ABOUT THE COLLEGE BOARD Th e College Board is a mission-driven not-for-profi t organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 6,000 of the world’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT® and the Advanced Placement Program®. Th e organization also serves the education community through research and advocacy on behalf of students, educators and schools. For further information, visit www.collegeboard.com.

ISBN: 978-1-4573-0839-0

© 2018 Th e College Board. College Board, Advanced Placement Program, AP, AP Central, AP Vertical Teams, CollegeEd, connect to college success, Pre-AP, SAT, SpringBoard, and the acorn logo are registered trademarks of the College Board. College Board Standards for College Success and English Textual Power are trademarks owned by the College Board. PSAT/NMSQT is a registered trademark of the College Board and National Merit Scholarship Corporation. Microsoft is a registered trademark of Microsoft Corporation. All other products and services may be trademarks of their respective owners.

Common Core State Standards © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Offi cers. All rights reserved.

1 2 3 4 5 6 7 8 18 19 20 21 22 23 24 Printed in the United States of America

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ACKNOWLEDGMENTS Th e College Board gratefully acknowledges the outstanding work of the classroom teachers and writers who have been integral to the development of this revised program. Th e end product is testimony to their expertise, understanding of student learning needs, and dedication to rigorous and accessible English Language Arts instruction.

Colleen AncrileEnglish TeacherLos Angeles Unifi ed School DistrictSun Valley, California

Leia BellEnglish TeacherHillsborough County Public SchoolsTampa, Florida

Alli BennettAssistant PrincipalBethel School District 403Spanaway, Washington

Jessica BrockmanEnglish TeacherHillsborough County Public SchoolsTampa, Florida

Kirstin A. DanielsEnglish TeacherSunnyside Unifi ed School DistrictTucson, Arizona

Paul DeMaretSpringBoard/AP English TeacherPoudre School DistrictFort Collins, Colorado

Allison FonsecaEnglish TeacherHillsborough County Public SchoolsTampa, Florida

Karen FullamAdvanced Academics CoordinatorHillsborough County Public SchoolsTampa, Florida

Ron LybargerEnglish Teacher/Department HeadDecatur Public School District #61Decatur, Illinois

Glenn MorganEnglish TeacherSan Diego Unifi ed School DistrictSan Diego, California

Michelle NellonEnglish TeacherLos Angeles Unifi ed School DistrictSun Valley, California

Carmen P. Padilla, M.Ed.English TeacherLos Angeles Unifi ed School DistrictLos Angeles, California

Bryan Craig Sandala6–12 ELA SpecialistSchool District of Palm Beach CountyWest Palm Beach, Florida

Stephanie SharpeEnglish TeacherHillsborough County Public SchoolsTampa, Florida

Holly TalleyWriting CoachHillsborough County Public SchoolsRuskin, Florida

Susan Van DorenEnglish/AP English Language/AP Computer Science TeacherDouglas County School DistrictZephyr Cove, Nevada

Rebecca WenrichEnglish TeacherPeninsula School District 401Gig Harbor, Washington

Tom WilkinsEnglish TeacherFayette County Public SchoolsLexington, Kentucky

SPRINGBOARD ENGLISH LANGUAGE ARTSLori O’DeaExecutive DirectorContent Development

Doug WaughExecutive DirectorProduct Management

Joely NegedlySenior DirectorHumanities Curriculum and Instruction

JoEllen VictoreenSenior Product ManagerEnglish Language Arts

Julie ManleySenior DirectorProfessional Learning

Sarah BalistreriDirectorELA Content Development

Eden OrlandoSpringBoard District Coach

Jacquelyn GomezDistrict Instructional Coach

Jennifer DuvaEnglish Language Arts Editor

Rebecca GrudzinaEnglish Language Arts Editor

Spencer GonçalvesAssociate DirectorSpringBoard Content Development

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RESEARCH AND PLANNING ADVISORS We also wish to thank the members of our SpringBoard Advisory Council and the many educators who gave generously of their time and their ideas as we conducted research for both the print and online programs. Your suggestions and reactions to ideas helped immeasurably as we planned the revisions. We gratefully acknowledge the teachers and administrators in the following districts.

