prentice hall literature, grade 10, © 2010 - pearson...

A Correlation of

Prentice Hall Literature, Grade 10, © 2010

To the

North Carolina English Language Arts Standard

Course of Study, 2004 and the

Common Core Standards for English Language Arts

Grade 10

Prentice Hall Literature, Grade 10, © 2010 to the

North Carolina English Language Arts Standard Course of Study, 2004 Common Core Standards for English Language Arts

(Grade 10)

INTRODUCTION

This document demonstrates how Prentice Hall Literature meets both the objectives of the North Carolina English Language Arts Standard Course of Study as well as the Common Core Standards for Language Arts (2010). Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Prentice Hall Literature is a comprehensive basal language and literacy program for Grades Six through Twelve that is built on solid research and allows skills and concepts to be taught to mastery through an innovative approach of grouping content thematically, by skill focus, and genre. Selection Choices Prentice Hall Literature lets you choose the literature you teach based on students’ backgrounds, needs and interests. Additionally, a full complement of leveled support is provided for each selection to help you attend to varied learning needs, including leveled reading and vocabulary warm-ups, graphic organizers, assessment, trade books, online practice and reader’s notebook. The Big Question Full immersion in a concept provides a safe place for all learners to connect knowledge, build vocabulary, and learn how to learn. Prentice Hall Literature puts students in the world of a concept for six weeks, six times per year. Instruction is built from Grant Wiggins’ Understanding by Design. The Big Question drives students to promote inquiry, foster deep understanding, engage in lively debate, connect to prior learning, stimulate rethinking, and build vocabulary. Assessment Prentice Hall Literature helps teachers administer assessment at different stages to keep track of student progress. Teachers are guided to Diagnose Readiness with tools to help them assess a student’s understanding prior to reading, which helps them implement personalized instruction. Teachers can Monitor Progress with well-designed check-ins to implement as the students read. Finally, the program provides Benchmark Mastery assessments every three weeks to help students catch small learning problems before they become big ones. Digital Connection Prentice Hall Literature is designed to meet the needs of tech-savvy students living in a world teeming with handheld devices and social networks by letting students seamlessly integrate school with their digital world. The Student Edition is online with exciting ways to access content, video, and audio. Plus, an online teacher center helps teachers improve upon their instruction. This document demonstrates the high degree of success students will achieve by using Prentice Hall Literature.

2 SE = Student Edition TE = Teacher Edition



(Grade 10)

Table of Contents

Competency Goal 1 The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives.................................................................................................. 4 Competency Goal 2 The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience.....................12 Competency Goal 3 The learner will defend argumentative positions on literary or nonliterary issues..........................................................................................18 Competency Goal 4 The learner will critically interpret and evaluate experiences, literature, language, and ideas........................................................................23 Competency Goal 5 The learner will demonstrate understanding of selected world literature through interpretation and analysis. ...................................................29 Competency Goal 6 The learner will apply conventions of grammar and language usage..........................................................................................................37 Common Core Standards for English Language Arts, Grades 9-10 Not Represented in the Correlation to NC English Language Arts Standards ......................................42




(Grade 10) North Carolina English

Language Arts Standard Course of Study, 2004,

Grade 10

The Common Core Standards for English

Language Arts, Grade 10

Prentice Hall Literature, 2010, Grade 10

English Language Arts Curriculum Grade 10 English II Students in English II read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical, argumentative and literary purposes, although emphasis will be placed on explanatory contexts. In addition to literature study, students will: • Examine non-literary texts related to cultural studies. • Research material to use primarily in clarifying their own explanatory responses to situations

and literary-based issues. • Critically interpret and evaluate experiences, literature, language, and ideas. • Use standard grammatical conventions and select features of language appropriate to purpose,

audience, and context of the work. Strands: Oral Language, Written Language, and Other Media/Technology Competency Goal 1 The learner will react to and reflect upon print and non-print text and personal experiences by examining situations from both subjective and objective perspectives. 1.01 Produce reminiscences (about a person, event, object, place, animal) that engage the audience by: • using specific and sensory

details with purpose. W.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

SE/TE: Autobiographical Narrative: Choose your details, 109; Descriptive Essay: Gather details to develop figurative language, 708, Creating a memorable image, 709, Choose vivid words, 710; Reflective Essay: Gather sensory details, 878, Use effective imagery, 880

• explaining the significance of the reminiscence from an objective perspective.

W.3.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

SE/TE: Reflective Essay: Considering the significance, 879; also see: Autobiographical Narrative: Telling the story, 109, Revise to clarify insight, 110; Descriptive Essay: Creating a memorable image, 709, Present controlling idea, 710

• moving effectively between past and present.

SE/TE: Reflective Essay: Thinking about the past, 879, Choosing a logical organization, 880






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• recreating the mood felt by the author during the reminiscence.

W.3.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Autobiographical Narrative: Create character and setting cards, 108, Devise a plan for telling your story, 109, Revise to clarify insight, 110; Descriptive Essay: Gather details to develop figurative language, 708, Creating a memorable image, 709, Frame description, 710, Choose vivid words, 710; Reflective Essay: Gather sensory details, 878, Thinking about the past, 879, Use effective imagery, 880

1.02 Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by: • relating personal

knowledge to textual information or class discussion.

SE/TE: Introducing & Applying the Big Question (writing and discussion): Is there a difference between reality and truth? 2, 208, Can progress be made without conflict? 222, 428, What kind of knowledge changes our lives? 442, 612, Does all communication serve a positive purpose? 626, 776, To what extent does experience determine what we perceive? 790, 1032, Can anyone be a hero? 1046, 1250






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• showing an awareness of one's own culture as well as the cultures of others.

R-L.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.

SE/TE: Introducing & Applying the Big Question (writing and discussion): To what extent does experience determine what we perceive? 790, 1032; Universal and Culturally Specific Themes, 868, 871, 872, 873, 875, 876, 877; for other examples of literature of cultural awareness see: Anita Desai’s “Games at Twilight,” 138-149; Josephina Niggli’s “The Street of the Canon,” 272-273; Elie Wiesel’s “Keep Memory Alive,” 542-547; Yoshiko Uchida’s “Desert Exile: The Uprooting of a Japanese-American Family,” 586-541; and Gwendolyn Brooks’ “The Bean Eaters,” 703

• exhibiting an awareness of culture in which text is set or in which text was written.


