Pearson Common Core Literatureassets.pearsonschool.com/correlations/IN_PLit 2015 G10.pdfPearson Common Core Literature ©2015 is an exciting literature program designed specifically

A Correlation of

Pearson Common Core Literature

Grade 10, ©2015

To the

Indiana Academic Standards for English/Language Arts

Grade 10

A Correlation of Pearson Common Core Literature, Grade 10, ©2015 to the

Indiana Academic Standards for English/Language Arts Grades 9-10

2 SE = Student Edition TE = Teacher’s Edition

Introduction

This document demonstrates how Pearson Common Core Literature ©2015 meets the objectives of the Indiana Academic Standards for English/Language Arts. Correlation page references are to the Student Edition and Teacher’s Edition and are cited by activity and page number.

Pearson Common Core Literature ©2015 is an exciting literature program designed specifically to meet the rigors of Common Core. Its unique Instructional Model brings support around the critical shifts in literacy, emphasizing building knowledge through content rich nonfiction, reading and writing grounded in evidence, providing texts of the appropriate range of complexity and focusing on academic vocabulary.

The heart of the Instructional Model is a focus on Text Sets that consist of an Anchor Text with related readings of multiple genres, centered on a compelling topic. The goal is for students to form a coherent position on the topic by performing research, holding discussions, and writing an argumentative analysis.

Additionally, an instructional focus is paid to developing students’ close reading ability to prepare them for the rigorous tasks they will experience on upcoming assessments. Powerful instructional tools are designed to personalize learning for every student, allowing teachers to customize instruction and differentiate resources.




Table of Contents

READING ................................................................................................................ 4 READING: Nonfiction .............................................................................................. 6 READING: Vocabulary .......................................................................................... 10 WRITING .............................................................................................................. 12 ARGUMENTATIVE ................................................................................................. 13 INFORMATIVE ...................................................................................................... 14 NARRATIVE .......................................................................................................... 15 FINDING, ASSESSING, SYNTHESIZING, AND REPORTING INFORMATION ............ 16 GRAMMAR AND USAGE ......................................................................................... 17 CAPITALIZATION, PUNCTUATION, AND SPELLING ............................................... 18 SPEAKING AND LISTENING .................................................................................. 19 MEDIA LITERACY .................................................................................................. 22





Grades 9-10

Pearson Common Core Literature Grade 10, ©2015

Indiana Academic Standards GRADES 9-10 READING RL.1: LEARNING OUTCOME FOR READING LITERATURE Read and comprehend a variety of literature independently and proficiently 9-10.RL.1: Read a variety of literature within a range of complexity appropriate for grades 9-10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently.

SE/TE: Comprehending Complex Texts, liv–lix; Independent Reading, 180–181, 340–341, 512–513, 766–767, 950–951; Close Reading Focus, 544–545

RL.2: KEY IDEAS AND TEXTUAL SUPPORT Build comprehension and appreciation of literature by analyzing, inferring, and drawing conclusions about literary elements, themes, and central ideas 9-10.RL.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.

SE/TE: Close Reading Workshop, 4–7, 346–347; Close Reading Activities, 15, 35, 49, 61, 75, 126–127, 302, 353, 375, 389, 401, 452–453, 468, 478, 529, 567, 591, 617, 637, 655, 704–705, 744, 758, 785, 825, 839, 908; Close Reading Focus and Model, 22–23, 52–53, 360–361, 378–381, 392–393, 518–522, 544–545, 568–569, 592–593, 618–619, 638–639, 772–777, 820–821; Make inferences, 38–39, 41, 45, 48, 49, 64–65, 69, 72, 75

9-10.RL.2.2: Analyze in detail the development of two or more themes or central ideas over the course of a work of literature, including how they emerge and are shaped and refined by specific details.

SE/TE: Objective Summary, lii–liii; Main idea and details, 220–221, 224, 226, 229; Constructed Response: analyze theme, 106, 442, 682, 876; Compare Theme, 416–417, 425; Focus on Craft and Structure: Theme, 790–791; Comparing Archetypal Narrative Patterns, 842–843, 859; Close Reading: key ideas and details, 4–6, 15, 52–53, 61, 126–127, 302, 346–347, 353, 392–393, 401, 413, 452, 468, 478, 518–519, 529, 591, 705, 744, 758, 772–777, 785, 876, 908, paraphrase, 404–405, 568–569





Grades 9-10


9-10.RL.2.3: Analyze how dynamic characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

SE/TE: Close Reading Workshop: character questions, 4–7, 518, 519, 772, 773, 775, 776; Focus on Craft and Structure: analyze character and structure, 18, 20–21, 534–535; Close Reading Activities, 15, 75, 126–127, 302, 468, 478, 529, 567, 617, 655, 705, 785, 895, 908; Comparing Characters’ Motivations, 660–661, 665; Constructed Response: development of characters, 106, 682, 877; Close Reading Focus: characters and characterization, 64–65, 68, 70, 72, 74, 75, 544–545, 638–639, 641, 644, 652, 655

9-10.RL.2.4: Students are expected to build upon and continue applying concepts learned previously.

