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Dear Colleagues,

The following Scope and Sequence for the new 2009 Glencoe Literature Series is the result of considerable attention to standards and the spiraling nature of English language arts instruction. The Scope and Sequence also allows for vertical and horizontal alignment of the curriculum as well as focused attention to the skills and strategies necessary for student learning. This document allows for backward planning of curriculum as we “begin with the end in mind” and scaffold students’ learning experiences.The Scope and Sequence for Glencoe Literature provides a structure that integrates content skills strands– emphasizing literary concepts, reading and thinking, writing, vocabulary and spelling, grammar and language, and listening, speaking, and viewing. In all, eight strands are addressed. Within each of these strands, specific skills are carefully delineated, and instruction is thoughtfully sequenced. The chart illustrates the depth and breadth of skill development throughout the Glencoe Literature Series.

This Scope and Sequence will not only assist you with instructional planning, but it will also provide structure for creating curriculum documents and direction for vertical alignment. We hope that this tool will help you make sound instructional decisions as you provide students with the foundation for literature appreciation, literacy achievement, and lifelong learning.

Sincerely,

Douglas FisherSenior Program ConsultantProfessor of Language and Literacy EducationSan Diego State UniversityCo-Director of the Center for the Advancement of Reading

1 = addressed

Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 AmericanLiterature

BritishLiterature

WorldLiterature

READING SKILLSActivate Prior Knowledge

Analyze

Build/Apply Background Knowledge

Clarify

Classify

Compare and Contrast

Connect

Determine Main Idea and Supporting Details

Discuss Diction

Distinguish Fact and Opinion

Draw Conclusions

Evaluate

Generalize

Identify Assumptions and Ambiguities

Identify Author’s Purpose

Identify Cause and Effect

Identify Character Traits

Identify Genre

Identify Literary and Text Elements

Identify Logical Fallacies

Identify Problem and Solution

Identify Sequence

Independent Reading

Infer

Interpret

Monitor Comprehension

Paraphrase and Summarize

Predict

Preview

Question

Recognize and Avoid Plagiarism

Recognize Author’s Purpose

Recognize Bias

Recognize Figurative Language

Recognize Symbolism

Respond

Review


BritishLiterature

WorldLiterature

Set a Purpose for Reading

Skim and Scan

Summarize

Synthesize

Understand Cause and Effect

Understand Context

Understand Humor

Understand Media Elements

Understand Persuasive Techniques

Understand Text Structure

Use Graphic Organizers

Use Text Features

Visualize

LITERARY & TEXT ELEMENTSAct and Scene

Allegory

Alliteration

Allusion

Ambiguity

Analogy

Anecdote

Anthropomorphism

Archetype

Argument

Assonance

Author’s Purpose

Author’s Credibility

Author’s Perspective

Bias

Cause and Effect

Character/Characterization

Chronological Order


Confl ict

Connotation

Couplet

Cultural or Historical Allusions/Cultural Context

Description

Dialect

Dialogue

Diary

Diction, Language, and Word Choice

2


BritishLiterature

WorldLiterature

Set a Purpose for Reading

Skim and Scan

Summarize

Synthesize

Understand Cause and Effect

Understand Context

Understand Humor

Understand Media Elements

Understand Persuasive Techniques

Understand Text Structure

Use Graphic Organizers

Use Text Features

Visualize

LITERARY & TEXT ELEMENTSAct and Scene

Allegory

Alliteration

Allusion

Ambiguity

Analogy

Anecdote

Anthropomorphism

Archetype

Argument

Assonance

Author’s Purpose

Author’s Credibility

Author’s Perspective

Bias

Cause and Effect

Character/Characterization

Chronological Order


Confl ict

Connotation

Couplet

Cultural or Historical Allusions/Cultural Context

Description

Dialect

Dialogue

Diary

Diction, Language, and Word Choice


BritishLiterature

WorldLiterature

Direct Quotation

Elegy and Free Verse

Enjambment

Epic

Epiphany

Farce

Figurative Language

Figures of Speech

Flashback

Foil

Foreshadowing

Form and Structure

Genre

Haiku

Hero

Historical Infl uence

Humor/Satire

Hyperbole

Idioms

Imagery

Informational Text

Irony

Juxtaposition

Line and Stanza

Literary Time Periods and Movements

Lyric Poetry

Maxim

Media Elements

Media Ethics

Metaphor and Simile

Monologue, Soliloquy, and Aside

Mood

Moral

Motif

Motivation

Myth

Narrative Poetry

Narrator

Ode

Oral Tradition

