Your best resource for meeting College and Career Readiness Standards in English Language Arts EMC’s Mirrors & Windows presents a rigorous and balanced program in reading, writing, speaking and listening, and language. This innovative 6–12 literature program provides extensive and varied preparation opportunities and materials for the Common Core State Standards assessments as well as College and Career Readiness Standards in English Language Arts. The Mirrors & Windows program is designed to encourage students to be excellent communicators and lifelong learners.
800-328-1452 • www.emcp.com
DISCOVER • EXPAND • PERFORM
222244_MW CCSS.indd 1
12/16/13 1:22 PM
Mirrors & Windows addresses all of the Key Points in the English Language Arts Common Core State Standards READING
APPLY THE MODEL
▼
A Short Story by Langston Hughes BUILD BACKGROUND
USE READING SKILLS
Social Context “Thank You, M’am” tells the story of a boy who tries to steal and is surprised by the reaction of his victim. These two characters are typical of Hughes’s literary characters. They portray the joys and miseries of ordinary African Americans living in Harlem, a section of New York City. Their dialect reflects the language of the common people.
Determine the Importance of Details Some details that appear in selections may be more important than others. These details provide the reader with a better understanding of a character, situation, and/or place. As you read the following selection, note any details that seem significant to the story and write them down or mark the page in some way. It might be helpful to note how the detail adds to the story.
Reader’s Context Have you or someone you know been given a “second chance” to right a wrong? What lesson was learned from this experience?
ANALYZE LITERATURE: Character A character is an individual that takes part in the action of a literary work. “When I get through with you, sir, you are going to remember Mrs. Luella Bates Washington Jones,” declares one of the characters in “Thank You, M’am.” Memorable characters give you clues to their personalities through what they say and do. You also learn more about a character through what the narrator or other characters say about them.
SET PURPOSE As you read, pay attention not only to what you are told directly about the characters, but also what you can gather from other clues. Consider what the characters say and do, as well as what they perceive about one another.
MEET THE AUTHOR Langston Hughes (1902–1967) was born in Joplin, Missouri, and grew up in Lawrence, Kentucky, and Cleveland, Ohio. He came from a family of abolitionists, people who fought for the end of slavery in the United States. Hughes started writing at an early age and published poetry and fiction in his high school magazine. After attending Columbia University for one year, he worked at a series of odd jobs while developing his skills as a writer. He then attended Lincoln University in Pennsylvania and graduated in 1929. By that time, he had published two books of poetry and had become known as a versatile and gifted poet. Hughes eventually settled in Harlem, New York, and wrote several poetry and short story collections as well as a novel and an autobiography.
PREVIEW VOCABULARY Preview the vocabulary words from this selection as they are used in the sentences below. Try to unlock the meanings of the underlined words using the restatement clues provided in the sentences. 1. After being in a hospital bed for three months, Grandpa was too frail, or feeble, to walk to the car, so we decided to use a wheelchair. 2. The host was upset when he discovered that the hall was barren; in other words, no one had bothered to come to his party. 3. Our band teacher told us to look presentable for the concert; that is, good enough to be seen by an audience of family and friends.
THANK YOU, M’AM
0001-0011_Lit3eG09_U01.indd 5
GUIDED READING
The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. • EMC’s unique scaffolded approach incorporating gradual release of responsibility promotes the progressive development of reading comprehension so that students advancing through the grades are able to read independently and gain more from whatever they read.
Thank You, M’am
5
11/30/09 3:53:14 PM
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 to Directed reading—extensive support before and after reading; less support during reading to Independent reading—self-monitoring during reading; minimal support before and after reading
2
Call: 800-328-1452 | Fax: 800-328-4564 | Email: educate@emcp.com | Visit: www.emcp.com
222244_MW CCSS.indd 2
12/16/13 1:23 PM
▼
The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. • EMC’s Mirrors & Windows Common Core State Standards Edition includes 100% of the range of text types for grades 6–12 in every grade level.
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
THE MODEL
mine the Importance tails Some details that r in selections may be mportant than others. details provide the reader better understanding of acter, situation, and/or As you read the following on, note any details that significant to the story and hem down or mark the n some way. It might be l to note how the detail o the story.
GUIDED READING
READING SKILLS
VIEW VOCABULARY
w the vocabulary words his selection as they are n the sentences below. unlock the meanings of derlined words using the ement clues provided in the ces.
er being in a hospital bed three months, Grandpa too frail, or feeble, to walk he car, so we decided to a wheelchair. host was upset when he overed that the hall was ren; in other words, no one bothered to come to his ty. band teacher told us ook presentable for the cert; that is, good enough be seen by an audience of ily and friends.