SE/TE: Universal and Culturally Specific Themes, 868, 871, 872, 873, 875, 876, 877; Cultural context, analyze, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1115, 1117; also see: Culture Connection: Greek Chorus, 830, Mexican American Pride, 503, Ancient Greek Funeral Rites, 844 Roman Augurs, 928, Twelve Olympian Gods, The, 1068, Traditional Great Plains Culture, 1081, Griot: The Mind of the People, 1103

• explaining how culture affects personal responses.

SE/TE: Relate to your experience to make inferences, 239, 244, 250, 253, 259, 262, 265; also see: Introducing & Applying the Big Question (writing and discussion): To what extent does experience determine what we perceive? 790, 1032






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• demonstrating an understanding of media's impact on personal responses and cultural analyses.

SE/TE: Communications Workshop: Analyzing Media Presentations, 212, Delivering a Multimedia Presentation, 1036, Comparing Media Coverage, 1254

1.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print expressive texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and

modifying as necessary reading strategies appropriate to readers' purpose.

SE/TE: Predictions, make, 29, 36, 39, 43, 48, 52, 55, 59, 63, 65, 68, 72, 75, 82, 85; Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Paraphrase, 715, 718, 723, 728, 729, 733, 739, 741, 745, 747, 915, 920, 924, 928, 929, 932, 937; Summarize, 811, 816, 818, 820, 822, 825, 829, 832, 833, 837, 840, 845, 855, 859; Read between the lines, 965, 970, 971, 975, 978, 979, 981, 983






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• identifying and analyzing text components (such as organizational structures, story elements, organizational features) and evaluating their impact on the text.

R-L.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.

SE/TE: What are Fiction/Nonfiction, 4–5; Characteristics of Fiction, 6; Characteristics of Nonfiction, 7; What is a Short story?, 224–225; Elements of Short stories, 226–227; What is Nonfiction?, 444–445; Characteristics of Essays and Speeches, 446–447; What is Poetry?, 628–629; Characteristics of poetry, 630–631; What is Drama, 792–793; Elements of Drama 794–795; What is the Oral Tradition?, 1048–1049; Archetypal Narrative Patterns, 1128; also see: Comparing Literary Works, 96, 107, 188, 199, 306, 327, 408, 419, 518, 531, 584, 603, 700, 707, 758, 767, 868, 877, 1014, 1019, 1128, 1145, 1228, 1241

• providing textual evidence to support understanding of and reader's response to text.

R-L.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Writing a Response to Literature: Go back to the source, 769, Use information from the text, 770, Use specific terms, 772; also see: Writing to Compare Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241; Respond, 27, 42, 54, 74, 84, 103, 106, 237, 252, 264, 280, 292, 313, 326, 354, 364, 380, 396, 413, 418, 637, 654, 666, 680, 688, 703, 706, 722, 728, 740, 746, 763, 766, 807, 832, 858, 876, 912, 936, 962, 982, 1000, 1018, 1061, 1072, 1086, 1104, 1116, 1137, 1144, 1170, 1184, 1204, 1216, 1232, 1240






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• demonstrating comprehension of main idea and supporting details.

R-L.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.

SE/TE: For related activities see these reading strategies for expressive texts: Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Paraphrase, 715, 718, 723, 728, 729, 733, 739, 741, 745, 747, 915, 920, 924, 928, 929, 932, 937

• summarizing key events and/or points from text.


SE/TE: Summarize, 811, 816, 818, 820, 822, 825, 829, 832, 833, 837, 840, 845, 855, 859

• making inferences, predicting, and drawing conclusions based on text.


SE/TE: Predictions, make, 29, 36, 39, 43, 48, 52, 55, 59, 63, 65, 68, 72, 75, 82, 85; Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185






Grade 10




• identifying and analyzing personal, social, historical or cultural influences, contexts, or biases.



• making connections between works, self and related topics.

SE/TE: Introducing & Applying the Big Question (writing and discussion): Is there a difference between reality and truth? 2, 208, Can progress be made without conflict? 222, 428, What kind of knowledge changes our lives? 442, 612, Does all communication serve a positive purpose? 626, 776, To what extent does experience determine what we perceive? 790, 1032, Can anyone be a hero? 1046, 1250; also see: Relate to your experience to make inferences, 239, 244, 250, 253, 259, 262, 265; Comparing Literary Works, 96, 107, 188, 199, 306, 327, 408, 419, 518, 531, 584, 603, 700, 707, 758, 767, 868, 877, 1014, 1019, 1128, 1145, 1228, 1241






Grade 10




• analyzing and evaluating the effects of author's craft and style.

SE/TE: Comparing Style, 96, 99, 100, 103, 104, 106, 107; Comparing Irony and Paradox, 188, 192, 194, 197, 199; Comparing Tone in Fiction and Nonfiction, 408, 411, 412, 413, 415, 417, 419; Comparing Humorous Writing, 518, 521, 523, 524, 526, 529, 530, 531; Comparing Tone and Mood, 700, 702, 703, 705, 706, 707; Writing Workshop: Analytical Response to Literature, 768–775; also see: Author's insights, 4, 8, 11, 18, 19, 20, 21, 22, 25, 224, 228, 229, 232, 234, 236, 444, 448, 453, 455, 456, 457, 628, 632, 634, 635, 792, 796, 799, 804, 1048, 1052, 1054, 1055, 1056, 1057, 1059

• analyzing and evaluating the connections or relationships between and among ideas, concepts, characters and/or experiences.

SE/TE: Comparing points of view, 327, 309, 310, 312, 313, 315, 316, 317, 318; Comparing character motives, 1014, 1017, 1019; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Applying the Big Question (writing and discussion): 208, 428, 612, 776, 1032, 1250






Grade 10




• identifying and analyzing elements of expressive environment found in text in light of purpose, audience, and context.

R-L.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact 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).

