California English-Language Arts Content Standards and ...assets.pearsonschool.com/correlations/CA_my...Good Life; Money: 440, The Golden Touch: 458, King Midas: 466–467, The Tempest:

A Correlation of

©2017

To the

California English-Language Arts Content Standards and

English Language Development Standards, Grade 10

Grade 10 Standards for Literature

STANDARD CODE Standard Print and Interactive Editions

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.

SE/TE: The Fall of the House of Usher: 32, Where Is Here?: 78, Diane Sawyer Interviews Malala Yousafzai: 321, Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 324, Civil Peace: 396, En El Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection; Caliban: 611

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.

SE/TE: beware: do not read this poem; The Raven; Windigo: 111, The Doll’s House: 209, Civil Peace: 396, 398, The Tempest: 570, They are hostile nations; Under a Certain Little Star: 631, Blind; The Blind Seer of Ambon; On His Blindness: 755–756

RL.9–10.3 Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SE/TE: Where Is Here?: 80, The Doll’s House: 210, Civil Peace: 396, 398, King Midas: 469, The Tempest: 553, En El Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection; Caliban: 612

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.

SE/TE: House Taken Over: 44, The Metamorphosis: 182, The Doll’s House: 210, Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 324, 334, Avarice; The Good Life; Money: 438, The Golden Touch: 457, The Tempest: 553, 585, View From the Empire State Building: 743, Blind; The Blind Seer of Ambon; On His Blindness: 755–756

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.

SE/TE: House Taken Over: 45, Where Is Here?: 78, beware: do not read this poem; The Raven; Windigo: 112, The Metamorphosis: 180, Sonnet, With Bird; Elliptical; Fences: 220, 222, The Necklace: 382, Avarice; The Good Life; Money: 440, The Golden Touch: 458, King Midas: 466–467, The Tempest: 532, 570, 584, 598–599, Oedipus the King: 700–701, 722, The Country of the Blind: 783–784

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.

SE/TE: House Taken Over: 44, The Doll’s House: 210, Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 332, The Censors: 341–342, Civil Peace: 396, The Tempest: 571

Correlation to myPerspectivesTM English Language ArtsThe following correlation shows points at which focused standards instruction is provided in the Student Edition. The Teacher’s Edition provides further opportunity to address standards through Personalize for Learning notes and additional resources available only in the Interactive Teacher’s Edition.

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Standards Correlation

Grade 10 Standards for Literature (continued)


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

SE/TE: House Taken Over: 48, The Golden Touch: 458, King Midas: 468, Oedipus the King: 727, Avarice; The Good Life; Money: 439

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).

SE/TE: Sonnet, With Bird; Elliptical; Fences: 222, King Midas: 468, En El Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection; Caliban: 612, They are hostile nations; Under a Certain Little Star: 632

Range of Reading and 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

SE/TE: The Fall of the House of Usher: 12, House Taken Over: 36, Where Is Here?: 68, beware: do not read this poem; The Raven; Windigo: 100, First-Read Guide: 118, 250, 354, 484, 648, 806, Close-Read Guide: 119, 251, 355, 485, 649, 807, The Metamorphosis: 136, The Doll’s House: 200, Sonnet, With Bird; Elliptical; Fences: 212, Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 324, 334, The Censors: 336, 342, The Necklace: 372, Civil Peace: 388, Material World: 402, Avarice; The Good Life; Money: 430, The Golden Touch: 442, King Midas: 460, The Tempest: 510, 534, 554, 572, 586, En El Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection; Caliban: 604, They are hostile nations; Under a Certain Little Star: 624, Oedipus the King: 672, 702, Blind; The Blind Seer of Ambon; On His Blindness: 746, The Country of the Blind: 758

T52


Grade 10 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.

SE/TE: How to Tell You’re Reading a Graphic Novel—In Pictures: 57, Encountering the Other: 243, Inaguaral Address: 291, Speech at the United Nations: 315, The Thrill of the Chase: 476

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.

SE/TE: Encountering the Other: 242, The “Four Freedoms Speech”: 278, Inaguaral Address: 288, Speech at the United Nations: 315, Let South Africa Show the World How to Forgive: 641, The Thrill of the Chase: 476

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.

SE/TE: Why Do Some Brains Enjoy Fear?: 96–97, Revenge of the Geeks: 230, Encountering the Other: 242, The “Four Freedoms Speech”: 278, Speech at the United Nations: 315, Material World: 406, The Thrill of the Chase: 477

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

SE/TE: How to Tell You’re Reading a Graphic Novel—In Pictures: 50, Revenge of the Geeks: 230, The “Four Freedoms Speech”: 280, Inaguaral Address: 291, In La Riconanda, Peru, Searching for Beauty in Ugliness: 428

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

SE/TE: Revenge of the Geeks: 229–230, The “Four Freedoms Speech”: 279, Inaguaral Address: 288, In La Riconanda,Peru, Searching for Beauty in Ugliness: 428, The Thrill of the Chase: 478, The Neglected Senses: 799

RI.9–10.5a Analyze the use of text features in functional workplace documents. SE/TE: Freedom of the Press 2015: 344

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.

SE/TE: The “Four Freedoms Speech”: 278, Inaguaral Address: 288, 290, Speech at the United Nations: 316, In La Riconanda,Peru, Searching for Beauty in Ugliness: 427, Let South Africa Show the World How to Forgive: 641

Integration of Knowledge and Ideas

RI.9–10.7 Analyze various accounts of a subject told in different mediums, determining which details are emphasized in each account.

SE/TE: Inaugaral Address: 288, 296, Diane Sawyer Interviews Malala Yousafzai: 318, 323

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.

SE/TE: Why Do Some Brains Enjoy Fear: 97, Revenge of the Geeks: 229, Encountering the Other: 242, The “Four Freedoms Speech”: 279, Speech at the United Nations: 316

RI.9–10.9 Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

SE/TE: The “Four Freedoms Speech”: 279, Inaguaral Address: 289

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.

SE/TE: How to Tell You’re Reading a Graphic Novel—In Pictures: 50, The Dream Collector: 82, Why Do Some Brains Enjoy Fear?: 90, First-Read Guide: 118, 250, 354, 484, 648, 806, Close-Read Guide: 119, 251, 355, 485, 649, 807, Franz Kafka and Metamorphosis: 186, Revenge of the Geeks: 224, Encountering the Other: 232, The “Four Freedoms Speech”: 268, Inaguaral Address: 282, 288, Speech at the United Nations: 308, In La Riconanda,Peru, Searching for Beauty in Ugliness: 418, The Thrill of the Chase: 470, Let South Africa Show the World How to Forgive: 634, View From the Empire State Building: 738, The Neglected Senses: 786

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Grade 10 Writing Standards


Text Types and Purpose

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.

SE/TE: The Metamorphosis: 182, Franz Kafka and Metamorphosis: 186, The Doll’s House: 211, Speech at the United Nations: 316

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.

