EMC English Language Arts Catalog 2015-16 by EMC Publishing

Grades K–12

2015

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EMC

Publishing®

Engage your students like never before. Dear Colleague, What an exciting time to be teaching English Language Arts. The ability to truly immerse your students in their studies is unprecedented. And here at EMC Publishing, we are proud to be at the forefront of today’s evolving language arts learning environment with you, providing • the best curricula, developed by teachers, for teachers -- and aligned with College and Career Readiness Standards for English Language Arts • the latest learning technologies, seamlessly integrating vast curricula assets with easy-to-use interactive tools • the friendliest support, through our always-accessible Web resources as well as personalized customer service Great literature and current informational texts, multiplatform eBooks, and technology tools that speak to today’s connected learners–it’s all here, waiting to be discovered. Best regards,

Your EMC Publishing Team P.S. Get a closer look. Call us today to request free review materials: 800-328-1452.

I’ve never fallen in love with a “textbook series the way that I fell in love with Mirrors and Windows when we saw it. One of the things I love the most is that it challenges teachers as well as students. This is asking us to get out of our comfort zone and to try to reach the students in the way they live now and to modernize our techniques to reach them in a better way.

”

Cynthia Laney

British Literature Teacher Central High School, Alabama

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YOUR GUIDE FOR OUR 2015 CATALOG eBook

Available as a multiplatform eBook which functions on all mobile devices, laptops, or desktops.

Table of Contents DIGITAL LEARNING TECHNOLOGY

Avenue............................................................................................... 2 Flipgrid............................................................................................... 3

LITERATURE

Avenue-compatible

Avenue is designed to enhance this product. See page 2 to learn more.

Flipgrid-compatible

Mirrors & Windows.............................................................. 4–15

WRITING

Expository Composition.................................................. 16–17

READING

Flipgrid is designed to enhance this product. See page 3 to learn more.

Write-In Readers................................................................ 18–19

Common Core State Standards

ORDER INFORMATION

This product is 100% aligned to the Common Core State Standards. Please visit emcschool.com/standards to learn more.

Access Editions.................................................................. 20–23

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Online

This product is available online.

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Digital Learning Technology

Digital Learning

Engage students with cutting-edge, research-based digital technology. AvenueTM is an innovative e-assessment platform for building custom speaking and listening tasks to capture, evaluate, archive, and visualize progress of video-based learner performances in your language arts classroom.

Literature

For teachers, Avenue is simple 1

Record, upload, or search for your media

Build customized tasks in minutes

Assign tasks to one or all with ease

Assess with custom scores, video,

Grammar Writing

and text

For students, Avenue is even simpler Students complete assigned tasks

Students review feedback and progress

Reading

Try Avenue Today! Visit emcl.com/avenue or scan this QR code with your smartphone to request your FREE 30-day demo.

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Digital Learning Technology TM

is simple.

1 Instructors ask

2 Students respond

Literature

Teachers create grids of short discussion-style questions that students respond to through recorded videos. Use Mirrors & Windows essential questions to practice speaking and listening skills. Flipgrid boosts community and social presence in face-to-face, hybrid, and online classrooms. Give your students a voice.

Digital Learning

3 Everyone shares Grammar Writing

Weâ&#x20AC;&#x2122;d love to see you Flipgrid. Build your grid today by visiting emcl.com/flipgrid to request your FREE 21-day demo.

Flipgrid Teacher Account (one-year license) Up to 10 classes, unlimited students.

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Reading

A Flipgrip Teacher Account allows an instructor to create grids (up to 10) for an unlimited number of students. Discounted pricing is available for large orders. Call 800-328-1452 for more information!

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Mirrors & Windows

Scaffolded Learning

Digital Learning

Student Edition and Multiplatform eBook

Literature

A full range of selections engages students while teaching genres, literary elements, and critical thinking skills. • Relevant, interesting, and diverse literature selections • Three levels of reading support, from guided to directed to independent (see chart below) • Mix of easy, moderate, and challenging selections • Cross-curricular and text-to-text connections • In-depth workshops for skills mastery • 100% compliant with the Common Core State Standards

E ach unit in the Mirrors & Windows program provides for a gradual release of responsibility, moving from

Reading

Grammar Writing

Level I (Grade 6)

Independent reading—self-monitoring during reading; minimal support before and after reading

Directed reading—extensive support before and after reading; less support during reading

Guided reading—extensive support before, during, and after reading

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Mirrors & Windows

Scaffolded Learning

er Guided Reading

• Close Reading Models walk students through the selections and demonstrate how to analyze literature and apply reading skills and strategies to each genre. from

The Flight of Red Bird: The Life of Zitkala-S¨a

Digital Learning

• Provides the framework for the teacher to guide students through the reading process.

A Memoir re-creat re-created tedd from the w writings ritings of Zitkala-S¨a aand nd Rappaport the research of Doreen Rappapo ort Use Reading Skills

Reader’s Context Have you ever imagined what a new place would be like, only to discover it was not what you expected? Preview the History Connection (page 317) and predict what Zitkala-S¨a’s experiences are likely to be at boarding school.

Analyze Literature

Point of View The vantage point from which a story is told is the point of view. In first-person point of view, the narrator uses pronouns such as I and we and is a part of or witness to the action. As you read this memoir, think about how using the first-person point of view helps the reader to understand the experiences presented.

Key Idea

¨ a and friends Zitkala-S admire each other’s necklaces, moccasins, and belts.

Literature

Draw Conclusions When you draw conclusions, you gather information from a text to decide what it means. As you read, look for key ideas and supporting points. What conclusions can you draw from this information? Use a chart to track your conclusions.

Cultural Context Until the mid-nineteenth century, the Yankton Sioux hunted buffalo herds across the Great Plains. After the U.S. government forced the Yankton Sioux onto a reservation, they stopped hunting buffalo, but some traditions remained. Zitkala-S¨a’s mother showed her how to find wild turnips, cherries, and plums that grew on the prairie, and how to preserve meat and fruit. Zitkala-S¨a also learned to create beadwork for moccasins, belts, and dresses.

Set Purpose

DIRECTED READING

BEFORE READING

Build Background

Supporting Zitkala-S¨ a imagines her friends to be envious Points of her moccasins. These items are valued Overall Conclusion in Zitkala-S¨ a’s culture.

Preview Vocabulary

¨ a (1876–1938), whose name Z Zitkala-S m means “Red Bird,” was born on the Y Yankton Sioux reservation. In 1884, she aattended a boarding school for Native A Americans, where she was forced to give u up her language, traditional clothing, aand customs. She later decided to devote her life to writing and speaking about the unfair treatment of Native Americans in white society.

en•vi•ous (en> v7 @s) adj., feeling unhappiness or resentment caused by wanting something that someone else has com•plex (k5m> pleks<) adj., having many parts that are connected or related in a complicated way suf•fi•cient•ly (s@ fi> sh@nt l7) adv., adequately; with enough to meet all needs re•buke (ri by2k>) n., severe criticism sat•ed (s6> tid) adj., feeling full or satisfied dis•course (dis> k0rs<) n., long talk on a subject yield (y7ld) v., give way to something or someone

INDEPENDENT READING

Woodsong A Memoir by Gary Paulsen

Whether I lived or died depended on him.

