Download - Tenth Grade Curriculum Reading List
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 1 of 32 Revised August 2016
STRAND 3: READING ANALYSIS GRADE LEVEL 10
10.3 The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
a) Use structural analysis of roots, affixes, synonyms, antonyms, and cognates to understand complex words. b) Use context, structure, and connotations to determine meanings of words and phrases. c) Discriminate between connotative and denotative meanings and interpret the connotation. d) Identify the meaning of common idioms. e) Identify literary and classical allusions and figurative language in text. f) Extend general and specialized vocabulary through speaking, reading, and writing. g) Use knowledge of the evolution, diversity, and effects of language to comprehend and elaborate the meaning of texts.
STRAND 4: READING ANALYSIS GRADE LEVEL 10
10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
a) Identify main and supporting ideas. b) Make predictions, draw inferences, and connect prior knowledge to support reading comprehension. c) Explain similarities and differences of techniques and literary forms represented in the literature of different cultures and eras. d) Analyze the cultural or social function of literature. e) Identify universal themes prevalent in the literature of different cultures. f) Examine a literary selection from several critical perspectives. g) Explain the influence of historical context on the form, style, and point of view of a literary text. h) Evaluate how an author’s specific word choices, syntax, tone, and voice shape the intended meaning of the text, achieve specific effects and
support the author’s purpose. i) Compare and contrast literature from different cultures and eras. j) Distinguish between a critique and a summary. k) Compare and contrast how rhyme, rhythm, sound, imagery, style, form, and other literary devices convey a message and elicit a reader’s emotions. l) Compare and contrast character development in a play to characterization in other literary forms.
m) Use reading strategies to monitor comprehension throughout the reading process.
STRAND 5: READING ANALYSIS GRADE LEVEL 10
10.5 The student will read, interpret, analyze, and evaluate nonfiction texts.
a) Identify text organization and structure. b) Recognize an author’s intended audience and purpose for writing. c) Skim manuals or informational sources to locate information. d) Compare and contrast informational texts. e) Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams. f) Draw conclusions and make inferences on explicit and implied information using textual support as evidence. g) Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge. h) Use reading strategies throughout the reading process to monitor comprehension.
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 2 of 32 Revised August 2016
Language
Arts Objectives
Language Arts Instructional Focus
Author Holt Textbook Title, Challenge
Level and/or Lexile
Genre Context or Cultural
Perspective Apply Language Arts Standards 10.3 a-g, as appropriate, and on all reading selections apply 10.4m or 10.5h (Use reading strategies to
monitor comprehension throughout the reading process). *WHII refers to World History and Geography 1500 – Present Standards Note: Critical questions for fiction and nonfiction are: What does it say? What does it mean? Why does it matter?
Instructors use the following nonfiction for instructional examples.
SOL 10.4a SOL 10.4b SOL 10.5a SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure in expository text • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to solve problems,
answer questions, and generate new knowledge
Informational
materials
The Power of Ideas:
Introducing the Essentials pp. 1-23
On level
Nonfiction:
Informational text
Reading text
materials to develop background knowledge
SOL 10.4a SOL 10.4b SOL 10.5a SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure in expository text • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to solve problems,
answer questions, and generate new knowledge
Informational
materials
Text Analysis Workshop On level
“Plot, Setting, and Mood” pp. 28-35
“Analyzing Characters” pp. 176-181
“Narrative Devices” pp. 302-307
“Theme and Symbol” pp. 418-425
“Author’s Purpose and Perspective” pp. 526-531
“Argument and
Nonfiction:
Informational text
Reading text
materials to develop background knowledge
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 3 of 32 Revised August 2016
Cont.
Persuasion” pp. 632-637
“The Language of Poetry” pp. 770-777 “Author’s Style and Voice” pp. 850-855
“History, Culture, and the Author” pp. 934-939
“Greek Tragedy and Medieval Romance”
pp. 1058-1065 “Shakespeare’s World”
and “Shakespearean Drama” pp. 1186-1197
SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4h SOL 10.5b SOL 10.5d SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Recognize author’s intended purpose and audience • Explain similarities and differences of techniques and literary
forms: personal essay • Analyze culture or social function of literature • Evaluate how an author’s specific word choices, syntax, tone, and
voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose
• Compare and contrast informational texts • Identify universal themes: growing up, outsider experience • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to answer questions and
generate new knowledge
Gage, Nicholas
“The Teacher Who
Saved My Life” pp. 228-234
1350L
On level
Literary
Nonfiction: Personal Essay
American:
Immigrant
(WHII.16a)*
SOL 10.4a SOL 10.4b SOL 10.4h SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Evaluate how an author’s specific word choices, syntax, tone, and
voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose
• Identify text organization and structure: expository essay • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts • Draw conclusions and make inferences from explicit and implicit
information using textual information
Ackerman, Diane
“Why Leaves turn Color in the Fall”
pp. 540-544 1150L
On level
Expository
Essay
Analyzing author’s purpose and pattern
of organization
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
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• Analyze and synthesize information to solve problems, answer questions, and generate new knowledge
SOL 10.4a SOL 10.4b SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure: functional document • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and
implicit information using textual information • Analyze and synthesize information to solve problems, answer
questions, and generate new knowledge
Informational text
“How a Leaf Works”
pp. 548-551 On level
Functional document
Interpreting textbook
diagrams
SOL 10.4a SOL 10.4b SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts: functional document • Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to solve problems,
answer questions, and generate new knowledge
Informational text
“Tree Planting Guide”
pp. 552-555 On level
Functional document
Using a functional
document
SOL 10.4a SOL 10.4b SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Identify text organization and structure • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts: functional document • Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to solve problems,
answer questions, and generate new knowledge
Informational text
“How to Survive a
Wildfire” pp. 572-575
On level
Functional document
Using a functional
document
SOL 10.4a • Identify main and supporting ideas
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 5 of 32 Revised August 2016
SOL 10.4c SOL 10.4e SOL 10.5b SOL 10.5d SOL 10.5f SOL 10.5g
• Recognize author’s intended purpose and audience • Explain similarities and differences of techniques and literary
forms: persuasive essay • Analyze culture or social function of literature • Identify universal themes: growing up • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze/synthesize information: ans. quest./generate new knowl.
