2014 Literature & Language Arts Catalog

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Publishing Love what you teach even more.

Dear Colleague, What an exciting time to be teaching Literature and 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 Common Core State 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 In other words, we’re here for you and your colleagues, like Susan, so that you can focus on doing what you love even more—teaching.

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

I LOVE the Mirrors and Windows “books!

Great layout. Great prereading activities and info. Excellent post-reading questions and ideas for writing. I especially love how Romeo and Juliet is done. Terrific front-loading info for reading Shakespeare, the time period. etc.

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Your Guide for our 2014 Catalog eBook

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Table of Contents DIGITAL LEARNING TECHNOLOGY

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LITERATURE

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

GRAMMAR/WRITING

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

READING

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Common Core State Standards

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Literature

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Mirrors & Windows

Approach to Learning

Mirrors & Windows Addresses All of the Key Points in the English Language Arts Common Core State Standards Digital Resources

Student Edition

Literature

A 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 Level I (Grade 6)

Grammar Writing

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

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

Reading

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

Pricing

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

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Mirrors & Windows

Approach to Learning

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

Digital Resources

• 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

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

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

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

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

F

Woodsong A Memoir by Gary Paulsen

Whether I lived or died depended on him.

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

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

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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.

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Directed Reading

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311

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

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1.

2.

3.

4.

THE FLIGHT OF RED BIRD

Reading

from

Grammar Writing

Meet the Author M

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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.

Approach to Learning

GUIDED READING

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

Digital Resources

SET PURPO

As you read, th memoir. As you Gage’s memoir and events tha How did these about what ha questions: How tions to “write

Launch the Lesson

Briefly discuss movies students may

MEET THE

have seen about teachers who made • Full correlations to the Common Core State Standards a difference—for example, Stand and are included in the front of each Teacher’s Edition.

Deliver, Dangerous Minds, or Freedom

Literature

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

EMC Pages That Cover the Standards

Reading Standards for Literature 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

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

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.

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).

Grammar Writing

A Memoir by Nicholas Gage

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

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

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

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.

214

Reading

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

Body:

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

Selection Words

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

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.

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

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.

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

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Program Planning Guide and E-Lesson Planner

Pricing

• Lesson Plans for all the selections in the unit correlated to the Common Core State Standards.

• Alternative Teaching Options.

• Evaluation Guidelines.

• All Common Core State Standards reading text types covered in every grade level.

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Literature Catalog 2014.indd 6

UNIT 2 N

Wo

0212-0243_Lit3eG09_U02.indd 214

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

KEY TERMS Teaching Words

214

Gage

THE TEACHER WHO CHANGED MY LIFE

Words in Use

Common Core State Standards

Topic: Finding your talents

UNIT 2 NONFICTION

Preview Vocabulary

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

A Memoir by Nicholas

Conclusion:

SET PURPOSE

0212-0243_Lit3eG09_U02.indd 214

T3

214

• Point-of-useThe standards Teacher Who Changed correlationsMyappear on the Life bottoms of feature and “What are all you goof-offs selection pages doing here?” she bellowed…

The Teacher Who Changed My Life

Preview the Selection

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.

Nicholas Gag

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?

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

Reader’s Con began to unde the written wo power?

ANALYZE

Help Your Students Meet Common Core State Standards with Correlated Support Materials Annotated Teacher’s Edition

Literary Cont brief autobiog happened to h The word mem riences in his c helped shape h a teacher who about the sele

8/30/13 1:03 PM

Preview Vocabular

authoritari askance, 21 mentor, 21 formidable mortify, 21

Mirrors & Windows Prepares Your Students for Success on Assessment Tests The Mirrors & Windows program contains extensive opportunities and support materials to help prepare your students for taking standardized assessments.

Test Practice Workshop Writing 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

Revising and Editing Skills 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

0442-0453_Lit3eG06_U04.indd 450

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Literature

the

• Each unit in the textbook offers a fully developed Test Practice Workshop correlated to the English Language Arts Common Core State Standards in reading, writing, and revising and editing. Writing practice includes narrative, expository, and argumentative writing prompts.

