literature: an introduction to fiction, poetry, and drama...

Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy)

Correlated to: North Carolina Standard Course of Study, Language Arts:

Advanced Placement (AP) Language and Composition, -Literature and Composition, English III, and English IV

(Grades 9-12)

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

NORTH CAROLINA STANDARD COURSE OF STUDY

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

ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION Students in Advanced Placement English Language and Composition will become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts and skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects as well as the way generic conventions and the resources of language contribute to effectiveness in writing. Competency Goal 1: The learner will react to a variety of texts and media by drawing upon personal experiences, readings, and observations. 1.01 Draw upon personal experiences, readings, and observations by: • demonstrating an understanding of the differences

between personal and objective responses to text.

The foundation of this objective can be found on pages: SE: Further Suggestions for Writing, (1, 3) 22, (3)

123, (1-4) 250, 287, (1) 813, (3) 1001, (3) 1091, (1) 1136, (3, 4, 9) 1805, (3) 1892, (1-2) 1894; Writing Assignment, 89, 211, 250, 279, 373, 473, (3, 4) 474, 744, 809, 883; Questions, (3) 785, (6) 1331, (ACT V-6) 1602, (7) 1785

TR: Instructor's Resources with AP* Test Prep Guide- Writing Critically, 9, 14, 37, 43, 48, 73, 75, 104, 148, 150, 156, 158, 173, 174, 194, 195, 212

• investigating connections between life and

literature.

SE: Questions, (1) 233, (5) 242, (4) 247, (5) 248, (15) 336, (1) 390; Further Suggestions for Writing, (1-3) 250, (3) 283, (1) 813, (4) 860, (2) 907, (3) 1001, (1) 1040, (3) 1356, (3, 9) 1805, (1, 3) 1891; Writing Assignment, 836; General Questions, (6-7) 1867

TR: Instructor’s Resources with AP* Test Prep Guide-Writing Critically, 37, 48, 60, 62, 75, 80, 84, 90, 96, 104, 108, 114, 136, 152, 154, 156, 158, 162, 168, 194, 195, 204, 212

Literature: An Introduction to Fiction, Poetry, and Drama, 9th Edition © 2005 (Kennedy) Correlated to:

North Carolina Standard Course of Study, Language Arts: Advanced Placement (AP) Language and Composition, -Literature and Composition, English III, and English IV, (Grades 9-12)




1.02 Respond to a variety of texts and media by: • defending, qualifying, or refuting the author’s

position to create a variety of formal and informal responses (e.g. journals, in-class writings, letters, memoirs, parodies).

SE: Questions, (1) 20, (1) 22, (8) 36, (2, 5) 109, (2) 191, (4, 6) 269, (2) 727, (2) 740, (1) 753, (3) 793, (3) 795, (1, 3) 943, (1) 993, (1) 1005, (6) 1488; Further Suggestions for Writing, (1, 3) 22, (3) 90, (3) 123, (2) 169, (3, 4, 5) 250, (1, 3-5) 283, 287, (2, 4-8) 380, 474, (1) 775, (1) 813, (2, 3) 860, (2, 3) 906, 954, 973, (1) 1001, (1) 1023, (1, 2, 4) 1065, (3) 1091, 1136, (2, 4-6) 1498, (1, 2, 4, 7, 8) 1805, (1-3) 1892, 1894; Writing Assignment, 89, 123, 169, 211, 250, 279, 287, 373, 473, 474, 744, 775, 788, 809, 860, 883, 907, 953,

972, 996, 1023, 1090, 1351, 1799, TR: Instructor's Resources with AP* Test Prep Guide-

Writing Critically, 65, 86, 102, 126, 133

• projecting his/her voice in reflective writing.

SE: Questions, (15) 336; Further Suggestions for Writing, (5) 22, (1, 3) 169, (1-3) 211, (1-3) 250, (3) 283, (1) 813, (1, 4) 860, (1) 883, (1, 2) 907, (3) 1001, 1040, (2) 1065, (1,3-5) 1356, (1) 1498, (3, 4, 9) 1805 (1-3) 1891; Writing Assignment, 836; General Questions, (6-7) 1867


Competency Goal 2: The learner will use inquiry and research to inform an audience about complex

subjects. 2.01 Research and synthesize information by: • investigating a variety of media sources.

SE: Writing Assignment-Research Paper, 373; Evaluating and Using Internet Sources, 2181-2183

• evaluating validity and significance of

information.

SE: Writing Assignment-Research Paper, 373; Evaluating and Using Internet Sources, 2181-2183

• analyzing rhetorical functions of textual annotation

and documentation.

The foundation of this objective can be found on pages: SE: Writing Assignment-Research Paper, 373;

Documenting Your Sources, 2185, 2187

• organizing information for clarity and effectiveness.

SE: Outlining, 2122-2124; Writing a Research Paper-Notecards, 2180-2181






• demonstrating awareness of purpose, audience, and context.

The foundation of this objective can be found on pages: SE: Choosing an Appropriate Topic, 2121-2122

• documenting sources accurately.

SE: Using Critical Sources and Maintaining Academic Integrity, 2121; The Form of Your Finished Paper, 2127; How to Quote a Poem, 2160-2162; How to Quote a Play, 2169-2170; Writing a Research Paper- Notecards, 2181, Photocopying, 2181, Acknowledging and Documenting Sources, 2184-2193, Reference Guide for Citations, 2194-2200

2.02 Respond to informational texts or media by: • assessing the language, culture, structure, and

historical perspective of the text to explain insights into language.

• explaining significant connections among the speaker’s/author’s purpose, tone, biases, and the message for the intended audience.

Competency Goal 3: The learner will create and sustain arguments based on readings, research, observations and personal experiences.

3.01 Understand argumentative structure by: • identifying the strengths of argumentative

strategies and techniques.

The foundation of this objective can be found on pages: SE: Analyzing, 2135, 2138-2139, 2153-2154,

Comparing and Contrasting, 2142-2143, 2156-2157; Formalist Criticism, 2202-2203; Biographical Criticism, 2207-2208; Historical Criticism, 2212-2213; Psychological Criticism, 2218-2219; Mythological Criticism, 2223; Sociological Criticism, 2227-2228; Gender Criticism, 2231-2232; Reader-Response Criticism, 2235-2236; Deconstructionist Criticism, 2240-2241

• recognizing common argumentative weaknesses

such as logical fallacies, the misuse of classical appeals, and inadequate support.

The foundation of this objective can be found on pages: Revising, 2126

3.02 Create and sustain a response by: • evaluating print and electronic research materials

to determine effectiveness and validity.

SE: Evaluating and Using Internet Sources, 2181-2183






• producing expository and argumentative compositions that introduce, defend, qualify or refute a complex central idea.

SE: Further Suggestions for Writing, (3) 22, (3) 90, (3) 123, (2) 169, (4, 5) 250, (1, 4, 5) 283, 287, (2-8) 380, 474, (1) 775, (2, 3) 860, (2, 3) 906, 954, 973, (1) 1001, (1) 1023, 1065, (3) 1091, 1136, (2, 3) 1356, (2, 4-6) 1498, (2, 5, 6, 8) 1805, (1) 1890, 1894; Writing Assignment, 89, 123, 169, 211, 250, 279, 287, 373, 473, 474, 744, 775, 788, 809, 860, 883, 907, 953, 972, 996, 1023, 1090, 1351, 1799, 1894

TR: Instructor's Resources with AP* Test Prep Guide-Writing Critically, 9, 14, 20, 37, 43, 48, 60, 62, 73, 75, 80, 84, 90, 96, 104, 108, 114, 136, 148, 150, 152, 154, 156, 158, 162, 173, 174, 168, 194, 195, 204, 212

The foundation of this objective can be found on pages: SE: Evaluating a Story, 284-286; Writing Critically-

Know What You Are Judging, 286-287, How to Begin Evaluating a Poem, 1089-90

• developing compositions with appropriate, specific

evidence and cogent explanations.

The foundation of this objective can be found on pages: SE: Further Suggestions for Writing, (3) 22, (3) 123,

(2) 169, (4, 5) 250, (1, 4, 5) 283, 287, (2-8) 380, 474, (1) 775, (2, 3) 860, (2, 3) 906, 954, 973, (1) 1001, (1) 1023, 1065, (3) 1091, 1136, (2, 3) 1356, (2, 4-6) 1498,

(2, 5, 6, 8) 1805, (1) 1890, 1894; Writing Assignment, 89, 123, 169, 211, 250, 279, 287, 373, 473, 474, 744, 775, 788, 809, 860, 883, 907, 953, 972, 996, 1023, 1090, 1351, 1799, 1894

TR: Instructor's Resources with AP* Test Prep Guide-Writing Critically, 9, 14, 20, 37, 43, 48, 60, 62, 73, 75, 80, 84, 90, 96, 104, 108, 114, 136, 148, 150, 152, 154, 156, 158, 162, 173, 174, 168, 194, 195, 204, 212

Competency Goal 4: The learner will analyze prose written in a variety of periods, disciplines, and

rhetorical contexts. 4.01 Determine the author’s intent/argument by: • identifying an author’s use of rhetorical strategies

and devices and the extent to which they impact the development of the theme (e.g., selection of detail, tone, mood, style, attitude, point-of-view, syntax, organization, diction, voice).

SE: Questions, (1, 3) 52, (1-6) 76, (2, 3, 5), 109, (4) 121, (2-4) 167, (3, 4) 178, (3) 191, (4) 192, (3) 233, (3) 247, (4) 269, (1-4) 277, (1, 4) 404, (2) 719, (1, 2) 726, (1) 729, 730, (1), 734, 740, (3) 795, (1, 3) 981, (1) 1011, (1) 1719; Tone and Style, 170-174; Writing Assignment, 89-90, 211, 809; Be Style-Conscious, 210-211; Exercise-Telling Tone, 741

TR: Instructor’s Resources with AP* Test Prep Guide, 29-32, 93, 106, 113, Writing Critically, 171






• explaining the effectiveness of the author’s use of language for the intended audience.

SE: Questions, (4) 86, (2, 5) 109, (3) 178, (3) 191, (1) 404, (1) 711, (1) 722, (7) 740, (2) 765, (1) 766, (2) 769, (3) 817, (2) 900, (4) 929; Tone and Style, 170-174; Be Style-Conscious-Diction, 210-211; Diction, 751; Exercise: Different Kinds of English, 770; Writing Assignment, 744, 775; Writing Critically-How Much Difference Does a Word Make, 774; Further Suggestions for Writing, (1) 775

TR: Instructor's Resources with AP* Test Prep Guide, 52-53, 83-84, 93-94, Close Reading Suggestions, 97-98, 113-124, Writing Critically, 77, 84, 87, 89, 94, 107, 111, 115

4.02 Analyze the effectiveness of the author’s intent/argument by: • evaluating the author’s rhetorical purpose.

SE: Questions, (1) 233, (5) 734, (5) 753, (3) 755, (1) 765, (3) 793, (4) 981, (1) 1005; Further Suggestions for Writing, (4) 474 (2) 748; Information for Experiment, 748; Writing Assignment, 1023; Suggestions for Writing, (4) 1065

TR: Instructor's Resources with AP* Test Prep Guide- Close Reading Suggestions, 32, Writing Critically, 71

The foundation of this objective can be found on pages: SE: Writing Assignment, 1023; Further Suggestions

for Writing, (1) 1023 The foundation of this objective can be found on pages: SE: William Faulkner, 29, 178; James Baldwin, 53;

James Baldwin on Writing, 87-89; Alice Walker, 102; Raymond Carver, 109-110; Kate Chopin, 127; Jack London, 132; T. Coraghesson Boyle, 143-144; Amy Tan, 152; Guy de Maupassant, 193-194; Stephen Crane, 215; William Faulkner, 29; James Baldwin, 53; James Baldwin on Writing, 87-89; Alice Walker, 102; Writer’s Perspective-Kurt Vonnegut, Jr. on Writing, 248, Adrienne Rich on Writing, 714, Wilfred Owen, 743, Lewis Carroll on Writing, 773-774, Richard Wilbur on Writing, 787-788, Ezra Pound on Writing, 807, T. S. Eliot on Writing, 881-882, Walt Whitman on Writing, 952, Arthur Miller on Drama, 1969-1972; John Steinbeck, 253-254; Franz Kafka, 336-337; Edgar Allan Poe, 381-382; Flannery O’Connor, 415-416; Charlotte Perkins Gilman, 571-572; Poetry and Personal Identity, 1002-1003; John Millington Synge, 1323; Henrik Ibsen, 1809; Tennessee Williams, 1972-1973






• synthesizing connections between text and historical and cultural context.

SE: Questions, (1) 233, (5) 734, (3) 736, (1) 739, (1) 765; Suggestions for Writing, (4) 1065

TR: Instructor's Resources with AP* Test Prep Guide- Writing Critically, 25, 28, 60, 62, 91, 175, Close Reading Suggestion, 32, 152, 185

• critiquing the use of literary devices (e.g.,

figurative language, irony, imagery).

The foundation of this objective can be found on pages: SE: Irony, 192-193, 731-733; Questions, (4, 5) 200,

(6, 9) 209, (3) 734, (1, 2) 735, (4) 736, (2) 737, (1) 737, (6) 740, (3) 741, (2) 793, (4) 797, (5) 798, (1) 816, (6) 1433; Further Suggestions for Writing, (4) 211, (1) 813, (2) 836; Imagery, 791; Analyzing Images, 808; Metaphor and Simile, 817-818; Exercise: Detecting Irony, 738, What Is Similar, 823-824; Writing Critically-How Metaphors Enlarge a Poem’s Meaning, 835-836

TR: Instructor’s Resources with AP* Test Prep Guide; Key Literary Element, 25-26, 27, 90-91, 110-111, Close Reading Suggestion, 25-26, 28, 91, 111, Writing Critically, 111-112

Competency Goal 5: The learner will develop a deeper understanding of representative literature with a

specific emphasis on non-fiction. 5.01 Explore texts by: • making connections between text and personal

experience.

• making connections and extending comparisons between features of different pieces of print and non-print text (fiction, non-fiction, poetry, drama, film).

5.02 Analyze the author’s rhetorical strategies and linguistic choices by: • understanding the author’s intent.

• recognizing the author’s rhetorical style.

• identifying the author’s audience.

• evaluating the effectiveness of such choices.






Competency Goal 6: The learner will demonstrate understanding and mastery of standard written English and exhibit stylistic maturity.

6.01 Demonstrate an understanding of the conventions of language by: • employing appropriate grammar and mechanics.

The foundation of this objective can be found on pages: SE: Revising (7) 2126; Using Spell-Check and

Grammar-Check Programs, 2127-2129

• revising writing to enhance voice and style, sentence variety, subtlety of meaning, and tone in consideration of questions being addressed, purpose, audience, and genres.

The foundation of this objective can be found on pages: SE: Revising, 2125-2126

6.02 Exhibit stylistic maturity by: • using an effective writing process.

The foundation of this objective can be found on pages: SE: Outlining, 2122-2124; Drafting and Revising, Or

Creativity vs. Analysis, 2124-2126; Writing About a Story-Explicating, 2130-2131, 2134-2135, Analyzing, 2135, 2138-2139, Comparing and Contrasting, 2142-2143; Writing About a Poem-Explicating2148, 2152-2153, Analyzing, 2153-2154, Comparing and Contrasting, 2156-2157; Writing About a Play-Method, 2167-2169, Writing a Card Report, 2170-2171, Reviewing a Play, 2174-2175; Writing a Research Paper-How to Get Started, 2179-2180, Notecards, 2180-2181

• utilizing a variety of sentence structures.