Quindlen, Anna “Doing Nothing is Something” pp. 640-642
1170L
On level
Essay: Persuasive
American Contemporary
Analyzing author’s
argument
SOL 10.4a SOL 10.4c SOL 10.4b SOL 10.4h SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, and connect prior knowledge • Explain similarities and differences of techniques and literary
forms: persuasive essay • Evaluate how an author’s specific word choices, syntax, tone, and
voice shape the intended meaning of the text, achieve specific effects and support the author’s purpose: developing argument
• Identify text organization and structure • Recognize author’s intended purpose • Skim to locate information • Draw conclusions and make inferences from explicit and
implicit information using textual information • Analyze and synthesize information to solve problems, answer
questions, and generate new knowledge
Blinder, Alan S.
“Abolishing the Penny
Makes Good Sense” pp. 648-650
1040L
On level
Editorial
Analyzing a writer’s
assumptions and argumentative
technique
SOL 10.5a SOL 10.5b SOL 10.5f SOL 10.5g
• Identify text organization and structure: argument and counter-argument
• Recognize author’s intended purpose and audience • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to solve problems, answer
questions, and generate new knowledge
American Medical
Association
“Use of Animals in
Biomedical Research” pp. 680-684
1380L
More challenging
Position Paper
Analyzing arguments
and counterarguments
SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g
• Identify text organization and structure • Recognize author’s intended purpose: credibility of information • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to solve problems, answer
questions, and generate new knowledge
Informational text
“Is the News Always
Reliable?” pp. 576-578
On level
Media
Assessing credibility
of information
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 6 of 32 Revised August 2016
SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g
• Identify text organization and structure: news article • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to solve problems, answer
questions, and generate new knowledge
Informational text
“Girl, Trapped in
Water” pp. 598-601
1330L More challenging
Functional document
Analyzing a news
article
SOL 10.5a SOL 10.5b SOL 10.5c SOL 10.5d SOL 10.5e SOL 10.5f SOL 10.5g
• Identify text organization and structure • Recognize author’s intended purpose • Skim to locate information • Compare and contrast informational texts • Interpret and use data and information in maps, charts,
graphs, timelines, tables, and diagrams • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze/synthesize information: ans. quest./generate new knowl.
Informational text
“Getting from Here to
There” pp. 580-592
On level
Functional document
Interpreting Graphic
Aids
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5b SOL 10.5d
• Identify main and supporting ideas • Recognize author’s intended purpose • Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: memoir • Examine universal themes: alienation, isolation, survival of
the fittest, guilt • Identify cultural archetype: outsider/outcast • Examine critical perspectives: historical, biographical, cultural,
reader response • Evaluate use of language and text structures, shaping meaning
and creating effects • Compare and contrast informational texts.
Wiesel, Elie
Night 590L
120 pp Not in HM text
On level
OR
Excerpt on pp. 942-947
Memoir
Jewish Holocaust
(WHII.12b)*
SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4h SOL 10.5b SOL 10.5f
• Identify main and supporting ideas • Recognize author’s intended purpose and audience • Explain similarities and differences of techniques and literary
forms: speech • Analyze culture or social function of literature • Identify universal themes: pain of growing up, man’s
responsibility to man
Wiesel, Elie
“Nobel Prize
Acceptance Speech p. 948
Less challenging
Speech
Jewish American (WHII.16a, b)*
Analyzing author’s
argumentation
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
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SOL 10.5g • Evaluate use of language and text structures, shaping meaning and creating effects
• Draw conclusions and make inferences from explicit and implicit information using textual information
• Analyze and synthesize information to answer questions and generate new knowledge
SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.5b SOL 10.5d SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Recognize author’s intended purpose and audience • Explain similarities and differences of techniques and literary
forms: memoir • Analyze culture or social function of literature • Compare and contrast informational texts • Identify universal themes: pain of growing up,
outsider/outcast • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to answer questions and
generate new knowledge
Houston, Jean
Wakatsuki and James D.
From Farewell to
Manzanar pp. 954-964
1010L
On level
Memoir
Japanese American (WHII. 12, 16a)*
SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.5b SOL 10.5d SOL 10.5f SOL 10.5g
• Identify main and supporting ideas • Recognize author’s intended purpose and audience • Explain similarities and differences of techniques and literary
forms: memoir • Analyze culture or social function of literature • Compare and contrast informational texts. • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to answer questions and
generate new knowledge
King, Coretta Scott
“Montgomery Boycott”
pp. 970-977 1020L
On level
Memoir
African American
Civil Rights Movement
SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4j SOL 10.5b SOL 10.5f SOL 10.5h SOL 10.5j SOL 10.5g
• Identify main and supporting ideas • Recognize author’s intended purpose and audience Explain
similarities and differences of techniques and literary forms: essay and critique
• Analyze cultural or social function of literature • Identify universal theme: pain of growing up, immigrant
experience • Evaluate use of language and text structures, shaping meaning
and creating effects • Distinguish between a critique and a summary. • Draw conclusions and make inferences from explicit and implicit
Cisneros, Sandra
Cabrera, Yvette
“Only Daughter” pp. 902-905
800L Less challenging
Paired with “Caramelo”
p. 906 and
“Author Brings Back Memories…” pp. 911-912
1240L
Reflective
Essay
Critique
Mexican American
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 8 of 32 Revised August 2016
information using textual information • Analyze/synthesize information: ans. quest./generate new knowl.
