inspiring minds TM

English Language Arts

Grade

SpringBoard®

10

ii SpringBoard® English Language Arts Grade 10

ABOUT THE COLLEGE BOARD� e College Board is a mission-driven not-for-pro� t organization that connects students to college success and opportunity. Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of more than 5,900 of the nation’s leading educational institutions and is dedicated to promoting excellence and equity in education. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success—including the SAT® and the Advanced Placement Program®. � e organization also serves the education community through research and advocacy on behalf of students, educators and schools.

For further information, visit www.collegeboard.com.

ISBN: 1-4573-0222-5ISBN: 978-1-4573-0222-0

Copyright © 2014 by the College Board. All rights reserved.

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

2 3 4 5 6 7 8 14 15 16 17 18 19Printed in the United States of America

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

Pat Bishop Julie ManleyWriting Coach (Retired) English TeacherHillsborough Schools Bellevue School District 405Tampa, Florida Bellevue, Washington Susie Challancin Le’Andra MyersEnglish Teacher English Teacher Bellevue School District 405 Pasco School District Bellevue, Washington Pasco, Washington Bryant Crisp Stephanie Sharpe English Teacher English Teacher Charlotte Mecklenburg Schools Hillsborough Schools Charlotte, North Carolina Tampa, Florida Paul DeMaret Susan Van DorenEnglish Teacher English TeacherPoudre School District Douglas County School DistrictFort Collins, Colorado Minden, Nevada Michelle LewisCurriculum CoordinatorSpokane Public SchoolsSpokane, Washington

SPRINGBOARD ENGLISH LANGUAGE ARTS DEVELOPMENTBetty Barnett Doug WaughExecutive Director Senior Director Content Development Product Management

Joely Negedly Nina WooldridgeInstructional Specialist Senior Director Professional Development JoEllen VictoreenSenior Instructional Specialist

Acknowledgments iii

iv SpringBoard® English Language Arts Grade 10

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

ABC Uni� edCerritos, California

Albuquerque Public SchoolsAlbuquerque, New Mexico

Amarillo School DistrictAmarillo, Texas

Bellevue School District 405Bellevue, Washington

Broward County Public SchoolsFt. Lauderdale, Florida

Clark County School DistrictLas Vegas, Nevada

District School Board of Collier County

Collier County, Florida

Denver Public SchoolsDenver, Colorado

Frisco ISDFrisco, Texas

Garland ISDGarland, Texas

Gilbert Uni� ed School DistrictGilbert, Arizona

Grand Prairie ISDGrand Prairie, Texas

Hillsborough County Public SchoolsTampa, Florida

Hobbs Municipal SchoolsHobbs, New Mexico

Houston Independent School DistrictHouston, Texas

Irving Independent School DistrictIrving, Texas

Kenton County School DistrictFort Wright, Kentucky

Lee County Public SchoolsFort Myers, Florida

Newton County SchoolsCovington, Georgia

Noblesville SchoolsNoblesville, Indiana

Oakland Uni� ed School DistrictOakland, California

Orange County Public SchoolsOrlando, Florida

School District of Palm Beach CountyPalm Beach, Florida

Peninsula School DistrictGig Harbor, Washington

Polk County Public SchoolsBartow, Florida

Quakertown Community School District

Quakertown, Pennsylvania

Rio Rancho Public SchoolsRio Rancho, New Mexico

Ronan School DistrictRonan, Montana

St. Vrain School DistrictLongmont, Colorado

Scottsdale Public SchoolsPhoenix, Arizona

Seminole County Public SchoolsSanford, Florida

Southwest ISDSan Antonio, Texas

Spokane Public SchoolsSpokane, Washington

Spring ISDHouston, Texas

Volusia County SchoolsDeLand, Florida

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To the Student . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

Unit 1 Cultural Conversations

Activities1.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41.2 Exploring Culture and Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51.3 Exploring Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Informational Text: “What Is Cultural Identity?” Personal Essay: “Ethnic Hash,” by Patricia Williams