SE/TE: Why Do Some Brians Enjoy Fear?: 97, The Doll’s House: 211, Whole Class Performance Task: 190–191, 614–615, Performance-Based Assessment: 253, 254, 652

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.

SE/TE: Whole Class Performance Task: 190-191, 614, 616, The Doll’s House: 211, Performance-Based Assessment: 254, 652

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.

SE/TE: Whole Class Performance Task: 190, 193, 614, 617, The Doll’s House: 211, Performance-Based Assessment: 254, 652

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.

SE/TE: Whole Class Performance Task: 190, 194, 614, 618, The Doll’s House: 211, Performance-Based Assessment: 254, 652

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

SE/TE: Whole Class Performance Task: 190, 614, The Doll’s House: 211, Performance-Based Assessment: 254, 652,

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.

SE/TE: House Taken Over: 49, Performance-Based Assessment: 121–122, 488, 651, Whole Class Performanced Task: 298, 408, The Necklace: 386, Civil Peace: 400, The Tempest: 533, En El Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection; Caliban: 613

W.9–10.2a Introduce a topic or thesis statement; 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: Whole Class Performance Task: 58–59, 299–300, 408-409, The Metamorphosis: 184, Performance-Based Assessment: 357–358, 487

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.

SE/TE: Whole Class Performance Task: 58–59, 62, 299–300, 408-409, The Metamorphosis: 184, Inaugaral Address: 293, Civil Peace: 400, Performance-Based Assessment: 358

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.

SE/TE: Whole Class Performance Task: 59, 60, 301, 412, The Metamorphosis: 184, Inaugaral Address: 293, Performance-Based Assessment: 358, Civil Peace: 400

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

SE/TE: Why Do Some Brains Enjoy Fear?: 98, Whole Class Performance Task: 59–60, 302–303, 408-409, Inaugaral Address: 293, Civil Peace: 400

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.

SE/TE: Whole Class Performance Task: 59–60, 302–303, 412, Inaugaral Address: 293, Performance-Based Assessment: 358, Civil Peace: 400

W.9–10.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.

SE/TE: Inaugaral Address: 293, Whole Class Performance Task: 59, 62, 300, 410, Performance-Based Assessment: 358, Civil Peace: 400

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Grade 10 Writing Standards (continued)


Text Types and Purpose (continued)

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.

SE/TE: Whole Class Performance Task: 59, 60, Where Is Here?: 81, Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 335, Avarice; The Good Life; Money: 441, The Tempest: 602, Oedipus the King: 726, Performance-Based Assessment: 809

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.

SE/TE: Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 335, Avarice; The Good Life; Money: 441, Whole Class Performance Task: 728, 730, Performance-Based Assessment: 809

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

SE/TE: Where Is Here?: 81, Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 335, Avarice; The Good Life; Money: 441, Whole Class Performance Task: 728–729

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

SE/TE: Caged Bird; Advice to Those Who Will Spend Time in Prison: 335, Avarice; The Good Life; Money: 441, Whole Class Performance Task: 728, 731

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.

SE/TE: Whole Class Performance Task: 61, Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 335, Avarice; The Good Life; Money: 441, Whole Class Performance Task: 728, 730

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.

SE/TE: Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 335, Avarice; The Good Life; Money: 441, Whole Class Performance Task: 728

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.

SE/TE: The Metamorphosis: 182, The Tempest: 602, Whole Class Performance Task: 619, They are hostile nations; Under a Certain Little Star: 633, Performance-Based Assessment: 654, Oedipus the King: 726

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.

SE/TE: Whole Class Performance Task: 62–63, 195, They are hostile nations; Under a Certain Little Star: 633, Performance-Based Assessment: 654

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.

SE/TE: Why Do Some Brains Enjoy Fear?: 99, Encountering the Other: 245, Freedom of the Press 2015: 349, Let South Africa Show the World How to Forgive: 643, View From the Empire State Building: 745

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.

SE/TE: Why Do Some Brains Enjoy Fear?: 99, Franz Kafka and Metamorphosis: 188, Encountering the Other: 245, Whole Class Performance Task: 298, Let South Africa Show the World How to Forgive: 634, View From the Empire State Building: 745

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 including footnotes and endnotes.

SE/TE: Franz Kafka and Metamorphosis: 188, Encountering the Other: 245, Whole Class Performance Task: 301–302, Freedom of the Press 2015: 349, Performance-Based Assessment: 358, In La Riconanda, Peru, Searching for Beauty in Ugliness: 429

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Grade 10 Writing Standards (continued)


Research to Build and Present Knowledge (continued)

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

SE/TE: House Taken Over: 48, Performance-Based Assessment: 122, 254, 358, 652, En El Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection; Caliban: 611, Whole Class Performance Task: 617, The Country of the Blind: 782

W.9–10.9a Apply grades 9–10 Reading standards to literature. SE/TE: The Fall of the House of Usher: 33, House Taken Over: 44, Where is Here?: 78, The Metamorphosis: 180, Caged Bird; Advice to Those Who Will Serve Time in Prison: 333, The Country of the Blind: 782

W.9–10.9b Apply grades 9–10 Reading standards to literary nonfiction. SE/TE: Revenge of the Geeks: 224, The “Four Freedoms Speech”: 278, Êncountering the Other: 242, Inaugaral Address: 288, Speech at the United Nations: 315, In La Riconanda, Peru, Searching for Beauty in Ugliness: 427

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.

SE/TE: House Taken Over: 49, The Metamorphosis: 184, 189, Whole Class Performance Task: 190–195, 299-302, 412-413, Diane Sawyer’s Interview with Malala Yousafzai: 323, The Censors: 342, Performance-Based Assessment: 358, Civil Peace: 400

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Grade 10 Speaking and Listening Standards


Comprehension and Collaboration

SL.9–10.1 Initiate and participate effectively in a range of collaborative discussions with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

SE/TE: beware: do not read this poem; The Raven; Windigo: 113, Share Your Independent Learning: 120, 356, 486, 650, 808, The Metamorphosis: 185, Franz Kafka and Metamorphosis: 189, The Censors: 343, Oedipus the King: 727, Blind; The Blind Seer of Ambon; On His Blindness: 757, The Neglected Senses: 801

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.

SE/TE: Where Is Here?: 79, beware: do not read this poem; The Raven; Windigo: 113, The Metamorphosis: 180, Franz Kafka and Metamorphosis: 189, Sonnet, With Bird; Elliptical; Fences: 220,The Thrill of the Chase: 479, Small Group Performance Task: 644

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.

SE/TE: beware: do not read this poem; The Raven; Windigo: 113, The Metamorphosis: 185, Franz Kafka and Metamorphosis: 189, A View from the Empire State Building: 745, Blind; The Blind Seer of Ambon; On His Blindness, 757

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.

SE/TE: The Metamorphosis: 185, Franz Kafka and Metamorphosis: 189, The Censors: 343, In La Riconanda, Peru, Searching for Beauty in Ugliness: 426, A View from the Empire State Building: 745, Blind; The Blind Seer of Ambon; On His Blindness, 757

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.