On level
SOL 10.4a SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4j SOL 10.5b SOL 10.5f SOL 10.5h SOL 10.5g
• Identify main and supporting ideas • Recognize author’s intended purpose and audience • Explain similarities/differences of techniques and literary forms:
essay • Analyze cultural or social function of literature • Examine universal theme: nature of heroism • Evaluate use of language and text structures, shaping meaning
and creating effects • Draw conclusions and make inferences from explicit and implicit
information using textual information • Analyze and synthesize information to answer questions and
generate new knowledge
Rosenblatt, Roger
“The Man in the
Water” pp. 376-378
950L On level
Reflective
Essay
American
Contemporary
Instructors select one of the four plays below for instructional examples. SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4f SOL 10.4g SOL 10.4h SOL 10.4k SOL 10.4l
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras: drama • Examine universal themes: power and corruption;
appearance vs. reality; loyalty and betrayal, relationships between men and women
• Evaluate how word choice, syntax, tone support theme, purpose • Identify and compare the dramatic conventions and literary
devices used to elicit emotion: irony (verbal, dramatic, situational), aside, soliloquy, monologue
• Compare and contrast how imagery, diction, blank verse, and other poetic devices convey a message and elicit a reader’s emotions
• Compare and contrast character development to that found in other literary forms
• Examine critical perspectives: historical, cultural, philosophical, reader response
• Explain the influence of historical context on form, style, and point of view
Shakespeare,
William
Julius Caesar 1330L
pp. 1198-1286 More Challenging
A Midsummer Night’s Dream 1350L
More Challenging Not in HM Text
Merchant of Venice 1350L
More Challenging Not in HM Text
Taming of the Shrew 1340L
More Challenging Not in HM Text
Drama: Tragedy
Comedy
Comedy
Comedy
Ancient Rome (Renaissance
England) (WHII.2, 3c)*
Athens, Greece (Renaissance
England) (WHII.2, 3c)*
Venice, Italy (Renaissance
England) (WHII.2, 3c)*
Italy (Renaissance England)
(WHII.2, 3c)*
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 9 of 32 Revised August 2016
Instructors select from the plays below for instructional examples.
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4f SOL 10.4g SOL 10.4h SOL 10.4k SOL 10.4l
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras: drama • Identify and compare the dramatic conventions and literary
devices used to elicit emotion: Greek tragedy, chorus, irony (verbal, dramatic, situational), aside, soliloquy, monologue
• Evaluate how word choice, syntax, and tone support theme, purpose
• Explain the influence of historical context on form, style, and point of view
• Compare character development to that in other literary forms • Examine critical perspectives: historical, cultural,
philosophical, reader response • Identify universal themes: loyalty vs. betrayal, state law vs.
divine law, fate, knowledge of self
Sophocles
Antigone
On Level
1090L
pp. 1068-1105 More Challenging
Drama
Ancient Greece
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4k SOL 10.4l
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras: one act drama - farce • Identify universal themes: greed, expectation vs. reality • Explain literary devices such as use of irony or of dramatic
conventions, e.g., stage directions, farce • Evaluate use of language and text structures shaping meaning
and creating effects • Compare character development to that in other literary forms
Chekhov, Anton
A Marriage Proposal
pp. 260-272
Challenging due to context
Drama:
One act play
19th Century Russian
(WHII.8)*
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4k SOL 10.4l
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras: drama • Identify universal themes: justice, prejudice • Identify cultural archetype: the loner • Compare literary devices used to elicit emotion, (irony, etc.) • Evaluate use of language and text structures shaping meaning
and creating effects • Compare character development to that in other literary forms
Rose, Reginald
12 Angry Men
1110L 96 pp
Not in HM text
Accessible
Drama
20th Century
American
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 10 of 32 Revised August 2016
SOL 10.4a SOL 10.4b SOL 10.4c
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
Rostand, Edmond
Cyrano de Bergerac
1140
Drama
French
SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4k SOL 10.4l
different cultures and eras: drama • Examine dramatic conventions: irony, asides, soliloquy,
monologue • Compare character development to that found in other literary
forms • Identify universal themes: appearance vs. reality; power of love • Evaluate how word choice, syntax, and tone support theme,
purpose • Examine critical perspectives: historical, cultural,
philosophical, reader response
240 pp Not in HM text
More challenging
(WHII.6)*
Instructors use the following poetry selections for instructional examples. (Additional poems may be used if time and circumstances permit.)
