Prentice Hall Writing and Grammar: Communication in · PDF filepoints, 278, 281; Reading...

Prentice Hall Writing and Grammar: Communication in Action Platinum Level © 2004

Correlated to: Tennessee English/Language Arts Content Standards &

Learning Expectations - English II (Grade 10)

SE = Student Edition TE = Teacher’s Edition TR = Teaching Resources TECH =Technology 1

TENNESSEE ENGLISH/LANGUAGE ARTS CONTENT STANDARDS &LEARNING

EXPECTATIONS - ENGLISH II

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

READING: GRADE 10 Content Standard: The student will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, evaluation, and appreciation of the written text.

Learning Expectations:

• Develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.

SE/TE: Dialects, 720, 871; Spotlight on the Humanities: recognizing oral traditions, 96, making cultural connections, 120, appreciating cultural contributions, 192; Informal Language, 141: appropriate use of, 43, example of, 252, in journal entries, 284, revising, 292, in speeches, 746; Informal Tone, 234

• Discern reading strategies appropriate to text.

SE/TE: Reading: keeping track of, 4; Reading Skills:

from textbooks, 791–792; strategies for, 793–794; outlines for, 795; in nonfiction, 798–803; in literary writing, 804–807; sources for, 808–809; test questions for, 810–811, 832–833; Reading–Writing Connections: recognizing author's purpose, 50, choosing details, 52, predicting outcomes, 78, 79, envisioning words and subjects, 102, 103, identifying and including main points, 126, 129, recognizing and using figurative language, 154, recognizing and using patterns, 174, 175, questioning statements, 198, answering readers' questions, 199, evaluating messages, 222, providing support for messages, 223, finding and giving context clues, 246, 249, identifying supporting points, 278, 281; Reading Aloud: sharing short stories by, 91, checking transitions while, 186, finding errors while, 235, checking grammar and style by, 497

• Extend reading vocabulary.

SE/TE: Vocabulary, development of, 767–771;

systematic study for, 772–773

• Use comprehension strategies to enhance understanding, to make predictions, and to respond to literature.

SE/TE: Response to Literature defined, 277, model from literature, 278–281; Responding to Fine Art and Literature: for autobiographical writing, 55, for short stories, 81, for description, 105, for persuasive essays, 131, for advertisements, 155

Prentice Hall Writing and Grammar: Communication in Action, Platinum Level © 2004 Correlated to:

Tennessee English/Language Arts Content Standards and Learning Expectations - English II, (Grade 10)





(Continued) • Use comprehension strategies to enhance

understanding, to make predictions, and to respond to literature.

(Continued) SE/TE: for comparison–and–contrast essays, 177, for

cause–and–effect essays, 201, for problem/solution essays, 225, for research writing, 251, defined, types of, 277, for response to literature, 283; Reading Skills: from textbooks, 791–792; strategies for, 793–794; outlines for, 795; in nonfiction, 798–803; in literary writing, 804–807; sources for, 808–809; test questions for, 810–811, 832–833; Reading–Writing Connections: predicting outcomes, 78, 79, envisioning words and subjects, 102, 103, identifying and including main points, 126, 129, recognizing and using figurative language, 154, recognizing and using patterns, 174, 175, questioning statements, 198, evaluating messages, 222, ; Standardized Test Preparation Workshop: analyzing persuasive texts, 170–171, cause-and-effect relationships, 218–219, inferences and predictions, 810–811, reading informational texts, 846–847

• Improve comprehension by interpreting,

analyzing, synthesizing, and evaluating written text.

SE/TE: Reading Skills: from textbooks, 791–792; strategies for, 793–794; outlines for, 795; in nonfiction, 798–803; in literary writing, 804–807; sources for, 808–809; test questions for, 810–811, 832–833; Reading–Writing Connections: recognizing author's purpose, 50, choosing details, 52, predicting outcomes, 78, 79, envisioning words and subjects, 102, 103, identifying and including main points, 126, 129, recognizing and using figurative language, 154, recognizing and using patterns, 174, 175, questioning statements, 198, answering readers' questions, 199, evaluating messages, 222, providing support for messages, 223, finding and giving context clues, 246, 249, identifying supporting points, 278, 281; Standardized Test Preparation Workshop: analyzing persuasive texts, 170–171, cause-and-effect relationships, 218–219, inferences and predictions, 810–811, reading informational texts, 846–847

• Use oral reading in individual and group

presentations.