1.4 Language and Writer’s Craft: Syntax . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141.5 “Two Kinds” of Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Novel: “Two Kinds,” from The Joy Luck Club, by Amy Tan1.6 Two Perspectives on Cultural Identify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Biography: “Honesty Frida,” from PBSArt: Self-Portrait on the Borderline Between Mexico and the United States, by Frida Kahlo Poetry: “Legal Alien,” by Pat Mora*Film: The Life and Times of Frida, PBS (available online)

1.7 Connecting Cultural Identity to Theme . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Memoir: “By Any Other Name,” by Santha Rama Rau

1.8 Consulting with a Mentor (Text) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41Interview/Essay: “Multiculturalism Explained in One Word: HAPA,” by Kristen Lee

Embedded Assessment 1: Writing About Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

1.9 Previewing Embedded Assessment 2 and Preparing for a Writing Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . 471.10 Colliding Worlds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Essay: “When Worlds Collide,” by Pico Iyers1.11 Perspectives on Heritage: Poetry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Poetry: “My Mother Pieced Quilts,” by Teresa Palomo Acosta 1.12 Perspectives on Heritage: Fiction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Short Story: “Everyday Use,” by Alice Walker 1.13 Perspectives on Heritage: Nonfiction Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Essay: “Two Ways to Belong in America,” by Bharati Mukherjee1.14 Argumentation in “An Indian Father’s Plea” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Essay: “An Indian Father’s Plea,” by Robert Lake1.15 Synthesis: Drafting Your Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 811.16 Synthesis: Presenting Your Position . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Embedded Assessment 2: Writing a Synthesis Paper  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

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Unit 2 Cultural Perspectives

Activities2.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 902.2 Images of Cultural Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Poetry: “Where I’m From,” by George Ella Lyon2.3 Cultural Narrative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Memoir: Excerpt from Funny in Farsi, by Firoozeh Dumas2.4 Author’s Stylebook Focus: Dialogue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Memoir: Excerpt from Kaffir Boy, by Mark Mathabane2.5 Author’s Stylebook: Pacing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Essay: “Pick One,” by David Matthews2.6 Author’s Stylebook: Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Essay: “If You Are What You Eat, Then What Am I?” by Geeta Kothari2.7 Author’s Stylebook: Syntactical Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1092.8 Elements of a Graphic Novel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Graphic Novel: Excerpt from Persepolis, by Marjane Satrapi2.9 Telling a Story with Poetry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120

Poetry: “Woman with Kite,” by Chitra Banerjee Divakarun; “Grape Sherbert,” by Rita Dove2.10 Struggling with Identity: Rethinking Persona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124

Memoir: Excerpt from The Hunger of Memory, by Richard Rodriguez 2.11 Changes in Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128

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

Embedded Assessment 1: Writing a Narrative  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

2.12 Previewing Embedded Assessment 2 and Thinking About Argument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1382.13 Justice and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140

Article: “Rough Justice,” by Alejandro ReysEditorial: “Time to Assert American Values,” The New York Times

2.14 Taking a Stand on Justice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Speech: Excerpt from “On Civil Disobedience,” by Mohandas K. Gandhi

2.15 Taking a Stand on Legal Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150Speech: “On Surrender at Bear Paw Mountain, 1877,” by Chief JosephSpeech: “On Women’s Right to Vote,” by Susan B. Anthony

2.16 Taking a Stand Against Hunger . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Proclamation: “Declaration of the Rights of the Child”Essay: “Schools Out for Summer,” by Anna Quindlen

2.17 Taking a Stand on Truth and Responsibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160Speech: “One Word of Truth,” by Aleksandr SolzhenitsynSpeech: Excerpt from “Hope, Despair, and Memory,” Nobel Lecture by Elie Wiesel

2.18 Taking a Stand on Remembrance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166

Embedded Assessment 2: Creating an Argument  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169

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Unit 3 Cultures in Conflict

Activities3.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1743.2 Proverbs and Folk Tales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1753.3 Researching Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

*Novel: Things Fall Apart, by Chinua Achebe3.4 Culture Wheel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1793.5 Father and Son . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1823.6 Character in Conflict. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1843.7 Family Ties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1853.8 Sacrificial Son . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1873.9 Cultural Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190

Embedded Assessment 1: Researching and Comparing Pre- and Post-Colonial Ibo Culture . . . . . . . . . . . . . . . . . 192