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4g SOL 10.4h SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain differences of techniques and literary forms from
different cultures and eras: narrative poetry • Identify universal themes prevalent in the literature of different
cultures • Explain the influence of historical context on the form, style, and
point of view of a literary text • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
• Compare differences of techniques and literary forms from different cultures
Alvarez, Julia
“Exile”
pp.142-144
Poetry:
Narrative
Caribbean American
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 11 of 32 Revised August 2016
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4g SOL 10.4h SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain differences of techniques and literary forms from
different cultures and eras: narrative poetry • Identify universal themes prevalent in the literature of different
cultures • Explain the influence of historical context on the form, style, and
point of view of a literary text • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Tu Fu
“Song of P’eng-ya”
pp. 494-495
Poetry:
Narrative
Chinese
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: lyric poetry • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Lazarus, Emma
“The New Colossus”
p. 1022
On level
Poetry: Lyric
American
(WHII.16a)*
SOL 10.4b SOL 10.4c SOL 10.4h SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms represented in the literature of different cultures and eras • Explain similarities and differences of techniques and literary
forms: sonnet • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Shakespeare,
William
“Sonnet 18”
p. 812
Challenging
Poetry: Sonnet
English
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 12 of 32 Revised August 2016
SOL 10.4b SOL 10.4c SOL 10.4h SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: sonnet • Compare differences of techniques and literary forms from
different cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Millay, Edna St. Vincent
“Sonnet XXX: of Fatal
Interview” p. 594
Less challenging
Poetry: Sonnet
American
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: lyric poetry • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, and poetic form to convey a message and elicit a reader’s response
Browning,
Robert
“Meeting at Night”
p. 782
On level
Poetry: Lyric
English
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: lyric poetry • Identify universal themes prevalent in the literature of different
cultures: relationship with parent • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of imagery, figures of speech,
rhyme, rhythm, sound devices, tone, and poetic form to convey a message and elicit a reader’s response
Hayden, Robert
“Those Winter
Sundays” p. 246
On level
Poetry: Lyric
African American
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: lyric poetry • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, and tone support theme,
purpose • Compare and contrast the use of imagery, figures of speech,
rhyme, rhythm, sound devices, tone, and poetic form to convey a message and elicit a reader’s response
Dickinson, Emily
“I Dwell in Possibility”
p.788
More Challenging
Poetry: Lyric
American
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 13 of 32 Revised August 2016
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: lyric poetry • Identify universal themes prevalent in the literature of different
cultures: reaction to war • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response (Focus: verbal irony)
Crane, Stephen
“Do Not Weep, Maiden,
for War is Kind” p. 478
On level
Poetry: Lyric
American
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: free verse • Identify universal themes prevalent in the literature of different
cultures: reaction to war • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Whitman, Walt
“The Artilleryman’s
Vision” pp. 882-883
On level
Poetry:
Free Verse
American
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: dramatic monologue • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, and poetic form to convey a message and elicit a reader’s response
Brooks,
Gwendolyn
“The Sonnet-Ballad”
p. 480
On level
Poetry:
Dramatic Monologue
African American
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: lyric poetry • Identify universal themes prevalent in lit. of different cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of sound devices, figures of
speech, imagery, tone, rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Teasdale, Sara
“There Will Come Soft
Rains” p. 780
Less Challenging
Poetry: Lyric
American
(WHII.10c)*
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 14 of 32 Revised August 2016
SOL 10.4b SOL 10.4c SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Explain similarities and differences of techniques and literary
forms: lyric poetry • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Dove, Rita
“Lady Freedom among
Us” pp. 606-607
On level
Poetry: Lyric
African American
SOL 10.4b SOL 10.4c SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: free verse • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Bishop, Elizabeth
“The Fish” pp. 796-797
More challenging
Poetry:
Free Verse
American
SOL 10.4b SOL 10.4c SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge Compare/contrast of techniques and literary forms: lyric poetry
• Evaluate how word choice, syntax, tone, and voice shape meaning, achieve specific effects, and support purpose Compare and contrast the use of figures of speech, imagery, tone, rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Collins, Billy
“Christmas Sparrow”
pp. 798-799
On level
Poetry: Lyric
American
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast of techniques and literary forms: lyric poetry • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Stafford, William
“Fifteen”
p. 805 On level
Poetry: Lyric
American
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 15 of 32 Revised August 2016
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: lyric • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Neruda, Pablo
“Tonight I Can
Write…” p. 806
More challenging
Poetry: Lyric
South American
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: ballad • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Anonymous
“Lord Randall”
p. 818 On level
Poetry: Ballad
English
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4i SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: ballad • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Hughes, Langston
“Midwinter Blues”
p. 822 On level
Poetry: Ballad
African American
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: lyric • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of figures of speech, imagery, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Frost, Robert
“Mending Wall”
pp. 890-891
More challenging
Poetry: Lyric
American
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 16 of 32 Revised August 2016
SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4k
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast techniques and literary forms: imagistic
poetry • Identify universal themes prevalent in the literature of different
cultures • Evaluate how word choice, syntax, tone, and voice shape
meaning, achieve specific effects, and support purpose • Compare and contrast the use of imagery, figures of speech, tone,
rhyme, rhythm, sound devices, and poetic form to convey a message and elicit a reader’s response
Williams, William
Carlos
“The Red
Wheelbarrow” p. 898
On level
Poetry:
Imagistic
American
Instructors select from the short stories below for instructional examples. (Additional short fiction may be used if time and circumstances permit.)