• The Language Arts Handbook in the back of each textbook provides an in-depth section on Test-Taking Skills.

Digital Resources

d

Mirrors & Windows

Approach to Learning

451

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Grammar Writing

Assessment Guide and EXAMVIEW® Assessment Suite

Reading

• Selection Test questions in EXAMVIEW® are correlated to the English Language Arts 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

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Literature Catalog 2014.indd 7

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• 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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Mirrors & Windows

Approach to Learning

Mirrors & Windows Helps All Students Reach Their Potential Digital Resources

Differentiated Instruction for English Language Learners

Literature

• Selections are from the Student Edition.

• Authentic content.

• Blackline masters of selections are provided for students to mark up and write in.

• Vocabulary development lessons are included.

Differentiated Instruction for Developing Readers

Name: ____________________________________________________ Date: __________________

Thank You, M’am, page 5 Set Purpose Mini-Lesson When you set a purpose for reading, you read with a specific goal in mind. This minilesson will show you how to use different purposes for reading.

In the chart below, take notes as you use different purposes for reading the short story “Thank You, M’am” on pages 5–10.

Grammar Writing

Reader’s Purpose Chart Purpose 1: Describe the characters of Mrs. Luella Jones and Roger.

Purpose 2: Record the actions of the characters.

Reading

Purpose 3: Find out information about the setting (place and time period).

© EMC Publishing, LLC

3

Differentiated Instruction for Developing Readers

• Guided Reading questions help students check their understanding of Student Edition selections.

• Reading Strategies and Skills Practice lessons offer application opportunities for the selections.

• Student worksheets include graphic organizers.

• Teaching notes offer additional instructional suggestions.

• Assessment opportunities provide options for evaluation.

Differentiated Instruction for Advanced Students

Name: ____________________________________________________ Date: __________________ Unit 4 Drama

the tragedy of romeo and Juliet, page 504

by William Shakespeare

• Challenging activities based on selections from the Student Edition.

• Higher level activities engage critical thinking skills and lead to deeper comprehension.

• The thematic focus leads to critical analysis.

activity: theme Study Before you begin reading Romeo and Juliet, use this prereading activity to explore some of the themes in the play. As you read the following statements, check whether you agree or disagree with each one. You must choose one side, even though you may want to choose the middle ground.

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The ends justify the means.

Young people are in love with the idea of being in love.

A man in love makes a poor fighter.

Moderate love is more lasting than love that is sudden and passionate.

The best intentions often result in tragedy.

In an attempt to be compassionate, an authority figure actually hurts those he leads.

We are responsible for our own actions.

People are victims of fate and have little control over outcomes in their lives.

One act of deception always leads to another.

Most grief is self-pity.

Love will eventually triumph over hate.

Young people often must suffer for their parents’ mistakes.

Haste and lack of forethought bring about disaster.

A real man uses brains instead of brawn to solve his problems.

Every negative situation can be used to create good.

Arranged marriages are a good way to find your lifelong partner.

 Agree  Agree  Agree  Agree

 Disagree  Disagree  Disagree  Disagree

 Agree  Agree

 Disagree  Disagree

 Agree  Agree

 Disagree  Disagree

 Agree  Agree  Agree  Agree  Agree  Agree

 Disagree  Disagree  Disagree  Disagree  Disagree  Disagree

 Agree  Agree

 Disagree  Disagree

When you are certain of your final decisions, fold a piece of paper in half (this will serve as a bookmark). On one side of the paper, write the statement with which you most agree; on the other side, write the one with which you most disagree. As you read Romeo and Juliet, record details and examples (direct quotations or actions) that either support or refute the two statements you have identified.

