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© 2015 correlated to the Instructional Materials Evaluation Toolkit (IMET): Grade 12

IMET, ELA/LITERACY GRADE 12 PAGE 1

Non‐Negotiable 1: ELA/literacy texts have the appropriate level of complexity for the grade, according to both quantitative measures and qualitative analysis of text complexity—texts are worthy of student time and attention. Metric Evidence

NN Metric 1A: 100% of texts must be accompanied by specific evidence that they have been analyzed with at least one research‐based quantitative measure for grade band placement.

The Pearson Literature Student Edition contains selections that are at the level of text complexity required in Standard 10 of Reading: Literature and Standard 10 of Reading: Informational Text. The selections chosen, from both classic and contemporary literature, are qualitatively rich, with the vocabulary, syntactical and structural devices, levels of meaning or purpose, and so on required to lead students to success in reading texts of increasing complexity. • Appendix A of the Common Core State Standards identifies

three dimensions for evaluating text complexity: quantitative, qualitative, and reader‐task relations. In the Teacher's Edition, for every main selection, a Text Complexity Rubric provides a Lexile (a quantitative measure of complexity), as available, and ranks the selection in terms of qualitative factors identified in Appendix A. In addition, for each main text, the Text Complexity rubrics suggest two leveled tasks (reflecting reader‐task considerations) that teachers can use to inflect the complexity of the text, again per Appendix A.

• For example, for Leo Sherley‐Price’s translation of Bede’s A

History of the English Church and People, the Text Complexity Rubric on Teacher's Edition page 84 gives the selection Lexile (quantitative measure) and indicates that the language of the selection is of average difficulty but that the knowledge demands and concept level are more sophisticated (qualitative factors). The Rubric then defines two leveled tasks—one for students who will have difficulty with one of the qualitative dimensions of the text's complexity, the other for students who will not.

(For additional examples of Text Complexity Rubrics, see, e.g., Grade 12 Literature, TE, pp. 170–171, 482–483, 554, 590, 606–607, 648–649, 682.)

The following chart for grade 12 shows the quantitative measure of text complexity for the main selections in each unit. (Because of the variety of factors affecting text complexity, including qualitative factors, the Lexile level for a selection is not the only factor considered in choosing to include the selection in the textbook. As a result, some Lexiles may be higher or lower than the grade‐level recommendations.)



Grade 12 Selections

Unit 1

The Seafarer NP [not prose; poem] The Wanderer NP [not prose; poem] The Wife's Lament NP [not prose; poem] from Beowulf NP [not prose; epic] from Beowulf Graphic Novel N/A [not prose; graphic

novel] from a History of the English Church and People 1280L from The Canterbury Tales: The Prologue NP [not prose; poem] from The Pardoner's Tale NP [not prose; poem] The Wife of Bath's Tale NP [not prose; poem] from the Decameron: Federigo's Falcon 1500L from Sir Gawain and the Green Knight NP [not prose; poem] from Morte d'Arthur 1270L Twa Corbies NP [not prose; poem] Lord Randall NP [not prose; poem] Get up and Bar the Door NP [not prose; poem] Barbara Allan NP [not prose; poem] Unit 2

Sonnet 1 NP [not prose; poem] Sonnet 35 NP [not prose; poem] Sonnet 75 NP [not prose; poem] Sonnet 31 NP [not prose; poem] Sonnet 39 NP [not prose; poem] The Passionate Shepherd to His Love NP [not prose; poem] The Nymph's Reply to the Shepherd NP [not prose; poem] Sonnet 29 NP [not prose; poem] Sonnet 106 NP [not prose; poem] Sonnet 116 NP [not prose; poem] Sonnet 130 NP [not prose; poem] Psalm 23 and Psalm 137 870L from the Sermon on the Mount 890L from the Parable of the Prodigal Son 1350L The Tragedy of Macbeth, Act 1 NP [not prose; drama] The Tragedy of Macbeth, Act 2 NP [not prose; drama] The Tragedy of Macbeth, Act 3 NP [not prose; drama] The Tragedy of Macbeth, Act 4 NP [not prose; drama] The Tragedy of Macbeth, Act 5 NP [not prose; drama] from Oedipus the King NP [not prose; drama] from Faust NP [not prose; drama]



Unit 3

Song NP [not prose; poem] A Valediction: Forbidding Mourning NP [not prose; poem] Holy Sonnet 10 NP [not prose; poem] Meditation 17 1140L On My First Son NP [not prose; poem] Still to Be Neat NP [not prose; poem] Song: To Cecilia NP [not prose; poem] To His Coy Mistress NP [not prose; poem] To the Virgins, to Make Much of Time NP [not prose; poem] Song NP [not prose; poem] Sonnet VII NP [not prose; poem] Sonnet XIX NP [not prose; poem] from Paradise Lost NP [not prose; epic] from the Divine Comedy: Inferno NP [not prose; epic] from The Pilgrim's Progress 1190L from Eve's Apology in Defense of Women NP [not prose; poem] To Lucasta, on Going to the Wars NP [not prose; poem] To Althea, from Prison NP [not prose; poem] from A Journal of the Plague Year 1450L from Gulliver's Travels 1480L A Modest Proposal 1810L from An Essay on Man NP [not prose; poem] from The Rape of the Lock NP [not prose; mock epic] from A Dictionary of the English Language 1290L from The Life of Samuel Johnson 1250L Elegy Written in a Country Churchyard NP [not prose; poem] A Nocturnal Reverie NP [not prose; poem] The Aims of The Spectator 1470L

Unit 4 To a Mouse NP [not prose; poem] To a Louse NP [not prose; poem] Woo'd and Married and A' NP [not prose; poem] The Lamb NP [not prose; poem] The Tyger NP [not prose; poem] The Chimney Sweeper NP [not prose; poem] Infant Sorrow NP [not prose; poem] Introduction to Frankenstein 1170L The Curse of Frankenstein NP [not prose; drama] Ode to My Suit NP [not prose; poem] Lines Composed a Few Miles Above Tintern Abbey NP [not prose; poem] from The Prelude NP [not prose; poem] The World Is Too Much With Us NP [not prose; poem] London, 1802 NP [not prose; poem] I Have Visited Again NP [not prose; poem] Invitation to the Voyage NP [not prose; poem]



Thick Grow the Rush Leaves NP [not prose; poem] Jade Flower Palace NP [not prose; poem] Three Tanka NP [not prose; poem] The Rime of the Ancient Mariner NP [not prose; poem] Kubla Khan NP [not prose; poem] She Walks in Beauty NP [not prose; poem] from Childe Harold's Pilgrimage: Apostrophe to the Ocean NP [not prose; poem] from Don Juan NP [not prose; poem] Ozymandias NP [not prose; poem] Ode to the West Wind NP [not prose; poem] To a Skylark NP [not prose; poem] On First Looking into Chapman's Homer NP [not prose; poem] When I Have Fears That I May Cease to Be NP [not prose; poem] Ode to a Nightingale NP [not prose; poem] Ode on a Grecian Urn NP [not prose; poem] On Making an Agreeable Marriage 1900L from A Vindication of the Rights of Woman 1730L Unit 5 from In Memoriam, A.H.H. NP [not prose; poem] The Lady of Shalott NP [not prose; poem] Tears, Idle Tears NP [not prose; poem] Ulysses NP [not prose; poem] My Last Duchess NP [not prose; poem] Life in a Love NP [not prose; poem] Porphyria's Lover NP [not prose; poem] Sonnet 43 NP [not prose; poem] from Crime and Punishment 990L from Hard Times 1050L from Jane Eyre 930L Dover Beach NP [not prose; poem] Recessional NP [not prose; poem] From Lucy: Englan' Lady NP [not prose; poem] The Widow at Windsor NP [not prose; poem] Freedom NP [not prose; poem] Time Removed NP [not prose; poem] Eli, the Barrow Boy NP [not prose; song] Remembrance NP [not prose; poem] The Darkling Thrush NP [not prose; poem] “Ah, Are You Digging on My Grave?” NP [not prose; poem] God's Grandeur NP [not prose; poem] Spring and Fall: To a Young Child NP [not prose; poem] To an Athlete Dying Young NP [not prose; poem] When I Was One-and-Twenty NP [not prose; poem]