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge
to support reading comprehension • Compare/contrast differences of techniques and literary forms
from different cultures and eras: short story • Examine short story elements, including themes: family
relationships, embracing one’s heritage • Examine critical perspectives, e.g., historical, cultural,
philosophical, reader response • Examine use of language to shape meaning and create effects,
including diction, syntax, tone, voice • Compare/contrast literature from different cultures and eras • Analyze/synthesize info: answer ques., generate new knowledge
Walker, Alice
“Everyday Use”
pp. 50-59 810L
On level
Short Story
African American
1960’s South
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge
to support reading comprehension • Compare/contrast differences of techniques and literary forms
from different cultures and eras: short story • Examine short story elements, including universal themes:
effect of nature, carpe diem • Examine critical perspectives, e.g., historical, cultural,
philosophical, reader response • Examine use of language to shape meaning and create effects,
including diction, syntax, tone, voice • Compare/contrast literature from different cultures and eras • Analyze/synthesize info: answer ques., generate new knowledge
Aiken, Joan
“Searching for
Summer” pp. 66-74
810L
On level
Short Story
British
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 17 of 32 Revised August 2016
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge
to support reading comprehension • Compare/contrast differences of techniques and literary forms
from different cultures and eras: short story • Examine short story elements, including theme: effect of nature • Examine critical perspectives, e.g., philosophic – naturalism • Examine use of language to shape meaning and create effects,
including diction, syntax, tone, voice • Compare/contrast literature from different cultures and eras • Analyze/synthesize info: answer ques., generate new knowledge
London, Jack
“To Build a Fire”
pp. 80-93 970L
More challenging
Short Story
American
Early 20th Century
SOL 10.4a SOL 10.4b SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge
to support reading comprehension • Examine short story elements, including use of character foil
and theme: living with grief • Examine critical perspectives, e.g., aesthetic, cultural • Examine use of language to shape meaning and create effects,
including diction, syntax, tone, voice • Analyze/synthesize info: answer ques., generate new knowledge
Nye, Naomi
Shihab
“Shoofly Pie” pp. 184-198
860
Less challenging
Short Story
American
Contemporary
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge
to support reading comprehension • Compare/contrast differences of techniques and literary forms
from different cultures and eras • Examine short story elements, including symbol and universal
theme: the presence of evil • Examine critical perspectives, e.g., philosophic – naturalism • Examine use of language to shape meaning and create effects,
esp. irony, and including diction, syntax, tone, voice • Compare/contrast literature from different cultures and eras • Analyze/synthesize info: answer ques., generate new knowledge
Jackson, Shirley
“The Possibility of Evil”
pp. 204-214 1110L
On level
Short Story
American
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 18 of 32 Revised August 2016
SOL 10.4 a SOL 10.4 b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms
from different cultures and eras: science fiction • Examine short story elements, including point of view and
universal themes: the price of knowledge, dystopic future • Examine use of language to shape meaning and create effects,
including diction, syntax, tone, voice • Analyze/synthesize info: answer ques., generate new knowledge
Benét, Stephen
Vincent
“By the Waters of
Babylon” pp. 310-321
800L
On level
Short Story:
Science fiction Classic
American
SOL 10.4 a SOL 10.4 b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms
from different cultures and eras: science fiction • Examine short story elements, inc. universal theme: end of time • Examine use of language to shape meaning and create effects,
including diction, syntax, tone, voice, esp. irony and use of detail • Analyze/synthesize info: answer ques., generate new knowledge
Bradbury, Ray
“There Will Come Soft
Rains” pp. 326-333
910L
On level
Short Story:
Science fiction Classic
American
SOL 10.4 a SOL 10.4 b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms
from different cultures and eras • Examine short story elements, including setting and irony • Examine use of language to shape meaning and create effects,
including diction, syntax, tone, voice • Analyze/synthesize information to answer questions, generate
new knowledge
Saki (H.H. Munro)
“The Interlopers” pp. 428-434 1230L
On level
Short Story
Classic
British
Russian setting
SOL 10.4 a SOL 10.4 b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms
from different cultures and eras • Examine short story elements, inc. setting, symbol, and irony • Examine use of language to shape meaning and create effects,
including diction, syntax, tone, voice • Analyze/synthesize information to answer questions, generate
new knowledge
De Maupassant,
Guy
“Two Friends”
pp. 440-448 960L
On level
Short Story
19th Century French
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 19 of 32 Revised August 2016
SOL 10.4 a SOL 10.4 b SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.5g
• Identify main and supporting ideas • Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms
from different cultures and eras • Examine short story elements, inc. setting, symbol, and irony • Examine use of language to shape meaning and create effects,
including diction, syntax, tone, voice • Analyze/synthesize information to answer questions, generate
new knowledge
Poe, Edgar Allan
“The Pit and the
Pendulum” pp. 858-873
1020L
More challenging
Short Story
Classic
19th Century American
(WHII.3b)*
SOL 10.4c SOL 10.4e SOL 10.4h SOL 10.4i SOL 10.5g
• Compare/contrast differences of techniques and literary forms from different cultures and eras
• Examine short story elements, inc. universal theme: nature of heroism
• Examine use of language to shape meaning and create effects, including diction, syntax, tone, voice
• Analyze/synthesize information to answer questions, generate new knowledge
Malory, Sir
Thomas
From Le Morte d’Arthur “The Crowning of
Arthur” pp. 1112 -1117
OR Sir Launcelot du Lake”
pp. 1118-1126 More challenging
Romance
15th Century
English
Instructors select from the novels below for instructional examples.
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms
from different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: change vs. tradition, survival of
the fittest, search for self • Identify cultural archetypes: tragic hero, outcast/outsider • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, philosophical, cultural, reader response
• Analyze/synthesize information to answer questions, generate new knowledge
Achebe, Chinua
Things Fall Apart
890L 209 pp
On grade level –
challenging context
Novel
African
Late 19th century Cultural
imperialism
(WHII.5d)*
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: coming of age, power of love
Jansen, Hanna,
and Elizabeth D. Crawford
Over a Thousand Hills I
Walk With You 790L
342 pp
Novel
(fictionalized biography)
African
Rwanda Genocide Holocaust literature
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 20 of 32 Revised August 2016
SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Identify cultural archetypes: the innocent • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, biographical, philosophical, cultural, reader response
• Analyze/synthesize info: answer ques., generate new knowledge
Less challenging
(WHII12.b)*
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms
from different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: growing up, coming to terms with