Write a theme analysis essay for Romeo and Juliet, using the information on your paper as support for your chosen theme

© EMC Publishing, LLC

8

Differentiated Instruction for Advanced Students

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Mirrors & Windows

Approach to Learning

Mirrors & Windows Enriches Students Beyond the Standards Exceeding the Standards: Vocabulary & Spelling

Exceeding the Standards: Test Practice

Exceeding the Standards: Special Topics

Exceeding the Standards: Writing

Exceeding the Standards: Grammar & Style

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

Exceeding the Standards: Speaking & Listening

• 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.

• Comprehensive, developmental grammar and style curriculum.

• Taught within the context of selections in each unit.

Grammar Writing

• 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.

• Comprehensive developmental vocabulary and spelling lessons.

• In-depth instruction that is modeled using words from the selections in each unit.

Literature

• 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.

Digital Resources

Exceeding the Standards: Literature & Reading

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

Reading

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

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TECHNOLOGY TOOLS

Quiz

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Technology Tools Teacher Resources DVD

Literature

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

iOS eBook

Grammar Writing

Interactive Student Text on CD • Complete student text available.

• Includes highlighting, note-taking, and bookmarking.

The iOS eBook connects students to literature and language arts in and out of the classroom. With a touch of the finder, students access every pages as well as the audio that coincides with the reading selections.

All eBooks are downloadable to Apple® mobile devices including the iPad, iPhone®, and iPod Touch® and are available on the go without an internet connection.

ExamView® Assessment Suite (Included on Teacher Resources DVD)

Reading

• 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.

Visual Teaching Package (Included on Teacher Resources DVD)

Pricing

• 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.

10

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ols

Mirrors & Windows

Approach to Learning

Enhance Instruction www.mirrorsandwindows.com • • • • • • •

For Teachers

Access to all resources • Interactive activities • Links • Graphic organizers • Study guides Downloadable Audio Library EMC E-Library Online

Assessments Answer keys Lesson plans State standards

Digital Resources

For Students

Literature

• Students may access the Writer’s Handbook for specific explanations and examples.

• Students receive feedback within 20 seconds.

• Evaluates grammar, usage, mechanics, style, and organization & development.

Grammar Writing

Online Writing Evaluation (Grades 6–12)

EMC E-Library Online (Included at mirrorsandwindows.com)

Reading

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

Audio Library (Included at mirrorsandwindows.com)

TECHNOLOGY TOOLS

Quiz

Pricing

Authentic, dramatic recordings with listening activities.

Mirrors & Windows

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Digital Resources

Mirrors & Windows

Approach to Learning

EMC Mirrors & Windows Common Core State Standards Edition Range of Text Types for Grades 6-12 Common Core State Standards Range of Text Types

Grade 6

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Literature Stories: Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels

Literature

adventure stories historical fiction mysteries myths science fiction realistic fiction allegories parodies

Grammar Writing

satire graphic novels

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Drama: Includes one-act and multi-act plays, both in written form and on film one-act plays (written/film) multi-act plays (written/film)

• •

• •

Poetry: Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics narrative poems lyrical poems free verse poems

Reading

sonnets epics

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Nonfiction: Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience personal essays speeches opinion pieces essays about art or literature

Pricing

biographies memoirs journalism historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

12

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Approach to Learning

Grades 6–12

Level I

Level II

Grade 6

Student Edition Package includes:

Grade 8

978-0-82196-088-2 $83.95 978-0-82196-089-9 $83.95 978-0-82196-090-5 $83.95 978-0-82196-029-5 978-0-82196-031-8 978-0-82196-033-2 978-0-82196-074-5 978-0-82196-076-9 978-0-82196-078-3

eBook (6-year license)

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iOS eBook

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Annotated Teacher's Edition*

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Teacher Resources DVD

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Program Planning Guide

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Assessment Program Guide

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ETS' Criterion š Bookstore Model Online Writing Evaluation

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Meeting the Standards Unit Resource Package

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Exceeding the Standards Package Literature & Reading Vocabulary & Spelling Grammar & Style Speaking & Listening Writing Extension Activities Test Practice Special Topics