THANK YOU, M’AM
5
11/30/09 3:53:14 PM
adventure stories
•
•
•
•
•
•
•
historical fiction
•
•
•
•
•
•
•
mysteries
•
•
•
•
•
•
•
myths
•
•
•
•
•
•
•
science fiction
•
•
•
•
•
•
•
realistic fiction
•
•
•
•
•
•
•
allegories
•
•
•
•
•
•
•
parodies
•
•
•
•
•
•
•
satire
•
•
•
•
•
•
•
graphic novels
•
•
•
•
•
•
•
one-act plays
•
•
•
•
•
•
•
multi-act plays
•
•
•
•
•
•
•
Drama: Includes one-act and multi-act plays
Poetry: Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics narrative poems
•
•
•
•
•
•
•
lyrical poems
•
•
•
•
•
•
•
free verse poems
•
•
•
•
•
•
•
sonnets
•
•
•
•
•
•
•
epics
•
•
•
•
•
•
•
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
•
•
•
•
•
•
•
biographies
•
•
•
•
•
•
•
memoirs
•
•
•
•
•
•
•
journalism
•
•
•
•
•
•
•
historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience
•
•
•
•
•
•
•
3
222244_MW CCSS.indd 3
12/16/13 1:23 PM
WRITING Writing Workshop
▼
T he ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades. • Mirrors & Windows persuasive writing assignments clearly ask writers to support their arguments and opinions with convincing, reasonable evidence. • Persuasive/argumentative, as well as narrative, expository/ informative, and descriptive writing activities are provided throughout the program: — post-reading Writing Option assignments — in-depth Writing Workshops at the end of each unit — additional writing workshops in Exceeding the Standards: Writing supplement Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research—is emphasized throughout the standards but most prominently in the writing strand. • Mirrors & Windows offers numerous short research writing options in post-reading activities and includes a formal in-depth Research Paper Writing Workshop in every grade level.
Persuasive Writing
Assignment: Write a persuasive essay in which I present and support a clearly stated opinion.
Persuasive Essay
Goal: Persuade my audience to accept or act on my opinion. Strategy: Present clear reasons for my opinion, support my reasons, and anticipate and address counterarguments.
Reading and Writing In this unit, you read several pieces of persuasive writing. Topics ranged from personal advice, such as letting oneself be “found,” to political issues, such as bearing responsibility for life in a democracy. No matter what the topic, writing that presents an opinion or argument is persuasive writing. Standardized tests will often ask you to write persuasively. You will also need persuasive skills in other areas of your life—from getting what you want from a brother or sister to achieving success in the workplace.
▼
In this workshop, you will learn how to write a persuasive essay. You will present a clear opinion in a thesis or opinion statement and back it up with reasons and support. You will also anticipate and address counterarguments, which are arguments that oppose your own. The following summary shows a typical persuasive essay assignment. It includes requirements and standards that might not always be stated in an assignment but that you should consider when writing a persuasive essay.
Writing Rubric: My persuasive essay should include the following:
• an introduction that clearly states my opinion
• reasons for my opinion • support for my reasons • thoughtful answers to counterarguments • a conclusion with a call to action
What Great Writers Do Mawi Asgedom came to the United States from Ethiopia. In this passage, he reflects on his journey and his mother’s wise advice. What is his opinion? How does he support and explain it? My mother’s advice in childhood was to pull the covers over my head—that had been the easy part. But her later advice meant, I now realize, that I should know when to pull the covers down and stick my neck out. That’s the hard part. Too many of us go through life with the covers over our heads. We want to reach out, but we fear to make ourselves vulnerable. And we are also busy....We race through a world of demands. And then we ask ourselves almost helplessly, “What can we do as individuals?” — MAWI ASGEDOM, Of Beetles & Angels
362
UNIT 3 NONFICTION
0362-0373_Lit3eG06_U03.indd 362
11/30/07 11:44:02 AM
SPEAKING & LISTENING ▼
The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media. • Each unit includes one Speaking and Listening Workshop that includes step-by-step instructions and speaking and listening evaluation rubrics.
SPEAKING & LISTENING WORKSHOP Prepare a Multimedia Presentation You’ve heard the expression “A picture is worth a thousand words.” This tends to be especially true when it comes to presenting information. In the past, there was little a person could do to enhance a presentation visually, aside from using posters, charts, graphs, and overhead projectors. Technology has made it possible to present information in colorful and compelling ways. In this workshop, you will prepare and deliver an informative presentation using a combination of text, sound, pictures, animation, and video. A multimedia presentation uses a variety of media, a plural form of medium referring to a system of communication, information, or entertainment.
Presentation Tip
As you are choosing details for your outline, think about the types of multimedia that would work well with those details.