the past • Identify cultural archetypes: Outsider/outcast, hero • Examine critical perspectives: Historical, reader response • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Analyze/synthesize info: answer ques., generate new knowledge
Alvarez, Julia
In the Time of the
Butterflies 910L
352 pp
On level
Novel
Dominican Republic
(WHII.13)*
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms
from different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: struggle with self, tolerance, love
and friendship • Identify cultural archetypes: outsider/outcast, hero, faithful
companion, mother/father figure, scapegoat • Examine critical perspectives: Historical, reader response • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Analyze/synthesize info: answer ques., generate new knowledge
Alexie, Sherman
The Absolutely True Diary of a Part-Time
Indian 600L
229 pp
Less challenging
Novel
Contemporary
American Indian
(WHII.16a)*
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 21 of 32 Revised August 2016
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare/contrast differences of techniques and literary forms
from different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: change vs. tradition, gender roles,
discovery of the past, exile, effects of war • Identify cultural archetypes: tragic hero, outcast/outsider • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, biographical, feminist, cultural, reader response
• Analyze/synthesize info: answer ques., generate new knowledge
Cao, Lan
Monkey Bridge
272 pp
On level Challenging context
Novel
Contemporary
Vietnamese American
(WHII.13c, 16a)*
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: change vs. tradition, friendship,
mothers and daughters, power of love • Identify cultural archetypes: outsider/outcast • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, cultural, reader response
• Analyze/synthesize info: answer ques., generate new knowledge
Tan, Amy
The Joy Luck Club
930L 288 pp
On level
Novel
Chinese/American
(WHII.13c, 16a)*
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: coming of age, rite of passage,
effects of political activism • Identify cultural archetypes: the hero • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, cultural, reader resp. • Analyze/synthesize info: answer ques., generate new knowledge
Bell, William
Forbidden City: A Novel
of Modern China 790L
199 pp
Less challenging
Novel
Modern China
(WHII.13c, 16b)*
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 22 of 32 Revised August 2016
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: coming of age, dying, guilt,
friendship, beauty • Identify cultural archetypes: outsider/outcast • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, philosophical, cultural, reader response
• Analyze/synthesize info: answer ques., generate new knowledge
Zusak, Markus
The Book Thief
576 pp
On level
Novel
Historical Fiction/
Coming of Age
German
(WHII.11, 12)*
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: power of love, good overcoming
evil, the noble sacrifice, appearance vs. reality • Identify cultural archetypes: the hero • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, philosophical, cultural, reader response
• Analyze/synthesize info: answer ques., generate new knowledge
Dickens, Charles
A Tale of Two Cities
1130L 428 pp
More challenging
Novel
England/France
French Revolution
(WHII.6e)*
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 23 of 32 Revised August 2016
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras: Bildüngsroman (or coming of age novel)
• Analyze the cultural or social function of literature • Identify universal themes: coming of age, struggle with self,
power of friendship • Identify cultural archetypes: the scapegoat • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, philosophical, cultural, reader response
• Analyze/synthesize information to answer questions, generate new knowledge
Knowles, John
A Separate Peace
1110L 204 pp
More challenging
Novel:
Coming of Age/ Bildüngsroman
WWII America
(WHII.12)*
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: • Identify cultural archetypes: • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, philosophical, cultural, reader response
• Analyze/synthesize information to answer questions, generate new knowledge
Coelho, Paulo
The Alchemist
860L
208 pp
Novel:
Folk Tale Format
Northern Africa and Spain during pre-modern era
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: effects of progress, struggle with
self, dangers of absolute power
Orwell, George
1984
1090L 328 pp
Novel:
Dystopian
London in the
“future”
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 24 of 32 Revised August 2016
SOL 10.4i SOL 10.5g
• Identify cultural archetypes: rebel • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, philosophical, cultural, reader response
• Analyze/synthesize information to answer questions, generate new knowledge
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: power of knowledge, technology • Identify cultural archetypes: hero • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, philosophical, cultural, reader response
• Analyze/synthesize information to answer questions, generate new knowledge
Bradbury, Ray
Fahrenheit 451
890L
249 pp
Novel:
Dystopian
Unspecified city in
the future; post- Atomic war
SOL 10.4a SOL 10.4b SOL 10.4c SOL 10.4d SOL 10.4e SOL 10.4f SOL 10.4h SOL 10.4i SOL 10.5g
• Make predictions, draw inferences, connect to prior knowledge • Compare differences of techniques and literary forms from
different cultures and eras • Analyze the cultural or social function of literature • Identify universal themes: dangers of absolute power,
technology, truth vs. happiness • Identify cultural archetypes: outsider • Evaluate how an author’s specific word choices, syntax, tone,
and voice shape the intended meaning of the text, achieve specific effects, and support the author’s purpose
• Examine critical perspectives: historical, philosophical, cultural, reader response
• Analyze/synthesize information to answer questions, generate new knowledge
Huxley, Aldous
Brave New World
870L
288 pp
Novel:
Dystopian
London, England and New Mexico, USA in the future
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 25 of 32 Revised August 2016
Summaries from Novels, Drama, and Long Nonfiction
1984: Written in 1948, 1984 was George Orwell’s chilling prophecy about the future. And while 1984 has come and gone, Orwell’s narrative is timelier than ever. 1984 presents a startling and haunting vision of the world, so powerful that it is completely convincing from start to finish. No one can deny the power of this novel, its hold on the imaginations of multiple generations of readers, or the resiliency of its admonitions—a legacy that seems only to grow with the passage of time.
A Separate Peace: At Devon, an exclusive New England prep school, in the summer prior to World War II, Gene and Phineas form a complex bond of friendship that draws out both the best and worst characteristics of each boy and leads ultimately to violence, a confession, and the betrayal of trust.
A Tale of Two Cities: Set in the turbulence before and during the French Revolution in the cities of Paris and London, A Tale of Two Cities tells the story of Dr. Manette's release from imprisonment in the Bastille and his reunion with daughter, Lucie. A French aristocrat Darnay and English lawyer Carton compete in their love for Lucie and the ensuing tale plays out against the menacing backdrop of the French Revolution and the shadow of the guillotine.
Brave New World: Aldous Huxley’s novel is set primarily in London of 2540 AD (or 632 AF (after Ford)), though a portion of the novel transpires in the New Mexico Savage Reservation. The world is now governed as one state. This futuristic setting is home to a very technologically advanced society in which people are engineered to be born as members of one of five different castes. Brave New World begins as a futuristic story of a Utopian society. As the story unfolds and the true nature of this ‘ideal society’ is revealed, it looks less and less appealing.