1. 2. 3. 4.

Gary Paulsen was born in 1939 in Minnesota. Paulsen learned to be self-sufficient at an early age, working as a trapper, farmer, soldier, truck driver, sailor, construction worker, field engineer, and magazine editor. When he decided to devote himself to writing, he

a bit high. Fairly strong predators. Animals that live by preying on others scavenging. Searching for usable material hibernation. State of mental or physical inactivity

Directed Reading

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• Begins the gradual release of responsibility from teacher to students. • Students continue to be supported with before-and after-reading activities, but the during-reading margin prompts are omitted. • Students begin to apply the during-reading comprehension skills on their own.

Independent Reading

moved to the remote woods of northern Minnesota and lived off the land, supporting himself by hunting and trapping. Paulsen draws on his own experiences to create novels and personal nonfiction that is noted for vivid descriptions of setting, themes of conflict with nature, and the struggle for survival.

• Completes the release of responsibility to the students, who can apply the skills and strategies required to read increasingly more difficult selections on their own.

351

0332-0361_Lit3eG06_U03.indd 351

THE FLIGHT OF RED BIRD

• Independent Readings appear more frequently as students advance through the program.

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Reading

from

ear comes in many forms but perhaps the worst scare is the one that isn’t anticipated; the one that isn’t really known about until it’s here. A sudden fear. The unexpected. And again, fire played a role in it. We have bear trouble. Because we feed processed meat to the dogs there is always the smell of meat over the kennel. In the summer it can be a bit high1 because the dogs like to “save” their food sometimes for a day or two or four—burying it to dig up later. We live on the edge of wilderness and consequently the meat smell brings any number of visitors from the woods. Skunks abound, and foxes and coyotes and wolves and weasels—all predators.2 We once had an eagle live over the kennel for more than a week, scavenging3 from the dogs, and a crazy group of ravens has pretty much taken over the puppy pen. Ravens are protected by the state and they seem to know it. When I walk toward the puppy pen with the buckets of meat it’s a toss-up to see who gets it—the pups or the birds. They have actually pecked the puppies away from the food pans until they have gone through and taken what they want. Spring, when the bears come, is the worst. They have been in hibernation4

Grammar Writing

Meet the Author M

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Mirrors & Windows

Differentiated Instruction

Literature

Digital Learning

Help All Students Master Language Arts Skills Meeting the Standards

New eWorkbooks!

Unit Resources Practice and Apply Strategies and Skills for ELA Standards Mastery • Unit Study Guide with Practice Test • Close Reading Model Lessons • Guided Reading Lessons • Directed Reading Lessons • Comparing Texts Lessons • Independent Reading Lessons • Cumulative Vocabulary Lists • Available in print and digital formats

Reading

Grammar Writing

Differentiated Instruction English Language Learners Literacy and Reading Support • Guided reading support for English Language learners and developing readers • Authentic texts from the Student Edition • Vocabulary development lessons

Developing Readers Reading Strategies and Skills Lessons • Guided Reading questions • Student worksheets include graphic organizers

Advanced Students Enrichment Projects and Activities • Challenging activities based on selections from the Student Edition • Higher level activities engage critical thinking skills

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Mirrors & Windows

Integrated Language Arts

Enrich Students Beyond the Standards

• Extended, unit-based lessons that integrate outside resources, varieties of media, and student creativity to help students analyze, compare, and fully appreciate literature.

• Extended lessons in media literacy, personal development, and career awareness. • Instructions and activities that provide students with real-life, practical experience in applied communication skills.

Extension Activities

Test Practice

• Extended lessons for each of the following categories: Collaborative Learning, Lifelong Learning, Media Literacy, and Critical Literacy.

Writing

Speaking & Listening • Detailed lessons with explicit instructions that expand on the Speaking & Listening Workshops found at the end of each unit in the Student Edition.

Grammar & Style • Comprehensive, developmental grammar and style curriculum. • Taught within the context of selections in each unit.

Vocabulary & Spelling • Comprehensive developmental vocabulary and spelling lessons. • In-depth instruction that is modeled using words from the selections in each unit.

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Reading

• Developmental, in-depth writing lessons for each of the major writing modes: narrative, descriptive, expository, and persuasive. • Lessons that include models, examples, guidelines, writing checklists, and writing rubrics • Writing lessons that integrate instruction in grammar and style.

• Timed, unit-based practice tests in formats most commonly found in standard achievement, statespecific, and high-stakes tests and exams. • ACT and SAT format practice tests are included at each level.

Grammar Writing

College & Careers

Literature

Literature & Reading

Digital Learning

Exceeding the Standards

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Mirrors & Windows

21st Century Skills

Technology Tools Engage Students

Digital Resources

Bookshelf by

Grammar Writing

Literature

Multi-platform Student eBook The multi-platform eBook connects students to literature and language arts in and out of the classroom. With a touch of the finger, students access every page as well as the audio that coincides with the reading selections. All eBooks are downloadable to all mobile devices and are available on the go without an internet connection. Includes highlighting, note-taking, and bookmarking.

Interactive Digital eWorkbooks

Pricing

Reading

Students can complete integrated language arts activities online! Autograding features provide instant feedback for a variety of activity types.

• Meeting the Standards Unit Resource books • Differentiated Instruction • English Language Learners • Developing Readers • Advanced Students • Exceeding the Standards • Literature & Reading • Extension Activities • Writing • Speaking & Listening • College & Careers • Test Practice • Grammar & Style • Vocabulary & Spelling

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Mirrors & Windows

21st Century Skills

and Enhance Instruction Enhanced Teacher’s Edition eBook

Online Writing Evaluation (Grades 6–12)

Visual Teaching Package

(Included in the Teacher’s Edition eBook)

• Leveled multiple-choice, matching, and essay questions are provided. • Teachers may select, create, and edit questions to develop customized tests. • Formative Survey Test items are keyed to state standards.

• Unit-based literary analysis lectures, word games, critical viewing art activities, writing workshops, and graphic organizers. • Microsoft® PowerPoint® format. • Includes interactive slides and printable worksheets.

Grammar Writing

EXAMVIEW® Assessment Suite

Literature

• Evaluates grammar, usage, mechanics, style, and organization & development. • Text Editor tool allows teachers to create customized writing prompts. • Students may access the Writer’s Handbook for specific explanations and examples. • Students receive feedback within 20 seconds.