The foundation of this objective can be found on pages: SE: Revising, (5) 2126

• incorporating clear transitions.

The foundation of this objective can be found on pages: SE: Revising (2, 7) 2126

• developing and appropriately using a wide-ranging vocabulary.

The foundation of this objective can be found on pages: SE: Glossary of Literary Terms, G1-G34; Index of

Literary Terms

• controlling rhetorical devices effectively, including tone, voice, and diction.






ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION Students in Advanced Placement English Literature and Composition will engage in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students should deepen their understanding of the ways writers use language to provide both meaning and pleasure to their readers. As they read, students should consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone. Competency Goal 1: The learner will reflect on and express reactions to print and non-print resources. 1.01 Compose reflective texts to: • express an understanding of complex thoughts and

feelings.

SE: Questions, (15) 336; Further Suggestions for Writing, (5) 22, (1, 3) 169, (1-3) 211, (1-3) 250, (3) 283, (1) 813, (1, 4) 860, (1) 883, (1, 2) 907, (3) 1001, 1040, (2) 1065, (1,3-5) 1356, (1) 1498, (3, 9) 1805 (1-3) 1891; Writing Assignment, 836; General Questions, (6-7) 1867


• convey a sense of social, historical, political,

philosophical, and/or stylistic implications.

SE: Questions, (15) 336; Further Suggestions for Writing, (1, 3) 169, (1-3) 211, (1-3) 250, (3) 1001, 1040, (5) 1356

• articulate his/her own values and preferences with

respect to both the style and substance of other individuals.

SE: Tone and Style, 170-174; Writing Critically-Be Style Conscious, 210-211; Further Suggestions for Writing, (1-3) 211

1.02 Respond to resources to • demonstrate an understanding of cultural,

historical, and/or social implications with precision, sensitivity, energy, and imagination.

TR: Instructor's Resources with AP* Test Prep Guide- Writing Critically, 175






• discern comparisons and contrasts among texts that propose different ideas.

SE: Further Suggestions for Writing, (2, 3, 7) 380, (5) 283, (1) 287, (2, 7) 380, (2) 474, (5) 748, (2) 860; Writing Critically-How One Story Illuminates Another, 473; Compare, 1139, 1142, 1143, 1146, 1147, 1148, 1150, 1152, 1153, 1154, 1156, 1157, 1159, 1160, 1161, 1162, 1163, 1165, 1166, 1167, 1168, 1172, 1174, 1176, 1177, 1178, 1179, 1180, 1181, 1183, 1184, 1186, 1187, 1189, 1191, 1192, 1193, 1194, 1195, 1196, 1197, 1199, 1200, 1202, 1203, 1204, 1205, 1206, 1207, 1209, 1211, 1212, 1213, 1214, 1215, 1216, 1217, 1218, 1219, 1220, 1221, 1222, 1224, 1226, 1227, 1229, 1230, 1231, 1232, 1234, 1238, 1239, 1242, 1244, 1245, 1247, 1248, 1249, 1250, 1252, 1253, 1254, 1258, 1259, 1261, 1262, 1263, 1264, 1265, 1266, 1267, 1268; Suggestions for Writing, 2143-2146, 2163-2166, 2176-2178

TR: Instructor's Resources with AP* Test Prep Guide-Writing Critically, 5, 10, 12, 14, 16, 18, 20, 21, 28, 32, 34, 35, 37, 44, 46, 50, 54, 56, 65, 67, 71, 74

• understand the ways writers use language to

provide both meaning and pleasure for their readers.

The foundation of this objective can be found on pages: SE: Questions, (4) 86, (2, 5) 109, (3) 178, (3) 191, (1)

404, (1) 711, (1) 722, (7) 740, (1) 766, (2) 769, (2) 900, (4) 929; Tone and Style, 170-174; Be Style-Conscious-Diction, 210-211; Diction, 751; Exercise: Different Kinds of English, 770; Writing Assignment, 744, 775; Writing Critically-How Much Difference Does a Word Make, 774; Further Suggestions for Writing, (1) 775

TR: Instructor’s Resources with AP* Test Prep Guide- Key Literary Elements, 22, 83-84, 86, 93, 97, 115, 178-

179, Close Reading Suggestions, 24-25, 52-53, 86-87, 97-98, 115, 179, Writing Critically, 26, 54, 84, 87, 94, 98, 115, 117, 179

• recognize features of the author’s use of language

and how the reader relates these features to his/her own writing.

SE: Further Suggestions for Writing, (3) 283

• examine his/her own response in light of peers’ responses.

SE: Writing Assignment, 716






Competency Goal 2: The learner will inform an audience by exploring literature to explain its artistry and its underlying social and cultural values.

2.01 Locate, process, and comprehend texts that: • explain themes, issues, and concepts in order to

relate complex issues from a variety of historical, stylistic, and critical stances.

SE: Questions, (5) 167, (8, 9) 233, (5) 242, (1) 247, (8) 262, (4) 404, (4) 707, (4) 736, (5) 798, (4) 1065, (12) 1317; Theme, 212-214; Writing Critically-Setting the Theme, 249; Writing Assignment, 250, 473; Further Suggestions for Writing, (4, 5) 250, (1) 283; Writing Critically-How One Story Illuminates Another, 473; Exercise: Telling Tone, 741

TR: Instructor’s Resources with AP* Test Prep Guide-Writing Critically, 4, 8, 16, 30, 32, 43, 114, 194, 203

• examine significant comparisons and similarities

among texts that propose different ideas related to similar concepts.

SE: Writing Critically-How One Story Illuminates Another, 473; Writing Assignment, 473

Further Suggestions for Writing, on Flannery O’Connor, (2) 474

TR: Instructor's Resources with AP* Test Prep Guide- Writing Critically, 46, 73

2.02 Analyze the artistry of various works of literature by: • recognizing historical context in terms of the

evolution of language and literature.

The foundation of this objective can be found on pages: SE: Word Choice and Word Order, 759

• examining literary techniques such as style, syntax, diction, figurative language, tone, purpose, and audience.

SE: Questions, (2), 109, (3) 178, (3) 191, (4) 192, (1) 404, (2) 719, (1) 722, (4) 829, (1, 2) 830, 833; Tone and Style, 170-174; Be Style-Conscious, 210-211;

Writing Assignment, 211, 744; Tone, 717; Paying Attention to the Obvious, 744; Writing Critically- How Metaphors Enlarge a Poem’s Meaning, 835-836;

Further Suggestions for Writing, (5) 748, (1) 775, (1) 789, (1) 813, 836, (2) 1356

TR: Instructor's Resources with AP* Test Prep Guide- Key Literary Element, 22, 23-24, 52, 83, 86, 93, 101,

110-111, 113, 115, 178-179, Close Reading Suggestions, 52-53, 83-84, 86-87, 93-

94, 101, 111, 113, 115, 179, Writing Critically, 23, 54, 58, 84, 87, 94, 111, 115, 179






2.03 Publish works to enable an audience to understand a principle, theory or artistic technique by:

• presenting a focused thesis with supporting detail and commentary.

The foundation of this objective can be found on pages: SE: Writing Assignment-Research Paper, 373; Thesis

Sentence, 2122; Writing About a Story-Explicating, 2130-2131, 2134-2135, Analyzing, 2135, 2138-2139, Comparing and Contrasting, 2142-2143; Writing About a Poem-Explicating, 2148, 2152-2153, Analyzing, 2153-2154, Comparing and Contrasting, 2156-2157; Writing About a Play-Method, 2167-2169, Writing a Research Paper-How to Get Started, 2179-2180

• adjusting diction, tone, language and method

of presentation to the audience.

The foundation of this objective can be found on pages: SE: Revising, 2126

Competency Goal 3: The learner will develop an argument which addresses and assesses the human condition through a study of universal themes.

3.01 Recognize and define universally relevant issues by: • using a variety of texts and personal reflections.

The foundation of this objective can be found on pages: SE: Questions, (5) 167, (8, 9) 233, (5) 242, (1) 247,

(4) 707, (4) 736, (5) 798, (4) 1065, (12) 1317; Writing Assignment, 473; Further Suggestions for Writing, (4, 5) 250, (1) 283; Writing Critically-How One Story Illuminates Another, 473; Exercise: Telling Tone, 741

TR: Instructor’s Resources with AP* Test Prep Guide- Key Literary Element, 29, 31, 47, Close Reading Suggestions, 30, 41, 45, Writing Critically, 32, 43, 58, 73, 194, 203

• specifying their complex nature.

The foundation of this objective can be found on pages: SE: Questions, (5) 167, (5) 242, (4) 707, (4) 736, (5)

798, (4) 1065, (12) 1317; Writing Assignment, 473; Further Suggestions for Writing, (4, 5) 250, (1) 283

TR: Instructor’s Resources with AP* Test Prep Guide- Key Literary Element, 29, 47, Close Reading Suggestions, 41, Writing Critically, 32, 43, 58, 73, 194, 203

• tracing their commonalities.

The foundation of this objective can be found on pages: SE: Questions, (4) 1065; Writing Assignment, 473;

Further Suggestions for Writing, (4, 5) 250, (1) 283; Exercise: Telling Tone, 741

TR: Instructor’s Resources with AP* Test Prep Guide- Writing Critically, 46, 114






3.02 Compose, organize and deliver a convincing argument by: • making a concise thesis.

The foundation of this objective can be found on pages: SE: Writing Assignment-Research Paper, 373; Thesis

Sentence, 2122

• using credible reasoning and convincing detail to support the argument.

The foundation of this objective can be found on pages: SE: Writing Assignment, 89, 250, 279, 473, 809, Further Suggestions for Writing, (4, 5) 250, (1) 283, (8)

380, (4) 1065

• demonstrating an intellectually mature tone and stance.

Competency Goal 4: The learner will explore and provide critical perspectives through deliberate and thorough analysis, interpretation, and evaluation of text.

4.01 Develop organized critical analyses with focus and support to: • provide the audience with a clear, credible thesis

that establishes intent.


Choosing an Appropriate Topic, 2121-2122

• substantiate the thesis with general and specific textual references including quotations.

The foundation of this objective can be found on pages: Writing Assignment-Research Paper, 373; Using

Critical Sources and Maintaining Academic Integrity, 2121; Thesis Sentence, 2122; How to Quote a Poem, 2160-2162; How to Quote a Play, 2169-2170; Acknowledging Documenting Your Sources, 2185-2193; Reference Guide for Citation, 2194-2200

• elaborate on textual support with insightful

commentary

The foundation of this objective can be found on pages: Using Critical Sources and Maintaining Academic

Integrity, 2121; Analyzing, 2135, 2138-2139; Acknowledging and Documenting Your Sources, 2184

• develop and organize ideas in coherent,

persuasive, precise language culminating in a conclusion that is not a summary.

The foundation of this objective can be found on pages: SE: Outlining, 2122-2124; Writing About a Story-

Explicating, 2130-2131, 2134-2135, Analyzing, 2135, 2138-2139, Comparing and Contrasting, 2142-2143; Writing About a Poem-Explicating, 2148, 2152-2153, Analyzing, 2153-2154, Comparing and Contrasting, 2156-2157; Writing About a Play-Method, 2167-2169, Writing a Card Report, 2170-2171, Reviewing a Play, 2174-2175; Writing a Research Paper-How to Get Started, 2179-2180, Notecards, 2180-2181






4.02 Provide organized, structured critical analyses by: • creating an awareness and appreciation of thematic

connections among works.

The foundation of this objective can be found on pages: SE: Questions, (4) 1065; Writing Assignment, 473;

Further Suggestions for Writing, (4, 5) 250, (1) 283; Exercise: Telling Tone, 741

TR: Instructor’s Resources with AP* Test Prep Guide- Writing Critically, 46, 114

• conveying an understanding of historical background and social values based on different cultural perspectives.

The foundation of this objective can be found on pages: SE: Questions, (9) 20, (6) 36, (6) 192, (1, 4) 247, (6)

277, (5) 734, (3) 736, (1) 739; Suggestions for Writing, (4) 1065; General Questions, (7) 1867;

TR: Instructor's Resources with AP* Test Prep Guide- Writing Critically, 25, 60, 62, 91, 175

Competency Goal 5: The learner will engage in an intensive study of representative works of recognized

literary merit from various genres and time periods with a strong focus on the 16th through the 21st century.

5.01 Demonstrate an understanding of literary works by: • analyzing textual detail.

SE: Questions, (1-8), 20, (1-6) 36, 52, 53, (1-7) 76, 86, (1-5, 8-10) 101, (1-7) 109, 131, 143, 151, 152, (1, 4) 179, (1-3) 200, 209, (1-5, 7) 242, (1-7) 262, (1-5), 269, (1-3) 272, (1-5) 277, (2, 3, 6) 335, (7-11, 13, 14) 336, 370, (3-9) 371, (1-5) 386, (2, 3) 390, 391, 430, 431, (1-4) 442, (1-3, 5-7) 458, (2, 3) 707, (1, 2) 709, (1, 2) 711, (1-4) 713, (1-3) 726, 727, 730, (2) 734, (1) 737, (1) 740, (2) 752, (1-3) 966, 990, 1011, (1) 1015, (1, 2) 1051, (1) 1068, (1-3) 1080, (1, 2, 4, 5) 1433, (8, 9) 1434, (1-4, 7 ) 1488, ACT I-ACT IV, 1601, (2, 3) ACT V, 1601, ACT I, 1719-1720, ACT II-ACT III, 1720, ACT IV, 1720-1721, (1-6) 1785, ACT I-ACT III, 1866; Writing Assignment, 279, 775, 883, 907, 972, 973, 996, 1023, 1065; Suggestions for Writing, (4) 1136; Further Suggestions for Writing, (3) 380, (5) 474; General Questions, 1721, (2, 3, 5, 6) 1866

TR: Instructor's Resources with AP* Test Prep Guide

• exploring historical context as well as social and cultural values.

The foundation of this objective can be found on pages: SE: Questions, (9) 20, (6) 36, (6) 192, (1, 4) 247, (6)

277, (5) 734, (3) 736, (1) 739; Suggestions for Writing, (4) 1065; General Questions, (7) 1867;







• evaluating an author’s style, including syntax, diction, figurative language, and literary devices.

SE: Questions, (4) 86, (2) 109, (3) 178, (3) 191, (4) 192, (4, 5) 200, (6, 9) 209, (4) 233, (3) 734, (1, 2) 404, (1) 711, (1) 722, (1, 2) 735, (4) 736, (2) 737, (1) 737, (6, 7) 740, (3) 741, (2) 765, (1) 766, (2) 769, (2) 793, (4) 797, (5) 798, (1) 816, (3) 817, (2) 900, (4) 929, 941, (1) 977, (2) 978, (2) 1059, ; Further Suggestions for Writing, (6) 90, (3) 191, (4) 192, (4) 211, (1) 775, (1) 813, (2) 836; Setting the Voice, 167-168; Tone and Style, 170-174; Irony, 192-193, 731-733; Be Style-Conscious, 210-211; Writing Assignment, 211, 775; Further Suggestions for Writing on Edgar Allan Poe, (1, 2) 473; Exercise: Detecting Irony, 738, Diction, 751; 758-763; Exercise: Different Kinds of English, 770; Writing Critically-How Much Difference Does a Word Make, 774-775; Imagery, 791; Analyzing Images, 808; Metaphor and Simile, 817-818; What Is Similar, 823-824; Writing Critically-How Metaphors Enlarge a Poem’s Meaning, 835-836

TR: Instructor's Resources with AP* Test Prep Guide- Key Literary Elements, 22, 25-26, 27, 83-84, 86, 90-91, 93, 97, 110-111,115, 178-179, Close Reading Suggestions, 24-26, 28, 52-53, 83, 86-87, 91, 97-98, 111,115, 179, Writing Critically, 23, 26, 54, 84, 87, 94, 98, 111-112, 115, 117, 179

• considering organization, subject, occasion,

audience, purpose, and speaker.

