Pearson Common Core Literatureassets.pearsonschool.com/correlations/IN_PLit 2015 G12.pdfPearson Common Core Literature ©2015 is an exciting literature program designed specifically

A Correlation of

Pearson Common Core Literature The British Tradition, ©2015

To the

Indiana Academic Standards for English/Language Arts

Grades 11-12

A Correlation of Pearson Common Core Literature The British Tradition, ©2015

to the Indiana Academic Standards for English/Language Arts

Grades 11-12

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.



Grades 11-12


Table of Contents

READING ................................................................................................................ 4 READING: Nonfiction .............................................................................................. 7 READING: Vocabulary .......................................................................................... 12 WRITING .............................................................................................................. 15 ARGUMENTATIVE ................................................................................................. 15 INFORMATIVE ...................................................................................................... 16 NARRATIVE .......................................................................................................... 18 FINDING, ASSESSING, SYNTHESIZING, AND REPORTING INFORMATION ............ 19 GRAMMAR AND USAGE ......................................................................................... 21 CAPITALIZATION, PUNCTUATION, AND SPELLING ............................................... 22 SPEAKING AND LISTENING .................................................................................. 22 MEDIA LITERACY .................................................................................................. 25



Grades 11-12



Grades 11-12


Indiana Academic Standards GRADES 11-12 READING RL.1: LEARNING OUTCOME FOR READING LITERATURE Read and comprehend a variety of literature independently and proficiently 11-12.RL.1: Read a variety of literature within a range of complexity appropriate for grades 11-CCR. By the end of grade 11, 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 12, students interact with texts proficiently and independently.

SE/TE: Comprehending Complex Texts, lviii–lxiii; Common Core: Independent Reading, 232, 460, 712, 938, 1118, 1486; Preparing to Read Complex Texts, 233, 461, 713, 939, 1119, 1487

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 11-12.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, including determining where the text leaves matters uncertain.

SE/TE: Comprehending Complex Texts, lviii–lix; Comparing Literary Works, 1011; Performance Task: draw inferences, 936; Critical Reading: inferences, draw/support, 300, 305; Preparing to read complex texts: main idea, determine, 38, 42, 45, 48, 51, 52, 53, 58, 61, 65, 168, 196, 252, 254, 296, 305, paraphrasing, 42, 45, 48, 51, 52, 53, 58, 61, 65, 309, 668, 670, 880, 883, 887, 888, 893, questioning, 95, 588, clarity of meaning, analyze, 342, 343, 350, 353, 358, summarize, 168, 172, 176, 181, 183, 186, 189, 194, 196, 1366, 1370, 1376, cause-and-effect relationships, 360, 363, 365, 367, 370, 376, 1218, 1222, 1225, 1227, 1228, 1233, 1238, 1239, 1242, comparing and contrasting elements, 866, 1170, author's purpose, 1308, 1310, 1312, 1313, 1315, author's philosophical assumptions, analyze, 958, 974, 1138, 1141, 1148, author's beliefs, analyze, 958, 974, 1086, 1093, 1094, author's assumptions, analyze, 1028, 1030, 1035, 1149, relate literary work to historical period, 1154, 1340, infer, 1272, 1278



Grades 11-12



Grades 11-12


11-12.RL.2.2: Compare and contrast the development of similar themes or central ideas across two or more works of literature and analyze how they emerge and are shaped and refined by specific details.

SE/TE: Comparing Literary Works, 261, 264, 270, 421, 541, 566, 753, 797, 1011, 1086, 1094; Analyzing Similar Themes, 268; Comparing Epics, 551; Compare and Contrast, 1061; Comparing Social Criticism, 1021

11-12.RL.2.3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

SE/TE: Epic Hero, 38, 46, 48, 60, 65; Elizabethan drama, 321, 325, 327, 328, 333, 334, 337, 340; Text Structures, 378, 381, 391, 392, 397; Comparing Epics Around the World, 541, 551; Point of view, 588, 591, 593, 596; Dramatic monologue, 976, 980, 987; Author’s purpose, 997, 1002, 1006; Author’s assumptions, 1028, 1035, 1038; Point of view, stream of consciousness, 1191, 1195, 1204, 1209, 1215; Theme, symbol, 1244, 1247, 1248, 1250, 1252, 1257, 1258, 1259, 1264, 1269; Ghost story, flashback, 1296, 1299, 1300, 1304, 1306; Critique, allusion, 1358, 1360, 1363, 1365; Theater of the absurd, 1378, 1380, 1381, 1382, 1385, 1386, 1387; Generational conflict, 1418, 1421, 1424, 1430; Characterization, theme, 1434, 1437, 1443; Performance Task: analyze character, 230, analyze the development of a drama, 458, analyze character development, 1116, analyze a narrative element, 1484

11-12.RL.2.4: Students are expected to build upon and continue applying concepts learned previously.