Bellevue School District 405Bellevue, Washington

Fresno Unifi ed School DistrictFresno, California

Hawaii State Department of EducationHonolulu, Hawaii

Hillsborough County Public SchoolsTampa, Florida

Kenton County School DistrictFort Wright, Kentucky

Los Angeles Unifi ed School DistrictLos Angeles, California

Milwaukee Public SchoolsMilwaukee, Wisconsin

Newton County SchoolsCovington, Georgia

Noblesville SchoolsNoblesville, Indiana

Orange County Public SchoolsOrlando, Florida

Quakertown Community School DistrictQuakertown, Pennsylvania

St. Vrain School DistrictLongmont, Colorado

San José Unifi ed School DistrictSan José, California

Scottsdale Public SchoolsPhoenix, Arizona

Seminole County Public SchoolsSanford, Florida

Spokane Public SchoolsSpokane, Washington

Sunnyside Unifi ed School DistrictTucson, Arizona

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10 ContentsContents

To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiCollege and Career Readiness Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv

Unit 1

Activities

1.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.2 Exploring Culture and Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.3 Exploring Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Informational Text: “What Is Cultural Identity?” by Elise Trumbull and Maria PachecoPersonal Essay: “Ethnic Hash,” by Patricia J. Williams

1.4 Language and Writer’s Craft: Syntax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181.5 “Two Kinds” of Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Novel: “Two Kinds,” from The Joy Luck Club, by Amy Tan1.6 Two Perspectives on Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Biography: from Frida, a Biography of Frida Kahlo, by Hayden HerreraArt: Self-Portrait on the Borderline Between Mexico and the United States, by Frida Kahlo

Introducing the Strategy: OPTICPoetry: “Legal Alien,” by Pat Mora

1.7 Connecting Cultural Identity to Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Memoir: “By Any Other Name,” by Santha Rama Rau

Language Checkpoint: Using Parallel Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511.8 Consulting with a Mentor (Text) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Interview/Essay: “Multiculturalism Explained in One Word: HAPA,” by Kristen Lee

Embedded Assessment 1: Writing About My Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

1.9 Previewing Embedded Assessment 2 and Preparing for a Writing Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . 59 1.10 Colliding Worlds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Essay: “Where Worlds Collide,” by Pico Iyer

Language Checkpoint: Using Punctuation Within Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 681.11 Perspectives on Heritage: Poetry and Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Poetry: “My Mother Pieced Quilts,” by Teresa Palomo AcostaShort Story: “Everyday Use,” by Alice Walker

1.12 Perspectives on Heritage: Nonfiction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88Personal Essay: “Two Ways to Belong in America,” by Bharati Mukherjee

1.13 Argumentation in “An Indian Father’s Plea” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Essay: “An Indian Father’s Plea,” by Robert Lake

1.14 Synthesis: Drafting Your Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1031.15 Synthesis: Presenting Your Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Embedded Assessment 2: Writing a Synthesis Paper  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Cultural Conversations

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Unit 2

Activities2.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1122.2 Images of Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Poetry: “Where I’m From,” by George Ella Lyon2.3 Cultural Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Memoir: Excerpt from Funny in Farsi, by Firoozeh Dumas2.4 Author’s Stylebook: Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Autobiography: Excerpt from Kaffir Boy, by Mark Mathabane2.5 Author’s Stylebook: Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Essay: “Pick One,” by David MatthewsLanguage Checkpoint: Using Subordination and Coordination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134

2.6 Author’s Stylebook: Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138Essay: Excerpt from “If You Are What You Eat, Then What Am I?” by Geeta Kothari

2.7 Elements of a Graphic Novel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142Graphic Novel: Excerpt from Persepolis, by Marjane Satrapi

2.8 Telling a Story with Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Poetry: “Woman with Kite,” by Chitra Banerjee DivakaruniPoetry: “Grape Sherbet,” by Rita Dove

2.9 Struggling with Identity: Rethinking Persona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Memoir: Excerpt from The Hunger of Memory, by Richard Rodriguez

Introducing the Strategy: Socratic Seminar2.10 Changes in Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

Essay: “Thanksgiving: A Personal History,” by Jennifer New

Embedded Assessment 1: Writing a Narrative  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174

2.11 Previewing Embedded Assessment 2 and Thinking About Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1762.12 Justice and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178

Editorial: “Time to Assert American Values,” from The New York TimesArticle: “Rough Justice,” by Alejandro Reyes

2.13 Taking a Stand on Justice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186Speech: Excerpt from “On Civil Disobedience,” by Mohandas K. Gandhi