Print Supplements Package

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Reading

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Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Literature

Student Edition Interactive Student Edition on CD IOS EBOOK

Level III

Grade 7

Digital Resources

© 2012

978-0-82196-169-8 250.00 978-0-82196-172-8 250.00 978-0-82196-174-2 250.00

Program Planning Guide, Assessment Guide, Differentiated Instruction Package, Meeting the Standards Package, Exceeding the Standards Package

*Free with purchase of 25+ Student Editions

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Digital Resources

Grades 9 & 10 © 2012

Level IV

Level V

Grade 9

Student Edition Package includes:

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eBook (6-year license)

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75.95

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iOS eBook

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Meeting the Standards Unit Resource Package

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Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

Differentiated Instruction Package Differentiated Instruction for English Language Learners Differentiated Instruction for Developing Readers Differentiated Instruction for Advanced Students

Exceeding the Standards Package Literature & Reading Vocabulary & Spelling Grammar & Style Speaking & Listening Writing Extension Activities Test Practice Special Topics

Print Supplements Package Program Planning Guide, Assessment Guide, Differentiated Instruction Package, Meeting the Standards Package, Exceeding the Standards Package *Free with purchase of 25+ Student Editions

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Grammar Writing

eBook (6-year license)

Literature

Student Edition Interactive Student Edition on CD iOS eBook

British Tradition

Grade 12

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Expository Composition New! Digital Resources

by Tony Romano and Gary Anderson © 2013

Revised

EMC’s newly updated 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

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.

1

7

Grammar Writing

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4. John ksheets create re is gi sentmen Females ven the task t and defia of supp ar nce. orting he can us e better liste or ne e has jotte to develop hi rs than males refuting this .H s ar as d might hi down, he real gument. As he e makes a lis sertion: t of poin izes he s list lo sc ans th has used ok like? ts 5. Conve inductiv e list of points rt each e re as of oning. W he th first on e includ e following va hat es an ex gue stat Thousands of people will go into the bush this summer to cut the a. The em am ents into ple. environm assertion ent need high cost of living. A man who gets his two weeks’ salary while he s. The s to be cl Revised: eaned up is on vacation should be able to put those two weeks in fishing and If we’re we need serious . about cle to park camping and be able to save one week’s salary clear. He ought to be our cars aning th around. e environ and find able to sleep comfortably every night, to eat well every day, and to alternativ m e ways to ent, return to the city rested and in good condition. get

6.3

M Reading

9

78082

3-61 7-7

When You Camp Out, Do it Right

New!

Journal Topic

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-0-8 219 I S B N 978

The new Expository Composition Internet Resource Center at www.emcschool.net/expcomp 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.

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

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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.

• Exercises allow students to practice the writing techniques learned in each chapter.

• Practice opportunities can be done individually, in small groups, or as a class.

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

Argument

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-

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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 beeBook like if ideas are adopted. In essence, you want to inspire.

oosing a Topic

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:

Pricing

afting Your Conclusion

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,

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.

E nd-of-text reference material includes: • Grammar handbook • Graphic organizers • W2:15 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 Documentation 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

Grammar Writing

esenting Your Evidence

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

Appendices

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

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

Literature

Writers on Writing

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

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-

Chapter Assignment

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

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.

Digital Resources

• 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.

iOS eBook (one-year license) Teacher's Guide

978-0-82196-193-3 978-0-82196-194-0 978-0-82196-656-3 978-0-82196-195-7

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 2014.indd 17

$48.95 $38.95 $19.99 $27.95 Email: educate@emcp.com • Visit: www.emcschool.com

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AP Literature GuidesApproach to Learning

Digital Resources

In line with its commitment to academic rigor, EMC Publishing offers a series of guides for teaching Advanced Placement® (AP®) English literature. EMC’s Guide to AP Literature series provides teachers multiple opportunities to teach students the skills necessary to succeed not only on the AP English Literature and Composition Exam but also in college-level reading, thinking, discussing, and writing about literature. The initial ten titles in the series include those often cited on the exam and studied in high school programs.