SE/TE: The Dream Collecter: 88, The Metamorphosis: 185, Franz Kafka and Metamorphosis: 189, Encountering the Other: 242, The Thrill of the Chase: 479, Small Group Performance Task: 645

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.

SE/TE: How to Tell You’re Reading a Graphic Novel—In Pictures: 57, The Dream Collector: 88, Why Do Some Brains Enjoy Fear?: 99, Material World: 407, Oedipus the King: 727, View From the Empire State Building: 745

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.

SE/TE: beware:do not read this poem; The Raven; Windigo: 112, The Metamorphosis: 185, Revenge of the Geeks: 231, The Tempest: 602, Blind; The Blind Seer of Ambon; On His Blindness: 757, The Neglected Senses: 801

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.

SE/TE: How to Tell You’re Reading a Graphic Novel—In Pictures: 57, Small Group Performance Task: 114-115, 246–247, 350–351, 480, 644, 802, Reflect on the Unit: 125, 257, Franz Kafka and Metamorphosis: 188, Revenge of the Geeks: 231, Freedom of the Press 2015: 349, Performance-Based Assessment: 360, 490, 812, Civil Peace: 400, Blind; The Blind Seer of Ambon; On His Blindness: 757

SL.9–10.4a Plan and deliver an informative/explanatory presentation that: presents evidence in support of a thesis, conveys information from primary and secondary sources coherently, uses domain specific vocabulary, and provides a conclusion that summarizes the main points.

SE/TE: Inaugaral Address: 293, Freedom of the Press 2015: 349, In La Riconanda,Peru, Searching for Beauty in Ugliness: 429, Small Group Performance Task: 481, Peformance-Based Assessment: 490, The Neglected Senses: 801

SL.9–10.4b Plan, memorize, and present a recitation that: conveys the meaning of the selection and includes appropriate performance techniques to achieve the desired aesthetic effect.

SE/TE: Sonnet, With Bird; Elliptical; Fences: 223, The Necklace: 387, The Tempest: 571

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 indings, reasoning, and evidence and to add interest.

SE/TE: How to Tell You’re Reading a Graphic Novel—In Pictures: 57, The Dream Collector: 89, Small Group Performance Task: 114–115, 246–247, 350–351, 481, Revenge of the Geeks: 231, Freedom of the Press 2015: 349, Performance-Based Assessment: 360, In La Riconanda,Peru, Searching for Beauty in Ugliness: 428, 429, The Neglected Senses: 801, 803

SL.9–10.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

SE/TE: The Dream Collector: 89, beware: do not read this poem; The Raven; Windigo: 113, Small Group Performance Task: 115, 350–351, The Metamorphosis: 185, Freedom of the Press 2015: 349, Performance-Based Assessment: 360, The Tempest: 571, The Tempest: 602

T57



Grade 10 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.

SE/TE: beware: do not read this poem; The Raven; Windigo: 110, The Necklace: 387, The Neglected Senses: 800, Whole Class Performance Task: 302, The Tempest: 533

L.9–10.1a Use parallel structure. SE/TE: Revenge of the Geeks: 230, Inaugaral Address: 291

L.9–10.1b Use various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations.

SE/TE: The Fall of the House of Usher: 35, House Taken Over: 47, Whole Class Performance Task: 61, 731, The Metamorphosis: 182, Encountering the Other: 244, The “Four Freedoms Speech”: 280, Speech at the United Nations: 317, The Golden Touch: 459, View From the Empire State Building: 744

L.9–10.2 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

SE/TE: beware: do not read this poem; The Raven; Windigo: 110, 113, The “Four Freedoms Speech”: 281, Speech at the United Nations: 317

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

SE/TE: The Fall of the House of Usher: 35, The Necklace: 385, Whole Class Performance Task: 411

L.9–10.2b Use a colon to introduce a list or quotation. SE/TE: Whole Class Performance Task: 617

L.9–10.2c Spell correctly. SE/TE: Whole Class Performance Task: 302, 413, 619, 732

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.

SE/TE: Why Do Some Brains Enjoy Fear?: 98, Where Is Here?: 78, The Doll’s House: 211, The “Four Freedoms Speech”: 279, Civil Peace: 400, They are hostile nations; Under a Certain Little Star: 630

L.9–10.3a Write and edit work so that it conforms to the guidelines in a style manual appropriate for the discipline and writing type.

SE/TE: Why Do Some Brains Enjoy Fear?: 99, Encountering the Other: 245, Whole Class Performance Task: 299, In La Riconanda, Peru, Searching for Beauty in Ugliness: 429, Research: R30–33

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

SE/TE: The Fall of the House of Usher: 12, House Taken Over: 36, Where Is Here?: 78, Why Do Some Brains Enjoy Fear?: 90, 96, The Doll’s House: 200, Revenge of the Geeks: 228, Encountering the Other: 232, Encountering the Other: 242, The “Four Freedoms Speech”: 279, 280, Inaguaral Address: 282, 290, The Censors: 336, The Necklace: 384, Civil Peace: 398, In La Riconanda, Peru, Searching for Beauty in Ugliness: 426, The Thrill of the Chase: 476, The Tempest: 531, 552, 569, 583, 600, En El Jardín de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection; Caliban: 604, They are hostile nations; Under a Certain Little Star: 624, Let South Africa Show the World How to Forgive: 634, Oedipus the King: 699, 722, 724, View From the Empire State Building: 738, 742, Blind; The Blind Seer of Ambon; On His Blindness: 754, The Country of the Blind: 758, 782, The Neglected Senses: 798

L.9–10.4a Use context as a clue to the meaning of a word or phrase. SE/TE: The Doll’s House: 200, Sonnet, With Bird; Elliptical; Fences: 212, Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 324, Avarice; The Good Life; Money: 430, King Midas: 460, The Thrill of the Chase: 470, They are hostile nations; Under a Certain Little Star: 624, Blind; The Blind Seer of Ambon; On His Blindness: 746, The Neglected Senses: 786

T58


Grade 10 Language Standards (continued)


Vocabulary Acquisition and Use (continued)

L.9–10.4b Identify and correctly use patterns of word changes that indicate different meanings or parts of speech and continue to apply knowledge of Greek and Latin roots and affixes.

