modern world literature - mcdougal littell · how authors use the features to achieve their...

Nevada State Content StandardsEnglish/Language ArtsFor Regular and Honors Courses

M O D E R N

WORLDLITERATURE

correlated to the

A N E X T E X T A N T H O L O G Y

9/20022001

© 2001

PE: Pupil’s EditionGIR: Guide to Internet Resources 1

McDougal Littell'sModern World Literature

A Nextext Anthology

correlated to the

NEVADA STATE CONTENT STANDARDSENGLISH/LANGUAGE ARTS

Grade 12

For Regular and Honors Courses

Reading

Content Standard 1.0 Students know and use word analysis skills and strategies tocomprehend new words encountered in text.

1.12.3 Apply knowledge of Anglo-Saxon-, Greek-, and Latin-derived roots and affixes todetermine the meaning of unknown vocabulary across the curriculum.

Throughout the anthology, vocabulary words appear in boldface type and arefootnoted. Specialized or technical words and phrases appear in lightface type and arefootnoted.

PE: Opportunities to teach words with Anglo-Saxon-, Greek-, and Latin-derived roots and affixes can be found on these pages: 13, 14, 15, 18, 26,29, 31, 41, 43, 53, 61, 63, 64, 75, 77, 80, 83, 89, 91, 97, 101, 103, 104, 106,107, 113, 114, 115, 117, 119, 136, 138, 143, 147, 148, 150, 155, 163, 165,169, 171, 175, 176, 177, 179, 180, 181, 182, 183, 187, 190, 199, 200, 201,202, 204, 216, 219, 220, 224, 225, 228, 233, 234, 235, 236, 237, 238, 240,241, 243, 244, 246, 247, 251, 269, 274, 275, 281, 282, 285, 286, 296, 297,298, 299, 308, 314, 319, 320, 322, 325, 327, 328, 329, 332, 334, 335, 336,337, 338, 339, 342, 343, 346, 348, 349, 351, 356, 357, 358, 360, 362, 363,364, 366, 367, 368, 372, 373, 374, 376, 378, 379, 380, 394, 395, 396, 397,398, 399, 405, 406, 407, 409, 411, 415, 418, 423, 424, 427, 435, 439, 441,442, 449, 450, 455, 457, 458, 459, 460, 461, 464, 465, 468, 470, 471, 473,475, 480, 481, 482, 483, 484, 487, 489, 492, 495, 506, 511, 514, 515, 518,519, 520, 522, 523, 525, 528, 532, 535, 544, 551, 553, 555, 556, 564, 565,567, 570, 571, 575, 577, 578, 579, 580

GIR: See Internet Lessons and Quizzes.*

* Note: The Guide to Internet Resources at www.nextext.com contains additionalbackground for teaching the selections, printable worksheets and quizzes,bibliographies to help with student research papers, and links to related Websites.

McDougal Littell's Modern World Literature A Nextext Anthology correlated to theNEVADA STATE CONTENT STANDARDS ENGLISH/LANGUAGE ARTS, Grade 12, For Regular and Honors Courses

2

1.12.4 Discern subtle differences between closely related words (e.g., thin and slender); usereferences as necessary.

PE: Opportunities to teach subtle differences between closely related wordscan be found on these pages: 11, 12, 18, 20, 27, 26, 28, 31, 41, 43, 63, 65,66, 71, 73, 74, 75, 77, 82, 86, 87, 89, 90, 94, 95, 96, 97, 98, 101, 103, 105,107, 109, 111, 113, 114, 115, 118, 119, 136, 140, 143, 147, 148, 150, 155,160, 162, 164, 167, 175, 176, 177, 182, 187, 189, 194, 199, 200, 201, 202,204, 207, 208, 216, 218, 219, 220, 225, 227, 229, 233, 234, 237, 238, 240,244, 246, 248, 250, 251, 265, 269, 270, 274, 275, 276, 278, 281, 282, 285,301, 305, 307, 308, 314, 315, 319, 321, 322, 325, 327, 329, 330, 332, 333,334, 335, 336, 337, 338, 346, 347, 348, 349, 351, 353, 354, 355, 356, 360,361, 362, 363, 364, 366, 367, 370, 372, 374, 375, 377, 379, 392, 393, 395,396, 397, 398, 400, 402, 403, 404, 405, 406, 407, 409, 410, 411, 412, 413,415, 419, 420, 421, 422, 423, 430, 431, 435, 436, 438, 439, 440, 442, 448,450, 453, 455, 457, 460, 461, 465, 467, 469, 473, 475, 476, 478, 479, 480,481, 482, 484, 487, 489, 490, 492, 493, 495, 497, 501, 502, 504, 509, 510,511, 515, 519, 520, 521, 522, 523, 528, 529, 530, 532, 533, 534, 535, 543,544, 545, 546, 552, 553, 556, 558, 559, 562, 564, 565, 566, 570, 575, 577,578, 581

GIR: See Internet Lessons and Quizzes.