SE/TE: Setting, 226, 228, 269, 273, 278, 281, 287, 288, 293; Symbolism, 369, 380, 381, 385, 389, 392, 397; Imagery, poetry, 630, 632, 639, 655, 667, 715; Narrative poetry, 631, 639, 643, 647, 649, 651, 655, 659, 660, 662, 663, 664, 665, 667; Figurative language, 708, 715, 722, 723, 726, 729, 880, 1252; Onomatopoeia, 733, 741, 747; Dramatic speeches, 795, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Archetypal narrative patterns, 1051, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1143, 1144, 1145; Legendary heroes, 1153, 1158, 1160, 1165, 1167, 1168, 1170, 1171, 1181, 1184, 1185

Competency Goal 2 The learner will evaluate problems, examine cause/effect relationships, and answer research questions to inform an audience. 2.01 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print informational texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


SE/TE: Reading Information Texts: Reading Skill, 90, 182, 298, 402, 512, 578, 694, 752, 864, 1008, 1122, 1222; Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507; Opinion and fact, distinguish, 557, 562, 565, 573






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R-IT.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

SE/TE: Informational Texts: analyze structure and format (headings, bold, italics, illustrations, graphics), 90–95; follow and critique technical directions (sequence), 512–517; scan text features / structures to see how they support author’s purpose, 578–583; analyze, structure, format, and features (predict purpose), 694–699; analyze features, format and structure of text (titles, headings, bold, italics, illustrations, graphics), 1008–1013; also see: Analytic and Interpretive Essays, 557, 561, 565, 569, 573


R-IT.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SE/TE: Informational Texts: analysis, evaluation, elaboration of ideas, 298–305; paraphrase to connect ideas, 402–407; synthesize (connect facts) to make generalizations, 752–757; synthesize / paraphrase / connect ideas, 864–867; evaluate credibility of author’s argument (question, critique generalizations and evidence), 1222–1227; also see: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507; Opinion and fact, distinguish, 557, 562, 565, 573


R-IT.2. Determine a central idea of a text and analyze 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.

SE/TE: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507






Grade 10






SE/TE: Summarize (nonfiction), 176; Essay Review, 459; also see: After You Read: Main idea, 471, 483, 487, 497, 507



SE/TE: Predictions, make, 59, 63, 65, 68, 72, 75, 82, 85; Infer, 496, 524, 530, 564; Draw conclusions, 544, 594, 602


SE/TE: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; also see: History Connection, 563


SE/TE: Using prior knowledge to make predictions, make, 59, 63, 65, 68, 72, 75, 82, 85; Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Connect (nonfiction), 496, 506, 524, 552, 572, 602






Grade 10




R-IT.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).


R-IT.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

SE/TE: Comparing Style, 96; Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573; also see: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531


R-IT.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

SE/TE: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Connect (nonfiction), 496, 506, 524, 552, 572, 602; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507

• identifying and analyzing elements of informational environment found in text in light of purpose, audience, and context.


SE/TE: Literary Analysis: Expository Essay, 461, 465, 469, 471, 480, 483; Reflective Essay, 487, 493, 494, 496, 497, 502, 503, 505, 507; Persuasive writing, 539, 543, 545, 549, 553; Analytic and Interpretive Essays, 557, 561, 565, 569, 573






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2.02 Create responses that examine a cause/effect relationship among events by: • effectively summarizing

situations. R-IT.2. Determine a central idea of a text and analyze 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.

SE/TE: Cause-and-Effect Essay: Make a cause-and-effect chart, 201, Clarify your analysis, 202; also see: Problem-and-Solution Essay: Evaluate possible solutions, 421, Create an essay map, 422

• showing a clear, logical connection among events.


SE/TE: Reflecting on key details to analyze cause and effect (nonfiction), 153, 159, 162, 165, 168, 173, 175, 177

• logically organizing connections by transitioning between points.

W.1.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: Cause-and-Effect Essay: Make a cause-and-effect chart, 201, Use clear transitions, 202

• developing appropriate strategies such as graphics, essays, and multimedia presentations to illustrate points.

W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

SE/TE: Cause-and-Effect Essay: Give a class presentation, 207; Problem-and-Solution Essay: Submit your essay, 427






Grade 10




2.03 Pose questions prompted by texts (such as the impact of imperialism on Things Fall Apart) and research answers by:


• accessing cultural information or explanations from print and nonprint media sources.

W.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

SE/TE: Research and Technology: Bulletin board display on Vreeland, 27, Science–fiction worlds of Cherryh, 237, Report on sources, 267, Research summary, 399, Report on Weihenmayer, 459, Annotated poster of Eady's poems, 637, Literary history report, 731, Poster on Hwang, 807, Women's history report, 1005, Annotated map on Santos and family, 1061, Biographical brochure, 1219


• prioritizing and organizing information to construct a complete and reasonable explanation.

W.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Research Report: Research plan, develop, 1021, Lists, organize, 1022, Order of importance, use, 1023, Main ideas, strengthen coherence, 1025; also see: Research and Technology, 27, 237, 267, 399, 459, 637, 731, 807, 1005, 1061, 1219






Grade 10




Competency Goal 3 The learner will defend argumentative positions on literary or nonliterary issues. 3.01 Examine controversial issues by: • sharing and evaluating

initial personal response. W.1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: Letter to the Editor: Issues, list/look at both sides, 532, 605, Voice find appropriate, 533, Emotions appeal to, 534; Persuasive Essay: Freewrite, 605, Anecdotes, include, 606; also see: Listening and Speaking: Humorous persuasive speech, 485, Debate, 555, 777, Persuasive speech, 616

• researching and summarizing printed data.

W.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

SE/TE: Letter to the Editor: Evidence, support with, 534; Persuasive Essay: Research, conduct, 605, Case studies, include, 606, Arguments, test support, 608; also see: Listening and Speaking: Debate, 555, 777

• developing a framework in which to discuss the issue (creating a context).

W.1.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: Listening and Speaking: Humorous persuasive speech, 485, Debate, 555, 777, Persuasive speech, 616

• compiling personal responses and researched data to organize the argument.


SE/TE: Letter to the Editor: Issues, list/look at both sides, 532, Parallelism, use, 534; Persuasive Essay: Pro-and-con chart, use, 605, Notecards, make/organize, 606; also see: Listening and Speaking: Humorous persuasive speech, 485, Debate, 555, 777, Persuasive speech, 616






Grade 10




• presenting data in such forms as a graphic, an essay, a speech, or a video.

SE/TE: Letter to the Editor: Hold a speaker’s corner, 537; Persuasive Essay: Deliver a speech, 611; also see: Listening and Speaking: Humorous persuasive speech, 485, Persuasive speech, 616

3.02 Produce editorials or responses to editorials for a neutral audience by providing: • a clearly stated position or

proposed solution. W.1.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: Problem-and-Solution Essay, 420–427; Letter to the Editor, 532–537

• relevant, reliable support. W.1.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

SE/TE: Letter to the Editor: Evidence, support with, 534; also see: Problem-and-Solution Essay: Evaluate possible solutions, 421, Stick to the facts, 422

3.03 Respond to issues in literature in such a way that: • requires gathering of

information to prove a particular point.


SE/TE: Response to Literature: Go back to the source, 769, Use information from the text in various ways, 770; also see: Research and Technology, 27, 237, 267, 399, 459, 637, 731, 807, 1005, 1061, 1219






Grade 10





• effectively uses reason and evidence to prove a given point.