SE/TE: House Taken Over: 46, Why Do Some Brains Enjoy Fear?: 96, beware: do not read this poem; The Raven; Windigo: 100, 110, The Doll’s House: 208, Sonnet, With Bird; Elliptical; Fences: 220, The “Four Freedoms Speech”: 268, 279, Speech at the United Nations: 308, Diane Sawyer Interviews Malala Yousafzai: 318, The Censors: 340, The Necklace: 384, Civil Peace: 398, In La Riconanda,Peru, Searching for Beauty in Ugliness: 418, 426, King Midas: 465, Let South Africa Show the World How to Forgive: 640, 642, Oedipus the King: 699, View From the Empire State Building: 742, The Country of the Blind: 782, The Neglected Senses: 798

L.9–10.4c Consult general and specialized reference materials, 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: The “Four Freedoms Speech”: 280, Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 332, The Necklace: 384, They are hostile nations; Under a Certain Little Star: 30, Whole Class Performance Task: 732

L.9–10.4d Verify the preliminary determination of the meaning of a word or phrase. SE/TE: House Taken Over: 46, Sonnet, With Bird; Elliptical; Fences: 212, Sonnet, With Bird; Elliptical; Fences: 220, Revenge of the Geeks: 224, Avarice; The Good Life; Money: 430, The Golden Touch: 442, The Tempest: 531, 551, 569

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

SE/TE: Unit Goals: 4, House Taken Over: 46, Where is Here?: 68, The Metamorphosis: 182, The Censors: 342, In La Riconanda, Peru, Searching for Beauty in Ugliness: 428, The Tempest: 552, View From the Empire State Building: 743

L.9–10.5a Interpret figures of speech in context and analyze their role in the text. SE/TE: Caged Bird; Some Advice to Those Who Will Serve Time in Prison: 333, The Censors: 342, Avarice; The Good Life; Money: 439, The Tempest: 533

L.9–10.5b Analyze nuances in the meaning of words with similar denotations. SE/TE: The Fall of the House of Usher: 34, Where is Here?: 68, The Metamorphosis: 182, Revenge of the Geeks: 228, Avarice; The Good Life; Money: 430, The Golden Touch: 457

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.

SE/TE: The Dream Collector: 82, 89, Why Do Some Brains Enjoy Fear?: 96, Unit Goals: 128, 260, 364, 494, 658, The Metamorphosis: 180, Franz Kafka and Metamorphosis: 186, Inaguaral Address: 294, 296, Speech at the United Nations: 315, Diane Sawyer Interviews Malala Yousafzai: 318, 321, The Censors: 340, Freedom of the Press 2015: 344, 348, Material World: 406, They are hostile nations; Under a Certain Little Star: 630, Oedipus the King: 722–723

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English Language Development Standards

Part I. A. CollaborativeStandard Print and Interactive Editions1. Exchanging information/ideasPI.10.1.EM Engage in conversational exchanges and express ideas on familiar current events and academic topics by asking and answering yes-no questions and wh- questions and responding using phrases and short sentences.

Personalize for Learning: Why Do Some Brains Enjoy Fear?: 96; English Language Support Lesson: The Metamorphosis: 136c; The Metamorphosis: 136c; The Doll’s House: 200c; Revenge of the Geeks: 224c; Encountering the Other: 232c; The Censors: 336c; Tempest: 534c, 554c; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 604c; Let South Africa Show The World How To Forgive: 634c; Oedipus The King: 666c; Oedipus The King: 702c; A View From The Empire State Building: 738c; Blind, The Blind Seer of Ambon, On His Blindness: 746c; The Country Of The Blind: 758c; The Neglected Senses:786c

PI.10.1.EX Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, providing additional, relevant information, and paraphrasing key ideas.

Personalize for Learning: Why Do Some Brains Enjoy Fear?: 96English Language Support Lesson: The Metamorphosis: 136c; The Doll’s House: 200c; Revenge of the Geeks: 224c; Encountering the Other: 232c; The Censors: 336c; Tempest: 534c, 554c; En El Jardin de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection, Caliban: 604c; Let South Africa Show The World How To Forgive: 634c; Oedipus The King: 666c; Oedipus The King: 702c; A View From The Empire State Building: 738c; Blind, The Blind Seer of Ambon, On His Blindness: 746c; The Country Of The Blind: 758c; The Neglected Senses:786c

PI.10.1.BR Contribute to class, group, and partner discussions, sustaining conversations on a variety of age and grade-appropriate academic topics by following turn-taking rules, asking and answering relevant, on-topic questions, affirming others, and providing coherent and well-articulated comments and additional information.

Personalize for Learning: Why Do Some Brains Enjoy Fear?: 96English Language Support Lesson: The Metamorphosis: 136c; The Doll’s House: 200c; Revenge of the Geeks: 224c; Encountering the Other: 232c; The Censors: 336c; Tempest: 534c, 554c; En El Jardin de los Espejos Quebrados, Caliban Catches a Glimpse of His Reflection, Caliban: 604c; Let South Africa Show The World How To Forgive: 634c; Oedipus The King: 666c; Oedipus The King: 702c; A View From The Empire State Building: 738c; Blind, The Blind Seer of Ambon, On His Blindness: 746c; The Country Of The Blind: 758c; The Neglected Senses:786c

2. Interacting via written EnglishPI.10.2.EM Collaborate with peers to engage in short, grade-appropriate written exchanges and writing projects, using technology as appropriate.

Personalize for Learning: Small Group Performance Task: 114–115, 246–247; The Doll’s House: 209; Revenge of the Geeks: 231

PI.10.2.EX Collaborate with peers to engage in increasingly complex grade-appropriate written exchanges and writing projects, using technology as appropriate.


PI.10.2.BR Collaborate with peers to engage in a variety of extended written exchanges and complex grade-appropriate writing projects, using technology as appropriate.


3. Supporting opinions and persuading othersPI.10.3.EM Negotiate with or persuade others in conversations using learned phrases (e.g., Would you say that again? I think . . .), as well as open responses to express and defend opinions.

Personalize for Learning: In La Riconada, Peru: 440English Language Support Lesson: Oedipus The King: 702c; A View From The Empire State Building: 738c

PI.10.3.EX Negotiate with or persuade others in onversations (e.g., to provide counterarguments) using a growing number of learned phrases (I see your point, but . . .) and open responses to express and defend nuanced opinions.


PI.10.3.BR Negotiate with or persuade others in conversations in appropriate registers (e.g., to acknowledge new information in an academic conversation but then politely offer a counterpoint) using a variety of learned phrases, indirect reported speech (e.g., I heard you say X, and I haven’t thought about that before. However . . .), and open responses to express and defend nuanced opinions.


4. Adapting language choicesPI.10.4.EM Adjust language choices according to the context (e.g., classroom, community) and audience (e.g., peers, teachers).

Personalize for Learning: House Taken Over: 49; The Raven: 112

Part I: Interacting in Meaningful Ways

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PI.10.4.EX Adjust language choices according to the context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), task, and audience (e.g., peers, teachers, guest lecturer).


PI.10.4.BR Adjust language choices according to the task (e.g., group presentation of research project), context (e.g., classroom, community), purpose (e.g., to persuade, to provide arguments or counterarguments), and audience (e.g., peers, teachers, college recruiter).


Part I. B. Interpretive5. Listening activelyPI.10.5.EM Demonstrate comprehension of oral presentations and discussions on familiar social and academic topics by asking and answering questions, with prompting and substantial support.

Personalize for Learning: Why Do Some Brains Enjoy Fear?: 94; Franz Kafka and Metamorphosis: 188English Language Support Lesson: The Tempest: 572c

PI.10.5.EX Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering questions that show thoughtful consideration of the ideas or arguments, with moderate support.