1.12.5 Apply knowledge of syntax and literary allusions to acquire an understanding ofnew words and to comprehend text.

PE: Opportunities to discuss and apply knowledge of syntax and literaryallusions to acquire an understanding of new words and to comprehendtext can be found in all text selections. See especially the following pages:217, 269, 270, 344, 353, 374, 522, 580

GIR: See Internet Lessons and Quizzes.

Content Standard 2.0 Students use reading process skills and strategies to buildcomprehension.

2.12.1 Refine pre-reading strategies such as accessing prior knowledge, predicting,previewing, and setting a purpose to ensure comprehension.

PE: “Questions to Consider” at the end of each selection can be used tooffer opportunities for previewing the selection and setting a purpose forreading. See the following pages: 10, 16, 26, 30, 34, 39, 48, 50, 67, 75, 78,82, 85, 93, 102, 111, 121, 144, 147, 156, 158, 162, 170, 173, 183, 192,193, 198, 204, 210, 214, 217, 235, 253, 267, 272, 276, 279, 287, 294, 298,305, 309, 315, 323, 333, 341, 344, 351, 358, 362, 364, 371, 381, 398, 403,408, 421, 432, 437, 445, 455, 473, 481, 487, 495, 511, 526, 532, 541, 545,549, 554, 560, 576, 581Opportunities to build contextual understanding are provided in theauthor biographies with each section.

GIR: See “Before Reading” sections in Internet Lessons and Internet StudyGuides.


3

2.12.2 Use specific repair strategies such as summarizing, clarifying ambiguities, andconsulting other sources.

PE: Opportunities for teacher-directed instruction in specific repair strategiesoccur with all of the text selections.

GIR: See Internet Study Guides.

2.12.3 Plan, monitor, and assess the strategies used to ensure comprehension of a variety oftexts.

PE: “Questions to Consider” at the end of each selection offer opportunitiesto assess student comprehension of each selection. See the followingpages: 10, 16, 26, 30, 34, 39, 48, 50, 67, 75, 78, 82, 85, 93, 102, 111, 121,144, 147, 156, 158, 162, 170, 173, 183, 192, 193, 198, 204, 210, 214, 217,235, 253, 267, 272, 276, 279, 287, 294, 298, 305, 309, 315, 323, 333, 341,344, 351, 358, 362, 364, 371, 381, 398, 403, 408, 421, 432, 437, 445, 455,473, 481, 487, 495, 511, 526, 532, 541, 545, 549, 554, 560, 576, 581


Content Standard 3.0 Students read to comprehend, interpret, and evaluate literaturefrom a variety of authors, cultures, and times.

3.12.1 Analyze characters, plots, setting, themes, and points of view in any given piece ofliterature.

PE: 34, 39, 67, 82, 85, 93, 97, 144, 147, 156, 183, 205, 214, 217, 231, 235, 267,279, 287, 298, 315, 333, 341, 344, 351, 358, 432, 437, 445, 452, 511, 532,541, 545, 560


3.12.2 Make inferences supported by the text regarding characters, plots, settings, andthemes.

PE: 34, 39, 67, 82, 85, 93, 97, 144, 147, 156, 183, 205, 214, 217, 231, 235, 267,279, 287, 298, 315, 333, 341, 344, 351, 358, 432, 437, 445, 452, 511, 532,541, 545, 560


3.12.3 Analyze viewpoints and messages in relation to the historical and cultural context ofrecognized works of British, American, or world literature.

PE: 16, 26, 34, 67, 78, 82, 102, 121, 144, 162, 166, 183, 192, 217, 231, 253,272, 381, 526, 532, 549, 581


3.12.4 Use textual evidence to analyze the theme or meaning of a selection.

PE: 34, 39, 82, 85, 93, 147, 156, 183, 217, 235, 267, 279, 341, 344, 351, 432,437, 445, 452, 511, 541



4

3.12.5 Analyze and evaluate ways authors use imagery, figures of speech, and sound to elicitreader response.

PE: 272, 276, 309, 417, 421, 452, 495GIR: See Internet Study Guides.

