Contents INTRODUCTORY UNIT COMMON CORE FOUNDATIONS Academic Vocabulary Workshop ................................................................ xlvi General Academic Vocabulary ..................................................................... xlvi Domain Specific Vocabulary ........................................................................ xlix Writing an Objective Summary ..................................................................... lii MODEL: Summary of Thank You, Ma’am ..................................................... liii Comprehending Complex Texts .................................................................... liv STRATEGY 1: Multidraft Reading ...................................................................... liv MODEL: Memory Margaret Walker ................................................................................................ lv STRATEGY 2: Close Reading .............................................................................. lvi MODEL: from The Federalist No. 2 Benjamin Franklin ............................................................................................. lvii STRATEGY 3: Ask Questions ............................................................................ lviii MODEL: from Farewell Address General Douglas MacArthur .............................................................................. lix INDEPENDENT PRACTICE: from State of the Union Address Andrew Johnson ............................................................................................... lix Analyzing Arguments ...................................................................................... lx MODEL: Remarks on East-West Relations at the Brandenburg Gate in West Berlin, June 12, 1987 Ronald Reagan .................................................................................................. lxi The Art of Argument: Rhetorical Devices and Persuasive Techniques ........................................................................... lxii MODEL: Remarks to the Senate in Support of a Declaration of Conscience Margaret Chase Smith ..................................................................................... lxiii Research Workshop ....................................................................................... lxvi Conducting Research .................................................................................... lxvi Research Process Workshop........................................................................ lxviii MODEL: Body Language ............................................................................. lxxv Citing Sources Reference Guide................................................................. lxxvii vi UNIT 1 • Is conflict necessary?
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INTRODUCTORY UNIT Contents - Pearson Educationassets.pearsonschool.com/asset_mgr/current/201313/...INTRODUCTORY UNIT I CONTENTSCOMMON CORE STATE STANDARDS The following standards are
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STRATEGY 2: Close Reading .............................................................................. lviMODEL: from The Federalist No. 2Benjamin Franklin ............................................................................................. lvii
STRATEGY 3: Ask Questions ............................................................................ lviiiMODEL: from Farewell AddressGeneral Douglas MacArthur .............................................................................. lix
INDEPENDENT PRACTICE: from State of the Union AddressAndrew Johnson ............................................................................................... lix
Analyzing Arguments ......................................................................................lxMODEL: Remarks on East-West Relations at the Brandenburg Gate in West Berlin, June 12, 1987Ronald Reagan .................................................................................................. lxi
The Art of Argument: Rhetorical Devices and Persuasive Techniques ........................................................................... lxii
MODEL: Remarks to the Senate in Support of a Declaration of ConscienceMargaret Chase Smith ..................................................................................... lxiii
Research Workshop ....................................................................................... lxviConducting Research .................................................................................... lxviResearch Process Workshop ........................................................................lxviiiMODEL: Body Language ............................................................................. lxxvCiting Sources Reference Guide ................................................................. lxxvii
The following standards are introduced in this unit and revisited throughout the program.
Reading Literature 2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Reading Informational Text 2. Determine a central idea of a text and analyze its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Writing 1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing
claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reason, and evidence.
1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
1.e. Provide a concluding statement or section hat follows from and supports the argument presented.
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information in the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Text AnalysisInternal and External Conflictsituational IronyDirect and Indirect CharacterizationPlotThird Person omniscient and Limited Point of ViewsymbolismVoicesupporting EvidenceDictionDescription
Comprehensionmake InferencesAnalyze Cause and Effectmake Predictions
Language StudyLatin suffix -esqueLatin prefix de-Latin root -bene-Latin suffix -tion
Language Study WorkshopUsing a Dictionary and Thesaurus
DISCUSS
Presentation of Ideasoral PresentationDebate
Comprehension and CollaborationRetelling
Responding to TextGroup DiscussionPartner DiscussionClass Discussion
Speaking and Listening WorkshopEvaluating a speech
RESEARCH
Research and TechnologyInformational Brochure
Investigate the Topic: ConformityCultural AttitudesLearning EnglishEthicsNonconformist AchieversProdigies
WRITE
Writing to SourcesComparison-and-Contrast EssayNews ReportWritten PresentationCritiqueExplanatory EssayResponse to LiteratureInformational EssayArgumentative EssayPosition PaperAutobiographical Narrativeshort story
Writing ProcessArgument: Response to Literature
UNIT VOCABULARY
Academic Vocabulary appears in blue.