SE: Questions (2) 36, (1-4) 277, (1-2) 722, (3) 723, (1-2,4) 726, (1) 729,(1-3) 730, (2-3) 734, (1, 3) 736, (1) 737,(2) 741, (5) 766, 927, 939, (1) 940, (1, 5, 6) 943, (1) 981, (1-2, 4) 1011, (1) 1015; Writing Assignment, 287, 932; Further Suggestions for Writing, (3) 286, (2) 883, (1) 949; The Sonnet, 917; The Epigram, 923; Experiment: Contriving a Clerihew, 925; Other Forms, 926; Open Form, 933-938; Writing Critically-Lining Up for Free Verse, 953

TR: Instructor's Resources with AP* Test Prep Guide, Key Literary Elements, 130, Close Reading Suggestion, 129, 130, 149, Writing Critically, 131, 138, 144

• sharing thoughtful discussion in the company of

his/her peers.






5.02 Explore works in the context of a variety of critical approaches such as political, societal, and philosophical. Competency Goal 6: The learner will demonstrate understanding and mastery of standard written English

and exhibit stylistic maturity. 6.01 Demonstrate an understanding of the conventions of language by: • employing appropriate grammar and mechanics.

The foundation of this objective can be found on pages: Revising, (7) 2126; Using Spell-Check and Grammar-

Check Programs, 2127-2129

• applying knowledge of diction.

• revising writing to enhance voice and style, sentence variety, subtlety of meaning, and tone in consideration of questions being addressed, purpose, audience, and genres.

The foundation of this objective can be found on pages: SE: Revising 2125-2126

6.02 Exhibit stylistic maturity by: • using an effective writing process.

The foundation of this objective can be found on pages: SE: Outlining, 2122-2124; Drafting and Revising, Or

Creativity vs. Analysis, 2124-2126; Writing About a Story-Explicating, 2130-2131, 2134-2135, Analyzing, 2135, 2138-2139, Comparing and Contrasting, 2142-2143; Writing About a Poem-Explicating, 2148, 2152-2153, Analyzing, 2153-2154, Comparing and Contrasting, 2156-2157; Writing About a Play-Method, 2167-2169, Writing a Card Report, 2170-2171, Reviewing a Play, 2174-2175; Writing a Research Paper-How to Get Started, 2179-2180, Notecards, 2180-2181

• utilizing a variety of sentence structures.

The foundation of this objective can be found on pages: Revising, (2, 5) 2126

• incorporating clear transitions.

• developing and appropriately using a wide-ranging vocabulary.

• controlling rhetorical devices effectively, including tone, voice, and diction.






ENGLISH III Students in English III analyze United States literature as it reflects social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis in English III is critical analysis of texts through reading, writing, speaking, listening, and using media. In addition, the student will: • Relate the experiences of others to their own. • Research the diversity of American experience. • Examine relationships between past and present. • Build increasing sophistication in defining issues and using argument effectively. • Create products and presentations which maintain standard conventions of written and oral language Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1: The learner will demonstrate increasing insight and reflection to print and non-print text through personal expression. 1.01 Create memoirs that give an audience a sense of how the past can be significant for the present by: • elaborating upon a significant past episode from

the student’s current perspective.

SE: Questions, (1, 2) 250

• projecting the student’s voice in the work through reflective interpretation of relationships to people and events.

SE: Further Suggestions for Writing, (1, 3) 211, (3) 1001, (3) 1356, (4) 1805; General Questions, (7) 1867

TR: Instructor's Resources with AP* Test Prep Guide-Writing Critically, 166






• writing for a specific audience and purpose.

SE: Further Suggestions for Writing, (1, 2, 5) 22, 90, 122, 211, 250, 283, 287, 380, 473-474, 748, 775, 788, 813, 836, 860, 883, 907, 932, 973, 1001, 1023, 1091, 1136, 1356, 1498; Suggestions for Writing, 1065, 2143-2146, 2163-2166, 2176-2178; Writing Assignment, 22, 89, 123, 169, 211, 250, 279, 287, 373, 473, 716, 744, 775, 789, 809, 836, 860, 882, 907, 932, 953, 972, 996, 1023, 1039, 1090, 1351, 1498, 1894; Compare, 1139, 1142, 1143, 1146, 1147, 1148, 1150, 1152, 1153, 1154, 1156, 1157, 1159, 1160, 1161, 1162, 1163, 1165, 1166, 1167, 1168, 1172, 1174, 1176, 1177, 1178, 1179, 1180, 1181, 1183, 1184, 1186, 1187, 1189, 1191, 1192, 1193, 1194, 1195, 1196, 1197, 1199, 1200, 1202, 1203, 1204, 1205, 1206, 1207, 1209, 1211, 1212, 1213, 1214, 1215, 1216, 1217, 1218, 1219, 1220, 1221, 1222, 1224, 1226, 1227, 1229, 1230, 1231, 1232, 1234, 1238, 1239, 1242, 1244, 1245, 1247, 1248, 1249, 1250, 1252, 1253, 1254, 1258, 1259, 1261, 1262, 1263, 1264, 1265, 1266, 1267, 1268


1.02 Reflect and respond expressively to texts so that the audience will: • discover multiple perspectives.

The foundation of this objective can be found on pages: SE: Questions, (4) 247, (5) 242, (15) 336

• investigate connections between life and literature.

SE: Questions, (1) 233, (5) 242, (4) 247, (1) 390, Further Suggestions for Writing, (1-3) 250, (3) 283, (3,

9) 1805, (1, 3) 1891; General Questions, (6-7) 1867

• explore how the student’s life experiences

influence his or her response to the selection.

The foundation of this objective can be found on pages: SE: Further Suggestions for Writing, (1-3) 250, (3)

283, (1) 813, (4) 860, (3) 1001, (3) 1356, (3, 9) 1805, (1, 3) 1891; Writing Assignment, 836;







• recognize how the responses of others may be different.

The foundation of this objective can be found on pages: SE: Questions, (4) 247, (5) 242, (15) 336, Further

Suggestions for Writing, (3) 250

• articulate insightful connections between life and literature.

SE: Questions, (1) 233, (5) 242, (4) 247, (1) 390, Further Suggestions for Writing, (1-3) 250, (3) 283, (3, 9) 1805, (1, 3) 1891

• consider cultural or historical significance.

The foundation of this objective can be found on pages: SE: Questions, (9) 20, (6) 36, (6) 192, (1, 4) 247,

(6) 277, (5) 734, (3) 736, (1) 739; Suggestions for Writing, (4) 1065; General Questions, (7) 1867;


1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print

expressive texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and modifying as necessary

reading strategies appropriate to readers’ purpose.

SE: Reading a Poem, 702-703; Writing Critically-Can a Poem Be Paraphrased, 715; Words-Literal Meaning: What a Poem Says First, 749-750; Reading and Hearing Poems Aloud, 877-879






• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.

SE: Fable, Parable, and Tales, 4; Questions, (1) 8, 20, (2, 4, 6) 36, 52, (1) 101, (1) 109, (4, 7) 121, (6) 131, (1-3) 143, (3, 4, ) 178, (3, 5) 233, 241, (3) 247, (13) 336, (1, 2) (1) 386, (9) 431, (2) 442, (4) 458, (3) 709, (2, 4, 5, 7-9) 1317, (1, 3, 7) 1331, (1, 2, 4, 5) 1433, (1, 2, 5, 7) 1488, 1601-1602, 1719-1721, 1785, 1866; Plot, 12-13; The Short Story, 13-15; Point of View, 23-28; How Point of View Shapes a Story, 89; Further Suggestions for Writing, (6) 90, (8) 380 (1) 1023; Character, 91-94; How Character Creates Action, 122; Setting, 124-126; Reading Long Stories and Novels, 288-293; Lyric Poetry, 706; Narrative Poetry, 708; Dramatic Poetry, 711; Didactic Poetry, 713; Song-Singing and Saying, 839; Ballads, 844, 846-847; Blues, 848-849; Rap, 850-851; Closed Form, 908-909; Formal Patterns, 909-916; The Sonnet, 917-920; The Epigram, 923; Writing Critically-Turning Points, 931-932, Poetic Voice and Personal Identify, 1022-1023; Writing Assignment, 932, 1032, 1498; Open Form, 933-937; Concrete Poetry, 948; Archetype, 979-980; Confessional Poetry, 1003; Reading a Play, 1318-1321; Writing Assignment, 1498; General Questions, 1602, 1721, (1-4) 1866

TR: Instructor's Resources with AP* Test Prep Guide-Key Literary Element, Plot, 1, 51, Point of View, 3, 5, 6, 8, Character, 11, 12, 14, Setting, 17, 18, 20, Theme, 29, 31, Character, Theme, 47, Plot, Character, Imagery, Theme, 48-49, Character, Suspense, Style, 54, Character, Style, Tone, Theme, 56-57, Character, Conflict, Style, 69, Narrative Structure, Imagery, 77, Tragedy, Structure, Character, Plot, Irony, Imagery, Foreshadowing, Theme, 189-190, Romantic Comedy, Character, Plot, Diction, Imagery, Mood, Theme, 196-201, Structure, Plot, Character, Setting, Symbol, Irony, Foreshadowing, Theme, 205, 206, 207, 208; Close Reading Suggestion, 3, 9, 13, 21, 30, 40-41, 45-46, 47-48, 49, 58, 60, 62, 64, 72, 73, 77-78, 192-194, 210; Writing Critically, 4, 6, 9, 12, 16, 18, 21, 28, 31, 32, 43, 58, 71, 73, 81






• providing textual evidence to support understanding of and reader’s response to text.

SE: Further Suggestions for Writing, (1) 22, Questions, (8) 36, (8) 121, (4) 131, (1, 2) 191, (8) 233, (2) 241, (1, 3) 262, (4, 6), 269, (5) 371, (7) 404, (4, 8) 1317, (2, 5,) 1433, ACT IV (2) 1720;Further Suggestions for Writing, (1) 22, (3) 283, (1, 2) 287

TR: Instructor's Resources with AP* Test Prep Guide-Writing Critically, 14, 73, 81

• demonstrating comprehension of main idea and

supporting details.

SE: Questions, (1-8), 20, (1-6) 36, 52, 53, (1-7) 76, 86, (1-10) 101, (1-7) 109, 139, (4-6) 143, (1-4) 151, (5, 6) 152, (1, 2) 179, (1-3) 200, 209, (1-4) 242, 262, (1-3), 269, (1-4) 272, (1-5) 277, 335, (7-14) 336, 370, 371, (1-5) 386, (2, 3) 390, 391, 430, 431, (1-4) 442, (1-7) 458, (1, 3, 4) 707, (1, 2) 709, 713, (1) 723, (1-3) 726, 727, 730, (1) 737, (1) 740, (4) 752, (5) 753, (3) 756, (1, 2) 783, (4) 831, (1, 2) 959, (1-3) 966, (1) 990, 1011, 1015, (1, 2) 1051, (1) 1068, 1080, (1, 2, 5) 1433, (8, 12) 1434, (1-3, 5, 7 ) 1488, 1601-1602, ACT I-ACT V, 1719-1721, (1-6) 1785, ACT I-ACT III, 1866; General Questions, 1721, (1-4) 1866

• summarizing key events and/or points from text.

SE: Writing Assignment, 22, Questions, (7) 101, (2) 233, (9), 262, (1) 335, (1) 380, (8, 9) 262, (1, 5) 335, (1) 380, (8) 458, (3) 739, (5) 753, (3) 756, (1) 768, (1) 959, (4) 1080, (12) 1317, ACT V (1) 1601; Further Suggestions for Writing, (2) 748, (1) 1356

TR: Instructor's Resources with AP* Test Prep Guide- Writing Critically, 98, 100, 136, 203

• making inferences, predicting, and drawing

conclusions based on text.

SE: Further Suggestions for Writing, (1) 22, Questions, (8) 36, (8) 121, (4) 131, (1) 191, (8) 233, (2) 241, (1, 3) 262, (4, 6), 269, (5) 713, (5) 371, (1) 781, (6) 1317, (6) 1433, ACT II (4) 1720, ACT IV (2) 1720, (3) 1721

• identifying and analyzing personal, social,

historical or cultural influences, contexts, or biases.

SE: Questions, (9) 20, (6) 36, (6) 192, (1, 4) 247, (6) 277, (1) 390, (3) 736, (1) 739, (1) 765; Suggestions for Writing, (4) 1065; General Questions, (7) 1867







• making connections between works, self and related topics.

SE: Questions, (1) 233, (5) 242, (4) 247, (5) 248, (15) 336, (1) 390; Further Suggestions for Writing, (5) 248, (1-3) 250, (3) 283, (1), 390, (1) 813, (4) 860, (2) 907, (3) 1001, (1) 1040, (3) 1356, (3, 9) 1805, (1, 3) 1891; Writing Assignment, 836; General Questions, (6-7) 1867


• analyzing and evaluating the effects of author’s

craft and style.

SE: Questions, (4) 86, (2) 109, (3) 178, (3) 191, (4) 192, (4) 233, (1, 2) 404, (1) 711, (1) 722, (7) 740, (2) 765, (1) 766, (2) 769, (3) 817, (2) 900, (4) 929, 941, (1) 977, (2) 978, (2) 1059; Further Suggestions for Writing, (6) 90, (3) 191, (4) 192, (1) 775; Setting the Voice, 167-168; Tone and Style, 170-174; Be Style-Conscious, 210-211; Writing Assignment, 211, 775; Further Suggestions for Writing on Edgar Allan Poe, (1, 2) 473; Diction, 751;, 758-763; Exercise: Different Kinds of English, 770; Writing Critically-How Much Difference Does a Word Make, 774-775

TR: Instructor's Resources with AP* Test Prep Guide-

Key Literary Elements, 22, 83-84, 86, 93, 97, 115, 178-179, Close Reading Suggestions, 24-25, 52-53, 83, 86-87, 97-98, 115, 179, Writing Critically, 23, 26, 54, 84, 87, 94, 98, 115, 117, 179

• analyzing and evaluating the connections or

relationships between and among ideas, concepts, characters and/or experiences.

SE: Questions, (1) 233, (5) 242, (4) 247, (5) 248, (15) 336, (1) 390, (4) 1065; Further Suggestions for Writing, (5) 248, (1-5) 250, (1, 3) 283, (1), 390, (1) 813, (4) 860, (2) 907, (3) 1001, (1) 1040, (3) 1356, (3, 9) 1805, (1, 3) 1891; Writing Assignment, 473, 836; General Questions, (6-7) 1867

TR: Instructor’s Resources with AP* Test Prep Guide-Writing Critically, 37, 46, 48, 60, 62, 75, 80, 84, 90, 96, 104, 108, 114, 136, 152, 154, 156, 158, 162, 168, 194, 195, 204, 212






• identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience.