Pearson Common Core Literature, The British Tradition, offers students opportunities to build upon and continue applying concepts learned previously. See, for example: SE/TE: Building Knowledge and Insight, 38, 321, 400, 504, 866, 1434; Critical Reading, 300, 849, 968, 1241, 1275, 1442; Literary Analysis, 305, 536, 1149, 1278; Draw Inferences, 936; Inferring the Essential Message, 1277



Grades 11-12



Grades 11-12


RL.3: STRUCTURAL ELEMENTS AND ORGANIZATION Build comprehension and appreciation of literature, using knowledge of literary structure and point of view 11-12.RL.3.1: Analyze and evaluate how an author’s choices concerning how to structure specific parts of a work of literature (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

SE/TE: Lyric Poetry, 18, 23; Allegories, Narrative Elements, 123, 127, 128, 130, 133, 135; Sonnet, 252, 261; Text structure, analyze, 272, 279, 378, 381, 391, 392, 397, 552, 557; Blank Verse, 342, 345, 349, 354, 354; Performance Task: analyze the development of a drama, 458, analyze text structure, 936, analyze a key narrative element, 1484; Italian sonnet, epic, 521, 523, 526, 527, 529, 530, 533, 536; Allegory, 552, 555, 557; Lyric poetry, 797, 800, 803, 808; Narrative poetry, poetic sound devices, 818; Ode, 880, 887, 889, 891, 892, 893; Defining the Novel, 990–991; Analyze patterns of organization, 1072, 1076, 1081, 1083; Rhythm, feet, 1086, 1090, 1094; Plot devices, 1218, 1224, 1226, 1228, 1230, 1238, 1242; Meter, free verse, 1400, 1404, 1405, 1409; Elegy, 1410, 1415

11-12.RL.3.2: Analyze a work of literature in which the reader must distinguish between what is directly stated and what is intended (e.g., satire, sarcasm, irony, or understatement) in order to understand the point of view.

SE/TE: Irony, 360, 366, 376, 610, 614, 626, 1072, 1308, 1313, 1315, 1319, 1322, 1323, 1331, 1334, 1337; Satire, 604, 608, 610, 612, 614, 620, 622, 623, 624, 625, 1011; Sarcasm, 626; Parody, epic simile, 628, 634, 639, 642, 644



Grades 11-12



Grades 11-12


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 11-12.RL.4.1: Analyze multiple interpretations of a story, play, or poem, evaluating how each version interprets the source text and the impact of the interpretations on the audience.

SE/TE: Shakespeare on Film, 312–313; Speaking and Listening: Oral Interpretation of Literary Work, 702–703; Poster of early production of Macbeth, 414; Contemporary Connection: The Curse of Frankenstein, 769–772; also, after students complete the play, have them view any two interpretations that you preview for suitability.

11-12.RL.4.2: Analyze and evaluate works of literary or cultural significance in history (American, English, or world) and the way in which these works have used archetypes drawn from myths, traditional stories, or religious works, as well as how two or more of the works treat similar themes, conflicts, issues, or topics.

SE/TE: Close Reading Focus, 123, 378, 746; Allegory and Archetypal Elements, 128, 130; Literary Analysis, 135, 397, 753; Analyzing Similar Themes, 268; Comparing Literary Works, 270, 664, 1072, 1086, 1094, 1272, 1278; Archetypes, 748

READING: Nonfiction RN.1: LEARNING OUTCOME FOR READING NONFICTION Read and comprehend a variety of nonfiction independently and proficiently 11-12.RN.1: Read a variety of nonfiction within a range of complexity appropriate for grades 11-CCR. By the end of grade 11, 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 12, students interact with texts proficiently and independently.

SE/TE: Comprehending Complex Texts, lviii–lxiii; Common Core: Independent Reading, 232, 460, 712, 938, 1118, 1486; Preparing to Read Complex Texts, 233, 461, 713, 939, 1119, 1487



Grades 11-12



Grades 11-12


RN.2: KEY IDEAS AND TEXTUAL SUPPORT Extract and construct meaning from nonfiction texts using a range of comprehension skills 11-12.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, including determining where the text leaves matters uncertain.