Pearson Common Core Literature, Grade 10 offers students opportunities to build upon and continue applying concepts learned previously. See, for example: SE/TE: Building Knowledge, 22-23, 38-39, 52-53, 64-65, 618-619, 828-829; Close Reading Activities, 35, 49, 61, 75, 637, 839; Theme, 302; Analyzing Theme, 790-791

RL.3: STRUCTURAL ELEMENTS AND ORGANIZATION Build comprehension and appreciation of literature, using knowledge of literary structure and point of view 9-10.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure a work of literature, order events within it (e.g., parallel episodes), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

SE/TE: Close Reading Workshop: short story, 4–7, poetry, 346–347, drama, 518–521; Focus on Craft and Structure: structuring a text, 21; Comparing Irony and Paradox (unexpected outcome), 79, 89; Close Reading Focus: plot and plot devices, 22–23, 25, 27, 29, 30, 32, 34, 35, poetic forms, 379–381, 384, 385, 387, 389, Shakespeare’s tragedies, 544–545, 551, 567, blank verse, 568–569, 573, 578, 581, 589, 591, conflict, 618–619, 630, 631, 637; Constructed Response: plot, 107, 877, poetic structures, 443, dramatic elements, 683, archetypal narrative patterns, 876; Close Reading Activities: craft and structure, 126–127, 353, 389, 468, 591, 617, 637, 705, 726, 758, 843; Comparing Archetypal Narrative Patterns, 842–843, 859





Grades 9-10


9-10.RL.3.2: Analyze how the author creates such effects as suspense or humor through differences in the points of view of the characters and the reader (e.g., created through the use of dramatic irony).

SE/TE: Comparing Irony and Paradox, 79, 89; Irony and Paradox, 82, 84, 87; Comparing Humorous Writing, 251, 263; Humorous Writing, 253, 255, 256, 258, 261; Dramatic Irony, 468

RL.4: SYNTHESIS AND CONNECTION OF IDEAS Build comprehension and appreciation of literature by connecting various literary works and analyzing how medium and interpretation impact meaning 9-10.RL.4.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text.

SE/TE: Analyze Representations, 794, 795, 798; Research and Technology: influences chart, 827; Cartoon, 944, 945; Theater in Elizabethan England, 538–539; The Play Through the Centuries, 543; Images from film versions of The Tragedy of Julius Caesar, 550, 553, 576, 580, 598, 605, 608, 612, 623, 628, 647, 653; Critical Viewing: painting of Caesar, 570, bust of Mark Anthony, 620, statue of Brutus, 640; Comparing humorous writing, 251, 263

9-10.RL.4.2: Analyze and evaluate how works of literary or cultural significance (American, English, or world) draw on themes, patterns of events, or character types from myths, traditional stories, or religious works, including describing how the material is rendered new. READING: Nonfiction

SE/TE: Presentation of Ideas (poem’s relationship to source material), 377; A Tree Telling of Orpheus, 446–451, 452, 453; Plutarch, Shakespeare’s Source, 704; Research: Investigate the Topic (the Babylonian captivity), 469; Intertextuality, 478; Research and Technology (influences chart), 827; Research: Investigate the Topic (versions of Arthur), 909

READING: Nonfiction RN.1: LEARNING OUTCOME FOR READING NONFICTION Read and comprehend a variety of nonfiction independently and proficiently 9-10.RN.1: Read a variety of nonfiction within a range of complexity appropriate for grades 9-10. By the end of grade 9, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed for texts at the high end of the range. By the end of grade 10, students interact with texts proficiently and independently.

SE/TE: Comprehending Complex Texts, liv–lix; Independent Reading, 180–181, 340–341, 512–513, 766–767, 950–951





Grades 9-10


RN.2: KEY IDEAS AND TEXTUAL SUPPORT Extract and construct meaning from nonfiction texts using a range of comprehension skills 9-10.RN.2.1: Cite strong and thorough textual evidence to support analysis of what a text says explicitly as well as inferences and interpretations drawn from the text.

SE/TE: Close Reading Activities, 140, 148, 156, 166, 172, 199, 288, 289, 310, 318, 326, 488, 494, 504, 738, 754, 785, 930, 936; Close Reading Workshop: key ideas and details, 186–190; Close Reading Focus: key ideas and details, 206–207, 217, 220–221, 229, 240–241, 247; Assessment: reading informational text, 276–277, reading functional text, 278

9-10.RN.2.2: Analyze in detail the development of two or more central ideas over the course of a text, including how they interact and build on one another to provide a complex analysis.