3.10 Previewing Embedded Assessment 2 and Creating a Tableau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1943.11 Civilized Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1963.12 RAFTing with Cielo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198

›Introducing the Strategy: RAFT3.13 Acts of Violence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2003.14 Gender Views . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2013.15 A Tragic Hero? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2033.16 Colliding Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2053.17 Cultural Misunderstandings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2073.18 Poetic Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209

*Novel: Things Fall Apart by Chinua AchebePoetry: “Prayer to the Masks,” by Léopold Sedar SenghorPoetry: “The Second Coming,” by William Butler Yeats

3.19 A Letter to the District Commissioner. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212Novel: Excerpts from Things Fall Apart, by Chinua Achebe

3.20 The Author’s Perspective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214Interview: “An African Voice,” by Katie Bacon

Embedded Assessment 2: Writing a Literary Analysis Essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

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Unit 4 Dramatic Justice

Activities4.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2264.2 Characterization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2274.3 Voices from Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

Drama: Excerpt from The Tragedy of Romeo and Juliet, by William Shakespeare4.4 Original Monologues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Novel: Excerpt from A Sport of Nature, by Nadine Gordimer4.5 Reflecting on Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2364.6 Oral Interpretation of Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 238

Drama: Excerpt from The Tragedy of Julius Caesar, by William Shakespeare Novel: Excerpt from Les Miserables, by Victor Hugo Drama: Excerpt from Oedipus Rex, by Sophocles

Embedded Assessment 1: Presenting an Oral Interpretation of Literature  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

4.7 Previewing Embedded Assessment 2 and Introducing Greek Drama . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2464.8 A Tragic Family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2484.9 Soul Sisters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253

Drama: Antigone, by Sophocles4.10 Chorus Lines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258

Drama: Antigone, by Sophocles4.11 Enter the King . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 261

Drama: Antigone, by Sophocles4.12 Conflicting Motivations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268

Drama: Antigone, by Sophocles4.13 An Epic Foil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

Drama: Antigone, by Sophocles4.14 Odes to Love and Death . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

Drama: Antigone, by Sophocles4.15 Tragic Hero . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291

Drama: Antigone, by Sophocles

Embedded Assessment 2: Writing a Literary Analysis Essay on Characterization and Theme  . . . . . . . . . . . . . . . 305

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Unit 5 Building Cultural Bridges

Activities5.1 Previewing the Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3105.2 The Call to Act . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3115.3 Throwing Light on the Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315

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

5.4 That’s Just the Way It Is . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317*Film: Life in the Freezer: The Big Freezer, directed by Alastair Fothergill*Film: March of the Penguins, directed by Luc Jacquet

5.5 Previewing The 11th Hour . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 320*Film: The 11th Hour (2007) directed by Nadia Conners and Leila Conners Petersen

5.6 The Nature of the Problem: Evaluating Causal Claims. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3235.7 The Art of Objectivity: Writing an Effective Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3265.8 Questioning Appeals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3295.9 The Ethics of Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331

Article: “DiCaprio Sheds Light on 11th Hour,” by Scott Roxborough 5.10 Refutation and Reputation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 338

Speech: Excerpt from “Global Warming Alarmism Reaches a ‘Tipping Point,’” by Senator James Inhofe Article: “Global Warming: No Urgent Danger; Fix,” by Patrick J. MichaelsArticle: “Jeremy Clarkson and Michael O’Leary Won’t Listen to Green Cliches and Complaints about Polar Bears,” by George Marshall

5.11 Exploring One Conflict Together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 349Article: “A Roaring Battle over Sea Lions,” by Bill Hewitt

5.12 A World of Conflicts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3545.13 What’s at Stake? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 357

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

5.14 What’s at Stake? Part Two . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3625.15 Crafting Your Position Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3675.16 Language and Writer’s Craft: Documenting Your Claims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370

Embedded Assessment 1: Presenting a Solution to an Environmental Conflict  . . . . . . . . . . . . . . . . . . . . . . . . . . . 375

5.17 Previewing Embedded Assessment 2 and Documentary Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3775.18 Setting the Mode and Tone . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3805.19 Documentary Film Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3835.20 Arguments with Film . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388

Embedded Assessment 2: Representing an Argument in a Documentary Film  . . . . . . . . . . . . . . . . . . . . . . . . . . . . 391

*Texts not included in these materials.

