter and PersephoneAnne Terry White4–16 daysRL3, W3, W3a, W3b, SL1a, SL1c, L1a, L4bpp 28, 214, 298, 333, 345Cause and EffectMythInfinitive Phrases and Gerund PhrasesAcademic VocabularySelection VocabularyDebateMythCONVENTIONS: Infinitive Phrases, 412, 414; Gerund Phrases, 411, 413SPEAKING & LISTENING: Speaking, R30–R31WRITING: Myths, 12, 93. For related material see: Short Story: Science Fiction, 92–112Popocatepetl and IxtlaccihuatlJuliet Piggott WoodRL3, RL9, W1a, W1b, W2, W2b, SL4, L2, L4bpp 28, 81, 191, 202, 316, 339, 345Cause and EffectLegend and FactPunctuation MarksAcademic VocabularySelection VocabularyPersuasive SpeechDescriptionComparisonCONVENTIONS: Punctuation: End Marks, 552–555; Commas, 556–570; Semicolons and Colons, 571–576; Quotation Marks, Underlining, and Italics, 577–588; Hyphens, 589–594; Apostrophes, 595–599; Parentheses and Brackets, 600–602; Ellipses and Dashes, 603–606SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: Descriptive Essays, 14, 121Sun and Moon in a BoxAlfonso Ortiz and Richard ErdoesRL2, W2, W2b, W2f, W3, W3a, W3b, SL4, L2, L2a, L5bpp 15, 202, 214, 316, 339, 353Compare and ContrastCultural ContextCommasAcademic VocabularySelection VocabularyRetellingPlot SummaryCONVENTIONS: Punctuation: Commas, 556–570SPEAKING & LISTENING: Preparing and Presenting a Speech, R30WRITING: Plot in Personal Narratives, 66, 68-69, 74-77, 80The People Could FlyVirginia HamiltonRL3, W1, W1a, W1b, W2a, W2b, W2f, SL4, L2, L3a, L4bpp 28, 191, 202, 316, 339, 343, 345Compare and ContrastFolk TalesCapitalizationAcademic VocabularySelection VocabularyTelevision News ReportReviewCONVENTIONS: Capitalization, 607–630SPEAKING & LISTENING: Speaking, R30–R31WRITING: Review of a Short Story, 198–216; Writing for Media: Write a Movie Review, 218–219comparing textsThe Voyage from Tales from the OdysseyMary Pope OsborneTo the Top of EverestSamantha Larson2 daysRL2, RL3, RI9, W2, L5app 15, 28, 176, 202, 353Universal ThemeTimed Writing: Explanatory EssayWRITING: Response to Literature, 196–197; Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221; also see: Theme, 92, 102, 104, 108workshopsLanguage Study1 dayL5, L5a, L5bp 353Figurative LanguageLANGUAGE STUDY: Figurative Language, 55, 129Speaking and Listening1 daySL1c, SL2, SL4, SL5, SL6pp 298, 305, 316, 323, 325Research PresentationSPEAKING & LISTENING: Informational Research Report, 224–248; Preparing and Presenting a Speech, R30Writing Process3 daysW2, W2a-c, W4, W5, W7, L1, L2a, L2bpp 202, 225, 232, 258, 333, 339Commas and Other Punctuation MarksCapitalizationOrganize LogicallyFocus on Research: Explanatory TextExplanatory Text: Cause-and-Effect EssayCONVENTIONS: Punctuation: End Marks, 552–606; Capitalization, 607–630RESEARCH: Make a Research Plan, 232–233WRITING: Cause-and-Effect Essays, 15, 147; also see: Writing for Assessment: Expository Writing, 168–169PART 3TEXT SET: BECOMING AMERICANAnchor: My First Free SummerJulia Alvarez5 daysRI1, RI2, RI3, RI4, RI6, W2a-b, W2d, W4, W5, W7, W8, W9, SL1, SL4, L4, L5pp 96, 109, 122, 129, 149, 202, 225, 232, 258, 265, 279, 298, 316, 345, 353SymbolismPunctuation MarksAdverbial ClausesDiction and StyleAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: Politics and Becoming AmericanInformative Text: Comparison-and-Contrast EssayCONVENTIONS: Punctuation: End Marks, 552–555–606SPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248; Preparing and Presenting a Speech, R30WRITING: Feature Assignment: Compare-and-Contrast Essay, 146–164; Review of a Short Story, 198–216How I Learned EnglishGregory Djanikian2–3 daysRL1, RL2, RL5, W3, W4, W7, SL1, L4, L5b, L6pp 2, 15, 54, 214, 225, 258, 298, 345, 353, 359Narrative PoemAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: Help in “Becoming American”Autobiographical NarrativeSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Assignment: Personal Narrative, 66–67, 68–69, 70–71, 72–75, 76–77, 78–81, 82–83, 84mkJean Fritz2–3 daysRI1, RI2, RI3, RI4, RI6, W2a, W2f, W4, W7, SL1pp 96, 109, 122, 129, 149, 202, 225, 258, 298NarrationAcademic VocabularySelection VocabularyGroup DiscussionInvestigate the Topic: American LiteratureExplanatory Text: Comparison-and-Contrast EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Feature Assignment: Compare-and-Contrast Essay, 146–164Byron Yee: Discovering a Paper Son2–3 daysRI1, RI2, RI3, RI4, RI5, W2, W4, W7, SL1, SL4, L4pp 96, 109, 122, 129, 142, 202, 225, 258, 298, 316, 345Direct QuotationAcademic VocabularySelection VocabularyPartner DiscussionInvestigate the Topic: The Chinese Exclusion ActExplanatory Text: Expository EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Expository Writing, 168–169; Review of a Short Story, 198–216; Writing for Assessment: Interpretative Response, 220–221from Grandpa and the StatueArthur Miller2–3 daysRL1, RL2, RL3, RL4, RL6, W1, W4, W7, SL1pp 2, 15, 28, 41, 67, 191, 225, 258, 298DialogueAcademic VocabularySelection VocabularyDebateInvestigate the Topic: “The New Colossus”ArgumentSPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Informational Research Report, 224–248WRITING: Argumentative Essays, 18; Arguments, 172, 174, 180Melting PotAnna Quindlen2–3 daysRI1, RI2, RI3, RI4, W1, W4, W7, SL1, SL4, L4, L5pp 96, 109, 122, 129, 191, 225, 258, 298, 316, 345, 353IdiomAcademic VocabularySelection VocabularyWrite and DiscussInvestigate the Topic: Urban “Melting Pots”Argument: Problem-and-Solution EssaySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Use Graphics and Illustrations, 241WRITING: Problem-and-Solution Chart, R26; Problem-and-Solution Essays, 16, 147United States Immigration StatisticsU.S. Department of Homeland Security1 dayW3, W7, SL2pp 214, 258, 305Academic VocabularySelection VocabularyInvestigate the Topic: Immigration to the United StatesNarrative: Short StorySPEAKING & LISTENING: Participating in a Group Discussion, R29RESEARCH: Preparing and Presenting a Speech, R30WRITING: Feature Assignment: Short Story: Science Fiction, 93–112; Writing Assignment: Short Story, 116–117 ................
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