SE/TE: Objective Summary, lii–liii; Close Reading Focus: main ideas, 206–207, 211, 213, 217, 220–221, 224, 226, 229; Assessment: reading informational text, 276–277; Close Reading Workshop: key ideas and details, 186–190; Constructed Response: organization of ideas, 280; Close Reading Activities, 140, 148, 156, 166, 172, 199, 288, 289, 310, 318, 326, 488, 494, 504, 738, 754, 930, 936

9-10.RN.2.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

SE/TE: Close Reading Workshop: craft and structure, 186–190; Focus on Craft and Structure: elements of essays and speeches, 202–203, analyzing the development of ideas, 204–205; Close Reading Focus: craft and structure, 220–221, 229, 240–241, 247; Close Reading Activities, 148, 166, 199, 237, 288, 289, 326, 494, 504, 930, 936; Assessment: reading functional text, 278; Constructed Response: organization of ideas, 280





Grades 9-10


RN.3: STRUCTURAL ELEMENTS AND ORGANIZATION Build understanding of nonfiction text, using knowledge of structural organization and author’s purpose and message 9-10.RN.3.1: Students are expected to build upon and continue applying concepts learned previously.

Pearson Common Core Literature, Grade 10 offers students opportunities to build upon and continue applying concepts learned previously. See, for example: SE/TE: Author’s Perspective, 140; Craft and Structure, 199, 217, 229, 237; Analyzing the Development of Ideas, 204-205; Building Knowledge, 232-233; Reading Literature/Informational Text, 276-277; Writing, 280; Speaking and Listening, 281; Rhetorical Devices, 738

9-10.RN.3.2: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.

SE/TE: Close Reading Focus: main ideas, 206–207, 211, 213, 217, 220–221, 224, 226, 229, analytic and interpretive essays, 240–241, 247; Close Reading Activities, 140, 148, 156, 166, 172, 199, 288, 289, 310, 318, 326, 488, 494, 504, 738, 754, 930, 936; Constructed Response: organization of ideas, 280; Assessment: reading functional texts, 278; Focus on Craft and Structure: analyzing the development of ideas, 204–205

9-10.RN.3.3: Determine an author’s perspective or purpose in a text, and analyze how an author uses rhetoric to advance that perspective or purpose.

SE/TE: Common Core Workshop: rhetorical devices and persuasive techniques, lxii–lxiii; Close Reading Workshop: author’s points, 186; Close Reading Focus: main idea, 220–221, 223, 224, 226, 229, persuasive writing and rhetorical devices, 232–233, 235, 237; Assessment: argument and rhetorical devices, 277; Constructed Response: arguments and rhetorical devices, 280, analyze author’s purpose, 281; Close Reading Activities, 140, 172, 199, 288, 289, 310, 326, 494, 738, 936; Focus on Craft and Structure: author’s point of view/purpose, 202, 203, 204, rhetorical devices, 205





Grades 9-10


RN.4: SYNTHESIS AND CONNECTION OF IDEAS Build understanding of nonfiction texts by evaluating specific claims and synthesizing and connecting ideas 9-10.RN.4.1: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

SE/TE: Common Core Workshop: analyzing argument, lx–lxi, rhetorical devices and persuasive techniques, lxii–lxiii; Close Reading Activities, 166, 167, 504, 738, 930; Analyzing the Development of Ideas: rhetorical devices, 205; Close Reading Focus: persuasive writing and rhetorical devices, 232–233, 235, 237, distinguishing fact and opinion, 240–241, 244, 247; Constructed Response: arguments and rhetorical devices, 280; Expert opinions, 494

9-10.RN.4.2: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

SE/TE: Photograph, 174; Research urban histories, 175; Radio Script: The Upside of Quitting, 150–155; Close Reading Activities, 156; Research Comparing Media Coverage, 668–669; Photography, 760; Research the incident, 761; Cartoon, 944, 945

9-10.RN.4.3: Analyze seminal U.S. and world documents of historical and literary significance, including how they address related themes and concepts.