W.9.b. Apply grades 9–10 reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

SE/TE: Response to Literature: Ask your own questions, 769, Language, use strong/precise, 770, Use specific terms, 772

• emphasizes culturally significant events.

W.9.a. Apply grades 9–10 reading standards to literature (e.g., “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).”).

SE/TE: Research and Technology: Literary history report, 731, Women's history report, 1005, Annotated map on Santos and family, 1061, Biographical brochure, 1219; also see: Response to Literature, 768–775

3.04 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print argumentative texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


SE/TE: Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573; also see: Informational Texts (reading skills): drama reviews, 864–867, book review, movie review, 1222–1227






Grade 10






SE/TE: Informational Texts: drama reviews, 864–867, book review, movie review, 1222–1227; also see: Persuasive writing, 539, 543, 545, 549, 553; Analytic and Interpretive Essays, 557, 561, 565, 569, 573



SE/TE: Informational Texts: synthesize, connect ideas (reviews), 864–867; evaluate credibility of author’s argument (reviews), 1222–1227; also see: Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573



SE/TE: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507



SE/TE: Summarize (nonfiction), 176; Essay Review, 459; also see: After You Read: Main idea, 471, 483, 487, 497, 507



SE/TE: Infer (persuasive writing), 564; Draw conclusions (persuasive writing), 544, 594, 602; also see: Predictions, make, 59, 63, 65, 68, 72, 75, 82, 85






Grade 10





SE/TE: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; also see: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602


SE/TE: Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Connect (persuasive writing), 572, 602




SE/TE: Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573; also see: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531



SE/TE: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; also see: Connect (persuasive writing), 572, 602






Grade 10




• identifying and analyzing elements of argumentative environment found in text in light of purpose, audience, and context.


SE/TE: Literary Analysis: Persuasive writing, 539, 543, 545, 549, 553; Analytic and Interpretive Essays, 557, 561, 565, 569, 573

Competency Goal 4 The learner will critically interpret and evaluate experiences, literature, language, and ideas. 4.01 Interpret a real-world event in a way that: • makes generalizations

about the event supported by specific references.

SE/TE: Informational Texts: synthesize (connect facts) to make generalizations, 752–757

• reflects on observation and shows how the event affected the current viewpoint.

SE/TE: Informational Texts: analyze credibility of sources (Egyptology resources), 182–187, analyze to extend ideas (tides), 298–305, primary source, newspaper editorial (Berlin Wall), 402–407

• distinguishes fact from fiction and recognizes personal bias.

R-IT.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning

SE/TE: Opinion and fact, distinguish, 557, 562, 565, 573; also see: The Big Question: Is there a difference between reality and truth? 2, 208; Does all communication serve a positive purpose? 626, 776; To what extent does experience determine what we perceive? 790, 1032






Grade 10




4.02 Analyze thematic connections among literary works by: • showing an understanding

of cultural context. SE/TE: Author's insights:

historical fiction (Vreeland), 22; Historical context, 335, 1050; Historical characters, 887; Cultural context, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1116, 1117; Universal and Culturally Specific Themes, 868, 877; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Literature In Context, 26, 69, 83, 129, 175, 249, 274, 321, 350, 362, 388, 468, 478, 503, 550, 563, 830, 844, 900, 918, 928, 930, 942, 976, 991, 1068, 1081, 1103, 1162, 1199

• using specific references from texts to show how a theme is universal.

SE/TE: Universal and Culturally Specific Themes, 868, 877; also see: Comparing Literary Works: Theme, 758, 762, 763, 764, 767; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241

• examining how elements such as irony and symbolism impact theme.

SE/TE: Irony, 188, 192, 193, 197, 199, 306; Symbolism, 369, 380, 381, 385, 389, 392, 397; also see: Comparing Literary Works: Theme, 758, 762, 763, 764, 767

4.03 Analyze the ideas of others by identifying the ways in which writers: • introduce and develop a

main idea. R-IT.2. Determine a central idea of a text and analyze 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.

SE/TE: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507






Grade 10




• choose and incorporate significant, supporting, relevant details.


SE/TE: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; also see: Details: draw conclusions, 335, 355, 365, paraphrase to, 402, 407, summarize, 461, 471, 483, analyze, 487, 497, 507, compare worldviews, 1153, 1171, 1185

• relate the structure/organization to the ideas.


SE/TE: Informational Texts: analysis, evaluation, elaboration of ideas, 298–305, paraphrase to connect ideas, 402–407, synthesize ideas, 864–867; also see: Cause and effect, analyze, 115, 120, 122, 125, 126, 128, 131, 132, 135, 141, 147, 149, 153, 159, 162, 165, 168, 173, 175, 177

• use effective word choice as a basis for coherence.


SE/TE: Hyperbole, 518, 531; Figurative language, 630, 708, 715, 722, 723, 726, 729, 880, 1252; Imagery, poetry, 655, 667; also see: Comparing Literary Works: Style, 96, 107, Tone in Fiction and Nonfiction, 408, 411, 412, 413, 415, 417, 419, Humorous Writing, 518, 521, 52, 526, 529, 530, 531, Tone and Mood, 700, 702, 703, 705, 706, 707

• achieve a sense of completeness and closure.

SE/TE: Conflict and resolution, 115, 119, 121, 125, 127, 130, 133, 134, 135, 140, 144, 146, 149; also see: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Tragic heroes, 887, 985, 988, 990, 992, 994, 995, 997, 1001; Archetypal narrative patterns, 1051, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1143, 1144, 1145






Grade 10




4.04 Evaluate the information, explanations, or ideas of others by: • identifying clear,

reasonable criteria for evaluation.

SE/TE: Peer review, use, 204, 424, 608, 772, 1025, 1246; also see: Communications Workshop (feedback form), 212, 432, 780, 1036, 1254

• applying those criteria using reasoning and substantiation..