Cyrano de Bergerac: This is Edmond Rostand's immortal play in which chivalry and wit, bravery, and love are forever captured in the timeless spirit of romance. Set in Louis XIII's reign, it is the moving and exciting drama of one of the finest swordsmen in France, a gallant soldier, brilliant wit, and tragic poet- lover with the face of a clown.
Fahrenheit 451: Ray Bradbury’s internationally acclaimed novel Fahrenheit 451 is a masterwork of twentieth-century literature set in a bleak, dystopian future. Guy Montag is a fireman. In his world, where television rules and literature is on the brink of extinction, firemen start fires rather than put them out. His job is to destroy the most illegal of commodities, the printed book, along with the houses in which they are hidden.
Forbidden City: A Novel of Modern China: Alex, 17-year-old war aficionado and son of a Canadian cameraman, accompanies his father to China and becomes enmeshed in the Tiananmen Square incident of 1989. A blood-and-thunder story, incidents are piled on one another with convincing background descriptions and a bird's-eye view of the events of that brutal spring.
In the Time of the Butterflies: This tale of courage and sisterhood set in the Dominican Republic during the rise of the Trujillo dictatorship is a skillful blend of fact and fiction inspired by the true story of the three Mirabal sisters who, in 1960, were murdered for their part in an underground plot to overthrow the government. Alvarez breathes life into these historical figures--known as "las mariposas," or "the butterflies," in the underground--as she imagines their teenage years, their gradual involvement with the revolution, and their terror as their dissidence is uncovered.
Monkey Bridge: Mai Ngyuen, the young Vietnamese narrator, arrives with her mother in the U.S. just before the fall of Saigon in 1975. Ending up in Arlington, Virginia, Mai adjusts to American life while her mother is haunted by her losses. Both make connections to the past and present with the bamboo bridges over Vietnam waterways as a potent symbol of links and relationships.
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Night: The book, a haunting memoir of a scholarly and pious teen who survives the horror of the Holocaust and the genocidal campaign that consumed his family, is author Elie Wiesel’s first step in his lifelong project to bear witness for those who died. His memories of the nightmare world of the death camps present him with an intolerable question: how can the God he once so fervently believed in have allowed these monstrous events to occur?
Over a Thousand Hills I Walk With You: Eight-year-old Jeanne was the only one of her family to survive the 1994 Rwanda genocide. Her German adoptive mother now tells Jeanne's story in a fictionalized biography that stays true to the traumatized child's bewildered viewpoint with vividly remembered details of an African world where the mundane experiences of daily life were cataclysmically interrupted by a few months of unimaginable violence. Jeanne's courage, will to live, and understandable anger come through clearly. The young woman's adoptive mother's childhood memories, mentioned in one of the chapter introductions, make explicit the connection between Rwanda and Germany.
The Alchemist: Paulo Coelho's masterpiece tells the mystical story of Santiago, an Andalusian shepherd boy who yearns to travel in search of a worldly treasure. His quest will lead him to riches far different—and far more satisfying—than he ever imagined. Santiago's journey teaches us about the essential wisdom of listening to our hearts, of recognizing opportunity and learning to read the omens strewn along life's path, and, most importantly, to follow our dreams. The Absolutely True Diary of a Part-Time Indian: In this humorous and heartbreaking contemporary literature, Junior narrates his first-person account of growing up as a Spokane Indian on the reservation and the trials he faces with his family, girl and friend dramas, the developments associated with adolescence, and attending the all-white school in order to advance his academics.
The Book Thief: Death himself narrates the World War II-era story of Liesel Meminger, living with foster parents in Germany, who collects stolen books as well as a peculiar set of friends. Death is not a sentimental storyteller, but he does attend to an array of satisfying details, giving Liesel’s story all the nuances of chance, folly, and fulfilled expectation in a “story in which books become treasures."
The Joy Luck Club: In 1949 four Chinese women, recent immigrants to San Francisco, begin meeting. United in shared unspeakable loss and hope, they call themselves the Joy Luck Club. The club members and their daughters alternate with stories of their lives, tales that are stunning, funny, and heartbreaking. The narrators reveal secrets, trying to unravel the truth about their lives to reconcile both the deep connection and generational gap between mothers and daughters.
Things Fall Apart: The classic novel, in fable-like prose, depicts the rise and fall of Okonkwo, a Nigerian whose sense of manliness is more akin to that of his warrior ancestors than to that of his fellow clansmen who have converted to Christianity. The tough, proud, hardworking Okonkwo is at once a quintessential old-order Nigerian and a universal character, both cruel and sympathetic.
Twelve Angry Men: Sequestered in a closed room, the twelve jurors must decide in this drama the fate of a young man who has been accused of first-degree murder and faces the death penalty. One juror must tactically argue to convince the other jurors that this case has significant "reasonable doubt."