Grammar Handbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .417

x SpringBoard® English Language Arts Grade 10

To the Student

Welcome to the SpringBoard program. � e College Board publishes SpringBoard to help you acquire the knowledge and skills that you will need to be prepared for rigorous English Language Arts coursework. Developing pro� cient reading, writing, language, and speaking and listening skills is important to your success in school, in college, and in a career. Preparing you to develop these skills is the primary purpose of this program.

As you complete middle school and prepare for high school, these skills will also be valuable if you decide to take an Advanced Placement course or another college-level course. Not every student will take an Advanced Placement course in high school, but through SpringBoard you can acquire the knowledge and skills you will need to be successful if you do decide to enroll in AP Literature or AP Language Arts.

We hope you will discover how SpringBoard can help you achieve high academic standards, reach your learning goals, and prepare you for success in your study of literature and language arts. � is program has been created with you in mind: the content you need to learn, the tools to help you learn, and the critical thinking skills that help you build con� dence in your ability to succeed academically.

STANDARDS-BASED LEARNING� is SpringBoard edition was developed to help you achieve the expectations of being college and career ready. Rigorous standards outline what you should learn in English Language Arts in each grade. See pages xiii-xvi for the complete standards for Grade 10.

� e SpringBoard program provides instruction and realistic activities that help you achieve the learning expected by rigorous college and career readiness standards. With this program, you will focus on developing the following skills:

• Close reading and analysis of texts

• Eff ective communication in collaborative discussions in which you use your textual analysis to share ideas and make decisions with peers

• Fluency in writing narratives, explanations, and arguments based on purpose and audience

• Vocabulary and language skills

• Reading and interpreting fi lm while comparing it to a related print version

• Media literacy.

By learning these skills, you will enhance your ability to understand and analyze any challenging text, to write with clarity and voice, to speak and listen in order to communicate and work eff ectively with others, and to view media with a critical intelligence.

LEARNING STRATEGIES Some tools to help you learn are built into every lesson. At the beginning of each activity, you will see suggested learning strategies. Each of these strategies is explained in full in the Resources section of your book. � ese strategies range from close reading and marking texts to dra� ing and revising written work. You will also encounter collaborative strategies in speaking and listening like debate and Socratic Seminar. Finally, SpringBoard uses a variety of pre-AP strategies like SOAPSTone and TP-CASTT to help you deeply analyze text; collect evidence for your writing; and critically think about issues, ideas, and concepts. As you learn to use each strategy, you will decide which strategies work best for you.

To The Student xi

TO THE STUDENT

continued

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

• Close read a text to determine literary elements.

• Write with an attention to textual evidence and chose organizational patterns.

• Identify and write rhetorical appeals.

• Understand strong relationships among author’s purpose, use of literary/stylistic devices, and desired eff ect.

• Analyze and synthesize information from a variety of texts to respond to an AP style prompt.

• Write to interpret, evaluate, and negotiate diff ering critical perspectives in literature.

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

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

• Explore multiple perspectives by reading a variety of texts that introduce you to diff erent ways of thinking, writing, and communicating

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

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

• Take ownership of your learning by choosing strategies that work for you

• Re� ect on your growth as a reader, writer, speaker, and listener and showcase your best work in a working portfolio.

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

You will encounter more varied and complex writing in this grade as you write in a variety of modes including argumentative, informational, and narrative writing.

Film texts are a large part of Grade 9 activities. In Unit 2, you will study a � lm director’s style and analyze how style is evident in the transformation of print texts to � lms. In Unit 5, you will study Romeo and Juliet and analyze how key scenes are represented in multiple � lm versions as well as the print text.

Grade 10In this grade, you will explore the thematic concept of culture. Texts include Chinua Achebe’s � ings Fall Apart, Sophocles’ Antigone, Susan B. Anthony’s “On Women’s Right to Vote,” and the Nobel Prize acceptance speeches of Alexander Solzhenitsyn and Elie Wiesel.