SE/TE: Peer review and reading aloud, 89, 113, 141, 210, 234; Reading Aloud: sharing short stories by, 91; Spotlight on the Humanities: recognizing oral traditions, 96







• Read independently for a variety of purposes.

SE/TE: Reading: keeping track of, 4; Responding to Literature in Everyday Life, 276; Reading Skills, 790: Make Personal Connections, 804, from varied sources, 808–809

• Use cognitive strategies to evaluate text

critically.

SE/TE: Reading Skills: Use Question-Answer Relationships, 793, Use the SQ4R Method, 794, Outlining What You Read, 795, Using Graphic Organizers, 796–797, Reading Nonfiction Critically, 798–804, Reading Literary Writing, 804–807; Standardized Test Preparation Workshop: analyzing persuasive texts, 170–171, cause-and-effect relationships, 218–219, inferences and predictions, 810–811, reading informational texts, 846–847; Reading–Writing Connections: recognizing author's purpose, 50, predicting outcomes, 78, 79, identifying and including main points, 126, 129, recognizing and using patterns, 174, 175, questioning statements, 198, evaluating messages, 222, finding and giving context clues, 246, 249, identifying supporting points, 278, 281;

• Develop skills in making inferences and

recognizing unstated assumptions.

SE/TE: Standardized Test Preparation Workshop: inferences and predictions, 810–811; Inferences: in nonfiction, 798, drawing, in fiction, 805; Bias: on Web sites, 826; Facts, vs. opinions, 756, 799; Reading–Writing Connections: recognizing author's purpose, 50, questioning statements, 198, evaluating messages, 222;

• Discern the purposes, main ideas, biases, points

of view, and persuasive devices found in various texts.

SE/TE: Bias: in nonfiction, 798, on Web sites, 826; Facts, vs. opinions, 799; Persuasion: in advertising, 156, evaluating and critiquing, 756; Main Ideas: locating and ranking, 310; Reading–Writing Connections: recognizing author's purpose, 50, use of creative language, 154, questioning statements, 198, evaluating messages, 222; Inferences: drawing, in fiction, 805; Standardized Test Preparation Workshop: analyzing persuasive texts, 170–171, cause-and-effect relationships, 218–219, inferences and predictions, 810–811, reading informational texts, 846–847







• Interpret ideas, recognize logical relationships, and make judgments based on sufficient evidence.

SE/TE: Main Ideas: locating and ranking, 310; Reading–Writing Connections: identifying main points, 126, 129, recognizing and using patterns, 174, 175, questioning statements, 198, evaluating messages, 222, identifying supporting points, 278, 281; Standardized Test Preparation Workshop: cause-and-effect relationships, 218–219, reading informational texts, 846–847; Reading Skills: Use Question-Answer Relationships, 793, Use the SQ4R Method, 794, Outlining What You Read, 795, Using Graphic Organizers, 796–797, Reading Nonfiction Critically, 798–804, Reading Literary Writing, 804–807

• Select, evaluate, and adapt resource material in

order to apply it effectively.

SE/TE: Reading Skills: Reading Textbooks, 791–792, Use Question-Answer Relationships, 793, Use the SQ4R Method, 794, Outlining What You Read, 795, Using Graphic Organizers, 796–797, Reading Nonfiction Critically, 798–804, Reading From Varied Sources, 808–809; Study, Reference, and Test-Taking Skills: Basic Study Skills, 813–814, Reference Skills, 815–828; Supporting Details: identifying, 137, 278, 281; Research Writing: Reading Strategy, 246, Gathering Information, 253–254, Doing Investigative Research, 255; Documented Essay, 270

• Read, interpret, and respond in a variety of

ways to various genres.

SE/TE: Response to Literature, defined, 277, model from literature, 278–281; Responding to Fine Art and Literature: for autobiographical writing, 55, for short stories, 81, for description, 105, for persuasive essays, 131, for advertisements, 155, for comparison–and–contrast essays, 177, for cause–and–effect essays, 201, for problem/solution essays, 225, for research writing, 251, defined, types of, 277, for response to literature, 283; Reading Skills: Reading Textbooks, 791–792, Reading Nonfiction Critically, 798–804, Reading Literary Writing, 804–807, Reading From Varied Sources, 808–809; Reading–Writing Connections, 50, 78, 102, 126, 154, 174, 198, 222, 246







• Identify and interpret literary elements and figurative language.