SE/TE: Common Core Workshop: Theodore Roosevelt’s Inaugural Address, liv–lv, from Atoms for Peace by Dwight D. Eisenhower, lvi–lvii, from Duty, Honor, Country by General Douglas MacArthur, lxiii; Close Reading Workshop: from Address to Students at Moscow Student University by Ronald Reagan, 186–191





Grades 9-10


READING: Vocabulary RV.1: LEARNING OUTCOME FOR READING VOCABULARY Acquire, refine, and apply vocabulary using various strategies and sources 9-10.RV.1: Acquire and use accurately general academic and content-specific words and phrases at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Common Core Workshop: Building Academic Vocabulary, xlvi–li; Building Knowledge: Vocabulary, 22, 38, 52, 64, 206, 220, 232, 240, 360, 378, 392, 404, 544, 568, 592, 618, 638, 792, 804, 820, 828; Language Study, 34, 48, 60, 74, 216, 228, 236, 246, 288, 374, 388, 400, 412, 566, 590, 616, 636, 654, 800, 816, 824, 838, 894; Selection Vocabulary, 126, 140, 148, 156, 166, 172, 302, 310, 318, 326, 452, 478, 488, 494, 504, 704, 726, 755; Introducing the Big Question: Acquire and use academic vocabulary, 3, 185, 345, 517, 771

RV.2: VOCABULARY BUILDING Build and refine vocabulary by using strategies to determine and clarify words and understand their relationships 9-10.RV.2.1: Use context to determine or clarify the meaning of words and phrases.

SE/TE: Assessment (reading), 278, 679, 680, 874; Selection Vocabulary and Language Study, 302, 310, 468, 494, 744, 894, 908; Language Study: Words with Multiple Meanings, 426–427

9-10.RV.2.2: Students are expected to build upon and continue applying concepts learned previously.

Pearson Common Core Literature, Grade 10 offers students opportunities to build upon and continue applying concepts learned previously. See, for example: SE/TE: Vocabulary, 34, 236, 246, 388, 616, 800; Selection Vocabulary, 288, 488, 566, 732, 922

9-10.RV.2.3: Analyze nuances in the meaning of words with similar denotations.

SE/TE: Comparing Humorous Writing, 251; Finding Your Voice, 271; Language Study: Connotation and Denotation, 666–667; Language Study, 726; Writer’s Toolbox: Word Choice, 867





Grades 9-10


9-10.RV.2.4: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

SE/TE: Language Study: Using a Dictionary and Thesaurus, 90–91; also see: Word Study: prefixes, 48, 60, 228, 246, 374, 590, 824, 838, roots, 34, 216, 236, 388, 616, 654, 636, 800, suffixes, 74, 400, 412, 566, 816, 824

9-10.RV.2.5: Select appropriate general and specialized reference materials, both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, part of speech, or etymology.

SE/TE: Language Study: Using a Dictionary and Thesaurus, 90–91, Word Origins: Etymology, 264–265, Words with Multiple Meanings, 426–427, Connotation and Denotation, 666–667

RV.3: VOCABULARY IN LITERATURE AND NONFICTION TEXTS Build comprehension and appreciation of literature and nonfiction texts by determining or clarifying figurative, connotative, and technical meanings 9-10.RV.3.1: Analyze the meaning of words and phrases as they are used in works of literature, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings.

SE/TE: Close Reading Workshop: short story, 4–7, poetry, 346–347; Constructed Response, 106, 442, 682; Selection Vocabulary, 126, 302, 704; Focus on Craft and Structure: elements of poetry, 356–358; Close Reading Focus: speaker in poetry, 360–361, 363, 365, 367, 369, 373, 375, figurative language, 392–393, 400, 401; Close Reading Activities, 401, 413, 468, 744, 758, 908; Building Knowledge: Vocabulary, 38, 404, 592

9-10.RV.3.2: Determine the meaning of words and phrases as they are used in a nonfiction text, including figurative, connotative, and technical meanings; evaluate the effectiveness of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

SE/TE: Acquire and use academic vocabulary, 3, 185, 345, 517, 771; Language Study, 140, 148, 156, 166, 172, 288, 310, 318, 326, 488, 494, 504, 738, 754, 936; Close reading: key ideas and details (check meaning of words), 186; Hyperbole, understatement, 251, 263; Assessment: reading informational text, 276–277, reading functional texts, 278; Focus on Craft and Structure: rhetorical devices, 205





Grades 9-10


9-10.RV.3.3: Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

SE/TE: Close Reading Focus: figurative language, 392–393, sound devices, 404–405; Craft and Structure (and reading notes): figurative language, 401, 402, sound devices, 413; Critical essay on language techniques, 403; Assessment Skills, 439; Analytical essay (use of figurative language), 479; Language Study: Idioms, Jargon, and Technical Terms, 860–861

WRITING W.1: LEARNING OUTCOME FOR WRITING Write effectively for a variety of tasks, purposes, and audiences 9-10.W.1: Write routinely over a variety of time frames for a range of tasks, purposes, and audiences; apply reading standards to support analysis, reflection, and research by drawing evidence from literature and nonfiction texts.

