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Correlated to: North Carolina English Language Arts Curriculum
(English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 1
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
English II Students in English II read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical, argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • Research material to use primarily in clarifying their own explanatory responses to situations and literary-
based issues. • Critically interpret and evaluate experiences, literature, language, and ideas. • Use standard grammatical conventions and select features of language appropriate to purpose, audience, and
context of the work. Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives. 1.01 Produce reminiscences (about a person, event, object, place, animal) that engage the audience by: • using specific and sensory details with purpose.
SE/TE: Gathering details: creating character/setting cards, 100, combining with figurative language (chart), 656, listing sensory details from experience, 810; Providing elaboration: using dialogue, 101, fully developing ideas, 657, using effective imagery, 811, using simile, metaphor, personification, 811; Revising Overall Structure: to add detail, 657; Shaping writing: to replace vague words, 811; also see: Writing Workshop: Autobiographical narrative, 100–104, Reflective essay, 810–814
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
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• moving effectively between past and present.
SE/TE: Shaping writing: using plot diagram, 101, choosing logical organization (order of events), 811; also see: Writing Workshop: Autobiographical narrative, 100–104, Reflective essay, 810–814
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• recreating the mood felt by the author during the reminiscence.
SE/TE: Shaping writing: by personalizing voice (forced vs. genuine), 657; also see: Writing Workshop: Autobiographical narrative, 100–104, Reflective essay, 810–814; Writing to Compare Literary Works: tone and mood, 653
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
1.02 Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by:
• relating personal knowledge to textual information or class discussion.
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
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
• exhibiting an awareness of culture in which text is set or in which text was written.
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
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
• demonstrating an understanding of media's impact
on personal responses and cultural analyses.
SE/TE: Communications Workshop: Analyzing Media Presentations, 194, Comparing Media Coverage, 1158; also see: Choosing topic: scanning newspapers/magazines, 187, browsing media sources, 387, scanning news media/neighborhood discussions, 490, conducting media review, 559, reviewing newspapers/magazines, 943)
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
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 5
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
1.03 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: • selecting, monitoring, and modifying as necessary
reading strategies appropriate to readers' purpose.
SE/TE: Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; also see: Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587
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
• identifying and analyzing text components (such as
organizational structures, story elements, organizational features) and evaluating their impact on the text.
SE/TE: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying purpose/structure, 590, 622; Assessing comprehension/interpretation, 369, 517, 699, 797, 931, 1131
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 6
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• providing textual evidence to support understanding of and reader's response to text.
SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying details, 77; Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708; Making Inferences based on stated details, 222, 236, 239, 251, 255, 260, 265; using text aids/details to draw conclusions for analyzing cultural context, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• demonstrating comprehension of main idea and
supporting details.
SE/TE: Analyzing main idea/supporting details, 424,426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 7
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• summarizing key events and/or points from text.
SE/TE: Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 797, 808; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
• making inferences, predicting, and drawing
conclusions based on text.
SE/TE: Making predictions, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141; Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296; Drawing conclusions from short story, 304, 306, 324, 330, 334, 337, 338, 341, 342, 345, 348, 352, 357, 360, 362, 365, 366, 369, 382; using text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
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
• making connections between works, self and related
topics. SE/TE: Connect to the Literature, 31, 44, 57, 72, 87,
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
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• analyzing and evaluating the connections or
relationships between and among ideas, concepts, characters and/or experiences.
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
• identifying and analyzing elements of expressive
environment found in text in light of purpose, audience, and context.
SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; also see: Communications From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Competency Goal 2 The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience. 2.01 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: • selecting, monitoring, and modifying as necessary
reading strategies appropriate to readers' purpose.
SE/TE: Assessing comprehension /interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; also see: Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 11
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
(Continued) • selecting, monitoring, and modifying as necessary
reading strategies appropriate to readers' purpose.
(Continued) SE/TE: Eady, Cornelius on “The Poetic Interpretation
of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587
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
• identifying and analyzing text components (such as
organizational structures, story elements, organizational features) and evaluating their impact on the text.