1. Develop your topic
Select a topic you know well. Make an outline with at least three main subtopics. Then brainstorm details about each subtopic. You may also need to do some research.
S P E AK I N G & L I S T E N I N G W O R K S H O P L E A D A G R O UP DI S C US S I O N O R M E E T I NG
Soccer I. History of the game A. Origins B. Development C. Modern soccer
2. Create multimedia elements
Decide on a theme or design for your presentation, and use that theme or design throughout. For example, if you are doing a presentation on the destruction of the rainforest, you might want to use backgrounds and fonts that resemble the jungle. Give your pictures, photos, video, charts, and written materials a similar look and feel. Use media to emphasize key points. Avoid including too much text on a slide or an image.
3. Rehearse
Practice giving your presentation as you operate your equipment. Make sure all components are clearly audible and visible and that the room will accommodate both your needs and those of your audience.
4. Make the presentation
Do not rush through your presentation. Remember to speak clearly and loudly and to look at your audience. Allow time at the end for audience questions.
Speaking and Listening Rubric Your presentation will be evaluated on these elements:
Content and Development
✔ ❏ ✔ ❏ ✔ ❏ ✔ ❏
clear topic and goal for presenting the topic effective use of multimedia elements logical organization of ideas appropriate amount of information
Delivery
✔ ❏ ✔ ❏
appropriate volume, enunciation, and pace
✔ ❏
competent use of multimedia technology
1. Understand the Tasks of Group Leader/Facilitator As a group leader/facilitator, you probably will play several roles. Understanding each function, and feeling at ease performing it, will benefit you and the other group members:
effective use of eye contact and audience interaction
SPEAKING & LISTENING WORKSHOP
0872-0885_Lit3eG10_U05_4_End.ind873 873
A small-group discussion or meeting might contain between three and fifteen people, interacting in a face-to-face situation, who have a sense of group identity. At some small-group sessions, participants meet one or more times to discuss a particular project, issue, or event—for example, to plan a volunteer effort sponsored by the class. Meetings of this type are sometimes called ad hoc sessions. At other smallgroup sessions, members of a club or similar organization meet, usually on a regular schedule, to conduct club business, such as holding elections. Group leaders, sometimes called facilitators, have the task of keeping the discussion flowing smoothly. Professional facilitators, such as social workers, may have special training in conducting discussion groups. For instance, a facilitator would reduce tensions among group members in ways that can help members learn to handle interpersonal conflict. As a student leader or facilitator, you might sometimes find yourself encouraging shy participants to join the discussion or tactfully discouraging other group members from taking over the meeting.
II. How it is played A. Basic game B. Rules C. Positions
●
873
11/27/07 1:23:01 PM
●
The primary role of the leader/facilitator is to direct the work of the group or the ad hoc session. If you are the leader/facilitator of a club meeting, your tasks might include introducing topics for discussion; calling on members to speak; ensuring that members with certain responsibilities do their jobs (for example, that the secretary keeps minutes of the meeting or that the treasurer gives a financial report); making sure that the procedures for voting on motions or electing club officers are conducted fairly; following the agenda, or list of tasks to be done or topics to be covered at the meeting; and adjourning, or closing, the meeting. If you are leading or facilitating an ad hoc session, your chief task is likely to be keeping the discussion on track so that the group can achieve its goal.
●
Regardless of the type of meeting group you are leading or facilitating, try to maintain a sense of order and purpose. As gatekeeper, you keep communication open and moving ahead, by reminding participants of the focus of the session. As harmonizer, you help resolve conflicts or reduce tension between group members.
2. Learn How to Work with Less Cooperative Group Members In general, participants will cooperate to make the discussion productive. Some participants, however, may choose to play destructive roles. As a leader/facilitator, you might encourage these participants to turn their negative contributions into constructive ones. Disruptive types include the joker, who distracts the group by engaging in horseplay; the dominator, who tries to control the group for his or her own advantage; the blocker, who belittles the ideas of others; and the deserter, who withdraws from the group and refuses to participate. 3. Serve as a Role Model for Group Members Most groups have norms (unwritten rules) or written rules governing appropriate behavior for their members. For example, participants are expected to arrive promptly, be courteous to each other, and follow through on tasks they have offered to do. As leader/ facilitator, you may function as a role model for other members, so be sure you are familiar with and respectful of the group’s written and unwritten rules. SPEAKING & LISTENING RUBRIC
Your role as group leader/facilitator will be evaluated on these elements: Performance as Conductor of Meetings ❏ You conduct the group’s work by making sure the group stays focused on the topic or agenda and by ensuring that everyone has a chance to speak and that no one monopolizes the discussion. Behavior as Role Model for Other Members ❏ You function as a role model for other members by
being familiar with and respectful of the group’s written and unwritten rules.