PI.10.5.BR Demonstrate comprehension of oral presentations and discussions on a variety of social and academic topics by asking and answering detailed and complex questions that show thoughtful consideration of the ideas or arguments, with light support.


6. Reading/viewing closelyPI.10.6.EM a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multi-media formats, using short sentences and a select set of general academic and domain-specific words. b. Explain inferences and conclusions drawn from close reading of grade-ppropriate texts and viewing of multimedia using familiar verbs (e.g., seems that). c. Use knowledge of morphology (e.g., common prefixes and suffixes), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar topics.

Personalize for Learning: The Dream Collector: 83; Independent Learning: 119; The Metamorphosis: 181; The Doll’s House: 209, 206; Sonnet,With Bird, Elliptical, Fences: 214; Four Freedoms Speech, Inaugural Speech, Video of JFK Inaugural: 301; The “Four Freedoms” Speech: 271, 274; Caged Bird, Some Advice to Those Who Will Serve Time in Prison: 333; The Necklace: 375, 378; In La Riconada, Peru: 423; The Thrill of The Chase: 477; The Tempest: 520, 524, 540, 567, 575, 584; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 612; They Are Hostile Nations, Under A Certain Little Star: 632; Oedipus The King: 718; Blind, The Blind Seer of Ambon, On His Blindness: 748; The Country Of The Blind: 783; The Country Of The Blind: 761; The Neglected Senses: 791English Language Support Lesson: The Metamorphosis: 136c; Sonnet,With Bird, Elliptical, Fences: 212c; Revenge of the Geeks: 224c; Encountering the Other: 232cC; The “Four Freedoms” Speech: 268c; Inaugural Address: 282C; The Censors: 336c; The Tempest: 510c, 572c, 586c; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 604c; Oedipus The King: 666c; Blind, The Blind Seer of Ambon, On His Blindness: 746c

PI.10.6.EX a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-appropriate texts, presented in various print and multimedia formats, using increasingly detailed sentences, and an increasing ariety of general academic and domain-specific words. b. Explain inferences and conclusions drawn from close reading of grade-appropriate texts and viewing of multimedia using an increasing variety of verbs and adverbials (e.g., indicates that, suggests, as a result). c. Use knowledge of morphology (e.g., affixes, Greek and Latin roots), context, reference materials, and visual cues to determine the meaning of unknown and multiple-meaning words on familiar and new topics.

Personalize for Learning: The Dream Collector: 83; Independent Learning: 119; The Metamorphosis: 181; The Doll’s House: 209, 206; Sonnet,With Bird, Elliptical, Fences: 214; Four Freedoms Speech, Inaugural Speech, Video of JFK Inaugural: 301; The “Four Freedoms” Speech: 271, 274; Caged Bird, Some Advice to Those Who Will Serve Time in Prison: 333; The Necklace: 375, 378; In La Riconada, Peru: 423; The Thrill of The Chase: 477; The Tempest: 520, 524, 540, 567, 575, 584, 594; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 612; They Are Hostile Nations, Under A Certain Little Star: 632; Oedipus The King: 718; Blind, The Blind Seer of Ambon, On His Blindness: 748; The Country Of The Blind: 783; The Country Of The Blind: 761; The Neglected Senses: 791English Language Support Lesson: The Metamorphosis: 136c; The Doll’s House: 200c; Sonnet,With Bird, Elliptical, Fences: 212c; Revenge of the Geeks: 224c; Encountering the Other: 232c; The “Four Freedoms” Speech: 268c; Inaugural Address: 282c; The Censors: 336c; The Tempest: 510c, 572c, 586c; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 604c; Oedipus The King: 666c; Blind, The Blind Seer of Ambon, On His Blindness: 746c; The Neglected Senses: 791

CorrelationsInteractive Teacher’s Edition: The highlighted text in the selections is linked to Digital inline notes, which provide deeper instruction on the richness of text’s structure and linguistic complexity. The highlighted feature at the bottom of the lessons is linked to a Digital Support Lesson, an expanded lesson, scaffolded for English Language learners.

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PI.10.6.BR a. Explain ideas, phenomena, processes, and relationships within and across texts (e.g., compare/contrast, cause/effect, themes, evidence-based argument) based on close reading of a variety of grade-level texts, presented in various print and multimedia formats, using a variety of detailed sentences and a range of general academic and domain-specific words. b. Explain inferences and conclusions drawn from close reading of grade-level texts and viewing of multimedia using a variety of verbs and adverbials (e.g., creates the impression that, consequently). c. Use knowledge of morphology (e.g., derivational suffixes), context, reference materials, and visual cues to determine the meaning, including figurative and connotative meanings, of unknown and multiple-meaning words on a variety of new topics.

Personalize for Learning: The Dream Collector: 83; Independent Learning: 119; The Metamorphosis: 181; The Doll’s House: 206; Sonnet,With Bird, Elliptical, Fences: 214; Four Freedoms Speech, Inaugural Speech, Video of JFK Inaugural: 301; The “Four Freedoms” Speech: 271, 274; Caged Bird, Some Advice to Those Who Will Serve Time in Prison: 333; The Necklace: 375, 378; In La Riconada, Peru: 423; The Thrill of The Chase: 477; The Tempest: 520, 524, 540, 567, 575, 584, 594; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 612; They Are Hostile Nations, Under A Certain Little Star: 632; Oedipus The King: 718; Blind, The Blind Seer of Ambon, On His Blindness: 748; The Country Of The Blind: 783; The Country Of The Blind: 761; The Neglected Senses: 791English Language Support Lesson: The Metamorphosis: 136c; Sonnet,With Bird, Elliptical, Fences: 212c; Revenge of the Geeks: 224c; Encountering the Other: 232c; The “Four Freedoms” Speech: 268c; Inaugural Address: 282c; The Censors: 336c; The Tempest: 510c, 572c, 586c; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 604c; Oedipus The King: 666c; Blind, The Blind Seer of Ambon, On His Blindness: 746c; The Neglected Senses: 791

7. Evaluating language choicesPI.10.7.EM Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing evidence to support claims or connecting points in an argument) or create other specific effects, with substantial support.

Personalize for Learning: The Fall of the House of Usher: 25; House Taken Over: 38–39; How to Tell You’re Reading a Graphic Novel—in Pictures: 53; Where is Here?: 80; beware do not read this poem; The Raven; Windigo: 107; Encountering the Other: The Challenge for the 21st Century: 233, 236; “Four Freedoms” Speech: 284; Speech at the United Nations: 313; The Censors: 338; The Golden Touch: 445, 455; King Midas: 462; The Thrill of The Chase: 472, 477; The Tempest: 503, 533, 552, 561, 585, 599; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 607; They Are Hostile Nations, Under A Certain Little Star: 628; Let South Africa Show The World How To Forgive: 638; Whole Class Performance Task: 731; Oedipus The King: 703; Blind, The Blind Seer of Ambon, On His Blindness: 751, 752; The Neglected Senses: 789English Language Support Lesson: Caged Bird, Some Advice to Those Who Will Serve Time in Prison: 324c, 327c; The Tempest: 586c

PI.10.7.EX Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with moderate support.

