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South Carolina Standards Support System Instructional Guide


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Appendix B

Elements of Literature: Third Course (Holt, Rinehart, and Winston)


South Carolina Standards Support System Instructional Guide


English 1, Second Nine Weeks


Correlation between The Last Book in the Universe and Elements in Literature: Third Course


E1-1.2 Analyze impact of point of view on literary texts.



  • “The Scarlet Ibis” by James Hurst (pages 315-327)

  • “When I Lay My Burden Down” by Maya Angelou (pages 357-364)

  • “An American Hero” by Essex Hemphill (pages 572-574)



E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).



  • “Gift of the Magi” by O. Henry (pages 202-213)

  • “Harlem” by Langston Hughes (pages 590-593)

  • “Hope Is the Thing with Feathers” by Emily Dickinson (pages 594-597)


E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.


  • “Riding Is an Exercise of the Mind” by N. Scott Momaday (pages 401-405)

  • “ The Road Not Taken” by Robert Frost (pages 601-605)

  • “Lucinda Matlock” by Edgar Lee Masters (pages 606-609)


E1-2.3 Analyze informational texts for author bias (including word choice, the exclusion and inclusion of particular information, and unsupported opinions).



  • “An Indian’s Views of Indian Affairs” by Chief Joseph (pages 446-450)

  • Mini-Lesson (pages 451-453)

  • “Harlem” by Langston Hughes (pages 590-593)


E1-2.7 Analyze propaganda techniques in informational texts



  • Mini-Lesson (pages 451-453)


E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text.


  • “Darkness at Noon” and Mini-Lesson (pages 454-459

  • “Hope Is the Thing with Feathers” by Emily Dickinson (pages 594-597)


E1-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines.


  • Writer’s Workshop (pages 716- 721)

  • (HRW) Portfolio Management System/ One-Stop Planner CD (pages 197-199)

  • Holt, Rinehart, and Winston (HRW): High School Handbook: 1

  • The Writing Process (pages 352-408)

  • (HRW) High School Handbook/ Workbook (pages 167-177)


E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex)



  • Writer’s Workshop (pages 716- 721)


E1-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).



  • Writer’s Workshop (pages 716-721)]

  • Holt, Rinehart, and Winston (HRW): High School Handbook: 1

  • The Writing Process (pages 352-408)

  • (HRW) High School Handbook/ Workbook (pages 167-177)



E1-4.4 Use grammatical conventions of written Standard American English (See Instructional Appendix: Composite Writing Matrix for list)


  • Holt, Rinehart, and Winston (HRW): High School Handbook: 1

  • Grammar and Usage (pages 50-150)

  • Select pages that apply to grammatical conventions


E1-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas.


  • Holt, Rinehart, and Winston (HRW): High School Handbook: 1

  • The Writing Process (pages 352-408)

  • (HRW) High School Handbook/ Workbook (pages 167-177)


E1-4.6 Edit written pieces for correct use of Standard American English, including the reinforcement of the mechanics previously taught.



  • Holt, Rinehart, and Winston (HRW): High School Handbook: 1

  • The Writing Process (pages 352-408)

  • (HRW) High School Handbook/ Workbook (pages 167-177)


E1-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, and persuasive).


  • “An Indian’s Views of Indian Affairs” by Chief Joseph (pages 446-450)

  • “Darkness at Noon” and Mini-Lesson (pages 454-459)

  • Writer’s Workshop (pages 478-485)

  • (HRW) Portfolio Management System/ One-Stop Planner CD (pages 153-155)

  • (HRW) Standardized Test Preparation/ One-Stop Planner CD (pages 108-123

    and pages T1-T12)



E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and firsthand accounts


  • “Darkness at Noon” and Mini-Lesson (pages 454-459)


E1-6.1 Clarify and refine a research topic.


  • Writer’s Workshop (pages 868-875)

  • (HRW) Portfolio Management System/ One-Stop Planner CD (pages 209-211)

  • Holt, Rinehart, and Winston (HRW): High School Handbook: 1

  • All indicators in standard 6 (pages 409-433)

  • All indicators in standard 6 (HRW) High School Handbook/ Workbook B (pages 197-210)


E1- 6.3 Use a standardized system of documentation (including a list of sources with full publication information and the use of in-text citations) to properly credit the work of others.


  • Writer’s Workshop (pages 868-875)

  • (HRW) Portfolio Management System/ One-Stop Planner CD (pages 209-211)

  • Holt, Rinehart, and Winston (HRW): High School Handbook: 1

  • All indicators in standard 6 (pages 409-433)

  • All indicators in standard 6 (HRW) High School Handbook/ Workbook B (pages 197-210)


E1-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, evaluating credibility, and organizing information


  • Writer’s Workshop (pages 868-875)

  • (HRW) Portfolio Management System/ One-Stop Planner CD (pages 209-211)

  • Holt, Rinehart, and Winston (HRW): High School Handbook: 1

  • All indicators in standard 6 (pages 409-433)

  • All indicators in standard 6 (HRW) High School Handbook/ Workbook B (pages 197-210)

  • Additional Resources:






Unedited Draft

English 1

The Last Book in the Universe and Holt, Rinehart, Winston

9/6/2011




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