SPEAKING & LISTENING WORKSHOP
4
An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. • In addition to the formal presentations in Speaking and Listening Workshops, many discussion opportunities are also provided in post-reading extension activities.
▼
A formal outline framework shows the most important and least important relationships among the topics and subtopics. Use an outline like the one below, which is about the game of soccer, to organize the ideas for your presentation.
631
Call: 800-328-1452 | Fax: 800-328-4564 | Email: educate@emcp.com | Visit: www.emcp.com
222244_MW CCSS.indd 4
0628-0641_Lit3eG12_U05.indd 631
4/30/08 12:02:12 PM
12/16/13 1:23 PM
LANGUAGE VOCABULARY & SPELLING
▼
The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language. • Vocabulary & Spelling Workshops and Grammar & Style Workshops are integrated within the literature units to extend the use of language skills across reading, writing, speaking, and listening.
▼
Literal and Figurative Meanings
Many words and expressions have both literal and figurative meanings. A literal meaning is the concrete or common meaning of a word. A figurative meaning suggests a meaning that goes beyond the literal or concrete meaning of a word. A figure of speech is meant to be understood imaginatively instead of literally. Many writers, especially poets, use figures of speech to create vivid, memorable images and to help readers see and understand things in new ways. EXAMPLES
literal meaning: A graceful hawk soared across the sky. figurative meaning: The image of the graceful hawk soared in her heart. In the first example, the hawk is literally soaring, or flying high. In the second example, the image of the hawk makes her feel elated; it is not literally flying in her heart.
GR AM M AR & STYL E PRE C I S E L A NGUA GE Understand the Concept
Apply the Skill
One of James Agee’s goals in writing Let Us Now Praise Famous Men was to achieve the effect of photography through the sounds and meanings of words. One of the ways in which he achieved this goal was by using precise language. For example, rather than simply writing “As the mother carried the child, the child looked about at his surroundings,” Agee used vivid language to make this scene come to life:
Identify Dull Nouns, Verbs, and Modifiers Copy the following sentences on your paper. Then evaluate each one and underline the dull, vague nouns, verbs, and modifiers it contains.
“She carried her youngest child, his knees locked simian across her, his light hands at her neck, and his erected head, hooded with night, next to hers, swiveled mildly upon the world’s globe, a periscope.” Your writing will be more effective and interesting if you use words that show your readers exactly what you mean. Precise nouns give readers a clear picture of who or what is involved in a sentence: EXAMPLES
Original sentence The people made noise. Revised sentence The crowd made an uproar. Colorful verbs indicate the specific action in a sentence: EXAMPLES
Original sentence He took the pitcher and drank the cool water. Revised sentence He grabbed the pitcher and gulped the cool water.
1. The Dust Bowl was caused by a big drought that dried up the dirt of the Great Plains. 2. Strong winds then blew all the dried dust into big, dark clouds. 3. The clouds dimmed the skies above Chicago, and dirt fell from the sky, piling up in city streets. 4. Because the Great Plains farmland was no longer productive, farm families lost their money and homes and went west to find work. 5. The Dust Bowl was one of the causes of the Great Depression, a time of economic hardship that hurt many Americans’ dreams of economic success.
Metaphors, similes, idioms, and personification are examples of figures of speech. Metaphors and similes compare one thing with another. Similes do so by using the word like or as; metaphors do not. Idioms are commonly acknowledged metaphors used by speakers of a language. Idioms differ from slang in that they survive over the years; slang terms go in and out of use. Personification is a figure of speech in which something not human—an animal, object, place, or idea—is given human qualities and characteristics. EXAMPLES
metaphor: Your smile melts my heart. simile: My love is like a red, red rose. idiom: He fell head over heels in love with her. personification: Misery, an unwelcome guest, walked through our front door.
418
What Great Writers Do Using a mix of literal and figurative meanings or language can add vibrancy and interest to the writing. Notice how W. B. Yeats uses both literal and figurative language in these excerpts from “The Song of Wandering Aengus” (page 415). I went out to the hazel wood, Because a fire was in my head, And cut and peeled a hazel wand, And hooked a berry to a thread… Though I am old with wandering … I will find out where she has gone, … And pluck till time and times are done The silver apples of the moon, The golden apples of the sun.