3.12.6 Analyze how irony, tone, mood, style, syntax, and sound of language are used forrhetorical and aesthetic purposes.

PE: 10, 48, 78, 82, 102, 121, 144, 147, 309, 358, 362, 403, 473, 487, 554, 560GIR: See Internet Study Guides.

3.12.7 Analyze the effects of an author’s choice of literary form.

PE: The text includes a variety of short stories, poems and non-fiction pieces(essays, speeches, and memoirs), representing a variety of cultures andperspectives. “Questions to Consider” following each selection provideopportunities for students to analyze the effects of a specific form. See,for example, the following pages: 272, 362, 364, 452, 545


Content Standard 4.0 Students read to comprehend, interpret, and evaluateinformational texts for specific purposes.

4.12.1 and4.12.2 Analyze text features and rhetorical strategies of different types of primary source

documents (e.g., policy statements, speeches, debates, diaries, platforms) and identifyhow authors use the features to achieve their purposes.

PE: Opportunities to address this objective can be found in the text selectionfound on the following pages: 174-183

GIR: See Internet Study Guide for this selection.

4.12.3 Locate, organize, interpret, and synthesize information in multiple primary andsecondary sources to support ideas and positions.

PE: Opportunities to address this objective can be found in the text selectionswhich begin on the following pages: 61, 112, 174, 236, 310, 324, 352,372, 392, 474, 496, 514, 577

GIR: See Internet Study Guides for non-fiction texts and Internet Links.

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advancedin texts.

PE: Opportunities to address this objective can be found in discussing thefourteen non-fiction selections provided in the text. See the followingpages: 61, 112, 174, 236, 310, 326, 330, 352, 372, 392, 474, 496, 514, 577

GIR: See Internet Study Guides for non-fiction texts.


5

4.12.5 Analyze how historical and cultural contexts influence the content and validity ofinformational texts.

PE: Opportunities to address this objective can be found in special featureswhich place writers and their works in historical, political, andgeographical contexts. See the following pages: 122-131, 254-259, 582-507

GIR: See Internet Study Guides for non-fiction texts and Internet Links.

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

PE: Opportunities to address this objective can occur in teacher-directedinstruction to students for such text-based projects as research papers andmulti-media presentations.

GIR: Opportunities to address this objective can occur in teacher-directedinstruction to students for access and use of the internet resources.

Writing

Content Standard 5.0 Students write a variety of texts that inform, persuade, describe,evaluate, or tell a story and are appropriate to purpose and audience.

5.12.1 Write a research paper that develops a thesis, contains information selected from atleast ten sources, and conforms to a style manual.

PE: Opportunities for creating and developing a research thesis can be foundin many of the topics suggested in text “Questions to Consider.” See thefollowing pages for examples: 16, 26, 34, 67, 78, 82, 102, 121, 122-131,144, 162, 166, 183, 192, 217, 253, 254-259, 272, 381, 526, 532, 549, 581

GIR: See essay questions provided in Study Guides, and Internet Links.

5.12.2 Produce subject-specific technical writing, such as instructions for a shop project orfield reports for science.

PE: Many of the literature selections and images throughout the text canprovide inspiration for subject-specific technical writing.

GIR: See Internet Links.

5.12.3 Write reflective texts that draw comparisons between specific incidents and broaderthemes.

PE: Opportunities to address this objective can be found in those “Questionsto Consider” which provoke thought about specific incidents as areflection of broader themes. See the following pages for examples: 82,85, 93, 183, 217, 235, 267, 279, 341, 432, 437, 445, 452, 541

GIR: See Study Guides.


6

5.12.4 Write responses to literature that analyze and critique the use of imagery, language,themes, stylistic devices, and tone.

PE: Opportunities to address this objective can be found in those “Questionsto Consider” which deal with the use of imagery, language, themes,stylistic devices, and tone. See the following pages for examples: 10, 48,78, 82, 85, 144, 147, 183, 235, 309, 341, 362, 403, 432, 437, 445, 452,473, 487, 554, 560


5.12.5 Write summaries or abstracts that distill large amounts of information into clear,concise prose.

PE: Opportunities to write summaries or abstracts of non-fiction can be foundin the fourteen non-fiction selections provided in the text. See thefollowing pages: 61, 112, 174, 236, 310, 326, 330, 352, 372, 392, 474,496, 514, 577

5.12.6 Write persuasive texts that evaluate, interpret, or speculate using specific rhetoricaldevices to support assertions; clarify and defend positions with precise and relevantevidence.