Unit 6 When You Are Old NP [not prose; poem] The Lake Isle of Innisfree NP [not prose; poem] The Wild Swans at Coole NP [not prose; poem] The Second Coming NP [not prose; poem] Sailing to Byzantium NP [not prose; poem] Preludes NP [not prose; poem] Journey of the Magi NP [not prose; poem] The Hollow Men NP [not prose; poem] In Memory of W. B. Yeats NP [not prose; poem] Musée des Beaux Arts NP [not prose; poem] Carrick Revisited NP [not prose; poem] Not Palaces NP [not prose; poem] The Lady in the Looking Glass: A Reflection 1220L from Mrs. Dalloway 780L Shakespeare's Sister 1110L The Lagoon 1000L Araby 940L The Rocking-Horse Winner 650L A Shocking Accident 980L The Soldier NP [not prose; poem] Wirers NP [not prose; poem] Anthem for Doomed Youth NP [not prose; poem] The Demon Lover 1010L Vergissmeinnicht (Forget Me Not) NP [not prose; poem] Postscript: For Gweno NP [not prose; poem] Naming of Parts NP [not prose; poem] Shooting an Elephant 1070L No Witchcraft for Sale 1000L The Train from Rhodesia 870L B. Wordsworth 600L from Midsummer, XXIII NP [not prose; poem] from Omeros, from Chapter XXVIIII NP [not prose; poem] Follower NP [not prose; poem] Two Lorries NP [not prose; poem] Outside History NP [not prose; poem] Come and Go NP [not prose; drama] That's All NP [not prose; drama] Do Not Go Gentle into That Good Night NP [not prose; poem] Fern Hill NP [not prose; poem] The Horses NP [not prose; poem]



Metric Evidence

NN Metric 1B: 100% of texts must be accompanied by specific evidence that they have been analyzed for their qualitative features indicating a specific grade level placement.

Appendix A of the Common Core State Standards identifies three dimensions for evaluating text complexity: quantitative, qualitative, and reader‐task relations. In the Teacher's Edition, for every main selection, a Text Complexity Rubric provides a Lexile (a quantitative measure of complexity), as available, and ranks the selection in terms of qualitative factors identified in Appendix A. In addition, for each main text, the Text Complexity rubrics suggest two leveled tasks (reflecting reader‐task considerations) that teachers can use to inflect the complexity of the text, again per Appendix A.

For example, for Leo Sherley‐Price’s translation of Bede’s A

History of the English Church and People, the Text Complexity Rubric on Teacher's Edition page 84 gives the selection Lexile (quantitative measure) and indicates that the language of the selection is of average difficulty but that the knowledge demands and concept level are more sophisticated (qualitative factors). The Rubric then defines two leveled tasks—one for students who will have difficulty with one of the qualitative dimensions of the text's complexity, the other for students who will not.

(For additional examples of Text Complexity Rubrics, see, e.g., Grade 12 Literature, TE, pp. 170–171, 482–483, 554, 590, 606–607, 648–649, 682.)



Non‐Negotiable 2: At least 80% of all questions in the submission are high‐quality text‐dependent and text‐specific questions. The overwhelming majority of these questions are text‐specific and draw student attention to the text.

Metric Evidence

NN Metric 2A: At least eighty percent of all questions and tasks should be text dependent to reflect the requirements of Reading Standard 1 (by requiring use of textual evidence to support valid inferences from the text).

At all grade levels in Pearson Literature, more than 80% of the questions are high‐quality text‐dependent questions requiring students to rely on the text to find the answers. Main Selection Groupings • Every main selection grouping offers postreading Critical

Reading and Literary Analysis questions and a Writing to Sources activity. All questions are highly text dependent and explicitly elicit students to provide text evidence. Writing activities are grounded in the text and in many, students must support claims with text evidence.

• Questions for selections are sequenced; starting with

questions on Key Ideas and Details and Craft and Structure, they then move to more complex or sophisticated questions on Integration of Knowledge and Ideas. The Integration of Knowledge and Ideas questions, along with the question connected to one of the Essential Questions, prompt students to synthesize details in the text and to connect the text with larger questions, issues, or themes.

(For examples of postreading questions, see, e.g., Grade 12 Literature SE/TE, pp. 25, 29, 31, 32; 64, 65; 88, 89; 119, 120; 134, 135; 150, 151; 183, 195, 196.)

(For examples of postreading writing activities, see, e.g., Grade 12 Literature SE/TE, pp. 280, 418, 502, 538.)

• Main selections groupings often include one or more Critical Viewing questions, which engage students in evidence‐based discussions of images related to the text.

(See, e.g., Grade 12 Literature SE/TE, pp. 24, 47, 49, 55, 58, 63, 100.)

Unit Introduction The unit introduction, Multiple Perspectives on the Era, includes a sequence of Critical Viewing questions in the Teacher's Edition. These questions engage students in evidence‐based discussions of images. The introduction concludes with postreading questions that explicitly elicit students to provide text evidence.

(continued on next page)



(continued)(See, e.g., Grade 12 Literature, TE, Critical Viewing, pp. 7, 9, 11; SE/TE, Integrate and Evaluate Information, p. 16.)

End‐of‐Unit Features • As noted above, each unit concludes with a Text Set

Workshop. The workshop assignments, which include writing, research, or speaking and listening, require students to draw extensively on text evidence from the unit selections as they address the Text Set topics and themes.

(See, e.g., Grade 12 Literature SE/TE, pp. 226a–226b.) • Each unit also concludes with an Assessment Workshop

that features Writing and Speaking and Listening performance tasks related to unit selections. All activities are highly text dependent and explicitly elicit students to provide text evidence

(See, e.g., Grade 12 Literature SE/TE, pp. 230–231.)

NN Metric 2B: Questions and tasks accurately address the analytical thinking required by the Standards at each grade level. NOTE: while multiple Standards will be addressed with every text, not every standard must be addressed with every text.

In each unit, the lesson for each selection and many features is integrated, with text‐dependent activities that lead students to engage with and extend the text in a variety of ways. Unit Introduction • The unit introduction, Multiple Perspectives on the Era,

concludes with two integrated activities, the Recent Scholarship collaborative activity and the Speaking and Listening/Research activity on the Integrate and Evaluate Information page.

(See, e.g., Grade 12 Literature SE/TE, pp. 15, 16.) Main Selection Groupings • The prereading Building Knowledge and Insight page for

each main selection grouping supports close reading of the text with instruction in reading skills and literary analysis concepts.

(See, e.g., Grade 12 Literature SE/TE, pp. 18, 38.)

• The postreading pages for each main selection grouping include a vocabulary activity and a Writing to Sources activity, along with questions for comprehension, application of reading and literary analysis skills, and close reading of the text. Many Extended Study features extend instruction, concluding with a full‐page Writing to Sources assignment and an additional page of instruction in Conventions and Style skills.

(See, e.g., Grade 12 Literature SE/TE, pp. 32, 66–67 (Extended Study).)




(continued)Features on Nonfiction Reading Writing instruction is also integrated with two special features, included in each unit, on reading nonfiction.

(See, e.g., Grade 12 Literature SE/TE, Reading for Information, pp. 70–75, including Timed Writing, p. 75; Research Project: Primary Sources, pp. 282–291, including Research Task, p. 291.)

End‐of‐Unit Features • Each unit concludes with a Text Set Workshop. Students

discuss and write about the selections in each Text Set in relation to the Text Set topic or theme. The feature ensures that students apply literary skills and synthesize ideas and information across texts.

(See, e.g., Grade 12 Literature SE/TE, pp. 226a–226b.) • Each unit also concludes with a set of Performance Tasks,

including Writing and Speaking and Listening tasks, related to unit selections. These activities are designed to foster students’ analytical abilities as well as their ability to synthesize across texts.


Alignment Criterion 1: Materials must reflect the distribution of text types and genres required by the Standards. Metric Evidence

AC Metric 1A: Materials pay careful attention to providing a sequence or collection of texts that build knowledge systematically through reading, writing, listening, and speaking about topics under study.

The Literature Student Edition is organized as a chronological survey of British literature, featuring texts of appropriate complexity (see Section I of this rubric, above). A central goal of the program is students' ability to independently and confidently read complex texts. To this end, the core lessons in each unit are text‐centered, with appropriate scaffolding, and culminate in student activities that foster students' ability to read complex texts independently. Support for Reading Complex Texts • By working through the selection lessons in a unit,

students receive guided practice in close reading complex texts. As noted above, students are supported in their reading of each main selection grouping through skills instruction on the Building Knowledge and Insight page. Students apply the skills and concepts to the selections in response to side‐column prompts, which guide them as they grapple with significant or representative sections of text.

• Step‐by‐step lesson suggestions in the Teacher's Edition

provide further scaffolding and support, helping teachers (continued on next page)



(continued)

to guide students as they analyze and interpret the text.