SE/TE: Comprehending Complex Texts: Close Read the Text (nonfiction), lx–lxi, lxii–lxiii; Preparing to Read Complex Texts (nonfiction): clarity of meaning, analyze, 82, 85, 86, 89, verify and clarify facts, 568, 569, 574, 575, analyze techniques of media messages, 1062, 1063, 1068, 1069 author's perspective, analyze, 436, 480, 484, 491, author's purpose, 628, 635, 638, 644, 646, 656, 662, 910, 913, 919, 997, 1002, 1006, author's philosophical assumptions, analyze, 680, 685; Assessment Workshop: reading test, 932–933; Reading for Information: evaluate validity and reliability of a research source, 70–75, evaluate author’s purpose and perspective, 436–441, evaluate information from text features, 598–603, evaluate information from charts, graphs, illustrations, 810–817, predict content and purpose, 1022–1027, analyze cause-and-effect relationships, 1454–1459; Common Core Research Project (comparing primary sources): text features, analyzing and evaluating, 198–212, summarizing, restating main ideas, 282–290, verify and clarify facts, summarize, draw conclusions, analyze, 568–580, rhetorical devices, analyze, 896–908, newspaper articles, advertisements, comparing, 1062–1069, determine essential message, analyze rhetorical devices, 1284–1294

11-12.RN.2.2: Compare and contrast the development of similar central ideas across two or more texts and analyze how they emerge and are shaped and refined by specific details.

SE/TE: Comparing Literary Works, 296, 305, 646, 910, 919



Grades 11-12



Grades 11-12


11-12.RN.2.3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of a text.

SE/TE: Common Core Research Project (comparing primary sources): verify and clarify facts, 568–580, analyze media techniques, 1062–1069; Assessment: reading test, 932–933; Reading for Information: analyze cause-and-effect relationships, 1454–1459; Preparing to Read Complex Texts (nonfiction): analyzing author’s purpose, 646, 651, 656, 662, analyze and evaluate similar themes, 1316, 1320, 1323, 1325, 1326, 1330, 1331; Close Reading Focus: social commentary, 95, 107, 110, 120, 746, 749, 753, 910, 914, 919; Comparing Social Criticism, 1011, 1014, 1016, 1017, 1018, 1020, 1021



Grades 11-12



Grades 11-12


RN.3: STRUCTURAL ELEMENTS AND ORGANIZATION Build understanding of nonfiction text, using knowledge of structural organization and author’s purpose and message 11-12.RN.3.1: Students are expected to build upon and continue applying concepts learned previously.

Pearson Common Core Literature, The British Tradition, offers students opportunities to build upon and continue applying concepts learned previously. See, for example: SE/TE: Common Core Workshop: Analyzing Arguments, lxiv–lxv, The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii, Analyzing Legal Meanings and Reasoning, lxviii–lxix; Preparing to Read Complex Texts (nonfiction): analyze clarity of meaning, 82, 85, 86, 89, outlining arguments and strategies, 1462, 1465, 1467; Reading for Information: evaluate author’s purpose and perspective, 436–441, rhetorical devices, analyze, 896–909, determine essential message, analyze rhetorical devices, 1284–1295; Persuasive techniques, identify / compare, 708, 919; Reading for Information: evaluate information from text features, 598–603, analyze information from charts, graphs, and illustrations, 810–817, text features, 1022–1027, analyze cause and effect relationship, 1454–1459; Social commentary, 910, 914; Assessment: reading test, 932–933; Modes of persuasion, recognize, 1062, 1063, 1065, 1068, 1070; Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021; Author's message, judge, 1394



Grades 11-12



Grades 11-12


11-12.RN.3.2: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

SE/TE: Common Core Workshop: Analyzing Arguments, lxiv–lxv, The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii, Analyzing Legal Meanings and Reasoning, lxviii–lxix; Preparing to Read Complex Texts (nonfiction): analyze clarity of meaning, 82, 85, 86, 89, outlining arguments and strategies, 1462, 1465, 1467; Reading for Information: evaluate information from text features, 598–603, analyze information from charts, graphs, and illustrations, 810–817, text features, 1022–1027, analyze cause and effect relationship, 1454–1459

11-12.RN.3.3: Determine an author’s perspective or purpose in a text in which the rhetoric is particularly effective (e.g., appeals to both friendly and hostile audiences, anticipates and addresses reader concerns and counterclaims), analyzing how style and content contribute to the power, persuasiveness or beauty of the text.

SE/TE: Common Core Workshop: Analyzing Arguments, lxiv–lxv, The Art of Argument: Rhetorical Devices and Persuasive Techniques, lxvi–lxvii, Analyzing Legal Meanings and Reasoning, lxviii–lxix; Reading for Information: evaluate author’s purpose and perspective, 436–441, rhetorical devices, analyze, 896–909, determine essential message, analyze rhetorical devices, 1284–1295; Persuasive techniques, identify / compare, 708, 919; Rhetorical devices, analyze, 896, 897, 909; Social commentary, 910, 914, 919; Assessment: reading test, 932–933; Modes of persuasion, recognize, 1062, 1063, 1065, 1068, 1070; Social criticism, compare, 1011, 1014, 1015, 1017, 1018, 1020, 1021; Author's message, judge, 1394



Grades 11-12



Grades 11-12


RN.4: SYNTHESIS AND CONNECTION OF IDEAS Build understanding of nonfiction texts by evaluating specific claims and synthesizing and connecting ideas 11-12.RN.4.1: Delineate and evaluate the arguments and specific claims in seminal U.S. and world texts, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning

SE/TE: Analyzing Legal Meanings and Reasoning (Brown vs. Board of Education), lxviii–lxix; Close Reading Activities, 89, 685; Critical Reading, 287, 653, 684, 907, 1291; Comparing Primary Sources, 908; Research Task: The Reform Bill Debate, 909

11-12.RN.4.2: Synthesize and evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.