Digital Resources

Provides access to all print and technology products: • Annotated Teacher’s Edition eBook • Meeting the Standards • Differentiated Instruction • Exceeding the Standards • Assessment Guide • EXAMVIEW® Assessment Suite • E-Lesson Planner • Visual Teaching Package • Common Core State Standards Correlations • Link to www.mirrorsandwindows.com

Reading Pricing

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Mirrors & Windows

21st Century Skills

Digital Learning

Explore Online Multimedia Resources

www.mirrorsandwindows.com For Students

Literature

• • • • • • • •

For Teachers

• • • • Grammar Writing

Access to all resources Interactive activities Media Library Links Graphic organizers Study guides Downloadable Audio Library EMC E-Library Online Assessments Answer keys Lesson plans State standards

EMC E-Library Online

Audio Library

(Included at mirrorsandwindows.com)

(Included in Student eBook and at mirrorsandwindows.com)

Authentic, dramatic recordings with listening activities.

Reading

More than 20,000 pages of literary classics including epic poems, novels, plays, nonfiction, poetry, and excerpts from fiction and nonfiction.

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Literary Context “The brief autobiography. In t happened to him so far. The word memoir gives a riences in his childhood a helped shape his life. Th a teacher who influenced about the selection?

GUIDED READING

• Reading Level: Moderate • Difficulty Considerations: Unfamiliar Greek cultural/political references • Ease Factors: Point of view; dialogue; humor; familiar setting

Mirrors & Windows Objectives

Studying this lesson will enable students to • recognize the importance of mentors. • read, interpret, analyze, and evaluate a memoir about a teacher’s effect on her student. • define memoir and recognize the type of writing. • summarize a piece of writing. • write a one-page outline and a brief narrative essay. • create an advertising campaign and research propaganda. • practice reading assessment by answering multiple-choice and short-answer questions about the selection.

Assessment Resources

Reader’s Context The began to understand the the written word” mean power?

ANALYZE LITERA

A on oft Re his

Help Your Students Meet College and Career Readiness Standards

the Lesson • Full correlations to the Common CoreLaunch State Briefly discuss movies students may haveEdition seen about eBook teachers who made Standards are available in the Teacher’s a difference—for example, Stand and • Point-of-use standards correlations areDeliver, alsoDangerous Minds, or Freedom Writers. Ask students to answer these available in the Teacher’s Edition eBook questions: Who is someone who has

EMC Pages That Cover the Standards

Key Ideas and Details

RL.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and reﬁned by speciﬁc details; provide an objective summary of the text.

3, 136–137, 138, 150, 152–153, 214, 502, 820– 821, 943

RL.3. Analyze how complex characters (e.g., those with multiple or conﬂicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

3, 68–69, 136–137, 153

A Memoir by Nicholas Gage

At a Glance Guided Reading

• Reading Level: Moderate • Difficulty Considerations: Unfamiliar Greek cultural/political references • Ease Factors: Point of view; dialogue; humor; familiar setting

Objectives

Craft and Structure RL.4. Determine the meaning of words and phrases as they are used in the text, 44–45, 132–133, 207, 208, 210, 211, 282–283, including figurative and connotative meanings; analyze the cumulative impact 355, 361, 418–419, 742, 944, 951 of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). RL.5. Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

13, 14, 16, 21, 268, 412–413, 420, 712, 939–940

RL.6. Analyze a particular point of view or cultural experience reﬂected in a work of literature from outside the United States, drawing on a wide reading of world literature.

82–98, 88, 276–281, 434–437, 490–497, 498– 619, 663–667, 670–675, 678–685, 690–695, 708–709, 710–711, 712–733, 734–737, 742–759, 762–763, 764–786, 787–788, 792–797

Launch the Lesson

Briefly discuss movies students may have seen about teachers who made a difference—for example, Stand and Deliver, Dangerous Minds, or Freedom Writers. Ask students to answer these questions: Who is someone who has taught you something important? How did that person make a difference in your life?

Integration of Knowledge and Ideas RL.7. Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

33, 65, 145, 163, 177, 317, 393, 417, 427, 450, 464, 518, 528, 573, 667, 673, 681, 729

RL.8. Delineate and evaluate the argument and speciﬁc claims in a text, including the validity of the reasoning as well as the relevance and sufﬁciency of the evidence.

Not Applicable to Literature per CCSS guidelines

RL.9. Analyze how an author draws on and transforms source material in a speciﬁc work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

143, 268, 275, 504, 615, 616, 617–618, 663, 734– 737, 760–761, 762–763, 785–786, 787–788

Nicholas Gage (b. 193 Greec sisters ment schola the Co Gage spond search becam autho award

Refer to the Language Arts Handbook 1.3, Using Reading Skills, for additional instruction on summarizing.

BUILD BACKGROUND

USE READING SKILLS

Literary Context “The Teacher Who Changed My Life” is a memoir, or brief autobiography. In the memoir, Gage doesn’t discuss everything that has happened to him so far. Instead, he focuses on a significant event in his life. The word memoir gives a clue to its meaning: Gage examines memorable experiences in his childhood and early adulthood and explains how these events helped shape his life. The title of the memoir indicates that Gage is describing a teacher who influenced him. What do the words “changed my life” suggest about the selection?

Summarize The ability to summarize a piece of writing, or recap its main ideas or events in your own words, is important to a successful reading experience. As you read the excerpt from “The Teacher Who Changed My Life,” use a graphic organizer like the one below to summarize each part of the selection.

Reader’s Context The author makes the statement, “For the first time I began to understand the power of the written word.” What does the “power of the written word” mean to you? What do you think gives the written word its power?

ANALYZE LITERATURE: Memoir A memoir is a type of autobiography that focuses on one incident or period in the writer’s life. Memoirs are often based on writers’ reactions to historical events. Read Meet the Author to begin to understand the historical events that influenced this memoir.

As you read, think about the historical events that are the backdrop of Gage’s memoir. As you read, think about the historical events that are the backdrop of Gage’s memoir. Distinguish the most important from the less important details and events that the author included in his memoir. Consider these questions: How did these events change his life? How did Miss Hurd’s instructions to write about what happened to his family in Greece change his life? Consider these questions: How did these events change his life? How did Miss Hurd’s instructions to “write about what happened to your family in Greece” change his life?

MEET THE AUTHOR Nicholas Gage (b. 1939), born Nikos Gatzoyiannis, lived in a small village in Greece. His mother, Eleni, was killed for sending him and his sisters to join their father in America. With the encouragement of his junior-high teacher, Miss Hurd, he received a scholarship to Boston University and later graduated from the Columbia University Graduate School of Journalism. Gage moved to Athens, Greece, to become a foreign correspondent for the New York Times but later quit and began searching for information about his mother. His experiences became the basis for his book Eleni (1983). Gage, the author of a number of other books, has received several awards for his works.