PE: Opportunities to address this objective can be found in those “Questionsto Consider” which ask students to support an opinion. See thefollowing pages for examples: 158, 210, 235, 253, 287, 305, 315, 323,333, 351, 403, 417, 511, 541, 545

GIR: See Internet Study Guide essay questions.

Content Standard 6.0 Students write with a clear focus and logical development,evaluating, revising, and editing for organization, style, tone, and word choice.

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attentionto audience, purpose, and personal style.

PE: Although writing opportunities are provided in abundance throughout thetext and Internet web site, the formal writing instruction called for in thisobjective is the province of an integrated language arts program, such asMcDougal Littell’s The Language of Literature and Language Network.

6.12.2 Organize ideas in compositions by selecting and applying structures such ascomparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.



7

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.


6.12.4 Revise writing to improve word choice, organization, and point of view, using givencriteria such as rubrics or feedback from others.


6.12.5 Edit for use of standard English.


6.12.7 Share final drafts with a designated audience.


Content Standard 7.0 Students write using standard English grammar, usage,punctuation, capitalization, and spelling.

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; usemodifiers, parallel structure, and subordination correctly in writing.

PE: Although writing opportunities are provided in abundance throughout thetext and Internet web site, the specific grammar instruction called for inthis objective is the province of an integrated language arts program, suchas McDougal Littell’s The Language of Literature and LanguageNetwork.

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varyinglengths for stylistic effect.

PE: Although writing opportunities are provided in abundance throughout thetext and Internet web site, the specific writing-style instruction called forin this objective is the province of an integrated language arts program,such as McDougal Littell’s The Language of Literature and LanguageNetwork.


8

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

PE: Although writing opportunities are provided in abundance throughout thetext and Internet web site, the specific writing-style instruction called forin this objective is the province of an integrated language arts program,such as McDougal Littell’s The Language of Literature and LanguageNetwork.

7.12.4 Use rules of capitalization.

PE: Although writing opportunities are provided in abundance throughout thetext and Internet web site, the specific grammar instruction called for inthis objective is the province of an integrated language arts program, suchas McDougal Littell’s The Language of Literature and LanguageNetwork.

7.12.5 Demonstrate conventional spelling.

PE: Although writing opportunities are provided in abundance throughout thetext and Internet web site, the spelling instruction called for in thisobjective is the province of an integrated writing program, such asMcDougal Littell’s Language Network.

Listening and Speaking

Content Standard 8.0 Students listen to and evaluate oral communications for content,style, speaker’s purpose, and audience appropriateness.

8.12.1 Summarize and evaluate communications that inform, persuade, and entertain.

PE: Many of the selections provided in Modern World Literature could beadapted for oral presentation in order to meet this objective. See thefollowing pages for examples: from Japan, the Ambiguous, and Myself(inform), pp. 174-183; The Other America (persuade), pp. 372-381; TheGrasshopper and the Bell Cricket (entertain), pp. 159-162

8.12.2 Create and apply criteria for evaluating content and delivery of oral and multi-mediapresentations.

PE: Although opportunities for oral presentations are abundant throughoutthe text and Internet web site, the specific listening instruction called forin this objective is the province of an integrated language arts program,such as McDougal Littell’s The Language of Literature and LanguageNetwork.


9

8.12.3 Analyze the effects of language and dialect on audience response.

PE: Although opportunities for oral presentations are abundant throughoutthe text and Internet web site, the specific listening instruction called forin this objective is the province of an integrated language arts program,such as McDougal Littell’s The Language of Literature and LanguageNetwork.

Content Standard 9.0 Students speak using organization, style, tone, voice, and mediaaids appropriate to audience and purpose.

9.12.1 Use specific and varied vocabulary and apply standard English to communicate ideas.

PE: Opportunities to address this objective can be found by asking for oralresponses to the “Questions to Consider” provided after each selection.See the following pages: 10, 16, 26, 30, 34, 39, 48, 50, 67, 75, 78, 82, 85,93, 102, 111, 121, 144, 147, 156, 158, 162, 170, 173, 183, 192, 193, 198,204, 210, 214, 217, 235, 253, 267, 272, 276, 279, 287, 294, 298, 305, 309,315, 323, 333, 341, 344, 351, 358, 362, 364, 371, 381, 398, 403, 408, 421,432, 437, 445, 455, 473, 481, 487, 495, 511, 526, 532, 541, 545, 549, 554,560, 576, 581


9.12.2 Make formal oral or multi-media presentations, using vocabulary and public speakingtechniques appropriate to audience and purpose.