• Postreading selection questions are appropriately sequenced, moving from Key Ideas and Details questions and Craft and Structure questions to higher‐level Integration of Knowledge and Ideas questions. The culminating questions prompt students to explore the deeper meaning of the selections.

(See, e.g., Grade 12 Literature SE/TE, Building Knowledge and Insight, p. 521; Using Graphic Organizers/Epic Poetry, p. 530 (side column); Literary Analysis, p. 536.)

• Students receive additional support in select Extended

Study groupings As appropriate, these groupings feature a Defining . . . spread dedicated to a particular genre. The annotations for the Model reading show students how to apply literary concepts in close reading a text.

(See, e.g., Grade 12 Literature SE/TE, pp. 34–35, including Model, p. 35; 308–309, including Model, p. 309.)

Selection and Sequencing of Texts For every main selection grouping, Text Complexity Rubrics in the Teacher's Edition identify determinants of text complexity. Teachers can use the information in these Rubrics to determine which selections in a grouping to assign and in what order, depending on students' needs and abilities. They can also use the Reader and Task Suggestions to provide additional support or scaffolding.

(See, e.g., Grade 12 Literature TE, pp. 606–607.) Progression Toward Independence By completing the end‐of‐unit Text Set Workshop and performance tasks, students work independently or in groups to confirm, consolidate, and extend their previous readings of the texts, reinforcing their ability to negotiate complex texts on their own.

• The culminating Text Set Workshop requires students to review their readings in one or more parts of the unit and draw larger conclusions or make significant claims based on them.

(See Grade 12 Literature SE/TE, pp. 226a–226b; 454a–454b; 706a–706b; 932a–932b; 1112a–1112b; 1480a–1480b.)

• The Constructed Response section of the end‐of‐unit Assessment Workshop contains performance tasks that have students analyze the texts and synthesize ideas.

(See, e.g., Grade 12 Literature SE/TE, pp. 230–231.) (continued on next page)



(continued)Independent Reading • At the conclusion of each unit, on the Independent

Reading pages, students are invited to choose a longer work for independent reading. The works cover a range of difficulty levels. The Text Complexity notes in the Teacher's Edition for these pages guide teachers in helping students with their choices for independent reading and in assigning tasks for reading.

• As needed, support for independent reading is available.

Reading questions to guide students' reading are offered in the Student Edition, and teachers are encouraged to form literature circles for students reading the same work, with guidance available in the Professional Development Guidebook. Teachers may find additional support for selected independent readings online.

(See, e.g., Grade 12 Literature SE/TE, pp. 232–233, including Text Complexity notes, TE pp. 232–233 and Preparing to Read Complex Texts, SE/TE p. 233; www.pearsonrealize.com: Literature Grade 12: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 47–49, 173–189; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Novel Resources.)

AC Metric 1B: Within a sequence or collection of texts, specific anchor texts of grade‐level complexity (keystone texts) are selected for their quality as being worthy of especially careful reading.

Students build knowledge about the Text Set topic or theme and its significance as they read the Text Set selections, organized into an Anchor Text and related readings. Students are supported by various Student Edition features with the selections, including skills instruction that covers historical or cultural context, biographical or background notes, and writing activities that deepen their reading.

(See, e.g., Grade 12 Literature SE/TE, Unit 5, Part 3 Text Set: The Empire and Its Discontents—Close Reading Focus, p. 1040; Matthew Arnold, p. 1041; Rudyard Kipling, p. 1044; Background, p. 1046; Writing to Sources, p. 1051; Themes Across Cultures, pp. 1052–1054; Literature in Context, 1067.)

AC Metric 1C: In grades 3‐5, literacy programs shift the balance of texts and instructional time to 50% literature / 50% informational high‐quality text. In grades 6‐12 ELA materials include substantial attention to high quality nonfiction.

Grade 12 Literature Student Edition meets the balance of informational and literary texts required by the CCSS and provides exemplars and selections that fall within the full range of reading within the grade level. The program includes a robust collection of both literary and informational texts. In the category of informational texts, Pearson Literature emphasizes literary nonfiction in the ELA classroom, per the guidelines in the CCSS, p. 5, which state that "Because the ELA classroom must focus on literature . . . as well (continued on next page)



(continued) as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes. . . ." • Literary nonfiction selections appear throughout each unit

of the textbook. These selections are typically integrated with literature selections through the multi‐genre Text Sets that comprise the parts of each unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 293–295 [interview], 655–661 [biography excerpt], 682–684 [Enlightenment essay], 912–915 [letter], 916–918 [social commentary], 1446–1451 [persuasive essay].)

• The Research Project: Primary Sources feature in each unit

primarily comprises related literary nonfiction selections, but may include relevant functional and expository texts as well.

(See, e.g., Grade 12 Literature SE/TE, pp. 282–291 [speech / eyewitness account], 568–581 [diary / policy statement], 896–909 [debate speeches / letter], 1062–1070 [newspaper article / advertisement].)

• Reading for Information features appear one in each unit

and provide instruction on interpreting and analyzing a wide variety of informational nonfiction texts, including functional texts.

(See, e.g., Grade 12 Literature SE/TE, pp. 70–75 [online encyclopedia article / Wikipedia article], 598–603 [annual report / transit map and schedule], 1454–1459 [technical article / press release].)

AC Metric 1D: A large majority of texts included in instructional materials reflect the text characteristics and genres that are specifically required by the Standards at each grade level.

Pearson Literature provides a range of reading opportunities, from narrative fiction, to poetry, to drama, to nonfiction literary selections, to functional texts and documents. The Range of Reading Table of Contents, located in the front of each book identifies the genres of each text included in the program. Texts have been carefully selected to enable students to encounter a wide and rich range of literary and informational texts. Texts were chosen based on criteria such as literary merit, author’s craft, themes, cultural representations and insights, and readability. Exemplar Texts have been included where appropriate. Pearson Literature fully complies with this requirement and offers a wide array of texts, including foundational documents, literature, plays, dramas, myths, stories, and articles that represent diverse cultures.

AC Metric 1E: Additional materials markedly increase the opportunity for regular independent reading of texts that appeal to students’ interests to develop both knowledge and

The Pearson Literature Student Edition is organized as a chronological survey of British literature, featuring texts of appropriate complexity (see Section I of this rubric, above). A central goal of the program is students' ability (continued on next page)



love of reading. (continued)to independently and confidently read complex texts. To this end, the core lessons in each unit are text‐centered, with appropriate scaffolding, and culminate in student activities that foster students' ability to read complex texts independently. Support for Reading Complex Texts • By working through the selection lessons in a unit,



provide further scaffolding and support, helping teachers to guide students as they analyze and interpret the text.

• Postreading selection questions are appropriately

sequenced, moving from Key Ideas and Details questions and Craft and Structure questions to higher‐level Integration of Knowledge and Ideas questions. The culminating questions prompt students to explore the deeper meaning of the selections.




(See, e.g., Grade 12 Literature SE/TE, pp. 34–35, including Model, p. 35; 308–309, including Model, p. 309.)


(See, e.g., Grade 12 Literature TE, pp. 606–607.) (continued on next page)



(continued)Progression Toward Independence By completing the end‐of‐unit Text Set Workshop and performance tasks, students work independently or in groups to confirm, consolidate, and extend their previous readings of the texts, reinforcing their ability to negotiate complex texts on their own.




(See, e.g., Grade 12 Literature SE/TE, pp. 230–231.) Independent Reading • At the conclusion of each unit, on the Independent




(See, e.g., Grade 12 Literature SE/TE, pp. 232–233, including Text Complexity notes, TE pp. 232–233 and Preparing to Read Complex Texts, SE/TE p. 233; www.pearsonrealize.com: Literature Grade 12: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 47–49, 173–189; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Novel Resources.)



Alignment Criterion 2: Questions support students in building reading comprehension, in finding and producing the textual evidence to support their responses, and in developing grade level academic language.

Metric Evidence

AC Metric 2A: High‐quality sequences of text‐dependent questions are prevalent and can address any of the following: sustained attention to making meaning from the text, rereading to gain evidence and clarity, and the acquisition of foundational skills.

Main Selection Groupings• Every main selection grouping offers postreading Critical

Reading and Literary Analysis questions and a Writing to Sources activity. All questions are highly text dependent and explicitly elicit students to provide text evidence. Writing activities are grounded in the text and in many, students must support claims with text evidence.