Common Core State Standards

Introduction: Nicholas Gage, a young Greek refugee, arrives in America with his sisters. Body:

authoritarian, 215 askance, 216 mentor, 216 formidable, 216 mortify, 217

with the father he didn’t know. My mother, Eleni Gatzoyiannis, had been imprisoned, tortured and shot by Communist guerrillas for sending me and three of my four sisters to freedom. She died so that her children could go to their father in the United States. The portly, bald, well-dressed man who met me and my sisters seemed a foreign, authoritarian figure. I secretly resented him for not getting the whole family out of Greece early enough to save my mother. Ultimately, I would grow to love him and appreciate how he dealt with becoming a single parent at the age of 56, but at first our relationship was prickly, full of hostility. As Father drove us to our new home—a tenement1 in Worcester, Massachusetts—and pointed out the huge brick building that would be our first school in America, I clutched my Greek notebooks from the refugee camp, hoping that my few years of schooling would impress my teachers in this cold, crowded country. They didn’t.

Common Core State Standards T Reading Literature RL.2 Reading Informational RI.1, RI.10 Writing W.3, W.7 Nicholas Gage and his teacher, Marjorie Hurd.

PREVIEW VOCABULARY

he person who set the course of my life in the new land I entered as a young war refugee—who, in fact, nearly dragged me onto the path that would bring all the blessings I’ve received in America—was a salty-tongued, no-nonsense schoolteacher named Marjorie Hurd. When I entered her classroom in 1953, I had been to six schools in five years, starting in the Greek village where I was born in 1939. When I stepped off a ship in New York Harbor on a gray March day in 1949, USE READING STRATEGIES I was an undersized Ask Questions Why 9-year-old in short was it difficult for pants who had lost Nicholas and his family his mother and to leave Greece? was coming to live

Try to unlock the meanings of the underlined vocabulary words using the context clues in the sentences. 1. An authoritarian person gives orders and is unwilling to hear criticism. 2. Showing their disapproval, the unfriendly students looked askance at the newcomer. 3. By providing guidance and protection, a mentor takes you under his wing. 4. I’d expected my new boss to be formidable, but she was easygoing and supportive. 5. Although the attention mortified him at first, Jamel soon got over his embarrassment.

Selection Words

refugee, 215 steely, 216 honed, 216 ravine, 217 tact, 217

KEY TERMS Teaching Words

significant, 214 backdrop, 214 guerrillas, 217 oppression, 219 campaign, 219

MEMOIR,

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214 214 218 218 NARRATIVE ESSAY, 219 MULTIMEDIA, 219 PROPAGANDA, 219

0212-0243_Lit3eG09_U02_2a_RegSel215 215

214

authoritarian, 215 askance, 216 mentor, 216 formidable, 216 mortify, 217

1. tenement. A house or an apartment, often one in poor condition

au • thor • i • tar • i • an (@ th5r< @ ter> 7 @n) adj., expecting or demanding strict obedience

215

UNIT 2 NONFICTION

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SUMMARIZE, COMPARE,

CONTRAST,

UNIT 2 NONFICTION

0212-0243_Lit3eG09_U02_ATE.indd 214 0212-0243_Lit3eG09_U02_ATE.indd 214

Preview Vocabulary

1/17/11 12:53:51 PM

Reading

214

Topic: Finding your talents

THE TEACHER WHO CHANGED MY LIFE

Words in Use

Preview Vocabulary

Reading Literature RL.2 Reading Informational RI.1, RI.10 Writing W.3, W.7

0212-0243_Lit3eG09_U02.indd 214

UNIT 2 NONFICTION

0212-0243_Lit3eG09_U02.indd 214

Program Planning Guide and E-Lesson Planner • Lesson Plans in the E-Lesson Planner correlated to the Common Core State Standards • Alternative Teaching Options • Evaluation Guidelines

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UNIT 2 NONFICTIO

Words i

Gage

“What are all you goof-offs doing here?” she bellowed…

Conclusion:

SET PURPOSE

214

A Memoir by Nicholas

214

Grammar Writing

GUIDED READING

11, 21, 22, 42, 54, 66, 80, 98, 104, 118, 128, 130, 143, 150, 192–197, 359, 365, 369, 389, 396, 403, 407, 409, 417, 422, 429, 433, 437, 497, 531, 553, 581, 597, 614, 618, 667, 674, 684, 704, 733, 737, 759, 761, 763, 784, 786, 788

The Teacher Who Changed My Life

Preview the Selection

Literature

Refer to the Language Arts Handbook 1.3, Using Reading Skills, for additional instruction on summarizing.

Reading Standards for Literature RL.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

MEET THE AUTHO

taught you something important? How did that person make a difference in your life?

EMC Mirrors & Windows, Correlation to Common Core State Standards, Grade 9 English Language Arts Standards, Grades 9–10

As you read, think about memoir. As you read, thin Gage’s memoir. Distingui and events that the auth How did these events cha about what happened to questions: How did these tions to “write about wha

Digital Learning

Annotated Teacher’s Edition and Multi-platform Enhanced eBook

SET PURPOSE

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Mirrors & Windows

Assessment Resources

The Mirrors & Windows program contains extensive opportunities and support materials to help prepare your students for taking standardized assessments. • Each unit in the textbook offers a fully developed Test Practice Workshop correlated to the Common Core State Standards in reading, writing, and revising and editing. Writing practice includes argumentative, informative, narrative, and descriptive writing prompts. • Common Core Assessment Practice tests available online based on PARCC and Smarter Balanced formats. • The Language Arts Handbook in the back of each textbook provides an in-depth section on Test-Taking Skills.

Test Practice Workshop Writing Skills

Revising and Editing Skills

Expository Essay Carefully read the following writing prompt. Before you begin writing, think carefully about what task the assignment is asking you to perform. Then create an outline to help guide your writing. In “Abd al-Rahman Ibrahima,” Walter Dean Myers describes a young man’s journey into slavery. What caused the young son of an African tribal king to become a slave? Why did he decide to return to his “owner” after his escape? What events enabled him to return to Africa? Plan and write several paragraphs for an expository essay in which you state and support a thesis about events that shaped the life of Abd al-Rahman Ibrahima. Use cause-effect organization for your essay. Include evidence from the story, including direct quotations, to support your thesis. As you write, be sure to:

• • • •

Organize your essay in a logical and consistent way Include introductory and concluding paragraphs Introduce your position in the first paragraph Support your main idea in each body paragraph

In this excerpt from the first draft of a student’s paper, words and phrases are underlined and numbered. Alternatives to the underlined words and phrases appear in the right-hand column. Choose the one that best corrects any grammatical or style errors in the original. If you think that the original is error-free, choose “NO CHANGE.” Some questions might also be asked about a section of the passage or the entire passage. These do not refer to a specific underlined phrase or word and are identified by a number in a box. Record your answers on a separate sheet of paper. Many people today worries more about their own 1 future than about the future of the human race. Where are the explorers like Marco Polo, and 2 Lewis and Clark, who broadened our ideas about our world and other cultures? Where are the scientists like Galileo and Newton who changed the way we think about ourself and the universe? 3 Whole new fields of technology were opened by 4 inventors such as the Wright Brothers and Thomas Edison, but where are their modern counterparts? 5 In childhood, children test the limits of their physical ability and the limits imposed on them by others. Without current examples of explorers and inventors to look up to, many childhood ambitions fade away. By the time they get old enough to work, many of these same people seem content to live inside a tiny world just so they 6 can make a few bucks and “secure their future.”