Personalize for Learning: The Fall of the House of Usher: 25; House Taken Over: 38–39; How to Tell You’re Reading a Graphic Novel—in Pictures: 53; Where is Here?: 80; beware do not read this poem; The Raven; Windigo: 107; Encountering the Other: The Challenge for the 21st Century: 233; “Four Freedoms” Speech: 284; Speech at the United Nations: 313; The Censors: 338; The Golden Touch: 445, 455; King Midas: 462; The Thrill of The Chase: 472, 477; The Tempest: 503, 533, 552, 561, 585, 599; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 607; They Are Hostile Nations, Under A Certain Little Star: 628; Let South Africa Show The World How To Forgive: 638; Whole Class Performance Task: 731; Oedipus The King: 703; Blind, The Blind Seer of Ambon, On His Blindness: 751, 752; The Neglected Senses: 789English Language Support Lesson: Caged Bird, Some Advice to Those Who Will Serve Time in Prison: 324c, 327c; The Tempest: 586c

PI.10.7.BR Explain how successfully writers and speakers structure texts and use language (e.g., specific word or phrasing choices) to persuade the reader (e.g., by providing well-worded evidence to support claims or connecting points in an argument in specific ways) or create other specific effects, with light support.

Personalize for Learning: The Fall of the House of Usher: 25; House Taken Over: 38–39; How to Tell You’re Reading a Graphic Novel—in Pictures: 53; Where is Here?: 80; beware do not read this poem; The Raven; Windigo: 107; Encountering the Other: The Challenge for the 21st Century: 233; “Four Freedoms” Speech: 284; Speech at the United Nations: 313; The Censors: 338; The Golden Touch: 445, 455; King Midas: 462; The Thrill of The Chase: 472, 477; The Tempest: 503, 533, 552, 561, 585, 599; En El Jardin de los Espejos Quebrados,Caliban Catches a Glimpse of His Reflection, Caliban: 607; They Are Hostile Nations, Under A Certain Little Star: 628; Let South Africa Show The World How To Forgive: 638; Whole Class Performance Task: 731; Oedipus The King: 703; Blind, The Blind Seer of Ambon, On His Blindness: 751, 752; The Neglected Senses: 789English Language Support Lesson: Caged Bird, Some Advice to Those Who Will Serve Time in Prison: 324c, 327c; The Tempest: 586c

8. Analyzing language choicesPI.10.8.EM Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., describing a character or action as aggressive versus bold) produces nuances and different effects on the audience.

Personalize for Learning: The Fall of the House of Usher: 25, 33; House Taken Over: 39; How to Tell You’re Reading a Graphic Novel—in Pictures: 51, 56–57; Where is Here?: 69; The Dream Collector: 83; Why Do Some Brains Enjoy Fear?: 94; beware do not read this poem; The Raven; Windigo: 111–112; The Metamorphosis: 184, 165; The Doll’s House: 206; Sonnet,With Bird, Elliptical, Fences: 221; The “Four Freedoms” Speech: 278; Inaugural Address: 289; “Four Freedoms” Speech: 284; Speech at the United Nations: 316, 313; The Censors: 328; The Censors: 328, 342; In La Riconada, Peru: 428; The Golden Touch: 455; King Midas: 468; The Tempest: 503, 533, 553, 561, 584, 585, 599; They Are Hostile Nations, Under A Certain Little Star: 631; Oedipus The King: 703; A View From The Empire State Building: 743; The Country Of The Blind: 765English Language Support Lesson: The Fall of the House of Usher: 12c; House Taken Over: 36c; Where is Here?: 68c, Why Do Some Brains Enjoy Fear?: 90c; beware do not read this poem; The Raven; Windigo: 100c; Inaugural Address: 282C; Caged Bird, Some Advice to Those Who Will Serve Time in Prison: 324C; The Necklace: 372c; Civil Peace: 388c; They Are Hostile Nations, Under A Certain Little Star: 624c; The Country Of The Blind: 758c; The Neglected Senses:786c


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PI.10.8.EX Explain how a writer’s or speaker’s choice of phrasing or specific words (e.g., using figurative language or words with multiple meanings to describe an event or character) produces nuances and different effects on the audience.

Personalize for Learning: The Fall of the House of Usher: 25, 33; House Taken Over: 39; How to Tell You’re Reading a Graphic Novel—in Pictures: 51, 56–57; Where is Here?: 69; The Dream Collector: 83; Why Do Some Brains Enjoy Fear?: 94; beware do not read this poem; The Raven; Windigo: 111–112; The Metamorphosis: 184, 165; The Doll’s House: 206; Sonnet,With Bird, Elliptical, Fences: 221; The “Four Freedoms” Speech: 278; Inaugural Address: 289; “Four Freedoms” Speech: 284; Speech at the United Nations: 316, 313; The Censors: 328, 342; In La Riconada, Peru: 428; The Golden Touch: 455; King Midas: 468; The Tempest: 503, 533, 553, 561, 584, 585, 599; They Are Hostile Nations, Under A Certain Little Star: 631; Oedipus The King: 703; A View From The Empire State Building: 743; The Country Of The Blind: 765English Language Support Lesson: The Fall of the House of Usher: 12c; House Taken Over: 36c; Where is Here?: 68c; Why Do Some Brains Enjoy Fear?: 90c; beware do not read this poem; The Raven; Windigo: 100c; Inaugural Address: 282C; Caged Bird, Some Advice to Those Who Will Serve Time in Prison: 324C; The Necklace: 372c; Civil Peace: 388c; They Are Hostile Nations, Under A Certain Little Star: 624c; The Country Of The Blind: 758c; The Neglected Senses:786c

PI.10.8.BR Explain how a writer’s or speaker’s choice of a variety of different types of phrasing or words (e.g., hyperbole, varying connotations, the cumulative impact of word choices) produces nuances and different effects on the audience.

Personalize for Learning: The Fall of the House of Usher: 25, 33; House Taken Over: 39; How to Tell You’re Reading a Graphic Novel—in Pictures: 51, 56–57; Where is Here?: 69; The Dream Collector: 83; Why Do Some Brains Enjoy Fear?: 94; beware do not read this poem; The Raven; Windigo: 111–112; The Metamorphosis: 184, 165; The Doll’s House: 206; Sonnet,With Bird, Elliptical, Fences: 221; The “Four Freedoms” Speech: 278; Inaugural Address: 289; “Four Freedoms” Speech: 284; Speech at the United Nations: 313; The Censors: 328, 342; In La Riconada, Peru: 428; The Golden Touch: 455; King Midas: 468; The Tempest: 503, 533, 553, 561, 584, 585; They Are Hostile Nations, Under A Certain Little Star: 631; Oedipus The King: 703; A View From The Empire State Building: 743; The Country Of The Blind: 765English Language Support Lesson: The Fall of the House of Usher: 12c; House Taken Over: 36c; Where is Here?: 68c; Why Do Some Brains Enjoy Fear?: 90c; beware do not read this poem; The Raven; Windigo: 100c; Inaugural Address: 282c; Caged Bird, Some Advice to Those Who Will Serve Time in Prison: 324c; The Necklace: 372c; Civil Peace: 388c; They Are Hostile Nations, Under A Certain Little Star: 624c; The Country Of The Blind: 758c; The Neglected Senses:786c

Part I. C. Productive9. PresentingPI.10.9.EM Plan and deliver brief oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas.