2.14 Taking a Stand on Legal Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190Speech: “On Surrender at Bear Paw Mountain, 1877,” by Chief JosephSpeech: “On Women’s Right to Vote,” by Susan B. Anthony

2.15 Taking a Stand Against Hunger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194Proclamation: “Declaration of the Rights of the Child”Essay: “School’s Out for Summer,” by Anna Quindlen

2.16 Taking a Stand on Truth and Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203Speech: Excerpt from “One Word of Truth Outweighs the World,” by Aleksandr SolzhenitsynSpeech: Excerpt from “Hope, Despair, and Memory,” Nobel Lecture by Elie Wiesel

2.17 Taking a Stand Against Exploitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210Editorial: “Diners Should Pay Attention to Workers, Not Just the Food,” by Kathleen Kingsbury

Embedded Assessment 2: Creating an Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

Cultural Perspectives

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Unit 3

Activities3.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2203.2 Proverbs and Folktales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2213.3 Researching Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223

*Novel: Things Fall Apart, by Chinua Achebe3.4 Culture Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225

*Novel: Things Fall Apart, by Chinua Achebe3.5 Father and Son . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

*Novel: Things Fall Apart, by Chinua Achebe (Chapters 1–4)3.6 Character in Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231

*Novel: Things Fall Apart, by Chinua Achebe (Chapters 1–4)3.7 Family Ties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 233

*Novel: Things Fall Apart, by Chinua Achebe (Chapters 5–6)3.8 Sacrificial Son . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

*Novel: Things Fall Apart, by Chinua Achebe (Chapters 7–8)3.9 Cultural Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239

*Novel: Things Fall Apart, by Chinua Achebe (Chapters 9)

Embedded Assessment 1: Researching and Comparing Pre- and Postcolonial Ibo Culture . . . . . . . . . . . . . . . . . . 241

3.10 Previewing Embedded Assessment 2 and Creating a Tableau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2433.11 Ibo Norms and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

*Novel: Things Fall Apart, by Chinua Achebe (Chapters 10)3.12 RAFTing with Chielo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248

*Novel: Things Fall Apart, by Chinua Achebe (Chapters 11–12)Introducing the Strategy: RAFT

3.13 Acts of Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250*Novel: Things Fall Apart, by Chinua Achebe (Chapters 13)

3.14 Gender Views . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251*Novel: Things Fall Apart, by Chinua Achebe (Chapters 14)

3.15 A Tragic Hero? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253*Novel: Things Fall Apart, by Chinua Achebe (Chapters 15)

3.16 Colliding Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 255*Novel: Things Fall Apart, by Chinua Achebe (Chapters 16–19)

3.17 Cultural Misunderstandings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 257*Novel: Things Fall Apart, by Chinua Achebe (Chapters 20–22)

3.18 Poetic Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259Novel: Excerpt from Things Fall Apart, by Chinua AchebePoetry: “Prayer to the Masks,” by Léopold Sédar SenghorPoetry: “The Second Coming,” by William Butler Yeats

Cultures in Conflict

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3.19 A Letter to the District Commissioner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264*Novel: Things Fall Apart, by Chinua Achebe (Chapters 23–25)Novel: Excerpts from Things Fall Apart, by Chinua AchebeLanguage Checkpoint: Using Noun Agreement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266

3.20 The Author’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268Interview: “An African Voice,” by Katie Bacon

Embedded Assessment 2: Writing a Literary Analysis Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 279

Unit 4

Activities4.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2844.2 Characterization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2854.3 Voices from Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 287

Drama: Excerpt from The Tragedy of Romeo and Juliet, by William Shakespeare4.4 Original Monologues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293

Novel: Excerpt from White Teeth, by Zadie Smith4.5 Reflecting on Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2964.6 Oral Interpretation of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298

Dramatic Monologue: Excerpt from The Tragedy of Julius Caesar, by William ShakespeareDramatic Monologue: Excerpt from Les Miserables, by Victor Hugo Dramatic Monologue: Excerpt from Oedipus Rex, by Sophocles

Embedded Assessment 1: Presenting an Oral Interpretation of Literature  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307

4.7 Previewing Embedded Assessment 2 and Introducing Greek Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 309 4.8 A Tragic Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 311 4.9 Soul Sisters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316

Drama: Antigone, by Sophocles4.10 Chorus Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 322

Drama: Antigone, by Sophocles4.11 Enter the King . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326