SE/TE: Writing Process, 94–101, 268–275, 430–437, 670–677, 864–871; Constructed Response: Writing, 106, 280, 442, 682, 876; Writing to Sources, 37, 51, 63, 77, 128, 141, 149, 157, 167, 173, 175, 219, 231, 239, 249, 290, 303, 311, 319, 327, 333, 377, 391, 403, 415, 454, 469, 479, 489, 495, 505, 657, 728, 733, 739, 745, 755, 759, 761, 803, 819, 827, 841, 896, 909, 923, 931, 937, 943, 945; Timed Writing, 89, 103, 263, 277, 425, 439, 665, 679, 859, 873; Write, 15, 199, 337, 348, 353, 529, 785; Research, 107, 281, 443, 683, 877; Analysis, 15, 529; Assessment: Writing to Sources, 178–179, 338–339, 510–511, 764–765, 948–949; Assessment: Writing, 177, 337, 509, 763, 947; Research related to literature, 455, 479, 729, 908; Writing Letters, R19, R20; Writing a Resumé, R21

W.2: HANDWRITING Demonstrate the ability to write legibly 9-10.W.2: Students are expected to build upon and continue applying concepts learned previously.

SE/TE: Illustrate your narrative, 677





Grades 9-10


W.3: WRITING GENRES: Develop and refine writing skills by writing for different purposes and to specific audiences or people ARGUMENTATIVE 9-10.W.3.1 Write arguments in a variety of forms that – ● Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

SE/TE: Composing an Argument, lxiv–lxv; Writing Process: prewriting/planning strategies, 95, 269, drafting, 96, 270; Writing to Sources: argumentative text, 178–179, 338–339, 764–765, persuasive essay, 290

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

SE/TE: Composing an Argument, lxiv–lxv; Writing Process: research, 94, prewriting/planning strategies, 95, 269, drafting, 96, 270; Letter to editor, 173; Writing to Sources: argumentative text, 178–179, 290, 338–339, 469, 761, 764–765, editorial, 657

● Use effective transitions to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

SE/TE: Use information from the text in various ways, 96; Clarify connections among ideas, 98; Introduce, develop, and connect ideas, 179, 339; Emphasize your strongest argument, 270; Revising, 290; Frame and connect ideas, 765

● Establish and maintain a consistent style and tone appropriate to purpose and audience.

SE/TE: Writing Process: formal style, 94, use specific terms, 98; Formal, polite language, 173; Review Style, 179, 339, 765; Finding Your Voice, 271; Create parallelism, 273; Voice, 290

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

SE/TE: Composing an Argument: concluding statement, lxiv; Writing Process: organize your response, 94, 96, finish with strong conclusion, 270; Writing to Sources: provide a conclusion, 173, 179, 657, 765, end with most important claim, 290, restate argument, 339





Grades 9-10


INFORMATIVE 9-10.W.3.2: Write informative compositions on a variety of topics that – ● Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: Writing Process: prewriting/planning strategies, 431, 865, clarify analysis, 432, organizing, 433; Character analysis, 63; Explanatory Essay (outline/organize), 263, 425; Notes, details, ideas, 510–511, 948–949; Comparison–and–contrast essay, 728; Literary criticism, 896

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

SE/TE: Writing Process: identify related details, 434, support opinions, 865, revise for precision, 868; Character analysis, 63; Identity examples, 89; Critical essay, 415, Explanatory Essay (supporting details), 425; Gather ideas, evidence, review content, 510–511, 948–949; Comparison–and–contrast essay, 728; News story, 819; Script for documentary, 827; Literary criticism, 896

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

SE/TE: Writing Process: use clear transitions, 432, 866, organizing cause-and-effect, 433; Transitions, use/provide clear, 63, 157, 415, 759, 859; Chronological order, 128; Sequence/ connect ideas, 510–511, 948–949

● Choose language and content-specific vocabulary that express ideas precisely and concisely to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.

SE/TE: Writing Process: consider style and tone, 434, strong effective words, 867, revise for precision, 868; Use vivid, descriptive words, 141, 157, 728, 739; Review style, 511, 949; Use literary terms correctly, 896

● Establish and maintain a style appropriate to the purpose and audience.

SE/TE: Writing Process: respectful tone, 432, consider style and tone, 434; Convey respect, 219; Review style, 511, 949; Quotation conventions, 896; also see: Tone, use formal, 173; Language, use formal/informal, 239





Grades 9-10


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

SE/TE: End with conclusion, 63, 415; Importance of claim in conclusion, 219; Conclusion that summarizes, 303; Restate main idea in conclusion, 511, 949; also see: Conclusion, summarize points, 239

NARRATIVE 9-10.W.3.3: Write narrative compositions in a variety of forms that – ● 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.

SE/TE: Narrative Text, 77, 803; Writing: Narrative Text, 177, 337, 509, 763, 947; Prewriting/Planning Strategies, 671; Drafting Strategies, 672

● Create a smooth progression of experiences or events.

