Prentice Hall Literature: Timeless Voices, Timeless Themes the British Tradition © 2005 Correlated To: Georgia English Language Arts Performance Standards (Grade 12)

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) TWELFTH GRADE

COMPOSITION, CONVENTIONS, AND LISTENING, SPEAKING, AND VIEWING

WRITING All modes or genres are practiced at each grade level; however, in order to achieve mastery each grade level has a particular writing focus. Continued development of expository writing is the focus for 12th grade; by the end of 12th grade, the student will demonstrate competency in expository writing. The student writes coherent and focused texts that convey a well-defined perspective and tightly-reasoned argument. The writing exhibits the student’s awareness of audience and purpose. When appropriate, the texts contain introductions, supporting evidence, and conclusions. The student regularly progresses through the stages of the writing process (e.g., prewriting, drafting, revising, and editing successive versions).

ELA12W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student

a. Establishes a clear, distinctive, and coherent SE/TE: 29, 63, 85, 203, 212-213, 243, 391, 398-399, thesis or perspective and maintains a 400-403, 433, 443, 479, 511, 527, 563, 597, consistent tone and focus throughout. 602-603, 604, 647, 794, 893, 905, 937, 940- 941, 942, 1061, 1298, R41 TR: Writing and Grammar, Diamond Level, 48-69, 102, 108, 122-143, 174, 178-184, 194-209, 224, 274-296, 289, 306-329; Formal Assessment, 1-3, 9-11, 17-19, 34-36, 43-45, 77-79, 86-88, 89-91, 100-102, 111-114, 118- 120, 130-132, 141-143, 203-205, 206-208, 217-219, 246-248; Open Book Test, 1-3, 4-6, 7-9, 19-21, 22-24, 46-48, 49-51, 52-54, 58-60, 64-66, 67-69, 73-75, 79-81, 85-87, 120-122, 123-125, 129-131, 147-149; Performance Assess. and Portfolio Mgmt, 9, 10, 11, 13, 18, 20, 21, 24, 25, 54, 69, 85, 92; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 3; Unit 3, Part 1, Part 2, Part 3, Part 4; Unit 4, Part 1; Unit 5, Part 3, Part 4; Unit 6, Part 2; Writing Models and Graphic Organizers on Transparencies, 5-12, 17-23, 37-44, 45-56, 57-68, 69-72, 85-92, 103-106, 111, 115, 119-122, 123-125; Got It! Assessment Videotapes, Tape 1, Tape 2, Tape 3, Tape 4, Tape 5; Test Bank Software, Unit

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 1 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) (Continued) (Continued) a. Establishes a clear, distinctive, and coherent TECH: 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, thesis or perspective and maintains a Part 3; Unit 3, Part 1, Part 2, Part 3, Part 4; consistent tone and focus throughout. Unit 4, Part 1; Unit 5, Part 3, Part 4; Unit 6, Part 2; Take It to the Net, www.phschool.com

b. Selects a focus, structure, and point of view SE/TE: 29, 63, 85, 212-213, 243, 259, 391, 398-399, relevant to the purpose, genre expectations, 400-403, 433, 443, 479, 511, 527, 563, 597, audience, length, and format requirements. 602-603, 604, 647, 789, 794, 937, 940-941, 942, 1061, 1298, R41 TR: Writing and Grammar, Diamond Level, 48-69, 102, 108, 122-143, 174, 178-184, 194-209, 224, 274-296, 289, 306-329; Formal Assessment, 1-3, 9-11, 17-19, 43-45, 46-48, 77-79, 86-88, 89-91, 100-102, 111-114, 118- 120, 130-132, 141-143, 176-178, 217-219, 246-248; Open Book Test, 1-3, 4-6, 7-9, 22- 24, 25-27, 46-48, 49-51, 52-54, 58-60, 64-66, 67-69, 73-75, 79-81, 85-87, 109-111, 129- 131, 147-149; Performance Assess. and Portfolio Mgmt, 9, 10, 11, 13, 18, 20, 21, 24, 25, 54, 69, 85, 92; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 3; Unit 3, Part 1, Part 2, Part 3, Part 4; Unit 4, Part 1, Part 3; Unit 5, Part 3, Part 4; Unit 6, Part 2; Writing Models and Graphic Organizers on Transparencies, 5-12, 17-23, 37-44, 45-56, 57-68, 69-72, 73-80, 85-92, 103-106, 111, 115, 119-122, 123-125; Got It! Assessment Videotapes, Tape 1, Tape 2, Tape 3, Tape 4, Tape 5; Test Bank Software, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 3; Unit 3, Part 1, Part 2, Part 3, Part 4; Unit 4, Part 1, Part 3; Unit 5, Part 3, Part 4; Unit 6, Part 2; Take It to the Net, www.phschool.com

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 2 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.

d. Uses precise language, action verbs, sensory SE/TE: 453, 789, 1011 details, appropriate modifiers, and active TR: Writing and Grammar, Diamond Level, 108, rather than passive voice. 117, 310; Formal Assessment, 92-94, 176- 178, 231-233; Open Book Test, 55-57, 109- 111, 138-140; Performance Assess. and Portfolio Mgmt., 18, 54; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 3, Part 1; Unit 4, Part 3; Unit 6, Part 1; Got It! Assessment Videotapes, Tape 2, Tape 3, Tape 5; Test Bank Software, Unit 3, Part 1; Unit 4, Part 3; Unit 6, Part 1; Writing Models and Graphic Organizers on Transparencies, 73-80; Take It to the Net, www.phschool.com

e. Writes texts of a length appropriate to address the topic or tell the story.

f. Uses traditional structures for conveying SE/TE: 85, 212-213, 637, 946, 1011, 1041, 1061, information (e.g., chronological order, cause 1087 and effect, similarity and difference, and TR: Writing and Grammar, Diamond Level, 82, posing and answering a question). 108, 274-296, 306-329; Formal Assessment, 17-19, 138-140, 231-233, 237-239, 246-248, 252-254; Open Book Test, 7-9, 82-84, 138- 140, 144-146, 147-149, 153-155; Performance Assess. and Portfolio Mgmt., 13, 17, 20, 24, 85; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing Models and Graphic Organizers on Transparencies, 13-16, 57-72, 85-92, 103-106, 111; Writing and Grammar iText CD-ROM, Unit 1, Part 3; Unit 4, Part 1; Unit 6, Part 1, Part 2; Got It! Assessment Videotapes, Tape 1, Tape 3, Tape 5; Test Bank Software, Unit 1, Part 3; Unit 4, Part 1; Unit 6, Part 1, Part 2; Take It to the Net, www.phschool.com

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 3 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) g. Supports statements and claims with SE/TE: 29, 63, 85, 117, 212-213, 259, 391, 398-399, anecdotes, descriptions, facts and statistics, 400-403, 443, 511, 563, 597, 602-603, 679, and specific examples. 759, 789, 794-795, 893, 927, 937, 946, 977, 995, 1061, 1075, 1173, 1298 TR: Writing and Grammar, Diamond Level, 102, 108, 122-143, 178-184, 274-296, 306-329, 309-329, 850; Formal Assessment, 1-3, 9-11, 17-19, 20-22, 46-48, 77-79, 89-91, 111-113, 118-120, 130-132, 152-154, 164-166, 176- 178, 203-205, 214-216, 217-219, 225-227, 228-230, 246-248, 249-251, 272-274; Open Book Test, 1-3, 4-6, 7-9, 10-12, 25-27, 46-48, 52-54, 64-66, 73-75, 79-81, 91-93, 103-105, 109-111, 120-122, 126-128, 129-131, 132- 134, 135-137, 147-149, 150-152, 168-170; Performance Assess. and Portfolio Mgmt, 10, 13, 18, 20, 24, 25, 54, 63, 85, 92; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM

Sample Task for ELA12W1 SE/TE: 398-399, 443, 563, 602-603, 637, 647, 657, The student composes an essay that compares and 759, 905, 927 contrasts the relative merits of different ideas or TR: Writing and Grammar, Diamond Level, 174, entities (e.g., the relative merits of two to three colleges 178-184, 306-329, 850; Performance Assess. or universities or two or more critical views on a work and Portfolio Mgmt, 20, 25, 63, 92; Formal of literature [e.g., formalist, feminist, postcolonial, Assessment, 89-91, 118-120, 138-140, 141- archetypal, Marxist, etc.] 143, 144-146, 164-166, 206-208, 214-216; Open Book Test, 52-54, 73-75, 82-84, 85-87, 88-89, 103-105, 123-125, 126-128; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 3, Part 1, Part 3; Unit 4, Part 1, Part 2; Unit 5, Part 3, Part 4; Writing Models and Graphic Organizers on Transparencies, 45-56, 85-92, 115, 123-126; Got It! Assessment Videotapes, Tape 2, Tape 3, Tape 4; Test Bank Software, Unit 3, Part 1, Part 3; Unit 4, Part 1, Part 2; Unit 5, Part 3, Part 4; Take It to the Net, www.phschool.com

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 4 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) ELA12W2 The student demonstrates competence in a variety of genres.

• The student produces narrative writing that applies polished narrative strategies acquired in grades 6-8, in other genres of writing such as reflective compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques.

• The student produces expository (informational) writing to explain an idea or concept and/or convey information and ideas from primary and secondary sources accurately and coherently; the student:

a. Engages the interest of the reader. SE/TE: 243 TR: Writing and Grammar, Diamond Level, 180; Formal Assessment, 43-45; Open Book Test, 22-24; Performance Assessment and Portfolio Management, 25; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 2, Part 1; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 2, Part 1; Take It to the Net, www.phschool.com

b. Formulates a coherent thesis or controlling SE/TE: 29, 63, 85, 203, 212-213, 243, 391, 398-399, idea. 400-403, 433, 443, 479, 511, 527, 563, 597, 602-603, 604, 647, 794, 893, 905, 937, 940- 941, 942, 1061, 1298, R41 TR: Writing and Grammar, Diamond Level, 48-69, 102, 108, 122-143, 174, 178-184, 194-209, 224, 274-296, 289, 306-329; Formal Assessment, 1-3, 9-11, 17-19, 34-36, 43-45, 77-79, 86-88, 89-91, 100-102, 111-114, 118- 120, 130-132, 141-143, 203-205, 206-208, 217-219, 246-248; Open Book Test, 1-3, 4-6, 7-9, 19-21, 22-24, 46-48, 49-51, 52-54, 58-60, 64-66, 67-69, 73-75, 79-81, 85-87, 120-122, 123-125, 129-131, 147-149; Performance Assess. and Portfolio Mgmt, 9, 10, 11, 13, 18, 20, 21, 24, 25, 54, 69, 85, 92; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 3; Unit 3, Part 1, Part 2, Part 3, Part 4; Unit 4, Part 1; Unit 5, Part 3, Part 4; Unit 6, Part 2; Writing Models and Graphic

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 5 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) (Continued) (Continued) b. Formulates a coherent thesis or controlling TECH: Organizers on Transparencies, 5-12, 17-23, idea. 37-44, 45-56, 57-68, 69-72, 85-92, 103-106, 111, 115, 119-122, 123-125; Got It! Assessment Videotapes, Tape 1, Tape 2, Tape 3, Tape 4, Tape 5; Test Bank Software, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 3; Unit 3, Part 1, Part 2, Part 3, Part 4; Unit 4, Part 1; Unit 5, Part 3, Part 4; Unit 6, Part 2; Take It to the Net, www.phschool.com

c. Coherently develops the controlling idea SE/TE: 203, 243, 563, 743 and/or supports the thesis by incorporating TR: Writing and Grammar, Diamond Level, 178- evidence from both primary and secondary 184, 286, 289; Formal Assessment, 34-36, 43- sources, as applicable. 45, 118-120, 161-163; Open Book Test, 19- 21, 22-24, 73-75, 100-102; Performance Assess. and Portfolio Mgmt., 13, 20, 24, 25, 85; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 4; Unit 2, Part 1; Unit 3, Part 3; Unit 4, Part 2; Writing Models and Graphic Organizers on Transparencies, 57-68, 103- 106, 131-134; Test Bank Software, Unit 1, Part 4; Unit 2, Part 1; Unit 3, Part 3; Unit 4, Part 2; Got It! Assessment Videotapes, Tape 1, Tape 2, Tape 3; Take It to the Net, www.phschool.com

d. Conveys information and ideas from primary SE/TE: 203, 243, 563, 743 and secondary sources, when applicable, TR: Writing and Grammar, Diamond Level, 178- accurately and coherently. 184, 286, 289; Formal Assessment, 34-36, 43- 45, 118-120, 161-163; Open Book Test, 19- 21, 22-24, 73-75, 100-102; Performance Assess. and Portfolio Mgmt., 13, 20, 24, 25, 85; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 4; Unit 2, Part 1; Unit 3, Part 3; Unit 4, Part 2; Writing Models and Graphic Organizers on Transparencies, 57-68, 103- 106, 131-134; Test Bank Software, Unit 1, Part 4; Unit 2, Part 1; Unit 3, Part 3; Unit 4, Part 2; Got It! Assessment Videotapes, Tape 1, Tape 2, Tape 3; Take It to the Net, www.phschool.com

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 6 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) e. Includes a variety of information on relevant perspectives, as applicable.

f. Anticipates and addresses readers’ potential SE/TE: 511, 1075 misunderstandings, biases, and expectations. TR: Writing and Grammar, Diamond Level, 133, 315; Formal Assessment, 111-113, 249-251; Open Book Test, 64-66, 150-152; Performance Assess. and Portfolio Mgmt., 18, 25; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 3, Part 3; Unit 6, Part 2; Writing Models and Graphic Organizers on Transparencies, 45-53; Got It! Assessment Videotapes, Tape 2, Tape 5; Test Bank Software, Unit 3, Part 3; Unit 6, Part 2; Take It to the Net, www.phschool.com

g. Maintains coherence by relating all topic sentences to the thesis or controlling idea, as applicable.

h. Structures ideas and arguments effectively in a SE/TE: 85, 212-213, 637, 946, 1011, 1041, 1061, sustained way and follows an organizational 1087 pattern appropriate to the purpose and TR: Writing and Grammar, Diamond Level, 82, intended audience of the essay. 108, 274-296, 306-329; Formal Assessment, 17-19, 138-140, 231-233, 237-239, 246-248, 252-254; Open Book Test, 7-9, 82-84, 138- 140, 144-146, 147-149, 153-155; Performance Assess. and Portfolio Mgmt., 13, 17, 20, 24, 85; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing Models and Graphic Organizers on Transparencies, 13-16, 57-72, 85-92, 103-106, 111; Writing and Grammar iText CD-ROM, Unit 1, Part 3; Unit 4, Part 1; Unit 6, Part 1, Part 2; Got It! Assessment Videotapes, Tape 1, Tape 3, Tape 5; Test Bank Software, Unit 1, Part 3; Unit 4, Part 1; Unit 6, Part 1, Part 2; Take It to the Net, www.phschool.com

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 7 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) i. Demonstrates an understanding of the SE/TE: 400, 1075 elements of expository discourse (e.g., TR: Writing and Grammar, Diamond Level, 122- purpose, speaker, audience, form). 143; Performance Assessment and Portfolio Management, 10, 18, 54; Formal Assessment, 249-251; Open Book Test, 150-152; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing Models and Graphic Organizers on Transparency, 37-44; Writing and Grammar iText CD-ROM, Unit 6, Part 2; Got It! Assessment Videotapes, Tape 5; Test Bank Software, Unit 6, Part 2; Take It to the Net, www.phschool.com

j. Incorporates elements of discourse from other writing genres into exposition.

k. Enhances meaning by employing rhetorical SE/TE: 403, 453, 527, 545, 1075 devices, including the use of parallelism, TR: Writing and Grammar, Diamond Level, 117, repetition, analogy, and humor. 122-143, 224, 505; Performance Assessment and Portfolio Management, 9, 10, 18, 54; Formal Assessment, 92-94, 112-114, 115-117, 249-251; Open Book Test, 55-57, 67-69, 70- 72, 150-152; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing Models and Graphic Organizers on Transparency, 17-23, 37-44; Writing and Grammar iText CD-ROM, Unit 3, Part 1, Part 3; Unit 6, Part 2; Got It! Assessment Videotapes, Tape 2, Tape 5; Test Bank Software, Unit 3, Part 1, Part 3; Unit 6, Part 2; Take It to the Net, www.phschool.com

l. Varies language, point of view, SE/TE: 453, 545 characterization, style, and related elements TR: Writing and Grammar, Diamond Level, 117, effectively for different rhetorical and 505; Formal Assessment, 92-94, 115-117; aesthetic purposes. Open Book Test, 55-57, 70-72; Performance Assess. and Portfolio Mgmt., 9; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 3, Part 1, Part 3; Got It! Assessment Videotapes, Tape 2; Test Bank Software, Unit 3, Part 1, Part 3; Take It to the Net, www.phschool.com

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 8 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) m. Attains closure (e.g., by including a detailed SE/TE: 85, 203, 1299 summary of the main points, restating the TR: Writing and Grammar, Diamond Level, 289, thesis, generalizing the thesis or controlling 309-329; Formal Assessment, 17-19, 34-36; idea for additional purposes, or employing a Open Book Test, 7-9, 19-21; Performance significant quotation that brings the argument Assess. and Portfolio Mgmt., 20, 24; in the composition together). Assessment System, Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing Models and Graphic Organizers on Transparencies, 57-68, 85-92, 103-106; Writing and Grammar iText CD-ROM, Unit 1, Part 3, Part 4; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 1, Part 3, Part 4; Take It to the Net, www.phschool.com

• The student produces persuasive writing that clearly, logically, and purposefully applies persuasive writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analysis, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style.

• The student produces technical writing that clearly, logically, and purposefully applies technical writing strategies acquired in previous grades in other genres of writing and in a variety of writing situations such as expository compositions, historical investigative reports, and literary analyses, by raising the level of critical thinking skills and rhetorical techniques and the sophistication of the language and style

Sample Task for ELA12W2: SE/TE: 203 The student composes an essay that synthesizes TR: Writing and Grammar, Diamond Level, 289; information from a variety of writings in order to Formal Assessment, 34-36; Open Book Test, evaluate a specific person or group’s stance on an issue 19-21; Performance Assess. and Portfolio (i.e., a specific economist’s view on monetary policy or Mgmt., 24; Assessment System: Workbook, a specific country’s economic policy). Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 4; Writing Models and Graphic Organizers in Transparencies, 57-68, 103-106; Test Bank Software, Unit 1, Part 4; Got It! Assessment Videotapes, Tape 1; Take It to the Net, www.phschool.com

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 9 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) ELA12W3 The student uses research and technology to support writing. The student

a. Formulates clear research questions and Throughout text examples: utilizes appropriate research venues (e.g., SE/TE: 85, 203, 243, 273, 400-403, 743, 777, 833, library, electronic media, personal interview, 927, 942-947, R28-R29 survey) to locate and incorporate evidence TR: Writing and Grammar, Diamond Level, 122- from primary and secondary sources. 143, 180, 202, 274-296, 850; Formal Assessment, 17-19, 34-36, 43-45, 54-56, 161- 163, 173-175, 184-186, 214-216; Open Book Test, 7-9, 19-21, 22-24, 28-30, 100-102, 106- 108, 112-114, 126-128; Performance Assess. and Portfolio Mgmt., 10, 13, 20, 21, 24, 25, 32, 54, 63, 69, 85; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 3, Part 4; Unit 2, Part 1, Part 2; Unit 4, Part 1, Part 3; Unit 5, Part 1, Part 4; Writing Models and Graphic Organizers in Transparencies, 37-44, 57-72, 85-92, 103-106, 119, 131-134; Test Bank Software, Unit 1, Part 3, Part 4; Unit 2, Part 1, Part 2; Unit 4, Part 1, Part 3; Unit 5, Part 1, Part 4; Got It! Assessment Videotapes, Tape 1, Tape 3, Tape 4; Take It to the Net, www.phschool.com

b. Uses supporting evidence from multiple Throughout text examples: sources to develop the main ideas within the SE/TE: 85, 203, 243, 273, 400-403, 743, 777, 833, body of a researched essay, a composition, or 927, 942-947, R28-R29 a technical document. TR: Writing and Grammar, Diamond Level, 122- 143, 180, 202, 274-296, 850; Formal Assessment, 17-19, 34-36, 43-45, 54-56, 161- 163, 173-175, 184-186, 214-216; Open Book Test, 7-9, 19-21, 22-24, 28-30, 100-102, 106- 108, 112-114, 126-128; Performance Assess. and Portfolio Mgmt., 10, 13, 20, 21, 24, 25, 32, 54, 63, 69, 85; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 3, Part 4; Unit 2, Part 1, Part 2; Unit 4, Part 1, Part 3; Unit 5, Part 1, Part 4; Writing Models and Graphic Organizers in Transparencies, 37-44, 57-72, 85-92, 103-106, 119, 131-134; Test Bank Software, Unit 1,

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 10 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) (Continued) (Continued) b. Uses supporting evidence from multiple TECH: Part 3, Part 4; Unit 2, Part 1, Part 2; Unit 4, sources to develop the main ideas within the Part 1, Part 3; Unit 5, Part 1, Part 4; Got It! body of a researched essay, a composition, or Assessment Videotapes, Tape 1, Tape 3, Tape a technical document. 4; Take It to the Net, www.phschool.com

c. Synthesizes information from multiple sources and identifies complexities, discrepancies, and different perspectives found in a variety of media (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

d. Integrates quotations and citations into a SE/TE: 259, 391, 398-399, 927 written text while maintaining the flow of TR: Writing and Grammar, Diamond Level, 306- ideas. 329, 850; Formal Assessment, 46-48, 77-79, 214-216; Open Book Test, 25-27, 46-48, 126- 128; Performance Assess. and Portfolio Mgmt., 20, 25, 63; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing Models and Graphic Organizers on Transparencies, 45-54, 115, 123-125; Writing and Grammar iText CD-ROM, Unit 2, Part 1, Part 3; Unit 5, Part 4; Got It! Assessment Videotapes, Tape 1, Tape 4; Test Bank Software, Unit 2, Part 1, Part 3; Unit 5, Part 4; Take It to the Net, www.phschool.com

e. Uses appropriate conventions for SE/TE: 875, 947, R30-R31 documentation in the text, notes, and TR: Writing and Grammar, Diamond Level, 274- bibliographies by adhering to those in style 296, 850; Formal Assessment, 195-197; Open manuals (e.g., Modern Language Association Book Test, 118-119; Performance Assess. and Handbook, The Chicago Manual of Style) Portfolio Mgmt., 13, 24, 85 TECH: Writing Models and Graphic Organizers on Transparencies, 57-72; Writing and Grammar iText CD-ROM, Unit 5, Part 2; Got It! Assessment Videotapes, Tape 4; Test Bank Software, Unit 5, Part 2

f. Uses systematic strategies to organize and SE/TE: 743 record information (e.g., anecdotal scripting, TR: Writing and Grammar, Diamond Level, 286; annotated bibliographies). Formal Assessment, 161-163; Open Book Test, 100-102; Performance Assess. and Portfolio Mgmt., 13, 85; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) f. Uses systematic strategies to organize and TECH: Writing and Grammar iText CD-ROM, Unit record information (e.g., anecdotal scripting, 4, Part 2; Writing Models and Graphic annotated bibliographies). Organizers on Transparencies, 131-134; Got It! Assessment Videotapes, Tape 3; Test Bank Software, Unit 4, Part 2; Take It to the Net, www.phschool.com

g. Integrates databases, graphics, and SE/TE: 1285 spreadsheets into word-processed documents. TR: Writing and Grammar, Diamond Level, 133; Formal Assessment, 298-300; Open Book Test, 189-191; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 6, Part 4; Got It! Assessment Videotapes, Tape 6; Test Bank Software, Unit 6, Part 4; Take It to the Net, www.phschool.com

h. Designs and publishes documents, using such SE/TE: 1269, 1300-1303 aids as advanced publishing software and TR: Writing and Grammar, Diamond Level, 792; graphic programs Formal Assessment, 295-297; Open Book Test, 186-188; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 6, Part 4; Got It! Assessment Videotapes, Tape 6; Test Bank Software, Unit 6, Part 4; Take It to the Net, www.phschool.com

Sample Task for ELA12W3 SE/TE: 203, 743 The student composes an essay that synthesizes TR: Writing and Grammar, Diamond Level, 286, information from a variety of writings in order to 289; Formal Assessment, 34-36, 161-163; evaluate a specific person or group’s stance on an issue Open Book Test, 19-21, 100-102; (i.e., a specific economist’s view on monetary policy or Performance Assess. and Portfolio Mgmt., 13, a specific country’s economic policy). 24, 85; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 4; Unit 4, Part 2; Writing Models and Graphic Organizers in Transparencies, 57-68, 103-106, 131-134; Test Bank Software, Unit 1, Part 4; Unit 4, Part 2; Got It! Assessment Videotapes, Tape 1, Tape 3; Take It to the Net, www.phschool.com

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) ELA12W4 The student practices both timed and process writing and, when applicable, uses the writing process to develop, revise, and evaluate writing. The student

a. Plans and drafts independently and Throughout text examples: resourcefully. SE/TE: 29, 63, 85, 187, 203, 212-213, 216-217, 243, 259, 273, R42 TR: Writing and Grammar, Diamond Level, 48-73, 78, 102, 133, 180, 289, 306-329; Formal Assessment, 1-3, 9-11, 17-19, 31-33, 34-36, 43-45, 46-48, 54-56; Open Book Test, 1-3, 4- 6, 7-9, 16-18, 19-21, 22-24, 25-27, 28-30; Performance Assess. and Portfolio Mgmt., 10, 11, 15, 20, 24, 25; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 2; Writing Models and Graphic Organizers on Transparencies, 17, 45-54, 57- 68, 85-92, 103-106, 111, 115; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 2; Take It to the Net, www.phschool.com

b. Revises writing to improve the logic and Throughout text examples: coherence of the organization and controlling SE/TE: 29, 63, 85, 187, 203, 212-213, 216-217, 243, perspective. 259, 273, R42 TR: Writing and Grammar, Diamond Level, 48-73, 78, 102, 133, 180, 289, 306-329; Formal Assessment, 1-3, 9-11, 17-19, 31-33, 34-36, 43-45, 46-48, 54-56; Open Book Test, 1-3, 4- 6, 7-9, 16-18, 19-21, 22-24, 25-27, 28-30; Performance Assess. and Portfolio Mgmt., 10, 11, 15, 20, 24, 25; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 2; Writing Models and Graphic Organizers on Transparencies, 17, 45-54, 57- 68, 85-92, 103-106, 111, 115; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 2; Take It to the Net, www.phschool.com

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) c. Revises writing for specific audiences, SE/TE: 453, 789, 977 purposes, and formality of the contexts. TR: Writing and Grammar, Diamond Level, 117, 310, 317; Formal Assessment, 92-94, 176- 178, 225-227; Open Book Test, 55-57, 109- 111; 132-143 Performance Assess. and Portfolio Mgmt., 18-54; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 3, Part 1; Unit 4, Part 3; Unit 6, Part 1; Got It! Assessment Videotapes, Tape 2, Tape 3, Tape 5; Test Bank Software, Unit 3, Part 1; Unit 4, Part 3; Unit 6, Part 1; Writing Models and Graphic Organizers on Transparencies, 73-80; Take It to the Net, www.phschool.com

d. Revises text to highlight the individual voice SE/TE: 212-213, 273, 283, 398-399, 941 and to improve sentence variety and style. TR: Writing and Grammar, Diamond Level, 82, 133, 194-209, 306-329; Formal Assessment, 54-56, 57-59; Open Book Test, 28-30, 31-33; Performance Assess. and Portfolio Mgmt., 10, 16, 20, 21, 69; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing Models and Graphic Organizers on Transparencies, 17-23, 103, 111, 115, 119- 122; Writing and Grammar iText CD-ROM, Unit 2, Part 2; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 2, Part 2; Take It to the Net, www.phschool.com

e. Revises writing to enhance subtlety of SE/TE: 453, 1029 meaning and tone in ways that are consistent TR: Writing and Grammar, Diamond Level, 60, with purpose, audience, and genre. 117; Formal Assessment, 92-94, 234-236; Open Book Test, 55-57, 141-143; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 3, Part 1; Unit 6, Part 1; Got It! Assessment Videotapes, Tape 2, Tape 5; Test Bank Software, Unit 3, Part 1; Take It to the Net, www.phschool.com

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) f. Edits writing to improve word choice, SE/TE: 187, 216-217, 602-603, 729, 777, 795, 1113 grammar, punctuation, etc. TR: Writing and Grammar, Diamond Level, 48-73, 78, 84, 117, 133, 306-329; Formal Assessment, 31-33, 158-160, 173-175, 258- 260; Open Book Test, 16-18, 97-99, 106-108, 159-161; Performance Assess. and Portfolio Mgmt., 11, 15, 20, 25, 32, 37, 92; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 4; Unit 4, Part 2, Part 3; Unit 6, Part 2; Got It! Assessment Videotapes, Tape 1, Tape 3, Tape 5; Test Bank Software, Unit 1, Part 4; Unit 4, Part 2, Part 3; Unit 6, Part 2; Writing Models and Graphic Organizers on Transparencies, 17-24, 45-56, 85; Take It to the Net, www.phschool.com

Sample Task for ELA12W4 SE/TE: 29, 259 The student composes an essay that explains and TR: Writing and Grammar, Diamond Level, 315; supports or refutes the strategies an author uses to Formal Assessment, 1-3, 46-48; Open Book make meaning in a literary text (e.g. diction, point of Test, 1-3, 25-27; Performance Assess. and view, structure, figurative language, imagery, tone). Portfolio Mgmt., 25; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 1; Unit 2, Part 1; Writing Models and Graphic Organizers on Transparencies, 45-54, 115; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 1, Part 1; Unit 2, Part 1; Take It to the Net, www.phschool.com

CONVENTIONS

• Conventions are essential for reading, writing, and speaking. Instruction in language conventions will, therefore, occur within the context of reading, writing, and speaking, rather than in isolation. The student writes to make connections with the larger world. A student’s ideas are more likely to be taken seriously when the words are spelled accurately and the sentences are grammatically correct. Use of standard English conventions helps readers understand and follow the student’s meaning, while errors can be distracting and confusing. Standard English conventions are the “good manners” of writing and speaking that make communication fluid. Ela12C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) a. Demonstrates an understanding of proper Throughout text examples: English usage and control of grammar, SE/TE: 28, 62, 84, 117, 139, 152, 186, 202, 242, 258 sentence and paragraph structure, diction, and TR: Selection Support: Grammar and Style, 2, 8, syntax. 14, 18, 22, 28, 32, 38, 42; Writing and Grammar, Diamond Level, 412, 440, 446, 468, 532, 564, 574, 622, 666, 694; Formal Assessment, 1-3, 9-11, 17-19, 20-22, 23-25, 31-33, 34-36, 43-45, 46-48; Open Book Test, 4-6, 7-9, 10-12, 13-15, 16-18, 19-21, 22-24, 25-27; Performance Assess. and Portfolio Mgmt., 11, 20, 24, 25; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Daily Language Practice Transparencies; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1; Take It to the Net, www.phschool.com

b. Correctly uses clauses (e.g., main and SE/TE: 282, 788, 1028, 1040, R23, R24, R25 subordinate), phrases (e.g., gerund, infinitive, TR: Selection Support: Grammar and Style, 52, and participial), and mechanics of punctuation 170, 224, 228; Writing and Grammar, (e.g., end stops, commas, semicolons, Diamond Level, 446, 694; Formal quotation marks, colons, ellipses, hyphens). Assessment, 57-59, 176-178, 234-236, 237- 239; Open Book Test, 31-33, 109-111, 141- 143, 144-146; Performance Assess. and Portfolio Mgmt., 16, 18, 54; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Daily Language Practice Transparencies; Got It! Assessment Videotapes, Tape 1, Tape 3, Tape 5; Test Bank Software, Unit 2, Part 2; Unit 4, Part 3; Unit 6, Part 1; Take It to the Net, www.phschool.net

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) c. Demonstrates an understanding of sentence SE/TE: 442, 832, 1010, 1074, R23 construction (e.g., subordination, proper TR: Selection Support: Grammar and Style, 84, placement of modifiers, parallel structure) and 176, 220, 238; Writing and Grammar, proper English usage (e.g., consistency of Diamond Level, 501, 505; Formal verb tense, agreement). Assessment, 89-91, 184-186, 231-233, 249- 251; Open Book Test, 52-54, 112-116, 138- 140, 150-152; Performance Assess. and Portfolio Mgmt., 18, 21, 25, 69; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Daily Language Practice Transparencies; Got It! Assessment Videotapes, Tape 2, Tape 4, Tape 5; Test Bank Software, Unit 3, Part 1; Unit 5, Part 1; Unit 6, Part 1, Part 2; Take It to the Net, www.phschool.net

Sample Tasks for Conventions Because conventions are assessed within the context of the other strands, the sample tasks designed for those other strands also serve as sample tasks for conventions

ELA12C2 The student demonstrates understanding of manuscript form, realizing that different forms of writing require different formats. The student

a. Produces writing that conforms to appropriate Examples throughout text: manuscript requirements. SE/TE: 29, 63, 85, 203, 212-213, 243, 391, 398-399, 400-403, 433, 443, 479, 511, 527, 563, 597, 602-603, 604, 647, 794, 893, 905, 937, 940- 941, 942, 1061, 1298, R41 TR: Writing and Grammar, Diamond Level, 48-69, 102, 108, 122-143, 174, 178-184, 194-209, 224, 274-296, 289, 306-329; Formal Assessment, 1-3, 9-11, 17-19, 34-36, 43-45, 77-79, 86-88, 89-91, 100-102, 111-114, 118- 120, 130-132, 141-143, 203-205, 206-208, 217-219, 246-248; Open Book Test, 1-3, 4-6, 7-9, 19-21, 22-24, 46-48, 49-51, 52-54, 58-60, 64-66, 67-69, 73-75, 79-81, 85-87, 120-122, 123-125, 129-131, 147-149; Performance Assess. and Portfolio Mgmt, 9, 10, 11, 13, 18, 20, 21, 24, 25, 54, 69, 85, 92; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 3; Unit 3, Part 1, Part 2, Part 3, Part 4; Unit 4, Part 1; Unit 5, Part 3, Part 4; Unit 6, Part 2; Writing Models and Graphic

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) (Continued) (Continued) a. Produces writing that conforms to appropriate TECH: Organizers on Transparencies, 5-12, 17-23, manuscript requirements. 37-44, 45-56, 57-68, 69-72, 85-92, 103-106, 111, 115, 119-122, 123-125; Got It! Assessment Videotapes, Tape 1, Tape 2, Tape 3, Tape 4, Tape 5; Test Bank Software, Unit 1, Part 1, Part 2, Part 3, Part 4; Unit 2, Part 1, Part 3; Unit 3, Part 1, Part 2, Part 3, Part 4; Unit 4, Part 1; Unit 5, Part 3, Part 4; Unit 6, Part 2; Take It to the Net, www.phschool.com

b. Produces legible work that shows accurate SE/TE: 242, R24, R25, R46 spelling and correct use of the conventions of TR: Selection Support: Grammar and Style, 38; punctuation and capitalization. Produces Writing and Grammar, Diamond Level, 666; writing that conforms to appropriate Formal Assessment, 43-45; Open Book Test, manuscript requirements. 22-24; Performance Assessment and Portfolio Management, 25; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Daily Language Transparencies; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 2, Part 1; Take It to the Net, www.phschool.com

c. Reflects appropriate format requirements, SE/TE: 37, 40, 42, 45, 48, 51, 52, 58, 61, 235, 241, including pagination, spacing, and margins, 391, 569, 572, 574, 579, 745, 747, 750, 752, and integration of source material with 757, 997, 1000, 1009, R30, R31, R42 appropriate citations (e.g., in-text citations, TR: Writing and Grammar, Diamond Level, 310; use of direct quotations, paraphrase, and Formal Assessment, 77-79; Open Book Test, summary, and weaving of source and support 46-48; Performance Assess. and Portfolio materials with writer’s own words, etc.). Mgmt., 25; Selection Support: Reading Strategy, 39, 119, 161; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 2, Part 3; Writing Models and Graphic Organizers on Transparencies, 45-54, 123- 125; Literary Analysis and Reading Transparencies, Paraphrase, 3, 15, 51, 69; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 2, Part 3; Take It to the Net, www.phschool.com

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) d. Includes formal works cited or bibliography SE/TE: 875, 945, R30 when applicable. TR: Writing and Grammar, Diamond Level, 274- 296, 850; Formal Assessment, 195-197; Open Book Test, 118-119; Performance Assess. and Portfolio Mgmt., 13, 24, 85 TECH: Writing and Grammar iText CD-ROM, Unit 5, Part 2; Writing Models and Graphic Organizers on Transparencies, 57-72; Got It! Assessment Videotapes, Tape 4; Test Bank Software, Unit 5, Part 2

Sample Tasks for Conventions Because conventions are assessed within the context of the other strands, the sample tasks designed for those other strands also serve as sample tasks for conventions.

LISTENING, SPEAKING, AND VIEWING

The student demonstrates an understanding of listening, speaking, and viewing skills for a variety of purposes. The student observes and listens critically and responds appropriately to written and oral communication in a variety of genres and media. The student speaks in a manner that guides the listener to understand important ideas.

ELA12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student

a. Initiates new topics in addition to responding to adult-initiated topics.

b. Asks relevant questions SE/TE: 489, 937

c. Responds to questions with appropriate SE/TE: 153, 273, 479, 995 information TR: Performance Assess. and Portfolio Mgmt., 32

d. Actively solicits another person’s comments SE/TE: 153 or opinion.

e. Offers own opinion forcefully without SE/TE: 948 domineering.

f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.

g. Gives reasons in support of opinions expressed.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions.

i. Employs group decision-making techniques SE/TE: 527 such as brainstorming or a problem-solving TR: Performance Assess. and Portfolio Mgmt., 9 sequence (e.g., recognizes problem, defines problem, identifies possible solutions, selects optimal solution, implements solution, evaluates solution).

j. Divides labor so as to achieve the overall SE/TE: 243, 759, 833, 1011, 1155 group goal efficiently.

Sample Task for ELA12LSV1 The student conferences with the teacher during the research and draft stages of various assignments.

ELA12LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description. When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student:

a. Identifies and evaluates strategies used by the SE/TE: 187, 404, 1304 media to inform, persuade, entertain, and transmit culture (e.g., advertisements, perpetuation of stereotypes, use of visual representations, special effects, language).

b. Analyzes the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.

c. Identifies and evaluates the effect of media on SE/TE: 1304 the production and consumption of personal and societal values.

d. Interprets and evaluates the various ways in which local, national, and international events are presented and the ways information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) e. Critiques a speaker’s diction and syntax in SE/TE: 637 relation to the purpose of an oral communication and the impact the words may have on the audience.

f. Delivers oral presentations that incorporate Examples throughout text: the elements of narration, exposition, SE/TE: 29, 63, 85, 117, 139, 153, 203, 243, 259, 273 persuasion, and/or literary analysis. TR: Performance Assess. and Portfolio Mgmt., 32

When delivering and responding to presentations, the student:

a. Uses rhetorical questions, parallel structure, SE/TE: 218, 273, 283, 391, 443, 489, 597, 608, 777, concrete images, figurative language, 800, 905, 948, 1155, 1235 characterization, irony, and dialogue to TR: Performance Assess. and Portfolio Mgmt., 32 achieve clarity, force, and aesthetic effect.

b. Distinguishes between and uses various forms of classical and contemporary logical arguments, including syllogisms and analogies

c. Uses ethical and emotional appeals that SE/TE: 479, 545, 1075, 1087 enhance a specific tone and purpose. TR: Performance Assess. and Portfolio Mgmt., 32

d. Applies appropriate interviewing techniques (e.g., demonstrates knowledge of the subject and organization, compiles and reports responses, evaluates the effectiveness of the interview).

Sample Task for ELA12LSV2 Working in small groups, students read and study selected texts concerning media literacy. Group members then select a particular program or type of program (e.g., Friends, pro-wrestling, plastic surgery TV) and prepare an investigative report on the effects of such media entities on personal and societal values. At the conclusion of the investigation, each group prepares a visual representation of the findings (e.g., a project board, a video, or a layout for a magazine exposé, etc.) to be displayed at a classroom “media literacy conference.” At this conference, students have the opportunity to move around the room and peruse the displays before coming together to discuss the findings of each group.

READING AND AMERICAN LITERATURE (This required literature module may be taught in 10th, 11th, or 12th grade.) Focusing on a study of American literature, the student develops an understanding of chronological context and the relevance of period structures in American literature. The student develops an understanding of the ways the period of a work of literature affects its structure and how the chronology of a work of literature affects its meaning.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) ELAALRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events) and main ideas in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the American Literature reading list.

• The student identifies, analyzes, and applies knowledge of the structures and elements of American fiction and provides evidence from the text to support understanding; the student:

a. Locates and analyzes such elements in fiction as language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, frame narrative, epistolary novel) in works of American fiction from different time periods.

b. Identifies and analyzes patterns of imagery or symbolism.

c. Relates identified elements in fiction to theme or underlying meaning.

d. Analyzes, evaluates, and applies knowledge of the ways authors use techniques and elements in fiction for rhetorical and aesthetic purposes.

e. Analyzes the influence of mythic, traditional, or classical literature on American literature.

f. Traces ther development of British fiction through various literary periods (e.g., Anglo- Saxon, Medieval, Renaissance, Romantic, etc.)

g. Traces the history of the development of American fiction.

The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

a. Analyzes and explains the structures and elements of nonfiction works of American literature such as letters, journals and diaries, speeches, and essays.

b. Analyzes and evaluates the logic and use of evidence in an author’s argument.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) c. Analyzes, evaluates, and applies knowledge of the ways authors use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

The student identifies and analyzes elements of poetry from various periods of American literature and provides evidence from the text to support understanding; the student:

a. Identifies, responds to, and analyzes the effects of diction, tone, mood, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

i. sound: alliteration, end rhyme, slant rhyme, internal rhyme, consonance, assonance

ii. form: fixed and free, lyric, ballad, sonnet, narrative poem, blank verse

iii. figurative language: personification, imagery, metaphor, conceit, simile, metonymy, synecdoche, hyperbole, symbolism, allusion

b. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, extended metaphor, understatement, hyperbole, irony, paradox, and tone) as they relate to underlying meaning.

c. Traces the historical development of poetic styles and forms in American literature.

The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic American literature and provides evidence from the text to support understanding; the student:

a. Identifies and analyzes types of dramatic literature (e.g., political drama, modern drama, theatre of the absurd).

b. Analyzes the characters, structures, and themes of dramatic literature.

c. Identifies and analyzes dramatic elements, (e.g., stage directions, fourth wall, expressionism, minimalism, dramatic irony).

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Sample Task for ELAALRL1: The student focuses on one American poet and creates a project board or a multimedia presentation that illustrates understanding of:

a. the poet’s subject matter and use of diction, syntax, sound, form, figurative language, and structure;

b. the characteristics of the poet’s particular style;

c. the poet’s life and times and the affect of these factors on the poet’s work; and

d. the ways in which the poet’s work furthers and/or breaks from prior literary traditions and informs or affects the traditions and literary works that follow.

ELAALRL2 The student identifies, analyzes, and applies knowledge of theme in a work of American literature and provides evidence from the work to support understanding. The student

a. Applies knowledge of the concept that the theme or meaning of a selection represents a universal view or comment on life or society and provides support from the text for the identified theme.

b. Evaluates the way an author’s choice of words advances the theme or purpose of the work.

c. Applies knowledge of the concept that a text can contain more than one theme.

d. Analyzes and compares texts that express universal themes characteristic of American literature across time and genre (e.g., American individualism, the American dream, cultural diversity, and tolerance) and provides support from the texts for the identified themes.

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 24 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) Sample Task for ELAALRL2 The student identifies a universal theme characteristic of American fiction (e.g., American individualism, the American dream, etc.) and works with other students to prepare an annotated time line of works that embody this theme in a number of literary periods and genres, including

• at least one contemporary work. The time line illustrates the chronological progression of these works and includes

a. the title of each work;

b. the genre of each work;

c. a brief synopsis of each work;

d. major historical events around the time of each work’s production and publication;

e. an analytical statement of the representation of the identified theme as it appears in each work;

f. and appropriate illustrations and/or graphics to make the time line attractive.

• The student and his/her colleagues will display the time line in the classroom and explain the information it contains for the other members of the class.

ELAALRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods.

The student relates a literary work to primary source documents of its literary period or historical setting; the student:

a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition.

Native American literature

Colonial/Revolutionary/National literature

b. Relates a literary work to the characteristics of the literary time period that it represents.

Romanticism/Transcendentalism

Realism

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 25 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) Naturalism

Modernism (including Harlem Renaissance)

Postmodernism

The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., personal, meditative Colonial writing vs. public, political documents of the Revolutionary era, or replication of traditional European styles [Bradstreet, Taylor] vs. emerging distinctive American style [Dickinson, Whitman] in poetry).

The student analyzes a variety of works representative of different genres within specific time periods in order to identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications.

Sample Task for ELAALRL3: The student adopts the persona of an historical figure from the Colonial or Revolutionary Period, researches the life and times of the historical figure, including primary source documents such as diaries, letters, sermons, and secondary sources such as biographies and autobiographies, then keeps a diary for a specified period in the voice and style of that figure. Maintaining the persona, the student corresponds with other classmates who are writing as other historical figures. To conclude the task, the students debrief their experiences and compare and contrast life in the Colonial or Revolutionary Period to their own lives in the 21st century.

ELAALRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents. The student

a. Demonstrate awareness of an author’s use of stylistic devices and an appreciation of the effects created by the devices . b. Analyze the use of imagery, language, and other particular aspects of a text that contribute to theme or underlying meaning.

c. Draw comparisons between specific incidents in a text and broader themes that illustrate the writer’s important beliefs or generalizations about life.

d. Analyze multiple, relevant historical records of a single event and examine their critical relationships to a literary work.

e. Include a formal works cited or bibliography when applicable

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 26 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) Sample Task for ELAALRL4 The student identifies the characteristics of theatre of the absurd, researches the historical, societal, and philosophical underpinnings of theatre of the absurd, reads and analyzes a specific work of dramatic literature identified as theatre of the absurd, and composes an expository essay to illustrate and explain the connection between the play and the seminal ideas of the time of its composition.

ELAALRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

b. Uses knowledge of mythology, the Bible, and other works often alluded to in American literature to understand the meanings of new words.

c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

Sample Task for ELAALRL5 The student focuses on one American poet and creates a project board or a multimedia presentation that illustrates understanding of

a. the poet’s subject matter and use of diction, syntax, sound, form, figurative language, and structure;

b. the characteristics of the poet’s particular style;

c. the poet’s life and times and the affect of these factors on the poet’s work; and

d. the ways in which the poet’s work furthers and/or breaks from prior literary traditions and informs or affects the traditions and literary works that follow.

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 27 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) READING ACROSS THE CURRICULUM

• After the elementary and middle grades years, the student seriously engages in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. The student encounters a variety of informational and fictional texts and reads texts in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), the student must learn, through reading, the communities of discourse of those disciplines. Each subject has its own specific vocabulary, and for a student to excel in all subjects, he or she must learn the specific vocabulary of all subject areas in context.

• Reading across the curriculum develops the student’s academic and personal interests in different subjects, as well as his or her understanding and expertise across subject areas. As the student reads, he or she develops both content and contextual vocabulary and builds good habits for reading, researching, and learning. The Reading Across the Curriculum standards focus on the academic and personal skills a student acquires as the student reads in all areas of learning.

ELAALRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Sample Task for ELAALRC1 The student adopts the persona of an historical figure from the Colonial or Revolutionary Period, researches the life and times of the historical figure, including primary source documents such as diaries, letters, sermons, and secondary sources such as biographies and autobiographies, then keeps a diary for a specified period in the voice and style of that figure. Maintaining the persona, the student corresponds with other classmates who are writing as other historical figures. To conclude the task, the students debrief their experiences and compare and contrast life in the Colonial or Revolutionary Period to their own lives in the 21st century.

ELAALRC2 The student participates in discussions related to curricular learning in all subject areas. The student

a. Identifies messages and themes from books in all subject areas.

b. Responds to a variety of texts in multiple modes of discourse.

c. Relates messages and themes from one subject area to those in another area . d. Evaluates the merits of texts in every subject discipline.

e. Examines the author’s purpose in writing

f. Recognizes the features of disciplinary texts.

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 28 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) Sample Task for ELAALRC2: The student compares a fictional account of a time period or an event (e.g., Puritanism in The Scarlet Letter or the Salem witch trials in The Crucible) to the historical record of that period or event and works with a group of three to four other students to present a panel discussion on the topic to the class as a whole.

ELAALRC3 The student acquires new vocabulary in each content area and uses it correctly. The student

a. Demonstrates an understanding of contextual vocabulary in various subjects.

b. Uses content vocabulary in writing and speaking.

c. Explores understanding of new words found in subject area texts.

Sample Task for ELAALRC3: The student identifies the characteristics of theatre of the absurd, researches the historical, societal, and philosophical underpinnings of theatre of the absurd, reads and analyzes a specific work of dramatic literature identified as theatre of the absurd, and composes an expository essay to illustrate and explain the connection between the play and the seminal ideas of the time of its composition.

ELAALRC4 The student establishes a context for information acquired by reading across subject areas. The student

a. Explores life experiences related to subject area content.

b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

Sample Task for ELAALRC4 The student adopts the persona of an historical figure from the Colonial or Revolutionary Period, researches the life and times of the historical figure, including primary source documents such as diaries, letters, sermons, and secondary sources such as biographies and autobiographies, then keeps a diary for a specified period in the voice and style of that figure. Maintaining the persona, the student corresponds with other classmates who are writing as other historical figures. To conclude the task, the students debrief their experiences and compare and contrast life in the Colonial or Revolutionary Period to their own lives in the 21st century.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) Sample Reading List

This is a sample reading list from which the students and teachers could select. This list is not exclusive. Acceptable titles also appear on lists produced by organizations such as the National Council of Teachers of English and the American Library Association. Substitutions might also be made from lists approved locally.

Fiction

* A Death in the Family—James Agee

* Winesburg, Ohio—Sherwood Anderson

* Parable of the Sower—Octavia Butler

* The Awakening—Kate Chopin

* The Red Badge of Courage—Stephen Crane

* A Yellow Raft in Blue Water—Michael Dorris

* As I Lay Dying, The Sound and the Fury, or The Unvanquished—William Faulkner

* The Great Gatsby—F. Scott Fitzgerald

* Cold Mountain—Charles Frazier

* A Gathering of Old Men—Ernest Gaines

* The Yellow Wallpaper—Charlotte Perkins Gillman

* The Scarlet Letter or The House of Seven Gables— Nathaniel Hawthorne

* A Farewell to Arms or The Sun Also Rises—Ernest Hemingway

* Their Eyes Were Watching God—Zora Neale Hurston

* A Prayer for Owen Meany—John Irving

* Turn of the Screw—Henry James

* All the Pretty Horses—Cormac McCarthy

* House Made of Dawn—N. Scott Momaday

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * The Bluest Eye—Toni Morrison

* Fallen Angels or Monster—Walter Dean Myers

* Mama Day—Gloria Naylor

* Wise Blood—Flannery O’Connor

* The Bell Jar—Sylvia Plath

* “The Fall of the House of Usher”—Edgar Allan Poe

* The Grass Dancer—Susan Power

* The Killer Angels—Michael Shaara

* Catcher in the Rye—J. D. Salinger

* Ceremony—Leslie Marmon Silko

* Sophie’s Choice—William Styron

* Mockingbird—Walter Tevis

* Slaughterhouse-Five—Kurt Vonnegut

* The Color Purple—Alice Walker

* All the King’s Men—Robert Penn Warren

* Native Son—Richard Wright

Drama

* Three Tall Women, Who’s Afraid of Virginia Woolf, or Zoo Story—Edward Albee

* Triffles—Susan Glaspell

* A Raisin in the Sun—Lorraine Hansberry

* The Children’s Hour or Little Foxes—Lillian Hellman

* Broken Glass, The Crucible, and/or Death of a Salesman—Arthur Miller

* Driving Miss Daisy—Alfred Uhry

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 31 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * Our Town—Thornton Wilder

* The Glass Menagerie and/or A Streetcar Named Desire—Tennessee Williams

* Memoir, Biography, and Autobiography; Non- fiction, and Informational Texts

* The Way of the Spirit: Nature, Myth, and Magic in Native American Life

* The Moon by Whale Light or A Natural History of the Senses—Diane Ackerman

* The Closing of the American Mind—Allan Bloom

* The Greatest Generation—Tom Brokaw

* Bury My Heart at Wounded Knee—Dee Brown

* Silent Spring—Rachel Carson

* The Mathematical Experience—Phillip J. Davis and Reuben Hersh

* Slouching Towards Bethlehem—Joan Didion

* A Pilgrim at Tinker Creek or Teaching a Stone to Talk—Annie Dillard

* Narrative of the Life of Frederick Douglass, An American Slave—Frederick Douglass

* Civil War (3 vols.)—Shelby Foote

* Wartime—Paul Fussel

* Visions of Jazz—Gary Giddins

* Praying for Sheetrock—Melissa Faye Greene

* To Be Young, Gifted, and Black—Lorraine Hansberry

* Writing a Woman’s Life—Carolyn G. Heilbrun

* Hiroshima—John Hersey

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 32 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * Pragmatism—William James

* The Devil in the Shape of a Woman: Witchcraft in Colonial New England—Carol F. Karlsen

* Small Wonder—Barbara Kingsolver

* The American Adam: Innocence, Tragedy, and Tradition in the Nineteenth Century—R.W.B. Lewis

* Accept No Substitiutes: The History of American Advertising—Christina Mierau

* Blue Highways—William Least Heat-Moon

* Playing in the Dark: Whiteness and the Literary Imagination—Toni Morrison

* The American Reader: Words that Moved a Nation— Diane Ravitch, ed.

* Hunger of Memory—Richard Rodriquez

* The Demon-Haunted World: Science as a Candle in the Dark—Carl Sagan

* In Search of Our Mother’s Gardens—Alice Walker

* The Strange Career of Jim Crow—C. Vann Woodward

* Black Boy—Richard Wright

READING AND BRITISH LITERATURE

(This literature module may be taught in 10th, 11th, or 12th grade.)

Focusing on a study of British Literature, the student develops an understanding of chronological context and the relevance of period structures in British literature. The student develops an understanding or the ways the period of a work of literature affects its structure and how the chronology of a work of literature affects its meaning.

ELABLRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events), main ideas, and characteristics in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the British and Commonwealth literature reading list.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) The student identifies, analyzes, and applies knowledge of the structures and elements of British and Commonwealth fiction and provides evidence from the text to support understanding; the student:

a. Locates and analyzes such elements as SE/TE: 91, 95, 96, 98, 100, 101, 103, 104, 107, 108, language and style, character development, 110, 112, 114, 116, 342, 513, 518, 522, 525, point of view, irony, and structures (e.g., 609, 917, 925, 1017, 1022, 1027, 1077, 1081, chronological, in medias res, flashback, 1083, 1085, 1115, 1123, 1139, 1148, 1157, epistolary narrative, frame narrative) in works 1161, 1165, 1166, 1169, 1171, 1237, 1243, of British and Commonwealth fiction from 1245, R13, R15, R19, R21 different time periods. TR: Selection Support: Literary Analysis, 20, 226 TECH: Literary Analysis and Reading Transparencies, Characterization, 8; Satire, 46; Irony, 96; Stanza Structure and Irony, 86; Setting and Atmosphere, 104; Cultural Conflict, 110; Point of View: Modern Experiments, 114; First-Person Narrator, 122; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM

b. Identifies and analyzes patterns of imagery or SE/TE: 354, 358, 359, 361, 364, 365, 367, 369, 370, symbolism. 372, 731, 734, 736, 737, 741, 965, 975, R15, R44 TR: Selection Support: Reading Strategy, 71, 157, 214 TECH: Literary Analysis and Reading Transparencies, Imagery, 30; Using Your Senses, 29; Imagery, 68; Responding to Imagery, 67; Symbolism, 90

c. Relates identified elements in fiction to theme SE/TE: 265, 271, 997, 999, 1000, 1009, 1133, 1153, or underlying meaning 1175, 1176, 1178, 1180, 1181, 1185, 1186, 1187, 1188, 1189, 1191, 1194, 1195, 1259, 1263, 1267, R21 TR: Selection Support: Literary Analysis, 270 TECH: Literary Analysis and Reading Transparencies, Theme: Monarch as Hero, 20; Theme, 94; Theme and Symbol, 116; Theme and Context, 126; Listening to Literature Audiocassettes, Sides 27 and 28; Listening to Literature Audio CDs, CD 16

d. Analyzes, evaluates, and applies knowledge of SE/TE: 246, 608, 1063, 1071, 1073 the ways authors use techniques and elements TECH: Literary Analysis and Reading in fiction for rhetorical and aesthetic purposes. Transparencies, Speech, 102

e. Analyzes the influence of mythic, traditional, or classical literature on British and Commonwealth literature.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) f. Traces the development of British fiction SE/TE: 4-12, 224-231, 410-417, 614-622, 806-814, through various literary periods (e.g., Anglo- 954-961 Saxon, Medieval, Renaissance, Romantic, etc.)

g. Traces the history of the development of the SE/TE: 855 novel. TECH: Literary Analysis and Reading Transparencies, The Novel and Social Criticism, 80

a. Analyzes and explains the structures and SE/TE: 189, 193, 201, 495, 498, 503, 506, 509, 587, elements of nonfiction works of British 589, 590, 592, 595, 1063, 1066, 1069, 1071, literature such as letters, journals and diaries, 1072, 1073, R14, R15, R45 speeches, and essays. TR: Selection Support, Literary Analysis, 34, 104, 126, 240 TECH: Literary Analysis and Reading Transparencies, Letter and Folk Ballad, 14; Diaries and Journals, 44; Essay, 54; Speech, 102

b. Analyzes and evaluates the logic and use of SE/TE: 1063, 1067, 1068, 1073 evidence in an author’s argument. TR: Selection Support: Reading Strategy, 239 TECH: Literary Analysis and Reading Transparencies, Identifying Main Points and Support, 101

c. Analyzes, evaluates, and applies knowledge of Rhetoric only: the ways authors use language, style, syntax, SE/TE: 246, 608, 1063, 1071, 1073 and rhetorical strategies for specific purposes TECH: Literary Analysis and Reading in nonfiction works. Transparencies, Speech, 102

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 35 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) The student identifies and analyzes elements of poetry from various periods of British literature and provides evidence from the text to support understanding; the student:

a. Identifies, responds to, and analyzes the SE/TE: 251, 257, 663, 671, 677, 685, 687, 688, 690, effects of diction, tone, mood, syntax, sound, 693, 694, 696, 698, 700, 703, 704, 706, 711, form, figurative language, and structure of 713, 717, 719, 722, 726, 727, 883, 885, 890, poems as these elements relate to meaning. 891, 917, 925, 1049, 1051, 1059, 1103, 1111, R14, R15, R17, R20, R21 TR: Selection Support: Literary Analysis, 146, 150, 154, 194, 236; Reading Strategy, 149, 203 TECH: Literary Analysis and Reading Transparencies, The Shakespearean Sonnet, 18; Relating Structure to Theme, 17; Romanticism and the Lyric, 62; Poetic Sound Devices, 64; Analyzing Poetic Effects, 63; Figurative Language, 66; Mood as a Key to Theme, 82; Stanza Structure and Irony, 86; Reading Stanzas as Units of Meaning, 85; Tone, 100; Diction and Style, 108

b. sound: alliteration, end rhyme, slant rhyme, SE/TE: 685, 687, 688, 690, 693, 694, 696, 698, 700, internal rhyme, consonance, assonance 703, 704, 706, 711, 713, R13, R19 TR: Selection Support: Reading Strategy, 149; Selection Support: Literary Analysis, 150 TECH: Literary Analysis and Reading Transparencies, Poetic Sound Devices, 64; Analyzing Poetic Effects, 63

c. form: fixed and free, lyric, ballad, sonnet, SE/TE: 15, 19, 26, 27, 235, 240, 241, 251, 461, 663, heroic couplets, elegy, narrative poem, 667, 668, 671, 672, 677, 835, 838, 845, 1225, dramatic monologue 1227, 1228, 1229, 1233, R12, R13, R14, R15, R16, R17, R20 TR: Selection Support: Literary Analysis, 4, 40, 146, 182, 280 TECH: Literary Analysis and Reading Transparencies, Anglo-Saxon Lyric Poetry, 2; The Sonnet, 16; The Shakespearean Sonnet, 18; Epic Poetry, 40; Romanticism and the Lyric, 62; Dramatic Monologue, 78; Free Verse and Meter, 120

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 36 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) d. figurative language: personification, imagery, SE/TE: 246, 249, 354, 358, 359, 361, 364, 365, 367, metaphor, conceit, simile, metonymy, 369, 370, 372, 421, 431, 639, 643, 645, 717, synecdoche, hyperbole, symbolism, allusion 719, 722, 726, 727, 731, 734, 736, 737, 741, 965, 975, 1059, 1259, 1267, R12, R13, R15, R17, R21 TR: Selection Support: Literary Analysis, 72, 136, 154, 158, 214; Selection Support: Reading Strategy, 157 TECH: Literary Analysis and Reading Transparencies, Imagery, 30; Metaphysical Poetry, 34; Symbols, 58; Figurative Language, 66; Imagery, 68; Responding to Imagery, 67; Symbolism, 90; Theme and Context, 126

e. Analyzes and evaluates the effects of diction SE/TE: 246, 249, 342, 354, 358, 359, 361, 364, 365, and imagery (e.g., controlling images, 367, 369, 370, 372, 421, 431, 639, 643, 645, figurative language, extended metaphor, 663, 671, 677, 717, 719, 722, 726, 727, 731, understatement, hyperbole, irony, paradox, 734, 736, 737, 741, 917, 925, 965, 975, 1049, and tone) as they relate to underlying 1051, 1055, 1059, 1103, 1111, 1259, 1267, meaning. R12, R13, R14, R15, R17, R21 TR: Selection Support: Literary Analysis, 72, 136, 146, 154, 158, 214, 236; Selection Support: Reading Strategy, 157 TECH: Literary Analysis and Reading Transparencies, Imagery, 30; Metaphysical Poetry, 34; Symbols, 58; Figurative Language, 66; Imagery, 68; Responding to Imagery, 67; Symbolism, 90; Theme and Context, 126; Romanticism and the Lyric, 62; Stanza Structure and Irony, 86; Tone, 100; Diction and Style, 108

f. Traces the historical development of poetic styles and forms in British literature.

The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic British and Commonwealth literature and provides evidence from the text to support understanding; the student:

a. Identifies and analyzes types of dramatic SE/TE: 299, 318, 392, R13, R21 literature (e.g., tragedy, comedy, melodrama, TECH: Literary Analysis and Reading farce, memory play, verse play). Transparencies, Elizabethan Drama, 24

b. Analyzes the characters, structures, and SE/TE: 318, 334, 352, 374, 389 themes of dramatic literature.

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 37 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) c. Identifies and analyzes dramatic elements, SE/TE: 299, 312, 315, 318, 352, R17, R20 (e.g., monologue, soliloquy, aside, foil, satire, TR: Selection Support: Literary Analysis, 60 stock characters, dramatic irony). TECH: Literary Analysis and Reading Transparencies, Elizabethan Drama, 24

d. Identifies and analyzes how dramatic elements SE/TE: 336, 352, 354, 372, 374, 389 support and enhance the interpretation of TR: Selection Support: Reading Strategy, 67, 71 dramatic literature. TECH: Literary Analysis and Reading Transparencies, Reading Between the Lines, 27; Using Your Senses, 29; Shakespearean Tragedy, 32

Sample Task for ELABLRL1 SE/TE: 391 The student reads a literary work concentrating on a specific topic, image, or idea in the work (e.g., in Heart of Darkness a student might be assigned ivory and bones, the Fates, flabby devils, pilgrims, machinery, light and dark, the Intended, the African woman, works of art, etc.) and composes a succinct, one-page paper explaining the significance of the assigned topic, image, or idea. The student then participates in a discussion forum.

ELABLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of British and/or Commonwealth literature and provides evidence from the work to support understanding. The student

a. Applies knowledge of the concept that the SE/TE: 997, 999, 1000, 1009, 1133, 1153, 1175, theme or meaning of a selection represents a 1176, 1178, 1180, 1181, 1185, 1186, 1187, universal view or comment on life or society 188, 1189, 1191, 1194, 1195, 1263, 1267, R21 and provides support from the text for the TR: Selection Support: Literary Analysis, 222, identified theme. 270, 292 TECH: Literary Analysis and Reading Transparencies, Theme, 94; Plot Devices, 112; Theme and Symbol, 116

b. Evaluates the way an author’s choice of words SE/TE: 997 advances the theme or purpose of the work. TECH: Literary Analysis and Reading Transparencies, Theme, 94

c. Applies knowledge of the concept that a text can contain more than one theme

d. Analyzes and compares texts that express SE/TE: 265, 271, 997, 1259 universal themes characteristic of British TECH: Literary Analysis and Reading and/or Commonwealth literature across time Transparencies, Theme: The Monarch as and genre (e.g., classism, imperialism) and Hero, 20; Theme, 94; Theme and Context, 126 provides support from the texts for the identified themes.

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 38 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) Sample Task for ELABLRL2 The student analyzes a specific literary work (e.g., a poem, novel, or play) to determine theme and other literary elements then employs different intelligences to present this interpretation meaningfully to the class (e.g., creates, choreographs, and performs a classical or modern dance; plans and creates a painting or sculpture; composes and performs original music; or compiles and organizes existing music in a meaningful way).

ELABLRL3 The student deepens understanding of literary works by relating them to their contemporary context or historical background, as well as to works from other time periods

• The student relates a literary work to primary source documents of its literary period or historical setting; the student:

a. Relates a literary work to the seminal ideas of the time in which it is set or the time of its composition.

i. Empire

ii. Postcolonialism

b. Relates a literary work to the characteristics of the literary time period that it represents.

i. Anglo-Saxon Period SE/TE: 8, 14, 17, 27, 39, 53, 61, 72, 73, 85 TR: Beyond Literature, Cross-Curricular Connection: Social Studies, 1; Beyond Literature, 3; Writing and Grammar, Diamond Level, 289; Formal Assessment, 17-19; Open Book Test, 7-9; Performance Assess. and Portfolio Mgmt., 20; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Take It to the Net, www.phschool.com; Writing Models and Graphic Organizers on Transparencies, 85-92; Writing and Grammar iText CD-ROM, Unit 1, Part 3; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 1, Part 3

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 39 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) ii. Medieval Period SE/TE:8-9, 92-93, 94, 194, 203, 212 TR: Writing and Grammar, Diamond Level, 289, 306-329; Formal Assessment, 34-36; Open Book Test, 19-21; Performance Assess. and Portfolio Mgmt., 24; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 4; Writing Models and Graphic Organizers on Transparencies, 57-68, 103- 106, 111; Test Bank Software, Unit 1, Part 4; Got It! Assessment Videotapes, Tape 1; Take It to the Net, www.phschool.com

iii. Renaissance SE/TE: 224-231, 236, 264, 265, 266, 269, 274, 300, 318, 328, 372, 389 TR: Beyond Literature, 10, 11 TECH: Take It to the Net, www.phschool.com; Literary Analysis and Reading Transparencies, Theme: The Monarch as Hero, 20

iv. 18th Century/Restoration/Neo-Classical SE/TE: 410-417, 451, 481, 482, 484, 487, 496, 512, Period 514, 527, 532, 548, 571, 593 TR: Selection Support: Reading Strategy, 99 TECH: Literary Analysis and Reading Transparencies, Using Historical Context, 41

v. Romantic Period SE/TE: 614-621, 625, 655, 658, 663, 664-665, 677, 679, 743, 768, 772, 775, 777, 784, 787, 789 TR: Writing and Grammar, Diamond Level, 286; Formal Assessment, 161-163; Open Book Test, 100-102; Performance Assess. and Portfolio Mgmt., 13, 85 TECH: Analysis and Reading Transparencies, Dialect, 56; Writing and Grammar iText CD-ROM, Unit 4, Part 2; Writing Models and Graphic Organizers on Transparencies, 131-134; Got It! Assessment Videotapes, Tape 3; Test Bank Software, Unit 4, Part 2; Take It to the Net, www.phschool.com

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) vi. Victorian Period SE/TE: 806-813, 855, 856-857, 858, 883, 887, 894, 897, 898, 905, 938, 940 TR: Writing and Grammar, Diamond Level, 174, 194-209; Formal Assessment, 206-208; Open Book Test, 123-125; Performance Assess. and Portfolio Mgmt., 20, 21, 69 TECH: Literary Analysis and Reading Transparencies, The Novel and Social Criticism, 80; Writing Models and Graphic Organizers on Transparencies, 85-92, 119- 122; Writing and Grammar iText CD-ROM, Unit 5, Part 3; Got It! Assessment Videotapes, Tape 4; Test Bank Software, Unit 5, Part 3; Take It to the Net, www.phschool.com

vii. Modern Period SE/TE: 954-961, 964, 979, 980-981, 995, 999, 1016, 1019, 1030, 1032, 1041, 1049, 1051, 1061, 1062, 1064, 1068, 1078, 1089, 1090, 1095, 1107, 1115, 1116, 1121, 1176, 1221, 1250, 1259, 1260, 1272, 1288 TR: Beyond Literature, 45, 49; Selection Support: Literary Analysis, 218; Reading Strategy, 291 TECH: Literary Analysis and Reading Transparencies, Modernism, 92; Social Conflict, 106; Cultural Conflict, 110; Applying Background Information, 125

viii. Postmodern Period SE/TE: 954-961, 964, 979, 980-981, 995, 999, 1016, 1019, 1030, 1032, 1041, 1049, 1051, 1061, 1062, 1064, 1068, 1078, 1089, 1090, 1095, 1107, 1115, 1116, 1121, 1176, 1221, 1250, 1259, 1260, 1272, 1288 TR: Beyond Literature, 45, 49; Selection Support: Literary Analysis, 218; Reading Strategy, 291 TECH: Literary Analysis and Reading Transparencies, Modernism, 92; Social Conflict, 106; Cultural Conflict, 110; Applying Background Information, 125

The student compares and contrasts specific characteristics of different genres as they develop and change over time for different purposes (e.g., heroic elegy, satirical essay, serial novel, etc.).

The student analyzes a variety of works representative SE/TE: 513, 515, 518, 520, 522, 525, R12, R18, R19, of different genres within specific time periods in order R20 to identify types of discourse (e.g., satire, parody, TR: Selection Support: Literary Analysis, 108 allegory, romance, pastoral) that cross the lines of TECH: Literary Analysis and Reading genre classifications Transparencies, Satire, 46

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 41 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) Sample Task for ELABLRL3 SE/TE: 527 The student identifies the elements and strategies of TR: Writing and Grammar, Diamond Level, 224; satire in a literary work (e.g., “A Modest Proposal” Formal Assessment, 112-114; Open Book from 18th century literature or 1984 from 20th century Test, 67-69; Performance and Assess. and literature) and employs those elements and strategies to Portfolio Mgmgt., 9; Assessment System: satirize a current ill or foible in society. Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 3, Part 3; Writing Models and Graphic Organizers on Transparencies, 17-23, 37-43; Got It! Assessment Videotapes, Tape 2; Test Bank Software, Unit 3, Part 3; Take It to the Net, www.phschool.com

ELABLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents. The student

a. Demonstrate awareness of an author’s use of SE/TE: 1077, 1081, 1083, 1085, R21 stylistic devices and an appreciation of the TR: Selection Support: Literary Analysis, 244 effects created. TECH: Literary Analysis and Reading Transparencies, Setting and Atmosphere, 104

b. Analyze the use of imagery, language, and SE/TE: 354, 358, 359, 361, 364, 365, 367, 369, 370, other particular aspects of a text that 372, 731, 734, 736, 737, 741, 965, 975, R15, contribute to theme or underlying meaning. R44 TR: Selection Support: Reading Strategy, 71, 157, 214 TECH: Literary Analysis and Reading Transparencies, Imagery, 30; Using Your Senses, 29; Imagery, 68; Responding to Imagery, 67; Symbolism, 90

c. Support important ideas and viewpoints SE/TE: 29, 63, 85, 117, 212-213, 259, 391, 398-399, through accurate and detailed references to the 400-403, 443, 511, 563, 597, 602-603, 679, text and/or to other relevant works. 759, 789, 794-795, 893, 927, 937, 946, 977, 995, 1061, 1075, 1173, 1298 TR: Writing and Grammar, Diamond Level, 102, 108, 122-143, 178-184, 274-296, 306-329, 309-329, 850; Formal Assessment, 1-3, 9-11, 17-19, 20-22, 46-48, 77-79, 89-91, 111-113, 118-120, 130-132, 152-154, 164-166, 176- 178, 203-205, 214-216, 217-219, 225-227, 228-230, 246-248, 249-251, 272-274; Open Book Test, 1-3, 4-6, 7-9, 10-12, 25-27, 46-48, 52-54, 64-66, 73-75, 79-81, 91-93, 103-105, 109-111, 120-122, 126-128, 129-131,

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 42 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) (Continued) (Continued) c. Support important ideas and viewpoints TR: 132-134, 135-137, 147-149, 150-152, 168- through accurate and detailed references to the 170; Performance Assess. and Portfolio text and/or to other relevant works. Mgmt, 10, 13, 18, 20, 24, 25, 54, 63, 85, 92; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Writing and Grammar iText CD-ROM, Unit 1, Part 1, Part 2, Part 3; Unit 2, Part 1, Part 3; Unit 3, Part 1, Part 3, Part 4; Unit 4, Part 2, Part 3; Unit 5, Part 3, Part 4; Unit 6, Part 1, Part 2, Part 3; Writing Models and Graphic Organizers on Transparencies, 37-44, 45-56, 55-56, 57-72, 73-80, 85-92, 103-106, 111, 115, 123-126; Got It! Assessment Videotapes, Tape 1, Tape 2, Tape 3, Tape 4, Tape 5, Tape 6; Test Bank Software, Unit 1, Part 1, Part 2, Part 3; Unit 2, Part 1, Part 3; Unit 3, Part 1, Part 3, Part 4; Unit 4, Part 2, Part 3; Unit 5, Part 3, Part 4; Unit 6, Part 1, Part 2, Part 3; Take It to the Net, www.phschool.com

d. Analyze multiple, relevant historical records of a single event, examine their critical relationships to a literary work, and explain the perceived reason or reasons for the similarities and differences in factual historical records and a literary text from or about the same period.

e. Include information from relevant critical perspectives and evaluate the validity and reliability of sources.

f. Imitate a variety of literary forms to SE/TE: 527 demonstrate understanding (e.g., sonnet, TR: Writing and Grammar, Diamond Level, 224; ballad, satire). Formal Assessment, 112-114; Open Book Test, 67-69; Performance and Assess. and Portfolio Mgmt., 9; Assessment System: Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 3, Part 3; Writing Models and Graphic Organizers on Transparencies, 17-23, 37-43; Got It! Assessment Videotapes, Tape 2; Test Bank Software, Unit 3, Part 3; Take It to the Net, www.phschool.com

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 43 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) g. Include a formal works cited or bibliography SE/TE: 875, 945, R30 when applicable. TR: Writing and Grammar, Diamond Level, 274- 296, 850; Formal Assessment, 195-197; Open Book Test, 118-119; Performance Assess. and Portfolio Mgmt., 13, 24, 85 TECH: Writing and Grammar iText CD-ROM, Unit 5, Part 2; Writing Models and Graphic Organizers on Transparencies, 57-72; Got It! Assessment Videotapes, Tape 4; Test Bank Software, Unit 5, Part 2

Sample Task for ELABLRL4 The student works with other class members to determine a frame scenario modeled after The Canterbury Tales or The Decameron, then adopts a fictional persona, creates an appropriate sketch of his or her character for a prologue, and composes a tale to fit within the frame. Students work together to combine and connect the character sketches to frame the tales, determine the order of the tales, polish the composite document, and apply specialized software to publish the document for classroom distribution.

ELABLRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

b. Uses knowledge of mythology, the Bible, and other works often alluded to in British and Commonwealth literature to understand the meanings of new words.

c. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as need to increase learning.

Sample Task for ELABLRL5 SE/TE: 527 The student identifies the elements and strategies of TR: Writing and Grammar, Diamond Level, 224; satire in a literary work (e.g., “A Modest Proposal” Formal Assessment, 112-114; Open Book from 18th century literature or 1984 from 20th century Test, 67-69; Performance and Assess. and literature) and employs those elements and strategies to Portfolio Mgmt., 9; Assessment System: satirize a current ill or foible in society. Workbook, Skill Book, Transparencies, CD- ROM TECH: Writing and Grammar iText CD-ROM, Unit 3, Part 3; Writing Models and Graphic Organizers on Transparencies, 17-23, 37-43; Got It! Assessment Videotapes, Tape 2; Test Bank Software, Unit 3, Part 3; Take It to the Net, www.phschool.com

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 44 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) READING ACROSS THE CURRICULUM

After the elementary and middle grades years, the student seriously engages in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. The student encounters a variety of informational and fictional texts and reads texts in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), the student must learn, through reading, the communities of discourse of those disciplines. Each subject has its own specific vocabulary, and for a student to excel in all subjects, he or she must learn the specific vocabulary of all subject areas in context.

Reading across the curriculum develops the student’s academic and personal interests in different subjects, as well as his or her understanding and expertise across subject areas. As the student reads, he or she develops both content and contextual vocabulary and builds good habits for reading, researching, and learning. The Reading Across the Curriculum standards focus on the academic and personal skills a student acquires as the student reads in all areas of learning.

ELABLRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Sample Task for ELABLRC1 The student selects a poet from a particular literary period (e.g., 17th century, Romantic, Victorian, etc.), independently reads a variety of poems by this person, and reads multiple biographical accounts of the poet’s life, as well as a number of historical accounts of the time during which the poet wrote

ELABLRC2 The student participates in discussions related to curricular learning in all subject areas. The student

a. Identifies messages and themes from books in all subject areas.

b. Responds to a variety of texts in multiple modes of discourse.

c. Relates messages and themes from one subject SE/TE: 53, 192, 382, 540, 653, 898, 1252 area to those in another area

d. Evaluates the merits of texts in every subject discipline.

e. Examines the author’s purpose in writing. SE/TE: 779, 781, 787, 817, 819, 831, 855, 862, 869, 873, 1205, 1209, 1212, 1214, 1216, 1218, 1219, 1220, 1221

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 45 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) (Continued) (Continued) e. Examines the author’s purpose in writing. TR: Selection Support: Reading Strategy, 171, 177, 187, 275; Adapted Reader’s Companion, Unit 4, Part 3; Unit 5, Part 1, Part 2; Reader’s Companion, Unit 4, Part 3; Unit 5, Part 1, Part 2; English Learner’s Companion, Unit 4, Part 3, Part 2; Unit 5, Part 1 TECH: Literary Analysis and Reading Transparencies, Determine the Writer’s Purpose, 73, 79; Judging a Poet’s Message, 75; Judge the Message, 117; Listening to Literature Audiocassettes, Side 19, 20; Listening to Literature Audio CDs, CD 11, CD 12

• Recognizes the features of disciplinary texts.

Sample Task for ELABLRC2 The student employs two different critical lenses (e.g., feminist, postcolonial, biographical, formalist, etc.) to read a text such as Jane Eyre and compares and contrasts the resulting interpretations in a classroom seminar format.

ELABLRC3 The student acquires new vocabulary in each content area and uses it correctly. The student

a. Demonstrates an understanding of contextual vocabulary in various subjects.

b. Uses content vocabulary in writing and Examples throughout text: speaking. SE/TE: 28, 62, 84, 117, 139, 152, 186, 202, 242, 258 TR: Vocabulary and Spelling Practice Book; Selection Support: Build Vocabulary, 1, 7, 13, 17, 21, 27, 31, 37, 41

c. Explores understanding of new words found in subject area texts.

Sample Task for ELABLRC3 The student identifies content vocabulary specific to Anglo-Saxon poetry (e.g., alliteration, split line, caesura, kennings, ubi sunt, etc.) then demonstrates understanding of these concepts by composing a mock heroic elegy, modeled after Beowulf, that depicts the adventures of a warrior/hero. The student presents this elegy orally along with appropriate background music.

ELABLRC4 The student establishes a context for information acquired by reading across subject areas. The student

a. Explores life experiences related to subject area content.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.

Sample Task for ELABLRC4 The student employs two different critical lenses (e.g., feminist, postcolonial, biographical, formalist, etc.) to read a text such as Jane Eyre and compares and contrasts the resulting interpretations in a classroom seminar format.

Sample Reading List

Fiction

* The Handmaid’s Tale—Margaret Atwood

* Emma—Jane Austen

* Jane Eyre—Charlotte Bronte SE/TE: 865-872, 873, 874-875 TR: Selection Support: Literary Analysis, 188; Adapted Reader’s Companion, Unit 5, Part 2; Reader’s Companion, Unit 5, Part 2; English Learner’s Companion, Unit 5, Part 2; Writing and Grammar, Diamond Level, 850; Formal Assessment, 195-197; Open Book Test, 118- 119; Performance Assess. and Portfolio Mgmt., 13 TECH: Listening to Literature Audiocassettes, Side 20; Listening to Literature Audio CDs, CD 12; Fine Art Transparencies, Volume 1, Transparency 19; Writing Models and Graphic Organizers on Transparencies, 57-72; Writing and Grammar iText CD-ROM, Unit 5, Part 2; Got It! Assessment Videotapes, Tape 4; Test Bank Software, Unit 5, Part 2

* Wuthering Heights—Emily Bronte

* Possession—A.S. Byatt

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * The Canterbury Tales—Geoffrey Chaucer SE/TE: 90-91, 94-115, 116-117, 118, 119-137, 138- 139, 140, 141-151, 152-153 TR: Selection Support: Literary Analysis, 20, 24; Selection Support: Reading Strategy, 19, 23, 23; Writing and Grammar, Diamond Level, 82; Formal Assessment, 20-22, 23-25; Open Book Test, 10-12, 13-15; Authors In Depth, The British Tradition; Beyond Literature, 4, 5; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Listening to Literature Audiocassettes, Side 4, Side 5; Listening to Literature Audio CDs, CD 2, CD 3; Fine Art Transparencies, Volume 1, Art Transparency 3; Literary Analysis and Reading Transparencies, Using Context Clues, 9; Exemplum, 10; Reading for Clarification, 9; Characterization, 8; Writing and Grammar iText CD-ROM, Unit 1, Part 3; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 1, Part 3; Take It to the Net, www.phschool.com; Interest Grabber Video, Tape 1

* Heart of Darkness—Joseph Conrad

* The Hours—Michael Cunningham (with Mrs. Dalloway)

* A Tale of Two Cities—Charles Dickens

* A Passage to India or Howard’s End—E.M. Forster

* Sophie’s World—A Novel About the History of Philosophy—Jostein Gaarder

* Grendel—John Gardner

* Pattern Recognition—William Gibson

* The Heart of the Matter or The Quiet American— Graham Greene

* Tess of the d’Urbervilles, The Mayor of Casterbridge, or Jude the Obscure—Thomas Hardy

* Dubliners or Portrait of the Artist as a Young Man— James Joyce

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 48 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * A Bend in the River—V. S. Naipaul

* 1984—George Orwell

* Wide Sargasso Sea—Jean Rhys

* Gaudy Night or Hangman’s Holiday—Dorothy Sayers

* Frankenstein—Mary Shelley SE/TE: 650-654, 655-657 TR: Selection Support: Literary Analysis, 140; Writing and Grammar, Diamond Level, 178; Formal Assessment, 144-146; Formal Assessment, 144-146; Open Book Test, 88- 89; Performance Assess. and Portfolio Mgmt., 20; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Listening to Literature Audiocassettes, Side 16; Listening to Literature Audio CDs, CD 9; Fine Art Transparencies, Volume 2, Art Transparency 3; Writing and Grammar iText CD-ROM, Unit 4, Part 1; Writing Models and Graphic Organizers on Transparencies, 85-92; Got It! Assessment Videotapes, Tape 3; Test Bank Software, Unit 4, Part 1; Take It to the Net, www.phschool.com

* Dracula—Bram Stoker

* The Picture of Dorian Gray—Oscar Wilde

* Mrs. Dalloway or To the Lighthouse—Virginia Woolf

Drama

* Murder in the Cathedral—T.S. Eliot

* Dancing at Lughnasa or Translations—Brian Friel

* Copenhagen—Michael Frayn

* Doctor Faustus—Christopher Marlow

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * Hamlet, Macbeth, Othello, and/or The Tempest— SE/TE: 296-297, 298, 299, 300-317, 318-319, 320, William Shakespeare 321-333, 334-335, 336, 337-351, 352-353, 354, 355-371, 372-373, 374, 375-389, 390- 391 TR: Beyond Literature, 12, 13, 14, 15, 16; Selection Support: Reading Strategy, 59, 63, 65, 71, 75; Selection Support: Literary Analysis, 60, 64, 68, 72, 76; Authors in Depth, The British Tradition, 68; Formal Assessment, 65-67, 68-70, 71-73, 74-76, 77- 79; Open Book Test, 34-36, 37-39, 40-42, 43- 45, 46-48; Reader’s Companion, Unit 2, Part 3; Adapted Reader’s Companion, Unit 2, Part 3; English Learner’s Companion, Unit 2, Part 3; Performance Assess. and Portfolio Mgmt., 25, 32; Writing and Grammar, Diamond Level, 310; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Interest Grabber Video, Tape 2; Take It to the Net, www.phschool.com; Literary Analysis and Reading Transparencies: Elizabethan Drama, 24; Reading Verse for Meaning, 25; Using Text Aids, 23; Blank Verse, 26; Conflict, 28; Reading Between the Lines, 27; Imagery, 30; Using Your Senses, 29; Shakespearean Tragedy, 32; Inferring Beliefs of the Period, 31; Listening to Literature Audiocassettes, Side 9, Side 10, Side 11; Listening to Literature Audio CDs, CD 5, CD 6; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 2, Part 3; Writing and Grammar iText CD-ROM, Unit 2, Part 3; Writing Models and Graphic Organizers on Transparencies, 45-54, 123-125

* Arms and the Man, Major Barbara, or Pygmalion— George Bernard Shaw

* Indian Ink or Rosencrantz and Guildenstern are Dead—Tom Stoppard

* Playboy of the Western World—John M. Synge

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) Epic Literature

* Beowulf SE/TE: 36-37, 38-61, 62-63 TR: Beyond Literature, Media Connection: Film Portrayals of Monsters, 2; Selection Support: Reading Strategy, 9; Writing and Grammar, Diamond Level, 102; Formal Assessment, 9- 11; Open Book Test, 4-6; Performance Assess. and Portfolio Mgmt., 25; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Interest Grabber Video, Tape 1; Take It to the Net, www.phschool.com; Literary Analysis and Reading Transparencies, The Epic, 4; Writing Models and Graphic Organizers on Transparencies, 45-54; Writing and Grammar iText CD-ROM, Unit 1, Part 2; Got It! Assessment Videotapes, Tape 1; Test Bank Software, Unit 1, Part 2

* Paradise Lost—John Milton SE/TE: 468-477 TR: Selection Support: Literary Analysis, 96; Writing and Grammar, Diamond Level, 310; Formal Assessment, 100-102; Open Book Test, 58-60; Assessment System: Workbook, Skill Book, Transparencies, CD-ROM TECH: Literary Analysis and Reading Transparencies, Epic Poetry, 40; Listening to Audiocassettes, Side 12; Listening to Literature Audio CDs, CD 7; Writing and Grammar iText CD-ROM, Unit 3, Part 2; Test Bank Software, Unit 3, Part 2; Got It! Assessment Videotapes, Tape 2

* Memoir, Biography, and Autobiography; Non- fiction, and Informational Texts

* Shakespeare: the Invention of the Human—Harold Bloom

* Object Lessons: The Life of the Woman and the Poet in Our Time—Eavan Boland

* Notes from a Small Island or A Short History of Nearly Everything—Bill Bryson

* The Tao of Physics—Fritjof Capra

SE = Student Edition TE = Teacher Edition TR = Teaching Resources TECH = Technology 51 Prentice Hall Literature: Timeless Voices, Timeless Themes The British Tradition © 2005 Correlated to: Georgia English Language Arts Performance Standards, (Grade 12)

GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * Mathematical Mysteries: The Beauty and Magic of Numbers—Calvin C. Clawson

* First You Build a Cloud—K.C. Cole

* The Story of Philosophy—Will Durant

* The Great War and Modern Memory—Paul Fussell

* The Language of Flowers: Symbols and Myths— Marina Heilmeyer

* The Edwardian Turn of Mind—Samuel Hynes

* Ingenious Pursuits: Building the Scientific Revolution—Lisa Jardine

* To Destroy A City: Strategic Bombing and Its Human Consequences in World War II—Hermann Knell

* The Allegory of Love and/or The Discarded Image— C.S. Lewis

* The Art of the Personal Essay—Phillip Lopate

* The Last Lion: Winston Spencer Churchill (multiple vols.)—William Manchester

* The Story of English—Robert McCrum, William Cran, and Robert MacNeil

* On Liberty—John Stuart Mill

* The Elizabethan World Picture—E.M.W. Tillyard

* Robert the Bruce: King of Scots—Ronald McNair Scott

* Eleanor of Aquitaine: A Life—Alison Weir

* The Professor and the Madman—Simon Winchester

* Taking the Quantum Leap—Fred Alan Wolf

* A Room of One’s Own—Virginia Woolf

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * William Wordsworth and the Age of English Romanticism—Jonathan Wordsworth, Michael C. Jaye, and Robert Woof

Media Literacy Non-fiction and Informational Texts

* From Mouse to Mermaid: The Politics of Film, Gender, and Culture—Elizabeth Bell, Lynda Haas, and Laura Sells, eds.

* All Consuming Images: The Politics of Style in Contemporary Culture—Stuart Ewen

* We the Media—Don Hazen and Julie Winokur, eds . * Marketing Madness: A Survival Guide for a Consumer Society—Michael F. Jacobson and Laurie Ann Mazur

* Images That Injure: Pictorial Stereotypes in the Media—Paul Martin Lester and Susan Dente Ross

* The Age of Missing Information—Bill McKibben

* The Medium is the Massage—Marshall McLuhan and Quentin Fiore

* Branded: The Buying and Selling of Teenagers— Alissa Quart

* McDonaldization, The Reader—George Ritzer, ed.

* Fast Food Nation—Eric Schlosser

READING AND WORLD LITERATURE

(This literature module may be taught in 10th, 11th, or 12th grade.)

Focusing on a study of World Literature, the student develops an understanding of chronological context and the relevance of period structures in literature within cultures around the world. The student develops an understanding of the ways the place of origin of a work of literature affects its structure and how the chronology of a work of literature affects its meaning. The student develops an understanding of literature as both a product of its culture and as a culture-bearer and recognizes the commonalities and differences among works of literature from different times and places in the world.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) ELAWLRL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events), main ideas, and cultural characteristics in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation. The texts are of the quality and complexity illustrated by the World Literature reading list.

The student identifies, analyzes, and applies knowledge of the structures and elements of fiction from around the world and provides evidence from the text to support understanding; the student:

a. Locates and analyzes such elements as SE/TE: 880 language and style, character development, point of view, irony, and structures (e.g., chronological, in medias res, flashback, epistolary narrative, frame narrative) in works of world fiction from different time periods.

b. Identifies and analyzes patterns of imagery or symbolism.

c. Relates identified elements in fiction to theme SE/TE: 66 or underlying meaning.

d. Analyzes the influence of mythic, traditional, or classical literature on works of world literature

e. Analyzes and compares style and language across significant cross-cultural literary works.

f. Compares and contrasts various translations of a work and evaluates the effect of translation on meaning.

• The student identifies, analyzes, and applies knowledge of the purpose, structure, and elements of nonfiction and/or informational materials and provides evidence from the text to support understanding; the student:

a. Analyzes and explains the structures and elements of nonfiction works of world literature such as philosophical essays and letters.

b. Analyzes and evaluates the logic and use of evidence in an author’s argument.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) c. Analyzes, evaluates, and applies knowledge of the ways authors from different cultures use language, style, syntax, and rhetorical strategies for specific purposes in nonfiction works.

• The student identifies and analyzes elements of poetry from various periods of world literature and provides evidence from the text to support understanding; the student:

a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning.

b. sound: alliteration, end rhyme, internal rhyme, terza rima, consonance, assonance

c. form: haiku, lyric, epic, narrative poem SE/TE: 64-66, 70, 760-764

d. figurative language: personification, imagery, metaphor, epic simile, synecdoche, hyperbole, symbolism

e. Analyzes and evaluates the effects of diction and imagery (e.g., controlling images, figurative language, understatement, irony, paradox, and tone) as they relate to underlying meaning.

f. Identifies and responds to poetic forms SE/TE: 760-764, 848-852, 938-939 specific to particular cultures.

The student identifies, analyzes, and applies knowledge of the themes, structures, and elements of dramatic literature from around the world and provides evidence from the text to support understanding; the student:

a. Identifies and analyzes types of dramatic SE/TE: 392 literature (e.g., comedy of manners, commedia dell’arte, farce, and culturally specific forms such as NOH plays).

b. Analyzes the characters, structures, and SE/TE: 393-397 themes of dramatic literature.

c. Identifies and analyzes dramatic elements, (e.g., unity of time, place, and action; tragic hero; deus ex machina; recognition; reversal; chorus; aside; dramatic irony).

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) d. Identifies and analyzes how dramatic elements support and enhance the interpretation of dramatic literature. e. Sample Task for ELAWLRL1 The student focuses on three poets from different cultures around the world and

a. analyzes each poet’s or culture’s subject matter and use of diction, syntax, sound, form, figurative language, and structure;

b. determines the characteristics of each poet’s or culture’s style;

c. illustrates each poet’s or culture’s individual style for the class through the use of specific, representative poems from each poet’s work;

d. composes an original poem in three different versions to exemplify the distinct styles of the three poets or cultures.

ELAWLRL2 The student identifies, analyzes, and applies knowledge of theme in a work of world literature and provides evidence from the text to support understanding. The student a. Applies knowledge of the concept that the SE/TE: 66, 393-397, 582-584, 658-660, 760-764, 848- theme or meaning of a selection represents a 852, 938-939, 1942-1046, 1198-1202 universal view or comment on life or society and provides support from the text for the identified theme.

b. Evaluates the way an author’s choice of words advances the theme or purpose of the work.

c. Applies knowledge of the concept that a text can contain more than one theme.

d. Analyzes and compares universal themes SE/TE: 584, 660, 764, 852, 1042-1046, 1198-1202 characteristic of literature from different cultures across time and genre (e.g., cultural values, cultural tradition, and philosophical roots).

Sample Task for ELAWLRL2 The student identifies a universal theme or archetypal meaning in a work of fiction and prepares a project board or multimedia presentation that illustrates the connection of the theme or meaning to

a. literary works from the same genre, time period, and culture;

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) b. literary works from different genres, time periods, and/or cultures;

c. and/or popular films and TV shows.

ELAWLRL3 The student deepens understanding of literary works from around the world by relating them to their contemporary context or historical background, as well as to works from other time periods. The student

a. Relates a literary work to primary source documents of its literary period or historical setting.

b. Relates a literary work to the seminal ideas of SE/TE: 211 the time and place in which it is set or the time and place of its composition.

i. Greek SE/TE: 67-70, 392-397, 848-849

ii. Roman

iii. Classical Multicultural

iv. Western European SE/TE: 760-761, 850-852

v. Contemporary Multicultural SE/TE: 1042-1043, 1198-1202

c. Compares and contrasts specific characteristics of different genres as these genres develop and change over time and across cultures (e.g., classical multicultural with contemporary multicultural, Western with Eastern European).

d. Analyzes a variety of cross-cultural works representing different genres within the same specific time period in order to identify types of discourse (e.g., satire, parody, allegory, pastoral) that cross the lines of genre classifications.

Sample Task for ELAWLRL3 The student researches an archetypal story (e.g., Cinderella or Little Red Riding Hood) as it changes over time and across cultures, connects the various versions to its contemporary context and/or historical background (e.g., the social, political, and economic contexts), then reports the results of this research to the class.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) ELAWLRL4 The student employs a variety of writing genres to demonstrate a comprehensive grasp of significant ideas in sophisticated literary works. The student composes essays, narratives, poems, or technical documents. The student

a. Demonstrates awareness of an author’s use of stylistic devices for specific effects.

b. Draws comparisons between specific incidents in a text and broader themes that illustrate the writer’s important beliefs or generalizations about life or culturally specific beliefs or generalizations about life.

c. Includes a formal works cited or bibliography when applicable.

Sample Task for ELAWLRL4 The student independently reads a short story from a pre-selected list of works from various cultures and

a. identifies a plausible theme, underlying meaning, or interpretation for the story;

b. analyzes the diction, imagery, point of view, figurative language, symbolism, structure, etc., of the story to determine how the author develops this particular meaning;

c. investigates the effects of culture (e.g., time, place, societal values, etc.) on the work;

d. drafts a thesis-controlled, essay that explains the theme or interpretation in terms of the strategies employed by the author who produced it and the culture in which it was produced;

e. employs correct manuscript form and follows an appropriate style sheet (e.g., MLA) to integrate, cite, and document evidence from the primary and secondary sources quoted, summarized, or paraphrased in the essay.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) ELAWLRL5 The student understands and acquires new vocabulary and uses it correctly in reading and writing. The student

a. Identifies and correctly uses idioms, cognates, words with literal and figurative meanings, and patterns of word changes that indicate different meanings or functions.

b. Uses knowledge of world mythologies to understand the meanings of new words.

c. Identifies and understands foreign terms that appear in works originally written in a language other than English.

d. Uses general dictionaries, specialized dictionaries, thesauruses, or related references as needed to increase learning.

Sample Task for ELAWLRL5 The student focuses on three poets from different cultures around the world and

a. analyzes each poet’s or culture’s subject matter and use of diction, syntax, sound, form, figurative language, and structure;

b. determines the characteristics of each poet’s or culture’s style;

c. illustrates each poet’s or culture’s individual style for the class through the use of specific, representative poems from each poet’s oeuvre;

d. composes an original poem in three different versions to exemplify the distinct styles of the three poets or cultures.

READING ACROSS THE CURRICULUM

After the elementary and middle school years, the student seriously engages in reading for learning. This process sweeps across all disciplinary domains, extending even to the area of personal learning. The student encounters a variety of informational and fictional texts and reads texts in all genres and modes of discourse. In the study of various disciplines of learning (language arts, mathematics, science, social studies), the student must learn, through reading, the communities of discourse of those disciplines. Each subject has its own specific vocabulary, and for a student to excel in all subjects, he or she must learn the specific vocabulary of all subject areas in context.

• Reading across the curriculum develops the student’s academic and personal interests in different subjects, as well as his or her understanding and expertise across subject areas.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) • As the student reads, he or she develops both content and contextual vocabulary and builds good habits for reading, researching, and learning. The Reading Across the Curriculum standards focus on the academic and personal skills a student acquires as the student reads in all areas of learning.

ELAWLRC1 The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.

Sample Task for ELAWLRC1 The student engages in pleasure reading of multiple works in an area of personal interest.

ELAWLRC2 The student participates in discussions related to curricular learning in all subject areas. The student.

a. Identifies messages and themes from books in all subject areas

b. Responds to a variety of texts in multiple modes of discourse.

c. Relates messages and themes from one subject area to those in another area.

d. Evaluates the merits of texts in every subject discipline.

e. Examines the author’s purpose in writing.

f. Recognizes the features of disciplinary texts.

Sample Task for ELAWLRC2 The student engages in a discussion forum to determine similarities and differences among visual and oral texts of different media presentations of the same issue (e.g., US news, news from Great Britain or other Western European countries, and news from Asia, the Middle East, or South America on a specific issue of foreign policy). As a part of this discussion, students will

a. evaluate the diction, structure, and effectiveness of the speaker’s argument(s);

b. analyze the effectiveness of the rhetorical strategies employed;

c. evaluate the aesthetic effects of the media presentation;

d. evaluate the differences in voice and tone of the media personalities;

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) e. compare and contrast the strategies employed by the various media personalities in terms of audience and purpose

f. evaluate the aesthetic affects of visual news casts (e.g., lighting, camera angle, etc.)

ELAWLRC3 The student acquires new vocabulary in each content area and uses it correctly. The student

a. Demonstrates an understanding of contextual vocabulary in various subjects.

b. Uses content vocabulary in writing and speaking.

c. Explores understanding of new words found in subject area texts.

Sample Task for ELAWLRC3 The student focuses on three poets from different cultures around the world and

a. analyzes each poet’s or culture’s subject matter and use of diction, syntax, sound, form, figurative language, and structure;

b. determines the characteristics of each poet’s or culture’s style;

c. illustrates each poet’s or culture’s individual style for the class through the use of specific, representative poems from each poet’s work;

d. composes an original poem in three different versions to exemplify the distinct styles of the three poets or cultures.

ELAWLRC4 The student establishes a context for information acquired by reading across subject areas. The student

a. Explores life experiences related to subject area content.

b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts

Sample Task for ELAWLRC4 The student engages in a discussion forum to determine similarities and differences among visual and oral texts of different media presentations of the same issue (e.g., US news, news from Great Britain or other Western European countries, and news from Asia, the Middle East, or South America on a specific issue of foreign policy). As a part of this discussion, students will

a. evaluate the diction, structure, and effectiveness of the speaker’s argument(s);

b. analyze the effectiveness of the rhetorical strategies employed;

c. evaluate the aesthetic effects of the media presentation;

d. evaluate the differences in voice and tone of the media personalities;

e. compare and contrast the strategies employed by the various media personalities in terms of audience and purpose

f. evaluate the aesthetic affects of visual news casts (e.g., lighting, camera angle, etc.)

Sample Reading List

Fiction

* Njal’s Saga—author unknown

* Things Fall Apart—Chinua Achebe

* The House of Spirits—Isabel Allende

* In a Time of the Butterflies—Julia Alvarez

* If On a Winter’s Night a Traveler or Invisible Cities—Italo Calvino

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * Monkey Bridge—Lan Cao

* Don Quixote—Miguel Cervantes

* Woman Hollering Creek and Other Stories—Sandra Cisneros

* Notes from Underground—Fyodor Dostoevsky

* One Hundred Years of Solitude—Gabriel Garcia Marquez

* Siddhartha—Herman Hesse

* The Metamorphosis—Franz Kafka

* Obasan—Joy Kogawa

* Interpreter of Maladies—Jhumpa Lahiri

* Native Speaker—Chang-Rae Lee

* Children of the Alley or another work by—Naquib Mahfouz

* Nectar in a Sieve—Kamala Markandaya

* Jasmine—Bharati Mukherjee

* Anil’s Ghost—Michael Ondaatje

* Cry, the Beloved Country—Alan Paton

* The God of Small Things—Arundhati Roy

* East West: Stories—Salman Rushdie

* The Tale of Genji—Murasaki Shikibu

* Anna Karenina—Leo Tolstoy

* Candide—Voltaire

* The Shadow of the Wind—Carlos Ruiz Zatón

Drama

* The Cherry Orchard—Anton Chekov

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * The Misanthrope, The Miser, or Tartuffe—Jean- Baptiste Moliere

* Pierrot or Harlequin plays

* No Exit—Jean-Paul Sartre

* Oedipus—Sophocles SE/TE: 392-397

* A Dance of the Forests—Wole Soyinka

Epic Literature

* The Epic of Gilgamesh SE/TE: 64-66

* The Inferno—Dante

* The Illiad—Homer SE/TE: 67-70

* The Aeneid—Virgil

* Memoir, Biography, and Autobiography; Non- fiction, and Informational Texts

* The Bhagavad Gita

* The Consolation of Philosophy—Boethius

* The Songlines—Bruce Chatwin

* Out of Africa—Isak Dinesen

* Color: A Natural History of the Palette—Victoria Finlay

* I Dreamed of Africa—Kuki Gallmann

* Red Scarf: A Memoir of the Cultural Revolution—Ji- Li Jiang

* Fear and Trembling—Søren Kierkegaard

* The Woman Warrior—Maxine Hong Kingston

* The Middle East: A Brief History of the Last 2,000 Years—Bernard Lewis

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GEORGIA ENGLISH LANGUAGE ARTS PAGE(S) WHERE TAUGHT PERFORMANCE STANDARDS (If submission is not a text, cite appropriate resource(s)) * Falling Leaves: The True Story of an Unwanted Chinese Daughter—Adeline Yen Mah

* The Dust of Empire—Karl Ernest Meyer

* The World of the Shining Prince—Ivan I. Morris

* Reading Lolita in Tehran—Azar Nafis

* Black Elk Speaks—John G. Neihardt and Black Elk

* Himalayas—Pratapaditya Pal and LIV B. Bilksrud

* Catfish and Mandala: A Two Wheeled Voyage through the Landscape and Memory of

* Vietnam—Andrew X. Pham

* The Storyteller’s Daughter—Saira Shah

* Archimedes: What did He Do Beside Cry Eureka— Sherman Stein

* The Silk Road—Frances Wood

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