Drama: Antigone, by Sophocles4.12 Conflicting Motivations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 335

Drama: Antigone, by Sophocles Language Checkpoint: Recognizing Frequently Confused Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347

4.13 An Epic Foil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351Drama: Antigone, by Sophocles

4.14 Odes to Love and Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359Drama: Antigone, by Sophocles

4.15 Tragic Hero . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368Drama: Antigone, by Sophocles

Embedded Assessment 2: Writing a Literary Analysis Essay on Characterization and Theme  . . . . . . . . . . . . . . . 383

LC

Dramatic Justice

LC

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Contents ix

CONTENTS

continued

Unit 5

Activities5.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3885.2 The Call to Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389

Song: “I Need to Wake Up,” by Melissa Etheridge*Video: “I Need to Wake Up,” by Melissa Etheridge (available online)

5.3 Throwing Light on the Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395*Film: Bend It Like Beckham, directed by Gurinder Chadha

5.4 That’s Just the Way It Is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397*Film: Life in the Freezer: The Big Freeze (1993), written by Sir David Attenborough and directed by Alastair Fothergill*Film: March of the Penguins (2005), directed by Luc Jacquet

5.5 Previewing The 11th Hour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401*Film: The 11th Hour (2007), directed by Nadia Conners and Leila Conners Petersen

5.6 The Nature of the Problem: Evaluating Causal Claims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404*Film: The 11th Hour (2007), directed by Nadia Conners and Leila Conners Petersen

5.7 The Art of Objectivity: Writing an Effective Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407*Film: The 11th Hour (2007), directed by Nadia Conners and Leila Conners Petersen

5.8 Questioning Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 410*Film: The 11th Hour (2007), directed by Nadia Conners and Leila Conners Petersen

5.9 The Ethics of Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 412Article: “DiCaprio Sheds Light on 11th Hour,” by Scott Roxborough

Language Checkpoint: Recognizing Conventional Expression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4195.10 Refutation and Reputation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421

*Film: The 11th Hour (2007), directed by Nadia Conners and Leila Conners PetersenSpeech: Excerpt from “Global Warming Alarmism Reaches a ‘Tipping Point,’” by Senator James InhofeArticle: “Global Warming: No Urgent Danger; No Quick Fix,” by Patrick J. MichaelsArticle: “Jeremy Clarkson and Michael O’Leary Won’t Listen to Green Clichés and Complaints about Polar Bears,” by George Marshall

5.11 Exploring One Conflict Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 435Article: “A Roaring Battle Over Sea Lions,” by Bill Hewitt

5.12 A World of Conflicts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4405.13 What’s at Stake? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443

Press Release: “The HSUS and Wild Fish Conservancy File Suit to Stop Sea Lion Killing at Bonneville Dam,” by The Humane Society of the United States and the Wild Fish Conservancy Editorial: “Sea lions vs. salmon: Restore balance and common sense,” by Fidelia Andy

5.14 What’s at Stake? Part Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4505.15 Crafting Your Position Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4555.16 Language and Writer’s Craft: Documenting Your Claims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458

Embedded Assessment 1: Presenting a Solution to an Environmental Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . 463

Building Cultural Bridges

LC

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CONTENTS

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5.17 Previewing Embedded Assessment 2 and Documentary Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4655.18 Setting the Mode and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4685.19 Documentary Film Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4715.20 Arguments with Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 476

Embedded Assessment 2: Representing an Argument in a Documentary Film  . . . . . . . . . . . . . . . . . . . . . . . . . . . . 479

Resources

Independent Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483

SpringBoard Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 490

Graphic Organizers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 496

English-Spanish Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541

Index of Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .555

Index of Authors and Titles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 560

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 562

*Texts not included in these materials.

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To the Student xi

WELCOME TO SPRINGBOARD!

Dear Student,

Welcome to the SpringBoard program! Th is program has been created with you in mind: it contains the English Language Arts content you need to learn, the tools to help you learn, and tasks to strengthen the critical thinking skills that will help you succeed in high school and beyond.

In SpringBoard, you will explore compelling themes through reading, writing, discussions, performances, and research. You will closely read short stories, novels, poems, historical texts, and articles. You’ll also view and interpret fi lms, plays, and audio texts while comparing them to their related print versions. With frequent opportunities to write creatively and analytically throughout the program, you will develop fl uency, research skills, and an understanding of how to craft your writing based on audience and purpose. Th rough collaborative discussions, presentations, performances, and debates with your peers, you will deepen your understanding of the texts you’ve read and viewed and learn how to convey your ideas with clarity and voice.