SE/TE: Peer review, use, 204, 424, 608, 772, 1025, 1246; also see: Communications Workshop (feedback form), 212, 432, 780, 1036, 1254

4.05 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print critical texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


SE/TE: Informational Texts (Reading Skills): drama reviews, 864–867, book review, movie review, 1222–1227; also see: Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573



SE/TE: For related material see: Informational Texts: analyze structure and format (headings, bold, italics, illustrations, graphics), 90–95; follow and critique technical directions (sequence), 512–517; scan text features / structures to see how they support author’s purpose, 578–583; analyze, structure, format, and features (predict purpose), 694–699; analyze features, format and structure of text (titles, headings, bold, italics, illustrations, graphics), 1008–1013; also see: Analytic and Interpretive Essays, 557, 561, 565, 569, 573



SE/TE: Informational Texts: evaluate credibility of author’s argument (question, critique generalizations and evidence), 1222–1227; also see: Evaluate persuasion, 539, 545, 552, 553, 557, 562, 565, 573






Grade 10






SE/TE: For related material see: Main idea, 461, 466, 470, 471, 477, 479, 483, 487, 492, 494, 497, 502, 504, 507



SE/TE: For related material see: Summarize (nonfiction), 176; Essay Review, 459; also see: After You Read: Main idea, 471, 483, 487, 497, 507



SE/TE: For related material see: Predictions, make, 59, 63, 65, 68, 72, 75, 82, 85; Infer, 496, 524, 530, 564; Draw conclusions, 544, 594, 602


SE/TE: For related material see: Reflecting on key details to analyze cause and effect, 153, 159, 162, 165, 168, 173, 175, 177; Comparing Author's Purpose, 584, 587, 588, 589, 590, 593, 594, 597, 598, 600, 601, 602; Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531; also see: History Connection, 563


SE/TE: For related material see: Informational Texts (Reading Skills): drama reviews, 864–867, book review, movie review, 1222–1227






Grade 10







SE/TE: For related material see: Comparing Style, 96; Evaluate Persuasion, 539, 545, 552, 553, 557, 562, 565, 573; also see: Comparing Humorous Writing, 518, 521, 52, 526, 529, 530, 531



SE/TE: For related material see: Informational Texts: evaluate credibility of author’s argument (question, critique generalizations and evidence), 1222–1227; also see: Evaluate persuasion, 539, 545, 552, 553, 557, 562, 565, 573

• identifying and analyzing elements of critical environment found in text in light of purpose, audience, and context.


SE/TE: Informational Texts (Reading Skills): drama reviews, 864–867, book review, movie review, 1222–1227; also see: Literary Analysis: Persuasive writing, 539, 543, 545, 549, 553; Analytic and Interpretive Essays, 557, 561, 565, 569, 573






Grade 10




Competency Goal 5 The learner will demonstrate understanding of selected world literature through interpretation and analysis. 5.01 Read and analyze selected works of world literature by: • using effective strategies

for preparation, engagement, and reflection.

SE/TE: Conclusions, draw (world literature), 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Universal and Culturally Specific Themes, 868, 877; Cultural context, 1063, 1067, 1073, 1077, 1082, 1085, 1087, 1091, 1096, 1097, 1099, 1102, 1104, 1105, 1110, 1113, 1116, 1117; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241

• building on prior knowledge of the characteristics of literary genres, including fiction, non-fiction, drama, and poetry, and exploring how those characteristics apply to literature of world cultures.

SE/TE: Tragedy: Greek, 837, 840, 841, 843, 846, 851, 856, 859, Shakespeare's, 887, 897, 900, 902, 909, 913; Tragic heroes, 985, 988, 990, 992, 994, 995, 997, 1001; What is the Oral Tradition?, 1048–1049; Archetypal Narrative Patterns, 1128; also see: Dramatic speeches, 795, 939, 941, 947, 948, 949, 950, 952, 953, 955, 961, 963; Blank verse, 915, 917, 919, 924, 927, 935, 937

• analyzing literary devices such as allusion, symbolism, figurative language, flashback, dramatic irony, situational irony, and imagery and explaining their effect on the work of world literature.

SE/TE: Flashbacks, Foreshadowing, 29, 43, 55, 109, 330; Irony, 188, 192, 193, 197, 199, 306; Compare points of view, 306, 309, 310, 312, 313, 315, 316, 317, 318; Symbolism, 369, 380, 381, 385, 389, 392, 397; Figurative language, 630, 708, 715, 722, 723, 726, 729, 880, 1252; Imagery, poetry, 655, 667

• analyzing the importance of tone and mood.

SE/TE: Comparing Tone and Mood, 700, 702, 703, 705, 706, 707






Grade 10




• analyzing archetypal characters, themes, and settings in world literature.

SE/TE: Archetypal narrative patterns, 1051, 1128, 1131, 1132, 1134, 1136, 1139, 1140, 1143, 1144, 1145; also see: Theme and Universal, 335, 339, 344, 353, 355, 359, 365; Universal and Culturally Specific Themes, 868, 877; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241

• making comparisons and connections between historical and contemporary issues.

SE/TE: History Connection, 26, 83, 175, 249, 321, 350, 563, 930, 942, 991, 1162; World Events Connection: Repression in the Soviet Union, 550; also see: The Big Question: Can progress be made without conflict? 222, 428

• understanding the importance of cultural and historical impact on literary texts.







Grade 10




5.02 Demonstrate increasing comprehension and ability to respond personally to texts by:

R-L.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• selecting and exploring a wide range of works which relate to an issue, author, or theme of world literature.

R-IT.10. In grade 10, read informational text independently, proficiently, and fluently in the grades 9–10 text complexity band; read “stretch” texts in the grades 11–CCR text complexity band with scaffolding as needed.

SE/TE: Independent Reading, 213, 433, 617, 781, 1037, 1255

R-L.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

• documenting the reading of student-chosen works.

R-IT.10. In grade 10, read informational text independently, proficiently, and fluently in the grades 9–10 text complexity band; read “stretch” texts in the grades 11–CCR text complexity band with scaffolding as needed.

SE/TE: Independent Reading, 213, 433, 617, 781, 1037, 1255






Grade 10




5.03 Demonstrate the ability to read, listen to and view a variety of increasingly complex print and non-print literacy texts appropriate to grade level and course literary focus, by: • selecting, monitoring, and


SE/TE: Predictions, make, 29, 36, 39, 43, 48, 52, 55, 59, 63, 65, 68, 72, 75, 82, 85; Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Paraphrase, 715, 718, 723, 728, 729, 733, 739, 741, 745, 747, 915, 920, 924, 928, 929, 932, 937; Summarize, 811, 816, 818, 820, 822, 825, 829, 832, 833, 837, 840, 845, 855, 859; Read between the lines, 965, 970, 971, 975, 978, 979, 981, 983


R-L.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.