SE/TE: Oratory, 101, 105, 107, R15; Emotional appeals, 159, 165, 198–199; Poetry, 181, 187, 422, 439, 440, 442, 444, 451, 726, 728, 730, 731, 737, 1239, 1247, R12, R13, R16; Description, 297, 306, R11, R20; Rhyme, 423, 425, 429, 435, 651, 654, 655, R16; Humor, 575, 582, 584, 585, 587, 897, 899, 907; Local color, 591, 596, 599, 603, R13; Dramatic monologue, 715, 717, 718, 721, R11; Voice, 804–805, 1131, 1136, 1137, 1138; Dramatic exposition, 1256, 1259, 1269, 1276, 1281, 1288; Subjective accounts, 1197, 1203, 1207, 1211

TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies

TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs

Competency Goal 2: The learner will inform an audience by using a variety of media to research and

explain insights into language and culture. 2.01 Research and analyze ideas, events, and/or movements related to United States culture by: • locating facts and details for purposeful

elaboration.

SE: Writing a Research Paper-How to Get Started, 2179-2180, Evaluating and Using Internet Sources, 2181-2183

• organizing information to create a structure for

purpose, audience, and context.

SE: Choosing an Appropriate Topic-Thesis Sentences, 2122; Outlining, 2122-2123; Writing a Research Paper-Notecards, 2180-2181

• excluding extraneous information.

SE: Revising, 2126

• providing accurate documentation.

SE: Using Critical Sources and Maintaining Academic Integrity, 2121; The Form of Your Finished Paper, 2127; How to Quote a Poem, 2160-2162; How to Quote a Play, 2169-2170; Writing a Research Paper- Notecards, 2181, Photocopying, 2181, Acknowledging and Documenting Sources, 2184-2193, Reference Guide for Citations, 2194-2200






2.02 Examine and explain how culture influences language through projects such as: • showing the evolution of forms of communication

in the United States (e.g., the Pony Express, telegraph, telephone, fax, e-mail).

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: For related information see: Report on

Mississippi riverboats, 589; Report written on evolution of the American railroad, 791; Background: Settlers of the American West, 608, Railroads, 785; Communications Workshops: Analyzing the Impact of the Media on the Democratic Process, 1378

TR: Skills Development Workbook; Skills Development Transparencies

TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD

• tracing the development of technology in a

particular area such as audio or video recordings, radio, television, and film.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: For related information see: Report written

on evolution of the American railroad, 791; Background: Settlers of the American West, 608, Railroads, 785; Communications Workshops: Analyzing the Impact of the Media on the Democratic Process, 1378



• demonstrating proficiency in accessing and

sending information electronically, using conventions appropriate to the audience.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: For related information see: Reading

Informational Materials: Web Site, 87–90; Using the Internet for research, R25; also see: Extending understanding: career connection, 269, 587, 769, 800, 907, 1071, 1340; Writing Workshops: Workplace Writing: Job Portfolio and Résumé, 1368–1375








2.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by:

• selecting, monitoring, and modifying as necessary


This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Reading Informational Materials: Web Site,

87–90, Press Release, 190–193, Historic Memorandum, 292–295, Public Document, 540–542, Mission Statement and Calendar of Events, 944–947, Critical Review, 1362–1365; Assessment Workshops: Critical Reading: Summaries of Written Texts, 121, Critical Reading: Cause–and–Effect Relationships, 237, Critical Reading: Inferences and Generalizations, 465; also see: Reading Strategy, 93, 96, 97, 101, 141, 151, 159, 165, 169, 177, 180, 201, 215, 257, 274, 297, 311, 339, 357, 425, 439, 485, 497, 505, 517, 531, 549, 575, 591, 607, 619, 641, 651, 659, 669, 715, 726, 741, 765, 773, 783, 793, 1145, 1163; Critical Reading, 95, 96, 106, 150, 164, 173, 176, 183, 186, 206, 209, 219, 222, 268, 276, 279, 281, 282, 288, 300, 305, 329, 334, 352, 374, 427, 429, 431, 433, 434, 441, 445, 447, 448, 450, 492, 499, 500, 512, 526, 536, 555, 562, 580, 586, 602, 613, 614, 635, 646, 653, 662, 663, 664, 670, 678, 720, 729, 732, 736, 760, 768, 776, 778, 788, 795, 797, 799, 1147, 1152, 1155, 1158, 1168, 1171, 1177









This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. E/TE: Identifying: patterns of organization & text

structures, 292; Noting spatial relationships, 297, 300, 306; Assessment practice: analyzing text structures, 295; Relating structure to meaning, 773, 776, 778, 779; Stage directions, 1256, 1258, 1259, 1267, 1269, 1270, 1271, 1274, 1275, 1276, 1280, 1281, 1282, 1285, 1288



• providing textual evidence to support

understanding of and reader’s response to text.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Writing Workshops: Analytic Essay: Evaluate

Literary Themes, 226–227, Compare and Contrast Literary Themes, 682–683, Evaluate Literary Trends, 950–951, Analyzing Literary Themes, 1366–1367; Responding, 607, 609, 613, 615, 839, 843; Recognizing: attitudes, 659, 665, author's purpose, 59, 63, cultural details, 17, 19, 23, 24, 28, 29, symbols, 357, 360, 365, 369, 371, 375, historical details, 485, 487, 488, 493; Interpreting the story's theme, 804–805; Timed Writing Applications: Critical response, 909, 1057; Applying, themes to contemporary events, 1342, 1345, 1347, 1356, 1359; Assessment Workshops: Critical Reading: Summaries of Written Texts, 121, Critical Reading: Cause–and–Effect Relationships, 237, Critical Reading: Inferences and Generalizations, 465








• demonstrating comprehension of main idea and supporting details.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Identifying: an author's beliefs, 540, the

author's thesis, 1143, line of reasoning, 1145, 1154, 1159, the main idea and supporting details, 1227, 1229, 1231, 1232, 1234, 1235




This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Summarize, 28, 417, 536, 555, 906, 1070,

1177, 1287; Summarizing written texts, 121; Summarizing, 159, 165, 274, 278, 279, 281, 285, 286, 287, 289, 1131, 1134, 1136, 1138; Drafting: Writing a summary, 377








• making inferences, predicting, and drawing conclusions based on text.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Drawing conclusions, 141, 144, 151: based on

evidence, 110, about characters, 741, 743, 747, 755, 756, 761; Inferring: cultural attitudes, 269, the poet's attitude, 439, 441, 443, 451; Drawing inferences, 465: about meaning, 339, 343, 345, 347, 349, 353, about the speaker, 925, 930, 933, about theme, 1197, 1203, 1209, 1211; Identifying: an author's beliefs, 540, line of reasoning, 1145, 1154, 1159; Assessment practice: analyzing an author's beliefs, 542, making inferences, 947; also see: Infer, 20, 28, 48, 62, 75, 150, 164, 186, 206, 281, 288, 300, 329, 352, 374, 392, 395, 445, 447, 492, 499, 536, 555, 562, 580, 586, 602, 614, 635, 646, 654, 662, 663, 664, 720, 736, 788, 814, 819, 828, 856, 874, 887, 891, 892, 902, 920, 932, 938, 940, 992, 1024, 1044, 1054, 1070, 1080, 1082, 1098, 1110, 1126, 1137, 1147, 1177, 1208, 1217, 1219, 1231, 1234, 1242, 1253, 1287, 1339, 1358; Draw conclusions, 48, 75, 83, 96, 164, 176, 183, 206, 209, 268, 276, 279, 281, 288, 305, 352, 394, 417, 427, 429, 447, 448, 512, 586, 602, 635, 646, 654, 760, 842, 874, 906, 940, 1044, 1070, 1080, 1084, 1110, 1168, 1192, 1208, 1210, 1217, 1222, 1244, 1311, 1358; Predicting, 618, 621, 624, 626, 629, 633, 636, 783, 789; Making inferences, 944








• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Extending understanding: history connection,

97; cultural connection, R27, 107, 151, 289, 353, 399, 679, 779, 789, 921, 933, 962, 1025, 1099, 1127, 1138, 1223, 1247, 1288, historical context, 941; Evaluating: persuasive appeals, 201, 210, the writer's statement of philosophy, 405, 408, 409, 411, 413, 416, 418, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178; Inferring: cultural attitudes, 269; Identifying: the writer's purpose, 57, 1143, cultural attitudes, 257, 259, 260, 266, author's beliefs, 540, the author's thesis, 1143, line of reasoning, 1145, 1154, 1159; Recognizing: cultural details, 17, 19, 23, 24, 28, 29, author's purpose, 59, 63, historical details, 485, 487, 488, 493, attitudes, 659, 665; Cultural context, 1011, 1015, 1019, 1025; Relating to your own experiences, 1075, 1076, 1085; Historical context, 1290, 1300, 1312



• making connections between works, self and

related topics.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Relating to your own experiences, 1075, 1076,

1085; also see: Connecting to the Literature, 101, 141, 159, 169, 180, 201, 215, 257, 274, 297, 211, 339, 357, 425, 439, 485, 497, 505, 517, 531, 549, 575, 591, 607, 619, 641, 651, 659, 669, 726, 741, 765, 773, 783, 793, 1145, 1163; Extending understanding, career connection, 269, 587, 769, 800, 907, 1071, 1340, community connection, 1178








• analyzing and evaluating the effects of author’s craft and style.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Authors' styles, 41, 49; Style, 56–57, 297, 306,

405, 408, 412, 418, 1049, 1050, 1051, 1052, 1055, R18; Puritan Plain Style, 93, 95, 97; Gothic style, 311, 318, 324, 328, 333, 335, 378, R12; Literary Analysis, 93, 95, 97, 101, 107, 141, 151, 159, 165, 169, 177, 180, 201, 215, 257, 274, 297, 311, 339, 357, 425, 439, 497, 505, 517, 531, 549, 591, 607, 619, 641, 651, 659, 669, 715, 741, 765, 773, 783, 793, 1145, 1163; also see: Focus On Literary Forms: Narrative Accounts, 56, Speeches, 198, Poetry, 422, Diaries, Journals, and Letters, 544, Short Stories, 804, Essays, 1142; Connecting Literary Elements, 107, 159, 165, 257, 339, 505, 517, 591, 619, 641, 669, 715, 741, 765, 783; From The Scholar's Desk, 126, 156, 230, 242, 402, 433, 470, 546, 687








• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Comparing Literary Works, 93, 97, 101, 141,

159, 169, 180, 201, 215, 257, 274, 297, 311, 339, 357, 425, 439, 485, 497, 505, 517, 531, 549, 575, 591, 607, 619, 641, 651, 659, 669, 715, 726, 741, 765, 773, 783, 793, 1145, 1163; Apply the Skills, 97, 107, 151, 169, 187, 210, 223, 269, 289, 306, 335, 353, 375, 435, 451, 493, 501, 513, 527, 537, 562, 587, 603, 615, 636, 647, 654, 665, 721, 737, 761, 769, 779, 789, 800, 1159, 1178; Connecting Literary Elements, 107, 159, 165, 257, 339, 505, 517, 591, 619, 641, 669, 715, 741, 765, 783



• identifying and analyzing elements of

informational environment found in text in light of purpose, audience, and context.


87–90, Press Release, 190–193, Historic Memorandum, 292–295, Public Document, 540–542, Mission Statement and Calendar of Events, 944–947, Critical Review, 1362–1365; Communications Workshops: Analyzing Media, 466, Evaluating Communication Methods, 962, Analyzing the Impact of the Media on the Democratic Process, 1378; Professional Model: Using research to achieve purpose, 687, Using historical facts, 1370; also see: Narrative nonfiction, 56–57; Assessment practice for locating appropriate information, 90








Competency Goal 3: The learner will examine argumentation and develop informed opinions. 3.01 Use language persuasively in addressing a particular issue by: • finding and interpreting information effectively.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Writing Workshops: Research: Research

Paper, 684–693, Research: Multimedia Presentation, 952–959; also see: Reading Informational Materials: Web Site, 87–90, Press Release, 190–193, Historic Memorandum, 292–295, Public Document, 540–542, Mission Statement and Calendar of Events, 944–947, Critical Review, 1362–1365; Communications Workshops: Analyzing Media, 466, Evaluating Communication Methods, 962, Analyzing the Impact of the Media on the Democratic Process, 1378; Professional Model: Using research to achieve purpose, 687, Using historical facts, 1370








• recognizing propaganda as a purposeful technique.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Communications Workshops: Analyze

Persuasive Techniques, 238, Analyzing Media, 466, Critiquing Persuasive Arguments, 696, Analyzing the Impact of the Media on the Democratic Process, 1378; also see: Narrative accounts, biased, 56; Checking for subjectivity or bias, 57; Persuasion, 169, 170, 171, 172, 177, 198–199, 1227, 1231, 1235, R15, R20; Persuasive techniques, 198–199; Evaluating: persuasive appeals, 201, 210, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178



• establishing and defending a point of view.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Writing Workshops: Persuasion: Persuasive

Essay, 228–235; also see: Take a position, 28, 75, 150, 209, 222, 268, 288, 352, 374, 392, 415, 427, 434, 492, 562, 614, 635, 678, 732, 874, 902, 932, 1024, 1070, 1098, 1155, 1171, 1208, 1210, 1222, 1244; Communications Workshops: Delivering a Speech, 122; Commentary on a speech, 212; Critical review, 879; Advice column, 1027; Critical response, 1047








• responding respectfully to viewpoints and biases.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Communications Workshops: Critiquing

Persuasive Arguments, 696; also see: Debate, 99, 167, 212, 420, 739, 1225; Discussion, 667, 781, 802



3.02 Select an issue or theme and take a stance on that issue by: • reflecting the viewpoint(s) of Americans of

different times and places.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Writing Workshops: Analyze Literary Periods,

110–111, Analytic Essay: Evaluate Literary Themes, 226–227, Compare and Contrast Literary Trends, 454–455, Compare and Contrast Literary Themes, 682–683, Research: Research Paper, 684–693, Evaluate Literary Trends, 950–951, Analyzing Literary Themes, 1366–1367; also see: Literature In Context (culture, economics, geography, history, humanities, literature, media, music, mythology, social studies), 74, 78, 104, 144, 149, 163, 302, 366, 521, 594, 623, 674, 754, 811, 850, 1079, 1119, 1121, 1200, 1190, 1020, 1264, 1277, 1336, 1352; Autobiography, social context in, 913, 915, 916, 921; Connecting to historical context, 937, 940, 941; Cultural context, 1011, 1015, 1019, 1025; Historical context, 1290, 1300, 1312








• showing sensitivity or empathy for the culture represented.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Recognizing: cultural details, 17, 19, 23, 24,

28, 29, historical details, 485, 487, 488, 493; Extending understanding: cultural connection, 107, 151, 289, 353, 399, 679, 779, 789, 921, 933, 1025, 1099, 1127, 1138, 1223, 1247, 1288, historical context, 941; Identifying: cultural attitudes, 257, 259, 260, 266; Inferring cultural attitudes, 269; Cultural context, 1011, 1015, 1019, 1025; also see Writing Workshops: Analyze Literary Periods, 110–111



• supporting the argument with specific reasons.


Essay, 228–235; Refuting an argument, 337; Anticipating opponents' arguments, 420; Elaborating to support an argument, 638, 1027; also see: Take a position, 28, 75, 150, 209, 222, 268, 288, 352, 374, 392, 415, 427, 434, 492, 562, 614, 635, 678, 732, 874, 902, 932, 1024, 1070, 1098, 1155, 1171, 1208, 1210, 1222, 1244; Communications Workshops: Delivering a Speech, 122; Commentary on a speech, 212; Critical review, 879; Advice column, 1027; Critical response, 1047








3.03 Use argumentation for: • interpreting researched information effectively.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Writing Workshops: Research: Research

Paper, 684–693, Research: Multimedia Presentation, 952–959; also see: Reading Informational Materials: Web Site, 87–90, Press Release, 190–193, Historic Memorandum, 292–295, Public Document, 540–542, Mission Statement and Calendar of Events, 944–947, Critical Review, 1362–1365; Communications Workshops: Analyzing Media, 466, Evaluating Communication Methods, 962, Analyzing the Impact of the Media on the Democratic Process, 1378



• establishing and defending a point of view.