SE/TE: Reading–Writing Connections: envisioning words and subjects, 102, recognizing and using figurative language, 154, recognizing and using patterns, 174; Reading Literary Writing, 804–807; Figurative Language, types of, 108; Response to Literature, defined, 277, model from literature, 278–281

• Interact with text to form a personal

interpretation.

SE/TE: Reading: keeping track of, 4; Responding to Literature in Everyday Life, 276; Reading Skills, 790: Make Personal Connections, 804

WRITING: GRADE 10 Content standard: the student will develop the structural and creative skills necessary to produce written language that can be read and interpreted by various audiences. Learning expectations:

• Write to acquire knowledge, clarify thinking, synthesize information, improve study skills, gain confidence, and enhance lifelong communication.

SE/TE: Comparison-and Contrast Essay pages 172–173, 174–175, 176–179, 180–181, 182–186, 187, 188–190, 191; Cause-and-Effect Essay pages 196–197, 198–199, 200–203, 204–205, 206–210, 211, 212–214, 215; Problem and Solution Essay pages 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238, 239; Research Writing pages 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269, 270; Response to Literature pages 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298; Writing for Assessment pages 304–305, 306–307, 308–309, 310–311, 312, 313–315, 316; Workplace Writing pages 322–323, 324–325, 326–327, 328–329, 330

TR: Writing Support Activity Book, Topic Bank for Heterogeneous Classes, Writing in the Content Areas and in the Workplace, Writing Assessment and Portfolio Management, Academic and Workplace Skills Activity Book

TECH: Writers at Work Videotape, Writing Lab CD-ROM, Resource Pro CD-ROM, Writing Support Transparencies, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

• Write frequently for a variety of purposes such

as narration, description, persuasion, exposition, and personal, creative expression

SE/TE: Autobiographical Writing pages 48–49, 50–53, 54–57, 58–59, 60–65, 66, 67–70, 71; Short Story pages 76–77, 78–79, 80–83, 84–85, 86–89, 90, 91–93, 94; Description pages 100–101, 102–103,







(Continued) • Write frequently for a variety of purposes such

as narration, description, persuasion, exposition, and personal, creative expression.

(Continued) SE/TE: 104–107, 108, 109–113, 114, 115–117, 118;

Persuasive Essay pages 124–125, 126–129, 130–134, 135–136, 137–141, 142, 143; Comparison-and Contrast Essay pages 172–173, 174–175, 176–179, 180–181, 182–186, 187, 188–190, 191; Cause-and-Effect Essay pages 196–197, 198–199, 200–203, 204–205, 206–210, 211, 212–214, 215; Problem and Solution Essay pages 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238, 239; Research Writing pages 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269, 270; Response to Literature pages 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298; Writing for Assessment pages 304–305, 306–307, 308–309, 310–311, 312, 313–315, 316; Workplace Writing pages 322–323, 324–325, 326–327, 328–329, 330



• Identify and write for a variety of audiences.

SE/TE: Audiences, 870: creating profile for, 16, purpose planner and, 82, choosing tone for, 106, basing arguments on, 133, persuading, 156, evaluating topic for, 178, plan for identifying, 202, impressing, in assessment, 307, choosing details for, 56, 106, 252, 284, choosing language for, 226, 252, 284

TE: Drafting, Revising, addressing audience in letter, 325; Considering Your Audience and Purpose, 307

TR: Academic and Workplace Skills Activity Book, Topic Bank for Heterogeneous Classes

TECH: Language Lab CD-ROM, Resource Pro CD-ROM, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com







• Recognize that language has several levels of usage determined by audience, purpose, and occasion.

SE/TE: Audiences: choosing tone for, 106, choosing language for, 226, 252, 284 Formal/Informal Language, 141: appropriate use of, 43, features of, 252, in critical reviews and in journal entries, 284, revising, 292, interjections in, 401, in speeches, 746

TE: Revise Informal Language, 141; nominative case pronouns, with appositives, in formal writing, 547



• Approach writing tasks systematically and use

elements of the writing process as appropriate.