SE/TE: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying purpose/structure, 590, 622; Assessing comprehension/interpretation, 369, 517, 699, 797, 931, 1131
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• providing textual evidence to support understanding
of and reader's response to text.
SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying details, 77; Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708; Making Inferences based on stated details, 222, 236, 239, 251, 255, 260, 265; using text aids/details to draw conclusions for analyzing cultural context, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 12
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
(Continued) • providing textual evidence to support understanding
of and reader's response to text.
(Continued) TECH: Listening to Literature Audio CD;
Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• demonstrating comprehension of main idea and
supporting details.
SE/TE: Analyzing main idea/supporting details, 424,426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
• summarizing key events and/or points from text.
SE/TE: Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 797, 808; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 13
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• making inferences, predicting, and drawing conclusions based on text.
SE/TE: Making predictions, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141; Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296; Drawing conclusions from short story, 304, 306, 324, 330, 334, 337, 338, 341, 342, 345, 348, 352, 357, 360, 362, 365, 366, 369, 382; using text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
• identifying and analyzing personal, social, historical
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
• analyzing and evaluating the effects of author's craft
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 15
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
(Continued) • analyzing and evaluating the effects of author's craft
and style.
(Continued) TR: Skills Development Workbook; Skills
Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• analyzing and evaluating the connections or
relationships between and among ideas, concepts, characters and/or experiences.
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• identifying and analyzing elements of informational
environment found in text in light of purpose, audience, and context.
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
2.02 Create responses that examine a cause/effect relationship among events by: • effectively summarizing situations.
SE/TE: Analyzing main idea/supporting details by summarizing, 424, 426, 429; Critical Thinking: Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 797, 808; also see: Timed Writing Assignments: Exposition on cause-effect relationship, 141, 165; Gathering details: making cause-and-effect chart, 187; Critical Thinking: Analyze cause and effect, 70, 78, 126, 152, 176, 214, 324, 444, 510, 530, 544, 588, 670, 790, 924, 976, 988, 1000, 1016, 1122, 1144; From the Author’s Desk: Susan Vreeland on Showing Causes and Effects, 189
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
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 17
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• showing a clear, logical connection among events.
SE/TE: also see: Timed Writing Assignments: Exposition on cause-effect relationship, 141, 165; Gathering details: making cause-and-effect chart, 187; Critical Thinking: Analyze cause and effect, 70, 78, 126, 152, 176, 214, 324, 444, 510, 530, 544, 588, 670, 790, 924, 976, 988, 1000, 1016, 1122, 1144; From the Author’s Desk: Susan Vreeland on Showing Causes and Effects, 189
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
• logically organizing connections by transitioning
between points.
SE/TE: Providing elaboration: using clear transitions, 188, using transitions to clarify connections, 1152; Editing/Proofreading: focusing on transitional words, 1157
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• developing appropriate strategies such as graphics,
essays, and multimedia presentations to illustrate points.
SE/TE: Providing elaboration: incorporating graphic aids and visuals, 945; Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954; also see: Research and Technology: Multimedia report/outline, 127, 139, visual arts presentation, 257, 267, Visual aids, 325, 335, multimedia presentation, 461, 471, visual presentation, 635, 643, visual arts presentation, 687, 693, Map, 891, slide-show presentation, 909
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 18
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
2.03 Pose questions prompted by texts (such as the impact of imperialism on Things Fall Apart) and research answers by: • accessing cultural information or explanations from
print and nonprint media sources.
SE/TE: Writing to Compare Literary Works: universal and culturally specific themes, 807; Theme: and cultural context, 973, culturally specific and universal, 798, 801, 802, 803, 805, 806, 807;Analyzing cultural context, 978, 980, 984, 988, 991, 993, 996, 998, 999, 1000, 1004, 1007, 1009, 1011, 1013, 1015, 1016, 1020, 1023, 1025, 1026, 1030, 1033, 1052; Reading Informational Materials: Literary Reviews, 366-371, Research Sources, 622-658, 1030-1035, Feature Articles, 696-701, Drama Reviews, 794-799; also see: For Further Reading, 195, 395, 567, 721, 955, 1159; Readings in Contemporary Literature, Talk about It, 197, 403, 575
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
• prioritizing and organizing information to construct
a complete and reasonable explanation.