The Most Dangerous Game palpable, scruples, indolently, grotesque, naïve, futileThe Gift of the Magi instigates, cascade, faltered, prudence, discreet, depreciateRules of the Game pungent, retort, prodigy, malodorous, concessions, benevolentlyThe Cask of Amontillado precluded, afflicted, explicit, recoiling, subsided, retributionCheckouts; The Girl Who Can reverie, dishevelment, perverse, fertile, comprehension, humble, character, context, differentiate, perspectiveThe Scarlet Ibis imminent, infallibility, precariously, effective, detract, pervadeMuch madness is divinest Sense— discerning, prevail, emphasize, contradictoryMy English bilingual, enumerated, accentuated, illustrate, noteworthy, barrierThe Case for Fitting In prejudice, solidarity, credentials, distinction, critical, consultfrom The Geeks Shall Inherit the Earth allegedly, monotonous, squelching, characterize, analyze, evidencefrom Blue Nines and Red Words prime, calculating, symmetrical, findings, progression, vividfrom The New Yorker literal, implied, depicts
COMMON CORE STATE STANDARDS
For the full wording of the standards, see the standards chart following the Contents pages.
Text AnalysisInternal and External Conflictsituational IronyDirect and Indirect CharacterizationPlotThird Person omniscient and Limited Point of ViewsymbolismVoicesupporting EvidenceDictionDescription
Comprehensionmake InferencesAnalyze Cause and Effectmake Predictions
Language StudyLatin suffix -esqueLatin prefix de-Latin root -bene-Latin suffix -tion
Language Study WorkshopUsing a Dictionary and Thesaurus
DISCUSS
Presentation of Ideasoral PresentationDebate
Comprehension and CollaborationRetelling
Responding to TextGroup DiscussionPartner DiscussionClass Discussion
Speaking and Listening WorkshopEvaluating a speech
RESEARCH
Research and TechnologyInformational Brochure
Investigate the Topic: ConformityCultural AttitudesLearning EnglishEthicsNonconformist AchieversProdigies
WRITE
Writing to SourcesComparison-and-Contrast EssayNews ReportWritten PresentationCritiqueExplanatory EssayResponse to LiteratureInformational EssayArgumentative EssayPosition PaperAutobiographical Narrativeshort story
Writing ProcessArgument: Response to Literature
UNIT VOCABULARY
Academic Vocabulary appears in blue.
The Most Dangerous Game palpable, scruples, indolently, grotesque, naïve, futileThe Gift of the Magi instigates, cascade, faltered, prudence, discreet, depreciateRules of the Game pungent, retort, prodigy, malodorous, concessions, benevolentlyThe Cask of Amontillado precluded, afflicted, explicit, recoiling, subsided, retributionCheckouts; The Girl Who Can reverie, dishevelment, perverse, fertile, comprehension, humble, character, context, differentiate, perspectiveThe Scarlet Ibis imminent, infallibility, precariously, effective, detract, pervadeMuch madness is divinest Sense— discerning, prevail, emphasize, contradictoryMy English bilingual, enumerated, accentuated, illustrate, noteworthy, barrierThe Case for Fitting In prejudice, solidarity, credentials, distinction, critical, consultfrom The Geeks Shall Inherit the Earth allegedly, monotonous, squelching, characterize, analyze, evidencefrom Blue Nines and Red Words prime, calculating, symmetrical, findings, progression, vividfrom The New Yorker literal, implied, depicts
COMMON CORE STATE STANDARDS
For the full wording of the standards, see the standards chart following the Contents pages.