SE/TE: What are Fiction/Nonfiction, 4–5; Characteristics of Fiction, 6; Characteristics of Nonfiction, 7; What is a Short story?, 224–225; Elements of Short stories, 226–227; What is Nonfiction?, 444–445; Characteristics of Essays and Speeches, 446–447; What is Poetry?, 628–629; Characteristics of poetry, 630–631; What is Drama, 792–793; Elements of Drama 794–795; What is the Oral Tradition?, 1048–1049; Archetypal Narrative Patterns, 1128; also see: Comparing Literary Works, 96, 107, 188, 199, 306, 327, 408, 419, 518, 531, 584, 603, 700, 707, 758, 767, 868, 877, 1014, 1019, 1128, 1145, 1228, 1241






Grade 10






SE/TE: Writing a Response to Literature: Go back to the source, 769, Use information from the text, 770, Use specific terms, 772; also see: Writing to Compare Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241; Respond, 27, 42, 54, 74, 84, 103, 106, 237, 252, 264, 280, 292, 313, 326, 354, 364, 380, 396, 413, 418, 637, 654, 666, 680, 688, 703, 706, 722, 728, 740, 746, 763, 766, 807, 832, 858, 876, 912, 936, 962, 982, 1000, 1018, 1061, 1072, 1086, 1104, 1116, 1137, 1144, 1170, 1184, 1204, 1216, 1232, 1240



SE/TE: For related activities see these reading strategies for expressive texts: Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185; Paraphrase, 715, 718, 723, 728, 729, 733, 739, 741, 745, 747, 915, 920, 924, 928, 929, 932, 937



SE/TE: Summarize, 811, 816, 818, 820, 822, 825, 829, 832, 833, 837, 840, 845, 855, 859






Grade 10






SE/TE: Predictions, make, 29, 36, 39, 43, 48, 52, 55, 59, 63, 65, 68, 72, 75, 82, 85; Inferences, make, 239, 244, 250, 253, 259, 262, 265, 269, 273, 277, 280, 281, 286, 291, 293; Conclusions, draw, 335, 342, 343, 347, 348, 352, 355, 361, 365, 369, 373, 374, 377, 381, 386, 390, 394, 397, 1153, 1171, 1185









Grade 10





SE/TE: Introducing & Applying the Big Question (writing and discussion): Is there a difference between reality and truth? 2, 208, Can progress be made without conflict? 222, 428, What kind of knowledge changes our lives? 442, 612, Does all communication serve a positive purpose? 626, 776, To what extent does experience determine what we perceive? 790, 1032, Can anyone be a hero? 1046, 1250; also see: Relate to your experience to make inferences, 239, 244, 250, 253, 259, 262, 265; Comparing Literary Works, 96, 107, 188, 199, 306, 327, 408, 419, 518, 531, 584, 603, 700, 707, 758, 767, 868, 877, 1014, 1019, 1128, 1145, 1228, 1241


SE/TE: Comparing Style, 96, 99, 100, 103, 104, 106, 107; Comparing Irony and Paradox, 188, 192, 194, 197, 199; Comparing Tone in Fiction and Nonfiction, 408, 411, 412, 413, 415, 417, 419; Comparing Humorous Writing, 518, 521, 523, 524, 526, 529, 530, 531; Comparing Tone and Mood, 700, 702, 703, 705, 706, 707; Writing Workshop: Analytical Response to Literature, 768–775; also see: Author's insights, 4, 8, 11, 18, 19, 20, 21, 22, 25, 224, 228, 229, 232, 234, 236, 444, 448, 453, 455, 456, 457, 628, 632, 634, 635, 792, 796, 799, 804, 1048, 1052, 1054, 1055, 1056, 1057, 1059






Grade 10





SE/TE: Comparing points of view, 327, 309, 310, 312, 313, 315, 316, 317, 318; Comparing character motives, 1014, 1017, 1019; Comparing Themes and Worldviews, 1228, 1230, 1232, 1234, 1236, 1237, 1239, 1240, 1241; also see: Applying the Big Question (writing and discussion): 208, 428, 612, 776, 1032, 1250

• identifying and analyzing elements of literary environment found in text in light of purpose, audience, and context.


SE/TE: Plot, 29, 33, 35, 37, 38, 40, 42, 43, 49, 51, 54, 55, 224, 226, 227, 237, 794, 796, 887; Conflict, 115, 119, 121, 125, 128, 130, 133, 135, 140, 144, 146, 149, 222, 224, 224, 226, 231, 234, 428, 794, 807, 887, 965, 976, 977, 981, 983; Setting, 226, 228, 269, 273, 278, 281, 287, 288, 293; Character, 239, 244, 245, 248, 251, 253, 258, 260, 262, 264, 265, 794, 796, 803, 807, 887, 1014, 1017, 1019 , 1050, 1051, 1063, 1073, 1087; Point of view, 306, 309, 310, 312, 313, 315, 316, 317, 318, 320, 322, 323, 324, 325, 326, 327; Symbolism, 369, 380, 381, 385, 389, 392, 397; Figurative language, 630, 708, 715, 722, 723, 726, 729, 880, 1252






Grade 10




Competency Goal 6 The learner will apply conventions of grammar and language usage. 6.01 Demonstrate an understanding of conventional written and spoken expression by: • employing varying

sentence structures (e.g., inversion, introductory phrases) and sentence types (e.g., simple, compound, complex, compound-complex).

L.1.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

SE/TE: Writer’s Toolbox: Sentence Fluency, 535, 711, 1027, 1149, 1247; also see: Writing Workshop: Focus on Complete Sentences, 333; Grammar: Simple and Compound Sentences, 1088, Complex and Compound-Complex Sentences, 1118


• analyzing authors' choice of words, sentence structure, and use of language.


SE/TE: Hyperbole, 518, 531; Figurative language, 630, 708, 715, 722, 723, 726, 729, 880, 1252; Imagery, poetry, 655, 667; also see: Comparing Literary Works: Style, 96, 107, Tone in Fiction and Nonfiction, 408, 411, 412, 413, 415, 417, 419, Humorous Writing, 518, 521, 52, 526, 529, 530, 531, Tone and Mood, 700, 702, 703, 705, 706, 707






Grade 10




L.4.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.4.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy). R-L.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact 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).

• using word recognition strategies to understand vocabulary and exact word choice (Greek, Latin roots and affixes, analogies, idioms, denotation, connotation).


SE/TE: Vocabulary Development, 30, 43, 44, 55, 60, 75, 76, 85, 116, 135, 136, 149, 154, 165, 166, 177, 240, 253, 254, 265, 282, 293, 336, 355, 356, 365, 382, 397, 462, 471, 472, 483, 488, 497, 498, 507, 540, 545, 546, 553, 558, 565, 566, 573, 640, 655, 656, 667, 674, 681, 682, 689, 724, 729, 742, 747, 812, 833, 838, 859, 888, 913, 914, 937, 938, 963, 964, 983, 984, 1001, 1064, 1073, 1074, 1087, 1154, 1171, 1190, 1205, 1206, 1217; also see: Vocabulary Workshop: Dictionary and Thesaurus, 210–211, Word Origins, 430–431, Words With Multiple Meanings, 614–615, Connotation and Denotation, 778–779, Borrowed and Foreign Words, 1034–1035, Idioms, Jargon, and Technical Terms, 1252–1253






Grade 10




L.4.a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

• using vocabulary strategies such as context clues, resources, and structural analysis (roots, prefixes, etc.) to determine meaning of words and phrases.