SE/TE: Reading for Information, 70–75, 198–213, 436–441; Writing Workshop: historical investigation, 1096–1107; Speaking and Listening (Solve a Research Problem), 16, 250, 478, 730, 956, 1136

11-12.RN.4.3: Analyze and synthesize foundational U.S. and world documents of historical and literary significance for their themes, purposes, and rhetorical features.

SE/TE: In addition to the study of the texts included on the pages listed here, this book provides numerous opportunities for students to analyze foundational documents of historical and literary significance. Please see: Ask Questions: Bill of Rights, lxii–lxiii; Writing to Sources, 645, 662

READING: Vocabulary RV.1: LEARNING OUTCOME FOR READING VOCABULARY Acquire, refine, and apply vocabulary using various strategies and sources 11-12.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: Building Academic Vocabulary, xlviii–lv; Vocabulary Acquisition and Use, 66, 121, 136, 197, 212, 280, 290, 306, 359, 377, 398, 417, 492, 537, 580, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1069, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1294, 1357, 1431; Gather Vocabulary Knowledge, 156, 421, 541, 797, 1011, 1209; Language Study: Dictionaries and Other Resources, 224; Words from Mythology, 452; Etymology: Political Science/History Terms, 704; Etymology of Science, Medical, Mathematical Terms, 930; Idioms, 1110; Cognates and Borrowed Words, 1478; Performance Tasks, 936



Grades 11-12



Grades 11-12


RV.2: VOCABULARY BUILDING Build and refine vocabulary by using strategies to determine and clarify words and understand their relationships 11-12.RV.2.1: Use context to determine or clarify the meaning of words and phrases.

SE/TE: Vocabulary Acquisition and Use (Context Clues), 121, 225, 271, 341, 377, 453, 597, 705, 865, 908, 931, 975, 1111, 1270, 1307, 1431, 1479; Contextual Meaning, 1338; Context Clues, 137, 140, 141, 143, 145, 151; Gather Vocabulary Knowledge, 156; Vocabulary Acquisition and Use, 197, 645; Assessment Workshop, 933

11-12.RV.2.2: Students are expected to build upon and continue applying concepts learned previously.

Pearson Common Core Literature, The British Tradition, offers students opportunities to build upon and continue applying concepts learned previously. See, for example: SE/TE: Vocabulary Acquisition and Use, 32, 89, 152, 212, 271, 290, 306, 359, 502, 537, 580, 645, 793, 851, 908, 919, 1051, 1150, 1294

11-12.RV.2.3: Analyze nuances in the meaning of words with similar denotations.

SE/TE: Denotation, 341, 608, 793; Synonyms, 745, 1243; Performance Tasks: Analyze the Impact of Word Choice, 936; Using Resources to Build Vocabulary, 793; Research Tip, 1070

11-12.RV.2.4: Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

SE/TE: Word Analysis: Patterns of Word Change, 262, 1357; Content-Area Vocabulary, 603; Forms of Anatomize, 793

11-12.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, etymology, or standard usage.

SE/TE: Language Study: Dictionaries and Other Resources, 224; Etymology, 704, 930; Cognates and Borrowed Words, 663, 1478; Gather Vocabulary Knowledge, 156, 421, 797, 1209; Using Resources to Build Vocabulary, 417, 537, 797, 1007; Life of the English Language: Using a Dictionary and Thesaurus, R14; Literary Analysis: Dictionary, 646, 650, 652, 662



Grades 11-12



Grades 11-12


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 11-12.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 cumulative impact of specific word choices (e.g., imagery, allegory, and symbolism) on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

SE/TE: Building Academic Vocabulary: Critical Thinking Terms, liv–lv; Multiple-meaning words, 152, 502, 894; Figurative language, 296, 299, 774, 852, 855, 858, 864; Word choice, 480; Epigram, 494; Comparing Literary Works: value terms, 558; New vocabulary, relating to familiar words; Defining Lyric Poetry, 774–775; Comparing Literary Works: diction, 779; Performance Task: analyze word choice, 936; Symbol, 1138; Tone, 1272; Diction, 1366; Vocabulary Acquisition and Use, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 676, 704, 745, 754, 766, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431; Language Study, 224, 452, 704, 930, 1110, 1478

11-12.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 cumulative impact of how an author uses and refines the meaning of a key term or terms over the course of a text.