introducing the Big Question is knowledge the same as understanding? .................................. TK
close Reading WorkshopRead • Discuss • Research • Write .......... TK
HISTORICAL ACCOUNT
i am an american Day addressLearned Hand ........................................ TK
NARRATIVE ESSAY
Before Hip-Hop Was Hip-HopRebecca Walker ..................................... TK
PART 2text anaLYSiS GUIDED EXPLORATION
CHANGING PERSPECTIVES
elements of essays, articles, and Speeches ................ TKanalyzing the Development, organization, and communication of ideas ................................................ TK
NONFICTION READINGS
on SummerLorraine Hansberry ............................................................ TK
the newsNeil Postman ..................................................................... TK
Libraries Face Sad chapterPete Hamill ....................................................................... TK
“i Have a Dream”Dr. Martin Luther King, Jr. ................................................. TK
Elements of Poetry ......................................................... TKAnalyzing Poetic Language ........................................... TK
Text AnalysisFigurative LanguageSound DevicesNarrative PoetryRhyme and MeterComparing Forms of Lyric PoetryAlliterationAutobiographyHistorical ContextParallelism
ComprehensionRead FluentlyParaphrase
Language StudyLatin root -fer-Greek prefix mono-Latin prefix pre-Latin suffix -ment
Language Study WorkshopWords with Multiple Meanings
DISCUSS
Presentation of IdeasIllustrated PresentationDialoguePanel Discussion
Comprehension and CollaborationSpeech
Responding to TextGroup DiscussionPartner DiscussionOne-on-One Discussion
Speaking and Listening WorkshopOral Interpretation of Literature
RESEARCH
Investigate the Topic: The kennedy Assassination
Not Just a Nation, but a WorldFirst LadiesMediaPresidential SpeechesOral History
WRITE
Writing to SourcesDescription of a SceneEditorialPoemExplanatory EssayExpository EssayCharacter AnalysisAnalytical EssayHistorical NarrativeMagazine ArticleMemoirArgumentative Essay
Text AnalysisFigurative LanguageSound DevicesNarrative PoetryRhyme and MeterComparing Forms of Lyric PoetryAlliterationAutobiographyHistorical ContextParallelism
ComprehensionRead FluentlyParaphrase
Language StudyLatin root -fer-Greek prefix mono-Latin prefix pre-Latin suffix -ment
Language Study WorkshopWords with Multiple Meanings
DISCUSS
Presentation of IdeasIllustrated PresentationDialoguePanel Discussion
Comprehension and CollaborationSpeech
Responding to TextGroup DiscussionPartner DiscussionOne-on-One Discussion
Speaking and Listening WorkshopOral Interpretation of Literature
RESEARCH
Investigate the Topic: The kennedy Assassination
Not Just a Nation, but a WorldFirst LadiesMediaPresidential SpeechesOral History
WRITE
Writing to SourcesDescription of a SceneEditorialPoemExplanatory EssayExpository EssayCharacter AnalysisAnalytical EssayHistorical NarrativeMagazine ArticleMemoirArgumentative Essay
text analysisDialogue and Stage DirectionsBlank VerseDramatic SpeechesDramatic IronyTragedy and MotiveComparing Archetypal ThemesSatireSituational IronyAnecdoteEvidenceConnotations
text analysisDialogue and Stage DirectionsBlank VerseDramatic SpeechesDramatic IronyTragedy and MotiveComparing Archetypal ThemesSatireSituational IronyAnecdoteEvidenceConnotations
Language StuDY Idioms, Jargon, and Technical Terms .................................. TK
Speaking anD LiStening Comparing Media Coverage ........................................................................ TKWRiting pRoceSS Autobiographical Narrative ............................................... TK