SE/TE: A Walk Through the Writing Process pages 12–13, 14–17, 18, 19–21, 22, 23; Autobiographical Writing pages 48–49, 50–53, 54–57, 58–59, 60–65, 66, 67–70, 71; Short Story pages 76–77, 78–79, 80–83, 84–85, 86–89, 90, 91–93, 94; Description pages 100–101, 102–103, 104–107, 108, 109–113, 114, 115–117, 118; Persuasive Essay pages 124–125, 126–129, 130–134, 135–136, 137–141, 142, 143; Persuasion Advertisement pages 152–153, 154, 155–157, 158, 159–162, 163, 164–165, 166; Comparison-and Contrast Essay pages 172–173, 174–175, 176–179, 180–181, 182–186, 187, 188–190, 191; Cause-and-Effect Essay pages 196–197, 198–199, 200–203, 204–205, 206–210, 211, 212–214, 215; Problem and Solution Essay pages 220–221, 222–223, 224–227, 228–229, 230–234, 235, 236–238, 239; Research Writing pages 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269, 270; Response to Literature pages 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298; Writing for Assessment pages 304–305, 306–307, 308–309, 310–311, 312, 313–315, 316; Workplace Writing pages 322–323, 324–325, 326–327, 328–329, 330


TECH: Writers at Work Videotape, Writing Lab CD-ROM, Resource Pro CD-ROM,







(Continued) • Approach writing tasks systematically and use

elements of the writing process as appropriate.

(Continued) TECH: Writing Support Transparencies, iText CD-

ROM, Interactive Writing and Grammar Website at phwg.phschool.com

• Practice a variety of prewriting activities to

generate, focus and organize ideas

SE/TE: A Walk Through the Writing Process prewriting pages 14–17; Autobiographical Writing prewriting pages 54–57; Short Story prewriting pages 80–83; Description prewriting pages 104–107; Persuasive Essay prewriting pages 130–134; Persuasion Advertisement prewriting pages 155–157 Comparison-and Contrast Essay prewriting pages 176–179; Cause-and-Effect Essay prewriting pages 200–203, Problem and Solution Essay prewriting pages 224–227;Research Writing prewriting pages 250–255; Response to Literature prewriting pages 282–285; Writing for Assessment prewriting pages 306

TE: Prewriting, Drafting, Revising, addressing audience in letter, 325



• Use a variety of appropriate organizational

strategies to develop writing on various topics.

SE/TE: Shaping Your Writing: choosing form for, 21, creating plots for, 58, plot diagrams for, 84, creating mood for, 108, TRI/PS/QA for, 135, ordering details for, 158, point–by–point organization for, 180, choosing logical organization for, 204, problem–solution outline for, 228, outlines for, 256–257, thesis statements for, 286, organizational methods for, 308 Notes: organizing details with, 203, organizing findings with, 254, elaborating on, 258, marginal, 259 Outlines: for details, 109, problem–solution, 228, expanding on, 229, modified, 814

TE: Organize and Plan, organizing a narrative, 56; organize supporting details with visuals, 99; Strategy, Organization and Style,







(Continued) • Use a variety of appropriate organizational

strategies to develop writing on various topics.

(Continued) TE: topic and purpose, 122 organization of

comparison–and–contrast essays, 175; graphic organizer for main points and details, 195, Integrating Organization Skills, keep research notes organized, 230, organizing drafts, 271


TECH: Language Lab CD-ROM, Writers at Work Videotape, Writing Lab CD-ROM, Resource Pro CD-ROM, Writing Support Transparencies, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

• Develop organized writing containing focused,

well-developed ideas.

SE/TE: Main Ideas: topic sentences and, 33–34, placement of, 159, developing single, 231, locating and ranking, 310 Main Points: color–coding support for, 19, charting, 796 Ideas: in good writing, 3, keeping track of, 4, extending, 161, connecting, 184, 230, adding dashes for dramatic, 698–700, incorporating, from research, 850 Shaping Your Writing: choosing form for, 21, creating plots for, 58, plot diagrams for, 84, creating mood for, 108, TRI/PS/QA for, 135, ordering details for, 158, point–by–point organization for, 180, choosing logical organization for, 204, problem–solution outline for, 228, outlines for, 256–257, thesis statements for, 286, organizational methods for, 308 Notes: organizing details with, 203, organizing findings with, 254, elaborating on, 258, marginal, 259 Outlines: for details, 109, problem–solution, 228, expanding on, 229, modified, 814

TE: Supporting ideas and beliefs, 151; Identify details that do not contribute to main idea, 207; Prominently Place the Main Idea, 159; Connecting Ideas, 230; Ranking Main Ideas, 310








(Continued) • Develop organized writing containing focused,

well-developed ideas.