L.4.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

SE/TE: Context clues, 614; also see: Roots, 30, 43, 44, 55, 116, 135, 136, 149, 462, 471, 472, 483, 540, 545, 546, 553, 674, 681, 682, 689, 812, 833, 838, 859, 938, 963, 964, 983, 984, 1001, 1064, 1073, 1074, 1087; Prefixes, 60, 75, 76, 85, 154, 165, 166, 177, 336, 355, 356, 365, 488, 497, 498, 507, 558, 565, 566, 573, 640, 655, 656, 667, 914, 937, 1190, 1205, 1206, 1217; Suffixes, 240, 253, 254, 265, 282, 293, 382, 397, 724, 729, 742, 747, 888, 913, 1154, 1171

• examining textual and classroom language for elements such as idioms, denotation, and connotation to apply effectively in own writing/speaking.

L.6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Vocabulary Workshop: Connotation and Denotation, 778–779, Idioms, Jargon, and Technical Terms, 1252–1253

• using correct form/format for essays, business letters, research papers, bibliographies.

L.3.a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

SE/TE: Writing Workshop (include models): Autobiographical Narrative, 108–113, Cause-and-Effect Essay, 200–207, Short Story, 328–333, Problem-and-Solution Essay, 420–427, Letter to the Editor, 532–537, Persuasive Essay, 604–611, Descriptive Essay, 708–713, Analytical Response to Literature, 768–775, Reflective Essay, 878–883, Research Report, 1020–1031, Technical Document, 1146–1151, Comparison-and-Contrast Essay, 1242–1249






Grade 10




• using language effectively to create mood and tone.

W.3.d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

SE/TE: Sensory details, use, 87, 509; Imagination, use, 329; Sensory details, add, 330; Action verbs, use, 608; Sensory details, gather, 669, 709, 878; Figurative language, develop, 708; Description, frame, 710; Images, describe, 731; Simile, use, 880

6.02 Edit for: • subject-verb agreement,

tense choice, pronoun usage, clear antecedents, correct case, and complete sentences.

SE/TE: Pronoun-antecedent agreement, 205; Focus on Complete Sentences, 333; Subject-verb agreement, 425; Writer’s Toolbox: Sentence Fluency, 535, 711, 1027, 1149, 1247; Grammar: Simple and Compound Sentences, 1088, Complex and Compound-Complex Sentences, 1118

W.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

• appropriate and correct mechanics (commas, italics, underlining, semicolon, colon, apostrophe, quotation marks).

L.3.a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

SE/TE: Writing Workshop: Editing and Proofreading, 333, 611, 713, 775, 1151; also see: Apostrophes, 111; Quotation marks, 113; Commas, 711, 883, 1027, 1186; Colons, Semicolons, 1218

• parallel structure. L.1.a. Use parallel structure.*

SE/TE: Parallelism, use, 534

• clichés trite expressions. SE/TE: For related materials see: Word choice, fix, 424, 608, 710, 772, 880, 1246; also see: Language, use appropriate, 295, 485, 555; Word choice, consider, 533, 709, 1147; Use strong/precise language, 770






Grade 10




• spelling. SE/TE: Spelling, focus on, 333, 611, 713, 775, 1151




(Grade 10)

Common Core Standards for English Language Arts, Grades 9-10 Not Represented in the North Carolina

English Language Arts Standards Correlation

The Common Core Standards for English Language Arts, Grades 9-10

Prentice Hall Literature, Grade 10

Reading Standards for Literature

Grades 9–10 students:

Key Ideas and Details

R-L.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.

SE/TE: Characterization, direct/indirect, short story, 227, 239, 244, 245, 248, 251, 253, 258, 260, 262, 264, 265; also see: Character, 794, 796, 803, 807, 887, 1014, 1017, 1019, 1050, 1051, 1063, 1073, 1087

Integration of Knowledge and Ideas

R-L.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).

SE/TE: For related material see: Model Selection: Fiction (Critical Viewing), 9, 10, 12, 15, 16); “Arthur Becomes King of Britain” (Critical Viewing), 1156, 1161, 1165; from Don Quixote, (Critical Viewing), 1211, 1213, 1215

R-L.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).

SE/TE: Drama reviews (plays based on Sophocles), 864–867; Research and Technology: Multimedia Presentation, 1005; Two works on Arthurian legend, 1156–1161, 1174–1185

Reading Standards for Informational Text


Integration of Knowledge and Ideas

R-IT.7. Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

SE/TE: For related material have students read Dava Sobel’s essay from Longitude on pages 474–482, and then have them obtain and view the DVD of the 4-part 2000 TV adaptation of the book directed by Charles Sturridge and starring Michael Gambon as John Harrison.

R-IT.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

SE/TE: For related material see: Theodore H. White’s essay “The American Idea” on pages 560–564 and use it to help them analyze two seminal U.S. documents of historical and literary significance (easily available on-line).




(Grade 10)



Writing Standards


Text Types and Purposes

W.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.1.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Letter to the Editor: Tone, consider, 533, Format, use proper, 534; also see: Persuasive Essay: Quotations, identify source, 606, Comparatives/superlatives, use, 608

W.1.e. Provide a concluding statement or section that follows from and supports the argument presented.

SE/TE: Letter to the Editor: Student Model (conclusion), 536; Persuasive Essay: Student Model (conclusion), 610

W.2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

W.2.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: Cause-and-Effect Essay: Narrow your topic, 201, Clarify your analysis, 202; Problem-and-Solution Essay: Evaluate possible solutions, 421, Write outline, 422; Research Report: Thesis statement, formulate, 1021, Lists, make, 1022, Graphic aids, use, 1023, Coherence, strengthen, 1025; Technical Document: Meeting, gather details/explain process, 1146, 1147, Examples, use, 1148

W.2.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

SE/TE: Cause-and-Effect Essay: Make a cause-and-effect chart, 201, Color-code to identify related details, 204; Problem-and-Solution Essay: Evaluate possible solutions, 421, Stick to the facts, 422; Research Report: Sources, primary/secondary, scan/review, 1021, Source cards, create, 1022, Facts, document source, 1023, Print work, cite sources, 1026; Technical Document: Meeting, gather details/explain process, 1146, 1147, Examples, use, 1148