SE/TE: Building Academic Vocabulary: Technical Domain-Specific Academic Vocabulary, lii–liii, Critical Thinking Terms, liv–lv; Language Study, 224, 452, 704, 930, 1110, 1478; Comparing Literary Works: diction, word choice, 646; Analyzing rhetorical devices, 896, 897, 900, 901, 902; Assessment: reading test, 932–933; Analogy, 1444, 1449, 1453; Vocabulary Acquisition and Use, 66, 121, 136, 197, 280, 306, 359, 377, 398, 417, 492, 537, 597, 627, 663, 704, 745, 754, 793, 851, 865, 879, 908, 930, 988, 1007, 1084, 1150, 1168, 1186, 1205, 1243, 1270, 1279, 1279, 1357, 1431

11-12.RV.3.3: Interpret figures of speech (e.g., paradox) in context and analyze their role in the text.

SE/TE: Paradox, 480, 491; Hyperbole, 604, 626; Figurative Language, 223, 451, 774, 775, 852, 855, 858, 864; Performance Tasks: Analyze the Impact of Word Choice, 936



Grades 11-12



Grades 11-12


WRITING W.1: LEARNING OUTCOME FOR WRITING Write effectively for a variety of tasks, purposes, and audiences 11-12.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: Timed Writing, 166, 435, 551, 809, 1215; Common Core Workshop: writing an objective summary, lvi–lvii, composing an argument, lxx–lxxi; Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475; Text Set Workshop: writing, 226a, 706a; Writing, 66, 121, 136, 153, 197, 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1168, 1186, 1206, 1243, 1270, 1307, 1399, 1431, 1443; Performance Tasks: Writing, 230, 458, 710, 936, 1116, 1484

W.2: HANDWRITING Demonstrate the ability to write legibly 11-12.W.2: Students are expected to build upon and continue applying concepts learned previously.

SE/TE: Prepare your manuscript, 449; Editing and Proofreading, 1107

W.3: WRITING GENRES: Develop and refine writing skills by writing for different purposes and to specific audiences or people ARGUMENTATIVE 11-12.W.3.1: Write arguments in a variety of forms that – ● Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

SE/TE: Common Core Workshop: Composing an Argument, lxx–lxxi; Writing Workshop: topic, choose/narrow, 443, rhetorical devices, use, 444, professional models: persuasive essay (Kermode), 445, logical flow, follow, 446, opinions, support with facts, 447, student models, 448, shaping your presentation, 922, purpose, focus, 927; Writing to Sources, 359, 418, 502, 538, 745, 794, 1051, 1095, 1279, 1431; Writing: arguments, anticipate/ refute, 136, letter to the editor, 685



Grades 11-12



Grades 11-12


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

SE/TE: Common Core Workshop: Composing an Argument (developing the claim), lxx–lxxi; Writing Workshop: details, gather, 443, elaboration, provide, 444, opinions, support with facts, 447; Writing to Sources: outline and incorporate evidence, 538, citing details, 1431

● Use effective transitions as well as varied syntax 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: Revising, 446, 988

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

SE/TE: Writing to Sources: revise for words or phrases that are too casual, 66, create formal, businesslike tone, 988, revising to use formal language, 1095; Writing Workshop: weak language, replace, 446, style, develop, 447

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

SE/TE: Common Core Workshop: Composing an Argument (concluding section), lxx–lxxi; Writing Workshop: conclude with restatement, 444; Persuasive essay: closing strategy, 538, 794

INFORMATIVE 11-12.W.3.2: Write informative compositions on a variety of topics that – ● Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

SE/TE: Writing: prewriting, 627; Writing Workshop: choosing your topic, 695, decide where to start, 696, balance narration with reflection, 698, moving from personal to universal, 699, choosing your topic, 920, shaping your presentation, 921, powerful introduction, 1098; Performance Tasks: writing essays, 936; Writing to Sources: opening strategy, 398, brief introduction to a radio spot, 1415



Grades 11-12



Grades 11-12


● Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

SE/TE: Writing to Sources: details, add, 280, detailed references, 398, cite details, 557, gather details, 851, support generalizations with quotations, 1084, supporting details/evidence, add, 1243, Timed Writing, 441; Writing Workshop: gathering details, 695, providing elaboration, 696, balance narration with reflection, 698, moving from personal to universal, 699, gather evidence, 921 Performance Task: writing, 936

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

SE/TE: Writing Workshop: make and strengthen connections, 695, 698, methods of organization, 1098; Timed Writing, 75; Writing to Sources: transition words, use, 271, 922, 988

● Choose language, content-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic, recognizing and eliminating wordiness and redundancy.