REVIEW TERMS
• literal meaning: concrete or common meaning • figurative meaning: a meaning beyond the obvious or literal • figure of speech: a term or phrase meant to be understood imaginatively, not literally • metaphor: a comparison between two dissimilar items • simile: a comparison between two dissimilar items using like or as • idiom: an expression specific to a particular language that cannot be understood literally • personification: the description of a nonhuman object as if it were human
UNIT 3 POETRY
Replace Dull Nouns, Verbs, and Modifiers For each sentence in the previous exercise, replace the dull and vague nouns, verbs, and modifiers you underlined with more precise words and phrases. 0360-0437_Lit3eG09_U03.indd 418
Use Precise Language in Your Writing Write a paragraph that describes a building or other structure, using as many sensory details as possible to create a vivid description. Then review the paragraph, considering your use of nouns, verbs, and modifiers. Replace any that are dull or imprecise with more interesting and specific words and phrases.
4/30/08 9:19:52 AM
Modifiers—adjectives and adverbs—change or describe the meanings of other words. Colorful or surprising modifiers can turn dull writing into dynamic writing: EXAMPLES
Original sentence The cold wind blew hard. Revised sentence The frigid wind blew furiously.
GRAMMAR & STYLE
0686-0721_Lit3eG11_U06.indd 701
701
4/26/08 10:24:45 AM
MEDIA & TECHNOLOGY ▼
Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards. • Media Literacy activities are incorporated throughout the program in post-reading activities and in expanded lessons found in Exceeding the Standards: Extension Activities. • Exceeding the Standards: Special Topics resource books offer lessons on computer skills and personal career development to help students develop twenty-first century skills.
5
222244_MW CCSS.indd 5
12/16/13 1:23 PM
The Teacher
Preview the Selection At a Glance Guided Reading • Reading Level: Moderate • Difficulty Considerations: Unfamiliar Greek cultural/political references • Ease Factors: Point of view; dialogue; humor; familiar setting
GUIDED READING
BUILD BACKGROUND
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.
A memoir one inciden often based Read Meet historical ev
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?
Guided Reading
• Reading Level: Moderate • Difficulty Considerations: Unfamiliar Greek cultural/political references • Ease Factors: Point of view; dialogue; humor; familiar setting
Key Ideas and Details 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.
A Memoir by Nicholas Gage
At a Glance
Reading Standards for Literature 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
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
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). 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.
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.
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
Preview Vocabulary Common Core State Standards
214
Introduction: Nicholas Gage, a young Greek refugee, arrives in America with his sisters. Body:
authoritarian, 215 askance, 216 mentor, 216 formidable, 216 mortify, 217
Nicholas Gage and his teacher, Marjorie Hurd.
T Reading Literature 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.
RL.2 Reading Informational RI.1, RI.10 Writing W.3, W.7
214 Selection Words
refugee, 215 steely, 216 honed, 216 ravine, 217 tact, 217
Teaching Words
significant, 214 backdrop, 214 guerrillas, 217 oppression, 219 campaign, 219
MEMOIR,
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
PREVIEW VOCABULARY
KEY TERMS
Gage
As you read, think about the histo memoir. As you read, think about t Gage’s memoir. Distinguish the mo and events that the author include How did these events change his l about what happened to his famil questions: How did these events ch tions to “write about what happen
MEET THE AUTHOR
214
UNIT 2 NONFICTION
Words in Use
0212-0243_Lit3eG09_U02.indd 214
Topic: Finding your talents
UNIT 2 NONFICTION
Words in Use
Reading Literature RL.2 Reading Informational RI.1, RI.10 Writing W.3, W.7
A Memoir by Nicholas
Conclusion:
SET PURPOSE 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?
0212-0243_Lit3eG09_U02.indd 214
T3
• Point-of-useTeacher standards Changed correlationsWho appear on the My 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
EMC Pages That Cover the Standards
GUIDED READING
English Language Arts Standards, Grades 9–10
Refer to the Language Arts Handbook 1.3, Using Reading Skills, for additional instruction on sumThe marizing.
SET PURPOSE
Nicholas Gage (b. 1939), born N Greece. His mo sisters to join th ment of his jun scholarship to B the Columbia U Gage moved to spondent for th searching for in became the ba author of a num awards for his
• Full correlations to the Common Core State Standards are included in the front of each teacher’s edition EMC Mirrors & Windows, Correlation to Common Core State Standards, Grade 9
Reader’s Context The author m began to understand the power o the written word” mean to you? W power?
ANALYZE LITERATURE:
Help Your Students Meet Common Core State Standards with Correlated Support Materials Annotated Teacher’s Edition
Literary Context “The Teache brief autobiography. In the memo happened to him so far. Instead, The word memoir gives a clue to i riences in his childhood and early helped shape his life. The title of a teacher who influenced him. Wh about the selection?