Essay, 228–235; also see: Take a position, 28, 75, 150, 209, 222, 268, 288, 352, 374, 392, 415, 427, 434, 492, 562, 614, 635, 678, 732, 874, 902, 932, 1024, 1070, 1098, 1155, 1171, 1208, 1210, 1222, 1244; Communications Workshops: Delivering a Speech, 122; Commentary on a speech, 212; Critical review, 879; Advice column, 1027; Critical response, 1047



• addressing concerns of the opposition.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Refuting an argument, 337; Anticipating

opponents' arguments, 420; Elaborating to support an argument, 638, 1027; also see: Debate, 99, 167, 212, 420, 739, 1225; Communications Workshops: Critiquing Persuasive Arguments, 696








• using logical strategies (e.g., deductive and inductive reasoning, syllogisms, analogies) and sophisticated techniques (e.g., rhetorical devices, parallelism, irony, concrete images).

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Logical appeals, 198–199; Developing style,

Using parallelism, 233; Refuting an argument, 337; Drafting: Anticipating opponents' arguments, 420; Analyzing: persuasive techniques & rhetorical devices, 199; also see: Debate, 99, 167, 212, 420, 739, 1225; Elaborating to support an argument, 638, 1027; Communications Workshops: Critiquing Persuasive Arguments, 696; Logical fallacy, 1314, 1317, 1320, 1325, 1330, 1340



• developing a sense of completion.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Reflecting/Assessing (journal/rubric), 119,

235, 463, 693, 959, 1375, R33; also see: Communications Workshops: Delivering a Speech, 122; Commentary on a speech, 212; Writing Workshops: Persuasion: Persuasive Essay, 228–235; Critical review, 879; Advice column, 1027; Critical response, 1047








3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by:













This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Identifying: patterns of organization & text

















evidence, 110, about characters, 741, 743, 747, 755, 756, 761; Inferring: cultural attitudes, 269, the poet's attitude, 439, 441, 443, 451; Drawing inferences, 465: about meaning, 339, 343, 345, 347, 349, 353, about the speaker, 925, 930, 933, about theme, 1197, 1203, 1209, 1211; Identifying: an author's beliefs, 540, line of reasoning, 1145, 1154, 1159; Assessment practice: analyzing an author's beliefs, 542, making inferences, 947; also see: Infer, 20, 28, 48, 62, 75, 150, 164, 186, 206, 281, 288, 300, 329, 352, 374, 392, 395, 445, 447, 492, 499, 536, 555, 562, 580, 586, 602, 614, 635, 646, 654, 662, 663, 664, 720, 736, 788, 814, 819, 828, 856, 874, 887, 891, 892, 902, 920, 932, 938, 940, 992, 1024, 1044, 1054, 1070, 1080, 1082, 1098, 1110, 1126, 1137, 1147, 1177, 1208, 1217, 1219, 1231, 1234, 1242, 1253, 1287, 1339, 1358; Draw conclusions, 48, 75, 83, 96, 164, 176, 183, 206, 209, 268, 276, 279, 281, 288, 305, 352, 394, 417, 427, 429, 447, 448, 512, 586, 602, 635, 646, 654, 760, 842, 874, 906, 940, 1044, 1070, 1080, 1084, 1110, 1168, 1192, 1208, 1210, 1217, 1222, 1244, 1311, 1358; Predicting, 618, 621, 624, 626, 629, 633, 636, 783, 789, 981, 985, 986, 989, 990, 993; Making inferences, 944










97; cultural connection, 107, 151, 289, 353, 399, 679, 779, 789, 921, 933, 1025, 1099, 1127, 1138, 1223, 1247, 1288, historical context, 941; Evaluating: persuasive appeals, 201, 210, the writer's statement of philosophy, 405, 408, 409, 411, 413, 416, 418, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178; Inferring: cultural attitudes, 269; Identifying: the writer's purpose, 57, 1143, cultural attitudes, 257, 259, 260, 266, author's beliefs, 540, the author's thesis, 1143, line of reasoning, 1145, 1154, 1159; Recognizing: cultural details, 17, 19, 23, 24, 28, 29, author's purpose, 59, 63, historical details, 485, 487, 488, 493, attitudes, 659, 665; Cultural context, 1011, 1015, 1019, 1025; Relating to your own experiences, 1075, 1076, 1085; Historical context, 1290, 1300, 1312




related topics.
















argumentative environment found in text in light of purpose, audience, and context.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Communications Workshops: Analyze

Persuasive Techniques, 238, Analyzing Media, 466, Critiquing Persuasive Arguments, 696, Analyzing the Impact of the Media on the Democratic Process, 1378; also see: Narrative accounts, biased, 56; Checking for subjectivity or bias, 57; Persuasion, 169, 170, 171, 172, 177, 198–199, 1227, 1231, 1235, R15, R20; Persuasive techniques, 198–199; Evaluating: persuasive appeals, 201, 210, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178








Competency Goal 4: The learner will critically analyze text to gain meaning, develop thematic connections, and synthesize ideas.

4.01 Interpret meaning for an audience by: • examining the functions and the effects of

narrative strategies such as plot, conflict, suspense, point of view, characterization, and dialogue.

SE: Questions, 8, 20, ( 1-6) 36, 52, (3, 6) 53, (1, 6) 76, 86, (1-9) 101, (1, 3-5) 109, 121, 131, 143, 167, (1, 2, 4,) 178, (1, 2) 191, (2, 3, 5) 233, (2, 3) 241, (3) 247, (1-7) 262, (1, 2) 269, (1-4) 272, (1-6) 335, (7-14) 336, (1, 2) 370, (3-5, 9) 371, (1-5) 386, (2, 3) 390, (4-8) 391, (3, 5) 404, (2, 4, 7) 430, (8) 431, (1-4) 442, (1-7) 458; Plot, 12-13; What’s the Plot, 21-22; Writing Assignment, 22, 169; Point of View, 23-28; How Point of View Shapes a Story, 89; Further Suggestions for Writing, (4) 90, Character, 91-94; How Character Creates Action, 122; Setting, 124-126; Writing Critically-Conflict Resolution, 1350;

TR: Instructor’s Resources with AP* Test Prep Guide, 1, 3-4, 5-10, 11, 12-14, 30, 36-37, 38, 40-41, 48-49, 51, Writing Critically, 21

• interpreting the effect of figures of speech (e.g.,

personification, oxymoron) and the effect of devices of sound (e.g., alliteration, onomatopoeia).

SE: Questions, (4) 233, (3) 797, (1) 816; Figures of Speech-Why Speak Figuratively, 814-815; Metaphor and Simile, 817-818; How Metaphors Enlarge a Poem’s Meaning, 835-836; Alliteration and Assonance, 866-868; Rime, 869-874; Rhythm, 884-886, 888-889; Writing Critically-Is It Possible to Write About Sound, 882-883, Writing Assignment, 883, 907; Further Suggestions for Writing, (3) 883; Exercise: Get with the Beat, 887, Two Kinds of Rhythm, 892; Meter, 892-900; Freeze-Framing the Sound, 906-907

TR: Instructor’s Resources with AP* Test Prep Guide- Key Literary Elements, 86, 107, 109, 110, 120, 121, Close Reading Suggestion, 86-87 107, 109, 110, 120-121, Writing Critically, 87, 107, 111, 121, 122






• analyzing stylistic features such as word choice and links between sense and sound.

SE: Questions, (4) 86, (2) 109, (3) 178, (3) 191, (4) 192, (4) 233, (1, 2) 404, (3) 797, (1) 816 , (2) 900, (4) 929, 941, (1) 977, (2) 978, (2) 1059; Tone and Style, 170-174; Be Style Conscious, 210-211; Diction, 751; Writing Critically-How Much Difference Does a Word Make, 774-775; Writing Assignment, 775, 883, 907; Further Suggestions for Writing, (1, 3) 775 (3) 883; Figures of Speech-Why Speak Figuratively, 814-815; Metaphor and Simile, 817-818; How Metaphors Enlarge a Poem’s Meaning, 835-836; Alliteration and Assonance, 866-868; Rime, 869-874; Rhythm, 884-886, 888-889; Exercise: Get with the Beat, 887, Two Kinds of Rhythm, 892; Writing Critically-Is It Possible to Write About Sound, 882-883, Writing Assignment, 883, 907; Exercise: Get with the Beat, 887, Two Kinds of Rhythm, 892; Meter, 892-900; Freeze-Framing the Sound, 906-907

TR: Instructor's Resources with AP* Test Prep Guide- Key Literary Element, 22, 67, 75, 83, 86, 110, 113, 120-122, 123, 125, 126, 127, 178-179, Close Reading Suggestion, 83, 86-87, 103, 111, 113, 115, 120, 123, 127-128, 173, 179, 180, 187-188, Writing Critically, 84, 87, 94, 111-112, 115, 121, 122, 124, 126, 128, 173, 179, 180, 188

• identifying ambiguity, contradiction, irony,

parody, and satire.

SE: Questions, (7) 36, (4, 5) 200, (6, 9) 209, (6) 233, (1) 247, (5) 272, (1) 430, (8) 431, (1, 5) 734, (1, 2) 735, (4) 736, (2) 736, (2) 737, (1) 737, (6) 740, (3) 741, (4) 766, (2) 848, (6) 1433, Act IV, 6, 1601; Irony, 192-193; Further Suggestions for Writing, 4, 211; Exercise-Detecting Irony, 738; Writing Assignment, 1039;

TR: Instructor’s Resources with AP* Test Prep Guide- Key Literary Element- 25-26, 27, 45, 90, Close Reading Suggestion, 26, 28, 35, 43, 91, 186, 190, 193, 209, Writing Critically, 46

• demonstrating how literary works reflect the

culture that shaped them.

The foundation of this objective can be found on pages: SE: Questions, (4) 86; James Baldwin on Writing-

Race and the African American Writer, 87-89

4.02 Develop thematic connections among works by:

• connecting themes that occur across genres or works from different time periods.

The foundation of this objective can be found on pages: SE: Theme, 212-214; Questions (8, 9) 233, (5) 242






• using specific references to validate connections.

The foundation of this objective can be found on pages: SE: Questions, (4, 7) 20, (4) 36, (5) 143, (2) 241

• examining how representative elements such as mood, tone, and style impact the development of a theme.

SE: Writing Assignment, 89-90 The foundation of this objective can be found on pages: SE: Questions, (4) 86, (2) 109, (3) 178, (3) 191,

(4) 192, (4) 233, (1) 404, (2) 719, (1) 722, (7) 740, (2) 765, (3) 817, (2) 900, (4) 929; Setting the Voice, 167-168; Tone and Style, 170-174; Be Style-Conscious, 210-211; Writing Assignment, 211, 775; Diction, 751; Further Suggestions for Writing, (1) 775

TR: Instructor's Resources with AP* Test Prep Guide- Key Literary Element- 22, 23, 58-59, 83, Close Reading Suggestion, 60, 83-84; Writing Critically, 60, 84

4.03 Assess the power, validity, and truthfulness in the logic of arguments given in public and political

documents by: • identifying the intent and message of the author or

artist.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Author's point of view, 59, 63; Identifying:

rhetorical devices, 199, an author's beliefs, 540, the author's thesis, 1143; Evaluating: persuasive appeals, 201, 210, the writer's statement of philosophy, 405, 408, 409, 411, 413, 416, 418, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178; Communications Workshops: Analyze Persuasive Techniques, 238, Analyzing Media, 466, Critiquing Persuasive Arguments, 696; Analyzing: an author's beliefs, 540, how a writer achieves purpose, 913, 917, 921, the writer's tone, 1143; Assessment practice for analyzing an author's beliefs, 542; Recognizing: attitudes, 659, 665








• recognizing how the author addresses opposing viewpoints.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Identifying: rhetorical devices, 199, an

author's beliefs, 540, the author's thesis, 1143; Evaluating: persuasive appeals, 201, 210, the writer's statement of philosophy, 405, 408, 409, 411, 413, 416, 418, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178; Communications Workshops: Analyze Persuasive Techniques, 238, Analyzing Media, 466, Critiquing Persuasive Arguments, 696; Analyzing: an author's beliefs, 540, how a writer achieves purpose, 913, 917, 921, the writer's tone, 1143; Assessment practice for analyzing an author's beliefs, 542; Recognizing: attitudes, 659, 665



• articulating a personal response to the message and

method of the author or artist.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Connecting to the Literature, 101, 141, 159,

169, 180, 201, 215, 257, 274, 297, 211, 339, 357, 425, 439, 485, 497, 505, 517, 531, 549, 575, 591, 607, 619, 641, 651, 659, 669, 726, 741, 765, 773, 783, 793, 1145, 1163; also see: Responding, 607, 609, 613, 615, 839, 843; Timed Writing Applications: Critical response, 909, 1057; Applying, themes to contemporary events, 1342, 1345, 1347, 1356, 1359








• evaluating the historical significance of the work.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: From The Scholar's Desk, 126, 156, 230, 242,

402, 433, 470, 546, 687; also see: Literature In Context, 74, 78, 104, 144, 149, 163, 302, 366, 521, 594, 623, 674, 754, 811, 850, 1079, 1119, 1121, 1200, 1190, 1020, 1264, 1277, 1336, 1352; Reading Informational Materials: Plymoth Plantation Web Site, 87–90, Thomas Jefferson, Commission of Meriwether Lewis, 292–295, Abraham Lincoln, Emancipation Proclamation, 540–542, Museum of Afro American History, 944–947, Brooks Atkinson, The Crucible, 1363, Howard Kissel, Neeson & Company Cast a Powerful Spell, 1364–1365; Background, 94, 126, 142, 161, 170, 185, 203, 217, 258, 273, 299, 312, 340, 358, 426, 440, 486, 498, 507, 518, 532, 550, 577, 593, 608, 620, 642, 653, 661, 671, 716, 725, 727, 742, 766, 775, 785, 794, 1146, 1148, 1156, 1164; Writing Workshops: Analyze Literary Periods, 110–111, Compare and Contrast Literary Trends, 454–455; Autobiography, social context in, 913, 915, 916, 921; Connecting to historical context, 937, 940, 941; Cultural context, 1011, 1015, 1019, 1025; Historical context, 1290, 1300, 1312








4.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by:














97; cultural connection, R27, 107, 151, 289, 353, 399, 679, 779, 789, 921, 933, 962, 1025, 1099, 1127, 1138, 1223, 1247, 1288, historical context, 941; Evaluating: persuasive appeals, 201, 210, the writer's statement of philosophy, 405, 408, 409, 411, 413, 416, 418, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178; Inferring: cultural attitudes, 269; Identifying: the writer's purpose, 57, 1143, cultural attitudes, 257, 259, 260, 266, author's beliefs, 540, the author's thesis, 1143, line of reasoning, 1145, 1154, 1159; Recognizing: cultural details, 17, 19, 23, 24, 28, 29, author's purpose, 59, 63, historical details, 485, 487, 488, 493, attitudes, 659, 665; Cultural context, 1011, 1015, 1019, 1025; Relating to your own experiences, 1075, 1076, 1085; Historical context, 1290, 1300, 1312




related topics.










• identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.





Competency Goal 5: The learner will interpret and evaluate representative texts to deepen understanding

of literature of the United States. 5.01 Interpret the significance of literary movements as they have evolved through the literature of the United

States by: • analyzing the characteristics of literary genres,

including fiction, nonfiction, drama, and poetry, and how the selection of genre shapes meaning.

The foundation of this objective can be found on pages: SE: Reading a Story, 3-4; The Short Story, 13-15;

Reading Long Stories and Novels, 288-293; What is Poetry, 698; Play, 1300-1301; Reading a Play, 1303-1305






• relating ideas, style, and themes within literary movements of the United States.


Literary Themes, 226–227, Compare and Contrast Literary Themes, 682–683, Analyzing Literary Themes, 1366–1367; Theme, 357, 362, 370, 372, 375, 765, 768, 769, 804–805, 1215, 1223, 1342, 1343, 1344, 1345, 1349, 1350, 1351, 1353, 1354, 1355, 1357, 1359, R18; Finding clues to theme, 765, 767, 769; Anthology of poems with a common theme, 802; Interpreting the story's theme, 804–805; Drawing inferences about theme, 1197, 1203, 1209, 1211; Applying themes to contemporary events, 1342, 1345, 1347, 1356, 1359








• understanding influences that progress through the literary movements of the United States.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Writing Workshops: Analyze Literary Periods,

110–111, Compare and Contrast Literary Trends, 454–455; Autobiography, social context in, 913, 915, 916, 921; Connecting to historical context, 937, 940, 941; Cultural context, 1011, 1015, 1019, 1025; Historical context, 1290, 1300, 1312; also see: Literature In Context, 74, 78, 104, 144, 149, 163, 302, 366, 521, 594, 623, 674, 754, 811, 850, 1079, 1119, 1121, 1200, 1190, 1020, 1264, 1277, 1336, 1352; Reading Informational Materials: Plymoth Plantation Web Site, 87–90, Thomas Jefferson, Commission of Meriwether Lewis, 292–295, Abraham Lincoln, Emancipation Proclamation, 540–542, Museum of Afro American History, 944–947, Brooks Atkinson, The Crucible, 1363, Howard Kissel, Neeson & Company Cast a Powerful Spell, 1364–1365; From The Scholar's Desk, 126, 156, 230, 242, 402, 433, 470, 546, 687;



• evaluating the literary merit and/or historical

significance of a work from Colonial Literature, the Romantic Era, Realism, the Modern Era, and Contemporary Literature

The foundation of this objective can be found on pages: SE: Evaluating a Story, 285-286; Writing

Critically-Know What You Are Judging, 286-287

5.02 Analyze the relationships among United States authors and their works by: • making and supporting valid responses about the

text through references to other works and authors.

SE: Further Suggestions for Writing, (5) 748

• comparing texts to show similarities or differences in themes, characters, or ideas.

SE: Further Suggestions for Writing, (5) 283, (1) 287, (5) 748

TR: Instructor's Resources with AP* Test Prep Guide-Writing Critically, 5, 10, 12, 14, 16, 18, 20, 21, 28, 34, 35, 37, 50, 54, 56, 65, 71, 74, 84






5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by:














97; cultural connection, 107, 151, 289, 353, 399, 679, 779, 789, 921, 933, 1025, 1099, 1127, 1138, 1223, 1247, 1288, historical context, 941; Evaluating: persuasive appeals, 201, 210, the writer's statement of philosophy, 405, 408, 409, 411, 413, 416, 418, a writer's message, 1163, 1167, 1170, 1174, 1176, 1178; Inferring: cultural attitudes, 269; Identifying: the writer's purpose, 57, 1143, cultural attitudes, 257, 259, 260, 266, author's beliefs, 540, the author's thesis, 1143, line of reasoning, 1145, 1154, 1159; Recognizing: cultural details, 17, 19, 23, 24, 28, 29, author's purpose, 59, 63, historical details, 485, 487, 488, 493, attitudes, 659, 665; Cultural context, 1011, 1015, 1019, 1025; Relating to your own experiences, 1075, 1076, 1085; Historical context, 1290, 1300, 1312




related topics.




TECH: Reader’s Notebook Adapt/English Learner’s Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROM











• identifying and analyzing elements of literary

environment found in text in light of purpose, audience, and context.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: From The Author's Desk, 2, 32, 115, 700, 832,

834, 955, 966, 1252, 1257, 1371; From The Scholar's Desk, 126, 156, 230, 242, 402, 433, 470, 546, 687; Literary Analysis, 93, 95, 97, 101, 107, 141, 151, 159, 165, 169, 177, 180, 201, 215, 257, 274, 297, 311, 339, 357, 425, 439, 497, 505, 517, 531, 549, 591, 607, 619, 641, 651, 659, 669, 715, 741, 765, 773, 783, 793, 1145, 1163; Connecting Literary Elements, 107, 159, 165, 257, 339, 505, 517, 591, 619, 641, 669, 715, 741, 765, 783








Competency Goal 6: The learner will apply conventions of grammar and language usage. 6.01 Demonstrate an understanding of the conventions of language by: • decoding vocabulary using knowledge of Anglo-

Saxon, Greek, and Latin bases and affixes.

The foundation of this objective can be found on pages: SE: The Value of a Dictionary, 754-755

• using vocabulary strategies such as context clues, resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases.

SE: Questions, (2) 707, (3) 722, (4) 734, (2) 755, (2) 756, (3, 4) 783, (1) 922, (3) 1084

• discerning the relationship of word meanings between pairs of words in analogies (synonyms/antonyms, connotation/denotation).

The foundation of this objective can be found on pages: SE: Questions, (2) 781, (2) 784, (4) 959; The

Value of a Dictionary, 754-755; Saying and Suggesting, 776-777

• revising writing to enhance voice and style,

sentence variety, subtlety of meaning, and tone in considerations of questions being addressed, purpose, audience, and genres.


• contrasting use of language conventions of authors in different time periods of United States literature.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Regionalism, 591, 593, 596, 599, 603, R16;

Oral tradition, 2, 17, 20, 26, 29, 194, R15; Narrative accounts, 56, 69, 72, 73, 80, 82, 84, R14; Puritan Plain Style, 93, 95, 97; Oratory, 101, 105, 107, R15; From The Author's Desk: Susan Power on Choosing the Right Word, 115; Emotional appeals, 159, 165, 198–199; Ethical appeals, 198–199; Gothic style, 311, 318, 324, 328, 333, 335, 378, R12; Naturalism, 485, 490, 493, R14

TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies







• analyzing the power of standard usage over nonstandard usage in formal settings such a job interviews, academic environment, or public speaking events.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Writing Workshops: Workplace Writing: Job

Portfolio and Résumé, 1368–1375; also see: Reading Informational Materials: Press Release, 190–193, Historic Memorandum, 292–295, Public Document, 540–542; Extending understanding: career connection, 269, 587, 769, 800, 907, 1071, 1340; Communications Workshop, 122



6.02 Discern and correct errors in speaking and writing at a level appropriate to eleventh grade by: • reviewing and refining purposeful use of varying

sentence types with correct punctuation.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Compound sentences, 30, 528, 604, 1179;

Breaking down sentences, 69, 71, 73, 75, 76, 84; Vocabulary builder lessons: sentence completion, 108, 178, 514, 564, 637, 858, 934, 1026, 1072, 1112, 1179, 1212, 1224; Breaking down long sentences, 311, 314, 317, 323, 328, 331, 335; Varying sentence openers, 354; Varying sentence length, 400; Developing style: Focus on complete sentences, 463; Sentence fragments, 616, 1100; Punctuation, 656, 830, 1112; Sentence types, 844, 858; Analyzing sentence meaning, 961; Sentence structure, 1179; Inverted sentences, and subject–verb agreement, 1341








• reviewing and refining correct pronoun usage, antecedents, and case.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Pronoun case, 152, 1289; Pronoun–

antecedent agreement, 452; Intensive pronouns, Reflexive pronouns, 680; Incomplete constructions and pronoun case, 1289



• refining subject/verb agreement and choice of

tense.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Verbs, 64; Subject–verb agreement, 188, 376,

1056, 1341; Verb tenses: past perfect tense, past tense, 50, 934, sequence of, 1248; Inverted sentences, and subject–verb agreement, 1341



• extending effective use of phrases and clauses.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Clauses, 270, 637, 666, 722, 1086, 1194;

Phrases, 307, 419, 648, 722, 722, 790, 894, 1128, 1139, 1212








• discussing parts of speech as they relate to writing.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Grammar and Style Lesson 98, 108, 152, 166,

178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 655, 666, 722, 738, 762, 770, 780, 790, 801, 1160, 1179



• editing for correct spelling and mechanics.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The American Experience. SE/TE: Grammar and Style Lesson 98, 108, 152, 166,

178, 188, 211, 224, 270, 290, 307, 336, 354, 376, 436, 452, 494, 502, 514, 528, 538, 564, 588, 604, 616, 637, 648, 655, 666, 722, 738, 762, 770, 780, 790, 801, 1160, 1179








ENGLISH IV Students in English IV will integrate all the language arts skills gained throughout their education. The curriculum both affirms these skills and equips the students to be life-long learners. Students continue to explore expressive, expository, argumentative, and literary contexts with a focus on British Literature. The emphasis in English IV is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using media. Students will: • Express reflections and reactions to texts. • Explain principles inspired by the curriculum. • Interpret and qualify texts. • Research and address issues of public or personal concern. • Create products and presentations which maintain standard conventions of the written and spoken language Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1: The learner will express reflections and reactions to print and non-print text as well as to personal experience. 1.01 Compose reflective texts that give the audience: • an understanding of complex thoughts and

feelings.

The foundation of this objective can be found on pages: SE: Questions, (15) 336; Further Suggestions for

Writing, (5) 22, (1, 3) 169, (1-3) 211, (1-3) 250, (3) 283, (1) 813, (1, 4) 860, (1) 883, (1, 2) 907, (3) 1001, 1040, (2) 1065, (1,3-5) 1356, (1) 1498, (3, 4, 9) 1805 (1-3) 1891; Writing Assignment, 836; General Questions, (6-7) 1867


• a sense of significance (social, political, or

philosophical implications).

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Writing Applications: Editorial, on political

issue, 821; Account of remarkable person, 1273; also see: Writing Workshops: Autobiographical narrative, 210–220, Reflective Essay, 636–643; Relating broad themes to personal experience, 500; Revising to connect personal and general, 585; Balancing narrative with reflection, 640; Assess emotional content, 1329








• a sense of encouragement to reflect on his or her own ideas.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Reflecting/Assessing (journal/rubric), 216,

413, 643, 843, 1001, 1337, R34; also see: Writing Workshops: Autobiographical narrative, 210–220, Reflective Essay, 636–643



1.02 Respond to texts so that the audience will: • empathize with the voice of the text.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Recognizing: speaker's situation and

motivation, 435, 438, 445; author's purpose, 537, 543, 546, 551, 590–591, 613, 623; writer's purpose, 903, 908, 915, 919; writer's attitudes, 1075, 1077, 1081, 1083, 1085; Voice, 1231, 1233, 1234, 1236, 1241, 1243, 1247, R19; also see: Inferring, speaker's attitude, 459, 464, 465, 466, 883, 886, 890, 892, 893, 894; Interpreting author's point of view, 898–899



• make connections between the learner’s life and

the text reflect on how cultural or historical perspectives may have influenced these responses.

The foundation of this objective can be found on pages: SE: Questions, (1) 233, (5) 242, (4) 247, (5) 248,

(15) 336, (1) 390; Further Suggestions for Writing, (1-3) 250, (3) 283, (1) 813, (4) 860, (2) 907, (3) 1001, (1) 1040, (3) 1356, (3, 9) 1805, (1, 3) 1891; Writing Assignment, 836; General Questions, (6-7) 1867







• examine the learner’s own response in light of peers’ responses recognize features of the author’s use of language and how the learner relates these features to his/her own writing.

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by:



SE: Reading a Poem, 702-703; Writing Critically-Can a Poem Be Paraphrased, 715; Words-Literal Meaning: What a Poem Says First, 749-750; Reading and Hearing Poems Aloud, 877-879







SE: Fable, Parable, and Tales, 4; Questions, (1) 8, 20, (2, 4, 6) 36, 52, (1) 101, (1) 109, (4, 7) 121, (6) 131, (1-3) 143, (3, 4, ) 178, (3, 5) 233, 241, (3) 247, (13) 336, (1, 2) (1) 386, (9) 431, (2) 442, (4) 458, (3) 709, (2, 4, 5, 7-9) 1317, (1, 3, 7) 1331, (1, 2, 4, 5) 1433, (1, 2, 5, 7) 1488, 1601-1602, 1719-1721, 1785, 1866; Plot, 12-13; The Short Story, 13-15; Point of View, 23-28; How Point of View Shapes a Story, 89; Further Suggestions for Writing, (6) 90, (8) 380 (1) 1023; Character, 91-94; How Character Creates Action, 122; Setting, 124-126; Reading Long Stories and Novels, 288-293; Lyric Poetry, 706; Narrative Poetry, 708; Dramatic Poetry, 711; Didactic Poetry, 713; Song-Singing and Saying, 839; Ballads, 844, 846-847; Blues, 848-849; Rap, 850-851; Closed Form, 908-909; Formal Patterns, 909-916; The Sonnet, 917-920; The Epigram, 923; Writing Critically-Turning Points, 931-932, Poetic Voice and Personal Identify, 1022-1023; Writing Assignment, 932, 1032, 1498; Open Form, 933-937; Concrete Poetry, 948; Archetype, 979-980; Confessional Poetry, 1003; Reading a Play, 1318-1321; Writing Assignment, 1498; General Questions, 1602, 1721, (1-4) 1866

TR: Instructor's Resources with AP* Test Prep Guide-Key Literary Element, Plot, 1, 51, Point of View, 3, 5, 6, 8, Character, 11, 12, 14, Setting, 17, 18, 20, Theme, 29, 31, Character, Theme, 47, Plot, Character, Imagery, Theme, 48-49, Character, Suspense, Style, 54, Character, Style, Tone, Theme, 56-57, Character, Conflict, Style, 69, Narrative Structure, Imagery, 77, Tragedy, Structure, Character, Plot, Irony, Imagery, Foreshadowing, Theme, 189-190, Romantic Comedy, Character, Plot, Diction, Imagery, Mood, Theme, 196-201, Structure, Plot, Character, Setting, Symbol, Irony, Foreshadowing, Theme, 205, 206, 207, 208; Close Reading Suggestion, 3, 9, 13, 21, 30, 40-41, 45-46, 47-48, 49, 58, 60, 62, 64, 72, 73, 77-78, 192-194, 210; Writing Critically, 4, 6, 9, 12, 16, 18, 21, 28, 31, 32, 43, 58, 71, 73, 81







SE: Further Suggestions for Writing, (1) 22, Questions, (8) 36, (8) 121, (4) 131, (1, 2) 191, (8) 233, (2) 241, (1, 3) 262, (4, 6), 269, (5) 371, (7) 404, (4, 8) 1317, (2, 5,) 1433, ACT IV (2) 1720; Further Suggestions for Writing, (1) 22, (3) 283, (1, 2) 287

TR: Instructor's Resources with AP* Test Prep Guide-Writing Critically, 14, 73, 81

• demonstrating comprehension of main idea and

supporting details.