(Continued) TECH: Writers at Work Videotape, Writing Lab CD-

ROM, Resource Pro CD-ROM, Writing Support Transparencies, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

• Demonstrate effective writing style by the use

of vivid words, a variety of sentence structures, and appropriate transitions.

SE/TE: Revising Word Choice: highlighting repeated words, 21, color–coding personal pro–nouns, 63, evaluating tag words, 89, replacing vague words, 112, revising informal language, 141, replacing dull words, 162, adding transitions, 186, reading aloud, 186, underlining repeated words, 210, highlighting to change tone, 234, deleting empty words, 263 reading and replacing, 292, deleting "empty" and "hedging" words, 311 Revising Sentences, Strategies for: bracketing sentence openers, 20, color–coding for variety, 62, color–coding passive sentences, 87, Adding Modifiers, 110, color–coding clues, 140, color–coding end marks, 160, extending ideas, 161, using conjunctions, 184, clarifying relationships, 208, naming verb tenses, 232, color–coding subject–verb pat–terns, 261, color–coding subjects, 290, checking beginnings, 311 Transitional Expressions, 672; Transitional Phrases, 209; Transitions, 877: connecting details with, 38, in functional paragraphs, 40, expressing relationships with, 186, clarifying relationships with, 208, connecting ideas with, 271, conjunctive adverbs as, 400

TE: Descriptive words, 105, Choose Your Words Carefully, 156, Transitions, 182, Transitional Cause–and–effect essay, transitions, details, 213









• Evaluate and revise writing to focus on purpose, organization, development, transitions, unity, and audience awareness.

SE/TE: Revising Overall Structure, Strategies for: color–coding support for main points, 19, deleting unrelated details, 60, using plot analyzers, 86, outlining details, 109, color–coding supporting details, 137, placement of main ideas, 159, color–coding by subject, 182, circling relationships, 206, connecting ideas, 230, marginal notes, 259, underlining details, 288, listing main points, 310 Audiences, 870: creating profile for, 16, purpose planner and, 82, choosing tone for, 106, basing arguments on, 133, persuading, 156, evaluating topic for, 178, plan for identifying, 202, impressing, in assessment, 307, choosing details for, 56, 106, 252, 284, choosing language for, 226, 252, 284 Transitional Expressions, 672; Transitional Phrases, 209; Transitions, 877: connecting details with, 38, in functional paragraphs, 40, expressing relationships with, 186clarifying relationships with, 208, connecting ideas with, 271, conjunctive adverbs as, 400

TE: Revise topic sentence, 99; Applying Revising and Editing Skills to Writing, 274; Revision, 289; Revising and Editing, conjunctions and prepositions, details in a series, 406;Revising sentence structure for variety, 477; Revising and Editing Sentences, 514; Revising, Editing and Proofreading, 726; Revising, editing and proofreading others’ work, 727



• Recognize and demonstrate knowledge of

Standard English: usage, mechanics, spelling, and sentence structure.

SE/TE: Miscellaneous Problems in Usage, 606–607, 608–611, 612–627, 628–629 Verb Usage, 518–519, 520–533, 534–541 Pronoun Usage, 542–543, 544–551, 552–563 Grammar in Your Writing: pronoun cases, 64, punctuating dialogue, 66, active and passive voice, 88, formatting and punctuating dialogue, 90, dangling and misplaced modifiers, 111, commas, 114, parallel clauses,







(Continued) • Recognize and demonstrate knowledge of

Standard English: usage, mechanics, spelling, and sentence structure.

(Continued) SE/TE: 139, –ance, –ence words, 142, sentence

functions, 161, homophones, 163, conjunctions, 185, compound sentences, 187, transitional phrases, 209, use of since, because, then, than, 211, verb tenses, 233, restrictive and nonrestrictive clauses, 235, agreement, 262, citing sources, 265, pronouns and antecedents, 291, styling titles, 293, use of ie, ei, 312

TE: Applying usage rules to writing, 334; Discuss grammar, usage, and mechanics, 337; Pronoun Usage, 562

TR: Grammar Exercise Workbook, Hands-on Grammar Activity Book, Daily Language Practice

TECH: Language Lab CD-ROM, Resource-Pro CD-ROM, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

• Identify and begin to use a variety of resources

to revise and edit writing.