450

UNIT 4 NONFICTION

1. A. NO CHANGE B. worried more about their own future then C. worry more about their own future than D. worries about their own future more then 2. A. NO CHANGE B. Marco Polo and Lewis and Clark C. Marco Polo, Lewis, and Clark, D. Marco Polo, and Lewis and Clark 3. A. NO CHANGE B. changed the way we think about ourself, C. changes the way we think about ourself D. changed the way we think about ourselves 4. A. NO CHANGE B. The Wright Brothers and Thomas Edison opened whole new fields of technology, C. Whole new fields of technology were opened by inventors, such as the Wright Brothers, and Thomas Edison, D. The Wright Brothers and Thomas Edison, who opened whole new fields of technology, 5. The first sentence in this paragraph is: A. a problem-solution statement. B. a cause-effect statement. C. a thesis statement. D. a persuasive statement. 6. In this sentence, content is used as which part of speech? A. noun B. adverb C. verb D. adjective

TEST PRACTICE WORKSHOP

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Assessment Guide and EXAMVIEW® Assessment Suite

Grammar Writing

Literature

Digital Learning

Prepare Your Students for Success on Assessment Tests

Reading

• Selection Test questions in EXAMVIEW® are correlated to the Common Core State Standards and labeled by level of difficulty as Easy, Medium, or Difficult. • Assessment tools include lesson tests and unit exams, oral reading fluency tests, and formative reading surveys correlated to the Common Core State Standards and accompanied by rubrics that prescribe remediation activities provided in the program.

Meeting the Standards • Meeting the Standards unit resource books include a Unit Study Guide with a Practice Test for each unit correlated to the Common Core State Standards.

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Level II Grade 7

Level III Grade 8

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Reading

978-0-82197-251-9

Grammar Writing

Student Edition Student Edition Package Student Edition; Multi-platform Student eBook (6-year license)

Literature

Grades 6–8

Digital Learning

e is

Mirrors & Windows

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Mirrors & Windows

Grades 9 & 10 Digital Learning

Level IV

Grammar Writing

Literature

Grade 9

Reading 14

Student Edition

978-0-82197-334-9

$82.95 978-0-82197-396-7

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132.95 97.95

All resources available online. Go to www.emcp.com/mw for previous editions. Call: 800-328-1452 • Fax: 800-328-4564

Literature Catalog 2015.indd 14

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Grades 11 & 12

Grade 11

British Tradition Grade 12

$84.95 978-0-82197-442-1

$84.95

978-0-82197-554-1

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Annotated Teacher's Edition

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131.95 978-0-82197-420-9

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121.95 978-0-82197-422-3

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134.95 978-0-82197-530-5 99.95 978-0-82197-569-5

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Literature Catalog 2015.indd 15

Reading

ETS' Criterion š Book Store Model Online Writing Evaluation

Writing

978-0-82197-419-3

Student Edition Package Student Edition; Multi-platform Student eBook (6-year license)

Literature

Student Edition

Digital Learning

American Tradition

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7 1 9361

The new Expository Composition Internet Resource Center provides additional support materials and links to the interactive Discovering Your Voice online companion with additional writing models, journal topics, writing activities and tips, videos, and community forums. With over fifty years of combined high school teaching experience between them, authors Tony Romano and Gary Anderson offer students an expository composition textbook that prepares them for rich, deep, and insightful college writing while encouraging them to develop and celebrate their own unique voice.

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while, will last a ir writing u may believe the instance, yo rs like to ester, weeks. For ost write a matter of ote this sem your y wr rel u me yo praise even if it’s the essays the of ing ies ish cop rel ering one have saved h friends and family, ent d ere sid wit e you’ve con e admissions essay. ring a few leg you. Mayb maybe sha ished upon t or used one as a col h essays and skim teacher lav tes t suc painful you collec ays in a con sometimes of your ess have a place where and rk u ich is a sta by Ernest Hemingway Perhaps yo once in a while, wh hering ur writing. gat yo m s: in the e ces gh w pro throu u’ve com g for the e, often slo how far yo reminder of s suggests a deliberat ng a hard copy, waitin for an ng Meet the Writer nti riti All of thi tences, pri g again. W ding out sen g and waitin changes this process. In the following essay, Hemingway uses the pattern of proideas, poun ded, perhaps revisin e person es and often gra cess analysis to order his materials on the art of camping. He , streamlin ge is transmitted to on within paper to be ce, however nd ssa ien po me res aud wrote the following piece for the Toronto Star in the early 1920s, online e post, and the of people, who may lin u on yo al se, gin before he gained worldwide recognition as a writer. The piece e of the ori You compo lly millions . In fact, on ssaging. How much reveals Hemingway’s lifelong interest in the outdoors as well as to potentia ed and prized or blasted t me eed is expect rt for instan iting is questionable. his perfectionism—his desire to do all things well. seconds. Sp ls was called IM, sho s good wr ute too stit g con gin ation messa y communic by the wa of this speedy it will last is unclear. ed and encouraged posted or of ’re inspir u’ve ever How much rk, er hand, we new medium. If yo social netwo n e s On the oth lin thi on to an e adapted r status on to a certai writers hav your posts updated you g d on a blog, gging site that limits t your online writin commente blo y aware tha As: you prepare to read this essay, take a minute or two to think about your on a micro little secret or written you’re alread u’re using. Here’s a s, ter rac g how owntoexperiences in nature or any unknown place you once visited. If you cha hnology yo students are forgettin revianumber of tec the ay’s ped by ge abb have ever camped out or attended summer camp, how did you prepare for, can be sha ned that tod eliance on text messa Sure.enter Butinto, and survive the experience? Which problems did you encounter, are concer r-r id? some adults y” because of an ove concerns val and how did 411with them? ctl Are those lineyou cope write “corre acronyms. Writing On and s, con tions, emoti

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6.3

M Reading

EMC’s Expository Composition: Discovering Your Voice includes a complete chapter devoted to online writing, with descriptions and student and professional writing models of digital writing types such as blogs, micro-blogs, social networks, texting, e-mail, and e-mags.