SE/TE: Writing Workshop: develop your style, personal voice, 699, style, develop, 1103; Writing to Sources: specific language, 663, revise for vivid, precise language, 851, precise language, 1338

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

SE/TE: Writing Workshop: develop your style, personal voice, 699, style, develop, 925, formal style and objective tone, 1098, 1099, style, develop, 1103

● 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: Writing to Sources: provide concluding section, 398; Writing Workshop: end well, 216, closing, 1098; Writing Lesson skills: closing strategy, 538, 794



Grades 11-12



Grades 11-12


NARRATIVE 11-12.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 and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters.

SE/TE: Prewriting and Planning, 215, 1469; Drafting, 216, 1470; Narrative Text, 306, 377, 766

● Create a smooth progression of experiences or events.

SE/TE: Drafting, 216, 306, 492; Narrative Text, 377, 766; Prewriting and Planning, 1469

● Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

SE/TE: Writing Workshop: highlight a striking conflict, 216, add interior monologue, 218, draw setting, create a story chart, improvise dialogue, 1469, establish tense and point of view, 1470, check for consistency (tense, point of view), 1472, using punctuation in dialogue, 1473; Writing: dialogue, 566; Writing Lessons: character traits, events, 306, build suspense, 766

● Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

SE/TE: Writing to Sources: structure ideas for effect, 865, outline events, 1307; Writing Workshop: pace your writing, 216, revising overall structure, 218, shaping your writing, 696, 1470, revising overall structure, 1472

● 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 Workshop: sensory details, 215, vivid word choice, 219, explode a moment, 696, draw setting, 1469, show, do not tell, 1470, word choice, 1472, develop your style, 1473; Writing to Sources: vivid expressions, 197, 341, sensory details, 306, 1307, replace adjectives, 377, 1357, intensify dramatic effect, 865

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

SE/TE: Writing Workshop: end well, 216, revising overall structure, 218, revising overall structure, 1472; Writing: providing a conclusion, 1409



Grades 11-12



Grades 11-12


W.4: THE WRITING PROCESS Produce coherent and legible documents by planning, drafting, revising, editing, and collaborating with others 11-12.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: Common Core Workshop: writing an objective summary, lvi–lvii, composing an argument, lxx–lxxi; Writing Workshop, 214–221, 442–449, 694–701, 920–927, 1096–1107, 1468–1475; Text Set Workshop: writing, 226a, 706a; Writing, 66, 121, 136, 153, 197, 262, 271, 280, 306, 341, 377, 398, 418, 492, 502, 538, 597, 627, 645, 663, 745, 754, 766, 794, 851, 865, 879, 894, 975, 988, 1008, 1051, 1084, 1095, 1168, 1186, 1206, 1243, 1270, 1307, 1399, 1431, 1443; Performance Tasks: Writing, 230, 458, 710, 936, 1116, 1484

● Use technology to generate, produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: Writing Workshop: publishing and presenting, 221, 449, 701, 927, 1107, 1475; also see: Writing Workshop: Multimedia Presentation, 920–927; Writing Lesson: Multimedia Presentation Plan, 627, 1365, Internet Publication, 701

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 11-12.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: Writing Workshop: multimedia presentation, 920–927, historical investigation, 1096–1107; Writing to Sources, 879, 1365; Text Set Workshop: research, 226b, 454b, 706a, 932b, 1112b, 1480b; Speaking and Listening: solve a research problem, 16, 250, 478, 730, 956, 1136; Research task, 213, 291, 581, 909, 1070, 1295



Grades 11-12



Grades 11-12


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

SE/TE: Research Topics and Questions, lxxii; Formulate your research plan, 213; Formulate a research plan, 291, 581, 1295; Plan your research, gather sources, and synthesize information, 909; Develop questions to guide analysis, 1070

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

SE/TE: Planning Your Research, lxxiii; Solve a Research Problem, 16, 350, 478, 730, 956, 1136; Gather sources, 213, 291, 581, 1070, 1295; Plan your research, gather sources, and synthesize information, 909; Gathering Details, 1097

● Assess the strengths and limitations of each source in terms of the task, purpose, and audience.

SE/TE: Finding Authoritative Sources, lxxiv; Solve a Research Problem, 250, 730, 956; Gather sources, 291; Drafting, 879

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

SE/TE: Taking Notes, lxxv; Synthesize information, 213, 291, 581, 1070, 1295; Plan your research, gather sources, and synthesize information, 909; Gathering Details, 1097; Solve a Research Problem, 1136

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

SE/TE: Providing Appropriate Citations, lxxvi; 1102; Gather sources, 213, 291, 581; Organize and present ideas, 1070; Avoiding Plagiarism, 1103

● Present information, choosing from a variety of formats.