Literature

Price reduced to just $9.95 per Student Edition 10–pack!

EMC’s Guide to AP Literature series provides teacher and student editions for each literary work. The Teacher Edition, designed for both novice and experienced instructors, is organized into these sections:

Pricing

Reading

Grammar Writing

• An introduction that addresses how to teach the literary

selection within the context of a high school English program (vertical alignment) and offers classroom reading and activity Adventures of Huckleberry Finn schedules The Awakening • Background information about the author and the work, including coverage of relevant social, political, and historical Beloved issues • Strategies for teaching the literary work, complete with Crime and Punishment prereading, classroom reading, and postreading activities Great Expectations • Comprehensive explanations and activities for conducting a literary analysis of the work, along with an introduction to Invisible Man theories of literary criticism • An overview of the AP English Literature and Composition Exam Macbeth and guidelines for how best to prepare students for taking it Each accompanying Student Edition is a workbook that provides Romeo and Juliet sample multiple-choice questions and both types of free-response The Sound and the Fury questions (analysis essay questions and open-response prompts), simulating the actual questions students will encounter on the AP Wuthering Heights examination. The practice questions are designed to give students exposure, practice, and confidence prior to taking the exam.

* AP is a registered trademark of the College Board, which was not involved in the production of, and does not endorse, this product.

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AP Literature Guides

The Student Edition offers examples of both types of free-response questions, along with guidelines for writing in a timed testing situation.

EMC’s Guide to AP Literature Beloved Student Edition

Sample Open Free-Response Question (Question 3)

The Student Edition offers examples of both types of free-response questions, along with guidelines for writing in a timed testing situation.

(Suggested time—40 minutes. This question counts as one-third of the total essay question score.)

The following prompts model the third type of free-response question you will be asked to answer on the exam (often referred to as Question 3). On the actual exam, you will have one question with multiple suggested titles of texts from which to choose. On the exam, you will write about one text only. As you prepare for the AP English Literature and Composition Exam, spend 40 minutes answering each of these prompts. Although these prompts specifically ask you to use Beloved, another way to prepare for the exam is to substitute the title of another text you have studied and determine whether you recall sufficient details and examples from that text to write your critical essay.

1. Select a character from Beloved who demonstrates irrational behavior. In a well-organized essay, analyze

how this behavior can be considered reasonable and relate the behavior to the text as a whole.

2. Choose a character from Beloved who is pulled in conflicting directions. Identify the forces of conflict and

Digital Resources

explain how this illustrates the meaning of the novel as a whole. Do not merely summarize the plot.

3. The setting of a literary text often has special significance for the development of characters, plot, and/or

theme. Write an essay in which you analyze the significance of the setting of Beloved and its effect on the novel as a whole. Avoid mere plot summary.

4. Choose a specific death scene from Beloved, and write an essay in which you analyze the significance this

Details about planning a response are accompanied by models of organizational tools.

scene has on the novel as a whole. Do not just summarize the plot.

5. No act of violence exists without a specific purpose or intention. Choose one such scene from Beloved, and

Using this step-by-step guide, teachers can walk students through planning an effective response.

Select a character from Beloved who is in opposition to his or her society. Identify the conflict and its

write a well-organized essay in which you identify the violence and analyze its significance to the text as a whole. Avoid plot summary.

6. The quest for power is a strong human drive. Choose a character from Beloved who either seeks to gain

power over another or seeks to free himself or herself from the power of another. Write an essay in which you illustrate how this power struggle is essential to the meaning of the text. Avoid mere plot summary.

7.

Details about planning a response are accompanied by models of organizational tools.

Using this as step-by-step guide, teachers students through planning an effective response. implications as well addressing how it affects the can text walk as a whole.

Avoid plot summary.

8. Select a memorable scene from Beloved. Then write an essay in which you identify the scene and analyze its

effectiveness and its relationship to the text as a whole.