SE/TE: Writing: Narrative Text, 177, 337, 509, 763, 947; Drafting Strategies, 672; Narrative Text, 803

● Use narrative techniques, (e.g., dialogue, pacing, description, reflection, and multiple plot lines), to develop experiences, events, and/or characters.

SE/TE: Writing Process: character and setting cards, 671, plot devices, 672; Plot diagram, 37; Dialogue, descriptions, 77; Narrative techniques, 177, 509, 763, 947; Literary techniques, 337; Choose incidents and language to mirror literature, 803; Interior monologues, 841

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

SE/TE: Writing Process: sequence of events, 670, select meaningful experience, 671, plot diagram, 672; Plot diagram, 37; Sequence narrative, 177, 337, 803; Narrative techniques, 509, 763, 947

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

SE/TE: Writing Process: vivid descriptions, 670, sensory details, 671; Evaluate use of language, 77; Descriptive details, imagery, 177, 311; Precise words and phrases, 231; Sensory details, 337, 509, 763, 947

● Provide an ending that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

SE/TE: Writing Process: conclusion that provides insight, 670, resolution, 672, check conclusion, 674; Provide conclusion, 149, 177, 311; Share insights in conclusion, 231; Conclude by describing reaction, 327; Reflect in conclusion, 337, 763; Resolution, 947





Grades 9-10


W.4: THE WRITING PROCESS Produce coherent and legible documents by planning, drafting, revising, editing, and collaborating with others 9-10.W.4: Apply the writing process to – ● Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach, focusing on addressing what is most significant for a specific purpose and audience; and edit to produce and strengthen writing that is clear and coherent.

SE/TE: Writing Process: Analytic Response to literature, 94–101, Persuasive essay, 268–275, Cause–and–effect essay, 430–437, Autobiographical narrative, 670–677, Comparison–and–contrast essay, 864–871; Write, 15, 199, 337, 348, 353, 529, 785; Assessment: Writing to Sources, 178–179, 338–339, 510–511, 764–765, 948–949

● Use technology to generate, produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically (e.g., use of publishing programs, integration of multimedia).

SE/TE: Post to Web site, 275, 403, 415; Multimedia Presentation, 455, 659, 862–863, 923; Consult documentary films and Web sites, 495; Produce story and post to class blog, 819

W.5: THE RESEARCH PROCESS Build knowledge about the research process and the topic under study by conducting research FINDING, ASSESSING, SYNTHESIZING, AND REPORTING INFORMATION 9-10.W.5: Conduct short as well as more sustained research assignments and tasks to build knowledge about the research process and the topic under study.

SE/TE: Research Process Workshop, lxvi–lxxix; Research and Technology, 77, 249, 403, 415, 659, 841; Constructed Response: Research, 107, 281, 443, 683, 877; Research, 7, 15, 129, 141, 149, 157, 173, 175, 190, 199, 291, 303, 311, 319, 327, 333, 335, 348, 353, 455, 469, 479, 489, 495, 505, 507, 521, 529, 729, 733, 739, 745, 755, 759, 761, 776, 785, 897, 909, 923, 931, 937, 943

● Formulate an inquiry question, and refine and narrow the focus as research evolves.

SE/TE: Target Your Goal, lxvi; Research Question, lxviii; Research, 7, 190, 348, 521, 776





Grades 9-10


● Gather relevant information from multiple authoritative sources, using advanced searches effectively, and annotate sources.

SE/TE: Short-Term Research, lxvi; Search Terms, lxviii; Use multiple sources, lxix; Research, 7, 107, 129, 190, 281, 291, 335, 455, 683, 729; Research and Technology, 77, 403; Research Investigate the Topic, 157, 311, 327, 333, 489, 495

● Assess the usefulness of each source in answering the research question.

SE/TE: Evaluate sources, lxx; Research and Technology, 77, 403; Research, 129, 455; Research Investigate the Topic, 319, 327

● Synthesize and integrate information into the text selectively to maintain the flow of ideas.

SE/TE: Synthesize ideas, lxxi; Focus on Research, 94; Research, 129, 291, 455, 729; Research and Technology, 403

● Avoid plagiarism and overreliance on any one source and follow a standard format (e.g., MLA, APA) for citation.

SE/TE: Use and credit sources, lxxi; Documenting Sources, lxxiii; Review citations, lxxiv; Citing Sources and Preparing Manuscript, lxxviii-lxxix; Research and Technology, 77; Focus on Research, 94, 268, 430, 670, 864; Research, 107, 129, 281, 455, 683, 729; Research Investigate the Topic, 319, 333

● Present information, choosing from a variety of formats.