SE/TE: Analyzing Cultural Context: generating questions, 978, 980, 984, 991, 996, 998, 999, using research, 978, 1030; also see: Shaping Writing: choosing logical organization (order of events), 188, organizing essay, 560, organizing response, 714, choosing logical organization (order of events), 811, Nestorian organization, 1055, compare-and-contrast organization, 1055, 1152; Narrowing Topic: conducting research, 559, asking own questions, 713, developing research plan, 943; Research and Technology: answering questions report, 607, 619; Gathering details: listing research questions, documenting/ organizing sources, 944
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 19
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
Competency Goal 3 The learner will defend argumentative positions on literary or nonliterary issues. 3.01 Examine controversial issues by: • sharing and evaluating initial personal response.
SE/TE: Writing Workshop: Letter to the editor, 490–494, Persuasive essay, 558–565, Response to literature, analytic, 712–719; also see: Choosing topic: listing pros and cons of issues in chart, 490; Gathering details: looking at both sides of issue, 559; Narrowing Topic: categorizing aspects of issue/problem, 387
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
• researching and summarizing printed data.
SE/TE: Gathering details: researching, 20, 23, conducting research, 1151; Reading Informational Materials: Technical Articles, 166-173, Research Sources, 622-658, 1030-1035, Feature Articles, 696-701, Position Statements, 1126-1133; Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954; Narrowing Details: conducting research, 559; Writing Workshop: Research report, 942–953; also see: Research and Technology, 43, 53, 71, 127, 139, 153, 163, 231, 241, 257, 267, 325, 335, 349, 363, 435, 445, 461, 471, 503, 511, 525, 531, 607, 619, 635, 643, 671, 677, 687, 693, 791, 845, 867, 891, 909, 925, 989, 1017, 1027, 1075, 1093, 1111, 1123
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
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 20
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• developing a framework in which to discuss the issue (creating a context).
SE/TE: Choosing topic: listing pros and cons of issues in chart, 490; Gathering details: looking at both sides of issue, 559; Narrowing Topic: categorizing aspects of issue/problem, 387; also see: Discussion, 71, 325, 335, 635, 643, 671, 677, R20
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• compiling personal responses and researched data to organize the argument.
SE/TE: Writing Workshop: Letter to the editor, 490–494, Persuasive essay, 558–565, Response to literature, analytic, 712–719; also see: Choosing topic: listing pros and cons of issues in chart, 490; Gathering details: looking at both sides of issue, 559; Narrowing Topic: categorizing aspects of issue/problem, 387
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
• presenting data in such forms as a graphic, an essay, a speech, or a video.
SE/TE: Publishing/presenting: illustrated class presentation, 193, discussion, 393, essay for newspaper, 393, letter to the editor, 494, speech, 565, oral reading, 660, online review, 719, essay on Web site, 814, 1058, multimedia presentation, 953; Research and Technology: Multimedia report/outline, 127, 139, visual arts presentation, 257, 267, Visual aids, 325, 335, Summary of research, 349, 363, multimedia presentation, 461, 471, visual presentation, 635, 643, visual arts presentation, 687, 693, slide-show presentation, 909, language report, 989, Summary of research, 1017, 1027, technical report, 1075, 1093; Communications Workshop: Delivering a Multimedia Presentation of a Research Report, 954
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 21
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
3.02 Produce editorials or responses to editorials for a neutral audience by providing: • a clearly stated position or proposed solution.
SE/TE: Writing Workshop: Essay, problem-and-solution, 386–393, Letter to the editor, 490–494, Persuasive essay, 558–565; Communications Workshop: Delivering a Persuasive Speech, 566, Delivering an Oral Interpretation of a Literary Work, 720; Timed Writing Application: persuasive position statement, 513, persuasive position statement, 699, persuasive position statement, 1131; also see: Critical Thinking: Take a position, 240, 362, 530, 1136; Problem-and-solution essay, 337, 365, 386, 389, 392
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• relevant, reliable support.