• Questions for selections are sequenced; starting with

questions on Key Ideas and Details and Craft and Structure, they then move to more complex or sophisticated questions on Integration of Knowledge and Ideas. The Integration of Knowledge and Ideas questions, along with the question connected to one of the Essential Questions, prompt students to synthesize details in the text and to connect the text with larger questions, issues, or themes.

(For examples of postreading questions, see, e.g., Grade 12 Literature SE/TE, pp. 25, 29, 31, 32; 64, 65; 88, 89; 119, 120; 134, 135; 150, 151; 183, 195, 196.)

(For examples of postreading writing activities, see, e.g., Grade 12 Literature SE/TE, pp. 280, 418, 502, 538.)

• Main selections groupings often include one or more Critical Viewing questions, which engage students in evidence‐based discussions of images related to the text.


Unit Introduction The unit introduction, Multiple Perspectives on the Era, includes a sequence of Critical Viewing questions in the Teacher's Edition. These questions engage students in evidence‐based discussions of images. The introduction concludes with postreading questions that explicitly elicit students to provide text evidence.

(See, e.g., Grade 12 Literature, TE, Critical Viewing, pp. 7, 9, 11; SE/TE, Integrate and Evaluate Information, p. 16.)




(continued)End‐of‐Unit Features • As noted above, each unit concludes with a Text Set

Workshop. The workshop assignments, which include writing, research, or speaking and listening, require students to draw extensively on text evidence from the unit selections as they address the Text Set topics and themes.


that features Writing and Speaking and Listening performance tasks related to unit selections. All activities are highly text dependent and explicitly elicit students to provide text evidence


AC Metric 2B: Questions and tasks support students in unpacking the academic language (vocabulary and syntax) prevalent in complex texts.

Introductory UnitIn the Introductory Unit, students are introduced to academic vocabulary across and within various disciplines. (See Grade 12 Literature SE, pp. xlviii–lv; TE pp. CC 78–CC 85.) Units 1–6: Unit Introduction (Multiple Perspectives on the Era) • Essential Question Vocabulary—academic vocabulary

particularly relevant to discussion of the Essential Question—is introduced in the introductory section of each unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 8, 10, 12; 1126, 1130, 1132.)

• Students are explicitly instructed to use the Essential

Question Vocabulary as they complete the activities on the Integrate and Evaluate Information page at the end of the feature.

(See, e.g., Grade 12 Literature SE/TE, pp. 16, 1136.) Units 1–6: Selections • Main selection groupings throughout the Student Edition

require students to use academic vocabulary in their responses to a Critical Reading question.

(See, e.g., Grade 12 Literature SE/TE, question 6, p. 64; question 5, p. 150; question 3, p. 260; question 4, p. 304; question 6, p. 415; question 7, p. 534; question 4, 1049; question 5, 1148.)

• Each unit has a Research Project: Primary Sources feature in which Content‐Area Vocabulary found in the selections is included in the selection vocabulary. On the postreading page, the Content‐Area Vocabulary is called out and practiced separately.




(continued)(See, e.g., Grade 12 Literature SE/TE, pp. 199, 212; 283, 290; 1285, 1294.)

• Each unit also has a Reading for Information feature in which Content‐Area Vocabulary is introduced (pre‐reading pages) and applied (post‐reading activities).

(See, e.g., Grade 12 Literature SE/TE, pp. 70, 75; 598, 603; 1022, 1027.)

AC Metric 2C: Questions build to a deep understanding of the central ideas of the text.

• The Teacher's Edition consistently suggests and supports a multidraft reading strategy, in which students of all levels can directly experience the complexity of the text. First readings are for comprehension of basic meaning. During the second reading, students analyze craft and structure and answer the point‐of‐use side column prompts. After the third reading, students answer the postreading questions, which aid them in integrating knowledge and ideas, connecting what they have read to other texts and to the world.

(See supporting side‐column notes on, e.g., Grade 12 Literature TE, pp. 169, 253, 819.)

• Student reading of main selection groupings is scaffolded

in these ways:

‐ through prereading instruction in skills, supporting students in comprehending, interpreting, and analyzing the text;

‐ through point‐of‐use prompts applying the skills,

accompanied by scaffolded, step‐by‐step support in the Teacher's Edition; and

‐ through carefully scaffolded postreading questions,

leading from basic understanding and reasoning to deeper insight and higher‐level cognition (the Integration of Knowledge and Ideas questions, which require synthesis, generalization, and so on). (See, e.g., Grade 12 Literature SE/TE, Building Knowledge and Insight, p. 38; The Epic and the Legendary Hero, p. 46 (side column), Determine the Main Idea by Paraphrasing, p. 52 (side column); Critical Reading, p. 64; Literary Analysis, p. 65.)

• In addition, Differentiated Instruction notes in the

Teacher's Edition offer teachers suggestions for tailoring the reading for diverse students, including Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students.




(continued)(See supporting bottom channel notes on, e.g., Grade 12 Literature Teacher’s Edition, pp. 97, 247, 383, 823, 1057.)

• Additional support for diverse learners appears in ancillary

consumables, including the Adapted Reader's Notebook and English Learner's Reader's Notebook. Both offer adapted instruction for all selections. For key selections in every unit, both consumables include passages of authentic text from the selection linked with bridge text.

(See, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: from Beowulf: Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL.)

Alignment Criterion 3: Written and oral tasks at all grade levels require students to confront the text directly, to draw on textual evidence, and to support valid inferences from the text.

Metric Evidence

AC Metric 3A: Writing to sources is a key task. Students are asked in their writing to analyze and synthesize sources, as well as to present careful analysis, well‐defended claims, and clear information.

Every main selection in the Grade 12 Literature student edition is accompanied by one or more writing assignments, all of which are grounded in the text and many of which require students to draw evidence from the text. Writing assignments take various forms; the majority fall within the three CCSS modes (narrative, informative/explanatory, and argument). Examples are given below. Main Selection Groupings As noted above, the postreading pages for each main selection grouping include a Writing to Sources activity. Many provide concrete guidance in citing textual evidence. The instruction also includes specific tips or more extensive guidance in following a writing process, as well as specific criteria for success.

(See, e.g., Grade 12 Literature SE/TE, pp. 280, 306, 418, 492, 502, 538.)

Features on Nonfiction Reading As noted above, writing instruction is also integrated with two special features on reading nonfiction, included in each unit.

(See, e.g., Grade 12 Literature SE/TE, Reading for Information, pp. 70–75, including Timed Writing, p. 75; Research Project: Primary Sources, pp. 282–291, including Research Task, p. 291.)




(continued)End‐of‐Unit Features • The end‐of‐unit Text Set Workshop contains one or more

activities requiring a written outcome. These activities are text dependent and typically require students to draw evidence from the text.

(See, e.g., Grade 12 Literature SE/TE, pp. 226a–226b.) • Each unit concludes with a set of Performance Tasks,

including three Writing tasks, related to unit selections. All activities are text dependent, and many explicitly elicit students to provide text evidence.

(See, e.g., Grade 12 Literature SE/TE, pp. 230–231.) • In addition to the selection and text‐based Writing to

Sources activities, a unit‐level Writing Workshop provides additional instruction and guidance in writing narrative texts, informative/ explanatory texts, or arguments.

(See, e.g., Grade 12 Literature, SE/TE, pp. 214–221, 442–449, 1096–1107.)

All of the writing tasks in the Literature Student Edition align to the Common Core State Standards and are supported with teacher instruction and rubrics.

(See, e.g., Grade 12 Literature SE/TE, pp. 221, 449, 701; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Writing Rubrics and Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, Rubrics for Self‐Assessment.)

AC Metric 3B: Materials place an increased focus on argument and informative writing in the following proportions. Alternately, they may reflect blended forms in similar proportions (e.g. exposition and persuasion): Grades 3–5 (exposition 35%; persuasion 30%; narrative 35%) Grades 6–8 (exposition 35%; argument 35%; narrative 30%)

Writing activities in Pearson Literature ©2015 are text dependent and require students to confront the text directly. Daily, weekly, and unit writing activities provide performance tasks for students as they write in response to reading texts at various levels of complexity. The writing strand in Pearson Common Core addresses argumentative, explanatory, and narrative writing tasks. See the following charts for a breakdown of writing activities.

Grade Eight

Mode Writing Workshop

Writing to Sources

Assessment/Timed

Total Number of Writing Tasks

Percentage

Argument/Opinion 2 24 9 35 37%

Informative/Explanatory 1 27 15 43 46%

Narrative 3 13 0 16 17%



Metric Evidence

AC Metric 3C: Writing opportunities for students are prominent and varied.