Literature

-0-8 219 I S B N 978

by Tony Romano and Gary Anderson

Revised

Digital Learning

Expository Composition

When You Camp Out, Do it Right

Journal Topic

But if he goes into the woods with a frying pan, an ignorance of black flies and mosquitoes, and a great and abiding lack of knowledge about cookery, the chances are that his return will be very different. He will come back with enough mosquito bites to make the 222

Argum

ent

295

Chapter 6

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Expository Composition Other special features include: Professional and Student Models

Writing Tips

Practice Opportunities

• Each professional and student model includes discussion questions about content, style, and writing techniques.

• E xercises allow students to practice the writing techniques learned in each chapter. • P ractice opportunities can be done individually, in small groups, or as a class.

Journal Topics

Chapter Assignment

• Thought-provoking topics may lead to essay topics or serve as prewriting for other essays.

Writers on Writing • Published writers inspire student writers with honest, practical quotes about language and writing techniques.

esenting Your Evidence

Argument

afting Your Conclusion

feel the supple toss in his or her own arms. If a batter sprays hits, the listener can envision the varied directions the ball will fly, maybe hear the sound of spraying, though this latter may be a stretch since it is not a literal sound. If baseballs fly out like popcorn, the listener can clearly see the lively action of the ball and hear the crack of the bat. (Do listeners also smell popcorn when they hear this line? Maybe not.) In other words, imagery allows the listener, or reader, to fully participate in the description, to become immersed in the world created through the writing. Imagery invites the reader in. Not only does imagery evoke rich sensations for the reader, but it also accomplishes this in an economical fashion. Imagine trying to literally describe shoveling a ball: “the shortstop cupped his hands and with palms up he…” Too many words, too much detail, and the writer loses the beauty of the simple action. See if you can identify the imagery in the following passage from Michael Ondaatje’s memoir Running in the Family:

Journal Topic 3. Endings require a degree restraint, as we’ve suggested, they As you probably found, identifying imagery inofsomeone else’sbutwritalso require a dose of risk. You have to risk baring your emotions, coming clean with stark honesty, undressing your flaws: this isor whoperceptions ing is a fairly simple task. In fact, the seems effortless, which is Writeimagery about a time when your expectations clouded your I am, this is what happened, and this is how I felt about it. All of this runs the different risksent of telling rather than which means judgment. Maybe you away for showing, something big in the mail but received usually far from the truth and explains why many that endings are nothing less than great balancing acts. For instance, only a tiny package. Maybe you spent someone who turned if you’re writing about your role in the painfulmonths breakup of aavoiding friendstudents don’t evenship,begin try. can endto the essay by explaining your feelings of regret, but it out to bemight oneyou your best friends. Maybe youawaywere beof more effective to simply describe how you turned from the only one to dress in If your a purpose tomostdescribe your friendis when she needed you. Study thesomething sample essays at the costume at the seventh grade Halloween party. end of the chapter. Notice how each writer creeps toward disclosure, sentimentality while avoiding the pitfall of sappiness. unusual, a subjectrisking not known intimately byNotethe also how each writer’s thesis is implied or subtly interwoven rather School schedules can be hectic, than stated bluntly, as in “The moral of the story is….” can be vast majority of people, your sensory task but 2:15 writing thrives onhugehabit. to in the afternoon. I sit in the living room Try of the old governor’s home in Jaffna. The walls, painted in recent years a pretty easy. As youJournal writeTopic about the subject, simply warm rose-red, stretch awesome distances time away to myof left today my setright aside a particular and towards the white ceiling. When the Dutch first built this describe how it looks, sounds, feels, smells, and Write aboutVerb a time when your Tense expectations or perceptions clouded your Selecting and Point of View house egg white was used to paint the walls. The doors are twenty judgment. Maybe you sent away for something big in the mail but received justfeet high, foras ifyourself anda family your writing. awaiting the day when of acrobats will walk only a tiny package. Maybe you spent months avoiding someone who turned or tastes (and add a healthy dose of the emotions from room to room, sideways, without dismantling themselves At some point process narrative essay, you’ll have out to be one of in your the best friends. Maybe you of werewriting the only one to a dress in from each ten other’s shoulders. Those or thirty minutes are a costume at the seventh grade Halloween party. feelings associated it). If you do that thorto make two with decisions. As you probably found, identifying imagery in someone else’s writyours ing is a fairlyand simple not task. Innegotiable. fact, the imagery seems effortless, which is usually far from the truth and explains why many oughly and1.with anyou awareness Should use presentoforthe pastconnotations tense? students don’t even begin to try. If your purpose is to describe something Selecting you Verb Tense and be Point of View of your chosen Present words, should successful Tense: My father theyou’ll instructions to me. unusual, a subject not known intimately by the At some point in the process of writing a hands narrative essay, have School schedules can be hectic, vast majority of people, your sensory task can be to make two decisions. in transmitting to a reader your assessment whatever but writing thrives on habit. Try to (The action is of happening now.) it is you’re pretty easy. As you write about the subject, simply set aside a particular time of day 1. Should you use present or past tense? describe how it looks, sounds, feels, smells, and just for yourself and your writing. discussing. tastes (and add a healthy dose of the emotions or Present Tense: My father hands the instructions to me. Past Tense: My father handed the instructions to me. (The Those ten or thirty minutes are feelings associated with it). If you do that thor(The action is happening now.) yours and not negotiable. For example, is to describe an orangutan, oughly and with an awareness of the connotations if your writing purpose actionPast happened inhanded the thepast.) Tense: My father instructions to me. (The of your chosen words, you should be successful action happened in the past.) in transmitting to a reader your assessment of whatever it is you’re you might surmise that, although most people have awhich working knowlPresentPresent tense immediacy, which can tensecreates creates immediacy, can be quite effective, but be quite effective, but discussing. highlighting the changes that took place in between.

it also creates potential problems. Whenever we read a student essay it also creates problems. Whenever we read a student essay that beginspotential in the present tense, red flags fly. Almost invariably, the student will drift into the past tense after several paragraphs, which crethat begins in the present tense, red flags fly. Almost invariably, the 96 Chapter 3 student will drift into the past tense after several paragraphs, which cre-

For example, if your writing purpose is to describe an orangutan, you might surmise that, although most people have a working knowl-

291

Chapter 2

Chapter 2 96

Chapter 3

Expository Composition: Discovering Your Voice Revised Edition

Conclusions are difficult. You want to return to your thesis, but you ainly don’t want to use the same phrasing. The reader has followed argument for several pages and is now quite informed on the topic; efore, you can now be more sophisticated with your wording. If in introduction you were the expert carpenter addressing someone didn’t know the best way to use a hand saw, in the conclusion you Student Edition now speaking to a not-so-naïve apprentice. Moreover, you want to e your audience with some vision of what theStudent world Edition will beMulti-platform like if eBook (6-year license) ideas are adopted. In essence, you want to inspire.