SE: Questions, (1-8), 20, (1-6) 36, 52, 53, (1-7) 76, 86, (4-6) 143, (1-4) 151, (5, 6) 152, 1, 2) 179, (1-3) 200, 209, (1-4) 242, 262, (1-3), 269, (1-4) 272, (1-5) 277, 335, (7-14) 336, 370, 371, (1-5) 386, (2, 3) 390, 391, 431, 432, (1-4) 442, (1-7) 458, (1, 3, 4) 707, (1, 2) 709, 713, (1) 723, (1-3) 726, 727, 730, (1) 737, (1) 740, (4) 752, (5) 753, (3) 756, (1, 2) 783, (4) 831, (1, 2) 959, (1-3) 966, (1) 990, 1011, 1015, (1, 2) 1051, (1) 1068, 1080, (1, 2, 5) 1433, (8, 12) 1434, (1-3, 5, 7 ) 1488, 1601-1602, ACT I-ACT V, 1719, (1-6) 1785, ACT I-ACT III, 1866; General Questions, 1721, (1-4) 1866


SE: Writing Assignment, 22, Questions, (7) 101, (2) 233, (9), 262, (1) 335, (1) 380, (8, 9) 262, (1, 5) 335, (1) 380, (8) 458, (3) 739, (5) 753, (3) 756, (1) 768, (1) 959, (4) 1080, (12) 1317, ACT V (1) 1601; Further Suggestions for Writing, (2) 748, (1) 1356

TR: Instructor's Resources with AP* Test Prep Guide- Writing Critically, 98, 100, 136, 203

• making inferences, predicting, and drawing

conclusions based on text.

SE: Further Suggestions for Writing, (1) 22, Questions, (8) 36, (8) 121, (4) 131, (1) 191, (8) 233, (2) 241, (1, 3) 262, (4, 6), 269, (5) 713, (5) 371, (1) 781, (6) 1317, (6) 1433, ACT II (4) 1720, ACT IV (2) 1720, (3) 1721

• identifying and analyzing personal, social,

historical or cultural influences, contexts, or biases.

SE: Questions, (9) 20, (6) 36, (6) 192, (1, 4) 247, (6) 277, (1) 390, (3) 736, (1) 739, (1) 765; Suggestions for Writing, (4) 1065; General Questions, (7) 1867








SE: Questions, (1) 233, (5) 242, (4) 247, (5) 248, (15) 336, (1) 390; Further Suggestions for Writing, (5) 248, (1-3) 250, (3) 283, (1), 390, (1) 813, (4) 860, (2) 907, (3) 1001, (1) 1040, (3) 1356, (3, 9) 1805, (1, 3) 1891; Writing Assignment, 836; General Questions, (6-7) 1867


• analyzing and evaluating the effects of author’s

craft and style.

SE: Questions, (4) 86, (2) 109, (3) 178, (3) 191, (4) 192, (4) 233, (1, 2) 404, (1) 711, (1) 722, (7) 740, (2) 765, (1) 766, (2) 769, (3) 817, (2) 900, (4) 929, 941, (1) 977, (2) 978, (2) 1059; Further Suggestions for Writing, (6) 90, (3) 191, (4) 192, (1) 775; Setting the Voice, 167-168; Tone and Style, 170-174; Be Style-Conscious, 210-211; Writing Assignment, 211, 775; Further Suggestions for Writing on Edgar Allan Poe, (1, 2) 473; Diction, 751;, 758-763; Exercise: Different Kinds of English, 770; Writing Critically-How Much Difference Does a Word Make, 774-775

TR: Instructor's Resources with AP* Test Prep Guide-Key Literary Elements, 22, 83-84, 86, 93, 97, 115, 178-179, Close Reading Suggestions, 24-25, 52-53, 83, 86-87, 97-98, 115, 179, Writing Critically, 23, 26, 54, 84, 87, 94, 98, 115, 117, 179

• analyzing and evaluating the connections or

relationships between and among ideas, concepts, characters and/or experiences.

SE: Questions, (1) 233, (5) 242, (4) 247, (5) 248, (15) 336, (1) 390, (4) 1065; Further Suggestions for Writing, (5) 248, (1-5) 250, (1, 3) 283, (1), 390, (1) 813, (4) 860, (2) 907, (3) 1001, (1) 1040, (3) 1356, (3, 9) 1805, (1, 3) 1891; Writing Assignment, 473, 836; General Questions, (6-7) 1867

TR: Instructor’s Resources with AP* Test Prep Guide-Writing Critically, 37, 46, 48, 60, 62, 75, 80, 84, 90, 96, 104, 108, 114, 136, 152, 154, 156, 158, 162, 168, 194, 195, 204, 212






• identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Anglo-Saxon lyrics, 17, 20, 21, 23, 26, 29, 30;

Epic, 34–35, 38, 39, 41, 42, 45, 47, 48, 49, 50, 53, 57, 58, 59, 61, 63, 473, 479, 480, 481, 482, 485, 487, 537, 544, 549, 551, R12, R15; Romance, 161, 164, 166, 168, 170, 171, 172, 174, 179, 181, 182, 183, 185, R17; Ballad, 188, 189, 196, 197, 199, 200, 201, R10; Figurative language, 220, 704–705, 761, 763, 766, 770, 771, R13; Sonnet, 239, 244, 245, 257, 262, 263, 473, 477, 480, 481, 482, 485, 487, 704–705, R18; Drama, 292–293, 296, 297, 305, 309, 311, 312, 317, 318, 321, 324, 380, 383, 384, 386, 387, 389, 391, 395, R12; Elizabethan drama, 296, 297, 305, 309, 311, 312, 317, 318, 321, 324; Dramatic irony, 342, 348, 358; Imagery, 360, 364, 365, 367, 370, 371, 373, 375, 376, 378, 704–705, 775, 778, 780, 781, 785, 1004, R13; Emotional appeal, 408, 646, 823; Speaker/Speech, 435, 438, 445, 865, 867, 870, 871, 873, 876, 879, 883, 1117, 1120, 1123, 1125, 1126, 1127, R18; Dramatic poetry, 704–705; Emotive language, 949, 953, 955, 957; also see: Writing About Literature: Analyzing Literary Periods, 208–209, 990–991, Comparing and Contrasting Literary Themes, 634–635, Comparing and Contrasting Literary Trends, 404–405, Evaluating Literary Trends, 834–835, 1328–1329








Competency Goal 2: The learner will inform an audience by exploring general principles at work in life and literature.

2.01 Locate, process, and comprehend texts that explain principles, issues, and concepts at work in the world

in order to: • relate complex issues from a variety of critical

stances.

SE: Questions, (1) 233, (5) 242, (4) 247, (5) 248, (15) 336, (1) 390; Further Suggestions for Writing, (1-3) 250, (3) 283, (1) 813, (4) 860, (2) 907, (3) 1001, (1) 1040, (3) 1356, (3, 9) 1805, (1, 3) 1891; Writing Assignment, 836; General Questions, (6-7) 1867

TR: Instructor’s Resources with AP* Test Prep Guide-Writing Critically, 37, 48, 60, 62, 75, 80, 84, 90, 96, 104, 108, 114, 136

• discern significant differences and similarities

among texts that propose different ideas related to similar concepts.

SE: Questions, (4) 250; Writing Assignment, 972

2.02 Analyze general principles at work in life and literature by: • discovering and defining principles at work in

personal experience and in literature.

The foundation of this objective can be found on pages: SE: Questions, (1) 233, (5) 242, (4) 247, (5) 248,

(15) 336, (1) 390; Further Suggestions for Writing, (1-3) 250, (3) 283, (1) 813, (4) 860, (2) 907, (3) 1001, (1) 1040, (3) 1356, (3, 9) 1805, (1, 3) 1891; Writing Assignment, 836; General Questions, (6-7) 1867

TR: Instructor’s Resources with AP* Test Prep Guide-Writing Critically, 37, 48, 60, 62, 75, 80, 84, 90, 96, 104, 108, 114, 136






• predicting what is likely to happen in the future on the basis of those principles.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Predicting, 691, 694, 697; also see:

Recognizing: speaker's situation and motivation, 435, 438, 445; author's purpose, 537, 543, 546, 551, 590–591, 613, 623; writer's purpose, 903, 908, 915, 919; writer's attitudes, 1075, 1077, 1081, 1083, 1085; Relating broad themes to personal experience, 500



2.03 Compose texts (in print and non-print media) that help the audience understand a principle or theory by: • researching experience for relevant principles that

relate to themes in literature and life.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Writing About Literature: Comparing and

Contrasting Literary Themes, 634–635; Writing Workshops: Autobiographical narrative, 210–220, Reflective Essay, 636–643, Research paper, 992–1001; also see: Journal, investigative, 341; Bibliography, annotated, 921; Account of remarkable person, 1273



• presenting a thesis, supporting it, and considering

alternative perspectives on the topic.


Thesis Sentence, 2122

• adjusting the diction, tone, language, and method of presentation to the audience.

The foundation of this objective can be found on pages: SE: Revising, 2126






2.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by:



This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Reading Informational Materials, 90, 398,

630, 722, 960, 1070; also see: Reading Strategies: Rereading, 34–35, 122, 125, 127, 128, 129, 131, 134, 292–293; Interpreting, 90, 416, 521, 529, 533, 722–725, 898–899, 1039, 1043, 1048, 1051, 1070; Analyzing, 97, 99, 102, 105, 107, 109, 113, 114, 116, 120, 416, 729, 732, 734, 736, 737, 738, 740, 741, 745, 748, 750, 751, 752, 755, 757, 1143, 1145, 1146, 1147, 1152; Organizing, 219, 398, 960, 964; Identifying, 249, 250, 253, 898–899, 1117, 1121, 1122, 1127, 1201, 1204, 1206, 1208, 1210, 1216, 1218, 1219, 1221; Inferring, 281, 288, 380, 384, 386, 393, 395, 459, 464, 465, 466, 883, 886, 890, 892, 893, 894, 1103, 1111, 1113; Reading, 342, 345, 347, 349, 352, 354, 358, 704–705, 967, 970, 975, 1156–1157, 1275, 1251, 1257, 1259, 1277, 1279, 1281; Recognizing, 435, 438, 445, 537, 543, 546, 551, 590–591, 613, 623, 903, 908, 915, 919, 1075, 1077, 1081, 1083, 1085; Evaluating, 630–633, 1297, 1298, 1300, 1303, 1305, 1306, 1309; Questioning, 761, 764, 768, 771, 1183, 1184, 1191, 1193, 1194, 1197; Responding, 775, 779, 782, 785, 1089, 1156–1157, 1266, 1267; Applying, 979, 985, 1023, 1033, 1285, 1291









This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Relating structure to theme, 257, 263; Using:

text aids, 305, 307, 310, 313, 315, 317, 322, 324, visuals as key to meaning, 679, 685; Assessment Workshops: Forms of Propaganda, 415, 645, Paired Passages, 1003, Sequential Order, 219, Strategy, Organization, and Style, 1339; Reading stanzas as units of meaning, 967, 970, 975; Interpreting, organization of mission statement, 1070; also see: Reading Informational Materials Reading Informational Materials: Guidebooks, 722, Maps, 90, Mission Statements, 1070, Newspaper Articles, 398, Online Search Engines, 630, Web Sites, 960; Dramatic structure, 1251, 1255, 1259










motivation, 435, 438, 445; author's purpose, 537, 543, 546, 551, 590–591, 613, 623; writer's purpose, 903, 908, 915, 919; writer's attitudes, 1075, 1077, 1081, 1083, 1085; Relating broad themes to personal experience, 500; Responding: to imagery, 775, 779, 782, 785; to short story, 1089, 1156–1157; to characters, 1266, 1267; Voice, 1231, 1233, 1234, 1236, 1241, 1243, 1247, R19; also see: Inferring, speaker's attitude, 459, 464, 465, 466, 883, 886, 890, 892, 893, 894; Interpreting author's point of view, 898–899; also see: Connecting to historical context, 17, 19, 25, 30;Writing About Literature: Analyzing Literary Periods, 208–209, 990–991, Comparing and Contrasting Literary Trends, 404–405, Comparing and Contrasting Literary Themes, 634–635, Evaluating Literary Trends, 834–835, 1328–1329









This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Identifying main points and support, 1117,

1121, 1122, 1127; also see: Thesis, 208, 404; Recognizing: speaker's situation and motivation, 435, 438, 445; author's purpose, 537, 543, 546, 551, 590–591, 613, 623; writer's purpose, 903, 908, 915, 919; writer's attitudes, 1075, 1077, 1081, 1083, 1085; Inferring, speaker's attitude, 459, 464, 465, 466, 883, 886, 890, 892, 893, 894; Interpreting author's point of view, 898–899




This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Reading Strategy: Summarize, 86, 161, 163,

167, 168, 170, 174, 180, 185, 197, 242, 271, 273, 277, 486, 493, 516, 579, 713, 756, 784, 814, 827, 830, 910, 918, 1059, 1131, 1135, 1139, 1189









This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Inferring, 281, 288, 380, 384, 386, 393, 395,

459, 464, 465, 466, 883, 886, 890, 892, 893, 894, 1103, 1111, 1113; Drawing conclusions, 503, 505, 508, 513, 517, 929, 934, 937; Predicting, 691, 694, 697









This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Unit Introductions: Historical background of

Old English and Medieval Periods, 6, Literature of Old English and Medieval Periods, 10, Historical background of English Renaissance, 228, Literature of English Renaissance, 232, Historical background of Seventeenth and Eighteenth Centuries, 424, Literature of Seventeenth and Eighteenth Centuries, 427, Historical background of Romantic Period, 654, Literature of Romantic Period, 657, Historical background of Victorian Period, 854, Literature of Victorian Period, 857, Historical background of Modern and Postmodern Periods, 1012, Literature of Modern and Postmodern Periods, 1015; also see: Connecting to historical context, 17, 19, 25, 30; Literature In Context, 55, 84, 154, 192, 334, 351, 388, 548, 599, 618, 817, 952, 1079, 1150, 1278; From the Translator's Desk: Seamus Heaney Comments on Beowulf, 66, Burton Raffel Introduces Beowulf, 36, Burton Raffel Talks About the Time Period, 2, Burton Raffel on Shaping a Narrative, 213; Understanding dialect, 189, 195, 197, 201; Writing About Literature: Analyzing Literary Periods, 208–209, 990–991; Using historical and cultural context, 590–591; Analyzing cultural differences, 1143, 1145, 1146, 1147, 1152









This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Connecting to historical context, 17, 19, 25,

30; Literature In Context, 55, 84, 154, 192, 334, 351, 388, 548, 599, 618, 817, 952, 1079, 1150, 1278; From the Translator's Desk: Seamus Heaney Comments on Beowulf, 66, Burton Raffel Introduces Beowulf, 36, Burton Raffel Talks About the Time Period, 2, Burton Raffel on Shaping a Narrative, 213; Understanding dialect, 189, 195, 197, 201; Writing About Literature: Analyzing Literary Periods, 208–209, 990–991; Using historical and cultural context, 590–591; Analyzing cultural differences, 1143, 1145, 1146, 1147, 1152; also see: Unit Introductions, 6, 10, 228, 232, 424, 427, 654, 657, 854, 857, 1012, 1015