Each unit includes on‐demand, process, and research writing opportunities. Postreading writing activities appear with every main selection. There are also numerous opportunities in each unit for students to engage in short, focused research projects as well as more extended research endeavors. Writing and research opportunities include • the Quick Write on‐demand writing activities in the online

Daily Bellringer Activities ancillary, as well as the related daily activities in the Daily Bellringer strands for Sentence Modeling, Revision, Research, and Sentence Combining.

(See, e.g., Grade 12 Literature TE, Daily Bellringer, p. 19; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Daily Bellringer Activities.)

• Writing to Sources activities in the key CCSS modes,

grounded in students' reading, and including clearly defined criteria for success along with writing process tips or more extended guidance. A Writing to Sources activity appears with every main selection grouping.

(See, e.g., Grade 12 Literature SE/TE, pp. 197, 398, 1051, 1431.)

• Writing Workshops, with detailed step‐by‐step guidance in

completing the writing process, including revision, editing, and proofreading stages. Each Writing Workshop has a Writers on Writing section in which an author introduced in the beginning of the unit provides insight into the writing process. Each workshop also features a Writer's Toolbox page on conventions or style and includes an annotated student model for student modeling and reference. Students are also encouraged to conduct research to enhance the unit’s writing assignment through a feature called Focus on Research.

(See, e.g., Grade 12 Literature SE/TE, pp. 214–221, including Focus on Research, p. 214; Writers on Writing, p. 217; Writer's Toolbox, p. 219.)

• Solve a Research Problem activities are short, focused

research assignments that appear at the end of the introduction to each unit on Integrate and Evaluate Information page. These assignments have specific, well‐defined outcomes that students can often pursue using online or digital sources.





(continued)• Research Task activities appear at the end of the Research

Project: Primary Sources feature in each unit. They have well‐defined, specific outcomes and clearly articulated criteria for success, and they offer students the opportunity to engage in extended research. Students can often pursue them using online or digital sources.

(See, e.g., Grade 12 Literature SE/TE, pp. 213, 909, 1295.)

• The Text Set Workshop at the end of each unit provides a

research project in which students synthesize their understanding of the topics and themes presented in one of the unit’s text sets.

(See, e.g., Grade 12 Literature SE/TE, pp. 454a–454b, 1480a–1480b.)

AC Metric 3D: Extensive practice with short, focused research projects is provided. Materials require students to engage in many short research projects annually to enable students to develop the expertise needed to conduct research independently.

Each unit in Pearson Literature includes on‐demand, process, and research writing opportunities. Each unit also offers a number of postreading research activities. Solve a Research Problem activities are short, focused research

assignments that appear at the end of the introduction to each unit on Integrate and Evaluate Information page. These assignments have specific, well‐defined outcomes that students can often pursue using online or digital sources.

(See, e.g., Grade 12 Literature SE/TE, pp. 16, 956.) • Research Task activities appear at the end of the Research








Alignment Criterion 4: Materials provide explicit and systematic instruction and diagnostic support in phonics, vocabulary, development, syntax, and fluency. These foundational skills are necessary and central components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Metric Evidence

AC Metric 4A: Submissions address grade‐level CCSS for foundational skills by providing instruction in phonics, word recognition, vocabulary, syntax, and reading fluency in a research‐based and transparent progression.

Pearson Literature is a fully integrated program, with reading, writing, conventions, speaking and listening, literary analysis, and word analysis skills instruction appearing with selections throughout the book. • Every main selection grouping is preceded by a Building

Knowledge and Insight page on which students are taught reading skills and literary concepts that will enrich their ability to close read a text. Skills support continues throughout the selection(s) with point‐of‐use skills prompts. The postreading Critical Reading and Literary Analysis skills‐based questions provide opportunities for students to affirm and extend their mastery.

(See, e.g., Grade 12 Literature SE/TE, Close Reading Focus, p. 818; Comparing and Contrasting Sound Devices/Poetic Sound Devices (side column), p. 841; Critical Reading questions, pp. 845, 849; Literary Analysis questions, p. 850.)

• Vocabulary Acquisition and Use features practicing

selection vocabulary appears with every main selection grouping. Word analysis instruction related to the selection vocabulary appears with most of the groupings. In addition, academic vocabulary is reinforced in one Critical Reading question in each grouping. Word analysis and other language skills also receive focused attention in the Language Study workshop in each unit.

(See, e.g., Grade 12 Literature SE/TE, Critical Reading, question 6, p. 64; Vocabulary Acquisition and Use, p. 66; Language Study, pp. 224–225.)

• A full complement of teacher lesson support appears in the Teacher's Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes supporting Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students, Vocabulary Development notes, Enrichment notes, Assessment Practice notes, and Extend the Lesson notes.

(See supporting side‐column and bottom channel notes on, e.g., Grade 12 Literature Teacher’s Edition, pp. 38–47, 1218–1243.)



AC Metric 4B: Materials guide students to read with purpose and understanding and to make frequent connections between acquisition of foundation skills and making meaning from reading.

Introductory UnitStrategies and concepts for close reading are modeled in the Introductory Unit of the Student Edition, using excerpts from authentic texts.

(See, e.g., Grade 12 Literature SE/TE, SE pp. lviii–lxix, TE pp. CC 88–CC 99.)

Main Selection Groupings • The Building Knowledge and Insight page for each main

selection grouping, students are taught reading skills and literary concepts that will enrich their ability to close read a text. Students then apply the skills and concepts to the selections in response to side‐column prompts. After reading, students answer postreading questions that confirm their mastery of the skills and lead them through in‐depth analysis of the texts. The questions for a selection move from Key Ideas and Details questions and Craft and Structure questions to higher‐level Integration of Knowledge and Ideas questions. The culminating questions prompt students to explore the deeper meaning of the selections.


• A Themes Across Centuries or Cultures feature appears

with one or more main selection groupings in each unit. These features, written by noted scholars and authors, model sophisticated engagement with a text or reflection on literature generally. They often include examples of close readings of text. By situating the works students read in relation to larger themes, artistic concerns, or historical factors, the features deepen students' awareness of the significance of the works.

(See, e.g., Grade 12 Literature SE/TE, Seamus Heaney Discusses Beowulf, pp. 68–69; Sir Frank Kermode on Macbeth, pp. 314–315.)

• In each unit, one or more Extended Study groupings gives extended, in‐depth treatment to the work of a prominent writer or to representative works of an important genre. As appropriate, Extended Study groupings feature a Defining . . . spread dedicated to a particular genre. The instruction provides students with literary concepts they need to fully appreciate texts in the given genre. The annotations in the Model, from an authentic text, help show students how to apply the concepts in close reading a text. (See, e.g., Grade 12 Literature SE/TE, pp. 34–35, including Model, p. 35; 308–309, including Model, p. 309.)



Text Set WorkshopsIn each unit, the culminating Text Set Workshop requires students to review their readings in the unit and draw larger conclusions or make significant claims based on them, deepening students' understanding of their meaning.


Vocabulary Acquisition and Use features practicing selection vocabulary appears with every main selection grouping. Word analysis instruction related to the selection vocabulary appears with most of the groupings. In addition, academic vocabulary is reinforced in one Critical Reading question in each grouping. Word analysis and other language skills also receive focused attention in the Language Study workshop in each unit. (See, e.g., Grade 12 Literature SE/TE, Critical Reading, question 6, p. 64; Vocabulary Acquisition and Use, p. 66; Language Study, pp. 224–225.)

• A full complement of teacher lesson support appears in the Teacher's Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes supporting Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students, Vocabulary Development notes, Enrichment notes, Assessment Practice notes, and Extend the Lesson notes.

(See supporting side‐column and bottom channel notes on, e.g., Grade 12 Literature Teacher’s Edition, pp. 38–47, 1218–1243.)

AC Metric 4C: Opportunities are frequently built into the materials for students to achieve reading fluency in oral and silent reading, that is, to read on‐level prose and poetry with accuracy, rate appropriate to the text, and expression.



• Student reading of main selection groupings is scaffolded

in these ways: ‐ through prereading instruction in skills, supporting

students in comprehending, interpreting, and analyzing the text;




(continued)‐ through point‐of‐use prompts applying the skills,

accompanied by scaffolded, step‐by‐step support in the Teacher's Edition; and

‐ through carefully scaffolded postreading questions,

leading from basic understanding and reasoning to deeper insight and higher‐level cognition (the Integration of Knowledge and Ideas questions, which require synthesis, generalization, and so on). (See, e.g., Grade 12 Literature SE/TE, Building Knowledge and Insight, p. 38; The Epic and the Legendary Hero, p. 46 (side column), Determine the Main Idea by Paraphrasing, p. 52 (side column); Critical Reading, p. 64; Literary Analysis, p. 65.)



