A Correlation of

Prentice Hall Literature Penguin Edition

The British Tradition ©2007

To the

Common Core State Standards for English Language Arts

Grades 11-12

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

2 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Introduction

This document demonstrates how Prentice Hall Literature, Penguin Edition, ©2007 meets the Common Core State Standards for English Language Arts. Correlation page references are to the Teacher’s Edition and are cited by activity and page number. Lessons in the Teacher’s Edition contain facsimile Student Edition pages. Page references are also cited for the Prentice Hall Literature Common Core Companion.

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

3 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Table of Contents

Reading Standards: Literature ..................................................................................... 4 Reading Standards: Informational Text ......................................................................... 6 Writing Standards ...................................................................................................... 9 Speaking and Listening Standards .............................................................................. 17 Language Standards ................................................................................................. 19

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

4 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 Reading Standards: Literature The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Literature 11-12.RL Key Ideas and Details 11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: Rereading, for clarification, 122, 125, 127, 128, 129, 131, 134; Summarizing, 161, 163, 167, 168, 170, 174, 180, 185, 1131, 1135, 1139 ; Reading stanzas as units of meaning, 967, 970, 975; also see: Inferring, 281, 288, 380, 384, 386, 393, 395, 459, 464, 465, 466, 883, 886, 890, 892, 893, 894, 1103, 1111, 1113 CCC: 2, 3, 9

11-12.RL.2 Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

SE/TE: Theme, 249, 252, 253, 271, 277, 459, 462, 463, 466, 898–899, 929, 931, 936, 937, 1055, 1156–1157, 1058, 1159, 1179, 1201, 1202, 1204, 1206, 1207, 1211, 1212, 1213, 1214, 1215, 1217, 1220, 1221, 1067, 1275, 1279, 1281, 1285, 1289, 1291 CCC: 15, 16, 22

11-12.RL.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: Character/ Characterization, 97, 99, 100, 102, 104, 107, 108, 111, 112, 114, 116, 118, 120, 208, 212, 220, 296, 416, 898–899, 1263, 1269, 1271, 1297, 1302, 1303, 1306, 1307, 1309; Setting, 138, 145, 156, 297; Conflict (internal/external), 342, 346, 348, 352, 355, 358, 1143, 1147, 1149, 1152, 1275, 1279, 1281; Plot, 1159, 1164, 1165, 1168, 1169, 1174, 1175, 1179 CCC: 28, 29, 35

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

5 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 Craft and Structure 11-12.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

SE/TE: Figurative language, 220, 704–705, 761, 763, 766, 770, 771; also see: Vocabulary Builder (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313 CCC: 41, 42, 48

11-12.RL.5 Analyze how an author’s choices concerning how to structure specific parts of a text (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: Dramatic irony, 342, 348, 358; Shakespearean tragedy, 380, 383, 384, 386, 387, 389, 391, 395; Plot, 1159, 1164, 1165, 1168, 1169, 1174, 1175, 1179; Dramatic structure, 1251, 1255, 1259; also see: Conflict (internal/external), 342, 346, 348, 352, 355, 358, 1143, 1147, 1149, 1152, 1275, 1279, 1281 CCC: 54, 55

11-12.RL.6 Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

SE/TE: Irony, 342, 348, 358, 521, 526, 530, 533, 967, 975, 1004, 1075, 1080, 1085; Satire, 521, 523, 526, 528, 530, 533; Sarcasm, 613 CCC: 61, 62

Integration of Knowledge and Ideas 11-12.RL.7 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

SE/TE: For related material see: Review, film, 939; also see: Dramatic reading, 65, 447, 759, 977; Recital, sonnet, 265; Group reading of poem, 585; Interpretive reading, 1141; Recitation, poetic, 1293 CCC: 68, 69

11-12.RL.8 (Not applicable to literature) N/A

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

6 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 11-12.RL.9 Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

SE/TE: The British literary tradition is the focus of this level of the Penguin Literature program. Nonetheless, important works of American literature are integrated into the program in a feature called Connections to American Literature. Those selections include the following: Mary Chesnut, from “Mary Chesnut’s Civil War,” 402; Edgar Allan Poe, “The Oval Portrait,” 700 CCC: 75, 76

Range of Reading and Level of Text Complexity 11-12.RL.10 By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

SE/TE: Suggestions for Further Reading, 221, 417, 647, 847, 1005, 1341 CCC: 82, 83