Oxymoron

Paradox

3

4


BritishLiterature

WorldLiterature

Parallelism

Parody

Personifi cation

Persuasive Techniques

Photos and Illustrations

Plot

Poetic Form and Structure

Point of View

Problem/Solution

Propaganda

Protagonist and Antagonist

Repetition

Rhetorical Strategies

Rhyme, Rhythm, and Meter

Satire

Sensory Details

Setting

Song

Sonnet

Sound Devices

Speaker

Stage Directions

Stereotypes

Style

Suspense

Symbolism

Text Features

Text Structure

Theme

Thesis

Titles and Heads

Tone

Tragic Flaw

Tragic Hero

Understanding Graphics

Voice

GENRESBallad

Biography, Autobiography, and Memoir

Blank Verse

Comedy

Drama

5


BritishLiterature

WorldLiterature

Parallelism

Parody

Personifi cation


Photos and Illustrations

Plot

Poetic Form and Structure

Point of View

Problem/Solution

Propaganda

Protagonist and Antagonist

Repetition

Rhetorical Strategies

Rhyme, Rhythm, and Meter

Satire

Sensory Details

Setting

Song

Sonnet

Sound Devices

Speaker

Stage Directions

Stereotypes

Style

Suspense

Symbolism

Text Features

Text Structure

Theme

Thesis

Titles and Heads

Tone

Tragic Flaw

Tragic Hero

Understanding Graphics

Voice

GENRESBallad

Biography, Autobiography, and Memoir

Blank Verse

Comedy

Drama


BritishLiterature

WorldLiterature

Epic

Essay

Farce

Folktales, Myths, and Legends

Free Verse

Functional Documents

Graphic Novel

Haiku

Historical Fiction and Nonfi ction

Informational Text

Journal or Diary

Letter

Magazine Article

Narrative Poem

Newspaper Article

Novel Excerpt

Parody

Persuasive Media

Poetry

Satire

Short Story

Song

Sonnet

Speech

Tragedy

LITERARY CRITICISMArtistic Approach

Biographical Approach

Cultural

Historical Approach

Philosophical

Political

Social

VOCABULARY SKILLSAcademic Vocabulary

Affi xes, Roots, and Base Words

Analogies

Compound Words

Context Clues

Denotation and Connotation

Dialect and Dialogue

Dictionary Skills

6


BritishLiterature

WorldLiterature

Etymology

Figurative Language

Homonyms and Homophones

Idioms

Jargon

Multiple-Meaning Words

Prefi xes and Suffi xes

Synonyms and Antonyms

Using a Thesaurus

Word Origins

Word Usage

WRITING SKILLSWriting ProductsAutobiographical Narrative

Bibliography

Biographical Narrative

Blurb

Character Analysis

Character Sketch

Chart

Comic Strip

Comparison-Contrast Essay

Creative Fiction

Creative Nonfi ction

Descriptive Essay

Descriptive Narrative

Dialogue

Dramatic Scene

Editorial/Opinion

Expository Essay

Folktale

Functional Document

Graphic Story

Interview

Journal Entry

Letter

List

Literary Analysis

Literary Criticism

Memo

Monologue

Narrative

7


BritishLiterature

WorldLiterature

Etymology

Figurative Language

Homonyms and Homophones

Idioms

Jargon

Multiple-Meaning Words

Prefi xes and Suffi xes

Synonyms and Antonyms

Using a Thesaurus

Word Origins

Word Usage

WRITING SKILLSWriting ProductsAutobiographical Narrative

Bibliography

Biographical Narrative

Blurb

Character Analysis

Character Sketch

Chart

Comic Strip

Comparison-Contrast Essay

Creative Fiction

Creative Nonfi ction

Descriptive Essay

Descriptive Narrative

Dialogue

Dramatic Scene

Editorial/Opinion

Expository Essay

Folktale

Functional Document

Graphic Story

Interview

Journal Entry

Letter

List

Literary Analysis

Literary Criticism

Memo

Monologue

Narrative


BritishLiterature

WorldLiterature

News Article

News Report

Outline

Paragraph

Personal Essay

Persuasive Essay/Speech

Poem

Proposal

Refl ective Essay

Research Report

Response to Literature

Review

Short Story

Skit

Speech

Stage Directions

Summary

Writing ProcessDrafting

Editing

Identify Plagiarism

Note Taking

Presenting/Publishing

Prewriting

Proofreading

Researching

Revising

Writing TraitsConventions

Fluency

Ideas

Organization

Presentation

Voice

Word Choice

GRAMMARActive Voice and Passive Voice

Adjectives

Adverbs

Appositives

Capitalization

Clauses

8


BritishLiterature

WorldLiterature

Commas

Compound and Complex Sentences

Coordinating Conjunctions

Modifi ers

Nouns

Parallelism

Parts of Speech

Phrases, Clauses, and Sentences

Pronouns

Punctuation

Sentence Combining

Sentence Fragments

Sentence Types

Subjects and Predicates

Subject-Verb Agreement

Transitions and Transitional Expressions

Verbs

LISTENING, SPEAKING, AND VIEWINGActive Listening, and Group Discussion

Analyzing Media Messages

Debate

Interview

Literary Analysis

Literature Group

Multimedia Presentation

Narrative Presentation

Oral Interpretation

Oral Presentations

Oral Report

Oral Response to Literature

Oral Tradition