You will be challenged to use evidence from these texts in both your written and oral responses. For example, you will study the extent to which one’s culture in� uences one’s worldview, and incorporate textual evidence in a written argument. Research plays a role as you investigate the Ibo culture represented in � ings Fall Apart and present your � ndings in a collaborative presentation with digital media.

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

xii SpringBoard® English Language Arts Grade 10

TO THE STUDENTcontinued

Grade 11In this grade, you will explore the concept of the American Dream. You will read foundational U.S. documents such as Lincoln’s Second Inaugural Address and � e Declaration of Independence, essays by � oreau and Emerson, poetry by Hughes and Whitman, Arthur Miller’s drama � e Crucible, and Zora Neale Hurston’s � eir Eyes Were Watching God. � ese texts will help you gather evidence to incorporate in an informative essay de� ning what it means to be an American and a synthesis essay that argues whether or not America still provides access to the American Dream.

You will compare both print and � lm versions of � e Crucible, and study various features of news outlets while working collaboratively to create your own news outlet.

Grade 12Your SpringBoard journey ends in Grade 12 when you study literary theory and move beyond reader response to apply multiple perspectives to complex texts. You will encounter Baldwin’s “Stranger in � e Village,” Orwell's “Shooting an Elephant,” Shakespeare’s Othello and Shaw’s Pygmalion. � roughout the level, you will learn and apply the theories of Archetypal, Marxist, Feminist, Historical, Cultural, and Reader Response Criticism.

Rigorous reading and writing tasks synthesize your learning throughout this course. Research and � lm texts go hand in hand in your study of Shakespeare. You will research and analyze the ways in which historical contexts have in� uenced performances of Othello and compare multiple � lm versions of the drama.

PERFORMANCE PORTFOLIOOne way to introduce yourself is through your writing. You are unique as a writer, and how and what you write is a way of showing yourself. When you collect your writing assignments over a period of time, you can see how your writing skills are changing as you learn new writing techniques.

Presenting yourself through a portfolio also provides direction as you revisit, revise, and re� ect on your work throughout the year. Your teacher will guide you as you include items in your portfolio that illustrate a wide range of work, including examples of reading, writing, oral literacy, and collaborative activities. As you progress through the course, you will have opportunities to revisit prior work, revise it based on new learning, and re� ect on the learning strategies and activities that help you be successful. � e portfolio:

• Gives you a place to feature your work and a means to share it with others.

• Provides an organized, focused way to view your progress throughout the year.

• Allows you to refl ect on the new skills and strategies you are learning.

• Enables you to measure your growth as a reader, writer, speaker, and performer.

• Encourages you to revise pieces of work to incorporate new skills.

Strong portfolios will include a variety of work from each unit, such as � rst dra� s, � nal dra� s, quickwrites, notes, reading logs, audio and video examples, and graphics that represent a wide variety of genre, forms, and media created for a variety of purposes.

We hope you enjoy the SpringBoard program as you explore your own and others’ ideas about becoming eff ective readers, writers, and communicators.

College and Career Readiness Standards xiii

READING STANDARDS FOR LITERATUREKey Ideas and Details 1. Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text.

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 re� ned by speci� c details; provide an objective summary of the text.

3. Analyze how complex characters (e.g., those with multiple or con� icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure 4. Determine the meaning of words and phrases

as they are used in the text, including � gurative and connotative meanings; analyze the cumulative impact of speci� c word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

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, fl ashbacks) create such eff ects as mystery, tension, or surprise.

6. Analyze a particular point of view or cultural experience re� ected in a work of literature from outside the United States, drawing on a wide reading of world literature.

Integration of Knowledge and Ideas 7. Analyze the representation of a subject or a key

scene in two diff erent artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "Musée des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

8. (Not applicable to literature) 9. Analyze how an author draws on and transforms

source material in a speci� c work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

Range of Reading and Level of Text Complexity 10. By the end of Grade 9, read and comprehend

literature, including stories, dramas, and poems, in the grades 9–10 text complexity band pro� ciently, with scaff olding as needed at the high end of the range.

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

READING STANDARDS FOR INFORMATIONAL TEXTKey Ideas and Details 1. Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text.

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 re� ned by speci� c details; provide an objective summary of the text.