SE/TE: Gathering details: collecting support details, 1054; Providing elaboration: supporting opinion with evidence, 560, supporting opinions/observations, 1152; Revising Overall Structure: highlighting to add supporting details, 491, evaluating support, 491; Critical Thinking: Support, 26, 266, 375, 552, 1050, 1074, 1144; Critical Viewing: Support, 91, 212, 409, 418, 442, 521; also see: Newspaper editorial, 514; Letter to editor, 891, student model, 493, work in progress, 447, 473, writing workshop, 490; Timed Writing Applications: persuasive editorial response (critical stance), 517
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
3.04 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:
• selecting, monitoring, and modifying as necessary reading strategies appropriate to readers' purpose.
SE/TE: Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; also see: Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587
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
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 24
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.
SE/TE: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying purpose/structure, 590, 622; Assessing comprehension/interpretation, 369, 517, 699, 797, 931, 1131
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• providing textual evidence to support understanding
of and reader's response to text.
SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying details, 77; Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708; Making Inferences based on stated details, 222, 236, 239, 251, 255, 260, 265; using text aids/details to draw conclusions for analyzing cultural context, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 25
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• demonstrating comprehension of main idea and supporting details.
SE/TE: Analyzing main idea/supporting details, 424,426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
• summarizing key events and/or points from text.
SE/TE: Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 797, 808; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 26
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
(Continued) • making inferences, predicting, and drawing
conclusions based on text.
(Continued) SE/TE: Newspaper Editorials, 514-519, Drama
Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
• identifying and analyzing personal, social, historical
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• analyzing and evaluating the effects of author's craft
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• identifying and analyzing elements of
argumentative environment found in text in light of purpose, audience, and context.
SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; also see: Communications From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 29
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
(Continued) • identifying and analyzing elements of
argumentative environment found in text in light of purpose, audience, and context.
(Continued) TECH: Listening to Literature Audio CD;
Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Competency Goal 4 The learner will critically interpret and evaluate experiences, literature, language, and ideas. 4.01 Interpret a real-world event in a way that: • makes generalizations about the event supported by
specific references.
SE/TE: Critical Thinking: Generalize, 138, 176, 380, 422, 434, 844, 976, 1016; Making generalizations, 1030; also see: Gathering details: collecting support details, 1054; Providing elaboration: supporting opinion with evidence, 560, supporting opinions/ observations, 1152; Revising Overall Structure: highlighting to add supporting details, 491
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• using specific references from texts to show how a
theme is universal.
SE/TE: Drawing Conclusions: about theme, 306, 330, by recognizing key details about theme, 304, 306, 311, 313, 317, 318, 322; Timed Writing: Exposition on theme/symbol, 337, Theme list for, 975; Theme, 203, 214, 306, 309, 312, 314, 323, 324, 328, 334, 700, 702, 705, 707, 728, 770, 790, 798, 801, 802, 803, 805, 806, 807, 962, 964-965, 970, 973; Writing to Compare Literary Works: themes, 707, themes and worldviews, 1145, universal and culturally specific themes, 807
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 31
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
(Continued) • using specific references from texts to show how a
theme is universal.
(Continued) TR: Skills Development Workbook; Skills
Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• examining how elements such as irony and
symbolism impact theme.
SE/TE: Irony, 127, 139, 274, 295, 370, 373, 375, 377, 378, 380, 381; Drawing Conclusions: by identifying related textual details about meaning of symbol, 304, 338, 341, 342, 345, 352, 357, 360; Symbol, 337, 348, 362; Symbolism, 337, 347, 348, 351, 355, 358, 361, 362; also see: Writing to Compare Literary Works: themes, 707, themes and worldviews, 1145, universal and culturally specific themes, 807, irony and paradox, 381
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
4.03 Analyze the ideas of others by identifying the ways in which writers: • introduce and develop a main idea.
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 32
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• choose and incorporate significant, supporting, relevant details.