11/30/09 2:06:45 PM
Preview Vocabulary
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 THE TEACHER WHO CHANGED MY LIFE
215
UNIT 2 NONFICTION
0212-0243_Lit3eG09_U02_2a_RegSel215 215
11/28/07 9:09:32 AM
214 214 218 CONTRAST, 218 NARRATIVE ESSAY, 219 MULTIMEDIA, 219 PROPAGANDA, 219 SUMMARIZE, COMPARE,
0212-0243_Lit3eG09_U02_ATE.indd 214
UNIT 2 NONFICTION
0212-0243_Lit3eG09_U02_ATE.indd 214
1/17/11 12:53:51 PM
Program Planning Guide and E-Lesson Planner • 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
6
Call: 800-328-1452 | Fax: 800-328-4564 | Email: educate@emcp.com | Visit: www.emcp.com
222244_MW CCSS.indd 6
12/16/13 1:23 PM
Sel Wo
refu stee hon ravi tact
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 Common Core State Standards assessments. • 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 TestTaking Skills.
Test Practice Workshop Writing Skills
Revising and Editing Skills
Expository Essay
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.
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.
Many people today worries more about their own 1 future than about the future of the human race.
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?
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
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:
• • • •
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
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
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
0442-0453_Lit3eG06_U04.indd 450
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
11/30/07 12:13:29 PM 0442-0453_Lit3eG06_U04.indd 451
451
11/30/07 12:13:30 PM
Assessment Guide and EXAMVIEW® Assessment Suite
ExamView
• 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 • 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.
7
222244_MW CCSS.indd 7
12/16/13 1:23 PM
Mirrors & Windows Helps All Students Reach Their Potential Differentiated Instruction for English Language Learners • 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.
es
ate
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. Reader’s Purpose Chart Purpose 1: Describe the characters of Mrs. Luella Jones and Roger.
Purpose 2: Record the actions of the characters.
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. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
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
3
Call: 800-328-1452 | Fax: 800-328-4564 | Email: educate@emcp.com | Visit: www.emcp.com
222244_MW CCSS.indd 8
12/16/13 1:23 PM
Mirrors & Windows Enriches Students Beyond the Standards Exceeding the Standards: Literature & Reading
Exceeding the Standards: Vocabulary & Spelling
Exceeding the Standards: Test Practice
Exceeding the Standards: Special Topics
• Extended, unit-based lessons that integrate outside resources, varieties of media, and student creativity to help students analyze, compare, and fully appreciate 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
Exceeding the Standards: 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
Exceeding the Standards: 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
• Comprehensive developmental vocabulary and spelling lessons • In-depth instruction that is modeled using words from the selections in each unit • 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
Exceeding the Standards: Grammar & Style
• Comprehensive, developmental grammar and style curriculum • Taught within the context of selections in each unit
Exceeding the Standards: Extension Activities • Extended lessons for each of the following categories: Collaborative Learning, Lifelong Learning, Media Literacy, and Critical Literacy
9
222244_MW CCSS.indd 9
12/16/13 1:23 PM
Technology Tools Enh Teacher Resources DVD 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
Interactive Student Text on CD • Complete student text available. • Includes highlighting, note-taking, and bookmarking.
EXAMVIEW® Assessment Suite
Visual Teaching Package
(Included on Teacher Resources DVD)
(Included on Teacher Resources DVD)
• 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.
Bookstore Model
Online Writing Evaluation (Grades 6–12) • Develops and evaluates students’ writing in Mirrows & Windows. • Provides students with diagnostic feedback and a holistic score within seconds.