(See supporting bottom channel notes on, e.g., Grade 12 Literature Teacher’s Edition, pp. 97, 247, 383, 823, 1057.)

• Additional support for diverse learners appears in ancillary consumables, including the Adapted Reader's Notebook and English Learner's Reader's Notebook. Both offer adapted instruction for all selections. For key selections in every unit, both consumables include passages of authentic text from the selection linked with bridge text.

(See, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: from Beowulf: Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL.)

AC Metric 4D: Materials guide students to read grade‐level text with purpose and understanding.

The Pearson Literature Student Edition contains selections that are at the level of text complexity required in Standard 10 of Reading: Literature and Standard 10 of Reading: Informational Text. The selections chosen, from both classic and contemporary literature, are qualitatively rich, with the vocabulary, syntactical and structural devices, levels of meaning or purpose, and so on required to lead students to success in reading texts of increasing complexity. Main Selection Groupings • The prereading Building Knowledge and Insight page for





(continued)(See, e.g., Grade 12 Literature SE/TE, pp. 18, 38.)


(See, e.g., Grade 12 Literature SE/TE, pp. 32, 66–67 (Extended Study).

Each unit starts off with a survey of the history and literature of the period, Multiple Perspectives on the Era (comprising the sections Snapshot of the Period, Historical Background, Essential Questions Across Time, and Recent Scholarship). As they read, students build knowledge of history, including the history of technology, science, society, and the arts. Students apply this knowledge and further explore the material in completing the accompanying extension activities and the Integrate and Evaluate Information questions.

(See, e.g., Grade 12 Literature SE/TE, pp. 236–250, including Speaking and Listening, p. 249, 250; Integrate and Evaluate Information, p. 250.)

• Each unit offers a grouping of Research Project: Primary

Sources feature with primary source documents, relevant to the unit period, and a related Research Task. By reading the documents and completing the research project, students will learn more about the history, politics, and society of the period.

(See, e.g., Grade 12 Literature SE/TE, Research Project: Primary Sources, pp. 282–291, including Research Task, p. 291.)

• In each unit, the Reading for Information feature offers

informational texts, including content‐area selections. (See, e.g., Grade 12 Literature SE/TE, pp. 1454–1459.)

(continued on next page) (continued) • Literature in Context notes provide selection background

information from a number of content‐areas, including science. (See, e.g., Grade 12 Literature SE/TE, Literature in Context, p. 54.)



Alignment Criterion 5: Materials must adequately address the Language Standards for the grade.

Metric Evidence

AC Metric 5A: Materials address the grammar and language conventions specified by the Language Standards at each grade level.

Pearson Literature is a fully integrated program, with reading, writing, conventions, speaking and listening, literary analysis, and word analysis skills instruction appearing in connection with selections or in workshops throughout the book. • Every main selection grouping is preceded by a Building

Knowledge and Insight page on which students are taught reading skills and literary concepts that will enrich their ability to close read a text. Skills support continues throughout the selection(s) with point‐of‐use skills prompts. The postreading Critical Reading and Literary Analysis skills‐based questions provide opportunities for students to affirm and extend their mastery.

(See, e.g., Grade 12 Literature SE/TE, Close Reading Focus, p. 818; Comparing and Contrasting Sound Devices/Poetic Sound Devices (side column), p. 841; Critical Reading questions, pp. 845, 849; Literary Analysis questions, p. 850.)

• Conventions and Style lessons appear with designated

main selection groupings and on select Writer's Toolbox pages in the Writing Workshops. Additional integration of grammar and conventions instruction appears in the Editing and Proofreading section at the end of each Writing Workshop, including a Spiral Review: Conventions note asking students to apply skill(s) taught earlier in the unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 67, 221, 419, 503, 701, 927, 1009, 1085, 1151, 1473.)

• Writing to Sources assignments with instruction in specific

writing strategies appear with all main selection groupings. These assignments are connect to the selections, extending or enriching students' understanding, and may help students apply skills and concepts taught with the selection(s).

(See, e.g., Grade 12 Literature SE/TE, Writing to Sources, p. 418.

• Additional integrated writing activities appear in two end‐

of‐unit features, the Text Set Workshop and the Constructed Response section of the Assessment Workshop, in which students write about their readings in the unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 226a–226b, 230–231.)




(continued)• The Writing Workshop in each unit provides in‐depth

instruction on writing processes and writing strategies. (See, e.g., Grade 12 Literature SE/TE, pp. 442–449, 920–927.)

• Speaking and listening assignments connected with selections appear at the end of each unit in the Text Set Workshop and the Constructed Response section of the Assessment Workshop. The Teacher's Edition side notes for Constructed Response provide additional instruction on the rules of discussion and oral response.

(See, e.g., Grade 12 Literature SE/TE, Text Set Workshop: Listening and Speaking, p. 226b; Constructed Response: Speaking and Listening, p. 231.)

• Speaking and listening or collaborative opportunities appear as well in the Multiple Perspectives on the Era unit introduction and with the Literary History.

(See, e.g., Grade 12 Literature SE/TE, Multiple Perspectives on the Era, Speaking and Listening, pp. 477, 478; Literary History, Speaking and Listening, p. 517.)

• The Speaking and Listening workshop in each unit gives speaking and listening strategies extended coverage.

(See, e.g., Grade 12 Literature SE/TE, pp. 450–451, 1476–1477.)

• Vocabulary Acquisition and Use features practicing

selection vocabulary appears with every main selection grouping. Word analysis instruction related to the selection vocabulary appears with most of the groupings. In addition, academic vocabulary is reinforced in one Critical Reading question in each grouping. Word analysis and other language skills also receive focused attention in the Language Study workshop in each unit.

(See, e.g., Grade 12 Literature SE/TE, Critical Reading, question 6, p. 64; Vocabulary Acquisition and Use, p. 66; Language Study, pp. 224–225.)



AC Metric 5B: Materials expect students to confront their own error patterns in usage and conventions and correct them in a grade‐by‐grade pathway that results in college and career readiness by 12th grade.

Pearson Literature offers instruction and practice in grammar and conventions throughout the program. Conventions and Style lessons appear with designated main

selection groupings and on select Writer's Toolbox pages in the Writing Workshops. Additional integration of grammar and conventions instruction appears in the Editing and Proofreading section at the end of each Writing Workshop, including a Spiral Review: Conventions note asking students to apply skill(s) taught earlier in the unit. (See, e.g., Grade 12 Literature SE/TE, pp. 67, 221, 419, 503, 701, 927, 1009, 1085, 1151, 1473.)

• Writing to Sources assignments with instruction in specific

writing strategies appear with all main selection groupings. These assignments are connect to the selections, extending or enriching students' understanding, and may help students apply skills and concepts taught with the selection(s).

(See, e.g., Grade 12 Literature SE/TE, Writing to Sources, p. 418.)

Writing Workshops, with detailed step‐by‐step guidance in completing the writing process, including revision, editing, and proofreading stages. Each Writing Workshop has a Writers on Writing section in which an author introduced in the beginning of the unit provides insight into the writing process. Each workshop also features a Writer's Toolbox page on conventions or style and includes an annotated student model for student modeling and reference. Students are also encouraged to conduct research to enhance the unit’s writing assignment through a feature called Focus on Research.

(See, e.g., Grade 12 Literature SE/TE, pp. 214–221, including Focus on Research, p. 214; Writers on Writing, p. 217; Writer's Toolbox, p. 219.)

Vocabulary Acquisition and Use features practicing selection vocabulary appears with every main selection grouping. Word analysis instruction related to the selection vocabulary appears with most of the groupings. In addition, academic vocabulary is reinforced in one Critical Reading question in each grouping. Word analysis and other language skills also receive focused attention in the Language Study workshop in each unit.

(See, e.g., Grade 12 Literature SE/TE, Critical Reading, question 6, p. 64; Vocabulary Acquisition and Use, p. 66; Language Study, pp. 224–225.

www.pearsonrealize.com: Teacher Resources: Media and Interactive Whiteboard Activities • Grammar Tutorials provide reinforcement of key

conventions concepts.



AC Metric 5C: Materials provide a mirror of real‐world activities for student practice with natural language (e.g. mock interviews, presentations).