SE/TE: Computers: storing portfolios on, 25, freewriting on, 56, language for, 301, note–taking on, 814 Media and Technology Skills: video adaptation of short story, 97, utilizing business technology, 333 Peer review, 21, 89, 113, 141, 162, 186, 210, 234, 263 Spell–Checking, Electronic, 22, 549, 613, 845 Thesaurus, 772, 827 Derived Words, Dictionary, 822

TE: Integrating Test–Taking Skills, practice on computer, 319; Use dictionary to check definitions, 776; Applying Computer Skills, 845



• Research information to prepare presentations

or reports, which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic sources.

SE/TE: Research Writing pages 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269, 270; Response to Literature pages 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298 Media and Technology Skills: electronic portfolios, 25,







(Continued) • Research information to prepare presentations

or reports, which use summarizing, paraphrasing, direct quotations, citation of sources, and bibliographic sources.

(Continued) SE/TE: recognizing media information sources, 45,

utilizing business technology, 333 Representing Skills, 758–763 Reading Nonfiction Critically, 798–803 Reading from Varied Sources, 808–809 Reference Skills, 815–827 Citing Sources and Preparing Manuscript, 848; Internet Research Handbook, 855–857

TR: Reading Support Practice Book, Academic and Workplace Skills Activity Book

TECH: Writers at Work Videotape, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

• Continue to respond actively and imaginatively

to literature.

SE/TE: Response to Literature, pages 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298 Responding to Fine Art and Literature: for autobiographical writing, 55, for short stories, 81, for description, 105, for persuasive essays, 131, for comparison–and–contrast essays, 177, for cause–and–effect essays, 201for research writing, 251, for problem/solution essays, 225, defined, 277, for response to literature, 283 Reading–Writing Connections: recognizing author's purpose, 50, choosing details, 52, recognizing and using figurative language, 154, predicting outcomes, 78, 79, questioning statements, 198, answering readers' questions, 199, envisioning words and subjects, 102, 103, evaluating messages, 222, providing support for messages, 223, identifying and including main points, 126, 129, recognizing and using patterns, 174, 175, finding and giving context clues, 246, 249, identifying supporting points, 278, 281; Reading Skills, in literary writing, 804–807

TE: Respond to editorial, 125; Advertising, 155; comparison and contrast, defending one’s homeland, 177; Responding to Comparison–and–Contrast Prompts, 194; Responding to Literature–Based Prompts, 302









• Demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

SE/TE: Dialects, 720, 871; Spotlight on the Humanities: recognizing oral traditions, 96; making cultural connections, 120; appreciating cultural contributions, 192; Informal Language, 141: appropriate use of, 43, example of, 252, in journal entries, 284, revising, 292, in speeches, 746; Informal Tone, 234

TE: Idiomatic expressions, 160; Cultural views of politeness of active and passive voice, 534



VIEWING AND REPRESENTING: GRADE 10 Content Standard: The student will use, read, and view media/technology and analyze content and concepts accurately. Learning Expectations:

• Access and demonstrate multiple technological reference sources.

SE/TE: Internet, 9: finding topics on, 14, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816 finding and evaluating information on, 826–827, terms for, 858–859 Media and Technology Skills: electronic portfolios, 25, recognizing media information sources, 45, comparing media sources, 193, creating research quizzes, 241, producing documentaries, 273 Electronic Bulletin Boards, 301, 858; Electronic Dictionaries, 820, 821; Electronic Indexes, 819 Computers: creating visual aids on, 759, 760, applying skills on, 845 Internet Research Handbook, 855–857

TE: Primary sources, Internet and library, 179; seek audiences among families, communities, Internet, 212; evaluate sources on Internet or in print, 227; evaluate Internet news sources, 271; rock musical, research on Internet, 280; maps and atlases, Internet search for, 752; new information sources, CD–ROMs, Internet, 847









• Develop media applications for a variety of audiences and purposes.

SE/TE: Media and Technology Skills: tools for, 9, electronic portfolios, 25, recognizing media information sources, 45, creating video journals, 73, video adaptation of short story, 97, evaluating images, 121, recognizing media persuasion, 147, enhancing print pieces, 169, comparing media sources, 193, multimedia evaluations, 217, creating research quizzes, 241, producing documentaries, 273, sharing impressions, 301, utilizing business technology, 333 Multimedia Presentations, 761, 874; Producing a Video, 762

TE: Use Other Media Resources, 827 TR: Reading Support Practice Book, Academic and

Workplace Skills Activity Book TECH: Writers at Work Videotape, iText CD-ROM,

Interactive Writing and Grammar Website at phwg.phschool.com

• Use media to view, to read, to write, to

communicate, and to create.