Personalize for Learning: Revenge of the Geeks: 231; The “Four Freedoms” Speech: 279; Speech at the United Nations: 316; The Tempest: 571English Language Support Lesson: Tempest: 534c

PI.10.9.EX Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that present evidence and facts to support ideas by using growing understanding of register.

Personalize for Learning: Revenge of the Geeks: 231; The “Four Freedoms” Speech: 279; Speech at the United Nations: 316; The Tempest: 571English Language Support Lesson: Tempest: 534c

PI.10.9.BR Plan and deliver a variety of oral presentations and reports on grade-appropriate topics that express complex and abstract ideas well supported by evidence and sound reasoning, and are delivered using an appropriate level of formality and understanding of register.

Personalize for Learning: Revenge of the Geeks: 231; The “Four Freedoms” Speech: 279; The Tempest: 571English Language Support Lesson: Tempest: 534c

10. WritingPI.10.10.EM a. Write short literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently.

Personalize for Learning: House Taken Over: 49; The Metamorphosis: 184; Inaugural Address: 297; Oedipus The King: 726; Blind, The Blind Seer of Ambon, On His Blindness: 756, 757English Language Support Lesson: Oedipus The King: 702c

PI.10.10.EM b. Write brief summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).

Personalize for Learning: Inaugural Address: 297; Oedipus The King: 726; Blind, The Blind Seer of Ambon, On His Blindness: 757

PI.10.10.EX a. Write longer literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently by using appropriate text organization and growing understanding of register.

Personalize for Learning: House Taken Over: 49; The Metamorphosis: 184; Oedipus The King: 726; Blind, The Blind Seer of Ambon, On His Blindness: 756, 757English Language Support Lesson: Oedipus The King: 702c

PI.10.10.EX b. Write increasingly concise summaries of texts and experiences by using complete sentences and key words (e.g., from notes or graphic organizers).


Interactive Teacher’s Edition: The highlighted text in the selections is linked to Digital inline notes, which provide deeper instruction on the richness of text’s structure and linguistic complexity. The highlighted feature at the bottom of the lessons is linked to a Digital Support Lesson, an expanded lesson, scaffolded for English Language learners.Correlations

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PI.10.10.BR a. Write longer and more detailed literary and informational texts (e.g., an argument about water rights) collaboratively (e.g., with peers) and independently using appropriate text organization and register.

Personalize for Learning: House Taken Over: 49; Inaugural Address: 297; Oedipus The King: 726; Blind, The Blind Seer of Ambon, On His Blindness: 756, 757

PI.10.10.BR b. Write clear and coherent summaries of texts and experiences by using complete and concise sentences and key words (e.g., from notes or graphic organizers).


11. Justifying/arguingPI.10.11.EM a. Justify opinions by articulating some relevant textual evidence or background knowledge, with visual support. b. Express attitude and opinions or temper statements with familiar modal expressions (e.g., can, may).

Personalize for Learning: Small Group Performance Task: 246–247; The Necklace: 383; King Midas: 466

PI.10.11.EX a. Justify opinions and positions or persuade others by making connections between ideas and articulating relevant textual evidence or background knowledge. b. Express attitude and opinions or temper statements with a variety of familiar modal expressions (e.g., possibly/likely, could/would).


PI.10.11.BR a. Justify opinions or persuade others by making connections and distinctions between ideas and texts and articulating sufficient, detailed, and relevant textual evidence or background knowledge, using appropriate register. b. Express attitude and opinions or temper statements with nuanced modal expressions (e.g., possibly/ potentially/ certainly/absolutely, should/might).


12. Selecting language resourcesPI.10.12.EM a. Use familiar general academic (e.g., temperature, document) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) words to create clear spoken and written texts.

Personalize for Learning: Unit Introduction: 5, 129, 261, 365, 495, 695; Civil Peace: 388cEnglish Language Support Lesson: The Fall of the House of Usher: 12c; House Taken Over: 36c; Where is Here?: 68c; beware do not read this poem; The Raven; Windigo: 100c; The Necklace: 372c; Let South Africa Show The World How To Forgive: 634c

PI.10.12.EM b. Use knowledge of morphology to appropriately select basic affixes (e.g., The skull protects the brain).


PI.10.12.EX a. Use an increasing variety of grade-appropriate general academic (e.g., dominate, environment) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words accurately and appropriately when producing increasingly complex written and spoken texts.


PI.10.12.EX b. Use knowledge of morphology to appropriately select affixes in a growing number of ways to manipulate language (e.g., diplomatic, stems are branched or unbranched).


PI.10.12.BR a. Use a variety of grade-appropriate general (e.g., anticipate, transaction) and domain-specific (e.g., characterization, photosynthesis, society, quadratic functions) academic words and phrases, including persuasive language, accurately and appropriately when producing complex written and spoken texts.



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PI.10.12.BR b. Use knowledge of morphology to appropriately select affixes in a variety of ways to manipulate language (e.g., changing humiliate to humiliation or incredible to incredibly).


Part II: Learning About How English WorksPart II. A. Structuring Cohesive Texts

1. Understanding text structurePII.9.1.EM Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing brief arguments, informative/explanatory texts and narratives.

Personalize for Learning: The Fall of the House of Usher: 16; Whole Class Perfromance Task: 61; Where is Here?: 75, The Metamorphosis: 184; The Golden Touch: 459: Whole Class Performance Task: 617; English Language Support Lesson: They Are Hostile Nations, Under A Certain Little Star: 624c

PII.9.1.EX Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing increasingly clear and cohesive arguments, informative/explanatory texts and narratives.

Personalize for Learning: The Fall of the House of Usher: 16; Whole Class Perfromance Task: 61; Where is Here?: 75; The Metamorphosis: 184; The Golden Touch: 459; Whole Class Performance Task: 617English Language Support Lesson: They Are Hostile Nations, Under A Certain Little Star: 624c

PII.9.1.BR Apply analysis of the organizational structure of different text types (e.g., how arguments are organized by establishing clear relationships among claims, counterclaims, reasons, and evidence) to comprehending texts and to writing clear and cohesive arguments, informative/explanatory texts and narratives.