SE/TE: Organize and present your ideas, 213; Organize and present ideas, 291, 581, 1070, 1295



Grades 11-12



Grades 11-12


W.6: CONVENTIONS OF STANDARD ENGLISH Demonstrate command of the conventions of standard English GRAMMAR AND USAGE 11-12.W.6.1: Demonstrate command of English grammar and usage, focusing on: 11-12.W.6.1a: Pronouns – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Conventions and Style: Pronoun-Antecedent Agreement Problems, 795; Grammar, Usage, and Mechanics Handbook, R46, R49, R50

11-12.W.6.1b: Verbs – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Conventions and Style: Shifts in Verb Tense, 1009; Conventions and Style: Active, Not Passive, Voice, 1085; Grammar, Usage, and Mechanics Handbook, R47, R49-R50

11-12.W.6.1c: Adjectives and Adverbs – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Lively Descriptive Adjectives and Their Connotations, 152; Descriptive Adjectives: Words Relating to Tragedy, 417; Conventions and Style: Adjective and Adverb Clauses, 419; Conventions and Style: Comparative and Superlative Adjectives and Adverbs, 493; Grammar, Usage, and Mechanics Handbook, R47, R48

11-12.W.6.1d: Phrases and Clauses – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Grammar, Usage, and Mechanics Handbook, R47-R48

11-12.W.6.1e: Usage – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Conventions and Style: Subordinating Conjunctions, 263; Conventions and Style: Participles, Gerunds, and Infinitives, 503; Conventions and Style: Misplaced and Dangling Modifiers, 539; Conventions and Style: Subject-Verb Agreement Problems, 767; Conventions and Style: Pronoun-Antecedent Agreement Problems, 795; Conventions and Style: Shifts in Verb Tense, 1009; Conventions and Style: Parallel Structure, 1207; Grammar, Usage, and Mechanics Handbook, R47, R48, R49



Grades 11-12



Grades 11-12


CAPITALIZATION, PUNCTUATION, AND SPELLING 11-12.W.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling focusing on: 11-12.W.6.2a: Capitalization – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Focus on proper nouns and titles, 927; Focus on punctuation in dialogue, 1475

11-12.W.6.2b: Punctuation – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Punctuation Tip, 67, 154, 263, 419, 755; Focus on punctuation, 221; Focus on commas, 701; Focus on quotations, 1107; Focus on punctuation in dialogue, 1475

11-12.W.6.2d: Spelling – Students are expected to build upon and continue applying conventions learned previously.

SE/TE: Spelling errors, 221, 449, 701, 1107, 1206, 1475; Commonly Confused Words, R62–R63; Spelling Rules, R53

SPEAKING AND LISTENING SL.1: LEARNING OUTCOME FOR SPEAKING AND LISTENING Refine and apply effective communication skills through speaking and active listening 11-12.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: Speaking and Listening: Deliver a Persuasive Speech, 450–451; Oral Interpretation of Literary Work, 702–703; Speaking and Listening: Multimedia “Welcome Talk,” 250; Debate, 478; Press Conferences, 730; Multimedia Presentation, 956; Presentation, 1135; Book Talk, 1136; Performance Tasks: Speaking and Listening, 231, 459, 711, 937, 1117, 1485



Grades 11-12



Grades 11-12


SL.2: DISCUSSION AND COLLABORATION Refine and apply reciprocal communication skills by participating in a range of collaborative discussions 11-12.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: Speaking and Listening (Collaboration): Small-Group Discussion, 15, 249; Panel Discussion, 16; Debate, 478; Book Talk, 1136; Press Conference, 730; Discussion, 1162; Performance Tasks (Common Core Assessment Workshop): Small Group Discussion, 231, 937, 1117; Speaking and Listening: Comprehension and Collaboration, 223, 451, 703, 929, 1109, 1477; Text Set Workshop, 226b, 454b, 706b, 1112b; Tips for Discussing Literature, R43; Oral and Visual Communication: Listening Critically, R44

11-12.SL.2.2: Stimulate a thoughtful, well-reasoned debate and exchange of ideas by referring to specific evidence from materials under study and additional research and resources.

SE/TE: Debate, 478; Discussion, 1162; Panel Discussion, 1433; Performance Tasks: Speaking and Listening, 937; Tips for Discussing Literature, R43

11-12.SL.2.3: Work with peers to promote collegial discussions and decision-making, set clear goals and deadlines, and individual roles as needed.