EMC’s Guide to AP Literature Beloved Teacher Edition

EMC’sfrom Guide to AP Literature Beloved Teacher Edition for the suffering of others and analyze how this 9. Select a character Beloved who serves as the instrument

action contributes to the meaning of the text as a whole. Do not merely summarize the plot.

For prompt 3, selecting one or two settings in the text isn’t enough. Students need to remember to relate the setting to the development of character, plot, and/or theme.

10. Choose a character from Beloved whoessay has to dealaswith guilt.as Identify situation and be analyze Planning an open-response is just important writing the it. Students should sure tohow choose the most ap-

effectively thepropriate character deals with his and or her struggle.

Relate this situation to the meaning of the text as a characters, events, themes to answer completely the prompt. whole, avoiding mere plot summary.

Average responses (and students who did not fully prepare Beloved) will undoubtedly remember the following settings:

The following three steps represent the planning some students did on the sample open-response questions found in the Student Edition. The following are suggested initial responses for Prompt 2, followed by the complete development and sample essay for Prompt 3.

124 Sweet Home

■ ■

Step 1: Making Initial Choices to Address the Prompt

However, those who are more prepared will also recall the following settings:

Prompt 2: Choose a character who is pulled in conflicting directions

Denver

14 2

Paul D Ap Lit BrochureINT.indd 2

Sethe

Literature

Step 2: Choosing Specific Details and Examples from the Novel

Getting Started on the Open Free-Response Question

Georgia prison camp Cherokee village the banks of the Ohio River ■ the unnamed plantation of Sethe’s birth ■ the middle passage of many slaves ■ the various stops on Paul D’s journey to Sethe ■ the Clearing ■ the carnival ■ the cold house 2:43:54 PM ■ the Church of the Holy Redeemer ■ Sawyer’s Restaurant ■ the Bodwins’ house ■

—the nature of the ghost, her role in relation to the ghost —her relationship with her mother, love her or fear her, protect Beloved from her or her from Beloved —her relationship with Paul D, he rids 124 of the ghost, her only friend; he has a relationship and history with her mother —he’s conflicted about Sethe; does he need her to help deal with the demons of his own past?

—he has conflicted feelings about Beloved —has conflicted feelings about her husband, about her children, about her actions

Prompt 3: The significance of setting to the development of character, plot, and/or theme Specific Setting

Significance

Middle passage and unnamed plantations

Character, plot, and thematic development; greater significance and symbolism of the text; is this where Beloved is from? What does she represent?

Sweet Home

Character, plot, and thematic development; before and after Mr. Gardner’s death; Schoolteacher and his abusive nephews; the deaths of the Sweet Home men

124

Character, plot, and thematic development; Beloved arrives, Denver’s growth; boys leaving; Sethe atoning for action

Specific places in Cincinnati

Character, plot, and thematic development; Stamp Paid, Baby Suggs, the Bodwins

■

8/10/07

Clearly, the more specific details and examples students have from the text, the more they will be able to incorporate apt and specific references from the text into their essay. Although students should not just rehash the plot, they do want to use details and examples from the text to illustrate and support their assertions.

Grammar Writing

Obviously, the writer of this essay will need to choose which of these three characters he or she would like to use to answer the prompt; all three are strong choices. But, if the writer could not make a connection between being pulled in conflicting directions and a larger thematic significance, then clearly this would not be an ideal text to choose for this question.

■

Step 3: Completing a Planning Chart Organizing the details, examples, and direct quotations and their relation to theme is the last planning activity before students begin to draft their essay.