This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Narrative style, 281, 288, 1324, R21; Parable,

in King James style, 290; Style, imitating author's, 553; Style, 613, 1131, 1139, R19; Essay in style of author, 1087; also see: Writing About Literature: Analyzing Literary Periods, 208–209, 990–991, Comparing and Contrasting Literary Themes, 634–635, Comparing and Contrasting Literary Trends, 404–405, Evaluating Literary Trends, 834–835, 1328–1329; From the Translator's Desk: Seamus Heaney on Giving Shape to Poetry, 66; Burton Raffel on Shaping a Narrative, 213; From the Scholar's Desk: Frank Kermode on Persuasion, 409, Richard Rodriguez on Reflective Writing, 639, Elizabeth McCracken on the Writing Process, 839; From the Author's Desk: James Berry on Research-Based Writing, 995, Anita Desai on Writing Vivid Descriptions, 1333









This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Writing About Literature: Analyzing Literary

Periods, 208–209, 990–991, Comparing and Contrasting Literary Themes, 634–635, Comparing and Contrasting Literary Trends, 404–405, Evaluating Literary Trends, 834–835, 1328–1329; also see: Connect, 26, 339, 357, 441, 444, 462, 477, 486, 493, 539, 561, 579, 622, 696, 713, 756, 763, 770, 792, 797, 800, 818, 868, 910, 934, 953, 1061, 1121, 1136, 1172, 1178, 1246, 1255, 1257, 1287; Compare and contrast, 62, 82, 119, 155, 184, 242, 252, 260, 262, 286, 287, 323, 339, 357, 377, 462, 510, 516, 550, 561, 568, 582, 597, 684, 696, 713, 718, 756, 763, 767, 777, 797, 814, 868, 878, 892, 910, 918, 972, 1026, 1028, 1041, 1043, 1061, 1064, 1066, 1084, 1134, 1136, 1196, 1220, 1238, 1246, 1255, 1270, 1320




informational environment found in text in light of purpose, audience, and context.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Reading Informational Materials: Maps, 90,

Newspaper Articles, 398, Search Engines, 630, Guidebooks, 722, Web Sites, 960, Mission Statements, 1070, Online; Writing Workshops: Research paper, 992–1001; Communications Workshops: Analyzing Bias in News Media, 1340; also see: Report: investigative, 203; research, 992; Bibliography, annotated, 921; Multimedia report, 1330








Competency Goal 3: The learner will be prepared to enter issues of public concern as an advocate. 3.01 Research and define issues of public concern by: • using a variety of resources such as the media

center, on-line resources, interviews, and personal reflection.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Writing Workshops: Autobiographical

narrative, 210–220, Persuasive Essay, 406–413, Reflective Essay, 636–643, Job Portfolio and Résumé, 836–991, Research paper, 992–1001, Multimedia Report, 1330–1337; also see: Reading Informational Materials: Maps, 90, Newspaper Articles, 398, Search Engines, 630, Guidebooks, 722, Web Sites, 960, Mission Statements, 1070, Online; Communications Workshops: Analyzing Bias in News Media, 1340








• specifying the nature of an issue, including the various claims made and the reasoning that supports these claims.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Persuasive devices, 271, 277, 408, 646, 811,

813, 819, 823, 831, 1004; Debate, 279, 341, 457, 921, 1053, 1115, 1154, 1283, R40; Communications Workshops: Analyzing Advertising, 416, Analyzing Bias in News Media, 1340, Analyzing Persuasive Techniques, 646, Critiquing Persuasive Devices, 846; also see: Recognizing: speaker's situation and motivation, 435, 438, 445; author's purpose, 537, 543, 546, 551, 590–591, 613, 623; writer's purpose, 903, 908, 915, 919; writer's attitudes, 1075, 1077, 1081, 1083, 1085; Inferring, speaker's attitude, 459, 464, 465, 466, 883, 886, 890, 892, 893, 894; Interpreting author's point of view, 898–899



3.02 Organize and deliver an argument so that an intended audience respects it by: • wording the claim clearly.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Revising: word choice, 214, 408; for vivid,

precise language, 759; adding rhetorical devices, 1129; Writing Workshops: Persuasive Essay, 406–413; Editorial, on political issue, 821; Communications Workshops: Delivering Persuasive Speech, 1004; also see: Criticism, 121, R23, R31; Letter to an editor, 279; Recommendation, about proposal, 896; Proposal, program for elderly, 1311








• specifying reasons in support of the claim that are likely to be convincing.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Elaborating: using reactions to develop

situation, 187; including references and citations, 397; citing specific examples, 405, 835; appeals, arguments, 408; including examples in informal outline, 635; incorporating specific details, 638; organizing critical response, 1115; clarifying media references, 1332; also see: Writing Workshops: Persuasive Essay, 406–413; Editorial, on political issue, 821; Communications Workshops: Delivering Persuasive Speech, 1004; also see: Criticism, 121, R23, R31; Letter to an editor, 279; Recommendation, about proposal, 896; Proposal, program for elderly, 1311



• adopting an appropriate tone and stance toward the

issue.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Drafting: parallelism to create persuasive

tone, 279, establishing tone, 638; Revising: for persuasive language, 821; Tone: persuasive, 468; ironic, 535; Developing style: persuasive evidence, 411; keeping tone consistent, 1335; also see; Writing Workshops: Persuasive Essay, 406–413; Editorial, on political issue, 821; Communications Workshops: Delivering Persuasive Speech, 1004; also see: Criticism, 121, R23, R31; Letter to an editor, 279; Recommendation, about proposal, 896; Proposal, program for elderly, 1311








3.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by:



















167, 168, 170, 174, 180, 185, 197, 242, 271, 273, 277, 486, 493, 516, 579, 713, 756, 784, 814, 827, 830, 910, 918, 1059, 1131, 1135, 1139, 1189








• identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Persuasive devices, 271, 277, 408, 646, 811,

813, 819, 823, 831, 1004; Debate, 279, 341, 457, 921, 1053, 1115, 1154, 1283, R40; Communications Workshops: Analyzing Advertising, 416, Analyzing Bias in News Media, 1340, Analyzing Persuasive Techniques, 646, Critiquing Persuasive Devices, 846; also see: Recognizing: speaker's situation and motivation, 435, 438, 445; author's purpose, 537, 543, 546, 551, 590–591, 613, 623; writer's purpose, 903, 908, 915, 919; writer's attitudes, 1075, 1077, 1081, 1083, 1085; Inferring, speaker's attitude, 459, 464, 465, 466, 883, 886, 890, 892, 893, 894; Interpreting author's point of view, 898–899



Competency Goal 4: The learner will analyze and critique texts from various perspectives and approaches. 4.01 Develop critiques that enable an audience to judge claims and arguments by: • establishing and applying clear, credible criteria

for evaluation.

The foundation of this objective can be found on pages: SE: Writing Critically-Leaving Things Out, 373,

Paying Attention to the Obvious, 744, Analyzing Images, 808, Is It Possible to Write about a Sound, 882, How to Begin Evaluating a Poem, 1089-1090; Writing Assignment-Research Paper, 373, Writing Assignment, 789, 809, 883, 932, 1090; Recognizing Excellence, 1075, 1079; Exercise: Reevaluating Popular Classics, 1087-1088

• substantiating assessments with reasons and

evidence.

SE: Writing Assignment, 744, 809, 883, 1091, Research Paper, 373; Further Suggestions for Writing, (1) 748, (3) 1091; Writing Assignment, 789






4.02 Develop critiques that give an audience: • an appreciation of how themes relate among texts.

The foundation of this objective can be found on pages: SE: Theme, 212-214; Writing Assignment, 473; TR: Instructor’s Resources with AP* Test Prep

Guide-Writing Critically, 114

• an understanding of how authors’ assumptions, cultural backgrounds, and social values affect texts.

SE: Writing Assignment, 1023; Further Suggestions for Writing, (1) 1023

The foundation of this objective can be found on pages: SE: William Faulkner, 29, 178; James Baldwin,

53; James Baldwin on Writing, 87-89; Alice Walker, 102; Raymond Carver, 109-110; Kate Chopin, 127; Jack London, 132; T. Coraghesson Boyle, 143-144; Amy Tan, 152; Guy de Maupassant, 193-194; Stephen Crane, 215; William Faulkner, 29; James Baldwin, 53; James Baldwin on Writing, 87-89; Alice Walker, 102; Writer’s Perspective-Kurt Vonnegut, Jr. on Writing, 248, Adrienne Rich on Writing, 714, Wilfred Owen, 743, Lewis Carroll on Writing, 773-774, Richard Wilbur on Writing, 787-788, Ezra Pound on Writing, 807, T. S. Eliot on Writing, 881-882, Walt Whitman on Writing, 952, Arthur Miller on Drama, 1969-1972; John Steinbeck, 253-254; Franz Kafka, 336-337; Edgar Allan Poe, 381-382; Flannery O’Connor, 415-416; Charlotte Perkins Gilman, 571-572; Poetry and Personal Identity, 1002-1003; John Millington Synge, 1323; Henrik Ibsen, 1809; Tennessee Williams, 1972-1973






• an understanding of how more than one critical approach affects interpretation.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Response to criticism, 65, 397, 519, 721, 803,

939, 1035, 1053; Writing Applications: Criticism, 121, R23, R31; Critical response, 457, 1115; Social criticism, 903, 905, 909, 912, 914, 917, 919; Writing About Literature: Comparing and Contrasting Literary Trends, 404–405, Evaluating Literary Trends, 834–835, 1328–1329








4.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by:



















167, 168, 170, 174, 180, 185, 197, 242, 271, 273, 277, 486, 493, 516, 579, 713, 756, 784, 814, 827, 830, 910, 918, 1059, 1131, 1135, 1139, 1189













• identifying and analyzing elements of critical

environment found in text in light of purpose, audience, and context.










Competency Goal 5: The learner will deepen understanding of British literature through exploration and extended engagement.

5.01 Explore British literature by: • recognizing common themes that run through

works, using evidence from the texts to substantiate ideas.

The foundation of this objective can be found on pages: SE: Questions, (5) 734; General Questions, (1)

1721

• relating the cultural and historical contexts to the literature and identifying perceived ambiguities, prejudices, and complexities.

SE: Questions, (1) 739 The foundation of this objective can be found on pages: SE: Word Choice and Word Order, 758-763;The

Theatre of Shakespeare, 1499-1500; The Background of Hamlet, 1603; The Background of A Midsummer Night’s Dream, 1722

• making associations between historical and current

viewpoints.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: From the Scholar's Desk: Frank Kermode

Introduces Macbeth, 300, Frank Kermode Talks About the Time Period, 224, Frank Kermode on Persuasion, 409, Elizabeth McCracken on Introduction to Frankenstein, 688, Elizabeth McCracken Talks About the Time Period, 650, Elizabeth McCracken on the Writing Process, 839, Richard Rodriguez Introduces From Days of Obligation, 604, Richard Rodriguez Talks About the Time Period, 420, Richard Rodriguez on Reflective Writing, 639; also see: From the Translator's Desk: Seamus Heaney Comments on Beowulf, 66, Burton Raffel Introduces Beowulf, 36, Burton Raffel Talks About the Time Period, 2, Burton Raffel on Shaping a Narrative, 213



• understanding how literary movements influence

writers.

The foundation of this objective can be found on pages: SE: Word Choice and Word Order, 758-760






5.02 Extend engagement with selected works of British literature by: • observing how the imaginative experience of

literature broadens and enriches real life.

The foundation of this objective can be found on pages: SE: Writing Critically, 1799

• relating style, meaning, and genre (including fiction, non-fiction, drama, and poetry).

The foundation of this objective can be found on pages: SE: Be Style-Conscious, 210-211; Writing

Critically, 1799

• applying literary, grammatical, and rhetorical terms of literature.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: From The Translator's Desk, 2, 36, 66, 213;

Focus On Literary Forms, 34, 292, 590, 704, 898, 1156; Academic words, high-frequency, 218, 414, 644, 844, 1002, 1338; From The Scholar's Desk, 224, 300, 409, 420, 604, 639, 650, 688, 839; Political science terms, 552, 1086; Medieval words, 880; Writing About Literature: Analyzing Literary Periods, 208–209, 990–991, Comparing and Contrasting Literary Themes, 634–635, Comparing and Contrasting Literary Trends, 404–405, Evaluating Literary Trends, 834–835, 1328–1329; also see: Editing/Proofreading: Words, commonly confused, 413, Commas, 643, Spelling, 843, Quotations, 1001, Focus on printed material, 1337








• demonstrating in various print and non-print media the significance of works.

The foundation of this objective can be found on pages: SE: Writing Critically, 1799

• discerning the effect of interpreting literature from various critical perspectives.










5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by:



















167, 168, 170, 174, 180, 185, 197, 242, 271, 273, 277, 486, 493, 516, 579, 713, 756, 784, 814, 827, 830, 910, 918, 1059, 1131, 1135, 1139, 1189








• identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.





Competency Goal 6: The learner will apply conventions of grammar and language usage. 6.01 Apply knowledge of literary terms, grammar, and rhetoric in order to write clearly, succinctly, and

accurately by: • using vocabulary strategies such as context clues,

resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases.

SE: Questions, (2) 707, (3) 722, (4) 734, (2) 755, (2) 756, (3, 4) 783, (1) 922, (3) 1084

• understanding how to use and apply grammatical, metaphorical, or rhetorical devices.

The foundation of this objective can be found on pages: TR: Instructor’s Resources with AP* Test Prep

Guide, Close Reading Suggestion, 15






• recognizing how to use different language conventions (such as loose or periodic sentences, effective use of passive voice, or the importance of strong verbs).

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Editing/Proofreading: Words, commonly

confused, 413, Commas, 643, Spelling, 843, Quotations, 1001, Focus on printed material, 1337; also see: Sentences, 158, 519, 677, 996, 1261, 1334; Style, 209, 290, 405, 408, 635, 835, 991, 1097, 1329



• revising writing to enhance voice and style,

sentence variety, subtlety of meaning, and tone in considerations of questions being addressed, purpose, audience, and genres.


• contrasting use of language conventions of authors in different time periods of British literature.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: From the Translator's Desk: Seamus Heaney

Comments on Beowulf, 66, Burton Raffel Introduces Beowulf, 36, Burton Raffel Talks About the Time Period, 2, Burton Raffel on Shaping a Narrative, 213; Understanding dialect, 189, 195, 197, 201; Academic words, high-frequency, 218, 414, 644, 844, 1002, 1338; From The Scholar's Desk, 224, 300, 409, 420, 604, 639, 650, 688, 839; Political science terms, 552, 1086; Medieval words, 880; also see: Writing About Literature: Analyzing Literary Periods, 208–209, 990–991; Using historical and cultural context, 590–591; Analyzing cultural differences, 1143, 1145, 1146, 1147, 1152








• analyzing the power of standard usage over nonstandard usage in formal settings such a job interviews, academic presentations, or public speaking events.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Writing Workshops: Job Portfolio and

Résumé, 836–991; also see: Formal essay, 590–591



6.02 Discern and correct errors in speaking and writing by: • reviewing and refining purposeful use of various

sentence types.

The foundation of this objective can be found on pages: SE: Revising (2, 5) 2125-2126

• editing for correct punctuation, spelling, mechanics, and standard edited American English.

The foundation of this objective can be found on pages: Using Spell Check and Grammar-Check Programs,

2127-2129

• using appropriate transitional words and phrases.

This standard is addressed in Prentice Hall Literature, The Penguin Edition: The British Tradition. SE/TE: Transitions, 209, 410; Revising: indicating

cause-and-effect transition, 896, clarifying connections with transitions, 1283; Transitions to make comparisons, 1261






Reference: http://www.ncpublicschools.org/curriculum/languagearts/scos/2004/

literature: an introduction to fiction, poetry, and drama...

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