Performance


Reading Aloud

Refl ective Presentation

Research

Speech

Story Telling

Using Visuals

Viewing Art, Cartoons, and Photographs

Jeffrey D. Wilhelm, Ph.D. is Professor of English Education at Boise State University and Director of the Boise State Writing Project.

He specializes in reading and adolescent literacy and does research on ways to engage readers

and writers. A middle and high school teacher for thirteen years, Wilhelm is author or coauthor of eleven books, including the award-winning works You Gotta BE the Book and Reading Don’t Fix No Chevys.

Douglas Fisher, Ph.D. is Professor of Language and Literacy Education at San Diego State University. He is also Director of the

award-winning City Heights Educational Pilot, a project for improving urban adolescent literacy.

Fisher has published many articles on reading and literacy and has coauthored a number of books, including Improving Adolescent Literacy: Strategies that Work.

Beverly Ann Chin, Ph.D. is Professor of English, Director of the English Teaching Program, former Director of the Montana Writing Project, and former Director of

Composition at the University of Montana in Missoula. She currently serves as a Member at Large

of the Conference of English Leadership. Dr. Chin is a nationally recognized leader in English language arts standards, curriculum, and assessment. Formerly a high school teacher and an adult education reading teacher, Dr. Chin has taught in English language arts education at several universities and has received awards for her teaching and service.

Jacqueline Jones Royster, DA, is Professor of English and Senior Vice Provost and Executive Dean of the Colleges of Arts and Sciences at The Ohio State University. She is

currently on the Writing Advisory Committee of the National Commission on Writing and serves as chair for both the Columbus Literacy Council and the Ohioana Library Association. In addition to the teaching of writing, Dr. Royster’s professional interests include the rhetorical history of African American women and the social and cultural implications of literate practices. She has contributed to and helped to edit numerous books, anthologies, and journals.

Kathleen A. Hinchman, Ph.D. is Professor and Chair, Reading and Language Arts Center, School of Education, Syracuse

University. A former middle school English and reading teacher, Hinchman researches social

perspectives toward literacy. She is coauthor of three books on reading and literacy, including Principled Practices of a Literate America: A Framework for Literacy and Learning in the Upper Grades.

David G. O’Brien, Ph.D. is Professor of Literacy Education at the University of Minnesota and a former classroom teacher.

O’Brien’s research explores reading in content areas as well as ways to motivate learners to

engage in school-based literacy tasks. He is conducting studies on the use of technology-based literacy, using computers and related technology.

Taffy Raphael, Ph.D. is Professor of Literacy Education at the University of Illinois at Chicago (UIC). She does literacy research on

upper elementary and middle school students and has coauthored several books, including Book

Club: A Literature-Based Curriculum and Book Club for Middle School. She has received the International Reading Association (IRA) Outstanding Educator Award and is in the IRA Hall of Fame.

Cynthia Hynd Shanahan, Ed.D. is Professor in the Reading, Writing, and Literacy program at the University of Illinois at Chicago (UIC). She is also a consultant with the

Center for Literacy at UIC. Hynd Shanahan has been a classroom teacher and has taught reading

instruction to elementary-level through college-level teachers. She has authored a chapter in the book Engaged Reading, edited by John T. Guthrie and Donna Alverman.


BritishLiterature

WorldLiterature

Commas

Compound and Complex Sentences

Coordinating Conjunctions

Modifi ers

Nouns

Parallelism

Parts of Speech

Phrases, Clauses, and Sentences

Pronouns

Punctuation

Sentence Combining

Sentence Fragments

Sentence Types

Subjects and Predicates

Subject-Verb Agreement

Transitions and Transitional Expressions

Verbs

LISTENING, SPEAKING, AND VIEWINGActive Listening, and Group Discussion

Analyzing Media Messages

Debate

Interview

Literary Analysis

Literature Group

Multimedia Presentation

Narrative Presentation

Oral Interpretation

Oral Presentations

Oral Report

Oral Response to Literature

Oral Tradition

Performance


Reading Aloud

Refl ective Presentation

Research

Speech

Story Telling

Using Visuals

Viewing Art, Cartoons, and Photographs