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
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Rationales, Controversial Content, and Alternative Text 1984, by George Orwell Rationale: Well-known dystopian satire whose vernacular ("doublethink," "Big Brother") has become a significant part of modern popular culture. Central themes of privacy, personal identity, and the balance between an intrusive government and personal autonomy. Controversial Content: Sexual situations, alcohol, violence. Alternative Text: Anthem, by Ayn Rand
A Separate Peace, by John Knowles Rationale: Structured as a bildungsroman, the novel explores adolescence during wartime, when the entire country is losing its innocence. Explores themes such as coming of age, archetypes like the scapegoat, and multiple critical perspectives (historical, philosophical, reader response). Controversial Content: Violence. Alternative Text: Peace Breaks Out, by John Knowles*
A Tale of Two Cities, by Charles Dickens Rationale: Rich interweaving of political and personal realities; universal themes of injustice, love, good vs. evil, and appearance vs. reality; exploration of the hero archetype, and multiple critical perspectives. Controversial Content: Brief sexual content, violence. Alternative Texts: Great Expectations, by Charles Dickens
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
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Brave New World, by Aldous Huxley Rationale: Dystopian novel of a society organized around instant gratification and consumerism. Explores themes including the dangers of absolute power, truth/happiness, and civilization/chaos; cultural archetypes present in the novel include the outsider; multiple critical perspectives. Controversial Content: Drug and alcohol use; sexual situations. Alternative Texts: 1984, by George Orwell
Cyrano de Bergerac, by Edmond Rostand Rationale: Romantic exploration of chivalry, wit, bravery, and love. Conventions of drama across eras, including irony, asides, and soliloquy; themes of appearance/reality, love; multiple critical perspectives. Controversial Content: None. Alternative Texts: Twelfth Night, by William Shakespeare
Fahrenheit 451, by Ray Bradbury Rationale: Classic science fiction novel exploring mankind's impulse to suppress what it doesn't understand. Overlaid with the cultural tone of the Cold War, media and entertainment become the opiate of the masses, and the power of text becomes the enemy of the state. Themes of the power of knowledge and the potential uses and misuses of technology. Controversial Content: Violence. Alternative Texts: Brave New World, by Aldous Huxley
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
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Forbidden City: A Novel of Modern China, by William Bell Rationale: Coming of age novel exploring the motif of rites of passage and the effects of political activism; cultural archetype of the hero. Closely based on eyewitness accounts of the massacre in Tiananmen Square; invites analysis of cultural, historical, and political context. Controversial Content: Violence, potentially sensitive political commentary. Alternative Texts: A Long Way Gone, by Ishmael Beah
In the Time of Butterflies, by Julia Alvarez Rationale: Novel of political resistance during the dictatorship of Trujillo; told through the voices of four sisters (the "butterflies") who gave their lives in a fight for liberty. Univeral themes include coming of age, political oppression/personal freedom; exploration of the outsider/outcast and the hero archetypes. Controversial Content: Violence, war. Alternative Texts: Angela's Ashes: A Memoir, by Frank McCourt, How the Garcia Girls Lost Their Accents, by Julia Alvarez *
Monkey Bridge, by Lan Cao Rationale: Narrated by a young Vietnamese immigrant who arrived in the U.S. just before the fall of Saigon; structured around her adjustment to American life in the shadow of the losses that haunt her mother. Themes of change/tradition, mothers/daughters, love; cultural archetype of the outsider/outcast. Controversial Content: Sexual references. Alternative Texts: Paradise of the Blind: A Novel, Duong Thu Huong *
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
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Night, by Elie Wiesel Rationale: Memoir of a teenage Holocaust survivor; story is told as a first step in the author's mission to bear witness for those who died. Themes include faith/loss of belief, coming of age, state/individual. Controversial Content: Mass murder, violence. Alternative Texts: Sarah's Key, by Tatiana de Rousnay *
Over a Thousand Hills I Walk with You, by Hanna Jansen and Elizabeth D. Crawford Rationale: Fictionalized biography of Jeanne, the lone survivor of her family's massacre in the Rwandan genocide. Explores themes of coming of age and the power of love; cultural archetype of the innocent. Invites application of multiple critical perspectives. Controversial Content: Violence. Alternative Texts: Broken Memory: A Novel of Rwanda, by Elisabeth Combres*
The Alchemist, by Paulo Coelho Rationale: Mystical story of Santiago, whose quest for worldly travel teaches readers about the wisdom of knowing oneself, recognizing opportunity, and following our dreams. Unique critical perspective; themes of self-awareness, identity. Controversial Content: None. Alternative Texts: Things Fall Apart, by Chinua Achebe
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
Page 31 of 32 Revised August 2016
The Absolutely True Diary of a Part-Time Indian, by Sherman Alexie Rationale: As Junior narrates his first-person account of growing up as a Spokane Indian on the reservation while attending an all-white school, universal themes of struggle with self, tolerance, love, and friendship are explored through multiple critical perspectives. Cultural archetypes of outsider/outcast, hero, faithful companion, mother/father figure, scapegoat. Controversial Content: Sexual content. Alternative Texts: A Lesson Before Dying, by Ernest Gaines
The Book Thief, by Markus Zusak Rationale: Personified Death narrates this World War II era story of Liesel, who collects stolen books to create a "story in which books become treasures." Universal themes of coming of age, death, guilt, friendship, and beauty; cultural archetypes of the outsider/outcast. Controversial Content: War, violence. Alternative Texts: Fahrenheit 451, by Ray Bradbury
The Joy Luck Club, by Amy Tan Rationale: Explores the potentially tense relationships between mothers and daughters, focusing on a Chinese-American family. Universal themes of change/tradition, friendship, mothers and daughters, power of love. Controversial Content: Violence, sexual content, drug use. Alternative Texts: The Kitchen God's Wife, by Amy Tan*
PRINCE WILLIAM COUNTY PUBLIC SCHOOLS TENTH GRADE INSTRUCTIONAL READING LIST
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Things Fall Apart, by Chinua Achebe Rationale: Fable-like prose depicts the rise and fall of Nigerian citizen Okonkwo, whose old-order Nigerian values contrast with his clansmen, who have converted to Christianity. Explores universal themes of change/tradition, survival of the fittest, and search for self. Cultural archetypes of the tragic hero and the outcast/outsider. Controversial Content: Cultural appropriation. Alternative Texts: The Alchemist, by Paulo Coelho
Twelve Angry Men, by Reginald Rose Rationale: Story of twelve jurors determining the fate of a man facing the death penalty, overcoming assumptions and stereotypes to consider the facts of the case that lead to reasonable doubt. Presents the conventions of drama; universal themes of justice and prejudice; cultural archetype of the loner. Controversial Content: Classism Alternative Texts: Cyrano de Bergerac, by Edmond Rostand
• Books that need to be vetted.