SE/TE: Reflecting on key details to find clues for, 106, 108, 112, 113, 114, 116, 118, 120, 123, 131, 134, 137, 149, 160; Inferences, based on stated details, 222, 236, 239, 251, 255, 260, 265; By recognizing key details about theme, 304, 306, 311, 313, 317, 318, 322; Using text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; also see: Analyzing main idea/supporting details, 424,426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• achieve a sense of completeness and closure. SE/TE: Evaluating persuasive appeals, 496, 498, 502,
509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying details, 77; Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708; Making Inferences based on stated details, 222, 236, 239, 251, 255, 260, 265; using text aids/details to draw conclusions for analyzing cultural context, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
4.05 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: • selecting, monitoring, and modifying as necessary
reading strategies appropriate to readers' purpose.
TR: Reading Kit; Reader’s Notebook; Unit Resources Binder, Diagnostic and Benchmark Tests; Skills Development Workbook; Skills Development Transparencies
Version Audio CD; Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Student & Teacher Express CD-ROMs
• identifying and analyzing text components (such as
organizational structures, story elements, organizational features) and evaluating their impact on the text.
SE/TE: Text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; Identifying related textual details about meaning of symbol, 304, 338, 341, 342, 345, 352, 357, 360; Identifying purpose/structure, 590, 622; Assessing comprehension/interpretation, 369, 517, 699, 797, 931, 1131
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• providing textual evidence to support understanding
of and reader's response to text.
SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying details, 77; Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708; Making Inferences based on stated details, 222, 236, 239, 251, 255, 260, 265; using text aids/details to draw conclusions for analyzing cultural context, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 36
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• demonstrating comprehension of main idea and supporting details.
SE/TE: Analyzing main idea/supporting details, 424,426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
• summarizing key events and/or points from text.
SE/TE: Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 797, 808; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 37
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• making inferences, predicting, and drawing conclusions based on text.
SE/TE: Making predictions, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141; Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296; Drawing conclusions from short story, 304, 306, 324, 330, 334, 337, 338, 341, 342, 345, 348, 352, 357, 360, 362, 365, 366, 369, 382; using text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
• identifying and analyzing personal, social, historical
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
• analyzing and evaluating the effects of author's craft
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 40
NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.
SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; also see: Communications From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Competency Goal 5 The learner will demonstrate understanding of selected world literature through interpretation and analysis. 5.01 Read and analyze selected works of world literature by: • using effective strategies for preparation,
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
• analyzing literary devices such as allusion,
symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.
North Carolina English Language Arts Curriculum, (English II)
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PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
(Continued) • analyzing literary devices such as allusion,
symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.
(Continued) TECH: Listening to Literature Audio CD;
Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• analyzing the importance of tone and mood. SE/TE: Tone, 172, 175, 176, 178, 181, 181, 408, 413,
646, 648, 649, 653; Writing to Compare: tone and mood, 653, writers' tones, 181; Mood, 646, 651, 653
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• analyzing archetypal characters, themes, and
settings in world literature. SE/TE: Archetype, 964-965; Archetypal narrative
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
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
• documenting the reading of student-chosen works.
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
5.03 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: • selecting, monitoring, and modifying as necessary
reading strategies appropriate to readers' purpose.
SE/TE: Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; also see: Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587
North Carolina English Language Arts Curriculum, (English II)
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NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
(Continued) • selecting, monitoring, and modifying as necessary
reading strategies appropriate to readers' purpose.
(Continued) 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
• identifying and analyzing text components (such as
organizational structures, story elements, organizational features) and evaluating their impact on the text.
SE/TE: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying purpose/structure, 590, 622; Assessing comprehension/interpretation, 369, 517, 699, 797, 931, 1131
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• providing textual evidence to support understanding
of and reader's response to text.
SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; also see: Identifying details, 77; Paraphrasing, 662, 664, 669, 670, 676, 679, 680, 685, 686, 689, 692, 695, 696, 699, 708; Making Inferences based on stated details, 222, 236, 239, 251, 255, 260, 265; using text aids/details to draw conclusions for analyzing cultural context, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
North Carolina English Language Arts Curriculum, (English II)
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PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
(Continued) • providing textual evidence to support understanding
of and reader's response to text.
(Continued) TECH: Listening to Literature Audio CD;
Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• demonstrating comprehension of main idea and
supporting details.
SE/TE: Analyzing main idea/supporting details, 424,426, 429, 433, 439, 441, 444, 447, 448, 452, 451, 456, 458, 460, 465, 466, 467, 468, 469, 470, 473, 488; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
• summarizing key events and/or points from text.
SE/TE: Summarizing, 744, 748, 752, 754, 756, 757, 760, 764, 766, 768, 770, 772, 777, 780, 782, 786, 790, 793, 797, 808; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
North Carolina English Language Arts Curriculum, (English II)
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NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• making inferences, predicting, and drawing conclusions based on text.
SE/TE: Making predictions, 28, 30, 36, 39, 42, 50, 52, 55, 56, 59, 62, 64, 68, 70, 77, 78, 81, 98, 141; Making inferences, 216, 218, 222, 226, 230, 236, 239, 240, 243, 244, 247, 251, 255, 256, 260, 265, 266, 269, 270, 273, 296; Drawing conclusions from short story, 304, 306, 324, 330, 334, 337, 338, 341, 342, 345, 348, 352, 357, 360, 362, 365, 366, 369, 382; using text aids/details to draw conclusions for, 978, 993, 1004, 1007, 1009, 1011, 1013, 1015, 1020, 1023, 1025, 1026; also see: Reading Informational Materials: Literary Reviews, 366-371, Newspaper Editorials, 514-519, Drama Reviews, 794-799, Position Statements, 1126-1133; Communications Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158
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
• identifying and analyzing personal, social, historical
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• analyzing and evaluating the effects of author's craft
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
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NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.
SE/TE: Evaluating persuasive appeals, 496, 498, 502, 509, 510, 513, 514, 517, 518, 524, 528, 530, 533, 554; Workshop: Viewing and Evaluating a Speech, 394, Comparing Media Coverage, 1158; Assessing comprehension/ interpretation: literary reviews, 369, newspaper editorials, 517, drama reviews, 797, position statements, 1131; also see: Communications From the Author’s Desk: Weihenmayer, Erik on Persuasive Techniques, 561, Eady, Cornelius on “The Poetic Interpretation of the Twist,” 582, “The Poetic Interpretation of the Twist,” 584, 587
TR: Skills Development Workbook; Skills Development Transparencies; Unit Resources Binder, General Resources
TECH: Listening to Literature Audio CD; Spanish/English Summaries Audio CD; Reader’s Notebook Adapt/English Learner’s Version Audio CD; Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
Competency Goal 6 The learner will apply conventions of grammar and language usage. 6.01 Demonstrate an understanding of conventional written and spoken expression by: employing varying sentence structures (e.g., inversion, introductory phrases) and sentence types (e.g., simple, compound, complex, compound-complex). • analyzing authors' choice of words, sentence
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
North Carolina English Language Arts Curriculum, (English II)
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NORTH CAROLINA ENGLISH LANGUAGE ARTS CURRICULUM, (Approved 2004)
PAGE(S) WHERE TAUGHT (If submission is not a text, cite appropriate resource(s))
• using word recognition strategies to understand vocabulary and exact word choice (Greek, Latin roots and affixes, analogies, idioms, denotation, connotation).
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• using vocabulary strategies such as context clues,
resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases.
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• examining textual and classroom language for
elements such as idioms, denotation, and connotation to apply effectively in own writing/speaking.
SE/TE: Connotation, Denotation, Idiom, R10-R19 TR: Daily Language Practice Transparencies;
Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• parallel structure.
SE/TE: Editing/Proofreading: identifying/fixing faulty parallelism, 563; also see: Parallelism, 498; Grammar to create parallelism, 563
TR: Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• clichés trite expressions.
SE/TE: Word choice, 190, 390, 491, 562, 657, 716, 811, 948, 1055, 1154; also see: Idiomatic expressions, R6-R9
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD
• spelling.
SE/TE: Editing/Proofreading: focusing on usage errors (commonly-confused words), focusing on spelling, 660, 719; also see: Spelling, 184, 384, 556, 660, 710, 719, 940, 1148
TR: Daily Language Practice Transparencies; Diagnostic and Benchmark Tests; Standardized Test Preparation Workbook; Skills Development Workbook; Skills Development Transparencies
TECH: Student Express CD-ROM; Teacher Express CD-ROM; From the Author’s Desk DVD