Personalize for Learning: The Fall of the House of Usher: 16; Whole Class Perfromance Task: 61; Where is Here?: 75; The Metamorphosis: 184; The Golden Touch: 459; Whole Class Performance Task: 617English Language Support Lesson: They Are Hostile Nations, Under A Certain Little Star: 624c

2. Understanding cohesionPII.9.2.EM a. Apply knowledge of familiar language resources for referring to make texts more cohesive (e.g., using pronouns to refer back to nouns in text) to comprehending and writing brief texts b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as first, second, third) to comprehending and writing brief texts.

Personalize for Learning: Civil Peace: 393, 399; Whole Class Performance Task: 411; Oedipus The King: 725English Language Support Lesson: Sonnet,With Bird, Elliptical, Fences: 212c

PII.9.2.EX a. Apply knowledge of a growing number of language resources for referring to make texts more cohesive (e.g., using nominalizations to refer back to an action or activity described earlier) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences. b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as meanwhile, however, on the other hand) to comprehending texts and to writing increasingly cohesive texts for specific purposes and audiences.



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PII.9.2.BR a. Apply knowledge of a variety of language resources for referring to make texts more cohesive (e.g., using nominalization, paraphrasing, or summaries to reference or recap an idea or explanation provided earlier) to comprehending grade-level texts and to writing clear and cohesive grade-level texts for specific purposes and audiences. b. Apply knowledge of familiar language resources for linking ideas, events, or reasons throughout a text (e.g., using connecting/transition words and phrases, such as on the contrary, in addition, moreover) to comprehending grade-level texts and to writing cohesive texts for specific purposes and audiences.


Part II. B. Expanding and Enriching Ideas3. Using verbs and verb phrasesPII.9.3.EM Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive) appropriate to the text type and discipline to create short texts on familiar academic topics.

Personalize for Learning: The Fall of the House of Usher: 35; Encountering the Other: 244; In La Riconada, Peru: 440; The Tempest: 602; Let South Africa Show The World How To Forgive: 641; Oedipus The King: 668; The Country Of The Blind: 785

PII.9.3.EX Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect) appropriate to the text type and discipline to create a variety of texts that explain, describe, and summarize concrete and abstract thoughts and ideas.

Personalize for Learning: The Fall of the House of Usher: 35; Encountering the Other: 244; In La Riconada, Peru: 440; The Tempest: 602; Let South Africa Show The World How To Forgive: 641; Oedipus The King: 668; The Country Of The Blind: 785

PII.9.3.BR Use a variety of verbs in different tenses (e.g., past, present, future, simple, progressive, perfect), and mood (e.g., subjunctive) appropriate to the text type and discipline to create a variety of texts that describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view.

Personalize for Learning: The Fall of the House of Usher: 35; In La Riconada, Peru: 440; The Tempest: 602; Let South Africa Show The World How To Forgive: 641; Oedipus The King: 668; The Country Of The Blind: 785

4. Using nouns and noun phrasesPII.9.4.EM Expand noun phrases to create increasingly detailed sentences (e.g., adding adjectives for precision) about personal and familiar academic topics.

Personalize for Learning: The Fall of the House of Usher: 35; Civil Peace: 398; In La Riconada, Peru: 440; The Golden Touch: 459; The Tempest: 532, 602; Let South Africa Show The World How To Forgive: 641; The Neglected Senses: 800

PII.9.4.EX Expand noun phrases in a growing number of ways (e.g., adding adjectives to nouns; simple clause embedding) to create detailed sentences that accurately describe, explain, and summarize information and ideas on a variety of personal and academic topics.


PII.9.4.BR Expand noun phrases in a variety of ways (e.g., more complex clause embedding) to create detailed sentences that accurately describe concrete and abstract ideas, explain procedures and sequences, summarize texts and ideas, and present and critique points of view on a variety of academic topics.


5. Modifying to add detailsPII.9.5.EM Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar activities or processes.

Personalize for Learning: The Fall of the House of Usher: 35; Let South Africa Show The World How To Forgive: 641English Language Support Lesson:

PII.9.5.EX Expand sentences with a growing variety of adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause) about familiar or new activities or processes.

Personalize for Learning: The Fall of the House of Usher: 35; Let South Africa Show The World How To Forgive: 641


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PII.9.5.BR Expand sentences with a variety of adverbials (e.g., adverbs, adverb phrases and clauses, prepositional phrases) to provide details (e.g., time, manner, place, cause) about a variety of familiar and new activities and processes.

Personalize for Learning: The Fall of the House of Usher: 35; Let South Africa Show The World How To Forgive: 641

Part II. C. Connecting and Condensing Ideas6. Connecting ideasPII.9.6.EM Combine clauses in a few basic ways (e.g., creating compound sentences using and, but, so; creating complex sentences using because) to make connections between and to join ideas (e.g., I want to read this book because it describes the solar system).

Personalize for Learning: Sonnet,With Bird, Elliptical, Fences: 214; The Necklace: 383; The Golden Touch: 459; King Midas: 468; The Tempest: 602; Oedipus The King: 701English Language Support Lesson: The Tempest: 554c

PII.9.6.EX Combine clauses in a growing number of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to express a reason (e.g., He stayed at home on Sunday in order to study for Monday’s exam) or to make a concession (e.g., She studied all night even though she wasn’t feeling well).

Personalize for Learning: Sonnet,With Bird, Elliptical, Fences: 214; The Necklace: 383; The Golden Touch: 459; King Midas: 468; The Tempest: 602; ; Oedipus The King: 701English Language Support Lesson: The Tempest: 554c

PII.9.6.BR Combine clauses in a variety of ways to create compound and complex sentences that make connections between and link concrete and abstract ideas, for example, to make a concession (e.g., While both characters strive for success, they each take different approaches through which to reach their goals.), or to establish cause (e.g., Women’s lives were changed forever after World War II as a result of joining the workforce)

Personalize for Learning: Sonnet,With Bird, Elliptical, Fences: 214; The Necklace: 383; The Golden Touch: 459; King Midas: 468; The Tempest: 602; ; Oedipus The King: 701English Language Support Lesson: The Tempest: 554c

7. Condensing ideasPII.9.7.EM Condense ideas in a few basic ways (e.g., by compounding verb or prepositional phrases) to create precise and detailed simple, compound, and complex sentences (e.g., The students asked survey questions and recorded the responses).

Personalize for Learning: The Fall of the House of Usher: 35; Where Is Here?: 75

PII.9.7.EX Condense ideas in a growing number of ways (e.g., through embedded clauses or by compounding verbs or prepositional phrases) to create more precise and detailed simple, compound, and complex sentences (e.g., Species that could not adapt to the changing climate eventually disappeared).


PII.9.7.BR Condense ideas in a variety of ways (e.g., through a variety of embedded clauses, or by compounding verbs or prepositional phrases, nominalization) to create precise simple, compound, and complex sentences that condense concrete and abstract ideas (e.g., Another issue that people may be concerned with is the amount of money that it will cost to construct the new building).



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Documents

California English-Language Arts Content Standards and ...assets.pearsonschool.com/correlations/CA_my...Good Life; Money: 440, The Golden Touch: 458, King Midas: 466–467, The Tempest: