prentice hall english 1 writing and grammar, handbook...

Prentice Hall Writing and Grammar, Handbook Edition Grade 9, 8th Edition © 2008

C O R R E L A T E D T O

Mississippi Language Arts Frameworks 2006English 1

E n g l i s h 1

Prentice Hall Writing and Grammar, Handbook, Grade 9, 8E © 2008Correlated to:

Mississippi Language Arts Frameworks 2006(English 1)

Mississippi Language Arts Frameworks 2006PAGE(S) WHERE TAUGHT

(If submission is not a text, cite appropriate resource(s))

a. The student will analyze the relationshipsof pairs of words in analogical statements (e.g., synonyms and antonyms) and infer word meanings from these relationships.

SE/TE: Analogies: defined, 569, 597, answering, on tests, 623

TR: Teaching Resources: Vocabulary and Spelling Practice Book; Academic and Workplace Skills Activity Book; Reading Support Practice Book; Formal Assessment

TECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

b. The student will analyze word choice and diction including formal and informal language, to determine the author’s purpose.

SE/TE: Diction, 30, 186, 203; English, formal and informal, 31; Authors: identifying purpose of, 595; Inferences: of author's purpose, 799



With a high–stakes graduation exit exam required of grade 10 students, the Mississippi Language Arts high school framework committee purposefully has designed similar objectives in grades 9 and 10.

COMPETENCIES and Objectives

1. The student will develop and apply expansive knowledge of words and word meanings to communicate.

Objectives:

NINTH GRADEGrade 9; One Year Course

Each competency and objective assumes the student has mastered the competencies and objectives in grades K–8.

While competencies for grades 9–12 remain identical, objectives require an extension of knowledge and broader, deeper application of skills. A critical component at each grade level is appropriate text complexity. This complexity is indicated by such elements as sophistication of language, content, and syntax. As students move from grade 9 to grade 12, texts should require a greater cognitive involvement for the student to appreciate and comprehend the literal aspects, along with figurative subtleties and nuances.

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

The TE book is aligned with the Handbook. The relevant Handbook pagenumber appears at the bottom of the corresponding TE page.





c. The student will analyze figurative language (e.g., metaphors, similes, hyperboles, personification, oxymoron, idioms, etc.) in multiple texts to evaluate the effect on setting, tone, theme, and mood.

SE/TE: Figurative language, 73; Opportunities to meet this standard appear on the following pages: 30, 180-192



d. The student will analyze text to determine authors’ purposes for using connotative or denotative words.

SE/TE: Connotation, choosing words with positive, 108, and denotation, 568, 599



a. The student will apply understanding of text features (e.g., introduction, bibliography, prologue, charts, graphics, footnotes, preface, afterward, sidebars, etc.) to verify, support, or clarify meaning.

SE/TE: Reading Methods and Tools, 587, Reading Skills: Using Different Reading Styles, 588, Using the SQ4R Method, 589–590, Using Outlines, 591, Using Graphic Organizers, 592–593, Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598, Reading Actively, 600, Reading Literary Writing, 600–603

TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment

2. The student will comprehend, respond to, interpret, or evaluate a variety of texts of increasing levels of difficulty.

Objectives:








b. The student will apply understanding of electronic text features to gain information or research a topic using electronic libraries (e.g., MAGNOLIA).

SE/TE: Internet: research using, 71, search words, 251, 545, narrowing topic with, 266, Shakespeare resources on, 402, maps on, 559, 618, library access on, 610, 611, electronic databases on, 612, newspapers and magazines on,614, dictionaries on, 617, using, 620, electronic calendar on, 634, budgeting sites on, 636, word search, 645, subject searches, 646, reliability of resources on, copyrighted materials on, 647; Electronic Texts: reading, 605, dictionary, 617, encyclopedia, 618; Internet Research Handbook, 677-679



c. The student will recognize text structures(e.g., description, comparison and contrast,sequential order, cause and effect, spatial order, process/procedural) and analyze their effect on theme, author’s purpose, etc.

SE/TE: Reading Methods and Tools, 587, Reading Skills: Using Different Reading Styles, 588, Using the SQ4R Method, 589–590, Using Outlines, 591, Using Graphic Organizers, 592–593, Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598, Reading Actively, 600, Reading Literary Writing, 600–603; Student Work in Progress, Drafting: with thought shots, 39, showing vs. telling, 55, creating general impression, 72, with subject–by–subject organization, 118, with topical paragraphs, 137, with support points, 155, with Roman numeral outline, 170, incorporating references from text, 188, supporting thesis, 201; Student Work in Progress, Final Drafts: short story, 63–65, advertisement, 111, comparison–and–contrast essay, 127–129, cause–and–effect essay, 145–147









d. The student will make inferences based on textual evidence of details, organization, and language to predict, draw conclusions, or determine author’s purpose.

SE/TE: Inferences, of author's purpose, 595



e. The student will analyze (e.g., interpret, compare, contrast, evaluate, etc.) literary elements in multiple texts from a variety of genres and media for their effect on meaning.

SE/TE: Setting: in short story, 53, details of, 186; Character Studies, 181; Reading Literary Writing, 600–603; also see: Responding to Fine Art and Literature, 35, 51, 69, 85, 101, 115, 133, 151, 165; Response to Literature, 181, 182–186, 187–188, 193, 194, 195; Symbols, underlining, 512; Using Critical Listening, 549; Viewing Information Media Critically, 555-556









–Short stories, novels, biographies, autobiographies, narrative essays (e.g., character, setting, plot, conflict, theme, mood, tone, point of view, allusion, figurative language, irony, symbolism,imagery, language/word choice, foreshadowing, flashback, etc.)

SE/TE: Setting: in short story, 53, details of, 186; Character Studies, 181; Reading Literary Writing, 600–603; also see: Responding to Fine Art and Literature, 35, 51, 69, 85, 101, 115, 133, 151, 165; Response to Literature, 181, 182–186, 187–188, 193, 194, 195; Symbols, underlining, 512



–Poetry (e.g., structure, language, theme, setting, persona, conflict, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.)

SE/TE: Speakers: identifying, in poetry, 602; Oral Traditions/Poetry, 603; Sound Devices, 186



–Drama (e.g., character, structure, techniques [e.g., soliloquy], mood, tone, conflict, imagery, allusion, figurative language, language/word choice, foreshadowing, etc.)

SE/TE: Dramatic interpretations, presenting, 563; Drama, 602



1) Literary Text and Literary Non–fiction







–Exposition, argumentation (e.g., language, point of view, structure, irony, symbolism, allusion, figurative language, imagery, language/word choice, etc.)

SE/TE: Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598; Student Work in Progress, Final Drafts: advertisement, 111, comparison–and–contrast essay, 127–129, cause–and–effect essay, 145–147



f. The student will analyze or evaluate texts to synthesize responses for summary, précis, explication, etc.

SE/TE: Summaries: for elaboration, 171, of drama events, 602, and note taking, 609, citing research, 672; SQ4R Method (survey, question, read, record, recite, review) 589–590; Study Skills, summarizing, 609; also see: Writing for Assessment, 196–197, 198–199, 200–201, 202–203, 204, 205TR: Teaching Resources: Academic and Workplace Skills Activity Book; Reading Support Practice Book, Formal Assessment


1) TV ads SE/TE: Viewing Information Media Critically, 555; Listening Skills, distinguish between fact and opinion, 556; also see: Advertisements, 98–111



2) Billboards SE/TE: Bulletin Board Advertisement, 110

g. The student will distinguish fact from opinion in different media.

2) Informational Texts









3) Essays SE/TE: Listening Skills, distinguish between fact and opinion, 556; also see: Persuasive Essays, 82–97



4) Literary non–fiction SE/TE: Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598



5) TV commentary SE/TE: Viewing Information Media Critically, 555; Listening Skills, distinguish between fact and opinion, 556; also see: Advertisements, 98–111









• Determine audience SE/TE: Considering Your Audience, 8, 36, 52, 70, 87, 103, 104, 107, 116, 134, 152, 166, 178, 185

TR: Teaching Resources: Writing Support Activity Book; Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


• Determine purpose SE/TE: Considering Your Purpose, 8, 36, 52, 70, 87, 103, 104, 107, 116, 134, 152, 166, 178, 185



• Generate ideas SE/TE: Prewriting, 5, 34–37, 50–53, 68–71, 84–88, 101–104, 114–117, 132–135, 150–151, 164–168, 182–186, 198–199



• Address prompt/topic SE/TE: Writing for Assessment, 196–197, 198–199, 200–201, 202–203, 204, 205

1) Planning:

3. The student will produce, analyze, and evaluate effective communication.

Objectives:a. The student will utilize, analyze, or evaluate the composing process (planning, drafting, revising, editing, publishing).









• Organize ideas SE/TE: Shaping Your Writing, to convey main point, 38, spatial organization for, 72, point–by–point plan for, subject–by–subject plan for, 118, chronological order for, 136, block plan for, 154, with organizational strategy, 169, with outline, 170, quick outline for, 200



• Compose a clearly stated thesis

SE/TE: Shaping Your Writing, thesis statement for, 89, 187, highlighting topic sentences, 156, tracking thesis, 172; Revising: supporting thesis, 201, checking introduction against conclusion, 202









• Formulate introduction, body, and conclusion

SE/TE: Introductions checking, against conclusion, 202; also see: Drafting, 5, 38–39, 54–55, 72–73, 89–90, 105, 118–119, 136–137, 154–155, 169–171, 187–188, 200–201; Shaping Your Writing: with strong lead, 10, to convey main point, 38, with voice of storyteller, 54, order of importance for, 72, 136, thesis statement for, 89, effective ad features for, 105, point–by–point plan for, 118, 154, chronological order for, 136,169, 187, with organizational strategy, 169, with outline, 170, quick outline for, 200



• Create paragraphs (minimally five paragraphs)

SE/TE: Drafting, 5, 38–39, 54–55, 72–73, 89–90, 105, 118–119, 136–137, 154–155, 169–171, 187–188, 200–201; Revising Paragraphs, Strategies for: seeing patterns, introducing functional, 173, highlighting topic sentences, 190, confirming coherence, 202; Paragraphs: body, 27, 187, 200, developing topical, 137, evaluating patterns in, 173, introduction, 187, 200



• Use various sentence structures

SE/TE: Revising Sentences: using transition boxesto smooth writing, 94, Highlighting: sentences to evaluate structure, Sentences: structure of, 336–337, 338; Structure: Text, description and structure of, 558

2) Drafting:









• Use paraphrasing for reports and documented text

SE/TE: Paraphrase: for elaboration, 171, to support thesis, 188, 201, crediting source of, 672



• Revise for clarity and coherence [consistent point of view (first person, third person), tone, transition, etc.]

SE/TE: Revising, 12, 40–44, 56–60, 74–79, 91–95, 106–108, 120–124, 138–142, 156–158, 172–175, 189–193, 202–203



3) Revising:







• Add and delete information and details (for audience, for purpose, for unity)

SE/TE: Revising Overall Structure, Strategies for: highlighting to frame writing, 11, color–coding to improve unity, 40, using chutes and ladders, 56, color–coding main impression, 74, supporting arguments, color–coding main points, 91, circling main ideas, 106, improving introduction, 120, color–coding causes and effects, 138, highlighting topic sentences, 156, tracking thesis, 172, checking for unity, 189, reviewing question againstanswer, 202; Revising Paragraphs, Strategies for: color–coding for connections, 12, exploding a moment, 41, making dialogue realistic, 57, building snapshots, 75, addressing critics, 92, improving sentence power, 107, making comparisons and contrasts clear, 121, using Reporter's Formula, 139, color–coding for generalizations, 156, seeing patterns, introducing functional, 173, highlighting topic sentences, 190, confirming coherence, 202



• Use precise language (appropriate vocabulary, concise wording, action verbs, sensory details, colorful modifiers, etc.) [NOTE: figurative language (simile, metaphor, personification, hyperbole, symbolism, imagery, irony, oxymoron, paradox, etc.), stylistic devices (alliteration, assonance, onomatopoeia, rhyme, rhythm, repetition, etc.) used with appropriate (or specific) mode/audience].

SE/TE: Revising Word Choice, Strategies for: circling repeated words, 13, circling action verbs, 42, circling vague nouns, 60, circling vague verbs, 78, using persuasive language, 95, color–coding dull words, 108, identifying repeated words, 124, circling vague words, 142, circling suspect words, 158, compiling synonym bank, 175, bracketing modifiers, 192, evaluating informal language, 203









• Use available resources (reference materials, technology, etc.)

SE/TE: Research Paper, 162–163, 164–168, 169–171, 172–175, 176–177, 178; Study, Reference, and Test–Taking Skills, 606, 607–609, 610–620, 621–625; also see: Internet: research using, 71, search words, 251, 545, narrowing topicwith, 266, Shakespeare resources on, 402, maps on, 559, 618, library access on, 610, 611, electronic databases on, 612, newspapers and magazines on, 614, dictionaries on, 617, using, 620, electronic calendar on, 634, budgeting sites on, 636, word search, 645, subject searches, 646, reliability of resources on, copyrighted materials on, 647; Reading Methods and Tools, 587, Reading Skills: Using Different Reading Styles, 588, Using the SQ4R Method, 589–590, Using Outlines, 591, Using Graphic Organizers, 592–593, Comprehending Nonfiction, 594, Evaluating Forms of Reasoning, 597–598; Internet Research Handbook, 677-679



• Proofread to correct errors SE/TE: Editing and Proofreading, 45, 61, 96, 109, 125, 143, 159, 176–177, 194, 204, 584, 585

4) Editing:









• Apply tools to judge quality (rubric, checklist, feedback, etc.)

SE/TE: Rubric for Self–Assessment/Reflecting on Your Writing/Building Your Portfolio, 46, 97, 110, 126, 144, 160, 178, 195, 205; also see: Giving and Getting Feedback, 547–548



• Proofread final text SE/TE: Editing and Proofreading, 45, 61, 96, 109, 125, 143, 159, 176–177, 194, 204, 584, 585



• Prepare final text (PowerPoint, paper, poster, display, oral presentation, writing portfolio, personal journal, classroom wall,etc.)

SE/TE: Publishing and Presenting, 46, 97, 110, 126, 144, 160, 178, 195, 205


5) Publishing:








b. The student will compose a response in the narrative mode clearly relating an event, telling explicitly what happened within a time frame defined by the event.

SE/TE: Writing for Assessment, 196–197, 198–199, 200–201, 202–203, 204, 205

TR: Teaching Resources: Writing Support Transparencies; Extra Grammar and Writing Exercises; Formal Assessment


c. The student will compose responses to literature, position papers, and expository essays in the informative mode clearly expressing a main idea thoroughly developed by relevant supporting details, which are well–elaborated and sufficient in number.

SE/TE: Exposition: Comparison–and–Contrast Essay, 112–113, 114–117, 118–119, 120–124, 125, 126–129; Exposition: Cause–and–Effect Essay, 130–131, 132–135, 136–137, 138–142, 143, 144–147; Exposition: Problem–and–Solution Essay, 148–149, 150–153, 154–155, 156–158, 159, 160; Research Paper, 162–163, 164–168, 169–171, 172–175, 176–177, 178; Writing for Assessment, 196–197, 198–199, 200–201, 202–203, 204, 205



1) TV ads SE/TE: Persuasion, 98, 99, 101–104, 105, 106–108, 109, 110, 111


d. The student will compose persuasive texts for different audiences using facts and opinions.








2) Commercials SE/TE: Persuasion, 98, 99, 101–104, 105, 106–108, 109, 110, 111



3) Billboards SE/TE: Persuasion, 98, 99, 101–104, 105, 106–108, 109, 110, 111



4) Catalog descriptions SE/TE: Advertisement, 98, 99, 101–104, 105, 106–108, 109, 110, 111; Description, 68-78



5) Editorials SE/TE: Persuasion, 82–83, 84–88, 89–90, 91–95, 96, 97









6) The student will research a topic comparing and/or contrasting information from a variety of sources to present findings.

SE/TE: Research Paper, 162–163, 164–168, 169–171, 172–175, 176–177, 178; Documented Essay, 179



1) Past perfect and future perfect tenses

SE/TE: Subject–Verb Agreement, 80, 408–416; Verb Usage, tenses, 122, 123, 370–371

TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal Assessment


2) Active and passive voice SE/TE: Highlighting verbs to identify active voice, 58; Grammar in Your Writing: active vs. passive voice, 59; Grammar in Literature: active and passive voice verbs, 386; Hands–on Grammar: active arrows and passive points, 388


4. The student will use standard English grammar, mechanics, and sentence structure to communicate.

Objectives:a. The student will analyze text to justify the appropriate use of advanced grammar in composing or editing.








3) Pronoun–antecedent agreement SE/TE: Antecedents, of pronouns, 222–223



1) Capitalize regions of countries SE/TE: Capitalization, 458–471 (countries on pages 462, 464, 465, 467)



2) Semicolons to separate items in a series when items include commas

SE/TE: Semicolons, 494–498



b. The student will analyze the appropriate use of advanced mechanics in composing or editing.









1) Parallel structure of sentences using participial and infinitive phrases and adverb and adjective clauses as modifiers; noun clauses as subjects, direct and indirect objects, predicate nominatives, or objects of the preposition

SE/TE: Adverb Clauses, 20, 93, 328–333; Adjective Clauses, 20, 323–327, 496; Participial Phrases, 310, 312–313; Infinitive Phrases, 317, 319; Adjective Phrases, 304–305; Adverb Phrases, 306–307



2) Avoiding misplaced modifiers to ensure clarity

SE/TE: Modifiers, misplaced, 363–365

TR: Teaching Resources: Grammar Exercise Workbook; Extra Grammar and Writing Exercises; Daily Language Practice; Daily Language Practice Transparencies; Formal AssessmentTECH: Interactive Textbook CD-ROM; Teacher Express CD-ROM, Test Bank CD-ROM; Writers at Work Video Program DVD; Writing and Grammar Companion Web Site

3) Using subordination to express the relationship between two unequal ideas within a single sentence

SE/TE: Clauses, subordinate, 20, 322, 357–358

c. The student will manipulate sentence structure to achieve a purpose such as clarification, definition, or emphasis in composing or editing.



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