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

Craft and Structure 4. Determine the meaning of words and phrases

as they are used in a text, including � gurative, connotative, and technical meanings; analyze the cumulative impact of speci� c word choices on meaning and tone (e.g., how the language of a court opinion diff ers from that of a newspaper).

5. Analyze in detail how an author's ideas or claims are developed and re� ned by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

6. Determine an author's point of view or purpose in a text and analyze how an author use rhetoric to advance that point of view or purpose.

Integration of Knowledge and Ideas 7. Analyze various accounts of a subject told in

diff erent mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account.

8. Delineate and evaluate the argument and speci� c claims in a text, assessing whether the reasoning is valid and the evidence is relevant and su� cient; identify false statements and fallacious reasoning.

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

GRADES 9–10

College and Career Readiness Standards

xiv SpringBoard® English Language Arts Grade 10

COLLEGE AND CAREER READINESS STANDARDScontinued

Range of Reading and Level of Text Complexity 10. By the end of grade 9, read and comprehend

literary non� ction in the grades 9–10 text complexity band profi ciently, with scaff olding as needed at the high end of the range.

By the end of grade 10, read and comprehend literary non� ction at the high end of the grades 9–10 text complexity band independently and pro� ciently.

WRITING STANDARDSText Types and Purposes 1. Write arguments to support claims in an

analysis of substantive topics or texts, using valid reasoning and relevant and su� cient evidence.a. Introduce precise claim(s), distinguish the

claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claims(s), counterclaims, reasons, and evidence.

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

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

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

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

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the eff ective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas,

concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., � gures tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and su� cient facts, extended de� nitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

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

d. Use precise language and domain-speci� c vocabulary to manage the complexity of the topic.

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

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

3. Write narratives to develop real or imagined experiences or events using eff ective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a

problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, re� ection, and multiple plot lines, to develop experiences, events, and/or characters.

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

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

e. Provide a conclusion that follows from and re� ects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing 4. Produce clear and coherent writing in which

the development, organization, and style are appropriate to task, purpose, and audience. (Grade-speci� c expectations for writing types are de� ned in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most signi� cant for a speci� c purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 54.)

College and Career Readiness Standards xv

COLLEGE AND CAREER READINESS

STANDARDScontinued

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 � exibly and dynamically.

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.

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

9. Draw evidence from literary or informational texts to support analysis, re� ection, and research.a. Apply grades 9–10 reading standards to literature

(e.g., "Analyze how an author draws on and transforms source material in a speci� c 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]").

b. Apply grades 9–10 reading standards to literary non� ction (e.g., "Delineate and evaluate the argument and speci� c claims in a text, assessing whether the reasoning is valid and the evidence is relevant and su� cient; identify false statements and fallacious reasoning").

Range of Writing 10. Write routinely over extended time frames

(time for research, re� ection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-speci� c tasks, purposes, and audiences.

SPEAKING AND LISTENING STANDARDS 1. Initiate and participate eff ectively in a range of

collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.a. Come to discussions prepared, having read and

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

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

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

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

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.

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

Presentation of Knowledge and Ideas 4. Present information, � ndings, 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.

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

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

xvi SpringBoard® English Language Arts Grade 10

COLLEGE AND CAREER READINESS STANDARDScontinued

LANGUAGE STANDARDSConventions of Standard English 1. Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.a. Use parallel structure.b. Use various types of phrases (noun, verb,

adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey speci� c meanings and add variety and interest to writing or presentations.

2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive

adverb) to link two or more closely related independent clauses.

b. Use a colon to introduce a list or quotation.c. Spell correctly.

Knowledge of Language 3. Apply knowledge of language to understand

how language functions in diff erent contexts, to make eff ective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms to the

guidelines in a style manual (e.g., MLA Handbook, Turabian's Manual for Writers) appropriate for the discipline and writing type.

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing � exibly from a range of strategies.a. Use context (e.g., the overall meaning of a

sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

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

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

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

5. Demonstrate understanding of � gurative language, word relationships, and nuances in word meanings.a. Interpret � gures of speech (e.g., euphemism,

oxymoron) in context and analyze their role in the text.

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

6. Acquire and use accurately general academic and domain-speci� c words and phrases, su� cient 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.