Tools to help you learn are built into every lesson. At the beginning of each activity, you will see suggested learning strategies, each of which is explained in full in the Resources section of your book. Th ese strategies will help you deeply analyze text, collect evidence for your writing, and critically think about and discuss issues and ideas. Within the activities, you’ll also notice explanations about essential vocabulary and grammar concepts that will enrich your ability to read and write eff ectively.

High school is the time to challenge yourself to develop skills and habits you need to be successful throughout your academic life and career. Th e SpringBoard program provides you with meaningful and engaging activities built on the rigorous standards that lead to college and career success. Your participation in SpringBoard will help you advance your reading, writing, language, and speaking and listening skills, all while helping you build confi dence in your ability to succeed academically.

We hope you enjoy learning with the SpringBoard program. It will give you many opportunities to explore ideas and issues collaboratively and independently and to cultivate new skills as you prepare for your future.

Sincerely,

SpringBoard

To the StudentTo the Student

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xii SpringBoard® English Language Arts Grade 10

AP CONNECTIONSWhen you reach high school, you may have an opportunity to take Advanced Placement (AP) classes or other rigorous courses. When the time comes to make that decision, we want you to be equipped with the kind of higher-order thinking skills, knowledge, and behaviors necessary to be successful in AP classes and beyond. You will see connections to AP in the texts that you read, the strategies you use, and the writing tasks you encounter throughout the course.

Connections to AP Language and Literature will help you:

• Read closely and analyze both literary and nonfi ction texts.

• Analyze relationships among author’s purpose, literary/stylistic devices, rhetorical appeals, and desired eff ects for intended audiences.

• Write with attention to selecting textual evidence and organizational patterns according to purpose and audience.

• Write to interpret and evaluate multiple perspectives in literature.

• Develop the control of language and command of conventions required for academic writing.

PSAT/SAT CONNECTIONSSometime during the course of your academic career, you will likely be expected to take a college readiness test like the PSAT or SAT. Many colleges require applicants to submit SAT scores along with their school transcripts and essays, and a good PSAT score can lead to scholarships and other awards. Th e SAT suite is designed to predict which students are on track to leave secondary school and enter college or a career. Your SpringBoard ELA coursework will help you succeed on the Reading, Writing and Language, and Essay tests.

Th e PSAT/SAT will require you to:

• Read, analyze, and use reasoning to comprehend challenging literary and informational texts to demonstrate and expand your knowledge and understanding.

• Revise and edit texts for expression of ideas and to show facility with a core set of grammar, usage, and punctuation conventions.

• Make careful and considered use of evidence as you read and write.

• Reveal an understanding of relevant words in context and of how word choice helps shape meaning and tone.

THE SPRINGBOARD DIFFERENCESpringBoard is diff erent because it provides instruction with hands-on participation that involves you and your classmates in daily discussions and analysis of what you’re reading and learning. You will have an opportunity to:

• Discuss and collaborate with your peers to explore and express your ideas.

• Explore multiple perspectives by reading a variety of texts—both fi ction and nonfi ction—that introduce you to diff erent ways of thinking, writing, and communicating.

• Examine writing from the perspective of a reader and writer and learn techniques that good writers use to communicate their message eff ectively.

• Gain a deep understanding of topics, enabling you to apply your learning to new and varied situations.

• Take ownership of your learning by practicing and selecting strategies that work for you.

• Refl ect on your growth and showcase your best work as a reader, writer, speaker, and listener in a working Portfolio.

HIGH SCHOOL AT A GLANCEGrade 9Investigating the thematic concept of coming of age, you will read Harper Lee’s novel To Kill a Mockingbird; informational articles about college; short stories by Poe and Collier; historical articles about segregation; poetry by Wordsworth, Neruda, Lorde, and Silko; and Shakespeare’s Romeo and Juliet. From your reading, you will gather evidence from texts and incorporate it

TO THE STUDENTcontinued

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To the Student xiii

continued

in written and oral responses, including a presentation using multiple forms of media.

You will encounter more varied and complex writing in this grade as you write in a variety of modes including argumentative, explanatory, and narrative writing. Film texts are a large part of Grade 9 activities. In Unit 2, you will study a fi lm director’s style and analyze how style is evident in the transformation of print texts to fi lms. In Unit 5, you will study Romeo and Juliet and analyze how key scenes are represented in multiple fi lm versions as well as the print text.