SE/TE: Media and Technology Skills: tools for, 9, electronic portfolios, 25, recognizing media information sources, 45, creating video journals, 73, video adaptation of short story, 97, evaluating images, 121, recognizing media persuasion, 147, enhancing print pieces, 169, comparing media sources, 193, multimedia evaluations, 217 creating research quizzes, 241, producing documentaries, 273, sharing impressions, 301, utilizing business technology, 333 Multimedia Presentations, 761, 874; Producing a Video, 762 Internet, 9: finding topics on, 14, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, terms for, 858–859 Computers: storing portfolios on, 25, freewriting on, 56, language for, 301, note–taking on, 814 Media and Technology Skills: video adaptation of short story, 97, utilizing business technology, 333 Spell–Checking, Electronic, 22, 549, 613, 845










• Analyze the impact of media on daily life.

SE/TE: Information Media, 755–756, comparing different media, 9, 45, 147, 193, 217, comparing and contrasting newscasts, 121, editorial, 125, 797, recognizing media persuasion, 147, documentary, 215, multimedia evaluations, 217 Media, deconstructing information from, 756; Media Logs, 45 Bias, 870: on Web sites, 826 News Programs, 827; News Stories, 193

TE: Recognizing Persuasion In Media, 149; Analyze; compare media coverage of same event, 193; persuasive techniques of media messages, 324



• Research, organize, interpret, and present

information from print and non-print media.

SE/TE: Research Writing pages 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269, 270; Response to Literature pages 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298 Internet, 9: finding topics on, 14, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816finding and evaluating information on, 826–827, terms for, 858–859 Media and Technology Skills: electronic portfolios, 29, recognizing media information sources, 45, utilizing business technology, 333Representing Skills, 758–763 Reading Nonfiction Critically, 798–803 Reading from Varied Sources, 808–809 Reference Skills, 815–827 Citing Sources and Preparing Manuscript, 848; Internet Research Handbook, 855–857










• Utilize multimedia to create, to display, and to explain information.

SE/TE: Representing Skills, 758–763 Media and Technology Skills: tools for, 9, electronic portfolios, 25, creating video journals, 73, video adaptation of short story, 97, evaluating images, 121, recognizing media persuasion, 147, enhancing print pieces, 169, comparing media sources, 193, multimedia evaluations, 217, creating research quizzes, 241, producing documentaries, 273, sharing impressions, 301, utilizing business technology, 333 Multimedia Presentations, 874




• Explore the advantages and limitations of the

computer as a communication tool.

SE/TE: Internet, 9: finding topics on, 14, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, terms for, 858–859 Computers: storing portfolios on, 25, freewriting on, 56, language for, 301, note–taking on, 814 Media and Technology Skills: video adaptation of short story, 97, utilizing business technology, 333 Spell–Checking, Electronic, 22, 549, 613, 845

TE: Writing about a computer topic, 75; Integrating Test–Taking Skills, practice on computer, 319



• Recognize the differences between using print

and non-print media as a means of communication.

SE/TE: Research Writing pages 244–245, 246–249, 250–255, 256–258, 259–263, 264–265, 266–269, 270; Response to Literature pages 276–277, 278–281, 282–285, 286–287, 288–292, 293, 294–297, 298 Internet, 9: finding topics on, 14, printing information from, 203, search engines on, 241, sharing research writing on, 266, art museums on, 757, evaluating material on, 798, catalogs on, 816, finding and evaluating information on, 826–827, terms for,







(Continued) • Recognize the differences between using print

and non-print media as a means of communication.

(Continued) SE/TE: 858–859 Media and Technology Skills:

electronic portfolios, 29, recognizing media information sources, 45, utilizing business technology, 333 Representing Skills, 758–763 Reading Nonfiction Critically, 798–803 Reading from Varied Sources, 808–809 Reference Skills, 815–827 Citing Sources and Preparing Manuscript, 848; Internet Research Handbook, 855–857



• Explain creative strategies used in the

production of print and non-print media.