W.2.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

SE/TE: Cause-and-Effect Essay: Use clear transitions, 202; also see: Problem-and-Solution Essay: Create essay map, 422; Technical Document: Organization check for logical, 1148

W.2.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

SE/TE: Cause-and-Effect Essay: Look for careless repetition, 204; Problem-and-Solution Essay: Replace dull words, 424; Research Report: Conciseness, omit/replace words for, 1025; Technical Document: Word choice, consider, 1147, Definitions, use, 1148




(Grade 10)



W.2.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

SE/TE: Problem-and-Solution Essay: evaluate tone and style, 424; Research Report: Revise for conciseness, 1025, Sources, use/credit, 1023, MLA style, use, 1026; also see: Technical Document: Technical terms, identify, 1147, Clarification, underline information needing, 1148

W.2.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

SE/TE: For related material see: Conclusion (model), 426; Conclusion, evaluate evidence, 575

W.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.3.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

SE/TE: Autobiographical Narrative: Pace the action, 109; Short Story: Imagining the plot, 329, Make plot diagram, 330

W.3.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: For related material see: Autobiographical Narrative: Bring the story full circle (model), 112

Production and Distribution of Writing

W.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing Workshop: Autobiographical Narrative, 108–113, Cause-and-Effect Essay, 200–207, Short Story, 328–333, Problem-and-Solution Essay, 420–427, Letter to the Editor, 532–537, Persuasive Essay, 604–611, Descriptive Essay, 708–713, Analytical Response to Literature, 768–775, Reflective Essay, 878–883, Research Report, 1020–1031, Technical Document, 1146–1151, Comparison-and-Contrast Essay, 1242–1249; also see: Writing, 57, 87, 151, 179, 267, 295, 367, 399, 485, 509, 555, 575, 669, 691, 731, 749, 835, 861, 1004, 1005, 1089, 1119, 1187, 1219; Timed Writing, 95, 187, 305, 407, 517, 583, 699, 757, 867, 1013, 1127, 1227; Writing to Compare Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241

Research to Build Knowledge

W.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

SE/TE: Research and Technology: Identify your sources, 606; Research Report: Notes, review, 1021, Sources, use variety, 1022, Facts, document source, 1023, Print work, cite sources, 1026; also see: Informational Texts: web site, primary source, 182–187, research source, course catalog, 578–583, atlas, magazine article, 752–757




(Grade 10)



Range of Writing

W.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SE/TE: Writing Workshop: Autobiographical Narrative, 108–113, Cause-and-Effect Essay, 200–207, Short Story, 328–333, Problem-and-Solution Essay, 420–427, Letter to the Editor, 532–537, Persuasive Essay, 604–611, Descriptive Essay, 708–713, Analytical Response to Literature, 768–775, Reflective Essay, 878–883, Research Report, 1020–1031, Technical Document, 1146–1151, Comparison-and-Contrast Essay, 1242–1249; also see: Writing, 57, 87, 151, 179, 267, 295, 367, 399, 485, 509, 555, 575, 669, 691, 731, 749, 835, 861, 1004, 1005, 1089, 1119, 1187, 1219; Timed Writing, 95, 187, 305, 407, 517, 583, 699, 757, 867, 1013, 1127, 1227; Writing to Compare Literary Works, 107, 199, 327, 419, 531, 603, 707, 767, 877, 1019, 1145, 1241

Speaking and Listening Standards


Comprehension and Collaboration

SL.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SL.1.a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

SE/TE: Listening and Speaking: Problem-solving group, 151, Details: note (in discussion), 209, 1033, Debate, 555, 777

SL.1.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SE/TE: Peer review, use, 204, 424, 608, 772, 1025, 1246; also see: Listening and Speaking: Problem-solving group, 151, Details: note (in discussion), 209, 1033, Debate, 555, 777

SL.1.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SE/TE: Listening and Speaking: Interview, 57, 1251, Questions, ask/answer, 151, 780, 1251, Debate, 555, 777

SL.1.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

SE/TE: Listening and Speaking: Problem-solving group, 151, Details: note (in discussion), 209, 1033, Debate, 555, 777; also see: Peer review, use, 204, 424, 608, 772, 1025, 1246;




(Grade 10)



SL.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SE/TE: Communications Workshop: Delivering a Multimedia Presentation, 1036; Writing Workshop: Publishing and Presenting, 713; Research and Technology: Daily Observation Journal, 87; Visual Arts Presentation, 749; Multimedia Presentation, 1005

SL.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE/TE: Communications Workshop: Analyzing Media Presentations, 212, Viewing and Evaluating a Speech, 432, Comparing Media Coverage, 1254; also see: Listening and Speaking: Debate, 555, 777

Presentation of Knowledge and Ideas

SL.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SE/TE: Communications Workshop: Delivering a Persuasive Speech, 616, Delivering a Multimedia Presentation, 1036; also see: Listening and Speaking: Persuasive speech, 485, Mock trial, 861, Report, oral, 835

SL.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SE/TE: Communications Workshop: Delivering a Multimedia Presentation, 1036; Writing Workshop: Publishing and Presenting, 713; Research and Technology: Daily Observation Journal, 87; Visual Arts Presentation, 749; Multimedia Presentation, 1005

SL.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: Communications Workshop: Delivering a Persuasive Speech, 616, Delivering a Multimedia Presentation, 1036; also see: Listening and Speaking: Persuasive speech, 485, Mock trial, 861, Report, oral, 835

Language Standards


Conventions of Standard English

L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.2.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

SE/TE: Semicolons, 1218, R53; also see: Grammar: Simple and Compound Sentences, 1088; Complex and Compound-Complex Sentences, 1118

L.2.b. Use a colon to introduce a list or quotation.

SE/TE: Colons, 1218, R53

L.2.c. Spell correctly. SE/TE: Spelling, focus on, 333, 611, 713, 775, 1151




(Grade 10)



Vocabulary Acquisition and Use

L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

L.4.c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

SE/TE: Vocabulary Workshop: Dictionary and Thesaurus, 210–211; also see: Dictionary, use, 295, 614, 731, 835; Biographical dictionary, use, 1219

L.4.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

SE/TE: Vocabulary Workshop: Dictionary and Thesaurus, 210–211; also see: Dictionary, use, 295, 614, 731, 835; Biographical dictionary, use, 1219

L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.5.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

SE/TE: Figures of speech, 630, 715

L.5.b. Analyze nuances in the meaning of words with similar denotations.

SE/TE: For related material see: Vocabulary Workshop: Words With Multiple Meanings, 614–615, Connotation and Denotation, 778–779


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