Speaking and Listening activities in the introduction to each unit that call on students to probe the historical context of the selections in the British literary tradition through engaging, real‐life, interactive projects, such as panel discussions and press conferences.


Speaking and listening assignments connected with selections appear at the end of each unit in the Text Set Workshop and the Constructed Response section of the Assessment Workshop. The Teacher's Edition side notes for Constructed Response provide additional instruction on the rules of discussion and oral response.


• Speaking and listening or collaborative opportunities appear as well in the Multiple Perspectives on the Era unit introduction and with the Literary History.

(See, e.g., Grade 12 Literature SE/TE, Multiple Perspectives on the Era, Speaking and Listening, pp. 477, 478; Literary History, Speaking and Listening, p. 517.)



Alignment Criterion 6: To be CCSS‐aligned, speaking and listening are integrated into lessons, questions and tasks. These reflect a progression of communication skills required for college and career readiness as outlined in the Standards.

Metric Evidence

AC Metric 6A: Texts used in speaking and listening questions and tasks meet the criteria for complexity, range, and quality of texts (Non‐ Negotiable and Alignment Criterion 1).

In each unit, the lesson for each selection is fully integrated, with text‐dependent activities that lead students to engage with and extend the text in a variety of ways. Unit Introduction The unit introduction, Multiple Perspectives on the Era, includes a sequence of Critical Viewing questions in the Teacher's Edition. These questions engage students in evidence‐based discussions of images. The introduction concludes with postreading questions that explicitly elicit students to provide text evidence. (See, e.g., Grade 12 Literature, TE, Critical Viewing, pp. 7, 9, 11; SE/TE, Integrate and Evaluate Information, p. 16.) continued on next page)



(continued)Main Selection Groupings • The prereading Building Knowledge and Insight page for




(See, e.g., Grade 12 Literature SE/TE, pp. 32, 66–67 (Extended Study).



(See, e.g., Grade 12 Literature SE/TE, pp. 226a–226b.) • Each unit also concludes with a set of Performance Tasks,

including Writing and Speaking and Listening tasks, related to unit selections. These activities are designed to foster students’ analytical abilities as well as their ability to synthesize across texts.

(See, e.g., Grade 12 Literature SE/TE, pp. 230–231.) Speaking and listening assignments connected with selections appear at the end of each unit in the Text Set Workshop and the Constructed Response section of the Assessment Workshop. The Teacher's Edition side notes for Constructed Response provide additional instruction on the rules of discussion and oral response. (See, e.g., Grade 12 Literature SE/TE, Text Set Workshop: Listening and Speaking, p. 226b; Constructed Response: Speaking and Listening, p. 231.) • The Speaking and Listening workshop in each unit gives

speaking and listening strategies extended coverage. (See, e.g., Grade 12 Literature SE/TE, pp. 450–451, 1476–1477.)



AC Metric 6B: Materials demand that students engage effectively in a range of conversations and collaborations by expressing well‐supported ideas clearly and building on others’ ideas.

Pearson Literature provides ample opportunity for students to engage in meaningful academic discussions: Unit Introduction

The unit introduction, Multiple Perspectives on the Era, includes a sequence of Critical Viewing questions in the Teacher's Edition. These questions engage students in evidence‐based discussions of images. The introduction concludes with postreading questions that explicitly elicit students to provide text evidence. (See, e.g., Grade 12 Literature, TE, Critical Viewing, pp. 7, 9, 11; SE/TE, Integrate and Evaluate Information, p. 16.)

Main Selection Groupings

Main selections groupings often include one or more Critical Viewing questions, which engage students in evidence‐based discussions of images related to the text.





that features Writing and Speaking and Listening performance tasks related to unit selections. All activities are highly text dependent and explicitly elicit students to provide text evidence.


Speaking and listening assignments connected with selections appear the end of each unit in the Text Set Workshop and the Constructed Response section of the Assessment Workshop. The Teacher's Edition side notes

for Constructed Response provide additional instruction on the rules of discussion and oral response.


• The Speaking and Listening workshop in each unit gives

speaking and listening strategies extended coverage. (See, e.g., Grade 12 Literature SE/TE, pp. 450–451, 1476–1477.)



AC Metric 6C: Materials develop active listening skills, such as taking notes on main ideas, asking relevant questions, and elaborating on remarks of others in a grade‐appropriate way.

Pearson Literature provides students opportunities to deliver and/or evaluate a speech, collaborate with peers on presentations, and build important communication and collaboration skills. Many opportunities are provided for students to engage in discussions developing active listening skills: Unit Introduction

The unit introduction, Multiple Perspectives on the Era, includes a sequence of Critical Viewing questions in the Teacher's Edition. These questions engage students in evidence‐based discussions of images. The introduction concludes with postreading questions that explicitly elicit students to provide text evidence. (See, e.g., Grade 12 Literature, TE, Critical Viewing, pp. 7, 9, 11; SE/TE, Integrate and Evaluate Information, p. 16.)

Main Selection Groupings

Main selections groupings often include one or more Critical Viewing questions, which engage students in evidence‐based discussions of images related to the text.





that features Writing and Speaking and Listening performance tasks related to unit selections. All activities are highly text dependent and explicitly elicit students to provide text evidence.


Speaking and listening assignments connected with selections appear the end of each unit in the Text Set Workshop and the Constructed Response section of the Assessment Workshop. The Teacher's Edition side notes for Constructed Response provide additional instruction on the rules of discussion and oral response.






AC Metric 6D: Materials require students to marshal evidence to orally present findings from research.

Pearson Literature provides Speaking and Listening activities that are standards based, fostering students’ ability to effectively engage in collaboration and presentation tasks. In addition, students engage in various discussions, perform research to clarify text and to explore ideas, and share their insights through formal and informal presentations.

Projects and Presentations End‐of‐selection activities call on students to apply their knowledge of the selections, as well as skills in various domains, including writing and research.

(See, e.g., Grade 12, Literature SE/TE, Writing to Sources, pp. 32, 66, 89, 121; Timed Writing, pp. 75, 166; Research Task, pp. 213, 291.)

Solve a Research Problem activities are short, focused research assignments that appear at the end of the introduction to each unit on Integrate and Evaluate Information page. These assignments have specific, well‐defined outcomes that students can often pursue using online or digital sources.

(See, e.g., Grade 12 Literature SE/TE, pp. 16, 956.) • Research Task activities appear at the end of the Research








AC Metric 6E: Materials build in frequent opportunities for discussion and, through directions and modeling, encourage students to use academic language in their speech.

Pearson Literature provides many opportunities in each unit for students to engage in conversations and discussions incorporating academic language into their speech: Introductory Unit In the Introductory Unit, students are introduced to academic vocabulary across and within various disciplines.

(See Grade 12 Literature SE, pp. xlviii–lv; TE pp. CC 78–CC 85.)

Units 1–6: Unit Introduction (Multiple Perspectives on the Era) • Essential Question Vocabulary—academic vocabulary

particularly relevant to discussion of the Essential Question—is introduced in the introductory section of each unit.

(See, e.g., Grade 12 Literature SE/TE, pp. 8, 10, 12; 1126, 1130, 1132.)

• Students are explicitly instructed to use the Essential

Question Vocabulary as they complete the activities on the Integrate and Evaluate Information page at the end of the feature.

(See, e.g., Grade 12 Literature SE/TE, pp. 16, 1136.) Units 1–6: Selections • Main selection groupings throughout the Student Edition

require students to use academic vocabulary in their responses to a Critical Reading question.

(See, e.g., Grade 12 Literature SE/TE, question 6, p. 64; question 5, p. 150; question 3, p. 260; question 4, p. 304; question 6, p. 415; question 7, p. 534; question 4, 1049; question 5, 1148.)

• Each unit has a Research Project: Primary Sources feature in which Content‐Area Vocabulary found in the selections is included in the selection vocabulary. On the postreading page, the Content‐Area Vocabulary is called out and practiced separately.


• Each unit also has a Reading for Information feature in which Content‐Area Vocabulary is introduced (pre‐reading pages) and applied (post‐reading activities).




Alignment Criterion 7: Materials must provide thoughtful supports/scaffolds to support all students in accessing the CCSS. Metric Evidence

AC Metric 7A: Do the materials regularly provide all students, including those who read, write, speak, or listen below grade level, with extensive opportunities to work with and meet grade level Standards?