SE/TE: Organize and Present Ideas, 129, 291, 455, 729, 897; Research and Technology, 403, 415, 659

W.6: CONVENTIONS OF STANDARD ENGLISH Demonstrate command of the conventions of standard English GRAMMAR AND USAGE 9-10.W.6.1: Demonstrate command of English grammar and usage, focusing on: 9-10.W.6.1a: Pronouns – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Conventions: Pronouns, 50; Grammar Application, 51; Identifying Indefinite Pronouns, 99; Spiral Review, 101; Grammar, Usage, and Mechanics Handbook, R24

9-10.W.6.1b: Verbs – Forming and using verbs in the indicative, imperative, interrogative, conditional, and subjunctive moods.

SE/TE: Conventions: Verb Tenses, 76; Grammar Application, 77; Conventions: Action and Linking Verbs, 218; Grammar, Usage, and Mechanics Handbook, R24





Grades 9-10


9-10.W.6.1c: Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Conventions: Degrees of Adjectives and Adverbs, 62; Grammar Application, 63, 249, 391; Conventions: Subject Complements, 248; Conventions: Prepositional Phrases, 390

9-10.W.6.1d: Phrases and Clauses – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Revising to combine sentences with verbal phrases, 435; Revising to combine sentences using adverb clauses, 675; also see: Conventions: prepositional phrases, 390, 826, 869, infinitive phrases, 402, absolute phrases, 656, independent and dependent clauses, 802; Grammar application: prepositional phrases, 391, infinitive phrases, 403, participial and gerund phrases, 415; Writing and Language Conventions, 441, 681, 875; Language Study (conventions), 452, 726

9-10.W.6.1e: Usage – Identifying and using parallelism in all writing to present items in a series and items juxtaposed for emphasis.

SE/TE: Writing process (correct use of parallel structures), 268; Revising to create parallelism, 273; Conventions: parallelism, 288; Write (conventions), 728

CAPITALIZATION, PUNCTUATION, AND SPELLING 9-10.W.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: 9-10.W.6.2a: Capitalization – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Editing and Proofreading, 275, 437, 677; Grammar, Usage, and Mechanics Handbook, R27

9-10.W.6.2b: Punctuation – ● Using a semicolon and a conjunctive adverb to link two or more closely related independent clauses.

SE/TE: Conventions: semicolons, colons, ellipsis, 840; Grammar Application: semicolons, colons, ellipsis, 841; Writing and Language Conventions (semicolons), 875; Grammar, Usage, and Mechanics Handbook, R27

9-10.W.6.2d: Spelling – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Editing and Proofreading: spelling, 101, 275, 454, 728





Grades 9-10


SPEAKING AND LISTENING SL.1: LEARNING OUTCOME FOR SPEAKING AND LISTENING Refine and apply effective communication skills through speaking and active listening 9-10.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

SE/TE: Exploring the Big Question: group discussion, 2, 184, 344, 516, 770, 946; Presentation of ideas, 51; Speaking and Listening: delivering oral interpretation of a literary work, 92–93, delivering a persuasive speech, 266–267, analyzing media messages, 428–429, comparing media coverage, 668–669, delivering multimedia presentation, 862–863; Constructed Response: Speaking and Listening, 107, 281, 443, 683, 877; Oral presentation, 129, 149, 303, 759; Speech, informal, 141; Assessment: group discussion, 176, 336, 508, 762, 946; Humorous persuasive speech, 219; Oral recollection, 231; Debate, 239, 290, 495, 909; Oral interpretation of a literary work, 377; Research summary, 745; Retelling, 803

SL.2: DISCUSSION AND COLLABORATION Refine and apply reciprocal communication skills by participating in a range of collaborative discussions 9-10.SL.2.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly and persuasively.

SE/TE: Exploring the Big Question: group discussion, 2, 184, 344, 516, 770, 946; Discuss, 7, 15, 63, 128, 157, 167, 173, 190, 199, 303, 311, 319, 327, 348, 353, 391, 454, 469, 479, 505, 728, 733, 739, 745, 755, 923, 931, 937, 945; Assessment: group discussion, 176, 336, 508, 762, 946

9-10.SL.2.2: Examine, analyze, and reflect on ideas and support or refute points under discussion, by providing specific evidence from materials under study and other resources.

SE/TE: Interview, 37; Assessment: group discussion, 176, 336, 508, 946; Debate, 239, 290, 495, 909





Grades 9-10


9-10.SL.2.3: Work with peers to set rules for collegial discussions and decision-making (e.g. Informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

SE/TE: Interview, 37; Group discussion, 63, 149, 167, 173; Partner discussion, 157, 199; Assessment: group discussion, 176, 336, 508, 946; Debate, 239, 290, 495, 909

9-10.SL.2.4: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

SE/TE: Exploring the Big Question: group discussion, 2, 184, 344, 516, 770, 946; Interview, 37; Group discussion, 63, 149, 167, 173; Partner discussion, 157, 199; Assessment: group discussion, 176, 336, 508, 762, 946; Debate, 239, 290, 495, 909; Group screening, 658

9-10.SL.2.5: Respond thoughtfully to multiple perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify personal views and understanding and make new connections in reference to the evidence and reasoning presented.