Grade 10In this grade, you will explore the thematic concept of culture. Texts include Chinua Achebe’s Th ings Fall Apart, Sophocles’ Antigone, Susan B. Anthony’s “On Women’s Right to Vote,” and the Nobel Prize acceptance speeches of Alexander Solzhenitsyn and Elie Wiesel. You will be challenged to use evidence from these texts in both your written and oral responses. For example, you will study the extent to which one’s culture infl uences one’s worldview, and incorporate textual evidence in a written argument. Research plays a role as you investigate the Ibo culture represented in Th ings Fall Apart and present your fi ndings in a collaborative presentation using digital media.

Film texts play a role when you analyze the degree of objectivity and subjectivity present in documentary fi lms while also gathering evidence about environmental issues.

Grade 11In this grade, you will explore concepts that have shaped American thought and discourse since its revolution through the study of American literature and rhetoric. You will read foundational U.S. documents such as Lincoln’s Second Inaugural Address and Th e Declaration of Independence, essays by Ralph Waldo Emerson and Henry David Th oreau, and poetry by Langston Hughes and Walt Whitman. You will also read full-length works from the 20th century: Arthur Miller’s drama Th e Crucible, Jon Krakauer’s Into the Wild, and Zora Neale Hurston’s Th eir Eyes Were Watching God. Th ese texts will help you gather evidence to incorporate in writing, speeches, performances, and presentations about the

American Dream, what it means to be an American, the freedom of speech, the role of media in a democracy, and literary movements like Transcendentalism and the Harlem Renaissance.

You will compare print and fi lm versions of Th eir Eyes Were Watching God, and study various features of news outlets while working collaboratively to create your own news collection of news pieces.

Grade 12Your SpringBoard journey culminates in Grade 12 with a year-long focus on using literary theory to analyze complex texts through multiple perspectives. You will encounter James Baldwin’s “Stranger in the Village,” George Orwell’s “Shooting an Elephant,” Shakespeare’s Othello, and George Bernard Shaw’s Pygmalion. Th roughout the level, you will learn about and apply Archetypal, Cultural, Feminist, Historical, Marxist, and Reader Response Criticism to both literary and informational texts. You will also use your knowledge of these theories to shed new light on fi lm, photography, and media coverage of newsworthy events, including Hurricane Katrina.

Senior English off ers many opportunities for you to synthesize your learning through rigorous writing and speaking tasks. Independent research, fi lm study, and presentations go hand in hand with your study of print texts, and allow you to develop complex and nuanced understandings of the texts, fi lms, and issues in the course.

CLASSROOM TOOLSAs you move through each SpringBoard unit, your teacher will guide you to use tools that will help you develop strong study habits, keep your work organized, and track your learning progress.

Reader/Writer NotebookYour Reader/Writer Notebook is a place to record and keep track of vocabulary words, grammar practice, notes and refl ections on readings, some writing assignments, brainstorms, and other items as determined by your teacher. You will use your Reader/Writer Notebook oft en, so think of it as an extension of the main SpringBoard book.

TO THE STUDENT

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xiv SpringBoard® English Language Arts Grade 10

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Word WallYour teacher will regularly add new vocabulary words to the class Word Wall. Th e Word Wall gives you and your classmates a visual reminder of the words you are learning throughout the unit of study. Also, you can use the Word Wall to easily check the spelling of new words.

Performance PortfolioYour Performance Portfolio is a place to keep your assignments organized so that you can see your growth and learning across the school year. Keeping a portfolio will make it easier to share your work with others, refl ect on what you are learning, revise certain pieces of work, and set goals for future learning.

Your teacher will guide you to include items in your portfolio that illustrate a wide range of work, such as fi rst draft s, fi nal draft s, quickwrites, notes, reading logs, graphic organizers, audio and video examples, and graphics that represent a variety of genres, forms, and media created for a multitude of purposes. As you progress through the course, you will have opportunities to revisit prior work, revise it based on new learning, and refl ect on the learning strategies and activities that help you be successful.

Independent ReadingBased on your personal interests and preferences, you will be encouraged to select books, articles, and other texts to read independently. Reading independently not only reinforces the learning you’re doing in class, but it also gives you a chance to expand your knowledge about topics that fascinate you.