SE/TE: Debate, 478; Discussion, 1162; Panel Discussion, 1433; Panel Discussion, 16; Tips for Discussing Literature, R43

11-12.SL.2.4: Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

SE/TE: Debate, 478; Press Conference, 730; Book Talk, 1136; Panel Discussion, 1433; Speaking and Listening: Comprehension and Collaboration, 223, 451, 703, 929, 1109, 1477; Tips for Discussing Literature, R43

11-12.SL.2.5: Conduct debate and discussion to allow all views to be presented; allow for a dissenting view, in addition to group compromise; and determine what additional information or research is required to deepen the investigation or complete the task.

SE/TE: Panel Discussion, 1433; Debate, 478; Performance Tasks: Speaking and Listening, 231, 937, 1117; Speaking and Listening: Comprehension and Collaboration, 223, 451, 703, 929, 1109, 1477; Tips for Discussing Literature, R43



Grades 11-12



Grades 11-12


SL.3: COMPREHENSION Refine and apply active listening and interpretation skills using various strategies 11-12.SL.3.1: Integrate multiple sources of information presented in diverse media and formats (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SE/TE: Writing Workshop: Create a Multimedia Presentation, 920–927; Speaking and Listening: Analyze a Non-Print Political Advertisement, 928–929; Analyze and Evaluate Entertainment Media, 1108–1109; Compare Media Coverage of Same Event, 1476–1477; Speaking and Listening (Solve a Research Problem), 250, 478

11-12.SL.3.2: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

SE/TE: Speaking and Listening: Evaluate a Persuasive Speech, 222–223; Deliver a Persuasive Speech, 450–451; Analyze a Non-Print Political Advertisement, 928–929; Analyze and Evaluate Entertainment Media, 1108–1109; Compare Media Coverage of Same Event, 1476–1477; Text Set Workshop, 454b, 706b, 932b, 1480b

SL.4: PRESENTATION OF KNOWLEDGE AND IDEAS Refine and apply speaking skills to communicate ideas effectively in a variety of situations 11-12.SL.4.1: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

SE/TE: Speaking and Listening: Deliver a Persuasive Speech, 450–451; Oral Interpretation of Literary Work, 702–703; Speaking and Listening: Multimedia “Welcome Talk,” 250; Debate, 478; Press Conferences, 730; Presentation, 1135; Book Talk, 1136; Performance Tasks: Speaking and Listening, 231, 459, 711, 937, 1117, 1485

11-12.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: Writing Workshop: Create a Multimedia Presentation, 920–927; Speaking and Listening: Multimedia “Welcome Talk,” 250; Multimedia Presentation, 956; Writing Lesson: Multimedia Presentation Plan, 627, 1365; Performance Tasks: Speaking and Listening, 1485



Grades 11-12



Grades 11-12


11-12.SL.4.3: Students are expected to build upon and continue applying concepts learned previously.

Pearson Common Core Literature, The British Tradition, offers students opportunities to build upon and continue applying concepts learned previously. See, for example: SE/TE: Speaking and Listening: Deliver a Persuasive Speech, 450–451; Oral Interpretation of Literary Work, 702–703; Speaking and Listening: Multimedia “Welcome Talk,” 250; Debate, 478; Press Conferences, 730; Multimedia Presentation, 956; Presentation, 1135; Book Talk, 1136; Performance Tasks: Speaking and Listening, 231, 459, 711, 937, 1117, 1485

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 11-12.ML.1: Critically analyze information found in electronic, print, and mass media used to inform, persuade, entertain, and transmit culture.

SE/TE: Analyzing Functional and Expository Texts, 70, 436, 598, 810, 1022, 1454; Close Reading Activities, 75, 441, 603, 817, 1027, 1459; Primary Sources, 896-897, 1062-1063; Analyzing a Non-Print Political Advertisement, 928-929; Critical Reading, 1066, 1068, 1283; Comparing Primary Sources, 1069; Comparing Media Coverage of the Same Event, 1476-1477

ML.2: MEDIA LITERACY Analyze the purposes of media and the ways in which media can have influences 11-12.ML.2.1: Evaluate the intersections and conflicts between visual and verbal messages, and recognize how visual techniques or design elements carry or influence messages in various media.

SE/TE: Critical Reading, 80; Analyzing Media Messages, 1068; Photographs of the London Blitz, 1292-1293; Comparing Media Coverage of the Same Event, 1476-1477

11-12.ML.2.2: Analyze the impact of the media on the public, including identifying and analyzing rhetorical and logical fallacies.

SE/TE: Evaluate Persuasive Speech, 222-223; Primary Sources, 896-897; Analyze a Non-Print Political Advertisement, 928-929; Analyzing Media Messages, 1068

Documents

Pearson Common Core Literatureassets.pearsonschool.com/correlations/IN_PLit 2015 G12.pdfPearson Common Core Literature ©2015 is an exciting literature program designed specifically