SE/TE: Publishing and Presenting, 23, 67–70, 91–93, 115–117, 142, 164–165, 188–190, 212–214, 236–238, 266–269, 294–297, 313–315 Representing Skills, 758–763 Media and Technology Skills: tools for, 9, electronic portfolios, 25, creating video journals, 73, video adaptation of short story, 97, enhancing print pieces, 169, producing documentaries, 273, utilizing business technology, 333 Spotlight on the Humanities: analyzing meaning communicated through the arts, 8; comparing themes in different media, 24; analyzing culture as presented in media, 44; recognizing oral traditions, 96; making cultural connections, 120; recognizing messages in art, 146; recognizing theater connections, 168; appreciating cultural contributions, 192; examining images, 216; recognizing musical achievements, 272; appreciating performing arts, 300; appreciating the arts, 72, 240; recognizing varieties of media, 318

• Explain creative strategies used in the

production of print and non-print media.

SE/TE: understanding connections between art forms, 332

TE: Recognizing Persuasion In Media, 149; Analyze; compare media coverage of same event, 193; persuasive techniques of media messages, 324









SPEAKING AND LISTENING: GRADE 10 Content Standard: The student will express ideas clearly and effectively in a variety of oral contexts and apply active listening skills in the analysis and evaluation of spoken ideas. Learning Expectations:

• Demonstrate skills in analysis, interpretation, and evaluation of literary works through spoken language.

SE/TE: Oral Traditions, 874–875 Video adaptation of a short story, 97 Spotlight on the Humanities: analyzing meaning communicated through the arts, 8, recognizing oral traditions, 96, recognizing theater connections, 168, appreciating performing arts, 300, recognizing varieties of media, 318, understanding connections between art forms, 332

TE: Dramatic reading of narrative, 69; Oral traditions, 247



• Demonstrate confidence and poise in various

speaking situations.

SE/TE: Speaking Skills, 744–748: interviews, 835, peer review and, 21, 89, 113, 141, 162, 186, 210, 234, 263, in the workplace, 330, 835–838 Reflecting on Your Speaking, Listening, Viewing, and Representing, 763Listening Critically, 749–751

TE: Different opportunities for speeches, 761; Outlines, for speeches and oral presentations, 795



• Demonstrate effective listening skills through

note taking.

SE/TE: Speeches, giving and getting feedback, 747–748 Listening Critically, 749–751 Conducting Meetings and Group Discussions, 837–838

TE: You were there, notes on event, 54 TR: Academic and Workplace Skills Activity Book,

Topic Bank for Heterogeneous Classes TECH: Language Lab CD-ROM, Resource Pro CD-

ROM, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com







• Demonstrate critical listening skills essential for comprehension and evaluation.

SE/TE: Listening Critically, 749–751 Reflecting on Your Speaking, Listening, Viewing, and Representing, 763 Speeches, giving and getting feedback, 747–748 Conducting Meetings and Group Discussions, 837–838 Peer review and, 21, 89, 113, 141, 162, 186, 210, 234, 263

TE: Integrating Listening Skills, Dialogue, 683; Reading, Listening and Discussing, 767; irony and understatement, listening, tone of voice, 803



• Utilize appropriate volume, pitch, rate, diction,

inflection, gestures, and body language to facilitate communication incorporating appropriate language structure.

SE/TE: Speaking Skills: evaluating, 748, nonverbal & verbal strategies/volume, pitch, and tone, 747

TE: Tone of voice, 803; Interacting Successfully, nonverbal messages, appropriateness of slang, 836



• Analyze audience and determine purpose in

preparing oral presentations.

SE/TE: Speeches: audience and, 746, giving and getting feedback, 747–748

TE: Altering tone, vocabulary and sentence structure for younger audience, 218; Role-play audience, 226; Class debate, 236



• Define and solve problems rationally and

creatively through speaking, listening, and viewing.

SE/TE: Solving Problems and Thinking Critically, 840–841 Conducting Meetings and Group Discussions, 837–838 Peer review and, 21, 89, 113, 141, 162, 186, 210, 234, 263Viewing Skills, 752–757









• Utilize appropriate verbal and non-verbal feedback in a variety of situations.

SE/TE: Speeches: giving and getting feedback, 747–748 Peer review and, 21, 89, 113, 141, 162, 186, 210, 234, 263

TE: Class debate, 236 TR: Academic and Workplace Skills Activity Book,

Topic Bank for Heterogeneous Classes TECH: Language Lab CD-ROM, Resource Pro CD-

ROM, iText CD-ROM, Interactive Writing and Grammar Website at phwg.phschool.com

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