Specific Incidents at Specific Setting

Direct Quotation from Text

Thematic Topics

Sethe’s birth

Separation from parents; effects of slavery; lack of individuality; oral stories; origins; naming; memory

Sethe’s marriage to Halle at Sweet Home

Love; relationships; privacy; normalcy; absence; ownership; intimacy

Schoolteacher at Sweet Home

Man’s inhumanity to man; greed; ignorance, fear; ownership

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Reading

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EMC Guides to AP Literature

Student Edition 10-pack

Teacher Edition*

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Adventures of Huckleberry Finn, by Mark Twain The Awakening, by Kate Chopin Beloved, by Toni Morrison Crime and Punishment, by Fyodor Dostoevsky Great Expectations, by Charles Dickens Invisible Man, by Ralph Ellison Macbeth, by William Shakespeare Romeo and Juliet, by William Shakespeare The Sound and the Fury, by William Faulkner Wuthering Heights, by Emily Brontë

*Receive one free Teacher Edition with purchase of Student Edition 10-pack.

Email: educate@emcp.com • Visit: www.emcschool.com

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Access Editions A Novel Approach

to

Great Literature!

Digital Resources

Access Editions • Related readings, as well as historical and background information, build cross-curricular connections.

• Friendly reading support ensures understanding and enjoyment.

Literature

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

Reading

Grammar Writing

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

• Guided Reading Questions guide students through the work by raising important issues in key passages.

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• 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 meant to enter students’ active vocabularies.

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Access Editions MS Middle School

HS High School

Digital Resources

HS Adventures of Huckleberry Finn

by Mark Twain

MS The Adventures of Tom Sawyer

by Mark Twain

HS All Quiet on the Western Front

by Erich Remarque

MS

HS

The Call of the Wild

by Jack London

Ethan Frome

by Edith Wharton

Literature

Frankenstein

by Mary Shelley

HS

HS

MS The Giver

by Lois Lowry

Great Expectations

by Charles Dickens

Hamlet

by William Shakespeare

MS

MS Hatchet

by Gary Paulsen

Grammar Writing

HS

High Elk’s Treasure

by Virginia Driving Hawk Sneve

Reading

MS Johnny Tremain

by Esther Forbes

HS A Midsummer Night’s Dream

by William Shakespeare

HS My Ántonia

by Willa Cather

HS Nectar in a Sieve

by Kamala Markandaya

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Literature Catalog 2014.indd 21

Pricing

HS Jane Eyre

by Charlotte Brontë

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Access Editions HS High School

Digital Resources

MS Middle School

HS

HS Night

by Elie Wiesel

Grammar Writing

Literature

Othello, The Moor of Venice

by William Shakespeare

HS

HS Pride and Prejudice

by Jane Austen

MS

Sister Carrie

by Theodore Dreiser

Stealing Freedom

by Elisa Carbone

MS Roll of Thunder, Hear My Cry

by Mildred Taylor

The Red Badge of Courage

by Stephen Crane

The Scarlet Letter

by Nathaniel Hawthorne

HS

HS

The Tempest

by William Shakespeare

Their Eyes Were Watching God

by Zora Neale Hurston

HS A Tale of Two Cities

by Charles Dickens

HS

Pricing

Reading

Stargirl

by Jerry Spinelli

MS

MS

HS Things Fall Apart

by Chinua Achebe

22

MS The True Confessions of Charlotte Doyle

by Avi

MS Where the Red Fern Grows

by Wilson Rawls

MS A Wrinkle in Time

by Madeleine L’Engle

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Access Editions

978-0-82191-638-4 978-0-82191-616-2 978-0-82192-407-5 978-0-82192-961-2 978-0-82192-415-0 978-0-82192-409-9 978-0-82191-982-8 978-0-82191-986-6 978-0-82192-505-8 978-0-82192-508-9 978-0-82191-984-2 978-0-82191-988-0 978-0-82192-533-1

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$22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95 22.95

High School 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 Brontﾃｫ A Midsummer Night's Dream, by William Shakespeare My ﾃ］tonia, 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

Pricing

$15.95 14.95 13.95 13.95 15.95 15.95 13.95 14.95 14.95 14.95 13.95 13.95 15.95

Reading

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

Middle School 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

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Access Edition Hard Cover

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Publishing

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Publishing 875 Montreal Way St. Paul, MN 55102

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