SE/TE: Exploring the Big Question: group discussion, 2, 184, 344, 516, 770, 946; Group discussion, 63, 149, 167, 173; Constructed Response: Speaking and Listening, 107, 683; Assessment: group discussion, 176, 336, 508, 762, 946; Debate, 239, 290, 495, 909; Group screening, 658

SL.3: COMPREHENSION Refine and apply active listening and interpretation skills using various strategies 9-10.SL.3.1: Integrate multiple sources of information presented in diverse media and formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

SE/TE: Speaking and Listening: analyzing media messages, 428–429, comparing media coverage, 668–669, delivering multimedia presentation, 862–863; Multimedia presentation, 291, 455, 659, 923

9-10.SL.3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

SE/TE: Debate, 239, 290, 495, 909; Delivering a persuasive speech (evaluate), 267; Assessment: group discussion, 336, 508, 946; Analyzing media messages, 428–429; Comparing media coverage, 668–669





Grades 9-10


SL.4: PRESENTATION OF KNOWLEDGE AND IDEAS Refine and apply speaking skills to communicate ideas effectively in a variety of situations 9-10.SL.4.1: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

SE/TE: Speaking and Listening: delivering oral interpretation of a literary work, 92–93, delivering a persuasive speech, 266–267, delivering multimedia presentation, 862–863; Constructed Response: Speaking and Listening, 107, 281, 443, 683, 877; Speech, informal, 141; Oral presentation, 129, 149, 303, 759; Humorous persuasive speech, 219; Oral recollection, 231; Debate, 239, 290, 495, 909; Panel discussion based on research, 311; Multimedia presentation, 291, 455, 659, 923; Oral interpretation of a literary work, 377; Report, oral, 469; Research summary, 745

9-10.SL.4.2: Create engaging presentations that make strategic and creative use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) to add interest and enhance understanding of findings, reasoning, and evidence.

SE/TE: Speaking and Listening: delivering multimedia presentation; Multimedia presentation, 291, 455, 659, 862–863, 923; Visual aids, use, 415





Grades 9-10


9-10.SL.4.3: Students are expected to build upon and continue applying concepts learned previously.

Pearson Common Core Literature, Grade 10 offers students opportunities to build upon and continue applying concepts learned previously. See, for example: SE/TE: Exploring the Big Question: group discussion, 2, 184, 344, 516, 770, 946; Presentation of ideas, 51; Speaking and Listening: delivering oral interpretation of a literary work, 92–93, delivering a persuasive speech, 266–267, analyzing media messages, 428–429, comparing media coverage, 668–669, delivering multimedia presentation, 862–863; Constructed Response: Speaking and Listening, 107, 281, 443, 683, 877; Oral presentation, 129, 149, 303, 759; Speech, informal, 141; Assessment: group discussion, 176, 336, 508, 762, 946; Humorous persuasive speech, 219; Oral recollection, 231; Debate, 239, 290, 495, 909; Oral interpretation of a literary work, 377; Research summary, 745; Retelling, 803

MEDIA LITERACY ML.1: LEARNING OUTCOME FOR MEDIA LITERACY Develop and enhance understanding of the roles of media and techniques and strategies used to achieve various purposes 9-10.ML.1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

SE/TE: Close Reading Activities, 156, 175, 335, 507, 761, 945; Analyzing Media Messages, 428-429; Comparing Media Coverage, 668-669

ML.2: MEDIA LITERACY Analyze the purposes of media and the ways in which media can have influences 9-10.ML.2.1: Analyze how media include or exclude information from visual and verbal messages to achieve a desired result.

SE/TE: Close Reading Activities, 156, 175, 335, 507, 761, 945; Analyzing Media Messages, 428-429

9-10.ML.2.2: Analyze and interpret the changing role of the media over time in focusing the public's attention on events and in forming their opinions on issues.

SE/TE: Close Reading Activities, 156, 761; Analyzing Media Messages, 428-429; Comparing Media Coverage, 668-669

READINGREADING: NonfictionREADING: VocabularyWRITINGARGUMENTATIVEINFORMATIVENARRATIVEFINDING, ASSESSING, SYNTHESIZING, AND REPORTING INFORMATIONGRAMMAR AND USAGECAPITALIZATION, PUNCTUATION, AND SPELLINGSPEAKING AND LISTENINGMEDIA LITERACY

Documents

Pearson Common Core Literatureassets.pearsonschool.com/correlations/IN_PLit 2015 G10.pdfPearson Common Core Literature ©2015 is an exciting literature program designed specifically