You can fi nd Independent Reading Lists in the Resources section at the back of your book. Th e lists provide ideas for texts that complement the reading you’re doing in each SpringBoard unit. Th ese are suggestions to get you started, but you may also choose other readings with input from your teacher, family, and peers.

While you work your way through each SpringBoard unit, your teacher will give you time to read independently. You can record general thoughts or reactions to your independent reading in the Independent Reading Log in the Resources section of your book. You may also use the Independent Reading Log to respond to the occasional Independent Reading Links that you’ll encounter in each SpringBoard unit. Th ese links prompt you to think about your independent reading by responding to questions, doing research, making connections between texts and themes, discussing ideas in book groups, and recommending titles to your classmates.

We hope you enjoy exploring the texts, topics, and themes in SpringBoard and that you feel inspired to deepen your reading, writing, speaking, and analytic skills through the program.

TO THE STUDENTcontinued

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College and Career Readiness Standards xv

Reading Standards for Literature

Key Ideas and Details

RL.9–10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.9–10.2 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.

RL.9–10.3 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.

Craft and Structure

RL.9–10.4 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).

RL.9–10.5 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.

RL.9–10.6 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.

Integration of Knowledge and Ideas

RL.9–10.7 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).

RL.9–10.8 (Not applicable to literature)

RL.9–10.9 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).

Range of Reading and Level of Text Complexity

RL.9–10.10 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.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

GRADES 9–10

College and Career Readiness StandardsCollege and Career Readiness Standards

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xvi SpringBoard® English Language Arts Grade 10

Reading Standards for Informational Text

Key Ideas and Details

RI.9–10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.9–10.2 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.

RI.9–10.3 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.

Craft and Structure

RI.9–10.4 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).

RI.9–10.5 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).

RI.9–10.6 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.

Integration of Knowledge and Ideas

RI.9–10.7 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.

RI.9–10.8 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.

RI.9–10.9 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.

Range of Reading and Level of Text Complexity

RI.9–10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.

COLLEGE AND CAREER READINESS STANDARDS

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College and Career Readiness Standards xvii

Writing Standards

Text Types and Purposes

W.9–10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.9–10.1a 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.

W.9–10.1b 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.

W.9–10.1c 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.

W.9–10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

W.9–10.1e Provide a concluding statement or section that follows from and supports the argument presented.

W.9–10.2 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.9–10.2a 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.

W.9–10.2b 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.

W.9–10.2c Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

W.9–10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic.

W.9–10.2e Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

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xviii SpringBoard® English Language Arts Grade 10

Writing Standards

Text Types and Purposes

W.9–10.2f 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).

W.9–10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

W.9–10.3a 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.

W.9–10.3b Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

W.9–10.3c Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

W.9–10.3d Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

W.9–10.3e Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing

W.9–10.4 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.)

W.9–10.5 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. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

W.9–10.6 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.

Research to Build and Present Knowledge

W.9–10.7 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.

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College and Career Readiness Standards xix

Writing Standards

Research to Build and Present Knowledge

W.9–10.8 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.

W.9–10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.9–10.9a 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]”).

W.9–10.9b 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”).

Range of Writing

W.9–10.10 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.

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xx SpringBoard® English Language Arts Grade 10

Speaking and Listening Standards

Comprehension and Collaboration

SL.9–10.1 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.9–10.1a 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.

SL.9–10.1b 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.

SL.9–10.1c 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.

SL.9–10.1d 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.

SL.9–10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SL.9–10.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

SL.9–10.4 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.

SL.9–10.5 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.

SL.9–10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

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College and Career Readiness Standards xxi

Language Standards

Conventions of Standard English

L.9–10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.9–10.1a Use parallel structure.*

L.9–10.1b 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.

L.9–10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.9–10.2a Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

L.9–10.2b Use a colon to introduce a list or quotation.

L.9–10.2c Spell correctly.

Knowledge of Language

L.9–10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.9–10.3a 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.

Vocabulary Acquisition and Use

L.9–10.4 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.9–10.4a 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.9–10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

L.9–10.4c 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.

L.9–10.4d 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).

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xxii SpringBoard® English Language Arts Grade 10

Language Standards

Vocabulary Acquisition and Use

L.9–10.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.9–10.5a Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

L.9–10.5b Analyze nuances in the meaning of words with similar denotations.

L.9–10.6 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.

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