A full complement of teacher lesson support appears in the Teacher’s Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes supporting Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students, Vocabulary Development notes, and Enrichment notes. Selection support worksheets, including skills and vocabulary worksheets, appear online. (See supporting side‐column and bottom channel notes on, e.g., Grade 12 Literature TE, pp. 38–67, 1218–1243; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments.) Program support specifically targeting ELL, special‐needs students, and less proficient readers includes the following: • Differentiated Instruction notes in the Teacher's Edition

guide teachers in adapting lessons for diverse students. Differentiated Instruction notes for Less Proficient Readers provide suggestions for mediating text and lessons for readers reading below grade level. Special Needs notes provide suggestions for special‐needs students, and English Learner notes address the specific needs of ELL students.

(For English Learners, Special Needs and Less Proficient bottom channel notes, see, e.g., Grade 12 Literature TE, pp. 55, 231, 385, 811, 1063, 1471, 1477.)


consumables, including the Adapted Reader's Notebook, the English Learner's Reader's Notebook, and the Spanish Reader's Notebook. For every selection, all three provide adapted instruction appropriate to the targeted students; in the Spanish Reader's Notebook, the adapted instruction appears in translation. In addition, for key selections in each unit, the Adapted and English Learner's versions include passages of authentic text, linked with bridge text. Both include suitable side‐column support for reading: The Adapted Reader's Notebook focuses on skills support and fluency, where the English Learner's Reader's Notebook emphasizes vocabulary acquisition and fluency. The Spanish Reader's Notebook offers Spanish translations of the adapted text and features skills support, notes on cultural context, and vocabulary building in English and Spanish.




(continued)(See, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: from The Pardoner’s Tale: Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL, Reader's Notebook Spanish.)

AC Metric 7B: Do materials regularly include extensions and/or more advanced opportunities for students who read, write, speak, or listen above grade level?

• In the Teacher's Edition, Differentiated Instruction notes for Advanced Readers guide teachers in adapting lessons for students who read above grade level.

(See, e.g., Grade 12 Literature TE, bottom channel, pp. 29, 381, 489, 1129, 1235.)

• Enrichment notes in the Teacher’s Edition provide

additional opportunities for teachers to extend lessons for advanced/gifted students. In addition, each main selection is supported by Enrichment worksheets, which are available online and provide additional challenges for advanced readers and gifted students.

(For Enrichment notes, see, Grade 12 Literature TE, bottom channel, pp. 90, 241, 350, 576, 980, 1290, 1426.)

(For Enrichment worksheets, see, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: from The Wife of Bath’s Tale: Worksheets: Enrichment.)

• The Independent Reading section at the end of each unit

suggests works for independent reading. The list covers a range of difficulty levels, including at least one text suggested for advanced readers. The Text Complexity note in the Teacher's Edition guides teachers in matching reader and task to text.

(See, e.g., Grade 12 Literature SE/TE, pp. 232–233, 1118–1119, including Text Complexity notes in bottom channel.)



AC Metric 7C: Are there suggestions and materials for adapting instruction for varying student needs (e.g., alternative teaching approaches, pacing, instructional delivery options, suggestions for addressing common student difficulties, remediation strategies)?



• Student reading of main selection groupings is scaffolded in these ways:

‐ through prereading instruction in skills, supporting

students in comprehending, interpreting, and analyzing the text;

‐ through point‐of‐use prompts applying the skills, accompanied by scaffolded, step‐by‐step support in the Teacher's Edition; and

‐ through carefully scaffolded postreading questions, leading from basic understanding and reasoning to deeper insight and higher‐level cognition (the Integration of Knowledge and Ideas questions, which require synthesis, generalization, and so on). (See, e.g., Grade 12 Literature SE/TE, Building Knowledge and Insight, p. 38; The Epic and the Legendary Hero, p. 46 (side column), Determine the Main Idea by Paraphrasing, p. 52 (side column); Critical Reading, p. 64; Literary Analysis, p. 65.)



(See supporting bottom channel notes on, e.g., Grade 12 Literature Teacher’s Edition, pp. 97, 247, 383, 823, 1057.)


consumables, including the Adapted Reader's Notebook and English Learner's Reader's Notebook. Both offer adapted instruction for all selections. For key selections in every unit, both consumables include passages of authentic text from the selection linked with bridge text.




(continued)(See, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: from Beowulf: Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL.)

AC Metric 7D: Do materials regularly and systematically build in the time and resources required to allow teachers to guide all students to meet grade level Standards?

A full complement of teacher lesson support appears in the Teacher’s Edition, including step‐by‐step teaching suggestions with discussion questions, Think Aloud notes, Differentiated Instruction notes supporting Advanced, Gifted/Talented, Less Proficient, Special Needs, and ELL students, Vocabulary Development notes, and Enrichment notes. Selection support worksheets, including skills and vocabulary worksheets, appear online.

(See supporting side‐column and bottom channel notes on, e.g., Grade 12 Literature TE, pp. 38–67, 1218–1243; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments.

Program support specifically targeting ELL, special‐needs students, and less proficient readers includes the following: • Differentiated Instruction notes in the Teacher's Edition

guide teachers in adapting lessons for diverse students. Differentiated Instruction notes for Less Proficient Readers provide suggestions for mediating text and lessons for readers reading below grade level. Special Needs notes provide suggestions for special‐needs students, and English Learner notes address the specific needs of ELL students.

(For English Learners, Special Needs and Less Proficient bottom channel notes, see, e.g., Grade 12 Literature TE, pp. 55, 231, 385, 811, 1063, 1471, 1477.)


consumables, including the Adapted Reader's Notebook, the English Learner's Reader's Notebook, and the Spanish Reader's Notebook. For every selection, all three provide adapted instruction appropriate to the targeted students; in the Spanish Reader's Notebook, the adapted instruction appears in translation. In addition, for key selections in each unit, the Adapted and English Learner's versions include passages of authentic text, linked with bridge text. Both include suitable side‐column support for reading: The Adapted Reader's Notebook focuses on skills support and fluency, where the English Learner's Reader's Notebook emphasizes vocabulary acquisition and fluency. The Spanish Reader's Notebook offers Spanish translations of the adapted text and features skills support, notes on




(continued)cultural context, and vocabulary building in English and Spanish.

(See, e.g., www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Workbooks and Resources: Selection Worksheets and Assessments: Unit 1: from The Pardoner’s Tale: Worksheets: Reader's Notebook Adapted, Reader's Notebook ELL, Reader's Notebook Spanish.)

AC Metric 7E: Do the materials regularly and systematically offer assessment opportunities that genuinely measure progress? Does this progress include gradual release of supporting scaffolds for students to measure their independent abilities?

The Pearson Literature Student Edition is organized as a chronological survey of British literature, featuring texts of appropriate complexity (see Section I of this rubric, above). A central goal of the program is students' ability to independently and confidently read complex texts. To this end, the core lessons in each unit are text‐centered, with appropriate scaffolding, and culminate in student activities that foster students' ability to read complex texts independently. Support for Reading Complex Texts • By working through the selection lessons in a unit,



provide further scaffolding and support, helping teachers to guide students as they analyze and interpret the text.

• Postreading selection questions are appropriately

sequenced, moving from Key Ideas and Details questions and Craft and Structure questions to higher‐level Integration of Knowledge and Ideas questions. The culminating questions prompt students to explore the deeper meaning of the selections.







(continued on)(See, e.g., Grade 12 Literature SE/TE, pp. 34–35, including Model, p. 35; 308–309, including Model, p. 309.)


(See, e.g., Grade 12 Literature TE, pp. 606–607.) Progression Toward Independence By completing the end‐of‐unit Text Set Workshop and performance tasks, students work independently or in groups to confirm, consolidate, and extend their previous readings of the texts, reinforcing their ability to negotiate complex texts on their own.




(See, e.g., Grade 12 Literature SE/TE, pp. 230–231.) Independent Reading • At the conclusion of each unit, on the Independent







(continued)(See, e.g., Grade 12 Literature SE/TE, pp. 232–233, including Text Complexity notes, TE pp. 232–233 and Preparing to Read Complex Texts, SE/TE p. 233; www.pearsonrealize.com: Literature Grade 12: Tools: Professional Development Center: Professional Development Resources: Professional Development Guidebook, pp. 47–49, 173–189; www.pearsonrealize.com: Literature Grade 12: Teacher Resources: Novel Resources.)

Each unit also concludes with an Assessment Workshop that features Writing and Speaking and Listening performance tasks related to unit selections. All activities are highly text dependent and explicitly elicit students to provide text evidence.


Documents

2015 correlated to the Instructional Materials Evaluation ...assets.pearsonschool.com/correlations/PearsonLit... · The Nymph's Reply to the Shepherd NP [not prose; poem] Sonnet 29