oosing a Topic

E nd-of-text reference material includes: •G rammar handbook •G raphic organizers •W 2:15 riting for the SAT and ACT youhuge can end the essay byof explaining in the afternoon. I sitship, in the living room the old your feelings of regret, but it might be more effective simplyyears describe governor’s home in Jaffna. The walls, painted in torecent a how you turned away from • warm D ocumentation of sources yourdistances friend when she most needed you. Study the sample essays at the rose-red, stretch awesome away to my left to my

Reading

Present your evidence: facts, statistics, mples, stories, and any other data relevant to thesis. Review the tips for presenting evie outlined earlier in the section “Building lid Argument.” Gradually devise some of organizational plan when filling out the y of your paper. Do you first present minor mples that lead to more significant ones? you follow a chronological pattern? Do you leave your audience with some vision of what the world will be like if n with the personal and then broaden to your ideas are adopted. In essence, you want to inspire. —Anne Lamott community, then the city, then the entire Choosing a Topic There’s no reason to be walking around for days muttering, “I ety? Do you begin with amusing anecdotes can’t think of a topic.” If you spend ten minutes perusing a newspaper you’ll probably find a dozen ideas. Of the dozen, one or build to more serious examples? There are no wrongortwomagazine, answers toenough to write about, or they might inspire might be intriguing other ideas. To test this strategy, we turned to our local paper, the Daily e questions, but if you don’t pose them, your essay will beon the front page about how schools are moniHerald,likely and found a story rganized, and readers may struggle to follow your argument.

Appendices

end of the chapter. Notice how each writer creeps toward disclosure, right and towards the white ceiling. When the Dutch first built this risking sentimentality while avoiding the pitfall of sappiness. Note house egg white was used to paint the walls. The doors twentyor subtly interwoven rather also how each writer’s thesisare is implied feet high, as if awaiting the daythan when a family of as acrobats walk stated bluntly, in “Thewill moral of the story is….” from room to room, sideways, without dismantling themselves from each other’s shoulders. the listener can see that particular underhanded motion and perhaps high school, returning to the halls at the end can frame the essay,

swiftly? You simply want to defuse major objections at this point, but you don’t want to delay

the presentation of your evidence for too long. Your day’s work might turn out to have Your day’s work might turn out to have Besides, as you present your case, you will been a mess. So what? Vonnegut said, address objections along the way. ‘When I write, I feel like an armless legbeen a mess. So what? Vonnegut said, less man with a crayon in his mouth.’ So Presenting Your Evidence go ahead and make big scrawls and mis‘When I write, I feel like an armless legPresent your evidence: facts, statistics, takes. Use up lots of paper. Perfectionism and any other data relevant to is a mean, frozen form of idealism, while less man examples, with astories, crayon in his mouth.’ So your thesis. Review the tips for presenting evi- messes are the artist’s true friend. What outlined earlier in the section “Building people somehow (inadvertently, I’m sure) go ahead dence bigGradually scrawls forgot to mention when we were children aand Valid make Argument.” devise and some misplan when filling out the was that we need to make messes in takes. Usesort upofoforganizational lots of paper. body your paper. Do you firstPerfectionism present minor order to find out who we are and why we examples that lead to more significant ones? are here—and, by extension, what we’re is a mean,Do frozen of idealism, supposed to be writing. you follow aform chronological pattern? Do you while begin with the personal and then broaden to —Anne Lamott the community, then the true city, then the entire What messes are the artist’s friend. society? Do you begin with amusing anecdotes and build to more serious examples? There no wrong answers to people somehow (inadvertently, I’maresure) these questions, but if you don’t pose them, your essay will likely be disorganized, and readers we may struggle follow your argument. forgot to mention when wereto children Your to Conclusion was that Crafting we need make messes in Conclusions are difficult. You want to return to your thesis, but you certainly want towe use the sameand phrasing. The reader order to find outdon’twho are why we has followed your argument for several pages and is now quite informed on the topic; therefore, you now be more sophisticated your wording. If in are here—and, bycanextension, what with we’re your introduction you were the expert carpenter addressing someone the best way to use a hand saw, in the conclusion you supposedwho todidn’t be know writing. are now speaking to a not-so-naïve apprentice. Moreover, you want to

•C hapters include guidance on prewriting, possible writing topics, and questions for revision and peer review.

Writing

ly? You simply want to defuse major objecs at this point, but you don’t want to delay presentation of your evidence for too long. des, as you present your case, you will ess objections along the way.

the listener can see that particular underhanded motion and perhaps feel the supple toss in his or her own arms. If a batter sprays hits, the listener can envision the varied directions the ball will fly, maybe hear the sound of spraying, though this latter may be a stretch since it is not a literal sound. If baseballs fly out like popcorn, the listener can clearly see the lively action of the ball and hear the crack of the bat. (Do listeners also smell popcorn when they hear this line? Maybe not.) In other words, imagery allows the listener, or reader, to fully participate in the description, to become immersed in the world created through the writing. Imagery invites the reader in. high school, returning to the halls at the end can frame the essay, Not only does imagery evoke rich sensations forthat thetook reader, highlighting the changes place inbut between. it also accomplishes this in an economical fashion. Imagine trying to 3. Endings require a degree of restraint, as we’ve suggested, but they literally describe shoveling a ball:also “the shortstop hishave hands and require a dose cupped of risk. You to risk baring your emotions, with palms up he…” Too many words, too much detail, andundressing the writeryour flaws: this is who coming clean with stark honesty, I am, this is what happened, and this is how I felt about it. All of this loses the beauty of the simple action. runs the different risk of telling rather than showing, which means See if you can identify the imagery in the following passage from that endings are nothing less than great balancing acts. For instance, Michael Ondaatje’s memoir Running in the Family: if you’re writing about your role in the painful breakup of a friend-

Literature

• Ideas for free-writing or journaling relate to the content of each chapter.

Digital Learning

• Published authors such as Eudora Welty, • The textbook gives students abundant suggestions Anna Quindlen, Ernest Hemingway, and Dave for keeping track of ideas, coming up with topics, Chappelle, as well as real high school students finding time to write, and making meaningful writing across the country, exemplify the categories revisions. of writing taught in each chapter.

Student Edition Multi-platform eBook (1-year license) Teacher's Guide

There’s no reason to be walking around for days muttering, “I t think of a topic.” If you spend ten minutes perusing a newspaper agazine, you’ll probably find a dozen ideas. Of the dozen, one or might be intriguing enough to write about, or they might inspire r ideas. To test this strategy, we turned to our local paper, the Daily ald, and found a story on the front page about how schools are moniArgument

Literature Catalog 2015.indd 17

978-0-82196-193-3 978-0-82197-449-0 978-0-82197-450-6 978-0-82196-195-7

$49.95 $39.95 $19.95 $28.95

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Scaffolded CloseLearning Reading

Digital Learning

EMC Write-In Readers

Literature

Grades 6-12

The EMC Write-In Reader provides guided close reading practice.