Reading Standards: Informational Text Informational Text 11-12.RI Key Ideas and Details 11-12.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

SE/TE: Drawing inferences, 593, 601 Identifying main points and support, 1117, 1121, 1122, 1127; also see: Reading Informational Materials: Maps, 90–93, Newspaper Articles, 398–401, Online Search Engines, 630–633, Guidebooks, 722–725, Web Sites, 960–964, Mission Statements, 1070–1073 CCC: 90, 91, 97

11-12.RI.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

SE/TE: Summarizing, 271, 277; Identifying main points and support, 1117, 1121, 1122, 1127 CCC: 103, 104, 110

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

7 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 11-12.RI.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 the text.

SE/TE: Historical writing, 77, 80, 82, 85, 87; Monarch as hero theme, 271, 277; Drawing conclusions, 503, 505, 508, 513, 517; Satirical essay, 613, 623; Political commentary, 811, 813, 819; Social commentary, 823, 826, 829, 831 CCC: 116, 117

Craft and Structure 11-12.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

SE/TE: Vocabulary Workshops: Recalling Information, 218, Recalling and Understanding Meaning, 414, Analyzing Information, 644, Demonstrating Understanding, 844, Applying Information, 1002, Judging the Value of Texts, 1338; also see: Vocabulary Builder (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313 CCC: 123, 124, 130

11-12.RI.5 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: Persuasive devices, 271, 277, 408, 646, 811, 813, 819, 823, 831; Assessment Workshops: Forms of Propaganda, 415, 645, Critical Reasoning, 845; Rhetoric and rhetorical devices, 537, 551, 646, 846, 1117, 1127; Distinguishing emotive and informative language, 949, 953, 955, 957 CCC: 136, 137

11-12.RI.6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

SE/TE: Recognizing author's purpose, 537, 543, 546, 551, 613, 623; Recognizing writer's purpose, 903, 908, 915, 919; Distinguishing emotive and informative language, 949, 953, 955, 957; Recognizing writer's attitudes, 1075, 1077, 1081, 1083, 1085 CCC: 143, 144, 150

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

8 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 Integration of Knowledge and Ideas 11-12.RI.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

SE/TE: Reading Informational Materials: Maps, 90–93, Newspaper Articles, 398–401, Online Search Engines, 630–633, Guidebooks, 722–725, Web Sites, 960–964, Mission Statements, 1070–1073; also see: Research and Technology, 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323 CCC: 156, 157

11-12.RI.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

SE/TE: The British literary tradition is the focus of this level of the Penguin Literature program. Nonetheless, important works of American literature are integrated into the program in a feature called Connections to American Literature. Those selections include the following: Mary Chesnut, from “Mary Chesnut’s Civil War,” 402; Edgar Allan Poe, “The Oval Portrait,” 700 CCC: 163, 164

11-12.RI.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

SE/TE: The British literary tradition is the focus of this level of the Penguin Literature program. Nonetheless, important works of American literature are integrated into the program in a feature called Connections to American Literature. Those selections include the following: Mary Chesnut, from “Mary Chesnut’s Civil War,” 402; Edgar Allan Poe, “The Oval Portrait,” 700 CCC: 170, 171

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

9 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 Range of Reading and Level of Text Complexity 11-12.RI.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

SE/TE: Suggestions for Further Reading, 221, 417, 647, 847, 1005, 1341 CCC: 177, 178

Writing Standards The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Writing 11-12.W Text Types and Purposes 11-12.W.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. 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: Writing Workshop: Persuasive Essay: creating call for action & showcasing thesis statement, 408; also see: Writing applications: speech, persuasive, 413, 447, 1129, response, critical, 457, 1115, editorial, on political issue, 821, recommendation, about proposal, 896, proposal, program for elderly, 1311 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

b. 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: Persuasive Essay: appeals & arguments, 408, arranging arguments in logical order, 410; also see: Writing applications: speech, persuasive, 413, 447, 1129, response, critical, 457, 1115, editorial, on political issue, 821, recommendation, about proposal, 896, proposal, program for elderly, 1311 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

10 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 c. Use words, phrases, and clauses

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: Persuasive Essay: arranging arguments in logical order, 410; also see: Writing applications: speech, persuasive, 413, 447, 1129, response, critical, 457, 1115, editorial, on political issue, 821, recommendation, about proposal, 896, proposal, program for elderly, 1311 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

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.

SE/TE: Persuasive Essay: style & revising word choice, 408; also see: Writing applications: revising parallelism to create persuasive tone, 279, revising for persuasive tone, 468, adding rhetorical devices, 1129, revising for persuasive language, 821, improving persuasive impact, 1311 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

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

SE/TE: Persuasive Essay: arranging arguments in logical order, 410; also see: Writing applications: revising parallelism to create persuasive tone, 279, improving persuasive impact, 1311, tying together points in effective conclusion, 1329 CCC: 185, 186, 187, 188, 189, 190, 191, 192, 193, 194, 195

11-12.W.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. 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: Narrowing topic by finding focus, 208, 834, 990, 1328; Shaping writing, 209, 212, 405, 408, 500, 553, 638, 838, 991, 994, 1329, 1332; Charting to compare definitions, 570; Reviewing format, 840; Charting, 939, 1199; Charting cause-and-effect relationships, 881; Multimedia Report, 1330–1337; also see: Essay, 404, 406, 535, 603, 634, 636, 834, 881, 990, 1087 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

11 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 b. 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: Elaborating: including references and citations, 397, citing specific examples, 405, 835, outlining examples, 635, incorporating specific details, 638, drafting annotations for primary sources, 921, handling sources, 994, framing media references, 1332 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

c. 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: Revising for transitions, 209; Transitions, 410; Cause–and–effect transition, 896; Transitions to make comparisons, 1261; Revising connections with transitions, 1283; Strengthen transitions, 1334 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

SE/TE: Word choice, 214; Developing style: vivid word choice, 215, 408; Vivid, precise language, 759; Strong, active language, 840 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

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.

SE/TE: Developing style: active versus passive voice, 841, strong verbs and adjectives, 215, vivid word choice, 408, keeping tone consistent, 1335; also see: Parallelism to create persuasive tone, 279; Establishing tone, 638 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

f. 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: Tying together points in effective conclusion, 1329; also see: Revising Overall structure: arranging arguments in logical order, 410, To balance specific and general, 603, balancing narrative with reflection, 640, unified support for, 803, reviewing format, 840, deepen analysis, 1323 CCC: 196, 197, 198, 199, 200, 201, 202, 203, 204, 205, 206, 207

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

12 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 11-12.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. 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; create a smooth progression of experiences or events.

SE/TE: Autobiographical narrative: character, starting out strong, 212; also see: Writing applications: Allegory, 158; Parable, in King James style, 290; Sequel, 1100 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

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

SE/TE: Autobiographical Narrative: dialogue, pacing, conflict, 212, overall structure, 214; also see: Writing applications: Allegory, 158; Parable, in King James style, 290; Sequel, 1100 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

c. 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: Autobiographical Narrative: pacing, conflict, 212, overall structure, 214; also see: Writing applications: Allegory, 158; Parable, in King James style, 290; Sequel, 1100 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

d. 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: Autobiographical Narrative: setting, 212, word choice, 214; also see: Writing applications: Allegory, 158; Parable, in King James style, 290; Sequel, 1100 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

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

SE/TE: Autobiographical Narrative: overall structure, 214; also see: Writing applications: Allegory, 158; Parable, in King James style, 290; Sequel, 1100 CCC: 208, 209, 210, 211, 212, 213, 214, 215, 216, 217, 218

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

13 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 Production and Distribution of Writing 11-12.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

SE/TE: Writing Workshops, 210–220, 406–413, 636–643, 836–991, 992–1001,1330–1337; Writing About Literature, 208–209, 404–405, 634–635, 834–835, 990–991, 1328–1329; also see: Writing Lesson, 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323; Timed Writing Applications, 32, 65, 89, 93, 255, 265, 397, 457, 489, 500, 519, 677, 686, 687, 699, 721, 759, 803, 939, 959, 987, 1035, 1053, 1115, 1154, 1181, 1199, 1261, 1283, 1323 CCC: 219, 220

11-12.W.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 11–12.)

SE/TE: Prewriting (including choosing your topic, gathering details, narrowing your topic), 208, 211, 247, 255, 404, 407, 570, 634, 637, 699, 787, 834, 837, 881, 939, 959, 990, 993, 1199, 1249, 1328, 1331; Drafting (including providing elaboration and shaping writing), 187, 209, 212, 397, 405, 408, 500, 553, 635, 638, 835, 838, 921, 991, 994, 1115, 1224, 1293, 1329, 1332; Revising, 32, 65, 89, 158, 203, 209, 214,279, 290, 405, 408, 410, 447, 457, 468, 489,519, 535,585, 603, 635, 640, 677, 687, 721, 759, 773, 803, 821, 833, 835, 840, 896, 987, 991, 996, 1035, 1053, 1069,1097, 1129, 1141, 1154, 1181, 1261, 1273, 1283, 1311, 1323, 1329, 1334; Editing and Proofreading, 413, 643, 843, 1001, 1337 CCC: 226, 227 Also see citations for Language standards 1-3 in this correlations document.

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

14 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 11-12.W.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

SE/TE: Publishing/Presenting: Autobiographical presentation, 220, Converting report to magazine article, 1337, Cover letter, 843, Deliver a speech, 413, 1004, Dramatic presentation, 405, Internet publication, 643, Job portfolio, 843, Lectures, 209, Letter to editor, 413, Literary magazine submission, 635, Oral presentation, 991, 1001, 1337, Panel discussion, 835, Poetry reading, 1329, Radio broadcast, 643, Works-cited list, 1001 CCC: 233, 234

Research to Build and Present Knowledge 11-12.W.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SE/TE: Writing Workshops: Research paper, 992–1001, Multimedia Report, 1330–1337; also see: Research and Technology, 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323 CCC: 240, 241, 244

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

15 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

SE/TE: Sources: including references and citations, 397, checking available, 993, works-cited list, 1001; also see: Elaborating: including references and citations, 397; Reading Informational Materials: Online Search Engines, 630–633; Writing Workshops: Research paper, 992–1001; Multimedia Report, 1330–1337; Research and Technology Guide, R26–R27; Citing Sources and Preparing Manuscript: R28–R29; also see: Research and Technology, 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323 CCC: 247, 248, 249, 251, 253, 254, 255, 256, 257, 258, 259, 260

11-12.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).

SE/TE: Analysis of literary theme, 32, 489; Analysis of sonnet imagery, 265; Essay connecting literature with experience, 500; Comparison of characters, 677; Comparison of literary works, 687; Analysis of symbol, 759; Essay on literary theme, 1181, 1199; Analysis of storytelling technique, 1283; also see: Writing About Literature: Analyzing Literary Periods, 208–209, 990–991, Comparing and Contrasting Literary Trends, 404–405, Comparing and Contrasting Literary Themes, 634–635, Evaluating Literary Trends, 834–835, 1328–1329 CCC: 261, 262, 265, 266

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

16 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 b. Apply grades 11–12 Reading

standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).

SE/TE: Response to criticism, 65, 397, 519, 721, 803, 939, 1035, 1053; Comparison of historical sources, 89; Analysis of argument, 1323; also see: Writing About Literature: Analyzing Literary Periods, 208–209, 990–991, Comparing and Contrasting Literary Trends, 404–405, Comparing and Contrasting Literary Themes, 634–635, Evaluating Literary Trends, 834–835, 1328–1329 CCC: 261, 262, 265, 266

Range of Writing 11-12.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

SE/TE: Writing Workshops, 210–220, 406–413, 636–643, 836–991, 992–1001,1330–1337; Writing About Literature, 208–209, 404–405, 634–635, 834–835, 990–991, 1328–1329; also see: Writing Lesson, 32, 65, 89, 122, 136, 158, 187, 203, 247, 255, 265, 279, 290, 326, 360, 380, 397, 447, 457, 468, 489, 500, 519, 535, 553, 571, 585, 603, 625, 677, 687, 699, 720, 759, 773, 787, 803, 821, 833, 881, 896, 921, 939, 959, 977, 987, 1035, 1053, 1069, 1087, 1111, 1115, 1129, 1141, 1154, 1181, 1199, 1223, 1249, 1261, 1273, 1283, 1293, 1311, 1323; Timed Writing Applications, 32, 65, 89, 93, 255, 265, 397, 457, 489, 500, 519, 677, 686, 687, 699, 721, 759, 803, 939, 959, 987, 1035, 1053, 1115, 1154, 1181, 1199, 1261, 1283, 1323 CCC: 269, 270, 271, 272, 273, 274, 275, 276

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

17 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 Speaking and Listening Standards The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Speaking and Listening 11-12.SL Comprehension and Collaboration 11-12.SL.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 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.

SE/TE: Debate, 279, 341, 457, 921, 1053, 1115, 1154, 1283; Discussion, 835, 1129, 1199, 1323; Argument, 846, 1004 CCC: 278, 279, 280, 281, 282, 283, 284, 285

b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

SE/TE: Debate, 279, 341, 457, 921, 1053, 1115, 1154, 1283; Panel discussion, 835, 1129, 1323 CCC: 278, 279, 280, 281, 282, 283, 284, 285

c. 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: Interview, 379, 625; also see: Debate, 279, 341, 457, 921, 1053, 1115, 1154, 1283; Discussion, 835, 1129, 1199, 1323; Argument, 846, 1004 CCC: 278, 279, 280, 281, 282, 283, 284, 285

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

18 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 d. Respond thoughtfully to diverse

perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SE/TE: Debate, 279, 341, 457, 921, 1053, 1115, 1154, 1283; Discussion, 835, 1129, 1199, 1323; Argument, 846, 1004 CCC: 278, 279, 280, 281, 282, 283, 284, 285

11-12.SL.2 Integrate multiple sources of information presented in diverse formats and media (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: Communications Workshops: Analyzing Advertising, 416, Analyzing Persuasive Techniques, 646, Critiquing Persuasive Devices, 846, Analyzing Bias in News Media, 1340; also see: Research and Technology: Presentation, multimedia, 135, 187, 265, 677, 987; Writing Workshops: Multimedia Report, 1330–1337 CCC: 286, 287

11-12.SL.3 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: Communications Workshops: Analyzing Advertising, 416, Analyzing Persuasive Techniques, 646, Critiquing Persuasive Devices, 846, Analyzing Bias in News Media, 1340; also see: Debate, 279, 341, 457, 921, 1053, 1115, 1154, 1283; Discussion, 835, 1129, 1199, 1323; Argument, 846, 1004 CCC: 290, 291, 294

Presentation of Knowledge and Ideas 11-12.SL.4 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: Communications Workshops: Delivering Autobiographical Presentations, 220, Delivering Persuasive Speech, 1004; also see: Research and Technology: Reports, 135, 187, 247, 265, 290, 325, 447, 457, 500, 519, 535, 585, 699, 787, 821, 959, 1053, 1100, 1115, 1141, 1154, 1199, 1283, 1311; Listening and Speaking: Presentation, 220, 721, 1087; Speech, 158, 325, 489, 553, 646, 821, 1004; Writing Workshops: Multimedia Report, 1330–1337 CCC: 297, 298, 301

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

19 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 11-12.SL.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

SE/TE: Research and Technology: Presentation, multimedia, 135, 187, 265, 677, 987; Writing Workshops: Multimedia Report, 1330–1337 CCC: 304, 305

11-12.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (See grades 11–12 Language standards 1 and 3 for specific expectations.)

SE/TE: Communications Workshops: Delivering Autobiographical Presentations, 220, Delivering Persuasive Speech, 1004; also see: Listening and Speaking: Presentation, 220, 721, 1087; Speech, 158, 325, 489, 553, 646, 821, 1004 CCC: 306, 307, 310

Language Standards The following standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity. Language 11-12.L Conventions of Standard English 11-12.L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.

SE/TE: For related material see: The Changing English Language: The Beginnings of English, 14, “A Man of Fire – New Words” 236, No Harmless Drudge, He, 432, The Romantic Age, 662, The Victorian Age, 862, Britspeak, A to Zed, 1020; Understanding dialect, 189, 195, 197, 201; Translating dialect, 665, 667, 675 CCC: 314, 315

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

20 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 b. Resolve issues of complex or

contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.

SE/TE: For related material see: Writing Workshops: Editing/Proofreading, 413, 643, 843, 1001, 1337; Dictionary, Thesaurus, using, R8; also see: Grammar and Style Lesson (Build Language Skills), 31, 64, 88, 121, 135, 157, 186, 202, 246, 254, 264, 278, 289, 325, 359, 379, 396, 446, 456, 467, 488, 499, 518, 534, 552, 570, 584, 602, 624, 676, 686, 698, 720, 758, 772, 786, 802, 820, 832, 880, 895, 920, 938, 958, 976, 986, 1034, 1052, 1068, 1086, 1099, 1114, 1128, 1140, 1153, 1180, 1198, 1222, 1248, 1260, 1272, 1282, 1292, 1310, 1322 CCC: 316, 317

11-12.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Observe hyphenation conventions.

SE/TE: For related material see: Grammar, Usage and Mechanics Handbook: hyphens, R47 CCC: 318, 319

b. Spell correctly. SE/TE: Spelling Strategy, 31, 64, 88, 121, 135, 157, 186, 202, 246, 254, 264, 278, 289, 325, 359, 379, 396, 446, 456, 467, 488, 499, 518, 534, 552, 570, 584, 602, 624, 676, 686, 698, 720, 758, 772, 786, 802, 820, 832, 880, 895, 920, 938, 958, 976, 986, 1034, 1052, 1068, 1086, 1099, 1114, 1128, 1140, 1153, 1180, 1198, 1222, 1248, 1260, 1272, 1282, 1292, 1310, 1322 CCC: 320, 321

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

21 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 Knowledge of Language 11-12.L.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.

SE/TE: Revising Sentences: for varying sentence length, 405, for sentence variety, 991; also see: Grammar and Style: Sentences, 88, 157, 278, 624, 1310 CCC: 322, 323

Vocabulary Acquisition and Use 11-12.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly 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.

SE/TE: Vocabulary Builder: Context, 88, 379, 396, 518, 802, 1099, 1128, 1140, 1198, 1248, 1310 CCC: 324, 325

b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).

SE/TE: Related words: forms of languished, 246, forms of prime, 467, forms of anatomize, 720, forms of skeptical, 1153, forms of patron, 1272; also see: Word roots, 64, 186, 202, 264, 278, 289, 341, 379, 396, 488, 534, 571, 602, 686, 758, 786, 820, 832, 938, 976, 1034, 1052, 1068, 1099, 1114, 1128, 1140, 1180, 1248, 1260, 1292, 1310 CCC: 326, 327

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

22 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 c. Consult general and specialized

reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.

SE/TE: Word meanings, 186, 202, 254, 456, 467, 624; Dictionary, Thesaurus, using, R8; also see: Vocabulary Builder (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313 CCC: 328, 329

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).

SE/TE: Vocabulary Builder: Context, 88, 379, 396, 518, 802, 1099, 1128, 1140, 1198, 1248, 1310; Dictionary, Thesaurus, using, R8; also see: Dictionary, 555, 558, 560, 569 CCC: 330, 331

11-12.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.

SE/TE: For related material see: The Changing English Language: The Beginnings of English, 14, “A Man of Fire – New Words” 236, No Harmless Drudge, He, 432, The Romantic Age, 662, The Victorian Age, 862, Britspeak, A to Zed, 1020; Understanding dialect, 189, 195, 197, 201; Translating dialect, 665, 667, 675 CCC: 332, 333

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

SE/TE: Synonyms, 31, 121, 135, 157, 264, 289, 341, 446, 488, 499, 552, 584, 602, 676, 686, 698, 720, 786, 820, 832, 880, 958, 976, 1034, 1086, 1114, 1153, 1180, 1292, 1322; Word meanings, 186, 202, 254, 456, 467, 624 CCC: 334, 335

A Correlation of Prentice Hall Literature, Penguin Edition, The British Tradition, ©2007

to the Common Core State Standards for English Language Arts

Grades 11-12

23 SE = Student Edition TE = Teacher’s Edition CCC = Common Core Companion

Common Core State Standards for English Language Arts

Prentice Hall Literature Penguin Edition

The British Tradition, ©2007 11-12.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

SE/TE: Vocabulary Builder (Build Skills), 17, 39, 77, 97, 122, 136, 161, 189, 239, 249, 257, 271, 281, 305, 326, 342, 360, 380, 435, 449, 459, 473, 491, 503, 521, 537, 555, 573, 593, 613, 665, 679, 691, 707, 729, 761, 775, 789, 811, 823, 865, 883, 903, 929, 949, 967, 979, 1023, 1039, 1055, 1075, 1089, 1103, 1117, 1131, 1143, 1159, 1183, 1021, 1231, 1251, 1263, 1275, 1285, 1297, 1313; Vocabulary Workshops: Recalling Information, 218, Recalling and Understanding Meaning, 414, Analyzing Information, 644, Demonstrating Understanding, 844, Applying Information, 1002, Judging the Value of Texts, 1338 CCC: 336, 337