10
Call: 800-328-1452 | Fax: 800-328-4564 | Email: educate@emcp.com | Visit: www.emcp.com
222244_MW CCSS.indd 10
12/16/13 1:23 PM
ools Enhance Instruction
Multiplatform eBook
www.mirrorsandwindows.com
• • • • • • • • • •
For Students
onsistent page numbering with printed text C Highlighting Bookmarks Search Table of Contents Navigation Single or Dual Page viewing Zoom and Pan External and Internal Hyperlinking Audio/Video Support Swipe Page turn on mobile devices
EMC E-Library Online (Included at mirrorsandwindows.com)
• • • • • • •
Access to all resources Interactive activities Links Graphic organizers Study guides Downloadable Audio Library EMC E-Library Online
For Teachers
• • • •
Assessments Answer keys Lesson plans State standards
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)
Authentic, dramatic recordings with listening activities. 11
222244_MW CCSS.indd 11
12/16/13 1:23 PM
© 2012 Level I
Level II
Grade 6
Student Edition Package includes:
Level III
Grade 7
Grade 8
978-0-82196-088-2 978-0-82196-029-5 978-0-82196-074-5
978-0-82196-089-9 978-0-82196-031-8 978-0-82196-076-9
978-0-82196-090-5 978-0-82196-033-2 978-0-82196-078-3
978-0-82195-747-9
978-0-82195-748-6
978-0-82195-749-3
Annotated Teacher’s Edition
978-0-82196-030-1
978-0-82196-032-5
978-0-82196-034-9
Teacher Resources DVD
978-0-82196-075-2
978-0-82196-077-6
978-0-82196-079-0
Program Planning Guide
978-0-82196-108-7
978-0-82196-118-6
978-0-82196-128-5
Assessment Guide
978-0-82196-107-0
978-0-82196-117-9
978-0-82196-127-8
ETS’ Criterion ® Publisher’s Version Online Writing Evaluation
978-0-82194-723-4
978-0-82194-724-1
978-0-82194-725-8
978-0-82196-170-4 978-0-82196-109-4 978-0-82196-110-0 978-0-82196-111-7 978-0-82196-112-4 978-0-82196-113-1 978-0-82196-114-8 978-0-82196-115-5 978-0-82196-116-2
978-0-82196-173-5 978-0-82196-119-3 978-0-82196-120-9 978-0-82196-121-6 978-0-82196-122-3 978-0-82196-123-0 978-0-82196-124-7 978-0-82196-125-4 978-0-82196-126-1
Student Edition Interactive Student Edition on CD
eBook (6-year license)
Meeting the Standards Unit Resource Package
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8
Differentiated Instruction Package
978-0-82196-168-1 978-0-82196-099-8 978-0-82196-100-1 978-0-82196-101-8 978-0-82196-102-5 978-0-82196-103-2 978-0-82196-104-9 978-0-82196-105-6 978-0-82196-106-3
978-0-82194-452-3 978-0-82193-062-5 978-0-82193-061-8 978-0-82193-063-2
978-0-82194-456-1 978-0-82193-094-6 978-0-82193-093-9 978-0-82193-095-3
Literature & Reading Vocabulary & Spelling Grammar & Style Speaking & Listening Writing Extension Activities Test Practice Special Topics
978-0-82194-453-0 978-0-82194-405-9 978-0-82194-406-6 978-0-82194-407-3 978-0-82194-408-0 978-0-82194-409-7 978-0-82194-410-3 978-0-82194-411-0 978-0-82194-413-4
978-0-82194-457-8 978-0-82194-417-2 978-0-82194-418-9 978-0-82194-419-6 978-0-82194-420-2 978-0-82194-421-9 978-0-82194-422-6 978-0-82194-423-3 978-0-82194-424-0
978-0-82194-462-2 978-0-82194-430-1 978-0-82194-431-8 978-0-82194-432-5 978-0-82194-433-2 978-0-82194-434-9 978-0-82194-435-6 978-0-82194-436-3 978-0-82194-437-0
Print Supplements Package
978-0-82196-169-8
978-0-82196-172-8
978-0-82196-174-2
Differentiated Instruction for English Language Learners Differentiated Instruction for Developing Readers Differentiated Instruction for Advanced Students
Exceeding the Standards Package
978-0-82194-461-5 978-0-82193-122-6 978-0-82193-121-9 978-0-82193-123-3
Program Planning Guide, Assessment Guide, Differentiated Instruction Package, Meeting the Standards Package, Exceeding the Standards Package
All resources available on CD, on DVD, or online. Go to www.emcschool.com for previous editions.
12
Call: 800-328-1452 | Fax: 800-328-4564 | Email: educate@emcp.com | Visit: www.emcp.com
222244_MW CCSS.indd 12
12/16/13 1:23 PM
© 2012 Level IV
Level V
978-0-82196-091-2 978-0-82196-035-6 978-0-82196-080-6
978-0-82196-092-9 978-0-82196-037-0 978-0-82196-082-0
eBook (6-year license)
978-0-82195-750-9
978-0-82195-751-6
Annotated Teacher’s Edition
978-0-82196-036-3
978-0-82196-038-7
Teacher Resources DVD
978-0-82196-081-3
978-0-82196-083-7
Program Planning Guide
978-0-82196-136-0
978-0-82196-144-5
Assessment Program Guide
978-0-82196-135-3
978-0-82196-143-8-
ETS’ Criterion® Publisher’s Version Online Writing Evaluation
978-0-82194-726-5
978-0-82194-727-2
Meeting the Standards Unit Resource Package
978-0-82196-175-9 978-0-82196-129-2 978-0-82196-130-8 978-0-82196-131-5 978-0-82196-132-2 978-0-82196-133-9 978-0-82196-134-6
978-0-82196-177-3 978-0-82196-137-7 978-0-82196-138-4 978-0-82196-139-1 978-0-82196-140-7 978-0-82196-141-4 978-0-82196-142-1
978-0-82193-153-0 978-0-82193-150-9 978-0-82193-149-3 978-0-82193-151-6
978-0-82193-181-3 978-0-82193-178-3 978-0-82193-177-6 978-0-82193-179-0
978-0-82194-389-2 978-0-82194-324-3 978-0-82194-325-0 978-0-82194-326-7 978-0-82194-327-4 978-0-82194-328-1 978-0-82194-329-8 978-0-82194-330-4 978-0-82194-332-8
978-0-82194-390-8 978-0-82194-340-3 978-0-82194-341-0 978-0-82194-342-7 978-0-82194-343-4 978-0-82194-344-1 978-0-82194-345-8 978-0-82194-346-5 978-0-82194-348-9
978-0-82196-176-6
978-0-82196-178-0
Grade 9
Student Edition Package includes: Student Edition Interactive Student Edition on CD
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
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
Grade 10
Program Planning Guide, Assessment Guide, Differentiated Instruction Package, Meeting the Standards Package, Exceeding the Standards Package
All resources available on CD, on DVD, or online. Go to www.emcschool.com for previous editions.