Reading

Writing

• Includes literary and informational texts for grades 6-12. • Margin spaces allow students to actively record their thoughts and notes. • Embedded reading strategies! Explicit instruction on how to apply a specific reading strategy to each stage of the reading process. • Multiple close reading strategies to compound success! Students learn eight reading strategies and how to combine and apply them to any reading task for greater understanding of the text. • Standardized test practice! Students learn how to demonstrate essential reading skills and gain confidence in testing situations. • Vocabulary builders! Student vocabulary is increased through Word Workshops and strategy instruction in deciphering difficult words.

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EMC Write-In Readers

Scaffolded Close Reading Learning

The EMC Write-In Reader Teacher's Resource includes: Digital Learning

• Reading Levels Guide and Readability Guide chart that provides the reading level for each selection. • Teaching Tips that define eight reading strategies your students will learn and identify teaching techniques you can use to teach these reading strategies. • Professional Resources that support the strategies and teaching techniques used in The EMC Write-In Reader. • Lesson Plans and Answer Key that follow the organization of the ten instructional units in The EMC Write-In Reader, providing specific teaching strategies and activity answers for each unit. • Appendix: Authentic Writing Prompts that provides additional leveled writing prompts for each selection to help students practice their writing skills. Prompt 1 is easy, prompt 2 is moderate, and prompt 3 is challenging.

Literature

The EMC Write-In Reader - Grade 6

The EMC Write-In Reader - Grade 10

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Reading

The EMC Write-In Reader - Grade 9 Student Edition Teacher's Resource

Writing

The EMC Write-In Reader - Grade 7

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Access Editions

Extended Reading

A Novel Approach to Great Literature! Digital Learning

Extended Reading • Related nonfiction and informational texts, as well as historical and background information, build cross-curricular connections. • Close reading support ensures understanding and enjoyment.

Literature

• Thought-provoking questions and activities invite students to connect their lives to those of the characters.

Reading

Writing

The complete literary work and study apparatus within the hardbound book!

• Guided Reading Questions guide students through the work by asking factual questions based on evidence from the text. • Footnotes explain obscure references, unusual usages, and terms meant to enter students’ passive vocabularies. • Words for Everyday Use entries define and give pronunciations for difficult terms and academic vocabulary meant to enter students’ active vocabularies.

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Access Editions

Extended Reading

MS Middle School

HS High School

The Adventures of Tom Sawyer by Mark Twain Lexile 950L

Frankenstein by Mary Shelley Lexile 1170L

All Quiet on the Western Front by Erich Remarque Lexile 830L

The Giver by Lois Lowry Lexile 760L

Great Expectations by Charles Dickens Lexile 1200L

Ethan Frome by Edith Wharton Lexile 1160L

The Call of the Wild by Jack London Lexile 1120L

Hamlet by William Shakespeare Lexile NP

MS Hatchet by Gary Paulsen Lexile 1020L

Writing

Literature

Adventures of Huckleberry Finn by Mark Twain Lexile 990L

Digital Learning

High Elk’s Treasure by Virginia Driving Hawk Sneve Lexile 820L

Reading

HS Jane Eyre by Charlotte Brontë Lexile 890L

Johnny Tremain by Esther Forbes Lexile 800L

Common Core Exemplars

HS A Midsummer Night’s Dream by William Shakespeare Lexile NP

HS My Ántonia by Willa Cather Lexile 900L

HS Nectar in a Sieve by Kamala Markandaya Lexile 900L

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Access Editions

Extended Reading

HS High School

Digital Learning

MS Middle School

Night by Elie Wiesel Lexile 590L

Othello, The Moor of Venice by William Shakespeare Lexile NP

HS Pride and Prejudice by Jane Austen Lexile 1100L

MS Roll of Thunder, Hear My Cry by Mildred Taylor Lexile 920L

The Red Badge of Courage by Stephen Crane Lexile 900L

HS The Scarlet Letter by Nathaniel Hawthorne Lexile 1340L

Writing

Literature

Sister Carrie by Theodore Dreiser Lexile 980L

Stealing Freedom by Elisa Carbone Lexile 870L

The Tempest by William Shakespeare Lexile NP

Their Eyes Were Watching God by Zora Neale Hurston Lexile 1080L

HS A Tale of Two Cities by Charles Dickens Lexile 1130L

Reading

Stargirl by Jerry Spinelli Lexile 590L

HS Things Fall Apart by Chinua Achebe Lexile 890L

MS The True Confessions of Charlotte Doyle by Avi Lexile 740L

MS Where the Red Fern Grows by Wilson Rawls Lexile 700L

MS A Wrinkle in Time by Madeleine L’Engle Lexile 740L

NP: Lexiles not available for non-prose texts. 22

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Access Editions

Extended Reading

Access Edition Hard Cover

Multi-platform eBook*

Assessment Manual**

Middle School 978-0-82191-637-7 978-0-82191-615-5 978-0-82192-406-8 978-0-82192-960-5 978-0-82192-414-3 978-0-82192-408-2 978-0-82191-981-1 978-0-82191-985-9 978-0-82192-504-1 978-0-82192-507-2 978-0-82191-983-5 978-0-82191-987-3 978-0-82192-532-4

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Literature

Adventures of Tom Sawyer, by Mark Twain The Call of the Wild, by Jack London The Giver, by Lois Lowry Hatchet, by Gary Paulsen High Elk's Treasure, by Virginia Driving Hawk Sneve Johnny Tremain, by Esther Forbes The Red Badge of Courage, by Stephen Crane Roll of Thunder, Hear My Cry, by Mildred Taylor Stargirl, by Jerry Spinelli Stealing Freedom, by Elisa Carbone The True Confessions of Charlotte Doyle, by Avi Where the Red Fern Grows, by Wilson Rawls A Wrinkle in Time, by Madeleine L'Engle

Digital Learning

EMC Access Editions

High School Writing Reading

Adventures of Huckleberry Finn, by Mark Twain All Quiet on the Western Front, by Erich Remarque Ethan Frome, by Edith Wharton Frankenstein, by Mary Shelley Great Expectations, by Charles Dickens Hamlet, by William Shakespeare Jane Eyre, by Charlotte BrontĂŤ A Midsummer Night's Dream, by William Shakespeare My Antonia, by Willa Cather Nectar in a Sieve, by Kamal Markandaya Night, by Elie Wiesel Othello, The Moor of Venice, by William Shakespeare Pride and Prejudice, by Jane Austen The Scarlet Letter, by Nathaniel Hawthorne Sister Carrie, by Theodore Dreiser A Tale of Two Cities, by Charles Dickens The Tempest, by William Shakespeare Their Eyes Were Watching God, by Zora Neale Hurston Things Fall Apart, by Chinua Achebe

*Multi-platform eBooks available for select titles spring 2015 (6-year license listed; 1-year license also available). **Receive one free Assessment Manual with the purchase of 10 or more Access Edition textbooks.

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