PE: Although opportunities for oral presentations are abundant throughoutthe text and Internet web site, the specific speaking instruction called forin this objective is the province of an integrated language arts program,such as McDougal Littell’s The Language of Literature and LanguageNetwork.

9.12.3 Organize and deliver planned, extemporaneous, and impromptu presentations thataddress a topic and engage the audience.

PE: Although opportunities for oral presentations are abundant throughoutthe text and internet web site, the specific speaking instruction called forin this objective is the province of an integrated language arts program,such as McDougal Littell’s The Language of Literature and LanguageNetwork.

9.12.4 Read aloud or recite literary, dramatic, and original works.

PE: Many of the selections provided in Modern World Literature could beadapted for oral presentation in order to meet this objective. See thefollowing pages for examples: 11, 35, 83, 103, 134, 167, 174, 199, 216,273, 295, 324, 359, 392, 409, 533, 550


10

Content Standard 10.0 Students participate in discussions to offer information, clarifyideas, and support a position.

10.12.1 Participate in problem-solving conversations or group discussions by identifying,synthesizing, and evaluating data

PE: Opportunities to address this objective can be found in those “Questionsto Consider” which ask students to express and support an opinion. Seethe following pages for examples: 158, 210, 235, 253, 287, 305, 315, 323,333, 351, 403, 417, 511, 541, 545


10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.



10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlinesfor decision making to improve productivity of group discussions.

PE: Opportunities to address this objective can be found by asking for oralresponses to the “Questions to Consider” provided after each selection.See the following pages: 10, 16, 26, 30, 34, 39, 48, 50, 67, 75, 78, 82, 85,93, 102, 111, 121, 144, 147, 156, 158, 162, 170, 173, 183, 192, 193, 198,204, 210, 214, 217, 235, 253, 267, 272, 276, 279, 287, 294, 298, 305, 309,315, 323, 333, 341, 344, 351, 358, 362, 364, 371, 381, 398, 403, 408, 421,432, 437, 445, 455, 473, 481, 487, 495, 511, 526, 532, 541, 545, 549, 554,560, 576, 581


10.12.4 Justify a position using logic and refuting opposing viewpoints.




11

Research

Content Standard 11.0 Students formulate research questions, use a variety of sources toobtain information, weigh the evidence, draw valid conclusions, and present findings.

11.12.1 Formulate cross-curricular research questions and use an appropriate research designto gather information.

PE: Opportunities to form and explore research questions can be found inmany of the “Questions to Consider,” in author biographies and inspecial pictorial features. See the following pages for examples: 16, 26,34, 67, 70, 78, 82, 102, 121, 122-131, 134, 144, 162, 166, 183, 192, 217,253, 254-259, 272, 280, 352, 381, 382-389, 482, 526, 532, 549, 550, 581,582-597. Research writing instruction called for in this standard is theprovince of an integrated writing program, such as McDougal Littell’sThe Language of Literature and Language Network.

GIR: See of Internet Lessons (Before Reading sections) and Internet Links.

11.12.2 Evaluate possible sources of information for credibility and usefulness.

PE: Although opportunities for independent research are abundant throughoutthe text and Internet web site, the specific research instruction called for inthis objective is the province of an integrated language arts program, suchas McDougal Littell’s The Language of Literature and LanguageNetwork.

GIR: See Internet Links.

11.12.3 Cite sources of information using a standard method of documentation.

PE: Although opportunities for independent research are abundant throughoutthe text and Internet web site, the specific instruction in documentationcalled for in this objective is the province of an integrated language artsprogram, such as McDougal Littell’s The Language of Literature andLanguage Network.

11.12.5 Organize and present research findings using appropriate media.

PE: Although opportunities for independent research are abundant throughoutthe text and Internet web site, the specific instruction in researchpresentation called for in this objective is the province of an integratedlanguage arts program, such as McDougal Littell’s The Language ofLiterature and Language Network.

modern world literature - mcdougal littell · how authors use the features to achieve their...

Documents