13
222244_MW CCSS.indd 13
12/16/13 1:23 PM
© 2012 American Tradition
British Tradition
Grade 11
Grade 12
978-0-82196-093-6 978-0-82196-039-4 978-0-82196-084-4
978-0-82196-094-3 978-0-82196-041-7 978-0-82196-086-8
eBook (6-year license)
978-0-82195-752-3
978-0-82195-753-0
Annotated Teacher’s Edition
978-0-82196-040-0
978-0-82196-042-4
Teacher Resources DVD
978-0-82196-085-1
978-0-82196-087-5
Program Planning Guide Assessment Program Guide
978-0-82196-155-1
978-0-82196-167-4
978-0-82196-154-4
978-0-82196-166-7
ETS’ Criterion® Publisher’s Version Online Writing Evaluation
978-0-82194-728-9
978-0-82194-729-6
Meeting the Standards Unit Resource Package
978-0-82196-179-7 978-0-82196-145-2 978-0-82196-146-9 978-0-82196-147-6 978-0-82196-148-3 978-0-82196-149-0 978-0-82196-150-6 978-0-82196-151-3 978-0-82196-152-0 978-0-82196-153-7
978-0-82196-181-0 978-0-82196-156-8 978-0-82196-158-2 978-0-82196-159-9 978-0-82196-160-5 978-0-82196-161-2 978-0-82196-162-9 978-0-82196-163-6 978-0-82196-164-3 978-0-82196-165-0
978-0-82193-209-4 978-0-82193-206-3 978-0-82193-205-6 978-0-82193-207-0
978-0-82193-237-7 978-0-82193-234-6 978-0-82193-233-9 978-0-82193-235-3
978-0-82194-391-5 978-0-82194-356-4 978-0-82194-357-1 978-0-82194-358-8 978-0-82194-359-5 978-0-82194-360-1 978-0-82194-361-8 978-0-82194-362-5 978-0-82194-364-9
978-0-82194-392-2 978-0-82194-372-4 978-0-82194-373-1 978-0-82194-374-8 978-0-82194-375-5 978-0-82194-376-2 978-0-82194-377-9 978-0-82194-378-6 978-0-82194-380-9
978-0-82196-180-3
978-0-82196-182-7
Student Edition Package includes: Student Edition Interactive Student Edition on CD
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
All resources available on CD, on DVD, or online. Go to www.emcschool.com for previous editions.
14
Call: 800-328-1452 | Fax: 800-328-4564 | Email: educate@emcp.com | Visit: www.emcp.com
222244_MW CCSS.indd 14
12/16/13 1:23 PM
Match Mirrors & Windows Components to Students’ Needs Teacher Resources Annotated Teacher’s Edition Program Planning Guide Assessment Guide Teacher Resources DVD 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 Student Resources Student Edition Textbook Interactive Student Edition Textbook on CD and eBook Meeting the Standards (one resource book for every unit) Exceeding the Standards Resources (eight unique books per grade level) Test Practice Vocabulary & Spelling Literature & Reading Grammar & Style Extension Activities Speaking & Listening Special Topics Writing Differentiated Instruction Resources (three books for each grade level) Differentiated Instruction for English Language Learners Differentiated Instruction for Developing Readers Differentiated Instruction for Advanced Students Additional Technology Tools ETS’ CPV Online Writing Evaluation (Grades 6–12) EMC Audio Library EMC E-Library www.mirrorsandwindows.com
15
222244_MW CCSS.indd 15
12/16/13 1:23 PM
Email: educate@emcp.com Visit: www.emcschool.com Call: 800-328-1452 Fax: 800-328-4564
WWY222244
SOURCE CODE: BR222244
222244_MW CCSS.indd 16
12/16/13 1:23 PM